PROGRAMACIÓN GENERAL - Microsoft



PROGRAMACI?N GENERALREAL LIFEADVANCED__________________?REA DE LENGUA EXTRANJERAINGL?SReal Life Advanced Teaching ProgrammeUNIT 1: GET ACTIVEI. AIMSTo read a text about base jumpTo read an extract from Bend it like BeckhamTo read a reportTo listen to a radio interviewTo listen to two match reports for a volleyball match/hockey matchTo speak about sportsTo speak about danger and preferencesTo write a reportTo write a text describing dataTo know the parts of the body in EnglishTo know vocabulary about danger and preferencesTo know vocabulary to describe sportsTo know the form and use of articles in EnglishTo know how deictic reference works in EnglishTo improve the pronunciation of the English LanguageTo improve the intonation of the English LanguageTo recognize the word stress II. CONTENTSCommunicationSkillsReading a text about base jumpReading an extract from Bend it like BeckhamReading a reportListening to a radio interviewListening to two match reports for a volleyball match/hockey matchSpeaking about sportsSpeaking about danger and preferencesWriting a reportWriting a text describing dataLanguage reflectionsA. Language and grammar functionsArticlesReferenceB. VocabularyParts of the bodyDanger and preferencesDescribing sportsSociocultural AspectsTo show interest in sportsTo debate about health and sportsCROSS-CURRICULAR TOPICSMoral and civic educationTo respect people, no matter their origin, sex, religion.To talk about other countries with respect and interest.Education for peaceTo respect different countriesEducation for equalityTo respect people, no matter their sexHealth EducationTo think and talk about sports and healthBASIC COMPETENCESCommunication in the mother tongue and in foreign languages: articles, reference, sports. Pronunciation, intonation and stress.Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT); Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; Knowledge and connection with the world and environmentIt is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts). Being autonomous:is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.ASSESSMENTI. Communication skillsStudents’ Book. Real Time, page 12Students’ Book. Active Study 1, page 22Students’ Book. Mini Workbook, pages 104-123Workbook, Unit 1Test BookII. Language reflectionsStudents’ Book. Real Time, page 12Students’ Book. Active Study 1, page 22Students’ Book. Mini Workbook, pages 104-123Students’ Book. Grammar2know, pages 124-133Students’ Book. Wordlist, pages 136-145Workbook, Unit 1Test BookIII. Sociocultural aspectsStudents’ Book. Real Time, page 12Students’ Book. Quiz Answer and activities. Pages 134,135Workbook, Unit 1. UNIT 2: GROW UP!I. AIMSTo read a story about a birthday partyTo read a leafletTo read three letters about personal problemsTo listen to three people describing a special occasionTo listen to a student talking about learning life skillsTo listen to a radio interview To speak about special occasionsTo speak about a memorable celebrationTo speak about leaving homeTo speak about problemsTo speak about how to deal with domestic situationsTo know the form and use of past tenses in EnglishTo know the form and use of the modal verbs in EnglishTo know vocabulary about celebrations and special occasionsTo know vocabulary about domestic tasksTo know idioms in EnglishTo improve the pronunciation of the English LanguageTo improve the intonation of the English LanguageTo recognize the word stress II. CONTENTSCommunicationSkillsReading a story about a birthday partyReading a leafletReading three letters about personal problemsListening to three people describing a special occasionListening to a student welfare officer talking about the challenges of living away from home for the first timeListening to a radio presenter and some students talking about life skills they learnt when they left homeSpeaking about special occasionsSpeaking about a memorable celebrationSpeaking about leaving homeSpeaking about problemsSpeaking about how to deal with domestic situationsLanguage reflectionsA. Language and grammar functionsPast tensesModal verbsB. VocabularyCelebrations and special occasionsDomestic tasksIdiomsSociocultural AspectsTo think and talk about special occasions in lifeTo debate about domestic tasksTo think and talk about problems and solutionsTo debate about growing up and responsibilitiesCROSS-CURRICULAR TOPICSMoral and civic educationTo respect people, no matter their origin, sex, religion.To talk about other countries with respect and interest.To respect celebrationsEducation for peaceTo respect different countriesEducation for equalityTo respect people, no matter their sexTo share domestic tasks at homeHealth EducationTo think and talk about celebrations and healthBASIC COMPETENCESCommunication in the mother tongue and in foreign languages: past tenses, modal verbs. Pronunciation, intonation and stress.Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT); Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; Knowledge and connection with the world and environmentIt is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts). Being autonomous:is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.ASSESSMENTI. Communication skillsStudents’ Book. Real Time, page 20Students’ Book. Active Study 1, page 22Students’ Book. Mini Workbook, pages 104-123Workbook, Unit 2Test BookII. Language reflectionsStudents’ Book. Real Time, page 20Students’ Book. Active Study 1, page 22Students’ Book. Mini Workbook, pages 104-123Students’ Book. Grammar2know, pages 124-133Students’ Book. Wordlist, pages 136-145Workbook, Unit 2Test BookIII. Sociocultural aspectsStudents’ Book. Real Time, page 20Students’ Book. Quiz Answer and activities. Pages 134,135Workbook, Unit 2. UNIT 3: BLUE YONDERI. AIMSTo read an article about twitterTo read a text about Santiago de ChileTo read some extracts from a blogTo read a newspaper article about a teenager who conquered the EverestTo read the blurb from Dark MatterTo read some extracts from the book Dark MatterTo read a narrative essay about LondonTo write a storyTo speak about travelling abroadTo speak about smartphonesTo give an opinionTo speak about achievements in lifeTo speak about booksTo listen to people talking about teenage record breakersTo know the form and use of linkers in EnglishTo know the perfect verb forms in EnglishTo know vocabulary about travelTo know the colours in EnglishTo improve the pronunciation of the English LanguageTo improve the intonation of the English LanguageTo recognize the word stress II. CONTENTSCommunicationSkillsReading an article about twitterReading a text about Santiago de ChileReading some extracts from a blogReading a newspaper article about a teenager who conquered the EverestReading the blurb from Dark MatterReading some extracts from the book Dark MatterReading a narrative essay about LondonWriting a storySpeaking about travelling abroadSpeaking about the advantages and disadvantages of using a smartphoneSpeaking about achievements in lifeSpeaking about booksListening to people talking about teenage record breakersLanguage reflectionsA. Language and grammar functionsLinkersPerfect verb formsB. VocabularyTravelColoursSociocultural AspectsTo think and talk about advantages and disadvantages of using smartphonesTo debate about travelling abroadTo think and talk about important achievements in lifeTo debate about teenagersCROSS-CURRICULAR TOPICSMoral and civic educationTo respect people, no matter their origin, sex, religion.To talk about other countries with respect and interest.Education for peaceTo respect different countriesEducation for equalityTo respect people, no matter their sexBASIC COMPETENCESCommunication in the mother tongue and in foreign languages: linkers, perfect verb forms, travel, colours. Pronunciation, intonation and stress.Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT); Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; Knowledge and connection with the world and environmentIt is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts). Being autonomous:is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.ASSESSMENTI. Communication skillsStudents’ Book. Real Time, page 32Students’ Book. Active Study 2, page 42Students’ Book. Mini Workbook, pages 104-123Workbook, Unit 3Test BookII. Language reflectionsStudents’ Book. Real Time, page 32Students’ Book. Active Study 2, page 42Students’ Book. Mini Workbook, pages 104-123Students’ Book. Grammar2know, pages 124-133Students’ Book. Wordlist, pages 136-145Workbook, Unit 3Test BookIII. Sociocultural aspectsStudents’ Book. Real Time, page 32Students’ Book. Quiz Answer and activities. Pages 134,135Workbook, Unit 3. UNIT 4: IMAGE CONSCIOUSI. AIMSTo read a text about tattoosTo read an article about musicTo listen to people talking about imageTo listen to an interview with an IndieTo write a short description of a band or singerTo speak about fashionTo speak about musicTo speak about tattoosTo speak about body piercingTo speak about personalitiesTo give opinionsTo show agreement or disagreementTo know vocabulary and expressions to describe clothesTo know vocabulary and expressions to describe people and personalitiesTo know adjective patternsTo know multi-word verbsTo improve the pronunciation of the English LanguageTo improve the intonation of the