Upper Intermediate

PTE Academic Recommended Resources Language Leader Upper Intermediate Pearson Longman, 2008

April 2012

V2

© Pearson Education Ltd 2012. No part of this publication may be reproduced without the prior permission of Pearson Education. PTE Academic Recommended Resources Language Leader Upper Intermediate

1

Introduction This resource provides guidance for teachers preparing learners for PTE Academic. It maps each Unit of Language Leader Upper Intermediate to subskills and communicative skills tested in PTE Academic. Using this guide, you can feel confident that you are providing targeted skills development and item type-focused practice for your test takers. The map has the following features:

Subskills and communicative skills tested in PTE Academic

Unit name and skill focus

Unit 1

Pages

PTE Academic subskill and communicative skill

Communication 6-7

identifying words and Great phrases appropriate to the communicators context (Listening)

PTE Academic items where this skill is tested • Listening: Fill in the blanks • Listening: Select missing word

6-7 identifying the topic, theme • Speaking: Re-tell lecture Great or main ideas (Listening) • Speaking: Answer short question communicators • Listening: Summarize spoken text • Listening: Multiple choice, choose multiple answers • Listening: Highlight correct summary • Listening: Multiple choice, choose single answer • Listening: Select missing word 6-7 inferring the meaning Great of unfamiliar words communicators (Listening)

Page location of practice activities and topic of two-page lesson

• • • • • •

Speaking: Repeat sentence Speaking: Re-tell lecture Speaking: Answer short question Listening: Summarize spoken text Listening: Highlight correct summary Listening: Select missing word

Item types where the subskill is tested

Each of the twelve units of Language Leader Upper Intermediate has activities to develop and practice general English language skills around a core topic, with sections covering grammar, vocabulary, reading, listening, and speaking and pronunciation. In each unit there is a scenario focusing on extended speaking practice in a real-life situation, drawing together all the skills learned. There is also a section on study and writing skills that develops academic English skills, with a focus on the discourse features of written English. The activities develop the core English language skills without which academic English tasks cannot be completed. You will also find individual activities similar to PTE Academic tasks, such as re-constructing a talk from notes, filling in the gaps in sentences, transcribing missing words from a recording, correctly identifying facts in an audio recording, and answering multiple choice questions from reading and listening. Each unit is divided into double-page lessons on a sub-topic, to allow flexibility and ease of use, and this map reflects this grouping of activities and input material. The subskills of PTE Academic and the item types where they are tested are therefore grouped according to the double-page lessons to assist you to use the double-page arrangement as part of effective test preparation. However, through each unit there is a carefully staged introduction of new language as well as recycling of previous language, so there is some advantage in a systematic approach to each unit as a whole. In order to keep this mapping manageable, only the core subskills of each activity relating to specific item types are mapped, so, for example, a reading activity may also practice understanding academic vocabulary although this may not be specifically listed here for those pages unless there is specific vocabulary work. The Language Leader Upper Intermediate Teacher’s Book provides objectives for each unit and explains the rationale and plan of each unit and lesson. It also provides the answers to tasks in the Students’ Book, and has a Test Master CD-ROM for the creation of class tests. A Workbook with further practice is also available.

PTE Academic Recommended Resources Language Leader Upper Intermediate

1

A full description of the Language Leader Upper Intermediate course book with supplementary activities and notes for teachers is available at the publisher’s website: www.pearson.com.au Language Leader Upper Intermediate can be purchased at: www.amazon.com To supplement the materials in Language Leader Upper Intermediate you will find helpful material in the following publications: Contemporary Topics Level 3. David Beglar, Neil Murray, 3rd ed. Pearson Longman, 2009. Focus on Grammar: an integrated skills approach, Level 4. Marjorie Fuchs, Margaret Bonner, 3rd ed. Pearson Longman, 2005. Focus on Grammar: an integrated skills approach, Level 5. Jay Maurer, 3rd ed. Pearson ESL, 2005. Focus on Vocabulary. Mastering the Academic Word List. Diane Schmitt, Norbert Schmitt, Pearson ESL, 2005. From Reading to Writing 3. Linda Robinson Fellag, Pearson Longman, 2010. From Reading to Writing 4. Colin Ward, Pearson Longman, 2010. How to teach listening. JJ Wilson, Pearson Longman, 2008. How to teach speaking. Scott Thornbury, Pearson Longman, 2005. Inside Track to Successful Academic Writing. Andy Gillett, Angela Hammond, Mary Martala, Pearson Longman, 2009. Learn to Listen, Listen to Learn. Academic Listening and Note-Taking, Level 1. Roni S. Lebauer, 3rd ed. Pearson ESL, 2010. The Essentials of English – A Writer’s Handbook. Ann Hogue, Pearson ESL, 2003. Tips for Teaching Pronunciation: A Practical Approach. Linda Lane, Pearson ESL, 2010. Understanding and Using English Grammar. Betty Schrampfer Azar, Stacy A. Hagen, 4th ed. Pearson Education, 2009. Writing Academic English. Longman Academic Writing Series Level 4. Alice Oshima, Ann Hogue, 4th ed. Pearson Longman, 2006. Writing to Communicate 3: Essays and the Short Research Paper. Cynthia A. Boardman, 3rd ed. Pearson ESL, 2008.

