Starter Unit – First day in London



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Energy

3

Programme

_____________________________

Area of Foreign Languages

English

Starter Unit – A good idea

I Objectives

- Use correctly the present simple tense of verbs.

- Use correctly the present continuous tense of verbs.

- Use correctly the future tense of verbs with going to and will.

- Extend vocabulary about the country and jobs.

- Know the working reality of other countries as well as own.

- Take advantage of free time to do different activities.

- Improve pronunciation of English.

- Make suggestions correctly and politely.

- Improve oral comprehension.

- Improve reading comprehension.

II Contents

Block 1. Listening, speaking and conversation

- Initiation in self-assessment, self-correction strategies and reflection on what has been learnt.

- Use of correct formulas for making suggestions.

- Participation in conversations about their next weekend.

- Participation in conversations about future situations.

- Participation in conversations about situations that occur normally.

- Participation in conversations about situations that are occurring at a certain time.

Block 2. Reading and writing

- Use of basic rules of spelling and punctuation and recognition of their importance.

- Comprehension of simple oral and written texts.

- Production of simple oral and written texts.

Block 3. Knowledge of language

3.1. - Linguistic knowledge

3.1.1. Grammar

- Use of the present simple of verbs.

- Use of the present continuous of verbs.

- Use of the future of verbs.

3.1.2. Lexis

- Jobs.

- Making suggestions.

3.1.3. Phonetics

- Improve the pronunciation of concepts proposed in this unit.

3.2. Reflection on language learning

- Interest and curiosity towards extending the knowledge of English language.

- Organisation of personal work as a strategy for progress in learning.

- Interest in taking advantage of learning opportunities created in the context of the classroom and outside it.

- Active participation in group activities and work.

Block 4. Socio-cultural aspects and intercultural awareness

- Know the working reality after school.

- Know the working reality of own country as well as that of England.

III Basic competences

- Competence in linguistic communication

Vocabulary, page 6: jobs.

Grammar, pages 7 and 9: present simple, present continuous, future with going to/will.

Listening pages 6 and 9: oral practice in dialogues.

Speaking, pages 7 and 9: oral practice in dialogues.

Writing, page 9: writing about a character.

- Interpersonal, social and civic competence

Knowing some aspects of working reality.

- Learning-to-learn competence

Minimising contents to improve learning of a foreign language. Ordering the most important concepts.

- Autonomy and personal initiative

All the exercises are aimed at developing and strengthening the pupil’s autonomy and personal initiative.

IV Assessment

Block 1. Listening, speaking and conversation

- Do a listening and complete the sentences proposed, page 6.

- Introduce oneself and hold a small conversation. Roleplay, page 7.

Block 2. Reading and writing

- Read a text and choose the correct option. Reading, page 7.

- Write about one of the characters. Grammar, page 9.

Block 3. Knowledge of language

3.1. - Linguistic knowledge

3.1.1. Grammar

- Complete sentences. Grammar, page 7.

- Ask questions and answer them using the verbs learnt. Grammar, page 9.

3.1.2. Lexis

- Find vocabulary about employment. Vocabulary, page 6.

3.1.3. Phonetics

- Improve pronunciation in English.

3.2. Reflection on language learning

- Vocabulary, page 6: valuation of strategies for increasing knowledge of vocabulary.

- Reading, pages 6 and 8: valuation of strategies to improve competence in understanding written texts, including autonomous use of the dictionary.

- Grammar, pages 7 and 9: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.

- Listening, pages 6 and 9: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher.

- Speaking, pages 7, 9: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher..

Block 4. Socio-cultural aspects and intercultural awareness

- Know some aspects of the city of London.

Unit 1 – Holidays

I Objectives

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

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

- Make echo questions.

- Improve intonation in English.

- Extend vocabulary about holidays.

- Know common expressions used for showing interest.

- Make introductions correctly.

- Learn how to write post cards.

- Talk about the holidays.

- Hold a conversation.

- Know how to shorten sentences, adapting them to texts when necessary.

II Contents

Block 1. Listening, speaking and conversation

- Use of correct formulas for holding a simple conversation.

- Asking simple questions and answering them correctly and politely.

- Use of the lexical and grammatical formulas for expressing surprise.

- Introduction of people in a correct and polite manner.

- Use of correct formulas for giving opinions and listening to others.

- Use of appropriate formulas for giving instructions politely.

- Participation in conversations about their holidays.

Block 2. Reading and writing

- Use of basic rules of spelling and punctuation and recognition of their importance.

- Comprehension of simple oral and written texts.

- Production of simple oral and written texts.

- Production of post cards.

- Reading and writing of leaflets advertising holidays.

- Reading of texts about vital challenges.

Block 3. Knowledge of language

3.1. - Linguistic knowledge

3.1.1. Grammar

- Use of the past simple.

- Use of the present simple.

- Use of echo questions.

- Use of appropriate formulas for expressing obligation.

3.1.2. Lexis

- Holidays.

- Expressions for showing interest.

- For expressing obligation.

- For writing post cards.

3.1.3. Phonetics

- Intonation of words and sentences.

3.2. Reflection on language learning

- Interest and curiosity towards extending knowledge of the English language.

- Organisation of personal work as a strategy for progress in learning.

- Interest in taking advantage of learning opportunities created in the context of the classroom and outside it.

- Active participation in group activities and work.

Block 4. Socio-cultural aspects and intercultural awareness

- Introduction of people in a correct manner.

- Knowledge about the way other people spend their holidays.

III Basic competences

- Competence in linguistic communication

Vocabulary, page 12: holidays.

Grammar, pages 13, 14: present/past obligation; echo questions.

