UNIDAD 0 FRIENDS
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|Smart Planet 1 |
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|Ben Goldstein & Ceri Jones |
1st ESO
Teaching Programme
|INDEX |
1 Methodology
1.1 Theoretical Basis
1.2 What does Smart Planet offer?
1.3 Components
2 Objectives
3 Competences
3.1 Introduction
3.2 Smart Planet's contribution to acquiring competences
3.3 Competences in Smart Planet
3.4. Learning styles
4 Contents
4.1 Contents blocks
4.2 Core contents
5 Learning standards
6 Assessment
6.1 Presentation
6.2 Assessment criteria
6.3 Assessment in Smart Planet
6.4 Assessment tools in Smart Planet
6.5. Qualification criteria
7 Educational needs
7.1. Introduction to the concept of attention to diversity
7.2. Attention to diversity in Smart Planet
8 Development of teaching units
8.1 Contents
Block 1. Comprehension of oral texts
Block 2. Production of oral texts
Block 3. Comprehension of written texts
Block 4. Production of written texts
Ø Linguistic knowledge
- Communication functions
- Vocabulary
- Syntactic-discursive contents
- Graphic patterns and sounds
- Classroom language
Ø Learning strategies
Ø Sociocultural and sociolinguistic aspects
8.2 Competences: Descriptors – Activities
8.3 Social awareness
8.4 Cross-curricular links
8.5 Assessment criteria
8.6 Contents - Assessment criteria - Competences
Annex - KEY COMPETENCES ASSESSMENT RUBRIC
|1 INTRODUCTION TO THE METHOD |
1.1 Theoretical Basis
Smart Planet is a method for teaching English designed for Compulsory Secondary Education (ESO – Educación Secundaria Obligatoria), achieving the objectives established by the curriculum for and preparing students for the Cambridge Preliminary English Test (PET). Bearing these objectives in mind, it is important to underline the practical nature of this method, allowing students to complete [1] this academic stage having learned enough to be able to take an internationally recognised exam previous to the First Certificate. In this way, the method meets a double objective: for one thing, giving students training about indispensable and practical strategies, skills and abilities for learning a foreign language, and, for another, allowing them to study for an internationally accepted exam, PET. Bearing in mind the Common European Framework of Reference for Languages(CEFR), the method's objective is that students finish ESO with almost B1 standard language competence and, specifically, Smart Planet 1 has been drawn up to cover A1+ standard and begin A2.
Smart Planet is designed to cover both students' and teachers' needs in a complete, dynamic, entertaining and rigorous fashion. The aim is not just to consolidate already acquired knowledge but also to be aware of it practical use. In the same way, the method has been written in such a way that students can understand and accept the fact that learning a second language, in this case English, is a continual process to be carried out over time, which is one of CEFR's basic principles. In addition, Smart Planet helps students to prepare each exam strategy gradually and in depth, which allows them to develop a full, rigorous view of the linguistic characteristics of English by using the four skills.
The teaching approach guarantees learning, the revision and consolidation of different aspects of oral and written language using carefully prepared material which, for example, encourages an approach to grammar based on deduction. As mentioned above, this method provides teachers with the material they need to help and direct students to obtain a consolidated intermediate level in line with terms established by CEFR. In order to do this in a dynamic, attractive way, the topics which the units are based around have been carefully chosen to be interesting for the students, connected with their surroundings and/or real life. Carefully prepared, attractive presentation, combined with the use of strategies, activities and various different approaches, contributes towards students' motivation.
Thanks to the method's methodological guidance, students will study the curricular contents in a simple, effective and gradual way, following a clear structure and a variety of activities which will consolidate practical as well as theoretical knowledge. The four skill are developed in this method in such a way that students can understand (using the deductive approach already mentioned) and assimilate contents not only to study for PET but also to use English in a practical way in real situations.
The method's most important facets include:
• Clearly presenting objectives.
• Linking contents and activities with key competences.
• Choosing topics carefully in order to motivate students and, at the same time, make learning meaningful for them.
• Providing many opportunities for paying attention to diversity.
• A natural way to use what is learned about the four language skills.
• Encouraging students to be able to work by themselves.
• Emphasis on the deductive method as a mechanism for students' learning and assimilating grammar contents.
• Making extensive, well programmed use of videos as a teaching resource.
• Special attention to Spanish speakers' typical mistakes when learning English.
There are nine units in Smart Planet, each of them centred around topics which, as mentioned above, help to motivate students thanks to their current relevance, because they are connected with students' interests or because they deal with daily life and, as such, are relevant. Specially attention is paid to revision as a learning strategy. To start with, students revise contents which they have learned in the previous Starter Units. There is also a Review section at the end of each unit. Finally, there is a Unit Review… every three units whose objective is to reinforce the objectives studied in those units. There is also a Get it right! section every three units. These deal with the typical mistakes which Spanish-speaking learners of English as a second language make and which have been examined during these units.
Each unit includes specific sections for developing each of the language skills. There are also two grammar sections: Grammar 1 and Grammar 2, whose contents are the theoretical basis for the method and make it easier to revise the Grammar Reference at the end of the book.
Smart Planet is designed to make it possible to incorporate new grammar concepts gradually, increase vocabulary and consolidate better language abilities. The method also makes sure that learning is meaningful, which means that students are motivated by seeing how important English is and, consequently, how important learning it is, bearing in mind both personal factors (full personal development, as described by the legislation) and work-related factors (for example, the key competence "Sense of initiative and entrepreneurship": see below).
As we have said, this method's objectives are to cover students' real, objective needs in terms of CEFR parameters. The objective is to stimulate continual, practical learning which also stimulated students (at the current time and for the continual learning involved in acquiring a second language). This method also helps students to study for PET, as we have said, an internationally recognised exam which is preliminary to Cambridge First Certificate.
1.2 What Smart Planet
contributes
The materials in Smart Planet have been put together with the attitude that the students are not mere language learners. The students are taken to be, at all times, explorers who are investigating every facet of the process of learning.
It is for this reason that Smart Planet is a method for teaching English which is eminently practical and is based on two basic approaches in terms of method:
1. An interactive approach, focusing on teaching the use (and development) of language skills.
2. Deduction as one of the pillars of learning.
To do this, the sequence of concepts has been carefully prepared, as has the presentation of contents, the logic of the work carried out in the activities and the activities in themselves. Likewise, the young target audience for the method has been taken into account when choosing images, texts, audios and videos, along with material design and graphic presentation.
Smart Planet takes into account the need to create a positive learning atmosphere in the classroom. Making this a reality will depend, to a large extent, on each teacher's ability to open paths of communication with the students and so their good mutual understanding; it will also depend on the creation of a motivating framework of mutual interaction between teacher and student, student and student. And Smart Planet takes this into account by presenting the tasks in a clear way, addressing each concept using various different exercises and not just repetition, encouraging students to work in pairs and in groups, encouraging students to show their homework in class and giving students continual opportunities to check their own progress.
Smart Planet 4 a greater number of productive activities with which students can develop their competences with written and oral expression (speaking and writing competences), as the same time as they continue developing their oral and reading comprehension (reading and listening competences).
Furthermore, the work carried out in English Profile has been taken into account when choosing the vocabulary to be learned throughout the method. Investigation carried out during this project has made it possible to identify what the students know and what they are able to do in English on each CEFR level of language learning. The above, along with the age of the students in each year of ESO, has fixed the framework for the vocabulary to be taught.
The teacher becomes a guide and facilitator for learning during work in pairs, groups and role plays. This type of communication activities give students the chance to work independently, without the teacher. During this type of activities, the teacher stays to one side and only supervises and intervenes as necessary.
Smart Planet offers simple, clear methodology in which the following may be underlined:
- For teaching grammar: a method based on students' deductions, although a more inductive approach is taken when revising grammar concepts which students should have studied in previous years. However, when dealing with new points, the method is designed to help students understand it by themselves, thanks to their own effort, and not thanks to the teacher's explanations. This is designed to obtain stronger, permanent acquisition of knowledge. New concepts are presented by reading texts or listening to them; the material to be studied is emphasised just above the tables on which students carry out their deductive work. In any case, students are given references for checking grammar contents in the theoretical section at the end of the book (which students can also use for revision purposes). The exercises have been carefully sequenced, going from those with more guidelines to those which students can do with greater freedom. And at the end of each page students can make use of what they have learned (Your Turn activity).
- For teaching vocabulary: each vocabulary section includes a highly visual presentation with will catch students' attention and help them to learn new vocabulary, which is displayed in boxes. Many exercises are provided in order to work on new vocabulary using different strategies in order to make it easier to learn. And recordings are provided to help students improve their pronunciation. Finally, we should underline once more the Your Turn activity at the end of each page.
- For teaching language abilities: although the methods used are various, in other words, work is carried out simultaneously on the four skills (as is natural when dealing with communications), it is appropriate to mark out certain educational facets with regards to each one:
▪ Speaking: this method offers numerous activities which promote oral interaction between students either in pairs, small groups or as a class. The objective is always to use the vocabulary and grammar points studied. The most natural context possible is always used: students are asked to talk about themselves and their surroundings, express their opinions, their preferences, their thoughts… Specifically, each unit includes a section designed for using language in a practical way in role plays which reproduce every day situations. This section is complemented by a video which allows students to talk about themselves: young Britons and Americans answer a question about themselves and students too are asked to answer it.
▪ Writing: the method deals with writing different types of written texts (eg. e-mails and posts). As well as focusing on the unit's own contents, students are helped to expand their knowledge (eg. new vocabulary) and learn to use particular things in writing such as connecting words, expressions to use at the start and finish of written texts, etc. Students always start with the model of the type of text to be studied; they analyse it and look at its parts and phrases to use in their own writing. At the end of each section, each students has to write the same type of text.
▪ Listening: this method offers numerous opportunities to listen to native English speakers. Both vocabulary to be learned and functional language is offered in audio format (which, as we have said, makes it easier for students to hear correct pronunciation), and texts and conversation models are also available in recordings. Comprehension of oral messages is aided by the contextualisation of what is going to be heard: working with the texts, oral interaction situations with familiar and everyday possibilities, etc. In addition, special care has been taken with the graphic material for listening tasks. This helps students to focus and teachers to point out the points which are going to be studied. Of course, all the skills are going to be worked on in the Workbook activities, but we would like to emphasise this as part of Listening because it enables students to carry out individual work and also concentrate on their own rhythm of learning, using the exercises available at their own discretion (eg. playing the audio as many times as they need to).
▪ Reading: Smart Planet seeks out what is essential and motivates reading, which is the key method for developing this skill: students have to read and have to be motivated to do so. As we have said before, the texts have been carefully selected for the students to find their contents attractive. Each unit includes two texts, varied in terms of format and presentation. The first usually has a contemporary look, a blog or a forum, and allows students to study previously seen vocabulary and also present the vocabulary to be studied on the following page. The second text is also attractive because of its cultural dimension. There are also reading texts on the CLIL pages and teachers can offer other reading material thanks to Cambridge Discovery Education Interactive Readers.
- Fro teaching pronunciation: in each unit there is a specific section for working on different aspects of pronunciation: accent (word stress), especially difficult sounds, intonation and prosody. The first approach is always imitation, but students must also understand the importance of pronouncing reasonably well: firstly, in order to make oral communication easier and, later, with more specific arguments such as words which have different meanings depending on subtle differences in pronunciation and which may confuse listeners (leave vs live). The method also emphasises correcting Spanish speakers' typical mistakes and encourages students to concentrate on the material offered in Say it right!, which is part of Get it right!
1.3 Components
Smart Planet includes a Student's Book (Student's Book with a DVD-ROM), an Activities Book (Workbook) and the Teacher's Book (Teacher’s Book), which includes the Class Audio CDs and the Smart Resources DVD-ROM. Both the Student's Book and the Activities Book area available in digital format (Digital Student's Book and Digital Workbook); other digital materials include Digital Planet (available on DVD-ROM and on-line), the Smart Augmented Reality App, the Test Generator and web resources (Web resources).
The Student's Book has 128 full-colour pages.
- There is a first unit (Starter Unit) for introducing the contents and revising the contents of the previous educational stage.
- There are 9 main units, each of 10 pages, with grammar sections, vocabulary, listening and reading. The four skills are worked on in all units and there are also opportunities for students to practise oral communication (Your Turn section). In each unit four videos are used in the section called Discovery Education. There is also a revision page at the end of each unit.
- Every three units – at the end of units 3, 6 and 9 – there are two especially relevant pages. Firstly, the Get it right! page, taken from the Cambridge English Corpus, which allows students to revise Spanish speakers' most common mistakes when learning and using English. The following page (Review) enables students to revise the language contents studied in the previous three units.
- There is a total of 24 pages of extra material. This material consists of nine pages of inter curricular contents (CLIL), three pages about work to be carried out in groups (Project), nine sections (one per unit) to concentrate on certain areas of pronunciation (Pronunciation), grammar reference which brings together those contents unit by unit to make learning them easier or to revise them (Grammar reference) and, finally, a page with an irregular verbs table and phonetic symbols.
There are 128 black and white pages in the Activities Book which include:
- A Starter Unit for revising Primary Education contents.
- Activities blocks for each unit, each one with six pages of activities for looking at what has been learned once more without just repeating previous exercises mechanically. At the end of each block there are two revision pages and every three blocks there is a revision page which brings the contents of the three units together.
- As in the Student’s Book, every three units there is a page for examining the most common mistakes, Get it right!, with a specific subsection for looking at spelling mistakes (Spell it right!), and another page of general revision (Review).
- Nine pages with specific activities to study vocabulary (Vocabulary extra).
- The audio transcriptions.
- 20 pages about grammar (Grammar reference) with explanations in Spanish on the left-hand page and practical activities to assimilate properly on the right-hand page.
- A vocabulary list (Wordlist) of words used with phonetic transcriptions.
- A final page with a list of irregular verbs.
The Teacher's Book includes:
• A presentation of the method and its sections: this gives teachers a quick view which will enable new teachers to use it with greater ease.
• A table connection the CEFR descriptors with the book's contents.
• Various pages connecting the competences with the different sections and/or activities and exercises in each unit.
• A section about the methods on which the materials used in Smart Planet are based. In this way teachers' greatest possible understanding of the method is obtained, which also means that students will get the most from it. More specifically, Ben Goldstein talks about the importance of using videos in the classroom. The method's flexibility and evaluation are also dealt with.
• Teaching notes for the Student's Book's 9 units including:
- each unit's objectives;
- a table connecting learning with competences.;
- step-by-step notes for each activity;
- suggestions for optional activities (Optional activities), including some specific ones for the most able students (Fast finishers);
- teaching suggestions (Teaching tips);
- complementary information about cultural contents (Background information);
- panels with the information needed to work with three of the four videos Discovery Education;
- the solutions for all the activities;
- transcriptions of the recordings and exercises requiring oral comprehension.
• Teaching notes for the CLIL pages; this includes the information panel for the fourth Discovery Education video in each unit.
• Detailed explanations for dealing with the work in each Project.
• Transcriptions of the videos.
• Activities Book solutions.
• Various pages of games to make learning fun (Games bank)
• The Class Audio CDs include recordings of all the exercises, both from the Student's Book and the Activity Book.
• The Smart Resources DVD-ROM includes 36 videos for the Discovery Education section in the nine units and a considerable amount of printable material, including:
- exams for initial assessment, for each unit, for the end of the term and final assessment, with two degrees of difficulty, and with matching audio files for the oral comprehension exercises;
- oral exam practice;
- extra exercises for practising grammar and vocabulary, with two degrees of difficulty;
- exercises to increase vocabulary;
- activities for communication interaction in pairs;
- drama activities for encouraging dialogue;
- extra oral comprehension activities (with the audio files);
- widening cultural information;
- activities for working with videos;
- puzzles and quizzes.
The DVD-ROM with the Student's Book (Student’s DVD-ROM) includes all the Discovery Education videos along with a range of interactive activities which will help students to understand the videos better. For each video there is a self-correctable exercise which students will do, having the possibility to watch each video as they wish (with or without subtitles, pausing it when they wish, watching sequences again…)
The digital versions of the Student's Book and the Activities Book include around 800 interactive activities as well as all the audios and videos from Discovery Education.
The method includes a considerable amount of materials for use on the digital white board, known as Digital Planet, and includes:
- digital versions of the Student's Book and the Activity Book along with the audio files and videos and the answers;
- the exercises and activities for these two materials in interactive format, which makes their presentation in class easier, including the videos for Discovery Education;
- the digital version of the Teacher’s Book in English and Spanish;
- synchronised access from the activities in the Student’s Book to those connected with the Workbook, along with notes for the teacher and the answers;
- tools for teachers to be able to include notes or hyperlinks between the contents of any of the books (Student, Activities and Teacher);
- a "digital flip chart" which teachers can use during the class and, of course, keep at the end;
- a page with direct access to all the audios and videos in each unit.
Online access to Digital Planet is on the publisher's web page: cambridgeteacher.es
The AR app (Smart Planet Augmented Reality App), as its name suggests, gives easier access (Augmented Reality) to the videos, the main interactive activities and the presentations about grammar. Students who need to may download it from this website: smartplanetapps.es
With the Test Generator tool teachers can put together exams in terms of their students' profile. In this way they can choose exercises to check that the students have learned vocabulary, their knowledge of grammar and other language skills, and can do so in connection with specific contents or as continual assessment; it also included exams per unit and final exams.
Web resources: the audio files for the Activities Book are available for students in mp3 format on the method website: elt/smartplanet
|2 OBJECTIVES |
Organic Law 8/2013, for the Improvement of Educational Quality, defines the syllabus as a series of objectives in each subject and educational stage; competences, or the ability to activate and apply the contents of each subject and educational stage in an integrated way, competences, or all the, abilities, competences and attitudes which help achieve the objective of each subject and educational stage and the acquisition of competences; didactic methodology, which includes the description of teaching practices and the organization of teachers' work; gradable standards and learning results ; and criteria of evaluation of the degree of competence acquisition and the objectives of each subject and educational stage.
The general objectives for this level are connected with the competences which students will have to use in all areas[2]:
a) Accept duties with responsibility, be aware of and make use of rights in relation to other people, be tolerant, cooperate and empathise with other people and groups, dialogue and observe human rights and equality of treatment and opportunities between men and women, the common values of a plural society and train to form part of a democratic society.
b) Develop and consolidate disciplined habits, individual work and studying and working in teams as necessities for effective learning and personal development.
c) Value and respect differences between the sexes and equal rights and opportunities. Reject discrimination between people based on gender or any other personal or social condition or circumstance. Reject stereotypes which lead to discrimination between men and women and all types of violence against women.
m) Developing emotional competences in all personal areas and relationships with others as well as opposing violence, all types of prejudice and sexist stereotypes.
e) Develop basic skills for using sources of information in order to acquire new knowledge using critical awareness. Obtain basic knowledge about technology, especially information and communication technology.
f) Understanding scientific knowledge as integrated knowledge, which forms part of different disciplines, and find out about and apply methods for identifying problems in different areas of knowledge and experience.
g) Develop a spirit of enterprise and self-confidence, critical awareness, personal initiative and the ability to learn to learn, plan, take decisions and accept responsibility.
h) Understanding and correctly use Spanish and, if there is one, the Autonomous Community's co-official language, orally and in writing – texts and complex messages – and begin to find out about, read and study literature.
i) Understanding and make yourself understood in one or more foreign languages.
j) Find out about, value and respect other people's basic cultural and historical characteristics along with artistic and cultural heritage.
k) Find out about and accept how your own and other people's bodies work, consolidate habits of personal and hygiene care and use physical education and sports to favour personal and social development. Find out about and value the human dimension of sexuality in all its diversity. Critically appraise social habits connected with health, consumer habits, looking after live beings and the environment, helping to conserve and improve it.
l) Appreciate artistic creation and understand the language used in different types of art, using various different means of expression and representation.
|3 COMPETENCES |
3.1 Introduction
In line with European Parliament Recommendation 2006/962/EC about key competences for continual learning, the Royal Decree[3] which sets the basic curriculum for Secondary Education is based on promoting learning by competences integrated in the curriculum areas.
These competences are taken to be "know-how" in the context of any academic, social or professional context. Learning using competences encourages learning and motivates learning as overall procedures for learning about each subject are acquired.
Students have to develop basic competences throughout their compulsory education, in both primary and secondary levels. These competences help them to fulfil their potential, to become active citizens, become successful in their adult lives and enable them to enjoying continual learning.
Each and every part of the syllabus encourages the acquisition and development of these competences. Because of this, working on certain areas makes it possible to reach these objectives. They are not limited to particular subjects or levels. Some of the indispensable factors for achieving success include: the way in which centres are organised and managed; the style of teaching; the way in which key parts and players in the educational community interact; the availability of extra-curricular and complementary activities.
LOMCE uses the definitions of key competences established by the European Union[4].
LC - Linguistic Communication.
MSCT - Mathematical competence and basic science and technology competences.
DC - Digital competences
LL - Learning to Learn
SCS - Social and Civic Competences.
SIE - Sense of Initiative and Entrepreneurship
CCE - Cultural Conscience and Expressions
The relation between contents, competences and evaluation criteria are described in Order ECD/65/2015.
Smart Planet complies with the laws and instructions given by the authorities with regards to education. The general approach is based on the acquisition of practical knowledge. The objective is to enable students to develop thanks to continual learning.
The great variety of activities included in Smart Planet help to integrate the learning of a foreign language with other parts of the syllabus. The programme is also designed to help with the overall development of the seven competences.
3.2 Smart Planet's contribution to acquiring Competences
Learning a foreign language leads to acquiring basic competences in the same way that studying other subjects does. This acquisition process is equally intense throughout the different levels which make up the education system which students follow.
Smart Planet contributes efficiently and systematically to acquiring each of the competences and does so within a communicative framework which guarantees that students become competent in English. This communicative approach is followed throughout the six levels in primary education.
Smart Planet's teaching objectives and the choice of contents have been selected in order to guarantee the development and acquisition of these basic competences.
Linguistic communication is based on the use of English as the vehicular language for oral and written communication.
Developing this competence by studying a foreign language leads to students improving their competences to express themselves orally and in writing. They develop this competence by using the appropriate linguistic register and discourse in each situation that they find themselves in.
Students' linguistic competences improve as they recognise and gradually master the rules in the foreign language. To ask for help, they can use their own language and reflect on the process of learning the new language.
The activities in Smart Planet allow students to acquire and develop the four competences (oral comprehension, written comprehension, oral expression and written expression), continually reinforcing the language with the underlying grammatical rules for learning English.
Mathematical competence is connected with the ability to reason. This involves making judgements and reaching conclusions by solving problems and using logic in a coherent manner. It is also important to use mathematical concepts in everyday life.
In order to acquire this competence, students must know and use the numerical system and its symbols. They must be familiar with different ways of expressing and finding solutions in numerical terms, while linguistic competences enable them to reason, develop explanations, form hypotheses and make use of deductive and inductive arguments, etc.
The activities in Smart Planet are often connected with mathematical processes. Students are presented with tasks involving reasoning and logic, including mathematical tasks, both orally and in writing. In this way the course helps them to develop and improve this competence.
Basic competences in science and technology involve being able to understand events and phenomena. This involves making predictions based on what has been heard or read about in connection with dietary habits, health and the environment, and being responsible consumers in daily life.
Smart Planet offers a wide range of oral and written texts with clear, detailed contents about these subjects, in this way encouraging students to understand events and phenomena and predict their consequences. Students improve their competences in English at the same time as they acquire this knowledge.
To be able to deal with this information and acquire digital competences students must know how to read, analyse and transmit the information they extract from all types of texts in English. They must be able to choose and organise the information which they hear and read. At the same time, this competence is directly connected with the integration of multimedia resources in the learning process.
Thanks to on-line interactive material and digital material (Digital Student's Book & Digital Workbook), Smart Planet helps students to make better use of digital technology. The use of a digital white board in the classroom with Digital Planet puts teaching and learning in a technological framework so that students (as well as the teacher) will see new technology as a natural, necessary part of learning. Digital competence will also be necessary for looking for, analysing and, as said above, choosing information in order to widen knowledge, complete activities, etc.
Learning to learn concentrates students' attention on what is expected of them in order to learn English. Memory and self-evaluation competences are also dealt with. Both of these competences are needed in all learning processes in which students form hypotheses about language, using the wide variety of examples from real life which are introduced in the text.
Smart Planet challenges students to get involved in an active way in the learning process when dealing with linguistic contents. Linguistic roles are taught in a subtle way so that students make their own deductions and hypotheses in a natural way, basing themselves on the principles of "universal grammar" which are intrinsic to acquiring a language.
Including revision as a mechanism for learning to learn is essential. This is why Smart Planet provides numerous revision pages (Review) in both the Student's Book and the Activities Book. Students will understand that learning a second language outside its linguistic context necessarily involves looking at the same contents again and again (vocabulary, grammar…): as we have said, there are "universal grammar points", but they have to be activated and reactivated in order to be established as communication tools.
In the same way, in Smart Planet to identification and correction of mistakes is emphasised in order to firmly establish linguistic knowledge. This includes Get it right!, which is based on the Cambridge English Corpus, both in the Student's Book and in the Activities Book (in the latter, there is also a spelling subsection Spell it right!).
Throughout the learning process, Smart Planet continually encourages students to take part in learning dynamics with classmates, both in activities in pairs and in group activities (eg., the Project). Group learning, which involves interaction; mutual correcting, which involves cooperation: this is another of the bases for Learning to Learn.
Lastly, there are opportunities for students to carry out processes of self-correction and/or self-evaluation. This is dealt with on the Review pages and the exercises on the Student’s Book DVD-ROM, for instance.
Social and civic competences consists of discovering and becoming familiar with the different social and cultural bases which underlie English. Likewise, respect and other values are reinforced by pair and group work.
Smart Planet teaches about cultural values - always teaching in English - not only from British society and customs but also from other English-speaking countries such as Australia and the States. Respect and values are encouraged in a society which is continually evolving, in which cultural diversity stands out as one of the principles for the 21st Century. The contents of Smart Planet complement work carried out in the education system to reinforce these values and, in this way, helps students to acquire social and civic competences.
Sense of initiative and entrepreneurial spirit means being able to approach the learning process in an autonomous way or, otherwise, in cooperation with others in order to carry out whichever task is put forward.
Smart Planet encourages students to study independently, praising their sense of responsibility and also stimulating creativity and imagination. Furthermore, as evaluation is closely connected with being critical and value judgements which can be made individually or in groups, respect, tolerance and understanding (towards themselves and towards classmates) are also encouraged.
Students take part in activities which allow them to reinforce their enterprising spirit and business sense using creativity, autonomy, initiative, team work, self-confidence and critical awareness.
Self discovery and development are to be found behind Cultural consciousness and expression. This competence develops the ability to understand and evaluate cultural and artistic manifestations in a critical way. As with social and civic competences, these competences reinforce human values.
Smart Planet' methodological approach is interactive and it is not only communication in English which is crucial: English is also the vehicular language used to give information about other cultures and societies and their values. This also helps teachers to make wider educational values become effective at their centres. Throughout the course, a wide variety of cultural and artistic themes are dealt with using different activities.
In order to encourage cultural and social competences, Smart Planet offers activities connected with the English-speaking world in which culture and art play an important part.
The main objective of Smart Planet is the acquisition of English and its culture. The language is used as a tool for making coherent value judgements about anything expressed in English either orally or in writing. Thanks to the wide range of activities offered in Smart Planet, the acquisition of competences is guaranteed.
3.3 Competences in Smart Planet
Competences are comprehensively developed throughout the fourteen units and in revision. They are to be found in the Teaching units development section. (See Section 5.5).
This document specifies a series of descriptors for acquiring and evaluating each of the competences, bearing in mind students of the age group's cognitive development and competences and in connection with the characteristics of the material in this course.
The programme for each unit specifies the ACTIVITIES to be carried out and the enable the measurement of the level of achievement of these DESCRIPTORS.
The competence descriptors we have set for this subject and cycle are:
|Linguistic communication |
|Listen |
|Understanding the main points and some details of oral messages, either live or in recordings. |
|Understanding the most important things in daily transactions and tasks and in formal and informal conversations. |
|Identifying the main ideas and information in presentations, talks, explanations and the news. |
|Distinguishing sounds, accent, rhythm and intonation in various contexts and identify what they aim to communicate. |
|Talk / Converse |
|Give oral presentations, short, rehearsed presentations, and reply to simple questions about them. |
|Take part correctly in daily transactions and tasks. |
|Take part correctly in daily transactions and tasks. |
|Take part correctly in conversations using simple structures and clear pronunciation. |
|Read |
|Identifying relevant information in instructions, warnings or rules. |
|Understanding the general meaning and specific details in texts in different formats. |
|Understanding the main points of messages and correspondence, formal and informal, in different formats. |
|Find specific, essential information in reference and study material. |
|Understanding the main ideas in newspaper, literary and fictional texts in different formats. |
|Valuing reading as a source of pleasure and knowledge. |
|Writing |
|Using production strategies for writing simple texts. |
|Filling in forms, questionnaires or printed pages with personal information. |
|Writing notes, messages, adverts, posts and short, formal and informal correspondence with simple, relevant information. |
|Writing texts using appropriate vocabulary, spelling, punctuation and correct formats and correct structures. |
|Mathematical competences and basic science and technology competences. |
|Putting in order and classifying data following criteria. |
|Interpret and show simple statistical data on graphs and tables. |
|Solving puzzles, crosswords and guessing games. |
|Respect nature and animals in the environment. |
|Valuing and following healthy habits. |
|Identifying the most relevant environmental problems and connecting them with causes and possible effects. |
|Apply strategies using methods from scientific research. |
|Digital competences |
|Obtaining information from the Internet for carrying out tasks in English. |
|Give short presentations and projects in English using different formats and digital tools. |
|Studying and practising English on digital devices. |
|Using ITC for establishing social relationships. |
|Social and Civic Competences. |
|Take part in activities pairs and groups with respect and interest. |
|Interacting politely and attention valuing and respecting classmates' opinions, tastes and preferences. |
|Understanding and valuing the use of English for communicating with other people and to find out about other cultures. |
|Taking an interest in and respecting the customs, rules and values of countries in which foreign languages are spoken. |
|Cultural awareness and expressions. |
|Using artistic techniques and items to prepare and give presentations and projects. |
|Identifying cultural features of English-speaking countries and compare them with their own, showing respect and interest. |
|Identifying different forms of cultural expression and showing an interest in widening knowledge. |
|Learning to Learn |
|Identify, plan and apply objectives for carrying out tasks, activities and projects. |
|Using tools and resources for clearing up doubts, widening knowledge and correcting mistakes. |
|Showing an interest in carrying out evaluations of your own progress and identify points for improvement. |
|Identifying and using different strategies for learning individually. |
|Sense of initiative and entrepreneurial spirit. |
|Using the strategies needed for studying individually. |
|Have a positive, proactive attitude to reading texts by yourself. |
|Plan, organise and check your work to be able to present it properly. |
|Becoming aware of the consequences of your decisions. |
Each unit's programme also includes connections between the unit's CONTENTS, EVALUATION CRITERIA AND COMPETENCES .
In the annex at the end of each document there is an EVALUATION FORM ABOUT COMPETENCES which includes the different descriptors set for acquiring the competences in each subject and school year.
The teacher can use this form to evaluate the competences and descriptors for each unit or whenever appropriate throughout the school year.
