Temario Inglés

PROGRAMACIN DEL DEPARTAMENTO DE INGLS
CURSO 20013/2014
ESCUELA OFICIAL DE IDIOMAS DE SANTA CRUZ DE TENERIFE
PROGRAMACIN GENERAL 2013-2014 DEPARTAMENTO DE INGLS
1. CONSIDERACIONES GENERALES La Ley Orgnica 2/2006, de 3 de mayo de Educacin regula el ordenamiento de las enseanzas de idiomas de rgimen especial. La Escuela Oficial de Idiomas de Santa Cruz de Tenerife ha implantado el Plan Nuevo de estudios. El artculo 59.1 de la Ley organiza estas enseanzas en tres niveles: bsico, intermedio y avanzado, que se adecuan a los establecidos por el Consejo de Europa en el documento Marco Comn de Referencia para las Lenguas: aprendizaje, enseanza, evaluacin. El Real Decreto 1629/2006, de 29 de diciembre, fija los aspectos bsicos del currculo de las enseanzas de idiomas de rgimen especial de los idiomas ingls, alemn, francs, italiano, espaol como lengua extranjera, chino, japons, ruso y rabe en la Comunidad Autnoma de Canarias; y el Real Decreto 362/2007, de 2 de octubre, establece la ordenacin de las enseanzas de idiomas de rgimen especial en la Comunidad Autnoma de Canarias. Los cursos que se impartirn durante este curso escolar 2013-2014 en el idioma ingls sern: Nivel Bsico: Curso 1 y Curso 2. Nivel Intermedio: Curso 1 y Curso 2. Nivel Avanzado: Curso 1 y curso 2. Nivel C 1: Curso 1 y 2. Principios generales: Las enseanzas de idiomas de rgimen especial tienen por objeto capacitar al alumnado para el uso adecuado de los diferentes idiomas, fuera de las etapas ordinarias del sistema educativo, atendiendo a su necesidad, ya sea con fines generales o especficos, y obtener el correspondiente certificado de su nivel de competencia en el uso de la lengua. De acuerdo con lo establecido en la Disposicin Adicional Segunda del Real Decreto 1629/2006, de 29 de diciembre, la Consejera competente en materia de educacin regular los trminos en que la Escuelas Oficiales de Idiomas podrn organizar e impartir cursos especializados para el perfeccionamiento de competencias en idiomas. Estos cursos estarn dirigidos a desarrollar una o varias destrezas o bien a adquirir el lenguaje especfico y las necesidades comunicativas de un perfil profesional determinado. Asimismo se podrn organizar cursos de actualizacin de competencias en el uso de la lengua como parte de la formacin continua del profesorado. Sin embargo, en este curso escolar no se impartir ningn curso de esta modalidad.
2. ORIENTACIONES METODOLGICAS El objeto prioritario de la enseanza de lenguas es desarrollar la competencia comunicativa, es decir, la capacidad de reconocer y producir lenguaje que no slo sea correcta, sino tambin apropiada a la situacin en que se usa. Deben ser las necesidades del alumno, en cada momento, y las condiciones en cada momento tambin, las que aconsejen la utilizacin de diferentes recursos, diferentes estrategias, aunque ello suponga conjuncin de diversos enfoques metodolgicos. Segn esta orientacin, los alumnos deben ser los protagonistas de su aprendizaje. Se tender a organizar las clases de forma que se facilite la sociabilidad, la interaccin entre los alumnos, la motivacin hacia el aprendizaje y la intervencin del alumno y de comunicacin real. Se fomentar el trabajo en grupo o cooperativo, ya que desarrolla la autonoma del alumno, mejora su autoestima, y supone la aceptacin de diferentes ritmos y estilos de aprendizaje, as como la valoracin de las aportaciones individuales. Dentro de las competencias comunicativas se desarrollarn la competencia lingstica, la competencia pragmtica, la competencia sociolingstica y la competencia sociocultural e intercultural. El establecimiento de estrategias de aprendizaje est orientado hacia el desarrollo de habilidades y actitudes que permitan optimizar los conocimientos de la lengua de estudio ante las limitaciones y
obstculos que surgen en el proceso de comunicacin. Los alumnos debern ser entrenados en estrategias para cada una de las destrezas, tanto receptivas como productivas, lo que les permitir comunicarse de forma ms eficaz. Teniendo en cuenta la dimensin de la lengua como vehculo de interrelacin social, se hace indispensable el desarrollo de ciertas habilidades socioculturales e interculturales. Las tecnologas de la informacin y comunicacin (TICs) tienen un papel muy importante en el proceso de aprendizaje de las lenguas, tanto dentro como fuera del aula. Las TICs no son slo una herramienta para obtener informacin sino que es un valioso medio para entrar en contacto con la cultura, con hablantes y con textos autnticos y actualizados de la lengua objeto de estudio. El profesor pasa a ser presentador, informador, animador y evaluador de la actividad; no se limitar a la correccin de errores sino observar las dificultades colectivas e individuales. De acuerdo con esto planificar las fases de presentacin, comprensin, prctica y creacin. La enseanza ser cclica y acumulativa. Partiendo de la prioridad de la lengua hablada en la vida real se atender equilibradamente a todos los aspectos de comprensin y produccin en discursos orales y textos escritos.
3.
EVALUACIN Y PROMOCIN
En la Orden de la Consejera de Educacin de 17 de abril de 2009 se regula la evaluacin del alumnado que cursa enseanza de idiomas de rgimen especial en la Comunidad Autnoma de Canarias (BOC n 83, de 4 de mayo). Durante el curso 2011-2012 fueron dictadas instrucciones complementarias a la orden de evaluacin, y en la Orden del 11 abril de 2013 se regula la evaluacin de las enseanzas de idiomas de rgimen especial en la Comunidad Autnoma de Canarias. Durante el curso escolar se impartirn 140 horas lectivas. Para todos los cursos y niveles se establecen dos periodos de evaluacin, durante los cuales el alumnado deber estar informado sobre su proceso de aprendizaje. La primera evaluacin incluir todas las actividades realizadas desde el 16 de septiembre al 21 de enero, y la segunda evaluacin desde el 29 de enero al 29 de mayo. La evaluacin constar de dos componentes: A) La evaluacin de progreso y B) La prueba de aprovechamiento. A) La evaluacin de progreso proporciona datos, a lo largo del curso, sobre los avances en el aprendizaje y grado de consecucin de los objetivos y contenidos programados. El alumnado recibir informacin de la misma al final de cada uno de los cuatrimestres: la calificacin de cada destreza vendr determinada por las calificaciones obtenidas en, al menos, dos pruebas por destreza y por cuatrimestre, as como a travs de las observaciones en el aula del profesor. Dicha calificacin de progreso se expresar del uno al diez, con un decimal si fuera necesario y tendr un valor del 40% de la nota final de la evaluacin final de aprovechamiento. La evaluacin de progreso ser superada cuando se obtenga una media de cinco o ms puntos, resultantes de haber conseguido un 5 como mnimo en cada destreza. Excepcionalmente, tambin se podr superar esta evaluacin cuando se obtenga una media de 5 o ms puntos, a pesar de que una y slo una destreza est suspendida, siempre y cuando la nota obtenida no sea menor de un 4. B) La prueba de aprovechamiento mide la dimensin lingstica (nivel de comprensin y expresin oral y escrita) de la competencia comunicativa del alumnado. Al final del curso escolar (finales de mayo) el departamento didctico elaborar una prueba obligatoria y comn para el alumnado del mismo curso y nivel en la que se evaluarn las cuatro destrezas y sern calificadas del uno al diez, con un decimal si fuera necesario. Esta nota supondr el 60% de la nota final de la evaluacin de aprovechamiento.
La calificacin final de aprovechamiento se obtendr calculando la media de la calificacin de las cuatro destrezas que sern expresadas del uno al diez con un decimal. C) La evaluacin de aprovechamiento: La ponderacin de cada uno de estos dos componentes en la evaluacin final de aprovechamiento ser, con carcter general la siguiente: -Evaluacin de progreso: 40%. -Prueba final de aprovechamiento: 60%. No obstante, cuando por razones excepcionales alguna de las destrezas no haya podido ser evaluada por evaluacin de progreso, se tomar como calificacin final de esa destreza la obtenida en la prueba final de aprovechamiento. La evaluacin final de aprovechamiento se considerar superada cuando se obtenga una calificacin igual o superior a cinco puntos, siempre que se tengan superadas, al menos, tres destrezas con una calificacin igual o superior a cinco y cuatro puntos, como mnimo, en la destreza no superada. La calificacin final de la evaluacin superada se expresar con el trmino Apto y la correspondiente a la no superada se expresar con el trmino No Apto. Asimismo, el profesor podr redondear al alza la nota de la evaluacin final de aprovechamiento cuando tanto la evaluacin de progreso como la prueba de aprovechamiento hayan sido superadas con cinco o ms de un cinco en cada una de sus destrezas. Promocin de curso y nivel. La evaluacin positiva de aprovechamiento permitir la promocin al curso siguiente del mismo Nivel o del Nivel superior. La superacin de la correspondiente prueba de certificacin de Nivel tambin permitir la promocin al primer curso del nivel siguiente. Pruebas de certificacin La prueba para la obtencin de la Certificacin oficial constar, en todos los niveles, de cuatro partes independientes, correspondientes a las cuatro destrezas. La calificacin de cada una de las cuatro partes se expresar del uno al diez, con un decimal. Se considerar superada una parte cuando se haya obtenido 5 o ms puntos. En cada parte, se expresar con el trmino Apto la calificacin igual o superior a 5 puntos, con No Apto la calificacin inferior a cinco y con No presentado en el caso de no haberse realizado la misma. La calificacin global se obtendr calculando la media de las cuatro partes, y se expresar del 1 al 10, con un decimal. La prueba de certificacin se considerar superada cuando se d alguna de las siguientes condiciones: A) se haya obtenido, al menos, cinco puntos en cada una de las cuatro partes. B) se consiga una calificacin global de cinco o ms puntos; siempre que no se tengan menos de cuatro puntos en una de las partes, y se haya cursado el idioma durante el ao acadmico y obtenido una calificacin de apto en la evaluacin final de aprovechamiento del nivel. Para todos los niveles, la calificacin global de la prueba ser de Apto (A), en el caso de haber superado la misma, de No Apto (NA), en el caso de no haberlo hecho; o no procede calificacin (NC), cuando no se ha realizado alguna parte. TAREAS: Comprensin de lectura. Constar de un mnimo de dos tareas, a partir de textos autnticos o de similares caractersticas, de tipologa y fuentes diversas, las tareas podrn ser de ejercicios de ejercicios de opcin mltiple, de respuesta breve, de emparejar textos y epgrafes, de rellenar huecos de un banco de tems, etc.
Comprensin auditiva. Constar de un mnimo de dos tareas, a partir de textos orales autnticos o de similares caractersticas, en soporte de audio o video, de tipologa y fuentes diversas, las tareas podrn ser de ejercicios de opcin mltiple, de respuesta breve, de completar una tabla o un esquema de notas, de emparejar textos y epgrafes, etc. Expresin escrita. Constar de un mnimo de dos tareas. El alumno deber redactar uno o ms textos de diversa tipologa. La produccin escrita se evaluar con arreglo a las siguientes competencias: - Pragmtica: cumplimiento del objetivo, adaptacin del contenido a las convenciones organizativas, y la organizacin de la informacin. - Lingstica: uso del vocabulario, estructuras y formas gramaticales, as como la correccin ortogrfica y uso de los signos de puntuacin. - Sociolingstica: adecuacin del registro, propsito y situacin, uso de formas y expresiones lingsticas condicionadas por lo social. Expresin oral. Constar de un mnimo de dos tareas. El alumno deber producir un discurso fonolgico y tambin participar en discursos interactivos. La produccin oral se evaluar con arreglo a las siguientes competencias: - Pragmtica: cumplimiento del objetivo, adaptacin del contenido a las convenciones organizativas, y la organizacin de la informacin. -en la tarea expositiva: la organizacin y estructuracin del discurso. -en la tarea de interaccin: la naturalidad, el uso de conectores y marcadores de la conversacin. - Lingstica: uso del vocabulario, estructuras y formas gramaticales, as como el ritmo, la entonacin y la claridad de la expresin. - Sociolingstica: adecuacin del registro, propsito y situacin, uso de formas y expresiones lingsticas condicionadas por lo social. 4. PRUEBA DE CLASIFICACIN La incorporacin de nuevo alumnado a un curso de un determinado nivel, requiere, en determinados casos, la realizacin de una prueba de clasificacin. La prueba de clasificacin constar de dos partes, una oral y otra escrita. Esta prueba ser elaborada y administrada por el departamento de coordinacin didctica y estar basada en los niveles del MCERL del Consejo de Europa y en los currculos respectivos. La prueba de clasificacin estar estructurada en tantos tramos como nmero de cursos conforman los distintos niveles bsico, intermedio y avanzado del idioma. Las partes oral y escrita que integran la prueba de clasificacin sern calificadas del uno (1) al diez (10), con un decimal, y la calificacin global se obtendr mediante el clculo de la media aritmtica de las calificaciones alcanzadas y se expresar con un nmero entero y un decimal. Se considerar superada la prueba de clasificacin cuando se ha alcanzado una calificacin global de cinco o ms puntos. Para el clculo de la media se admitir haber obtenido, en una de las partes, una calificacin mnima de cuatro puntos. Lo recogido en esta programacin didctica en relacin a la evaluacin del alumnado corresponde a lo regulado por el proyecto de orden por la que se actualizan las normas que regulan la evaluacin de las enseanzas de idiomas de rgimen especial en la Comunidad Autnoma de Canarias, en trmite de publicacin en el boletn oficial de canarias. La misma entrar en vigor al da siguiente de su publicacin.
5. PRUEBAS DE DEPARTAMENTO El Departamento Didctico elaborar pruebas para la evaluacin de progreso y las pruebas finales de aprovechamiento, que constarn de las mismas partes y tendr las mismas caractersticas que las pruebas de certificacin elaboradas por la Direccin General de Formacin Profesional y Educacin de Adultos para el Nivel Bsico, Nivel Intermedio y Nivel Avanzado.
6. ALUMNADO NO PRESENCIAL La Direccin General de Formacin Profesional y Educacin de Adultos realizar una convocatoria anual en el mes de junio para el alumnado no presencial que desee obtener una certificacin. Los niveles que estos alumnos podrn certificar en este curso escolar sern: Nivel Bsico Nivel Intermedio Nivel Avanzado Nivel C1
7. ALUMNADO SEMI PRESENCIAL La Ley Orgnica 2/2006, de 3 de mayo, de Educacin, establece en el artculo 59.4 que las Administraciones educativas podrn integrar en la oferta de las Escuelas Oficiales de Idiomas las enseanzas en modalidad a distancia. El currculo de esta modalidad de enseanza es el mismo que regula el de la modalidad presencial. Esta EOI oferta los cursos Bsico 1 y 2, Intermedio 1 y 2, y Avanzado 1 y 2 en esta modalidad. El alumnado cuenta con orientacin y apoyo sistemtico de tutoras presenciales y telemticas. Las tutoras presenciales se destinarn a la prctica de las destrezas de comprensin y de expresin e interaccin oral. Se ofertarn sesiones semanales de dos horas de duracin. Las tutoras telemticas tienen por objeto desarrollar los contenidos que el alumnado ha de cursar de forma autnoma y con el apoyo de Internet. Se destinarn a ejercitar las destrezas de comprensin y de expresin e interaccin escrita.
8. DEFINICIN DE LOS NIVELES 8.1 NIVEL BSICO El Nivel Bsico tiene como finalidad capacitar al alumnado para usar el idioma de manera suficiente, receptiva y productivamente, tanto en la forma hablada como escrita, as como mediar entre hablantes, en situaciones cotidianas y de inmediata necesidad que requieran comprender y producir textos breves, en diversos registros y en lengua estndar, que versen sobre aspectos bsicos concretos de temas generales y que contengan expresiones, estructuras y lxico de uso frecuente. El Nivel Bsico tiene como referencia un nivel de competencia A2, tal y como ste se describe en el Marco Comn Europeo de Referencia para las Lenguas del Consejo de Europa.
8.1. A OBJETIVOS GENERALES Comprensin auditiva Comprender el sentido general, la informacin esencial, los puntos principales de textos orales breves sobre asuntos de la vida cotidiana, correctamente estructurados, trasmitidos de viva voz o por medios tcnicos (telfono, televisin, megafona, etc.) Y articulados de forma lenta, en un
registro formal o neutro y siempre que las condiciones acsticas sean adecuadas y el mensaje no est distorsionado. Expresin oral Producir textos orales breves de forma comprensible en un registro neutro aunque se hagan pausas, se titubee, resulte evidente el acento extranjero y sea necesaria la repeticin y la parfrasis. Comprensin de lectura Comprender el sentido general, la informacin esencial y los detalles relevantes en textos escritos breves correctamente estructurados en un registro formal o neutro, referidos a asuntos de la vida cotidiana y siempre que se pueda volver a leer. Expresin escrita Escribir textos breves y de estructura sencilla en un registro neutro referidos a asuntos de la vida cotidiana, utilizando adecuadamente los recursos de cohesin tales como conectores y convenciones ortogrficas y de puntuacin elementales. Interaccin y mediacin Participar, reaccionando y cooperando, en situaciones de comunicacin oral y escrita que requieran un intercambio sencillo y directo de informacin sobre asuntos corrientes y cotidianos, utilizando y reconociendo los gestos ms usuales, las frmulas cotidianas de saludo, tratamiento y cortesa, y siempre que se cuente con la ayuda del interlocutor.
8.1. B CRITERIOS DE EVALUACIN Comprensin auditiva Se considerar que un alumno ha adquirido las competencias propias de este nivel cuando sea capaz de: Identificar el tema de una conversacin sencilla entre dos o ms interlocutores. Comprender el sentido general e informacin especfica de conversaciones en las que no se participa e identificar un cambio de tema. Comprender frases, expresiones y palabras clave sobre temas de relevancia inmediata, siempre que se hable despacio y con claridad. Comprender y extraer informacin esencial de pasajes cortos grabados que traten sobre asuntos cotidianos y predecibles y que estn pronunciados con lentitud y claridad. Comprender los puntos principales y los detalles relevantes en mensajes grabados o en directo, que contengan instrucciones, indicaciones u otra informacin si las palabras son claras y las condiciones acsticas no dificultan la audicin.
Expresin oral Se considerar, aunque resulten evidentes en algunos casos las pausas, las dudas iniciales y la reformulacin, que un alumno ha adquirido las competencias propias de este nivel cuando sea capaz de: Pronunciar de forma clara y comprensible aunque resulte evidente su acento y entonacin extranjeros y los errores no interfieran en la comunicacin. Utilizar un repertorio de elementos lingsticos bsicos que le permita abordar situaciones cotidianas de contenido predecible, aunque generalmente tiene que adaptar el mensaje y buscar palabras. Utilizar las estructuras descritas para el nivel, aunque siga cometiendo errores bsicos siempre que estos no interfieran en la comunicacin. Utilizar los conectores sealados para el nivel. Realizar breves descripciones y comparaciones de objetos, personas, lugares, condiciones de vida o trabajo y actividades diarias. Hablar sobre experiencias, costumbres y planes. Narrar historias o describir algo mediante una relacin sencilla de elementos. Ofrecer brevemente motivos y explicaciones para expresar ciertas opiniones, planes y acciones. Realizar presentaciones breves y ensayadas sobre temas habituales ante una audiencia.
Comprensin de lectura Se considerar que un alumno ha adquirido las competencias propias de este nivel cuando sea capaz de: Inferir el tema de un texto a partir de la estructura y las imgenes del mismo. Identificar cada uno de los elementos de una situacin comunicativa (receptor, emisor, canal) Como medio de ayuda a la comprensin del texto. Deducir el significado de palabras desconocidas por las imgenes, contexto, similitud con la lengua extranjera Identificar las frases y palabras clave de cualquier texto breve y sencillo que permitan captar las ideas principales y los cambios de tema. Comprender frases y vocabulario habitual sobre temas de inters personal relacionado con la propia persona, familia, lugar de residencia, hbitos y entorno, en general Comprender los mensajes sencillos en notas personales sobre situaciones de la vida cotidiana, familiar y social.
Comprender la informacin relevante de instrucciones e indicaciones en letreros, seales y carteles en calles, tiendas, restaurantes, medios de transporte y otros servicios y lugares pblicos, siempre que el texto se presente con una estructura clara y ordenada. Comprender indicaciones muy bsicas para completar fichas, impresos y otro tipo de documentos de la vida cotidiana. Comprender la informacin general contenida en correspondencia personal sencilla sobre temas de la vida cotidiana. Comprender la idea general del contenido de un texto que relate experiencias muy concretas, siempre que pueda solicitar aclaracin o tener un segundo contacto con el texto. Comprender la informacin esencial en artculos de prensa o en televisin que narren hechos o acontecimientos, siempre que tengan un apoyo visual. Comprender la informacin especfica en folletos ilustrados y otro material informativo como prospectos, listados, horarios, etc., sobre actividades y ocio tales como actividades culturales y deportivas, horarios de apertura y cierre de establecimientos, mens, etc. Comprender la informacin especfica en anuncios breves de peridicos, revistas Comprender la informacin especfica en correspondencia formal breve sobre cuestiones prcticas de la vida cotidiana tales como la reserva de la habitacin de un hotel o la informacin sobre un curso de idiomas en el extranjero. Delimitar lo verdadero o falso de un texto. Reconocer convenciones culturales propias del idioma que se estudia.
Expresin escrita Se considerar que un alumno ha adquirido las competencias propias de este nivel cuando sea capaz de: Escribir con la correccin ortogrfica exigida para este nivel (correspondencia sonido-letra, letras maysculas / minsculas, separaciones de palabras). Utilizar las convenciones ortogrficas que rigen en cada texto de los sealados para el nivel: carta, correo electrnico Producir textos adecuados a las funciones comunicativas sealadas para el nivel. Utilizar un repertorio de elementos lingsticos bsicos que le permitan abordar situaciones cotidianas de contenido predecible, aunque generalmente tiene que adaptar el mensaje y buscar palabras. Utilizar los conectores especificados para este nivel con el fin de contar una historia o describir algo. Rellenar un cuestionario o ficha aportando datos personales e informacin sobre educacin, trabajo, intereses y conocimientos o habilidades. Utilizar un lenguaje sencillo y descriptivo para realizar breves declaraciones sobre personas, objetos y posesiones y para hacer comparaciones. Escribir notas o mensajes con informacin, instrucciones e indicaciones relativas a actividades cotidianas o de inmediata necesidad. Realizar con el lenguaje especificado para el nivel descripciones o presentaciones de personas, lugares, condiciones de vida o trabajo y actividades diarias. Describir planes y citas, costumbres, actividades habituales o pertenecientes al pasado y experiencias personales. Ofrecer brevemente motivos y explicaciones para expresar ciertas opiniones, planes y acciones. Narrar historias presentes o pasadas, reales o hipotticas mediante una relacin sencilla de elementos. Distinguir, en lneas generales, las situaciones formales e informales segn sea la situacin y el contexto. Utilizar las frases estereotipadas que rigen algunos textos, por ejemplo, para el saludo, la despedida, la felicitacin
Interaccin y mediacin Se considerar que un alumno ha adquirido las competencias propias de este nivel cuando sea capaz de: Interactuar en las diferentes situaciones descritas para el nivel utilizando las frmulas cotidianas de saludo y tratamiento y actuando segn las normas de cortesa. Participar en conversaciones que impliquen dar informacin personal, respondiendo a preguntas sobre cuestiones habituales, reaccionando ante comentarios y/o expresando opiniones, siempre que el interlocutor se muestre cooperativo. Participar en conversaciones en que se establece contacto social de forma breve en el mbito pblico: restaurantes, tiendas, bancos Utilizar frmulas sencillas para iniciar, mantener o terminar una conversacin breve. Pedir que se repitan o aclaren palabras clave o enunciados que no se han comprendido. Mantener correspondencia personal en la que se hable de uno mismo o de su entorno (familia, amigos, condiciones de vida, trabajo, tiempo libre, etc.). Mantener correspondencia formal sencilla en la que se recaba informacin sobre algo, se piden disculpas, se solicita un servicio Realizar, ante una audiencia, presentaciones breves y ensayadas sobre temas habituales y responder a preguntas breves y sencillas de los oyentes.
8.1.C BIBLIOGRAFA Y LIBROS DE CONSULTA RECOMENDADOS - Gramtica Practical Grammar, level 1. (Heinle). English Grammar ...with exercises. Eoi. (Longman). (nueva edicin). Essential Grammar In Use. R. Murphy. (CUP). (edicin en espaol o en ingls). Elementary Language Practice. M. Vince. (Macmillan). Oxford English Grammar Course. Basic. M. Swan, c. Walter. (OUP). Collins Cobuild Elementary English Grammar.(Collins) - Vocabulario: English Vocabulary In Use. Pre-Intermediate-Intermediate. Redman. (CUP). - Diccionarios Diccionario Bsico LUX Oxford Pocket Dictionary. Bilinge. (OUP). Collins pocket dictionary. Bilinge. (Grijalbo). Longman Advanced. Bilinge. (Longman). Macmillan Diccionario Pocket. Bilinge. (Macmillan). Essential Dictionary, monolinge. (Macmillan). The Heindle Picture Dictionary . Ingls espaol. Diccionario Concise. (Longman). Www.wordreference.com Www.onelook.com 8.1.1 NIVEL BSICO 1 Obligatorio: Speakout Starter. F. Eales / S. Oakes. (Pearson). Opcional: Speakout Starter workbook with key. Opcional: MYGRAMMARLAB, Elementary. (Pearson).
