New Inside Out - Macmillan
New Inside Out
Upper Intermediate
SYLLABUS
Area: Foreign Languages (English)
UNIT 1
IMPRESSIONS
OBJECTIVES
⇨ Matching photos with events and putting them in chronological order. Writing notes about the events and discussing them.
⇨ Writing about memorable events and asking questions about them.
⇨ Studying verb structures in sentences
⇨ Talking about first impressions of people.
⇨ Forming collocations for personal characteristics.
⇨ Listening to a conversation and identifying the context.
⇨ Making sentences with and so, and neither or but…
⇨ Writing sentences about themselves and a partner to play a game.
⇨ Studying question tags and practising intonation.
⇨ Talking about a person who did a big impression on them.
⇨ Choosing the best summary of a writer’s opinion about Madonna.
⇨ Studying words that can take the prefix re.
⇨ Listening to men describing their style and answering questions.
⇨ Studying the differences between direct and indirect questions.
⇨ Matching items of clothing to accessories.
⇨ Choosing alternatives to complete idiomatic expressions.
⇨ Listening to conversations about people’s appearance.
⇨ Matching useful phrases to functions and expressions to speakers.
⇨ Rewriting formal expressions with more suitable informal ones.
⇨ Writing an introductory letter to a pen friend.
⇨ Writing a short biography.
⇨ Evaluating the progress done till this point by completing the Review A for Units 1-3, and doing the CD-Rom activities, so as to participate in the learning process.
CONTENTS
Listening
- Listen and match some speakers with the appropriate photos.
- Listen to a man and a woman who meet in a New York coffee shop, answer some questions and complete a table.
- Listen to a description of a person and answer some questions.
- Listen and repeat some indirect questions
- Listen to conversations and answer some questions so as to practise useful phrases for talking about people’s appearance.
Speaking
- Discuss about historical events.
- Discuss about first impressions.
- Tell a partner about their experiences of `putting their foot in it’.
- Tell a partner about a person who made a big impression on them.
- Discuss with a partner what they know about Madonna.
- Tell a partner about their favourite singer/band, etc.
- Look at some photos of people and make descriptions.
- Make descriptions of people they know to their partner.
Reading
- Look at some photos and match them with the events they show.
- Underline the most appropriate verb structure in some phrases.
- Read the Grammar Extra explanations about verb structures on page 132 of the SB.
- Read and cross out the wrong collocations.
- Match nouns and adjectives to form collocations.
- Read some grammar explanations about question tags.
- Choose the correct question tags for some statements.
- Read the Grammar Extra explanations about question tags on page 132 of the SB.
- Read an article about Madonna and complete several exercises.
- Read and form new words using re.
- Choose the correct alternative to complete some common idiomatic expressions.
- Match some useful phrases for talking about people’s appearance with their function.
Writing
- Write down information about different historical events.
- Complete some texts about impressions with the appropriate verb structures.
- Write down three memorable events that have been important for them and for the history of their country.
- Make ten sentences using auxiliaries: so, neither, nor.
- Use some sentence beginnings to write sentences that are true for them.
- Complete the exercises of the Additional material section on page 128 of the SB.
- Complete some reading comprehension questions with the words given.
- Write sentences using words formed by adding re.
- Transform some direct questions into indirect ones.
- Complete some indirect questions and ask their partners.
- Note down items of clothing using a dictionary.
- Complete some useful phrases for talking about people’s appearance with the appropriate phrases.
- Rewrite some useful phrases without changing the meaning using the words given.
- Review how to write informal letters by completing the exercises of the Writing Extra section.
- Revise all the grammar and vocabulary contents of the unit by completing the Review A exercises for Units 1-3.
Language knowledge and use
Linguistic knowledge:
▪ Grammar
- Tense review: so and neither
- Question tags. Indirect questions
▪ Vocabulary
- Collocations to do with appearance
- Word formation: prefix re
- Clothes idioms
▪ Pronunciation
- Intonation in question tags.
- Students learn the right pronunciation in English through the Listening activities, and the use of the Audio CDs.
- Students also practice their pronunciation in English through the Speaking activities.
Learning reflection:
- Talking about famous events and about things in common.
- Discussing about Madonna and about people’s self-image
- Writing an informal letter and a short biography
- Reading about Image Queen.
- Listening to people talking about memorable events and about self-image.
- Learning useful phrases for talking about people’s appearance.
- Reviewing and reflecting on learning.
- Appreciating working in groups as a means of personal enrichment.
Socio cultural aspects and intercultural awareness
⇨ References to pop star Madonna
⇨ References to Millennium celebrations, Beijing Olympics, Princess Diana and the first Moon landing . (TB page 2)
⇨ References to famous persons such as Elvis Presley, Marilyn Monroe, Evita, Guy Ritchie or Britney Spears. (TB page 7)
⇨ Positive attitude towards own ability to participate in class activities
⇨ Willingness to review and reflect on own learning
⇨ Enjoyment in completing activities
LITERARY EDUCATION
▪ Assessment and active participation in literary activities in the classroom.
▪ Appreciation of literature as a source of pleasure showing criticism towards it.
▪ Development of reading autonomy.
E.g.: Reading text: Image Queen;
CROSS-CURRICULAR ITEMS
▪ Education for Citizenship: Students learn the importance of not giving too much importance to impressions.
▪ Music: References to singers such as Madonna
ATTITUDES AND VALUES
⇨ Politeness in the other language.
⇨ Effort with new vocabulary and structures.
⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
⇨ Review A. (SB Units 1-3)
⇨ CD-ROM: Activities Unit 1
⇨ Workbook activities Unit 1.
Extension activities:
⇨ SB: Grammar Extra Unit 1
⇨ SB: Additional material Unit 1
⇨ SB: Phonetic symbols & Spelling list.
⇨ SB: Irregular verbs list
⇨ TB: Photocopiable resource materials Unit 1.
⇨ DVD: Unit 1
⇨ TB: Extra activities. Unit 1
⇨ TB: Cultural Notes. Unit 1
⇨ TB: The top ten activities for Upper Intermediate students. (SB pages xv-xx)
⇨ Website downloadable resources:
EVALUATION
1. EVALUATION RESOURCES
▪ Formative evaluation
- Classroom observation to check both individual and global progress
- Workbook exercises Unit 1.
- Skills: reading, writing, listening and speaking exercises
- Photocopiable exercises. TB. Unit 1.
▪ Accumulative evaluation
- Review A. (SB Units 1-3)
- Test CD. Unit 1
▪ Self evaluation
- TB: Students are encouraged to check their work by completing the Checklist for Unit 1, where they must give a score to each one of the competences seen in the unit.
2. EVALUATION CRITERIA
▪ Understand the general message of texts about impressions, and identify relevant details in oral messages related with them. C1, C5, C8.
▪ Express himself/herself with fluency and using the right pronunciation - intonation in conversations about their favourite singer. C1, C6, C8.
▪ Write texts in different supports, using the appropriate structures, functions and vocabulary, such as writing informal letters. C1, C6, C8
▪ Use consciously his/her linguistic knowledge in order to listen to people descriptions. C1, C5, C8
▪ Use information and communication technologies in a guided way in order to look for information by using the CD-Rom and the website . C1, C4, C6, C8
▪ Analyze social aspects of the Anglo-Saxon countries, by comparing famous singers and bands from those countries with the ones of their own country. C1, C3, C6, C8
▪ Identify learning strategies used to progress in the learning process by completing the Review A for Units 1-3. C1, C7, C8
UNIT 2
GENERATIONS
OBJECTIVES
⇨ Matching ages to stages in life.
⇨ Reading an article about school exchanges and answering questions.
⇨ Categorising words and using them to complete comprehension questions.
⇨ Discussing the advantages of school exchanges and study trips.
⇨ Reading an article about parents with unusual jobs and answering questions.
⇨ Studying verb patterns.
⇨ Listening to and repeating single vowel sounds.
⇨ Matching sayings with their meanings.
⇨ Discussing what parents look for in their children’s future partners.
⇨ Listening to parents talking about meeting their daughter’s boyfriend.
⇨ Listening to a boy talking about meeting his girlfriend’s parents.
⇨ Choosing the correct prepositions to follow adjectives.
⇨ Talking about feelings.
⇨ Choosing expressions to complete conversations.
⇨ Discussing advice for meeting a boyfriend or girlfriend’s parents for the first time.
⇨ Listening to someone talking about a school exchange and identifying the gist of what she says.
⇨ Putting an account of a visit in the correct order.
⇨ Writing and discussing true sentences with verb + preposition structures.
⇨ Talking about staying in someone’s home.
⇨ Listening to someone showing a new au pair round a house and answering questions.
⇨ Numbering rooms in the order they’re mentioned.
⇨ Learning useful phrases for showing a partner around their home.
⇨ Reading a text about word frequency and answering questions.
⇨ Answering questions on the dictionary entry for word.
⇨ Writing e-mails
⇨ Evaluating the progress done till this point by completing the Review A for Units 1-3, and doing the CD-Rom activities, so as to participate in the learning process.
CONTENTS
Listening
- Listen and repeat words containing single vowel sounds.
- Listen and repeat several sayings about family and friendship.
- Listen to a girl’s parents talking about meeting her boyfriend and answer true/false type questions.
- Listen to a boy talking about meeting her girlfriend’s parents and answer some questions.
- Listen to a girl talking about her experiences with an English family and complete some related activities.
- Listen to someone showing round her house and answer some questions.
- Listen to useful phrases for showing someone around your house.
Speaking
- Discuss with a partner about the ages that correspond to stages in life.
- Talk with a partner about school exchanges and study trips abroad.
- Look at some photos and discuss several questions about parents.
- Discuss about unusual jobs or hobbies.
- Compare some sayings about family and friendship in English with similar ones in their own language.
- Talk about important features of a daughter’s future partner.
- Ask questions to a partner using adjective structures.
- Discus what advice to give someone who is going to meet their girlfriend’s or boyfriend’s parents for the first time.
- Tell a partner about somebody’s home they’ve stayed in.
- Draw a plan of their home and practise a conversation including useful phrases for showing someone around your house..
Reading
- Match some important life events with the appropriate stages.
- Read an article about school exchanges and answer some questions.
- Read a text about problem parents and answer some questions.
- read some grammar explanations about verb pattern and complete some activities.
- Classify some verbs into different groups according to verb patterns.
- match sentence halves to make sensible pieces of advice for parents with teenagers.
- Read the Grammar Extra explanations about verb patterns on page 132 of the SB.
- Read and match some sayings with the appropriate meanings.
- Choose the correct verb form to complete some sentences.
- Read some phrases and underline the correct prepositions.
- Match sentence halves so as to build useful phrases for showing someone around your house.
- Review learning about words by completing the exercises of the Vocabulary Extra section.
Writing
- Categorise some words from a text into different groups.
- Complete some sentences with the correct verbs.
- Complete some sentences with the appropriate prepositions
- Write about how they feel about different situations using adjective structures.
- Fill in the gaps in two conversations with the suitable words.
- List the things they would expect to experience on a visit to the UK to learn English.
- Use verb + prepositions structures to make true sentences about themselves.
