Starter Unit – First day in London - Microsoftpearsonespana.blob.core.windows.net/books/Energy 3... · Web viewKnow the main phrasal verbs. Extend vocabulary related to the field

Energy3

Programme

_____________________________

Area of Foreign Languages

English

Starter Unit – A good idea

1Teaching Programme - Energy 3

I Objectives

- Use correctly the present simple tense of verbs. - Use correctly the present continuous tense of verbs. - Use correctly the future tense of verbs with going to and will. - Extend vocabulary about the country and jobs. - Know the working reality of other countries as well as own. - Take advantage of free time to do different activities. - Improve pronunciation of English. - Make suggestions correctly and politely. - Improve oral comprehension. - Improve reading comprehension.

II Contents

Block 1. Listening, speaking and conversation- Initiation in self-assessment, self-correction strategies and reflection on what

has been learnt.- Use of correct formulas for making suggestions.- Participation in conversations about their next weekend.- Participation in conversations about future situations.- Participation in conversations about situations that occur normally.- Participation in conversations about situations that are occurring at a certain

time.

Block 2. Reading and writing- Use of basic rules of spelling and punctuation and recognition of their

importance.- Comprehension of simple oral and written texts.- Production of simple oral and written texts.

Block 3. Knowledge of language

3.1. - Linguistic knowledge3.1.1. Grammar- Use of the present simple of verbs.- Use of the present continuous of verbs.- Use of the future of verbs.

3.1.2. Lexis- Jobs.- Making suggestions.

3.1.3. Phonetics- Improve the pronunciation of concepts proposed in this unit.

3.2. Reflection on language learning


- Interest and curiosity towards extending the knowledge of English language.- Organisation of personal work as a strategy for progress in learning.- Interest in taking advantage of learning opportunities created in the context of the classroom and outside it.- Active participation in group activities and work.

Block 4. Socio-cultural aspects and intercultural awareness- Know the working reality after school.- Know the working reality of own country as well as that of England.

III Basic competences

- Competence in linguistic communicationVocabulary, page 6: jobs.Grammar, pages 7 and 9: present simple, present continuous, future with going to/will.Listening pages 6 and 9: oral practice in dialogues.Speaking, pages 7 and 9: oral practice in dialogues.Writing, page 9: writing about a character.- Interpersonal, social and civic competence Knowing some aspects of working reality.- Learning-to-learn competenceMinimising contents to improve learning of a foreign language. Ordering the most important concepts.- Autonomy and personal initiativeAll the exercises are aimed at developing and strengthening the pupil’s autonomy and personal initiative.

IV Assessment

Block 1. Listening, speaking and conversation- Do a listening and complete the sentences proposed, page 6.- Introduce oneself and hold a small conversation. Roleplay, page 7.

Block 2. Reading and writing - Read a text and choose the correct option. Reading, page 7.- Write about one of the characters. Grammar, page 9.


3.1. - Linguistic knowledge3.1.1. Grammar- Complete sentences. Grammar, page 7.- Ask questions and answer them using the verbs learnt. Grammar, page 9.3.1.2. Lexis- Find vocabulary about employment. Vocabulary, page 6.3.1.3. Phonetics- Improve pronunciation in English.


3.2. Reflection on language learning- Vocabulary, page 6: valuation of strategies for increasing knowledge of vocabulary.- Reading, pages 6 and 8: valuation of strategies to improve competence in understanding written texts, including autonomous use of the dictionary.- Grammar, pages 7 and 9: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.- Listening, pages 6 and 9: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher. - Speaking, pages 7, 9: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher..

Block 4. Socio-cultural aspects and intercultural awareness- Know some aspects of the city of London.


Unit 1 – Holidays

I Objectives

- Use correctly the present simple of verbs in the affirmative, negative and interrogative.

- Use correctly the past simple and past continuous of verbs in the affirmative, negative and interrogative.

- Make echo questions. - Improve intonation in English. - Extend vocabulary about holidays. - Know common expressions used for showing interest. - Make introductions correctly. - Learn how to write post cards. - Talk about the holidays. - Hold a conversation. - Know how to shorten sentences, adapting them to texts when necessary. II Contents

Block 1. Listening, speaking and conversation- Use of correct formulas for holding a simple conversation.- Asking simple questions and answering them correctly and politely.- Use of the lexical and grammatical formulas for expressing surprise.- Introduction of people in a correct and polite manner.- Use of correct formulas for giving opinions and listening to others.- Use of appropriate formulas for giving instructions politely.- Participation in conversations about their holidays.

Block 2. Reading and writing- Use of basic rules of spelling and punctuation and recognition of their

importance.- Comprehension of simple oral and written texts.- Production of simple oral and written texts.- Production of post cards.- Reading and writing of leaflets advertising holidays.- Reading of texts about vital challenges.


3.1. - Linguistic knowledge3.1.1. Grammar- Use of the past simple.- Use of the present simple.- Use of echo questions.- Use of appropriate formulas for expressing obligation.

3.1.2. Lexis


- Holidays.- Expressions for showing interest.- For expressing obligation.- For writing post cards.

3.1.3. Phonetics- Intonation of words and sentences.

3.2. Reflection on language learning- Interest and curiosity towards extending knowledge of the English language.- Organisation of personal work as a strategy for progress in learning.- Interest in taking advantage of learning opportunities created in the context of the classroom and outside it.- Active participation in group activities and work.

Block 4. Socio-cultural aspects and intercultural awareness- Introduction of people in a correct manner.- Knowledge about the way other people spend their holidays.


