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PROGRAMACIÓN GENERAL

NEW TOTAL ENGLISH

ADVANCED__________________

ÁREA DE LENGUA EXTRANJERAINGLÉS

Programación General – Total English Advanced 1

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 about language-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 reflectionsA. 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 TOPICSMoral and civic educationTo respect peopleTo think and talk about comradeshipTo talk about other countries with respect and interestEducation for equalityTo 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.

ASSESSMENTI. 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 1III. 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 reflectionsA. 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 TOPICSMoral and civic educationTo respect different communitiesTo think and talk about comradeshipTo talk about other countries with respect and interestTo debate about the use of internet


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.










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 reflectionsA. 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 TOPICSMoral and civic educationTo respect different communitiesTo think and talk about comradeshipTo talk about other countries with respect and interestConsumer educationTo debate about different ways to spend money


languages: narrative tenses, participle clauses, synonyms, books, compound nouns, humour. Pronunciation, intonation and stress.







- 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.





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 reflectionsA. 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 TOPICSMoral and civic educationTo think about the futureTo respect people who show special abilitiesConsumer educationTo debate about different ways to spend money


languages: future probability, future forms, inversion. Arrangements, special abilities. Pronunciation, intonation and stress.



- 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.










UNIT 5: FORTUNES

I. AIMS- To talk about professional relationships- To discuss financial decisions- To discuss financial regrets- To speak about economy- To speak about business- To speak about the things they would do if they had more time- To describe a job - To debate about working conditions- To speak about the labour market- To express priorities- To know idioms- To know forms and expressions to negotiate- To write a persuasive piece- To read an article about business- To read an article about riches to rags- To read an article about great philanthropists- To read an articles about the 100 best companies to work for- To read a company profile- To listen to five extracts from a radio programme- To listen to an interview with a company director- To listen to people talking about working conditions- To listen to two people discussing what that would do if their

company suddenly had a fortune- To use inversion to emphasise - To express emphasis- To know the form and use of conditional sentences- To know sentence adverbials- To know vocabulary about business- To know vocabulary about finance and philanthropy- To know expressions of quantity- 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 about professional relationships- Discussing financial decisions- Discussing financial regrets- Speaking about economy- Speaking about businesses- Speaking about the things they would do if they had more time- Describing a job - Speaking about working conditions- Speaking about the labour market- Writing a persuasive piece- Reading an article about business- Reading an article about riches to rags- Reading an article about great philanthropists- Reading an articles about the 100 best companies to work for- Reading a company profile- Listening to five extracts from a radio programme- Listening to an interview with a company director- Listening to people talking about working conditions- Listening to two people discussing what that would do if their

company suddenly had a fortune

Language reflectionsA. Language and grammar functions- Emphasis- Conditional sentences- Sentence adverbials

B. Vocabulary- Business- Finance and philanthropy- Expressing quantity

Sociocultural Aspects- To think and talk about working conditions- To debate about philanthropists- To debate about economy- To debate about money

CROSS-CURRICULAR TOPICSMoral and civic educationTo think about the futureTo debate about working conditionsConsumer educationTo debate about different ways to spend moneyTo debate about philanthropists

BASIC COMPETENCES


- Communication in the mother tongue and in foreign languages: emphasis, conditional sentences, sentence adverbials, business, finance, philanthropy, quantity. Pronunciation, intonation and stress.









- Students’ Book. Review and practice, Unit 5, page 76- Students’ Book. Communication. Page 74


- Students’ Book. Writing Bank. Page 159- DVD, Unit 5



UNIT 6: POWER

I. AIMS- To describe an important building- To describe an important structure- To talk about architecture- To speak about two important buildings- To give emphasis using however, whatever- To take detailed notes from fluent connected speech- To write a paragraph about two important buildings- To write an autobiographical statement- To write a text about their personal history- To write sentences expressing opinions about the “best age”- To write a manifesto- To know vocabulary about idioms- To argue a case- To read an article about a TV programme- To read some quotes about the “best age”- To read an article about charisma and famous people- To read a text about charismatic women- To read a text about Mr Power’s story- To listen to a speaker talking about famous architecture - To listen to teenagers talking about technology- To listen to two parents and two teenagers talking about rules

for teenagers- To use articles- To know the form and use of whatever, whoever, whenever…- To know how to link words of time and contrast- To know vocabulary about power


