CHEEKY MONKEY 1 - Macmillan · Web viewTeacher’s Book: Additional tasks. Teacher’s Book: Suggested homework sections. SB: Writing, Word pattern, Phrasal verb, Speaking and Grammar

CHEEKY MONKEY 1

LASER B1+

SYLLABUS

Area: Foreign Languages (English)

Upper Secondary Education

UNIT 1

Family Ties

OBJECTIVES

Throughout this unit, the student will be able to achieve the following points:

· Practice scanning for specific information.

· Learn topic vocabulary.

· Study and practice word formation (prefixes), phrasal verbs with up and metaphors (people).

· Study and practice the use of present simple and present continuous, stative verbs and word patterns.

· Practice listening for predicting.

· Learn and practice talking about family.

· Practice the pronunciation of /ɪ/ and /iː/.

· Learn to select the correct register and to write an informal letter or email.

· Revise the contents learnt by completing the activities of the Revision section for Units 1-2.

CONTENTS

Listening

· Listen to people talking about members of their family.

· Listen again and choose the best answers A-C.

· Listen to ten words and distinguish between the sounds /ɪ/ and /iː/.

Speaking

· Read what Julie says about her family.

· Choose the most natural way of expressing each idea about what she says.

· In pairs, ask and answer questions using the phrases given.

· Practice word formation by using prefixes in, un, im, dis, il or ir, completing the sentences with the correct negative form of the word in bold.

· Match the words in the box with the definitions to practice phrasal verbs with up.

Reading

· Read the post and comments on a social networking site and say whose family sounds most like yours.

· Read again and decide if the statements are true or false.

· Write a word or short phrase from the comment to the post to answer each question.

· Use words or phrases from the article to complete the sentences.

Writing

· Read a writing task and say why their letter should be informal.

· Match the formal language with the informal language.

· Read the answer to the writing task.

· Find informal words in a letter.

· Decide if the statements are true or false.

· Look at the writing task and answer who you are writing to and why.

· Make a plan of your answers using your imagination.

· Use informal language and a conversational tone to write a letter.

· Check your work and tick (() what you have done from a list given.

· Practice stative verbs. Circle the correct tense in each sentence.

· Complete the sentence using the correct form of the verbs in the box.

· Practice adjectives to describe people by matching the words in the box with the correct definition.

· Complete the sentences with the words about temperature from the box to practice metaphors.

· Match sentences with explanations to do a present tense review.

· Circle the correct tense in each sentence.

Language knowledge and use

Linguistic knowledge:

· Grammar

· present simple and present continuous / stative verbs / word patterns

· Vocabulary

· topic vocabulary (people and relationships) / word formation (prefixes) / phrasal verbs with up / metaphors (people)

· Pronunciation

· /ɪ/ and /iː/.

Learning reflexion:

· Use of the Writing, Word pattern, Phrasal verb, Speaking and Grammar databases to organise, acquire, remember and use language.

· Progressive use of learning resources, such completing the Revision and the Check your Progress sections every two units.

· Reflection on the use of grammar structures adapted to different communicative aims by using the Grammar Database.

· Start using self-evaluation and self-correction strategies by completing the Planner section and the Quick Check section of the Grammar Database.

· Accept mistake as a part of the learning process.

· Show active participation in group works and activities by doing online projects in the Webquests section.

· Show self-confidence and initiative to express themselves in public by studying the Speaking Database and completing all the Speaking activities.

BASIC COMPETENCES

Basic Competence

Page

Activity

Evaluation Criteria

C1

Linguistic communicative competence.

SB pages 6-13

All the activities of the unit use the language as an instrument of communication. E.g. reading the Grammar sections of the unit.

Show interest in learning English.

C2

Mathematical competence.

SB page 8

References to mathematical concepts, such as Km.

Learning Maths in English.

C3

Knowledge of and interaction with the physical world.

SB pages 6-7

Students read texts with references to typical families.

Express curiosity in learning about Social Science in English.

C4

Competence in information and communication technologies

Student’s CD-ROM, DigiBook and web pages: www.macmillanexams.com // www.macmillanenglish.com

Feel pleasure in using new technologies in order to revise and extend what they have learnt.

C5

Social and civil competence.

SB pages 6-13

Moral and Civic Education: Understand the importance of respecting family members

Education for Sexual equality:

Understand the importance of helping at home avoiding sex discrimination.

Be willing to respect all types of families.

Accept sexual equality in all fields

C6

Cultural and artistic competence.

SB pages 6-7

References to families in different parts or the world.

Show pleasure in learning cultural facts from other countries.

C7

The competence of learning to learn.