- Competence in linguistic communicationVocabulary, page 12: holidays.Grammar, pages 13, 14: present/past obligation; echo questions.Listening, pages 10, 11, 14, 16: improving pronunciation and comprehension and doing the exercises proposed. Speaking, pages 11, 13, 15, 17: oral practice in dialogues.Writing, page 16 and 17: writing post cards and brochures.Reading, pages 11, 13, 14, 15: improving reading comprehension and doing the exercises proposed.- Data processing and digital competence Grammar, page 12: brochures.- Interpersonal, social and civic competence Culture Bite, page 19: knowing about holidays in England.- Learning to learn competenceMemory tip, page 12, visualising objects to which the lexis learnt corresponds.- Autonomy and personal initiativeRoleplay, page 11: making introductions.

IV Assessment

Block 1. Listening, speaking and conversation- Relevant exercises from Energy Check, page 18.- Check the words and answer the corresponding questions. Listening, page

10.- Make introductions. Roleplay page 11.- Give opinions about texts read. Personally Speaking, page 13.- Talk about a challenge. Personally Speaking, page 15.- Talk about the last holidays. Speaking, page 17.


Block 2. Reading and writing - Read a text and do the exercises proposed. Reading, page 11.- Read a text and do the exercises proposed. Reading, pages 15 and 16.


3.1. - Linguistic knowledge3.1.1. Grammar- Revise the concepts learnt. Energy Check, page 18.- Fill in the spaces with the correct form and correct sentences. Grammar, page 13.- Make instructions and find others in the text proposed. Grammar, page 14.

3.1.2. Lexis- Revise the concepts learnt. Energy Check, page 18.- Match the drawings to the objects proposed. Vocabulary, page 12.

3.1.3. Phonetics- Pronounce correctly the accent of the words proposed in English. Pronunciation, page 11.

3.2. Reflection on language learning- Vocabulary, page 12: valuation of strategies for increasing knowledge of vocabulary.- Reading, pages 11, 13, 15, 16, 17: valuation of strategies to improve competence in understanding written texts, including autonomous use of the dictionary.- Grammar, pages 13, 14: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.- Listening: pages 10, 11, 16: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher.- Speaking, pages 11, 13, 15, 17: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher.- Culture Bite, page 19: interest in knowing other social, political, geographical and cultural realities which are different from one’s own. Know how to respect the differences. - Energy Check: interest in solving problems which arise in the different activities, either orally or in writing.

Block 4. Socio-cultural aspects and intercultural awareness- Culture Bite, page 19: interest in knowing other social, political, geographical and cultural realities which are different from one’s own.


Unit 2 – Food and fitness

I Objectives

- Use the present perfect simple in affirmative, negative and interrogative.- Use the present perfect simple in affirmative, negative and interrogative with

just/yet/already.- Use used to in affirmative, negative and interrogative.- Use correctly the verbs like/love/hate followed by a verb ending in ing.- Pronounce correctly used to.- Extend vocabulary related to food and cooking.- Build adjectives from verbs.- Talk about physical exercise and ways of keeping fit.- Talk about life experiences.- Talk about percentages and interviews.- Write a survey or exam.- Talk about changes.

II Contents

Block 1. Listening, speaking and conversation- Use of appropriate formulas for interviewing a sports person.- Use of appropriate formulas for giving opinions about eating habits and

healthy food.- Participation in conversations about life experiences.- Participation in conversations about grand parents.- Checking information with classmates.- Comprehension of a song and filling in spaces.- Participation in conversations about changes.

Block 2. Reading and writing- Reading of a text and filling it in with true or false.- Use of appropriate formulas for finishing sentences.- Checking words.- Written production of a survey.


3.1. - Linguistic knowledge3.1.1. Grammar- Use of the present perfect simple.- Use of the present perfect simple with just/yet/already.- Use of used to.- Use of like/love/hate + verb form in -ing.

3.1.2. Lexis- Food.- Cooking verbs.


- Adjectives.- Adjectives from verbs.

3.1.3. Phonetics- Pronunciation of used to.

3.2. Reflection on language learning- Interest and curiosity towards extending knowledge of English.- Organisation of personal work as a strategy for progress in learning.- Interest in taking advantage of learning opportunities created in the context of the classroom and outside it.- Active participation in group activities and work.

Block 4. Socio-cultural aspects and intercultural awareness- Knowledge of other typical diets, apart from the Mediterranean.- Knowledge of other ways of living and solving problems.- Knowledge of life experiences.


- Competence in linguistic communicationVocabulary, pages 22: food, verbs related to the kitchen, adjectives, adjectives from verbs.Grammar, page 21, 23, 24, 25: verbs+-in; present perfect + just/yet/already; past simple or present perfect; used to.Listening, pages 20, 21,26: doing the listening and completing sentences, tables, etc. Speaking, pages 21, 22, 23, 25, 26: talking about plans made for the weekend, making suggestions, talking about other countries. Writing, page 26: writing a survey or exam.- Mathematical competenceVocabulary, page 22: use of quantities and fractions in a kitchen recipe.Reading, pages 26 and 27: use of percentages and statistical data in a survey.- Interpersonal, social and civic competence Speaking, page 24: knowing other life experiences.Reading, pages 26 and 27: knowing the gastronomic reality and culture of other countries and comparing it to own.

- Learning to learn competenceMemory gym, pages 22 and 23: cooking, past participles. - Autonomy and personal initiativeAll exercises are aimed at developing the personal autonomy of the pupil

IV Assessment

Block 1. Listening, speaking and conversation- Check words. Reading, pages 20 and 21.- Answer related questions. Reading, pages 20 and 21. - Interview a sports person. Roleplay, page 21.- Talk about a foreign city. Speaking, page 26.


