Basic Competences

GENERAL TEACHING PROGRAMME CUTTING EDGE

PRE-INTERMEDIATE ______

AREA OF FOREIGN LANGUAGES ENGLISH LANGUAGE

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 1 Cutting Edge Pre-Intermediate Teaching Programme

UNIT 1: LEISURE AND SPORT

I. AIMS - To review questions - To know the form and use of the present simple - To know the form and use of frequency phrases - To talk about free time activities - To talk about sports - To discuss about leisure activities - To discuss about games - To discuss about unusual sports - To discuss about New York City - To interview a partner in 60 seconds - To listen to a radio news report - To listen to a games quiz - To read an article about sports - To read an interview - To watch a video about stickball - To find out information online about a sport - To write a paragraph about a sport - To know vocabulary connected with leisure activities - To know vocabulary connected with sports and games - To know stress in questions - 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 free time activities - Talking about sports - Interviewing a partner in 60 seconds - Listening to a radio news report - Listening to a games quiz - Reading an article about sports - Reading an interview - Watching a video about stickball - Finding out information online about a sport - Writing a paragraph about a sport

Language Reflections A. Language and grammar functions

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 2 - Questions - Present simple - Frequency phrases

B. Vocabulary - Words connected with leisure activities - Words connected with sports and games

C. Pronunciation - Stress in questions

Sociocultural Aspects - To discuss about leisure activities - To discuss about games - To debate about unusual sports - To show interest in exchanging ideas on familiar topics - To show interest in sports

CROSS-CURRICULAR TOPICS Moral and civic education To respect people To talk about other countries with respect and interest Health education To debate about sports and healthy habits Education for equality To respect men and women Music To talk about music

ASSESSMENT I. Communication skills - Student's Book: Communication activities, page 13 - Student's Book: Study, Practice & Remember, page 138 - Workbook, Unit 1 - Teacher's Resource Bank: Photocopiable activities, Unit 1 - DVD, Unit 1

II. Language reflections - Student's Book: Study, Practice & Remember, page 138 - Workbook, Unit 1 - Teacher's Resource Bank: Photocopiable activities, Unit 1 - DVD, Unit 1

III. Sociocultural aspects - Student's Book, Unit 1 - Workbook, Unit 1 - DVD, Unit 1

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 3 BASIC COMPETENCES

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 4 UNIT 1: Leisure and sport COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIA EXPRESSION AND COMMUNICATION

Communication SB, pp.6-15  All the activities in the unit use language as a means of oral  Show interest and curiosity in the English language as in the mother and written communication. such, and in cultural aspects associated with it. tongue and in foreign languages (C1)

Mathematical SB, p.6, ex. 3  Students have to understand and process information to complete a  Use mathematical forms of expression (tables, diagrams, competence survey. surveys, etc.) in the process of learning English. (C2) Data processing SB, p.10 (Reading)  Students read an article about new ways with old sports.  Be aware of the importance of the media and its influence on and digital SB, p.12 (Task)  Students read an interview to Freida Pinto. society. competence  Incorporate new technologies in the process of learning English. (C4) SB, p.13 (Share  Students film / record themselves interviewing their partner.  Take advantage of new technologies to revise and consolidate your task) what one has learnt in the unit. SB, pp.14-15  Students check information online about New York City. (World culture)  Students find out more information online about sports.

MyEnglishLab /  Students use digital devices as part of their process of learning Active Teach English.

Cultural SB, pp.14-15  Students discuss about New York City and check the information  Understand and critically appraise aspects of other awareness and (World culture) online. countries' culture and customs. expression  Students watch a video about a popular sport in New York City and (C6) complete exercises about it.

SB, pp.10, 12  They deal about different cultural and artistic expressions through the texts: - An article about sports. - An interview to a famous actress from India, Freida Pinto. SB, pp.13, 15  Students write a piece of original creative writing: - An interview to a partner. - A paragraph about a sport. RELATIONSHIPS AND INTERACTION

Knowledge and SB, Unit 1  Students learn and think about: leisure activities, games, sports,  Develop a critical mind when observing reality. connection with New York City, unusual sports. the world and environment  There are references to different places such as: UK, India,  Identify places and geographical features where other cultures (C3) Australia, London, California, New York City. are originated and located. Social and civic SB, Unit 1  Students work in pairs or groups and exchange opinions:  Use language as a vehicle of communication / cultural competence - In the different discussions proposed in transmission. (C5) the unit about leisure activities, games, unusual sports and New  Develop key communication skills, and take into account the York City. interests of others as individuals and the interests of the group - Analysing the tasks they have completed. as a whole. SB, pp.7, 10  Express their own ideas and listen to others'.  In pairs, students ask each other questions about the activities  Know and accept tradition and cultural and social reality of the SB, p.8, ex.2 they do, about sports and games. English-speaking world. SB, p.13  They read and answer a games quiz in pairs. (Speaking)  They interview a partner in 60 seconds. SB, pp.11, 12 Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 5  Students describe and answer questions about photographs. SB, p.15 Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 6 PERSONAL DEVELOPMENT Learning to SB & WB, Unit  Students do the SB and WB activities in the unit,  Be aware of what is known and what needs to be learn 1 and use good learning practices in class and at learnt, how to learn it, and how to manage and (C7) home. control the learning processes effectively, optimizing and guiding them to meet personal  Students learn how to use reference material for goals. each unit:  Show interest in different learning strategies Students’ Book which boost confidence when faced with new - Key language highlighted challenges in one's studies. at the start of the unit (p.6) - Grammar in context (pp.8, 11) - Pronunciation box (p.9) - Useful language box (p.13) - Study & practice 1 (p.138) - Study & practice 2 (p.138) - Remember these words (p.139)

SB, Unit 1 MyEnglishLab - Interactive workbook - Common error report - Tips and feedback for reference materials - Extra video with interactive exercises

 Students are encouraged to experiment with language and to work out rules for themselves (Grammar).  Students are encouraged to take a proactive role in their learning (Tasks).  Students recycle new language through the speaking tasks.  They recycle all the main grammar and vocabulary areas in the unit with extra practice exercises in the Study, Practice & Remember section.

Being SB, p.6 (In this  Students develop planning initiatives such as the  Show initiatives and own choices. autonomous unit) main objectives at the beginning of each unit. (C8)  Students think about what they have learnt after SB, p.15 (After each unit. unit 1 you  Develop personal qualities such as initiative, self- can…)  Students are responsible for the proposed tasks and improvement, perseverance and self-criticism, WB, pp.4-8 activities. performing the self-evaluation and reviewing the SB & WB  Students do the assessment activities in the unit. learning process.

SB, p.12 (Task)  Students do activities which involve analyzing, planning and reviewing their work: do a 60-second interview.  Listen and interact with others with positive SB, pp.6-15 attitude when participating in class activities.  Students show initiative working in pairs or groups: discussing about the unit topic, analysing tasks, describing photographs and completing the speaking activities.

Emotional SB, pp.6-15  Students learn to work in pairs or groups and to  Show emotional balance and respect for competence respect turns, as well as opinions, work and others in the activities done in class. (Castile La progress. Mancha) (C9) UNIT 2: FIRSTS AND LASTS

I. AIMS

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 7 - To know the form and use of the past simple - positive and negative - To know the form and use of the past simple - questions - To speak about the first or last time they did something - To speak about travelling - To discuss about TV programmes - To discuss about journeys - To listen to two people talking about the first time they did something - To read an article about television - To read a text about Boa Sr - To read a text about a trip abroad - To watch a video about travelling - To write a narrative about a journey - To know time phrases with at, on, in and ago - To know vocabulary connected with feelings - To practise the pronunciation of the -ed endings - To practise the pronunciation of was and were - To know stress on adjectives - To know intonation in questions - 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 the first or last time they did something - Speaking about travelling - Listening to two people talking about the first time they did something - Reading an article about television - Reading a text about Boa Sr - Reading a text about a trip abroad - Watching a video about travelling - Writing a narrative about a journey

Language Reflections A. Language and grammar functions - Past simple - positive and negative - Past simple - questions - Time phrases: at, on, in, ago

B. Vocabulary - Words connected with feelings

C. Pronunciation - Stress on adjectives

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 8 - Intonation in questions - -ed endings (past forms) - Was and were

Sociocultural Aspects - To discuss about TV programmes - To discuss about journeys - To show interest in travelling

CROSS-CURRICULAR TOPICS Moral and civic education To respect people To talk about other countries with respect and interest Education for equality To respect men and women Technology To talk about the progress of technological devices

ASSESSMENT I. Communication skills - Student's Book: Communication activities, page 21 - Student's Book: Study, Practice & Remember, page 140 - Workbook, Unit 2 - Teacher's Resource Bank: Photocopiable activities, Unit 2 - Teacher's Resource Disc: Progress Tests, Units 1-2 - Teacher's Resource Disc: Test Audio - DVD, Unit 2

II. Language reflections - Student's Book: Study, Practice & Remember, page 140 - Workbook, Unit 2 - Teacher's Resource Bank: Photocopiable activities, Unit 2 - Teacher's Resource Disc: Progress Tests, Units 1-2 - Teacher's Resource Disc: Test Audio - DVD, Unit 2

UNIT 2: Firsts and lasts COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIA EXPRESSION AND COMMUNICATION Communication SB, pp.16-23  All the activities in the unit use language as a means of oral and  Show interest and curiosity in the English language as such, in the mother written communication. and in cultural aspects associated with it. tongue and in foreign languages (C1) Mathematical SB, p.17, ex. 3  Students have to understand and process information to complete  Use mathematical forms of expression (tables, diagrams, competence an exercise with numbers and dates. surveys, etc.) in the process of learning English. (C2)

Data processing SB, p.17 (Reading)  Students read an article about television and TV programmes.  Be aware of the importance of the media and its influence on and digital society. competence SB, p.21 (Share  Students film / record themselves telling their stories to other  Incorporate new technologies in the process of learning English. (C4) your task) students.  Take advantage of new technologies to revise and consolidate SB, p.23 (Language  Students watch a video about travelling situations. what one has learnt in the unit. live) MyEnglishLab /  Students use digital devices as part of their process of learning Active Teach English.

Cultural SB, pp.16, 18, 19,  Students deal about different cultural and artistic expressions  Consider literature as a source of enjoyment and personal awareness and 22 through the texts: enrichment, and as part of countries' cultural heritage. expression - An article about television and TV  Understand and critically appraise aspects of other (C6) programmes. countries' culture and customs. - A quiz about important firsts. - A text about Boa Sr. - A narrative about a trip SB, p.23 (Writing)  Students write a piece of original creative writing: - A narrative about a journey. - Short conversations about travelling situations.

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 10 RELATIONSHIPS AND INTERACTION Knowledge and SB, Unit 2  Students learn and think about: television, technology, important  Develop a critical mind when observing reality. connection with firsts and lasts, feelings and travelling. the world and environment  There are references to different places such as: Britain, the USA,  Identify places and geographical features where other cultures (C3) Japan, Canada, New Zealand, UK, India, Pakistan, Australia. are originated and located.

