Microsoft



Lifestyle

Intermediate

General Teaching Programme

_____________________________

Area of Foreign Languages

English

Lifestyle Teaching Programme

Unit 1: Quality time

Aims

- To review the tenses in English

- To use the present tense

- To make questions

- To know vocabulary about free time activities

- To read a website about too much to do and no time to do it

- To listen to people who need some kind of assistance

- To speak about situations in the past, present and future

- To listen to a radio interview with some commuters on a train

- To talk about the things they do in long journeys

- To speak about changes

- To write an e-mail to a radio programme about the things done while they commute

- To read four advertisements from a website

- To speak about free-time activities

- To speak about choosing an activity

- To write an e-mail about a celebration

- To read an e-mail about a deadline

- To make suggestions

- To listen to an interview with a life-coach

- To read a text about time stealers

- To speak about changes we need in life

- To listen to two people talking about changes in their life

- To write an e-mail suggesting a way forward

Contents

I. Communication skills

- Reading a website about too much to do and no time to do it

- Listening to people who need some kind of assistance

- Speaking about situations in the past, present and future

- Listening to a radio interview with some commuters on a train

- Speaking about journeys

- Speaking about changes

- Writing an e-mail to a radio programme about the things done while they commute

- Reading four advertisements from a website

- Speaking about free-time activities

- Speaking about choosing an activity

- Writing an e-mail about a celebration

- Reading an e-mail about a deadline

- Listening to an interview with a life-coach

- Reading a text about time stealers

- Speaking about changes we need in life

- Listening to two people talking about changes in their life

- Writing an e-mail suggesting a way forward

II. Language reflections

A. Language and grammar functions

- Tense review

- Present tense question forms

B. Vocabulary

- Free time activities

III. Sociocultural aspects

- To debate about networking

- To think about time and life

- To think and debate about changes in life

- To show interest in the radio

- To show interest in free time activities

- To debate about projects to do

- To think about suggestions, listening and accepting them

- To think and debate about changes in life

CROSS-CURRICULAR TOPICS

Moral and civic education

To think about changes in life

To debate about time stealers

Consumer Education

To think about buying things on the internet

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: tense review, present tense question forms. Free time activities

- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.

- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);

- Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

Assessment

I. Communication skills

- Students’ Book. Review 1-3, page 34-35

- Workbook, Unit 1.

II. Language reflections

- Review 1-3, page 34-35

- Workbook, Unit 1

III. Sociocultural aspects

- Students’ Book. Review 1-3, page 34-35

Unit 2: Globetrotters

Aims

- To use will and going to

- To use the present simple for future plans

- To know compound nouns

- To listen to two passengers taking part in a passenger survey at Hong Kong airport

- To speak about plans and intentions

- To read a text about home exchange

- To speak about choosing a home exchange

- To write an e-mail describing holiday arrangements

- To read a text about unusual hotels

- To speak about hotel facilities

- To read texts about low-cost travels

- To listen to people discussing, showing agreement and disagreement

- To speak about hidden airline costs

- To listen to people talking about their trips

- To speak about things to do in Dubai

- To write an e-mail asking for a budget increase

Contents

I. Communication skills

- Listening to two passengers taking part in a passenger survey at Hong Kong airport

- Speaking about plans and intentions

- Reading a text about home exchange

- Speaking about choosing a home exchange

- Writing an e-mail describing holiday arrangements

- Reading a text about unusual hotels

- Speaking about hotel facilities

- Reading texts about low-cost travels

- Listening to people discussing, showing agreement and disagreement

- Speaking about hidden airline costs

- Listening to people talking about their trips

- Speaking about things to do in Dubai

- Writing an e-mail asking for a budget increase

II. Language reflections

A. Language and grammar functions

- Will

- Going to

- Future continuous for future plans

B. Vocabulary

- Compound nouns

III. Sociocultural aspects

- To think of travelling and other ways of enjoying free time

- To debate about home exchanging

- To debate about holidays and work

- To debate about unusual hotels

- To show agreement and disagreement in a proper way

- To show interest in Dubai

CROSS-CURRICULAR TOPICS

Moral and civic education

To think about good manners when showing agreement and disagreement

To show respect for different cultures

To show interest in knowing other countries

Consumers education

To think good opportunities to go on holidat

Education for peace

To respect different cultures

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Will, going to. Present continuous for future plans. Compound nouns. Showing agreement and disagreement

- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);

- Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

Assessment

I. Communication skills

- Students’ Book. Review 1-3, page 34-35

- Workbook, Unit 2.

