TEACHING PROGRAMME
GENERAL TEACHING PROGRAMME
CUTTING EDGE
PRE-INTERMEDIATE
__________________
AREA OF FOREIGN LANGUAGES
ENGLISH LANGUAGE
Cutting Edge Pre-Intermediate Teaching Programme
UNIT 1: LEISURE AND SPORT
I. AIMS
- To review questions
- To know the form and use of the present simple
- To know the form and use of frequency phrases
- To talk about free time activities
- To talk about sports
- To discuss about leisure activities
- To discuss about games
- To discuss about unusual sports
- To discuss about New York City
- To interview a partner in 60 seconds
- To listen to a radio news report
- To listen to a games quiz
- To read an article about sports
- To read an interview
- To watch a video about stickball
- To find out information online about a sport
- To write a paragraph about a sport
- To know vocabulary connected with leisure activities
- To know vocabulary connected with sports and games
- To know stress in questions
- 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 free time activities
- Talking about sports
- Interviewing a partner in 60 seconds
- Listening to a radio news report
- Listening to a games quiz
- Reading an article about sports
- Reading an interview
- Watching a video about stickball
- Finding out information online about a sport
- Writing a paragraph about a sport
Language Reflections
A. Language and grammar functions
- Questions
- Present simple
- Frequency phrases
B. Vocabulary
- Words connected with leisure activities
- Words connected with sports and games
C. Pronunciation
- Stress in questions
Sociocultural Aspects
- To discuss about leisure activities
- To discuss about games
- To debate about unusual sports
- To show interest in exchanging ideas on familiar topics
- To show interest in sports
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
Health education
To debate about sports and healthy habits
Education for equality
To respect men and women
Music
To talk about music
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, page 13
- Student's Book: Study, Practice & Remember, page 138
- Workbook, Unit 1
- Teacher's Resource Bank: Photocopiable activities, Unit 1
- DVD, Unit 1
II. Language reflections
- Student's Book: Study, Practice & Remember, page 138
- Workbook, Unit 1
- Teacher's Resource Bank: Photocopiable activities, Unit 1
- DVD, Unit 1
III. Sociocultural aspects
- Student's Book, Unit 1
- Workbook, Unit 1
- DVD, Unit 1
BASIC COMPETENCES
|UNIT 1: Leisure and sport |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.6-15 |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.6, ex. 3 |Students have to understand and process information to complete a survey. |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) | | |process of learning English. |
|Data processing and |SB, p.10 (Reading) |Students read an article about new ways with old sports. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.12 (Task) |Students read an interview to Freida Pinto. |Incorporate new technologies in the process of learning English. |
|(C4) | | |Take advantage of new technologies to revise and consolidate what one has learnt |
| |SB, p.13 (Share your task)|Students film / record themselves interviewing their partner. |in the unit. |
| |SB, pp.14-15 (World | | |
| |culture) |Students check information online about New York City. | |
| | |Students find out more information online about sports. | |
| |MyEnglishLab / | | |
| |Active Teach |Students use digital devices as part of their process of learning English. | |
|Cultural awareness and |SB, pp.14-15 (World |Students discuss about New York City and check the information online. |Understand and critically appraise aspects of other countries' culture and |
|expression |culture) |Students watch a video about a popular sport in New York City and complete exercises |customs. |
|(C6) | |about it. | |
| | | | |
| | |They deal about different cultural and artistic expressions through the texts: | |
| |SB, pp.10, 12 |An article about sports. | |
| | |An interview to a famous actress from India, Freida Pinto. | |
| | | | |
| | |Students write a piece of original creative writing: | |
| | |An interview to a partner. | |
| |SB, pp.13, 15 |A paragraph about a sport. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 1 |Students learn and think about: leisure activities, games, sports, New York City, |Develop a critical mind when observing reality. |
|with the world and | |unusual sports. | |
|environment (C3) | | | |
| | |There are references to different places such as: UK, India, Australia, London, |Identify places and geographical features where other cultures are originated and |
| | |California, New York City. |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 leisure activities, games, |Develop key communication skills, and take into account the interests of others as|
|(C5) | |unusual sports and New York City. |individuals and the interests of the group as a whole. |
| | |Analysing the tasks they have completed. |Express their own ideas and listen to others'. |
| | | |Know and accept tradition and cultural and social reality of the English-speaking |
| |SB, pp.7, 10 |In pairs, students ask each other questions about the activities they do, about sports |world. |
| | |and games. | |
| |SB, p.8, ex.2 |They read and answer a games quiz in pairs. | |
| |SB, p.13 (Speaking) |They interview a partner in 60 seconds. | |
| |SB, pp.11, 12 | | |
| | |Students describe and answer questions about photographs. | |
| |SB, p.15 | | |
| | |Students write a paragraph about a sport. | |
| |SB, Unit 1 | | |
| | |Students learn and think about: leisure activities, games, sports, New York City, | |
| | |unusual sports. | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB & WB, Unit 1 |Students do the SB and WB activities in the unit, and use good learning practices in |Be aware of what is known and what needs to be learnt, how to learn it, and how to|
|(C7) | |class and at home. |manage and control the learning processes effectively, optimizing and guiding them|
| | | |to meet personal goals. |
| | |Students learn how to use reference material for each unit: | |
| | | |Show interest in different learning strategies which boost confidence when faced |
| | |Students’ Book |with new challenges in one's studies. |
| | |Key language highlighted at the start of the unit (p.6) | |
| | |Grammar in context (pp.8, 11) | |
| | |Pronunciation box (p.9) | |
| | |Useful language box (p.13) | |
| | |Study & practice 1 (p.138) | |
| | |Study & practice 2 (p.138) | |
| | |Remember these words (p.139) | |
| | | | |
| | |MyEnglishLab | |
| | |Interactive workbook | |
| | |Common error report | |
| | |Tips and feedback for reference materials | |
| | |Extra video with interactive exercises | |
| | | | |
| | | | |
| |SB, Unit 1 |Students are encouraged to experiment with language and to work out rules for | |
| | |themselves (Grammar). | |
| | |Students are encouraged to take a proactive role in their learning (Tasks). | |
| | |Students recycle new language through the speaking tasks. | |
| | |They recycle all the main grammar and vocabulary areas in the unit with extra practice | |
| | |exercises in the Study, Practice & Remember section. | |
|Being autonomous |SB, p.6 (In this unit) |Students develop planning initiatives such as the main objectives at the beginning of |Show initiatives and own choices. |
|(C8) | |each unit. | |
| |SB, p.15 (After unit 1 you|Students think about what they have learnt after each unit. | |
| |can…) | | |
| |WB, pp.4-8 |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 in the unit. |self-criticism, performing the self-evaluation and reviewing the learning process.|
| | | | |
| |SB, p.12 (Task) |Students do activities which involve analyzing, planning and reviewing their work: do a| |
| | |60-second interview. | |
| | | |Listen and interact with others with positive attitude when participating in class|
| |SB, pp.6-15 |Students show initiative working in pairs or groups: discussing about the unit topic, |activities. |
| | |analysing tasks, describing photographs and completing the speaking activities. | |
|Emotional competence |SB, pp.6-15 |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. | |
UNIT 2: FIRSTS AND LASTS
I. AIMS
- To know the form and use of the past simple - positive and negative
- To know the form and use of the past simple - questions
- To speak about the first or last time they did something
- To speak about travelling
- To discuss about TV programmes
- To discuss about journeys
- To listen to two people talking about the first time they did something
- To read an article about television
- To read a text about Boa Sr
- To read a text about a trip abroad
- To watch a video about travelling
- To write a narrative about a journey
- To know time phrases with at, on, in and ago
- To know vocabulary connected with feelings
- To practise the pronunciation of the -ed endings
- To practise the pronunciation of was and were
- To know stress on adjectives
- To know intonation in questions
- 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 the first or last time they did something
- Speaking about travelling
- Listening to two people talking about the first time they did something
- Reading an article about television
- Reading a text about Boa Sr
- Reading a text about a trip abroad
- Watching a video about travelling
- Writing a narrative about a journey
Language Reflections
A. Language and grammar functions
- Past simple - positive and negative
- Past simple - questions
- Time phrases: at, on, in, ago
B. Vocabulary
- Words connected with feelings
C. Pronunciation
- Stress on adjectives
- Intonation in questions
- -ed endings (past forms)
- Was and were
Sociocultural Aspects
- To discuss about TV programmes
- To discuss about journeys
- To show interest in travelling
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
Education for equality
To respect men and women
Technology
To talk about the progress of technological devices
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, page 21
- Student's Book: Study, Practice & Remember, page 140
- Workbook, Unit 2
- Teacher's Resource Bank: Photocopiable activities, Unit 2
- Teacher's Resource Disc: Progress Tests, Units 1-2
- Teacher's Resource Disc: Test Audio
- DVD, Unit 2
II. Language reflections
- Student's Book: Study, Practice & Remember, page 140
- Workbook, Unit 2
- Teacher's Resource Bank: Photocopiable activities, Unit 2
- Teacher's Resource Disc: Progress Tests, Units 1-2
- Teacher's Resource Disc: Test Audio
- DVD, Unit 2
III. Sociocultural aspects
- Student's Book, Unit 2
- Workbook, Unit 2
- DVD, Unit 2
BASIC COMPETENCES
|UNIT 2: Firsts and lasts |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.16-23 |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. 3 |Students have to understand and process information to complete an exercise with |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) | |numbers and dates. |process of learning English. |
|Data processing and |SB, p.17 (Reading) |Students read an article about television and TV programmes. |Be aware of the importance of the media and its influence on society. |
|digital competence | | |Incorporate new technologies in the process of learning English. |
|(C4) |SB, p.21 (Share your task)|Students film / record themselves telling their stories to other students. |Take advantage of new technologies to revise and consolidate what one has learnt |
| |SB, p.23 (Language live) |Students watch a video about travelling situations. |in the unit. |
| |MyEnglishLab / | | |
| |Active Teach |Students use digital devices as part of their process of learning English. | |
|Cultural awareness and |SB, pp.16, 18, 19, 22 |Students deal about different cultural and artistic expressions through the texts: |Consider literature as a source of enjoyment and personal enrichment, and as part |
|expression | |An article about television and TV programmes. |of countries' cultural heritage. |
|(C6) | |A quiz about important firsts. |Understand and critically appraise aspects of other countries' culture and |
| | |A text about Boa Sr. |customs. |
| | |A narrative about a trip | |
| | | | |
| |SB, p.23 (Writing) |Students write a piece of original creative writing: | |
| | |A narrative about a journey. | |
| | |Short conversations about travelling situations. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 2 |Students learn and think about: television, technology, important firsts and lasts, |Develop a critical mind when observing reality. |
|with the world and | |feelings and travelling. | |
|environment (C3) | | | |
| | |There are references to different places such as: Britain, the USA, Japan, Canada, New |Identify places and geographical features where other cultures are originated and |
| | |Zealand, UK, India, Pakistan, Australia. |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 TV programmes, journeys, |Develop key communication skills, and take into account the interests of others as|
|(C5) | |meeting people and travelling. |individuals and the interests of the group as a whole. |
| | |Analysing the tasks they have completed and comparing their answers. |Express their own ideas and listen to others'. |
| | | |Know and accept tradition and cultural and social reality of the English-speaking |
| | |In pairs, students ask each other questions about past activities, their feelings and |world. |
| |SB, pp.19, 20, 23 |about travelling. | |
| | |Students describe and answer questions about photographs. | |
| |SB, p.18, ex.1a |They read a quiz in pairs and answer the questions. | |
| | |They work in small groups telling their stories to each other. | |
| |SB, p.21 (Task) | | |
| | |Students write a paragraph about a journey. | |
| |SB, p.22 | | |
| | |Students learn and think about: television, technology, important firsts and lasts, | |
| |SB, Unit 2 |feelings and travelling. | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB & WB, Unit 2 |Students do the SB and WB activities in the unit, and use good learning practices in |Be aware of what is known and what needs to be learnt, how to learn it, and how to|
|(C7) | |class and at home. |manage and control the learning processes effectively, optimizing and guiding them|
