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1

ANNUAL PLAN | 1st Term Students Book: insight Pre-Intermediate Number of lessons:
Units: 14

Unit 1
Learning
aims

Skills Socio-
cultural
Vocabulary Grammar Topics and
text types
Evaluation 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
Reading
an 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
sentences
Listening
podcasts, a
radio
interview,
dialogues

listening
for specific
information

choosing
the correct
answer

completing
sentences
Speaking
guided
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
Writing
completing
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
communicati
on tool
between
cultures

2. The
technologica
l world:
virtual world

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

adjectives 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 speech
present
simple and
present
continuous

articles
an 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
programme
Evaluation
Progress check Unit 1,
Workbook page 11
Language and skills tests
1A and 1B, Test Bank

Other resources
Section 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
2

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
dictionary
articles




4. Young
people in
the global
era: work
and leisure
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



3

Unit 2
Learning
aims

Skills Socio-
cultural
Vocabulary Grammar Topics and
text types
Evaluation and other
resources
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
Reading
a text about
ghost towns,
a story about
kindness, an
extract from
a travel
book, travel
blogs

looking for
specific
information

reading
strategy:
identifying
paraphrase

completing
sentences

matching
photos to
texts


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

confirming

listening
for specific
information

T/F

completing
phrases

Speaking
guided
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
Writing
completing
sentences

grammar-
focused
exercises

asking and
answering
questions

completing
charts

correcting
mistakes

writing
strategy:
avoiding
repetition

planning
what to
write

writing a
travel blog
entry

1. A world
of many
languages:
tourism,

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

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

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
when
a 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 resources
Section 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,
4

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
dictionary
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

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

Review 2 page 27
Pronunciation insight 2,
Workbook page 124

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


5

Unit 3
Learning
aims

Skills Socio-
cultural
Vocabulary Grammar Topics and
text types
Evaluation and other
resources
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
Reading
an article
about food
and the
environment
, a food
diary, an
extract about
junk food

choosing
the correct
answer

completing
sentences

looking for
specific
information

T/F


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

completing
a chart

listening
for specific
information

listening
strategy:
listening for
key words
and phrases

matching

confirming

completing
phrases

Speaking
guided
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
announceme
nts

comparing
leaflets

asking and
answering
questions
about diet
Writing
completing
sentences

matching

designing
a leaflet

completing
charts

grammar-
focused
exercises

asking and
answering
questions

completing
dialogues

writing a
food diary

writing a
proposal

writing
strategy:
thinking
about
1. A world
of many
languages:
books

2. The
technologica
l world: man
and machine

4. Young
people in
the global
era: values,
attitudes,
work and
leisure
life 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 adverbs
an article
about food and
the
environment

a food diary

an extract
from a novel
about
American
culture

short texts,
including
notes,
invitations,
adverts and
announcement
s

Evaluation
Progress check Unit 3,
Workbook page 27
Language and skills tests
3A and 3B, Test Bank

Other resources
Section 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
6

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
vocabulary

grammar-
focused
exercises:
asking and
answering
questions

preparing
and
presenting a
proposal

making and
accepting
invitations

purpose

planning
what to
write

writing an
invitation,
a note and
an advert



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

Section E: Students Book
pages 3839
Workbook page 26
Teachers resource disk,
Writing bank
Teachers resource disk,
Functional language bank

Vocabulary insight 3 page
40
Recording vocabulary

Review 3 page 41
Pronunciation insight 3,
Workbook page 125





7

Unit 4
Learning
aims

Skills Socio-
cultural
Vocabulary Grammar Topics and
text types
Evaluation and other
resources
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
Reading
an 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

looking for
specific
information

matching
paragraphs
to headings


Listening
people
talking about
their
favourite
rooms, a talk
about
household
chores,
dialogues

completing
sentences

completing
a factfile

listening
for specific
information

matching

completing
phrases

confirming



Speaking
guided
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

grammar-
focused
exercises:
asking and
answering
questions

agreeing a
Writing
completing
charts

completing
sentences

grammar-
focused
exercises

asking and
answering
questions

rewriting
sentences

completing
and
preparing
dialogues

matching

writing
strategy:
writing
opening
sentences

planning
what to
1. A world
of many
languages:
tourism

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

4. Young
people in
the global
era:
attitudes,
values,
behaviours
modern
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 room
Evaluation
Progress check Unit 4,
Workbook page 35
Language and skills tests
4A and 4B, Test Bank

Other resources
Section 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
8

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 verbs
list of house
rules

asking
permission

partner
interviews


write

writing a
description
of a room



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

Section E: Students Book
pages 5051
Workbook page 34
Teachers resource disk,
Writing bank
Teachers resource disk,
Functional language bank

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

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

Cumulative review Units
34 pages 5455
Literature insight 2,
Workbook page 86
Exam insight 2, Workbook
page 96
9

