| Unit
1: Advertising on the Air |
| Theme:
Advertising
Listening One: Advertising on the Air (A classroom
lecture)
Listening Two: Negative Appeals (Another excerpt from
the lecture) |
| Critical
Thinking Skills |
- Critique magazine
and television ads
- Identify salient features
of an ad
- Propose advertising
campaigns according to market information
- Infer word meaning
from context
- Support answers with
information from the lecture
- Identify intended
market of ads
- Compare and contrast
advertising strategies
- Correlate examples
with abstract principles
|
| Listening
Tasks |
- Identify chronology
- Listen for details
- Relate listenings
to personal values
- Synthesize information
from both listenings
- Identify emphasis
in speech
- Listen to and evaluate
student product promotions
- Identify message and
strategy of student ads
|
| Speaking
Tasks |
- Make predictions
- Propose advertising
strategy
- Comment on ads using
new vocabulary
- Read ads aloud with
proper stress and intonation
- Promote a product
with attention-grabbing language
- Offer advice using
imperatives
- Create, rehearse,
and perform a TV ad
- Record a two-minute
summary of research
|
| Pronunciation |
|
| Vocabulary |
- Context clues
- Synonyms
- Definitions
|
| Grammar |
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| Unit
2: Pushing the Limit |
Theme:
Extreme Sports
Listening One: Journal of a Mountain Climber (An audio
journal)
Listening Two: Sensation Seekers (A psychology lecture) |
| Critical
Thinking Skills |
- Challenge stereotypes
- Infer word meaning
from context
- Support opinions with
examples from the text
- Infer information
not explicit in the text
- Correlate an individual
example with broad trends
- Rank outdoor activities
- Analyze survey results
|
| Listening
Tasks |
- Identify main ideas
- Listen for details
- Interpret speaker's
emotions
- Synthesize information
from two listenings
- Distinguish between
vowels sounds
- Listen for specific
information in student responses
- Classify sounds
- Listen to student
presentations and take notes
|
| Speaking
Tasks |
- Discuss interests
in sports
- Construct and perform
a dialogue using new vocabulary
- Elaborate extemporaneously
on an idea
- Ask and answer questions
about personal preferences
- Make travel suggestions
- Express and defend
opinions
- Conduct a survey
- Present research on
a sport
|
| Pronunciation |
- Front vowels /iy/,
/
 /, /ey/, / /
|
| Vocabulary |
- Context clues
- Definitions
- Synonyms
|
| Grammar
|
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| Unit
3: Too Good to Be True |
| Theme:
Fraud
Listening One: Too Good to Be True (A news report
on fraud)
Listening Two: Interviews (Four interviews with victim
of fraud) |
| Critical
Thinking Skills |
- Critique a solicitation
from a con artist
- Theorize about the
success of fraud
- Infer word meaning
from contex
- Support opinions with
reason
- Evaluate one's susceptibility
to fraud
- Choose appropriate
punishments for criminal acts
- Hypothesize outcomes
|
| Listening
Tasks |
- Identify chronology
in a report
- Listen for details
- Interpret speaker's
tone and emotions
- Support answers with
information from the text
- Identify a con artist's
strategies
- Listen for rhythm
in speech
- Listen for reductions
in speech
- View and critique
a movie
- Listen to and comment
on student research findings
|
| Speaking
Tasks |
- Describe types of
fraud
- Share experiences
- Make predictions
- Recount experiences
using new vocabulary
- Express and defend
opinions
- Facilitate a group
discussion
- Agree or disagree
with statements
- Make comparative statements
- Present research findings
on fraud
|
| Pronunciation |
|
| Vocabulary |
- Context clues
- Definitions
|
| Grammar
|
- Equatives and comparatives
|
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| Unit
4: The Art of Storytelling
|
Theme:
Storytelling
Listening One: "Lavender" (A story)
Listening Two: An Interview with Jackie Torrence
(A
conversation with a professional storyteller) |
| Critical
Thinking Skills |
- Interpret a photograph
- Express opinions about
different types of storytelling
- Infer word meaning
from context
- Analyze storytelling
techniques
- Analyze and describe
characters in a story
- Support opinions with
reasons
- Match actions to their
consequences
- Interpret meaning
from text
|