SB pages 22-23

Students complete the Review section for Units 1-2 revising the contents learnt in the units.

Show interest in learning how to learn English.

C8

The competence of personal autonomy and initiative.

SB page 13

SB pages 166-196

Use the Writing planner section so as to organise their writing task in an autonomous way.

Show initiative when doing the Quick Check in the Grammar Database section.

Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities.

C9

The emotional competence.

(Castilla la Mancha)

SB page 198

Students learn to work in groups respecting each other and admitting both their own success and their classmates’.

E.g. Do the Webquest for Units 1-2

Enjoy group participation.

Show respect for others in the group.

Socio cultural aspects and intercultural awareness

· References to families in different countries.

· Respect for others

· Respect for other cultures

LITERARY EDUCATION

· Assessment and active participation in literary activities in the classroom.

· Appreciation of literature as a source of pleasure showing criticism towards it.

· Development of reading autonomy.

· E.g.: Reading text: Babysitting

MacMillan also offers a wide range of reading books in English adapted to the age of the student. For further information please click the MacMillan Readers website: http://www.macmillanreaders.com/

CROSS-CURRICULAR ITEMS

· Social Science: People and relationships.

· Education for Citizenship: References to good behaviour at home.

ATTITUDES AND VALUES

· Politeness in the other language.

· Effort with new vocabulary and structures.

· Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.

· Overcome mental blocking when meeting new people in the target language

· Attentive-assertive listening

· Use of target language in class

MIXED-ABILITY ACTIVITIES

Consolidation activities:

· SB: Revision section for Units 1-2

· WB: Check your Progress section for Units 1-2.

· Student’s CD Rom activities for Unit 1

Extension activities:

· Teacher’s Book: Additional tasks.

· Teacher’s Book: Suggested homework sections.

· SB: Writing, Word pattern, Phrasal verb, Speaking and Grammar databases, and

Webquests.

EVALUATION

1. EVALUATION RESOURCES

· Formative evaluation

· Classroom observation to check both individual and global progress

· Workbook exercises.

· Skills: reading, writing, speaking and listening exercises

· Accumulative evaluation



· Teacher’s DVD-ROM:

· Unit 1 Test

· Term Test.

· Test Generator. Unit 1.

· Self-evaluation

· Writing planner section Unit 1

· Quick check task for Unit 1 in the Grammar database section.

2. EVALUATION CRITERIA

· Understand the general idea of texts about different families, and identify relevant details in oral messages related with them. (C1, C3, C5, C8)

· Express themselves with fluency and using the right pronunciation - intonation in conversations about relationships. (C1, C3, C5, C8)

· Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about families from different parts of the world. (C1, C3, C5, C8)

· Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing an informal letter or email. (C1, C6, C8)

· Use consciously his/her linguistic knowledge in order to listen to some people talking about members of their families. (C1, C3, C8)

· Use information and communication technologies in a guided way in order to look for information by doing the CD-ROM and website activities and webquests. (C1, C4, C7, C8)

· Identify some cultural elements related to the foreign language countries, by comparing families from different parts of the world. (C1, C3, C5, C6)

· Identify learning strategies used to progress in the learning process by completing the Revision and Check your Progress section for Units 1-2. (C1, C7, C8)

UNIT 2

The Open Road

OBJECTIVES


· Practice scanning for specific information as a reading skill.

· Learn topic vocabulary, confusable words and collocations (transport).

· Study and practice the use of the past simple and the past continuous;

· Learn the use of would, used to, be used to and word patterns.

· Practice identifying location as a listening skill.

· Learn and practice comparing.

· Practice the pronunciation of /æ/ and /e/.

· Learn to present an argument and to write an essay.


CONTENTS

Listening

· Listen and make notes of words and phrases connected to some means of transport. Work in pairs.

· Listen to some conversations and choose the location where each conversation is taking place.

· Listen again and write a word or short phrase in each gap.

· Listen and circle two words in each line which have the same vowel sound in them, to practice æ/ and /e/ pronunciation.

Speaking

· Make notes of things that trains and buses have in common to answer questions.

· Make notes of things that are different between trains and buses and answer question.

· Say which means of transport they prefer: the train or the bus, and why.

· In pairs, one should read instructions and the other should talk for a minute about transports. Then swap.

Reading

· Read an extract about transport from an encyclopaedia and check answers to the questions given.

· Read the article again and complete sentences by writing a number in each gap.

· Read the text again. For questions 1-5, choose the answers A-D.

· Match the words from the text in the box with the correct definition.

· Circle the correct word or phrase in each sentence to learn the use of would, used to, be used to.

