Unit 1: NEW INSIDE OUT - ELEMENTARY
NEW INSIDE OUT PRE-INTERMEDIATE
SYLLABUS
Area: Foreign Languages (English)
Unit 1: NAME
OBJECTIVES
1. Listen to people talking about names, identify nick names and be able to catch their discursive function and organisation.
2. Learn vocabulary about the family, and be able to use it in written activities.
3. Read a text about the reasons for choosing a name, looking for specific information and appreciating the value of reading as a source of entertainment.
4. Study the tenses and auxiliary verbs and reflect about how the foreign language works in communicative situations.
5. Practice the pronunciation of long vowel sounds with fluidity and accuracy.
6. Listen to the names of people and be able to remember them, so as to acquire and develop learning strategies.
7. Read a text about improving your memory in order to keep progressing in their learning process.
8. Study the use of look(s) and look(s) like and reflect about the use and meaning of grammar structures by comparing them with the own ones.
9. Read a text about language learning and be able to interpret it with criticism using comprehension strategies and identifying the essential elements of the text.
10. Practice speaking fluency by asking and answering questions, showing awareness of the importance language has as a means of communication.
11. Learn to use question forms and be able to put them into practice through written activities.
12. Talk about an important person in a spontaneous and comprehensible way paying attention to the intonation and pronunciation.
13. Learn useful conversational phrases to show interest, in order to use the appropriate strategies according to each communicative situation.
14. Evaluate the progress done till this point by revising the vocabulary learnt throughout the unit, so as to participate in the learning process.
15. Learn to write registration forms including personal information in a clear and structured way and in the appropriate style according to the communicative aim. (WB)
CONTENTS
GRAMMAR
⇨ Tense review: tense, uses, affirmative, negative, question.
⇨ Looks, looks like
⇨ Question forms: word order, Yes/No questions, Wh questions
VOCABULARY
Topic: Family, descriptions, names.
• Topic vocabulary: aunt, boyfriend, brother, brother-in-law, cousin, daughter, father, girlfriend, grandfather, grandmother, half-brother, half-sister, mother, niece, nephew, sister, sister-in-law, son, stepfather, stepmother, uncle.
USE OF ENGLISH
⇨ Instructions in class: Complete these sentences…, Discuss these questions…, Work in small groups…, Listen and repeat the useful phrases…, Underline the correct word…, etc.
⇨ Useful phrases to show interest in conversations: Really?; That sounds interesting; That sounds great; That’s terrible, etc
PRONUNCIATION
• Learn and practice the pronunciation of long vowel sounds: //, //, //, //, //
• Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs.
• Students also practice their pronunciation in English through the Speaking activities.
COMMUNICATIVE SKILLS
LISTENING
1. Listen to people talking about their names and underline the names.
2. Complete sentences with the suitable words, and check the answers with the listening text.
3. Listen and repeat some vocabulary about the family.
4. Listen and repeat five long vowel sounds.
5. Listen and repeat some names from a table so as to keep practicing the pronunciation of long vowel sounds.
6. Practice memorizing names by studying some photographs and listening to some names related to them.
7. Discuss some questions about remembering and learning new words.
8. Listen to someone talking about a person who is important to him, and underline the answers he gives.
9. Speak with a partner about a person who is important for the student.
10. Listen to a conversation between two friends and match the conversation to one picture.
11. Listen and repeat useful phrases to show interest.
SPEAKING
1. Speak with a partner about the names people use to call each of the students.
2. Tell a partner about some people of the student’s family.
3. Discuss about typical and unusual names in the students’ country.
4. Talk with a partner about the reasons why the students’ parents chose their names.
5. Speak about the student’s preferences for the name of a baby girl or a baby boy.
6. Talk about special techniques for remembering names.
7. Ask some questions about language learning to a partner, and talk about the most interesting thing learnt about him/her.
8. Work in groups deciding which questions it is OK to ask and which ones are impolite.
9. Do the pairwork activities on pages 116, 121.
10. Practice a conversation using useful phrases learnt in the unit.
11. Discuss about family related questions with a partner and compare the answers.
READING
1. Read an article about the importance of names and discuss about the reasons used by famous parents for choosing their children’s names.
2. Match some highlighted verbs in an article with the correct tense.
3. Read a text about improving your memory and match the headings to the appropriate paragraphs.
4. Read some words and identify them as nouns or adjectives as appropriate.
5. Read a questionnaire about a good language learner and answer the related questions.
6. Match some language learning tips with the suitable questions in a questionnaire.
7. Look at a table with information about question forms and match some questions to the correct answers.
8. Read the grammar explanations about questions and tense review in the Grammar Extra section on page 126.
9. Underline the correct words in some sentences to do with names and tick the ones which are true for each student.
WRITING
1. Complete a table with vocabulary about the family so as to distinguish between male and female.
2. Write the negative forms of some sentences.
3. Transform some positive sentences into interrogative ones, and write short answers.
4. Write sentences describing people from some photographs.
5. Replace some highlighted words in order to practice writing questions.
6. Rewrite some sentences with do, does or did, in order to make correct questions.
7. Rewrite some questions in the correct order.
8. Complete a conversation with the useful phrases learnt in the unit.
9. Write a conversation about the weekend, including the useful phrases learnt.
10. Complete a table with vocabulary about the family.
11. Complete a form with personal information.
LANGUAGE AWARENESS
⇨ Learning vocabulary to talk about the family.
⇨ Revision of the tenses and question forms.
⇨ Learning memory techniques.
⇨ Learning to make descriptions.
⇨ Learning form filling using personal information.
SOCIOCULTURAL ASPECTS
• Awareness of the importance of learning languages.
• The importance of using polite questions when meeting someone and being aware of the general rules about acceptable and not acceptable personal questions.
• Students read a text with references to famous artists such as Madonna, David Beckham, Leonardo DiCaprio, Demi Moore, etc, and provide more information about them by reading the “Cultural notes” on the TB.
• Students do a pairwork activity where they need to answer general knowledge questions about the UK, such as questions related to the Big Ben or Margaret Thatcher.
• LINKS TO OTHER SUBJECTS: Music, IT.
WORKBOOK ACTIVITIES
• Identify the verb tenses in some phrases.
• Correct some sentences by inserting the appropriate auxiliary verb.
• Insert the correct apostrophes in a text about names.
• Transform some sentences into negative ones.
• Tick the correct sentences and correct the wrong ones so as to practice the use of look like.
• Complete some short form answers with a positive or negative verb.
• Insert a subject and rewrite some questions.
• Write some words in the correct order so as to make questions.
• Write true answers to some questions.
• Correct questions with grammatical mistakes and tick the correct ones.
• Read some information about John Lenon’s family tree, and complete the missing names.
• Answer to true-false type questions related to John Lenon’s family tree.
• Complete a text about Beyoncé with the suitable words.
• Put the lines of a text about names in the correct order.
• Underline the correct sentences so as to practice the use of questions.
• Fill in the gaps of a conversation with the appropriate words.
• Find seven adjectives in a word snake and use them to complete some sentences.
• Listen to the pronunciation of some words, try to repeat them and underline these sounds in some sentences.
• Read three short stories and match each one of them to the suitable title.
• Match some missing sentences to the appropriate short story.
• Write questions for some answers related to the short stories.
• Fill in a form with personal information for an online chat service.
CROSS-CURRICULAR ITEMS
⇨ Music: Students read several texts with references to singers such as John Lenon and Beyoncé.
⇨ IT: Students need to do a writing task related to an online chat service.
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. Good companionship in class
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
EVALUATION TOOLS
Formative evaluation
1. Classroom observation to check both individual and global progress
2. Writing: form filling.
3. Reading: looking for specific information/ reading for gist.
4. Listening: listening for specific information /remembering.
5. Workbook exercises
Accumulative evaluation
6. SB: Review A units 1-3
7. SB: Grammar Extra exercises Unit 1
8. CD-ROM: Activities Unit 1+Tests.
Self evaluation
9. TB: Students are encouraged to check their work by completing the Checklist Unit 1, where they must give a score to each one of the competences seen in the unit.
EVALUATION CRITERIA
At the end of this unit, students are able to:
• Understand the general message of several texts about names and language learning, and identify relevant details in oral messages related with them.
• Express himself/herself with fluency and using the write pronunciation - intonation in conversations about anecdotes.
• Understand in an autonomous way the information of written texts coming from different sources such as newspaper stories or registration forms.
• Use consciously his/her linguistic knowledge in order to listen to people talking about names.
• Analyze social aspects of the Anglo-Saxon countries, by comparing the general rules about acceptable and not acceptable personal questions in the UK with the local ones.
MIXED-ABILITY ACTIVITIES
Consolidation activities
• SB: Review A units 1-3
• CD-ROM: Activities Unit 1+Tests
• Workbook activities.
Extension activities
• SB: Grammar Extra Unit 1
• SB: Pairwork activities Unit 1
• TB: Photocopiable resource materials Unit 1.
• DVD: Programme 1
• CD:Test Unit 1
• TB: “Top ten activities” section
• TB: “Key concepts” section
• TB: Extra activities.
• WB: Story “The Dancing Men”
• Website downloadable resources:
Unit 2: PLACE
OBJECTIVES
1. Learn vocabulary about places in a city, and be able to use it in written activities.
2. Listen to people talking about places where they live, and be able to catch their discursive function and organisation.
3. Study the use of so/such, very/too as well as adjectives to describe places, and reflect about how the foreign language works in communicative situations.
4. Learn the use of countable and uncountable nouns and reflect about the use and meaning of grammar structures by comparing them with the own ones.
5. Practice the pronunciation of word stress related to countries and nationalities with fluidity and accuracy.
6. Practice speaking fluency by comparing things from different countries, showing awareness of the importance language has as a means of communication.
7. Read a text about holiday destinations, looking for detailed information and appreciating the value of reading as a source of fun.
8. Read a text with the description of a country and be able to interpret it with criticism using comprehension strategies and identifying the essential elements of the text.
9. Study the use of quantity expressions and be able to put them into practice through written activities.
10. Learn vocabulary to talk about locations in order to use the appropriate strategies according to each communicative situation.
11. Talk about the best places to be visited in a spontaneous and comprehensible way paying attention to the intonation and pronunciation.
12. Learn useful conversational phrases for talking about where you are from, so as to acquire and develop learning strategies.
13. Evaluate the progress done till this point by revising the vocabulary learnt throughout the unit, so as to participate in the learning process.
14. Learn to write web postings in a clear and structured way and in the appropriate style according to the communicative aim. (WB)
CONTENTS
GRAMMAR
⇨ Countable and uncountable nouns.
⇨ so/such, very/too
⇨ Quantity expressions
VOCABULARY
Topic: Places in a city, adjectives, countries, nationalities, location, like.
• Topic vocabulary: a beach, a bridge, a canal, a car park, a castle, a cathedral, a church, a fountain, high-rise buildings, a hill, a library, a mosque, a museum, a park, the sea, a shopping centre, a square, a statue, beautiful, big, boring, crowded, dirty, dull, exciting, expensive, fabulous, interesting, modern, noisy, polluted, romantic, spectacular.
USE OF ENGLISH
⇨ Instructions in class: Look at the three photos…, Tick any sentences that are true for you…, Write down six other countries…, Match the descriptions…, Write your own example sentence…, etc.
⇨ Useful phrases to say where you are from.
PRONUNCIATION
• Word stress: countries and nationalities
• Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs.
• Students also practice their pronunciation in English through the Speaking activities.
COMMUNICATIVE SKILLS
LISTENING
1. Look at some photos of cities and discuss about living in these places.
2. Listen and repeat some vocabulary about places.
3. Listen to three people talking about the places where they live and match each speaker to the appropriate photograph.
4. Listen and repeat the stressed syllable in some words related to nationalities.
5. Listen to a girl talking about the best place she has ever visited and tick the correct related sentences.
6. Listen to a recording with useful expressions to say where you are from, and match each character to the appropriate nationality, putting a cross on some maps.
SPEAKING
1. Discuss with a partner about the use of countable and uncountable nouns by answering to some questions.
2. Tell a partner about the countries the student would most like to visit.
3. Discuss about cliché statements related to France and Japan.
4. Use a table with information about quantity expressions to ask questions to a partner about daily habits.
5. Do the pairwork activities on pages 116, 121.
6. Talk with a partner about the best place the student has ever visited.
7. Speak with a partner about the last time they’ve stayed in certain places of a city.
READING
1. Read and complete some rules about the use of so and such.
2. Look at some sentences with very and too and complete the rules.
3. Match some questions with the correct responses in order to practice the use of countable and uncountable nouns.
4. Read some descriptions of holiday destinations and list them in order of preference, explaining to a partner the reasons for the choice.
5. Read the explanations for a holiday competition and answer to some questions.
6. Read a text about a holiday destination and fill in the gaps with the appropriate vocabulary.
7. Read some sentences with quantity expressions and underline the correct options.
8. Read the grammar explanations in the Grammar Extra section on page 128.
9. Match some descriptions with the cities in some maps.
10. Match some places in a picture with the correct words.
11. Look at some adjectives to describe cities and decide which are positive and which are negative.
12. Match some uses of like with the appropriate example sentences.
WRITING
1. Write down some vocabulary related to places in a city and put the words in order of distance from the student’s school.
2. Complete some sentences with the suitable adjectives to describe places.
3. Fill in the gaps of an e-mail about a beautiful place using so and such as appropriate.
4. Transform an e-mail about a beautiful place with the relevant adjectives so as to make it sound negative.
5. Complete some phrases using very and too as appropriate.
6. Complete a table with countable and uncountable nouns.
7. Complete a table matching some countries to the appropriate nationalities and underline the stressed syllable in each word.
8. Write down some other countries and their nationalities, marking the stress in each one of them.
9. Write stereotyped statements combining some nationalities with the given nouns.
10. Write a review of the best holiday destination the student’s been to, and compare it with the classmates’.
11. Complete a table with explanations about quantity expressions.
12. Complete the labelling of a compass with vocabulary about location.
13. Complete some useful phrases to say where you are from with the given words.
14. Write a conversation about where the student comes from and where he/she lives now.
15. Write an example sentence for different uses of like.
LANGUAGE AWARENESS
⇨ Learning vocabulary to talk about places.
