PROGRAMACIÓN GENERAL
EXPERT
FIRST CERTIFICATE IN ENGLISH
______
ÁREA DE LENGUA EXTRANJERA
INGLÉS
Expert Teaching Programme
MODULE 1: LIFESTYLES
I. AIMS
-To read a text about our lost childhood
-To read an extract about early memories
-To read some extracts from a student’s email which are inappropriate
-To read a text about the Mexican holiday 5 de Mayo
-To speak about families lifestyles
-To speak about customs and traditions
-To speak about celebrations
-To speak about memorable celebrations
-To speak about the most common reasons for people moving abroad to live in another country
-To speak about situations and habits in the present
-To debate about the advantages and disadvantages to live in a foreign country
-To speak about how they feel about living in another country
-To listen to someone talking about some photos
-To listen to three different people talking about living abroad
-To write an informal email
-To know the form and use of state verbs
-To use the past tense
-To know the sentence word order in English
-To know vocabulary about special occasions
-To know vocabulary and expressions to contrast and compare photos
-To know key word transformations
-To know the comparative form of adjectives
-To know the superlative form of adjectives
-To know the form and use of modifying adjectives
-To know the form and use of modifying adverbs
-To know phrasal verbs with up, down
-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
-Reading a text about lost childhood
-Reading an extract about early memories
-Reading some extracts from a student’s email which are inappropriate
-Reading a text about the Mexican holiday 5 de Mayo
-Speaking about families lifestyles
-Speaking about customs and traditions
-Speaking about celebrations
-Speaking about memorable celebrations
-Speaking about the most common reasons for people moving abroad to live in another country
-Speaking about situations and habits in the present
-Speaking about the advantages and disadvantages to live in a foreign country
-Speaking about how they feel about living in another country
-Listening to someone talking about some photos
-Listening to three different people talking about living abroad
-Writing an informal email
-Writing an email to a pen friend
Language reflections
A. Language and grammar functions
-Present simple
-Past simple
-Situations and habits in the present
-State verbs
-Past habits
-Comparatives
-Superlatives
-Modifying adjectives and adverbs
B. Vocabulary
-Understanding and using a dictionary
-Family and relationships
-Special occasions
-Collocations: adjectives and nouns
-Phrasal verbs with up
-Phrasal verbs with down
Sociocultural Aspects
-To debate about family life
-To think and talk about relationships
-To debate about customs and traditions
-To show interest in discovering other countries and customes
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To respect different tastes
To talk about other countries with respect and interest
Education for equality
To show interest in discovering women in important fields exclusive to men
Consumer education
To think about different ways to spend money
BASIC COMPETENCES
-Communication in the mother tongue and in foreign languages: present simple, past simple, comparatives, superlatives, traditions and customs. 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’ coursebook. Exam reference, pages 178-181
-Students’ coursebook. Writing reference, pages 196-208
-Students’ coursebook. Speaking materials, pages 209-214
-Students’ coursebook. Reading practice, pages 216-221
-Students’ coursebook. Speaking practice, pages 222-223
-Students’ resource Book. Practice exam, pages 125-144
-Teacher’s resource Book, Photocopiable activities, pages 125-173
-Teacher’s resource Book, Module tests, pages 174-196
-Online: iTests.com
-CD-ROM, iTest, Module 1
-CD-ROM, Module 1
II. Language reflections
-Students’ coursebook. Paper 1, Part 1, pages 216-217
-Students’ coursebook. Paper 1, Part 2, pages 218-219
-Students’ coursebook. Paper 1, Part 3, pages 220-221
-Students’ coursebook. Exam reference, pages 178-181
-Students’ coursebook. Functions reference, page 215
-Students’ resource Book. Practice exam, pages 125-144
-Teacher’s resource Book, Module tests, pages 174-196
-Online: iTests.com
-CD-ROM, iTest, Module 1
-CD-ROM, Module 1
-CD-ROM, Grammar
-CD-ROM, Language Quiz
III. Sociocultural aspects
-Students’ coursebook. Exam reference, pages 178-181
-Students’ resource Book. Practice exam, pages 125-144
-Teacher’s resource Book, Photocopiable activities, pages 125-173
-Teacher’s resource Book, Module tests, pages 174-196
-Online: iTests.com
-CD-ROM, iTest, Module 1
-CD-ROM, Module 1
MODULE 2: EARNING A LIVING
I. AIMS
-To read a text about people who quit their jobs
-To read advertisements about summer camp jobs
-To read a formal letter
-To read an advertisement in a student newspaper
-To read a text about Albert Einstein
-To read a text about what to do for remembering for exams
-To speak about jobs
-To debate about “work to live” and “live to work”
-To speak about learning English
-To speak about school and education
-To speak about the school they went to and the kind of pupil they were
-To speak about exams
-To write a formal letter
-To write a formal letter of application
-To listen to a radio discussion where two students are talking about their first few weeks in higher education
-To show agreement and disagreement
-To know commonly confused words
-To know formal language
-To know vocabulary about educational systems
-To know the form and use of the past simple
-To know the form and use of the present perfect tense
-To use present perfect continuous
-To use yet, still, already, just
-To know the form and use of articles and determiners
-To use the articles: definite, indefinite, zero
-To know key words transformations
-To use some, any, something, anything
-To know vocabulary about jobs
-To know vocabulary to describe jobs
-To know phrasal verbs about education
-To know verb + noun collocations
-To deduce the meaning of words from context
-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
-Reading a text about people who quit their jobs
-Reading advertisements about summer camp jobs