Writing

· Make notes to answer some questions about transport.

· Read the writing task and say if they agree with the statements.

· Write an essay about transport.

· Complete the useful phrases with words from the box.

· Read the answer to the writing task and say if the writer agrees or disagrees with the statement.

· Read the essay again and circle the correct answer.

· Write an essay defending that the invention of the car changed the world.

· Practice would, used to, be used to. Rewrite the sentences using the word in bold.

· Practice the past tense by reading the sentences from the text on pages 14-15 and matching each one to an explanation.

· Complete sentences by using the correct form of the verbs in brackets.

· Match the words about transports in the box with the correct definition.



· Grammar

· past simple and past continuous / would, used to, be used to / word patterns

· Vocabulary

· topic vocabulary (transports) / confusable words / collocations (transport)

· Pronunciation

· /æ/ and /e/

Learning reflexion:








BASIC COMPETENCES

Basic Competence

Page

Activity

Evaluation Criteria

C1


SB pages 14-21


Show interest in learning English

C2


C3


SB pages 14-21

Students read texts with references to transports.


C4




C5


SB page 18

Education for Leisure: the importance of transport to travel in our free time.

Understand the importance of leisure in our lives.

C6


SB page 14-21

Transport as a cultural fact.

Show pleasure in learning cultural facts.

C7


SB pages 22-23



C8


SB page 21

SB pages 166-197




C9



SB page 198






· References to different types of transport.



LITERARY EDUCATION




· E.g.: Reading text: The sky is the limit!



· Social Science: Transports.

· History: References to the history of transports.

















Webquests.

EVALUATION










· Unit 2 Test

· Term Test.


· Self-evaluation




· Understand the general idea of texts about transports, and identify relevant details in oral messages related with them. (C1, C3, C5, C8)

· Express themselves with fluency and using the right pronunciation - intonation in conversations about trains and buses. (C1, C3, C5, C8)

· Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about a pilot. (C1, C3, C5)

· Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing an essay. (C1, C5, C6, C8)

· Use consciously his/her linguistic knowledge in order to listen to conversations about transports. (C1, C3, C5)


· Identify some cultural elements related to the foreign language countries, by comparing different transports in different parts of the world. (C1, C3, C5, C6)


UNIT 3

Killing Time

OBJECTIVES


· Practice reading to recognise discourse markers.

· Learn topic vocabulary, idioms about time, phrasal verbs with down and metaphors to do with time.

· Study and practice the use of the present perfect simple and present perfect continuous.

· Learn the use of articles and synonyms.

· Practice understanding attitude as a listening skill.

· Learn and practice making suggestions.

· Practice the pronunciation of /ʌ/.

· Learn to write an informal letter or email showing awareness of target reader.


CONTENTS

Listening

· Listen to people talking about their hobbies. What do they say?

· Listen again. For questions 1-4, choose from the list A-E what each person says about their hobby.

· Listen and circle the two words in each line that contain the same vowel sound.

· Practice the present perfect tense. Decide if the statements are T or F

Speaking

· Circle the correct word or phrase to complete the suggestions.

· In pairs, use the phrases from exercise 1 to help them make suggestions.

· Correct sentences. Add articles where necessary.

· Match to make sentences using idioms about time. What do the idioms mean?

· Correct the sentences that have mistakes in them. One has no mistakes. Which?

Reading

· Read an article about hobbies and underline all of the hobbies mentioned.

· Match the words or phrases with the explanations.

· Read the article again. Choose from sentences A-G the one that fits each gap 1-6.

· Use words or phrases from the article to complete sentences.

· Read the sentences and phrases from the article on pages 24-25 to review the present perfect tense. Match each one with an explanation.

Writing

· Read the writing task and say why their email should be informal.

· Decide if the statements are T or F.

· Underline where Kelly does things given in her email on page 30.

· Look at the writing task and write a similar email.

· Make a plan of their answers using their imagination.

· Practice the use of articles by circling the extra word in each sentence.

· Match the expressions which mean the same.

· For questions 1-4 complete the second sentence so that it has a similar meaning to the first sentence using the word given.

· Match the free time activities with the verbs go, do or play.

· If a word or phrase in bold is correct, put a tick ((). If it’s incorrect, rewrite it correctly on the line.

· Match the phrasal verbs with down in the box with the correct definitions.



· Grammar

· present perfect simple and present perfect continuous /articles / synonyms

· Vocabulary

· topic vocabulary (free time) / idioms (time) / phrasal verbs with down / metaphors (time)

· Pronunciation

· /ʌ/

Learning reflexion:








BASIC COMPETENCES

Basic Competence

Page

Activity

Evaluation Criteria

C1


SB pages 24-31



C2


C3


SB pages 24

Students read texts with references to hobbies.