Note: The indicated levels of the Language Leader Upper Intermediate course books follow the publisher’s suggested levels.


2

Overview of PTE Academic PTE Academic is a computer-based test of academic English, designed to provide information about the English language level of test takers who wish to study or work in an English-speaking environment. It takes approximately three hours to complete, and is administered in a single session. Test takers respond to between 70 and 91 individual tasks, across 20 different item types, in the four communicative skills of speaking, writing, reading and listening. Test takers register for a test and can view their results online. However, they must go to a test center to sit the test, under secure conditions. PTE Academic uses automated scoring, providing greater reliability. Scores are usually available within five days, and test takers indicate the programs that they wish their results to be sent to, after which the recognizing institutions securely download the PTE Academic scores. PTE Academic has three parts, with an introduction and optional break:

Part

Content

Time allowed

Intro

Personal Introduction

Not scored

Part 1

Speaking & Writing

77 – 93 minutes

Part 2

Reading

32 – 41 minutes

Optional Break

Break

10 minutes

Part 3

Listening

45 – 57 minutes

The item types in PTE Academic are:

Speaking

Writing

Reading

Listening

Read aloud

Summarize written text

Multiple choice, choose single answer

Summarize spoken text

Repeat sentence

Write essay

Multiple choice, choose multiple answers

Multiple choice, choose multiple answers

Describe image

Re-order paragraphs

Fill in the blanks

Re-tell lecture

Reading: Fill in the blanks

Highlight correct summary

Answer short question

Reading and writing: Fill in the blanks

Multiple choice, choose single answer Select missing word Highlight incorrect words Write from dictation

The score on each individual item contributes to the overall score as well as to scores on relevant communicative skills. For speaking and writing tasks, scores also contribute to the enabling skills scores (grammar, oral fluency, pronunciation, spelling, vocabulary, written discourse). A typical score report gives detailed information to test takers and recognizing institutions.


3

Each item type tests a range of language subskills, which are mapped in this guide to activities in Language Leader Upper Intermediate. The PTE Academic subskills are:

Speaking

Writing

The speaking skills tested in PTE Academic include the following:

The writing skills tested in PTE Academic include the following:

• speaking for a purpose (to repeat, to inform, to explain) • reading a text aloud • supporting an opinion with details, examples and explanations • organizing an oral presentation in a logical way • developing complex ideas within a spoken discourse • using words and phrases appropriate to the context • using correct grammar • speaking at a natural rate • producing fluent speech • using correct intonation • using correct pronunciation • using correct stress • speaking under timed conditions

• writing for a purpose (to learn, to inform, to persuade) • supporting an opinion with details, examples and explanations • organizing sentences and paragraphs in a logical way • developing complex ideas within a complete essay • writing a summary • writing under timed conditions • using words and phrases appropriate to the context • using correct grammar • using correct spelling • using correct mechanics • taking notes while reading a text • synthesizing information • communicating the main points of a reading passage in writing • taking notes while listening to a recording • communicating the main points of a lecture in writing • writing from dictation • communicating the main points of a reading passage in writing • writing to meet strict length requirements

Reading

Listening

The reading skills tested in PTE Academic include the following:

The listening skills tested in PTE Academic include the following:

• • • • • • • •

• • • • • • • • • • • • • • • • •

• • • • • • • • • • • •

identifying the topic, theme or main ideas identifying supporting points or examples identifying a summary identifying words and phrases appropriate to the context identifying a writer’s purpose, style, tone or attitude identifying the relationships between sentences and paragraphs understanding academic vocabulary understanding the difference between connotation and denotation inferring the meaning of unfamiliar words comprehending explicit and implicit information comprehending concrete and abstract information classifying and categorizing information following a logical or chronological sequence of events evaluating the quality and usefulness of texts reading a text under timed conditions evaluating and synthesizing information reading for information to infer meanings or find relationships reading for overall organization and connections between pieces of information identifying specific details, facts, opinions, definitions or sequences of events matching written text to speech


identifying the topic, theme or main ideas summarizing the main idea identifying supporting points or examples understanding academic vocabulary inferring the meaning of unfamiliar words identifying words and phrases appropriate to the context comprehending explicit and implicit information comprehending concrete and abstract information classifying and categorizing information following an oral sequencing of information forming a conclusion from what a speaker says predicting how a speaker may continue identifying errors in a transcription identifying a speaker’s purpose, style, tone or attitude inferring the context, purpose or tone comprehending variations in tone, speed, accent identifying specific details, facts, opinions and definitions or sequences of events • identifying the overall organization and connections between pieces of information • evaluating and synthesizing information

4

Language Leader and PTE Academic Map Upper Intermediate CEFR Level B2 to C1

Unit 1

Pages

Communication 6-7

Great communicators


PTE Academic items where this skill is tested

identifying words and • Listening: Fill in the blanks phrases appropriate to the • Listening: Select missing word context (Listening)

6-7 Great communicators

identifying the topic, theme • Speaking: Re-tell lecture or main ideas (Listening) • Speaking: Answer short question • Listening: Summarize spoken text • Listening: Multiple choice, choose multiple answers • Listening: Highlight correct summary • Listening: Multiple choice, choose single answer • Listening: Select missing word


inferring the meaning of unfamiliar words (Listening)


identifying the topic, theme • Reading: Multiple choice, choose single answer or main ideas (Reading) • Reading: Multiple choice, choose multiple answers • Reading: Re-order paragraphs • Reading: Reading: Fill in the blanks • Reading: Reading & writing: Fill in the blanks


identifying a writer’s purpose, style, tone or attitude (Reading)

• • • •

Speaking: Read aloud Writing: Summarize written text Reading: Multiple choice, choose single answer Reading: Multiple choice, choose multiple answers


identifying a speaker’s purpose, style, tone or attitude (Listening)

• • • •

Speaking: Re-tell lecture Listening: Summarize spoken text Listening: Multiple choice, choose multiple answers Listening: Multiple choice, choose single answer


reading a text aloud (Speaking)

• Speaking: Read aloud

8-9 Improving communication





• • • • • •


5

Unit 1

Pages




understanding academic vocabulary (Reading)

• • • • • •

Speaking: Read aloud Reading: Re-order paragraphs Reading: Reading: Fill in the blanks Reading: Reading & writing: Fill in the blanks Listening: Highlight correct summary Listening: Highlight incorrect words


understanding academic vocabulary (Listening)

• • • • • • • • •

Speaking: Repeat sentence Speaking: Re-tell lecture Speaking: Answer short question Listening: Summarize spoken text Listening: Fill in the blanks Listening: Highlight correct summary Listening: Select missing word Listening: Highlight incorrect words Listening: Write from dictation


using correct grammar (Speaking)

• Speaking: Describe image • Speaking: Re-tell lecture


using correct grammar (Writing)

• • • • •

10-11 Who does the talking?



following an oral sequencing of information (Listening)

• • • • • • • • •

Speaking: Re-tell lecture Listening: Summarize spoken text Listening: Multiple choice, choose multiple answers Listening: Fill in the blanks Listening: Highlight correct summary Listening: Multiple choice, choose single answer Listening: Select missing word Listening: Highlight incorrect words Listening: Write from dictation



• • • • •

Writing: Summarize written text Writing: Write essay Reading: Reading & writing: Fill in the blanks Listening: Summarize spoken text Listening: Fill in the blanks



6

Unit 1

Pages









inferring the meaning of • Reading: Re-order paragraphs unfamiliar words (Reading) • Reading: Reading: Fill in the blanks • Reading: Reading & writing: Fill in the blanks • Listening: Highlight correct summary




identifying words and • Reading: Multiple choice, choose single answer phrases appropriate to the • Reading: Multiple choice, choose multiple answers context (Reading) • Reading: Reading: Fill in the blanks • Reading: Reading & writing: Fill in the blanks

