TEACHING PROGRAMME - Microsoft
GENERAL TEACHING PROGRAMME
EXPERT PROFICIENCY
CERTIFICATE OF PROFICIENCY IN ENGLISH
__________________
AREA OF FOREIGN LANGUAGES
ENGLISH LANGUAGE
Expert Proficiency Teaching Programme
MODULE 1: PERFORMING ARTS
I. AIMS
- To review the present and past tense of state verbs
- To review present perfect and past perfect tense
- To review the future tense
- To know other forms with future meaning
- To talk about performing arts
- To talk about anonymous artists vs stars
- To discuss about experience in performing in public
- To discuss about jobs connected with the film industry
- To discuss comments expressing agreement or disagreement
- To discuss personal views of free-time activities
- To speak about music and entertainment
- To speak about planning a summer arts festival
- To listen to an animator giving a talk about his work
- To listen to someone talking about recording music
- To listen to a conversation about music
- To listen to two students doing a collaborative task
- To read an article about dancers in London
- To read a newspaper extract about using mobile phones during concerts
- To write a review of a film, theatrical performance or concert
- To write a discursive essay
- To know vocabulary connected with the performing acts
- To know nouns + prepositions
- To know phrases with jump / leap / bound
- To know collocations
- To know compound words
- To know word formation: nouns and adjectives
- To know time words
- To deduce words in context
- To improve the pronunciation of the English language
- To improve the intonation of the English language
- To recognize the word stress
II. CONTENTS
Communication Skills
- Talking about performing arts
- Talking about anonymous artists vs stars
- Speaking about music and entertainment
- Speaking about planning a summer arts festival
- Listening to an animator giving a talk about his work
- Listening to someone talking about recording music
- Listening to a conversation about music
- Listening to two students doing a collaborative task
- Reading an article about dancers in London
- Reading a newspaper extract about using mobile phones during concerts
- Writing a review of a film, theatrical performance or concert
- Writing a discursive essay
Language Reflections
A. Language and grammar functions
- State verbs
- Present perfect and past perfect tense
- Time words
- Past and present tense
- Future tense
- Other forms with future meaning
B. Vocabulary
- Words connected with the performing arts
- Collocations
- Verbs of movement
- Nouns and prepositions
- Music idioms
- Word formation: nouns and adjectives
Sociocultural Aspects
- To discuss about performing in public
- To discuss about jobs in the film industry
- To discuss about free-time activities
- To show interest in the performing arts
- To show interest in music and entertainment
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people and artists
To respect different types of arts
To respect the music industry
Arts
To talk about different types of performing arts and techniques
Literature
To talk about comedy
Music
To talk about music
ASSESSMENT
I. Communication skills
- Coursebook. Review, Module 1, page 22
- Student's Resource Book, Module 1
- Teacher's Resource Book: Photocopiable activities, Module 1
- Audio CD 1
II. Language reflections
- Coursebook. Review, Module 1, page 22
- Coursebook, Expert grammar, page 172
- Student's Resource Book, Module 1
- Teacher's Resource Book: Photocopiable activities, Module 1
- Audio CD 1
III. Sociocultural aspects
- Coursebook. Review, Module 1, page 22
- Student's Resource Book, Module 1
- Audio CD 1
BASIC COMPETENCES
|MODULE 1: Performing Arts |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.7-22 |All the activities in the unit use language as a means of oral and written |Show interest and curiosity in the English language as such, and in cultural |
|mother tongue and in | |communication. |aspects associated with it. |
|foreign languages | | | |
|(C1) | | | |
|Mathematical competence |SB, p.17, ex. 5 |Students have to understand and process information to complete a table. |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) | | |process of learning English. |
|Data processing and |SB, p.9 (Reading) |Students read an article about dancers in London. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.13 (Use of English) |Students read a newspaper extract. | |
|(C4) | | | |
| |SB, p.17, ex. 6 | |Incorporate new technologies in the process of learning English. |
| |SB, p.20, exs.1-2 |Students write a chat message. |Take advantage of new technologies to revise and consolidate what one has learnt |
| | |Students discuss about having access to music on the internet and about the impact of |in the unit. |
| | |file-sharing. | |
| |Active Teach | | |
| | |Students use digital devices as part of their process of learning English. | |
|Cultural awareness and |SB, pp.7-21 |The topic of the unit deals with different forms of culture and art. |Appreciate the importance of the different forms of artistic expressions. |
|expression |SB, p.7 (Lead in) |Students read and discuss different quotations. |Consider literature as a source of enjoyment and personal enrichment, and as part |
|(C6) |SB, pp.9, 11, 19 |They deal about different cultural and artistic expressions through the texts: |of countries' cultural heritage. |
| | |An article about dancers in London. |Understand and critically appraise aspects of British culture and customs. |
| | |A text about the Western musical Mamma Mia. | |
| | |A text about two comedians. | |
| | | | |
| | |Students write a piece of original creative writing: | |
| |SB, pp.11, 14, 21 |A review of a film, theatrical performance or concert. | |
| | |A discursive essay. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 1 |Students learn and think about: performing arts, music, entertainment, festivals and |Develop a critical mind when observing reality. |
|with the world and | |the film industry. | |
|environment (C3) | | | |
| | |There are references to different places such as: London, China. |Identify places and geographical features where other cultures are originated and |
| | | |located. |
|Social and civic |SB, Unit 1 |Students work in pairs or groups and exchange opinions: |Use language as a vehicle of communication / cultural transmission. |
|competence | |In the different discussions proposed in the unit about performing arts. |Develop key communication skills, and take into account the interests of others as|
|(C5) | |Analysing the tasks they have completed. |individuals and the interests of the group as a whole. |
| | | |Express their own ideas and listen to others'. |
| | |In pairs, students ask each other questions about music. |Know and accept tradition and cultural and social reality of the English-speaking |
| |SB, p.16 |They speak about planning a summer arts festival. |world. |
| |SB, p.17 (Speaking) | | |
| |SB, p.17 |Students describe photographs. | |
| | | | |
| |SB, pp.14, 21 |Students write a review and a discursive essay. | |
| | | | |
| |SB, Unit 1 |Students learn and think about: performing arts, music, entertainment, festivals and | |
| | |the film industry. | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB, p.22 (Review) |Students do the assessment activities and self-evaluation in the unit. |Be aware of what is known and what needs to be learnt, how to learn it, and how to|
|(C7) | | |manage and control the learning processes effectively, optimizing and guiding them|
| | |Students do the SB and WB activities in the unit, and use good learning practices in |to meet personal goals. |
| |SB & WB, Unit 1 |class and at home. | |
| | | |Show interest in different learning strategies which boost confidence when faced |
| | |Students complete the entry test. |with new challenges in one's studies. |
| |Active Teach (Test |Students complete the module test 1. | |
| |masters) | | |
| | |Students learn how to use reference material for each unit: | |
| | | | |
| | |Students’ Book | |
| | |Reading and Use of English (Exam reference, pp.167-168) | |
| | |Writing (Exam reference, pp.169-170) | |
| | |Listening (Exam reference, pp.170-171) | |
| | |Speaking (Exam reference, p.171) | |
| | |Expert grammar (Unit 1, pp.172-174) | |
| | |Expert writing (pp.191-203) | |
| | |Expert speaking (pp.204-206) | |
| | | | |
| | |Workbook | |
| | |Reading and Use of English (Practice exam, pp.116-125) | |
| | |Writing (Practice exam, pp.126-127) | |
| | |Listening (Practice exam, pp.128-131) | |
| | |Speaking (Practice exam, pp.132-136) | |
| | |Writing (Set texts, pp.144-145) | |
| | | | |
| | |Students read the strategies proposed in the unit and complete the exercises | |
| |SB, pp.8, 11, 12, 13, 14, |consolidating the information: | |
| |15, 16, 17, 19 |Reading (Multiple choice) | |
| | |Use of English (Word formation, Open cloze, Multiple-choice cloze) | |
| | |Listening (Sentence completion, Before you listen) | |
| | |Writing (Summarising and evaluating, Plan your essay) | |
| | |Speaking (Vocabulary, Collaborative task) | |
|Being autonomous |SB, p.7 (Overview) |Students develop planning initiatives such as the main objectives at the beginning of |Show initiatives and own choices. |
|(C8) | |each unit. | |
| | | | |
| |WB, pp.6-16 |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance and |
| |SB & WB |Students do the assessment activities and self-evaluation in the unit. |self-criticism, performing the self-evaluation and reviewing the learning process.|
| | |Students do activities which involve analyzing, planning and reviewing their work: | |
| |SB, p.21 (Writing) |writing an essay. | |
| | | | |
| | |Students show initiative working in pairs or groups: discussing about the unit topic, |Listen and interact with others with positive attitude when participating in class|
| |SB, pp.7-21 |analysing tasks, describing photographs and completing the speaking activities. |activities. |
|Emotional competence |SB, pp.7-21 |Students learn to work in pairs or groups and to respect turns, as well as opinions, |Show emotional balance and respect for others in the activities done in class. |
|(Castile La Mancha) (C9) | |work and progress. | |
MODULE 2: THE NATURAL WORLD
I. AIMS
- To know the form and use of passive forms
- To talk about animals
- To discuss about bringing 'civilisation' to the Amondawa tribe
- To discuss about wildlife
- To discuss about environmental issues
- To discuss about keeping animals as a food source
- To discuss about recycling
- To speak about food production / environmental issues
- To listen to three extracts from talks related to wildlife
- To listen to a writer talking about keeping chickens as a hobby
- To read a text about an Amazonian tribe
- To read a text about the power of the tides
- To read a text about recycling
- To write an article about a place of natural beauty for an online environmental magazine
- To write an article about working as a volunteer on an organic farm
- To know word formation: verbs from nouns ending in -ion
- To know vocabulary connected with animal sounds - figurative use
- To know phrasal verbs
- To know collocations
- To know general verb phrases
- To know phrases with have
- To know prepositional phrases
- To deduce words in context
- To improve the pronunciation of the English language
- To improve the intonation of the English language
- To recognize the word stress
II. CONTENTS
Communication Skills
- Talking about animals
- Speaking about food production / environmental issues
- Listening to three extracts from talks related to wildlife
- Listening to a writer talking about keeping chickens as a hobby
- Reading a text about an Amazonian tribe
- Reading a text about the power of the tides
- Reading a text about recycling
- Writing an article about a place of natural beauty for an online environmental magazine
- Writing an article about working as a volunteer on an organic farm
Language Reflections
A. Language and grammar functions
- Passive forms
- Phrasal verbs
- General verb phrases
- Phrases with have
- Prepositional phrases
B. Vocabulary
- Word formation: verbs from nouns ending in -ion
- Vocabulary connected with animal sounds - figurative use
- Collocations
Sociocultural Aspects
- To discuss about bringing 'civilisation' to the Amondawa tribe
- To discuss about wildlife
- To discuss about environmental issues
- To show interest in protecting wildlife and the environment
- To discuss about keeping animals as a food source
- To show interest and discuss about recycling
CROSS-CURRICULAR TOPICS
Environmental education
To respect the environment
To respect the wildlife
To show interest in recycling
Moral and civic education
To respect different ways of life
To respect people
To talk about other countries with respect and interest
