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PROGRAMACIÓN GENERAL

REAL LIFEADVANCED

__________________ÁREA DE LENGUA EXTRANJERA

INGLÉS

Programación General– real life advanced 1

Real Life Advanced Teaching Programme

UNIT 1: GET ACTIVE

I. AIMS- To read a text about base jump- To read an extract from Bend it like Beckham- To read a report- To listen to a radio interview- To listen to two match reports for a volleyball match/hockey

match- To speak about sports- To speak about danger and preferences- To write a report- To write a text describing data- To know the parts of the body in English- To know vocabulary about danger and preferences- To know vocabulary to describe sports- To know the form and use of articles in English- To know how deictic reference works in English- To improve the pronunciation of the English Language- To improve the intonation of the English Language- To recognize the word stress

II. CONTENTSCommunicationSkills- Reading a text about base jump- Reading an extract from Bend it like Beckham- Reading a report- Listening to a radio interview- Listening to two match reports for a volleyball match/hockey

match- Speaking about sports- Speaking about danger and preferences- Writing a report- Writing a text describing dataLanguage reflectionsA. Language and grammar functions- Articles- Reference

B. Vocabulary- Parts of the body- Danger and preferences- Describing sports


Sociocultural Aspects- To show interest in sports- To debate about health and sports

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people, no matter their origin, sex, religion.To talk about other countries with respect and interest.Education for peaceTo respect different countriesEducation for equalityTo respect people, no matter their sexHealth EducationTo think and talk about sports and health

BASIC COMPETENCES- Communication in the mother tongue and in foreign

languages: articles, reference, sports. Pronunciation, intonation and stress.

- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.

- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);

- Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environmentIt is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.


- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous:is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

ASSESSMENTI. Communication skills

- Students’ Book. Real Time, page 12- Students’ Book. Active Study 1, page 22- Students’ Book. Mini Workbook, pages 104-123- Workbook, Unit 1- Test Book

II. Language reflections- Students’ Book. Real Time, page 12- Students’ Book. Active Study 1, page 22- Students’ Book. Mini Workbook, pages 104-123- Students’ Book. Grammar2know, pages 124-133- Students’ Book. Wordlist, pages 136-145- Workbook, Unit 1- Test Book

III. Sociocultural aspects- Students’ Book. Real Time, page 12- Students’ Book. Quiz Answer and activities. Pages 134,135- Workbook, Unit 1.

UNIT 2: GROW UP!

I. AIMS- To read a story about a birthday party- To read a leaflet


- To read three letters about personal problems- To listen to three people describing a special occasion- To listen to a student talking about learning life skills- To listen to a radio interview - To speak about special occasions- To speak about a memorable celebration- To speak about leaving home- To speak about problems- To speak about how to deal with domestic situations- To know the form and use of past tenses in English- To know the form and use of the modal verbs in English- To know vocabulary about celebrations and special occasions- To know vocabulary about domestic tasks- To know idioms in English- To improve the pronunciation of the English Language- To improve the intonation of the English Language- To recognize the word stress

II. CONTENTSCommunicationSkills- Reading a story about a birthday party- Reading a leaflet- Reading three letters about personal problems- Listening to three people describing a special occasion- Listening to a student welfare officer talking about the

challenges of living away from home for the first time- Listening to a radio presenter and some students talking about

life skills they learnt when they left home- Speaking about special occasions- Speaking about a memorable celebration- Speaking about leaving home- Speaking about problems- Speaking about how to deal with domestic situationsLanguage reflectionsA. Language and grammar functions- Past tenses- Modal verbs

B. Vocabulary- Celebrations and special occasions- Domestic tasks- Idioms

Sociocultural Aspects- To think and talk about special occasions in life- To debate about domestic tasks- To think and talk about problems and solutions- To debate about growing up and responsibilities


CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people, no matter their origin, sex, religion.To talk about other countries with respect and interest.To respect celebrationsEducation for peaceTo respect different countriesEducation for equalityTo respect people, no matter their sexTo share domestic tasks at homeHealth EducationTo think and talk about celebrations and health


languages: past tenses, modal verbs. Pronunciation, intonation and stress.