II. Language reflections

- Review 1-3, page 34-35

- Workbook, Unit 2

III. Sociocultural aspects

- Students’ Book. Review 1-3, page 34-35

Unit 3: Be my guest

Aims

- To use the base form with to or -ing form

- To use the quantifiers

- To know vocabulary about food

- To know vocabulary about entertainment

- To read a text about food and eating

- To speak about the etiquette of people when eating in different countries

- To listen to people speaking about food in Philippines

- To speak about food they would recommend

- To speak about different types of entertainment they would recommend

- To read a text about healthy eating

- To speak about politeness

- To listen to an invitation

- To speak about turning someone down

- To speak about gift giving

- To write a thank you note

Contents

I. Communication skills

- Reading a text about food and eating

- Speaking about the etiquette of people when eating in different countries

- Listening to people speaking about food in Philippines

- Speaking about food they would recommend

- Speaking about different types of entertainment they would recommend

- Reading a text about healthy eating

- Speaking about politeness

- Listening to an invitation

- Speaking about turning someone down

- Speaking about gift giving

- Writing a thank you note

II. Language reflections

A. Language and grammar functions

- Base form with to/-ing form

- Quantifiers

B. Vocabulary

- Food

- Entertaining

III. Sociocultural aspects

- To respect different cultures

- To think about food and health

- To debate about traditional meals from different countries

CROSS-CURRICULAR TOPICS

Education for peace

To respect different cultures

Health Education

To debate about healthy food

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: base form with to/ing; quantifiers. Food. Entertaining

- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);

- Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

Assessment

I. Communication skills

- Students’ Book. Review 1-3, page 34-35

- Workbook, Unit 3.

II. Language reflections

- Review 1-4, page 34-35

- Workbook, Unit 3

III. Sociocultural aspects

- Students’ Book. Review 1-3, page 34-35

Unit 4: Learning curve

Aims

- To use can, could, be able to

- To use the comparatives

- To use the superlatives

- To know the vocabulary about personal characteristics

- To read a text about mental abilities

- To speak about things they would like to do

- To describe people

- To speak about skills and jobs

- To speak about personalities

- To listen to a conversation about education

- To read a text about e-learning

- To give an opinion

- To write an e-mail asking information about a course by e-learning

- To read a text about improvisation skills

- To read a text about the skill of improvisation

- To speak about improvising and organizing

- To listen to a conversation about staff training needs

- To read a text about total training solutions

- To speak about persuading the boss

Contents

I. Communication skills

- Reading a text about mental abilities

- Speaking about things they would like to do

- Speaking about skills and jobs

- Speaking about personalities

- Listening to a conversation about education

- Reading a text about e-learning

- Writing an e-mail asking information about a course by e-learning

- Reading a text about improvisation skills

- Reading a text about the skill of improvisation

- Speaking about improvising and organizing

- Listening to a conversation about staff training needs

- Reading a text about total training solutions

- Speaking about persuading the boss

II. Language reflections

A. Language and grammar functions

- Can, could, be able to

- Comparative adjectives

- Superlative adjectives

B. Vocabulary

- To describe people

- Personal characteristics

III. Sociocultural aspects

- To debate about the qualities that make a person important

- To debate about different skills needed to get a job

- To think about different ways to improve mental abilities

- To debate about improvising and organising

CROSS-CURRICULAR TOPICS

Moral and civic education

To think about the qualities that make a person important

Health Education

To think about ways of improving mental health and abilities

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: comparative; superlative adjectives. To describe people. Can, could, be able to.

- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.

- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);

- Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

Assessment

I. Communication skills

- Students’ Book. Review 4-6, page 66-67

- Workbook, Unit 4.

II. Language reflections

- Review 4-6, page 66-67

- Workbook, Unit 4

III. Sociocultural aspects

- Students’ Book. Review 4-6, page 66-67

Unit 5: Getting on

Aims

- To use the present perfect and past simple

- To use used to

- To read a text about talented people

- To speak about talented people

- To read a text about a photojournalist and an investment banker

- To guess things they used to do

- To write significant changes in their life

- To listen to a small talk

- To listen to people talking

- To read a text about compliments

- To speak about social chit-chat

- To know different ways of socialising

- To listen to people talking about a social enterprise

- To write a short article for the Daily Times

Contents

I. Communication skills

- Reading a text about talented people

- Speaking about talented people

- Reading a text about a photojournalist and an investment banker

- Writing significant changes in their life

- Listening to a small talk

- Listening to people talking

- Reading a text about compliments

- Speaking about social chit-chat

- Listening to people talking about a social enterprise

- Writing a short article for the Daily Times

II. Language reflections

A. Language and grammar functions

- Present perfect and past simple

- Used to

B. Vocabulary

- Conversation topics

III. Sociocultural aspects

- To debate about talented people

- To debate about what is considered to be talented and what is not talented

- To compare jobs

- To debate about different ways to have conversations and to keep a conversation going

- To think about compliments

CROSS-CURRICULAR TOPICS

Moral and civic education

To think about the ways societies accepts talented and untalented people

Education for equality

To debate about men and women

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: used to; present perfect and past simple. Conversation topics. Socializing

- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.

- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);

- Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

Assessment

I. Communication skills

- Students’ Book. Review 4-6, page 66-67

- Workbook, Unit 5.

II. Language reflections

- Review 4-6, page 66-67

- Workbook, Unit 5

III. Sociocultural aspects

- Students’ Book. Review 4-6, page 66-67

Unit 6: Rule of thumb

Aims

- To use can, have to, must, need to and should

- To talk about obligation in the past

- To read a text about happy computers

- To speak about unwritten rules

- To listen to a conversation about a memorable boss

- To listen to two colleagues talking about a TV show

- To read a text about informality in writing

- To write emails

- To have a formal conversation

- To have an informal conversation

- To listen to conversations in which people give some advice

- To speak about advices

- To listen to people talking about first-day nerves

- To speak about things that should be done

Contents

I. Communication skills

- Reading a text about happy computers

- Speaking about unwritten rules

- Listening to a conversation about a memorable boss

- Listening to two colleagues talking about a TV show

- Reading a text about informality in writing

- Writing emails

- Listening to conversations in which people give some advice

- Speaking about advices

- Listening to people talking about first-day nerves

- Speaking about things that should be done

II. Language reflections

A. Language and grammar functions

- Obligation in the past

- Can, have to, must. Need to, should

B. Vocabulary

- To write emails

III. Sociocultural aspects

- To debate about happy computers

- To think about computers, internet and society

- To think and debate about unwritten rules

- To debate about formal and informal styles

- To give advices

- To debate about first-day nerves

CROSS-CURRICULAR TOPICS

Moral and civic education

To respect others

Consumer Education

To debate about computers, internet and society

Education for equality

To debate about men and women

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: obligation in the past; can, have to, must, need to, should

- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.

- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);

- Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

Assessment

I. Communication skills

- Students’ Book. Review 4-6, page 66-67

- Workbook, Unit 6.

II. Language reflections

- Review 4-6, page 66-67

- Workbook, Unit 6

III. Sociocultural aspects

- Students’ Book. Review 4-6, page 66-67

Unit 7: Tell us a story

Aims

- To use the past continuous

- To use the past tenses

- To read texts about jobs famous people now had to do first

- To talk about the past

- To read a text about humour in hard times

- To speak about success

- To write a story

- To read a text about the funny side of life

- To listen to and article about the funniest joke in the world

- To speak about people and situations

- To listen to people telling stories

- To use linkers

- To tell one-minute stories

- To listen to someone giving a presentation about a new business

- To read a website about new business

- To know useful presentation techniques

- To give a short presentation

Contents

I. Communication skills

- Reading texts about jobs famous people now had to do first

- Speaking about the past

- Reading a text about humour in hard times

- Speaking about success

- Writing a story

- Reading a text about the funny side of life

- Listening to an article about the funniest joke in the world

- Speaking about people and situations

- Listening to people telling stories

- Listening to someone giving a presentation about a new business

- Reading a website about new business

II. Language reflections

A. Language and grammar functions

- Past continuous

- Past tenses

B. Vocabulary

- Humour

- To give presentations

III. Sociocultural aspects

- To think about the effort always needed to do something

- To think about the past

- To debate about humour, life and hard times

- To think and debate about the funny side of life

- To debate about new businesses

- To think about internet and jobs

CROSS-CURRICULAR TOPICS

Moral and civic education

To think about humour and life

Consumer education

To debate about internet and computers in our everday life

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: past continuous, past tenses. Humour

- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);

- Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

Assessment

I. Communication skills

- Students’ Book. Review 7-9, page 98-99

- Workbook, Unit 7.