Social and civic SB, Unit 2  Students work in pairs or groups and exchange opinions:  Use language as a vehicle of communication / cultural competence - In the different discussions proposed in transmission. (C5) the unit about TV programmes, journeys, meeting people and  Develop key communication skills, and take into account the travelling. interests of others as individuals and the interests of the group - Analysing the tasks they have completed as a whole. and comparing their answers.  Express their own ideas and listen to others'. SB, pp.19, 20, 23  Know and accept tradition and cultural and social reality of the  In pairs, students ask each other questions about past activities, English-speaking world. SB, p.18, ex.1a their feelings and about travelling.  Students describe and answer questions about photographs. SB, p.21 (Task)  They read a quiz in pairs and answer the questions.  They work in small groups telling their stories to each other. SB, p.22  Students write a paragraph about a journey. SB, Unit 2  Students learn and think about: television, technology, important firsts and lasts, feelings and travelling.

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 11 Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 12 PERSONAL DEVELOPMENT Learning to SB & WB, Unit  Students do the SB and WB activities in the unit,  Be aware of what is known and what needs to be learn 2 and use good learning practices in class and at learnt, how to learn it, and how to manage and (C7) home. control the learning processes effectively, optimizing and guiding them to meet personal Teacher's  Students complete the progress test 1. goals. Resource Disc  Students complete the test audio.  Show interest in different learning strategies  Students learn how to use reference material for which boost confidence when faced with new each unit: challenges in one's studies.

Students’ Book - Key language highlighted at the start of the unit (p.16) - Grammar in context (pp.17, 18) - Pronunciation box (pp.17, 20, 23) - Useful language box (p.21) - Study & practice 1 (p.140) - Study & practice 2 (p.140) - Remember these words (p.141) SB, Unit 2 MyEnglishLab - Interactive workbook - Common error report - Tips and feedback for reference materials - Extra video with interactive exercises

Being SB, p.16 (In  Students develop planning initiatives such as the  Show initiatives and own choices. autonomous this unit) main objectives at the beginning of each unit. (C8) SB, p.23 (After  Students think about what they have learnt after unit 2 you each unit. can…)  Develop personal qualities such as initiative, self- WB, pp.9-13  Students are responsible for the proposed tasks and improvement, perseverance and self-criticism, SB & WB activities. performing the self-evaluation and reviewing the  Students do the assessment activities in the unit. learning process. SB, p.20 (Task)  Students do activities which involve analyzing, planning and reviewing their work: describe a first SB, pp.16-23 or last time.  Listen and interact with others with positive attitude when participating in class activities.  Students show initiative working in pairs or groups: discussing about the unit topic, analysing tasks, describing photographs and completing the speaking activities. Emotional SB, pp.16-23  Students learn to work in pairs or groups and to  Show emotional balance and respect for others competence respect turns, as well as opinions, work and in the activities done in class. (Castile La progress. Mancha) (C9) UNIT 3: WORK AND REST

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 13 I. AIMS - To know the use of should and shouldn't - To know the use of can, can't, have to and don't have to - To talk about different jobs - To speak about suitable jobs - To discuss about routines - To discuss about sleeping - To discuss about what should or shouldn't be done in some situations - To discuss about guided tours - To discuss about undergrounds - To listen to an interview about an unusual job - To listen to four people talking about themselves - To listen to two students talking about the best jobs for other people - To read a text about short and long sleepers - To read some advice for studying effectively - To read a text about the London underground - To watch a video about night workers on the London underground - To find out information online about famous train lines from different countries - To write a paragraph describing a situation and asking for advice - To write a paragraph about a train line - To know vocabulary connected with daily routines - To know vocabulary connected with jobs - To practise the pronunciation of should and shouldn't - To practise the pronunciation of can, can't and have to - 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 different jobs - Speaking about suitable jobs - Listening to an interview about an unusual job - Listening to four people talking about themselves - Listening to two students talking about the best jobs for other people - Reading a text about short and long sleepers - Reading some advice for studying effectively - Reading a text about the London underground - Watching a video about night workers on the London underground

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 14 - Finding out information online about famous train lines from different countries - Writing a paragraph describing a situation and asking for advice - Writing a paragraph about a train line

Language Reflections A. Language and grammar functions - Should, shouldn't - Can, can't, have to, don't have to

B. Vocabulary - Words connected with daily routines - Words connected with jobs

C. Pronunciation - Should, shouldn't - Can, can't, have to

Sociocultural Aspects - To discuss about routines - To discuss about sleeping - To debate about what should or shouldn't be done in some situations - To talk about guided tours - To talk about undergrounds - To show interest in using the public transport

CROSS-CURRICULAR TOPICS Moral and civic education To respect people To talk about other countries with respect and interest To respect classmates' opinions Health education To debate about healthy habits Education for equality To respect men and women

II. Language reflections - Student's Book: Study, Practice & Remember, page 142

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 15 - Workbook, Unit 3 - Teacher's Resource Bank: Photocopiable activities, Unit 3 - DVD, Unit 3

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 17 UNIT 3: Work and rest COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIA EXPRESSION AND COMMUNICATION

Communication SB, pp.24-31  All the activities in the unit use language as a means of oral and  Show interest and curiosity in the English language as such, in the mother written communication. and in cultural aspects associated with it. tongue and in foreign languages (C1)

Mathematical SB, p.30, ex. 4  Students have to understand and process information to complete  Use mathematical forms of expression (tables, diagrams, competence an exercise with numbers. surveys, etc.) in the process of learning English. (C2) WB, p.18, ex.9  They complete a grid with the information from different texts. Data processing SB, p.26, ex.1  Students read a web page about asking for a piece of advice.  Be aware of the importance of the media and its influence on and digital SB, p.27 (Listening)  Students listen to an interview about an unusual job. society. competence  Incorporate new technologies in the process of learning English. (C4) SB, p.29 (Share  Students film / record themselves having a discussion about the  Take advantage of new technologies to revise and consolidate your task) best job for different candidates. what one has learnt in the unit.

SB, pp.30-31  Students check information online about the London underground. (World culture)  Students find out more information online about train lines from different countries.

Cultural SB, pp.30-31  Students discuss about the use of the underground and about the  Understand and critically appraise aspects of other awareness and (World culture) London underground. They check the information online. countries' culture and customs. expression  Students watch a video about night workers on the London (C6) Underground and complete exercises about it.

SB, pp.25, 30  They deal about different cultural and artistic expressions through the following: - A text about sleeping. - A text about the London Underground.

SB, pp.26, 31  Students write a piece of original creative writing: - A paragraph describing a situation and asking for advice. - A paragraph about a train line. SB, p.25  Students read some quotes about sleeping and express their opinion about them. RELATIONSHIPS AND INTERACTION Knowledge and SB, Unit 3  Students learn and think about daily routines, sleeping, jobs and  Develop a critical mind when observing reality. connection with amazing trains. the world and environment  There are references to different places such as: New Zealand,  Identify places and geographical features where other cultures (C3) Poland, England, Argentina, London, Moscow. are originated and located.

Social and civic SB, Unit 3  Students work in pairs or groups and exchange opinions:  Use language as a vehicle of communication / cultural competence - In the different discussions proposed in transmission. (C5) the unit about daily routines, sleeping, giving advice, guided  Develop key communication skills, and take into account the tours, unusual jobs, suitable jobs for different people and the interests of others as individuals and the interests of the group underground. as a whole. - Teaching programmeAnalysing – CUTTING the tasks EDGEthey have - PRE-INTERMEDIATE completed  Express their own ideas and listen to others'. 18 and comparing their answers.  Know and accept tradition and cultural and social reality of the SB, p.25 English-speaking world. Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 19 PERSONAL DEVELOPMENT Learning to SB & WB, Unit  Students do the SB and WB activities in the unit,  Be aware of what is known and what needs to be learn 3 and use good learning practices in class and at learnt, how to learn it, and how to manage and (C7) home. control the learning processes effectively, optimizing and guiding them to meet personal  Students learn how to use reference material for goals. each unit:  Show interest in different learning strategies Students’ Book which boost confidence when faced with new - Key language highlighted challenges in one's studies. at the start of the unit (p.24) - Grammar in context (pp.26, 27) - Pronunciation box (pp.26, 27) - Useful language box (p.29) - Study & practice 1 (p.142) - Study & practice 2 (p.142) - Remember these words (p.143) SB, Unit 3 MyEnglishLab - Interactive workbook - Common error report - Tips and feedback for reference materials - Extra video with interactive exercises

 Students are encouraged to experiment with language and to work out rules for themselves (Grammar).  Students are encouraged to take a proactive role in their learning (Tasks).  Students recycle new language through the speaking tasks.  They recycle all the main grammar and vocabulary areas in the unit with extra practice exercises in the Study, Practice & Remember section. Being SB, p.24 (In  Students develop planning initiatives such as the  Show initiatives and own choices. autonomous this unit) main objectives at the beginning of each unit. (C8) SB, p.31 (After  Students think about what they have learnt after unit 3 you each unit. can…)  Develop personal qualities such as initiative, self- WB, pp.14-18  Students are responsible for the proposed tasks and improvement, perseverance and self-criticism, SB & WB activities. performing the self-evaluation and reviewing the  Students do the assessment activities in the unit. learning process. SB, p.12 (Task)  Students do activities which involve analyzing, planning and reviewing their work: decide on the SB, pp.24-31 best job.  Listen and interact with others with positive attitude when participating in class activities.  Students show initiative working in pairs or groups: discussing about the unit topic, analysing tasks, describing photographs and completing the speaking activities.

Emotional SB, pp.24-31  Students learn to work in pairs or groups and to  Show emotional balance and respect for others competence respect turns, as well as opinions, work and in the activities done in class. (Castile La progress. Mancha) (C9) UNIT 4: SPECIAL DAYS

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 20 I. AIMS - To know the form and use of the present simple and present continuous - To know the form of the present continuous for future arrangements - To speak about special days - To talk about arrangements in the future - To discuss about special days - To discuss about Friendship Day - To discuss their opinions about different quotes - To discuss about New Year celebrations - To listen to two people talking about New Year celebration in Brazil and in Iceland - To listen to a recording about special days in the UK and in the USA - To listen to some people talking about their special days - To read a text about special days around the world - To read a text about Friendship Day - To read a text about Red Nose Day - To read an email about a party - To watch a video about special days - To write an email inviting a friend to a special occasion - To know verb phrases for special days - To know descriptive adjectives - To know stress on months and dates - To practise the intonation on phrases for special days - 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 special days - Talking about arrangements in the future - Listening to two people talking about New Year celebration in Brazil and in Iceland - Listening to a recording about special days in the UK and in the USA - Listening to some people talking about their special days - Reading a text about special days around the world - Reading a text about Friendship Day - Reading a text about Red Nose Day - Reading an email about a party - Watching a video about special days - Writing an email inviting a friend to a special occasion

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 21 Language Reflections A. Language and grammar functions - Present simple and present continuous - Present continuous for future arrangements - Verb phrases for special days

B. Vocabulary - Descriptive adjectives

C. Pronunciation - Stress on months and dates - Intonation on phrases for special days

Sociocultural Aspects - To discuss about special days - To discuss about Friendship Day - To express their opinion about different quotes - To discuss about New Year celebrations - To show interest and discuss about festivals

CROSS-CURRICULAR TOPICS Moral and civic education To respect people To talk about other countries with respect and interest To think about the importance of friendship Education for equality To respect celebrations from different countries

III. Sociocultural aspects - Student's Book, Unit 4

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 22 - Workbook, Unit 4 - DVD, Unit 4

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 24 UNIT 4: Special days COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIA EXPRESSION AND COMMUNICATION

Mathematical SB, pp.33, 36, 38,  Students have to understand and process information to complete a  Use mathematical forms of expression (tables, diagrams, competence 41 table. surveys, etc.) in the process of learning English. (C2) WB, p.19 Data processing SB, p.35  Students read a text about TV actors.  Be aware of the importance of the media and its influence on and digital society. competence SB, p.39 (Share  Students film / record themselves giving a talk.  Incorporate new technologies in the process of learning English. (C4) your task)  Take advantage of new technologies to revise and consolidate SB, p.41  Students read an email about a party. what one has learnt in the unit.  They write an email inviting a friend to a special occasion.

