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ENGLISH ALIVE 3-4

AREA OF FOREIGN LANGUAGES

ENGLISH

SECOND CYCLE

COMPULSORY SECONDARY EDUCATION

TABLE OF CONTENTS

DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT..........................3THEORETICAL JUSTIFICATION FOR THE PROJECT..........................................................................9OBJECTIVES..............................................................................................................................................11CONTENTS................................................................................................................................................14ASSESSMENT CRITERIA........................................................................................................................15KEY COMPETENCES...............................................................................................................................18ATTENTION TO DIVERSITY..................................................................................................................32PROGRAMME OF UNITS: 3RD YEAR - COMPULSORY SECONDARY EDUCATION..................34PROGRAMME OF UNITS: 4TH YEAR - COMPULSORY SECONDARY EDUCATION................125CLASSROOM PROGRAMME –ENGLISH ALIVE 3: YEAR 2010/2011*...........................................208CLASSROOM PROGRAMME –OXFORD ENGLISH ALIVE 4: YEAR 2010/2011*...................241

Oxford University Press – English Alive! 3-4 2

DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT

2nd cycle ESO

School

Address

Town Province Post Code

I. TEACHERS IN THE FOREIGN LANGUAGE DEPARTMENT

1

2

3

4

5

II. DISTRIBUTION OF PUPILS

Level Number of pupils Number of groups

III. STUDENT CHARACTERISTICS

(The department should describe the profile of the students using the following areas as a guide :)

– General characteristics

– Characteristics of different groups

– Characteristics of one particular group

(Give details of basic objectives for dealing with these groups, prioritising the groups’ needs and

outlining strategies to be used and their timing.)

IV. PROFILE OF SCHOOL


(Omit those which are not relevant)

Social level High Medium Low Mixed

Geographical

area

City Centre Suburb Small town Rural

Nº of students with

Special needs:

Observations:

V. Learning characteristics of the different groups

(Omit those which are not relevant)

General

Group A Pupils like learning through play.

Pupils show a lot of/little creativity and imagination.

The curiosity of pupils is easily/not easily engaged.

Pupils like/don’t like expressing their emotions.

Pupils are capable/incapable of organising and analysing their own learning.

Pupils are/are not conscious of the advantages of group work in class.

Pupils express themselves coherently/incoherently and correctly/incorrectly in their

own language.

Pupils need/don’t need to understand all the words in a text to understand it.

Pupils like/don’t like reading at home.

Others.

Group B Pupils like learning through play.







own language.




Others.

Group C Pupils like learning through play.







own language.



Others.

Group D Pupils like learning through play.







own language.



Others.

VI. PRIORITISATION OF NEEDS

(To be completed by teachers)

General needs

Specific needs of different groups


Group AGroup BGroup CGroup D

Specific individual needs

Group A Pupil

Group B Pupil

Group C Pupil

Group D Pupil

VII. STRATEGIES

(To be completed by teachers)

a) With pupils

b) With teachers

c) With parents and tutors

VIII. CRITERIA FOR GROUPING PUPILS

(omit those which are not relevant)

Human resources

Support teachers

Psychologist

CriteriaAlphabetical order

Flexible grouping (specify what type and give reasons)

Small support groups within/outside the mainstream class

Pupils with special sensory needs in different groups/classes

IX. ORGANISATION OF SPACE AND TIME


Material resources available in the school(omit those which are not relevant)

Video - DVD

TV

Radio cassette/ CD player

Video camera

Computers

Pizarra Digital Interactiva

Internet connection (WiFi, others…)

(Note here any observations about how, when and why these resources are used for

English classes.)

Spaces available in the school(omit those which are not relevant)

Multi-use areas

Language laboratory

Computer room

playground

Gymnasium

Theatre

Library

Criteria for use of common spaces(Note here any observations about when, how and why these spaces are used for English

classes.)

Distribution of classroom space(omit those which are not relevant)

Pupils’ desks arranged in rows

Pupils’ desks arranged in “U”

Specific corners: Class library, transversal topics, games, crafts, etc.


Others

X. OUTINGS AND OTHER ACTIVITIES COMMON TO THE WHOLE SCHOOL AND TO OTHER GROUPS

(Note here any educational or other outings planned.)

Group/s Teachers Term/

Dates

Outing and

activity

descriptions

Observations

XI. CLASS TIMETABLES

Teacher’s name and position:

TIME Monday Tuesday Wed. Thursday Friday






THEORETICAL JUSTIFICATION FOR THE PROJECT

The demands and needs of 21st-century society have brought changes to the school

environment, preparing pupils to live in an ever more international, multicultural,

multilingual and technologically more advanced world. As a member of the European

Union, our country is committed to the promotion of the knowledge of other community

languages as is reflected in one of the objectives of the Lisbon Strategy. Meanwhile, the

Council of Europe in the European Common Reference Framework for the learning of

foreign languages establishes directives for both the learning of languages as well as for

the assessment of competence in different languages. These guidelines have been a key

reference in the elaboration of the curriculum.

The Royal Decree of Minimum Education states that Secondary Education will help

develop in students the skills that will enable them to:

a) Assume responsibility for their duties, know and exercise their rights with respect to

others, evidence tolerance, cooperation and solidarity towards other individuals and

groups, engage in dialogue cementing human rights as common values within a plural

society and prepare themselves for the exercise of democratic citizenship.

b) Develop and consolidate habits of discipline, study and individual and team work as

prerequisites for the efficient completion of learning tasks and as means of personal

development.


c) Value and respect the differences between the sexes and equal rights and

opportunities for both. Reject stereotypes which encourage discrimination between men

and women.

d) Reinforce their emotional capacity in every aspect of their personality and in their

relationships with others, and reject violence, any kind of prejudice or sexist behaviour,

and resolve conflicts peacefully.

e) Develop basic skills in the use of sources of information in order to employ their

discrimination and acquire new knowledge. Acquire a basic preparation in the field of

technology, particularly in information and communication.

f) Consider scientific knowledge as an integrated skill, organised into different disciplines,

and know and apply methods to identify problems in diverse fields of knowledge and

experience.

g) Develop an entrepreneurial spirit and self-confidence, participation, critical sense,

personal initiative and the capacity to learn to learn, plan, take decisions and assume

responsibility

.

h) Understand and correctly express, orally and in writing, in Spanish and, when it exists,

the co-official language of their Autonomous Community, complex texts and messages,

and initiate the process of learning, reading and studying literature.

i) Understand and express themselves in one or two foreign languages in an appropriate

manner.

j) Know, value and respect the basic features of their own culture and history and those of

others, as well as cultural and artistic heritage.

k) Know and accept the functioning of their own bodies and those of others, respect

differences, consolidate habits of health and hygiene and engage in physical exercise

and sport to assist personal and social development. Know and value the human

dimension of sexuality in all its diversity. Critically assess social habits related to health,

consumption, the care of animals and the environment, contributing to their conservation

and improvement.


l) Appreciate artistic creation and understand the language of different art forms,

employing diverse methods of expression and representation.

OBJECTIVES

Objectives of the area of foreign language and their integration within our project

The objective of the subject in the phase of Compulsory Secondary Education is the

learning of discursive skills which may be necessary in different fields. On completing

Primary Education, students should be able to use the target language to express

themselves and interact orally and in writing in simple and everyday situations. In

Compulsory Secondary Education the process of learning the target language continues,

the objective at the end of this phase being the consolidation of productive skills and the

capacity to communicate and be understood in a variety of situations, such as offering

and requesting personal opinions in an informal debate, expressing one’s ideas in an

understandable form, employing a wide and simple vocabulary to explain what one

wants, understanding the main points in texts in standard language, albeit with obvious

pauses for a degree of grammatical and lexical planning. In short, on completing this

stage, they should be able to tackle in a flexible manner everyday oral and written

communication problems, such as participating in normal conversations, making

complaints, describing experiences or plans, explaining something or requesting

clarification. In conclusion, this phase should constitute a solid foundation in order to

continue, with gradually greater autonomy, the learning process of a complete lifetime.

On the other hand, the learning of a foreign language transcends the limits of linguistic

learning, and goes beyond learning the language to using it in communication contexts.

Its knowledge contributes to the preparation of pupils in an integral sense in that it

encourages respect for, interest in and communication with speakers of other languages

develops intercultural awareness and is a vehicle for understanding global issues and

problems and for the acquirement of different learning strategies. The process of teaching

and learning a foreign language in this phase of education involves an evident reference

to attitude, in that it contributes to the development of positive and receptive attitudes

towards other languages and cultures and, at the same time, to better understanding and

appreciation of one’s own language or languages.

The aim, as far as is possible, is to globalise experiences without forgetting the specific

stage of learning in which pupils find themselves.


The editorial project is intended for the first cycle of Compulsory Secondary Education in

the area of foreign languages (English). Its goal is the development of pupils’

communicative skills, ensuring that they assimilate the grammatical rules of English and

acquire the basic vocabulary necessary in order to communicate. This general principle is

broken down into the following specific objectives:

Provide Secondary students with a useful and necessary vocabulary in order to be able to communicate in English.. To achieve this, each unit presents, practises

and recycles vocabulary related to a particular topic.

Explain typically English expressions via dialogues between pupils of the same

age as the students

Help pupils to understand English grammar and use the language correctly, by

means of clear explanations and gradual practice progressing from simple to other

more complex concepts

Exhibit to students aspects of British culture and encourage comparison with their own culture via specific culture sections

Enable students to focus on the everyday life and customs of British teenagers, observing how they behave in different contexts illustrated both in the Student’s Book

and in the DVDs included in the course.

Give expression to the real world beyond the classroom with the help of texts and

informative sections, within the units

Provide students with tools to express themselves, both orally and in writing, with regard to topics which they find interesting and motivating. They are offered

not only the necessary practice, but also help in preparing both oral and written texts.

Give students the opportunity to recycle and revise the vocabulary and structures they are learning in the revision sections

Enable students to assess their own progress using the different self-assessment

exercises in all the units.

Make it possible for students to become better and more independent language students. They are encouraged to use the reference sections (grammar section,

vocabulary lists), and the multimedia components to practise at home.


Help Secondary students to enjoy English classes thanks to highly motivating

material: real songs, exercises including games, word searches, crosswords etc. And

multimedia material incorporating various games.

Thanks to the balance struck between the demands of the course and the assistance

provided, all pupils will have the opportunity to develop their capacities to the full

The objective of teaching the foreign language during this phase will be the development

of the following abilities:

1. Read and understand general and specific information in oral texts in various

communicative situations, adopting a respectful and cooperative attitude.

2. Express oneself and interacting orally in typical communication situations in an

understandable and appropriate manner, with a certain degree of autonomy.

3. Read and understand diverse texts of a level appropriate to pupils’ abilities and

interests in order to extract specific and general information, and use reading as a

source of pleasure and personal enhancement.

4. Write simple texts with diverse purposes about different topics using appropriate

resources of cohesion and coherence.

5. Use correctly the basic phonetic, lexical, structural and functional components of the

target language in real communication contexts.

6. Develop autonomy in learning, reflect upon learning processes, and transfer to the

target language knowledge and communication strategies acquired in other

languages.

7. Use learning strategies and all the means at their disposal, including information and

communication technology, to obtain, select and present information orally and in

writing.

8. Value the target language as a means of accessing information and as a tool for

learning diverse contents.

9. Value the target language and languages in general as a means of communication

and understanding between people of diverse origins, languages and cultures,

avoiding any kind of discrimination or linguistic and cultural stereotypes.

10. Show a receptive and self confident attitude in one’s ability to learn and use the target

language

CONTENTS


The contents have been grouped in blocks to sort the elements of analysis of a complex

reality, in relation to four key competences with specific characteristics and needs in

terms of the teaching and learning process: oral language; written language; the

constituents of the linguistic system, their functioning and relationships, and the social

and cultural dimension of the foreign language.

Although oral and written language are two different manifestations of the same capacity,

each requires different skills and knowledge and is therefore dealt with separately.

Block 1- Listening, speaking and conversingThe language model provided by the school is the first source of knowledge and learning

of the language. Discourse employed in the classroom is at the same time both vehicle

for and object of learning, so the curriculum focuses on both the knowledge of linguistic

elements and the ability to use them to perform communicative tasks..

.In addition, the linguistic model provided should come from a certain number of

speakers, to reflect the variety of speech, habitual expressions, phonetic and prosodic

nuances typical of different real communicative situations, Hence the presence in the

Curriculum in our project of the use of conventional audiovisual material and information

and communication technology.

Block 2- Reading and writingThe aim of this section is discursive competence in writing. In the target language written

texts are also a model for textual composition and practice and acquirement of linguistic

elements. The progressive use of written language will depend on the level of knowledge

of the code, which is directly related to the degree of security which the said text offers in

the graphic representation of the sounds of the language. To overcome this lack of

security, the Curriculum and our Project include strategies and resources such as the use

of dictionaries and other conventional or digital means of consultation for the

comprehension and composition of all kinds of texts.

Block 3– Knowledge of the language

Contact with the target language and its use enable those learning it to elaborate an

elementary conceptual regarding its functioning. The starting point will be practical

situations which encourage the acquisition of rules regarding the workings of the

language, in order that students may establish which elements of the foreign language

function in a similar way to their own tongue, gaining confidence in their ability to use the

second language.

This block is divided into linguistic knowledge and reflection upon learning...


Block 4- Socio-cultural features and intercultural awarenessThe contents of this block help the students learn customs, forms of social relationships,

and specific features of countries that speak the target language; in other words, lifestyles

different from their own. This knowledge will promote respect and interest in the

knowledge of different social and cultural realities and facilitate intercultural

communication.

ASSESSMENT CRITERIA

The Royal Decree of Minimum Education establishes the following assessment criteria for

the second cycle of Secondary Education in the area of foreign language:

3rd year

1. Understand general and specific information, the main idea and some relevant details of oral texts about specific and familiar topics and of simple messages clearly delivered via audiovisual means This criterion aims to measure the ability to follow instructions, understand warnings, dialogues or brief explanations face-to-face related to familiar themes like leisure and free time, preferences, personal experiences, classroom organisation and those involving identifying the speaker’s intentions. It also seeks to measure the ability to understand the general and specific meaning of oral texts delivered via the media with standard pronunciation.

2. Participate in brief conversations and simulations, related to normal situations or personal interest and with different communicative purposes, using conventions of conversation and strategies necessary to resolve difficulties during interaction.This criterion evaluates the ability to engage in conversation using strategies required to understand and be understood in order to express likes, needs, feelings, give and receive information, give opinions and relate experiences. The conversations will be conducted with classmates or native speakers accustomed to speaking with foreign students.The communicative exchanges may include certain errors which do not impede communication.

3. Understand the overall meaning and relevant details of original and adapted written texts, of varying length differentiating between facts and opinions and identifying when appropriate the author’s intentions.This criterion assesses the ability to understand different kinds of written texts (stories, descriptions, opinions) of general interest, or related to other subjects on the curriculum, applying familiar reading strategies and other new ones such as the identification of theme via textual or para-textual elements.This criterion also assesses the ability to read in an autonomous fashion books, news, instructions, explanations, etc., of a certain length, in different formats and with differing purposes: obtain or communicate information to complete a specific task, learn contents of other subjects and read for pleasure or entertainment.4. Write diverse supervised texts in different formats, using appropriate structures, simple connectors and vocabulary, paying attention to form and obeying basic


rules of spelling and punctuation so the reader understands them and they are reasonably correct.This criterion assesses the ability to communicate in writing, to prepare and revise drafts and to choose the correct register. The texts will reflect a simple syntax at least and be readily understandable, with a limited but appropriate vocabulary, and correct spelling and punctuation. These will reflect the most usual communication needs and different communicative intentions. In the writing, clean and tidy presentation will also be assessed, and skill in the use of IT to prepare and prepare texts.

5. Use the knowledge acquired regarding the linguistic system of the target language, in different communication contexts, as a tool for learning and correcting one’s own oral and written output and to understand that of others.This criterion assesses their ability to apply their knowledge of the linguistic system and reflect upon the need for formal correction which makes it possible to understand their work and that of others.

6. Identify, use and explain orally certain basic strategies used to progress in learning.This criterion aims to assess whether strategies are being employed which assist the learning process: such as the ability to evaluate their progress, reflection upon their own learning, the use of different methods of storing, memorising and revising vocabulary; the correct use of dictionaries to identify correct meaning in context; the use of bibliographical, IT and digital resources to obtain information, extend or revise aspects covered in the classroom, participation in the evaluation of their own learning, and the use of certain methods of self-correction.

7. Use IT and communication technology with increasing autonomy to find information, produce texts using models, send and receive e-mails, and to establish oral and written relationship, showing interest in their use.This criterion assesses the ability to use information and communication technology as a

tool for information and learning, in typical classroom activities and to establish personal

relationships. The communications established will relate to previously studied and

familiar topics and will be based upon models. There will also be evaluation of the attitude

towards the target language, attempts to use it and the appreciation of linguistic diversity

as an enriching element

.

8. Identify the most relevant cultural features of the countries where the target language is spoken, highlight the most significant characteristics of those customs, rules, attitudes and values of the society whose language is being studied, and value positively cultural patterns different to their own .This criterion assesses whether pupils are able to identify in oral or written texts certain significant features and characteristics of the general culture of the countries where the target language is spoken, whether they can describe them clearly and simply and show respect towards the values and behaviour of other societies , thus avoiding certain stereotypes

4th year

1. Understand general and specific information, the main idea and most relevant details of oral texts emitted in interpersonal communication situations or via audiovisual media, about topics which do not require specialist knowledge.


This criterion assesses the ability to understand messages emitted face-to-face related to material needs and social relationships, physical sensations and feelings or opinions. This criterion also seeks to measure the ability to understand chats, news and presentations broadcast by the media in a clear, brief and organised manner.

2. Participate in conversations and simulations using appropriate strategies to initiate, maintain and conclude communication, producing understandable discourse and adapting to the characteristics of the situation and communicative intention.This criterion assesses the ability to participate in conversations with diverse communicative purposes (establishing relationships, explaining, narrating and arguing, describing and giving instructions), using strategies and resources which ensure communication with classmates or native speakers. The communicative exchanges will contain elements of coordination and basic subordination which may include errors that do not impede communication3. Understand general and specific information from diverse original and adapted texts, of varying length, identifying data, opinions, arguments, implicit information and the author’s communicative intention.This criterion assesses the ability to understand the commonest and most useful texts in written communication, or literary and other texts reflecting the culture and society of the countries where the target language is spoken and studied, applying the strategies acquired and advancing in new ones such as direct inference. This criterion assesses the ability toRead with autonomy longer texts in order to consult or find information about diverse contents, to learn, for pleasure or curiosity making correct use of dictionaries and other sources of information on paper or in digital format

4. Write with a degree of autonomy diverse texts with a logical structure, using basic conventions appropriate to each genre, vocabulary appropriate to the context and the necessary elements of cohesion and coherence, in a manner which the reader can easily understand. This assesses the ability to communicate in writing and in an ordered fashion, initiating the production of free texts (warnings, correspondence, instructions, descriptions, accounts of experience, news), with an appropriate logical structure and paying special attention to planning the writing process. All writing, on paper or in digital format, will involve the assessment of progressive use of basic conventions appropriate to each genre and also clear and tidy presentation.

5. Use the knowledge acquired regarding the linguistic system of the target language, in different communication contexts, as a tool for learning and correcting one’s own oral and written output and to understand that of others. This criterion assesses their ability to apply their knowledge of the linguistic system and reflect upon the need for formal correction which makes it possible to understand their work and that of others

6. Identify, use and explain learning strategies employed, give examples of other posible ones and decide on the most suitable for the learning goal in question.This criterion aims to assess whether strategies are being employed which assist the learning process: Such as the ability to evaluate their progress, reflection upon their own learning, the use of different methods of storing, memorising and revising vocabulary; the correct use of dictionaries to identify correct meaning in context; the use of bibliographical, IT and digital resources to obtain information, extend or revise aspects covered in the classroom, participation in the evaluation of their own learning, and the use of certain methods of self-correction.


7. Use IT and communication technology con certain autonomy to find information, produce texts using models, send and receive e-mails and to establish oral and written relationships, showing interest in their use. This criterion assesses the ability to use information and communication technology as a

tool for information and learning, in typical classroom activities and to establish personal

relationships. The communications established will relate to previously studied and

familiar topics and will be based upon models. There will also be evaluation of the attitude

towards the target language, attempts to use it and the appreciation of linguistic diversity

as an enriching element

.

8. Identify and describe the most relevant cultural features of the countries where the target language is spoken and establish relationships between the most significant characteristics of the customs, uses, attitudes and values of the society whose language is being studied and those of their own, and respect for them.This criterion seeks to ascertain whether students know certain significant aspects and characteristics of the general culture of the countries where the target language is spoke , and can establish similarities and difference between some of these and their own and appreciate and respect cultural patterns different to their own.

KEY COMPETENCES

In the Ley Orgánica de Education (LOE) definition of the curriculum, we find both the

traditional components (objectives, contents, teaching methods and assessment criteria)

as well as key competences. This is one of the guiding elements of the curriculum as a

whole and, consequently, a guide in the processes of teaching and learning. In second

grade of secondary school pupils have to participate in the so-called diagnostic

assessment, in which they have to demonstrate the acquirement of certain skills. This

assessment does not have academic consequences for students, but the fact that the

results help guide centres to take decisions regarding students’ learning gives us some

idea as to how educational processes are conditioned by this element in the sense of

being much more functional. In forth grade of secondary school the decision as to

whether pupils are promoted to the subsequent stage is partly based on whether or not

they have acquired the key competences, as a result of which they become a reference

for student assessment.

As opposed to an educational model focused upon the acquirement of more or less

theoretical knowledge, often unrelated, an educational process based upon the

acquirement of skills emphasises, above all, the acquirement of some vital know-how,


practical and integrated, know-how which students will have to demonstrate (this is rather

more than functional training). In brief, a skill is the putting into practice and

demonstration of the capacity to integrate knowledge, abilities and attitudes to resolve

problems and situations in different contexts. In a very graphic and succinct manner,

there is a definition of the putting into practice of acquired knowledge, knowledge in

action, in other words, mobilising knowledge and skills in a specific situation (real and

different from the one in which these were learned), activating existing resources or

knowledge (although one thinks they are absent because they have been forgotten).

There is one aspect which should be highlighted, regarding what might be called the

combined character of the skill: the pupil, via what he knows, must demonstrate what he

can apply, but also what he can be. In this way we see how a skill integrates the different

contents which are worked on in the classroom (concepts, procedures and attitudes), an

example of integral training of the pupil. To summarise, we are acknowledging that the

academic institution will not only prepare students in the knowledge of technical and

scientific know-how, but also as citizens, so they should evince a series of civic and

intellectual attitudes which imply respect towards others, being responsible, team-work...

Another aspect is also important: acquiring competences allows one to tackle the

constant renewal of knowledge which occurs in any area of learning. The student’s

academic training takes place in school over a limited number of years, but the need for

personal and/or professional preparation never ends, so that a competence in the use,

for example, of information and communication technology, will enable access to this tool

to obtain the information necessary at any given moment (obviously, after analysing its

quality). If we also bear in mind that it is often impossible to consider in depth all the

contents of the curriculum, it is clear that the student must acquire this competence, that

of learning to learn.

In our educational system, the key competences regarded as those which students

should possess when they finish their obligatory education in order to deal with the

demands of their personal and working lives are as follows:

Competence in linguistic communication

Mathematical competence.

Competence in knowledge of and interaction with the physical world.

Data processing and digital competence.

Social and civic competence.


Cultural and artistic competence.

Learning-to-learn.

Autonomy and personal initiative.

But, what do we understand by each of these competences? In essence, and

concentrating on the most important aspect of the school curriculum, each of them

contributes the following to the student’s personal and intellectual preparation:

COMPETENCE IN LINGUISTIC COMMUNICATIONThis competence involves using the language as a spoken and written

communication tool, and as a means of learning and self regulation of thought,

emotions and behaviour. It contributes to the creation of a positive self-image and

encourages constructive relationships with others and with the environment. Learning

to communicate meaning establishing links with other people and cultures. It is

fundamental in resolving conflict and for peaceful coexistence. Acquiring this

competence involves a command of oral and written language in a variety of contexts

and the functional use of at least one foreign language.

MATHEMATICAL COMPETENCEThis competence consists, above all, of the ability to use numbers and basic

mathematical operations, symbols and mathematical reasoning to produce and

express information. Students learn about quantitative and spatial features and

resolve everyday problems. The acquisition of this competence means applying skills

and attitudes which allow for mathematical reasoning, understanding of mathematical

arguments, and the ability to express oneself and communicate in mathematical

language integrating mathematical concepts with other types of knowledge.

COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE PHYSICAL WORLD

This involves the ability to interact with the physical world in its natural state and see

how it has been affected by human intervention. It helps to understand events and the

consequences of different activities designed to improve and preserve conditions for

life, of other people, and other living things. This competence implies the acquisition

of scientific rational thought which enables the student to interpret information and

make decisions with autonomy and personal initiative, and to use ethical values in

personal and social decisions.


DATA PROCESSING AND DIGITAL COMPETENCESearching, finding, and processing skills are developed in this competence, as are the

communication of information and its transformation into knowledge. Aspects such as

the access to, and selection of information are included, and the transmission of this

information in different formats. Students learn to use ITC as an essential media for

information and communication. The acquisition of this competence involves use of

technology to solve problems efficiently and having a critical attitude towards the

information available.

SOCIAL AND CIVIC COMPETENCEThis competence involves understanding the social reality of the world in which we

live and being a democratic citizen in the today’s plural society. It incorporates

individual behaviour patterns that allow us to function and coexist in society, have

contact with others, cooperate, assume commitments and deal with conflict.

Acquiring this competence means knowing how put oneself in the place of others,

accept differences, be tolerant and respect their values, beliefs, cultures and the

culture and personal history. To summarise, it implies an understanding of the social

reality we live in, the ability to deal with conflict applying ethical values and

understanding of the rights and obligations we have as citizens, showing solidarity

and responsibility.

CULTURAL AND ARTISTIC COMPETENCEThis competence involves learning about, appreciating, understanding and evaluating

a variety of cultural and artistic statements, and treating them as a source of pleasure

and personal enrichment and as part of the cultural patrimony of different societies.

Appreciation and enjoyment of art and other cultural statements and an open and

receptive attitude to the variety of art forms lead to the conservation of a common

cultural legacy and encourages the student’s own creative capacity.

LEARNING-TO-LEARNThis competence involves on the one hand starting the learning process, and on the

other hand being capable of continuing the process in an autonomous fashion. It

implies the acceptance of a variety of possible answers to the same problem, and

motivation to search for these answers using different means. To sum up, it implies

an organisation of the student’s own capacity to efficiently manage resources and

intellectual processes.


AUTONOMY AND PERSONAL INITIATIVEThis competence refers to the ability to decide using one’s own criteria and to

successfully take the necessary initiatives to develop and take responsibility for the

chosen option, both at a personal and social level and in the workplace or school.

The acquisition of this competence implies creativity, innovation, responsibility and a

critical approach to the development of individual or group projects.

How is each key competence attained by using this material?

We are going to explain in brief the most relevant aspects of our project, subject to the

demands of daily teaching practice at any given time.:

In essence and reflecting the most significant elements of the school currículum, each

competence contributes the following to the student’s personal and intellectual

preparation:

A. KEY COMPETENCES DIRECTLY RELATED TO THE LEARNING OF THE FOREIGN LANGUAGE

COMPETENCE IN LINGUISTIC COMMUNICATIONThis competence involves using the language as a spoken and written communication

tool, and as a means of learning and self regulation of thought, emotions and behaviour.

It contributes to the creation of a positive self-image and encourages constructive

relationships with others and with the environment. Learning to communicate meaning

establishing links with other people and cultures. It is fundamental in resolving conflict

and for peaceful coexistence. Acquiring this competence involves a command of oral and

written language in a variety of contexts and the functional use of at least one foreign

language.

Foreign language learning contributes directly to the development of this competence,

completing, enriching and adding new aspects of comprehension and expression to the

general communicative competence of the student. All textbooks published by Oxford

University Press offer a wide range of activities which encourage authentic

communication in the classroom, with a systematic development of written and oral skills

and opportunities for personalisation


The Grammar Consolidation sections provide controlled oral dialogues. The Practical

English sections offer oral as well as written functional language. With many of the

activities in Activate your English, the students can communicate orally in pairs in a

personalized way. The writing sections make guided tasks easier so that the students

can convert a written text into e-mails format, letters, descriptions, etc. For example:

English Alive! SB 3 p.22, 23, 27, 75.

DATA PROCESSING AND DIGITAL COMPETENCE

Searching, finding, and processing skills are developed in this competence, as are the

communication of information and it’s transformation into knowledge. Aspects such as the

access to, and selection of information are included, and the transmission of this

information in different formats. Students learn to use ITC as an essential medium for

information and communication. The acquisition of this competence involves use of

technology to solve problems efficiently and having a critical attitude towards the

information available.

Information and communication technology offers the possibility to comunícate in

real time with any part of the world, as well as simple and immediate access to a

constant flow of information which increases every day. Knowledge of a foreign

language offers the possibility to communicate using new technology real,

functional contexts for communication.. This competence consists of having the

ability to obtain, process and communícate information and turn it into knowledge.

The English Alive series has its own web page (www.oup.com/elt/englishalive) where the

interactive games give the opportunity to process informations and consolidate

knowledges. With the links to other web pages they can carry out activities in a real time. Each student is provided with a Multi-ROM where the language can be practiced in an

interactive way with games, dialogues, interactive video clips.

SOCIAL AND CIVIC COMPETENCEThis competence involves understanding the social reality of the world in which we live

and being a democratic citizen in today’s plural society. It incorporates individual

behaviour patterns that allow us to function and coexist in society, have contact with

others, cooperate, assume commitments and deal with conflict. Acquiring this


http://www.oup.com/elt/englishalive

competence means knowing how put oneself in the place of others, accept differences,

be tolerant and respect their values, beliefs, culture and personal history. To summarise,

it implies an understanding of the social reality we live in, the ability to deal with conflict

applying ethical values and understanding of the rights and obligations we have as

citizens, showing solidarity and responsibility.

Languages are used for social communication, but also as a vehicle for cultural

communication and transmission. Learning a foreign language involves an understanding

of cultural features and information related to the communities which speak the language.

This favours an understanding of the society we live in through respect and acceptance of

different cultures. Tolerance and integration are developed and an appreciation of

features of, and differences in, cultural identity.

Throughout the term the texts provide different subjects of cultural interest. Every two units in the

sections Culture, the students can learn different aspects of English spoken countries and

compare them whit their own (section Comparing Cultures). The English Alive! DVD contains

documentals and dialogues about the life of British young people.

For example: English Alive! SB 3 p.46, and DVD level 3 with notes (Video Teaching Notes) in the

Teacher’s Resource Book.

CULTURAL AND ARTISTIC COMPETENCEThis competence involves learning about, appreciating, understanding and evaluating a

variety of cultural and artistic statements, and treating them as a source of pleasure and

personal enrichment and as part of the cultural patrimony of different societies.

Appreciation and enjoyment of art and other cultural statements and an open and

receptive attitude to the variety of art forms lead to the conservation of a common cultural

legacy and encourages the student’s own creative capacity.

Learning a foreign language helps to develop this competence if the linguistic models

contain, even in the limited way possible at this level, cultural information. This

competence, then, encourages expression and communication in order to perceive and

understand different realities and products of the artistic and cultural world.

Artistic competence involves a basic understanding of techniques, resources and

conventions related to the different artistic idioms, music, literature, visual and stage arts

or different aspects of so-called popular culture.


During the term there is a variety of subjects including oral or written texts about music,

cinema, works of art, etc. All this contributes to the cultural and artistic enrichment of the

student. There is a lesson (song) every two units that deals with music together with

biographies, lyrics of songs, etc. For example, English Alive SB 3 p. 17,37, etc. At the

end of the SB the additional lessons, Curriculum Extra, provide texts about literature,

publicity, etc. (SB3 p.100)

LEARNING-TO-LEARNThis competence involves on the one hand starting the learning process, and on the other

hand being capable of continuing the process in an autonomous fashion. It implies the

acceptance of a variety of possible answers to the same problem, and motivation to

search for these answers using different means. To sum up, it implies an organisation of

the student’s own capacity to efficiently manage resources and intellectual processes.

Learning a foreign language is far more effective if it includes contents directly

related to reflection upon one’s own learning, so that each child identifies how to

learn better and which strategies to use to improve.

This involves the awareness of those capacities which form a part of learning,

such as attention, concentration, memory, comprehension, linguistic expression

and motivation, for example.

Each unit of English Alive focuses on a strategy for the learning of skills in the section

Skill Focus. For example English Alive! SB 3 p.14. In each level of the Teacher’s Guide

there is Portfolio photocopiable material (self-testing), European Portfolio style of

languages, connected with every SB unit, where the student can think about his own

learning strategies. (TG p.xvi-xxii)

B. KEY COMPETENCES NOT DIRECTLY RELATED TO FOREIGN LANGUAGE LEARNING

MATHEMATICAL COMPETENCEThis competence consists, above all, of the ability to use numbers and basic

mathematical operations, symbols and mathematical reasoning to produce and express

information. Students learn about quantitative and spatial features and resolve everyday

problems. The acquisition of this competence means applying skills and attitudes which

allow for mathematical reasoning, understanding of mathematical arguments, and the


ability to express oneself and communicate in mathematical language integrating

mathematical concepts with other types of knowledge.

Using numbers and basic operations,symbols and forms of expression and mathematical

reasoning to produce and interpret information, to know more about quantitative and

spatial aspects of reality and to resolve problems related to daily life. Part of mathematical

competence is the ability to interpret and express with clarity and precision information,

data and arguments.

Many of the units contain information for the students to analyse and reach their own

conclusions and use this information in a suitable way for the required task. For example,

analyse information in the Reading sections and give details/opinions in the Writing tasks.

For example Practical English SB3 p.27.

COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE PHYSICAL WORLD

This involves the ability to interact with the physical world in it’s natural state and see how

it has been affected by human intervention. It helps to understand events and the

consequences of different activities designed to improve and preserve conditions for life,

of other people, and other living things. This competence implies the acquisition of

scientific rational thought which enables the student to interpret information and make

decisions with autonomy and personal initiative, and to use ethical values in personal and

social decisions.

Interacting with the physical world, both in its natural aspects and those generated by

human action, in such a way that facilitates the understanding of events, the prediction of

consequences and activity directed towards the improvement and preservation of the

conditions of one’s own life, that of other people and of all other living creatures.

Taking as a starting point knowledge of the human body, nature, and the interaction of

mankind with nature, this competence allows students to discuss rationally the

consequences of different lifestyles and take decisions about a healthy physical and

mental way of life in a healthy and safe environment. The responsible use of natural

resources, environmental conservation, and preservation of individual and collective

health are recognised as key to quality of life.


During the term diverse subjects connected with the knowledge and interaction with the

physical world are dealed with, such as a balanced diet, the weather or the preservation

of the environment. For example: English Alive SB 3 p.18-19,63.

AUTONOMY AND PERSONAL INITIATIVEThis competence refers to the ability to decide using ones own criteria and to successfully

take the necessary initiatives to develop and take responsibility for the chosen option,

both at a personal and social level and in the workplace or school.

The acquisition of this competence implies creativity, innovation, responsibility and a

critical approach to the development of individual or group projects.

Decisions which result from reflection on the learning process favour autonomy. As

autonomy and personal initiative often involve others, this competence necessitates

social skills such as cooperation, flexibility, negotiation, teamwork, seeing others’ points

of view, dialogue, and the assertiveness to explain one’s own decisions. Autonomy and

personal initiative involve being able to imagine, begin, develop and evaluate one’s

actions or individual or group projects with creativity, confidence, responsibility and a

critical attitude. In this sense it requires the ability to revise previous ideas or create new

ones, finding solutions and putting them into practice.

The students have the possibility to develop in groups different works (projects) about

subjects suggested in the Teacher’s book which are useful to think over the things learnt

previously. For example: English Alive Teacher’s Resource Book 3 p. 75,79,83.

Continuous learning

In a competence there iis no knowledge which is only acquired in and valid for a

particular subject (especially in and for this one). Everything students learn in different

subjects (and not only at school) forms a background of culture and information which

should serve them throughout their lives, which they should be able to use at specific

moments and in differerent situations (language is, in this sense, paradigmatic) . For this

reason, any of these competences may be achieved if not in all, certainly in most

curriculum subjects and for that reason too these competences can be used and applied

in all these subjects, regardless of in which one they have been acquired (transversality).

Being competent should guarantee the completion of determined learnings, but also

permit the attainment of others, both at school itself and beyond, a guarantee of


continuous learning (or, in this case, the capacity to communicate in very diverse

situations, some of which pupils themselves may not yet even perceive as likely in the

future).

Nevertheless, clearly there is an obvious interrelation between the different elements of

the curriculum, one which we must highlight in order to make suitable use of all the

curriculum subjects employed in the teaching-learning process. When in a didactic

programme like this one the objectives of a unit are indicated formulated ( like the

assessment criteria, in terms of abilities), we know that these determine the choice of

contents, in the same way that we should employ assessment criteria which demonstrate

whether or not pupils attain them. Thus, assessment criteria allow for a double

interpretation: on the one hand, those related to the pupils’ learning as a whole, in other

words, there will be some assessment criteria specifically linked to concepts, others to

procedures and others to attitudes, as all of these contents need to be assessed

because they were worked on in class and are those which are assesssed at different

stages during application of continuous assessment; and on the other, there will be

assessment criteria which have been formulated more with regard to their relationship

with key competences.

The assessment of key competences is an assessment model which differs from that of

assessment criteria, both because it is applied at different stages of other assessments,

and because its purpose, though complementary, is different. If we assume that key

competences involve a real and practical application of knowledge, abilities and

attitudes, the way of checking or assessing whether the pupil has acquired them is to

reproduce application situations which are as real as possible, and in these situations it is

customary for the pupil to use this accumulated background (all kinds of contents) but to

respond, above all, to practical situations. In this way, when we assess competences we

are essentially, though not exclusively, assessing procedures and attitudes, which is why

we relate them to assessment criteria that are more procedural and attitudinal.

SUBCOMPETENCESThe competences by their very nature are generic. To use them as a reference for

pedagogical actions and to really demonstrate the competences acquired by the

students, they need to be broken down into more specific objectives related to other

elements of the curriculum. We have called these objective subcompetences, and without

covering all the possibilities, they do include those most closely related to the subject

curriculum and most prominent in all subjects on account of their interdisciplinary nature.


In foreign language learning, these subcompetences are as follows (there are other

competences/subcompetences which are also acquired in the area of Foreign Language–

English, though not in this grade):

Competence in linguistic communication Express thoughts, emotions, experiences and opinions orally and simply.

Adapt spoken style to a variety of communicative contexts, taking into account non-

verbal features and respecting norms of communicative exchanges.

Understand social and cultural conventions when producing texts

Understand a variety of texts types typical of the academic setting and understanding

the communicative intention and formal features.

Take pleasure in reading and use reading to discover other places, languages and

cultures.

Be conscious of the need to respect spelling rules in the production of written texts

Understand principles of word formation as a means of extending vocabulary

Use a sufficient range of vocabulary to be able to express oneself orally and in writing

in specific situations.

Compose texts typical of the academic environment, appropriate to the

communicative objective.

Write texts to express ideas, feelings and experiences

Data processing and digital competence Search for, obtain, process and communicate information in the foreign language,

transforming it into knowledge, using the computer or the internet.

Analyse critically the information obtained

Social and civic competence Use dialogue as a basic tool for interpersonal communication and in the resolution of

conflict.

Understand the values which characterise a democratic society: freedom, solidarity,

participation, citizenship, tolerance.

Value linguistic diversity as a cultural advantage.

Cultural and artistic competence Appreciate cultural diversity as seen though artistic statements.


Learning-to-learn Understand and habitually use the main techniques and strategies which favour the

intellectual process (summary, note taking, concept maps...).

Use a variety of sources for finding and processing information

Autonomy and personal initiative Show initiative and personal creativity

Develop social skills.

Mathematical competence Apply logical reasoning to chains of argument, identifying the fundamental ideas.

Competence in knowledge of and interaction with the physical world

Recognise geographical spaces and conditions where other cultures are located or

come from and which may determine and influence the development of these

cultures.

Identify questions or problems and obtain conclusions based on evidence.

All these competentes and subcompetences bring into play different strategies and

different linguistic and discursive skills are employed in a contextualised manner.

Therefore, the activities in which the foreign language is used are set within fields which

may be public (everything related to daily social interaction), personal family relationships

and individual social habits), professional or educational. Students will use

communication strategies in a natural and systematic manner in order to make effective

the communication activities performed by means of communicative skills. The skills

developed will be: productive (speaking and writing), receptive (listening and reading) and

based on interraction or mediation.

Learning tasks or activities will constitute the core of didactic planning, and will integrate

objectives, contents and assessment, making up units of programming. Amongst other

criteria, the design of activities and tasks has taken into account the stages to be followed

in their development, prior knowledge, integrated treatment of linguistic components,

skills and strategies, proposed final objectives and the classroom’s potential for

adaptation and diversity.


Learning English will not only provide students with competences in order to

communicate, but also with cultural and social knowledge of the culture whose language

they are studying, which will help them develop a personality which is open and tolerant

towards what is different.. In this way one achieves the integral prepararation of the

individual

As we have noted, one of the characteristics of the key competences is that they allow

for and encourage transversality in the learning with which they are associated, in other

words, that which can and should be achieved, though from a different but

complementary perspective, via the development of the curriculum of the various areas of

the same educational stage. In this grade, these areas are Conocimiento del Medio, Art,

P:E., Spanish Language, Foreign Language, Mathematics, Music and, optionally,

Religion.

For the overall work required of teachers in this grade, we indicate in the table below the key competences

which, as a minimum, should also be attained in other areas, in some with more interrelation and in others

with less:

KEY COMPETENCES**

1 2 3 4 5 6 7 8

Natural Sciences X X X X X X X

Social Sciences X X X X X X X X

P.E. X X X X X X

Spanish Language X X X X X X

Foreign Language X X X X X X

Mathematics X X X X X X X X

Technology X X X X X X X

*n.b.:

1. Linguistic communication.

2. Mathematics.

3. Knowledge of and interaction with the physical world.

4. Data processing and digital competence.

5. Social and civic..

6. Cultural and artistic.

7. Learning-to-learn.

8. Autonomy and personal initiative.


As can be seen, the transversality of the key competences is evident, so within the

framework of the centre’s educational standard criteria should be formulated for their

collective treatment.

ATTENTION TO DIVERSITY

One of the elements upon which the LOE places most emphasis is attention to diversity.

It is clear that the same educational method employed with a single group of students

has differing results depending on each pupil’s knowledge and previous experience, their

intellectual capacity and their interests and motivation with regard to teaching.

This si why, on many occasions, we have to modify. or adapt contents or methodology in

order that all pupils may attain the objectives established. Similarly, we should offer

extension activities for more able or receptive students. attention to diversity should

always be practised in both directions. Therefore, these differences should always be

catered for, by presenting the same activities in different ways by means of the activities

included in the students’ book and the workbook.. Teachers need to evaluate towards

whom they should direct one type of activity or the other, and need to be constantly

aware of these differences, not only when assessing, but also when teaching and

planning the process of teaching-learning.

English Alive! includes reinforcement and extension activities which allow for

individualised attention to pupils, depending on their needs and learning rhythm. Every

lesson in our project includes ideas to help teachers respond to the different situations

which arise in the classroom

The Teacher’s Book suggests reinforcement and consolidation activities for students as

well as notes for the teacher, teaching advice, better to deal with different types of

student.

In one of the components of the Teacher’s Resource Pack, , the Photocopy Masters

Book, the teacher will find photocopiable consolidation and extension pages for each

unit.

Criteria and procedures adopted for the development of special curricular adaptation for students with special educational needs


(The department can describe and detail these criteria and procedures here if necessary. If this is

not the case then this section can be omitted)

Adaptations will focus on:

1- The time and rhythm of learning

2- A more personalised methodology

3- A reinforcement of study skills

4- The improvement of procedures, habits and attitudes

5- Ways of increasing amount of counselling

a) For the more gifted students, extension materials will be provided

b) For pupils with serious learning problems, as sufficient progress in the conceptual

contents of the course is more difficult to attain, procedures and attitudes will be the

priority, with social integration being the overall aim. Core instrumental skills need to be

the key content of the adapted curriculum. Modifications to the curriculum may be quite

significant (they will probably entail the elimination of contents, objectives and

consequently of the assessment criteria which might otherwise be considered essential).

When such adaptations are not enough, the alternative is to have the pupil study part of

the core curriculum in special groups, with different contents and educational activities.

This learning can take place in the mainstream classroom with special support, or in a

separate physical space. This pupil will have the general objectives of this stage of

secondary education as a reference, but will work towards those aims through different

contents and activities.

PROGRAMME OF UNITS: 3rd YEAR - COMPULSORY SECONDARY EDUCATION

STARTER UNIT

1.- TEACHING OBJECTIVES Identify and use the basic verbs to describe daily actions, activities and routines.

Revise grammar structures such as personal pronouns and possessive

adjectives; present simple of verbs and question forms.

Identify and correct common grammar mistakes (Error correction).

Understand texts and oral information in a global and specific way.

Revise expressions of common and frequent conversation in spoken

communication.


Learn expressions to compare answers and practice in small dialogues

(Comparing answers).