3.4 Learning styles
In 1983 US psychologist Howard Gardner developed the Theory of Multiple Intelligences [5] in which he stated that all humans have eight different types of intelligence which we use throughout life. Each individual develops them to greater or lesser degrees depending on their genetics and external stimuli. During the learning process the teacher must take all of them into account in order to make sure that the students can acquire knowledge using their own, personal competences.
The resources used in Smart Planet allow students to develop their communication competences in a natural way; in all units the seven competences are worked on in order for their minds to work in a complete manner. Based on these seven competences, different types of intelligence are developed. The activities in Smart Planet have been prepared with the objective of stimulating different types of intelligence, so there is always something of interest for every student.
Linguistic intelligence, sensitivity towards written and spoken words and the ability to learn languages, is a key part of Smart Planet and it is combined with other intelligences.
Interpersonal intelligence- efficient communication with others - is a crucial factor in learning languages. Communication activities contribute to developing interpersonal competences and encourage students to work together and carry on developing communication strategies.
Interpersonal intelligence, understanding oneself, intimate thoughts and feelings, is an integral part of the learning process and is developed in each unit in Smart Planet, in this way enabling students to be more aware of themselves and the world around them.
Smart Planet deals with Musical intelligence in every unit, appreciation for rhythm and music through songs, chants and raps. As Howard Gardner points out, this intelligence works almost in parallel with linguistic intelligence.
When working with secondary education students it is also very important to develop the body and mind together, which means that movement (body kinaesthetic) intelligence, coordination and connection with the whole body, is also taken into account.
There is a series of activities for developing logical-mathematical intelligence. These activities help to develop logical thought and problem solving.
Spatial intelligence, expression and understanding through the visual world, is also one of the keys to learning. Students are highly aware of the world around them and often think in terms of drawings and pictures. The attractive presentation of pictures in Smart Planet helps students to be more creative and stimulates their imagination.
Lastly, Naturalist intelligence, the ability to interact with the natural world around us, is fundamental for students' integral learning. In Smart Planet there are many observation activities about natural surroundings and reflections about our place in the world.
The eight multiple intelligences can be identified or associated with the competences to a certain extent. With regards to technological information and competences, Smart Planet comes with interactive online activities in which students have access to various resources for practising what they have learned in each unit, which also helps them to develop autonomous learning.
As well the competences, in each unit in Smart Planet different social and cultural factors are examined, attitudes and cross-curricular subjects being looked at using various types of activities. As part of values education, various areas are examined throughout the book: Moral and civic education, Health education, Peace education, Equality education, Consumer education, Classroom collaborative work. In this way students are taught to just to learn the language but also to value and respect other cultures, which contributes to their development as human beings.
English is also connected with other syllabus areas such as mathematics, natural sciences, social sciences, artistic education, music and technology. This is because all the activities are designed not just to teach language but also to achieve other objectives.
When “cooperative learning or work” is mentioned in this programme, it must be understood in two ways: working in teams or small groups and cooperative work in itself. In both cases, the teacher will organise the classroom into small groups, but different types of methods are used. With group work, normally each group will be assigned a task and the result or final production will be evaluated; depending on each tasks, roles will be defined which must be distributed amongst the group members (spokesperson, coordinator…) so that each one has something to contribute. On the other hand, cooperative work has another nuance : the participation of each member of the groups is needed for learning to take place: the contents to be studied are given out amongst the team members and each member is responsible for preparing what he/she has been given and passing the knowledge on to the others; so the better an individual works, the more others learn too and, consequently, the team will be better prepared to do the tasks or activities it will be faced with.
|4 CONTENTS |
4.1 Contents blocks
The basis syllabus in Secondary Education for First Foreign Language learning is based around four blocks of activities as set out by the Common European Framework of Reference for Languages:
1. Comprehension of oral texts
2. Production of oral texts (expression and interaction)
3. Comprehension of written texts
4. Production of written texts (expression and interaction)
These four main blocks are the basis for the evaluation criteria and gradable learning standards as well as the syllabus contents, in other words all the knowledge, abilities, competences and attitudes which contribute to reaching the objectives and acquiring competences.
This didactic programme's contents for the FIRST YEAR OF ESO are as follows:
Block 1. Comprehension of oral texts
1. Comprehension strategies
• Previous presentation of information about the task and subject.
• Text identification and its comprehension.
• Distinguishing types of comprehension (gist, essential information).
• Making hypotheses about contents and context.
• Inference and making hypotheses about meaning using comprehension of the main points, both linguistic and paralinguistic.
• Revising hypothesis using newly understood points.
2. Socio-cultural and socio-linguistic aspects: social conventions, rules and types of social norms, habits, values, beliefs and attitudes; non-verbal language.
• Identifying customs, celebrations, cultural and sports activities in other countries and comparison with the customs, celebrations cultural and sports activities in your country.
• Social conventions about the family: identification of different types of family.
• Valuing the real importance of speaking other languages, in particular English.
• Identifying the advantages and disadvantages of living in a large city.
• Valuing the communication purpose of images in the current world.
• Valuing effort and self-improvement in the sports world.
• Identifying adolescents' interests.
• Recognise and accept the importance of obeying rules.
• Identifying multicultural contexts.
• Identifying polite forms
• Identifying formal and informal ways of speaking.
• Identifying linguistic mistakes caused by cultural factors.
• Identifying adolescents' leisure activities.
• Identifying social rules.
• Identifying adolescents' interests.
• Identifying multicultural contexts.
• Identifying polite expressions.
• Identifying formal and informal language.
• Identifying linguistic mistakes caused by cultural factors.
• Identifying adolescents' leisure activities.
• Identifying social rules.
3. Communication functions
• Describing activities.
• Describing personal information.
• Describing relationships of possession.
• Interpersonal communication: telephone, e-mail, blog post…
• Requesting information.
• Requesting clarification and repetition.
• Describing information about animals and their activities.
• Describing places.
• Making suggestions.
• Describing information about sports activities.
• Expressing interest.
• Expressing opinion.
• Comparing different points of view.
• Asking questions.
4. Syntactic-discursive contents
• Possessive adjectives.
• Apostrophe 's'.
• Question words.
• have got: affirmative and negative.
• have got: short questions and answers
• How many… have you got?
• Simple present in affirmative and negative.
• Adverbs of frequency
• Simple present: direct questions and questions with question words.
• can to express skill and permission.
• love, (don’t) like, hate+-ing.
• Object pronouns.
• like, love, hate+ object pronouns.
• Countable and uncountable nouns.
• a/an, some and any.
• there is/there are.
• much/many/a lot of.
• Present continuous: affirmative, negative and interrogative. Short answers.
• Simple present vs present continuous.
• was/were
• there was/there were
• Simple past of regular and irregular verbs
• ago
• Simple past in negative and interrogative. Short answers.
• must
• Present continuous as future.
• be going to in affirmative, negative and interrogative.
5. Common oral vocabulary (reception)
• Vocabulary about favourite objects.
• Vocabulary connected with countries, nationalities and languages.
• Vocabulary connected with family and friends: cousin, grandma, granddad, aunt uncle, classmate.
• Adjectives for describing people.
• Vocabulary connected with traditional festivities and customs.
• Daily routine activities.
• Have/do/get/brush/start collocations.
• Adverbs of frequency: always, usually, sometimes, never.
• Vocabulary connected with free time activities.
• Vocabulary connected with school: places (gym, library, assembly hall, ICT, canteen…) and school subjects (Maths, ICT, Science…)
• Collocations with sports and school activities: do music, go swimming, play tennis, have art classes, etc.
• Vocabulary connected with food: Food, meal, Food Technology, fizzy, Bento Box, packed lunch, snacks, takeaway…
• Vocabulary connected with the animal world: pets, wild, farm animals.
• Action verbs: jumping, hunting, hiding, flying, escaping, fighting.
• Revise vocabulary about places in the city.
• Vocabulary connected with means of transport: travel, journey, trip and way.
• Vocabulary connected with sports.
• Vocabulary connected with clothes.
• Prepositions of time and place: on, at, in.
• The weather and the seasons of the year.
• Vocabulary connected with countryside and holidays: beach, desert, forest, hill, sea.
6. Sound, accent, rhythm and intonation patterns
• Count the syllables in the words.
• Recognising, contrasting and the correct pronunciation of accent in words with two or more syllables and their exceptions.
• Pronunciation and recognising the phoneme /h/.
• Pronunciation and recognising the third person singular -s in the simple present: /s/ /z/ /ɪ/.
• Pronunciation and recognising the weak form of can /kƏn/ and the long sound in can’t /kα:nt/.
• Pronunciation and recognising intonation in questions.
• Pronunciation and recognising –ing.
• Recognising and correctly pronouncing the ending –ed in the regular past: /t/ / d/ /ɪd/.
• Pronunciation and recognising the accent on important words in sentences.
• Pronunciation and recognising going to/ gonna.
• Pronunciation and recognising intonation to ask for information.
• Improving fluidity.
Block 2. Production of oral texts: expression and interaction
1. Production strategies
Planning
- Preparing messages systematically, distinguishing between the main idea or ideas and its basic structure.
- Writing for the target reader, context and medium, using the appropriate registers and structures in each case.
Realization
- Transmit the message clearly, coherently, giving it the appropriate structure and adjusting it, when necessary, to each type of text's models and forms.
- Adjust the task or message after assessing its difficulties and the available resources.
- Take advantage of previous knowledge the maximum.
- Compensate for language deficits using linguistic, paralinguistic or paratextual procedures:
Linguistics
o Modify words with similar meanings.
o Define or paraphrase terms and expressions.
Paralinguistics and paratexts
o Ask for help.
o Point out objects, use deictics or carry out actions which clarify the meaning.
o Use culturally appropriate body language (gestures, facial expressions, postures, eye contact or body contact, proxemics).
o Use extralinguistic sounds and conventional prosodic qualities.
2. Socio-cultural and socio-linguistic aspects: social conventions, rules and types of social norms, habits, values, beliefs and attitudes; non-verbal language.
• Identifying customs, celebrations, cultural and sports activities in other countries and comparison with the customs, celebrations cultural and sports activities in your country.
• Social conventions about the family: identification of different types of family.
• Valuing the real importance of speaking other languages, in particular English.
• Identifying the advantages and disadvantages of living in a large city.
• Valuing the communication purpose of images in the current world.
• Valuing effort and self-improvement in the sports world.
• Identifying adolescents' interests.
• Recognise and accept the importance of obeying rules.
• Identifying multicultural contexts.
• Identifying polite forms
• Identifying formal and informal ways of speaking.
• Identifying linguistic mistakes caused by cultural factors.
• Identifying adolescents' leisure activities.
• Identifying social rules.
• Identifying adolescents' interests.
• Identifying multicultural contexts.
• Identifying polite expressions.
• Identifying formal and informal language.
• Identifying linguistic mistakes caused by cultural factors.
• Identifying adolescents' leisure activities.
• Identifying social rules.
3. Communicative functions
• Describing activities.
• Describing personal information.
• Describing relationships of possession.
• Interpersonal communication: telephone, e-mail, blog post…
• Requesting information.
• Requesting clarification and repetition.
• Describing information about animals and their activities.
• Describing places.
• Making suggestions.
• Describing information about sports activities.
• Expressing interest.
• Expressing opinion.
• Comparing different points of view.
• Asking questions.
4. Syntactic-discursive contents.
• Possessive adjectives
• Apostrophe 's'.
• Question words
• have got: affirmative and negative
• have got: short questions and answers
• How many… have you got?
• Simple present in affirmative and negative.
• Adverbs of frequency
• Simple present: direct questions and questions with question words.
• can to express skill and permission
• love,(don’t) like, hate+-ing
• Object pronouns.
• like, love, hate+ object pronouns
• Countable and uncountable nouns
• a/an, some and any
• there is/there are
• much/many/a lot of
• Present continuous: affirmative, negative and interrogative. Short answers.
• Simple present vs present continuous.
• was/were
• there was/there were
• Simple past of regular and irregular verbs in affirmative.
• ago
• Simple past of regular verbs in negative and interrogative. Short answers.
• must
• Present continuous as future.
• be going to in affirmative, negative and interrogative.
5. Common oral vocabulary (reception)
• Vocabulary about favourite objects.
• Vocabulary connected with countries, nationalities and languages.
• Vocabulary connected with family and friends: cousin, grandma, granddad, aunt uncle, classmate.
• Adjectives for describing people.
• Vocabulary connected with traditional festivities and customs.
• Daily routine activities.
• Have/do/get/brush/start collocations.
• Adverbs of frequency: always, usually, sometimes, never.
• Vocabulary connected with free time activities.
• Vocabulary connected with school: places (gym, library, assembly hall, ICT, canteen…) and school subjects (Maths, ICT, Science…)
• Collocations with sports and school activities: do music, go swimming, play tennis, have art classes, etc.
• Vocabulary connected with food: Food, meal, Food Technology, fizzy, Bento Box, packed lunch, snacks, takeaway…
• Vocabulary connected with the animal world: pets, wild, farm animals.
• Action verbs: jumping, hunting, hiding, flying, escaping, fighting.
• Revise vocabulary about places in the city.
• Vocabulary connected with means of transport: travel, journey, trip and way.
• Vocabulary connected with sports.
• Vocabulary connected with clothes.
• Prepositions of time and place: on, at, in.
• The weather and the seasons of the year.
• Vocabulary connected with countryside and holidays: beach, desert, forest, hill, sea.
6. Sound, accent, rhythm and intonation patterns
• Count the syllables in the words.
• Recognising, contrasting and the correct pronunciation of accent in words with two or more syllables and their exceptions.
• Pronunciation and recognising the phoneme /h/.
• Pronunciation and recognising the third person singular -s in the simple present: /s/ /z/ /ɪ/.
• Pronunciation and recognising the weak form of can /kƏn/ and the long sound in can’t /kα:nt/.
• Pronunciation and recognising intonation in questions.
• Pronunciation and recognising –ing.
• Recognising and correctly pronouncing the ending –ed in the regular past: /t/ / d/ /ɪd/.
• Pronunciation and recognising the accent on important words in sentences.
• Pronunciation and recognising going to/ gonna.
• Pronunciation and recognising intonation to ask for information.
• Improving fluidity.
Block 3. Comprehension of written texts
1. Comprehension strategies
- Previous presentation of information about the task and subject
- Text identification and its comprehension.
Distinguishing types of comprehension (gist, essential information).
Making hypotheses about contents and context.
Inference and making hypotheses about meaning using comprehension of the main points, both linguistic and paralinguistic.
- Revising hypothesis using newly understood points.
2. Socio-cultural and socio-linguistic aspects: social conventions, rules and types of social norms, habits, values, beliefs and attitudes; non-verbal language.
• Identifying customs, celebrations, cultural and sports activities in other countries and comparison with the customs, celebrations cultural and sports activities in your country.
• Social conventions about the family: identification of different types of family.
• Valuing the real importance of speaking other languages, in particular English.
• Identifying the advantages and disadvantages of living in a large city.
• Valuing the communication purpose of images in the current world.
• Valuing effort and self-improvement in the sports world.
• Identifying adolescents' interests.
• Recognise and accept the importance of obeying rules.
• Identifying multicultural contexts.
• Identifying polite forms
• Identifying formal and informal ways of speaking.
• Identifying linguistic mistakes caused by cultural factors.
• Identifying adolescents' leisure activities.
• Identifying social rules.
• Identifying adolescents' interests.
• Identifying multicultural contexts.
• Identifying polite expressions.
• Identifying formal and informal language.
• Identifying linguistic mistakes caused by cultural factors.
• Identifying adolescents' leisure activities.
• Identifying social rules.
3. Communicative functions
• Describing activities.
• Describing personal information.
• Describing relationships of possession.
• Interpersonal communication: telephone, e-mail, blog post…
• Requesting information.
• Requesting clarification and repetition.
• Describing information about animals and their activities.
• Describing places.
• Making suggestions.
• Describing information about sports activities.
• Expressing interest.
• Expressing opinion.
• Comparing different points of view.
• Asking questions.
4. Syntactic-discursive contents.
• Possessive adjectives
• Apostrophe 's'.
• Question words
• have got: affirmative and negative
• have got: short questions and answers
• How many… have you got?
• Simple present in affirmative and negative.
• Adverbs of frequency
• Simple present: direct questions and questions with question words.
• can to express skill and permission.
• love,(don’t) like, hate +-ing
• Object pronouns
• like, love, hate+ object pronouns.
• Countable and uncountable nouns
• a/an, some and any
• there is/there are
• much/many/a lot of
• Present continuous: affirmative, negative and interrogative. Short answers.
• Simple present vs present continuous.
• was/were
• there was/there were
• Simple past affirmative of regular and irregular verbs.
• ago
• Simple past in negative and interrogative. Short answers.
• must
• Present continuous as future.
• be going to in affirmative, negative interrogative.
5. Common written vocabulary (reception)
• Vocabulary about favourite objects.
• Vocabulary connected with countries, nationalities and languages.
• Vocabulary connected with family and friends: cousin, grandma, granddad, aunt uncle, classmate.
• Adjectives for describing people.
• Vocabulary connected with traditional festivities and customs.
• Daily routine activities.
• Have/do/get/brush/start collocations.
• Adverbs of frequency: always, usually, sometimes, never.
• Vocabulary connected with free time activities.
• Vocabulary connected with school: places (gym, library, assembly hall, ICT, canteen…) and school subjects (Maths, ICT, Science…)
• Collocations with sports and school activities: do music, go swimming, play tennis, have art classes, etc.
• Vocabulary connected with food: food, meal, Food Technology, fizzy, Bento Box, packed lunch, snacks, takeaway…
• Vocabulary connected with the animal world: pets, wild, farm animals.
• Action verbs: jumping, hunting, hiding, flying, escaping, fighting.
• Revise vocabulary about places in the city.
• Vocabulary connected with means of transport: travel, journey, trip and way.
• Vocabulary connected with sports.
• Vocabulary connected with clothes.
• Prepositions of time and place: on, at, in.
• The weather and the seasons of the year.
• Vocabulary connected with countryside and holidays: beach, desert, forest, hill, sea.
6. Graphic patterns and orthographic conventions.
• Count the syllables in the words.
• Recognising, contrasting and the correct pronunciation of accent in words with two or more syllables and their exceptions.
• Pronunciation and recognising the phoneme /h/.
• Pronunciation and recognising the third person singular -s in the simple present: /s/ /z/ /ɪ/.
• Pronunciation and recognising the weak form of can /kƏn/ and the long sound in can’t /kα:nt/.
• Pronunciation and recognising intonation in questions.
• Pronunciation and recognising –ing.
• Recognising and correctly pronouncing the ending –ed in the regular past: /t/ / d/ /ɪd/.
• Pronunciation and recognising the accent on important words in sentences.
• Pronunciation and recognising going to/ gonna.
• Pronunciation and recognising intonation to ask for information.
• Improving fluidity.
Block 4. Production of written texts: expression and interaction
1. Production strategies
Planning
- Activate and coordinate general and communication competences in order to carry the task out efficiently.
- Identify and use the appropriate linguistic or subject resources.
Realization
- Communicate the message clearly using the models and patterns for each type of text.
- Adjust the task or message after assessing its difficulties and the available resources.
- Take advantage of previous knowledge the maximum.
2. Socio-cultural and socio-linguistic aspects: social conventions, rules and types of social norms, habits, values, beliefs and attitudes; non-verbal language.
• Identifying customs, celebrations, cultural and sports activities in other countries and comparison with the customs, celebrations cultural and sports activities in your country.
• Social conventions about the family: identification of different types of family.
• Valuing the real importance of speaking other languages, in particular English.
• Identifying the advantages and disadvantages of living in a large city.
• Valuing the communication purpose of images in the current world.
• Valuing effort and self-improvement in the sports world.
• Identifying adolescents' interests.
• Recognise and accept the importance of obeying rules.
• Identifying multicultural contexts.
• Identifying polite forms
• Identifying formal and informal ways of speaking.
• Identifying linguistic mistakes caused by cultural factors.
• Identifying adolescents' leisure activities.
• Identifying social rules.
• Identifying adolescents' interests.
• Identifying multicultural contexts.
• Identifying polite expressions.
• Identifying formal and informal language.
• Identifying linguistic mistakes caused by cultural factors.
• Identifying adolescents' leisure activities.
• Identifying social rules.
3. Communicative functions
• Describing activities.
• Describing personal information.
• Describing relationships of possession.
• Interpersonal communication: telephone, e-mail, blog post…
• Requesting information.
• Requesting clarification and repetition.
• Describing information about animals and their activities.
• Describing places.
• Making suggestions.
• Describing information about sports activities.
• Expressing interest.
• Expressing opinion.
• Comparing different points of view.
• Asking questions.
4. Syntactic-discursive contents.
• Possessive adjectives
• Apostrophe 's'.
• Question words.
• have got: affirmative and negative.
• have got: short questions and answers
• How many… have you got?
• Simple present in affirmative and negative.
• Adverbs of frequency
• Simple present: direct questions and questions with question words.
• can to express skill and permission.
• love, (don’t) like, hate+-ing.
• Object pronouns.
• like, love, hate+ object pronouns.
• Countable and uncountable nouns.
• a/an, some and any
• there is/there are
• much/many/a lot of
• Present continuous: affirmative, negative and interrogative. Short answers.
• Simple present vs present continuous.
• was/were
• there was/there were
• Simple past affirmative of regular and irregular verbs.
• ago
• Simple past in negative and interrogative. Short answers.
• must
• Present continuous as future.
• be going to in affirmative, negative and interrogative.
5. Common written vocabulary (production)
• Vocabulary about favourite objects.
• Vocabulary connected with countries, nationalities and languages.
• Vocabulary connected with family and friends: cousin, grandma, granddad, aunt uncle, classmate.
• Adjectives for describing people.
• Vocabulary connected with traditional festivities and customs.
• Daily routine activities.
• Have/do/get/brush/start collocations.
• Adverbs of frequency: always, usually, sometimes, never.
• Vocabulary connected with free time activities.
• Vocabulary connected with school: places (gym, library, assembly hall, ICT, canteen…) and school subjects (Maths, ICT, Science…)
• Collocations with sports and school activities: do music, go swimming, play tennis, have art classes, etc.
• Vocabulary connected with food: Food, meal, Food Technology, fizzy, Bento Box, packed lunch, snacks, takeaway…
• Vocabulary connected with the animal world: pets, wild, farm animals.
• Action verbs: jumping, hunting, hiding, flying, escaping, fighting.
• Revise vocabulary about places in the city.
• Vocabulary connected with means of transport: travel, journey, trip and way.
• Vocabulary connected with sports.
• Vocabulary connected with clothes.
• Prepositions of time and place: on, at, in.
• The weather and the seasons of the year.
• Vocabulary connected with countryside and holidays: beach, desert, forest, hill, sea.
6. Graphic patterns and orthographic conventions.
• Recognising and learning the spelling of contracted verb forms.
• Recognising and learning changes in spelling in the third person singular of the simple present.
• Recognising and learning changes in spelling verbs when adding the ending -ing.
• Recognising and learning changes in spelling in the past of regular verbs.
4.2 Core contents
When evaluating, it is essential to establish Core contents. These contents will be a point of reference for the teacher and students when evaluating their progress in the process of learning and be the basis for different types of evaluation. Mastering these contents, which are backed up by different evaluation tools, confirms students' progress and explains their positive results (at the end of the academic year or at the end of the evaluation).
(See Section 4.1, Content blocks, in this teaching programme)
|5 LEARNING STANDARDS AND RESULTS |
In order to grade the performance or achievement of each student during Secondary Education the syllabus sets criteria for evaluation. These specifications are called learning standards and enable definition of the results of learning and are based on what students should know and know what to do in each subject.
Learning standards must be observable, measurable and possible to evaluate and, along with evaluation criteria, must be used to evaluate competences and objectives in continual evaluations and at the end of each subject. Because of this, syllabus learning standards are set for this cycle of Secondary Education.
As can be seen in the way learning standards are phrased, The students are closely connected with the development of linguistic competence, in such a way that to check the specific standard of achievement or degree of realisation of objectives during each school year, the following list of the descriptors of competences can be used.
The connection between evaluation standards and competences is this subject and cycle is set as follows for this programme:
|LEARNING STANDARDS |DESCRIPTORS |
|1st Cycle ESO |1st Cycle ESO |
| | |
|Block 1. Comprehension of oral texts |LISTEN |
|Grasp the main points and relevant details of warnings, |Understanding the main points and some details of oral |
|adverts, messages and short communiqués given slowly and |messages, either live or in recordings. |
|clearly. |Understanding the most important things in daily transactions |
|Understanding the main points of what is said in daily, |and tasks and in formal and informal conversations. |
|structured transactions and tasks. |Identifying the main ideas and information in presentations, |
|Identifying the general meaning and the main points of a |talks, explanations and the news. |
|conversation. |Distinguishing sounds, accent, rhythm and intonation in various|
|Understanding, in a conversation, narratives, points of view |contexts and identify what they aim to communicate. |
|and opinions about practical matters in daily life and matters | |
|of interest. | |
|Understanding, in a conversation or interview, what is asked | |
|about personal, educational, work matters or subjects of | |
|interest and simple, predictable comments. | |
|Distinguishing the main ideas and relevant information in | |
|presentations and talks. | |
|Identifying essential information in television programmes | |
|about daily matters or subjects of interest. | |
| | |
|Block 2. Production of oral texts |TALK / CONVERSE |
|Give short, rehearsed presentations and reply to simple |Give oral presentations, short, rehearsed presentations, and |
|questions about their contents. |reply to simple questions about them. |
|Students deal appropriately with daily transactions and tasks |Take part correctly in daily transactions and tasks. |
|following basic rules of politeness. |Take part correctly in daily transactions and tasks. |
|Take part in face-to-face informal conversations, or on the |Take part correctly in conversations using simple structures |
|phone or by other means, exchanging information, expressing |and clear pronunciation. |
|opinions and points of view, invitations, offers, help or | |
|warnings. | |
|Taking part in a formal conversation, academic or work meeting | |
|or interview. | |
| | |
|Block 3. Comprehension of written texts |READING |
|Identifying relevant information in operating instructions for |Identifying relevant information in instructions, warnings or |
|devices or machines for carrying out activities, and safety |rules. |
|rules. |Understanding the general meaning and specific details in texts|
|Understanding the main points of adverts and publicity |in different formats. |
|material. |Understanding the main points of messages and correspondence, |
|Understanding personal correspondence in any format. |formal and informal, in different formats. |
|Understanding the main points of formal correspondence in which|Find specific, essential information in reference and study |
|there is information about matters or personal, educational or |material. |
|work interest. |Understanding the main ideas in newspaper, literary and |
|Grasp the main ideas in press texts in any format. |fictional texts in different formats. |
|Understanding specific, essential information on websites and |Valuing reading as a source of pleasure and knowledge. |
|other reference materials. | |
|Understanding the main points of short fictional stories which | |
|are well structured. | |
| | |
|Block 4. Production of written texts |WRITING |
|Filling in a simple questionnaire with personal information, |Using production strategies for writing simple texts. |
|and connected with training, work, interests or hobbies. |Filling in forms, questionnaires or printed pages with personal|
|Taking notes, messages and notes with simple, relevant |information. |
|information. |Writing notes, messages, adverts, posts and short, formal and |
|Writing notes and messages with comments or instructions and |informal correspondence with simple, relevant information. |
|warnings about activities and daily situations of personal |Writing texts using appropriate vocabulary, spelling, |
|interest. |punctuation and correct formats and correct structures. |
|Writing notes, adverts and short messages respecting | |
|conventions and rules of politeness and netiquette. | |
|Writing very short reports with simple, relevant information | |
|about usual events. | |
|Writing personal correspondence in which making and keeping | |
|social contact. | |
|Writing short, basic formal correspondence to send to public or| |
|private institutions or commercial organisations. | |
|6 EVALUATION |
1. Presentation
The process of teaching and learning is incomplete if the process in itself is not valued and the results are not measured. Assessment is necessary in order to check to what extent the foreseen objectives have been achieved and, consequently, adapt the educational process to students' needs and characteristics. Assessment must provide information about what students have learned and how they have learned it. Thanks to evaluation, we can determine what help each student needs in order to guarantee progress.
Although all components of educational systems must be evaluated and can be improved, at present we will assume that the main objective of evaluation is students' academic progress.
As well as considering the progress of the group as a whole, it is indispensable to follow individual student's progress taking into account different forms and rhythms of learning in order to know exactly what teaching intervention each student needs.
Clearly, evaluation is usually carried out by the teacher. However, bearing in mind the fact that our approach aims to involve students in their own learning, it is reasonable that they, too, should be involved in the evaluation process. What the students say about how they see their own learning must be taken into account: the difficulties they find in the process and, especially, their tastes and preferences with regards to how to learn English.
Assessment is needed throughout the stages of learning:
• At the beginning of the process, the starting point must be evaluated (what students already know, what they do not and what they know imperfectly). This evaluation allows us to anticipate problems and adapt the teaching programme. This can be done at the start of the academic year, the term or even at the start of each unit.
• During the process, evaluation helps the teacher to take decisions about areas where more work is needed, about extending, removing or reinforcing contents about whether the programme should be altered in any way.
• At the end of each educational stage, evaluation allows the teacher to see if the results of the teaching-learning process match the objectives.
Assessment must consist of a diverse combination of tools which provide objective, quantitative data in order to give information about the process and make it possible to assess each student. Tools or assessment strategies include observation in class, correctly monitoring parameters (tasks being carried out or not, greater or lesser participation, greater or lesser interest in learning…), written tests (with questions in different formats: singular answers, short answers, multiple choice, association of ideas or concepts…), oral interaction, with the teacher or between students, and taking part in team work and/or cooperative work and their results. Once more, the objective is to have carefully collected data which gives a precise record of progress made with learning and possible difficulties.
In all cases, the most important thing is to always choose the tool which gives the most information about the teaching-learning process we want to find out about and deal with.
6.2 Assessment criteria
Assessment criteria can be defined as reference norms which establish the type of learning and also the extent to which each student can be expected to acquire knowledge and competence.
These criteria allow us to establish and evaluate students' progress appropriately, both individually and a group. The materials in Smart Planet are in line with the following evaluation criteria and legislation about primary education: [6]
Block 1. Comprehension of oral texts
‒ Identifying essential information, the main points and most relevant details in short oral texts and good structures, spoken live or via technical media, slowly or at medium speed, in formal, informal or neutral registers, and about daily or usual situations or about general subjects or matters of interest in the personal sphere, public, educational and occupational, acoustic conditions not distorting the messages and it being possible to listen to it again.
‒ Knowing and knowing how to use the most appropriate strategies for understanding general meaning, essential information, the main points and ideas or the most relevant details in a text.
‒ Finding out about and using Sociocultural and sociolinguistic aspects of daily life for understanding the text (work and study habits, leisure activities), living conditions (surroundings, social structure), interpersonal relationships (between men and women, at work, at school, at public institutions), behaviour (gestures, facial expressions, use of the voice, eye contact), and social conventions (customs, traditions).
‒ Distinguishing the text's most relevant communication function or functions and a range of the most common features such as frequently used discourse models for text organisation (introducing the subject, developing and changing the subject, concluding the text).
‒ Making use of knowledge about frequent oral communication discourse and syntactic models in order to understand texts and meanings associated with them (eg. interrogative structures for making suggestions).
