Insight Pre-Int Year Planner

ANNUAL PLAN | 1st TermStudents Book: insight Pre-IntermediateNumber of lessons:Units: 14

Unit 1Learning aims

SkillsSocio-culturalVocabularyGrammarTopics and text typesEvaluation and other resources

Students are expected to: Develop strategies for scanning, reading and understanding a wide range of texts Broaden their vocabulary range within the subunits Develop strategies for processing vocabulary Deepen their cultural knowledge of volunteering abroad, travel and immigration Deduce grammar rules from texts and example sentences and apply these rules correctly Relate the topics to their own experiences Develop their speaking and listening skills through active participation Interact in various social situations Use acquired language to complete tasks Develop strategies for writing tasks Become familiar with using a dictionaryReadingan article about a film, a profile from a magazine, an article about a train journey, informal letters, dictionary entries

reading strategy: scanning

T/F

looking for specific information

completing sentencesListeningpodcasts, a radio interview, dialogues

listening for specific information

choosing the correct answer

completing sentencesSpeakingguided interaction: discussing everyday life, persuading, discussing travel and immigration, discussing pros and cons, asking for personal information, discussing dictionary use

describing pictures

grammar-focused exercises: asking and answering questions using articles

Writingcompleting sentences

matching

grammar-focused exercises

asking and answering questions

completing charts

completing and preparing dialogues

planning what to write

writing an informal letter

1. A world of many languages: cinema/video, tourism, school exchanges, language as a communication tool between cultures

2. The technological world: virtual world

3. The media and global communication: the internet and bringing people and cultures closer

4. Young people in the global era: work and leisureadjectives and prepositions: feelings

compound nouns: everyday objects

Vocabulary bank: routines; free-time activities

collocations with make and do

phrasal verbs with get

similarities and differences

using a dictionary: parts of speechpresent simple and present continuous

articlesan article about the film Life in a Day

a magazine profile on Volunteer Africa

an article about immigrants in New York City

two informal letters about being on an exchange programmeEvaluation Progress check Unit 1, Workbook page 11 Language and skills tests 1A and 1B, Test Bank

Other resourcesSection A: Students Book pages 45 Workbook page 4 Vocabulary bank, Routines page 134 Teachers resource disk, Communication worksheet 1B

Section B: Students Book pages 67 Workbook page 5 Grammar reference and practice 1.1, Workbook page 104 Teachers resource disk, Communication worksheet 1A

Section C: Students Book pages 89 Workbook page 6 Vocabulary bank, Free-time activities page 134 Teachers resource disk, Functional language bank

Section D: Students Book pages 1011 Workbook page 7 Grammar reference and practice 1.2, Workbook page 105 Teachers resource disk, DVD extra + worksheet, From Ireland to the USA page 11 Teachers resource disk, Communication worksheet 1B

Section E: Students Book pages 1213 Workbook page 10 Teachers resource disk, Writing bank Teachers resource disk, Functional language bank

Vocabulary insight 1 page 14 Using a dictionary: parts of speech

Review 1 page 15 Pronunciation insight 1, Workbook page 124

Unit 2Learning aims


Students are expected to: Develop strategies for identifying paraphrase Develop strategies for reading and understanding a wide range of texts Broaden their vocabulary range within the subunits Develop strategies for processing vocabulary Deepen their cultural knowledge of abandoned cities, World Kindness Day and place names in Australia Deduce grammar rules from texts and example sentences and apply these rules correctly Relate the topics to their own experiences Develop their speaking and listening skills through active participation Interact in various social situations Use acquired language to complete tasks Develop strategies for writing tasks Become familiar with using a dictionaryReadinga text about ghost towns, a story about kindness, an extract from a travel book, travel blogs


reading strategy: identifying paraphrase

completing sentences

matching photos to texts

Listeningthe ending of a story, people describing an act of kindness, a radio programme, a dialogue

confirming


T/F

completing phrases

Speakingguided interaction: describing pictures, discussing ghost towns, talking about the five senses, talking about a place you visited, finding places on a map, talking about your name, discussing place names, guessing the beginnings of sentences, talking about a town or city