Practice the pronounciation of diphthongs (Diphthongs).

Evaluate the progress and participation during the learning process.

2.- CONTENTS

BLOCK 1- Listening, speaking and conversing

PROCEDURES

Listening

Listen to a dialogue comparing answers. Indicate which sentences are listened to

(Comparing answers - Practical English, SB p. 7 ex. 4).

Listen and read some sentences connected with comparing answers and indicate

which sentence is heard. Listen again and repeat the conversation. (Practical

English, SB p. 7, ex. 4 y 5).

Speaking

Practice some suggested dialogues. Change the words in blue of the previous

dialogues and try to make up new dialogues (Activate Your English, SB p. 7,

ex. 2 y 3).

Ask and answer the questions of a questionnaire using the expressions of Phrase

Bank (Practical English SB p. 7, ex. 6).

BLOCK 2- Reading and writingPROCEDURES

Reading

Complete some dialogues with the suitable phrase chosen from some options

(Revision-Practical English, SB p.7 ex. 1).

Read a dialogue where answers are compared and indicate the sentences listened

to, choosing from two proposed options (Comparing answers-Practical English, SB

p.7 ex. 4).

Writing

Write a message correctly after finding the five grammar mistakes in it (SB p.6, ex. 7).

Write a dictation (Dictation, Practical English WB p.6, ex. 4).


BLOCK 3- Reflection and knowledge of the language by its usageCONCEPTS

LANGUAGE FUNCTIONS

Express activities of daily life.

Ask and answer questions about activities and routines.

Compare answers.

STRUCTURES-GRAMMAR

Pronouns and possessive adjectives

Present simple and adverbs of frequency

Questions forms

Common errors

VOCABULARY

Subject: Revision

GLOSSARY: Basic verbs: do your homework, download music, get up, go shopping, go to bed, go

to school, have lunch, meet friends, phone friends, play computer games, read, send

text messages, walk, watch TV.

Functional language: Compare answers (comparing answers).

PHONETICS

Practice pronunciation: diphthongs /ei/,/əu/, /au/, /ai/

PROCEDURES

Grammar

Copy and complete a chart with personal pronouns, direct object pronouns and

possessive adjectives (SB p. 5, ex. 1).

Complete an interview with the pronouns in a chart (SB p.5, ex. 2).

Substitute the specified words with their corresponding pronoun or adjective (SB p 5,

ex. 3).

Write some affirmative, negative and interrogative sentences using verbs in the

present simple (SB p.6, ex. 4).

Complete some grammar rules about how to make affirmative, negative and

interrogative sentences. (SB p.6, ex. 5).


Study a chart and complete sentences using the present simple of the verbs, and the

adverbs of frequency in it (SB p.6, ex. 6).

Make questions from suggested sentences. Use short answers to respond. Express

the questions and answers in a loud voice (SB p.5, ex. 7).

Complete some questions using the words in a box. Translate the specified words into

the mother tongue (SB p.6, ex. 1).

Match the questions in the previous exercise with the correct answers (SB p.6, ex. 2).

Complete some questions using two out of the three suggested words for each of

them (SB p.6, ex. 3).

Write suitable questions for some answers (SB p.6, ex. 4).

Find very common grammar mistakes and give the correct options (SB p.6, ex. 5).

Connect some grammar rules with the corresponding sentence (SB p.6, ex. 6).

Read a message in English, find the five gammar mistakes in it and rewrite it

correctly (SB p.6, ex.7).

Vocabulary

Match the activities in a box with the corresponding picture. Listen to a CD and check

the answers (SB p.4, ex.1).

Write ten questions using the verbs in exercise 1 and the suggested question forms

in a box (SB p.4, ex. 2).

Carry out a communicative exchange, asking and answering the questions of the

previous exercise with a classmate. Write the answers of the classmate. (SB p.4, ex.3).

Pronunciation

Practice the pronunciation of diphthongs (Pronunciation Bank Starter Unit,WB p.133,

ex.1,2,3)

Practice the rythm and entonation of some sentences (Phrase Bank) (Practical

English, SB p.7, ex. 5)

BLOCK 4- Socio-cultural features and intercultural awareness

CONCEPTS

Explain how the most common grammar mistakes in English are due to the differences in

construction of the mother tongue and the tendency to translate the same mental patterns

into this language.


3.- CONTRIBUTION OF THE FOREIGN LANGUAGE TO THE DEVELOPMENT OF THE BASIC COMPETENCESSee in the introduction the general aspects of the contribution of learning the foreign

language to the basic competences and particularly how they affect this:

ii. learning to learn;

The students think about and strengthen their personal initiative giving their opinion

about the different aspects (Find out questionnaire SB p. 7).

The students will learn to make small cards and doschematic exercises about the

things learnt in this unit (Word Bank, WB p. 110)

iii. data processing and digital competenceSee in the introduction general aspects of contribution to this competence.

iv. social and civic competence as learning a new language involves the knowledge of

social features and cultural facts linked to the native speakers which can be worked

along with the unit. Education for peace: the importance of knowing and tolerate the tastes and preferences

of others.

Moral and civic education: the importance of knowing and respect ways of life and

culture different from ours.

v. cultural and artistic competence The liguistic productions have artistic and cultural elements.

4. CONNECTION WITH OTHER CURRICULUM PARTSThroughout the unit there will be a reinforcement on several interdisciplinary subjects,

taking the vocabulary and structures to a real life context helping in the development of

their knowledge of the world out of the English classroom.

5.- WORKING DIVERSITYReinforcement activitiesAdditional and alternative, Teacher’s Guide, pages T-4 to p.7.

Workbook, pages 3 to 6.


Section Grammar Bank Starter Unit, WB, pages 90 and 91

Section Word Bank Starter Unit, WB pages 110 and 111.

Section Pronunciation Bank Starter Unit (WB, page 133)

Section Wordlist, WB, pages 136 to 142.

Photocopiable activities, Starter unit, (Revision) Teacher’s Resource Book, p. 70.

Additional activitiesAdditional and alternative activities, Teacher’s Guide, pages T-4 to page 7.

Photocopiable activities, Starter unit, (Extension) Teacher’s Resource Book, p. 71.

6.- ASSESSMENTFormative assessmentGrammar revision (Starter Unit, SB pages 5 and 6)

Grammar revision (Starter Unit, WB pages 5, 6 and 7)

Cumulative assessmentDiagnostic test (to be used before starting with the book and find out the English level of

students); Teacher’s Resource Book, pages 4, 5 and 6.

End-of-unit test (Starter Unit) Teacher’s Resource Book, pages 7,8 and 9.

Assessment criteriaStarter Unit Test (Teacher’s resource Book 3 pages 7- 9)

Vocabulary

Complete a crossword to revise vocabulary.

Complete some sentences with the correct form of the verbs in a box.

Complete some questions with the question forms in a box.

Grammar

Differentiate in some sentences the correct pronoun from several options

Write sentences using the present simple and the adverbs given

Complete a text with the verb forms in a box.

Order the words in some sentences leaving out one of them.

Complete some questions and write suitable answers.

Correct some sentences.

Complete a text with the words in a box.

Reding

Read a text and show understanding by answering some questions. Use short

answers.

Read the text again and answer some specific comprehension questions.


Oral comprehension

Listen to a converstion and choose the correct answers for some questions from

three options.

Writing

Write a composition about the perfect day for the student. Use the questions as a

guide.

UNIT 1- THE REAL ME

1 TEACHING OBJECTIVES Be able to recognise and use descriptive adjectives to describe a personality.

Be able to learn how to use adjectives ending in –ed o -ing to describe feelings or

the cause of them.

Be able to use the language and the structures learnt in the unit in a daily normal

conversation context (Identifying people – Practical English).

Being able to identify and interpret general and more specific information in

written texts.

Understand and apply grammar aspects such as relative pronouns, which

indicate the person, object, idea or place that is being talked about (who, where and

which), the adverbs which express possibility and probability and the present

continuous of verbs (compare it with the present simple).

Understand oral texts with expressions to describe feelings (It’s really annoying),

identify people (Identifying people) and identify general and more specific information

in them.

Carry out communicative exchanges, talking about feelings (Talking about your

feelings) and describing each one’s personality (Describing your personality).

Produce a self portrait by describing oneself (Describing a “life picture”) using

structures and expressions worked in the unit (Adverbs of degree).

Learn a song and get information about the music and its composer (Hilary Duff).

Practice the stress in some special words in a sentence (sentence stress).

Assess the progress and participation in the process of learning.

2.- CONTENTS



PROCEDURES

Listening

Listen to five sentences and write them down (Dictation) (SB p.11, ex.10).

Listen to a radio programme where some people call to speak about some annoying

situations (It drives me crazy!). Identify which of these situations are listed in exercise

1. Listen and answer comprehension questions (SB p 12, ex.1 and 2).

Listen to a dialogue where common expressions are used to ask and answer about

people. Answer with a comprehension question (Identity–Practical English, SB p.16

ex. 2).

Speaking

Read sentences in which some annoying situations are described. Express feelings

connected with them. Ask and answer questions to express how the students feel

about these situations.Use the expressions given in the Phrase Bank (SB p.12, ex.1).

Complete some sentences with ideas of their own personality and compare the

answers with a colleague, practicing a communicative exchange (SB p14, ex3-4).

Prepare a dialogue (Activate Your English) to identify other people at a party. Use

the suggested dialogue as a pattern (Identifying people, Practical English). Practice

this dialogue with a partner (SB p.16, ex. 4 and 5).


Reading

Interpret some photographs to point out the first impressions that these two people

cause in the context. Give three adjectives which describe each one of them (SB p.

8, ex.4).

Read and listen to a text (First impressions) about the first impressions people have

on us; in particular these two characters: Jason and Holly. Indicate the adjectives

used to describe and compare them with the answers in exercise 1 above (SB p.8 ex

5).

Read the text again and answer some comprehension questions (SB p. 8, ex.6).

Find some words in the text above and connect them with the correct one (Word

Search, SB p. 8, ex. 7).

Complete some sentences using information about the text above. Write sentences describing a well known person (Recycle, SB p. 9, ex. 8).


Ask and answer questions giving opinions and talking about the first impressions

people have on us (Talking Point, SB p.9, ex.9).

Read an article in a magazine (Self-Portrait) with two self-portraits to obtain a global

idea of the text . Indicate the most suitable word in the three suggested sentences

(SB p.14, ex.1).

Read and listen again the text in exercise 1 and complete some sentences (SB p.14,

ex. 2).

Read a text (Teenage emotional roller coaster) and answer true or false to some

sentences connected with it. Answer some specific comprehension questions (WB p.

12, ex. 1 and 2)

Notice some detailed personal documents and answer some comprehension

questions. (Identity–Practical English, SB p.16 ex.1).

Read and listen to a dialogue with common expressions to ask/answer about

people’s identity. Answer a comprehension question (Identity–Practical English, SB p.

16 ex.2).

Writing

Read the description of a self-portrait (Life picture) and complete a text deducting

the words left out. Listen to a CD and check the answers (SB p.15, ex.5).

Translate some sentences into the mother tongue where adverbs of degree are used

and complete a chart with the adverbs in blue (Language Point, Adverbs of degree,

SB p.15,ex.6)

Give opinions about some ideas using adverbs of degree (SB p.15, ex.7).

Take notes to make a description of a personal “life picture” (Preparation) and

answer some questions with them (SB p.15, ex. 8).

Write a description or a personal “life picture” (TASK), using the suggested plan

(Writing plan), the book pattern and the ideas in the last exercise (SB p.15, ex.9).

Prepare a dialogue (Activate Your English) to identify other people at a party. Use

the suggested dialogue as a pattern (Identifying people, Practical English). Practice

the dialogue with a classmate (SB p.16, ex. 4 and 5).

Complete a dialogue with the words in a box and write one similar to the one above

to identify people (Identifying people – Practical English, WB p.13, ex.7 and 8).

SECTION 3- Reflection and knowledge of the language by its usageCONCEPTS

LANGUAGE FUNCTIONS


Describe people’s and one’s own personality.

Speak about impressions.

Describe feelings.

Express probability and possibility.

Ask and answer questions to know people’s identity.

GRAMMAR -STRUCTURES

Relative pronouns

Adverbs: possibility

Present continuous

Comparing present tenses

VOCABULARY

Subject: Personality and feelings.

VOCABUALRY: Personality adjectives: chatty, cheerful, cold, dishonest, extroverted, friendly, honest,

impolite, insensitive, moody, polite, quiet, relaxed, sensitive, shy, tense, unfriendly,

warm.

Adjectives to describe feelings and impressions: annoyed- annoying, bored- boring,

embarrassed- embarrassing, excited- exciting, frightened- frightening, relaxed-

relaxing, surprised- surprising, worried- worrying.

Adverbs of degree: not very, a bit, quite, very, really.

Functional language: Identifying people (Identifying people).

PHONETICS

Pronunciation: sentence stress

PROCEDURES

Grammar

Read and complete a chart about relative pronouns (SB p.10, ex.1).

Complete some sentences using the most suitable relative pronoun (SB p.10, ex. 2).

Complete some sentences using two of the words given in a box. Write new senteces

changing the words given in blue (SB p.10, ex. 3 and 4).

Read some grammar rules about the usage of adverbs of possibility and connect

each with an example representative sentence (SB p.10, ex. 5).


Put the words of some sentences in order (SB p.10, ex. 6).

Watch a photograph and describe it, writing sentences to define the person in it. Use

the most suitable adverbs of possibility and probability (SB p.10, ex.7).

Read a grammar chart with the explanation about the usage of the present

continuous. Complete some sentences using the present continuous of the verbs in a

box (SB p.12, ex. 4 and 5).

Write questions for some given answers, using the present continuous (SB p12, ex 6)

Read a chart with the grammar rules about the present simple or the present

continuous. Deduct and specify in which cases they are used (SB p.13, ex.7).

Connect the two parts of the questions and answer them (SB p.13, ex. 8).

Complete a dialogue using the present simple or continuous in an appropriate way

(SB p.13, ex. 9).

Read the text (What annoys you?) and complete it with the corresponding words in

the three different columns to practice the grammar learnt in the unit. In pairs, make

the questionnaire and answer one question (Grammar Consolidation, SB p.13, ex. 10

and 11.).

Listen and write down a dictation (Grammar Consolidation, WB p.11, ex. 8).

Vocabulary

Connect adjectives and their opposites. Listen to a CD and check the answers (SB

p.8, ex.1).

Describe people in photographs, interpreting contextual elements and using the

adjectives in exercise 1 above (SB p.8, ex.2).

Describe some suggested people, using suitable adjectives (SB p.8, ex.3).

Match the photographs of some people with the adjective that describes their feeling.

Listen to a CD and check the answers (SB p.11, ex. 8).

Read some sentences and complete a chart where adjectives are classified

depending on their ending, –ed or –ing, and according to the feelings or the cause

of them, respectively (SB p.11, ex. 9).

Rewrite the sentences in exercise 9 above changing the given words in blue. Write

new sentences expressing the feelings about the suggested ideas in a box and using

adjectives ending in –ed or –ing according to the meaning (Activate Your English, SB

p.11, ex 11 and 12).

Pronunciation


Practice the stress in sentences (Pronunciation Bank WB p.133, ex. 1, 2 and 3).

Listen to five sentences and write them down (Dictation) (SB p.11, ex.10).

Practice the rythm and entonation of some sentences (Phrase Bank,Practical

English, SB p.16, ex.3).

BLOCK 4- Socio-cultural features and intercultural awarenessCONCEPTS

Recognise and speak about personality features and feelings of people. Compare the

suggested patterns in the unit with own patterns or those of the people around. Learn

and sing a song, approaching the pop culture and learning details of a famous person,

the American singer and film star Hilary Duff.

PROCEDURES

Read the profile of Hilary Duff and answer some questions (SB p.17, ex.1).

Read and complete the lyrics of a song (Wake up) with the words in a box. Listen to

the words in the song and check the answers (SB pág. 17 ej. 2).

Find out the words in the text which are connected with some definitions (SB p17, ex

3).

Give opinions about six suggested ideas in the exercise, using the adjectives in a box

and adverbs of degree (SB p.17, ex. 4).

3.- CONTRIBUTION OF THE FOREIGN LANGUAGE TO THE DEVELOPMENT OF THE BASIC COMPETENCESSee in the introduction the general aspects of the contribution of learning the foreign

language to the basic competences and particularly how they affect this unit:

ii. learning to learn

The students think about and strengthen their personal initiative giving their opinion

about different aspects (Activate your English, SB p.11) or about their first

impressions (Talking point, SB p. 9).

The students will learn to make small cards and do schematic exercises about the

things learnt in this unit (Word Bank 1, WB p. 112 and 113)

iii. data processing and digital competence,


See in the introduction the general aspects of the contribution to this competence

iv. social and civic competence as knowing a language implies the knowledge of

social features and cultural facts linked to their native speakers which can be worked

along with the unit.

Moral and civic education: the importance of being oneself in all occasions and respect

the others assuming and accepting their own personal characteristics and feelings. The

importance of being respectful to others avoiding noisy or annoying activities.

v. cultural and artistic competence Linguistic productions contain both artistic and cultural components;

Complete the suggested song in the unit and learn about its composer Hilary Duff (SB p.

17).

4. CONNECTION WITH OTHER CURRICULUM PARTSThroughout the unit there will be a reinforcement on different interdisciplinary subjects,



Language and Literature

Learning about Shakespeare and drama as a litreary style.

Curriculum Extra 1, SB p. 98 and 99, WB p. 130, Teacher’s Guide, pages 98, T98, T99 y

99

5.- WORKING DIVERSITYReinforcement activitiesAdditional and alternative activities, Teacher’s Guide, pages T-8 to T-17

Workbook, pages 7to 14

Section Grammar Bank 1, WB, pages 9 and 113.

Section Pronunciation Bank, Unit 1 (WB, page 133)


Photocopiable activities, Unit 1, (Revision) Teacher’s Resource Book, page 72

Alternative practice for students with difficulties to follow up the group pace:English Alive! Basics Progress Book A, Unit 1

Additional activitiesAdditional and alternative activities, Teacher’s Guide, pages T-8 to T-17


Photocopiable activities, Unit 1, (Extension) Teacher’s Resource Book, page 73.

6.- ASSESSMENTFormative assessmentGrammar consolidaton (Unit 1, SB page 13)

Grammar consolidation (Unit1, WB page 11)

Progress Check (Unit 1, WB page 14).

Revision sections (Units 1-2, WB pages 23 and 24).

Cumulative assessmentEnd-of-unit test (Unit 1) Teacher’s Resource Book, pages 10, 11 y 12.

Self-assessmentStudent Self-assessment Checklist, Unit 1, Teacher’s Guide, page xviii

Assessment criteria Unit 1 Test (Teacher’s resource Book 3 pages 10-12)Vocabulary

Complete some personality adjectives and write down their opposites.

Choose the correct adjective from three options.

Complete some questions with the adjectives from a box.

Grammar

Complete some sentences with the correct relative pronoun.

Complete some sentences using the information in a chart and a relative pronoun.

Rewrite some sentences using adverbs of possibility.

Write sentences with the suggested words and the present continuous.

Complete a dialogue choosing the present simple or continuous.

Complete a text with the words from a box.

Reading

Read a text and show comprehension indicating if the sentences are true or false.


Oral comprehension

Listen to a conversation about two brothers and choose the correct option out of

three for some sentences.

Writing

Write a composition about the student’s favourite place, person or thing. Use some

questions as a guide.


UNIT 2. SUPER NATURE1.- TEACHING OBJECTIVES Be able to recognise and use vocabulary connected with natural phenomena.

Be able to learn the usage of verbs in the past tense (Past simple) to speak

about the effects of bad weather.

Be able to use the language and structures learnt in this unit in the context of a

daily normal conversation (Asking for information – Practical English).

Be able to identify and interpret general and more specific information in written

texts.

Understand and apply grammar aspects such as making up sentences with the

past tense of verbs; (was/were, there was/there were) in affirmative, negative and

interrogative forms; learn the past simple of regular and irregular verbs and be able

to use and form the past simple and/or the past continuous in a suitable way.

Be able to use time expressions such as: ago, for, during.

Understand oral texts in which terrible and dangerous natural phenomena happen

(A frightening experience) and take notes about them, as well as identify general and

more specific information.

Make communicative exchanges, talking about events in the past (Talking about

past events) or asking for information to get somewhere (Asking for information).

Tell and write about a survival story (A survivor’s story) using words and

expressions used in the unit, for example time connectors (time connectors).

Learn other cultural and social patterns and compare them with their own culture

(A traditional community).

Assess the improvement and practice the pronunciacion of the ending of regular verbs in the past (Past simple ending: /ɪd/)

Participate in the learning process.

2.- CONTENTS

BLOCK 1- Listening, speaking and conversingPROCEDURES

Listening

Listen to five sentences and write them down (Dictation) (SB p. 23, ex. 8).


Listen to a person (Storm chasers) who follows and takes photographs of terrible

storms. Indicate and order some photographs connected with these storms as they

are listened to. Listen again and answer some comprehension questions (SB p. 22,

ex. 1 and 2).

Listen to an interview connected with the effects of a tsunami and complete some

notes about it. Make some suitable questions for these notes (Skill Focus, Taking

notes, SB p. 24, ex. 3).

Listen to a dialogue asking and giving information about how to get to a specific

place. Answer a comprehension question (Asking for information-Practical English,

SB p.27 ex. 5)

Speaking

Ask and answer questions giving opinions and reasons about natural phenomena,

the human being and his survival on earth (Talking Point, SB p.19, ex.8).

In pairs, practice asking and answering about how, where, when and why a big

hypothetical storm took place (Activate Your English, SB p. 20, ex. 4).

In pairs, ask/answer questios about last weekend (Activate Your English, SB p.21,

ex. 9)

Practice asking questions from a box and answering them (Activate Your English, SB

p. 22, ex. 5).

Practice a dialogue (Activate Your English) about places and activities in the

student’s environment. Use the suggested dialogue as a pattern (Asking for

information, Practical English, SB p. 27 ex. 8)


Reading

Look up the meaning of some words connected with volcanoes and give answers to

some questions. Listen and read the text and check the answers (SB p.18, ex.3 - 4)

Read and listen to the text again (Super Volcano) and answer some comprehension

questions (SB p.18, ex.5).

Find in the text above the opposite words to the ones suggested (Word Search, SB

p.18, ex.6)

Describe the weather in special situations using the sentences given as a pattern

(Recycle, SB p.19, ex. 7).


Read an article about a tsunami (Monster waves) and connect some sentences with

each paragraph of the text. Listen and check the answers (SB p.24, ex.1).

Read the text in exercise 1 again and answer some comprehension questions (SB p.

24, ex. 2).

Look at the map of the island of Tiree in Scotland and answer some comprehension

questions (Finding places, Practical English, SB p. 27 ex. 4)

Read a dialogue asking and giving information about how to get to a specific place.

Answer a comprehension question (Asking for information–Practical English SB p.27

ex. 5)

Writing

Read a text and put the paragraphs in order. Listen to a CD and check the answers

(SB p. 25, ex. 4).

Translate some sentences into the mother tongue using time connectors (Language

Point, Time connectors, SB p. 25,ex. 5).

Choose the appropriate connector in some sentences (SB p. 25, ex. 6).

Make some notes to make up a survival experience in a natural disaster

(PREPARATION) and use them to answer some questions (SB p. 25, ex.7).

Write a composition about this imaginary survival experience (TASK), using the

suggested plan (Writing plan), the book pattern and the previous ideas (SB p 25, ex.

8).

Prepare a dialogue (Activate Your English) about places and activities in the

student’s environment. Use the suggested dialogue as a pattern (Asking for

information,Practical English,SB p. 27 ex.7)

Complete a dialogue with the sentences from a box and write one similar to the last

one asking for information about how to get to a specific place using the suggested

information (Practical English, WB p. 21, ex. 7 and 8).


LANGUAGE FUNCTIONS

Speak about natural phenomena and their effects.

Speak about events in the past.

Ask for information and answer how to get to a specific place.


GRAMMAR STRUCTURES

There was/there were

Past simple

Past continuous

VOCABULARY

Subject: Natural phenomena.

GLOSSARY: Natural phenomena: avalanche, blizzard, earthquake, flood, hailstones, hurricane,

landslide, lightning, storm, tornado, tsunami, volcanic eruption.

Effects of bad weather (Past simple forms of verbs) : bury, carry, crash into, damage,

destroy, fall, find, flood, hit, lift, lose, rise.

Functional Language: Asking and giving information (Asking for information).

PHONETICS

Pronunciation: Past simple ending: /ɪd/

PROCEDURES

Grammar

Change some present sentences into the past. Also write them in the negative form

(SB p. 20, ex.1).

Complete a piece of news using the affirmative and negative form of the past

was/were, there was/there were (SB p. 20, ex. 2).

Complete the questions of an interview using was/were, there was/there were

(SB p. 20, ex. 3).

In pairs, practice making questions and answers similar to the ones in exercise 3

above, thinking about a hypothetical situation in a big storm (Activate Your English,

SB p. 20, ex. 4).

Read some example sentences where the past simple is used and answer some

questions deducting the grammar rules for its usage (SB p. 20, ex. 5).

Translate some sentences into the mother tongue (Check This!) (SB p.20, ex. 6).

Complete a text using the past forms of the verbs given (SB p. 20, ex.7).

Read and complete a weblog correcting the verb mistakes in it (SB p. 21, ex. 8).

In pairs, ask and answer qustions about last weekend (Activate Your English, SB p.

21, ex. 9)


Read and complete a grammar chart about the past continuous (SB p. 22, ex. 3).

Look at a picture and write questions and answers using the past continuous

(SB p. 22, ex.4).

Complete some questions using the sentences in a box and practice asking and

answering them (Activate Your English, SB p. 22, ex. 5).

Read and complete a chart with the grammar rules about the past simple and past

continuous. Specify in which cases they must be used (SB p. 23, ex. 6).

Complete some sentences using the past simple and past continous

(SB, p. 23, ex. 7).

Read a text (Lightning strikes…) and complete it with the corresponding words from

three different columns to practice the grammar learnt in the unit. Listen to the CD

and check the answers (Grammar Consolidation, SB p. 23, ex. 9.)

Read a dialogue and complete it with suitable words from one of the three columns.

(Grammar Consolidation, WB p. 19, ex. 7).

Listen and write down a dictation (Grammar Consolidation, WB p. 19, ex. 8).

Vocabulary

Connect the natural phenomena in a box with the corresponding photograph. Listen

to a CD and check the answers (SB p. 18, ex. 1).

Ask and answer questions connected with natural phenomena (SB p. 18, ex.2).

Read a text connected with the effect of bad weather (Weird Weather) and complete

a chart sorting out the verbs in it in three parts: present, past and their translation.

Listen and check the answers. Find a mistake in each paragraph (SB p. 21, ex. 10

and 11).

Read the list of irregular verbs in the WB page 144 and in pairs ask and answer

about the past form of irregular verbs (SB p. 21, ex. 12).

Pronunciation

Practice the pronunciation of the ending of verbs in the past simple (Pronunciation

Bank, Unit 2 WB page 134, ex. 1,2 and 3).

Listen to five sentences and write them down (DICTATION) (SB p. 23, ex. 8).

Practice the rythm and entonation of some sentences (Phrase Bank, Practical

English, SB p. 27, ex. 6)



CONCEPTS

Speak about different and important super volcanoes such as: Mount St. Helens in

Washington, Toba in Indonesia, or Yellowstone National Park in USA.

Explain and comment the specific vocabulary of the unit such as: tornado, hurricane,

storm chasers, etc.

Learn the meaning of the word tsunami: a huge wave causd by an earthquake or a

volcanic eruption which usually occurs in the Pacific Ocean.

Learn some data about a remote island, Tiree in The Hebrides Islands of Scotland.

PROCEDURES

Read and listen to a text about life in a remote island of Scotland (Life on the rocks)

and answer an opinion question, giving reasons for the pros and cons (SB p. 26,

ex. 1).

Read the text again and say if some sentences are right or wrong. Give reasons for

the answers (SB p. 26 ex. 2).

Answer some opinion questions connected with the text read comparing and

contrasting cultures (Comparing Cultures, SB pág. 26, ej. 3).

3.- CONTRIBUTION OF THE MOTHER TONGUE TO THE DEVELOPMENT OF BASIC COMPETENCES See in the introduction the general aspects of the contribution of learning the foreign

language.

learning to learn;

The students think over and strengthen their own initiative giving their opinions and

reasons about natural phenomena, mankind and survival on Earth.

(Talking point, SB p. 19).


things learnt in the unit (Word Bank 2, WB pages 114 and 115)


See in the introduction the general aspects of the contribution to this competence.

iv. Social and civic competence

The knowledge of a language involves the knowledge of social features and cutural facts

connected with their native speakers which can be studied along with this unit .


Health education: The importance of being sensible and avoid risks in extreme

situations of bad weather or important natural phenomena.

Environmental education: importance of being aware of the connection between

natural disasters and the change of climate with the performance of man on the earth.

v. Artistic and cultural competence Liguistic studies contain both artistic and cultural components

Get information about life in some remote Scotish islands: The Hebrides (SB p.26).

4. CONNECTION WITH OTHER PARTS OF THE CURRICULUMThroughout the unit there will be a reinforcement on a diversity of interdisciplinary

subjects, taking the vocabulary and structures to a real life context helping in the

development of its knowledge of the world out of the English classroom.

Social science (Geography)

Learn aspects connected with nature phenomena, storms, volcanoes, tornadoes, etc.

Learn where the Hebrides Islands are situated (Scotland)


Learn about Shakesperare and drama as a literary style.

Curriculum Extra 1, SB pages 98 and 99, WB p. 130, Teacher’s Guide, pages 98, T98,

T99 and 99

5.- WORKING WITH DIVERSITYReinforcement activitiesAdditional and alternative activities, Teacher’s Book, pages T-18 to T-27



Section Word Bank 2, WB pages 114 and 115.

Section Pronunciation Bank, Unit 2(WB, page 134)


Photocopiable activities, Unit 2, (Revision) Teacher’s Resource Book, page 74.

Alternative practice for students with difficulties to follow up the group’s pace:English Alive! Basics Progress Book A, Unit 2

Improvement activitiesAdditional and alternative activities, Teacher’s Book, pages T-18 to T-27

Photocopiable activities, Unit 2, (Extension) Teacher’s Resource Book, pages 75.


6.- EVALUATIONFormative Evaluatión Grammar consolidaton (Unit 2, SB page 23)

Grammar consolidation (Unit 2 WB page 19)

Progress Check (Unit 2 WB page 22).


Cumulative assessmentEnd-of-unit test (Unit 2) Teacher’s Resource Book, pages 13, 14 and 15.

Self AssessmentStudent Self-assessment Checklist, Unit 2, Teacher’s Book, page xviii

Assessment criteriaUnit 2 Test (Teacher’s resource Book 3 pages 13-15)Vocabulary

Put the letters of some words in order.

Complete some sentences with the past simple of the verbs in a box.

Grammar

Complete some sentences with the correct verb form was/were, there was/there

were.

Write sentences using the past simple.

Indicate whether some sentences are grammatically correct or not.

Write questions using the past continuous. Write the answers.

Complete some sentences using the past simple or continuous of the verbs in a box.


Reading

Read a text and show comprehension indicating if the sentences are true or false.

Read the text again and answer some specific comprehension questions

Oral comprehension

Listen to a conversation about exciting experiences. Indicate if the sentences are

true or false.

Writing

Write a composition about a dangerous experience of the student. Use some



UNIT 3 – LIFESTYLE

1.- TEACHING OBJECTIVES Understand and use vocabulary about health and lifestyles connected with it.

Be able to learn vocabulary to describe people’s appearance.

Be able to use the language and structures learnt in the unit in the context of a

daily normal conversation. (Choosing from a menu – Practical English).


texts.

Understand and apply grammar aspects such as: countable and uncountable

nouns (some, any, much, many, a lot of); quantity expressions (too / enough), and

comparative and superlative adjectives.

Understand oral texts about people with unusual appearances (Different) and

identify general and more specific information.

Carry out communicative exchanges, expressing agreement and disagreement

(Agreeing and disagreeing) and choosing a meal from a menu (Choosing from a

menu).

Produce a publicity brochure for a sports and health club (A brochure for a sports

and health club) using structures and expressions worked in the unit (so and

because)

Learn a song and get information about the music and group. (Weezer).

Practice the stress (stressing) in specific parts of a word (Word stress).


2.- CONTENTS


PROCEDURES

Listening

Listen to five sentences and write them down (DICTATION, SB p. 31, ex. 9).

Read an information about a radio programme speaking about people with an

unusual appearance and connect some sentences with their corresponding

photograph. Listen to the whole radio programme and check the answers (SB p 32,

ex. 1 and 2).


Listen to the radio programme again and choose the correct word in some sentences

(SB p. 32, ex.3).

Listen to a CD with recipes (Recipes–Practical English, SB p. 36 ex. 2).

Listen to a dialogue with common expressions to choose a menu. Answer a

comprehension question. (Choosing from a menu -Practical English, SB p. 36 ex.

3).

Speaking

Practice communicative exchanges giving opinions with the words and expressions in

circles (Activate Your English, SB g. 31, ex. 10).

Carry out communicative exchanges comparing opinions. Use adjectives in the

superlative form from the suggested patterns (Activate Your English, SB p. 33 ex. 6).

Express agreement or disagreement with opinions about plastic surgery and compare

these opinions with the others using the expressions of the Phrase Bank (SB p. 34

ex. 1).

Practice a dialogue (Activate your English) to explain the content of a menu to a

foreign friend in a restaurant. Use some of the suggested options in the menu

(Choosing from a menu- Practical English (SB p. 36, ex. 6).

BLOCK 2- Reading and writing

PROCEDURES

Reading

Look up the meaning of some words and sort them out to say whether they are

healthy or not (SB p. 28, ex. 3).

Read and listen to a text (Supersize me) about a dietetic experiment and say whether

the words in exrcise 3 above are mentioned or not (SB p. 28 ex. 4).

Read the text again and say if the sentences are true or false. Give reasons for the

answer if it is false (SB p. 28, ex. 5).

Complete some examples previously found in the text above and sort them out

according to the use of the verb do o make. Add some words to the chart above

(Word Search, SB p.28,ex. 6/7)


Complete a chart with food and drinks showing likes and dislikes. Also, say which are

countable or uncountable (Recycle, SB p. 29, ex. 8).

Ask and answer questions expressing likes and reasons regarding nutrition (Talking

Point, SB p.29, ex.9).

Read some opinions about plastic surgery. Express agreement or disagreement and

compare opinions with the others using the expressions of the Phrase Bank (SB p.

34 ex. 1).

Read and listen to an article (Perfect people) about plastic surgery and indicate which

of the opinions in the exercise above are included in it. Answer some comprehension

questions (SB p. 34, ex. 2 and 3).

In a text, identify some pronouns and indicate who they refer to (Skill Focus,SB p.34,

ex. 2).

Look up the meaning of some words connected with recipes and complete a chart

with them. Read and listen to some recipes and complete them with the vocabulary in

exercise 1 above (Recipes–Practical English, SB p. 36 ex. 1 and 2).

Read a dialogue with common expressions to choose a menu. Answer a

comprehension question (Choosing from a menu -Practical English, SB p. 36 ex.3).

Read a dialogue in which a menu is chosen and pick up the correct words and

expressions (Choosing from a menu -Practical English, WB pág. 31 ej. 8).

Writing

Look up some words and complete a text with them (The new you club). Listen to a

CD and check the answers (SB p. 35, ex. 5)

Translate some sentences into the mother tongue using conjunctions (Language

Point, so, and because , SB p. 35, ex. 6).

Complete some sentences in two different ways using so and because (SB p 35, ex

7).

Write some notes to make a publicity brochure for a club (Preparation) and use them

to answer some questions. Choose some of the suggested ideas (SB p 35, ex.8 and

9).

Write a brochure (A Brochure for a sports and health club) for a fitness club (TASK),

using the suggested plan (Writing plan), the pattern in the book and the ideas from

the last exercise (SB p. 35, ex.10).


Prepare a dialogue (Activate your English) to explain the contents of a menu in a

restaurant to a foreign friend. Use some of the suggested options in the menu

(Choosing from a menu- Practical English). (SB p. 36, ex. 5).

Write a dialogue to choose a menu with the help of a suggested menu and the ideas

of the WB ex. 8 (Choosing from a menu – Practical English, WB p. 31, ex.9).


FUNCTIONS OF THE LANGUAGE

Speak about health and different life styles connected with it.

Show agreement and disagreement.

Describe the external aspect of people.

Express comparison.

Order some food in a restaurant or bar.

Explain a recipe and its ingredients.

STRUCTURES - GRAMMAR

Quantity: some, any, much, many, a lot of

Too and (not) enough

Comparatives and superlatives

VOCABULARY

Subject: Life styles.

GLOSSARY: Health and lifestyle: attractive, dangerous, energetic, fit, healthy, irresponsible,

overweight, responsible, safe, strong, tired, unattractive, underweight, unfit,

unhealthy, weak.

People’s appearances: beard, chain, dreadlocks, earring, make-up, moustache,

necklace, pierced belly, ring, stud, tattoo, wig..

Quantity: some, any, much, many, a lot of.

Functional language: Identify people (Identifying people).

PHONETICS

Pronunciation: Word stress.


PROCEDURES

Grammar

Read and complete a chart about countable and uncountable nouns (SB p.30, ex.1).

Choose the correct noun in some questions and answer them (SB pág.30, ej. 2).

Write some sentences using the appropriate quantifiers to express what the student

eats, drinks or needs (SB p. 30, ex. 3).

Translate into the mother tongue some sentences and complete some grammar rules

about the use of too and (not) enough (SB p.30, ex. 4).

Put the words of some sentences in order (SB p. 30, ex. 5).

Write again some sentences expressing opinion and using the quantifiers in a box.

(Activate Your English, SB p. 30 ex. 6).

Complete a chart with the comparative and superlative forms of regular and irregular

adjectives (SB p. 32, ex. 4).

Complete three texts with suitable adjectives in their comparative form. Listen and

check the answers (SB p. 32, ex. 5).

Carry out communicative exchanges comparing opinions. Use adjectives in the

superlative form from the suggested patterns (Activate Your English, SB p. 33 ex. 6).

Read a questionnaire and complete it with the corresponding words of three different

columns to practice the grammar learnt in this unit. In pairs, complete the

questionnaire comparing the answers and answering a question (Grammar

Consolidation, SB p. 33, ex. 7 and 8).

Listen to and write a dictation (Grammar Consolidation, WB p. 29, exj. 8).

Vocabulary

Connect some adjectives and their opposites. Listen to a CD and check the answers

(SB p. 28, ex. 1).

Complete some sentences describing two people in some photographs, interpreting

contextual elements and using the adjectives in exercise 1 above (SB p. 28, ex.2).

Observe the photographs of some people with different appearances and complete a

chart sorting out different words connected with their ornaments (SB p. 31, ex. 7).

Complete some sentences using the vocabulary in exercise 7 above (SB p 31, ex 8).

Listen to five sentences and write them down (Dictation, SB p. 31, ex. 9).


Write six opinions using the words in a circle and compare the answers with the rest

of the class (Activate Your English, SB p. 31, ex. 10).

Pronunciation

Practice and learn how and where to stress words in pronunciation (Pronunciation

Bank, Unit 3 WB page 134, ex. 1, 2 and 3).

Practice the rythm and entonation of some senteces (Phrase Bank)(Practical English,

SB p. 36, ex. 4).


Learn some data about American diet and nutrition.

Speak about Taekwondo as a Corean martial art, similar to Karate.

Learn and sing a song, approaching the pop-rock culture and learning details about one

of its groups, the Californian Weezer.

PROCEDURES

Read the profile of Weezer and answer some sentences saying if they are true or

false (SB p. 37, ex. 1).

Read and complete the lyrics of a song (Hold me) with the words from a box. Listen

to the text in the song and check the answers (SB p. 37 ex. 2).

Give your opinion about the contents of the song choosing one of the three options

suggested for each sentence (SB p. 37, ex. 3).

Write a new line for the song using the first line as a pattern (SB p. 37, ex. 4).

3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES See in the introduction the general aspects of the contribution of learning the foreign

language to the basic competences and especially how they are presented in this unit:


The students think over and strengthen their personal initiative giving opinions and

reasons about their nutrition habits and lifestyle (Talking point, SB p. 29) as well as

other topics studied in the unit (Activate your English, SB p. 31).



things learnt in the unit (Word Bank 3, WB pages. 116 and 117)

iii. data processing and digital competence See in the introduction the general aspects of the contribution to this competence

iv. social and civic competence as knowing a foreign language involves the knowledge

of social features and cultural facts connected with the native speakers of the language

which can be worked along with the unit.

Health education: the importance of healthy habits in our nutrition and our lifestyle in

general

Moral and civic education: the importance of knowing and respect other forms of life

different from ours.

v. cultural and artistic competence Linguistic studies content both artistic and cultural competences;

Complete the suggested song in the unit and learn about the group Weezer (SB p 37)

4. CONNECTION WITH OTHER CURRICULUM AREASThroughout the unit there will be a reinforcement on different interdisciplinary subjects,

taking the vocabulary to a real life context helping in the development of its knowledge

of the world out of the English classroom.

Social sience (Geography)

Learn some information about nutrition and balanced diets.

Learn some information about places like New Zealand, Ethiopia, Ireland, etc.



Curriculum Extra 1, SB pages 98 and 99, WB p. 130, Teacher’s Guide, pages 98, T98,

T99 and 99

5.- TREATMENT OF DIVERSITY Reinforcemnt activitiesAdditional and alternative activities, Teacher’s Book, pages T-28to T-37.

Workbook, pages 25 to 32



Section Pronunciation Bank, Unit 3 (WB, page 134).



Photocopiable activities, Unit 3 (Revision) Teacher’s Resource Book, page 76.

Alternative practice for students with difficulty to follow up the group’s pace:English Alive! Basics Progress Book A, Unit 3

Additional activities Additional and alternative activities, Teacher’s Book, pages T-28 to T-37.

Photocopiable activities, Unit 3 (Extension) Teacher’s Resource Book, page 77.




Revision sections (Units 1-4, WB pag 41and 42).

Final assessmentEnd-of-unit test (Unit 3) Teacher’s Resource Book, pages 16, 17 and 18.

End-of-term test (Test 1), Teacher’s Resource Book, pages 19, 20 and 21.

Self -assessmentStudent Self-assessment Checklist, Unit 3 Teacher’s Book, page xix

Unit 3 Test (Teacher’s resource Book 3 pages 16-18)Vocabulary

Complete some adjectives and write down their antonyms.

Put the letters of some words in order and sort them out as indicated.

Grammar

Choose in a text the appropriate adverbs of quantity.

Complete some sentences using too, too much, many, enough as suitable.

Make complete sentences using the expressions shown.

Write down the comparative and superlative of the adjectives given.

Complete some sentences with the comparative or superlative of the adjectives

given.


Reading

Read a text and show comprehension by saying if some sentences are true or false.


Read the text again and answer some questions of more specific information

Oral comprehension

Listen to a conversation about health and nutrition. Show comprehension and

choose the correct option in some sentences.

Writing

Write a composition about personal health and diet. Use the suggested questions as

a guide.

End-of-term Test 1 (Teacher’s resource Book 3 pages 19-21)Vocabulary

Complete a crossword.

Write down the antonyms of some adjectives.

Complete a chart with the past simple of some verbs.

Grammar

Complete some sentences with two words from a box.

Complete some sentences using the past simple or past continuous.

Complete some sentences with the present simple and continuous of the verbs in a

box.

Put the words in some sentences in order.

Complete a text with the comparatives or superlatives of the adjectives given

In a text, indicate the correct expressions choosing from two options.

Reading

Read a text and show comprehension by saying if some sentences are true or false.

Read the text again and answer some questions with more specific information.

Oral comprehension

Listen to a conversation of a teacher and complete some sentences with the words

from a box.

Writing

Write a composition about the student’s school life. Use some questions as a guide.

UNIT 4 – ON THE MOVE

1.- TEACHING OBJECTIVES Be able to understand and use vocabulary connected with travelling.

Be able to learn how to use compound nouns connected with travelling


Be able to use the language and the structures learnt in the unit in the context of

a daily normal conversation (Describing an event – Practical English).


texts.

Understand and apply grammar aspects such as: the present perfect of verbs, in

the affirmative , negative and question forms. Learn the use and position in the

sentences of the adverb just.

Understand oral texts with comments about unusual cars (Fast forward) and

identify general and more specific information in them.

Carry out communicative exchanges, speaking about travel experiences (Talking

about travel experiences) and describing an event (Describing an event).

Write an email (An email) using structures and expressions worked in the

unit,such as expressions of time or verb tenses (time expressions and tenses).

Learn about other cultural and social patterns and compare them with the

student’s own culture (Britain- An island nation)

Practice the rythm and entonation of spoken English (linking).

Assess the progress and participation in the learning process.

2.- CONTENTS


Listening

Listen to five questions and write down the answers (DICTATION) (SB p. 42, ex. 4).

Listen to an interview about unusual cars and answer a question of general

comprehension and others more specific (SB p. 42, ex. 1 and 2).

Listen to an email text to check the words left out (SB p. 45, ex. 3).

Listen to a programme of events of a festival “The Birdman” and check the answers

of some comprehension questions (A programme of events–Practical English, SB p.

47 ex. 5).

Listen to a programme of events with common expressions to describe a festival-

competition. Answer a comprehension question (A programme of events –Practical

English, SB p. 47 ex. 6).