12-13 Scenario


12-13 Scenario


12-13 Scenario

comprehending concrete and abstract information (Listening)

12-13 Scenario



• • • • • •

• • • • • •


Speaking: Re-tell lecture Listening: Summarize spoken text Listening: Multiple choice, choose multiple answers Listening: Highlight correct summary Listening: Multiple choice, choose single answer Listening: Select missing word

7

Unit 1

Pages



12-13 Scenario

classifying and categorizing information (Reading)

• • • •

12-13 Scenario

taking notes while listening to a recording (Writing)

• Listening: Summarize spoken text

12-13 Scenario

using words and phrases • Speaking: Describe image appropriate to the context • Speaking: Re-tell lecture (Speaking) • Speaking: Answer short question

14-15 Study and Writing Skills




communicating the main points of a lecture in writing (Writing)




• • • •


identifying words and • Reading: Multiple choice, choose single answer phrases appropriate to the • Reading: Multiple choice, choose multiple answers context (Reading) • Reading: Reading: Fill in the blanks • Reading: Reading & writing: Fill in the blanks


identifying the relationships • Reading: Multiple choice, choose single answer between sentences and • Reading: Multiple choice, choose multiple answers paragraphs (Reading) • Reading: Re-order paragraphs


using words and phrases • Writing: Summarize written text appropriate to the context • Writing: Write essay (Writing) • Reading: Reading & writing: Fill in the blanks • Listening: Summarize spoken text • Listening: Fill in the blanks


Reading: Multiple choice, choose single answer Reading: Multiple choice, choose multiple answers Reading: Re-order paragraphs Listening: Highlight correct summary


8

Unit 2

Pages

Environment

16-17 identifying the topic, theme Local or main ideas (Listening) environment

• • • • • • •

16-17 taking notes while listening Local to a recording (Writing) environment


16-17 identifying words and Local phrases appropriate to the environment context (Listening)

• Listening: Fill in the blanks • Listening: Select missing word

16-17 identifying the topic, theme Local or main ideas (Reading) environment

• • • • •

Reading: Multiple choice, choose single answer Reading: Multiple choice, choose multiple answers Reading: Re-order paragraphs Reading: Reading: Fill in the blanks Reading: Reading & writing: Fill in the blanks

16-17 identifying words and Local phrases appropriate to the environment context (Reading)

• • • •

Reading: Multiple choice, choose single answer Reading: Multiple choice, choose multiple answers Reading: Reading: Fill in the blanks Reading: Reading & writing: Fill in the blanks

16-17 inferring the meaning of Local unfamiliar words (Reading) environment

• • • •

Reading: Re-order paragraphs Reading: Reading: Fill in the blanks Reading: Reading & writing: Fill in the blanks Listening: Highlight correct summary

16-17 using words and phrases Local appropriate to the context environment (Speaking)

• Speaking: Describe image • Speaking: Re-tell lecture • Speaking: Answer short question

18-19 identifying words and Changing phrases appropriate to the environment context (Reading)

• • • •


18-19 identifying the topic, theme Changing or main ideas (Reading) environment

• • • • •


18-19 understanding academic Changing vocabulary (Reading) environment

• • • • • •




PTE Academic items where this skill is tested Speaking: Re-tell lecture Speaking: Answer short question Listening: Summarize spoken text Listening: Multiple choice, choose multiple answers Listening: Highlight correct summary Listening: Multiple choice, choose single answer Listening: Select missing word

9

Unit 2

Pages



18-19 using correct grammar Changing (Writing) environment

• • • • •

18-19 using correct grammar Changing (Speaking) environment


20-21 identifying the topic, theme Extreme or main ideas (Listening) environment

• • • • • • •

20-21 using correct grammar Extreme (Speaking) environment


20-21 using correct grammar Extreme (Writing) environment

• • • • •


20-21 identifying the topic, theme Extreme or main ideas (Reading) environment

• • • • •


20-21 identifying words and Extreme phrases appropriate to the environment context (Reading)

• • • •


20-21 inferring the meaning of Extreme unfamiliar words (Reading) environment

• • • •


22-23 Scenario

• • • • •



identifying the topic, theme or main ideas (Reading)


Speaking: Re-tell lecture Speaking: Answer short question Listening: Summarize spoken text Listening: Multiple choice, choose multiple answers Listening: Highlight correct summary Listening: Multiple choice, choose single answer Listening: Select missing word

