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TEACHING PROGRAMME

CUTTING
EDGE
UPPER INTERMEDIATE
__________________
AREA OF FOREIGN LANGUAGES

ENGLISH LANGUAGE

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 1


Cutting Edge Upper Intermediate Teaching
Programme

UNIT 1: GETTING ON

I. AIMS
- To know the past and present verb forms
- To know the uses of auxiliary verbs
- To speak about past and present things and events
- To speak about a topic for one minute
- To talk about relationships
- To discuss about siblings relationships
- To discuss about friendship
- To discuss about responding sympathetically to someone's
feelings
- To discuss about the steps followed to write something in
English
- To listen to six speakers talking about past and present things
- To listen to three conversations among friends
- To listen to three sets of people playing a game
- To listen to three short conversations about different problems
- To read a quiz about English grammar
- To read an article about the famous model Alek Wek
- To read an article about sibling rivalries
- To read the rules of a game
- To read the biography of Meryl Streep
- To write short conversations
- To practise the conversations
- To act out a conversation
- To write a biography draft
- To know vocabulary connected with relationships
- To know vocabulary connected with friendship
- To know the wordspot: get
- To practise the pronunciation of auxiliary verbs
- To practise sounding sympathetic
- To improve the pronunciation of the English language
- To improve the intonation of the English language

II. CONTENTS

Communication Skills
- Speaking about past and present things and events
- Speaking about a topic for one minute

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 2


- Talking about relationships
- Listening to six speakers talking about past and present things
- Listening to three conversations among friends
- Listening to three sets of people playing a game
- Listening to three short conversations about different problems
- Reading a quiz about English grammar
- Reading an article about the famous model Alek Wek
- Reading an article about sibling rivalries
- Reading the rules of a game
- Reading the biography of Meryl Streep
- Writing short conversations
- Practising the conversations
- Acting out a conversation
- Writing a biography draft

Language Reflections
A. Language and grammar functions
- Past and present verb forms
- Uses of auxiliary verbs

B. Vocabulary
- Words connected with relationships
- Words connected with friendship
- Wordspot: get

C. Pronunciation
- Auxiliary verbs
- Sounding sympathetic

Sociocultural Aspects
- To talk about siblings relationships
- To discuss and think about friendship
- To talk about responding sympathetically to someone's feelings
- To discuss about the steps followed to write something in
English
- To take part in a game

CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
Education for equality
To respect men and women
Arts
To talk about film stars

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 3


ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 11, 13,
14, 126, 128
- Student's Book: Study, Practice & Remember, page 131
- Workbook, Unit 1
- Teacher's Resource Bank: Photocopiable activities, Unit 1
- DVD, Unit 1

II. Language reflections


- Student's Book: Study, Practice & Remember, page 131
- Workbook, Unit 1
- Teacher's Resource Bank: Photocopiable activities, Unit 1
- DVD, Unit 1

III. Sociocultural aspects


- Student's Book, Unit 1
- Workbook, Unit 1
- DVD, Unit 1

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 4


BASIC COMPETENCES
UNIT 1: Getting on
COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIA

EXPRESSION AND COMMUNICATION


Communication SB, pp.6-15 All the activities in the unit use language as a means of oral Show interest and curiosity in the English language as
in the mother and written communication. such, and in cultural aspects associated with it.
tongue and in
foreign
languages
(C1)
Mathematical SB, p.11 Students have to understand and process information to complete a Use mathematical forms of expression (tables, diagrams,
competence (Wordspot) diagram. surveys, etc.) in the process of learning English.
(C2)

Data processing SB, p.7 Students read an article about the famous model Alek Wek. Be aware of the importance of the media and its influence on
and digital SB, p.8 They read an article about sibling rivalries. society.
competence
(C4) SB, p.13 (Share Students film / record themselves speaking about a topic for one Incorporate new technologies in the process of learning English.
your task) minute. Take advantage of new technologies to revise and consolidate
what one has learnt in the unit.
MyEnglishLab / Students use digital devices as part of their process of
Active Teach learning English.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 5


Cultural SB, pp.7, 8, 13, 15 Students deal about different cultural and artistic expressions Understand and critically appraise aspects of other countries'
awareness and through the following: culture and customs.
expression - A quiz about English grammar. Develop creativity and imagination.
(C6) - An article about a famous model.
- An article about sibling rivalries.
- The rules of a game.
- The biography of Meryl Streep.

SB, pp.11, 14, 15; Students write a piece of original creative writing:
WB, p.9 - Short conversations.
- A biography draft.

SB, p.14 They act out a conversation in front of other students.


RELATIONSHIPS AND INTERACTION

Knowledge and SB, Unit 1 Students learn and think about: siblings, relationships, friendship, Develop a critical mind when observing reality.
connection with feelings, biographies.
the world and
environment There are references to different places such as: Sudan, the UK, Identify places and geographical features where other cultures
(C3) London, New Jersey. are originated and located.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 6


Social and civic SB, Unit 1 Students work in pairs or groups and exchange opinions: Use language as a vehicle of communication / cultural
competence - In the different discussions proposed in transmission.
(C5) the unit about: sibling relationships, friendship, responding Develop key communication skills, and take into account the
sympathetically to someone's feelings, the steps followed to write interests of others as individuals and the interests of the group
something in English. as a whole.
- Practising conversations. Express their own ideas and listen to others'.
- Comparing their answers. Know and accept tradition and cultural and social reality of the
- Asking and answering questions. English-speaking world.
- Talking about the texts they've read.

In pairs:
SB, p.7, ex.1 - They complete a quiz.
SB, p.13 (Task) - They play a game.
SB, p.14 - They act out a conversation.

SB, pp.8, 14 Students describe and answer questions about photographs.

SB, p.15 Students write a biography draft.

SB, Unit 1 Students learn and think about: talking about past and present,
sibling rivalries, relationships, friendship, keeping a conversation
going, responding to how people feel, writing a biography.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 7


PERSONAL DEVELOPMENT
Learning to learn SB & WB, Unit 1 Students do the SB and WB activities in the unit, and use good Be aware of what is known and what needs to be learnt, how to
(C7) learning practices in class and at home. learn it, and how to manage and control the learning processes
effectively, optimizing and guiding them to meet personal goals.
Students learn how to use reference material for each unit:
Show interest in different learning strategies which boost
Students Book confidence when faced with new challenges in one's studies.
- Key language highlighted at the start of
the unit (p.6)
- Grammar in context (p.10)
- Pronunciation box (pp.11, 14)
- Useful language box (p.13)
- Study & practice 1 (p.131)
- Study & practice 2 (p.132)
- Remember these words (p.133)

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

SB, Unit 1
Students are encouraged to experiment with language and to
work out rules for themselves (Grammar).
Students are encouraged to take a proactive role in their learning
(Tasks).
Students recycle new language through the speaking tasks.
They recycle all the main grammar and vocabulary areas in the
unit with extra practice exercises in the Study, Practice &
Remember section.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 8


Being SB, p.6 (In this unit) Students develop planning initiatives such as the main objectives at Show initiatives and own choices.
autonomous the beginning of each unit.
(C8) SB, p.15 (After unit Students think about what they have learnt after each unit.
1 you can)
WB, pp.4-9 Students are responsible for the proposed tasks and activities. Develop personal qualities such as initiative, self-improvement,
SB & WB Students do the assessment activities in the unit. perseverance and self-criticism, performing the self-evaluation
and reviewing the learning process.
Students do activities which involve analyzing, planning and
reviewing their work:
SB, p.13 (Task) - Keep a conversation going.
SB, p.14 (Writing) - Planning and drafting a biography.

SB, pp.6-15 Students show initiative working in pairs or groups: Listen and interact with others with positive attitude
discussing about the unit topic, analysing tasks, describing when participating in class activities.
photographs and completing the speaking activities.

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

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 9


UNIT 2: UPS AND DOWNS

I. AIMS
- To know how to form adjectives
- To know how to form nouns and gerunds
- To speak about the results of a survey about feelings
- To talk about feelings
- To talk about things that make you feel good
- To discuss about happiness
- To discuss about technology
- To listen to people talking about the things that make them
feel good and bad
- To listen to five people answering a survey about feelings
- To read some facts about feelings
- To read a text about a phone app to track the feelings
- To read some quotes about happiness
- To read an article about the happiness facts and myths
- To read a consumer technology quiz
- To find out information online about happiness facts
- To find out information online about global happiness surveys
- To check information online about consumer technology
- To watch a video about happiness
- To watch a video of five people talking about technology and
happiness
- To write a short description of their feelings in a situation
- To write a paragraph about a global happiness survey
- To know vocabulary describing how you feel
- To know vocabulary connected with things that make you feel
good
- To practise the pronunciation of noun suffixes
- To improve the pronunciation of the English language
- To improve the intonation of the English language

II. CONTENTS
Communication Skills
- Speaking about the results of a survey about feelings
- Talking about feelings
- Talking about things that make you feel good
- Listening to people talking about the things that make them
feel good and bad
- Listening to five people answering a survey about feelings
- Reading some facts about feelings
- Reading a text about a phone app to track the feelings
- Reading some quotes about happiness
- Reading an article about the happiness facts and myths

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 10


- Reading a consumer technology quiz
- Finding out information online about happiness facts
- Finding out information online about global happiness surveys
- Checking information online about consumer technology
- Watching a video about happiness
- Watching a video of five people talking about technology and
happiness
- Writing a short description of their feelings in a situation
- Writing a paragraph about a global happiness survey
Language Reflections
A. Language and grammar functions
- Forming adjectives
- Forming nouns and gerunds

B. Vocabulary
- Words describing how you feel
- Things that make you feel good

C. Pronunciation
- Noun suffixes

Sociocultural Aspects
- To talk and think about happiness
- To debate about technology

CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
Technology
To discuss about technology
To watch a video about technology
To talk about apps
Consumer education
To read a consumer technology quiz

ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 18, 22,
127
- Student's Book: Study, Practice & Remember, page 134
- Workbook, Unit 2
- Teacher's Resource Bank: Photocopiable activities, Unit 2
- Teacher's Resource Disc: Progress Tests, Units 1-2
- Teacher's Resource Disc: Test Audio

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 11


- DVD, Unit 2

II. Language reflections


- Student's Book: Study, Practice & Remember, page 134
- Workbook, Unit 2
- Teacher's Resource Bank: Photocopiable activities, Unit 2
- Teacher's Resource Disc: Progress Tests, Units 1-2
- Teacher's Resource Disc: Test Audio
- DVD, Unit 2

III. Sociocultural aspects


- Student's Book, Unit 2
- Workbook, Unit 2
- DVD, Unit 2

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 12


BASIC COMPETENCES
UNIT 2: Ups and downs
COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIA

EXPRESSION AND COMMUNICATION


Communication SB, pp.16-25 All the activities in the unit use language as a means of oral and Show interest and curiosity in the English language as such,
in the mother written communication. and in cultural aspects associated with it.
tongue and in
foreign
languages
(C1)
Mathematical Students have to understand and process information: Use mathematical forms of expression (tables, diagrams,
competence SB, p.25; WB, p.15 - To complete a table. surveys, etc.) in the process of learning English.
(C2) WB, p.10 - To complete a grid.

Data processing SB, p.18 Students read an article about the happiness facts and myths. Be aware of the importance of the media and its influence on
and digital society.
competence SB, p.16 Students read a text about a phone app to track the feelings.
(C4) WB, p.15 They read and write an email. Incorporate new technologies in the process of learning English.
SB, p.23 (Share Students film / record themselves giving a talk about a survey. Take advantage of new technologies to revise and consolidate
your task) what one has learnt in the unit.
SB, pp.24-25 Students watch a video about happiness.
(Video and They watch a video of five people talking about technology and
research) happiness.
Students check information online about consumer technology.
They find information online about happiness facts and global
happiness surveys.

MyEnglishLab / Students use digital devices as part of their process of learning


Active Teach English.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 13


Cultural SB, pp. 24-25 Students learn about happiness. Understand and critically appraise aspects of other countries'
awareness and (World culture) culture and customs.
expression SB, pp.16, 18, 24 They deal about different cultural and artistic expressions through Develop creativity and imagination.
(C6) the following:
- Some facts about feelings.
- A text about a phone app to track the
feelings.
- Some quotes about happiness.
- An article about the happiness facts and
WB, p.12 myths.
- A consumer technology quiz.
SB, pp.23, 25 - Some people's opinions about films.

