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PROGRAMME

ChoicesUpper

Intermediate

__________________

Area of Foreign LanguageEnglish

Teaching Programme – Choices Upper Intermediate1

Module 1 Relationships

AIMS- To know vocabulary about relationships- To know vocabulary about relations- To know vocabulary about communication- To recognise and understand multi-part verbs- To recognise, understand and use present and past tenses in all forms- To use a variety of words and phrases to describe quantity (some, few,

hardly any, no, many, much, most, most of us, none of us, etc.)- To read an article about social media- To read an advice column- To read an article about modern parenting- To read and interpret a chart- To read an informal email- To listen to three interviews about relationships- To listen to a dialogue about relationships- To listen to a radio interview about family life- To listen and watch a documentary about an Indian family- To talk about the relationships in your life- To talk about modern communication technology and your experiences- To give and ask about personal information- To talk about the most and the least common types of families and

households in your country- To organise and give a presentation about trends describing statistics- To practise word stress in compound words- To practise the pronunciation of figures and statistics- To practise intonation in sentences describing trends- To write an informal email- To use complex linkers to add interest to your writing- To use so and such to link sentences

CONTENTS

I. Communication skills- Reading an article about social media- Reading an advice column- Reading an article about modern parenting- Reading and interpret a chart- Reading an informal email- Listening to three interviews about relationships- Listening to a dialogue about relationships- Listening to a radio interview about family life- Listening and watch a documentary about an Indian family- Talking about the relationships in your life- Talking about modern communication technology and your experiences- Giving and asking about personal information- Talking about the types of families and households in your country- Organising and giving a presentation about trends describing statistics- Practising word stress in compound words- Practising the pronunciation of figures and statistics- Practising intonation in sentences describing trends- Writing an informal email- Using complex linkers to add interest to your writing- Using so and such to link sentences

II. Language reflections


A. Language and grammar functions- Present and past tenses in all forms- Quantity (some, few, hardly any, no, many, much, most, most of us, none of

us, etc.)B. Vocabulary

- Relationships- Relations- Communication- Multi-part verbs

III. Sociocultural aspects- To debate about family- To respect and show interest in different cultures- To think and talk about friendship- To think and talk about personal communication- To debate about cool trends

CROSS-CURRICULAR TOPICS

Moral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo debate the familyTo think about human relationshipsEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesTo respect different lifestylesEducation for peaceTo respect people’s opinionsTo respect different cultures

BASIC COMPETENCES- Communication in the mother tongue and in foreign languages:

Present and past tenses in all forms, Quantity (some, few, hardly any, no, many, much, most, most of us, none of us, etc.)

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

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

- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (My Lab, DVD Multi-Rom) (New technologies)

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

- Learning to learn: is related to learning, the ability to pursue and organize one’s own learning, either individually or in groups, in accordance with one’s


own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

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

ASSESSMENTI. Communication skills

- Students’ Book, Language Review, Module 1, Self Assessment, page 14- Students’ Book, Skills Builder, Reading, 10, page 118- Students’ Book, Skills Builder, Writing, 22, page 121- Students’ Book, Skills Builder, Speaking, 32-33, page 126- Workbook, Check Your Progress 1, Module Diary, page 11- Workbook, Sound Choice 1, page 12- Active Teach (Test Master)- My Lab

II. Language reflections- Students’ Book, Language Review 1, page 14- Language Choice, Module 1, pages 3, 5, 6, 9- Workbook, Check Your Progress 1, page 11- Active Teach (Test Master)- My Lab