- Debate about health and different types of food. Personally speaking, page 22.

- Talk about changes. Speaking, page 23- Talk about life experiences. Communication, page 24.- Talk about grand parents. Personally speaking, page 25.- Check information orally with one or various classmates about any topic.

Speaking, page 26.Block 2. Reading and writing

- Read a text and do the exercises proposed. Reading, page 21.- Read a text about unusual food and do the exercises proposed. Skills, page

26.- Write a survey or exam. Writing, page 26.- Do the corresponding exercises in Energy Check, page 28.


3.1. - Linguistic knowledge3.1.1. Grammar- Revise concepts learnt. Energy Check, page 28.- Complete sentences with the ing forms. Grammar, page 21.- Ask questions in the present perfect., Grammar, page 23.- Ask questions based on a text and answer them. Grammar, page 24.- Complete sentences with used to. Grammar, page 25..

3.1.2. Lexis- Revise concepts learnt. Energy Check, page 28.- Do the exercises proposed about food, cooking verbs, adjectives and adjectives from adverbs. Vocabulary, page 22..

3.1.3. Phonetics- Pronounce correctly used to. Pronunciation, page 25.

3.2. Reflection on language learning- Vocabulary, pages 22: valuation of strategies for increasing knowledge of vocabulary.- Reading, pages 21, 23, 26, 27: valuation of strategies to improve competence in understanding written texts, including autonomous use of the dictionary.- Grammar, pages 21, 23, 24, 25: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.- Listening: pages 20, 21, 26: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher.- Speaking, pages 21, 23, 25, 26: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher.- Song, page 29: interest in extending communicative competence thanks to the use of songs as a means of learning.


- Energy Check: interest in solving problems which arise in the different activities, either orally or in writing.

Block 4. Socio-cultural aspects and intercultural awareness- Reading, Listening and Speaking, pages 20, 21, 24, 25, 26: interest in knowing other social and cultural realities which are different from own. Know how to respect the differences.


Unit 3 – Abilities

I Objectives

-Conjugate and use correctly the past simple of regular and irregular verbs in affirmative, negative and interrogative.

- Conjugate and use correctly the past simple of the verb to be in affirmative, negative and interrogative.

- Use the adverbs of manner correctly.- Know the form of irregular adverbs.- Make adverbs from adjectives.- Pronounce correctly the ending of regular verbs in the past.- Know vocabulary related to families.- Order food in a restaurant.- Know how to form irregular plurals.- Write a literary review.- Improve the use of pronouns in written texts. II Contents

Block 1. Listening, speaking and conversation- Participation in conversations about own abilities and those of others.- Participation in conversations about the most important person in their life- Answer the questions in a quiz and compare the answers.- Invent a hero and explain their main abilities and qualities.- Debate about the contents of their rucksacks as well as the effects of carrying

too much weight in them.- Participate in conversations about a book read recently.

Block 2. Reading and writing- Read a transcribed conversation and do the corresponding exercises.- Comprehension of simple texts.- Reading of a web page about books.- Prediction of the content of a text from its title and other characteristics.- Production of a literary review.


3.1. - Linguistic knowledge3.1.1. Grammar- Use of defining relative clauses.- Use of too/not ... enough/as …as.

3.1.2. Lexis- Abilities.- Adjectives.- Adjectives and prepositions.- Books.


3.1.3. Phonetics- Pronunciation of to/too.

3.2. Reflection on language learning- Interest and curiosity towards extending knowledge of English

Block 4. Socio-cultural aspects and intercultural awareness- Knowledge of surfing as a sport, its history and following in England.- Recognition of literature as a way of acquiring knowledge and entertainment.


- Competence in linguistic communicationVocabulary, page 33: abilities and adjectives.Grammar, pages 32, 34: Defining relative clauses; too/not…enough/as…as.Listening, pages 30, 31, 37: Practising and improving oral competence.

Speaking, pages 31, 32, 33, 37: Practising and improving oral competence.Writing, page 37: writing texts, objectives.Reading, pages 31, 36, 37: improve reading competence and comprehension.- Interpersonal, social and civic competenceGrammar, page 32: talking about someone important in their lives.Communication, page 34: about the rucksack they normally use.Speaking, page 37: debating about literature.- Learning to learn competenceMemory tip, page 31: writing repeatedly the vocabulary learnt.- Autonomy and personal initiative.Roleplay, page 31: talking about abilities.

IV Assessment

Block 1. Listening, speaking and conversation- Answer questions. Listening, pages 30 and 31.- Talk about abilities. Roleplay, page 31.- Talk about books and literature. Speaking, page 37.- Do the corresponding exercises from Energy Check, page 38.

Block 2. Reading and writing- Write a literary review. Writing, page 37.- Do the corresponding exercises from Energy Check, page 38.


3.1. - Linguistic knowledge3.1.1. Grammar- Write the correct form of the verbs afraid of/good at/interested in, Grammar, page 31.- Complete sentences with who/which/where, Grammar, page 32.- Write sentences with too/not…enough/as…as, Grammar, page 34.- Do the corresponding exercises from Energy Check, page 38.


3.1.2. Lexis- Read a text and answer, Vocabulary, page 33.- Name the drawings that appear, Vocabulary, page 33.- Complete with adjectives, Vocabulary, page 33.- Do the corresponding exercises from Energy Check, page 38.

