TEACHING PROGRAMME
GENERAL TEACHING PROGRAMME
CUTTING EDGE
UPPER INTERMEDIATE
__________________
AREA OF FOREIGN LANGUAGES
ENGLISH LANGUAGE
Cutting Edge Upper Intermediate Teaching Programme
UNIT 1: GETTING ON
I. AIMS
- To know the past and present verb forms
- To know the uses of auxiliary verbs
- To speak about past and present things and events
- To speak about a topic for one minute
- To talk about relationships
- To discuss about siblings relationships
- To discuss about friendship
- To discuss about responding sympathetically to someone's feelings
- To discuss about the steps followed to write something in English
- To listen to six speakers talking about past and present things
- To listen to three conversations among friends
- To listen to three sets of people playing a game
- To listen to three short conversations about different problems
- To read a quiz about English grammar
- To read an article about the famous model Alek Wek
- To read an article about sibling rivalries
- To read the rules of a game
- To read the biography of Meryl Streep
- To write short conversations
- To practise the conversations
- To act out a conversation
- To write a biography draft
- To know vocabulary connected with relationships
- To know vocabulary connected with friendship
- To know the wordspot: get
- To practise the pronunciation of auxiliary verbs
- To practise sounding sympathetic
- To improve the pronunciation of the English language
- To improve the intonation of the English language
II. CONTENTS
Communication Skills
- Speaking about past and present things and events
- Speaking about a topic for one minute
- Talking about relationships
- Listening to six speakers talking about past and present things
- Listening to three conversations among friends
- Listening to three sets of people playing a game
- Listening to three short conversations about different problems
- Reading a quiz about English grammar
- Reading an article about the famous model Alek Wek
- Reading an article about sibling rivalries
- Reading the rules of a game
- Reading the biography of Meryl Streep
- Writing short conversations
- Practising the conversations
- Acting out a conversation
- Writing a biography draft
Language Reflections
A. Language and grammar functions
- Past and present verb forms
- Uses of auxiliary verbs
B. Vocabulary
- Words connected with relationships
- Words connected with friendship
- Wordspot: get
C. Pronunciation
- Auxiliary verbs
- Sounding sympathetic
Sociocultural Aspects
- To talk about siblings relationships
- To discuss and think about friendship
- To talk about responding sympathetically to someone's feelings
- To discuss about the steps followed to write something in English
- To take part in a game
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
Arts
To talk about film stars
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 11, 13, 14, 126, 128
- Student's Book: Study, Practice & Remember, page 131
- Workbook, Unit 1
- Teacher's Resource Bank: Photocopiable activities, Unit 1
- DVD, Unit 1
II. Language reflections
- Student's Book: Study, Practice & Remember, page 131
- 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: Getting on |
|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.11 (Wordspot) |Students have to understand and process information to complete a diagram. |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) | | |process of learning English. |
|Data processing and |SB, p.7 |Students read an article about the famous model Alek Wek. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.8 |They read an article about sibling rivalries. | |
|(C4) | | |Incorporate new technologies in the process of learning English. |
| |SB, p.13 (Share your task)|Students film / record themselves speaking about a topic for one minute. |Take advantage of new technologies to revise and consolidate what one has learnt |
| | | |in the unit. |
| |MyEnglishLab / |Students use digital devices as part of their process of learning English. | |
| |Active Teach | | |
|Cultural awareness and |SB, pp.7, 8, 13, 15 |Students deal about different cultural and artistic expressions through the following: |Understand and critically appraise aspects of other countries' culture and |
|expression | |A quiz about English grammar. |customs. |
|(C6) | |An article about a famous model. |Develop creativity and imagination. |
| | |An article about sibling rivalries. | |
| | |The rules of a game. | |
| | |The biography of Meryl Streep. | |
| | | | |
| | |Students write a piece of original creative writing: | |
| |SB, pp.11, 14, 15; WB, p.9|Short conversations. | |
| | |A biography draft. | |
| | | | |
| |SB, p.14 |They act out a conversation in front of other students. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 1 |Students learn and think about: siblings, relationships, friendship, feelings, |Develop a critical mind when observing reality. |
|with the world and | |biographies. | |
|environment (C3) | | | |
| | |There are references to different places such as: Sudan, the UK, London, New Jersey. |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: sibling relationships, |Develop key communication skills, and take into account the interests of others as|
|(C5) | |friendship, responding sympathetically to someone's feelings, the steps followed to |individuals and the interests of the group as a whole. |
| | |write something in English. |Express their own ideas and listen to others'. |
| | |Practising conversations. |Know and accept tradition and cultural and social reality of the English-speaking |
| | |Comparing their answers. |world. |
| | |Asking and answering questions. | |
| | |Talking about the texts they've read. | |
| | | | |
| | |In pairs: | |
| | |They complete a quiz. | |
| |SB, p.7, ex.1 |They play a game. | |
| |SB, p.13 (Task) |They act out a conversation. | |
| |SB, p.14 | | |
| | |Students describe and answer questions about photographs. | |
| |SB, pp.8, 14 | | |
| | |Students write a biography draft. | |
| |SB, p.15 | | |
| | |Students learn and think about: talking about past and present, sibling rivalries, | |
| |SB, Unit 1 |relationships, friendship, keeping a conversation going, responding to how people feel,| |
| | |writing a biography. | |
|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 (p.10) | |
| | |Pronunciation box (pp.11, 14) | |
| | |Useful language box (p.13) | |
| | |Study & practice 1 (p.131) | |
| | |Study & practice 2 (p.132) | |
| | |Remember these words (p.133) | |
| | | | |
| | |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: | |
| | |Keep a conversation going. | |
| |SB, p.13 (Task) |Planning and drafting a biography. | |
| |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: UPS AND DOWNS
I. AIMS
- To know how to form adjectives
- To know how to form nouns and gerunds
- To speak about the results of a survey about feelings
- To talk about feelings
- To talk about things that make you feel good
- To discuss about happiness
- To discuss about technology
- To listen to people talking about the things that make them feel good and bad
- To listen to five people answering a survey about feelings
- To read some facts about feelings
- To read a text about a phone app to track the feelings
- To read some quotes about happiness
- To read an article about the happiness facts and myths
- To read a consumer technology quiz
- To find out information online about happiness facts
- To find out information online about global happiness surveys
- To check information online about consumer technology
- To watch a video about happiness
- To watch a video of five people talking about technology and happiness
- To write a short description of their feelings in a situation
- To write a paragraph about a global happiness survey
- To know vocabulary describing how you feel
- To know vocabulary connected with things that make you feel good
- To practise the pronunciation of noun suffixes
- To improve the pronunciation of the English language
- To improve the intonation of the English language
II. CONTENTS
Communication Skills
- Speaking about the results of a survey about feelings
- Talking about feelings
- Talking about things that make you feel good
- Listening to people talking about the things that make them feel good and bad
- Listening to five people answering a survey about feelings
- Reading some facts about feelings
- Reading a text about a phone app to track the feelings
- Reading some quotes about happiness
- Reading an article about the happiness facts and myths
- Reading a consumer technology quiz
- Finding out information online about happiness facts
- Finding out information online about global happiness surveys
- Checking information online about consumer technology
- Watching a video about happiness
- Watching a video of five people talking about technology and happiness
- Writing a short description of their feelings in a situation
- Writing a paragraph about a global happiness survey
Language Reflections
A. Language and grammar functions
- Forming adjectives
- Forming nouns and gerunds
B. Vocabulary
- Words describing how you feel
- Things that make you feel good
C. Pronunciation
- Noun suffixes
Sociocultural Aspects
- To talk and think about happiness
- To debate about technology
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
Technology
To discuss about technology
To watch a video about technology
To talk about apps
Consumer education
To read a consumer technology quiz
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 18, 22, 127
- Student's Book: Study, Practice & Remember, page 134
- 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 134
- 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: Ups and downs |
|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 | |Students have to understand and process information: |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) |SB, p.25; WB, p.15 |To complete a table. |process of learning English. |
| |WB, p.10 |To complete a grid. | |
|Data processing and |SB, p.18 |Students read an article about the happiness facts and myths. |Be aware of the importance of the media and its influence on society. |
|digital competence | | | |
|(C4) |SB, p.16 |Students read a text about a phone app to track the feelings. |Incorporate new technologies in the process of learning English. |
| |WB, p.15 |They read and write an email. |Take advantage of new technologies to revise and consolidate what one has learnt |
| |SB, p.23 (Share your task)|Students film / record themselves giving a talk about a survey. |in the unit. |
| |SB, pp.24-25 (Video and | | |
| |research) |Students watch a video about happiness. | |
| | |They watch a video of five people talking about technology and happiness. | |
| | |Students check information online about consumer technology. | |
| | |They find information online about happiness facts and global happiness surveys. | |
| | | | |
| |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 happiness. |Understand and critically appraise aspects of other countries' culture and |
|expression |culture) | |customs. |
|(C6) |SB, pp.16, 18, 24 |They deal about different cultural and artistic expressions through the following: |Develop creativity and imagination. |
| | |Some facts about feelings. | |
| | |A text about a phone app to track the feelings. | |
| | |Some quotes about happiness. | |
| | |An article about the happiness facts and myths. | |
| | |A consumer technology quiz. | |
| | |Some people's opinions about films. | |
| |WB, p.12 | | |
| | |Students write a piece of original creative writing: | |
| |SB, pp.23, 25 |A short description of their feelings in a situation. | |