III. Sociocultural aspects- Active Teach- My Lab


Module 2 Campaigns

AIMS- To know vocabulary about big issues- To know vocabulary about campaigns for and against- To know vocabulary about activities in campaigns- To recognise and use multi-parts verbs- To identify and use a variety of past tenses- To use the Past Perfect Continuous in all forms to describe events in the past- To use linking prepositions (because of, in addition to, instead of, except for,

in spite of, etc.)- To read a website about the Random Acts of Kindness campaign- To read extracts from books about protest- To read an article about a campaign related to body image- To read an essay about factory farming- To read a poem Will V-Day Be Me-Day Too? by James Langston Hughes- To listen to a discussion about big issues- To listen to an anecdote- To listen to a radio programme about animal rights- To listen and watch a discussion on animal rights- To talk about issues you care about- To tell stories using cues- To tell the story of a resistant movement- To discuss animal rights- To give opinions and reactions- To practise the pronunciation of word boundaries and elisions- To practise emphatic stress- To write a ‘for and against’ essay.- To recognise and use different meanings of as- To write sentences using emphasis to make them interesting

CONTENTS

I. Communication skills- Reading a website about the Random Acts of Kindness campaign- Reading extracts from books about protest- Reading an article about a campaign related to body image- Reading an essay about factory farming- Reading a poem Will V-Day Be Me-Day Too? by James Langston Hughes- Listening to a discussion about big issues- Listening to an anecdote- Listening to a radio programme about animal rights- Listening and watch a discussion on animal rights- Talking about issues you care about- Telling stories using cues- Telling the story of a resistant movement- Discussing animal rights- Giving opinions and reactions- Practising the pronunciation of word boundaries and elisions- Practising emphatic stress- Writing a ‘for and against’ essay.- Recognising and use different meanings of as- Writing sentences using emphasis to make them interesting

II. Language reflectionsA. Language and grammar functions

- Past tenses


- Past Perfect Continuous in all forms to describe events in the past- Linking prepositions (because of, in addition to, instead of, except for, in

spite of, etc.)B. Vocabulary

- Big issues- Campaigns for and against- Activities in campaigns- Multi-parts verbs

III. Sociocultural aspects- To show interest in big issues- To show interest in reading poetry- To talk about solidarity, kindness and other human values- To think and talk about big issues in history ant its meaning to humanity- To debate animal rights- To be aware of media manipulation of pictures of girls in advertising


Moral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo debate some big issuesEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesEducation for peaceTo respect different points of viewTo respect people from different countries and nationalitiesTo be aware of some human values to help change the worldConsumer educationTo debate the use of new technologies in advertising and human relationshipsEnvironmental EducationTo debate animal rightsTo debate factory farming


Past tenses, Past Perfect Continuous in all forms to describe events in the past, Linking prepositions (because of, in addition to, instead of, except for, in spite of, etc.)


- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (My Lab, DVD Multi-Rom)



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

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



- Students’ Book, Language Review, Module 2, Self Assessment, page 24- Students’ Book, Skills Builder, Listening, 1, page 116- Students’ Book, Skills Builder, Reading, 12, page 118- Students’ Book, Skills Builder, Writing, 23, page 121- Students’ Book, Skills Builder, Speaking, 34-35, pages 126-127- Workbook, Check Your Progress 2, Module Diary, page 21- Workbook, Exam Choice 1, pages 22-24- Active Teach (Test Master)- My Lab

II. Language reflections- Students’ Book, Language Review, Module 2, page 24- Language Choice, Module 2, pages 13, 14, 17, 18, 19- Workbook, Check Your Progress 2, page 21- Active Teach (Test Master)- My Lab

III. Sociocultural aspects- Students’ Book, Culture Choice 1, pages 106-107- Workbook, Exam Choice 1, pages 22-24- Active Teach- My Lab