Students write a piece of original creative writing:


WB, p.15 - A short description of their feelings in a
situation.
- A paragraph about a global happiness
survey.
- An email to a friend.
RELATIONSHIPS AND INTERACTION

Knowledge and SB, Unit 2 Students learn and think about: feelings, happiness, surveys, Develop a critical mind when observing reality.
connection with technology.
the world and
environment There are references to different places such as: China, South Identify places and geographical features where other cultures
(C3) Korea, Chile, Canada, Denmark. are originated and located.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 14


Social and civic SB, Unit 2 Students work in pairs or groups and exchange opinions: Use language as a vehicle of communication / cultural
competence - In the different discussions proposed in transmission.
(C5) the unit about: happiness, technology. Develop key communication skills, and take into account the
- Practising conversations. interests of others as individuals and the interests of the group
- Comparing their answers. as a whole.
- Asking and answering questions. Express their own ideas and listen to others'.
- Talking about the texts they've read. Know and accept tradition and cultural and social reality of the
English-speaking world.
SB, p.21 In pairs, they have a race matching definitions to nouns.
SB, pp.22-23 In pairs and groups, they do a class survey, write descriptions of
(Task) different situations and guess other groups' titles for the
descriptions.
SB, p.24 They do a consumer technology quiz in pairs.

SB, pp.20, 22 Students describe and answer questions about photographs.

SB, p.25 Students write a paragraph about a global happiness survey.

SB, Unit 2 Students learn and think about: describing feelings, happiness,
preparing a survey, consumer technology.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 15


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

Students Book
- Key language highlighted at the start of
the unit (p.16)
- Grammar in context (pp.17, 21)
- Pronunciation box (p.21)
- Useful language box (p.23)
- Study & practice 1 (p.134)
- Study & practice 2 (p.135)
- Remember these words (p.136)

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

SB, Unit 2
Students are encouraged to experiment with language and to
work out rules for themselves (Grammar).
Students are encouraged to take a proactive role in their learning
(Tasks).
Students recycle new language through the speaking tasks.
They recycle all the main grammar and vocabulary areas in the
unit with extra practice exercises in the Study, Practice &
Remember section.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 16


Being SB, p.16 (In this Students develop planning initiatives such as the main objectives at Show initiatives and own choices.
autonomous unit) the beginning of each unit.
(C8) SB, p.25 (After unit Students think about what they have learnt after each unit.
2 you can)
WB, pp.10-15 Students are responsible for the proposed tasks and activities. Develop personal qualities such as initiative, self-improvement,
SB & WB Students do the assessment activities in the unit. perseverance and self-criticism, performing the self-evaluation
and reviewing the learning process.
Students do activities which involve analyzing, planning and
reviewing their work:
SB, p.22 (Task) - Do a class survey.
SB, p.23 (Writing) - Write a short description.

SB, pp.16-25 Students show initiative working in pairs or groups: discussing Listen and interact with others with positive attitude
about the unit topic, analysing tasks, describing photographs and when participating in class activities.
completing the speaking activities.
Emotional SB, pp.16-25 Students learn to work in pairs or groups and to respect turns, as Show emotional balance and respect for others in the activities
competence well as opinions, work and progress. done in class.
(Castile La
Mancha) (C9)

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 17


UNIT 3: IT ALL WENT WRONG

I. AIMS
- To know narrative tenses
- To know continuous aspect in other tenses
- To speak about an incident
- To speak about newspaper headlines
- To talk about mishaps
- To discuss about a story
- To discuss about the circumstances in a crime
- To discuss about the punishment for different crimes
- To discuss about the outcome of three cases
- To discuss about dealing with unexpected problems
- To listen to some people talking about mishaps
- To listen to the story of an incident
- To listen to three news stories
- To listen to three short conversations
- To read two stories about mishaps
- To read a questionnaire about crime and punishment
- To read some newspaper headlines
- To read three articles about different crimes
- To read some situations about unexpected problems
- To read a narrative about a robbery
- To write the story of a mishap
- To write a conversation about a situation with an unexpected
problem
- To act out a conversation
- To write a detailed narrative
- To know vocabulary connected with mishaps
- To know vocabulary connected with crime and punishment
- To know headlines
- To practise sounding calm or angry
- To improve the pronunciation of the English language
- To improve the intonation of the English language

II. CONTENTS

Communication Skills
- Speaking about an incident
- Speaking about newspaper headlines
- Talking about mishaps
- Listening to some people talking about mishaps
- Listening to the story of an incident
- Listening to three news stories
- Listening to three short conversations

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 18


- Reading two stories about mishaps
- Reading a questionnaire about crime and punishment
- Reading some newspaper headlines
- Reading three articles about different crimes
- Reading some situations about unexpected problems
- Reading a narrative about a robbery
- Writing the story of a mishap
- Writing a conversation about a situation with an unexpected
problem
- Acting out a conversation
- Writing a detailed narrative

Language Reflections
A. Language and grammar functions
- Narrative tenses
- Continuous aspect in other tenses

B. Vocabulary
- Words connected with mishaps
- Words connected with crime and punishments
- Headlines

C. Pronunciation
- Sounding calm or angry

Sociocultural Aspects
- To debate about a story
- To discuss about the circumstances in a crime
- To debate about the punishment for different crimes
- To discuss about the outcome of three cases
- To show interest in dealing with unexpected problems

CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To respect laws
To respect other people's opinion
Education for equality
To respect men and women

ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 28, 34
- Student's Book: Study, Practice & Remember, page 137
- Workbook, Unit 3
- Teacher's Resource Bank: Photocopiable activities, Unit 3

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 19


- DVD, Unit 3

II. Language reflections


- Student's Book: Study, Practice & Remember, page 137
- Workbook, Unit 3
- Teacher's Resource Bank: Photocopiable activities, Unit 3
- DVD, Unit 3

III. Sociocultural aspects


- Student's Book, Unit 3
- Workbook, Unit 3
- DVD, Unit 3

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 20


BASIC COMPETENCES
UNIT 3: It all went wrong
COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIA

EXPRESSION AND COMMUNICATION


Communication SB, pp.26-35 All the activities in the unit use language as a means of oral and Show interest and curiosity in the English language as such,
in the mother written communication. and in cultural aspects associated with it.
tongue and in
foreign
languages
(C1)
Mathematical SB, pp.27, 31 Students have to understand and process information to complete a Use mathematical forms of expression (tables, diagrams,
competence (Grammar) table. surveys, etc.) in the process of learning English.
(C2)

Data processing SB, p.32 Students read and speak about newspaper headlines. Be aware of the importance of the media and its influence on
and digital SB, p.32 They listen to three news stories. society.
competence SB, p.33; WB, p.18 They read three articles about different crimes.
(C4) Incorporate new technologies in the process of learning English.
WB, p.19 Students complete an email. Take advantage of new technologies to revise and consolidate
SB, p.29 (Share Students film / record themselves telling an anecdote. what one has learnt in the unit.
your task)
MyEnglishLab / Students use digital devices as part of their process of learning
Active Teach English.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 21


Cultural SB, pp.27, 30, 32, Students deal about different cultural and artistic expressions Understand and critically appraise aspects of other countries'
awareness and 33, 34, 35 through the following: culture and customs.
expression - Two stories about mishaps. Develop creativity and imagination.
(C6) - A questionnaire about crime and
punishment.
- Some newspaper headlines.
- Three articles about different crimes.
- Some situations about unexpected
WB, p.20 problems.
WB, p.21 - A narrative about a robbery.
- Three stories about unlucky experiences.
SB, pp.27, 34, 35 - A narrative about a bad experience.

Students write a piece of original creative writing:


- The story of a mishap.
WB, p.21 - A conversation about a situation with an
unexpected problem.
SB, p.34 - A detailed narrative.
- A story about a journey.

They act out a conversation in front of other students.


RELATIONSHIPS AND INTERACTION

Knowledge and SB, Unit 3 Students learn and think about: mishaps, crime and punishment, Develop a critical mind when observing reality.
connection with headlines, unexpected problems.
the world and
environment There are references to different places such as: Melbourne, the Identify places and geographical features where other cultures
(C3) Philippines, Swindon, Michigan, Sweden. are originated and located.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 22


Social and civic SB, Unit 3 Students work in pairs or groups and exchange opinions: Use language as a vehicle of communication / cultural
competence - In the different discussions proposed in transmission.
(C5) the unit about: a story, the circumstances in a crime, the Develop key communication skills, and take into account the
punishment for different crimes, the outcome of three cases, interests of others as individuals and the interests of the group
dealing with unexpected problems. as a whole.
- Practising conversations. Express their own ideas and listen to others'.
- Comparing their answers. Know and accept tradition and cultural and social reality of the
- Asking and answering questions. English-speaking world.
- Talking about the texts they've read.
SB, p.30
In pairs:
- They have a race listing as many crimes
as possible.
SB, p.28 (Task) - They read a quiz and write situations for
the quiz.

SB, pp.34 They try to guess and tell a story from pictures. They re-tell the
story in groups.

SB, p.28 In pairs, they prepare a conversation and then they act it out for
the class.
SB, p.35
Students describe and answer questions about photographs.
SB, Unit 3
Students write a narrative.

Students learn and think about: mishaps, telling a story, crime and
punishment, headlines, dealing with unexpected problems, writing
a narrative.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 23


PERSONAL DEVELOPMENT
Learning to learn SB & WB, Unit 3 Students do the SB and WB activities in the unit, and use good Be aware of what is known and what needs to be learnt, how to
(C7) learning practices in class and at home. learn it, and how to manage and control the learning processes
effectively, optimizing and guiding them to meet personal goals.
Students learn how to use reference material for each unit:
Show interest in different learning strategies which boost
Students Book confidence when faced with new challenges in one's studies.
- Key language highlighted at the start of
the unit (p.26)
- Grammar in context (pp.27, 31)
- Pronunciation box (p.34)
- Useful language box (p.29)
- Study & practice 1 (p.137)
- Study & practice 2 (p.138)
- Remember these words (p.139)

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

SB, Unit 3
Students are encouraged to experiment with language and to
work out rules for themselves (Grammar).
Students are encouraged to take a proactive role in their learning
(Tasks).
Students recycle new language through the speaking tasks.
They recycle all the main grammar and vocabulary areas in the
unit with extra practice exercises in the Study, Practice &
Remember section.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 24


Being SB, p.26 (In this Students develop planning initiatives such as the main objectives at Show initiatives and own choices.
autonomous unit) the beginning of each unit.
(C8) SB, p.35 (After unit Students think about what they have learnt after each unit.
3 you can)
WB, pp.16-21 Students are responsible for the proposed tasks and activities. Develop personal qualities such as initiative, self-improvement,
SB & WB Students do the assessment activities in the unit. perseverance and self-criticism, performing the self-evaluation
and reviewing the learning process.
Students do activities which involve analyzing, planning and
reviewing their work:
SB, p.28 (Task) - Tell a story from two points of view.
SB, p.35 (Writing) - Write a narrative.

SB, pp.26-35 Students show initiative working in pairs or groups: discussing Listen and interact with others with positive attitude
about the unit topic, analysing tasks, describing photographs and when participating in class activities.
completing the speaking activities.
Emotional SB, pp.26-35 Students learn to work in pairs or groups and to respect turns, as Show emotional balance and respect for others in the activities
competence well as opinions, work and progress. done in class.
(Castile La
Mancha) (C9)

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 25


UNIT 4: YOUR MIND

I. AIMS
- To know the use and non-use of the passive
- To know passive forms with have or get
- To give a brief press conference to journalists about a space
mission
- To talk about the qualities required to go on a space mission
- To discuss about mental skills
- To discuss about nature vs nurture
- To discuss about personality
- To discuss about a hypothetical manipulation of the mind
- To discuss about things they do/don't do themselves
- To discuss about the way parents treat boys and girls
- To listen to the answers and analysis of a quiz
- To listen to three short conversations
- To listen to a conversation asking for a service
- To listen to a radio programme about the Mars 500 mission
- To read a quiz about mental skills
- To read an article about what shapes our personality
- To read a text about the future of the mind according to
Hollywood
- To read an article about Mission 2050
- To read a text about the differences between males and
females
- To check information online about the differences between
males and females
- To watch a video about why boys and girls like different toys
- To watch a video of seven people answering a question about
gender-stereotype
- To find out more information online about psychology
experiments
- To write three short conversations using the word mind in each
- To write two conversations asking for a service
- To write an email after the first three months on the space
mission
- To write a paragraph about a psychologist experiment
- To know vocabulary connected with mental skills
- To know the wordspot: mind
- To know vocabulary connected with personal characteristics
- To know word stress
- To improve the pronunciation of the English language
- To improve the intonation of the English language

II. CONTENTS

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 26


Communication Skills
- Giving a brief press conference to journalists about a space
mission
- Talking about the qualities required to go on a space mission
- Listening to the answers and analysis of a quiz
- Listening to three short conversations
- Listening to a conversation asking for a service
- Listening to a radio programme about the Mars 500 mission
- Reading a quiz about mental skills
- Reading an article about what shapes our personality
- Reading a text about the future of the mind according to
Hollywood
- Reading an article about Mission 2050
- Reading a text about the differences between males and
females
- Checking information online about the differences between
males and females
- Watching a video about why boys and girls like different toys
- Watching a video of seven people answering a question about
gender-stereotype
- Finding out more information online about psychology
experiments
- Writing three short conversations using the word mind in each
- Writing two conversations asking for a service
- Writing an email after the first three months on the space
mission
- Writing a paragraph about a psychologist experiment

