PROGRAMACIÓN GENERAL
NEW TOTAL ENGLISH
ADVANCED
______
ÁREA DE LENGUA EXTRANJERA
INGLÉS
Total English Teaching Programme
UNIT 1: CHALLENGES
I. AIMS
-To discuss language-learning experiences
-To say how much they know about things
-To say how much they don’t know about things
-To give a talk about an achievement
-To talk about achievements
-To speak about their goals
-To speak about first experiences
-To speak about the things they would like to listen to and read in English
-To know the form and use of prefixes
-To respond in detail to a questionnaire
-To write a promotional leaflet
-To write a brochure
-To write a news bulletin
-To read a text about great language learners
-To read a text about ambitious people
-To read an article about fast female heads for Formula 1
-To listen to people talk about language learning
-To listen to Mark Spina talking about language learning
-To listen to news headlines
-To listen to a radio programme
-To listen to people talking about changeling activities
-To study verbs/adjectives/nouns with prepositions
-To know the form and use of it appears/seems that, It seems as if / though.
-To use appears/seems to have + past participle to describe a past event
-To know vocabulary about learning languages
-To know vocabulary about knowledge
-To know the form and use of the perfect aspect of verbs
-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
-Speaking aboutlanguage-learning experiences
-Saying how much they know about things
-Saying how much they don’t know about things
-Talking about achievements
-Speaking about their goals
-Speaking about first experiences
-Speaking about the things they would like to listen to and read in English
-Writing a promotional leaflet
-Writing a brochure
-Writing a news bulletin
-Reading a text about great language learners
-Reading a text about ambitious people
-Reading an article about fast female heads for Formula 1
-Listening to people talk about language learning
-Listening to Mark Spina talking about language learning
-Listening to news headlines
-Listening to a radio programme
-Listening to people talking about changeling activities
Language reflections
A. Language and grammar functions
-Verbs/adjectives/nouns with prepositions
-Passives: distancing
-Perfect aspect
B. Vocabulary
-Learning languages
-Knowledge
-Achievement
Sociocultural Aspects
-To debate about goals in life
-To think and talk about challenges
-To think and talk about learning languages
-To show interest in discovering famous firsts
-To talk about women in Formula 1
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To think and talk about comradeship
To talk about other countries with respect and interest
Education for equality
To show interest in discovering women in important fields exclusive to men
BASIC COMPETENCES
-Communication in the mother tongue and in foreign languages: verbs, adjectives, nouns with prepositions. Learning languages. Knowledge. Achievement. Pronunciation, intonation and stress.
-Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.
-Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);
-Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
-Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;
-Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.
-Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
-Being autonomous:is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
ASSESSMENT
I. Communication skills
-Students’ Book. Review and practice, Unit 1, page 20
-Students’ Book. Communication. Page 18
-Students’ Book. Writing Bank. Page 155
-DVD, Unit 1
II. Language reflections
-Students’ Book. Review and practice, Unit 1, page 20
-Students’ Book. Vocabulary, Unit 1, page 17
-DVD, Unit 1
-Workbook, Unit 1
III. Sociocultural aspects
-Students’ Book. Review and practice, Unit 1, page 20
-DVD, Unit 1
-Workbook, Unit 1
UNIT 2: COMMUNITIES
I. AIMS
-To give advice
-To make recommendations about places
-To distinguish between, and use, features of formal and informal language
-To describe a place
-To speak about internet
-To speak about a club
-To speak about places they have visited
-To know the form and use of phrasal verbs
-To present ideas clearly in an informal context
-To write a formal email
-To read a text about a community and community life
-To read a text about internet’s largest encyclopaedia
-To read a text about Cali
-To read a text about the “not terribly good club”
-To read two formal emails
-To listen to three people talking about a country and make notes about them
-To listen to two people discussing about internet
-To listen to two people describing clubs they belong to
-To study verb patterns
-To review comparatives
-To study introductory it
-To know adjectives to describe places
-To recognize features of informal language
-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
-Giving advice
-Making recommendations about places
-Speaking about a place
-Speaking about internet
-Speaking about a club
-Speaking about places they have visited
-Writing a formal email
-Reading a text about a community and community life
-Reading a text about internet’s largest encyclopaedia
-Reading a text about Cali
-Reading a text about the “not terribly good club”
-Reading two formal emails
-Listening to three people talking about a country and make notes about them
-Listening to two people discussing about internet
-Listening to two people describing clubs they belong to
Language reflections
A. Language and grammar functions
-Verb patterns
-Comparatives
-Introductory it
B. Vocabulary
-Learning languages
-Adjectives to describe places
Sociocultural Aspects
-To think and debate about different communities
-To debate about the use of internet
-To show interest in discovering new places
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect different communities
To think and talk about comradeship
To talk about other countries with respect and interest
To debate about the use of internet
BASIC COMPETENCES
-Communication in the mother tongue and in foreign languages: verb patterns, comparatives, introductory it, adjectives to describe places. Pronunciation, intonation and stress.
-Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.
-Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);
-Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
-Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;
-Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.
-Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
-Being autonomous:is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
ASSESSMENT
I. Communication skills
-Students’ Book. Review and practice, Unit 2, page 34
-Students’ Book. Communication. Page 32
-Students’ Book. Writing Bank. Page 156
-DVD, Unit 2
II. Language reflections
-Students’ Book. Review and practice, Unit 2, page 34
-Students’ Book. Vocabulary, Unit 2, page 31
-DVD, Unit 2
-Workbook, Unit 2
III. Sociocultural aspects
-Students’ Book. Review and practice, Unit 2, page 34
-DVD, Unit 2
-Workbook, Unit 2
UNIT 3: TALES
I. AIMS
-To tell an anecdote
-To describe a person in detail
-To tell a humorous story
-To know metaphors in English
-To speak about books
-To tell an extended story
-To tell a joke
-To listen to people talking about books
-To listen to someone describing Groucho Marx’s life
-To listen to a joke
-To write a detailed narrative
-To describe people
-To read a text about hoaxes that fooled the world
-To read a review about Stieg Larsson’s trilogy
-To read extracts from books
-To read a joke
-To read a text about Groucho Marx
-To study narrative tenses
-To study participle clauses
-To know synonyms in English
-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
-Telling an anecdote
-Describing a person
-Telling humorous stories
-Speaking about books
-Telling an extended story
-Telling a joke
-Listening to people talking about books
-Listening to someone describing Groucho Marx’s life
-Listening to a joke
-Writing a detailed narrative
-Describing people
-Reading a text about hoaxes that fooled the world
-Reading a review about Stieg Larsson’s trilogy
-Reading extracts from books
-Reading a joke
-Reading a text about Groucho Marx
Language reflections
A. Language and grammar functions
-Narrative tenses
-Participle clauses
B. Vocabulary
-Synonyms
-Books
-Compound nouns
-Humour
Sociocultural Aspects
-To debate about books
-To show interest in discovering different kinds of humour
-To show interest in discovering tales from different parts of the world
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect different communities
To think and talk about comradeship
To talk about other countries with respect and interest
Consumer education
To debate about different ways to spend money
BASIC COMPETENCES
-Communication in the mother tongue and in foreign languages: narrative tenses, participle clauses, synonyms, books, compound nouns, humour. Pronunciation, intonation and stress.
-Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.
-Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);
-Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
-Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;
-Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.
-Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
-Being autonomous:is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
ASSESSMENT
I. Communication skills
-Students’ Book. Review and practice, Unit 3, page 48
-Students’ Book. Communication. Page 46
-Students’ Book. Writing Bank. Page 157
-DVD, Unit 3
II. Language reflections
-Students’ Book. Review and practice, Unit 3, page 48
-Students’ Book. Vocabulary, Unit 3, page 45
-DVD, Unit 3
-Workbook, Unit 3
III. Sociocultural aspects
-Students’ Book. Review and practice, Unit 3, page 48
-DVD, Unit 3
-Workbook, Unit 3
UNIT 4: PROGRESS
I. AIMS
-To describe the chances of something happening
-To talk about plans and arrangements
-To speak about the future
-To speak about a child prodigy
-To speak about the chances of events happening in the next 20 years
-To listen to an interview with the creator of Spider-Man
-To listen to two phone conversations
-To listen to an expert on gifted children describing an unusual case
-To listen to four news stories
-To listen to four speakers talking about important discoveries/inventions
-To take detailed and accurate notes
-To speak about changes and progress
-To know two-part expressions
-To present and argue a case for something
-To read an article about how to be a superhero
-To read some emails
-To read a text about space travel
-To read a text about robots
-To read an article about genetic engineering
-To read a text about lifelong learning
-To read an article about how to make a child a genius
-To write a detailed article
-To know to be vague, imprecise
-To use the tenses to express future probability
-To know the future forms
-To use inversion to emphasise
-To use the auxiliary verb have
-To know vocabulary and expressions to make arrangements
-To know vocabulary about special abilities
-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 the chances of something happening
-Talking about plans and arrangements
-Speaking about the future
-Speaking about a child prodigy
-Speaking about the chances of events happening in the next 20 years
-Listening to an interview with the creator of Spider-Man
-Listening to two phone conversations
-Listening to an expert on gifted children describing an unusual case
-Listening to four news stories
-Listening to four speakers talking about important discoveries/inventions
-Speaking about changes and progress
-Reading an article about how to be a superhero
-Reading some emails
-Reading a text about space travel
-Reading a text about robots
-Reading an article about genetic engineering
-Reading a text about lifelong learning
-Reading an article about how to make a child a genius
-Writing a detailed article
Language reflections
A. Language and grammar functions
-Future probability
-Future forms
-Inversion
B. Vocabulary
-Arrangements
-Special abilities
Sociocultural Aspects
-To think and talk about being a genius
-To show interest in reading comics
-To show interest in technology
-To think about the future
-To show interest in discoveries and inventions
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the future
To respect people who show special abilities
Consumer education
To debate about different ways to spend money
BASIC COMPETENCES
-Communication in the mother tongue and in foreign languages: future probability, future forms, inversion. Arrangements, special abilities. Pronunciation, intonation and stress.
-Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.