Language LEADER
Upper-Intermediate
Programme
______
Area of Foreign Languages
English
Language LEADER Teaching Programme
Unit 1: Communication
Aims
- To use the continuous aspect of verbs
- To know the state verbs
- To know the perfect aspect of verbs
- To know vocabulary about communication
- To know idioms connected with communication
- To speak about communication
- To listen to seven people talking about what makes a good communicator
- To read a text about great public speakers
- To write a speech
- To read a leaflet about a communication course
- To speak about trends
- To listen to a radio programme
- To read two extracts from a book
- To speak about problems they have experienced when communicating with men and women
- To listen to two counsellors discussing the problems of a student
- To offer solutions
- To solve communication problems
- To listen to four students speaking about their organisation in their flat
- To take notes from a listening
- To read an e-mail
- To check an e-mail
- To write an e-mail
Contents
I. Communication skills
- Speaking about communication
- Listening to seven people talking about what makes a good communicator
- Reading a text about great public speakers
- Writing a speech
- Reading a leaflet about a communication course
- Speaking about trends
- Listening to a radio programme
- Reading two extracts from a book
- Speaking about problems they have experienced when communicating with men and women
- Listening to two counsellors discussing the problems of a student
- Listening to four students speaking about their organisation in their flat
- Reading an e-mail
- Writing an e-mail
II. Language reflections
A. Language and grammar functions
- The continuous aspect
- State verbs
- The perfect aspects
B. Vocabulary
- Communication
- Idioms connected with communication
III. Sociocultural aspects
- To show interest in learning English
- To debate about the aspects that make a good communication
- To show interest in discovering great public speakers
- To debate about sharing a flat
CROSS-CURRICULAR TOPICS
Moral and civic education
To compare Spanish and British culture
To show interest in the British culture and language
To respect different cultures
To know how to be polite
Consumer education
To think and talk about sharing a flat
Education for equality
To debate about men, women and communication
To respect men and women
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: the continuous aspect, state verbs, the perfect aspect, communication, emails
- 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 organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
- 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 Units 1-3, page 36-37
- Workbook, Unit 1.
II. Language reflections
- Review Units 1-3, page 36-37
- Workbook, Unit 1
III. Sociocultural aspects
- Students’ Book. Review Units 1-3, page 36-37
Unit 2: Environment
Aims
- To use the present perfect simple
- To use the present perfect continuous
- To make indirect questions
- To know vocabulary about local environment issues
- To know vocabulary about the global warming
- To know adverbs
- To speak about the environment
- To listen to three people talking taking part in a survey
- To read an article about local environment
- To speak about environmental issues
- To write a report for a university lecturer
- To read a text about polar bears
- To speak about changes in the environment
- To listen to someone talking about volcanoes
- To read an extract from a book
- To read a text about Yellowstone
- To speak about volcanoes
- To listen to a government official talking to a power company representative
- To show agreement and disagreement
- To make polite questions
- To attend a public meeting
- To design a questionnaire
- To read a questionnaire
- To write a questionnaire
Contents
I. Communication skills
- Speaking about the environment
- Listening to three people talking taking part in a survey
- Reading an article about local environment
- Speaking about environmental issues
- Writing a report for a university lecturer
- Reading a text about polar bears
- Speaking about changes in the environment
- Listening to someone talking about volcanoes
- Reading an extract from a book
- Speaking about volcanoes
- Listening to a government official talking to a power company representative
- Reading a questionnaire
- Writing a questionnaire
II. Language reflections
A. Language and grammar functions
- Present perfect simple
- Present perfect continuous
- Indirect questions
B. Vocabulary
- Local environment issues
- Global warming
- Adverbs
III. Sociocultural aspects
- To debate about the global warming
- To think and talk about the climate change
- To show interest in the environment
- To think about taking part in local surveys
- To show interest in volcanoes
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect others
To respect the environment
Education for equality
Men and women are equal
Environmental education
To show interest in the climate change
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: present perfect simple, present perfect continuous, indirect questions, questionnaire
- 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 organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
- 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 Units 1-3, page 36-37
- Workbook, Unit 2.
II. Language reflections
- Review Units 1-3, page 36-37
- Workbook, Unit 2
III. Sociocultural aspects
- Students’ Book. Review Units 1-3, page 36-37
Unit 3: Sport
Aims
- To use the quantifiers
- To use few, little, a few, a little.
- To use the definite articles
- To use the zero articles
- To use idioms connected with sport
- To use the prefix self-
- To know the abstract nouns
- To know adjectives
- To speak about sport
- To read an article about football
- To listen to a karate teacher
- To read a leaflet to attract students to a university karate club
- To speak about sport women they admire
- To read an article about a sport woman
- To read a text about a sport woman
- To speak about whether they think men and women in sport should compete equally
- To write men, women and sports
- To listen to a talk about sports
- To speak about the greatest modern sport person
- To show emphasis
- To understand essay questions
- To read a for and against essay
- To write a for and against essay
Contents
I. Communication skills
- Speaking about sport
- Reading an article about football
- Listening to a karate teacher
- Reading a leaflet to attract students to a university karate club
- Speaking about sport women they admire
- Reading an article about a sport woman
- Reading a text about a sport woman
- Speaking about whether they think men and women in sport should compete equally
- Writing men, women and sports
- Listening to a talk about sports
- Speaking about the greatest modern sport person
- Reading a for and against essay
- Writing a for and against essay
II. Language reflections
A. Language and grammar functions
- Quantifiers: few, little; a few, a little
- Definite and zero articles
B. Vocabulary
- Idioms connected with sport
- Prefix self
- Abstract nouns
- Adjectives
III. Sociocultural aspects
- To think about TV
- To show interest in different types of sports
- To think and talk about football
- To think and talk about sport women
- To think and talk about sport men
- To debate about karate
- To debate about golf
- To think and talk about money and sports
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect other people’s tastes
To show interest in sports
To talk about money and sports
Health education
To debate about sports and health
Education for equality
To respect men and women
To think about men, women and sports
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: quantifiers, definite zero article, essays, idioms connected with sport, abstract nouns, adjectives
- 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 organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
- 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.