⇨ Study of quantity expressions.
⇨ Learning adjectives to describe places.
⇨ Learning to say where you are from.
⇨ Learning web posting.
SOCIOCULTURAL ASPECTS
• Awareness of the importance of travelling as a way to understand and show respect for other cultures and to broaden one’s mind.
• The importance of leisure time activities such as travelling, visiting museums and art galleries, etc.
• Students read some texts with cultural information about Bangkok, Sicily and Marrakech.
• LINKS TO OTHER SUBJECTS: Geography, IT
WORKBOOK ACTIVITIES
• Write the plural of some nouns in the right column.
• Underline the countable nouns in some groups of words.
• Complete some sentences with a/an or some.
• Complete a text with so/such.
• Rewrite some phrases without changing the meaning.
• Underline the best way to complete some sentences.
• Complete some phrases using much or many.
• Match some questions to the appropriate responses.
• Underline the correct answers so as to keep practicing the use of countable and uncountable nouns.
• Decide whether some sentences are true or false.
• Complete some sentences with vocabulary about places in a city.
• Underline the correct adjectives in a text about Bangkok.
• Read a description of Sicily and complete some labels.
• Put the lines of a conversation about England in the correct order.
• Write some words in the correct order to make questions.
• Match some questions to the suitable responses.
• Distinguish vowel sounds in a group of words.
• Complete a table with words classified according to the different vowel sounds.
• Listen to a recording about Marrakech and answer to true-false type questions.
• Read a web posting and decide which the most useful reply is.
• Correct some spelling mistakes in several short texts about Tenerife.
• Complete some sentences using the appropriate linkers.
• Link some pairs of sentences with the correct words.
• Write a reply to a web posting about suggestions for a holiday.
CROSS-CURRICULAR ITEMS
⇨ Geography: Students read several texts with geographical references to famous places such as Venice, Rio de Janeiro, Shanghai, Kenya, Iceland, etc. and teachers can provide more information about them by reading the “Cultural notes” on the TB. They also learn to interpret some maps as well as countries and nationalities.
⇨ IT: Students need to do a writing task related to web posting.
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. Good companionship in class
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
EVALUATION TOOLS
Formative evaluation
1. Classroom observation to check both individual and global progress
2. Writing: spelling, linking sentences.
3. Reading: reading for detail.
4. Listening: listening for gist.
5. Workbook exercises
Accumulative evaluation
6. SB: Review A units 1-3
7. SB: Grammar Extra exercises Unit 2
8. CD-ROM: Activities Unit 2+Tests.
Self evaluation
9. TB: Students are encouraged to check their work by completing the Checklist Unit 2, where they must give a score to each one of the competences seen in the unit.
EVALUATION CRITERIA
At the end of this unit, students are able to:
• Understand the general message of several texts about cities and countries, and identify relevant details in oral messages related with them.
• Express himself/herself with fluency and using the write pronunciation - intonation in conversations about places.
• Understand in an autonomous way the information of written texts coming from different sources such as web postings.
• Use consciously his/her linguistic knowledge in order to listen to people describing places.
• Analyze social aspects of the Anglo-Saxon countries, by comparing the holiday habits in those countries with the local ones.
MIXED-ABILITY ACTIVITIES
Consolidation activities
• SB: Review A units 1-3
• CD-ROM: Activities Unit 2+Tests
• Workbook activities.
Extension activities
• SB: Grammar Extra Unit 2
• SB: Pairwork activities Unit 2
• TB: Photocopiable resource materials Unit 2.
• DVD: Programme 2
• CD:Test Unit 2
• TB: “Top ten activities” section
• TB: “Key concepts” section
• TB: Extra activities.
• WB: Story “The Dancing Men”
• Website downloadable resources:
Unit 3: LOVE
OBJECTIVES
1. Listen to people talking about their relationship, and be able to find specific information.
2. Learn vocabulary about relationships, and be able to use it in oral activities.
3. Study the use of the past simple, and reflect about how the foreign language works in communicative situations.
4. Practice the pronunciation of irregular past simple forms with fluidity and accuracy.
5. Listen to contestants to a TV game show, and be able to catch the discursive function and organisation.
6. Identify the uses of the past simple and past continuous and reflect about the use and meaning of grammar structures by comparing them with the own ones.
7. Read a text about weather predictions,. looking for detailed information and appreciating the value of reading as a source of enjoyment
8. Read several texts about revenge and be able to interpret them with criticism using comprehension strategies and identifying the essential elements of the text.
9. Learn time adverbials in order to use them in communicative situations such as telling a story, showing awareness of the importance language has as a means of communication
10. Study the use of adverbs of manner and be able to put them into practice through written activities.
11. Learn useful conversational phrases for talking about things in common, so as to acquire and develop learning strategies.
12. Learn to use adjectives ending in ed or ing as well as the use of get through written activities.
13. Learn to write stories in a clear and structured way and in the appropriate style according to the communicative aim. (WB)
14. Evaluate the progress done till this point by revising the vocabulary and structures learnt throughout the unit, so as to participate in the learning process.
CONTENTS
GRAMMAR
⇨ Past simple and past continuous
⇨ Adverbs of manner
VOCABULARY
Topic: Relationship expressions. Narrative linkers. ed/ing adjectives.
• Topic vocabulary: get, have, live, lose, love, chat somebody up, fancy somebody, have a row, move in together, one day, last year, at first, then, at the end of, that night, that evening, the next morning, finally, a week later.
USE OF ENGLISH
⇨ Instructions in class: Complete the expressions…, Write the affirmative and negative past simple …, Think about your close friend…, Underline the time adverbials…, Use a dictionary…, etc.
⇨ Useful phrases to talk about things in common: So do I, so am I, me too, neither do I, etc.
PRONUNCIATION
• Irregular verbs: sound groups
• Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs.
• Students also practice their pronunciation in English through the Speaking activities.
COMMUNICATIVE SKILLS
LISTENING
1. Listen to people talking about their relationship and answer the related questions.
2. Listen and repeat the pronunciation of some verbs.
3. Listen to a recording about a TV game show and choose the appropriate answers to some questions.
4. Listen to a couple answering questions about their relationship and tick the coincident answers.
5. Listen to five situations and match each one of them to the appropriate picture.
6. Listen to a conversation between a man and a woman on a train and decide whether some statements are true or false.
7. Listen and repeat the useful phrases to talk about things in common learnt in the unit.
SPEAKING
1. Discuss in groups about different statements related to marriage.
2. Ask questions to a partner about personal family matters.
3. Discuss with a partner about going to a TV show and answering personal questions about a relationship with a student’s close friend.
4. Do the pairwork activities on pages 116, 121.
5. Speak with a partner about two stories to do with revenge and choose the favourite one.
6. Retell a story to a partner using time adverbials.
7. Read out true sentences to a partner and show agreement or disagreement with them.
READING
1. Complete some sentences about relationships with the appropriate pronoun.
2. Fill in the gaps of some expressions related to marriage with the suitable verbs.
3. Match several verb phrases with the correct pictures.
4. Put some stages of a relationship in the logical order.
5. Read the grammar explanations in the Grammar Extra section on page 130.
6. Read a text about a television game show and answer some questions.
7. Read some stories to do with revenge and match some noun phrases to the suitable story.
8. Find time adverbials in the short stories and list tem in the order in which they appear in the texts.
9. Match some pictures to the suitable pairs of adjectives ending in ed or ing.
10. Read and underline the correct adjectives to complete some sentences.
11. Match several uses of get to the right examples.
WRITING
1. Write the affirmative and negative past simple forms of some verbs.
2. Write true affirmative or negative sentences using the verbs provided.
3. Complete a table with irregular verb sets and label the past forms with the appropriate phonetic pronunciation.
4. Look at some extracts from an interview and answer the questions using the past simple or the past continuous.
5. Complete a funny story about a weather predictor with the past simple or past continuous forms of the verbs given.
6. Look at some pictures and complete the noun phrases with the suitable words.
7. Complete a table with the appropriate transformed adjectives into adverbs or vice-versa, and answer some questions so as to be aware of the transformation process.
8. Rewrite some sentences in the usual order and adapt them so that they are true for the student.
9. Complete a table using useful phrases to speak about things in common.
10. Write true comments using some sentence beginnings so as to keep practicing useful phrases.
11. Use a dictionary to write more examples with the uses of get.
REVIEW A
1. Complete some questions with the correct auxiliaries and practice asking and answering the questions with a partner.
2. Complete some sentences with look(s) or look(s) like.
3. Practice the use of such/so, too/very by completing some sentences.
4. Complete some conversations with lot, many or much.
5. Fill in the gaps in some sentences using the past simple and past continuous.
6. Change the adjectives in some phrases into the suitable adverbs.
7. Look at some pairs of sentences and cross out the incorrect ones.
8. Complete a text about a family with the appropriate vocabulary.
9. Match two halves of questions to do with names, and answer them with a partner.
10. Complete the names of places you might find in a city.
11. Match some adjectives to the correct definitions.
12. Write some nationalities in to the correct column in a table.
13. Look at a map of Australia and write sentences about the location of different cities.
14. Match two halves of phrases that describe stages of a relationship.
15. Pronounce some words and identify the different sounds by classifying the words into a table.
16. Underline the stressed syllable in a list of words.
17. Read a description of two types of friendship and answer some questions.
18. Decide whether some statements related to the texts are true or false.
19. Listen to a conversation between two friends, underline the correct information and answer some questions.
20. Match some questions to the appropriate answers.
21. Match some parts of a text about friendship with the suitable questions.
22. Talk with a partner about the student’s best friend.
23. Write a story about how the student met him/her best friend.
24. Sing the Song: Stand By Me.
LANGUAGE AWARENESS
⇨ Learning vocabulary to talk about relationships.
⇨ Study of the past simple and continuous.
⇨ Learning the use of adverbs of manner.
⇨ Learning to use narrative linkers.
⇨ Learning to write stories.
SOCIOCULTURAL ASPECTS
• Awareness of the importance of friendship, and respecting all the different types of relationships.
• The importance of punctuality and not acting out of a desire for revenge.
• Students listen to a recording with references to Blackpool, and teachers can find more information about this seaside town of England in the TB.
• Students read a text about Maria Callas and Onassis.
• LINKS TO OTHER SUBJECTS: Literature, Geography, IT, Music.
WORKBOOK ACTIVITIES
• Correct the mistakes in the verbs contained in some sentences.
• Complete a word square about irregular past simple verbs.
• Match some past simple verbs with the correct infinitives.
• Order some words so as to make questions.
• Transform some positive sentences into negative ones.
• Look at a picture and complete some sentences with the suitable verbs in the past continuous.
• Write true answers to some questions.
• Complete a conversation with the past continuous form of some verbs.
• Complete a text about a modern Romeo and Juliet with the correct past simple or past continuous forms of the verbs given.
• Make adverbs from some adjectives.
• Underline the correct alternative in some sentences so as to practice the use of adjectives and adverbs.
• Complete a story with the appropriate verbs.
• Continue a story using the words given.
• Cross out the mistakes in some responses.
• Complete some responses with one word.
• Fill in the gaps of a text about a wedding anniversary with the appropriate time adverbials.
• Label some pictures with the suitable adjectives to talk about feelings.
• Tick the best way to continue some sentences.
• Complete some sentences with the suitable vocabulary.
• Listen and notice the different pronunciation of was and were.
• Write correct phonemic symbols for was and were.
• Read a text about Maria Callas, put the paragraphs and some events in the correct order and answer some questions.
• Read the beginning of a story of Bonnie and Clyde and number the pictures accordingly.
• Link some pairs of sentences with the suitable time adverbials.
• Look at some pictures and answer the questions to complete a story.
CROSS-CURRICULAR ITEMS
⇨ Geography: Students need to indicate the location of several Australian cities in a map, and teachers can find more information about them in the cultural notes of the TB.
⇨ IT: Students read a text about friendship through an Internet chat.
⇨ Literature: Students can find a reference to the novel Pride and Prejudice and teachers are provided with cultural information about this book written by Jane Austen in the TB.
⇨ Music: Students listen and sing the song: Stand By Me
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. Good companionship in class
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
EVALUATION TOOLS
Formative evaluation
1. Classroom observation to check both individual and global progress
2. Writing: telling a story, linking sentences.
3. Reading: reading for detail.
4. Listening: listening for detail.
5. Workbook exercises
Accumulative evaluation
6. SB: Review A units 1-3
7. SB: Grammar Extra exercises Unit 3
8. CD-ROM: Activities Unit 3+Tests.
Self evaluation
9. TB: Students are encouraged to check their work by completing the Checklist Unit 3, where they must give a score to each one of the competences seen in the unit.
EVALUATION CRITERIA
At the end of this unit, students are able to:
• Understand the general message of several texts about relationships, and identify relevant details in oral messages related with them.
• Express himself/herself with fluency and using the write pronunciation - intonation in conversations about marriage and telling stories.
• Understand in an autonomous way the information of written texts coming from different sources such as stories.
• Use consciously his/her linguistic knowledge in order to listen to people talking about their relationships.
• Analyze social aspects of the Anglo-Saxon countries, by comparing TV shows to talk about personal matters in those countries with the local ones.
MIXED-ABILITY ACTIVITIES
Consolidation activities
• SB: Review A units 1-3
• CD-ROM: Activities Unit 3+Tests
• Workbook activities.
Extension activities
• SB: Grammar Extra Unit 3
• SB: Pairwork activities Unit 3
• TB: Photocopiable resource materials Unit 3.
• DVD: Programme 3
• CD: Test Unit 3
• TB: “Top ten activities” section
• TB: “Key concepts” section
• TB: Extra activities.
• WB: Story “The Dancing Men”
• Website downloadable resources:
Unit 4: SHOPPING
OBJECTIVES
1. Discuss about giving and receiving presents, showing awareness of the importance language has as a means of communication
2. Read a text about presents and be able to interpret it with criticism using comprehension strategies and identifying the essential elements of the text.