| | | |to meet personal goals. |
| |Teacher's Resource Disc |Students complete the progress test 1. | |
| | |Students complete the test audio. |Show interest in different learning strategies which boost confidence when faced |
| | | |with new challenges in one's studies. |
| | |Students learn how to use reference material for each unit: | |
| | | | |
| | |Students’ Book | |
| | |Key language highlighted at the start of the unit (p.16) | |
| | |Grammar in context (pp.17, 18) | |
| | |Pronunciation box (pp.17, 20, 23) | |
| | |Useful language box (p.21) | |
| | |Study & practice 1 (p.140) | |
| | |Study & practice 2 (p.140) | |
| | |Remember these words (p.141) | |
| | | | |
| | |MyEnglishLab | |
| | |Interactive workbook | |
| | |Common error report | |
| | |Tips and feedback for reference materials | |
| | |Extra video with interactive exercises | |
| | | | |
| |SB, Unit 2 | | |
| | |Students are encouraged to experiment with language and to work out rules for | |
| | |themselves (Grammar). | |
| | |Students are encouraged to take a proactive role in their learning (Tasks). | |
| | |Students recycle new language through the speaking tasks. | |
| | |They recycle all the main grammar and vocabulary areas in the unit with extra practice | |
| | |exercises in the Study, Practice & Remember section. | |
|Being autonomous |SB, p.16 (In this unit) |Students develop planning initiatives such as the main objectives at the beginning of |Show initiatives and own choices. |
|(C8) |SB, p.23 (After unit 2 you|each unit. | |
| |can…) |Students think about what they have learnt after each unit. | |
| |WB, pp.9-13 | | |
| |SB & WB |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance and |
| | |Students do the assessment activities in the unit. |self-criticism, performing the self-evaluation and reviewing the learning process.|
| |SB, p.20 (Task) | | |
| | |Students do activities which involve analyzing, planning and reviewing their work: | |
| | |describe a first or last time. | |
| |SB, pp.16-23 | |Listen and interact with others with positive attitude when participating in class|
| | |Students show initiative working in pairs or groups: discussing about the unit topic, |activities. |
| | |analysing tasks, describing photographs and completing the speaking activities. | |
|Emotional competence |SB, pp.16-23 |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. | |
UNIT 3: WORK AND REST
I. AIMS
- To know the use of should and shouldn't
- To know the use of can, can't, have to and don't have to
- To talk about different jobs
- To speak about suitable jobs
- To discuss about routines
- To discuss about sleeping
- To discuss about what should or shouldn't be done in some situations
- To discuss about guided tours
- To discuss about undergrounds
- To listen to an interview about an unusual job
- To listen to four people talking about themselves
- To listen to two students talking about the best jobs for other people
- To read a text about short and long sleepers
- To read some advice for studying effectively
- To read a text about the London underground
- To watch a video about night workers on the London underground
- To find out information online about famous train lines from different countries
- To write a paragraph describing a situation and asking for advice
- To write a paragraph about a train line
- To know vocabulary connected with daily routines
- To know vocabulary connected with jobs
- To practise the pronunciation of should and shouldn't
- To practise the pronunciation of can, can't and have to
- 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 jobs
- Speaking about suitable jobs
- Listening to an interview about an unusual job
- Listening to four people talking about themselves
- Listening to two students talking about the best jobs for other people
- Reading a text about short and long sleepers
- Reading some advice for studying effectively
- Reading a text about the London underground
- Watching a video about night workers on the London underground
- Finding out information online about famous train lines from different countries
- Writing a paragraph describing a situation and asking for advice
- Writing a paragraph about a train line
Language Reflections
A. Language and grammar functions
- Should, shouldn't
- Can, can't, have to, don't have to
B. Vocabulary
- Words connected with daily routines
- Words connected with jobs
C. Pronunciation
- Should, shouldn't
- Can, can't, have to
Sociocultural Aspects
- To discuss about routines
- To discuss about sleeping
- To debate about what should or shouldn't be done in some situations
- To talk about guided tours
- To talk about undergrounds
- To show interest in using the public transport
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
To respect classmates' opinions
Health education
To debate about healthy habits
Education for equality
To respect men and women
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, page 29
- Student's Book: Study, Practice & Remember, page 142
- Workbook, Unit 3
- Teacher's Resource Bank: Photocopiable activities, Unit 3
- DVD, Unit 3
II. Language reflections
- Student's Book: Study, Practice & Remember, page 142
- Workbook, Unit 3
- Teacher's Resource Bank: Photocopiable activities, Unit 3
- DVD, Unit 3
III. Sociocultural aspects
- Student's Book, Unit 3
- Workbook, Unit 3
- DVD, Unit 3
BASIC COMPETENCES
|UNIT 3: Work and rest |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.24-31 |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.30, ex. 4 |Students have to understand and process information to complete an exercise with |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) | |numbers. |process of learning English. |
| |WB, p.18, ex.9 |They complete a grid with the information from different texts. | |
|Data processing and |SB, p.26, ex.1 |Students read a web page about asking for a piece of advice. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.27 (Listening) |Students listen to an interview about an unusual job. |Incorporate new technologies in the process of learning English. |
|(C4) | | |Take advantage of new technologies to revise and consolidate what one has learnt |
| |SB, p.29 (Share your task)|Students film / record themselves having a discussion about the best job for different |in the unit. |
| | |candidates. | |
| |SB, pp.30-31 (World | | |
| |culture) |Students check information online about the London underground. | |
| | |Students find out more information online about train lines from different countries. | |
| | | | |
| |MyEnglishLab / |Students use digital devices as part of their process of learning English. | |
| |Active Teach | | |
|Cultural awareness and |SB, pp.30-31 (World |Students discuss about the use of the underground and about the London underground. |Understand and critically appraise aspects of other countries' culture and |
|expression |culture) |They check the information online. |customs. |
|(C6) | |Students watch a video about night workers on the London Underground and complete | |
| | |exercises about it. | |
| | | | |
| |SB, pp.25, 30 |They deal about different cultural and artistic expressions through the following: | |
| | |A text about sleeping. | |
| | |A text about the London Underground. | |
| | | | |
| | |Students write a piece of original creative writing: | |
| |SB, pp.26, 31 |A paragraph describing a situation and asking for advice. | |
| | |A paragraph about a train line. | |
| | | | |
| | |Students read some quotes about sleeping and express their opinion about them. | |
| |SB, p.25 | | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 3 |Students learn and think about daily routines, sleeping, jobs and amazing trains. |Develop a critical mind when observing reality. |
|with the world and | | | |
|environment (C3) | |There are references to different places such as: New Zealand, Poland, England, | |
| | |Argentina, London, Moscow. |Identify places and geographical features where other cultures are originated and |
| | | |located. |
|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 daily routines, sleeping, |Develop key communication skills, and take into account the interests of others as|
|(C5) | |giving advice, guided tours, unusual jobs, suitable jobs for different people and the |individuals and the interests of the group as a whole. |
| | |underground. |Express their own ideas and listen to others'. |
| | |Analysing the tasks they have completed and comparing their answers. |Know and accept tradition and cultural and social reality of the English-speaking |
| | | |world. |
| | |In pairs, students read the quotes about sleeping and exchange opinions. | |
| |SB, p.25 |They read some situations and give their advice. | |
| | |They read some sentences and guess the job they refer to. | |
| |SB, p.26, ex.2 |In groups, they compare ideas about the suitable job for different candidates. | |
| |SB, p.28 | | |
| |SB, pp.28-29 |Students describe and answer questions about a poster. | |
| | | | |
| | |Students write a paragraph describing a situation and asking for advice. | |
| |SB, p.27 | | |
| | |Students learn and think about: daily routines, sleeping, jobs and trains. | |
| |SB, p.26 | | |
| | | | |
| | | | |
| |SB, Unit 3 | | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB & WB, Unit 3 |Students do the SB and WB activities in the unit, and use good learning practices in |Be aware of what is known and what needs to be learnt, how to learn it, and how to|
|(C7) | |class and at home. |manage and control the learning processes effectively, optimizing and guiding them|
| | | |to meet personal goals. |
| | |Students learn how to use reference material for each unit: | |
| | | |Show interest in different learning strategies which boost confidence when faced |
| | |Students’ Book |with new challenges in one's studies. |
| | |Key language highlighted at the start of the unit (p.24) | |
| | |Grammar in context (pp.26, 27) | |
| | |Pronunciation box (pp.26, 27) | |
| | |Useful language box (p.29) | |
| | |Study & practice 1 (p.142) | |
| | |Study & practice 2 (p.142) | |
| | |Remember these words (p.143) | |
| | | | |
| | |MyEnglishLab | |
| | |Interactive workbook | |
| | |Common error report | |
| | |Tips and feedback for reference materials | |
| | |Extra video with interactive exercises | |
| | | | |
| | | | |
| |SB, Unit 3 |Students are encouraged to experiment with language and to work out rules for | |
| | |themselves (Grammar). | |
| | |Students are encouraged to take a proactive role in their learning (Tasks). | |
| | |Students recycle new language through the speaking tasks. | |
| | |They recycle all the main grammar and vocabulary areas in the unit with extra practice | |
| | |exercises in the Study, Practice & Remember section. | |
|Being autonomous |SB, p.24 (In this unit) |Students develop planning initiatives such as the main objectives at the beginning of |Show initiatives and own choices. |
|(C8) |SB, p.31 (After unit 3 you|each unit. | |
| |can…) |Students think about what they have learnt after each unit. | |
| |WB, pp.14-18 | | |
| |SB & WB |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance and |
| | |Students do the assessment activities in the unit. |self-criticism, performing the self-evaluation and reviewing the learning process.|
| |SB, p.12 (Task) | | |
| | |Students do activities which involve analyzing, planning and reviewing their work: | |
| | |decide on the best job. | |
| |SB, pp.24-31 | |Listen and interact with others with positive attitude when participating in class|
| | |Students show initiative working in pairs or groups: discussing about the unit topic, |activities. |
| | |analysing tasks, describing photographs and completing the speaking activities. | |
|Emotional competence |SB, pp.24-31 |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. | |
UNIT 4: SPECIAL DAYS
I. AIMS
- To know the form and use of the present simple and present continuous
- To know the form of the present continuous for future arrangements
- To speak about special days
- To talk about arrangements in the future
- To discuss about special days
- To discuss about Friendship Day
- To discuss their opinions about different quotes
- To discuss about New Year celebrations
- To listen to two people talking about New Year celebration in Brazil and in Iceland
- To listen to a recording about special days in the UK and in the USA
- To listen to some people talking about their special days
- To read a text about special days around the world
- To read a text about Friendship Day
- To read a text about Red Nose Day
- To read an email about a party
- To watch a video about special days
- To write an email inviting a friend to a special occasion
- To know verb phrases for special days
- To know descriptive adjectives
- To know stress on months and dates
- To practise the intonation on phrases for special days
- 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 special days
- Talking about arrangements in the future
- Listening to two people talking about New Year celebration in Brazil and in Iceland
- Listening to a recording about special days in the UK and in the USA
- Listening to some people talking about their special days
- Reading a text about special days around the world
- Reading a text about Friendship Day
- Reading a text about Red Nose Day
- Reading an email about a party
- Watching a video about special days
- Writing an email inviting a friend to a special occasion
Language Reflections
A. Language and grammar functions
- Present simple and present continuous
- Present continuous for future arrangements
- Verb phrases for special days
B. Vocabulary
- Descriptive adjectives
C. Pronunciation
- Stress on months and dates
- Intonation on phrases for special days
Sociocultural Aspects
- To discuss about special days
- To discuss about Friendship Day
- To express their opinion about different quotes
- To discuss about New Year celebrations
- To show interest and discuss about festivals
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
To think about the importance of friendship
Education for equality
To respect celebrations from different countries