C4




C5


SB page 28

Consumer Education: Understand the importance of following moderate consumption habits to do with hobbies.

Be willing to follow moderate consumption habits

C6


SB page 24-31

Hobbies as a cultural fact.


C7


SB pages 40-41



C8


SB page 31

SB pages 166-197




C9



SB page 198






· References to hobbies.



LITERARY EDUCATION




· E.g.: Reading text: Hobbies past and present



· Social Science: Hobbies.

· History: References to the history of hobbies.

· P.E.: References to swimming

· Geography: References to the Grand Canyon in the USA

· Music: References to playing the flute











· WB: Check your Progress section for Units 3-4






Webquests.

EVALUATION










· Unit 3 Test

· Term Test.


· Self-evaluation




· Understand the general idea of texts about hobbies, and identify relevant details in oral messages related with them. (C1, C3, C5, C6, C8)

· Express themselves with fluency and using the right pronunciation - intonation in conversations about different hobbies. (C1, C3, C5, C6, C8)

· Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about concerts. (C1, C3, C5, C6, C8)

· Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing an email. (C1, C5, C6, C8)

· Use consciously his/her linguistic knowledge in order to listen to some people talking about their hobbies. (C1, C3, C5, C6, C8)



UNIT 4

Work Wonders

OBJECTIVES



· Learn topic vocabulary, word formation with suffixes, and confusable words.

· Study and practice the use of the past perfect simple and the past perfect continuous.

· Learn the use of comparatives and superlatives.

· Practice listening for specific information.

· Learn and practice expressing uncertainty.

· Practice the pronunciation of silent letters

· Learn to write a report using layout and text structure.


CONTENTS

Listening

· Listen to an extract from an interview with two careers officers and complete the sentence with a number.

· Listen and choose the best answer A-C for each question 1-5.

· Listen to the words and underline any silent letter.

Speaking

· Complete the words and phrases to express uncertainty.

· Choose four or more of the questions to talk about. Work in pairs.

· Read the writing task and say who the report is to and what the subject is.


· Match the jobs in the box with the definitions.

· Complete the explanations of the words and phrases in bold with one word.

· Make the words into nouns using one of the suffixes in the box.

· Complete each sentence with one of the nouns they made in the exercise above.

Reading

· Look at the paragraph headings in the article below and say which types of work they would rather do.

· Read the article and decide if the statements are T or F.

· Read again. For questions 1-6, choose from the types of work A-E.

· Use words or phrases from the advertisements to complete the definitions.

· Read the sentences and decide if the statements are T or F to practice the past perfect tense.

Writing

· Put some parts of a report into the correct order A-D.

· Read a model and complete the sentences with a word or short phrase.

· Write short answers to some questions.

· Make a report.

· Complete the sentences using either the comparative or the superlative form of the adjectives in brackets.

· Complete each sentence so that it means the same as the first sentence.

· Read a text and for questions 1-10, use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line.

· Practice the past perfect tense by circling the correct tense in each sentence.

· Correct the sentences with mistakes in them.

· Complete the sentences using the verbs in brackets in the past perfect simple or continuous.



· Grammar

· past perfect simple and past perfect continuous / comparatives and superlatives

· Vocabulary

· topic vocabulary (occupations) / word formation (suffixes) / confusable words

· Pronunciation

· silent letters

Learning reflexion:








BASIC COMPETENCES

Basic Competence

Page

Activity

Evaluation Criteria

C1


SB pages 32-39



C2


C3


SB pages 32-33

Students read texts with references to the world of work.


C4




C5


SB pages 32-39

Education for Sexual equality:

Understand the importance of sexual equality in the world of work.

Accept sexual equality in all fields

C6


SB page 38

References to different types of jobs.


C7


SB pages 40-41



C8


SB page 39

SB pages 166-197




C9



SB page 198






· References to different jobs.



LITERARY EDUCATION




· E.g.: Reading text: Making a living



· Social Science: Jobs.

· IT: References to new technologies in the world of work.

















Webquests.

EVALUATION










· Unit 4 Test

· Term Test.


· Self-evaluation


· Quick check task for Unit in the Grammar database section.


· Understand the general idea of texts about different types of jobs, and identify relevant details in oral messages related with them. (C1, C3, C5, C8)

· Express themselves with fluency and using the right pronunciation - intonation in conversations about working. (C1, C3, C5, C8)

· Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about voluntary jobs. (C1, C3, C5)

· Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a report. (C1, C5, C6, C8)

· Use consciously his/her linguistic knowledge in order to listen to people talking about their jobs. (C1, C3, C8)



UNIT 5

The Global Village

OBJECTIVES



· Learn topic vocabulary, phrasal verbs with on, and idioms related to the media.

