1. FIRST TERM: IDENTITY AND STEREOTYPES
The first block revolves around the topic of identity and stereotypes. At the end of the term we shall watch
the film Bend it like Beckham to illustrate gender and national stereotypes.
LISTENING
•Listen to someone talking about his family history.
•Listen to a set of interviews.
•Listen to people talk about landmarks in their lives.
•Listen to people talk about their regrets.
•Listen to and watch ads that challenge stereotypes.
•Listen to people talking about national stereotypes.
•Listen to people describing what they like/hate about others.
READING
•Read news stories
•Read a report on football violence.
•Read your classmates’ narratives
•Read your classmates’ “I poems”
•Read and answer questionnaires on gender attitudes.
•Read texts from blogs and websites dealing with identity.
•Read a newspaper article to identify facts and opinions.
•Read non abridged articles on gender issues from quality newspapers such as The Guardian.
•Read a short story on hooliganism and peer pressure ” One of the lads” from Frozen Pizza by Antoinette
Moses: http://www.teachingenglish.org.uk/sites/teacheng/files/bendit_afterreading.pdf
•Read an adaptation of Oscar Wilde’s ” the Ghost of Canterville”. American/English stereotypes:
http://www.ego4u.com/download/pdf/canterville-ghost_easy.en.pdf
WRITING
•Contribute with a comment on a forum/ web page/blog/on line magazine.
•Write a review of an add.
•Write a description of a person.
•Write an “I am poem”.
•Write a short narrative of a memorable experience. Describe your feelings and reactions.
•Write summaries of class sessions.
•Write a summary of a talk.
•Write a questionnaire.
•Write a set of thought provoking questions.
•Write summaries and react to short articles on a British Council teen site on a variety of topics. (graffiti,
space tourism, selfies, zoos, celebrities)
SPEAKING
•Compare personality test results with your classmates.
•Talk about your personality: weak and strong points.
•Discuss peer pressure issues: Bullying, hooliganism.
•Discuss what makes us the way we are: background/genes/culture/environment/education.
•Discuss how to prevent and stop violent behaviour in football matches.
•Talk about types of interviews and interview experiences: role-play an interview.
•Talk about important people in your life.
•Discuss the role played by media in the way we perceive ourselves.
•Comment on results of a questionnaire on empathy.
•Talk about and share a memorable moment in your life with your classmates.
•Describe a photo portrait. Explain the reason of your choice.

2. •Oral presentation on walls built in the last 25 years all over the world. Where? Why? How long? Type?
Testimonies?
LANGUAGE KNOWLEDGE AND USE
•Question forms including subject/object questions and questions with propositions:
https://learnenglish.britishcouncil.org/en/grammar-reference/question-forms-subjectobject-questions.
•Past tenses and irregular verbs.
•Review of verb tenses: Present and past simple versus present and past continuous: Past simple versus
present perfect.
•Collocations: get/take/do
•Narrative tenses
VOCABULARY
•Relationships
•People’s personality and looks.
•Feelings and emotions.
•Family.
•Friends.
SECOND TERM: THE FUTURE; DYSTOPIAN SOCIETIES.
The second block revolves around the future. As a starting point we shall watch Blade Runner, a science
fiction classic movie. It will trigger discussion on whether predictions made in dystopian narratives have
actually come true or are likely to do so in the near future.
LISTENING
•Listen to people talk about how they spend their free time
•Listen to and watch videos of experts talking about the future
•Listen to and watch videos about high tech gadgets
•Listen to and watch different science fiction film trailers set in dystopian societies: Her; 1984; Interstellar;
The Hunger Games; Matrix;
•Listen to videos explaining how inventions work.
READING
•Read news stories connected with inventions and technological advances.
•Read texts from blogs and websites dealing with technology.
•Read newspapers articles to identify facts and opinions.
•Read non abridged articles on ethical issues posed by technological advances.
•Read film reviews of science fiction films.
•Read instructions of a gadget.
•Read comparative descriptions of a new gadget in a forum/web page.
WRITING
Write an opinion essay
•Write a narrative using personification techniques: My life as…
•Write a short review of a new gadget/app/
•Write a description of a gadget/app
•Write a review of a film
•Write a plot outline: Blade Runner sequel
•Write a set of questions you would like to ask to a speaker of a Ted talk on future technological advances
•Write summaries of class sessions.
•Write a summary of a talk.
•Write speech bubbles.
SPEAKING

3. •Make an oral presentation on an innovative house appliance.
•Discuss alternative endings for films/books/plays
•Ask people about their expectations for the future.
•Discuss features of dystopian societies.
•Compare changes in leisure patterns
•Compare timelines and talk about how life has changed/will change/is changing.
LANGUAGE KNOWLEDGE AND USE
•relative clauses
•passive tenses
•stress patterns in poetry
•False friends
•Functional language: expressing probability (likely/unlikely)
•Functional language: agreeing and disagreeing
•Different ways to express the future
VOCABULARY
•Technology
•Films
•Science fiction
•Idioms with time
•Household appliances
•City life
•Apps
THIRD TERM: ENTERTAINMENT
The third block revolves around entertainment. As a starting point we shall watch Shakespeare in Love, a
romantic comedy-drama film. The film depicts an imaginary love affair involving Viola de Lesseps and
playwright William Shakespeare while he was writing Romeo and Juliet. Several characters are based on
historical people, and many of the characters, lines, and plot devices allude to Shakespeare’s plays.
The film will trigger discussion on how entertainment has changed throughout history. We shall also study
some of the features of English Renaissance theatre, also known as Elizabethan theatre, which refers to
the theatre of England between 1562 and 1642.
LISTENING
•Listen to people talk about what Elizabethan theatre was like
•Listen to and watch a video to find out what a iambic pentameter is
•Listen to and watch videos of people talking about how they like to spend their leisure time.
•Listen to and watch videos reviewing a play/film/ballet/opera
•Listen to and watch different film trailers: Birdman, Romeo and Juliet, West Side Story.
READING
•Read news stories connected with cultural issues.
•Read texts from blogs and websites dealing performing arts.
•Read newspapers articles on new forms of entertainment.
•Read non abridged articles on ethical issues posed by reality shows.
•Read a film/play reviews of films.
•Read interviews with film directors.
WRITING
Write an opinion essay
•Write a narrative using personification techniques: My life as…
•Write a short review of a play/film
•Write a plot outline of one of Shakespeare’s plays.

4. •Write summaries of class sessions.
•Write a summary of a talk.
•Write speech bubbles.
SPEAKING
•Discuss with your peers how you spend your leisure time.
•What do you expect poets/playwrights to be like? What about Inspiration?
•Make an oral presentation on one of the issues posed by the film Shakespeare in Love. Cross dressing; a
play within a play; censorship; women in the entertainment business; arranged marriages.
•Discuss possible settings for some Shakespeare plays
•Discuss ethical issues posed by reality shows
•Debate: Films versus Theatre
•Compare changes in entertainment patterns according to sex/age/education
•Talk about how people spend their leisure time.
•Recite some poems/ Read aloud some play excerpts.
LANGUAGE KNOWLEDGE AND USE
•Questions/tag questions
•Reported speech
•Relative clauses
•Passive tenses
•Functional language: agreeing and disagreeing
•Adverbs
VOCABULARY
•Entertainment
•Realities/TV shows/Concerts/ Shows
•Idioms with play
•Performing Arts
•Theatre
•Films versus Plays
•Dance/Opera/music
•Sports