Straigthforward Pre-Intermediate - Macmillan
STRAIGHTFORWARD
PRE-INTERMEDIATE
Programme
UNIT 1
UNIT OBJECTIVES
|- To talk about personal relationships – family, friends, neighbours |
|- To get familiar with the language used in phone messages |
|- To be able to write a personal message for a website |
|- To use properly the different grammar, lexical, functional and phonetic elements presented along the unit |
CONTENTS
|SKILLS |
|1.- Listening comprehension |
|- Extracting specific information in a description of a typical English family |
|- Identifying the main ideas in a conversation about old photos |
|- Understanding instructions, numbers and pieces of information in phone messages |
|2.- Spoken production and interaction |
|- Talking about personal relationships –family, friends, neighbours |
|- Describing a typical family |
|- Discussing friendship putting into practice the necessary oral strategies |
|- Talking about different ways of making contact |
|- Making a role play leaving a message in an answering machine |
|3.- Reading comprehension |
|- Showing general understanding of a magazine article describing families |
|- Organising the main information presented in a newspaper article about the results of a British opinion poll |
|- Learning how to identify the most relevant information in newspaper advertisements |
|4.- Writing |
|- Writing a personal message for a website |
|LANGUAGE |
|1.- Functional contents |
|- Asking for and giving personal information |
|- Describing people |
|- Telling phone numbers |
|- Answering machine messages |
|2.- Thematic contents |
|- Relationships with family and friends |
|- Old friends |
|- Neighbours |
|- Making phone calls |
|3.- Linguistic contents |
|Grammatical contents |- Questions with to be |
| |- Questions with auxiliary verbs |
| |- How & what questions |
|Lexical contents |- Family and friends |
| |- Verb collocations |
|Phonetic and phonological |- Contractions |
|contents |- The alphabet |
|Sociocultural contents |- Friends Reunited website |
EVALUATION
|Review |Student’s Book page 148 |
|Self-assessment |Teacher’s Resource CD1: Self-assessment Checklist 1 |
|Tests |Teacher’s Resource CD1: Unit Test 1 |
|Learning Diary |CEF Portfolio |
UNIT 2
UNIT OBJECTIVES
|- To talk about schools |
|- To describe actions, events and scenes in the past |
|- To talk about past habits |
|- To write a short story |
|- To use properly the different grammar, lexical, functional and phonetic elements presented along the unit |
CONTENTS
|SKILLS |
|1.- Listening comprehension |
|- Understanding the main ideas in different conversations about school days |
|- Finding specific information in a conversation about a language school |
|2.- Spoken production and interaction |
|-Making comparisons about schools now and in the past |
|- Describing a picture |
|- Discussing parent-child relationships |
|- Discussing what prize to choose in a competition |
|- Discussing an embarrassing experience |
|- Making a role play asking for information in a language school |
|3.- Reading comprehension |
|- Finding general and specific information in a magazine article about the Irish education system |
|- Understanding messages on an internet discussion group webpage |
|4.- Writing |
|- Writing a story |
|LANGUAGE |
|1.- Functional contents |
|- Describing past situations and experiences |
|2.- Thematic contents |
|- Memories of school |
|- Schools in Ireland |
|- Embarrassing situations and behaviour |
|- Language schools |
|3.- Linguistic contents |
|Grammatical contents |- Past simple |
| |- Used to |
| |- Past continuous |
|Lexical contents |- Adjectives with prepositions |
| |- Education |
| |- School facilities |
|Phonetic and phonological |- Regular past simple verbs |
|contents |- Irregular past simple verbs |
|Sociocultural contents |- The English language |
EVALUATION
|Review |Student’s Book page 149 |