Cultural SB, Unit 4  The topic of the unit deals with special days around the world.  Understand and critically appraise aspects of other awareness and SB, p.34  Students read a text about a charity in UK and Africa. countries' culture and customs. expression SB, p.36  Students discuss about New Year celebrations in different countries. (C6) SB, pp.33, 34  They deal about different cultural and artistic expressions through the following: - A text about special days around the world. - A text about Friendship Day. - A text about Red Nose Day. - Quotations on Red Nose Day. SB, p.41  Students write a piece of original creative writing: - An email inviting a friend to a special occasion. RELATIONSHIPS AND INTERACTION

Knowledge and SB, Unit 4  Students learn and think about: Teacher's Day, World Book Day,  Develop a critical mind when observing reality. connection with Grandparent's Day, Friendship Day, Red Nose Day, New Year the world and celebrations and other special days; invitations. environment  Identify places and geographical features where other cultures (C3)  There are references to different places such as: Argentina, UK, are originated and located. Ireland, Japan, the United States, Africa, Kenya, Brazil, Iceland, Italy. Social and civic SB, Unit 4  Students work in pairs or groups and exchange opinions:  Use language as a vehicle of communication / cultural competence - In the different discussions proposed in transmission. (C5) the unit about celebrations and special days.  Develop key communication skills, and take into account the - Analysing the tasks they have completed interests of others as individuals and the interests of the group and comparing their answers. as a whole.  Express their own ideas and listen to others'. SB, p.37  In pairs, students interview each other with the proposed  Know and accept tradition and cultural and social reality of the questions. English-speaking world. SB, p.39  They tellTeaching each other programme about special – days.CUTTING EDGE - PRE-INTERMEDIATE 25 (Speaking) SB, pp.34, 35, 36  Students describe and answer questions about photographs. Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 26 PERSONAL DEVELOPMENT Learning to SB & WB, Unit  Students do the SB and WB activities in the unit,  Be aware of what is known and what needs to be learn 4 and use good learning practices in class and at learnt, how to learn it, and how to manage and (C7) home. control the learning processes effectively, optimizing and guiding them to meet personal Teacher's  Students complete the progress test 2. goals. Resource Disc  Students complete the test audio.  Show interest in different learning strategies  Students learn how to use reference material for which boost confidence when faced with new each unit: challenges in one's studies.

Students’ Book - Key language highlighted at the start of the unit (p.32) - Grammar in context (pp.35, 37) - Pronunciation box (pp.32, 40) - Useful language box (p.39) - Study & practice 1 (p.144) - Study & practice 2 (p.144) - Remember these words (p.145) SB, Unit 4 MyEnglishLab - Interactive workbook - Common error report - Tips and feedback for reference materials - Extra video with interactive exercises

Being SB, p.32 (In  Students develop planning initiatives such as the  Show initiatives and own choices. autonomous this unit) main objectives at the beginning of each unit. (C8) SB, p.41 (After  Students think about what they have learnt after unit 4 you each unit. can…)  Develop personal qualities such as initiative, self- WB, pp.19-23  Students are responsible for the proposed tasks and improvement, perseverance and self-criticism, SB & WB activities. performing the self-evaluation and reviewing the  Students do the assessment activities in the unit. learning process. SB, p.38 (Task)  Students do activities which involve analyzing, planning and reviewing their work: describe your SB, pp.32-41 special days.  Listen and interact with others with positive attitude when participating in class activities.  Students show initiative working in pairs or groups: discussing about the unit topic, analysing tasks, describing photographs and completing the speaking activities. Emotional SB, pp.32-41  Students learn to work in pairs or groups and to  Show emotional balance and respect for others competence respect turns, as well as opinions, work and in the activities done in class. (Castile La progress. Mancha) (C9) UNIT 5: YOUR LOOK

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 27 I. AIMS - To know the form of comparative and superlative adjectives - To know questions with How, What and What… like? - To prepare a survey about image - To talk about a special item of clothing - To discuss about someone's appearance at different times - To discuss about special clothes - To discuss about image - To discuss about fashion - To listen to three people talking about special items of clothing - To listen to three mini-conversations - To listen to the descriptions of some characters in a TV soap opera - To read a text about the appearance of people - To read some facts about the human body - To read a survey about image - To watch a video about street style in London - To find out information online about one of the UNESCO Creative Cities - To write a short description of a person - To write a paragraph about a UNESCO Creative City - To know vocabulary connected with physical appearance - To know vocabulary connected with parts of the body - To practise the pronunciation of weak forms of prepositions - To practise the pronunciation of vowel sounds and silent letters - To know stress on content words in questions - 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 - Preparing a survey about image - Talking about a special item of clothing - Listening to three people talking about special items of clothing - Listening to three mini-conversations - Listening to the descriptions of some characters in a TV soap opera - Reading a text about the appearance of people - Reading some facts about the human body - Reading a survey about image - Watching a video about street style in London - Finding out information online about one of the UNESCO Creative Cities - Writing a short description of a person - Writing a paragraph about a UNESCO Creative City

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 28 Language Reflections A. Language and grammar functions - Comparative and superlative adjectives - Questions with How, What and What… like?

B. Vocabulary - Words connected with physical appearance - Words connected with parts of the body

C. Pronunciation - Weak forms of prepositions - Vowel sounds and silent letters - Stress on content words in questions

Sociocultural Aspects - To discuss about someone's appearance at different times - To discuss about special clothes - To debate about image - To talk about fashion - To show interest in analysing a survey

CROSS-CURRICULAR TOPICS Moral and civic education To respect people To talk about other countries with respect and interest To talk about people's image and appearance with respect Consumer education To debate about spending too much money for fashion

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 30 UNIT 5: Your look COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIA EXPRESSION AND COMMUNICATION

Mathematical SB, pp.44, 45, 48  Students have to understand and process information:  Use mathematical forms of expression (tables, diagrams, competence - To complete a table. surveys, etc.) in the process of learning English. (C2) - To read and prepare a survey. WB, p.25 - To complete a grid.

Data processing SB, p.43  Students read the description of an American actress.  Be aware of the importance of the media and its influence on and digital SB, p.49 (Share  Students film / record themselves completing a survey. society. competence your task)  Incorporate new technologies in the process of learning English. (C4) SB, pp.50-51  Students check information online about fashion.  Take advantage of new technologies to revise and consolidate (World culture)  Students find out more information online about UNESCO Creative what one has learnt in the unit. Cities.  Students watch a video about street style in London.

Cultural SB, pp.50-51  Students discuss about fashion and check the information online.  Understand and critically appraise aspects of other awareness and (World culture)  Students watch a video about street style in London and complete countries' culture and customs. expression exercises about it. (C6)  Students learn about UNESCO Creative Cities.

SB, pp.42, 43, 46,  They deal about different cultural and artistic expressions through 48 the following: - A text about the appearance of people. - Some facts about the human body. - A survey about image.

SB, pp.43, 51  Students write a piece of original creative writing: - A short description of a person. - A paragraph about a UNESCO Creative City. RELATIONSHIPS AND INTERACTION Knowledge and SB, Unit 5  Students learn and think about: physical appearance, special  Develop a critical mind when observing reality. connection with clothes, parts of the body, image and fashion. the world and environment  There are references to different places such as: Algeria, France,  Identify places and geographical features where other cultures (C3) Italy, A Coruña, Barcelona, Madrid, London, Buenos Aires, Chengdu, are originated and located. Dublin, Sevilla, Sydney, Argentina. Social and civic SB, Unit 5  Students work in pairs or groups and exchange opinions:  Use language as a vehicle of communication / cultural competence - In the different discussions proposed in transmission. (C5) the unit about someone's appearance at different times, special  Develop key communication skills, and take into account the clothes, image and fashion. interests of others as individuals and the interests of the group - Analysing the tasks they have completed as a whole. and comparing their answers.  Express their own ideas and listen to others'. SB, pp.43, 45, 47 Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE Know and accept tradition and cultural and social reality of31 the  In pairs, students ask each other questions about physical English-speaking world. SB, p.49 appearance, their family, special items of clothing, a classmate. Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 32 PERSONAL DEVELOPMENT Learning to SB & WB, Unit  Students do the SB and WB activities in the unit,  Be aware of what is known and what needs to be learn 5 and use good learning practices in class and at learnt, how to learn it, and how to manage and (C7) home. control the learning processes effectively, optimizing and guiding them to meet personal  Students learn how to use reference material for goals. each unit:  Show interest in different learning strategies Students’ Book which boost confidence when faced with new - Key language highlighted challenges in one's studies. at the start of the unit (p.42) - Grammar in context (pp.44, 47) - Pronunciation box (pp.45, 46, 47) - Useful language box (p.49) - Study & practice 1 (p.146) - Study & practice 2 (p.146) - Remember these words (p.147) SB, Unit 5 MyEnglishLab - Interactive workbook - Common error report - Tips and feedback for reference materials - Extra video with interactive exercises

 Students are encouraged to experiment with language and to work out rules for themselves (Grammar).  Students are encouraged to take a proactive role in their learning (Tasks).  Students recycle new language through the speaking tasks.  They recycle all the main grammar and vocabulary areas in the unit with extra practice exercises in the Study, Practice & Remember section. Being SB, p.6 (In this  Students develop planning initiatives such as the  Show initiatives and own choices. autonomous unit) main objectives at the beginning of each unit. (C8)  Students think about what they have learnt after SB, p.51 (After each unit. unit 5 you  Develop personal qualities such as initiative, self- can…)  Students are responsible for the proposed tasks and improvement, perseverance and self-criticism, WB, pp.24-28 activities. performing the self-evaluation and reviewing the SB & WB  Students do the assessment activities in the unit. learning process.

SB, p.49 (Task)  Students do activities which involve analyzing, planning and reviewing their work: do a survey about image.  Listen and interact with others with positive SB, pp.42-51 attitude when participating in class activities.  Students show initiative working in pairs or groups: discussing about the unit topic, analysing tasks, describing photographs and completing the speaking activities.