Listening, pages 10, 11, 14, 16: improving pronunciation and comprehension and doing the exercises proposed.

Speaking, pages 11, 13, 15, 17: oral practice in dialogues.

Writing, page 16 and 17: writing post cards and brochures.

Reading, pages 11, 13, 14, 15: improving reading comprehension and doing the exercises proposed.

- Data processing and digital competence

Grammar, page 12: brochures.

- Interpersonal, social and civic competence

Culture Bite, page 19: knowing about holidays in England.

- Learning to learn competence

Memory tip, page 12, visualising objects to which the lexis learnt corresponds.

- Autonomy and personal initiative

Roleplay, page 11: making introductions.

IV Assessment

Block 1. Listening, speaking and conversation

- Relevant exercises from Energy Check, page 18.

- Check the words and answer the corresponding questions. Listening, page 10.

- Make introductions. Roleplay page 11.

- Give opinions about texts read. Personally Speaking, page 13.

- Talk about a challenge. Personally Speaking, page 15.

- Talk about the last holidays. Speaking, page 17.

Block 2. Reading and writing

- Read a text and do the exercises proposed. Reading, page 11.

- Read a text and do the exercises proposed. Reading, pages 15 and 16.

Block 3. Knowledge of language

3.1. - Linguistic knowledge

3.1.1. Grammar

- Revise the concepts learnt. Energy Check, page 18.

- Fill in the spaces with the correct form and correct sentences. Grammar, page 13.

- Make instructions and find others in the text proposed. Grammar, page 14.

3.1.2. Lexis

- Revise the concepts learnt. Energy Check, page 18.

- Match the drawings to the objects proposed. Vocabulary, page 12.

3.1.3. Phonetics

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

3.2. Reflection on language learning

- Vocabulary, page 12: valuation of strategies for increasing knowledge of vocabulary.

- Reading, pages 11, 13, 15, 16, 17: valuation of strategies to improve competence in understanding written texts, including autonomous use of the dictionary.

- Grammar, pages 13, 14: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.

- Listening: pages 10, 11, 16: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher.

- Speaking, pages 11, 13, 15, 17: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher.

- Culture Bite, page 19: interest in knowing other social, political, geographical and cultural realities which are different from one’s own. Know how to respect the differences.

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

Block 4. Socio-cultural aspects and intercultural awareness

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

Unit 2 – Food and fitness

I Objectives

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

- Use the present perfect simple in affirmative, negative and interrogative with just/yet/already.

- Use used to in affirmative, negative and interrogative.

- Use correctly the verbs like/love/hate followed by a verb ending in ing.

- Pronounce correctly used to.

- Extend vocabulary related to food and cooking.

- Build adjectives from verbs.

- Talk about physical exercise and ways of keeping fit.

- Talk about life experiences.

- Talk about percentages and interviews.

- Write a survey or exam.

- Talk about changes.

II Contents

Block 1. Listening, speaking and conversation

- Use of appropriate formulas for interviewing a sports person.

- Use of appropriate formulas for giving opinions about eating habits and healthy food.

- Participation in conversations about life experiences.

- Participation in conversations about grand parents.

- Checking information with classmates.

- Comprehension of a song and filling in spaces.

- Participation in conversations about changes.

Block 2. Reading and writing

- Reading of a text and filling it in with true or false.

- Use of appropriate formulas for finishing sentences.

- Checking words.

- Written production of a survey.

Block 3. Knowledge of language

3.1. - Linguistic knowledge

3.1.1. Grammar

- Use of the present perfect simple.

- Use of the present perfect simple with just/yet/already.

- Use of used to.

- Use of like/love/hate + verb form in -ing.

3.1.2. Lexis

- Food.

- Cooking verbs.

- Adjectives.

- Adjectives from verbs.

3.1.3. Phonetics

- Pronunciation of used to.

3.2. Reflection on language learning

- Interest and curiosity towards extending knowledge of English.

- Organisation of personal work as a strategy for progress in learning.

- Interest in taking advantage of learning opportunities created in the context of the classroom and outside it.

- Active participation in group activities and work.

Block 4. Socio-cultural aspects and intercultural awareness

- Knowledge of other typical diets, apart from the Mediterranean.

- Knowledge of other ways of living and solving problems.

- Knowledge of life experiences.

III Basic competences

- Competence in linguistic communication

Vocabulary, pages 22: food, verbs related to the kitchen, adjectives, adjectives from verbs.

Grammar, page 21, 23, 24, 25: verbs+-in; present perfect + just/yet/already; past simple or present perfect; used to.

Listening, pages 20, 21,26: doing the listening and completing sentences, tables, etc.

Speaking, pages 21, 22, 23, 25, 26: talking about plans made for the weekend, making suggestions, talking about other countries.

Writing, page 26: writing a survey or exam.

- Mathematical competence

Vocabulary, page 22: use of quantities and fractions in a kitchen recipe.

Reading, pages 26 and 27: use of percentages and statistical data in a survey.

- Interpersonal, social and civic competence

Speaking, page 24: knowing other life experiences.

Reading, pages 26 and 27: knowing the gastronomic reality and culture of other countries and comparing it to own.

- Learning to learn competence

Memory gym, pages 22 and 23: cooking, past participles.

- Autonomy and personal initiative

All exercises are aimed at developing the personal autonomy of the pupil

IV Assessment

Block 1. Listening, speaking and conversation

- Check words. Reading, pages 20 and 21.

- Answer related questions. Reading, pages 20 and 21.

- Interview a sports person. Roleplay, page 21.

- Talk about a foreign city. Speaking, page 26.

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

- Talk about changes. Speaking, page 23

- Talk about life experiences. Communication, page 24.