Language knowledge and use
Linguistic knowledge:
▪ Grammar
- Verb patterns.
- Adjective structures
▪ Vocabulary
- Language learning
- Relationships
- Describing people
- Sayings
- Social register
- Learning about words
▪ Pronunciation
- Single vowel sounds.
- Students learn the right pronunciation in English through the Listening activities, and the use of the Audio CDs.
- Students also practice their pronunciation in English through the Speaking activities.
Learning reflection:
- Talking about ages and stages.
- Discussing about school exchanges and meeting the parents
- Writing e-mails.
- Reading about problem parents.
- Listening to interviews with parents and boyfriends.
- Listening to conversations between boyfriends and girlfriends
- Learning useful phrases for showing someone around your house.
- Reviewing and reflecting on learning.
- Appreciating working in groups as a means of personal enrichment.
Socio cultural aspects and intercultural awareness
⇨ References to cities such as Angers, Bremen, Salamanca or Somerset. (TB pages 13, 14)
⇨ References to American singer Cher. (TB page 14)
⇨ Positive attitude towards own ability to participate in class activities
⇨ Willingness to review and reflect on own learning
⇨ Enjoyment in completing activities
LITERARY EDUCATION
▪ Assessment and active participation in literary activities in the classroom.
▪ Appreciation of literature as a source of pleasure showing criticism towards it.
▪ Development of reading autonomy.
E.g.: Reading text: Vive la difference / Problem Parents
CROSS-CURRICULAR ITEMS
▪ Education for Citizenship: Students learn the importance of family and friendship, and they learn to respect other cultures when we travel abroad.
ATTITUDES AND VALUES
⇨ Politeness in the other language.
⇨ Effort with new vocabulary and structures.
⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
⇨ Review A. (SB Units 1-3)
⇨ CD-ROM: Activities Unit 2
⇨ Workbook activities Unit 2.
Extension activities:
⇨ SB: Grammar Extra Unit 2
⇨ SB: Phonetic symbols & Spelling list.
⇨ SB: Irregular verbs list
⇨ TB: Photocopiable resource materials Unit 2.
⇨ DVD: Unit 2
⇨ TB: Extra activities. Unit 2
⇨ TB: Cultural Notes. Unit 2
⇨ TB: The top ten activities for Upper Intermediate students. (SB pages xv-xx)
⇨ Website downloadable resources:
EVALUATION
1. EVALUATION RESOURCES
▪ Formative evaluation
- Classroom observation to check both individual and global progress
- Workbook exercises Unit 2.
- Skills: reading, writing, listening and speaking exercises
- Photocopiable exercises. TB. Unit 2.
▪ Accumulative evaluation
- Review A. (SB Units 1-3)
- Test CD. Unit 2
▪ Self evaluation
- TB: Students are encouraged to check their work by completing the Checklist for Unit 2, where they must give a score to each one of the competences seen in the unit.
2. EVALUATION CRITERIA
▪ Understand the general message of texts about relationships, and identify relevant details in oral messages related with them. C1, C5, C8.
▪ Express himself/herself with fluency and using the right pronunciation - intonation in conversations about school exchanges and study trips abroad. C1, C3, C6, C8.
▪ Write texts in different supports, using the appropriate structures, functions and vocabulary, such as writing e-mails. C1, C6, C8
▪ Use consciously his/her linguistic knowledge in order to listen to people talking about parents and teenager’s relationships. C1, C5, C8
▪ Use information and communication technologies in a guided way in order to look for information by using the CD-Rom and the website . C1, C4, C6, C8
▪ Analyze social aspects of the Anglo-Saxon countries, by comparing school exchanges’ habits in those countries with the own ones. C1, C3, C6, C8
▪ Identify learning strategies used to progress in the learning process by completing the Review A for Units 1-3. C1, C7, C8
UNIT 3
GOLD
OBJECTIVES
⇨ Reading a text about the California gold rush.
⇨ Listening to a text about a gold rush millionaire for specific information.
⇨ Learning collocations with have, make and take and completing sentences.
⇨ Studying the use of metaphors involving movement and completing several exercises.
⇨ Reading about a teenager who sold his mother’s car.
⇨ Rewriting reported speech as direct speech.
⇨ Completing a paragraph about the schwa sound.
⇨ Discussing questions about money.
⇨ Listening to people talking about their attitude to money.
⇨ Identifying expressions connected with money.
⇨ Studying the use of unreal conditionals.
⇨ Reading about a man who sold his life on eBay.
⇨ Talking about possessions they’d never sell.
⇨ Reconstructing stories from notes.
⇨ Talking about their most treasured possession.
⇨ Listening to a conversation about shopping and answering questions.
⇨ Rewriting requests in less direct language.
⇨ Talking about buying expensive items
⇨ Writing an account of their own perfect day.
⇨ Writing a story from pictures.
⇨ Evaluating the progress done till this point by completing the Review A for Units 1-3, and doing the CD-Rom activities, so as to participate in the learning process.
CONTENTS
Listening
- Listen to the story of the first gold rush millionaire and answer some questions.
- Listen to and discuss some questions related to buying and spending money.
- Listen to three people talking about their most treasured possessions and match them to the photos.
- Listen to a conversation about people buying and answer some comprehension questions.
- Listen and repeat useful phrases for shopping and explaining what you want.
Speaking
- Use some words to describe people they know.
- Show agreement or disagreement with some opinions.
- Discuss with a partner about spending money.
- Discuss sayings about money in their own language compared with those in English.
- Discuss some questions about unreal conditionals with a partner.
- Discuss some situations using the unreal conditional.
- tell a partner about the one possession they’d like to keep if they were selling their whole life.
- Tell a partner about their most treasured possession answering some questions.
- Tell a partner about expensive shops in their city and about buying expensive things.
Reading
- Read an article about The Gold Fever and answer some questions.
- Match some sentence beginnings with their appropriate endings in order to retell a story.
- Read some dictionary definitions and guess what they have in common.
- Read a newspaper report about a teenager who stole his mother’s car and answer some questions.
- Read the Grammar Extra explanations about the reported speech on page 134 of the SB.
- Read explanations about the pronunciation of the schwa sound.
- Read and listen to some sayings about money and pay attention to the pronunciation of the schwa sound.
- Read some grammar explanations about the unreal conditionals and match some sentence halves.
- Read the Grammar Extra explanations about the unreal conditional on page 134 of the SB.
- Read about a man who sold his life on eBay and answer some questions.
- Match some useful phrases for shopping and explaining what you want with their suitable meanings.
Writing
- Complete some verb-noun collocations with have, make and take.
- Complete lists of verb-noun collocations with have, make and take.
- Complete some sentences with the appropriate collocations.
- Write examples of sentences using the collocations learnt, with the use of a dictionary.
- Complete some extracts from an article with the appropriate dictionary definitions.
- Fill in the gaps of a conversation between a girl and her dad using the metaphor words given.
- Complete a table with expressions based on metaphors.
- Complete some opinions with expressions based on metaphors.
- Complete some sentences to make them true for them using the unreal conditional.
- Correct some sentences related to a reading text.
- Use some prompts to rewrite several requests in less direct language.
- Review how to write descriptions by completing the exercises of the Writing Extra section.
- Revise all the grammar and vocabulary contents of the unit by completing the Review A exercises for Units 1-3.
Language knowledge and use
Linguistic knowledge:
▪ Grammar
- Reported speech
- Unreal conditionals
▪ Vocabulary
- have, make, take collocations
- Metaphor
- Money expressions
▪ Pronunciation
- The schwa /ə/ in sayings about money.
- Students learn the right pronunciation in English through the Listening activities, and the use of the Audio CDs.
- Students also practice their pronunciation in English through the Speaking activities.
Learning reflection:
- Talking about spending money.
- Discussing about what they would do if they governed their country
- Writing descriptions and stories from pictures.
- Reading about the Gold Fever.
- Listening to texts related to money, possessions, etc.
- Learning useful phrases for shopping and explaining what you want.
- Reviewing and reflecting on learning.
- Appreciating working in groups as a means of personal enrichment.
Socio cultural aspects and intercultural awareness
⇨ References to San Francisco and to President James Polk. (TB page 23).
⇨ Positive attitude towards own ability to participate in class activities
⇨ Willingness to review and reflect on own learning
⇨ Enjoyment in completing activities
LITERARY EDUCATION
▪ Assessment and active participation in literary activities in the classroom.
▪ Appreciation of literature as a source of pleasure showing criticism towards it.
▪ Development of reading autonomy.
E.g.: Reading texts: Gold Fever / Where’s my car? What price a life?
CROSS-CURRICULAR ITEMS
▪ History: Students read a text about the Gold Fever in California in 1848.
ATTITUDES AND VALUES
⇨ Politeness in the other language.
⇨ Effort with new vocabulary and structures.
⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
⇨ Review A. (SB Units 1-3)
⇨ CD-ROM: Activities Unit 3
⇨ Workbook activities Unit 3.
Extension activities:
⇨ SB: Grammar Extra Unit 3
⇨ SB: Phonetic symbols & Spelling list.
⇨ SB: Irregular verbs list
⇨ TB: Photocopiable resource materials Unit 3.
⇨ DVD: Unit 3
⇨ TB: Extra activities. Unit 3
⇨ TB: Cultural Notes. Unit 3
⇨ TB: The top ten activities for Upper Intermediate students. (SB pages xv-xx)
⇨ Website downloadable resources:
EVALUATION
1. EVALUATION RESOURCES
▪ Formative evaluation
- Classroom observation to check both individual and global progress
- Workbook exercises Unit 3.
- Skills: reading, writing, listening and speaking exercises
- Photocopiable exercises. TB. Unit 3.
▪ Accumulative evaluation
- Review A. (SB Units 1-3)
- Test CD. Unit 3
▪ Self evaluation
- TB: Students are encouraged to check their work by completing the Checklist for Unit 3, where they must give a score to each one of the competences seen in the unit.
2. EVALUATION CRITERIA
▪ Understand the general message of texts about money, and identify relevant details in oral messages related with them. C1, C5, C8.
▪ Express himself/herself with fluency and using the right pronunciation - intonation in conversations about their most treasured possessions. C1, C5, C8.
▪ Write texts in different supports, using the appropriate structures, functions and vocabulary, such as writing descriptions and stories. C1, C6, C8
▪ Use consciously his/her linguistic knowledge in order to listen to people talking about spending money. C1, C3, C5, C8
▪ Use information and communication technologies in a guided way in order to look for information by using the CD-Rom and the website . C1, C4, C6, C8
▪ Analyze social aspects of the Anglo-Saxon countries, by comparing the lives of wealthy people from those countries with the ones of their own country. C1, C3, C6, C8
▪ Identify learning strategies used to progress in the learning process by completing the Review A for Units 1-3. C1, C7, C8
UNIT 4
CHALLENGE
OBJECTIVES
⇨ Reading an article about a Polar explorer.
⇨ Studying the prefix self- and the suffixes able/ible
⇨ Listening and identifying true and false facts about polar bears.
⇨ Identifying tenses used in a story.
⇨ Completing collocations from a story.
⇨ Studying the use of narrative tenses.
⇨ Talking about doing something challenging.
⇨ Talking about raising money for good causes.