Language Reflections
A. Language and grammar functions
- Use and non-use of the passive
- Passive forms with have or get

B. Vocabulary
- Words connected with mental skills
- Wordspot: mind
- Words connected with personal characteristics

C. Pronunciation
- Word stress

Sociocultural Aspects
- To talk about mental skills
- To discuss about nature vs nurture
- To debate about personality
- To think about a hypothetical manipulation of the mind

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 27


- To speak about things they do/don't do themselves
- To debate and think about the way parents treat boys and girls

CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
Education for equality
To discuss about toys for boys or girls
To discuss about the way parents treat boys and girls
To read a text about the differences between males and females
Science
To discuss about mental skills
Technology
To talk about space missions

ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 37, 43,
126
- Student's Book: Study, Practice & Remember, page 140
- Workbook, Unit 4
- Teacher's Resource Bank: Photocopiable activities, Unit 4
- Teacher's Resource Disc: Progress Tests, Units 3-4
- Teacher's Resource Disc: Test Audio
- DVD, Unit 4

II. Language reflections


- Student's Book: Study, Practice & Remember, page 140
- Workbook, Unit 4
- Teacher's Resource Bank: Photocopiable activities, Unit 4
- Teacher's Resource Disc: Progress Tests, Units 3-4
- Teacher's Resource Disc: Test Audio
- DVD, Unit 4

III. Sociocultural aspects


- Student's Book, Unit 4
- Workbook, Unit 4
- DVD, Unit 4

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 28


BASIC COMPETENCES
UNIT 4: Your mind
COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIA

EXPRESSION AND COMMUNICATION


Communication SB, pp.36-45 All the activities in the unit use language as a means of oral and Show interest and curiosity in the English language as such,
in the mother written communication. and in cultural aspects associated with it.
tongue and in
foreign
languages
(C1)
Mathematical SB, p.45, ex.5; WB, Students have to understand and process information to complete a Use mathematical forms of expression (tables, diagrams,
competence p.26 table. surveys, etc.) in the process of learning English.
(C2) SB, P.39 Students have to process information from a diagram to complete
(Wordspot) an exercise.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 29


Data processing SB, p.41 Students listen to a radio programme about the Mars 500 mission. Be aware of the importance of the media and its influence on
and digital They read an article about: society.
competence SB, p.38 - What shapes our personality.
(C4) SB, p.42 - Mission 2050. Incorporate new technologies in the process of learning English.
WB, p.24 - Male and female drivers. Take advantage of new technologies to revise and consolidate
what one has learnt in the unit.
WB, p.27 Students read and write an email about travelling.
SB, p.43 (Share They write an email about a space mission.
your task) Students film / record themselves giving a press conference to
journalists.
SB, pp.44-45 Students watch a video about why boys and girls like different toys.
(Video and They watch a video of seven people answering a question about
research) gender-stereotype.
They check information online about the differences between males
and females.
They find information online about psychology experiments.

MyEnglishLab / Students use digital devices as part of their process of learning


Active Teach English.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 30


Cultural SB, pp.44-45 Students learn about nature vs nurture. Understand and critically appraise aspects of other countries'
awareness and (World culture) culture and customs.
expression SB, pp.36, 38, 40, They deal about different cultural and artistic expressions through Develop creativity and imagination.
(C6) 42, 44 the following:
- A quiz about mental skills.
- An article about what shapes our
personality.
- A text about the future of the mind
according to Hollywood.
WB, p.24 - An article about Mission 2050.
WB, p.27 - A text about the differences between
males and females.
SB, pp.39, 41, 43, - An article about male vs female drivers.
45 - An email about a journey.

Students write a piece of original creative writing:


- Three short conversations using the word
WB, p.27 mind.
- Two conversations asking for a service.
- An email about a space mission.
- A paragraph about a psychologist
experiment.
- An email about a trip.
RELATIONSHIPS AND INTERACTION

Knowledge and SB, Unit 4 Students learn and think about: mental skills, personality, nature, Develop a critical mind when observing reality.
connection with nurture, the mind, personal characteristics, space missions, men vs
the world and women, psychology experiments.
environment
(C3) There are references to different places such as: Korea, China, Identify places and geographical features where other cultures
Britain. are originated and located.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 31


Social and civic SB, Unit 4 Students work in pairs or groups and exchange opinions: Use language as a vehicle of communication / cultural
competence - In the different discussions proposed in transmission.
(C5) the unit about: mental skills, nature vs nurture, personality, a Develop key communication skills, and take into account the
hypothetical manipulation of the mind, things they do/don't do interests of others as individuals and the interests of the group
themselves, the way parents treat boys and girls. as a whole.
- Practising conversations. Express their own ideas and listen to others'.
- Comparing their answers. Know and accept tradition and cultural and social reality of the
- Asking and answering questions. English-speaking world.
- Talking about the texts they've read.

In pairs:
SB, p.39, ex.3 - They write three short conversations.
SB, p.41, ex.4 - They write two conversations about a
business.
SB, p.43 (Task)
In pairs and groups, they prepare and give a press conference to
journalists.
SB, pp.40, 41
Students describe and answer questions about photographs.
SB, pp.43, 45
Students write an email and a paragraph about a psychology
experiment.
SB, Unit 4
Students learn and think about: mental skills, using the passive,
personality, nature, nurture, the mind, personal characteristics,
space missions, psychology experiments.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 32


PERSONAL DEVELOPMENT
Learning to learn SB & WB, Unit 4 Students do the SB and WB activities in the unit, and use good Be aware of what is known and what needs to be learnt, how to
(C7) learning practices in class and at home. learn it, and how to manage and control the learning processes
effectively, optimizing and guiding them to meet personal goals.
Teacher's Resource Students complete the progress test 2.
Disc Students complete the test audio. Show interest in different learning strategies which boost
confidence when faced with new challenges in one's studies.
Students learn how to use reference material for each unit:

Students Book
- Key language highlighted at the start of
the unit (p.36)
- Grammar in context (pp.37, 40)
- Pronunciation box (p.38)
- Useful language box (p.43)
- Study & practice 1 (p.140)
- Study & practice 2 (p.141)
- Remember these words (p.142)

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

SB, Unit 4
Students are encouraged to experiment with language and to
work out rules for themselves (Grammar).
Students are encouraged to take a proactive role in their learning
(Tasks).
Students recycle new language through the speaking tasks.
They recycle all the main grammar and vocabulary areas in the
unit with extra practice exercises in the Study, Practice &
Remember section.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 33


Being SB, p.36 (In this Students develop planning initiatives such as the main objectives at Show initiatives and own choices.
autonomous unit) the beginning of each unit.
(C8) SB, p.45 (After unit Students think about what they have learnt after each unit.
4 you can)
WB, pp.22-27 Students are responsible for the proposed tasks and activities. Develop personal qualities such as initiative, self-improvement,
SB & WB Students do the assessment activities in the unit. perseverance and self-criticism, performing the self-evaluation
and reviewing the learning process.
Students do activities which involve analyzing, planning and
reviewing their work:
SB, p.42 (Task) - Choose people to go on a space mission.
SB, p.43 (Writing) - Write an email about the mission.

SB, pp.36-45 Students show initiative working in pairs or groups: discussing Listen and interact with others with positive attitude
about the unit topic, analysing tasks, describing photographs and when participating in class activities.
completing the speaking activities.
Emotional SB, pp.36-45 Students learn to work in pairs or groups and to respect turns, as Show emotional balance and respect for others in the activities
competence well as opinions, work and progress. done in class.
(Castile La
Mancha) (C9)

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 34


UNIT 5: FACE TO FACE

I. AIMS
- To review future forms
- To know more complex question forms
- To speak about three different topics for 30 seconds each
- To speak about their favourite fantasy dinner guest
- To prepare and practise a phone conversation
- To describe a social event
- To talk about the influence of the communication media
- To discuss about ways of interacting with other people
- To discuss about social networking and loneliness
- To discuss about online dating
- To discuss about blind dates
- To discuss about first dates questions
- To discuss about chatting vs phone calls
- To listen to some information about online dating
- To listen to an interview about a blind date
- To listen to six people talking about a dinner invitation
- To listen to three phone conversations
- To read some messages about different events
- To read an article about loneliness
- To read an article about a blind date
- To read a text about a fantasy dinner party
- To read different types of messages
- To write a letter of invitation to a fantasy dinner party
- To write an appropriate message for each given situation
- To know vocabulary connected with getting together
- To know colloquial language
- To practise intonation of statements and questions
- To improve the pronunciation of the English language
- To improve the intonation of the English language

II. CONTENTS

Communication Skills
- Speaking about three different topics for 30 seconds each
- Speaking about their favourite fantasy dinner guest
- Preparing and practising a phone conversation
- Describing a social event
- Talking about the influence of the communication media
- Listening to some information about online dating
- Listening to an interview about a blind date
- Listening to six people talking about a dinner invitation
- Listening to three phone conversations

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 35


- Reading some messages about different events
- Reading an article about loneliness
- Reading an article about a blind date
- Reading a text about a fantasy dinner party
- Reading different types of messages
- Writing a letter of invitation to a fantasy dinner party
- Writing an appropriate message for each given situation

Language Reflections
A. Language and grammar functions
- Review of future forms
- More complex question forms

B. Vocabulary
- Getting together
- Colloquial language

C. Pronunciation
- Intonation of statements and questions

Sociocultural Aspects
- To think about ways of interacting with other people
- To discuss about social networking and loneliness
- To debate about online dating
- To debate about blind dates
- To talk about first dates questions
- To discuss about chatting vs phone calls

CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
Technology
To think about the use of social networks
To think about online dating

ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 47, 48,
53, 54, 127, 129
- Student's Book: Study, Practice & Remember, page 143
- Workbook, Unit 5
- Teacher's Resource Bank: Photocopiable activities, Unit 5
- DVD, Unit 5

II. Language reflections


- Student's Book: Study, Practice & Remember, page 143

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 36


- Workbook, Unit 5
- Teacher's Resource Bank: Photocopiable activities, Unit 5
- DVD, Unit 5

III. Sociocultural aspects


- Student's Book, Unit 5
- Workbook, Unit 5
- DVD, Unit 5

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 37


BASIC COMPETENCES
UNIT 5: Face to face
COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIA

EXPRESSION AND COMMUNICATION


Communication SB, pp.46-55 All the activities in the unit use language as a means of oral and Show interest and curiosity in the English language as such,
in the mother written communication. and in cultural aspects associated with it.
tongue and in
foreign
languages
(C1)
Mathematical WB, p.28 Students have to understand and process information to complete a Use mathematical forms of expression (tables, diagrams,
competence grid. surveys, etc.) in the process of learning English.
(C2)

Data processing SB, p.53 Students talk about the influence of the communication media. Be aware of the importance of the media and its influence on
and digital They discuss about: society.
competence SB, p.48 - Social networking and loneliness.
(C4) SB, p.50 - Online dating. Incorporate new technologies in the process of learning English.
SB, p.54 - Chatting vs making phone calls. Take advantage of new technologies to revise and consolidate
Students read an article about: what one has learnt in the unit.
SB, p.48 - Loneliness.
SB, p.50 - A blind date.
WB, p.30 - The weird ways people meet.

SB, p.47, ex.1 Students read an email.


SB, p.53 (Share They film / record themselves describing their favourite fantasy
your task) dinner guest.

MyEnglishLab / Students use digital devices as part of their process of learning


Active Teach English.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 38


Cultural SB, pp. 47, 48, 50, Students deal about different cultural and artistic expressions Understand and critically appraise aspects of other countries'
awareness and 52, 55 through the following: culture and customs.
expression - Some messages about different events. Develop creativity and imagination.
(C6) - An article about loneliness.
- An article about a blind date.
- A text about a fantasy dinner party.
- Different types of messages.
WB, p.30 - An article about the weird ways people
WB, p.31 meet.
- A poem about online dating.
SB, p.53, 55; WB,
p.33 They write a piece of original creative writing:
- A letter of invitation to a fantasy dinner
party.
- An appropriate message for different
situations.

RELATIONSHIPS AND INTERACTION


Knowledge and SB, Unit 5 Students learn and think about: social interaction, loneliness, online Develop a critical mind when observing reality.
connection with dating, blind dates, fantasy dinner parties, phone conversations,
the world and messages.
environment
(C3) There are references to different places such as: Istanbul, Milan. Identify places and geographical features where other cultures
are originated and located.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 39


Social and civic SB, Unit 5 Students work in pairs or groups and exchange opinions: Use language as a vehicle of communication / cultural
competence - In the different discussions proposed in transmission.
(C5) the unit about: ways of interacting with other people, social Develop key communication skills, and take into account the
networking and loneliness, online dating, blind dates, first dates interests of others as individuals and the interests of the group
questions, chatting vs phone calls. as a whole.
- Practising conversations. Express their own ideas and listen to others'.
- Comparing their answers. Know and accept tradition and cultural and social reality of the
- Asking and answering questions. English-speaking world.
- Talking about the texts they've read.