Module 3 The Media

AIMS- To know vocabulary about the media- To know vocabulary about print media- To know vocabulary about broadcast media- To know vocabulary about online media- To recognise and understand a variety of idiomatic expressions- To understand the difference in meaning of verb patters- To use a variety of words and phrases to show negation in sentences- To recognise and use different uses of used to- To read three reports of an event in different media- To read a blog about information overload- To read a book review about the reporting of science in the media- To read a review of a TV series- To listen to four broadcasts- To listen to a monologue about media use- To listen to short dialogues about the media- To listen to a science fiction radio play- To listen and watch the spoof and the documentary Flight of Fancy- To talk about your media use- To report an event- To tell people what to do- To describe a scene- To practise the pronunciation of homophones- To practise the intonation in reactions- To write a review of a TV series- To use result linkers (such a lot of … that, so many … that, etc.) to make the

writing more interesting

CONTENTS

I. Communication skills- Reading three reports of an event in different media- Reading a blog about information overload- Reading a book review about the reporting of science in the media- Reading a review of a TV series- Listening to four broadcasts- Listening to a monologue about media use- Listening to short dialogues about the media- Listening to a science fiction radio play- Listening and watch the spoof and the documentary Flight of Fancy- Talking about your media use- Reporting an event- Telling people what to do- Describing a scene- Practising the pronunciation of homophones- Practising the intonation in reactions- Writing a review of a TV series- Using result linkers (such a lot of … that, so many … that, etc.) to make the

writing more interesting


- Verb patters- Show negation in sentences- used to


B. Vocabulary- The media- Print media- Broadcast media- Online media- Idiomatic expressions

III. Sociocultural aspects- To show interest in learning English- To debate the media and its influence on our lives- To debate the negative influence of the media in scientific research- To talk about big success series and spoofs, giving reasons


Moral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo talk about likes and dislikesEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesEducation for peaceTo respect people’s opinionsTo respect different points of viewConsumer educationTo think about the media and consumerism

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Verb patters, Show negation in sentences, used to




- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts). (Going out: cinema, theatre, art galleries, etc.)





- Students’ Book, Language Review, Module 3, Self Assessment, page 34- Students’ Book, Listening, Listening, 2, page 116- Students’ Book, Skills Builder, Reading, 14, page 119- Students’ Book, Skills Builder, Writing, 24, page 122- Students’ Book, Skills Builder, Speaking, 36-37, page 127- Workbook, Check Your Progress 3, Module Diary, page 33- Workbook, Sound Choice 2, page 34- Active Teach (Test Master)- My Lab

II. Language reflections- Students’ Book, Language Review, Module 3, page 34- Language Choice, Module 3, pages 25, 27, 28, 31- Workbook, Check Your Progress 3, page 33- Active Teach (Test Master)- My Lab



Module 4 Advertising

AIMS- To know vocabulary about advertising- To know vocabulary about shopping- To recognise and understand a variety of word pairs (repeated words,

opposites, synonyms)- To use the Passive- To understand and use two meanings of need- To use I’d prefer, I’d rather to express preferences- To recognise and use a variety of different noun types- To use the singular o plural form of be depending on the noun context- To read an article about advertising to children and teenagers- To read two different adverts- To read some online adverts- To read an article about a famous advertising slogan- To read a letter of complaint- To read an extract form the novel Pride and Prejudice by Jane Austen- To listen to three adverts- To listen to someone talking about advertising- To listen to a dialogue in a health food shop giving product information- To listen to three dialogues about online advertising- To listen and watch a conversation in a repair shop- To express opinions on advertising- To talk about a product- To act out a conversation in a repair shop- To practise the pronunciation of unstressed function words- To practise the pronunciation of short expressions- To write a letter of complaint- To use emphasis to make their writing more interesting

CONTENTS

I. Communication skills- Reading an article about advertising to children and teenagers- Reading two different adverts- Reading some online adverts- Reading an article about a famous advertising slogan- Reading a letter of complaint- Reading an extract form the novel Pride and Prejudice by Jane Austen- Listening to three adverts- Listening to someone talking about advertising- Listening to a dialogue in a health food shop giving product information- Listening to three dialogues about online advertising- Listening and watch a conversation in a repair shop- Expressing opinions on advertising- Talking about a product- Acting out a conversation in a repair shop- Practising the pronunciation of unstressed function words- Practising the pronunciation of short expressions- Writing a letter of complaint- Using emphasis to make their writing more interesting


