Activate B1+

Common European Framework (CEF) Learning and Exam skills Content & Language Integrated Learning (CLIL)

TOEIC

UCLES

TOEFL iBT

IELTS

ALTE

CEF
A1 A2 A2+ B1 B1+ B2 C1

PTE

LEVEL

A2 B1 B1+ B2

0 1 2 3 4

KET PET FCE CAE

3.0 4.0 5.0 6.0-7.0

0-245 246-380 381-500 500-650 650-720 720-910

57-86 87-109 110-120

1 2 3 4 5

Pearson Longman 2009/2010

chart correlating main exam types and grading systems

Unit 1 CEF I can read a magazine article about style. Reading Vocabulary: Fashion and style Present Simple Present Continuous review. Articles / count and non-count nouns I can give a short oral summary. I can say how my clothes reflect my personality. I can say what I would change about my style. I can exchange information and express my opinions. I can make comparisons. 10/11 14/15 13 B1 B1 Summarise Compare. Exchange information 8/9 refCEF Pages Learning and Exam skills Read for gist and identify topics in paragraphs. Answer multiple choice comprehension questions. Match words / definitions CLIL Art: Fashion, style image

B1 B1

Language Speaking

Pearson Longman 2009/2010

Listening

Writing

I can talk about past experiences and describe my feelings. I can understand simple conversations in different contexts. I can understand people expressing their opinions. I can plan and prepare a magazine or website article describing my favourite outfit. I can make lists of ideas. I can select the best ideas. I can organise ideas in paragraphs. I can understand a narrative report about a museum visit. I can make suggestions about leisure facilities. I can describe and suggest locations.

12 16/17

B1 B1 B1

Understand attitudes Prepare website. List ideas, select and organise into paragraphs.

Unit 2 18/19 Reading B1 B1 Search for and find information in a text. Find words in a text which have opposite meanings to given meanings. Museums of modern art and sculpture, open air museums.

Unit 2 Contd Language

CEF Vocabulary: sightseeing Past Simple, Past Continuous review Prepositions of place and movement. Comparatives and superlatives. I can give an oral report based on a text. I can express my ideas about art. I can say what I like or dont like and give reasons. I can describe local sculptures or statues. I can understand a person describing the results of a survey. I can plan and write a report suggesting local sites for international visitors. Revision of grammar and vocabulary.

refCEF

Pages

Learning and Exam skills

CLIL

20/21 24/25 23 B1 B1 B1 B1 B1 B1 Describe objects. Express preferences. Local public art.

Speaking

Listening Writing REVISE

22 26/27

Listening to numerical information. Report writing. Cloze Local history and culture.

Pearson Longman 2009/2010

Cloze narrative completion. Matching sentence sections. Completing a personal letter. Unit 3 Reading Language I can understand an article and diary. Vocabulary: Education, personal qualities. Present Perfect Simple vs. Past Simple. Present Perfect Continuous Adjectives and prepositions Reflexive pronouns 30/31 32/33 36/37 B1 B1

Matching

Match sentences to gaps in a text. Read and understand the format of emails.

Music, Geography Culture: comparing education systems.

Unit 3 Contd

CEF I can give and oral summary. I can express opinions about future prospects and give reasons. I can describe a person and their personal qualities. I can discuss the personal qualities of celebrities. I can what school subjects each celebrity might teach. I can discuss the advantages and disadvantages of different styles of education. I can understand short conversations on different topics. I can complete a form with information about myself. 35

CEF ref

Pages

Learning and Exam skills Summary Opinions and reasons. Descriptions of people. For & against ideas.

CLIL

B1 B1 B1

Speaking

Listening Writing

34 38/39

B1 B2 B1

Identify to topic of a conversation. Completing g forms. Write replies to emails. Communication skills.

Pearson Longman 2009/2010

I can complete gaps in a personal letter. I can write a reply to an email from notes. Unit 4 Reading I can understand a magazine article in which four individuals describe their current activities and plans. Future forms: Present continuous, going to, Future Simple, Future continuous, Future perfect simple. Intensifying adjectives. Future time clauses. I can summarise another persons feelings. I can give reasons for activity choices. I can say what I would like to do and give reasons. I can list what I would take with me for a hypothetical event. I can describe my regular routines. CEF I can understand recorded descriptions of experiences. I can complete a closed holiday report. I can plan and write a formal letter, in response to an advertisement, asking for further information. Grammar, vocabulary, cloze emails. I can read a magazine article describing reactions to a TV series. adverb>adjective formation Past Perfect Simple Past Perfect Continuous used to for past states 44 48/49 40/41 42/43 46/47 45 B1 B1 B1 Hypothetical decisions. Extreme sports Health and fitness B1 B1 Search for specific information in a collection of texts.

