Viewpoint is an innovative course that's based on extensive research into the Cambridge English Corpus, taking students to ahigher level of proficiency to become effective communicators. Viewpoint 1Student's Book is for young adult and adult students who have reached anupper-intermediate level of English proficiency (B2). Each of the 12 units inthis book teaches the language, skills, and strategies that students need toprogress beyond intermediate level and to speak and write in English naturally, effectively, and appropriately. From the same author team as the ground-breakingTouchstone series, Viewpoint 1 also draws on the Cambridge International Corpuswhich underpins a highly effective approach to teaching English language.
In HI1 level, the first 5 units of Viewpoint 1 will be covered.
Unit 1: Social networks
· Function/topics
Asking questions to get to know someone and Talking about friends and social networkinghabits.
· Grammar
Using the present tense, tend, and will to talk about habits.
· Vocabulary
Personality traits (e.g. open-minded ,pushy, talkative) • Formal verbs(obtain, withhold, accuse).
· Conversation strategies
Asking questions to find out or check information ; Using And, But, and So to start questions which link back to what the previousspeakers aid.
· Reading
Future college students and employees, beware!
· Writing
Write a script for a debate over whether or not employers should judge applicants by theironline profile • Plan an argument • Contrast ideas and arguments • Avoid errorswith whereas.
Unit 2: The media
· Function/topics
Talk about the influence of the media and celebrities; Share views on the impact of TV, online videos, and video games
· Grammar
Use defining and non-defining relative clauses to give and add information; Use thatclauses to link ideas
· Vocabulary
Nouns and prepositions (increase in, impact on); Formal expressions complex issue
· Conversation strategies
Use which clauses to comment on your own and others’ statements
Use You know what . . . ? to introduce a comment on what you’re going to say
· Reading
Not just a game, An article about the impact of violent video games on youngpeople
· Writing
Write a paragraph in an essay about whether songs with violent lyrics should be banned Use topic sentences
List ideas ; Avoid errors with listingexpressions
Unit 3: Stories
· Function/topics
Talk about life lessons and experiences; Tell stories about yourchildhood
· Grammar
Use the past tense and present perfect forms; Use the simple past, past perfect, and past perfectcontinuous
· Vocabulary
Expressions for school related experiences (count toward grade) • Verbs (slip, tug, etc.)
· Conversation strategies
Interrupt a story you are telling to make a comment and then come back to it • Use (It’s) no wonder tosay something is not surprising.
· Reading
Saturday • A short story about a woman who suddenly feels invisible
· Writing
Write a narrative article about a positive or negative experience with people • Brainstorm andplan • Use verbs to structure an article • Avoid errors with the pastperfect
Unit 4: Working lives
· Function/topics
Discuss and give advice on finding and changing jobs • Share opinions about perks and benefits offered by employers
· Grammar
Use countable and uncountable nouns • Generalize and specify using definite and indefinitearticles.
· Vocabulary
Verb + noun collocations on the topic of finding a job (achieve a goal) • Word families(solve – solution)
· Conversation strategies
Show your attitude toward what you say with -ly adverbs• Use As a matter of fact or Infact to give new information
that you want to emphasize, or to correct whatsomeone assumes or expects.
· Reading
Career help: What questions should I ask at a job interview?• An article outlining questions a job applicant should
andshouldn’t ask during an interview.
· Writing
Write a personal statement for an application form • Use nouns in formal writing • Avoiderrors with uncountable nouns
Unit5: Challenges
· Function/topics
Talk about world issues and ways to help • Share wishes, hopes, and regrets about the world; Hypothesize on making the world a betterplace.
· Grammar
Use conditional sentences to talk about Hypothetical events in the present or past; Use wish and hope totalk about wishes, hopes, and regrets.
· Vocabulary
World problems and solutions (eradicate poverty); Word building (devastate, devastation, devastated)
· Conversation strategies
Suggest possible scenarios or ideas with What if . . . ?,suppose, and imagine; Use I suppose to show that you’re not 100 percentsure.
· Reading
On the Mercy Ships, An interview with Dr. Leo Cheng, whose volunteer work with Mercy Ships changes lives indeveloping countries.
· Writing
Write an email inquiry about volunteering • Use it as subject and object • Avoid errors with verbforms