- Talk about grand parents. Personally speaking, page 25.

- Check information orally with one or various classmates about any topic. Speaking, page 26.

Block 2. Reading and writing

- Read a text and do the exercises proposed. Reading, page 21.

- Read a text about unusual food and do the exercises proposed. Skills, page 26.

- Write a survey or exam. Writing, page 26.

- Do the corresponding exercises in Energy Check, page 28.

Block 3. Knowledge of language

3.1. - Linguistic knowledge

3.1.1. Grammar

- Revise concepts learnt. Energy Check, page 28.

- Complete sentences with the ing forms. Grammar, page 21.

- Ask questions in the present perfect., Grammar, page 23.

- Ask questions based on a text and answer them. Grammar, page 24.

- Complete sentences with used to. Grammar, page 25..

3.1.2. Lexis

- Revise concepts learnt. Energy Check, page 28.

- Do the exercises proposed about food, cooking verbs, adjectives and adjectives from adverbs. Vocabulary, page 22..

3.1.3. Phonetics

- Pronounce correctly used to. Pronunciation, page 25.

3.2. Reflection on language learning

- Vocabulary, pages 22: valuation of strategies for increasing knowledge of vocabulary.

- Reading, pages 21, 23, 26, 27: valuation of strategies to improve competence in understanding written texts, including autonomous use of the dictionary.

- Grammar, pages 21, 23, 24, 25: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.

- Listening: pages 20, 21, 26: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher.

- Speaking, pages 21, 23, 25, 26: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher.

- Song, page 29: interest in extending communicative competence thanks to the use of songs as a means of learning.

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

Block 4. Socio-cultural aspects and intercultural awareness

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

Unit 3 – Abilities

I Objectives

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

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

- Use the adverbs of manner correctly.

- Know the form of irregular adverbs.

- Make adverbs from adjectives.

- Pronounce correctly the ending of regular verbs in the past.

- Know vocabulary related to families.

- Order food in a restaurant.

- Know how to form irregular plurals.

- Write a literary review.

- Improve the use of pronouns in written texts.

II Contents

Block 1. Listening, speaking and conversation

- Participation in conversations about own abilities and those of others.

- Participation in conversations about the most important person in their life

- Answer the questions in a quiz and compare the answers.

- Invent a hero and explain their main abilities and qualities.

- Debate about the contents of their rucksacks as well as the effects of carrying too much weight in them.

- Participate in conversations about a book read recently.

Block 2. Reading and writing

- Read a transcribed conversation and do the corresponding exercises.

- Comprehension of simple texts.

- Reading of a web page about books.

- Prediction of the content of a text from its title and other characteristics.

- Production of a literary review.

Block 3. Knowledge of language

3.1. - Linguistic knowledge

3.1.1. Grammar

- Use of defining relative clauses.

- Use of too/not ... enough/as …as.

3.1.2. Lexis

- Abilities.

- Adjectives.

- Adjectives and prepositions.

- Books.

3.1.3. Phonetics

- Pronunciation of to/too.

3.2. Reflection on language learning

- Interest and curiosity towards extending knowledge of English

Block 4. Socio-cultural aspects and intercultural awareness

- Knowledge of surfing as a sport, its history and following in England.

- Recognition of literature as a way of acquiring knowledge and entertainment.

III Basic competences

- Competence in linguistic communication

Vocabulary, page 33: abilities and adjectives.

Grammar, pages 32, 34: Defining relative clauses; too/not…enough/as…as.

Listening, pages 30, 31, 37: Practising and improving oral competence.

Speaking, pages 31, 32, 33, 37: Practising and improving oral competence.

Writing, page 37: writing texts, objectives.

Reading, pages 31, 36, 37: improve reading competence and comprehension.

- Interpersonal, social and civic competence

Grammar, page 32: talking about someone important in their lives.

Communication, page 34: about the rucksack they normally use.

Speaking, page 37: debating about literature.

- Learning to learn competence

Memory tip, page 31: writing repeatedly the vocabulary learnt.

- Autonomy and personal initiative.

Roleplay, page 31: talking about abilities.

IV Assessment

Block 1. Listening, speaking and conversation

- Answer questions. Listening, pages 30 and 31.

- Talk about abilities. Roleplay, page 31.

- Talk about books and literature. Speaking, page 37.

- Do the corresponding exercises from Energy Check, page 38.

Block 2. Reading and writing

- Write a literary review. Writing, page 37.

- Do the corresponding exercises from Energy Check, page 38.

Block 3. Knowledge of language

3.1. - Linguistic knowledge

3.1.1. Grammar

- Write the correct form of the verbs afraid of/good at/interested in, Grammar, page 31.

- Complete sentences with who/which/where, Grammar, page 32.

- Write sentences with too/not…enough/as…as, Grammar, page 34.

- Do the corresponding exercises from Energy Check, page 38.

3.1.2. Lexis

- Read a text and answer, Vocabulary, page 33.

- Name the drawings that appear, Vocabulary, page 33.

- Complete with adjectives, Vocabulary, page 33.

- Do the corresponding exercises from Energy Check, page 38.

3.1.3. Phonetics

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

3.2. Reflection on language learning

- Vocabulary, page 33: valuation of strategies for increasing knowledge of vocabulary.

- Reading, pages 31, 33, 34, 36, and 37: valuation of strategies to improve competence in understanding written texts, including autonomous use of the dictionary.

- Grammar, pages 31, 32, 34: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.

- Listening, pages 30, 37: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher..

- Speaking, pages 31, 32, 33, 37: collaboration with classmates in order to co-operate in learning.

- Writing, page 37: Presentation of written work with accuracy, clarity, precision, order and cleanness.