· Study and practice the use of the passive, countable and uncountable nouns and homonyms.

· Practice listening for gist by matching extracts of some programmes to a type.

· Learn and practice talking about experiences.

· Practice the pronunciation of /ɜː/

· Learn to write a story using descriptive language.


CONTENTS

Listening

· Listen to extracts from five different programmes. Match each one to a programme type.

· Listen again in a different order. For questions 1-5, choose the best answer A-C.

· Listen and circle the words that have the same vowel in them, practicing /ɜː/.

Speaking

· Make notes and answer questions about the media.

· In pairs, ask and answer questions about different programmes.

· Say if they think television has changed the world.

· Say if the nouns are countable, uncountable or both.

· In pairs, talk about what they think some idiomatic phrases might mean.

· Choose the correct passive version of each sentence.

Reading

· Read the magazine article and say what is surprising about what it says.

· Match the dates to what it happened.

· Read the article again. Choose from the sentences A-G one which fits each gap 1-6.

· Find words or phrases in the article that mean the same as the statements given.

· Correct the sentences that have mistakes in them and tick (() the correct ones.

Writing

· Practice descriptive language putting the adjectives into the correct column, “very good”, “very bad” or “feelings”.

· Underline any adjectives from the list that can be made into adverbs by adding the end –ly.

· Read the writing task and say who they think is going to read the story.

· Underline all the descriptive adjectives and adverbs the writer has used in the story.


· Write their own stories to enter the radio programme competition for stories written by listeners.

· Practice homonyms by writing a verb from the box to match each definition.

· Complete the sentences with a word or phrase from the box to practice vocabulary related with media and communications.

· Match the people with the descriptions of what they do.

· Practice phrasal verbs with on by circling the correct phrasal verb in each sentence.

· Rewrite the sentences in the passive.

· Read a short article about communications and then rewrite it in the passive.



· Grammar

· the passive / countable and uncountable nouns / homonyms

· Vocabulary

· topic vocabulary (the media) / phrasal verbs with on / idioms (the media)

· Pronunciation

· /ɜː/

Learning reflexion:








BASIC COMPETENCES

Basic Competence

Page

Activity

Evaluation Criteria

C1


SB pages 42-49



C2


C3


SB pages 42-43

Students read texts with references to the invention of television.

Express curiosity in learning about Social Science/ Natural Science in English.

C4




C5


SB pages 42-49

Education for Leisure: the importance of enjoying free time activities such as watching TV with moderation.


C6


SB page 42-49

References to the importance of new communication technologies.


C7


SB pages 58-59



C8


SB page 49

SB pages 166-197




C9



SB page 199






· References to the media and communications.



LITERARY EDUCATION




· E.g.: Reading text: How it all began



· Social Science: Communications.

· Natural Science: References to new technologies and communications.

· History: References to how television began.

· IT: References to new technologies.

















Webquests.

EVALUATION










· Unit 5 Test

· Term Test


· Self-evaluation




· Understand the general idea of texts about communications, and identify relevant details in oral messages related with them. (C1, C3, C5, C8)

· Express themselves with fluency and using the right pronunciation - intonation in conversations about television. (C1, C3, C5, C8)

· Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about the beginning of television. (C1, C3, C5, C8)

· Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a story. (C1, C6, C8)

· Use consciously his/her linguistic knowledge in order to listen to people talking about different programmes. (C1, C3, C4, C5, C8)



UNIT 6

Come Rain or Shine

OBJECTIVES


· Practice reading to understand main concepts.

· Learn topic vocabulary, collocations (weather) and confusable words.

· Study and practice the use of the future with will and going to as well as the present simple and the present continuous.

· Learn the use of question tags and connectors.


· Practice speculating as a speaking skill.

· Practice the pronunciation of weak forms.

· Learn to write an article selecting the appropriate style.


CONTENTS

Listening

· Listen to an interview about rainbows and answer the questions.

· Listen again and complete the sentences for questions 1-7.

· Listen to the different pronunciation of words when they aren’t stressed so as to practice weak forms.

Speaking

· Talk about what they think some unusual things might be, using the phrases given.

· In pairs, discuss the questions about a picture of a rainy day.

· Say which would be the best title given for the article.

· Complete the words and phrases using words in the box, about the weather.

Reading

· Read a text about the weather and say if they would like to do what the writer suggests.

· Read again and choose the answers A-D for the questions 1-6.