Emotional SB, pp.42-51  Students learn to work in pairs or groups and to  Show emotional balance and respect for others competence respect turns, as well as opinions, work and in the activities done in class. (Castile La progress. Mancha) (C9) UNIT 6: GOING AWAY

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 33 I. AIMS - To know the form and use of verbs to describe plans and intentions - To make predictions with will and won't - To prepare a survey about going away - To talk about visiting a friend's city - To speak about going on holidays - To discuss about holidays - To discuss about packing a suitcase - To discuss about ways of travelling - To discuss about spending a long weekend with some friends - To listen to a conversation about planning a holiday trip - To listen to a conversation about choosing a holiday - To read an article about packing a suitcase - To read an online travel brochure - To read a text about a competition - To write short conversations for different situations - To write a postcard to a friend - To know vocabulary connected with going on holiday - To know vocabulary to describe holidays - To practise the pronunciation of will / 'll and would / 'd - To practise the intonation in making requests - 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 - Preparing a survey about going away - Talking about visiting a friend's city - Speaking about going on holidays - Listening to a conversation about planning a holiday trip - Listening to a conversation about choosing a holiday - Reading an article about packing a suitcase - Reading an online travel brochure - Reading a text about a competition - Writing short conversations for different situations - Writing a postcard to a friend

Language Reflections A. Language and grammar functions - Plans and intentions - Predictions with will and won't

B. Vocabulary - Words connected with going on holiday

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 34 - Words describing holidays

C. Pronunciation - Will / 'll and would / 'd - Intonation in making requests

Sociocultural Aspects - To discuss about holidays - To discuss about packing a suitcase - To debate about ways of travelling - To talk about spending a long weekend with some friends - To show interest in expressing agreement and disagreement politely

CROSS-CURRICULAR TOPICS Moral and civic education To respect people To talk about other countries with respect and interest To know how to make requests and ask for permission Consumer education To debate about spending money on travels and holidays Environmental education To respect nature when travelling

UNIT 6: Going away COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIA EXPRESSION AND COMMUNICATION Communication SB, pp.52-59  All the activities in the unit use language as a means of oral and  Show interest and curiosity in the English language as such, in the mother written communication. and in cultural aspects associated with it. tongue and in foreign languages (C1) Data processing SB, p.53, ex.1b  Students read an article about packing a suitcase.  Be aware of the importance of the media and its influence on and digital SB, p.54 (Reading) Students read an online travel brochure. society. competence  Incorporate new technologies in the process of learning English. (C4) SB, p.57 (Share Students film / record themselves telling about the holidays they  Take advantage of new technologies to revise and consolidate your task) chose. what one has learnt in the unit. SB, p.58  Students watch a video and complete some exercises about it.

Cultural SB, p.52 (Reading)  Students read about interesting information from different countries  Understand and critically appraise aspects of other awareness and to go on holiday. countries' culture and customs. expression (C6) SB, pp.53, 54, 56  They deal about different cultural and artistic expressions through the following: - An article about packing a suitcase. - An online travel brochure. - A text about a competition.

SB, pp.58, 59  Students write a piece of original creative writing: - Short conversations for different situations. - A postcard to a friend.

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 36 RELATIONSHIPS AND INTERACTION Knowledge and SB, Unit 6  Students learn and think about: going on holiday, plans and  Develop a critical mind when observing reality. connection with intentions. the world and environment  There are references to different places such as: New Zealand,  Identify places and geographical features where other cultures (C3) River Amazon, Moscow, Beijing, Paris, New York, Goa, Seville, are originated and located. Dubai, Cape Town. Social and civic SB, Unit 6  Students work in pairs or groups and exchange opinions:  Use language as a vehicle of communication / cultural competence - In the different discussions proposed in transmission. (C5) the unit about holidays, packing a suitcase, ways of travelling,  Develop key communication skills, and take into account the spending a weekend with some friends. interests of others as individuals and the interests of the group - Analysing the tasks they have completed as a whole. and comparing their answers.  Express their own ideas and listen to others'.  Know and accept tradition and cultural and social reality of the SB, pp.53, 54, 55  In pairs, students ask each other questions about plans for going English-speaking world. away, holidays, visiting a friend. SB, pp.53, 55, 56,  They complete exercises in pairs. 58 SB, pp.52, 54, 58  Students describe and answer questions about photographs.

SB, p.59  Students write a postcard to a friend.

SB, Unit 6  Students learn and think about: going on holiday, plans and intentions, making requests and asking for permission.

Being SB, p.52 (In  Students develop planning initiatives such as the  Show initiatives and own choices. autonomous this unit) main objectives at the beginning of each unit. (C8) SB, p.59 (After  Students think about what they have learnt after unit 6 you each unit. can…)  Develop personal qualities such as initiative, self- WB, pp.29-33  Students are responsible for the proposed tasks and improvement, perseverance and self-criticism, SB & WB activities. performing the self-evaluation and reviewing the  Students do the assessment activities in the unit. learning process. SB, p.56 (Task)  Students do activities which involve analyzing, planning and reviewing their work: choose a SB, pp.52-59 holiday.  Listen and interact with others with positive attitude when participating in class activities.  Students show initiative working in pairs or groups: discussing about the unit topic, analysing tasks, describing photographs and completing the speaking activities. Emotional SB, pp.52-59  Students learn to work in pairs or groups and to  Show emotional balance and respect for others competence respect turns, as well as opinions, work and in the activities done in class. (Castile La progress. Mancha) (C9) UNIT 7: SUCCESS

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 39 I. AIMS - To know the form and use of the present perfect and past simple with for - To know the form and use of the present perfect and past simple with other time words - To speak about ambitions, dreams and achievements - To talk about things they've done in the last ten years - To discuss about the secret of success - To discuss about the use of internet - To discuss about YouTube, Google and Amazon - To discuss about people who have achieved fame - To discuss about ambitions - To listen to a radio programme about fame - To listen to five people talking about their ambitions and achievements - To read an article about the five secrets of success - To read a text about YouTube, Google and Amazon - To watch a video about a young English tennis player - To find out information online about successful people - To write a paragraph about a successful person - To know verb phrases about ambitions - To know vocabulary connected with the internet - To practise the pronunciation of for and have - 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 ambitions, dreams and achievements - Talking about things they've done in the last ten years - Listening to a radio programme about fame - Listening to five people talking about their ambitions and achievements - Reading an article about the five secrets of success - Reading a text about YouTube, Google and Amazon - Watching a video about a young English tennis player - Finding out information online about successful people - Writing a paragraph about a successful person

Language Reflections A. Language and grammar functions - Present perfect and past simple with for - Present perfect and past simple with other time words

B. Vocabulary

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 40 - Verb phrases about ambitions - Words connected with the internet

C. Pronunciation - For and have

Sociocultural Aspects - To discuss about the secret of success - To debate about the use of internet - To talk about YouTube, Google and Amazon - To discuss about people who have achieved fame - To talk about ambitions - To show interest and talk about news

CROSS-CURRICULAR TOPICS Moral and civic education To respect people To talk about other countries with respect and interest Health education To talk about sport

ASSESSMENT I. Communication skills - Student's Book: Communication activities, page 67 - Student's Book: Study, Practice & Remember, page 150 - Workbook, Unit 7 - Teacher's Resource Bank: Photocopiable activities, Unit 7 - Teacher's Resource Disc: Mid-course Tests - Teacher's Resource Disc: Test Audio - DVD, Unit 7

II. Language reflections - Student's Book: Study, Practice & Remember, page 150 - Workbook, Unit 7 - Teacher's Resource Bank: Photocopiable activities, Unit 7 - Teacher's Resource Disc: Mid-course Tests - Teacher's Resource Disc: Test Audio - DVD, Unit 7

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 42 UNIT 7: Success COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIA EXPRESSION AND COMMUNICATION

Mathematical  Students have to understand and process information:  Use mathematical forms of expression (tables, diagrams, competence SB, p.66, ex. 3b - To complete a table. surveys, etc.) in the process of learning English. (C2) WB, p.35 - To complete a grid. SB, p.61, ex. 3a  Students classify a list of concepts according to three categories. Data processing SB, p.61  Students read an article about the five secrets of success.  Be aware of the importance of the media and its influence on and digital  Students listen to a radio programme about fame. society. competence SB, p.64 (Reading  Students read a text about YouTube, Google and Amazon.  Incorporate new technologies in the process of learning English. (C4) and vocabulary)  They discuss about the use of internet and learn vocabulary  Take advantage of new technologies to revise and consolidate connected with it. what one has learnt in the unit.

SB, p.67 (Share  Students film / record themselves giving a talk. your task) SB, pp.68-69  Students check information online about tennis. (World culture)  Students find out more information online about young successful people.

Cultural SB, pp.68-69  Students discuss about being a successful sports person, and check  Understand and critically appraise aspects of other awareness and (World culture) information online about tennis. countries' culture and customs. expression  Students watch a video about a young tennis player from England (C6) and complete exercises about it.

SB, p.61, ex.1  Students read a quotation from Confucius and discuss about it. SB, p.66  They read and discuss some popular sayings about ambitions, dreams and achievements.

SB, pp.61, 64  They deal about different cultural and artistic expressions through the following: - An article about the five secrets of success. - A text about YouTube, Google and SB, p.69 Amazon.

 Students write a piece of original creative writing: - A paragraph about a successful person. RELATIONSHIPS AND INTERACTION Knowledge and SB, Unit 7  Students learn and think about: ambitions, dreams, achievements,  Develop a critical mind when observing reality. connection with the internet, fame, success. the world and environment  There are references to different places such as: Dublin, Paris, Italy,  Identify places and geographical features where other cultures (C3) the United States, California, Essex, England. are originated and located.

Social and civic SB, Unit 7  Students work in pairs or groups and exchange opinions:  Use language as a vehicle of communication / cultural competence - Teaching programmeIn the –different CUTTING discussions EDGE - proposedPRE-INTERMEDIATE in transmission. 43 (C5) the unit about the secrets of success, the use of internet,  Develop key communication skills, and take into account the YouTube, Google, Amazon, people who have achieved fame, interests of others as individuals and the interests of the group Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 44 PERSONAL DEVELOPMENT Learning to SB & WB, Unit  Students do the SB and WB activities in the unit,  Be aware of what is known and what needs to be learn 7 and use good learning practices in class and at learnt, how to learn it, and how to manage and (C7) home. control the learning processes effectively, optimizing and guiding them to meet personal Teacher's  Students complete the mid-course test. goals. Resource Disc  Students complete the test audio.  Show interest in different learning strategies  Students learn how to use reference material for which boost confidence when faced with new each unit: challenges in one's studies.

Students’ Book - Key language highlighted at the start of the unit (p.60) - Grammar in context (pp.62, 63) - Pronunciation box (p.62) - Useful language box (p.67) - Study & practice 1 (p.150) - Study & practice 2 (p.150) - Remember these words (p.151)

 Students are encouraged to experiment with language and to work out rules for themselves (Grammar).  Students are encouraged to take a proactive role in their learning (Tasks).  Students recycle new language through the speaking tasks.  They recycle all the main grammar and vocabulary areas in the unit with extra practice exercises in the Study, Practice & Remember section. Being SB, p.60 (In  Students develop planning initiatives such as the  Show initiatives and own choices. autonomous this unit) main objectives at the beginning of each unit. (C8) SB, p.69 (After  Students think about what they have learnt after unit 7 you each unit. can…)  Develop personal qualities such as initiative, self- WB, pp.34-38  Students are responsible for the proposed tasks and improvement, perseverance and self-criticism, SB & WB activities. performing the self-evaluation and reviewing the  Students do the assessment activities in the unit. learning process. SB, p.66 (Task)  Students do activities which involve analyzing, planning and reviewing their work: talk about your SB, pp.60-69 ambitions.  Listen and interact with others with positive attitude when participating in class activities.  Students show initiative working in pairs or groups: discussing about the unit topic, analysing tasks, describing photographs and completing the speaking activities.

