CHEEKY MONKEY 1 - Macmillan
Global Beginner
SYLLABUS
Area: Foreign Languages (English)
Stage: Secondary Education
1st Cycle
UNIT 1
Name and Address
OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:
⇨ Learn vocabulary about common English words through different activities.
⇨ Study the use of regular plural nouns
⇨ Practise the use of What’s in different exercises.
⇨ Learn and practise numbers 1-10.
⇨ Listen and speak about introducing themselves.
⇨ Learn and practise the alphabet.
⇨ Read a text about postcodes.
⇨ Learn how to spell words.
⇨ Understand functional language for meeting people.
⇨ Fill in a form.
⇨ Play a board game testing their English knowledge.
⇨ Order words in a conversation.
⇨ Complete a number dictation.
⇨ Revise the language in unit 1 by completing grammar, vocabulary and speaking exercises in the Global review.
CONTENTS
Listening
- Look at some pictures, listen and underline the greeting expressions.
- Listen and complete some sentences with the names of cities provided.
- Listen and repeat some letters.
- Listen and understand the correct words.
- Look at some icons, listen and repeat the words.
- Listen to some names and underline the incorrect letters.
- Listen and tick the correct words in a table.
- Listen and repeat some words.
- Listen and put some sentences in the correct order so as to practise expressions for meeting people.
- Listen and match some conversations to the correct pictures.
- Listen and repeat some numbers.
- Listen to a recording and match some numbers to the appropriate pictures.
- Listen and write the correct numbers.
- Listen and correct some postcodes.
- Listen and put some words in the correct order, then write the correct numbers.
Speaking
- Work in pairs reading sentences with personal information to a partner.
- Talk to four students and note down their names and cities.
- Spell three words to a partner.
- Further practise spelling words with a partner.
- Say hello to other students in the class, practising expressions for meeting people.
- Practise saying How are you? to other students in the class.
- Tell a partner what their postcode is.
- Work in pairs practising saying postcodes.
- Ask a partner questions to complete a form with personal information.
- Play a Global game so as to revise the contents studied in the unit.
Reading
- Read and listen to some words before spelling them.
- Read a grammar note about the use of regular plural nouns.
- Find explanations and more practice of nouns in the Grammar focus section.
- Read useful phrases for meeting people.
- Look at some addresses and circle the appropriate postcodes.
- Read a text about postcodes and answer to true/false type sentences.
- Read a language note about the use of an.
- Read a grammar note about the use of What’s to ask about things.
- Read useful phrases for asking personal questions.
Writing
- Complete some sentences about them with personal information.
- Write the plural forms of the words given.
- Write the missing numbers after listening to a recording.
- Write the numbers said by a partner.
- Complete some questions with What’s with the words given and check their answers.
- Complete a Global review with games and activities to revise the grammar points and vocabulary learnt in the unit.
Language knowledge and use
Linguistic knowledge:
▪ Grammar.
- Regular plural nouns.
- What’s
▪ Vocabulary.
- Common English words
- Numbers 1 to 10
▪ Pronunciation.
- Word stress
Learning reflexion:
- Reading texts about common English words.
- Learning to introduce themselves.
- Learning the alphabet.
- Reading and listening about postcodes
- Spelling words
- Learning functional language for meeting people.
- Filling in a form.
Socio cultural aspects and intercultural awareness
⇨ Background note: References to the history of postcodes. (TB p7)
⇨ Interest in learning English and in the topic of the unit
⇨ Positive attitude towards own ability to participate in class activities
⇨ Willingness to review and reflect on own learning
⇨ Enjoyment in completing activities
Literary Education
Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to:
⇨ Take their first steps in the literary genres.
⇨ Read texts or pieces of works from English speaking countries.
⇨ Make a guided use of the school library and of virtual ones.
⇨ Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries.
⇨ Make oral and written summaries of stories and express personal opinions about them.
Reading text in this unit:
- Postcodes
BASIC COMPETENCES
|Basic Competence |Page |Activity |Evaluation Criteria |
|C1 |Linguistic communicative |SB page 6 |All the activities of the unit use the language as|Interest in learning English |
| |competence. | |an instrument of communication. | |
| | | |Ex. Introducing themselves to their partners. | |
|C2 |Mathematical competence. |SB pages 8-9 |Students practise the numbers 1-10 in English |Be able to use mathematical concepts |
| | | | |in English |
|C3 |Knowledge of and |SB page 6 |References to cities such as Mumbai, Sydney or |Curiosity in learning about geography|
| |interaction with the | |Cape Town. |and about social facts from other |
| |physical world. |SB page 9 |Students learn about postcodes in different |countries. |
| | | |countries such as Russia, Canada or England. | |
|C4 |Competence in information | |e-Workbook activities |Pleasure in using new technologies in|
| |and communication | |Global website: |order to revise and extend what the |
| |technologies | | |have learnt in the unit. |
| | | | | |
|C5 |Social and civil |SB pages 6-10 |Education for Peace: |Be willing to respect and to be |
| |competence. | |The importance of respecting everybody regardless |polite with everybody. |
| | | |of their nationality, sex or race. | |
| | |SB page 8 |Moral and civic Education: the importance of being| |
| | | |polite when meeting someone. | |
|C6 |Cultural and artistic |SB page 7 |References to different icons we can find in |Pleasure in learning cultural facts. |
| |competence. | |hotels, airports, etc. | |
|C7 |The competence of learning |SB page 11 |Students complete the Global review at the end of |Interest in learning how to learn in |
| |to learn. | |the unit. |English. |
|C8 |The competence of personal |SB page 10 |Initiative to work in groups. E.g. playing a |Enjoyment in group participation. |
| |autonomy and initiative. | |Global board game. |Willingness to listen to and interact|
| | | | |with others. Positive attitude |
| | | | |towards own ability to participate |
| | | | |in class activities. |
|C9 |The emotional competence. |SB pages 96, 100 |Students learn to work in groups respecting each |Enjoy group participation. |
| |(Castilla la Mancha) | |other and admitting both their own success and |Show respect for others in the group.|
| | | |their classmates’. | |
| | | |E.g. completing the Communication activities for | |
| | | |Unit 1. | |
CROSS-CURRICULAR ITEMS
▪ Social Science: References to postcodes in different countries such as China, Australia or the US.
ATTITUDES AND VALUES
⇨ Politeness in the other language.
⇨ Effort with new vocabulary and structures.
⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
⇨ e-Workbook exercises. Unit 1.
Extension activities:
⇨ SB: Grammar Focus + exercises for Unit 1.
⇨ SB: Communication activities for Unit 1.
⇨ TB: Go Global: ideas for further research. Unit 1
⇨ TB: Teach Global, Think Local extra activities and mixed ability activities Unit 1
⇨ T. Resource CD: Specific and generic communication activities and video Unit 1.
⇨ Global website extra resources
EVALUATION
1. EVALUATION RESOURCES
▪ Formative evaluation
- Classroom observation to check both individual and global progress
- e-Workbook exercises.
- Skills: reading, writing, listening exercises
▪ Accumulative evaluation
- SB: Global review Unit 1
- T. Resource CD: Diagnostic Tests (Quick Test, Full Test).
Unit 1 Test
Global Progress Test
▪ Self-evaluation
- T. Resource CD: Self Assessment checklist Unit 1
2. EVALUATION CRITERIA
▪ Understand the general message of texts about personal information, and identify relevant details in oral messages related with them. (C1, C5, C8)
▪ Express himself/herself with fluency and using the write pronunciation - intonation when using expressions for meeting people. (C1, C5, C8)
▪ Recognise the general idea and be able to get specific information of written texts coming from different sources such as a text talking about different types of postcodes. (C1, C3, C6, C8)
▪ Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing numbers. (C1, C2, C8)
▪ Use consciously his/her linguistic knowledge in order to listen to names of cities. (C1, C3, C8)
▪ Use information and communication technologies in a guided way in order to look for information by doing the Global website activities. (C1, C4, C7, C8)
▪ Analyze social aspects of the Anglo-Saxon countries, by comparing postcodes in those countries with the ones in their own country. (C1, C3, C6)
▪ Identify learning strategies used to progress in the learning process by completing the Global review for Unit 1. (C1, C7, C8)
UNIT 2
Me and You
OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:
⇨ Learn vocabulary about countries and nationalities.
⇨ Study the use of subject pronouns and yes/no questions through different activities.
⇨ Read and listen about four students at the International school of English in London.
⇨ Study and practise functional language for introductions.
⇨ Learn the use of possessive adjectives.
⇨ Practise numbers from 11 to 20.
⇨ Read and interview with a person and answer questions.
⇨ Listen to people asking questions.
⇨ Learn to write giving personal details.
⇨ Listen to people from round the world giving personal information.
⇨ Learn the difference of use between what and where.
⇨ Practise a conversation with an immigration officer.
⇨ Practise identifying additional words.
⇨ Revise the language in unit 2 by completing grammar, vocabulary and speaking exercises in the Global review.
CONTENTS
Listening
- Listen, check and repeat the names of different nationalities.
- Listen to some conversations and underline the words they hear.
- Listen to a recording about language students and answer some questions.
- Listen and repeat some questions so as to practise intonation.
- Listen to some conversations and match them to the appropriate pictures.
- Listen and match some sentences to the correct conversations.
- Listen and repeat numbers 11-20.
- Listen and write the numbers they hear.
- Listen to five people answering questions and match the names to the correct places.
- Listen and underline the correct places.
Speaking
- Ask and answer questions with a partner practising the verb to be.
- Practise a conversation about themselves with a partner.
- Practise a conversation making questions o someone in a car.
- Ask questions to their partners and complete a table with the suitable information.
Reading
- Read a grammar note about subject pronouns and the verb to be.
- Read further explanations of subject pronouns and be in the Grammar focus section.
- Look at some pictures, read about four language students in London and write the appropriate names.
- Read a grammar note about the use of yes/no questions with the verb to be.
- Read an interview with a police officer and complete the text with the answers given.
- Read a grammar note about the use of possessive adjectives.
- Read further explanations of possessive adjectives in the Grammar focus section.
- Read a language note about the use of What/Where.
Writing
- Complete the key of a map with the words given.
- Complete a table with the appropriate nationalities.
- Complete some sentences with the correct nationalities.
- Complete sentences about them using the names of countries and nationalities.
- Complete sentences with the suitable subject pronouns.
- Complete sentences with the positive form of be using contractions.
- Make some negative sentences with the verb be.
- Complete a conversation using yes/no questions and the verb to be.
- Read and put a conversation in the correct order.
- Write a conversation about themselves following a model.
- Change the subjects pronouns in some sentences to possessive adjectives.
- Complete some sentences with the appropriate possessive adjectives.
- Complete some word numbers with the correct letters.
- Look at a picture and put some words in the correct order so as to make questions.
- Invent answers to the questions given.
- Write the countries next to the correct nationalities.
- Complete a Global review of the grammar points and vocabulary learnt in the unit.
Language knowledge and use
Linguistic knowledge:
▪ Grammar.
- Subject pronouns.
- Be
- Yes / no questions
- Possessive adjectives
▪ Vocabulary.
- Countries and nationalities.
- Numbers 11 to 20.
▪ Pronunciation.
- Intonation of yes / no questions.
Learning reflexion:
- Reading and listening about countries and nationalities.
- Listening to an interview with Luis Ruiz.
- Reading about women from around the world.
- Asking questions.
- Introducing themselves.
- Writing and giving personal details.
Socio cultural aspects and intercultural awareness
⇨ References to stamps from different parts of the world.
⇨ Interest in learning English and in the topic of the unit
⇨ Positive attitude towards own ability to participate in class activities
⇨ Willingness to review and reflect on own learning
⇨ Enjoyment in completing activities
Literary Education
Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to:
⇨ Take their first steps in the literary genres.
⇨ Read texts or pieces of works from English speaking countries.
⇨ Make a guided use of the school library and of virtual ones.
⇨ Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries.
⇨ Make oral and written summaries of stories and express personal opinions about them.
Reading texts in this unit:
- Four students at the International school of English in London.
- Interview with Luis Ruiz
Learning reflexion:
- Learn to write the names of countries and nationalities.
- Accept mistake as a part of the learning process
- Use dictionaries, libraries or information and communication technologies
- Review and reflect on learning.
- Appreciate working in groups as a means of personal enrichment.
- Transfer mother tongue language strategies into the English language.
BASIC COMPETENCES
|Basic Competence |Page |Activity |Evaluation Criteria |
|C1 |Linguistic communicative |SB page 13 |All the activities of the unit use the language as|Interest in learning English |
| |competence. | |an instrument of communication. | |
| | | |Ex. Practising the intonation in questions. | |
|C2 |Mathematical competence. |SB page 15 |Students practise using numbers 11-20 |Be able to use mathematical concepts |
| | | | |in English. |
|C3 |Knowledge of and |SB page 12-17 |The whole unit is devoted to talk about countries |Curiosity in learning about Geography|
| |interaction with the | |and nationalities. |in English. |
| |physical world. |SB page 12 |They also analyse a map with information about the| |
| | | |major spoken languages in the world. | |
|C4 |Competence in information | |e-Workbook activities |Pleasure in using new technologies in|
| |and communication | |Global website: |order to revise and extend what the |
| |technologies | | |have learnt in the unit. |
| | | | | |
|C5 |Social and civil |SB pages 12-13 |Education for Peace: |Be wiling to show respect towards |
| |competence. | |The importance of respecting everybody regardless |everybody |
| | | |of their nationality. | |
| | |SB page 14-15 |Moral and civic education: The importance of |Be willing to respect the rules |
| | | |respecting traffic rules when we drive. | |
|C6 |Cultural and artistic |SB page 15 |References to the way of writing addresses in |Pleasure in learning cultural facts |
| |competence. | |English. |about other countries. |
|C7 |The competence of learning |SB page 17 |Students complete the Global review at the end of |Interest in learning how to learn in |
| |to learn. | |the unit. |English. |
|C8 |The competence of personal |SB page 16 |Initiative to work in pairs. E.g. asking questions|Enjoyment in group participation. |
| |autonomy and initiative. | |with what and where. |Willingness to listen to and interact|
| | | | |with others. Positive attitude |
| | | | |towards own ability to participate |
| | | | |in class activities. |
|C9 |The emotional competence. |SB pages 96, 100 |Students learn to work in groups respecting each |Enjoy group participation. |
| |(Castilla la Mancha) | |other and admitting both their own success and |Show respect for others in the group.|
| | | |their classmates’. | |
| | | |E.g. completing the Communication activities for | |
| | | |Unit 2. | |
CROSS-CURRICULAR ITEMS
▪ Geography: References to countries and nationalities.
▪ Language: References to the most spoken languages in the world.
ATTITUDES AND VALUES
⇨ Politeness in the other language.
⇨ Effort with new vocabulary and structures.
⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
⇨ e-Workbook exercises. Unit 2.