SB, p.46, ex.3b In groups, they describe an event and the other students have to
guess the event.
SB, p.49 They complete vocabulary exercises in pairs.

SB, p.53 (Task) They work in groups to decide about a list of guests for a fantasy
dinner party. They work with other students from other groups
explaining their plan.

SB, p.55 Students write appropriate messages for different situations.

SB, Unit 5 Students learn and think about: getting together, social interaction,
loneliness, using colloquial language, online dating, blind dates,
planning a fantasy dinner party, dealing with problems on the
phone, writing different types of messages.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 40


PERSONAL DEVELOPMENT
Learning to learn SB & WB, Unit 5 Students do the SB and WB activities in the unit, and use good Be aware of what is known and what needs to be learnt, how to
(C7) learning practices in class and at home. learn it, and how to manage and control the learning processes
effectively, optimizing and guiding them to meet personal goals.
Students learn how to use reference material for each unit:
Show interest in different learning strategies which boost
Students Book confidence when faced with new challenges in one's studies.
- Key language highlighted at the start of
the unit (p.46)
- Grammar in context (pp.47, 51)
- Pronunciation box (p.51)
- Useful language box (p.53)
- Study & practice 1 (p.143)
- Study & practice 2 (p.144)
- Remember these words (p.145)

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

SB, Unit 5
Students are encouraged to experiment with language and to
work out rules for themselves (Grammar).
Students are encouraged to take a proactive role in their learning
(Tasks).
Students recycle new language through the speaking tasks.
They recycle all the main grammar and vocabulary areas in the
unit with extra practice exercises in the Study, Practice &
Remember section.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 41


Being SB, p.46 (In this Students develop planning initiatives such as the main objectives at Show initiatives and own choices.
autonomous unit) the beginning of each unit.
(C8) SB, p.55 (After unit Students think about what they have learnt after each unit.
5 you can)
WB, pp.28-33 Students are responsible for the proposed tasks and activities. Develop personal qualities such as initiative, self-improvement,
SB & WB Students do the assessment activities in the unit. perseverance and self-criticism, performing the self-evaluation
and reviewing the learning process.
Students do activities which involve analyzing, planning and
reviewing their work:
SB, p.52 (Task) - Plan a fantasy dinner party.
SB, p.53 (Writing) - Write a letter of invitation.
SB, p.54 (Writing) - Write a message for a given situation.

SB, pp.46-55 Students show initiative working in pairs or groups: discussing Listen and interact with others with positive attitude
about the unit topic, analysing tasks, describing photographs and when participating in class activities.
completing the speaking activities.

Emotional SB, pp.46-55 Students learn to work in pairs or groups and to respect turns, as Show emotional balance and respect for others in the activities
competence well as opinions, work and progress. done in class.
(Castile La
Mancha) (C9)

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 42


UNIT 6: BIG IDEAS

I. AIMS
- To know the form and use of perfect tenses
- To know more about the present perfect simple and continuous
- To speak about the nomination of an achievement for a TV
programme
- To make a presentation of an unsung hero
- To talk about human achievements
- To talk about British heroes
- To talk about great mistakes famous people have made
- To discuss about the most important five inventions of the last
200 years
- To discuss about unsung heroes of interest in their country or
area
- To listen to important dates
- To listen to five people presenting an idea for a TV programme
- To read an article about five inventions
- To read an advert about a TV series
- To read a fact file about unusual world records
- To check information online about British heroes
- To find out more information online about an unsung hero
- To watch a video about Isambard Kingdom Brunel
- To watch a video of three people talking about an unsung hero
they admire
- To write a comment about inventions
- To write a summary of the nomination of an achievement for a
TV programme
- To write a conversation
- To write a paragraph about an unsung hero
- To know vocabulary connected with human achievements
- To know the wordspot: first
- To practise the pronunciation of weak and strong forms in
questions
- To improve the pronunciation of the English language
- To improve the intonation of the English language

II. CONTENTS

Communication Skills
- Speaking about the nomination of an achievement for a TV
programme
- Making a presentation of an unsung hero
- Talking about human achievements
- Talking about British heroes

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 43


- Talking about great mistakes famous people have made
- Listening to important dates
- Listening to five people presenting an idea for a TV programme
- Reading an article about five inventions
- Reading an advert about a TV series
- Reading a fact file about unusual world records
- Checking information online about British heroes
- Finding out more information online about an unsung hero
- Watching a video about Isambard Kingdom Brunel
- Watching a video of three people talking about an unsung hero
they admire
- Writing a comment about inventions
- Writing a summary of the nomination of an achievement for a
TV programme
- Writing a conversation
- Writing a paragraph about an unsung hero

Language Reflections
A. Language and grammar functions
- Perfect tenses
- More about the present perfect simple and continuous

B. Vocabulary
- Words connected with human achievements
- Wordspot: first

C. Pronunciation
- Weak and strong forms in questions

Sociocultural Aspects
- To discuss about the most important five inventions of the last
200 years
- To talk about unsung heroes of interest in their country or area
- To show interest in helping people

CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
Science & Technology
To think about the importance of some inventions

ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 57, 60,
62, 63, 128

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 44


- Student's Book: Study, Practice & Remember, page 146
- Workbook, Unit 6
- Teacher's Resource Bank: Photocopiable activities, Unit 6
- Teacher's Resource Disc: Progress Tests, Units 5-6
- Teacher's Resource Disc: Mid-course Tests
- Teacher's Resource Disc: Test Audio
- DVD, Unit 6

II. Language reflections


- Student's Book: Study, Practice & Remember, page 146
- Workbook, Unit 6
- Teacher's Resource Bank: Photocopiable activities, Unit 6
- Teacher's Resource Disc: Progress Tests, Units 5-6
- Teacher's Resource Disc: Mid-course Tests
- Teacher's Resource Disc: Test Audio
- DVD, Unit 6

III. Sociocultural aspects


- Student's Book, Unit 6
- Workbook, Unit 6
- DVD, Unit 6

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 45


BASIC COMPETENCES
UNIT 6: Big ideas
COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIA

EXPRESSION AND COMMUNICATION


Communication SB, pp.56-65 All the activities in the unit use language as a means of oral and Show interest and curiosity in the English language as such,
in the mother written communication. and in cultural aspects associated with it.
tongue and in
foreign
languages
(C1)
Mathematical Students have to understand and process information: Use mathematical forms of expression (tables, diagrams,
competence SB, p.58 - To complete an exercise from a timeline. surveys, etc.) in the process of learning English.
(C2) SB, p.63 - To complete a diagram.
SB, p.65 - To complete a table.
Data processing SB, p.56 Students read an article about five inventions. Be aware of the importance of the media and its influence on
and digital WB, p.34 They listen to and read an article about superheroes. society.
competence
(C4) SB, p.61 (Share Students film / record themselves giving a presentation of a Incorporate new technologies in the process of learning English.
your task) nomination for a TV programme. Take advantage of new technologies to revise and consolidate
SB, pp.64-65 Students watch a video about Isambard Kingdom Brunel. what one has learnt in the unit.
(Video and They watch a video of three people talking about an unsung hero
research) they admire.
Students check information online about British heroes.
They find information online about an unsung hero.

MyEnglishLab / Students use digital devices as part of their process of learning


Active Teach English.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 46


Cultural SB, pp. 64-65 Students learn about unsung heroes. Understand and critically appraise aspects of other countries'
awareness and (World culture) culture and customs.
expression SB, pp.56, 60, 62 They deal about different cultural and artistic expressions through Develop creativity and imagination.
(C6) the following:
- An article about five inventions.
- An advert about a TV series.
- A fact file about unusual world records.
WB, p.34 - An article about superheroes.

SB, pp.57, 61, 63, Students write a piece of original creative writing:
65 - A comment about inventions.
- A summary of the nomination of an
achievement for a TV programme.
- A conversation.
- A paragraph about an unsung hero.
WB, p.38 - A nomination for a TV company.

RELATIONSHIPS AND INTERACTION


Knowledge and SB, Unit 6 Students learn and think about: inventions, important dates, human Develop a critical mind when observing reality.
connection with achievements, a TV programme, unusual world records, unsung
the world and heroes.
environment
(C3) There are references to different places such as: England, Crete, Identify places and geographical features where other cultures
Europe, the UK, Australia, Russia, Britain. are originated and located.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 47


Social and civic SB, Unit 6 Students work in pairs or groups and exchange opinions: Use language as a vehicle of communication / cultural
competence - In the different discussions proposed in transmission.
(C5) the unit about: the most important five inventions of the last 200 Develop key communication skills, and take into account the
years, unsung heroes of interest in their country or area. interests of others as individuals and the interests of the group
- Practising conversations. as a whole.
- Comparing their answers. Express their own ideas and listen to others'.
- Asking and answering questions. Know and accept tradition and cultural and social reality of the
- Talking about the texts they've read. English-speaking world.

In pairs:
SB, p.57 - They read an article and summarise it.
SB, p.58 - They talk about a timeline of human
SB, p.59 achievements.
- They read some sentences and their
SB, p.59 partner have to guess if they are true or false.
- They describe people's achievements.
SB, pp.60-61
(Task) In groups, students prepare an idea for a TV programme and
present it to the rest of the class.
SB, pp.56, 62
Students describe and answer questions about photographs.
SB, p.65
Students write a paragraph about an unsung hero.
SB, Unit 6
Students learn and think about: inventions, important dates,
human achievements, presenting an idea for a TV programme,
unusual world records, unsung heroes.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 48


PERSONAL DEVELOPMENT
Learning to learn SB & WB, Unit 6 Students do the SB and WB activities in the unit, and use good Be aware of what is known and what needs to be learnt, how to
(C7) learning practices in class and at home. learn it, and how to manage and control the learning processes
effectively, optimizing and guiding them to meet personal goals.
Teacher's Resource Students complete the progress test 3.
Disc Students complete the mid-course test. Show interest in different learning strategies which boost
Students complete the test audio. confidence when faced with new challenges in one's studies.

Students learn how to use reference material for each unit:

Students Book
- Key language highlighted at the start of
the unit (p.56)
- Grammar in context (pp.58, 62)
- Pronunciation box (pp.57, 63)
- Useful language box (p.61)
- Study & practice 1 (p.146)
- Study & practice 2 (p.147)
- Remember these words (p.148)

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

SB, Unit 6
Students are encouraged to experiment with language and to
work out rules for themselves (Grammar).
Students are encouraged to take a proactive role in their learning
(Tasks).
Students recycle new language through the speaking tasks.
They recycle all the main grammar and vocabulary areas in the
unit with extra practice exercises in the Study, Practice &
Remember section.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 49


Being SB, p.56 (In this Students develop planning initiatives such as the main objectives at Show initiatives and own choices.
autonomous unit) the beginning of each unit.
(C8) SB, p.65 (After unit Students think about what they have learnt after each unit.
6 you can)
WB, pp.34-39 Students are responsible for the proposed tasks and activities. Develop personal qualities such as initiative, self-improvement,
SB & WB Students do the assessment activities in the unit. perseverance and self-criticism, performing the self-evaluation
and reviewing the learning process.
Students do activities which involve analyzing, planning and
reviewing their work:
SB, p.60 (Task) - Present an idea for a TV programme.
SB, p.61 (Writing) - Write a summary of the nomination for
the programme.
SB, pp.56-65 Listen and interact with others with positive attitude
Students show initiative working in pairs or groups: discussing when participating in class activities.
about the unit topic, analysing tasks, describing photographs and
completing the speaking activities.