Emotional SB, pp.60-69  Students learn to work in pairs or groups and to  Show emotional balance and respect for others competence respect turns, as well as opinions, work and in the activities done in class. (Castile La progress. Mancha) (C9) UNIT 8: PLACES TO LIVE

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 45 I. AIMS - To know the use of articles - To know the use of quantifiers with countable and uncountable nouns - To speak about visiting Canada - To talk about the town or city where they live - To ask for and give directions - To discuss about living in a city - To discuss about the most extreme places to live in the world - To discuss about arriving to a new town, city or country - To listen to six people talking about the cities where they live - To listen to a person talking about Canada - To read an article about Masdar City - To read a text about the most extreme places to live in the world - To read a quiz about Canada - To watch a video about people asking for directions - To write an email giving directions to get to a place - To know vocabulary connected with city life - To know vocabulary connected with geographical features - To practise the pronunciation of the letter i - To practise the intonation in asking for and giving directions - 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 visiting Canada - Talking about the town or city where they live - Asking for and giving directions - Listening to six people talking about the cities where they live - Listening to a person talking about Canada - Reading an article about Masdar City - Reading a text about the most extreme places to live in the world - Reading a quiz about Canada - Watching a video about people asking for directions - Writing an email giving directions to get to a place

Language Reflections A. Language and grammar functions - Using articles - Quantifiers with countable and uncountable nouns

B. Vocabulary

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 46 - Words connected with city life - Words connected with geographical features

C. Pronunciation - The letter i - Intonation in asking for and giving directions

Sociocultural Aspects - To discuss about living in a city - To discuss about the most extreme places to live in the world - To talk about arriving to a new town, city or country - To show interest in travelling

CROSS-CURRICULAR TOPICS Moral and civic education To respect people To talk about other countries with respect and interest To respect different ways of living Environmental education To talk about green cities Geography To talk about geographical features

ASSESSMENT I. Communication skills - Student's Book: Communication activities, pages 75, 132, 136 - Student's Book: Study, Practice & Remember, page 152 - Workbook, Unit 8 - Teacher's Resource Bank: Photocopiable activities, Unit 8 - Teacher's Resource Disc: Progress Tests, Units 7-8 - Teacher's Resource Disc: Test Audio - DVD, Unit 8

UNIT 8: Places to live COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIA EXPRESSION AND COMMUNICATION Communication SB, pp.70-77  All the activities in the unit use language as a means of oral and  Show interest and curiosity in the English language as such, in the mother written communication. and in cultural aspects associated with it. tongue and in foreign languages (C1) Mathematical  Students have to understand and process information:  Use mathematical forms of expression (tables, diagrams, competence SB, p.70, ex. 3 - To complete a table. surveys, etc.) in the process of learning English. (C2) WB, p.41, ex.7a - To complete a grid. Data processing SB, p.71  Students read an article about Masdar City.  Be aware of the importance of the media and its influence on and digital SB, p. 77, WB, p.43  Students read and write an email giving directions. society. competence SB, p.76  Students watch a video about people asking for directions.  Incorporate new technologies in the process of learning English. (C4) SB, p.75 (Share  Students film / record giving a talk about visiting Canada.  Take advantage of new technologies to revise and consolidate your task) what one has learnt in the unit. MyEnglishLab /  Students use digital devices as part of their process of learning Active Teach English.

Cultural SB, pp.71, 72, 74  They deal about different cultural and artistic expressions through  Understand and critically appraise aspects of other awareness and the following: countries' culture and customs. expression - An article about Masdar City. (C6) - A text about the most extreme places to live in the world. - A quiz about Canada. SB, p.77  Students write a piece of original creative writing: - An email giving directions to get to a place.

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 48 RELATIONSHIPS AND INTERACTION Knowledge and SB, Unit 8  Students learn and think about: city life, extreme places to live in  Develop a critical mind when observing reality. connection with the world, geographical features, Canada. the world and environment  There are references to different places such as: Buenos Aires, Abu  Identify places and geographical features where other cultures (C3) Dhabi, Europe, New York, Mount Fuji, China, Buckingham Palace, are originated and located. Scotland, Mississippi River, Canada, etc. Social and civic SB, Unit 8  Students work in pairs or groups and exchange opinions:  Use language as a vehicle of communication / cultural competence - In the different discussions proposed in transmission. (C5) the unit about living in a city, the most extreme places to live in  Develop key communication skills, and take into account the the world, arriving to a new town. interests of others as individuals and the interests of the group - Analysing the tasks they have completed as a whole. and comparing their answers.  Express their own ideas and listen to others'.  Know and accept tradition and cultural and social reality of the SB, p.76  In pairs, students practise asking for and giving directions to each English-speaking world. other. SB, p.74  They read and answer a quiz about Canada, in pairs. SB, p.75  They give a short talk about visiting Canada to a partner. SB, p.73  They try to persuade a classmate as a visitor to come to a country or area.

SB, p.77  Students write an email giving directions to get to a place.

SB, Unit 8  Students learn and think about: city life, extreme places to live in the world, geographical features, Canada.

Being SB, p.70 (In  Students develop planning initiatives such as the  Show initiatives and own choices. autonomous this unit) main objectives at the beginning of each unit. (C8) SB, p.77 (After  Students think about what they have learnt after unit 8 you each unit. can…)  Develop personal qualities such as initiative, self- WB, pp.39-43  Students are responsible for the proposed tasks and improvement, perseverance and self-criticism, SB & WB activities. performing the self-evaluation and reviewing the  Students do the assessment activities in the unit. learning process. SB, p.74 (Task)  Students do activities which involve analyzing, planning and reviewing their work: give a talk about SB, pp.70-77 Canada.  Listen and interact with others with positive attitude when participating in class activities.  Students show initiative working in pairs or groups: discussing about the unit topic, analysing tasks, describing photographs and completing the speaking activities. Emotional SB, pp.70-77  Students learn to work in pairs or groups and to  Show emotional balance and respect for others competence respect turns, as well as opinions, work and in the activities done in class. (Castile La progress. Mancha) (C9) UNIT 9: OLD AND NEW

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 51 I. AIMS - To know the use of may, might, will definitely, etc. - To know the form and use of the present tense after if, when and other time words - To speak about planning a café makeover - To talk about making predictions - To talk about the house / flat they live or would like to live in - To discuss about old styles or new styles of buildings, houses and furniture - To discuss about the use of different devices - To discuss about how life has changed in the last 100 years - To discuss about cleaning a house in 3 minutes - To discuss about living with their family / friends or alone - To discuss about replacing an old power station - To discuss about Abu Dhabi - To listen to a radio programme about how to clean a house in 3 minutes - To listen to four people talking about replacing an old building - To listen to six short conversations - To listen to two customers talking about a café - To read a text about life a hundred years ago - To read a comic strip from the 1950s - To read an email about a girl's new flat - To read a website about a café - To watch a video about Masdar City - To find out information online about green cities - To write a paragraph about a green city - To know vocabulary connected with modern equipment - To know adjectives for describing places - To know stress in compound nouns - 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 planning a café makeover - Talking about making predictions - Talking about the house / flat they live or would like to live in - Listening to four people talking about replacing an old building - Listening to six short conversations - Listening to two customers talking about a café - Reading a text about life a hundred years ago - Reading a comic strip from the 1950s - Reading an email about a girl's new flat - Reading a website about a café

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 52 - Watching a video about Masdar City - Finding out information online about green cities - Writing a paragraph about a green city

Language Reflections A. Language and grammar functions - May, might, will definitely, etc. - Present tense after if, when and other time words

B. Vocabulary - Words connected with modern equipment - Adjectives for describing places

C. Pronunciation - Stress in compound nouns

Sociocultural Aspects - To debate about old styles or new styles of buildings, houses and furniture - To talk about the use of different devices - To discuss about how life has changed in the last 100 years - To talk about cleaning a house in 3 minutes - To talk about living with their family / friends or alone - To discuss about replacing an old power station - To talk about Abu Dhabi - To show interest in interviews and news reports

CROSS-CURRICULAR TOPICS Moral and civic education To respect people To talk about other countries with respect and interest To respect different styles of buildings, houses, etc. Environmental education To talk about green cities To respect nature

II. Language reflections - Student's Book: Study, Practice & Remember, page 154 - Workbook, Unit 9 - Teacher's Resource Bank: Photocopiable activities, Unit 9

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 53 - DVD, Unit 9

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 55 UNIT 9: Old and new COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIA EXPRESSION AND COMMUNICATION

Mathematical WB, p.48  Students have to understand and process information to complete a  Use mathematical forms of expression (tables, diagrams, competence grid. surveys, etc.) in the process of learning English. (C2) Data processing SB, p.80  Students read a comic strip from the 1950s.  Be aware of the importance of the media and its influence on and digital SB, p.81 (Listening)  Students listen to a radio programme about cleaning a house in 3 society. competence minutes.  Incorporate new technologies in the process of learning English. (C4) SB, p.82  Students read an email and answer some questions about it.  Take advantage of new technologies to revise and consolidate SB, pp.84-85  They read a website about a café and the reviews from some what one has learnt in the unit. customers. WB, p.44  Students listen and read information about different products on a website.

SB, p.85 (Share  Students film / record themselves talking about their plans about your task) the café makeover.

SB, pp.86-87  Students check information online about Abu Dhabi. (World culture)  Students find out more information online about green cities.

Cultural SB, p.78  Students discuss about old styles or new styles of buildings, houses  Understand and critically appraise aspects of other awareness and and furniture. countries' culture and customs. expression SB, pp.86-87  Students discuss about Abu Dhabi and check the information online. (C6) (World culture)  Students watch a video about Masdar City and complete exercises about it.  They find out information online about green cities.

SB, pp.79, 80  They deal about different cultural and artistic expressions through the following: - A text about life a hundred years ago. - A comic strip from the 1950s.