Extension activities:
⇨ SB: Grammar Focus + exercises for Unit 2.
⇨ SB: Communication activities for Unit 2.
⇨ TB: Go Global: ideas for further research. Unit 2.
⇨ TB: Teach Global, Think Local extra activities and mixed ability activities Unit 2
⇨ T. Resource CD: Specific and generic communication activities and video Unit 2.
⇨ Global website extra resources
EVALUATION
1. EVALUATION RESOURCES
▪ Formative evaluation
- Classroom observation to check both individual and global progress
- e-Workbook exercises.
- Skills: reading, writing, listening exercises
▪ Accumulative evaluation
- SB: Global review Unit 2
- T. Resource CD: Unit 2 Test
Global Progress Test
▪ Self-evaluation
- T. Resource CD: Self Assessment checklist Unit 2
2. EVALUATION CRITERIA
▪ Understand the general message of texts about countries and nationalities, and identify relevant details in oral messages related with them. (C1, C3, C8)
▪ Express himself/herself with fluency and using the write pronunciation - intonation in conversations about traffic rules. (C1, C5, C8)
▪ Recognise the general idea and be able to get specific information of written texts coming from different sources such as an interview with a police officer (C1, C5, C8)
▪ Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a conversation about themselves. (C1, C6, C7, C8)
▪ Use consciously his/her linguistic knowledge in order to listen to people answering questions. (C1, C8)
▪ Use information and communication technologies in a guided way in order to look for information by doing the Global website activities. (C1, C4, C7, C8)
▪ Analyze social aspects of the Anglo-Saxon countries, by comparing the way addresses are written in those countries with their own experience. (C1, C3, C6)
▪ Identify learning strategies used to progress in the learning process by completing the Global review for Unit 2. (C1, C7, C8)
UNIT 3
Them and Us
OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:
⇨ Study the use of possessive adjectives and linking words through different activities.
⇨ Learn vocabulary about the family.
⇨ Read a text about 1000 families and answer comprehension questions.
⇨ Make the description of a family and talk about it.
⇨ Write a description of a family.
⇨ Study the use of the possession and questions with be by completing several exercises.
⇨ Listen and speak about family numbers.
⇨ Read and listen to a text about a family photograph.
⇨ Have a conversation about their families.
⇨ Learn and practise functional language for introducing people.
⇨ Read a website with information about families and friends.
⇨ Write about themselves.
⇨ Learn to describe family members.
⇨ Write about their family using reference words.
⇨ Revise the language in unit 3 by completing grammar, vocabulary and speaking exercises in the Global review.
CONTENTS
Listening
- Listen and repeat some family words.
- Listen to five people talking about the numbers of people in their family and write the correct numbers.
- Listen and circle the family words they hear.
- Listen and repeat the words in a family tree.
Speaking
- Describe their family to a partner.
- Practise making further family descriptions by completing the Communication activities section.
- Ask other students about the number of people in their family.
- Ask and answer questions about their partner’s family names.
- Practise some conversations about a family presentation following a model.
- Introduce a partner to other students in the class.
Reading
- Look at some pictures and read about three families from around the world, then answer to true/false type questions.
- Read and classify some words into male or female.
- Read a note about irregular plural nouns.
- Read some grammar explanations about the use of possessive adjectives.
- Read the description of a family and underline the correct words.
- Read further explanations of possessive adjectives in the Grammar focus section.
- Look at a picture of a family from Thailand and match the names to the correct family words.
- Read a piece of information about families around the world
- Read a note about the use of How many.
- Read a note about the use of ‘s to talk about possession.
- Match some descriptions to the appropriate family members.
- Read and listen to a conversation about an English family, write the correct names and answer to true/false type sentences.
- Read some grammar explanations about the use of questions with be.
- Read a conversation about a photograph and underline the correct words.
- Read further explanations of questions with be in the Grammar focus section.
- Read the information about an Italian girl and answer some questions.
Writing
- Change some subject pronouns to possessive adjectives.
- Complete some sentences with the appropriate possessive adjectives.
- Write sentences about a family following a model.
- Write a definition for some family words.
- Put some words in the correct order to make questions.
- Write short answers to the questions given.
- Complete some conversations with the words given.
- Write a true paragraph about themselves.
- Complete a Global review of the grammar points and vocabulary learnt in the unit.
Language knowledge and use
Linguistic knowledge:
▪ Grammar.
- Possessive adjectives.
- Questions with be
▪ Vocabulary.
- Families.
▪ Pronunciation.
- Linking words.
Learning reflexion:
- Reading and listening about families.
- Describing a family.
- Talking about family numbers.
- Talking about their own family.
- Learning functional language for introducing people.
- Writing a description of a family.
Socio cultural aspects and intercultural awareness
⇨ Background note: References to German photographer Uwe Ommer and his work on 1000 Families project. (TB page 19).
⇨ Interest in learning English and in the topic of the unit
⇨ Positive attitude towards own ability to participate in class activities
⇨ Willingness to review and reflect on own learning
⇨ Enjoyment in completing activities
Literary Education
Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to:
⇨ Take their first steps in the literary genres.
⇨ Read texts or pieces of works from English speaking countries.
⇨ Make a guided use of the school library and of virtual ones.
⇨ Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries.
⇨ Make oral and written summaries of stories and express personal opinions about them.
Reading texts in this unit:
- 1000 Families
- A family photograph
BASIC COMPETENCES
|Basic Competence |Page |Activity |Evaluation Criteria |
|C1 |Linguistic communicative |SB page 18 |All the activities of the unit use the language as|Interest in learning English |
| |competence. | |an instrument of communication. | |
| | | |Ex. Describing a family. | |
|C2 |Mathematical competence. | | | |
|C3 |Knowledge of and |SB pages 18-23 |Students read texts with references to families |Curiosity in learning about Geography|
| |interaction with the | |around the world: Thailand, France, Malaysia, |in English |
| |physical world. | |England, etc. | |
|C4 |Competence in information | |e-Workbook activities |Pleasure in using new technologies in|
| |and communication | |Global website: |order to revise and extend what the |
| |technologies | | |have learnt in the unit. |
| | | | | |
|C5 |Social and civil |SB pages |Education for Peace: |Be willing to respect everybody. |
| |competence. |18-23 |Understand the importance of family and show | |
| | | |respect towards all types of families. | |
| | | |The importance of respecting everybody in spite of| |
| | | |their race, sex or nationality. | |
|C6 |Cultural and artistic |SB page 18 |References to the book 1000 families by Uwe Ommer.|Pleasure in learning cultural facts |
| |competence. | | |about other countries. |
|C7 |The competence of learning |SB page 23 |Students complete the Global review at the end of |Interest in learning how to learn in |
| |to learn. | |the unit. |English. |
|C8 |The competence of personal |SB page 20 |Initiative to work in pairs. E.g. asking questions|Enjoyment in group participation. |
| |autonomy and initiative. | |about their partner’s family. |Positive attitude towards own ability|
| | | | |to participate |
| | | | |in class activities. |
|C9 |The emotional competence. |SB pages 96, 100 |Students learn to work in groups respecting each |Enjoy group participation. |
| |(Castilla la Mancha) | |other and admitting both their own success and |Show respect for others in the group.|
| | | |their classmates’. | |
| | | |E.g. completing the Communication activities for | |
| | | |Unit 3. | |
CROSS-CURRICULAR ITEMS
▪ Social Science: the whole unit is devoted to talk about different types of families all over the world and the number of members in each one.
ATTITUDES AND VALUES
⇨ Politeness in the other language.
⇨ Effort with new vocabulary and structures.
⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
⇨ e-Workbook exercises. Unit 3.
Extension activities:
⇨ SB: Grammar Focus + exercises for Unit 3.
⇨ SB: Communication activities for Unit 3.
⇨ TB: Go Global: ideas for further research. Unit 3.
⇨ TB: Teach Global, Think Local extra activities and mixed ability activities Unit 3
⇨ T. Resource CD: Specific and generic communication activities and video Unit 3.
⇨ Global website extra resources
EVALUATION
1. EVALUATION RESOURCES
▪ Formative evaluation
- Classroom observation to check both individual and global progress
- e-Workbook exercises.
- Skills: reading, writing, listening exercises
▪ Accumulative evaluation
- SB: Global review Unit 3
- T. Resource CD: Unit 3 Test
Global Progress Test.
▪ Self-evaluation
- T. Resource CD: Self Assessment checklist Unit 3
2. EVALUATION CRITERIA
▪ Understand the general message of texts about families, and identify relevant details in oral messages related with them. (C1, C5, C8)
▪ Express himself/herself with fluency and using the write pronunciation - intonation when describing their own family. (C1, C5, C8)
▪ Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about families around the world. (C1, C3, C5, C6, C8)
▪ Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a true paragraph about themselves. (C1, C6, C7, C8)
▪ Use consciously his/her linguistic knowledge in order to listen to people talking about the numbers of people in their family. (C1, C6, C8)
▪ Use information and communication technologies in a guided way in order to look for information by doing the Global website activities. (C1, C4, C7, C8)
▪ Analyze social aspects of the Anglo-Saxon countries, by comparing the numbers of people in families from those countries with the ones in their own country. (C1, C3, C5, C6)
▪ Identify learning strategies used to progress in the learning process by completing the Global review for Unit 3. (C1, C7, C8)
UNIT 4
Big and Small
OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:
⇨ Study the use of There is/there are through several exercises.
⇨ Learn vocabulary about prices and put it into practice through different activities.
⇨ Read a text about shopping and answer questions.
⇨ Learn numbers from 20 to 100.
⇨ Write the description of a hotel.
⇨ Read about and practise the use of adjectives.
⇨ Talk about prices and learn useful language for using in a shop.
⇨ Read a text about a small shop and answer questions.
⇨ Write about a small shop near their house.
⇨ Describe what they can see in a mall.
⇨ Answer questions about a mall.
⇨ Learn about places in a town and adjectives to describe shops.
⇨ Revise the language in unit 4 by completing grammar, vocabulary and speaking exercises in the Global review.
CONTENTS
Listening
- Listen and repeat numbers 20-100.
- Listen and read the numbers they hear.
- Look at some pictures of places in a town, listen and repeat.
- Listen to some sounds and repeat the sentences.
- Listen and repeat some prices.
- Listen to some conversations and circle the prices they hear.
- Listen and answer some questions about a picture of a shopping mall.
Speaking
- Talk about shopping malls in their town.
- Do a speaking activity talking about two other shopping malls.
- Practise saying prices to a partner and writing them down.
- Look at some pictures and ask and answer questions about prices.
- Compare some prices with the ones in their own country.
- Practise some conversations about prices.
- Describe a shop to other students.
- Look at a picture of a shopping mall and say sentences with There is.
Reading
- Match some numbers with the appropriate words.
- Read about a shopping mall and complete the text with the appropriate numbers.
- Read a grammar note about the use of There is / there are.
- Underline the correct words in questions with There is / there are.
- Read useful phrases for talking about prices.
- Read and listen to four people talking about a shop near their house.
- Read and underline the adjectives you can use to describe some nouns.
Writing
- Write numbers 20-100 in words.
- Correct the mistakes in some sentences about a shopping mall.
- Complete some sentences about a shopping mall.
- Look at some information about a hotel and write about it.
- Complete a conversation with the words given.
- Look at some pairs of opposite adjectives and complete the words with the appropriate letters.
- Think about a small shop near their house and make some notes.
- Write a short description about a shop following a model.
- Complete a Global review of the grammar points and vocabulary learnt in the unit.
Language knowledge and use
Linguistic knowledge:
▪ Grammar.
- There is / There are
▪ Vocabulary.
- Numbers 20 to 100
- Shopping in numbers
- Prices
- Adjectives.
▪ Pronunciation.
- Schwa /ә/
Learning reflexion:
- Reading and listening to texts about shopping and about small shops.
- Talk about prices.
- Learn functional language for shopping.
- Talk about a small shop near their house.
- Describe a hotel.
- Write about a small shop near their house.
Socio cultural aspects and intercultural awareness
⇨ Background note: References to different currencies all over the world such as the dollar, the pound sterling or the euro. (TB page 29).
⇨ Interest in learning English and in the topic of the unit
⇨ Positive attitude towards own ability to participate in class activities
⇨ Willingness to review and reflect on own learning
⇨ Enjoyment in completing activities
Literary Education
Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to:
⇨ Take their first steps in the literary genres.
⇨ Read texts or pieces of works from English speaking countries.
⇨ Make a guided use of the school library and of virtual ones.
⇨ Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries.
⇨ Make oral and written summaries of stories and express personal opinions about them.
Reading texts in this unit:
- Shopping in numbers
- A small shop near my house.
BASIC COMPETENCES
|Basic Competence |Page |Activity |Evaluation Criteria |
|C1 |Linguistic communicative |SB page 25 |All the activities of the unit use the language as|Interest in learning English |
| |competence. | |an instrument of communication. | |
| | | |Ex. talking about shopping malls. | |
|C2 |Mathematical competence. |SB page 24, 26 |Students practise using numbers 20-100 and prices.|Be able to use mathematical concepts |
| | | | |in English. |
|C3 |Knowledge of and |SB page 26 |References to currencies of the world such as the |Curiosity in learning about Social |
| |interaction with the | |dollar, the pound sterling or the euro. |Science in English. |
| |physical world. | | | |
|C4 |Competence in information | |e-Workbook activities |Pleasure in using new technologies in|
| |and communication | |Global website: |order to revise and extend what the |
| |technologies | | |have learnt in the unit. |
| | | | | |
|C5 |Social and civil |SB pages 26-28 |Consumer Education: the importance of having a |Be willing to follow moderate |
| |competence. | |critical attitude towards shopping and money and |consumption habits. |
| | | |appreciate the charm of small shops compared with | |
| | | |big shopping malls. | |
|C6 |Cultural and artistic |SB page 26 |References to Barack Obama and Hillary Clinton. |Pleasure in learning cultural facts |
| |competence. | | |about other countries. |
|C7 |The competence of learning |SB page 29 |Students complete the Global review at the end of |Interest in learning how to learn in |
| |to learn. | |the unit. |English. |
|C8 |The competence of personal |SB page 28 |Initiative to work in pairs. E.g. describing a |Enjoyment in group participation. |
| |autonomy and initiative. | |picture of a shopping centre. |Willingness to listen to and interact|
| | | | |with others. Positive attitude |
| | | | |towards own ability to participate |
| | | | |in class activities. |
|C9 |The emotional competence. |SB pages 96, 100 |Students learn to work in groups respecting each |Enjoy group participation. |
| |(Castilla la Mancha) | |other and admitting both their own success and |Show respect for others in the group.|
| | | |their classmates’. | |
| | | |E.g. completing the Communication activities for | |
| | | |Unit 4. | |
CROSS-CURRICULAR ITEMS
▪ Social Science: References to different currencies around the world.
ATTITUDES AND VALUES
⇨ Politeness in the other language.
⇨ Effort with new vocabulary and structures.
⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
⇨ e-Workbook exercises. Unit 4.
Extension activities:
⇨ SB: Grammar Focus + exercises for Unit 4.
⇨ SB: Communication activities for Unit 4.
⇨ TB: Go Global: ideas for further research. Unit 4.
⇨ TB: Teach Global, Think Local extra activities and mixed ability activities Unit 4
⇨ T. Resource CD: Specific and generic communication activities and video Unit 4.
⇨ Global website extra resources
EVALUATION
1. EVALUATION RESOURCES
▪ Formative evaluation
- Classroom observation to check both individual and global progress
- e-Workbook exercises.
- Skills: reading, writing, listening exercises
▪ Accumulative evaluation
- SB: Global review Unit 4
- T. Resource CD: Unit 4 Test
Global Progress Test.
▪ Self-evaluation
- T. Resource CD: Self Assessment checklist Unit 4
2. EVALUATION CRITERIA
▪ Understand the general message of texts about shopping and identify relevant details in oral messages related with them. (C1, C5, C8)
▪ Express himself/herself with fluency and using the write pronunciation - intonation in conversations about shopping malls in their town. (C1, C3, C5, C8)
▪ Recognise the general idea and be able to get specific information of written texts coming from different sources such as a text about a small shop. (C1, C5, C8)
▪ Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a short description about a shop. (C1, C5, C6, C7, C8)
▪ Use consciously his/her linguistic knowledge in order to listen to some conversations about prices. (C1, C5, C8)
▪ Use information and communication technologies in a guided way in order to look for information by doing the Global website activities. (C1, C4, C7, C8)
▪ Analyze social aspects of the Anglo-Saxon countries, by comparing prices of different items in those countries with the own ones. (C1, C3, C5, C6)
▪ Identify learning strategies used to progress in the learning process by completing the Global review for Unit 4. (C1, C7, C8)
UNIT 5
Work and Play
OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:
⇨ Learn vocabulary about jobs and sports.
⇨ Practise the use of There isn’t/there aren’t through different activities.
⇨ Read about VSO and answer comprehension questions.
⇨ Listen to a text describing jobs.
⇨ Study and practise the use of like and learn to express likes and dislikes.
⇨ Talk about sports.
⇨ Read and speak about the human race.
⇨ Listen to people talking about sports they like.
⇨ Ask about a partner’s likes and favourite things.
⇨ Write about their work, national sports and likes and dislikes.
⇨ Practise linking words together.
⇨ Revise the language in unit 5 by completing grammar, vocabulary and speaking exercises in the Global review.
CONTENTS
Listening
- Listen to a text about voluntary work and answer to true/false type questions.
- Listen to six people talking about their jobs and answer some questions.
- Listen and match names to sentences.
- Listen and underline the correct words.
- Listen and repeat some sports.
- Listen to two people talking about some sports and tick the correct options in a table.
- Listen and put a conversation in the correct order.
- Listen to some sentences with like and notice how the words connect.
- Listen and repeat the names of the sports in some pictures.
- Listen to five people talking about their favourite sport and answer some questions.
Speaking
- Discuss whether they think it is interesting to work for humanitarian organisations.
- Speak about jobs with five people in the class and make notes of their answers.
- Talk with their classmates and answer to true/false type questions related to jobs.
- Look at a bar chart of countries and their national sports and discuss it.
- Ask and answer questions about popular sports in their country.
- Practise asking and answering questions with like remembering to connect the words.
- Work ion pairs asking a partner about running.
- Practise asking and answering questions with a partner.
Reading
- Read a text about voluntary work and complete some sentences with the appropriate words.
- Read a grammar note about the use of There isn’t/ there aren’t.
- Underline the correct options in sentences with There isn’t/ there aren’t.
- Match some jobs to the appropriate pictures.
- Read and tick the sentences that are true for them
- Choose a job from a table and tick the sentences that are true for them.
- Read a grammar note about the use of like.
- Underline the correct words in some sentences so as to practise the use of like.
- Look at the picture of a race, read the information and answer some questions.
- Tell a partner about important races in their country.
- Read and classify some sports into groups.
- Read a language note about questions.
- Underline the correct answers for some questions.
Writing
- Complete some sentences with There isn’t/ there aren’t.
- Write the missing vowels in some words to complete the names of sports.
- Complete a table with information of their own favourite sports.
- Write words to complete some questions with like and write the answers.
- Complete a Global review of the grammar points and vocabulary learnt in the unit.
Language knowledge and use
Linguistic knowledge:
▪ Grammar.
- There isn’t / There aren’t
- Like
▪ Vocabulary.
- Jobs
- Sports
▪ Pronunciation.
- like
Learning reflexion:
- Reading and listening to texts about jobs
- Talking about sports.
- Reading about the Human Race.
- Writing about their work
Socio cultural aspects and intercultural awareness
⇨ Background note: References to VSO a volunteer organisation (TB page 33).
⇨ Background note: References to the “Nike Human race” held in 2008. (TB page 36).
⇨ Background note: References to Capoeira, an Afro-Brazilian sport. (TB page 37).
⇨ Interest in learning English and in the topic of the unit
⇨ Positive attitude towards own ability to participate in class activities
⇨ Willingness to review and reflect on own learning
⇨ Enjoyment in completing activities
Literary Education
Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to:
⇨ Take their first steps in the literary genres.
⇨ Read texts or pieces of works from English speaking countries.
⇨ Make a guided use of the school library and of virtual ones.
⇨ Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries.
⇨ Make oral and written summaries of stories and express personal opinions about them.
Reading texts in this unit:
- VSO
- The Human Race
BASIC COMPETENCES
|Basic Competence |Page |Activity |Evaluation Criteria |
|C1 |Linguistic communicative |SB pages 31 |All the activities of the unit use the language as|Interest in learning English |
| |competence. | |an instrument of communication. | |
| | | |Ex. talking about jobs. | |
|C2 |Mathematical competence. |SB page 32 |Students need to analyse a chart about the most |Be able to use mathematical concepts in |
| | | |popular sports in different countries. |English. |
|C3 |Knowledge of and |SB page 31 |Students read texts with references to countries |Curiosity in learning about Geography in |
| |interaction with the | |such as China, Malawi, Guyana or Kenya. |English. |
| |physical world. | | | |
|C4 |Competence in information | |e-Workbook activities |Pleasure in using new technologies in |
| |and communication | |Global website: |order to revise and extend what the have |
| |technologies | | |learnt in the unit. |
|C5 |Social and civil |SB pages 31, 33 |Education for Peace: |Be willing to help everybody. |
| |competence. | |Understand the important work done by charity and | |
| | | |humanitarian organisations. | |
| | |SB pages 30-31-35|Education for Sexual Equality: Accepting that both|Understand sexual equality in all fields. |
| | | |men and women can do any type of job. | |
| | | |Education for Health: the importance of practising| |
| | |SB pages 32, 34 |sport in order to stay healthy. |Be willing to follow healthy habits. |
|C6 |Cultural and artistic |SB page 33 |References to the human races in different cities.|Pleasure in learning cultural facts about |
| |competence. | | |other countries. |
|C7 |The competence of learning |SB page 35 |Students complete the Global review at the end of |Interest in learning how to learn in |
| |to learn. | |the unit. |English. |
|C8 |The competence of personal |SB page 33 |Initiative to work in pairs. E.g. Talking about |Enjoyment in group participation. |
| |autonomy and initiative. | |important races in their country. |Willingness to listen to and interact with|
| | | | |others. Positive attitude towards own |
| | | | |ability to participate |
| | | | |in class activities. |
|C9 |The emotional competence. |SB pages 97, 101 |Students learn to work in groups respecting each |Enjoy group participation. |
| |(Castilla la Mancha) | |other and admitting both their own success and |Show respect for others in the group. |
| | | |their classmates’. | |
| | | |E.g. completing the Communication activities for | |
| | | |Unit 5. | |
CROSS-CURRICULAR ITEMS
▪ Social Science: the whole unit is devoted to talk about jobs, sports practised in different countries and humanitarian actions all over the world.
ATTITUDES AND VALUES
⇨ Politeness in the other language.
⇨ Effort with new vocabulary and structures.
⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
⇨ e-Workbook exercises. Unit 5.
Extension activities:
⇨ SB: Grammar Focus + exercises for Unit 5.
⇨ SB: Communication activities for Unit 5.
⇨ TB: Go Global: ideas for further research. Unit 5:
⇨ TB: Teach Global, Think Local extra activities and mixed ability activities Unit 5
⇨ T. Resource CD: Specific and generic communication activities and video Unit 5.
⇨ Global website extra resources
EVALUATION
1. EVALUATION RESOURCES
▪ Formative evaluation
- Classroom observation to check both individual and global progress
- e-Workbook exercises.
- Skills: reading, writing, listening exercises
▪ Accumulative evaluation
- SB: Global review Unit 5
- T. Resource CD: Unit 5 Test
Global Progress Test.
▪ Self-evaluation
- T. Resource CD: Self Assessment checklist Unit 5
2. EVALUATION CRITERIA
▪ Understand the general message of texts about work and sport, and identify relevant details in oral messages related with them. (C1, C3, C5, C8)
▪ Express himself/herself with fluency and using the write pronunciation - intonation in conversations about the sports practised in different countries. (C1, C3, C5, C8)
▪ Recognise the general idea and be able to get specific information of written texts coming from different sources such as a text talking about a humanitarian organisation. (C1, C3, C5, C8)
▪ Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing about their own favourite sports. (C1, C5, C8)
▪ Use consciously his/her linguistic knowledge in order to listen to people talking about their jobs. (C1, C5, C8)
▪ Use information and communication technologies in a guided way in order to look for information by doing the Global website activities. (C1, C4, C7, C8)
▪ Analyze social aspects of the Anglo-Saxon countries, by comparing the national sports in those countries with the ones of their own country. (C1, C3, C6)
▪ Identify learning strategies used to progress in the learning process by completing the Global review for Unit 5. (C1, C7, C8)
UNIT 6
Day and Night
OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:
⇨ Learn functional language for telling the time.
⇨ Listen to people talking about daily routines.
⇨ Learn the use of have and go.
⇨ Read a text about a day in a person’s life.
⇨ Study and practise the present simple, both positive and negative forms, through different activities.
⇨ Read about 24 hour services and answer comprehension questions.
⇨ Write about a day in someone’s life.
⇨ Talk about their favourite time of day.
⇨ Learn and practise functional language for giving an opinion.
⇨ Rate answers to a question posted on a website.
⇨ Discuss ratings with a partner.
⇨ Match answers on a websites to comments.
⇨ Choose short answers to questions.
⇨ Order phrases to make complete sentences..
⇨ Revise the language in unit 6 by completing grammar, vocabulary and speaking exercises in the Global review.
CONTENTS
Listening
- Listen and write the times they hear.
- Listen and put some lines in the correct order.
- Look at some pictures, listen and tick the correct times.
- Listen and correct the incorrect times.
- Listen and complete some expressions with have or go.
- Listen and repeat a conversation about times.
- Listen and repeat the correct times paying attention to the stress.
- Listen to people talking about 24/7 services and number some pictures accordingly.
- Listen and write the missing words.
Speaking
- Practise conversations about the time.
- Ask and answer questions about the time with a partner.
- Tell a partner about the lives of two people from a reading text .
- Compare descriptions of a typical day in the life of someone they know with a partner.
- Practise saying times with a partner in different ways.
- Look at some pictures and discuss different moments of the day in different countries.
- Work in groups talking about their favourite time of day.
- Practise giving their opinion on working and shopping.
- Compare their answer ratings to a partner.
Reading
- Match some times with the appropriate clocks.
- Read a language note about the use of at to talk about time.
- Read a text about a day in two people’s lives and complete a table with the correct times.
- Read a grammar note about the use of the present simple.
- Read a language note about the use of and/after to connect ideas.
- Look at a diagram showing another way of telling the time and tick the correct answers.
- Read a grammar note about the use of am /pm.
- Read a vocabulary note about the use of good + time of the day.
- Read a grammar note about the use of the present simple negative.
- Match some words we use to give an opinion with the correct symbols.
Writing
- Write sentences about things they do at different times.
- Write the correct present simple form of the verbs given to complete some sentences.
- Look at some notes and write sentences about a day in the life of a partner.
- Write about a typical day in the life of someone they know.
- Complete some sentences about times with the words given.
- Write the correct negative present simple form of the verbs given to complete some sentences.
- Write some sentences about them using positive and negative forms of the verb.
- Look at a page from a website and choose the best way to complete each sentence.
- Write some comments under the correct answers.
- Complete a Global review of the grammar points and vocabulary learnt in the unit.
Language knowledge and use
Linguistic knowledge:
▪ Grammar.
- Present simple
- Present simple negative
▪ Vocabulary.
- Daily routine
- Have and go
- The time
- Extension: good + time of day
▪ Pronunciation.
- The time, word stress.
Learning reflexion:
- Reading and listening about a day in someone’s life.
- Talking about their favourite time of the day.
- Reading about 24 hour services.
- Learning functional language for telling the time.
- Writing about a day in the life of somebody.
- Learning functional language for giving an opinion.
Socio cultural aspects and intercultural awareness
⇨ References to the change of clocks in some countries so as to have more hours of light in the day.
⇨ Interest in learning English and in the topic of the unit
⇨ Positive attitude towards own ability to participate in class activities
⇨ Willingness to review and reflect on own learning
⇨ Enjoyment in completing activities
Literary Education
Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to:
⇨ Take their first steps in the literary genres.
⇨ Read texts or pieces of works from English speaking countries.
⇨ Make a guided use of the school library and of virtual ones.
⇨ Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries.
⇨ Make oral and written summaries of stories and express personal opinions about them.
Reading texts in this unit:
- A day in my life
- 24/7 Services
BASIC COMPETENCES
|Basic Competence |Page |Activity |Evaluation Criteria |
|C1 |Linguistic communicative |SB page 37 |All the activities of the unit use the language as|Interest in learning English |
| |competence. | |an instrument of communication. | |
| | | |Ex. - Talk with a partner about a typical day in | |
| | | |their lives. | |
|C2 |Mathematical competence. |SB page 36-38 |Students learn the time in English. |Be able to use numbers in English. |
|C3 |Knowledge of and |SB page 40 |Students read a text with references to the change|Curiosity in learning about Social |
| |interaction with the | |of clocks in some countries of the world. |Science in English. |
| |physical world. | | | |
|C4 |Competence in information | |e-Workbook activities |Pleasure in using new technologies in|
| |and communication | |Global website: |order to revise and extend what the |
| |technologies | | |have learnt in the unit. |
|C5 |Social and civil |SB page 37 |Health education: The importance of having |Be willing to follow healthy habits. |
| |competence. | |routines and following a timetable for eating and | |
| | | |sleeping in order to stay health. | |
|C6 |Cultural and artistic |SB page 39 |References to 24/7 services such as hospitals, |Pleasure in learning cultural facts |
| |competence. | |shops, etc. |about other countries. |
|C7 |The competence of learning |SB page 77 |Students complete the Global review at the end of |Interest in learning how to learn in |
| |to learn. | |the unit. |English. |
|C8 |The competence of personal |SB page 39 |Initiative to work in pairs. E.g. discussing about|Enjoyment in group participation. |
| |autonomy and initiative. | |working and shopping at different times. |Willingness to listen to and interact|
| | | | |with others. Positive attitude |
| | | | |towards own ability to participate |
| | | | |in class activities. |
|C9 |The emotional competence. |SB pages 97, 101 |Students learn to work in groups respecting each |Enjoy group participation. |
| |(Castilla la Mancha) | |other and admitting both their own success and |Show respect for others in the group.|
| | | |their classmates’. | |
| | | |E.g. completing the Communication activities for | |
| | | |Unit 6. | |
CROSS-CURRICULAR ITEMS
▪ Social Science: References to times, to the change of clocks and to a typical day in the life of people from different countries
ATTITUDES AND VALUES
⇨ Politeness in the other language.
