Translation of What’s Up 3 - Microsoft
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What´s up? 3
Programme
_____________________________
Area of Foreign Languages
English
Unit 1
A world language
I. OBJECTIVES
• Use the present simple and the present continuous correctly.
• Use the verbs like / love / dislike / hate / don’t mind followed by a main verb (in the participle) ending in –ing correctly.
• Use the modal verbs can and could correctly.
• Use vocabulary related to approximate quantities correctly and new vocabulary related to new technology and electrical appliances.
• Understand, invent and act out with a partner oral texts based on situations in an airport using the appropriate forms and the correct pronunciation, rhythm and stress.
• Understand a form and correctly fill in the required information in each section.
• Recognise the difference and pronounce correctly the vowel phonemes found in can and can’t and in teacher and heart.
• Think about the use of the English language and its wide use all over the world. (English for Geography).
II. CONTENTS
Block 1 Listen, talk and converse
• Invent and perform a role play that helps them with greetings and introductions and ask and give personal information.
• Ask and answer questions about where someone’s from, nationality and other personal details.
• Ask and answer questions about someone’s level of English.
• Ask and answer questions about someone’s likes and preferences.
• Exchange unknown information using questions and answers to find out information unknown to the other party.
Block 2 Read and write
• Fill out an official form.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Use the present simple and the present continuous correctly.
• Use the verbs like / love / dislike / hate / don’t mind correctly followed by a main verb ending in –ing to express likes and preferences.
• Use the modal verbs can and could correctly.
3.1.2 Vocabulary
• Signs, announcements and common objects found in an international airport.
• English speaking countries.
• Numbers, figures, and expressions of approximate quantities.
• Neologisms referring to electronic devices and new technology.
3.1.3 Pronunciation
● Recognise difference and pronounce correctly the vowel phonemes in can and can’t.
● Recognise difference and pronounce correctly the vowel phonemes teacher and heart.
3.2 Think about learning
• Interest and curiosity in increasing the knowledge related to the English language.
• Interest in talking about oneself and others using a common language: English.
• Initiative to improve receptive and productive communicative competence.
• Rigor to produce correct sentences.
• Recognition of error and its use as an integral part of the learning process.
• Positive assessment of the learning strategies acquired for the production of written and oral language.
• Assessment of memorisation to increase the knowledge of vocabulary.
• Creativity in the production of one’s texts.
• Confidence in one’s personal capacity to progress.
• Positive attitude to increase linguistic knowledge.
• Autonomy when using the dictionary.
Block 4 Social and cultural aspects and intercultural conscience
• Understand the procedures of arrival and departure in an airport. Students’ Book, Listening and Speaking, Airport Announcements, page 10, exercises 1 and 2 and page 11, exercises 3 and 4.
• Find out what are the different countries where English is spoken. Understand the use of the English language and the widespread of its use throughout the world. Students’ Book, English for Geography, page 13, exercises 1, 2, 3, 4 and 5.
III. KEY COMPETENCES
• Linguistic competence
Reading and Vocabulary, pages 6 and 7: statistics with large numbers, estimate figures, vocabulary related to the digital world.
Grammar, pages 8 and 9: present simple and present continuous, like / love / dislike / hate / don’t mind followed by the verb in –ing ; use of can / can’t / could / couldn’t.
Listening and Speaking, pages 10 and 11: oral practice.
Writing, page 12: style and language used on official forms.
• Interpersonal, social and civic competences
Listening and Speaking, page 11: greetings and introductions, pairwork.
• Data processing and digital competence
Reading and Vocabulary, pages 6 and 7: read about English in the digital world.
• Mathematical competence
Vocabulary, page 7: estimate figures.
• Cultural and artistic competence
Grammar, pages 8 and 9: texts about the everyday life of students their age in India and South Africa.
• Competence in knowledge and interaction with the physical world
English for Geography, page 13: countries in the world where English is spoken; use of an atlas.
• Learning-to-learn
Test, page 14.
• Autonomy and personal initiative
Writing, page 12: fill in forms with personal information.
IV. EVALUATION CRITERIA
Block 1 Listen, talk and converse
• Conversation practice in pairs with questions and answers based on the grammar exercises. Students’ Book, Grammar, page 8, exercise 2 and page 9, exercises 4 and 5.
• Listening comprehension. Students’ Book, Listening and Speaking, page 11, exercise 4 and 5. Test, Listening, page 14, exercise 6.
• Conversation practice in pairs about a dialogue filled in by the students from information in the exercise. Students’ Book, Listening and Speaking, page 11, exercises 6 and 7, and Pairwork, page 107 and 110.
Block 2 Read and write
• Write a text (fill in an official form) following rules and guidelines found in a written example. Students’ Book, Writing, page 12, exercise 3.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Check grammar learnt in the unit. Students’ Book, Grammar, page 8, exercises 1 and 2 and page 9, exercises 3, 4 and 5. Test, Grammar, page 14, exercises 3 and 4.
3.1.2 Vocabulary
• Check vocabulary learnt in the unit Students’ Book, Vocabulary, page 7, exercises 5, 6 and 7. Test, Vocabulary, page 14, exercises 1 and 2.
3.1.3 Pronunciation
• Activities to put into practice and check what has been learnt about phonetics in the unit. Students’ Book, Pronunciation, page 113, exercises 1, 2, 3 and 4.
3.2 Think about learning
• Reading, page 6; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary.
• Vocabulary, page 7: Assessment of strategies to increase the knowledge of vocabulary.
• Grammar, pages 8 and 9: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling.
• Grammar, pages 8 and 9; Test, page 14: Check correct and incorrect answers and their use to improve the learning process.
• Listening and Speaking, pages 10 and 11: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher.
• Speaking, page 11: collaboration with other students to learn cooperatively.
• Writing, page 12: Presentation of written productions in a precise, clear, ordered, correct and clean manner.
• English for Geography, page 13: Interest in solving the problems that are set out in the different activities, either orally or in writing.
Block 4 Social and cultural aspects and intercultural conscience
• Students’ Book, Listening and Speaking, Airport Announcements, page 10, exercises 1 and 2 and page 11, exercises 3 and 4.
• Students’ Book, English for Geography, page 13, exercises 1, 2, 3, 4 and 5.