10

Unit 2

Pages



22-23 Scenario

comprehending explicit and implicit information (Reading)

• • • • • •

Writing: Summarize written text Reading: Multiple choice, choose single answer Reading: Multiple choice, choose multiple answers Reading: Re-order paragraphs Reading: Reading: Fill in the blanks Reading: Reading & writing: Fill in the blanks

22-23 Scenario


• • • •


22-23 Scenario

identifying the topic, theme or main ideas (Listening)

• • • • • • •


22-23 Scenario

using words and phrases appropriate to the context (Speaking)




• • • • • • •






• • • • •




• • • • •




11

Unit 3

Pages



Sport

26-27 Fair play



26-27 Fair play


• • • • •


26-27 Fair play

identifying words and phrases appropriate to the context (Reading)

• • • •


26-27 Fair play

inferring the meaning of unfamiliar words (Reading)

• • • •


28-29 identifying the topic, theme or Martial arts main ideas (Listening)

• • • • • • •


28-29 identifying the topic, theme or Martial arts main ideas (Reading)

• • • • •


28-29 identifying words and phrases Martial arts appropriate to the context (Reading)

• • • •


28-29 understanding academic Martial arts vocabulary (Reading)

• • • • • •


28-29 comprehending concrete and Martial arts abstract information (Reading)

• • • • •

Writing: Summarize written text Reading: Re-order paragraphs Reading: Reading: Fill in the blanks Reading: Reading & writing: Fill in the blanks Listening: Highlight correct summary

28-29 using correct grammar Martial arts (Writing)

• • • • •



12

Unit 3

Pages



28-29 using correct grammar Martial arts (Speaking)


30-31 Babe


• • • • •


30-31 Babe

following a logical or chronological sequence of events (Reading)

• • • • • • •

Reading: Multiple choice, choose single answer Reading: Multiple choice, choose multiple answers Reading: Re-order paragraphs Reading: Reading: Fill in the blanks Reading: Reading & writing: Fill in the blanks Listening: Highlight correct summary Listening: Highlight incorrect words

30-31 Babe


• • • •


30-31 Babe


• • • •


30-31 Babe



30-31 Babe


• • • • •


30-31 Babe

using correct pronunciation (Speaking)

• • • •

Speaking: Read aloud Speaking: Repeat sentence Speaking: Describe image Speaking: Re-tell lecture

32-33 Scenario


• • • • •


32-33 Scenario



32-33 Scenario


• • • • • • •



13

Unit 3

Pages



32-33 Scenario

identifying words and phrases appropriate to the context (Listening)


32-33 Scenario

speaking for a purpose (to repeat, to inform, to explain) (Speaking)

• • • • •

32-33 Scenario

organizing an oral presentation in a logical way (Speaking)



writing for a purpose (to learn, to inform, to persuade) (Writing)

• Writing: Write essay


supporting an opinion with details, examples and explanations (Writing)



organizing sentences and paragraphs in a logical way (Writing)

• Writing: Write essay • Listening: Summarize spoken text


developing complex ideas within a complete essay (Writing)




• • • • • • •





identifying the relationships between sentences and paragraphs (Reading)

• Reading: Multiple choice, choose single answer • Reading: Multiple choice, choose multiple answers • Reading: Re-order paragraphs



• • • •


Speaking: Read aloud Speaking: Repeat sentence Speaking: Describe image Speaking: Re-tell lecture Speaking: Answer short question



14

Review Units 1-3

Pages


36-37 Review


• • • • •

36-37 Review



36-37 Review


• • • • •


36-37 Review


• • • •


36-37 Review


• • • • • • •


36-37 Review




PTE Academic items where this skill is tested Writing: Summarize written text Writing: Write essay Reading: Reading & writing: Fill in the blanks Listening: Summarize spoken text Listening: Fill in the blanks

15


Unit 4

Pages

Medicine

38-39 using words and phrases Medical appropriate to the context breakthroughs (Speaking)


38-39 identifying words and Medical phrases appropriate to the breakthroughs context (Reading)

• • • •


38-39 understanding academic Medical vocabulary (Reading) breakthroughs

• • • • • •


38-39 using correct stress Medical (Speaking) breakthroughs

• • • •


38-39 identifying the topic, theme Medical or main ideas (Reading) breakthroughs

• • • • •


38-39 taking notes while reading a Medical text (Writing) breakthroughs

• Writing: Summarize written text

40-41 Malaria


• • • • • • •


40-41 Malaria


• • • • •


40-41 Malaria


• • • •


40-41 Malaria


• • • • • •




16

Unit 4

Pages



40-41 Malaria



40-41 Malaria


• • • • •

40-41 Malaria



40-41 Malaria

using words and phrases appropriate to the context (Writing)