‒ Recognising Common oral vocabulary about daily matters and general subjects or connected with matters of interest, studies and work, and deduce the meaning of less frequent words and expressions for the text and context and given visual support.
‒ Distinguishing between frequently used sound patterns, accents, rhythms and intonation and recognising general communicative meanings and intentions connected with them.
Block 2. Production of oral texts
‒ Producing short, comprehensible texts, both in face-to-face conversation and on the phone and using other technical means, using a neutral or informal register, and simple language, to ask for and exchange information about which subjects which are important in daily life, well-known subjects or of personal interest, connected with studies or work, and briefly explain the reasons behind certain actions and plans, although there may be interruptions or hesitation, there are pauses and there is rephrasing in order to structure the discourse and choose expressions and structures, and sometimes the conversation partner has to ask the speaker to repeat.
‒ Find out about and know to use the most appropriate strategies for producing oral texts, short monologues or dialogues with simple, clear structures, using, amongst other things, procedures such as adapting the message to models from the students' first languages or others, using approximate vocabulary if more precise words are not available.
‒ Including socio-cultural and socio-linguistic knowledge connected with social structures, interpersonal relationships, behaviour models and social conventions in the production of an oral monologue or dialogue, behaving correctly and respecting the main rules of politeness in their respective contexts.
‒ Put into practice the functions required for communication using their most frequent examples and frequently used discourse models to organize texts in a simple way with sufficient internal coherence with regards to the communication context.
‒ Show good knowledge of a limited repertoire of frequently used syntactic structures and use it with simple communication mechanisms closely connected with the context and communication purpose (vocabulary repetition, ellipsis, personal, spatial and time deixis, juxtaposition, frequent conversational connectors and markers).
‒ Finding out about and using a sufficient repertoire of oral vocabulary in order to communicate simple and direct information, opinions and brief points of view in usual, daily situations, even though the message may have to be adapted in less usual situations.
‒ Pronounce and intone correctly and intelligibly, even though on occasions with an obvious foreign accent, or with occasional pronunciation mistakes but which do not interrupt communication, and even though conversation partners have to ask you to repeat sometimes.
‒ Use short sentences, groups of words and formulas for interacting appropriately in short exchanges in daily, usual situations, sometimes interrupting the discourse to look for expressions, use less frequent words and communicate in less frequent situations.
‒ Interact in a simple way in clearly structured exchanges, using simple formulas and gestures to give other people turns, although this depends, to a large extent, on conversation partners' attitudes.
Block 3. Comprehension of written texts
‒ Identifying essential information, the most relevant points and important details in texts, both printed and on digital devices, short and well structured, written in formal, informal or neutral registers, dealing with daily matters, relevant matters of interest for studying or work, which include simple structures and commonly used vocabulary.
‒ Knowing and knowing how to use the most appropriate strategies for understanding general meaning, essential information, the main points and ideas or the most relevant details in a text.
‒ Being familiar with Sociocultural and sociolinguistic aspects connected with daily life (study and work habits, leisure activities, including arts such as music and cinema), living conditions (surrounding, social structure), interpersonal relationships (between men and women, at work, at schools, at institutions) and social conventions (customs, traditions) and using them for understanding the text.
‒ Distinguishing the most relevant communication function or functions in the text and a repertoire of its most common features, as well as frequently used discourse models connected with text organisation (theme introduction, development, change of subject and text conclusion).
‒ Recognising, and using with text comprehension, parts and the organisation of frequently used syntactic structures in written communication, as well as associated meanings (eg. interrogative structures for making suggestions).
‒ Recognising commonly used written vocabulary about daily matters and general subjects connected with interests, studying and work, and deduce the meanings of less frequently used or more specific words using the context and text.
‒ Recognising the main spelling, writing and punctuation conventions as well as commonly used abbreviations and symbols and their associated meanings.
Block 4. Production of written texts
‒ Write, either on paper or electronically, simple, short texts with clear structures about daily subjects or matters of personal interest, in a formal, neutral or informal register, making proper use of basic cohesion resources, basic spelling and the most common punctuation marks, with reasonable control of simple expressions and structures and frequently used vocabulary.
‒ Find out about and use appropriate strategies for preparing simple written texts and with simple structures, eg. copying formats, formulas and conventional models for each type of text.
‒ Including in the preparation of the written text socio-cultural and socio-linguistic knowledge about social structures, interpersonal relationships, models of behaviour, respecting the most important rules of politeness in their respective contexts.
‒ Making use of the communication functions required, using their most common features and the most frequently used discourse models to organize the written text in a simple way with sufficient internal cohesion and coherence with regard to the communication context.
‒ Demonstrate knowledge of a limited repertoire of commonly used syntactic structures which are simple enough to be adapted to contexts and the purpose of communication (vocabulary repetition, ellipsis, personal, spatial and time deixis, juxtaposition, frequently used discourse connectors and markers).
‒ Finding out about and using a repertoire of written vocabulary sufficient for communicating information, opinions and short, simple points of view in usual, everyday situations, even if the message has to be adapted in less usual, less well-known situations.
‒ Find out about and use, appropriately and almost always comprehensibly, basic punctuation marks (eg. full stop, comma) and basic spelling rules (eg. lower and upper case, breaking words at line ends), and the most usual spelling in texts on electronic formats (eg. SMS, WhatsApp).
As we stated in the previous section, both evaluation criteria and their application - learning standards - must be items in terms of objective achievement and each stage's competences.
Furthermore, for specific evaluation of the degree of achievement in terms of these criteria in the FIRST CYCLE OF SECONDARY EDUCATION, the teacher may use the descriptors listed in section 3 (Competences) and 5 (Learning Standards) and in this programme's Didactic Units Development.
6.3 Assessment in Smart Planet
It is best to use continual evaluation with students of this age, following their progress in the classroom and using the information obtained while teaching. Continual evaluation is based on the teacher following the students' progress and using the knowledge acquired in that way to direct them, which makes the students' role even more active: they learn the guidelines which the teacher gives them and also their own following of them.
Students neither develop at the same rate nor learn in the same way, so each student must be evaluated individually and not compared with classmates. The objective must be based on each student's progress and development.
As well as their progress in English, students' social and emotional development must be evaluated and observed. The teacher must praise students' progress and work in pairs and as a group as well as giving them instructions about how to make progress with their English.
The following evaluation criteria are in line with legal requirements and the teaching materials offering in Smart Planet and are taken to be important, necessary areas for evaluation.
1. Oral comprehension. The aim is to check students' ability to understand the gist of short oral messages, given in ideal communication conditions, in other words, direct communication situations with helpful contexts.
2. Understanding specific messages. The aim is to check the ability to understand not only the gist but also specific details, which have been previously pointed out, from simple oral and written texts which are familiar to the students, although they may not fully understand some other parts of the message.
3. Producing messages. The teacher evaluates students' ability to express themselves orally in everyday situations. The comprehensibility of the message is particularly evaluated, excusing possible pronunciation mistakes which do not affect understanding.
4. Pronunciation. The aim is to check have assimilated the English phonetic system: its phonemes' rhythm and intonations, whether they can use it in comprehension and for producing simple messages in already familiar contexts.
5. Assimilation of new vocabulary. With this criteria the aim is to evaluate the ability to understand and use vocabulary appropriately and expressions which have been learned. Vocabulary assimilation is always checked in situations with a context and close the students' own experience.
6. Class participation. Observe how students behave to assess whether they participate in a constructive form in class communication situations, respecting the rules for the exchange of information.
7. Collaborative work. This, too, is evaluated by observing students' behaviour, seeing whether they take part in a constructive way in group activities, collaborating in a harmonious learning process in the classroom.
8. Individual work. By observing students' behaviour, their individual work is evaluated with regards to correct contents, care taken with presentations and timely completion of tasks.
9. Interest in learning. The aim is to check that students are interested in advancing in their learning and curious to learn new things, if they pay attention in class, ask questions and ask about their doubts.
10. Respect for others. There is an evaluation of whether students respect their classmates and teachers, listen to them without interrupting them, respecting turns to speak and appreciating others' ideas and opinions.
11. Interest in finding out about other cultures. There is an evaluation of whether students are interested in finding out about culture in English-speaking countries, if they pay attention when such subjects are talked about and if they ask questions in order to widen their knowledge.
12. Using polite forms. The aim is to observe in order to check that students use the polite forms in English that they learn and include them in normal class routine.
In order to have an overall appreciation of the whole of the class, the teacher may draw up a double-entry table with a vertical list of the students and, horizontally, the numbers for evaluation criteria. By marking the boxes using a colour code which shows to what extent objectives have been achieved (for example, green for good, blue for acceptable, red for insufficient), the group's progress can be seen at a simple glance.
Discipline also forms part of any good evaluation. By channelling students' innate energy in the right direction, the teacher can avoid rebelliousness and discipline problems. Many problems of this type arise when students get bored, when the level is beneath them or when activities are too repetitive. Smart Planet has been designed to take into account the very diverse needs and desires of different students and, thanks to this, it includes a wide variety of activities for them to enjoy.
However, it is important for the teacher to mark the rules with regards to discipline in the classroom, making sure that students know what is and what is not acceptable, and treating all students alike. If clear, fair discipline parameters are established, a 'safe' atmosphere will be created in the classroom and students will study freely and with confidence.
In order to keep the interest of the smallest students, the teacher must find a balance between their limitless energy and short span of concentration in order to avoid boredom, restlessness and lack of motivation, things which lead to discipline problems.
6.4 Assessment tools in Smart Planet
As we said while discussing the parts of the method (see point 1.3), the Smart Resources DVD-ROM includes exams for the initial assessment, for each unit, for the end of the term and the final assessment, with two degrees of difficulty. However, the method's most powerful tool is undoubtedly Test Generator, which help create written tests and which, consequently, helps create tests fitting the students' characteristics and diversity; it also offers exam models ready for use (for each unit and in summary).
In both the Student’s Book and the Workbook each unit concludes with two pages for revising the contents dealt with, paying special attention to vocabulary, the use of verb tenses and grammar. There is also a more general revision page every three units in both books to find out how firmly language knowledge has been acquired; they always include three activities: one about vocabulary (Vocabulary), another about grammar (Grammar) and a final one about language use (Functions).
It should also be remembered that the Get it right! pages allow you to work on the typical mistakes made by Spanish speakers when learning English. Systematic self-correction will allow students to carry on learning in a consolidated way.
In the annex at the end of this document there is a KEY COMPETENCES ASSESSMENT RUBRIC, broken into different descriptors, which the teacher may use at the end of each unit, each quarter or whenever appropriate throughout the school year.
6.5. Qualification criteria
As mentioned in point 6.1, one of the objectives of assessment is to specify how much each student has learned. This information will be used to take important decisions, so the parameters used to fix them and communicate them will be used for taking important decisions. In other words, the teacher and the students will know where their weak points are and, consequently, which area or areas of knowledge they should focus on.
In order to proceed as explained in the previous paragraph, the best thing is to assess unit by unit, making use of the contents specifications in point 8. To do this, we include reference values table using percentage values to make them easily understood. The idea is not to fill in a table like this for each student but, when giving marks, teachers should take into account the importance of different things studied, how much they count towards final marks and, as appropriate, shortcomings and reinforcement tasks.
|TEACHING UNIT |% |% total |
|Block |1. Oral Comprehension |15 |60 |
| |2. Oral production |15 | |
| |3. Written comprehension |15 | |
| |4. Writing expression |15 | |
|Transversal features in the blocks|Communication functions |4 |28 |
| |Vocabulary |4 | |
| |Syntactic-discursive contents |4 | |
| |Graphic patterns and sounds |4 | |
| |Classroom language |4 | |
| |Learning strategies |4 | |
| |Sociocultural and sociolinguistic aspects |4 | |
|3 Social awareness |12 |
| |100 |
This approximation makes it easier, to a large extent, to make the adjustments required for students with special needs (see point 7). Let us take a student with hearing problems: obviously, the percentages for blocks 1 and 2 can be reduced, as can those for pronunciation, and they can be assigned to the other blocks.
Marks can also be altered depending on what we call correction factors, affecting final marks by ± 5-10%. These factors are:
- Intention to communicate in English.
- Motivation for learning English.
- Personal work: effort, persistence…
It is also the case that any dishonest attitude (eg. copying in written tests or stealing other people's work) will lead to losing all points from that teaching unit or all the units taught until then during the term.
|7 EDUCATIONAL NEEDS |
7.1. Introduction to the concept of attention to diversity.
Educating means doing everything possible for all the students to obtain maximum personal, intellectual, social and emotional development and, of course, for them to achieve the objectives set by the curriculum. This means taking great care with attention to diversity with regards to students. Obviously, each person is different, but we know that the students who need greatest attention in terms of educational adjustment are those who need specific educational help, and they fall into the following categories:
a) students with special educational needs dues to an inability or serious behaviour disorders;
b) students with high intellectual capacity;
c) students who have joined our educational system late;
d) students with specific learning difficulties;
e) students with special educational needs due to personal conditions or school history.
Except for the group who have joined late, and because learning English is a principle independent from the educational system, the rest of the students will, as we say, need adjustments to deal with their individual characteristics. We will deal briefly with each profile (taking into account the fact that the educational approach for students with more than one problem will be more complex).
• Students with educational needs due to disabilities or serious behaviour disorders.
Their disability may be physical (sensory or movement), intellectual or connected with language disability. In the first case, the most usual problems are significant sight, hearing or movement problems. This disability will lead to students having greater or lesser difficulties with certain linguistic abilities (eg., listening for hypo acoustic children). So, in the first place, the teacher must modify the objectives and, secondly, use methodical means to access the curriculum, which will vary depending on each disability. In other words, modify the learning process for each student's particular characteristics (to continue with the same example, emphasising visual access, taking into account the student's hearing problems), giving more emphasis to activities, materials, resources, etc, which support the learning process.
For students with intellectual disability and language disorder (in terms of expression and/or comprehension), the teacher faces a completely different problem as, in general, students will need a highly adapted version of the curriculum in terms of objectives and contents, and assessment in similar terms. Specifically for students with language disorder, bearing in mind that they already have problems with their mother tongue, it is easy to imagine that learning a second (or third) language will not be easy for them. For all of these students, decisions about their academic course must be slowly taken, in coordination with the Orientation Department, as some of them may well not achieve the objectives set in terms of competences in each stage.
Behaviour disorder is usually, though not always, related to attention deficit hyperactivity disorder. In all cases, the teacher must use standard measures to deal with these students' difficulties. Briefly, we should mention: balancing the right class routine with new, motivating teaching approaches, positioning students carefully, reinforcing success, valuing effort more than results (taking care of self-esteem and motivation), modifying assessment tools, etc. If there is no discrepancy, the objectives should not be modified. If there is a discrepancy, the possibility of adapting the syllabus may be taken into account, always bearing in mind the competences which have to be acquired in order to go forward or obtain qualifications.
• Students with high intellectual capacity.
These students' main problem is usually lack of motivation, the result of having to perform learning activities which they are already beyond. It is the teacher's job to use appropriate teaching strategies (eg. get them to lead team work or ask them to take part in some explanations as student-helpers…) and offer activities which are a challenge for them (activities to widen their knowledge or increase it, voluntary or otherwise).
• Students with specific learning difficulties.
When learning a language, learning disorders due to reading difficulties should be taken into account (eg. dyslexia) or problems writing. In either case, the teacher must find out exactly what the difficulties are and, as above, adapt the syllabus and methods for improving the teaching-learning process.
• Students with special education needs due to personal conditions or school history.
This group has only recently been specified in legal terms and can be interpreted in different ways. The Department of Orientation must determine which students are to be included in the group (eg. students with epilepsy which obstructs their learning) and decide how to deal with this educationally.
7.2. Attention to diversity in Smart Planet.
Bearing in mind this range of possibilities, it should be said that Smart Planet pays attention to diversity in its programme, structure and contents. As we have mentioned earlier, the Smart Planet programme is flexible. It offers specific points and general suggestions to help teachers to adapt the programme to their own context: the centre, their classroom and each student.
The contents of Smart Planet, which have been carefully chosen, are attractively presented in a stimulating way in order to deal with diversity. The course has a cyclical structure which allows students to widen their knowledge starting from what they already know and acquire more knowledge about cultural issues and new, more complex linguistic subjects. At the same time, the complex evaluation process includes general criteria which must be prepared and adapted for each group, setting specific objectives depending on the context of each centre, teacher and class. Teachers have different tools of evaluation and competences as well as specific tasks. It is also necessary to set Core contents according to the needs, abilities and rhythm at which the students learn.
In fact, in order to take care of specific needs successfully, the activities, materials and resources available in Smart Planet must be taken into account. The vast majority of these activities can be used in personalised ways and are open so that each student can respond in a different way depending on his/her ability.
The Activities Book concentrates of each unit's key contents. These activities can be used both with students who need extra help and with more able students who finish the initial task early. Each student will need a different amount of time which will depend, to a greater or lesser extent, on his/her motivation. Most of the activities are designed for use in the classroom, but they can also be given as homework. As can be seen on the table further on, the same material and/or resources can be used to reinforce the class or widen knowledge; in other words, the objective can be changes as fits. For example, a simple question about a text can be reinforcement for less advanced students and can also serve as inspiration in an extension activity in which students are asked to say other words in the same semantic area.
The teacher should take advantage of students' abilities in every way that arises. One student may hate speaking but enjoying writing vocabulary on the board, while another may be good at drawing or making posters.
Another crucial factor is the methodology used by the teacher with his/her own group and, more specifically, with students with learning difficulties. The most important thing with all types of task is to make sure that they have been correctly prepared beforehand, students knowing all the words they are going to need and understanding the activity's objectives. If students are given the right linguistic tools in order to carry out the activity successfully, it is almost certain that they will find it sufficiently demanding and interesting. Without the necessary preparation, students may have an experience of negative learning, which will lead to them losing confidence and feeling frustrated with an activity which demands a degree of competence which they do not have.
As said above, assessment and stimulation are essential for students, and even more so for those with special needs. When doing an activity, you must guide them towards finding the right answers rather than giving them to them. This will lead to students feeling satisfied when they find the right answer. Whenever a student makes a mistake, you must emphasise that making mistakes is part of the learning process and that they should not be ashamed of making mistakes.
The extra activities in each lesson (extension ideas and alternative treatment) can be used whenever the teacher feels that the students need to practise particular vocabulary. The same activities can be used to extend more advanced students' knowledge, although, in some cases, it may be necessary to change the instructions a little. Additionally, there are extension or reinforcement pages in the Teacher's Resources CD about the main vocabulary and structures in each unit. There are also pages with lists of words with their definitions for revising and increasing students' vocabulary.
It should not be forgotten that continual revision is another important part of the learning process and that it is particularly helpful for students with special needs, as well as for the rest of the group. Smart Planet is based on a system of continual revision, with different games and techniques for revising the vocabulary learned in each unit and each block of two units.
The Teacher's Resources CD with the interactive online activities and the CD-ROM for the digital board offer further material to help teachers deal with the different specific needs in the classroom.
|8 TEACHING UNITS DEVELOPMENT |
As can be seen in the development of the teaching units, the contents have been grouped in four main blocks:
Block 1. Comprehension of oral texts.
Block 2. Production of oral texts .
Block 3. Comprehension of written texts.
Block 4. Production of written texts.
In order to facilitate reading the programme, inter-disciplinary contents are specified after each block's specific contents. The students are the following:
Communication functions
Vocabulary
Structures
Graphic patterns and sounds
Classroom language
Learning strategies
Sociocultural and sociolinguistic aspects
The contents of each unit are explained on the following pages.
UNIT 1 OUR WORLD
1 Contents
Block 1. Comprehension of oral texts
▪ Listening to and understanding a conversation between some young people who have just met each other.
▪ Listening to and understanding of the information about a young woman sailor and an Australian heroine.
▪ Listening to and understanding some information about the multicultural character of a British school.
▪ Listening to and revising (stress) when comparing the names of countries and their nationalities and languages.
▪ Listening to and understanding a text with geographical information about the Earth.
▪ Listening to and understanding videos: 1.1. Presentation about a young Italian woman racing driver who drives a Ferrari; 1.2. Presentation about four young American students who love science; 1.3. Six students briefly introduce themselves; 1.4. A conversation about Pangea.
▪ Listening to and understanding short interviews with four young people at an airport.
▪ Listen to and copy a dictation of various Wh- questions.
Block 2. Production of oral texts
▪ Exchanging information in pairs in which each student talks about his/her favourite things.
▪ Oral interaction in groups to ask questions and give answers about favourite things.
▪ Oral interaction in pairs in which there are questions and answers about countries of origin, nationalities and the languages spoken there.
▪ Exchange of questions and answers in pairs about names.
▪ Oral interaction in pairs to talk about facets of the school's multicultural characteristics.
▪ Exchange of personal information in pairs: name, place of birth and parents' nationality.
▪ Interaction in pairs to practise linguistic formulas for when you meet somebody.
▪ Presentation to the class of the information about a young hero or heroine.
▪ Presentation to the class of the information about a famous scientist and comparing information about NASA.
▪ Present the information gathered about a continent.
Block 3. Comprehension of written texts
▪ Reading and understanding a text about a young woman sailor and an Australian heroine.
▪ Reading and correcting sentences about a young woman sailor and an Australian heroine.
▪ Reading and understanding an article about the multicultural and international nature of a British school.
▪ Reading and understanding some personal information.
▪ Reading and taking in phrases and contents for writing a text: some personal information.
▪ Reading the reference sections given in the activities.
▪ Reading and understanding extra information marked as Fact.
▪ Reading and understanding different traditions for celebrating birthdays.
Block 4. Production of written texts
▪ Complete sentences about favourite objects, colours and places.
▪ Choose possessives to complete sentences and a text.
▪ Appropriate use of the names of countries and their nationalities and languages.
▪ Writing sentences using possessive ‘s.
▪ Choosing the appropriate Wh- word to ask questions (Wh- questions).
▪ Writing Wh- questions putting the words given in order or adapting them to the answers given.
▪ Writing Wh- questions and answers to them for giving personal information and a model interview with a famous sports player.
▪ Describing María, a young Italian racing driver.
▪ Making a poster or a presentation about a young hero or heroine.
▪ Writing answers to questions about a British school and about your own school.
▪ Writing a piece of news about a famous scientist and three interesting facts about NASA.
▪ Gathering information about a continent.
▪ Correcting sentences making proper use of the initials in upper case.
▪ Writing pieces of news about oneself and about a made-up person, including the information requested and making proper use of the initials in upper case.
▪ Complete crosswords with the names of known or usual objects.
▪ Writing various sentences about celebrating birthdays in our country.
The following points are studied indirectly in the four previous blocks:
Communication functions:
▪ Presentation about oneself and somebody else.
▪ Using expressions to encourage oral interaction: Cool! / Ok / Right / Great!
▪ Expressing personal information: favourite things.
▪ Asking for personal information from another person (nationality, age, etc.) using Wh- Questions.
▪ Describing personal information (nationality, age, etc.) answering Wh- Questions.
▪ Describing possessive relations.
▪ Describing personal information as biographical data.
Vocabulary:
▪ Leisure objects: football / trainers / games console / books / rollerblades / guitar / headphones / MP3 player / skateboard / mobile phone / computer / comics.
▪ Possessive adjectives: my / your / his / her / our / your / their.
▪ Countries, nationalities and languages.
▪ Wh- Words: When / What / Who / Where / How.
Syntactic-discursive contents:
▪ Expressing possession: possessive adjectives and possessive (‘s).
▪ Wh- Questions and Wh- Words.
Graphic patterns and sounds:
▪ Recognising, contrasting and the correct stress in the names of countries and their nationalities and languages.
Classroom language:
▪ Look at the photos and match them with the things in the box.
▪ List, check and repeat.
▪ Work with a partner.
▪ Read and listen…
▪ Read the text [again]. Correct the sentences. / Choose the correct words. / Answer the questions.
▪ Complete the sentences… Compare them with a partner.
▪ Look at the table. Find all of the possessive adjectives in the text. / Writing sentences with possessive ‘s. / Match the questions with the answers.
▪ Ask… Writing their answers.
▪ Look at the picture.
▪ Listen to...
▪ Listen again. Choose the correct answers.
▪ Match the words in the box with the numbers in the table.
▪ Listen, check and repeat.
▪ Work with a partner. Answer the questions. / Ask and answer the questions… / Practise the conversation…
▪ Complete the questionnaire with…
▪ Writing the words in the correct order to make the questions.
▪ Look at the ‘Hello’ poster. What languages can you see?
▪ Listen and complete the conversation with the words in the box.
▪ Listen and repeat… Translate them into your language.
▪ Change the words in bold in the conversation in… Use the information below. Practise the conversation with a partner.
▪ Find examples of…
▪ Plan your personal profile. Use the list in the Look at Content box and make notes.
▪ Writing your personal profile. Use your notes from… and the language below to help you.
▪ Can you say YES to these questions?
▪ Writing the word(s) for each picture.
▪ Complete the sentences… with a nationality or language. / with the correct possessive adjectives. / with the noun + ’s.
▪ Match the two parts of the questions.
▪ Choose the correct words to complete the text.
Learning strategies:
▪ Forming patronymics and languages starting with the name of the country.
▪ Difference between Yes/No Questions (closed answer) and Wh- Questions (open answer).
▪ Reading phrases and contents to write an autobiographical piece of news.
▪ Revise and correct Spanish speakers' typical mistakes: a) Use of capital letters at the start of names of countries, nationalities and languages; b) Use of on (instead of in) for the days of the week.
Sociocultural and sociolinguistic aspects:
▪ Finding out about different customs for celebrating birthdays.
▪ Identifying indicators of internationality at our school in general and our class in particular, and valuing the consequent socio-cultural wealth.
▪ Valuing the real importance of speaking other languages, in particular English.
2 Competences
|Descriptors |Activities |
|Linguistic communication |
|LISTEN | |
| | |
|Understanding the main points and some details of oral messages,|Listening to information about a young woman sailor and an |
|either live or in recordings. |Australian heroine. |
|Understanding the most important things in daily transactions |Listening to a conversation between some young people who have |
|and tasks and in formal and informal conversations. |just met each other, short interviews with four young people at |
| |an airport. |
|Identifying the main ideas and information in presentations, |Listening to information about the multicultural character of a |
|talks, explanations and the news. |British school, a text with geographical information about the |
| |Earth. |
| |Watch four videos: 1.1. Presentation about a young Italian woman|
| |racing driver who drives a Ferrari; 1.2. Presentation about four|
| |young American students who love science; 1.3. Six students |
| |briefly introduce themselves; 1.4. A conversation about Pangea. |
| | |
|Distinguishing sound characteristics, accent, rhythm and |Identifying and correctly pronouncing the names of countries and|
|intonation in various contexts and identify what they want to |their nationalities and languages. |
|communicate. | |
|TALK / CONVERSE | |
| | |
| |Presentation to the class of the information about a young hero |
|Give short, rehearsed oral presentations, and reply to simple |or heroine. |
|questions which can be asked about your presentations. |Presentation to the class of the information about a famous |
| |scientist and comparing information about NASA. |
| |Present the information gathered about a continent. |
|Take part correctly in daily transactions and tasks. |Oral interaction in pairs to talk about facets of the school's |
| |multicultural characteristics. |
|Take part correctly in daily transactions and tasks. |Exchange of questions and answers in pairs about names. |
| |Interaction in pairs to practise linguistic formulas for when |
| |you meet somebody. |
|Take part correctly in conversations using simple structures and|Exchanging information in pairs and in groups about each |
|clear pronunciation. |person's favourite things. |
| |Oral interaction in pairs in which there are questions and |
| |answers about countries of origin, nationalities and the |
| |languages spoken there. |
| |Exchange of personal information in pairs: name, place of birth |
| |and parents' nationality. |
|READING | |
| | |
|Identifying relevant information in instructions, warnings or |Interpret information about activities or exercises correctly. |
|rules. |Taking in phrases and contents for writing a text: some personal|
| |information. |
|Understanding the general meaning and specific details of texts |Understanding a text about a young woman sailor and an |
|in different formats |Australian heroine. |
| |Understanding extra information marked as Fact. |
| |Understanding an autobiographical piece of news. |
|Find specific, essential information in reference and study |Reading the reference sections given in the activities. |
|material. | |
|Understanding the main ideas in newspaper, literary and |Understanding an article about the multicultural and |
|fictional texts in different formats. |international nature of a British school. |
|Valuing reading as a source of pleasure and knowledge. |Understanding texts about different traditions for celebrating |
| |birthdays. |
|WRITING | |
| | |
|Using production strategies for writing simple texts. |Writing autobiographical pieces of news making proper use of the|
| |initials in upper case. |
| |Choose possessives to complete sentences and a text. |
| |Writing sentences using possessive ‘s. |
| |Writing Wh- questions putting the words given in order or |
| |adapting them to the answers given. |
|Filling in forms, questionnaires or printed pages with personal |Complete sentences about favourite objects, colours and places. |
|information. |Writing Wh- questions and answers to them for giving personal |
| |information and a model interview with a famous sports player. |
|Writing notes, messages, adverts, posts and short, formal and |Writing a short text in which students talk about their duties |
|informal correspondence with simple, relevant information. |at home and at school. |
| |Writing answers to questions about a British school and about |
| |your own school. |
| |Writing various sentences about celebrating birthdays in our |
| |country. |
|Writing texts using appropriate vocabulary, spelling, |Writing autobiographical pieces of news about oneself and about |
|punctuation and correct formats and correct structures. |a made-up person. |
| |Describing María, a young Italian racing driver. |
| |Making a poster or a presentation about a young hero or heroine.|
| |Writing a piece of news about a famous scientist and three |
| |interesting facts about NASA. |
| |Preparing information about a continent. |
|Mathematical competences and basic science and technology competences. |
|Solving puzzles, crosswords and guessing games. |Doing crosswords with the names of known or usual objects. |
|Digital competences |
|Obtaining information from the Internet for carrying out tasks |Looking for information about a continent, about a young hero or|
|in English. |heroine and about a famous scientist. |
|Give short presentations and projects in English using different|Making a poster or a presentation with la information about a |
|formats and digital tools. |continent. |
|Studying and practising English on digital devices. |Using the AR app (Smart Planet Augmented Reality App) to access |
| |the videos, interactive activities and presentations about |
| |grammar. |
|Social and Civic competences. |
|Take part in activities pairs and groups with respect and |Take part properly in the activities in pairs or as a group. |
|interest. | |
|Interacting politely and attention valuing and respecting |Expressing individual preferences and respecting other people's |
|classmates' opinions, tastes and preferences. |preferences. |
| |Using communication reinforcers. |
|Taking an interest in and respecting the customs, rules and |Finding out about customs for celebrating birthdays in Ireland. |
|values of countries in which foreign languages are spoken. | |
|Cultural awareness and expressions. |
|Using artistic techniques and items to prepare and give |Making a poster or a presentation and autobiographical pieces of|
|presentations and projects. |news. |
|Identifying cultural features of English-speaking countries and |Comparing traditions in celebrating birthdays. |
|compare them with their own, showing respect and interest. | |
|Learning to Learn |
|Identify, plan and apply objectives for carrying out tasks, |Individually do the exercises from the Workbook. |
|activities and projects. |Do the homework individually (looking for and compiling |
| |information, making a poster…). |
| |Taking in and using phrases learned for writing an |
| |autobiographical piece of news. |
|Using tools and resources for clearing up doubts, widening |Revise the Get it right! sections critically. |
|knowledge and correcting mistakes. | |
|Showing an interest in carrying out evaluations of your own |Do the Review sections with interest. |
|progress and identify points for improvement. | |
|Identifying and using different strategies for learning |Look in depth at the Grammar Reference and make progress in the |
|individually. |general use of what has been learned. |
|Sense of initiative and entrepreneurial spirit. |
|Using the strategies needed for studying individually. |Work individually on the tasks given. |
|Have a positive, proactive attitude to reading texts by |Do the reading activities in the Workbook individually. |
|yourself. | |
|Plan, organise and check your work to be able to present it |Using phrases given for writing (auto)biographical pieces of |
|properly. |news. |
3 Social awareness.
Moral and civic education
▪ Show interest taking an active part in class and following the teacher's instructions correctly.