Unit 2
Genius
I. OBJECTIVES
• Use the past simple and the expression ago correctly.
• Distinguish and use correctly the subject and object form of personal pronouns.
• Use correctly adjectives to describe personality and the vocabulary referring to signs of the Zodiac.
• Invent and act out with a partner a simple dialogue of a practical problem using the appropriate forms and the correct pronunciation, rhythm and stress.
• Write an e-mail message filling in the required information in each section correctly.
• Recognise the difference and pronounce correctly the vowel phonemes found in live and leave.
• Talk about scientific problems using the appropriate concepts and language: English across the curriculum (English for Physics).
II. CONTENTS
Block 1 Listen, talk and converse
• Act out a dialogue that helps them to ask and offer help to solve school homework or a small practical problem.
• Ask and answer questions about likes, preferences, and one’s own personality.
• Play a game of questions and answers.
• Exchange unknown information using questions and answers to find out information unknown to the other party.
Block 2 Read and write
• Write an e-mail message.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Use the past simple correctly.
• Use the expression ago correctly.
• Use the object form of personal pronouns.
3.1.2 Vocabulary
• Adjectives to describe personality.
• Signs of the Zodiac.
• Terms and expressions used in e-mails.
• Terms and expressions referring to electromagnetic force and Albert Einstein’s Theory of Relativity.
3.1.3 Pronunciation
• Recognise the difference and pronounce correctly the phonemes found in live and leave.
3.2 Think about learning
• Interest and curiosity in increasing the knowledge related to the English language.
• Interest in talking about oneself and others using a common language: English.
• Initiative to improve receptive and productive communicative competence.
• Rigor to produce correct sentences.
• Recognition of error and its use as an integral part of the learning process.
• Positive assessment of the learning strategies acquired for the production of written and oral language.
• Assessment of memorisation to increase the knowledge of vocabulary.
• Creativity in the production of one’s texts.
• Confidence in one’s personal capacity to progress.
• Positive attitude to increase linguistic knowledge.
• Autonomy when using the dictionary and other sources of information.
Block 4 Social and cultural aspects and intercultural conscience
• Understand and handle scientific terms on electromagnetism and relativity in English. Students’ Book, Reading and Vocabulary, Albert Einstein, page 16, exercises 1, 2 and 3. English for Physics, page 23, exercises 1 and 2.
• Use of English on line; understand and produce electronic messages (e-mail, websites, etc). Students’ Book, Writing, Write an e-mail, page 22, exercises 1, 2 and 3. Test, Writing, page 24. What’s up in the world? A, Culture spot, English on-line, pages 36 and 37, exercises 1, 2, 3 and 4.
III. KEY COMPETENCES
• Linguistic competence
Vocabulary, page 17: descriptive adjectives referred to personality, pronunciation of words with similar phonetics.
Grammar, pages 18 and 19; past simple, ago; pronouns that work as complements.
Listening and Speaking, pages 20 and 21; oral practice.
Writing, page 22; the language used in emails.
• Data processing and digital competence
Writing, page 22: write an email.
• Interpersonal, social and civic competences
Listening and Speaking, page 21: pairwork.
• Cultural and artistic competence
Grammar , page 18; text about Mozart.
• Competence in knowledge and interaction with the physical world
Reading, page 16: read about Albert Einstein and the science world.
English for Physics, page 23: read and do exercises about magnetism.
• Learning-to-learn
Test, page 24.
• Autonomy and personal initiative
Writing, page 22: write an email.
IV. EVALUATION CRITERIA
Block 1 Listen, talk and converse
• Listening comprehensions. Students’ Book, Listening and Speaking, pages 20 and 21, exercises 3, 4, 5 and 6.
• Conversation practice in pairs about a dialogue filled in by the students from information in the exercise. Students’ Book, Listening and Speaking, page 21, exercises 4 and 6, and Pairwork, pages 107 and 110.
Block 2 Read and write
• Write an e-mail following the rules and guidelines found in a model text. Students’ Book, Writing, page 22; exercise 3.
• Put the correct punctuation in an e-mail text. Students’ Book, Test, Writing, page 24, exercise 6.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Check grammar learnt in the unit. Students’ Book, Grammar, pages 18 and 19, exercises 1, 2, 3, 4, 5, 6, 7, 8 and 9. Test, Grammar, page 24, exercises 3 and 4.
3.1.2 Vocabulary
• Check vocabulary learnt in the unit Students’ Book, Vocabulary, page 17, exercises 4, 5 and 6. Test, Vocabulary, page 24, exercises 1 and 2.
3.1.3 Pronunciation
• Activities to put into practice and check what has been learnt about phonetics in the unit. Students’ Book, Pronunciation, page 17, exercise 7 and page 113, exercises 1, 2, and 3.
3.2 Think about learning
• Reading, page 16; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary.
• Vocabulary, page 17: Assessment of strategies to increase the knowledge of vocabulary.
• Grammar, pages 18 and 19: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling.
• Grammar, pages 18 and 19; Test, page 24: Check correct and incorrect answers and their use to improve the learning process.
• Listening and Speaking, pages 20 and 21: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher.
• Speaking, page 21: collaboration with other students to learn cooperatively.
• Writing, page 22: Presentation of written productions in a precise, clear, ordered, correct and clean manner.
• English for Physics, page 23: Interest in solving the problems that are set out in the different activities, either orally or in writing.
Block 4 Social and cultural aspects and intercultural conscience
• Students’ Book, Reading and Vocabulary, Albert Einstein, page 16, exercises 1, 2 and 3.
• Students’ Book, Writing, Write an e-mail, page 22, exercises 1, 2 and 3.
• Students’ Book, English for Physics, page 23 exercises 1 and 2.
• Students’ Book, Test, Writing, page 24.
• Students’ Book, What’s up in the world? A Culture spot, English on-line, pages 36 and 37, exercises 1, 2, 3 and 4.
Unit 3
Fashion
I. OBJECTIVES
• Use the expressions of quantity too much / too many / (not) enough / a few / a little / a lot of correctly.
• Form correct sentences with the adverb too followed by an adjective.
• Use correctly vocabulary related to fashion, clothes, personal outfits and design.
• Invent and perform a role play with a partner about clothes and a dialogue of an argument using the appropriate forms and correct pronunciation, rhythm and intonation.