3. Learn collocations related to gifs and presents, and be able to use them in written activities.
4. Practice the pronunciation of plural forms with fluidity and accuracy.
5. Study the use and position of adverbs of frequency, and reflect about how the foreign language works in communicative situations.
6. Talk about the last time they bought someone a present, so as to practice speaking fluency.
7. Study verb patterns and be able to catch their discursive function and organisation.
8. Learn vocabulary to talk about clothes and accessories and discuss about shopping habits.
9. Read a text about the cost of clothes and about recycling, looking for detailed information and appreciating the value of reading as a source of information.
10. Identify the uses of the present simple and present continuous and reflect about the use and meaning of grammar structures by comparing them with the own ones.
11. Learn useful conversational phrases for talking about shopping, so as to acquire and develop learning strategies.
12. Learn to write descriptions in a clear and structured way and in the appropriate style according to the communicative aim. (WB)
13. Evaluate the progress done till this point by revising the vocabulary learnt throughout the unit, so as to participate in the learning process.
CONTENTS
GRAMMAR
⇨ Adverbs of frequency.
⇨ Verbs with two objects.
⇨ Verbs followed by –ing form or to- infinitive.
⇨ Present simple and present continuous.
VOCABULARY
Topic: Shopping, clothes and accessories, collocations, etc.
• Topic vocabulary: boots, earrings, necklace, sandals, scarf, shirt, skirt, top, trousers, waistcoat, a checked scarf, brown leather gloves, a plain white cotton shirt, a blue denim jacket, a pinstriped suit, a silver necklace, a patterned woollen jumper, a floral skirt, gold earrings, striped pyjamas, plastic sunglasses, a light blue silk dress.
• Collocations: a bunch of, a box of, a pair of, a packet of, a piece of, a bottle of, a jar of, a can of.
USE OF ENGLISH
⇨ Instructions in class: Read this article…, Look at the highlighted examples …, Complete the table…, Complete the diagram…, Match the verb phrases…, etc.
⇨ Useful phrases to talk about shopping: Can I help you?, what size is he?, how would you like to pay?, here’s your receipt, etc.
PRONUNCIATION
• Plural nouns: /s/, /z/ or /iz/
• Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs.
• Students also practice their pronunciation in English through the Speaking activities.
COMMUNICATIVE SKILLS
LISTENING
1. Listen and repeat the pronunciation of some plural forms.
2. Identify the different pronunciation of plural words, and be able to classify some examples.
3. Listen to a person talking about the last time he bought somebody a present and underline the right answers.
4. Listen and repeat some items of clothing.
5. Listen to the classmates when talking about clothes and shopping habits.
SPEAKING
1. Discuss in groups about giving and receiving presents.
2. Show agreement or disagreement with several statements from an article about presents.
3. Discus some questions with a partner so as to practice the use of collocations.
4. Talk with a partner about the last time they bought somebody a present.
5. Discuss some statements about the differences between men and women regarding shopping.
6. Speak with a partner about some photos from a fashion magazine, using vocabulary about clothes.
7. Discuss with a partner about cheap clothes and recycling clothing items.
8. Do the pairwork activities on pages 117, 122.
9. Practice useful expressions about shopping with a partner.
10. Perform a shopping conversation for the rest of the class.
11. Ask and answer questions about clothes descriptions.
READING
1. Read an article about birthday presents and answer some related questions.
2. Match some pairs of words in order to learn collocations.
3. Look at some frequency adverbs from a reading text and answer some related questions.
4. Read some sentences and answer the questions so as to understand the use of verbs patterns.
5. Read the grammar explanations in the Grammar Extra section on page 132.
6. Read and article about the real price of fashion and complete a diagram.
7. Match some verbs with their uses in order to understand the use of present tenses.
8. Read some useful phrases to go shopping and decide who says each one.
9. Match several pictures about items of clothing with the appropriate descriptions.
10. Match some verb phrases with their meanings.
11. Underline the most appropriate verb phrase in some sentences.
WRITING
1. Rearrange some words in the right order so as to write statements from an article.
2. Add adverbs of frequency to some sentences in order to make them true for the student.
3. Complete a table to show two ways of saying the same thing and practice verb patterns.
4. Insert the indirect object in some questions.
5. Complete some statements using Men or Women as appropriate.
6. Complete some interviews with two men about shopping using the –ing form or the to-infinitive as appropriate.
7. Complete some sentences so as to keep practicing the use of the –ing form or the to-infinitive.
8. Look at some photos from a fashion magazine and complete their descriptions with the words given.
9. Complete a table classifying vocabulary about clothes.
10. Complete some sentences in as much detail as possible using vocabulary about clothes.
11. Write some sentences in the negative form and match them with their uses, in order to keep practising present tenses.
12. Put some useful phrases in the correct place in a conversation.
13. Write the students own shopping conversation so as to practice useful phrases.
LANGUAGE AWARENESS
⇨ Learning vocabulary to talk about clothes and shopping.
⇨ Study of the present simple and continuous.
⇨ Learning the use of adverbs of frequency.
⇨ Learning to use collocations.
⇨ Learning to write descriptions.
SOCIOCULTURAL ASPECTS
• Awareness of the importance of making a moderate consumption of clothes, so as to protect the environment.
• Understanding that men and women may have different attitudes about shopping and presents, but that both of them are equally acceptable.
• The importance of appreciating and being thankful when we receive presents and gifts.
• Students read a text about the new Spiderman movie, with references to cities such as London, New York and Tokyo and also referring to actors and famous people such as Kirsten Dunst, Claudia Schiffer or Lenny Kravitz.
• LINKS TO OTHER SUBJECTS: Maths, Social Science.
WORKBOOK ACTIVITIES
• Write some adverbs in the correct place of a table according to a frequency percentage.
• Put some words in the correct order so as to form phrases using frequency adverbs.
• Complete some sentences using for or to.
• Rewrite some sentences using pronouns without using for or to.
• Correct some phrases so as to keep practising the use of for or to.
• Underline the correct verb form in some sentences in order to learn the use of –ing or to-infinitive.
• Complete a conversation using either the -ing form of some verbs or the to-infinitive.
• Complete some questions using the present simple or present continuous form of certain verbs.
• Match some questions with the appropriate short answers.
• Write true answers to some questions.
• Match some pairs of words so as to practice collocations related to shopping.
• Label some designs using the collocations learnt.
• Match some clothing items with the relevant pictures.
• Match some materials to the suitable clothing items.
• Match some useful questions about shopping with the appropriate answers.
• Complete some questions using the expressions given.
• Look at some words and classify the different sounds.
• Look at an advertisement and underline the words that contain certain sounds.
• Listen to a news report about a film première and answer some questions.
• Read an article about a woman’s favourite shop and do a paragraph plan.
• Read the rules of use of also, too, as well and underline the correct sentences.
• Match some sentences to their endings, so as to practice collocations.
• Write a description of the student’s favourite shop.
CROSS-CURRICULAR ITEMS
⇨ Maths: Students need to analyse a text with references to money and they also need to complete a diagram about the shopping process.
⇨ Social Science: Teachers are given the opportunity to extend the information about the relationship between the production of cheap clothes by companies such as Primark, and the effects in the environment showed by ecological organisations such as “Friends on the Earth”, using the cultural notes on the TB.
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. Good companionship in class
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
EVALUATION TOOLS
Formative evaluation
1. Classroom observation to check both individual and global progress
2. Writing: describing a shop.
3. Reading: reading for specific information, reading for gist.
4. Listening: listening and repeating plural forms.
5. Workbook exercises
Accumulative evaluation
6. SB: Review B units 4-6
7. SB: Grammar Extra exercises Unit 4
8. CD-ROM: Activities Unit 4+Tests.
Self evaluation
9. TB: Students are encouraged to check their work by completing the Checklist Unit 4, where they must give a score to each one of the competences seen in the unit.
EVALUATION CRITERIA
At the end of this unit, students are able to:
• Understand the general message of several texts about clothes, and identify relevant details in oral messages related with them.
• Express himself/herself with fluency and using the write pronunciation - intonation in conversations about presents and shopping.
• Understand in an autonomous way the information of written texts coming from different sources such as descriptions.
• Use consciously his/her linguistic knowledge in order to listen to people discussing about cheap clothes.
• Analyze social aspects of the Anglo-Saxon countries, by reading a text with references to a famous shop in Paris: Galeries Lafayette, and taking this opportunity to talk about socio-cultural aspects related to shopping habits in different countries.
MIXED-ABILITY ACTIVITIES
Consolidation activities
• SB: Review B units 4-6
• CD-ROM: Activities Unit 4 +Tests
• Workbook activities.
Extension activities
• SB: Grammar Extra Unit 4
• SB: Pairwork activities Unit 4
• TB: Photocopiable resource materials Unit 4.
• DVD: Programme 4
• CD: Test Unit 4
• TB: “Top ten activities” section
• TB: “Key concepts” section
• TB: Extra activities.
• WB: Story “The Dancing Men”
• Website downloadable resources:
Unit 5: FIT
OBJECTIVES
1. Read a text about fitness and be able to interpret it with criticism using comprehension strategies and identifying the essential elements of the text.
2. Learn the use of how + adjective, and be able to use it in written activities.
3. Talk about experiences of doing sport at school, so as to practice speaking fluency.
4. Listen to a discussion about which sportsman is chosen for an advertising campaign, and be able to find specific information.
5. Study the use of comparatives, and reflect about how the foreign language works in communicative situations.
6. Practice the pronunciation of the schwa sound with fluidity and accuracy.
7. Understand the use of superlatives and reflect about the use and meaning of grammar structures by comparing them with the own ones.
8. Learn vocabulary related to fractions and decimal numbers.
9. Read a text about ways to avoid stress, looking for detailed information and appreciating the value of reading as a source of pleasure.
10. Learn the use of phrasal verbs, showing awareness of the importance language has as a means of communication
11. Listen to a radio programme about laughter, be able to catch the discursive function and organisation and discuss about it.
12. Learn useful conversational phrases for giving instructions, so as to acquire and develop learning strategies.
13. Evaluate the progress done till this point by revising the vocabulary learnt throughout the unit, so as to participate in the learning process.
14. Learn to write descriptions of sporting events in a clear and structured way and in the appropriate style according to the communicative aim. (WB)
CONTENTS
GRAMMAR
⇨ Comparative and superlative.
⇨ Phrasal verbs: verb + particle (intransitive); verb + object + particle (transitive-separable); verb + particle + object (transitive-not separable).
VOCABULARY
Topic: Sports, fitness, health, etc.
• How + adjective/adverb: how far, how long, how fast, how many, how much, how often, how old, how well…
• Sports: athletics, skiing, football, soccer, golf, swimming, tennis, etc.
• Verbs used with sports: do, go, play, etc.
USE OF ENGLISH
⇨ Instructions in class: Read and answer the questionnaire…, Listen to a discussion …, Work with your partner…, Discuss the following questions…, Underline the most appropriate alternative…, etc.
⇨ Useful phrases for giving instructions: Throw the ball in the air, Pick up your racket, Kick the ball, Hold on, Be careful, Try again, etc.
PRONUNCIATION
• Schwa /ә/ in English expressions.
• Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs.
• Students also practice their pronunciation in English through the Speaking activities.
COMMUNICATIVE SKILLS
LISTENING
1. Listen to a conversation about experiences doing sport at school and answer some related questions.
2. Listen to a discussion between a marketing director and an advertising executive, and answer some questions.
3. Listen and repeat some sentences in order to practice the pronunciation of the “schwa” sound.
4. Listen and repeat some numbers in order to learn to use fractions and decimal numbers.
5. Listen to a radio programme about laughter clubs, and answer to some statements.
6. Listen to three conversations about sports and match each picture to the right sport.
7. Listen and match some pictures to the appropriate instructions related to sport.
SPEAKING
1. Look at a table and discuss about how long it takes each student to do certain activities.
2. Speak with a partner about the student’s experiences doing sport at school.
3. Do the pairwork activities on pages 117, 122.
4. Talk with a partner about ways to de-stress themselves.
5. Look at some phrasal verbs and answer the questions so as to understand their use.
6. Face a partner and take it in turns to make each other laugh.
7. Discuss with a partner about laughing.
READING
1. Read a questionnaire about keeping fit and answer the questions.
2. Look at some photographs of famous sportspersons and try to match each one of them to the appropriate date of birth.
3. Read the grammar explanations in the Grammar Extra section on page 134.
4. Match some expressions to do with decimal numbers and fractions with the appropriate facts.
5. Read a text about ways to de-stress oneself, and express personal suggestions.
6. Read some sentences and underline the most appropriate alternative of verbs used with sports.
WRITING
1. Complete some questions using how + adjective/adverb.
2. Work with a partner to list the most famous sports stars in the students’ country.
3. Complete some comparisons about general geographical questions using a bit, much, not as…as.
4. Combine noun phrases with adjectives to make comparative statements.
5. Complete some expressions with the appropriate words in order to learn the pronunciation of the “schwa” sound.
6. Write the superlative forms of several groups of adjectives.
7. Complete some questions using the appropriate superlative adjectives.
8. Fill in the gaps in some sentences using the suitable phrasal verbs.
9. Put some words in the correct order to make answers to some questions using phrasal verbs.
10. Complete a conversation including useful phrases to give instructions.
11. Complete a table with vocabulary about sports, places where they’re practiced, equipment, etc.
12. Use a dictionary to add more sports to a table.
13. Complete a table focusing on verbs used with sports.
LANGUAGE AWARENESS
⇨ Learning vocabulary to talk about sports and fitness.
⇨ Study of the comparatives and superlatives.
⇨ Learning the use of phrasal verbs.
⇨ Learning to give instructions.
⇨ Learning to write descriptions of sporting events.
SOCIOCULTURAL ASPECTS
• Awareness of the importance of having healthy habits such as practicing sports, running a healthy diet, not smoking, not being stressed, laughing, etc.
