TEACHING PROGRAMME - Microsoft
GENERAL TEACHING PROGRAMME
CUTTING EDGE
INTERMEDIATE
__________________
AREA OF FOREIGN LANGUAGES
ENGLISH LANGUAGE
Cutting Edge Intermediate Teaching Programme
UNIT 1: YOUR WORLD
I. AIMS
- To know the form and use of questions and short answers
- To know the form and use of the present simple and the present continuous
- To talk about important people in their lives
- To speak about how they spend their time
- To keep a conversation going
- To discuss about lifestyle
- To discuss about how to get in touch with people
- To listen to nine short conversations
- To listen to instructions
- To listen to five respondents talking about their answers to the questionnaire
- To read an article about myths that make you feel guilty
- To read a questionnaire about the way people spend their time
- To read an online message
- To watch a video about meeting people
- To act out a conversation
- To write an informal email
- To know vocabulary connected with people around you
- To know vocabulary connected with everyday activities
- To know sentence stress in questions
- To practise using intonation to show interest
- To improve the pronunciation of the English language
- To improve the intonation of the English language
II. CONTENTS
Communication Skills
- Talking about important people in their lives
- Speaking about how they spend their time
- Keeping a conversation going
- Listening to nine short conversations
- Listening to instructions
- Listening to five respondents talking about their answers to the questionnaire
- Reading an article about myths that make you feel guilty
- Reading a questionnaire about the way people spend their time
- Reading an online message
- Watching a video about meeting people
- Acting out a conversation
- Writing an informal email
Language Reflections
A. Language and grammar functions
- Questions and short answers
- Present simple and present continuous
B. Vocabulary
- Words connected with people around you
- Words connected with everyday activities
C. Pronunciation
- Sentence stress in questions
- Using intonation to show interest
Sociocultural Aspects
- To debate about lifestyle
- To discuss about how to get in touch with people
- To think about important people in one's life
- To show interest in meeting people
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
Education for equality
To respect men and women
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 13, 15
- Student's Book: Study, Practice & Remember, page 132
- Workbook, Unit 1
- Teacher's Resource Bank: Photocopiable activities, Unit 1
- DVD, Unit 1
II. Language reflections
- Student's Book: Study, Practice & Remember, page 132
- Workbook, Unit 1
- Teacher's Resource Bank: Photocopiable activities, Unit 1
- DVD, Unit 1
III. Sociocultural aspects
- Student's Book, Unit 1
- Workbook, Unit 1
- DVD, Unit 1
BASIC COMPETENCES
|UNIT 1: Your world |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.6-15 |All the activities in the unit use language as a means of oral and written |Show interest and curiosity in the English language as such, and in cultural |
|mother tongue and in | |communication. |aspects associated with it. |
|foreign languages | | | |
|(C1) | | | |
|Mathematical competence |SB, p.8 (Vocabulary) |Students have to understand and process information to complete a table. |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) | | |process of learning English. |
|Data processing and |SB, p.10 (Reading) |Students read an article about myths that make you feel guilty. |Be aware of the importance of the media and its influence on society. |
|digital competence | | |Incorporate new technologies in the process of learning English. |
|(C4) |SB, p.14 |Students read an online message. |Take advantage of new technologies to revise and consolidate what one has learnt |
| |WB, p.7 |They read some emails and complete some questions about them. |in the unit. |
| |SB, p.14; WB, p.8 |They write an informal email. | |
| |SB, p.13 (Share your task)|Students film / record themselves giving a talk about the way they spend their time. | |
| |SB, p.15 (Language live) |Students watch a video about meeting people. | |
| |MyEnglishLab / | | |
| |Active Teach |Students use digital devices as part of their process of learning English. | |
|Cultural awareness and |SB, pp.10, 12, 14 |They deal about different cultural and artistic expressions through the texts: |Understand and critically appraise aspects of other countries' culture and |
|expression | |An article about myths that make you feel guilty. |customs. |
|(C6) | |A questionnaire about the way people spend their time. |Develop creativity and imagination. |
| | |An online message | |
| | | | |
| | |Students write a piece of original creative writing: | |
| |SB, p.14 |An informal email. | |
| | | | |
| | |They act out a conversation in front of other students. | |
| |SB, pp.7, 15 | | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 1 |Students learn and think about: people, everyday activities, spending time. |Develop a critical mind when observing reality. |
|with the world and | | | |
|environment (C3) | |There are references to different places such as: London, USA, Manchester, Slovakia, | |
| | |Bratislava. |Identify places and geographical features where other cultures are originated and |
| | | |located. |
|Social and civic |SB, Unit 1 |Students work in pairs or groups and exchange opinions: |Use language as a vehicle of communication / cultural transmission. |
|competence | |In the different discussions proposed in the unit about lifestyle, getting in touch |Develop key communication skills, and take into account the interests of others as|
|(C5) | |with people. |individuals and the interests of the group as a whole. |
| | |Analysing the tasks they have completed and comparing their answers. |Express their own ideas and listen to others'. |
| | |Asking and answering questions. |Know and accept tradition and cultural and social reality of the English-speaking |
| | |Talking about the texts they've read. |world. |
| | | | |
| | |In groups, they tell other students about important people in their lives. | |
| |SB, p.9, ex.4 | | |
| | |They practise giving a talk to a partner and then they tell the rest of the class about| |
| | |their partner. | |
| |SB, p.13 (Speaking) |In pairs and groups, they act out different conversations. | |
| |SB, pp.7, 15 | | |
| | |Students describe and answer questions about photographs. | |
| |SB, pp.6, 8, 15 | | |
| | |Students write an informal email. | |
| |SB, p.14 | | |
| | |Students learn and think about: people, everyday activities, spending their time, | |
| |SB, Unit 1 |keeping a conversation going. | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB & WB, Unit 1 |Students do the SB and WB activities in the unit, and use good learning practices in |Be aware of what is known and what needs to be learnt, how to learn it, and how to|
|(C7) | |class and at home. |manage and control the learning processes effectively, optimizing and guiding them|
| | | |to meet personal goals. |
| | |Students learn how to use reference material for each unit: | |
| | | |Show interest in different learning strategies which boost confidence when faced |
| | |Students’ Book |with new challenges in one's studies. |
| | |Key language highlighted at the start of the unit (p.6) | |
| | |Grammar in context (pp.6, 9) | |
| | |Pronunciation box (pp.7, 15) | |
| | |Useful language box (p.13) | |
| | |Study & practice 1 (p.132) | |
| | |Study & practice 2 (p.132) | |
| | |Remember these words (p.134) | |
| | |Study tips (p.134) | |
| | | | |
| | |MyEnglishLab | |
| | |Interactive workbook | |
| | |Common error report | |
| | |Tips and feedback for reference materials | |
| | |Extra video with interactive exercises | |
| | | | |
| | | | |
| |SB, Unit 1 |Students are encouraged to experiment with language and to work out rules for | |
| | |themselves (Grammar). | |
| | |Students are encouraged to take a proactive role in their learning (Tasks). | |
| | |Students recycle new language through the speaking tasks. | |
| | |They recycle all the main grammar and vocabulary areas in the unit with extra practice | |
| | |exercises in the Study, Practice & Remember section. | |
|Being autonomous |SB, p.6 (In this unit) |Students develop planning initiatives such as the main objectives at the beginning of |Show initiatives and own choices. |
|(C8) | |each unit. | |
| |SB, p.15 (After unit 1 you|Students think about what they have learnt after each unit. | |
| |can…) | | |
| |WB, pp.4-9 |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance and |
| |SB & WB |Students do the assessment activities in the unit. |self-criticism, performing the self-evaluation and reviewing the learning process.|
| | | | |
| | |Students do activities which involve analyzing, planning and reviewing their work: | |
| | |Discuss the way you spend your time. | |
| |SB, p.12 (Task) |Write an informal email. | |
| |SB, p.14 (Writing) | | |
| | |Students show initiative working in pairs or groups: discussing about the unit topic, |Listen and interact with others with positive attitude when participating in class|
| |SB, pp.6-15 |analysing tasks, describing photographs and completing the speaking activities. |activities. |
|Emotional competence |SB, pp.6-15 |Students learn to work in pairs or groups and to respect turns, as well as opinions, |Show emotional balance and respect for others in the activities done in class. |
|(Castile La Mancha) (C9) | |work and progress. | |
UNIT 2: MEMORY
I. AIMS
- To know the form and use of the past simple and the past continuous
- To know the use of used to and would
- To speak about an important memory of their own
- To discuss about being good or bad at remembering things
- To discuss about improving the memory
- To discuss about upbringing
- To discuss about flashbulb memories
- To listen to five people discussing about a quiz
- To listen to two people describing their upbringing
- To listen to three people describing a personal memory
- To read a text about the secrets of memory
- To read tips for improving your memory
- To read a quiz about remembering the past
- To read a story about how two people met
- To watch a video about memories of important events
- To watch a video of three people talking about a flashbulb memory
- To find out information online about memory
- To write a short description of their upbringing / school days
- To write a paragraph about an important memory of their own
- To write a paragraph about the research online about memory
- To know vocabulary connected with childhood and upbringing
- To know vocabulary connected with remembering and forgetting
- To practise the pronunciation of past simple -ed endings
- To improve the pronunciation of the English language
- To improve the intonation of the English language
II. CONTENTS
Communication Skills
- Speaking about an important memory of their own
- Listening to five people discussing about a quiz
- Listening to two people describing their upbringing
- Listening to three people describing a personal memory
- Reading a text about the secrets of memory
- Reading tips for improving your memory
- Reading a quiz about remembering the past
- Reading a story about how two people met
- Watching a video about memories of important events
- Watching a video of three people talking about a flashbulb memory
- Writing a short description of their upbringing / school days
- Writing a paragraph about an important memory of their own
- Writing a paragraph about the research online about memory
Language Reflections
A. Language and grammar functions
- Past simple and past continuous
- used to and would
B. Vocabulary
- Words connected with childhood and upbringing
- Words connected with remembering and forgetting
C. Pronunciation
- Past simple -ed endings
Sociocultural Aspects
- To discuss about being good or bad at remembering things
- To think about improving the memory
- To debate about upbringing
- To discuss about flashbulb memories
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
Education for equality
To respect men and women
Science
To talk about memory
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 17, 23
- Student's Book: Study, Practice & Remember, page 135
- Workbook, Unit 2
- Teacher's Resource Bank: Photocopiable activities, Unit 2
- Teacher's Resource Disc: Progress Tests, Units 1-2
- Teacher's Resource Disc: Test Audio
- DVD, Unit 2
II. Language reflections
- Student's Book: Study, Practice & Remember, page 135
- Workbook, Unit 2
- Teacher's Resource Bank: Photocopiable activities, Unit 2
- Teacher's Resource Disc: Progress Tests, Units 1-2
- Teacher's Resource Disc: Test Audio
- DVD, Unit 2
III. Sociocultural aspects
- Student's Book, Unit 2
- Workbook, Unit 2
- DVD, Unit 2
BASIC COMPETENCES
|UNIT 2: Memory |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.16-25 |All the activities in the unit use language as a means of oral and written |Show interest and curiosity in the English language as such, and in cultural |
|mother tongue and in | |communication. |aspects associated with it. |
|foreign languages | | | |
|(C1) | | | |
|Mathematical competence |SB, p.25, ex.4 |Students have to understand and process information to complete a table. |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) | | |process of learning English. |
|Data processing and |WB, p.13 |Students read the extracts from a website about childhood believes. |Be aware of the importance of the media and its influence on society. |
|digital competence | | |Incorporate new technologies in the process of learning English. |
|(C4) |SB, p.23 (Share your task)|Students film / record themselves telling a story about a personal memory. |Take advantage of new technologies to revise and consolidate what one has learnt |
| | | |in the unit. |
| |SB, pp.24-25 (Video and |Students watch a video about memories of important events. | |
| |research) |They watch a video of three people talking about a flashbulb memory. | |
| | |Students check their answers online about important events. | |
| | |They find information online about memory. | |
| | | | |
| |MyEnglishLab / |Students use digital devices as part of their process of learning English. | |
| |Active Teach | | |