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, page 39
- Student's Book: Study, Practice & Remember, page 144
- Workbook, Unit 4
- Teacher's Resource Bank: Photocopiable activities, Unit 4
- Teacher's Resource Disc: Progress Tests, Units 3-4
- Teacher's Resource Disc: Test Audio
- DVD, Unit 4
II. Language reflections
- Student's Book: Study, Practice & Remember, page 144
- Workbook, Unit 4
- Teacher's Resource Bank: Photocopiable activities, Unit 4
- Teacher's Resource Disc: Progress Tests, Units 3-4
- Teacher's Resource Disc: Test Audio
- DVD, Unit 4
III. Sociocultural aspects
- Student's Book, Unit 4
- Workbook, Unit 4
- DVD, Unit 4
BASIC COMPETENCES
|UNIT 4: Special days |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.32-41 |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, pp.33, 36, 38, 41 |Students have to understand and process information to complete a table. |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) |WB, p.19 | |process of learning English. |
|Data processing and |SB, p.35 |Students read a text about TV actors. |Be aware of the importance of the media and its influence on society. |
|digital competence | | |Incorporate new technologies in the process of learning English. |
|(C4) |SB, p.39 (Share your task)|Students film / record themselves giving a talk. |Take advantage of new technologies to revise and consolidate what one has learnt |
| |SB, p.41 | |in the unit. |
| | |Students read an email about a party. | |
| | |They write an email inviting a friend to a special occasion. | |
| |MyEnglishLab / | | |
| |Active Teach |Students use digital devices as part of their process of learning English. | |
|Cultural awareness and |SB, Unit 4 |The topic of the unit deals with special days around the world. |Understand and critically appraise aspects of other countries' culture and |
|expression |SB, p.34 |Students read a text about a charity in UK and Africa. |customs. |
|(C6) |SB, p.36 |Students discuss about New Year celebrations in different countries. | |
| | | | |
| |SB, pp.33, 34 |They deal about different cultural and artistic expressions through the following: | |
| | |A text about special days around the world. | |
| | |A text about Friendship Day. | |
| | |A text about Red Nose Day. | |
| | |Quotations on Red Nose Day. | |
| | | | |
| | |Students write a piece of original creative writing: | |
| |SB, p.41 |An email inviting a friend to a special occasion. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 4 |Students learn and think about: Teacher's Day, World Book Day, Grandparent's Day, |Develop a critical mind when observing reality. |
|with the world and | |Friendship Day, Red Nose Day, New Year celebrations and other special days; | |
|environment (C3) | |invitations. | |
| | | |Identify places and geographical features where other cultures are originated and |
| | |There are references to different places such as: Argentina, UK, Ireland, Japan, the |located. |
| | |United States, Africa, Kenya, Brazil, Iceland, Italy. | |
|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 celebrations and special days. |Develop key communication skills, and take into account the interests of others as|
|(C5) | |Analysing the tasks they have completed and comparing their answers. |individuals and the interests of the group as a whole. |
| | | |Express their own ideas and listen to others'. |
| | |In pairs, students interview each other with the proposed questions. |Know and accept tradition and cultural and social reality of the English-speaking |
| | |They tell each other about special days. |world. |
| |SB, p.37 | | |
| | |Students describe and answer questions about photographs. | |
| |SB, p.39 (Speaking) | | |
| |SB, pp.34, 35, 36 |Students write an email inviting a friend to a special occasion. | |
| | | | |
| |SB, p.41 |Students learn and think about: Teacher's Day, World Book Day, Grandparent's Day, | |
| | |Friendship Day, Red Nose Day, New Year celebrations and other special days; | |
| |SB, Unit 4 |invitations. | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB & WB, Unit 4 |Students do the SB and WB activities in the unit, and use good learning practices in |Be aware of what is known and what needs to be learnt, how to learn it, and how to|
|(C7) | |class and at home. |manage and control the learning processes effectively, optimizing and guiding them|
| | | |to meet personal goals. |
| |Teacher's Resource Disc |Students complete the progress test 2. | |
| | |Students complete the test audio. |Show interest in different learning strategies which boost confidence when faced |
| | | |with new challenges in one's studies. |
| | |Students learn how to use reference material for each unit: | |
| | | | |
| | |Students’ Book | |
| | |Key language highlighted at the start of the unit (p.32) | |
| | |Grammar in context (pp.35, 37) | |
| | |Pronunciation box (pp.32, 40) | |
| | |Useful language box (p.39) | |
| | |Study & practice 1 (p.144) | |
| | |Study & practice 2 (p.144) | |
| | |Remember these words (p.145) | |
| | | | |
| | |MyEnglishLab | |
| | |Interactive workbook | |
| | |Common error report | |
| | |Tips and feedback for reference materials | |
| | |Extra video with interactive exercises | |
| | | | |
| |SB, Unit 4 | | |
| | |Students are encouraged to experiment with language and to work out rules for | |
| | |themselves (Grammar). | |
| | |Students are encouraged to take a proactive role in their learning (Tasks). | |
| | |Students recycle new language through the speaking tasks. | |
| | |They recycle all the main grammar and vocabulary areas in the unit with extra practice | |
| | |exercises in the Study, Practice & Remember section. | |
|Being autonomous |SB, p.32 (In this unit) |Students develop planning initiatives such as the main objectives at the beginning of |Show initiatives and own choices. |
|(C8) |SB, p.41 (After unit 4 you|each unit. | |
| |can…) |Students think about what they have learnt after each unit. | |
| |WB, pp.19-23 | | |
| |SB & WB |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance and |
| | |Students do the assessment activities in the unit. |self-criticism, performing the self-evaluation and reviewing the learning process.|
| |SB, p.38 (Task) | | |
| | |Students do activities which involve analyzing, planning and reviewing their work: | |
| | |describe your special days. | |
| |SB, pp.32-41 | |Listen and interact with others with positive attitude when participating in class|
| | |Students show initiative working in pairs or groups: discussing about the unit topic, |activities. |
| | |analysing tasks, describing photographs and completing the speaking activities. | |
|Emotional competence |SB, pp.32-41 |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. | |
UNIT 5: YOUR LOOK
I. AIMS
- To know the form of comparative and superlative adjectives
- To know questions with How, What and What… like?
- To prepare a survey about image
- To talk about a special item of clothing
- To discuss about someone's appearance at different times
- To discuss about special clothes
- To discuss about image
- To discuss about fashion
- To listen to three people talking about special items of clothing
- To listen to three mini-conversations
- To listen to the descriptions of some characters in a TV soap opera
- To read a text about the appearance of people
- To read some facts about the human body
- To read a survey about image
- To watch a video about street style in London
- To find out information online about one of the UNESCO Creative Cities
- To write a short description of a person
- To write a paragraph about a UNESCO Creative City
- To know vocabulary connected with physical appearance
- To know vocabulary connected with parts of the body
- To practise the pronunciation of weak forms of prepositions
- To practise the pronunciation of vowel sounds and silent letters
- To know stress on content words in questions
- 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
- Preparing a survey about image
- Talking about a special item of clothing
- Listening to three people talking about special items of clothing
- Listening to three mini-conversations
- Listening to the descriptions of some characters in a TV soap opera
- Reading a text about the appearance of people
- Reading some facts about the human body
- Reading a survey about image
- Watching a video about street style in London
- Finding out information online about one of the UNESCO Creative Cities
- Writing a short description of a person
- Writing a paragraph about a UNESCO Creative City
Language Reflections
A. Language and grammar functions
- Comparative and superlative adjectives
- Questions with How, What and What… like?
B. Vocabulary
- Words connected with physical appearance
- Words connected with parts of the body
C. Pronunciation
- Weak forms of prepositions
- Vowel sounds and silent letters
- Stress on content words in questions
Sociocultural Aspects
- To discuss about someone's appearance at different times
- To discuss about special clothes
- To debate about image
- To talk about fashion
- To show interest in analysing a survey
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
To talk about people's image and appearance with respect
Consumer education
To debate about spending too much money for fashion
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, page 49
- Student's Book: Study, Practice & Remember, page 146
- Workbook, Unit 5
- Teacher's Resource Bank: Photocopiable activities, Unit 5
- DVD, Unit 5
II. Language reflections
- Student's Book: Study, Practice & Remember, page 146
- Workbook, Unit 5
- Teacher's Resource Bank: Photocopiable activities, Unit 5
- DVD, Unit 5
III. Sociocultural aspects
- Student's Book, Unit 5
- Workbook, Unit 5
- DVD, Unit 5
BASIC COMPETENCES
|UNIT 5: Your look |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.42-51 |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, pp.44, 45, 48 |Students have to understand and process information: |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) | |To complete a table. |process of learning English. |
| | |To read and prepare a survey. | |
| |WB, p.25 |To complete a grid. | |
|Data processing and |SB, p.43 |Students read the description of an American actress. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.49 (Share your task)|Students film / record themselves completing a survey. |Incorporate new technologies in the process of learning English. |
|(C4) |SB, pp.50-51 (World | |Take advantage of new technologies to revise and consolidate what one has learnt |
| |culture) |Students check information online about fashion. |in the unit. |
| | |Students find out more information online about UNESCO Creative Cities. | |
| | |Students watch a video about street style in London. | |
| | | | |
| |MyEnglishLab / |Students use digital devices as part of their process of learning English. | |
| |Active Teach | | |
|Cultural awareness and |SB, pp.50-51 (World |Students discuss about fashion and check the information online. |Understand and critically appraise aspects of other countries' culture and |
|expression |culture) |Students watch a video about street style in London and complete exercises about it. |customs. |
|(C6) | |Students learn about UNESCO Creative Cities. | |
| | | | |
| | |They deal about different cultural and artistic expressions through the following: | |
| |SB, pp.42, 43, 46, 48 |A text about the appearance of people. | |
| | |Some facts about the human body. | |
| | |A survey about image. | |
| | | | |
| | |Students write a piece of original creative writing: | |
| |SB, pp.43, 51 |A short description of a person. | |
| | |A paragraph about a UNESCO Creative City. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 5 |Students learn and think about: physical appearance, special clothes, parts of the |Develop a critical mind when observing reality. |
|with the world and | |body, image and fashion. | |
|environment (C3) | | | |
| | |There are references to different places such as: Algeria, France, Italy, A Coruña, |Identify places and geographical features where other cultures are originated and |
| | |Barcelona, Madrid, London, Buenos Aires, Chengdu, Dublin, Sevilla, Sydney, Argentina. |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 someone's appearance at |Develop key communication skills, and take into account the interests of others as|
|(C5) | |different times, special clothes, image and fashion. |individuals and the interests of the group as a whole. |
| | |Analysing the tasks they have completed and comparing their answers. |Express their own ideas and listen to others'. |
| | | |Know and accept tradition and cultural and social reality of the English-speaking |
| | |In pairs, students ask each other questions about physical appearance, their family, |world. |
| |SB, pp.43, 45, 47 |special items of clothing, a classmate. | |
| | |They read and answer a survey about image and appearance, in pairs. | |
| |SB, p.49 (Speaking) | | |
| | |Students describe and answer questions about photographs. | |
| |SB, pp.42, 43, 47 | | |
| | |Students write a paragraph about a UNESCO Creative City. | |
| |SB, p.51 | | |
| | |Students learn and think about: physical appearance, special clothes, parts of the | |
| |SB, Unit 5 |body, image and fashion. | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB & WB, Unit 5 |Students do the SB and WB activities in the unit, and use good learning practices in |Be aware of what is known and what needs to be learnt, how to learn it, and how to|
|(C7) | |class and at home. |manage and control the learning processes effectively, optimizing and guiding them|
| | | |to meet personal goals. |
| | |Students learn how to use reference material for each unit: | |
| | | |Show interest in different learning strategies which boost confidence when faced |
| | |Students’ Book |with new challenges in one's studies. |
| | |Key language highlighted at the start of the unit (p.42) | |
| | |Grammar in context (pp.44, 47) | |
| | |Pronunciation box (pp.45, 46, 47) | |
| | |Useful language box (p.49) | |
| | |Study & practice 1 (p.146) | |
| | |Study & practice 2 (p.146) | |
| | |Remember these words (p.147) | |