Language

Speaking

Unit 4 Contd Listening Writing REVISE Unit 5 Reading Language

CEF ref

Pages

Learning and Exam skills Combine information from different sources. Report writing Letter writing.

CLIL

B1 B1

52/53 54/55 58/59

B1

Match captions to photographs. Answer multiple choice questions. Understand words from context.

Science, Literature

Pearson Longman 2009/2010

Speaking

Listening Writing

used to and would for repeated actions in the past I can select and summarise parts of a text. I can say why I would or would not do something. I can discuss the advantages and disadvantages of fame. I can ask questions politely. I can express preferences about films. I can describe characters and special effects in films. I can understand a radio interview describing past events. I can listen for the main stress in statements. I can write a short fictional story using time markers to sequence events and incorporating direct speech to make the story more vivid.

57

B1 B2

Selective summary. For & against. Polite questions. Express preferences

Cinema and literature

56 60/61

B1 B1 B1

Predict likely questions. Using time markers in narratives.

Exam skills Language development

Unit 6 Reading

CEF I can understand a magazine article in which four individuals describe their experiences at a fitness club. Vocabulary: parts of the body, phrasal verbs, compound nouns Modals:ability in present and past Modals: obligations and necessity Gerunds as names for sports Sports vocabulary and collocations Modals: should/shouldnt have done neednt have done cant have done could/ may/might have done I can give and oral summary of events using time

refCEF

Pages

Learning and Exam skills True /false Qs. Comprehension Qs, Match meanings to words.

CLIL Life science: Health, fitness and diet

62/63 64/65 68/69

B1 B1 B2

Language

Speaking

67

B2

Summarise using time markers.

Pearson Longman 2009/2010

Listening Writing Unit 7 Reading

markers. I can describe unnecessary or regrettable activities. I can understand a radio interview about a training camp. I can understand a radio discussion about teenage fitness. I can plan and write an essay presenting arguments in favour of or against a proposition. I can understand a magazine story about anger management.

B2 66 B2 B2 B2 B2 B2 B1

Agree and disagree politely.

70/71

Write in an appropriate register.

75

Insert missing sentences in the correct gaps. Match words / definitions

Health: anger management

Unit 7 Contd

CEF Vocabulary: emotions Indirect objects Imperatives Word formation: nouns from verbs and adjectives suggest for advice would rather / would prefer for preference I can summarise a text. I can describe events which I regret. I can give advice. I can make suggestions. I can understand multiple conversations. I can complete a cloze diary extract. I can plan a write a letter giving advice, supporting my advice with reasons.

refCEF

Pages

Learning and Exam skills

CLIL Sports safety

74/75

Language

Speaking Listening Writing

76/77 80/81 79 78 82/83

B1 B1 B2 B2

Summarise Give advice Make suggestions Identify the topic and context and answer a question. Cloze Plan advice letter

Pearson Longman 2009/2010

Unit 8 Reading I can understand a brochure and encyclopaedia entries about endangered species and environmental experiences. Vocabulary: different environments, collocations Conditionals: zero, first, second, third if/ unless Phrasal verbs with be Have / get something done I can describe the landscape and wildlife in my own country. I can express my opinion about using animals as symbols. 84/85 86/87 B1 Use headings to locate information quickly. Environmental science

Language

Speaking

86/87 90/91

B2 B2

Describe landscape.

Unit 8 Contd Listening Writing REVISE Unit 9 Reading Language

CEF I can understand extracts from: a radio programme, a presentation, a lesson, an interview, a statement of preference, a comment on changes. I can plan, prepare and write a report using a formal or neutral style and impersonal statements. Grammar and vocabulary I can understand four film reviews. I can find common features. I can read a book review. Frequent passive forms. Vocabulary: crime and criminals Word families Modals: possibility: may/ might/ could

CEF ref

Pages

Learning and Exam skills Combine information from different sources. Report writing

CLIL

88/89 92/93 94/95

B2 B2

B2

Combine information from different sources. Use grammatical and lexical links to read faster.

Cinema, reviewing skills Body language

96/97

Pearson Longman 2009/2010

Speaking

Listening Writing

certainty: must / have to impossibility: cant/ must have done/ cant have/ couldnt have I can talk about films I have seen. I can summarise the plot of a film or TV series. I can say why I watch or dont watch detective series. I can tell jokes and anecdotes. I can participate in a discussion of ideas concerning school rules. I can understand five different speakers describing their experiences of crime or bad behaviour. I can plan and write a narrative story using correct paragraphing, topic sentences, adjectives and adverbs. CEF I can understand a magazine report on work experience in a TV station. Vocabulary: news and people in the news media Gerunds and infinitives Syllable stress Phrasal verbs I can summarise a process. I can comment on the qualities required by a newsreader. I can talk about my interest in local and international news. I can express contrasting opinions. I can discuss topics for articles in the school newspaper.