presenting a plan for a new town

describing a photo

grammar-focused exercises: asking and answering questions

inventing the ending to a story

telling a story about an act of kindness

asking for and giving directions




completing charts

correcting mistakes

writing strategy: avoiding repetition


writing a travel blog entry

1. A world of many languages: tourism,

3. The media and global communication: radio, the internet as a source of information and knowledge

4. Young people in the global era: attitudes, behaviours, work and leisureantonyms

places in towns

Vocabulary bank: geographical features; prepositions of movement

the five senses

verbs + prepositions

descriptive adjectives

using a dictionary: synonyms and antonyms

past simple and past continuous

while, as and whena text about ghost towns

a story about kindness

a short text about World Kindness Day

an extract from a travel book

travel blogs about Queenstown and Wellington

Evaluation Progress check Unit 2, Workbook page 19 Language and skills tests 2A and 2B, Test Bank

Other resourcesSection A: Students Book pages 1617 Workbook page 12 Vocabulary bank, Geographical features page 135 Teachers resource disk, Communication worksheet 2A

Section B: Students Book pages 1819 Workbook page 13 Grammar reference and practice 2.1, Workbook page 106 Grammar reference and practice 2.2, Workbook page 106

Section C: Students Book pages 2021 Workbook page 14 Vocabulary bank, Prepositions of movement page 135 Teachers resource disk, Functional language bank

Section D: Students Book pages 2223 Workbook page 15 Grammar reference and practice 2.3, Workbook page 107 Teachers resource disk, Communication worksheet 2B

Section E: Students Book pages 2425 Workbook page 18 Teachers resource disk, Writing bank DVD extra, Queenstown, New Zealand Teachers resource disk, Functional language bank

Vocabulary insight 2 page 26 Using a dictionary: synonyms and antonyms


Cumulative review Units 12 pages 2829 Literature insight 1, Workbook page 84 Exam insight 1, Workbook page 94

Unit 3Learning aims


Students are expected to: Develop strategies for reading and understanding a wide range of texts Broaden their vocabulary range within the subunits Develop strategies for processing vocabulary Deepen their awareness of the life cycle of food, diet and junk food Deduce grammar rules from texts and example sentences and apply these rules correctly Relate the topics to their own experiences Develop their speaking and listening skills through active participation Develop strategies for listening for key words and phrases Interact in various social situations Use acquired language to complete tasks Develop strategies for writing tasks Develop techniques for recording vocabularyReadingan article about food and the environment, a food diary, an extract about junk food




T/F

Listeninga radio programme, a gadget show about vending machines, a dialogue

completing a chart


listening strategy: listening for key words and phrases

matching

confirming

completing phrases

Speakingguided interaction: describing a photo, discussing food items and carbon footprints, discussing weekend activities, discussing food and diet, describing and guessing people and things, talking about notes, invitations, adverts and announcements

comparing leaflets

asking and answering questions about diet


preparing and presenting a proposal

making and accepting invitations


matching

designing a leaflet

completing charts



completing dialogues

writing a food diary

writing a proposal

writing strategy: thinking about purpose


writing an invitation, a note and an advert

1. A world of many languages: books

2. The technological world: man and machine

4. Young people in the global era: values, attitudes, work and leisurelife cycle of food

compound nouns and adjectives

Vocabulary bank: food and nutrition; food adjectives

containers

abbreviations

recording vocabulary

determiners

indefinite pronouns and adverbs

some-, any-, no-, every-

relative pronouns and adverbsan article about food and the environment

a food diary

an extract from a novel about American culture

short texts, including notes, invitations, adverts and announcements


Other resourcesSection A: Students Book pages 3031 Workbook page 20 Vocabulary bank, Food and nutrition page 136

Section B: Students Book pages 3233 Workbook page 21 Grammar reference and practice 3.1, Workbook page 108 Teachers resource disk, Communication worksheet 3A