⇨ Effort with new vocabulary and structures.
⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
⇨ e-Workbook exercises. Unit 6.
Extension activities:
⇨ SB: Grammar Focus + exercises for Unit 6.
⇨ SB: Communication activities for Unit 6.
⇨ TB: Go Global: ideas for further research. Unit 6.
⇨ TB: Teach Global, Think Local extra activities and mixed ability activities Unit 6
⇨ T. Resource CD: Specific and generic communication activities and video Unit 6.
⇨ Global website extra resources
EVALUATION
1. EVALUATION RESOURCES
▪ Formative evaluation
- Classroom observation to check both individual and global progress
- e-Workbook exercises.
- Skills: reading, writing, listening exercises
▪ Accumulative evaluation
- SB: Global review Unit 6
- T. Resource CD: Unit 6 Test
Global Progress Test
▪ Self-evaluation
- T. Resource CD: Self Assessment checklist Unit 6
2. EVALUATION CRITERIA
▪ Understand the general message of texts about time, and identify relevant details in oral messages related with them. (C1, C2, C8)
▪ Express himself/herself with fluency and using the write pronunciation - intonation in conversations about their favourite time of day. (C1, C5, C8)
▪ Recognise the general idea and be able to get specific information of written texts coming from different sources such as a text talking about a day in two people’s lives. (C1, C5, C8)
▪ Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing about a typical day in the life of someone they know. (C1, C6, C7, C8)
▪ Use consciously his/her linguistic knowledge in order to listen to people talking about 24/7 services. (C1, C6, C8)
▪ Use information and communication technologies in a guided way in order to look for information by doing the Global website activities. (C1, C4, C7, C8)
▪ Analyze social aspects of the Anglo-Saxon countries, by comparing a typical day for someone from those countries with their own experience. (C1, C3, C5, C6)
▪ Identify learning strategies used to progress in the learning process by completing the Global review for Unit 6. (C1, C7, C8)
UNIT 7
Places and People
OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:
⇨ Learn the use of question words through several exercises.
⇨ Practise direction words and vocabulary to do with places in nature.
⇨ Listen and read about the UNESCO and answer comprehension questions.
⇨ Learn and practise vocabulary to do with people you know.
⇨ Read a text about a National park and answer questions.
⇨ Study and understand the use of present simple questions.
⇨ Read a text about a safari and discuss some questions.
⇨ Write about a place they know.
⇨ Talk about a person they know well.
⇨ Carry out language-based tasks as part of a board game.
⇨ Learn about verb + noun / preposition phrase collocations.
⇨ Revise the language in unit 7 by completing grammar, vocabulary and speaking exercises in the Global review.
CONTENTS
Listening
- Listen and repeat words to do with geographical features.
- Listen to a text about Unesco World Heritage sites and underline the correct answers.
- Listen to a text about a National park and discuss it.
Speaking
- Talk about World Heritage or important sites in their own country.
- Discuss interesting places to visit.
- Talk about two more World Heritage sites.
- Practise asking questions in present simple to a partner.
- Ask questions to a partner about a person they know well.
- Play a board game so as to revise the contents learnt in the course up till now.
Reading
- Look at a map and answer to true/false type questions.
- Read a text about Unesco World Heritage sites and answer some questions.
- Read some information about a National park and match questions to answers.
- Read a grammar note about question words.
- Read other student’s descriptions of important sites and discuss it.
- Read a text about a safari and match some sentences to the suitable pictures.
- Read some questions and match them to the appropriate answers.
- Read a grammar note about present simple questions.
- Read the information about a person working in safari parks and answer some questions.
Writing
- Look at a world map and label some pictures with the correct geographical information.
- Complete some questions with the appropriate questions words.
- Think of a place they know and write answers to some questions.
- Look at some pictures and complete a diagram with the correct words.
- Put some words in the correct order to make questions.
- Write four questions using the words from a table.
- Complete a Global review of the grammar points and vocabulary learnt in the unit.
Language knowledge and use
Linguistic knowledge:
▪ Grammar.
- Question words.
- Present simple questions
▪ Vocabulary.
- Places in nature.
- Direction words
- People you know.
▪ Pronunciation.
- The past simple (p81)
- /w/ and /h/ (p85)
Learning reflexion:
- Reading and listening to texts about the UNESCO and about national parks.
- Talking about a person they know well.
- Reading about a safari.
- Using question words.
- Writing about a place they know
Socio cultural aspects and intercultural awareness
⇨ Background note: References to the UNESCO. (TB page 48).
⇨ Background note: References to the origins of the word safari. (TB page 51).
⇨ Interest in learning English and in the topic of the unit
⇨ Positive attitude towards own ability to participate in class activities
⇨ Willingness to review and reflect on own learning
⇨ Enjoyment in completing activities
Literary Education
Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to:
⇨ Take their first steps in the literary genres.
⇨ Read texts or pieces of works from English speaking countries.
⇨ Make a guided use of the school library and of virtual ones.
⇨ Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries.
⇨ Make oral and written summaries of stories and express personal opinions about them.
Reading texts in this unit:
- UNESCO World Heritage sites
- Great Smoky Mountains National Park.
- On safari.
BASIC COMPETENCES
|Basic Competence |Page |Activity |Evaluation Criteria |
|C1 |Linguistic communicative |SB page 43 |All the activities of the unit use the language as|Interest in learning English |
| |competence. | |an instrument of communication. | |
| | | |Ex. talking about World Heritage sites. | |
|C2 |Mathematical competence. | | | |
|C3 |Knowledge of and |SB pages 42-47 |The whole unit is devoted to talk about World |Curiosity in learning about Geography |
| |interaction with the | |Heritage Sites, with references to countries such |in English. |
| |physical world. | |as Ukraine, Jordan, Italy, Tanzania, etc. | |
| | | |References to Great Smoky Mountains National Park,| |
| | | |etc. | |
|C4 |Competence in information | |e-Workbook activities |Pleasure in using new technologies in |
| |and communication | |Global website: |order to revise and extend what the |
| |technologies | | |have learnt in the unit. |
|C5 |Social and civil |SB pages 42-47 |Environmental Education: |Be willing to protect nature. |
| |competence. | |The importance of protecting natural and cultural | |
| | | |sites when we travel. | |
| | | |Education for Peace: The importance of |Be willing to respect everybody. |
| | | |appreciating the important sites from other | |
| | | |countries, respecting their culture and their | |
| | | |habits. | |
|C6 |Cultural and artistic |SB page 43 |References to UNESCO. |Pleasure in learning cultural facts |
| |competence. | | |about other countries. |
|C7 |The competence of learning |SB page 47 |Students complete the Global review at the end of |Interest in learning how to learn in |
| |to learn. | |the unit. |English. |
|C8 |The competence of personal |SB page 46 |Initiative to work in groups. E.g. playing a |Enjoyment in group participation. |
| |autonomy and initiative. | |Global board game. |Willingness to listen to and interact |
| | | | |with others. Positive attitude towards |
| | | | |own ability to participate |
| | | | |in class activities. |
|C9 |The emotional competence. |SB pages 97, 101 |Students learn to work in groups respecting each |Enjoy group participation. |
| |(Castilla la Mancha) | |other and admitting both their own success and |Show respect for others in the group. |
| | | |their classmates’. | |
| | | |E.g. completing the Communication activities for | |
| | | |Unit 7. | |
CROSS-CURRICULAR ITEMS
▪ Geography: References to geographical features such as a forest in Slovakia, a national park in Spain, a lake in Kenya, the Kilimanjaro in Tanzania, etc.
ATTITUDES AND VALUES
⇨ Politeness in the other language.
⇨ Effort with new vocabulary and structures.
⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
⇨ e-Workbook exercises. Unit 7.
Extension activities:
⇨ SB: Grammar Focus + exercises for Unit 7.
⇨ SB: Communication activities for Unit 7.
⇨ TB: Go Global: ideas for further research. Unit 7.
⇨ TB: Teach Global, Think Local extra activities and mixed ability activities Unit 7
⇨ T. Resource CD: Specific and generic communication activities and video Unit 7.
⇨ Global website extra resources
EVALUATION
1. EVALUATION RESOURCES
▪ Formative evaluation
- Classroom observation to check both individual and global progress
- e-Workbook exercises.
- Skills: reading, writing, listening exercises
▪ Accumulative evaluation
- SB: Global review Unit 7
- T. Resource CD: Unit 7 Test
Global Progress Test
▪ Self-evaluation
- T. Resource CD: Self Assessment checklist Unit 7
2. EVALUATION CRITERIA
▪ Understand the general message of texts about geography, and identify relevant details in oral messages related with them. (C1, C3, C5, C8)
▪ Express himself/herself with fluency and using the write pronunciation - intonation in conversations about World Heritage sites. (C1, C3, C6, C8)
▪ Recognise the general idea and be able to get specific information of written texts coming from different sources such as text talking about a safari. (C1, C3, C5, C8)
▪ Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing about a place they know. (C1, C6, C7, C8)
▪ Use consciously his/her linguistic knowledge in order to listen to a recording about a National park. (C1, C3, C6, C8)
▪ Use information and communication technologies in a guided way in order to look for information by doing the Global website activities. (C1, C4, C7, C8)
▪ Analyze social aspects of the Anglo-Saxon countries, by comparing the World Heritage sites in those countries with the ones in their own country. (C1, C3, C6)
▪ Identify learning strategies used to progress in the learning process by completing the Global review for Unit 7. (C1, C7, C8)
UNIT 8
In and Out
OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:
⇨ Study and practise the vocabulary about food.
⇨ Learn to pronounce consonant clusters through different activities.
⇨ Read a text about Cuban food and talk about it.
⇨ Practise using vocabulary about the days of the week.
⇨ Learn and complete activities with functional language for offering.
⇨ Study and practise the use of adverbs of frequency.
⇨ Listen to and read a text about going out in London.
⇨ Write about eating out.
⇨ Listen to people talking about what they eat and drink at home.
⇨ Focus on the use of every through several exercises.
⇨ Speak about what they eat and drink at home.
⇨ Discuss food and places to go out.
⇨ Describe eating habits and how often they do other things.
⇨ Revise the language in unit 8 by completing grammar, vocabulary and speaking exercises in the Global review.
CONTENTS
Listening
- Listen and repeat some words to do with food.
- Listen and repeat some words paying attention to the underlined sounds.
- Listen to a conversation between two friends and answer some questions.
- Listen and repeat some phrases from a conversation.
- Listen and repeat the days of the week underlining the stress.
- Look at some pictures and listen to four people talking about going out in London and answer a question.
- Listen to five people talking about what they eat and drink at home, complete a table and answer some questions.
Speaking
- Talk about the food they have for breakfast, lunch or dinner and compare answers with a partner.
- Ask and answer some questions about food with a partner.
- Take it in turns to point to a word to do with food and ask a partner to name it.
- Ask and answer some questions about paladar restaurants in pairs.
- Tell a partner about eating at home in another country.
- Practise a conversation at a restaurant with a partner.
- Play role a conversation at a friend’s house.
- Ask a partner questions adverbs of frequency.
- Ask and answer questions bout what they eat and drink at home using frequency adverbs and every.
Reading
- Read a text about paladar restaurants and answer to true/false type questions.
- Read useful phrases for offering food.
- Read and number the days of the week in the correct order.
- Read and answer some questions with the days of the week.
- Read some texts about what some people do during the week and match the speakers to the correct pictures.
- Read a grammar note about the use of adverbs of frequency.
- Underline the best adverbs to make true sentences about the people from a reading text.
- Add the appropriate adverb of frequency in the correct place in some sentences.
- Read a text about eating out and correct five spelling mistakes.
Writing
- Complete some food labels with the words given.
- Complete a conversation between two friends using the words given.
- Think of different ways to complete some phrases.
- Complete some information about the days of the weekend in different countries.
- Complete some sentences with the words given.
- Write the missing letters to complete some adverbs of frequency.
- Write a paragraph about themselves and either eating out or going out during the week.
- Look at some pictures of dishes and complete the sentences with the missing words.
- Put some words in the correct order to make sentences with time expressions.
- Complete a Global review of the grammar points and vocabulary learnt in the unit.
Language knowledge and use
Linguistic knowledge:
▪ Grammar.
- Adverbs of frequency
▪ Vocabulary.
- Food
- Days of the week
- Extension: classes
▪ Pronunciation.
- Consonant clusters.
- Days of the week
Learning reflexion:
- Reading about Cuban eating style
- Talking about food.
- Listening about going out in London
- Learning functional language for offering
- Writing about eating out
Socio cultural aspects and intercultural awareness
⇨ Background note: References to illegal private owned restaurants in Cuba (TB page 55).
⇨ Background note: References to Time Out magazine (TB page 58).
⇨ Interest in learning English and in the topic of the unit
⇨ Positive attitude towards own ability to participate in class activities
⇨ Willingness to review and reflect on own learning
⇨ Enjoyment in completing activities
Literary Education
Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to:
⇨ Take their first steps in the literary genres.
⇨ Read texts or pieces of works from English speaking countries.
⇨ Make a guided use of the school library and of virtual ones.
⇨ Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries.
⇨ Make oral and written summaries of stories and express personal opinions about them.
Reading texts in this unit:
- Eating in, Cuban style.