| Listening
Tasks |
- Listen for the main
ideas
- Identify chronology
in the story
- Interpret a speaker's
emotions
- Synthesize information
from two listenings
- Take a dictation
- Identify stress patterns
in speech
- Listen for specific
information in student responses
- Take notes on interviewee
responses
- Listen to and evaluate
student responses
|
| Speaking
Tasks |
- Make predictions
- Enhance storytelling
with adjectives, adverbs, and details
- Practice composing
descriptive sentences
- Make statements of
purpose
- Collaborate to create,
rehearse, and perform a story
- Record a summary of
a story
- Conduct an interview
|
| Pronunciation |
- Rhythm of prepositional
phrases
|
| Vocabulary |
- Context clues
- Word definitions
- Synonyms
- Dictionary work
|
| Grammar
|
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| Unit
5: Separated by the Same Language |
Theme:
Language
Listening One: Accent and Identity (An interview)
Listening Two: Code Switching (A lecture on linguistics)
|
| Critical
Thinking Skills |
- Interpret a cartoon
- Recognize personal
bias and stereotypes about accents
- Classify information
- Infer word meaning
from context
- Interpret word usage
- Hypothesize scenarios
- Infer information
not explicit in the listenings
- Hypothesize another's
point of view
- Analyze problems and
propose solutions
|
| Listening
Tasks |
- Listen for main ideas
- Listen for details
- Listen closely to
interpret a speaker's emotions
- Relate listening to
personal values
- Take notes on a lecture
- Integrate information
from two listenings
- Listen for specific
information in student responses
|
| Speaking
Tasks |
- Make predictions
- Pose and respond
to questions
- Lead a group discussion
- Express and defend
opinions
- Compare past and present
abilities with modals
- Present a plan to
improve English skills
- Present research on
slang
- Conduct an interview
and report findings
|
| Pronunciation |
|
| Vocabulary |
- Word definitions
- Context clues
|
| Grammar
|
- Modals of ability
and possibility
|
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| Unit
6: Culture and Commerce |
| Theme:
Tourism
Listening One: Radio News Report (A report on the
Pa Daung tribe)
Listening Two: Town Hall Meeting in Hyannis, Cape Cod
(Two opposing views on tourism) |
| Critical
Thinking Skills |
- Recognize personal
assumptions about tourism
- Evaluate the advantages
and disadvantages of tourism
- Infer word meaning
from context
- Support opinions with
reasons
- Hypothesize outcomes
- Compare and contrast
vacation experiences
|
| Listening
Tasks |
- Listen for main ideas
- Listen for details
- Interpret speaker's
tone and emotions
- Identify contrasting
viewpoints in the listening
- Synthesize information
from two listenings
- Categorize end sounds
- Take a dictation
- Listen to student
presentations and pose questions
|
| Speaking
Tasks |
- Make predictions
- Express and defend
opinions
- Use new vocabulary
in an open conversation
- Tell a story using
transition words
- Interview a classmate
- Summarize an interview
- Outline, rehearse,
and present a three-minute speech
- Present a poster session
about a local tourist attraction
|
| Pronunciation |
|
| Vocabulary |
- Context clues
- Word definitions
- Vocabulary classification
|
| Grammar
|
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| Unit
7: Joking Around |
Theme:
Humor
Listening One: What's So Funny? (An interview with a
sociologist)
Listening Two: More Jokes (Eight jokes) |
| Critical
Thinking Skills |
- Interpret jokes
- Compare personal preferences
in humor
- Infer word meaning
from context
- Classify types of
jokes
- Distinguish between
ironic and non-ironic statements
- Draw conclusions
- Evaluate and rank
quality of jokes
|
| Listening
Tasks |
- Identify main ideas
- Listen for details
- Interpret speaker's
tone of voice
- Compare observations
in listening to one's personal observations
- Listen to jokes and
predict punch lines
- Decipher words spoken
with reduced pronunciation
- Take notes on student
information
|
| Speaking
Tasks |
- Make predictions
- Give examples to
illustrate new vocabulary
- Compose and tell original
jokes
- Discuss preferences
in entertainment
- Ask for repetition
or clarification
- Ask and answer questions
in an information gap activity
- Practice telling and
reacting to jokes
|
| Pronunciation |