II. Language reflections

- Review 7-9, page 98-99

- Workbook, Unit 7

III. Sociocultural aspects

Students’ Book. Review 7-9, page 98-99

Unit 8: Green chic

Aims

- To use the zero conditional

- To use the first conditional

- To use the second conditional

- To read advertisements about three major companies

- To listen to a radio programme about green business

- To listen to a radio programme about eco-revolution

- To speak about great ideas

- To read advertisements about everyday products and ecology

- To speak about how green is their lifestyle

- To read an article about electric cars

- To speak about eco-friendly travel

- To talk about problems

- To listen to a conversation about working together

- To describe problems

- To write a powerpoint slide presenting solutions to a problem

- To speak about the advantages and disadvantages of open-plan offices, compared with walled offices

- To listen to an architect talking about sustainable offices

- To speak about a greener place to work

Contents

I. Communication skills

- Reading advertisements about three major companies

- Listening to a radio programme about green business

- Listening to a radio programme about eco-revolution

- Speaking about great ideas

- Reading advertisements about everyday products and ecology

- Speaking about how green is their lifestyle

- Reading an article about electric cars

- Speaking about eco-friendly travel

- Listening to a conversation about working together

- Describing problems

- Writing a powerpoint slide presenting solutions to a problem

- Speaking about the advantages and disadvantages of open-plan offices, compared with walled offices

- Listening to an architect talking about sustainable offices

- Speaking about a greener place to work

II. Language reflections

A. Language and grammar functions

- Zero conditional

- First conditional

- Second conditional

B. Vocabulary

- Products

- Green products

- Ecology

III. Sociocultural aspects

- To think about consumerism

- To debate about green lifestyles

- To show interest in knowing the consequences and effects of carbon dioxide emissions

CROSS-CURRICULAR TOPICS

Moral and Civic Education

To debate about consumerism and green products

Health Education

To debate about health and environment

Consumer Education

To think about buying green products

Environmental education

To respect the environment

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: zero, first and second conditional. Products. Environment. Problem solving.

- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.

- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);

- Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

Assessment

I. Communication skills

- Students’ Book. Review 7-9, page 98-99

- Workbook, Unit 8.

II. Language reflections

- Review 7-9, page 98-99

- Workbook, Unit 8

III. Sociocultural aspects

Students’ Book. Review 7-9, page 98-99

Unit 9: IT generation

Aims

- To use the passive forms of the verbs

- To distinguish between the active and passive voice

- To read an extract from a cellphone novel

- To speak about mobile facts and figures

- To read a text about an online social networking

- To speak about the internet policy in their company or organization

- To write an e-mail to employees

- To know telephoning phrasal verbs

- To listen to phone calls

- To listen to conversations

- To make requests

- To read a text about remote workers

- To listen to some interviews about managing remote teams

- To ask for a favour

Contents

I. Communication skills

- Reading an extract from a cellphone novel

- Speaking about mobile facts and figures

- Reading a text about an online social networking

- Speaking about the internet policy in their company or organization

- Writing an e-mail to employees

- Listening to phone calls

- Listening to conversations

- Reading a text about remote workers

- Listening to some interviews about managing remote teams

II. Language reflections

A. Language and grammar functions

- Passive voice

- Active or passive

B. Vocabulary

- To telephone

III. Sociocultural aspects

- To think about the use of mobile phones nowadays.

- To debate about social networking.

- To talk about internet policies in companies and organizations

- To debate about union meetings and show interest in them

CROSS-CURRICULAR TOPICS

Moral and civic education

To think about social life and mobile phones and internet

To make phone calls using appropriate expresions

Consumer education

To think about the use of the mobile phone

To debate about consumerism

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages passive forms; active or passive; telephoning

- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.

- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);

- Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

Assessment

I. Communication skills

- Students’ Book. Review 7-9, page 98-99

- Workbook, Unit 9.

II. Language reflections

- Review 7-9, page 98-99

- Workbook, Unit 9

III. Sociocultural aspects

Students’ Book. Review 7-9, page 98-99

Unit 10: Right and wrong

Aims

- To use the third conditional

- To use should have

- To use collocations with blame, fault, make, do.

- To read a text about daily dilemmas

- To speak about problems

- To read a text about money

- To debate about money and friendhip

- To listen to people giving different points of view

- To ask for a friend’s advice

- To write an email explaining their point of view

- To read a text about blame and fault

- To distinguish make and do.