SB, p.87  Students write a piece of original creative writing: - A paragraph about a green city. RELATIONSHIPS AND INTERACTION Knowledge and SB, Unit 9  Students learn and think about: modern equipment, flats/houses,  Develop a critical mind when observing reality. connection with green cities. the world and environment  There are references to different places such as: UK, Spain, Turkey,  Identify places and geographical features where other cultures (C3) the Middle East, Japan, the United Arab Emirates, Abu Dhabi, are originated and located. Masdar City, etc. Social and civic SB, Unit 9  Students work in pairs or groups and exchange opinions:  Use language as a vehicle of communication / cultural competence - In the different discussions proposed in transmission. (C5) the unitTeaching about old programme or new styles, – CUTTINGthe use of differentEDGE - PRE-INTERMEDIATEdevices, how  Develop key communication skills, and take into account the56 life has changed in the last 100 years, cleaning a house, living interests of others as individuals and the interests of the group with the family or alone, replacing an old power station, Abu as a whole. Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 57 PERSONAL DEVELOPMENT Learning to SB & WB, Unit  Students do the SB and WB activities in the unit,  Be aware of what is known and what needs to be learn 9 and use good learning practices in class and at learnt, how to learn it, and how to manage and (C7) home. control the learning processes effectively, optimizing and guiding them to meet personal  Students learn how to use reference material for goals. each unit:  Show interest in different learning strategies Students’ Book which boost confidence when faced with new - Key language highlighted challenges in one's studies. at the start of the unit (p.78) - Grammar in context (pp.80, 83) - Pronunciation box (p.79) - Useful language box (p.85) - Study & practice 1 (p.154) - Study & practice 2 (p.154) - Remember these words (p.155)

Being SB, p.78 (In  Students develop planning initiatives such as the  Show initiatives and own choices. autonomous this unit) main objectives at the beginning of each unit. (C8) SB, p.87 (After  Students think about what they have learnt after unit 9 you each unit. can…)  Develop personal qualities such as initiative, self- WB, pp.44-48  Students are responsible for the proposed tasks and improvement, perseverance and self-criticism, SB & WB activities. performing the self-evaluation and reviewing the  Students do the assessment activities in the unit. learning process. SB, p.84 (Task)  Students do activities which involve analyzing, planning and reviewing their work: plan a café SB, pp.78-87 makeover.  Listen and interact with others with positive attitude when participating in class activities.  Students show initiative working in pairs or groups: discussing about the unit topic, analysing tasks, describing photographs and completing the speaking activities. Emotional SB, pp.78-87  Students learn to work in pairs or groups and to  Show emotional balance and respect for others competence respect turns, as well as opinions, work and in the activities done in class. (Castile La progress. Mancha) (C9) UNIT 10: TAKE CARE

I. AIMS

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 58 - To know the form and use of the past continuous - To know the use of used to - To speak about the decision made on the funniest story in a competition - To speak about a medical problem - To talk about health - To discuss about accidents and injuries - To discuss about feeling ill - To discuss about being positive about life - To listen to a nurse telling what to do in case of an accident or injury - To listen to a story about an accident - To listen to two people discussing about who should get a prize - To read a text about first aid - To read an article about the benefits of dirt - To read a letter about a competition - To read a story about a funny accident - To read a story about the accident of a river guide in Zimbabwe - To watch a video of three scenes in a doctor's surgery - To write a story about a dramatic accident - To know vocabulary connected with accidents and injuries - To know vocabulary connected with feeling ill - To practise the pronunciation of used to and didn't use to - To practise the intonation in questions at the doctor's - 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 the decision made on the funniest story in a competition - Speaking about a medical problem - Talking about health - Listening to a nurse telling what to do in case of an accident or injury - Listening to a story about an accident - Listening to two people discussing about who should get a prize - Reading a text about first aid - Reading an article about the benefits of dirt - Reading a letter about a competition - Reading a story about a funny accident - Reading a story about the accident of a river guide in Zimbabwe - Watching a video of three scenes in a doctor's surgery - Writing a story about a dramatic accident

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 59 Language Reflections A. Language and grammar functions - Past continuous - Used to

B. Vocabulary - Words connected with accidents and injuries - Words connected with feeling ill

C. Pronunciation - Used to and didn't use to - Intonation in questions at the doctor's

Sociocultural Aspects - To talk about accidents and injuries - To discuss about feeling ill - To debate about being positive about life - To show interest in music, films, stories, etc.

CROSS-CURRICULAR TOPICS Moral and civic education To respect people To talk about other countries with respect and interest To respect classmates' decisions and opinions Health education To talk about health To debate about the benefits of dirt

UNIT 10: Take care COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIA EXPRESSION AND COMMUNICATION Communication SB, pp.88-95  All the activities in the unit use language as a means of oral and  Show interest and curiosity in the English language as such, in the mother written communication. and in cultural aspects associated with it. tongue and in foreign languages (C1) Mathematical SB, p.93, ex.4  Students have to understand and process information to complete a  Use mathematical forms of expression (tables, diagrams, competence table. surveys, etc.) in the process of learning English. (C2)

Data processing SB, p.90 (Reading)  Students read an article about the benefits of dirt.  Be aware of the importance of the media and its influence on and digital SB, p.94  Students watch a video of three scenes in a doctor's surgery. society. competence  Incorporate new technologies in the process of learning English. (C4) SB, p.93 (Share  Students film / record themselves explaining their decision about a  Take advantage of new technologies to revise and consolidate your task) competition. what one has learnt in the unit. MyEnglishLab /  Students use digital devices as part of their process of learning Active Teach English.

Cultural SB, pp.88, 91, 92,  They deal about different cultural and artistic expressions through  Understand and critically appraise aspects of other awareness and 95 the following: countries' culture and customs. expression - A text about first aid. (C6) - An article about the benefits of dirt. - A letter about a competition. - A story about a funny accident. - A story about the accident of a river guide in Zimbadwe. SB, p.95  Students write a piece of original creative writing: - A story about a dramatic accident.

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 62 RELATIONSHIPS AND INTERACTION Knowledge and SB, Unit 10  Students learn and think about: accidents and injuries, first aid,  Develop a critical mind when observing reality. connection with filling ill, insurance, health. the world and environment  There are references to different places such as: Britain, Zimbabwe,  Identify places and geographical features where other cultures (C3) Zambezi River, Bulawayo. are originated and located.

Social and civic SB, Unit 10  Students work in pairs or groups and exchange opinions:  Use language as a vehicle of communication / cultural competence - In the different discussions proposed in transmission. (C5) the unit about accidents and injuries, feeling ill, being positive  Develop key communication skills, and take into account the about life. interests of others as individuals and the interests of the group - Analysing the tasks they have completed as a whole. and comparing their answers.  Express their own ideas and listen to others'. SB, pp.88,93  Know and accept tradition and cultural and social reality of the  In pairs, students ask each other questions about first aid, about English-speaking world. SB, pp.89, 92 the finalists in a competition.  In pairs, they talk about an accident or injury; they make a list of SB, p.93 (Task) different things you can get insurance for. SB, pp.88, 92  In groups, they choose the funniest story competing for a prize.  Students describe and answer questions about photographs. SB, p.95  Students write a story about a dramatic accident. SB, Unit 10  Students learn and think about: accidents and injuries, first aid, filling ill, insurance, health.

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 63 Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 64 PERSONAL DEVELOPMENT Learning to learn SB & WB, Unit 10  Students do the SB and WB activities in the unit, and use good  Be aware of what is known and what needs to be learnt, how to (C7) learning practices in class and at home. learn it, and how to manage and control the learning processes effectively, optimizing and guiding them to meet personal goals. Teacher's Resource  Students complete the progress test 5. Disc  Students complete the test audio.  Show interest in different learning strategies which boost confidence when faced with new challenges in one's studies.  Students learn how to use reference material for each unit:

Students’ Book - Key language highlighted at the start of the unit (p.88) - Grammar in context (pp.89, 91) - Pronunciation box (pp.91, 94) - Useful language box (p.93) - Study & practice 1 (p.156) - Study & practice 2 (p.156) - Remember these words (p.157)

MyEnglishLab - Interactive workbook - Common error report - Tips and feedback for reference materials - Extra video with interactive exercises

SB, Unit 10  Students are encouraged to experiment with language and to work out rules for themselves (Grammar).  Students are encouraged to take a proactive role in their learning (Tasks).  Students recycle new language through the speaking tasks.  They recycle all the main grammar and vocabulary areas in the unit with extra practice exercises in the Study, Practice & Remember section.

Being SB, p.88 (In this  Students develop planning initiatives such as the main objectives at  Show initiatives and own choices. autonomous unit) the beginning of each unit. (C8) SB, p.95 (After unit  Students think about what they have learnt after each unit. 10 you can…) WB, pp.49-53  Students are responsible for the proposed tasks and activities.  Develop personal qualities such as initiative, self-improvement, SB & WB  Students do the assessment activities in the unit. perseverance and self-criticism, performing the self-evaluation and reviewing the learning process. SB, p.92 (Task)  Students do activities which involve analyzing, planning and reviewing their work: choose the funniest story.

SB, pp.88-95  Students show initiative working in pairs or groups: discussing  Listen and interact with others with positive attitude when about the unit topic, analysing tasks, describing photographs and participating in class activities. completing the speaking activities. Emotional SB, pp.88-95  Students learn to work in pairs or groups and to respect turns, as  Show emotional balance and respect for others in the activities competence well as opinions,Teaching work programme and progress. – CUTTING EDGE - PRE-INTERMEDIATEdone in class. 65 (Castile La Mancha) (C9) UNIT 11: THE BEST THINGS

I. AIMS - To know the use of like and would like - To know the form and use of conditional sentences with would - To speak about the results of a survey - To talk about survival items - To discuss about happiness - To discuss about the best things in life - To discuss about camping - To discuss about food from different countries - To interview a partner about a radio show - To listen to two friends talking about some of the things they love and hate - To listen to two people talking about surviving on a desert island - To read an article about the best things in life - To read a magazine article about the things people love and hate - To read a text about a radio show - To read a survey about the most important things in life - To watch a video about sugar - To find out information online about desserts from different countries - To write a conversation making plans for the weekend - To write a short summary about the results of a survey - To write a paragraph about desserts from different countries - To know adjectives with dependent prepositions - To know vocabulary connected with survival items - To practise intonation in invitations - 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 the results of a survey - Talking about survival items - Interviewing a partner about a radio show - Listening to two friends talking about some of the things they love and hate - Listening to two people talking about surviving on a desert island - Reading an article about the best things in life - Reading a magazine article about the things people love and hate

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 66 - Reading a text about a radio show - Reading a survey about the most important things in life - Watching a video about sugar - Finding out information online about desserts from different countries - Writing a conversation making plans for the weekend - Writing a short summary about the results of a survey - Writing a paragraph about desserts from different countries

Language Reflections A. Language and grammar functions - Like and would like - Conditional sentences with would

B. Vocabulary - Adjectives with dependent prepositions - Words connected with survival items

C. Pronunciation - Intonation in invitations

Sociocultural Aspects - To discuss about happiness - To discuss about the best things in life - To talk about camping - To talk about food from different countries - To show interest in articles and reports concerned with contemporary issues

CROSS-CURRICULAR TOPICS Moral and civic education To respect people To talk about other countries with respect and interest To respect other peoples' likes and dislikes Health education To talk about health and sport To talk about healthy food Consumer education To think about dispensable things to save money

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 67 II. Language reflections - Student's Book: Study, Practice & Remember, page 158 - Workbook, Unit 11 - Teacher's Resource Bank: Photocopiable activities, Unit 11 - DVD, Unit 11

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 69 UNIT 11: The best things COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIA EXPRESSION AND COMMUNICATION

Mathematical SB, pp.102-103  Students have to understand and process information to complete a  Use mathematical forms of expression (tables, diagrams, competence survey and a table with the results of the survey. surveys, etc.) in the process of learning English. (C2) Data processing SB, p.97 (Reading)  Students read an article about the best things in life.  Be aware of the importance of the media and its influence on and digital SB, p.98  Students read a magazine article about the things people love and society. competence hate. (C4) SB, p.101  They read a text about a radio show.  Incorporate new technologies in the process of learning English. SB, p.103 (Share  Students film / record themselves giving a summary about a  Take advantage of new technologies to revise and consolidate your task) survey. what one has learnt in the unit.