3.1.3. Phonetics- Pronounce correctly the words proposed. Pronunciation, page 34.

3.2. Reflection on language learning- Vocabulary, page 33: valuation of strategies for increasing knowledge of vocabulary.- Reading, pages 31, 33, 34, 36, and 37: valuation of strategies to improve competence in understanding written texts, including autonomous use of the dictionary.- Grammar, pages 31, 32, 34: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.- Listening, pages 30, 37: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher..- Speaking, pages 31, 32, 33, 37: collaboration with classmates in order to co-operate in learning.- Writing, page 37: Presentation of written work with accuracy, clarity, precision, order and cleanness.- Culture Bite, page 39: interest in knowing about other sports.- Energy Check: interest in solving problems which arise in the different activities, either orally or in writing.

Block 4. Socio-cultural aspects and intercultural awareness- Compare the sports that young people from other countries do whilst

studying. Culture Bite, page 39- Know other literary realities. Reading, listening, speaking, pages 36, 37.


Unit 4 – Town and country

I Objectives

- Use so/such correctly.- Use the present perfect simple + for/since.- Improve pronunciation of consonantal sounds like chop/shop.- Extend vocabulary by forming nouns from verbs.- Extend vocabulary related to the city or the country.- Express an opinion correctly and politely.- Talk about the place where they live.- Know other aspects of Ireland.- Describe a city.- Write texts in the past.- Write displays.

II Contents

Block 1. Listening, speaking and conversation- Expression of opinions about different themes.- Asking of personal questions correctly and politely.- Use of appropriate formulas for answering a questionnaire about general

culture related to celebrities from the world of arts.- Description of photographs.- Written production of a survey.- Making of a radio interview.

Block 2. Reading and writing- Reading of texts and doing comprehension exercises.- Written production of a display.


3.1. - Linguistic knowledge3.1.1. Grammar- Use of so/such.- Use of the present perfect simple with for/since, as corresponds.

3.1.2. Lexis- Making of nouns from verbs.- Common colloquial expressions.- The country and the city.- Word families.- Ireland.

3.1.3. Phonetics


- Distinguish and pronounce correctly the consonantal phonemes corresponding to shop and chop.

3.2. Reflection on language learning- Interest and curiosity towards extending knowledge of English language and culture.

Block 4. Socio-cultural aspects and intercultural awareness- Different knowledge about Ireland.- Knowledge of the English countryside.


- Competence in linguistic communicationVocabulary, page 44: the country and the city.Grammar, pages 41 and 42: so/such; present perfect simple + for/since. Listening, page 47: improving oral comprehension.Speaking, pages 45 and 46, oral practice in dialogues.Writing, page 47: improving written expression.Reading, pages 40, 41, 43, 46, 47: improving reading comprehension.-Social and citizen competenceCommunication, page 45, knowledge of the place where one lives.- Learning to learn competenceMemory tip, page 44, learning to memorise different concepts.- Autonomy and personal initiative.

Roleplay, page 45, a radio interview.

IV Assessment

Block 1. Listening, speaking and conversation- Espress their opinions. Personally Speaking, page 41.- Do a radio interview Roleplay and Speaking, page 45.- Do the corresponding exercises in Energy Check, page 48.

Block 2. Reading and writing- Read texts and do the corresponding exercises. Reading, pages 40, 41.- Read a text and answer the questions proposed. Reading, page 46, 47.- Do the corresponding exercises in Energy Check, page 48.


3.1. - Linguistic knowledge3.1.1. Grammar- Complete with the corresponding form. Grammar, page 41. - Complete a text with the appropriate verb forms. Grammar, page 42.- Do the corresponding exercises in Energy Check, page 48.

3.1.2. Lexis- Say the dates and talk about past situations. Vocabulary, pages 41.


- Find the public places on the map. Vocabulary, page 44..- Exercises about vocabulary studied in the lesson. Energy Check, page 48

3.1.3. Phonetics- Pronounce correctly so/such. Pronunciation, page 41.

3.2. Reflection on language learning- Vocabulary, page 44: valuation of strategies for increasing knowledge of vocabulary.- Reading, pages 40, 41, 43, 46, 47: valuation of strategies to improve competence in understanding written texts, including autonomous use of the dictionary.- Grammar, pages 41, 42: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.- Listening, pages 42, 47: interest in improving communicative competence.- Speaking, pages 41, 45, 47: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher..- Energy Check: interest in solving problems which arise in the different activities, either orally or in writing.

Block 4. Socio-cultural aspects and intercultural awareness- Know the English countryside. Vocabulary, page 44.- Know the place where they live. Communication, page 45.


Unit 5 – Emergencies

I Objectives

- Make suggestions with How/What about + -ing- Use should/shouldn’t to give advice or opinion.- Use the form if + imperative.- Know vocabulary about illnesses.- Extend vocabulary related to parts of the body.- Improve the pronunciation of the mute letters.- Know how to make suggestions and explain the reason for them.- Learn to make an emergency call.- Talk about extreme situations.- Simulate a television programme that talks about London, well documented

and using the grammatical rules appropriate for it.- Know how to correct others orally, correctly and politely.- Give an opinion correctly and politely, as well as contrasting opinions.

II Contents

Block 1. Listening, speaking and conversation- Use of appropriate formulas for making suggestions and explaining the

reasons for them.- Use of appropriate formulas for giving advice.- Use of appropriate formulas for holding a conversation fluently and politely.- Making an emergency phone call.- Use of the appropriate formulas for talking about what should be done

during an earthquake.- Participation in conversations about difficult situations they have lived and

how they have got over them.- Correction of mistakes made by other classmates.- Production of a television programme about London.

Block 2. Reading and writing- Complete sentences.- Comprehension of a text.- Matching of titles to the corresponding paragraph.- Written production of a television programme about London.


3.1. - Linguistic knowledge3.1.1. Grammar- Use of How/What about + -ing? for making suggestions.- Use of should/shouldn’t for giving advice.- Use of if + imperative.