|Cultural awareness and |SB, pp. 24-25 (World |Students learn about flashbulb memories. |Understand and critically appraise aspects of other countries' culture and |
|expression |culture) | |customs. |
|(C6) |SB, pp.16, 17, 18, 19 |They deal about different cultural and artistic expressions through the following: |Develop creativity and imagination. |
| | |A text about the secrets of memory. | |
| | |Some tips for improving your memory. | |
| | |A quiz about remembering the past. | |
| | |A story about how two people met. | |
| | | | |
| |SB, pp.21, 23, 25 |Students write a piece of original creative writing: | |
| | |A short description of their upbringing / school days. | |
| | |A paragraph about an important memory of their own. | |
| | |A paragraph about the research online about memory. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 2 |Students learn and think about: memory, childhood, upbringing, important events. |Develop a critical mind when observing reality. |
|with the world and | | | |
|environment (C3) | |There are references to different places such as: London, Newcastle, Beijing, Berlin, | |
| | |Wales. |Identify places and geographical features where other cultures are originated and |
| | | |located. |
|Social and civic |SB, Unit 2 |Students work in pairs or groups and exchange opinions: |Use language as a vehicle of communication / cultural transmission. |
|competence | |In the different discussions proposed in the unit about remembering things, improving |Develop key communication skills, and take into account the interests of others as|
|(C5) | |the memory, upbringing, flashbulb memories. |individuals and the interests of the group as a whole. |
| | |Analysing the tasks they have completed and comparing their answers. |Express their own ideas and listen to others'. |
| | |Asking and answering questions. |Know and accept tradition and cultural and social reality of the English-speaking |
| | |Talking about the texts they've read. |world. |
| | | | |
| | |In pairs or groups, they tell their story about a personal memory. | |
| | | | |
| |SB, p.23 (Speaking) |Students describe and answer questions about photographs. | |
| |SB, pp.22, 24 | | |
| | |Students write a paragraph about memory. | |
| |SB, p.25 | | |
| | |Students learn and think about: memory, childhood, upbringing, important events. | |
| |SB, Unit 2 | | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB & WB, Unit 2 |Students do the SB and WB activities in the unit, and use good learning practices in |Be aware of what is known and what needs to be learnt, how to learn it, and how to|
|(C7) | |class and at home. |manage and control the learning processes effectively, optimizing and guiding them|
| | | |to meet personal goals. |
| |Teacher's Resource Disc |Students complete the progress test 1. | |
| | |Students complete the test audio. | |
| | | |Show interest in different learning strategies which boost confidence when faced |
| | |Students learn how to use reference material for each unit: |with new challenges in one's studies. |
| | | | |
| | |Students’ Book | |
| | |Key language highlighted at the start of the unit (p.16) | |
| | |Grammar in context (pp.18, 21) | |
| | |Pronunciation box (p.19) | |
| | |Useful language box (p.23) | |
| | |Study & practice 1 (p.135) | |
| | |Study & practice 2 (p.136) | |
| | |Remember these words (p.137) | |
| | |Study tips (p.137) | |
| | | | |
| | |MyEnglishLab | |
| | |Interactive workbook | |
| | |Common error report | |
| | |Tips and feedback for reference materials | |
| | |Extra video with interactive exercises | |
| | | | |
| |SB, Unit 2 | | |
| | |Students are encouraged to experiment with language and to work out rules for | |
| | |themselves (Grammar). | |
| | |Students are encouraged to take a proactive role in their learning (Tasks). | |
| | |Students recycle new language through the speaking tasks. | |
| | |They recycle all the main grammar and vocabulary areas in the unit with extra practice | |
| | |exercises in the Study, Practice & Remember section. | |
|Being autonomous |SB, p.16 (In this unit) |Students develop planning initiatives such as the main objectives at the beginning of |Show initiatives and own choices. |
|(C8) |SB, p.25 (After unit 2 you|each unit. | |
| |can…) |Students think about what they have learnt after each unit. | |
| |WB, pp.10-15 | | |
| |SB & WB |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance and |
| | |Students do the assessment activities in the unit. |self-criticism, performing the self-evaluation and reviewing the learning process.|
| | | | |
| | |Students do activities which involve analyzing, planning and reviewing their work: | |
| |SB, p.22 (Task) |Describe a personal memory. | |
| | | | |
| |SB, pp.16-25 |Students show initiative working in pairs or groups: discussing about the unit topic, |Listen and interact with others with positive attitude when participating in class|
| | |analysing tasks, describing photographs and completing the speaking activities. |activities. |
|Emotional competence |SB, pp.16-25 |Students learn to work in pairs or groups and to respect turns, as well as opinions, |Show emotional balance and respect for others in the activities done in class. |
|(Castile La Mancha) (C9) | |work and progress. | |
UNIT 3: ACROSS THE GLOBE
I. AIMS
- To know the form and use of comparatives and superlatives
- To know different ways of comparing
- To talk about differences / similarities between their country and other country
- To talk about their ideal holiday
- To speak about a place in their town they recommend visiting
- To speak about travel problems
- To discuss about the things they look for in a holiday destination
- To act out a conversation
- To listen to instructions
- To listen to two people talking about how Shanghai has changed
- To listen to three cities descriptions
- To listen to two friends talking about visiting London
- To read a quiz about world knowledge
- To read a website about travelling
- To read two travel blogs
- To write a comment on a website recommending a place for travelling
- To write a short description of a town or city
- To write a short dialogue about a travel problem
- To write a travel blog
- To watch a video of three conversations
- To know vocabulary connected with features and sights
- To know adjectives for describing places
- To know stress and /ә/ sounds in comparative phrases
- To know sentence stress in polite questions
- To improve the pronunciation of the English language
- To improve the intonation of the English language
II. CONTENTS
Communication Skills
- Talking about differences / similarities between their country and other country
- Talking about their ideal holiday
- Speaking about a place in their town they recommend visiting
- Speaking about travel problems
- Listening to instructions
- Listening to two people talking about how Shanghai has changed
- Listening to three cities descriptions
- Listening to two friends talking about visiting London
- Reading a quiz about world knowledge
- Reading a website about travelling
- Reading two travel blogs
- Writing a comment on a website recommending a place for travelling
- Writing a short description of a town or city
- Writing a short dialogue about a travel problem
- Writing a travel blog
- Watching a video of three conversations
Language Reflections
A. Language and grammar functions
- Comparatives and superlatives
- Different ways of comparing
B. Vocabulary
- Words connected with features and sights
- Adjectives for describing places
C. Pronunciation
- Stress and /ә/ sounds in comparative phrases
- Sentence stress in polite questions
Sociocultural Aspects
- To discuss about the things they look for in a holiday destination
- To think about the similarities and differences between countries
- To debate about problems while travelling
- To show interest in getting to know other countries
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
Education for equality
To respect men and women
Consumer education
To speak about spending money during holidays
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 27, 31, 126, 128, 129
- Student's Book: Study, Practice & Remember, page 138
- Workbook, Unit 3
- Teacher's Resource Bank: Photocopiable activities, Unit 3
- DVD, Unit 3
II. Language reflections
- Student's Book: Study, Practice & Remember, page 138
- Workbook, Unit 3
- Teacher's Resource Bank: Photocopiable activities, Unit 3
- DVD, Unit 3
III. Sociocultural aspects
- Student's Book, Unit 3
- Workbook, Unit 3
- DVD, Unit 3
BASIC COMPETENCES
|UNIT 3: Across the globe |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.26-35 |All the activities in the unit use language as a means of oral and written |Show interest and curiosity in the English language as such, and in cultural |
|mother tongue and in | |communication. |aspects associated with it. |
|foreign languages | | | |
|(C1) | | | |
|Mathematical competence |SB, p.28 (Vocabulary) |Students have to understand and process information to complete a diagram. |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) |WB, p.20, ex.9 |They have to understand some clues to complete a grid. |process of learning English. |
| |WB, p.20, ex.10 |They have to process information to complete a table. | |
|Data processing and |SB, p.29 |Students read a website about travelling. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.35 |They read two travel blogs. |Incorporate new technologies in the process of learning English. |
|(C4) |SB, p.28 |Students write a comment in a website recommending a place for travelling. |Take advantage of new technologies to revise and consolidate what one has learnt |
| | |They write a travel blog. |in the unit. |
| |SB, p.35 | | |
| | |Students film / record themselves giving a talk about recommending a place. | |
| |SB, p.33 (Share your task)| | |
| | |Students watch a video of three conversations about a passanger having a problem. | |
| |SB, p.34 (Language live) |Students use digital devices as part of their process of learning English. | |
| |MyEnglishLab / | | |
| |Active Teach | | |
|Cultural awareness and |SB, pp.27, 29, 35 |They deal about different cultural and artistic expressions through the following: |Understand and critically appraise aspects of other countries' culture and |
|expression | |A quiz about world knowledge. |customs. |
|(C6) | |A website about travelling. |Develop creativity and imagination. |
| | |Two travel blogs | |
| | |Some holiday adverts | |
| |WB, pp.18-19 | | |
| | |Students write a piece of original creative writing: | |
| |SB, pp.28, 31, 34, 35 |A comment on a website recommending a place for travelling. | |
| | |A short description of a town or city. | |
| | |A short dialogue about a travel problem. | |
| | |A travel blog. | |
| | | | |
| |SB, pp.33, 34 |They act out a conversation in front of other students. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 3 |Students learn and think about: the world, features and sights, travelling, Shanghai, |Develop a critical mind when observing reality. |
|with the world and | |Times Square, London, travel problems. | |
|environment (C3) | | | |
| | |There are references to different places such as: the USA, Togo, Canada, Indonesia, |Identify places and geographical features where other cultures are originated and |
| | |Russia, , France, Ireland, UK, Australia, Chile, Shanghai, New York, London, etc. |located. |
|Social and civic |SB, Unit 3 |Students work in pairs or groups and exchange opinions: |Use language as a vehicle of communication / cultural transmission. |
|competence | |In the different discussions proposed in the unit about holiday destinations. |Develop key communication skills, and take into account the interests of others as|
|(C5) | |Analysing the tasks they have completed and comparing their answers. |individuals and the interests of the group as a whole. |
| | |Asking and answering questions. |Express their own ideas and listen to others'. |
| | |Talking about the texts they've read. |Know and accept tradition and cultural and social reality of the English-speaking |
| | | |world. |
| | |In groups: | |
| | |They talk about their ideal holiday. | |
| | |They read their descriptions of a place. | |
| |SB, p.28, ex.6 | | |
| |SB, p.31, ex.4b |They speak about a place they would recommend visiting. | |
| | | | |
| |SB, p.33 (Speaking) |In pairs and groups, they act out different conversations. | |
| |SB, pp.33, 34 | | |
| | |Students describe and answer questions about photographs. | |
| |SB, pp.30, 31, 34 | | |
| | |Students write a travel blog. | |
| |SB, p.35 | | |
| | |Students learn and think about: the world, features and sights, travelling, Shanghai, | |
| |SB, Unit 3 |Times Square, London, travel problems. | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB & WB, Unit 3 |Students do the SB and WB activities in the unit, and use good learning practices in |Be aware of what is known and what needs to be learnt, how to learn it, and how to|
|(C7) | |class and at home. |manage and control the learning processes effectively, optimizing and guiding them|
| | | |to meet personal goals. |
| | |Students learn how to use reference material for each unit: | |
| | | |Show interest in different learning strategies which boost confidence when faced |
| | |Students’ Book |with new challenges in one's studies. |
| | |Key language highlighted at the start of the unit (p.26) | |
| | |Grammar in context (pp.26, 30) | |
| | |Pronunciation box (pp.31, 34) | |
| | |Useful language box (p.33) | |
| | |Study & practice 1 (p.138) | |
| | |Study & practice 2 (p.139) | |
| | |Remember these words (p.140) | |
| | |Study tips (p.140) | |
| | | | |
| | |MyEnglishLab | |
| | |Interactive workbook | |
| | |Common error report | |
| | |Tips and feedback for reference materials | |
| | |Extra video with interactive exercises | |
| | | | |
| | | | |
| |SB, Unit 3 |Students are encouraged to experiment with language and to work out rules for | |
| | |themselves (Grammar). | |
| | |Students are encouraged to take a proactive role in their learning (Tasks). | |
| | |Students recycle new language through the speaking tasks. | |
| | |They recycle all the main grammar and vocabulary areas in the unit with extra practice | |
| | |exercises in the Study, Practice & Remember section. | |