• • • • •


42-43 A new face


• • • • •


42-43 A new face



42-43 A new face


• • • • •

42-43 A new face



44-45 Scenario


• • • • •


44-45 Scenario


• • • • • • •


44-45 Scenario






17

Unit 4

Pages



44-45 Scenario


• • • • • • • • •

44-45 Scenario



44-45 Scenario


• • • • •


evaluating the quality and • Reading: Multiple choice, choose single answer usefulness of texts (Reading) • Reading: Multiple choice, choose multiple answers • Listening: Highlight correct summary



• • • • • • •




• • • • •







• • • •




• • • •





18

Unit 4

Pages





• • • • • •




• • • • •





Unit 5

Pages



Transport

48-49 Getting from A to B





• • • • •



identifying supporting points or examples (Reading)

• • • •




• • • •


50-51 Transport in the future


• • • • • • •



19

Unit 5

Pages





• • • • •


taking notes while reading a text (Writing)




• • • •




• • • •




• • • • •





52-53 Great railway journeys


• • • • •




• • • •




• • • •







• • • • •




20

Unit 5

Pages



54-55 Scenario


• • • • • • •

54-55 Scenario

supporting an opinion with details, examples and explanations (Speaking)


54-55 Scenario


• • • •

54-55 Scenario



54-55 Scenario


• • • • •

54-55 Scenario





• • • •




• • • • • •




• • • • •









21

Pages







developing complex ideas within a spoken discourse (Speaking)


Unit 6

Pages



Literature

58-59 identifying words and phrases The Nobel appropriate to the context Prize (Reading)

• • • •


58-59 understanding academic The Nobel vocabulary (Reading) Prize

• • • • • •


58-59 identifying the topic, theme or The Nobel main ideas (Reading) Prize

• • • • •


58-59 identifying the topic, theme or The Nobel main ideas (Listening) Prize

• • • • • • •


58-59 identifying words and phrases The Nobel appropriate to the context Prize (Listening)


58-59 using words and phrases The Nobel appropriate to the context Prize (Speaking)


Unit 5


22

Unit 6

Pages



60-61 identifying the topic, theme or Characters main ideas (Listening) in danger

• • • • • • •

60-61 identifying words and phrases Characters appropriate to the context in danger (Listening)


60-61 identifying the topic, theme or Characters main ideas (Reading) in danger

• • • • •


60-61 identifying words and phrases Characters appropriate to the context in danger (Reading)

• • • •


60-61 using correct grammar Characters (Writing) in danger

• • • • •


60-61 using correct grammar Characters (Speaking) in danger


60-61 using words and phrases Characters appropriate to the context in danger (Writing)

• • • • •


62-63 Evil characters


• • • • •



evaluating the quality and usefulness of texts (Reading)

• Reading: Multiple choice, choose single answer • Reading: Multiple choice, choose multiple answers • Listening: Highlight correct summary



• • • • • •




23

Unit 6

Pages








• • • • •



using correct pronunciation (Speaking)

• • • •


64-65 Scenario


• • • • •


64-65 Scenario

comprehending explicit and implicit information (Reading)

• • • • • •

Writing: Summarize written text Reading: Multiple choice, choose single answer Reading: Multiple choice, choose multiple answers Reading: Re-order paragraphs Reading: Reading: Fill in the blanks Reading: Reading & writing: Fill in the blanks

64-65 Scenario


• • • • • • •


64-65 Scenario



64-65 Scenario




predicting how a speaker may continue (Listening)

• Listening: Multiple choice, choose multiple answers • Listening: Multiple choice, choose single answer • Listening: Select missing word



• • • • • •



24

Unit 6

Review Units 4-6

Pages








• • • • •




• • • •




• • • • •


Pages



68-69 Review


• • • • •

68-69 Review



68-69 Review

identifying a summary (Reading) • Reading: Multiple choice, choose single answer • Reading: Multiple choice, choose multiple answers • Listening: Highlight correct summary

68-69 Review


• • • • • •


68-69 Review


• • • • • • •


68-69 Review





25

Unit 7

Pages



Architecture

70-71 Favourite buildings


• • • •




• • • • • •



using correct stress (Speaking)