SB, pp.104-105  Students check information online about products associated with (World culture) different countries.  Students find out more information online about desserts from different countries.

Cultural SB, pp.104-105  Students discuss about food from different countries.  Understand and critically appraise aspects of other awareness and (World culture)  Students check information online about different places and countries' culture and customs. expression products associated with them. (C6)  Students watch a video about sugar and complete exercises about it.

SB, pp.97, 98, 101,  They deal about different cultural and artistic expressions through 102 the following: WB, p.54 - An article about the best things in life. - A magazine article about the things people love and hate. - A text about a radio show. - A survey about the most important things in life. SB, pp.99, 103, - An article about the top four hates. 105  Students write a piece of original creative writing: - A conversation making plans for the weekend. - A short summary about the results of a survey. - A paragraph about desserts from different countries. RELATIONSHIPS AND INTERACTION Knowledge and SB, Unit 11  Students learn and think about: the best things in life, survival  Develop a critical mind when observing reality. connection with items, sugar, desserts. the world and environment  There areTeaching references programme to different –places CUTTING such as: EDGE Hong - Kong,PRE-INTERMEDIATE Papua  Identify places and geographical features where other cultures70 (C3) Guinea, the Caribbean, the Middle East, the Mediterranean, are originated and located. Australia, Brazil, EU countries, Japan, Sweden, Thailand. Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 71 PERSONAL DEVELOPMENT

Learning to learn SB & WB, Unit 11  Students do the SB and WB activities in the unit, and use good  Be aware of what is known and what needs to be learnt, how to (C7) learning practices in class and at home. learn it, and how to manage and control the learning processes effectively, optimizing and guiding them to meet personal goals.  Students learn how to use reference material for each unit:  Show interest in different learning strategies which boost Students’ Book confidence when faced with new challenges in one's studies. - Key language highlighted at the start of the unit (p.96) - Grammar in context (pp.99, 100) - Pronunciation box (p.99) - Useful language box (p.103) - Study & practice 1 (p.158) - Study & practice 2 (p.158) - Remember these words (p.159)

Being SB, p.96 (In this  Students develop planning initiatives such as the main objectives at  Show initiatives and own choices. autonomous unit) the beginning of each unit. (C8) SB, p.105 (After unit  Students think about what they have learnt after each unit. 11 you can…) WB, pp.54-58  Students are responsible for the proposed tasks and activities.  Develop personal qualities such as initiative, self-improvement, SB & WB  Students do the assessment activities in the unit. perseverance and self-criticism, performing the self-evaluation and reviewing the learning process. SB, p.102 (Task)  Students do activities which involve analyzing, planning and reviewing their work: take part in a survey.

SB, pp.96-105  Students show initiative working in pairs or groups: discussing  Listen and interact with others with positive attitude when about the unit topic, analysing tasks, describing photographs and participating in class activities. completing the speaking activities. Emotional SB, pp.96-105  Students learn to work in pairs or groups and to respect turns, as  Show emotional balance and respect for others in the activities competence well as opinions,Teaching work programme and progress. – CUTTING EDGE - PRE-INTERMEDIATEdone in class. 72 (Castile La Mancha) (C9) UNIT 12: BRAND NEW

I. AIMS - To know the form and use of the present simple passive - To know the form and use of the past simple passive - To make a presentation of a new product - To discuss about brands - To discuss about advertisements - To discuss about a TV programme - To discuss about buying an expensive item - To listen to ten questions about personal items - To listen to a new product presentation - To read an article about brands - To read a text about advertising facts and figures - To read a text about a TV programme - To read the consumer reviews of different products from an online shopping website - To watch a video about making suggestions - To write a conversation about a given situation - To write a customer review about a product - To know vocabulary connected with types of products - To know vocabulary connected with personal items - To practise the pronunciation of regular past participles - To practise the intonation in making and responding to suggestions - 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 - Making a presentation of a new product - Listening to ten questions about personal items - Listening to a new product presentation - Reading an article about brands - Reading a text about advertising facts and figures - Reading a text about a TV programme - Reading the consumer reviews of different products from an online shopping website - Watching a video about making suggestions - Writing a conversation about a given situation - Writing a consumer review about a product

Language Reflections A. Language and grammar functions - Present simple passive

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 73 - Past simple passive

B. Vocabulary - Types of products - Words connected with personal items

C. Pronunciation - Regular past participles - Intonation in making and responding to suggestions

Sociocultural Aspects - To discuss about brands - To discuss about advertisements - To debate about a TV programme - To talk about buying an expensive item - To think about advertising

CROSS-CURRICULAR TOPICS Moral and civic education To respect people To talk about other countries with respect and interest Consumer education To debate about spending too much money on branded products To write a consumer review about a product Health education To talk about healthy food

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 76 UNIT 12: Brand new COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIA EXPRESSION AND COMMUNICATION

Mathematical SB, pp.110, 111,  Students have to understand and process information to complete a  Use mathematical forms of expression (tables, diagrams, competence 112 table. surveys, etc.) in the process of learning English. (C2) WB, p.60 Data processing SB, p.108-109  Students read a text and discuss about the influence of TV  Be aware of the importance of the media and its influence on and digital advertisements. society. competence SB, p.110  Students discuss about a TV programme. (C4) SB, p.106  They read an article about brands.  Incorporate new technologies in the process of learning English. SB, p.113  Students read the consumer reviews of different products from an  Take advantage of new technologies to revise and consolidate online shopping website. what one has learnt in the unit. WB, p.63  They read an advert from a website for buying and selling things.

SB, p.111 (Share  Students film / record themselves presenting a product. your task) MyEnglishLab /  Students use digital devices as part of their process of learning Active Teach English.

Cultural WB, p.61  Students read and complete the biography of a famous fashion  Understand and critically appraise aspects of other awareness and designer (Gianni Versace). countries' culture and customs. expression (C6) SB, pp.106, 109,  They deal about different cultural and artistic expressions through 110, 113 the following: - An article about brands. - A text about advertising facts and figures. - A text about a TV programme. - The consumer reviews of different products form an online shopping website. SB, pp.112, 113  Students write a piece of original creative writing: - A conversation about a given situation. - A consumer review about a product. RELATIONSHIPS AND INTERACTION Knowledge and SB, Unit 12  Students learn and think about: brands, types of products, personal  Develop a critical mind when observing reality. connection with items, advertising. the world and environment  There are references to different places such as: UK, the USA,  Identify places and geographical features where other cultures (C3) Liverpool, Watford, West Midlands. are originated and located.

Social and civic SB, Unit 12  Students work in pairs or groups and exchange opinions:  Use language as a vehicle of communication / cultural competence - In the different discussions proposed in transmission. (C5) the unit about brands, advertisements, a TV programme, buying  Develop key communication skills, and take into account the an expensive item. interests of others as individuals and the interests of the group - Analysing the tasks they have completed as a whole. and comparing their answers.  Express their own ideas and listen to others'. SB, pp.107, 109  Know and accept tradition and cultural and social reality of the SB, p.111  StudentsTeaching work in pairs programme to decide –on CUTTING the best answers.EDGE - PRE-INTERMEDIATEEnglish-speaking world. 77 SB, p.112  They prepare a presentation of a new product in pairs. (Speaking)  They choose a situation and prepare a conversation. Then practise Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 78 PERSONAL DEVELOPMENT Learning to learn SB & WB, Unit 12  Students do the SB and WB activities in the unit, and use good  Be aware of what is known and what needs to be learnt, how to (C7) learning practices in class and at home. learn it, and how to manage and control the learning processes effectively, optimizing and guiding them to meet personal goals. Teacher's Resource  Students complete the progress test 6. Disc  Students complete the test audio.  Show interest in different learning strategies which boost confidence when faced with new challenges in one's studies.  Students learn how to use reference material for each unit:

Being SB, p.106 (In this  Students develop planning initiatives such as the main objectives at  Show initiatives and own choices. autonomous unit) the beginning of each unit. (C8) SB, p.113 (After unit  Students think about what they have learnt after each unit. 12 you can…) WB, pp.59-63  Students are responsible for the proposed tasks and activities.  Develop personal qualities such as initiative, self-improvement, SB & WB  Students do the assessment activities in the unit. perseverance and self-criticism, performing the self-evaluation and reviewing the learning process. SB, p.110 (Task)  Students do activities which involve analyzing, planning and reviewing their work: present a new product.

SB, pp.106-113  Students show initiative working in pairs or groups: discussing  Listen and interact with others with positive attitude when about the unit topic, analysing tasks, describing photographs and participating in class activities. completing the speaking activities. Emotional SB, pp.106-113  Students learn to work in pairs or groups and to respect turns, as  Show emotional balance and respect for others in the activities competence well as opinions,Teaching work programme and progress. – CUTTING EDGE - PRE-INTERMEDIATEdone in class. 79 (Castile La Mancha) (C9) UNIT 13: THE RIGHT PERSON

I. AIMS - To know the form and use of the present perfect continuous with how long, for and since - To know the form and use of the present perfect continuous and the present perfect simple - To make a presentation about choosing an ambassador - To talk about personal characteristics - To talk about getting a job - To discuss about finding the right person - To discuss about arranged marriages - To discuss about sharing a flat - To discuss about job auditions - To discuss about cool items of clothing - To listen to a discussion about choosing the best flat mate - To listen to two people discussing about choosing an ambassador - To read an article about arranged marriages - To read three emails from candidates to share a flat - To read a text about a designer - To read a newspaper article about a job audition - To read some advice for getting a job - To read a text about a Goodwill Ambassador - To watch a video about the search for cool - To find out information online about cool movements at different times - To write some advice for getting a job - To write a paragraph about cool movements - To know vocabulary connected with personal characteristics - To know vocabulary connected with getting a job - To practise the pronunciation of contracted forms (present perfect continuous) - 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 - Making a presentation about choosing an ambassador - Talking about personal characteristics - Talking about getting a job - Listening to a discussion about choosing the best flat mate - Listening to two people discussing about choosing an ambassador - Reading an article about arranged marriages

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 80 - Reading three emails from candidates to share a flat - Reading a text about a designer - Reading a newspaper article about a job audition - Reading some advice for getting a job - Reading a text about a Goodwill Ambassador - Watching a video about the search for cool - Finding out information online about cool movements at different times - Writing some advice for getting a job - Writing a paragraph about cool movements

Language Reflections A. Language and grammar functions - Present perfect continuous with how long, for and since - Present perfect continuous and present perfect simple

B. Vocabulary - Words connected with personal characteristics - Words connected with getting a job

C. Pronunciation - Contracted forms (present perfect continuous)

Sociocultural Aspects - To discuss about finding the right person - To debate about arranged marriages - To talk about sharing a flat - To discuss about job auditions - To debate about cool items of clothing - To show interest in job interviews

CROSS-CURRICULAR TOPICS Moral and civic education To respect people To talk about other countries with respect and interest To respect classmates' decisions and opinions Education for equality To respect men and women Arts To talk about art Music To talk about music

ASSESSMENT I. Communication skills - Student's Book: Communication activities, page 121 - Student's Book: Study, Practice & Remember, page 162 - Workbook, Unit 13

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 81 - Teacher's Resource Bank: Photocopiable activities, Unit 13 - DVD, Unit 13

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 83 UNIT 13: The right person COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIA EXPRESSION AND COMMUNICATION

Mathematical WB, pp.64, 65  Students have to understand and process information to complete a  Use mathematical forms of expression (tables, diagrams, competence table and a grid. surveys, etc.) in the process of learning English. (C2) Data processing SB, p.114  Students read an article about arranged marriages.  Be aware of the importance of the media and its influence on and digital SB, p.116  Students read three emails from candidates to share a flat. society. competence SB, p.118  They read a newspaper article about a job audition.  Incorporate new technologies in the process of learning English. (C4) SB, p.119  They read a website about getting a job and match the questions to  Take advantage of new technologies to revise and consolidate the answers. what one has learnt in the unit. WB, p.64  They read different job advertisements from a website and complete two different tables.