|Self-assessment |Teacher’s Resource CD1: Self-assessment Checklist 2 |
|Tests |Teacher’s Resource CD1: Unit Test 2 |
|Learning Diary |CEF Portfolio |
UNIT 3
UNIT OBJECTIVES
|- To talk about home life |
|- To talk about living abroad |
|- To describe and compare towns |
|- To talk about places in a town |
|- To ask for and give directions |
|- To express quantities |
|- To write a tourist guide for a town |
CONTENTS
|SKILLS |
|1.- Listening comprehension |
|- Understanding the main ideas in a conversation between two friends about their home life |
|- Inferring the meaning of specific phrases in a conversation |
|- Finding specific information in a dialogue asking for and giving directions |
|2.- Spoken production and interaction |
|- Asking and answering questions about home life |
|- Discussing and solving imaginary problems in a shared flat |
|- Discussing emigration |
|- Describing and comparing towns |
|- Giving and asking for directions |
|3.- Reading comprehension |
|- Understanding how a magazine article is structured |
|- Applying reading strategies such as guessing the meaning of words from the context |
|- Finding specific information about places in a webpage |
|4.- Writing |
|- Writing a tourist guide for a town |
|LANGUAGE |
|1.- Functional contents |
|- Asking for and giving directions |
|- Comparing things |
|- Expressing quantities |
|2.- Thematic contents |
|- Home life |
|- Sharing a flat |
|- Living abroad |
|- Towns |
|- Places in a town |
|3.- Linguistic contents |
|Grammatical contents |- Countable and uncountable nouns with some, any & no |
| |- Some, many & most |
| |- Quantifiers |
|Lexical contents |- Describing towns |
| |- Places in a town |
|Phonetic and phonological |- /h/ |
|contents |- To |
|Sociocultural contents |- The United Kingdom |
EVALUATION
|Review |Student’s Book page 150 |
|Self-assessment |Teacher’s Resource CD1: Self-assessment Checklist 3 |
|Tests |Teacher’s Resource CD1: Unit Test 3 |
| |Teacher’s Resource CD1: Progress Test 1 |
|Learning Diary |CEF Portfolio |
UNIT 4
UNIT OBJECTIVES
|- To talk about personal relationships – dating, getting married, going on a date |
|- To talk about films |
|- To make phone arrangements |
|- To accept or decline invitations or suggestions |
|- To talk about habits and routines |
|- To express how often an action is performed |
|- To distinguish between routines and actions happening now |
|- To write an e-mail |
CONTENTS
|SKILLS |
|1.- Listening comprehension |
|- Understanding the main events in a description of a film |
|- Understanding general and specific information in a phone conversation |
|2.- Spoken production and interaction |
|- Discussing internet dating |
|- Comparing and discussing adverts on a internet dating website |
|- Talking about wedding traditions in different countries |
|- Describing a wedding |
|- Inventing and performing a film dialogue |
|- Retelling the story of a film |
|- Describing an imaginary date with a famous person |
|- Discussing dating rules in different countries |
|3.- Reading comprehension |
|- Understanding in detail a description of a person in a webpage |
|- Understanding the main opinions in a magazine article |
|4.- Writing |
|- Writing an e-mail to a friend giving personal news |
|LANGUAGE |
|1.- Functional contents |
|- Talking about habits and routines |
|- Describing events happening now |
|- Accepting or declining invitations and suggestions |
|2.- Thematic contents |
|- Dating |
|- Getting married |
|- Different kinds of films |
|- Going on a date |
|3.- Linguistic contents |
|Grammatical contents |- Present simple, frequency adverbs and phrases |
| |- Present continuous, stative verbs |
| |- Prepositions of time |
|Lexical contents |- Phrasal verbs and prepositional collocations (relationship verbs) |
| |- Weddings |
|Phonetic and phonological |- Final -s |
|contents |- /I/ & /iː/ |
|Sociocultural contents |- Wedding traditions |
EVALUATION