UNIT 3: BLUE YONDER

I. AIMS- To read an article about twitter- To read a text about Santiago de Chile- To read some extracts from a blog- To read a newspaper article about a teenager who conquered

the Everest- To read the blurb from Dark Matter- To read some extracts from the book Dark Matter- To read a narrative essay about London- To write a story- To speak about travelling abroad


- To speak about smartphones- To give an opinion- To speak about achievements in life- To speak about books- To listen to people talking about teenage record breakers- To know the form and use of linkers in English- To know the perfect verb forms in English- To know vocabulary about travel- To know the colours in English- To improve the pronunciation of the English Language- To improve the intonation of the English Language- To recognize the word stress

II. CONTENTSCommunicationSkills- Reading an article about twitter- Reading a text about Santiago de Chile- Reading some extracts from a blog- Reading a newspaper article about a teenager who conquered

the Everest- Reading the blurb from Dark Matter- Reading some extracts from the book Dark Matter- Reading a narrative essay about London- Writing a story- Speaking about travelling abroad- Speaking about the advantages and disadvantages of using a

smartphone- Speaking about achievements in life- Speaking about books- Listening to people talking about teenage record breakers

Language reflectionsA. Language and grammar functions- Linkers- Perfect verb forms

B. Vocabulary- Travel- Colours

Sociocultural Aspects- To think and talk about advantages and disadvantages of

using smartphones- To debate about travelling abroad- To think and talk about important achievements in life- To debate about teenagers


CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people, no matter their origin, sex, religion.To talk about other countries with respect and interest.Education for peaceTo respect different countriesEducation for equalityTo respect people, no matter their sex


languages: linkers, perfect verb forms, travel, colours. Pronunciation, intonation and stress.







- Being autonomous:is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as


the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.





UNIT 4: IMAGE CONSCIOUS

I. AIMS- To read a text about tattoos- To read an article about music- To listen to people talking about image- To listen to an interview with an Indie- To write a short description of a band or singer- To speak about fashion- To speak about music- To speak about tattoos- To speak about body piercing- To speak about personalities- To give opinions- To show agreement or disagreement- To know vocabulary and expressions to describe clothes- To know vocabulary and expressions to describe people and

personalities


- To know adjective patterns- To know multi-word verbs- To improve the pronunciation of the English Language- To improve the intonation of the English Language- To recognize the word stress

II. CONTENTSCommunicationSkills- Reading a text about tattoos- Reading an article about music- Listening to people talking about image- Listening to an interview with an Indie- Writing a short description of a band or singer- Speaking about fashion- Speaking about music- Speaking about tattoos- Speaking about body piercing- Speaking about personalitiesLanguage reflectionsA. Language and grammar functions- Adjective patterns- Multi-word verbs

B. Vocabulary- Clothes- People- Personality

Sociocultural Aspects- To think and talk about different personalities- To debate about physical appearances- To show interest in fashion- To show interest in different kinds of music

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people, no matter their origin, sex, religion.To talk about other countries with respect and interest.To respect different tastesEducation for peaceTo respect different countriesEducation for equalityTo respect people, no matter their sexHealth educationTo debate about tattoos, piercing and health

BASIC COMPETENCES


- Communication in the mother tongue and in foreign languages: adjective patterns, multi-word verbs, descriptions. Pronunciation, intonation and stress.









- Students’ Book. Real Time, page 40- Students’ Book. Active Study 2, page 42- Students’ Book. Mini Workbook, pages 104-123


- Workbook, Unit 4- Test Book


III. Sociocultural aspects- Students’ Book. Real Time, page 40- Students’ Book. Quiz Answer and activities. Pages 134,135- Workbook, Unit 4

UNIT 5: CHANGING WORLD

I. AIMS- To read some texts from a blog about celebrities- To read an article about a man who lives without money- To read an essay about Fairtrade- To listen to some students talking about changes in their

country- To listen to a lecture about “The future of Brazil”- To speak about their country- To speak about celebrities- To speak about money- To write a persuasive essay- To show agreement- To show disagreement- To know the form and use of the continuous aspect of verbs in

English- To use cleft sentences and inversion to give emphasis- To know vocabulary and expressions to talk about time- To know time expressions- To know vocabulary about the environment


- To know vocabulary and expressions to talk about global issues- To improve the pronunciation of the English Language- To improve the intonation of the English Language- To recognize the word stress