SB, p.121 (Share  Students film / record themselves presenting their decision about your task) choosing an ambassador.

SB, pp.122-123  Students check information online about the definition of cool. (World culture)  Students find out more information online about cool movements at different times.

Cultural SB, pp.114-115  Students read and discuss about marriage in the UK.  Understand and critically appraise aspects of other awareness and SB, pp.122-123  Students discuss about the definition of cool and check the countries' culture and customs. expression (World culture) information online. (C6)  Students watch a video about the search for cool and complete exercises about it.

SB, pp.114, 116,  They deal about different cultural and artistic expressions through 117, 118, 119, 120 the following: - An article about arranged marriages. - Emails from different candidates to share a flat. - A text about a designer. - A newspaper article about a job audition. - Some advice for getting a job. - A text about a Goodwill Ambassador. SB, pp.119, 123  Students write a piece of original creative writing: - Some advice for getting a job. - A paragraph about cool movements. RELATIONSHIPS AND INTERACTION

Knowledge and SB, Unit 13  Students learn and think about: marriage, personal characteristics,  Develop a critical mind when observing reality. connection with sharing a flat, getting a job, Goodwill Ambassadors, the search for the world and cool. environment  Identify places and geographical features where other cultures (C3)  There areTeaching references programme to different –places CUTTING such as: EDGE UK, -Brazil, PRE-INTERMEDIATE Czech are originated and located. 84 Republic, Ireland, London, New York, Liverpool, Italy, Florida. Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 85 PERSONAL DEVELOPMENT

Learning to learn SB & WB, Unit 13  Students do the SB and WB activities in the unit, and use good  Be aware of what is known and what needs to be learnt, how to (C7) learning practices in class and at home. learn it, and how to manage and control the learning processes effectively, optimizing and guiding them to meet personal goals.  Students learn how to use reference material for each unit:  Show interest in different learning strategies which boost Students’ Book confidence when faced with new challenges in one's studies. - Key language highlighted at the start of the unit (p.114) - Grammar in context (pp.117, 118) - Pronunciation box (p.117) - Useful language box (p.121) - Study & practice 1 (p.162) - Study & practice 2 (p.162) - Remember these words (p.163)

Being SB, p.114 (In this  Students develop planning initiatives such as the main objectives at  Show initiatives and own choices. autonomous unit) the beginning of each unit. (C8) SB, p.123 (After unit  Students think about what they have learnt after each unit. 13 you can…) WB, pp.64-68  Students are responsible for the proposed tasks and activities.  Develop personal qualities such as initiative, self-improvement, SB & WB  Students do the assessment activities in the unit. perseverance and self-criticism, performing the self-evaluation and reviewing the learning process. SB, p.120 (Task)  Students do activities which involve analyzing, planning and reviewing their work: choose an ambassador.

SB, pp.114-123  Students show initiative working in pairs or groups: discussing  Listen and interact with others with positive attitude when about the unit topic, analysing tasks, describing photographs and participating in class activities. completing the speaking activities. Emotional SB, pp.114-123  Students learn to work in pairs or groups and to respect turns, as  Show emotional balance and respect for others in the activities competence well as opinions,Teaching work programme and progress. – CUTTING EDGE - PRE-INTERMEDIATEdone in class. 86 (Castile La Mancha) (C9) UNIT 14: MONEY

I. AIMS - To know the form and use of the past perfect - To review narrative tenses - To talk about money - To tell a story from pictures - To discuss about films dealing with money - To discuss about money issues - To listen to three jokes - To listen to a version of The Million Pound Bank Note story - To read a text about money facts - To read a story about a bank mistake - To read a blog about money movies - To watch a video about conversations dealing with money issues - To write a short story - To write a short conversation dealing with money - To write an opinion essay - To know vocabulary connected with money - To know verbs and phrases about money - To practise the pronunciation of numbers - To practise the intonations in requests - 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 money - Telling a story from pictures - Listening to three jokes - Listening to a version of The Million Pound Bank Note story - Reading a text about money facts - Reading a story about a bank mistake - Reading a blog about money movies - Watching a video about conversations dealing with money issues - Writing a short story - Writing a short conversation dealing with money - Writing an opinion essay

Language Reflections A. Language and grammar functions - Past perfect - Narrative tenses review

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 87 B. Vocabulary - Words connected with money - Verbs and phrases about money

C. Pronunciation - Numbers - Intonations in requests

Sociocultural Aspects - To discuss about films dealing with money - To discuss about money issues - To think about economy

CROSS-CURRICULAR TOPICS Moral and civic education To respect people To talk about other countries with respect and interest To respect classmates' opinions Consumer education To debate about money issues Literature To tell stories

ASSESSMENT I. Communication skills - Student's Book: Communication activities, page 128 - Student's Book: Study, Practice & Remember, page 164 - Workbook, Unit 14 - Teacher's Resource Bank: Photocopiable activities, Unit 14 - Teacher's Resource Disc: Progress Tests, Units 13-14 - Teacher's Resource Disc: End of course Tests - Teacher's Resource Disc: Test Audio - DVD, Unit 14

II. Language reflections - Student's Book: Study, Practice & Remember, page 164 - Workbook, Unit 14 - Teacher's Resource Bank: Photocopiable activities, Unit 14 - Teacher's Resource Disc: Progress Tests, Units 13-14 - Teacher's Resource Disc: End of course Tests - Teacher's Resource Disc: Test Audio - DVD, Unit 14

Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 89 UNIT 14: Money COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIA EXPRESSION AND COMMUNICATION

Mathematical SB, p.131, ex.3b  Students have to understand and process information to complete a  Use mathematical forms of expression (tables, diagrams, competence table. surveys, etc.) in the process of learning English. (C2) SB, p.124, ex.2a  They have to complete a text about money facts with numbers. WB, p.69, ex.2  Students practise saying numbers. Data processing SB, p.127  Students read a blog about money movies.  Be aware of the importance of the media and its influence on and digital SB, p.130  Students watch a video about conversations dealing with money. society. competence SB, p.129 (Share  Students film / record themselves telling a story.  Incorporate new technologies in the process of learning English. (C4) your task)  Take advantage of new technologies to revise and consolidate MyEnglishLab /  Students use digital devices as part of their process of learning what one has learnt in the unit. Active Teach English.

Cultural SB, p.128  Students listen to a version of The Million Pound Bank Note story  Understand and critically appraise aspects of other awareness and (by Mark Twain). countries' culture and customs. expression (C6) SB, pp.124, 126,  They deal about different cultural and artistic expressions through 127 the following: - A text about money facts. - A story about a bank mistake. - A blog about money movies.

SB, pp.125, 130,  Students write a piece of original creative writing: 131 - A short story. - A short conversation dealing with money. - An opinion essay. RELATIONSHIPS AND INTERACTION

Knowledge and SB, Unit 14  Students learn and think about: money, movies dealing with  Develop a critical mind when observing reality. connection with money. the world and environment  There are references to different places such as: USA, Canada, New  Identify places and geographical features where other cultures (C3) Zealand, Australia, Ecuador, Singapore, UK, Romania, Mexico, are originated and located. Brazil, France, Spain, India, Scotland, New York, Mumbai, etc.

Social and civic SB, Unit 14  Students work in pairs or groups and exchange opinions:  Use language as a vehicle of communication / cultural competence - In the different discussions proposed in transmission. (C5) the unit about films dealing with money and about money issues.  Develop key communication skills, and take into account the - Analysing the tasks they have completed interests of others as individuals and the interests of the group and comparing their answers. as a whole.  Express their own ideas and listen to others'. SB, p.125  In pairs, students complete some sentences and write a short  Know and accept tradition and cultural and social reality of the story. They tell the story in groups. English-speaking world. SB, p.126, ex.1-2  They work in pairs to decide about some questions and take turns to ask and answer them. SB, p.126, ex.2  Students work in groups to tell a story by saying one sentence each. SB, p.128  In pairs, students identify the characters of The Million Pound Bank Note storyTeaching and prepare programme their own – versionCUTTING of the EDGE story. - PRE-INTERMEDIATE 90 SB, p.130  Students work in pairs and write a short conversation. Then compare their conversation with other students. Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 91 PERSONAL DEVELOPMENT

Learning to learn SB & WB, Unit 14  Students do the SB and WB activities in the unit, and use good  Be aware of what is known and what needs to be learnt, how to (C7) learning practices in class and at home. learn it, and how to manage and control the learning processes effectively, optimizing and guiding them to meet personal goals. Teacher's Resource  Students complete the progress test 7. Disc  Students complete the end of course test.  Show interest in different learning strategies which boost  Students complete the test audio. confidence when faced with new challenges in one's studies.

 Students learn how to use reference material for each unit:

Being SB, p.124 (In this  Students develop planning initiatives such as the main objectives at  Show initiatives and own choices. autonomous unit) the beginning of each unit. (C8) SB, p.131 (After unit  Students think about what they have learnt after each unit. 14 you can…) WB, pp.69-73  Students are responsible for the proposed tasks and activities.  Develop personal qualities such as initiative, self-improvement, SB & WB  Students do the assessment activities in the unit. perseverance and self-criticism, performing the self-evaluation and reviewing the learning process. SB, p.128 (Task)  Students do activities which involve analyzing, planning and reviewing their work: tell a story from pictures.

SB, pp.124-131  Students show initiative working in pairs or groups: discussing  Listen and interact with others with positive attitude when about the unit topic, analysing tasks, describing photographs and participating in class activities. completing the speaking activities. Emotional SB, pp.124-131  Students learn to work in pairs or groups and to respect turns, as  Show emotional balance and respect for others in the activities competence well as opinions,Teaching work programme and progress. – CUTTING EDGE - PRE-INTERMEDIATEdone in class. 92 (Castile La Mancha) (C9) Teaching programme – CUTTING EDGE - PRE-INTERMEDIATE 93