English LanguageTo recognize the word stress II. CONTENTSCommunicationSkillsReading a text about tattoosReading an article about musicListening to people talking about imageListening to an interview with an IndieWriting a short description of a band or singerSpeaking about fashionSpeaking about musicSpeaking about tattoosSpeaking about body piercingSpeaking about personalitiesLanguage reflectionsA. Language and grammar functionsAdjective patternsMulti-word verbsB. VocabularyClothesPeoplePersonalitySociocultural AspectsTo think and talk about different personalitiesTo debate about physical appearancesTo show interest in fashionTo show interest in different kinds of musicCROSS-CURRICULAR TOPICSMoral and civic educationTo respect people, no matter their origin, sex, religion.To talk about other countries with respect and interest.To respect different tastesEducation for peaceTo respect different countriesEducation for equalityTo respect people, no matter their sexHealth educationTo debate about tattoos, piercing and healthBASIC COMPETENCESCommunication in the mother tongue and in foreign languages: adjective patterns, multi-word verbs, descriptions. Pronunciation, intonation and stress.Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT); Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; Knowledge and connection with the world and environmentIt is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts). Being autonomous:is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.ASSESSMENTI. Communication skillsStudents’ Book. Real Time, page 40Students’ Book. Active Study 2, page 42Students’ Book. Mini Workbook, pages 104-123Workbook, Unit 4Test BookII. Language reflectionsStudents’ Book. Real Time, page 40Students’ Book. Active Study 2, page 42Students’ Book. Mini Workbook, pages 104-123Students’ Book. Grammar2know, pages 124-133Students’ Book. Wordlist, pages 136-145Workbook, Unit 4Test BookIII. Sociocultural aspectsStudents’ Book. Real Time, page 40Students’ Book. Quiz Answer and activities. Pages 134,135Workbook, Unit 4UNIT 5: CHANGING WORLDI. AIMSTo read some texts from a blog about celebritiesTo read an article about a man who lives without moneyTo read an essay about FairtradeTo listen to some students talking about changes in their countryTo listen to a lecture about “The future of Brazil”To speak about their countryTo speak about celebritiesTo speak about moneyTo write a persuasive essayTo show agreementTo show disagreementTo know the form and use of the continuous aspect of verbs in EnglishTo use cleft sentences and inversion to give emphasisTo know vocabulary and expressions to talk about timeTo know time expressionsTo know vocabulary about the environmentTo know vocabulary and expressions to talk about global issuesTo improve the pronunciation of the English LanguageTo improve the intonation of the English LanguageTo recognize the word stress II. CONTENTSCommunicationSkillsReading some texts from a blog about celebritiesReading an article about a man who lives without moneyReading an essay about FairtradeListening to some students talking about changes in their countryListening to a lecture about “The future of Brazil”Speaking about their countrySpeaking about celebritiesSpeaking about moneyWriting a persuasive essayLanguage reflectionsA. Language and grammar functionsContinuous aspectCleft sentences and inversion for emphasisB. VocabularyTime EnvironmentGlobal issuesSociocultural AspectsTo think and talk about capitalismTo debate about money and living without moneyTo think and talk about TVTo debate about celebrities and TVTo show interest in changes that are taking place in their countryTo show interest in the environmentTo show interest in Fairtrade productsCROSS-CURRICULAR TOPICSMoral and civic educationTo respect people, no matter their origin, sex, religion.To talk about other countries with respect and interest.To respect different tastesEducation for peaceTo respect different countriesEducation for equalityTo respect people, no matter their sexHealth educationTo debate about money and healthEnvironmental educationTo respect natureBASIC COMPETENCESCommunication in the mother tongue and in foreign languages: continuous aspect, cleft sentences and inversion for emphasis. Time, environment, global issues. Pronunciation, intonation and stress.Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT); Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; Knowledge and connection with the world and environmentIt is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts). Being autonomous:is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.ASSESSMENTI. Communication skillsStudents’ Book. Real Time, page 52Students’ Book. Active Study 3, page 62Students’ Book. Mini Workbook, pages 104-123Workbook, Unit 5Test BookII. Language reflectionsStudents’ Book. Real Time, page 52Students’ Book. Active Study 3, page 62Students’ Book. Mini Workbook, pages 104-123Students’ Book. Grammar2know, pages 124-133Students’ Book. Wordlist, pages 136-145Workbook, Unit 5Test BookIII. Sociocultural aspectsStudents’ Book. Real Time, page 52Students’ Book. Quiz Answer and activities. Pages 134,135Workbook, Unit 5UNIT 6: EAT RIGHTI. AIMSTo read a text about foodTo read a quiz about tasteTo read some facts about foodTo read a text about food and its originsTo listen to people talking about junk foodTo listen to friends talking about food they dislikeTo speak about healthy and unhealthy foodTo speak about food To describe foodTo speak about foreign foodTo know the form and use of real conditionals in EnglishTo know the form and use of introductory it and thereTo know vocabulary about healthy eatingTo know vocabulary and expressions to talk about tasteTo know vocabulary about foodTo improve the pronunciation of the English LanguageTo improve the intonation of the English LanguageTo recognize the word stress II. CONTENTSCommunicationSkillsReading a text about foodReading a quiz about tasteReading some facts about foodReading a text about food and its originsListening to people talking about junk foodListening to friends talking about food they dislikeSpeaking about healthy and unhealthy foodSpeaking about food they likeSpeaking about food they dislikeSpeaking about foreign foodLanguage reflectionsA. Language and grammar functionsReal conditionalsIntroductory itIntroductory thereB. VocabularyHealthy eatingTasteFoodSociocultural AspectsTo think and talk about food from other countriesTo debate about where food come fromTo debate about junk foodTo think and talk about food and healthCROSS-CURRICULAR TOPICSMoral and civic educationTo respect people, no matter their origin, sex, religion.To talk about other countries with respect and interest.To respect different tastesEducation for peaceTo respect different countries and culturesHealth educationTo debate about health and unhealthy foodBASIC COMPETENCESCommunication in the mother tongue and in foreign languages: real conditionals, introductory it/there. Food.Pronunciation, intonation and stress.Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT); Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; Knowledge and connection with the world and environmentIt is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts). Being autonomous:is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.ASSESSMENTI. Communication skillsStudents’ Book. Real Time, page 60Students’ Book. Active Study 3, page 62Students’ Book. Mini Workbook, pages 104-123Workbook, Unit 6Test BookII. Language reflectionsStudents’ Book. Real Time, page 60Students’ Book. Active Study 3, page 62Students’ Book. Mini Workbook, pages 104-123Students’ Book. Grammar2know, pages 124-133Students’ Book. Wordlist, pages 136-145Workbook, Unit 6Test BookIII. Sociocultural aspectsStudents’ Book. Real Time, page 60Students’ Book. Quiz Answer and activities. Pages 134,135Workbook, Unit 6UNIT 7: COGS TURNINGI. AIMSTo read some extracts about inventionsTo read three texts about different inventionsTo read a review of a filmTo read a for and against essayTo listen to a teacher speaking about inventionsTo speak about modern gadgetsTo speak about inventions of the pastTo write an essayTo give opinionsTo make an argument for and against somethingTo know the form and use of the modals of deduction To know the form and use of the modals of speculationTo know the form and use of the passive voice of verbs in EnglishTo know sequencers in EnglishTo know positive adjectives in EnglishTo know negative adjectives in English To improve the pronunciation of the English LanguageTo improve the intonation of the English LanguageTo recognize the word stress II. CONTENTSCommunicationSkillsReading some extracts about inventionsReading three texts about different inventionsReading a review of a filmReading a for and against essayListening to a teacher speaking about inventionsSpeaking about modern gadgetsSpeaking about inventions of the pastWriting an essayLanguage reflectionsA. Language and grammar functionsModals of deductionModals of speculationPassiveB. VocabularySequencersPositive adjectivesNegative adjectivesSociocultural AspectsTo think and talk about inventionsTo show interest in new inventionsTo speak about filmsCROSS-CURRICULAR TOPICSMoral and civic educationTo respect people, no matter their origin, sex, religion.To talk about other countries with respect and interest.Education for peaceTo respect different countries and culturesHealth educationTo debate about important inventions for healthBASIC COMPETENCESCommunication in the mother tongue and in foreign languages: modals of deduction and speculation. Passive. Sequencers. Adjectives. Pronunciation, intonation and stress.Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT); Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; Knowledge and connection with the world and environmentIt is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts). Being autonomous:is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.ASSESSMENTI. Communication skillsStudents’ Book. Real Time, page 72Students’ Book. Active Study 4, page 82Students’ Book. Mini Workbook, pages 104-123Workbook, Unit 7Test BookII. Language reflectionsStudents’ Book. Real Time, page 72Students’ Book. Active Study 4, page 82Students’ Book. Mini Workbook, pages 104-123Students’ Book. Grammar2know, pages 124-133Students’ Book. Wordlist, pages 136-145Workbook, Unit 7Test BookIII. Sociocultural aspectsStudents’ Book. Real Time, page 72Students’ Book. Quiz Answer and activities. Pages 134,135Workbook, Unit 7UNIT 8: CULTURE CLASHI. AIMSTo read a text about carsTo read a blog about SpainTo read some dictionary entriesTo read a text about travelling abroadTo listen to people talking about their relationshipTo listen to people talking about multi-cultural relationshipsTo speak about different countries and different ways of greetingTo speak about cultural behavioursTo speak about living overseasTo know the form and use of the relative clausesTo know the form and use of the modifying comparative structuresTo know vocabulary about advertising and marketingTo know vocabulary about differences and similaritiesTo know vocabulary about cultureTo improve the pronunciation of the English LanguageTo improve the intonation of the English LanguageTo recognize the word stress II. CONTENTSCommunicationSkillsReading a text about carsReading a blog about SpainReading some dictionary entriesReading a text about travelling abroadListening to people talking about their relationshipListening to people talking about multi-cultural relationshipsSpeaking about different countries and different ways of greetingSpeaking about cultural behavioursSpeaking about living overseasLanguage reflectionsA. Language and grammar functionsRelative clausesModifying comparative structuresB. VocabularyAdvertising and marketingDifferences and similaritiesCultureSociocultural AspectsTo show interest in travelling abroadTo show interest in discovering different culturesCROSS-CURRICULAR TOPICSMoral and civic educationTo respect people, no matter their origin, sex, religion.To talk about other countries with respect and interest.Education for peaceTo respect different countries and culturesHealth educationTo debate about important inventions for healthRoad safetyTo use the car carefullyBASIC COMPETENCESCommunication in the mother tongue and in foreign languages: relative clauses, modifying comparative structures, culture. Pronunciation, intonation and stress.Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT); Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; Knowledge and connection with the world and environmentIt is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts). Being autonomous:is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.ASSESSMENTI. Communication skillsStudents’ Book. Real Time, page 80Students’ Book. Active Study 4, page 82Students’ Book. Mini Workbook, pages 104-123Workbook, Unit 8Test BookII. Language reflectionsStudents’ Book. Real Time, page 80Students’ Book. Active Study 4, page 82Students’ Book. Mini Workbook, pages 104-123Students’ Book. Grammar2know, pages 124-133Students’ Book. Wordlist, pages 136-145Workbook, Unit 8Test BookIII. Sociocultural aspectsStudents’ Book. Real Time, page 80Students’ Book. Quiz Answer and activities. Pages 134,135Workbook, Unit 8UNIT 9: TYPICAL EDUCATIONI. AIMSTo read a text about studying onlineTo read the descriptions of real degree courses or modules in the UKTo read a newspaper articleTo read newspaper articles about schoolsTo read a problem and solutions essayTo listen to a talk about more unusual degree coursesTo listen to people talking about plagiarismTo speak about schoolsTo speak about degree coursesTo speak about employability skillsTo write an essayTo give a presentation on post-compulsory educationTo discuss compulsory school subjectsTo know the form and use of unreal conditionalsTo know nominalization in EnglishTo know the differences between asand likeTo know vocabulary about post-compulsory