| | |A paragraph about a global happiness survey. | |
| | |An email to a friend. | |
| |WB, p.15 | | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 2 |Students learn and think about: feelings, happiness, surveys, technology. |Develop a critical mind when observing reality. |
|with the world and | | | |
|environment (C3) | |There are references to different places such as: China, South Korea, Chile, Canada, | |
| | |Denmark. |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: happiness, technology. |Develop key communication skills, and take into account the interests of others as|
|(C5) | |Practising conversations. |individuals and the interests of the group as a whole. |
| | |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, they have a race matching definitions to nouns. | |
| |SB, p.21 |In pairs and groups, they do a class survey, write descriptions of different situations| |
| |SB, pp.22-23 (Task) |and guess other groups' titles for the descriptions. | |
| | |They do a consumer technology quiz in pairs. | |
| |SB, p.24 | | |
| | |Students describe and answer questions about photographs. | |
| |SB, pp.20, 22 | | |
| | |Students write a paragraph about a global happiness survey. | |
| |SB, p.25 | | |
| | |Students learn and think about: describing feelings, happiness, preparing a survey, | |
| |SB, Unit 2 |consumer technology. | |
|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 |
| | | |with new challenges in one's studies. |
| | |Students learn how to use reference material for each unit: | |
| | | | |
| | |Students’ Book | |
| | |Key language highlighted at the start of the unit (p.16) | |
| | |Grammar in context (pp.17, 21) | |
| | |Pronunciation box (p.21) | |
| | |Useful language box (p.23) | |
| | |Study & practice 1 (p.134) | |
| | |Study & practice 2 (p.135) | |
| | |Remember these words (p.136) | |
| | | | |
| | |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) |Do a class survey. | |
| |SB, p.23 (Writing) |Write a short description. | |
| | | | |
| |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: IT ALL WENT WRONG
I. AIMS
- To know narrative tenses
- To know continuous aspect in other tenses
- To speak about an incident
- To speak about newspaper headlines
- To talk about mishaps
- To discuss about a story
- To discuss about the circumstances in a crime
- To discuss about the punishment for different crimes
- To discuss about the outcome of three cases
- To discuss about dealing with unexpected problems
- To listen to some people talking about mishaps
- To listen to the story of an incident
- To listen to three news stories
- To listen to three short conversations
- To read two stories about mishaps
- To read a questionnaire about crime and punishment
- To read some newspaper headlines
- To read three articles about different crimes
- To read some situations about unexpected problems
- To read a narrative about a robbery
- To write the story of a mishap
- To write a conversation about a situation with an unexpected problem
- To act out a conversation
- To write a detailed narrative
- To know vocabulary connected with mishaps
- To know vocabulary connected with crime and punishment
- To know headlines
- To practise sounding calm or angry
- To improve the pronunciation of the English language
- To improve the intonation of the English language
II. CONTENTS
Communication Skills
- Speaking about an incident
- Speaking about newspaper headlines
- Talking about mishaps
- Listening to some people talking about mishaps
- Listening to the story of an incident
- Listening to three news stories
- Listening to three short conversations
- Reading two stories about mishaps
- Reading a questionnaire about crime and punishment
- Reading some newspaper headlines
- Reading three articles about different crimes
- Reading some situations about unexpected problems
- Reading a narrative about a robbery
- Writing the story of a mishap
- Writing a conversation about a situation with an unexpected problem
- Acting out a conversation
- Writing a detailed narrative
Language Reflections
A. Language and grammar functions
- Narrative tenses
- Continuous aspect in other tenses
B. Vocabulary
- Words connected with mishaps
- Words connected with crime and punishments
- Headlines
C. Pronunciation
- Sounding calm or angry
Sociocultural Aspects
- To debate about a story
- To discuss about the circumstances in a crime
- To debate about the punishment for different crimes
- To discuss about the outcome of three cases
- To show interest in dealing with unexpected problems
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To respect laws
To respect other people's opinion
Education for equality
To respect men and women
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 28, 34
- Student's Book: Study, Practice & Remember, page 137
- Workbook, Unit 3
- Teacher's Resource Bank: Photocopiable activities, Unit 3
- DVD, Unit 3
II. Language reflections
- Student's Book: Study, Practice & Remember, page 137
- 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: It all went wrong |
|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, pp.27, 31 (Grammar) |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.32 |Students read and speak about newspaper headlines. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.32 |They listen to three news stories. | |
|(C4) |SB, p.33; WB, p.18 |They read three articles about different crimes. |Incorporate new technologies in the process of learning English. |
| | | |Take advantage of new technologies to revise and consolidate what one has learnt |
| |WB, p.19 |Students complete an email. |in the unit. |
| |SB, p.29 (Share your task)|Students film / record themselves telling an anecdote. | |
| |MyEnglishLab / | | |
| |Active Teach |Students use digital devices as part of their process of learning English. | |
|Cultural awareness and |SB, pp.27, 30, 32, 33, 34,|Students deal about different cultural and artistic expressions through the following: |Understand and critically appraise aspects of other countries' culture and |
|expression |35 |Two stories about mishaps. |customs. |
|(C6) | |A questionnaire about crime and punishment. |Develop creativity and imagination. |
| | |Some newspaper headlines. | |
| | |Three articles about different crimes. | |
| | |Some situations about unexpected problems. | |
| | |A narrative about a robbery. | |
| | |Three stories about unlucky experiences. | |
| |WB, p.20 |A narrative about a bad experience. | |
| |WB, p.21 | | |
| | |Students write a piece of original creative writing: | |
| |SB, pp.27, 34, 35 |The story of a mishap. | |
| | |A conversation about a situation with an unexpected problem. | |
| | |A detailed narrative. | |
| | |A story about a journey. | |
| |WB, p.21 | | |
| | |They act out a conversation in front of other students. | |
| |SB, p.34 | | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 3 |Students learn and think about: mishaps, crime and punishment, headlines, unexpected |Develop a critical mind when observing reality. |
|with the world and | |problems. | |
|environment (C3) | | | |
| | |There are references to different places such as: Melbourne, the Philippines, Swindon, |Identify places and geographical features where other cultures are originated and |
| | |Michigan, Sweden. |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: a story, the circumstances in |Develop key communication skills, and take into account the interests of others as|
|(C5) | |a crime, the punishment for different crimes, the outcome of three cases, dealing with |individuals and the interests of the group as a whole. |
| | |unexpected problems. |Express their own ideas and listen to others'. |
| | |Practising conversations. |Know and accept tradition and cultural and social reality of the English-speaking |
| | |Comparing their answers. |world. |
| | |Asking and answering questions. | |
| | |Talking about the texts they've read. | |
| | | | |
| |SB, p.30 |In pairs: | |
| | |They have a race listing as many crimes as possible. | |
| | |They read a quiz and write situations for the quiz. | |
| | | | |
| |SB, p.28 (Task) |They try to guess and tell a story from pictures. They re-tell the story in groups. | |
| | | | |
| | |In pairs, they prepare a conversation and then they act it out for the class. | |
| |SB, pp.34 | | |
| | |Students describe and answer questions about photographs. | |
| | | | |
| |SB, p.28 |Students write a narrative. | |
| | | | |
| |SB, p.35 |Students learn and think about: mishaps, telling a story, crime and punishment, | |
| | |headlines, dealing with unexpected problems, writing a narrative. | |
| |SB, Unit 3 | | |
|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.27, 31) | |
| | |Pronunciation box (p.34) | |
| | |Useful language box (p.29) | |
| | |Study & practice 1 (p.137) | |
| | |Study & practice 2 (p.138) | |
| | |Remember these words (p.139) | |
| | | | |
| | |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.28 (Task) |Tell a story from two points of view. | |
| |SB, p.35 (Writing) |Write a narrative. | |
| | | | |
| |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: YOUR MIND
I. AIMS
- To know the use and non-use of the passive
- To know passive forms with have or get
- To give a brief press conference to journalists about a space mission
- To talk about the qualities required to go on a space mission
- To discuss about mental skills
- To discuss about nature vs nurture
- To discuss about personality
- To discuss about a hypothetical manipulation of the mind
- To discuss about things they do/don't do themselves
- To discuss about the way parents treat boys and girls
- To listen to the answers and analysis of a quiz
- To listen to three short conversations
- To listen to a conversation asking for a service
- To listen to a radio programme about the Mars 500 mission
- To read a quiz about mental skills
- To read an article about what shapes our personality
- To read a text about the future of the mind according to Hollywood
- To read an article about Mission 2050
- To read a text about the differences between males and females
- To check information online about the differences between males and females
- To watch a video about why boys and girls like different toys
- To watch a video of seven people answering a question about gender-stereotype
- To find out more information online about psychology experiments
- To write three short conversations using the word mind in each
- To write two conversations asking for a service
- To write an email after the first three months on the space mission
- To write a paragraph about a psychologist experiment
- To know vocabulary connected with mental skills
- To know the wordspot: mind
- To know vocabulary connected with personal characteristics
- To know word stress
- To improve the pronunciation of the English language
- To improve the intonation of the English language
II. CONTENTS
Communication Skills
- Giving a brief press conference to journalists about a space mission
- Talking about the qualities required to go on a space mission
- Listening to the answers and analysis of a quiz
- Listening to three short conversations
- Listening to a conversation asking for a service
- Listening to a radio programme about the Mars 500 mission
- Reading a quiz about mental skills
- Reading an article about what shapes our personality
- Reading a text about the future of the mind according to Hollywood
- Reading an article about Mission 2050
- Reading a text about the differences between males and females
- Checking information online about the differences between males and females
- Watching a video about why boys and girls like different toys