ASSESSMENT
I. Communication skills
- Coursebook. Review, Module 2, page 38
- Student's Resource Book, Module 2
- Teacher's Resource Book: Photocopiable activities, Module 2
- Audio CD 1
II. Language reflections
- Coursebook. Review, Module 2, page 38
- Coursebook, Expert grammar, page 174
- Student's Resource Book, Module 2
- Teacher's Resource Book: Photocopiable activities, Module 2
- Audio CD 1
III. Sociocultural aspects
- Coursebook. Review, Module 2, page 38
- Student's Resource Book, Module 2
- Audio CD 1
BASIC COMPETENCES
|MODULE 2: The natural world |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.23–38 |All the activities in the unit use language as a means of oral and written communication. |Show interest and curiosity in the English language as such, and in cultural |
|mother tongue and in | | |aspects associated with it. |
|foreign languages | | | |
|(C1) | | | |
|Mathematical competence |SB, p.26, ex. 1b |Students have to understand and process information to complete a table. |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) | |Students complete different fact sheets. |process of learning English. |
| |SB, p.32, ex. 2 | | |
|Data processing and |SB, p.25 (Reading) |Students read an extract from an article about an Amazon tribe. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.27 (Use of English) |Students read a text about the power of the tides. | |
|(C4) |SB, p.30 (Writing) | | |
| | |Students read an extract from an article about the Amboseli elephants in Kenya. | |
| |SB, p.34, ex. 1b |Students read and complete a short article. | |
| | |Students read a text about recycling. | |
| | | | |
| |SB, p.30 (Writing) |Students write an article for an online magazine. |Incorporate new technologies in the process of learning English. |
| | | |Take advantage of new technologies to revise and consolidate what one has |
| |Active Teach |Students use digital devices as part of their process of learning English. |learnt in the unit. |
|Cultural awareness and |SB, pp.25, 27, 30, 34, 35 |Students deal about different cultural and artistic expressions through the texts: |Consider literature as a source of enjoyment and personal enrichment, and as |
|expression | |A text about an Amazonian tribe. |part of countries' cultural heritage. |
|(C6) | |A text about the power or tides. |Understand and critically appraise aspects of other countries' culture and |
| | |An article about the Amboseli elephants in Kenya. |customs. |
| | |A short article about growing and selling vegetables in a village. | |
| | |A text about recycling. | |
| | | | |
| |SB, pp.30, 37 |Students write a piece of original creative writing: | |
| | |An article about a place of natural beauty. | |
| | |An article about working as a volunteer on an organic farm. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 2 |Students learn and think about: animals, an Amazonian tribe, the tides, |Develop a critical mind when observing reality. |
|with the world and | |wildlife, food production, environmental issues and recycling. | |
|environment (C3) | | | |
| | |There are references to different places such as: Canada, Denmark, Germany, Mexico, Norway, |Identify places and geographical features where other cultures are originated |
| | |Russia, the Artic, the UK, the USA, Kenya, etc. |and located. |
|Social and civic |SB, Unit 2 |Students work in pairs or groups and exchange opinions: |Use language as a vehicle of communication / cultural transmission. |
|competence | |In the different discussions proposed in the unit about the natural world. |Develop key communication skills, and take into account the interests of |
|(C5) | |Analysing the tasks they have completed. |others as individuals and the interests of the group as a whole. |
| | | |Express their own ideas and listen to others'. |
| | |In pairs, students rewrite some sentences and compare their answers. |Know and accept tradition and cultural and social reality of the |
| |SB, p.29 |They speak about protecting the environment and having domestic pets. |English-speaking world. |
| |SB, p.33 (Speaking) | | |
| | |Students describe photographs. | |
| |SB, p.32 |Students work in pairs preparing a dialogue. | |
| |SB, p.34 | | |
| | |Students write two articles. | |
| |SB, pp.30, 37 | | |
| | |Students learn and think about: animals, an Amazonian tribe, the tides, wildlife, food | |
| |SB, Unit 2 |production, environmental issues and recycling. | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB, p.38 (Review) |Students do the assessment activities and self-evaluation in the unit. |Be aware of what is known and what needs to be learnt, how to learn it, and |
|(C7) | | |how to manage and control the learning processes effectively, optimizing and |
| |SB & WB, Unit 2 |Students do the SB and WB activities in the unit, and use good learning practices in class |guiding them to meet personal goals. |
| | |and at home. | |
| | | |Show interest in different learning strategies which boost confidence when |
| |Active Teach (Test |Students complete the module test 2. |faced with new challenges in one's studies. |
| |masters) | | |
| |TRB, p.180 |Students complete the Exam practice 1. | |
| | | | |
| | |Students learn how to use reference material for each unit: | |
| | | | |
| | |Students’ Book | |
| | |Reading and Use of English (Exam reference, pp.167-168) | |
| | |Writing (Exam reference, pp.169-170) | |
| | |Listening (Exam reference, pp.170-171) | |
| | |Speaking (Exam reference, p.171) | |
| | |Expert grammar (Unit 2, pp.174-175) | |
| | |Expert writing (pp.191-203) | |
| | |Expert speaking (pp.204-206) | |
| | | | |
| | |Workbook | |
| | |Reading and Use of English (Practice exam, pp.116-125) | |
| | |Writing (Practice exam, pp.126-127) | |
| | |Listening (Practice exam, pp.128-131) | |
| | |Speaking (Practice exam, pp.132-136) | |
| | |Writing (Set texts, pp.144-145) | |
| | | | |
| |SB, pp.24, 27, 28, 30, 31,|Students read the strategies proposed in the unit and complete the exercises consolidating | |
| |33, 35, 37 |the information: | |
| | |Reading (Gapped text) | |
| | |Use of English (Word formation, Developing skills) | |
| | |Listening (Multiple-choice questions, Sentence completion) | |
| | |Writing (Article) | |
| | |Speaking (Individual long turn) | |
|Being autonomous |SB, p.23 (Overview) |Students develop planning initiatives such as the main objectives at the beginning of each |Show initiatives and own choices. |
|(C8) | |unit. | |
| | | | |
| |WB, pp.17-27 |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance |
| |SB & WB |Students do the assessment activities and self-evaluation in the unit. |and self-criticism, performing the self-evaluation and reviewing the learning |
| |SB, p.37 (Writing) |Students do activities which involve analyzing, planning and reviewing their work: writing an|process. |
| | |article. | |
| | | | |
| |SB, pp.23-37 |Students show initiative working in pairs or groups: discussing about the unit topic, |Listen and interact with others with positive attitude when participating in |
| | |analysing tasks, describing photographs and completing the speaking activities. |class activities. |
|Emotional competence |SB, pp.23–37 |Students learn to work in pairs or groups and to respect turns, as well as opinions, work and|Show emotional balance and respect for others in the activities done in class.|
|(Castile La Mancha) (C9) | |progress. | |
MODULE 3: SURVIVING AND THRIVING
I. AIMS
- To review the conditional tense
- To talk about ideas or fantasies
- To discuss about asking for help
- To discuss about giving advice
- To discuss about assertiveness training
- To discuss about stress in people's lives
- To discuss about laughter therapy
- To discuss about dancing
- To speak about relaxing activities
- To listen to three extracts about different topics
- To listen to two practitioners talking about laughter therapy
- To read some reviews of self-help books
- To read an extract from a magazine article about positive psychology
- To read a text about the origins of dance therapy
- To write an essay about positive psychology
- To write an essay about two techniques for stress relief
- To know introductory and emphatic it and there
- To know inversion
- To know compound nouns with self-
- To know word formation: prefixes (inter-, mis-, non-)
- To know word formation: suffixes (-ment, -tion, -ness, -sion)
- To know animal idioms
- To deduce words in context
- To improve the pronunciation of the English language
- To improve the intonation of the English language
- To recognize the word stress
II. CONTENTS
Communication Skills
- Talking about ideas or fantasies
- Speaking about relaxing activities
- Listening to three extracts about different topics
- Listening to two practitioners talking about laughter therapy
- Reading some reviews of self-help books
- Reading an extract from a magazine article about positive psychology
- Reading a text about the origins of dance therapy
- Writing an essay about positive psychology
- Writing an essay about two techniques for stress relief
Language Reflections
A. Language and grammar functions
- Conditional tense
- Introductory and emphatic it and there
- Inversion
B. Vocabulary
- To know compound nouns with self-
- To know word formation: prefixes (inter-, mis-, non-)
- To know word formation: suffixes (-ment, -tion, -ness, -sion)
- To know animal idioms
Sociocultural Aspects
- To discuss about asking for help
- To discuss about giving advice
- To discuss about assertiveness training
- To discuss about stress in people's life
- To discuss about laughter therapy
- To discuss about dancing
- To show interest in relaxing activities
- To show interest in doing some exercise
CROSS-CURRICULAR TOPICS
Moral and civic education
To talk about asking for help and giving advice
To show interest in helping people
To respect different types of therapy
Health education
To talk about stress in people's lives
To talk about laughter therapy and relaxing activities
Music
To talk about music and dance
ASSESSMENT
I. Communication skills
- Coursebook. Review, Module 3, page 54
- Student's Resource Book, Module 3
- Teacher's Resource Book: Photocopiable activities, Module 3
- Audio CD 1
II. Language reflections
- Coursebook. Review, Module 3, page 54
- Coursebook, Expert grammar, page 176
- Student's Resource Book, Module 3
- Teacher's Resource Book: Photocopiable activities, Module 3
- Audio CD 1
III. Sociocultural aspects
- Coursebook. Review, Module 3, page 54
- Student's Resource Book, Module 3
- Audio CD 1
BASIC COMPETENCES
|MODULE 3: Surviving and thriving |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.39–54 |All the activities in the unit use language as a means of oral and written communication. |Show interest and curiosity in the English language as such, and in cultural |
|mother tongue and in | | |aspects associated with it. |
|foreign languages | | | |
|(C1) | | | |
|Data processing and |SB, p.41 (Reading) |Students read some reviews of self-help books. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.45 (Use of English) |Students read an extract from a magazine article about positive psychology. | |
|(C4) | | | |
| |Active Teach |Students use digital devices as part of their process of learning English. |Incorporate new technologies in the process of learning English. |
| | | |Take advantage of new technologies to revise and consolidate what one has |
| | | |learnt in the unit. |
|Cultural awareness and |SB, p.39 |Students discuss about different psychology self-help books. |Appreciate the importance of the different forms of cultural expressions. |
|expression |SB, pp.41, 43, 45, 51 |Students deal about different cultural and artistic expressions through the texts: |Consider literature as a source of enjoyment and personal enrichment, and as |
|(C6) | |Some reviews of self-help books. |part of countries' cultural heritage. |
| | |A text about emotional and physical health. |Understand and critically appraise aspects of other countries' culture and |
| | |A text about positive psychology. |customs. |
| | |A text about the origins of dance therapy. | |
| | | | |
| |SB, pp.46, 53 |Students write a piece of original creative writing: | |
| | |An essay about positive psychology. | |
| | |An essay about two techniques for stress relief. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 3 |Students learn and think about: self-help books, emotional and physical health, positive |Develop a critical mind when observing reality. |
|with the world and | |psychology, relaxing activities and different therapies to relieve stress. | |
|environment (C3) | | | |
|Social and civic |SB, Unit 3 |Students work in pairs or groups and exchange opinions: |Use language as a vehicle of communication / cultural transmission. |