- The Passive- need


- I’d prefer, I’d rather to express preferences- Noun types- be in noun context

B. Vocabulary- Advertising- Shopping- Word pairs (repeated words, opposites, synonyms)

III. Sociocultural aspects- To think and talk about the influence of advertising- To talk about personal preferences in commercials- To debate stereotypes in current advertisements- To talk about advantages and disadvantages to a series of products

CROSS-CURRICULAR TOPICSMoral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo debate advertisingTo be critical with advertising campaignsEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesEducation for peaceTo respect people’s opinionsTo respect people’s likes and dislikesConsumer educationTo think about advertising and consumerismTo debate the influence of commercials in our daily life


The Passive, need, I’d prefer, I’d rather to express preferences, Noun types, be in noun context




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

- Learning to learn: is related to learning, the ability to pursue and organize one’s own learning, either individually or in groups, in accordance with one’s own needs, and awareness of methods and opportunities; to have an active


participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.



- Students’ Book, Language Review, Module 4, Self Assessment, page 44- Students’ Book, Skills Builder, Listening, 3, page 116- Students’ Book, Skills Builder, Reading, 15, page 119- Students’ Book, Skills Builder, Writing, 25, page 122- Students’ Book, Skills Builder, Speaking, 38, page 127- Workbook, Check Your Progress 4, Module Diary, page 43- Workbook, Exam Choice 2, pages 44-46- Active Teach (Test Master)- My Lab




Module 5 Well-being

AIMS- To know vocabulary about health- To know vocabulary about human body- To know vocabulary about illnesses- To know vocabulary about symptoms and feelings- To recognise and use a variety of compound nouns and adjectives- To use the Future (variety of future tenses)- To recognise and use a variety of time references in the past- To use comparatives- To read a popular science article about athletes- To read descriptions and psychologist’s report- To read an article about the Roseto effect- To read an opinion essay- To listen to a talk about the body- To listen to a monologue about health- To listen to a dialogue about a bike- To listen to a talk about world health- To listen to a classroom discussion about health and lifestyles.- To listen and watch the documentary The Lifeline express- To talk about your health- To prepare a health survey- To act out short dialogues using the future- To have a discussion about health and lifestyles- To justify opinions- To practise the pronunciation of medical terms- To practise emphatic stress- To write an opinion essay- To use a variety of linkers to make the writing more interesting

CONTENTS

I. Communication skills- Reading a popular science article about athletes- Reading descriptions and psychologist’s report- Reading an article about the Roseto effect- Reading an opinion essay- Listening to a talk about the body- Listening to a monologue about health- Listening to a dialogue about a bike- Listening to a talk about world health- Listening to a classroom discussion about health and lifestyles.- Listening and watch the documentary The Lifeline express- Talking about your health- Preparing a health survey- Acting out short dialogues using the future- Having a discussion about health and lifestyles- Justifying opinions- Practising the pronunciation of medical terms- Practising emphatic stress- Writing an opinion essay- Using a variety of linkers to make the writing more interesting



- The Future (variety of future tenses)- Time references in the past- Comparatives

B. Vocabulary- Health- Human body- Illnesses- Symptoms and feelings- Compound nouns and adjectives

III. Sociocultural aspects- To show interest in learning English- To take part in social activities- To talk about sports and its practice- To talk about famous people (sports)- To debate the meaning of success- To debate life expectancy around the world- To think and talk about health and illness

CROSS-CURRICULAR TOPICSMoral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo talk about community spiritTo think and debate about different lifestylesEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesTo be aware of the value of human relationshipsEducation for peaceTo respect people’s opinionsTo enjoy winning and loosing in sports games or competitionsHealth EducationTo debate about health and sportsTo think about healthy daily habitsTo debate world health


The Future (variety of future tenses), Time references in the past, Comparatives- Mathematical competence: Mathematical competence is the ability to

develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. (Using graphs)



- Social and civic competences: Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals


operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation.