- Watching a video of seven people answering a question about gender-stereotype
- Finding out more information online about psychology experiments
- Writing three short conversations using the word mind in each
- Writing two conversations asking for a service
- Writing an email after the first three months on the space mission
- Writing a paragraph about a psychologist experiment
Language Reflections
A. Language and grammar functions
- Use and non-use of the passive
- Passive forms with have or get
B. Vocabulary
- Words connected with mental skills
- Wordspot: mind
- Words connected with personal characteristics
C. Pronunciation
- Word stress
Sociocultural Aspects
- To talk about mental skills
- To discuss about nature vs nurture
- To debate about personality
- To think about a hypothetical manipulation of the mind
- To speak about things they do/don't do themselves
- To debate and think about the way parents treat boys and girls
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
Education for equality
To discuss about toys for boys or girls
To discuss about the way parents treat boys and girls
To read a text about the differences between males and females
Science
To discuss about mental skills
Technology
To talk about space missions
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 37, 43, 126
- Student's Book: Study, Practice & Remember, page 140
- 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 140
- 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: Your mind |
|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 |SB, p.45, ex.5; WB, p.26 |Students have to understand and process information to complete a table. |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) |SB, P.39 (Wordspot) |Students have to process information from a diagram to complete an exercise. |process of learning English. |
|Data processing and |SB, p.41 |Students listen to a radio programme about the Mars 500 mission. |Be aware of the importance of the media and its influence on society. |
|digital competence | |They read an article about: | |
|(C4) |SB, p.38 |What shapes our personality. |Incorporate new technologies in the process of learning English. |
| |SB, p.42 |Mission 2050. |Take advantage of new technologies to revise and consolidate what one has learnt |
| |WB, p.24 |Male and female drivers. |in the unit. |
| | | | |
| |WB, p.27 |Students read and write an email about travelling. | |
| |SB, p.43 (Share your task)|They write an email about a space mission. | |
| | |Students film / record themselves giving a press conference to journalists. | |
| |SB, pp.44-45 (Video and |Students watch a video about why boys and girls like different toys. | |
| |research) |They watch a video of seven people answering a question about gender-stereotype. | |
| | |They check information online about the differences between males and females. | |
| | |They find information online about psychology experiments. | |
| | | | |
| | |Students use digital devices as part of their process of learning English. | |
| |MyEnglishLab / | | |
| |Active Teach | | |
|Cultural awareness and |SB, pp.44-45 (World |Students learn about nature vs nurture. |Understand and critically appraise aspects of other countries' culture and |
|expression |culture) | |customs. |
|(C6) |SB, pp.36, 38, 40, 42, 44 |They deal about different cultural and artistic expressions through the following: |Develop creativity and imagination. |
| | |A quiz about mental skills. | |
| | |An article about what shapes our personality. | |
| | |A text about the future of the mind according to Hollywood. | |
| | |An article about Mission 2050. | |
| | |A text about the differences between males and females. | |
| |WB, p.24 |An article about male vs female drivers. | |
| |WB, p.27 |An email about a journey. | |
| | | | |
| |SB, pp.39, 41, 43, 45 |Students write a piece of original creative writing: | |
| | |Three short conversations using the word mind. | |
| | |Two conversations asking for a service. | |
| | |An email about a space mission. | |
| |WB, p.27 |A paragraph about a psychologist experiment. | |
| | |An email about a trip. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 4 |Students learn and think about: mental skills, personality, nature, nurture, the mind, |Develop a critical mind when observing reality. |
|with the world and | |personal characteristics, space missions, men vs women, psychology experiments. | |
|environment (C3) | | | |
| | |There are references to different places such as: Korea, China, Britain. | |
| | | |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: mental skills, nature vs |Develop key communication skills, and take into account the interests of others as|
|(C5) | |nurture, personality, a hypothetical manipulation of the mind, things they do/don't do |individuals and the interests of the group as a whole. |
| | |themselves, the way parents treat boys and girls. |Express their own ideas and listen to others'. |
| | |Practising conversations. |Know and accept tradition and cultural and social reality of the English-speaking |
| | |Comparing their answers. |world. |
| | |Asking and answering questions. | |
| | |Talking about the texts they've read. | |
| | | | |
| | |In pairs: | |
| | |They write three short conversations. | |
| |SB, p.39, ex.3 |They write two conversations about a business. | |
| |SB, p.41, ex.4 | | |
| | |In pairs and groups, they prepare and give a press conference to journalists. | |
| |SB, p.43 (Task) | | |
| | |Students describe and answer questions about photographs. | |
| | | | |
| |SB, pp.40, 41 |Students write an email and a paragraph about a psychology experiment. | |
| | | | |
| |SB, pp.43, 45 |Students learn and think about: mental skills, using the passive, personality, nature, | |
| | |nurture, the mind, personal characteristics, space missions, psychology experiments. | |
| | | | |
| |SB, Unit 4 | | |
|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 |
| | | |with new challenges in one's studies. |
| | |Students learn how to use reference material for each unit: | |
| | | | |
| | |Students’ Book | |
| | |Key language highlighted at the start of the unit (p.36) | |
| | |Grammar in context (pp.37, 40) | |
| | |Pronunciation box (p.38) | |
| | |Useful language box (p.43) | |
| | |Study & practice 1 (p.140) | |
| | |Study & practice 2 (p.141) | |
| | |Remember these words (p.142) | |
| | | | |
| | |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) |Choose people to go on a space mission. | |
| |SB, p.43 (Writing) |Write an email about the mission. | |
| | | | |
| |SB, pp.36-45 |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.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: FACE TO FACE
I. AIMS
- To review future forms
- To know more complex question forms
- To speak about three different topics for 30 seconds each
- To speak about their favourite fantasy dinner guest
- To prepare and practise a phone conversation
- To describe a social event
- To talk about the influence of the communication media
- To discuss about ways of interacting with other people
- To discuss about social networking and loneliness
- To discuss about online dating
- To discuss about blind dates
- To discuss about first dates questions
- To discuss about chatting vs phone calls
- To listen to some information about online dating
- To listen to an interview about a blind date
- To listen to six people talking about a dinner invitation
- To listen to three phone conversations
- To read some messages about different events
- To read an article about loneliness
- To read an article about a blind date
- To read a text about a fantasy dinner party
- To read different types of messages
- To write a letter of invitation to a fantasy dinner party
- To write an appropriate message for each given situation
- To know vocabulary connected with getting together
- To know colloquial language
- To practise intonation of statements and questions
- To improve the pronunciation of the English language
- To improve the intonation of the English language
II. CONTENTS
Communication Skills
- Speaking about three different topics for 30 seconds each
- Speaking about their favourite fantasy dinner guest
- Preparing and practising a phone conversation
- Describing a social event
- Talking about the influence of the communication media
- Listening to some information about online dating
- Listening to an interview about a blind date
- Listening to six people talking about a dinner invitation
- Listening to three phone conversations
- Reading some messages about different events
- Reading an article about loneliness
- Reading an article about a blind date
- Reading a text about a fantasy dinner party
- Reading different types of messages
- Writing a letter of invitation to a fantasy dinner party
- Writing an appropriate message for each given situation
Language Reflections
A. Language and grammar functions
- Review of future forms
- More complex question forms
B. Vocabulary
- Getting together
- Colloquial language
C. Pronunciation
- Intonation of statements and questions
Sociocultural Aspects
- To think about ways of interacting with other people
- To discuss about social networking and loneliness
- To debate about online dating
- To debate about blind dates
- To talk about first dates questions
- To discuss about chatting vs phone calls
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
Technology
To think about the use of social networks
To think about online dating
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 47, 48, 53, 54, 127, 129
- Student's Book: Study, Practice & Remember, page 143
- Workbook, Unit 5
- Teacher's Resource Bank: Photocopiable activities, Unit 5
- DVD, Unit 5
II. Language reflections
- Student's Book: Study, Practice & Remember, page 143
- 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: Face to face |
|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 |WB, p.28 |Students have to understand and process information to complete a grid. |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) | | |process of learning English. |
|Data processing and |SB, p.53 |Students talk about the influence of the communication media. |Be aware of the importance of the media and its influence on society. |
|digital competence | |They discuss about: | |
|(C4) |SB, p.48 |Social networking and loneliness. |Incorporate new technologies in the process of learning English. |
| |SB, p.50 |Online dating. |Take advantage of new technologies to revise and consolidate what one has learnt |
| |SB, p.54 |Chatting vs making phone calls. |in the unit. |
| | |Students read an article about: | |
| |SB, p.48 |Loneliness. | |
| |SB, p.50 |A blind date. | |
| |WB, p.30 |The weird ways people meet. | |
| | | | |
| |SB, p.47, ex.1 |Students read an email. | |
| |SB, p.53 (Share your task)|They film / record themselves describing their favourite fantasy dinner guest. | |
| | | | |
| |MyEnglishLab / |Students use digital devices as part of their process of learning English. | |
| |Active Teach | | |
|Cultural awareness and |SB, pp. 47, 48, 50, 52, 55|Students deal about different cultural and artistic expressions through the following: |Understand and critically appraise aspects of other countries' culture and |
|expression | |Some messages about different events. |customs. |
|(C6) | |An article about loneliness. |Develop creativity and imagination. |
| | |An article about a blind date. | |
| | |A text about a fantasy dinner party. | |
| | |Different types of messages. | |
| |WB, p.30 |An article about the weird ways people meet. | |
| |WB, p.31 |A poem about online dating. | |
| | | | |