▪ Accepting other people's tastes and preferences (favourite things).
▪ Showing an interest and give constructive criticism about work (posters, presentations…) done by classmates.
Education for gender equality
▪ Respecting and value boys' and girls' tastes and preferences (favourite things) equally.
▪ Recognising that both boys and girls can be adventurers, heroes/heroines, scientists, etc.
Education against discrimination
▪ Respecting all people and specifically classmates with regardless of their nationality or cultural origin; recognising, furthermore, that a multicultural society can be richer in social terms.
Working together in class
▪ Be able to work in pairs or groups effectively, respecting other people and being cooperative.
4 Cross-curricular links
▪ Geography and History: finding countries on a world map, recognising nationalities, movement on crust of the Earth (from Pangea to present), continents and oceans.
5 Assessment criteria
▪ Name recognise and present vocabulary connected with leisure objects; possessive adjectives; names of countries and their nationalities and languages.
▪ Ask and answer questions (Wh- Questions) in connection with: name, countries of origin, nationalities and the languages spoken there, place of birth, parents' nationality and favourite things.
▪ Talk about facets of the school's multicultural characteristics.
▪ Correctly stress the names of countries and their nationalities and languages.
▪ Making appropriate use of possessive adjectives and the possessive ‘s.
▪ Using correct pronunciation and intonation: in oral exchanges and in the presentation of information and/or personal productions to the class.
▪ Understanding general information and getting the main ideas in written texts of different types: a text about a young woman sailor and an Australian heroine, an article about the multicultural and international nature of a British school, some personal information and information about different traditions for celebrating birthdays.
▪ Finding out about and using basic Sociocultural and sociolinguistic aspects such as the birthday parties in different countries, including our country, and international and multicultural things at our school.
▪ Producing short, comprehensible oral texts which give, request and exchange information: a conversation/role-play about personal information and introducing yourself.
▪ Write brief, simple texts and with clear structures about oneself and about other people ((auto)biographical pieces of news), about NASA and about customs for celebrating birthdays in our country.
▪ Recognising and correcting Spanish speakers' typical mistakes when learning English.
▪ CLIL: use in English concepts in Geography and History.
6 Contents - Assessment criteria - Competences
|Contents |Assessment criteria |Competences |
|Recognising and presenting vocabulary connected with |Recognise and use a repertoire of common |LC |
|leisure objects; possessive adjectives; names of |vocabulary about countries and their | |
|countries and their nationalities and languages. |nationalities orally and in writing. | |
|Practice using and forming possessive ‘s and de |Understanding and using functions and meanings |LC |
|possessive adjectives. |associated with basic syntactic structures. |LL |
| | | |
|Differentiate questions Yes/No Questions (closed answer)|Distinguishing and using habitual communication | |
|and questions Wh- Questions (open answer). |functions: communicate relationships of possession| |
| |or preference and help communication. | |
|Using expressions which encourage oral interaction. | | |
| |Correct mistakes found. | |
|Recognising Spanish-speakers' typical mistakes when | | |
|learning English. | | |
|Practise stressing the names of countries and their |Recognising and producing orally and in writing |LC |
|nationalities and languages. |the names of countries and their nationalities and| |
| |languages. | |
| | | |
| |Use correct pronunciation and intonation. | |
|Listen to a conversation between young people, the |Use the subject, general meaning and main |LC |
|information about a young woman adventurer, an article |information and ideas from the text in short, |SCS |
|about multiculturalism at a school, a text with |simple texts with visual and audio support. | |
|geographical information, four interviews with young | | |
|people and four videos. | | |
| | | |
|Reading of the information about a young woman | | |
|adventurer, an article about multiculturalism at a | | |
|school, an autobiographical piece of news and various | | |
|texts about celebrating birthdays. | | |
|Debate with classmates about ways of celebrating |Finding out about and using basic Sociocultural |LC |
|birthdays in different countries and international and |and sociolinguistic aspects such as ways of |SCS |
|multicultural things at our school. |celebrating birthdays in different countries and | |
| |international and multicultural things at our | |
| |school. | |
|Ask and answer questions connected with things such as |Producing short, comprehensible oral texts which |LC |
|your name, country of origin, nationality and the |give, request and exchange information. |SCS |
|languages spoken, place of birth and parents' | | |
|nationality, and each person's favourite things. | | |
| | | |
|Talk about facets of the school's multicultural | | |
|characteristics | | |
|Work on (auto)biographical pieces of news, and texts |Write brief, simple texts and with clear |LC |
|about NASA and about customs for celebrating birthdays |structures about everyday matters or subjects of |CD |
|in our country. |interest. |LL |
| | |SCS |
| | |SIE |
UNIT 2 FAMILY AND FRIENDS
1 Contents
Block 1. Comprehension of oral texts
▪ Listening to and understanding of the information about a vary large Australian family.
▪ Listening to and understanding a conversation between two young people about a 3D game.
▪ Listening to and understanding some information about the multicultural character of a British school.
▪ Listening to and revising (stress) when comparing the names of countries and their nationalities and languages.
▪ Listening to and understanding a text with geographical information about the Earth.
▪ Listening to and understanding videos: 1.1. Presentation about a Japanese family which takes part in robot fighting competitions; 1.2. Presentation about four young American students who love science; 1.3. Six students briefly introduce themselves; 1.4. A conversation about Pangea.
▪ Listening to and understanding a conversation between three young people about their families.
▪ Listen to and copy a dictation of various Wh- questions.
Block 2. Production of oral texts
▪ Exchanging information in pairs about members of the family and family relationships.
▪ Oral interaction in pairs saying what type of family (in terms of size) you prefer.
▪ Reading the description of your own avatar.
▪ Oral interaction in pairs talking about family structure and whether your or a member of the family has the objects which appear in some pictures, using have got (affirmative, negative and contractions).
▪ Exchange of personal information in pairs: name, place of birth and parents' nationality.
▪ Interaction in pairs to practise linguistic formulas for when you meet somebody.
▪ Presentation to the class of the information about a young hero or heroine.
▪ Presentation to the class of the information about a famous scientist and comparing information about NASA.
▪ Present the information gathered about a continent.
Block 3. Comprehension of written texts
▪ Reading and understanding a text about a vary large Australian family.
▪ Reading and correcting sentences about a young woman sailor and an Australian heroine.
▪ Reading and understanding an article about the multicultural and international nature of a British school.
▪ Reading and understanding some personal information.
▪ Reading and taking in phrases and contents for writing a text: some personal information.
▪ Reading the reference sections given in the activities.
▪ Reading and understanding extra information marked as Fact.
▪ Reading and understanding different traditions for celebrating birthdays.
Block 4. Production of written texts
▪ Complete sentences about family structure and what you have and do not, using family relationships and have got (affirmative, negative and contractions).
▪ Appropriate use of the names of countries and their nationalities and languages.
▪ Describing your own avatar.
▪ Choosing the appropriate Wh- word to ask questions (Wh- questions).
▪ Writing Wh- questions putting the words given in order or adapting them to the answers given.
▪ Writing Wh- questions and answers to them for giving personal information and a model interview with a famous sports player.
▪ Describing a robot you have made yourself.
▪ Making a poster or a presentation about a robot in a film or a book.
▪ Writing answers to questions about a British school and about your own school.
▪ Writing a piece of news about a famous scientist and three interesting facts about NASA.
▪ Gathering information about a continent.
▪ Correcting sentences making proper use of the initials in upper case.
▪ Writing pieces of news about oneself and about a made-up person, including the information requested and making proper use of the initials in upper case.
▪ Complete sentences using nouns about family relationships.
▪ Choosing descriptive adjectives for completing sentences about different people.
▪ Writing various sentences about celebrating birthdays in our country.
The following points are studied indirectly in the four previous blocks:
Communication functions:
▪ Presentation about members of the family and their family relationships.
▪ Giving information about what you have and do not.
▪ Expressing preferences about types of family (by size).
▪ Asking for personal information from another person (nationality, age, etc.) using Wh- Questions.
▪ Describing personal information: family structure and the objects in a drawing which you or a member of the family have or do not, using have got (affirmative, negative and contractions).
▪ Describing possessive relations.
▪ Describing personal information as biographical data.
Vocabulary:
▪ Family, friendship or work relationships: granddad / grandma / dad / mum / aunt / uncle / sister / brother / cousin / best friend / team mates / classmates.
▪ Adjectives for describing people: (hair ⋄) short / spiky / curly / long / red / fair / dark / brown / (eyes ⋄) green / brown / blue / (body ⋄) tall / short / thin / heavy.
▪ Countries, nationalities and languages.
▪ Wh- Words: When / What / Who / Where / How.
Syntactic-discursive contents:
▪ Have got (affirmative, negative and contractions).
▪ Wh- Questions and Wh- Words.
Graphic patterns and sounds:
▪ Recognising and pronouncing the sound /h/.
Classroom language:
▪ Look at the photos and match them with the things in the box.
▪ List, check and repeat.
▪ Work with a partner.
▪ Read and listen…
▪ Read the text [again]. Correct the sentences. / Choose the correct words. / Answer the questions.
▪ Complete the sentences… Compare them with a partner.
▪ Look at the table. Find all of the possessive adjectives in the text. / Writing sentences with possessive ‘s. / Match the questions with the answers.
▪ Ask… Writing their answers.
▪ Look at the picture.
▪ Listen to...
▪ Listen again. Choose the correct answers.
▪ Match the words in the box with the numbers in the table.
▪ Listen, check and repeat.
▪ Work with a partner. Answer the questions. / Ask and answer the questions… / Practise the conversation…
▪ Complete the questionnaire with…
▪ Writing the words in the correct order to make the questions.
▪ Look at the ‘Hello’ poster. What languages can you see?
▪ Listen and complete the conversation with the words in the box.
▪ Listen and repeat… Translate them into your language.
▪ Change the words in bold in the conversation in… Use the information below. Practise the conversation with a partner.
▪ Find examples of…
▪ Plan your personal profile. Use the list in the Look at Content box and make notes.
▪ Writing your personal profile. Use your notes from… and the language below to help you.
▪ Can you say YES to these questions?
▪ Writing the word(s) for each picture.
▪ Complete the sentences… with a nationality or language. / with the correct possessive adjectives. / with the noun + ’s.
▪ Match the two parts of the questions.
▪ Choose the correct words to complete the text.
Learning strategies:
▪ Forming patronymics and languages starting with the name of the country.
▪ Difference between Yes/No Questions (closed answer) and Wh- Questions (open answer).
▪ Draw your own family tree de your own family to revise family vocabulary.
▪ Revise and correct Spanish speakers' typical mistakes: a) The word brothers in English is specifically for male siblings; b) Use of haven’t got, and no haven’t, to express, eg., not having siblings (I haven’t got brothers) Use of on (instead of in) for the days of the week.
Sociocultural and sociolinguistic aspects:
▪ Recognising the existence of different family models (eg. in terms of size or number of members), all equally valid.
▪ Recognising the social relevance of technology in Japanese society.
▪ Finding out about the Hindu festival called Diwali.
▪ Valuing the real importance of speaking other languages, in particular English.
2 Competences
|Descriptors |Activities |
|Linguistic communication |
|LISTEN | |
| | |
|Understanding the main points and some details of oral messages,|Listening to la information about a vary large Australian |
|either live or in recordings. |family. |
|Understanding the most important things in daily transactions |Listening to a conversation between two young people about a 3D |
|and tasks and in formal and informal conversations. |game, a conversation between three young people about their |
| |families, short interviews with four young people at an airport.|
|Identifying the main ideas and information in presentations, |Listening to information about the multicultural character of a |
|talks, explanations and the news. |British school, a text with geographical information about the |
| |Earth. |
| |Watch four videos: 1.1. Presentation about a Japanese family |
| |which takes part in robot fighting competitions; 1.2. |
| |Presentation about four young American students who love |
| |science; 1.3. Six students briefly introduce themselves; 1.4. A |
| |conversation about Pangea. |
|Distinguishing sound characteristics, accent, rhythm and |Identifying and correctly pronouncing the names of countries and|
|intonation in various contexts and identify what they want to |their nationalities and languages. |
|communicate. | |
|TALK / CONVERSE | |
| | |
| |Presentation to the class of the descriptions of robots. |
|Give short, rehearsed oral presentations, and reply to simple |Reading the description of your own avatar. |
|questions which can be asked about your presentations. |Present the information gathered about a continent. |
|Take part correctly in daily transactions and tasks. |Oral interaction in pairs to talk about facets of the school's |
| |multicultural characteristics. |
|Take part correctly in daily transactions and tasks. |Exchange of questions and answers in pairs about names. |
| |Interaction in pairs for giving information about members of the|
| |family and la family relationships. |
|Take part correctly in conversations using simple structures and|Exchanging information in pairs about what type of family (in |
|clear pronunciation. |terms of size) you prefer. |
| |Oral interaction in pairs to talk about family structure and |
| |whether oneself or a member of the family has the objects which |
| |appear in some drawings, using have got (affirmative, negative |
| |and contractions). |
| |Exchange of personal information in pairs: name, place of birth |
| |and parents' nationality. |
|READING | |
| | |
|Identifying relevant information in instructions, warnings or |Interpret information about activities or exercises correctly. |
|rules. |Taking in phrases and contents for writing a text: some personal|
| |information. |
|Understanding the general meaning and specific details of texts |Understanding a text about a very large Australian family. |
|in different formats |Understanding extra information marked as Fact. |
| |Understanding an autobiographical piece of news. |
|Find specific, essential information in reference and study |Reading the reference sections given in the activities. |
|material. | |
|Understanding the main ideas in newspaper, literary and |Understanding an article about the multicultural and |
|fictional texts in different formats. |international nature of a British school. |
|Valuing reading as a source of pleasure and knowledge. |Understanding texts about different traditions for celebrating |
| |birthdays. |
|WRITING | |
| |Writing sentences about your own family stating family |
|Using production strategies for writing simple texts. |relationships. |
| |Complete sentences using nouns about family relationships. |
| |Choosing descriptive adjectives for completing sentences about |
| |different people. |
| |Describing your own avatar. |
| |Writing sentences using possessive ‘s. |
| |Writing Wh- questions putting the words given in order or |
| |adapting them to the answers given. |
|Filling in forms, questionnaires or printed pages with personal |Complete sentences giving information about what you have or do |
|information. |not. |
| |Writing Wh- questions and answers to them for giving personal |
| |information and a model interview with a famous sports player. |
|Writing notes, messages, adverts, posts and short, formal and |Writing a short text in which students talk about their duties |
|informal correspondence with simple, relevant information. |at home and at school. |
| |Writing answers to questions about a British school and about |
| |your own school. |
| |Writing various sentences about celebrating birthdays in our |
| |country. |
|Writing texts using appropriate vocabulary, spelling, |Writing autobiographical pieces of news about oneself and about |
|punctuation and correct formats and correct structures. |a made-up person. |
| |Describing self-designed robot. |
| |Making a poster or a presentation about a robot made famous by |
| |appearing in a book or a film. |
| |Writing a piece of news about a famous scientist and three |
| |interesting facts about NASA. |
| |Preparing information about a continent. |
|Mathematical competences and basic science and technology competences. |
|Putting in order and classifying data following criteria. |Putting family, friendship or work relationships in order in |
| |terms of gender. |
|Solving puzzles, crosswords and guessing games. |Doing a letter soup and family trees. |
|Digital competences |
|Obtaining information from the Internet for carrying out tasks |Looking for information about a robot which appears in a film or|
|in English. |in a book, about a young hero or heroine and about a famous |
| |scientist. |
|Give short presentations and projects in English using different|Making a poster or a presentation with information about a |
|formats and digital tools. |famous robot. |
|Studying and practising English on digital devices. |Using the AR app (Smart Planet Augmented Reality App) to access |
| |the videos, interactive activities and presentations about |
| |grammar. |
|Social and Civic competences. |
|Take part in activities pairs and groups with respect and |Take part properly in the activities in pairs or as a group. |
|interest. | |
|Interacting politely and attention valuing and respecting |Expressing individual preferences and respecting other people's |
|classmates' opinions, tastes and preferences. |preferences. |
| |Using communication reinforcers. |
|Understanding and valuing the use of English for communicating |Giving information about family relationships with different |
|with other people and to find out about other cultures. |members of our families and about relationships with workmates |
| |or friends. |
|Taking an interest in and respecting the customs, rules and |Finding out about customs for celebrating birthdays in Ireland. |
|values of countries in which foreign languages are spoken. | |
|Cultural awareness and expressions. |
|Using artistic techniques and items to prepare and give |Making a poster or a presentation and autobiographical pieces of|
|presentations and projects. |news. |
|Identifying cultural features of English-speaking countries and |Finding out about the Hindu celebration called Diwali. |
|compare them with their own, showing respect and interest. | |
|Identifying different forms of cultural expression and showing |Recognising passion for technology in Japan. |
|an interest in widening knowledge. | |
|Learning to Learn |
|Identify, plan and apply objectives for carrying out tasks, |Individually do the exercises from the Workbook. |
|activities and projects. |Do the homework individually (looking for and compiling |
| |information, making a poster…). |
| |Taking in and using phrases learned for writing an |
| |autobiographical piece of news. |
|Using tools and resources for clearing up doubts, widening |Revise the Get it right! sections critically. |
|knowledge and correcting mistakes. | |
|Showing an interest in carrying out evaluations of your own |Do the Review sections with interest. |
|progress and identify points for improvement. | |
|Identifying and using different strategies for learning |Look in depth at the Grammar Reference and make progress in the |
|individually. |general use of what has been learned. |
| |Draw your own family tree de your own family to revise family |
| |vocabulary. |
|Sense of initiative and entrepreneurial spirit. |
|Using the strategies needed for studying individually. |Work individually on the tasks given. |
|Have a positive, proactive attitude to reading texts by |Do the reading activities in the Workbook individually. |
|yourself. | |
|Plan, organise and check your work to be able to present it |Using phrases given for writing (auto)biographical pieces of |
|properly. |news. |
3 Social awareness
Moral and civic education
▪ Show interest taking an active part in class and following the teacher's instructions correctly.
▪ Accepting other people's tastes and preferences (favourite things).
▪ Showing an interest and give constructive criticism about work (posters, presentations…) done by classmates.
Education for gender equality
▪ Respecting and value boys' and girls' tastes and preferences (favourite things) equally.
▪ Recognising that both boys and girls can be adventurers, heroes/heroines, scientists, etc.
Education against discrimination
▪ Respecting classmates regardless of the type of family they belong to, understanding that no model of family is superior to any other.
Working together in class
▪ Be able to work in pairs or groups effectively, respecting other people and being cooperative.
4 Cross-curricular links
▪ Geography and History: finding countries on a world map, recognising nationalities, movement on crust of the Earth (from Pangea to present), continents and oceans.
5 Assessment criteria
▪ Name recognise and present vocabulary connected with family relationships and links of friendship or work; adjectives for describing people; possessive adjectives; names of countries and their nationalities and languages.
▪ Expressing family structure and if you or a member of the family has the objects which appear in some drawings, using have got (affirmative, negative and contractions).
▪ Talk about facets of the school's multicultural characteristics.
▪ Correctly stress the names of countries and their nationalities and languages.
▪ Making appropriate use of have got (negative form, affirmative form and contractions).
▪ Use correct pronunciation and intonation: the sound /h/
▪ Finding out about and using basic Sociocultural and sociolinguistic aspects such as the enthusiasm in Japan for everything technological, the Hindu festival called Diwali, including international and multicultural things at our school.
▪ Producing short, comprehensible oral texts which give, request and exchange information: information about your own family, preferences about family size, descriptions of your own avatar and of robots, information about what you have and do not have and introducing yourself.
▪ Understanding general information and getting the main ideas in written texts of different types: a text about a very large Australian family, a conversation between two young people about a 3D game, a conversation between three young people about their families.
▪ Write brief, simple texts and with clear structures about robots (descriptions), sentences about your own family specifying family relationships, the description of your own avatar and about other people's ((auto)biographical pieces of news), about NASA and about customs for celebrating birthdays in our country.
▪ Recognising and correcting Spanish speakers' typical mistakes when learning English.
▪ CLIL: using ideas in English in Geography and History.
6 Contents - Assessment criteria - Competences
|Contents |Assessment criteria |Competences |
|Recognising and presenting vocabulary connected with |Recognising and using a limited repertoire of |LC |
|family relationships and links of friendship or work; |commonly used oral vocabulary orally and in |SCS |
|adjectives for describing people possessive adjectives; |writing about family relationships and links of | |
|names of countries and their nationalities and languages|friendship or work; adjectives for describing | |
| |people; possessive adjectives; names of countries | |
| |and their nationalities and languages. | |
|Practice using and forming have got (affirmative, |Understanding and using functions and meanings |LC |
|negative and contractions) and adjectives for describing|associated with basic syntactic structures. |SCS |
|people and possessive adjectives. | |LL |
| |Distinguishing and using habitual communication | |
|Differentiate questions Yes/No Questions (closed answer)|functions: giving information about family | |
|and questions Wh- Questions (open answer). |structure, describing people, saying what you have| |
| |and do not. | |
|Using expressions which encourage oral interaction. | | |
| | | |
|Recognising Spanish-speakers' typical mistakes when | | |
|learning English. |Correct mistakes found. | |
|Practise pronouncing the sound /h/. |Recognise and pronounce and write the sound /h/. |LC |
| |Use correct pronunciation and intonation. | |
|Listening to information about a very large Australian |Use the subject, general meaning and main |LC |
|family, a conversation between two young people about a |information and ideas from the text in short, |SCS |
|3D game, a conversation between three young people about|simple texts with visual and audio support. | |
|their families, an article about multiculturalism at a | | |
|school, a text with geographical information, four | | |
|interviews with four young people and four videos. | | |
| | | |
|Reading of the information about a very large Australian| | |
|family, an article about multiculturalism at a school, | | |
|an autobiographical piece of news and various texts | | |
|about celebrating birthdays. | | |
|Debate with classmates about ways of celebrating |Finding out about and using basic Sociocultural |LC |
|birthdays in different countries and international and |and sociolinguistic aspects such as ways of |SCS |
|multicultural things at our school. |celebrating birthdays in different countries and | |
| |international and multicultural things at our | |
| |school. | |
|Giving information about members of the family and |Producing short, comprehensible oral texts which |LC |
|family relationships (family structure),, about whether |give, request and exchange information. |SCS |
|we or any members of our family has certain objects, | | |
|about our preferences for family size. Ask and answer | | |
|questions in connection with matters such as name, | | |
|country of origin, nationality and the languages spoke | | |
|place of birth and la parents' nationality, and each | | |
|person's favourite things. | | |
| | | |
|Talk about facets of the school's multicultural | | |
|characteristics | | |
|Work on (auto)biographical pieces of news, and texts |Write brief, simple texts and with clear |LC |
|which describe robots, sentences about your own family |structures about everyday matters or subjects of |CD |
|and family relationships, the description of your own |interest. |LL |
|avatar and about customs for celebrating birthdays in | |SCS |
|our country. | |SIE |
UNIT 3 CITY LIFE
1 Contents
Block 1. Comprehension of oral texts
▪ Listening to and understanding the description which a young woman gives of her daily routine.
▪ Listening to and understanding what three young people from different parts of the world say they do at that time of day.
▪ Listening to and understanding the post about his/her family which a young person writes in his/her blog.
▪ Listening to and revising of a conversation between a teacher and two students about activities and sports they do after school and at the weekend.
▪ Listening to and understanding a text about the Jewish celebration in which children become adults.
▪ Listening to and understanding a conversation between a young woman asking for information and a receptionist at a gym.
▪ Listening to and understanding of factual information about the Earth.
▪ Listening to and understanding videos: 1.1. Describing a young Egyptian baker and bread deliverer's routine; 1.2. Describing Mexican girls' special celebration on their fifteenth birthday; 1.3. Seven young people talking about what they do after school; 1.4. A short documentary about Mars.
▪ Listening to and understanding an interview with a young actor and dancer.
Block 2. Production of oral texts
▪ Exchanging information in pairs about daily routines and about moments of the day in which different people do certain activities.
▪ Oral interaction in pairs about types of work which children can do in our country.
▪ Conversation in pairs about activities students do after school or at the weekend.
▪ Oral interaction in pairs asking and answering about using both closed questions (Yes/No Questions) and open questions (Wh- Questions).
▪ Oral interaction in pairs talking about when a child becomes an adult in his/her country of origin and whether there is a tradition which symbolises becoming an adult.
▪ Interaction in pairs to practise a conversation asking for information in a sports centre.
▪ Present the information gathered about a planet and about NASA.
Block 3. Comprehension of written texts
▪ Reading and understanding descriptions of different young people about their daily routine.
▪ Reading and understanding what three young people from different parts of the world say they do at that time of day.
▪ Reading and understanding a post about his/her family which a young person writes in his/her blog.
▪ Reading and understanding a text about the Jewish celebration for becoming an adult.
▪ Reading and understanding an information panel about things offered at an activities centre.
▪ Reading the description a swimmer gives of daily routine
▪ Reading and taking in phrases and contents for writing a text: a post on a blog for talking about daily routines.
▪ Reading the reference sections given in the activities.
▪ Reading and understanding extra information marked as Fact.
▪ Reading and understanding a text about a British boarding school.
▪ Reading and understanding a text and a graph about the planet Earth and a questionnaire.
Block 4. Production of written texts
▪ Complete sentences about activities and/or timetables for daily routines.
▪ Writing sentences for comparing your daily routine with that of another young person.
▪ Writing sentences about your own family using the verbs live, study and speak.
▪ Complete sentences saying how often certain activities both in daily routines and leisure and free time are carried out.
▪ Writing sentences saying which leisure and free time activities students do, when and how often.
▪ Writing questions using Present simple both in closed questions (Yes/No Questions) and in open questions (Wh- Questions).
▪ Describing what usually happens at birthday parties.
▪ Making a poster or a presentation about a planet.
▪ Write plans for a special birthday party for a friend.
▪ Writing a post for a blog talking about daily routines.
▪ Write information gathered information about NASA.
▪ Writing sentences about why a girl likes her boarding school.
▪ Writing daily routines with students imagining that there are astronauts on Mars.
The following points are studied indirectly in the four previous blocks:
Communication functions:
▪ Using expressions to encourage oral interaction: …, please. / Great! / OK, thanks. / You’re welcome.
▪ Asking for information using closed questions (Yes/No Questions) and open questions (Wh- Questions).
▪ Describing personal information: daily routines and preferences for leisure and free time activities for after class and the weekend.
▪ Ask and give information about activities to do and timetables at a gym or similar place.
▪ Writing a post for a blog talking about somebody's daily routines.
Vocabulary:
▪ Daily routines: have breakfast / do my homework / brush my teeth / get dressed / get up / go to bed / have a shower / do some exercise / have lunch / start school.
▪ Leisure and free time activities: do music / do drama / do karate / play football / play tennis / play chess / have art classes / have dance classes / go swimming.
▪ Adverbs of frequency: always / usually / often / sometimes / never.
Syntactic-discursive contents:
▪ Present simple (affirmative and negative; Yes/No Questions y Wh- Questions).
▪ Adverbs of frequency.
Graphic patterns and sounds:
▪ Recognising and pronouncing the sounds /s/, /z/ and /Iz/.
Classroom language:
▪ Look at the photos and match them with the phrases in the box.
▪ Listen, check and repeat.
▪ Complete the text about… Use the phrases in…
▪ Listen and check.
▪ Work with a partner. Work with a partner. Match the daily routines… with the times of day you usually do them. / How many of your sentences are the same? / What after school and weekend activities do you do? Which days do you do them? / Ask and answer the questions for you. Use short answers. / Ask and answer the questions in… / Watch the teenagers answering the question ‘What do you do after school?’. Answer the question for you. / Practise the conversation in…
▪ Look at the time zone map. Which cities (a–c) are ‘in front of’ London. Which cities are ‘behind’?
▪ Read and listen to what different young people do at the same time around the world. Match each person to a city (a–c).
▪ Read the text again. Complete the sentences with… / Answer the questions.
▪ Complete the sentences for you. Compare your answers with a partner.
▪ Look at the table. Choose the correct options. / Answer the questions in… / Complete the questions with do or does. Then match them with the correct answers.
▪ Look at the spelling rules on page… Complete Jack’s blog with the present simple form of the verbs in brackets.
▪ Writing three sentences about your family. Use the verbs…
▪ Look back at the text on page… Correct five of the sentences below. One is correct.
▪ Look at the sentences in the table. Choose the correct options below.
▪ Add adverbs of frequency to the sentences below to make them true for you.
▪ Listen to… What is the conversation about?
▪ Listen again. Choose the correct answers.
▪ Look at the picture(s) … Match the phrases in the box with the activities (1–9).
▪ Writing questions about…
▪ Make questions in the present simple.
▪ Look at the photos. What is the celebration? What is the building?
▪ Read and listen to the text about a special celebration. Check your answers in…
▪ Are these sentences true or false? Correct the false sentences.
▪ Listen and complete the conversation with the words in the box.
▪ Listen and repeat the words and phrases in the Functions box. Translate them into your language.
▪ Change the words in bold in the conversation in… Use the information below. Practise the conversation with a partner.
▪ Look at the photo of Madison Finsey, 13, a champion swimmer, and read her blog. Do you think her daily routine is easy or difficult?
▪ Find examples of ‘and’ and ‘but’ in the text in…
▪ Complete the sentences with ‘and’ or ‘but’.
▪ Plan a blog post about your daily routine. Use the ideas in Madison’s blog and make notes.
▪ Writing your blog post. Use your notes from… and the language below to help you. Write at least 70 words.
▪ Can you say YES to these questions?
▪ Write the phrase for each picture.
▪ Complete the after-school activities.
▪ Complete the text about Luis’s cousin. Use the correct form of the verbs in brackets
▪ Writing the words in the correct order.
▪ Complete the questions about the text in Exercise 3 with do or does.
▪ Look at the text in Exercise 3 and answer the questions.
▪ Choose the correct options.
Learning strategies:
▪ Reading phrases and contents to write daily routines in a post on a blog.
▪ Revise and correct Spanish speakers' typical mistakes: a) Use of do, and not make, with homework; b) Use of at, and not in, when talking about people's ability to do things (he is good at tennis vs he is good in tennis).
▪ Using a diagram of percentages to recognise the meaning of adverbs of frequency.
Sociocultural and sociolinguistic aspects:
▪ Recognising the work carried out by many young people in our country and in other parts of the world.
▪ Finding out about and respecting the Jewish tradition which symbolises the transition from childhood to adulthood.
▪ Finding out about how Mexican girls celebrate their fifteenth birthdays.
▪ Respecting other people's tastes when choosing which activities to do in free time.