|Review |Student’s Book page 151 |
|Self-assessment |Teacher’s Resource CD1: Self-assessment Checklist 4 |
|Tests |Teacher’s Resource CD1: Unit Test 4 |
|Learning Diary |CEF Portfolio |
UNIT 5
UNIT OBJECTIVES
|- To talk about tourism and holidays |
|- To describe places |
|- To describe a journey |
|- To talk about future plans, intentions and situations |
|- To express requests |
|- To write an e-mail to arrange a trip |
|- To identify and practice intonation in polite requests |
CONTENTS
|SKILLS |
|1.- Listening comprehension |
|- Identifying general and specific information in three conversations at the airport |
|- Understanding the main ideas in a radio programme about the worst hotel in Britain |
|2.- Spoken production and interaction |
|- Talking about tourism in a country |
|- Discussing and planning improvements in a town for tourists |
|- Describing a journey |
|- Role playing a situation on a plane |
|- Describing hotels |
|- Discussing how to plan a trip for visitors to a country |
|3.- Reading comprehension |
|- Finding specific information in an article about the effect of tourism on Machu Picchu |
|- Understanding the different offers presented in a webpage |
|4.- Writing |
|- Writing an e-mail to arrange a trip |
|LANGUAGE |
|1.- Functional contents |
|- Talking about future plans |
|- Expressing future intentions |
|- Making and answering to requests |
|2.- Thematic contents |
|- Tourism |
|- Air travel |
|- Staying in a hotel |
|- Different kinds of holiday |
|3.- Linguistic contents |
|Grammatical contents |- Future 1 (future plans) |
| |- Future 2 (will) |
|Lexical contents |- Compound nouns |
| |- Verb patterns |
| |- Air travel |
| |- Hotels |
|Phonetic and phonological |- Intonation |
|contents |- Silent letters |
|Sociocultural contents |- Las Vegas hotels |
EVALUATION
|Review |Student’s Book page 152 |
|Self-assessment |Teacher’s Resource CD1: Self-assessment Checklist 5 |
|Tests |Teacher’s Resource CD1: Unit Test 5 |
|Learning Diary |CEF Portfolio |
UNIT 6
UNIT OBJECTIVES
|- To talk about food and eating habits |
|- To talk about restaurants |
|- To compare things |
|- To make and answer to suggestions |
|- To express opinions |
|- To write a review of a restaurant |
|- To use emphatic stress to correct information |
CONTENTS
|SKILLS |
|1.- Listening comprehension |
|- Finding general and specific information in a radio interview about food |
|- Understanding specific information in a phone conversation making a restaurant reservation |
|- Understanding an informal conversation in a restaurant |
|2.- Spoken production and interaction |
|- Discussing and planning an idea for a theme restaurant |
|- Discussing and comparing answers to a lifestyle questionnaire |
|- Talking about favourite drinks |
|- Talking about restaurants |
|- Role playing a situation in a restaurant |
|3.- Reading comprehension |
|- Checking facts in a Web book review |
|- Answering a questionnaire about eating habits |
|- Understanding the main ideas in a magazine article about coffee drinking habits |
|4.- Writing |
|- Writing a review of a restaurant |
|LANGUAGE |
|1.- Functional contents |
|- Describing things |
|- Making comparisons |
|- Making suggestions and ordering food in a restaurant |
|2.- Thematic contents |
|- Junk food |
|- Restaurants |
|- Fast food |
|- Coffee – history and facts |
|3.- Linguistic contents |
|Grammatical contents |- Modifiers |
| |- Comparatives |
| |- Superlatives |
|Lexical contents |- Adjectives (opposites) |
| |- Superlatives |
| |- Food |
| |- Eating out |
|Phonetic and phonological |- Word stress |
|contents |- Emphatic stress |
|Sociocultural contents |- Starbucks |
| |- Eating habits in the UK |
EVALUATION
|Review |Student’s Book page 153 |
|Self-assessment |Teacher’s Resource CD1: Self-assessment Checklist 6 |
|Tests |Teacher’s Resource CD1: Unit Test 6 |
| |Teacher’s Resource CD1: Progress Test 2 |
|Learning Diary |CEF Portfolio |