• Write an argumentative essay following guidelines found in the example of a previously read text.
• Recognise the difference and pronounce correctly the diphthongs found in the following: striped and plain.
• Think about strategies for reasonable buying and spending related to fashion and clothes and about criteria to solve practical problems through technical design. (English for technology).
II. CONTENTS
Block 1 Listen, talk and converse
• Invent and act out a dialogue that helps the student defend his/her own opinion in an argument.
• Express and discuss personal opinions, giving good arguments.
• Exchange unknown information using questions and answers to find out information unknown to the other party.
Block 2 Read and write
• Write an argumentative essay expressing personal opinions in writing, and including arguments.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Use expressions of quantity too much / too many / (not) enough / a few / a little / a lot of correctly.
• Use the adverb too followed by an adjective.
3.1.2 Vocabulary
• Vocabulary related to fashion, clothes, personal outfits and design.
3.1.3 Pronunciation
• Recognise the difference and pronounce correctly the diphthongs found in striped and plain.
3.2 Think about learning
• Interest and curiosity in increasing the knowledge related to the English language.
• Interest in talking about oneself and others using a common language: English.
• Initiative to improve receptive and productive communicative competence.
• Rigor to produce correct sentences.
• Recognition of error and its use as an integral part of the learning process.
• Positive assessment of the learning strategies acquired for the production of written and oral language.
• Assessment of memorisation to increase the knowledge of vocabulary.
• Creativity in the production of one’s texts.
• Confidence in one’s personal capacity to progress.
• Positive attitude to increase linguistic knowledge.
• Autonomy when using the dictionary and other sources of information.
Block 4 Social and cultural aspects and intercultural conscience
• Fashion and reasonable buying and spending. Students’ Book, Reading and Vocabulary, page 26, exercises 1, 2, 3 and 4.
• Criteria to solve practical problems of design. Students’ Book, English for Technology, page 33, exercises 1, 2, 3, and 4.
III. KEY COMPETENCES
• Linguistic competence
Reading and Vocabulary, page 26 and 27: clothing and adjectives that describe clothes.
Grammar, pages 28 and 29, Too much, too many, (not) enough, too + adjective, a few, a little, a lot of ; possessive pronouns.
Listening and Speaking, pages 30 and 31, oral practice.
Writing, page 32: language used to express personal opinions.
• Cultural and artistic competence
Listening and Speaking, pages 30 and 31, debate the reasons why we wear one type of clothes or another.
• Competence in knowledge and interaction with the physical world
English for Technology, page 33: design.
• Data processing and digital competence
What’s up in the world? A, pages 36 and 37: read about the use of English on the Internet and different websites.
• Mathematical competence
What’s up in the world? A, page 38: apply mathematical reasoning to the solution of logical problems.
• Interpersonal, social and civic competences
Listening and Speaking, page 31: pairwork.
• Learning-to-learn
Grammar, pages 28 and 29: activities with the grammar learnt in the unit.
Test, page 34.
• Autonomy and personal initiative
Vocabulary, page 27: write a list of clothes classified by gender (male, female, unisex).
Writing, page 32: write a personal opinion about school uniforms.
IV. EVALUATION CRITERIA
Block 1 Listen, talk and converse
• Conversation practice about a reading topic. Students’ Book, Reading and Vocabulary, page 26, exercise 1.
• Listening comprehension. Students’ Book, Listening and Speaking, pages 30 and 31, exercises 1, 2, 3 and 4. Test, Listening, page 34, exercise 6.
• Conversation practice in pairs about a dialogue filled in by the students from information in the exercise. Students’ Book, Listening and Speaking, page 31, exercise 5, and Pairwork, page 108 and 111.
Block 2 Read and write
• Write an argumentative essay following rules and guidelines found in a written example. Students’ Book, Writing, page 32, exercise 4.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Check grammar learnt in the unit. Students’ Book, Grammar, pages 28 and 29, exercises 1, 2, 3, 4, 6, 7 and 8. Test, Grammar, page 34, exercises 3 and 4.
3.1.2 Vocabulary
• Check vocabulary learnt in the unit Students’ Book, Vocabulary, page 27, exercises 5, 6 and 7. Test, Vocabulary, page 34, exercises 3 and 4.
3.1.3 Pronunciation
• Activities to put into practice and check what has been learnt about phonetics in the unit. Students’ Book, Pronunciation, page 27, exercise 8 and page 114, exercises 1, 2, and 3.
3.2 Think about learning
• Reading, page 26; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary.
• Vocabulary, page 27: Assessment of strategies to increase the knowledge of vocabulary.
• Grammar, page 28; Test, page 34: Check correct and incorrect answers and their use to improve the learning process.
• Grammar, pages 28 and 29: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling.
• Listening and Speaking, pages 30 and 31: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher.
• Speaking, page 31: collaboration with other students to learn cooperatively.
• Writing, page 32: Presentation of written productions in a precise, clear, ordered, correct and clean manner.
• English for Technology, page 33: Interest in solving the problems that are set out in the different activities, either orally or in writing.
Block 4 Social and cultural aspects and intercultural conscience
• Students’ Book, Reading and Vocabulary, page 26, exercises 1, 2, 3 and 4.
• Students’ Book, English for Technology, page 33, exercises 1, 2, 3, and 4.
Unit 4
Goal!
I. OBJECTIVES
• Distinguish in form and use of the past simple and the past continuous.
• Use the adverbs while and when with the past simple and the past continuous correctly.
• Distinguish in form and meaning the modal verbs have to / don’t have to and must / mustn’t and use them correctly.
• Use vocabulary related to football and other similar sporting competitions.
• Write a descriptive essay explaining the rules and how to play a competitive sport, following the model text read beforehand.
• Recognise the difference and pronounce correctly the stressed syllables in the names of countries and pronounce correctly scoring terms related to sporting competitions.
• Think about the problem of racism and violence in competitive sports and about good physical shape and the different types of exercise that different people can carry out to get fit and keep fit (English for Physical Education).
II. CONTENTS
Block 1 Listen, talk and converse
• Express and discuss personal opinions, backed up with good arguments.
• Exchange unknown information using questions and answers to find out information unknown to the other party.