▪ Valuing the real importance of speaking other languages, in particular English.
2 Competences
|Descriptors |Activities |
|Linguistic communication |
|LISTEN | |
| | |
|Understanding the main points and some details of oral messages,|Listening to the description which a young woman gives about her|
|either live or in recordings. |daily routine. |
|Understanding the most important things in daily transactions |Listening to what three young people from different parts of the|
|and tasks and in formal and informal conversations. |world say they do at that time of day, a young person's post |
| |about his/her family on a blog, a conversation between a teacher|
| |and two students about activities and sports which they do after|
| |school and at the weekend, a conversation between a young woman |
| |asking for information and a receptionist at a gym, an interview|
| |between a young actor and dancer, and a text with factual |
| |information about the Earth. |
|Identifying the main ideas and information in presentations, |Listening to a text about the Jewish celebration in which |
|talks, explanations and the news. |children become adults |
| |Watch four videos: 1.1. Describing a young Egyptian baker and |
| |bread deliverer's routine; 1.2. Describing Mexican girls' |
| |special celebration on their fifteenth birthday; 1.3. Seven |
| |young people talking about what they do after school; 1.4. A |
| |short documentary about Mars. |
|Distinguishing sound characteristics, accent, rhythm and |Identifying and pronouncing sounds correctly: /s/, /z/ and /Iz/.|
|intonation in various contexts and identify what they want to | |
|communicate. | |
|TALK / CONVERSE | |
| | |
| |Presentation to the class of the information gathered about a |
|Give short, rehearsed oral presentations, and reply to simple |planet and about NASA. |
|questions which can be asked about your presentations. | |
|Take part correctly in daily transactions and tasks. |Conversation asking for information in a sports centre |
|Take part correctly in daily transactions and tasks. |Exchanging information in pairs about daily routines and about |
| |moments of the day in which different people do certain |
| |activities. |
| |Oral interaction in pairs about types of work which children can|
| |do in our country. |
|Take part correctly in conversations using simple structures and|Conversation in pairs about activities students do after school |
|clear pronunciation. |or at the weekend. |
| |Oral interaction in pairs asking and answering about using both |
| |closed questions (Yes/No Questions) and open questions (Wh- |
| |Questions). |
|READING | |
| | |
|Identifying relevant information in instructions, warnings or |Interpret information about activities or exercises correctly. |
|rules. |Taking in phrases and contents for writing a text: a post on a |
| |blog talking about daily routines. |
| |Interpret information from an information panel about things |
| |available at an activities centre. |
|Understanding the general meaning and specific details of texts |Understanding descriptions of different young people and a young|
|in different formats |woman swimmer talking about her daily routine. |
| |Reading a text about the Jewish celebration for coming of age. |
| |Understanding extra information marked as Fact. |
| |Understanding what three young people in different parts of the |
| |world say they do at that time of day. |
| |Understanding a text about a British boarding school and a text |
| |and a graph about the planet Earth and a questionnaire. |
|Understanding the main points of messages and correspondence, |A post about a young person writes on his/her blog about his/her|
|formal and informal, in different formats. |family. |
|Find specific, essential information in reference and study |Reading the reference sections given in the activities. |
|material. | |
|Valuing reading as a source of pleasure and knowledge. |Understanding a text about the Jewish celebration for coming of |
| |age. |
|WRITING | |
| |Complete sentences saying how often certain activities both in |
|Using production strategies for writing simple texts. |daily routines and leisure and free time are carried out. |
| |Writing questions using simple present both in closed questions |
| |(Yes/No Questions) and in open questions (Wh- Questions). |
| |Write plans for a special birthday party for a friend. |
| |Writing sentences about why a girl likes her boarding school. |
|Filling in forms, questionnaires or printed pages with personal |Writing sentences for comparing your daily routine with that of |
|information. |another young person and for saying which leisure and free time |
| |activities students do, when and how often. |
| |Complete sentences about activities and/or timetables for daily |
| |routines. |
| |Writing sentences about your own family using the verbs to live,|
| |study and speak. |
|Writing notes, messages, adverts, posts and short, formal and |Writing a post for a blog talking about daily routines. |
|informal correspondence with simple, relevant information. |Describing what usually happens at birthday parties. |
|Writing texts using appropriate vocabulary, spelling, |Making a poster or a presentation about a planet. |
|punctuation and correct formats and correct structures. |Making a poster or a presentation about a planet. |
| |Preparing information about NASA. |
| |Writing daily routines with students imagining that there are |
| |astronauts on Mars. |
|Mathematical competences and basic science and technology competences. |
|Putting in order and classifying data following criteria. |Use knowledge about the rotation of the Earth to interpret |
| |different things that can be done in different parts of the |
| |world at a particular moment. |
|Interpret and show simple statistical data on graphs and tables.|Interpreting a world map with meridians and different time |
| |zones. |
| |Interpreting a graph about planet Earth. |
|Digital competences |
|Obtaining information from the Internet for carrying out tasks |Looking for information about a planet and about NASA. |
|in English. | |
|Give short presentations and projects in English using different|Preparing a material (poster, presentation…) for giving the |
|formats and digital tools. |class information about a planet and about NASA. |
|Studying and practising English on digital devices. |Using the AR app (Smart Planet Augmented Reality App) to access |
| |the videos, interactive activities and presentations about |
| |grammar. |
|Using ITC for starting social relationships with students in |Read and practise posts for a blog. |
|other countries. | |
|Social and Civic competences. |
|Take part in activities pairs and groups with respect and |Take part properly in the activities in pairs or as a group. |
|interest. | |
|Interacting politely and attention valuing and respecting |Expressing individual preferences and respecting other people's |
|classmates' opinions, tastes and preferences. |preferences. |
| |Respecting other people's religions. |
| |Using communication reinforcers. |
|Understanding and valuing the use of English for communicating |Giving information about daily routines. |
|with other people and to find out about other cultures. | |
|Taking an interest in and respecting the customs, rules and |Finding out about and respecting the Jewish festivity for coming|
|values of countries in which foreign languages are spoken. |of age as held by young Jews in New York. |
|Cultural awareness and expressions. |
|Using artistic techniques and items to prepare and give |Making a poster or a presentation. |
|presentations and projects. | |
|Identifying cultural features of English-speaking countries and |Finding out about celebrations held for New York Jewish children|
|compare them with their own, showing respect and interest. |for their coming of age. |
|Identifying different forms of cultural expression and showing |Finding out about the special celebration which Mexican girls |
|an interest in widening knowledge. |hold on their fifteenth birthday. |
|Learning to Learn |
|Identify, plan and apply objectives for carrying out tasks, |Individually do the exercises from the Workbook. |
|activities and projects. |Do the homework individually (looking for and compiling |
| |information, making a poster…). |
| |Taking in and using phrases learned for writing a post for a |
| |blog explaining daily routines. |
|Using tools and resources for clearing up doubts, widening |Revise the Get it right! sections critically. |
|knowledge and correcting mistakes. | |
|Showing an interest in carrying out evaluations of your own |Do the Review sections with interest. |
|progress and identify points for improvement. | |
|Identifying and using different strategies for learning |Look in depth at the Grammar Reference and make progress in the |
|individually. |general use of what has been learned. |
|Sense of initiative and entrepreneurial spirit. |
|Using the strategies needed for studying individually. |Work individually on the tasks given. |
|Have a positive, proactive attitude to reading texts by |Do the reading activities in the Workbook individually. |
|yourself. | |
|Plan, organise and check your work to be able to present it |Using phrases given for la making a post for a blog explaining |
|properly. |daily routines. |
3 Social awareness.
Moral and civic education
▪ Show interest taking an active part in class and following the teacher's instructions correctly.
▪ Accepting other people's free time activities choices.
▪ Showing an interest and give constructive criticism about work (posters, presentations…) done by classmates.
Education against discrimination
▪ Respecting classmates regardless of their creed or religion.
Education about health
▪ Recognising the importance for health in general and emotional balance in particular of leisure and free time activities, especially physical exercise.
Working together in class
▪ Be able to work in pairs or groups effectively, respecting other people and being cooperative.
4 Cross-curricular links
▪ Geography and History: factual information about the Earth and Mars, and recognising different time zones in line with the meridians.
5 Assessment criteria
▪ Name recognise and present vocabulary connected with daily routines and leisure and free time activities.
▪ Make appropriate use of Present simple (affirmative and negative; Yes/No Questions and Wh- Questions) and adverbs of frequency.
▪ Use correct pronunciation and intonation: sounds /s/, /z/ and /Iz/.
▪ Finding out about and using basic Sociocultural and sociolinguistic aspects such as the Jewish tradition which symbolises coming of age and the Mexican celebration for girls turning fifteen.
▪ Producing short, comprehensible oral texts which give, request and exchange information: information about daily routines and about moments of the day in which different people do certain activities, information about types of work children can carry out in our country, preferences about activities for after school or at the weekend, description and information about celebrations for coming of age, information about activities and timetables in a gym or similar place, information about a planet and about NASA.
▪ Understanding the main idea and specific information from oral messages: the description which a young woman gives about her daily routine, what three young people from different parts of the world say they do at that time of day, a post about his/her family young person writes in his/her blog, a conversation between a teacher and two students about activities and sports they do after school and at the weekend, a text about the Jewish celebration in which children become adults, la conversation between a young woman asking for information and a receptionist at a gym, factual information about the Earth and four videos.
▪ Understanding general information and getting the main ideas in written texts of different types: descriptions of different young people and a girl swimmer about her daily routine, what three young people from different parts of the world say they do at that time of day, a post about his/her family written by a young person in his/her blog, a text about the Jewish celebration for coming of age, an information panel about things available at an activities centre, a text about a British boarding school, a text and a graph about the planet Earth, and a questionnaire.
▪ Write brief, simple texts and with clear structures: planning a birthday party, comparison between your own routine with those of other young people, a post for a blog talking about daily routines, description of what usually happens at birthday parties, writing information about NASA and writing daily routines imagining yourself to be member of a group of astronauts on Mars.
▪ Recognising and correcting Spanish speakers' typical mistakes when learning English.
▪ CLIL: using in English ideas from Geography and History.
6 Contents - Assessment criteria - Competences
|Contents |Assessment criteria |Competences |
|Recognising and presenting vocabulary connected with |Recognise and use a limited repertoire of common |LC |
|daily routines and with leisure and free time |vocabulary about daily routines and leisure and |SCS |
|activities. |free time activities orally and in writing. | |
|Practice using and forming expressions with Present |Understanding and using functions and meanings |LC |
|simple (affirmative and negative; Yes/No Questions and |associated with basic syntactic structures. |CD |
|Wh- Questions) and adverbs of frequency. | |SCS |
| |Distinguishing and using habitual communication |LL |
| |functions: giving information about daily routines| |
|Using expressions which encourage oral interaction. |and about the leisure and free time activities you| |
| |do, asking for information about activities and | |
| |timetables at a gym, and write posts for a blog. | |
| | | |
| |Correct mistakes found. | |
| | | |
| | | |
| | | |
|Recognising Spanish-speakers' typical mistakes when | | |
|learning English. | | |
|Practise pronouncing the sounds /s/, /z/ and /Iz/. |Recognise and pronounce and write the sounds /s/, |LC |
| |/z/ and /Iz/. | |
| | | |
| |Use correct pronunciation and intonation. | |
|Listening to the description which a young woman gives |Use the subject, general meaning and main |LC |
|about her daily routine, what three young people from |information and ideas from the text in short, |CD |
|different parts of the world say they do at that time of|simple texts with visual and audio support. |SCS |
|day, a young person's post about his/her family in | | |
|his/her blog, a conversation between a teacher and two | | |
|students about activities and sports they do after | | |
|school and at the weekend, a text about the Jewish | | |
|celebration of coming of age, a conversation between a | | |
|young woman asking for information and a receptionist at| | |
|a gym, and four videos. | | |
| | | |
|Reading descriptions of different young people and a | | |
|girl swimmer about her daily routines, what three young | | |
|people from different parts of the world say they do at | | |
|that time of day, a young person's post about his/her | | |
|family in his/her blog, a text about the Jewish | | |
|celebration for coming of age, an information panel | | |
|about things available at an activities centre, a text | | |
|about a British boarding school and a text and a graph | | |
|about the planet Earth, and a questionnaire. | | |
|Debate with classmates about celebrations which take |Finding out about and using basic Sociocultural |LC |
|place in other countries to symbolise coming of age. |and sociolinguistic aspects such as celebrations |SCS |
| |which take place in other countries to symbolise | |
| |coming of age. | |
|Giving information about daily routines and moments of |Producing short, comprehensible oral texts which |LC |
|the day in which certain activities are done, about |give, request and exchange information. |SCS |
|types of work which children can do in our country, | |MSCT |
|about which activities they prefer to do after school or| | |
|at the weekend, about celebrations for coming of age, | | |
|about activities and timetables in a gym or similar | | |
|place, about a planet and about NASA. | | |
|Work on texts planning a birthday party, comparing your |Write brief, simple texts and with clear |LC |
|own routine with that of other young people, writing a |structures about everyday matters or subjects of |CD |
|post for a blog talking about daily routines, describing|interest. |LL |
|what usually happens at birthday parties, giving | |SCS |
|information about NASA and talking about daily routines | |SIE |
|imagining you are member of a group of astronauts on | | |
|Mars. | | |
UNIT 4 SCHOOLDAYS
1 Contents
Block 1. Comprehension of oral texts
▪ Listening to and understanding an article about kung fu.
▪ Listening to and understanding a text about a school without obligations or restrictions.
▪ Listening to and understanding a student's comments about his/her performing arts school.
▪ Listening to and understanding an interview about academic education at home.
▪ Listening to and revising comments in a forum about the subject Food Technology.
▪ Listening to and understanding a conversation between a young foreigner and the receptionist at a school.
▪ Listening to and understanding videos: 1.1. Short documentary about daily routines in a Chinese kung fu school; 1.2. Describing a South African student's school day; 1.3. Eight young people spelling their name; 1.4. Constructing a cart based on a model by Da Vinci.
▪ Listening to and understanding of a conversation about drawing tools.
Block 2. Production of oral texts
▪ Exchanging information in pairs about martial arts.
▪ Reading to the class the routine of a school you go to learn an extra curricular activity (eg., yoga, music…).
▪ Presentation to the class of the information found about a martial art and about South Africa.
▪ Oral interaction in pairs with questions and answers about what each person is able to do or has permission to do.
▪ Oral interaction in pairs with questions and answers about areas or school subjects.
▪ Oral interaction in pairs discussing whether a statement is valid for each person and, if not, correcting it.
▪ Oral interaction in pairs with questions and answers about degrees of preference or taste for certain things.
▪ Oral interaction in pairs in which clarifications are requested and given about the spelling of names and surnames, and address and about date of birth.
Block 3. Comprehension of written texts
▪ Reading and understanding an article about kung fu.
▪ Reading and understanding a text about a school without obligations or restrictions.
▪ Reading and understanding comments in a forum about the subject Food Technology.
▪ Reading and understanding a text about Eton College, an English private school.
▪ Reading and understanding e-mails in which information is requested and given about school for a class project.
▪ Reading and understanding the e-mail to a friend about his/her new school.
▪ Reading and taking in phrases and contents for writing a text: an e-mail about our school.
▪ Reading the reference sections given in the activities.
▪ Reading and understanding extra information marked as Fact.
Block 4. Production of written texts
▪ Describing the school basing yourself on a plan of it.
▪ Describing daily routines in a school to learn an extra curricular activity.
▪ Making a poster or a presentation about a martial art.
▪ Writing sentences about favourite places at school and when you go to them.
▪ Writing sentences about what the perfect school would be.
▪ Writing information about a South African student's school day.
▪ Write information gathered information about South Africa.
▪ Writing opinions about a private British school.
▪ Writing an e-mail giving information about our school using informal language.
The following points are studied indirectly in the four previous blocks:
Communication functions:
▪ Using expressions to clarify information: So, your name is …, is that right? / Yes, that’s right. / How do you spell that? / Sorry? / Can you repeat that, please? / Of course.
▪ Expressing degrees of taste or liking for activities or things (using love, like and hate).
▪ Explaining personal information: spelling name and surnames, and address, and clarification about date of birth.
▪ Writing an e-mail about school in informal language.
Vocabulary:
▪ Places at a school: canteen / IT room / playground / school shop / gym / reception / science lab / library / assembly hall / art room.
▪ School subjects: Science / Geography / Maths / ICT / PE / History / French / English / Music.
▪ Tools and ideas connected with drawing: drawing tools / coloured pencils / compass / ruler / drawing board / felt-tip pens / paper / pencils / set square / T-square / angles / circles / colour / straight / parallel.
Syntactic-discursive contents:
▪ The verb can to express ability and permission.
▪ Verbs to express taste or preference: love, like, don´t like, hate + -ing / like, love, hate + object pronoun.
▪ Subject pronouns (I / you / he / she / it / we / you / they) and object pronouns (me / you / him / her / it / us / you / them).
Graphic patterns and sounds:
▪ Recognising, contrasting and the correct pronunciation of the verb can in affirmative (/kƏn/) and in negative (/ka:nt/).
Classroom language:
▪ Look at the plan of a secondary school. Which places have you got in your school?
▪ Match the sentences with the places on the plan.
▪ Listen, check and repeat.
▪ Work with a partner. Draw a simple plan of your school. Describe your school using the plan. / Answer the questions. / Ask and answer questions about the things in… / Are the sentences in… true for you? / Ask and answer questions with the things in the box. / Watch the teenagers answering the question ‘How do you spell your name?’ Answer the question for you. / Practise the conversation in…
▪ Read and listen to the text about the kung fu school. Where do the students do their exercises?
▪ Read the text again. Are these sentences true or false? Correct the false sentences.
▪ Look at the table. Choose the correct options.
▪ Listen and check.
▪ Complete the sentences with can or can’t.
▪ Put the examples into the correct column in the table.
▪ Look at the New Bank School website. How is New Bank different from your school?
▪ Listen to Tom talking about the school. What’s his favourite class?
▪ Listen again. Complete the sentences.
▪ Match the school subjects in the box with the pictures.
▪ Look at the table. Complete the sentences with…
▪ Look at the table. Read the text. Which pronouns in bold are …
▪ Choose the correct pronouns.
▪ Look at the table. Replace the words in bold with the correct object pronouns.
▪ Read and listen to the question and answers on the forum. Complete the sentences with
▪ Read the forum again. Answer the questions.
▪ Listen and complete the conversation with the words in the box.
▪ Listen and repeat the words and phrases in the Functions box. Translate them into your language.
▪ Change the words in bold in the conversation in Exercise 1. Use the information below. Practise the conversation with a partner.
▪ Read Günter’s e-mail and Anna’s reply. Is Anna’s school similar to your school? How is it different?
▪ Find examples of the informal language in Anna’s e-mail in…
▪ Read Anna’s e-mail again. Make notes on the things in the Look at Content box.
▪ Plan your e-mail about your school. Use the list in the Look at Content box and make notes.
▪ Writing your e-mail. Use your notes from … and the language below to help you. Writing at least 80 words.
▪ Can you say YES to these questions?
Learning strategies:
▪ Reading phrases and contents to write an e-mail with informal language about school.
▪ Revise and correct Spanish speakers' typical mistakes: a) can is not followed by to; b) Maths is singular, not plural.
▪ Using a diagram of symbols to recognise the degree of preference or taste implied in the use of different verbs (love, like, don’t like and hate).
Sociocultural and sociolinguistic aspects:
▪ Finding out about martial arts in general and kung fu in particular.
▪ Finding out about other types of schools (a performing arts school and an English private school) and different school subjects from those in our educational system (Food Technology).
▪ Finding out about young South African student's typical school day.
▪ Respecting other people's tastes and preferences (activities, school subjects…).
▪ Valuing the real importance of speaking other languages, in particular English.
2 Competences
|Descriptors |Activities |
|Linguistic communication |
|LISTEN | |
| | |
|Understanding the main points and some details of oral messages,|Listening to a student's comments about his/her performing arts |
|either live or in recordings. |school. |
|Understanding the most important things in daily transactions |Listening to an interview about academic education at home, |
|and tasks and in formal and informal conversations. |comments in a forum about the subject Food Technology, a |
| |conversation between a young foreigner and the receptionist at a|
| |school and a conversation about drawing tools. |
|Identifying the main ideas and information in presentations, |Listening to an article about kung fu. |
|talks, explanations and the news. |Listening to a text about a school without obligations or |
| |restrictions. |
| |Watch four videos: 1.1. Short documentary about daily routines |
| |in a Chinese kung fu school; 1.2. Describing a South African |
| |student's school day; 1.3. Eight young people spelling their |
| |name; 1.4. Constructing a cart based on a model by Da Vinci. |
|Distinguishing sound characteristics, accent, rhythm and |Identifying and correctly pronouncing the verb can in |
|intonation in various contexts and identify what they want to |affirmative (/kƏn/) and in negative (/ka:nt/). |
|communicate. | |
|TALK / CONVERSE | |
| | |
| |Presentation to the class of the information gathered about a |
|Give short, rehearsed oral presentations, and reply to simple |martial art and about South Africa. |
|questions which can be asked about your presentations. |Reading to the class the routine of a school you go to learn an |
| |extra curricular activity (eg., yoga, music…). |
|Take part correctly in daily transactions and tasks. |Oral interaction in pairs in which clarifications are requested |
| |and given about the spelling of names and surnames, and address |
| |and about date of birth. |
|Take part correctly in daily transactions and tasks. |Exchanging information in pairs about martial arts. |
|Take part correctly in conversations using simple structures and|Oral interaction in pairs with questions and answers about what |
|clear pronunciation. |each person is able to do or has permission to do. |
| |Oral interaction in pairs with questions and answers about areas|
| |or school subjects. |
| |Oral interaction in pairs discussing whether a statement is |
| |valid for each person and, if not, correcting it. |
| |Oral interaction in pairs with questions and answers about |
| |degrees of preference or taste for certain things. |
|READING | |
| | |
|Identifying relevant information in instructions, warnings or |Interpret information about activities or exercises correctly. |
|rules. |Taking in phrases and contents for writing a text: e-mail for |
| |giving information about school. |
|Understanding the general meaning and specific details of texts |Understanding a text about a school without obligations or |
|in different formats |restrictions. |
| |Understanding extra information marked as Fact. |
| |Understanding what three young people in different parts of the |
| |world say they do at that time of day. |
|Understanding the main points of messages and correspondence, |Comments in a forum about the subject Food Technology. |
|formal and informal, in different formats. |E-mails in which information is requested and given about the |
| |school for a class project. |
| |E-mail to a friend about his/her new school. |
|Find specific, essential information in reference and study |Reading the reference sections given in the activities. |
|material. | |
|Understanding the main ideas in newspaper, literary and |Reading and understanding an article about kung fu. |
|fictional texts in different formats. | |
|Valuing reading as a source of pleasure and knowledge. |Reading a text about Eton College, an English private school. |
|WRITING | |
| | |
|Using production strategies for writing simple texts. |Writing sentences about what the perfect school would be. |
| |Writing information about a South African student's school day |
|Filling in forms, questionnaires or printed pages with personal |Writing sentences about favourite places at school and when you |
|information. |go to them. |
| |Writing opinions about a private British school. |
| |Writing sentences about tastes using the verbs love, like and |
| |hate. |
|Writing notes, messages, adverts, posts and short, formal and |Writing an e-mail giving information about our school using |
|informal correspondence with simple, relevant information. |informal language. |
|Writing texts using appropriate vocabulary, spelling, |Describing the school basing yourself on a plan of it. |
|punctuation and correct formats and correct structures. |Describing daily routines in a school to learn an extra |
| |curricular activity. |
| |Making a poster or a presentation about a martial art. |
| |Writing information about South Africa. |
|Mathematical competences and basic science and technology competences. |
|Putting in order and classifying data following criteria. |Using some mathematical/geometrical knowledge on the drawing. |
|Valuing and following healthy habits. |The importance of having a balanced diet. |
|Digital competences |
|Obtaining information from the Internet for carrying out tasks |Looking for information about martial arts and about South |
|in English. |Africa. |
|Give short presentations and projects in English using different|Preparing a material (poster, presentation…) for giving the |
|formats and digital tools. |class information about a martial art. |
|Studying and practising English on digital devices. |Using the AR app (Smart Planet Augmented Reality App) to access |
| |the videos, interactive activities and presentations about |
| |grammar. |
|Using ITC for starting social relationships with students in |Read and practise posts for a blog. |
|other countries. |Read and practise writing e-mails. |
|Social and Civic competences. |
|Take part in activities pairs and groups with respect and |Take part properly in the activities in pairs or as a group. |
|interest. | |
|Interacting politely and attention valuing and respecting |Expressing individual preferences/tastes and respect those of |
|classmates' opinions, tastes and preferences. |others. |
| |Using communication reinforcers. |
|Understanding and valuing the use of English for communicating |Giving information about preferences and tastes. |
|with other people and to find out about other cultures. |Asking for clarifications and/or repetition of personal data. |
|Cultural awareness and expressions. |
|Using artistic techniques and items to prepare and give |Making a poster or a presentation. |
|presentations and projects. | |
|Identifying cultural features of English-speaking countries and |Knowledge of the characteristics of an English private school |
|compare them with their own, showing respect and interest. |and the tradition of these schools in the British educational |
| |system. |
| |Finding out about a young South African woman's school day. |
| |Finding out about performing arts schools and school subjects |
| |which do not exist in our educational system. |
|Learning to Learn |
|Identify, plan and apply objectives for carrying out tasks, |Individually do the exercises from the Workbook. |
|activities and projects. |Do the homework individually (looking for and compiling |
| |information, making a poster…). |
| |Taking in and using phrases learned for writing an e-mail in |
| |which information is given about the school using informal |
| |language. |
|Using tools and resources for clearing up doubts, widening |Revise the Get it right! sections critically. |
|knowledge and correcting mistakes. | |
|Showing an interest in carrying out evaluations of your own |Do the Review sections with interest. |
|progress and identify points for improvement. | |
|Identifying and using different strategies for learning |Look in depth at the Grammar Reference and make progress in the |
|individually. |general use of what has been learned. |
| |Using a diagram of symbols to recognise the degree of preference|
| |or taste involves the use of different verbs (love, like, don’t |
| |like and hate). |
|Sense of initiative and entrepreneurial spirit. |
|Using the strategies needed for studying individually. |Work individually on the tasks given. |
|Have a positive, proactive attitude to reading texts by |Do the reading activities in the Workbook individually. |
|yourself. | |
|Plan, organise and check your work to be able to present it |Using phrases given for writing e-mail giving information about |
|properly. |our school. |
3 Social awareness.
Moral and civic education
▪ Show interest taking an active part in class and following the teacher's instructions correctly.
▪ Accepting the preferences or tastes of others (activities, school subjects…).
▪ Showing an interest and give constructive criticism about work (posters, presentations…) done by classmates.
Education for living together
▪ Respecting classmates regardless of their name and/or surnames, not using hurtful or insulting nicknames.
Education about health
▪ Recognising the benefits of playing sports in general and martial arts in particular.
▪ Recognising the importance of a healthy diet.
Working together in class
▪ Be able to work in pairs or groups effectively, respecting other people and being cooperative.
4 Cross-curricular links
▪ Geography and History: factual information about South Africa.
▪ Physical Education: knowledge of martial arts as a sport.
▪ Plastic, Visual and Audiovisual Education: drawing tools.
5 Assessment criteria
▪ Name recognise and present vocabulary connected with places at a school, school subjects and tools or ideas connected with drawing.
▪ Make appropriate use of the verb can to express the ability to do something and to express permission, verbs to express taste or preference (love, like, don´t like, hate + -ing / like, love, hate + object pronouns) and subject pronouns (I / you / he / she / it / we / you / they) and object pronouns (me / you / him / her / it / us / you / them).
▪ Using correct pronunciation and intonation: the verb can in affirmative (/kƏn/) and in negative (/ka:nt/).
▪ Finding out about and using basic Sociocultural and sociolinguistic aspects such as the relevance of martial arts in China, the tradition of private schools in England and the existence of school subjects different ours in other educational systems.
▪ Producing short, comprehensible oral texts which give, request and exchange information: about martial arts and about South Africa, about routine in a school you go to learn an extra curricular activity (eg., yoga, music…), about the spelling of name and surnames, and address and about date of birth, about what each person is able to do or has permission to do, about areas or school subjects, about whether a statement is valid for each person and, if not, correcting it, and about degrees of preference or taste for certain things.
▪ Understanding the main idea and specific information in oral messages: a student's comments about his/her performing arts school, an interview about academic education at home, comments in a forum about the subject Food Technology, la conversation between a young foreigner and the receptionist at a school, a conversation about drawing tools, an article about kung fu, a text about a school without obligations or restrictions and four videos.
▪ Understanding general information and getting the main ideas in written texts of different types: an article about kung fu, a text about a school without obligations or restrictions, comments in a forum about the subject Food Technology, a text about an English private school, e-mails in which information is requested and given about school for a class project and the e-mail to a friend about his/her new school.
▪ Write brief, simple texts and with clear structures: description of school basing yourself on a plan of it and de daily routines in a school to learn an extra curricular activity, writing information about a South African student's school day and about South Africa, making a presentation about a martial art, writing an e-mail in which there is information about our school using informal language and writing sentences about what the perfect school would be, about favourite places at school and when you go to them and about tastes using the verbs love, like and hate.
▪ Recognising and correcting Spanish speakers' typical mistakes when learning English.
▪ CLIL: using ideas in English Plastic, Visual and Audiovisual Education.
6 Contents - Assessment criteria - Competences
|Contents |Assessment criteria |Competences |
|Recognising and presenting vocabulary connected with |Recognise and use a limited repertoire of common |LC |
|places at a school, school subjects and tools or ideas |vocabulary orally and in writing about places at | |
|connected with drawing. |school, school subjects and tools and ideas | |
| |connected with the drawing. | |
|Practice using and forming the verb can to express |Understanding and using functions and meanings |LC |
|ability and permission, expressions with the verbs for |associated with basic syntactic structures. |CD |
|communicating taste or preference (love, like, don´t | |SCS |
|like, hate + -ing / like, love, hate + object pronoun) |Distinguishing and using habitual communication |LL |
|and subject pronouns (I / you / he / she / it / we / you|functions: giving information about tastes or | |
|/ they) and object pronouns (me / you / him / her / it /|preferences (activities, school subjects…), asking| |
|us / you / them).. |for clarifications about information and writing | |
| |e-mails in informal language. | |
|Using expressions which encourage oral interaction. | | |
| |Correct mistakes found. | |
|Recognising Spanish-speakers' typical mistakes when | | |
|learning English. | | |
|Practise pronouncing the verb can in affirmative (/kƏn/)|Recognising and producing orally and in writing |LC |
|and in negative (/ka:nt/). |correctly the verb can in affirmative (/kƏn/) and | |
| |in negative (/ka:nt/). | |
| | | |
| |Use correct pronunciation and intonation. | |
|Listening to a student's comments about his/her |Use the subject, general meaning and main |LC |
|performing arts school, an interview about academic |information and ideas from the text in short, |CD |
|education at home, comments in a forum about the subject|simple texts with visual and audio support. |SCS |
|Food Technology, a conversation between a young | | |
|foreigner and the receptionist at a school, a | | |
|conversation about drawing tools, an article about kung | | |
|fu, a text about a school without obligations or | | |
|restrictions and four videos. | | |
| | | |
|Reading an article about kung fu, a text about a school | | |
|without obligations or restrictions, comments in a forum| | |
|about the subject Food Technology, a text about an | | |
|English private school, e-mails in which information is | | |
|requested and given about the school for a class project| | |
|and the e-mail to a friend about his/her new school. | | |
|Debate with classmates about the differences between |Finding out about and using basic Sociocultural |LC |
|educational systems (schools, school subjects…). |and sociolinguistic aspects such as features in |SCS |
| |common with another educational system (private | |
| |schools in England, different school subjects…). | |
|Giving information about martial arts and about South |Producing short, comprehensible oral texts which |LC |
|Africa, about routine in a school you go to learn an |give, request and exchange information. |SCS |
|extra curricular activity (eg., yoga, music…), about the| |MSCT |
|spelling of names and surnames, and addresses and date | | |
|of birth, about what each person is able to do or has | | |
|permission to do, about areas or school subjects, about | | |
|whether a statement is valid for each person and, if | | |
|not, correcting it, and about degrees of preference or | | |
|taste for certain things.. | | |
|Work on a description of school basing yourself on a |Write brief, simple texts and with clear |LC |
|plan of it and de daily routines in a school to learn an|structures about everyday matters or subjects of |CD |
|extra curricular activity, writing information about a |interest. |SCS |
|South African student's school day and about South | |SIE |
|Africa, a presentation about a martial art, an e-mail | | |
|giving information about our school using informal | | |
|language, and writing sentences about what the perfect | | |
|school would be, about favourite places at school and | | |
|when you go to them, and about tastes using the verbs | | |
|love, like and hate. | | |
UNIT 5 FOOD, FOOD, FOOD!