⇨ Studying the use of the future continuous and the future perfect.
⇨ Making questions using How many…? and How much…?
⇨ Discussing excuses for not doing exercise.
⇨ Listening to people talking about why they don’t exercise.
⇨ Talking about giving up smoking.
⇨ Reading an article about smoking and identifying the writer’s views.
⇨ Reading information and advice about phrasal verbs.
⇨ Completing sentences by putting object pronouns in the correct position.
⇨ Talking about health using phrasal verbs
⇨ Listening to conversations and matching them to ailments
⇨ Completing conversations with advice.
⇨ Describing problems, reacting to them and giving advice.
⇨ Studying phrasal verbs through several activities.
⇨ Writing an article..
⇨ Evaluating the progress done till this point by completing the Review B for Units 4-6, and doing the CD-Rom activities, so as to participate in the learning process.
CONTENTS
Listening
- Listen to a story about a polar bear and answer some questions.
- Listen to four people giving excuses for not doing exercise and answer some questions.
- Listen to different advices for ailments and compare them with their own ones.
- Listen to useful phrases for common ailments and distinguish between sympathetic and unsympathetic listeners.
Speaking
- Look at some photos and discuss questions about expeditions.
- Discuss about polar bears with a partner.
- Talk with a partner about daunting challenges they’ve had to face.
- Ask questions to a partner about challenging actions.
- Tell a partner about raising money for a good cause.
- Ask a partner questions using How much…? How many…?
- Discuss with a partner about the top ten excuses for not doing exercise.
- Discuss some questions about phrasal verbs using a dictionary if necessary.
- Practise a conversation including useful phrases for talking about common ailments.
Reading
- Read an article about a Polar explorer and answer some questions.
- Find words and phrases in an article and match them to the appropriate meanings.
- Match some sentence endings with the correct meanings, so as to understand the use of narrative tenses.
- Look at sentence beginnings and choose the best endings for each.
- Read the Grammar Extra explanations about narrative tenses on page 134 of the SB.
- Choose the correct collocations in some reading comprehension questions.
- Read the Grammar Extra explanations about the future continuous and the future perfect on page 134 of the SB.
- Read an article about the challenge of giving up smoking and answer some questions.
- Read and identify phrasal verbs in an article.
- Identify phrasal verbs in some statements about health.
- Read several conversations and match each one to the appropriate ailments.
- Review phrasal verbs by completing the exercises of the Vocabulary Extra section.
Writing
- Complete some sentences with words formed with prefixes and suffixes.
- Write their own example sentences with the prefix self-.
- Complete a text about polar bears with the appropriate verb tenses.
- Complete phrases with collocations from a story.
- Write example sentences with useful expressions and collocations.
- Fill in the gaps in an article about a woman’s personal challenge using the words given.
- Write future continuous sentences using will, won’t with probably or definitely to make them true for them.
- Write future perfect sentences about their day using some prompts.
- Use the appropriate phrasal verbs to rewrite some phrases.
- Complete some sentences by putting the object pronoun in the correct position.
- Look at some conversations about ailments and complete each one with their own advice.
- Revise all the grammar and vocabulary contents of the unit by completing the Review B exercises for Units 4-6.
Language knowledge and use
Linguistic knowledge:
▪ Grammar
- Narrative tenses
- Future continuous and perfect.
▪ Vocabulary
- Word formation: prefix self-
- Suffixes able/ible
- Collocations in a text
- Phrasal verbs
▪ Pronunciation
- Sounding sympathetic.
- Students learn the right pronunciation in English through the Listening activities, and the use of the Audio CDs.
- Students also practice their pronunciation in English through the Speaking activities.
Learning reflection:
- Talking about challenging situations, about doing things for charity and about health.
- Writing an article.
- Reading about a Polar explorer and about personal challenges.
- Listening to people talking about exercise.
- Learning useful phrases for common ailments: showing sympathy, recommendations and advice.
- Reviewing and reflecting on learning.
- Appreciating working in groups as a means of personal enrichment.
Socio cultural aspects and intercultural awareness
⇨ References to Richard Branson, who founded Virgin Records, and to Ellen MacArthur, who did a solo circumnavigation of the globe. (TB page 36)
⇨ References to Hyde Park in London. (TB page 39)
⇨ Positive attitude towards own ability to participate in class activities
⇨ Willingness to review and reflect on own learning
⇨ Enjoyment in completing activities
LITERARY EDUCATION
▪ Assessment and active participation in literary activities in the classroom.
▪ Appreciation of literature as a source of pleasure showing criticism towards it.
▪ Development of reading autonomy.
E.g.: Reading texts: Ben Saunders: polar explorer / Personal challenges: MoonWalk / I know it’s bad for me but I still can’t stop.
CROSS-CURRICULAR ITEMS
▪ Social Science: Students learn about the North Pole and about polar bears.
▪ Education for Citizenship: Students learn the importance of charity actions.
ATTITUDES AND VALUES
⇨ Politeness in the other language.
⇨ Effort with new vocabulary and structures.
⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
⇨ Review B. (SB Units 4-6)
⇨ CD-ROM: Activities Unit 4
⇨ Workbook activities Unit 4.
Extension activities:
⇨ SB: Grammar Extra Unit 4
⇨ SB: Additional material Unit 4
⇨ SB: Phonetic symbols & Spelling list.
⇨ SB: Irregular verbs list
⇨ TB: Photocopiable resource materials Unit 4.
⇨ DVD: Unit 4
⇨ TB: Extra activities. Unit 4
⇨ TB: Cultural Notes. Unit 4
⇨ TB: The top ten activities for Upper Intermediate students. (SB pages xv-xx)
⇨ Website downloadable resources:
EVALUATION
1. EVALUATION RESOURCES
▪ Formative evaluation
- Classroom observation to check both individual and global progress
- Workbook exercises Unit 4.
- Skills: reading, writing, listening and speaking exercises
- Photocopiable exercises. TB. Unit 4.
▪ Accumulative evaluation
- Review B. (SB Units 4-6)
- Test CD. Unit 4
▪ Self evaluation
- TB: Students are encouraged to check their work by completing the Checklist for Unit 4, where they must give a score to each one of the competences seen in the unit.
2. EVALUATION CRITERIA
▪ Understand the general message of texts about personal challenges, and identify relevant details in oral messages related with them. C1, C5, C8.
▪ Express himself/herself with fluency and using the right pronunciation - intonation in conversations about raising money for a good cause. C1, C5, C8.
▪ Write texts in different supports, using the appropriate structures, functions and vocabulary, such as writing an article. C1, C6, C8
▪ Use consciously his/her linguistic knowledge in order to listen to people talking about doing exercise. C1, C5, C8
▪ Use information and communication technologies in a guided way in order to look for information by using the CD-Rom and the website . C1, C4, C6, C8
▪ Analyze social aspects of the Anglo-Saxon countries, by comparing personal challenges from people in those countries with the own ones C1, C3, C6, C8
▪ Identify learning strategies used to progress in the learning process by completing the Review B for Units 4-6. C1, C7, C8
UNIT 5
RITUAL
OBJECTIVES
⇨ Reading an article about rituals and matching objects to famous people.
⇨ Looking at how the context can give clues to the meaning of a word.
⇨ Completing a glossary with words and phrases from an article.
⇨ Talking about personal rituals.
⇨ Listening to a woman talking about her father and identifying true and false statements.
⇨ Making collocations and using them to describe relationships.
⇨ Completing sentences with go as a noun.
⇨ Studying verb structures for talking about habits.
⇨ Writing about their own routines.
⇨ Completing statements with used to, will and would.
⇨ Writing sentences about their lives ten years ago compared to today.
⇨ Reading about an unusual wedding and doing related exercises.
⇨ Listening to recordings about various wedding rituals.
⇨ Talking about a wedding they’ve been to.
⇨ Reading quotations and discussing the secrets of successful marriage.
⇨ Studying verb patterns with a to-infinitive or a gerund.
⇨ Listening to people talking about how romantic they are.
⇨ Completing descriptions with correct verb structure.
⇨ Practising useful phrases with the correct intonation.
⇨ Talking about annoying habits.
⇨ Writing an article giving opinions on a given topic.
⇨ Writing a letter of complaint.
⇨ Evaluating the progress done till this point by completing the Review B for Units 4-6, and doing the CD-Rom activities, so as to participate in the learning process.
CONTENTS
Listening
- Listen to a girl talking about her dad and his car and answer to true/false type questions.
- Listen to four people talking about wedding rituals and match each one of them to the appropriate pictures.
- Listen to the thoughts of a husband and his wife and discuss about it.
- Listen to four people talking about being romantic and complete some verb patterns.
- Listen to people talking about things that really annoy them and match the pictures to the appropriate speakers.
- Listen and repeat useful phrases for annoying habits.
Speaking
- Discuss with a partner about strange rituals amongst famous people.
- Talk with a partner about personal rituals and discuss several situations.
- Use some collocations to describe the relationship between a girl’s dad and his car.
- Tell a partner about someone they do who is very attached to an object.
- Look at a photo and describe their ideal setting for a wedding.
- Look at some descriptions of wedding rituals in different countries and discuss whether any of them are common in their country.
- Tell a partner about a wedding they have been to, answering some questions.
- Read and discuss some funny quotes about marriage with a partner.
- Discuss with a partner about their being romantic or not.
- Tell a partner about all the people and things that annoy them.
Reading
- Read an article about superstitions amongst famous people and answer some questions.
- Match some pairs of words to make collocations.
- Read the description of a family’s morning routines and replace some verbs with ‘ll + verb.
- Read the Grammar Extra explanations about present and past habits on page 136 of the SB.
- read a father’s account on his son’s wedding and answer some questions.
- Find words or phrases in an article to match some meanings.
- read words and expressions to describe weddings in the UK and complete some tasks.
- Underline the correct verb structures in some sentences.
- Read the Grammar Extra explanations about verb patterns on page 136 of the SB.
Writing
- Complete a glossary with words or phrases from an article.
- Write glossary definitions for other words using a dictionary.
- Complete some sentences with expressions containing go as a noun.
- Write their own sentences using go as a noun.
- Describe their own family’s morning routines using ‘ll + verb.
- Complete sentences with information about their life when they were twelve, and compare with a partner.
- Complete some statements with used to, will and would.
- Write true and false sentences describing ways in which their life was different ten years ago compared to now and ask a partner to find the false ones.
- Complete a conversation between a husband and his wife with the suitable verb tenses.
- Complete a table with verb patterns.
- Rewrite some sentences so that they are true for them using the correct verb patterns.
- Complete some descriptions of annoying habits with the correct verb structures.
- Complete a table with useful phrases for annoying habits.
- Make a list of all the people and things that annoy them.
- Review how to write an article expressing an opinion by completing the exercises of the Writing Extra section.
- Revise all the grammar and vocabulary contents of the unit by completing the Review B exercises for Units 4-6.
Language knowledge and use
Linguistic knowledge:
▪ Grammar
- will, would & used to for present and past habits.
- Verb patterns
▪ Vocabulary
- Guessing from context
- Collocations
- Expressions with go
- Weddings
▪ Pronunciation
- Sounding annoyed.