Section C: Students Book pages 3435 Workbook page 22 Grammar reference and practice 3.2, Workbook page 108 Teachers resource disk, Communication worksheet 3B Teachers resource disk, Functional language bank

Section D: Students Book pages 3637 Workbook page 23 Grammar reference and practice 3.3, Workbook page 109 DVD extra, Food in the UK page 37 Teachers resource disk, Communication worksheet 3A


Vocabulary insight 3 page 40 Recording vocabulary


Unit 4Learning aims


Students are expected to: Develop strategies for reading and understanding a wide range of texts Develop strategies for predicting content before reading a text Broaden their vocabulary range within the subunits Develop strategies for processing vocabulary Deepen their cultural knowledge of life in the 1940s and historic homes Deduce grammar rules from texts and example sentences and apply these rules correctly Relate the topics to their own experiences Develop their speaking and listening skills through active participation Interact in various social situations Use acquired language to complete tasks Develop strategies for writing tasks Become familiar with literal and non-literal meanings of phrasal verbsReadingan article about living in a 1940s house, a text about a house with a history, a description of a room

matching sentences to paragraphs

reading strategy: predicting content


matching paragraphs to headings

Listeningpeople talking about their favourite rooms, a talk about household chores, dialogues


completing a factfile


matching

completing phrases

confirming

Speakingguided interaction: discussing life in the 1940s, discussing rooms in a house, describing photos, discussing household chores, talking about your home, talking about famous houses, talking about possessions


agreeing a list of house rules

asking permission

partner interviews

Writingcompleting charts




rewriting sentences

completing and preparing dialogues

matching

writing strategy: writing opening sentences


writing a description of a room

1. A world of many languages: tourism

2. The technological world: man and machine, social change in the family and in human relationships

4. Young people in the global era: attitudes, values, behavioursmodern devices

adverbs of manner and comment

compound adjectives

Vocabulary bank: houses and homes; parts of a house

collocations: household chores

phrasal verbs

adverbs of degree

phrasal verbs: literal and non-literal meanings

comparative and superlative adjectives

(not) as as, too, enough

verbs + infinitive or -ing form

an article about a modern family who lived in a 1940s house

an extract from a book

extracts from problem page letters

an extract from a report

an extract from a travel guide

a description of a roomEvaluation Progress check Unit 4, Workbook page 35 Language and skills tests 4A and 4B, Test Bank

Other resourcesSection A: Students Book pages 4243 Workbook page 28 Vocabulary bank, Houses and homes page 137 Teachers resource disk, Communication worksheet 4B

Section B: Students Book pages 4445 Workbook page 29 Grammar reference and practice 4.1, Workbook page 110 Grammar reference and practice 4.2, Workbook page 110

Section C: Students Book pages 4647 Workbook page 30 Teachers resource disk, Communication worksheet 4B Teachers resource disk, Functional language bank

Section D: Students Book pages 4849 Workbook page 31 Grammar reference and practice 4.3, Workbook page 111 Vocabulary bank, Parts of a house page 137 DVD extra, Homes in the UK page 49 Teachers resource disk, Communication worksheet 4A


Vocabulary insight 4 page 52 Phrasal verbs: non-literal and literal meanings

Review 4, page 53 Pronunciation insight 4, Workbook page 125


ANNUAL PLAN | 2nd TermStudents Book: insight Pre-IntermediateNumber of lessons:Units: 58

Unit 5Learning aims


Students are expected to: Develop strategies for understanding pronoun referencing Develop strategies for reading and understanding a wide range of texts Broaden their vocabulary range within the subunits Develop strategies for processing vocabulary Deepen their awareness of risk-taking behaviour, modern explorers, fears and phobias and working in the Antarctic Deduce grammar rules from texts and example sentences and apply these rules correctly Relate the topics to their own experiences Develop their speaking and listening skills through active participation Interact in various social situations Use acquired language to complete tasks Develop strategies for writing tasks Become familiar with the meaning of the particle in phrasal verbsReadingan article about risk-taking, an article about two explorers, an eyewitness account of working in Antarctica, descriptions of two inspirational people


