How is the content organized?


Linguistic  Structures

1.   Verb tenses
2.   Stative verbs
3.   Past habits: USED TO, WOULD. GET/BE USED TO
4.   Preference: PREFER, WOULD RATHER, HAD BETTER
5.   Modal verbs
6.   Passive. Causative HAVE
7.   Indirect speech
8.   Infinitives and –ing forms
9.   Phrasal verbs
10. Articles, Determiners and Quantifiers
11. Adjectives and adverbs: Comparative and superlative
12. Connectors: conjunctions, prepositions, adverbial expressions
13. Subordinate clauses: result, purpose, reason, SO/SUCH, TOO/ENOUGH
14. Wishes and regrets: I WISH/ IF ONLY
15. Conditional clauses: types 0,1,2,3. UNLESS, IN CASE, AS LONG AS
16. Relative clauses
  
 

Thematic Areas

1.   New lifestyles (Family life. Customs and traditions)
2.   Employment (Jobs. Education)
3.   The world around us (Cultural and Natural heritage sites)
4.   Challenges (Personal challenges. Sports)
5.   Technological advances (The modern world. Technology)
6.   Entertainment (Music,Art and other forms of entertainment)
7.   Fashions (Food. Physical Aspect)
8.   Other Important factors (Personal Relationships. Hobbies)
9.   A consumer society ( Ethics. Money)
10. Travelling (Trips. Means of Transport)
11. Personal and mental well-being (Happiness. Health and well-being)
12. Communicating with others (Books.The media)

 

What will I learn in the different skills?

Reading Comprehension activities

A range of text types and task types will be used to develop the learners’ ability to understand written texts.
TEXT TYPES will include newspaper and magazine articles, fiction, advertisements and informational material such as brochures.
TASK TYPES may include multiple choice, gapped text and multiple matching.

The aim of these activies is to develop the learner’s ability to:

• understand the main ideas and / or details of a text
• deduce the meaning of a word in context
• understand the reference of words such as pronouns in a text
• understand the tone of the text or the writer’s purpose
• understand how texts are structured
• follow the development of ideas, opinions and events through the text as a whole and understand the use of cohesion devices
• scan the text for specific information
  
  
  
   

Writing activities

Learners will write a number of different text types with a focus on advising, apologising, comparing, describing, explaining, expressing opinions, persuading, narrating,recommending and /or suggesting. The degree of formality required will vary according to the situation and the target reader.

Task types will include for instance:

• An article that interests and engages the reader.
• An email or a letter written in response to a situation.Students will be taught to use appropriately formal or informal language consistently.They will be asked to write letters to, for example, and English-speaking friend or colleague, a potential employer, a college principal, or a magazine editor.
• A well-organised essay with an introduction, clear development and an appropriate conclusion.Students will be taught to present an argument and give reasons for this, to give opinions and agree or disagree in a formal or neutral register.
• A report , usually written for a superior or a peer group, giving some factual information and making suggestions or recommendations.
• A review describing and expressing a personal opinion about something the writer has experienced, such as a book, a restaurant, a film or a website.
• A story with a clear storyline that will engage the interest of the reader. Learners will be encouraged to use narrative tenses sensibly as well as using interesting adjectives, adverbs and expressions and suitable linking words like time expressions.

Listening Comprehension activities

Listening activities will help students develop their ability to understand gist,purpose, opinion and attitude and specific information when listening to different types of text.

Text types will include both monologues ( answerphone messages, lectures, stories and anecdotes, news,etc) and interacting speakers ( conversation, discussions, interviews, radio plays, etc.) . Learners will listen to a variety of voices, styles of delivery and accents.

Speaking activities

Students will develop their ability to interact in conversation. More specifically, activities will focus on:

• General interactional and social language.
• Organising a larger unit of discourse, comparing, contrasting and expressing opinions.
• Exchanging ideas, expressing and justifying opinions, agreeing and / or disagreeing, speculating, suggesting, reaching a decision through negotiation.