- Students learn the right pronunciation in English through the Listening activities, and the use of the Audio CDs.
- Students also practice their pronunciation in English through the Speaking activities.
Learning reflection:
- Talking about personal rituals and about habits and routines.
- Discussing marriage and romance
- Writing an article in order to express an opinion and a letter of complaint.
- Reading about Mind games.
- Listening to people talking about wedding rituals and about romance.
- Learning useful phrases for annoying habits.
- Reviewing and reflecting on learning.
- Appreciating working in groups as a means of personal enrichment.
Socio cultural aspects and intercultural awareness
⇨ References to famous people such as Serena Williams, Ana Ivanovic, Adrian Mutu, David Beckham, Michael Jackson or Prince. (TB page 46).
⇨ References to Hank Wangford, The King and I, Virgin Atlantic, Las Vegas or Noel Gallagher. (TB page 50).
⇨ References to comedians such as Rodney Dangerfield, Zsa Zsa Gabor and Henry Youngman. (TB pages 51-52).
⇨ References to H.V.Prochnow. (TB page 54).
⇨ References to The Little White Wedding Chappel in Las Vegas, Britney Spears, Renée Zellwegger, and Mauritius island. (TB page 54).
⇨ Positive attitude towards own ability to participate in class activities
⇨ Willingness to review and reflect on own learning
⇨ Enjoyment in completing activities
LITERARY EDUCATION
▪ Assessment and active participation in literary activities in the classroom.
▪ Appreciation of literature as a source of pleasure showing criticism towards it.
▪ Development of reading autonomy.
E.g.: Reading texts: Mind games / The king and I.
CROSS-CURRICULAR ITEMS
▪ Social Science: Students learn about different daily routines and wedding rituals in different countries.
ATTITUDES AND VALUES
⇨ Politeness in the other language.
⇨ Effort with new vocabulary and structures.
⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
⇨ Review B. (SB Units 4-6)
⇨ CD-ROM: Activities Unit 5
⇨ Workbook activities Unit 5.
Extension activities:
⇨ SB: Grammar Extra Unit 5
⇨ SB: Phonetic symbols & Spelling list.
⇨ SB: Irregular verbs list
⇨ TB: Photocopiable resource materials Unit 5.
⇨ DVD: Unit 5
⇨ TB: Extra activities. Unit 5
⇨ TB: Cultural Notes. Unit 5
⇨ TB: The top ten activities for Upper Intermediate students. (SB pages xv-xx)
⇨ Website downloadable resources:
EVALUATION
1. EVALUATION RESOURCES
▪ Formative evaluation
- Classroom observation to check both individual and global progress
- Workbook exercises Unit 5.
- Skills: reading, writing, listening and speaking exercises
- Photocopiable exercises. TB. Unit 5.
▪ Accumulative evaluation
- Review B. (SB Units 4-6)
- Test CD. Unit 5
▪ Self evaluation
- TB: Students are encouraged to check their work by completing the Checklist for Unit 5, where they must give a score to each one of the competences seen in the unit.
2. EVALUATION CRITERIA
▪ Understand the general message of texts about rituals, and identify relevant details in oral messages related with them. C1, C3, C6, C8.
▪ Express himself/herself with fluency and using the right pronunciation - intonation in conversations about different types of weddings. C1, C3, C6, C8.
▪ Write texts in different supports, using the appropriate structures, functions and vocabulary, such as writing an article. C1, C6, C8
▪ Use consciously his/her linguistic knowledge in order to listen to people talking about romanticism. C1, C5, C8
▪ Use information and communication technologies in a guided way in order to look for information by using the CD-Rom and the website . C1, C4, C6, C8
▪ Analyze social aspects of the Anglo-Saxon countries, by comparing wedding rituals and daily routines in different countries with the own ones. C1, C3, C6, C8
▪ Identify learning strategies used to progress in the learning process by completing the Review B for Units 4-6. C1, C7, C8
UNIT 6
EAT
OBJECTIVES
⇨ Reading about a bad experience in a restaurant.
⇨ Talking about restaurant experiences.
⇨ Reading a text about sign language in restaurants.
⇨ Listen to an interview and identifying true and false statements.
⇨ Making collocations with food words.
⇨ Talking about the best and worst restaurants in their area.
⇨ Talking about their favourite restaurant.
⇨ Studying the form and use of the present perfect simple and continuous.
⇨ Discussing the advantages and disadvantages of vegetarianism.
⇨ Studying the use of linkers in a text.
⇨ Reading an article about food waste in the UK.
⇨ Reading a film review so as to practise the passive voice.
⇨ Studying different types of numbers.
⇨ Learning food idioms and expressions.
⇨ Exploring synonyms and making descriptions with them.
⇨ Writing a discursive essay.
⇨ Evaluating the progress done till this point by completing the Review B for Units 4-6, and doing the CD-Rom activities, so as to participate in the learning process.
CONTENTS
Listening
- Listen to the description of a bad experience in a restaurant and answer some questions.
- Listen to an interview with a restaurant critic and answer to true/false type questions.
- Listen and repeat some cardinal and ordinal numbers, fractions, decimals, dates and telephone numbers.
- Listen and write numbers to complete a table.
- Listen and write down different ways of saying 0.
- Listen and repeat useful phrases for complaining in a restaurant.
Speaking
- Discuss questions about restaurant experiences with a partner.
- Work with a partner asking each other to do certain actions in order to communicate.
- Talk with a partner about the best and worst restaurants in their area.
- Tell a partner about their favourite restaurant.
- Look at some pictures and describe what was happening using the present perfect simple and continuous.
- Discuss why some sentences in present perfect simple and continuous sound strange or wrong.
- Discuss the advantages and disadvantages of more people becoming vegetarian.
- Talk about how much bottled water they drink every day.
- Discuss some questions about food waste in their country.
- Say the numbers in a box and categorise them in a table.
- Tell a partner about their experiences complaining in a restaurant
- Practise a conversation with a partner using food idioms.
Reading
- Read an article about communicating with waiters and answer some questions.
- Read and cross out the wrong collocations of nouns + verbs.
- Match some words with the appropriate adjectives to make typical noun-adjective collocations.
- Read an extract of an interview so as to understand the use of present perfect simple and continuous tenses.
- Look at some sentence pairs and choose the most appropriate verb form in each case so as to practise the use of the present perfect simple and continuous.
- Rewrite some sentences using the simple form and discuss whether they are true for them.
- Read the Grammar Extra explanations about the present perfect simple and continuous on page 136 of the SB.
- Read an article about giving up meat and complete some related activities.
- Read an article about bottled water and choose the correct linkers to complete it.
- Read the statistics about food waste in the UK and answer some multiple choice questions.
- Read a review of the children’s film Wall-E and rewrite certain words so that it sounds more naturally.
- Read the Grammar Extra explanations about the passive on page 136 of the SB.
- Match some items with words about things people complain about in restaurants.
- Read a conversation at a restaurant and choose the correct words to complete some food idioms.
- Review vocabulary about exploring synonyms by completing the exercises of the Vocabulary Extra section.
Writing
- Complete a text about making gestures to communicate in restaurants.
- Correct some false statements about a restaurant critic for a newspaper.
- Write example sentences using typical noun-adjective collocations.
- Make true and false sentences about themselves using the present perfect simple and continuous.
- Write a list of what they did yesterday and answer some questions.
- Use the linkers of a table to complete a summary of an article about vegetarianism.
- Use the words given to complete the information from an article.
- Rewrite a text using passive structures.
- Complete some useful phrases for complaining in a restaurant with the appropriate words.
- Replace some phrases with the suitable food idioms.
- Revise all the grammar and vocabulary contents of the unit by completing the Review B exercises for Units 4-6.
Language knowledge and use
Linguistic knowledge:
▪ Grammar
- Present perfect simple and continuous.
- Passives review
▪ Vocabulary
- Parts of the body.
- Body collocations
- Food collocations
- Guessing from context
- Linkers
- Numbers
- Exploring synonyms
▪ Pronunciation
- Pronouncing numbers.
- Students learn the right pronunciation in English through the Listening activities, and the use of the Audio CDs.
- Students also practice their pronunciation in English through the Speaking activities.
Learning reflection:
- Talking about restaurant experiences and about vegetarianism.
- Discussing food waste.
- Writing a discursive essay.
- Reading texts related to food.
- Listening to people talking about restaurants.
- Learning useful phrases for complaining in a restaurant and food idioms.
- Reviewing and reflecting on learning.
- Appreciating working in groups as a means of personal enrichment.
Socio cultural aspects and intercultural awareness
⇨ References to the word brasserie. (TB page 57).
⇨ References to restaurant chains. (TB page 59).
⇨ Positive attitude towards own ability to participate in class activities
⇨ Willingness to review and reflect on own learning
⇨ Enjoyment in completing activities
LITERARY EDUCATION
▪ Assessment and active participation in literary activities in the classroom.
▪ Appreciation of literature as a source of pleasure showing criticism towards it.
▪ Development of reading autonomy.
E.g.: Reading texts: How to do restaurant sign language / is it time to give up meat? / What’s so bad about bottled water?. /What a waste. Throwaway Britain wastes (9bn of food every year / Wall-E
CROSS-CURRICULAR ITEMS
▪ Social Science: Students learn about environmental issues related to eating meat, using bottled water or throwing food away.
▪ Language: Students read about other ways of communication such as sign language.
ATTITUDES AND VALUES
⇨ Politeness in the other language.
⇨ Effort with new vocabulary and structures.
⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
⇨ Review B. (SB Units 4-6)
⇨ CD-ROM: Activities Unit 6
⇨ Workbook activities Unit 6.
Extension activities:
⇨ SB: Grammar Extra Unit 6
⇨ SB: Phonetic symbols & Spelling list.
⇨ SB: Irregular verbs list
⇨ TB: Photocopiable resource materials Unit 6.
⇨ DVD: Unit 6
⇨ TB: Extra activities. Unit 6
⇨ TB: Cultural Notes. Unit 6
⇨ TB: The top ten activities for Upper Intermediate students. (SB pages xv-xx)
⇨ Website downloadable resources:
EVALUATION
1. EVALUATION RESOURCES
▪ Formative evaluation
- Classroom observation to check both individual and global progress
- Workbook exercises Unit 6.
- Skills: reading, writing, listening and speaking exercises
- Photocopiable exercises. TB. Unit 6.
▪ Accumulative evaluation
- Review B. (SB Units 4-6)
- Test CD. Unit 6
▪ Self evaluation
- TB: Students are encouraged to check their work by completing the Checklist for Unit 6, where they must give a score to each one of the competences seen in the unit.
2. EVALUATION CRITERIA
▪ Understand the general message of texts about food and restaurants, and identify relevant details in oral messages related with them. C1, C3, C8.
▪ Express himself/herself with fluency and using the right pronunciation - intonation in conversations about vegetarianism. C1, C3, C5, C8.
