Upper Intermediate Course Syllabus

Upper Intermediate Course Syllabus

(using " Touchstone 4" )

Aims

This syllabus intends to develop in the students the ability to communicate effectively in Standard English through:

Communicative competence •: the ability to communicate with clarity, relevance, accuracy and variety.

Creativity •: the ability to use language, experience and imagination to respond to new situations, create original ideas and make a positive impact.

Critical skills •: the ability to scan, filter and analyse different forms of information.

Cross-cultural awareness •: the ability to engage with issues inside and outside own community, dealing with the familiar as well as the unfamiliar.

Hours	Topic	Pages	Language point	Vocabulary
	Introductions - Getting to know you - Course Overview		Break the ice, warm up
	Interesting lives - Ask questions to find out about someone’s interests and background - Tell interesting stories about your own life	pages 1-10	-Use the present tense to highlight key moments in a story -Use this and these to highlight important people, things, and events in a story	Verbs followed by verb + -ing or to+ verb
	Personal tastes -Talk about makeovers, style, and fashion -Talk about your tastes in clothes and music	pages11–20	-Show understanding by summarizing what people say -Use Now to introduce a follow-up question on a different aspect of a topic	Colors, patterns, materials, and styles of clothing
	World cultures -Talk about aspects of your culture -Talk about manners, customs, and culturally appropriate behavior	pages 21–30	-Use expressions like in fact to sound more direct when you speak -Use of course to give information that is not surprising, or to show you understand or agree	-Cultural items, icons, and events -Manners, customs, and culturally appropriate behavior
	Socializing -Talk about things you are supposed to do, things you were supposed to do, and things that are supposed to happen -Talk about going out and socializing	pages 33–42	-Check your understanding by using questions in the form of statements -Use so to start or close a topic, to check your understanding, to pause, or to let someone draw a conclusion	Expressions with get
	Law and order -Talk about rules and regulations -Talk about crime and punishment	pages 43–52	-Organize your views with expressions like First (of all) -Show someone has a valid argument with expressions like That’s a good point	-Rules and regulations -Crimes and offenses, the people who commit them, and punishments
	Strange events -Talk about coincidences and strange events -Talk about belief in superstitions	pages 53–62	-Repeat your ideas in another way to make your meaning clear -Use just to make your meaning stronger or softer	-Strange events -Superstitions from around the world
	Problem solving -Talk about errands and solving problems -Talk about things you do yourself and things you get done somewhere else -Talk about things that need to be fixed	pages 65–74	-Speak informally in “shorter sentences” -Use expressions like Oops! and Uh-oh! when something goes wrong	Errands Household problems
	Behavior -Talk about your reactions and behavior in different situations -Describe other people’s emotions and personal qualities -Talk about hypothetical situations in the past	pages 75–84	-Use expressions such as That reminds me (of). . . to share experiences -Use like informally in conversation	-Emotions and personal qualities -Expressions describing behavior
	Material world -Talk about possessions and being materialistic -Discuss money and money management	pages 85–94	-Report the content of conversations you have had -Quote other people or other sources of information	-Expressions to describe ownership and possessions -Money
	Fame -Discuss hypothetical situations in the past and what might (not) have happened to you and others if things had been different -Talk about celebrities and being famous	pages 97–106	-Use tag questions to soften advice and give encouragement -Answer difficult questions with expressions like It’s hard to say	-Expressions to becoming famous, being famous, and losing fame
	Trends -Describe social and urban change -Describe environmental problems	pages 107–116	-Refer back to points made earlier in a conversation -Use more formal vague expressions likeand so forthand etc.	-Expressions to describe change -Environmental problems
	Careers -Talk about planning a career -Discuss different jobs people do -Talk about hopes and expectations for the future	pages 117–126	-Introduce what you say with expressions like The best part was (that). . . -Use I don’t know if. .. to introduce a statement and involve the other person in the topic	-Expressions to describe a job search -Areas of work, professions, and jobs
Total 120

The remaining hours (15) will be use for extra assesment purposes (activities in class will also be consider as measures of students progress)

Notes: This syllabus contains the main structure of the course and the complementary activities include and are not restricted to: listening, reading, writing, assigments, free talk, etc.

Instructor: Nelson Rodrí guez

Instructor’s email: fearlesstolive@hotmail. com

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