· Match the words with the definitions.

· For questions 1-10, read the text below and decide which answer A-D best fits each gap.

Writing

· Read the writing task and say who is going to read the article.

· Choose the correct option in each sentence.

· Correct the mistakes in each paragraph, in the article.

· Write an article about problems caused by the weather in your country for an international students’ magazine.

· Complete questions about the weather.

· Complete the sentences using the connectors in the box.

· Match the words in the box, about the weather, with the correct definitions.

· Practice collocations by choosing the correct option in each sentence.

· Complete the sentences using the correct form of confusable words given.

· Practice the future by underlining different ways of referring to it in the book extract on pages 50-51.


· Circle the correct word or phrase to complete an email.



· Grammar

· the future: will, going to, present simple and present continuous / question tags / connectors

· Vocabulary

· topic vocabulary (the weather) / collocations (weather) / confusable words

· Pronunciation

· weak forms

Learning reflexion:








BASIC COMPETENCES

Basic Competence

Page

Activity

Evaluation Criteria

C1


SB pages 50-57



C2


C3


SB pages 50-51

Students read texts with references to the weather.

Express curiosity in learning about Social Science/ Natural Science in English.

C4




C5


SB pages 50-57

Environmental Education: Understand the importance of protecting the environment and appreciating our natural heritage.

Be willing to protect nature.

C6


SB page 56

Holidays as a cultural fact.


C7


SB pages 58-59



C8


SB page 57

SB pages 166-197




C9



SB page 199






· References to the weather.



LITERARY EDUCATION




· E.g.: Reading text: Do-It-Yourself Forecasts



· Social Science: The weather. The importance of the weather in people’s lives.

· Natural Science: References to the weather.

· Geography: References to the Mediterranean climate.

















Webquests.

EVALUATION










· Unit 6 Test

· Term Test.


· Self-evaluation




· Understand the general idea of texts about the weather, and identify relevant details in oral messages related with them. (C1, C3, C5, C8)

· Express themselves with fluency and using the right pronunciation - intonation in conversations about rainbows. (C1, C3, C5, C8)

· Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about the Mediterranean climate. (C1, C3, C5, C8)

· Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing an article. (C1, C6, C8)

· Use consciously his/her linguistic knowledge in order to listen to an interview about rainbows. (C1, C3, C8)


· Identify some cultural elements related to the foreign language countries, by talking about the weather in different parts of the world. (C1, C3, C5, C6)


UNIT 7

A Matter of Taste

OBJECTIVES


· Practice grammatical referencing as a reading skill.

· Learn topic vocabulary, phrasal verbs with out and collocations about cooking.

· Study and practice the use of reported speech, indirect questions and prepositions.

· Practice listening to identify roles.

· Learn and practice agreeing and disagreeing as a speaking skill.

· Practice the pronunciation of / k /, / g / and / ŋ /.

· Learn to write a formal letter or email using prompts.


CONTENTS

Listening

· Listen to four conversations and decide who the man is in each one.

· Listen again and choose the best answer A-C for each question 1-5.

· Listen to some sets of words with / k /, / g / and / ŋ / pronunciation and decide in what order they hear the words by writing the letters a to c next to the words.

Speaking

· Match to make useful phrases for agreeing or disagreeing.

· Use the phrases in exercise 1 to help them agree or disagree, working in pairs.

· Read the writing task and say why their email to a local chef should be formal.

· Underline sentences in the email which are indirect.

Reading

· Read a magazine article to check their answers about some food questions.

· Read and circle the correct option.

· Choose from sentences A-G the one which fits each gap 1-6.

· Use words or phrase from the text to complete the answers.

Writing

· Write an email to a local chef asking for an interview.

· Practice direct and indirect questions and decide if the statements are T or F.

· Rewrite the questions as indirect starting with the words given.

· Complete the sentences using the prepositions in the box.

· Read a passage about fortune cookies and answer the questions.

· Read again. For questions 1-10, think of the word which best fits each gap.

· Practice food and cooking vocabulary by marching the ways of cooking with the definitions.

· Complete the paragraphs using the words in the box.

· Circle the correct word to describe each taste.

· Practice phrasal verbs with out by matching each phrasal verb with the definition.

· Practice collocations of cooking by matching 1-5 to a-e to make phrases.

· Learn and practice reported speech by choosing the correct reported version of each sentence.

· Rewrite the sentences using reported speech.

· Match the reported verbs with the correct meaning.

· Complete the sentences using the verbs in the box.