Speaking

Ask and answer questions giving opinions and reasons about vacational preferences

and likes (Talking Point, SB p. 39, ex. 7).

Make up explanations for hypothetical situations, using the adverb just and the

present perfect (Activate Your English, SB p. 40, ex. 7).

Practice asking and answering questions using the present perfect of the verbs

given and ever (Activate Your English, SB p. 42, ex. 5)

Debate the answers of a contest in groups (Round the World). Discuss the answers

using the suggested expressions in the Phrase Bank (SB p. 44, ex 1 and 2)

Prepare and practice a dialogue (Activate Your English) describing the events that

may take place in the students environment. Use the suggested dialogue as a guide

(Describing an event, Practical English). Practice the dialogue with a partner (SB p.

47, ex. 8).


Reading

Read and listen to a text (Go, Go, Go!) about alternative holidays. Deduct the correct

heading choosing from four options (SB p. 38 ex. 3).

Read the text again and say if some sentences are true or false. Find the exact place

where the information is located (SB p. 33, ex. 4).

Find some words in the text above and connect them with their correct definition

(WORD SEARCH, SB p. 33, ex. 5).

Complete a list of words connected with holidays and describe each one’s last

holidays, describing actions totally finished in the past (Recycle, SB p.39, ex. 6).

Ask and answer questions giving opinions and reasons about vocational preferences

and likes (TALKING POINT, SB p. 39, ex. 7).

Read the question of a contest (Round the World) Choose the right answers. In

groups, discuss and debate the questions using the expressions of the Phrase Bank

(SB p. 44, ex 1 and 2)

Read the programme of events for a festival-competition “The Birdman” and answer

some comprehension questions. (A programme of events–Practical English, SB p. 47

ex. 4).


Read and listen to a dialogue discribing the events to take place in a festival-

competition. Answer a comprehension question (Describing an event–Practical

English, SB p. 47 ex. 6).

Read and order a dialogue describing the events to take place in the River Thames

(Describing an event–Practical English, WB p. 39 ex. 7).

Writing

Read an email and deduct the words left out in the text. Listen to a CD and check the

answers (SB p. 45, ex. 3).

Translate some expressions of time into the mother tongue and identify the tense of

verbs (Language Point, time expressions and tenses, SB p. 45,ex. 4)

Connect some expressions of time with some sentences (SB p. 45, ex. 5).

Make up some notes to send an email to a friend, telling him the experience of a trip

to a certain country (Preparation) and answer some questions with them (SB p. 45,

ex. 6).

Write an email (Task) describing a trip to a country, using the suggested plan (Writing

plan), the pattern in the book and the ideas in the exercise above (SB p. 45, ex. 7).

Prepare a dialogue (Activate Your English) to describe the events that happen in the

student’s environment using the suggested dialogue as a pattern (Describing an

event, Practical English). (SB p. 47, ex. 8).

Write a dialogue giving information about the events that take palace in Notting Hill’s

carnival (Describing an event – Practical English, WB p. 39 ex. 8).


LANGUAGE FUNCTIONS

Describe travelling experiences.

Debate about likes and options regarding holidays.

Discuss the chosen answers in a contest.

Describe an event.

STRUCTURES-GRAMMAR

Present perfect


Present perfect: just

Present perfect questions

VOCABULARY

Subject: Travel

GLOSSARY: Travel: Prepositions (around, across, down, up, into, out of, over, through);.

verbs: (climb, cycle, drive, fly, hitch-hike, ride, sail, ski, swim, trek)

Compound nouns: bicycle helmet, bus driver, bus station, bus timetable, ferry port,

ferry timetable, motorcycle engine, motorcycle helmet, plane journey, plane ticket,

train driver, train journey, train station, train ticket, taxi driver, underground station.

Functional language: Describe an event (Describing an event).

PHONETICS

Pronunciation: linking

PROCEDURES

Grammar

Read a chart about the present perfect structure in its affirmative and negative forms.

Indicate which are irregular past participles (SB p. 40, ex.1).

Complete a text (Modern explorers) with the correct form of the present perfect.

Check the past participles of irregular verbs on page 144 of the WB (SB p. 40, ex. 2).

Complete some sentences using the affirmative and negative form of the present

perfect of the suggested verbs in a box (SB p. 40, ex. 3).

Write about personal travel experiences using the patterns suggested and the

appropriate verb tense (Activate Your English, SB p. 40, ex. 4).

Translate some sentences into the mother tongue (SB p.40, ex. 5).

Complete some sentences with the adverb just and the correct form of thel present

perfect (SB p.40, ex. 6).

Make up some explanations for hypothetical situations using the adverb just and the

present perfect (Activate Your English, SB p. 40, ex. 7).

Read a chart about the present perfect in the question form and translate it into the

mother tongue. Also translate the word ever (SB p. 42, ex.3).

Listen to five questions and write down the answers (Dictation) (SB p. 42, ex. 4).

Make questions with the present perfect of the suggested verbs and ever, according

to the pattern. Practice asking and anwering the questions (Activate Your English, SB

p. 42, ex.5)


Read and listen to a text (Strange vehicles) Ask and answer questions about it using

the present perfect and the question pattern suggested (SB p. 43, ex. 6).

Make questions for some answers given (SB p.43, ex.7).

Complete a dialogue with the present perfect of the suggested verbs. Listen to a CD

and check the answers (Grammar Consolidation, SB p. 43, ex. 8).

Listen and take a dictation (Grammar Consolidation, WB p. 36, ex. 7).

Vocabulary

Translate some prepositions into the mother tongue (SB p. 38, ex. 1).

Look up the meaning of some words and choose the right preposition in some

sentences. Listen and check the answers (SB p. 38, ex.2).

Observe some photographs and connect them with a compound noun (formed with

two nouns from different boxes) (SB p. 41, ex. 8).

Write some sentences expressing experiences in personal trips, using the suggested

verbs in the appropriate tense and a compound name from a list (SB p. 41, ex. 9).

Pronunciation

Practice and learn how to join the words in spoken English (Pronunciation Bank, Unit

4, WB page 134, ex. 1, 2 and 3).

Practice the rythm and entonation of some sentences (Phrase Bank (Practical

English, SB p. 47, ex. 7).


Learn some data about Great Britain and the British people; compare the differences with

other countries of the Europan Union, such as driving (on the left), their measure system

(in miles, yards, pints, pounds, etc), their currency (sterling pound), and their love for

tradition and the preservation of old habits or competitions Refer to the show of Punch

and Judy, a traditional festival in Great Britain, where children carry out all kind of

activities: fly, dance, play musical instruments, sports, food, etc.

PROCEDURES

Observe some photographs and the heading of a text about Great Britain and the

British (Britan-An island nation) and give answers to some questions (SB p. 46, ex.

1).

Read and listen to the complete text and check the answers (SB p. 46 ex. 2).


Answer some questions connected with the text previously read comparing and

contrasting cultures (Comparing Cultures, SB p. 46, ex. 3).

3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES

See in the introduction the general aspects of the contribution of learning the foreign

language to the basic competences and particularly how they are presented in this unit:

ii. learning to learn:

The students think about and strengthen their personal initiative giving their own

opinion about holidays (Talking point, SB p. 39) or about experiences in trips

(Activate your English, SB p. 40).

The students will learn to elaborate small cards and do schematic exercises about

the things learnt in the unit (Word Bank 4, WB pages. 118 and 119)



iv. social and civic competence, as knowing a language involves the knowledge of

social features and cultural facts connected with its native speakers which can be worked

along with the unit.

Leisure education: the importance of travelling and visit new places which enrich our

perception of the world and makes us more tolerant.

Moral and civic education: the importance of looking after and respect the places where

we go on holiday

Education for the equality of both sexes: the importance of observing and assuming

as normal that both men and women can carry out the same kind of activities.

v cultural and artistic competence Linguitic studies contain both both artistic and cultural components

Read and learn some information about Great Britain and its differences (SB p. 46).

4. CONNECTION WITH OTHER CURRICULUM AREAS


Throughout the unit there will be a reinforcement on different interdisciplinary subjects,

taking the vocabulary to a real life context and helping in the development of their

knowledgeof the world out of the English classroom.

Social sciences (Geography)

Learn the name of several countries and capital cities travelling around the world.

Learn about places of the Spanish geography: Costa Brava (Calella), Menorca, Sevilla,

Torrevieja, Salamanca, Granada, Benidorm, etc.

Curriculum Extra 2, SB pages 100 and 101, WB p. 131,Teacher’s Guide, pages 100,

T100, T101 and 101

5.- TREATMENT OF DIVERSITYReinforcement activitiesAdditional and alternative activities, Teacher’s Book, pages T-38 to T-47





Section Wordlist, WB, páginas 136 to 142.



Additional activitiesAdditional and alternative activities, Teacher’s Book, pages T-38 to T-47







Final assessmentEnd-of-unit test (Unit 4) Teacher’s Resource Book, pages 22, 23, and 24.

Self-assessmentStudent Self-assessment Checklist, Unit 4, Teacher’s Book, page xix

Assessment criteria

Unit 4 Test (Teacher’s resource Book 3 pages 22-24)Vocabulary

Complete some sentences with the verbs from a box.

Choose the correct preposition in some sentences.

Put the letters of some words in order.

Complete some words and complete the compound words in the appropriate way

Grammar

Write the past participle of some verbs.

Complete some sentences with the present perfect of the verbs in a box.

Write negative and affirmative sentences using the present perfect.

Complete sentences using just and the present perfect.

Write questions and short answers using the present perfect.

Complete a dialogue with the present perfect of the verbs given.


Reading

Read a text and show comprehension indicating if some sentences are true or false.

Read the text again and answer some questions of more specific comprehension

Oral comprehension

Listen to a conversation about travelling experiences. Show comprehension and

choose in some sentences the correct option from the three suggestions given.

Writing

Write a composition imagining the travelling experiences in a gap year. Use the

information from a box as help.

UNIT 5 – CRAZY ABOUT IT1.- TEACHING OBJECTIVES The students must be able to understand and use the vocabulary connected with

cultural events.

Be able to learn how to use the verbs and nouns connected with competitions.



a normal daily conversation (Buying by phone – Practical English).


texts.

Understand and apply grammar aspects such as: the present perfect and past

simple of verbs, as well as expressions of time which are used with the present

perfect; for and since.

Understand oral texts using a vocabulary about toys and gadgets which were very

popular (craze) in the past (Everybody’s doing it) and identify general and more

specific information in them.

Carry out communicative exchanges, speaking about life experiences (Talking

about life experiences).

Write a profile about a sport or fashion (A sport or craze profile) using formulas

and expressions worked in the unit, such as topic sentences (topic sentences).

Learn a song and get information about its music and composer (Ms Dynamite).

Practice the sound of weak vowels: (weak vowel: /ə/.)


2.- CONTENTS


Listening

Listen to five sentences and write them down. Indicate the sound /ə/ (Dictation) (SB

p. 51, ex. 8).

Listen to a couple of texts (Superfans) written by some fans of a rock group and TV

series and complete them with the figures in a box. Check the answers (SB p. 48

ex. 3)

Read a text and make sure of the meaning of the new words (SB p. 52 ex. 1)

Read some questions and deduct the answers. Listen to a radio programme

speaking about toys which have been very popular (The latest craze) and check the

answers (SB p.52, ex. 2)

Listen to the dialogue again and complete each sentence with two words. (SB p. 52,

ex. 3).

Listen to a dialogue about some people who phone to buy some tickets . Answer a

comprehension question (Buying by phone–Practical English, SB p. 56 ex. 2).


Speaking

Ask and answer questions using the vocabulary in lesson 1 above, the present

perfect and the pattern sentence (Activate Your English, SB p. 48, ex. 2).

Ask and answer questions giving opinions and reasons about fans and cutural likes

(Talking Point, SB p.49, ex. 8).

Ask and answer some questions using either the past simple or present perfect

(Activate Your English) (SB p. 50, ex. 5).

Ask and answer questions about everyone’s life according to a pattern (Activate Your

English, SB p. 53, ex.8).

Practice a dialogue with a partner (Activate Your English) about buying tickets by

phone. Change the kind of show, the place and the ticket prices of the original

pattern (Buying by phone–Practical English, SB p. 56 ex. 2).


Reading

Read a couple of texts (Superfans) written by some fans of a rock group and TV

series and complete them with some figures in a box. Listen to the texts and check

the answers. Read the texts again and answer some comprehension questions (SB

pages 48 ans 49, ex. 3 and 4).

Find some prepositions in the text above and connect them with an adjective.

Complete some sentences with the adjectives (Word Search, SB p. 48, ex. 5 and 6).

Describe an event using there was/there were and the suggested questions (Recycle,

SB p. 48, ex. 7).

Ask and answer questions giving opinions and reasoning about fans and cultural likes

(Talking Point, SB p.49, ex. 8).

Read and listen to a web page about skateboards (Brendon’s Skateboard page)

Write the appropriate questions for some answers (SB p. 54, ex. 1).

Sort out and complete vocabulary from the text above connected with

Skateboarding (Skills Focus, Learning new words from a text (SB p. 54, ex. 2).

Read an advertisement about shows and sports and say if the sentences in it are

true or false. (A ticket agency –Practical English, SB p. 56 ex. 1).

Read and listen to a dialogue about buying some tickets by phone. Answer a

comprehension question (Buying by phone–Practical English, SB p. 56 ex. 2).


Writing

Read the description of a sport (Arantxa’s Taekwondo page) and choose the correct

words from two suggested options. Listen to a CD and check the answers (SB page.

55, ex. 3).

Read the definition of topic sentence and indicate the ones in exercise 3 above

(Language Point, topic sentence, SB page. 55,ex. 4).

Read some topic sentences alternative to the ones in the exercise above and indicate

the three of them most suitable for the text in exercise 1 (SB page. 55, ex. 5).

Write down notes to make a description of a sport, game or toy (Preparation) and

answer some questions with them. Choose one of the suggested subjects in a box

(SB page. 55, ex. 6).

Write a profile (Profile) (Task), using the suggested plan (Writing plan), the pattern in

the book and the ideas of the exercise above (SB p. 55, ex. 7).

Prepare a dialogue (Activate Your English) to buy tickets by phone, using the

suggested dialogue as a pattern and change the event , place and ticket prices

(Buying by phone, Practical English). (SB page. 56, ex. 4).

Complete a dialogue with the sentences from a box. Write a similar dialogue to buy

tickets for the play Treasure Island with the sentences in a box and the information of

the play poster (Buying by phone – Practical English, WB page. 49 ex 8 and 9).


LANGUAGE FUNCTIONS

Speak about events.

Refer to non finished events.

Speak about life experiences.

Buy tickets by phone for shows.

STRUCTURES-GRAMMAR

Present perfect and past simple

For and since

VOCABULARY

Subject: Events.


GLOSSARY: Events: autograph, concert, costume, crowd, programme, match, seat, stadium,

stage, theatre, ticket, trophy.

Competition; verbs and nouns: champion, championship, compete, competitor,

competition, final, finalist, hold a record, record holder, lose, loser, race, racer, score,

scorer, win, winner.

Functional language: Buy tickets by phone (Buying by telephone).

PROCEDURES

PHONETICS

Pronunciation: Weak vowel: / ə /

PROCEDURES

Grammar

Read and complete a chart comparing the use of the present perfect and the past

simple (SB page.50, ex.1).

Complete a chart with the time expressions in the suggested text (SB page.50, ex. 2).

Complete the text in exercise 2 above with the appropriate verb form (SB page. 50,

ex. 3).

Complete some sentences with the present perfect or past simple of the verbs in a

box (SB page.50, ex. 4).

Complete some questions with the present perfect or past simple as suitable

Ask and answer the questions (Activate Your English) (SB page 50, ex. 5).

Read and complete a grammar chart with the use of expressions of time: for and

since (SB page. 52, ex. 4).

Complete a chart with the expessions of time from a box (SB page. 53, ex.5).

Read some information about the use of the yo-yo and complete some sentences,

using the present perfect, since or for and an expression of time en each sentence

(SB page. 53, ex. 6)

Write some sentences about the students’ lives using the present perfect and since

or for and the suggested pattern. Ask and answer questions about the exercise

above (Activate Your English, SB page.53, ex.7/8).


Read a text (We’re crazy about…) and choose the correct words between two

options to practice the gramar learnt in the unit (Grammar Consolidation, SB page.

53, ex. 9.)

Listen and write down a dictation (Grammar Consolidation, WB page. 47, ex. 8).

Vocabulary

Look up the meaning of some words and complete the text which appears with some

photographs and the words from a box (SB page 48, ex 1).

Ask and answer questions using the vocabulary in exercise 1 above and the pattern

sentence (Activate Your English, SB page. 48, ex. 2).

Look up the meaning of some words connected with sports competitions and answer

the questions (SB page.51, ex. 6).

Complete a chart sorting out the words in exercise 6 above. Listen and check the

answers (SB page. 51, ex. 7).

Listen to five sentences and write them down. Notice the sound /ə/ (Dictation) (SB

page. 51, ex. 8).

Complete some texts with the correct word from the boxes. Listen and check the

answers (SB page. 51 ex. 9).

Pronunciation

Practice and learn the sound of the weak vowel / ə / (Pronunciation Bank Unit 5, WB

page. 134, ex.1,2 and 3)

Listen to five sentences and write them down. Notice the sound / ə / (Dictation) (SB

page. 51, ex. 8).

Practice the rythm and entonation of some sentences (Phrase Bank)(Practical

English, SB page. 56, ex. 3)

BLOCK 4- Sociocultural aspects and intercultural consciousness

CONCEPTS

Get some information about the British musical group Oasis, born in Manchester in 1992,

and the famous film Star Wars written and directed by American George Lucas in 1977.


Refer some data about skateboarding; its history, equipment, colloquial language and

famous characters of the activity like the American Vannesa Torres, who won a medal in

The X games ( an annual event for extreme sports that has been taking place since 1996.

Give details about Taekwondo, a martial art of Corean origin, its competitions, famous

sportspeople, etc.

Learn and sing a song, approaching the pop culture and learning details of a character,

the English singer and presenter Ms Dynamite.

PROCEDURES

Read the biographic report of Ms Dynamite and answer some questions (SB page.

57, ex. 1)

Read and complete the lyrics of a song (A little deeper) choosing words from two

suggested options. Listen to the text of the song and check the answers (SB page. 57

ex. 2).

Ask about the students’ favourite singer. Find out six relevant facts about this

character and write a card about him/her, using the pattern pop file (SB p.. 57, ex. 3).

3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCESSee in the introduction the general aspects of the contribution of learning the foreign



The students think over and strengthen their personal initiative giving their opinions

about the world of superfans (Talking point, SB p. 49).




See in the introduction the general aspects of the contribution to this competence. In this

unit there will be a reinforcement on reading and searching for information on different

web pages, apart from learning to reserve tickets for different cultural and sports events.



of social features and cultural facts connected with the native speakers of the foreign

language which can be worked along with the unit.

Health education: the importance of sports and exercise for our health.

Moral and civic education: the importance of playing and compete following the “game

rules” and “playing fair”.

Leisure education: The importance of having cultural interests as well as sportive and

belong to clubs or teams with “equals”

v. cultural and artistic competence Linguistic studies contain both artistic and cultural components;

Complete the suggested song in the unit and learn about the writer Ms Dynamite (SB

p. 57).

Get some information about different sports champions (Champions, SB p. 51).

4. CONNECTION WITH OTHER CURRICULUM AREAS Throughout the unit there will be a reinforcement on different interdisciplinary subjects,



Physical education

Get some information about different sports and competitions.

Social sciences: Geography

Learn about places of the Spanish geography; Costa Brava (Calella), Menorca, Sevilla,


Curriculum Extra 2, SB pages. 100 and 101, WB p. 131,Teacher’s Guide, pages 100,

T100, T101 and 101









Alternative practice for students with difficulty to follow up the group’s pace:English Alive! Basics Progress Book A, Unit 5




Grammar consolidation (Unit 5 WB pag 47)




Self-assessmentStudent Self-assessment Checklist, Unit 5, Teacher’s Book, page xx


Put the letters of some words in order and complete some sentences with them.

Complete some sentences with suitable verbs and nouns.

Grammar

Complete a chart with the past simple and present perfect of the suggested

infinitives.

Choose in some sentences the correct verb from two options.

Complete some sentences with the past simple or present perfect of the verbs in a

box.

Complete some questions. Use the past simple or present perfect.

Complete a chart with the time expressions in a box.

Complete some sentences with the present perfect and the prepositions for or since.

Write some questions using the expression How long and the present perfect.

Answer the questions.

Complete a text with the words in a box.


Reading

Read a text and show comprehension saying if the sentences are true or false Read

the text again and answer some questions of specific comprehension.

Oral comprehension

Listen to some people and say what sports and hobbies are mentioned.

Writing

Write a composition about a favorite sport or hobby. Use the questions as a guide.

UNIT 6 – YOUR FUTURE ?

1.- DIDACTIC OBJECTIVES Be able to understand and use verbs and nouns connected with human evolution.

Be able to learn and use vocabulary connectd with science and technology.

Be able to use the vocabulary and structures learnt in the unit in the context of a

daily normal conversation (Comparing products – Practical English).


texts.

Understand and apply grammar aspects such as the future of verbs (will and

might) to express opinions about things that will take place in the future, the first

conditional to speak about the possible consequences of an action (first conditional)

and the verbs can, could, will be able to, to describe capacity and ability.

Understand oral texts with expressions to speak about future engineering (Robot

revolution) and identify general and more specific information in them.

Carry out communicative interchanges expressing possibility (Expressing

possibility) and talking about the future (Talking about future).

Write a composition about the future (A composition) using structures and

expressions worked in the unit (Expressing opinions).

Learn about other cultural and social patterns and compare them with the

student’s own culture (Hi-tech teens).

Practice the pronunciation of the suffix –tion in nouns (Noun ending: -tion).


2.- CONTENTS



PROCEDURES

Listening

Listen to and write five sentences (Dictation, SB p. 60 ex. 3).

Read and complete a text about robots. Listen to the comments in the text and check

the answers. Answer some comprehension questions (SB p. 62, ex. 1 and 2).

Listen to three teenagers talking about some science fiction books and answer some

questions (SB p. 64, ex. 3).

Read some opinions and listen again to the teenagers in exercise 3 above. Answer

yes/no/perhaps, according to what the teenagers think about the future (SB p. 64, ex.

4).

Listen to and complete a conversation online with the expressions from a box

(Instant messages- Practical English, SB p. 67 ex. 6).

Listen to a dialogue comparing two mobiles. Answer a comprehension question

(Comparing products–Practical English, SB p. 67 ex. 7).

Speaking

Ask and answer questions giving opinions and reasons about the kind of life at the

time of Homo Habilis (Talking Point, SB p.59, ex. 8).

Compare sentences with a partner about one own’s life in the past, present and

future (Activate Your English, SB p. 63, ex. 5).

Give opinions about some ideas connected with science and future, using the

suggested expressions in the Phrase Bank. In pairs, compare these opinions (SB p.

64, ex.5 and 6).

Prepare and practice a dialogue (Comparing products) comparing a game machine.

Use the suggested dialogue as a guide (Activate Your English–Practical English, SB

p. 67 ex. 9).


Reading

Read and listen to an interview (Face of the future) about the evolution of the human

being and connect some questions with each paragraph. Listen to and check the

answers. Complete a summary with the information in the text (SB p. 58 and 59 ex. 3

and 4).


Complete a chart with words from the text above. Add a list of verbs to the chart and

write down the corresponding noun. Listen and check (Word Search, SB p. 58, ex.5

and 6).

Compare life these days with the past and write sentences using the comparative

forms of the adjectives (Recycle, SB p. 59, ex. 7).

Ask and answer questions giving opinions and reasoning about life at the time of the

Homo Habilis (Talking Point, SB p.59, ex. 8).

Read the summaries of some science fiction books and predict the information left

out in them (SB p. 64, ex. 1).

Deduct the necessary information to complete the texts in exercise 1 above,

preparing the necessary questionss (Skill Focus, Preparing questions (SB p. 64, ex.

2).

Complete an abbreviation mini-dictionary for messages with the expressions in a

box. (Instant messages- Practical English, SB p. 67 ex. 5).

Read and listen to a dialogue comparing some mobiles. Answer a comprehension

question (Comparing products–Practical English, SB p. 67 ex. 7).

Writing

Read a composition about the future (The future) and correct grammar and

vocabulary in the text. Listen to a CD and check the answers (SB p. 65, ex. 7).

Translate some expressions of opinion into the mother tongue and complete them

with other suggested expressions (Language Point, Expressing opinions, SB p.

65,ex. 8 and 9).

Take some notes to write a composition giving opinions about the future

(Preparation) and answer some questions with them (SB p. 65, ex. 8).

Write a composition about the future (Task), using the suggested plan (Writing plan),

the pattern in the book and the ideas in the exercise above (SB p. 65, ex. 9).

Complete a dialogue choosing the correct expression from two options. Write a

dialogue similar to the last one comparing digital cameras (Comparing products –

Practical English, WB p. 57, ex. 8 and 9).


LANGUAGE FUNCTIONS

Express opinions about things that will happen in the future.

Make predictions. .


Speak about the possible consequences of an action.

Describe capacities or abilities.

Compare products.

STRUCTURES-GRAMMAR

Will and might

First conditional: if + subect + verb in the present simple + will/won’t + infinitive of the

verb.

Can, could, will be able to

VOCABULARY

Subject: Evolution and future of mankind.

GLOSSARY: Development; verbs and nouns: become extinct, create, survive, colonise, grow,

evolve, develop, cure, produce, exist, existence, extinction, survival, evolution,

growth, creation, development, colony, production.

Science and technology: chemicals, clones, crops disease, energy, genetic,

engineering, laboratories, pollution, scientists, weapons.

Comparative forms of adjectives: taller, heavier, straighter, better, longer, thinner,

larger, more sophisticated, more similar.

Functional language: Compare products (Comparing products).

PHONETICS

Pronunciation: Noun ending: -tion

PROCEDURES

Grammar

Read a grammar rule about the use of will and might and connect some examples

with the words definitely or possibly (SB p. 60, ex.1).

Complete some sentences about the future with two of the suggested options (SB p.

60, ex. 2).

Listen and write down five sentences (Dictation, SB p. 60 ex. 3).

Write sentences about the future with the words included in three different lists. Write

six more sentences expressing personal or other people’s ideas in the future; use

will, won’t, might, might not (Activate Your English) (SB p. 60, ex. 4 and 5).


Translate into the mother tongue some examples and complete the grammar rules to

form the first conditional (first conditional) (SB p.60, ex. 6).

Complete some sentences with the correct verb form. Use the present simple or will +

infinitive (SB p. 60, ex. 7).

Write some sentences about the future with the suggested words and the first

conditional (SB p.60, ex.8).

Complete a chart with the negative forms of the verbs can, could, will be able to

(SB p. 63 ex. 3).

Complete a text with the affirmative and negative forms of the verbs can, could, be

able to (SB p. 63, ex. 4).

Write some sentences about one’s own life in the past, present and future, with the

help of a diagram. Compare them with those of a partner (Activate Your English , SB

p. 63, ex. 5).

Read a text about genetic engineering (The gene debate) and complete it with the

corresponding words from three different columns to practice the grammar learnt in

the unit. Listen and check the answers. Give your opinions about the pros and cons

of the ideas in the text (Grammar Consolidation, SB p. 63, ex. 6).


Vocabulary

Complete a text about evolution with the infinitive of the suggested verbs and one of

the figures in a box (SB p. 58, ex. 1).

Complete a chart with the verbs from exercise 1 above and the incomplete nouns

from a box. Listen and check the answers (SB p. 58, ex.2).

Complete a questionnaire about science and technology with the words from a box.

Choose one of the two options given for each subject and check the result of the

survey (SB p.61, ex. 9).

Complete a chart with personal ideas about the future. Use will, won’t, might, might

not and vocabulary from exercise 9 above (Activate Your English, SB p. 61, ex. 10).

Pronunciation

Practice and learn the pronunciation of the noun suffix –tion (Pronunciation Bank,

Unit 6, WB p. 135, ex.1 and 2).





Understand the meaning of some of the scientific or technical words studied in the unit,

such as: Genetic engineering, handling genes of a living organism, clones, an exact

replica of a living being.

Speak about robots; their history, evolution, abilities and the way science continues

creating robots for the future with human features and characteristics, as well as

nanorobots (microscopic robots).

Refer to famous books and authors connected with science fiction, such as: H.G. Wells

(1866-1946) or Isaac Asimov (1920-1992).

Learn some data about how American teenagers use modern technology: Internet, email,

mobile phone, etc. and establish a sociocultural comparison with the students’

environments.

PROCEDURES

Answer a question about the kind of electronic communication normally used by the

students, using the suggested expressions (SB p. 66, ex. 1).

Read and listen to a text about American teenagers and the new technologies (Hi-

tech teens) and answer a question (SB p. 66, ex. 2).

Read the text again and indicate if the sentences are true or false. Discuss the

answers with the information of the text above (SB p. 66 ex. 3).

Answer some questions about opinions connected with the text read, comparing and

contrasting cultures (Comparing Cultures, SB px 66, ej. 4).

3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCESSee in the introduction the general aspects of the contribution of learning a foreign


ii learning to learn;

The students think over and strengthen their personal initiative giving opinions about

life in prehistoric times (Talking point, SB p. 59), and about the future (Activate your

English, SB p. 60).


things learnt in the unit (Word Bank 1, WB pages 122 and 123).




particular unit there is a reference to different forms of technology and communication.


of social features and cultural facts connectd with the native speakers which can be

worked along with the unit.

Moral and civic education: The importance of using science and technology in an

ethical way and for noble purposes.

Education for peace: the importance of reaching agreements regarding subjects which

may be treated with a wide discussion and controversy, as genetic energy, cloning living

beings, the use of nuclear energy.

Health education: the importance of using the new technologies in a reasonable and

controlled way without getting “addicts” to computers, play-stations, mobiles, etc.

v. artistic and cultural competence Linguistic studies content both artistic and cultural components ;

Learn some information about the new communication technologies (SB p. 66).

Learn about some famous books and films (SB p. 64).




History

Learn about the evolution and chronology of the human being.

Sciences and technology

Learn some information about the new technologies: robotics, genetics, etc. and how they

affect the human beings’ life.





Curriculum Extra 2, SB pages 100 and 101, WB p. 131,Teacher’s Guide, pages 100,

T100, T101 and 101












Grammar consolidation (Unit 6,WB page 55)




End-of-term (Test 2) Teacher’s Resource Book, pages 31, 32 and 33.

Self-assessmentStudent Self-assessment Checklist, Unit 6 Teacher’s Book, page xx

Assessment criteria Unit 6 Test (Teacher’s resource Book 3 pages 28-30).Vocabulary


Complete a chart with verbs and nouns.

Complete some sentences choosing a word from each pair.

Write down the missing vowels in some words connected with science and

technology.

Grammar

Choose the most suitable verb from two options in some sentences.

Complete some conditional sentences with the correct verb form.

Complete some conditional sentences with the correct verb form of the verbs in a

box.

Complete a text with the verbs from a box.

Transform some positive sentences into negatives changing the verb given.

Choose the correct verbs from two options in a text.

Reading

Read a text and show comprehension answering some questions with short answers.

Read the text again and answer some questions of specific comprehension.

Oral comprehension

Listen to a conversation about genetically manipulated food. Show comprehension

and choose the correct option from two.

Writing

Write an opinion article about the future of the environment. Use some ideas as help.



Complete a chart with verbs and nouns.

Write one more word of each class.

Grammar

Write some sentences using the present perfect and the words given.

Complete a dialogue with the past simple or the present perfect.

Write some sentences using the first conditional.

Complete some sentences with the correct verb tense.

Transform some sentences from the positive form to the negative.

Complete a text with the words from a box .

Reading



Read the text again and answer some questions of more specific information.

Oral comprehension

Listen to a person speaking about skateboarding and complete some sentences

with the numbers in a box.

Writing

Write a composition about the tennis player Rafael Nadal. Use some information as

help.

UNIT 7 - AMBITION

1.- TEACHING OBJECTIVES

Understand and use vocabulary connected with professions.

Be able to learn and use adjectives to describe qualities.


daily normal conversation. (An informal interview – Practical English).

Be able to identify and interpret general and more specific questions in written

texts.

Understand and apply grammar aspects such as: would to express likings and

preferences, have to/don’t have to to express obligation, be going to to express

intentions and future plans, will for predictions or give opinions about the future.

Understand oral texts; a programme in which the results of a singing competition

are presented (You’re a star) and identify general and more specific information.

Carry out communicative exchanges, presenting ideas for a business (Presenting

ideas) or interviewing (An informal interview).

Write a formal letter (A formal letter) using formats and expressions worked in the

unit (Format and phrases in a formal letter).

Learn a song and get some information about the music and the composer (Kelly

Clarkson).

Practice the pronunciation of the contracted forms in written and spoken English

(Contractions).


2.- CONTENTS



PROCEDURES

Listening

Listen to five sentences and write them down (Dictation) (SB p.70, ex. 4).

Listen to a text where four teens speak about their professional ambitions for the

future (I’d like to be…). Answer two questions of personal opinion. Answer some

comprehensive questions (SB p. 68, ex.3 and 4).

Read some information and listen to a text speaking about and presenting the results

of a competition with some singers. Answer two questions, one of them of personal

opinion and the other of text comprehension. (SB p. 72, ex. 1).

Listen to the text above again and connect the adjectives in a list with one or two

contestants in the competition. Complete some sentences as well (SB p. 72, ex. 2

and 3).

Listen to a dialogue about a work interview. Answer an opinión question (An

informal interview–Practical English, SB p. 76 ex. 3).

Speaking

Ask and answer questions giving opinions and reasons about personal and

professional ambitions (Talking Point, SB p. 69, ex. 8).

Give opinions and reasons for the personal results connected with a profession,

obtained from the Careers crossroads of the book (Activate Your English, SB p. 71,

ex. 11).

In pairs, choose a business to present ideas from some symbolic pictures. Prepare

the answers to respond the questionnaire about new businesses of the SB page 74

(In business questionnaire). Use the suggested expressions in the Phrase Bank .

Listen to the ideas of other groups and assess the viability and success of their

businesses. (SB p. 75, ex 3, 4 and 5).

SECTION 2- Reading and writingPROCEDURES

Reading

Read and listen to a text with four teenagers talking about their professional

ambitions for the future (I’d like to be…). Answer two questions of personal opinion.

Answer some comprehension questions (SB p. 68, ex.3 and 4).


Translate into the mother tongue some sentences. Find two more examples in the

text of the verb “get” with the meaning of “obtener” (Word Search, SB g. 68, ex.

5).

Complete some questions with the words from a box and answer them (SB p. 68, ex.

6).

Complete some sentences, deducting consequences and using the first conditional

(Recycle, SB p. 68, ex. 7).

Ask and answer questions giving opinions and reasons about personal professional

ambitions and hopes (Talking Point, SB p. 69, ex. 8).

Read a text and a questionnaire (In business; Skill Focus: Transferring information)

and find specific information to transfer from the questionnaire to the text and

complete it. Listen to the answers and check. (SB pág. 74, ejs. 1 y 2).

Read some work offers and connect them with a word. Answer a personal opinion

question. Connect the description of some jobs with the jobs of previous offers

(Job advertisements – Practical English, SB p. 76 ex. 1 and 2).

Read the dialogue about a work interview. Answer an opinion question and give

reasons for the answer (An informal interview–Practical English, SB p. 76 ex. 3).

Read and put a dialogue in the right order (An informal interview – Practical English,

WB p. 67 ex. 6).

Writing

Read and complete a letter (A formal letter) choosing the correct words from two

options. Listen and check the answer (SB p. 75, ex. 6)

Connect the description of the format parts of an informal letter with the right position

in the letter (Language Point, Format and phrases in a formal letter SB p.75,ex. 7)

Copy and translate some sentences into the mother tongue (SB p. 75, ex. 8).

Prepare some notes to write a formal letter (Preparation) and answer some questions

with them (SB p. 75, ex. 9).

Write a formal letter (TASK), using the suggested plan (Writing plan), the pattern in

the book and the ideas in the exercise above (SB p. 75, ex. 10).

Prepare a dialogue for a work interview. Answer an opinion question and give

reasons for the answer. Use the suggested dialogue as a pattern (Activate Your

English, An informal interview – Practical English, SB p. 76 ex. 5)

Write a dialogue for a work interview connected with the suggested work in the

exercise (An informal interview – Practical English, WB p. 67 ex. 8).

BLOCK 3- Reflection and knowledge of the language by its usage


CONCEPTS

LANGUAGE FUNCTIONS

Speak about professions and works.

Describe qualities.

Express likes and preferences.

Express obligation and rule.

Express intention and future plans.

Make predictions or give opinions about the future.

Present ideas for a business.

STRUCTURES-GRAMMAR

Likes and preferences: would + verbo + to + verbo

Have to/don’t have to

Be going to

Will and be going to

VOCABULARY

Subject:Professions and personal ambitions.

GLOSSARY: Professions: business, caring, education, engineering, farming, journalism and the

media, law, medicine, social services, technology, computing, the arts and

entertainment, travel and tourism.

Adjectives to describe qualities: ambitious, caring, creative, easy-going, impulsive,

inquisitive, logical, mathematical, practical, sociable, studious, visual.

Functional language: Interviewing (An informal interview).

PHONETICS

Pronunciation: Contractions.

PROCEDURES

Grammar

Read a chart about the use of would +verb+ to+ verb, in affirmative and negative.

Find examples with the structure in the text of the SB page 69 (SB p. 70, ex.1).

Complete a text with five words or sentences (SB p. 70, ex. 2).


Choose one of the two options suggested in some sentences and give reasons for

the answer (SB p. 70, ex. 2).

Complete a chart using have to in the affirmative and negative (SB p. 70 ex. 5).

Write three sentences about some of the professions from a list and the verbs from

another, following the pattern. Listen to the classmate sentences and guess the

profession described (SB p. 70, ex. 6).

Write some affirmative and negative sentences about the family and household tasks.

Compare the sentences with those of the classmates (Activate Your English SB p.

70, ex.7).

Read a grammar chart about the use of be going to. Add in the chart the

corresponding form for he and they (SB p. 72, ex. 4).

Complete a text with the correct form of be going to and the verbs in a box (SB p.72,

ex.5)

Write some sentences with be going to and the words from two boxes. Ask questions

with the ideas above (SB p. 72, ex. 6 and 7).

Deduct some grammar rules about the use of the future will or be going to and

connect some examples with the corresponding rule (SB p. 73, ex. 8).

Complete some sentences using the right forms of will or be going to in each

paragraph (SB p. 73, ex. 9).

Complete some questions using will or be going to. Imagine that the student is part

of a band. Write the responses to answer (Activate Your English, SB p.73,ex.10

Complete the lyrics of a song with the appropiate words from one of the three

columns given. Listen and check the answers (Grammar Consolidation, SB p.73, ex.

12).

Write five sentences about personal plans for the next weekend (SB p. 64, ex. 4).

Listen to and write down a dictation (Grammar Consolidation, WB p. 65, ex. 8).

Vocabulary

Watch some photographs and deduct the professions of the people (SB p. 68, ex. 1).

Choose four professions from a list, copy and complete a chart with personal

opinions about the professions chosen, according to the pattern (SB p. 68, ex.2).

Read some descriptions about personal qualities, observe and interpret some

photographs and deduct the professions of some people (SB pág. 71, ej. 8).


Read again the descriptions in exercise 8 above and follow the clues in a crossroads

to deduct the recommended profession to each person (SB p. 71, ex. 9).

Think of several professions and express the qualities needed for each of them, using

the adjctives worked in exercise 8 above (SB p. 71, ex. 10).

Follow the route of the Careers crossroads in the book and find which group of

professions agrees with the personality of the student. Give opinions and reasons for

the results (Activate Your English, SB p.71, ex. 11).

Pronunciation

Practice the contracted forms of spoken and written English (Pronunciation Bank,

Unit 7, WB p. 135, ex. 1 and 2).




CONCEPTS

Speak about professions and compare if the teenagers of the students’ environment

usually work as the teenagers who appear in the unit and what kind of works would be

chosen. Mention the contests and competitions in which fame and success come from

one day to the other. Compare these contests with the ones known by the students.

Speak about famous people.

Learn the format of a formal letter (addressed to someone unknown) written in English.

Compare it with one of the same formal style the student would write in his/her country.

Learn and sing a song, approaching the pop culture and learning details about a person,

the American singer Kelly Clarkson.

PROCEDURES

Read and arrange Kelly Clarkson’s profile (SB p. 77, ex. 1).

Read and correct ten words in the lyrics of a song (Breakway). Listen to the text of

the song and check the answers. Connect the main ideas in the summary of each

paragraph of the song with the right paragraph (SB p. 77 ex. 2 and 3).

Say which are the things they would like to change in their lives if they could. Make

predictions about their own future and write some lines for a song. Use a chorus as a

pattern (SB p. 77, exj. 4).




ii. learning to learn The students think over and strengthen their personal initiative giving opinions about

their ambitions (Talking point, SB p. 69) or about their familiar responsibilities

(Activate your English, SB p. 70)



Learn how to make a questionnaire (In business, SB p. 74)

Learn how to make an applying advertising for a job or have an interview (SB p. 76)



iv. social and civic competence, as knowing a foreign language involves the knowledge

of social features and cultural facts connected with their native speakers which can be


Education for peace: the importance of respect and value the others independently from

their personal qualities.

Education for the equality on both sexes: the importance of considering men and

women in equal conditions regarding professions.

v. cultural and artistic competence Linguistic studies content both artistic and cultural components:

Complete the suggested song in the unit and learn about the composer Kelly Clarkson

(SB p.77).

Learn how to write a “formal” letter (SB p. 75)





Technologies

Learn about renewable energies.

Curriculum Extra 3, SB pages 102 and 103, WB p. 132 Teacher’s Guide, pages 102,

T102, T103 and 103.









Additional activitiesAdditional and alternatives activities, Teacher’s Book, pages T-68 to T-77







Self-assessmentStudent Self-assessment Checklist, Unit 7 Teacher’s Book, page xxi



Complete the letters in some sentences (professions).

Find in an alphabet soup ten qualificative adjectives. Write them down.

Grammar

Choose in a text the correct verbs from two options.

Complete some sentences decoding some symbols.

Complete some sentences with the correct form of have to/don’t have to.

Write some sentences using going to in the affirmative, negative or interrogative

form.

Complete some sentences using the future forms be going to and will.

Choose in some sentences the correct verb from two options.

Write suitable questions for some answers.


Reading



Oral comprehension

Listen to five people and say what professions they are talking about.

Writing

Choose two professions from a list and write about them using a suggested plan.

UNIT 8 – DANGER!

1.- TEACHING OBJECTIVES Understand and use verbs with propositions.

Be able to learn how to use adverbs.


a daily normal converstion (Giving advice – Practical English).


texts.

Understand and apply grammar aspects such as: the second conditional to

describe the possible consequences of an action (Second conditional), the structure


(not) as… as… to compare things and people, and the modal verbs should, must and

have to to give or ask for advice and recommendations.

Understand oral texts, an interview about dangers in Australia (Dangerous

wildlife) and identify general and more specific information in them.

Carry out communicative exchanges, speaking about rules (Talking about rules)

and offering advice (Giving advice).

Write letters giving advice (Giving advice) using formats and expressions worked

in the unit (sentence adverbs).

Have a knowledge of other cultural and social patterns and compare them with

the students culture (Crime in the USA)

Practice the pronunciation of the verbs: could, should, would.


2.- CONTENTS



Read some information (Danger down under) about dangerous animals in Australia

and deduct the number of accidents caused by them. Listen to the text and check the

answers. Answer a comprehension question (SB p. 82, ex. 1 and 2).

Complete some sentences with the words from a box. Listen and check (SB p. 82,

ex. 3).

Listen and complete a text about police advice to prevent murders and crime (Get

streetwise!). Listen again and check the answers (Police advice – Practical English,

SB p. 87 ex. 5).

Listen to a text with expressions to ask for and give advice and ask the people why

they are worried (Giving advice - Practical English, SB p. 87, ex. 6).

Speaking

Ask and answer questions giving opinions and reasons about risky and exciting

experiences (Talking Point, SB p. 79, ex. 10).

Practice a dialogue about one of the suggested situations, using expressions to give

and ask for advice and expressing preocupation. Use the suggested pattern in

exercise 6 of the SB (Giving advice - Practical English, SB p. 87, e. 8).

Answer some opinión questions connected with a text read before and compare and

contrast cultures (Comparing Cultures, SB p. 86, ex. 4).



Reading

Say if some sentences regarding the roller coaster are true or false. Read and listen

to a text about it (Roller coaster) and compare the answers (SB p. 78, ex. 5).

Read the text again and answer some multiple choice questions (SB p. 78 ex. 6).

Translate into the mother tongue some similes and check if these expressions are

also used in the student’s language. Connect the two parts of a sentence (Word

Search, SB p.78, ex.7 and 8)

Ask and answer questions about a partner’s experiences using the present perfect

and the past simple and the suggested patterns (Recycle, SB p. 79, ex.9).

Ask and answer questions giving opinions and reasons about risky and exciting

experiences (Talking Point, SB p. 79, ex. 10).

Read the definition of streetwise and answer if it matches your personslity. Read a

questionnaire to know if you are a “cautious” person (Are you… Streetwise?).

Check the results of the questionnaire on page 87 of the SB (SB p. 84, ex. 1 and 2).