• Understanding that the aim of competition is not winning and that loosing can help us learn from mistakes.
• Students need to answer general knowledge questions in the Pairwork section.
• Students read texts and listen to conversations about famous sportspersons such as Fernando Alonso, David Becham or Nadal, and teachers can find more information about them in the cultural notes of the TB.
• Students read a text about Rolland Garros and about famous tennis players.
• LINKS TO OTHER SUBJECTS: Physical education, Maths, History, Geography.
WORKBOOK ACTIVITIES
• Complete a table with the comparative and superlative of certain adjectives.
• Solve a puzzle so as to keep practising the use of comparatives and superlatives.
• Complete sentences using the appropriate comparative forms.
• Complete sentences using the appropriate superlative forms of certain adjectives.
• Add the missing words in a text about keeping fit from 50 to 60.
• Put some words in the correct order to complete questions using phrasal verbs.
• Rewrite some sentences by replacing some words with a pronoun.
• Insert the missing letters in some words in order to practice the pronunciation of certain sounds.
• Classify several words into a table according to their vowel pronunciation.
• Match some questions to the appropriate answers so as to practice the use of questions with How.
• Complete questions beginning with How with the suitable words.
• Underline the correct way of saying certain decimal numbers and fractions.
• Write some decimal numbers and fractions in words.
• Cross out the word that is not possible in several sentences so as to practice the use of phrasal verbs.
• Complete the definitions of certain phrasal verbs.
• Fill in the gaps in some sentences with useful conversational expressions to give instructions.
• Classify some vocabulary to do with sport in the correct groups.
• Complete a text using does, goes or plays.
• Read an article about losers at the Olympic Games and choose the best possible title.
• Look at some pictures and match each one of them to the correct name of a sportsperson from a reading text, answering to some questions.
• Read a text about Rolland Garros and put the paragraphs into the correct order.
• Match some sentence beginnings with their relevant endings.
• Link some pairs of sentences using although.
• Write a description of a sporting event, using a paragraph plan.
CROSS-CURRICULAR ITEMS
⇨ Physical education: The whole unit is devoted to talk about sports.
⇨ Maths: Students learn to talk about decimal numbers, fractions, etc.
⇨ History: Students read a text about losers at the Olympic Games.
⇨ Geography: Students need to answer geography questions in the grammar section.
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. Good companionship in class
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
EVALUATION TOOLS
Formative evaluation
1. Classroom observation to check both individual and global progress
2. Writing: describing a sporting event.
3. Reading: reading for detail.
4. Listening: listening for specific information, fluency practice.
5. Workbook exercises
Accumulative evaluation
6. SB: Review B units 4-6
7. SB: Grammar Extra exercises Unit 5
8. CD-ROM: Activities Unit 5 +Tests.
Self evaluation
9. TB: Students are encouraged to check their work by completing the Checklist Unit 5, where they must give a score to each one of the competences seen in the unit.
EVALUATION CRITERIA
At the end of this unit, students are able to:
• Understand the general message of several texts about fitness and sports, and identify relevant details in oral messages related with them.
• Express himself/herself with fluency and using the write pronunciation - intonation in conversations about sports.
• Understand in an autonomous way the information of written texts coming from different sources such as descriptions of sporting events.
• Use consciously his/her linguistic knowledge in order to listen to people discussing about laughter.
• Analyze social aspects of the Anglo-Saxon countries, by comparing the sports most practiced in those countries with the local ones.
MIXED-ABILITY ACTIVITIES
Consolidation activities
• SB: Review B units 4-6
• CD-ROM: Activities Unit 5 +Tests
• Workbook activities.
Extension activities
• SB: Grammar Extra Unit 5
• SB: Pairwork activities Unit 5
• TB: Photocopiable resource materials Unit 5.
• DVD: Programme 5
• CD: Test Unit 5
• TB: “Top ten activities” section
• TB: “Key concepts” section
• TB: Extra activities.
• WB: Story “The Dancing Men”
• Website downloadable resources:
Unit 6: JOB
OBJECTIVES
1. Listen to people talking about jobs, and be able to find specific information.
2. Discuss questions about jobs, showing awareness of the importance language has as a means of communication
3. Read a text about a woman with two jobs, looking for detailed information and appreciating the value of reading as a source of enjoyment.
4. Study the use of can/can’t, have to/don’t have to, and reflect about how the foreign language works in communicative situations.
5. Read a text about bad experiences in the workplace and be able to interpret it with criticism using comprehension strategies and identifying the essential elements of the text.
6. Learn collocations about jobs, and be able to use them in written activities.
7. Study the use of the present perfect, be able to use it with time expressions and reflect about the use and meaning of grammar structures by comparing them with the own ones.
8. Practice the pronunciation of past participles of irregular verbs with fluidity and accuracy.
9. Ask and answer questions about past experiences, so as to practice speaking fluency.
10. Listen to an interview with a businessman, and be able to catch the discursive function and organisation.
11. Identify the uses of job related words through written activities.
12. Learn to write letters of application in a clear and structured way and in the appropriate style according to the communicative aim.
13. Talk about someone who has a good job in order to keep practicing speaking fluency.
14. Learn useful conversational phrases for presenting oneself, so as to acquire and develop learning strategies.
15. Study vocabulary related to office equipment and uses of work and job.
16. Evaluate the progress done till this point by revising the vocabulary and structures learnt throughout the unit, so as to participate in the learning process.
CONTENTS
GRAMMAR
⇨ Permission and obligation (can/have to)
⇨ Present perfect simple (time “up to now”)
⇨ Past simple (“finished” time)
VOCABULARY
Topic: Jobs. Collocations. should. Office equipment.
• Topic vocabulary: crash helmet, designer clothes, freezing, muscles, slim, strong, warm, baggy clothes, au pair, factory worker, vet, waiter, enclosed, a new challenge, look forward, to apply for, reach retirement age, a bin, a briefcase, a calculator, a desk lamp, a filing cabinet, a folder, a hole punch, a keyboard, a mouse, a note pad, paper clips, a photocopier, post-its, a printer, a screen, a stapler.
USE OF ENGLISH
⇨ Instructions in class: Work as a class…, Answer the questions from memory …, Complete the table with the past participles…, Write your own letter of application…, Write a short presentation of yourself…, etc.
⇨ Useful phrases for presenting yourself: My name’s…, I work as a…, At present…, I’m in charge of…, I run.., My job involves…, I’m responsible for…, I’m looking for a job, I’m based in …, etc.
PRONUNCIATION
• Past participles (irregular verbs): vowel sounds
• Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs.
• Students also practice their pronunciation in English through the Speaking activities.
COMMUNICATIVE SKILLS
LISTENING
1. Listen to four people answering questions about jobs and tick the jobs each one mentions.
2. Listen and repeat the pronunciation of the past participles of some irregular verbs.
3. Listen to a radio interview with a man who works in a company, answer some questions and decide whether some statements are true or false.
4. Listen to a woman talking about her friend’s job and underline the answers she gives.
5. Listen to people presenting themselves to a Quit smoking group and underline the correct information.
SPEAKING
1. Speak about the jobs the students wanted to do when they were children.
2. Discuss some questions about the jobs the students have listed.
3. Talk with a partner about the two jobs the student would like to do at the same time.
4. Discuss about the bad experiences that the students might have in several jobs.
5. Ask questions to the classmates and try to find somebody who has had bad experiences at work.
6. Do the pairwork activities on pages 117, 122.
7. Use some prompts in order to make questions to a partner using the present perfect.
8. Tell a partner about somebody’s job.
9. Ask and answer questions about pictures to do with office equipment.
10. Ask and answer questions to a partner using job or work.
READING
1. Read a text about a model and snowboarder and associate some words and phrases wit the text.
2. Match the beginnings and the ends of some sentences about jobs, so that they make sense.
3. Match the underlined parts of some sentences with the correct meanings, so as to understand the different use of can and have to.
4. Read the grammar explanations in the Grammar Extra section on page 136.
5. Read an article about the bad experiences of a vet and an actor and answer some questions from memory.
6. Read some sentences and answer some questions so as to understand the use of the present perfect.
7. Tick the ending of a sentence with should, in order to understand its use.
8. Read a letter of application for a job and use some expressions to improve it.
9. Read notes of people presenting themselves and complete the information.
10. Match some pictures to do with office equipment with the appropriate words.
WRITING
1. Write the names of all the jobs related with the student’s family.
2. Use words and phrases from an article to write collocations so as to complete some sentences.
3. Use the collocations learnt in order to write six sentences about oneself.
4. Complete a table using time expressions.
5. Complete sentences using the time expressions learnt in the lesson.
6. Use some words and expressions so as to complete some sentences.
7. Write a letter of application to a job.
8. Write a short presentation of themselves based on their ideal job, using three or more useful phrases.
9. Complete some sentences using job or work as appropriate.
10. Make questions replacing some words with the alternatives given so as to keep practicing the difference of use between job and work.
REVIEW B
1. Put the adverbs of frequency in the right position in some sentences.
2. Put some words in the correct order so as to write sentences practicing the use of verbs with two objects.
3. Classify some verbs into a table according to their use with -ing form or to-infinitive.
4. Complete some sentences with the appropriate comparative or superlative form of certain adjectives.
5. Complete a text with the present simple or present continuous forms of the verbs given.
6. Underline the correct words in a text so as to practice the use of can and have to.
7. Complete a conversation using the past simple or present perfect forms of certain verbs.
8. Spot the mistakes in some sentences in order to practice the use of phrasal verbs.
9. Put some words into the correct groups.
10. Underline the odd words out in each group.
11. Match the beginnings and endings of some sentences so as to make questions.
12. Write some decimal numbers and fractions in words.
13. Match the beginnings and endings of some sentences so as to practice the use of phrasal verbs.
14. Underline the best collocation to complete some sentences.
15. Classify some words into a table according to their pronunciation.
16. Underline the stressed syllable in some words.
17. Read a text about two sisters’ jobs and answer to true/false type questions.
18. Listen to a recording about two friends and their habits, answer some related questions and underline the correct answers.
19. Read a description and tick the right questions.
20. Complete some rules using words or phrases to express similarity or contrast.
21. Underline the correct expressions to show similarity or contrast in some sentences.
22. Write some words in the correct order so as to make sentences.
23. Make a comparison between a student and someone from his/her family using the expressions learnt.
24. Sing the Song: Suspicious Minds.
LANGUAGE AWARENESS
⇨ Learning vocabulary to talk about jobs.
⇨ Study of the present perfect simple and past perfect simple.
⇨ Learning to express permission and obligation.
⇨ Learning to talk about careers.
⇨ Learning to write letters of enquiry.
SOCIOCULTURAL ASPECTS
• Showing respect for all the different types of works.
• Bear in mind that both men and women can do the same types of jobs.
• The importance of accepting criticism and being self-confident on our professional lives.
• Awareness of the importance of buying with moderation, (ex. Clothes).
• The importance of having good relationships with the family.
• Awareness of the benefits of giving up smoking.
• The benefits of doing voluntary works.
• Students read a text about the life of an actor.
• LINKS TO OTHER SUBJECTS: IT, Physical Education, Music.
WORKBOOK ACTIVITIES
• Match some groups of sentences with the appropriate jobs.
• Transform some sentences about jobs into questions.
• Think of a woman the student knows and answer some questions about her job.
• Complete a table with the past simple and past participle of some irregular verbs.
• Complete sentences using the present perfect form of the verbs given.
• Write questions for the provided answers in order to keep practicing the present perfect.
• Fill in the gaps of a text with the past simple or present perfect forms of the verbs given.
• Underline the correct time expressions to complete some sentences.
• Listen to a recording and practice reading using the right pronunciation and the appropriate pauses.
• Label some pictures with the suitable vocabulary about jobs.
• Match some jobs with the appropriate texts.
• Complete sentences with the correct collocations to do with work.
• Complete some sentences with an appropriate verb.
• Match some sentence beginnings with the suitable endings so as to revise the use of should.
• Complete sentences with job or work.
• Fill in the gaps of a text with the appropriate useful expressions to talk about jobs.
• Find words and phrases to do with office equipment in a word snake.
• Listen to people playing a game about jobs descriptions and tick the jobs they describe.
• Listen and number the questions in the order heard.
• Fill in the gaps of a letter of enquiry with the appropriate expressions.
• Underline the best way to close some letters according to their being formal or informal.
• Read an advertisement and write a letter of application to a volunteer work programme.
CROSS-CURRICULAR ITEMS
⇨ IT: Students learn vocabulary to talk about office equipment: a mouse, a photocopier, a keyboard, etc.
⇨ Physical Education: Students read a text about snowboarding.
⇨ Music: Students sing the song: Suspicious Minds.
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. Good companionship in class
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
EVALUATION TOOLS
Formative evaluation
1. Classroom observation to check both individual and global progress
2. Writing: Letters of enquiry. Opening and closing letters.
3. Reading: reading for detail and for specific information.
4. Listening: listening for specific information.
5. Workbook exercises
Accumulative evaluation
6. SB: Review B units 4-6
7. SB: Grammar Extra exercises Unit 6
8. CD-ROM: Activities Unit 6 +Tests.
Self evaluation
9. TB: Students are encouraged to check their work by completing the Checklist Unit 6, where they must give a score to each one of the competences seen in the unit.
EVALUATION CRITERIA
At the end of this unit, students are able to:
• Understand the general message of several texts about jobs and work, and identify relevant details in oral messages related with them.
• Express himself/herself with fluency and using the write pronunciation - intonation in conversations about jobs and past experiences.
• Understand in an autonomous way the information of written texts coming from different sources such as letters of application.
• Use consciously his/her linguistic knowledge in order to listen to people talking about their work.
• Analyze social aspects of the Anglo-Saxon countries, by comparing the retirement policy in those countries with the local one.
MIXED-ABILITY ACTIVITIES
Consolidation activities
• SB: Review B units 4-6
• CD-ROM: Activities Unit 6 +Tests
• Workbook activities.
Extension activities
• SB: Grammar Extra Unit 6
• SB: Pairwork activities Unit 6
• TB: Photocopiable resource materials Unit 6.