3.1.2. Lexis


- Parts of the body.- Illnesses.- Expressions for making an emergency phone call.- Polite expressions.

3.1.3. Phonetics- Pronunciation of mute letters.

3.2. Reflection on language learning- Interest and curiosity in extending knowledge related to English and Irish culture.

Block 4. Socio-cultural aspects and intercultural awareness- Knowledge of the most important aspects of the Irish culture. Culture Bite, page 59.

III Basic competences - Competence in linguistic communicationVocabulary, page 52: illnesses.Grammar, pages 51, 54: How/What about + ing?; should/shouldn’t; If + imperative.Listening, pages 50, 53, 56: improving oral comprehension.Speaking, pages 51, 52, 53, 54, 55, 57: oral practice in dialogues.Writing, page 57: improving written expression.Reading, pages 51, 54, 56: improving reading comprehension.- Data processing and digital competence Skills, pages 56, 57: writing and presenting an investigative TV programme about London.- Interpersonal, social and civic competenceCulture Bite, page 59, knowing other social realities, in particular, Ireland.- Learning to learn competenceMemory tip, page 52, forming word families.- Autonomy and personal initiative.All exercises are aimed at encouraging the autonomy of the pupil.

IV Assessment

Block 1. Listening, speaking and conversation- Answer questions. Listening, pages 50 and 57.- Make suggestions and give reasons for them. Roleplay page 51.- Hold a conversation about any theme. Speaking, page 52.- Make an emergency phone call. Communication, page 53.- Do the corresponding exercises from Energy Check, page 58.

Block 2. Reading and writing- Read texts and do the corresponding exercises. Reading, pages 51, 56.- Write a television programme about London. Writing, pages 57.- Do the corresponding exercises from Energy Check, page 58.



3.1. - Linguistic knowledge3.1.1. Grammar- Do the corresponding exercises. Grammar, pages 51, 54.- Do the corresponding exercises from Energy Check, page 58.

3.1.2. Lexis- Match the drawings to the corresponding word. Vocabulary, page 52.

3.1.3. Phonetics- Pronounce correctly the mute letters. Pronunciation, page 52.

3.2. Reflection on language learning- Vocabulary, page 52: valuation of strategies for increasing knowledge of vocabulary.- Reading, pages 51, 56; valuation of strategies to improve competence in understanding written texts, including autonomous use of the dictionary.- Grammar, pages 51, 54: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.- Listening, pages 50, 56: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher..- Speaking, pages 51, 52, 53, 54, 55, 57: collaboration with classmates in order to co-operate in learning.- Writing, pages 57: presentation of written work with accuracy, clarity, precision, order and cleanness- Culture Bite, page 59: knowledge of Ireland.- Energy Check: interest in solving problems which arise in the different activities, either orally or in writing.

Block 4. Socio-cultural aspects and intercultural awareness- Know some important aspects of Ireland. Culture Bite, page 59.


Unit 6 – The media

I Objectives

- Know the form and use of the passive voice.- Know the form and use of the past perfect simple.- Use the personal pronouns correctly.- Improve the pronunciation of two consonants that appear together.- Know the main phrasal verbs.- Extend vocabulary related to the field of feelings.- Improve oral comprehension.- Improve reading comprehension.- Improve writing comprehension.- Know journalistic language.- Learn how to write a newspaper article.

II Contents

Block 1. Listening, speaking and conversation- Use of the appropriate formulas for talking about their favourite musical

group.- Debate about themselves and their degree of independence.

Block 2. Reading and writing- Complete sentences based on a text.- Reading of a text about radio.- Production of a newspaper article.


3.1. - Linguistic knowledge3.1.1. Grammar- Use of present simple passive.- Use of past perfect simple.- Use of the reflexive pronouns.

3.1.2. Lexis- Phrasal verbs.- Feelings.- The radio.

3.1.3. Phonetics- Pronunciation of two consonants which appear together.

3.2. Reflection on language learning- Interest and curiosity towards extending knowledge of English language.

Block 4. Socio-cultural aspects and intercultural awareness- Knowledge and valuation of the newspaper as a method of learning.


- Knowledge and valuation of the radio as a method of learning.- Valuation of music as an artistic form and method of entertainment.


- Competence in linguistic communicationVocabulary, pages 62, 64: phrasal verbs, feelings.Grammar, pages 61, 63, 64: present simple passive; past perfect simple; reflexive pronouns.Listening, pages 61, 66: improving oral comprehension and doing the exercises proposed. Speaking, pages 61, 63, 65, 67: improving oral competence.Reading, pages 60, 61, 62, 64, 66: improving reading comprehension and doing the corresponding exercises.Writing, page 67: writing a newspaper article.- Interpersonal, social and civic competence Roleplay page 61, doing a newspaper interview.- Cultural and artistic competencePersonally Speaking, page 63: talking about their favourite music group.Skills, pages 66, 67: more in depth knowledge about radio programmes and newspapers.- Learning to learn competenceMemory tip, page 62: building sentences with phrasal verbs in order to memorise them better.- Autonomy and personal initiativeAll exercises are aimed at encouraging the autonomy of the pupil as well as their capacity to work in a team.

IV Assessment

Block 1. Listening, speaking and conversation- Do an interview. Roleplay, page 61.- Talk about their favourite music group. Personalland Speaking, page 63.- Talk and debate about own independence as an individual.Communication,

page 65.- Do a brainstorming about a radio programme. Skills, page 67.- Do the exercises corresponding to the listenings. Listening, pages 61, 66.

Block 2. Reading and writing- Read a text and choose the correct words as well as completing sentences

about it. Reading, page 61.- Write a newspaper article. Writing, page 67.- Do the corresponding exercises Energy Check, page 68.