- Culture Bite, page 39: interest in knowing about other sports.

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

Block 4. Socio-cultural aspects and intercultural awareness

- Compare the sports that young people from other countries do whilst studying. Culture Bite, page 39

- Know other literary realities. Reading, listening, speaking, pages 36, 37.

Unit 4 – Town and country

I Objectives

- Use so/such correctly.

- Use the present perfect simple + for/since.

- Improve pronunciation of consonantal sounds like chop/shop.

- Extend vocabulary by forming nouns from verbs.

- Extend vocabulary related to the city or the country.

- Express an opinion correctly and politely.

- Talk about the place where they live.

- Know other aspects of Ireland.

- Describe a city.

- Write texts in the past.

- Write displays.

II Contents

Block 1. Listening, speaking and conversation

- Expression of opinions about different themes.

- Asking of personal questions correctly and politely.

- Use of appropriate formulas for answering a questionnaire about general culture related to celebrities from the world of arts.

- Description of photographs.

- Written production of a survey.

- Making of a radio interview.

Block 2. Reading and writing

- Reading of texts and doing comprehension exercises.

- Written production of a display.

Block 3. Knowledge of language

3.1. - Linguistic knowledge

3.1.1. Grammar

- Use of so/such.

- Use of the present perfect simple with for/since, as corresponds.

3.1.2. Lexis

- Making of nouns from verbs.

- Common colloquial expressions.

- The country and the city.

- Word families.

- Ireland.

3.1.3. Phonetics

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

3.2. Reflection on language learning

- Interest and curiosity towards extending knowledge of English language and culture.

Block 4. Socio-cultural aspects and intercultural awareness

- Different knowledge about Ireland.

- Knowledge of the English countryside.

III Basic competences

- Competence in linguistic communication

Vocabulary, page 44: the country and the city.

Grammar, pages 41 and 42: so/such; present perfect simple + for/since.

Listening, page 47: improving oral comprehension.

Speaking, pages 45 and 46, oral practice in dialogues.

Writing, page 47: improving written expression.

Reading, pages 40, 41, 43, 46, 47: improving reading comprehension.

-Social and citizen competence

Communication, page 45, knowledge of the place where one lives.

- Learning to learn competence

Memory tip, page 44, learning to memorise different concepts.

- Autonomy and personal initiative.

Roleplay, page 45, a radio interview.

IV Assessment

Block 1. Listening, speaking and conversation

- Espress their opinions. Personally Speaking, page 41.

- Do a radio interview Roleplay and Speaking, page 45.

- Do the corresponding exercises in Energy Check, page 48.

Block 2. Reading and writing

- Read texts and do the corresponding exercises. Reading, pages 40, 41.

- Read a text and answer the questions proposed. Reading, page 46, 47.

- Do the corresponding exercises in Energy Check, page 48.

Block 3. Knowledge of language

3.1. - Linguistic knowledge

3.1.1. Grammar

- Complete with the corresponding form. Grammar, page 41.

- Complete a text with the appropriate verb forms. Grammar, page 42.

- Do the corresponding exercises in Energy Check, page 48.

3.1.2. Lexis

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

- Find the public places on the map. Vocabulary, page 44..

- Exercises about vocabulary studied in the lesson. Energy Check, page 48

3.1.3. Phonetics

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

3.2. Reflection on language learning

- Vocabulary, page 44: valuation of strategies for increasing knowledge of vocabulary.

- Reading, pages 40, 41, 43, 46, 47: valuation of strategies to improve competence in understanding written texts, including autonomous use of the dictionary.

- Grammar, pages 41, 42: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.

- Listening, pages 42, 47: interest in improving communicative competence.

- Speaking, pages 41, 45, 47: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher..

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

Block 4. Socio-cultural aspects and intercultural awareness

- Know the English countryside. Vocabulary, page 44.

- Know the place where they live. Communication, page 45.

Unit 5 – Emergencies

I Objectives

- Make suggestions with How/What about + -ing

- Use should/shouldn’t to give advice or opinion.

- Use the form if + imperative.

- Know vocabulary about illnesses.

- Extend vocabulary related to parts of the body.

- Improve the pronunciation of the mute letters.

- Know how to make suggestions and explain the reason for them.

- Learn to make an emergency call.

- Talk about extreme situations.

- Simulate a television programme that talks about London, well documented and using the grammatical rules appropriate for it.

- Know how to correct others orally, correctly and politely.

- Give an opinion correctly and politely, as well as contrasting opinions.

II Contents

Block 1. Listening, speaking and conversation

- Use of appropriate formulas for making suggestions and explaining the reasons for them.

- Use of appropriate formulas for giving advice.

- Use of appropriate formulas for holding a conversation fluently and politely.

- Making an emergency phone call.

- Use of the appropriate formulas for talking about what should be done during an earthquake.

- Participation in conversations about difficult situations they have lived and how they have got over them.

- Correction of mistakes made by other classmates.

- Production of a television programme about London.

Block 2. Reading and writing

- Complete sentences.

- Comprehension of a text.

- Matching of titles to the corresponding paragraph.

- Written production of a television programme about London.

Block 3. Knowledge of language

3.1. - Linguistic knowledge

3.1.1. Grammar

- Use of How/What about + -ing? for making suggestions.

- Use of should/shouldn’t for giving advice.

- Use of if + imperative.

3.1.2. Lexis

- Parts of the body.

- Illnesses.

- Expressions for making an emergency phone call.

- Polite expressions.

3.1.3. Phonetics

- Pronunciation of mute letters.

3.2. Reflection on language learning

- Interest and curiosity in extending knowledge related to English and Irish culture.

