Blended course B2 Type 1

Transcription

1 Blended course B2 Type 1 Each lesson consists of a task which you have to complete during the lesson. You will prepare for the task during the week by doing appropriate exercises on MEC. The task itself involves a range of skills, listening and speaking in class. Short reading texts in class and maybe longer preparatory readings at home, and follow up writing activities at home. There are also follow up activities on MEC for the language points that are anticipated to arise from the task. Task type CEF Vocabulary Grammar Pronunciation 0 Introductory lesson 1 Get to know the other students check information discuss expectations of the course Can use the language fluently, accurately and effectively on a wide range of general, academic, vocational or leisure topics, marking clearly the relationships between ideas. Can communicate spontaneously with good grammatical control without much sign of having to restrict what he/she wants to say, adopting a level of formality appropriate to the circumstances. with take Question tags modals of obligation in the present (incl supposed to, make, let, allow) revise used to and present simple v continuous ing v infinitive form Question tag intonation. Writing and extra work 2 Telling anecdotes Can give detailed accounts of experiences, describing feelings and reactions. Can relate details of unpredictable occurrences e.g. An accident. Can describe events, real or imagined. Time expressions. Narrative tenses: past simple, continuous, perfect. Also past perfect continuous Intonation: interested or not interested? Write the anecdote you told in class

2 Revision of used to 3 Extending a conversation by asking questions. Asking for clarification, checking understanding. Problem solving task as in FCE Can engage in extended conversation on most general topics in a clearly participatory fashion, even in a noisy enrivonment. Can intervene appropriately in discussion, exploiting appropriate language to do so. with make Would (past habits) Linkers of contrast unless/as long as /provided cond revision comparisons Ways of pronouncing th Can ask follow-up questions to check that he/she has understood what a speaker intended to say, and get clarification of ambiguous points. linkers of reason 4 Discussion - regrets Can highlight the personal significance of events and experiences, account for and sustain views clearly by providing relevant explanations and arguments Relationships 3rd Conditional wish had done should have can/could/able to Intonation: expressing anger. 5 Discussion planning something and explaining your decisions Can develop an argument systematically with appropriate highlighting of significant points, and relevant supporting detail. Can briefly give reasons and explanations for opinions, plans and actions. The environment Mixed conditionals In case will decisions will facts going to Dipthongs Write a Problem- Solution text, describing the problem you discussed in class.

3 Deduction (must/can t) 6 Speculating about causes and consequences Can outline an issue or a problem clearly, speculating about causes or consequences, and weighing advantages and disadvantages of different approaches. with two particles. quantifiers Must be/ must have been must be ---ing looks like/ looks as if Modals of speculation present revision Consonant sounds. 7 Presentations an object Can give a clear, systematically developed presentation, with highlighting of significant points, and relevant supporting detail. Can depart spontaneously from a prepared text and follow up interesting points raised by members of the audience, often showing remarkable fluency and ease of expression. Students own area of interest. Adjectives and prepositions. Linkers of sequence Passives revision and extension (passive infin + gerund) 8 Feedback on presentations and reports discussion - opinions Can take an active part in informal discussion in familiar contexts, commenting, putting point of view clearly, evaluating alternative proposals and making and responding to hypotheses. Defining v non defining rels Articles : indefinite/ definite and zero- Participle clauses Dipthongs 2 Write a for and against essay.

4 Order of adjectives. 9 Role play complaining at 2 different levels of formality 10 Taking part in an interview 11 Formal meetingdiscussing opposing points of view 12 Develop a strategy for your future language learning. Review of course. Can make a complaint. Can cope with less routine situations in shops, post offices, banks e.g. Returning an unsatisfactory purchase. Can carry out an effective, fluent interview, departing spontaneously from prepared questions, following up and probing interesting replies. Can participate actively in routine and non-routine formal discussion. Can use the language fluently, accurately and effectively on a wide range of general, academic, vocational or leisure topics, marking clearly the relationships between ideas. Can communicate spontaneously with good grammatical control without much sign of having to restrict what he/she wants to say, adopting a Word formation. Compound adjectives. mixed phrasal verbs British v American English (spelling) Proverbs Should have (revision) wish + would reported speech and reporting verbs Future plans time phrases eg in the next x weeks future continuous + future perfect present perfect simple v continuous Have / get something done Consonant sounds. Review of active/passive voice. Get used to Dipthongs 3 Write a letter of complaint