▪ Write texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a discursive essay. C1, C6, C8
▪ Use consciously his/her linguistic knowledge in order to listen to the pronunciation of different types of numbers. C1, C8
▪ Use information and communication technologies in a guided way in order to look for information by using the CD-Rom and the website . C1, C4, C6, C8
▪ Analyze social aspects of the Anglo-Saxon countries, by comparing restaurant sign language in those countries with the own one. C1, C3, C6, C8
▪ Identify learning strategies used to progress in the learning process by completing the Review B for Units 4-6. C1, C7, C8
UNIT 7
ESCAPE
OBJECTIVES
⇨ Talking about beach holidays and comparing their ideas with a text.
⇨ Scanning a text for vocabulary items to complete definitions.
⇨ Studying the use of reporting verbs.
⇨ Talking about a family holiday they went on as a child.
⇨ Discussing potential holiday problems.
⇨ Listening to accounts about holiday troubles.
⇨ Studying the use of modal verbs to talk about past obligation.
⇨ Talking about recent travel experiences.
⇨ Talking about writing and receiving postcards.
⇨ Studying word formation with suffixes: ful, ish and less
⇨ Talking about relationships formed on holiday.
⇨ Listening to someone talking about a holiday romance.
⇨ Learning the use of discourse markers.
⇨ Completing a story with articles and learning the rules on their use.
⇨ Listening and repeating place names so as to identify the different ways in which the is pronounced.
⇨ Talking about things to see in Paris.
⇨ Listening to a conversation and finding how many museums are mentioned.
⇨ Writing travel tips for their own city.
⇨ Replacing the word very with adverb + adjective combinations.
⇨ Writing a travel guide for their own city.
⇨ Writing a description of a place.
⇨ Evaluating the progress done till this point by completing the Review C for Units 7-9, and doing the CD-Rom activities, so as to participate in the learning process.
CONTENTS
Listening
- Listen to five people talking about their favourite beach and notice the uses of the verbs.
- Listen to three holiday experiences and answer some questions.
- Listen and tick the modal verbs used.
- Listen to someone talking about her holiday romance and answer some questions.
- Listen and complete some extracts with a single word.
- Listen and complete a story about a girl’s holiday romance with the suitable discourse markers.
- Listen and fill in the gaps of a story about going fishing with the suitable articles.
- Listen and repeat some place names.
- Listen to a conversation about visiting Paris and answer some questions.
- Listen and repeat useful phrases for giving advice and recommendations.
Speaking
- Discuss certain questions about the beach with a partner.
- Talk about their own attitude towards beaches.
- Tell a partner about a family holiday they went on as a child.
- Look at some photos of different holidays and discuss what might go wrong.
- Discuss certain questions about postcards with a partner.
- Tell their partner about character types they know.
- Talk with a partner about their own experiences travelling as a child.
- Practise and perform a conversation about a holiday romance.
- Talk about places they’ve visited or travelled to.
Reading
- Read an extract from the novel Notes from a Big Country and answer some questions.
- Look at a summary of a book extract and put some lines in the correct order.
- Read the Grammar Extra explanations about past modals on page 138 of the SB.
- Read an article about postcards and match some character types to each photograph.
- Read explanations about word formation with suffixes and complete some activities.
- Find negative adjectives in a text beginning with the prefixes in a table and classify them.
- Match several discourse markers with the appropriate interpretations.
- Read some rules about the use of articles.
- Read the Grammar Extra explanations about articles on page 138 of the SB.
- Match sentence halves to complete useful phrases for giving advice and recommendations.
Writing
- Complete some phrases related to several definitions.
- Write example sentences for some definitions with the use of a dictionary.
- Classify some verbs used to report messages into a table according to different categories
- Fill in the gaps in some sentences with the appropriate modal verbs.
- Make true sentences about travel experiences using modal verbs and following some prompts.
- Complete a table with the negative version of the adjectives given b using prefixes.
- Fill in the gaps of a text about travelling with children with the appropriate transformed words.
- Complete some tips from a travel website with words from useful phrases for giving advice and recommendations.
- Write some tips for a travel website of their own city.
- Review how to write a travel guide by completing the exercises of the Writing Extra section.
- Revise all the grammar and vocabulary contents of the unit by completing the Review C exercises for Units 7-9.
Language knowledge and use
Linguistic knowledge:
▪ Grammar
- Reporting verbs with or without direct objects.
- Past modals of obligation
- Articles.
▪ Vocabulary
- Beach holidays
- Reporting verbs.
- Word formation: suffixes ful, ish and less.
- Spoken discourse markers.
▪ Pronunciation
- Pronunciation of the in place names
- Students learn the right pronunciation in English through the Listening activities, and the use of the Audio CDs.
- Students also practice their pronunciation in English through the Speaking activities.
Learning reflection:
- Talking about beach holidays and travel experiences.
- Writing a travel guide and a description of a place.
- Reading an extract from a book and several texts about travelling.
- Listening to people talking about holidays and destinations.
- Learning useful phrases for giving advice and recommendations.
- Reviewing and reflecting on learning.
- Appreciating working in groups as a means of personal enrichment.
Socio cultural aspects and intercultural awareness
⇨ References to Maine, a state of USA, and to Kennebunkport (TB page 69).
⇨ References to places such as the French Alps, Guatemala or Andalucía (TB page 71).
⇨ References to Geography: The Danube, The Dead sea, The Himalayas, The Thames, The Eiffel Tower, The Orinoco, The Empire state building, etc. (TB page 75).
⇨ References to places in Paris such as The Louvre, the Musée d’Orsay or the Eiffel Tower. (TB page 76).
⇨ References to places such as Table Mountain, Bondi beach, Coogee, Central Park or Teotihuacan (TB page 76).
⇨ References to Guinness bear and to tourist destination Blue Mountains. (TB page 77).
⇨ Positive attitude towards own ability to participate in class activities
⇨ Willingness to review and reflect on own learning
⇨ Enjoyment in completing activities
LITERARY EDUCATION
▪ Assessment and active participation in literary activities in the classroom.
▪ Appreciation of literature as a source of pleasure showing criticism towards it.
▪ Development of reading autonomy.
E.g.: Reading texts: Every postcard tells a story / Never again! / insider’s guide to five exciting cities.
Students also read an extract from Notes from a Big Country by Bill Bryson
CROSS-CURRICULAR ITEMS
▪ Geography: Students learn about travel destinations such as the French Alps, Guatemala, Andalucía, Buenos Aires, Dublin, Sydney, Madrid or Amsterdam.
ATTITUDES AND VALUES
⇨ Politeness in the other language.
⇨ Effort with new vocabulary and structures.
⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
⇨ Review C. (SB Units 7-9)
⇨ CD-ROM: Activities Unit 7
⇨ Workbook activities Unit 7.
Extension activities:
⇨ SB: Grammar Extra Unit 7
⇨ SB: Phonetic symbols & Spelling list.
⇨ SB: Irregular verbs list
⇨ TB: Photocopiable resource materials Unit 7.
⇨ DVD: Unit 7
⇨ TB: Extra activities. Unit 7
⇨ TB: Cultural Notes. Unit 7
⇨ TB: The top ten activities for Upper Intermediate students. (SB pages xv-xx)
⇨ Website downloadable resources:
EVALUATION
1. EVALUATION RESOURCES
▪ Formative evaluation
- Classroom observation to check both individual and global progress
- Workbook exercises Unit 7.
- Skills: reading, writing, listening and speaking exercises
- Photocopiable exercises. TB. Unit 7.
▪ Accumulative evaluation
- Review C. (SB Units 7-9)
- Test CD. Unit 7
▪ Self evaluation
- TB: Students are encouraged to check their work by completing the Checklist for Unit 7, where they must give a score to each one of the competences seen in the unit.
2. EVALUATION CRITERIA
▪ Understand the general message of texts about travelling, and identify relevant details in oral messages related with them. C1, C3, C6, C8.
▪ Express himself/herself with fluency and using the right pronunciation - intonation in conversations about postcards. C1, C3, C6, C8.
▪ Write texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a travel guide. C1, C3, C6, C8
▪ Use consciously his/her linguistic knowledge in order to listen to people talking about a holiday romance. C1, C5, C8
▪ Use information and communication technologies in a guided way in order to look for information by using the CD-Rom and the website . C1, C4, C6, C8
▪ Analyze social aspects of the Anglo-Saxon countries, by comparing the types of family holidays in those countries with their own experience. C1, C3, C6, C8
▪ Identify learning strategies used to progress in the learning process by completing the Review C for Units 7-9. C1, C7, C8
UNIT 8
ATTRACTION
OBJECTIVES
⇨ Learning collocations about facial features.
⇨ Listening to people talking about the nature of beauty.
⇨ Studying the use of passive reporting in written texts.
⇨ Rewriting statements in a more informal style.
⇨ Listening to a text about plastic surgery and completing extracts from a radio debate.
⇨ Identifying when you use have/get+ object + past participle.
⇨ Talking about the best places to get/have things done.
⇨ Discussing being attracted to someone.
⇨ Learning character adjectives and deciding whether they are positive or negative.
⇨ Studying the stress on adjectives describing character.
⇨ Reading the synopsis of a DVD and discussing about it.
⇨ Discussing sayings.
⇨ Listening to a radio programme and discussing the ideas presented.
⇨ Studying unreal conditional structures.
⇨ Talking about the most positive or negative person they know.
⇨ Writing and practising conversations using body idioms.
⇨ Looking at some common metaphors to describe people’s emotions.
⇨ Writing a description of a person.
⇨ Evaluating the progress done till this point by completing the Review C for Units 7-9, and doing the CD-Rom activities, so as to participate in the learning process.
CONTENTS
Listening
- Listen to collocations to describe facial features.
- Listen to a radio debate about cosmetic surgery and answer some questions.
- Listen to and mark the stress in different adjectives.
- Listen to a radio programme about “the law of attraction” and answer to multiple-choice questions.
- Listen to a conversation between a man and a woman and learn useful phrases related to body idioms.
Speaking
- Discuss some questions about beauty in groups.
- Tell a partner what they like /don’t like about two computer images of male and female faces.
- Describe people with interesting faces to a partner.
- Show agreement or disagreement towards several statements about the nature of beauty.
- Discuss with a partner about cosmetic surgery.
- Tell a partner their opinion about different techniques to do with beauty using the expressions learnt.
- Ask questions to a partner about the best place in their city to have/get something done.
- Discuss some questions in small groups about attraction.
- Talk with a partner about “the law of attraction”.
- Tell a partner about the most positive or negative person they know answering some questions.
Reading
- Read an article about beauty and answer to true/false type statements.
- Read some notes about passive report structures
- Read the Grammar Extra explanations about the structure have/get something done on page 138 of the SB.
- Read an article about a speed dating session and answer some questions.
- Look at some words and decide whether they have a positive or negative meaning.
- Read the synopsis of a DVD entitled The Secret and discuss some questions.
- Read the Grammar Extra explanations about the unreal conditional structures on page 138 of the SB.
- Match some phrases with the appropriate body idioms.
- Review metaphors by completing the exercises of the Vocabulary Extra section.
Writing
- Complete some collocations to describe facial features using the words given.
- Put the missing words in the correct position in several sentences.
- Rewrite some statements in a more informal style.
- Complete some extracts from a radio debate with the correct words.
- Fill in the gaps in a text about a girl who had had extensive cosmetic surgery with had, have or having.