|competence | |In the different discussions proposed in the unit about surviving and thriving. |Develop key communication skills, and take into account the interests of |
|(C5) | |Analysing the tasks they have completed. |others as individuals and the interests of the group as a whole. |
| | | |Express their own ideas and listen to others'. |
| | |In pairs, students talk about self-help books and psychotherapy. |Know and accept tradition and cultural and social reality of the |
| |SB, p.42 |Students discuss the meaning of some idioms. |English-speaking world. |
| |SB, p.43 |They speak about relaxing activities and relaxation methods. | |
| |SB, p.48 (Speaking) | | |
| | | | |
| |SB, pp.48-49 |Students describe photographs. | |
| |SB, p.53 |Students work in pairs showing agreement or disagreement with two texts and add their own | |
| | |ideas. | |
| | | | |
| |SB, pp.46, 53 |Students write two essays. | |
| | | | |
| |SB, Unit 3 |Students learn and think about: self-help books, emotional and physical health, positive | |
| | |psychology, relaxing activities and different therapies to relieve stress. | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB, p.54 (Review) |Students do the assessment activities and self-evaluation in the unit. |Be aware of what is known and what needs to be learnt, how to learn it, and |
|(C7) | | |how to manage and control the learning processes effectively, optimizing and |
| |SB & WB, Unit 3 |Students do the SB and WB activities in the unit, and use good learning practices in class |guiding them to meet personal goals. |
| | |and at home. | |
| | | |Show interest in different learning strategies which boost confidence when |
| |Active Teach (Test |Students complete the module test 3. |faced with new challenges in one's studies. |
| |masters) | | |
| | |Students learn how to use reference material for each unit: | |
| | | | |
| | |Students’ Book | |
| | |Reading and Use of English (Exam reference, pp.167-168) | |
| | |Writing (Exam reference, pp.169-170) | |
| | |Listening (Exam reference, pp.170-171) | |
| | |Speaking (Exam reference, p.171) | |
| | |Expert grammar (Unit 3, pp.176-177) | |
| | |Expert writing (pp.191-203) | |
| | |Expert speaking (pp.204-206) | |
| | | | |
| | |Workbook | |
| | |Reading and Use of English (Practice exam, pp.116-125) | |
| | |Writing (Practice exam, pp.126-127) | |
| | |Listening (Practice exam, pp.128-131) | |
| | |Speaking (Practice exam, pp.132-136) | |
| | |Writing (Set texts, pp.144-145) | |
| | | | |
| |SB, pp.40, 43, 44, 45, 46,|Students read the strategies proposed in the unit and complete the exercises consolidating | |
| |47, 49, 51, 52, 53 |the information: | |
| | |Reading (Multiple matching) | |
| | |Use of English (Word formation, Open cloze) | |
| | |Listening (Multiple-choice questions) | |
| | |Writing (Essay) | |
| | |Speaking (Collaborative task) | |
|Being autonomous |SB, p.39 (Overview) |Students develop planning initiatives such as the main objectives at the beginning of each |Show initiatives and own choices. |
|(C8) | |unit. | |
| | | | |
| |WB, pp.28-38 |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance |
| |SB & WB |Students do the assessment activities and self-evaluation in the unit. |and self-criticism, performing the self-evaluation and reviewing the learning |
| |SB, p.53 (Writing) |Students do activities which involve analyzing, planning and reviewing their work: writing an|process. |
| | |essay. | |
| | | | |
| |SB, pp.39-53 |Students show initiative working in pairs or groups: discussing about the unit topic, |Listen and interact with others with positive attitude when participating in |
| | |analysing tasks, describing photographs and completing the speaking activities. |class activities. |
|Emotional competence |SB, pp.39-53 |Students learn to work in pairs or groups and to respect turns, as well as opinions, work and|Show emotional balance and respect for others in the activities done in class.|
|(Castile La Mancha) (C9) | |progress. | |
MODULE 4: INFORMATION
I. AIMS
- To know the modals: obligation, necessity, advice and criticism
- To know the modals: ability, possibility, probability and deduction
- To talk about the connectivity that the internet gives people
- To discuss about the time spent using different forms of digital communication
- To discuss about attitudes towards technology and its role in everyday life
- To discuss about the students' relationship with a digital gadget
- To discuss about online games and social networking sites
- To discuss about the benefits of people sharing ideas and information online
- To speak about news and the media
- To listen to three extracts about computer games, a company's online reputation and graduate recruitment
- To listen to an interview about public participation in scientific research
- To read an article about digital detox
- To read a text about Kenya's mobile banking revolution
- To read a text about the six degrees of separation
- To write a report on the positive and negative effects of internet use on the individual
- To write a report on the positive and negative effects of mobile phone use in public places
- To know vocabulary connected with digital media
- To know the use of metaphors
- To know collocations
- To know word formation: words with multiple suffixes
- To know prepositional phrases
- To know phrasal verbs with up and down
- To know compound words
- To know vocabulary connected with news and information
- To know key words transformations
- To deduce words in context
- To improve the pronunciation of the English language
- To improve the intonation of the English language
- To recognize the word stress
II. CONTENTS
Communication Skills
- Talking about the connectivity that the internet gives people
- Speaking about news and the media
- Listening to three extracts about computer games, a company's online reputation and graduate recruitment
- Listening to an interview about public participation in scientific research
- Reading a text about digital detox
- Reading a text about Kenya's mobile banking revolution
- Reading a text about the six degrees of separation
- Writing a report on the positive and negative effects of internet use on the individual
- Writing a report on the positive and negative effects of mobile phone use in public places
Language Reflections
A. Language and grammar functions
- Modals: obligation, necessity, advice and criticism
- Modals: ability, possibility, probability and deduction
- Metaphors
- Prepositional phrases
- Phrases with up and down
- Key words transformations
B. Vocabulary
- Vocabulary connected with digital media
- Collocations
- Word formation: words with multiple suffixes
- Compound words
- Vocabulary connected with news and information
Sociocultural Aspects
- To discuss about the time spent using different forms of digital communication
- To discuss about their relationship with a digital gadget
- To discuss about online games and social networking sites
- To discuss about the benefits of people sharing ideas and information online
- To show interest in learning the benefits of using the new technologies
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To respect other people's ideas
Consumer education
To talk about consumerism on digital gadgets
Science
To talk about scientific research
ASSESSMENT
I. Communication skills
- Coursebook. Review, Module 4, page 70
- Student's Resource Book, Module 4
- Teacher's Resource Book: Photocopiable activities, Module 4
- Audio CD 1
II. Language reflections
- Coursebook. Review, Module 4, page 70
- Coursebook, Expert grammar, page 177
- Student's Resource Book, Module 4
- Teacher's Resource Book: Photocopiable activities, Module 4
- Audio CD 1
III. Sociocultural aspects
- Coursebook. Review, Module 4, page 70
- Student's Resource Book, Module 4
- Audio CD 1
BASIC COMPETENCES
|MODULE 4: Information |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.55–70 |All the activities in the unit use language as a means of oral and written communication. |Show interest and curiosity in the English language as such, and in cultural |
|mother tongue and in | | |aspects associated with it. |
|foreign languages | | | |
|(C1) | | | |
|Mathematical competence |SB, p.69, ex. 5a |Students have to understand and process information to complete a table. |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) | |Students complete a spidergram. |process of learning English. |
| |WB, p.46, ex.2 | | |
|Data processing and |SB, p.56 (Reading) |Students read an article about digital detox. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.64 (Speaking) |Students learn vocabulary related to news and information. | |
|(C4) | | | |
| |SB, p.58 (Vocabulary) | |Incorporate new technologies in the process of learning English. |
| |SB, p.59 (Use of English) |Students learn vocabulary related to the new technologies. | |
| | | | |
| |SB, p.60 (Listening) |Students read a text about Kenya's mobile banking revolution. | |
| |SB, p.62 (Writing) |Students discuss about digital gadgets addiction. | |
| | | | |
| |SB, p.63 (Listening) |Students listen to different extracts about computer games, a company's online reputation and| |
| |SB, p.66, ex. 1 |graduate recruitment. | |
| |SB, p.68 (Writing) |Students write a report about the effects of internet use on the individual. | |
| | |Students discuss about sharing ideas and information online. | |
| | | | |
| |Active Teach |Students complete an email. | |
| | |Students write a report on the effects of mobile phone use in public places. | |
| | | |Take advantage of new technologies to revise and consolidate what one has |
| | |Students use digital devices as part of their process of learning English. |learnt in the unit. |
|Cultural awareness and |SB, pp.57, 59, 67 |Students deal about different cultural and artistic expressions through the texts: |Consider literature as a source of enjoyment and personal enrichment, and as |
|expression | |An article about digital detox. |part of countries' cultural heritage. |
|(C6) | |A short extract about information overload. |Understand and critically appraise aspects of other countries' culture and |
| | |A text about Kenya's mobile banking revolution. |customs. |
| | |A text about the six degrees of separation. | |
| | | | |
| | |Students write a piece of original creative writing: | |
| |SB, pp.59, 62, 69 |An account of the relationship with a digital gadget. | |
| | |A report on the effects of internet use on the individual. | |
| | |A report on the effects of mobile phone use in public places. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 4 |Students learn and think about: internet, digital communication, the role of technology, |Develop a critical mind when observing reality. |
|with the world and | |Google, Twitter, Facebook, digital gadgets, news and information. | |
|environment (C3) | | | |
| | |There are references to different places such as: England, Kenya, the USA. |Identify places and geographical features where other cultures are originated |
| | | |and located. |
|Social and civic |SB, Unit 4 |Students work in pairs or groups and exchange opinions: |Use language as a vehicle of communication / cultural transmission. |
|competence | |In the different discussions proposed in the unit about information. |Develop key communication skills, and take into account the interests of |
|(C5) | |Analysing the tasks they have completed. |others as individuals and the interests of the group as a whole. |
| | | |Express their own ideas and listen to others'. |
| | |Students work in pairs: |Know and accept tradition and cultural and social reality of the |
| |SB, p.58 |To talk about metaphors in connection with computers. |English-speaking world. |
| |SB, p.59 |To make compounds from phrasal verbs. | |
| |SB, p.61 |To discuss about the words used to express advice and criticism. | |
| |SB, p.62 |To complete a writing task. | |
| |SB, pp.64-65 |To talk about the effects of internet regarding news and information and about sharing | |
| | |information online. | |
| | | | |
| |SB, p.64 (Speaking) |They speak about news and the media. | |
| |SB, pp.55, 56, 68 | | |
| | |Students describe photographs. | |
| |SB, pp.62, 69 | | |
| | |Students write two reports. | |
| |SB, Unit 4 | | |
| | |Students learn and think about: internet, digital communication, the role of technology, | |
| | |Google, Twitter, Facebook, digital gadgets, news and information. | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB, p.70 (Review) |Students do the assessment activities and self-evaluation in the unit. |Be aware of what is known and what needs to be learnt, how to learn it, and |
|(C7) | | |how to manage and control the learning processes effectively, optimizing and |