· Grammar

· reported speech / indirect questions / prepositions

· Vocabulary

· topic vocabulary (food and drink) / phrasal verbs with out / collocations (cooking)

· Pronunciation

· / k /, / g / and / ŋ /

Learning reflexion:








BASIC COMPETENCES

Basic Competence

Page

Activity

Evaluation Criteria

C1


SB pages 60-67



C2


C3


SB pages 60-61

Students read texts with references to food and cooking.


C4




C5


SB pages 60-67

Education for Health: the importance of having a balanced diet in order to stay healthy.

Be willing to follow healthy habits.

C6


SB page 67

References to cooking, as a cultural fact.


C7


SB pages 76-77



C8


SB page 67

SB pages 166-197




C9



SB page 199






· References to food and drink.



LITERARY EDUCATION




· E.g.: Reading text: Cooking in the classroom.



· Social Science: Cooking.

· Art/Design: Cooking as an art.

















Webquests.

EVALUATION










· Unit 7 Test

· Term Test.

· Test Generator. Unit 7

· Self-evaluation




· Understand the general idea of texts about cooking, and identify relevant details in oral messages related with them. (C1, C3, C5, C6, C8)

· Express themselves with fluency and using the right pronunciation - intonation in conversations about food and drink, and the world of chefs. (C1, C3, C5, C6, C8)

· Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about cooking. (C1, C3, C5, C6, C8)

· Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a formal letter or email. (C1, C6, C8)

· Use consciously his/her linguistic knowledge in order to listen to conversations to be with food, drink and the world of cooking. (C1, C6, C8)


· Identify some cultural elements related to the foreign language countries, by comparing ways of cooking in different parts of the world. (C1, C3, C5, C6)


UNIT 8

Out and About

OBJECTIVES


· Practice text type and function as a reading skill.

· Learn topic vocabulary, word formation of irregular forms and metaphors with life.

· Study and practice the use of full infinitives (with to) and -ing forms after verbs.

· Learn the use of prefer, would rather and had better.


· Learn and practice giving examples as a speaking skill.

· Practice the pronunciation of /s/ and /z/.

· Learn to write a review expressing opinion.


CONTENTS

Listening

· Listen to a woman talking about a recent holiday.

· Listen again and for questions 1-6, complete the sentences.

· Listen to the differences between /s/ and /z/ sound words.

Speaking

· Write a word from the box in each gap and say the sentences.

· In pairs, discuss a question about holiday.

· Read a magazine article about holiday and say which sounds most interesting.

· Discuss questions about tourism.

Reading

· Read an article from a magazine and choose the correct option to the questions given.

· Read again. For questions 1-6, choose from the reports A-E.

· Use words or phrases from the box to complete the definitions about travel matters.

Writing

· Write a word from the box in each gap to complete sentences expressing opinion.

· Read the answers and decide if the statements are T or F.

· Read again and write YES or NO to answer each question.

· Write a review about an attraction in their area.

· Practice the use of prefer, would rather, had better, correcting some sentences.

· Complete each sentence so that it means the same as the first sentence.

· Rearrange the letters to complete definitions using travel and tourism vocabulary.

· Complete the story using the correct form of some of the words and phrases in the exercise above.

· Practice the irregular forms of some words by completing the sentences with the correct form of the word in bold.

· Use words from a box, about travelling, to make metaphors.

· Learn and practice the use of full infinitives (with to) and –ing forms after verbs by completing the sentences with the correct form of the verbs in brackets.

· Read the situations. Circle the correct word in each sentence.

· Find eight mistakes in a text message and correct them



· Grammar

· full infinitives (with to) and -ing forms after verbs / prefer, would rather, had better

· Vocabulary

· topic vocabulary (travel) / word formation (irregular forms) / metaphors (life)

· Pronunciation

· /s/ and /z/

Learning reflexion:








BASIC COMPETENCES

Basic Competence

Page

Activity

Evaluation Criteria

C1


SB pages 68-75



C2


C3


SB page 70

Students read texts with references to tourism and travelling.


C4




C5


SB pages 68-69

Education for Leisure: the importance of travelling and enjoying free time activities.


C6


SB pages 68-75

References to different parts of the world.

Show pleasure in learning cultural facts from other countries.

C7


SB pages 76-77



C8


SB page 75

SB pages 166-197




C9



SB page 199






· References to travelling



LITERARY EDUCATION




· E.g.: Reading text: Wish you were here



· Social Science: Travelling.

· Geography: References to London and to different parts of the world.

















Webquests.

EVALUATION










· Unit 8 Test

· Term Test.