• DVD: Programme 6
• CD: Test Unit 6
• TB: “Top ten activities” section
• TB: “Key concepts” section
• TB: Extra activities.
• WB: Story “The Dancing Men”
• Website downloadable resources:
Unit 7: ECO
OBJECTIVES
1. Read a text about climate change and be able to interpret it with criticism using comprehension strategies and identifying the essential elements of the text.
2. Learn vocabulary to talk about protecting the environment, and be able to use it in written activities.
3. Listen to protestors at a Climate change march, and be able to state opinions about it.
4. Study the use of subject questions, and reflect about the use and meaning of grammar structures by comparing them with the own ones.
5. Practice the pronunciation of words ending in -tion with fluidity and accuracy.
6. Study verbs with dynamic and stative meanings, and reflect about how the foreign language works in communicative situations.
7. Speak about ways to protect the environment, showing awareness of the importance language has as a means of communication.
8. Write a report on environmental issues in a clear and structured way and in the appropriate style according to the communicative aim
9. Listen to people talking about voluntary works, and be able to find specific information.
10. Identify the use of be going to through written activities.
11. Listen to people talking about a trip to Ghana and be able to catch their discursive function and organisation.
12. Study the present continuous to talk about the future and be able to differentiate the uses of different verb tenses.
13. Learn useful conversational phrases on the telephone, so as to acquire and develop learning strategies.
14. Evaluate the progress done till this point by revising the vocabulary learnt throughout the unit, so as to participate in the learning process.
CONTENTS
GRAMMAR
⇨ Subject questions.
⇨ Dynamic and stative meanings.
⇨ Future forms.
VOCABULARY
Topic: Climate change. Opinions. Have and have got.
• Topic vocabulary: against, anti, believe, don’s feel, in favour, really care, support, Greenpeace, non-violent protest, political message, the Iraq war, demonstration, destruction, education, explanation, globalisation, modernisation, organisation, pollution, revolution, solution, a bottle bank, a carbon footprint, environmentally-friendly products, global warming, mass-produced clothes, organic vegetables, a plastic container, public transport, renewable energy.
USE OF ENGLISH
⇨ Instructions in class: Discuss the questions…, Listen to interviews…, Read a survey report…, Read the website information, Look at some uses of ‘have’…, etc.
⇨ Useful phrases to speak on the telephone: Could I speak to…, Who’s speaking…, I’ll try to put you through…, Would you like to leave a message…, etc.
PRONUNCIATION
• Word stress: words ending in -tion
• Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs.
• Students also practice their pronunciation in English through the Speaking activities.
COMMUNICATIVE SKILLS
LISTENING
1. Listen to interviews with four protestors at a Climate change march and match each one of the photographs to the relevant opinions..
2. Listen and repeat the pronunciation of words ending in –tion and be able to classify them.
3. Listen to a girl talking about voluntary work and answer some questions.
4. Listen to a conversation about a trip to Ghana and underline the correct information.
5. Listen and repeat some useful phrases to speak on the telephone.
SPEAKING
1. Look at some photographs of people protesting against the climate change and discuss some questions.
2. Speak about the evidences of climate change that students have found in their country.
3. Talk about different duties that people volunteer to do in developing countries.
4. Ask some questions about the future to a partner
5. Do the pairwork activities on pages 118, 123.
6. Practice a telephone conversation using the expressions learnt in the unit.
7. Ask and answer questions with a partner using have/has got.
READING
1. Read an article about climate change and answer to true-false type questions.
2. Read some statements from an article and try to find phrases with similar meanings.
3. Understand the use of subject questions by answering some questions.
4. Understand the use of verbs with dynamic and stative meanings by answering some questions.
5. Look at some verbs and answer some related questions.
6. Read the grammar explanations in the Grammar Extra section on page 138.
7. Read a survey report about being “green” and use it as a model to write a report about the student’s own country.
8. Read a website about voluntary work and match each project with its duties.
9. Correct the mistakes with the verb tenses in some sentences.
10. Read explanations about the present continuous and answer some questions.
11. Read some sentences and decide whether the verb tense is correct or not.
12. Read and underline the most appropriate expressions to complete a telephone conversation.
13. Match some pictures to do with environmental problems and solutions with the appropriate phrases.
WRITING
1. Complete some sentences with vocabulary to talk about environmental protests.
2. Complete some sentences with the missing subjects or objects.
3. Rewrite sentences using the present continuous of the verbs given.
4. Fill in the gaps in some sentences using either the present simple or continuous.
5. Do a survey and complete a table with information about environmental activities done by students in the classroom.
6. Write a report about how “green” people are in the student’s own country.
7. Write questions about the future using be going to.
8. List some expressions in a table classifying them into problems or solutions for the environment.
9. Complete sentences and write questions using have/have got.
10. Rewrite sentences where have/has can be replaced by have/has got.
LANGUAGE AWARENESS
⇨ Learning vocabulary to talk about the environment.
⇨ Study of subject questions.
⇨ Learning to express opinions.
⇨ Learning future forms.
⇨ Learning to make written suggestions.
SOCIOCULTURAL ASPECTS
• Awareness of the need to protect the environment having ecological habits such as recycling, using public transport, not using plastic bags, not buying cheap, mass produced clothes, etc.
• The importance of protesting peacefully against environmental damage.
• Showing recognition for people who do voluntary work.
• Students can find references to Greenpeace, Mahatma Gandhi, Martin Luther King and Nelson Mandela in the SBs exercises, as teachers can extend this information with the TB cultural notes.
• Students read several texts with references to London, New Orleans, Scotland, Edinburgh, Australia, Spain, etc.
• LINKS TO OTHER SUBJECTS: Geography, Science, IT, Maths.
WORKBOOK ACTIVITIES
• Insert the auxiliary verb do or does in some questions as appropriate.
• Write subject questions with the information given.
• Correct sentences with grammatical mistakes.
• Complete a text using the present simple or present continuous of the verbs given.
• Look at some sentences and decide whether the present continuous refers to the present or to the future.
• Correct the grammatical mistakes in some sentences using the present continuous.
• Put some words in order so as to make questions.
• Look at a list of appointments and use the information to write sentences in the present continuous.
• Complete a newspaper article using the words given.
• Transform some verbs into nouns using the endings given.
• Complete sentences with the appropriate transformed words.
• Complete some phrases with the suitable preposition.
• Complete a telephone conversation with the expressions given.
• Make compound nouns to do with environmental issues and use them to fill in the gaps in some phrases.
• Insert got in some sentences where necessary.
• Listen to a recording and identify the vowel sounds.
• Classify some words according to their vowel sounds.
• Match some newspaper stories with the suitable headlines.
• Match some sentences with the appropriate stories.
• Match some words from the stories with their correct definitions.
• Answer to true-false type questions related to the stories read.
• Read a competition notice and decide whether the entry follows the rules or not.
• Match some sentence beginnings with the appropriate endings.
• Insert some linkers in the correct places in some sentences.
• Put some words in the correct order so as to make sentences.
• Think and write about three ways of improving the environment in the student’s country.
CROSS-CURRICULAR ITEMS
⇨ Geography: Students read a text with references to India and Ghana.
⇨ Science: Teachers can provide information on Organic farming using the cultural notes of the TB.
⇨ IT: Students read a website with information about voluntary work.
⇨ Maths: Students need to do a survey about environmental activities in the classroom.
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. Good companionship in class
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
EVALUATION TOOLS
Formative evaluation
1. Classroom observation to check both individual and global progress
2. Writing: making written suggestions and using linking sentences.
3. Reading: reading for detail.
4. Listening: listening for gist and for detail.
5. Workbook exercises
Accumulative evaluation
6. SB: Review C units 7-9
7. SB: Grammar Extra exercises Unit 7
8. CD-ROM: Activities Unit 7 +Tests.
Self evaluation
9. TB: Students are encouraged to check their work by completing the Checklist Unit 7, where they must give a score to each one of the competences seen in the unit.
EVALUATION CRITERIA
At the end of this unit, students are able to:
• Understand the general message of several texts about environmental issues, and identify relevant details in oral messages related with them.
• Express himself/herself with fluency and using the write pronunciation - intonation in conversations about what’s good or bad for the environment.
• Understand in an autonomous way the information of written texts coming from different sources such as reports.
• Use consciously his/her linguistic knowledge in order to listen to people talking about voluntary work.
• Analyze social aspects of the Anglo-Saxon countries, by comparing the way people protest against environmental damage in those countries with the own experience.
MIXED-ABILITY ACTIVITIES
Consolidation activities
• SB: Review C units 7-9
• CD-ROM: Activities Unit 7 +Tests
• Workbook activities.
Extension activities
• SB: Grammar Extra Unit 7
• SB: Pairwork activities Unit 7
• TB: Photocopiable resource materials Unit 7.
• DVD: Programme 7
• CD: Test Unit 7
• TB: “Top ten activities” section
• TB: “Key concepts” section
• TB: Extra activities.
• WB: Story “The Dancing Men”
• Website downloadable resources:
Unit 8: EDUCATION
OBJECTIVES
1. Read a text about a trainee geisha and be able to interpret it with criticism using comprehension strategies and identifying the essential elements of the text.
2. Learn vocabulary to talk about education and training, and be able to use it in written activities.
3. Practice the pronunciation of stress in school subjects with fluidity and accuracy.
4. Talk about favourite school subjects, showing awareness of the importance language has as a means of communication.
5. Read a text about three different generations and be able to catch its discursive function and organisation.
6. Study the use of could for permission and had to for obligation, and reflect about the use and meaning of grammar structures by comparing them with the own ones.
7. Listen to a conversation between a grandfather and a grandson, and be able to find specific information.
8. Read a text about meeting your girlfriend’s parents, looking for detailed information and appreciating the value of reading as a source of enjoyment.
9. Study the use of should and must for advice, and reflect about how the foreign language works in communicative situations.
10. Read a text about the perfect girlfriend or boyfriend and be able to give advice about it.
11. Learn useful conversational phrases for giving opinions, so as to acquire and develop learning strategies.
12. Evaluate the progress done till this point by revising the vocabulary learnt throughout the unit, so as to participate in the learning process.
13. Write a personal letter in a clear and structured way and in the appropriate style according to the communicative aim
CONTENTS
GRAMMAR
⇨ Permission and obligation (could /had to).
⇨ Education and training.
⇨ Giving your opinion.
VOCABULARY
Topic: Education and training.
• Topic vocabulary: Art, Maths, English, History, Music, Physics, Chemistry, Literature, Politics, Geography, Biology, Philosophy, Technology, Economics, wear a seatbelt, wear a helmet, use cash, do military service, have long hair, wear earrings, make a good first impression, tell the truth, wear the right clothes, avoid controversial topics, do some research, be prepared, clothes, directions, funny, pay, shoes, silent, stomach, time, women, work, nursery school, primary school, secondary school, vocational course, university, college, take a gap year, subjects, get a degree, finish the course, pass the final exams, pass the finals, apply, fail, gap, go, leave, study, etc.
USE OF ENGLISH
⇨ Instructions in class: Underline the answers…, Read the article and check your ideas …, Ask a partner similar questions…, Label the paragraphs, Describe your own education…, etc.
⇨ Useful phrases to give your opinion: Oh yes, I agree…; Absolutely…; I’m not so sure…; Well, it depends…; I don’t agree with that…, etc.
PRONUNCIATION
• Word stress: school subjects
• Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs.
• Students also practice their pronunciation in English through the Speaking activities.
COMMUNICATIVE SKILLS
LISTENING
1. Listen and repeat the pronunciation of school subjects and notice the stress.
2. Listen to someone talking about his favourite school subject, and underline the answers he gives.
3. Listen to a conversation between a grandfather and his grandson and indicate which topics they are talking about.
4. Listen to a young man meeting his girlfriend’s parents for the first time and notice the advices he follows.
5. Listen to a conversation between two women and tick the topics they talk about.
6. Listen and repeat some useful phrases to give your own opinions.
SPEAKING
1. Speak with a partner about the advice given by the students’ parents about what they wanted the students to study.
2. Talk with a partner about the hardest and easiest school subjects.
3. Speak about the students’ favourite school subjects.
4. Explain in what ways life has changed in the students’ families over the generations.
5. Ask personal questions to a partner using can and have to.
6. Do the pairwork activities on pages 118, 123.
7. Talk about the differences between generations.
8. Decide what would be the best advice to a friend who is meeting his girlfriend’s parents.
9. Discuss about what makes a successful date.
10. Compare the stages of state education in England and Wales with the student’s own country.
11. Describe the student’s own education using expressions learnt in the unit.
12. Answer some questions related to education using the appropriate vocabulary.
READING
1. Read some sentences to do with Japanese geishas and answer some true-false type questions.
2. Read an article about being a geisha and discuss about it.
3. Read some quotes from three men talking about their fathers, and match each quote to the appropriate photograph.
4. Read an article about three generations and answer some questions.
5. Read the grammar explanations in the Grammar Extra section on page 140.
6. Read an article giving advice to someone who is meeting his girlfriend’s parents and label each paragraph with the appropriate statement.
7. Match some phrases with their meanings so as to practice the use of should and must.
8. Match some photos with the appropriate descriptions of the stages of state education in England and Wales.
WRITING
1. Complete some sentences with vocabulary from an article.
2. Complete a table with the different forms of the verbs can and have to.
3. Complete some questions and answers about a reading text so as to keep practicing the use of can and have to.
4. Write sentences to summarise a recording about a grandfather and a grandson.
5. Complete some phrases with the appropriate verbs using must/mustn’t, should/shouldn’t, as appropriate.
6. Fill in the gaps of a text about the perfect boyfriend or girlfriend with the suitable vocabulary.
7. Complete sentences using words from an article about meeting parents.
8. Complete some sentences in order to practice useful expressions to give opinions.
9. Arrange some useful phrases to give your own opinions in a line according to their level of agreement or disagreement.
10. Rewrite some statements giving the student’s personal opinions.
11. Complete some questions using words used with education.
LANGUAGE AWARENESS
⇨ Learning vocabulary to talk about Education.