3.1. - Linguistic knowledge


3.1.1. Grammar- Complete sentences with the appropriate option. Grammar, page 61.- Choose the correct option. Grammar, page 63. - Do the corresponding exercises. Energy Check, page 68.

3.1.2. Lexis- Match words to the corresponding symbols. Vocabulary, page 62.- Do the corresponding exercises. Energy Check, page 68.

3.1.3. Phonetics- Do the listening and the corresponding exercises. Pronunciation, page 63.

3.2. Reflection on language learning- Vocabulary, pages 62, 64: valuation of strategies for increasing knowledge of vocabulary.- Reading, pages 60, 61, 62, 66: valuation of strategies to improve competence in understanding written texts, including autonomous use of the dictionary.- Grammar, pages 61, 63, 64: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.- Listening pages 61, 66: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher..- Speaking, pages 61, 63, 65, 67: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher..- Writing, page 67: presentation of written work with accuracy, clarity, precision, order and cleanness.- Energy Check page 68: interest in solving problems which arise in the different activities, either orally or in writing.

Block 4. Socio-cultural aspects and intercultural awareness- Know the world of journalism. Skills, pages 66 and 67.


Unit 7 – Shopping

I Objectives

- Use correctly the first conditional.- Know the form and use of much/many/a lot of/too + adjective/adverb.- Improve the stress and intonation in English.- Extend vocabulary related to shops and commerce.- Know the expressions used for going shopping in English.- Learn to use and interpret graphs that help to complete the presentation of

any theme.- Know the games and betting that exist in England.- Talk and write about a special day.- Intensify the meaning of adjectives by using words like very, really, totally

and absolutely.

II Contents

Block 1. Listening, speaking and conversation- Use of appropriate formulas for giving advice.- Use of appropriate formulas for talking about quantities.- Shopping using the appropriate formulas.- Debate about different themes respecting different opinions.- Participation in conversations about money.

Block 2. Reading and writing- Reading of a text and carrying out different exercises in order to understand

the reading more in depth.- Interpretation of possible graphs which can appear next to a text in order to

complete the information.- Production of a text about a special day.- Use of adjectives and modifiers in a written text, in such a way that they help

to show better the reality of what is being written.


3.1. - Linguistic knowledge3.1.1. Grammar- Use of first conditional.- Use of much/many/a lot of/too.

3.1.2. Lexis- Shops.- Common expressions, questions and answers for doing the shopping.- The lottery.- Money.- Adjectives.


3.1.3. Phonetics- Correct stress and intonation in the English language.

3.2. Reflection on language learning- Interest and curiosity towards extending knowledge of the English language.

Block 4. Socio-cultural aspects and intercultural awareness- Approximation to the situation of reading and readers, especially

adolescents, in Great Britain.


- Competence in linguistic communicationVocabulary, page 72: Shops.Grammar, pages 71, 74: first conditional, much/many/a lot of/too.Listening, pages 70, 73, 77 Oral practice and comprehension Speaking, pages 71, 73, 77. Oral practiceWriting, page 77, improving writing and expression of texts.Reading, pages 71, 76 and 77: reading texts and carrying out the corresponding exercises.- Data processing and digital competence Skills, pages 76, 77: learning to present informative texts in a more complete manner.- Interpersonal, social and civic competence.Culture Bite, page 79: knowing other realities and comparing them to own, always developing a critical turn of mind.- Learning to learn competence Memory tip, page 74: remembering uncountable nouns.- Autonomy and personal initiative.All exercises are aimed at encouraging the autonomy of the pupil.

IV Assessment

Block 1. Listening, speaking and conversation- Choose words from the listening and answer questions based on it. Listening, page 70.- Give advice. Roleplay, page 71.- Debate questions. Personally Speaking, page 72.- Go shopping. Communication, page 73.- Do a listening about science and the exercises proposed, Listening, page 77.

- Do the exercises proposed in Energy Check, page 78.

Block 2. Reading and writing- Read a text and find expressions equivalent to those proposed. Reading, page

71- Do the exercises proposed in Energy Check, page 78.



3.1. - Linguistic knowledge3.1.1. Grammar- Choose the correct form. Grammar, page 71.- Match the corresponding sentences. Grammar, page 74.- Do the exercises proposed in Energy Check, page 78.

3.1.2. Lexis- Match the photographs to the corresponding word. Vocabulary, page 72.- Do the exercises proposed in Energy Check, page 78.

3.1.3. Phonetics- Listen to and mark the correct accentuation and intonation. Pronunciation, page 71.

3.2. Reflection on language learning- Vocabulary, pages 72: valuation of strategies for increasing knowledge of vocabulary.- Reading, pages 71, 76, 77: valuation of strategies to improve competence in understanding written texts, including autonomous use of the dictionary.- Grammar, page 71, 74: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.- Listening pages 70, 73, 77: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher..- Speaking, pages 71, 72, 73, 77: collaboration with classmates in order to co-operate in learning.- Writing, page 77: presentation of written work with accuracy, clarity, precision, order and cleanness.- Culture Bite page 79: interest in solving problems which arise in the different activities, either orally or in writing.- Energy Check: interest in solving problems which arise in the different activities, either orally or in writing.

Block 4. Socio-cultural aspects and intercultural awareness- Know about reading in England. Culture Bite page 79


Unit 8 – Computers

I Objectives

- Know how to make negative questions.- Repeat, making the appropriate and necessary changes, the words of other people.- Carry out reported commands and requests using the verbs told/asked.- Know how to show surprise by using the appropriate intonation.- Deepen knowledge of computers and Internet.- Know the main homonyms in English.- Make excuses correctly.- Know the most used abbreviations in chats on Internet and mobile phone messages.- Hold a conversation in a chat on Internet using the appropriate language and forms.