- Students’ Book, Language Review, Module 5, Self Assessment, page 54- Students’ Book, Skills Builder, Listening, 4, page 117- Students’ Book, Skills Builder, Writing, 26, page 123- Students’ Book, Skills Builder, Speaking, 39-40, pages 127-128- Workbook, Check Your Progress 5, Module Diary, page 55- Workbook, Sound Choice 3, page 56- Active Teach (Test Master)- My Lab




Module 6 Genius

AIMS- To know vocabulary about people- To know vocabulary about personality- To know vocabulary about abilities- To know vocabulary about quirks- To recognise and use word families- To understand and use different ways of referencing in texts- To use by/for + -ing to describe how or why something is done- To use do for emphasis- To use a variety of words and phrases to describe uncertainty- To read an article about the life and work of Darwin- To read an extract from the story The Final Problem by Arthur Connan Doyle- To read a sypnosis of a book about success- To read a description of a person- To read an extract from the play Hamlet by William Shakespeare- To listen to four descriptions of people- To listen to an interview about scientists who developed the theory of

evolution- To listen to an interview about concert pianists- To listen and watch an interview with a rock musician- To describe a person you know well- To talk about Darwin and other scientists considered as genius- To describe a character from a film, comic or book- To talk about great musicians- To interview a musician- To clarify and check information and correct themselves- To talk about the necessary ingredients for success- To practise the pronunciation of the schwa /ǝ/ sound- To practise intonation when giving emphasis in sentences- To practise intonation when clarifying in sentences- To write a description of a person- To use a variety of adjectives and useful expressions for descriptions- To use relative clauses in descriptions- To write a scene from a play or film

CONTENTS

I. Communication skills- Reading an article about the life and work of Darwin- Reading an extract from the story The Final Problem by Arthur Connan Doyle- Reading a sypnosis of a book about success- Reading a description of a person- Reading an extract from the play Hamlet by William Shakespeare- Listening to four descriptions of people- Listening to an interview about scientists who developed the theory of

evolution- Listening to an interview about concert pianists- Listening and watching an interview with a rock musician- Describing a person you know well- Talking about Darwin and other scientists considered as genius- Describing a character from a film, comic or book- Talking about great musicians- Interviewing a musician- Clarifying and checking information and correct themselves- Talking about the necessary ingredients for success


- Practising the pronunciation of the schwa /ǝ/ sound- Practising intonation when giving emphasis in sentences- Practising intonation when clarifying in sentences- Writing a description of a person- Using a variety of adjectives and useful expressions for descriptions- Using relative clauses in descriptions- Writing a scene from a play or film


- Ways of referencing in texts- by/for + -ing to describe how or why something is done- do for emphasis- Words and phrases to describe uncertainty

B. Vocabulary- People- Personality- Abilities- Quirks- Word families

III. Sociocultural aspects- To show interest in learning English- To show interest in reading stories- To think and talk about people’s appearance - To talk about genius in science along history- To talk about success in life- To think about creating stories and acting them out


Moral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo respect people’s appearancesTo think about the qualities that make a person a geniusEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesTo respect different appearance stylesEducation for peaceTo respect people’s opinionsTo respect people from different countries and nationalitiesEnvironmental EducationTo debate the theory of evolution

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Ways of referencing in texts, by/for + -ing to describe how or why something is done, do for emphasis, Words and phrases to describe uncertainty

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




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




- Students’ Book, Language Review, Module 6, Self Assessment, page 64- Students’ Book, Skills Builder, Listening, 5, page 116- Students’ Book, Skills Builder, Reading, 17, page 119- Students’ Book, Skills Builder, Writing, 27, page 123- Students’ Book, Skills Builder, Speaking, 41-42, page 128- Workbook, Check Your Progress 6, Module Diary, page 65- Workbook, Exam Choice 3, pages 66-68- Active Teach (Test Master)- My Lab