ANNUAL PLAN | 2nd Term Students Book: insight Pre-Intermediate Number of lessons:
Units: 58

Unit 5
Learning
aims

Skills Socio-
cultural
Vocabulary Grammar Topics and
text types
Evaluation and other
resources
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
Reading
an article
about risk-
taking, an
article about
two
explorers, an
eyewitness
account of
working in
Antarctica,
descriptions
of two
inspirational
people

looking for
specific
information

reading
strategy:
understandin
g pronoun
referencing

matching
sentences
and gaps
Listening
an interview,
a programme
about
phobias ,
dialogues

listening
for specific
information

choosing
the correct
answer

matching

confirming

completing
phrases

Speaking
guided
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

grammar-
focused
exercises:
Writing
matching

completing
sentences

completing
charts

grammar-
focused
exercises

completing
profiles

completing
phrases

preparing
dialogues

writing
strategy:
paragraphs
and topic
sentences

planning
1. A world
of many
languages:
tourism

2. The
technologica
l world:
exploring
other worlds

3. The
media and
global
communicat
ion: print
media

4. Young
people in
the global
era:
behaviours,
attitudes,
dreams and
ambitions,
work and
leisure
adjective
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 particle
present
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 Hut
Evaluation
Progress check Unit 5,
Workbook page 43
Language and skills tests
5A and 5B, Test Bank

Other resources
Section 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

10

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 verbs

completing
sentences


asking and
answering
questions

describing a
long or
eventful
journey

role-play:
radio
interview


what to
write

writing a
description
of a person


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

Section E: Students Book
pages 6465
Workbook page 42
Teachers resource disk,
Writing bank
Teachers resource disk,
Functional language bank

Vocabulary insight 5 page
66
Phrasal verbs:
understanding the particle

Review 5 page 67
Pronunciation insight 5,
Workbook page 126




11

Unit 6
Learning
aims

Skills Socio-
cultural
Vocabulary Grammar Topics and
text types
Evaluation and other
resources
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
Reading
an article
about police
in schools,
an article
about the
worlds
youngest
head teacher,
a poem, for
and against
essays

looking for
specific
information

matching
sentences to
gaps

matching
summaries
to verses

completing
mind maps

Listening
an interview,
a talk about
play,
dialogues, a
poem

confirming

listening
for specific
information

listening
strategy:
taking notes

completing
phrases

identifying
rhyming
words


Speaking
guided
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
Writing
completing
sentences

grammar-
focused
exercises

writing
sentences
about the
future

writing
chain
stories

completing
notes

completing
charts

completing
phrases

completing
dialogues

rewriting
sentences

writing
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,
values
collocations:
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
collocations
will 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
schools
Evaluation
Progress check Unit 6,
Workbook page 51
Language and skills tests
6A and 6B, Test Bank

Other resources
Section 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
12

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
dictionary

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

making and
responding
to offers and
suggestions


strategy:
brainstorm
ing ideas

completing
and
creating
mind maps

planning
what to
write

writing a
for and
against
essay


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

Section E: Students Book
pages 7677
Workbook page 50
Teachers resource disk,
Writing bank
Teachers resource disk,
Functional language bank

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

Review 6 page 79
Pronunciation insight 6,
Workbook page 126

Cumulative review Units
16 pages 8081
Literature insight 3,
Workbook page 88
13

Exam insight 3, Workbook
page 98



14

Unit 7
Learning
aims

Skills Socio-
cultural
Vocabulary Grammar Topics and
text types
Evaluation and other
resources
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,
entrepreneurshi
p and the
English
language
Deduce
grammar rules
from texts and
example
sentences and
apply these
rules correctly
Relate the
topics to their
own
Reading
a blog about
world
population
growth, an
article about
becoming an
entrepreneur
, an article
about
English,
formal
emails

completing
a chart

looking for
specific
information

completing
sentences

T/F

Listening
an interview,
a radio
programme,
dialogues

T/F

listening
strategy:
listening for
statistics

completing
sentences

listening
for specific
information

completing
phrases

confirming


Speaking
guided
interaction:
discussing
global
population,
planning an
event,
discussing
entrepreneur
ship, talking
about the
Silicon
Valley,
talking
about
inventions,
companies
and
businesspeo
ple, talking
about
English
words,
talking
about
languages

grammar-
focused
exercises:
making
rules,
Writing
completing
charts

completing
sentences

matching

writing a
plan for an
event

grammar-
focused
exercises

writing
rules

completing
phrases

writing
strategy:
using the
correct
register

planning
what to
write

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

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

3. The
media and
global
statistics

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
meaning
must,
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 emails
Evaluation
Progress check Unit 7,
Workbook page 59
Language and skills tests
7A and 7B, Test Bank