1 Contents
Block 1. Comprehension of oral texts
▪ Listening to and understanding a text about Bento Boxes or Japanese take-away food.
▪ Listening to and understanding videos 5.1. A Japanese fisherman catching tuna; 5.2. Presentation about a man taking packaged food (Dabbawallas); 5.3. Presentation about an adolescent asking the question, What do you normally eat? 5.4. Presentation about chameleons in Spain and in Madagascar.
▪ Listening to and understanding of a conversation in which a young woman asks for food in a café.
▪ Listening to and understanding an article about different options for having lunch at school in Great Britain.
▪ Dictating sentences.
▪ Listening to and understanding of a conversation between three young people about restaurants.
▪ Listen to information about different types of climate in Spain.
Block 2. Production of oral texts
▪ Exchange of personal information in pairs about food timetables
▪ Interaction in pairs to talk about food they like and food they usually eat.
▪ Oral interaction in pairs talking about what they eat and whether they prefer a hot dish or food brought from home.
▪ Oral interaction in pairs about your opinion about take-away snacks and food.
▪ Oral interaction in pairs in which describe food in a cupboard.
▪ Oral interaction in pairs in which students have to guess the food in the fridge.
▪ Oral interaction in pairs in which students ask each other if there is a dinning room at school and if they think it is a good idea.
▪ Describe in pairs what they normally eat at lunchtime.
▪ Oral interaction in pairs repeating a conversation asking for food in a café.
▪ Exchanging information about food in other countries.
Block 3. Comprehension of written texts
▪ Reading and understanding a text about Japanese Bento Boxes or food brought from home.
▪ Reading and understanding sentences about food in Japanese Bento Boxes.
▪ Reading and understanding extra information marked as Fact.
▪ Reading and understanding an article about a special event.
▪ Reading and taking in phrases and contents for writing a text: a special event.
▪ Reading the reference sections given in the activities.
▪ Reading a text about pizza.
▪ Reading a text about a traditional celebration in Greece.
▪ Reading questions for checking information needed for writing a text about a special event.
▪ Reading and understanding a text about food in Spain by regions.
Block 4. Production of written texts
▪ Writing a diary with the fish eaten in a week.
▪ Students write about river or sea fishes where they live.
▪ Students describe their perfect food for taking from home.
▪ Writing about school meals in Great Britain.
▪ Students gather information to write about a special event.
▪ Guided writing about a special event.
▪ Choosing a/ an, some and any to write sentences.
▪ Writing about a traditional celebration in another country.
▪ Writing a magazine article about a traditional celebration.
▪ Writing a text about food made in other parts of the world.
The following points are studied indirectly in the four previous blocks:
Communication functions:
▪ Play at guessing food in a fridge.
▪ Giving information about food you have or do not.
▪ Taking an interest in what other people eat.
▪ Asking for food in a café.
▪ Giving information about food from the country and in other countries.
▪ Ask questions.
▪ for expressing opinions
▪ Give information about British adolescents' eating habits.
Vocabulary:
▪ Food and drink: potatoes /oranges/olives / bread / tomatoes/ cheese/ crisps/ meat / biscuits / eggs / carrots / milk / bananas / fizzy drinks / water.
▪ Take-away food and snacks; pizza/ ice-cream / chips/ burger / milkshake/ hot chocolate / hot dog / sandwiches / fruit juice.
▪ Time connectives: Before / then /after that.
▪ Words for asking and expressing quantity: How much? / How many? / a lot / many / much.
Syntactic-discursive contents:
▪ Countable and uncountable nouns.
▪ There is / There are, some y any.
Graphic patterns and sounds:
▪ Recognising, contrasting, correct pronunciation and intonation in closed questions (Yes-No questions)
Classroom language:
▪ Look at the infographic and match the food and the drinks words in the box with the pictures.
▪ Listen, check and repeat.
▪ Look at the four meals…
▪ Work with a partner.
▪ Look at the photos.
▪ Read and listen…
▪ Read the text [again]. Correct the sentences. / Choose the correct words. / Answer the questions.
▪ Complete the sentences… Compare them with a partner.
▪ Look at the table.
▪ Complete the text with …
▪ Ask… Writing their answers.
▪ Look at the picture.
▪ Listen to...
▪ Listen again. Choose the correct answers.
▪ Match the words in the box with the numbers in the table.
▪ Listen, check and repeat.
▪ Work with a partner. Answer the questions. / Ask and answer the questions… / Practise the conversation…
▪ Writing the words in the correct order to make the questions.
▪ Listen and complete the conversation with the words in the box.
▪ Listen and repeat… Translate them into your language.
▪ Change the words in bold in the conversation in… Use the information below. Practise the conversation with a partner.
▪ Find examples of…
▪ Plan your article about. Use the list in the Look at Content box and make notes.
▪ Writing your article. Use your notes from… and the language below to help you.
▪ Can you say YES to these questions?
▪ Writing the word(s) for each picture.
▪ Match the two parts of the questions.
▪ Choose the correct words to complete the text.
▪ Do the puzzle quiz. Circle the correct answers.
▪ Circle the correct words…
▪ Plan your menu for tomorrow.
▪ Writing the foods in the box on the menu…
▪ Put the dishes into the categories.
▪ Translate the sentences into your language.
▪ Choose a traditional celebration from a different country to write about.
▪ Writing a magazine article.
Learning strategies:
▪ Reading Be Curious activity to stimulate interest.
▪ Drawing of a fridge and its contents to revise food vocabulary.
▪ Play at guessing the food there is in a fridge.
▪ Linking countable and uncountable nouns with is or are.
▪ Reading the Fact box to create cultural consciousness.
▪ Repeat dialogues and conversations.
▪ Revise and correct Spanish speakers' typical mistakes: leaving out the article to talk in general
▪ Doing word games: letter soup, words snake.
Sociocultural and sociolinguistic aspects:
▪ Recognising the existence of different options and cultural customs linked with food, equally valid for all of them.
▪ Finding out about the Hindu figure called Dabawalla.
▪ Valuing the importance of special celebrations with family and friends.
2 Competences
|Descriptors |Activities |
|Linguistic communication |
|LISTEN | |
| | |
|Understanding the main points and some details of oral messages,|Listening to information about food for taking from home in |
|either live or in recordings. |Japan. |
|Understanding the most important things in daily transactions |Listening to a conversation between three young people about |
|and tasks and in formal and informal conversations. |what they are going to eat and where. Listening to a |
| |conversation in a café in which a young woman asks for food. |
| |Listening to three young people talking about a restaurant. |
|Identifying the main ideas and information in presentations, |Listening to a text about different options for having lunch at |
|talks, explanations and the news. |a British school. |
| |Watch four videos: 5.1. Presentation about a Japanese fisherman |
| |catching tuna; 5.2. Presentation about a Dabbawalla's working |
| |life; 5.3. Short presentation about adolescent asking what |
| |he/she usually has for lunch; 5.4. Presentation about growing |
| |rice in Long Shen, China. |
|Distinguishing sound characteristics, accent, rhythm and |Giving questions correct intonation. |
|intonation in various contexts and identify what they want to | |
|communicate. | |
|TALK / CONVERSE | |
| | |
| |Presentation to the class of the information obtained about |
|Give short, rehearsed oral presentations, and reply to simple |river or sea fish close to where you live. |
|questions which can be asked about your presentations. | |
|Take part correctly in daily transactions and tasks. |Oral interaction in pairs for talking about meals students like |
| |and often eat. |
|Take part correctly in daily transactions and tasks. |Exchange of questions and answers in pairs about where they have|
| |lunch and whether they prefer hot food or food brought from |
| |home. |
| |Interaction in pairs to ask for and get food. |
|Take part correctly in conversations using simple structures and| Oral interaction about food which |
|clear pronunciation. |students normally have for lunch. |
| |Oral interaction in groups about restaurants. |
|READING | |
| | |
|Identifying relevant information in instructions, warnings or |Interpret information about activities or exercises correctly. |
|rules. |Taking in phrases and contents for writing a text: an article |
| |about a special occasion. |
|Understanding the general meaning and specific details of texts |Understanding a text about Japanese food. |
|in different formats |Understanding extra information marked as Fact. |
| |Understanding an article about pizza. |
| |Understanding an article about a special occasion. |
|Find specific, essential information in reference and study |Reading the reference sections given in the activities. |
|material. | |
|Understanding the main ideas in newspaper, literary and |Understanding an article about Bento boxes in Japan. |
|fictional texts in different formats. | |
|Valuing reading as a source of pleasure and knowledge. |Understanding a text about a special celebration. |
|WRITING | |
| | |
|Using production strategies for writing simple texts. |Writing sentences about food. Complete sentences using names of |
| |foods. |
| |Replace the words in bold with others of your own choice. |
| |Organizing writing using time connectives. |
| |Organizing writing using notes taken previously. |
| |Following a guided scheme for writing. |
| |Checking what has been written. |
|Filling in forms, questionnaires or printed pages with personal |Complete sentences giving information about food you have or do |
|information. |not. |
| |Do a questionnaire about food. |
|Writing notes, messages, adverts, posts and short, formal and |Rewriting correct sentences in an article about school food in |
|informal correspondence with simple, relevant information. |Great Britain. |
| |Writing a menu. |
| | |
| | |
|Writing texts using appropriate vocabulary, spelling, |Writing a text about the perfect container for carrying food. |
|punctuation and correct formats and correct structures. |Writing about a celebration in another country. |
| |Writing a magazine article about a traditional celebration. |
| |Writing an article about a special event or celebration. |
|Mathematical competences and basic science and technology competences. |
|Putting in order and classifying data following criteria. |Putting parts of a sentence in order paying attention to syntax.|
| |Putting the dishes into categories: meat, greens and dessert. |
|Interpret and show simple statistical data on graphs and tables.| |
|Solving puzzles, crosswords and guessing games. |Doing word games. |
| |Doing a questionnaire about food. |
|Respect nature and animals in the environment. | |
|Valuing and following healthy habits. | |
|Identifying the most relevant environmental problems and | |
|connecting them with causes and possible effects. | |
|Apply strategies using methods from scientific research. | |
|Digital competences |
|Obtaining information from the Internet for carrying out tasks |Looking for information about Dabbawallas. Looking for |
|in English. |information about sea or river fish close to where you live. |
|Give short presentations and projects in English using different|Presentation about food made in other parts of the world and the|
|formats and digital tools. |influence of the climate. |
|Studying and practising English on digital devices. |Using the AR app (Smart Planet Augmented Reality App) to access |
| |the videos, interactive activities and presentations about |
| |grammar. |
|Social and Civic competences. |
|Take part in activities pairs and groups with respect and |Take part properly in the activities in pairs or as a group. |
|interest. | |
|Interacting politely and attention valuing and respecting |Expressing individual preferences and respecting other people's |
|classmates' opinions, tastes and preferences. |preferences. |
| |Using communication reinforcers. |
|Understanding and valuing the use of English for communicating |Giving information about tastes about food, type of food and the|
|with other people and to find out about other cultures. |school dinning room. |
|Taking an interest in and respecting the customs, rules and |Finding out about customs for celebrating a special event, the |
|values of countries in which foreign languages are spoken. |Japanese fisherman's activities, Dabbawalla, the type of school |
| |food in Great Britain. |
|Cultural awareness and expressions. |
|Using artistic techniques and items to prepare and give |Design the perfect food box. |
|presentations and projects. |Draw a fridge with food. |
| |Using visual material for writing about a special event. |
|Identifying cultural features of English-speaking countries and |Finding out about the life of the Dabbawallas in India. |
|compare them with their own, showing respect and interest. | |
|Identifying different forms of cultural expression and showing |Recognising cultural differences connected with food in Japan |
|an interest in widening knowledge. |and Great Britain. |
|Learning to Learn |
|Identify, plan and apply objectives for carrying out tasks, |Individually do the exercises from the Workbook. |
|activities and projects. |Do the homework individually (looking for and compiling |
| |information). |
| |Take in and use phrases learned for writing a text about a |
| |special event. |
|Using tools and resources for clearing up doubts, widening |Revise the Get it right! sections critically. |
|knowledge and correcting mistakes. | |
|Showing an interest in carrying out evaluations of your own |Do the Review sections with interest. |
|progress and identify points for improvement. | |
|Identifying and using different strategies for learning |Look in depth at the Grammar Reference and make progress in the |
|individually. |general use of what has been learned. |
| |Draw perfect fridge and food box for revising food vocabulary. |
|Sense of initiative and entrepreneurial spirit. |
|Using the strategies needed for studying individually. |Work individually on the tasks given. |
|Have a positive, proactive attitude to reading texts by |Do the reading activities in the Workbook individually. |
|yourself. | |
|Plan, organise and check your work to be able to present it |Using phrases given for writing short texts. |
|properly. | |
3 Social awareness
Moral and civic education
▪ Show interest taking an active part in class and following the teacher's instructions correctly.
▪ Accepting others' tastes and preferences in food
▪ Showing an interest and give constructive criticism about work (drawings, presentations…) done by classmates.
Education for gender equality
▪ Respecting and valuing boys' and girls' tastes and preferences in food equally.
▪ Recognising that both boys and girls take an interest in food and that it is a social act.
▪ Recognising that both boys and girls take an interest in the influence of the climate on food.
Education against discrimination
▪ Respecting classmates regardless of the type of food they eat and their customs with regards to food, understanding that no one model is better than another.
Working together in class
▪ Be able to work in pairs or groups effectively, respecting other people and being cooperative.
4 Cross-curricular links
▪ Geography and Climate: Listening to and reading information about different types of climate in Spain. Understanding the influence of the climate in agriculture and compare Spanish products with those in other countries.
5 Assessment criteria
▪ Name recognise and present vocabulary connected with food and drinks; adjectives for describing people.
▪ Expressing tastes about food, and whether students prefer home cooking or fast food.
▪ Giving questions correct intonation.
▪ Making appropriate use of there is, there are (negative form, affirmative form and contractions).
▪ Making appropriate use of a/an, some and any.
▪ Ask questions with How much/ many.
▪ Distinguishing and using much, many, a lot of.
▪ Finding out about and using basic Sociocultural and sociolinguistic aspects such as a Japanese fisherman catching tuna, the life of a Hindu Dabbawalla, an American family's special celebration, school food in different countries and in ours.
▪ Producing short, comprehensible oral texts which give, request and exchange information: information about food, preferences about the type of school food, information about what you have and do not have in the fridge. Place an order in a café.
▪ Understanding general information and getting the main ideas in written texts of different types: Listening to information about food for taking from home in Japan. Listening to a conversation between three young people about what they are going to eat and where they are going to eat. Listening to a conversation in a café in which a young woman asks for food.
▪ Write brief, simple texts and with clear structures about an event or
▪ special celebration. Students write a text about the perfect container for food.
▪ Recognising and correcting Spanish speakers' typical mistakes when learning English.
▪ CLIL: using ideas in English in Geography and Climate.
6 Contents - Assessment criteria - Competences
|Contents |Assessment criteria |Competences |
|Recognising and presenting vocabulary connected with |Recognise and use a limited repertoire of common |LC |
|food and drinks, countable and uncountable nouns, many, |vocabulary about food and drink orally and in |SCS |
|much, many, a lot of, some and any. |writing, food options at school, preferences about| |
| |food. | |
|Practise pronunciation and intonation for questions. |Recognise and pronounce and write correctly |LC |
| |Use correct pronunciation and intonation. |SCS |
| | |LL |
|Listening to la information about food for taking from |Use the subject, general meaning and main |LC |
|home in Japan. Listening to a conversation between three|information and ideas from the text in short, | |
|young people about what they are going to eat and where |simple texts with visual and audio support. | |
|they are going to eat. Listening to a conversation in a | | |
|café in which a young woman asks for food. Listening to | | |
|a text about different options for eating at a British | | |
|school. And watching four videos. | | |
| | | |
|Reading a text about Japanese food. | |LC |
|Understanding extra information marked as Fact. | |SCS |
|Understanding an article about a special occasion. | | |
| | | |
| | | |
| | | |
|Debate with classmates about what they eat usually and |Finding out about and using basic Sociocultural |LC |
|what type of food they have for lunch at school and |and sociolinguistic aspects such as different |SCS |
|where they eat. |school food options and types of food | |
|Talk about the food available and not available. Ask and|Producing short, comprehensible oral texts which |LC |
|answer questions about food habits and favourite foods, |give, request and exchange information. |SCS |
|about fast food and favourite snacks. Students exchange | | |
|information about whether there is a dinning room at | | |
|school and whether it is a good idea to have one. | | |
|Work on texts about the perfect food container, about a |Write brief, simple texts and with clear |LC |
|Japanese person fishing, about a special event. |structures about everyday matters or subjects of |CD |
| |interest. |LL |
| | |SCS |
| | |SIE |
UNIT 6 ANIMAL WORLD
1 Contents
Block 1. Comprehension of oral texts
▪ Listening to and understanding a questionnaire about animals.
▪ Listening to and understanding a text about crocodiles.
▪ Listening to and understanding four conversations about zoo animals.
▪ Listening to and revising a text about renting pets in the USA.
▪ Listening to and understanding a text about the help huskies give the Inuit.
▪ Listening to and understanding videos: 6.1. Shows some scientists exploring the ocean looking for sharks; 6.2. Talks about how animals and man live together in the same places; 6.3. Some adolescents talk about whether they like going to museums or not; 6.4. A description of chameleons.
▪ Listening to and understanding an interview with a man with an unusual job.
▪ Understanding the contents of a dictation.
▪ Listening to and understanding a text about vertebrates.
Block 2. Production of oral texts
▪ Reading the description of an animal to all the class.
▪ Oral interaction in pairs in which students answer questions about pets and about unusual habits.
▪ Oral interaction in pairs in which questions about the zoo are answered.
▪ Oral interaction in pairs in which questions are answered about what the people and animals in the photos are doing.
▪ Reading de the description of an animal in your country's life.
▪ Oral presentation of your work about species in danger.
▪ Exchanging information about different areas in a science museum.
▪ Oral interaction in pairs in which talking about other animals which help people.
▪ Oral interaction in pairs in which one person describes an animal and the other guesses it.
▪ Oral presentation of a data sheet about a reptile.
▪ Explaining the information gathered in the poster about three national animals.
Block 3. Comprehension of written texts
▪ Reading and understanding a survey about animals.
▪ Reading and understanding a piece of news about crocodiles in a zoo.
▪ Reading and understanding a text about pets.
▪ Reading and understanding a description of a hippopotamus.
▪ Reading and taking in sentences and contents for writing a text: the description of an animal.
▪ Reading and understanding a dialogue about animals of prey and parrots in a zoo.
▪ Reading the reference sections given in the activities.
▪ Reading and understanding extra information marked as Fact.
▪ Reading and understanding a text about bears.
▪ Reading and understanding a text about a dog called Snoopy.
▪ Reading and understanding clues for a crossword.
▪ Reading and understanding a letter in which a girl talks about a hospital for wild animals.
▪ Reading and understanding of information about different vertebrate animals.
▪ Reading and understanding the description of flamingos, tigers and ants.
Block 4. Production of written texts
▪ Complete sentences using present continuous and simple present.
▪ Describing an invertebrate animal.
▪ Describing investigations done by people pretending to be famous scientists.
▪ Writing a presentation about sharks.
▪ Writing contents of a presentation about a species in danger.
▪ Describing the habits of an animal in your country.
▪ Complete sentences using the animals and actions in the boxes.
▪ Writing the description of an animal following the steps given.
▪ Complete sentences using verbs of action.
▪ Writing a sentences about what is happening in class at the moment of speaking.
▪ Writing a description of your favourite pet.
▪ Writing the description of a type of chameleon.
▪ Writing what you have learned about bears.
▪ Writing a dictation.
▪ Writing a data sheet about the reptile of your choice.
▪ Writing texts for a poster about three native animals in your country.
The following points are studied indirectly in the four previous blocks:
Communication functions:
▪ Describe the physical characteristics of an animal using have got (affirmative, negative, contraction, interrogative and in short answers)
▪ Ask a classmate for information about animals using wh- questions.
▪ Ask a classmate for information about animals using Yes or No questions.
▪ Ask for reasons for something using why? and why not?
▪ Expressing the activities carried out frequently and those being carried out at the moment of speaking both in affirmative and negative and interrogative, knowing how to use contractions and give short answers.
▪ Expressing actions with verbs of movement.
▪ Asking for information: Could I have….?, can I help you?, Excuse me, where are the toilets.
▪ Answer a request for information: It’s on the second floor, they are over there.
Vocabulary:
▪ Names of animals: bird, cat, cow, dog, elephant, fish, frog, giraffe, gorilla, horse, kangaroo, lion, monkey, pig, seal, polar bear, shark, sheep, spider, tiger, zebra, mouse, frog, flamingo, ant.
▪ Verbs which describe actions: jump, hunt, swim, hide, fly, escape, fight.
▪ Animals' internal and external parts: backbone, fur, lungs, smooth skin, scales, feathers, wings, gills, fins, claw, whiskers, tail, paws.
▪ Adjectives and their opposites used to describe animals partially or completely.
Syntactic-discursive contents:
▪ Present continuous (affirmative, negative, questions and short answers).
▪ Simple present vs present continuous.
Graphic patterns and sounds:
▪ Recognising, comparing and pronouncing the sounds /b/ and /v/.
Classroom language:
▪ Look at the ….(animals in the box, at the photos)… Which animals are in the picture.
▪ Listen, check and repeat.
▪ Put the words in the right column and in order.
▪ Invent…, describe…,
▪ What animals can you see,
▪ Find out about……
▪ Writing questions for the answers.
▪ Work with a partner. Answer the questions.
▪ Complete the rules with present simple or present continuous.
▪ Listen again.
▪ Look at the pictures of a zoo. How many different animals can you see?
▪ Choose the correct option.
▪ Are the sentences true for you. Compare with a partner. Cover the text in…..
▪ Read the text [again]. Are these sentences true or false? Correct the false sentences.
▪ Can you think of any other examples of “working animals”? How do they help people?
▪ Practise the conversation in exercise…..
▪ Change the words in bold in the conversation. Use the information below. Practice the conversation with a partner.
▪ Match the information with the paragraphs.
▪ Put the words in the correct order to make sentences.
▪ Choose the correct words to complete the text.
▪ Find and correct mistakes.
▪ Match the sentences.
▪ Read and listen to the text. Think of another example for each animal group.
▪ Use the Internet, books or magazines to find information about them.
▪ Find photos of the animals. Make a poster with the photos and the information of each animal.
▪ Present your poster to the rest of the class.
▪ Find more animals in the wordsnake.
▪ Writing the animals in the box next to the correct definitions.
▪ Complete the sentences with your own ideas.
▪ Check the meaning of these words in a dictionary. Then label the cat.
▪ Listen again and circle the correct options.
▪ Translate the sentences into your language.
▪ What new things do you learn about black bears in the text? Write them in your notebook.
▪ Rewrite the sentences with the adjectives in the correct place.
▪ Match the adjectives in the box with their opposites.
▪ Use the clues to complete the crossword.
▪ Listen again. Correct the sentences.
▪ Complete the conversation with the missing words. Circle the correct options.
▪ Who says each phrase, the customer or the receptionist?
▪ Writing the plural forms of these nouns.
Learning strategies:
▪ Reading phrases and contents to write the description of an animal.
▪ Using category tables to organise the vocabulary learned or the information worked with.
▪ Using class mistakes for all students to learn from.
Sociocultural and sociolinguistic aspects:
▪ Finding out about some animal species' lives and their importance in society.
▪ Recognising the importance of scientists in our society.
▪ Finding out about people and animals living together in India.
2 Competences
|Descriptors |Activities |
|Linguistic communication |
|LISTEN | |
| | |
|Understanding the main points and some details of oral messages,|Listening to a text about crocodiles. Listening to a text about |
|either live or in recordings. |renting pets in USA. |
| |Understanding information about the help which huskies give the |
| |Inuit. |
| |Understanding a text about different types of vertebrate |
| |animals. |
|Understanding the most important things in daily transactions |Listening to a conversation between two young people about |
|and tasks and in formal and informal conversations. |animals in a zoo, a conversation between a young woman asking |
| |for information in a museum. Interviewing a man with an unusual |
| |job. |
|Identifying the main ideas and information in presentations, |Listen to a survey about animals. |
|talks, explanations and the news. |Watch four videos: 1.1. Story about some scientists who |
| |investigate the ocean and find a shark; 1.2. Talk about animals |
| |and people living together in India; 1.3. Some adolescents why |
| |they like or do not like museums. |
| |; 1.4. A look at the different types of chameleons which live in|
| |Spain and in Madagascar. |
| | |
|Distinguishing sound characteristics, accent, rhythm and |Identifying and pronouncing the sounds correctly: /b/ and /v/. |
|intonation in various contexts and identify what they want to | |
|communicate. | |
|TALK / CONVERSE | |
| | |
| |Reading the description of an animal. |
|Give short, rehearsed oral presentations, and reply to simple |Reading the description of a national animal. |
|questions which can be asked about your presentations. |Presentation of the work about species in danger. |
| |Presentation of the data sheet about a reptile. |
| |Presentation of the poster about three national animals. |
|Take part correctly in daily transactions and tasks. |Exchanging information about different areas in a science |
| |museum. |
| |Guess in pairs the animals which each member describes. |
| | |
|Take part correctly in conversations using simple structures and|Oral interaction in pairs: answering questions about pets and |
|clear pronunciation. |unusual habits; answering questions about the zoo; giving |
| |information about what people are doing and the animals in the |
| |photos; giving information about other animals which help |
| |people. |
|READING | |
| | |
|Identifying relevant information in instructions, warnings or |Interpret information about activities or exercises correctly. |
|rules. |Taking in phrases and contents for writing a text: the |
| |description of an animal. |
|Understanding the general meaning and specific details of texts |Understanding questions in a survey about animals. |
|in different formats |Understanding a piece of news about crocodiles in a zoo. |
| |Understanding information about pets. |
| |Understanding extra information marked as Fact. |
| |Understanding a description of a hippopotamus. |
| |Understanding a text about bears. |
| |Understanding something said about a dog called Snoopy. |
| |Understanding a letter in which a girl talks about a hospital |
| |for wild animals. |
| |Understanding information about vertebrates. |
| |Understanding the description of flamingos, tigers and ants. |
|Find specific, essential information in reference and study |Reading the reference sections given in the activities. |
|material. | |
|Valuing reading as a source of pleasure and knowledge. |Understanding a text about the help huskies give the Inuit. |
|WRITING | |
| |Complete sentences using simple present and present continuous. |
| |Writing sentences about what is happening in the classroom. |
|Using production strategies for writing simple texts. |Answer open questions about zoos. |
| |Describing an invertebrate animal. |
| |Complete sentences using verbs of action. |
| |List a national animal's habits. |
| |Writing a data sheet about the reptile of your choice. |
| |Writing a short piece of information about what has been learned|
| |about bears. |
| |Describing your favourite pet. |
|Writing texts using appropriate vocabulary, spelling, |Describing an invertebrate animal. |
|punctuation and correct formats and correct structures. |Describing investigations carried out after pretending to be |
| |famous scientists. |
| |Writing a presentation about sharks. |
| |Writing contents of a presentation about species in danger. |
| |Describing an animal. |
| |Writing the description of a type of chameleon. |
| |Writing what you have learned about bears. |
| |Writing the description of a type of chameleon. |
|Mathematical competences and basic science and technology competences. |
|Putting in order and classifying data following criteria. |Writing what had been leaned about bears after reading the text.|
| |Using the information from a map of a museum in a conversation. |
| |Connect characteristics with each type of vertebrate. |
|Solving puzzles, crosswords and guessing games. |Doing a crossword and a quiz |
| | |
| | |
| | |
| |. |
|Digital competences |
|Obtaining information from the Internet for carrying out tasks |Looking for information about species in danger. |
|in English. |Looking for information about sharks. |
| |Looking for more information about reptiles. |
| |Looking information about three national animals. |
|Give short presentations and projects in English using different|Preparing a power point/poster about species in danger. |
|formats and digital tools. |Preparing a power point/poster about sharks. |
| |Preparing a power point/poster about reptiles. |
| |Preparing a power point/ poster with information about three |
| |national animals. |
|Studying and practising English on digital devices. |Using the AR app (Smart Planet Augmented Reality App) to access |
| |the videos, interactive activities and presentations about |
| |grammar. |
|Social and Civic competences. |
|Take part in activities pairs and groups with respect and |Take part properly in the activities in pairs or as a group. |
|interest. | |
|Interacting politely and attention valuing and respecting |Expressing individual preferences and respecting other people's |
|classmates' opinions, tastes and preferences. |preferences. |
| |Using communication reinforcers. |
|Understanding and valuing the use of English for communicating |Giving information about your favourite pet. |
|with other people and to find out about other cultures. |Talking about whether they like visiting museums or not. |
|Cultural awareness and expressions. |
|Using artistic techniques and items to prepare and give |Make drawings, posters or power points for presentations. |
|presentations and projects. | |
|Identifying cultural features of English-speaking countries and |Recognising some US citizens' passion for renting pets as they |
|compare them with their own, showing respect and interest. |do not have time to look after them. |
|Identifying different forms of cultural expression and showing |Finding out about certain animals and people living side by side|
|an interest in widening knowledge. |in India. |
|Learning to Learn |
|Identify, plan and apply objectives for carrying out tasks, |Individually do the exercises from the Workbook. |
|activities and projects. |Do the homework individually (looking for and compiling |
| |information, making a poster…). |
| |Taking in and using phrases learned for writing the description |
| |of an animal. |
|Using tools and resources for clearing up doubts, widening |Revise the Get it right! sections critically. |
|knowledge and correcting mistakes. | |
|Showing an interest in carrying out evaluations of your own |Do the Review sections with interest. |
|progress and identify points for improvement. | |
|Identifying and using different strategies for learning |Look in depth at the Grammar Reference and make progress in the |
|individually. |general use of what has been learned. |
| |Categorize vertebrate animals by their characteristics. |
|Sense of initiative and entrepreneurial spirit. |
|Using the strategies needed for studying individually. |Work individually on the tasks given. |
|Have a positive, proactive attitude to reading texts by |Do the reading activities in the Workbook individually. |
|yourself. | |
|Plan, organise and check your work to be able to present it |Using phrases given for describing an animal. |
|properly. | |
3 Social awareness.
Moral and civic education
▪ Show interest taking an active part in class and following the teacher's instructions correctly.