8.1.1. A TEMPORALIZACIN ORIENTATIVA 1 cuatrimestre: 16 septiembre 21 enero unidad 1: 16 septiembre - 10 octubre
unidad 2: 14 29 octubre unidad 3: 30 octubre 19 noviembre unidad 4: 20 noviembre - 5 diciembre unidad 5: 10 diciembre 13 enero informacin de la evaluacin de progreso del 1er cuatrimestre: 22 y 23 de enero. 2 cuatrimestre: 29 enero 29 mayo unidad 6: 14 enero 6 febrero unidad 7: 10 25 febrero unidad 8: 26 febrero 20 marzo unidad 9: 24 marzo 10 abril unidad 10: 21 abril - 13 mayo das para las pruebas de la evaluacin final de aprovechamiento: del 14 al 27 de mayo. informacin a los alumnos: 28 y 29 de mayo. 8.1.1. B UNIDADES DIDCTICAS DEL NIVEL BSICO 1: Speakout Starter Teaching Programme UNIT 1: HELLO I. AIMS - To introduce themselves - To ask questions about people - To give personal information - To check spelling - To speak about themselves and their country - To read an article about people arriving at an airport - To read descriptions about people - To listen to people giving personal information - To listen to people saying hello - To listen to a conversation - To listen to conversations at reception - To watch a BBC programme about people around the world - To watch video podcasts from the BBC - To exchange personal information - To know useful language - To learn to use capital letters - To write a personal introduction - To study the verb to be - To use vocabulary about places and adjectives - To use vocabulary about jobs and countries - To improve the pronunciation of the English Language - To improve the intonation of the English Language - To recognize the word stress in country names II. CONTENTS Communication Skills - Introducing themselves - Asking questions about people - Giving personal information - Speaking about themselves and their country - Reading an article about people arriving at an airport - Reading descriptions about people - Listening to people giving personal information - Listening to people saying hello
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Listening to a conversation Listening to conversations at reception Writing a personal introduction
Language reflections A. Language and grammar functions - Be: I/you - Be: he/she/it B. Vocabulary - To make a presentation - Countries - Jobs - Alphabet Sociocultural Aspects To debate about other countries To respect other cultures To think about social and personal differences
UNIT 2: PEOPLE I. AIMS - To talk about photos of family and friends - To talk about their family - To check information about people - To suggest things to do - To talk about five people - To listen to someone talk about photos - To listen to people making suggestions - To respond to suggestions - To watch a BBC programme about a royal wedding - To read a text about family businesses - To use contractions - To write a description about five people - To know useful language - To use the possessive adjectives - To study the verb to be - To use vocabulary about family - To know the numbers - To use vocabulary about feelings - To improve the pronunciation of the English Language - To improve the intonation of the English Language - To recognize word stress II. CONTENTS Communication Skills - Talking about photos of family and friends - Talking about their family - Making suggestions - Responding to suggestions - Talking about five people - Listening to someone talk about photos - Listening to people making suggestions - Reading a text about family businesses - Writing a description about five people Language reflections
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A. Language and grammar functions - Be: you/we/they - Possessive adjectives B. Vocabulary - Family - Numbers 11-100 - Feelings Sociocultural Aspects To debate about family relationships To respect others To debate about the Royal Family
UNIT 3: THINGS I. AIMS To ask about objects To talk about possessions To order food and drink To buy things in a market To listen to conversations in an office To listen to people in a caf To listen to people talk about their favourite things To ask for the names of things in English To say prices To watch a BBC programme about a famous market To read an article about famous possessions To read a text about the Museum of Memorabilia To read a text about Covent garden To use linkers and, but To write a description about a market To know useful language To use possessive s To study this/that/these/those To use vocabulary about clothes and colours To know names of objects To use vocabulary about food and drink To know the main objects to be found in a market To improve the pronunciation of the English Language To improve the intonation of the English Language To recognize word stress
II. CONTENTS Communication Skills - Asking about objects - Talking about possessions - Listening to conversations in an office - Listening to people in a caf - Listening to people talk about their favourite things - Asking for the names of things in English - Saying prices - Reading an article about famous possessions - Reading a text about the Museum of Memorabilia - Reading a text about Covent garden
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Writing a description about a market
Language reflections A. Language and grammar functions - This/that - These/those - Possessive s B. Vocabulary - Objects - Clothes and colours - Food and drink - Objects in a market Sociocultural Aspects UNIT 4: LIFE I. AIMS To speak about things they have in common To speak about the things people do to have fun To speak about their favourite season To talk about cultural events To find differences in pictures To tell the time To talk about their favourite season To listen to people talk about life in the USA To listen to people tell the time To listen to conversations about times To watch a BBC programme about life on a river To read an article about people and their avatars To read an article about rivers To use linkers and, because To write a text about their favourite season To write a forum reply To write a blog about their life To study the present simple To use verb phrases To know the days of the week and time phrases To use vocabulary about events To improve the pronunciation of the English Language To improve the intonation of the English Language To recognize word stress To debate about consumerism To think about different ways to spend free time To show interest in famous people
II. CONTENTS Communication Skills - Speaking about things they have in common - Speaking about the things people do to have fun - Speaking about their favourite season - Talking about cultural events - Telling the time - Talking about their favourite season
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Listening to people talk about life in the USA Listening to people tell the time Listening to conversations about times Reading an article about people and their avatars Reading an article about rivers Writing a text about their favourite season Writing a forum reply Writing a blog about their life
Language reflections A. Language and grammar functions - Present simple - Telling the time B. Vocabulary - Verb phrases - Days - Time phrases - Events Sociocultural Aspects To debate about consumerism To think about different ways to spend free time To show interest in nature To debate about climate change To show interest in peoples life To debate about life in the USA To show interest in discovering new cities To debate about cultural events
UNIT 5: ROUTINES I. AIMS - To discuss bad habits - To talk about food - To talk about routines - To ask for tourist information - To speak about things they do at the weekend - To listen to people say what drives them crazy - To listen to a tourist asking questions - To listen to enquiries in a hotel - To watch a BBC programme about Doctor Who - To read an article about what a sportsman and a model eat - To read a text about someones morning routine - To use linkers to sequence - To write a forum entry about food to take to a desert island - To study present simple question forms - To use adverbs of frequency - To use vocabulary to talk about daily routines - To know vocabulary about food - To know vocabulary about hotel services - To improve the pronunciation of the English Language - To improve the intonation of the English Language - To recognize word stress II. CONTENTS
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Communication Skills - Discussing bad habits - Talking about food - Talking about routines - Asking for tourist information - Speaking about things they do at the weekend - Listening to people say what drives them crazy - Listening to a tourist asking questions - Listening to enquiries in a hotel - Reading an article about what a sportsman and a model eat - Reading a text about someones morning routine - Writing a forum entry about food to take to a desert island Language reflections A. Language and grammar functions - Present simple questions - Adverbs of frequency - Asking for information B. Vocabulary - Daily routines - Food - Hotel services Sociocultural Aspects To show interest in Doctor Who To debate about bad habits To debate about healthy and unhealthy habits To show interest in sports To debate about living in a desert island
UNIT 6: JOURNEYS I. AIMS To talk about differences in lifestyles To ask and answer questions about transport To buy a ticket for travel, using the proper expressions To read an articles about transport facts To ask about places To compare cities transport To talk about travel To learn to start and end an e-mail To speak about India To listen to a man stuck at a station To listen to someone buy a bus ticket To watch a BBC programme about rush hour in India To read some fun facts about transport To write an email To write in a travel forum To watch a video podcast about how to get to school or work To use there is/are To use a/an, some, a lot of, not any To know vocabulary about places and travel To know vocabulary about transport To improve the pronunciation of the English Language To improve the intonation of the English Language
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To recognize word stress
II. CONTENTS Communication Skills - Talking about differences in lifestyles - Asking and answering questions about transport - Buying a ticket for travel, using the proper expressions - Reading an articles about transport facts - Asking about places - Comparing cities transport - Talking about travel - Speaking about India - Listening to a man stuck at a station - Listening to someone buy a bus ticket - Reading some fun facts about transport - Writing an email - Writing in a travel forum Language reflections A. Language and grammar functions - There is /are - A/an, some, a lot of, not any - Buying a ticket B. Vocabulary - Places - Transport - Travel Sociocultural Aspects To show interest in different countries To show interest in India To debate about travelling abroad To talk about different means of transport To debate about different kinds of places
UNIT 7: PAST I. AIMS To talk about the past To talk about what others did in the past To talk about important dates in the past To give an opinion To do a history quiz To listen to people talk about New Year 2000 To listen to people give opinions To watch a BBC programme about the Chilean miners To read an article about amazing records To improve punctuation To write a history quiz To watch a video podcast about Britain To show feelings To use the past simple was/were To use the past simple of regular verbs To know vocabulary to talk about dates To know vocabulary about actions
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To know vocabulary about adjectives To improve the pronunciation of the English Language To improve the intonation of the English Language To recognize word stress
II. CONTENTS Communication Skills - Talking about the past - Talking about what others did in the past - Talking about important dates in the past - Giving an opinion - Listening to people talk about New Year 2000 - Listening to people give opinions - Reading an article about amazing records - Writing a history quiz Language reflections A. Language and grammar functions - Past simple: was/were - Past simple: regular verbs - Giving opinions B. Vocabulary - Dates - Actions - Adjectives Sociocultural Aspects To be aware of the situation of other people and other countries To debate about History To respect peoples past To talk about amazing records To give an opinion using proper expressions in English
UNIT 8: PLACES I. AIMS To talk about first meetings To ask and answer about a good holiday To give directions To speak about unusual stories To speak about supermarkets To learn to use examples To give directions in a supermarket To tell a bad holiday story To listen to a radio programme about holidays To watch a BBC comedy about tourists in Spain To read about how people met their friends To read about unusual stories To use linkers so, because To write a text about a bad holiday story To use the past simple of irregular verbs To use the past simple question forms To know prepositions of place To know vocabulary about holiday activities
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To know vocabulary about holidays To improve the pronunciation of the English Language To improve the intonation of the English Language To recognize word stress
II. CONTENTS Communication Skills - Talking about first meetings - Asking and answer about a good holiday - Giving directions - Speaking about unusual stories - Speaking about supermarkets - Learning to use examples - Giving directions in a supermarket - Telling a bad holiday story - Listening to a radio programme about holidays - Reading about how people met their friends - Reading about unusual stories - Writing a text about a bad holiday story Language reflections A. Language and grammar functions - Past simple irregular verbs - Past simple questions - Giving directions B. Vocabulary - Prepositions of place - Holidays - Holiday activities Sociocultural Aspects To compare supermarkets To think about unusual stories To debate about the past To compare between good and bad experiences To talk about holidays
UNIT 9: SHOPPING I. AIMS - To talk about how they spend their money - To ask people to do things - To talk about things they would like to have or buy - To talk about likes and dislikes - To speak about shopping - To describe a favourite possession - To make requests. - To listen to a radio programme about shopping mistakes - To listen to someone shopping - To watch a BBC programme about the iPod - To read a website forum about gift-giving around the world - To read an article about right gifts in someones country - To read a text about a favourite possession - To write photos captions - To write a description about a favourite possession - To use hesitation phrases
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To use object pronouns To use like, love, hate + -ing To know prepositions of place To know vocabulary about money To know vocabulary about activities and actions To know vocabulary about shopping departments To know vocabulary about music players To improve the pronunciation of the English Language To improve the intonation of the English Language To recognize word stress
II. CONTENTS Communication Skills - Talking about how they spend their money - Asking people to do things - Talking about things they would like to have or buy - Talking about likes and dislikes - Speaking about shopping - Describing a favourite possession - Making requests. - Listening to a radio programme about shopping mistakes - Listening to someone shopping - Reading a website forum about gift-giving around the world - Reading an article about right gifts in someones country - Reading a text about a favourite possession - Writing photos captions - Writing a description about a favourite possession Language reflections A. Language and grammar functions - Love, like, hate + ing - Object pronouns - Making requests B. Vocabulary - Activities - Money - Shopping departments - Music players Sociocultural Aspects - To think about money - To debate about shopping - To debate about likes and dislikes - To think about possessions UNIT 10: PLANS I. AIMS To talk about the best job To talk about plans To start and end conversations To talk about when they tried something new To talk about abilities To debate about goals and plans To listen to job interviews
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To listen to street interviews about peoples goals To listen to people start and end conversations To listen to street interviews about peoples goals To watch a BBC comedy about a funny woman To read an article about interesting jobs To read job adverts To read an article about top ten goals To read an email To write an email To write a magazine interview about something new To use collocations To learn to respond naturally To use object pronouns To use can/cant To use be going to To know how to say goodbye To know vocabulary about problems To know vocabulary about life changes To know vocabulary about shopping departments To improve the pronunciation of the English Language To improve the intonation of the English Language To recognize word stress
II. CONTENTS Communication Skills - Talking about the best job - Talking about plans - Talking about when they tried something new - Talking about abilities - Speaking about goals and plans - Listening to job interviews - Listening to street interviews about peoples goals - Listening to people start and end conversations - Listening to street interviews about peoples goals - Reading an article about interesting jobs - Reading job adverts - Reading an article about top ten goals - Reading an email - Writing an email - Writing a magazine interview about something new Language reflections A. Language and grammar functions - Can/cant - Be going to - Starting and ending conversations B. Vocabulary - Collocations - Life changes - Saying goodbye - Problems Sociocultural Aspects To debate about the future To think and talk about the labour market
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To debate about abilities
8.1.2 NIVEL BSICO 2 Obligatorio: Speakout Elementary. F. Eales / S. Oakes. (Pearson). Students book. Opcional: Speakout- Elementary. Work book with key. Opcional: MYGRAMMARLAB, Elementary. (Pearson).
8.1.2.A TEMPORALIZACIN ORIENTATIVA 1er cuatrimestre: 16 septiembre 21 enero unidad 1: 16 septiembre - 8 octubre unidad 2: 9 22 octubre unidad 3: 23 octubre 7 noviembre unidad 4: 11 - 21 noviembre unidad 5: 25 noviembre 5 diciembre unidad 6 + used to: 10 diciembre 9 enero informacin de la evaluacin de progreso del 1er cuatrimestre: 22 y 23 de enero. 2 cuatrimestre: 29 enero 29 mayo unidad 12 (present perfect + the passive): 13 30 enero unidad 10 (the future): 4 19 febrero unidad 7: 20 febrero 12 marzo unidad 8: 13 marzo 1 abril unidad 9: 2 24 abril unidad 11: 28 abril 13 mayo das para las pruebas de la evaluacin final de aprovechamiento: del 14 al 27 de mayo. informacin a los alumnos: 28 y 29 de mayo.
8.1.2.B UNIDADES DIDCTICAS DEL NIVEL BSICO 2: Speakout Elementary Teaching Programme UNIT 1 WELCOME OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To develop speaking and understanding by using the simplest everyday polite forms of greetings and farewell. To introduce people using the present simple of be. To learn common greetings and countries and nationalities to introduce oneself and others. To learn how to describe possessions in simple terms, asking and answering questions. To learn how to make requests and to listen for key words. To use polite forms of greetings and address at a hotel or e-mail. CONTENTS LISTENING Understand people in tourist situations Listen for key information
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Listen to prices and numbers Watch an extract from a sitcom about a hotel SPEAKING Introduce yourself and others Identify objects Give information for numbers, prices, etc. Make simple requests Arrival and check into a hotel READING Read about travelling light Read a general knowledge quiz about world facts Read tourist leaflets WRITING Improve your use of capital letters Complete a registration form at a hotel Write an email to book a hotel room LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar. Present simple: be this/that, these/those; possessives Making requests Vocabulary. Greetings Countries and nationalities Objects Tourist places Hotel services and phrases for booking in a hotel Pronunciation. Stressed syllables Stressed syllables Sentence stress and polite intonation Learning reflection: Understanding basic introductions. Learning to introduce oneself and others. Learning to make simple requests. Reading and listening to a British show. Spelling countries and nationalities. Learning functional language for meeting people. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn how to communicate with people of all nationalities . Interest in learning about British culture. Positive attitude towards working in pairs. Willingness to ask and answer questions and learn through dialogues and personal experience. Enjoyment in completing activities. UNIT 2 LIFESTYLE OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To develop speaking and understanding through conversation of a basic factual nature on a predictable topic such as her/his school. To exchange information using the present simple to talk about daily routines. To understand a simple conversation to ask for information. To learn the present simple. To be able to say, write and understand different activities. To use specific vocabulary to describe himself/herself and what he/she does and lives. To speak and use to be to talk about activies and daily routines.
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To learn through reading and speaking about different lifestyles. CONTENTS LISTENING Listen to a conversation between two friends choosing the right online group for them. Listen to people describing their jobs. Listen and identify a variety of jobs. Learn to get a speaker to slow down and grade their language. Watch an extract from a reality programme about a difficult job SPEAKING Talk about activities Talk about a group/team Talk about routines Describe other peoples routines Learn to show you dont understand Ask questions at a tourist information centre Talk about life at home: likes and dislikes READING Read an article about social online groups Read a web posting about pen pals WRITING Learn how to use linkers: and, but and or Write an internet posting to a penpal describing yourself LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar. Present simple: I/you/we/they Present simple: he/she/it Asking for information Vocabulary. Activities Daily routines, jobs The time Household routines; phrases to describe life at home Pronunciation. Strong and weak forms of do you Present simple verb endings: /s/, /z/, /iz/ Polite intonation Learning reflection: Understanding peoples schedules by learning the time. Learning to talk about your routines and likes and dislikes. Learning how to use linkers to talk about jobs. Reading and listening about peoples lifestyle. Learning when and how to use the present simple. Learning functional language to speak about yourself. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about people and their job and to identify a variety of jobs. Interest in learning about various activities and routines. Positive attitude towards working in pairs. Willingness to discuss jobs in banking and learn through dialogues and personal experience. Enjoyment in completing activities UNIT 3 PEOPLE OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To develop speaking and understanding through conversations about describing friends. To make arrangements to meet friends.
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To understand a simple conversation from a documentary about a special occasion and to be able to talk about it. To learn specific vocabulary to describe family photos. To be able to say, write and understand how to make arrangements. To learn about special occasions and how other celebrate theirs. To learn words and expressions used to describe friends.. CONTENTS LISTENING Listen to people describing their friends. Learn to show interest when you listen. Watch an extract from a documentary about a special occasion. SPEAKING Describe a personality. Do a quiz and find out what kind of friend you are. Talk about your family. Make arrangements to meet friends. Talk about a special occasion. READING Read a quiz about what type of friend you are. Read an article about unusual families. Read an invitation. WRITING Improve your use of apostrophes. Write about your family. Write an invitation. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Frequency adverbs Have/have got Making arrangements Vocabulary Personality Family photo Time expressions Special occasion activities; phrases to describe special occasions Pronunciation Stressed syllables Contracted forms of have/have got Positive and negative intonation Learning reflection: Discuss your family and friends. Learning to make arrangements. Learning when to use adverbs of frequency. Reading and listening about special occasions. Learning when and how to use have/have got. Learning functional language to speak to talk about friends and families. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn how to discuss special occasions celerbated around the world. Interest in learning about families around the world. Positive attitude towards working in pairs. Willingness to discuss how banks work and what they offer, learning through dialogues and personal experience. Enjoyment in completing activities. UNIT 4 PLACES
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OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To develop speaking through describing your home and to develop listening by listening to a man describing his flat. To talk about things you can do in a town. To understand a simple conversation in shops and to maintain a conversation in a shop. To understand a text that talks about an English village not in England To learn how to improve your writing with the use of commas in e-mails and blogs. To learn English through native speakers on a trip to amazing places. CONTENTS LISTENING Listen to a conversation between two people talking about a special flat. Learn to say no politely in a shop. Listen to various shopping conversations. Watch an extract about some amazing places. SPEAKING Describe your home. Talk about things you can do in towns. Describe a favourite place in your town/city. Describe your favourite place of all. READING Read an article about a special kind of village. Read a web posting about a favourite place. WRITING Improve your use of commas. Write an e-mail about your home. Write a blog about your favourite place. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar There is/there are Can for possibility Ordering in a restaurant Vocabulary Rooms/furniture; prepositions (1) Places in towns; prepositions (2) Things to buy; shops Phrases to describe places Pronunciation There is/there are Strong and weak forms of can and cant Polite intonation Learning reflection: Understanding a description. Learning to write an e-mail or blog. Learning when and which prepositions to use. Reading and listening about favourite places to visit. Learning about amazing places around the world. Learning functional language to speak politely and ask for or offer help. SOCIO-CULTURAL CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn how to use the right words to speak politely. Interest in learning about homes and places around the world. Positive attitude towards working in pairs. Willingness to discuss how banks work and what they offer, learning through dialogues and personal experience. Enjoyment in completing activities.
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UNIT 5 FOOD OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To develop speaking and understanding through conversations about your eating and drinking habits. To learn to understand fast speech and to order a meal at a restaurant. To use specific vocabulary to describe a special dish. To read a text about eating and drinking habits. To watch an extract from a cookery programme about a famous chef. To learn how to write a recipe. To learn how to form paragraphs to write a short report about your class. CONTENTS LISTENING Listen to people talk about food. To understand fast speech. Listen to a man ordering in a fast food restaurant. Watch an extract from a cookery programme. SPEAKING Talk about your eating and drinking habits. Talk about diets and lifestyles. Order a meal in a restaurant. Describe a special dish. READING Read an article about how much food an average person gets through in a lifetime. Read a recipe. WRITING Learn to use paragraphs and write a short report. Write a recipe. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar. Countable and uncountable nouns How much/many Quantifiers Ordering in a restaurant Vocabulary. Food/drink Containers Restaurant words Ingredients; phrases for writing a recipe Pronunciation. Fast speech; linking Learning reflection: Understanding fast speech and linking. Learning to order in a restaurant. Learning to talk about food and drink. Reading and listening about food and its preparation. Using useful phrases to order in a restaurant. Learning functional language describing what food and drink you have in your fridge. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about food people eat. Interest in learning about healthy eating lifestyles. Positive attitude towards working in pairs. Willingness to discuss personal finance and learn through dialogues and personal experience. Enjoyment in completing activities. UNIT 6 THE PAST
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OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To develop speaking and understanding through descriptions of your favourite childhood things. To interview a special person and to learn the past simple to talk about past events. To hear famous people talking about their favourite thing. To read about Time twins To watch a documentary about a famous dancer. To learn how to link sentences using because and so. To write your lifes story. To write a profile about a special person. To learn how to keep a conversation going by learning specifi c vocabulary. CONTENTS LISTENING Listen to people describing famous peoples favourite things. Learn to keep a conversation going. Listen to someone describing their weekend. Watch an extract from a documentary about a famous dancer. SPEAKING Talk about peoples favourite things. Describe your favourite childhood things. Talk about your life/past events. Describe a perfect/terrible weekend. Interview a special person. READING Read an article about time twins. Read an essay about a special person. WRITING Link sentences with because and so and write your lifes story. Write a profile essay about a special person. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Was/were Past simple Making conversation Vocabulary Dates and time phrases Common verbs (I) Weekend activities Phrases for interviewing Pronunciation Strong and weak forms of was and were Past simple of regular verbs with /t/, /d/ and /id/ Learning reflection: Understanding dates and time phrases to speak of the past. Learning how to maintain a conversation going by talking about wekeend activities. Learning when to use the Past simple. Reading and listening about peoples lives. Learning when and how to use the regular and irregular past simple. Learning functional language understand an interview. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about famous people and the way they live. Interest in learning about how to communicate in English. Positive attitude towards working in pairs. Willingness to discuss how banks work and what they offer, learning through dialogues and personal experience.
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Enjoyment in completing activities. UNIT 7 HOLIDAYS OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To develop speaking and understanding through conversations about travel. To understand someone giving you directions and to give directions. To read an article about a bus ride from London to Sydney. To compare places, transport and holidays and to be able to write a short article on it. To watch an extract from a travel show about Buenos Aires. To plan and talk about a long journey. To check and correct information about a holiday. CONTENTS LISTENING Listen to people discuss how they like to travel. Understand directions. Learn to check and correct directions. Watch an extract from a travel show about Buenos Aires. SPEAKING Talk about you like to travel. Compare places and holidays. Plan and talk about a long journey. Give directions in the street. Describe a town/city you know. READING Read an article about a long journey. Read a travel article. WRITING Learn to check and correct information. Write about a holiday. Write a short article about a town/city. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Comparatives Superlatives Giving directions Vocabulary Travelling Places (I) Places (II) Phrases to describe a town/city Pronunciation Stressed syllables Strong and weak from of the Sentence stress for correcting Learning reflection: Understanding comparative and superlative adjectives and their use. Learning to talk about a journey by using descriptive language. Learning how to check and correct directions. Reading and listening about a city/town. Learning how to write basic descriptions of their environment. Learning functional language to speak about travel and places. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about travel places around the world. Interest in learning about holiday destinations, cities and towns. Positive attitude towards working in pairs. Willingness to discuss jobs in banking and learn through dialogues and personal experience.
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Enjoyment in completing activities. UNIT 8 NOW OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To talk about what people are doing at the moment. To learn how to describe peoples appearance. To ask for and give recommendations. To talk about an event. To listen to a radio programme about ideas of beauty, To watch an extract from a documentary about an English music festival. To read blog entries about what people are doing now and to write one yourself. To write a review of an event. CONTENTS LISTENING Read a blog about what people are doing now. Read a festival review. WRITING Write a blog entry about what you are doing. Write a review about an event. Listen to a radio programme about beauty ideas. Learn to link words to speak faster. Watch an extract from a documentary about an English music festival. Talk about taking photos. Talk about what people are doing. Discuss what you know about various fi lm stars. Discuss what you know about various fi lm stars. Describe peoples appearance. Ask and answer a questionnaire about films. Ask for and give recommendations. Describe an event. SPEAKING READING LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Present continuous Present simple and present continuous Recommending Vocabulary Verbs+prepositions Appearance Types of film Festival activities; phases to describe an event Pronunciation Learning reflection: Describing an event. Using the present continuous to talk about the present. Learning how to use link words to speak faster. Reading and listening about films. Learning how describe someones appearance. Learning functional language to talk about current subjects. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn how to discuss current culture subjects. Interest in learning about fi lm culture. Positive attitude towards working in pairs. Willingness to discuss how banks work and what they offer, learning through dialogues and
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personal experience. Enjoyment in completing activities. UNIT 9 TRANSPORT OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To develop speaking and understanding through conversations about types of transport. To learn how to apologise for being late. To listen to a museum tour. To listen to a man talk about his problems getting to work. To learn and write how to tell a long story using the correct linkers. To learn to speak about dealing with problems when flying and to write an e-mail explaining your experience at an airport. To watch an extract from a documentary about a day at Heathrow airport. To read an article about Paris Citybikes. CONTENTS LISTENING Listen to a guide giving a tour around a transport museum. Listen to a man talk about his problems getting work. Watch an extract from a documentary about a day at Heathrow airport. SPEAKING Talk about types of transport. Talk about ways to travel around towns/cities. Apologise for being late. Tell a long story. Deal with problems with flying. READING Read a news story about a lottery win. Read an extract from a survival instruction book. Read an article about things to do with friends. WRITING Learn to use linkers and write a story. Write an e-mail about an experience at an airport/on a plane. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Articles: a/an, the, no article Can/cant, have to/dont have to Apologising Vocabulary Transport collocations Adjectives (I) Excuses Phrases to describe and complain about your problems. Pronunciation Strong and weak of a and the. Strong and weak forms of can, cant, have to, and dont have to. Intonation to show being happy or unhappy. Learning reflection: Talking about the present using the present continuous. Learning how to describe a persons appearance. Learning linking words to speak faster. Reading and listening about a British music festival. Recommending films and actors/actresses. Learning functional language to describe, recommend and talk about the present. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about the fi lm industry.