| |SB, p.53, 55; WB, p.33 |They write a piece of original creative writing: | |
| | |A letter of invitation to a fantasy dinner party. | |
| | |An appropriate message for different situations. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 5 |Students learn and think about: social interaction, loneliness, online dating, blind |Develop a critical mind when observing reality. |
|with the world and | |dates, fantasy dinner parties, phone conversations, messages. | |
|environment (C3) | | | |
| | |There are references to different places such as: Istanbul, Milan. | |
| | | |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: ways of interacting with other|Develop key communication skills, and take into account the interests of others as|
|(C5) | |people, social networking and loneliness, online dating, blind dates, first dates |individuals and the interests of the group as a whole. |
| | |questions, chatting vs phone calls. |Express their own ideas and listen to others'. |
| | |Practising conversations. |Know and accept tradition and cultural and social reality of the English-speaking |
| | |Comparing their answers. |world. |
| | |Asking and answering questions. | |
| | |Talking about the texts they've read. | |
| | | | |
| | |In groups, they describe an event and the other students have to guess the event. | |
| |SB, p.46, ex.3b |They complete vocabulary exercises in pairs. | |
| | | | |
| |SB, p.49 |They work in groups to decide about a list of guests for a fantasy dinner party. They | |
| | |work with other students from other groups explaining their plan. | |
| |SB, p.53 (Task) | | |
| | |Students write appropriate messages for different situations. | |
| | | | |
| | |Students learn and think about: getting together, social interaction, loneliness, using| |
| |SB, p.55 |colloquial language, online dating, blind dates, planning a fantasy dinner party, | |
| | |dealing with problems on the phone, writing different types of messages. | |
| |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.47, 51) | |
| | |Pronunciation box (p.51) | |
| | |Useful language box (p.53) | |
| | |Study & practice 1 (p.143) | |
| | |Study & practice 2 (p.144) | |
| | |Remember these words (p.145) | |
| | | | |
| | |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) |Plan a fantasy dinner party. | |
| |SB, p.53 (Writing) |Write a letter of invitation. | |
| |SB, p.54 (Writing) |Write a message for a given situation. | |
| | | | |
| |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: BIG IDEAS
I. AIMS
- To know the form and use of perfect tenses
- To know more about the present perfect simple and continuous
- To speak about the nomination of an achievement for a TV programme
- To make a presentation of an unsung hero
- To talk about human achievements
- To talk about British heroes
- To talk about great mistakes famous people have made
- To discuss about the most important five inventions of the last 200 years
- To discuss about unsung heroes of interest in their country or area
- To listen to important dates
- To listen to five people presenting an idea for a TV programme
- To read an article about five inventions
- To read an advert about a TV series
- To read a fact file about unusual world records
- To check information online about British heroes
- To find out more information online about an unsung hero
- To watch a video about Isambard Kingdom Brunel
- To watch a video of three people talking about an unsung hero they admire
- To write a comment about inventions
- To write a summary of the nomination of an achievement for a TV programme
- To write a conversation
- To write a paragraph about an unsung hero
- To know vocabulary connected with human achievements
- To know the wordspot: first
- To practise the pronunciation of weak and strong forms 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 nomination of an achievement for a TV programme
- Making a presentation of an unsung hero
- Talking about human achievements
- Talking about British heroes
- Talking about great mistakes famous people have made
- Listening to important dates
- Listening to five people presenting an idea for a TV programme
- Reading an article about five inventions
- Reading an advert about a TV series
- Reading a fact file about unusual world records
- Checking information online about British heroes
- Finding out more information online about an unsung hero
- Watching a video about Isambard Kingdom Brunel
- Watching a video of three people talking about an unsung hero they admire
- Writing a comment about inventions
- Writing a summary of the nomination of an achievement for a TV programme
- Writing a conversation
- Writing a paragraph about an unsung hero
Language Reflections
A. Language and grammar functions
- Perfect tenses
- More about the present perfect simple and continuous
B. Vocabulary
- Words connected with human achievements
- Wordspot: first
C. Pronunciation
- Weak and strong forms in questions
Sociocultural Aspects
- To discuss about the most important five inventions of the last 200 years
- To talk about unsung heroes of interest in their country or area
- To show interest in helping people
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
Science & Technology
To think about the importance of some inventions
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 57, 60, 62, 63, 128
- Student's Book: Study, Practice & Remember, page 146
- Workbook, Unit 6
- Teacher's Resource Bank: Photocopiable activities, Unit 6
- Teacher's Resource Disc: Progress Tests, Units 5-6
- Teacher's Resource Disc: Mid-course Tests
- Teacher's Resource Disc: Test Audio
- DVD, Unit 6
II. Language reflections
- Student's Book: Study, Practice & Remember, page 146
- Workbook, Unit 6
- Teacher's Resource Bank: Photocopiable activities, Unit 6
- Teacher's Resource Disc: Progress Tests, Units 5-6
- Teacher's Resource Disc: Mid-course Tests
- 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: Big ideas |
|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, p.58 |To complete an exercise from a timeline. |process of learning English. |
| |SB, p.63 |To complete a diagram. | |
| |SB, p.65 |To complete a table. | |
|Data processing and |SB, p.56 |Students read an article about five inventions. |Be aware of the importance of the media and its influence on society. |
|digital competence |WB, p.34 |They listen to and read an article about superheroes. | |
|(C4) | | |Incorporate new technologies in the process of learning English. |
| |SB, p.61 (Share your task)|Students film / record themselves giving a presentation of a nomination for a TV |Take advantage of new technologies to revise and consolidate what one has learnt |
| |SB, pp.64-65 (Video and |programme. |in the unit. |
| |research) |Students watch a video about Isambard Kingdom Brunel. | |
| | |They watch a video of three people talking about an unsung hero they admire. | |
| | |Students check information online about British heroes. | |
| | |They find information online about an unsung hero. | |
| |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 unsung heroes. |Understand and critically appraise aspects of other countries' culture and |
|expression |culture) | |customs. |
|(C6) |SB, pp.56, 60, 62 |They deal about different cultural and artistic expressions through the following: |Develop creativity and imagination. |
| | |An article about five inventions. | |
| | |An advert about a TV series. | |
| | |A fact file about unusual world records. | |
| | |An article about superheroes. | |
| |WB, p.34 | | |
| | |Students write a piece of original creative writing: | |
| |SB, pp.57, 61, 63, 65 |A comment about inventions. | |
| | |A summary of the nomination of an achievement for a TV programme. | |
| | |A conversation. | |
| | |A paragraph about an unsung hero. | |
| | |A nomination for a TV company. | |
| |WB, p.38 | | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 6 |Students learn and think about: inventions, important dates, human achievements, a TV |Develop a critical mind when observing reality. |
|with the world and | |programme, unusual world records, unsung heroes. | |
|environment (C3) | | | |
| | |There are references to different places such as: England, Crete, Europe, the UK, | |
| | |Australia, Russia, Britain. |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: the most important five |Develop key communication skills, and take into account the interests of others as|
|(C5) | |inventions of the last 200 years, unsung heroes of interest in their country or area. |individuals and the interests of the group as a whole. |
| | |Practising conversations. |Express their own ideas and listen to others'. |
| | |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 pairs: | |
| | |They read an article and summarise it. | |
| |SB, p.57 |They talk about a timeline of human achievements. | |
| |SB, p.58 |They read some sentences and their partner have to guess if they are true or false. | |
| |SB, p.59 |They describe people's achievements. | |
| | | | |
| |SB, p.59 |In groups, students prepare an idea for a TV programme and present it to the rest of | |
| | |the class. | |
| |SB, pp.60-61 (Task) | | |
| | |Students describe and answer questions about photographs. | |
| |SB, pp.56, 62 | | |
| | |Students write a paragraph about an unsung hero. | |
| |SB, p.65 | | |
| | |Students learn and think about: inventions, important dates, human achievements, | |
| |SB, Unit 6 |presenting an idea for a TV programme, unusual world records, unsung heroes. | |
|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 mid-course test. |Show interest in different learning strategies which boost confidence when faced |
| | |Students complete the test audio. |with new challenges in one's studies. |
| | | | |
| | |Students learn how to use reference material for each unit: | |
| | | | |
| | |Students’ Book | |
| | |Key language highlighted at the start of the unit (p.56) | |
| | |Grammar in context (pp.58, 62) | |
| | |Pronunciation box (pp.57, 63) | |
| | |Useful language box (p.61) | |
| | |Study & practice 1 (p.146) | |
| | |Study & practice 2 (p.147) | |
| | |Remember these words (p.148) | |
| | | | |
| | |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.60 (Task) |Present an idea for a TV programme. | |
| |SB, p.61 (Writing) |Write a summary of the nomination for the programme. | |
| | | | |
| |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: EVENTS
I. AIMS
- To know the form and use of relative clauses
- To know the use of quantifiers
- To speak about awkward social situations
- To make a presentation of an event
- To talk about a special event they've been to
- To discuss about the biggest protest or celebration they've seen
- To discuss about some of the most famous protests and celebrations of the last century
- To discuss about special events
- To discuss about a concert they've been to or would like to go to
- To listen to three people talking about a special event
- To listen to the answers of a person in different awkward social situations
- To read some news extracts about celebrations and protests
- To read a text and different comments about some of the most famous celebrations and protests of the last century
- To read a website about a competition
- To read the review of a concert
- To write a review of an event
- To write a conversation for different awkward social situations
- To act out a conversation
- To know vocabulary connected with celebrations and protests
- To know vocabulary connected with special events
- To know the wordspot: take
- To practise sounding polite
- To improve the pronunciation of the English language
- To improve the intonation of the English language