5 level of formality appropriate to the circumstances. Blended course B2 Type 2 Each lesson consists of a task which you have to complete during the lesson. You will prepare for the task during the week by doing appropriate exercises on MEC. The task itself involves a range of skills, listening and speaking in class. Short reading texts in class and maybe longer preparatory readings at home, and follow up writing activities at home. There are also follow up activities on MEC for the language points that are anticipated to arise from the task. 0 Introductory lesson 1 Get to know other students Task type CEF Vocabulary Grammar Pronunciation Can use the language fluently, accurately and effectively on a wide range of general, academic, vocational or leisure topics, marking clearly the relationships between ideas. Can communicate spontaneously with good grammatical control without much sign of having to restrict what he/she wants to say, adopting a level of formality appropriate to the circumstances. with down with two prepositions. Gerund v infinitive Verbs followed by object and infinitive. Homework and extra work

6 2 Telling a story. Can give clear, detailed descriptions on a wide range of subjects related to his/her field of interest. Collective nouns Narrative tenses: past simple, continuous, perfect. Also past perfect continuous 3 Extending a conversation by asking questions, asking for clarification, checking understanding. Problem solving task (as in FCE exam) Can ask follow-up questions to check that he/she has understood what a speaker intended to say, and get clarification of ambiguous points. 4 Discussion - regrets Can engage in extended conversation on most general topics in a clearly participatory fashion, even in a noisy environment. Can intervene appropriately in discussion, exploiting appropriate language to do so. Adjectives and prepositions. Synonyms Frequently confused words. Would v used to (past habits) Linkers of contrast unless/as long as /provided cond 1+ 2 revision comparisons linkers of reason Articles definite/indefinite/zero 3rd Conditional wish had done should have can/could/able to Mixed conditionals Word linking Write a for and against essay. 5 Discussion planning something and explaining your decisions Can develop an argument systematically with appropriate highlighting of significant points, and relevant supporting detail. with do and make In case Future tenses: will for decisions and facts / going to The schwa Write a report on the topic of the discussion you had in class. 6 Speculating about causes and consequences Can outline an issue or a problem clearly, related to Must be must have been Homophones

7 speculating about causes or consequences, and weighing advantages and disadvantages of different approaches. crime. must be ---ing looks like/looks as if Modals of speculation present revision 7 Presentations Can give a clear, systematically developed presentation, with highlighting of significant points, and relevant supporting detail. Can depart spontaneously from a prepared text and follow up interesting points raised by members of the audience, often showing remarkable fluency and ease of expression. Relative pronouns Passives revision and extension (passive infinitive + gerund) Position of objects with phrasal verbs. Rhyming words Write a summary of one of the presentations you heard in class. 8 Feedback on presentations and reports discussion - opinions Can take an active part in informal discussion in familiar contexts, commenting, putting point of view clearly, evaluating alternative proposals and making and responding to hypotheses. with on and up Defining v non-defining relative clauses Determiners each/every/either/any etc Adjectives / adjectives order Participles in clauses. Homophones 2

8 9 An interview Can carry out an effective, fluent interview, departing spontaneously from prepared questions, following up and probing interesting replies. 10 Roleplay resolving conflicts Can cope linguistically to negotiate a solution to a dispute like an undeserved traffic ticket, financial responsibility for damage in a flat, for blame regarding an accident. 11 Talking part in a debate Can participate actively in routine and nonroutine formal discussion. with take with get Modifiers and quantifiers. Future plans time phrases eg in the next x weeks future continuous + future perfect pres perf simp v continuous Countable and uncountable nouns (extension) Should have (revision) wish + would reported speech and reporting verbs Emphasis It was --- that, emphatic do What you ve got to remember is. Homophones 3 Vowel sounds Consonant sounds. Write an to a friend what I've been up to etc 12 Being an independent learner Talk or speak Count / uncountable nouns (extension) Consonant sounds 2 Adverbs / position of adverbs