⇨ Study of permission and obligation with could and had to.
⇨ Learning to use contractions in informal writing.
⇨ Learning expressions to give opinions.
⇨ Learning to write personal letters.
SOCIOCULTURAL ASPECTS
• Awareness of the importance of education in order to succeed in our lives, etc.
• The importance of physical appearance so as to give good first impressions.
• Being aware of the importance of communication between different generations, in order to avoid the generation gap.
• Reference to the Hollywood film: Memoirs of a Geisha
• Notes about American actress Julia Roberts on the TB cultural notes.
• LINKS TO OTHER SUBJECTS: History, Social and Natural Science.
WORKBOOK ACTIVITIES
• Learn the use of could and had to by ticking some statements.
• Rewrite sentences so that they refer to the past time.
• Complete some short answers to some questions.
• Match some pairs of sentences so as to practice using could and had to.
• Correct the mistakes in some sentences with must and should.
• Rewrite some sentences using should or can.
• Listen to the pronunciation of words with the sound /∫/ or /t∫/.
• Classify some words according to their containing the sound /∫/ or /t∫/.
• Repeat some tongue twisters with the sounds /∫/ and /t∫/.
• Underline the correct alternative in some phrases to do with education.
• Complete a conversation using pass, take or fail in the correct form.
• Complete sentences to do with education with the appropriate verbs.
• Match some school subjects with the book titles of a picture.
• Underline the best conversational phrase expression opinions to complete some responses.
• Fill in the gaps in some sentences with the suitable vocabulary about stages of education.
• Correct the spelling mistakes of a txt about subjects.
• Listen to an extract from a radio programme and choose the best summary of the talk.
• Listen to the recording and put some topics in the correct order.
• Answer to true-false type questions related to the listening activity.
• Read a personal letter and decide whether some statements are true or false.
• Replace the underlined phrases in a personal letter with the alternatives given.
• Find contractions in an informal letter and write the appropriate uncontracted forms.
• Rewrite a paragraph using contractions where possible.
• Write a reply to a personal letter providing information about oneself.
CROSS-CURRICULAR ITEMS
⇨ History: Students read a text about being a Geisha and can learn more about Japanese society using the cultural notes on the TB.
⇨ Social and Natural Science: Teachers can extend information on several items using the cultural notes on the TB about Christopher Columbus or Albert Einstein.
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. Good companionship in class
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
EVALUATION TOOLS
Formative evaluation
1. Classroom observation to check both individual and global progress
2. Writing: personal letters; contractions in informal writing.
3. Reading: reading for detail; reading for gist.
4. Listening: listening for gist and for main ideas.
5. Workbook exercises
Accumulative evaluation
6. SB: Review C units 7-9
7. SB: Grammar Extra exercises Unit 8
8. CD-ROM: Activities Unit 8 +Tests.
Self evaluation
9. TB: Students are encouraged to check their work by completing the Checklist Unit 8, where they must give a score to each one of the competences seen in the unit.
EVALUATION CRITERIA
At the end of this unit, students are able to:
• Understand the general message of several texts about education, and identify relevant details in oral messages related with them.
• Express himself/herself with fluency and using the write pronunciation - intonation in conversations about the students’ favourite school subjects.
• Understand in an autonomous way the information of written texts coming from different sources such as personal letters.
• Use consciously his/her linguistic knowledge in order to listen to people talking about permission and education.
• Analyze social aspects of the Anglo-Saxon countries, by comparing the Education system in those countries with the own one.
MIXED-ABILITY ACTIVITIES
Consolidation activities
• SB: Review C units 7-9
• CD-ROM: Activities Unit 8 +Tests
• Workbook activities.
Extension activities
• SB: Grammar Extra Unit 8
• SB: Pairwork activities Unit 8
• TB: Photocopiable resource materials Unit 8.
• DVD: Programme 8
• CD: Test Unit 8
• TB: “Top ten activities” section
• TB: “Key concepts” section
• TB: Extra activities.
• WB: Story “The Dancing Men”
• Website downloadable resources:
Unit 9: SMILE
OBJECTIVES
1. Read an article about smiling and be able to interpret it with criticism using comprehension strategies and identifying the essential elements of the text.
2. Learn vocabulary about the face, and be able to use it in written activities.
3. Read some texts about different types of smiles, looking for detailed information and appreciating the value of reading as a source of information.
4. Learn character adjectives to talk about personality and to describe people.
5. Read a text about being optimistic or pessimist and be able to catch its discursive function and organisation.
6. Study the use of verbs with -ing form or to-infinitive.
7. Read a text about Thailand and discuss about holiday destinations.
8. Listen to people talking about holidays in Thailand and be able to find specific information.
9. Listen to a radio programme about people on holiday and talk about countries the student would like to live in.
10. Study the use of for, since and been, and reflect about the use and meaning of grammar structures by comparing them with the own ones.
11. Study the use of the present perfect simple and continuous, and reflect about how the foreign language works in communicative situations.
12. Learn sentence stress and practice its pronunciation with fluidity and accuracy.
13. Practice fluency by talking about how long students have known people, etc, showing awareness of the importance language has as a means of communication.
14. Learn useful body idioms, so as to acquire and develop learning strategies.
15. Revise vocabulary about the parts of the body and the verbs with -ing form or to-infinitive, so as to participate in the learning process.
16. Write a travel blog in a clear and structured way and in the appropriate style according to the communicative aim.
17. Evaluate the progress done till this point by revising the vocabulary and structures learnt throughout the unit, so as to participate in the learning process.
CONTENTS
GRAMMAR
⇨ Verbs followed by –ing form
⇨ For and since; been.
⇨ Present perfect simple and continuous.
VOCABULARY
Topic: The face. Character adjectives. Parts of the body.
• Topic vocabulary: thick, thin, pale, rosy, curly, straight, wavy, full, square, pointed, white, chin, eyebrows, lips, teeth, hair, cheeks, ambitious, bossy, confident, easygoing, loyal, sensitive, shy, sociable, addictive, affectionate, aggressive, annoying, calm, dirty, faithful, hot, independent, mysterious, nasty, selfish, stormy, strong, ankle, bottom, chest, finger, forehead, heel, hip, knee, lip, nail, neck, shoulder, stomach, thumb, toe, waist, wrist.
USE OF ENGLISH
⇨ Instructions in class: Look at this expression…, Think about your family…, Listen to interviews, Underline the verbs…,Choose the correct alternative, etc.
⇨ Useful body idioms: fingers crossed, to cost an arm and a leg, to pull somebody’s leg, to give somebody a hand, to see eye to eye with, etc.
PRONUNCIATION
• Sentence stress.
• Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs.
• Students also practice their pronunciation in English through the Speaking activities.
COMMUNICATIVE SKILLS
LISTENING
1. Listen to people talking and match each one of them to the appropriate character adjective.
2. Listen to interviews with people on holiday in Thailand and complete some statements.
3. Listen to a radio programme about people who stayed in Thailand and find out about the jobs they do.
4. Answer to true-false type questions about the listening recording.
5. Listen and underline the stressed words in some chants.
6. Listen and repeat some chants.
SPEAKING
1. Speak with a partner about smiling in photographs.
2. Discuss about the features students like in a man or a woman.
3. Do the pairwork activities on pages 119, 124.
4. Speak about the types of smiles of the student’s families, friends or colleagues.
5. Speak with the class about being optimistic or pessimistic.
6. Talk and make descriptions about different places of the student’s own country.
7. Discuss and give details about different holiday places.
8. Speak with a partner about the country the students would live to live in.
9. Discuss some questions with a partner in order to understand the use of the present perfect simple and continuous.
10. Ask questions to a partner beginning with How long…?
11. Use some verbs to describe how long an activity has continued.
READING
1. Match some adjectives with the appropriate nouns to make common collocations for descriptions.
2. Read an article about ways of smiling and match some photographs with the appropriate paragraph.
3. Match some character adjectives with the correct definitions.
4. Read and answer a questionnaire about being optimistic or pessimistic.
5. Read some sentences and underline the correct structure so as to learn the use of verbs with -ing forms or to-infinitive.
6. Read the information from a table so as to understand the use of the present perfect simple and continuous.
7. Read the grammar explanations in the Grammar Extra section on page 142.
8. Read conversations including useful body idioms.
9. Underline the correct alternative to complete some body idioms.
10. Match some useful phrases with their meanings.
11. Match some pictures with the appropriate words to do with parts of the body.
12. Think about the plural of certain words related to parts of the body.
WRITING
1. Complete an article about smiling with vocabulary to do with the face.
2. Find the best character adjectives to describe five things.
3. Write sentences so as to revise the use of verbs with -ing forms or to-infinitive.
4. Complete a text about Thailand with the appropriate words.
5. Write true sentences about habits on holidays using the names of the students in the class.
6. Complete some phrases using for or since.
7. Look at a diagram and complete a table with temporal information so as to understand the use of for and since.
8. Make sentences using some prompts and appropriate time expressions with since, for or never.
9. Complete sentences using so the present perfect simple or continuous.
10. Write about personal habits using the verbs given.
11. Write a conversation using body idioms.
12. Choose the correct alternative to complete some sentences so as to keep practicing the use of verbs with -ing forms or to-infinitive.
13. Complete a table in order to learn the use of certain verbs with -ing forms or to-infinitive.
REVIEW C
1. Read some statements about environmental issues and complete the questions.
2. Underline the correct words in some phrases so as to revise the use of the present simple or present continuous.
3. Complete sentences about the future using the present continuous or be going to.
4. Complete sentences using the appropriate form of the verbs given using either the –ing form or to-infinitive.
5. Underline the correct words in some sentences revising the use of could, had to, must, should, etc.
6. Make sentences using the present perfect simple or continuous with for or since.
7. Spot the mistakes in some pairs of sentences.
8. Complete a text about environmental protests with the suitable vocabulary.
9. Put some words in the correct order so as to write correct sentences to do with the environment.
10. Match some pairs of statements so as to build correct sentences.
11. Complete a conversation between a teacher and a student with the appropriate words.
12. Complete a description with the adjectives given.
13. Complete some character adjectives.
14. Classify some words according to their pronunciation.
15. Underline the stresses syllable in some words.
16. Read an article about going green and answer some questions.
17. Speak with a partner about making changes in one’s life.
18. Answer to true-false type questions about the reading text.
19. Read an e-mail and put the missing words in the correct places.
20. Match some headings to the appropriate paragraphs of an e-mail.
21. Speak about he changes the students would make if they became millionaires.
22. Write an e-mail to a friend about changes in life.
LANGUAGE AWARENESS
⇨ Learning vocabulary to talk about parts of the body and about character.
⇨ Study of verbs followed by –ing form.
⇨ Learning to use for, since and been.
⇨ Learning body idioms.
⇨ Learning to write blogs.
SOCIOCULTURAL ASPECTS
• Awareness of the importance of smiling and being optimistic in life.
• The importance of physical appearance.
• Teachers can use the TB cultural notes to talk about people who are conscious about environmental problems such as Al Gore, Richard Branson, and about the Alliance for Climate Protection.
• Teachers can provide information from the TB cultural notes about Beyoncé Knowles and George Clooney.
• Reference to places in London, such as Trafalgar Square or the Jubilee gardens in the TB cultural notes.
• LINKS TO OTHER SUBJECTS: Geography, Art, IT.
WORKBOOK ACTIVITIES
• Put some verbs into the correct form: -ing verb or to infinitive.
• Complete sentences with for or since.
• Write personal sentences using for or since.
• Complete sentences using been or gone.
• Put some words in the correct order so as to write sentences using How long, etc.
• Complete some phrases using the present perfect continuous of some verbs.
• Complete sentences using the present perfect simple or continuous of the verbs given.
• Rewrite some sentences without changing the meaning using for or since + the present perfect continuous.
• Find and correct some mistakes in a cartoon.
• Complete a word square with parts of the body.
• Write the numbers of the different parts of the body that we have.
• Put some vocabulary to do with parts of the face in order.
• Match some descriptions with the correct pictures.
• Write a description of a picture using the adjectives given.
• Fill in the gaps in some sentences with the suitable character adjectives.
• Complete some phrases with the appropriate adjectives.
• Underline the adjective that goes best with certain nouns.
• Underline the correct verb forms in some sentences.
• Match some sentences to the appropriate responses using body idioms.
• Listen to some words and cross out the silent letters.
• Listen and insert the missing letters in some words.
• Read a text about The Mona Lisa and match some titles to the appropriate paragraphs.
• Answer to true-false type questions about the reading text.
• Find some words in the article and match them to the correct definitions.
• Read a blog about the Great Barrier Reef and choose the best way to complete the last sentence.
• Replace some words in a text about the jungle with the appropriate words from a blog.
• Match some words or phrases from a text with the correct meanings.
• Use imagination to complete some sentences which could be included in a blog.
• Write a short blog entry to describe a holiday.
CROSS-CURRICULAR ITEMS
⇨ Geography: Students read several texts about Thailand and about the Great Barrier Reef in Australia, and teachers can extend this information using the TB cultural notes.
⇨ Art: Students read a text about the Mona Lisa.
⇨ IT: Students learn to write blogs and e-mails.
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. Good companionship in class
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
EVALUATION TOOLS
Formative evaluation
1. Classroom observation to check both individual and global progress
2. Writing: travel blogs; listing points. Using adverbs of attitude.
3. Reading: reading for detail; reading for gist.
4. Listening: listening for specific information.
5. Workbook exercises
Accumulative evaluation
6. SB: Review C units 7-9
7. SB: Grammar Extra exercises Unit 9
8. CD-ROM: Activities Unit 9 +Tests.
Self evaluation
9. TB: Students are encouraged to check their work by completing the Checklist Unit 9, where they must give a score to each one of the competences seen in the unit.
EVALUATION CRITERIA
At the end of this unit, students are able to:
• Understand the general message of several texts about smiles and character, and identify relevant details in oral messages related with them.
• Express himself/herself with fluency and using the write pronunciation - intonation in conversations about people and places.