Read some definitions and choose the most suitable word for them. Check the

answers with a dictionary (Skill Focus, Checking words SB p. 84, ex. 3).

Read and complete a text about police advice to prevent murders and crime (Get

streetwise!). Use the vocabulary from a box. Listen and check the answers (Police

advice – Practical English, SB p. 87 ex. 5).

Read a text with expressions to ask for and give advice and ask people why they are

worried (Giving advice - Practical English, SB p. 87, ex. 6).

Writing

Read and complete some letters with the words from a box (Sandra says) giving

some advice. Listen and check the answers. Express agreement or disagreement

(SB p.85, ex. 4).

Study the meaning of some adverbs in some sentences. Connect une of the

sentences with the adverb clearly (Language Point, Adverbs of degree, SB p. 75,ex.

5)

Complete some sentences with personal ideas (SB p. 75, ex. 6).


Read a letter asking for advice about the attitude of a friend. Write some notes to

answer this letter (Preparation) and answer some questions with them (SB p. 75, ex.

7).

Write a letter answering the letter (Task), using the suggested plan (Writing plan), the

pattern in the book and the ideas of the exercise above (SB p. 75, ex. 8).

Prepare a dialogue about one of the suggested situations using expressions to give

and ask for advice and expressing preoccupation. Use the pattern suggested in

exercise 6 of the SB (Giving advice - Practical English, SB p. 87, ex. 8).

Read an extract about a young man asking for advice about a problem and write a

similar dialogue to that in the WB page 75 ex. 7 (Giving advice – Practical English,

WB p. 75, ex. 8).


LANGUAGE FUNCTIONS

Give orders or instructions.

Speak about som imaginary situations.

Describe possible consequences of an action.

Compare things or people.

Ask for or give advice and rules.

Give personal opinions in situations of danger.

STRUCTURES-GRAMMAR

Second conditional: if + subject + verb in the past simple + would/wouldn’t + infinitive of

the verb (not) as…as…

should, must, have to

VOCABULARY

Subject: Danger situations.

GLOSSARY: Verb + preposition: fall off, get into, get on, get out of, get off, look after, pick up,

put down, put on, sit down, stand up, turn on, turn off, take off.

Adverbs: angrily, badly, calmly, carefully, dangerously, fast, happily, hard,

intelligently, luckily, nosily, quickly, quietly, safely, slowly, well.


Sentence adverbs: clearly, fortunately, luckily, obviously, unfortunately.

Functional language: Give advice (Giving advice).

PROCEDURES

PHONETICS

Pronunciation: could, should, would

PROCEDURES

Grammar

Translate some examples into the mother tongue and complete the grammar rules for

the use of the second conditional (SB p. 80, ex.1).

Choose the suitable words in some sentences from two options (SB p. 80, ex. 2).

Write some sentences using the second conditional with the help of some ideas (SB

p. 80 ex. 3).

Complete some sentences with personal ideas using the second conditional

(Activate Your English, SB p. 80, e. 4).

Translate some sentences into the mother tongue (SB p. 80, ex. 5).

Compare two kinds of roller coaster using (not) as… as…(SB p. 81, ex. 6).

Write some personal opinions using (not) as… as and the suggested ideas (SB p.81,

ex.7).

Translate some examples into the mother tongue and complete a chart about

obligation degrees (should, must, have to) (SB p. 82, ex. 4).

Choose the correct verb from two options to complete some sentences (SB p. 83

ex.6)

Write some sentences using the words from a box and the expressions in another.

Use appropiately must and have to (SB p. 83, ex. 7).

Write some sentences with rules and recommendations for tourists visiting the

country, using the verbs in a box (Activate Your English, SB p. 83, ex. 8).

Read and complete a text (Survive) with the appropiate words from one of the three

columns. Listen and check (Grammar Consolidadtion, SB p.83, ex. 9).


Vocabulary


Look up the meaning of some words. Observe some pictures and complete the

meaning of some sentences with the verbs + preposition from a box. Think of more

examples (SB p. 78, ex. 1 and 2).

Listen to some stories and arrange and complete some sentences with this

information. Listen again and mime the actions. (SB p. 78, ex.3 and 4).

Read some sentences and choose the correct adverbs from two options (SB p. 81,

ex. 8).

Complete a chart with the adjectives from a box and the adverbs from exercise 8

above. Add a list of adverbs to the chart (SB p. 81, ex. 9 and 10).

Complete some sentences with one or more adverbs (SB p. 81, ex. 11).

Pronunciation

Learn and practice the pronunciation of the verbs could, should, would

(Pronunciation Bank, Unit 8 WB p. 135, ex. 1 and 2).

Listen and write down some sentences (SB, Dictation, p. 82, ex. 5).



BLOCK 4- Sociocultural aspects and intercultural consciousness

Get to know some details about roller coasters (Roller coaster); their story, security

measures and the feelings they produce. Make reference to a very famous one: the

Millennium Force roller coaster in Ohio (USA).

Speak about dangerous animals in Australia and their characteristics: sharks, spiders,

etc.

Refer some data about crime in the suburbs of Los Angeles, California (USA) and the

conexion between crime and rap music. Go further into the rap music subject, such as its

Jamaican origin, extensión, influences of the reggae music and the sociocultural

message it communicates

PROCEDURES

Read and listen to a text about the suburbs and crime in some neighbourhoods in

Los Angeles (Mean Streets). Indicate if some sentences are true or false connected

with the text. Listen to and check the answers (SB p. 86, ex 1 and 2)

Read the text again and complete a summary with seven of the words from a box.

(SB p. 86 ex. 3).


Answer some opinion questions connected with the text read comparing and


3.- CONTRIBUTION OF THE MOTHER TONGUE TO THE DEVELOPMENT OF BASIC COMPETENCES See in the introduction the general aspects of the contribution of learning the foreign



The students think over and strengthen their personal initiative giving their opinion

about theme and amusement parks (Talking point, SB p.79) or giving travelling

recommendations about their country. (Activate your English, SB p. 83).



Learn how to make a questionnaire about being a “cautious” person (streetwise) (SB

p. 84).

iii. data processing and digital competence: See in the introduction the general aspects of the contribution to this competence.

iv. Social and civic competence: as knowing a foreign language involves the

knowledge of social features and cultural facts connected with their native speakers


Health education: the importance of taking precautions and the necessary security

measures when carrying out risky and dangerous activities.

Moral and civic education: the importance of these in certain professions which involve

risk, and help and improve our quality/security in life: firemen, policemen, fishermen, lorry

drivers or security men.

v. cultural and artistic competence The linguistic studies contain both artistic and cultural components:

Learn some information about roller coasters (rollercoaster) (SB p.79).

Learn some information about the suburbs in Los Angeles and crime in the USA (SB

p. 86)






Natural Science

Learn some information about some dangerous animals: spiders, sharks, etc.

Technologies


Curriculum Extra 3, SB pages 102 and 103, WB p. 132 Teacher’s Guide, pages 102,

T102, T103 and 103.








Alternative practice for students with difficulties to follow up the group pace:

English Alive! Basics Progress Book A, Unit 8



6.-ASSESSMENTFormative assessmentGrammar consolidaton (Unit 8, SB page 83)






Self-assessmentStudent Self-assessment Checklist, Unit 8, Teacher’s Book, page xxi


Write down the opposites of some verbs. (phrasal verbs).

Complete some sentences with a veb and a preposition.

Complete a chart with adjectives and their corresponding adverbs.

Choose in some sentences the correct adjective or adverb.

Grammar

Connect the two parts of a sentence and complete them with the correct verb form of

the verbs given.

Write some sentences using the expression not as…as + adjective.

Complete some sentences with the expressions from a box.

Check some sentences and write them again.


Reading

Read a text and show comprehension saying if some sentences are true or false.

Read the text again and answer some question of specific comprehension.

Oral comprehension.

Listen to two conversations and identify the people they refer to in each sentence

Writing

Write an email giving a friend some advice about travelling on a bycilce around the

country. Use some questions as a guide.

UNIT 9 – BRICK BY BRICK

1.- TEACHING OBJECTIVES Understand and use vocabulary referred to buildings.

Be able to use verbs connected with construction.



daily, normal conversation (Directions in a building – Practical English).

Be able to identify and interpret general and more specific information on written

texts, in this case American English.

Understand and apply grammar aspects, such as passive voice in the present

and past (present and past passive) to describe what happens to the subject of a

sentence, in the affirmative, negative and interrogative forms . Also be able to change

the active into the passive form

Understand oral texts; an interview describing a design and ecological house (At

home), or a questionnaire about great and famous monuments (Super structures) and

identify general and more specific information about them.

Carry out communicative exchanges, talking about a dream house (Talking about

your dream house) and giving directions in a building (Directions in a building).

Be able to write about the description of a building (A description of a building)

using formats and expressions worked in the unit (Using synonyms).

Learn about a song and get some information about the music and its composer

(Doves).

Check the pronunciation of the weak vowel /ə/. (Revision: /ə/)


2.- CONTENTS


Listening

Listen to five sentences and write them down. (Dictation) (SB p. 92, ex. 4).

Read some information and observe a photograph. Deduct which materials have

been used in the construction of the house. Listen to an interview describing the

design and construction of an ecological house (Earthship) and check the answers.

Also, answer some comprehension questions (SB p. 92, ex. 1 and 2).

Listen to a questionnaire about famous monuments (Super Structures) to check the

answers of these questions. Listen again and answer some questions of specific

information (Skill Focus, Listening for specific information) (SB p. 94, ex. 2 and 3).

Listen to a guided visit to the Tate Modern art gallery in London. Complete some

comprehension questions (Information about a building–Practical English, SB p. 96

ex. 2).


Listen to a dialogue asking for information to get to a place inside a big building.

Observe a plan and deduct the position of the person who is asking for help

(Directions in a building–Practical English, SB p. 96 ex. 3).

Speaking

Ask and answer questions giving opinions on preferences regarding buildings and

town patterns (Talking Point, SB p. 89, ex. 7).

Ask and answer the questions in exercise 7 of the SB connected with everyone’s

dream house (Activate Your English, SB p. 93, ex. 7 and 8).

Practice a dialogue (Activate Your English), to give directions to a visitor who wants

some information and directions about the student’s school. Use the suggested

dialogue as a pattern (Directions in a building, Practical English). (SB p. 96, ex. 5).


Reading

Read and listen to a text (Skyscraper) in American English. Complete a chart with

words from the text, different but with the same meaning of the ones suggested. Also,

answer some comprehension questions (Word Search, SB p.88 and 89, ex. 3 and 4).

Add some more words to the American English list in exercise 3 above. Look up in

the dictionary the corresponding word in British English (SB pág. 88 ej. 5).

Express in a loud voice some figures. Listen and check the answers (Recycle, SB

p.89, ex. 6).

Ask and answer questions giving opinions about preferences regarding buildings and

town patterns (Talking Point, SB p. 89, ex. 7).

Read and answer the questions of a questionnaire about famous monuments (Super

Sructures) (SB p. 94, ex. 1).

Read a text (A cool place to stay!) and answer true or false to some sentences

connected with them. Read the text again and complete some sentences. Also

answer some comprehension questions (WB p. 84, ex. 1, 2 and 3).

Observe a plan about the Tate Modern art gallery in London. Answer some questions

as quick as possible. (Information about a building–Practical English, SB p. 96 ex. 1).


Read and listen to a dialogue asking for information to get to a place inside a big

building. Observe a plan and deduct the position of the person who is asking for help

(Directions in a building–Practical English, SB p. 96 ex. 3).

Writing

Read the headings of some paragraphs and a text with the description of a cathedral

(St. Paul’s Cathedral). Decide where the limits of the paragraphs in the text above

should be (SB p. 95, ex. 4).

Read some sentences from the text in exercise 4 above and change the words given

by their corresponding synonyms (Language Point, Using synonyms, SB p. 95,ex. 5).

Connect a list of words with another list of synonyms (SB p. 95, ex. 6).

Write down some notes to make a description of a building or monument

(Preparation) and answer some questions with them (SB p. 95, ex. 7).

Write about a description of a building (Task), using the suggested plan (Writing

plan), the pattern in the book and the ideas in the exercise above (SB p. 95, ex. 8).

Prepare a dialogue (Activate Your English), to give directions to a visitor who wants

some information and directions about the student’s school. Use the suggested

dialogue as a pattern (Directions in a building, Practical English). (SB p. 96, ex. 5).

Complete a dialogue with the words from a box asking and giving information and

directions in some big department stores. Write a similar dialogue to the one above

asking and giving directions in a cultural centre (Directions in a building – Practical

English, WB p. 85, ex. 8 and 9).


LANGUAGE FUNCTIONS

Speak about buildings; kinds, parts, materials, etc.

Describe the production process in a construction.

Describe what happens to the person in a sentence.

Speak and describe everyone’s dream house.

Express directions inside a building.

STRUCTURES-GRAMMAR

Present and past passive: affirmative, negative and questions.

Active to passive


VOCABULARIO

Subject: Construction and buildings.

GLOSSARY: Buildings: block of flats, bricks, build, concrete, dome, earth, first storey, glass,

ground floor, lift, office building, shopping centre, skyscraper, steel, steps, tower.

Construction: add, build, bury, connect, damage, design, dig, heat, name, paint,

open, repair.

Functional language: Indicate directions inside a building (Directions in a building).

PHONETICS

Pronunciation: revision: /ə/.

PROCEDURES

Grammar

Read and complete a chart with rules and examples about the information of the

passive voice in the present and the past (SB p. 90, ex.1).

Complete some sentences with the passive of the vebs from a box (SB p. 90, ex. 2).

Read some sentences explaining how to change from the active to the passive voice

and give answers to some questions about it. Complete some sentences (SB p. 90,

ex. 3 and 4).

Read a text (King Kong) and choose the correct verb form (activa o passive) in each

case (SB p. 90, ex. 5).

Complete some questions in the passive voice with the words from a box and

translate them into the mother tongue (SB p. 92, ex. 3).

Write questions using the passive form of the suggested verbs. Answer the questions

(SB p. 92, ex. 5).

Order the words of some questions about an English house in 1900. Leave out one of

the words and deduct the answers (SB p. 93, ex. 6).

Complete some questions connected with the dream house. Use the verbs in the

passive from a box, both present and past. Ask and answer the questions of the

exercise (Activate Your English, SB p. 93, ex. 7 and 8).

Read a text (Antonio Gaudi) and complete it with the passive form in the present or

the past of the verbs from a box. Listen and check the answers (Grammar

Consolidation, SB p. 93, ex. 9 and 10).

Complete some questions using the correct verb forms of the verbs given (SB p.82,

ex. 3).



Vocabulary

Copy some words and connect them with their corresponding picture (SB p. 88, ex.

1).

Check the meaning of some words and add them to their corresponding section (SB

p. 88, ex.2).

Check the meaning of some words and complete some sentences with the passive

form of the verbs from a box (SB p. 91, ex. 6).

Answer a question about the knowledges of the students’ school building. Write some

sentences with the passive form of the verbs from a box (Activate Your English, SB p.

91, ex. 7).

Pronunciation

Check and practice the pronunciation of the vowel sound /ə/ (Pronunciation Bank,

Unit 9,WB p.135, ex.1,2




Learn some data about skyscrapers (Skyscraper), their origins, possible thanks to the

invention of the lift in 1852 by Elisha Otis, the material used in them, the workers who

build them, the tallest buildings in the world, etc.

Speak about certain peculiarities about the famous American building The Empire State

building; built in 1931.

Refer to the Mohawk indians, America’s native people, who lived around lake Ontario in

Canada, and how at a certain moment they formed part of the construction workers in the

USA.

Learn the name of famous constructions in the world such as: The Channel Tunnel

between France and England, The Golden Gate Bridge in San Francisco, The London

Underground, The Petronas Twin Towers in Malasia, The Century Tower in Tokio, La

Sagrada Familia of Antonio Gaudí in Barcelona, The Sydney Opera House in Australia,

The Ice Hotel in Quebec, The Great Pyramid of Khufu in Egypt, The Coliseum in Rome,

The Taj Mahal in India, The Statue of Liberty in New York, The Statue of Christ the

Redeemer in Rio de Janeiro, The Guggenheim Museum in Bilbao, etc.


Learn and sing a song, approaching the pop culture and learning some data about a

group, the British band Doves.

PROCEDURES

Read the biography of Doves and answer some questions (SB p. 97, ex. 1).

Read and arrange the lyrics of a song (Black and White Town) Listen to the text of

the song and check the answers (SB p. 97 ex. 2).

Read the lyrics of the song again and complete some sentences choosing from two

options (SB p. 97, ex. 3).

Give opinions about some of the students’ favorite songs and explain why they like

them. Use the words from a box and the suggested pattern as help (SB p.97, ex. 4).





skyscrapers and big buildings (Talking point, SB p. 89).

The students will learn how to make small cards and do schematic exercises about

the things learnt in the unit (Word Bank 9, WB pages. 128 and 129)





Moral and civic education: the importance of looking after and keep a civic behaviour

when visiting buildings, museums or famous and artistic constructions.

Environmental education: the importance of starting to be conscious of the need of a

more ecological and respectful construction, which uses recyclable materials and

renewable energies.


v. cultural and artistic competence Linguistic studies contain both artistic and cultural components

Complete the song suggested in the unit and learn about the band Doves (SB p. 97).

Learn some information about the film King Kong SB, p. 91

Learn some information about big and famous constructions and buildings: The

Empire State, The Channel Tunnel, The golden gate Bridge, La Sagrada Familia de

Gaudi, The Great Ryramid of Khufu, The Coliseum, The Statue of Liberty, Taj Mahal,

Statue of Christ, Guggenheim Museum, etc.




Social sciences: History and Art

Learn some information about the big artisitc constructions and monuments around the

world.

Technologies


Curriculum Extra 3, SB págs. 102 and 103, WB p. 132 Teacher’s Guide, pages 102,

T102, T103 and 103.

5.- TREATMENT OF DIVERSITYReinforcement activities

Additional and alternative activities, Teacher’s Book, pages T-88 to T-97


Section Grammar Bank 9 WB, pages 108 and 109.



Apartado Wordlist, WB, pages 136 to 142.


Alternative practice for students with difficulties to follow up the group’s pace: English Alive! Basics Progress Book A, Unit 9










End-of-year (Test 1) Teacher’s Resouce Book, pages 46, 47 and 48.

End-of-year (Test 2)Teacher’s Resouce Book, pages 49, 50 and 51.

Self-assessmentStudent Self-assessment Checklist, Unit 10 Teacher’s Book, page xxii


Complete some compound nouns with the words from a box.

Complete some sentences with the words from a box.

Complete some sentences using the past simple.

Grammar

Complete a text with the passive in the present.

Write some sentences using the passive in the past.

Transform some active sentences into passive.

Complete some questions with the passive and their short answers.

Change some active sentences into passive


Reading


Read the text again and answer some question of specific comprehension

Oral comprehension


Listen to a teacher speaking about the football ground Santiago Bernabeu. Answer

some questions with short answers.

Writing

Write a composition about the Guggenheim museum in Bilbao. Use the information

in a box as help.



Write the appropriate adverbs for some adjectives

Complete a chart with professions.

Grammar

Complete some second conditional sentences.

Change some active sentences into the passive.

Complete some sentences with will/be going to and the verbs in a box.

Choose in some sentences the correct form of the verb from two options.

Transform some sentences from positive to negative.

Complete a text with the words from a box .

Reading



Oral comprehension

Listen to two people talking about winning the lottery. Show comprehension

indicating if some sentences are true or false.

Writing

Write a letter applying for a job in an advertisement.

End-of year Test 1 (Teacher’s resource Book 3 pages 46-48)Vocabulary


Complete some sentences using a verb and a preposition from a box.

Grammar

Complete some sentences with the correct verb tenses of the verbs given.


Complete a text using the comparatives and superlatives of the adjectives in a box.

Transform some sentences from positive to negative.

Complete some first and second conditional sentences. Use the correct forms of the

verbs in a box.

Transform some sentences from active to passive.

Write questions with the correct verb tenses and answer them.


Reading

Read a composition and show comprehension answering some questions with short

answers.

Read the text again and answer some questions of more specific information

Oral comprhension

Listen to five conversations and identify the subjects they are talking about.

Writing

Write a composition choosing one of the suggested subjects in a list. Follow the

paragraphs plan given.



Complete a chart with the nouns from some verbs.

Connect some adjectives with their opposites.

Grammar

Write some sentences using the correct verb tenses.

Connect the two parts of some sentences and complete them with the correct form

of the verbs given.

Complete some sentences with the comparative or superlative of some adjectives.

Change some active sentences into pasive.

Write some sentences again using the adverbs given.

Complete some questions and respond with short answers.


Reading

Read a text and show comprehension answering some questions with short answers


Oral comprehension

Listen to five people and identify the subjects they are talking about.


Writing

Write a postcard from Bath to a friend telling him about your holidays. Use some


EXTRA CURRICULUM 1 – Literature: Drama

1. TEACHING OBJECTIVES Learn vocabulary and structures to express literature in English.

Be able to make communicative exchanges speaking about preferences about

literature and theatre.

Be able to identify and interpret general and more specific information in oral and

written texts (Shakespeare).

Revise grammar aspects such as verbs; (present simple and past simple; past

simple and past continuos, and present perfect) relative pronouns (who, where,

which), and expressions of time (for and since).

Identify and interpret sociocultural features connected with the subject studied in the unit:

literature and Shakespeare, knowing and comparing other parts of the world with our

own.

2.- CONTENTS

SECTIONS 1 and 2 – Listening,speaking and talking/Reading and writingPROCEDURES

Answer some questions about general knowledge about the playwright Shakespeare.

Read and listen to a text about Shakespeare and the theatre in the XVI century and

check the answers given (SB p. 98, ex. 1 and 2).

Read the text again and answer some comprehension questions (SB p. 98, ex. 3).

Find some grammar structures in the text above (SB p. 98, ex. 4).

Complete some sentences with the correct form of the verbs in a box. Use the

present simple or the past simple, as appropriate (SB p. 99, ex. 5).

Complete a text with the correct form of the verbs given. Use the past simple or the

past continuous, as appropriate (SB p. 99, ex. 6).

Complete some sentences with the correct form of some verbs in a box. Use the

present perfect (SB p. 99, xj. 7).

Complete some sentences with the appropriate relative pronoun: who, where, which

(SB p. 99, ex. 8)

Write for or since in some sentences according to the most suitable expression of

time (SB p. 99, ex. 9)


Connect some pictures with their definition. Translate into the mother tongue (WB p.

130, ex. 1).

Write six sentences using the words in exercise 1 above (WB p. 130, ex. 2).


LANGUAGE FUNCTIONS

Speak about literature: writers, style (tragedy, comedy, etc.)

STRUCTURES-GRAMMAR

Present simple and past simple

Past simple and past continuous

Present perfect

Relative pronouns (who, where, which)

Time expressions (for and since)

VOCABULARY

Subject: literature, drama

Glossary:

Connected with artistic performances and productions: play, stage, theatre, century,

actors, drama, dramatists, comedies, tragedies, operas, ,art exhibition, ballet , carnival,

circus, firework display, fun fair, musical, novel, poem, street theatre.


Learn some data about Shakespeare and the theatre in the XVI century, the year the

famous English playwright was born in Stratford-upon-Avon.

3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF THE BASIC COMPETENCESSee in the introduction the general aspects of the contribution of learning a foreign




The students learn how to revise the things learnt.

iii. data processing and digital competence


By learning a foreign language, the students will create real and functional contexts of

communication using the new information and communication technologies.




Leisure education: the importance of reading and go to some shows and plays as a way

to enrich our knowledge and broaden our leisure options.

v. cultural and artistic competence Linguistic studies contain both artistic and cultural components;

Learn some information about Shakespeare (SB p. 98).

4.- CONNECTION WITH OTHER CURRICULUM AREAS


taking the vocabulary and structures into a real life context and helping in the

development of their knowledge of the world out of the English classroom.

Language and literature


5.- TREATMENT OF DIVERSITYAdditional activitiesSB p. 98 and 99

WB p. 131

Teacher’s Guide, pages 98, T98, T99 and 99.

EXTRA CURRICULUM 2 – Geography: Tourism

1 TEACHING OBJECTIVES


Learn vocabulary and structures to know how to express oneself in English both in

Geography and tourism.

Be able to make communicative exchanges speaking about tourism in Spain.


written texts (Sunny Spain).

Revise grammar aspects such as verb tenses (present perfect and past simple;

will and be going to), the comparatives and superlatives and expressions of quantity

(any, much, a lot of, not much, many, too much, not many).

Identify and interpret sociocultural features connected with the subject studied in

the unit: geography and tourism, learning and comparing real life in other parts of the

world with ours.

2.- CONTENTS

SECTIONS 1 and 2 – Listening, speaking and conversing/Reading and writingPROCEDURES

Read some sentences and look up the meaning of some words. Say if these

sentences are true or false Read and listen to a text (Sunny Spain) and check the

answers given (SB p. 100,ex. 1 and 2).



Complete a text with the correct form of the suggested verbs. Use the present

perfect or the past simple, as required (SB p. 101, ex. 5).

Complete some sentences with the correct form of the verbs in a box. Use will or

going to, as required (SB p. 101, e. 6).

Complete a text with the correct adjectives: comparatives or superlatives (SB p.101,

ex. 7).

Complete some sentences with the quantity expressions from a box (SB p. 01, ex. 8).


131, ex. 1).

Classify the words in exercise 1 above in different sections: people and things (WB p.

131, ex. 2).



LANGUAGE FUNCTIONS

Speak about tourism in general and about tourism in Spain in particular.

STRUCTURES-GRAMMAR

Present perfect and past simple

Will and be goint to


Quantity

VOCABULARY

Subject: Tourism

Glossary: Connected with tourism: brochure, chambermaid, luggage, passenger, passport,

phrase book, porter, postcard, receptionist, souvenir, tour bus, travel agent, package

holiday, holidaymakers, tourist destination, coastline, islands, sun, sea, sand, weather,

average, income, inland.


Learn some data about tourism in Spain, its beginings, about 1954, its more attractive

destinations, where the tourists come from, the reason why tourists choose Spain, its

environmental impact and the way the kind of tourism is progressively changing and

choose other different kinds of holidays and alternative destinations, which means a

different way of understanding consumism in a sustainable and ecological way.

3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF THE BASIC COMPETENCES See in the introduction the general aspects of the contribution of learning a foreign



The students learn to revise the things studied



See in the introduction the general aspects of the contribution to this competence. The

students will create real and functional contexts of communication through the foreign

language using the new information and communication technologies.

iv. social and civic competence as knowing a language involves the knowledge of

social features and cultural facts connected with their native speakers which can also be

worked along the unit

Environmental education: the importance of looking after and respect nature and the

places where we go on holidays, preventing the damage of our environment .

v. cultural and artistic competence Linguistic studies contain artistic and cultural elements.

Learn some information about tourism in Spain (SB p. 100).

4.- CONNECTION WITH OTHER CURRICULUM AREASThroughout the unit there will be a reinforcemnt on different interdisciplinary subjects,


the knowledge of the world out of the English classroom.




5.- TREATMENT OF DIVERSITYAdditional activitiesSB pages 100 and 101

WB p. 132


EXTRA CURRICULUM 3 – Science and technology: Energy

1 TEACHING OBJECTIVES Understand vocabulary and structures to express in English the subject of

science and technology.

Be able to carry out communicative exchanges speaking about the different kinds

of energy.



written texts (Wind Energy).

Revise grammar aspects such as the verbs of obligation (must, mustn’t have,

have to, don’t have to, should, shouldn’t), first and second conditional and the

passive voice of verbs. Identify and interpret sociocultural features connected with

the subject studied in the unit: energy, knowing and comparing real things from other

parts of the world with ours.

2.- CONTENTS

SECTIONS 1 and 2 – Listening, speaking and conversing/Reading and writing

PROCEDURES

Observe the photographs of different kinds of energy and connect them with their

corresponding definition. Read and listen to a text (Wind energy) and indicate which are

the adjectives describing wind energy and windmills (SB p. 102 ex. 1 and 2).



Complete some sentences with the correct form of the obligation verbs from a box.

Use one verb in each sentence (SB p. 103, ex. 5).

Complete some sentences with the correct form of the suggested verbs. Use the

present simple or will + infinitive as requested (SB p. 103, ex. 6).

In some sentences, choose the correct verb form from two options (SB p 103 ex.7).

Complete a text with the correct verb form. Use the passive voice in the present or

the past as required (SB p. 103, ex 8)


132, ex. 1).

Write six sentences using the expressions of exercise 1 above (WB p. 132, ex. 2).


LANGUAGE FUNCTIONS

Speak about the different kinds of energy.

STRUCTURES-GRAMMAR

Verbs of obligation


First conditional

Second conditional

Passive

VOCABULARY

Subject: Science and technology: energy

Glossary: Connected with the different kinds of energy: coal, gas, nuclear reactor, nuclear power

station, oil, petrol, petrol station, power station, pylon, solar panel, solar power station,

tanker, tidal barrier, wind turbine, wind farm, solar power station, electricity, fossil

fuels, renewable sources, pollution .


Get aware of the different kinds of energy at present, their consumption, advantages and

inconvenients. Speak about renewable energies (wind energy or solar energy) in which

Spain may play a very important role and how this is changing the landscape of the

country.


language to the basic competences and especially how they are presented in this unit.


The students learn to revise the things learnt

iii. data processing and digital competenceSee in the introduction the general aspects of the contribution to this competence.

By using the foreign language the students will create real and fucntional contexts of

communication using the new information and communication technologies

iv. social and civic competence, as knowing a foreign language involves the knowledge




Environmental education: the importance of being aware of the need to save energy

both at an institutional or governmental level and making an effort in our homes, being

conscious of the short life of traditional energies.

v. cultural and artistic competence The linguistic studies contain both artistic and cultural competences.

Learn some information about different systems of energy (SB p. 102).

4.- CONNECTION WITH OTHER CURRICULUM AREAS Throughout the unit there will be a reinforcement in all interdisciplinary subjects, taking

the vocabulary and structures to a real life context helping in the development of their

knowledge of the world out of the English classroom.

Technologies



WB p. 132



PROGRAMME OF UNITS: 4th YEAR - COMPULSORY SECONDARY EDUCATION

STARTER UNIT 1.- TEACHING OBJECTIVES Learn which are the verbs and nouns that usually go together and use them

(Verb collocations)

Learn common expressions to be used in class (Practical English-In class).

Revise common and frequent expressions of conversation in oral

communication.

Understand oral texts and information in a global and more specific way.

Revise grammar aspects such as: present simple/present continuous, quantifiers

(quantifiers) and comparatives/superlatives (comparatives/superlatives).

Practice the pronunciation of the sound s + consonant (s + consonant).


2.- CONTENTS


Listening

Complete and listen to some dialogues with common expressions of conversation

(Practical English, SB p. 7 ex. 1 and 2).

Deduct the missing words in a dialogue with common expressions of class. Listen

and check the answers. Repeat in a loud voice (Practical English – In class, SB p. 7,

ex. 4 and 5).

Speaking

In groups, compare the answers of an exercise using collocations (Activate Your

English, SB p. 4, ex 3).

Practice some dialogues with common expressions of conversation (Practical

English, SB p. 7 ex.2).

In groups, practice a dialogue with usual classroom expressions. Think of more

expressions of this kind (Practical English – In class, SB p. 7).



PROCEDURES

Reading

Complete dialogues with the appropriate sentence chosen from some suggested

(Revision-Practical English, SB p. 7 ex. 1).

Writing

Complete and write again an email. Write questions for some answers (SB p. 5, ex.2

and 3).

Write down a dictation (Dictation, Practical English WB p. 6, ex. 4).


LANGUAGE FUNCTIONS

Express past events.

Express quantities and make comparisons.

Comunicate in class.

STRUCTURES-GRAMMAR

Present simple and present continuos

Past simple

Quantifiers


VOCABULARY

Subject: Revision

GLOSSARY: Verb collocations: buy presents, do sports, eat Chinese food, go on holiday, meet

people, ride a bike, see places, speak English, spend money, take a photo, write a

text message.

Functional language: Express in class (In class).

PHONETICS

Practice the pronunciation: s + consonant


PR OCEDURES

Grammar

Complete some sentences using the present simple or continuous of the suggested

verbs in a box. Sort out and write some sentences in a chart (SB p. 5, ex. 1).

Complete an email using the appropriate verb form. Read the email again and write

appropriate questions for the answers given (SB p. 5, ex. 2 and 3).

Write the past simple of some verbs given and sort them out as regular or irregular.

See the list of irregular verbs in the WB p. 144 (SB p. 5, ex. 4).

Read some sentences connected with last week and make affirmative and negative

sentences about them (SB p. 5, ex. 5).

Order the words of some sentences and leave out a word in each (SB p.5, ex. 6).

Write six sentences telling what the student did during the visit of an imaginary pen-

friend last summer (SB p. 5, ex. 7).

Complete and arrange a chart deducting which of some nouns are countable or

uncountable from the words in a box. (SB p. 6, ex. 1).

Observe a picture and complete some sentences with the nouns of the exercise

above (SB p.6,ex.2)

Correct the mistakes of some sentences using the appropriate quantifiers (SB p. 6,

ex. 3).

Write six sentences about a perfect place for holidays using the correct quantifiers

(SB p. 6, ex.4).

Observe the comparative chart of some hotels, read some sentences and decide

which hotel is referred to in each (SB pág. 6, ej. 5).

Write sentences about the hotels mentioned above using comparatives and

superlatives (SB p. 6, ex. 6).

Complete some sentences with the comparative form of the adjectives given (SB p.

6, ex. 7).

Complete some sentences with the superlative of the adjectives given (SB p. 6, ex.

8).

Vocabulary

Complete some expressions with the verbs from a box. Listen to a CD and check the

answers. Connect six sentences with their corresponding photograph (SB p. 4, ex. 1).

Write eight sentences using the expressios from the exercise above, the present

simple and the words from a box (SB p. 4, ex. 2).


Carry out a communicative exchange comparing some sentences (SB p. 4, ex. 3).

Pronunciation

Practice the pronunciation of s + consonant (Pronunciation Bank Starter Unit,WB

p.133, ex.1,2,3)




Speak about British schools; uniforms, courtesy expressions to speak, etc. and compare

them with our own patterns.


language to basic competences and particularly how they are presented in this unit :


The students think over and strengthen their initiative learning useful expressions to

manage in class (In class SB p 7).

The students will learn to make small cards and do schematic exercises about verbs

collocations (Word Bank, WB page 110)

iii. data processing and digital competence See in the introduction the general aspects of the contribution to this competence.

iv. social and civic ability, as knowing a foreign language involves the knowledge of

social features and cultural facts connected with their native spaekers which can be


Education for peace: the importance of using expressions of courtesy in class and other

spheres which improves communication with people.

Moral and civic education: the importance of knowing and respect other forms of life

different from ours.


v. cultural and artistic competence Linguistic studies contain both artistic and cultural components

4. CONNECTION WITH OTHER CURRICULUM AREASThroughout the unit there will be a reinforcement on different interdisciplinary subjets,



5.- TREATMENT OF DIVERSITYAdditional activitiesAdditional and alternative activities, Teacher’s Guide, page T-4 to p. 7.

Workbook, pages 3 a 6.

Section Grammar Bank Starter Unit, WB, pages 90 and 91

Section Word Bank Starter Unit, WB pages 110 and 111.

Section Pronunciation Bank Starter Unit (WB, p. 133)


Photocopiable activities, Starter unit, (Revision) Teacher’s Resource Book, p. 70.

Additional activitiesAdditional and alternative activities, Teacher’s Guide, pages T-4 to p. 7.

Photocopiable activities, Starter unit, (Extension) Teacher’s Resource Book, p 71.

6.- ASSESSMENTFormative assessmentGrammar revision (Starter Unit, SB pages 5 and 6)

Grammar revision (Starter Unit, WB pages 5, 6 and 7)

Cumulative assessmentDiagnostic test to be used before starting the book and know the English level of the

students (Teacher’s Resource Book, pages 4, 5 and 6)

End-of-unit test (Starter Unit) Teacher’s Resource Book, pages 7,8 and 9.

Assessment criteria Starter Unit Test (Teacher’s resource Book 4 page 7- 9)Vocabulary


Complete a crossword to revise vocabulary

Complete some sentences with the prepositions from a box

Complete some sentences using five words/expressions from a box.

Grammar

Complete some sentences using the presente simple or continuous as needed.

Write questions and negative answers using the present simple.

Write questions and negative answers using the present continuous.

Complete a chart with the past simple of the infinitives given.

Choose in some sentences the correct verb from two options

Correct some sentences.

Arrange the words in some sentences to make sense


Reading

Read a text and show comprhension saying if some sentences are true or false.

Read the text again and answer some questions of specific comprehension

Oral comprehension

Listen to two conversations and show comprehension, choosing the correct answers

from three options

Writing

Write a composition about a good or a bad birthday. Use some questions as a guide

UNIT 1- IMAGES

1 TEACHING OBJECTIVES Learn how to use and work with adjectives to describe photographs.

Learn how to use verbs which express suffering


a normal daily conversation (Talking about photos – Practical English).

Understand oral texts; a radio programme, and identify specific information ( In

focus).


texts, reinforcing the use of adverbs (Adverbs) and learn how to arrange events

(Ordering events).

Write a news story (A news story) using the pattern and expressions learnt in the

unit (time connectors).


Understand and apply general aspects such as: comparing past simple/past

continuous, ask questions in the past tense (questions in the past) and direct and

indirect objects questions (subject and object questions).

Learn a song and learn some information about the music and its composer

(Justin Timberlake).

Practice the pronunciation of the weak vowel /ə/ (Weak vowel / ə /).


2.- CONTENTS

BLOCK 1-Listening, speaking and talkingPROCEDURES

Listening

Listen to a text (Fantastic photos) and answer comprehension questions (SB p.8 and

9).


Listen to a radio programme about a famous photograph (In focus) and answer some

specific questions. Choose the correct answers from three options connected with the

radio programme. Listen and check the answers (SB p. 12, ex.1 and 2).

Listen to the article in a magazine and answer a comprehension question (SB p. 14,

ex 1).

Listen to a dialogue talking about a photograph. Answer a comprehension question

(Talking about photos–Practical English, SB p. 16 ex. 3).

Speaking

Ask and answer questions giving opinions about some photographs (Talking Point,

SB p. 9, ex. 8).

Make up and tell a story connected with taking a photograph in a mobile and one of

the suggested subjects in the box (Activate your English, SB p. 10, ex. 6).

Prepare a dialogue (Activate Your English) to speak about a photograph. Use the

suggested dialogue as a guide (Talking about photos-Practical English). Practice the

dialogue with a classmate (SB p. 16, ex. 5).


Reading


Read and listen to a text (Fantastic photos) and answer two comprehension

questions. Say if some sentences are true or false regarding the text .Explain the

false sentences (SB p. 8, ex.4/5)

Find words in the text above and connect them with their appropriate definition (SB p.

8, ex. 6).

Read the adverbs in a box and find three of them in the text above. Complete some

sentences with these adverbs and some own ideas (Recycle, SB p. 9, ex. 7).

Ask and answer questions giving opinions about some photographs (Talking Point,

SB p. 9, ex. 8).

Read the article in a magazine (The power of a photograph) and answer a

comprehension question. Arrange in sequence some sentences corresponding to

events in the article above (SB p. 14, ex. 1 and 2).

Complete a summary with the information obtained from the article above (SB p.14,

ex. 3).

Read and complete some instructions to use an instant camera. Answer some

comprehension questions (Instructions–Practical English, SB p. 16 ex. 1 and 2).

Read and listen to a dialogue with common expressions to describe and speak about

photographs. Answer a comprehension question (Talking about photos–Practical

English, SB p.16 ex. 3).

Writing

Read and arrange the paragraphs in a piece of news (Terror Ride!). Listen and check

(SB p. 15, ex. 4).

Find in the text above some time connectors and translate them (Language Point,

Time connectors, SB p.15,ex. 5)

Choose in some sentences the correct time connector from two options (SB p.15, ex.

6).

Observe a photograph and imagine you are the reporter in the scene. Prepare some

notes and answer some questions with them (Preparation, SB p.15, ex. 7).

Write a news story (A news story) about the photograph above (Task), using the

suggested plan (Writing Plan), the pattern in the book and the ideas in the exercise

above (SB p.15,ex. 8).



LANGUAGE FUNCTIONS

Descrbe photographs

Express feelings

Ask and answer questions in the past

Give instructions

STRUCTURES-GRAMMAR

Past simple and past continuous

Questions in the past

Subject and object questions

VOCABULARY

Subject: Images and feelings.

GLOSSARY: Adjetives: colourful, spontaneous, peaceful, dramatic, amusing, unusual, striking,

romantic, disturbing, natural, moving, powerful.

Adverbs: patienly, carefully, happily, hard, well, badly, slowly, quickly.

Verbs: expressing feelings: hug, kiss, smile, stare, frown, laugh, pose, cry, scream,

make a face.

Functional language: Describe photographs (talking about photos).

PHONETICS

Practice the pronunciation of the weak vowels (Weak vowel / ə /)

PROCEDURES

Grammar

Read some sentences and say if they use past simple or continuous (SB p.10, ex.1).

Read and answer some questions about grammar (past simple/past continuous) (SB

p.10, ex. 2).

Say the correct verb tense in some sentences from two suggested options (SB p.10,

ex.3).

Complete a text with the suitable verb tense (SB p.10, ex. 4).

Complete some questions in the past and translate them into the mother tongue (SB

p.12, ex. 3).


Observe a photograph and write appropriate questions for some answers (SB p.12,

ex. 4).

Complete some questions with the negative particles from a box and the right verb.

Give suitable answers for these questions (SB p.13, ex. 5 and 6).

Read and translate some questions (SB p. 13, ex.7).

Write some questions choosing one verb from the two suggested options (SB p.13,

ex. 8).

Read a text and write suitable questions for the answers given (SB p.13, ex. 9).

Complete some questions of a questionnaire and answer them using the verbs from

a chart. Listen and check the answers (Grammar Consolidation, SB p. 13, ex. 10).


Vocabulary

Translate the adjectives from a box. Connect the adjectives with some of the

photographs given (SB p.8, ex. 1).

Write sentences about the suggested subjects using the adjectives above (SB p. 8,

ex.2).

Describe some photographs and compare them with other students (SB p.8, ex. 3).

Connect some verbs with some photographs. Listen to a CD and check (SB p.11,

ex.7).

Answer a questionnaire about feelings (SB p.11, ex. 8).

Complete some sentences with the correct verb form ; past simple/past continuous

(SB p. 11, ex. 9).

Write some sentences using the ideas from a box and the correct verb form (Activate

Your English, SB p. ex. 10).

Pronunciation

Practice the pronunciation of the weak vowel / ə / (Pronunciation Bank WB p. 133, ex.

1, 2 and 3).


Practice the rythm and entonation of some sentences (Phrase Bank,Practical


BLOCK 4 - Socio-cultural features and intercultural awareness


CONCEPTS

Recognise and speak about three famous photographers: Finbarr O’Relly (Canadian),

Steve Bloom (British), Lucy Nicholson (British).

Learn the story of a famous photograph (Kiss by the City Hall) taken in 1950 by the

French photographer Robert Doisneau.

Get some information about the photographer Steve McCurry and the story of one of his

photos which appeared on the cover of National Geographic about Afganistan’s war.

Learn and sing a song, approaching the pop culture and learning some details about a

person, the Singer Justin Timberlake.

PROCEDURES

Read the profile of Justin Timberlake and answer some questions (SB p.17, ex. 1).

Read and complete the lyrics of a song (Cry me a river) with the words from a box.

Listen to the text of the song and check the answers (SB p.17 ex. 2).

Find words in the text of the song which correspond to some definitions (SB p. 17, ex.

3).

Identify the feeling of the composer, choosing from three options. (SB p. 17, ex. 4).

Write a short dialogue between the composer and his “girlfriend” (SB p. 17, ej. 5).


language to basic competences and particularly the way they are presented in this unit:



photographs (Talking Point, SB p. 9, ex. 8).

Learn to answer and compare a questionnaire about feelings (SB p. 11, ex. 8).






iv. social and civic competence, as knowing a foreign language involves the



Health education: the importance of knowing how to express our feelings and emotions

in a suitable way for us and the people around us.

Moral and civic education: The importance of awareness and consciouness of the world

around us through culture and art.

v. cultural and artistic competence Linguistic studies have both artisitic and cultural components:

Learn some information about photography and famous photographers (Fantastic photos,

SB. 9).

Learn about Justin Timberlake and his music (SB p. 17).



their knowledge out of the English classroom.

Social sciences (History)

Extra Curriculum 1, SB pages 98 and 99, WB p. 130, Teacher’s Guide, páginas T98 and

T99

5.- TREATMENT OF DIVERSITYAdditional activitiesAdditional and alternative activities, Teacher’s Guide, pages T-8 to T-17


Section Grammar Bank 1, WB, pages 92 and 93




Photocopiable activities, Unit 1(Revision) Teacher’s Resource Book, page 72



Additional activities

Additional and alternative activities, Teacher’s Guide, page T-8 to T-17



Grammar consolidation (Unit1, WB page 11)

Progress Check (Unit 1, WB page 14).



Self-assessmentStudent Self-assessment Checklist, Unit 1, Teacher’s Guide, page xviii

Assessment criteria Unit 1 Test (Teacher’s resource Book 4 page 10-12)Vocabulary

Add the appropiate endings to complete some adjectives.

Complete some sentences with the adjectives from a box.