- Going out in London
BASIC COMPETENCES
|Basic Competence |Page |Activity |Evaluation Criteria |
|C1 |Linguistic communicative |SB page 49 |All the activities of the unit use the language as|Interest in learning English |
| |competence. | |an instrument of communication. | |
| | | |Ex. Discussing eating at home in another country. | |
|C2 |Mathematical competence. | | | |
|C3 |Knowledge of and |SB pages 47, 52 |Students read texts about eating habits and |Curiosity in learning about geography|
| |interaction with the | |typical food from other countries such as Japan, |in English. |
| |physical world. | |Italy or Saudi Arabia and about Cuban restaurants.| |
|C4 |Competence in information | |e-Workbook activities |Pleasure in using new technologies in|
| |and communication | |Global website: |order to revise and extend what the |
| |technologies | | |have learnt in the unit. |
| | | | | |
|C5 |Social and civil |SB page 48 |Education for Health: |Be willing to follow healthy habits. |
| |competence. | |The importance of following a balanced diet in | |
| | | |order to stay healthy. | |
| | |SB page 49, 52 |Education for Peace: The importance of respecting |Show respect towards other cultures |
| | | |other cultures and their food traditions. |when travelling. |
|C6 |Cultural and artistic |SB page 49 |References to paladar restaurants in Cuba. |Pleasure in learning cultural facts |
| |competence. | |References to writer Dr. Samuel Johnson and the |about other countries. |
| | |SB page 51 |Dictionary of the English Language. | |
|C7 |The competence of learning |SB page 53 |Students complete the Global review at the end of |Interest in learning how to learn in |
| |to learn. | |the unit. |English. |
|C8 |The competence of personal |SB page 52 |Initiative to work in pairs. E.g. talking about |Enjoyment in group participation. |
| |autonomy and initiative. | |what they like to eat and drink at home. |Willingness to listen to and interact|
| | | | |with others. Positive attitude |
| | | | |towards own ability to participate |
| | | | |in class activities. |
|C9 |The emotional competence. |SB pages 97, 101 |Students learn to work in groups respecting each |Enjoy group participation. |
| |(Castilla la Mancha) | |other and admitting both their own success and |Show respect for others in the group.|
| | | |their classmates’. | |
| | | |E.g. completing the Communication activities for | |
| | | |Unit 8. | |
CROSS-CURRICULAR ITEMS
▪ Social Science: references to typical food from countries all over the world.
ATTITUDES AND VALUES
⇨ Politeness in the other language.
⇨ Effort with new vocabulary and structures.
⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
⇨ e-Workbook exercises. Unit 8.
Extension activities:
⇨ SB: Grammar Focus + exercises for Unit 8.
⇨ SB: Communication activities for Unit 8.
⇨ TB: Go Global: ideas for further research. Unit 8.
⇨ TB: Teach Global, Think Local extra activities and mixed ability activities Unit 8
⇨ T. Resource CD: Specific and generic communication activities and video Unit 8.
⇨ Global website extra resources
EVALUATION
1. EVALUATION RESOURCES
▪ Formative evaluation
- Classroom observation to check both individual and global progress
- e-Workbook exercises.
- Skills: reading, writing, listening exercises
▪ Accumulative evaluation
- SB: Global review Unit 8
- T. Resource CD: Unit 8 Test
Global Progress Test
▪ Self-evaluation
- T. Resource CD: Self Assessment checklist Unit 8
2. EVALUATION CRITERIA
▪ Understand the general message of texts about eating and food, and identify relevant details in oral messages related with them. (C1, C5, C6, C8)
▪ Express himself/herself with fluency and using the write pronunciation - intonation in conversations about their favourite food. (C1, C5, C8)
▪ Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about paladar restaurants. (C1, C3, C6, C8)
▪ Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing about eating out. (C1, C6, C7, C8)
▪ Use consciously his/her linguistic knowledge in order to listen to people talking about going out in London. (C1, C3, C6, C8)
▪ Use information and communication technologies in a guided way in order to look for information by doing the Global website activities. (C1, C4, C7, C8)
▪ Analyze social aspects of the Anglo-Saxon countries, by comparing the typical dishes in those countries with the own ones. (C1, C3, C5, C6)
▪ Identify learning strategies used to progress in the learning process by completing the Global review for Unit 8. (C1, C7, C8)
UNIT 9
Here and There
OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:
⇨ Study the use of prepositions of place (in, next to, on, under), through different activities.
⇨ Learn vocabulary about rooms and furniture.
⇨ Read and listen about living underground.
⇨ Learn expressions for giving opinions.
⇨ Learn and practise vocabulary about types of transport.
⇨ Study the use of imperatives and practise sentence stress.
⇨ Read a text about Vancouver and answer comprehension questions.
⇨ Learn functional language for making recommendations.
⇨ Write about 48 hours in a certain place.
⇨ Read about forms of transport.
⇨ Decide on suitable forms of transport for people.
⇨ Write sentences to describe a room practising beginnings and endings of sentences.
⇨ Revise the language in unit 9 by completing grammar, vocabulary and speaking exercises in the Global review.
CONTENTS
Listening
- Listen and repeat the names of rooms of a house.
- Listen and repeat some furniture words.
- Listen to a text about living underground and tick the furniture they hear.
- Listen to someone talking about his bedroom and choose the correct picture.
- Listen and repeat some types of transport.
- Listen to some phrases and underline the stressed words in each one.
Speaking
- Look at a picture of a doll’s house and name the different rooms.
- Practise describing a living room in pairs.
- Discuss living underground.
- Look at some pictures and talk about the types of transports they use.
- Choose three questions about transports to ask a partner.
- Work in pairs saying imperative sentences to a partner.
- Tell a partner about recommendations of things to do in their own country.
- Ask a partner questions about a text with recommendations.
- Discus the forms of transport they prefer.
Reading
- Read and answer true and false type questions about rooms.
- Read some information about living underground and answer some questions.
- Read a grammar note about prepositions of place.
- Read a text about Vancouver and answer some questions.
- Read a grammar note about the use of imperatives.
- Read a text and underline the imperatives.
- Read and match some pairs of sentences to make recommendations.
- Read a text about London Gatwick airport and complete a table with information about different forms of transport.
- Read some sentences and recommend the most suitable form of transport in each case.
Writing
- Write some sentences about the furniture in their classroom.
- Complete some sentences with the appropriate prepositions of place.
- Complete some sentences with words from a text about Vancouver.
- Replace the words in some sentences by others with the same meanings.
- Complete a text about another part of Vancouver with the suitable words.
- Write a text for tourists about their own town following a model and using imperative adjectives.
- Look at some pictures and write the correct names of forms of transport.
- Complete a Global review of the grammar points and vocabulary learnt in the unit.
Language knowledge and use
Linguistic knowledge:
▪ Grammar.
- Prepositions of place
- Imperatives.
▪ Vocabulary.
- Rooms and furniture.
- Types of transport.
▪ Pronunciation.
- Sentence stress.
Learning reflexion:
- Reading and listening about living underground.
- Writing about 48 hours in Vancouver.
- Talking and giving opinions.
- Learning functional language for making recommendations.
Socio cultural aspects and intercultural awareness
⇨ Background note: References to Coober Pedy, a small town in South Australia. (TB page 64)
⇨ Background note: References to Vancouver. (TB page 65)
⇨ Interest in learning English and in the topic of the unit
⇨ Positive attitude towards own ability to participate in class activities
⇨ Willingness to review and reflect on own learning
⇨ Enjoyment in completing activities
Literary Education
Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to:
⇨ Take their first steps in the literary genres.
⇨ Read texts or pieces of works from English speaking countries.
⇨ Make a guided use of the school library and of virtual ones.
⇨ Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries.
⇨ Make oral and written summaries of stories and express personal opinions about them.
Reading texts in this unit:
- Living underground
- 48 hours in Vancouver
BASIC COMPETENCES
|Basic Competence |Page |Activity |Evaluation Criteria |
|C1 |Linguistic communicative |SB page 55 |All the activities of the unit use the language as|Interest in learning English |
| |competence. | |an instrument of communication. | |
| | | |Ex. Discuss living underground. | |
|C2 |Mathematical competence. | | | |
|C3 |Knowledge of and |SB page 57 |Students read a text about Vancouver |Curiosity in learning about Geography|
| |interaction with the | | |in English |
| |physical world. | | | |
|C4 |Competence in information | |e-Workbook activities |Pleasure in using new technologies in|
| |and communication | |Global website: |order to revise and extend what the |
| |technologies | | |have learnt in the unit. |
| | | | | |
|C5 |Social and civil |SB pages 56-58 |Environmental Education: |Be willing to protect the |
| |competence. | |The importance of using environmentally friendly |environment. |
| | | |means of transport | |
| | |SB page 57 |Education for Peace: The importance of travelling | |
| | | |in order to broaden one’s mind and understand |Show respect towards other cultures. |
| | | |other cultures. | |
| | | |Education for Leisure: the importance of enjoying | |
| | |SB page 57 |free time activities such as visiting museums or |Understand the importance of leisure |
| | | |going for a bike ride. |in our lives. |
|C6 |Cultural and artistic |SB page 58 |References to London Gatwick airport. |Pleasure in learning cultural facts |
| |competence. | | |about other countries. |
|C7 |The competence of learning |SB page 59 |Students complete the Global review at the end of |Interest in learning how to learn in |
| |to learn. | |the unit. |English. |
|C8 |The competence of personal |SB page 56 |Initiative to work in pairs. E.g. Talking about |Enjoyment in group participation. |
| |autonomy and initiative. | |transports. |Willingness to listen to and interact|
| | | | |with others. Positive attitude |
| | | | |towards own ability to participate |
| | | | |in class activities. |
|C9 |The emotional competence. |SB pages 98, 102 |Students learn to work in groups respecting each |Enjoy group participation. |
| |(Castilla la Mancha) | |other and admitting both their own success and |Show respect for others in the group.|
| | | |their classmates’. | |
| | | |E.g. completing the Communication activities for | |
| | | |Unit 9. | |
CROSS-CURRICULAR ITEMS
▪ Social Science: References to Vancouver and to underground houses in Spain, Tunisia and Australia.
ATTITUDES AND VALUES
⇨ Politeness in the other language.
⇨ Effort with new vocabulary and structures.
⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
⇨ e-Workbook exercises. Unit 9.
Extension activities:
⇨ SB: Grammar Focus + exercises for Unit 9.
⇨ SB: Communication activities for Unit 9.
⇨ TB: Go Global: ideas for further research. Unit 9.
⇨ TB: Teach Global, Think Local extra activities and mixed ability activities Unit 9
⇨ T. Resource CD: Specific and generic communication activities and video Unit 9.
⇨ Global website extra resources
EVALUATION
1. EVALUATION RESOURCES
▪ Formative evaluation
- Classroom observation to check both individual and global progress
- e-Workbook exercises.
- Skills: reading, writing, listening exercises
▪ Accumulative evaluation
- SB: Global review Unit 9
- T. Resource CD: Unit 9 Test
Global Progress Test
▪ Self-evaluation
- T. Resource CD: Self Assessment checklist Unit 9
2. EVALUATION CRITERIA
▪ Understand the general message of texts about houses and transports, and identify relevant details in oral messages related with them. (C1, C3, C5, C8)
▪ Express himself/herself with fluency and using the write pronunciation - intonation in conversations about living underground. (C1, C5, C8)
▪ Recognise the general idea and be able to get specific information of written texts coming from different sources such as a text about tourism in Vancouver. (C1, C3, C5, C6, C8)
▪ Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a text for tourists about their own town. (C1, C3, C6, C8)
▪ Use consciously his/her linguistic knowledge in order to listen to people talking about furniture. (C1, C8)
▪ Use information and communication technologies in a guided way in order to look for information by doing the Global website activities. (C1, C4, C7, C8)
▪ Analyze social aspects of the Anglo-Saxon countries, by comparing the tourist attractions you can find in those countries with their own experience (C1, C3, C5, C6)
▪ Identify learning strategies used to progress in the learning process by completing the Global review for Unit 9. (C1, C7, C8)
UNIT 10
Ancient and Modern
OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:
⇨ Study the use of was/were affirmatives, negatives and questions.
⇨ Read a text about ancient civilisations and discuss it.
⇨ Pay attention to stress and intonation in sentences.
⇨ Listen to and write about life in the past.
⇨ Learn and practise the use of adjectives.
⇨ Listen to a text about Cairo and answer comprehension questions.
⇨ Ask questions about a trip.
⇨ Practise Wh- questions.
⇨ Write an e-mail about a real or imaginary trip.
⇨ Practise making questions and using adjectives..
⇨ Revise the language in unit 10 by completing grammar, vocabulary and speaking exercises in the Global review.
CONTENTS
Listening
- Listen and check a text about the Khmer and Mayan civilizations.
- Listen and guess about another ancient civilisation.
- Listen to some information about an ancient civilisation and underline the correct words in some notes.
- Listen to a girl talking about a trip to Cairo and number some photos in the correct order.
- Listen and underline the stressed syllable in some adjectives.
- Listen and repeat some phrases with the correct intonation.
- Play a game, listening to recordings about trips and writing the correct answers.
Speaking
- Work in pairs asking and answering questions about historical sites in their country.
- Tell a partner four interesting facts about an ancient civilisation.
- Look at some pictures of a trip to Cairo and describe them.
- Ask a partner about a trip he/she has been to.
Reading
- Read some facts about two ancient civilisations and discuss them.
- Read a grammar note about the use of was/were.
- Match some adjectives with the nouns they describe in a listening text.
- Read a grammar note about the use of was/were in the negative and question forms.
- Read a text about shopping in Cairo and underline the correct words.
- Match some questions about a text on Cairo with the correct answers.
Writing
- Complete two texts about the Khmer and Mayan civilizations and fill in the gaps with was/were.
- Write about the ancient Egyptians or about another civilisation using was/were and some notes.
- Complete a table of positive and negative adjectives using the words given.
- Write some questions to ask a partner about their last trip.
- Complete a Global review of the grammar points and vocabulary learnt in the unit.
Language knowledge and use
Linguistic knowledge:
▪ Grammar.
- Was / were.
- Was / were negative and question forms.
▪ Vocabulary.
- Adjectives.
▪ Pronunciation.
- Stress and intonation
Learning reflexion:
- Reading about ancient civilisations
- Listening about life in the past
- Asking about a trip.
- Reading about Cairo.
- Writing about life in the past.
Socio cultural aspects and intercultural awareness
⇨ References to ancient civilisations.
⇨ Interest in learning English and in the topic of the unit
⇨ Positive attitude towards own ability to participate in class activities
⇨ Willingness to review and reflect on own learning
⇨ Enjoyment in completing activities
Literary Education
Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to:
⇨ Take their first steps in the literary genres.
⇨ Read texts or pieces of works from English speaking countries.
⇨ Make a guided use of the school library and of virtual ones.
⇨ Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries.
⇨ Make oral and written summaries of stories and express personal opinions about them.
Reading texts in this unit:
- Ancient civilisations.