|Being autonomous |SB, p.26 (In this unit) |Students develop planning initiatives such as the main objectives at the beginning of |Show initiatives and own choices. |
|(C8) |SB, p.35 (After unit 3 you|each unit. | |
| |can…) |Students think about what they have learnt after each unit. | |
| |WB, pp.16-21 | | |
| |SB & WB |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance and |
| | |Students do the assessment activities in the unit. |self-criticism, performing the self-evaluation and reviewing the learning process.|
| | | | |
| | |Students do activities which involve analyzing, planning and reviewing their work: | |
| |SB, p.32 (Task) |Provide an insider's guide. | |
| |SB, p.35 (Writing) |Write a travel blog. | |
| | | | |
| |SB, pp.26-35 |Students show initiative working in pairs or groups: discussing about the unit topic, |Listen and interact with others with positive attitude when participating in class|
| | |analysing tasks, describing photographs and completing the speaking activities. |activities. |
|Emotional competence |SB, pp.26-35 |Students learn to work in pairs or groups and to respect turns, as well as opinions, |Show emotional balance and respect for others in the activities done in class. |
|(Castile La Mancha) (C9) | |work and progress. | |
UNIT 4: REAL LIVES
I. AIMS
- To know the form and use of the present perfect and the past simple
- To know the form of the present perfect simple and the present perfect continuous
- To speak about a nomination for the Inspiration Award
- To talk about their lifeline with important dates and events
- To talk about personal qualities
- To discuss about their parents' plans for them
- To discuss about Andre Agassi's childhood
- To discuss about life events
- To listen to five everyday conversations
- To listen to a recording about the life of a person
- To listen to the nominations for an award
- To read a text about surprising achievements of famous people
- To read a text about the surprising achievements of an ordinary person
- To read a text about Andre Agassi
- To read an extract from Agassi's autobiography
- To read a text about the Inspiration Award
- To watch a video about Charles Dickens
- To watch a video of four people talking about a great artist / writer / leader they would like to meet
- To find out more information online about Andre Agassi and pushy parents
- To find out more information online about Charles Dickens
- To find out more information online about famous campaigners
- To write a paragraph about a person nominated for an award
- To write a paragraph about a famous campaigner
- To know vocabulary connected with life events
- To know vocabulary connected with personal qualities
- To practise the strong and weak forms of have
- To practise the linking sounds in time phrases
- To improve the pronunciation of the English language
- To improve the intonation of the English language
II. CONTENTS
Communication Skills
- Speaking about a nomination for the Inspiration Award
- Talking about their lifeline with important dates and events
- Talking about personal qualities
- Listening to five everyday conversations
- Listening to a recording about the life of a person
- Listening to the nominations for an award
- Reading a text about surprising achievements of famous people
- Reading a text about the surprising achievements of an ordinary person
- Reading a text about Andre Agassi
- Reading an extract from Agassi's autobiography
- Reading a text about the Inspiration Award
- Watching a video about Charles Dickens
- Watching a video of four people talking about a great artist / writer / leader they would like to meet
- Writing a paragraph about a person nominated for an award
- Writing a paragraph about a famous campaigner
Language Reflections
A. Language and grammar functions
- Present perfect and past simple
- Present perfect simple and present perfect continuous
B. Vocabulary
- Words connected with life events
- Words connected with personal qualities
C. Pronunciation
- Strong and weak forms of have
- Linking in time phrases
Sociocultural Aspects
- To discuss about their parents' plans for them
- To discuss about Andre Agassi's childhood
- To discuss about life events
- To think and show interest about other people's achievements
- To talk about campaigners
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
Literature
To talk about Charles Dickens
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 36, 37, 40, 126, 131
- Student's Book: Study, Practice & Remember, page 141
- Workbook, Unit 4
- Teacher's Resource Bank: Photocopiable activities, Unit 4
- Teacher's Resource Disc: Progress Tests, Units 3-4
- Teacher's Resource Disc: Test Audio
- DVD, Unit 4
II. Language reflections
- Student's Book: Study, Practice & Remember, page 141
- Workbook, Unit 4
- Teacher's Resource Bank: Photocopiable activities, Unit 4
- Teacher's Resource Disc: Progress Tests, Units 3-4
- Teacher's Resource Disc: Test Audio
- DVD, Unit 4
III. Sociocultural aspects
- Student's Book, Unit 4
- Workbook, Unit 4
- DVD, Unit 4
BASIC COMPETENCES
|UNIT 4: Real lives |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.36-45 |All the activities in the unit use language as a means of oral and written |Show interest and curiosity in the English language as such, and in cultural |
|mother tongue and in | |communication. |aspects associated with it. |
|foreign languages | | | |
|(C1) | | | |
|Mathematical competence | |Students have to understand and process information: |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) |SB, p.40 |To complete a word map |process of learning English. |
| |SB, P.45 |To complete a table. | |
| |WB, p.27, ex.14 |To complete a grid. | |
|Data processing and |SB, p.43 (Share your task)|Students film / record themselves giving a nomination speech for the Inspiration Award.|Incorporate new technologies in the process of learning English. |
|digital competence | | |Take advantage of new technologies to revise and consolidate what one has learnt |
|(C4) |SB, pp.24-25 (Video and |Students watch a video about Charles Dickens. |in the unit. |
| |research) |They watch a video of four people talking about a great artist / writer / leader they | |
| | |would like to meet. | |
| | |They find information online about Andre Agassi, Charles Dickens and famous | |
| | |campaigners. | |
| |MyEnglishLab / | | |
| |Active Teach |Students use digital devices as part of their process of learning English. | |
|Cultural awareness and |SB, pp. 44-45 (World |They watch a video about Charles Dickens and find out more information online about |Consider literature as a source of enjoyment and personal enrichment, and as part |
|expression |culture) |him. |of countries' cultural heritage. |
|(C6) | | |Understand and critically appraise aspects of other countries' culture and |
| |SB, pp.36, 37, 38, 39, 42 |They deal about different cultural and artistic expressions through the following: |customs. |
| | |A text about surprising achievements of famous people. |Develop creativity and imagination. |
| | |A text about the surprising achievements of an ordinary person. | |
| | |A text about Andre Agassi. | |
| | |An extract from Agassi's autobiography. | |
| | |A text about the Inspiration Award. | |
| |WB, p.24 |The biography of Johnny Depp. | |
| | | | |
| |SB, pp.43, 45 |Students write a piece of original creative writing: | |
| | |A paragraph about a person nominated for an award. | |
| | |A paragraph about a famous campaigner. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 4 |Students learn and think about: famous people's achievements, life events, Andre |Develop a critical mind when observing reality. |
|with the world and | |Agassi, personal qualities, campaigners. | |
|environment (C3) | | | |
| | |There are references to different places such as: Istanbul, England. |Identify places and geographical features where other cultures are originated and |
| | | |located. |
|Social and civic |SB, Unit 4 |Students work in pairs or groups and exchange opinions: |Use language as a vehicle of communication / cultural transmission. |
|competence | |In the different discussions proposed in the unit about their parents' plans for them, |Develop key communication skills, and take into account the interests of others as|
|(C5) | |Andre Agassi's childhood, life events. |individuals and the interests of the group as a whole. |
| | |Analysing the tasks they have completed and comparing their answers. |Express their own ideas and listen to others'. |
| | |Asking and answering questions. |Know and accept tradition and cultural and social reality of the English-speaking |
| | |Talking about the texts they've read. |world. |
| | | | |
| | |In groups: | |
| | |They tell other students about their achievements. | |
| |SB, p.36, ex.1 |They explain their lifelines | |
| |SB, p.41, ex.3 | | |
| | |They give a speech about a nomination for an award. | |
| |SB, p.43 (Speaking) | | |
| |SB, pp.36, 38, 42 |Students describe and answer questions about photographs. | |
| | | | |
| |SB, p.45 |Students write a paragraph about a famous campaigner. | |
| | | | |
| |SB, Unit 4 |Students learn and think about: people, everyday activities, spending their time, | |
| | |keeping a conversation going. | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB & WB, Unit 4 |Students do the SB and WB activities in the unit, and use good learning practices in |Be aware of what is known and what needs to be learnt, how to learn it, and how to|
|(C7) | |class and at home. |manage and control the learning processes effectively, optimizing and guiding them|
| | | |to meet personal goals. |
| |Teacher's Resource Disc |Students complete the progress test 2. | |
| | |Students complete the test audio. | |
| | | |Show interest in different learning strategies which boost confidence when faced |
| | |Students learn how to use reference material for each unit: |with new challenges in one's studies. |
| | | | |
| | |Students’ Book | |
| | |Key language highlighted at the start of the unit (p.36) | |
| | |Grammar in context (pp.37, 41) | |
| | |Pronunciation box (pp.37, 41) | |
| | |Useful language box (p.43) | |
| | |Study & practice 1 (p.141) | |
| | |Study & practice 2 (p.142) | |
| | |Remember these words (p.143) | |
| | |Study tips (p.143) | |
| | | | |
| | |MyEnglishLab | |
| | |Interactive workbook | |
| | |Common error report | |
| | |Tips and feedback for reference materials | |
| | |Extra video with interactive exercises | |
| | | | |
| |SB, Unit 4 | | |
| | |Students are encouraged to experiment with language and to work out rules for | |
| | |themselves (Grammar). | |
| | |Students are encouraged to take a proactive role in their learning (Tasks). | |
| | |Students recycle new language through the speaking tasks. | |
| | |They recycle all the main grammar and vocabulary areas in the unit with extra practice | |
| | |exercises in the Study, Practice & Remember section. | |
|Being autonomous |SB, p.36 (In this unit) |Students develop planning initiatives such as the main objectives at the beginning of |Show initiatives and own choices. |
|(C8) |SB, p.45 (After unit 4 you|each unit. | |
| |can…) |Students think about what they have learnt after each unit. | |
| |WB, pp.22-27 | | |
| |SB & WB |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance and |
| | |Students do the assessment activities in the unit. |self-criticism, performing the self-evaluation and reviewing the learning process.|
| | | | |
| | |Students do activities which involve analyzing, planning and reviewing their work: | |
| |SB, p.42 (Task) |Nominate someone for an award. | |
| | | | |
| | |Students show initiative working in pairs or groups: discussing about the unit topic, |Listen and interact with others with positive attitude when participating in class|
| |SB, pp.36-45 |analysing tasks, describing photographs and completing the speaking activities. |activities. |
|Emotional competence |SB, pp.36-45 |Students learn to work in pairs or groups and to respect turns, as well as opinions, |Show emotional balance and respect for others in the activities done in class. |
|(Castile La Mancha) (C9) | |work and progress. | |
UNIT 5: GO FOR IT!
I. AIMS
- To know future forms
- To know future clauses with if, when, unless, etc.
- To speak about the strengths and weaknesses of a candidate chosen for a reality TV show
- To make a formal telephone call
- To act out a conversation
- To talk about jobs
- To talk about the plans and ambitions of someone they know
- To talk about the candidates for a reality TV show
- To discuss about getting ahead in their careers
- To discuss about getting a job
- To discuss about the choices some people have made in a radio programme
- To listen to a radio programme about people at a career crossroad
- To listen to a recording about the qualities required for a reality TV show
- To read an article about getting ahead with the career
- To read a quiz about being ambitious
- To read a text about life choices
- To read a text about a reality TV show
- To read some job adverts
- To read a CV
- To watch a video about two telephone conversations
- To write a CV
- To know word families
- To know vocabulary connected with work
- To know word stress in word families
- To practise polite intonation in questions
- To improve the pronunciation of the English language
- To improve the intonation of the English language
II. CONTENTS
Communication Skills
- Speaking about the strengths and weaknesses of a candidate chosen for a reality TV show
- Making a formal telephone call
- Talking about jobs
- Talking about the plans and ambitions of someone they know
- Talking about the candidates for a reality TV show
- Acting out a conversation
- Listening to a radio programme about people at a career crossroads
- Listening to a recording about the qualities required for a reality TV show
- Reading an article about getting ahead with the career
- Reading a quiz about being ambitious
- Reading a text about life choices
- Reading a text about a reality TV show
- Reading some job adverts
- Reading a CV
- Watching a video about two telephone conversations
- Writing a CV
Language Reflections
A. Language and grammar functions
- Future forms
- Future clauses with if, when, unless, etc.