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Interest in learning about fi lm culture. Positive attitude towards working in pairs. Willingness to ask and answer questions and learn through dialogues and personal experience. Enjoyment in completing activities. UNIT 10 THE FUTURE OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To develop speaking and understanding by talking about your future plans and wishes. To learn how to use the proper tense to make predictions about situations. To make suggestions and learn to say no politely. To listen to a radio interview with lottery winners and to understand a simple dialogue. To watch an extract from a documentary about the wettest place in Europe and extract simple vocabulary from it. To read an extract from an instruction book about survival. To read an article with tips on things to do with your friends. CONTENTS LISTENING Listen to a radio interview with lottery winners. Learn to respond to suggestions. Listen to people discussing which activities they want to do. Watch an extract from a documentary about the wettest place in Europe. SPEAKING Talk about your future plans/wishes. Make predictions about situations. Make some suggestions and invite your friends to join you. Talk about weather and how it makes you feel. READING Read a news story about a lottery win. Read an extract from a survival instruction book. Read an article about things to do with friends. WRITING Improve your use of linkers: too, also and as well to write a short story. Write a message board notice about your country. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Be going to, would like to Will, might, wont Making suggestions Vocabulary Plans Phrases with get Adjectives (2) Phrases to describe the weather Pronunciation Going to and would Contracted form of will Stressed syllables Learning reflection: Students learn to make and respond to invitations. Learning to talk about the future and future predictions. Learning how to reply on a message board. Can describe arrangements in simple terms. Exchange limited information on familiar matters. Identify specific information in simpler written material. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS
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To learn about the weather in different countries. Interest in learning about various possible activities to do with friends. Positive attitude towards working in pairs. Willingness to discuss jobs in banking and learn through dialogues and personal experience. Enjoyment in completing activities. UNIT 11 HEALT OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To develop speaking and understanding through conversations about what to do when you dont feel well. To discuss cures for the common cold and to give advice and offer help. To understand a simple conversation from a radio programme about colds and flus. To read and do a quiz about how fit you are. To be able to say, write and understand advice on when you are feeling unwell. To learn how to make stories more interesting using the correct vocabulary and sentence structures. To watch an extract from a sitcom about a shopping experience and to learn about a social experiment. To learn, with the right vocabulary and expressions, how to ask for help at a pharmacy. CONTENTS LISTENING SPEAKING Talk about what to do when you dont feel well and give advice. Discuss cures for the common cold. Do a quiz about your fitness. Talk about healthy weekends. Give advice and offer help; thank someone. Ask for help in a pharmacy. READING Read an article about cold cures around the world. Read a quiz about how fit you are. Read an article about a social experiment. WRITING Learn to use adverbs in stories and how to make stories more interesting. Write some advice for a health message board. Listen to a radio programme about colds and flu. Listen to different scenarios of people needing help and thanking someone. Watch an extract from a sitcom about an unusual shopping experience. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Should/shouldnt Adverbs of manner Offering to help Vocabulary The body, health Common verbs (2) Problems Phrases to describe a problem and to give advice Pronunciation Consonant clusters Learning reflection: Advise on health problems using the body and health vocabulary. Learning to use should/shouldnt. Learning when to use adverbs of manner and to talk about how you do things. Writing short stories and expressing simple opinions.
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Learning to discuss everyday issues, make and respond to offers of help. Learning functional language to speak about basic medical matters. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about people and their health and fitness and how they maintain a healthy lifestyle. Interest in learning about health and fitness Positive attitude towards working in pairs. Willingness to discuss how banks work and what they offer, learning through dialogues and personal experience. Enjoyment in completing activities. UNIT 12 EXPERIENCES OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To develop speaking and understanding through talking about unusual experiences and listening to people talk about theirs. To describe movement from one place to another. To understand an extract from a documentary about sharks. To phone someone about a problem. To learn how to write a postcard and to write about an exciting/frightening experience. To learn specific vocabulary by reading about a dangerous job. CONTENTS LISTENING Listen to people talking about their experiences. Listen to different scenarios of people needing help and thanking someone. Watch an extract from a documentary about sharks. SPEAKING Talk about unusual experiences. Describe movement from one place to another. Talk about past experiences. Describe difficult situations/problems. Say telephone numbers. Phone someone about a problem. Describe an exciting/frightening experience. Read an article about a dangerous job. READING WRITING Learn to use postcard phrases and use them to write one. Write a story about an exciting/frightening experience. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Present perfect Present perfect and past simple Telephoning Vocabulary Outdoor activities Prepositions (3) Telephoning expressions Phrases to describe an experience Pronunciation Sentence stress Learning reflection: Understanding and describing past activities and personal experiences. Learning to write short, simple messages on postcards relaying news. Students understand simple texts and can discuss and express how they feel about personal experiences. Interacting with ease in structured situations and short phone conversations.
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Learning to tell a story about a personal experience. Learning to write a short, basic descriptions of past events in a narrative form. SOCIO-CULTURAL CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about travel experiences around the world. Interest in learning about dangerous jobs. Positive attitude towards working in pairs. Willingness to discuss how banks work and what they offer, learning through dialogues and personal experience. Enjoyment in completing activities.
8.2 NIVEL INTERMEDIO El Nivel Intermedio tiene como finalidad utilizar el idioma con cierta seguridad y flexibilidad, receptiva y productivamente, tanto en forma hablada como escrita, as como para mediar entre hablantes, en situaciones cotidianas y menos corrientes que en nivel precedente que requieran comprender y producir textos en una variedad de lengua estndar, con estructuras habituales y un repertorio lxico comn no muy idiomtico, y que versen sobre temas generales, cotidianos o en los que se tiene un inters personal. El Nivel Intermedio tiene como referencia un nivel de competencia B1, tal y como ste se describe en el Marco Comn de Referencia para las Lenguas del Consejo de Europa.
8.2. A OBJETIVOS GENERALES Comprensin oral Comprender el sentido general, la informacin esencial, los puntos principales y los detalles ms relevantes en textos orales claramente estructurados y en lengua estndar, articulados a velocidad media y transmitidos de viva voz o por medios tcnicos, siempre que las condiciones acsticas sean buenas y se pueda volver a escuchar lo dicho, sobre los temas sealados para el nivel, generales, de actualidad y de inters personal. Comprensin de lectura Comprender el sentido general, la informacin esencial, los puntos principales y los detalles ms relevantes expresados de forma explcita, aunque pueda aparecer de forma implcita si es fcil deducir el sentido, en textos escritos claros, bien organizados y en un formato accesible en lengua estndar, y sobre los temas sealados para el nivel, generales, de actualidad y de inters personal. Expresin e interaccin oral Producir textos orales bien organizados y adecuados al interlocutor y propsito comunicativo; y desenvolverse en un registro neutro, con cierta flexibilidad para adaptarse a diferentes situaciones y con una correccin, fluidez y espontaneidad que permitan mantener la interaccin, aunque resulten evidentes el acento extranjero y las pausas para planear el discurso o para corregir errores y sea necesaria cierta cooperacin por parte de los interlocutores en situaciones imprevistas. Expresin e interaccin escrita Escribir textos sencillos, cohesionados y respetando las convenciones que les son propias, sobre los temas sealados para el nivel, temas cotidianos o en los que se tiene un inters personal, y en los que se pide o transmite informacin; se narran historias; se describen experiencias, acontecimientos, ya sean reales o imaginados, sentimientos, reacciones, deseos y aspiraciones; se justifican o argumentan brevemente opiniones y se explican planes. Comprensin-expresin y mediacin interculturales
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Tomar conciencia de la diversidad cultural, con sus similitudes y diferencias; acercarse y aceptar las diferentes culturas desde una perspectiva ms amplia y menos condicionada por la identidad cultural propia y aprovechar la diversidad como fuente de enriquecimiento de la propia competencia intercultural; y desarrollar estrategias que vayan encaminadas a potenciar la aproximacin intercultural, a eliminar los estereotipos y otros prejuicios que imposibilitan el acercamiento, la interpretacin adecuada y crtica de otras culturas y la participacin en diferentes situaciones sociales, segn las convenciones socioculturales del pas, de los pases del idioma objeto de estudio o de la comunidad en la que se integre; e incorporar estrategias que desarrollen el papel de mediador intercultural. Autonoma del aprendizaje Tomar conciencia del grado de control que puede ejercer el estudiante sobre su propio proceso de aprendizaje y de los factores que lo condicionan; formular metas dentro del proceso y adaptacin de stas a los objetivos del currculo; utilizar estrategias que fomenten la autonoma, evaluarlas y diversificarlas, segn las necesidades del propio proceso y los resultados de la evaluacin y de la auto-evaluacin; y desarrollar estrategias afectivas para mantener una alta motivacin y una actitud de cooperacin con el grupo.
8.2.B CRITERIOS DE EVALUACIN Se considerar que un alumno ha adquirido las competencias propias de este nivel, para cada destreza, cuando sea capaz de lo siguiente: Comprensin oral Comprender el mensaje general, las ideas principales y los detalles especficos y ms relevantes, siempre que el discurso est bien articulado, sea claro y normal, en lengua estndar, con un acento generalmente conocido y se trate de asuntos cotidianos, relacionados con el trabajo, la escuela, el tiempo de ocio Deducir por el contexto el significado de frases y de algunas palabras, desconocidas si el tema es conocido. Seguir conversaciones claras, aunque tenga que pedir de vez en cuando que se repitan algunas palabras y frases concretas. Comprender las ideas generales de una discusin informal que tenga lugar en su presencia siempre que la articulacin sea clara y se hable en lengua estndar. Comprender la mayor parte de la informacin de una conversacin formal (de trabajo o sobre temas de inters personal...) Que tenga lugar en su presencia siempre que la pronunciacin sea clara y eviten un uso muy idiomtico. Comprender una conferencia o charla, siempre que el tema sea relativamente conocido y la estructura del discurso sea sencilla y clara. Puede seguir generalmente las ideas principales de un debate largo que ocurre a su alrededor, siempre que el discurso est articulado con claridad en un nivel de lengua estndar. Comprender informacin tcnica sencilla como, por ejemplo, las instrucciones de uso de un aparato cotidiano, y seguir instrucciones detalladas que se dan en la vida cotidiana. Captar lo esencial de los informativos y de programas de radio o televisin, de mensajes telefnicos, de megafona y material audio grabado, sobre temas conocidos, siempre que se hable relativamente lento, claro, de forma sencilla y en un lenguaje estndar. Comprender las ideas principales y la lnea argumental de pelculas con una historia sencilla, en las que los elementos visuales y la propia accin conducen gran parte del argumento, y el lenguaje utilizado es claro y sencillo. Comprensin de lectura
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Comprender el repertorio de vocabulario, estructuras y funciones lingsticas aprendidas y

adecuadas, en las situaciones comunicativas sealadas para el nivel.
Identificar referentes culturales, normas y convenciones de carcter sociocultural de los

textos. Comprender de forma satisfactoria textos sencillos sobre hechos concretos que tratan sobre temas relacionados con su especialidad y campos de inters. Comprender suficientemente la descripcin de acontecimientos, sentimientos y deseos en cartas personales para mantener correspondencia regular con amigos. Localizar y comprender informacin relevante en textos relacionados con la vida cotidiana, como cartas, catlogos, folletos y documentos oficiales cortos. Localizar informacin relevante en textos largos y obtener informacin de distintas partes del texto o de varios textos para resolver un problema especfico. Reconocer las ideas principales de artculos de prensa sencillos sobre temas conocidos. Identificar las conclusiones en textos de argumentacin claros. Reconocer la lnea de la argumentacin, aunque no en detalle, de un tema tratado. Comprender las instrucciones sencillas y claras, relativas al funcionamiento de aparatos tcnicos de uso corriente. Leer textos sencillos con muchos datos sobre temas relacionados con su campo de especializacin e inters con un nivel satisfactorio de comprensin.
Expresin oral
Utilizar, en cualquier situacin comunicativa, el repertorio de vocabulario, estructuras y

funciones lingsticas aprendidas y adecuadas. Relatar con razonable fluidez una historia o dar una descripcin sencilla sobre algn tema de su campo de inters y de asuntos habituales, presentndolo como una secuencia lineal de puntos. Contar experiencias con detalles y sucesos imprevistos describiendo sentimientos y reacciones. relatar la trama de un libro o una pelcula; narrar una historia de asuntos reales o imaginarios. Describir, de forma detallada, sucesos, tanto reales como imaginarios, y sentimientos, sueos, deseos, ambiciones, experiencias y reacciones. Dar explicaciones y razonamientos breves de opiniones, planes y acciones. Desarrollar un argumento lo suficiente para ser seguido sin problemas. Hacer declaraciones y exposiciones breves y ensayadas sobre un tema relacionado con la vida cotidiana o sobre un tema conocido dentro de su campo que, a pesar de un acento y entonacin extranjera, son, sin embargo inteligibles, para ser seguidas durante la mayor parte del tiempo y en las que los puntos significativos se explican con razonable precisin; y contestar a preguntas que surgen, aunque pueda tener que pedir que se repitan si el interlocutor habla rpido.
Interaccin oral
Expresarse con razonable correccin, aunque en ocasiones haya dudas, se utilicen

circunloquios y haya limitaciones lxicas que produzcan repeticiones. Poner en juego los referentes culturales, normas y convenciones de carcter sociocultural necesarias. Participar espontneamente en una conversacin que trate temas cotidianos de inters personal o que sean pertinentes para la vida diaria (familia, aficiones, trabajo, viajes y acontecimientos actuales), en la que interviene aunque tenga que pedir ayuda o repeticin. Participar en una discusin informal siempre que se hable de forma clara, en lengua estndar, aunque tenga cierta dificultad para participar en el debate.
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Mantener una conversacin o una discusin de manera satisfactoria, aunque en

ocasiones resulte difcil entenderle cuando intenta expresar lo que quiere decir.
Desenvolverse en casi todas las situaciones que puedan surgir antes, durante y despus
de un viaje, hasta poder llegar a cursar una reclamacin por un mal servicio. Desenvolverse en situaciones menos rutinarias en tiendas, oficinas de correo o bancos, como por ejemplo: devolver una compra, formular una queja Comunicarse con cierta seguridad tanto en asuntos que son habituales como en los poco habituales, relacionados con sus intereses personales y su especialidad. Pedir y seguir unas indicaciones detalladas. Intercambiar, contrastar y confirmar una informacin, solucionar situaciones menos habituales y explicar el motivo de un problema. Expresar opiniones sobre temas culturales y abstractos (como libros, pelculas, msica...) Y expresar acuerdo y desacuerdo ante las opiniones de otras personas. Expresar y responder a sentimientos y sensaciones tales como sorpresa, tristeza, enfado, inters, desinters, aburrimiento Expresar con amabilidad creencias, opiniones, acuerdos y desacuerdos. Comparar alternativas, evaluando qu hacer, a dnde ir o qu elegir y cmo organizar un acontecimiento. Participar en una discusin formal rutinaria sobre temas conocidos que requiere el intercambio de datos, para recibir instrucciones y solucionar problemas prcticos, siempre que se hable en lengua estndar y de manera clara. Dar opiniones personales al discutir sobre temas de inters, realizar breves comentarios sobre los puntos de vista de otras personas e invitar a otros a expresar sus puntos de vista sobre la forma de proceder. Resumir y dar opinin sobre una historia corta, un artculo, una charla, un debate, una entrevista o un documental y responder preguntas para dar ms detalles. Tomar iniciativa en una entrevista en la que se depende mucho del entrevistador. Utilizar un cuestionario para hacer una entrevista estructurada, con algunas preguntas no preparadas para recabar ms informacin. Realizar entrevistas preparadas, comprobando y confirmando la informacin, aunque puede que espordicamente tenga que pedir que le repitan lo dicho o que ello le sea reformulado si la respuesta de la otra persona es rpida o extensa.
Expresin escrita
Producir textos sencillos y cohesionados sobre una serie de temas cotidianos dentro de su
campo de inters enlazando una serie de distintos elementos breves en una secuencia lineal. Escribir textos detallados sobre temas relacionados con su campo de inters y los sealados para el nivel, resumiendo y evaluando la informacin y los argumentos procedentes de distintas fuentes. Narrar y describir un acontecimiento, un viaje (tanto real como imaginado); y experiencias, sentimientos y opiniones en un texto coherente, sencillo y estructurado. Narrar una historia. Describir detalles bsicos de sucesos imprevisibles como, por ejemplo, un accidente. Describir sentimientos, sueos, esperanzas y ambiciones. Describir el argumento de un libro o de una pelcula y expresar su opinin. Resumir, comunicar y ofrecer su opinin con cierta seguridad sobre hechos concretos relativos a asuntos cotidianos, habituales o no, propios de su especialidad o inters. Producir informes muy breves, redactados en formato convencional, de forma sencilla y muy estructurada, sobre hechos habituales y los motivos de ciertas acciones. Exponer brevemente las razones y dar explicaciones sobre las opiniones, planes y acciones.
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Utilizar, en cualquier situacin comunicativa, el repertorio de vocabulario, estructuras,

funciones lingsticas aprendidas y adecuadas.
Producir textos sencillos con coherencia y cohesin, sobre temas habituales de su inters
y de los temas sealados para el nivel, utilizando los marcadores y otros recursos lingsticos y no lingsticos adecuados y las convenciones propias de los textos escritos sealados para el nivel. Poner en juego los referentes culturales, normas y convenciones de carcter sociocultural necesarias. Interaccin escrita
Utilizar, en cualquier caso, el repertorio de vocabulario, estructuras, funciones lingsticas

aprendidas y adecuadas para cada situacin comunicativa.
Producir textos sencillos con coherencia y cohesin, sobre temas habituales de su inters
y de los temas sealados para el nivel, utilizando los marcadores y otros recursos lingsticos y no lingsticos adecuados y las convenciones propias de los textos escritos sealados para el nivel. Poner en juego los referentes culturales, normas y convenciones de carcter sociocultural necesarias. Tomar notas acerca de problemas, peticiones de informacin, etc. Escribir cartas personales, correos electrnicos, notas pidiendo o dando informacin sencilla de relevancia inmediata, centrndose en el aspecto que considera relevante a sus amigos, personas relacionadas con servicios, profesores y otros que forman parte de su vida diaria. Escribir cartas personales describiendo con cierto detalle sus experiencias, sentimientos y acontecimientos o dando noticias y expresando sus pensamientos sobre temas abstractos o culturales como msica, pelculas... Transmitir informacin e ideas sobre temas concretos y abstractos, controlar la informacin y hacer preguntas o explicar problemas con precisin.
8.2.C BIBLIOGRAFA Y LIBROS DE CONSULTA RECOMENDADOS - Gramtica: Practical Grammar, level 2. (Heinle). English Grammar In Use. Intermediate. R. Murphy. (CUP). English Grammar ...with exercises. EOI. (Longman). (nueva edicin). Grammar Express with answers. M. Fuchs & M. Bonner. (Longman). Real English grammar. MCElt. Grammar Practice. (Longman). Oxford English Grammar Course. Intermediate. M. Swan, C. Walter. (OUP). - Vocabulario English Vocabulary in use. Pre-Intermediate-Intermediate. Redman. (CUP). Grammar and Vocabulary for First Certificate. With key. L. Prodromou. (Longman). A Good Turn in Phrase. James Milton, Bill Blake & Virginia Evans. Express Publishing. - Diccionarios Oxford study. Bilinge. (CUP). Diccionario Concise. (Longman). Collins Cobuild English Dictionary. Monolinge. (Collins). Dictionary of English Language and Culture. (Longman). Macmillan Diccionario Pocket. Bilinge. (Macmillan). The Heindle picture dictionary . Ingls espaol. Active Study Dictionary 5th edition, (Longman) Macmillan Dictionary on-line Www.wordreference.com
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www.onelook.com Expresin escrita Successful writing intermediate. V. Evans. (Express Publishing).
8.2.1 NIVEL INTERMEDIO 1 8.2.1.A TEMPORALIZACIN ORIENTATIVA El libro de texto con en que se va a trabajar como soporte principal es Speak Out PreIntermediate. F. Eales / S. Oakes. (Pearson). Students book. Opcional: Speakout Pre-intermediate. Work book with key. pcional: MYGRAMMARLAB, Elementary. (Pearson): 9781408299135
1er cuatrimestre: 16 septiembre 21 enero unidad 1: 16 septiembre - 8 octubre unidad 2: 9 22 octubre unidad 3: 23 octubre 7 noviembre unidad 4: 11 - 21 noviembre unidad 5: 25 noviembre 5 diciembre unidad 6: 10 diciembre 9 enero informacin de la evaluacin de progreso del 1er cuatrimestre: 22 y 23 de enero. 2 cuatrimestre: 29 enero 29 mayo unidad 7: 13 30 enero unidad 8: 4 19 febrero unidad 9: 20 febrero 12 marzo unidad 10: 13 marzo 1 abril unidad 11: 2 24 abril unidad 12: 28 abril 13 mayo das para las pruebas de la evaluacin final de aprovechamiento: del 14 al 27 de mayo. informacin a los alumnos: 28 y 29 de mayo. 8.2.1.B UNIDADES DIDCTICAS DEL NIVEL INTERMEDIO 1: Speakout Pre-Intermediate Teaching Programme UNIT 1 LIFE OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To develop speaking and understanding by talking about what makes you happy. To ask and answer personal questions. To start/end a conversation. To talk about important people in your life. To understand routine exchanges. To watch an extract from a BBC drama. To understand newspaper articles about relationships. To write about an important year in your life and about your best friend. To improve the use of linking words. CONTENTS LISTENING Listen to people talk about what makes them happy. Watch an extract from a drama.
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SPEAKING Talk about what makes you happy. Ask and answer personal questions. Talk about relationships and about past events. Start/end a conversation talk about important people in your life. READING Read two newspaper articles about relationships. Read an article about the art of conversation. Read a competition entry about friendship. WRITING Write about an important year in your life . Improve the use of linking words. Write a competition entry about your best friend. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Question forms. Past simple. Making Conversation. SPEAKOUT PRE-INTERMEDIATE Vocabulary Free time. Relationships. Conversation topics. Pronunciation Sentence stress. /d/,/t/,/id/ endings. Learn how to sound natural by linking sentences. Learning reflection: Learning to understand short routine exchanges. Can ask for and provide personal information. Understanding simple texts containing common vocabulary. Describing past activities with the past simple. Writing a series of simple phrases and sentences using connectors. Using polite forms of greetings, farewells and introductions to start and maintain a conversation. Describing people in simple terms, write basic descriptions of events, past activities and personal experiences. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn the art of conversation: to start and maintain it . Interest in learning about peoples love stories from around the world. Positive attitude towards working in pairs. Willingness to ask and answer questions and learn through dialogues and personal experience. Enjoyment in completing activities.
UNIT 2 WORK OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To talk about what motivates you at work. To talk and read about dangerous jobs. To discuss likes and dislikes. To understand, describe and write about your work and life balance. To listen to interview about jobs. To watch an extract from a BBC documentary about commuting. To write an e-mail about work experience.
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CONTENTS LISTENING Listen to people talk about how companies motives staff. Listen to interviews about jobs. Watch an extract from a documentary about commuting. SPEAKING Develop speaking and understanding through talking about work and studies. Talk about dangerous jobs and about routines. Discuss likes and dislikes and respond and ask more questions to keep the conversation going. Describe your work and life balance. READING Read an article about dangerous jobs. Read a survey about work and life balance. WRITING Write an email about work experience. Write a web comment about work and life balance. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Present simple and present continuous. Adverbs of frequency. Expressing likes and dislikes. Vocabulary Works. Jobs. Types of works SPEAKOUT PRE-INTERMEDIATE Pronunciation Stressed syllables on compound words. Polite intonation. Learning reflection: Understanding clear, standard speech on familiar matters. Learn to participate in short conversations in routine contexts on topics of interest. Understanding short texts on familiar matters on every day or job-related language. Ask and answer questions about what they do at work and in their free time. Talk about what you like and dislike. Use simple techniques to maintain a short conversation. Ask and answer questions about what they do at work and in free time. Describe their families, living conditions, schooling, present, or most recent jobs. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about people and their job and to identify a variety of jobs. Interest in learning about different types of jobs. Positive attitude towards working in pairs. Willingness to discuss jobs in banking and learn through dialogues and personal experience. Enjoyment in completing activities. UNIT 3 TIME OUT OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To talk about future plans. To discuss your favourite types of culture. To make and receive phone calls. To plan a perfect day out. To listen and understand a radio programme for gist and detail and about young people having fun. To watch an extract from a BBC travel programme about visiting Barcelona.
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CONTENTS LISTENING Listen to a radio programme about young people having fun. Listen to four phone calls. Watch an extract from a travel programme visiting Barcelona. SPEAKING Talk about future plans. Ask and answer questions for a culture survey. Make and receive phone calls and learn to manage phone problems. Plan a perfect day out. READING Read an art quiz. WRITING Write an email invitation LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Present continuous. Be going to for future. Making phone calls. Questions without auxiliaries. Vocabulary Time out. The arts. Collocations. SPEAKOUT PRE-INTERMEDIATE Pronunciation Stressed syllables Learning reflection: Understanding and extracting useful information from short recorded passages about every day issues. Discussing what to do, where to go and make arrangements to meet. Write short notes and messages relation to matter in areas of need. Learning to find information in every day material. Asking and answering questions and exchanging ideas on familiar topics. Learning to handle social exchanges, using polite forms of greeting and address. Learning how to ask for repetition if something is not understood. Describing plans and arrangements. Write notes and messages related to matters of immediate need. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about the city of London. Interest in learning about cities around the world. Positive attitude towards working in pairs. Willingness to discuss how banks work and what they offer, learning through dialogues and personal experience. Enjoyment in completing activities. UNIT 4 GREAT MINDS OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To develop speaking through describing what you did at school. To give advice and make suggestions for language learners. To listen to two people describing their secret talents. To watch an extract from a BBC documentary about brainpower. To read an article about different schoolbooks. To read suggestions to improve your English.