Block 2 Read and write
• Write a description.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Narrate events of the past using the appropriate verb tenses.
• Use the past simple and the past continuous correctly.
• Use the adverbs while and when with the past simple and the past continuous correctly.
• Use the modal verbs have to / don’t have to and must / mustn’t correctly.
3.1.2 Vocabulary
• Vocabulary related to football and similar sporting competitions.
3.1.3 Pronunciation
• Pronunciation of stressed syllables.
3.2 Think about learning
• Interest and curiosity in increasing the knowledge related to the English language.
• Interest in talking about oneself and others using a common language: English.
• Initiative to improve receptive and productive communicative competence.
• Rigor to produce correct sentences.
• Recognition of error and its use as an integral part of the learning process.
• Positive assessment of the learning strategies acquired for the production of written and oral language.
• Assessment of memorisation to increase the knowledge of vocabulary.
• Creativity in the production of one’s texts.
• Confidence in one’s personal capacity to progress.
• Positive attitude to increase linguistic knowledge.
• Autonomy when using the dictionary and other sources of information.
Block 4 Social and cultural aspects and intercultural conscience
• Reflect upon racism and violence in football. Students’ Book, Listening and Speaking, Your opinion about football, page 45, exercises 6 and 7.
• Good shape and the different types of exercise necessary to get and keep fit. Students’ Book, English for Physical Education, page 47, exercises 1, 2, 3 and 4.
III. KEY COMPETENCES
• Linguistic competence
Reading and Vocabulary, pages 40 and 41: language and expressions used to talk about football.
Grammar, pages 42 and 43: past simple and continuous with when / while; modal verbs have to / don’t have to / must / mustn’t.
Listening and Speaking, pages 44 and 45: oral practice.
• Competence in knowledge and interaction with the physical world
English for Physical Education, page 47: read about doing exercise and being fit.
• Cultural and artistic competence
Reading, page 40: read about football.
Listening and Speaking, pages 44 and 45: oral texts about football matches and how football fans behave.
Writing, page 46: different types of team sports.
• Interpersonal, social and civic competences
Listening and Speaking, page 45: pairwork.
• Learning-to-learn
Test, page 48.
• Autonomy and personal initiative
Grammar, page 43: think about how you behave at home.
Writing, page 46: describe a sport in writing.
IV. EVALUATION CRITERIA
Block 1 Listen, talk and converse
• Listening comprehension. Students’ Book, Listening and Speaking, page 44, exercises 2, 3, 4 and 5.
• Conversation practice in pairs and in a large group debating opinions. Students’ Book, Listening and Speaking, page 45, exercises 6 and 7.
• Conversation practice in pairs about a dialogue filled in by the students from information in the exercise. Students’ Book, Pairwork, page 108 and 111.
Block 2 Read and write
• Write a description following rules and guidelines found in a written example. Students’ Book, Writing, page 46, exercise 3.
• Correct spelling mistakes in sentences. Students’ Book, Test, Writing, page 48, exercise 6.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Check grammar learnt in the unit. Students’ Book, Grammar, pages 42 and 43, exercises 1, 2, 3, 4, 6 and 7. Test, Grammar, page 48, exercises 3 and 4.
3.1.2 Vocabulary
• Check vocabulary learnt in the unit Students’ Book, Vocabulary, page 41, exercises 4, 7, 8, 9 and 10. Test, Vocabulary, page 48, exercises 1 and 2.
3.1.3 Pronunciation
• Activities to put into practice and check what has been learnt about phonetics in the unit. Students’ Book, Pronunciation, page 41, exercises 5 and 6 and page 114, exercises 1, 2 and 3.
3.2 Think about learning
• Reading, page 40; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary.
• Vocabulary, page 41: Assessment of strategies to increase the knowledge of vocabulary.
• Grammar, page 42; Test, page 48: Check correct and incorrect answers and their use to improve the learning process.
• Grammar, pages 42 and 43: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling.
• Listening and Speaking, pages 44 and 45: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher.
• Speaking, page 45: collaboration with other students to learn cooperatively.
• Writing, page 46: Presentation of written productions in a precise, clear, ordered, correct and clean manner.
• English for Physical Education, page 47: Interest in solving the problems that are set out in the different activities, either orally or in writing.
Block 4 Social and cultural aspects and intercultural conscience
• Students’ Book, Listening and Speaking, Your opinion about football, page 45, exercises 6 and 7.
• Students’ Book, English for Physical Education, page 47, exercises 1, 2, 3 and 4.
Unit 5
Lifestyles
I. OBJECTIVES
• Recognise the difference in form and use of the present perfect and the past simple.
• Form correct sentences in the present perfect with the adverbs ever / never and just.
• Use the suffixes –ful and –less correctly and the vocabulary related to the circus.
• Invent and act out with a partner a dialogue in which you show off or boast about something, using the appropriate forms and the correct pronunciation, stress and intonation.
• Put the correct intonation in sentences to be spoken and for social situations where someone shows off about something.
• Think about historical periods of social change (English for History).
II. CONTENTS
Block 1 Listen, talk and converse
• Invent and act out a dialogue which permits an exchange of information about personal experiences.
• Exchange unknown information using questions and answers to find out information unknown to the other party.
Block 2 Read and write
• Write a description.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Use the present perfect and the past simple correctly.
• Use the adverbs ever / never and just with the present perfect correctly.
3.1.2 Vocabulary
• Suffixes –ful and –less.
• The circus.
• Lifestyles.
3.1.3 Pronunciation
• Intonation connected to expressions related to showing off and boasting.
3.2 Think about learning
• Interest and curiosity in increasing the knowledge related to the English language.
• Interest in talking about oneself and others using a common language: English.
• Initiative to improve receptive and productive communicative competence.
• Rigor to produce correct sentences.
• Recognition of error and its use as an integral part of the learning process.
• Positive assessment of the learning strategies acquired for the production of written and oral language.
• Assessment of memorisation to increase the knowledge of vocabulary.
• Creativity in the production of one’s texts.
• Confidence in one’s personal capacity to progress.
• Positive attitude to increase linguistic knowledge.
• Autonomy when using the dictionary and other sources of information.
Block 4 Social and cultural aspects and intercultural conscience
• Understand and think about different lifestyles and habits. Students’ Book, Listening and Speaking, pages 54 and 55, exercises 1, 2, 3, 4 and 5.