reading strategy: understanding pronoun referencing

matching sentences and gaps


Listeningan interview, a programme about phobias , dialogues



matching

confirming

completing phrases

Speakingguided interaction: discussing risk-taking, interviewing a partner, talking about two explorers, asking and answering personal questions, talking about phobias, describing photos, talking about the Antarctic, talking about competitions


describing a long or eventful journey

role-play: radio interview

Writingmatching


completing charts


completing profiles

completing phrases

preparing dialogues

writing strategy: paragraphs and topic sentences


writing a description of a person

1. A world of many languages: tourism

2. The technological world: exploring other worlds

3. The media and global communication: print media

4. Young people in the global era: behaviours, attitudes, dreams and ambitions, work and leisureadjective suffixes: -ing and -ed

noun suffixes: -ment and -ion

Vocabulary bank: generations; personality adjectives

base and strong adjectives

phrasal verbs: stages in a journey

expressing addition

phrasal verbs: understanding the particlepresent perfect and past simple

ever and never

already, just and yet

present perfect with for and since

an article about the effects of the brain on risk-taking

an article about two explorers

an eyewitness account: Scotts HutEvaluation Progress check Unit 5, Workbook page 43 Language and skills tests 5A and 5B, Test Bank

Other resourcesSection A: Students Book pages 5657 Workbook page 36 Vocabulary bank, Generations page 138 Teachers resource disk, Communication worksheet 5A

Section B: Students Book pages 5859 Workbook page 37 Grammar reference and practice 5.1, Workbook page 112 Grammar reference and practice 5.2, Workbook page 113 Teachers resource disk, Communication worksheet 5B

Section C: Students Book pages 6061 Workbook page 38 Teachers resource disk, Functional language bank

Section D: Students Book pages 6263 Workbook page 39 Grammar reference and practice 5.3, Workbook page 113 Vocabulary bank, Personality adjectives page 138


Vocabulary insight 5 page 66 Phrasal verbs: understanding the particle


Unit 6Learning aims


Students are expected to: Develop strategies for reading and understanding a wide range of texts Broaden their vocabulary range within the subunits Develop strategies for processing vocabulary Deepen their cultural knowledge of American schools, a school in India and poetry Deduce grammar rules from texts and example sentences and apply these rules correctly Relate the topics to their own experiences Develop their speaking and listening skills through active participation Develop strategies for taking notes Interact in various social situations Use acquired language to complete tasks Develop strategies for writing tasks Become familiar with using mind maps to organize their ideas Become familiar with using a dictionaryReadingan article about police in schools, an article about the worlds youngest head teacher, a poem, for and against essays


matching sentences to gaps

matching summaries to verses

completing mind maps

Listeningan interview, a talk about play, dialogues, a poem

confirming


listening strategy: taking notes

completing phrases

identifying rhyming words

Speakingguided interaction: describing a photo, discussing the pros and cons of having police officers in school, discussing fines for bad behaviour, discussing school, talking about play, discussing life goals, discussing a poem, expressing probability, discussing school uniforms

comparing chain stories with a partner

grammar-focused exercises: talking about the future, zero conditional sentences

making and responding to offers and suggestions



writing sentences about the future

writing chain stories

completing notes

completing charts

completing phrases

completing dialogues

rewriting sentences

writing strategy: brainstorming ideas

completing and creating mind maps


writing a for and against essay

1. A world of many languages: community programmes, tourism

4. Young people in the global era: behaviours, attitudes, adaptability, work and leisure, dreams and ambitions, valuescollocations: crime

negative prefixes: un-, im-, il- and ir-

Vocabulary bank: schools: bad behaviour; school: compound nouns

adjectives in poems

linking words to express contrast

using a dictionary: verb and noun collocationswill and going to

first conditional

zero conditional

expressing probability: may, might and will

an article about police in schools

an article about the worlds youngest head teacher

a text about a journey to school

a poem

an essay about school uniforms

an essay about police in schoolsEvaluation Progress check Unit 6, Workbook page 51 Language and skills tests 6A and 6B, Test Bank