BASIC COMPETENCES
|Basic Competence |Page |Activity |Evaluation Criteria |
|C1 |Linguistic communicative |SB page 60 |All the activities of the unit use the language as|Interest in learning English |
| |competence. | |an instrument of communication. | |
| | | |Ex. Talking about historical sites in their | |
| | | |country. | |
|C2 |Mathematical competence. | | | |
|C3 |Knowledge of and |SB pages 60-61 |- The whole unit is devoted to talk about ancient |Curiosity in learning about history |
| |interaction with the | |civilisations such as the Khmer Empire, the |and geography in English. |
| |physical world. |SB page 62-63 |Egyptians or the Mayan. | |
| | | |- References to Cairo | |
|C4 |Competence in information | |e-Workbook activities |Pleasure in using new technologies in|
| |and communication | |Global website: |order to revise and extend what the |
| |technologies | | |have learnt in the unit. |
| | | | | |
|C5 |Social and civil |SB pages 60-64 |Education for Peace |Understand the importance of |
| |competence. | |The importance of respecting other cultures when |respecting everybody. |
| | | |we travel |Understand that it is important to |
| | | |Education for Leisure: the importance of enjoying |enjoy leisure time. |
| | | |free time activities, such as travelling. | |
|C6 |Cultural and artistic |SB page 65 |References to Dubai |Pleasure in learning cultural facts |
| |competence. | | |about other countries. |
|C7 |The competence of learning |SB page 65 |Students complete the Global review at the end of |Interest in learning how to learn in |
| |to learn. | |the unit. |English. |
|C8 |The competence of personal |SB page 64 |Initiative to work in pairs. E.g. Playing and |Enjoyment in group participation. |
| |autonomy and initiative. | |completing a Travel Quiz. |Willingness to listen to and interact|
| | | | |with others. Positive attitude |
| | | | |towards own ability to participate |
| | | | |in class activities. |
|C9 |The emotional competence. |SB pages 98, 102 |Students learn to work in groups respecting each |Enjoy group participation. |
| |(Castilla la Mancha) | |other and admitting both their own success and |Show respect for others in the group.|
| | | |their classmates’. | |
| | | |E.g. completing the Communication activities for | |
| | | |Unit 10. | |
CROSS-CURRICULAR ITEMS
▪ History: references to civilisations such as the Mayan or the Egyptians.
▪ Geography: references to Cairo, the River Nile, Khan al-Khalili market, etc.
ATTITUDES AND VALUES
⇨ Politeness in the other language.
⇨ Effort with new vocabulary and structures.
⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
⇨ e-Workbook exercises. Unit 10.
Extension activities:
⇨ SB: Grammar Focus + exercises for Unit 10.
⇨ SB: Communication activities for Unit 10.
⇨ TB: Go Global: ideas for further research. Unit 10
⇨ TB: Teach Global, Think Local extra activities and mixed ability activities Unit 10
⇨ T. Resource CD: Specific and generic communication activities and video Unit 10.
⇨ Global website extra resources
EVALUATION
1. EVALUATION RESOURCES
▪ Formative evaluation
- Classroom observation to check both individual and global progress
- e-Workbook exercises.
- Skills: reading, writing, listening exercises
▪ Accumulative evaluation
- SB: Global review Unit 10
- T. Resource CD: Unit 10 Test
Global Progress Test
Global End-of-Year Test
▪ Self-evaluation
- T. Resource CD: Self Assessment checklist Unit 10
2. EVALUATION CRITERIA
▪ Understand the general message of texts about ancient civilisations and about trips, and identify relevant details in oral messages related with them. (C1, C3, C6, C8)
▪ Express himself/herself with fluency and using the write pronunciation - intonation in conversations about historical sites in their country. (C1, C3, C6, C8)
▪ Recognise the general idea and be able to get specific information of written texts coming from different sources such as a text talking about text about shopping in Cairo. (C1, C3, C5, C6)
▪ Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing about the ancient Egyptians. (C1, C3, C6, C7)
▪ Use consciously his/her linguistic knowledge in order to listen to someone talking about a trip to Cairo. (C1, C3, C6, C8)
▪ Use information and communication technologies in a guided way in order to look for information by doing the Global website activities. (C1, C4, C7, C8)
▪ Analyze social aspects of the Anglo-Saxon countries, by comparing the historical sites in those countries with the ones in their own country. (C1, C3, C6)
▪ Identify learning strategies used to progress in the learning process by completing the Global review for Unit 10. (C1, C7, C8)
UNIT 11
Life and Times
OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:
⇨ Learn vocabulary about years and life events.
⇨ Study the use of the past simple both affirmative and negative forms.
⇨ Read and listen to a text about the DNA and answer comprehension questions.
⇨ Learn to write a biography and an autobiography.
⇨ Learn and practise vocabulary about dates.
⇨ Read a text about being around the world.
⇨ Talk about last year with a partner.
⇨ Listen to people talk about important years for them and why.
⇨ Practise the use of because.
⇨ Talk about important years for each other.
⇨ Discuss significant life events practising the use of at, in, on, to.
⇨ Revise the language in unit 11 by completing grammar, vocabulary and speaking exercises in the Global review.
CONTENTS
Listening
- Listen and repeat some years.
- Listen and number some years in the right order.
- Listen to a text about the DNA and complete a biography.
- Listen to some irregular verbs in the infinitive and the past simple and notice the extra syllable /(d/.
- Listen to the past simple of some irregular verbs and tick the ones with an extra syllable /(d/.
- Listen to the months of the year and number them in the correct order.
- Listen and repeat the months of the year noticing the underlined stress.
- Listen and pay attention to the prepositions used before the dates.
- Listen to five people talking about what is an important year for them and answer some questions.
- Listen and match the speakers to the correct pictures.
Speaking
- Work in pairs deciding how to pronounce some years.
- Work in pairs saying years to a partner and writing them down.
- Tell a partner about another important scientist.
- Practise saying the past simple of some irregular verbs.
- Tell a partner about important dates for them.
- Work with a partner asking and answering questions about dates.
- Look at some pictures of events from around the world in 2004 and discuss them.
- Tell a partner about thinks they did or didn’t do last year.
- Retell a partner about what he/she did or didn’t do last year.
- Ask and answer questions to a partner about what is an important year for them.
Reading
- Read a text about the DNA and answer to true/false type questions.
- Read and number the events in a scientist’s life in the correct order.
- Read some grammar explanations about the past simple.
- Read and underline the verbs that are irregular.
- Read the notes about another British scientist and write his biography using the past simple form of the verbs given.
- Match some days with the appropriate dates.
- Read a text about events from around the world in 2004 and match the events to the correct pictures.
- Read some grammar explanations about the past simple negative.
- Answer to true/false type questions about a reading text.
- Read a language note about the use of because.
Writing
- Look at some pictures and complete expressions about life events with the appropriate words.
- Write some life events in a typical order for their country.
- Look at a scientist’s biography and write the infinitive forms of the verbs.
- Write the past simple form of the verbs given.
- Write their own autobiography.
- Write the correct words next to the ordinal numbers.
- Write some ordinal numbers as words.
- Write some important dates for them.
- Fill in the gaps in a text about events from around the world in 2004 with the correct phrases.
- Change the verbs in some sentences to make them true.
- Make a list of thinks they did or didn’t do last year.
- Complete some sentences about what is an important year for them.
- Complete a Global review of the grammar points and vocabulary learnt in the unit.
Language knowledge and use
Linguistic knowledge:
▪ Grammar.
- Past simple
- Past simple negative
▪ Vocabulary.
- Years and life events.
- Dates.
▪ Pronunciation.
- Regular past simple.
Learning reflexion:
- Reading about a biography.
- Listening about the DNA.
- Writing an autobiography.
- Talking about last year.
Socio cultural aspects and intercultural awareness
⇨ Background note: References to celebrations such as Christmas Day, New Year’s Day, Valentine’s Day, Australia Day and Europe Day.(TB page 81).
⇨ Interest in learning English and in the topic of the unit
⇨ Positive attitude towards own ability to participate in class activities
⇨ Willingness to review and reflect on own learning
⇨ Enjoyment in completing activities
Literary Education
Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to:
⇨ Take their first steps in the literary genres.
⇨ Read texts or pieces of works from English speaking countries.
⇨ Make a guided use of the school library and of virtual ones.
⇨ Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries.
⇨ Make oral and written summaries of stories and express personal opinions about them.
Reading texts in this unit:
- DNA: Fact or fiction?
- The DNA Man
- Around the world in 2004
BASIC COMPETENCES
|Basic Competence |Page |Activity |Evaluation Criteria |
|C1 |Linguistic communicative |SB page 69 |All the activities of the unit use the language as an |Interest in learning English |
| |competence. | |instrument of communication. | |
| | | |Ex. Talking about their last year. | |
|C2 |Mathematical competence. |SB pages 66-68 |Students learn dates and ordinal numbers. |Be able to use numbers in English. |
|C3 |Knowledge of and |SB page 67 |- Students read a text about the discovery of the DNA |Curiosity in learning about Science in |
| |interaction with the | |by Watson, Crick and Wilkins. They also read about Tim |English. |
| |physical world. | |Berners Lee, the inventor of the World Wide Web. | |
|C4 |Competence in information | |e-Workbook activities |Pleasure in using new technologies in |
| |and communication | |Global website: |order to revise and extend what the have |
| |technologies | | |learnt in the unit. |
|C5 |Social and civil |SB page 67 |Education for health: |Understand the importance of scientific |
| |competence. | |The importance of scientific inventions such as the DNA|research for health. |
| | | |discovery in order to fight against illness. | |
| | | |Education for Sexual Equality: the importance of | |
| | |SB pages 69 |accepting the equality of opportunities for men and |Accept sexual equality in all fields. |
| | | |women, for example by receiving the Nobel Price such as| |
| | | |Wangari Maathai. | |
|C6 |Cultural and artistic |SB page 68 |- References to the Berlin Wall. |Pleasure in learning cultural facts about |
| |competence. |SB page 69 |- References to events around the world in 2004 such as|other countries. |
| | | |the tsunami in Asia or the Olympic Games in Greece. | |
|C7 |The competence of learning |SB page 71 |Students complete the Global review at the end of the |Interest in learning how to learn in |
| |to learn. | |unit. |English. |
|C8 |The competence of personal |SB page 70 |Initiative to work in pairs. E.g. Discussing what is an|Enjoyment in group participation. |
| |autonomy and initiative. | |important year for them. |Willingness to listen to and interact with|
| | | | |others. Positive attitude towards own |
| | | | |ability to participate |
| | | | |in class activities. |
|C9 |The emotional competence. |SB pages 98, 102 |Students learn to work in groups respecting each other |Enjoy group participation. |
| |(Castilla la Mancha) | |and admitting both their own success and their |Show respect for others in the group. |
| | | |classmates’. | |
| | | |E.g. completing the Communication activities for Unit | |
| | | |11. | |
CROSS-CURRICULAR ITEMS
▪ Science: references to scientists such as Crick, Watson, Wilkins, Tim Berners Lee, etc.
▪ History: references to 2004 events such as the death of Yasser Arafat, or the re-election of George Bush as President of the US.
ATTITUDES AND VALUES
⇨ Politeness in the other language.
⇨ Effort with new vocabulary and structures.
⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
⇨ e-Workbook exercises. Unit 11.
Extension activities:
⇨ SB: Grammar Focus + exercises for Unit 11.
⇨ SB: Communication activities for Unit 11.
⇨ TB: Go Global: ideas for further research. Unit 11.
⇨ TB: Teach Global, Think Local extra activities and mixed ability activities Unit 11
⇨ T. Resource CD: Specific and generic communication activities and video Unit 11.
⇨ Global website extra resources
EVALUATION
1. EVALUATION RESOURCES
▪ Formative evaluation
- Classroom observation to check both individual and global progress
- e-Workbook exercises.
- Skills: reading, writing, listening exercises
▪ Accumulative evaluation
- SB: Global review Unit 11
- T. Resource CD: Unit 11 Test
Global Progress Test
Global End-of-Year Test
▪ Self-evaluation
- T. Resource CD: Self Assessment checklist Unit 11
2. EVALUATION CRITERIA
▪ Understand the general message of texts about historical events, and identify relevant details in oral messages related with them. (C1, C3, C6, C8)
▪ Express himself/herself with fluency and using the write pronunciation - intonation in conversations about important scientists. (C1, C3, C8)
▪ Recognise the general idea and be able to get specific information of written texts coming from different sources such as a text talking about 2004 events. (C1, C3, C5, C6, C8)
▪ Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing their own autobiography. (C1, C6, C7, C8)
▪ Use consciously his/her linguistic knowledge in order to listen to people talking about what is an important year for them. (C1, C5, C8)
▪ Use information and communication technologies in a guided way in order to look for information by doing the Global website activities. (C1, C4, C7, C8)
▪ Analyze social aspects of the Anglo-Saxon countries, by comparing the important dates in those countries with the ones in the student’s own country. (C1, C3, C6)
▪ Identify learning strategies used to progress in the learning process by completing the Global review for Unit 11. (C1, C7, C8)
UNIT 12
Questions and Answers
OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:
⇨ Learn vocabulary about animals and put it in practise through different exercises.
⇨ Study the use of past simple questions.
⇨ Read a text about the Southern Day Frog and answer comprehension questions.
⇨ Write about the Bali Tiger.
⇨ Talk about animals that disappeared.
⇨ Pay attention to stress and rhythm in different sentences.
⇨ Read a text about Tribes and answer questions.
⇨ Listen to a recording about the TV series Tribe.
⇨ Discuss visiting another country.
⇨ Ask questions about a trip.
⇨ Read and discuss the biography of Mark Twain.
⇨ Learn about redundant words.
⇨ Revise the language in unit 12 by completing grammar, vocabulary and speaking exercises in the Global review.
CONTENTS
Listening
- Listen about animals and their habitat.
- Listen to conversations about an animal and find four mistakes.
- Listen to a conversation and match the beginning of some questions about a TV series to the appropriate endings.
- Listen to a conversation about a TV series and answer some questions.
- Listen and repeat some questions so as to practise the pronunciation.
- Listen and repeat a chant.
Speaking
- Work in pairs asking and answering questions about animals.
- Work in pairs saying things they remember about the Southern Day Frog.
- Work in pairs talking about some more animals that disappeared.
- Think of an animal from the past and ask and answer questions with a partner.
- Work in pairs talking about travelling.
- Ask and answer questions about a TV programme on tribes.
- Work in pairs interviewing someone about the TV programme Tribe.
- Ask a partner questions about a place he/she has visited recently.
- Look at some pictures and discuss Mark Twain’s life.
Reading
- Match some animals to their habitats.
- Read a text about the Southern Day Frog and answer a question.
- Read a grammar note about past simple questions.
- Read a text about Tribes, discuss it with a partner and answer some questions.
- Read a vocabulary note about the different meanings of the word time.
- Read a text about Mark Twain and answer some questions.
- Match the beginnings of some questions about mark Twain to the correct endings. Then answer the questions.
Writing
- Fill in the gaps in a text about the Southern Day Frog with the suitable words.
- Answer some questions about the Southern Day Frog using the past simple in positive and negative questions.
- Complete a text about the Dodo with the correct form of the verbs given.
- Look at some notes about the Bali Tiger and write a paragraph about it.
- Look at some sentences about travelling and replace some words so that they are true for them.