II. CONTENTS
Communication Skills
- Speaking about awkward social situations
- Making a presentation of an event
- Talking about a special event they've been to
- Listening to three people talking about a special event
- Listening to the answers of a person in different awkward social situations
- Reading some news extracts about celebrations and protests
- Reading a text and different comments about some of the most famous celebrations and protests of the last century
- Reading a website about a competition
- Reading the review of a concert
- Writing a review of an event
- Writing a conversation for different awkward social situations
- Acting out a conversation
Language Reflections
A. Language and grammar functions
- Relative clauses
- Quantifiers
B. Vocabulary
- Words connected with celebrations and protests
- Words connected with special events
- Wordspot: take
C. Pronunciation
- Sounding polite
Sociocultural Aspects
- To talk about the biggest protest or celebration they've seen
- To discuss about some of the most famous protests and celebrations of the last century
- To talk about special events
- To speak about a concert they've been to or would like to go to
- To show interest in social events
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
To respect celebrations from different countries
History
To talk about historical events
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 66, 68, 72, 75
- Student's Book: Study, Practice & Remember, page 149
- 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 149
- 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: Events |
|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, p.71 |Students have to understand and process information from a word map to complete an |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) | |exercise. |process of learning English. |
|Data processing and |SB, p.66 |Students read some news extracts about celebrations and protests. |Be aware of the importance of the media and its influence on society. |
|digital competence | | | |
|(C4) |SB, p.72 |Students read a website about a competition. |Incorporate new technologies in the process of learning English. |
| |SB, p.73 (Share your task)|Students film / record themselves giving a presentation for an event. |Take advantage of new technologies to revise and consolidate what one has learnt |
| | | |in the unit. |
| |MyEnglishLab / |Students use digital devices as part of their process of learning English. | |
| |Active Teach | | |
|Cultural awareness and |WB, p.41 |Students read a summary of The Model Millionaire by Oscar Wilde. |Consider literature as a source of enjoyment and personal enrichment, and as part |
|expression | | |of countries' cultural heritage. |
|(C6) |SB, pp. 66, 68, 69, 72, 74|They deal about different cultural and artistic expressions through the following: |Understand and critically appraise aspects of other countries' culture and |
| | |Some news extracts about celebrations and protests. |customs. |
| | |A text and different comments about some of the most famous celebrations and protests |Develop creativity and imagination. |
| | |of the last century. | |
| | |A website about a competition. | |
| | |The review of a concert. | |
| |WB, p.41 |Some extracts from an online entertainment guide. | |
| |WB, p.42 |Some eyewitness accounts of different events. | |
| | | | |
| |SB, pp.74, 75; WB, p.44 |Students write a piece of original creative writing: | |
| | |A review of an event. | |
| | |A conversation for different awkward social situations. | |
| |SB, p.75 | | |
| | |They act out a conversation in front of other students. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 7 |Students learn and think about: celebrations and protests, historical events, special |Develop a critical mind when observing reality. |
|with the world and | |events, awkward social situations. | |
|environment (C3) | | | |
| | |There are references to different places such as: Rio de Janeiro, Uruguay, Brazil, |Identify places and geographical features where other cultures are originated and |
| | |Rome, Iraq, Istanbul, Europe, China, England, United States, Czechoslovakia, Berlin, |located. |
| | |Toronto. | |
|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: the biggest protest or |Develop key communication skills, and take into account the interests of others as|
|(C5) | |celebration they've seen, some of the most famous protests and celebrations of the last|individuals and the interests of the group as a whole. |
| | |century, special events, a concert. |Express their own ideas and listen to others'. |
| | |Practising conversations. |Know and accept tradition and cultural and social reality of the English-speaking |
| | |Comparing their answers. |world. |
| | |Asking and answering questions. | |
| | |Talking about the texts they've read. | |
| | | | |
| | |In groups, they make a list of the things they know about some historical events. | |
| |SB, p.68 |In pairs, they make a list of positive and negative issues from a listening activity. | |
| | |They describe an event in pairs. | |
| |SB, p.70 | | |
| | |Students work in groups to present ideas for an event and give a presentation to the | |
| |SB, p.71 |class. They vote for the best idea. | |
| | | | |
| |SB, p. 73 (Task) |They write a conversation about an awkward situation and act it out to the class. | |
| | | | |
| | |Students describe and answer questions about photographs. | |
| |SB, p.75 | | |
| | |Students write a review of an event. | |
| | | | |
| |SB, pp.66, 68, 72 |Students learn and think about: celebrations and protests, historical events, special | |
| | |events, presenting ideas for an event, writing a review of an event. | |
| |SB, p.74 | | |
| | | | |
| |SB, Unit 7 | | |
|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. |
| | |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.66) | |
| | |Grammar in context (pp.67, 71) | |
| | |Useful language box (p.73) | |
| | |Study & practice 1 (p.149) | |
| | |Study & practice 2 (p.150) | |
| | |Remember these words (p.151) | |
| | | | |
| | |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) |Present ideas for an event. | |
| |SB, p.74 (Writing) |Write a review of an event. | |
| | | | |
| |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: STRANGE BUT TRUE
I. AIMS
- To know the form and use of modal verbs
- To know the form and use of past modals
- To speak about a mystery story
- To describe possible explanations for a mystery story
- To talk about possible explanations for the Bermuda Triangle mystery
- To discuss about mysteries
- To discuss about mysteries of the human body
- To discuss about paranormal experiences
- To listen to some experts talking about mysteries of the natural world on a science radio programme
- To listen to the story of a woman who disappeared
- To listen to five people talking about different topics
- To read different stories about mysteries
- To read an article about mysteries of the human body
- To read a text about the behaviour of certain animals before earthquakes
- To read the beginning of the story of a woman who disappeared
- To read the introductions to two classic mysteries
- To read about famous mysteries
- To check information online about famous mysteries
- To find out more information online about mysterious things/places
- To watch a video about the Bermuda Triangle
- To watch a video of three people talking about a mysterious or paranormal experience
- To watch a video of seven people answering a question about the paranormal
- To write about a mystery for the Classic mysteries website
- To write a paragraph about possible explanations for a mystery
- To know vocabulary connected with mysteries and oddities
- To know extreme adjectives
- To practise the pronunciation of the weak form of have
- To improve the pronunciation of the English language
- To improve the intonation of the English language
II. CONTENTS
Communication Skills
- Speaking about a mystery story
- Describing possible explanations for a mystery story
- Talking about possible explanations for the Bermuda Triangle mystery
- Listening to some experts talking about mysteries of the natural world on a science radio programme
- Listening to the story of a woman who disappeared
- Listening to five people talking about different topics
- Reading different stories about mysteries
- Reading an article about mysteries of the human body
- Reading a text about the behaviour of certain animals before earthquakes
- Reading the beginning of the story of a woman who disappeared
- Reading the introductions to two classic mysteries
- Reading about famous mysteries
- Checking information online about famous mysteries
- Finding out more information online about mysterious things/places
- Watching a video about the Bermuda Triangle
- Watching a video of three people talking about a mysterious or paranormal experience
- Watching a video of seven people answering a question about the paranormal
- Writing about a mystery for the Classic mysteries website
- Writing a paragraph about possible explanations for a mystery
Language Reflections
A. Language and grammar functions
- Overview of modal verbs
- Past modals
B. Vocabulary
- Words connected with mysteries and oddities
- Extreme adjectives
C. Pronunciation
- The weak form of have
Sociocultural Aspects
- To talk about mysteries
- To discuss about mysteries of the human body
- To debate about paranormal experiences
- To think about possible explanations for mysteries
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
To respect other's opinions
Science
To talk about the human body
To talk about earthquakes
To discuss about the Bermuda Triangle
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 80, 82, 128, 129, 130
- Student's Book: Study, Practice & Remember, page 152
- 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 152
- 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: Strange but true |
|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, p.85; WB, p.51 |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.79 |Students listen to a radio programme about mysteries of the natural world. |Be aware of the importance of the media and its influence on society. |
|digital competence | |They read an article about mysteries of the human body. | |
|(C4) |SB, p.78 | |Incorporate new technologies in the process of learning English. |
| | |Students film / record themselves describing possible explanations for a mysterious |Take advantage of new technologies to revise and consolidate what one has learnt |
| |SB, p.83 (Share your task)|story. |in the unit. |
| |SB, pp.84-85 (Video and |Students watch a video: | |
| |research) |About the Bermuda Triangle. | |
| | |Of three people talking about a mysterious or paranormal experience. | |
| | |Of seven people answering a question about the paranormal. | |
| | |Students check information online about famous mysteries. | |
| | |They find information online about mysterious things / places. | |
| | | | |
| |MyEnglishLab / |Students use digital devices as part of their process of learning English. | |
| |Active Teach | | |
|Cultural awareness and |SB, pp. 84-85 (World |Students learn about the Bermuda Triangle. |Understand and critically appraise aspects of other countries' culture and |
|expression |culture) | |customs. |
|(C6) |SB, pp.77, 78, 79, 80, 82,|They deal about different cultural and artistic expressions through the following: |Develop creativity and imagination. |
| |84 |Different stories about mysteries. | |
| | |An article about mysteries of the human body. | |
| | |A text about the behaviour of certain animals before earthquakes. | |