- To know vocabulary about fashions and fads- To know adjectives to describe personal characteristics - 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 an important building- Describing an important structure- Talking about architecture- Speaking about two important buildings- Writing a paragraph about two important buildings- Writing an autobiographical statement- Writing a text about their personal history- Writing sentences expressing opinions about the “best age”- Writing a manifesto- Reading an article about a TV programme- Reading some quotes about the “best age”- Reading an article about charisma and famous people- Reading a text about charismatic women- Reading a text about Mr Power’s story- Listening to a speaker talking about famous architecture - Listening to teenagers talking about technology- Listening to two parents and two teenagers talking about rules

for teenagersLanguage reflections

A. Language and grammar functions- Articles- Whatever, whoever, whenever- Link words of time and contrast

B. Vocabulary- Power- Fashions and fads- Personal characteristics

Sociocultural Aspects- To think and talk about teenagers rules- To debate about the impact of technologies in life- To debate about the use of technologies nowadays- To show interest in discovering architecture and famous

buildings- To debate about famous personalities- To think and talk about the human being- To think and talk about power


CROSS-CURRICULAR TOPICSMoral and civic educationTo think about the futureTo debate about teenagers and rulesConsumer educationTo debate about different ways to spend moneyTo debate about technologies


languages: articles, whatever, whoever, whenever. Link words of time and contrast. Power, fashion and fads, personal characteristics. Pronunciation, intonation and stress.













UNIT 7: NATURE

I. AIMS- To explain procedures- To make inferences based on extended prose- To know suffixes in English- To develop and justify ideas- To talk about animals- To talk about the things they would take to a hot place- To talk with a friend about the things they will have to do while

staying at home- To speak about selling and buying- To read a fact file about a paradise island


- To read a text about animals to the rescue- To read a text about animals online- To listen to people explaining how to do something- To listen to David Hewson’s story- To listen to someone speaking about the Danakil depression- To listen to people discussing what they could do in an island- To write an advert for an object- To write an advertisement- To write an internet advertisement- To know the form and use of the relative clauses- To know verb patterns: verbs that can be followed by both

infinitive and –ing.- To know the form and use of as…as - To describe quantity- To know the form and use of descriptive language- To know vocabulary about buying and selling- 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- Explaining procedures- Talking about animals- Talking about the things they would take to a hot place- Talking with a friend about the things they will have to do

while staying at home- Speaking about selling and buying- Reading a fact file about a paradise island- Reading a text about animals to the rescue- Reading a text about animals online- Listening to people explaining how to do something- Listening to David Hewson’s story- Listening to someone speaking about the Danakil depression- Listening to people discussing what they could do in an island- Writing an advert for an object- Writing an advertisement- Writing an internet advertisement

Language reflectionsA. Language and grammar functions- Relative clauses- Verb + ing / infinitive- As…as- Describe quantity

B. Vocabulary- Descriptive language- Buying


- Selling

Sociocultural Aspects- To debate about nature- To think and talk about different places to live- To debate about consumerism

CROSS-CURRICULAR TOPICSMoral and civic educationTo think about economyTo debate about consumerismEnvironmental educationTo respect natureTo respect and care for animalsConsumer educationTo debate about different ways to spend money


languages: relative clauses, verbs patterns, as…as, describing quantity. Descriptive language. Buying and selling. Pronunciation, intonation and stress.














UNIT 8: ISSUES

I. AIMS- To stall for time when asked a difficult question- To discuss lifestyle in detail- To explain everyday problems- To talk about issues that have been in the news recently- To speak about inventions- To speak about solutions- To speak about problems (stress, bad neighbours,

unemployment, unhealthy lifestyles, annoying emails, pollution…) and solutions

- To read a text about future inventions- To read some advices- To listen to people complaining- To listen to people talking about inventions- To listen to people talking about their work- To listen to people talking about life habits- To know academic English- To present different points of view- To write an essay that describes cause and effect- To know the form and use of the reported speech- To know the form and use of the continuous form- To use fronting- To know vocabulary to contrast opinions- To know vocabulary about lifestyles- To know vocabulary to express cause and effect- 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 about lifestyle in detail- Speaking everyday problems- Talking about issues that have been in the news recently- Speaking about inventions- Speaking about solutions- Speaking about problems (stress, bad neighbours,

unemployment, unhealthy lifestyles, annoying emails, pollution…) and solutions

- Reading a text about future inventions- Reading some advices- Listening to people complaining- Listening to people talking about inventions- Listening to people talking about their work- Listening to people talking about life habits- Writing an essay that describes cause and effect


Language reflectionsA. Language and grammar functions- Reported speech- Continuous form- Fronting

B. Vocabulary- To contrast opinions- Lifestyles- Cause and effect

Sociocultural Aspects- To debate about the crisis- To think and talk about everyday problems- To debate about solutions

CROSS-CURRICULAR TOPICSMoral and civic educationTo give advicesTo think and debate about solutions


languages: reported speech, continuous form, fronting, contrast opinions, lifestyles, cause and effect. Pronunciation, intonation and stress.