| | | | |
| | |MyEnglishLab | |
| | |Interactive workbook | |
| | |Common error report | |
| | |Tips and feedback for reference materials | |
| | |Extra video with interactive exercises | |
| | | | |
| | | | |
| |SB, Unit 5 |Students are encouraged to experiment with language and to work out rules for | |
| | |themselves (Grammar). | |
| | |Students are encouraged to take a proactive role in their learning (Tasks). | |
| | |Students recycle new language through the speaking tasks. | |
| | |They recycle all the main grammar and vocabulary areas in the unit with extra practice | |
| | |exercises in the Study, Practice & Remember section. | |
|Being autonomous |SB, p.6 (In this unit) |Students develop planning initiatives such as the main objectives at the beginning of |Show initiatives and own choices. |
|(C8) | |each unit. | |
| |SB, p.51 (After unit 5 you|Students think about what they have learnt after each unit. | |
| |can…) | | |
| |WB, pp.24-28 |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 in the unit. |self-criticism, performing the self-evaluation and reviewing the learning process.|
| | | | |
| |SB, p.49 (Task) |Students do activities which involve analyzing, planning and reviewing their work: do a| |
| | |survey about image. | |
| | | |Listen and interact with others with positive attitude when participating in class|
| |SB, pp.42-51 |Students show initiative working in pairs or groups: discussing about the unit topic, |activities. |
| | |analysing tasks, describing photographs and completing the speaking activities. | |
|Emotional competence |SB, pp.42-51 |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. | |
UNIT 6: GOING AWAY
I. AIMS
- To know the form and use of verbs to describe plans and intentions
- To make predictions with will and won't
- To prepare a survey about going away
- To talk about visiting a friend's city
- To speak about going on holidays
- To discuss about holidays
- To discuss about packing a suitcase
- To discuss about ways of travelling
- To discuss about spending a long weekend with some friends
- To listen to a conversation about planning a holiday trip
- To listen to a conversation about choosing a holiday
- To read an article about packing a suitcase
- To read an online travel brochure
- To read a text about a competition
- To write short conversations for different situations
- To write a postcard to a friend
- To know vocabulary connected with going on holiday
- To know vocabulary to describe holidays
- To practise the pronunciation of will / 'll and would / 'd
- To practise the intonation in making requests
- 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
- Preparing a survey about going away
- Talking about visiting a friend's city
- Speaking about going on holidays
- Listening to a conversation about planning a holiday trip
- Listening to a conversation about choosing a holiday
- Reading an article about packing a suitcase
- Reading an online travel brochure
- Reading a text about a competition
- Writing short conversations for different situations
- Writing a postcard to a friend
Language Reflections
A. Language and grammar functions
- Plans and intentions
- Predictions with will and won't
B. Vocabulary
- Words connected with going on holiday
- Words describing holidays
C. Pronunciation
- Will / 'll and would / 'd
- Intonation in making requests
Sociocultural Aspects
- To discuss about holidays
- To discuss about packing a suitcase
- To debate about ways of travelling
- To talk about spending a long weekend with some friends
- To show interest in expressing agreement and disagreement politely
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
To know how to make requests and ask for permission
Consumer education
To debate about spending money on travels and holidays
Environmental education
To respect nature when travelling
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, page 56
- Student's Book: Study, Practice & Remember, page 148
- Workbook, Unit 6
- Teacher's Resource Bank: Photocopiable activities, Unit 6
- Teacher's Resource Disc: Progress Tests, Units 5-6
- Teacher's Resource Disc: Test Audio
- DVD, Unit 6
II. Language reflections
- Student's Book: Study, Practice & Remember, page 148
- Workbook, Unit 6
- Teacher's Resource Bank: Photocopiable activities, Unit 6
- Teacher's Resource Disc: Progress Tests, Units 5-6
- Teacher's Resource Disc: Test Audio
- DVD, Unit 6
III. Sociocultural aspects
- Student's Book, Unit 6
- Workbook, Unit 6
- DVD, Unit 6
BASIC COMPETENCES
|UNIT 6: Going away |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.52-59 |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) | | | |
|Data processing and |SB, p.53, ex.1b |Students read an article about packing a suitcase. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.54 (Reading) |Students read an online travel brochure. |Incorporate new technologies in the process of learning English. |
|(C4) | | |Take advantage of new technologies to revise and consolidate what one has learnt |
| |SB, p.57 (Share your task)|Students film / record themselves telling about the holidays they chose. |in the unit. |
| |SB, p.58 |Students watch a video and complete some exercises about it. | |
| | | | |
| |MyEnglishLab / |Students use digital devices as part of their process of learning English. | |
| |Active Teach | | |
|Cultural awareness and |SB, p.52 (Reading) |Students read about interesting information from different countries to go on holiday. |Understand and critically appraise aspects of other countries' culture and |
|expression | | |customs. |
|(C6) | |They deal about different cultural and artistic expressions through the following: | |
| |SB, pp.53, 54, 56 |An article about packing a suitcase. | |
| | |An online travel brochure. | |
| | |A text about a competition. | |
| | | | |
| | |Students write a piece of original creative writing: | |
| | |Short conversations for different situations. | |
| |SB, pp.58, 59 |A postcard to a friend. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 6 |Students learn and think about: going on holiday, plans and intentions. |Develop a critical mind when observing reality. |
|with the world and | | | |
|environment (C3) | |There are references to different places such as: New Zealand, River Amazon, Moscow, | |
| | |Beijing, Paris, New York, Goa, Seville, Dubai, Cape Town. |Identify places and geographical features where other cultures are originated 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 holidays, packing a suitcase, |Develop key communication skills, and take into account the interests of others as|
|(C5) | |ways of travelling, spending a weekend with some friends. |individuals and the interests of the group as a whole. |
| | |Analysing the tasks they have completed and comparing their answers. |Express their own ideas and listen to others'. |
| | | |Know and accept tradition and cultural and social reality of the English-speaking |
| | |In pairs, students ask each other questions about plans for going away, holidays, |world. |
| | |visiting a friend. | |
| |SB, pp.53, 54, 55 |They complete exercises in pairs. | |
| | | | |
| |SB, pp.53, 55, 56, 58 |Students describe and answer questions about photographs. | |
| |SB, pp.52, 54, 58 | | |
| | |Students write a postcard to a friend. | |
| |SB, p.59 | | |
| | |Students learn and think about: going on holiday, plans and intentions, making requests| |
| |SB, Unit 6 |and asking for permission. | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB & WB, Unit 6 |Students do the SB and WB activities in the unit, and use good learning practices in |Be aware of what is known and what needs to be learnt, how to learn it, and how to|
|(C7) | |class and at home. |manage and control the learning processes effectively, optimizing and guiding them|
| | | |to meet personal goals. |
| |Teacher's Resource Disc |Students complete the progress test 3. | |
| | |Students complete the test audio. |Show interest in different learning strategies which boost confidence when faced |
| | | |with new challenges in one's studies. |
| | |Students learn how to use reference material for each unit: | |
| | | | |
| | |Students’ Book | |
| | |Key language highlighted at the start of the unit (p.52) | |
| | |Grammar in context (pp.53, 55) | |
| | |Pronunciation box (pp.55, 58) | |
| | |Useful language box (p.57) | |
| | |Study & practice 1 (p.148) | |
| | |Study & practice 2 (p.148) | |
| | |Remember these words (p.149) | |
| | | | |
| | |MyEnglishLab | |
| | |Interactive workbook | |
| | |Common error report | |
| | |Tips and feedback for reference materials | |
| | |Extra video with interactive exercises | |
| | | | |
| |SB, Unit 6 | | |
| | |Students are encouraged to experiment with language and to work out rules for | |
| | |themselves (Grammar). | |
| | |Students are encouraged to take a proactive role in their learning (Tasks). | |
| | |Students recycle new language through the speaking tasks. | |
| | |They recycle all the main grammar and vocabulary areas in the unit with extra practice | |
| | |exercises in the Study, Practice & Remember section. | |
|Being autonomous |SB, p.52 (In this unit) |Students develop planning initiatives such as the main objectives at the beginning of |Show initiatives and own choices. |
|(C8) |SB, p.59 (After unit 6 you|each unit. | |
| |can…) |Students think about what they have learnt after each unit. | |
| |WB, pp.29-33 | | |
| |SB & WB |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance and |
| | |Students do the assessment activities in the unit. |self-criticism, performing the self-evaluation and reviewing the learning process.|
| |SB, p.56 (Task) | | |
| | |Students do activities which involve analyzing, planning and reviewing their work: | |
| | |choose a holiday. | |
| |SB, pp.52-59 | |Listen and interact with others with positive attitude when participating in class|
| | |Students show initiative working in pairs or groups: discussing about the unit topic, |activities. |
| | |analysing tasks, describing photographs and completing the speaking activities. | |
|Emotional competence |SB, pp.52-59 |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. | |
UNIT 7: SUCCESS
I. AIMS
- To know the form and use of the present perfect and past simple with for
- To know the form and use of the present perfect and past simple with other time words
- To speak about ambitions, dreams and achievements
- To talk about things they've done in the last ten years
- To discuss about the secret of success
- To discuss about the use of internet
- To discuss about YouTube, Google and Amazon
- To discuss about people who have achieved fame
- To discuss about ambitions
- To listen to a radio programme about fame
- To listen to five people talking about their ambitions and achievements
- To read an article about the five secrets of success
- To read a text about YouTube, Google and Amazon
- To watch a video about a young English tennis player
- To find out information online about successful people
- To write a paragraph about a successful person
- To know verb phrases about ambitions
- To know vocabulary connected with the internet
- To practise the pronunciation of for and have
- 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 ambitions, dreams and achievements
- Talking about things they've done in the last ten years
- Listening to a radio programme about fame
- Listening to five people talking about their ambitions and achievements
- Reading an article about the five secrets of success
- Reading a text about YouTube, Google and Amazon
- Watching a video about a young English tennis player
- Finding out information online about successful people
- Writing a paragraph about a successful person
Language Reflections
A. Language and grammar functions
- Present perfect and past simple with for
- Present perfect and past simple with other time words
B. Vocabulary
- Verb phrases about ambitions
- Words connected with the internet
C. Pronunciation
- For and have
Sociocultural Aspects
- To discuss about the secret of success
- To debate about the use of internet
- To talk about YouTube, Google and Amazon
- To discuss about people who have achieved fame
- To talk about ambitions
- To show interest and talk about news
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
Health education
To talk about sport
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, page 67
- Student's Book: Study, Practice & Remember, page 150
- Workbook, Unit 7
- Teacher's Resource Bank: Photocopiable activities, Unit 7
- Teacher's Resource Disc: Mid-course Tests
- Teacher's Resource Disc: Test Audio
- DVD, Unit 7
II. Language reflections
- Student's Book: Study, Practice & Remember, page 150
- Workbook, Unit 7
- Teacher's Resource Bank: Photocopiable activities, Unit 7
- Teacher's Resource Disc: Mid-course Tests
- Teacher's Resource Disc: Test Audio
- DVD, Unit 7
III. Sociocultural aspects
- Student's Book, Unit 7
- Workbook, Unit 7
- DVD, Unit 7
BASIC COMPETENCES
|UNIT 7: Success |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.60-69 |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 | |Students have to understand and process information: |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) |SB, p.66, ex. 3b |To complete a table. |process of learning English. |
| |WB, p.35 |To complete a grid. | |
| |SB, p.61, ex. 3a |Students classify a list of concepts according to three categories. | |
|Data processing and |SB, p.61 |Students read an article about the five secrets of success. |Be aware of the importance of the media and its influence on society. |
|digital competence | |Students listen to a radio programme about fame. |Incorporate new technologies in the process of learning English. |
|(C4) |SB, p.64 (Reading and |Students read a text about YouTube, Google and Amazon. |Take advantage of new technologies to revise and consolidate what one has learnt |
| |vocabulary) |They discuss about the use of internet and learn vocabulary connected with it. |in the unit. |
| | | | |
| | |Students film / record themselves giving a talk. | |
| |SB, p.67 (Share your task)| | |
| |SB, pp.68-69 (World |Students check information online about tennis. | |