• The Industrial Revolution and periods of social change in the modern world. Students’ Book, English for History, page 57, exercises 1, 2, 3, 4 and 5.
III. KEY COMPETENCES
• Linguistic competence
Vocabulary, page 51: derivation of adjectives using suffixes.
Grammar, pages 52 and 53: Present perfect simple – have / has + past participle, ever / never + present perfect.
Listening and Speaking, pages 54 and 55: oral practice.
Writing, page 56: expressions to describe a lifestyle.
• Cultural and artistic competence
Reading, page 50: read a popular Indian tale about life in a village.
Listening and Speaking, pages 54 and 55: life in a circus.
• Competence in knowledge and interaction with the physical world
English for History, page 57: the Industrial Revolution.
• Interpersonal, social and civic competences
Listening and Speaking, page 55: pairwork.
• Learning-to-learn
Grammar, pages 52 and 53: activities with the grammar learnt.
Test, page 58.
• Autonomy and personal initiative
Writing, page 56: write a description of one’s lifestyle.
IV. EVALUATION CRITERIA
Block 1 Listen, talk and converse
• Listening comprehension. Students’ Book, Listening and Speaking, page 55, exercises 3, 4 and 5. Test, Listening, page 58, exercise 6.
• Conversation practice in pairs about a dialogue filled in by the students from information in the exercise. Students’ Book, Listening and Speaking, page 55, exercises 6 and 7, and Pairwork, pages 108 and 111.
Block 2 Read and write
• Write a description following rules and guidelines found in a written example. Students’ Book, Writing, page 56, exercises 4 and 5.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Check grammar learnt in the unit. Students’ Book, Grammar, pages 52 and 53, exercises 1, 2, 3, 4, 6, 7 and 8. Test, Grammar, page 58, exercises 1 and 2.
3.1.2 Vocabulary
• Check vocabulary learnt in the unit Students’ Book, Vocabulary, page 51, exercises 7, 8, 9 and 10. Test, Vocabulary, page 58, exercises 1 and 2.
3.1.3 Pronunciation
• Activities to put into practice and check what has been learnt about phonetics in the unit. Students’ Book, Pronunciation, page 55, exercise 6, and page 115, exercises 1 and 2.
3.2 Think about learning
• Reading, page 50; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary.
• Vocabulary, page 51: Assessment of strategies to increase the knowledge of vocabulary.
• Grammar, page 52; Test, page 58: Check correct and incorrect answers and their use to improve the learning process.
• Grammar, pages 52 and 53: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling.
• Listening and Speaking, pages 54 and 55: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher.
• Speaking, page 55: collaboration with other students to learn cooperatively.
• Writing, page 56: Presentation of written productions in a precise, clear, ordered, correct and clean manner.
• English for History, page 57: Interest in solving the problems that are set out in the different activities, either orally or in writing.
Block 4 Social and cultural aspects and intercultural conscience
• Students’ Book, Listening and Speaking, pages 54 and 55, exercises 1, 2, 3, 4 and 5.
• Students’ Book, English for History page 57, exercises 1, 2, 3, 4, and 5.
Unit 6
Good luck!
I. OBJECTIVES
• Recognise the difference of the future with the auxiliaries will and going to.
• Use the modal verb might correctly.
• Form correct sentences using the first conditional.
• Use adjectives and adverbs of probability, phrases with the verb get and vocabulary related to games of chance and guessing games correctly.
• Act out with a partner fortune telling through palmistry, using the appropriate forms and correct pronunciation, stress and intonation
• Write in the first person an essay about one’s own future, following the model text read beforehand.
• Recognise the difference and pronounce correctly the vowel phonemes found in fund, lottery and have.
• Understand and solve some simple problems of logic and invent a similar one using the same model (English for Maths).
II. CONTENTS
Block 1 Listen, talk and converse
• Invent and act out a dialogue that helps talk about the future make predictions.
• Express plans, intentions and expectations for the future.
• Exchange unknown information using questions and answers to find out information unknown to the other party.
Block 2 Read and write
• Write and essay about oneself and one’s own future.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Use correctly the auxiliary will and the periphrasis going to + verb in constructions to convey the future.
• Use correctly the modal verb might.
• Form correct sentences in the first conditional.
3.1.2 Vocabulary
• Adjectives and adverbs of probability.
• Phrases with the verb get.
• Lotteries, games of chance and prediction.
3.1.3 Pronunciation
• Recognise and pronounce correctly the vowel phonemes found in fund, lottery and have.
3.2 Think about learning
• Interest and curiosity in increasing the knowledge related to the English language.
• Interest in talking about oneself and others using a common language: English.
• Initiative to improve receptive and productive communicative competence.
• Rigor to produce correct sentences.
• Recognition of error and its use as an integral part of the learning process.
• Positive assessment of the learning strategies acquired for the production of written and oral language.
• Assessment of memorisation to increase the knowledge of vocabulary.
• Creativity in the production of one’s texts.
• Confidence in one’s personal capacity to progress.
• Positive attitude to increase linguistic knowledge.
• Autonomy when using the dictionary and other sources of information.
Block 4 Social and cultural aspects and intercultural conscience
• Learn about different lotteries that exist in the world. Students’ Book, Reading and Vocabulary, The Lottery, page 60, exercises 1, 2, 3 and 4.
• A Chinese restaurant. Students’ Book, Listening and Speaking, In a Chinese Restaurant, page 64, exercises 1, 2 and 3.
• Palmistry. Students’ Book, Listening and Speaking, Read a Palm, page 65, exercises 4 and 5.
• Problems of probability and logic. Students’ Book, English for Maths, page 67, exercises 1, 2 and 3.
III. KEY COMPETENCES
• Linguistic competence
Reading and Vocabulary, pages 60 and 61: expressions with get and adjectives referred to probability.
Grammar, pages 62 and 63: Will / won’t, might / might not, going to; sentences in the first conditional.
Listening and Speaking, pages 64 and 65: oral practice.
Writing, page 66: negative predictions.
• Cultural and artistic competence
Reading, page 60: read about the lottery in different countries.
Listening and Speaking, pages 64 and 65: oral texts about different types of restaurants.