Module 7 Communities

AIMS- To know vocabulary about your community- To know vocabulary about facilities in your community- To recognise and use a variety of multi-part verbs- To use verbs of perception + infinitive or –ing form- To use Mixed Conditionals to talk about past and present situations- To use it and there in context- To read an extract from a travel book- To read an article about an alternative past- To read an article about empathy in animals- To read a story about an embarrassing experience- To listen to different descriptions of communities- To listen to two conversation on job interviews- To listen to different interviews with bikers- To listen and watch the documentary Biker Lady- To describe your local community- To describe an annual event in your local community- To talk about matriarchy- To make hypothesis- To talk about motorbikes and biker communities- To make arrangements- To practise shifting word stress- To practise the intonation when making arrangements- To write a story about an embarrassing experience- To use sequence linking to make writing more interesting

CONTENTS

I. Communication skills- Reading an extract from a travel book- Reading an article about an alternative past- Reading an article about empathy in animals- Reading a story about an embarrassing experience- Listening to different descriptions of communities- Listening to two conversation on job interviews- Listening to different interviews with bikers- Listening and watch the documentary Biker Lady- Describing your local community- Describing an annual event in your local community- Talking about matriarchy- Making hypothesis- Talking about motorbikes and biker communities- Making arrangements- Practising shifting word stress- Practising the intonation when making arrangements- Writing a story about an embarrassing experience- Using sequence linking to make writing more interesting


- Verbs of perception + infinitive or –ing form- Mixed Conditionals- it and there

B. Vocabulary- Your community


- Facilities in your community- Multi-part verbs

III. Sociocultural aspects- To show interest in learning English- To take part in social activities- To respect and show interest in different cultures- To think about different communities- To talk about empathy- To debate matriarchy

CROSS-CURRICULAR TOPICSMoral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo debate about different people’s lifeEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect men and womenTo be aware of the value of human relationshipsEducation for peaceTo respect people’s opinionsTo respect different culturesHealth EducationTo debate the importance of enjoying nature and sports for our health

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Verbs of perception + infinitive or –ing form, Mixed Conditionals, it and there








- Students’ Book, Language Review, Module 7, Self Assessment, page 74- Students’ Book, Skills Builder, Listening, 6, page 117- Students’ Book, Skills Builder, Reading, 18, page 120- Students’ Book, Skills Builder, Writing, 28, page 124- Students’ Book, Skills Builder, Speaking, 43-44, page 128- Workbook, Check Your Progress 7, Module Diary, page 77- Workbook, Sound Choice 4, page 78- Active Teach (Test Master)- My Lab




Module 8 Landmarks

AIMS- To know vocabulary about types of landscape- To know vocabulary about landscape features- To know vocabulary about man-made landmarks- To know vocabulary about materials- To know vocabulary about architectural features- To understand and use different noun endings- To use defining and non-defining relative clauses- To use sentential relative clauses to give extra information- To use the Conditional form to emphasise meaning- To use expressions with –ing or infinitives to give recommendations- To recognise and use nominal relatives (emphasis)- To read a travel magazine article about volcanoes- To read a chapter summary from a book about the world without humans- To read a description of a tourist attraction- To read a description of a favourite place- To read the poems A Winter Ride by Amy Lowell and Stopping by Woods on a

Snowy Evening by Robert Frost- To listen to different descriptions of landscapes and landmarks- To listen to a conversation about holiday plans- To listen to a description of a tourist attraction- To listen and watch a dialogue with a tourist information officer- To describe landscapes and landmarks- To talk about a famous landmark- To make dialogues adding comments- To talk about famous bridges in the world- To make recommendations about a place in your country- To give tourist advice- To talk about your favourite place (building)- To practise emphatic stress in sentences- To practise intonation when showing interest in a conversation- To write a description of a favourite place- To write a description of a region- To use a variety of adjectives to make the writing more interesting