| |culture) |Students find out more information online about young successful people. | |
| | | | |
| | |Students use digital devices as part of their process of learning English. | |
| |MyEnglishLab / | | |
| |Active Teach | | |
|Cultural awareness and |SB, pp.68-69 (World |Students discuss about being a successful sports person, and check information online |Understand and critically appraise aspects of other countries' culture and |
|expression |culture) |about tennis. |customs. |
|(C6) | |Students watch a video about a young tennis player from England and complete exercises | |
| | |about it. | |
| | | | |
| |SB, p.61, ex.1 |Students read a quotation from Confucius and discuss about it. | |
| |SB, p.66 |They read and discuss some popular sayings about ambitions, dreams and achievements. | |
| | | | |
| | |They deal about different cultural and artistic expressions through the following: | |
| |SB, pp.61, 64 |An article about the five secrets of success. | |
| | |A text about YouTube, Google and Amazon. | |
| | | | |
| | |Students write a piece of original creative writing: | |
| | |A paragraph about a successful person. | |
| |SB, p.69 | | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 7 |Students learn and think about: ambitions, dreams, achievements, the internet, fame, |Develop a critical mind when observing reality. |
|with the world and | |success. | |
|environment (C3) | | | |
| | |There are references to different places such as: Dublin, Paris, Italy, the United |Identify places and geographical features where other cultures are originated and |
| | |States, California, Essex, England. |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 secrets of success, the use|Develop key communication skills, and take into account the interests of others as|
|(C5) | |of internet, YouTube, Google, Amazon, people who have achieved fame, ambitions. |individuals and the interests of the group as a whole. |
| | |Analysing the tasks they have completed and comparing their answers. |Express their own ideas and listen to others'. |
| | | |Know and accept tradition and cultural and social reality of the English-speaking |
| | |In pairs, students ask each other questions about personal information, the things |world. |
| | |they've done in the last ten years, ambitions, dreams and achievements. | |
| |SB, pp.62, 63, 67 | | |
| | |Students describe and answer questions about photographs. | |
| | | | |
| | |Students write a paragraph about a successful person. | |
| |SB, pp.65, 66 | | |
| | |Students learn and think about: ambitions, dreams, achievements, the internet, fame, | |
| |SB, p.69 |success. | |
| | | | |
| |SB, Unit 7 | | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB & WB, Unit 7 |Students do the SB and WB activities in the unit, and use good learning practices in |Be aware of what is known and what needs to be learnt, how to learn it, and how to|
|(C7) | |class and at home. |manage and control the learning processes effectively, optimizing and guiding them|
| | | |to meet personal goals. |
| |Teacher's Resource Disc |Students complete the mid-course test. | |
| | |Students complete the test audio. |Show interest in different learning strategies which boost confidence when faced |
| | | |with new challenges in one's studies. |
| | |Students learn how to use reference material for each unit: | |
| | | | |
| | |Students’ Book | |
| | |Key language highlighted at the start of the unit (p.60) | |
| | |Grammar in context (pp.62, 63) | |
| | |Pronunciation box (p.62) | |
| | |Useful language box (p.67) | |
| | |Study & practice 1 (p.150) | |
| | |Study & practice 2 (p.150) | |
| | |Remember these words (p.151) | |
| | | | |
| | |MyEnglishLab | |
| | |Interactive workbook | |
| | |Common error report | |
| | |Tips and feedback for reference materials | |
| | |Extra video with interactive exercises | |
| | | | |
| |SB, Unit 7 | | |
| | |Students are encouraged to experiment with language and to work out rules for | |
| | |themselves (Grammar). | |
| | |Students are encouraged to take a proactive role in their learning (Tasks). | |
| | |Students recycle new language through the speaking tasks. | |
| | |They recycle all the main grammar and vocabulary areas in the unit with extra practice | |
| | |exercises in the Study, Practice & Remember section. | |
|Being autonomous |SB, p.60 (In this unit) |Students develop planning initiatives such as the main objectives at the beginning of |Show initiatives and own choices. |
|(C8) |SB, p.69 (After unit 7 you|each unit. | |
| |can…) |Students think about what they have learnt after each unit. | |
| |WB, pp.34-38 | | |
| |SB & WB |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance and |
| | |Students do the assessment activities in the unit. |self-criticism, performing the self-evaluation and reviewing the learning process.|
| |SB, p.66 (Task) | | |
| | |Students do activities which involve analyzing, planning and reviewing their work: talk| |
| | |about your ambitions. | |
| |SB, pp.60-69 | |Listen and interact with others with positive attitude when participating in class|
| | |Students show initiative working in pairs or groups: discussing about the unit topic, |activities. |
| | |analysing tasks, describing photographs and completing the speaking activities. | |
|Emotional competence |SB, pp.60-69 |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. | |
UNIT 8: PLACES TO LIVE
I. AIMS
- To know the use of articles
- To know the use of quantifiers with countable and uncountable nouns
- To speak about visiting Canada
- To talk about the town or city where they live
- To ask for and give directions
- To discuss about living in a city
- To discuss about the most extreme places to live in the world
- To discuss about arriving to a new town, city or country
- To listen to six people talking about the cities where they live
- To listen to a person talking about Canada
- To read an article about Masdar City
- To read a text about the most extreme places to live in the world
- To read a quiz about Canada
- To watch a video about people asking for directions
- To write an email giving directions to get to a place
- To know vocabulary connected with city life
- To know vocabulary connected with geographical features
- To practise the pronunciation of the letter i
- To practise the intonation in asking for and giving directions
- 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 visiting Canada
- Talking about the town or city where they live
- Asking for and giving directions
- Listening to six people talking about the cities where they live
- Listening to a person talking about Canada
- Reading an article about Masdar City
- Reading a text about the most extreme places to live in the world
- Reading a quiz about Canada
- Watching a video about people asking for directions
- Writing an email giving directions to get to a place
Language Reflections
A. Language and grammar functions
- Using articles
- Quantifiers with countable and uncountable nouns
B. Vocabulary
- Words connected with city life
- Words connected with geographical features
C. Pronunciation
- The letter i
- Intonation in asking for and giving directions
Sociocultural Aspects
- To discuss about living in a city
- To discuss about the most extreme places to live in the world
- To talk about arriving to a new town, city or country
- To show interest in travelling
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
To respect different ways of living
Environmental education
To talk about green cities
Geography
To talk about geographical features
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, pages 75, 132, 136
- Student's Book: Study, Practice & Remember, page 152
- Workbook, Unit 8
- Teacher's Resource Bank: Photocopiable activities, Unit 8
- Teacher's Resource Disc: Progress Tests, Units 7-8
- Teacher's Resource Disc: Test Audio
- DVD, Unit 8
II. Language reflections
- Student's Book: Study, Practice & Remember, page 152
- Workbook, Unit 8
- Teacher's Resource Bank: Photocopiable activities, Unit 8
- Teacher's Resource Disc: Progress Tests, Units 7-8
- Teacher's Resource Disc: Test Audio
- DVD, Unit 8
III. Sociocultural aspects
- Student's Book, Unit 8
- Workbook, Unit 8
- DVD, Unit 8
BASIC COMPETENCES
|UNIT 8: Places to live |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.70-77 |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 | |Students have to understand and process information: |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) |SB, p.70, ex. 3 |To complete a table. |process of learning English. |
| |WB, p.41, ex.7a |To complete a grid. | |
|Data processing and |SB, p.71 |Students read an article about Masdar City. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p. 77, WB, p.43 |Students read and write an email giving directions. |Incorporate new technologies in the process of learning English. |
|(C4) |SB, p.76 |Students watch a video about people asking for directions. |Take advantage of new technologies to revise and consolidate what one has learnt |
| |SB, p.75 (Share your task)|Students film / record giving a talk about visiting Canada. |in the unit. |
| |MyEnglishLab / | | |
| |Active Teach |Students use digital devices as part of their process of learning English. | |
|Cultural awareness and |SB, pp.71, 72, 74 |They deal about different cultural and artistic expressions through the following: |Understand and critically appraise aspects of other countries' culture and |
|expression | |An article about Masdar City. |customs. |
|(C6) | |A text about the most extreme places to live in the world. | |
| | |A quiz about Canada. | |
| | | | |
| | |Students write a piece of original creative writing: | |
| |SB, p.77 |An email giving directions to get to a place. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 8 |Students learn and think about: city life, extreme places to live in the world, |Develop a critical mind when observing reality. |
|with the world and | |geographical features, Canada. | |
|environment (C3) | | | |
| | |There are references to different places such as: Buenos Aires, Abu Dhabi, Europe, New |Identify places and geographical features where other cultures are originated and |
| | |York, Mount Fuji, China, Buckingham Palace, Scotland, Mississippi River, Canada, etc. |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 living in a city, the most |Develop key communication skills, and take into account the interests of others as|
|(C5) | |extreme places to live in the world, arriving to a new town. |individuals and the interests of the group as a whole. |
| | |Analysing the tasks they have completed and comparing their answers. |Express their own ideas and listen to others'. |
| | | |Know and accept tradition and cultural and social reality of the English-speaking |
| | |In pairs, students practise asking for and giving directions to each other. |world. |
| | |They read and answer a quiz about Canada, in pairs. | |
| |SB, p.76 |They give a short talk about visiting Canada to a partner. | |
| | |They try to persuade a classmate as a visitor to come to a country or area. | |
| |SB, p.74 | | |
| |SB, p.75 |Students write an email giving directions to get to a place. | |
| |SB, p.73 | | |
| | |Students learn and think about: city life, extreme places to live in the world, | |
| | |geographical features, Canada. | |
| |SB, p.77 | | |
| | | | |
| |SB, Unit 8 | | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB & WB, Unit 8 |Students do the SB and WB activities in the unit, and use good learning practices in |Be aware of what is known and what needs to be learnt, how to learn it, and how to|
|(C7) | |class and at home. |manage and control the learning processes effectively, optimizing and guiding them|
| | | |to meet personal goals. |
| |Teacher's Resource Disc |Students complete the progress test 4. | |
| | |Students complete the test audio. |Show interest in different learning strategies which boost confidence when faced |
| | | |with new challenges in one's studies. |
| | |Students learn how to use reference material for each unit: | |
| | | | |
| | |Students’ Book | |
| | |Key language highlighted at the start of the unit (p.70) | |
| | |Grammar in context (pp.71, 73) | |
| | |Pronunciation box (pp.73, 76) | |
| | |Useful language box (p.75) | |
| | |Study & practice 1 (p.152) | |
| | |Study & practice 2 (p.152) | |
| | |Remember these words (p.153) | |
| | | | |
| | |MyEnglishLab | |
| | |Interactive workbook | |
| | |Common error report | |
| | |Tips and feedback for reference materials | |
| | |Extra video with interactive exercises | |
| | | | |
| |SB, Unit 8 | | |
| | |Students are encouraged to experiment with language and to work out rules for | |
| | |themselves (Grammar). | |
| | |Students are encouraged to take a proactive role in their learning (Tasks). | |
| | |Students recycle new language through the speaking tasks. | |
| | |They recycle all the main grammar and vocabulary areas in the unit with extra practice | |
| | |exercises in the Study, Practice & Remember section. | |
|Being autonomous |SB, p.70 (In this unit) |Students develop planning initiatives such as the main objectives at the beginning of |Show initiatives and own choices. |
|(C8) |SB, p.77 (After unit 8 you|each unit. | |
| |can…) |Students think about what they have learnt after each unit. | |
| |WB, pp.39-43 | | |
| |SB & WB |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance and |
| | |Students do the assessment activities in the unit. |self-criticism, performing the self-evaluation and reviewing the learning process.|
| |SB, p.74 (Task) | | |
| | |Students do activities which involve analyzing, planning and reviewing their work: give| |
| | |a talk about Canada. | |
| |SB, pp.70-77 | |Listen and interact with others with positive attitude when participating in class|
| | |Students show initiative working in pairs or groups: discussing about the unit topic, |activities. |
| | |analysing tasks, describing photographs and completing the speaking activities. | |
|Emotional competence |SB, pp.70-77 |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. | |
UNIT 9: OLD AND NEW
I. AIMS
- To know the use of may, might, will definitely, etc.