· Self-evaluation




· Understand the general idea of texts about travelling, and identify relevant details in oral messages related with them. (C1, C3, C5, C8)

· Express themselves with fluency and using the right pronunciation - intonation in conversations about holidays. (C1, C3, C5, C8)

· Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about New York. (C1, C3, C5, C8)

· Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a review. (C1, C6, C8)

· Use consciously his/her linguistic knowledge in order to listen to a woman asking questions about a recent holiday. (C1, C5, C8)


· Identify some cultural elements related to the foreign language countries, by learning about different countries. (C1, C3, C5, C6)


UNIT 9

Lab Report

OBJECTIVES



· Learn topic vocabulary, collocations and phrasal verbs with off.

· Study and practice the use of zero, first and second conditionals.

· Learn the use of unless, in case, as long as and word patterns.


· Learn and practice talking about hopes.

· Practice the pronunciation of /s/ and /ʃ/.

· Learn paragraphing as a writing skill.

· Learn to write an informal letter or email.


CONTENTS

Listening

· Listen to five people talking about computer games.

· Listen again and for questions 1-5, choose the best answer A-C.

· Listen and circle the words they hear, practicing /s/ and /ʃ/ sounds.

Speaking

· Say what they want to do in the future.

· In pairs, ask and answer questions about what to do when leaving the school.

· Say why their email to a friend, to ask for information about the use of new technologies at home, should be informal.

· Decide if the statements about the informal email are T or F.

· Decide where new paragraphs should begin in a text.

Reading

· Read the magazine article and write the number of a paragraph 1-6 next to each heading.

· Read again and underline a phrase in the article that has a similar meaning to the phrase given.

· Read and write a word or short phrase from the article of mobile phones, to complete each sentence.

· Find words or phrases to match the definitions.

Writing

· Correct five spelling mistakes in an email.

· Answer questions to their friends after reading a text asking for information about how to use new technologies at home.

· Write their own emails to a friend, asking for information about the use of new technologies at home.

· Rewrite the sentences using unless, in case, as long as.


· For questions 1-12, read the text below about time travel, and think of the word which fits best in the gap.

· Write the correct letter to label the picture using the words and phrases from the box, about science and technology.

· Complete the sentences using the nouns in the box.

· Practice phrasal verbs with off by matching those in the box with the correct definition.

· Practice zero, first and second conditional by matching sentences to the correct explanation.



· Grammar

· conditionals: zero, first, second /unless, in case, as long as / word patterns

· Vocabulary

· topic vocabulary (science and technology) / collocations /phrasal verbs with off

· Pronunciation

· /s/ and /ʃ/

Learning reflexion:








BASIC COMPETENCES

Basic Competence

Page

Activity

Evaluation Criteria

C1


SB pages 78-85



C2


C3


SB pages 78-79

Students read texts with references to new technologies.

Express curiosity in learning about Technology in English.

C4




C5


SB pages 78-85

Consumer Education: Understand the importance of using new technologies such as video-games or the Internet with moderation.

Be willing to follow moderate consumption habits

C6


SB page 78-79

References to new technologies as a social and cultural fact.


C7


SB pages 94-95



C8


SB page 85

SB pages 166-197




C9



SB page 200






· References to new technologies.



LITERARY EDUCATION




· E.g.: Reading text: An appetite for Apps!



· Social Science: References to the importance of new technologies.

· Natural Science: New technologies.

· History: References to Einstein.

· IT: References to new technologies.

















Webquests.

EVALUATION










· Unit 9 Test

· Term Test.


· Self-evaluation




· Understand the general idea of texts about new technologies, and identify relevant details in oral messages related with them. (C1, C3, C5, C8)

· Express themselves with fluency and using the right pronunciation - intonation in conversations about computer games. (C1, C3, C5, C8)

· Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about time travel. (C1, C3, C5, C8)

· Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing an informal letter or email. (C1, C6, C8)

· Use consciously his/her linguistic knowledge in order to listen to people talking about technology. (C1, C5, C8)



UNIT 10

Let Me Entertain You

OBJECTIVES


· Practice distinguishing fact and opinion as a reading skill.

· Learn topic vocabulary, confusable words and collocations to do with entertainment.

· Study and practice the use of modals, parts of speech and word formation with prefixes.

· Practice predicting as a listening skill.

· Learn and practice expressing attitude and opinion as a speaking skill.

· Practice the pronunciation of /ə/.

· Learn to write with cohesion.

· Learn to write an essay.


CONTENTS

Listening

· Listen to an interview on an online radio station. In

Documents

CHEEKY MONKEY 1 - Macmillan · Web viewTeacher’s Book: Additional tasks. Teacher’s Book: Suggested homework sections. SB: Writing, Word pattern, Phrasal verb, Speaking and Grammar