II Contents

Block 1. Listening, speaking and conversation - Show surprise by using the appropriate intonation.- Debate about a text they have just read.- Making various reported speech.- Participation in conversations about computers and Internet.

Block 2. Reading and writing- Reading of a text about Hollywood.- Simulation of a chat on Internet in writing.


3.1. - Linguistic knowledge3.1.1. Grammar- Making negative questions.- Reported commands/requests.

3.1.2. Lexis- Common expressions.- Computers and Internet.

3.1.3. Phonetics- Show surprise.


Block 4. Socio-cultural aspects and intercultural awareness- Knowledge of methods of transport, their advantages and disadvantages.- Interest in extending own culture, getting to know other countries through

travel.



- Competence in linguistic communicationVocabulary, page 81, 84: expressions, computers.Grammar, pages 81, 82: negative questions, reported commands and requests.Listening, pages 87: oral practice and comprehension. Speaking, pages 81, 82, 83, 85, 87: oral practiceWriting, page 87: simulating a chat.Reading, pages 81, 82, 86: reading texts and doing the corresponding exercises.- Competence in knowledge and interaction with the physical worldCommunication, page 85: knowing the world and the possibilities offered by internet.- Interpersonal, social and civic competence Skills, pages 86, 87: knowing other realities and people through the use of internet and chats.- Learning to learn competence Memory tip, page 84: using a small note book in order to note vocabulary and memorise it little by little.- Autonomy and personal initiativeAll exercises are aimed at encouraging the autonomy of the pupil.

IV Assessment

Block 1. Listening, speaking and conversation- Show surprise in a conversation. Communication, page 81.- Do debates about themes proposed. Personally Speaking, page 82.- Do reported commands/requests. Speaking, page 83.- Debate about internet and its use. Communication, page 85.

Block 2. Reading and writing- Read a text about Hollywood and answer the questions proposed. Reading,

pages 80, 81.- Read a text about computers and Internet, answer true or false. Reading,

pages 86 and 87.


3.1. - Linguistic knowledge3.1.1. Grammar- Make negative questions. Grammar, page 81.- Make reported commands and requests. Grammar, page 82.- Do the exercises proposed. Energy Check, page 88.

3.1.2. Lexis- Match words to their corresponding meaning. Vocabulary, page 81.-Match the new words of vocabulary to the corresponding drawing. Vocabulary, page 84.- Complete sentences. Vocabulary, page 84.- Do the exercises proposed. Energy Check, page 88.


3.1.3. Phonetics- Show surprise, Pronunciation, page 81.

3.2. Reflection on language learning- Vocabulary, pages 81, 84: valuation of strategies for increasing knowledge of vocabulary.- Reading, pages 80, 81, 82, 86, 87: valuation of strategies to improve competence in understanding written texts, including autonomous use of the dictionary.- Grammar, pages 81, 82: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.- Listening pages 86, 87: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher.- Speaking, pages 81, 82, 83, 85, 87: collaboration with classmates in order to co-operate in learning.- Writing, page 87: presentation of written work with accuracy, clarity, precision, order and cleanness.- Energy Check: interest in solving problems which arise in the different activities, either orally or in writing.

Block 4. Socio-cultural aspects and intercultural awareness- Know other music groups. Song, page 89.


Unit 9 – The natural world

I Objectives

- Repeat the words others have said, making the necessary changes.- Make reported statements correctly.- Know prepositions of movement and use them correctly.- Extend vocabulary related to the environment.- Develop a critical turn of mind about questions which arise about the

environment and caring for it.- Pronounce correctly the changes of tone in words and sentences.- Know the collocations.- Know a map to describe a route.- Know how to give a direction in English using the appropriate formulas.- Know about organisations in defence of the environment and adopt a

positive attitude towards it.- Improve and strengthen the use of English dictionaries.- Write an essay.

II Contents

Block 1. Listening, speaking and conversation - Explanations about how to arrive at a specific place.- Debate about radio and television.- Participation in conversations about the environment.- Debate about organisations in defence of the environment.

Block 2. Reading and writing- Reading of a text about the environment.- Improvement of reading comprehension.- Reading of a text about organisations dedicated to the conservation and care

of the environment.- Appropriate use of the dictionary.- Production of an essay.- Production of a summary with the main ideas from a text.


3.1. - Linguistic knowledge3.1.1. Grammar- Use of reported statements.

3.1.2. Lexis- Prepositions of movement.- The environment.

3.1.3. Phonetics


- Changes of stress in words and/or sentences.


Block 4. Socio-cultural aspects and intercultural awareness- Knowledge and opinion about television.- Knowledge and opinion about the situation of the environment.- Knowledge and opinion about the organisations in favour of caring for the

environment.- Knowledge about recycling.


- Competence in linguistic communicationVocabulary, pages 91, 94: prepositions of movement, the environment.Grammar, page 92: reported statements.Listening, pages 90, 93, 97: Oral practice and comprehension. Speaking, pages 91, 93, 95, 97: Oral practice.Writing, page 97: improving written competence.Reading, pages 91, 93, 96, 97: reading texts and doing the corresponding exercises.- Interpersonal, social and civic competence.Skills, pages 96, 97: learning more in depth about the environment and the organisations which care for it.- Cultural and artistic competencePersonally Speaking, page 93: talking about radio and television.- Learning to learn competence Memory gym, pages 91, 94: strengthening the memorising of concepts.- Autonomy and personal initiative.All exercises are aimed at strengthening autonomy and personal initiative.