Other resourcesSection A: Students Book pages 6869 Workbook page 44 Vocabulary bank, School: bad behaviour page 139 DVD extra, An American high school page 69 Teachers resource disk, Communication worksheet 6B

Section B: Students Book pages 7071 Workbook page 45 Grammar reference and practice 6.1, Workbook page 114 Grammar reference and practice 6.2, Workbook page 114 Teachers resource disk, Communication worksheet 6A

Section C: Students Book pages 7273 Workbook page 46 Grammar reference and practice 6.3, Workbook page 115 Teachers resource disk, Functional language bank

Section D: Students Book pages 7475 Workbook page 47 Grammar reference and practice 6.4, Workbook page 115 Vocabulary bank, School: compound nouns page 139 Teachers resource disk, Communication worksheet 6A


Vocabulary insight 6 page 78 Using a dictionary: verbs and noun collocations



Unit 7Learning aims


Students are expected to: Develop strategies for reading and understanding a wide range of texts Broaden their vocabulary range within the subunits Develop strategies for processing vocabulary Deepen their awareness of population increase, entrepreneurship and the English language Deduce grammar rules from texts and example sentences and apply these rules correctly Relate the topics to their own experiences Develop their speaking and listening skills through active participation Develop strategies for listening for statistics Interact in various social situations Use acquired language to complete tasks Develop strategies for writing tasks Become familiar with using a dictionaryReadinga blog about world population growth, an article about becoming an entrepreneur, an article about English, formal emails

completing a chart



T/F

Listeningan interview, a radio programme, dialogues

T/F

listening strategy: listening for statistics



completing phrases

confirming

Speakingguided interaction: discussing global population, planning an event, discussing entrepreneurship, talking about the Silicon Valley, talking about inventions, companies and businesspeople, talking about English words, talking about languages

grammar-focused exercises: making rules, second conditional sentences

asking for, giving and responding to advice

talking about wishes

Writingcompleting charts


matching

writing a plan for an event


writing rules

completing phrases

writing strategy: using the correct register


writing a formal email

1. A world of many languages: internet, the English language in the English speaking countries, as a communication tool between cultures and as the language of the world of business, email, summer courses

2. The technological world: social change, man and machine, intelligent machines

3. The media and global communication: the internet and global communication bringing people and cultures closer, the internet as a source of information and knowledge

4. Young people in the global era: adaptability, dreams and ambitions, work and leisurestatistics

nouns with two meanings

Vocabulary bank: country facts; electronic devices: compound nouns

business

language

expressing reason and result

using a dictionary: words with more than one meaningmust, mustnt, hate to, dont have to

second conditional

I wish

a blog about population increase and globalization

an article with advice from young entrepreneurs

a text about Apple

an article about the English language

formal emailsEvaluation Progress check Unit 7, Workbook page 59 Language and skills tests 7A and 7B, Test Bank

Other resourcesSection A: Students Book pages 8283 Workbook page 52 Vocabulary bank, Country facts page 140

Section B: Students Book pages 8485 Workbook page 53 Grammar reference and practice 7.1, Workbook page 116

Section C: Students Book pages 8687 Workbook page 54 Vocabulary bank, Electronic devices: compound nouns page 140 Teachers resource disk, Communication worksheet 7A Teachers resource disk, Functional language bank

Section D: Students Book pages 8889 Workbook page 55 Grammar reference and practice 7.2, Workbook page 117 Grammar reference and practice 7.3, Workbook page 117 DVD extra, World English page 89 Teachers resource disk, Communication worksheet 7B


Vocabulary insight 7 page 92 Using a dictionary: words with more than one meaning