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Check your work and correct mistakes. Write advice for a problem page. CONTENTS LISTENING Listen to two people describing their secret plans. Listen to a radio programme giving advice about language learning. Watch an extract from a documentary about brain power. SPEAKING Talk about your talents. Talk about what you did at school and about obligations Give and respond to advice. To discuss five top tips for tests. READING Read an article about different schools. Read an entry for a problem page. Read suggestions for how to improve your English. WRITING Write a competition entry about talents. Write advice for a problem page. Check your works and correct mistakes. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Present perfect+ever/never. Can,have to ,must(obligation). Giving advice SPEAKOUT PRE-INTERMEDIATE Vocabulary Expressions with make and do. Education . Language learning. Pronunciation Pronunciation of have in connected speech. Rhyming past participles. Learning reflection: Understanding clear, standard speech on familiar matters. Writing simple phrases and sentences about themselves, where they live and what they do. Understanding simple matters with high frequency language or job-related language. Participating in conversations in routine contexts on topics of interest. Making and responding to suggestions. Giving simple descriptions or presentations of people, living or working conditions, daily routines, likes/dislikes. Writing about everyday aspects of their environment: people, places, a job or study experience in linked sentences. SOCIO-CULTURAL CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about London and Barcelona as two important European cities. Interest in learning about places around the world and art culture. Positive attitude towards working in pairs. Willingness to discuss how banks work and what they offer, learning through dialogues and personal experience. Enjoyment in completing activities. UNIT 5 TRAVEL OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To develop speaking and understanding through telling a travel anecdote. To ask for, give and understand directions.
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To discuss travel. To present ideas for an award. To understand travel advice. To watch an extract BBC travel programme. To read a text about a man who works in three countries every day. To read about amazing journeys. To write an e-mail describing a trip or weekend away. To write an application for an award. CONTENTS LISTENING Listen to a radio programme about travel items. Listen to a man describing a special place in a city and understanding directions. Watch an extract from a travel programme about a trip across the Andes. SPEAKING Describe journeys. Talk about travels. Ask for and give directions. Learn to show and check understanding. Present ideas of a journey of a lifetime for an award. READING Read about amazing journeys. Read a text about a man who works in three continents every day. WRITING Write an e-mail describing a trip or weekend away. Learn how to use sequencers. Write an application for an award. SPEAKOUT PRE-INTERMEDIATE LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Past simple and past continuous Verb patterns Asking for/giving advice Vocabulary Transport Travel items Tourism Pronunciation Was and were in connected speech Stressed syllables Learning reflection: Indentifying information in written materials such as letters. Telling a story or describing something in a simple list of points. Understanding and extracting essential information from recorded passages dealing with everyday matters. Writing simple texts about familiar subjects on interests. Understanding simple directions to get from X to Y. Asking for repetition when something is not understood. Indicating when they are following. Giving a short, basic presentation on a topic on everyday life. Describing plans and arrangements. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about food travelling around the world. Interest in learning about travel destinations. Positive attitude towards working in pairs. Willingness to discuss personal finance and learn through dialogues and personal experience. Enjoyment in completing activities.
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UNIT 6 FITNESS OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To talk about your lifestyle and discuss food preferences. To listen to conversations between a doctor and her patients. To explain health problems and to read and identify information in an article about living longer. To write about food and a sporting memory. To watch an extract from a short comedy about squash and to ask about a sport for a sports survey. To listen to a radio interview with a food expert. CONTENTS LISTENING Listen to a radio interview with a food expert. Listen to conversations between a doctor and her patients; predict information. Watch an extract from a short comedy about squash. SPEAKING Talk about your health. Discuss food preferences. Make predictions for the future. Explain health problems. Ask and answer questions about sports for a survey. READING Read an article about living longer. Read a TV guide about Street Doctors. Read a website entry about a sporting memory. WRITING Write about food. Improve your sentence structure. Write about a sporting memory. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Present perfect + for/since May, might, will Seeing the doctor SPEAKOUT PRE-INTERMEDIATE Vocabulary Health Food Illness Pronunciation Sentence stress in How long have you...? Learning reflection: Identifying specific information in written materials such as letters, brochures and newspaper articles. Asking and answering questions about what they do at work and their free time. Using an overall idea to derive unknown words from the context. Writing everyday aspects of their environments or study experience in linked sentences. Expressing how they feel and expressing thanks. Providing basic information in an interview/consultation Asking and answering questions on familiar topics. Writing descriptions of events, past activities and personal experiences. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about social networking and its use. Interest in learning about network terminology. Positive attitude towards working in pairs.
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Willingness to discuss how banks work and what they offer, learning through dialogues and personal experience. Enjoyment in completing activities. UNIT 7 CHANGES OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To talk about a life change. To tell the story of a mans life. To learn to find information. To listen to a radio programme about two women who changed their lives. To understand short, predictable conversations. To watch an extract from the beginning of My Family and Other Animals. To read and predict information in a story. To use paragraphs to write about a change and to write a blog/diary. CONTENTS LISTENING Listen to a radio programme about two women who changed their lives. Understand short predictable conversations. Watch an extract from the beginning of a film. SPEAKING Talk about a life change. Discuss when you might tell a lie. Find out and check information. Talk about a new experience. READING Read and predict information in a story about Ferdinand Waldo Demara. Read a text about Chinese students in the UK. Read a blog about starting university. WRITING Write about a decision which changed your life. Learn to use paragraphs. Write a blog/diary about a new experience. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Used to Purpose, cause and result Finding out information SPEAKOUT PRE-INTERMEDIATE Vocabulary Verbs + prepositions Collocations Facilities Pronunciation Pronunciation of used to Intonation in questions Learning reflection: Asking and answering questions about pastimes and past activities. Writing text on many familiar subjects by linking elements into linear sequence. Using connectors to link sentences to tell a story or describe something. Dealing with everyday demands, finding out and passing on information. Asking for clarification about key words and phrases not understood. Describing past activities and personal experiences. Giving basic descriptions of events and activities. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about two women who changed their lives.
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Interest in learning about a famous film. Positive attitude towards working in pairs. Willingness to discuss jobs in banking and learn through dialogues and personal experience. Enjoyment in completing activities. UNIT 8 MONEY OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To talk about a product that people should invest in and listen to a radio programme about great investments. To talk about why you should earn more cash and listen to a discussion about salaries. To learn how to present a business idea. To understand a web debate and read an article about shopping tips. To write a description of a product and an idea for a business investment. To watch and understand an extract from a documentary about Google. CONTENTS LISTENING Listen to a radio programme about great investments. Listen to a discussion about salaries. Listen to conversations in shops. Watch an extract from a documentary about the success of Google. SPEAKING Talk about a product that people should invest in; how to describe objects, places, things. Talk about quantity; discuss which professions should earn the most money. Describe things. Present a business idea. READING Read a text about musicians pay. Understand a web debate. Read about an article about shopping tips. Read a competition advertisement and entry. WRITING Write a description of a product; add emphasis to your writing. Write an idea for a business investment. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Relative clauses To much/many, enough, very Buying things SPEAKOUT PRE-INTERMEDIATE Vocabulary Money Multi-word verbs Shopping Pronunciation Stress on multi-word verbs Pronunciation of Do you...? and Can I...? Learning reflection: Understanding and extracting essential information from recorded passages dealing with everyday matters. Writing a short simple advertisement. Handling numbers, quantities, cost and time. Participating in routine contexts on topics of interest. Asking about things and making simple transactions in shops, post offices or banks. Defining the features of something concrete using simple phrases. Giving short presentations on a topic of everyday life, giving reasons, explanations for
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opinions, plans and actions. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about products that should be invested in and to present a business idea. Interest in learning about business investments. Positive attitude towards working in pairs. Willingness to discuss how banks work and what they offer, learning through dialogues and personal experience. Enjoyment in completing activities. UNIT 9 NATURE OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To talk about green issues and to be able to write about your views on the environment. To give your views on life in the city or the country and to write a travel blog. To listen to a radio programme about environmental issues. To understand two articles about experiences in the wild. To watch an extract from a documentary about the Northern Lights. To talk about the places of natural beauty using specific nature vocabulary. CONTENTS LISTENING Listen to a radio programme about environmental issues. Listen to people discussing a quiz. Watch an extract from a documentary about seeing the Northern Lights. SPEAKING Talk about the environment. Talk about nature. Make guesses about pictures and learn to give yourself time to think. Talk about an amazing natural place. READING Read two articles about experiences in the wild. Read a travel blog. WRITING Write about your views on the environment. Write a travel blog. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Comparatives/superlatives Articles Making guesses Vocabulary Nature The outdoors Animals SPEAKOUT PRE-INTERMEDIATE Pronunciation Sentence stress Stressed syllables Pronunciation of must, could, might (silent letters) Learning reflection: Understanding and extracting essential information from recorded passages dearling with everyday matters. Describing everyday aspects of his/her environment. Using an idea of an overall meaning to derive the meaning of words from context. Giving and seeking personal views and opinions in discussing topics of interest. Using simple techniques to maintain a conversation. Recalling and rehearsing an appropriate set of phrases in discussing topics of interest.
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Using simple techniques to maintain a conversation. Recalling and rehearsing an appropriate set of phrases from his/her repertoire. Telling a story or describing something in a simple list of points. Writing a simple description of an event, trip. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about the world we live in and how to take care of it. Interest in learning about animals and the environment. Positive attitude towards working in pairs. Willingness to ask and answer questions and learn through dialogues and personal experience. Enjoyment in completing activities. UNIT 10 SOCIETY OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To discuss qualities of different places and to listen to conversations about different cities. To talk about an important issue and to write about it. To read an article about crime and punishment and to decide on the punishments to fit the crimes. To watch an extract from a documentary about the worlds oldest rock band. To use formal expressions to write a letter. To learn how to write an e-mail of complaint. CONTENTS LISTENING Listen to conversations about different cities. Listen to people complaining. Watch an extract from a documentary about the worlds oldest rock band. SPEAKING Discuss qualities of different places, talk about where you live. Talk about crime and punishment; decide on the punishments that fit the crimes. Roleplay a complaint; learn to sound firm but polite. Talk about an important issue or problem. READING Read an article on crime and punishment. Read a web comment about a problem. WRITING Write a letter about an issue; use formal expressions. Write an e-mail of complaint. Write a web comment about an issue. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Uses of like Present/past passive Complaining Vocabulary Describing a city Crime and punishment Problems SPEAKOUT PRE-INTERMEDIATE Pronunciation Pronunciation of different use of like Sentence stress Learning reflection: Describing their living conditions. Writing simple notes and messages relating to matters of everyday life. Reading factual texts on subjects related to their interests. Participating in short conversations in routine contexts on topics of interest.
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Making a simple complaint. Writing personal letters describing experiences, feelings and events in some detail. Explaining why something is a problem, discuss what to do next, compare and contrast alternatives. Describing past activities and personal experiences. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about and discuss crime and their punishments. Interest in learning about issues and problems in the world. Positive attitude towards working in pairs. Willingness to discuss jobs in banking and learn through dialogues and personal experience. Enjoyment in completing activities. UNIT 11 TECHNOLOGY OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To develop speaking by talking about things youve done. To listen to people talking about how they keep in touch. To discuss about technology you couldnt live without and read an article about computer games. To improve your use of pronouns. To give your opinion and to learn how to write about it. To watch a documentary about giving up television. To talk about future consequences. To listen to a discussion about the internet. CONTENTS LISTENING Listen to people talk about how they keep in touch. Listen to a discussion about the internet. Watch an extract from a documentary about children and TV. SPEAKING Talk about things you have done recently. Discuss computer games; talk about your future. Give your opinion on different issues; learn to disagree politely. Talk about technology you couldnt live without. READING Read an article about computer games. Read an article about wilfing. WRITING Write a travel blog entry; improve your use of pronouns. Write a web comment about your opinion of technology. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Present perfect (+ just, yet, already) First conditional + when Giving opinions SPEAKOUT PRE-INTERMEDIATE Vocabulary Communication Feelings Internet terms Pronunciation Pronunciation of will in connected speech Polite intonation Learning reflection: Understanding the main points of clear speech on familiar matters encountered in work, school, leisure.
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Asking and answering questions about pastimes and past activities. Understanding texts on subjects related to their interests. Describing events, real or imagined, in simple terms. Expressing belief, opinion, agreement, and disagreement politely and in simple terms. Explaining what they like or dislike about something, give reasons, opinions, plans and actions. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about technology and how people use it and need it in their life. Interest in learning about the internet. Positive attitude towards working in pairs. Willingness to discuss how banks work and what they offer, learning through dialogues and personal experience. Enjoyment in completing activities. UNIT 12 FAME OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To develop speaking through talking about what you would do if you were famous and to develop listening through people talking about being famous. To talk about your favourite film. To listen to people making requests. To watch a documentary about Lewis Hamilton. To read a magazine article about fi lm extras. To read a text about personal concierges. To use paragraphs to write a profile of a famous person. To write about your childhood ambitions. CONTENTS LISTENING Listen to people talking about being famous. Listen to people making requests. Watch an extract from a documentary about Lewis Hamilton. SPEAKING Report other people speech; talk about your favourite film. Talk about hypothetical situations. Make requests and offers; ask for more time. Talk about your dreams and ambitions. READING Read a magazine article about fi lm extras. Read a text about personal concierges. WRITING Write a profile of someone famous; improve your use of paragraphs. Write a web comment about your childhood ambitions. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Reported speech Second Conditional Requests and offers SPEAKOUT PRE-INTERMEDIATE Vocabulary Film Suffixes Collocations Pronunciation Stressed syllables Learning reflection: Asking and answering questions and exchanging ideas and information on familiar topics in
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everyday situations. Expressing some thoughts on cultural topics such as books, music, fi lm, etc. Understanding clear, standard speech on familiar matters. Describing events, real, or imagined, in simple terms. Communicating using simple phrases to ask for and provide things, to get information, and to discuss what to do next. Describing dreams, hopes and ambitions. SOCIO-CULTURAL CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about pop culture such as films, music or famous people. Interest in learning about films, music, or famous people. Positive attitude towards working in pairs. Willingness to discuss how banks work and what they offer, learning through dialogues and personal experience. Enjoyment in completing activities.
8.2.2 NIVEL INTERMEDIO 2 8.2.2.A TEMPORALIZACIN ORIENTATIVA El libro de texto con en que se va a trabajar como soporte principal es Speakout Intermediate F. Eales / S. Oakes. (Pearson). Students book. Opcional: Speakout Intermediate. Work book with key. Opcional: MYGRAMMARLAB, Intermediate.
1er cuatrimestre: 16 septiembre 21 enero unidad 1: 16 septiembre - 10 octubre unidad 2: 14 29 octubre unidad 3: 30 octubre 19 noviembre unidad 4: 20 noviembre - 5 diciembre unidad 5: 10 diciembre 13 enero informacin de la evaluacin de progreso del 1er cuatrimestre: 22 y 23 de enero. 2 cuatrimestre: 29 enero 29 mayo unidad 6: 14 enero 6 febrero unidad 7: 10 25 febrero unidad 8: 26 febrero 20 marzo unidad 9: 24 marzo 10 abril unidad 10: 21 abril 13 mayo Das para las pruebas de la evaluacin final de aprovechamiento: del 14 al 27 de mayo. Informacin a los alumnos: 28 y 29 de mayo. 8.2.2.B UNIDADES DIDCTICAS DEL NIVEL INTERMEDIO 2: Speakout Intermediate Teaching Programme UNIT 1 IDENTITY OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To develop speaking and understanding by talking about family events. To listen to someone describing his family history. To talk about people in your life. To role-play an interview and to learn by listening to set of interviews.
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To listen to a set of instructions and do a test. To create a new identity. To read about a BBC programme that reveals family histories. To read tips on successful interviews. To write an e-mail of introduction and to answer of questionnaire. CONTENTS LISTENING Listen to someone describing their family history. Listen to a set of instructions and do a test. Listen to a set of interviews; learn to understand an use two-word responses. Watch and understand a documentary about life online. SPEAKING Talk about family events. Talk about people in your life. Discuss the differences between men and women. Talk about types of interviews and interview experiences; role-play an interview. Discuss and create a new identity. READING Read and understand a text about a BBC programme that reveals family histories. Read a BBC blog about the differences between men and women. Read and answer a questionnaire about women really think. Read tips on successful interviews. WRITING Write an e-mail of introduction; learn to use formal and informal styles. Write answer to a questionnaire. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Question forms including subject versus object questions and questions with prepositions. Review of verb tenses: present and past simple versus present and past continuous. Talking about yourself. Vocabulary Family Relationships; collocations with take, get, do, go Interview advice; phrases to introduce questions Things you can do in Second Life; phrases to describe an avatar Pronunciation Intonation patterns in question forms Stressed syllables Learning reflection: Entering unprepared into conversation on topics that are familiar, personal interest or pertinent to everyday life. Writing personal letters describing experiences and impressions. Understanding radio broadcast material about familiar topics. Summarising and giving their opinion about and answering questions in detail. Taking an active part in inform discussion in familiar contexts. Providing concrete information required in an interview. Carrying out a prepared interview, checking and confirming information. Catching the main points in TV programmes. Checking and confirming information on familiar routine and non-routine matters. Conveying information and ideas on abstract and concrete topics, checking information, and asking about our explaining problems. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn the differences between men and women and to learn what women really think. Interest in learning tips to help you do well at an interview. Positive attitude towards working in pairs. Willingness to ask and answer questions and learn through dialogues and personal
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experience. Enjoyment in completing activities. UNIT 2 TALES OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To talk about life stories. To talk about an important news event. To tell a true story or a lie and to read a text about lying. To listen to people telling anecdotes. To listen to a radio programme about films. To listen to news report and to read a news report. To watch a BBC drama about an art thief. To read an article about conspiracy theories. To tell a narrative and learn to write one. CONTENTS LISTENING Listen to a radio programme about important roles in films. Listen to news reports. Listen to people telling anecdotes; learn to keep a story. Watch and listen to a drama about a burglar and a famous painting. SPEAKING Talk about life experiences. Talk about your life story. Talk about an important news story/event. Tell a true story or a lie. Discuss fictional crime dramas. Tell a narrative. READING Read a text about whether Hollywood films use fact or fiction. Read an article about conspiracy theories. Read short news stories. Read a text about how to tell if someone is lying. WRITING Write a news report; learn to use time linkers: as soon as, while, during, until and by the time. Write a short newspaper article. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Present perfect versus past simple Narrative tenses Telling a story Vocabulary Types of story; focus on prepositions (with expressions of time, nouns, and fixed expressions. The news Collocations with say and tell; sequencers Crime collocations; narrative phrases Pronunciation Strong and weak forms of the present perfect Polite intonation Learning reflection: Understanding the information content of audio material. Describing past activities. Asking for and sharing personal information. Reading texts on subjects related to their interest. Describing past activities. Expressing news and views effectively in writing. Describing events, real, or imagined.
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Narrating a story. Expressing and responding to feelings such as suprise, happiness, sadness, interest and indifference. Following many films and their storyline. Relating a narrative or description. Giving detailed accounts of experiences, describing feelings and reactions. Writing a description of an event, real or imagined. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn the difference between real lives and the films portrayed about them. Interest in learning about news stories. Positive attitude towards working in pairs. Willingness to discuss jobs in banking and learn through dialogues and personal experience. Enjoyment in completing activities. UNIT 3 CONTACT OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To discuss attitudes now/earlier in life. To talk about predictions. To explain misunderstandings, read a story about a misunderstanding and listen to a series of misunderstandings. To write a series of messages and to write a memo. To discuss the best ways to communicate and to read an article about teenage communication. To watch a BBC documentary about the Internets impact. CONTENTS LISTENING Listen to predictions about the future of communication. Listen to telephone conversations involving misunderstandings. Watch and understand a documentary about the impact of the Internet. SPEAKING Discuss attitudes now in comparison to ones you had earlier in life. Talk about how things will change in the future. Learn to reformulate and retell a story about a misunderstanding; role-play resolving a misunderstanding. Talk about communication preferences. READING Read an article about teenage communication. Read a short story about a misunderstanding. WRITING Write messages; learn to use note form. Write a memo. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar The future (plans): the present continuous, going to, will, might The future (predictions) Will, might, may, could, going to, likely to Dealing with misunderstandings Vocabulary Communication Future time markers; idioms Types of misunderstandings; phrases to clarify/ask someone to reformulate Internet communication; phrases for discussing preferences Pronunciation Going to in fast speech Intonation; dealing with misunderstandings Learning reflection: Communicating with accuracy in familiar contexts.
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Writing notes conveying simple information to friends, service people, teachers, and others. Expressing thoughts about abstract or cultural topics such as the future. Explaining why something is a problem. Understanding the information content of recorded or broadcast audio material. Following articulated speech, may have to ask for repetition. Explaining why something is a problem, discuss what to do next, compare and contrast alternatives. Catching the main points on TV programmes. Giving or seeking personal views and opinions in discussing topics of interest. Writing notes conveying simple information of immediate relevance to friends, service people, teachers, and others. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about technology and how it affects our lives. Interest in learning about how the internet has revolutionised the world. Positive attitude towards working in pairs. Willingness to discuss how banks work and what they offer, learning through dialogues and personal experience. Enjoyment in completing activities. UNIT 4 JOBS OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To develop speaking through discussing the qualities needed for different jobs. To talk about past habits. To participate in a meeting and to listen to people making decisions in a meeting. To describe a day in your life and to listen to people describing dream jobs gone wrong. To read an article about millionaires. To read a covering letter and to learn how to write one. To write about daily routines. To read job advertisements. To watch a BBC comedy about a mans first day in a new job. CONTENTS LISTENING Listen to two people describing dream jobs gone wrong. Listen to people making decisions in a meeting. Watch and understand a comedy programme about a mans first day in a new job. SPEAKING Discuss the qualities needed for different jobs; complete a survey and discuss the results. Talk about past habits. Learn to manage a discussion; participate in a meeting and create a business plan. Describe a day in your life. READING Read an article about millionaires. Read and do a survey about whether you have got what it takes to be a millionaire. Read about childhood dreams. Read job advertisements. Read about a programme called The Apprentice. WRITING Write a covering letter; learn to organise your ideas. Write about daily routines. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Modals of obligation: must, have to, should Used to and would Reaching agreement Vocabulary
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Personal qualities; confusing words Strong adjectives Business collocations; phrases to give opinions, comments on other opinions and suggestions. Office conversation; phrases to describe routines. Pronunciation Stressed syllables Sentence stress Learning reflection: Reading texts on subjects related to their field of interests. Giving brief comments on the views of others. Comparing and contrasting alternatives, discussing what to do next, where to go, who or which to choose, etc. Understanding factual information about common everyday or job-related topics, identifying general messages and specific details. Conveying information and ideas on abstract and concrete topics, checking information and asking about or explaining problems. Making their opinions and reactions understood, giving brief reasons and explanations. Understanding a TV comedy who on topics of personal interest. Exchanging, checking, and confirming information on familiar routine and non-routine matters. Writing clear, detailed texts on a variety of subjects. SOCIO-CULTURAL CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about different jobs and dream jobs around the world. Interest in learning about jobs and what it takes to do them. Positive attitude towards working in pairs. Willingness to discuss how banks work and what they offer, learning through dialogues and personal experience. Enjoyment in completing activities. UNIT 5 SOLUTIONS OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To talk about different forms of transport and their uses. To present and answer questions on your area of expertise. To explain and solve problems. To describe a new machine and read about how technology changed the world. To listen to people answering difficult questions. To listen to conversations about technical problems. To watch a programme about a race between a car and two people. To read a book review. To write an advantages/disadvantages essay. To write an advertisement. CONTENTS LISTENING Listen to people answering difficult general knowledge questions. Listen to conversations about technical problems: learn to respond to requests. Watch and understand a programme about a race between a car and two people. SPEAKING Discuss how technology has changed the world. Talk about different types of transport and their uses. Do a short general knowledge questionnaire; answer questions on your area of expertise. Role-play asking and responding to requests. Present and describe a new machine. READING Read an article about how technology changed the world. Read an essay about the advantages and disadvantages of technology. Read a book review. Read a short text about PC anger in the workplace.