What’s up in the world? B, pages 70 and 71: read about Liverpool.
• Mathematical competence
English for Maths, page 67: calculate probability.
What’s Up in the World B, page 72: apply mathematical reasoning to simple logical problems.
• Interpersonal, social and civic competences
Listening and Speaking, page 65: pairwork.
• Learning-to-learn
Grammar, pages 62 and 63: performing activities using the grammar learnt.
Test, page 68.
• Autonomy and personal initiative
Writing, page 66: write an essay about one’s future.
IV. EVALUATION CRITERIA
Block 1 Listen, talk and converse
• Listening comprehensions. Students’ Book, Listening and Speaking, pages 64 and 65, exercises 3, 4, 6 and 7.
• Conversation practice in pairs about a dialogue filled in by the students from information in the exercise. Students’ Book, Listening and Speaking, page 65, exercise 8, and Pairwork, pages 108 and 111.
Block 2 Read and write
• Write a description about one’s own future following rules and guidelines found in a written example. Students’ Book, Writing, page 66, exercise 5.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Check grammar learnt in the unit. Students’ Book, Grammar, page 62 and 63, exercises 1, 2, 3, 4, 6, 7 and 8. Test, Grammar, page 68, exercises 3 and 4.
3.1.2 Vocabulary
• Check vocabulary learnt in the unit Students’ Book, Vocabulary, page 61, exercises 6, 7 and 8. Test, Vocabulary, page 68, exercises 1 and 2.
3.1.3 Pronunciation
• Activities to put into practice and check what has been learnt about phonetics in the unit. Students’ Book, Pronunciation, page 61, exercise 5 and page 115, exercises 1, 2, 3, and 4.
3.2 Think about learning
• Reading, page 60; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary.
• Vocabulary, page 61: Assessment of strategies to increase the knowledge of vocabulary.
• Grammar, page 62; Test, page 68: Check correct and incorrect answers and their use to improve the learning process.
• Grammar, pages 62 and 63: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling.
• Listening and Speaking, pages 64 and 65: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher.
• Speaking, page 65: collaboration with other students to learn cooperatively.
• Writing, page 66: Presentation of written productions in a precise, clear, ordered, correct and clean manner.
• English for Maths, page 67: Interest in solving the problems that are set out in the different activities, either orally or in writing.
Block 4 Social and cultural aspects and intercultural conscience
• Students’ Book, Reading and Vocabulary The Lottery, page 60, exercises 1, 2, 3 and 4.
• Students’ Book, Listening and Speaking, In a Chinese Restaurant page 64, exercises 1, 2 and 3.
• Students’ Book, Listening and Speaking, Read a Palm, page 65, exercises 4 and 5.
• Students’ Book, English for Maths, page 67, exercises 1, 2 and 3.
Unit 7
Solidarity
I. OBJECTIVES
• Recognise and use the present perfect and the past simple correctly; use how long and sentences in the present perfect with the prepositions for and since correctly.
• Use the modal verb should correctly.
• Recognise the form, use and meaning of the verbs make and do.
• Recognise and use correctly the vocabulary related to global social problems and humanitarian causes in the contemporary world, non-governmental organizations and supra-national organizations such as the European Union.
• Write and act out a dialogue with a partner asking a favour and replying to it, using the appropriate forms and correct pronunciation, stress and intonation.
• Write a descriptive essay explaining the objectives and how an association or imaginary NGO works, following an example read beforehand.
• Identify and correctly pronounce the tonic syllables of words, and use the correct intonation in questions and when making requests.
• Think about institutions, objectives and how the European Union works (English for Citizenship).
III. CONTENTS
Block 1 Listen, talk and converse
• Invent and act out a dialogue that helps them ask for favours and reply to them using the appropriate forms.
• Describe a project of solidarity.
• Exchange unknown information using questions and answers to find out information unknown to the other party.
Block 2 Read and write
• Write an informative NGO leaflet.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Compare the past simple and past perfect.
• Use correctly the present perfect with the prepositions for and since.
• Use correctly the present perfect to in questions with how long.
• Use correctly the modal verb should.
3.1.2 Vocabulary
• Compare verbs make and do.
● Global social problems and humanitarian causes in the contemporary world.
• Citizens’, youth and non-governmental organizations.
3.1.3 Pronunciation
• Stressed syllables.
• Intonation in questions and requests.
3.2 Think about learning
• Interest and curiosity in increasing the knowledge related to the English language.
• Interest in talking about oneself and others using a common language: English.
• Initiative to improve receptive and productive communicative competence.
• Rigor to produce correct sentences.
• Recognition of error and its use as an integral part of the learning process.
• Positive assessment of the learning strategies acquired for the production of written and oral language.
• Assessment of memorisation to increase the knowledge of vocabulary.
• Creativity in the production of one’s texts.
• Confidence in one’s personal capacity to progress.
• Positive attitude to increase linguistic knowledge.
• Autonomy when using the dictionary and other sources of information.
Block 4 Social and cultural aspects and intercultural conscience
• Global social problems of the world today. Students’ Book, Listening and Speaking, Problems in the world, page 75, exercises 4 and 5.
• Problems of child labor in the third world. Students’ Book, Grammar, page 77, exercises 6 and 7.
• The European Union. Students’ Book, English for Citizenship, page 81, exercises 1, 2, 3 and 4.
III. KEY COMPETENCES
• Linguistic competence
Vocabulary, page 75: vocabulary about humanitarian problems; use of make and do.
Grammar, pages 76 and 77: use of the present perfect simple with for or since; use of How long?, contrast between the present perfect and the past simple, use of modals should / shouldn’t.
Listening and Speaking, pages 78 and 79: oral practice.
Writing, page 80: language about NGOs.
• Interpersonal, social and civic competences
Reading and Vocabulary, pages 74 and 75: read about the Red Nose Day in the United Kingdom.
Listening and Speaking, pages 78 and 79: a humanitarian school project; pairwork.
Writing, page 80: read about NGOs.
English for Citizenship, page 81: the European Union.
• Learning-to-learn
Grammar, pages 76 and 77: perform activities using the grammar learnt.
Test, page 82.