Choose the correct verb from three options for these sentences

Grammar

Complete some sentences using the past continuous of the verbs in a box

Complete a dialogue using the past simple or continuous.

Complete some questions with the suitable interrogative particles

Complete the questions of a game with the words from a box.

Reading




Oral comprehension

Listen to a person speaking about a photographic competition. Show

comprehension and choose the correct option to complete some sentences.

Writing

Write a press article about a dramatic event. Use some questions as a guide.

UNIT 2. LIVE AND LEARN

1.-TEACHING OBJECTIVES Recognise and use adjectives and their opposites (antonyms).

Be able to revise and use the past participle (Past participles) of the most

common vebs.


normal daily conversation (Greetings and news – Practical English).

Carry out communicative exchanges responding to ideas (responding to ideas)

and talking (making conversation).

Understand oral texts in which two people speak about their teenage years

(Changes). Identify general and more specific information.

Identify and interpret general and more specific information in written texts.

Write about each one’s life (A life story) using different verb tenses (different

tenses).

Understand and apply grammar aspects such as the present perfect of verbs,

together with the adverbs (yet, already, just;) comparing the past simple with the

present perfect and use the time expressions (for, since, ago).

Learn other cultural and social patterns and compare them with each one’s own

culture (Faces of Britain).

Practice the stressing (enfasize) in certain parts of a word (Word stress).


2.- CONTENTS

BLOQUE 1-Listening, speaking and conversingPROCEDURES

Listening


Observe some photographs and decide which person is referred to in some

sentences. Listen to a text (Changes) and check the answers. Complete some

sentences with the information (SB p. 22, ex. 1, 2 and 3).

Listen to some sentences connected with the percentages in some graphics.

Observe the percentages and say if they are correct or not (Charts: Practical English,

SB p. 27 ex 1 and 2).

Listen to a dialogue with greetings and information requests. Answer a

comprehension question (Greetings and news–Practical English SB p. 27 ex. 3).

Speaking

Ask and answer questions giving opinions and reasons about teenagers (Talking

Point, SB p.19, ex.8).

In pairs, compare some sentences made from two young people’s ideas. Use the

suggestions in the Phrase Bank: responding to ideas (SB p. 24, ex 1 and2).

In pairs, ask/answer some suggested questions (Skill focus: making conversation

SB p. 24, ex 3 and 4)

Practice a dialogue (Activate Your English) telling about what the holidays were like

back in the home country in summer and being back in a foreign country again.

(Greetings and news–Practical English SB p. 27 ex.4).


Reading

Read an extract of a fugitive teenager’s diary (Runaway). Complete a chart with

words said in a different way in British or American English. Identify which people

feel each one of the emotions shown. Respond to some comprehension questions

(SB p. 18, es.4, 5 and 6).

Write a list of verbs which describe routines. Write a paragraph telling the daily life of

a fugitive (Recycle-Routines, SB p. 19, ex. 7).

Read an article and complete some sentences with each one’s own ideas (SB p. 24,

ex. 1).

Read the questions in two columns. Listen to the conversation and find out which of

these questions appear in it (Skill focus: making conversation, SB p. 24, ex.3).


Observe some graphics and percentages, read some statements and decide if they

are true or false (Charts: Practical English, SB p. 27 ex 1 and 2).

Read a dialogue expressing greetings and requesting information. Answer a

comprehension question (Greetings and news–Practical English SB p. 27 ex. 3).

Writing

Complete and write some setences about oneself and friends using the adjectives

studied in the unit (Activate your English, SB p. 18, ex. 3).

Read a text (My life) and deduct the missing words. Listen and check (SB p. 25, ex.

5)

Connect some sentences with their temporary description. Complete some sentences

using the correct verb tense (Languaje Point: Using different tenses SB p. 25, ex. 6

and 7)

Write three paragraphs about each one’s own life. Prepare some notes and answer

some questions with them (Preparation, SB p. 25, e. 8).

Write about your life (Task), using the suggested plan (Writing Plan), the pattern in

the book and the ideas from the exercise above (SB p. 25,ex.9).

BLOQUE 3- Reflection and knowledge of the language by its usageCONCEPTS

LANGUAGE FUNCTIONS

Describe the character and emotions of people

Express feelings.

Describe situations and experiences which happened in the past.

Answer some ideas.

Interpret graphics, expressing percentages and figures.

STRUCTURES-GRAMMAR

Present perfect

Yet, already and just

Past simple and present perfect

For, since and ago

VOCABULARY

Subject: Life and experiences

GLOSSARY:


Adjectives: antonyms; honest, fair, secure, emotional, mature, happy, sociable,

reliable, tolerant, responsible, immature, unreliable, insecure, unemotional, unfair,

irresponsible, intolerant.

Past participles: been, bought, done, driven, eaten, had, left, seen, slept, taken, worn.

Functional language: Greet and give news (Greetings and news).

PHONETICS

Pronunciation: Word stress

PROCEDURES

Grammar

Read and complete a chart with grammar rules about the present perfect (SB p. 20,

ex.1).

Complete some sentences with the appropriate verb form (SB p. 20, ex. 2).

Write sentences describing past experiences and using the present perfect (Activate

your English, SB p. 20, ex. 3).

Translate some sentences into the mother tongue. Answer some grammar questions

using the sentences above (SB p. 20, ex.4).

Observe the information in a chart and make sentences using (not) yet/already (SB p.

20 ex. 5)

Write some sentences explaining some situations and using the present perfect and

the expression just (SB p. 20, ex. 6).

Connect some sentences with the corresponding grammar rule (SB p. 22, ex. 4).

Complete a text using past simple/present perfect as needed (SB p.22, ex. 5).

Read some expressions and say if they are finished or not (SB p. 22, ex.6).

Write some personal sentences using the past simple or present perfect and the time

expressions studied in the unit (SB p. 22, ex. 7).

Translate some examples and complete some grammar rules with them about the

expressions of time for/since/ago (SB p. 23, ex. 8).

Complete some sentences with the expressions of time above (SB p. 23, ex. 9).

Write some questions and answer them using for/since/ago (Activate your English,

SB p. 23, ex.11).

Complete a text (When they were young) with the correct verb form from three

different columns. Listen and check the answers (Grammar consolidation, SB p. 23,

ex. 12).

Listen and write down a dictation (Grammar Consolidation, WB p. 19, e. 8).


Vocabulary

Look up the meaning of the adjectives given in some sentences. Show agreement or

disagreement with some statements (SB p. 18, ex. 1).

Read the words in a box and connect them with their opposites (SB p. 18, ex.2).

Copy and complete a chart with the past participles of the verbs in a box (SB p. 21,

ex. 7). Read the list of irregular verbs of the WB, page 144 and check the answers.

Read and complete a chart about three teenagers (Have you ever?) with the

participles of the exercise above (SB p. 21, ex. 8).

Complete some sentences with own ideas and the participles of the exercise above

(SB p. 21, ex. 9)

Write some sentences using the present perfect. Ask and answer questions (SB p.

21, ex.10)

Pronunciation

Practice word stressing (Pronunciation Bank, Unit 2 WB page 134, ex. 1,2 and 3).

Listen to five sentences and write them down (Dictation, SB p. 23, ex. 10).

Practice the rythm and entonation of some sentences (Phrase Bank, Practical


BLOCK 4- Sociocultural aspects and intercultural consciounessCONCEPTS

Speak and learn some information about young people from different places and

compare their life style and experiences with ours and our surroundings.

Have a knowledge of the multicultural real life in Britain at present (Faces of Britain).

Speak about the Commonwealth, organization formed by countries which used to belong

to the British empire and how they have been emigrating to the mother country since

1950.

PROCEDURES

Observe a photograph and deduct a reasonable question. Read and listen to the

dialogue (Faces of Britain) which come along with the photos and check the answers

(SB p. 26, ex. 1 and 2).

Read the text again and say if some sentences connected with it are true or false.

Give reasons for your answers (SB p. 26 ex. 3).


Answer some opinion questions connected to the text read comparing and



language to basic competences and particularly how they are presented in this unit:



rasons about teenagers (Talking point, SB p. 19).


things learnt in the unit (Word Bank 2, WB pages. 114 and 115).

The students will learn to read/interpret graphics and percentages (Practical

English:Charts SB p.27



iv. social and civic responsibility, as knowing a foreign language involves the


which can be studied along with the unit.

Moral and civic education: the importance of growing up and maturing assuming

responsibilities and living the experiences of life the moment one has to live them, fully

and consciously.

v. cultural and artistic competence,Linguistic studies contain both artistic and cultural competence:

Learn some information about life and experiences of young people around the world.

Learn some information about the population and languages spoken in the United

States (Practical English: Charts SB p. 27)



their knowledge in the world out of the English classroom.



Curriculum Extra 1, SB pages. 98 y 99, WB p. 130, Teacher’s Guide, pages T98 and T99

5.- TREATMENT OF DIVERSITYAdditional activitiesAdditional and alternative activities, Teacher’s Book, pages T-18 to T-27




Section Pronunciation Bank, Unit 2(WB, page 134)





Curriculum Extra 1, SB pages 98 and 99, WB p. 130, Teacher’s Guide, páginas 98, T98,

T99 and 99

Photocopiable activities, Unit 2, (Extension) Teacher’s Resource Book, p. 75.






Self-assessmentStudent self-assessment Checklist, Unit 2, Teacher’s Book, page xviii

Assessment criteria Unit 2 Test (Teacher’s resource Book 4 pages 13-15)


Vocabulary

Complete the vowels of some adjectives and write their antonyms.

Complete some sentences with the past participle of the verbs in a box.

Grammar

Complete some sentences using the present perfect of the verbs in a box.

Write negative questions and answers using the present perfect.

Write some sentences in the present perfect and the words given.

Arrange some expressions of time as “finished” or “non finished”.

Indicate the correct sentence from two options given.

Complete some sentences with the correct expression.


Reading



Oral comprehension

Listen to two people talking. Show comprehension and give the correct options from

three alternatives.

Writing

Write a composition about the best holidays of the student. Use some questions as a

guide.

UNIT 3 – TO THE LIMIT 1.-TEACHING OBJECTIVES Learn how to use vocabulary about health and strength.

Be able to learn how to use reflexive pronouns (reflexive pronouns).


normal daily conversation (Suggestions – Practical English).

Carry out communicative exchanges deducting what things are like and their

possibilities (guessing what things are like).

Understand the content of a radio programme speaking about a person who

walks on fire (Firewalkers) and identify general and more specific informacion.



texts and reinforce deduction of certain meanings (Skill focus: guessing meaning).

Write an article describing a disabled life (An article: living with a disability)

reinforcing the examples (Language point: giving examples)

Understand and apply grammar aspects such as: express ability and obligation

(can, could, have to); and possibility (could/might, must, can’t).

Learn a song and some information about the music and the group (Dido).

Practice and differentiate the pronunciation of long and short vowels; long and

short vowels /ɑ:/, /ǽ/, /u:/, /v/.


2.- CONTENTS


Listening

Listen to a radio programme about fakirs and choose the correct information from

two columns. Answer an opinion question (SB p 32, ex. 1).

Listen to the radio programme again and choose the correct word from some

sentences (SB p. 32, ex. 2).

Listen to five sentences and write them down (DICTATION, SB p. 33, ex. 6).

Listen to a dialogue using expressions to make and respond to suggestions. Answer

a comprehension question (Suggestions -Practical English, SB p. 36 ex. 2).

Speaking

Answer some questions and compare them with the class (Activate Your English, SB

p. 28, ex. 3).

Carry out communicative exchanges speaking about the feat of a swimmer and the

strength involved (Talking point, SB p. 29 ex. 9).

Practice a dialogue (Activate your English) making and responding to suggestions

about one of the four given (Suggestions- Practical English (SB p. 36, ex. 4)


Reading

Read and listen to a text (Long distance) about the stamina of a swimmer woman.

Answer a general and some of more specific comprehension questions (SB p. 28 ex

1, 2 and 3).


Find in the text above the opposites of the words given (Word search, SB p. 28, ex.

7)

Write six sentences giving instructions and using the format verb + preposition

(Recycle, SB p. 29, ex. 8).

Read and listen to a text (No stopping) and decide which idea, out of the three given,

summarizes best the attitude of the person. Find some words in the text and deduct

their meaning by the context. Use some questions as help.

Also, answer some comprehension questions (Skill focus; guessing meaning, SB p.

34, ex. 1, 2 and 3).

Read a web page about a charity organization (Leonard Cheshire) and answer some

comprehension questions (A charity website–Practical English, SB p. 36 ex.1).

Read a dialogue with expressions to make and respond to suggestions. Answer a

comprehension question (Suggestions -Practical English, SB p. 36 ex. 2).

Writing

Look up the meaning of some words and complete a text (Profile). Listen and check

the answers (SB p. 35, ex. 4).

Translate into the mother tongue some examples and decide what kind of verbs must

be used after each expression (Language Point, giving examples, SB p. 35,ex. 5).

Connect the two parts of some sentences (SB p. 35, ex. 6).

Think about an article describing the life of a disabled person. Prepare some notes

and answer some questions with these. (Preparation, SB p. 35, ex. 7).

Write an article (living with a disability) about one disabled person’s life (Task), using

the suggested plan (Writing Plan), the pattern in the book and the ideas from the

exercise above (SB pág.35,ej. 8).


LANGUAGE FUNCTIONS

Speak about health.

Express ability, obligation and possibility.

Give instructions.


Express examples.

Ask and answer suggestions.

STRUCTURES-GRAMMAR

Ability and obligation; can, could, have to

Must and have to

Possibility: could/might, must and can’t.

VOCABULARY

Subject: Health and beauty.

GLOSSARY: Health and endurance: allergic, blind, deaf, diseabled, dizzy, exhausted, fatal, injured,

painful, poisonous.

Reflexive pronouns: behave, burn, cover, cut, enjoy, injure, look after, protect, teach.

.

Functional language: Make suggestions (Suggestions).

PHONETICS

Pronunciation: Long and short vowels /ɑ:/, /ǽ/, /u:/, /v/.

PROCEDURES

Grammar

Copy and complete a chart with grammar rules (can, could, have to) (SB p.30, ex.1).

Complete a text with the verbs from a box (SB p. 30, ex. 2).

Connect the two parts of some sentences (SB p. 30, ex. 3).

Read some grammar rules (must/have to) and translate them into the mother tongue

(SB p.30, ex. 4).

Choose the correct expressions from some sentences (SB p. 30, ex. 5).

Write some sentences expressing the obligations (negative) to keep fit (SB p. 30, ex.

6).

Complete some grammar rules (could/might, must, can’t) (SB p. 32 ex. 3).

Observe a photograph and choose the correct modal verb in some sentences (SB p.

32, ex. 4).

Complete some sentences with the most appropriate modal verb (SB p. 32, ex. 5).


Write some sentences using the ideas from two columns. Compare (Activate your

English,SB p.33 ex.7

Read and complete a text with the appropriate modal verb which expresses

possibility (Grammar Consolidation, SB p. 33, ex. 8).

Listen and write down a dictation (Grammar Consolidation, WB p. 29, ex.9).

Vocabulary

Translate into the mother tongue the words given in some sentences. Say if these

sentences are true or false. Listen and check the answers (SB p. 28, e. 1 and 2).

Revise the meaning of some words and answer a questionnaire (SB p. 31, ex. 7).

Complete a chart with the reflexive pronouns from the text above (SB p. 31, ex. 8).

Choose the modal verb in some sentences and add a reflexive pronoun. (SB p. 31,

ex. 9).

Complete some questions with the verb and a suitable reflexive pronoun to answer

them (SB p. 31, ex. 10).

Pronunciation

Practice and learn to differentiate short and long vowels (Pronunciation Bank, Unit 3

WB page 134, ex. 1, 2 and 3).




Learn some data about some health problems such as allergies, heights sickness,

poisons, blindness, etc. .

Make reference to the swimmer Gertrude Ederle as the first woman who swam accross

the English channel. The first person to achieve this was an Englishman called Matthew

Webb in 1875.

Learn some data about fakirs (Firewalkers) and how the activity of walking barefoot on

fire can be carried out.

Learn and sing a song, approaching the pop culture and learning some information about

the composer Dido.


PROCEDURES

Read the profile of Dido and answer some comprehension questions (SB p. 37, ex.

1).

Read and complete the lyrics of a song (Hold me) with the words from a box. Listen

to the text of the song and check the answers (SB p. 37 ex. 2).

Complete some sentences choosing from three options given (SB p. 37, ex. 3).

Write a new line for the song using the first line as a pattern (SB p. 37, ex. 4).


language to basic competences. And particularly how they are presented in this unit:



reasons about the feat of a swimmer and the strength involved (Talking point, SB p.

29 ex. 9).



iii. data processing and digital competence, See in the introduction the general aspects of the contribution to this competence.

iv. Social and civic competence, as knowing a foreign language involves the

knowledge of social features and cultural facts connected to their native speakers, which

can be worked along with the unit.

Health education: the importance of having healthy habits in our life, as well as

developing a strong will and the mental strength to achieve our purposes.

v. cultural and artistic competence Linguistic studies contain both artistic and cultural elements

Complete the song suggested in the unit and learn about its composer Dido (SB p.

37).



taking the vocabulary and structures to a real lilfe context helping in the development of

their knowledge out of the English classroom.

Gimnastics

Learn some data about physical and mental strength when practicing sports, as well as

the way to keep fit.


Curriculum Extra 1, SB pages 98 y 99, WB p. 130, Teacher’s Guide, pages T98 and T99

5.- TREATMENT OF DIVERSITYAdditional activitiesAdditional and alternative activities, Teacher’s Book, pages T-28 to T-37.




Section Pronunciation Bank, Unit 3(WB, page 134).




Additional activitiesAdditional and alternative activities, Teacher’s Book, pages T-28 a T-37.






Cumulative assessment


End-of-unit test (Unit 3) Teacher’s Resource Book, pages 16, 17 and 18.

End-of-term test (Test 1), Teacher’s Resource Book, pages 19, 20 and 21.

Self-assessmentStudent Self-assessment Checklist, Unit 3 Teacher’s Book, page xix


Order the words in some sentences to complete some definitions.

Complete a chart sorting out personal and reflexive pronouns.

Complete some sentences with the verbs and pronouns from a box.

Grammar

Choose the correct verb in some sentences.

Say whether some sentences involve obligation or not.

Complete some sentences with the correct form of have to (+) or don’t have to (-).

Complete some sentences with the correct form of must (+) or mustn’t (-).

Choose the correct sentences from two suggested options.



Reading



Oral comprehension

Listen to a conversation of two people. Show comprehension and choose the correct

option in some sentences.

Writing

Write a composition about a proposal to obtain some money for some charity need.

Use the suggested questions as a guide.



Complete a verb chart.



Grammar

Complete some sentences using the past simple or continuous.

Write some questions in the past simple.

Complete a dialogue using the past simple or the present perfect.

Write some sentences using the past simple or the present perfect and the

suggested words.

Complete some sentences with the words from a box.

Complete a dialogue with the words from a box.

Reading



Oral comprehension

Listen to an interview with the new prime minister. Show comprehension and choose

the correct option in some sentences.

Writing

Write a composition about the best event in this three-month period. Use own or

suggested ideas.

UNIT 4 – MONEY

1.- DIDACTIC OBJECTIVES Be able to identify and use vocabulary connected with using Money (Using

money) and a luxury life (luxuries).


a normal daily conversation (Making appointments – Practical English).

Carry out communicative exchanges, comparing ideas connected with lottery and

spending money (comparing ideas).

Understand oral texts; one couple expressing their multimillionnaire life style (At

home with the Cashes) and one conversation about the national lottery (Lottery) and

identify general and more specific information in them.


texts.

Write a formal letter (A formal letter) using formats and expressions worked in the

unit and reinforcing the appropriate use of paragraphs (Lenguage point: Paragraphs

in a letter).


Understand and apply grammar aspects such as future formation, will/be goint to;

the present simple, present continuous; uses of the auxiliary will.

Learn about other cultural and social patterns and compare them with our own

culture (School for the elite)

Practice the pronounciation of the diphtongs (Diphthongs).


2.- CONTENITS


Listening


Listen to a dialogue of a multimillionnaire couple. Arrange the places mentioned in

the text. Complete some sentences with the words from a box (SB p. 42, ex. 1 and

2).

Indicate if some sentences connected with the national lottery are true or false.

Listen to a conversation about lottery in Great Britain (Lottery) and answer the same

questions above (SB p. 44, ex 1 and 2).

Complete some sentences with the figures from a box . Listen again to the same text

and check the answers (SB p. 44 ex. 3).

Listen to some publicity information and complete a text about how to open a bank

account. (A bank account–Practical English, SB p. 47 ex. 1 and 2).

Listen to a dialogue with common expressions to make appointments. Answer a

comprehension question (Making an appointment –Practical English, SB p. 47 ex. 3).

Speaking

Ask and answer questions giving opinions and reasons about charity gestures and

people’s generosity (Talking Point, SB p. 39, ex. 8).

Read about some articles to be auctioned, give opinions about it and make

predictions about the prices people would pay for them (Activate Your English, SB p.

40, ex. 6).

Choose one of the projects suggested and decide how to spend the lottery money on

one of them. In pairs, prepare the presentation of the project answering some

questions (SB p. 44, ex 4 and 5).

Listen and compare other couples’ ideas using the expressions in the Phrase Bank

(Skill focus: comparing ideas SB p. 44, ex. 6).


Prepare and practice a dialogue (Activate Your English) to make an appointment with

a dentist (Making and appointment-Practical English, SB p. 47, e. 5).


Reading

Read and listen to a text (Giving it away) about charity. Answer some general and

more specific questions about some charity actions (SB p. 38 ex. 4 and 5).

Read the text again and connect some definitions with some words in it (Word

search, SB p. 38, ex. 6).

Complete some questions with the present perfect and find out who in the class has

performed these actions (Recycle, SB p.39, ex. 7).

Read some information about how to open a bank account. Connect some sentences

with their appropiate definitions (A bank account–Practical English, SB p. 47 e. 1).

(A bank account–Practical English, SB p. 47 ex. 1 and 2).

Read and listen to a dialogue with common expressions to make appointments.

Answer a comprehension question (Making an appointment –Practical English, SB p.

47 ex. 3).

Writing

Read a letter and answer some comprehension questions (SB p. 45, ex 7 and 8).

Answer some questions about the letter above connected with its pargraphs

(Language Point: Paragraphs in a letter, SB p. 45,ex. 9).

Rewrite a letter ordering the sentences and putting them in the right paragraphs

(SB p. 45, ex.10)

Write down some notes and answer some questions connected with writing a letter

asking for information about how to ask for some lottery money for a project

(Preparation, SB p. 45, ex.11).

Write a formal letter to The Community Fund (A formal letter) proposing a project and

asking for money from the lottery (Task). Use the suggested plan for that (Writing

Plan), the pattern in the book and the ideas of the exercise above (SB p. 45, ex. 12).

BLOCK 3- Reflections and knowledge of the language by its usageCONCEPTS

LANGUAGE FUNCTIONS

Speaking about future plans.


Making predictions for the future.

Comparing ideas.

Making an appointment

STRUCTURES-GRAMMAR


Future: present simple, present continuous

Uses of will

VOCABULARY

Subject: Money and future

GLOSSARY: Using money: bid in an auction, borrow, donate, earn, gamble, give away, keep, lend,

make money, raise money, save, spend.

Luxuries: art collection, bodyguard, chauffeur, designer clothes, luxury cruise,

mansion, nanny, personal trainer, plastic surgery, private jet, sports car, yacht.

Functional language: Make an appointment (Making an appointment).

PHONETICS

Pronunciation: diphthongs

PROCEDURES

Grammar

Translate some examples into the mother tongue and complete some grammar rules

(SB p. 40, ejx1).

Read some sentences and decide which of them are referred to “plans”. Complete

the sentences with the appropiate verb form will/be going to of the suggested verbs

(SB p. 40, ex. 2).

Read some sentences and refer to future plans or predictions as required (SB p. 40,

ex. 3).

Complete some sentences with personal plans and predictions (SB p. 40, ex. 4).

Complete some sentences and connect them with their appropriate definitions (SB

p.42, ex. 3).

Make promises/offers for some given situations using will (SB p. 42, ex. 4).

Complete a dialogue choosing the appropriate verb tense (SB p. 43, ex. 5).


Read some information about how to win a prize and answer some questions. Carry

out a communicative exchange with these questions and answers (Activate Your

English, SB p. 43, ex.6 and 7).

Complete a dialogue with the future verb form from three columns. Listen to a CD

and check the answers (Grammar Consolidation, SB p. 43, ex. 8).


Vocabulary

Read and listen to some questions and look up the meaning of the highlighted words.

Answer some questions in a communicative exchange (SB p. 38, ex. 1 and 2).

Complete some sentences with the highlighted words in the exercise above (SB p.

38, ex. 3).

Observe some photographs and connect them with the appropriate word in a box (SB

p. 41, ex.7).

Imagine you have a lot of money. Make a list of how you would spend it (SB p. 41,

ex.8

Write three short dialogues expressing three desirable luxury situations (Activate

your English, SB p. 41, ex. 9).

Pronunciation

Practice and learn the pronunciation of diphtongs (Pronunciation Bank, Unit 4, WB

page 134, ex. 1, 2 and 3).

Practice the rythm and entonation of some sentences (Phrase Bank -Practical


BLOCK 4- Socio-cultural features and intercultural awareness CONCEPTS

Learn some data regarding some different charity organizations such as Clothes off our

back, UNICEF, etc.

Refer how the national lottery in Grat Britain works.

Learn about the long tradition of private education in Great Britain and learn some data

about one of its oldest schools: Eton College, founded in 1440, which is one of the most

expensive and elitist schools in the world at present.

PROCEDURES

Observe the photograph of a British school and deduct whether some statements are

true or not. Read and listen to a text (Eton College) and check the answers (SB p.

46, ex. 1 and 2).


Read and listen to the text again. Answer some comprehension questions comparing

and contrasting cultures (Comparing Cultures, SB p. 46, ex. 3 and 4).


language to basic competences and particularly how they are presented in this unit:


The students will think over and strengthen their personal initiative giving opinions

about solidarity and charity (Talking point, SB p. 39, ex. 8)


the things learnt in the unit (Word Bank 4, WB pages 118 and 119)






Environmental education: the importance of being conscious about spending and

consuming in a rational sustainable way for the whole planet and its inhabitants

Moral and civic education: the importance of being generous and supporting with the

people with few means of support and in general critic and spirited against poverty and

inequality

v. cultural and artistic competenceLinguistic studies have both artistic and cultural competence

Read and learn some information about supporting organizations (SB p. 39).

Read and learn some information about education in Great Britain (SB p. 46)

4. CONNECTION WITH OTHER CURRICULUM AREASThrouhgout the unit there will be a reinforcement on interdisciplinary subjects, taking the

vocabulary and structures to a real life context helping in the development of their

knowledge out of the English classroom.

Language and litrature


Curriculum Extra 2, SB pages 100 and 101, WB p. 131,Teacher’s Guide, pages T100 and

T101











6.- ASSESSMENTFormative assessmentGrammar consolidaton (Unit 4, SB pagge 43)




Cumulative assessment End-of-unit test (Unit 4) Teacher’s Resource Book, pages 22, 23, and 24.

Self-assessmentStudent self-assessment Checklist, Unit 4, Teacher’s Book, page xix



Complete some sentences with vocabulary connected with money.

Complete some compound nouns with the words from a box.

Complete some definitions with the words from a box.

Grammar

Complete some sentences using will and the appropriate verb from a box.

Complete some sentences using the correct form of be going to and the verbs from

a box.

Choose the correct verb in some sentences.

Complete some sentences with the present simple of the verbs given.

Complete some sentences with the present continuous of the verbs given.

Complete some sentences with the form will and the verbs from a box.

Write some sentences using the present simple, continuous or with the form will.


Reading

Read a letter in a newspaper and show comprehension saying if some sentences are

true or false.


Oral comprehension

Listen to a conversation of a person and the mother. Show comprehension and

choose in some sentences the correct answer from three options given.

Writing

Write a letter to a local newspaper giving a positive impression of teenagers. Use

the suggested questions as a guide.

UNIT 5 – MUSIC

1.- TEACHING OBJECTIVES Be able to identify and use vocabulary connected with different kinds of music.

Be able to identify and use vocabulary connected with the music industry.

Use the language and the structures learnt in the unit in the context of a normal

daily conversation (Returning a product– Practical English ).

Understand oral texts; a radio programme about calls from controversial

musicians (Banned!). Identify general and more specific information in them.

Identify and interpret general and more specific information in written texts,

strengthening semantic families (Skill focus: word families)


Write a profile about a music band (A profile of a a band) using formats and

expressions worked in the unit, such as the expressions some, both, most, all.

Understand and apply grammar aspects such as the passive voice in the present,

past and future; present, past and future passive: affirmative and negative.

Learn a song and learn some information about the music and the band

(DixieChicks).

Practice the pronunciation of the sounds: /s/ and /dʒ/


2.- CONTENTS


Listening

Listen to a radio programme (Banned!). Answer some questions about three songs.

Listen again and choose the correct answers for some questions. (SB p.52, ex.1 and

2).

Listen and write down five sentences (Dictation SB p. 52 ex.4).

Listen and read an applying form for a job and complete the missing information.

Answer a comprehension question (A job application form–Practical English, SB p.56

ex.2).

Speaking

Give opinions about music preferences (Activate Your English, SB p. 48, ex. 3).

Ask and answer questions giving opinions and reasons about music and hip-hop

(Talking Point, SB p. 49, ex. 8).

Practice a dialogue (Activate Your English) in which one of two products suggested is

returned because it is faulty (Returning a product–Practical English, SB p. 56 ex. 2).


Reading

Read and listen to a text about music and the hip hop culture (Hip Hop Nation).

Connect four headings with their corresponding paragraph. Indicate if some

sentences are true or false and correct the wrong ones (SB p. 48, e. 4 and 5).

Read the text again and find the words corresponding to some definitions (Word

Search SB p. 48, ex.6)


Copy some words. Listen to a CD and indicate the stressing on the syllables in each

word. Note if the same syllables are also stressed in the mother tongue (Word stress,

Recycle, SB p. 48, ex. 7).

Ask and answer questions giving opinions and reasons about music and hip hop

(Talking Point, SB p. 49, ex. 8).

Read and answer a questionnaire (Number 1) (SB p. 54, ex. 1).

Read an application form for a job and answer some comprehension questions (A

job application form –Practical English, SB p. 56 ex. 1).

Read and listen to a dialogue in which a faulty product is returned. Answer a

comprehension question (Returning a product–Practical English, SB p. 56 ex. 3).

Writing

Read and complete a text (Green day). Listen and check (SB p. 55, e. 5).

Translate some sentences. Read the grammar rules (Language Point,

some,both,most, all SB p.55, ex.6)

Arrange the words in some sentences (SB p. 55, ex.7).

Search for information about a music band. Prepare some notes and answer some

questions with them (Preparation, SB p. 55, ex. 8).

Write a profile of a music band (A profile of a band), using the suggested plan

(Writing Plan), the pattern in the book and the ideas from the exercise above

(Task,SB p. 55,ex. 9).


LANGUAGE FUNCTIONS

Speak about music preferences.

Express oneself in the passive voice.

Return a product.

STRUCTURES-GRAMMAR

Present, past and future passive: affirmative, negative, questions.

Passive: questions

VOCABULARY

Subject: Music

GLOSSARY:


Types of music: classical, country, dance, folk, heavy metal, hip hop, indie, jazz, nu

metal, pop, punk R&B, reggae, rock.

Commerce: advertise, award, ban, buy, download, invent, manage, pay, produce,

record, release, replace, sell, use.

Functional language: Return a product (Returning a product).

PROCEDURES

PHONETICS

Pronunciation: /s/ and /dʒ/

PROCEDURES

Grammar

Read and complete a grammar chart about the passive voice (SB p. 50, ex.1).

Complete a text (The charts) with the passive form of the verbs given (SB p. 50, ex.

2).

Complete some sentences in the passive voice (SB p. 50, ex. 3).

Think of a song and write some clues about it. Read the clues to a partner to guess.

(Activate Your English, SB p. 50, ex. 4).

Complete some questions with the words from a box and translate them (SB p.52, ex.

3).

Complete a pastime about music with the words from a box. Try to answer the

questions. Listen and check the answers (SB p. 53, ex. 5 and 6).

Change some sentences from active to passive (SB p. 53, ex. 7).

Put some questions in order and make up the answers for them (Activate Your


Read and complete a text (The Beatles) with the passive form of the verbs given.

Listen and check the answers (Grammar Consolidation, SB p. 53, ex. 9.)


Vocabulary

Look up the meaning of some words. Listen to and identify six different kinds of music

(SB p. 48, ex.1)

Complete some sentences about music. Listen and check the answers (SB p. 48, ex.

2).


Read a text and look up the meaning of the words in blue. Complete the text using

the passive voice of the verbs given. Listen and check (SB p. 51, ex. 5).

Complete some sentences with own ideas about music (Activate your English, SB p.

51, ex. 6).

Pronunciation

Practice and learn the sounds /s/ y /dʒ/ (Pronunciation Bank Unit 5, WB p. 134,

ex.1,2 and 3)

Listen to five sentences and write them down (Dictation) (SB p. 52 ex. 4).




Learn some information about different kinds of music: nu metal, heavy metal, reggae,

R&B, dance, indie, punk, country, etc.

Learn the meaning of the expression “block party”; street parties organised by people

from the neighbourhood which originated the hip hop culture and consists mainly of four

elements: graffiti, breakdancers, DJs y MCs.

Refer to the music industry and its evolution along the time from the firsts gramophones

until present.

Learn some information about one of the most famous pop groups in the history of

music: The Beatles.

Learn and sing a song, approaching the country culture and learning some details about

an American women’s band Dixie Chicks.

PROCEDURES

Read the profile of Dixie Chicks and answer true or false to some statements (SB p.

57, ex. 1).

Read and complete the lyrics of a song (The long way around). Find vocabulary in

American English and British English with the same meaning (SB p. 57 ex. 2).

Answer some questions and compare them with the partners (SB p. 57, ex. 3).





The students think over and learn how to define their music preferences (Activate

Your English, SB p. 48, ex. 3).


the importance of music in their lives and particularly about hip hop (Talking point, SB

p. 49).

The students learn how to use the dictionary (Skill focus: word families, SB p.54, ex.

2)


the things learnt in the unit (Word Bank 5, WB pages 120 and 121)

iii. data processing and digital competenceSee in the introduction the general aspects of the contribution to this competence. In this

unit there will be a reinforcement on reading and searching for information on different

web pages, apart from learning to reserve tickets for different cultural and sportive

events.

iv. social and civic competence as learning a language involves the knowledge of

some social features and cultural facts connected to their native speakers which can also

be worked along in the unit.

Moral and civic education: the importance of being respectful with our music

preferences and not impose our music to the others, for example being careful with the

volume of our devices.

Leisure education: the importance of having musical likes, playing an instrument or

simply being a music fan.

v. cultural and artistic competenceLinguistic studies contain both artistic and cultural components:

Learn about music and musicians all along the unit.

Complete the suggested song in the unit and learn about the women’s band The

Dixie Chicks (SB p. 57).



Throughout the unit there will be a reinforcement on several interdisciplinary subjects,



Music

Learn about different kinds of music and musicians all along the unit.


Curriculum Extra 2, SB pages 100 y 101, WB p. 131,Teacher’s Guide, pages T100 and

T101

















Self- assessmentStudent Self-assessment Checklist, Unit 5, Teacher’s Book, page xx


Order and write the letters in some words (kinds of music)

Complete vocabulary connected with music

Choose the appropriate verbs in some predictions

Grammar

Change some active sentences into the passive.

Write some sentences in the passive voice in the past with the words given

Complete some predictions in the future with the passive and the verbs in a box

Complete a text using the appropriate tense in the passive

Write some questions in the passive

Complete a text with the correct verb tense in the passive of the verbs given,

including the expression by if necessary

Reading



Oral comprehension

Listen to a conversation about music and choose the correct option from three

alternatives in some sentences.

Writing

Write a composition about personal music collections. Use the questions as a guide.

UNIT 6 – INNOVATION

1.- TEACHING OBJECTIVES Learn how to recognise and use vocabulary connected with inventions and

discoveries.

Be able to learn and use adjectives to describe modern technology.


normal daily converstion (Describing an object – Practical English).


Carry out communicative exchanges making predictions, giving opinions about

inventions (giving opinions about inventions) and talking about habits in the past

(Talking about habits in the past).

Understand oral texts, such as a presenter speaking about strange inventions

(The Chindogu story) and identify general and more specific information in them.


texts, strengthening the preparation and deduction before the reading (skill focus:

preparing to read).

Write an essay-discussion (A discussion essay) using formats and expressions

worked in the unit, such as connectors to present a debate (presenting a debate).

Understand and apply grammar aspects as the use of used to/didn’t use to,

relative pronouns (who, where, which), or the use of gerunds and infinitives (gerund

and infinitives).

Learn about other cultural and social patterns and compare them with ours (The

Smithsonian).

Practice the pronunciation at joining words (Linking).


2.- CONTENTS


Listening

Listen and write down five sentences (Dictation, SB p. 61 ex. 11).

Connect some descriptions with their corresponding picture. Give opinions about

them (SB p. 62, ex.1)

Listen to a radio programme (The Chindogu story). Answer one opinion question and

others of comprehension (SB p. 62, ex 2 and 3)

Listen to a publicity about the Smithsonian museum and answer some

comprehension questions (A museum brochure-Practical English, SB p. 67 ex 1).

Listen to a dialogue describing an object and deduct what object they are talking

about (Describing an object- Practical English, SB p. 67 ex. 3).

Speaking

Ask and answer questions giving opinions and reasons about school subjects

(Talking Point, SB p. 59, ex 9).


Give and opinion about some inventions given and think about new inventions (SB p.

61, ex12).

Observe the heading of a text and the pictures with it and deduct its content (Skill

focus: preparing to read, SB p. 64, ex.1).

Prepare and practice a dialogue describing a jacket and other objects. Use the

suggested dialogue as a pattern (Activate Your English–Practical English, SB p. 67

ex 5).


PROCEDURES

Reading

Search for some information about Leonardo da Vinci’s life. Write some notes about

him and compare them with a partner. Read and listen to a text about this artist

(Leonardo da Vinci) and check the answers (SB p. 58 and 59, ex. 4 y 5).

Read the text again and answer some comprehension questions (SB p. 58 ex.6).

Find in the text about Leonardo the appropriate words to connect some definitions

given (Word Search, SB p. 58, ex 7).

Complete a chart (subject/person - Recycle, SB p. 59, ex 8).

Ask and answer questions giving opinions and reasons about school subjecs (Talking

Point, SB p. 59, ex 9).

Observe the heading and the pictures in a text (Can’t live without it). Write a list of

things you could not live without. Answer some opinion questions (Skill focus:

preparing to read, p. 64, ex 1).

Read and listen to the text above and say which inventions from the list above appear

in it. Say if some sentences are true or false (SB p. 64, e 2 and 3).

Complete a brochure about an American museum with the words from a box

(Welcome to the Smithsonian- Practical English, SB p. 67 ex1).

Read a dialogue in which a lost object is described (Describing an object- Practical

English, SB p. 67 ex 3).

Writing

Deduct and complete the words of a text (Cars and bikes) Listen and check (SB

p.15,ex4

Translate some sentences and connect them with the appropriate linker (Language

Point, presenting an argument: linkers, SB p. 65, e. 5).

Complete two texts with the connectors from two boxes (SB p. 65, ex 6).


Read the title for an essay-discussion and answer some questions (Preparation, SB

p. 65, ex 7).

Write an essay of your own (discussion essay) (Task), using the suggested plan

(Writing plan), the pattern in the book and the ideas from the exercise above (SB p.

65,ex. 8).


LANGUAGE FUNCTIONS

Express the usefulness of things.

Speak about habits or actions in the past

Give opinions about inventions.

Predict information.

Describe an object. .

STRUCTURES-GRAMMAR

Used to

Relative pronouns

Gerunds and infinitives

VOCABULARY

Subject: Innovations and technologies

GLOSSARY

Inventions: anaesthetic, antibiotic, bomb, calculator, electricity, gun, helicopter, jet

engine, microchip, satellite, submarine, tank vaccine, wheel.

Technology: adjectives: automatic, digital, disposable, eco-friendly, electric, GM

(genetically modified), mobile, nuclear, pocket-sized, portable, solar, waterproof.

Functional language: Describe an object (Describing an object).

PHONETICS

Pronunciation: Linking

PROCEDURES


Grammar

Read a grammar rule and some examples and find two similar examples in

Leonardo’s text, page 59 (SB p. 60, ex 1).

Connect the two parts of some sentences using used to/didn’t use to (SB p.60, ex 2).

Write some sentences describing life before some inventions, according to the

pattern (SB p. 60 e. 3).

Think about and express the changes in life in the last ten years using used to/didn’t

use to and the verbs from a box (Activate Your English, SB p 60, ex 4).

Read some sentences with examples of relative pronouns and complete a grammar

rule. Complete also some definitions with a relative pronoun (SB p .60, ex. 5 and 6)

Complete some sentences about each one’s childhood, adding relative pronouns and

prepositions if necessary (Activate Your English, SB p. 60, ex. 7).

Connect some grammar rules (gerund) with their corresponding examples (SB p. 62,

ex. 4).

Complete a text with the correct verb form; gerund or infinitive (SB p. 63, ex. 5).

Write some explanations for some objects (SB p. 63, ex 6).

Complete some sentences about hobbies with the ideas from a box (SB p. 63, ex 7).

Read and complete a text (Photography timeline) with the words from three lists.

Listen and check the answers (Grammar Consolidation, SB p. 53, ex 9.)


Vocabulary

Sort out and copy a list of words. Listen and check the answers (SB p. 58, ex 1).

Identify the name of some unknown objects (incomplete) (SB p. 58, ex2).

Indicate which objects are useful and which are not, using the suggested

expressions (Activate Your English, SB p. 58, ex 3).

Indicate the correct adjective to describe some objects (SB p. 61, ex 8).

Complete some nouns adding one or two of the adjectives used in the exercise

above (SB p. 61, ex9).

Complete a pastime about inventions with the words form a box and the adjectives in

exercise 8 above (SB p. 61, ex 10).

Pronunciation

Practice and learn the pronunciation at joining words; linking (Pronunciation Bank,

Unit 6, WB p. 135, ex1 and 2).



English, SB p. 67, ex 4)

SECTION 4 – Socio-cultural features and intercultural awarenessCONCEPTS

Learn about the great toscan artist (Italy) Leonardo di ser Piero da Vinci and his work

(1452).

Learn some data about the evolution of cameras (SB p. 63).

Learn some data about James Smithson, an English scientist who donated his fortune to

an American institution, creating which at present is the biggest museum complex in

America: Smithsonian.

PROCEDURES

Observe some photographs and deduct what they are. Answer an opinion question

(SB p. 66, ex 1).

Read and listen to a text about the Smithsonian museum (Amazing collection) and its

famous collections. Check the answer above (SB p. 66, ex. 2).

Read the text again and say if some sentences connected with it are true or false.

Give reasons for the answers with the information in the text (SB p. 66 ex. 3).

Answer some opinion questions connected with the text read, comparing and



language to the basic responsibilities and particularly how they are presented in this unit:


The students think over and strengthen their personal iniciative giving opinions about

school subjects (Talking Point, SB p. 59, ex 9) or speaking about the changes

experienced in their lives in the last ten years (Activate Your English, SB p. 60, ex. 4).






particular unit there will be a reference to different forms of technology and

communication.



studied along in the unit.

Moral and civic education: the importante of using science and technology in an ethical

way and for noble purposes. Health education: the importante of using new technologies in a reasonable and

controlled way avoiding being “addicts” to computers, play-stations, mobiles, etc.

v. cultural and artistic competenceLinguistic studies contain both artistic and cultural elements:

Learning information about the life and works of Leonardo da Vinci (SB p. 59).

Learning about the Smithsonian museum and its collections (SB pages 66 and

67).




Technology

Learn about electronic devices and useful and strange inventions throughout the unit.


Curriculum Extra 2, SB pages 100 and 101, WB p. 131,Teacher’s Guide, pages T100 and

T101

5.- TREATMENT OF DIVERSITYAdditional activitiesAdditional and alternative activities, Teacher’s Book, pagesT-58 to-67

Workbook, pages 51to 57.

Section Grammar Bank 6, WB, pages102 and 103.



Section Wordlist, WB, pages 136 tp142.



Alternative practice for students with difficulties to follow up the group’s paceEnglish Alive! Basics Progress Book A, Unit 6

Additional activitiesAdditional and alternative activities, Teacher’s Book, pages T-58 toT-67



Grammar consolidation (Unit 6,WB page 55)



Cumulative assessmentEnd-of-unit test (Unit 6) Teacher’s Resource Book, pages 29, 30 and 31

End-of-term test (Test 2) Teacher’s Resource Book, pages 31, 32 and 33.

Self-assessmentStudent Self-assessment Checklist, Unit 6 Teacher’s Book, page xx

Assessment criteriaUnit 6 Test (Teacher’s resource Book 4 pages 28-30).Vocabulary

Complete the definitions of some inventions with the missing vowels.

Indicate which word doesn’t belong to a group of words.

Grammar

Write some affirmative and negative sentences with used to (+) or didn’t use to (-).

Complete a text using used to (+) o didn’t use to (-) and the verbs from a box.