IV Assessment

Block 1. Listening, speaking and conversation- Do a listening and the corresponding exercises. Listening, page 90.- Explain to someone how to arrive at a place. Roleplay, page 91.- Take note about what is heard on a telephone answering machine. Listening, page 93.- Answer a questionnaire. Communication, page 95.- Debate about the environment and the organisations which defend it Skills, pages 96, 97.

Block 2. Reading and writing- Read a text and choose the correct words as well as complete sentences

about it. Reading, page 91- Read a text and answer questions. Reading, pages 96, 97.- Write an essay. Writing, page 97.



3.1. - Linguistic knowledge3.1.1. Grammar- Complete sentences. Grammar, page 92- Recognise verbal tenses. Grammar, page 92.

3.1.2. Lexis- Fill in the spaces with the corresponding word. Vocabulary, page 94.

3.1.3. Phonetics- Repeat the words proposed as well as the text that appears. Pronunciation, page 94.

3.2. Reflection on language learning- Vocabulary, page 91, 94: valuation of strategies for increasing knowledge of vocabulary.- Reading, pages 91, 93, 96, 97: valuation of strategies to improve competence in understanding written texts, including autonomous use of the dictionary.- Grammar, pages 92: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.- Listening pages 90, 93, 96: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher..- Speaking, pages 91, 95, 97: collaboration with classmates in order to co-operate in learning.- Writing, page 97: presentation of written work with accuracy, clarity, precision, order and cleanness- Energy Check, page 98: interest in solving problems which arise in the different activities, either orally or in writing.

Block 4. Socio-cultural aspects and intercultural awareness- Know the reality of recycling. Culture Bite, page 99.


Unit 10 – Friends

I Objectives

- Use might correctly.- Make predictions using the appropriate grammatical forms.- Know the form and use of question tags.- Improve intonation in English.- Extend vocabulary about the family and relations.- Use negative prefixes to extend vocabulary.- Know how to give strong opinions correctly and politely, always respecting

the other’s opinion.- Use what a/an + adjective/noun to express strong opinions.- Know something more about the world of horoscopes.- Improve the use of the English dictionary.- Know how to write a formal letter.- Know how to use I agree/I disagree for giving solutions.

II Contents

Block 1. Listening, speaking and conversation - Use of appropriate formulas for giving strong opinions.- Use of appropriate formulas for giving solutions.- Use of appropriate formulas for talking about the horoscope, tarot cards and

similar things.- Use of appropriate formulas for making predictions about what could happen

during the next holidays.

Block 2. Reading and writing- Reading of texts about the horoscope.- Production of a formal letter.


3.1. - Linguistic knowledge3.1.1. Grammar- Use of might.- Use of question tags.

3.1.2. Lexis - Relationships. - Words with negative meaning. - Negative prefixes.

3.1.3. Phonetics- Improve intonation in English.



Block 4. Socio-cultural aspects and intercultural awareness- Knowledge and respect towards other ways of understanding the future.


- Competence in linguistic communication Vocabulary, page 102: relations, negative prefixes, words with negative meaning.Grammar, pages 101. 103: might, questions tags.Listening, pages 100, 105, 107: oral practice and comprehension. Speaking, pages 101, 102, 104, 105: oral practiceWriting, pages 107: writing a formal letter.Reading, pages 101, 104, 106: reading texts and doing the corresponding exercises.- Mathematical competenceSkills, pages 104, 105: practising adding up and putting into practice a formula- game from the text found here.- Interpersonal, social and civic competence Vocabulary, page 102: about human relationships.Personally Speaking, page 102: talking about human relationships.- Learning to learn competenceMemory gym, page 102: exercises aimed at improving memorising of concepts.- Autonomy and personal initiative

All exercises are aimed at developing the creative and learning autonomy.

IV Assessment

Block 1. Listening, speaking and conversation- Do the listening and the corresponding exercises, pages 100, 105, 107.- Give strong opinions. Communication, page 101.- Give solutions. Personally Speaking, page 102.- Talk about the horoscope, numerology and similar things. Personally Speaking, page 104.- Talk about what could happen during the next holidays. Speaking, page 105. - Song, page 109.- Energy Check, page 108.

Block 2. Reading and writing- Read the texts and do the exercises proposed, Reading, pages 101, 102, 104,

106, 107.- Write a formal letter. Writing, page 107.- Energy Check, page 108.


3.1. - Linguistic knowledge


3.1.1. Grammar- Write about things that could happen Grammar, page 101.- Write question tags. Grammar, page 103.- Energy Check, page 108.

3.1.2. Lexis- Match cards and vocabulary. Vocabulary, page 102.- Energy Check, page 108.

3.1.3. Phonetics- Improve intonation in English. Pronunciation, page 103.

3.2. Reflection on language learning- Vocabulary, page 102: valuation of strategies for increasing knowledge of vocabulary.- Reading, pages 101, 104, 106, 107: valuation of strategies to improve competence in understanding written texts, including autonomous use of the dictionary.- Grammar, page 101, 103: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.- Listening pages 100,105, 106, 107: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher..- Speaking, pages 101, 102, 103, 105, 107: collaboration with classmates in order to co-operate in learning.- Writing, page 107: presentation of written work with accuracy, clarity, precision, order and cleanness- Energy Check: interest in solving problems which arise in the different activities, either orally or in writing.

Block 4. Socio-cultural aspects and intercultural awareness- Know other realities, Song, page 109.


Documents

Starter Unit – First day in London - Microsoftpearsonespana.blob.core.windows.net/books/Energy 3... · Web viewKnow the main phrasal verbs. Extend vocabulary related to the field