Emotional SB, pp.56-65 Students learn to work in pairs or groups and to respect turns, as Show emotional balance and respect for others in the activities
competence well as opinions, work and progress. done in class.
(Castile La
Mancha) (C9)

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 50


UNIT 7: EVENTS

I. AIMS
- To know the form and use of relative clauses
- To know the use of quantifiers
- To speak about awkward social situations
- To make a presentation of an event
- To talk about a special event they've been to
- To discuss about the biggest protest or celebration they've
seen
- To discuss about some of the most famous protests and
celebrations of the last century
- To discuss about special events
- To discuss about a concert they've been to or would like to go
to
- To listen to three people talking about a special event
- To listen to the answers of a person in different awkward social
situations
- To read some news extracts about celebrations and protests
- To read a text and different comments about some of the most
famous celebrations and protests of the last century
- To read a website about a competition
- To read the review of a concert
- To write a review of an event
- To write a conversation for different awkward social situations
- To act out a conversation
- To know vocabulary connected with celebrations and protests
- To know vocabulary connected with special events
- To know the wordspot: take
- To practise sounding polite
- To improve the pronunciation of the English language
- To improve the intonation of the English language

II. CONTENTS

Communication Skills
- Speaking about awkward social situations
- Making a presentation of an event
- Talking about a special event they've been to
- Listening to three people talking about a special event
- Listening to the answers of a person in different awkward social
situations
- Reading some news extracts about celebrations and protests
- Reading a text and different comments about some of the most
famous celebrations and protests of the last century

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 51


- Reading a website about a competition
- Reading the review of a concert
- Writing a review of an event
- Writing a conversation for different awkward social situations
- Acting out a conversation

Language Reflections
A. Language and grammar functions
- Relative clauses
- Quantifiers

B. Vocabulary
- Words connected with celebrations and protests
- Words connected with special events
- Wordspot: take

C. Pronunciation
- Sounding polite

Sociocultural Aspects
- To talk about the biggest protest or celebration they've seen
- To discuss about some of the most famous protests and
celebrations of the last century
- To talk about special events
- To speak about a concert they've been to or would like to go to
- To show interest in social events

CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
To respect celebrations from different countries
History
To talk about historical events

ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 66, 68,
72, 75
- Student's Book: Study, Practice & Remember, page 149
- Workbook, Unit 7
- Teacher's Resource Bank: Photocopiable activities, Unit 7
- Teacher's Resource Disc: Mid-course Tests
- Teacher's Resource Disc: Test Audio
- DVD, Unit 7

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 52


II. Language reflections
- Student's Book: Study, Practice & Remember, page 149
- Workbook, Unit 7
- Teacher's Resource Bank: Photocopiable activities, Unit 7
- Teacher's Resource Disc: Mid-course Tests
- Teacher's Resource Disc: Test Audio
- DVD, Unit 7

III. Sociocultural aspects


- Student's Book, Unit 7
- Workbook, Unit 7
- DVD, Unit 7

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 53


BASIC COMPETENCES
UNIT 7: Events
COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIA

EXPRESSION AND COMMUNICATION


Communication SB, pp.66-75 All the activities in the unit use language as a means of oral and Show interest and curiosity in the English language as such,
in the mother written communication. and in cultural aspects associated with it.
tongue and in
foreign
languages
(C1)
Mathematical SB, p.71 Students have to understand and process information from a word Use mathematical forms of expression (tables, diagrams,
competence map to complete an exercise. surveys, etc.) in the process of learning English.
(C2)

Data processing SB, p.66 Students read some news extracts about celebrations and protests. Be aware of the importance of the media and its influence on
and digital society.
competence SB, p.72 Students read a website about a competition.
(C4) SB, p.73 (Share Students film / record themselves giving a presentation for an Incorporate new technologies in the process of learning English.
your task) event. Take advantage of new technologies to revise and consolidate
what one has learnt in the unit.
MyEnglishLab / Students use digital devices as part of their process of learning
Active Teach English.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 54


Cultural WB, p.41 Students read a summary of The Model Millionaire by Oscar Wilde. Consider literature as a source of enjoyment and personal
awareness and enrichment, and as part of countries' cultural heritage.
expression SB, pp. 66, 68, 69, They deal about different cultural and artistic expressions through Understand and critically appraise aspects of other countries'
(C6) 72, 74 the following: culture and customs.
- Some news extracts about celebrations Develop creativity and imagination.
and protests.
- A text and different comments about
some of the most famous celebrations and protests of the last
century.
WB, p.41 - A website about a competition.
WB, p.42 - The review of a concert.
- Some extracts from an online
SB, pp.74, 75; WB, entertainment guide.
p.44 - Some eyewitness accounts of different
events.

SB, p.75 Students write a piece of original creative writing:


- A review of an event.
- A conversation for different awkward
social situations.

They act out a conversation in front of other students.

RELATIONSHIPS AND INTERACTION


Knowledge and SB, Unit 7 Students learn and think about: celebrations and protests, historical Develop a critical mind when observing reality.
connection with events, special events, awkward social situations.
the world and
environment There are references to different places such as: Rio de Janeiro, Identify places and geographical features where other cultures
(C3) Uruguay, Brazil, Rome, Iraq, Istanbul, Europe, China, England, are originated and located.
United States, Czechoslovakia, Berlin, Toronto.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 55


Social and civic SB, Unit 7 Students work in pairs or groups and exchange opinions: Use language as a vehicle of communication / cultural
competence - In the different discussions proposed in transmission.
(C5) the unit about: the biggest protest or celebration they've seen, Develop key communication skills, and take into account the
some of the most famous protests and celebrations of the last interests of others as individuals and the interests of the group
century, special events, a concert. as a whole.
- Practising conversations. Express their own ideas and listen to others'.
- Comparing their answers. Know and accept tradition and cultural and social reality of the
- Asking and answering questions. English-speaking world.
- Talking about the texts they've read.

SB, p.68 In groups, they make a list of the things they know about some
historical events.
SB, p.70 In pairs, they make a list of positive and negative issues from a
listening activity.
SB, p.71 They describe an event in pairs.

SB, p. 73 (Task) Students work in groups to present ideas for an event and give a
presentation to the class. They vote for the best idea.

SB, p.75 They write a conversation about an awkward situation and act it
out to the class.

SB, pp.66, 68, 72 Students describe and answer questions about photographs.

SB, p.74 Students write a review of an event.

SB, Unit 7 Students learn and think about: celebrations and protests,
historical events, special events, presenting ideas for an event,
writing a review of an event.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 56


PERSONAL DEVELOPMENT
Learning to learn SB & WB, Unit 7 Students do the SB and WB activities in the unit, and use good Be aware of what is known and what needs to be learnt, how to
(C7) learning practices in class and at home. learn it, and how to manage and control the learning processes
effectively, optimizing and guiding them to meet personal goals.
Students learn how to use reference material for each unit:
Show interest in different learning strategies which boost
Students Book confidence when faced with new challenges in one's studies.
- Key language highlighted at the start of
the unit (p.66)
- Grammar in context (pp.67, 71)
- Useful language box (p.73)
- Study & practice 1 (p.149)
- Study & practice 2 (p.150)
- Remember these words (p.151)

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

SB, Unit 7
Students are encouraged to experiment with language and to
work out rules for themselves (Grammar).
Students are encouraged to take a proactive role in their learning
(Tasks).
Students recycle new language through the speaking tasks.
They recycle all the main grammar and vocabulary areas in the
unit with extra practice exercises in the Study, Practice &
Remember section.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 57


Being SB, p.66 (In this Students develop planning initiatives such as the main objectives at Show initiatives and own choices.
autonomous unit) the beginning of each unit.
(C8) SB, p.75 (After unit Students think about what they have learnt after each unit.
7 you can)
WB, pp.40-45 Students are responsible for the proposed tasks and activities. Develop personal qualities such as initiative, self-improvement,
SB & WB Students do the assessment activities in the unit. perseverance and self-criticism, performing the self-evaluation
and reviewing the learning process.
Students do activities which involve analyzing, planning and
reviewing their work:
SB, p.72 (Task) - Present ideas for an event.
SB, p.74 (Writing) - Write a review of an event.

SB, pp.66-75 Students show initiative working in pairs or groups: discussing Listen and interact with others with positive attitude
about the unit topic, analysing tasks, describing photographs and when participating in class activities.
completing the speaking activities.
Emotional SB, pp.66-75 Students learn to work in pairs or groups and to respect turns, as Show emotional balance and respect for others in the activities
competence well as opinions, work and progress. done in class.
(Castile La
Mancha) (C9)

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 58


UNIT 8: STRANGE BUT TRUE

I. AIMS
- To know the form and use of modal verbs
- To know the form and use of past modals
- To speak about a mystery story
- To describe possible explanations for a mystery story
- To talk about possible explanations for the Bermuda Triangle
mystery
- To discuss about mysteries
- To discuss about mysteries of the human body
- To discuss about paranormal experiences
- To listen to some experts talking about mysteries of the natural
world on a science radio programme
- To listen to the story of a woman who disappeared
- To listen to five people talking about different topics
- To read different stories about mysteries
- To read an article about mysteries of the human body
- To read a text about the behaviour of certain animals before
earthquakes
- To read the beginning of the story of a woman who
disappeared
- To read the introductions to two classic mysteries
- To read about famous mysteries
- To check information online about famous mysteries
- To find out more information online about mysterious
things/places
- To watch a video about the Bermuda Triangle
- To watch a video of three people talking about a mysterious or
paranormal experience
- To watch a video of seven people answering a question about
the paranormal
- To write about a mystery for the Classic mysteries website
- To write a paragraph about possible explanations for a mystery
- To know vocabulary connected with mysteries and oddities
- To know extreme adjectives
- To practise the pronunciation of the weak form of have
- To improve the pronunciation of the English language
- To improve the intonation of the English language

II. CONTENTS

Communication Skills
- Speaking about a mystery story
- Describing possible explanations for a mystery story

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 59


- Talking about possible explanations for the Bermuda Triangle
mystery
- Listening to some experts talking about mysteries of the
natural world on a science radio programme
- Listening to the story of a woman who disappeared
- Listening to five people talking about different topics
- Reading different stories about mysteries
- Reading an article about mysteries of the human body
- Reading a text about the behaviour of certain animals before
earthquakes
- Reading the beginning of the story of a woman who
disappeared
- Reading the introductions to two classic mysteries
- Reading about famous mysteries
- Checking information online about famous mysteries
- Finding out more information online about mysterious
things/places
- Watching a video about the Bermuda Triangle
- Watching a video of three people talking about a mysterious or
paranormal experience
- Watching a video of seven people answering a question about
the paranormal
- Writing about a mystery for the Classic mysteries website
- Writing a paragraph about possible explanations for a mystery

Language Reflections
A. Language and grammar functions
- Overview of modal verbs
- Past modals

B. Vocabulary
- Words connected with mysteries and oddities
- Extreme adjectives

C. Pronunciation
- The weak form of have

Sociocultural Aspects
- To talk about mysteries
- To discuss about mysteries of the human body
- To debate about paranormal experiences
- To think about possible explanations for mysteries

CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 60


To talk about other countries with respect and interest
To respect other's opinions
Science
To talk about the human body
To talk about earthquakes
To discuss about the Bermuda Triangle

ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 80, 82,
128, 129, 130
- Student's Book: Study, Practice & Remember, page 152
- Workbook, Unit 8
- Teacher's Resource Bank: Photocopiable activities, Unit 8
- Teacher's Resource Disc: Progress Tests, Units 7-8
- Teacher's Resource Disc: Test Audio
- DVD, Unit 8

II. Language reflections


- Student's Book: Study, Practice & Remember, page 152
- Workbook, Unit 8
- Teacher's Resource Bank: Photocopiable activities, Unit 8
- Teacher's Resource Disc: Progress Tests, Units 7-8
- Teacher's Resource Disc: Test Audio
- DVD, Unit 8

III. Sociocultural aspects


- Student's Book, Unit 8
- Workbook, Unit 8
- DVD, Unit 8

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 61


BASIC COMPETENCES
UNIT 8: Strange but true
COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIA

EXPRESSION AND COMMUNICATION


Communication SB, pp.76-85 All the activities in the unit use language as a means of oral and Show interest and curiosity in the English language as such,
in the mother written communication. and in cultural aspects associated with it.
tongue and in
foreign
languages
(C1)
Mathematical SB, p.85; WB, p.51 Students have to understand and process information to complete a Use mathematical forms of expression (tables, diagrams,
competence table. surveys, etc.) in the process of learning English.
(C2)

Data processing SB, p.79 Students listen to a radio programme about mysteries of the natural Be aware of the importance of the media and its influence on
and digital world. society.
competence SB, p.78 They read an article about mysteries of the human body.
(C4) Incorporate new technologies in the process of learning English.
SB, p.83 (Share Students film / record themselves describing possible explanations Take advantage of new technologies to revise and consolidate
your task) for a mysterious story. what one has learnt in the unit.
SB, pp.84-85 Students watch a video:
(Video and - About the Bermuda Triangle.
research) - Of three people talking about a
mysterious or paranormal experience.
- Of seven people answering a question
about the paranormal.
Students check information online about famous mysteries.
They find information online about mysterious things / places.
MyEnglishLab /
Active Teach Students use digital devices as part of their process of learning
English.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 62


Cultural SB, pp. 84-85 Students learn about the Bermuda Triangle. Understand and critically appraise aspects of other countries'
awareness and (World culture) culture and customs.
expression SB, pp.77, 78, 79, They deal about different cultural and artistic expressions through Develop creativity and imagination.
(C6) 80, 82, 84 the following:
- Different stories about mysteries.
- An article about mysteries of the human
body.
- A text about the behaviour of certain
animals before earthquakes.
- The beginning of the story of a woman
who disappeared.
SB, pp.83, 85 - The introductions to two classic
mysteries.
- A text about famous mysteries.

Students write a piece of original creative writing:


- A text about a mystery for the Classic
mysteries website.
- A paragraph about possible explanations
for a mystery.