- To know the form and use of the present tense after if, when and other time words
- To speak about planning a café makeover
- To talk about making predictions
- To talk about the house / flat they live or would like to live in
- To discuss about old styles or new styles of buildings, houses and furniture
- To discuss about the use of different devices
- To discuss about how life has changed in the last 100 years
- To discuss about cleaning a house in 3 minutes
- To discuss about living with their family / friends or alone
- To discuss about replacing an old power station
- To discuss about Abu Dhabi
- To listen to a radio programme about how to clean a house in 3 minutes
- To listen to four people talking about replacing an old building
- To listen to six short conversations
- To listen to two customers talking about a café
- To read a text about life a hundred years ago
- To read a comic strip from the 1950s
- To read an email about a girl's new flat
- To read a website about a café
- To watch a video about Masdar City
- To find out information online about green cities
- To write a paragraph about a green city
- To know vocabulary connected with modern equipment
- To know adjectives for describing places
- To know stress in compound nouns
- 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 planning a café makeover
- Talking about making predictions
- Talking about the house / flat they live or would like to live in
- Listening to four people talking about replacing an old building
- Listening to six short conversations
- Listening to two customers talking about a café
- Reading a text about life a hundred years ago
- Reading a comic strip from the 1950s
- Reading an email about a girl's new flat
- Reading a website about a café
- Watching a video about Masdar City
- Finding out information online about green cities
- Writing a paragraph about a green city
Language Reflections
A. Language and grammar functions
- May, might, will definitely, etc.
- Present tense after if, when and other time words
B. Vocabulary
- Words connected with modern equipment
- Adjectives for describing places
C. Pronunciation
- Stress in compound nouns
Sociocultural Aspects
- To debate about old styles or new styles of buildings, houses and furniture
- To talk about the use of different devices
- To discuss about how life has changed in the last 100 years
- To talk about cleaning a house in 3 minutes
- To talk about living with their family / friends or alone
- To discuss about replacing an old power station
- To talk about Abu Dhabi
- To show interest in interviews and news reports
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
To respect different styles of buildings, houses, etc.
Environmental education
To talk about green cities
To respect nature
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, page 85
- Student's Book: Study, Practice & Remember, page 154
- Workbook, Unit 9
- Teacher's Resource Bank: Photocopiable activities, Unit 9
- DVD, Unit 9
II. Language reflections
- Student's Book: Study, Practice & Remember, page 154
- Workbook, Unit 9
- Teacher's Resource Bank: Photocopiable activities, Unit 9
- DVD, Unit 9
III. Sociocultural aspects
- Student's Book, Unit 9
- Workbook, Unit 9
- DVD, Unit 9
BASIC COMPETENCES
|UNIT 9: Old and new |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.78-87 |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 |WB, p.48 |Students have to understand and process information to complete a grid. |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) | | |process of learning English. |
|Data processing and |SB, p.80 |Students read a comic strip from the 1950s. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.81 (Listening) |Students listen to a radio programme about cleaning a house in 3 minutes. |Incorporate new technologies in the process of learning English. |
|(C4) | |Students read an email and answer some questions about it. |Take advantage of new technologies to revise and consolidate what one has learnt |
| |SB, p.82 |They read a website about a café and the reviews from some customers. |in the unit. |
| |SB, pp.84-85 |Students listen and read information about different products on a website. | |
| | | | |
| |WB, p.44 |Students film / record themselves talking about their plans about the café makeover. | |
| | | | |
| | |Students check information online about Abu Dhabi. | |
| |SB, p.85 (Share your task)|Students find out more information online about green cities. | |
| | | | |
| |SB, pp.86-87 (World |Students use digital devices as part of their process of learning English. | |
| |culture) | | |
| | | | |
| |MyEnglishLab / | | |
| |Active Teach | | |
|Cultural awareness and |SB, p.78 |Students discuss about old styles or new styles of buildings, houses and furniture. |Understand and critically appraise aspects of other countries' culture and |
|expression | |Students discuss about Abu Dhabi and check the information online. |customs. |
|(C6) |SB, pp.86-87 (World |Students watch a video about Masdar City and complete exercises about it. | |
| |culture) |They find out information online about green cities. | |
| | | | |
| | |They deal about different cultural and artistic expressions through the following: | |
| | |A text about life a hundred years ago. | |
| |SB, pp.79, 80 |A comic strip from the 1950s. | |
| | | | |
| | |Students write a piece of original creative writing: | |
| | |A paragraph about a green city. | |
| | | | |
| |SB, p.87 | | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 9 |Students learn and think about: modern equipment, flats/houses, green cities. |Develop a critical mind when observing reality. |
|with the world and | | | |
|environment (C3) | |There are references to different places such as: UK, Spain, Turkey, the Middle East, | |
| | |Japan, the United Arab Emirates, Abu Dhabi, Masdar City, etc. |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 old or new styles, the use of |Develop key communication skills, and take into account the interests of others as|
|(C5) | |different devices, how life has changed in the last 100 years, cleaning a house, living|individuals and the interests of the group as a whole. |
| | |with the family or alone, replacing an old power station, Abu Dhabi. |Express their own ideas and listen to others'. |
| | |Analysing the tasks they have completed and comparing their answers. |Know and accept tradition and cultural and social reality of the English-speaking |
| | | |world. |
| | |In pairs, students classify predictions in a comic strip into three groups. | |
| | |They describe the house where they live or would like to live. | |
| |SB, p.80 |They complete some conversations and practise reading them aloud. | |
| | | | |
| |SB, p.82, ex.5 |Students write a paragraph about a green city. | |
| |SB, p.83, ex.2a | | |
| | |Students learn and think about: modern equipment, flats/houses, green cities. | |
| | | | |
| |SB, p.87 | | |
| | | | |
| |SB, Unit 9 | | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB & WB, Unit 9 |Students do the SB and WB activities in the unit, and use good learning practices in |Be aware of what is known and what needs to be learnt, how to learn it, and how to|
|(C7) | |class and at home. |manage and control the learning processes effectively, optimizing and guiding them|
| | | |to meet personal goals. |
| | |Students learn how to use reference material for each unit: | |
| | | |Show interest in different learning strategies which boost confidence when faced |
| | |Students’ Book |with new challenges in one's studies. |
| | |Key language highlighted at the start of the unit (p.78) | |
| | |Grammar in context (pp.80, 83) | |
| | |Pronunciation box (p.79) | |
| | |Useful language box (p.85) | |
| | |Study & practice 1 (p.154) | |
| | |Study & practice 2 (p.154) | |
| | |Remember these words (p.155) | |
| | | | |
| | |MyEnglishLab | |
| | |Interactive workbook | |
| | |Common error report | |
| | |Tips and feedback for reference materials | |
| | |Extra video with interactive exercises | |
| | | | |
| | | | |
| |SB, Unit 9 |Students are encouraged to experiment with language and to work out rules for | |
| | |themselves (Grammar). | |
| | |Students are encouraged to take a proactive role in their learning (Tasks). | |
| | |Students recycle new language through the speaking tasks. | |
| | |They recycle all the main grammar and vocabulary areas in the unit with extra practice | |
| | |exercises in the Study, Practice & Remember section. | |
|Being autonomous |SB, p.78 (In this unit) |Students develop planning initiatives such as the main objectives at the beginning of |Show initiatives and own choices. |
|(C8) |SB, p.87 (After unit 9 you|each unit. | |
| |can…) |Students think about what they have learnt after each unit. | |
| |WB, pp.44-48 | | |
| |SB & WB |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance and |
| | |Students do the assessment activities in the unit. |self-criticism, performing the self-evaluation and reviewing the learning process.|
| |SB, p.84 (Task) | | |
| | |Students do activities which involve analyzing, planning and reviewing their work: plan| |
| | |a café makeover. | |
| |SB, pp.78-87 | |Listen and interact with others with positive attitude when participating in class|
| | |Students show initiative working in pairs or groups: discussing about the unit topic, |activities. |
| | |analysing tasks, describing photographs and completing the speaking activities. | |
|Emotional competence |SB, pp.78-87 |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. | |
UNIT 10: TAKE CARE
I. AIMS
- To know the form and use of the past continuous
- To know the use of used to
- To speak about the decision made on the funniest story in a competition
- To speak about a medical problem
- To talk about health
- To discuss about accidents and injuries
- To discuss about feeling ill
- To discuss about being positive about life
- To listen to a nurse telling what to do in case of an accident or injury
- To listen to a story about an accident
- To listen to two people discussing about who should get a prize
- To read a text about first aid
- To read an article about the benefits of dirt
- To read a letter about a competition
- To read a story about a funny accident
- To read a story about the accident of a river guide in Zimbabwe
- To watch a video of three scenes in a doctor's surgery
- To write a story about a dramatic accident
- To know vocabulary connected with accidents and injuries
- To know vocabulary connected with feeling ill
- To practise the pronunciation of used to and didn't use to
- To practise the intonation in questions at the doctor's
- 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 the decision made on the funniest story in a competition
- Speaking about a medical problem
- Talking about health
- Listening to a nurse telling what to do in case of an accident or injury
- Listening to a story about an accident
- Listening to two people discussing about who should get a prize
- Reading a text about first aid
- Reading an article about the benefits of dirt
- Reading a letter about a competition
- Reading a story about a funny accident
- Reading a story about the accident of a river guide in Zimbabwe
- Watching a video of three scenes in a doctor's surgery
- Writing a story about a dramatic accident
Language Reflections
A. Language and grammar functions
- Past continuous
- Used to
B. Vocabulary
- Words connected with accidents and injuries
- Words connected with feeling ill
C. Pronunciation
- Used to and didn't use to
- Intonation in questions at the doctor's
Sociocultural Aspects
- To talk about accidents and injuries
- To discuss about feeling ill
- To debate about being positive about life
- To show interest in music, films, stories, etc.