98/99 102/103

B2 B2 B2

Report experiences. Summarise plots. Give reasons for preferences Participate in discussion. Tell jokes Combine information from different sources. Narrative writing Citizenship

101 100

B2 B2

Unit 10

CEF ref

Pages

Learning and Exam skills Identify the topic of different paragraphs. Answer multiple choice questions. Understand words from context. Read and understand newspaper headlines.

CLIL Careers: work experience

106/107

Reading

B1 B1

106/107

Language

108/109 112/113

B1 B2 B1

Speaking

Summarise process. Substitute known words for unknown words Combine information from different sources. Describe news interests

Pearson Longman 2009/2010

Listening

Writing REVISE

I can use questions to predict what will be said in a news item. I can understand someone describing different TV news stories. I can write a magazine article describing the skills required for a young TV reporter. Grammar and vocabulary.

111

B1 B1 B2 B2

Prediction. Combine information from different sources. Write an interesting introduction and conclusion. Organise ideas into paragraphs in the body of the article. Careers

110

114/115

Unit 11

CEF I can understand a magazine article about converting a warehouse into an apartment. I can read letters in response to job advertisements. Vocabulary: employment and careers Reporting statements and questions. Indirect questions for polite enquiries. I can summarise a text. I can speculate what happens later. I can discuss the advantages or disadvantages of different careers. When offered options, I can explain why I havent chosen each rejected option. I can discuss the advantages of summer jobs. I can understand two speakers speaking about work experience. I can understand a radio talk in five parts about work experience in the USA.

refCEF

Pages

Learning and Exam skills Place missing sentences in gaps in the text using synonyms to help.

CLIL Careers Home improvements Careers

119/124

B2

Reading

118/119 120/121 124/125 B2 B2 For & against. Explaining choices.

Language

Speaking

123

B2

Listening

Combine information from different sources.

Pearson Longman 2009/2010

Writing Unit 12

I can plan, organise and write a formal letter in response to a job advertisement. CEF I can read and understand an internet article about an internet project. I can read a text about an author.

124/125 Pages

B1 refCEF

Formal letter, response to advertisement. Learning and Exam skills Use headings to find information in the article. Find words to match meanings. CLIL Computers and information technology

126/127

B2

Reading

Unit 12 Contd

CEF Vocabulary: computer technology Collocations Defining and non-defining relative clause Using adjectives in correct order Modals: regrets about the present wish/if only wishes for the future: wish / if only + would regrets about the past: wish / if only + past perfect I can summarise an article. I can express my opinions about an idea and give reasons. I can name my favourite website and explain why I like it. I can engage in conversations, commenting on and expanding the other speakers ideas and presenting my own ideas politely. I can describe my wishes. I can listen to and follow a formal presentation.

refCEF

Pages

Learning and Exam skills

CLIL

128/129

Language

130/131 134/135

B2 B2

Summarise Express opinions and give reasons. Express preference and give reasons. Participate in conversation.

Speaking

133

B2

Listening Pearson Longman 2009/2010

Follow a presentation. Listen for gist, specific information and attitudes.

Learning skills

Writing

REVISE

I can complete a set of internet safety rules. I can plan, organise and write an opinion essay on a given topic. I can present the arguments in favour or against in a balanced way. I can summarise the argument and present my own opinion. Grammar and vocabulary

136/137

B2

Opinion essay

Cross-curricular academic writing skills

138/139

General description Activate B1+ is a course in general English for teenagers. It consolidates and extends the grammar and vocabulary required for B1 level. In addition, the exercise types train students in examination skills since they echo task items found in the PET examination. The reading skills development work includes a wide range of text types, including magazine articles, stories, reports and letters. Listening includes interviews, reports, discussions, radio programmes as well as 12 authentic video clips on the DVD. Students are trained in doing multiple choice comprehension questions, identifying topics, completing cloze tasks, and understanding words from context. Listening tasks include basic comprehension, identifying speakers and contexts and noticing attitudes. In speaking, students are trained to ask for and give information, ask for and express opinions giving reasons, discuss topics, undertake surveys, tell stories, describe pictures and objects, maintain extended conversations and produce oral summaries. Students are also trained to write formal and informal letters, reports, stories, reviews and letters of complaint. CLIL and cross-curricular work The topic material in the book and on the DVD provides many links across the learning curriculum. There are links to citizenship, arts, science, geography, computer science, media studies, social studies. Topics also approach important behaviour related topics which are important for teenage learners such as health, fitness, anger management, a good diet, and respect for rules. This topic work will benefit from the students background knowledge in these areas as well as extending the students knowledge and understanding. The training in both language and academic learning skills in Activate B1+ will be transferable across the curriculum, so, for example, the training in planning written tasks will generate benefits in many different curriculum areas.

Pearson Longman 2009/2010