| | |The beginning of the story of a woman who disappeared. | |
| | |The introductions to two classic mysteries. | |
| | |A text about famous mysteries. | |
| | | | |
| | |Students write a piece of original creative writing: | |
| |SB, pp.83, 85 |A text about a mystery for the Classic mysteries website. | |
| | |A paragraph about possible explanations for a mystery. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 8 |Students learn and think about: mysteries and oddities, the human body, earthquakes, |Develop a critical mind when observing reality. |
|with the world and | |the Bermuda Triangle. | |
|environment (C3) | | | |
| | |There are references to different places such as: Yoro, Atlantic Ocean, England, Paris,|Identify places and geographical features where other cultures are originated and |
| | |London, India, New York, Arizona, the Bermuda Triangle. |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: mysteries, mysteries of the |Develop key communication skills, and take into account the interests of others as|
|(C5) | |human body, paranormal experiences. |individuals and the interests of the group as a whole. |
| | |Practising conversations. |Express their own ideas and listen to others'. |
| | |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 pairs: | |
| |SB, p.76, ex.2 |They think about three mysteries or oddities and tell to the rest of the students. | |
| | |They read the beginning of a story and try to guess what happened. | |
| |SB, p.80 |They read about two mysteries and try to guess incorrect details in the stories. | |
| | | | |
| |SB, p.84 |Students work in pairs and groups to discuss about two mysteries. | |
| | | | |
| | |Students describe and answer questions about photographs. | |
| |SB, p.82 (Task) | | |
| | |Students write about a mystery. | |
| |SB, pp.80, 82 | | |
| | |Students learn and think about: mysteries and oddities, the human body, earthquakes, | |
| |SB, pp.83, 85 |mystery stories, discussing a mystery, the Bermuda Triangle. | |
| | | | |
| |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 |
| | | |with new challenges in one's studies. |
| | |Students learn how to use reference material for each unit: | |
| | | | |
| | |Students’ Book | |
| | |Key language highlighted at the start of the unit (p.76) | |
| | |Grammar in context (pp.78, 81) | |
| | |Pronunciation box (p.81) | |
| | |Useful language box (p.83) | |
| | |Study & practice 1 (p.152) | |
| | |Study & practice 2 (p.153) | |
| | |Remember these words (p.154) | |
| | | | |
| | |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) |Discuss two mysteries. | |
| |SB, p.83 (Writing) |Write about a mystery for a website. | |
| | | | |
| |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: GETTING IT RIGHT
I. AIMS
- To know the use and non-use of articles
- To know different ways of giving emphasis
- To speak about tips for a topic
- To act out a conversation
- To discuss about an article
- To discuss about job interviews
- To discuss about giving a presentation
- To discuss about taking notes
- To discuss about the advice on how to give presentations
- To discuss about a website for tips
- To discuss about giving advice to someone fed up with his/her job
- To listen to a talk on how to give presentations
- To listen to a conversation giving advice or suggestions
- To read an article about how to stand out from the crowd
- To read some weird interview questions and an article about them
- To read a quiz
- To read a conversation about giving a presentation
- To read a website about tips for different things
- To read a speculative covering letter
- To take notes about the talk on how to give presentations
- To write tips for a blog/website
- To write a speculative covering letter to apply for a job
- To know phrasal verbs
- To know the wordspot: right and wrong
- To practise using stress for emphasis
- To improve the pronunciation of the English language
- To improve the intonation of the English language
II. CONTENTS
Communication Skills
- Speaking about tips for a topic
- Acting out a conversation
- Listening to a talk on how to give presentations
- Listening to a conversation giving advice or suggestions
- Reading an article about how to stand out from the crowd
- Reading some weird interview questions and an article about them
- Reading a quiz
- Reading a conversation about giving a presentation
- Reading a website about tips for different things
- Reading a speculative covering letter
- Taking notes about the talk on how to give presentations
- Writing tips for a blog/website
- Writing a speculative covering letter to apply for a job
Language Reflections
A. Language and grammar functions
- Use and non-use of articles
- Different ways of giving emphasis
B. Vocabulary
- Phrasal verbs
- Wordspot: right and wrong
C. Pronunciation
- Using stress for emphasis
Sociocultural Aspects
- To discuss about an article
- To talk and think about job interviews
- To debate about giving a presentation
- To discuss about taking notes
- To debate about the advice on how to give presentations
- To speak about a website for tips
- To show interest in giving advice to someone fed up with his/her job
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To respect other's opinions
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 86, 92, 94, 95, 127, 129
- Student's Book: Study, Practice & Remember, page 155
- Workbook, Unit 9
- Teacher's Resource Bank: Photocopiable activities, Unit 9
- DVD, Unit 9
II. Language reflections
- Student's Book: Study, Practice & Remember, page 155
- 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: Getting it right |
|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) | | | |
|Data processing and |SB, p.87 (Reading) |Students read an article about how to stand out from the crowd and discuss about it. |Be aware of the importance of the media and its influence on society. |
|digital competence | |They read an article about weird interview questions. | |
|(C4) |SB, p.88 |They read some tips from a magazine about finding a good fitness club. |Incorporate new technologies in the process of learning English. |
| |WB, p.54 | |Take advantage of new technologies to revise and consolidate what one has learnt |
| | |Students read a website for tips and discuss about them. |in the unit. |
| | |Students film / record themselves giving a talk about tips for a topic. | |
| |SB, p.92 | | |
| |SB, p.93 (Share your task)|Students use digital devices as part of their process of learning English. | |
| | | | |
| |MyEnglishLab / | | |
| |Active Teach | | |
|Cultural awareness and |SB, pp.86, 88, 89, 90, 92,|Students deal about different cultural and artistic expressions through the following: |Understand and critically appraise aspects of other countries' culture and |
|expression |95 |An article about how to stand out from the crowd. |customs. |
|(C6) | |Some weird interview questions and an article about them. |Develop creativity and imagination. |
| | |A quiz. | |
| | |A conversation about giving a presentation. | |
| | |A website about tips for different things. | |
| | |A speculative covering letter. | |
| | |Different stories. | |
| |WB, p.52 |Some tips from a magazine. | |
| |WB, p.54 | | |
| | |Students write a piece of original creative writing: | |
| |SB, pp.93, 95; WB, p.57 |Tips for a blog/website. | |
| | |A speculative covering letter to apply for a job. | |
| | | | |
| |SB, p.94, ex.4 |They act out a conversation in front of other students. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 9 |Students learn and think about: job interviews, tips, suggestions, advice, covering |Develop a critical mind when observing reality. |
|with the world and | |letters. | |
|environment (C3) | | | |
| | |There are references to different places such as: Alabama, United States, UK, Mexico, |Identify places and geographical features where other cultures are originated and |
| | |continents, lakes, mountain ranges, rivers, seas, oceans. |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: an article, job interviews, |Develop key communication skills, and take into account the interests of others as|
|(C5) | |giving a presentation, taking notes, the advice on how to give presentations, a website|individuals and the interests of the group as a whole. |
| | |for tips, giving advice to someone fed up with his/her job. |Express their own ideas and listen to others'. |
| | |Practising conversations. |Know and accept tradition and cultural and social reality of the English-speaking |
| | |Comparing their answers. |world. |
| | |Asking and answering questions. | |
| | |Talking about the texts they've read. | |
| | | | |
| | |In pairs: | |
| | |They complete a quiz. | |
| |SB, p.89 |They extend a conversation trying to give emphasis. | |
| |SB, p.90 (Practice) | | |
| | |They work in pairs and groups to collect and present tips. They vote on the most useful| |
| |SB, p.92 (Task) |set of tips. | |
| | | | |
| | |In pairs, they act out a conversation for a situation. | |
| |SB, p.94 | | |
| | |Students write tips for a blog. | |
| |SB, p.93 |They write a speculative covering letter. | |
| |SB, p.95 | | |
| | |Students learn and think about: how to stand out from the crowd, weird interview | |
| |SB, Unit 9 |questions, giving emphasis, taking notes, collecting and presenting tips, making | |
| | |suggestions, giving advice, writing a covering letter. | |
|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, 89, 90) | |
| | |Pronunciation box (p.90) | |
| | |Useful language box (p.93) | |
| | |Study & practice 1 (p.155) | |
| | |Study & practice 2 (p.156) | |
| | |Remember these words (p.157) | |
| | | | |
| | |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) |Collect and present tips. | |
| |SB, p.93 (Writing) |Write a blog post. | |
| |SB, p.95 (Writing) |Write a speculative covering letter. | |
| | | | |
| |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: MEDIA
I. AIMS
- To know how to report people's exact words
- To know verbs that summarise what people say
- To summarise and give their opinion about a news article
- To talk about the most popular TV programmes, shows, websites, magazines, etc.
- To discuss about the media
- To discuss about digital vs print in media
- To discuss about public figures famous by their unfortunate comments
- To discuss about celebrity interviews
- To discuss about special effects in films
- To listen to an interview with a professor of media studies
- To listen to some short conversations
- To read an infographic about media facts and figures
- To read some unfortunate quotes reported in the media
- To read a text about two of the most famous TV interviews
- To read an interview with a politician
- To read three articles about a TV show, Facebook and a TV advert
- To read a quiz about film and photography
- To check information online about the history of film and photography
- To watch a video about developments in film technology
- To watch a video of five people talking about a film with special effects
- To find out more information online about film industries
- To write a paragraph expressing their opinion about a news article
- To write a paragraph about a film industry
- To know vocabulary connected with the media
- To know the wordspot: speak and talk
- To practise the stress pattern when reporting what people said
- To improve the pronunciation of the English language
- To improve the intonation of the English language
II. CONTENTS
Communication Skills
- Summarising and giving their opinion about a news article
- Talking about the most popular TV programmes, shows, websites, magazines, etc.