▪ Accepting other people's tastes and preferences (favourite things).
▪ Showing an interest and give constructive criticism about work (posters, presentations…) done by classmates.
Education against discrimination
▪ Respecting classmates regardless of the type of family they belong to, understanding that no model of family is superior to any other.
Working together in class
▪ Be able to work in pairs or groups effectively, respecting other people and being cooperative.
4 Cross-curricular links
▪ Natural Sciences: Information about the characteristics and ways of life of animals and knowledge of different parts of their anatomies.
5 Assessment criteria
▪ Name, recognise and present vocabulary connected with animals, their habits, way of life and physical characteristics.
▪ Make appropriate use of simple present and present continuous (negative form, affirmative form, interrogative form, in short answers and in contractions).
▪ Use correct pronunciation and intonation: sounds /b/ and /v/.
▪ Finding out about and using basic Sociocultural and sociolinguistic aspects such as some US citizens' passion for renting pets as they do not have time to look after them.
▪ Producing short, comprehensible oral texts which give, request and exchange information: students answer questions about pets and about unusual habits. Answering questions about what people are doing and the animals in the photos. Exchanging information about different areas in a science museum. Giving information about other animals which help people. Oral interaction in pairs in which one person describes an animal and the other guesses it. Oral presentation of a data sheet about a reptile.
▪ Understanding the main idea and specific information from oral messages: a questionnaire about animals, a text about crocodiles, four conversations about zoo animals, a text about renting pets in USA, information about the help which huskies give the Inuit, a text about vertebrates
▪ Understanding general information and getting the main ideas in written texts of different types: a survey about animals, a piece of news about crocodiles in a zoo, a text about pets, a description about a hippopotamus, a text about bears, a letter in which a girl talks about a hospital for wild animals.
▪ Write brief, simple texts and with clear structures: Describing an invertebrate animal. List a national animal's habits. Writing a data sheet about the reptile of your choice. Writing a short piece of information about what has been learned about bears.
▪ Recognising and correcting Spanish speakers' typical mistakes when learning English.
▪ CLIL: using ideas in English in Natural Sciences.
6 Contents - Assessment criteria - Competences
|Contents |Assessment criteria |Competences |
|Recognising and presenting vocabulary connected with |Recognise and use a limited repertoire of common |LC |
|animals, their habits, way of life and physical |vocabulary about animals, their habits, way of |SCS |
|characteristics. |life and physical characteristics. | |
|Practice using and forming simple present and continuous|Understanding and using functions and meanings |LC |
|(in affirmative form, negative, interrogative, |associated with basic syntactic structures. |SCS |
|contractions and short answers. | |LL |
| |Distinguishing and using habitual communication | |
| |functions: describing animals, talking about what | |
|Using expressions which encourage oral interaction. |the animals in an illustration are doing, | |
| |describing their habits and physical | |
| |characteristics. | |
| | | |
| |Correct mistakes found. | |
| | | |
| | | |
|Recognising Spanish-speakers' typical mistakes when | | |
|learning English. | | |
|Practise pronouncing the sounds /b/ and /v/. |Recognise and pronounce and write the sounds /b/ |LC |
| |and /v/. | |
| | | |
| |Use correct pronunciation and intonation. | |
|Listening to a questionnaire about animals, a text about|Use the subject, general meaning and main |LC |
|crocodiles, four conversations about zoo animals, a text|information and ideas from the text in short, |SCS |
|about renting pets in the USA, information about the |simple texts with visual and audio support. | |
|help huskies give the Inuit, a text about vertebrates | | |
|and four videos. | | |
| | | |
|Reading a survey about animals, a piece of news about | | |
|crocodiles in a zoo, a text about pets, a description | | |
|about a hippopotamus, a text about bears, a letter in | | |
|which a girl talks about a hospital for wild animals. | | |
|Debate with classmates about |Finding out about and using basic Sociocultural |LC |
| |and sociolinguistic aspects such as |SCS |
|Answering questions about pets and about unusual habits.|Producing short, comprehensible oral texts which |LC |
|Answering questions about what people are doing and the |give, request and exchange information. |SCS |
|animals in the photos. Exchanging information about | | |
|different areas in a science museum. Giving information | | |
|about other animals which help people. Oral interaction | | |
|in pairs in which one person describes an animal and the| | |
|other guesses it. Oral presentation of a data sheet | | |
|about a reptile. | | |
|Work on a survey about animals, a piece of news about |Write brief, simple texts and with clear |LC |
|crocodiles in a zoo, a text about pets, a description of|structures about everyday matters or subjects of |LL |
|a hippopotamus, da text about bears, a letter in which a|interest. |SCS |
|girl talks about a hospital for wild animals. | | |
UNIT 7 TOWNS AND CITIES
1 Contents
Block 1. Comprehension of oral texts
▪ Listening to and understanding information about the city of Pompeii.
▪ Listen to a young person presenting a map of her city for an arts project at school.
▪ Listening to information about transport in the city and understanding in which means of transport the young woman is travelling.
▪ Listening to and understanding spelling rules for the regular past.
▪ Listening to and understanding of a conversation between two friends about the weekend.
▪ Listening to and understanding videos: 7.1. Presentation about the comparison between ancient and modern Rome. 7.2. Presentation about means of transport in Beijing, Mumbai and Tokyo; 7.3. Short self-presentation by two students in response to the question about what they do at the weekend; 7.4. Presentation about communication in pictures.
▪ Dictating sentences with was and were.
▪ Listening to and understanding a text about the images around us.
Block 2. Production of oral texts
▪ Exchanging information in pairs about favourite places in a city and how, when and who is to be seen in each place.
▪ Exchanging information about where two young people usually go with their friends.
▪ Oral interaction in pairs with suggestions for the weekend.
▪ Oral interaction in pairs talking about means of transport in a city and how to go to your favourite places.
▪ Oral interaction in pairs talking about ruins or monuments near your city.
▪ Interaction in pairs to practise what there was in a drawing looked at quickly.
▪ Exchanging information about what you did the day before.
▪ Interaction in pairs talking about a journey in public transport this week and whether it was good or bad.
▪ Presentation about a guidebook with a map of the city.
▪ Oral interaction about pictures of the school.
Block 3. Comprehension of written texts
▪ Reading and understanding a text about Pompeii.
▪ Reading and understanding a text about a Hong Kong student's unusual trip to school.
▪ Reading and understanding an e-mail with information about a city.
▪ Reading and taking in phrases and contents for writing a text: an e-mail about your city.
▪ Reading the reference sections given in the activities.
▪ Reading and understanding extra information marked as Fact.
▪ Reading and understanding about what the pictures aim to communicate.
▪ Reading and understanding a text about Covent Garden.
Block 4. Production of written texts
▪ Writing answers to questions about places which appear in an adolescent student's art project.
▪ Writing how people travel in the cities in your own country.
▪ Writing information about ancient Pompeii.
▪ Choosing connectors to write a description.
▪ Writing a description of a place.
▪ Writing tourist guidebook with the places in the city.
The following points are studied indirectly in the four previous blocks:
Communication functions:
▪ Comparing ancient Rome with modern Rome.
▪ Carry out suggestions.
▪ Accepting and rejecting suggestions.
▪ Using non-verbal language and interpreting pictures.
▪ Asking and answering questions.
▪ Describing places.
Vocabulary:
▪ Places in the city: shopping centre / museum / cinema / football stadium / bowling alley / market / sports centre / skate park /park.
▪ Transport: bus stop / bike stand / bus station / car park / ferry port / train station / tram stop.
Syntactic-discursive contents:
▪ Was and were (affirmative, negative, interrogative and contractions).
▪ There was and there were (affirmative, negative, interrogative and contractions)
▪ Simple past of regular and irregular verbs.
▪ Ago.
Graphic patterns and sounds:
▪ Recognising, contrasting and the correct pronunciation of sounds /d/ /t/ /ɪd/ in regular simple past verbs.
▪ Recognising changes in spelling in regular verbs when adding –ed.
Classroom language:
▪ Look at the photos and match them with the things in the box.
▪ List, check and repeat.
▪ Work with a partner.
▪ Read and listen…
▪ Read the text [again]. Correct the sentences. / Choose the correct words. / Answer the questions.
▪ Complete the sentences… Compare them with a partner.
▪ Look at the table.
▪ Rewrite the sentences with the information in brackets.
▪ Complete the questions.
▪ Match the questions with the answers.
▪ Ask… Writing their answers.
▪ Look at the picture.
▪ Listen to...
▪ Listen again. Choose the correct answers.
▪ Match the words in the box …
▪ Listen, check and repeat.
▪ Work with a partner. Answer the questions. / Ask and answer the questions… / Practise the conversation…
▪ Complete the questionnaire with…
▪ Writing the words in the correct order to make the questions.
▪ Look again at…
▪ Listen and complete the conversation with the words in the box.
▪ Listen and repeat… Translate them into your language.
▪ Change the words in bold in the conversation in… Use the information below. Practise the conversation with a partner.
▪ Find examples of…
▪ Plan an e-mail... Use the list in the Look at Content box and make notes.
▪ Writing your e-mail… Use your notes from… and the language below to help you.
▪ Can you say YES to these questions?
▪ Writing the word(s) for each picture.
▪ Match the two parts of the questions.
▪ Choose the correct words to complete the text.
Learning strategies:
▪ Reading the Fact boxes to awaken interest in the subject.
▪ Look at the photos and illustrations to deduce the contents.
▪ Play Blankety-blank to practise grammar.
▪ Look at the texts in the reading text to set models for oral and written production.
▪ Revise and correct Spanish speakers' typical mistakes.
Sociocultural and sociolinguistic aspects:
▪ Recognising the existence of different places in the city for different activities.
▪ Finding out about different means of transport for travelling in the city.
▪ Valuing the advantages and disadvantages of living in a large city.
2 Competences
|Descriptors |Activities |
|Linguistic communication |
|LISTEN | |
| | |
|Understanding the main points and some details of oral messages,|Listening to information about ancient Pompeii. |
|either live or in recordings. |Listening to a young person presenting a map of his/her city. |
| |Listening to information about transport in the city. |
|Understanding the most important things in daily transactions | Listening to a conversation between two friends |
|and tasks and in formal and informal conversations. |about the weekend. |
| |Listening to a conversation between two young people |
| |taking photos. |
| |Listening to a conversation about a weekend |
| |journey. |
|I identify the main ideas and relevant information in | Watch 4 videos: 7.1. Presentation |
|presentations, talks, explanations and pieces of news. |about comparing ancient |
| |and modern Rome. 7.2. Presentation |
| |about means of transport in Beijing, |
| |Mumbai and Tokyo; 7.3. Short |
| |self-introduction by two students |
| |in response to the question What do you do |
| |at the weekend; 7.4. |
| |Presentation about sculptures in |
| |Mexico City. |
| |Listening to information about the purpose |
| |of pictures at school. |
|Distinguishing sounds, accent, rhythm and intonation in various |Recognising, contrasting and correctly pronouncing the sounds |
|contexts and identify what they aim to communicate. |/d/ /t/ /ɪd/ in the simple past of regular verbs. |
| | |
|. | |
|TALK / CONVERSE | |
| | |
| |Presentation about a guidebook with a |
|Give short, rehearsed oral presentations, and reply to simple |map of the city |
|questions which can be asked about your presentations. | |
| | |
| | |
|Take part correctly in daily transactions and tasks. |Oral interaction in pairs talking about means of transport in a |
| |city and how to go to your favourite places. |
| |Oral interaction in pairs talking about ruins or monuments near |
| |your city. |
| | |
| | |
|Take part correctly in daily transactions and tasks. |Exchanging information in pairs about favourite places in a city|
| |and how, when and with whom you go to them. Oral interaction in |
| |pairs with suggestions for the weekend. |
| |Interaction in pairs for a previously seen drawing. |
|Take part correctly in conversations using simple structures and|Exchanging information about what you did the day before. |
|clear pronunciation. |Interaction in pairs talking about a journey on public transport|
| |this week. |
| | |
|READING | |
| | |
|Identifying relevant information in instructions, warnings or |Interpret information about activities or exercises correctly. |
|rules. |Identifying the communication purpose of images at school |
| |Taking in phrases and contents for writing an e-mail. |
|Understanding the general meaning and specific details of texts |Understanding information given by a young person presenting a |
|in different formats |map. |
| |Understanding extra information marked as Fact. |
| |Understanding an e-mail. |
|Find specific, essential information in reference and study |Reading the reference sections given in the activities. |
|material. | |
|Understanding the main ideas in newspaper, literary and |Understanding a text about Pompeii. |
|fictional texts in different formats. |Understanding a text about Covent Garden. |
| |Understanding a text about communication in pictures. |
|Valuing reading as a source of pleasure and knowledge. |Understanding an e-mail about a historical city. |
|WRITING | |
| | |
|Using production strategies for writing simple texts. |Writing sentences about cities. Complete sentences using places |
| |in the city. |
| |Replace the words in bold with others of your own choice. |
| |Organizing writing to introduce connectors of addition. |
| |Organizing writing using notes taken previously. |
| |Following a guided scheme for writing. |
| |Checking what has been written. |
|Filling in forms, questionnaires or printed pages with personal |Do a cultural questionnaire using was/were. |
|information. |Carry out a questionnaire to find out the means of transport |
| |which the students use. |
| |Carry out class survey to find out about favourite places in the|
| |city. |
|Writing notes, messages, adverts, posts and short, formal and |Writing answers to questions about places which appear in an |
|informal correspondence with simple, relevant information. |adolescent student's art project. |
|Writing texts using appropriate vocabulary, spelling, |Writing an e-mail about a historical city. |
|punctuation and correct formats and correct structures. |Writing an e-mail about a holiday city. |
| |Writing a work of street art. |
|Mathematical competences and basic science and technology competences. |
|Putting in order and classifying data following criteria. |― |
|Interpret and show simple statistical data on graphs and tables.| |
|Solving puzzles, crosswords and guessing games. |Do crosswords and letter soups. |
|Respect nature and animals in the environment. | |
|Valuing and following healthy habits. | |
|Identifying the most relevant environmental problems and | |
|connecting them with causes and possible effects. | |
|Apply strategies using methods from scientific research. | |
|Digital competences |
|Obtaining information from the Internet for carrying out tasks |Looking for information for to write a guidebook. |
|in English. | |
|Give short presentations and projects in English using different|Preparing a guidebook. |
|formats and digital tools. |Preparing a questionnaire about transport. |
| |Making and description of work of street art. |
|Studying and practising English on digital devices. |Using the AR app (Smart Planet Augmented Reality App) to access |
| |the videos, interactive activities and presentations about |
| |grammar. |
|Social and Civic competences. |
|Take part in activities pairs and groups with respect and |Take part properly in the activities in pairs or as a group. |
|interest. | |
|Interacting politely and attention valuing and respecting |Expressing individual preferences and respecting other people's |
|classmates' opinions, tastes and preferences. |preferences. |
| |Using communication reinforcers. |
|Understanding and valuing the use of English for communicating |Giving information about the characteristics of the cities in |
|with other people and to find out about other cultures. |the country and the different means of transport. |
|Taking an interest in and respecting the customs, rules and |Finding out about cities, places and means of transport in other|
|values of countries in which foreign languages are spoken. |countries. |
|Cultural awareness and expressions. |
|Using artistic techniques and items to prepare and give |Preparing a guidebook and presentation of texts about cities |
|presentations and projects. |with photos, illustrations, etc. |
|Identifying cultural features of English-speaking countries and |Finding out about means of transport in large cities in India |
|compare them with their own, showing respect and interest. |and in a Japanese city. |
| |Finding out about places in other countries: Covent Garden |
|Identifying different forms of cultural expression and showing |Valuing places and means of transport in other cities around the|
|an interest in widening knowledge. |world. |
|Learning to Learn |
|Identify, plan and apply objectives for carrying out tasks, |Individually do the exercises from the Workbook. |
|activities and projects. |Do the homework individually (looking for and compiling |
| |information, making presentations…). |
| |Take in and use phrases learned for writing emails. |
|Using tools and resources for clearing up doubts, widening |Revise the Get it right! sections critically. |
|knowledge and correcting mistakes. | |
|Showing an interest in carrying out evaluations of your own |Do the Review sections with interest. |
|progress and identify points for improvement. | |
|Identifying and using different strategies for learning |Look further into the Grammar Reference and make progress in the|
|individually. |general use of what has been learned. |
| |Interpret maps for finding your way in the city. |
| |Make vocabulary lists by subject. |
|Sense of initiative and entrepreneurial spirit. |
|Using the strategies needed for studying individually. |Work individually on the tasks given. |
|Have a positive, proactive attitude to reading texts by |Do the reading activities in the Workbook individually. |
|yourself. | |
|Plan, organise and check your work to be able to present it |Using phrases given for writing e-mails. |
|properly. | |
3 Social awareness
Moral and civic education
▪ Show interest taking an active part in class and following the teacher's instructions correctly.
▪ Accepting other people's tastes and preferences (places and means of transport).
▪ Showing an interest and give constructive criticism about work (descriptions, presentations, suggestions…) done by classmates.
Education for gender equality
▪ Respecting and valuing boys' and girls' tastes and preferences (places, means of transport) equally.
▪ Recognising that both boys and girls can read maps, have preferences about places in the city, appreciate ruins, etc.
Education against discrimination
▪ Respecting classmates regardless of where they live, the means of transport they use, their interest in ancient or modern cities.
Working together in class
▪ Be able to work in pairs or groups effectively, respecting other people and being cooperative.
4 Cross-curricular links
Arte: communication through pictures: Understanding the communication purpose of images at a school.
5 Assessment criteria
▪ Name, recognise and present vocabulary connected with cities: favourite places and means of transport.
▪ Repeat conversations giving and replying to suggestions, talking about favourite places and means of transport.
▪ Making appropriate use of There was/ there were in affirmative, negative and interrogative.
▪ Recognising and using the simple past of regular and irregular verbs.
▪ Using correct pronunciation and intonation: correctly pronouncing the ending –ed in regular verbs with /t/ /d/ /ɪd/.
▪ Recognising spelling patterns for the regular past.
▪ Finding out about and using basic Sociocultural and sociolinguistic aspects such as different places and transport in large cities.
▪ Producing short, comprehensible oral texts which give, request and exchange information: information about three large cities in India, favourite places in the city, ruins and historical places, means of transport, transport in Hong Kong, a weekend trip, what you normally do at the weekend and the description of a city,
▪ Understanding general information and getting the main ideas in written texts of different types: a text about Pompeii, information about Covent Garden, a text about the communication purpose of images and e-mail about a small city.
▪ Write brief, simple texts and with clear structures about places in the city, transports, description of a city.
▪ Recognising and correcting Spanish speakers' typical mistakes when learning English.
▪ CLIL: Using ideas in English for Art and communication through pictures.
6 Contents - Assessment criteria - Competences
|Contents |Assessment criteria |Competences |
|Recognising and presenting vocabulary connected with the|Recognise and use a limited repertoire of common |LC |
|city and means of transport. |vocabulary about places in a city and the means of|SCS |
| |transport there orally and in writing. | |
|Practice using and forming There was / there were and |Understanding and using functions and meanings |LC |
|the past of regular verbs. Using ago with verbs in the |associated with basic syntactic structures. |SCS |
|past. | |LL |
| |Distinguishing and using habitual communication | |
|Using expressions which encourage oral interaction. |functions: making suggestions, accepting and | |
| |refusing suggestions. | |
| | | |
| |Correct mistakes found. | |
| | | |
|Recognising Spanish-speakers' typical mistakes when | | |
|learning English. | | |
|Practise pronouncing the sound /d/ /t/ /ɪd/ in regular |Recognise and pronounce and write the sound /h/. |LC |
|verb pasts. | | |
| |Use correct pronunciation and intonation. | |
|Listening to information about Pompeii, a young person |Use the subject, general meaning and main |LC |
|making a map of his/her city, information about means of|information and ideas from the text in short, |SCS |
|transport, a conversation between two friends about the |simple texts with visual and audio support. | |
|weekend, a conversation between two young people taking | | |
|photos, a conversation about a journey and four videos.| | |
| | | |
|Reading of information about Pompeii, a young person's | | |
|transport in Hong Kong, an e-mail with the description | | |
|of a holiday city, an e-mail about a historical city, a | | |
|text about Covent Garden, information about what the | | |
|pictures aim to communicate. | | |
|Debate with classmates about the ruins and monuments |Finding out about and using basic Sociocultural |LC |
|close to the city they live in, the means of transport |and sociolinguistic aspects such as how to travel |SCS |
|they use, their favourite places in the city |in cities in other countries and differences | |
| |between places. | |
|Giving information about places in the cities, ruins and|Producing short, comprehensible oral texts which |LC |
|monuments and means of transport. Making, accepting and |give, request and exchange information. |SCS |
|refusing suggestions. Ask and answer questions about the| | |
|city. Giving information about events or activities in | | |
|the past. | | |
|Work on texts for the description of cities following a |Write brief, simple texts and with clear |LC |
|given structure and a guidebook of the city with |structures about everyday matters or subjects of |CD |
|favourite places and different types of transport. |interest. |LL |
| | |SCS |
| | |SIE |
UNIT 6 SPORTS CLUB
1 Contents
Block 1. Comprehension of oral texts
▪ Listening to and understanding information about two sumo wrestlers.
▪ Listening to and understanding of a conversation between three young people about activities at a sports centre.
▪ Listening to and understanding a text about Highlands Games in Scotland.
▪ Listening to and revising stress in la sentence.
▪ Listening to and understanding videos: 8.1. Presentation about the Sienna horse race, 8.2 Presentation about a young deaf cricket player; 8.3. A student's short self-introduction; 8.4. Presentation about a young person who does dangerous fishing in the USA.
▪ Listening to and understanding of a conversation between two young people about a surfing trip.
▪ Dictating sentences about the Olympic Games.
▪ Listening to and understanding a text about sports and sports activities in the open air.
Block 2. Production of oral texts
▪ Exchanging information in pairs in which each student talks about what sports they play.
▪ Oral interaction in groups to ask questions and give answers about what sports they play.
▪ Oral interaction in pairs in which there are questions and answers about traditional and popular sports in their country.
▪ Exchange of questions and answers in pairs about last weekend.
▪ Oral interaction in pairs for talk about the clothes they are wearing and what they wear at the weekend.
▪ Interaction in pairs for giving instructions or rules in public places.
▪ Exchanging opinions about Scottish games and information about similar activities in your own country.
▪ Presentation to the class of information about another famous equine competition.
▪ Presentation to the class of information about cricket.
▪ Oral interaction in pairs for making a poster about sports activities in the open air.
▪ Present the information gathered about an extreme sport.
Block 3. Comprehension of written texts
▪ Reading and understanding information about two sumo wrestlers.
▪ Reading and understanding an article about the Scottish Highland Games.
▪ Reading and understanding a short text about a sport which you have to guess.
▪ Reading and understanding a sports player's biography.
▪ Reading and taking in phrases and contents for writing a text: an e-mail.
▪ Reading the reference sections given in the activities.
▪ Reading and understanding extra information marked as Fact.
▪ Reading and understanding Spanish speakers' frequent mistakes.
▪ Reading and understanding a text about Spanish adolescent champions.
▪ Reading and understanding different traditions and celebrations.
▪ Reading and understanding a text about sports and activities in the open air.
Block 4. Production of written texts
▪ Rewriting false sentences about sumo to make them true.
▪ Writing questions in the past and answers to them to talk about the weekend activity.
▪ Writing answers to questions about the conversation about the sports centre.
▪ Rewriting false sentences about Scottish games to make them true.
▪ Writing rules for school, the sports club and home.
▪ Writing a text for a poster about sports activities in the open air.
▪ Writing about a famous sports event in your own country.
▪ Writing a sports player's biography.
▪ Writing about a fishing trip.
▪ Writing your autobiography online.
▪ Writing one or two short conversations about sports.
▪ Writing a text about an extreme sport.
The following points are studied indirectly in the four previous blocks:
Communication functions:
▪ Using expressions to show interest: Really, cool, Oh no! What a pity, It sounds…, What happened, How was it?
▪ Giving and understanding orders, instructions or rules.
▪ Interpersonal communication in a conversation about the sports centre.
▪ Interpreting pictures for understanding information.
▪ Expressing personal information: a sports player's biography.
▪ Asking for personal information from another person by asking questions in the past.
Vocabulary
▪ Collocations with play /go / do followed by sports activities: tennis, swimming, judo, snowboarding, surfing...
▪ Sports and informal clothes: tracksuit / t-shirt / cap /shorts / skirt / jeans / trousers / trainers /boots / jacket / hoodie / sweatshirt.
▪ Prepositions of time and place: on / in / at.
Syntactic-discursive contents:
▪ Simple past in negative interrogative. The answers.
▪ Must.
Graphic patterns and sounds:
▪ Recognising, contrasting and the correct pronunciation stress in sentences.
Classroom language:
▪ Look at the photos and match them with the sports in the box.
▪ Listen, check and repeat.
▪ Look again at the sports.
▪ Work with a partner.
▪ Match the questions with the answers.
▪ Listen again to check your answers.
▪ Read the questions and answers again.
▪ Look at the table.
▪ Make the sentences negative.
▪ Writing the words in the correct order to make sentences.
▪ Writing questions for the answers
▪ Writing true sentences for you.
▪ Look at the picture.
▪ Listen and check your ideas.
▪ Listen, check and repeat.
▪ Match the rules with the signs
▪ Choose the correct options.
▪ Look at the photos…
▪ Read and listen to the text
▪ Read the text again.
▪ Listen and repeat.
▪ Change the words in bold in the conversation in… Use the information below. Read the text [again]. Correct the sentences. / Choose the correct words. / Answer the questions.
▪ Look at the photo and read the biography.
▪ Find examples…
▪ Complete the sentences.
▪ Read the biography again.
▪ Plan a biography.
▪ Use the list in the Look at Content box and make notes.
▪ Writing your biography. Use your notes from… and the language below to help you.
▪ Can you say YES to these questions?
▪ Writing the names of the sports
▪ Writing the names of the clothes…
▪ Complete the sentences with words.
▪ Complete the rules…
▪ Choose the correct options…
Learning strategies:
▪ Reading the Be curious box to awaken interest in the subject.
▪ Reading sentences and contents to write a biography.
▪ Revise and correct Spanish speakers' typical mistakes: a) trousers is not proceeded by an indefinite article a; b) Omitting to after must.
▪ Looking for information for making a poster.
▪ Using pictures and photos to deduce contents.
▪ Contents reference about sports players known to and admired by the students.
▪ Complete a crossword for revising vocabulary.
▪ Do vocabulary diagrams.
▪ Link vocabulary with photos and illustrations.
Sociocultural and sociolinguistic aspects:
▪ Finding out about and accepting different customs and games in other countries.
▪ Recognising the value of effort in sports achievements.
▪ Valuing a deaf cricketer's self-improvement.
▪ Valuing the importance of playing sports.
▪ Recognising and accepting the importance of obeying rules.
2 Competences
|Descriptors |Activities |
|Linguistic communication |
|LISTEN | |
| | |
|Understanding the main points and some details of oral messages,|Listen to and understand the information |
|either live or in recordings. |about two sumo wrestlers. |
| | |
|Understanding the most important things in daily transactions | |
|and tasks and in formal and informal conversations. |Listen to and understand a conversation |
| |between three young people about the activities |
| |at a sports centre. |
| |Listen to and understand a conversation |
| |between two young people about a surfing |
| |trip. |
|Identifying the main ideas and information in presentations, |Listen to and understand a text about the Highlands Games in |
|talks, explanations and the news. |Scotland. |
| |Identifying and pronounce correctly stress in the sentence. |
|Distinguishing sound characteristics, accent, rhythm and | |
|intonation in various contexts and identify what they want to | |
|communicate. | |
|TALK / CONVERSE | |
| | |
| |Presentation to the class of the information about a famous |
|Give short, rehearsed oral presentations, and reply to simple |equine competition. |
|questions which can be asked about your presentations. |Presentation to the class of the information about cricket. |
| |Present the information gathered about an extreme sport. |
| |Watching 4 videos: 8.1. About an equine competition; 8.2. About |
| |dangerous fishing; 8.3. A girl student's short |
|Take part correctly in daily transactions and tasks. |self-introduction; 8.4. About dangerous fishing. |
| | |
| |Oral interaction in pairs for giving rules in public places. |
| |Exchanging opinions about Scottish games and information about |
| |similar activities in your own country. |
|Take part correctly in daily transactions and tasks. |Oral interaction to ask questions and give answers about sports |
| |the students play. |
| |Oral interaction in pairs in which there are questions and |
| |answers about traditional and popular sports in their country. |
|Take part correctly in conversations using simple structures and|Exchange of questions and answers in pairs about last weekend. |
|clear pronunciation. |Oral interaction in pairs to talk about the clothes they are |
| |wearing and what they wear at the weekend |
|READING | |
| | |
|Identifying relevant information in instructions, warnings or |Correctly interpreting sentences about activities or exercises. |
|rules. |Taking in phrases and contents for writing a text: a biography. |
|Understanding the general meaning and specific details of texts |Understanding a text about two sumo wrestlers. |
|in different formats |Reading about and understanding Highland Games |
| |Understanding extra information marked as Fact. |
| |Understanding a biography. |
|Find specific, essential information in reference and study |Reading the reference sections given in the activities. |
|material. | |
|Understanding the main ideas in newspaper, literary and |Understanding a sports player's biography. |
|fictional texts in different formats. | |
|Valuing reading as a source of pleasure and knowledge. |Understanding texts about different sports traditions around the|
| |world. |
| |Reading a text about two adolescent sports champions. |
|WRITING | |
| | |
|Using production strategies for writing simple texts. |Writing a biography making proper use of time and place |
| |prepositions. |
| |Writing sentences using the regular past. |
| |Writing questions putting the words given in order or adapting |
| |them to the answers given. |
|Filling in forms, questionnaires or printed pages with personal |Complete sentences with the clothes students wear in different |
|information. |situations. |
| |Answer to questions about homework and a sports centre. Writing |
| |sentences about last weekend. |
|Writing notes, messages, adverts, posts and short, formal and |Writing a short text in which the students talk about their |
|informal correspondence with simple, relevant information. |duties at home and at school. |
| |Writing various sentences about favourite sports. |
| |Writing two short conversations about sports. |
|Writing texts using appropriate vocabulary, spelling, |Writing a sports player's biography. |
|punctuation and correct formats and correct structures. |Writing your own online biography. |
| |Making a poster with information about sports activities in the |
| |open air. |
| |Writing about a famous sports event in your own country. |
| |Writing about a fishing trip. |
| |Writing about an extreme sport. |
|Mathematical competences and basic science and technology competences. |
|Putting in order and classifying data following criteria. |Placing things in a sentence following syntactic criteria. |
|Interpret and show simple statistical data on graphs and tables.| |
|Solving puzzles, crosswords and guessing games. |Doing crosswords with the names of sports. Draw up a diagram |
| |with play/go/do collocations with sports activities. |
|Respect nature and animals in the environment. | |
|Valuing and following healthy habits. | |
|Identifying the most relevant environmental problems and | |
|connecting them with causes and possible effects. | |
|Apply strategies using methods from scientific research. | |
|Digital competences |
|Obtaining information from the Internet for carrying out tasks |Looking for information about an extreme sport. |
|in English. |Looking for information about a sports player in another |
| |country. |
|Give short presentations and projects in English using different|Making a poster or a presentation with information about an |
|formats and digital tools. |extreme sport. |
|Studying and practising English on digital devices. |Using the AR app (Smart Planet Augmented Reality App) to access |
| |the videos, interactive activities and presentations about |
| |grammar. |
|Social and Civic competences. |
|Take part in activities pairs and groups with respect and |Take part properly in the activities in pairs or as a group. |
|interest. | |
|Interacting politely and attention valuing and respecting |Expressing individual preferences and respecting other people's |
|classmates' opinions, tastes and preferences. |preferences. |
| |Using communication reinforcers. |
|Understanding and valuing the use of English for communicating | |
|with other people and to find out about other cultures. | |
|Taking an interest in and respecting the customs, rules and |Showing an interest in finding out about sports activities and |
|values of countries in which foreign languages are spoken. |sports players in other countries and value their achievements. |
|Cultural awareness and expressions. |
|Using artistic techniques and items to prepare and give |Making a poster or a presentation and write biographical texts. |
|presentations and projects. | |
|Identifying cultural features of English-speaking countries and |Comparing sports activities. |
|compare them with their own, showing respect and interest. | |
|Learning to Learn |
|Identify, plan and apply objectives for carrying out tasks, |Individually do the exercises from the Workbook. |
|activities and projects. |Do the homework individually (looking for and compiling |
| |information, making a poster…). |
| |Taking in and using phrases learned for writing biographies. |
|Using tools and resources for clearing up doubts, widening |Revise the Get it right! sections critically. |
|knowledge and correcting mistakes. | |
|Showing an interest in carrying out evaluations of your own |Do the Review sections with interest. |
|progress and identify points for improvement. | |
|Identifying and using different strategies for learning |Look in depth at the Grammar Reference and make progress in the |
|individually. |general use of what has been learned. |
|Sense of initiative and entrepreneurial spirit. |
|Using the strategies needed for studying individually. |Work individually on the tasks given. |
|Have a positive, proactive attitude to reading texts by |Do the reading activities in the Workbook individually. |
|yourself. | |
|Plan, organise and check your work to be able to present it |Using phrases given for writing biographies. |
|properly. | |
3 Social awareness.
Moral and civic education
▪ Show interest taking an active part in class and following the teacher's instructions correctly.