| |SB & WB, Unit 4 |Students do the SB and WB activities in the unit, and use good learning practices in class |guiding them to meet personal goals. |
| | |and at home. | |
| | | |Show interest in different learning strategies which boost confidence when |
| |Active Teach (Test |Students complete the module test 4. |faced with new challenges in one's studies. |
| |masters) | | |
| |TRB, p.186 |Students complete the Exam practice 2. | |
| | | | |
| | |Students learn how to use reference material for each unit: | |
| | | | |
| | |Students’ Book | |
| | |Reading and Use of English (Exam reference, pp.167-168) | |
| | |Writing (Exam reference, pp.169-170) | |
| | |Listening (Exam reference, pp.170-171) | |
| | |Speaking (Exam reference, p.171) | |
| | |Expert grammar (Unit 4, pp.177-179) | |
| | |Expert writing (pp.191-203) | |
| | |Expert speaking (pp.204-206) | |
| | | | |
| | |Workbook | |
| | |Reading and Use of English (Practice exam, pp.116-125) | |
| | |Writing (Practice exam, pp.126-127) | |
| | |Listening (Practice exam, pp.128-131) | |
| | |Speaking (Practice exam, pp.132-136) | |
| | |Writing (Set texts, pp.144-145) | |
| | | | |
| |SB, pp.56, 60, 63, 65, 67,|Students read the strategies proposed in the unit and complete the exercises consolidating | |
| |68-69 |the information: | |
| | |Reading (Skimming) | |
| | |Use of English (Developing skills) | |
| | |Listening (Multiple-choice questions) | |
| | |Writing (Report) | |
| | |Speaking (Individual long turn) | |
|Being autonomous |SB, p.55 (Overview) |Students develop planning initiatives such as the main objectives at the beginning of each |Show initiatives and own choices. |
|(C8) | |unit. | |
| | | | |
| |WB, pp.39-49 |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance |
| |SB & WB |Students do the assessment activities and self-evaluation in the unit. |and self-criticism, performing the self-evaluation and reviewing the learning |
| |SB, p.69 (Writing) |Students do activities which involve analyzing, planning and reviewing their work: writing a |process. |
| | |report. | |
| | | | |
| |SB, pp.55-69 |Students show initiative working in pairs or groups: discussing about the unit topic, |Listen and interact with others with positive attitude when participating in |
| | |analysing tasks, describing photographs and completing the speaking activities. |class activities. |
|Emotional competence |SB, pp.55-69 |Students learn to work in pairs or groups and to respect turns, as well as opinions, work and|Show emotional balance and respect for others in the activities done in class.|
|(Castile La Mancha) (C9) | |progress. | |
MODULE 5: LANGUAGE AND LITERATURE
I. AIMS
- To talk about reading
- To talk about a book to be recommended
- To talk about favourite books / authors
- To discuss about loan words
- To discuss about the attitude towards books
- To discuss about preserving minority languages
- To speak about careers and language use
- To listen to a researcher talking about the world's endangered small languages
- To listen to different people talking about books that made an impression on them
- To read an article about books
- To read a text about the power of words
- To read a text about the joy of words
- To write a film review
- To write a review of a book recently bought as a birthday present for a relative
- To know words with a similar meaning
- To know confusable words
- To know homophones
- To know more emphatic structures (cleft sentences)
- To know nominal relative clauses
- To know noun collocations + of
- To know vocabulary connected with literary devices
- To know word formation: multiple affixation
- To deduce words in context
- To improve the pronunciation of the English language
- To improve the intonation of the English language
- To recognize the word stress
II. CONTENTS
Communication Skills
- Talking about reading
- Talking about a book to be recommended
- Talking about favourite books / authors
- Speaking about careers and language use
- Listening to a researcher talking about the world's endangered small languages
- Listening to different people talking about books that made an impression on them
- Reading a text about books
- Reading a text about the power of words
- Reading a text about the joy of words
- Writing a film review
- Writing a review of a book recently bought as a birthday present for a relative
Language Reflections
A. Language and grammar functions
- Words with a similar meaning
- Confusable words
- Homophones
- Cleft sentences
- Nominal relative clauses
- Noun collocations + of
B. Vocabulary
- Vocabulary connected with literary devices
- Word formation: multiple affixation
Sociocultural Aspects
- To discuss about loan words
- To discuss about the attitude towards books
- To discuss about preserving minority languages
- To show interest in reading
- To show interest in language learning
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To respect books
Literature
To talk about reading
To talk about books
ASSESSMENT
I. Communication skills
- Coursebook. Review, Module 5, page 86
- Student's Resource Book, Module 5
- Teacher's Resource Book: Photocopiable activities, Module 5
- Audio CDs 1-2
II. Language reflections
- Coursebook. Review, Module 5, page 86
- Coursebook, Expert grammar, page 179
- Student's Resource Book, Module 5
- Teacher's Resource Book: Photocopiable activities, Module 5
- Audio CDs 1-2
III. Sociocultural aspects
- Coursebook. Review, Module 5, page 86
- Student's Resource Book, Module 5
- Audio CDs 1-2
BASIC COMPETENCES
|MODULE 5: Language and literature |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.71–86 |All the activities in the unit use language as a means of oral and written communication. |Show interest and curiosity in the English language as such, and in cultural |
|mother tongue and in | | |aspects associated with it. |
|foreign languages | | | |
|(C1) | | | |
|Mathematical competence |SB, p.71, ex. 1 |Students have to understand and process information from a timeline to complete a task. |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) | | |process of learning English. |
|Data processing and |SB, p.73 (Reading) |Students read an article about books. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.75 (Use of English) |Students read a text about the power of words. | |
|(C4) |SB, p.78 (Writing) | | |
| |SB, p.83 (Use of English) |Students learn how to write a review. | |
| | |Students read a text about the joy of words. | |
| |SB, p.84 (Writing) | | |
| | | |Incorporate new technologies in the process of learning English. |
| | |Students write a review of a book for an online book club. | |
| |Active Teach | |Take advantage of new technologies to revise and consolidate what one has |
| | | |learnt in the unit. |
| | |Students use digital devices as part of their process of learning English. | |
|Cultural awareness and |SB, pp.71-85 |All the activities in the unit deal with literature and language. |Consider literature as a source of enjoyment and personal enrichment, and as |
|expression |SB, p.75, ex. 3 |Students read a text and discuss the meaning of quotes from Shakespeare. |part of countries' cultural heritage. |
|(C6) | |They deal about different cultural and artistic expressions through the texts: |Understand and critically appraise aspects of British culture and customs. |
| |SB, pp.73, 74, 75, 83 |An article about books. | |
| | |An extract of a detective story. | |
| | |A text about the power of words. | |
| | |A text about the joy of words. | |
| | | | |
| | |Students write a piece of original creative writing: | |
| |SB, pp.75, 78, 85 |A paragraph for a detective story. | |
| | |A film review. | |
| | |A review of a book recently bought. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 5 |Students learn and think about: books, language, literature and jobs. |Develop a critical mind when observing reality. |
|with the world and | | | |
|environment (C3) | |There are references to different places such as: the USA, Stratford-Upon-Avon. |Identify places and geographical features where other cultures are originated |
| | | |and located. |
|Social and civic |SB, Unit 5 |Students work in pairs or groups and exchange opinions: |Use language as a vehicle of communication / cultural transmission. |
|competence | |In the different discussions proposed in the unit about language and literature. |Develop key communication skills, and take into account the interests of |
|(C5) | |Analysing the tasks they have completed. |others as individuals and the interests of the group as a whole. |
| | | |Express their own ideas and listen to others'. |
| | |Students work in pairs: |Know and accept tradition and cultural and social reality of the |
| | |To make sentences. |English-speaking world. |
| |SB, p.74 |To think or words as core topic vocabulary. | |
| |SB, p.78 |To talk about jobs. | |
| |SB, p.80 |To discuss about languages they speak and about keeping a blog or diary. | |
| |SB, p.81 |To talk about the qualities for being a good writer. | |
| | | | |
| |SB, p.83 |They speak about the opinion people have of some jobs and about different qualities and | |
| | |responsibilities required for each job. | |
| |SB, p.81 (Speaking) | | |
| | |Students describe photographs. | |
| |SB, pp.76, 81 | | |
| | |Students write a film review and a book review. | |
| |SB, pp.78, 85 | | |
| | |Students learn and think about: books, language, literature and jobs. | |
| |SB, Unit 5 | | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB, p.86 (Review) |Students do the assessment activities and self-evaluation in the unit. |Be aware of what is known and what needs to be learnt, how to learn it, and |
|(C7) | | |how to manage and control the learning processes effectively, optimizing and |
| |SB & WB, Unit 5 |Students do the SB and WB activities in the unit, and use good learning practices in class |guiding them to meet personal goals. |
| | |and at home. | |
| | | |Show interest in different learning strategies which boost confidence when |
| |Active Teach (Test |Students complete the module test 5. |faced with new challenges in one's studies. |
| |masters) |Students complete the mid-course test. | |
| | | | |
| | |Students learn how to use reference material for each unit: | |
| | | | |
| | |Students’ Book | |
| | |Reading and Use of English (Exam reference, pp.167-168) | |
| | |Writing (Exam reference, pp.169-170) | |
| | |Listening (Exam reference, pp.170-171) | |
| | |Speaking (Exam reference, p.171) | |
| | |Expert grammar (Unit 5, pp.179-181) | |
| | |Expert writing (pp.191-203) | |
| | |Expert speaking (pp.204-206) | |
| | | | |
| | |Workbook | |
| | |Reading and Use of English (Practice exam, pp.116-125) | |
| | |Writing (Practice exam, pp.126-127) | |
| | |Listening (Practice exam, pp.128-131) | |
| | |Speaking (Practice exam, pp.132-136) | |
| | |Writing (Set texts, pp.144-145) | |
| | | | |
| |SB, pp.72, 75, 76, 78, 79,|Students read the strategies proposed in the unit and complete the exercises consolidating | |
| |81, 83, 85 |the information: | |
| | |Reading (Multiple choice) | |
| | |Use of English (Word formation, Multiple-choice cloze) | |
| | |Listening (Sentence completion, Multiple matching) | |
| | |Writing (Review) | |
| | |Speaking (Collaborative task) | |
|Being autonomous |SB, p.71 (Overview) |Students develop planning initiatives such as the main objectives at the beginning of each |Show initiatives and own choices. |
|(C8) | |unit. | |
| | | | |
| |WB, pp.50-60 |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance |
| |SB & WB |Students do the assessment activities and self-evaluation in the unit. |and self-criticism, performing the self-evaluation and reviewing the learning |
| |SB, p.85 (Writing) |Students do activities which involve analyzing, planning and reviewing their work: writing a |process. |
| | |review. | |
| | | | |
| |SB, pp.71-85 |Students show initiative working in pairs or groups: discussing about the unit topic, |Listen and interact with others with positive attitude when participating in |
| | |analysing tasks, describing photographs and completing the speaking activities. |class activities. |
|Emotional competence |SB, pp.71-85 |Students learn to work in pairs or groups and to respect turns, as well as opinions, work and|Show emotional balance and respect for others in the activities done in class.|
|(Castile La Mancha) (C9) | |progress. | |
MODULE 6: TRAVEL
I. AIMS
- To know the form and use of present and past subjunctive and unreal past
- To talk about places they would most like to visit
- To talk about food festivals
- To discuss about travelling accompanied or alone
- To discuss about the Jakobshavn Glacier and the benefits tourism brings to Greenland
- To discuss about different forms of travel
- To discuss about restricting the number of tourists in certain destinations