CONTENTS

I. Communication skills- Reading a travel magazine article about volcanoes- Reading a chapter summary from a book about the world without humans- Reading a description of a tourist attraction- Reading a description of a favourite place- Reading the poems A Winter Ride by Amy Lowell and Stopping by Woods on

a Snowy Evening by Robert Frost- Listening to different descriptions of landscapes and landmarks- Listening to a conversation about holiday plans- Listening to a description of a tourist attraction- Listening and watching a dialogue with a tourist information officer- Describing landscapes and landmarks- Talking about a famous landmark- Making dialogues adding comments- Talking about famous bridges in the world- Making recommendations about a place in your country- Giving tourist advice- Talking about your favourite place (building)- Practising emphatic stress in sentences


- Practising intonation when showing interest in a conversation- Writing a description of a favourite place- Writing a description of a region- Using a variety of adjectives to make the writing more interesting


- Defining and non-defining relative clauses- Sentential relative clauses to give extra information- The Conditional- Expressions with –ing or infinitives to give recommendations- Nominal relatives

B. Vocabulary- Landscape- Landscape features- Man-made landmarks- Materials- Architectural features- Noun endings

III. Sociocultural aspects- To show interest in learning English- To show interest in different kind of landscape features- To show interest in different kind man-made landmarks around the world- To appreciate different countries and cultures


Moral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo debate man-made landmarksTo debate citiesEducation for equalityTo respect workmates, classmatesTo be aware of the value of human relationshipsEducation for peaceTo respect people’s opinionsTo respect different culturesConsumer educationTo think about the effects of humans over the environmentTo think about man-made landmarks and the environmentEnvironmental EducationTo debate famous volcanoes sites


Defining and non-defining relative clauses, Sentential relative clauses to give extra information, The Conditional, Expressions with –ing or infinitives to give recommendations, Nominal relatives





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








Module 9 Business

AIMS- To know vocabulary about business- To know vocabulary about work- To know vocabulary about products- To know vocabulary about services- To recognise and use a variety of idiomatic phrases- To use reference phrases to give extra information (That’s

when/where/how/why/what etc.)- To use Reported speech- To use a variety of reporting verbs- To use Impersonal reporting- To use Infinitives- To read profiles of young entrepreneurs- To read an article about work experience- To read an article about decision-making- To read a report about jobs or courses- To listen to a local radio business report- To listen to a news item- To listen to a phone-in programme about business and work- To listen and watch a documentary on a reality show Junior Apprentice- To listen to a dialogue about a product- To talk about work and ambitions- To discuss entrepreneurs- To talk about personal work experience- To practise impersonal reporting- To discuss stages in business (product design, marketing, selling)- To convince someone about something- To act out a role-play to sell something- To discuss strategies when making decisions- To practise shifting word stress- To practise intonation when convincing someone- To write a report about jobs or courses- To use a variety of expressions and linking words

CONTENTS

I. Communication skills- Reading profiles of young entrepreneurs- Reading an article about work experience- Reading an article about decision-making- Reading a report about jobs or courses- Listening to a local radio business report- Listening to a news item- Listening to a phone-in programme about business and work- Listening and watching a documentary on a reality show Junior Apprentice- Listening to a dialogue about a product- Talking about work and ambitions- Discussing entrepreneurs- Talking about personal work experience- Practising impersonal reporting- Discussing stages in business (product design, marketing, selling)- Convincing someone about something- Acting out a role-play to sell something- Discussing strategies when making decisions- Practising shifting word stress- Practising intonation when convincing someone


- Writing a report about jobs or courses- Using a variety of expressions and linking words


- Reference phrases to give extra information (That’s when/where/how/why/what etc.)