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WRITING Write an advantage versus disadvantage essay; learn to use discourse markers. Write an advertisement for a new machine. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Vocabulary Technology Words related to questions; word building: adjectives Problems and solutions Presentation phrases to describe a machine Pronunciation Main syllable stress in words/phrases Falling/rising intonation in question tags Polite intonation in requests Learning reflection: Comparing and contrasting alternatives, discussing what to do, where to go, who/which to choose, etc. W riting an essay which develops an argument, giving reasons in support of/against a particular viewpoint and explaining the advantages and disadvantages of various options. Following the main points, giving or seeking personal views and opinions in discussing topics of interest, giving brief comments on the views of others. Understanding what is said to them in standard language. Explaining why something is a problem, discussing what to do next, comparing and contrasting alternatives. Understanding a documentary in a standard dialect, giving a clear presentation, highlighting significant points and adding supporting detail. Writing detailed descriptions on familiar subjects. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about technology and how it changed the world. Interest in learning about resolving technical problems. Positive attitude towards working in pairs. Willingness to discuss personal finance and learn through dialogues and personal experience. Enjoyment in completing activities. UNIT 6 OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To talk about your emotions and to learn by reading about basic emotions. To discuss what you would do in different situations. To introduce /respond to news. To talk about memorable moments. To listen to conversations where people hear news. To watch a BBC comedy about a mans terrible day. To read about a BBC programme The People Watchers. To write a letter of advice and a website entry. CONTENTS LISTENING Listen to a radio programme about therapies. Listen to a conversation where people receive news. Watch and understand a comedy programme about a mans terrible day. SPEAKING Talk about your emotions. Discuss what advice to give people in a variety of situations. Learn to introduce and respond to news; role-play giving someone news. Describe an achievement. READING
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Read about basic emotions. Read about a BBC programme The People Watchers. Read about the best ways to give bad news. WRITING Write a letter of advice; learn to qualify what you say. Write about one of your happiest memories. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Zero and first conditionals Second conditional Giving good and bad news Vocabulary -ing versus -ed adjectives; multi-word verbs with on, off, up and down Verb-noun collocations Life events Phrases to describe a good/bad experience Pronunciation Weak forms of will in contractions Strong and weak forms of would Exaggerated intonation to show emotion Learning reflection: Understanding the main point of radio programmes on topics of personal interest. Expressing yourself clearly and without having to restrict what you want to say. Using a variety of strategies to achieve comprehension. Writing letters conveying degrees of emotion and commenting on the correspondents news and views. Conveying degrees of emotion and highlighting the personal significance of events and experiences. Giving brief comments on the views of others. Following TV comedy programmes in a standard dialect. Relating a narrative, giving detailed accounts of experiences, describing feelings and reactions. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about emotions and how humans react to the stimulation around them. Interest in learning how to give and receive news. Positive attitude towards working in pairs. Willingness to discuss how banks work and what they offer, learning through dialogues and personal experience. Enjoyment in completing activities. UNIT 7 SUCCESS OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To talk about success. To talk about your abilities. To give/clarify opinions. To describe an achievement. To understand a radio programme about success. To listen to a conversation about memory. To listen to a discussion about intelligence. To watch a BBC documentary about an achievement. To read a biographical text. To read about qualifications. To write a summary. To write an internet post. CONTENTS
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LISTENING Listen to and understand a radio programme about success. Listen to a three-way conversation about memory. Listen to a discussion about intelligence; learn to refer to what you said earlier. Watch and understand a programme about an incredible experience. SPEAKING Discuss how people can be successful. Talk about something youve been doing. Talk about your abilities. Choose the right candidate for the job. Give opinions and examples. Describe an achievement. READING Read a short introduction to The Secret of Success. Read a biographical text about the memory men. Read a story about qualifications. WRITING Write a summary; learn to make notes for a summary. Write about an achievement for an internet post. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Present perfect simple versus continuous Present and past modals of ability Clarifying opinions Vocabulary Success verb phrases with about, with, to for, on, at and in Ability Qualifications Phrases to describe an achievement Pronunciation Strong and weak forms of have Stress on multi-syllabic words Word stress in phrases Learning reflection: Understanding the information content of recorded and broadcast material on topics of personal interest. Communicating on familiar routine and non-routine matters related to your interest and professional field. Reading texts on subjects related to their field of interest. Summarising report and giving their opinion about information on familar routine and nonroutine matters within his field. Giving or seeking personal views and opinions in discussing topics of interest. Taking initiatives in an interview, expanding and developing ideas with little help or prodding from an interviewer. Understanding a TV show. Relating a narrative as a linear sequence of points. Giving detailed accounts of experiences, describing feelings, and reactions. Writing connected texts on familiar fields. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about famous British people who dedicate their time to charity. Interest in learning about men with extraordinary gifts. Positive attitude towards working in pairs. Willingness to discuss jobs in banking and learn through dialogues and personal experience. Enjoyment in completing activities. UNIT 8 COMMUNITIES
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OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To describe your neighbourhood and listen to descriptions of online communities. To compare real-world and online activities. To listen to people describing guest/host experiences. To discuss social situations. To design a community. To watch a BBC documentary about a remote community. To read a text from a BBC website about neighbours. To read about how to be a good guest. To write a website review and an advertisement. CONTENTS LISTENING Listen to descriptions of online communities. Listen to people describing guest/host experiences; learn to accept apologies. Watch and understand a documentary programme about a mans visit to a remote community. SPEAKING Describe your neighbourhood and discuss how it could be improved. Compare real-world and online activities. Discuss problematic social situations. Create an ideal community. READING Read a BBC blog about neighbours. Read a website review. Read about how to be a good guest. WRITING Write a website review; learn to use complex sentences. Write a web advert for members of your ideal community. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Articles; quantifiers Relative clauses Being a good guest Vocabulary Getting on (with people); compound nouns The Internet Welcoming Communities; phrases to discuss ideas Pronunciation Stress patterns in compound nouns Learning reflection: Scanning longer texts in order to locate desired information and gather information from different parts of the texts. Making their opinions and reactions understood, giving brief reasons and explanations. Understanding the information content of recorded or broadcast audio material on topics of personal interest. Writing clear, detailed texts on a variety of subjects related to the students field of interest. Exchanging, checking and confirming accumulated information on familiar routine and nonroutine matters within their field. Following TV broadcast material and identifying the speakers mood, tone, etc. Making the students opinions and reactions understood, giving brief reasons and explanations. Writing detailed descriptions on familiar subjects. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about communities around the world and the differences between them.
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Discussing social situations. Positive attitude towards working in pairs. Willingness to discuss how banks work and what they offer, learning through dialogues and personal experience. Enjoyment in completing activities. UNIT 9 HISTORY OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: CONTENTS LISTENING Listen to people describing past decades. Listen to people doing a quiz about history; learn to reacat to information. Watch and understand a documentary programme about a great artist. To talk about important events in history and listen to descriptions of past decades. To talk about your own history. To compile and do a quiz, listen to people doing a quiz about history, and read a quiz about history. To describe a role model. To watch a BBC documentary about a great artist. To read about important moments in history. To read about time travel. To write a short essay and a wiki entry. SPEAKING Describe a big moment in history. Talk about your personal history. Compile and do a quiz. Talk about people who influenced you. READING Read magazine extracts about important moments in history. Read about the invention of the word teenager Read a short article about time travel. Read a quiz about history. WRITING Write a short essay; learn to structure paragraphs. W rite a wiki entry about an influential person. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Third conditional Active versus passive Expressing uncertainty Vocabulary History Periods of time; collocations with come, give, have, make Describing people Phrases to describe outstanding work; phrases to describe a role model Pronunciation Had and would have in connected speech Forms of the verb be in fast speech Intonation patterns to sound interested Learning reflection: Understanding the description of events, feelings, and wishes. Writing short, simple essays on topics of interest. Understanding the information content of the recorded or broadcast audio material on topics of personal interest. Giving clear, detailed descriptions on subjects related to their field of interest.
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Entering unprepared into conversations on familiar topics. Giving feedback on and follow up statements and inferences in a discussion. Initiating, maintaining and ending discourse appropriately with effective turn taking. Understanding a documentary in standard dialect. Presenting a clear, detailed description on subjects related to their field of interest. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about history and how it has affected us today. Interest in learning about art and the arts. Positive attitude towards working in pairs. Willingness to ask and answer questions and learn through dialogues and personal experience. Enjoyment in completing activities. UNIT 10 WORLD OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To discuss ideas for eco-living and listen to descriptions of the worlds best food cities. To recommend a city for food and listen to people giving advice/warnings. To ask for/give travel advice. To watch a BBC documentary about the Arctics melting ice caps. To talk about a special place. To read about a man who tried to live ethically for a year. To read advice about what not do in an airport. To write a restaurant review and to write an e-mail campaigning for action. CONTENTS LISTENING Listen to descriptions of the worlds best food cities. Listen to people giving advice/warnings; learn to make generalisations. Watch and understand a programme about the Arctics melting ice caps. SPEAKING Discuss environmental issues and solutions. Recommend a city for food. Talk about your attitude to food. Ask for and give travel advice. Talk about a special or an endangered place. READING Read about a man who tried to live ethically for a year. Read about the worlds greatest food city. Read some restaurant reviews. Read advice about what not to do in an airport. WRITING Write a restaurant review; learn to link ideas. Write an e-mail campaigning for action. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Reported speech Verb patterns Giving advice/warnings Vocabulary The environment; word-building: prefixes Reporting verbs Airports Phrases to describe places Pronunciation Strong and weak forms of to, for and that Sentence stress Learning reflection:
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Understanding articles on contemporary problems in which the writers adopt particular viewpoints. Outlining an issue or a problem clearly, speculating about causes or consequences and weighing up advantages and disadvantages. Understanding radio documentaries and other recorded or broadcast audio material. Writing clear, detailed descriptions on subjects related to their interests. Dealing with most transactions likely to arise whilst travelling, arranging travel or accommodation or dealing with authorities during a foreign visit. Understanding a documentary. Planning what is to be said and the means to say it, considering the effect on the recipient. Writing letters conveying degrees of emotion and highlighting the personal significance of events and experiences. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about and discuss environmental issues and solutions. Interest in learning about issues and problems in the world and how to resolve them. Positive attitude towards working in pairs. Willingness to discuss jobs in banking and learn through dialogues and personal experience. Enjoyment in completing activities.
8.3 NIVEL AVANZADO El nivel avanzado tiene como finalidad utilizar el idioma con soltura y eficacia en situaciones habituales y ms especficas que en nivel anterior que requieran comprender, producir y tratar textos orales y escritos conceptual y lingsticamente complejos, en una variedad de lengua estndar, con un repertorio lxico amplio aunque no muy idiomtico, y que versen sobre temas generales, actuales, o propios del campo de especializacin del hablante. Nos planteamos que los alumnos de Nivel Avanzado alcancen un conocimiento avanzado suficientemente slido de la lengua inglesa. Para ello debern profundizar en la gramtica y vocabulario de la lengua, sobre todo matizando aspectos que no hayan sido tratados anteriormente en toda su amplitud. Habrn de desarrollar esta labor en equipo, fomentndose el trabajo en grupo, la colaboracin profesor-alumno y la autonoma en el aprendizaje. La lengua de comunicacin en clase ser, en todos los casos, en ingls. No deben limitarse a ser un simple eco del profesor, sino que deben ser capaces de debatir, argumentar y exponer sus opiniones con toda la iniciativa de la que pueda hacer uso un hablante nativo. 8.3. A OBJETIVOS GENERALES En un nivel en el que muchos de los alumnos necesitan un estmulo, ya que los progresos no son ahora tan evidentes como los que se producen en los cursos anteriores, nos proponemos: Comprensin oral Comprender discursos y conferencias extensos, e incluso seguir lneas argumentales complejas siempre que el tema sea relativamente conocido. Comprender casi todas las noticias de medios audiovisuales y los programas sobre temas actuales en los que se habla en un nivel de lengua estndar. Iniciar a los alumnos en los diferentes acentos y registros de la lengua inglesa, principalmente lograr que distingan perfectamente entre el ingls britnico y americano. Comprensin de lectura Leer artculos e informes relativos a problemas contemporneos en los que los autores adoptan posturas o puntos de vista concretos. Comprender la prosa literaria contempornea. Mejorar la competencia en la lectura de textos literarios originales y artculos de prensa de carcter general.
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Expresin e interaccin oral Presentar descripciones claras y detalladas de una amplia serie de temas relacionados con la especialidad del hablante. Explicar un punto de vista sobre un tema exponiendo las ventajas e inconvenientes de varias opciones. Participar en una conversacin con fluidez y espontaneidad, lo que posibilita la comunicacin normal con hablantes nativos. Tomar parte activa en debates desarrollados en situaciones cotidianas, explicando y defendiendo puntos de vista. Expresin e interaccin escrita Escribir textos claros y detallados sobre una amplia serie de temas relacionados con los intereses del usuario. Escribir redacciones o informes transmitiendo informacin o proponiendo motivos que apoyen o refuten un punto de vista concreto. Manifestar por escrito la importancia de determinados hechos y experiencias.
8.3. B CRITERIOS DE EVALUACIN Se considerar que un alumno ha adquirido las competencias propias de este nivel cuando sea capaz de lo siguiente: Comprensin oral Comprender a hablantes con distintos acentos y registros, incluso si existe distorsin por ruido ambiental. Comprender intervenciones pblicas, programas informativos o de debate y dilogos de obras cinematogrficas o de teatro. Comprensin de lectura Comprender la informacin contenida en anuncios pblicos, avisos, formularios, hojas de instrucciones, etc. Comprender obras literarias actuales. Comprender artculos de prensa no especializados. Expresin e interaccin oral Utilizar la lengua en sus relaciones sociales con naturalidad. Realizar descripciones claras y detalladas sobre una amplia gama de temas relacionados con la especialidad del hablante. Interpretar las actitudes de sus interlocutores y reaccionar con adecuacin. Participar con plena efectividad en cualquier conversacin de carcter general y exponer sus puntos de vista y opiniones. Expresin e interaccin escrita Utilizar formas de transmisin escrita de la informacin tales como cartas, telegramas, resmenes, informes, etc. Narrar experiencias y describir ideas, procesos y acontecimientos. Desarrollar un tema de debate por escrito organizando el material de forma adecuada. Escribir textos claros y detallados sobre una variedad de temas relacionados con la especialidad del usuario, sintetizando y evaluando informacin y argumentos procedentes de varias fuentes.
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8.3.C BIBLIOGRAFA Y LIBROS DE CONSULTA RECOMENDADOS - Gramtica Practical Grammar, level 3. (Heinle). Fisrt Certificate Language Practice. M. Vince. (Heinemann). Oxford English Grammar Course. Advanced. M. Swan, C. Walter. (OUP). Grammar for First Certificate. L. Hashemi & B. Thomas. (CUP). Real English grammar. MCElt. Advanced Language Practice. With key. M.Vince. (Heinemann). Advanced Grammar in Use. With answers. M. Hewings. (CUP). - Vocabulario English Vocabulary in Use. M. Mccarthy & F. ODell. (CUP). Grammar and Vocabulary for First Certificate. With key. L. Prodromou. (Longman). A Good Turn of Phrase. James Milton, Bill Blake & Virginia Evans. (Express Publishing). - Diccionarios Oxford Study. Bilinge. (OUP). Longman Advanced. Bilinge. (Longman). Collins English Dictionary. Monolinge. Collins. Collins Cobuild Dictionary of Phrasal Verbs. Collins Cobuild. Collins Cobuild Advanced Learners English Dictionary ( nueva edicin). Dictionary of English Language and Culture. (Longman). Diccionario Universal Collins. Grijalbo. Macmillan English Dictionary Advanced, monolinge. Www.wordreference.com www.onelook.com Macmillan Dictionary on-line - Expresin escrita Successful Writing Upper-Intermediate. V. Evans. Express Publishing. 8.3.1 NIVEL AVANZADO 1 Obligatorio: Speakout Upper Intermediate. F. Eales / S. Oakes. (Pearson). Students book, Opcional: Speakout Upper Intermediate. Work book with key. Opcional: MYGRAMMARLAB, Intermediate.
8.3.1.A TEMPORALIZACIN ORIENTATIVA 1er cuatrimestre: 16 septiembre 21 enero Unidad 1: 18 septiembre - 10 octubre Unidad 2: 14 29 octubre Unidad 3: 30 octubre 19 noviembre Unidad 4: 20 noviembre - 5 diciembre Unidad 5: 10 diciembre 13 enero Informacin de la evaluacin de progreso del 1er cuatrimestre: 22 y 23 de enero. 2 cuatrimestre: 29 enero 29 mayo Unidad 6: 14 enero 6 febrero Unidad 7: 10 25 febr.: Unidad 8: 26 febrero 20 marzo Unidad 9: 24 marzo 10 abril Unidad 10: 21 abril 13 mayo Das para las pruebas de la evaluacin final de aprovechamiento: del 14 al 27 de mayo.
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Informacin a los alumnos: 28 y 29 de mayo. 8.3.1.B UNIDADES DIDCTICAS DEL NIVEL AVANZADO 1: Speakout Upper Intermediate Teaching Programme UNIT 1 BEGINNINGS OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To ask and answer personal questions. To talk about the kind of people you get on with. To talk about experiences. To make phone enquires and handle them. To watch a BBC programme about first encounters and about speed flatmating. To read an informal mail. To read adverts. To read a review of a BBC programme. To write an informal e-mail. To summarise an incident. CONTENTS LISTENING Listen to a radio programme about flatmating. Listen to people describing how certain activities make them feel. Listen to a phone enquiry about a language course. SPEAKING Ask personal questions; talk about the kind of people you get on with. Talk about experiences. Role play making phone enquires; learn to manage enquires. Describe a first encounter. READING Read description of people on a flatmate finder site; read an informal email. Read a review of a BBC programme Ive never seen Star Wars; read and answer a personality quiz. Read several short adverts. WRITING Write an informal email. Write a summary of a first encounter story. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Direct and indirect questions Present perfect and past simple including time phrases Making polite phone enquires. Vocabulary Personality Feelings -ed/-ing adjectives; modifiers with gradable and ungradable adjectives; word formation: nouns from adjectives. Phrases used in adverts. Phrases for telling a personal story. Pronunciation Sentence stressed and intonation in question forms. Connected speech in the past simple and present perfect. Intonation in polite enquires. Learning reflection: Understanding radio documentaries and identifying the speakers mood, tone, etc. Engaging in extended conversation on general topics in participatory fashion. Asking someone to clarify or elaborate and using strategies to achieve comprehension.
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Finding and understanding relevant information in everyday material such as reviews. Intervening appropriately in discussion exploiting appropriate language to do so. Initiating, maintaining and ending discourse with effective turn-taking. Expressing themselves and asking questions clearly and politely in formal or informal register appropriate to the situation and person/people concerned. Understanding comedy shows/plays. Summarising, reporting and giving their opinion about information on familiar routine and nonroutine matters within their field of interest. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn to ask questions politely, discuss experiences and manage enquiries. Interest in learning about social phenomenons such as speed flatmating. Positive attitude towards working in pairs. Willingness to ask and answer questions and learn through dialogues and personal experience. Enjoyment in completing activities. UNIT 2 ISSUES OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To talk about big issues. To discuss surveillance society. To learn to give and respond to opinions. To do a class survey. To listen to opinions about surveillance To listen to people debate To watch a BBC programme about happiness To read about charity To read and write a letter of complaint To write your top tips for how to be happy CONTENTS LISTENING Listen to opinions about surveillance. Listen to informal discussions. Watch an extract from a documentary about happiness in the West. SPEAKING To talk about charities and social issues. To discuss surveillance society; role-play a meeting to discuss crime-cutting plans. To discuss different issues; learn to support your viewpoint. To discuss ingredients of happiness; carry out a happiness survey. READING To read two articles about a charity; read and answer a geography quiz. To read a letter of complaint. To read a series of newspaper extracts. WRITING To write a letter of complaint; learn to use formal written language. To write tips for being happy for a website. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Present perfect simple and present perfect continuous. The passive. Giving and responding to opinions. Vocabulary Social issues; verbs and nouns with the same forms. Surveillance. Opinion adjectives. Consumer society; survey phrases.
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Pronunciation Sentence stress and weak forms in the present perfect. Sentence stress with the passive. Sentence stress in opinion phrases. Learning reflection: Identifying the content and relevance of articles. Outlining an issue or a problem, speculating about causes or consequences and weighing advantages and disadvantages of different approaches. Obtaining information, ideas and opinions from specialised sources. Understanding specialised articles outside their field, using a dictionary. Writing letters conveying degrees of emotion and highlighting the personal significance. Developing a clear argument, expanding and supporting their points of view. Understanding TV broadcast material, being able to identify the speakers mood and tone. Carrying out an effective, fluent interview. Expressing views effectively in writing and relate to those of others. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about people who use comedy to help others. Interest in learning about surveillance, technology and privacy. Positive attitude towards working in pairs. Willingness to discuss jobs in banking and learn through dialogues and personal experience. Enjoyment in completing activities. UNIT 3 DOWNTIME OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To discuss bad habits. To talk about the future. To read and write an opinion essay. To plan a niche holiday and listen to a BBC radio programme about holidays. To listen to people describe TV game shows. To describe procedures. To watch a BBC programme about adventures. To read about a couple in conflict. To use linkers to organise your essay. CONTENTS LISTENING Listen to a BBC radio programme about holidays. Listen to people describe TV game shows. Watch a BBC programme about adventures. SPEAKING Discuss bad habits. Talk about the future. Plan a niche holiday. Describe procedures. READING Read about a couple in conflict. Read an opinion essay. WRITING Write an opinion essay. Use linkers to organise your essay. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Habit and routine: used to, would, be/get used to Future forms review: going to, present continuous, present simple, will, be likely to, might, could
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Describing procedures Vocabulary Good and bad behaviour Locations; uncountable and plural nouns Common actions in procedures Phrases for describing and recommending an activity Pronunciation Connected speech in future forms Sentence stress in phrases to explain procedures, and in mirror questions Learning reflection: Understanding articles concerned with contemporary problems in which the writers adopt a particular stance or viewpoint. Communicating fluently, accurately and effectively routine and non-routine matters. Understanding recordings encountered in social life and identify speaker viewpoints and attitudes. Communicating with good grammatical control without restricting what they want to say. Giving a clear, detailed description of how to carry out a procedure. Understanding TV programmes such as travel shows. Giving clear descriptions of an experience, relating a narrative or description. Giving detailed accounts of experiences, describing feelings and reactions. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about travelling around the world. Interest in learning about different global experiences and activities. Positive attitude towards working in pairs. Willingness to discuss how banks work and what they offer, learning through dialogues and personal experience. Enjoyment in completing activities. UNIT 4 STORIES OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To tell anecdotes. To talk about regrets. To talk about your reading. To describe a TV/film scene through speaking and writing. To listen to a BBC radio programme about very short stories. To watch a BBC drama. To listen to people recommending books. To read stories with a moral. To read a funny story about a saying. CONTENTS LISTENING Listen to a radio programme about very short stories. Listen to people recommending books. Watch an extract from a programme about great experiences. SPEAKING Tell a person an anecdote. Talk about wishes and regrets. Talk about reading habits, learn to summarise a plot. Talk about a favourite book. Describe a favourite scene in a TV programme or film. READING Read stories with a moral. Read a biography for Sir David Attenborough. Read an article about a favourite fi lm moment. WRITING Write a story; learn to use adverbs in stories.
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Write a description of a favourite scene. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Narrative terms Wishes and regrets; I wish/ if only/ should have Expressing likes and dislikes Vocabulary Sayings e.g. Ever cloud has a silver lining Regrets; multi-word verbs Reading Feeling adjectives; phrases for describing a favourite scene Pronunciation Weak forms in narrative tenses Sentence stress and weak forms in regrets Sentence stress in phrases for likes and dislikes Learning reflection: Conveying degrees of emotion and highlighting the personal significance of events and experiences. Using language flexibly and effectively for social purposes. Highlighting the personal significance of events and experiences when speaking and sustaining views clearly by providing relevant explanations and arguments. Summarising a wide range of factual and imaginative texts, commenting on and discussing contrasting viewpoints and main themes. Summarising the plot and sequence of events in a film or play. Understanding films. Giving clear descriptions of a scene and fluently relate a narrative. Giving detailed accounts of experiences, describing feelings and reactions. SOCIO-CULTURAL CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about books and films. Interest in learning about stories and their morals. Positive attitude towards working in pairs. Willingness to discuss how banks work and what they offer, learning through dialogues and personal experience. Enjoyment in completing activities. UNIT 5 IDEAS OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To talk about inventions and to read an article about the worst inventions ever. To plan a viral advert and to listen to programmes about advertising. To discuss crazy ideas and watch a BBC programme about presenting ideas. To find your advertising IQ. To read about the rules of brainstorming. To write a report and an advert. CONTENTS LISTENING Listen to a programme about advertising. Listen to people brainstorming. Watch an extract from a drama about a girl in 19th century rural England. SPEAKING Talk about the effects of inventions. Discuss advertising tactics. Brainstorm ideas on a how to topic; learn to show reservations. Present a genius business idea. READING Read an article about the worst inventions ever.
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Read and answer a questionnaire on advertising. Read about the five rules of brainstorming. WRITING Write a report; learn to make written comparisons. Write a product leaflet for a genius idea. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Articles Conditionals: review of zero, first and second conditionals; as long as, unless, providing that Suggesting ideas Vocabulary Change; compound nouns Advertising Adjectives to describe ideas Phrases for presenting a business idea Pronunciation Pronunciation of the; stress in compound nouns Sentence stress in conditional clauses Intonation in phrases for suggesting ideas Learning reflection: Scanning quickly through long and complex texts to locate relevant details. Understanding articles and reports concerned with contemporary problems in which writers adopt a particular stance or viewpoint. Taking an active part in informal discussion in familiar context, commenting, putting viewpoints, evaluating alternative proposals, making and responding to hypothesis. Explaining a viewpoint on a topical issue giving advantages and disadvantages. Contributing, accounting for and sustaining their opinion and evaluating alternative proposals. Understanding TV broadcast material. Identifying the speakers tone, mood, etc. Writing a report that develops an argument systematically. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about useful and useless inventions. Interest in learning about peoples opinions from around the globe. Positive attitude towards working in pairs. Willingness to discuss personal finance and learn through dialogues and personal experience. Enjoyment in completing activities. UNIT 6 FITNESS OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To talk about different ages and read a web forum about different age groups. To discuss generations and to talk about your future, To listen to a BBC programme about letters to your future self, read a letter written by someone to his future self and write a letter to your future self.. To listen to a call-in about lifes milestones. To write a forum comment. To watch a BBC programme about living longer. CONTENTS LISTENING Listen to a radio programme about writing letters to your future yourself. Listen to a radio phone-in programme about lifes milestones. Watch an extract from a documentary about people who live to a very old age. SPEAKING Talk about different ages; discuss similarities and differences between generations. Talk about your future plans and hopes.
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Role-play a radio phone-in; learn to ask for clarification. Play and take part in a debate. READING Read website forum entries on the best and worst thing about being your age. Read a forum comment stating an opinion. Read and answer a quiz on how optimistic you are. Read a letter written by someone to his future self. WRITING Write a letter to your future self; learn to use linkers of purpose Write a forum comment giving your opinion. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Modal verbs and phrases for obligation, prohibition, permission and ability. Future perfect and perfect continuous. Persuading. Vocabulary Age; word formation; nouns from verbs Optimism and pessimism Verb + noun collocations Collocations about living longer Pronunciation Sentence stress with modal verbs and phrases. Stress and weak forms in future perfect and continuous. Intonation in phrases for persuading. Learning reflection: Giving feedback on, follow up statements and interferences to help the development of the discussion. Helping the discussion along on familiar ground, confirming comprehension, inviting others in, etc. Talking confidently about plans, communicating spontaneously with good grammar. Writing letters conveying degrees of emotion and highlighting the significance of events and experiences. Clarifying by asking follow up questions to check understanding. Understanding documentaries in standard dialect. Participating actively in routine and non-routine formal discussion. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about social networking and its use. Interest in learning about network terminology. Positive attitude towards working in pairs. Willingness to discuss how banks work and what they offer, learning through dialogues and personal experience. Enjoyment in completing activities. UNIT 7 MEDIA OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To talk about must-see TV and read about five must-see TV programmes. To express strong reactions. To retell a news story. To listen to an expert talking about hoax photographs. To listen to people talking about recent news stories. To watch a BBC programme about live news. To read an essay on celebrities and the media and to read and learn about hot topics for tabloids. To write a discursive essay and learning to write a newspaper article. CONTENTS
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LISTENING Listen to an expert talking about hoax photographs. Listen to people talking about recent news stories. Watch and understand a programme about live news. SPEAKING Talk about TV watching habits. Discuss answers to a quiz. Discuss celebrities and the media. Talk about the press. Discuss top five lists; learn to make guesses. Retell a recent news story. READING Read an article about five must see TV programmes. Read and answer a questionnaire about trust. Read an article about topics that keep the tabloids in business. Read a newspaper article about a man who traded a paper clip for a house. WRITING Write a discursive essay; learn to use linkers of contrast. Write a news article. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Quantifiers: a good deal of, little, a little, each, every, a few, quite a few, several, plenty of, lots of, no Reported speech Adding emphasis Vocabulary Television: multi-word verbs with more than one meaning Reporting verbs The Press When things go wrong; phrases for re-telling a news story Pronunciation Final consonants and initial vowels in connected speech Stress to add emphasis Learning reflection: Scanning quickly through long and complex texts to locate the relevant details. Taking an active part in informal discussion in familiar contexts, commenting, and giving their point of view. Understanding articles and reports concerned with contemporary problems. Identifying the content and relevance of news items, articles and reports. Writing an essay hat develops an argument systematically. Summarising extracts from news items, interviews or documentaries containing opinions, argument and discussion. Understanding most TV news programmes. Writing an article or story. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about the media and celebrities. Interest in learning about stories in the news. Positive attitude towards working in pairs. Willingness to discuss jobs in banking and learn through dialogues and personal experience. Enjoyment in completing activities. UNIT 8 BEHAVIOUR OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To talk about behaviour. To talk about using time and to read about saving time.