B. Vocabulary
- Word families
- Words connected with work
C. Pronunciation
- Word stress in word families
- Polite intonation in questions
Sociocultural Aspects
- To think about getting ahead in their careers
- To discuss about getting a job
- To discuss about the choices some people have made in a radio programme
- To debate about ambitions
- To show interest in learning
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
Education for equality
To respect everybody's opinion
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 47, 48, 49, 55, 126-128, 130
- Student's Book: Study, Practice & Remember, page 144
- Workbook, Unit 5
- Teacher's Resource Bank: Photocopiable activities, Unit 5
- DVD, Unit 5
II. Language reflections
- Student's Book: Study, Practice & Remember, page 144
- Workbook, Unit 5
- Teacher's Resource Bank: Photocopiable activities, Unit 5
- DVD, Unit 5
III. Sociocultural aspects
- Student's Book, Unit 5
- Workbook, Unit 5
- DVD, Unit 5
BASIC COMPETENCES
|UNIT 5: Go for it! |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.46-55 |All the activities in the unit use language as a means of oral and written |Show interest and curiosity in the English language as such, and in cultural |
|mother tongue and in | |communication. |aspects associated with it. |
|foreign languages | | | |
|(C1) | | | |
|Mathematical competence |SB, pp.47, 49 |Students have to understand and process information to complete a table. |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) | | |process of learning English. |
|Data processing and |SB, p.53 (Task) |Students speak about a reality TV show. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.51, ex.2 |They listen to a radio programme about people at a 'career crossroads'. |Incorporate new technologies in the process of learning English. |
|(C4) |SB, pp.46-47 (Reading) |Students read an article about getting ahead with the career. |Take advantage of new technologies to revise and consolidate what one has learnt |
| | | |in the unit. |
| |SB, p.53 (Share your task)|Students film / record themselves giving a summary about the preferred candidates for a| |
| |SB, p.55 (Language live) |TV show. | |
| |MyEnglishLab / |Students watch a video about two telephone conversations. | |
| |Active Teach | | |
| | |Students use digital devices as part of their process of learning English. | |
|Cultural awareness and |SB, pp.46, 48, 50, 52, 54 |They deal about different cultural and artistic expressions through the following: |Understand and critically appraise aspects of other countries' culture and |
|expression | |An article about getting ahead with the career. |customs. |
|(C6) | |A quiz about being ambitious. |Develop creativity and imagination. |
| | |A text about life choices. | |
| | |A text about a reality TV show. | |
| | |Some job adverts. | |
| | |A CV | |
| | | | |
| |SB, p.54 |Students write a piece of original creative writing: | |
| | |A CV. | |
| | | | |
| |SB, p.55 |They act out a conversation in front of other students. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 5 |Students learn and think about: ambition, work, crossroads, a reality TV show, jobs. |Develop a critical mind when observing reality. |
|with the world and | | | |
|environment (C3) | |There are references to different places such as: Botswana, Africa. | |
| | | |Identify places and geographical features where other cultures are originated and |
| | | |located. |
|Social and civic |SB, Unit 5 |Students work in pairs or groups and exchange opinions: |Use language as a vehicle of communication / cultural transmission. |
|competence | |In the different discussions proposed in the unit about getting ahead in their careers,|Develop key communication skills, and take into account the interests of others as|
|(C5) | |getting a job, a radio programme. |individuals and the interests of the group as a whole. |
| | |Analysing the tasks they have completed and comparing their answers. |Express their own ideas and listen to others'. |
| | |Asking and answering questions. |Know and accept tradition and cultural and social reality of the English-speaking |
| | |Talking about the texts they've read. |world. |
| | | | |
| | |In groups, they talk about the plans and ambitions of someone they know. | |
| |SB, p.51 (Practice) | | |
| | |They work in groups to decide about the best candidates for a TV show and give a | |
| | |summary about the candidates' strengths and weaknesses. | |
| |SB, p.53 (Speaking) |In pairs and groups, they act out different conversations. | |
| | | | |
| |SB, p.55 |Students describe and answer questions about photographs. | |
| | | | |
| |SB, pp.50 |Students write a CV. In groups, they swap CVs and debate about them. | |
| | | | |
| |SB, pp.54-55 |Students learn and think about: people, everyday activities, spending their time, | |
| | |keeping a conversation going. | |
| | | | |
| |SB, Unit 5 | | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB & WB, Unit 5 |Students do the SB and WB activities in the unit, and use good learning practices in |Be aware of what is known and what needs to be learnt, how to learn it, and how to|
|(C7) | |class and at home. |manage and control the learning processes effectively, optimizing and guiding them|
| | | |to meet personal goals. |
| | |Students learn how to use reference material for each unit: | |
| | | |Show interest in different learning strategies which boost confidence when faced |
| | |Students’ Book |with new challenges in one's studies. |
| | |Key language highlighted at the start of the unit (p.46) | |
| | |Grammar in context (pp.49, 50) | |
| | |Pronunciation box (pp.47, 55) | |
| | |Useful language box (p.53) | |
| | |Study & practice 1 (p.144) | |
| | |Study & practice 2 (p.145) | |
| | |Remember these words (p.146) | |
| | |Study tips (p.146) | |
| | | | |
| | |MyEnglishLab | |
| | |Interactive workbook | |
| | |Common error report | |
| | |Tips and feedback for reference materials | |
| | |Extra video with interactive exercises | |
| | | | |
| | | | |
| |SB, Unit 5 |Students are encouraged to experiment with language and to work out rules for | |
| | |themselves (Grammar). | |
| | |Students are encouraged to take a proactive role in their learning (Tasks). | |
| | |Students recycle new language through the speaking tasks. | |
| | |They recycle all the main grammar and vocabulary areas in the unit with extra practice | |
| | |exercises in the Study, Practice & Remember section. | |
|Being autonomous |SB, p.46 (In this unit) |Students develop planning initiatives such as the main objectives at the beginning of |Show initiatives and own choices. |
|(C8) |SB, p.55 (After unit 5 you|each unit. | |
| |can…) |Students think about what they have learnt after each unit. | |
| |WB, pp.28-33 | | |
| |SB & WB |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance and |
| | |Students do the assessment activities in the unit. |self-criticism, performing the self-evaluation and reviewing the learning process.|
| | | | |
| | |Students do activities which involve analyzing, planning and reviewing their work: | |
| |SB, p.52 (Task) |Choose who to hire or fire! | |
| |SB, p.54 (Writing) |Write a CV. | |
| | | | |
| |SB, pp.46-55 |Students show initiative working in pairs or groups: discussing about the unit topic, |Listen and interact with others with positive attitude when participating in class|
| | |analysing tasks, describing photographs and completing the speaking activities. |activities. |
|Emotional competence |SB, pp.46-55 |Students learn to work in pairs or groups and to respect turns, as well as opinions, |Show emotional balance and respect for others in the activities done in class. |
|(Castile La Mancha) (C9) | |work and progress. | |
UNIT 6: TRUE STORIES
I. AIMS
- To know the form and use of the past perfect
- To know the form and use of the reported speech
- To talk about disaster movies based on real events
- To retell a ghost story
- To discuss about a story of two twins separated at birth
- To discuss about the similarities between pairs of twins
- To discuss about strange coincidences
- To discuss about bad real-life experiences
- To discuss about a ghost story
- To discuss about the trapped miners experience in Chile
- To listen to a classic ghost story
- To read an article about a twist of fate
- To read a text about some twins separated at birth
- To read a text about coincidence stories
- To read a text about real-life experiences on disasters
- To read a fact file about Chile and check the information online
- To read a newspaper extract about some miners trapped below ground in Chile
- To write a story
- To write a paragraph about an incident
- To find out more information online about US Airways Flight 1549
- To find out more information online about some incidents listed
- To watch a video about the trapped miners in Chile
- To watch a video of three people talking about a time when the world's eyes were on their country or city
- To know the use of say and tell
- To know adverbs for telling stories
- To practise hearing the difference between past simple and past perfect in connected speech
- To improve the pronunciation of the English language
- To improve the intonation of the English language
II. CONTENTS
Communication Skills
- Talking about disaster movies based on real events
- Retelling a ghost story
- Listening to a classic ghost story
- Reading an article about a twist of fate
- Reading a text about some twins separated at birth
- Reading a text about coincidence stories
- Reading a text about real-life experiences on disasters
- Reading a fact file about Chile and check the information online
- Reading a newspaper extract about some miners trapped below ground in Chile
- Writing a story
- Writing a paragraph about an incident
- Watching a video about the trapped miners in Chile
- Watching a video of three people talking about a time when the world's eyes were on their country or city
Language Reflections
A. Language and grammar functions
- Past perfect
- Reported speech
B. Vocabulary
- Say and tell
- Adverbs for telling stories
C. Pronunciation
- Hearing the difference between past simple and past perfect in connected speech
Sociocultural Aspects
- To discuss about a story of two twins separated at birth
- To debate about the similarities between pairs of twins
- To think about strange coincidences
- To discuss about bad real-life experiences
- To discuss about a ghost story
- To think about the trapped miners experience
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
Literature
To talk about Saki (H.H. Munroe)
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 60, 129, 131
- Student's Book: Study, Practice & Remember, page 147
- Workbook, Unit 6
- Teacher's Resource Bank: Photocopiable activities, Unit 6
- Teacher's Resource Disc: Progress Tests, Units 5-6
- Teacher's Resource Disc: Test Audio
- DVD, Unit 6
II. Language reflections
- Student's Book: Study, Practice & Remember, page 147
- Workbook, Unit 6
- Teacher's Resource Bank: Photocopiable activities, Unit 6
- Teacher's Resource Disc: Progress Tests, Units 5-6
- Teacher's Resource Disc: Test Audio
- DVD, Unit 6
III. Sociocultural aspects
- Student's Book, Unit 6
- Workbook, Unit 6
- DVD, Unit 6
BASIC COMPETENCES
|UNIT 6: True stories |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.56-65 |All the activities in the unit use language as a means of oral and written |Show interest and curiosity in the English language as such, and in cultural |
|mother tongue and in | |communication. |aspects associated with it. |
|foreign languages | | | |
|(C1) | | | |
|Mathematical competence | |Students have to understand and process information: |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) |SB, pp.58, 65 |To complete a table. |process of learning English. |
| |SB, p.59 |To complete a diagram | |
|Data processing and |SB, p.56 |Students read an article about a twist of fate. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.64 |They read a newspaper extract about some miners trapped below ground in Chile. |Incorporate new technologies in the process of learning English. |
|(C4) | |They read a website extract. |Take advantage of new technologies to revise and consolidate what one has learnt |
| |WB, p.35 | |in the unit. |
| | |Students film / record themselves telling a ghost story. | |
| |SB, p.63 (Share your task)| | |
| |SB, pp.64-65 (Video and |Students watch a video about the trapped miners in Chile. | |
| |research) |They watch a video of three people talking about a time when the world's eyes were on | |
| | |their country or city. | |
| | |Students check their answers online about Chile. | |
| | |They find information online about some famous incidents. | |
| |MyEnglishLab / | | |
| |Active Teach |Students use digital devices as part of their process of learning English. | |
|Cultural awareness and |SB, pp. 64-65 (World |Students learn about a story that happened in Chile. |Consider literature as a source of enjoyment and personal enrichment, and as part |
|expression |culture) | |of countries' cultural heritage. |
|(C6) |SB, p.62 |Students listen to a ghost story and learn about the author (H.H. Munroe). |Understand and critically appraise aspects of other countries' culture and |
| | | |customs. |
| | |They deal about different cultural and artistic expressions through the following: |Develop creativity and imagination. |
| |SB, pp.56, 57, 58, 60, 64 |An article about a twist of fate. | |
| | |A text about some twins separated at birth. | |
| | |A text about coincidence stories. | |
| | |A text about real-life experiences on disasters. | |
| | |A fact file about Chile. | |
| | |A newspaper extract about some miners trapped below ground in Chile. | |
| | | | |
| | |Students write a piece of original creative writing: | |
| | |A story. | |
| |SB, pp.63, 65 |A paragraph about an incident. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 6 |Students learn and think about: twins, coincidences, bad experiences, Chile, news. |Develop a critical mind when observing reality. |
|with the world and | | | |
|environment (C3) | |There are references to different places such as: New York, Minnesota, Canada, Mexico, | |
| | |China, UK, London, Hudson River, Australia, Chile. |Identify places and geographical features where other cultures are originated and |
| | | |located. |
|Social and civic |SB, Unit 6 |Students work in pairs or groups and exchange opinions: |Use language as a vehicle of communication / cultural transmission. |
|competence | |In the different discussions proposed in the unit about twins' stories, strange |Develop key communication skills, and take into account the interests of others as|
|(C5) | |coincidences, bad real-life experiences, a ghost story, the trapped miners in Chile. |individuals and the interests of the group as a whole. |
| | |Analysing the tasks they have completed and comparing their answers. |Express their own ideas and listen to others'. |
| | |Asking and answering questions. |Know and accept tradition and cultural and social reality of the English-speaking |
| | |Talking about the texts they've read. |world. |
| | | | |
| | |In groups: | |
| | |They speak about different stories. | |
| | |They retell the second part of a story. | |
| |SB, p.56, ex.1 |They speak about a time when world attention was focused on their country. | |
| |SB, p.63 (speaking) | | |
| |SB, p.65, ex.6 |Students describe and answer questions about photographs. | |
| | | | |
| | |Students write a paragraph about an incident. | |
| |SB, p.60 | | |
| | |Students learn and think about: twins, coincidences, stories, bad experiences, Chile, | |
| |SB, p.63 |news. | |
| | | | |
| |SB, Unit 6 | | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB & WB, Unit 6 |Students do the SB and WB activities in the unit, and use good learning practices in |Be aware of what is known and what needs to be learnt, how to learn it, and how to|
|(C7) | |class and at home. |manage and control the learning processes effectively, optimizing and guiding them|
| | | |to meet personal goals. |
| |Teacher's Resource Disc |Students complete the progress test 3. | |
| | |Students complete the test audio. | |
| | | |Show interest in different learning strategies which boost confidence when faced |
| | |Students learn how to use reference material for each unit: |with new challenges in one's studies. |
| | | | |
| | |Students’ Book | |
| | |Key language highlighted at the start of the unit (p.56) | |
| | |Grammar in context (pp.57, 58) | |
| | |Pronunciation box (p.57) | |
| | |Useful language box (p.63) | |
| | |Study & practice 1 (p.147) | |
| | |Study & practice 2 (p.148) | |
| | |Remember these words (p.149) | |
| | |Study tips (p.149) | |
| | | | |
| | |MyEnglishLab | |
| | |Interactive workbook | |
| | |Common error report | |
| | |Tips and feedback for reference materials | |
| | |Extra video with interactive exercises | |
| | | | |
| |SB, Unit 6 | | |
| | |Students are encouraged to experiment with language and to work out rules for | |
| | |themselves (Grammar). | |
| | |Students are encouraged to take a proactive role in their learning (Tasks). | |
| | |Students recycle new language through the speaking tasks. | |
| | |They recycle all the main grammar and vocabulary areas in the unit with extra practice | |
| | |exercises in the Study, Practice & Remember section. | |
|Being autonomous |SB, p.56 (In this unit) |Students develop planning initiatives such as the main objectives at the beginning of |Show initiatives and own choices. |
|(C8) |SB, p.65 (After unit 6 you|each unit. | |
| |can…) |Students think about what they have learnt after each unit. | |
| |WB, pp.34-39 | | |
| |SB & WB |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance and |
| | |Students do the assessment activities in the unit. |self-criticism, performing the self-evaluation and reviewing the learning process.|
| | | | |
| | |Students do activities which involve analyzing, planning and reviewing their work: | |
| |SB, p.62 (Task) |Retell a story. | |
| | | | |
| |SB, pp.56-65 |Students show initiative working in pairs or groups: discussing about the unit topic, |Listen and interact with others with positive attitude when participating in class|
| | |analysing tasks, describing photographs and completing the speaking activities. |activities. |
|Emotional competence |SB, pp.56-65 |Students learn to work in pairs or groups and to respect turns, as well as opinions, |Show emotional balance and respect for others in the activities done in class. |
|(Castile La Mancha) (C9) | |work and progress. | |
UNIT 7: MUST SEE!