educationTo improve the pronunciation of the English LanguageTo improve the intonation of the English LanguageTo recognize the word stress II. CONTENTSCommunicationSkillsReading a text about studying onlineReading the descriptions of real degree courses or modules in the UKReading a newspaper articleReading newspaper articles about schoolsReading a problem and solutions essayListening to a talk about more unusual degree coursesListening to people talking about plagiarismSpeaking about schoolsSpeaking about degree coursesSpeaking about employability skillsWriting an essayLanguage reflectionsA. Language and grammar functionsUnreal conditionalsNominalisationB. VocabularyPost-compulsory educationAsLikeSociocultural AspectsTo debate about educationTo debate about schoolsTo think and talk about adult educationTo think and talk about post-compulsory educationTo debate about cheating and examsTo think and talk about studying abroadCROSS-CURRICULAR TOPICSMoral and civic educationTo respect people, no matter their origin, sex, religion.To talk about other countries with respect and interest.To talk about educationEducation for peaceTo respect different countries and culturesHealth educationTo debate about culture and healthBASIC COMPETENCESCommunication in the mother tongue and in foreign languages: unreal conditionals, nominalisation, education, school. Pronunciation, intonation and stress.Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT); Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; Knowledge and connection with the world and environmentIt is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts). Being autonomous:is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.ASSESSMENTI. Communication skillsStudents’ Book. Real Time, page 92Students’ Book. Active Study 5, page 102Students’ Book. Mini Workbook, pages 104-123Workbook, Unit 9Test BookII. Language reflectionsStudents’ Book. Real Time, page 92Students’ Book. Active Study 5, page 92Students’ Book. Mini Workbook, pages 104-123Students’ Book. Grammar2know, pages 124-133Students’ Book. Wordlist, pages 136-145Workbook, Unit 9Test BookIII. Sociocultural aspectsStudents’ Book. Real Time, page 92Students’ Book. Quiz Answer and activities. Pages 134,135Workbook, Unit 9UNIT 10: WORKING LIFEI. AIMSTo read some job advertisements To read an article about jobsTo read a text about starting a businessTo listen to a radio programmeTo listen to a job interviewTo speak about jobsTo speak about how to get started in a careerTo know the form and use of gerund and infinitive verb patterns in EnglishTo know the form and use of the reported speech in EnglishTo improve the pronunciation of the English LanguageTo improve the intonation of the English LanguageTo recognize the word stress II. CONTENTSCommunicationSkillsReading some job advertisements Reading an article about jobsReading a text about starting a businessListening to a radio programmeListening to a job interviewSpeaking about jobsSpeaking about how to get started in a careerLanguage reflectionsA. Language and grammar functionsGerund verb patternsInfinitive verb patternsReported speechB. VocabularyAspects of jobsEntrepreneurial qualitiesSociocultural AspectsTo debate about education and jobsTo debate about the crisisTo think and talk about the labour marketCROSS-CURRICULAR TOPICSMoral and civic educationTo respect people, no matter their origin, sex, religion.To talk about other countries with respect and interest.To talk about education and jobsTo debate about the crisisHealth educationTo debate about jobs and healthBASIC COMPETENCESCommunication in the mother tongue and in foreign languages: gerund and infinitive verb patterns, reported speech, jobs. Pronunciation, intonation and stress.Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT); Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; Knowledge and connection with the world and environmentIt is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts). Being autonomous:is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.ASSESSMENTI. Communication skillsStudents’ Book. Real Time, page 100Students’ Book. Active Study 5, page 102Students’ Book. Mini Workbook, pages 104-123Workbook, Unit 10Test BookII. Language reflectionsStudents’ Book. Real Time, page 100Students’ Book. Active Study 5, page 102Students’ Book. Mini Workbook, pages 104-123Students’ Book. Grammar2know, pages 124-133Students’ Book. Wordlist, pages 136-145Workbook, Unit 10Test BookIII. Sociocultural aspectsStudents’ Book. Real Time, page 102Students’ Book. Quiz Answer and activities. Pages 134,135Workbook, Unit 10 ................
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