UNIT 7
UNIT OBJECTIVES
|- To talk about jobs |
|- To talk about past experiences |
|- To get familiar with the language used in a curriculum vitae |
|- To say e-mail and website addresses correctly |
|- To write a letter of application |
CONTENTS
|SKILLS |
|1.- Listening comprehension |
|- Understanding general and specific information in a radio chat show about people who have met celebrities |
|- Finding specific information in a formal conversation |
|- Understanding and writing down e-mail websites and addresses |
|2.- Spoken production and interaction |
|- Describing jobs |
|- Talking about personal experiences at work |
|- Discussing the qualities needed for different jobs |
|- Asking for and giving advice about careers |
|- Saying e-mail and website addresses |
|3.- Reading comprehension |
|- Understanding the main events in a magazine article about unemployment |
|- Finding specific information in an article about horoscopes and work |
|- Understanding the general ideas and identifying the basic structure of a curriculum vitae |
|4.- Writing |
|- Writing a letter of application |
|LANGUAGE |
|1.- Functional contents |
|- Talking about personal experiences in the past |
|2.- Thematic contents |
|- Jobs |
|- Meeting famous people |
|- Finding and loosing a job |
|- Salaries |
|3.- Linguistic contents |
|Grammatical contents |- Present perfect simple |
| |- Present perfect simple with already & yet |
|Lexical contents |- Verb collocations (work) |
| |- Adjectives and nouns (personality) |
| |- Work |
| |- Phrases used n curricula vitae |
|Phonetic and phonological |- /æ/ & /ʌ/ |
|contents |- E-mail and website addresses |
|Sociocultural contents |Salaries in the UK |
EVALUATION
|Review |Student’s Book page 154 |
|Self-assessment |Teacher’s Resource CD1: Self-assessment Checklist 7 |
|Tests |Teacher’s Resource CD1: Unit Test 7 |
|Learning Diary |CEF Portfolio |
UNIT 8
UNIT OBJECTIVES
|- To make predictions and talk about future possibilities |
|- To talk about computers |
|- To talk about new products and new businesses |
|- To give instructions |
|- To express opinions |
|- To talk about expectations |
CONTENTS
|SKILLS |
|1.- Listening comprehension |
|- Understanding the main topics in different conversations about the future |
|- Sequencing the instructions in a conversation about how to send an email |
|- Understanding the main information in different radio advertisements describing gadgets |
|2.- Spoken production and interaction |
|- Talking about science fiction films |
|- Describing the personal qualities of different people |
|- Talking about the use computers |
|- Giving opinions about gadgets on a website |
|3.- Reading comprehension |
|- Understanding in detail a conference programme |
|- Identifying the different opinions in a magazine article about new businesses |
|- Understanding the intrinsic structure of a magazine article |
|4.- Writing |
|- Writing a note giving instructions |
|LANGUAGE |
|1.- Functional contents |
|- Making predictions about the future |
|- Talking about future possibilities |
|- Giving instructions |
|- Expressing opinions |
|- Talking about expectations |
|2.- Thematic contents |
|- Space tourists |
|- Computers |
|- New products and new businesses |
|3.- Linguistic contents |
|Grammatical contents |- Predictions 1 (may, might & will) |
| |- Predictions 2 (maybe, probably, certainly, etc) |
| |- Present tense in future time clauses |
|Lexical contents |- Compound nouns with numbers |
| |- Adjectives with infinitives |
| |- Computers actions |
|Phonetic and phonological |- Contractions |
|contents |- Word stress |
|Sociocultural contents |Computer games in the USA |
EVALUATION
|Review |Student’s Book page 155 |
|Self-assessment |Teacher’s Resource CD1: Self-assessment Checklist 8 |
|Tests |Teacher’s Resource CD1: Unit Test 8 |
|Learning Diary |CEF Portfolio |
UNIT 9
UNIT OBJECTIVES