- 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;









UNIT 9: VISION

I. AIMS- To express a degree of certainty- To use colloquial expressions to explain their tastes- To respond to hypothetical questions- To talk about what they like- To talk about what they don’t like- To speak about pictures they like or don’t like- To speak about their favourite artists and their style- To speak about a travel magazine- To speak about ways of recording holidays and memories- To talk about things they wanted to do for a long time- To speak about artistic jobs- To speak about hobbies- To talk about preferences: books, films, theatre, art,

architecture- To respond to hypothetical questions with emphasis- To read a text about the yellow emperor- To read a text about Leonardo da Vinci- To read a text about Rachel Carson- To read a text about paintings and thieves- To listen to someone describing how two popular products were

developed- To listen to a conversation about people living today who could

be called geniuses- To listen to a radio interview about geniuses- To listen to people discussing some pictures- To listen to people who talk about different ways to record

memories- To know commonly confused words- To present a proposal- To describe certainty - To describe uncertainty- To write a detailed proposal- To know the form and use of dependent prepositions- To know form and use of discourse markers


- To know the verb tenses to talk about unreal past situations- To know vocabulary to describe art- To know vocabulary about vision- 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 what they like- Talking about what they don’t like- Speaking about pictures they like or don’t like- Speaking about their favourite artists and their style- Speaking about a travel magazine- Speaking about ways of recording holidays and memories- Talking about things they wanted to do for a long time- Speaking about artistic jobs- Speaking about hobbies- Talking about preferences: books, films, theatre, art,

architecture- Reading a text about the yellow emperor- Reading a text about Leonardo da Vinci- Reading a text about Rachel Carson- Reading a text about paintings and thieves- Listening to someone describing how two popular products

were developed- Listening to a conversation about people living today who could

be called geniuses- Listening to a radio interview about geniuses- Listening to people discussing some pictures- Listening to people who talk about different ways to record

memories- Writing a detailed proposal

Language reflectionsA. Language and grammar functions- Dependent prepositions- Discourse markers- Unreal past

B. Vocabulary- Describing art- Vision

Sociocultural Aspects- To debate about hobbies- To talk about art- To think and talk about different ways to keep memories


- To debate about geniuses- To debate about visionaries or inspirational people- To think and talk about culture nowadays- To show interest in Art

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people with exceptional characteristicsTo think and talk about hobbies


languages: dependent prepositions, discourse markers, unreal past. Describing Art. Vision. Pronunciation, intonation and stress.













UNIT 10: FEELINGS

I. AIMS- To discuss how feelings affect you- To make guesses about imaginary situations- To describe a childhood memory- To know phrasal verbs and particles- To express strong feelings- To speak about memories and childhood- To speak about what motivates people to do things- To listen to four people describing childhood memories- To listen to an interview about lucky and unlucky people- To listen to three people discussing similar situations- To listen to three speakers and guess what they are talking

about- To read the introduction to a book review- To read a text about Holloway Street- To read several stories from childhood- To write a text about a personal anecdote


- To know how to connect speech- To know the form and use of modal verbs- To know the form and use of modal verbs of deduction- To know the different uses of would- To know vocabulary about outlook- To know vocabulary about attitudes- To know vocabulary about strong feelings- 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 about how feelings affect you- Speaking about a childhood memory- Speaking about memories and childhood- Speaking about what motivates people to do things- Listening to four people describing childhood memories- Listening to an interview about lucky and unlucky people- Listening to three people discussing similar situations- Listening to three speakers and guess what they are talking

about- Reading the introduction to a book review- Reading a text about Holloway Street- Reading several stories from childhood- Writing a text about a personal anecdote

Language reflectionsA. Language and grammar functions- Modal verbs (and verbs with similar meanings)- Modal verbs of deduction (present and past)- Uses of would

B. Vocabulary- Outlook- Attitude- Strong feelings

Sociocultural Aspects- To debate about memories- To think and talk about childhood- To debate about different ways of expressing feelings

depending on the culture

CROSS-CURRICULAR TOPICS


Moral and civic educationTo respect people and their feelingsHealth educationTo think and talk about mental healthTo debate about the importance of feelings in mental and physical healthEducation for equalityTo respect people


languages: modals, modal verbs if deduction, uses of would. Outlook, attitude, strong feelings. Pronunciation, intonation and stress.














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