- Write some words in the correct order so as to form phrases with have/get something done.
- Make questions based on the structure have/get something done using How often…? Have you ever…?, etc.
- Replace the adjectives in some sentences with the expressions learnt.
- Make some adjectives into nouns by adding the suffixes ity or ness.
- Complete some questions with would or were so as to practise the unreal conditional.
- Complete some questions using their own ideas and use them to interview people in the class.
- Write a conversation with a partner including useful phrases related to body idioms.
- Revise all the grammar and vocabulary contents of the unit by completing the Review C exercises for Units 7-9.
Language knowledge and use
Linguistic knowledge:
▪ Grammar
- Passive report structures.
- have/get something done.
- Unreal conditionals: alternatives to if
▪ Vocabulary
- Appearance and character.
- Compound adjectives
- Word building
- Metaphor
▪ Pronunciation
- Word stress: nouns and adjectives.
- Students learn the right pronunciation in English through the Listening activities, and the use of the Audio CDs.
- Students also practice their pronunciation in English through the Speaking activities.
Learning reflection:
- Talking about beauty and cosmetic surgery.
- Discussing dating and relationships
- Writing a description of a person.
- Reading about beauty and partners.
- Listening to people talking about cosmetic surgery and about attraction.
- Learning useful phrases related to body idioms.
- Reviewing and reflecting on learning.
- Appreciating working in groups as a means of personal enrichment.
Socio cultural aspects and intercultural awareness
⇨ References to characters Betty Boop, Aladdin, Bambi and to actors such as Julia Roberts, Jude Law and Leonardo DiCaprio . (TB page 80).
⇨ References to Barbie doll. (TB page 82).
⇨ References to president Barack Obama . (TB page 85).
⇨ Positive attitude towards own ability to participate in class activities
⇨ Willingness to review and reflect on own learning
⇨ Enjoyment in completing activities
LITERARY EDUCATION
▪ Assessment and active participation in literary activities in the classroom.
▪ Appreciation of literature as a source of pleasure showing criticism towards it.
▪ Development of reading autonomy.
E.g.: Reading texts: Is beauty in the eye of the beholder? / Surgery changed my life/ Your dream partner…in five minutes.
There are also references to novel The Secret .
CROSS-CURRICULAR ITEMS
▪ Social Science: The whole unit is devoted to talk about beauty, cosmetic surgery, physical attraction, etc.
▪ Literature: reference to the novel The Secret.
ATTITUDES AND VALUES
⇨ Politeness in the other language.
⇨ Effort with new vocabulary and structures.
⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
⇨ Review C. (SB Units 7-9)
⇨ CD-ROM: Activities Unit 8
⇨ Workbook activities Unit 8.
Extension activities:
⇨ SB: Grammar Extra Unit 8
⇨ SB: Phonetic symbols & Spelling list.
⇨ SB: Irregular verbs list
⇨ TB: Photocopiable resource materials Unit 8.
⇨ DVD: Unit 8
⇨ TB: Extra activities. Unit 8
⇨ TB: Cultural Notes. Unit 8
⇨ TB: The top ten activities for Upper Intermediate students. (SB pages xv-xx)
⇨ Website downloadable resources:
EVALUATION
1. EVALUATION RESOURCES
▪ Formative evaluation
- Classroom observation to check both individual and global progress
- Workbook exercises Unit 8.
- Skills: reading, writing, listening and speaking exercises
- Photocopiable exercises. TB. Unit 8.
▪ Accumulative evaluation
- Review C. (SB Units 7-9)
- Test CD. Unit 8
▪ Self evaluation
- TB: Students are encouraged to check their work by completing the Checklist for Unit 8, where they must give a score to each one of the competences seen in the unit.
2. EVALUATION CRITERIA
▪ Understand the general message of texts about beauty, and identify relevant details in oral messages related with them. C1, C5, C8.
▪ Express himself/herself with fluency and using the right pronunciation - intonation in conversations about cosmetic surgery. C1, C3, C5, C8.
▪ Write texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a description of a person. C1, C5, C6, C8
▪ Use consciously his/her linguistic knowledge in order to listen to a radio programme about “the law of attraction”. C1, C3, C6, C8
▪ Use information and communication technologies in a guided way in order to look for information by using the CD-Rom and the website . C1, C4, C6, C8
▪ Analyze social aspects of the Anglo-Saxon countries, by comparing speed dating in those countries with their own experience. C1, C3, C6, C8
▪ Identify learning strategies used to progress in the learning process by completing the Review C for Units 7-9. C1, C7, C8
UNIT 9
GENIUS
OBJECTIVES
⇨ Reading about people who are geniuses in various fields.
⇨ Learning adjectives to describe things.
⇨ Listening to information about Stonehenge.
⇨ Talking about the oldest building they’ve visited.
⇨ Studying ways of talking about certainty and uncertainty.
⇨ Discussing theories about ancient ruins.
⇨ Talking about their favourite historic place.
⇨ Discussing the story behind three paintings by Frida Kahlo.
⇨ Listening to a museum guide to compare descriptions.
⇨ Learning about the use of look, seem and appear.
⇨ Talk about Frida Kahlo’s paintings using time expressions.
⇨ Discussing and evaluation inventions.
⇨ Listening to an interview and putting questions in order.
⇨ Learning collocations of verbs with nouns.
⇨ Discussing the clockwork radio and appliances they would miss if there were no electricity.
⇨ Learning word families.
⇨ Completing useful phrases with it.
⇨ Using informal language to explain how to use a machine or gadget.
⇨ Writing a story about an innovation using time expressions.
⇨ Evaluating the progress done till this point by completing the Review C for Units 7-9, and doing the CD-Rom activities, so as to participate in the learning process.
CONTENTS
Listening
- Listen to a radio documentary about Stonehenge and answer some questions.
- Listen to five visitors talking about Stonehenge and underline the correct options.
- Listen to an interview with a man about the invention of the clockwork radio and answer some questions.
- Listen and repeat some words so as to practise the pronunciation of stressed syllables.
- Listen to a conversation between two friends and match some objects with their functions.
Speaking
- Discuss about geniuses they know in different disciplines.
- Use certain words to describe a photo of the Guggenheim museum in Bilbao.
- Talk about the oldest building they have ever visited.
- Discuss theories about the origin of ancient ruins.
- Tell a partner about their favourite historic place.
- Look at three paintings of Frida Kahlo and discuss what the story might be behind each one.
- Look at three paintings and answer some questions so as to know what their memory is like.
- Look at the photos of some products and discuss in what order they were invented.
- Talk about the electrical appliance they would miss most.
- Explain to a partner how to use a machine or a gadget including the useful phrases learnt.
Reading
- Read an article about where to go to see a masterpiece and answer some questions.
- Look at some information about Stonehenge and answer some questions.
- Find synonyms for the words in some sentences using a dictionary if necessary.
- Read the Grammar Extra explanations about past modals of deduction on page 140 of the SB.
- Match some sentence beginnings with the appropriate endings from a museum guide’s description.
- Read a script and find sentences that include examples of the different verb structures for look, seem and appear.
- Read the Grammar Extra explanations about look, seem and appear on page 140 of the SB.
- Read a summary of Frida Kahlo’s life do some related activities.
- Look at the collocations from an interview and underline the verb which best collocates with the nouns given.
- Read a woman’s description of how to use a coffee machine and match some sentences with their formal equivalents.
Writing
- Replace the words in some sentences with words and phrases from an article about a masterpiece.
- Adapt some sentences to describe their own city.
- Rewrite sentences using can’t, could, may, might or must.
- Rewrite sentences without changing the meaning using the appropriate words.
- Write a few lines about the life of a famous person they know something about.
- Complete a summary about an invention with the appropriate words.
- Complete a table with word families and underline the stressed syllable in each word.
- Complete some newspaper reports with the appropriate adjective-noun collocations.
- Write example sentences containing adjective-noun collocations.
- C9omplete some useful phrases for explaining how something works by adding the word it in the correct position.
- Review how to write a narrative by completing the exercises of the Writing Extra section.
- Revise all the grammar and vocabulary contents of the unit by completing the Review C exercises for Units 7-9.
Language knowledge and use
Linguistic knowledge:
▪ Grammar
- Past modals of deduction.
- look, seem, appear
▪ Vocabulary
- Describing places.
- Time expressions.
- Collocations
- Word families
▪ Pronunciation
- Word stress.
- Students learn the right pronunciation in English through the Listening activities, and the use of the Audio CDs.
- Students also practice their pronunciation in English through the Speaking activities.
Learning reflection:
- Talking about buildings and places.
- Discussing art and paintings
- Writing a narrative and a story.
- Reading texts related to art and inventions.
- Listening to recordings about Stonehenge, Frida Kahlo and Trevor Baylis.
- Learning useful phrases for explaining how something works.
- Reviewing and reflecting on learning.
- Appreciating working in groups as a means of personal enrichment.
Socio cultural aspects and intercultural awareness
⇨ References to famous buildings such as The Pompidou Centre or the Sydney Opera House. (TB page 89).
⇨ References to famous places such as the Great Sphinx of Giza, The Nile, Easter island or the Machu Picchu. (TB page 91).
⇨ References to Leon Trotsky or Pablo Picasso. (TB page 93).
⇨ References to the BBC programme Tomorrow’s World. (TB page 95).
⇨ References to Prince William and to Harvard University. (TB page 97).
⇨ Positive attitude towards own ability to participate in class activities
⇨ Willingness to review and reflect on own learning
⇨ Enjoyment in completing activities
LITERARY EDUCATION
▪ Assessment and active participation in literary activities in the classroom.
▪ Appreciation of literature as a source of pleasure showing criticism towards it.
▪ Development of reading autonomy.
E.g.: Reading texts: Where to go to see a masterpiece / Frida Kahlo / Dream invention
CROSS-CURRICULAR ITEMS
▪ Art: The whole unit is devoted to talk about museums, paintings, artists, buildings, etc.
▪ Technology: there are constant references to inventions, gadgets and machines in the unit.
ATTITUDES AND VALUES
⇨ Politeness in the other language.
⇨ Effort with new vocabulary and structures.
⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
⇨ Review C. (SB Units 7-9)
⇨ CD-ROM: Activities Unit 9
⇨ Workbook activities Unit 9.
Extension activities:
⇨ SB: Grammar Extra Unit 9
⇨ SB: Additional material Unit 9
⇨ SB: Phonetic symbols & Spelling list.
⇨ SB: Irregular verbs list
⇨ TB: Photocopiable resource materials Unit 9.
⇨ DVD: Unit 9
⇨ TB: Extra activities. Unit 9
⇨ TB: Cultural Notes. Unit 9
⇨ TB: The top ten activities for Upper Intermediate students. (SB pages xv-xx)
⇨ Website downloadable resources:
EVALUATION
1. EVALUATION RESOURCES
▪ Formative evaluation
- Classroom observation to check both individual and global progress
- Workbook exercises Unit 9.
- Skills: reading, writing, listening and speaking exercises
- Photocopiable exercises. TB. Unit 9.
▪ Accumulative evaluation
- Review C. (SB Units 7-9)
- Test CD. Unit 9
▪ Self evaluation
- TB: Students are encouraged to check their work by completing the Checklist for Unit 9, where they must give a score to each one of the competences seen in the unit.