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
To respect classmates' decisions and opinions
Health education
To talk about health
To debate about the benefits of dirt
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, page 93
- Student's Book: Study, Practice & Remember, page 156
- Workbook, Unit 10
- Teacher's Resource Bank: Photocopiable activities, Unit 10
- Teacher's Resource Disc: Progress Tests, Units 9-10
- Teacher's Resource Disc: Test Audio
- DVD, Unit 10
II. Language reflections
- Student's Book: Study, Practice & Remember, page 156
- Workbook, Unit 10
- Teacher's Resource Bank: Photocopiable activities, Unit 10
- Teacher's Resource Disc: Progress Tests, Units 9-10
- Teacher's Resource Disc: Test Audio
- DVD, Unit 10
III. Sociocultural aspects
- Student's Book, Unit 10
- Workbook, Unit 10
- DVD, Unit 10
BASIC COMPETENCES
|UNIT 10: Take care |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.88-95 |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.93, ex.4 |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.90 (Reading) |Students read an article about the benefits of dirt. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.94 |Students watch a video of three scenes in a doctor's surgery. |Incorporate new technologies in the process of learning English. |
|(C4) | | |Take advantage of new technologies to revise and consolidate what one has learnt |
| |SB, p.93 (Share your task)|Students film / record themselves explaining their decision about a competition. |in the unit. |
| |MyEnglishLab / |Students use digital devices as part of their process of learning English. | |
| |Active Teach | | |
|Cultural awareness and |SB, pp.88, 91, 92, 95 |They deal about different cultural and artistic expressions through the following: |Understand and critically appraise aspects of other countries' culture and |
|expression | |A text about first aid. |customs. |
|(C6) | |An article about the benefits of dirt. | |
| | |A letter about a competition. | |
| | |A story about a funny accident. | |
| | |A story about the accident of a river guide in Zimbadwe. | |
| | | | |
| |SB, p.95 |Students write a piece of original creative writing: | |
| | |A story about a dramatic accident. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 10 |Students learn and think about: accidents and injuries, first aid, filling ill, |Develop a critical mind when observing reality. |
|with the world and | |insurance, health. | |
|environment (C3) | | | |
| | |There are references to different places such as: Britain, Zimbabwe, Zambezi River, |Identify places and geographical features where other cultures are originated and |
| | |Bulawayo. |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 accidents and injuries, feeling|Develop key communication skills, and take into account the interests of others as|
|(C5) | |ill, being positive about life. |individuals and the interests of the group as a whole. |
| | |Analysing the tasks they have completed and comparing their answers. |Express their own ideas and listen to others'. |
| | | |Know and accept tradition and cultural and social reality of the English-speaking |
| | |In pairs, students ask each other questions about first aid, about the finalists in a |world. |
| |SB, pp.88,93 |competition. | |
| | |In pairs, they talk about an accident or injury; they make a list of different things | |
| |SB, pp.89, 92 |you can get insurance for. | |
| | |In groups, they choose the funniest story competing for a prize. | |
| |SB, p.93 (Task) |Students describe and answer questions about photographs. | |
| |SB, pp.88, 92 | | |
| | |Students write a story about a dramatic accident. | |
| |SB, p.95 | | |
| | |Students learn and think about: accidents and injuries, first aid, filling ill, | |
| |SB, Unit 10 |insurance, health. | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB & WB, Unit 10 |Students do the SB and WB activities in the unit, and use good learning practices in |Be aware of what is known and what needs to be learnt, how to learn it, and how to|
|(C7) | |class and at home. |manage and control the learning processes effectively, optimizing and guiding them|
| | | |to meet personal goals. |
| |Teacher's Resource Disc |Students complete the progress test 5. | |
| | |Students complete the test audio. |Show interest in different learning strategies which boost confidence when faced |
| | | |with new challenges in one's studies. |
| | |Students learn how to use reference material for each unit: | |
| | | | |
| | |Students’ Book | |
| | |Key language highlighted at the start of the unit (p.88) | |
| | |Grammar in context (pp.89, 91) | |
| | |Pronunciation box (pp.91, 94) | |
| | |Useful language box (p.93) | |
| | |Study & practice 1 (p.156) | |
| | |Study & practice 2 (p.156) | |
| | |Remember these words (p.157) | |
| | | | |
| | |MyEnglishLab | |
| | |Interactive workbook | |
| | |Common error report | |
| | |Tips and feedback for reference materials | |
| | |Extra video with interactive exercises | |
| | | | |
| |SB, Unit 10 | | |
| | |Students are encouraged to experiment with language and to work out rules for | |
| | |themselves (Grammar). | |
| | |Students are encouraged to take a proactive role in their learning (Tasks). | |
| | |Students recycle new language through the speaking tasks. | |
| | |They recycle all the main grammar and vocabulary areas in the unit with extra practice | |
| | |exercises in the Study, Practice & Remember section. | |
|Being autonomous |SB, p.88 (In this unit) |Students develop planning initiatives such as the main objectives at the beginning of |Show initiatives and own choices. |
|(C8) |SB, p.95 (After unit 10 |each unit. | |
| |you can…) |Students think about what they have learnt after each unit. | |
| |WB, pp.49-53 | | |
| |SB & WB |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance and |
| | |Students do the assessment activities in the unit. |self-criticism, performing the self-evaluation and reviewing the learning process.|
| |SB, p.92 (Task) | | |
| | |Students do activities which involve analyzing, planning and reviewing their work: | |
| | |choose the funniest story. | |
| |SB, pp.88-95 | |Listen and interact with others with positive attitude when participating in class|
| | |Students show initiative working in pairs or groups: discussing about the unit topic, |activities. |
| | |analysing tasks, describing photographs and completing the speaking activities. | |
|Emotional competence |SB, pp.88-95 |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. | |
UNIT 11: THE BEST THINGS
I. AIMS
- To know the use of like and would like
- To know the form and use of conditional sentences with would
- To speak about the results of a survey
- To talk about survival items
- To discuss about happiness
- To discuss about the best things in life
- To discuss about camping
- To discuss about food from different countries
- To interview a partner about a radio show
- To listen to two friends talking about some of the things they love and hate
- To listen to two people talking about surviving on a desert island
- To read an article about the best things in life
- To read a magazine article about the things people love and hate
- To read a text about a radio show
- To read a survey about the most important things in life
- To watch a video about sugar
- To find out information online about desserts from different countries
- To write a conversation making plans for the weekend
- To write a short summary about the results of a survey
- To write a paragraph about desserts from different countries
- To know adjectives with dependent prepositions
- To know vocabulary connected with survival items
- To practise intonation in invitations
- 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 the results of a survey
- Talking about survival items
- Interviewing a partner about a radio show
- Listening to two friends talking about some of the things they love and hate
- Listening to two people talking about surviving on a desert island
- Reading an article about the best things in life
- Reading a magazine article about the things people love and hate
- Reading a text about a radio show
- Reading a survey about the most important things in life
- Watching a video about sugar
- Finding out information online about desserts from different countries
- Writing a conversation making plans for the weekend
- Writing a short summary about the results of a survey
- Writing a paragraph about desserts from different countries
Language Reflections
A. Language and grammar functions
- Like and would like
- Conditional sentences with would
B. Vocabulary
- Adjectives with dependent prepositions
- Words connected with survival items
C. Pronunciation
- Intonation in invitations
Sociocultural Aspects
- To discuss about happiness
- To discuss about the best things in life
- To talk about camping
- To talk about food from different countries
- To show interest in articles and reports concerned with contemporary issues
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
To respect other peoples' likes and dislikes
Health education
To talk about health and sport
To talk about healthy food
Consumer education
To think about dispensable things to save money
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, page 103
- Student's Book: Study, Practice & Remember, page 158
- Workbook, Unit 11
- Teacher's Resource Bank: Photocopiable activities, Unit 11
- DVD, Unit 11
II. Language reflections
- Student's Book: Study, Practice & Remember, page 158
- Workbook, Unit 11
- Teacher's Resource Bank: Photocopiable activities, Unit 11
- DVD, Unit 11
III. Sociocultural aspects
- Student's Book, Unit 11
- Workbook, Unit 11
- DVD, Unit 11
BASIC COMPETENCES
|UNIT 11: The best things |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.96-105 |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, pp.102-103 |Students have to understand and process information to complete a survey and a table |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) | |with the results of the survey. |process of learning English. |
|Data processing and |SB, p.97 (Reading) |Students read an article about the best things in life. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.98 |Students read a magazine article about the things people love and hate. | |
|(C4) | |They read a text about a radio show. |Incorporate new technologies in the process of learning English. |
| |SB, p.101 |Students film / record themselves giving a summary about a survey. |Take advantage of new technologies to revise and consolidate what one has learnt |
| |SB, p.103 (Share your | |in the unit. |
| |task) |Students check information online about products associated with different countries. | |
| | |Students find out more information online about desserts from different countries. | |
| |SB, pp.104-105 (World | | |
| |culture) |Students use digital devices as part of their process of learning English. | |
| | | | |
| | | | |
| | | | |
| |MyEnglishLab / | | |
| |Active Teach | | |
|Cultural awareness and |SB, pp.104-105 (World |Students discuss about food from different countries. |Understand and critically appraise aspects of other countries' culture and |
|expression |culture) |Students check information online about different places and products associated with |customs. |
|(C6) | |them. | |
| | |Students watch a video about sugar and complete exercises about it. | |
| | | | |
| | |They deal about different cultural and artistic expressions through the following: | |
| |SB, pp.97, 98, 101, 102 |An article about the best things in life. | |
| |WB, p.54 |A magazine article about the things people love and hate. | |
| | |A text about a radio show. | |
| | |A survey about the most important things in life. | |
| | |An article about the top four hates. | |
| | | | |
| | |Students write a piece of original creative writing: | |
| |SB, pp.99, 103, 105 |A conversation making plans for the weekend. | |
| | |A short summary about the results of a survey. | |
| | |A paragraph about desserts from different countries. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 11 |Students learn and think about: the best things in life, survival items, sugar, |Develop a critical mind when observing reality. |
|with the world and | |desserts. | |
|environment (C3) | | | |
| | |There are references to different places such as: Hong Kong, Papua Guinea, the |Identify places and geographical features where other cultures are originated and |
| | |Caribbean, the Middle East, the Mediterranean, Australia, Brazil, EU countries, Japan, |located. |
| | |Sweden, Thailand. | |
|Social and civic |SB, Unit 11 |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 happiness, the best things in |Develop key communication skills, and take into account the interests of others as|
|(C5) | |life, camping, food from different countries. |individuals and the interests of the group as a whole. |
| | |Analysing the tasks they have completed and comparing their answers. |Express their own ideas and listen to others'. |
| | | |Know and accept tradition and cultural and social reality of the English-speaking |
| | |In pairs, students ask each other the proposed questions in an exercise, questions |world. |
| |SB, pp.97, 99, 100 |about survival items. | |
| | |They read and answer a survey about the most important things in life. | |
| |SB, p.103 |They interview each other about a radio show. | |
| | | | |
| |SB, p.101, ex.4b |Students describe and answer questions about photographs. | |
| | | | |
| |SB, pp.100, 102 |Students learn and think about: the best things in life, survival items, sugar, | |
| | |desserts from different countries. | |
| |SB, Unit 11 | | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB & WB, Unit 11 |Students do the SB and WB activities in the unit, and use good learning practices in |Be aware of what is known and what needs to be learnt, how to learn it, and how to|
|(C7) | |class and at home. |manage and control the learning processes effectively, optimizing and guiding them|
| | | |to meet personal goals. |
| | |Students learn how to use reference material for each unit: | |
| | | |Show interest in different learning strategies which boost confidence when faced |
| | |Students’ Book |with new challenges in one's studies. |
| | |Key language highlighted at the start of the unit (p.96) | |
| | |Grammar in context (pp.99, 100) | |
| | |Pronunciation box (p.99) | |
| | |Useful language box (p.103) | |
| | |Study & practice 1 (p.158) | |
| | |Study & practice 2 (p.158) | |
| | |Remember these words (p.159) | |
| | | | |
| | |MyEnglishLab | |
| | |Interactive workbook | |
| | |Common error report | |
| | |Tips and feedback for reference materials | |
| | |Extra video with interactive exercises | |
| | | | |
| | | | |
| |SB, Unit 11 |Students are encouraged to experiment with language and to work out rules for | |
| | |themselves (Grammar). | |
| | |Students are encouraged to take a proactive role in their learning (Tasks). | |
| | |Students recycle new language through the speaking tasks. | |
| | |They recycle all the main grammar and vocabulary areas in the unit with extra practice | |
| | |exercises in the Study, Practice & Remember section. | |
|Being autonomous |SB, p.96 (In this unit) |Students develop planning initiatives such as the main objectives at the beginning of |Show initiatives and own choices. |
|(C8) |SB, p.105 (After unit 11 |each unit. | |
| |you can…) |Students think about what they have learnt after each unit. | |
| |WB, pp.54-58 | | |
| |SB & WB |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance and |
| | |Students do the assessment activities in the unit. |self-criticism, performing the self-evaluation and reviewing the learning process.|
| |SB, p.102 (Task) | | |
| | |Students do activities which involve analyzing, planning and reviewing their work: take| |
| | |part in a survey. | |
| |SB, pp.96-105 | |Listen and interact with others with positive attitude when participating in class|
| | |Students show initiative working in pairs or groups: discussing about the unit topic, |activities. |
| | |analysing tasks, describing photographs and completing the speaking activities. | |