- To discuss about the factors which affect people's ability to travel
- To speak about travel choices
- To listen to a conservationist talking about her recent visit to Greenland
- To listen to a travel journalist and a conservationist discussing the issue of ethical travel
- To read a text about technology and travel
- To read a text about open-water swimming
- To read a text about autumn food festivals
- To write a discursive essay about the best forms of travel over short and longer distances
- To write a discursive essay about travel and photography
- To know emphatic phrases with whether, however, whatever, no matter what / how
- To know vocabulary for describing places
- To know vocabulary connected with the travel experience
- To know travel and transport collocations
- To know expressions with sight
- To know collocations for describing remote places
- To know phrasal verbs with set
- To know verbs of movement
- To know key words transformations
- To deduce words in context
- To improve the pronunciation of the English language
- To improve the intonation of the English language
- To recognize the word stress
II. CONTENTS
Communication Skills
- Talking about places they would most like to visit
- Talking about food festivals
- Speaking about travel choices
- Listening to a conservationist talking about her recent visit to Greenland
- Listening to a travel journalist and a conservationist discussing the issue of ethical travel
- Reading a text about technology and travel
- Reading a text about open-water swimming
- Reading a text about autumn food festivals
- Writing a discursive essay about the best forms of travel over short and longer distances
- Writing a discursive essay about travel and photography
Language Reflections
A. Language and grammar functions
- Present and past subjunctive
- Unreal past
- Emphatic phrases with whether, however, whatever, no matter what / how
- Key words transformations
B. Vocabulary
- Vocabulary for describing places
- Vocabulary connected with the travel experience
- Travel and transport collocations
- Expressions with sight
- Collocations for describing remote places
- Phrasal verbs with set
- Verbs of movement
Sociocultural Aspects
- To discuss about travelling accompanied or alone
- To discuss about the Jakobshavn Glacier and the benefits tourism brings to Greenland
- To discuss about different forms of travel
- To discuss about restricting the number of tourists in certain destinations
- To discuss about the factors which affect people's ability to travel
- To show interest in protecting World Heritage sites
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about ethical travel
To talk about other countries with respect and interest
Consumer education
To talk about consumerism
Environmental education
To respect the natural environment of travel destinations
ASSESSMENT
I. Communication skills
- Coursebook. Review, Module 6, page 102
- Student's Resource Book, Module 6
- Teacher's Resource Book: Photocopiable activities, Module 6
- Audio CD 2
II. Language reflections
- Coursebook. Review, Module 6, page 102
- Coursebook, Expert grammar, page 181
- Student's Resource Book, Module 6
- Teacher's Resource Book: Photocopiable activities, Module 6
- Audio CD 2
III. Sociocultural aspects
- Coursebook. Review, Module 6, page 102
- Student's Resource Book, Module 6
- Audio CD 2
BASIC COMPETENCES
|MODULE 6: Travel |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.87–102 |All the activities in the unit use language as a means of oral and written communication. |Show interest and curiosity in the English language as such, and in cultural |
|mother tongue and in | | |aspects associated with it. |
|foreign languages | | | |
|(C1) | | | |
|Data processing and |SB, p.89 (Reading) |Students read a text about technology and travel. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.91 (Use of English) |Students read a text about open-water swimming. | |
|(C4) |SB, p.99 (Use of English) | | |
| | |Students discuss about travel TV programmes that focus on local cuisine. | |
| |SB, p.93, ex.5 | | |
| | |Students complete an email. |Incorporate new technologies in the process of learning English. |
| | | | |
| |Active Teach | |Take advantage of new technologies to revise and consolidate what one has |
| | |Students use digital devices as part of their process of learning English. |learnt in the unit. |
|Cultural awareness and |SB, p.88 |Students discuss a proverb and a quotation of Izaak Walton about travelling. |Understand and critically appraise aspects of other countries' culture and |
|expression | |Students discuss about food festivals in their country. |customs. |
|(C6) |SB, p.99 |Students deal about different cultural and artistic expressions through the texts: |Consider literature as a source of enjoyment and personal enrichment, and as |
| |SB, pp.89, 90, 91,99 |A text about technology and travel. |part of countries' cultural heritage |
| | |A text about the experience of a traveller. | |
| | |A text about open-water swimming. | |
| | |A text about autumn food festivals. | |
| | | | |
| | |Students write a piece of original creative writing: | |
| |SB, pp.91, 94, 101 |An account of an outing to a place of interest. | |
| | |A discursive essay about the best forms of travel. | |
| | |A discursive essay about travel and photography. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 6 |Students learn and think about: travelling, adventures, ways of transport, food festivals and|Develop a critical mind when observing reality. |
|with the world and | |a glacier. | |
|environment (C3) | | | |
| | |There are references to different places such as: Europe, Borneo, the Amazon, Los Angeles, |Identify places and geographical features where other cultures are originated |
| | |the Poles, Asia, Australia, Slovenia, Andorra, Greenland, etc. |and located. |
|Social and civic |SB, Unit 6 |Students work in pairs or groups and exchange opinions: |Use language as a vehicle of communication / cultural transmission. |
|competence | |In the different discussions proposed in the unit about travel. |Develop key communication skills, and take into account the interests of |
|(C5) | |Analysing the tasks they have completed. |others as individuals and the interests of the group as a whole. |
| | | |Express their own ideas and listen to others'. |
| | |Students work in pairs: |Know and accept tradition and cultural and social reality of the |
| |SB, p.91 |To discuss situations in which some verbs might be used. |English-speaking world. |
| | | | |
| |SB, p.97 (Speaking) |They speak about holidays. | |
| |SB, pp.87, 92 | | |
| | |Students describe photographs. | |
| |SB, pp.94, 101 | | |
| | |Students write two discursive essays. | |
| |SB, Unit 6 | | |
| | |Students learn and think about: travelling, adventures, ways of transport, food festivals and| |
| | |a glacier. | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB, p.102 (Review) |Students do the assessment activities and self-evaluation in the unit. |Be aware of what is known and what needs to be learnt, how to learn it, and |
|(C7) | | |how to manage and control the learning processes effectively, optimizing and |
| |SB & WB, Unit 6 |Students do the SB and WB activities in the unit, and use good learning practices in class |guiding them to meet personal goals. |
| | |and at home. | |
| | | |Show interest in different learning strategies which boost confidence when |
| |Active Teach (Test |Students complete the module test 6. |faced with new challenges in one's studies. |
| |masters) | | |
| |TRB, p.191 |Students complete the Exam practice 3. | |
| | | | |
| | |Students learn how to use reference material for each unit: | |
| | | | |
| | |Students’ Book | |
| | |Reading and Use of English (Exam reference, pp.167-168) | |
| | |Writing (Exam reference, pp.169-170) | |
| | |Listening (Exam reference, pp.170-171) | |
| | |Speaking (Exam reference, p.171) | |
| | |Expert grammar (Unit 6, pp.181-183) | |
| | |Expert writing (pp.191-203) | |
| | |Expert speaking (pp.204-206) | |
| | | | |
| | |Workbook | |
| | |Reading and Use of English (Practice exam, pp.116-125) | |
| | |Writing (Practice exam, pp.126-127) | |
| | |Listening (Practice exam, pp.128-131) | |
| | |Speaking (Practice exam, pp.132-136) | |
| | |Writing (Set texts, pp.144-145) | |
| | | | |
| |SB, pp.88, 94, 97, 101 |Students read the strategies proposed in the unit and complete the exercises consolidating | |
| | |the information: | |
| | |Reading (Multiple matching) | |
| | |Writing (Essay) | |
| | |Speaking (Individual long turn) | |
|Being autonomous |SB, p.87 (Overview) |Students develop planning initiatives such as the main objectives at the beginning of each |Show initiatives and own choices. |
|(C8) | |unit. | |
| | | | |
| |WB, pp.61-71 |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance |
| |SB & WB |Students do the assessment activities and self-evaluation in the unit. |and self-criticism, performing the self-evaluation and reviewing the learning |
| |SB, p.101 (Writing) |Students do activities which involve analyzing, planning and reviewing their work: writing an|process. |
| | |essay. | |
| | | | |
| |SB, pp.87-101 |Students show initiative working in pairs or groups: discussing about the unit topic, |Listen and interact with others with positive attitude when participating in |
| | |analysing tasks, describing photographs and completing the speaking activities. |class activities. |
|Emotional competence |SB, pp.87-101 |Students learn to work in pairs or groups and to respect turns, as well as opinions, work and|Show emotional balance and respect for others in the activities done in class.|
|(Castile La Mancha) (C9) | |progress. | |
MODULE 7: THE WAY WE LIVE
I. AIMS
- To know relative clauses
- To know reduced relative clauses with participles and to infinitives
- To know reduced non-defining descriptive clauses
- To talk about social activities
- To talk about the change in the working conditions and flexibility
- To discuss about different communities
- To discuss about coffee houses today
- To discuss about the functions and advantages of having a town or city square
- To discuss about the benefits and limitations of using bikes as a basic means of transport
- To discuss about attitudes towards distance working
- To speak about social life
- To listen to three extracts about how the speakers feel regarding different issues
- To listen to five short extracts about cycling
- To read an article about the social history of coffee houses
- To read a text about the central square
- To read a text about lifestyle design
- To write a letter for a magazine describing a community project
- To write a letter for a magazine about a festival recently attended
- To know collocations
- To know expressions with place
- To know the uses and meaning of purpose and intent
- To know word formation: derivatives of social and use of the prefix inter-
- To know clauses of time and reason, result, concession
- To know vocabulary connected with social life
- To deduce words in context
- To improve the pronunciation of the English language
- To improve the intonation of the English language
- To recognize the word stress
II. CONTENTS
Communication Skills
- Talking about social activities
- Talking about the change in the working conditions and flexibility
- Speaking about social life
- Listening to three extracts about how the speakers feel regarding different issues
- Listening to five short extracts about cycling
- Reading an article about the social history of coffee houses
- Reading a text about the central square
- Reading a text about lifestyle design
- Writing a letter for a magazine describing a community project
- Writing a letter for a magazine about a festival recently attended
Language Reflections
A. Language and grammar functions
- Relative clauses
- Reduced relative clauses with participles and to infinitives
- Reduced non-defining descriptive clauses
- Clauses of time and reason, result, concession
B. Vocabulary
- Collocations
- Expressions with place
- Purpose and intent
- Word formation: derivatives of social and use of the prefix inter-
- Vocabulary connected with social life
Sociocultural Aspects
- To discuss about different communities
- To discuss about coffee houses today
- To discuss about the functions and advantages of having a town or city square
- To discuss about the benefits and limitations of using bikes as a basic means of transport
- To discuss about attitudes towards distance working
- To show interest in learning about different ways of life
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To respect different communities
To talk about other countries with respect and interest
Environmental education
To respect the environment