IV. EVALUATION CRITERIA
Block 1 Listen, talk and converse
• Listening comprehensions. Students’ Book, Listening and Speaking, page 79, exercises 2 and 3. Test, Listening, page 82, exercise 6.
• Conversation practice in pairs about a dialogue filled in by the students from information in the exercise. Students’ Book, Listening and Speaking, page 79, exercises 4, 5 and 6, and Pairwork, pages 109 and 112.
Block 2 Read and write
• Write an informative NGO leaflet or pamphlet following rules and guidelines found in a written example. Students’ Book, Writing, page 80; exercises 3 and 4.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Check grammar learnt and studied in the unit. Students’ Book, Grammar, pages 76 and 77, exercises 1, 2, 3, 4, 6, 7 and 8. Test, Grammar, page 82, exercises 3 and 4.
3.1.2 Vocabulary
• Check vocabulary learnt in the unit Students’ Book, Vocabulary, page 75, exercises 4, 5, 6 and 7. Test, Vocabulary, page 82, exercises 1 and 2.
3.1.3 Pronunciation
• Activities to put into practice and check what has been learnt about phonetics in the unit. Students’ Book, Pronunciation, page 116, exercises 1, 2 and 3.
3.2 Think about learning
• Reading, page 74; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary.
• Vocabulary, page 75: Assessment of strategies to increase the knowledge of vocabulary.
• Grammar, page 76; Test, page 82: Check correct and incorrect answers and their use to improve the learning process.
• Grammar, pages 76 and 77: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling.
• Listening and Speaking, pages 78 and 79: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher.
• Speaking, page 79: collaboration with other students to learn cooperatively.
• Writing, page 80: Presentation of written productions in a precise, clear, ordered, correct and clean manner.
• English for Citizenship, page 81: Interest in solving the problems that are set out in the different activities, either orally or in writing.
Block 4 Social and cultural aspects and intercultural conscience
• Students’ Book, English for Citizenship, page 81, exercises 1, 2, 3 and 4.
• Students’ Book, Listening and Speaking, Problems in the world page 75, exercises 1, 2 and 3
• Students’ Book, Grammar, page 77, exercises 6 and 7.
Unit 8
Space
I. OBJECTIVES
• Use correctly the passive voice in the present and the past.
• Use the correct form of comparative and superlative adjectives.
• Use vocabulary related to large quantities, distances, sizes and dimensions correctly.
• Recognise and use correctly the vocabulary of astronomy and astronauts.
• Plan orally with a partner a school project about spatial exploration and give a presentation to the class, using the appropriate forms and correct pronunciation, stress and intonation.
• Write a description of a planet in the solar system, using as a guide a scientific text read beforehand.
• Recognise the difference and pronounce correctly the stressed syllables in numbers.
• Think about and describe the changes in the state of material. (English for Science).
II. CONTENTS
Block 1 Listen, talk and converse
• Invent and act out a dialogue that helps them plan a scientific-technical project.
• Ask and answer questions about scientific knowledge and problems.
• Exchange unknown information using questions and answers to find out information unknown to the other party.
Block 2 Read and write
• Write a descriptive essay about a planet in the solar system.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Use correctly the passive voice in the present and the past.
• Use correctly the comparative and superlative form of adjectives
3.1.2 Vocabulary
• Distances, sizes and dimensions.
• Large quantities.
3.1.3 Pronunciation
• Stressed syllables in numbers.
• Intonation in questions and requests.
3.2 Think about learning
• Interest and curiosity in increasing the knowledge related to the English language.
• Interest in talking about oneself and others using a common language: English.
• Initiative to improve receptive and productive communicative competence.
• Rigor to produce correct sentences.
• Recognition of error and its use as an integral part of the learning process.
• Positive assessment of the learning strategies acquired for the production of written and oral language.
• Assessment of memorisation to increase the knowledge of vocabulary.
• Creativity in the production of one’s texts.
• Confidence in one’s personal capacity to progress.
• Positive attitude to increase linguistic knowledge.
• Autonomy when using the dictionary and other sources of information.
Block 4 Social and cultural aspects and intercultural conscience
• Planets of the solar system. Students’ Book, Writing, Describe a planet, page 90, exercises 1 and 2.
• States of material. Students’ Book, English for Science, page 91, exercises 1, 2 and 3.
III. KEY COMPETENCES
• Linguistic competence
Reading and Vocabulary, pages 84 and 85: vocabulary about big amounts, distance, size and dimension.
Grammar, pages 86 and 87: the passive; comparatives and superlatives.
Listening and Speaking, pages 88 and 89: oral practice.
Writing, page 90: the language used in scientific descriptions.
• Competence in knowledge and interaction with the physical world
Reading and Vocabulary, pages 84 and 85: space.
Writing, page 90: planets.
English for Science, page 91: the states of the matter.
• Interpersonal, social and civic competences
Listening and Speaking, page 89 pairwork.
• Learning-to-learn
Grammar, pages 86 and 87: complete activities using the grammar learnt.
Test, page 92.
• Autonomy and personal initiative
Speaking, page 89: plan and present a school project about outer space.
IV. EVALUATION CRITERIA
Block 1 Listen, talk and converse
• Listening comprehensions. Students’ Book, Listening and Speaking, Visit a planetarium, pages 88 and 89, exercises 1, 2, 3, 4 and 5.
• Conversation practice in pairs about a dialogue filled in by the students from information in the exercise. Students’ Book, Listening and Speaking, page 89, exercise 6, and Pairwork, pages 109 and 112.
Block 2 Read and write
• Write a scientific description following rules and guidelines found in a written example. Students’ Book, Writing, page 90, exercises 1 and 2.
• Correct spelling mistakes in sentences. Students’ Book, Test, Writing, page 92, exercise 6.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Check grammar learnt and studied in the unit. Students’ Book, Grammar, pages 86 and 87, exercises 1, 2, 3, 4, 6, 7, 8 and 9. Test, Grammar, page 92, exercises 3 and 4.
3.1.2 Vocabulary
• Check vocabulary learnt in the unit Students’ Book, Vocabulary, page 84, exercises 2, 3, 4 and 5. Test, Vocabulary, page 92, exercises 1 and 2.
3.1.3 Pronunciation
• Activities to put into practice and check what has been learnt about phonetics in the unit. Students’ Book, Pronunciation, page 84, exercises 6 and 7, and pages 116 and 117, exercises 1, 2, 3, 4 and 5.