I. AIMS
- To know -ed / -ing adjectives
- To know the form and use of the passive
- To speak about a film or TV programme that they love or hate
- To make a social arrangement
- To talk about TV and radio programmes
- To talk about their favourite forms of entertainment
- To discuss about entertainment and television
- To discuss about their feelings in different situations
- To discuss about films
- To discuss about media
- To listen to four people talking about something they've seen
- To read a film quiz
- To read a text about movie winners and losers
- To read four short news articles
- To read a musical review
- To read some online reviews of Wicked
- To watch a video about a spare ticket
- To write a quiz about media and culture
- To write a review of a film, musical or concert recently seen
- To know vocabulary connected with entertainment and television
- To know extreme adjectives
- To know word stress
- To know sentence stress
- To improve the pronunciation of the English language
- To improve the intonation of the English language
II. CONTENTS
Communication Skills
- Speaking about a film or TV programme that they love or hate
- Making a social arrangement
- Talking about TV and radio programmes
- Talking about their favourite forms of entertainment
- Listening to four people talking about something they've seen
- Reading a film quiz
- Reading a text about movie winners and losers
- Reading four short news articles
- Reading a musical review
- Reading some online reviews of Wicked
- Watching a video about a spare ticket
- Writing a quiz about media and culture
- Writing a review of a film, musical or concert recently seen
Language Reflections
A. Language and grammar functions
- -ed / -ing adjectives
- The passive
B. Vocabulary
- Words connected with entertainment and television
- Extreme adjectives
C. Pronunciation
- Word stress
- Sentence stress
Sociocultural Aspects
- To discuss about entertainment and television
- To talk about their feelings in different situations
- To discuss about films
- To debate about media
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
Arts
To talk about films, festivals, musicals, etc.
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 75, 128
- Student's Book: Study, Practice & Remember, page 150
- Workbook, Unit 7
- Teacher's Resource Bank: Photocopiable activities, Unit 7
- Teacher's Resource Disc: Mid-course Tests
- Teacher's Resource Disc: Test Audio
- DVD, Unit 7
II. Language reflections
- Student's Book: Study, Practice & Remember, page 150
- Workbook, Unit 7
- Teacher's Resource Bank: Photocopiable activities, Unit 7
- Teacher's Resource Disc: Mid-course Tests
- Teacher's Resource Disc: Test Audio
- DVD, Unit 7
III. Sociocultural aspects
- Student's Book, Unit 7
- Workbook, Unit 7
- DVD, Unit 7
BASIC COMPETENCES
|UNIT 7: Must see! |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.66-75 |All the activities in the unit use language as a means of oral and written |Show interest and curiosity in the English language as such, and in cultural |
|mother tongue and in | |communication. |aspects associated with it. |
|foreign languages | | | |
|(C1) | | | |
|Mathematical competence |SB, pp.71, 75 |Students have to understand and process information to complete a table. |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) | | |process of learning English. |
|Data processing and |SB, p.66 |Students speak about TV and radio programmes. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.69 |They write a quiz about media and culture. |Incorporate new technologies in the process of learning English. |
|(C4) |SB, p.70 |They read four short news articles. |Take advantage of new technologies to revise and consolidate what one has learnt |
| |SB, p.72 (Task) |They speak about a film or TV programme that they love or hate. |in the unit. |
| | | | |
| |SB, p.74 |Students read some online reviews of Wicked. | |
| |SB, p.73 (Share your task)|Students film / record themselves giving a talk about a show. | |
| |SB, p.75 (Language live) | | |
| |MyEnglishLab / |Students watch a video about a spare ticket for a show. | |
| |Active Teach | | |
| | |Students use digital devices as part of their process of learning English. | |
|Cultural awareness and |SB, pp.68, 69, 70, 74 |They deal about different cultural and artistic expressions through the following: |Consider literature as a source of enjoyment and personal enrichment, and as part |
|expression | |A film quiz. |of countries' cultural heritage. |
|(C6) | |A text about movie winners and losers. |Understand and critically appraise aspects of other countries' culture and |
| | |Four short news articles. |customs. |
| | |A musical review. |Develop creativity and imagination. |
| | |Some online reviews of Wicked. | |
| |WB, p.44 |Some customer reviews about a film, a book and a CD. | |
| | | | |
| |SB, p.69, 74 |Students write a piece of original creative writing: | |
| | |A quiz about media and culture. | |
| | |A review of a film, musical or concert recently seen. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 7 |Students learn and think about: entertainment, television, films, news, shows, reviews,|Develop a critical mind when observing reality. |
|with the world and | |social arrangements. | |
|environment (C3) | | | |
| | |There are references to different places such as: France, USA, India, New York, Cannes,|Identify places and geographical features where other cultures are originated and |
| | |Los Angeles, Nottingham, London, Argentina, Mexico, Slovakia, Japan. |located. |
|Social and civic |SB, Unit 7 |Students work in pairs or groups and exchange opinions: |Use language as a vehicle of communication / cultural transmission. |
|competence | |In the different discussions proposed in the unit about entertainment and television, |Develop key communication skills, and take into account the interests of others as|
|(C5) | |their feelings in different situations, films, media. |individuals and the interests of the group as a whole. |
| | |Analysing the tasks they have completed and comparing their answers. |Express their own ideas and listen to others'. |
| | |Asking and answering questions. |Know and accept tradition and cultural and social reality of the English-speaking |
| | |Talking about the texts they've read. |world. |
| | | | |
| | |In groups, they answer the quiz questions. | |
| | | | |
| |SB, p.69, ex.4 |They practise giving a talk to a partner and then they tell the rest of the class about| |
| | |a show they love or hate. | |
| |SB, p.73 (Speaking) | | |
| | |Students describe and answer questions about photographs. | |
| |SB, p.67 | | |
| | |Students write a review of a film, musical or concert recently seen. | |
| |SB, p.75 | | |
| | |Students learn and think about: entertainment, television, films, news, shows, | |
| |SB, Unit 7 |reviews, social arrangements. | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB & WB, Unit 7 |Students do the SB and WB activities in the unit, and use good learning practices in |Be aware of what is known and what needs to be learnt, how to learn it, and how to|
|(C7) | |class and at home. |manage and control the learning processes effectively, optimizing and guiding them|
| | | |to meet personal goals. |
| |Teacher's Resource Disc |Students complete the mid-course test. | |
| | |Students complete the test audio. | |
| | | |Show interest in different learning strategies which boost confidence when faced |
| | |Students learn how to use reference material for each unit: |with new challenges in one's studies. |
| | | | |
| | |Students’ Book | |
| | |Key language highlighted at the start of the unit (p.66) | |
| | |Grammar in context (pp.67, 69) | |
| | |Pronunciation box (p.71, 75) | |
| | |Useful language box (p.73) | |
| | |Study & practice 1 (p.150) | |
| | |Study & practice 2 (p.150) | |
| | |Remember these words (p.152) | |
| | |Study tips (p.152) | |
| | | | |
| | |MyEnglishLab | |
| | |Interactive workbook | |
| | |Common error report | |
| | |Tips and feedback for reference materials | |
| | |Extra video with interactive exercises | |
| | | | |
| |SB, Unit 7 | | |
| | |Students are encouraged to experiment with language and to work out rules for | |
| | |themselves (Grammar). | |
| | |Students are encouraged to take a proactive role in their learning (Tasks). | |
| | |Students recycle new language through the speaking tasks. | |
| | |They recycle all the main grammar and vocabulary areas in the unit with extra practice | |
| | |exercises in the Study, Practice & Remember section. | |
|Being autonomous |SB, p.66 (In this unit) |Students develop planning initiatives such as the main objectives at the beginning of |Show initiatives and own choices. |
|(C8) |SB, p.75 (After unit 7 you|each unit. | |
| |can…) |Students think about what they have learnt after each unit. | |
| |WB, pp.40-45 | | |
| |SB & WB |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance and |
| | |Students do the assessment activities in the unit. |self-criticism, performing the self-evaluation and reviewing the learning process.|
| | | | |
| | |Students do activities which involve analyzing, planning and reviewing their work: | |
| |SB, p.72 (Task) |Talk about a show you love or hate. | |
| |SB, p.74 (Writing) |Write a review. | |
| | | | |
| |SB, pp.66-75 |Students show initiative working in pairs or groups: discussing about the unit topic, |Listen and interact with others with positive attitude when participating in class|
| | |analysing tasks, describing photographs and completing the speaking activities. |activities. |
|Emotional competence |SB, pp.66-75 |Students learn to work in pairs or groups and to respect turns, as well as opinions, |Show emotional balance and respect for others in the activities done in class. |
|(Castile La Mancha) (C9) | |work and progress. | |
UNIT 8: SOCIAL LIFE
I. AIMS
- To know polite requests
- To know the use of will and shall for instant responses
- To speak about how to behave
- To talk about good and bad manners
- To act out a conversation
- To discuss about social activities
- To discuss about nightlife
- To discuss about modern manners
- To discuss about video games and gaming
- To listen to six conversations about requests
- To listen to five excerpts from a conversation about the manners quiz
- To listen to seven people giving advice and information about social behaviour
- To read an article about going out at night
- To read a quiz about modern manners
- To read some tips about customs in Britain
- To watch a video about gaming addiction
- To watch a video of three people talking about video games
- To write conversations about given situations
- To write some tips about norms and customs
- To write a paragraph about an addiction
- To complete a fact file about video games and check the information online
- To find out more information online about possible addictions
- To know vocabulary connected with social behaviour
- To know vocabulary to talk about norms and customs
- To practise polite intonation in requests
- To improve the pronunciation of the English language
- To improve the intonation of the English language
II. CONTENTS
Communication Skills
- Speaking about how to behave
- Talking about good and bad manners
- Acting out a conversation
- Listening to six conversations about requests
- Listening to five excerpts from a conversation about the manners quiz
- Listening to seven people giving advice and information about social behaviour
- Reading an article about going out at night
- Reading a quiz about modern manners
- Reading some tips about customs in Britain
- Watching a video about gaming addiction
- Watching a video of three people talking about video games
- Writing conversations about given situations
- Writing some tips about norms and customs
- Writing a paragraph about an addiction
- Completing a fact file about video games and checking the information online
Language Reflections
A. Language and grammar functions
- Polite requests
- will and shall for instant responses
B. Vocabulary
- Words connected with social behaviour
- Talking about norms and customs
C. Pronunciation
- Polite intonation in requests
Sociocultural Aspects
- To discuss about social activities
- To discuss about nightlife
- To talk about modern manners
- To debate about video games and gaming
- To show interest in being polite and good behaviour
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
To respect norms and customs
Consumer education
To talk about going out at night
Health education
To speak about healthy habits
To talk about addictions
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 79, 127
- Student's Book: Study, Practice & Remember, page 153
- Workbook, Unit 8
- Teacher's Resource Bank: Photocopiable activities, Unit 8
- Teacher's Resource Disc: Progress Tests, Units 7-8
- Teacher's Resource Disc: Test Audio
- DVD, Unit 8
II. Language reflections
- Student's Book: Study, Practice & Remember, page 153
- Workbook, Unit 8
- Teacher's Resource Bank: Photocopiable activities, Unit 8
- Teacher's Resource Disc: Progress Tests, Units 7-8
- Teacher's Resource Disc: Test Audio
- DVD, Unit 8
III. Sociocultural aspects
- Student's Book, Unit 8
- Workbook, Unit 8
- DVD, Unit 8
BASIC COMPETENCES
|UNIT 8: Social life |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.76-85 |All the activities in the unit use language as a means of oral and written |Show interest and curiosity in the English language as such, and in cultural |
|mother tongue and in | |communication. |aspects associated with it. |
|foreign languages | | | |
|(C1) | | | |
|Mathematical competence |SB, pp.80, 85 |Students have to understand and process information to complete a table. |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) | | |process of learning English. |
|Data processing and |SB, pp.76-77 (Reading) |Students read an article and some facts about going out at night. |Be aware of the importance of the media and its influence on society. |
|digital competence |WB, p.50 | |Incorporate new technologies in the process of learning English. |
|(C4) | |They read an article about culture clashes. |Take advantage of new technologies to revise and consolidate what one has learnt |
| |SB, p.83 (Share your task)| |in the unit. |
| | |Students film / record themselves giving a talk about how to behave. | |
| |SB, pp.84-85 (Video and | | |
| |research) |Students watch a video about gaming addiction. | |
| | |They watch a video of three people talking about video games. | |
| | |Students complete a fact file about video games and check their answers online. | |
| | |They find information online about possible addictions. | |
| |MyEnglishLab / | | |
| |Active Teach |Students use digital devices as part of their process of learning English. | |
|Cultural awareness and |SB, pp. 84-85 (World |Students learn about gaming addiction and other possible addictions. |Understand and critically appraise aspects of other countries' culture and |
|expression |culture) | |customs. |
|(C6) | |They deal about different cultural and artistic expressions through the following: |Develop creativity and imagination. |
| |SB, pp.76, 80, 81 |An article about going out at night. | |
| | |A quiz about modern manners. | |
| | |Some tips about customs in Britain. | |
| | |An article about culture clashes. | |
| | | | |
| |WB, p.50 |Students write a piece of original creative writing: | |
| | |Conversations about norms and customs. | |
| |SB, pp.79, 83, 85 |Some tips about norms and customs. | |
| | |A paragraph about an addiction. | |
| | | | |
| | |They act out a conversation in front of other students. | |
| | | | |
| |SB, pp.78, 79 | | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 8 |Students learn and think about: night life, social behaviour, norms, customs, video |Develop a critical mind when observing reality. |