-Reading a formal letter
-Reading an advertisement in a student newspaper
-Reading a text about Albert Einstein
-Reading a text about what to do for remembering for exams
-Speaking about jobs
-Speaking about “work to live” and “live to work”
-Speaking about learning English
-Speaking about school and education
-Speaking about the school they went to and the kind of pupil they were
-Speaking about exams
-Writing a formal letter
-Writing a formal letter of application
-Listening to a radio discussion where two students are talking about their first few weeks in higher education
-Listening to people talking about people who have given up stressful jobs
-Writing a formal letter
Language reflections
A. Language and grammar functions
-Past simple and past perfect
-Yet, still, already, just
-Present perfect simple
-Present perfect continuous
-Key word transformations
-Articles: definite, indefinite, zero
B. Vocabulary
-Job factors
-Describing jobs
-Verb + noun collocations
-Educational systems
-Commonly confused words
-Phrasal verbs: education
Sociocultural Aspects
-To debate about jobs
-To think and talk about the educative system
-To debate about the crisis
-To thinks and talk about the labour market
-To debate about lifelong learning
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To respect different tastes
To talk about other countries with respect and interest
Education for equality
To show interest in discovering women in important fields exclusive to men
Consumer education
To think about different ways to spend money
BASIC COMPETENCES
-Communication in the mother tongue and in foreign languages: past simple, present perfect, present perfect simple, present perfect continuous, yet, still, already, just. Articles. Education. Jobs. 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’ coursebook. Exam reference, pages 178-181
-Students’ coursebook. Writing reference, pages 196-208
-Students’ coursebook. Speaking materials, pages 209-214
-Students’ coursebook. Reading practice, pages 216-221
-Students’ coursebook. Speaking practice, pages 222-223
-Students’ resource Book. Practice exam, pages 125-144
-Teacher’s resource Book, Photocopiable activities, pages 125-173
-Teacher’s resource Book, Module tests, pages 174-196
-Online: iTests.com
-CD-ROM, iTest, Module 2
-CD-ROM, Module 2
II. Language reflections
-Students’ coursebook. Paper 1, Part 1, pages 216-217
-Students’ coursebook. Paper 1, Part 2, pages 218-219
-Students’ coursebook. Paper 1, Part 3, pages 220-221
-Students’ coursebook. Exam reference, pages 178-181
-Students’ coursebook. Functions reference, page 215
-Students’ resource Book. Practice exam, pages 125-144
-Teacher’s resource Book, Module tests, pages 174-196
-Online: iTests.com
-CD-ROM, iTest, Module 2
-CD-ROM, Module 2
-CD-ROM, Grammar
-CD-ROM, Language Quiz
III. Sociocultural aspects
-Students’ coursebook. Exam reference, pages 178-181
-Students’ resource Book. Practice exam, pages 125-144
-Teacher’s resource Book, Photocopiable activities, pages 125-173
-Teacher’s resource Book, Module tests, pages 174-196
-Online: iTests.com
-CD-ROM, iTest, Module 2
-CD-ROM, Module 2
MODULE 3: THE WORLD AROUND US
I. AIMS
-To read a text about London
-To read an article about the UNESCO
-To read a language spot about punctuation
-To read an article about predicting earthquakes
-To read a text about the northern lights in Scotland
-To read a text about the groundhog day
-To read a text about weather facts
-To speak about London
-To speak about famous places in the world
-To speak about their own country
-To speak about foreign cities they would like to visit
-To speak about animals
-To speak about our natural heritage
-To speak about jobs that involve working with animals
-To listen to people talking about their work with animals
-To listen to an interview with Nich Gordon, who spent ten years in the rain forest
-To write an email
-To use adjective and adverbs
-To know the form and use of the adverbs of degree (very, extremely, absolutely)
-To know ing forms and infinitives
-To know prepositions – ing forms
-To know verbs with a change of meaning
-To know vocabulary about cities and culture
-To know neat synonyms
-To know nouns and adjectives to talk about the weather
-To know vocabulary about the environment
-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
-read a text about London
-To read an article about the UNESCO
-To read a language spot about punctuation
-To read an article about predicting earthquakes
-To read a text about the northern lights in Scotland
-Reading a text about the groundhog day
-Reading a text about weather facts
-Speaking about London
-Speaking about famous places in the world
-Speaking about their own country
-Speaking about foreign cities they would like to visit
-Speaking about animals
-Speaking about our natural heritage
-Speaking about jobs that involve working with animals
-Listening to people talking about their work with animals
-Listening to an interview with Nich Gordon, who spent ten years in the rain forest
-Writing an email
-Listening to a tour guide talking to a group of tourists
-Writing an email
Language reflections
A. Language and grammar functions
-Adjective and adverbs
-Adverbs of degree (very, extremely, absolutely)
-ing forms and infinitives
-Prepositions – ing forms
-Verbs with a change of meaning
B. Vocabulary
-Cities
-Culture
-Environment
-Animals
Sociocultural Aspects
-To debate about our cultural heritage
-To show interest in discovering other countries
-To show interest in discovering other cultures
-To debate about the climate change
-To think and talk about the environment
-To debate about animals
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
Education for equality
To show interest in discovering women in important fields exclusive to men
Consumer education
To think about different ways to spend money
Environmental education
To respect animals
To respect the environment
BASIC COMPETENCES
-Communication in the mother tongue and in foreign languages: adjectives, adverbs, prepositions + ing forms, infinitives and ing forms. The environment. Cities and culture. 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;