Complete some sentences with a relative pronoun and a preposition if needed.

Complete some sentences using the gerund of the infinitives given.

Complete some sentences with the gerund or the infinitive of the verbs in a box.


Reading


Read a text and show comprehension saying whether some sentences are true or

false.

Read the text again and answer some questions of specific comprehension,

Oral comprehension

Listen to a conversation of three teenagers talking about their favorite inventions.

Show comprehension and choose the correct option from three alternatives.

Writing

Write a composition about the favorite invention of the student. Use some questions

as help.



Write the appropriate adjectives for some definitions.

Sort out some words in the three sections given. Add some more words to the lists.

Grammar

Change some positive sentences into negative.

Choose the correct alternative in some sentences.

Transform some active sentences into the passive in the correct tense

Write some questions for the answers given.

Complete some sentences with the gerund or the infinitive of the verbs given


Reading



Oral comprehension

Listen to a radio contest and show comprehension choosing the correct answers

from three options.

Writing

Write some contest questions and their corresponding answers. Use the subjects

given as help.


UNIT 7 - RELATIONSHIPS

1.- TEACHING OBJECTIVES Learn how to recognise and use vocabulary connected with different human

kinds.

Be able to learn how to use verbs connected with relationships and friendship.


normal daily conversation (Invitations and excuses – Practical English).

Carry out communicative exchanges giving opinions (Commenting on opinions).

Understand oral texts, conversations with friends (Complications) and identify

general and more specific information in them.


texts as well as in teens letters to a magazine (How to get on with your parents).

Write a letter explaining a problem (A letter: explaining a problem) using formats

and expressions worked in the unit (language point: revision of connectors).

Understand and apply grammar aspects such as: like+ ing and woulk like to

express likes and preferences, the expressions too, so, such and the first and second

conditional.

Learn a song and learn some information about the music and the band (The

black eyed peas).

Practice how not to pronunce the silent letters (silent letters).


2.- CONTENTS


PROCEDURES

Listening


Read a conversation of two friends and choose the appropriate word from two

options (Complications). Listen and check the answers (SB p. 72, ex 1).

Listen to a conversation boy/girl and answer some comprehension questions (SB

p.72, ex. 2).

Listen to a telephone conversation about a star sign. Answer some comprehension

questions (Horoscopes, Practical English, SB p. 76, ex. 2).


Listen to a dialogue of an invitation. Answer an opinion question. (Invitations and

excuses-Practical English, SB p. 76 ex. 3).

Speaking

Ask and answer questions to speak about a partner (Talking Point, SB p. 69, ex. 10).

Complete some sentences with personal opinions. Compare opinions with a

classmate, using the expressions of the Phrase Bank (Skill focus:commenting on

opinions, SB p.74, ex3/4)

Prepare a dialogue inviting a friend to an event and giving excuses. Use the

suggested expressions in the Phrase Bank (Activate your English, SB p. 76, ex. 5).


Reading

Read and listen to a text with three people talking about their relationships ( I’d like to

meet…).Connect some sentences with one of the people in the text. Choose in some

sentences the appropriate expression from two options (SB p. 68, ex. 4 and 5).

Translate some sentences into the mother tongue. Write the infinitive of the verbs

given in blue (Word Search, SB p. 68, ex. 6).

Copy and complete a chart (verb/noun) with the words from exercise 6 (SB p. 68,

ex. 7).

Complete a list with adjectives from the text (Recycle, SB p. 69, ex. 8).

Describe a person known by the student using the adjectives above (SB p. 69, ex 9)

Ask and answer questions to speak about a partner (Talking Point, SB p. 69, ejx10).

Read some teens letters to a magazine (How to get on with your parents) and

identify some sentences with each of the letters. Complete a chart with the advice

given in the text (SB p. 74, ex. 1 and 2).

Complete some sentences with personal opinions (SB p. 74, ex. 3).

Read and find the horoscope of every student. Answer some comprehension

questions (Horoscopes – Practical English, SB p. 76 ex 1).

Read the dialogue of an invitation. Answer an opinion question (Invitations and

excuses-Practical English, SB p. 76 ex. 3).


Writing

Read and complete the letter of a “worried” mother (A parent worries). Listen and

check. Answer an opinión question (SB p. 75, ex. 5).

Complete some sentences with the connectors from a box (Language Point: revision

of connectors, SB p. 75,ex 6).

Choose in some sentences the right connector from two options (SB p. 75, ex7).

Think about writing a letter explaining a problem (choose from two options). Prepare

some notes and answer some questions with them (Preparation, SB p. 75, ex 8).

Write the prepared letter (A letter: explaining a problem) (Task), using the suggested

plan (Writing Plan), the pattern in the book and the ideas from the exercise above

(SB p. 75,ex. 9).


LANGUAGE FUNCTIONS

Speak and describe different types of people

Express likes and preferences

Express condition and probability.

STRUCTURES-GRAMMAR

Like + ing and would like

Too, so and such

First and second conditional

VOCABULARY

Subject: Pesonal relationships.

GLOSSARY: Types of people: bighead, bore, bully, eccentric, flirt, geek, genius, hypocrite, joker,

kiar, loner, romantic.

Verbs: relationships: ask (someone) out, cheat (on someone), fall in love (with

someone), finish with (someone), get on (well/badly) (with someone), go out (with

someone), have an argument (with someone), introduce (someone) to (someone),

meet (someone) split up (with someone).


Functional language: offer an invitation and give excuses for not accepting it (Invitations

and excuses)

PHONETICS

Pronunciation: silent letters.

PROCEDURES

Grammar

Complete a chart with the verbs from a box (SB p. 70, ex.1).

Complete some questions with the correct form of the verbs in a box. Ask and answer

the questions of the exercise above,using the expressions from a box (B p.70, ex3

and 4).

Read some example sentences and complete a grammar rule about the use of the

expressions too, so, such (SB p. 70, ex 5).

Choose in some sentences the correct expression from two options (SB p. 70 e.6).

Write the reactions to some sentences using too, so, such (SB p. 70, ex 7).

Read some examples and complete a grammar rule about the first and second

conditional (SB p.72, ex. 3).

Choose in some sentences the correct verb from two options given (SB p. 72, ex.4)

Complete some sentences to form the first and second conditional. (SB p. 72 and

73, ex. 5 and 6).

Complete an email from a girl to her boyfriend using conditionals (SB p. 73 ex. 7).

Complete some sentences with own ideas using conditionals (Activate your English,

SB p. 73,ex 8)

Complete a text with words from one of the three columns given. Listen and check

the answers (Grammar Consolidation, SB p.73, ex 9).


Vocabulary

Look up the meaning of some words, copy them and complete a chart (SB p.68, ex

1).

Write some sentences about five types of people, using these expressions: never,

sometimes, often, always. Compare the sentences in class (SB p. 68, ex2).


Think about famous people and write opinions about them (Activate your English, SB

p. 68, ex. 3).

Connect some sentences with the corresponding pictures (SB p. 71, ex.8).

Complete a list of verb sentences from exercise 8 above (SB p. 71, ex. 9).

Complete a text (The flirt’s phrase book) with the words from a box (SB p. 71, ex.

10).

Write sentences using expressions from two columns (Activate Your English, SB

p.71, ex. 11).

Pronunciation

Practice pronuncing the words with silent letters (Pronunciation Bank, Unit 7, WB p.

135, ex. 1, 2 and 3)

Practice the rythm and entonation in some sentences (Phrase Bank) (Practical


BLOCK 4- Socio-cultural features and intercultural awareness CONCEPTS

Learn and sing a song, approaching the pop culture and learning some details of an

American band of hip-hop The black eyed peas

PROCEDURES

Read and complete the profile of The black eyed peas (SB p. 77, ex. 1).

Read and complete the lyrics of a song with the words from a box (Union). Listen and

check the answers. Connect the main ideas that summarize each paragraph of the

song with their paragraphs (SB p. 77 ex. 2 and 3).



ii. learning to learn: The students think over and strengthen their personal initiative giving opinions about

couples (Talking point, SB p. 69) or about their favorite characters (Activate your

English, SB p. 68)




iii. data processing and digital competenceSee in the introduction the general aspects of the contribution to this competence.



worked along in the unit.

Education for peace: the importance of having very close friends with whom you share

your life, but also have a positive, friendly attitude with the rest of people makes

coexistence easier

v. cultural and artistic competence Linguistic studies contain both artistic and culltural components:

Complete the suggested song in the unit and learn about the band The black eyed

peas (SB p.77).

Learn how to write a letter explaining some problems (SB p. 75)



their knowledge of the world out of the English classroom

Biology and Geology

Curriculum Extra 3, SB pages. 102 and 103, WB p. 132, Teacher’s Guide, pages T102

and T103

5.- TREATMENT OF DIVERSITY Additional activitiesAdditional and altrnative activities, Teacher’s Book, pages T-68 to T-77












Grammar consolidation (Unit 7 WB page65)



Cumulative assessmentEnd-of-unit test (Unit 7) Teacher’s Resource Book, pages 34, 35 y 36.

Self-assessmentStudent Self-assessment Checklist, Unit 7 Teacher’s Book, página xxi


Complete some sentences with vocabulary words .

Complete a dialogue with the verbs and prepositions from a chart.

Grammar

Complete some sentences using the infinitive or the gerund of the verbs given.

Write short answers for some questions.

Indicate the correct sentences from two options given.

Write some sentences using the first conditional.

Complete some sentences using the second conditional and the verbs given.

Complete some conditional sentences with the correct form from the verbs in a box.



Reading



Oral comprehension

Listen to a conversation of two students and show comprehension choosing the

correct answers for some questions.

Writing

Write a letter putting a problem forward. Use one of the situations suggested.

UNIT 8 – SURVIVORS

1.- TEACHING OBJECTIVES Understand and use vocabulary connected with problems and survival.

Be able to learn how to use verbs with preposition.

Be able to use the language and the structures learnt in the context of a normal

daily converation (Asking about rules – Practical English).

Carry out communicative exchanges, giving priority to some ideas (prioritising

ideas)

Understand oral texts; an interview with a survival expert (Survive!) and identify

general and more specific information in them.


texts, strengthening the way to know how to make references to words and

expressions (Referencing).

Write a diary entry (A diary entry) using formats and expressions worked in the

unit (contractions).

Understand and apply grammar aspects such as the contrast between the Past

perfect and the Past simple, or the use of the third conditional (Third conditional).

Learn about some other cultural and social patterns and compare them with ours

(On the road)

Practice the pronunciation of /h/.


2.- CONTENTSBLOCK 1- Listening, speaking and conversingPROCEDURES

Listening


Listen to five sentences and write them down (Dictation) (SB p. 83, ex.8).

Read some information (Survive!) about survival material and choose five objects

from the list. Explain why these objects (SB p. 82, ex. 1).

Observe the lists of two teams and deduct which team was able to finish the

competition. Listen to the text and check the answers (SB p. 82, ex. 2).

Complete some sentences. Listen to the text again and check the answers (SB p. 82,

ex. 3).

Translate the sentences in a box (Check this! should/shouldn’t – SB p. 82, ex. 4).

Listen to a text about a motorbike accident (Accident). Connect each paragraph with

its corresponding photograph. Complete the notes of a policeman about the accident

(SB p. 84, ex. 1 and 2)

Listen to a dialogue asking about rules. Answer a comprehension question (Asking

about rules- Practical English, SB p. 87, ex. 3).

Speaking

Ask and answer questions giving opinions and reasons about war (Talking Point, SB

p.79, ex.8)

Imagine you are the president of a country and exchange ideas and priorities

(Activate your English, SB p. 81, ex. 8).

Practice a dialogue with a policeman about a parking problem, using the expressions

from the Phrase Bank and the pattern from the book (Activate your English - Practical


Answer some questions about driving vehicles and the regulations in your country

comparing and contrasting cultures. (Comparing Cultures, SB p. 86, ex. 4).


Reading

Read and listen to the story about a soldier girl in Eritrea (Escape). Put some

sentences connected with the text in the right order. Complete some questions giving

an explanation (SB p. 78, e. 3 and 4).

Find some words in the text above. Connect them with their appropriate definitions

(Word Search, SB p.78, ex. 5).

Find five words in the text above connected with family. Answer a question about the

own family. (Recycle, SB p. 79, ex. 6 and 7).


Ask and answer questions giving opinions and reasons about war (Talking Point, SB

p.79, ex.8)

Read a text about a motorcycle accident (Accident). Connect each paragraph with its

appropriate photograph. Complete the notes of a policeman about the accident (SB

p. 84, ex. 1 and 2)

Find some words in the text above and explain what they refer to. Ask and answer

some comprehension questions (Skill Focus, Referencing SB p. 84, ex. 3 and 4).

Read and observe a text about road security in Great Britain. Answer an opinion

question and other comprehension questions (A safety campaign – Practical English,

SB p. 87 ex. 1).

Read a dialogue asking for rules. Answer a comprehension question (Asking about

rules- Practical English, SB p. 87, ex. 3).

Writing

Complete a text (A diary entry). Listen and check (SB p.85, ex. 5).

Write the complete form of some contracted expressions. Find in the text on page 84

some more contractions and write their complete form (Language Point,

Contractions, SB p. 85,ex. 6 and 7)

Observe a photograph and read a text about a robbery. Answer some questions

(Preparation, SB p. 85, ex. 8).

Write the entry of a diary about the situation of the robbery before mentioned (Task),

using the suggested plan (Writing Plan), the pattern from the book and the ideas from

the exercise above (SB pág. 85,ej. 9).


LANGUAGE FUNCTIONS

Describe some actions that happened before past events

Show agreement or disagreement

Speak about dangerous and emergency situations

Give advice

Prioritize ideas.

Speak and ask about rules and regulations


STRUCTURES-GRAMMAR

Past perfect and past simple

Third conditional

VOCABULARIO

Subject: Problems and dangerous situations.

GLOSSARY: Problems: cold, disaster, disease, fear, heat, hunger, injury, pain, poverty, thirst,

violence, war.

Verb + preposition: allow to, campaign for/against, care for, die of, inform of/about,

protect from, provide with, rescue from, suffer from, volunteer to.

Functional language: Ask about rules (Asking about rules).

PROCEDURES

PHONETICS

Pronunciation: /h/

PROCEDURES

Grammar

Read some rules about the past perfect and decide whether to use the past perfect

or the past simple in some sentences (SB p. 80, ex.1).

Translate into the mother tongue the sentences with time expressions in a box

(Check this!, SB p. 80, ex. 2).

Complete some senteces with the correct form of the verbs in a box (SB p. 80 ex. 3).

Choose the correct verb in some sentences from two suggested options (SB p. 80, ex

4).

Complete a text about Madre Teresa from Calcuta with the appropriate verb (SB p.

80, ex. 5).

Translate some sentences and join them with their correct grammar rule about the

use of the third conditional (SB pág. 82, ej. 5).

Choose the correct verb for some sentences from two options (SB p. 83, ex 6).

Read some situations and write sentences using the third conditional (SB p. 83, ex

7).

Complete some sentences with own ideas and the third conditional (Activate Your

English, SB p. 83, ex 9).


Read and complete a text (Friends to the rescue) with the appropriate words from

one of the three columns given. Listen and check (Grammar Consolidadtion, SB

p.83, ex 10).


Vocabulary

Look up the meaning of some words. Connect some pictures with a group of these

words (SB p. 78, ex. 1).

Copy and complete a chart with the words from the exercise above (Activate your

English (SB p. 78, ex. 2).

Look up the meaning of some verbs and complete some texts (SB p. 81, ex 6).

Imagine you are the president of a country and prioritize some sentences. Compare

the results with your classmates (Activate your English, SB p. 81, ex. 8).

Pronunciation

Learn and practice the pronunciation of /h/ (Pronunciation Bank, Unit 8 WB p. 135,

ex. 1 and 2).

Listen and write some sentences (SB, Dictation, p. 83, ex.8).



BLOCK 4- Socio-cultural features and intercultural awarenessMention some supportive and humanitarian people as Madre Teresa from Calcuta.

Learn some information about different kinds of humanitarian organizations such as: The

International Red Cross, The RSPCA (Royal Society for the Prevention of Cruelty to

Animals), UNICEF (United Nations International Children’s Emergency Fund) and

Medecins Sans Frontieres (Boundless doctors).

Learn some data about driving vehicles in Great Britain and America (Changes in the

law).

PROCEDURES

Read and listen to a text about driving in two countries (Changes in the law). Answer

some comprehension questions. Listen and check the answers (SB p. 86, ex1).

Complete a summary with the words from a box (SB p. 86 ex 2).

Deduct and complete the missing words in some opinions. Listen and check the

answers. Show agreement or disagreement with the opinions (SB p. 86, ex. 3).


Answer some opinion questions connected with driving vehicles in the native country.

Compare and contrast cultures (Comparing Cultures, SB p. 86, ex. 4).


language to the basic competences and particularly how they are presented in this unit.

ii. learning to learn The students think over and strengthen their personal initiative giving opinions and

reasons about war (Talking Point, SB p.79, ex8)





iv. social and civic responsibility, as learning a foreign language involves the


can be worked along in the unit.

Education for peace: the importance of condemning and rejecting wars and the

devastating consequences which they entail.

Moral and civic education: the importance of solidarity and helping others in any

occasion and especially in extreme situations of need.

Road education: the importance of keeping all road security rules for one own’s and

othes’ safety.

v. cultural and artistic competence Linguistic studies contain both artistic and cultural components:

Learning some information about different types of humanitarian organizations (SB

p.81).

Learning some information about how people drive in other countries (SB p. 86).



Throughout the unit there will be a reinforcement on several interdisciplinary subjects,



Biology and Geology

Curriculum Extra 3, SB pages 102 and 103, WB p. 132, Teacher’s Guide, pages T102

and T103






Section Wordlist, WB, pages 136 to142.










Self-assessmentStudent Self-assessment Checklist, Unit 8, Teacher’s Book, page xxi



Put the letters in some words in order and complete some sentences.

Complete some sentences with the prepositions from a box.

Grammar

Complete some sentences with the past perfect of the vebs given.

Choose the correct verb in some sentences from two alternatives.

Complete some sentences with the past simple or past perfect of the verbs in a box.

Complete some sentences with the verbs given. Use the past perfect or would have

+ past participle.

Write some sentences using the third conditional.


Reading

Read a text and show comprehensión saying if some sentences are true or false.


Oral comprehension

Listen to a conversation about first aid in an accident. Show comprehension and

choose the correct alternative from three options.

Writing

Write about a difficult situation. Use some questions as a guide.

UNIT 9 – WORDS

1.- TEACHING OBJECTIVES Be able to understand and use vocabulary connected with collocations about

communication ways .

Be able to learn how to use verbs connected with indirect speech.


a normal daily conversation (Giving news – Practical English).

Carry out communicative exchanges asking for explanations or clarifications

(Clarifying and asking for repetition).

Understand oral texts, people speaking with an Irish accent and Irish expressions

(Different voices) or listen to people answering a questionnaire (The “real you”

questionnaire) and identify general and more specific information in them.


texts, in this case revising conditionals (Conditionals).


Be able to describe the information of an interview (Reporting an interview) using

formats and expressions worked in the unit (Checking your work).

Understand and apply grammar aspects such as indirect speech, reported

speech and reported questions to express what others have said or asked.

Learn a song and get some information about the music and its composer

(Natasha Bedingfield)

Practice the pronunciation of contractions (contractions)


2.- CONTENTS


Listening


Connect some Irish expressions with their corresponding British ones. Listen to a

conversation in a café indicating which expressions in exercise 1 are heard (SB pág.

92, ex. 1 and 2).

Arrange some sentences from the conversation above. Listen to the CD again and

check the answers (SB p. 92, ex. 3).

Read and answer a questionnaire (The “real you” questionnaire). Listen to two people

and identify which questions from the exercise above are mentioned.

Answer some comprehension questions and give reasons for your answers (SB p.

94, ex.1, 2 and 3).

Listen to a dialogue about news. Answer a comprehension question (Giving news–

Practical English, SB p. 96 ex. 3).

Speaking

Ask and answer questions expressing in reported speech things your parents told

you or situations that happened when you were a child (Talking Point, SB p. 89, ex.

8).

Make up a questionnaire and answer the questions (The “real you” questionnaire),

using the expressions of the Phrase Bank and putting special emphasis on clarifying

the ideas and ask for repetition to understand better (Skill focus: clarifying and asking

for repetition, SB p. 94, ex. 4).


Practice a dialogue (Activate Your English) in which you tell somebody that you have

won a trip to Dublin. Use the suggested pattern (Giving news, Practical English) (SB

p. 96, ex. 5).


Reading

Read and listen to some stories (The things they used to say). Connect some

headings with their corresponding paragraphs. Complete some questions with the

names in the story and answer the questions (SB p. 88, ex. 4 and 5).

Connect some pronouns with the ideas from the text above (Word Search, SB p.88

ex.6).

Complete some sentences using conditionals (Recycle, SB p.89, ex. 7).

Ask and answer questions expressing things that your parents told you or situations

that happened to you when you were a child. (Talking Point, SB p. 89, ex. 8).

Read and answer a questionnaire (The “real you” questionnaire). (SB p. 94, ex.1).

Read the headings of some news and find vocabulary connected with some

suggested meanings. Connect some explanations with the appropriate heading

(Newspaper headlines–Practical English, SB p. 96 e. 1 and 2).

Read a dialogue about news. Answer a comprehension question. (Giving news–

Practical English, SB p. 96 ex. 3).

Writing

Read and listen to a report containing an interview (Reporting and interview). Say

which of the questions in exercise 1 (SB p. 94) are answered (SB p.95, ex. 5).

Read the report again and find some mistakes correcting where necessary

(Language point: checking your work, SB p. 95, ex. 6).

Indicate what kind of mistakes have been found and connect them with the ones

suggested in a list (SB p. 95, ex. 7).

Follow some instructions to write a report about an interview. (Preparation, SB p. 95,

ex. 8).

Write a report about an interview (Task), using the suggested plan (Writing plan), the

pattern in the book and the ideas from the exercise above (SB p. 95, ex. 9).



LANGUAGE FUNCTIONS

Express what other people have said or asked.

Ask for explanations.

Know how to answer a questionnaire.

Give some news.

STRUCTURES-GRAMMAR

Reported speech

Reported questions

VOCABULARY

Subject: Words and communication.

GLOSSARY: Collocations: communication: have a chat, have a conversation, have a discussion,

make an excuse, say a prayer, say sorry, tell jokes, tell a lie, tell stories, tell the truth.

Reporting verbs: agreed to, admit that, ask, complain that, explain that, invite, offer

to, promise that, refuse to , tell.

Functional language: Give news (Giving news).

PHONETICS

Pronunciation: contractions.

PROCEDURES

Grammar

Read and complete a chart with rules about changing from direct to indirect speech

(SB p. 90, ex.1).

Translate some sentences indicating which sentences include a direct object

pronoun (Check this! SB p. 90, ex. 2).

Write some sentences in direct speech starting with the words given (SB p. 90, ex. 3).

Write the quotations of some famous people in indirect speech (SB p. 90, ex. 4).

Read some examples and some rules about the questions in reported speech and

indicate the correct explanations (SB p. 92, ex. 4).

Write some sentences again putting the words given in the right order. Write the

appropriate questions to these sentences in reported speech (SB p. 92, ex. 6 and 7).


Write some questions in reported speech, changing the pronouns (SB p. 93, ex. 8).

Listen to some teenagers conversation in different places in Great Britain and answer

some questions (Activate your English, SB p. 93, ex. 9).

Read and complete a text with the appropriate words from one of the three columns

given. Listen and check (Grammar Consolidation, SB p. 93, ex. 10).


Vocabulary

Read and answer a questionnaire to find out if you are a communicator (SB p. 88,

ex. 1).

Copy and complete a chart with the expressions given in exercise 1 (SB p. 88, ex.2).

Make up six questions with expressions from the exercise above (collocations). Ask

and answer questions (Activate your English, SB p. 88 ex. 3).

Revise the meaning of some verbs connected with reported speech (SB p. 91, ex. 5).

Read and listen to a conversation and answer a comprehension question (SB p. 91,

ex. 6).

In a text choose the correct verb from two suggested options (SB p. 91, ex. 7).

Complete some sentences with the name of some famous people from a box and

your own ideas (Activate Your English, SB p. 91, ex. 8).

Pronunciation

Revise and practice the pronunciation of contractions (Pronunciation Bank, Unit 9,

WB p.135, ex.1,2 and 3).



BLOCK 4- Sociocultural aspects and intercultural consciousnessCONCEPTS

Approach the Irish English sounds and expressions and contrast with British English.

Know different places in Great Britain such as London, Glasgow, Swansea, Dublin, etc.

Learn and sing a song, approaching the pop culture and learning some details about an

English singer Natasha Bedingfield.


PROCEDURES

Read the profile of Natasha Bedingfield and arrange the sentences (SB p. 97, ex. 1).

Read the lyrics of a song and choose the correct word from two options. Listen and

check. (SB p. 97, ex. 2).

Answer some comprehension questions choosing from three answers. Compare the

answers with the classmates (SB p. 97, ex. 3)





the things people must or must not say. (Talking point, SB p. 89).





iv. social and civic responsibility as knowing a foreign language involves the


can be worked along in the unit.

Moral and civic education: the importance of being careful with the things we tell other

people, avoiding to hurt their feelings or increase their fears.

v. cultural and artistic competenceLinguistic studies contain both artistic and cultural components:

Complete the suggested song in the unit and learn about its composer Natasha

Bedingfield (SB p. 97).

Get used to the language used on newspapers headlines. (SB p. 96).

Learn how to answer and undestand a questionnaire (SB p. 94).





Biology and Geology

Curriculum Extra 3, SB pages 102 and 103, WB p. 132, Teacher’s Guide, pages T102

and T103



Section Grammar Bank 9 WB, pages 108 and 109.

Section Word Bank 9, WB pages 128 to 129.




Alternative practice for students with difficulties to follow up the group´s pace:English Alive! Basics Progress Book A, Unit 9

Additional activitiesAdditional and altenative activities, Teacher’s Book, pages T-88 to T-97





Revision sections (Units 1-9, WB páages 87 and 88).



End-of-year (Test 1) Teacher’s Resouce Book, pages 46, 47 and 48.


End-of-year (Test 2)Teacher’s Resouce Book, pages 49, 50 and 51.

Self-assessmentStudent Self-assessment Checklist, Unit 9 Teacher’s Book, page xxii


Complete some sentences with the verbs given.

Choose the correct options in some sentences.

Grammar

Complete a chart about reported speech with the verb forms from a box.

Change some sentences from direct speech to reported speech.

Write some sentences in reported speech.

Ask questions in reported speech.


Reading

Read a report and show comprehension indicating if some sentences are true or

false.


Oral comprehension

Listen to a person telling what he/she did the night before. Choose the correct option

from three alternatives.

Writing

Write a report about an imaginary interview to one of the favorite heroes of the

student. Use the suggested questions as a guide.



Write the corresponding nouns to some verbs.

Connect the problems in a box with their corresponding vocabulary.

Grammar

Choose the correct verb from two options in some sentences.

Complete some sentences using the expressions so, such, too.

Complete some conditional sentences with the vebs given.

Complete some sentences using the past simple or past perfect of the verbs in a box.


Write questions and answers in reported speech.

Complete a text with the words from a box. .

Reading


false.


Oral comprehension

Listen to two young people talking about a girl. Show comprehension and choose the

correct option to some questions.

Writing

Write a report about an imaginary interview to a new student at school. Use some

questions as help.



Complete some expressions with the verbs from a box.


Grammar

Complete some sentences using the past simple or continuous, the present or the

past perfect of the verbs given

Choose the correct modal verb in some sentences.

Complete some sentences with the present simple or continuous, be going to or will

from the verbs in a box.

Write questions and answers in the passive.

Complete some sentences with one word.

Complete some sentences with the gerund or the infinitive of the verbs given.

Complete some conditional sentences with the correct form of the verbs given.



Reading


false.


Oral comprehension


Listen to a conversation about the news. Show comprehension indicating the correct

option from three alternatives.

Writing

Write a report about yesterday’s news. Use some subjects for the plot.



Complete some expressions.


Grammar

Complete some sentences using the past simple or continuous, the present or past

perfect of the verbs given. Choose the correct modal verb in some sentences.

Complete some sentences with the present simple or continuous, be going to or will

from the verbs in a box.

Write questions and answers in the passive.

Complete some sentences with just one word.

Complete some sentences with the gerund or the infinitive of the verbs given.

Complete some conditional senteneces with the correct form of the verbs given.



Reading

Read an article and show comprehension indicating if some sentences are true or

false.

Read the rext again and answer some questions of more specific information.

Oral comprehension

Listen to two people talking. Show comprehension indicating the correct option from

three suggested altenatives.

Writing

Write a composition describing the hypothetical situation of the student winning the

lottery. Use some questions as a plot plan.

CURRICULUM EXTRA 1 – History: Female emancipation

1. TEACHING OBJECTIVES Learn vocabulary and structures to talk in English about women’s liberation.

Carry out communicative exchanges speaking about history and women.



written texts (Fighting for your rights).

Revise grammar aspects such as verbs; past simple/past continuous; past

simple/present perfect; future: present simple/present continuous/will, will/be going to.

Identify and interpret sociocultural features connected with the subject worked in

the unit, learning and comparing real situations in other parts of the world with one

own’s culture.

2.- CONTENTS


Answer some questions of general knowledge about women voting in Great Britain.

Read and write a text. Read and listen to a text (Fighting for your rights) and check

the answer. Answer some questions of general knowledge and find some structures

in the text (SB p. 98, ex. 1, 2 and 3).

Complete a text with the correct form of the verbs from a box: past simple or past

continuous (SB p. 99, ex. 4).

Complete a text with the correct form of the verbs from a box: past simple or present

perfect (SB p. 99, ex. 5).

Complete some sentences with the correct form of the verbs from a box: present

simple, present continuous or will (SB p. 99, ex. 6).

Complete a dialogue with the correct form of the verbs: will/be going to (SB p. 99, ex.

7)


LANGUAGE FUNCTIONS

Speak about women’s liberation

STRUCTURES-GRAMMAR

Past simple/past continuous

Past simple/present perfect

Future: present simple, present continuous, will



VOCABULARY

Subject: History: women’s liberation

Glossary: Connected with the subject: century, rights, campaign, suffragettes, political meetings,

Parliament, vote workforce, discrimination, emancipation.


Learn some data about women’s liberation and women’s vote in Great Britain.



ii. learning to learn: The students learn how to revise the things studied.


By learning the foreign language the students will create real and functional

communication contexts using the new information and communication technologies.


knowledge of social features and cultural facts connected to their native speakers which

can be worked in the unit.

Education for sex equality: the importance of certain historic events such as the

women’s vote towards their liberation and equality.

v. cultural and artistic competence Linguistic studies contain both artistic and cultural components:

Learn some information about women’s liberation (SB p. 98).

4.- CONNECTION WITH OTHER CURRICULUM AREAS





History

Learn about history and events simultaneous to women’s vote


WB p. 130

Teacher’s Guide, pages T98, T99.

CURRICULUM EXTRA 2 – Language and literature: Advertising

1 TEACHING OBJECTIVES Learn some vocabulary and structures to express oneself about the language.

Be able to carry out communicative exchanges speaking about the power of

publicity.


written texts (The power of adverts).

Revise grammar aspects such as passive and active sentences: present, past

and future; gerunds and infinitives; and sentences in reported speech (reported

statements). Identify and interpret sociocultural features connected with the subject

worked in the unit: publicity and its power and comparing realities from other parts of

the world with our own.

2.- CONTENTS


Read some sentences and respond with the most suitable answer. Read and listen to

a text about publicity (The power of adverts) and check the answers. Answer some

comprehension questions and find some structures in the text (SB p. 100, ex. 1, 2 , 3

and 4).

Complete a text with the appropriate verb form: present, past or future passive (SB

p. 101, ex. 5).


Write some sentences using the active or the passive form as appropriate: present,

past, future (SB p. 101, ex. 6).

Complete a text with the suitable verb form from a box in the gerund or the infinitive

(SB p. 101, ex. 7).

Write some sentences in reported speech: reported statements (SB p. 101, ex. 8).


LANGUAGE FUNCTIONS

Speak about the power of publicity. .

STRUCTURES-GRAMMAR

Present, past and future passive

Active and passive: present, past and future

Gerunds and infinitives

Reported statements

VOCABULARY

Subbject: Publicity

Glossary: Connected with the subject: advertising, adverts, mass communication, influence, poster

campaign, shocking, slogan, information, emotive, banned.

BLOCK 4- Sociocultural aspects anf intercultural consciousnessCONCEPTS

Learn some data about how publicity affects and works in our minds.

3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCESSee in the introduction the general aspects of the contributtion of learning the foreign


ii. learning to learn: The students learn to revise the things learnt


iii. data processing and digital competence: See in the introduction the general aspects of the contribution to this competence

Through the foreign language the students will create real and functional contexts of

communication using the new information and communication technologies.

iv. social and civic responsibility as knowing a foreign language involves knowing

social features and cultural facts connected to their native speakers which can be

worked along in the unit.

Moral and civic education: the importance of being critic with publicity and try to sieve

the real information from the consumer/materialistic part.

v. artistic and cultural responsibility Linguistic procuctions contain both artistic and cultural components:

Learning information about publicity (SB p. 100).

4.- CONNECTION WITH OTHER CURRICULUM AREASThroughout the unit there will be a reinforcement on different interdisciplinary subjects,

taking the vocabulary and structures to a real life context helpingin the development of



Learn how the language is used for different purposes.


WB p. 131

Teacher’s Guide, pages T100, T101.

CURRICULUM EXTRA 3 – Biology and geology: A marine ecosystem1 TEACHING OBJECTIVESKnow the vocabulary and structures to express oneself in English on the Biology and

Geology subjects. Be able to carry out communicative exchanges, speaking about the

marine ecosystems.


written texts (The great barrier reef).


Revise grammar aspects such as: verbs of ability, obligation and possibility (must,

mustn’t have, have to, don’t have to, should, shouldn’t); the first, second and third

conditional (first, second and thrid conditional).

Identify and interpret sociocultural features connected with the subject worked in

the unit: the marine ecosystems and comparing realities from other parts of the world

with ours.

2.- CONTENTS

BLOCK 1 y 2 – Listening, speaking and conversing/Reading and writingPROCEDURES

Read some sentences and look up the meaning of some words. Indicate if some

sentences are true or false. Read and listen to a text (The great barrier reef) and

check the answers. Answer some comprehension questions and find some structures

in the text (SB p. 102 ex 1, 2, 3 and 4).

Complete a text with the appropriate verbs from a box (SB p. 103, ex. 5).

Complete some sentences with the correct form of some verbs and the first

conditional (SB p. 103, ex. 6).

Complete some sentences with the correct form of some verbs and the second

conditional (SB p 103, ex.7).

Complete some sentences with the corrrect form of some verbs and the third

conditional (SB p 103, 8).

SECTION 3- Reflection and knoledge of the language by its usageCONCEPTS

LANGUAGE FUNCTIONS

Speak about marine ecosystems

STRUCTURES-GRAMMAR

Verbs of ability, obligation and possibility

First conditional

Second conditional

Third conditional

VOCABULARIY

Subject: Biology and Geology

Glossary:


Connected with the subject: barrier reef, coral reefs, ecosystems, biodiverse, planet,

marine life, mollusc, fish, sea snake, humpback whales, ecologically, natural predators,

devastating consequences, global warming.

BLOCK 4- Socio-cultural features and intercultural awarenesslCONCEPTS

Learn some data about the different marine ecosystems, their importance and fragility.


language to the basic competences and particularly how they are presented in this unit.


The students learn how to revise the things learnt.


See in the introduction the general aspects of the contribution to this competence. When

studying the foreign language the students will create real and functional communication

contexts using the new information and communication technologies.

iv. social and civic responsibility as knowing a foreign language involves the


can be worked along with the unit.

Environmental education: the importance of being aware of the need of preserving and

keeping our marine ecosystems or not, respecting nature and living in a sustainable way

with the environment.

v. Cultural and artistic competenceLinguistic studies contain both artistic and cultural competences:

Learn some information about marine ecosystems (SB p. 102).

4.- CONNECTION WITH OTHER CURRICULUM AREASThroughout the unit there will be a reinforcement on different interdisciplinary subjects,



Biology and Geology

Learn about marine ecosystems.


5.- TREATMENT OF DIVERSITY

Additional activitiesSB pages 102 and 103

WB p. 132

Teacher’s Guide, pages T102, T103


CLASSROOM PROGRAMME –ENGLISH ALIVE 3: YEAR 2010/2011*

The classroom programme of English Alive! 3 that we present identifies the priorities and implications involved with the use of additional material which suggests the use of complementary additional material that goes along with the project, in the teacher’s book, the student’s book, the workbook, the basics progress book A, the Basics Progress Book B, the DVD, as well as in the Teacher’s Resource Book. It is advisable to follow the learning strategies and didactic advice in the teacher’s book. It can be said that it is a guidance class programme and that the teachers will always decide which activities are the best adapted to their objectives and how he/she wants to direct the class. The objective of this classroom programme is to achieve a positive answer to the language learning and how it is learnt. We think the teachers will undoubtedly be able to adapt the activities in this classroom programme according to the need of the students regarding the teaching/learning activities as well as the assessment activities.

The nomenclature used is as follows:

L Listening IW Individual Work SB Student’s BookR Reading T – Ss Lockstep WB WorkbookS Speaking PW Pair Work TG Teacher’s Guide o Libro del ProfesorW Writing todas las destrezas L1 Lengua materna PBA Basics: Progress Book ALC Linguistic Competence Mother tongue PBB Basics: Progress Book B LT Learner Training DVD English Alive! 3


Starter unitSESION OBJECTIVES CLASSROOM ACTIVITIES SKILLS INTERACTION MATERIALS

APROX. TIME

1 Revise knowledges learnt in

previous courses. Observe the state of the English knowledge at the

beginning of term. Activate knowledges and preparare to start the term.

LT IW TRB Diagnostic test , page. 4-6CD/cassette

60’

2

Learn the contents of the unit.

Activate vocabulary connected with usual activities.

Reading and communicative exchange about the knowledges worked in this unit.

Study of verbs, vocabulary and colloquial expressions worked in previous terms. Revision of the pronunciation of diphtongs. Listening of the CD/cassette, exercises and their correction.

Optional activity (all students): Complete the sentences.

Optional activity (weaker classes): Word associations

L1

TD

T – Ss

PW

SB p. 4 Unit summary

SB p. 4 ex. 1-3WB p. 3, ex.1-3; p. 110, translate the words; p. 133, Diphthongs, ex. 1-3; CD/cassetteTG p. T4

5’

55’

3

Revise the possessive adjectives and the subject and object pronouns.

Remember the present simple and the position of adverbs of frequency.

Copy and completion of a chart paying attention to the most remarkable peculiarities. Completion of the dialogue, substitution of words, grammar study and error correction..

Production of affirmative, negative and interrogative sentences from the wordds given. Completion of grammar rules, revisión of grammar rules, revisión of adverbs of frequency. Practice and correction.

Optional activity (weaker classes): rewrite sentences.

G

G

T – SsIW

T – SsIW, PW

SB p. 5 ex. 1-3 WB p. 4, ex. 1, 2; Grammar bank p. 90

SB p. 5 ex. 4-7

WB p. 4, ex. 3, 4; Grammar bank p. 90

TG p.T5

30’

30’

4

Revise how to make questions with the interrogative pronouns and the verbs be, can, have got y do.

Translation of the forms Wh-, revision of meanings and how to make questions with the present simple of the auxiliary verbs. Check the grammar section if necessary. Practice and correction in class.

Optional activity (stronger classes): questions.

G T – SsIW, PW

SB pages 6, ex. 1-7p. 90

TG p.T6

60’


5

Learn useful expressions to use in conversations.

Recognition, study and translation of useful expressions in an oral and written level. Oral practice from listenings and repetitive patterns, paying the most attention to pronunciation. Production of dialogues and taking dictations.

Optional activity(all classes): prepare a dialogue. Optional activity (all classes): write questions

TD T – SsIW, PW

SB p. 7, ex. 1-6WB p. 6, ex, 1-4; Word Bank pág. 110 CD/cassetteTG p. T7

60’

6

Revise all the contents of the unit in the computers class.

General optional revision of contents from additional material. General revision of vocabulary, grammar, dialogues.

TD PW WB p. 91,Grammar Bank ex. 1-5WB p. 111, Word Bank extra! Ex. 1, 2TRB p. 70 Revision WorksheetTRB p. 71 Extension WorksheetMultiROM: Grammar, vocabulary and dialogue

60’

7 Assess the students’ performance.

End of unit test. TD IW TRB p. 7-9CD/ cassette

60’

Estimated time: 7 lessons of 60 minutes.


Unit 1: The real meSESION OBJECTIVES CLASS ACTIVITIES SKILLS INTERACTION MATERIALS APROX.

TIME

1

Become familiar with the contents of theunit.

Learn vocabulary to be able to describe the personality of people.

Find specific information.

Reading of the summary of the unit contents and initial assessment of previous knowledges.

Vocabulary association with the opposites, taking notes in the class notebook, check out from the CD listening..

Optional activity(stronger classes): negative adjectives.

Preparation of the text, recognition of the expressions given. Reading from the CD listening. Practice exercises of reading comprehension and aquisition of an appropiate pronunciation.

LT, L1

TDLC

R, LC

T – Ss

IWPW

IW, PW

SB p. 8, Unit summary

SB p.8, ex. 1-3; CD/cassetteWB p. 7, ex. 1; Word bank, p. 112 Personality adjectives.TG p. T8

SB pages. 8-9, ex.4-7CD/cassette

5’

30’

25’

2

Describe people

Learn the meaning and use of relative pronouns who, where and which.

Reading of text in a loud voice to remember specific information and be able to answer questions.

Study from the examples given. Systematic revisión from the grammar bank. Exercises and correction.

Optional activity(stronger classes): agreement or disagreement.

TD

G

T – SsIW

T – SsIW, PW

SB p. 9, ex. 8-9WB p. 7, ex. 2, 3; Word bank, p. 112 Personality adjectives.

SB p. 10, ex. 1-4WB p. 8, ex. 1-3; Grammar Bank, p. 92TG p.T10

25’

35’

3

Memorize vocabulary to express possibility.

Learn how to use adjectives ending in -ed/-ing to describe feelings and impressions.

Reading and study of the grammar section. Guided practice, observing the order of adverbs. Exercises and correction.

Study of vocabulary. Association of nouns with pictures. Practice from instructions in each case.Vocabulary study. Optional activity(all classes): describe situations

LCG

LC, W

T – SsIW

T – SsIW, PW

SB p. 10, ex. 5-7WB p. 8-9, ex. 4-6; Grammar Bank p. 92

SB p. 11, ex. 8, 9; CD/cassetteWB p. 9, ex. 7, 8TG p. T11

35’

25’


4

Practice the entonation and rythm of sentences.

Practice the speech, listening and comprehension of texts.

Careful listening of the CD/cassette. Second listening to repeat the sentences and find the rythm and places of entonation. Third repetition if necessary. Pronunciation practice. Dictation and correction.

Listening of the CD/cassette. Come into contact. Comprehension of the situation, recognising vocabulary and oral exercises.

L, S, W

S, L

IWT – Ss

PW

SB pages11, ex. 10-12CD/cassetteWB p.133, Sentence stress ex. 1-3

SB p. 12, ex. 1-3; CD/cassette

WB p. 112, Word Bank: Talking

about feelings

40’

20’

5

Use the present continuous.

Compare the present simple and the present continuous.

Observation and study of the grammar charts. Attentive reading of the tasks proposed, exercises and correction.

Contrast analysis of sample chart. Study the use and form of the verb tenses. Exhaustive practice and correction.

Optional activity (weaker classes): dialogue.

G, LT

TD

IW, PWT – Ss

T – Ss PW

SB p. 11, ex. 4-6 WB p.16, ex. 1-3;Grammar Bank, p. 92

SB p. 13, ex. 7-9WB p. 11, ex. 4-6

TG p. T13

30’

30’

6

Revise the grammar contents of the unit .

Understand specific information of a newspaper article.

Attentive Reading of the vocabulary in columns A, B, C in lines of numbers from 1 to 10. Reading of the four situations and completion of the sentences from the text. Listening of the CD/ cassette, checking out of answers and extensive practice. Dictation and correction.

Optional activity( stronger classes): more questions.

Reading of the text with controlled time. Explanation of the content understood. Second Reading with listening of the text. Practice and correction.

Optional activity(all classes): which teenager are you like?

TD

R, S

IW

T – SsIW, PW

SB p. 13, ex. 10, 11 CD/cassetteWB p. 11, ex. 7, 8

TG p. T13

SB p. 14, ex. 1-4CD/cassette

TG p. T14

30’

30’


7

Study different ways of making a description.

Reading of pattern and deduction of the missing words. Listening and completion of text. Study and translation of adverbs of quantity and practice in the preparation of texts.

Optional activity(weaker classes): rewrite sentences.

LTW

IW, PWT – Ss

SB p. 15, ex. 5-7CD/cassetteWB p. 12, ex. 1-3; p. 13, ex. 3-4TG p. T15

60’

8 Make a personal description. Follow up of the instructions of the writing plan and

the pattern. Composition of the paragraphs and writing of the text.

W IW SB p. 15,ex8-9WB p. 13, ex. 5, 6

60’

9

Obtaining outstanding information asking suitable questionss.

Identifying people from descriptions.

Exploring documents to obtain the correct answer. General revision to make questions.