|- To talk about entertainment - exhibitions, shows and events |
|- To talk about TV programmes |
|- To express preferences |
|- To talk about processes |
|- To describe an event |
|- To pronounce dates |
|- To write a review of a film |
CONTENTS
|SKILLS |
|1.- Listening comprehension |
|- Identifying the main ideas in a radio programme about entertainment in London |
|- Understanding dates on a concert programme booking line |
|- Showing general comprehension of four phone conversations with a box office assistant |
|2.- Spoken production and interaction |
|- Talking about entertainment in London and other cities |
|- Discussing and planning an idea for a reality TV show |
|- Asking and answering questions about films |
|- Performing a short dialogue of the film Titanic |
|- Role playing a situation at the box office |
|- Describing a concert |
|3.- Reading comprehension |
|- Identifying specific information in a magazine article about reality TV and its problems |
|- Finding connections between two ideas in a magazine article contrasting the Oscar ceremony and the Golden Raspberry awards |
|4.- Writing |
|- Writing a review of a film |
|LANGUAGE |
|1.- Functional contents |
|- Talking about processes |
|- Giving opinions of events and places |
|- Useful language at the box office |
|2.- Thematic contents |
|- Entertainment: exhibitions, shows and events |
|- Reality TV |
|- The Oscars ceremony |
|- Concerts |
|3.- Linguistic contents |
|Grammatical contents |- Passive |
| |- Passive with agent |
|Lexical contents | -ing & -ed adjectives |
| |- TV programmes |
| |- Films |
|Phonetic and phonological |- Diphthongs |
|contents |- Dates |
|Sociocultural contents |- Leisure activities in the UK |
EVALUATION
|Review |Student’s Book page 156 |
|Self-assessment |Teacher’s Resource CD1: Self-assessment Checklist 9 |
|Tests |Teacher’s Resource CD1: Unit Test 9 |
| |Teacher’s Resource CD1: Progress Test 3 |
|Learning Diary |CEF Portfolio |
UNIT 10
UNIT OBJECTIVES
|- To talk about people and their pets |
|- To talk about doctors and illness |
|- To talk about sports |
|- To describe unfinished actions in the past |
|- To practice sentence stress |
|- To write a story |
CONTENTS
|SKILLS |
|1.- Listening comprehension |
|- Understanding the main ideas in a sports news programme |
|- Understanding specific information in two conversations at the doctor’s |
|2.- Spoken production and interaction |
|- Talking about pets and animals |
|- Talking about stress and what causes it |
|- Discussing health |
|- Role playing a situation at the doctor’s |
|3.- Reading comprehension |
|- Checking facts in a magazine article about pets in the USA |
|- Finding general and specific information in a magazine article about stress |
|4.- Writing |
|- Writing a story |
|LANGUAGE |
|1.- Functional contents |
|- Talking about how long something has been done |
|- Describing unfinished actions in the past |
|- Useful language at the doctor’s |
|2.- Thematic contents |
|- People and their pets |
|- Causes and cures for feeling stressed |
|- Sports |
|- Doctors, illness and health |
|3.- Linguistic contents |
|Grammatical contents |- Present perfect simple with for and since |
| |- Present perfect simple for unfinished time |
| |- Present perfect simple with been & gone |
|Lexical contents |- Collocations with get |
| |- Sport |
| |- Body and health |
|Phonetic and phonological |- /ɔː/ |
|contents |- World linking |
|Sociocultural contents |Sport in Australia |
EVALUATION
|Review |Student’s Book page 157 |
|Self-assessment |Teacher’s Resource CD1: Self-assessment Checklist 10 |
|Tests |Teacher’s Resource CD1: Unit Test 10 |
|Learning Diary |CEF Portfolio |
UNIT 11
UNIT OBJECTIVES
|- To talk about personal possessions |
|- To discuss clothes and fashion |
|- To express obligation |
|- To talk about shopping |
|- To make descriptions of things and places |
|- To express purpose |
|- To write a description of a favourite possession |