II. CONTENTSCommunicationSkills- Reading some texts from a blog about celebrities- Reading an article about a man who lives without money- Reading an essay about Fairtrade- Listening to some students talking about changes in their

country- Listening to a lecture about “The future of Brazil”- Speaking about their country- Speaking about celebrities- Speaking about money- Writing a persuasive essayLanguage reflectionsA. Language and grammar functions- Continuous aspect- Cleft sentences and inversion for emphasis

B. Vocabulary- Time - Environment- Global issues

Sociocultural Aspects- To think and talk about capitalism- To debate about money and living without money- To think and talk about TV- To debate about celebrities and TV- To show interest in changes that are taking place in their

country- To show interest in the environment- To show interest in Fairtrade products

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people, no matter their origin, sex, religion.To talk about other countries with respect and interest.To respect different tastesEducation for peaceTo respect different countriesEducation for equalityTo respect people, no matter their sexHealth education


To debate about money and healthEnvironmental educationTo respect nature


languages: continuous aspect, cleft sentences and inversion for emphasis. Time, environment, global issues. Pronunciation, intonation and stress.









UNIT 6: EAT RIGHT

I. AIMS- To read a text about food- To read a quiz about taste- To read some facts about food- To read a text about food and its origins- To listen to people talking about junk food- To listen to friends talking about food they dislike- To speak about healthy and unhealthy food- To speak about food - To describe food- To speak about foreign food- To know the form and use of real conditionals in English- To know the form and use of introductory it and there- To know vocabulary about healthy eating- To know vocabulary and expressions to talk about taste- To know vocabulary about food- To improve the pronunciation of the English Language- To improve the intonation of the English Language- To recognize the word stress

II. CONTENTSCommunicationSkills- Reading a text about food- Reading a quiz about taste- Reading some facts about food- Reading a text about food and its origins- Listening to people talking about junk food- Listening to friends talking about food they dislike- Speaking about healthy and unhealthy food- Speaking about food they like


- Speaking about food they dislike- Speaking about foreign foodLanguage reflectionsA. Language and grammar functions- Real conditionals- Introductory it- Introductory there

B. Vocabulary- Healthy eating- Taste- Food

Sociocultural Aspects- To think and talk about food from other countries- To debate about where food come from- To debate about junk food- To think and talk about food and health

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people, no matter their origin, sex, religion.To talk about other countries with respect and interest.To respect different tastesEducation for peaceTo respect different countries and culturesHealth educationTo debate about health and unhealthy food


languages: real conditionals, introductory it/there. Food.Pronunciation, intonation and stress.





UNIT 7: COGS TURNING

I. AIMS- To read some extracts about inventions- To read three texts about different inventions- To read a review of a film- To read a for and against essay- To listen to a teacher speaking about inventions- To speak about modern gadgets- To speak about inventions of the past- To write an essay- To give opinions- To make an argument for and against something- To know the form and use of the modals of deduction - To know the form and use of the modals of speculation- To know the form and use of the passive voice of verbs in

English- To know sequencers in English- To know positive adjectives in English- To know negative adjectives in English - To improve the pronunciation of the English Language- To improve the intonation of the English Language- To recognize the word stress

II. CONTENTSCommunicationSkills- Reading some extracts about inventions- Reading three texts about different inventions- Reading a review of a film- Reading a for and against essay- Listening to a teacher speaking about inventions- Speaking about modern gadgets- Speaking about inventions of the past- Writing an essayLanguage reflectionsA. Language and grammar functions


- Modals of deduction- Modals of speculation- Passive

B. Vocabulary- Sequencers- Positive adjectives-- Negative adjectives

Sociocultural Aspects- To think and talk about inventions- To show interest in new inventions- To speak about films

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people, no matter their origin, sex, religion.To talk about other countries with respect and interest.Education for peaceTo respect different countries and culturesHealth educationTo debate about important inventions for health


languages: modals of deduction and speculation. Passive. Sequencers. Adjectives. Pronunciation, intonation and stress.




- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An


understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;









UNIT 8: CULTURE CLASH

I. AIMS- To read a text about cars- To read a blog about Spain- To read some dictionary entries- To read a text about travelling abroad- To listen to people talking about their relationship- To listen to people talking about multi-cultural relationships- To speak about different countries and different ways of

greeting- To speak about cultural behaviours- To speak about living overseas- To know the form and use of the relative clauses- To know the form and use of the modifying comparative

structures- To know vocabulary about advertising and marketing- To know vocabulary about differences and similarities- To know vocabulary about culture- To improve the pronunciation of the English Language- To improve the intonation of the English Language- To recognize the word stress

II. CONTENTSCommunicationSkills- Reading a text about cars- Reading a blog about Spain- Reading some dictionary entries- Reading a text about travelling abroad- Listening to people talking about their relationship- Listening to people talking about multi-cultural relationships- Speaking about different countries and different ways of

greeting- Speaking about cultural behaviours- Speaking about living overseasLanguage reflectionsA. Language and grammar functions


- Relative clauses- Modifying comparative structures

B. Vocabulary- Advertising and marketing- Differences and similarities- Culture

Sociocultural Aspects- To show interest in travelling abroad- To show interest in discovering different cultures

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people, no matter their origin, sex, religion.To talk about other countries with respect and interest.Education for peaceTo respect different countries and culturesHealth educationTo debate about important inventions for healthRoad safetyTo use the car carefully


languages: relative clauses, modifying comparative structures, culture. Pronunciation, intonation and stress.




- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the


different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;









UNIT 9: TYPICAL EDUCATION

I. AIMS- To read a text about studying online- To read the descriptions of real degree courses or modules in

the UK- To read a newspaper article- To read newspaper articles about schools- To read a problem and solutions essay- To listen to a talk about more unusual degree courses- To listen to people talking about plagiarism- To speak about schools- To speak about degree courses- To speak about employability skills- To write an essay- To give a presentation on post-compulsory education- To discuss compulsory school subjects- To know the form and use of unreal conditionals- To know nominalization in English- To know the differences between asand like- To know vocabulary about post-compulsory education- To improve the pronunciation of the English Language- To improve the intonation of the English Language- To recognize the word stress

II. CONTENTSCommunicationSkills- Reading a text about studying online- Reading the descriptions of real degree courses or modules in

the UK- Reading a newspaper article- Reading newspaper articles about schools- Reading a problem and solutions essay- Listening to a talk about more unusual degree courses- Listening to people talking about plagiarism- Speaking about schools- Speaking about degree courses- Speaking about employability skills- Writing an essayLanguage reflectionsA. Language and grammar functions- Unreal conditionals- Nominalisation


B. Vocabulary- Post-compulsory education- As- Like

Sociocultural Aspects- To debate about education- To debate about schools- To think and talk about adult education- To think and talk about post-compulsory education- To debate about cheating and exams- To think and talk about studying abroad

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people, no matter their origin, sex, religion.To talk about other countries with respect and interest.To talk about educationEducation for peaceTo respect different countries and culturesHealth educationTo debate about culture and health


languages: unreal conditionals, nominalisation, education, school. Pronunciation, intonation and stress.




- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is


essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;








UNIT 10: WORKING LIFE


I. AIMS- To read some job advertisements - To read an article about jobs- To read a text about starting a business- To listen to a radio programme- To listen to a job interview- To speak about jobs- To speak about how to get started in a career- To know the form and use of gerund and infinitive verb

patterns in English- To know the form and use of the reported speech in English- To improve the pronunciation of the English Language- To improve the intonation of the English Language- To recognize the word stress

II. CONTENTSCommunicationSkills- Reading some job advertisements - Reading an article about jobs- Reading a text about starting a business- Listening to a radio programme- Listening to a job interview- Speaking about jobs- Speaking about how to get started in a careerLanguage reflectionsA. Language and grammar functions- Gerund verb patterns- Infinitive verb patterns- Reported speech

B. Vocabulary- Aspects of jobs- Entrepreneurial qualities

Sociocultural Aspects- To debate about education and jobs- To debate about the crisis- To think and talk about the labour market

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people, no matter their origin, sex, religion.To talk about other countries with respect and interest.To talk about education and jobsTo debate about the crisisHealth educationTo debate about jobs and health



languages: gerund and infinitive verb patterns, reported speech, jobs. Pronunciation, intonation and stress.









- Students’ Book. Real Time, page 100- Students’ Book. Active Study 5, page 102


- Students’ Book. Mini Workbook, pages 104-123- Workbook, Unit 10- Test Book




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