Block 4. Socio-cultural aspects and intercultural awareness

- Knowledge of the most important aspects of the Irish culture. Culture Bite, page 59.

III Basic competences

- Competence in linguistic communication

Vocabulary, page 52: illnesses.

Grammar, pages 51, 54: How/What about + ing?; should/shouldn’t; If + imperative.

Listening, pages 50, 53, 56: improving oral comprehension.

Speaking, pages 51, 52, 53, 54, 55, 57: oral practice in dialogues.

Writing, page 57: improving written expression.

Reading, pages 51, 54, 56: improving reading comprehension.

- Data processing and digital competence

Skills, pages 56, 57: writing and presenting an investigative TV programme about London.

- Interpersonal, social and civic competence

Culture Bite, page 59, knowing other social realities, in particular, Ireland.

- Learning to learn competence

Memory tip, page 52, forming word families.

- Autonomy and personal initiative.

All exercises are aimed at encouraging the autonomy of the pupil.

IV Assessment

Block 1. Listening, speaking and conversation

- Answer questions. Listening, pages 50 and 57.

- Make suggestions and give reasons for them. Roleplay page 51.

- Hold a conversation about any theme. Speaking, page 52.

- Make an emergency phone call. Communication, page 53.

- Do the corresponding exercises from Energy Check, page 58.

Block 2. Reading and writing

- Read texts and do the corresponding exercises. Reading, pages 51, 56.

- Write a television programme about London. Writing, pages 57.

- Do the corresponding exercises from Energy Check, page 58.

Block 3. Knowledge of language

3.1. - Linguistic knowledge

3.1.1. Grammar

- Do the corresponding exercises. Grammar, pages 51, 54.

- Do the corresponding exercises from Energy Check, page 58.

3.1.2. Lexis

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

3.1.3. Phonetics

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

3.2. Reflection on language learning

- Vocabulary, page 52: valuation of strategies for increasing knowledge of vocabulary.

- Reading, pages 51, 56; valuation of strategies to improve competence in understanding written texts, including autonomous use of the dictionary.

- Grammar, pages 51, 54: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.

- Listening, pages 50, 56: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher..

- Speaking, pages 51, 52, 53, 54, 55, 57: collaboration with classmates in order to co-operate in learning.

- Writing, pages 57: presentation of written work with accuracy, clarity, precision, order and cleanness

- Culture Bite, page 59: knowledge of Ireland.

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

Block 4. Socio-cultural aspects and intercultural awareness

- Know some important aspects of Ireland. Culture Bite, page 59.

Unit 6 – The media

I Objectives

- Know the form and use of the passive voice.

- Know the form and use of the past perfect simple.

- Use the personal pronouns correctly.

- Improve the pronunciation of two consonants that appear together.

- Know the main phrasal verbs.

- Extend vocabulary related to the field of feelings.

- Improve oral comprehension.

- Improve reading comprehension.

- Improve writing comprehension.

- Know journalistic language.

- Learn how to write a newspaper article.

II Contents

Block 1. Listening, speaking and conversation

- Use of the appropriate formulas for talking about their favourite musical group.

- Debate about themselves and their degree of independence.

Block 2. Reading and writing

- Complete sentences based on a text.

- Reading of a text about radio.

- Production of a newspaper article.

Block 3. Knowledge of language

3.1. - Linguistic knowledge

3.1.1. Grammar

- Use of present simple passive.

- Use of past perfect simple.

- Use of the reflexive pronouns.

3.1.2. Lexis

- Phrasal verbs.

- Feelings.

- The radio.

3.1.3. Phonetics

- Pronunciation of two consonants which appear together.

3.2. Reflection on language learning

- Interest and curiosity towards extending knowledge of English language.

Block 4. Socio-cultural aspects and intercultural awareness

- Knowledge and valuation of the newspaper as a method of learning.

- Knowledge and valuation of the radio as a method of learning.

- Valuation of music as an artistic form and method of entertainment.

III Basic competences

- Competence in linguistic communication

Vocabulary, pages 62, 64: phrasal verbs, feelings.

Grammar, pages 61, 63, 64: present simple passive; past perfect simple; reflexive pronouns.

Listening, pages 61, 66: improving oral comprehension and doing the exercises proposed.

Speaking, pages 61, 63, 65, 67: improving oral competence.

Reading, pages 60, 61, 62, 64, 66: improving reading comprehension and doing the corresponding exercises.

Writing, page 67: writing a newspaper article.

- Interpersonal, social and civic competence

Roleplay page 61, doing a newspaper interview.

- Cultural and artistic competence

Personally Speaking, page 63: talking about their favourite music group.

Skills, pages 66, 67: more in depth knowledge about radio programmes and newspapers.

- Learning to learn competence

Memory tip, page 62: building sentences with phrasal verbs in order to memorise them better.

- Autonomy and personal initiative

All exercises are aimed at encouraging the autonomy of the pupil as well as their capacity to work in a team.

IV Assessment

Block 1. Listening, speaking and conversation

- Do an interview. Roleplay, page 61.

- Talk about their favourite music group. Personalland Speaking, page 63.

- Talk and debate about own independence as an munication, page 65.

- Do a brainstorming about a radio programme. Skills, page 67.

- Do the exercises corresponding to the listenings. Listening, pages 61, 66.

Block 2. Reading and writing

- Read a text and choose the correct words as well as completing sentences about it. Reading, page 61.

- Write a newspaper article. Writing, page 67.

- Do the corresponding exercises Energy Check, page 68.

Block 3. Knowledge of language

3.1. - Linguistic knowledge

3.1.1. Grammar

- Complete sentences with the appropriate option. Grammar, page 61.