|with the world and | |games, addictions. | |
|environment (C3) | | | |
| | |There are references to different places such as: Beijing, Tehran, Isle of Eigg, China,|Identify places and geographical features where other cultures are originated and |
| | |Paris, Latin America, Britain, Poland, Singapore, USA, etc. |located. |
|Social and civic |SB, Unit 8 |Students work in pairs or groups and exchange opinions: |Use language as a vehicle of communication / cultural transmission. |
|competence | |In the different discussions proposed in the unit about social activities, nightlife, |Develop key communication skills, and take into account the interests of others as|
|(C5) | |modern manners, video games and gaming. |individuals and the interests of the group as a whole. |
| | |Analysing the tasks they have completed and comparing their answers. |Express their own ideas and listen to others'. |
| | |Asking and answering questions. |Know and accept tradition and cultural and social reality of the English-speaking |
| | |Talking about the texts they've read. |world. |
| | | | |
| | |In groups they compare customs in Britain with customs in their country. | |
| |SB, p.81, ex.1 | | |
| | |Students work in groups to make a list of tips about norms and customs. They debate | |
| | |about them and present them to the rest of the class. | |
| |SB, p.83 (Speaking) |In pairs and groups, they act out different conversations. | |
| | | | |
| |SB, pp.78, 79 |Students describe and answer questions about photographs. | |
| | | | |
| |SB, pp.76, 78, 80 |Students write a paragraph about an addiction. | |
| | | | |
| |SB, p.85 |Students learn and think about: night life, social behaviour, polite requests, norms, | |
| | |customs, video games, addictions. | |
| |SB, Unit 8 | | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB & WB, Unit 8 |Students do the SB and WB activities in the unit, and use good learning practices in |Be aware of what is known and what needs to be learnt, how to learn it, and how to|
|(C7) | |class and at home. |manage and control the learning processes effectively, optimizing and guiding them|
| | | |to meet personal goals. |
| |Teacher's Resource Disc |Students complete the progress test 4. | |
| | |Students complete the test audio. | |
| | | |Show interest in different learning strategies which boost confidence when faced |
| | |Students learn how to use reference material for each unit: |with new challenges in one's studies. |
| | | | |
| | |Students’ Book | |
| | |Key language highlighted at the start of the unit (p.76) | |
| | |Grammar in context (pp.78, 79) | |
| | |Pronunciation box (p.78) | |
| | |Useful language box (p.83) | |
| | |Study & practice 1 (p.153) | |
| | |Study & practice 2 (p.154) | |
| | |Remember these words (p.155) | |
| | |Study tips (p.155) | |
| | | | |
| | |MyEnglishLab | |
| | |Interactive workbook | |
| | |Common error report | |
| | |Tips and feedback for reference materials | |
| | |Extra video with interactive exercises | |
| | | | |
| |SB, Unit 8 | | |
| | |Students are encouraged to experiment with language and to work out rules for | |
| | |themselves (Grammar). | |
| | |Students are encouraged to take a proactive role in their learning (Tasks). | |
| | |Students recycle new language through the speaking tasks. | |
| | |They recycle all the main grammar and vocabulary areas in the unit with extra practice | |
| | |exercises in the Study, Practice & Remember section. | |
|Being autonomous |SB, p.76 (In this unit) |Students develop planning initiatives such as the main objectives at the beginning of |Show initiatives and own choices. |
|(C8) |SB, p.85 (After unit 8 you|each unit. | |
| |can…) |Students think about what they have learnt after each unit. | |
| |WB, pp.46-51 | | |
| |SB & WB |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance and |
| | |Students do the assessment activities in the unit. |self-criticism, performing the self-evaluation and reviewing the learning process.|
| | | | |
| | |Students do activities which involve analyzing, planning and reviewing their work: | |
| |SB, p.82 (Task) |Give tips on how to behave. | |
| | | | |
| |SB, pp.76-85 |Students show initiative working in pairs or groups: discussing about the unit topic, |Listen and interact with others with positive attitude when participating in class|
| | |analysing tasks, describing photographs and completing the speaking activities. |activities. |
|Emotional competence |SB, pp.76-85 |Students learn to work in pairs or groups and to respect turns, as well as opinions, |Show emotional balance and respect for others in the activities done in class. |
|(Castile La Mancha) (C9) | |work and progress. | |
UNIT 9: STUFF!
I. AIMS
- To know the form and use of defining relative clauses
- To know the use of quantifiers
- To speak about buying things
- To talk about common things today that did not exist 20 years ago
- To prepare a vocabulary revision quiz
- To talk about how gadgets work
- To talk about everyday objects
- To talk about things they couldn't live without
- To act out a conversation
- To discuss about buying things
- To discuss about different trips and useful things to take to each trip
- To discuss about how to thank somebody
- To listen to four conversations about different gadgets
- To read an article about extreme consumers
- To read about the things some famous people can't live without
- To read different messages
- To watch a video about two conversations in a shop
- To find out information online about shameless shopaholics and extreme minimalists
- To write a short thank-you message
- To know vocabulary connected with how gadgets work
- To know vocabulary to describe everyday objects
- To know stress in compound nouns
- To improve the pronunciation of the English language
- To improve the intonation of the English language
II. CONTENTS
Communication Skills
- Speaking about buying things
- Talking about common things today that did not exist 20 years ago
- Preparing a vocabulary revision quiz
- Talking about how gadgets work
- Talking about everyday objects
- Talking about things they couldn't live without
- Acting out a conversation
- Listening to four conversations about different gadgets
- Reading an article about extreme consumers
- Reading about the things some famous people can't live without
- Reading different messages
- Watching a video about two conversations in a shop
- Writing a short thank-you message
Language Reflections
A. Language and grammar functions
- Defining relative clauses
- Quantifiers
B. Vocabulary
- Words connected with how gadgets work
- Words describing everyday objects
C. Pronunciation
- Stress in compound nouns
Sociocultural Aspects
- To talk about buying things
- To discuss about different trips and useful things to take to each trip
- To know how to thank somebody
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
Consumer education
To talk about buying things
To read about extreme consumers
Technology
To talk about modern gadgets
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 88, 129, 130
- Student's Book: Study, Practice & Remember, page 156
- Workbook, Unit 9
- Teacher's Resource Bank: Photocopiable activities, Unit 9
- DVD, Unit 9
II. Language reflections
- Student's Book: Study, Practice & Remember, page 156
- Workbook, Unit 9
- Teacher's Resource Bank: Photocopiable activities, Unit 9
- DVD, Unit 9
III. Sociocultural aspects
- Student's Book, Unit 9
- Workbook, Unit 9
- DVD, Unit 9
BASIC COMPETENCES
|UNIT 9: Stuff! |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.86-95 |All the activities in the unit use language as a means of oral and written |Show interest and curiosity in the English language as such, and in cultural |
|mother tongue and in | |communication. |aspects associated with it. |
|foreign languages | | | |
|(C1) | | | |
|Mathematical competence |SB, pp.94, 95 |Students have to understand and process information to complete a table. |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) |WB, p.55, ex.6, 7 | |process of learning English. |
|Data processing and |SB, p.87 (Reading) |Students read an article about extreme consumers. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.95 |They read an email thanking for a job interview. |Incorporate new technologies in the process of learning English. |
|(C4) |WB, p.52 |They read a text about ebay. |Take advantage of new technologies to revise and consolidate what one has learnt |
| | | |in the unit. |
| |SB, p.93 (Share your task)|Students film / record themselves giving a talk about things they couldn't live | |
| | |without. | |
| |SB, p.94 (Language live) | | |
| |MyEnglishLab / |Students watch a video about two conversations in a shop. | |
| |Active Teach | | |
| | |Students use digital devices as part of their process of learning English. | |
|Cultural awareness and |SB, pp.87, 92, 95 |They deal about different cultural and artistic expressions through the following: |Understand and critically appraise aspects of other countries' culture and |
|expression | |An article about extreme consumers. |customs. |
|(C6) | |A text about the things some people can't live without. |Develop creativity and imagination. |
| | |Different types of messages | |
| | | | |
| | |Students write a piece of original creative writing: | |
| |SB, p.95 |A short thank-you message. | |
| | | | |
| | |They act out a conversation in front of other students. | |
| |SB, p.94 | | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 9 |Students learn and think about: consumerism, gadgets, trips, everyday objects. |Develop a critical mind when observing reality. |
|with the world and | | | |
|environment (C3) | |There are references to different places such as: London, New York, Washington, UK, | |
| | |Colorado. |Identify places and geographical features where other cultures are originated and |
| | | |located. |
|Social and civic |SB, Unit 9 |Students work in pairs or groups and exchange opinions: |Use language as a vehicle of communication / cultural transmission. |
|competence | |In the different discussions proposed in the unit about buying things, trips, thanking |Develop key communication skills, and take into account the interests of others as|
|(C5) | |someone. |individuals and the interests of the group as a whole. |
| | |Analysing the tasks they have completed and comparing their answers. |Express their own ideas and listen to others'. |
| | |Asking and answering questions. |Know and accept tradition and cultural and social reality of the English-speaking |
| | |Talking about the texts they've read. |world. |
| | | | |
| | |In groups: | |
| | |They make a vocabulary revision quiz for other students. | |
| |SB, p.88, ex.3 |They try to guess an object by asking Yes/No questions. | |
| |SB, p.91, ex.4 | | |
| | |They talk about things they couldn't live without. | |
| |SB, p.92 (Speaking) | | |
| |SB, p.94 |In pairs and groups, they act out different conversations. | |
| | | | |
| |SB, p.86 |Students describe and answer questions about photographs. | |
| | | | |
| |SB, p.95 |Students write a short thank-you message. | |
| | | | |
| |SB, Unit 9 |Students learn and think about: consumerism, gadgets, trips, everyday objects, | |
| | |thank-you messages. | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB & WB, Unit 9 |Students do the SB and WB activities in the unit, and use good learning practices in |Be aware of what is known and what needs to be learnt, how to learn it, and how to|
|(C7) | |class and at home. |manage and control the learning processes effectively, optimizing and guiding them|
| | | |to meet personal goals. |
| | |Students learn how to use reference material for each unit: | |
| | | |Show interest in different learning strategies which boost confidence when faced |
| | |Students’ Book |with new challenges in one's studies. |
| | |Key language highlighted at the start of the unit (p.86) | |
| | |Grammar in context (pp.88, 90) | |
| | |Pronunciation box (p.89) | |
| | |Useful language box (p.93) | |
| | |Study & practice 1 (p.156) | |
| | |Study & practice 2 (p.157) | |
| | |Remember these words (p.158) | |
| | |Study tips (p.158) | |
| | | | |
| | |MyEnglishLab | |
| | |Interactive workbook | |
| | |Common error report | |
| | |Tips and feedback for reference materials | |
| | |Extra video with interactive exercises | |
| | | | |
| | | | |
| |SB, Unit 9 |Students are encouraged to experiment with language and to work out rules for | |
| | |themselves (Grammar). | |
| | |Students are encouraged to take a proactive role in their learning (Tasks). | |
| | |Students recycle new language through the speaking tasks. | |
| | |They recycle all the main grammar and vocabulary areas in the unit with extra practice | |
| | |exercises in the Study, Practice & Remember section. | |
|Being autonomous |SB, p.86 (In this unit) |Students develop planning initiatives such as the main objectives at the beginning of |Show initiatives and own choices. |
|(C8) |SB, p.95 (After unit 9 you|each unit. | |
| |can…) |Students think about what they have learnt after each unit. | |
| |WB, pp.52-57 | | |
| |SB & WB |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance and |
| | |Students do the assessment activities in the unit. |self-criticism, performing the self-evaluation and reviewing the learning process.|
| | | | |
| | |Students do activities which involve analyzing, planning and reviewing their work: | |
| |SB, p.92 (Task) |Talk about things you couldn't live without. | |
| |SB, p.95 (Writing) |Write a short thank-you message. | |
| | | | |
| |SB, pp.86-95 |Students show initiative working in pairs or groups: discussing about the unit topic, |Listen and interact with others with positive attitude when participating in class|
| | |analysing tasks, describing photographs and completing the speaking activities. |activities. |
|Emotional competence |SB, pp.86-95 |Students learn to work in pairs or groups and to respect turns, as well as opinions, |Show emotional balance and respect for others in the activities done in class. |
|(Castile La Mancha) (C9) | |work and progress. | |
UNIT 10: SOCIETY AND CHANGE
I. AIMS
- To know how to make predictions
- To know how to express hypothetical possibilities with if
- To speak about the proposals to improve the situation of a country and balance the budget
- To talk about numbers and statistics from China and United Arab Emirates
- To talk about moral dilemmas
- To talk about current social problems in their country
- To talk about technology that has changed their lives
- To discuss about future predictions in films or books
- To discuss about future predictions according to three scientists
- To discuss about the current trends for the issues proposed
- To discuss about the things they'd do if they were invisible for a day
- To discuss about society
- To listen to five people talking about Ray Kurzweil's predictions
- To listen to four people talking about their country's biggest problems
- To read and article about future
- To read some Ray Kurzweil's predictions about the future
- To read some comments about the things some people would do if they were invisible
- To read some moral dilemmas
- To read a text about the Republic of Peakoilia
- To check information online about satellites
- To watch a video about a person that helps making satellites
- To watch a video about four people talking about technology that has changed their lives
- To find out more information online about technology
- To write a short paragraph about technology
- To know vocabulary connected with numbers and statistics
- To know vocabulary connected with society and change
- To know vocabulary connected with society and social issues