- Reported speech- Reporting verbs- Impersonal reporting- Infinitives

B. Vocabulary- Business- Work- Products- Services- Idiomatic phrases

III. Sociocultural aspects- To show interest in learning English- To think about business and its possibilities- To talk about different ways of becoming an entrepreneur- To talk about young entrepreneurs- To debate benefits of having work experience

CROSS-CURRICULAR TOPICSMoral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo debate business ideasEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesEducation for peaceTo respect people’s opinionsTo respect people’s decisionsConsumer educationTo think about business and consumerismTo debate techniques to convince someone about buying things

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Reference phrases to give extra information (That’s when/where/how/why/what etc.), Reported speech, Reporting verbs, Impersonal reporting, Infinitives

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








- Students’ Book, Language Review. Module 9, Self Assessment, page 94- Students’ Book, Skills Builder, Listening, 8, page 117- Students’ Book, Skills Builder, Reading, 20, page 120- Students’ Book, Skills Builder, Writing, 30, page 125- Students’ Book, Skills Builder, Speaking, 46-47, page 129- Workbook, Check Your Progress 9, Module Diary, page 99- Workbook, Sound Choice 5, page 100- Active Teach (Test Master)- My Lab




Module 10 Design

AIMS- To know vocabulary about style- To know vocabulary about good features- To know vocabulary about bad features- To know vocabulary about clothes adjectives- To recognise and use a variety of prefixes- To use wish to talk about past and present regrets- To use It’s time (that) and It’s time to- To use verbs of modality to express necessity, permission, possibility,

prohibition, obligation, lack of obligation and advice- To read a blog about iconic objects- To read a review of an electric vehicle- To read an article about an iconic piece of clothing- To read a letter of enquiry- To read some extracts from The Devil Wears Prada by Lauren Weisberger- To listen to a dialogue about style- To listen to two dialogues about regrets- To listen to a documentary about technical hitches- To listen and watch a situation about problem-solving- To talk about your style- To talk about an object you use every day and you like and one you dislike- To express regret- To talk about a car- To talk about technical glitches- To practise word boundaries- To practise the intonation of sentences in problem-solving situations- To write a letter of enquiry- To write a survey about fashion- To use linkers to join sentences- To use even (even if, even though, even so) to make your writing more

interesting

CONTENTS

I. Communication skills- Reading a blog about iconic objects- Reading a review of an electric vehicle- Reading an article about an iconic piece of clothing- Reading a letter of enquiry- Reading some extracts from The Devil Wears Prada by Lauren Weisberger- Listening to a dialogue about style- Listening to two dialogues about regrets- Listening to a documentary about technical hitches- Listening and watching a situation about problem-solving- Talking about your style- Talking about an object you use every day and you like and one you dislike- Expressing regret- Talking about a car- Talking about technical glitches- Practising word boundaries- Practising the intonation of sentences in problem-solving situations- Writing a letter of enquiry- Writing a survey about fashion- Using linkers to join sentences- Uisng even (even if, even though, even so) to make your writing more

interesting



- wish for past and present regrets- It’s time (that) and It’s time to- Verbs of modality to express necessity, permission, possibility, prohibition,

obligation, lack of obligation and adviceB. Vocabulary

- Style- Good features- Bad features- Clothes adjectives- Prefixes

III. Sociocultural aspects- To show interest in learning English- To show interest in design and fashion- To debate new technologies and technical problems- To debate design icons- To debate smart vehicles

CROSS-CURRICULAR TOPICSMoral and civic educationTo think about the importance of the English languageTo respect fashion stylesTo talk about likes and dislikesTo help with problem-solvingEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesTo respect different fashion stylesEducation for peaceTo respect people’s opinionsTo respect people’s likes and dislikesConsumer educationTo think about glitches and different everyday gadgetsTo think about technology and consumerismTo debate about the use of new technologies and human relationshipsEnvironmental EducationTo debate the use of new technologies and environment

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: wish for past and present regrets, It’s time (that) and It’s time to, Verbs of modality to express necessity, permission, possibility, prohibition, obligation, lack of obligation and advice

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





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





II. Language reflections- Students’ Book, Language Review, Module 10, page 104- Language Choice, Module 10, pages 101, 102, 103, 105, 106, 107- Workbook, Check Your Progress 5, pages 110-112- Active Teach (Test Master)- My Lab



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