- Choose the correct option. Grammar, page 63.

- Do the corresponding exercises. Energy Check, page 68.

3.1.2. Lexis

- Match words to the corresponding symbols. Vocabulary, page 62.

- Do the corresponding exercises. Energy Check, page 68.

3.1.3. Phonetics

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

3.2. Reflection on language learning

- Vocabulary, pages 62, 64: valuation of strategies for increasing knowledge of vocabulary.

- Reading, pages 60, 61, 62, 66: valuation of strategies to improve competence in understanding written texts, including autonomous use of the dictionary.

- Grammar, pages 61, 63, 64: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.

- Listening pages 61, 66: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher..

- Speaking, pages 61, 63, 65, 67: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher..

- Writing, page 67: presentation of written work with accuracy, clarity, precision, order and cleanness.

- Energy Check page 68: interest in solving problems which arise in the different activities, either orally or in writing.

Block 4. Socio-cultural aspects and intercultural awareness

- Know the world of journalism. Skills, pages 66 and 67.

Unit 7 – Shopping

I Objectives

- Use correctly the first conditional.

- Know the form and use of much/many/a lot of/too + adjective/adverb.

- Improve the stress and intonation in English.

- Extend vocabulary related to shops and commerce.

- Know the expressions used for going shopping in English.

- Learn to use and interpret graphs that help to complete the presentation of any theme.

- Know the games and betting that exist in England.

- Talk and write about a special day.

- Intensify the meaning of adjectives by using words like very, really, totally and absolutely.

II Contents

Block 1. Listening, speaking and conversation

- Use of appropriate formulas for giving advice.

- Use of appropriate formulas for talking about quantities.

- Shopping using the appropriate formulas.

- Debate about different themes respecting different opinions.

- Participation in conversations about money.

Block 2. Reading and writing

- Reading of a text and carrying out different exercises in order to understand the reading more in depth.

- Interpretation of possible graphs which can appear next to a text in order to complete the information.

- Production of a text about a special day.

- Use of adjectives and modifiers in a written text, in such a way that they help to show better the reality of what is being written.

Block 3. Knowledge of language

3.1. - Linguistic knowledge

3.1.1. Grammar

- Use of first conditional.

- Use of much/many/a lot of/too.

3.1.2. Lexis

- Shops.

- Common expressions, questions and answers for doing the shopping.

- The lottery.

- Money.

- Adjectives.

3.1.3. Phonetics

- Correct stress and intonation in the English language.

3.2. Reflection on language learning

- Interest and curiosity towards extending knowledge of the English language.

Block 4. Socio-cultural aspects and intercultural awareness

- Approximation to the situation of reading and readers, especially adolescents, in Great Britain.

III Basic competences

- Competence in linguistic communication

Vocabulary, page 72: Shops.

Grammar, pages 71, 74: first conditional, much/many/a lot of/too.

Listening, pages 70, 73, 77 Oral practice and comprehension

Speaking, pages 71, 73, 77. Oral practice

Writing, page 77, improving writing and expression of texts.

Reading, pages 71, 76 and 77: reading texts and carrying out the corresponding exercises.

- Data processing and digital competence

Skills, pages 76, 77: learning to present informative texts in a more complete manner.

- Interpersonal, social and civic competence.

Culture Bite, page 79: knowing other realities and comparing them to own, always developing a critical turn of mind.

- Learning to learn competence

Memory tip, page 74: remembering uncountable nouns.

- Autonomy and personal initiative.

All exercises are aimed at encouraging the autonomy of the pupil.

IV Assessment

Block 1. Listening, speaking and conversation

- Choose words from the listening and answer questions based on it. Listening, page 70.

- Give advice. Roleplay, page 71.

- Debate questions. Personally Speaking, page 72.

- Go shopping. Communication, page 73.

- Do a listening about science and the exercises proposed, Listening, page 77.

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

Block 2. Reading and writing

- Read a text and find expressions equivalent to those proposed. Reading, page 71

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

Block 3. Knowledge of language

3.1. - Linguistic knowledge

3.1.1. Grammar

- Choose the correct form. Grammar, page 71.

- Match the corresponding sentences. Grammar, page 74.

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

3.1.2. Lexis

- Match the photographs to the corresponding word. Vocabulary, page 72.

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

3.1.3. Phonetics

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

3.2. Reflection on language learning

- Vocabulary, pages 72: valuation of strategies for increasing knowledge of vocabulary.

- Reading, pages 71, 76, 77: valuation of strategies to improve competence in understanding written texts, including autonomous use of the dictionary.

- Grammar, page 71, 74: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.

- Listening pages 70, 73, 77: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher..

- Speaking, pages 71, 72, 73, 77: collaboration with classmates in order to co-operate in learning.

- Writing, page 77: presentation of written work with accuracy, clarity, precision, order and cleanness.

- Culture Bite page 79: interest in solving problems which arise in the different activities, either orally or in writing.

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

Block 4. Socio-cultural aspects and intercultural awareness

- Know about reading in England. Culture Bite page 79

Unit 8 – Computers

I Objectives

- Know how to make negative questions.

- Repeat, making the appropriate and necessary changes, the words of other people.

- Carry out reported commands and requests using the verbs told/asked.

- Know how to show surprise by using the appropriate intonation.

- Deepen knowledge of computers and Internet.

- Know the main homonyms in English.

- Make excuses correctly.

- Know the most used abbreviations in chats on Internet and mobile phone messages.

- Hold a conversation in a chat on Internet using the appropriate language and forms.

II Contents

Block 1. Listening, speaking and conversation

- Show surprise by using the appropriate intonation.

- Debate about a text they have just read.

- Making various reported speech.