• Understand in an autonomous way the information of written texts coming from different sources such as blogs.
• Use consciously his/her linguistic knowledge in order to listen to people talking about holidays and destinations.
• Analyze social aspects of the Anglo-Saxon countries, by comparing the body idioms used in English with equivalent expressions in the own language.
MIXED-ABILITY ACTIVITIES
Consolidation activities
• SB: Review C units 7-9
• CD-ROM: Activities Unit 9 +Tests
• Workbook activities.
Extension activities
• SB: Grammar Extra Unit 9
• SB: Pairwork activities Unit 9
• TB: Photocopiable resource materials Unit 9.
• DVD: Programme 9
• CD: Test Unit 9
• TB: “Top ten activities” section
• TB: “Key concepts” section
• TB: Extra activities.
• WB: Story “The Dancing Men”
• Website downloadable resources:
Unit 10: LIFESTYLE
OBJECTIVES
1. Read a text about Okinawan old healthy people, and be able to interpret it with criticism using comprehension strategies and identifying the essential elements of the text.
2. Listen to a telephone enquiry related to health spas and be able to find specific information.
3. Study future time clauses and reflect about the use and meaning of grammar structures by comparing them with the own ones.
4. Learn vocabulary about food and cooking, and be able to use it in written activities.
5. Listen to the pronunciation of vowel sounds in food words and be able to pronounce them with fluidity and accuracy.
6. Read a text about different ways to cook a banana, looking for detailed information and appreciating the value of reading as a source of pleasure.
7. Speak about fitness and health so as to practice fluency.
8. Read several texts about cars and be able to catch their discursive function and organisation.
9. Learn vocabulary about cars and driving and use it both in oral and written expressions.
10. Identify the meaning and usage of used to + infinitive.
11. Practice fluency by talking about cars, showing awareness of the importance language has as a means of communication.
12. Learn useful idioms to do with food, so as to acquire and develop learning strategies.
13. Evaluate the progress done till this point by revising the vocabulary learnt throughout the unit, so as to participate in the learning process.
14. Learn to write a narrative in a clear and structured way and in the appropriate style according to the communicative aim.
CONTENTS
GRAMMAR
⇨ Will.
⇨ Future time clauses after when, if, as soon as.
⇨ Used to + infinitive
VOCABULARY
Topic: Collocations. Food and cooking. Cars and driving.
• Topic vocabulary: lettuce, onion, banana, sardines, orange, aubergine, nut, tomato, spinach, beans, lemon, cauliflower, cherries, grapes, peaches, mushrooms, carrots, red peppers, cucumber, garlic, a chicken, sausages, a trout, prawns, tea, soup. Peel, boil, grill, mix, bake, fry, slice, chop. Air conditioning, easy to park, economical to run, environmentally friendly, good sound system, large boot, leather seats, made in my country, nice colour, powerful engine, satellite navigation system, sunroof. Bonnet, boot, bumper, gear stick, handbrake, number plate, seat, seat belt, steering wheel, tyre, wheel, windscreen, windscreen wipers.
USE OF ENGLISH
⇨ Instructions in class: Work with a partner…, Underline the correct verb forms…, Read the list of dishes…, Tell a partner about your dream car…, Read and match the conversations…, etc.
⇨ Useful food idioms: full of beans, like chalk and cheese, to be somebody’s cup of tea, a piece of cake, packed like sardines.
⇨ Useful expressions used with driving: to give somebody a lift, to get stuck in a traffic jam, the rush hour, to run out of petrol, to overtake somebody, to break down.
PRONUNCIATION
• Vowel sounds and spelling.
• Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs.
• Students also practice their pronunciation in English through the Speaking activities.
COMMUNICATIVE SKILLS
LISTENING
1. Listen to a phone enquiry from a woman to a health spa and answer some questions.
2. Listen and repeat some words in order to distinguish the vowel pronunciation.
3. Match some words according to their vowel pronunciation.
4. Listen to a person talking about fitness and underline the correct information in some sentences.
5. Listen to a person talking about her dream car and answer some questions.
SPEAKING
1. Look at a photograph of an old Japanese woman and answer some questions.
2. Compare the students’ lifestyle with the one in Okinawa.
3. Talk about health spas with a partner.
4. Speak about the student’s shopping lists using vocabulary about food.
5. Talk with a partner about their favourite dish.
6. Speak with a partner about the healthiest person the students know.
7. Answer from memory some questions about cars descriptions.
8. Describe the first car the student’s had.
9. Do the pairwork activities on pages 119, 124.
10. Tell a partner about the student’s dream car.
11. Speak with a partner using vocabulary to do with parts of a car.
READING
1. Read a text about Okinawan healthy habits and answer some questions.
2. Read some explanations about future time clauses and answer some questions.
3. Underline the correct future forms in some sentences.
4. Read the grammar explanations in the Grammar Extra section on page 144.
5. Read a shopping list and add the missing food items.
6. Read an extract from a website about bananas and tick the student’s preferred dishes.
7. Read a list of dishes and match some words with the correct definitions.
8. Read descriptions of three people’s first cars, and match each of them to the correct car.
9. Find vocabulary to do with parts of a car in the reading texts.
10. Read some explanations in order to understand the meaning of used to + infinitive.
11. Read some conversations with food idioms and match each one of them to the correct picture.
12. Match some pictures with the appropriate parts of the car.
13. Match some expressions used with driving to their correct meanings.
WRITING
1. Complete some collocations with words from an article.
2. Complete questions and answers using will.
3. Classify some car features into a table, according to their importance.
4. Rewrite some sentences replacing the past simple with used to.
5. Underline the correct alternative to complete some useful sentences with food idioms.
6. Replace some expressions with the appropriate food idioms to complete some phrases.
7. Complete some sentences with the appropriate expressions used with driving.
LANGUAGE AWARENESS
⇨ Learning vocabulary to talk about food, cooking, cars and driving.
⇨ Study of future time clauses.
⇨ Learning to use collocations.
⇨ Learning idioms with food.
⇨ Learning to write narrative texts and to use linking words.
SOCIOCULTURAL ASPECTS
• Awareness of the importance of having healthy habits such as eating vegetables, doing exercise and running a stress-free life in order to live longer.
• Students read a text with references to Christina Aguilera and Orlando Bloom.
• Teachers can provide information from the TB cultural notes about Elvis Presley and George Clooney.
• Reference to Okinawa (Japan) in the TB cultural notes.
• LINKS TO OTHER SUBJECTS: Natural Science, Technology.
WORKBOOK ACTIVITIES
• Complete an advertisement for a health spa using will where appropriate.
• Transform some sentences with will into negative.
• Complete sentences using the simple present of the future form of the verbs given.
• Correct grammatical mistakes in some sentences so as to revise the use of used to.
• Replace the past simple with used to + infinitive where possible.
• Compare city life now and a hundred years ago writing sentences using used to.
• Underline the correct collocations in a text about healthy habits.
• Answer some questions with vocabulary about food.
• Match some words to do with food with the appropriate photographs.
• Match some verbs related to cooking with the suitable phrases.
• Complete some phrases with vocabulary to do with parts of a car.
• Complete the missing words in expressions used with driving.
• Match some questions to the suitable responses containing food idioms.
• Find words with different vowel sounds.
• Classify some words according to their vowel sounds.
• Listen to three people talking about their dream car and match each one of them to the appropriate car.
• Complete some tables with information from the listening text.
• Learn the use of during and while by underlining the correct alternatives.
• Complete sentences using during and while.
• Look at some pictures and write a narrative text about visiting a health spa using some questions as a reference.
CROSS-CURRICULAR ITEMS
⇨ Natural Science: Students read texts related to fruits and vegetables.
⇨ Technology: Students read several texts about cars.
⇨ Physical Education: reference to martial arts.
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. Good companionship in class
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
EVALUATION TOOLS
Formative evaluation
1. Classroom observation to check both individual and global progress
2. Writing: Narrative. Linking words: while, during..
3. Reading: reading for detail.
4. Listening: listening for gist.
5. Workbook exercises
Accumulative evaluation
6. SB: Review D units 10-12
7. SB: Grammar Extra exercises Unit 10
8. CD-ROM: Activities Unit 10 +Tests.
Self evaluation
9. TB: Students are encouraged to check their work by completing the Checklist Unit 10, where they must give a score to each one of the competences seen in the unit.
EVALUATION CRITERIA
At the end of this unit, students are able to:
• Understand the general message of several texts about health and cars, and identify relevant details in oral messages related with them.
• Express himself/herself with fluency and using the write pronunciation - intonation in conversations about cars.
• Understand in an autonomous way the information of written texts coming from different sources such as narrative texts.
• Use consciously his/her linguistic knowledge in order to listen to people talking about health spas.
• Analyze social aspects of the Anglo-Saxon countries, by comparing the city life in those countries nowadays and a hundred years ago.
MIXED-ABILITY ACTIVITIES
Consolidation activities
• SB: Review D units 10-12
• CD-ROM: Activities Unit 10 +Tests
• Workbook activities.
Extension activities
• SB: Grammar Extra Unit 10
• SB: Pairwork activities Unit 10
• TB: Photocopiable resource materials Unit 10.
• DVD: Programme 10
• CD: Test Unit 10
• TB: “Top ten activities” section
• TB: “Key concepts” section
• TB: Extra activities.
• WB: Story “The Dancing Men”
• Website downloadable resources:
Unit 11: ANIMALS
OBJECTIVES
1. Read a questionnaire about animals, and be able to interpret it with criticism using comprehension strategies and identifying the essential elements of the text.
2. Listen to a conversation about animals and about like sand dislikes and be able to find specific information.
3. Learn to use adjectives + prepositions, and reflect about how the foreign language works in communicative situations.
4. Learn vocabulary about animals, and be able to use it in written activities.
5. Read several texts about pets, looking for detailed information and appreciating the value of reading as a source of fun.
6. Study the structure and use of defining relative clauses and reflect about the use and meaning of grammar structures by comparing them with the own ones.
7. Listen to the pronunciation of words with the same sound but different meaning, and be able to pronounce them with fluidity and accuracy.
8. Listen to people talking about pets, and be able to catch their discursive function and organisation.
9. Identify the meaning and usage of unreal conditionals, showing awareness of the importance language has as a means of communication.
10. Speak about pets so as to practice fluency.
11. Learn useful conversational phrases for making polite requests, so as to acquire and develop learning strategies.
12. Evaluate the progress done till this point by revising the vocabulary learnt throughout the unit as well as the use of that, so as to participate in the learning process.
13. Learn to give opinions by writing in a clear and structured way and in the appropriate style according to the communicative aim.
CONTENTS
GRAMMAR
⇨ Defining relative clauses.
⇨ Unreal conditionals.
VOCABULARY
Topic: Animals. Adjective + preposition. That.
• Topic vocabulary: bat, dolphin, bull, lion, shark, crocodile, spider, rat, mouse(mice), snake, frog, eagle, wasp, cat, horse, dog, elephant, cheetah, giraffe, ant, tortoise, arachnophobic, ornithologist, vet, pig, blue whale, cow, hen, sheep, bee, butterfly, cockroach, fly, mosquito, puppy, kitten, calf, lamb, chick, foal.
USE OF ENGLISH
⇨ Instructions in class: Do the questionnaire…, Add the correct preposition…, Replace the underlined words…, Tick the characteristics…, Complete these “moral dilemmas”…, Match the pictures with the common insects…, etc.
⇨ Useful expressions for making polite requests: Could you…?, Would you mind…?, I was wondering if you could…, Sorry, I can’t, Never mind, OK don’t worry, OK, no problem.
PRONUNCIATION
• Homophones.
• Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs.
• Students also practice their pronunciation in English through the Speaking activities.
COMMUNICATIVE SKILLS
LISTENING
1. Listen to an interview about animals and tick the animals they mention.
2. Listen and repeat some homophones and match each word with its appropriate meaning.
3. Listen to people talking about their pets and tick the questions the interviewer asks.
4. Listen to a recording and tick the characteristics people mention about their pets.
5. Listen to someone talking about her friend’s pet and underline the correct information.
6. Listen to four telephone conversations containing useful phrases to do polite requests.
SPEAKING
1. Discuss opinions about animals in small groups.
2. Look at some photographs of animals and insects and talk about likes and dislikes.
3. Look at some photos and decide which animal goes best with each description.
4. Speak with a partner on stories about animals.
5. Discuss about the characteristics the students would look for both in a pet and in a person.
6. Speak about “moral dilemmas” in small groups.
7. Talk with a partner about pets.
8. Practice a conversation with useful phrases to do polite requests.
9. Ask and answer questions so as to practice using vocabulary of baby animals.
10. Ask and answer questions so as to practice using vocabulary of insects.
READING
1. Read and answer a questionnaire about animals.
2. Read and match some animals with their defining characteristics.
3. Read some stories about pets and answer to true-false type questions.
4. Read some sentences and cross out the relative pronoun which is not possible.
5. Correct some ungrammatical sentences by crossing out the unnecessary words.
6. Match some words with the correct definitions.
7. Read the grammar explanations in the Grammar Extra section on page 146.
8. Read some explanations so as to understand the use of the unreal conditionals.
9. Match some names of baby animals with the correct adult animals.
10. Match some names of insects with the appropriate pictures.
WRITING
1. Complete some sentences using the correct prepositions.
2. Try to list an animal or an insect for each letter of the alphabet.
3. Replace the underlined words in some sentences with words and expressions from the reading texts.
4. Complete some rules about defining relative clauses with that, which and who.
5. Use that to combine some sentences, and replace it with which or who as appropriate.
6. Complete a table with imaginary situations so as to practice the use of the unreal conditionals.
7. Complete some moral dilemmas with the correct verbs.
8. Complete a table using phrases to do polite requests.
9. Write a conversation including useful phrases to do polite requests.
10. Complete a table with examples of uses of that.
11. Write example sentences for each use of that.
LANGUAGE AWARENESS
⇨ Learning vocabulary to talk about animals, pets, etc.
⇨ Study of defining relative clauses.
⇨ Learning to use unreal conditionals.