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To deal with awkward situations. To watch a BBC documentary about body language. To describe a family ritual and to write about one. To read three articles about life-changing decisions. To write an informal article. CONTENTS LISTENING Listen to people talking about their attitudes to time. Listen to a radio programme about peoples daily rhythms. Watch an extract from a programme about body language. SPEAKING Discuss diffi cult decisions. Talk about your attitude to time. Talk about how to handle awkward situations; role-play an awkward situation, learn to soften a message. Describe a family or cultural ritual. READING Read three news stories about behaviour in tough situations. Read a quiz on whether youre a morning or an evening person. Read about a family ritual. WRITING Write an informal article: learn to use an informal style in an article. Write about a family ritual. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Conditionals: second, third and mixed conditionals -ing form and infinitive Handling an awkward situation Vocabulary Collocations connected to decision making Feelings phrases; idioms connected to time Adjectives of manner Phrases to talk about a family or cultural ritual Pronunciation Weak forms in conditionals Sentence stress and weak forms in verb phrases Sentences stress and intonation when handling an awkward situation Learning reflection: Scanning quickly through long and complex texts to locate the relevant details. Having sufficient range of language to describe unpredictable situations and explaining the main points in an idea or problem with precision. Highlighting the significance of events and experiences. Accounting for and sustaining views by providing explanations and arguments. Expressing views effectively in writing and relating to those of others. Using a variety of strategies to achieve comprehension. Coping linguistically to negotiate a solution to a dispute. Understanding documentaries. Developing a clear description or narrative expanding and supporting their main points. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To read articles about life-changing decisions. Interest in learning about families behaviours. Positive attitude towards working in pairs. Willingness to discuss how banks work and what they offer, learning through dialogues and personal experience. Enjoyment in completing activities. UNIT 9 TROUBLE
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OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To discuss how a witness you are. To speculate about scams. To report an incident and listen to someone reporting an incident. To listen to people talk about getting tricked. To watch a BBC programme about a sea rescue. To read an article about memory. To read and write an advice leaflet to help visitors to your city. To write a story about a lucky escape. CONTENTS LISTENING Listen to people talking about getting tricked. Listen to someone reporting an incident. Watch an extract from a documentary about a sea rescue. SPEAKING Discuss how good a witness you are. Talk about what you would do in difficult situations. Speculate about how scams work. Role-play reporting an incident; learn to rephrase. Discuss items to take on a life raft. READING Read an article about memory. Read newspaper extracts about crime. Read an advice leaflet about how to avoid trouble on holiday. Read about strange reasons people call emergency services. Read a story about a lucky escape. WRITING Write an advice leaflet to help visitors to your city; learn to avoid repetition. Write a story about a lucky escape. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar -ing form and infinitive with different meanings Past modals of deduction Reporting an incident Vocabulary Crime Synonyms for verbs connected to scams; verbs + dependent prepositions Verb phrases for incidents Survival terms; phrases to negotiate agreement Pronunciation Silent letters in connected speech Connected speech in past modals of deduction Sentence stress Learning reflection: Understanding articles concerned with contemporary problems. Developing a clear description or narrative with supporting details and examples. Describing events both real and imagined. Conveying degrees of emotion and highlighting the personal significance of events and experiences. Evaluating different ideas or solutions to a problem. Passing on detailed information reliably, including details. Understanding current affairs/real-life drama programmes. Evaluating different ideas or solutions to a problem, giving advantages and disadvantages of various options. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS
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To learn how to avoid trouble on holiday. Interest in learning about ordinary people caught up in extraordinary situations. Positive attitude towards working in pairs. Willingness to ask and answer questions and learn through dialogues and personal experience. Enjoyment in completing activities. UNIT 10 CULTURE OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To talk about films and shows youve seen. To show a visitor around part of your town and to discuss a project for your town. To listen to a film review, read about it and write one. To listen to tours of two very different places. To watch a BBC programme about a graffiti artist. To write about a favourite work of art. CONTENTS LISTENING Listen to a film review on a radio programme. Listen to tours of two different places. Watch an extract from a programme about a famous graffiti artist. SPEAKING Talk about films. Talk about popular culture and art experience. Learn to express estimates; role-play showing a visitor around part of your town. Choose a new artistic project for your town. READING Read a fi lm review. Read an insiders answers to popular culture questions. Read forum entries about the arts. WRITING Write a film review; learn to write more descriptively. Write a description of a favourite work of art or building. LANGUAGE KNOWLEDGE AND USE Linguistic knowledge: Grammar Relative clauses Participle clauses Giving a tour Vocabulary Adjectives to describe films The arts; two-part phrases: do and donts, pros and cons, etc. Dimensions Phrases to describe art, phrases to discuss options Pronunciation Intonation in non-defining relative clauses Connected speech in two-part phrases Intonation in phrases adding interest Learning reflection: Understanding broadcast audio material, identifying the speakers tone and mood. Writing clear descriptions on various subjects related to their field of interest. Writing a review of a film, book or play. Scanning quickly through long complex texts. Expressing their ideas and opinions on popular culture. Presenting and responding to complex lines of argument convincingly. Giving a clear and developed tour/presentation. Understanding documentaries in standard dialect.
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Writing clear, detailed descriptions on a variety of subjects. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn about popular culture and the arts. Interest in learning about films. Positive attitude towards working in pairs. Willingness to discuss jobs in banking and learn through dialogues and personal experience. Enjoyment in completing activities.
8.3.2 NIVEL AVANZADO 2 8.3.2.A TEMPORALIZACION ORIENTATIVA Obligatorio: Speakout Advanced. F. Eales / S. Oakes. (Pearson). Students book. Opcional: Speakout Advanced work book with key. Opcional: MYGRAMMARLAB, Intermediate. 1er cuatrimestre: 16 septiembre 21 enero Unidad 1: 18 septiembre - 10 octubre Unidad 2: 14 29 octubre Unidad 3: 30 octubre 19 noviembre Unidad 4: 20 noviembre - 5 diciembre Unidad 5: 10 diciembre 13 enero Informacin de la evaluacin de progreso del 1er cuatrimestre: 22 y 23 de enero. 2 cuatrimestre: 29 enero 29 mayo Unidad 6: 14 enero 6 febrero Unidad 7: 10 25 febrero Unidad 8: 26 febrero 20 marzo Unidad 9: 24 marzo 10 abril Unidad 10: 21 abril 13 mayo Das para las pruebas de la evaluacin final de aprovechamiento: del 14 al 27 de mayo. Informacin a los alumnos: 28 y 29 de mayo. 8.3.2.B UNIDADES DIDCTICAS DEL NIVEL AVANZADO 2: Speakout Advanced Teaching Programme UNIT 1: ORIGINS I. AIMS To talk about names To talk about different ways to improve language learning To learn to use vague language To discuss the results of a personality test To speculate about people To speculate about any topic To describe a treasured possession To describe habits To listen to a radio programme about a personality test To listen to a discussion about portraits of famous people To a watch a BBC documentary about Venice To watch a video podcast the ways family influence people To read an article about the significance of names
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To read a personal profile To read about different personality profiles To read an article about responses to paintings To read and answer a questionnaire about language learning To write a personal profile To write a description of an object To learn to plan a writing To study the continuous aspect of verbs To use verbs to describe present and past habits To use phrases related to names To know personality adjectives To know idioms for describing people To know vague language To know vocabulary about property To use phrases for describing a possession To improve the pronunciation of the English Language To improve the intonation of the English Language To recognize the word stress
II. CONTENTS Communication Skills - Talking about names - Talking about different ways to improve language learning - Discussing the results of a personality test - Speaking about people - Speculating about any topic - Describing habits - Listening to a radio programme - Listening to a discussion - Reading an article about the significance of names - Reading a personal profile - Reading about different personality profiles - Reading an article about responses to paintings - Reading and answer a questionnaire about language learning - Writing a personal profile - Writing a description of an object Language reflections A. Language and grammar functions - Continuous aspect of verbs - To describe present and past habits - To speculate B. Vocabulary - Phrases related to names - Personality adjectives - Idioms for describing people - Images - Vague language - Property - Phrases for describing a possession Sociocultural Aspects To think about peoples origin To think about what someone is like
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To respect other people To show interest towards the origins of names To show interest to discover different countries
UNIT 2: OPINION I. AIMS To talk about wisdom To discuss controversial ideas To discuss dilemmas at work To take part in a panel debate To listen to descriptions of a living library event To listen to a discussion about trustworthiness To listen to people discussing whether we can trust To watch a BBC documentary about a violinist To read an article about good and bad advice To read an essay about homelessness To read an article about the most and least trusted professions To write a discursive essay To write a summary of an opinion To learn to use linking devices To watch video a podcast about advices To learn to express doubt To discuss controversial statements To debate how to deal with untrustworthy employees To study mixed conditionals had I, but for, If only, I wish to express a condition or a regret To use the following verb patterns: verb + ing/ infinitive with to; passive infinitive/ -ing, perfect infinitive/-ing, negative infinitive/-ing To know expressions to introduce opinions To know metaphors in English To know expressions to give an opinion in a proper way To use idioms of an opinion To know phrases for stages of a debate To improve the pronunciation of the English Language To improve the intonation of the English Language To recognize the word stress
II. CONTENTS Communication Skills - Talking about wisdom - Discussing controversial ideas - Discussing dilemmas - Listening to descriptions of a living library event - Listening to a discussion about trustworthiness - Listening to people discussing whether we can trust - Reading an article about good and bad advice - Reading an essay about homelessness - Reading an article about the most and least trusted professions - Writing a discursive essay - Writing a summary of an opinion Language reflections A. Language and grammar functions - Mixed conditionals had I, but for, If only, I wish (condition or regret) - Verb + ing/ infinitive with to
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passive infinitive/ -ing perfect infinitive/-ing negative infinitive/-ing
B. Vocabulary - Metaphors - Opinions - Idioms of opinion - Phrases for stages of a debate Sociocultural Aspects To think about wisdom To debate wisdom To respect different ideas To discuss about living books
UNIT 3: PLACES I. AIMS To describe a holiday memory To talk about the work space To talk about favourite places To describe the ideal place to study/work To learn to suggest modifications To talk about countries To develop a documentary proposal To present a proposal To listen to people describing their work spaces To listen to a proposal for a city improvement scheme To watch a BBC travel programme about Africa To read an article about memorable holiday moments To read a city guide To read a report about solutions to urban problems To write a guidebook entry To write a documentary proposal To write a description of a place for a guidebook To learn to add details To study noun phrases To use the relative clauses To make a proposal To know adjectives to describe places To use descriptive adjectives To use adjectives ending in y To know prefixes in English To know vocabulary about the city life, its problems and solutions To know phrases for describing aspects of life in a country To improve the pronunciation of the English Language To improve the intonation of the English Language To recognize the word stress
II. CONTENTS Communication Skills - Describing a holiday memory - Talking about the work space
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Talking about favourite places Describing the ideal place to study/work Talking about countries Listening to people describing their work spaces Listening to a proposal Reading an article about memorable holiday moments Reading a city guide Reading a report about solutions to urban problems Writing a guidebook entry Writing a documentary proposal Writing a description of a place for a guidebook
Language reflections A. Language and grammar functions - Noun phrases - Relative clauses - Making a proposal B. Vocabulary - Adjectives to describe landscapes - Descriptive adjectives - Adjectives ending in y - Prefixes - City life: problems and solutions - Phrases for describing aspects of life in a country Sociocultural Aspects To think about visiting different places To debate about different cultures To show interest in discovering new places To discover new cities and talk about them To debate about music and folklore To think about African culture
UNIT 4: JUSTICE I. AIMS To talk about criminal justice To talk about issues related to crime and punishment To talk about how to deal with different moral dilemmas To discuss social issues and solutions To discuss moral dilemmas To argue a court case To listen to people describe someone they admire To listen to a discussion about witnessing a crime To listen to and read film synopses To learn to add emphasis To learn to use parallelism To watch a BBC comedy To read an article about a miscarriage of justice To read an essay about gun control To read an article about a have-a-go hero To write a problem-solution essay To summarise a court case
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To use introductory it To know the form and use of the perfect aspect of verbs To know how to express hypothetical preferences To know crome collocations To know lexial chunks To know vocabulary about social issues To know vocabulary about decisions To use words and phrases for discussing a court case To improve the pronunciation of the English Language To improve the intonation of the English Language To recognize the word stress
II. CONTENTS Communication Skills - Talking about criminal justice - Talking about issues related to crime and punishment - Talking about how to deal with different moral dilemmas - Discussing social issues and solutions - Discussing moral dilemmas - Arguing a court case - Listening to people describe someone they admire - Listening to a discussion about witnessing a crime - Listening to and read film synopses - Reading an article about a miscarriage of justice - Reading an essay about gun control - Reading an article about a have-a-go hero - Writing a problem-solution essay - Writing a summary
Language reflections A. Language and grammar functions - Introductory it - The perfect aspect - Expressing hypothetical preferences B. Vocabulary - Crime collocations - Lexical chunks - Social issues - Decisions - Words and phrases for discussing a court case Sociocultural Aspects To think about crime and justice To debate about people to admire To debate about guns and weapons To think and debate about law To talk about social justice To show interest in different kinds of movies
UNIT 5: SECRETS
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I. AIMS To talk about secrets To debate about the truth To debunk a myth To discuss freedom of information To listen to a radio programme about secrets To listen to a conversation about WikiLeaks To watch a BBC drama To learn to manage a conversation To describe seven secrets To read a true story To read about everyday myths To read about investigative journalism To write a narrative To write personal facts people dont know To learn to use time phrases To watch a video podcast about being good at keeping secrets To use modal verbs and phrases To use the passive voice To make a point To know idioms related to secrets To know words related to myths To know multiword verbs To know vocabulary about journalism To use phrases for introducing information To improve the pronunciation of the English Language To improve the intonation of the English Language To recognize the word stress
II. CONTENTS Communication Skills - Talking about secrets - Debating about the truth - Talking about myths - Discussing freedom of information - Listening to a radio programme about secrets - Listening to a conversation about WikiLeaks - Describing seven secrets - Reading a true story - Reading about everyday myths - Reading about investigative journalism - Writing a narrative - Writing personal facts people dont know Language reflections A. Language and grammar functions - Modal verbs and phrases - The passive voice - To make a point B. Vocabulary - Idioms related to secrets - Truth or myth - Multi-word verbs - Journalism
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Phrases for introducing information
Sociocultural Aspects To think and debate about truth and myth To debate about the importance of trusting people To debate about secrets and society To show interest in ideas and wisdom To debate about investigative journalism To show interest in the BBC Drama North and South
UNIT 6: TRENDS I. AIMS To talk about future inventions To discuss trends in language learning To describe changes in a country To talk about a decade To talk about causes and effects of recent changes in a country To listen to a radio programme about English around the world To talk about global English To listen to descriptions of how trends started To watch a BBC documentary about a decade To read an article about futurologists To read a report about languages on the internet To read an article about how trends spread To learn to summarise different views To write a report To write a report based on statistics To write a review of a decade To learn to describe trends To watch a video podcast about trends in music and fashion To use future tenses To know the form and use of concession clauses To know how to describe cause and effect To know vocabulary about trends To know expressions to make predictions To know the form and use of prepositional phrases To know vocabulary about language To know phrases to describe fashions To know phrases to describe a recent period in History To improve the pronunciation of the English Language To improve the intonation of the English Language To recognize the word stress
II. CONTENTS Communication Skills - Talking about future inventions - Speaking about trends in language learning - Describing changes in a country - Talking about a decade - Talking about causes and effects - Listening to a radio programme
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Talking about global English Listening to descriptions of how trends started Reading an article about futurologists Reading a report about languages on the internet Reading an article about how trends spread Learning to summarise different views Writing a report Writing a report based on statistics Writing a review of a decade
Language reflections A. Language and grammar functions - Future forms - Concession clauses - To describe cause and effect B. Vocabulary - Trends - Predictions - Prepositional phrases - Language - Phrases to describe fashions - Phrases for describing a recent period in History Sociocultural Aspects To think and debate about fashion To debate about recent periods of History To think and debate about History now To make predictions To think and debate about the importance of the English Language To debate about music trends To debate about different ways to spend the time
UNIT 7: FREEDOM I. AIMS To talk about ways to scape routine To talk about personal choice To talk about the state versus the individual To listen to people describing how they relax To listen to a discussion about whether children are over-protected To watch a BBC drama To read an article about a man who disappeared To read a promotional leaflet To read a short story To read a text about freedom in childhood To write a promotional leaflet To write a story To watch a video podcast about the things that make people feel free To learn to convince someone To learn to develop a plot and tell a story To learn to use subheadings To use cleft sentences To know the form and use of participle clauses
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To exchange opinions To know suffixes To know idioms for relaxing To know vocabulary about risk To know phrases for narrating a story To improve the pronunciation of the English Language To improve the intonation of the English Language To recognize the word stress
II. CONTENTS Communication Skills - Talking about ways to scape routine - Talking about personal choice - Debating about the state versus the individual - Listening to people describing how they relax - Listening to a discussion about whether children are over-protected - Reading an article about a man who disappeared - Reading a promotional leaflet - Reading a short story - Reading a text about freedom in childhood - Writing a promotional leaflet - Writing a story Language reflections A. Language and grammar functions - Cleft sentences - Participle clauses - Exchanging opinions B. Vocabulary - Escape; suffixes - Idioms for relaxing - Risk - Phrases for narrating a story Sociocultural Aspects To think and debate about freedom To think and debate about being free To talk about overprotection To think and debate about routine To talk about different ways to relax
UNIT 8: TIME I. AIMS To talk about objects that are representative of someones personality To talk about memories To discuss ways to save time To describe a turning point in life To learn to solicit more information To listen to a programme about memory and smell To listen to people brainstorming ideas To watch a BBC documentary about the universe and its wonders
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To read an article about time capsules To read a personal story To read time-saving tips To write a personal story for a magazine To learn to improve descriptive writing To write a description of a major decision To watch a video podcast about the best time of life To use future in the past To know and use ellipsis and substitution to improve any form of communication To discuss ideas To know time expressions: at the dawn of, the outset, on the verge of, was about to, for the foreseeable future, in years to come To know proverbs To know vocabulary to talk about memories To know collocations with time To know phrases for describing decisions To improve the pronunciation of the English Language To improve the intonation of the English Language To recognize the word stress
II. CONTENTS Communication Skills - Talking about objects that are representative of someones personality - Talking about memories - Speaking about ways to save time - Speaking about a turning point in life - Listening to a programme about memory and smell - Listening to people brainstorming ideas - Reading an article about time capsules - Reading a personal story - Reading time-saving tips - Writing a personal story - Writing a description of a major decision Language reflections A. Language and grammar functions - Future in the past - Ellipsis and substitution - Discussing ideas B. Vocabulary - Time expressions: at the dawn of, the outset, on the verge of, was about to, for the foreseeable future, in years to come - Memories - Collocations with time - Phrases for describing decisions Sociocultural Aspects - To think and debate about time - To think and talk about important moments in life - To debate about memories and society - To think and talk about different ways to keep memories - To exchange information about the wonders of the Universe
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UNIT 9: INSPIRATION I. AIMS To talk about Art To ask creative questions To rant or rave about a given topic To learn to use comment adverbials To recommend a cultural place using the appropriate expressions To listen to people talking about where they get their ideas To listen to rants and raves To watch a BBC documentary about an art gallery To read an article about living statues To read a text about the short film The Wrong Trousers and Wallace and Gromits World To read a review of a television programme To read a text about inspiration To read a text about sculptures To read one post and one reply from a travel forum To write a review To write a review of an exhibition To learn to use a range of vocabulary To write a recommendation for a travel forum To watch a video podcast about creativeness and life To watch a show about the Tate Modern To use verb tenses for unreal situations To know the form and use of adverbials of time, manner, frequency, probability and purpose To know ranting and raving To use adjectives for talking about the arts To know three-part multi-word verbs To know vocabulary and expressions to talk about ideas To know how to express oneself To know phrases for describing a place of interest To improve the pronunciation of the English Language To improve the intonation of the English Language To recognize the word stress
II. CONTENTS Communication Skills - Talking about Art - Asking creative questions - Speaking about a cultural place using - Listen to people talking about their ideas - Listening to rants and raves - Reading an article about living statues - Reading a text about a short film - Reading a review of a television programme - Reading a text about inspiration - Reading a text about sculptures - Reading one post and one reply from a travel forum - Writing a review - Writing a review of an exhibition - Writing a recommendation for a travel forum Language reflections A. Language and grammar functions - Verb tenses for unreal situations
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Adverbials of time, manner, frequency, probability and purpose Ranting Raving
B. Vocabulary - Adjectives for talking about the arts - Three-part multi-word verbs - Ideas - Express yourself - Phrases for describing a place of interest Sociocultural Aspects To think and debate about free time To debate about different ways of spending time To think and debate about culture To speak about Art To think and debate about inspiration and creativity To speak about artists To debate about TV To show interest in discovering new forms of Art To show interest in discovering new places dedicated to Art and Culture
UNIT 10: HORIZONS I. AIMS To speak about a dream adventure holiday To talk about ambitions To negotiate a plan for a film festival To talk about an ideal job To talk about the consequences of sudden success To talk about dreams and ambitions To talk about the skills and experience to have for a dream job To listen to an author reading from his memoir To listen to an expert talk about stages in a negotiation To read an article about an epic motorcycle journey To read leaflets To read a text about wildlife film-making To read a text about dreams that come true To speak about dreams that come true To read a text about writer Frank McCourt To read an essay about celebrity culture To write a for and against essay To write an application To learn to describe pros and cons To learn to stall for time To watch a video podcast about goals in life To watch a programme about wildest dreams To watch a BBC competition to become a wildlife film-maker To use inversion To use comparative structures To negotiate using proper expressions To know collocations To know synonyms To know vocabulary about ambition
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To know expressions to negotiate To know phrases for describing skills, qualifications and experience To improve the pronunciation of the English Language To improve the intonation of the English Language To recognize the word stress
II. CONTENTS Speaking about a dream adventure holiday Talking about ambitions Negotiating a plan for a film festival Talking about an ideal job Talking about the consequences of sudden success Speaking about dreams and ambitions Talking about the skills and experience to have for a dream job Listening to an author reading from his memoir Listening to an expert talk about stages in a negotiation Reading an article about an epic motorcycle journey Reading leaflets Reading a text about wildlife film-making Reading a text about dreams that come true Speaking about dreams that come true Reading a text about writer Frank McCourt Reading an essay about celebrity culture Writing a for and against essay Writing an application
Communication Skills Language reflections A. Language and grammar functions - Inversion - Comparative structures - Negotiating B. Vocabulary - Collocations - Synonyms - Ambition - Negotiation - Phrases for describing skills, qualifications and experience Sociocultural Aspects To think and debate about life, goals and future To show interest in movies To think and talk about peoples experiences To debate about celebrities
8.4 NIVEL C 1 Utilizar el idioma con flexibilidad, eficacia y precisin para participar en todo tipo de situaciones, en los mbitos personal, pblico, acadmico y profesional que requieran comprender, producir y procesar textos orales y escritos extensos y complejos, en diversas variedades estndar de la
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lengua, con un repertorio lxico amplio, y que versen sobre temas tanto abstractos como concretos, incluso aquellos con los que el hablante no est familiarizado. El nivel C1 tendr como referencia las competencias propias del mismo de acuerdo con el consejo de Europa definidas en el marco comn europeo de referencia para las lenguas (MCER). 8.4.A CRITERIOS DE EVALUACIN Se considerar que un alumno ha adquirido las competencias propias de este nivel, para cada destreza, cuando sea capaz de lo siguiente: Comprensin oral Comprender, incluso en malas condiciones acsticas, textos extensos, lingstica y conceptualmente complejos, que contengan expresiones idiomticas y coloquiales y que traten temas tanto concretos como abstractos o desconocidos para el alumno, incluyendo aquellos de carcter tcnico especializado, en diversas variedades estndar de la lengua y articulados a velocidad normal o rpida, aunque puede que el oyente necesite confirmar ciertos detalles, sobre todo si el acento no le resulta familiar. Comprender informacin especfica en declaraciones y anuncios pblicos que tienen poca calidad y sonido distorsionado; por ejemplo, en una estacin o estadio. Comprender informacin tcnica compleja, como, por ejemplo, instrucciones de funcionamiento, especificaciones de productos y servicios cotidianos. Comprender informacin compleja y consejos sobre todos los asuntos relacionados con la profesin o las actividades acadmicas del usuario. Comprender con relativa facilidad la mayora de las conferencias, charlas, discusiones y debates sobre temas complejos de carcter profesional o acadmico. Comprender una amplia gama de material grabado y retransmitido, incluyendo algn uso fuera de lo habitual, e identificar los pormenores y sutilezas como actitudes y relaciones Implcitas entre los hablantes. Comprender los detalles de conversaciones y debates de cierta longitud entre terceras personas, incluso sobre temas abstractos, complejos o desconocidos, y captar la atencin de lo que se dice. Comprender conversaciones de cierta longitud en las que participa el hablante aunque no estn claramente estructuradas y la relacin entre las ideas sea solamente implcita. Comprender declaraciones y mensajes, avisos e instrucciones detalladas sobre temas concretos y abstractos, en lengua estndar y con un ritmo normal. Comprender discursos y conferencias extensas, e incluso seguir lneas argumentales complejas, aun cuando el tema no le sea completamente conocido y el desarrollo del discurso carezca de marcadores explcitos. Comprender los contenidos de exposiciones e informes, y otras formas de presentacin acadmica y profesional lingsticamente complejas. Comprender documentales, noticias de la televisin o radio, debates, programas sobre temas actuales, entrevistas en directo y otro material grabado o retransmitido en lengua estndar. Comprender obras de teatro y la mayora de las pelculas en lengua estndar. Comprender con todo detalle lo que se dice directamente en conversaciones y transacciones en lengua estndar, incluso en un ambiente con ruido de fondo. Captar gran parte de lo que se dice alrededor. Comprender las discusiones sobre asuntos relacionados con su especialidad y entender con detalle las ideas que destaca el interlocutor. Alcanzar la comprensin antes expuesta con o sin apoyo visual (pelculas, fotos, dibujos).