Health education
To talk about cycling
ASSESSMENT
I. Communication skills
- Coursebook. Review, Module 7, page 118
- Student's Resource Book, Module 7
- Teacher's Resource Book: Photocopiable activities, Module 7
- Audio CD 2
II. Language reflections
- Coursebook. Review, Module 7, page 118
- Coursebook, Expert grammar, page 183
- Student's Resource Book, Module 7
- Teacher's Resource Book: Photocopiable activities, Module 7
- Audio CD 2
III. Sociocultural aspects
- Coursebook. Review, Module 7, page 118
- Student's Resource Book, Module 7
- Audio CD 2
BASIC COMPETENCES
|MODULE 7: The way we live |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.103–118 |All the activities in the unit use language as a means of oral and written communication. |Show interest and curiosity in the English language as such, and in cultural |
|mother tongue and in | | |aspects associated with it. |
|foreign languages | | | |
|(C1) | | | |
|Data processing and |SB, p.104 (Reading) |Students discuss about the different sources to learn the latest news and gossip. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.105 (Reading) |Students read an article about the social history of coffee houses. | |
|(C4) |SB, p.107 (Use of English)| | |
| |SB, pp.110, 116 (Writing) |Students read a text about the central square. | |
| | | | |
| |SB, p.115, ex.2 |Students write a letter for a magazine. | |
| | | | |
| | | | |
| |Active Teach |Students read and complete text about lifestyle design. |Incorporate new technologies in the process of learning English. |
| | | | |
| | | |Take advantage of new technologies to revise and consolidate what one has |
| | |Students use digital devices as part of their process of learning English. |learnt in the unit. |
|Cultural awareness and |SB, p.116 |Students discuss about different festivals held in their countries. |Understand and critically appraise aspects of other countries' culture and |
|expression |SB, pp.105, 107, 109, 115 |Students deal about different cultural and artistic expressions through the texts: |customs. |
|(C6) | |An article about the social history of coffee houses. |Consider literature as a source of enjoyment and personal enrichment, and as |
| | |A text about the central square. |part of countries' cultural heritage. |
| | |A text about a company of organic olive oil. | |
| | |A text about lifestyle design. | |
| | | | |
| |SB, pp.110, 117 |Students write a piece of original creative writing: | |
| | |A letter for a magazine describing a community project. | |
| | |A letter for a magazine about a festival recently attended. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 7 |Students learn and think about: ways of living, coffee houses, city squares, social |Develop a critical mind when observing reality. |
|with the world and | |activities, lifestyles, cycling and festivals. | |
|environment (C3) | | | |
| | |There are references to different places such as: London, Austria, Germany, Switzerland, |Identify places and geographical features where other cultures are originated |
| | |Scandinavia, the UK, etc. |and located. |
|Social and civic |SB, Unit 7 |Students work in pairs or groups and exchange opinions: |Use language as a vehicle of communication / cultural transmission. |
|competence | |In the different discussions proposed in the unit about the way we live. |Develop key communication skills, and take into account the interests of |
|(C5) | |Analysing the tasks they have completed. |others as individuals and the interests of the group as a whole. |
| | | |Express their own ideas and listen to others'. |
| | |Students work in pairs: |Know and accept tradition and cultural and social reality of the |
| | |To discuss the project they would write in the writing task. |English-speaking world. |
| |SB, p.110 |To practice asking each other questions and answering them. | |
| |SB, p.112 |To compare the plan to complete the writing task. | |
| |SB, p.116 | | |
| | |They speak about the value of some activities in a community. | |
| |SB, p.113 (Speaking) | | |
| |SB, pp.104, 113, 115 |Students describe photographs. | |
| |SB, pp.110, 117 | | |
| | |Students write two letters for a magazine. | |
| |SB, Unit 7 | | |
| | |Students learn and think about: ways of living, coffee houses, city squares, social | |
| | |activities, lifestyles, cycling and festivals. | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB, p.118 (Review) |Students do the assessment activities and self-evaluation in the unit. |Be aware of what is known and what needs to be learnt, how to learn it, and |
|(C7) | | |how to manage and control the learning processes effectively, optimizing and |
| |SB & WB, Unit 7 |Students do the SB and WB activities in the unit, and use good learning practices in class |guiding them to meet personal goals. |
| | |and at home. | |
| | | |Show interest in different learning strategies which boost confidence when |
| |Active Teach (Test |Students complete the module test 7. |faced with new challenges in one's studies. |
| |masters) | | |
| | |Students learn how to use reference material for each unit: | |
| | | | |
| | |Students’ Book | |
| | |Reading and Use of English (Exam reference, pp.167-168) | |
| | |Writing (Exam reference, pp.169-170) | |
| | |Listening (Exam reference, pp.170-171) | |
| | |Speaking (Exam reference, p.171) | |
| | |Expert grammar (Unit 7, pp.183-185) | |
| | |Expert writing (pp.191-203) | |
| | |Expert speaking (pp.204-206) | |
| | | | |
| | |Workbook | |
| | |Reading and Use of English (Practice exam, pp.116-125) | |
| | |Writing (Practice exam, pp.126-127) | |
| | |Listening (Practice exam, pp.128-131) | |
| | |Speaking (Practice exam, pp.132-136) | |
| | |Writing (Set texts, pp.144-145) | |
| | | | |
| |SB, pp.104, 108, 111, 112,|Students read the strategies proposed in the unit and complete the exercises consolidating | |
| |117 |the information: | |
| | |Reading (Gapped text) | |
| | |Listening (Multiple-choice questions, Multiple matching) | |
| | |Writing (Letter) | |
| | |Speaking (Part 1) | |
|Being autonomous |SB, p.103 (Overview) |Students develop planning initiatives such as the main objectives at the beginning of each |Show initiatives and own choices. |
|(C8) | |unit. | |
| |WB, pp.72-82 | | |
| |SB & WB |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance |
| |SB, p.117 (Writing) |Students do the assessment activities and self-evaluation in the unit. |and self-criticism, performing the self-evaluation and reviewing the learning |
| | |Students do activities which involve analyzing, planning and reviewing their work: writing a |process. |
| | |letter. | |
| |SB, pp.103-117 | | |
| | |Students show initiative working in pairs or groups: discussing about the unit topic, |Listen and interact with others with positive attitude when participating in |
| | |analysing tasks, describing photographs and completing the speaking activities. |class activities. |
|Emotional competence |SB, pp.103-117 |Students learn to work in pairs or groups and to respect turns, as well as opinions, work and|Show emotional balance and respect for others in the activities done in class.|
|(Castile La Mancha) (C9) | |progress. | |
MODULE 8: CHANGING FASHIONS
I. AIMS
- To know the -ing form
- To use either infinitive or -ing form
- To talk about how tastes change
- To talk about design styles
- To discuss about conservation and visiting historic buildings
- To discuss about the advantages and disadvantages of viewing museum exhibits online
- To discuss about the factors considered when buying clothes
- To discuss about changing fashions
- To discuss about celebrities involved in charity work
- To discuss about durability of consumer items and obsolescence
- To speak about collecting
- To listen to two history of art students discussing about the relevance of museums today
- To listen to three extracts about fashion
- To read an article about architecture
- To read a text about the Arts and Crafts movement
- To read a text about collecting entertainment memorabilia
- To read a text about a supermodel
- To write a discursive essay
- To know vocabulary connected with architectural and design features
- To know phrases from art and architecture
- To know collocations: adjective + noun
- To review prepositions
- To know vocabulary connected with collecting and collectibles
- To deduce words in context
- To improve the pronunciation of the English language
- To improve the intonation of the English language
- To recognize the word stress
II. CONTENTS
Communication Skills
- Talking about how tastes change
- Talking about design styles
- Speaking about collecting
- Listening to two history of art students discussing about the relevance of museums today
- Listening to three extracts about fashion
- Reading a text about the Arts and Crafts movement
- Reading a text about collecting entertainment memorabilia
- Reading a text about a supermodel
- Writing a discursive essay
Language Reflections
A. Language and grammar functions
- The -ing form
- Infinitive or -ing form
- Prepositions
B. Vocabulary
- Vocabulary connected with architectural and design features
- Phrases from art and architecture
- Collocations: adjective + noun
- Vocabulary connected with collecting and collectibles
Sociocultural Aspects
- To show interest and discuss about conservation and visiting historic buildings
- To discuss about the advantages and disadvantages of viewing museum exhibits online
- To discuss about the factors considered when buying clothes
- To discuss about changing fashions
- To discuss about celebrities involved in charity work
- To discuss about durability of consumer items and obsolescence
- To show interest in preserving and protecting older buildings
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To respect art
To respect different styles
To talk about charity work
Consumer education
To talk about buying clothes
To talk about durability of consumer items
Arts
To talk about the Arts and Crafts movement
ASSESSMENT
I. Communication skills
- Coursebook. Review, Module 8, page 134
- Student's Resource Book, Module 8
- Teacher's Resource Book: Photocopiable activities, Module 8
- Audio CD 2
II. Language reflections
- Coursebook. Review, Module 8, page 134
- Coursebook, Expert grammar, page 185
- Student's Resource Book, Module 8
- Teacher's Resource Book: Photocopiable activities, Module 8
- Audio CD 2
III. Sociocultural aspects
- Coursebook. Review, Module 8, page 134
- Student's Resource Book, Module 8
- Audio CD 2
BASIC COMPETENCES
|MODULE 8: Changing fashions |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.119–134 |All the activities in the unit use language as a means of oral and written communication. |Show interest and curiosity in the English language as such, and in cultural |
|mother tongue and in | | |aspects associated with it. |
|foreign languages | | | |
|(C1) | | | |
|Mathematical competence |WB, p.90, ex. 2a |Students have to understand and process information to complete a table. |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) | | |process of learning English. |
|Data processing and |SB, p.121 (Reading) |Students read an article about architecture. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.123 (Use of English)| | |
|(C4) |SB, p.128 (Speaking) |Students read a text about the Arts and Crafts movement. | |
| |SB, p.130, ex.4 | | |
| | |Students read a text about collecting entertainment memorabilia. | |
| | | | |
| |SB, p.124, ex.3 |Students read a text about a supermodel. | |
| | | | |
| | | |Incorporate new technologies in the process of learning English. |
| |Active Teach |Students discuss about viewing museum exhibits online. | |
| | | |Take advantage of new technologies to revise and consolidate what one has |
| | | |learnt in the unit. |
| | |Students use digital devices as part of their process of learning English. | |
|Cultural awareness and |SB, p.119 |Students discuss about representative paintings of both Abstract and Impressionist art. |Appreciate the importance of the different forms of artistic expressions. |
|expression | |Students talk about museums and art galleries. | |
|(C6) |SB, p.124 |Students deal about different cultural and artistic expressions through the texts: |Consider literature as a source of enjoyment and personal enrichment, and as |
| |SB, pp.121, 123, 128, 130 |An article about architecture. |part of countries' cultural heritage. |
| | |A text about the Arts and Crafts movement. |Understand and critically appraise aspects of other countries' culture and |
| | |A text about collecting entertainment memorabilia. |customs. |
| | |A text about a supermodel. | |
| | | | |
| | |Students write a piece of original creative writing: | |