• • • •




• • • • •


72-73 Hotels in space


• • • • •




• • • •




• • • • • •




• • • • •






26

Unit 7

Pages





• • • • • • •




74-75 Building bridges


• • • • •




• • • • • •







• • • • •


76-77 Scenario


• • • • •


76-77 Scenario


• • • • • • •


76-77 Scenario





27

Unit 7

Pages



76-77 Scenario




identifying a writer’s purpose, • Speaking: Read aloud style, tone or attitude (Reading) • Writing: Summarize written text • Reading: Multiple choice, choose single answer • Reading: Multiple choice, choose multiple answers



• • • •












• • • • •




28


Unit 8

Pages


Globalisation

80-81 identifying words and phrases Globalisation appropriate to the context – good or (Reading) bad?

• • • •


80-81 understanding academic Globalisation vocabulary (Reading) – good or bad?

• • • • • •


80-81 identifying a writer’s purpose, Globalisation style, tone or attitude – good or (Reading) bad?

• • • •


80-81 identifying a speaker’s Globalisation purpose, style, tone or – good or attitude (Listening) bad?

• • • •


80-81 using words and phrases Globalisation appropriate to the context – good or (Speaking) bad?


82-83 The power of the Internet

identifying the topic, theme or • Reading: Multiple choice, choose single answer main ideas (Reading) • Reading: Multiple choice, choose multiple answers • Reading: Re-order paragraphs • Reading: Reading: Fill in the blanks • Reading: Reading & writing: Fill in the blanks



• • • • • •



comprehending concrete and abstract information (Reading)

• • • • •

Writing: Summarize written text Reading: Re-order paragraphs Reading: Reading: Fill in the blanks Reading: Reading & writing: Fill in the blanks Listening: Highlight correct summary



• • • • •






29

Unit 8

Pages






84-85 Global role models



identifying supporting points or examples (Reading)

• • • •




• • • • • •




• • • • •








86-87 Scenario


86-87 Scenario

identifying the topic, theme or • Speaking: Re-tell lecture main ideas (Listening) • Speaking: Answer short question • Listening: Summarize spoken text • Listening: Multiple choice, choose multiple answers • Listening: Highlight correct summary • Listening: Multiple choice, choose single answer • Listening: Select missing word

86-87 Scenario




30

Unit 8

Pages



86-87 Scenario


• • • • •

86-87 Scenario




88-89 identifying the topic, theme or • Reading: Multiple choice, choose single answer Study and main ideas (Reading) • Reading: Multiple choice, choose multiple answers Writing Skills • Reading: Re-order paragraphs • Reading: Reading: Fill in the blanks • Reading: Reading & writing: Fill in the blanks 88-89 identifying supporting points Study and or examples (Reading) Writing Skills

• • • •

88-89 identifying a summary Study and (Reading) Writing Skills

• Reading: Multiple choice, choose single answer • Reading: Multiple choice, choose multiple answers • Listening: Highlight correct summary

88-89 writing a summary (Writing) Study and Writing Skills

• Writing: Summarize written text • Listening: Summarize spoken text

88-89 using words and phrases Study and appropriate to the context Writing Skills (Writing)

• • • • •

88-89 organizing sentences and Study and paragraphs in a logical way Writing Skills (Writing)





31

Unit 9

Pages



Art

90-91 What is art?


• • • •


90-91 What is art?


• • • • •


90-91 What is art?


• • • • • •


90-91 What is art?


• • • • • • •


90-91 What is art?



90-91 What is art?



92-93 Photography


• • • • •


92-93 Photography


• • • •


92-93 Photography


• • • • • •



32

Unit 9

Pages



92-93 Photography


• • • • •

92-93 Photography




94-95 identifying the topic, theme Contemporary or main ideas (Reading) sculptors

• • • • •


94-95 identifying words and Contemporary phrases appropriate to the sculptors context (Reading)

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94-95 understanding academic Contemporary vocabulary (Reading) sculptors

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94-95 using correct grammar Contemporary (Speaking) sculptors


94-95 using correct grammar Contemporary (Writing) sculptors

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96-97 Scenario



96-97 Scenario


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96-97 Scenario






33

Unit 9

Pages


96-97 Scenario

following an oral sequencing • Speaking: Re-tell lecture of information (Listening) • Listening: Summarize spoken text • Listening: Multiple choice, choose multiple answers • Listening: Fill in the blanks • Listening: Highlight correct summary • Listening: Multiple choice, choose single answer • Listening: Select missing word • Listening: Highlight incorrect words • Listening: Write from dictation