▪ Accepting others' tastes and preferences (sports activities).
▪ Showing an interest and give constructive criticism about work (posters, presentations…) done by classmates.
Education against discrimination
▪ Respecting classmates regardless of the type of sports they play or clothes they wear, understanding that nobody is better than anybody else.
Working together in class
▪ Be able to work in pairs or groups effectively, respecting other people and being cooperative.
4 Cross-curricular links
▪ Physical education: Information about the characteristics of different sports activities and sports in the open air.
5 Assessment criteria
▪ Name recognise and present vocabulary connected with sports and sports activities in the open air.
▪ Make appropriate use of simple past (negative form, affirmative form, interrogative form, in short answers and in contractions).
▪ Knowing how to give rules and instructions.
▪ Pronouncing and recognising stress in sentences.
▪ Finding out about and using basic Sociocultural and sociolinguistic aspects such as recognising and the importance which some countries attribute their own sports activities as a way of expressing their culture and traditions and the value of effort.
▪ Producing short, comprehensible oral texts which give, request and exchange information: students answer questions about favourite sports or sports players, clothes they usually wear and weekends or about a sports player's biography. Answering questions about things which happened at weekend, homework and a sports centre. Exchanging information about favourite sports and rules which have to be followed at home and in other public places. Information about extreme sports. Exchanging opinions about Scottish games and information about similar activities in your own country.
▪ Understanding the main idea and specific information in oral messages: a conversation between three young people about activities at a sports centre, a conversation between two young people about a surfing trip.
▪ Understanding general information and getting the main ideas in written texts of different types: short written texts about two conversations about sports, understanding a sports player's biography. Understanding texts about different sports traditions in the world, understanding a text about adolescent sports champions.
▪ Write brief, simple texts and with clear structures: description of clothes worn normally and at the weekend. Describing an invented sport. Describing a fishing trip. Writing a sports player's biography and your own online biography. Describing a sports event in your country.
▪ Writing instructions or rules for home or the class.
▪ Recognising and correcting Spanish speakers' typical mistakes when learning English.
▪ CLIL: using ideas in English in Physical Education and Sports.
6 Contents - Assessment criteria - Competences
|Contents |Assessment criteria |Competences |
|Recognising and presenting vocabulary connected with |Recognise and use a limited repertoire of common |LC |
|sports activities and in the open air and sports |vocabulary about animals, their habits, way of |SCS |
|clothes. |life and physical characteristics. | |
|Practice using and forming simple past (in negative form|Understanding and using functions and meanings |LC |
|and interrogative, contractions and short answers Must |associated with basic syntactic structures. |SCS |
|for giving orders and instructions. | |LL |
| |Distinguish and carry out habitual communication | |
| |functions. Expressing interest. Describe your | |
|Using expressions which encourage oral interaction. |favourite sport. | |
| |Stressing sentences correctly. Make an effort to | |
| |pronounce correctly. | |
| | | |
| | | |
| | | |
| | | |
|Recognising Spanish-speakers' typical mistakes when |Correct mistakes found. | |
|learning English. | | |
|Practise the intonation and stress for words in the |Recognising and stressing the sentence properly. |LC |
|sentence. | | |
| |Use correct pronunciation and intonation. | |
|Listening to and understanding information about two |Use the subject, general meaning and main |LC |
|sumo wrestlers, a conversation between three young |information and ideas from the text in short, |SCS |
|people about activities at a sports centre, a |simple texts with visual and audio support. | |
|conversation between two young people about a surfing | | |
|trip, a text about Highlands Games in Scotland and four | | |
|videos. | | |
| | | |
|Reading a text about two sumo wrestlers, a text about | | |
|Scottish Highland Games, a text about adolescent | | |
|champions. | | |
| |Finding out about and using basic Sociocultural |LC |
| |and sociolinguistic aspects such as recognising |SCS |
| |effort in sports achievements, respecting rules at| |
| |home and at school. La importance physical | |
| |activity as a form of contact with others. | |
|Giving information about sports. Dialogue stating and |Producing short, comprehensible oral texts which |LC |
|showing interest in the information given. Ask and |give, request and exchange information. |SCS |
|answer questions about favourite sports and sports in | | |
|other places. Giving information about events or | | |
|activities in the past. Exchanging information about | | |
|clothes worn usually and at the weekend | | |
|Work on a survey about sports, various sentences about | |LC |
|favourite sports, a biography about a sports player, an |Write brief, simple texts and with clear |LL |
|online biography about oneself, two short conversations |structures about everyday matters or subjects of |SCS |
|about sports, a text by students about their obligations|interest. | |
|at home and at school. | | |
UNIT 9 WE LOVE HOLIDAYS
1 Contents
Block 1. Comprehension of oral texts
▪ Listening to and understanding the seasons and months of the year.
▪ Listening to and understanding the description de various meteorological situations.
▪ Listening to and understanding four conversations between three young people about their holiday plans.
▪ Listening to and understanding a dialogue between two young people about one of their holidays.
▪ Listening to and understanding a text about Canada.
▪ Listening to and understanding videos: 9.1. Tour in Venice during carnival; 9.2.; A man does extreme sports in Alaska during his holidays; 9.3. Some adolescents answer the question about where they would like to go on holiday; 9.4. A man and his daughter plan their holidays in Australia.
▪ Listening to and understanding of a conversation between Rose and Mia talking about Rose's school trip.
▪ Understanding Fernando talking about his holidays.
▪ Understanding the contents of a dictation.
Block 2. Production of oral texts
▪ Oral interaction in pairs about the weather and preferences about the seasons of the year.
▪ Oral interaction in pairs talking about favourite holiday plans and the last holidays.
▪ Oral interaction in pairs in which questions are answered about after-school activities and plans for the weekend.
▪ Exchanging information about preferences for cultural or active holidays.
▪ Presentation about information about the oldest festival in your country.
▪ Oral interaction in pairs to exchange information about each person's intentions.
▪ Oral presentation of your work about a winter sport.
▪ Make a dialogue in pairs about holiday plans following a model.
▪ Exchanging information about school trips.
▪ Oral interaction in pairs in which one student asks the other about his/her summer holidays.
▪ Oral presentation of a comparison between two holiday places.
▪ Explaining the information gathered about the weather in your city during the last two years.
▪ Presentation of information for a poster about the place you choose to go on holiday.
Block 3. Comprehension of written texts
▪ Reading conversations between three young people about their holiday plans.
▪ Reading and understanding information about Canada.
▪ Reading and understanding Simon's e-mail about his trip to Brazil.
▪ Reading and understanding Breston Park's rules.
▪ Reading and understanding the definitions of data total and frequency.
▪ Reading the reference sections given in the activities.
▪ Reading and understanding extra information marked as Fact.
▪ Reading and understanding of the information about Budva.
▪ Reading and understanding a letter from Gino to Antonio.
▪ Reading and understanding clues for a crossword.
▪ Reading and understanding a text about adventure holidays in Turkey.
▪ Reading and understanding a head teacher's letter about a school trip.
▪ Reading dictionary entries for understanding vocabulary connected with active holidays.
▪ Reading in pairs interesting facts of the country of origin.
▪ Block 4. Production of written texts
▪ Complete sentences using vocabulary about the weather.
▪ Writing a text about the oldest festival in your country.
▪ Complete sentences using present continuous for the future.
▪ Complete sentences using be going to.
▪ Writing sentences comparing summer and winter holidays and expressing your preferences.
▪ Writing a presentation text about a winter sport.
▪ Writing an e-mail to a friend about holidays following the steps given.
▪ Complete sentences choosing the right option.
▪ Writing a text comparing two places to go on holiday.
▪ Carry out a diagram with comparative temperatures during two years.
▪ Writing information for a poster about summer holiday city.
▪ Complete texts with vocabulary connected with the weather.
▪ Writing a sentences explaining what students do in their cities in different seasons of the year.
▪ Writing a dictation.
▪ Writing a sentences about holiday plans.
▪ Writing sentences about intentions for the future.
▪ Complete sentences using information from the dictionary.
▪ Writing an e-mail about school holidays in the snow, following the model given.
The following points are studied indirectly in the four previous blocks:
Communication functions:
▪ Expressing preferences when choosing holidays.
▪ Explain plans using present continuous.
▪ Talk about plans for the future using be going to (affirmative, negative, contractions, interrogative and in short answers)
▪ Ask for and give information about travel plans.
▪ Communicate by e-mail using formulas for starting and finishing them.
▪ Expressing frequency and different data using diagrams.
Vocabulary:
▪ Seasons and months of the year.
▪ Describing the weather: It’s sunny, it´s foggy, it’s icy, it’s windy, it’s snowy, it’s stormy, it’s rainy, it’s cloudy.
▪ Adjectives which define the weather: cold, wet, warm.
▪ Geographical features: mountains, sea, lake, beach, river, jungle, desert, hill, forest.
▪ Nouns connected with activities in the open air: bike stand, boots, desert, icy, judo, mountains, museum, ferry, shorts, sports centre, stadium, volleyball.
Syntactic-discursive contents:
▪ Present continuous to express the future (affirmative, negative, questions and short answers).
▪ Be going to.
Graphic patterns and sounds:
▪ Recognising, contrasting and correct pronunciation of s + consonant at the start of the word.
Classroom language:
▪ Look at the … (calendar, adverts, Lara´s diary)… Which months are in each season?.
▪ Listen, check and repeat.
▪ Look at the photos.
▪ Work with a partner. Ask and answer the questions.
▪ Work with a partner. Discuss the questions
▪ Compare your answers with a partner
▪ Cover the diary in exercise…. And ask and answer the questions.
▪ Which do you like best?
▪ Match the names with the photos.
▪ Listen again. Choose the correct answer.
▪ Writing questions with be going to.
▪ Read the text again. Writing the correct places or things for each statement.
▪ Think of some interesting facts about your country.
▪ Share your ideas with the class.
▪ Listen and complete the conversation with the words in the box.
▪ Find out about……
▪ How many places is he going to visit in Brazil?
▪ Find examples of the phrases….
▪ Match the months with the seasons.
▪ Complete the conversation with the correct form of be going to.
▪ Choose the correct options.
▪ Find and correct mistakes.
▪ Put the words in order to make sentences.
▪ Choose the correct words to complete the text.
▪ Read the information about Budva. Answer the questions
▪ Work in groups of three or four. Choose a town or a city. Use the Internet, books or magazines to find information about it.
▪ Present your poster to the rest of the class in your group.
▪ Practice the conversation with a partner.
▪ Match the information with the paragraphs.
▪ Put the words in the correct order to make sentences.
▪ Choose the correct words to complete the text.
▪ Match the sentences.
▪ Use the Internet, books or magazines to find information about them.
▪ Present your poster to the rest of the class.
▪ Complete the sentences with your own ideas.
▪ Listen again and circle the correct options.
▪ Translate the sentences into your language.
▪ Find twelve more words for the weather and the seasons in the wordsquare.
▪ Complete the sentences with the weather words. Use the first letter to help you.
▪ Writing about the activities you do in the different seasons.
▪ Listen again. Correct the sentences.
▪ Complete the e-mail with the present continuous from the verbs in brackets.
▪ Circle the correct words with the grammar table.
Learning strategies:
▪ Reading sentences and contents to write the description a holiday.
▪ Using class mistakes for all students to learn from.
Sociocultural and sociolinguistic aspects:
▪ Ability to talk with other people because of being able to talk about the weather.
▪ Finding out about different types of holidays and holiday destinations.
▪ Ability to understand data shown in diagrams and tables and to be able to produce them.
2 Competences
|Descriptors |Activities |
|Linguistic communication |
|LISTEN | |
| | |
|Understanding the main points and some details of oral messages,|Listening to and understanding a text about Canada. |
|either live or in recordings. |Listening to and understanding the seasons and months of the |
| |year. |
| |Understanding the contents of a dictation. |
| | |
| | |
| | |
| | |
|Understanding the most important things in daily transactions |Listening to and understanding four conversations between three |
|and tasks and in formal and informal conversations. |young people about their holiday plans. |
| |Listening to and understanding of a conversation between Rose |
| |and Mia talking about Rose's school trip. |
| |Listening to and understanding the description de various |
| |meteorological situations |
| |Listening to and understanding a dialogue between two young |
| |people about one of their holidays. |
|Identifying the main ideas and information in presentations, |Listening to and understanding videos: 9.1. Tour in Venice |
|talks, explanations and the news. |during carnival; 9.2.; A man does extreme sports in Alaska |
| |during his holidays; 9.3. Some adolescents answer the question |
| |about where they would like to go on holiday; 9.4. A man and his|
| |daughter plan their holidays in Australia. |
| |Understanding Fernando talking about his holidays. |
|Distinguishing sound characteristics, accent, rhythm and |Identifying and correctly pronouncing s + consonant at the |
|intonation in various contexts and identify what they want to |start of the word. |
|communicate. | |
|TALK / CONVERSE | |
| |Oral presentation of a comparison between two holiday places. |
| |Explaining the information gathered about the weather in your |
|Give short, rehearsed oral presentations, and reply to simple |city during the last two years. |
|questions which can be asked about your presentations. |Presentation of information for a poster about the place you |
| |choose to go on holiday. |
| |Oral presentation of your work about a winter sport. |
| |Presentation about information about the oldest festival in your|
| |country. |
| | |
|Take part correctly in daily transactions and tasks. |Oral interaction in pairs in which one student asks the other |
| |about his/her summer holidays. |
|Take part correctly in daily transactions and tasks. |Make a dialogue in pairs about holiday plans following a model. |
| |Exchanging information about school trips. |
| | |
|Take part correctly in conversations using simple structures and|Exchanging information about preferences for cultural or active |
|clear pronunciation. |holidays. |
| |Oral interaction in pairs to exchange information about each |
| |person's intentions |
|READING | |
| | |
|Identifying relevant information in instructions, warnings or |Interpret information about activities or exercises correctly. |
|rules. |Taking in phrases and contents for writing a text: the |
| |description of an animal. |
|Understanding the general meaning and specific details of texts |Reading conversations between three young people about their |
|in different formats |holiday plans. |
| |Reading and understanding information about Canada. |
| |Reading and understanding Simon's e-mail about his trip to |
| |Brazil. |
| |Reading and understanding Breston Park's rules. |
| |Reading and understanding of the information about Budva. |
| |Reading and understanding a letter from Gino to Antonio. |
| |Reading in pairs de interesting facts of the country of origin |
| |Reading conversations between three young people about their |
| |holiday plans. |
| |Reading and understanding information about Canada. |
| |Reading and understanding Simon's e-mail about his trip to |
| |Brazil. |
| | |
|Understanding the main points of messages and correspondence, |Reading dictionary entries for understanding vocabulary |
|formal and informal, in different formats. |connected with active holidays. |
| |Reading and understanding Breston Park's rules |
| | |
|Find specific, essential information in reference and study |Reading the reference sections given in the activities. |
|material. | |
|Valuing reading as a source of pleasure and knowledge. |Reading and understanding a text about adventure holidays in |
| |Turkey. |
| |Reading and understanding a head teacher's letter about a school|
| |trip. |
|WRITING | |
| | |
| |Complete sentences using vocabulary about the weather. |
|Using production strategies for writing simple texts. |Complete sentences using the present continuous to express the |
| |future. |
| |Complete sentences using be going to. |
| |Writing sentences comparing summer and winter holidays and |
| |expressing your preferences. |
| |Writing an e-mail to a friend about holidays following the steps|
| |given. |
| |Complete sentences choosing the right option. |
| |Writing a sentences explaining what students do in their cities |
| |in different seasons of the year. |
| |Writing a sentences about holiday plans. |
| |Writing sentences about intentions for the future. |
| |Complete sentences using information from the dictionary. |
|Writing texts using appropriate vocabulary, spelling, |Writing a text about the oldest festival in your country. |
|punctuation and correct formats and correct structures. |Writing a presentation text about a winter sport. |
| |Writing a text comparing two places to go on holiday. |
| |Carry out a diagram with comparative temperatures during two |
| |years. |
| |Writing information for a poster about a holiday city. |
| |Complete texts with vocabulary connected with the weather. |
| |Writing an e-mail about school holidays in the snow, following |
| |the model given. |
|Mathematical competences and basic science and technology competences. |
|Putting in order and classifying data following criteria. |Using diagrams for gathering and reading data. |
|Solving puzzles, crosswords and guessing games. |Doing a crossword. |
|Digital competences |
|Obtaining information from the Internet for carrying out tasks |Looking for information comparison between two holiday places. |
|in English. |Looking for information about a winter sport. |
| |Looking for data for a comparative study about temperature |
| |during two years. |
| |Looking for information about a city which is a holiday |
| |destination. |
| | |
|Give short presentations and projects in English using different|Preparing a power point/poster about a winter sport. |
|formats and digital tools. |Preparing a /poster about a city which is a holiday destination.|
|Studying and practising English on digital devices. |Using the AR app (Smart Planet Augmented Reality App) to access |
| |the videos, interactive activities and presentations about |
| |grammar. |
|Social and Civic competences. |
|Take part in activities pairs and groups with respect and |Take part properly in the activities in pairs or as a group. |
|interest. | |
|Interacting politely and attention valuing and respecting |Expressing individual preferences and respecting other people's |
|classmates' opinions, tastes and preferences. |preferences. |
| |Using communication reinforcers. |
|Understanding and valuing the use of English for communicating |Giving information about plans for future holidays. |
|with other people and to find out about other cultures. |Talking about whether they like visiting museums or not. |
|Cultural awareness and expressions. |
|Using artistic techniques and items to prepare and give |Make drawings, posters or power points for presentations. |
|presentations and projects. | |
|Identifying different forms of cultural expression and showing |Watching a tour around Venice during carnival. |
|an interest in widening knowledge. | |
|Learning to Learn |
|Identify, plan and apply objectives for carrying out tasks, |Individually do the exercises from the Workbook. |
|activities and projects. |Do the homework individually (looking for and compiling |
| |information, making a poster…). |
| |Taking in and using phrases learned for writing the description |
| |of an animal. |
|Using tools and resources for clearing up doubts, widening |Revise the Get it right! sections critically. |
|knowledge and correcting mistakes. | |
|Showing an interest in carrying out evaluations of your own |Do the Review sections with interest. |
|progress and identify points for improvement. | |
|Identifying and using different strategies for learning |Look in depth at the Grammar Reference and make progress in the |
|individually. |general use of what has been learned. |
| |Categorize vertebrate animals by their characteristics. |
|Sense of initiative and entrepreneurial spirit. |
|Using the strategies needed for studying individually. |Work individually on the tasks given. |
|Have a positive, proactive attitude to reading texts by |Do the reading activities in the Workbook individually. |
|yourself. | |
|Plan, organise and check your work to be able to present it |Using phrases given for describing an animal. |
|properly. | |
| | |
3 Social awareness.
Moral and civic education
▪ Show interest taking an active part in class and following the teacher's instructions correctly.
▪ Accepting other people's tastes and preferences (favourite things).
▪ Showing an interest and give constructive criticism about work (posters, presentations…) done by classmates.
Education against discrimination
▪ Respecting classmates regardless of the type of holidays they choose or experiences with them in class.
Working together in class
▪ Be able to work in pairs or groups effectively, respecting other people and being cooperative.
4 Cross-curricular links
▪ Mathematics: Reading, comprehension and production of diagrams and tables.
5 Assessment criteria
▪ Name recognise and present vocabulary connected with the seasons and months of the year; Describe the weather; geographical features and nouns connected with activities in the open air.
▪ Make appropriate use of present continuous to express future plans (affirmative, negative, questions and short answers).
▪ Making appropriate use of be going to.
▪ Producing short, comprehensible oral texts which give, request and exchange information: Oral interaction in pairs talking about the weather and preferences for seasons of the year; for talking about favourite holiday plans and the last holidays; for answering questions about after-school activities and plans for the weekend.
▪ Understanding the main idea and specific information in oral messages: Oral presentation of the comparison between two holiday places; exhibition information gathered about the weather in your city during the last two years; presentation of the information in the poster about the place you choose to go on holiday; oral presentation of your work about a winter sport; presentation of information about the oldest festival in your country.
▪ Understanding general information and getting the main ideas in written texts of different types: Reading the conversations between three young people about their holiday plans; reading and comprehension of the information about Canada; Simon's e-mail about his trip to Brazil; Breston Park's rules; the information about Budva; a letter from Gino to Antonio; reading in pairs interesting facts about the country of origin; reading conversations between three young people about their holiday plans; reading and comprehension of the information about Canada and Simon's e-mail about his trip to Brazil.
▪ Write brief, simple texts and with clear structures: Writing a text about the oldest festival in your country. Writing a presentation text about a winter sport. Writing a text comparing two places to go on holiday. Carry out a diagram with comparative temperatures during two years. Writing information for a poster about a holiday city. Complete texts with vocabulary connected with the weather. Writing an e-mail about school holidays in the snow, following the model given.
▪ CLIL: using ideas in English in Mathematics.
6 Contents - Assessment criteria - Competences
|Contents |Assessment criteria |Competences |
|Recognising and presenting vocabulary connected with the|Recognising and using a limited repertoire of |LC |
|weather, travel, preferences and reading and making |common vocabulary orally and in writing about the |SCS |
|diagrams. |weather, with travel and language used to |MSCT |
| |interpret diagrams. | |
|Practice using and forming present continuous (in |Understanding and using functions and meanings |LC |
|affirmative form, negative, interrogative, contractions |associated with basic syntactic structures. |SCS |
|and short answers and be going to | |LL |
| |Distinguishing and using habitual communication | |
| |functions. Expressing preferences when choosing | |
|Using expressions which encourage oral interaction. |holidays. Explaining plans using present | |
| |continuous. Talking about plans for the future | |
| |using be going to (affirmative, negative, | |
| |contractions, interrogative and in short answers).| |
| |Ask for and give information about travel plans. | |
| |Communicate by e-mail knowing how to start and | |
| |finish messages. Expressing different data and how| |
|Recognising Spanish-speakers' typical mistakes when |frequent it is using tables and diagrams. | |
|learning English. | | |
| |Correct mistakes found. | |
|Practise pronouncing s + consonant at the start of the |Recognise and correctly produce orally and in |LC |
|word. |writing the consonant s + at the start of words. | |
| |Use correct pronunciation and intonation. | |
|Listening to and understanding four conversations |Use the subject, general meaning and main |LC |
|between three young people about their holiday plans. |information and ideas from the text in short, |SCS |
|Listening to and understanding a text about Canada. |simple texts with visual and audio support. | |
|Listening to and understanding videos: 9.1. Tour in | | |
|Venice during carnival; 9.2.; A man does extreme sports | | |
|in Alaska during his holidays; 9.3. Some adolescents | | |
|answer the question about where they would like to go on| | |
|holiday; 9.4. A man and his daughter plan their holidays| | |
|in Australia. | | |
|Reading information about Canada; Simon's e-mail about | | |
|his trip to Brazil; Breston Park's rules; information | | |
|about Budva; | | |
|conversations between three young people about their | | |
|holiday plans; the information about Canada. | | |
|Debate with classmates about |Finding out about and using basic Sociocultural |LC |
| |and sociolinguistic aspects such as |SCS |
|Oral interaction in pairs talking about the weather and |Producing short, comprehensible oral texts which |LC |
|preferences for seasons of the year; for talking about |give, request and exchange information. |SCS |
|favourite holiday plans and the last holidays; for | | |
|answering questions about after-school activities and | | |
|plans for the weekend. | | |
|Work on a survey about animals, a piece of news about |Write brief, simple texts and with clear |LC |
|crocodiles in a zoo, a text about pets, a description of|structures about everyday matters or subjects of |LL |
|a hippopotamus, da text about bears, a letter in which a|interest. |SCS |
|girl talks about a hospital for wild animals. | | |
| |
|ANNEX - KEY COMPETENCES ASSESSMENT RUBRIC |
| |Excell|Very |Good |Averag|Not |
| |ent |good | |e |good |
| | | | | | |
|LISTEN | | | | | |
|Understanding the main points and some details of oral messages, either live or in recordings.| | | | | |
|Understanding the most important things in daily transactions and tasks and in formal and | | | | | |
|informal conversations. | | | | | |
|Identifying the main ideas and information in presentations, talks, explanations and the news.| | | | | |
|Distinguishing sounds, accent, rhythm and intonation in various contexts and identify what | | | | | |
|they aim to communicate. | | | | | |
| | | | | | |
|TALK / CONVERSE | | | | | |
|Give oral presentations, short, rehearsed presentations, and reply to simple questions about | | | | | |
|them. | | | | | |
|Take part correctly in daily transactions and tasks. | | | | | |
|Take part correctly in daily transactions and tasks. | | | | | |
|Take part correctly in conversations using simple structures and clear pronunciation. | | | | | |
| | | | | | |
|READING | | | | | |
|Identifying relevant information in instructions, warnings or rules. | | | | | |
|Understanding the general meaning and specific details in texts in different formats. | | | | | |
|Understanding the main points of messages and correspondence, formal and informal, in | | | | | |
|different formats. | | | | | |
|Find specific, essential information in reference and study material. | | | | | |
|Understanding the main ideas in newspaper, literary and fictional texts in different formats. | | | | | |
|Valuing reading as a source of pleasure and knowledge. | | | | | |
| |Excell|Very |Good |Averag|Not |
| |ent |good | |e |good |
|Mathematical competences and basic science and technology competences. | | | | | |
|Putting in order and classifying data following criteria. | | | | | |
|Interpret and show simple statistical data on graphs and tables. | | | | | |
|Solving puzzles, crosswords and guessing games. | | | | | |
|Respect nature and animals in the environment. | | | | | |
|Valuing and following healthy habits. | | | | | |
|Identifying the most relevant environmental problems and connecting them with causes and | | | | | |
|possible effects. | | | | | |
|Apply strategies using methods from scientific research. | | | | | |
|Digital competences | | | | | |
|Obtaining information from the Internet for carrying out tasks in English. | | | | | |
|Give short presentations and projects in English using different formats and digital tools. | | | | | |
|Studying and practising English on digital devices. | | | | | |
|Using ITC for starting social relationships. | | | | | |
| |Excell|Very |Good |Averag|Not |
| |ent |good | |e |good |
|Take part in activities pairs and groups with respect and interest. | | | | | |
|Interacting politely and attention valuing and respecting classmates' opinions, tastes and | | | | | |
|preferences. | | | | | |
|Understanding and valuing the use of English for communicating with other people and to find | | | | | |
|out about other cultures. | | | | | |
|Taking an interest in and respecting the customs, rules and values of countries in which | | | | | |
|foreign languages are spoken. | | | | | |
|Cultural awareness and expressions. | | | | | |
|Using artistic techniques and items to prepare and give presentations and projects. | | | | | |
|Identifying cultural features of English-speaking countries and compare them with their own, | | | | | |
|showing respect and interest. | | | | | |
|Identifying different forms of cultural expression and showing an interest in widening | | | | | |
|knowledge. | | | | | |
|Learning to Learn | | | | | |
|Identify, plan and apply objectives for carrying out tasks, activities and projects. | | | | | |
| | | | | | |
|Using tools and resources for clearing up doubts, widening knowledge and correcting mistakes. | | | | | |
| | | | | | |
|Showing an interest in carrying out evaluations of your own progress and identify points for | | | | | |
|improvement. | | | | | |
| | | | | | |
|Identifying and using different strategies for learning individually. | | | | | |
|Sense of initiative and entrepreneurial spirit. | | | | | |
|Using the strategies needed for studying individually. | | | | | |
| | | | | | |
|Have a positive, proactive attitude to reading texts by yourself. | | | | | |
| | | | | | |
|Plan, organise and check your work to be able to present it properly. | | | | | |
| | | | | | |
|Becoming aware of the consequences of your decisions. | | | | | |
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[1] Throughout this programme, the terms “teachers” and “students” will be used as often as possible.
[2] Royal Decree 1105/2014, which sets the basic curriculum for Compulsory Secondary Education and A Levels.
[3] Royal Decree 1105/2014, which sets the basic curriculum for Compulsory Secondary Education and A Levels.
[4] European Parliament and Council recommendations for key competences for continual learning, 18th December 2006 (2006/962/CE)
[5] Gardner, H. (1994): Estructuras de the mente: the teoría de the inteligencias múltiples, (Colombia, Fondo de Cultura Económica) and Gardner, H. (2001): La inteligencia reformulada: the teoría de the inteligencias múltiples in the siglo XXI, (Barcelona, Paidós).
[6] Royal Decree 1105/2014, which sets the basic curriculum for Compulsory Secondary Education and A Levels.
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