Expresin e interaccin oral Producir textos claros y detallados sobre temas complejos, integrando otros temas, desarrollando ideas concretas y terminando con una conclusin adecuada, as como dominar
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un amplio repertorio lxico que permita al hablante suplir las deficiencias fcilmente con circunloquios cuando toma parte activa en intercambios extensos de diversos tipos, expresndose con fluidez, espontaneidad y casi sin esfuerzo. Realizar presentaciones claras y bien estructuradas sobre un tema complejo, ampliando con cierta extensin, integrando otros temas, desarrollando ideas concretas y defendiendo sus puntos de vista con ideas complementarias, motivos y ejemplos adecuados, y terminando con una conclusin apropiada, as como responder espontneamente y sin apenas esfuerzo a las preguntas de la audiencia. Participar de manera plena en una entrevista, como entrevistador o entrevistado, ampliando y desarrollando las ideas discutidas con fluidez y sin apoyo y haciendo un buen uso de las interjecciones y otros mecanismos para expresar reacciones y mantener el buen desarrollo del discurso. En transacciones e intercambios para obtener bienes y servicios, negociar la solucin de conflictos y desarrollar su argumentacin en caso de daos y perjuicios, utilizando un lenguaje persuasivo para reclamar una indemnizacin, y establecer con claridad los lmites de cualquier concesin que el hablante est dispuesto a realizar. Participar activamente en conversaciones y discusiones formales animadas y en las que se traten temas abstractos, complejos y desconocidos, identificando con precisin los argumentos de los diferentes puntos de vista, argumentando su postura formalmente, con precisin y conviccin, respondiendo a preguntas y comentarios y contestando de forma fluida, espontnea y adecuada a argumentaciones complejas contrarias. Participar activamente En conversaciones informales animadas que traten temas abstractos, complejos y desconocidos, expresando sus ideas y opiniones con precisin, presentando lneas argumentales complejas de manera convincente y respondiendo a las mismas con eficacia, defendiendo sus ideas con aspectos complementarios y ejemplos relevantes, as como responder a una serie de preguntas complementarias de la audiencia con un grado de fluidez y espontaneidad que no suponga ninguna tensin ni para s mismo ni para el pblico ni se deje de cumplir el acto de comunicacin. En una entrevista, tomar la iniciativa, ampliar y desarrollar sus ideas, bien con poca ayuda, bien obtenindola del entrevistador, si la necesita. En transacciones e intercambios para obtener bienes y servicios, explicar un problema que ha surgido y dejar claro que el proveedor del servicio o el cliente debe hacer concesiones. Participar activamente en conversaciones y discusiones formales, debates y reuniones de trabajo, sean habituales o no, en las que esboza un asunto o un problema con claridad, especulando sobre las causas y consecuencias y comparando las ventajas y desventajas de diferentes enfoques, y en las que ofrece, explica y defiende sus opiniones y puntos de vista, evala las propuestas alternativas, formular hiptesis y responde a stas, contribuyendo al progreso de la tarea e invitando a otros a participar. Participar activamente en conversaciones informales que se dan en situaciones cotidianas, haciendo comentarios; expresando y defendiendo con claridad y detalle sus puntos de vista, evaluando propuestas alternativas, proporcionando explicaciones, argumentos, y comentarios adecuados, realizando hiptesis y respondiendo a stas.
Comprensin lectora Comprender con todo detalle textos extensos y complejos, tanto si se relacionan con su especialidad como si no, siempre que pueda volver a leer las secciones difciles. Comprender con todo detalle instrucciones extensas y complejas sobre aparatos y procedimientos nuevos, tanto si las instrucciones se relacionan con la especialidad del lector como si no, siempre que pueda volver a leer secciones difciles. Comprender cualquier correspondencia.
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Comprender con todo detalle artculos, informes y otros textos extensos y complejos en el mbito social, profesional o acadmico, e identificar detalles sutiles que incluyen actitudes y opiniones tanto implcitas como explcitas. Comprender sin dificultad textos literarios contemporneos extensos y captar el mensaje, las ideas o conclusiones implcitas. Comprender instrucciones extensas y complejas que pertenezcan o no al campo de su especialidad, incluyendo detalles sobre condiciones, advertencias, suposiciones, deseos, preferencias. Identificar con rapidez el contenido y la importancia de noticias, artculos e informes sobre una amplia serie de temas profesionales, aunque no sean propios de su especialidad. Leer correspondencia relativa a diferentes especialidades. Comprender artculos e informes sobre artculos de actualidad en los que los Autores adoptan posturas concretas, aun cuando no sean de su especialidad. Comprender prosa literaria contempornea.
Expresin e interaccin escritas Escribir textos claros y bien estructurados sobre temas complejos relatando las ideas principales, ampliando con cierta extensin y defendiendo sus puntos de vista con ideas complementarias, motivos y ejemplos adecuados, y terminando con Una conclusin adecuada. Escribir informes, artculos y ensayos claros y bien estructurados sobre temas complejos resaltando las ideas principales, ampliando con cierta extensin, defendiendo puntos de vista con ideas complementarias, motivos y ejemplos adecuados, y terminando con una conclusin adecuada. Escribir textos de ficcin de manera clara, detallada y bien estructurada, con un Estilo convincente, personal y natural, apropiados para los lectores a los que van dirigidos. Escribir correspondencia personal, independientemente del soporte, en la que el usuario se expresa con claridad, detalle y precisin y se relaciona con el destinatario con flexibilidad y eficacia, incluyendo usos de carcter emocional, alusivo y humorstico. Escribir correspondencia formal con la correccin debida y ajustndose a las convenciones que requieren la situacin, el destinatario y el formato. Parafrasear y resumir textos largos y minuciosos de diverso carcter y convertir en un nuevo texto escrito y coherente informaciones de diversas fuentes. Escribir cartas en las que se expresan y comentan noticias y puntos de vista con Eficacia, tanto de la persona que escribe como de otras personas, se transmite Cierta emocin y se resalta la importancia personal de hechos y experiencias. Escribir informes que desarrollan un argumento, razonando a favor o en contra de un punto de vista y explicando las ventajas y desventajas de las diversas posturas. Escribir reseas de pelculas, de libros o de obras de teatro y otros eventos culturales. Escribir narraciones de hechos basados en la experiencia tanto personal como ajena. Tomar notas de forma estructurada y con claridad sobre aspectos importantes en una conferencia sobre un tema que puede tanto ser de su especialidad como ser ajeno a ella. Resumir textos tanto factuales como de ficcin, comentando y analizando puntos de vista opuestos y los temas principales, as como resumir fragmentos de noticias, entrevistas o documentales que contienen opiniones, argumentos y anlisis, y la trama y la secuencia de los acontecimientos de pelculas o de obras de teatro.
8.4.B MATERIAL PARA EL CURSO C-1 Libros de consulta recomendados para el Nivel C1-1 y 2: - Gramtica y vocabulario Mygrammarlab Advanced C1/C2, m. Foley, D. Hall (Pearson, 2012) Oxford English Grammar Course. Advanced. M. Swan, C. Walter. Oxford. (OUP)
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Destination C1 & C2, Mann, Malcom & Taylore-Knowles, S. (Macmillan) Grammar & Vocabulary for Cambridge Advanced and Proficiency, Side, R. & Wellman. (Longman) - Diccionarios Longman Dictionary of Contemporary English (LDOCE) (5th edition, 2009) Gran Diccionario Oxford espaol-ingls (OUP, 2004) www.wordreference.com www.onelook.com Macmillan Dictionary on-line
8.4.1 CURSO C1-1 8.4.1A Material obligatorio: Global Advanced, Coursebook. L. Clandfield & A. Jeffries, with additional material by R. Robb Benne & M. Vince. (Macmillan), unidades 1, 2, 3, 4, 5. 8.4.1B TEMPORALIZACION ORIENTATIVA 1er cuatrimestre: UNIDAD 1: 16 septiembre 23 octubre UNIDAD 2: 23octubre - 5 diciembre UNIDAD 3: 10 diciembre - 20 enero Informacin de la evaluacin de progreso del 1er cuatrimestre: 22 y 23 de enero. 2 cuatrimestre: 27 enero - 20 febrero UNIDAD 4: 24 febrero - 10 abril UNIDAD 5: 21 abril 13 mayo Das para las pruebas de la evaluacin final de aprovechamiento: del 14 al 27 de mayo. Informacin a los alumnos: 28 y 29 de mayo.
UNIT 1 FACT & FICTION OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: Extend their vocabulary and learn to use collocations for going online through different activities. Read a text to do with wikipedia facts and be able to discuss it. Practise discussing personal facts. Write an online encyclopaedia entry. Study the use of the present simple and continuous for facts and trends. Read and listen to a text about museums. Learn vocabulary to do with emotional reactions. Listen to a recording about the Arabian nights Discuss questions about fiction and stories. Learn to write a story. Practise using ellipsis and prefixes. Read a text about science fiction. Listen to and react to a question. Practise functional language for making plans and arrangements. Listen to people making arrangements to meet Practise inviting and making firm arrangements Study and practise the use of future forms.
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Discuss the evolution of words connected to technology. Learn to write a job application using formal letter conventions, using addition and giving personal information. Learn how to set goals in the study skills section. CONTENTS LISTENING - Listen to and repeat some words and say which ones carry the main stress in each sentence. - Listen to a recording about museums and discuss whether some statements are true or false. - Listen to an interview with a professor and complete the gaps in a text. - Listen to the frame story of the Arabian nights and complete some related activities. - Listen to and check stress patterns. - Listen to five opinions about life on other planets and answer questions. - Listen to people making arrangements to meet and answer questions. - Listen to some questions paying attention to the intonation. SPEAKING - Tell a partner facts about themselves. - Discuss their ideas on collective intelligence. - Discuss questions about museums with a partner. - Talk about frame stories. - Discuss their favourite stories. - Discuss their opinions about science fiction. - Talk about life beyond earth. - Ask and answer questions so as to practise ellipsis. - Talk about meeting points in their area. - Ask and answer questions about their partner's plans for the coming week. - Look at some words and say which ones will become obsolete. READING - Read a text about wikipedia facts and complete some related activities. - Match some lines with paragraphs from a text. - Read a box about collocations for going online. - Read the instructions for writers from the wikipedia website. - Read texts related to adventurous museums and art galleries. - Match some grammar rules about the use of the present simple and continuous with the correct phrases. - Read the grammar focus sections of the unit. - Read some notes about a good story and answer some questions. - Read about gradable adjectives and complete some activities. - Read an interactive quiz by NASA and answer questions. - Read some notes about the use of ellipsis and complete some related exercises. - Read a text about science fiction and answer questions. - Read the language focus section about expressions to describe plans and arrangements. - Read the global English section about English: just the facts? And answer questions. - Read a letter applying to a job and complete some activities. - Read about linking ideas with addition. - Read the study skills section about setting goals. WRITING - Write the introduction of an entry for an online encyclopaedia website. - Complete some activities related to the use of the present simple and continuous. - Write true sentences describing facts or trends. - Make a list of fiction and non-fiction books. - Complete some rules about gradable adjectives. - Write sentences about a story. - Complete some stories with the openings given and read them to a partner.
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- Complete sentences with the correct form of the words given. - Complete exercises practising the use of linkers. - Write a letter to apply for a job following some guidelines. LANGUAGE KNOWLEDGE AND USE LINGUISTIC KNOWLEDGE: GRAMMAR. Present simple and continuous for facts and trends (p9) Ellipsis (p13) Future forms (p14) VOCABULARY. Emotional reactions (p11) PRONUNCIATION. - Personal facts (p6) - Emotional reactions (p11) LEARNING REFLEXION: - Reading texts: Is wikipedia part of a new global brain? (p6) / The worlds most adventurous museums (p8) / Just science fiction? (p12) - Listening texts: Interview about museums (p8) / The Arabian nights (p10) / Reacting to a question (p12) - Speaking activities: Collocations for going online (p7)/ The worlds most adventurous/ Fiction and stories (p10) / Prefixes (p12) Learning functional language for making plans and arrangements (p14) Writing an online encyclopaedia entry (p7), a story (p11), a job application (p16) Study skills section: setting goals (p17) SOCIO CULTURAL ASPECTS AND INTERCULTURAL AWARENESS Background note: references to the bounty. (tb p5) Background note: references to the renaissance. (tb p5) Background note: references to the Arabian nights. (tb p8) Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities LITERARY EDUCATION Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to: Take their first steps in the literary genres. Read texts or pieces of works from English speaking countries. Make a guided use of the school library and of virtual ones. Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries. Make oral and written summaries of stories and express personal opinions about them. READING TEXTS IN THIS UNIT: - Is wikipedia part of a new global brain? (p6) - The worlds most adventurous museums (p8) - Just science fiction? (p12) UNIT 2 LIGHT & DARK
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OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: Listen to and speak about light in paintings. Read a text about cloths of heaven and complete related activities. Learn about real and metaphorical light. Learn the pronunciation of different words in order to practise chunking. Practise doing future predictions. Learn vocabulary to do with the solar solution. Practise conversations about the sun. Learn and practise vocabulary related to sounds. Read a text about an exhibition to discover the unseen. Practise talking about disabilities. Extend their vocabulary learning ways of describing fear. Study and practise the use of narrative tenses. Listen to a recording about going through the tunnel. Discuss difficult experiences Practise agreeing and disagreeing Listen to people explaining their opinions Practise stating opinion. Describe frightening experiences. Practise writing a story and an email to a friend using time expressions. Practise exploring collocations in the study skills section.
CONTENTS LISTENING - Listen to the description of a painting and answer questions. - Listen to and practise the pronunciation of a sentence paying attention to the correct stress. - Listen to different sounds and try to identify them. - Listen to a short story and complete some activities. - Listen to three conversations showing agreement or disagreement and answer questions. - Listen to someone reading some expressions paying attention to the intonation. - Listen to some young people talking about the fear of the dark and answer questions. SPEAKING - Look at a painting and answer some questions. - Discuss the importance of sunlight for them. - Discuss some photos using the correct collocations. - Talk about different matters to do with disability in their learning institution. - Speak about fearing situations. - Talk about a time when they did something difficult or scary. - Show agreement or disagreement towards several statements and compare with a partner. - Speak with their partners about phobias. READING - Read a text about cloths of heaven and complete some related exercises. - Match some phrases to the correct metaphors. - Read a text about the solar solution and complete some related activities. - Read some explanations about future tenses. - Read the grammar focus sections of the unit. - Read a text about dialogue in the dark and complete some related exercises. - Read a text about the unseen and answer some questions. - Read some extracts from a story and complete some exercises. - Read a note about ways of describing fear. - Read some grammar explanations about narrative tenses and complete some activities. - Read a text about Doris Lessing.
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- Match sentence halves and categorise some expressions. - Match some phobias to their correct meanings. - Read an e-mail and complete some related activities. - Read the study skills section about exploring collocations. WRITING - Complete some future predictions with the correct words. - Rewrite some predictions to reflect their own opinions. - Complete some sentences with words to do with sounds. - Write some lines to do with different sounds. - Complete an extract from a story with the appropriate narrative tenses. - Write some lines about a story using a range of verb forms. - Complete some sentences with their own opinions. - Complete some activities so as to practise the use of like. - Complete some activities so as to practise the use of time expressions.. - Write an e-mail to a friend following some guidelines. LANGUAGE KNOWLEDGE AND USE LINGUISTIC KNOWLEDGE: Grammar. - Future predictions (p21) - Narrative tenses (p25) Vocabulary. - Cloths of heaven (p19) - Real and metaphorical light (p19) - The solar solution (p20) - Sounds (p22) Pronunciation. - Chunking (p19) LEARNING REFLEXION: - Reading texts: Cloths of Heaven (p19) / Real and Metaphorical light (p19) / The solar solution (p20) / Dialogue in the dark An exhibition to discover the unseen (p22) - Listening texts: Light in paintings (p18) / Through the tunnel (p24) - Speaking activities: Light in paintings (p18) / The sun (p20) / Disabilities (p23) / Through the tunnel (p24) / Ways of describing fear (p24) / Difficult experiences (p25) - Learn functional language for agreeing and disagreeing (p26) - Learn about phobias (p27) Writing a story (p28) Study skills section: exploring collocations (p29) SOCIO CULTURAL ASPECTS AND INTERCULTURAL AWARENESS Background note: references to installation art (tb page 19). Background note: references to the British national corpus (tb page 23). Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities LITERARY EDUCATION Through the reading texts included in this unit and the suggestions for reading english literature, students will be able to: Take their first steps in the literary genres. Read texts or pieces of works from English speaking countries.
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Make a guided use of the school library and of virtual ones. Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries. Make oral and written summaries of stories and express personal opinions about them. READING TEXTS IN THIS UNIT: - Cloths of heaven (p19) / - Real and metaphorical light (p19) / - The solar solution (p20) / - Dialogue in the dark an exhibition to discover the unseen (p22) UNIT 3 GREAT & SMALL OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: Study the use of relative clauses. Practise reading and listening about great expectations. Talk about greatness, hopes and expectations. Learn and practise vocabulary to do with numbers. Listen to a text about geographical sites. Read a text about great travel experiences and complete some activities. Learn and practise the difference between small and little, quiet and silent. Study the use of compound nouns. Listen to a text about childhood toys. Write about a small toy. Practise talking about collecting. Read a text about the god of small things. Listen to and practise the pronunciation of weak and strong forms. Practise narrating and responding. Listen to anecdotes about childhood events Practise telling anecdotes. Learn about Indian English and discuss varieties of a language and dialects. Write an essay practising contrast, gathering ideas and giving a personal opinion. Learn about improving their reading efficiency in the study skills section.
CONTENTS LISTENING - Listen to people talking about places and pay attention to the pronunciation. - Read a text about great travel experiences and answer questions. - Listen and write the numbers they hear. - Listen and practise the pronunciation of different words. - Listen to people talking about toys and answer questions. - Listen to a paragraph from a reading text and pay attention to the pronunciation. - Listen to people telling an anecdote related to a small child and answer questions. - Listen and repeat expressions using the correct intonation. SPEAKING - Discuss a quotation about greatness. - Tell a partner about their hopes or expectations. - Talk about the places in the world they've been to. - Look at some photos of popular small toys and talk about them. - Discuss questions about collections. - Discuss their views about silence. - Talk about expressions used by a small child or by an adult. - Tell a short anecdote on a situation from their childhood to the rest of the class. - Talk about the varieties of their own language.
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READING - Read an excerpt from great expectations and complete some related activities. - Read some grammar explanations about the use of relative clauses. - Read the grammar focus sections of the unit. - Read a text about great travel experiences and complete some related exercises. - Read a note about the use of great. - Read a note about the use of small or little. - Look at some compound nouns and say which ones are correct. - Read some explanations about the use of compound nouns. - Read and listen to an extract from an Indian novel and complete some related activities. - Read the global English section about Indian English and complete some exercises. - Read a text about lasers and answer questions. - Read the study skills section about improving their reading efficiency. WRITING - Rewrite some sentences with the correct relative clauses. - Write a short paragraph about a small toy and work with a partner. - Complete sentences with the correct compound nouns. - Complete some story openings with the suitable words. - Put some responses into four categories. - Complete some activities using the correct linkers of contrast. - Write an essay following some guidelines. LANGUAGE KNOWLEDGE AND USE LINGUISTIC KNOWLEDGE: GRAMMAR. Relative clauses (p30) Compound nouns (p35) VOCABULARY. Numbers (p33) Quiet and silent (p37) PRONUNCIATION. Numbers (p33) Weak and strong forms (p36) Quiet and silent (p37) LEARNING REFLEXION: - Reading texts: Great expectations (p30) / Great travel experiences (p32) / The god of small things (p36) - Listening texts: Great expectations (p30) / Geographical sites (p32) / Childhood toys (p34) / The god of small things (p36) - Speaking activities: greatness (p30) / hopes and expectations (p31) / great travel experiences (p32) / great (p33) / small or little (p34) / collecting (p35) Learning functional language for narrating and responding (p38) Learning about Indian English (p39) Writing an essay (p40) Study skills section: improving your reading efficiency (p41) SOCIO CULTURAL ASPECTS AND INTERCULTURAL AWARENESS Background note: references to great expectations (tb page 35). Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities LITERARY EDUCATION
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Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to: Take their first steps in the literary genres. Read texts or pieces of works from English speaking countries. Make a guided use of the school library and of virtual ones. Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries. Make oral and written summaries of stories and express personal opinions about them. READING TEXTS IN THIS UNIT: - Great expectations (p30) / - Great travel experiences (p32) / - The god of small things (p36). UNIT 4 THEORY & PRACTICE OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: Practise the use of vocabulary to do with theory and research through different activities. Study the use of modals for language functions, modals of obligation and past modal forms. Talk about the myth of Mars and Venus. Listen to a recording about communication problems. Read a text and talk about gender differences. Practise using words to do with the cinema. Read a text about dogme 95 and answer questions. Learn to write a manifesto. Study the use of determiners and similes through different activities. Read a text about el sistema and complete activities. Practise talking about skills. Listen to a text about Pygmalion and answer questions. Practise talking about small talk, paying attention to the pronunciation of question tags and accents. Practise asking for clarification Listen to explanations and clarifications Learn to ask for and give clarifications. Discuss ways to improve their English. Write a review using extra information for describing a film. Learn to work on pronunciation in the study skills section. CONTENTS LISTENING - Listen to an extract from a book about men and women and answer questions. - Listen to some sentences and pay attention to the intonation of questions tags. - Listen to four conversations and answer questions to do with communication. - Listen to and repeat sentences paying attention to the pronunciation of the /t/ sound. - Listen to people giving tips on how to improve their English and write short summaries. SPEAKING - Show agreement or disagreement with their partner's ideas. - Express some ideas in a more direct way using a modal verb. - Improvise conversations using modal verbs. - Discuss questions about the cinema and the films. - Tell a partner about their favourite film. - Discuss questions about different skills.
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- Look at some photos and say what they know about el sistema. - Discuss the topics of conversation with a person you meet for the first time. - Think of polite ways to respond to some conversation openers. - Talk about regional accents with a partner. - Discuss situations when communication breaks down. - Practise asking for clarification in different situations. - Role-play some situations to do with communication with a partner. - Talk about ways to improve their English using I mean. READING - Read the titles of some best-selling books and talk about them. - Read an extract from the myth of Mars and Venus and complete some related activities. - Read the summary of some texts and choose the correct alternatives. - Choose the correct function to describe some sentences with modal verbs. - Read some film descriptions and talk about them. - Read opinions about films and show agreement or disagreement. - Read a text about dogme 95 and complete some related exercises. - Read the grammar focus sections of the unit. - Read a text about el sistema and complete some related activities. - Read some notes about determiners. - Read a text about George Bernard show and complete some related exercises. - Read a note about the use of similes. - Read several sayings about practice and compare them with their own language. - Read some notes about the use of i mean. - Read a text about the king's speech and answer questions. - Read the study skills section about working on pronunciation. WRITING - Fill in the gaps in a text about films with the appropriate words. - Complete some activities using the correct modals of obligation and past modal forms. - Design a manifesto with rules and guidelines for English lessons using the correct modal verbs. - Complete sentences with the correct determiners. - Make questions and comments using question tags. - Improvise conversations with question tags. - Complete a plan for a review. - Complete some exercises to do with extra information. - Write a review following some guidelines. LANGUAGE KNOWLEDGE AND USE LINGUISTIC KNOWLEDGE: GRAMMAR. Modals: language functions (p43) Modals of obligation (p45) Past modal forms (p45) Determiners (p47) VOCABULARY. Theory and research (p42) Cinema (p44) PRONUNCIATION. Question tags (p48) Accents (p49)
LEARNING REFLEXION: - Reading texts: gender differences (p42) / the myth of Mars and Venus (p42) / dogme 95 (p44) / el sistema (p46) Listening texts: communication problems (p42) / Pygmalion (p48) Speaking activities: gender differences (p42) / The myth of Mars and Venus (p42) / cinema (p44) / skills (p46) / small talk (p48) / similes (p49)
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Learning functional language for asking for clarification (p50) Learning about practice (p51) Writing about theory and research (p42) Writing a manifesto (p45) / a review (p52) Study skills section: working on pronunciation (p53) SOCIO CULTURAL ASPECTS AND INTERCULTURAL AWARENESS Background note: references to RP (received pronunciation) (tb page 60) Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities LITERARY EDUCATION Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to: Take their first steps in the literary genres. Read texts or pieces of works from English speaking countries. Make a guided use of the school library and of virtual ones. Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries. Make oral and written summaries of stories and express personal opinions about them. READING TEXTS IN THIS UNIT: - Gender differences (p42) / - The myth of mars and venus (p42) / - Dogme 95 (p44) / - El sistema (p46) UNIT 5 HEROES & VILLAINS OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: Talk about heroism and personal qualities. Learn and practise expressions with stand and give. Read and listen to a text about Gilgamesh and complete related activities. Learn and practise using vocabulary about world problems. Practise using abbreviations and acronyms for international organisations. Study the use of the present perfect simple and continuous. Listen to recording about unsung heroes and world vision volunteers. Learn to write a news report. Practise words to do with crimes and punishments. Read a text related to piracy and discuss it. Listen to a text about piracy in Somalia. Learn to pronounce word stress. Extend their vocabulary by learning ways of describing bad people. Study the use of participle clauses. Read a text about the nature of evil. Talk about a Stanford experiment. Practise managing conversations Listen to people exchanging stories and practice interrupting and changing the topic of conversation. Learn about linguistic heroes and villains Discuss the protection of minority languages.