- To practise shifting stress in word families
- To practise the pronunciation of 'll or 'd in connected speech
- To improve the pronunciation of the English language
- To improve the intonation of the English language
II. CONTENTS
Communication Skills
- Speaking about the proposals to improve the situation of a country and balance the budget
- Talking about numbers and statistics from China and United Arab Emirates
- Talking about moral dilemmas
- Talking about current social problems in their country
- Talking about technology that has changed their lives
- Listening to five people talking about Ray Kurzweil's predictions
- Listening to four people talking about their country's biggest problems
- Reading and article about future
- Reading some Ray Kurzweil's predictions about the future
- Reading some comments about the things some people would do if they were invisible
- Reading some moral dilemmas
- Reading a text about the Republic of Peakoilia
- Watching a video about a person that helps making satellites
- Watching a video about four people talking about technology that has changed their lives
- Writing a short paragraph about technology
Language Reflections
A. Language and grammar functions
- Making predictions
- Hypothetical possibilities with if
B. Vocabulary
- Words connected with numbers and statistics
- Words connected with society and change
- Words connected with society and social issues
C. Pronunciation
- Shifting stress in word families
- 'll or 'd in connected speech
Sociocultural Aspects
- To talk about future predictions in films or books
- To debate about future predictions according to three scientists
- To discuss about the current trends for the issues proposed
- To speak about the things they'd do if they were invisible for a day
- To discuss about society
- To show interest and think about future
- To worry about their country's current problems
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
Science
To think about scientists' opinions about future
Technology
To talk about satellites
To find out about technology online
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 97, 128, 130
- Student's Book: Study, Practice & Remember, page 159
- Workbook, Unit 10
- Teacher's Resource Bank: Photocopiable activities, Unit 10
- Teacher's Resource Disc: Progress Tests, Units 9-10
- Teacher's Resource Disc: Test Audio
- DVD, Unit 10
II. Language reflections
- Student's Book: Study, Practice & Remember, page 159
- Workbook, Unit 10
- Teacher's Resource Bank: Photocopiable activities, Unit 10
- Teacher's Resource Disc: Progress Tests, Units 9-10
- Teacher's Resource Disc: Test Audio
- DVD, Unit 10
III. Sociocultural aspects
- Student's Book, Unit 10
- Workbook, Unit 10
- DVD, Unit 10
BASIC COMPETENCES
|UNIT 10: Society and change |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.96-105 |All the activities in the unit use language as a means of oral and written |Show interest and curiosity in the English language as such, and in cultural |
|mother tongue and in | |communication. |aspects associated with it. |
|foreign languages | | | |
|(C1) | | | |
|Mathematical competence |SB, p.97 |Students complete exercises with numbers and statistics. |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) |SB, pp.98, 99, 105 |Students have to understand and process information to complete a table. |process of learning English. |
|Data processing and |SB, p.96 (Reading) |Students read an article about future. |Be aware of the importance of the media and its influence on society. |
|digital competence |WB, p.60 |Students some newspaper articles. |Incorporate new technologies in the process of learning English. |
|(C4) |WB, p.62 |They read a website discussion. |Take advantage of new technologies to revise and consolidate what one has learnt |
| | | |in the unit. |
| |SB, p.103 (Share your |Students film / record themselves giving a talk about the proposals for improving the | |
| |task) |situation of a country. | |
| | | | |
| |SB, pp.104-105 (Video and |Students watch a video about a person that helps making satellites. | |
| |research) |They watch a video of four people talking about technology that has changed their | |
| | |lives. | |
| | |Students complete a text about satellites and check their answers online. | |
| | |They find information online about technology. | |
| | | | |
| |MyEnglishLab / |Students use digital devices as part of their process of learning English. | |
| |Active Teach | | |
|Cultural awareness and |SB, pp. 104-105 (World |Students learn about satellites and other technological gadgets. |Understand and critically appraise aspects of other countries' culture and |
|expression |culture) | |customs. |
|(C6) |SB, pp.96, 98, 100, 101, |They deal about different cultural and artistic expressions through the following: |Develop creativity and imagination. |
| |102 |An article about future. | |
| | |Some Ray Kurzweil's predictions about the future. | |
| | |Some comments about the things some people would do if they were invisible. | |
| | |Some moral dilemmas. | |
| | |A text about the Republic of Peakoilia. | |
| | | | |
| | |Students write a piece of original creative writing: | |
| | |A short paragraph about technology. | |
| |SB, p.105 | | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 10 |Students learn and think about: statistics, society, social issues, satellites, |Develop a critical mind when observing reality. |
|with the world and | |technology. | |
|environment (C3) | | | |
| | |There are references to different places such as: California, New York, China, United |Identify places and geographical features where other cultures are originated and |
| | |Arab Emirates. |located. |
|Social and civic |SB, Unit 10 |Students work in pairs or groups and exchange opinions: |Use language as a vehicle of communication / cultural transmission. |
|competence | |In the different discussions proposed in the unit about future predictions in films, |Develop key communication skills, and take into account the interests of others as|
|(C5) | |books, according to 3 scientists; the current trends for the issues proposed, the |individuals and the interests of the group as a whole. |
| | |things they'd do if they were invisible, and society. |Express their own ideas and listen to others'. |
| | |Analysing the tasks they have completed and comparing their answers. |Know and accept tradition and cultural and social reality of the English-speaking |
| | |Asking and answering questions. |world. |
| | |Talking about the texts they've read. | |
| | | | |
| | |In groups, they put forward their proposals for improving the situation of a country | |
| | |while balancing the budget and then present them to the rest of the class. | |
| |SB, p.103 (Speaking) | | |
| | |Students write a paragraph about technology. | |
| | | | |
| |SB, p.105 |Students learn and think about: future, predictions, statistics, society, social | |
| | |issues, hypotheses, satellites, technology. | |
| |SB, Unit 10 | | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB & WB, Unit 10 |Students do the SB and WB activities in the unit, and use good learning practices in |Be aware of what is known and what needs to be learnt, how to learn it, and how to|
|(C7) | |class and at home. |manage and control the learning processes effectively, optimizing and guiding them|
| | | |to meet personal goals. |
| |Teacher's Resource Disc |Students complete the progress test 5. | |
| | |Students complete the test audio. | |
| | | |Show interest in different learning strategies which boost confidence when faced |
| | |Students learn how to use reference material for each unit: |with new challenges in one's studies. |
| | | | |
| | |Students’ Book | |
| | |Key language highlighted at the start of the unit (p.96) | |
| | |Grammar in context (pp.98, 100) | |
| | |Pronunciation box (pp.99, 101) | |
| | |Useful language box (p.103) | |
| | |Study & practice 1 (p.159) | |
| | |Study & practice 2 (p.160) | |
| | |Remember these words (p.161) | |
| | |Study tips (p.161) | |
| | | | |
| | |MyEnglishLab | |
| | |Interactive workbook | |
| | |Common error report | |
| | |Tips and feedback for reference materials | |
| | |Extra video with interactive exercises | |
| | | | |
| |SB, Unit 10 | | |
| | |Students are encouraged to experiment with language and to work out rules for | |
| | |themselves (Grammar). | |
| | |Students are encouraged to take a proactive role in their learning (Tasks). | |
| | |Students recycle new language through the speaking tasks. | |
| | |They recycle all the main grammar and vocabulary areas in the unit with extra practice | |
| | |exercises in the Study, Practice & Remember section. | |
|Being autonomous |SB, p.96 (In this unit) |Students develop planning initiatives such as the main objectives at the beginning of |Show initiatives and own choices. |
|(C8) |SB, p.105 (After unit 10 |each unit. | |
| |you can…) |Students think about what they have learnt after each unit. | |
| |WB, pp.58-63 | | |
| |SB & WB |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance and |
| | |Students do the assessment activities in the unit. |self-criticism, performing the self-evaluation and reviewing the learning process.|
| | | | |
| | |Students do activities which involve analyzing, planning and reviewing their work: | |
| |SB, p.103 (Task) |Balance the budget. | |
| | | | |
| |SB, pp.96-105 |Students show initiative working in pairs or groups: discussing about the unit topic, |Listen and interact with others with positive attitude when participating in class|
| | |analysing tasks, describing photographs and completing the speaking activities. |activities. |
|Emotional competence |SB, pp.96-105 |Students learn to work in pairs or groups and to respect turns, as well as opinions, |Show emotional balance and respect for others in the activities done in class. |
|(Castile La Mancha) (C9) | |work and progress. | |
UNIT 11: RULES
I. AIMS
- To know how to express obligation and permission in the present
- To know how to express obligation and permission in the past
- To speak about a controversial issue expressing their opinion
- To talk about past laws or rules
- To talk about laws that should exist
- To discuss about rules and laws that find annoying
- To discuss about clubs and societies
- To discuss about three exclusive clubs
- To discuss about criminal justice
- To discuss about famous criminals
- To listen to five people complaining about annoying rules
- To listen to people talking about four laws suggested on a website
- To read an article about three unusual societies
- To read a text about criminal justice in Britain 200 years ago
- To read the story of a famous 18th-century British criminal
- To read a text about prison 200 years ago
- To read some suggestions for laws on a website
- To read a newspaper article about the punishment for a boy who committed robbery
- To read an opinion essay
- To watch a video of two conversations about a crime
- To find out information online about the Vidocq Society, French Foreign Legion and Bullingdon Club
- To write a list of rules for a place
- To write an opinion essay
- To know linking words
- To know vocabulary connected with crime and punishment
- To practise the pronunciation of modal verbs in connected speech
- To improve the pronunciation of the English language
- To improve the intonation of the English language
II. CONTENTS
Communication Skills
- Speaking about a controversial issue expressing their opinion
- Talking about past laws or rules
- Talking about laws that should exist
- Listening to five people complaining about annoying rules
- Listening to people talking about four laws suggested on a website
- Reading an article about three unusual societies
- Reading a text about criminal justice in Britain 200 years ago
- Reading the story of a famous 18th-century British criminal
- Reading a text about prison 200 years ago
- Reading some suggestions for laws on a website
- Reading a newspaper article about the punishment for a boy who committed robbery
- Reading an opinion essay
- Watching a video of two conversations about a crime
- Writing a list of rules for a place
- Writing an opinion essay
Language Reflections
A. Language and grammar functions
- Obligation and permission in the present
- Obligation and permission in the past
B. Vocabulary
- Linking words
- Words connected with crime and punishment
C. Pronunciation
- Modal verbs in connected speech
Sociocultural Aspects
- To speak about rules and laws that find annoying
- To talk about clubs and societies
- To discuss about three exclusive clubs
- To debate about criminal justice
- To talk about famous criminals
- To learn about obligation and permission
- To express and respond to opinions
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
To respect rules and laws
To respect others' opinions
History
To talk about past criminals, justice and laws
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 112, 114
- Student's Book: Study, Practice & Remember, page 162
- Workbook, Unit 11
- Teacher's Resource Bank: Photocopiable activities, Unit 11
- DVD, Unit 11
II. Language reflections
- Student's Book: Study, Practice & Remember, page 162
- Workbook, Unit 11
- Teacher's Resource Bank: Photocopiable activities, Unit 11
- DVD, Unit 11
III. Sociocultural aspects
- Student's Book, Unit 11
- Workbook, Unit 11
- DVD, Unit 11
BASIC COMPETENCES
|UNIT 11: Rules |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.106-115 |All the activities in the unit use language as a means of oral and written |Show interest and curiosity in the English language as such, and in cultural |
|mother tongue and in | |communication. |aspects associated with it. |
|foreign languages | | | |
|(C1) | | | |
|Mathematical competence |SB, pp.110, 114 |Students have to understand and process information to classify a list of concepts |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) | |according to different categories. |process of learning English. |
|Data processing and |SB, p.108 |Students read an article about three unusual societies: the Vidocq Society, French |Be aware of the importance of the media and its influence on society. |
|digital competence | |Foreign Legion and Bullingdon Club, and find out more information online about them. |Incorporate new technologies in the process of learning English. |
|(C4) | |They read a newspaper article about the punishment for a boy who committed robbery. |Take advantage of new technologies to revise and consolidate what one has learnt |
| |SB, p.114 |They match newspapers headlines with the correct extracts. |in the unit. |
| | | | |
| |WB, p.68 |Students listen to people talking about four laws suggested on a website. | |
| | |They read some suggestions for laws on a website. | |
| |SB, p.112 |Students film / record themselves talking about a law. | |
| | | | |
| |SB, p.112 |Students watch a video of two conversations about a crime. | |
| |SB, p.113 (Share your | | |
| |task) |Students use digital devices as part of their process of learning English. | |
| |SB, p.114 (Language live) | | |
| |MyEnglishLab / | | |
| |Active Teach | | |
|Cultural awareness and |SB, pp.108, 110, 111, 112,|They deal about different cultural and artistic expressions through the following: |Understand and critically appraise aspects of other countries' culture and |
|expression |114, 115 |An article about three unusual societies. |customs. |
|(C6) | |A text about criminal justice in Britain 200 years ago. |Develop creativity and imagination. |
| | |The story of a famous 18th-century British criminal. | |
| | |A text about prison 200 years ago. | |
| | |Some suggestions for laws on a website. | |
| | |A newspaper article about the punishment for a boy who committed robbery. | |