⇨ Learning to do polite requests.
⇨ Learning to express opinions and give examples.
SOCIOCULTURAL ASPECTS
• Awareness of the importance of having a good attitude towards animals.
• The importance of pet’s friendship and companionship for many people.
• Students learn to make decisions about “moral dilemmas”.
• Students read a text with references to mythological items such as the unicorns.
• References to England, London, Manchester throughout the reading texts of the unit.
• Reference to Julius Caesar and Marco Polo.
• LINKS TO OTHER SUBJECTS: Natural Science, Music, Literature.
WORKBOOK ACTIVITIES
• Complete sentences with the appropriate relative pronouns: who or that.
• Combine some pairs of sentences with the appropriate relative clauses.
• Complete questions using the unreal conditional.
• Insert that in the correct places in a conversation about galagos.
• Do a crossword with vocabulary about insects and baby animals.
• Complete some sentences with the appropriate preposition.
• Underline the correct preposition in some sentences.
• Complete conversations with useful expressions to do polite requests.
• Listen to the pronunciation of words with similar sounds.
• Classify some words into a table according to their pronunciation.
• Label some magical animals with the vocabulary provided.
• Read an article about unicorns and put the paragraphs in the correct order.
• Find some words in an article and underline the best definition.
• Answer some comprehension questions about a reading text.
• Read a web posting and choose the best pet for a retired man.
• Read a reply to the web posting and compare with the own answer.
• Find some words in a text to replace some expressions in a sentence.
• Insert some words in the correct places in some sentences.
• Complete sentences about animals expression personal opinions.
• Write a reply to a web posting, giving reasons about it.
CROSS-CURRICULAR ITEMS
⇨ Natural Science: Teachers can provide information from the TB cultural notes about Charles Darwin and “The Origin of Species”.
Students read a text about a sort of monkey called galago.
⇨ Music: Reference to Mozart in the TB cultural notes.
⇨ Literature: Students read a text with references to Lewis Carrol and his story “Alice in Wonderland”.
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. Good companionship in class
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
EVALUATION TOOLS
Formative evaluation
1. Classroom observation to check both individual and global progress
2. Writing: Giving opinions. Linking: giving examples.
3. Reading: reading for gist and detail.
4. Listening: listening for detail and for specific information.
5. Workbook exercises
Accumulative evaluation
6. SB: Review D units 10-12
7. SB: Grammar Extra exercises Unit 11
8. CD-ROM: Activities Unit 11 +Tests.
Self evaluation
9. TB: Students are encouraged to check their work by completing the Checklist Unit 11, where they must give a score to each one of the competences seen in the unit.
EVALUATION CRITERIA
At the end of this unit, students are able to:
• Understand the general message of several texts about animals and pets, and identify relevant details in oral messages related with them.
• Express himself/herself with fluency and using the write pronunciation - intonation in conversations about pets.
• Understand in an autonomous way the information of written texts coming from different sources such as web postings.
• Use consciously his/her linguistic knowledge in order to listen to people talking about animals.
• Analyze social aspects of the Anglo-Saxon countries, by comparing the types of pets people use to have in those countries and the own ones.
MIXED-ABILITY ACTIVITIES
Consolidation activities
• SB: Review D units 10-12
• CD-ROM: Activities Unit 11 +Tests
• Workbook activities.
Extension activities
• SB: Grammar Extra Unit 11
• SB: Pairwork activities Unit 11
• TB: Photocopiable resource materials Unit 11.
• DVD: Programme 11
• CD: Test Unit 11
• TB: “Top ten activities” section
• TB: “Key concepts” section
• TB: Extra activities.
• WB: Story “The Dancing Men”
• Website downloadable resources:
Unit 12: INCREDIBLE
OBJECTIVES
1. Read some incredible but true stories, looking for detailed information and appreciating the value of reading as a source of fun.
2. Study the form and use of the past perfect, and reflect about the use and meaning of grammar structures by comparing them with the own ones.
3. Learn to use collocations with have, make and take, and reflect about how the foreign language works in communicative situations.
4. Read a text about the coolest hotel in the world, and be able to interpret it with criticism using comprehension strategies and identifying the essential elements of the text.
5. Identify the form and use of the passive, showing awareness of the importance language has as a means of communication.
6. Speak about incredible buildings so as to practice fluency.
7. Learn vocabulary to talk about the weather, and be able to use it both in oral and written activities.
8. Study the use of will and might for future possibility, and be able to use them to make predictions.
9. Read a text with instructions of an oracle to predict the future, and be able to catch its discursive function and organisation.
10. Learn useful conversational phrases for making exclamations, so as to acquire and develop learning strategies.
11. Revise vocabulary about the weather as well as the use of do, get, go, have, make, take.
12. Learn to describe buildings by writing in a clear and structured way and in the appropriate style according to the communicative aim.
13. Evaluate the progress done till this point by revising the vocabulary and structures learnt throughout the unit, so as to participate in the learning process.
CONTENTS
GRAMMAR
⇨ Past perfect.
⇨ Passives.
⇨ Will and might for future possibility.
VOCABULARY
Topic: The weather. Collocations with do, get, go, have, make, take.
• Topic vocabulary: relaxed, depressed, embarrassed, frightened, angry, ill, sad, tired, worried; Have a laugh, make a promise, make money, take photos, take risks. Sunny, cloudy, dry, warm, hot, dull, rainy, wet, fog, windy, cold, freezing, snowing, stormy, dark, breeze, humidity, showery, chilly, boiling. Definitely, probably, hope, etc.
USE OF ENGLISH
⇨ Instructions in class: Work in small groups…, underline the action that happened first…, Underline the correct information…, Read the winter weather forecast…, consult The Oracle…, Look in your dictionary…, etc.
⇨ Useful expressions for making exclamations: It’s absolutely gorgeous!, It’s very pretty!, That’s very expensive!, It’s absolutely ridiculous!, She’s very cute!, It’s absolutely incredible, etc.
PRONUNCIATION
• Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs.
• Students also practice their pronunciation in English through the Speaking activities.
COMMUNICATIVE SKILLS
LISTENING
1. Listen to someone talking about the most incredible building he’s ever seen and underline the correct information.
2. Listen to a weather forecast for the North Pole and check some answers.
3. Listen to a conversation between two women and underline the topics they talk about.
4. Listen and repeat some useful phrases to show exclamation.
5. Listen to the classmates when talking about the weather and predicting the future.
SPEAKING
1. Do the pairwork activities on pages 120 and 125 of the SB.
2. Discuss about incredible but true stories in small groups.
3. Speak with a partner about feeling certain emotions.
4. Show agreement or disagreement with some statements including collocations with have, take or make.
5. Ask and answer questions to a partner using the passive.
6. Speak with a partner about the most incredible building they’ve ever seen.
7. Practice doing a weather forecast with a partner, using the vocabulary studied in the unit.
8. Show agreement or disagreement with some predictions about people in the class.
9. Speak about predictions from an Oracle being likely or unlikely to happen in the future.
10. Practice a conversation about a magazine using the adjectives and useful phrases for exclaiming learnt.
READING
1. Read some texts about in credible but true stories and Match some missing sentences with each story.
2. Answer to true-false type sentences related to the reading texts.
3. Read some explanations about the past perfect and answer some questions.
4. Read some pairs of sentences and underline the action that happened first.
5. Read the grammar explanations in the Grammar Extra section on page 148.
6. Read an article about a special hotel in Sweden and match some figures with their meanings.
7. Read some explanations about the passives and decide whether some statements are true or false.
8. Read a winter weather forecast for the North Pole and underline the most likely information.
9. Read the instructions of an Oracle and try to predict the future.
10. Match some pictures to do with the weather with the suitable words.
11. Find collocations for some verbs in a dictionary.
WRITING
1. Rewrite some sentences using already so as to practice the use of the past perfect.
2. Complete some sentences using collocations with have, make or take.
3. Answer to comprehension questions about a reading text to do with a special hotel.
4. Complete some questions and answers using the passive.
5. Complete a table with vocabulary about the weather.
6. Complete some predictions about the weather using will or might.
7. Rewrite some sentences including personal information using will or might.
8. Complete some predictions about people in the class using the words and expressions given.
9. Use some sentences beginnings to write about the student’s own life in the future.
10. Complete a conversation using very or absolutely.
11. Complete a table using very and absolutely + certain adjectives.
12. Complete two columns with nouns and adjectives to do with the weather.
13. Match some weather expressions to a specific temperature.
14. Complete some collocations with the appropriate verbs.
REVIEW D
1. Complete some sentences with the future.
2. Underline the correct conjunctions in some sentences.
3. Replace the past simple with used to /didn’t use to + infinitive.
4. Use who or which to combine some sentences.
5. Complete a conversation with the correct form of certain verbs.
6. Read a story about a bad day and number some events in the correct order.
7. Put some words in order so as to write questions in the past passive.
8. Read some pairs of sentences and spot the mistakes in one of them.
9. Complete some sentences with the appropriate collocations.
10. Classify some vocabulary about food into a table.
11. Complete a recipe with the appropriate words.
12. Underline the correct prepositions in some sentences.
13. Do a crossword with vocabulary about animals.
14. Complete some questions with take, have or make.
15. Complete sentences beginning with It’s and I like with vocabulary about the weather.
16. Classify some words according to their pronunciation.
17. Underline the stressed syllable in some words.
18. Read an article about incredible animal journeys and match each animal with the journeys they make.
19. Answer to comprehension questions about the reading texts.
20. Listen to two people talking about a long journey and answer some comprehension questions.
21. Match some narrative linkers with the appropriate events.
22. Complete a text about a journey in Brazil with the suitable linkers.
23. Put some words in the correct order so as to make questions.
24. Speak about the longest journey in the student’s lives.
25. Write an account on the longest journey the students have ever been on.
26. Sing the song: I have a Dream.
LANGUAGE AWARENESS
⇨ Learning vocabulary to talk about the weather, etc.
⇨ Study of the past perfect.
⇨ Learning to use collocations with have, make, take.
⇨ Learning to do exclamations.
⇨ Learning to describe a building.
SOCIOCULTURAL ASPECTS
• Awareness of the importance of friendship and love relationships in spite of the distance.
• Students read a text about a special hotel in Sweden and they can find more information about this country such as the Torne river and a town called Jukkasjärvy in the TB cultural notes.
• References to amazing buildings such as the Colosseum in Rome and to the Alhambra in Granada, with further explanations in the TB cultural notes.
• There is also a text about a monastery in Bulgaria and a special hotel in Dubai.
• Reference to Harry Potter films.
• Teachers can find cultural information about Giorgio Armani in the TB.
• LINKS TO OTHER SUBJECTS: Natural Science, Geography.
WORKBOOK ACTIVITIES
• Read some sentences and tick the events which happened first.
• Complete some sentences using the simple past or past perfect of the verbs given.
• Underline the correct verb forms in some sentences so as to practise the use of the passive.
• Complete some phrases using the past simple tense of the verbs given.
• Underline the correct alternative in a text about reading somebody’s palm and choose the correct alternatives using will or might as appropriate.
• Complete some sentences using collocations with the appropriate verbs.
• Underline the correct words in a weather forecast.
• Match some pairs of adjectives with similar meanings.
• Complete sentences using the suitable adjectives.
• Match some words with the appropriate phonemic symbols.
• Transcribe some phonemic symbols into the correct words and listen to their pronunciation.
• Listen to a conversation and put some pictures in the correct order.
• Match some topics related to the listening exercise with the appropriate phrases.
• Find some phrases in a listening script and explain their meaning.
• Read a description of a Bulgarian monastery and put some topics in the correct order.
• Read some buildings’ descriptions and match each one of them to the appropriate paragraphs.
• Insert some adjectives in a text about Rila monastery.
• Complete sentences about an interesting building.
• Write a description of an interesting building, using a paragraph plan.
CROSS-CURRICULAR ITEMS
⇨ Natural Science: Students read a text about incredible animal journeys, such as the albatross, the monarch butterfly, etc.
⇨ Geography: Students read a text with references to different cities of Brazil: Sao Paulo, Recife, Rio de Janeiro, Porto Seguro, Salvador, etc.
Students read a text about the North Pole and they can find more information in the TB cultural notes.
Reference to Sydney and Singapore in the TB cultural notes.
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. Good companionship in class
⇨ Overcome mental blocking when meeting new people in the target language
⇨ Attentive-assertive listening
⇨ Use of target language in class
EVALUATION TOOLS
Formative evaluation
1. Classroom observation to check both individual and global progress
2. Writing: Description of a building. Text organisation. Prepositional phrases.
3. Reading: reading for detail and for specific information.
4. Listening: listening for specific information.
5. Workbook exercises
Accumulative evaluation
6. SB: Review D units 10-12
7. SB: Grammar Extra exercises Unit 12
8. CD-ROM: Activities Unit 12 +Tests.
Self evaluation
9. TB: Students are encouraged to check their work by completing the Checklist Unit 12, where they must give a score to each one of the competences seen in the unit.
EVALUATION CRITERIA
At the end of this unit, students are able to:
• Understand the general message of several texts about incredible things and about the weather, and identify relevant details in oral messages related with them.
• Express himself/herself with fluency and using the write pronunciation - intonation in conversations about amazing buildings.
• Understand in an autonomous way the information of written texts coming from different sources such as descriptions.
• Use consciously his/her linguistic knowledge in order to listen to people talking about the weather.
• Analyze social aspects of the Anglo-Saxon countries, by comparing the typical weather in those countries with the own one.
MIXED-ABILITY ACTIVITIES
Consolidation activities
• SB: Review D units 10-12
• CD-ROM: Activities Unit 12 +Tests
• Workbook activities.
Extension activities
• SB: Grammar Extra Unit 12
• SB: Pairwork activities Unit 12
• TB: Photocopiable resource materials Unit 12.
• DVD: Programme 12
• CD: Test Unit 12
• TB: “Top ten activities” section
• TB: “Key concepts” section
• TB: Extra activities.
• WB: Story “The Dancing Men”
• Website downloadable resources:
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