RELATIONSHIPS AND INTERACTION


Knowledge and SB, Unit 8 Students learn and think about: mysteries and oddities, the human Develop a critical mind when observing reality.
connection with body, earthquakes, the Bermuda Triangle.
the world and
environment There are references to different places such as: Yoro, Atlantic Identify places and geographical features where other cultures
(C3) Ocean, England, Paris, London, India, New York, Arizona, the are originated and located.
Bermuda Triangle.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 63


Social and civic SB, Unit 8 Students work in pairs or groups and exchange opinions: Use language as a vehicle of communication / cultural
competence - In the different discussions proposed in transmission.
(C5) the unit about: mysteries, mysteries of the human body, Develop key communication skills, and take into account the
paranormal experiences. interests of others as individuals and the interests of the group
- Practising conversations. as a whole.
- Comparing their answers. Express their own ideas and listen to others'.
- Asking and answering questions. Know and accept tradition and cultural and social reality of the
- Talking about the texts they've read. English-speaking world.

SB, p.76, ex.2 In pairs:


- They think about three mysteries or
SB, p.80 oddities and tell to the rest of the students.
- They read the beginning of a story and
SB, p.84 try to guess what happened.
- They read about two mysteries and try to
guess incorrect details in the stories.
SB, p.82 (Task)
Students work in pairs and groups to discuss about two mysteries.
SB, pp.80, 82
Students describe and answer questions about photographs.
SB, pp.83, 85
Students write about a mystery.
SB, Unit 8
Students learn and think about: mysteries and oddities, the human
body, earthquakes, mystery stories, discussing a mystery, the
Bermuda Triangle.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 64


PERSONAL DEVELOPMENT
Learning to learn SB & WB, Unit 8 Students do the SB and WB activities in the unit, and use good Be aware of what is known and what needs to be learnt, how to
(C7) learning practices in class and at home. learn it, and how to manage and control the learning processes
effectively, optimizing and guiding them to meet personal goals.
Teacher's Resource Students complete the progress test 4.
Disc Students complete the test audio. Show interest in different learning strategies which boost
confidence when faced with new challenges in one's studies.
Students learn how to use reference material for each unit:

Students Book
- Key language highlighted at the start of
the unit (p.76)
- Grammar in context (pp.78, 81)
- Pronunciation box (p.81)
- Useful language box (p.83)
- Study & practice 1 (p.152)
- Study & practice 2 (p.153)
- Remember these words (p.154)

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

SB, Unit 8
Students are encouraged to experiment with language and to
work out rules for themselves (Grammar).
Students are encouraged to take a proactive role in their learning
(Tasks).
Students recycle new language through the speaking tasks.
They recycle all the main grammar and vocabulary areas in the
unit with extra practice exercises in the Study, Practice &
Remember section.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 65


Being SB, p.76 (In this Students develop planning initiatives such as the main objectives at Show initiatives and own choices.
autonomous unit) the beginning of each unit.
(C8) SB, p.85 (After unit Students think about what they have learnt after each unit.
8 you can)
WB, pp.46-51 Students are responsible for the proposed tasks and activities. Develop personal qualities such as initiative, self-improvement,
SB & WB Students do the assessment activities in the unit. perseverance and self-criticism, performing the self-evaluation
and reviewing the learning process.
Students do activities which involve analyzing, planning and
reviewing their work:
SB, p.82 (Task) - Discuss two mysteries.
SB, p.83 (Writing) - Write about a mystery for a website.

SB, pp.76-85 Students show initiative working in pairs or groups: discussing Listen and interact with others with positive attitude
about the unit topic, analysing tasks, describing photographs and when participating in class activities.
completing the speaking activities.
Emotional SB, pp.76-85 Students learn to work in pairs or groups and to respect turns, as Show emotional balance and respect for others in the activities
competence well as opinions, work and progress. done in class.
(Castile La
Mancha) (C9)

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 66


UNIT 9: GETTING IT RIGHT

I. AIMS
- To know the use and non-use of articles
- To know different ways of giving emphasis
- To speak about tips for a topic
- To act out a conversation
- To discuss about an article
- To discuss about job interviews
- To discuss about giving a presentation
- To discuss about taking notes
- To discuss about the advice on how to give presentations
- To discuss about a website for tips
- To discuss about giving advice to someone fed up with his/her
job
- To listen to a talk on how to give presentations
- To listen to a conversation giving advice or suggestions
- To read an article about how to stand out from the crowd
- To read some weird interview questions and an article about
them
- To read a quiz
- To read a conversation about giving a presentation
- To read a website about tips for different things
- To read a speculative covering letter
- To take notes about the talk on how to give presentations
- To write tips for a blog/website
- To write a speculative covering letter to apply for a job
- To know phrasal verbs
- To know the wordspot: right and wrong
- To practise using stress for emphasis
- To improve the pronunciation of the English language
- To improve the intonation of the English language

II. CONTENTS

Communication Skills
- Speaking about tips for a topic
- Acting out a conversation
- Listening to a talk on how to give presentations
- Listening to a conversation giving advice or suggestions
- Reading an article about how to stand out from the crowd
- Reading some weird interview questions and an article about
them
- Reading a quiz
- Reading a conversation about giving a presentation

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 67


- Reading a website about tips for different things
- Reading a speculative covering letter
- Taking notes about the talk on how to give presentations
- Writing tips for a blog/website
- Writing a speculative covering letter to apply for a job

Language Reflections
A. Language and grammar functions
- Use and non-use of articles
- Different ways of giving emphasis

B. Vocabulary
- Phrasal verbs
- Wordspot: right and wrong

C. Pronunciation
- Using stress for emphasis

Sociocultural Aspects
- To discuss about an article
- To talk and think about job interviews
- To debate about giving a presentation
- To discuss about taking notes
- To debate about the advice on how to give presentations
- To speak about a website for tips
- To show interest in giving advice to someone fed up with
his/her job

CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To respect other's opinions

ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 86, 92,
94, 95, 127, 129
- Student's Book: Study, Practice & Remember, page 155
- Workbook, Unit 9
- Teacher's Resource Bank: Photocopiable activities, Unit 9
- DVD, Unit 9

II. Language reflections


- Student's Book: Study, Practice & Remember, page 155
- Workbook, Unit 9
- Teacher's Resource Bank: Photocopiable activities, Unit 9

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 68


- DVD, Unit 9

III. Sociocultural aspects


- Student's Book, Unit 9
- Workbook, Unit 9
- DVD, Unit 9

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 69


BASIC COMPETENCES
UNIT 9: Getting it right
COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIA

EXPRESSION AND COMMUNICATION


Communication SB, pp.86-95 All the activities in the unit use language as a means of oral and Show interest and curiosity in the English language as such,
in the mother written communication. and in cultural aspects associated with it.
tongue and in
foreign
languages
(C1)
Data processing SB, p.87 (Reading) Students read an article about how to stand out from the crowd and Be aware of the importance of the media and its influence on
and digital discuss about it. society.
competence SB, p.88 They read an article about weird interview questions.
(C4) WB, p.54 They read some tips from a magazine about finding a good fitness Incorporate new technologies in the process of learning English.
club. Take advantage of new technologies to revise and consolidate
what one has learnt in the unit.
SB, p.92 Students read a website for tips and discuss about them.
SB, p.93 (Share Students film / record themselves giving a talk about tips for a
your task) topic.

MyEnglishLab / Students use digital devices as part of their process of learning


Active Teach English.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 70


Cultural SB, pp.86, 88, 89, Students deal about different cultural and artistic expressions Understand and critically appraise aspects of other countries'
awareness and 90, 92, 95 through the following: culture and customs.
expression - An article about how to stand out from Develop creativity and imagination.
(C6) the crowd.
- Some weird interview questions and an
article about them.
- A quiz.
- A conversation about giving a
WB, p.52 presentation.
WB, p.54 - A website about tips for different things.
- A speculative covering letter.
SB, pp.93, 95; WB, - Different stories.
p.57 - Some tips from a magazine.

Students write a piece of original creative writing:


SB, p.94, ex.4 - Tips for a blog/website.
- A speculative covering letter to apply for
a job.

They act out a conversation in front of other students.

RELATIONSHIPS AND INTERACTION


Knowledge and SB, Unit 9 Students learn and think about: job interviews, tips, suggestions, Develop a critical mind when observing reality.
connection with advice, covering letters.
the world and
environment There are references to different places such as: Alabama, United Identify places and geographical features where other cultures
(C3) States, UK, Mexico, continents, lakes, mountain ranges, rivers, are originated and located.
seas, oceans.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 71


Social and civic SB, Unit 9 Students work in pairs or groups and exchange opinions: Use language as a vehicle of communication / cultural
competence - In the different discussions proposed in transmission.
(C5) the unit about: an article, job interviews, giving a presentation, Develop key communication skills, and take into account the
taking notes, the advice on how to give presentations, a website interests of others as individuals and the interests of the group
for tips, giving advice to someone fed up with his/her job. as a whole.
- Practising conversations. Express their own ideas and listen to others'.
- Comparing their answers. Know and accept tradition and cultural and social reality of the
- Asking and answering questions. English-speaking world.
- Talking about the texts they've read.

In pairs:
SB, p.89 - They complete a quiz.
SB, p.90 (Practice) - They extend a conversation trying to give
emphasis.
SB, p.92 (Task)
They work in pairs and groups to collect and present tips. They
vote on the most useful set of tips.
SB, p.94
In pairs, they act out a conversation for a situation.
SB, p.93
SB, p.95 Students write tips for a blog.
They write a speculative covering letter.
SB, Unit 9
Students learn and think about: how to stand out from the crowd,
weird interview questions, giving emphasis, taking notes, collecting
and presenting tips, making suggestions, giving advice, writing a
covering letter.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 72


PERSONAL DEVELOPMENT
Learning to learn SB & WB, Unit 9 Students do the SB and WB activities in the unit, and use good Be aware of what is known and what needs to be learnt, how to
(C7) learning practices in class and at home. learn it, and how to manage and control the learning processes
effectively, optimizing and guiding them to meet personal goals.
Students learn how to use reference material for each unit:
Show interest in different learning strategies which boost
Students Book confidence when faced with new challenges in one's studies.
- Key language highlighted at the start of
the unit (p.86)
- Grammar in context (pp.88, 89, 90)
- Pronunciation box (p.90)
- Useful language box (p.93)
- Study & practice 1 (p.155)
- Study & practice 2 (p.156)
- Remember these words (p.157)

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

SB, Unit 9
Students are encouraged to experiment with language and to
work out rules for themselves (Grammar).
Students are encouraged to take a proactive role in their learning
(Tasks).
Students recycle new language through the speaking tasks.
They recycle all the main grammar and vocabulary areas in the
unit with extra practice exercises in the Study, Practice &
Remember section.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 73


Being SB, p.86 (In this Students develop planning initiatives such as the main objectives at Show initiatives and own choices.
autonomous unit) the beginning of each unit.
(C8) SB, p.95 (After unit Students think about what they have learnt after each unit.
9 you can)
WB, pp.52-57 Students are responsible for the proposed tasks and activities. Develop personal qualities such as initiative, self-improvement,
SB & WB Students do the assessment activities in the unit. perseverance and self-criticism, performing the self-evaluation
and reviewing the learning process.
Students do activities which involve analyzing, planning and
reviewing their work:
SB, p.92 (Task) - Collect and present tips.
SB, p.93 (Writing) - Write a blog post.
SB, p.95 (Writing) - Write a speculative covering letter.

SB, pp.86-95 Students show initiative working in pairs or groups: discussing Listen and interact with others with positive attitude
about the unit topic, analysing tasks, describing photographs and when participating in class activities.
completing the speaking activities.