- To play the blame game

- To listen to a podcast on the internet about companies that made public apologies

- To listen to conversations about apologising

- To describe someone

- To give personal characteristics

- To read a text about challenges at work

- To speak about dilemmas

Contents

I. Communication skills

- Reading a text about daily dilemmas

- Speaking about problems

- Reading a text about money

- Speaking about money and friendhip

- Listening to people giving different points of view

- Asking for a friend’s advice

- Writing an email explaining their point of view

- Reading a text about blame and fault

- Listening to a podcast on the internet about companies that made public apologies

- Listening to conversations about apologising

- Reading a text about challenges at work

- Speaking about dilemmas

II. Language reflections

A. Language and grammar functions

- Third Conditional

- Should have

B. Vocabulary

- Collocations with blame, fault, make, do.

III. Sociocultural aspects

- To debate about a CV

- To think about money and friendship

- To respect others’ points of view

- To think about blame

CROSS-CURRICULAR TOPICS

Moral and civic education

To debate about people’s rights

To think about personal qualities

To debate about a good CV

Consumer Education

To debate about money and frienship

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Third conditional; should have. Collocations with blame, fault, make, do

- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.

- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);

- Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

Assessment

I. Communication skills

- Students’ Book. Review 10-12, page 130-131

- Workbook, Unit 10

II. Language reflections

- Review 10-12, page 130-131

- Workbook, Unit 10

III. Sociocultural aspects

Students’ Book. Review 10-12, page 130-131

Unit 11: Working together

Aims

- To use the relative pronouns

- To use the present perfect continuous

- To read a text about clowns without borders

- To speak a fund-rising event

- To read a text about a TV charity marathon

- To know formal and less formal expressions to write an e-mail

- To write an e-mail to a celebrity

- To speak about formality in e-mails

- To listen to an editorial team

- To speak about special occasions

- To write a newspaper articles

- To read a text about networking behaviour

- To listen to a conversation at a company event

- To read a text about special events

- To plan an event

Contents

I. Communication skills

- Reading a text about clowns without borders

- Speaking a fund-rising event

- Reading a text about a TV charity marathon

- Writing an e-mail to a celebrity

- Speaking about formality in e-mails

- Listening to an editorial team

- Speaking about special occasions

- Writing a newspaper articles

- Reading a text about networking behaviour

- Listening to a conversation at a company event

- Reading a text about special events

II. Language reflections

A. Language and grammar functions

- Relative pronouns

- Present perfect continuous

B. Vocabulary

- Formal and less formal expressions

III. Sociocultural aspects

- To show interest about clowns without borders

- To debate about fund-raising events

- To talk about TV charity marathons

- To debate about special occasions

- To think and talk about career success

CROSS-CURRICULAR TOPICS

Moral and civic education

To think about ethics and social responsibility

Consumer education

To debate about fun-raising events

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: relative pronouns; present perfect continuous; writing e-mails

- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);

- Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment: to talk about animals; It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

Assessment

I. Communication skills

- Students’ Book. Review 10-12, page 130-131

- Workbook, Unit 11.

II. Language reflections

- Review 10-12, page 130-131

- Workbook, Unit 11

III. Sociocultural aspects

Students’ Book. Review 10-12, page 130-131

Unit 12: Trial and error

Aims

- To use the reported speech

- To use the embedded questions

- To read a text about learning by making mistakes

- To listen to some interviews to celebrities

- To speak about celebrity gossip

- To listen to four stories

- To know consumer vocabulary

- To speak about things that happened

- To speak about common complaints

- To listen to a customer complaint

- To write an e-mail in reply to a complaint

- To read a text about an entrepreneurs

- To talk about online business

Contents

I. Communication skills

- Reading a text about learning by making mistakes

- Listening to some interviews to celebrities

- Speaking about celebrity gossip

- Listening to four stories

- Speaking about things that happened

- Speaking about common complaints

- Listening to a customer complaint

- Writing an e-mail in reply to a complaint

- Reading a text about an entrepreneurs

II. Language reflections

A. Language and grammar functions

- Reported speech

- Embedded questions

B. Vocabulary

- Consumer vocabulary

III. Sociocultural aspects

- To debate about learning by making mistakes

- To think about embarrassing mistakes

- To debate about celebrity gossip and TV programmes

- To debate about consumerism in our society

- To debate about customer rights

- To think and debate about online business

CROSS-CURRICULAR TOPICS

Moral and civic education

To talk about learning by making mistakes

To respect others

Consumer education

To think about consumerism in our society

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: reported speech; embedded questions; consumer vocabulary

- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);

- Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

Assessment

I. Communication skills

- Students’ Book. Review 10-12, page 130-131

- Workbook, Unit 12.

II. Language reflections

- Review 10-12, page 130-131

- Workbook, Unit 12

III. Sociocultural aspects

Students’ Book. Review 10-12, page 130-131

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