Unit 8Learning aims


Students are expected to: Develop strategies for reading and understanding a wide range of texts Develop strategies for identifying facts and opinions Broaden their vocabulary range within the subunits Develop strategies for processing vocabulary Deepen their awareness of high achievers, Olympic cheats and national honours systems Deduce grammar rules from texts and example sentences and apply these rules correctly Relate the topics to their own experiences Develop their speaking and listening skills through active participation Interact in various social situations Use acquired language to complete tasks Develop strategies for writing tasks Become familiar with using a dictionaryReadinga magazine article about success stories, a text about Olympic cheats, an article about the British honours system, an opinion essay


matching paragraphs to words

reading strategy: identifying facts and opinions

completing sentencesListeningradio programmes, dialogues



matching

T/F

confirming

completing phrases

Speakingguided interaction: discussing quotes, discussing an article about success, talking about successful people, talking about the Olympics and cheating, describing a photo, talking about past situations, talking about achievements, talking about honours systems, talking about when you were younger, talking about competitions

expressing and justifying opinions


completing charts


completing phrases

completing a dialogue

matching

writing strategy: selecting ideas


writing an opinion essay

2. The technological world: man and machine, intelligent machines

4. Young people in the global era: dreams and ambitions, values, work and leisure, adaptabilityverbs + prepositions

suffixes: -ant, -ent, -ance, -ence

Vocabulary bank: sport: places; sport: compound nouns

collocations: achievement

state and society

phrases to introduce examples and conclusions

using a dictionary: dependent prepositions

past perfect

used to

a magazine article about three successful people

an article about Olympic cheats

an article about the British honours system

an opinion essay about taking part and winningEvaluation Progress check Unit 8, Workbook page 67 Language and skills tests 8A and 8B, Test Bank

Other resourcesSection A: Students Book pages 9495 Workbook page 60 Vocabulary bank, Sport: places page 141 Teachers resource disk, Communication worksheet 8A

Section B: Students Book pages 9697 Workbook page 61 Grammar reference and practice 8.1, Workbook page 118 Vocabulary bank, Sport: compound nouns page 141

Section C: Students Book pages 9899 Workbook page 62 DVD extra, Great British Writers: Shakespeare, Austen, Fleming page 99 Teachers resource disk, Communication worksheet 8A Teachers resource disk, Functional language bank

Section D: Students Book pages 100101 Workbook page 63 Grammar reference and practice 8.2, Workbook page 119 Teachers resource disk, Communication worksheet 8B


Vocabulary insight 8 page 104 Using a dictionary: dependent prepositions



ANNUAL PLAN | 3rd TermStudents Book: insight Pre-IntermediateNumber of lessons:Units: 910

Unit 9Learning aims


Students are expected to: Develop strategies for reading and understanding a wide range of texts Broaden their vocabulary range within the subunits Develop strategies for processing vocabulary Deepen their cultural knowledge of the media, films and the BBC Deduce grammar rules from texts and example sentences and apply these rules correctly Relate the topics to their own experiences Develop their speaking and listening skills through active participation Develop strategies for listening for main ideas Correctly use rising or falling intonation for question tags Interact in various social situations Use acquired language to complete tasks Develop strategies for writing tasks Become familiar with using a dictionaryReadingan article about news stories, an article about teenage media habits, an article about the BBC, a film review


T/F

Listeningan interview, dialogues, a radio programme


T/F


listening strategy: listening for main ideas


completing phrases

confirming

Speakingguided interaction: discussing headlines, ordering criteria, discussing the media, discussing multitasking, asking and answering survey questions, talking about film-making tricks, talking about a memorable film scene, talking about the BBC and TV programmes, discussing what makes a great film

giving and reacting to news

using rising or falling intonation for question tags

Writingmatching



rewriting sentences

completing phrases

completing question tags

writing strategy: writing endings


writing a film review

1. A world of many languages: cinema

2. The technological world: virtual world, man and machine

3. The media and global communication: print media, TV, the internet as a source of information and knowledge

4. Young people in the global era: behaviours, work and leisurethe press

collocations: the media

Vocabulary bank: parts of a newspaper; film genres

films

types of TV programme

adjectives for describing films

using a dictionary: easily-confused wordsreported speech

say and tell

question tags

an article about reasons for including stories in the news

an article about teenage media habits

a short text about the film Monsters

an article about the history of the BBC

a film reviewEvaluation Progress check Unit 9, Workbook page 75 Language and skills tests 9A and 9B, Test Bank