Emotional SB, pp.86-95 Students learn to work in pairs or groups and to respect turns, as Show emotional balance and respect for others in the activities
competence well as opinions, work and progress. done in class.
(Castile La
Mancha) (C9)

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 74


UNIT 10: MEDIA

I. AIMS
- To know how to report people's exact words
- To know verbs that summarise what people say
- To summarise and give their opinion about a news article
- To talk about the most popular TV programmes, shows,
websites, magazines, etc.
- To discuss about the media
- To discuss about digital vs print in media
- To discuss about public figures famous by their unfortunate
comments
- To discuss about celebrity interviews
- To discuss about special effects in films
- To listen to an interview with a professor of media studies
- To listen to some short conversations
- To read an infographic about media facts and figures
- To read some unfortunate quotes reported in the media
- To read a text about two of the most famous TV interviews
- To read an interview with a politician
- To read three articles about a TV show, Facebook and a TV
advert
- To read a quiz about film and photography
- To check information online about the history of film and
photography
- To watch a video about developments in film technology
- To watch a video of five people talking about a film with special
effects
- To find out more information online about film industries
- To write a paragraph expressing their opinion about a news
article
- To write a paragraph about a film industry
- To know vocabulary connected with the media
- To know the wordspot: speak and talk
- To practise the stress pattern when reporting what people said
- To improve the pronunciation of the English language
- To improve the intonation of the English language

II. CONTENTS

Communication Skills
- Summarising and giving their opinion about a news article
- Talking about the most popular TV programmes, shows,
websites, magazines, etc.
- Listening to an interview with a professor of media studies

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 75


- Listening to some short conversations
- Reading an infographic about media facts and figures
- Reading some unfortunate quotes reported in the media
- Reading a text about two of the most famous TV interviews
- Reading an interview with a politician
- Reading three articles about a TV show, Facebook and a TV
advert
- Reading a quiz about film and photography
- Checking information online about the history of film and
photography
- Watching a video about developments in film technology
- Watching a video about five people talking about a film with
special effects
- Finding out more information online about film industries
- Writing a paragraph expressing their opinion about a news
article
- Writing a paragraph about a film industry

Language Reflections
A. Language and grammar functions
- Reporting people's exact words
- Verbs that summarise what people say

B. Vocabulary
- Words connected with the media
- Wordspot: speak and talk

C. Pronunciation
- Reporting what people said

Sociocultural Aspects
- To discuss about the media
- To debate about digital vs print in media
- To talk about public figures famous by their unfortunate
comments
- To discuss about celebrity interviews
- To talk about special effects in films

CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
Technology
To debate about the use of Facebook
Arts
To talk about films and the film industry

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 76


ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 101,
102, 129
- Student's Book: Study, Practice & Remember, page 158
- Workbook, Unit 10
- Teacher's Resource Bank: Photocopiable activities, Unit 10
- Teacher's Resource Disc: Progress Tests, Units 9-10
- Teacher's Resource Disc: Test Audio
- DVD, Unit 10

II. Language reflections


- Student's Book: Study, Practice & Remember, page 158
- Workbook, Unit 10
- Teacher's Resource Bank: Photocopiable activities, Unit 10
- Teacher's Resource Disc: Progress Tests, Units 9-10
- Teacher's Resource Disc: Test Audio
- DVD, Unit 10

III. Sociocultural aspects


- Student's Book, Unit 10
- Workbook, Unit 10
- DVD, Unit 10

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 77


BASIC COMPETENCES
UNIT 10: Media
COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIA

EXPRESSION AND COMMUNICATION


Communication SB, pp.96-105 All the activities in the unit use language as a means of oral and Show interest and curiosity in the English language as such,
in the mother written communication. and in cultural aspects associated with it.
tongue and in
foreign
languages
(C1)
Mathematical Students have to understand and process information: Use mathematical forms of expression (tables, diagrams,
competence SB, p.96 - To complete an exercise from an surveys, etc.) in the process of learning English.
(C2) SB, p.101 infographic.
SB, p.105 - To complete two diagrams.
WB, p.58 - To complete a table.
- To complete a grid.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 78


Data processing SB, p.102 Students summarise and give their opinion about a news article. Be aware of the importance of the media and its influence on
and digital SB, p.97 Students talk about the most popular TV programmes, shows, society.
competence websites, magazines, etc.
(C4) Students read: Incorporate new technologies in the process of learning English.
SB, p.100 - A text about two of the most famous TV Take advantage of new technologies to revise and consolidate
SB, p.96 interviews. what one has learnt in the unit.
SB, p.98 - An infographic about media facts and
SB, p.102 figures.
WB, p.58 - Some unfortunate quotes reported in the
WB, p.63 media.
- Three articles about a TV show, Facebook
SB, pp.97, 98 and a TV advert.
- An article about soap operas, and listen
to it.
SB, p.103 (Share - An article about traditional books vs e-
your task) books and complete a summary about it.
SB, pp.104-105 Students discuss about the media and about digital vs print in
(Video and media.
research)
Students film / record themselves discussing an article.

Students watch a video about developments in film technology.


They watch a video of five people talking about a film with special
MyEnglishLab / effects.
Active Teach Students check information online about the history of film and
photography.
They find information online about film industries.

Students use digital devices as part of their process of learning


English.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 79


Cultural SB, pp. 104-105 Students learn about the science of film. Understand and critically appraise aspects of other countries'
awareness and (World culture) culture and customs.
expression SB, pp.96, 98, 100, They deal about different cultural and artistic expressions through Develop creativity and imagination.
(C6) 101, 102, 104 the following:
- An infographic about media facts and
figures.
- Some unfortunate quotes reported in the
media.
- A text about two of the most famous TV
interviews.
WB, p.59 - An interview with a politician.
WB, p.63 - Three articles about a TV show, Facebook
and a TV advert.
SB, pp.103, 105 - A quiz about film and photography.
- An article about soap operas.
- An article about e-books.

Students write a piece of original creative writing:


- A paragraph expressing their opinion
about a news article.
- A paragraph about a film industry.
RELATIONSHIPS AND INTERACTION

Knowledge and SB, Unit 10 Students learn and think about: the media, interviews, articles, Develop a critical mind when observing reality.
connection with films, photography.
the world and
environment There are references to different places such as: UK, USA, Identify places and geographical features where other cultures
(C3) Germany, Canada, India, New Zealand, Wales, Las Vegas. are originated and located.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 80


Social and civic SB, Unit 10 Students work in pairs or groups and exchange opinions: Use language as a vehicle of communication / cultural
competence - In the different discussions proposed in transmission.
(C5) the unit about: the media, digital vs print in media, public figures Develop key communication skills, and take into account the
famous by their unfortunate comments, celebrity interviews, interests of others as individuals and the interests of the group
special effects in films. as a whole.
- Practising conversations. Express their own ideas and listen to others'.
- Comparing their answers. Know and accept tradition and cultural and social reality of the
- Asking and answering questions. English-speaking world.
- Talking about the texts they've read.

In pairs:
SB, p.96 - They have a race scanning information to
SB, p.101, ex.3 answer some questions.
SB, p.104 - They read an interview and report some
information.
SB, p.102 (Task) - They complete a quiz.

SB, p.103 Students work in small groups to discuss an article.

SB, p.105 Students write a short paragraph giving their opinion about an
article.
SB, Unit 10 They write a paragraph about a film industry.

Students learn and think about: the media, reporting people's


words, summarising what people say, discussing an article, the
science of film.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 81


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

Students Book
- Key language highlighted at the start of
the unit (p.96)
- Grammar in context (pp.99, 100)
- Pronunciation box (p.99)
- Useful language box (p.103)
- Study & practice 1 (p.158)
- Study & practice 2 (p.159)
- Remember these words (p.160)

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

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

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 82


Being SB, p.96 (In this Students develop planning initiatives such as the main objectives at Show initiatives and own choices.
autonomous unit) the beginning of each unit.
(C8) SB, p.105 (After unit Students think about what they have learnt after each unit.
10 you can)
WB, pp.58-63 Students are responsible for the proposed tasks and activities. Develop personal qualities such as initiative, self-improvement,
SB & WB Students do the assessment activities in the unit. perseverance and self-criticism, performing the self-evaluation
and reviewing the learning process.
Students do activities which involve analyzing, planning and
reviewing their work:
SB, p.102 (Task) - Discuss an article.
SB, p.103 (Writing) - Write a paragraph giving your opinion
about an article.
SB, pp.96-105 Listen and interact with others with positive attitude
Students show initiative working in pairs or groups: discussing when participating in class activities.
about the unit topic, analysing tasks, describing photographs and
completing the speaking activities.

Emotional SB, pp.96-105 Students learn to work in pairs or groups and to respect turns, as Show emotional balance and respect for others in the activities
competence well as opinions, work and progress. done in class.
(Castile La
Mancha) (C9)

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 83


UNIT 11: LIFE ISSUES

I. AIMS
- To talk about hypothetical situations in the present
- To talk about hypothetical situations in the past
- To speak about a controversial issue expressing their opinion
- To talk about the solutions to prevent two natural catastrophes
- To talk about science and processes
- To talk about their regrets
- To act out an interview about the research on a smoking ban
- To discuss about the consequences of hypothetical situations
- To discuss about preventing natural catastrophes
- To discuss about three difficult cases of medical ethics
- To discuss about the use of animals in medical research
- To discuss about the use of animals for entertainment
- To listen to five people talking about their ideas and wishes
- To listen to a reporter summarising public opinion polls on
animal testing
- To read a website about imaginary situations
- To read a text about the climate change and asteroid strikes
- To read a fact file about medical issues
- To read a text about people's regrets
- To read a research about public opinion on smoking bans
- To read a for and against essay about the use of animals for
entertainment
- To write about the consequences of imaginary situations
- To write a 'for and against' essay
- To know vocabulary connected with science and processes
- To know the wordspot: life
- To practise the pronunciation of word stress and vowel sounds
- To improve the pronunciation of the English language
- To improve the intonation of the English language

II. CONTENTS

Communication Skills
- Talking about hypothetical situations in the present
- Talking about hypothetical situations in the past
- Speaking about a controversial issue expressing their opinion
- Talking about the solutions to prevent two natural catastrophes
- Talking about science and processes
- Talking about their regrets
- Acting out an interview about the research on a smoking ban
- Listening to five people talking about their ideas and wishes

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 84


- Listening to a reporter summarising public opinion polls on
animal testing
- Reading a website about imaginary situations
- Reading a text about the climate change and asteroid strikes
- Reading a fact file about medical issues
- Reading a text about people's regrets
- Reading a research about public opinion on smoking bans
- Reading a for and against essay about the use of animals for
entertainment
- Writing about the consequences of imaginary situations
- Writing a 'for and against' essay

Language Reflections
A. Language and grammar functions
- Hypothetical situations in the present
- Hypothetical situations in the past

B. Vocabulary
- Words connected with science and processes
- Wordspot: life

C. Pronunciation
- Word stress and vowel sounds

Sociocultural Aspects
- To think about the consequences of hypothetical situations
- To debate about preventing natural catastrophes
- To discuss and think about three difficult cases of medical
ethics
- To debate about the use of animals in medical research
- To discuss about the use of animals for entertainment

CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To respect others' opinions
Environmental education
To talk about the climate change
To respect animals
Science
To talk about asteroids
To talk about science and processes
Health education
To speak about controversial health issues

ASSESSMENT

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 85


I. Communication skills
- Student's Book: Communication activities, pages 110,
112, 114, 126
- Student's Book: Study, Practice & Remember, page 161
- Workbook, Unit 11
- Teacher's Resource Bank: Photocopiable activities, Unit 11
- DVD, Unit 11

II. Language reflections


- Student's Book: Study, Practice & Remember, page 161
- Workbook, Unit 11
- Teacher's Resource Bank: Photocopiable activities, Unit 11
- DVD, Unit 11

III. Sociocultural aspects


- Student's Book, Unit 11
- Workbook, Unit 11
- DVD, Unit 11

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 86


BASIC COMPETENCES
UNIT 11: Life issues
COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIA

EXPRESSION AND COMMUNICATION


Communication SB, pp.106-115 All the activities in the unit use language as a means of oral and Show interest and curiosity in the English language as such,
in the mother written communication. and in cultural aspects associated with it.
tongue and in
foreign
languages
(C1)
Mathematical Students have to understand and process information: Use mathematical forms of expression (tables, diagrams,
competence WB, p.65 - To complete a chart. surveys, etc.) in the process of learning English.
(C2) WB, p.69 - From a table about the results of a
survey to complete an exercise.
Data processing SB, p.114 They read a research about public opinion on smoking bans. Be aware of the importance of the media and its influence on
and digital society.
competence SB, p.106 Students read a website about imaginary situations and discuss
(C4) about them. Incorporate new technologies in the process of learning English.
SB, p.111 (Share Students film / record themselves discussing a controversial issue. Take advantage of new technologies to revise and consolidate
your task) what one has learnt in the unit.
MyEnglishLab / Students use digital devices as part of their process of learning
Active Teach English.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 87


Cultural SB, pp.106, 108, Students deal about different cultural and artistic expressions Understand and critically appraise aspects of other countries'
awareness and 110, 112, 114, 115 through the following: culture and customs.
expression - A website about imaginary situations. Develop creativity and imagination.
(C6) - A text about the climate change and
asteroid strikes.
- A fact file about medical issues.
- A text about people's regrets.
- A research about public opinion on
WB, p.66 smoking bans.
WB, p.69 - An essay about the use of animals for
entertainment
SB, pp.107, 115 - Some extracts about health and well-
being.
- An essay about cosmetic surgery.