Reading, listening, comprehension and repetition of the dialogue. Memorization of the phrase bank. Estensive practice changing nouns and adjectives.

Optional activity(weaker classes): describe people. Optional activity(all classes): write a description

using some adjectives.

TD

LT, S

T – SsPW

T – SsPW

SB p. 16, ex. 1WB p. 13, ex. 7CD/cassette

SB p. 16, ex. 2-5WB p. 13, ex. 8MultiROM: unit 1 – dialogueTG p. T16

15’

45’

10

Practice the English language by following up the song Wake up.

Revise the contents of the unit.

Obtaining information about the Singer. Contrast with the one obtained with the pop file. Completion of the lyrics of the song. Correction from the listening. Exercises and comparison of the results in pairs.

Carrying out of the Progress Check of the unit and conscience of the acquired level.

Extra activities (weaker classes): more practice

Extra activities (stronger classes): more practice

TD

TD

T – Ss PW

T – Ss IW


WB p. 14, ex. 1-6

WB p. 91, Grammar Bank, ex.1-5 MultiROM: grammar and vocabularyTRB p. 72, Revision Worksheet

WB p. 113, Word Bank extra, ex. 1, 2TRB p. 73, Extension Worksheet

20’

40’

11 Assess the progress of the students.

Carrying out of the unit 1 test TD IW TRB p. 10-12CD/cassette

60’



Unit 2: Super natureSESION OBJECTIVES CLASS ACTIVITIES SKILLS INTERACTION MATERIALS APROX.

TIME

1

Get informed about the contents of the unit.

Study vocabulary regarding nature phenomena.

Coming into contact with the contents that can be learnt in this unit.

Observation of the photos. Comments about the phenomena that may be familiar to the students. Study, listening, repetition and memorising of the vocabulary. Exercises and correction.

Optional activity (stronger classes):write definitions using relative pronouns.

LT, L1

LC

T – Ss

T – SsPW


SB p. 18, ex. 1, 2 CD/cassetteWB p. 15, ex. 1, 2; p. 114,Word Bank: Natural phenomena

TG p. T18

5’

55’

2

Finding specific information in a text.

Observation and comments of the photograph of the text. Reading, listening, finding words and comprehension of the meaning of the text. Exercises of Reading comprehension, Exchange of opinions and correction.

Optional activity( all classes): complete the table and write sentences

TD T – SsPW

SB pages 18-19, ex. 3-8 CD/cassette

TG p. T19

60’

3

Use the introductory particles there was/ there werewith correction.

Remember the past simple of regular and irregular verbs.

General revisión of the past simple of verbs. Consult the grammar section. Study of the introductory particles and exhaustive practice.

Optional activity(stronger classes): write a news report.

General revision of the irregular verbs charts. Recommendation of study the past simple. Study the particles ago, for and during. Exercises and correction.

G, LC

G, LT

T – SsIW

T – SsPW

SB p. 20 ex. 1-4WB p.16, ex. 1-3; Grammar Bank, p. 94TG p.T20

SB p. 20, e. 5-7WB p. 22-23, ex. 4WB p. 144 Irregular verbs

40’

20’

4

Memorize the past simple of the most common irregular verbs.

Improve the pronunciation of the past tense of regular verbs.

Listening, comprehension, repetition and study of verbs and expressions. Finding wrong expressions. Study and assessment of the knowledges acquired consultation the chart of verbs.

Listening and repetition of words according to the pattern given. Choosing the verbs according to their ending and checking out

Optional activity(all classes): present newsflashes to the class.

TD

S

PWT – Ss

IW

SB p. 21, ex. 8-12, CD/cassetteWB p. 17, ex. 5-9; Word Bank, p. 114, past simple forms; p. 144, irregular verbs

WB p. 134, ex. 1-3

TG p. T21

50’

10’


5

Understand the meaning of an oral text.

Learn how to use the past continuous.

Observation of the pictures that come with the text. Reading of the information given. Listening of the information, general comprehension and second listening to complete some sentences.

Reading, comprehension and completion of the grammar chart. Consultation of the grammar section. Study of the formation of the verb tense, joint practice and correction.

Optional actvity(weaker classes): write sentences using the past continuous.

TD

G

PWIW

T – SsIW, PW

SB p. 22, ex. 1, 2; CD/cassette

SB p. 22, ex. 3-5WB p. 18, ex. 1-4; Grammar Bank p. 94TG p. T22

15’

45’

6

Compare the past simple and the past continuous.

Reading of examples. Comprehensive observation of the grammar chart and study of the peculiarities of each verb tense. Consult the grammar section. Eshaustive practice, dictation and correction. Optional activity (stronger classes): An interview

G IW, PWT – Ss

SB p. 23, ex. 6-8 ; CD/cassetteWB p. 19, ex. 5-8; Grammar Bank p. 94

TG p. T23

60’

7

Differenciate global, specific information.

Get used to take notes

Reading of pattern text. Giving suggestions of sentences that can complete it. Listening, checking and completion of text. General comprehension. Differenciation from essential, true or false information. Answer to the questions and correction.

Optional actvity(all classes):complete the paragraph

Reading of the statement and key words. Listening of the interview. Practice in taking notes of essential information. Compilation from oral information.

R, LT

LT

T – SsIW, PW

IW

SB p. 24, ex. 1, 2WB p. 20, ex. 1, 2

TG p. T24

SB p. 24, ex. 3; CD/cassette

45’

15’

8

Learn how to use temporal connectors: while, suddenly, as, the next moment, when y afterwards.

Write an imaginary experience.

Reading, translation and completion of sentences using connectors to arrange the story. Practice to solve doubts.

Optional activity(stronger classes): an interview. Optional activity(all classes): complete sentences.

Preparation of the composition from the instructions, using the appropiate vocabulary.

TD, L1

W

T – SsPW

IW

SB 25, ex. 4-6 , CD/cassetteWB p. 21, ex. 3, 4

TG p. T25

SB p. 25, ex. 7, 8WB p. 21, ex. 5, 6

30’

30’


9

Compare cultural traditions.

Learn expressions to get information.

Reading and comprehensive listening of the text. Observation of the potos and the opinions. Second Reading to answer the questions.

Observation of the map, reading, study and answers to the questions made. Oral practice with the listening, preparation and staging of the dialogues.

Optional activity (stronger classes): questions

TD

S

T – SsPW

PW


SB p. 27, ex. 4-8; CD/cassetteWB p. 21, ex. 7, 8MultiROM, unit 2 – dialogueTG p. T27

20’

40’

10

Practice some contents of the unit.

General revisión of the dialogues. Vision of episode 1. General comprehension, completion of exercises. Second revisión, exercises.Preparation for carrying out the test, solving doubts and correction. Completion of the progress check with solving doubts if required.



LC, LT IW, GW DVD Episode 1 TRBWB p. 22, ex. 1-6

WB p. 95, Grammar bank ej.1-6MultiROM: Grammar and vocabularyTRB p. 74, Revision Worksheet

WB p. 115, Word Bank Extra! ex.1, 2TRB p. 75, Extension Worksheet

60’

11

General revisión of the units 1 and 2

Assessment of progress and deficiencies of the students in the first two units. Individual completion of the exercises followed by a correction in class, solutions of doubts and consciousness of the need to study.

LT IWT – Ss

WB pages 23-24 , ex. 1-8 60’

12 Evaluate the academic performance in this unit..

Completion of the test of unit 2. TD IW TRB pages 13-15CD/ cassette

60’

Estimated time: 12 lessons of 60 minutes.Unit 3: Lifestyle

SESION OBJECTIVES CLASS ACTIVITIES SKILLS INTERACTION MATERIALS APROX. TIME


1

Come into contact with the contents of the unit.

Learn vocabulary connected with health and some lifestyles.

General comments about previous knowledges and the things that can be learnt in this unit.

Comprehensive memorizing of the vocabulary given. Connectin opposites. Practice with exercises and correction.

Optional activity (all classes): describe a famous person.

Optional activity (stronger classes): interview a person about her/his lifestyle and diet.

LT, L1

TD

T – Ss

T – SsPW


SB p 28, ex. 1, 2, CD/cassetteWB p. 25, ex. 1-4; Word Bank, p. 116, Health and lifestyle.TG p. T28

5’

55’

2 Understand the aspects of a

healthy diet. Observation of the pictures, deduction of the written

content, use of dictionaries if necessary, Reading and listening, exercises and revising.

Optional activity (all classes): make or do.

TD T – SsPW, GW


TG p. T29

60’

3

Learn how to use the quantifyers some, any, much, may, a lot of, too y enough.

Revision of vocabulary in previous terms. Reminder of the order of words in sentences. Extension, practice and correction in class.

Optional activity (all classes): complete the sentences.

G T – SsPW

SB p. 30, ex. 1-6 WB p. 26-27, ex. 1-5 ; p. 96 Grammar BankTG p. T30

60’

4

Memorizar vocabulario específico para describir el aspecto físico de las personas.

Captar información específica sobre la apariencia de personas.

Comments about fashion and present tendencies on the physical appearance of people. Dictation, exercises and correction.

Optional activity (stronger classes):describe people’s appearance.

Detailed observation of the photographs. Reading of the text with them. Hypothesis formulation, completion of sentences. Listening of the text, checking of the hypothesis and choice of the correct expression.

LT, LC

L

IW

PW

SB p. 31, ex. 7-10; CD/ cassetteWB p. 27, ex. 6, 7; Word Bank, p. 116; Pronunciation Bank, p. 134, ex. 1-3TG p. T31

SB p. 32, ex. 1-3CD /cassette

45’

15’


5

Practice the comparative and superlative form of adjectives.

Reminder of the necessary grammar structures. Consultation of thel grammar bank. Study, general practice and revision.

Optional activity (all classes): comparative and superlative.

Optional activity (all classes): correct the mistakes.

TD T – SsPW

SB pages. 32-33, ex. 4-8; CD/cassetteWB p. 28-29, ex. 1-8; p. 96 Grammar BankTG p. T 32

TG p. T33

60’

6

Express opinions in a natural way.

Reading and listening of texts. Think over the opinions given. Émphasize the meaning and utility of pronouns. Completion of exercises and comparison of the answers with the classmates.

Optional activity (weaker classes):pronouns.

S,R IW, PW SB p. 34, ex. 1-4; CD/cassetteWB p. 30, ex. 1-3

TG pág. T34

60’

7

Revise the use and meaning of the connectors so and because.

Make a brochure similar to the pattern in the text.

Revision of the meaning of some words to complete the text, using the dictionary if necessary. Attentive reading of the text. Listening and completion with the missing words. Explanation of the difference between the connectors so and because from some examples.

Preparation of the text from the ideas and pattern given. Spelling and contents revision.

Optional activity (stronger classes): a poster

LTW

W

T – SsIW

IW

SB p. 35, ex. 5-7WB p. 30-31, ex. 4, 5diccionario

SB p. 35, ex. 8-10WB p. 31, ex. 6, 7TG p. T35

25’

35’

8

Learn vocabulary connected with recepies.

Practice dialogues: choosing a menu.

Checking of knowledge of the words given. Comments about the different kinds of typical meals. Reading of recopies, comprehension and completion of ingredients.

Attentive listening and repetition of the dialogue, trying to imitate the rythm, pauses and entonation. Memorizing the expressions of the Phrase Bank. Oral and written practice.

Optional activity (stronger classes): a recipe

TD

TD

T – Ss, PW

PW

SB p. 36 ex. 1, 2CD/cassette, diccionario

SB p. 36, ex. 3-6, CD/cassetteWB p. 31, ex. 8-9; Word Bank pág. 116MultiROM: unit 3 – dialogueTG p. T36

20’

40’


9

Improve the pronunciation of the English language.

Self-evaluate the progress achieved.

Motivation on learning the language. Verification of the information given. Follow up of the song and writing some more similar lines to those of the lyrics of Hold me.

Assessment of knowledges before taking the unit

exam: Progress Check. Solving doubts if necessary and correction in class.



TD

LT

IW, PW

IW

SB p. 37, ex. 1-4

WB p. 32, ex. 1-6

WB p. 97, grammar bank ex.1-6MultiROM: Grammar and VocabularyTRB p. 76, Revision Worksheet

WB p. 117, Word Bank Extra! ex. 1, 2TRB p. 77, Extension Worksheet

20’

40’

10 Assess the knowledges learnt in this unit.

Carrying out unit 3 test. TD IW TRB pages 16-18CD/ cassette

60’

11 Assess the progress of the first quarter.

Carrying out the End-of-term test 1 TD IW TRB pages 19-21CD/cassette

60’



Unit 4: On the moveSESION OBJECTIVES CLASS ACTIVITIES SKILLSS INTERACTION MATERIALS APROX.

TIME

1

Think over the new contents in thiis unit.

Learn prepositions of movement and vocabulary connected with different ways of travelling.

Get general as well as specific information.

Discuss about the known contents. Consciousness about the new contents and the need of studying everyday to improve performance.

Translation of the vocabulary by observing the pictures. Verification of the meaning of words in the dictionary. Listening, completion of exercises and study of the new vocabulary.

Discussion about the brochure headings. Listening of the cassette, reading of text and choosing of heading. Second listening to do the exercises.

Optional activity (all classes): correct the false sentences.

Optional activity (all classes): ask and answer. Optional activity (weaker classes): complete the

table.

L1,LT

LCS

R

T – Ss

IW, PWT – Ss

T – SsPW


CD/cassetteSB p 38, ex. 1, 2, WB p. 33, e. 1-3; p. 118 Word bank: travel; Diccionario

SB pages 38-39, ex. 3-7

TG p. T39

5’

25’

30’

2

Study the affirmative and negative forms of the present perfect.

Explanation on the board of the meaning of the verb tense with examples. Observation of the structure of this verb, consultation in the grammar section, practice how to make affirmative and negative sentences. Exercises and correction.

Optional activity (all classes): word tennis Optional activity (all classes): write four sentences.

G T – Ss IWPW

SB p. 40,ex. 1-4WB p. 34, ex.1-5WB p. 98, Grammar Bank

TG p. T40

60’


3

Learn how to use just with the present perfect.

Memorize compound nouns.

Explanation about the meaning of sentences with just. Consulting in the grammar if necessary. Translation of sentences. Practical exercising and correction of exercises.

Connecting pictures with words. Study the vocabulary, formation of words and compound expressions. Guided practice.

Optional activity (all classes): noun combinations. Optional activity (weaker classes): combinations of

nouns

G

LC

T – SsIW

T – Ss IW

SB p. 41, ex. 5-7WB p. 35, ex. 6-8; Grammar bank, p. 98

SB p. 41, ex. 8-9 ; CD/cassetteWB p. 35, ex. 9-10; p. 118, Word Bank: Compound nounsTG p. T41

30’

30’

4

Understand oral information.

Make questions using the present perfect.

Observation of pictures and reading of the legends. Comprehension of vocabulary and discussion about what kind of transport they would like. Listening of the interview and answer the comprehension questions.

Translations of the grammar chart. Study and analysis of the construction of questions, positions of words and meaning of sentences. Working with exercises, dictation and correction.

L

G

IW, PW

T – SsIW

CD/cassetteSB p. 42, ex. 1, 2

SB p. 42, ex. 3-5, CD/cassetteWB p. 36, ex. 1-4; Grammar Bank, p. 98

20’

40’

5

Get conscious of the need of pronuncing in the most correct way.

Make up questions using the present perfect.

Attentive listening of the sentences. Observation of how and when connecting words. Repetition exercises, trying to make the students pronunce in a loud voice and in the most correct way.

Reading of the task to carry out . Completion of texts, making questions and answers if required. General revision of the grammar aspects of the unit.

Optional activity(all classes): ask and answer. Optional activity(all classes): write questions

LT

G

IW

IW

WB p. 134, ex. 1-3, CD/cassette

SB p. 43, ex. 6-8; CD/cassetteWB p. 37, ex. 5-7

TG p. T43

15’

45’

6

Leer un texto y extraer conclusiones lógicas.

Reading of the text and assessment of the possible answers using the most appropiate expressions in each case. Comparison of answers and dicussion of the chosen options in each case

Optional activity(stronger classes): do a class quiz

R, S PW, GW SB p. 44, ex. 1, 2WB p. 38, ex. 1, 2

TG p. T44

60’


7

Learn expressions of time connected with verb tenses.

Write an e-mail

Translation of expressions of time given. Connexion with the corresponding tenses. Conscience of the possibilities in each case. Exercises and their correction.

Optional activity (all classes): complete the sentences

Reading of pattern and the writing plan. Preparation of the text following directions. Individual composition and comparing in pairs the task carried out.

LT

W

T – Ss, IW

IW, PW

SB p. 45, ex. 3-5CD/cassetteWB p. 38-39, ex. 3, 4

SB p. 45, ex. 6, 7WB p. 39, ex. 5, 6

30’

30’

8

Compare cultural facts.

Practice the English language.

Previous compilation of adjectives and expressions to describe English people and giving reasosns why. Reading the title, carrying out the execises and checking out.

Reading, listening and completion of texts. Practice of the oral language trying to improve the rythm and entonation of sentences. Carrying out the exercises and consultation of doubts if necessary.

LT, L1

TD

PW

IW, PW

SB p. 46 ex. 1-3, CD/cassette

SB p. 47, ex. 4-8WB p. 39, ex. 7, 8MultiROM: unit 4 – dialogue

30’

30’

9

See chpter 2 of the DVD.


Reminder of the first oral episode. Watching the second episode. Comments and exercises.

Knowledge assessment before taking the first unit text: Progress Check. Solving doubts if there are any and correction in class.



TD

LC

IWPW

T – SsIW

DVD Episode 2TRB

WB p. 40, ex. 1-5

WB p. 99, Grammar Bank ex.1-5MultiROM: Grammar and VocabularyTRB p. 78, Revision Worksheet

WB p.119, Word Bank Extra! ex.1, 2TRB p.79, Extension Worksheet

30’

30’


10

Revise the essential contents studied so far.

Optional general revisión of contents to make the student aware about the progress achieved or the need to keep studying and make a bigger effort. Consolidation of contents from the carrying out of Curriculum extra 1.

LT IW,T – Ss

WB pages 41-42, ex. 1-8CD/cassetteSB pages 98-99, ex. 1-9WB p. 130, ex. 1, 2

60’


Carrying out the test in unit 4 TD IW TRB pages 22-24CD/cassette

60’



Unit 5: Crazy about itSESION OBJECTIVES CLASS ACTIVITIES SKILLS INTERACTION MATERIALS APROX.

TIME

1

Anticipation of the contents in the unit.

Learn vocabulary connected with events.

Understand general and/or more specific information.

Comment about the known contents and anticipation of the new ones.

Verification of the meaning of words, observation of pictures and doing exercises. Consultation of the Word Bank.

Reading and completion of the texts with the listed figures. Second reading and answers to the questions. Exercises and correction. Oral practice.

Optional activity (all classes): jigsaw reading. Optional activity (stronger classes): an event.

L1, LT

LCS

RLC

T – Ss

IW, PWT – Ss

T – SsPW


SB p. 48, ex. 1, 2WB p. 43, ex. 1, 2; p. 120 Word bank: events; Diccionario

SB pages 48-49, ex. 3-8

TG p. T49

5’

25’

30’

2

Contrast and differenciate the use of the present perfect and the simple past.

Observation of the picture and completion of the grammar rules. Reading the text and classification of expressions of time. Grammar consultation. Practice and correction.

Optional activity (all classes): Correcting mistakes.

G T – Ss IWPW

SB p. 50,ex. 1-5WB p. 44, ex.1-4WB p. 100, Grammar Bank TG p. T50

60’

3

Memorize in a comprehensive way verbs and nouns regarding competitions.

Identify and and repeat carefully the sound / /.

Reading of the sentences and deduction, in pairs, of the words highlighted in blue. Completion of the chart, listening and verification of answers. Practice and correction.

Optional activity (stronger classes): competitions. Listening and identification of the words with the

sound //. Practice and correction.

LC

L, SLC

T – SsIW

T – Ss IW

SB p. 51, ex. 6, 7, 9WB p. 45, ex. 6-8WB p. 120 Word bank: competitionsTG p. T51

WB p. 134, ex. 1-3; CD/cassetteSB p. 51, ex. 8

40’

20’


4


Use the present perfect with for and since.

Reading of the previous information and verification of the meaning of new vocabulary. Reading of the questions and formulation of hypothesis about the answers. Listening and verification. Second listening and completion of sentences.

Observation of examples and completion of grammar rules Consulting grammar, practical exercises and correction.

Optional activity (all classes): for and since Optional activity (all classes): sentence writing

L

G

IW, PW

T – SsIW

CD/ cassetteSB p. 52, ex. 1-3

SB pages 52-53, ex. 4-8WB p. 100, Grammar Bank

20’

40’

5 Practice the use of the

present perfect. Carrying out the exercises in the WB and the

grammar consolidation.WB pages 46-47, ex. 1-8SB pages 52-53, ex. 9; CD/cassette

60’

6

Practice Reading techniques. Anticipation of contents. Reading and listening of the text. Observation of the sentences and formulation of appropiate questions. Thinking over some ways to learn new words from the reading of texts. Presentation and completion of the word web. Practical exercises and correction.

Optional activity(all classes): Questions about skateboarding

RLC

T – SsIW, PW

SB p. 54, ex. 1, 2WB p. 48, ex. 1-3

TG p. T54

60’

7

Identify what a topic sentence is.

Write a descriptive card about a sport.

Reading of the pattern, choice of the correct option and listening of the text to check the answers. Observation of the Language point, exercises and correction.

Reading of the pattern and the writing plan. Preparation of the text according instructions. Individual composition, revision and comparison, in pairs, of the task carried out.

R, LT

W

T – Ss, IW

IW, PW

SB p. 55, ex. 3-5CD/ cassetteWB p. 38-39, ex. 3, 4

SB p. 55, ex. 6, 7WB p. 49, ex. 5-7

30’

30’


8


Understand the song A little deeper of Ms Dynamite.

Reading of the information establishing the truth of the statments given. Reading and listening of the dialogue. Memorization of the phrase bank, and oral practice paying attention to the rythm and entonation. Practical exercises.

Reading of the pop file and answer the questions. Reading of the song and choice of the correct option. Listening and verification. Personal expression.

LT, S

TD

T – SsIW, PW

IW, PW

CD/cassetteSB p. 56 ex. 1-4 WB p. 49, ex. 8, 9MultiROM: unit 5 – dialogue

SB p. 57, ex. 1-3

35’

25’

9

Revise the contents in the unit.

Revision of knowledges by the Progress Check. Solving doubts if necessary and correction in class.



LC T – SsIW

WB p. 50, ex. 1-5

WB p. 101, Grammar Bank ex.1-4MultiROM: Grammar and VocabularyTRB p.80, Revision WorksheetWB p.121, Word Bank Extra! ex.1, 2TRB p.81, Extension Worksheet

60’

10 Assess the knowledges learnt in this unit

Carrying the test of unit 5 TD IW TRB pages 25-27CD/cassette

60’



Unit 6: Your future?SESION OBJETIVES CLASS ACTIVITIES SKILLS INTERACTION MATERIALS APROX.

TIME

1

Introduce the contents of the unit.

Learn vocabulary regarding development.

Understand general and/or specific information.

Comments about the known contents and anticipation of the new ones.

Completion of the text with the figures listed. Verification of meanings and change of verbs to the infinitive. Classification of words by verbs or nouns. Listening and verification. Consultation and verification. Consultation of the word bank and elaboration of exercises.

Observation and comment of pictures. Reading and completion of text. Listening and verification of answers. Second reading and completion of summary. Location and classification of words in the text. Oral practice.

Optional activity (all classes): definitions. Optional activity (stronger classes): our future.

L1, LT

LCS

R, LCS

T – Ss

T – SsIW, PW

T – SsPW


CD/ cassetteSB p. 58, ex. 1, 2WB p. 51, ex. 1-3; DiccionarioWB p. 118 Word bank: development;

SB pages 58-59, ex. 3-8

TG p. T59

5’

25’

30’

2

Identify and repeat carefully the pronunciation of the suffix –tion.

Use adequately the auxiliaries will and might to express opinions and predictions about the future.

Listening of words and identification of the stressed syllable. Listening and repetition of words.

Study of the rule and observation of examples. Consultation of grammar if necessary, elaboration of exercises and correction. Dictation.

L, SLC

G

T – Ss IW

T – Ss IWPW

TG p. 106; CD/cassetteWB p. 135, Pronunciation bank ex. 1, 2

SB p. 60,ex. 1-5WB p. 102, Grammar Bank WB p. 52, ex. 1, 2

15’

45’

3

Interiorize the formation and use of the first conditional.

Translation of the examples and completion of the grammar rules for the formation and use of the first conditional. Consultation of the grammar section if necessary. Practical realization and correction of exercises.

Optional activity (weaker classes): first conditional

GLC

T – SsIW

SB p. 60, ex. 6-8WB p. 52, ex. 3, 4; Grammar bank, p. 102

TG p. T60

60’


4

Memorize vocabulary regarding science and technology.

Understand oral information..

Completion of the quiz with the listed words. Completion of the chart, comment, exercises and correction.

Optional activity (stronger classes): more quiz questions.

Choice of the correct option to complete the text. Listening and verification. Reading of questions, listening of the interview and answers to the questions.

Optional activity (all classes): discussing predictions.

LC

G

IW, PW

T – SsIW

SB p. 61, ex. 9, 10WB p. 53, ex. 5, 6; p. 122, Word Bank: science and technologyTG p. T61


TG p. T62

30’

30’

5 Practice the use of can,

could and will be able to. Completion of the grammar chart and consultation

of grammar. Exercises and correction. Optional activity (all classes): a debate.

G T – SsIW, PW

SB p. 63, ex. 3-6, CD/cassetteWB pages. 54-55, ex. 1-7; Grammar Bank, p. 102TG p. T63

60’

6

Understand written and oral texts and express possibility.

Reading of summaries and prediction of the missing information. Thinking about the necessary information to complete texts and formulation of questions. Listening of a conversation and answers to the questions made before. Reading of the listed opinions, listening of the conversation and identification of opinions.Study of the phrase bank, personal expression and exchange with a partner. Exercises of reading comprehension.

R, L, SLC

T – SsIW, PW

SB p. 64, ex. 1-6; CD/cassetteWB p. 56, ex. 1-3; p. 122 Word bank: expressing probability

60’


7

Understand the structure and language used in an opinión text.

Write an opinión text.

Anticipation of the subject. Reading of pattern and correction of errors. Listening and veification. Translation of expressions to introduce opinions. Exercises and correction.

Optional activity(all classes): agreeing and

disagreeing.

Reading of the patten and the writing plan. Preparation of text following directions. Composition about text, revision and comparison, in pairs, of the task carried out.

LTLC

W

T – Ss, IW

IW, PW

SB p. 65, ex. 7-9; CD/cassetteSB p. 57, ex. 4, 5

TG p. T65

SB p. 65, ex. 6, 7WB p. 39, ex. 6, 7

30’

30’

8


Practice the functional language.

Comment about different forms of communication. Observation of photographs, Reading of text, exercises and correction. Thinking about differences and/or similarities between North American culture and one own’s culture.

Optional activity (stronger classes): a survey.

Observation of the expressions used in the text messages. Completion of the conversation, listening and verification of answers. Practice of the oral language being careful about the rythm and entonation of sentences. Exercises and consultation of doubts if needed. Preparation of a personal dialogue and oral practice.

TD

LT, LCS

T – SSIW, PW

IW, PW

SB p. 66 ex. 1-4; CD/cassette

TG p. T66

SB p. 67, ex. 5-9; CD/cassetteWB p. 57, ex. 8, 9MultiROM: unit 6 – dialogue

30’

30’


9

See chapter 3 of the DVD.


Reminder of the episodes studied before. Vision of the third episode. Comment and exercises.

Taking the Progress Check and assessment of the personal progress. Solving doubts if necessary and correction.



TD

LC

IWPW

T – SsIW

DVD Episode 3TRB

WB p. 58, ex. 1-5

WB p. 103, Grammar Bank ex.1-5MultiROM: Grammar and vocabularyTRB p. 82, Revision Worksheet

WB p.123, Word Bank Extra! ex.1, 2TRB p. 83, Extension Worksheet

30’

30’


Taking the test of unit 6 TD IW TRB pages 28-30CD/cassette

60’

11


Optional general revision of the contents to make the student aware about the progress carried out or the need to keep studying and make a bigger effort. Consolidation of contents since taking the Curriculum extra 2.

LT IW,T –Ss

WB pages 59-60, ex. 1-8SB pages 98-99, ex. 1-9; CD/cassetteWB p. 131, ex. 1, 2

60’

12 Assess the knowledges learnt thoughout the term.

Taking the End-of-term test 2 optional. TD IW TRB pages 31-33CD/cassette

60’



Unidad 7: AmbitionSESION OBJETIVES CLASS ACTIVITIES SKILLS INTERACTION MATERIALS APROX.

TIME

1

Anticipate the contents of the unit.

Memorize in a comprehensive way vocabulary connected with professions

Identify general and/or specific information

Observation and comment about the contents of the unit.

Observation of the people on the photos and formulation of hypothesis about their profession. Choice of four professions and completionof the chart expressing opinions. Exercises and correction.

Optional activity (weaker classes): jobs and

profesiones.

Reading and listening to respond the starting questions. Second reading and reading comprehension. Translation of sentences and location of expressions in the text.Oral and written exercises.

Optional activity (all classes): British education system.

L1, LT

LCS

R

T – Ss

T – SsIW, PW

T – SsPW


SB p. 68, ex. 1, 2WB p. 61, ex. 1-3; p. 124 Word bank: profesiones; Diccionario

TG p. T68

CD/cassetteSB pages 68-69, ex. 3-8

TG p. T69

5’

25’

30’

2

Express likes and preferences with the auxiliary would.

Identify and reproduce carefully the pronunciation of some contractions: n’t, ‘d, ‘ve.

Study of chart and location of examples in the text (p. 69). Consultation of the grammar section, exercises and correction.

Listening and identification of the words listened to. Listening and repetition of examples. Dictation.

G

L, SLC

T – Ss IWPW

T – SsIW

SB p. 70, ej. 1-3WB p. 62, ex.1-3WB p. 104, Grammar Bank

WB p. 135, Pronunciation bank ex. 1, 2SB p. 70, ex. 4; CD/cassette

40’

20’


3

Use have to / don’t have to to express obligation or absence of obligation.

Completion of the chart and interference of the rules of use of to have to / don’t have to. Consult the grammar section if necessary. Practice and correction of exercises.

Optional activity (stronger classes): rules for parents.

G T – SsIW, PW

GW

SB p. 70, ex. 5-7WB pages 62-63, ex. 4-7; p. 104 Grammar bank, TG p. T70

60’

4

Interiorize adjectives to express qualities.


Rain of ideas. Observation of the pictures and hypothesis about the profession of the people. Reading of the descriptions and verification of the meaning of the words highlighted in blue. Hypothesis from the descriptions. Practical exercises and correction.

Optional activity (stronger classes): describing friends.

Anticipation of the subject. Listening of the extracts and answer to the questions. Writing down in the pad the corresponding qualities to each person. Listening of the programme and completion of sentences..

LC

L

T – SsIW, PW

T – SsIW

SB p. 71, ex. 8-11WB p. 63, ex. 8, 9; p. 124, Word Bank: qualities

TG p. T71

CD/ cassetteSB p. 72, ej. 1-3

35’

25’

5

Revise the use of be going to and contrast it with will.

Observation of the examples and practice about the use of be going to. Study of the chart and association of the examples with the use of be going to and will. Consultation of the grammar if necessary. Exercises and correction .

Optional activity (weaker classes): ask and answer. Optional activity (all classes): plans and predictions

G T – SsIW, PW

SB pages 72-73, ex. 4-12; CD/cassetteWB pages 64-65, ex. 1-8; Grammar Bank, p. 104

TG p. T73

60’

6

Understand written texts to give information.

Present personal ideas.

Study of the skill focus. Reading of text and completion with the questionnaire information. Listening and verification of answers. Extensive practice.

In pairs, choice of a proposal and answer to the questionnaire. Study of the phrase bank and preparation to present the ideas in front of the classmates.

Optional activity (all classes): writing an article.

R, LLC

SLC

T – SsIW

PW, GW

SB p. 74, ex. 1, 2; CD/cassetteWB p. 66, ex. 1, 2

SB p. 74, ex. 3-5

TG p. T74

25’

35’


7

Understand the structure, format and language of formal letters.

Write a formal letter.

Observation of the pattern and identification of the format and usual expressions in formal letters. Translation of expressions.Exercises and correction.

Optional activity (all classes): formal / informal letters.

Study of the pattern and the writing plan. Preparation of the text following directions. Composition, revision and comparison, in pairs, of the task carried out..

LTLC

W

T – Ss, IW

IW, PW

SB p. 75, ex. 6-8CD/ cassetteWB p. 67, ex. 3, 4

SB p. 75, ex. 9, 10WB p. 67, ex. 5, 6

25’

35’

8


Understand the meaning of the song Breakaway of Kelly Clarkson.

Reading of the advertisements and reading comprehension. Reading and listening of the interview. Study of the phrase bank and oral practice. Making personal dialogues and presentation to the rest of the group.

Optional activity (all calsses): a letter of application.

Reading of the pop file and arranging sentences. Reading of the song and substitution of the wrong words .listening and verification. Association of verses with the appropriate summary. Oral expression.

TD

L, RS

IW, PW

T – SsIW, PW

SB p. 76 ex. 1-5; CD/cassetteWB p. 67, ex. 7, 8MultiROM: unit 7 – dialogue

TG p. T76

SB p. 77, ex. 1-4

35’

25’

9


Carrying out of the Progress Check and assessment of one own’s progress before taking the exam of the unit. Solution of doubts if necessary and correction of exercises.


Extra activities (stronger classes):more practice

TD T – SsIW

WB p. 68, ex. 1-6


WB p.125, Word Bank Extra! ex1, 2TRB p. 85, Extension Worksheet

60’


Carrying out unit 7 test. TD IW TRB pages 34-36CD/cassette

60’



Unit 8: Danger!SESION OBJETIVES CLASS ACTIVITIES SKILLS INTERACTION MATERIALS APROX.

TIME

1


Learn frequent combinations: verb + preposition.


Anticipation of the contents of the unit.

Consultation of meanings in the dictionary. Observation of the pictures and completion of the examples. Consultation of the vocabulary section if necessary. Extensive practice and correction.

Anticipation of contents. Reading and listening of the text to verify hypothesis. Second reading and reading comprehension. Translation of sentences and oral and written exercises.

Optional activity (all classes): correct the false sentences.

L1, LT

LCS

R, SLC

T – Ss

T – SsIW, PW

T – SsIW, PW


SB p. 78, ex. 1-4; CD/cassetteWB p. 69, ex. 1-3; p. 126 Word bank: verb+preposition+; Diccionario

SB pages 78-79, ex. 5-10

TG p. T79

5’

25’

30’

2 Interiorize the use and

formation of the second conditional.

Translation of examples and completion of the rule. Consultation of the grammar section, exercises and correction.

Optional activity (all classes): second conditional

G T – Ss IWPW

SB p. 80,ex. 1-4WB p. 70, ex.1-3WB p. 106, Grammar Bank TG p. T80

60’

3

Practice the use of the equality comparative: (not) as ... as.

Memorize adverbs and practice their use.

Translation of examples and consultation of the grammar section if needed. Practical training and exercise corrections.

Reading of sentences and choice of an option. Completion of the chart and interference of the rule of formation of adverbs from adjectives. Practice and correction.

Optional activity (weaker classes): adjectives and adverbs.

G

LC

T – SsIW

T – Ss IW

SB p. 81, ex. 5-7WB pages 70-71, ex. 5, 6; Grammar bank, p. 106

SB p. 81, ex. 8-11WB p. 71, ex. 7-9; p. 126, Word Bank: adverbsTG p. T81

35’

25’


4


Use should, must and have to to express recommendation, obligation or absence of obligation.

Reading of information and hypothesis formulation. Listening of the radio programme and verification of hypothesis. Second listening and auditive comprehension.

Translation of examples and completion of the rule. Consultation of grammar, exercises and correction.

Optional activity (stronger classes): danger in the jungle

L

G

IW, PW

T – SsIW


SB pages 82-83, ex. 4-9, CD/cassetteWB p. 98, Grammar BankTG p. T83

20’

40’

5

Pronunce in the most accurate possible way the auxiliaries could, should and would.

Consolidate the expressions of obligation, recommendation and absence of obligation.

Attentive listening and identification of the things listened to. Listening and precise repetition being aware of contractions. Dictation.

Consolidation exercises of the WB. Dictation.

L, SLC

G

T – SsIW

T – SsIW

WB p. 135, Pronunciation bank, ex. 1, 2; CD/cassette

WB pages. 72-73, ex. 1-8CD/cassette

10-15’

45-50’

6

Practice the comprehensive reading techniques.

Reading of the definition and answer to the first question. Reading and answer to the questionnaire. Practical work to choose the correct words in each definition. Extensive practice and exercise correction.

Optional activity (all classes): adding questions

RLC

T – SsIW, PW

SB p. 84, ex. 1-3WB p. 74, ex 1, 2

TG p. T84

60’

7

Learn how to use adverbs when writing a text.

Write a letter giving advice to solve a personal problem.

Reading and completion of the patterns. Study the language point, exercises and correction.

Reading of the pattern and the writing plan. Preparation of the text following the directions. Composition and revision of the text and comparison in pairs.

Optional activity (stronger classes): a letter asking for advice

LT

W

T – Ss, IW

IW, PW

SB p. 85, ex. 4-6; CD/cassetteSB p. 74-75, ex. 3, 4

SB p. 85, ex. 6, 7WB p 75, ex. 5, 6

TG p. T85

25’

35’


8


Practice the language used to ask for and give advice.

Reading of the introduction of the article and formulation of hypothesis. Reading and listening of the article, verification of hypothesis and completion of the summary. Comparison with one own’s culture.

Reading, listening and completion of the text. Reading and llistening of the pattern dialogue and identification of the problem. Comprehensive study of the phrase bank. Repetition of the pattern being aware of the rythm and entonation. Making up of personal dialogues and presentation of them to the class.

LC

TD

PW

IW, PW


SB p. 87, ex. 5-8WB p. 75, exj. 7, 8MultiROM: unit 8 – dialogue

30’

30’

9



Reminder of the previous episodes. Vision of fourth episode. Comment and exercises.

Work the Progress Check and assess the personal progress. Solving doubts if necessary and correction.



TD

LC

IWPW

T – SsIW

DVD Episode 4TRB

WB p. 76, ex. 1-5



30’

30’

10 Revise the contents studied

so far. Optional general revisión of the contents to make

the students aware about their progress or the need to keep on studying and make a bigger effort.

LTLC

T –Ss IW

WB pages 77-78, ex. 1-9 60’


Carrying outthe test in unit 8. TD IW TRB pages 37-39CD/cassette

60’



Unidad 9: Brick by brickSESION OBJECTIVES CLASS ACTIVITIES SKILLS INTERACTION MATERIALS APROX.

TIME

1


Learn vocabulary connected with the construction world.


Anticipation and comment of the unit contents.

Copy the word web in the notebook and associate with the elements in the picture. Verification of meanings of the listed words and classification in the word web. Practice, consultation of the vocabulary section if necessary and correction.

Listening and reading of the text and completion of the chart with the American words that appear in the text. Second Reading and comprehension Reading. Extensive practice.

Optional activity (stronger classes): American English.

Optional activity (stronger classes): Numbers. Optional activity (weaker classes): asking and

answering questions.

L1, LT

LCS

R, SLC

T – Ss

IW, PWT – Ss

T – SsIW, PW


SB p. 88, ex. 1, 2; DiccionarioWB p. 79, ex. 1-3; p. 128 Word bank: building

CD/cassetteSB pages 88-89, ex. 3-7Diccionario

TG p. T89

5’

25’

30’

2

Study the affirmative and negative forms of the passive voice: present and past passive.

Study of the rule and completion of the grammar chart. Consultation of the grammar section if needed. Exercises and correction.

Optional activity (weaker classes): irregular verbs

G T – Ss IW, PW

SB p. 90, ex. 1, 2WB p. 80, ex.1-3WB p. 108, Grammar Bank TG p. T90

60’

3

Practicar el paso de voz activa a voz pasiva.

Memorize verb connected with construction.

Observation and comment of the changes when changing an active sentence into a passive. Consultation of the grammar section if needed. Exerciss and correction.

Verification of the meaning of verbs given and completion of the texts with the verbs in the passive. Consultation in the vocabulary section, practice and correction.

Optional activity(all classes): questions and answers

G

LC

T – SsIW

T – Ss IW

SB pages 90-91, ex. 3-5WB p. 81, ex. 4, 5WB p. 108, Grammar bank

SB p. 91, ex. 6, 7WB p. 81, ex. 6, 7; p. 128, Word Bank: construction verbsTG p. T91

35’

25’


4


Ask questions using the passive voice: present and past passive.

Reading of the information and observation of the photographs. Formulation of hypothesis, listening of the interview and verification. Second listening and comprehension of specific information.

Completion and translations of the questions. Study and analysis of the questions. Consultation of the grammar section if needed. Exercises and correction. Dictation.

L

G

IW, PW

T – SsIW

CD/ cassetteSB p. 92, ex. 1, 2

SB pages 92-93, ex. 3-9; CD/cassetteWB p. 98 Grammar Bank

20’

40’

5

Practice the formation of questions in the passive voice.

Revise the pronunciation of the weak vowel : was / were.

Practice about the formation of questions in the passive voice doing the exercises in the WB.

Listening and repetition of patterns trying to make the students pronounce correctly.

LT

G

IW

IW

WB pages 82-83, ex. 1-6; CD/cassette


45’

15’

6

Understand information of oral and written texts.

Do the quiz Super structures. Comment about the unknown vocabulay. Listening and verification of answers. Second listening and auditive comprehension. Practice of reading comprehension.

Optional activity (stronger classes): more quiz questions

R, L T – SsIW, PW

SB p. 94, ex. 1-3; CD/cassetteWB p. 84, ex. 1, 2

TG p. T94

60’

7

Learn how to use synonims.

Write the description of a building.

Reading of the headings of the paragraphs and decision about where the pattern text should be divided. Study of the language point and substitution of words by the appropiate synonym. Exercises and correction.

Reading of the pattern and the writing plan. Preparation of the text following directions. Composition and revisión of the text. Compare in pairs.

Optional activity (all classes): an interview

LTLC

W

T – Ss, IW

IW, PW

SB p. 95, ex. 4-6WB pages 84-85, ex. 4, 5

SB p. 95, ex. 7, 8WB p. 85, ex. 6, 7

TG p. T95

25’

35’


8


Follow up the song Black and white town of the group Doves.

Observation of the plan and give answers to the questions. Listening and completion of sentences. Observation of the dialogue and the phrase bank. Oral practice trying to improve the rythm and entonation. Writing of own dialogues and present them in class.

Reading from the pop file and give answers to the questions. Listening of the song and arrange the mixed up lines. Comprehension of the song and oral expression.

TD

TD

IW, PW

T – Ss

SB p. 96, ex. 1-5; CD/cassetteWB p. 85, ex. 8, 9MultiROM: unit 9 – dialogue

CD/cassetteSB p. 97, ex. 1-4

40’

20’


9



Reminder of the previous episodes. Vision of the fifth episode. Comment and exercises.

Work the Progress Check and assess personal progress. Solution of doubts if necessary and correction.



TD

LC

IWPW

T – SsIW

DVD Episode 5TRB

WB p. 86, ex. 1-5



30’

30’


Carrying out the test in unit 9. TD IW TRB pages 40-42CD/cassette

60’

11

Revise the contents studied during the term.

Optional general revisión of the contents to make the students aware of their progress or their need to keep on studying and make a bigger effort. Consolidation of contents from the completion of Curriculum extra 3.

LTLC

T –Ss IW

WB pages 77-78, ex. 1-8CD/cassetteSB pages 102-103, ex. 1-8WB p. 132, ex. 1, 2

60’

12 Assess the consolidation

level of the objecctives of the third term.

Optional carrying out of the End-of-term test 3. TD IW TRB pages 43-45CD/cassette

60’


level of the objectives of the course.

Optional carrying outof the End-of-year test 1.* TD IW TRB pages 46-48CD/cassette

60’


* The End-of-year test 2 (TRB págs. 49-51) is also available. It can be used as a recovery proof of the contents of the course for those students who have not reached the objectives.


CLASSROOM PROGRAMME –OXFORD ENGLISH ALIVE 4: YEAR 2010/2011*

The classroom programme of English Alive! 4 that we present identifies the priorities and implications that involves the use of complementary material which goes along with the project: the Teacher’s Book, the Student’s Book, the Workbook, the Basics Progress Book A, Basics Progress Book B, the DVD and the Teacher’s Resource Book. We recommend to follow up the learning strategies and didactic advice contained in the Teacher’s Book. Apart from this, we must say that it is an orientative classroom programme and that the teacher will always decide which activities get along better with his/her objectives and how to focus his class. The objective of this classroom programme is to achieve a positive answer for the learning of the language and how it is learnt. We believe that the teachers will, undoubtedly, adapt the activities in this classroom programme according to the needs of his/her students, regarding the teaching-learning activities as well as the assesment activities.