- Look at a picture and guess the end of some sentences.
- Complete a Global review of the grammar points and vocabulary learnt in the unit.
Language knowledge and use
Linguistic knowledge:
▪ Grammar.
- Past simple questions
▪ Vocabulary.
- Animals
- Extension: time.
▪ Pronunciation.
- Stress and rhythm.
Learning reflexion:
- Reading about the Southern Day Frog and about tribes.
- Listening about the TV series Tribe.
- Writing about the Bali Tiger.
- Talking about animals that disappeared.
- Discuss visiting another country.
- Asking about a trip.
Socio cultural aspects and intercultural awareness
⇨ Background note: References to the Dodo, an extinct bird, and to Alice’s Adventures in Wonderland from Lewis Carroll. (TB page 87).
⇨ Background note: References to TV presenter Bruce Parry and the programme Tribe. (TB page 88)
⇨ Background note: References to Mark Twain’s biography and some of his books such as The Adventures of Tom Sawyer. (TB page 90)
⇨ Interest in learning English and in the topic of the unit
⇨ Positive attitude towards own ability to participate in class activities
⇨ Willingness to review and reflect on own learning
⇨ Enjoyment in completing activities
Literary Education
Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to:
⇨ Take their first steps in the literary genres.
⇨ Read texts or pieces of works from English speaking countries.
⇨ Make a guided use of the school library and of virtual ones.
⇨ Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries.
⇨ Make oral and written summaries of stories and express personal opinions about them.
Reading texts in this unit:
- The Southern Day Frog
- Tribes
- References to The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn.
BASIC COMPETENCES
|Basic Competence |Page |Activity |Evaluation Criteria |
|C1 |Linguistic communicative |SB page 72 |All the activities of the unit use the language as|Interest in learning English |
| |competence. | |an instrument of communication. | |
| | | |Ex. talking about extinct animals. | |
|C2 |Mathematical competence. | | | |
|C3 |Knowledge of and |SB page 72 |- Students read texts about extinct animals such |Curiosity in learning about science |
| |interaction with the | |as the Southern Day Frog, the Dodo, the Bali |and geography in English. |
| |physical world. | |tiger, etc. and talk about animals from the past. | |
| | | |-They also read about tribes of the world with | |
| | |SB page 74 |references to New Zealand, Kenya, Siberia, etc. | |
|C4 |Competence in information | |e-Workbook activities |Pleasure in using new technologies in|
| |and communication | |Global website: |order to revise and extend what the |
| |technologies | | |have learnt in the unit. |
| | | | | |
|C5 |Social and civil |SB page 72 |Environmental Education: |Understand the importance of |
| |competence. | |The importance of taking care of species in danger|protecting the environment. |
| | | |of extinction. |Learn to show respect to other |
| | | |Education for Peace: the importance of respecting |cultures. |
| | |SB pages 74 |cultures from all over the world such as the | |
| | | |native tribes. | |
|C6 |Cultural and artistic |SB page 76 |References to writer Mark Twain and his popular |Pleasure in learning cultural facts |
| |competence. | |books The Adventures of Tom Sawyer and The |about other countries. |
| | | |Adventures of Huckleberry Finn. | |
| | | |References to TV presenter Bruce Parry. | |
| | |SB page 75 | | |
|C7 |The competence of learning |SB page 77 |Students complete the Global review at the end of |Interest in learning how to learn in |
| |to learn. | |the unit. |English. |
|C8 |The competence of personal |SB page 75 |Initiative to work in pairs. E.g. talking about a |Enjoyment in group participation. |
| |autonomy and initiative. | |place they’ve visited recently. |Willingness to listen to and interact|
| | | | |with others. Positive attitude |
| | | | |towards own ability to participate |
| | | | |in class activities. |
|C9 |The emotional competence. |SB pages 98, 102 |Students learn to work in groups respecting each |Enjoy group participation. |
| |(Castilla la Mancha) | |other and admitting both their own success and |Show respect for others in the group.|
| | | |their classmates’. | |
| | | |E.g. completing the Communication activities for | |
| | | |Unit 12. | |
CROSS-CURRICULAR ITEMS
▪ Natural Science: references to animals and extinct species.
▪ Geography: references to tribes of the world.
▪ Literature: references to Mark Twain.
ATTITUDES AND VALUES
⇨ Politeness in the other language.
⇨ Effort with new vocabulary and structures.
⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
⇨ e-Workbook exercises. Unit 12.
Extension activities:
⇨ SB: Grammar Focus + exercises for Unit 12.
⇨ SB: Communication activities for Unit 12.
⇨ TB: Go Global: ideas for further research. Unit 12.
⇨ TB: Teach Global, Think Local extra activities and mixed ability activities Unit 12
⇨ T. Resource CD: Specific and generic communication activities and video Unit 12.
⇨ Global website extra resources
EVALUATION
1. EVALUATION RESOURCES
▪ Formative evaluation
- Classroom observation to check both individual and global progress
- e-Workbook exercises.
- Skills: reading, writing, listening exercises
▪ Accumulative evaluation
- SB: Global review Unit 12
- T. Resource CD: Unit 12 Test
Global Progress Test
Global End-of-Year Test
▪ Self-evaluation
- T. Resource CD: Self Assessment checklist Unit 12
2. EVALUATION CRITERIA
▪ Understand the general message of texts about animals, and identify relevant details in oral messages related with them. (C1, C3, C5, C8)
▪ Express himself/herself with fluency and using the write pronunciation - intonation in conversations about animals that disappeared. (C1, C3, C5, C8)
▪ Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about tribes. (C1, C3, C6, C8)
▪ Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a report about an animal from the past. (C1, C3, C7, C8)
▪ Use consciously his/her linguistic knowledge in order to listen to people talking about a TV series. (C1, C6, C8)
▪ Use information and communication technologies in a guided way in order to look for information by doing the Global website activities. (C1, C4, C7, C8)
▪ Analyze social aspects of the Anglo-Saxon countries, by comparing the animals from those countries with the own ones. (C1, C3, C6)
▪ Identify learning strategies used to progress in the learning process by completing the Global review for Unit 12. (C1, C7, C8)
UNIT 13
Business and Pleasure
OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:
⇨ Learn and practise numbers over 100.
⇨ Study the use of the present continuous, affirmative, negative and question forms, through different activities.
⇨ Learn and practise functional language for buying a ticket.
⇨ Read a text about Eurostar and answer comprehension questions.
⇨ Talk about travelling for business.
⇨ Learn vocabulary about tourism and put it into practise through several activities.
⇨ Pay attention to intonation in questions.
⇨ Read a text about Moscow and talk about it.
⇨ Listen to someone talking about a bus tour of Moscow.
⇨ Write an e-mail to a friend following some guidelines.
⇨ Practise forming affirmative, negative and interrogative sentences.
⇨ Talk about business and leisure travel.
⇨ Complete a conversation using the present continuous..
⇨ Revise the language in unit 13 by completing grammar, vocabulary and speaking exercises in the Global review.
CONTENTS
Listening
- Listen to a text about a businesswoman and underline the correct words.
- Listen and repeat some numbers over 100.
- Listen and check the numbers in a text about Eurostar.
- Listen to three telephone conversations and number the pictures accordingly.
- Listen to a business conversation and answer some questions.
- Listen to a conversation at a ticket office and underline the correct words.
- Listen to useful vocabulary for business trips.
- Listen to conversations in a bus tour and underline the correct words.
- Listen and repeat questions practising the intonation.
Speaking
- Ask and answer questions with a partner about travelling for business.
- Practise saying some numbers over 100.
- Practise new conversations at a train station using the present continuous.
- Discuss places to visit on holidays.
- Talk about Moscow after reading some information.
- Practise asking and answering questions paying attention to the intonation.
- Play a game saying positive, negative and interrogative sentences both in past and present about different subjects.
Reading
- Read a text about Eurostar and choose the correct numbers.
- Read a grammar note about the present continuous.
- Read useful phrases for travelling.
- Read a text about Moscow, write in the best phrase to complete the title and answer some questions.
- Read a grammar note about the negative and interrogative forms of the present continuous.
- Read an informal e-mail about a trip to Moscow and tick the things it talks about.
Writing
- Complete a conversation with the present continuous form of the verbs given.
- Write some words and expressions to do with travelling next to the correct pictures.
- Complete some sentences with the correct form of the verbs given in the present continuous.
- Put some words in order so as to make present continuous questions.
- Write an e-mail to a friend about a holiday following a model.
- Complete a Global review of the grammar points and vocabulary learnt in the unit.
Language knowledge and use
Linguistic knowledge:
▪ Grammar.
- Present continuous
- Present continuous negative and questions.
▪ Vocabulary.
- Travel
- Business
- Tourism
▪ Pronunciation.
- Intonation in questions
Learning reflexion:
- Writing an e-mail to a friend.
- Reading about Eurostar and about Moscow.
- Listening to texts about business trips.
- Discussing travelling for business
- Learning functional language for buying a ticket.
- Talking about Moscow.
Socio cultural aspects and intercultural awareness
⇨ Background note: References to the Eurostar train (TB page 93).
⇨ Background note: References to the rouble, the currency of Russia (TB page 96).
⇨ Interest in learning English and in the topic of the unit
⇨ Positive attitude towards own ability to participate in class activities
⇨ Willingness to review and reflect on own learning
⇨ Enjoyment in completing activities
Literary Education
Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to:
⇨ Take their first steps in the literary genres.
⇨ Read texts or pieces of works from English speaking countries.
⇨ Make a guided use of the school library and of virtual ones.
⇨ Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries.
⇨ Make oral and written summaries of stories and express personal opinions about them.
Reading texts in this unit:
- Eurostar in numbers
- Moscow
BASIC COMPETENCES
|Basic Competence |Page |Activity |Evaluation Criteria |
|C1 |Linguistic communicative |SB page 78 |All the activities of the unit use the language as|Interest in learning English |
| |competence. | |an instrument of communication. | |
| | | |Ex. discussing business trips. | |
|C2 |Mathematical competence. |SB page 78 |Students learn numbers over 100. |Be able to use numbers and |
| | |SB page 80 |They also need to analyse a graphic about the most|mathematical concepts in English. |
| | | |popular city destinations. | |
|C3 |Knowledge of and |SB page 80-81 |Students read some texts about Moscow. |Curiosity in learning about geography|
| |interaction with the | | |in English. |
| |physical world. | | | |
|C4 |Competence in information | |e-Workbook activities |Pleasure in using new technologies in|
| |and communication | |Global website: |order to revise and extend what the |
| |technologies | | |have learnt in the unit. |
| | | | | |
|C5 |Social and civil |SB page 79 |Environmental Education: |Understand the importance of |
| |competence. | |The importance of the using ecological means of |protecting the environment. |
| | | |transport such as trains so as to avoid pollution.| |
| | | |Education for Leisure: the importance of enjoying |Understand that it is important to |
| | |SB pages 80-82 |free time activities, such as travelling, in order|enjoy leisure time. |
| | | |to feel happy. | |
|C6 |Cultural and artistic |SB page 79 |-References to Eurostar. |Pleasure in learning cultural facts |
| |competence. | | |about other countries. |
|C7 |The competence of learning |SB page 83 |Students complete the Global review at the end of |Interest in learning how to learn in |
| |to learn. | |the unit. |English. |
|C8 |The competence of personal |SB page 82 |Initiative to work in pairs. E.g. Playing a board |Enjoyment in group participation. |
| |autonomy and initiative. | |game. |Willingness to listen to and interact|
| | | | |with others. Positive attitude |
| | | | |towards own ability to participate |
| | | | |in class activities. |
|C9 |The emotional competence. |SB pages 99, 103 |Students learn to work in groups respecting each |Enjoy group participation. |
| |(Castilla la Mancha) | |other and admitting both their own success and |Show respect for others in the group.|
| | | |their classmates’. | |
| | | |E.g. completing the Communication activities for | |
| | | |Unit 13. | |
CROSS-CURRICULAR ITEMS
▪ Geography: references to tourist destinations such as Moscow, London, Paris, Brussels, etc.
ATTITUDES AND VALUES
⇨ Politeness in the other language.
⇨ Effort with new vocabulary and structures.
⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
⇨ e-Workbook exercises. Unit 13.
Extension activities:
⇨ SB: Grammar Focus + exercises for Unit 13.
⇨ SB: Communication activities for Unit 13.
⇨ TB: Go Global: ideas for further research. Unit 13.
⇨ TB: Teach Global, Think Local extra activities and mixed ability activities Unit 13
⇨ T. Resource CD: Specific and generic communication activities and video Unit 13.
⇨ Global website extra resources
EVALUATION
1. EVALUATION RESOURCES
▪ Formative evaluation
- Classroom observation to check both individual and global progress
- e-Workbook exercises.
- Skills: reading, writing, listening exercises
▪ Accumulative evaluation
- SB: Global review Unit 13
- T. Resource CD: Unit 13 Test
Global Progress Test
Global End-of-Year Test
▪ Self-evaluation
- T. Resource CD: Self Assessment checklist Unit 13
2. EVALUATION CRITERIA
▪ Understand the general message of texts about travelling, and identify relevant details in oral messages related with them. (C1, C3, C6, C8)
▪ Express himself/herself with fluency and using the write pronunciation - intonation in conversations about places to visit on holidays. (C1, C2, C3, C5, C8)
▪ Recognise the general idea and be able to get specific information of written texts coming from different sources such as a text about Eurostar. (C1, C3, C6, C8)
▪ Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing an e-mail to a friend. (C1, C4, C7, C8)
▪ Use consciously his/her linguistic knowledge in order to listen to conversations in a bus tour. (C1, C5, C6, C8)
▪ Use information and communication technologies in a guided way in order to look for information by doing the Global website activities. (C1, C4, C7, C8)
▪ Analyze social aspects of the Anglo-Saxon countries, by comparing the tourist attractions in those countries with the own ones. (C1, C3, C6)
▪ Identify learning strategies used to progress in the learning process by completing the Global review for Unit 13. (C1, C7, C8)
UNIT 14
Arts and Technology
OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:
⇨ Learn vocabulary about colours and technology through different activities.
⇨ Study the use describing nouns.
⇨ Read a text about wall paintings and answer comprehension questions.
⇨ Listen to a text about two paintings and talk about it.
⇨ Learn functional language for agreeing and disagreeing.
⇨ practise the use of can/can’t through several exercises.
⇨ Listen to a recording about having one laptop per child.
⇨ Talk about what we have.
⇨ Write a text using linking words.
⇨ Listen to people from around the world talk about their favourite gadgets.
⇨ Learn to order sentence elements.
⇨ Revise the language in unit 14 by completing grammar, vocabulary and speaking exercises in the Global review.
CONTENTS
Listening
- Listen and repeat some colours.
- Listen and read about different wall paintings around the world and answer some questions.
- Listen to two people talking about a painting and answer some questions.
- Listen to some conversations and tick the phrases they hear.