They write a piece of original creative writing:


- A text about the consequences of
imaginary situations.
- A 'for and against' essay.
RELATIONSHIPS AND INTERACTION

Knowledge and SB, Unit 11 Students learn and think about: hypothetical situations, the climate Develop a critical mind when observing reality.
connection with change, the threat from asteroids, science, processes, controversial
the world and issues, regrets, opinions.
environment
(C3) There are references to different places such as: the Antarctic, Identify places and geographical features where other cultures
oceans, Siberia, Beijing, New York, California, Kiribati Island, Fiji, are originated and located.
the Mojave Desert, Hong Kong, USA, UK.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 88


Social and civic SB, Unit 11 Students work in pairs or groups and exchange opinions: Use language as a vehicle of communication / cultural
competence - In the different discussions proposed in transmission.
(C5) the unit about: the consequences of hypothetical situations, Develop key communication skills, and take into account the
preventing natural catastrophes, three difficult cases of medical interests of others as individuals and the interests of the group
ethics, the use of animals in medical research, the use of animals as a whole.
for entertainment. Express their own ideas and listen to others'.
- Practising conversations. Know and accept tradition and cultural and social reality of the
- Comparing their answers. English-speaking world.
- Asking and answering questions.
- Talking about the texts they've read.

SB, p.110 (Task) Students work in pairs and groups to discuss about a controversial
issue.

SB, p.114 Students act out an interview about the research on a smoking ban
in pairs.

SB, p.115 Students write a 'for and against' essay. They swap essays in pairs
and suggest improvements.

SB, Unit 11 Students learn and think about: hypothetical situations, interfering
with nature, science and processes, discussing a controversial
issue, talking about regrets, reporting opinions, writing a 'for and
against' essay.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 89


PERSONAL DEVELOPMENT
Learning to learn SB & WB, Unit 11 Students do the SB and WB activities in the unit, and use good Be aware of what is known and what needs to be learnt, how to
(C7) learning practices in class and at home. learn it, and how to manage and control the learning processes
effectively, optimizing and guiding them to meet personal goals.
Students learn how to use reference material for each unit:
Show interest in different learning strategies which boost
Students Book confidence when faced with new challenges in one's studies.
- Key language highlighted at the start of
the unit (p.106)
- Grammar in context (pp.107, 112)
- Pronunciation box (p.109)
- Useful language box (p.111)
- Study & practice 1 (p.161)
- Study & practice 2 (p.162)
- Remember these words (p.163)

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

SB, Unit 11
Students are encouraged to experiment with language and to
work out rules for themselves (Grammar).
Students are encouraged to take a proactive role in their learning
(Tasks).
Students recycle new language through the speaking tasks.
They recycle all the main grammar and vocabulary areas in the
unit with extra practice exercises in the Study, Practice &
Remember section.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 90


Being SB, p.106 (In this Students develop planning initiatives such as the main objectives at Show initiatives and own choices.
autonomous unit) the beginning of each unit.
(C8) SB, p.115 (After unit Students think about what they have learnt after each unit.
11 you can)
WB, pp.64-69 Students are responsible for the proposed tasks and activities. Develop personal qualities such as initiative, self-improvement,
SB & WB Students do the assessment activities in the unit. perseverance and self-criticism, performing the self-evaluation
and reviewing the learning process.
Students do activities which involve analyzing, planning and
reviewing their work:
SB, p.110 (Task) - Discuss a controversial issue.
SB, p.114 (Writing) - Write a 'for and against' essay.

SB, pp.106-115 Students show initiative working in pairs or groups: discussing Listen and interact with others with positive attitude
about the unit topic, analysing tasks, describing photographs and when participating in class activities.
completing the speaking activities.
Emotional SB, pp.106-115 Students learn to work in pairs or groups and to respect turns, as Show emotional balance and respect for others in the activities
competence well as opinions, work and progress. done in class.
(Castile La
Mancha) (C9)

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 91


UNIT 12: FAME

I. AIMS
- To know the use of gerunds and infinitives
- To know different forms and use of infinitive and gerund
- To speak about one topic from a game about fame
- To talk about celebrities and the media
- To retell a story
- To discuss about celebrities
- To discuss about how some people became famous
- To discuss about charities
- To listen to two news stories about celebrities and the media
- To listen to a radio phone-in show
- To listen to three people playing a game about fame
- To read an article about fame
- To read a personality quiz to become a celebrity
- To read some quotes by famous people
- To read a text about famous people who got richer dead than
alive
- To read two lists about things to worry about if you are rich or
if you are not rich
- To read the rules of a game
- To read a fact file about Malawi
- To check information online about Malawi
- To find out information online about fundraising events
- To watch a video about a Scottish girl who changed the lives of
children in Malawi
- To watch a video of five people answering a question about
donating money
- To write a comment for a website giving their opinion or an
imaginary interview with a celebrity
- To write a paragraph about fundraising events
- To know vocabulary connected with fame
- To practise the pronunciation of sentence stress
- To improve the pronunciation of the English language
- To improve the intonation of the English language

II. CONTENTS

Communication Skills
- Speaking about one topic from a game about fame
- Talking about celebrities and the media
- Retelling a story
- Listening to two news stories about celebrities and the media
- Listening to a radio phone-in show

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 92


- Listening to three people playing a game about fame
- Reading an article about fame
- Reading a personality quiz to become a celebrity
- Reading some quotes by famous people
- Reading a text about famous people who got richer dead than
alive
- Reading two lists about things to worry about if you are rich or
if you are not rich
- Reading the rules of a game
- Reading a fact file about Malawi
- Checking information online about Malawi
- Finding out information online about fundraising events
- Watching a video about a Scottish girl who changed the lives of
children in Malawi
- Watching a video of five people answering a question about
donating money
- Writing a comment for a website giving their opinion or an
imaginary interview with a celebrity
- Writing a paragraph about fundraising events

Language Reflections
A. Language and grammar functions
- Use of gerunds and infinitives
- Different infinitive and gerund forms

B. Vocabulary
- Words connected with fame

C. Pronunciation
- Sentence stress

Sociocultural Aspects
- To discuss about celebrities
- To debate about how some people became famous
- To talk about charities
- To show interest in helping people
- To take part in a game

CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
Education for equality
To respect people, no matter their sex, religion, nationality, etc.

ASSESSMENT

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 93


I. Communication skills
- Student's Book: Communication activities, pages 118,
120, 123, 130
- Student's Book: Study, Practice & Remember, page 164
- Workbook, Unit 12
- Teacher's Resource Bank: Photocopiable activities, Unit 12
- Teacher's Resource Disc: Progress Tests, Units 11-12
- Teacher's Resource Disc: End of year Tests
- Teacher's Resource Disc: Test Audio
- DVD, Unit 12

II. Language reflections


- Student's Book: Study, Practice & Remember, page 164
- Workbook, Unit 12
- Teacher's Resource Bank: Photocopiable activities, Unit 12
- Teacher's Resource Disc: Progress Tests, Units 11-12
- Teacher's Resource Disc: End of year Tests
- Teacher's Resource Disc: Test Audio
- DVD, Unit 12

III. Sociocultural aspects


- Student's Book, Unit 12
- Workbook, Unit 12
- DVD, Unit 12

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 94


BASIC COMPETENCES
UNIT 12: Fame
COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIA

EXPRESSION AND COMMUNICATION


Communication SB, pp.116-125 All the activities in the unit use language as a means of oral and Show interest and curiosity in the English language as such,
in the mother written communication. and in cultural aspects associated with it.
tongue and in
foreign
languages
(C1)
Mathematical SB, p.125 Students have to understand and process information to complete a Use mathematical forms of expression (tables, diagrams,
competence table. surveys, etc.) in the process of learning English.
(C2)

Data processing SB, p.119 Students talk about celebrities and the media. Be aware of the importance of the media and its influence on
and digital SB, p.119 Students listen to two news stories about celebrities and the media. society.
competence SB, p.119 They listen to a radio phone-in show.
(C4) SB, p.117 They read an article about fame. Incorporate new technologies in the process of learning English.
WB, p.70 Students read and complete a newspaper article about a famous Take advantage of new technologies to revise and consolidate
soul musician. what one has learnt in the unit.
WB, p.70 They listen to and read a web article about making a viral video.
WB, p.74 They read and complete an article about tipping.

WB, p.75 They read and write some forum posts.


SB, p.123 (Share Students film / record themselves speaking about a topic from a
your task) game about fame.
SB, pp.124-125 Students watch a video about a Scottish girl who changed the lives
(Video and of children in Malawi.
research) They watch a video of five people talking about donating money.
Students check information online about Malawi.
They find information online about fundraising events.

MyEnglishLab / Students use digital devices as part of their process of learning


Active Teach English.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 95


Cultural SB, pp. 124-125 Students learn about Malawi and charity events. Understand and critically appraise aspects of other countries'
awareness and (World culture) culture and customs.
expression SB, pp.116, 118, They deal about different cultural and artistic expressions through Develop creativity and imagination.
(C6) 119, 120, 121, 122, the following:
124 - An article about fame.
- A personality quiz to become a celebrity.
- Some quotes by famous people.
- A text about famous people who got
richer dead than alive.
- Two lists about things to worry about if
you are rich or if you are not rich.
- The rules of a game.
WB, p.71 - A fact file about Malawi.
WB, p.74 - A web article about making a viral video.
- An article about tipping.
SB, pp.123, 125
Students write a piece of original creative writing:
- A comment for a website giving their
opinion / an imaginary interview with a celebrity.
- A paragraph about fundraising events.

RELATIONSHIPS AND INTERACTION


Knowledge and SB, Unit 12 Students learn and think about: fame, celebrities, the media, Develop a critical mind when observing reality.
connection with Malawi, fundraising events.
the world and
environment There are references to different places such as: England, Boston, Identify places and geographical features where other cultures
(C3) the Niagara Falls, Genesee River, New York, Memphis, Malawi, are originated and located.
desert, forest.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 96


Social and civic SB, Unit 12 Students work in pairs or groups and exchange opinions: Use language as a vehicle of communication / cultural
competence - In the different discussions proposed in transmission.
(C5) the unit about: celebrities, how some people became famous, Develop key communication skills, and take into account the
charities. interests of others as individuals and the interests of the group
- Practising conversations. as a whole.
- Comparing their answers. Express their own ideas and listen to others'.
- Asking and answering questions. Know and accept tradition and cultural and social reality of the
- Talking about the texts they've read. English-speaking world.

SB, p.116 In pairs:


- They check the meaning of some
SB, p.118 phrases, write the name of a person and the other student has to
SB, p.124 guess.
- They complete a quiz.
SB, p.121, ex.2 - They complete a fact file.

SB, p.123 (Task) Students work in groups and pairs to make a list and compare it
with other students.
SB, p.120 Students work in groups to play a game.

SB, p.123 Students describe and answer questions about photographs.

SB, p.125 Students write a comment for a website / an imaginary interview


with a celebrity.
SB, Unit 12 They write a paragraph about a fundraising event.

Students learn and think about: fame, celebrities, the media,


playing a game, Malawi, fundraising events.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 97


PERSONAL DEVELOPMENT
Learning to learn SB & WB, Unit 12 Students do the SB and WB activities in the unit, and use good Be aware of what is known and what needs to be learnt, how to
(C7) learning practices in class and at home. learn it, and how to manage and control the learning processes
effectively, optimizing and guiding them to meet personal goals.
Teacher's Resource Students complete the progress test 6.
Disc Students complete the end of year test. Show interest in different learning strategies which boost
Students complete the test audio. confidence when faced with new challenges in one's studies.

Students learn how to use reference material for each unit:

Students Book
- Key language highlighted at the start of
the unit (p.116)
- Grammar in context (pp.118, 121)
- Pronunciation box (p.121)
- Useful language box (p.123)
- Study & practice 1 (p.164)
- Study & practice 2 (p.165)
- Remember these words (p.166)

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

SB, Unit 12
Students are encouraged to experiment with language and to
work out rules for themselves (Grammar).
Students are encouraged to take a proactive role in their learning
(Tasks).
Students recycle new language through the speaking tasks.
They recycle all the main grammar and vocabulary areas in the
unit with extra practice exercises in the Study, Practice &
Remember section.

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 98


Being SB, p.116 (In this Students develop planning initiatives such as the main objectives at Show initiatives and own choices.
autonomous unit) the beginning of each unit.
(C8) SB, p.125 (After unit Students think about what they have learnt after each unit.
12 you can)
WB, pp.70-75 Students are responsible for the proposed tasks and activities. Develop personal qualities such as initiative, self-improvement,
SB & WB Students do the assessment activities in the unit. perseverance and self-criticism, performing the self-evaluation
and reviewing the learning process.
Students do activities which involve analyzing, planning and
reviewing their work:
SB, p.123 (Task) - Play a game: 'Hold the floor'.
SB, p.123 (Writing) - Write a comment for a website / an
imaginary interview with a celebrity.

SB, pp.116-125 Students show initiative working in pairs or groups: discussing Listen and interact with others with positive attitude
about the unit topic, analysing tasks, describing photographs and when participating in class activities.
completing the speaking activities.

Emotional SB, pp.116-125 Students learn to work in pairs or groups and to respect turns, as Show emotional balance and respect for others in the activities
competence well as opinions, work and progress. done in class.
(Castile La
Mancha) (C9)

Teaching programme CUTTING EDGE - UPPER INTERMEDIATE 99