- Listening to an interview with a professor of media studies
- Listening to some short conversations
- Reading an infographic about media facts and figures
- Reading some unfortunate quotes reported in the media
- Reading a text about two of the most famous TV interviews
- Reading an interview with a politician
- Reading three articles about a TV show, Facebook and a TV advert
- Reading a quiz about film and photography
- Checking information online about the history of film and photography
- Watching a video about developments in film technology
- Watching a video about five people talking about a film with special effects
- Finding out more information online about film industries
- Writing a paragraph expressing their opinion about a news article
- Writing a paragraph about a film industry
Language Reflections
A. Language and grammar functions
- Reporting people's exact words
- Verbs that summarise what people say
B. Vocabulary
- Words connected with the media
- Wordspot: speak and talk
C. Pronunciation
- Reporting what people said
Sociocultural Aspects
- To discuss about the media
- To debate about digital vs print in media
- To talk about public figures famous by their unfortunate comments
- To discuss about celebrity interviews
- To talk about special effects in films
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
Technology
To debate about the use of Facebook
Arts
To talk about films and the film industry
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 101, 102, 129
- Student's Book: Study, Practice & Remember, page 158
- 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 158
- 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: Media |
|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 | |Students have to understand and process information: |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) |SB, p.96 |To complete an exercise from an infographic. |process of learning English. |
| |SB, p.101 |To complete two diagrams. | |
| |SB, p.105 |To complete a table. | |
| |WB, p.58 |To complete a grid. | |
|Data processing and |SB, p.102 |Students summarise and give their opinion about a news article. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.97 |Students talk about the most popular TV programmes, shows, websites, magazines, etc. | |
|(C4) | |Students read: |Incorporate new technologies in the process of learning English. |
| | |A text about two of the most famous TV interviews. |Take advantage of new technologies to revise and consolidate what one has learnt |
| |SB, p.100 |An infographic about media facts and figures. |in the unit. |
| |SB, p.96 |Some unfortunate quotes reported in the media. | |
| |SB, p.98 |Three articles about a TV show, Facebook and a TV advert. | |
| |SB, p.102 |An article about soap operas, and listen to it. | |
| |WB, p.58 |An article about traditional books vs e-books and complete a summary about it. | |
| |WB, p.63 |Students discuss about the media and about digital vs print in media. | |
| | | | |
| |SB, pp.97, 98 |Students film / record themselves discussing an article. | |
| | | | |
| | |Students watch a video about developments in film technology. | |
| |SB, p.103 (Share your |They watch a video of five people talking about a film with special effects. | |
| |task) |Students check information online about the history of film and photography. | |
| |SB, pp.104-105 (Video and |They find information online about film industries. | |
| |research) | | |
| | |Students use digital devices as part of their process of learning English. | |
| | | | |
| | | | |
| | | | |
| |MyEnglishLab / | | |
| |Active Teach | | |
|Cultural awareness and |SB, pp. 104-105 (World |Students learn about the science of film. |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, 104 |An infographic about media facts and figures. | |
| | |Some unfortunate quotes reported in the media. | |
| | |A text about two of the most famous TV interviews. | |
| | |An interview with a politician. | |
| | |Three articles about a TV show, Facebook and a TV advert. | |
| | |A quiz about film and photography. | |
| | |An article about soap operas. | |
| |WB, p.59 |An article about e-books. | |
| |WB, p.63 | | |
| | |Students write a piece of original creative writing: | |
| |SB, pp.103, 105 |A paragraph expressing their opinion about a news article. | |
| | |A paragraph about a film industry. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 10 |Students learn and think about: the media, interviews, articles, films, photography. |Develop a critical mind when observing reality. |
|with the world and | | | |
|environment (C3) | |There are references to different places such as: UK, USA, Germany, Canada, India, New | |
| | |Zealand, Wales, Las Vegas. |Identify places and geographical features where other cultures are originated and |
| | | |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: the media, digital vs print in|Develop key communication skills, and take into account the interests of others as|
|(C5) | |media, public figures famous by their unfortunate comments, celebrity interviews, |individuals and the interests of the group as a whole. |
| | |special effects in films. |Express their own ideas and listen to others'. |
| | |Practising conversations. |Know and accept tradition and cultural and social reality of the English-speaking |
| | |Comparing their answers. |world. |
| | |Asking and answering questions. | |
| | |Talking about the texts they've read. | |
| | | | |
| | |In pairs: | |
| | |They have a race scanning information to answer some questions. | |
| |SB, p.96 |They read an interview and report some information. | |
| |SB, p.101, ex.3 |They complete a quiz. | |
| |SB, p.104 | | |
| | |Students work in small groups to discuss an article. | |
| |SB, p.102 (Task) | | |
| | |Students write a short paragraph giving their opinion about an article. | |
| |SB, p.103 |They write a paragraph about a film industry. | |
| | | | |
| |SB, p.105 |Students learn and think about: the media, reporting people's words, summarising what | |
| | |people say, discussing an article, the science of film. | |
| |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 |
| | | |with new challenges in one's studies. |
| | |Students learn how to use reference material for each unit: | |
| | | | |
| | |Students’ Book | |
| | |Key language highlighted at the start of the unit (p.96) | |
| | |Grammar in context (pp.99, 100) | |
| | |Pronunciation box (p.99) | |
| | |Useful language box (p.103) | |
| | |Study & practice 1 (p.158) | |
| | |Study & practice 2 (p.159) | |
| | |Remember these words (p.160) | |
| | | | |
| | |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.102 (Task) |Discuss an article. | |
| |SB, p.103 (Writing) |Write a paragraph giving your opinion about an article. | |
| | | | |
| |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: LIFE ISSUES
I. AIMS
- To talk about hypothetical situations in the present
- To talk about hypothetical situations in the past
- To speak about a controversial issue expressing their opinion
- To talk about the solutions to prevent two natural catastrophes
- To talk about science and processes
- To talk about their regrets
- To act out an interview about the research on a smoking ban
- To discuss about the consequences of hypothetical situations
- To discuss about preventing natural catastrophes
- To discuss about three difficult cases of medical ethics
- To discuss about the use of animals in medical research
- To discuss about the use of animals for entertainment
- To listen to five people talking about their ideas and wishes
- To listen to a reporter summarising public opinion polls on animal testing
- To read a website about imaginary situations
- To read a text about the climate change and asteroid strikes
- To read a fact file about medical issues
- To read a text about people's regrets
- To read a research about public opinion on smoking bans
- To read a for and against essay about the use of animals for entertainment
- To write about the consequences of imaginary situations
- To write a 'for and against' essay
- To know vocabulary connected with science and processes
- To know the wordspot: life
- To practise the pronunciation of word stress and vowel sounds
- To improve the pronunciation of the English language
- To improve the intonation of the English language
II. CONTENTS
Communication Skills
- Talking about hypothetical situations in the present
- Talking about hypothetical situations in the past
- Speaking about a controversial issue expressing their opinion
- Talking about the solutions to prevent two natural catastrophes
- Talking about science and processes
- Talking about their regrets
- Acting out an interview about the research on a smoking ban
- Listening to five people talking about their ideas and wishes
- Listening to a reporter summarising public opinion polls on animal testing
- Reading a website about imaginary situations
- Reading a text about the climate change and asteroid strikes
- Reading a fact file about medical issues
- Reading a text about people's regrets
- Reading a research about public opinion on smoking bans
- Reading a for and against essay about the use of animals for entertainment
- Writing about the consequences of imaginary situations
- Writing a 'for and against' essay
Language Reflections
A. Language and grammar functions
- Hypothetical situations in the present
- Hypothetical situations in the past
B. Vocabulary
- Words connected with science and processes
- Wordspot: life
C. Pronunciation
- Word stress and vowel sounds
Sociocultural Aspects
- To think about the consequences of hypothetical situations
- To debate about preventing natural catastrophes
- To discuss and think about three difficult cases of medical ethics
- To debate about the use of animals in medical research
- To discuss about the use of animals for entertainment
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To respect others' opinions
Environmental education
To talk about the climate change
To respect animals
Science
To talk about asteroids
To talk about science and processes
Health education
To speak about controversial health issues
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 110, 112, 114, 126
- Student's Book: Study, Practice & Remember, page 161
- Workbook, Unit 11
- Teacher's Resource Bank: Photocopiable activities, Unit 11
- DVD, Unit 11
II. Language reflections
- Student's Book: Study, Practice & Remember, page 161
- 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: Life issues |
|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 | |Students have to understand and process information: |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) |WB, p.65 |To complete a chart. |process of learning English. |
| |WB, p.69 |From a table about the results of a survey to complete an exercise. | |
|Data processing and |SB, p.114 |They read a research about public opinion on smoking bans. |Be aware of the importance of the media and its influence on society. |
|digital competence | | | |
|(C4) |SB, p.106 |Students read a website about imaginary situations and discuss about them. |Incorporate new technologies in the process of learning English. |
| | |Students film / record themselves discussing a controversial issue. |Take advantage of new technologies to revise and consolidate what one has learnt |
| |SB, p.111 (Share your | |in the unit. |
| |task) |Students use digital devices as part of their process of learning English. | |
| |MyEnglishLab / | | |
| |Active Teach | | |
|Cultural awareness and |SB, pp.106, 108, 110, 112,|Students deal about different cultural and artistic expressions through the following: |Understand and critically appraise aspects of other countries' culture and |
|expression |114, 115 |A website about imaginary situations. |customs. |
|(C6) | |A text about the climate change and asteroid strikes. |Develop creativity and imagination. |