Other resources
Section 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
15

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
dictionary
second
conditional
sentences

asking for,
giving and
responding
to advice

talking
about wishes


writing a
formal
email


communicat
ion: the
internet and
global
communicati
on 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
leisure
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

Section E: Students Book
pages 9091
Workbook page 58
Teachers resource disk,
Writing bank
Teachers resource disk,
Functional language bank

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

Review 7 page 93
Pronunciation insight 7,
Workbook page 127




16

Unit 8
Learning
aims

Skills Socio-
cultural
Vocabulary Grammar Topics and
text types
Evaluation and other
resources
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
Reading
a magazine
article about
success
stories, a
text about
Olympic
cheats, an
article about
the British
honours
system, an
opinion
essay

looking for
specific
information

matching
paragraphs
to words

reading
strategy:
identifying
facts and
opinions

completing
sentences
Listening
radio
programmes,
dialogues

listening
for specific
information

choosing
the correct
answer

matching

T/F

confirming

completing
phrases


Speaking
guided
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
achievement
s, talking
about
honours
systems,
talking
about when
you were
Writing
completing
sentences

completing
charts

grammar-
focused
exercises

completing
phrases

completing
a dialogue

matching

writing
strategy:
selecting
ideas

planning
what to
write

writing an
opinion
essay


2. The
technologica
l world: man
and machine,
intelligent
machines

4. Young
people in
the global
era: dreams
and
ambitions,
values, work
and leisure,
adaptability
verbs +
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
winning
Evaluation
Progress check Unit 8,
Workbook page 67
Language and skills tests
8A and 8B, Test Bank

Other resources
Section 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
17

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
dictionary
younger,
talking
about
competitions

expressing
and
justifying
opinions


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

Section E: Students Book
pages 102103
Workbook page 66
Teachers resource disk,
Writing bank
Teachers resource disk,
Functional language bank

Vocabulary insight 8 page
104
Using a dictionary:
dependent prepositions

Review 8 page 105
Pronunciation insight 8,
Workbook page 127

Cumulative review Units
18 pages 106107
Literature insight 4,
Workbook page 90
Exam insight 4, Workbook
page 100


18

ANNUAL PLAN | 3rd Term Students Book: insight Pre-Intermediate Number of lessons:
Units: 910

Unit 9
Learning
aims

Skills Socio-
cultural
Vocabulary Grammar Topics and
text types
Evaluation and other
resources
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
Reading
an article
about news
stories, an
article about
teenage
media
habits, an
article about
the BBC, a
film review

looking for
specific
information

T/F


Listening
an interview,
dialogues, a
radio
programme

completing
sentences

T/F

listening
for specific
information

listening
strategy:
listening for
main ideas

choosing
the correct
answer

completing
phrases

confirming

Speaking
guided
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
Writing
matching

grammar-
focused
exercises

completing
sentences

rewriting
sentences

completing
phrases

completing
question
tags

writing
strategy:
writing
endings

planning
what to
write

1. A world
of many
languages:
cinema

2. The
technologica
l world:
virtual
world, man
and machine

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

4. Young
people in
the global
era:
the 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
words
reported
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 review
Evaluation
Progress check Unit 9,
Workbook page 75
Language and skills tests
9A and 9B, Test Bank

Other resources
Section 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,
19

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
dictionary
what makes
a great film

giving and
reacting to
news

using rising
or falling
intonation
for question
tags


writing a
film
review


behaviours,
work and
leisure
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

Section E: Students Book
pages 116117
Workbook page 74
Teachers resource disk,
Writing bank
Teachers resource disk,
Functional language bank

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

Review 9 page 119
Pronunciation insight 9,
Workbook page 128





20

Unit 10
Learning
aims

Skills Socio-
cultural
Vocabulary Grammar Topics and
text types
Evaluation and other
resources
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
Reading
an 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:
understandin
g the
purpose of a
text

choosing
the correct
answer

looking for
specific
information

completing
Listening
dialogues, a
radio
programme

confirming

listening
for specific
information

completing
phrases



Speaking
guided
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
Writing
matching

completing
sentences

grammar-
focused
exercises

completing
phrases

preparing
dialogues

writing
strategy:
checking
your
writing:
spelling
and
punctuatio
n

expressing
sequence

planning
what to
write

1. A world
of many
languages:
internet

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

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

4. Young
people in
the global
era: values,
attitudes,
fashion and
trends
phrasal 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: future
an 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


Evaluation
Progress check Unit 10,
Workbook page 83
Language and skills tests
10A and 10B, Test Bank

Other resources
Section 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
21

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 families
sentences

matching
summaries
to
paragraphs
making
chocolate

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

persuading,
agreeing and
disagreeing


writing a
description
of a
process



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

Review 10 page 131
Pronunciation insight 10,
Workbook page 128

Cumulative review Units
110 pages 132133
Literature insight 5,
Workbook page 92
Exam insight 5, Workbook
page 102