- Listen and repeat some words to do with computer vocabulary.
- Listen to a talk about an organisation and choose the correct answers.
- Listen to some sentences and pay attention to the pronunciation of can/can’t.
- Listen and repeat some sentences with can/can’t.
- Listen to four people talking about their favourite gadget and complete a table.
Speaking
- Ask and answer questions about their favourite colours.
- Ask and answer questions about wall paintings in their own country.
- Practise describing a painting to their partner.
- Choose a picture they like, describe it to a partner and show agreement or disagreement towards the painting chosen by their colleagues.
- Ask a partner questions with Can you…?
- Talk about the gadgets they have.
- Ask and answer questions about their favourite gadgets..
Reading
- Match some pictures of wall paintings to the appropriate paragraphs of a text.
- Read a grammar note about how to describe nouns.
- Read a text about a wall painting in London and say whether the underlines words are nouns or adjectives.
- Look at a picture and read a fact box about an organisation and answer some questions.
- Read a grammar note about the use of can/can’t.
- Read a text about modern technology and fill in the gaps with the correct form of can and the verbs given.
- Read and listen to a text about an MP3 player and match the linking words with their appropriate use.
Writing
- Look at a colour chart and complete sentences with the correct colours.
- Fill in the gaps in some sentences with the suitable nouns or adjectives.
- Match the beginnings and endings of some sentences from a conversation.
- Complete some sentences so that they are true for them.
- Change some sentences to make positive, negative or interrogative sentences with can.
- Write questions with Can you… and the words given.
- Write a description of a new technology machine they have following a model and using connectors.
- Write the missing letters to complete the names of some gadgets.
- Complete some sentences with the words given in the singular or plural form.
- Complete a Global review of the grammar points and vocabulary learnt in the unit.
Language knowledge and use
Linguistic knowledge:
▪ Grammar.
- Describing nouns
- Can/ can’t
▪ Vocabulary.
- Colours
- Technology
▪ Pronunciation.
- can / can’t
Learning reflexion:
- Reading and listening to texts about wall paintings and about laptops at school.
- Writing using linking words.
- Learning functional language for agreeing and disagreeing.
- Talking about what we have.
Socio cultural aspects and intercultural awareness
⇨ Background note: References to Van Gogh’s paintings “Terrace at night” and “Starry Night over the Rhône” (TB page 102).
⇨ Background note: References to the OLPC, a non-profit organisation (TB page 103).
⇨ Interest in learning English and in the topic of the unit
⇨ Positive attitude towards own ability to participate in class activities
⇨ Willingness to review and reflect on own learning
⇨ Enjoyment in completing activities
Literary Education
Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to:
⇨ Take their first steps in the literary genres.
⇨ Read texts or pieces of works from English speaking countries.
⇨ Make a guided use of the school library and of virtual ones.
⇨ Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries.
⇨ Make oral and written summaries of stories and express personal opinions about them.
Reading texts in this unit:
- Wall paintings
BASIC COMPETENCES
|Basic Competence |Page |Activity |Evaluation Criteria |
|C1 |Linguistic communicative |SB pages 85 |All the activities of the unit use the language as|Interest in learning English |
| |competence. | |an instrument of communication. | |
| | | |Ex. describing a painting to a partner. | |
|C2 |Mathematical competence. | | | |
|C3 |Knowledge of and |SB page 84 |Students read a text with references to wall |Curiosity in learning about geography|
| |interaction with the | |paintings in different countries such as Cuba, |in English. |
| |physical world. | |India, Mexico or Zimbabwe. | |
|C4 |Competence in information | |e-Workbook activities |Pleasure in using new technologies in|
| |and communication | |Global website: |order to revise and extend what the |
| |technologies | | |have learnt in the unit. |
| | | |This unit is devoted to talk about new | |
| | |SB pages 86-87 |technologies such as laptops, webcams, pull-cord | |
| | | |generators, etc. | |
|C5 |Social and civil |SB page 86 |Moral and Civic Education: |Understand the importance of helping |
| |competence. | |The importance of the work done by charity |each other. |
| | |SB pages 86-88 |organisations. |Be willing to follow moderate |
| | | |Consumer Education: the importance of doing a |consumption habits. |
| | | |moderate use of new technologies such as mobile | |
| | | |phones or computers. | |
|C6 |Cultural and artistic |SB pages 84-89 |-References to paintings and artists such as Diego|Pleasure in learning cultural facts |
| |competence. | |Rivera, Van Gogh, Gauguin, etc. |about other countries. |
|C7 |The competence of learning |SB page 89 |Students complete the Global review at the end of |Interest in learning how to learn in |
| |to learn. | |the unit. |English. |
|C8 |The competence of personal |SB page 88 |Initiative to work in pairs. E.g. Discussing about|Enjoyment in group participation. |
| |autonomy and initiative. | |their favourite electronic gadgets. |Willingness to listen to and interact|
| | | | |with others. Positive attitude |
| | | | |towards own ability to participate |
| | | | |in class activities. |
|C9 |The emotional competence. |SB pages 99, 103 |Students learn to work in groups respecting each |Enjoy group participation. |
| |(Castilla la Mancha) | |other and admitting both their own success and |Show respect for others in the group.|
| | | |their classmates’. | |
| | | |E.g. completing the Communication activities for | |
| | | |Unit 14. | |
CROSS-CURRICULAR ITEMS
▪ Art: references to artists and paintings from all over the world.
▪ IT: references to modern technology.
ATTITUDES AND VALUES
⇨ Politeness in the other language.
⇨ Effort with new vocabulary and structures.
⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
⇨ e-Workbook exercises. Unit 14.
Extension activities:
⇨ SB: Grammar Focus + exercises for Unit 14.
⇨ SB: Communication activities for Unit 14.
⇨ TB: Go Global: ideas for further research. Unit 14.
⇨ TB: Teach Global, Think Local extra activities and mixed ability activities Unit 14
⇨ T. Resource CD: Specific and generic communication activities and video Unit 14.
⇨ Global website extra resources
EVALUATION
1. EVALUATION RESOURCES
▪ Formative evaluation
- Classroom observation to check both individual and global progress
- e-Workbook exercises.
- Skills: reading, writing, listening exercises
▪ Accumulative evaluation
- SB: Global review Unit 14
- T. Resource CD: Unit 14 Test
Global Progress Test
Global End-of-Year Test
▪ Self-evaluation
- T. Resource CD: Self Assessment checklist Unit 14
2. EVALUATION CRITERIA
▪ Understand the general message of texts about art and technology, new places and board games, and identify relevant details in oral messages related with them. (C1, C4, C6, C8)
▪ Express himself/herself with fluency and using the write pronunciation - intonation in conversations about paintings. (C1, C3, C6, C8)
▪ Recognise the general idea and be able to get specific information of written texts coming from different sources such as a text about modern technology. (C1, C4, C5, C8)
▪ Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a description of a new technology machine. (C1, C4, C6, C7)
▪ Use consciously his/her linguistic knowledge in order to listen to people talking about a painting. (C1, C6, C8)
▪ Use information and communication technologies in a guided way in order to look for information by doing the Global website activities. (C1, C4, C7, C8)
▪ Analyze social aspects of the Anglo-Saxon countries, by comparing the electronic gadgets used in those countries with the own ones. (C1, C3, C4, C6)
▪ Identify learning strategies used to progress in the learning process by completing the Global review for Unit 14. (C1, C7, C8)
UNIT 15
Language and Learning
OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:
⇨ Learn different ways of saying numbers.
⇨ Study the use of be going to for future through different activities.
⇨ Listen to a text about Jersey and answer comprehension questions.
⇨ Talk about disappearing languages.
⇨ Write a composition about a Papua New Guinea language.
⇨ Do a language review of all the grammar seen during the year.
⇨ Read a text about language learning in the UK.
⇨ Discuss language learning around the world.
⇨ Give a presentation on a given topic.
⇨ Read a dictionary extract and look at different ways to record vocabulary.
⇨ Practise saying numbers and choosing the correct verb forms.
⇨ Revise the language in unit 15 by completing grammar, vocabulary and speaking exercises in the Global review.
CONTENTS
Listening
- Listen and repeat some numbers with fractions and percentages.
- Listen to a girl from Jersey talking about the languages people speak on her island and answer some questions.
- Listen and match some pairs of sentences.
- Listen and check their answers to questions about languages of the world.
- Listen to a text about the languages spoken in the United Kingdom and complete a table.
Speaking
- Practise saying sums and say whether they are correct or not.
- Look at a map of the Channel islands and talk about it.
- Talk about disappearing languages in pairs.
- Work in pairs guessing the answers to some questions.
- Prepare and give a short presentation about a language they know including the useful phrases learnt.
- Do a short presentation about language learning in their country.
Reading
- Match some words to the correct numbers.
- Read a grammar note about the use of be going to.
- Read a text about a language from Papua New Guinea and answer questions.
- Read a text about the languages spoken in the United Kingdom and answer some questions.
- Match some questions about the languages spoken in the United Kingdom to the appropriate answers.
- Read a text and find examples of the verb forms given.
- Look at three ways of recording vocabulary and find examples of each.
Writing
- Complete some sentences with the correct words so as to practise the use of the word local.
- Complete some sentences with the correct form of be going to.
- Look at some facts about a Russian language and write a paragraph about it.
- Complete a text about Punjabi with the correct verb forms.
- Complete some dictionary entries with the words given.
- Write the type of words according to some dictionary entries.
- Prepare a vocabulary record using the examples given.
- Complete a Global review of the grammar points and vocabulary learnt in the unit.
Language knowledge and use
Linguistic knowledge:
▪ Grammar.
- Be going to (future).
- Language review
▪ Vocabulary.
- Ways of saying numbers
- Extension: local
Learning reflexion:
- Reading texts about language learning around the world and about the United Kingdom.
- Listening to a text about Jersey.
- Writing about a Papua New Guinea language.
- Discussing disappearing languages.
- Talk about language learning.
- Give a presentation.
Socio cultural aspects and intercultural awareness
⇨ Background note: References to Jersey islands (TB page 109).
⇨ Background note: References to the different countries of Great Britain and Ireland. (TB page 112).
⇨ Background note: References to Punjabis. (TB page 113).
⇨ Interest in learning English and in the topic of the unit
⇨ Positive attitude towards own ability to participate in class activities
⇨ Willingness to review and reflect on own learning
⇨ Enjoyment in completing activities
Literary Education
Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to:
⇨ Take their first steps in the literary genres.
⇨ Read texts or pieces of works from English speaking countries.
⇨ Make a guided use of the school library and of virtual ones.
⇨ Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries.
⇨ Make oral and written summaries of stories and express personal opinions about them.
Reading texts in this unit:
- The United Kingdom of Language learners
BASIC COMPETENCES
|Basic Competence |Page |Activity |Evaluation Criteria |
|C1 |Linguistic communicative |SB page 91 |All the activities of the unit use the language as|Interest in learning English |
| |competence. | |an instrument of communication. | |
| | | |Ex. talking about disappearing languages. | |
|C2 |Mathematical competence. |SB page 90 |Students learn new forms of numbers such as |Be able to use numbers in English. |
| | | |fractions or percentages. | |
|C3 |Knowledge of and |SB pages 90-93 |Students read texts about languages of the world |Curiosity in learning about geography|
| |interaction with the | |with references to the Channel islands, Russia, |and social science in English. |
| |physical world. | |Papua New Guinea, the United Kingdom, etc. | |
| | | | | |
|C4 |Competence in information | |e-Workbook activities |Pleasure in using new technologies in|
| |and communication | |Global website: |order to revise and extend what the |
| |technologies | | |have learnt in the unit. |
| | | | | |
|C5 |Social and civil |SB pages 90-95 |Education for Peace: |Be willing to respect everybody. |
| |competence. | |The importance of respecting people from other | |
| | | |cultures and with different languages. | |
|C6 |Cultural and artistic |SB pages 90-93 |References to minor languages such as Punjabi, |Pleasure in learning cultural facts |
| |competence. | |Tok, Balkar, Jèrriais, Gaelic, Manx, Welsh, etc. |about other countries. |
|C7 |The competence of learning |SB page 95 |Students complete the Global review at the end of |Interest in learning how to learn in |
| |to learn. | |the unit. |English. |
|C8 |The competence of personal |SB page 93 |Initiative to work in pairs. E.g. Doing a |Enjoyment in group participation. |
| |autonomy and initiative. | |presentation about a language they know. |Willingness to listen to and interact|
| | | | |with others. Positive attitude |
| | | | |towards own ability to participate |
| | | | |in class activities. |
|C9 |The emotional competence. |SB pages 99, 103 |Students learn to work in groups respecting each |Enjoy group participation. |
| |(Castilla la Mancha) | |other and admitting both their own success and |Show respect for others in the group.|
| | | |their classmates’. | |
| | | |E.g. completing the Communication activities for | |
| | | |Unit 15. | |
CROSS-CURRICULAR ITEMS
▪ Language: references to different languages of the world.
▪ Geography: students learn about the British islands.
ATTITUDES AND VALUES
⇨ Politeness in the other language.
⇨ Effort with new vocabulary and structures.
⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
⇨ e-Workbook exercises. Unit 15.
Extension activities:
⇨ SB: Grammar Focus + exercises for Unit 15.
⇨ SB: Communication activities for Unit 15.
⇨ TB: Go Global: ideas for further research. Unit 15.
⇨ TB: Teach Global, Think Local extra activities and mixed ability activities Unit 15
⇨ T. Resource CD: Specific and generic communication activities and video Unit 15.
⇨ Global website extra resources
EVALUATION
1. EVALUATION RESOURCES
▪ Formative evaluation
- Classroom observation to check both individual and global progress
- e-Workbook exercises.
- Skills: reading, writing, listening exercises
▪ Accumulative evaluation
- SB: Global review Unit 15
- T. Resource CD: Unit 15 Test
Global Progress Test
Global End-of-Year Test
▪ Self-evaluation
- T. Resource CD: Self Assessment checklist Unit 15
2. EVALUATION CRITERIA
▪ Understand the general message of texts about languages of the world, and identify relevant details in oral messages related with them. (C1, C3, C5, C6, C8)
▪ Express himself/herself with fluency and using the write pronunciation - intonation when giving a short presentation about a language. (C1, C6, C8)
▪ Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about a language from Papua New Guinea. (C1, C3, C6, C8)
▪ Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing dictionary entries. (C1, C6, C7, C8)
▪ Use consciously his/her linguistic knowledge in order to listen to people talking about the languages spoken in the United Kingdom. (C1, C3, C6, C8)
▪ Use information and communication technologies in a guided way in order to look for information by doing the Global website activities. (C1, C4, C7, C8)
▪ Analyze social aspects of the Anglo-Saxon countries, by comparing the languages spoken in those countries with the ones of their own country. (C1, C3, C6)
▪ Identify learning strategies used to progress in the learning process by completing the Global review for Unit 15. (C1, C7, C8)
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