- Participation in conversations about computers and Internet.

Block 2. Reading and writing

- Reading of a text about Hollywood.

- Simulation of a chat on Internet in writing.

Block 3. Knowledge of language

3.1. - Linguistic knowledge

3.1.1. Grammar

- Making negative questions.

- Reported commands/requests.

3.1.2. Lexis

- Common expressions.

- Computers and Internet.

3.1.3. Phonetics

- Show surprise.

3.2. Reflection on language learning

- Interest and curiosity towards extending knowledge of the English language.

Block 4. Socio-cultural aspects and intercultural awareness

- Knowledge of methods of transport, their advantages and disadvantages.

- Interest in extending own culture, getting to know other countries through travel.

III Basic competences

- Competence in linguistic communication

Vocabulary, page 81, 84: expressions, computers.

Grammar, pages 81, 82: negative questions, reported commands and requests.

Listening, pages 87: oral practice and comprehension.

Speaking, pages 81, 82, 83, 85, 87: oral practice

Writing, page 87: simulating a chat.

Reading, pages 81, 82, 86: reading texts and doing the corresponding exercises.

- Competence in knowledge and interaction with the physical world

Communication, page 85: knowing the world and the possibilities offered by internet.

- Interpersonal, social and civic competence

Skills, pages 86, 87: knowing other realities and people through the use of internet and chats.

- Learning to learn competence

Memory tip, page 84: using a small note book in order to note vocabulary and memorise it little by little.

- Autonomy and personal initiative

All exercises are aimed at encouraging the autonomy of the pupil.

IV Assessment

Block 1. Listening, speaking and conversation

- Show surprise in a conversation. Communication, page 81.

- Do debates about themes proposed. Personally Speaking, page 82.

- Do reported commands/requests. Speaking, page 83.

- Debate about internet and its use. Communication, page 85.

Block 2. Reading and writing

- Read a text about Hollywood and answer the questions proposed. Reading, pages 80, 81.

- Read a text about computers and Internet, answer true or false. Reading, pages 86 and 87.

Block 3. Knowledge of language

3.1. - Linguistic knowledge

3.1.1. Grammar

- Make negative questions. Grammar, page 81.

- Make reported commands and requests. Grammar, page 82.

- Do the exercises proposed. Energy Check, page 88.

3.1.2. Lexis

- Match words to their corresponding meaning. Vocabulary, page 81.

-Match the new words of vocabulary to the corresponding drawing. Vocabulary, page 84.

- Complete sentences. Vocabulary, page 84.

- Do the exercises proposed. Energy Check, page 88.

3.1.3. Phonetics

- Show surprise, Pronunciation, page 81.

3.2. Reflection on language learning

- Vocabulary, pages 81, 84: valuation of strategies for increasing knowledge of vocabulary.

- Reading, pages 80, 81, 82, 86, 87: valuation of strategies to improve competence in understanding written texts, including autonomous use of the dictionary.

- Grammar, pages 81, 82: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.

- Listening pages 86, 87: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher.

- Speaking, pages 81, 82, 83, 85, 87: collaboration with classmates in order to co-operate in learning.

- Writing, page 87: presentation of written work with accuracy, clarity, precision, order and cleanness.

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

Block 4. Socio-cultural aspects and intercultural awareness

- Know other music groups. Song, page 89.

Unit 9 – The natural world

I Objectives

- Repeat the words others have said, making the necessary changes.

- Make reported statements correctly.

- Know prepositions of movement and use them correctly.

- Extend vocabulary related to the environment.

- Develop a critical turn of mind about questions which arise about the environment and caring for it.

- Pronounce correctly the changes of tone in words and sentences.

- Know the collocations.

- Know a map to describe a route.

- Know how to give a direction in English using the appropriate formulas.

- Know about organisations in defence of the environment and adopt a positive attitude towards it.

- Improve and strengthen the use of English dictionaries.

- Write an essay.

II Contents

Block 1. Listening, speaking and conversation

- Explanations about how to arrive at a specific place.

- Debate about radio and television.

- Participation in conversations about the environment.

- Debate about organisations in defence of the environment.

Block 2. Reading and writing

- Reading of a text about the environment.

- Improvement of reading comprehension.

- Reading of a text about organisations dedicated to the conservation and care of the environment.

- Appropriate use of the dictionary.

- Production of an essay.

- Production of a summary with the main ideas from a text.

Block 3. Knowledge of language

3.1. - Linguistic knowledge

3.1.1. Grammar

- Use of reported statements.

3.1.2. Lexis

- Prepositions of movement.

- The environment.

3.1.3. Phonetics

- Changes of stress in words and/or sentences.

3.2. Reflection on language learning

- Interest and curiosity towards extending knowledge of the English language.

Block 4. Socio-cultural aspects and intercultural awareness

- Knowledge and opinion about television.

- Knowledge and opinion about the situation of the environment.

- Knowledge and opinion about the organisations in favour of caring for the environment.

- Knowledge about recycling.

III Basic competences

- Competence in linguistic communication

Vocabulary, pages 91, 94: prepositions of movement, the environment.

Grammar, page 92: reported statements.

Listening, pages 90, 93, 97: Oral practice and comprehension.

Speaking, pages 91, 93, 95, 97: Oral practice.

Writing, page 97: improving written competence.

Reading, pages 91, 93, 96, 97: reading texts and doing the corresponding exercises.

- Interpersonal, social and civic competence.

Skills, pages 96, 97: learning more in depth about the environment and the organisations which care for it.

- Cultural and artistic competence

Personally Speaking, page 93: talking about radio and television.

- Learning to learn competence

Memory gym, pages 91, 94: strengthening the memorising of concepts.