| |SB, pp.126, 133 |A discursive essay. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 8 |Students learn and think about: art, architecture, historic buildings, museums, clothes, |Develop a critical mind when observing reality. |
|with the world and | |fashion and the durability of consumer items. | |
|environment (C3) | | | |
| | |There are references to different places such as: New York, Britain, Europe, the Americas, |Identify places and geographical features where other cultures are originated |
| | |Asia, the Czech Republic. |and located. |
|Social and civic |SB, Unit 8 |Students work in pairs or groups and exchange opinions: |Use language as a vehicle of communication / cultural transmission. |
|competence | |In the different discussions proposed in the unit about changing fashions. |Develop key communication skills, and take into account the interests of |
|(C5) | |Analysing the tasks they have completed. |others as individuals and the interests of the group as a whole. |
| | | |Express their own ideas and listen to others'. |
| | |Students work in pairs: |Know and accept tradition and cultural and social reality of the |
| | |To compare the dialogues they wrote. |English-speaking world. |
| |SB, p.122 |To compare their ideas about their ideal home. | |
| |SB, p.123 |To carry out a role play. | |
| |SB, p.125 |To categorize some discourse markers for discursive essays. | |
| |SB, p.126 |To compare answers. | |
| |SB, p.130 | | |
| | |They speak about the most important features of a home and about how fashion influences our | |
| |SB, p.129 (Speaking) |lives. | |
| | | | |
| |SB, pp.119, 124 |Students describe photographs. | |
| | | | |
| |SB, pp.126, 133 |Students write two discursive essays. | |
| | | | |
| |SB, Unit 8 |Students learn and think about: art, architecture, historic buildings, museums, clothes, | |
| | |fashion and the durability of consumer items. | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB, p.134 (Review) |Students do the assessment activities and self-evaluation in the unit. |Be aware of what is known and what needs to be learnt, how to learn it, and |
|(C7) | | |how to manage and control the learning processes effectively, optimizing and |
| |SB & WB, Unit 8 |Students do the SB and WB activities in the unit, and use good learning practices in class |guiding them to meet personal goals. |
| | |and at home. | |
| | | |Show interest in different learning strategies which boost confidence when |
| |Active Teach (Test |Students complete the module test 8. |faced with new challenges in one's studies. |
| |masters) | | |
| |TRB, p.196 |Students complete the Exam practice 4. | |
| | | | |
| | |Students learn how to use reference material for each unit: | |
| | | | |
| | |Students’ Book | |
| | |Reading and Use of English (Exam reference, pp.167-168) | |
| | |Writing (Exam reference, pp.169-170) | |
| | |Listening (Exam reference, pp.170-171) | |
| | |Speaking (Exam reference, p.171) | |
| | |Expert grammar (Unit 8, pp.185-186) | |
| | |Expert writing (pp.191-203) | |
| | |Expert speaking (pp.204-206) | |
| | | | |
| | |Workbook | |
| | |Reading and Use of English (Practice exam, pp.116-125) | |
| | |Writing (Practice exam, pp.126-127) | |
| | |Listening (Practice exam, pp.128-131) | |
| | |Speaking (Practice exam, pp.132-136) | |
| | |Writing (Set texts, pp.144-145) | |
| | | | |
| |SB, pp.120, 123, 124, 126,|Students read the strategies proposed in the unit and complete the exercises consolidating | |
| |127, 129, 130, 131, 133 |the information: | |
| | |Reading (Multiple matching) | |
| | |Use of English (Open cloze, Word formation) | |
| | |Listening (Multiple-choice, Multiple-choice questions) | |
| | |Writing (Essay) | |
| | |Speaking (Individual long turn) | |
| | |Language development (Open cloze) | |
|Being autonomous |SB, p.119 (Overview) |Students develop planning initiatives such as the main objectives at the beginning of each |Show initiatives and own choices. |
|(C8) | |unit. | |
| |WB, pp.83-93 | | |
| |SB & WB |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance |
| |SB, p.133 (Writing) |Students do the assessment activities and self-evaluation in the unit. |and self-criticism, performing the self-evaluation and reviewing the learning |
| | |Students do activities which involve analyzing, planning and reviewing their work: writing an|process. |
| | |essay. | |
| |SB, pp.119-133 | | |
| | |Students show initiative working in pairs or groups: discussing about the unit topic, | |
| | |analysing tasks, describing photographs and completing the speaking activities. |Listen and interact with others with positive attitude when participating in |
| | | |class activities. |
|Emotional competence |SB, pp.119-133 |Students learn to work in pairs or groups and to respect turns, as well as opinions, work and|Show emotional balance and respect for others in the activities done in class.|
|(Castile La Mancha) (C9) | |progress. | |
MODULE 9: FITNESS AND NUTRITION
I. AIMS
- To discuss about skills and personal attributes necessary for different sports
- To discuss about the importance of sportsmanship in sport
- To discuss about the effects sports events have
- To discuss about running and jogging
- To discuss about team sports
- To discuss about nutrition
- To speak about their attitude towards food, nutrition and healthy eating
- To listen to five short extracts in which footballers talk about injuries
- To listen to two nutritionists discussing methods of food production
- To read an extract from a magazine article about a tennis match
- To read a text about the Tarahumara diet
- To write a short article about sport and sporting personalities as a source of inspiration to people of all ages
- To write an opinion essay
- To write an essay on the benefits and drawbacks of being a vegetarian today
- To know sentence adverbials
- To know modifying and intensifying gradable and ungradable adjectives
- To know adjectives / nouns / verbs / verb phrases + prepositions
- To know prepositional phrases
- To know adjective + adverb collocations
- To know words of endurance
- To know expressions with keep
- To know phrasal verbs with get
- To know idioms with get and keep
- To know word formation: use of the prefixes over and under
- To know vocabulary connected with food and nutrition
- To deduce words in context
- To improve the pronunciation of the English language
- To improve the intonation of the English language
- To recognize the word stress
II. CONTENTS
Communication Skills
- Speaking about their attitude towards food, nutrition and healthy eating
- Listening to five short extracts in which footballers talk about injuries
- Listening to two nutritionists discussing methods of food production
- Reading an extract from a magazine article about a tennis match
- Reading a text about the Tarahumara diet
- Writing a short article about sport and sporting personalities as a source of inspiration to people of all ages
- Writing an opinion essay
- Writing an essay on the benefits and drawbacks of being a vegetarian today
Language Reflections
A. Language and grammar functions
- Sentence adverbials
- Modifying and intensifying gradable and ungradable adjectives
- Adjectives + prepositions
- Nouns + prepositions
- Verbs + prepositions
- Prepositional phrases
- Verb phrases + prepositions
B. Vocabulary
- Words of endurance
- Expressions with keep
- Phrasal verbs with get
- Idioms with get and keep
- Word formation: use of the prefixes over and under
- Vocabulary connected with food and nutrition
Sociocultural Aspects
- To discuss about skills and personal attributes necessary for different sports
- To discuss about the importance of sportsmanship in sport
- To discuss about the effects sports events have
- To discuss about running and jogging
- To discuss about team sports
- To show interest and discuss about nutrition
- To show interest in sports and healthy ways of life
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To debate about different methods of food production
To respect different types of diet
To talk about other countries with respect and interest
Health education
To talk about sports
To talk about nutrition and healthy eating
ASSESSMENT
I. Communication skills
- Coursebook. Review, Module 9, page 150
- Student's Resource Book, Module 9
- Teacher's Resource Book: Photocopiable activities, Module 9
- Audio CD 2
II. Language reflections
- Coursebook. Review, Module 9, page 150
- Coursebook, Expert grammar, page 186
- Student's Resource Book, Module 9
- Teacher's Resource Book: Photocopiable activities, Module 9
- Audio CD 2
III. Sociocultural aspects
- Coursebook. Review, Module 9, page 150
- Student's Resource Book, Module 9
- Audio CD 2
BASIC COMPETENCES
|MODULE 9: Fitness and nutrition |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.135–150 |All the activities in the unit use language as a means of oral and written communication. |Show interest and curiosity in the English language as such, and in cultural |
|mother tongue and in | | |aspects associated with it. |
|foreign languages | | | |
|(C1) | | | |
|Mathematical competence |SB, p.144, ex. 2 |Students have to understand and process information to complete a quiz. |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) | | |process of learning English. |
|Data processing and |SB, p.137 (Reading) |Students read an article about a tennis match. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.147 (Use of English)| | |
|(C4) | |Students read a text about the Tarahumara diet. | |
| |Active Teach | | |
| | | |Incorporate new technologies in the process of learning English. |
| | |Students use digital devices as part of their process of learning English. |Take advantage of new technologies to revise and consolidate what one has |
| | | |learnt in the unit. |
|Cultural awareness and |SB, p.135 |Students discuss quotations of T.S. Eliot, Kareem Abdul-Jabbar and William Shakespeare. |Understand and critically appraise aspects of other countries' culture and |
|expression | |Students deal about different cultural and artistic expressions through the texts: |customs. |
|(C6) |SB, pp.137, 138, 139, 147 |An extract from a magazine article about a tennis match. |Consider literature as a source of enjoyment and personal enrichment, and as |
| | |A text about the story of Steven Callahan. |part of countries' cultural heritage. |
| | |A text about the story of Edison Peña. | |
| | |A text about the Tarahumara diet. | |
| | | | |
| | |Students write a piece of original creative writing: | |
| |SB, pp.139, 142, 149 |A short article about sport and sporting personalities. | |
| | |An opinion essay about sport. | |
| | |An essay about being a vegetarian today. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 9 |Students learn and think about: sports, fitness, nutrition and food production. |Develop a critical mind when observing reality. |
|with the world and | | | |
|environment (C3) | |There are references to different places such as: the Atlantic Ocean, Chile, New York, Dover,| |
| | |Mexico. |Identify places and geographical features where other cultures are originated |
| | | |and located. |
|Social and civic |SB, Unit 9 |Students work in pairs or groups and exchange opinions: |Use language as a vehicle of communication / cultural transmission. |
|competence | |In the different discussions proposed in the unit about fitness and nutrition. |Develop key communication skills, and take into account the interests of |
|(C5) | |Analysing the tasks they have completed. |others as individuals and the interests of the group as a whole. |
| | | |Express their own ideas and listen to others'. |
| | |Students work in pairs: |Know and accept tradition and cultural and social reality of the |
| | |To place some sentences in order to form a paragraph. |English-speaking world. |
| |SB, p.142 |To think of some situations in which to use the phrases listed. | |
| |SB, p.146 |To brainstorm some ideas about the factors that influence a suitable diet for a person. | |
| |SB, p.149 | | |
| | |They speak about the main criteria for a healthy lifestyle and about being concerned for the | |
| | |origin of our food. | |
| |SB, p.145 (Speaking) | | |
| | |Students write two essays. | |
| |SB, pp.142, 149 | | |
| | |Students learn and think about: sports, fitness, nutrition and food production. | |
| |SB, Unit 9 | | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB, p.150 (Review) |Students do the assessment activities and self-evaluation in the unit. |Be aware of what is known and what needs to be learnt, how to learn it, and |
|(C7) | | |how to manage and control the learning processes effectively, optimizing and |
| |SB & WB, Unit 9 |Students do the SB and WB activities in the unit, and use good learning practices in class |guiding them to meet personal goals. |
| | |and at home. | |