| | |A fact file about medical issues. | |
| | |A text about people's regrets. | |
| | |A research about public opinion on smoking bans. | |
| | |An essay about the use of animals for entertainment | |
| | |Some extracts about health and well-being. | |
| |WB, p.66 |An essay about cosmetic surgery. | |
| |WB, p.69 | | |
| | |They write a piece of original creative writing: | |
| |SB, pp.107, 115 |A text about the consequences of imaginary situations. | |
| | |A 'for and against' essay. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 11 |Students learn and think about: hypothetical situations, the climate change, the threat|Develop a critical mind when observing reality. |
|with the world and | |from asteroids, science, processes, controversial issues, regrets, opinions. | |
|environment (C3) | | | |
| | |There are references to different places such as: the Antarctic, oceans, Siberia, | |
| | |Beijing, New York, California, Kiribati Island, Fiji, the Mojave Desert, Hong Kong, |Identify places and geographical features where other cultures are originated and |
| | |USA, UK. |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: the consequences of |Develop key communication skills, and take into account the interests of others as|
|(C5) | |hypothetical situations, preventing natural catastrophes, three difficult cases of |individuals and the interests of the group as a whole. |
| | |medical ethics, the use of animals in medical research, the use of animals for |Express their own ideas and listen to others'. |
| | |entertainment. |Know and accept tradition and cultural and social reality of the English-speaking |
| | |Practising conversations. |world. |
| | |Comparing their answers. | |
| | |Asking and answering questions. | |
| | |Talking about the texts they've read. | |
| | | | |
| | |Students work in pairs and groups to discuss about a controversial issue. | |
| |SB, p.110 (Task) | | |
| | |Students act out an interview about the research on a smoking ban in pairs. | |
| | | | |
| |SB, p.114 |Students write a 'for and against' essay. They swap essays in pairs and suggest | |
| | |improvements. | |
| | | | |
| |SB, p.115 |Students learn and think about: hypothetical situations, interfering with nature, | |
| | |science and processes, discussing a controversial issue, talking about regrets, | |
| | |reporting opinions, writing a 'for and against' essay. | |
| |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, 112) | |
| | |Pronunciation box (p.109) | |
| | |Useful language box (p.111) | |
| | |Study & practice 1 (p.161) | |
| | |Study & practice 2 (p.162) | |
| | |Remember these words (p.163) | |
| | | | |
| | |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.110 (Task) |Discuss a controversial issue. | |
| |SB, p.114 (Writing) |Write a 'for and against' 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: FAME
I. AIMS
- To know the use of gerunds and infinitives
- To know different forms and use of infinitive and gerund
- To speak about one topic from a game about fame
- To talk about celebrities and the media
- To retell a story
- To discuss about celebrities
- To discuss about how some people became famous
- To discuss about charities
- To listen to two news stories about celebrities and the media
- To listen to a radio phone-in show
- To listen to three people playing a game about fame
- To read an article about fame
- To read a personality quiz to become a celebrity
- To read some quotes by famous people
- To read a text about famous people who got richer dead than alive
- To read two lists about things to worry about if you are rich or if you are not rich
- To read the rules of a game
- To read a fact file about Malawi
- To check information online about Malawi
- To find out information online about fundraising events
- To watch a video about a Scottish girl who changed the lives of children in Malawi
- To watch a video of five people answering a question about donating money
- To write a comment for a website giving their opinion or an imaginary interview with a celebrity
- To write a paragraph about fundraising events
- To know vocabulary connected with fame
- To practise the pronunciation of sentence stress
- To improve the pronunciation of the English language
- To improve the intonation of the English language
II. CONTENTS
Communication Skills
- Speaking about one topic from a game about fame
- Talking about celebrities and the media
- Retelling a story
- Listening to two news stories about celebrities and the media
- Listening to a radio phone-in show
- Listening to three people playing a game about fame
- Reading an article about fame
- Reading a personality quiz to become a celebrity
- Reading some quotes by famous people
- Reading a text about famous people who got richer dead than alive
- Reading two lists about things to worry about if you are rich or if you are not rich
- Reading the rules of a game
- Reading a fact file about Malawi
- Checking information online about Malawi
- Finding out information online about fundraising events
- Watching a video about a Scottish girl who changed the lives of children in Malawi
- Watching a video of five people answering a question about donating money
- Writing a comment for a website giving their opinion or an imaginary interview with a celebrity
- Writing a paragraph about fundraising events
Language Reflections
A. Language and grammar functions
- Use of gerunds and infinitives
- Different infinitive and gerund forms
B. Vocabulary
- Words connected with fame
C. Pronunciation
- Sentence stress
Sociocultural Aspects
- To discuss about celebrities
- To debate about how some people became famous
- To talk about charities
- To show interest in helping people
- To take part in a game
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
Education for equality
To respect people, no matter their sex, religion, nationality, etc.
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 118, 120, 123, 130
- Student's Book: Study, Practice & Remember, page 164
- Workbook, Unit 12
- Teacher's Resource Bank: Photocopiable activities, Unit 12
- Teacher's Resource Disc: Progress Tests, Units 11-12
- Teacher's Resource Disc: End of year Tests
- Teacher's Resource Disc: Test Audio
- DVD, Unit 12
II. Language reflections
- Student's Book: Study, Practice & Remember, page 164
- Workbook, Unit 12
- Teacher's Resource Bank: Photocopiable activities, Unit 12
- Teacher's Resource Disc: Progress Tests, Units 11-12
- Teacher's Resource Disc: End of year Tests
- 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: Fame |
|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.125 |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.119 |Students talk about celebrities and the media. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.119 |Students listen to two news stories about celebrities and the media. | |
|(C4) |SB, p.119 |They listen to a radio phone-in show. |Incorporate new technologies in the process of learning English. |
| |SB, p.117 |They read an article about fame. |Take advantage of new technologies to revise and consolidate what one has learnt |
| |WB, p.70 |Students read and complete a newspaper article about a famous soul musician. |in the unit. |
| | |They listen to and read a web article about making a viral video. | |
| |WB, p.70 |They read and complete an article about tipping. | |
| |WB, p.74 | | |
| | |They read and write some forum posts. | |
| |WB, p.75 |Students film / record themselves speaking about a topic from a game about fame. | |
| |SB, p.123 (Share your |Students watch a video about a Scottish girl who changed the lives of children in | |
| |task) |Malawi. | |
| |SB, pp.124-125 (Video and |They watch a video of five people talking about donating money. | |
| |research) |Students check information online about Malawi. | |
| | |They find information online about fundraising events. | |
| | | | |
| | |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 Malawi and charity events. |Understand and critically appraise aspects of other countries' culture and |
|expression |culture) | |customs. |
|(C6) |SB, pp.116, 118, 119, 120,|They deal about different cultural and artistic expressions through the following: |Develop creativity and imagination. |
| |121, 122, 124 |An article about fame. | |
| | |A personality quiz to become a celebrity. | |
| | |Some quotes by famous people. | |
| | |A text about famous people who got richer dead than alive. | |
| | |Two lists about things to worry about if you are rich or if you are not rich. | |
| | |The rules of a game. | |
| | |A fact file about Malawi. | |
| | |A web article about making a viral video. | |
| |WB, p.71 |An article about tipping. | |
| |WB, p.74 | | |
| | |Students write a piece of original creative writing: | |
| |SB, pp.123, 125 |A comment for a website giving their opinion / an imaginary interview with a celebrity.| |
| | |A paragraph about fundraising events. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 12 |Students learn and think about: fame, celebrities, the media, Malawi, fundraising |Develop a critical mind when observing reality. |
|with the world and | |events. | |
|environment (C3) | | | |
| | |There are references to different places such as: England, Boston, the Niagara Falls, |Identify places and geographical features where other cultures are originated and |
| | |Genesee River, New York, Memphis, Malawi, desert, forest. |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: celebrities, how some people |Develop key communication skills, and take into account the interests of others as|
|(C5) | |became famous, charities. |individuals and the interests of the group as a whole. |
| | |Practising conversations. |Express their own ideas and listen to others'. |
| | |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 pairs: | |
| |SB, p.116 |They check the meaning of some phrases, write the name of a person and the other | |
| | |student has to guess. | |
| |SB, p.118 |They complete a quiz. | |
| |SB, p.124 |They complete a fact file. | |
| | | | |
| |SB, p.121, ex.2 |Students work in groups and pairs to make a list and compare it with other students. | |
| | |Students work in groups to play a game. | |
| |SB, p.123 (Task) | | |
| | |Students describe and answer questions about photographs. | |
| |SB, p.120 | | |
| | |Students write a comment for a website / an imaginary interview with a celebrity. | |
| |SB, p.123 |They write a paragraph about a fundraising event. | |
| | | | |
| |SB, p.125 |Students learn and think about: fame, celebrities, the media, playing a game, Malawi, | |
| | |fundraising events. | |
| |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 end of year test. |Show interest in different learning strategies which boost confidence when faced |
| | |Students complete the test audio. |with new challenges in one's studies. |
| | | | |
| | |Students learn how to use reference material for each unit: | |
| | | | |
| | |Students’ Book | |
| | |Key language highlighted at the start of the unit (p.116) | |
| | |Grammar in context (pp.118, 121) | |
| | |Pronunciation box (p.121) | |
| | |Useful language box (p.123) | |
| | |Study & practice 1 (p.164) | |
| | |Study & practice 2 (p.165) | |
| | |Remember these words (p.166) | |
| | | | |
| | |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.123 (Task) |Play a game: 'Hold the floor'. | |
| |SB, p.123 (Writing) |Write a comment for a website / an imaginary interview with a celebrity. | |
| | | | |
| | |Students show initiative working in pairs or groups: discussing about the unit topic, | |
| |SB, pp.116-125 |analysing tasks, describing photographs and completing the speaking activities. |Listen and interact with others with positive attitude when participating in class|
| | | |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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