| | |An opinion essay. | |
| | | | |
| | |Students write a piece of original creative writing: | |
| | |A list of rules for a place. | |
| |SB, pp.107, 115 |An opinion essay. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 11 |Students learn and think about: rules, societies, crime, punishment, laws. |Develop a critical mind when observing reality. |
|with the world and | | | |
|environment (C3) | |There are references to different places such as: Britain, USA, Switzerland. | |
| | | |Identify places and geographical features where other cultures are originated and |
| | | |located. |
|Social and civic |SB, Unit 11 |Students work in pairs or groups and exchange opinions: |Use language as a vehicle of communication / cultural transmission. |
|competence | |In the different discussions proposed in the unit about rules, laws, clubs, societies, |Develop key communication skills, and take into account the interests of others as|
|(C5) | |criminal justice and famous criminals. |individuals and the interests of the group as a whole. |
| | |Analysing the tasks they have completed and comparing their answers. |Express their own ideas and listen to others'. |
| | |Asking and answering questions. |Know and accept tradition and cultural and social reality of the English-speaking |
| | |Talking about the texts they've read. |world. |
| | | | |
| | |In groups, they read a list of rules and the other students have to guess the place | |
| |SB, p.107, ex.3 |they refer to. | |
| | | | |
| | |Students speak about a law they would like to discuss and give their opinion in groups.| |
| |SB, p.112 (Speaking) |Then, they tell the rest of the class about the laws they have discussed. | |
| | | | |
| | |Students describe and answer questions about photographs. | |
| |SB, p.106 | | |
| | |Students write an opinion essay. They swap essays in pairs and suggest improvements. | |
| |SB, p.115 | | |
| | |Students learn and think about: rules, obligation, permission, societies, crime, | |
| | |punishment, laws. | |
| |SB, Unit 11 | | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB & WB, Unit 11 |Students do the SB and WB activities in the unit, and use good learning practices in |Be aware of what is known and what needs to be learnt, how to learn it, and how to|
|(C7) | |class and at home. |manage and control the learning processes effectively, optimizing and guiding them|
| | | |to meet personal goals. |
| | |Students learn how to use reference material for each unit: | |
| | | |Show interest in different learning strategies which boost confidence when faced |
| | |Students’ Book |with new challenges in one's studies. |
| | |Key language highlighted at the start of the unit (p.106) | |
| | |Grammar in context (pp.107, 111) | |
| | |Pronunciation box (pp.107, 114) | |
| | |Useful language box (p.113) | |
| | |Study & practice 1 (p.162) | |
| | |Study & practice 2 (p.163) | |
| | |Study & practice 3 (p.163) | |
| | |Remember these words (p.164) | |
| | |Study tips (p.164) | |
| | | | |
| | |MyEnglishLab | |
| | |Interactive workbook | |
| | |Common error report | |
| | |Tips and feedback for reference materials | |
| | |Extra video with interactive exercises | |
| | | | |
| | | | |
| |SB, Unit 11 |Students are encouraged to experiment with language and to work out rules for | |
| | |themselves (Grammar). | |
| | |Students are encouraged to take a proactive role in their learning (Tasks). | |
| | |Students recycle new language through the speaking tasks. | |
| | |They recycle all the main grammar and vocabulary areas in the unit with extra practice | |
| | |exercises in the Study, Practice & Remember section. | |
|Being autonomous |SB, p.106 (In this unit) |Students develop planning initiatives such as the main objectives at the beginning of |Show initiatives and own choices. |
|(C8) |SB, p.115 (After unit 11 |each unit. | |
| |you can…) |Students think about what they have learnt after each unit. | |
| |WB, pp.64-69 | | |
| |SB & WB |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance and |
| | |Students do the assessment activities in the unit. |self-criticism, performing the self-evaluation and reviewing the learning process.|
| | | | |
| | |Students do activities which involve analyzing, planning and reviewing their work: | |
| |SB, p.112 (Task) |Discuss new laws. | |
| |SB, p.115 |Write an opinion essay. | |
| | | | |
| |SB, pp.106-115 |Students show initiative working in pairs or groups: discussing about the unit topic, |Listen and interact with others with positive attitude when participating in class|
| | |analysing tasks, describing photographs and completing the speaking activities. |activities. |
|Emotional competence |SB, pp.106-115 |Students learn to work in pairs or groups and to respect turns, as well as opinions, |Show emotional balance and respect for others in the activities done in class. |
|(Castile La Mancha) (C9) | |work and progress. | |
UNIT 12: YOUR CHOICE
I. AIMS
- To know the use of could have, should have, would have
- To know how to express hypothetical situations in the past with if
- To speak about problems
- To talk about the results of a quiz
- To talk about one story they've read
- To talk about the advantages and disadvantages of living in London and New Zealand
- To discuss about taking tough decisions
- To discuss about the decisions made in difficult situations
- To discuss about a method for making decisions
- To discuss about living in a foreign country
- To listen to a story about a rowing challenge
- To listen to three people describing a big decision in their lives
- To read a quiz about how we respond to problems
- To read a text about someone's problems
- To read a text about making decisions
- To read some problems published in a problem page
- To watch a video about a British couple thinking of moving to New Zealand
- To watch a video of four people talking about living in a foreign country
- To write a story about a problem
- To write a letter / TV drama scene about a problem story
- To write a paragraph about going to live in another country
- To act out a scene
- To find out information online about London and New Zealand
- To find out information online about worldwide emigration / immigration
- To know vocabulary connected problems and solutions
- To practise the pronunciation of past modal forms in connected speech
- To improve the pronunciation of the English language
- To improve the intonation of the English language
II. CONTENTS
Communication Skills
- Speaking about problems
- Talking about the results of a quiz
- Talking about one story they've read
- Talking about the advantages and disadvantages of living in London and New Zealand
- Listening to a story about a rowing challenge
- Listening to three people describing a big decision in their lives
- Reading a quiz about how we respond to problems
- Reading a text about someone's problems
- Reading a text about making decisions
- Reading some problems published in a problem page
- Watching a video about a British couple thinking of moving to New Zealand
- Watching a video of four people talking about living in a foreign country
- Writing a story about a problem
- Writing a letter / TV drama scene about a problem story
Language Reflections
A. Language and grammar functions
- could have, should have, would have
- Hypothetical situations in the past with if
B. Vocabulary
- Words connected with problems and solutions
C. Pronunciation
- Past modal forms in connected speech
Sociocultural Aspects
- To talk about taking tough decisions
- To discuss about the decisions made in difficult situations
- To debate about a method for making decisions
- To speak about living in a foreign country
- To think about a great challenge
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 117, 122, 127, 129, 130, 131
- Student's Book: Study, Practice & Remember, page 165
- Workbook, Unit 12
- Teacher's Resource Bank: Photocopiable activities, Unit 12
- Teacher's Resource Disc: Progress Tests, Units 11-12
- Teacher's Resource Disc: Test Audio
- DVD, Unit 12
II. Language reflections
- Student's Book: Study, Practice & Remember, page 165
- Workbook, Unit 12
- Teacher's Resource Bank: Photocopiable activities, Unit 12
- Teacher's Resource Disc: Progress Tests, Units 11-12
- Teacher's Resource Disc: Test Audio
- DVD, Unit 12
III. Sociocultural aspects
- Student's Book, Unit 12
- Workbook, Unit 12
- DVD, Unit 12
BASIC COMPETENCES
|UNIT 12: Your choice |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.116-125 |All the activities in the unit use language as a means of oral and written |Show interest and curiosity in the English language as such, and in cultural |
|mother tongue and in | |communication. |aspects associated with it. |
|foreign languages | | | |
|(C1) | | | |
|Mathematical competence |SB, p.124 |Students have to understand and process information to complete a table. |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) | | |process of learning English. |
|Data processing and |WB, p.73 |Students read a newspaper article and answer some questions. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.122 |Students read and talk about problems published in a problem page. | |
|(C4) | |Students film / record themselves speaking about a problem and the things they |Incorporate new technologies in the process of learning English. |
| |SB, p.123 (Share your |would/wouldn't have done. |Take advantage of new technologies to revise and consolidate what one has learnt |
| |task) | |in the unit. |
| | |Students watch a video about a British couple thinking of moving to New Zealand. | |
| |SB, pp.124-125 (Video and |They watch a video of four people talking about living in a foreign country. | |
| |research) |Students complete the information in a table about New Zealand and the UK and check | |
| | |their answers online. | |
| | |They find information online about worldwide emigration / immigration. | |
| | | | |
| | |Students use digital devices as part of their process of learning English. | |
| | | | |
| | | | |
| |MyEnglishLab / | | |
| |Active Teach | | |
|Cultural awareness and |SB, pp. 124-125 (World |Students learn about life in different countries. |Understand and critically appraise aspects of other countries' culture and |
|expression |culture) | |customs. |
|(C6) |SB, pp.116, 117, 121, 122 |They deal about different cultural and artistic expressions through the following: |Develop creativity and imagination. |
| | |A quiz about how we respond to problems. | |
| | |A text about someone's problems. | |
| | |A text about making decisions. | |
| | |A problem page. | |
| | | | |
| |SB, pp.120, 123, 125 |Students write a piece of original creative writing: | |
| | |A story about a problem. | |
| | |A letter / TV drama scene about a problem story. | |
| | |A paragraph about going to live in another country. | |
| |SB, p.123 | | |
| | |They act out a scene in front of other students. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 12 |Students learn and think about: journeys, New Zealand, UK, geographical information. |Develop a critical mind when observing reality. |
|with the world and | | | |
|environment (C3) | |There are references to different places such as: London, Barbados, New Zealand, UK. | |
| | | |Identify places and geographical features where other cultures are originated and |
| | | |located. |
|Social and civic |SB, Unit 12 |Students work in pairs or groups and exchange opinions: |Use language as a vehicle of communication / cultural transmission. |
|competence | |In the different discussions proposed in the unit about taking tough decisions, |Develop key communication skills, and take into account the interests of others as|
|(C5) | |difficult situations, a method for making decisions, living in a foreign country. |individuals and the interests of the group as a whole. |
| | |Analysing the tasks they have completed and comparing their answers. |Express their own ideas and listen to others'. |
| | |Asking and answering questions. |Know and accept tradition and cultural and social reality of the English-speaking |
| | |Talking about the texts they've read. |world. |
| | | | |
| | |Students work in groups to speak about a problem and explain what they would/wouldn't | |
| | |have done and why. Then, they present their ideas to the class. | |
| |SB, p.122 (Speaking) | | |
| | |In pairs and groups, they act out a scene about a problem story. | |
| | | | |
| |SB, p.123 |Students describe and answer questions about photographs. | |
| | | | |
| |SB, p.124 |Students write a paragraph about going to live in another country. | |
| | | | |
| |SB, p.125 |Students learn and think about: problems, reactions, journeys, decisions, hypothetical | |
| | |situations, solutions, dilemmas, New Zealand, UK, geographical information. | |
| |SB, Unit 12 | | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB & WB, Unit 12 |Students do the SB and WB activities in the unit, and use good learning practices in |Be aware of what is known and what needs to be learnt, how to learn it, and how to|
|(C7) | |class and at home. |manage and control the learning processes effectively, optimizing and guiding them|
| | | |to meet personal goals. |
| |Teacher's Resource Disc |Students complete the progress test 6. | |
| | |Students complete the test audio. | |
| | | |Show interest in different learning strategies which boost confidence when faced |
| | |Students learn how to use reference material for each unit: |with new challenges in one's studies. |
| | | | |
| | |Students’ Book | |
| | |Key language highlighted at the start of the unit (p.116) | |
| | |Grammar in context (pp.117, 119) | |
| | |Pronunciation box (p.117) | |
| | |Useful language box (p.123) | |
| | |Study & practice 1 (p.165) | |
| | |Study & practice 2 (p.166) | |
| | |Remember these words (p.167) | |
| | |Study tips (p.167) | |
| | | | |
| | |MyEnglishLab | |
| | |Interactive workbook | |
| | |Common error report | |
| | |Tips and feedback for reference materials | |
| | |Extra video with interactive exercises | |
| | | | |
| |SB, Unit 12 | | |
| | |Students are encouraged to experiment with language and to work out rules for | |
| | |themselves (Grammar). | |
| | |Students are encouraged to take a proactive role in their learning (Tasks). | |
| | |Students recycle new language through the speaking tasks. | |
| | |They recycle all the main grammar and vocabulary areas in the unit with extra practice | |
| | |exercises in the Study, Practice & Remember section. | |
|Being autonomous |SB, p.116 (In this unit) |Students develop planning initiatives such as the main objectives at the beginning of |Show initiatives and own choices. |
|(C8) |SB, p.125 (After unit 12 |each unit. | |
| |you can…) |Students think about what they have learnt after each unit. | |
| |WB, pp.70-75 | | |
| |SB & WB |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance and |
| | |Students do the assessment activities in the unit. |self-criticism, performing the self-evaluation and reviewing the learning process.|
| | | | |
| | |Students do activities which involve analyzing, planning and reviewing their work: | |
| |SB, p.122 (Task) |Discuss dilemmas. | |
| | | | |
| |SB, pp.116-125 |Students show initiative working in pairs or groups: discussing about the unit topic, |Listen and interact with others with positive attitude when participating in class|
| | |analysing tasks, describing photographs and completing the speaking activities. |activities. |
|Emotional competence |SB, pp.116-125 |Students learn to work in pairs or groups and to respect turns, as well as opinions, |Show emotional balance and respect for others in the activities done in class. |
|(Castile La Mancha) (C9) | |work and progress. | |
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