2. EVALUATION CRITERIA
▪ Understand the general message of texts about art and technology, and identify relevant details in oral messages related with them. C1, C3, C6, C8.
▪ Express himself/herself with fluency and using the right pronunciation - intonation in conversations about museums, paintings, inventions, etc. C1, C3, C6, C8.
▪ Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a narrative. C1, C6, C8
▪ Use consciously his/her linguistic knowledge in order to listen to a radio documentary. C1, C3, C6, C8
▪ Use information and communication technologies in a guided way in order to look for information by using the CD-Rom and the website . C1, C4, C6, C8
▪ Analyze social aspects of the Anglo-Saxon countries, by comparing archaeological places from those countries with the own ones. C1, C3, C6, C8
▪ Identify learning strategies used to progress in the learning process by completing the Review C for Units 7-9. C1, C7, C8
UNIT 10
SELL
OBJECTIVES
⇨ Discussing logos and branded goods.
⇨ Reading an extract of a book about living without designer brands.
⇨ Learning the differences between see and look at.
⇨ Listening to a marketing executive and a head teacher talking about children and advertising.
⇨ Reading about a popular TV commercial and finding the significance of numbers in the text.
⇨ Learning sales and marketing collocations.
⇨ Studying the functions and punctuation of relative clauses.
⇨ Studying relative pronouns.
⇨ Discussing celebrity magazines.
⇨ Listening to a radio programme and explaining the issues discussed.
⇨ Categorising phrases used by the speakers according to their function.
⇨ Changing emphasis by using cleft sentences.
⇨ Practising stress in cleft sentences.
⇨ Reading a text about product placement in Bond films.
⇨ Talking about a favourite movie character.
⇨ Talking about a blockbuster movie they’ve seen.
⇨ Listening to people talking about going to see a film and identifying it.
⇨ Learning useful phrases for describing people’s feelings.
⇨ Discussing the worst films, TV programmes, concerts, etc that they’ve seen recently.
⇨ Studying noun-verb collocations and noun-adjective collocations.
⇨ Writing a film review.
⇨ Evaluating the progress done till this point by completing the Review D for Units 10-12, and doing the CD-Rom activities, so as to participate in the learning process.
CONTENTS
Listening
- Listen to people giving their opinions about children and advertising and answer some questions.
- Listen to a radio programme discussing truth and accuracy in tabloid newspapers and use some words to make descriptions.
- Listen and repeat some sentences so as to learn the appropriate emphasis.
- Listen to six people describing their impressions about a film they are going to see and answer some questions.
- Listen to people interviewed after a film and say what the general reaction was.
- Listen and repeat useful phrases to show emotions.
Speaking
- Look at some logos and discuss with a partner about brands.
- Discus their own attitude towards brands and designer labels.
- Look at a photo from an advert and discuss possible answers to some questions.
- Look at some words and phrases from an article and discuss their possible meanings.
- Work in groups completing the activities of the Additional material section.
- Discuss some questions about celebrities with a partner.
- Show agreement or disagreement towards certain statements related to celebrities.
- Practise saying some sentences with the appropriate emphasis.
- Use some sentence beginnings to express their feelings about their family, their friends, etc.
- Tell their partner about their favourite famous fictional characters.
- Talk about a blockbuster movie they have seen.
- Ask a partner about the worst film, TV programme, concert they have ever been, using the phrases learnt to describe their feelings.
Reading
- Read a book extract from Bonfire of the Brands and answer some questions.
- Underline the correct verb phrases to complete a description.
- Read an article about the philosophy of an advertisement and do some related activities.
- Look at some sentences and underline the relative clauses in each one.
- Match some sentence pairs and match them to the most suitable follow up for each one.
- Read the Grammar Extra explanations about relative clauses on page 140 of the SB.
- Read some sentences from an interview with a celebrity and replace some words with the most appropriate ones.
- Read some statements about celebrities and decide which ones are true.
- Read the Grammar Extra explanations about emphasis in cleft sentences on page 140 of the SB.
- Read an article about the role of advertising in James Bond films and complete some related activities.
- Match some gradable and absolute adjectives with useful phrases to show emotions.
- Review collocations by completing the exercises of the Vocabulary Extra section.
Writing
- Complete a table with examples of verb phrases using the infinitive form.
- Use the words given to complete phrases used by the speakers in a radio discussion.
- Categorise some phrases into a table according to their function.
- Change the emphasis of some sentences by using the sentence beginnings provided.
- Use the information given to correct some false statements beginning with It isn’t… / It wasn’t…
- Put a summary of an article in the correct order.
- Revise all the grammar and vocabulary contents of the unit by completing the Review D exercises for Units 10-12.
Language knowledge and use
Linguistic knowledge:
▪ Grammar
- Relative clauses.
- Emphasis (cleft sentences)
▪ Vocabulary
- look at and see.
- Sales and Marketing collocations.
- Spoken discourse markers
- Collocations in a text
▪ Pronunciation
- Stress in cleft sentences.
- Students learn the right pronunciation in English through the Listening activities, and the use of the Audio CDs.
- Students also practice their pronunciation in English through the Speaking activities.
Learning reflection:
- Talking about adverts and about the media.
- Discussing about celebrities and films
- Writing a film review.
- Reading texts related to brands and selling.
- Listening to discussions about advertising and tabloids.
- Learning useful phrases for expressing emotive language.
- Reviewing and reflecting on learning.
- Appreciating working in groups as a means of personal enrichment.
Socio cultural aspects and intercultural awareness
⇨ References to famous artists such as Marlon Brando, James Dean, Elvis Presley, Marvin Gaye, Nick Kamen and Madonna. (TB page 103).
⇨ References to famous people such as George W. Bush, John McCain, Jude Law, Pierce Brosnan, James Bond, Johnny Depp, John Grisham, Dan Brown, Brad Pitt, Juliette Binoche and Nicolas Sarkozy. (TB pages 106- 107).
⇨ References Gemma Arterton. (TB page 107).
⇨ Positive attitude towards own ability to participate in class activities
⇨ Willingness to review and reflect on own learning
⇨ Enjoyment in completing activities
LITERARY EDUCATION
▪ Assessment and active participation in literary activities in the classroom.
▪ Appreciation of literature as a source of pleasure showing criticism towards it.
▪ Development of reading autonomy.
E.g.: Reading texts: Bonfire of the brands / Commercial Breakdown/ Licence to sell.
CROSS-CURRICULAR ITEMS
▪ Social Science: Students learn about advertising.
▪ Art: references to films such as James Bond, Mamma Mia!, The Dark night, etc.
ATTITUDES AND VALUES
⇨ Politeness in the other language.
⇨ Effort with new vocabulary and structures.
⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
⇨ Review D. (SB Units 10-12)
⇨ CD-ROM: Activities Unit 10
⇨ Workbook activities Unit 10.
Extension activities:
⇨ SB: Grammar Extra Unit 10
⇨ SB: Additional material Unit 10
⇨ SB: Phonetic symbols & Spelling list.
⇨ SB: Irregular verbs list
⇨ TB: Photocopiable resource materials Unit 10.
⇨ DVD: Unit 10
⇨ TB: Extra activities. Unit 10
⇨ TB: Cultural Notes. Unit 10
⇨ TB: The top ten activities for Upper Intermediate students. (SB p. xv-xx)
⇨ Website downloadable resources:
EVALUATION
1. EVALUATION RESOURCES
▪ Formative evaluation
- Classroom observation to check both individual and global progress
- Workbook exercises Unit 10.
- Skills: reading, writing, listening and speaking exercises
- Photocopiable exercises. TB. Unit 10.
▪ Accumulative evaluation
- Review D. (SB Units 10-12)
- Test CD. Unit 10
▪ Self evaluation
- TB: Students are encouraged to check their work by completing the Checklist for Unit 10, where they must give a score to each one of the competences seen in the unit.
2. EVALUATION CRITERIA
▪ Understand the general message of texts about advertising and films, and identify relevant details in oral messages related with them. C1, C3, C5, C6, C8.
▪ Express himself/herself with fluency and using the right pronunciation - intonation in conversations about celebrities. C1, C5, C6, C8.
▪ Write texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a film review. C1, C6, C8
▪ Use consciously his/her linguistic knowledge in order to listen to a radio programme about tabloid newspapers. C1, C3, C6, C8
▪ Use information and communication technologies in a guided way in order to look for information by using the CD-Rom and the website . C1, C4, C6, C8
▪ Analyze social aspects of the Anglo-Saxon countries, by comparing publicity and advertising in those countries with the one of the student’s own country. C1, C3, C6, C8
▪ Identify learning strategies used to progress in the learning process by completing the Review D for Units 10-12. C1, C7, C8
UNIT 11
STUDENT
OBJECTIVES
⇨ Talking about the qualities of good teachers and students.
⇨ Reading an article about people who proved their teachers wrong.
⇨ Studying the language of predictions.
⇨ Practising the pronunciation of common abbreviations.
⇨ Talking about a favourite or least favourite teacher at school.
⇨ Talking about appropriate ages for taking responsibility for your life.
⇨ Listening to parents who are worried about their daughter’s future plans.
⇨ Reading an interview and choosing the most appropriate future forms.
⇨ Studying future forms and future time clauses.
⇨ Identify main and subordinate clauses.
⇨ Reading about and discussing backpacking.
⇨ Identifying exaggerated language.
⇨ Rewriting a story to make it more dramatic.
⇨ Writing a dramatic story from prompts and telling the story to other students.
⇨ Learning diplomatic language, making negative characteristics sound positive.
⇨ Reading advice about job interviews and suggesting ways in which a candidate could improve his skills.
⇨ Learning to write a CV and a letter of application.
⇨ Evaluating the progress done till this point by completing the Review D for Units 10-12, and doing the CD-Rom activities, so as to participate in the learning process.
CONTENTS
Listening
- Listen and repeat some common abbreviations.
- Listen about what some abbreviations stand for and look for equivalent abbreviations in their own language.
- Listen to a couple talking about their daughter and answer some questions.
- Listen to a man being interviewed for a job and put some questions in the logical order.
- Listen to useful phrases for a job interview.
Speaking
- Ask and answer questions about education with a partner.
- Tell a partner about their favourite or least favourite teacher at school.
- Decide at what age people should make their own decisions, be financially independent or leave home.
- Show agreement or disagreement towards certain statements about young people.
- Tell a partner about situations when their parents have been against something they wanted.
- Discuss some questions about backpacking.
- Practise a job interview with a partner including the useful phrases learnt.
Reading
- Match the two halves of some expressions to make some questions about education
- Read an article about three people who proved their teachers wrong and complete some related activities.
- Find expressions in an article to match certain structures.
- Read some abbreviations and decide what they stand for.
- Choose the correct alternative to complete some extracts from an interview.
- Read a conversation with a girl talking about her future and choose the most appropriate future forms in each case.
- Read the Grammar Extra explanations about future forms and future time clauses on page 142 of the SB.
- Read a newspaper article about students who go backpacking and answer some questions.
- Find words and expressions in a text to match some meanings.