Other resourcesSection A: Students Book pages 108109 Workbook page 68 Vocabulary bank, Parts of a newspaper page 142 Teachers resource disk, Communication worksheet 9A

Section B: Students Book pages 110111 Workbook page 69 Grammar reference and practice 9.1, Workbook page 120

Section C: Students Book pages 112113 Workbook page 70 Vocabulary bank, Film genres page 142 Teachers resource disk, Functional language bank

Section D: Students Book pages 114115 Workbook page 71 Grammar reference and practice 9.2, Workbook page 121 Teachers resource disk, Communication worksheet 9A Teachers resource disk, Communication worksheet 9B


Vocabulary insight 9 page 118 Using a dictionary: easily confused words


Unit 10Learning aims


Students are expected to: Develop strategies for reading and understanding a wide range of texts Develop strategies for understanding the purpose of a text Broaden their vocabulary range within the subunits Develop strategies for processing vocabulary Deepen their awareness of the life-cycle of clothes, the impact of mobile phones on the environment and Google Earth Outreach Deduce grammar rules from texts and example sentences and apply these rules correctly Relate the topics to their own experiences Develop their speaking and listening skills through active participation Interact in various social situations Use acquired language to complete tasks Develop strategies for writing tasks Become familiar with word familiesReadingan article about the life-cycle of a T-shirt, a diary entry, a leaflet on blood phones, an article about Google Earth Outreach, descriptions of two processes

Reading strategy: understanding the purpose of a text




matching summaries to paragraphsListeningdialogues, a radio programme

confirming


completing phrases

Speakingguided interaction: talking about T-shirts and where clothes come from, ordering suggested actions, discussing where products come from, talking about mobile phones and the environment, discussing Google and Google Earth Outreach, talking about inventions, talking about the process of making chocolate

grammar-focused exercises: asking and answering questions using the passive

persuading, agreeing and disagreeing

Writingmatching



completing phrases

preparing dialogues

writing strategy: checking your writing: spelling and punctuation

expressing sequence


writing a description of a process

1. A world of many languages: internet

2. The technological world: man and machine, virtual world, intelligent machines

3. The media and global communication: the internet as a source of information and knowledge

4. Young people in the global era: values, attitudes, fashion and trendsphrasal verbs: buying and selling clothes

compound nouns: shopping and manufacturing

Vocabulary bank: materials; protest: verb phrases

the environment

adjective suffixes: -ful, -less

linking words: ordering stages in a process

word families

passive voice: present simple, past simple, present perfect

passive voice: futurean article about the life-cycle of a T-shirt

a diary of a boys day

a leaflet on mobile phones and the environment

a review of a TV programme

an article about the growth of Google Earth Outreach

a description of the process of producing chocolate

a description of the life-cycle of paper


Other resourcesSection A: Students Book pages 120121 Workbook page 76 Vocabulary bank, Materials page 143

Section B: Students Book pages 122123 Workbook page 77 Grammar reference and practice 10.1, Workbook page 122 Grammar reference and practice 10.2, Workbook page 123 Teachers resource disk, Communication worksheet 10B

Section C: Students Book pages 124125 Workbook page 78 Teachers resource disk, Communication worksheet 10A Teachers resource disk, Functional language bank

Section D: Students Book pages 126127 Workbook page 79 Vocabulary bank, Protest: verb phrases page 143 Teachers resource disk, Communication worksheet 10B

Section E: Students Book pages 128129 Workbook page 82 DVD extra, How a paper mill works page 129 Teachers resource disk, Writing bank Teachers resource disk, Functional language bank

Vocabulary insight 10 page 130 Word families



21

Insight Pre-Int Year Planner

Documents

Transcript of Insight Pre-Int Year Planner