- Reduction of h
in pronouns
|
| Vocabulary |
- Word definitions
- Phrasal verbs
- Context clues
|
| Grammar
|
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| Unit
8: Traditional or Trendy? |
Theme:
Fashion
Listening One: Interview with Shanika De Silva (A
conversation about Sri Lankan fashion)
Listening Two: Interview with a Fashion Designer
(A
conversation about current fashion trends) |
| Critical
Thinking Skills |
- Compare and contrast
two types of dress
- Compare cultural norms
of dress
- Interpret word usage
- Analyze the advantages
and disadvantages of traditional dress
- Hypothesize point
of view
- Compare and contrast
points of view
- Analyze relationships
between words
- Interpret the significance
of how a person dresses
|
| Listening
Tasks |
- Identify main topics
- Listen for details
- Interpret speaker's
attitude
- Relate listening to
personal values
- Identify a speaker's
point of view
- Synthesize information
from two listenings
- Identify thought groups
in speech
- Listen to student
presentations and answer questions
|
| Speaking
Tasks |
- Make predictions
- Express opinions
- Give impromptu definitions
of new vocabulary
- Group words for appropriate
intonation and meaning
- Manipulate intonation
to change meaning of a sentence
- Describe changes in
fashion using the phrase used to
- Outline, rehearse,
and present an introduction to an oral report
- Give an impromptu
presentation using an outline to quickly organize ideas and notes
- Give an oral report
on research
|
| Pronunciation |
|
| Vocabulary |
- Context clues
- Definitions
- Synonyms
- Analogies
|
| Grammar
|
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| Unit
9: To Spank or Not to Spank? |
| Theme:
Punishment
Listening One: A Radio Report (A report on spanking)
Listening Two: Experts opinions (Three experts talk
about spanking) |
| Critical
Thinking Skills |
- Recognize personal
assumptions about spanking
- Infer word meaning
from context
- Identify arguments
for and against spanking
- Evaluate persuasiveness
of arguments
- Analyze strategies
speakers use to support their opinions
- Compare and contrast
past and current childrearing practices
- Develop arguments
in favor of or against an issue
|
| Listening
Tasks |
- Determine a speaker's
point of view
- Identify supporting
ideas
- Take notes using a
graphic organizer
- Listen for details
- Interpret a speaker's
intensity of opinion
- Relate listening to
personal values
- Synthesize information
from two listenings
- Identify end sounds
- Listen for specific
information in student responses
|
| Speaking
Tasks |
- Share background information
- Make predictions
- Make impromptu opinion
statements using new vocabulary
- Support an opinion
with facts, statistics, examples, and anecdotes
- Ask and answer questions
- Conduct a debate
- Express and defend
opinions
- Use an outline to
organize an argument
- Summarize observations
on child discipline
|
| Pronunciation |
- Final consonants
- Tongue twisters
|
| Vocabulary |
- Word definitions
- Context clues
- Vocabulary classification
|
| Grammar
|
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| Unit
10: Before You Say "I Do" |
| Theme:
Marriage
Listening One: A Prenuptial Agreement (An interview
with newlyweds)
Listening Two: Reactions to the Prenuptial Agreement
(Five opinions) |
| Critical
Thinking Skills |
- Interpret quotations
- Judge the value of
a prenuptial agreement
- Infer word meaning
from context
- Hypothesize another's
point of view
- Support opinion with
information from the text
- Develop arguments
for and against an issue
- Evaluate the quality
of arguments
|
| Listening
Tasks |
- Identify main ideas
- Listen for details
- Determine a speaker's
point of view
- Identify supporting
reasons
- Listen for emphasis
in speech
- Listen for student
interruption strategies
- Listen closely to
interpret meaning
|
| Speaking
Tasks |
- Make predictions
- Express and defend
opinions
- Perform a role play
using new vocabulary
- Use word stress to
change the meaning of a sentence
- Practice interrupting
politely
- Present a topic and
lead a group discussion
- Conduct an oral history
interview
- Research a topic and
make a class presentation
|
| Pronunciation |
|
| Vocabulary |
- Word definitions
- Context clues
|
| Grammar
|
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