- Autonomy and personal initiative.

All exercises are aimed at strengthening autonomy and personal initiative.

IV Assessment

Block 1. Listening, speaking and conversation

- Do a listening and the corresponding exercises. Listening, page 90.

- Explain to someone how to arrive at a place. Roleplay, page 91.

- Take note about what is heard on a telephone answering machine. Listening, page 93.

- Answer a questionnaire. Communication, page 95.

- Debate about the environment and the organisations which defend it Skills, pages 96, 97.

Block 2. Reading and writing

- Read a text and choose the correct words as well as complete sentences about it. Reading, page 91

- Read a text and answer questions. Reading, pages 96, 97.

- Write an essay. Writing, page 97.

Block 3. Knowledge of language

3.1. - Linguistic knowledge

3.1.1. Grammar

- Complete sentences. Grammar, page 92

- Recognise verbal tenses. Grammar, page 92.

3.1.2. Lexis

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

3.1.3. Phonetics

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

3.2. Reflection on language learning

- Vocabulary, page 91, 94: valuation of strategies for increasing knowledge of vocabulary.

- Reading, pages 91, 93, 96, 97: valuation of strategies to improve competence in understanding written texts, including autonomous use of the dictionary.

- Grammar, pages 92: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.

- Listening pages 90, 93, 96: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher..

- Speaking, pages 91, 95, 97: collaboration with classmates in order to co-operate in learning.

- Writing, page 97: presentation of written work with accuracy, clarity, precision, order and cleanness

- Energy Check, page 98: interest in solving problems which arise in the different activities, either orally or in writing.

Block 4. Socio-cultural aspects and intercultural awareness

- Know the reality of recycling. Culture Bite, page 99.

Unit 10 – Friends

I Objectives

- Use might correctly.

- Make predictions using the appropriate grammatical forms.

- Know the form and use of question tags.

- Improve intonation in English.

- Extend vocabulary about the family and relations.

- Use negative prefixes to extend vocabulary.

- Know how to give strong opinions correctly and politely, always respecting the other’s opinion.

- Use what a/an + adjective/noun to express strong opinions.

- Know something more about the world of horoscopes.

- Improve the use of the English dictionary.

- Know how to write a formal letter.

- Know how to use I agree/I disagree for giving solutions.

II Contents

Block 1. Listening, speaking and conversation

- Use of appropriate formulas for giving strong opinions.

- Use of appropriate formulas for giving solutions.

- Use of appropriate formulas for talking about the horoscope, tarot cards and similar things.

- Use of appropriate formulas for making predictions about what could happen during the next holidays.

Block 2. Reading and writing

- Reading of texts about the horoscope.

- Production of a formal letter.

Block 3. Knowledge of language

3.1. - Linguistic knowledge

3.1.1. Grammar

- Use of might.

- Use of question tags.

3.1.2. Lexis

- Relationships.

- Words with negative meaning.

- Negative prefixes.

3.1.3. Phonetics

- Improve intonation in English.

3.2. Reflection on language learning

- Interest and curiosity towards extending knowledge of the English language.

Block 4. Socio-cultural aspects and intercultural awareness

- Knowledge and respect towards other ways of understanding the future.

III Basic competences

- Competence in linguistic communication

Vocabulary, page 102: relations, negative prefixes, words with negative meaning.

Grammar, pages 101. 103: might, questions tags.

Listening, pages 100, 105, 107: oral practice and comprehension.

Speaking, pages 101, 102, 104, 105: oral practice

Writing, pages 107: writing a formal letter.

Reading, pages 101, 104, 106: reading texts and doing the corresponding exercises.

- Mathematical competence

Skills, pages 104, 105: practising adding up and putting into practice a formula- game from the text found here.

- Interpersonal, social and civic competence

Vocabulary, page 102: about human relationships.

Personally Speaking, page 102: talking about human relationships.

- Learning to learn competence

Memory gym, page 102: exercises aimed at improving memorising of concepts.

- Autonomy and personal initiative

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

IV Assessment

Block 1. Listening, speaking and conversation

- Do the listening and the corresponding exercises, pages 100, 105, 107.

- Give strong opinions. Communication, page 101.

- Give solutions. Personally Speaking, page 102.

- Talk about the horoscope, numerology and similar things. Personally Speaking, page 104.

- Talk about what could happen during the next holidays. Speaking, page 105.

- Song, page 109.

- Energy Check, page 108.

Block 2. Reading and writing

- Read the texts and do the exercises proposed, Reading, pages 101, 102, 104, 106, 107.

- Write a formal letter. Writing, page 107.

- Energy Check, page 108.

Block 3. Knowledge of language

3.1. - Linguistic knowledge

3.1.1. Grammar

- Write about things that could happen Grammar, page 101.

- Write question tags. Grammar, page 103.

- Energy Check, page 108.

3.1.2. Lexis

- Match cards and vocabulary. Vocabulary, page 102.

- Energy Check, page 108.

3.1.3. Phonetics

- Improve intonation in English. Pronunciation, page 103.

3.2. Reflection on language learning

- Vocabulary, page 102: valuation of strategies for increasing knowledge of vocabulary.

- Reading, pages 101, 104, 106, 107: valuation of strategies to improve competence in understanding written texts, including autonomous use of the dictionary.

- Grammar, page 101, 103: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.

- Listening pages 100,105, 106, 107: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher..

- Speaking, pages 101, 102, 103, 105, 107: collaboration with classmates in order to co-operate in learning.

- Writing, page 107: presentation of written work with accuracy, clarity, precision, order and cleanness

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

Block 4. Socio-cultural aspects and intercultural awareness

- Know other realities, Song, page 109.

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