3.2 Think about learning
• Reading, page 84; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary.
• Vocabulary, page 85: Assessment of strategies to increase the knowledge of vocabulary.
• Grammar, page 86; Test, page 92: Check correct and incorrect answers and their use to improve the learning process.
• Grammar, pages 86 and 87: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling.
• Listening and Speaking, pages 88 and 89: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher.
• Speaking, page 89: collaboration with other students to learn cooperatively.
• Writing, page 90: Presentation of written productions in a precise, clear, ordered, correct and clean manner.
• English for Science, page 91: Interest in solving the problems that are set out in the different activities, either orally or in writing.
Block 4 Social and cultural aspects and intercultural conscience
• Students’ Book, Writing, Describe a planet, page 90, exercises 1, 2 and 3.
• Students’ Book, English for Science, page 91, exercises 1, 2 and 3.
Unit 9
Revision
I. OBJECTIVES
● Revise through games, the grammar contents of previous units.
● Revise and practise irregular verbs using games.
● Revise through games, el vocabulary in previous units.
● Use correctly the vocabulary related to games and pastimes.
● Play a board game using the appropriate vocabulary and expressions.
● Learn vocabulary related to different course subjects.
● Revision of pronunciation of vowel phonemes found in son and cousin and the pronunciation of stressed syllables.
II. CONTENTS
Block 1 Listen, talk and converse
• Answer a series of questions from a board game and compare answers.
• Think about different oral exercises carried out over the whole course and find faults to improve on them.
• Identify different types of speaking activities and situations through listening texts.
Block 2 Read and write
• Understand written instructions for a board game.
• Identify different types of reading texts.
• Think about different written exercises carried out over the whole course and find faults to improve on them.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Revision of the main points learnt in previous units.
• Irregular verbs.
3.1.2 Vocabulary
• Related to board games and different subjects.
• Revision of the main points learnt in previous units.
3.1.3 Pronunciation
• Revision of the pronunciation of vowel phonemes found in son and cousin and the pronunciation of stressed syllables.
3.2 Think about learning
• Interest and curiosity in increasing the knowledge related to the English language.
• Interest in talking about oneself and others using a common language: English.
• Initiative to improve receptive and productive communicative competence.
• Rigor to produce correct sentences.
• Recognition of error and its use as an integral part of the learning process.
• Positive assessment of the learning strategies acquired for the production of written and oral language.
• Assessment of memorisation to increase the knowledge of vocabulary.
• Creativity in the production of one’s texts.
• Confidence in one’s personal capacity to progress.
• Positive attitude to increase linguistic knowledge.
• Autonomy when using the dictionary and other sources of information.
Block 4 Social and cultural aspects and intercultural conscience
• Learn to play respecting turns and game rules.
• English and different subjects.
III. KEY COMPETENCES
• Linguistic competence
Reading and Vocabulary, pages 94 and 95: revise vocabulary seen in previous units.
Grammar, page 96: game about irregular verbs.
Listening and Speaking, pages. 98 and 99: oral practice of the concepts learnt during the year.
• Mathematical competence
Grammar, page 96: game about irregular verbs.
• Cultural and artistic competence
What’s up in the world? C, pages 104 and 105: read about weird celebrations in the United Kingdom.
• Competence in knowledge and interaction with the physical world
English in the Curriculum, page 101: fill in a questionnaire.
What’s up in the world? C, page 106: questionnaire with different questions.
• Interpersonal, social and civic competences
Vocabulary, page 95: pairwork.
Pairwork, pages 107 a 112: learn how to behave during pairwork.
• Learning-to-learn
Listening and Speaking, pages. 98 and 99: true/false exercise, page 102.
• Autonomy and personal initiative
Writing, page 100: identify the weaknesses of one’s work and solve them.
What’s up in the world? C, page 105: describe to other students weird celebrations that take place in one’s locality.
IV. EVALUATION CRITERIA
Block 1 Listen, talk and converse
• Listening texts: to identify ways of Game of questions and answers about vocabulary seen in previous units. Students’ Book, Listening and Speaking, page 98, exercises 1, 2, 3, 4 and 5.
• Conversation practice in pairs revising oral exercises in previous units. Game of questions and answers about vocabulary seen in previous units. Students’ Book, Listening and Speaking, page 99, exercises 6, 7, 8 and 9.
Block 2 Read and write
• Board game of irregular verbs. Students’ Book, Grammar, Irregular verb game, page 97, exercise 3.
• Identify and think about different types of written texts done throughout the course, analysing mistakes made, and repeating one of them. Students’ Book, Writing, page 100, exercises 1, 2, 3 and 4.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Game of analysis of errors to revise what has been learnt in previous units. Students’ Book, Grammar, Right or Wrong, page 96, exercises 1 and 2.
• Board game on irregular verbs. Students’ Book, Grammar, Irregular verb game, page 97, exercise 3.
• Check grammar learnt. Students’ Book, Grammar, page 102, exercises 3 and 4.
3.1.2 Vocabulary
• Game of questions and answers about vocabulary seen in previous units. Students’ Book, Vocabulary, pages 94 and 95, exercises 1a and 1b.
• Check vocabulary learnt Students’ Book, Vocabulary, page 102, exercises 1 and 2.
3.1.3 Pronunciation
• Activities to put into practice and check what has been learnt about phonetics in previous units. Students’ Book, Pronunciation, page 117, exercises 1, 2, 3 and 4.
3.2 Think about learning
• Reading, page 94; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary.
• Vocabulary, page 95: Assessment of strategies to increase the knowledge of vocabulary.
• Grammar, page 96; Test, page 102: Check correct and incorrect answers and their use to improve the learning process.
• Grammar, pages 96 and 97: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling.
• Listening and Speaking, pages 98 and 99: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher.
• Speaking, page 99: collaboration with other students to learn cooperatively.
• Writing, page 100: Presentation of written productions in a precise, clear, ordered, correct and clean manner.
• English for the Curriculum, page 101: Interest in solving the problems that are set out in the different activities, either orally or in writing.
Block 4 Social and cultural aspects and intercultural conscience
• Students’ Book, English for the Curriculum, page 101, exercises a and b.
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