- Read two versions about a backpacking story and notice the differences.
- Read and find examples of language used to exaggerate.
- match some informal exaggerated expressions with their appropriate meanings.
- Read an advice on how to do well in a job interview.
- Read and match some model answers to the appropriate questions.
Writing
- Write a list of qualities that make a good teacher and compare with their classmates to make a compilation of the three most important ones.
- Complete some predictions about education in Britain using the words given.
- Write down three predictions about the future of education in their country.
- Complete some statements with an appropriate expression changing her to you/your as necessary.
- Complete a table of different future forms, using examples to illustrate each use.
- Complete sentences about the future with an appropriate form of the verbs given.
- Complete phrases in a way that is true for them.
- Rewrite a story so as to make it as dramatic as possible.
- Choose some expressions to describe the most beautiful place they had ever seen.
- Write a story about a traumatic boat journey making it as dramatic as possible and tell a partner.
- Choose one of the jobs given and write an interview using the useful phrases learnt.
- Review how to write a CV and a letter of application by completing the exercises of the Writing Extra section.
- Revise all the grammar and vocabulary contents of the unit by completing the Review D exercises for Units 10-12.
Language knowledge and use
Linguistic knowledge:
▪ Grammar
- Future forms review
- Future time clauses after when, if…
▪ Vocabulary
- Education
- is likely to, is expected to
- Colloquial expressions
- Exaggeration
▪ Pronunciation
- Abbreviations and acronyms.
- Students learn the right pronunciation in English through the Listening activities, and the use of the Audio CDs.
- Students also practice their pronunciation in English through the Speaking activities.
Learning reflection:
- Talking about education.
- Discussing about the future and about student holidays
- Writing a CV and a letter of application for a job.
- Reading about how life changes.
- Listening to people talking about the future.
- Learning useful phrases for a job interview.
- Reviewing and reflecting on learning.
- Appreciating working in groups as a means of personal enrichment.
Socio cultural aspects and intercultural awareness
⇨ References to exams and organisations acronyms. (TB pages 113-114).
⇨ References to Queensland in Australia and Victoria Falls in Africa. (TB page 116).
⇨ References to The Times newspaper. (TB page 119).
⇨ Positive attitude towards own ability to participate in class activities
⇨ Willingness to review and reflect on own learning
⇨ Enjoyment in completing activities
LITERARY EDUCATION
▪ Assessment and active participation in literary activities in the classroom.
▪ Appreciation of literature as a source of pleasure showing criticism towards it.
▪ Development of reading autonomy.
E.g.: Reading texts: Look at us now! / Why students love a journey to hell.
CROSS-CURRICULAR ITEMS
▪ Social Science: Students read about education in Anglo-Saxon countries.
ATTITUDES AND VALUES
⇨ Politeness in the other language.
⇨ Effort with new vocabulary and structures.
⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
⇨ Review D. (SB Units 10-12)
⇨ CD-ROM: Activities Unit 11
⇨ Workbook activities Unit 11.
Extension activities:
⇨ SB: Grammar Extra Unit 11
⇨ SB: Additional material Unit 11
⇨ SB: Phonetic symbols & Spelling list.
⇨ SB: Irregular verbs list
⇨ TB: Photocopiable resource materials Unit 11.
⇨ DVD: Unit 11
⇨ TB: Extra activities. Unit 11
⇨ TB: Cultural Notes. Unit 11
⇨ TB: The top ten activities for Upper Intermediate students. (SB pages xv-xx)
⇨ Website downloadable resources:
EVALUATION
1. EVALUATION RESOURCES
▪ Formative evaluation
- Classroom observation to check both individual and global progress
- Workbook exercises Unit 11.
- Skills: reading, writing, listening and speaking exercises
- Photocopiable exercises. TB. Unit 11.
▪ Accumulative evaluation
- Review D. (SB Units 10-12)
- Test CD. Unit 11
▪ Self evaluation
- TB: Students are encouraged to check their work by completing the Checklist for Unit 11, where they must give a score to each one of the competences seen in the unit.
2. EVALUATION CRITERIA
▪ Understand the general message of texts about education and work, and identify relevant details in oral messages related with them. C1, C3, C6, C8.
▪ Express himself/herself with fluency and using the right pronunciation - intonation in conversations about teachers. C1, C5, C8.
▪ Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a CV and a letter of application for a job. C1, C3, C8
▪ Use consciously his/her linguistic knowledge in order to listen to a job interview. C1, C3, C8
▪ Use information and communication technologies in a guided way in order to look for information by using the CD-Rom and the website . C1, C4, C6, C8
▪ Analyze social aspects of the Anglo-Saxon countries, by comparing the education and young people attitudes towards their future in those countries with their own experience. C1, C3, C6, C8
▪ Identify learning strategies used to progress in the learning process by completing the Review D for Units 10-12. C1, C7, C8
UNIT 12
HOME
OBJECTIVES
⇨ Discussing dream houses.
⇨ Reading an article about two unusual houses and discussing which one they prefer.
⇨ Studying the use of participle clauses.
⇨ Learning vocabulary related to furnishings.
⇨ Discussing photos of rooms and people.
⇨ Listening to a psychologist talking about what our rooms say about us.
⇨ Studying nouns and quantity expressions.
⇨ Talking about their favourite room.
⇨ Reading an extract from Sons and Lovers by DH Lawrence.
⇨ Talking about the relationship between the characters in a story.
⇨ Listening to people from different countries talking about what they have for breakfast.
⇨ Talking about daily routines and breakfast habits.
⇨ Completing expressions for saying goodbye in a conversation.
⇨ Writing a conversation.
⇨ Learning the use of actual/actually or current/ currently
⇨ Categorising nouns as countable or uncountable.
⇨ Writing a description of a holiday home.
⇨ Evaluating the progress done till this point by completing the Review D for Units 10-12, and doing the CD-Rom activities, so as to participate in the learning process.
CONTENTS
Listening
- List some words in a table under the appropriate categories of rooms in a house.
- Listen to a psychologist talking about what each room says about the people who live there and answer some questions.
- Listen and repeat useful phrases for saying hello and goodbye.
Speaking
- Describe how they imagine their dream house.
- Compare two photos of rooms and discuss some questions.
- Tell a partner about their favourite room answering some questions.
- Ask the class questions about morning routines.
- Discuss about their perfect breakfast and about different breakfasts around the world.
Reading
- Read an article about two types of houses and answer some questions.
- Read the Grammar Extra explanations about participle clauses on page 142 of the SB.
- Match some sentence beginnings with the appropriate endings, so as to practise the use of quantifiers.
- Choose the correct verb form for some statements.
- Read the Grammar Extra explanations about nouns and quantity expressions on page 142 of the SB.
- Read an extract from Sons and Lovers and complete some related activities.
- Put a man’s routine in the correct order.
- Match some phrases with an appropriate response so as to make useful phrases for saying hello and goodbye.
- Review the way of correcting the most common and persistent errors in English by completing the exercises of the Vocabulary Extra section.
Writing
- Complete some sentences with the appropriate collocations from an article.
- Complete a table with information about participle clauses.
- Rewrite some sentences using the participle given.
- Complete some extracts from a room description with There is or There are.
- Arrange some quantifiers in a logical order.
- Complete some sentences with quantifiers so that they are true for them.
- Change some statements as necessary to describe their own home.
- Complete some goodbye expressions with the words given.
- Write and practise a conversation with useful phrases for saying hello and goodbye.
- Revise all the grammar and vocabulary contents of the unit by completing the Review D exercises for Units 10-12.
Language knowledge and use
Linguistic knowledge:
▪ Grammar
- Participle clauses.
- Nouns and quantity expressions
▪ Vocabulary
- Houses
- Collocations
- Furnishings
- Breakfast food
▪ Pronunciation
- Students learn the right pronunciation in English through the Listening activities, and the use of the Audio CDs.
- Students also practice their pronunciation in English through the Speaking activities.
Learning reflection:
- Talking about houses and lifestyles.
- Discussing about breakfasts
- Writing a description of a holiday home.
- Reading texts related to different types of houses.
- Listening to people describing their room and their breakfast.
- Learning useful phrases for saying hello and goodbye.
- Reviewing and reflecting on learning.
- Appreciating working in groups as a means of personal enrichment.
Socio cultural aspects and intercultural awareness
⇨ References to British novelist DH Lawrence and his novel Sons and Lovers. (TB page 124).
⇨ References to Miso soup from Japan. (TB page 124).
⇨ Positive attitude towards own ability to participate in class activities
⇨ Willingness to review and reflect on own learning
⇨ Enjoyment in completing activities
LITERARY EDUCATION
▪ Assessment and active participation in literary activities in the classroom.
▪ Appreciation of literature as a source of pleasure showing criticism towards it.
▪ Development of reading autonomy.
E.g.: Reading texts: The earth shelter / The lighthouse / A miner’s breakfast.
Students also read an extract from Sons and Lovers by D H Lawrence.
CROSS-CURRICULAR ITEMS
▪ Social Science: References to different types of houses and breakfasts around the world.
▪ Literature: References to novel Sons and Lovers.
ATTITUDES AND VALUES
⇨ Politeness in the other language.
⇨ Effort with new vocabulary and structures.
⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
⇨ Review D. (SB Units 10-12)
⇨ CD-ROM: Activities Unit 12
⇨ Workbook activities Unit 12.
Extension activities:
⇨ SB: Grammar Extra Unit 12
⇨ SB: Additional material Unit 12
⇨ SB: Phonetic symbols & Spelling list.
⇨ SB: Irregular verbs list
⇨ TB: Photocopiable resource materials Unit 12.
⇨ DVD: Unit 12
⇨ TB: Extra activities. Unit 12
⇨ TB: Cultural Notes. Unit 12
⇨ TB: The top ten activities for Upper Intermediate students. (SB pages xv-xx)
⇨ Website downloadable resources:
EVALUATION
1. EVALUATION RESOURCES
▪ Formative evaluation
- Classroom observation to check both individual and global progress
- Workbook exercises Unit 12.
- Skills: reading, writing, listening and speaking exercises
- Photocopiable exercises. TB. Unit 12.
▪ Accumulative evaluation
- Review D. (SB Units 10-12)
- Test CD. Unit 12
▪ Self evaluation
- TB: Students are encouraged to check their work by completing the Checklist for Unit 12, where they must give a score to each one of the competences seen in the unit.
2. EVALUATION CRITERIA
▪ Understand the general message of texts about houses, and identify relevant details in oral messages related with them. C1, C3, C8.
▪ Express himself/herself with fluency and using the right pronunciation - intonation in conversations about morning routines. C1, C5, C6, C8.
▪ Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a description of a holiday home. C1, C5, C6, C8
▪ Use consciously his/her linguistic knowledge in order to listen to someone talking about the psychology behind houses. C1, C3, C5, C8
▪ Use information and communication technologies in a guided way in order to look for information by using the CD-Rom and the website . C1, C4, C6, C8
▪ Analyze social aspects of the Anglo-Saxon countries, by comparing the types of breakfasts from those countries with the own ones. C1, C3, C5, C6, C8
▪ Identify learning strategies used to progress in the learning process by completing the Review D for Units 10-12. C1, C7, C8
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