96-97 Scenario


96-97 Scenario

organizing an oral • Speaking: Describe image presentation in a logical way • Speaking: Re-tell lecture (Speaking)

96-97 Scenario



96-97 Scenario





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34

Unit 9

Review Units 7-9

Pages





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Pages



100-101 Review


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100-101 Review



100-101 Review


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100-101 Review


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100-101 Review


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100-101 Review





35

Unit 10

Pages

Psychology

102-103 identifying words and phrases Group appropriate to the context psychology (Reading)

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102-103 understanding academic Group vocabulary (Reading) psychology

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102-103 using correct stress (Speaking) Group psychology

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102-103 identifying the topic, theme or Group main ideas (Listening) psychology

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102-103 following an oral sequencing of Group information (Listening) psychology

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Speaking: Re-tell lecture Listening: Summarize spoken text Listening: Multiple choice, choose multiple answers Listening: Fill in the blanks Listening: Highlight correct summary Listening: Multiple choice, choose single answer Listening: Select missing word Listening: Highlight incorrect words Listening: Write from dictation

102-103 identifying words and phrases Group appropriate to the context psychology (Listening)


102-103 using words and phrases Group appropriate to the context psychology (Speaking)


104-105 Peer pressure


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36

Unit 10

Pages





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106-107 identifying the topic, theme or Psychology main ideas (Reading) at work

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106-107 identifying words and phrases Psychology appropriate to the context at work (Reading)

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106-107 understanding academic Psychology vocabulary (Reading) at work

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106-107 using correct grammar Psychology (Writing) at work

• • • • •


106-107 using correct grammar Psychology (Speaking) at work


108-109 Scenario


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108-109 Scenario

summarizing the main idea (Listening)

• Listening: Summarize spoken text • Listening: Multiple choice, choose multiple answers • Listening: Multiple choice, choose single answer



37

Unit 10

Pages



108-109 Scenario

identifying a speaker’s purpose, style, tone or attitude (Listening)

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108-109 Scenario



108-109 Scenario


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108-109 Scenario

taking notes while reading a text (Writing)


108-109 Scenario


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108-109 Scenario
























38

Unit 11

Pages

Cultures


112-113 Defining culture


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114-115 identifying the topic, theme Culture shock or main ideas (Reading)

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114-115 identifying words and Culture shock phrases appropriate to the context (Reading)

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39

Unit 11

Pages



114-115 inferring the meaning of Culture shock unfamiliar words (Reading)

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114-115 identifying the topic, theme Culture shock or main ideas (Listening)

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114-115 using correct grammar Culture shock (Writing)

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114-115 using correct grammar Culture shock (Speaking)


116-117 identifying the topic, theme Understanding or main ideas (Listening) cultures

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116-117 identifying words and Understanding phrases appropriate to the cultures context (Listening)


116-117 using correct grammar Understanding (Writing) cultures

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116-117 using correct grammar Understanding (Speaking) cultures


116-117 identifying the topic, theme Understanding or main ideas (Reading) cultures

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116-117 identifying a writer’s Understanding purpose, style, tone or cultures attitude (Reading)

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40

Unit 11

Pages



116-117 identifying words and Understanding phrases appropriate to the cultures context (Reading)

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118-119 Scenario


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118-119 Scenario


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118-119 Scenario



118-119 Scenario


• • • • •

118-119 Scenario

organizing an oral presentation in a logical way (Speaking)


118-119 Scenario



118-119 Scenario





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41

Unit 11

Pages








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Unit 12

Pages



Technology

122-123 Devices and gadgets





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124-125 identifying the topic, theme or Living main ideas (Reading) without technology


42

Unit 12

Pages



124-125 identifying words and phrases Living appropriate to the context without (Reading) technology

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124-125 using correct grammar Living (Writing) without technology

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124-125 using correct grammar Living (Speaking) without technology


126-127 Pro or anti?




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128-129 Scenario


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128-129 Scenario


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128-129 Scenario




43

Unit 12

Pages



128-129 Scenario





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44

Review Units 10-12

Pages



132-133 Review


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132-133 Review


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132-133 Review



132-133 Review


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132-133 Review


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