The nomenclature used is as follows::

L Listening IW Individual Work SB Student’s BookR Reading T – Ss Lockstep WB WorkbookS Speaking PW Pair Work TG Teacher’s Guide o Libro del ProfesorW Writing Todas las destrezas L1 Language 1 (mother tongue) PBA Basics: Progress Book ALC Linguistic Competence PBB Basics: Progress Book B LT Learner Training DVD English Alive! 3


Starter unitSESION OBJECTIVES CLASSROOM ACTIVITIES SKILLS INTERACTION MATERIALS APROX.

TIME

1 Revise knowledges learnt in

previous terms. Observation of the English level knowledge at the

beginning of term. Activation of knowledges and preparation of the term.

LT IW TRB Diagnostic test , pages 4-6CD/cassette

60’

2

Know the contents of the unit.

Activate vocabulary connected with usual activities.

Reading and communicative exchange about the knowledges to work in this unit.

Study of verbs, vocabulary and colloquial expressions previously worked in other terms. Revision of the pronunciation of s ﹢ consonant. Listening of the CD/cassette. Exercises and correction.,

L1

TD

T – Ss

PW

SB p. 4 Unit summary

SB p. 4 ex. 1-3WB p. 3, ex.1-3; p. 110, translate the words; p. 133, s﹢consonante, ex. 1-3; CD/cassette

5’

55’

3

Revision of the present simple and the present continuous.

Remember the past simple and the position of adverbs of frequency.

Copy and completion of the chart noting the most outstanding peculiarities. Completion of the e:mail and write questions about it, substitution of words, grammar study and correction of errors. Write affirmative, negative and interrogative sentences from the words given. Arrange sentences. Revisión of frequency adverbs. Wite sentences about actions already performed. Practice and correction.

G

G

T – SsIW

T – SsIW, PW

SB p. 5 ex. 1-3 WB p. 4, ej. 1, 2; Grammar bank p. 90

SB p. 5 ej. 4-7

WB p. 4, ex. 3, 4; Grammar bank p. 90

30’

30’

4

Revision of how to use countable and uncountable quantifiers: much , many, some, any and a lot of. Use comparatives and superlatives.

Make up sentences with quantifiers;sentences using the comparative and superlative. Practice and correction in class.

G T – SsIW, PW

SB págs. 6, ex. 1-7WB p. 5, ex. 5-9; Grammar bank p. 90

60’


5

Learn useful expressions to use in conversations.

Knowledge, study and translation of useful expressions in a written level as well as an oral level. Oral practice from the listening and repetition of patterns being most careful about the pronunciation.Make up dialogues and dictation.

TD T – SsIW, PW

SB p. 7, ex. 1-6WB p. 6, ex, 1-4; Word Bank pág. 110 CD/cassette

60’

6

Revision of all the contents in the unit in the computers classroom.

Opcional general revision of the contents from the complementary material. General revision of vocabulary, grammar, dialogues.

TD PW WB p. 91,Grammar Bank ex. 1-5WB p. 111, Word Bank extra! Ex. 1, 2TRB p. 70 Revision WorksheetTRB p. 71 Extension WorksheetMultiROM: Grammar, vocabulary and dialogue

60’

7 Assess the students’ performance

Carrying out of the unit test. TD IW TRB p. 7-9CD/ cassette

60’



Unit 1: ImagesSESION OBJECTIVES CLASSROOM ACTIVITIES SKILLS INTERACTION MATERIALS APROX.

TIME

1

Get used to the unit contents.

Learn vocabulary to be able to describe a personality and express people’s feelings.

Find specific information.

Reading of the summary of the contents in the unit and initial assessment of previous knowledges.

Listening and translation of the adjectives, adding one or more to the pictures shown.

Make up sentences and compare the ideas with those of the classmates.

Preparation of text, recognition of expressions given. Reading from the CD listening. Practice of exercises for reading comprehension and acquisition of the correct pronunciation

LT, L1

TDLC

R, LC

T – Ss

IWPW

IW, PW


SB p.8, ex. 1-3; CD/cassetteWB p. 7, ex. 1; Word bank, p. 112 Personality and feeling adjectives.

SB pages8-9, ex.4-7CD/cassette

5’

30’

25’

2

Describe people, places and animals.

Learn the use of the past simple and past continuous, using who, where…

Reading the text in a loud voice to remember specific information and be able to respond to the questions.

Study from the examples given. Systematic revision from the grammar bank. Exercises and correction.

TD

G

T – SsIW

T – SsIW, PW

SB pág. 9, ex. 8WB p. 7, ex. 2, 3; Word bank, pág. 112 Personality and feeling adjectives.

SB p. 10, ex. 1-4WB p. 8, ex. 1-3; Grammar Bank, p. 92

25’

35’

3

Memorize vocabulary to indicate possibility.

Learn how to use adjectives ending in -ed/-ing to describe feelings and impressions.

Reading and study of the grammar section. Guided practice, observation of the use of the adjectives which express feelings, as well as past tenses studied before. Exercises and correction.

Study of vocabulary.Asociation of the adjectives with the pictures. Practice from the instructions in each case.

LCG

LC, W

T – SsIW

T – SsIW, PW

SB p. 10, ej. 6WB p. 8-9, ex. 4-6; Grammar Bank p. 92

SB p. 11, ex. 8, 9; CD/cassetteWB pg. 9, ex. 7

35’

25’


4

Practice of the entonation and the rythm of the sentences.

Practice of the speech, listening and comprehension of texts.

Attentive listening of the CD/cassette. Second listening for repetition of the sentences and location of the rythm in the entonation. Third repetition if necessary. Pronunciatin practice. Dictation and correction.

Listening of the CD/cassette. Establish contact. Comprehension of the situation, recognise vocabulary and oral tests.

L, S, W

S, L

IWT – Ss

PW

SB pages10,11, ex. 6 - 10CD/cassetteWB p.133, weak vowel :/ə / ex. 1-3


WB p. 10, ex.1 -3 ;112, Word

Bank: Talking about feelings

40’

20’

5

Use of the past continuous.

Compare the past simple and the past continuous.

Observation and study of the grammar charts. Attentive reading of the tasks given, exercises and correction.

Contrast analysis of the sample chart. Study of the use and form of verb tenses. Exhaustive practice and correction.

G, LT

TD

IW, PWT – Ss

T – Ss PW

SB p. 11, ex. 4-6 WB p.16, ex. 1-3;Grammar Bank, p. 92

SB p. 13, ex. 7-9WB p. 11, ex. 4-7

30’

30’

6

Revise the grammar contents in the unit.

Understand specific information of a newspaper article.

Attentive reading of the vocabulary in columns A, B, C in lines with numbersfrom 1 to 10. Reading of the four situations and completion of the sentences of the text.

Listening of the CD/ cassette, checking the answers and extensive practice. Dictation and correction.

Reading of text with controlled time.Explanation of the content understood. Second reading with listening of the text. Practice and correction.

TD

R, S

IW

T – SsIW, PW

SB p. 13, ex. 10, 11 CD/cassetteWB p. 11, ex. 8, 9


30’

30’


7

Study different ways to make a description.

Reading of pattern and deduction of the paragraphs arrangement. Listening and completion of the text. Study and translation of time connectors and practice on the preparation of texts.

LTW

IW, PWT – Ss

SB p. 15, ex. 4-7CD/cassetteWB p. 12, ex. 1-3; p. 13, ex. 4-5

60’

8 Make a personal description. Follow up the instructions of the writing plan and

the pattern. Composition of paragraphs and elaboration of the text.

W IW SB p. 15, ex. 8WB p. 13, ex. 6, 7

60’


9

Get important information by asking appropiate questions.

Identify people or places by their description.

Exploring documents to get the correct answer. General revisión of the formulation of questions and answers to instructions.

Reading, listening, comprehension and repetition of the dialogue. Memorizing the del phrase bank. Extensive practice changing the nouns and the adjectives.

TD

LT, S

T – SsPW

T – SsPW

SB p. 16, ex. 1WB p. 13, ex. 8CD/cassette

SB p. 16, ex. 2-5WB p. 13, ex 9MultiROM: unit 1 – dialogue

15’

45’

10

Practice the English language following the song Cry me a river.

Revise the contents in the unit.

Obtain information about the Singer. Contrast of this information with the pop file. Completion of the lyrics of the song. Verification from the listening. Carrying out exercises and comparison of results in pairs.

Carrying out the Progress Check of the unit and get aware of the acquired level.

TD

TD

T – Ss PW

T – Ss IW


WB p. 14, ex. 1-5

WB p. 91, Grammar Bank, ex.1-5 MultiROM: grammar and vocabularyTRB p. 72, Revision Worksheet

WB p. 113, Word Bank extra, ex. 1, 2TRB p. 73, Extension Worksheet

20’

40’

11 Assess the students’ performance.

Carrying out the test in unit 1. TD IW TRB p. 10-12CD/cassette

60’



Unit 2: Live and learnSESION OBJECIVES CLASSROOM ACTIVITIES SKILLS INTERACTION MATERIALS APROX.

TIME

1

Find out about the contents of the unit.

Study vocabulary concerning nature phenomena.

Get in contact with the contents that can be learnt in this unit.

Observation of the phtographs. Comment about the antonyms of the adjectives which can be familiar to the students. Study, lilstening,repetition and memorizing of vocabulary. Exercises and correction.

LT, L1

LC

T – Ss

T – SsPW


SB p. 18, ex. 1, 2 CD/cassetteWB p. 15, ex. 1, 2; p. 114,Word Bank: adjetives: antonyms

5’

55’

2

Find specific information in a text.

Observation and comment of the photograph in the text. Reading,listening, finding words and comprehension of the meaning of the text.Reading comprehension exercises, Exchange of opinions and correction.

TD T – SsPW

SB pages 18-19, ex. 3-8 CD/cassette

60’

3

Use the Present Perfect

Rememeber the past simple of regular and irregular verbs.

General revision of the past simple of verbs. Consultation in the grammar section.Study introductory particles and exhaustive practice.

General revisión of the charts of irregular verbs. Recommendation of a revisión of the past simple. Study the particles ago, for and during, yet, already, just..Exercises and correction.

G, LC

G, LT

T – SsIW

T – SsPW

SB p. 20 ex. 1-4WB p.16, ex. 1-4; Grammar Bank, p. 94

SB p. 20, ex. 5-6WB p. 22-23, ex. 4WB p. 144 Irregular verbs

40’

20’

4

Memorize the past simple of the most common irregular verbs.

Improve the pronunciation of the past of regular verbs.

Study of verbs and expressions. Use of yet, just, already. Study and assessment of acquired knowledges consulting the chart of verbs.

Listening and repetition of words according to the pattern given. Differentiation of verbs according to their ending and verification.

TD

S

PWT – Ss

IW

SB p. 21, ex. 7 - 10, WB p. 17, ex. 5-9; Word Bank, pág. 114, past simple and past participle forms; p. 144, irregular verbs

WB p. 134, ex. 1-3

50’

10’


5

Understand the meaning of an oral text

Revise and use the past simple, continuous and present perfect

Observation of the pictures that come with the text. Reading of the information given. Listening of the information, general comprehension and second listening for the completion of sentences.

Reading, comprehension and completion of the grammar chart. Consultation in the grammar section. Study of the formation of the verb tense, joint practice and correction.

TD

G

PWIW

T – SsIW, PW

SB p. 22, ex. 1, 2; CD/cassette

SB p. 22, ex. 3-5WB p. 18, ex. 1-4; Grammar Bank p. 94

15’

45’

6

Use time expressions from the past simple and present perfect.

Reading of the examples. Comprehensive observation of the grammar and study of the peculiarities of each verb tense. Consultation of the grammar section. Exhaustive practice, dictation and correction

G IW, PWT – Ss

SB p. 22-23, ex. 6-12 ; CD/cassetteWB p. 19, ex. 5-8; Grammar Bank p. 94

60’

7

Inform about one own’s life and the other.

Get used to taking notes.

Reading of pattern text. Proposal of sentences which can complete it. Listening, verification and completion of the text. General comprehension, choice from essential, true and false. Answer the questions and correction.

Reading of the statement and key words. Listening of the conversation. Practice in taking notes of essential information.Compilation from oral or written information.

R, LT

LT

T – SsIW, PW

IW

SB p. 24, ex. 1, 2WB p. 20, ex. 1, 2


45’

15’

8

Learn how to use the connectors while, suddenly, as, the next moment, when y afterwards.

Write about a personal experience.

Reading, translation and completion of sentences using connectors to arrange the story. Practice to solve doubts.

Preparation of the composition from the indications and using the appropiate vocabulary.

TD, L1

W

T – SsPW

IW

SB p. 25, ex. 4-6 , CD/cassetteWB p. 21, ex. 3, 4

SB p. 25, ex. 7-9WB p. 21, ex. 5, 6

30’

30’


9

Compare cultures.

Learn expressions to get and give information.

Comprehensive reading and listening of text. Observation of photos. Second reading to answer the questions.

Observation of the graphics, reading, study and answers to the quetions made. Oral practice with the listening, preparation and staging dialogues..

TD

S

T – SsPW

PW


SB p. 27, ex. 1-3; CD/cassetteWB p. 21, ex. 7, 8MultiROM, unit 2 – dialogue

20’

40’

10

Practice some contents of the unit.

General revisión of dialogues. Vision of episode 1. General comprehension, completion of exercises. Second vision and exercises. Preparation for the carrying out of the test, solving doubts and correction. Carrying out of the progress check with solution of doubts if they come up.

LC, LT IW, GW DVD Episode 1 TRBSB p.27, ex. 4-5WB p. 22, ex. 1-6 ; 114

WB p. 95, Grammar bank ex.1-6MultiROM: Grammar and vocabularyTRB p. 74, Revision Worksheet

WB p. 115, Word Bank Extra! ex.1, 2TRB p. 75, Extension Worksheet

60’

11

General revisión of units 1 and 2

Assesing of the progress and deficiency of the students in the two first units. Doing exercises individually followed by the correction in class, solution of doubts and the awareness of the need of studying.

LT IWT – Ss

WB pages 23-24 , ex. 1-8 60’

12 Assess the academic performance in this unit..

Carrying out of the test of unit 2. TD IW TRB pages 13-15CD/ cassette

60’



Unit 3 : To the limitSESION OBJECTIVES CLASSROOM ACTIVITIES SKILLS INTERACTION MATERIALS APROX.

TIME

1

Get in contact with the contents of the unit.

Learn vocabulary concerning health and some life styles.

General comment about previous knowledges and those that can be learnt in this unit.

Comprehensive memorization of the vocabulary given. Look up the meaning of the words highlighted. Practice doing the exercises and correction.

LT, L1

TD

T – Ss

T – SsPW


SB p. 28, ex. 1-3, CD/cassetteWB p. 25, ex. 1-3; Word Bank, p. 116, Health and endurance.

5’

55’

2 Understand aspects of a

healthy life style. Observation of the pictures, deduction of the written

content, using of dictionaries if necessary, reading and listening of the text. Exercises and revisión.

TD T – SsPW, GW

SB p.28- 29, ex. 4-9; CD/cassette 60’

3 Learn to express ability and

obligation. Revision of the vocabulary learnt in previous terms.

Reminder about Word order in sentences. Expansion, practice and correction in class.

G T – SsPW

SB p. 30, ex. 1-6 WB p. 26-27, ex. 1-5 ; p. 96 Grammar Bank

60’

4

Learn the reflexive pronouns and its use.

Get some specific information about healthy life styles.

Comment about what we can do or must do. Exercises and correction.

Detailed observation of the photographs and reading of the text with them. Formulation of hypothesis, completion of sentences. Reading and choice of the correct expression.

LT, LC

L

IW

PW

SB p. 31, ex. 7-10; WB p. 27, ex. 6, 7; Word Bank, pág. 116; Pronunciation Bank, pág. 134, ex. 1-3

SB p. 32, ex. 1-2CD /cassette

45’

15’


5

Practice ability and obligation in the past.

Reminder of the necessary grammar structures. Consultation of the grammar bank. Study, general practice and revision. Dictation.

TD T – SsPW

SB pages 32-33, ex. 3-8; CD/cassetteWB p. 28-29, ex. 1-8; p. 96 Grammar Bank

60’

6

Express ability and obligation naturally

Reading and listening of the texts. Thinking about the opinions given. Émphasis on the meaning and utility of pronouns. Completion of exercises and comparison of the answers with those of the classmates.

S,R IW, PW SB p. 34, ex. 1-3; CD/cassetteWB p. 30, ex. 1-2

TG

60’

7

Revise the use and the meaning of can, could, must, might.

Write a text similar to a pattern given.

Revision of the meaning of the words to complete the text using the dictionary if needed. Attentive reading of the text.Listening and completion with the words missing. Explanation of the difference between can and must from some examples.

Preparation of the text from the ideas and pattern given. Spelling and content revision.

LTW

W

T – SsIW

IW

SB p. 35, ex. 4-7WB p. 30-31, ex. 3-4diccionario

SB p. 35, ex. 8WB p. 31, ex. 5-6

25’

35’

8

Learn vocabulary connected with ways of life.

Practice dialogues

Verification of the knowledge of the meaning of the words given. Comment about life styles.

Attentive listening and repetition of the dialogue, trying to imitate the rythm,pauses and entonation. Memorization of the expressions of the Phrase Bank. Oral and written practice.

TD

TD

T – Ss, PW

PW

SB p. 36 ex. 1, CD/cassette, diccionario

SB p. 36, ex. 2-4, CD/cassetteWB p. 31, ex. 7-8; Word Bank pág. 116phrases to learnMultiROM: unit 3 – dialogue

20’

40’


9

Improve the pronunciation of the English language.

Self-assessment of the progress made

Motivation in the learning of the language.Verification of the information given. Follow up of the song and write some lines similar to those in the lyrics of Here with me.

Assessment of knowledges before taking the unit

exam: Progress Check. Resolution of doubts if there are any and correction in class.Resolución de dudas si se formulan y corrección en la clase.

TD

LT

IW, PW

IW

SB p. 37, ex. 1-4

WB p. 32, ex. 1-5

WB p. 97, grammar bank ej.1-5MultiROM: Grammar and VocabularyTRB p. 76, Revision Worksheet

WB p 117, Word Bank Extra! ex. 1, 2TRB p. 77, Extension Worksheet

20’

40’


Carrying out of the test in unit 3 TD IW TRB pages 16-18CD/ cassette

60’

11 Assess the progress made in the first term.

Carrying out of the End-of-term test 1 TD IW TRB pages. 19-21CD/cassette

60’



Unit 4: MoneySESION OBJECTIVES CLASSROOM ACTIVITIES SKILLS INTERACTION MATERIALS APROX.

TIME

1

Think about the new contents of this unit.

Learn the uses of will.

Get general and specific information.

Comment about the contents known. Awareness about the new contents and the need of studying everyday to have a better performance.

Translation of the highlighted words. Verification of the meaning of the Word in the dictionary. Listening,completion of exercises and study of new vocabulary.

Comment about the future forms. Listening of the cassette, Reading of the text and choice of the title. Second listening to do the exercises.

L1,LT

LCS

R

T – Ss

IW, PWT – Ss

T – SsPW


CD/cassetteSB p. 38, ex. 1, 2, WB p. 33, ex. 1-2; p. 118 Word bank: using money; Diccionario

SB pages. 38-39, ex. 3-8

5’

25’

30’

2

Study the future forms Explanation on the board of the meaning of the verb tense with examples. Observation of the structure of this verb, consultation in the grammar section, practice in the formation of affirmative and negative forms of will and be going to. Exercises and correction.

G T – Ss IWPW

SB p. 40,ex. 1-6WB p. 34-35, ex.1-6WB p. 98, Grammar Bank

60’

3

Learn how to use just with the present perfect.

Memorize compound nouns.

Practice and correction of exercises. Dictation.

Asociation of the pictures with the words. Study of the vocabulary, word formation and compound expressions. Guided practice.

G

LC

T – SsIW

T – Ss IW

SB p. 41, ex. 7-8WB p. 35, ex. 7-8; Grammar bank, p. 98

SB p. 40-41, ex. 5-9 ; CD/cassetteWB p. 35, ex. 7-8; p. 118, Word Bank: Luxuries

30’

30’


4


Ask questions using the present simple, present continuous and will.

Observation of the potos and Reading. Comprehension of vocabulary. Listening of the interview and answers to the comprehension questions.

Translation of the grammar chart. Study and formation of sentences, word order and meaning of sentences. Exercises and correction.

L

G

IW, PW

T – SsIW


SB p. 42, ex. 3-5, CD/cassetteWB p. 36, ex. 1-5; Grammar Bank, p. 98

20’

40’

5

Get aware of the need of pronuncing in the most accurate way possible. Diphtongs

Make up questions using the present simple, present continuous and will..

Attentive listening of the sentences. Observation of how and when to connect words. Repetition, making the students pronunce in a loud voice and in the most correct way.

Reading of the task to be done. Completion of texts, formulation of questions and answers as necessary. General revision of the grammar parts of the unit. Dictation and correction.

LT

G

IW

IW

WB p. 134, ex. 1-3, CD/cassette


15’

45’

6

Read a text and draw logocal conclusions.

Reading of the text and assessment of the possible answers using the most appropiate expressions in each case. Comparison of answers and discussion of the options chosen in each case.

R, S PW, GW SB p. 44, ex. 1, 6WB p. 38, ex. 1, 2 ; 118 Word Bank, comparing ideas

60’

7

Learn expressions of time connected with verb tenses.

Write a formal letter

Translation of the time expressions given. Association with the corresponding verb tenses. Awareness of the possibilities in each case. Exercises and correction.

Reading of the pattern and the writing plan. Preparation of the text following instructions. Individual composition and comparison in pairs of the task carried out.

LT

W

T – Ss, IW

IW, PW

SB p. 45, ex. 7-8CD/cassetteWB p. 38-39, ex. 3, 4

SB p. 45, ex. 9-12WB p. 39, ex. 4-5

30’

30’


8



Previous compilation of adjectives and expressions to describe the English schools. Reading of the title, exercises and revisión.

Reading, listening and completion of texts. Practice the oral language trying to improve the rythm and entonation of sentencess. Exercises and consultation of doubts if necessary.

LT, L1

TD

PW

IW, PW

SB p. 46 ex. 1-4, CD/cassette

SB p. 47, ex. 1-5WB p. 39, ex. 6-7;118, Word Bank: making an appointmentMultiROM: unit 4 – dialogue

30’

30’

9

See chapter 2 in the DVD.


Reminder of the first episode orally. Vision of the second episode. Comment and exercises.

Assessment of knowledges before taking the exam of the unit: Progress Check. Resolution of doubts if needed and correction in class.

TD

LC

IWPW

T – SsIW

DVD Episode 2TRB

WB p. 40, ex. 1-5

WB p. 99, Grammar Bank ex.1-4MultiROM: Grammar and VocabularyTRB p. 78, Revision Worksheet

WB p.119, Word Bank Extra! ex.1, 2TRB p.79, Extension Worksheet

30’

30’

10


Optional general revisión of the contents to make the student aware of the progress made or the need to keep on studying and make a bigger effort. Consolidation of contents to start from doing the Curriculum extra 1.

LT IW,T – Ss

WB pages 41-42, ej. 1-8CD/cassetteSB paages 98-99, ex. 1-7WB p. 130, ex. 1, 2

60’


Carrying out of the test in unit 4. TD IW TRB pages 22-24CD/cassette

60’



Unit 5: MusicSESION OBJECTIVES CLASSROOM ACTIVITIES SKILLS INTERACTION MATERIALS APROX.

TIME

1


Learn vocabulary connected with kinds of music.


Comment about the contents known and anticipation of the new ones.

Verification of the meaning of words, observation of the pictures and exercises. Consultation of the Word Bank.

Reading and completion of the texts with the figures listed. Second Reading and answer to the questions. Exercises and correction. Oral practice.

Optional activity.

L1, LT

LCS

RLC

T – Ss

IW, PWT – Ss

T – SsPW


SB p. 48, ex. 1-3WB p. 43, ej. 1, 2; p. 120 Word bank: types of music; Diccionario

SB pages 48-49, ex. 4-8

TG

5’

25’

30’

2

Contrast and differentiate the use of the present , past and future passive

Observation of the chart and completion of the grammar rules. Reading of text and sorting out of the veb forms. Consultation of the grammar. Practice and correction.

Optional activity (all classes): Correcting mistakes.

G T – Ss IWPW

SB p. 50,ex 1-3WB p. 44, ex.1-5WB p. 100, Grammar Bank TG

60’

3

Memorize comprehensively verbs and nouns regarding competitions.

Identify and reproduce carefully the sound //

Reading of sentences and deduction, in pairs,of the highlighted words in blue. Completion of the chart, listening and verification of answers.Practice and correction.

Optional activity Listening and identificatin of the words with the

sound //. Practice and correction.

LC

L, SLC

T – SsIW

T – Ss IW

SB p. 51, ex. 4-6WB p. 45, ex. 6WB p. 120 Word bank: commerceTG

WB p. 134, ex. 1-3; CD/cassetteSB p. 51, ex. 8

40’

20’

4


Use passive questions

Reading of the previous information and verification of the meaning of the new vocabulary. Reading of the questions and formulation of hypothesis about the answers. Listening and verification. Second listening and choice of the correct answer.

Observation of the examples and completion of the grammar rules. Consultation of grammar. Practical exercises, dictation and correction.

L

G

IW, PW

T – SsIW


SB pages 52-53, ex. 3-8WB p. 46, ex. 1-4 100, Grammar Bank

20’

40’


5 Practice the use of the passive voice.

Realization of exercises of the WB and the grammar consolidation.

WB pages 47, ex. 5-8SB pages 53, ex. 9; CD/cassette

60’

6

Practice Reading techniques. Anticipation of the contents. Reading and listening of the text. Observation of the entences and formulation of appropiate questions. Think about ways of learning new words to start from reading texts.

Presentation and completion of the word web. Practical exercises and correction.

RLC

T – SsIW, PW

SB p. 54, ex. 1, 4WB p. 48, ex. 1-3

60’

7

Identify uses and order in sentences with some, both, most,all.

Write a descriptive card about a music band.

Reading of the pattern, choice of the correct option and listening of the text to check the answerss.

Observation of the Language point, exercises and correction.

Reading of the pattern and the writing plan. Preparation of the text following instructions.

Individual composition and comparison, in pairs, of the task carried out.

R, LT

W

T – Ss, IW

IW, PW

SB p. 55, ex. 5-7CD/ cassetteWB p. 49, ex. 4-5

SB p. 55, ex. 8-9WB p. 49, ex. 6-7

30’

30’

8


Understand the song The long way around.

Reading of the information and establishment of veracity of the statements made. Reading and listening of the dialogue. Memorization of the phrase bank, and oral practice, paying attention to the rythm and entonation. Practical exercises.

Reading of the pop file and answers to the questions. Reading of the song and choice of the correct option. Listening and veification. Personal expression.

LT, S

TD

T – SsIW, PW

IW, PW

CD/cassetteSB p. 56 ex. 1-5 WB p. 49, ex. 8, 9MultiROM: unit 5 – dialogue

SB p. 57, ex. 1-3WB p. 120, phrases to learn

35’

25’

9

Revision of the contents of the unit.

Revision of knowledges by the Progress Check. Resolution of doubts if needed and correction in class.

LC T – SsIW

WB p. 50, ex. 1-4

WB p. 101, Grammar Bank ex.1-6MultiROM: Grammar and VocabularyTRB p.80, Revision WorksheetWB p.121, Word Bank Extra! ex.1, 2TRB p.81, Extension Worksheet

60’


Carrying out of the test in unit 5. TD IW TRB pages 25-27CD/cassette

60’



Unit 6: InnovationSESION OBJECTIVES CLASSROOM ACTIVITIES SKILLS INTERACTION MATERIALS APROX.

TIME

1


Learn vocabulary regarding inventions.

Compile general and/or specific information.

Comment about the contents known and anticipation of the new ones.

Completion of the text with the figures listed. Verification of meanings and identification of pictures. Listening and verification. Consultation of the word bank and exercises.

Observation and comment about the pictures. Reading and completion of the text. Listening and verification of answers. Second Reading and completion of the summary. Finding words in the text and clasification. Oral practice.

L1, LT

LCS

R, LCS

T – Ss

T – SsIW, PW

T – SsPW


CD/ cassetteSB p. 58, ex. 1, 3WB p. 51, ex. 1-3; DiccionarioWB p. 118 Word bank: inventions.

SB pages 58-59, ex. 4-9

5’

25’

30’

2

Identify the use of: used to

Use the auxuiliaries will and might correctly to express opinions and predictions about the future.

Listening of words and identification of the stressed syllable. Listening and repetition of words.

Study of the rule and observation of examples. Consultation of the grammar if needed. Exercises and correction. Dictation.

L, SLC

G

T – Ss IW

T – Ss IWPW

TG p. 106; CD/cassetteWB p. 135, Pronunciation bank ex. 1, 3

SB p. 60,ex. 1-4WB p. 102, Grammar Bank WB p. 52, ex. 1, 3

15’

45’

3

Consolidate the use of relative pronouns.

Translation of the examples and completion of the grammar rules for the formation and use of the first conditional. Consultation of the grammar section if needed. Practical training and exercises.

GLC

T – SsIW

SB p. 60, ex. 5-7WB p. 52-53, ej. 4-6; Grammar bank, p. 102

60’


4

Memorize vocabulary regarding technology.


Completion of the quiz with the words listed. Completion of the chart, comment, exercises, dictation and correction.

Choice of the correct option to complete the text. Listening and verification. Reading of the questions, listening of the interview and answer to the questions.

LC

G

IW, PW

T – SsIW

SB p. 61, ex. 12WB p. 53, ex. 7-8; p. 122, Word Bank: Technology


30’

30’

5 Practice the use of the

gerund and infinitive. Completion of the grammar chart and consultation

of gramm. Exercises and correction. .G T – Ss

IW, PWSB p.62- 63, ex. 4-8, CD/cassetteWB pages54-55, ex. 1-8; Grammar Bank, p 102

60’

6

Understand written and oral texts.

Reading of the summaries and prediction of the missing information. Think about the necessary information to complete the texts and formulation of questions. Listening of the conversation and answer to the questions made before.

Reading of the listed opinions, listening of the conversation and identification of opinions. Study of the phrase bank, personal expression and exchange with a classmate. Exercises of reading comprehension.

R, L, SLC

T – SsIW, PW


60’

7

Compile the structure and language used in an opinión text.

Write an opinión text.

Anticipation of the subject. Reading of the pattern and correction of errors. Listening and verification. Translation of the expressions to introduce opinions. Exercises and correction.

Reading of the pattern and the writing plan. Preparation of the text following instructions. Wording the text, revision and comparison, in pairs, of the task carried out.

LTLC

W

T – Ss, IW

IW, PW


SB p. 65, ex. 8WB p. 57, ex 5-6

30’

30’


8


Practice the functional language.

Comment about different objects in a museum. Observation of the photos, Reading of the text, exercises and correction. Think over the differences and/or similitudes between North American culture and one own’s

Optional activity(stronger classes): a survey.

Observation of the expressions used in text messages. Completion of the conversation, listening and verification of answers. Practice of the oral language according to the rythm and entonation of the sentences. Exercises and consultation of doubts if needed. Preparation of a personal dialogue and oral practice.

TD

LT, LCS

T – SSIW, PW

IW, PW


TG p. T66

SB p. 67, ex. 1-7; CD/cassetteWB p. 57, ex. 7-8MultiROM: unit 6 – dialogue

30’

30’

9

See chapter 3 in the DVD.


Reminder of previous episodes. Vision of the third episode. Comment and exercises.

Realization of the Progress Check and assessment of the personal progress. Resolution of doubts if needed and correction.

TD

LC

IWPW

T – SsIW

DVD Episode 3TRB

WB p. 58, ex. 1-5

WB p. 103, Grammar Bank ej.1-5MultiROM: Grammar and vocabularyTRB p. 82, Revision Worksheet


30’

30’


Realization of the test in unit 6. TD IW TRB pages 28-30CD/cassette

60’

11

Revision of the essential contents studied so far.

Optional realization of a general revision of the contents to make the student aware of the progress achieved or the need to keep on studying and make a bigger effort. Consolidation of contents starting from the realization of the Curriculum extra 2.

LT IW,T –Ss

WB pages 59-60, ex. 1-8SB pages 98-99, ex. 1-7; CD/cassetteWB p. 131, ex. 1, 2

60’

12 Assess the knowledges learnt during the term.

Optional carrying out of the End-of-term test 2. TD IW TRB pages 31-33CD/cassette

60’



Unit 7: RelationshipsSESION OBJECTIVES CLASSROOM ACTIVITIES SKILLS INTERACTION MATERIAL S APROX.

TIME

1


Memorize comprehensively vocabulary connected with types of people.

Identify general and/or specific information.

Observation and comment about the contents of the unit.

Observation of the people in the photos and formulation of hypothesis about the way they are. Exercises and correction.

Reading and listening of the text to respond to the initial questions. Second reading and reading comprehension.Translation of sentences and finding expressions in the text. Oral and written exercises.

L1, LT

LCS

R

T – Ss

T – SsIW, PW

T – SsPW


SB p. 68, ex. 1, 2WB p. 61, ex. 1-3; p. 124 Word bank: types of people; Diccionario

CD/cassetteSB pages 68-69, ex. 4-10

5’

25’

30’

2

Express likes and preferences with the auxiliary would and like+ -ing

Identify and repeat carefully the pronuntiation of silent letters.

Study of the chart and finding examples in the text (p. 69). Consultation in the grammar section. Eercises, dictation and correction.

Listening and identifying the words listened. Listening and repetition of the examples.

G

L, SLC

T – Ss IWPW

T – SsIW

SB p. 70, ex. 1-4 CD/cassetteWB p. 62, ex.1-4WB p. 104, Grammar Bank

WB p. 135, Pronunciation bank ex. 1, 3

50’

10’

3 Use too, so and such Completion of the chart and inference of the use of

too, so and such. Consultation in the grammar section if necessary.. Practice and correction of exercises.

G T – SsIW, PW

GW

SB p. 70, ex 5-7WB pages 63, ex. 5-6; p. 104 Grammar bank,

60’


4

Interiorize words to express relationships.


Rain of ideas. Observation of the pictures and hypothesis about the relationship of two people. Reading of the descriptions and verification of the meaning of the words highlighted in blue. Hypothesis from descriptions.Practical exercises and correction.

Anticipation of the subject. Listening of the extracts and answer to the questions. Writing down in the notebook the qualities corresponding to each person, listening of the programme and completion of the sentences.

LC

L

T – SsIW, PW

T – SsIW

SB p. 71, ex. 8-11 CD/ cassetteWB p. 63, ex. 7- 9; p. 124, Word Bank: verbs: relationships.


40’

20’

5

Understand the use of First and second conditionals.

Observation of the examples and practice about the use of First and second conditionals.

Consultation of grammar, if necessary. Exercises and correction.

G T – SsIW, PW

SB págs. 72-73, ex. 3-9; CD/cassetteWB pages 64-65, ex. 1-8; Grammar Bank, p. 104

60’

6

Understand written texts to transfer information.

Present personal ideas.

Study of the skill focus. Reading of the text and completion with information of the questionnaire. Listening and verification of answers. Extensive practice.

In pairs, choose a proposal and answer the questionnaire.Study of the phrase bank and preparation to present the ideas in front of the rest of classmates.

R, LLC

SLC

T – SsIW

PW, GW

SB p. 74, ex. 1, 2; CD/cassetteWB p. 66, ex. 1, 3

SB p. 74, ex. 3-4

30’

30’

7

Compile the structure, format and language of the letters to present a probleme.

Write a letter .

Observation of the pattern and identification of the format and usual expressions in letters. Translation of expressions. Exercises and correction.

Study of the pattern and the writing plan. Preparation of the text following the instructions. Composition, revision and comparison, in pairs, of the task carried out.

LTLC

W

T – Ss, IW

IW, PW

SB p. 75, ex. 5-8CD/ cassetteWB p. 67, ex. 4-5

SB p. 75, ex. 9WB p. 67, ex. 6-7

25’

35’


8


Capture the sense of the song Union.

Reading horoscopes and reading comprehension. Reading and listening of the dialogue. Study of the phrase bank and oral practice. Make up personal dialogues and present them to the rest of the group.

Reading of the pop file and arranging sentences. Reading of the song and substitution of the wrong words. Listening and verification. Association of verses with the appropiate summary. Oral expression.

TD

L, RS

IW, PW

T – SsIW, PW

SB p. 76 ex. 1-5; CD/cassetteWB p. 67, ex. 8-9MultiROM: unit 7 – dialogue

SB p. 77, ex. 1-3

35’

25’

9


Realization of the Progress Check and assessment of own progress before taking the exam of the unit. Resolution of doubts if necessary and correction of exercises.

TD T – SsIW

WB p. 68, ex. 1-6



60’


Carrying out of the test of unit 7. TD IW TRB pages 34-36CD/cassette

60’



Unit 8: SurvivorsSESION OBJECTIVES CLASS ACTIVITIES SKILLS INTERACTION MATERIALS APROX.

TIME

1




Consultation of meanings in the dictionary. Observation of the pictures and completion of the examples. Consultation in the vocabulary section if necessary. Extensive practice and correction.

Anticipation of contents. Reading and listening of the text to verify hypothesis. Second reading and reading comprehension. Translation of sentences and oral and written exercises.

L1, LT

LCS

R, SLC

T – Ss

T – SsIW, PW

T – SsIW, PW


SB p. 78, ex. 1-2; CD/cassetteWB p. 69, ex. 1-3; p. 126 Word bank: problems Diccionario

SB pages 78-79, ex. 3-8

5’

25’

30’

2 Revise the Past perfect and

simple Translation of examples and completion of the rule.

Consultation in the grammar section. Exercises and correction.

G T – Ss IWPW

SB p. 80,ex. 1-5WB p. 70, ex.1-5WB p. 106, Grammar Bank

60’

3

Practice the most frequent combinations of verb﹢preposition.

Memorize adverbs and practice their use.

Translation of examples and consultation in the grammar section, if necessary. Practice training and correction of exercises.

G

LC

T – SsIW

T – Ss IW

SB p. 81, ex. 6-8WB pages 71, ex. 6-7; Grammar bank, p. 106

SB p. 81, ex. 8-11WB p. 71, ex. 7-9; p. 126, Word Bank: verb ﹢ preposition

30’

30’

4


Use the 3rd conditional

Reading of the information and formulation of hypothesis. Listening about different groups. Second listening and hearing comprehension.

Translation of examples and completion of the rule. Consultation of grammar. Exercises, dictation and correction.

L

G

IW, PW

T – SsIW


SB pages 82-83, ex 4-10, CD/cassetteWB p. 72, ex.1-4; 106, Grammar Bank

20’

40’


5

Pronunce as accurately as posible the / h /

Consolidate the expression of obligation, recommendation and absence of obligation.

Attentive listening and identification of the things listened. Accurate listening and repetition. Dictation.

Realization of the consolidation exercises in the WB. Dictation.

L, SLC

G

T – SsIW

T – SsIW


WB pages 73, ex. 1-8CD/cassette

10-15’

45-50’

6

Practice the reading comprehension techniques.

Reading of the definition and answer to the initial question. Reading and answer to the questionnaire. Preparation of questions and answers. Extensive practice and correction of exercises.

RLC

T – SsIW, PW

SB p. 84, ex. 1-4WB p. 74, ex. 1, 2

60’

7

Use contractions

Write an article about a past event.

Reading and completion of the patterns. Study of the language point.Exercises and correction.

Reading of the pattern and the writing plan. Preparation of the text following instructions. Composition and revisión of the text and comparison in pairs.

LT

W

T – Ss, IW

IW, PW


SB p. 85, ex. 8, 9

30’

30’

8


Practice the language used for rules.

Reading of the introduction of the article and formulation of hypothesis. Reading and listening of the article, verification of hypothesis and completion of the summary.Comparison with own culture.

Reading, listening and completion of text. Reading and listening of pattern dialogue and identification of the problem. Comprehensive study of the phrase bank. Repetition of the pattern paying attention to the rythm and entonation.Making up of dialogues and presentation to the class.

LC

TD

PW

IW, PW


SB p. 87, ex. 1-5WB p. 75, ex. 7- 8 ; 121 , asking about rulesMultiROM: unit 8 – dialogue

30’

30’


9



Reminder of previous episodes. Vision of the fourth episode. Comment and exercises.

Realization of the Progress Check and assessment of the personal progress. Resolution of doubts if necessary and correction.

TD

LC

IWPW

T – SsIW

DVD Episode 4TRB

WB p. 76, ex. 1-5



30’

30’

10 Revise the contents studied

so far. Optional realization of a general revision of the

contents to make the students aware about their progress or the need of keep on studying and make a bigger effort.

LTLC

T –Ss IW

WB pages 77-78, ex. 1-8 60’


Carrying out of the unit test 8. TD IW TRB pages 37-39CD/cassette

60’



Unit 9: WordsSESION OBJECTIVES CLASS ACTIVITIES SKILLS INTERACTION MATERIALS APROX.

TIME

1


Learn vocabulary connected with the world of communication.


Anticipation and comment of the contents of the unit

Answer the questions and consult the words in blue.

Listening and reading of the text and completion of the chart with the words in American English in the text. Second reading and realization of the comprehension exercises. Extensive practice.

L1, LT

LCS

R, SLC

T – Ss

IW, PWT – Ss

T – SsIW, PW


SB p. 88, ex. 1, 2; DiccionarioWB p. 79, ex. 1-3; p. 128 Word bank: collocations: communication

CD/cassetteSB pages 88-89, ex. 4-8Diccionario

5’

25’

30’

2 Study reported speech Study of the rule and completion of the grammar

chart. Consultation of the grammar section if necessary. Exercises and correction.

G T – Ss IW, PW

SB p. 90, ex. 1-4WB p. 80-81; ex.1-5WB p. 108, Grammar Bank TG

60’

3

Practice reported speech

Memorize reporting verbs

Observation and comment of the changes in reported speech. Consultation of the grammar section if necessary. Exercises and correction.

Verification of meanings of the verbs given and completion of the texts in reported speech. Consultation of the vocabulary section, practice and correction.

G

LC

T – SsIW

T – Ss IW

SB pages. 91, ex. 5-8 CD/cassetteWB p. 81, ex. 6-8WB p. 108, Grammar bank

WB p. 128, Word Bank: reporting verbs

35’

25’

4

Understand English and Irish expressions.

Reading of the information and observation of the photographs. Formulation of hypothesis, listening and checking of the interview. Second listening and comprehension of specific information.

Completion and translation of the questions. Study and analysis of the questions. Consultation of the grammar section; exercise and correction. Dictation.

L

G

IW, PW

T – SsIW


SB pages. 92-93, ex. 4-9; CD/cassetteWB p. 1088 Grammar Bank

20’

40’


5

Practice the formation of the reported speech

Revise the pronunciation of the contractions.

Practice of the formation of questions and sentences by doing the exercises of the WB.

Listening and repetition of patterns trying to make the students pronounce with the maximum correction.

LT

G

IW

IW

SB p. 93, ex. 10; CD/cassetteWB pages 82-83, ex. 1-8; CD/cassette


45’

15’

6

Practice questions and answers by means of an interview.

Realization of the activities. Comment of the unknown vocabulary. Listening and verification of answers. Second listening and hearing comprehension. Practice of reading comprehension.

R, L T – SsIW, PW


60’

7

Learn to write an interview in reported speech.

Write a text in reported speech.

Reading of the titles of paragraph and decide where the pattern text should be divided. Study of the language point and substitution of words by the appropiate synonym. Exercises and correction.

Reading of the pattern and the writing plan. Preparation of the text following the instructions. Composition and revision of the text and comparing in pairs.

LTLC

W

T – Ss, IW

IW, PW

SB p. 95, ex. 5-7WB pages 85, ex. 4-6

SB p. 95, ex. 8-9WB p. 85, ex. 7-8

25’

35’

8


Follow up the song These words

Observation of the headlines of a newspaper. Listening and completion of sentences. Observation of the dialogue and the phrase bank. Oral practice trying to improve the rythm and entonation. Making up own dialogues and presentation in the class.

Reading of the pop file and answer to the questions. Listening of the song and arranging the mixed up verbs. Comprehension of the song and oral expression.

TD

TD

IW, PW

T – Ss

SB p. 96, ej. 1-5; CD/cassetteWB p. 85, ej. 9-10MultiROM: unit 9 – dialogue

CD/cassetteSB p. 97, ej. 1-3

40’

20’


9



Reminder of the previous episodes. Vision of the fifth episode. Comment and exercises.

Realization of the Progress Check and assessment of the personal progress. Resolution of doubts if necessary and correction.

TD

LC

IWPW

T – SsIW

DVD Episode 5TRB

WB p. 86, ex. 1-4



30’

30’


Realization of the test of unit 9. TD IW TRB pages 40-42CD/cassette

60’

11

Revise the contents studied during the term.

Optional realization of a general revision of the contents to make the students aware of their progress or the need of keeping on studying and make a bigger effort. Consolidation of contents starting from the realization of the Curriculum extra 3.

LTLC

T –Ss IW

WB pages. 87-88, ex. 1-8CD/cassetteSB pages 102-103, ex. 1-8WB p. 132, ex. 1, 2

60’


level of the of the third term objectives.

Optional realization of the End-of-term test 3. TD IW TRB pages 43-45CD/cassette

60’


level of the objectives during the term.

Optional realizacion of the End-of-year test 1.* TD IW TRB pages 46-48CD/cassette

60’




Documents

Programación English Alive 3-4 3º-4º ESO English€¦ · Web viewSection Word Bank Starter Unit, WB pages 110 and 111. Section Pronunciation Bank Starter Unit (WB, page 133) Section