CONTENTS
|SKILLS |
|1.- Listening comprehension |
|- Understanding the main ideas in two monologues about favourite possessions |
|- Understanding specific information in short conversations |
|- Understanding specific information in a conversation in a shopping mall |
|2.- Spoken production and interaction |
|- Describing a favourite possession |
|- Asking and answering questions about shopping |
|- Paraphrasing to describe an object |
|- Discussing clothes and appearance |
|- Giving a presentation about shopping |
|- Role playing a situation in a clothes shop |
|3.- Reading comprehension |
|- Understanding the main ideas in a newspaper report |
|- Checking facts in a newspaper report |
|- Understanding and classifying the main events in an article |
|- Finding specific information in a tourist brochure |
|4.- Writing |
|- Writing a description of a favourite possession |
|LANGUAGE |
|1.- Functional contents |
|- Talking about objects and what they are used for |
|- Talking about rules at work or school |
|- Talking about rules in the past |
|- Giving reasons and explanations |
|2.- Thematic contents |
|- Personal possessions |
|- Clothes and fashion |
|- Shopping, street markets and business success |
|3.- Linguistic contents |
|Grammatical contents |- Infinitive of purpose |
| |- Modals of obligation (present past) |
|Lexical contents |- Personal possessions |
| |- Clothes |
| |- Fit, go with and suit |
|Phonetic and phonological |- /θ/ & /ð/ |
|contents |- World linking |
|Sociocultural contents |- Shopping in London |
EVALUATION
|Review |Student’s Book page 158 |
|Self-assessment |Teacher’s Resource CD1: Self-assessment Checklist 11 |
|Tests |Teacher’s Resource CD1: Unit Test 11 |
|Learning Diary |CEF Portfolio |
UNIT 12
UNIT OBJECTIVES
|- To talk about explorers and adventurers |
|- To talk about festivals and celebrations |
|- To express agreement or disagreement |
|- To discuss global issues |
|- To describe an event |
|- To use relative clauses to give extra information |
|- To identify differences in British and American accents |
|- To write an opinion composition |
CONTENTS
|SKILLS |
|1.- Listening comprehension |
|- Understanding specific information in a news report |
|- Understanding the general ideas in a conversation about languages |
|- Understanding different opinions in different conversation about global issues |
|2.- Spoken production and interaction |
|- Discussing famous explorers |
|- Describing a journey |
|- Asking and answering questions about festivals |
|- Talking about the use of English in different places |
|- Expressing agreement or disagreement with someone |
|- Discussing charities |
|3.- Reading comprehension |
|- Understanding how an e-mail is structured by putting back missing phrases |
|- Understanding the main and secondary ideas in a magazine article |
|- Understanding and checking facts in a magazine article |
|- Understanding newspaper headlines and their basic structure |
|- Understanding a leaflet and how the information is organised in it |
|4.- Writing |
|- Writing an opinion composition |
|LANGUAGE |
|1.- Functional contents |
|- Expressing agreement or disagreement |
|- Expressing the movement of an object or person |
|2.- Thematic contents |
|- Explorers and adventurers |
|- Carnivals and festivals |
|- English around the world |
|- Global issues |
|3.- Linguistic contents |
|Grammatical contents |- Prepositions of movement |
| |- Relative clauses |
|Lexical contents |- Phrasal verbs |
|Phonetic and phonological |- /ɜː/ |
|contents |- British and American accents |
|Sociocultural contents |- Oxfam |
EVALUATION
|Review |Student’s Book page 159 |
|Self-assessment |Teacher’s Resource CD1: Self-assessment Checklist 12 |
|Tests |Teacher’s Resource CD1: Unit Test 12 |
| |Teacher’s Resource CD1: Progress Test 4 |
|Learning Diary |CEF Portfolio |
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