| | | |Show interest in different learning strategies which boost confidence when |
| |Active Teach (Test |Students complete the module test 9. |faced with new challenges in one's studies. |
| |masters) | | |
| | |Students learn how to use reference material for each unit: | |
| | | | |
| | |Students’ Book | |
| | |Reading and Use of English (Exam reference, pp.167-168) | |
| | |Writing (Exam reference, pp.169-170) | |
| | |Listening (Exam reference, pp.170-171) | |
| | |Speaking (Exam reference, p.171) | |
| | |Expert grammar (Unit 9, pp.186-188) | |
| | |Expert writing (pp.191-203) | |
| | |Expert speaking (pp.204-206) | |
| | | | |
| | |Workbook | |
| | |Reading and Use of English (Practice exam, pp.116-125) | |
| | |Writing (Practice exam, pp.126-127) | |
| | |Listening (Practice exam, pp.128-131) | |
| | |Speaking (Practice exam, pp.132-136) | |
| | |Writing (Set texts, pp.144-145) | |
| | | | |
| |SB, pp.136, 139, 140, 142,|Students read the strategies proposed in the unit and complete the exercises consolidating | |
| |143, 145, 147, 149 |the information: | |
| | |Reading (Multiple choice) | |
| | |Use of English (Word formation, Multiple-choice cloze) | |
| | |Listening (Multiple matching, Multiple-choice) | |
| | |Writing (Essay) | |
| | |Speaking (Individual long turn) | |
|Being autonomous |SB, p.135 (Overview) |Students develop planning initiatives such as the main objectives at the beginning of each |Show initiatives and own choices. |
|(C8) | |unit. | |
| |WB, pp.94-104 | | |
| |SB & WB |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance |
| |SB, p.149 (Writing) |Students do the assessment activities and self-evaluation in the unit. |and self-criticism, performing the self-evaluation and reviewing the learning |
| | |Students do activities which involve analyzing, planning and reviewing their work: writing an|process. |
| | |essay. | |
| |SB, pp.135-149 | | |
| | |Students show initiative working in pairs or groups: discussing about the unit topic, |Listen and interact with others with positive attitude when participating in |
| | |analysing tasks, describing photographs and completing the speaking activities. |class activities. |
|Emotional competence |SB, pp.135-149 |Students learn to work in pairs or groups and to respect turns, as well as opinions, work and|Show emotional balance and respect for others in the activities done in class.|
|(Castile La Mancha) (C9) | |progress. | |
MODULE 10: BROADENING YOUR HORIZONS
I. AIMS
- To review reported speech and reported questions
- To know the form and use of reporting verbs: rephrasing and summarising
- To use phrasal verbs as reporting verbs
- To know more ways of rephrasing and summarising
- To talk about different areas of work
- To talk about successful entrepreneurs
- To discuss about the concept of learning from mistakes
- To discuss about networking
- To discuss about traditional industries
- To discuss about the advantages and disadvantages of distance learning
- To discuss about achieving tasks
- To speak about thinking and learning
- To listen to a man, who works as a thatcher, talking about his job
- To listen to five short extracts about distance-learning courses
- To read an article about the sort of problems businesspeople have to overcome
- To read a text about networking
- To write a discursive essay
- To know verb phrases
- To know phrases with come, go, make and take
- To know word formation: nouns from phrasal verbs
- To know phrasal verbs
- To know collocations
- To know proverbs / idioms
- To know word formation: adjectives and adverbs with in- or un-
- To know word formation: nouns ending in -ance/-ence, -ency, -ity, -ship
- To know vocabulary connected with thinking and learning
- To deduce words in context
- To improve the pronunciation of the English language
- To improve the intonation of the English language
- To recognize the word stress
II. CONTENTS
Communication Skills
- Talking about different areas of work
- Talking about successful entrepreneurs
- Speaking about thinking and learning
- Listening to a man, who works as a thatcher, talking about his job
- Listening to five short extracts about distance-learning courses
- Reading an article about the sort of problems businesspeople have to overcome
- Reading a text about networking
- Writing a discursive essay
Language Reflections
A. Language and grammar functions
- Reported speech and reported questions
- Reporting verbs: rephrasing and summarising
- Phrasal verbs as reporting verbs
- More ways of rephrasing and summarising
- General verb phrases
- Phrases with come, go, make and take
B. Vocabulary
- Word formation: nouns from phrasal verbs
- Phrasal verbs
- Collocations
- Proverbs / idioms
- Word formation: adjectives and adverbs with in- or un-
- Word formation: nouns ending in -ance/-ence, -ency, -ity, -ship
- Vocabulary connected with thinking and learning
Sociocultural Aspects
- To show interest and discuss about the concept of learning from mistakes
- To discuss about networking
- To discuss about traditional industries
- To discuss about the advantages and disadvantages of distance learning
- To show interest in learning
- To show interest and discuss about achieving tasks
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To respect every job
To talk about other countries with respect and interest
Education for equality
To respect men and women
ASSESSMENT
I. Communication skills
- Coursebook. Review, Module 10, page 166
- Student's Resource Book, Module 10
- Teacher's Resource Book: Photocopiable activities, Module 10
- Audio CD 2
II. Language reflections
- Coursebook. Review, Module 10, page 166
- Coursebook, Expert grammar, page 188
- Student's Resource Book, Module 10
- Teacher's Resource Book: Photocopiable activities, Module 10
- Audio CD 2
III. Sociocultural aspects
- Coursebook. Review, Module 10, page 166
- Student's Resource Book, Module 10
- Audio CD 2
BASIC COMPETENCES
|MODULE 10: Broadening your horizons |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.151–166 |All the activities in the unit use language as a means of oral and written communication. |Show interest and curiosity in the English language as such, and in cultural |
|mother tongue and in | | |aspects associated with it. |
|foreign languages | | | |
|(C1) | | | |
|Mathematical competence |SB, p.163, ex. 2 |Students classify words into different groups according to the suffixes they use. |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) | | |process of learning English. |
|Data processing and |SB, p.153 (Reading) |Students read an article about the sort of problems businesspeople have to overcome. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB pp.160-161 (Speaking) |Students speak about a TV documentary about the future of education. | |
|(C4) | | | |
| |SB, p.154, ex. 2 | | |
| | |Students read a text and talk about how technological innovations have influenced some |Incorporate new technologies in the process of learning English. |
| |SB, p.155 (Use of English)|professions. | |
| |SB, p.159 (Listening) |Students complete a text and discuss about networking. | |
| | | | |
| |Active Teach |Students discuss about online distance learning. | |
| | | | |
| | | |Take advantage of new technologies to revise and consolidate what one has |
| | |Students use digital devices as part of their process of learning English. |learnt in the unit. |
|Cultural awareness and |SB, pp.153, 155, 160, 163 |Students deal about different cultural and artistic expressions through the texts: |Consider literature as a source of enjoyment and personal enrichment, and as |
|expression | |An article about the sort of problems businesspeople have to overcome. |part of countries' cultural heritage. |
|(C6) | |A text about networking. |Understand and critically appraise aspects of other countries' culture and |
| | |A text about Sir Ken Robinson, Salman Kahn and YouTube Edu. |customs. |
| | |A text about the Swiss cheese approach. | |
| | | | |
| | |Students write a piece of original creative writing: | |
| |SB, pp.158, 165 |A discursive essay. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 10 |Students learn and think about: jobs, networking, traditional industries, learning and |Develop a critical mind when observing reality. |
|with the world and | |education. | |
|environment (C3) | | | |
| | |There are references to different places such as: the USA, the UK, New York, France. |Identify places and geographical features where other cultures are originated |
| | | |and located. |
|Social and civic |SB, Unit 10 |Students work in pairs or groups and exchange opinions: |Use language as a vehicle of communication / cultural transmission. |
|competence | |In the different discussions proposed in the unit about broadening the horizons. |Develop key communication skills, and take into account the interests of |
|(C5) | |Analysing the tasks they have completed. |others as individuals and the interests of the group as a whole. |
| | | |Express their own ideas and listen to others'. |
| | |Students work in pairs: |Know and accept tradition and cultural and social reality of the |
| | |To discuss about the qualities a candidate needs for a job. |English-speaking world. |
| |SB, p.155 |To talk about learning and about the future of education. | |
| |SB, p.161 |To write a short story. | |
| |SB, p.162 | | |
| | |They speak about the best way of learning and about being prepared for a job or for life by | |
| |SB, p.161 (Speaking) |education. | |
| | | | |
| |SB, pp.156, 160 |Students describe photographs. | |
| | | | |
| |SB, pp.158, 165 |Students write two discursive essays. | |
| | | | |
| |SB, Unit 10 |Students learn and think about: jobs, networking, traditional industries, learning and | |
| | |education. | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB, p.166 (Review) |Students do the assessment activities and self-evaluation in the unit. |Be aware of what is known and what needs to be learnt, how to learn it, and |
|(C7) | | |how to manage and control the learning processes effectively, optimizing and |
| |SB & WB, Unit 10 |Students do the SB and WB activities in the unit, and use good learning practices in class |guiding them to meet personal goals. |
| | |and at home. | |
| | | |Show interest in different learning strategies which boost confidence when |
| |Active Teach (Test |Students complete the module test 10. |faced with new challenges in one's studies. |
| |masters) |Students complete the end of course test. | |
| |TRB, p.202 |Students complete the Exam practice 5. | |
| | | | |
| | |Students learn how to use reference material for each unit: | |
| | | | |
| | |Students’ Book | |
| | |Reading and Use of English (Exam reference, pp.167-168) | |
| | |Writing (Exam reference, pp.169-170) | |
| | |Listening (Exam reference, pp.170-171) | |
| | |Speaking (Exam reference, p.171) | |
| | |Expert grammar (Unit 10, pp.188-190) | |
| | |Expert writing (pp.191-203) | |
| | |Expert speaking (pp.204-206) | |
| | | | |
| | |Workbook | |
| | |Reading and Use of English (Practice exam, pp.116-125) | |
| | |Writing (Practice exam, pp.126-127) | |
| | |Listening (Practice exam, pp.128-131) | |
| | |Speaking (Practice exam, pp.132-136) | |
| | |Writing (Set texts, pp.144-145) | |
| | | | |
| |SB, pp.152, 155, 156, 158,|Students read the strategies proposed in the unit and complete the exercises consolidating | |
| |159, 161, 163, 165 |the information: | |
| | |Reading (Multiple matching) | |
| | |Use of English (Open cloze, Word formation) | |
| | |Listening (Sentence completion, Multiple matching) | |
| | |Writing (Essay) | |
| | |Speaking (Part 1) | |
|Being autonomous |SB, p.151 (Overview) |Students develop planning initiatives such as the main objectives at the beginning of each |Show initiatives and own choices. |
|(C8) | |unit. | |
| |WB, pp.105-115 | | |
| |SB & WB |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance |
| |SB, p.165 (Writing) |Students do the assessment activities and self-evaluation in the unit. |and self-criticism, performing the self-evaluation and reviewing the learning |
| | |Students do activities which involve analyzing, planning and reviewing their work: writing an|process. |
| | |essay. | |
| |SB, pp.151-165 | | |
| | |Students show initiative working in pairs or groups: discussing about the unit topic, |Listen and interact with others with positive attitude when participating in |
| | |analysing tasks, describing photographs and completing the speaking activities. |class activities. |
|Emotional competence |SB, pp.151-165 |Students learn to work in pairs or groups and to respect turns, as well as opinions, work and|Show emotional balance and respect for others in the activities done in class.|
|(Castile La Mancha) (C9) | |progress. | |
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