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Write a report using paragraph structure, and describing facts and figures. Practise register awareness in the study skills section. CONTENTS LISTENING - Listen to a text about Gilgamesh and complete some activities. - Listen to an interview with an international charity and complete some exercises. - Listen to a captain's experiences and answer to true/false type questions. - Listen to a Somali pirate's account of his life and discuss some questions. - Listen to some sentences and pay attention to the pronunciation. - Listen to five people chatting around a table and answer some questions. - Listen and practise the pronunciation of different expressions. SPEAKING - Talk about heroes or heroines in their culture. - Discuss questions about world problems. - Discuss issues to do with crimes and punishments. - Talk about famous historical or fictional pirates. - Take it in turns to talk about different topics practising managing conversations. - Look at some charts and discuss them. READING - Read about the characteristics of a hero and answer questions. - Read a text about an "epic" and complete some related exercises. - Read a note about Stephen Mitchell. - Read some opinions and match phrases with the appropriate synonyms. - Read some statements and show agreement and disagreement. - Read a newspaper headline and talk about it. - Read some grammar explanations about the use of the present perfect simple and continuous and complete some activities. - Read a text about good news and answer questions. - Read a text about crimes and punishments and answer questions. - Read a text about piracy and answer questions. - Read a text about a classic psychological experiment and answer questions. - Read a text about the nature of evil and complete some related exercises. - Read a note about the use of vocabulary about ways of describing bad people. - Match some groups of expressions to the correct functions. - Read the global English section about linguistic heroes and villains and complete some exercises. - Read a report about child poverty and answer questions. - Read the grammar focus sections of the unit. - Read the study skills section about register awareness. WRITING - Complete some expressions with the correct words. - Complete sentences with the correct words to do with world problems. - Write a short repost following a model. - Complete sentences about piracy with the correct form of the words given. - Complete some activities to do with participle clauses. - Write a report paying attention to paragraph structure and following some guidelines. LANGUAGE KNOWLEDGE AND USE LINGUISTIC KNOWLEDGE: GRAMMAR. Present perfect simple and continuous (p57) Participle clauses (p61) VOCABULARY. Heroism and personal qualities (p54) Expressions with stand and give (p55) World problems (p56)
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Crimes and punishments (p58) Pronunciation. Word stress (p59) LEARNING REFLEXION: - Reading texts: Gilgamesh (p54) / piracy (p58) / the nature of evil (p60) - Listening texts: Gilgamesh (p54) / Unsung heroes/world vision volunteers (p56) / Piracy in Somalia (p58) - Speaking activities: heroism and personal qualities (p54) / unsung heroes/world vision volunteers (p56) / abbreviations and acronyms for international organisations (p57) / crimes and punishments (p58) / piracy in Somalia (p58) / Stanford experiment (p60) / ways of describing bad people (p60) Learning functional language for managing conversations (p62) Learning about linguistic heroes and villains (p63) Writing news reports (p57) Study skills section: register awareness (p65) SOCIO CULTURAL ASPECTS AND INTERCULTURAL AWARENESS References to Steepen Mitchell and his book Gilgamesh. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities LITERARY EDUCATION Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to: Take their first steps in the literary genres. Read texts or pieces of works from English speaking countries. Make a guided use of the school library and of virtual ones. Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries. Make oral and written summaries of stories and express personal opinions about them. READING TEXTS IN THIS UNIT: - Gilgamesh (p54) / piracy (p58) / - The nature of evil (p60)
8.4.2 CURSO C1-2 8.4.2A Material obligatorio: Global Advanced, Coursebook. L. Clandfield & A. Jeffries, with additional material by R. Robb Benne & M. Vince. (Macmillan), unidades 6, 7, 8, 9, 10. 8.4.2B TEMPORALIZACION ORIENTATIVA 1er cuatrimestre: UNIDAD 6: 16 septiembre 23 octubre UNIDAD 7: 23octubre - 5 diciembre UNIDAD 8: 10 diciembre - 20 enero Informacin de la evaluacin de progreso del 1er cuatrimestre: 22 y 23 de enero. 2 cuatrimestre: 27 enero - 20 febrero UNIDAD 9: 24 febrero - 10 abril UNIDAD 10: 21 abril 13 mayo
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Das para las pruebas de la evaluacin final de aprovechamiento: del 14 al 27 de mayo. Informacin a los alumnos: 28 y 29 de mayo.
UNIT 6 TRADE & COMMERCE OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: Extend their vocabulary by learning the differences between change and exchange and gold and golden. Study the use of the passive voice. Listen to a recording about the silk road and pay attention to list intonation. Learn vocabulary about ways of looking and about problems. Read a text about the long song and answer some questions. Practise talking about freedom and slavery. Read about Bangalore and listen to ideas for Indias future. Talk about tackling problems. Learn the use of cleft sentences. Read a text about the new golden age. Practise talking about investments. Learn vocabulary for negotiating Listen to situations involving negotiations Discussing customer service questionnaires Learn to write e-mails using cohesion, clarification and emphasis. Practise learning language in context in the study skills section. CONTENTS LISTENING - Listen to people talking about the Silk Road and answer questions. - Listen and practise the intonation in some sentences. - Listen to an Indian entrepreneur and answer questions. - Listen to four conversations negotiating and answer questions. - Listen and complete some sentences with the correct words. - Listen to four people talking about customer service in different countries and answer questions. SPEAKING - Discuss questions to do with trade routes. - Compile and compare lists of different matters to do with trade. - Work in groups talking about important contributions that their country has had in the world. - Look at some pictures and discuss their connection with trade. - Discuss some quotations to do with freedom and slavery. - Talk about different types of industry. - Talk about the growth of the Indian industry. - Look at some issues and decide which ones are the most problematic in their country. - Talk about safe investments. - Have conversations about different issues so as to practise negotiating. - Talk about customer service in their country. READING - Read a note about the use of change and exchange. - Read some sentences aloud so as to practise pronunciation. - Read some grammar explanations about the use of the passive. - Read some extracts from the long song and complete some related exercises. - Read some sentences and decide whether they are literal or metaphorical. - Read a text about Bangalore and answer questions.
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- Read a text about the new golden age and complete some related activities. - Read a note about the use of gold or golden. - Read the grammar focus sections of the unit. - Read some grammar explanations about the use of cleft sentences. - Read a note about Jasmine alibhai-brown. - Read and complete the language focus section about stance markers. - Read a series of e-mails and complete some related activities. - Read some e-mails paying attention to how they show clarification and emphasis. - Read the study skills section about learning language in context. WRITING - Complete a text with an appropriate active or passive form of the verbs given. - Write passive sentences about three commonly traded items. - Complete a text with the suitable quotations to do with freedom and slavery. - Write sentences describing a conflict between two people. - Complete some sentences with the correct words related to problems. - Complete some collocations to do with problems. - Complete a dialogue with the correct collocations. - Rewrite some sentences in order to emphasize some words. - Complete sentences with their own ideas using cleft sentences. - Complete sentences making offers or concessions with the appropriate words. - Choose the correct alternative to complete some sentences so as to practise cohesion. - Write an e-mail replying to an enquiry following some guidelines. LANGUAGE KNOWLEDGE AND USE LINGUISTIC KNOWLEDGE: GRAMMAR. - The passive (p67) - Cleft sentences (p73) VOCABULARY. - Ways of looking (p69) - Problems (p71) PRONUNCIATION. - List intonation (p66) LEARNING REFLEXION: - Reading texts: the long song (p68) / Bangalore (p70) / the new golden age (p72) - Listening texts: the silk road (p66) / ideas for Indias future (p70) - Speaking texts: change and exchange (p66) / list intonation (p66) / freedom and slavery (p68) / Bangalore (p70) / tackling problems (p71) / investments (p72) / gold and golden (p72) - Learning functional language for negotiating (p74) - Writing e-mails (p76) - Study skills section: learning language in context (p77) SOCIO CULTURAL ASPECTS AND INTERCULTURAL AWARENESS References to Andrea Levy and her book the long song. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities LITERARY EDUCATION Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to: Take their first steps in the literary genres. Read texts or pieces of works from English speaking countries. Make a guided use of the school library and of virtual ones.
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Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries. Make oral and written summaries of stories and express personal opinions about them. READING TEXTS IN THIS UNIT: - The long song (p68) / Bangalore (p70) / - The new golden age (p72) UNIT 7 HEARTS & MINDS OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: Study and practise the use of articles. Read a text about the beating heart and answer questions. Practise the pronunciation of the sounds // and //. Extend their vocabulary learning collocations with heart. Study the use of unreal conditionals and practise them. Read and listen to a text about Romeo and Juliet: the balcony scene. Learn to write a piece of advice. Learn vocabulary related to the mind. Read a text about mindfulness and answer questions. Talk about concentration and daydreaming. Practise talking about nature vs nurture. Study the use of gerunds and infinitives. Listen to and practise the pronunciation of // and //. Talk about dealing with difficult situations Listen to difficult requests and responses Role-play a difficult situation. Discuss experimenting with language Write an argument practising structuring and linkers of cause and consequence. Learn how to improve their speaking skills in the study skills section. CONTENTS LISTENING - Listen and repeat expressions using the correct pronunciation of the. - Listen to an extract from the balcony scene and answer questions. - Listen to an interview related to the brain and answer questions. - Listen to and repeat words so as to practise the pronunciation of the sounds /t/ and //. - Listen to four conversations of people dealing with difficulties and answer questions. - Listen and repeat expressions so as to practise the pronunciation. SPEAKING - Discuss some questions to do with the heart with a partner. - Look at some photos of animals and discuss them. - Work in pairs answering questions about Romeo and Juliet. - Talk about the importance of concentration in different situations. - Discuss questions to do with mindfulness. - Look at a picture of a human brain and discuss some questions with a partner. - Role-play different situations dealing with difficulties. READING - Read a text about animals' hearts and complete some related activities. - Read some grammar explanations about the use of articles. - Read the grammar focus sections of the unit. - Match two halves of different proverbs and practise reading them aloud. - Read an extract from Romeo and Juliet and answer questions.
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Read a note about the use of collocations with heart. Read some sentences and answer questions using unreal conditionals. Read a text about mindfulness and complete some related exercises. Match some pairs of sentences to do with the mind. Read about the nature versus nurture debate and discuss some questions. Read a text about the attachment theory and complete some related activities. Read a letter from a teacher to a parent and delete the incorrect alternatives. Read the global English section about the best English teacher and complete some exercises. - Match the two halves of several quotations from Shakespeare. - Read an essay about the best ways to achieve good health and discuss questions. - Read the study skills section about improving their speaking skills. WRITING - Write generalisations about different alternatives. - Write some lines about a topic using unreal conditionals. - Complete some sentences to do with concentration so that they are true for them. - Complete some sentences with the correct gerund or infinitive forms. - Complete some conversation openers with the appropriate words. - Change some sentences so as to make more polite requests. - Make a list of ways to achieve good health. - Complete some expressions with the suitable prepositions. - Write an essay following some guidelines. LANGUAGE KNOWLEDGE AND USE LINGUISTIC KNOWLEDGE: GRAMMAR. - Articles (p79) - Unreal conditionals 1 (p81) - Gerund and infinitive (p85) VOCABULARY. - Mind (p83) - Nature vs nurture (p84) PRONUNCIATION. - // and // (p79) - /t/ and // (p84) LEARNING REFLEXION: - Reading texts: the beating heart (p78) / Romeo and Juliet: the balcony scene (p80) / mindfulness (p82) / attachment theory (p85) - Listening texts: Romeo and Juliet: the balcony scene (p80) / the developing brain (p84) - Speaking activities: collocations with heart (p81) / concentration and daydreaming (p82) / nature vs nurture (p84) - Learning functional language for dealing with difficult situations (p86) - Writing advice (p81) - Writing an argument (p88) - Study skills section: improving your speaking skills (p89) SOCIO CULTURAL ASPECTS AND INTERCULTURAL AWARENESS Background note: references to Romeo and Juliet by Shakespeare (tb page 101). Background note: references to Buddhism. (tb page 103). Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities LITERARY EDUCATION
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Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to: Take their first steps in the literary genres. Read texts or pieces of works from English speaking countries. Make a guided use of the school library and of virtual ones. Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries. Make oral and written summaries of stories and express personal opinions about them. READING TEXTS IN THIS UNIT: - The beating heart (p78) / - Romeo and Juliet: the balcony scene (p80) / - Mindfulness (p82) / - Attachment theory (p85) UNIT 8 CHANCE & DESIGN OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: Extend their vocabulary with words to do with chance Study and practise the use of real and unreal conditionals. Read a text about chances and complete exercises. Practise speaking about probability. Practise the use of verbs describing accidents. Read a text about the idea of perfection and discuss awkward situations. Practise vocabulary to describe reactions. Read a text about controversial designs and answer questions. Listen to and speak about buildings. Write a short message or response about a building. Read grammar explanations about passive reporting. Talk and write about conspiracy theories. Practise giving a presentation Listen to a presentation about website design Give an introduction to a presentation Discuss the design of different areas or public buildings Write an article adding interest to their writing and using linkers to do with attitude. Learn about extensive reading in the study skills section. CONTENTS LISTENING - Listen to an extract from a novel and answer questions. - Listen and check the pronunciation of have. - Listen to two people talking about buildings and answer questions. - Talk about the buildings they prefer. - Listen to someone giving a presentation and answer questions. - Listen to two people reading a passage paying attention to the pronunciation. - Listen to people talking about places they have visited and answer questions. SPEAKING - Tell a partner about good and back luck. - Ask and answer questions using the real conditionals. - Look at some probability puzzles and discuss them. - Look at some photos and describe the appearance of people in them. - Role-play a conversation in different tones. - Speak with a partner about events or encounters in their own lives. - Look at some photos of buildings and describe them.
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- Talk about the places they would most like to see. - Discuss popular conspiracy theories in the American culture. - Talk about the features of a good presentation. - Choose a topic and make a presentation in groups. - Talk about places they have visited. READING - Read a text about chances and answer questions. - Read a note about the uses of the word chance. - Read some grammar explanations about the use of real conditionals and complete some related activities. - Read the grammar focus sections of the unit. - Read a synopsis of the idea of perfection and complete some related activities. - Read some grammar explanations about the use of unreal conditionals and complete exercises. - Read a text about controversial designs and complete some related activities. - Read about popular conspiracy theories in the American culture. - Read a text to do with conspiracy and complete some related exercises. - Match some expressions to the correct functions. - Match the beginnings and the endings of some sentences. - Read an article to do with a trip to Nepal and answer questions. - Read the study skills section about extensive reading. WRITING - Complete a text about the use of probability in weather forecasting. - Complete sentences with vocabulary about minor accidents. - Classify some descriptive adjectives. - Choose the correct alternative to complete some sentences. - Write messages describing the buildings they prefer. - Complete some rules with the appropriate passive reporting verbs. - Rewrite some sentences using passive reporting verbs. - Write a short paragraph outlining a conspiracy theory. - Complete the introduction of a presentation with the suitable words. - Complete sentences with the correct linkers of attitude. - Write an article about a decision following some guidelines. LANGUAGE KNOWLEDGE AND USE LINGUISTIC KNOWLEDGE: GRAMMAR. - Real conditionals (p91) - Unreal conditionals 2 (p93) - Passive reporting (p97) VOCABULARY. - Verbs describing accidents (p92) - Awkward situations (p92) - Describing reactions (p95) PRONUNCIATION. - Have (p93) LEARNING REFLEXION: - Reading texts: what are the chances? (p90) / the idea of perfection (p93) / four highly controversial designs (p94) / ruled by design (p96) - Listening texts: the idea of perfection (p92) / buildings (p94) - Speaking activities: chance (p90) / probability (p91) / the idea of perfection (p92) / verbs describing accidents (p92) / awkward situations (p92) / buildings (p94) / a short message or response about a building (p95) / conspiracy theories (p96) - Learning functional language for giving a presentation (p98)
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- Writing a short message or response about a building (p95) / conspiracy theories (p97) / an article (p100) - Study skills section: extensive reading (p101) SOCIO CULTURAL ASPECTS AND INTERCULTURAL AWARENESS References to British physicist john d barrow and his book 100 essential things you didn't know you didn't know. References to Kate Grenville and her novel the idea of perfection References to famous buildings in the world such as the Pompidou cultural centre in Paris, the Ncpa in Beijing or the beehive in wellington, New Zealand. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities LITERARY EDUCATION Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to: Take their first steps in the literary genres. Read texts or pieces of works from English speaking countries. Make a guided use of the school library and of virtual ones. Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries. Make oral and written summaries of stories and express personal opinions about them. READING TEXTS IN THIS UNIT: - What are the chances? (p90) / - The idea of perfection (p93) / - Four highly controversial designs (p94) / - Ruled by design (p96)
UNIT 9 TIME & MOTION OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: Extend their vocabulary with collocations with time. Study and practise the use of the unreal past time. Listen to and speak about concepts of time. Learn expressions with get. Study the use of quantifiers. Read and speak about working time around the world. Extend their vocabulary by learning differences between UK / US English. Read a text about traffic and answer questions. Speak about congestion problems. Learn vocabulary to do with formal and informal language. Read a text about the secret life of bees. Listen to a recording about the dance of the honeybees. Speak about animal behaviour. Practise being interviewed. Listen to a job interview. Role-play an interview for a chosen job. Discuss how language changes over time. Write a proposal using linkers of result and using the impersonal style. Learn how to improve listening in the study skills section. CONTENTS
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LISTENING - Listen to people talking about time and answer questions. - Listen to someone talking about how time is conceived in different societies and label a diagram. - Listen and complete sentences practising the unreal past time. - Listen to a recording about the "dance language" of honeybees and complete some activities. - Listen to a job interview and answer questions. - Listen to the answers to a job interview and discuss. - Listen and practise repeating the intonation in different sentences. SPEAKING - Discuss questions about time with a partner. - Talk about working time in their country. - In small groups compare different topics in their country and in other countries they know. - Compare ideas for dealing with congestion problems with a partner. - Look at some photos of bees and explain what is happening. - Discuss some sentences to do with animal movement. - Talk about the qualities and skills needed for different jobs. - Choose a job and describe it to a partner. - Discuss examples of how their own language is changing. READING - Read a note about collocations with time. - Match some sentences to the correct tenses in a timeline. - Read some grammar explanations about the use of the unreal past time. - Read the grammar focus sections of the unit. - Read a text about working time around the world and complete some related activities. - Read some grammar explanations about the use of quantifiers. - Read extracts from the book traffic and complete some related exercises. - Read a note about the use of UK/US English. - Read about ways of dealing with congestion problems. - Read a text about the secret life of bees and complete some related activities. - Match some formal or academic language to the correct everyday equivalents. - Look for equivalents for everyday phrasal verbs. - Read the global English section about changing English and complete some exercises. - Read a description of cycling in Beijing and answer questions. - Read some notes and practise the impersonal style. - Read the study skills section about improving listening. WRITING - Fill in the gaps in a text about the past of time. - Complete sentences so they are true for them using the unreal past time. - Correct the mistakes in some sentences with quantifiers. - Write sentences on the topic of traffic and compare with a partner. - Complete some grammar activities so as to practise the use of comparisons. - Match some pairs of words to form collocations. - Make a list of questions that are often asked in job interviews. - Complete questions from job interviews with the correct words. - Complete some sentences using either the present simple or the present continuous. - Complete sentences with the correct linkers of result. - Write a proposal about one of the topics given following some guidelines. LANGUAGE KNOWLEDGE AND USE LINGUISTIC KNOWLEDGE: GRAMMAR. - Unreal past time (p103) - Quantifiers (p105) - Comparisons (p107)
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VOCABULARY. - Get (p104) - Formal and informal - Language (p109) LEARNING REFLEXION: - Reading texts: working time around the world (p104) / traffic (p106) / the secret life of bees (p108) - Listening texts: concepts of time (p102) / the dance of the honeybees (p108) - Speaking activities: time (p102) / concepts of time (p102) /collocations with time (p102) / working time around the world (p104) / UK / US English (p106) / congestion problems (p107) / animal behaviour (p109) - Learning functional language for being interviewed (p110) - Writing a proposal (p112) - Study skills section: improving listening (p113) SOCIO CULTURAL ASPECTS AND INTERCULTURAL AWARENESS References to beekeeping. (tb page 137) References to the decline and fall of the Roman Empire. (tb page 120). Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities
LITERARY EDUCATION Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to: Take their first steps in the literary genres. Read texts or pieces of works from English speaking countries. Make a guided use of the school library and of virtual ones. Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries. Make oral and written summaries of stories and express personal opinions about them. READING TEXTS IN THIS UNIT: - Working time around the world (p104) / - Traffic (p106) / - The secret life of bees (p108)
UNIT 10 LOCAL & GLOBAL OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: Extend their vocabulary using collocations with road. Read a text and speak about Isolarion. Speak about their neighbourhood. Write about their local journey. Practise expressions with have and plurals. Speak and read about eating locally. Listen about food choices. Practise doing a food debate. Listen to and practise the pronunciation of the sounds /s/ and /z/. Practise inversion, stress and rhythm. Listen to a text and talk about globalisation and football.
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Speak about the world cup. Learn and practise vocabulary about using technology. Read a text about a treatise on the astrolabe. Talk about technological inventions. Practise writing a technical manual. Learn to make proposals and suggestions Listen to a meeting to discuss proposed government cuts Role-play a meeting to discuss common interests. Practise discussing local areas and how they have changed. Write a website entry practising register, alternatives and examples Practise describing a place. Learn to celebrate their achievements in the study skills section.
CONTENTS LISTENING - Listen to five people talk about different choices, and match each speaker to the correct description. - Listen to a talk about globalisation and football and answer questions. - Listen to some sentences paying attention to stress and rhythm. - Listen to a meeting to discuss local government cuts and answer questions. - Listen and repeat some expressions making proposals and suggestions. - Listen to a talk about a typical task in an English class. - Listen to two people talking about towns they remember from their childhood and answer questions. SPEAKING - Talk about shops and places that can be found in their neighbourhood. - In pairs, ask and answer questions about food and meals. - Discuss questions to do with eating locally. - Answer questions related to global issues. - Talk about globalisation with a partner. - Discuss questions to do with football and globalisation. - Practise saying sentences using inversion paying attention to stress and rhythm. - Work in pairs presenting arguments for or against hosting a world cup. - Talk about the most important technological inventions that have changed society. - Look at the image of an astrolabe and answer some questions. - Discuss some questions to do with facilities in their town. - Work in small groups role-playing situations making proposal. - Talk about a local area they remember while they were growing up. READING - Read an author's description of his neighbourhood and complete some related activities. - Read a note about the use of collocations with road. - Read a text about eating locally and complete some related activities. - Read a note about the use of the word have. - Read the grammar focus sections of the unit. - Read some grammar explanations about the use of plurals. - Read some grammar explanations and complete activities using inversion. - Read an extract from the book a treatise on the astrolabe by Geoffrey Chaucer and complete some related exercises. - Find synonyms to words related to technology. - Read some ways of making suggestions and choose the better alternatives. - Read a website entry about a village and answer questions. - Read an informal e-mail and complete some activities. - Read the study skills section about celebrating their achievements. WRITING - Write a description of an interesting area near where they live. - Complete some activities practising the use of plurals. - Complete some sentences with the correct form of the verbs given.
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Fill in the gaps in some definitions related to globalisation. Rewrite some sentences practising inversion. Make a list of technological inventions that have changed society and the way we live. Choose the correct words to fill in the gaps in some sentences to do with technology. Write a short introduction to a simple technical manual for an object. Fill in the gaps in some sentences to do with local government cuts. Complete some sentences using the expression the thing is... Complete some sentences using alternatives and examples. Write a visitor's introduction to a place that they know well following some guidelines.
LANGUAGE KNOWLEDGE AND USE LINGUISTIC KNOWLEDGE: GRAMMAR. - Plurals and number (p117) - Inversion (p119) VOCABULARY. - Globalisation (p118) - Using technology (p120) PRONUNCIATION. - Plurals and number (p117) - /s/ and /z/ (p117) - Stress and rhythm (p119) LEARNING REFLEXION: - Reading texts: Isolarion (p114) / why eat locally? (p116) / a treatise on the astrolabe (p120) - Listening texts: food choices (p116) / globalisation and football (p118) - Speaking activities: your neighbourhood (p114) / Isolarion (p114) / collocations with road (p115) / why eat locally? (p116) / have (p116) / food debate (p117) / globalisation (p118) / the world cup (p119) / technological inventions (p120) - Learning functional language for making proposals and suggestions (p122) - Writing about your local journey (p115) / a technical manual (p121) / a website entry (p124) - Study skills section: celebrating your achievements (p125) SOCIO CULTURAL ASPECTS AND INTERCULTURAL AWARENESS References to the book Isolarion by James Attlee. References to the book a treatise on the astrolabe by Geoffrey Chaucer. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities LITERARY EDUCATION Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to: Take their first steps in the literary genres. Read texts or pieces of works from English speaking countries. Make a guided use of the school library and of virtual ones. Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries. Make oral and written summaries of stories and express personal opinions about them. READING TEXTS IN THIS UNIT: - Isolarion (p114) /
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- Why eat locally? (p116) / - A treatise on the astrolabe (p120)
9. ACTIVIDADES Conmemoraciones de las celebraciones: O Halloween O Guy Fawkes O Thanksgiving Day O Navidad O Boxing Day O St. Patrick O April Fools Day Jornadas de formacin del profesorado XXVII Jornadas de EOI S/C Tenerife 10. ACTIVIDADES EXTRAESCOLARES Festival MiradasDoc Colaboracin en los exmenes para Guas de Turismo. Organizacin de un viaje a un pas de habla inglesa. 11. RELACIN DEL PROFESORADO DEL DEPARTAMENTO DE INGLS Los miembros del departamento de ingls durante el presente curso escolar 2013-2014 son los siguientes: DA. RUTH LVAREZ RODRGUEZ DA. MARA LUISA BARNADA ZANGRONIZ DA. MARI EUGENIA FIDALGO CASARES DA. MARA JOS FOLGUERAS MNDEZ (JEFE DE DEPARTAMENTO) DA. RUTH GARCA GARCA DA. NGELES HERNNDEZ CRUZ DA. MARA DEL CARMEN LAGO GOMBAO D. JOSE ALBERTO LUIS ESTVEZ DA. AURORA MOLL ROMN DA. AURORA PALMA PREZ DA. MERCEDES PREZ CABRERA DA. PATRICIA RODRGUEZ GUTIRREZ DA. PATRICIA ROSA NEZ DA. PIEDAD SAN MARTN CRUZ DA. MACARENA SNCHEZ CABRERA DA. ANA VIDAL AFONSO DA. ISABEL YANES RODRGUEZ DA. MARA DEL CARMEN YANES RODRGUEZ
En S/C de Tenerife, a 15 de octubre de 2013. Mara Jos Folgueras Mndez
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