|Emotional competence |SB, pp.96-105 |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. | |
UNIT 12: BRAND NEW
I. AIMS
- To know the form and use of the present simple passive
- To know the form and use of the past simple passive
- To make a presentation of a new product
- To discuss about brands
- To discuss about advertisements
- To discuss about a TV programme
- To discuss about buying an expensive item
- To listen to ten questions about personal items
- To listen to a new product presentation
- To read an article about brands
- To read a text about advertising facts and figures
- To read a text about a TV programme
- To read the consumer reviews of different products from an online shopping website
- To watch a video about making suggestions
- To write a conversation about a given situation
- To write a customer review about a product
- To know vocabulary connected with types of products
- To know vocabulary connected with personal items
- To practise the pronunciation of regular past participles
- To practise the intonation in making and responding to suggestions
- 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
- Making a presentation of a new product
- Listening to ten questions about personal items
- Listening to a new product presentation
- Reading an article about brands
- Reading a text about advertising facts and figures
- Reading a text about a TV programme
- Reading the consumer reviews of different products from an online shopping website
- Watching a video about making suggestions
- Writing a conversation about a given situation
- Writing a consumer review about a product
Language Reflections
A. Language and grammar functions
- Present simple passive
- Past simple passive
B. Vocabulary
- Types of products
- Words connected with personal items
C. Pronunciation
- Regular past participles
- Intonation in making and responding to suggestions
Sociocultural Aspects
- To discuss about brands
- To discuss about advertisements
- To debate about a TV programme
- To talk about buying an expensive item
- To think about advertising
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
Consumer education
To debate about spending too much money on branded products
To write a consumer review about a product
Health education
To talk about healthy food
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, page 111
- Student's Book: Study, Practice & Remember, page 160
- Workbook, Unit 12
- Teacher's Resource Bank: Photocopiable activities, Unit 12
- Teacher's Resource Disc: Progress Tests, Units 11-12
- Teacher's Resource Disc: Test Audio
- DVD, Unit 12
II. Language reflections
- Student's Book: Study, Practice & Remember, page 160
- Workbook, Unit 12
- Teacher's Resource Bank: Photocopiable activities, Unit 12
- Teacher's Resource Disc: Progress Tests, Units 11-12
- Teacher's Resource Disc: Test Audio
- DVD, Unit 12
III. Sociocultural aspects
- Student's Book, Unit 12
- Workbook, Unit 12
- DVD, Unit 12
BASIC COMPETENCES
|UNIT 12: Brand new |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.106-113 |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, pp.110, 111, 112 |Students have to understand and process information to complete a table. |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) |WB, p.60 | |process of learning English. |
|Data processing and |SB, p.108-109 |Students read a text and discuss about the influence of TV advertisements. |Be aware of the importance of the media and its influence on society. |
|digital competence | |Students discuss about a TV programme. | |
|(C4) |SB, p.110 |They read an article about brands. |Incorporate new technologies in the process of learning English. |
| |SB, p.106 |Students read the consumer reviews of different products from an online shopping |Take advantage of new technologies to revise and consolidate what one has learnt |
| |SB, p.113 |website. |in the unit. |
| | |They read an advert from a website for buying and selling things. | |
| |WB, p.63 | | |
| | |Students film / record themselves presenting a product. | |
| |SB, p.111 (Share your | | |
| |task) |Students use digital devices as part of their process of learning English. | |
| |MyEnglishLab / | | |
| |Active Teach | | |
|Cultural awareness and |WB, p.61 |Students read and complete the biography of a famous fashion designer (Gianni Versace).|Understand and critically appraise aspects of other countries' culture and |
|expression | | |customs. |
|(C6) | |They deal about different cultural and artistic expressions through the following: | |
| |SB, pp.106, 109, 110, 113 |An article about brands. | |
| | |A text about advertising facts and figures. | |
| | |A text about a TV programme. | |
| | |The consumer reviews of different products form an online shopping website. | |
| | | | |
| | |Students write a piece of original creative writing: | |
| | |A conversation about a given situation. | |
| |SB, pp.112, 113 |A consumer review about a product. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 12 |Students learn and think about: brands, types of products, personal items, advertising.|Develop a critical mind when observing reality. |
|with the world and | | | |
|environment (C3) | |There are references to different places such as: UK, the USA, Liverpool, Watford, West| |
| | |Midlands. |Identify places and geographical features where other cultures are originated and |
| | | |located. |
|Social and civic |SB, Unit 12 |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 brands, advertisements, a TV |Develop key communication skills, and take into account the interests of others as|
|(C5) | |programme, buying an expensive item. |individuals and the interests of the group as a whole. |
| | |Analysing the tasks they have completed and comparing their answers. |Express their own ideas and listen to others'. |
| | | |Know and accept tradition and cultural and social reality of the English-speaking |
| | |Students work in pairs to decide on the best answers. |world. |
| |SB, pp.107, 109 |They prepare a presentation of a new product in pairs. | |
| |SB, p.111 |They choose a situation and prepare a conversation. Then practise their conversations | |
| |SB, p.112 (Speaking) |and make suggestions. | |
| | | | |
| |SB, pp.108, 110, 113 |Students describe and answer questions about photographs. | |
| |SB, p.113 | | |
| | |Students write a consumer review about a product. | |
| |SB, Unit 12 | | |
| | |Students learn and think about: brands, types of products, personal items, | |
| | |advertising. | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB & WB, Unit 12 |Students do the SB and WB activities in the unit, and use good learning practices in |Be aware of what is known and what needs to be learnt, how to learn it, and how to|
|(C7) | |class and at home. |manage and control the learning processes effectively, optimizing and guiding them|
| | | |to meet personal goals. |
| |Teacher's Resource Disc |Students complete the progress test 6. | |
| | |Students complete the test audio. |Show interest in different learning strategies which boost confidence when faced |
| | | |with new challenges in one's studies. |
| | |Students learn how to use reference material for each unit: | |
| | | | |
| | |Students’ Book | |
| | |Key language highlighted at the start of the unit (p.106) | |
| | |Grammar in context (pp.107, 109) | |
| | |Pronunciation box (pp.109, 112) | |
| | |Useful language box (p.111) | |
| | |Study & practice 1 (p.160) | |
| | |Study & practice 2 (p.160) | |
| | |Remember these words (p.161) | |
| | | | |
| | |MyEnglishLab | |
| | |Interactive workbook | |
| | |Common error report | |
| | |Tips and feedback for reference materials | |
| | |Extra video with interactive exercises | |
| | | | |
| |SB, Unit 12 | | |
| | |Students are encouraged to experiment with language and to work out rules for | |
| | |themselves (Grammar). | |
| | |Students are encouraged to take a proactive role in their learning (Tasks). | |
| | |Students recycle new language through the speaking tasks. | |
| | |They recycle all the main grammar and vocabulary areas in the unit with extra practice | |
| | |exercises in the Study, Practice & Remember section. | |
|Being autonomous |SB, p.106 (In this unit) |Students develop planning initiatives such as the main objectives at the beginning of |Show initiatives and own choices. |
|(C8) |SB, p.113 (After unit 12 |each unit. | |
| |you can…) |Students think about what they have learnt after each unit. | |
| |WB, pp.59-63 | | |
| |SB & WB |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance and |
| | |Students do the assessment activities in the unit. |self-criticism, performing the self-evaluation and reviewing the learning process.|
| |SB, p.110 (Task) | | |
| | |Students do activities which involve analyzing, planning and reviewing their work: | |
| | |present a new product. | |
| |SB, pp.106-113 | |Listen and interact with others with positive attitude when participating in class|
| | |Students show initiative working in pairs or groups: discussing about the unit topic, |activities. |
| | |analysing tasks, describing photographs and completing the speaking activities. | |
|Emotional competence |SB, pp.106-113 |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. | |
UNIT 13: THE RIGHT PERSON
I. AIMS
- To know the form and use of the present perfect continuous with how long, for and since
- To know the form and use of the present perfect continuous and the present perfect simple
- To make a presentation about choosing an ambassador
- To talk about personal characteristics
- To talk about getting a job
- To discuss about finding the right person
- To discuss about arranged marriages
- To discuss about sharing a flat
- To discuss about job auditions
- To discuss about cool items of clothing
- To listen to a discussion about choosing the best flat mate
- To listen to two people discussing about choosing an ambassador
- To read an article about arranged marriages
- To read three emails from candidates to share a flat
- To read a text about a designer
- To read a newspaper article about a job audition
- To read some advice for getting a job
- To read a text about a Goodwill Ambassador
- To watch a video about the search for cool
- To find out information online about cool movements at different times
- To write some advice for getting a job
- To write a paragraph about cool movements
- To know vocabulary connected with personal characteristics
- To know vocabulary connected with getting a job
- To practise the pronunciation of contracted forms (present perfect continuous)
- 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
- Making a presentation about choosing an ambassador
- Talking about personal characteristics
- Talking about getting a job
- Listening to a discussion about choosing the best flat mate
- Listening to two people discussing about choosing an ambassador
- Reading an article about arranged marriages
- Reading three emails from candidates to share a flat
- Reading a text about a designer
- Reading a newspaper article about a job audition
- Reading some advice for getting a job
- Reading a text about a Goodwill Ambassador
- Watching a video about the search for cool
- Finding out information online about cool movements at different times
- Writing some advice for getting a job
- Writing a paragraph about cool movements
Language Reflections
A. Language and grammar functions
- Present perfect continuous with how long, for and since
- Present perfect continuous and present perfect simple
B. Vocabulary
- Words connected with personal characteristics
- Words connected with getting a job
C. Pronunciation
- Contracted forms (present perfect continuous)
Sociocultural Aspects
- To discuss about finding the right person
- To debate about arranged marriages
- To talk about sharing a flat
- To discuss about job auditions
- To debate about cool items of clothing
- To show interest in job interviews
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
To respect classmates' decisions and opinions
Education for equality
To respect men and women
Arts
To talk about art
Music
To talk about music
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, page 121
- Student's Book: Study, Practice & Remember, page 162
- Workbook, Unit 13
- Teacher's Resource Bank: Photocopiable activities, Unit 13
- DVD, Unit 13
II. Language reflections
- Student's Book: Study, Practice & Remember, page 162
- Workbook, Unit 13
- Teacher's Resource Bank: Photocopiable activities, Unit 13
- DVD, Unit 13
III. Sociocultural aspects
- Student's Book, Unit 13
- Workbook, Unit 13
- DVD, Unit 13
BASIC COMPETENCES
|UNIT 13: The right person |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.114-123 |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 |WB, pp.64, 65 |Students have to understand and process information to complete a table and a grid. |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) | | |process of learning English. |
|Data processing and |SB, p.114 |Students read an article about arranged marriages. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.116 |Students read three emails from candidates to share a flat. |Incorporate new technologies in the process of learning English. |
|(C4) |SB, p.118 |They read a newspaper article about a job audition. |Take advantage of new technologies to revise and consolidate what one has learnt |
| |SB, p.119 |They read a website about getting a job and match the questions to the answers. |in the unit. |
| | |They read different job advertisements from a website and complete two different | |
| |WB, p.64 |tables. | |
| | | | |
| | |Students film / record themselves presenting their decision about choosing an | |
| |SB, p.121 (Share your |ambassador. | |
| |task) | | |
| | |Students check information online about the definition of cool. | |
| |SB, pp.122-123 (World |Students find out more information online about cool movements at different times. | |
| |culture) | | |
| | |Students use digital devices as part of their process of learning English. | |
| | | | |
| |MyEnglishLab / | | |
| |Active Teach | | |
|Cultural awareness and |SB, pp.114-115 |Students read and discuss about marriage in the UK. |Understand and critically appraise aspects of other countries' culture and |
|expression |SB, pp.122-123 (World |Students discuss about the definition of cool and check the information online. |customs. |
|(C6) |culture) |Students watch a video about the search for cool and complete exercises about it. | |
| | | | |
| | |They deal about different cultural and artistic expressions through the following: | |
| | |An article about arranged marriages. | |
| |SB, pp.114, 116, 117, 118,|Emails from different candidates to share a flat. | |
| |119, 120 |A text about a designer. | |
| | |A newspaper article about a job audition. | |
| | |Some advice for getting a job. | |
| | |A text about a Goodwill Ambassador. | |
| | | | |
| | |Students write a piece of original creative writing: | |
| | |Some advice for getting a job. | |
| | |A paragraph about cool movements. | |
| |SB, pp.119, 123 | | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 13 |Students learn and think about: marriage, personal characteristics, sharing a flat, |Develop a critical mind when observing reality. |
|with the world and | |getting a job, Goodwill Ambassadors, the search for cool. | |
|environment (C3) | | | |
| | |There are references to different places such as: UK, Brazil, Czech Republic, Ireland, |Identify places and geographical features where other cultures are originated and |
| | |London, New York, Liverpool, Italy, Florida. |located. |
|Social and civic |SB, Unit 13 |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 finding the right person, |Develop key communication skills, and take into account the interests of others as|
|(C5) | |arranged marriages, sharing a flat, job auditions, cool items of clothing. |individuals and the interests of the group as a whole. |
| | |Analysing the tasks they have completed and comparing their answers. |Express their own ideas and listen to others'. |
| | | |Know and accept tradition and cultural and social reality of the English-speaking |
| | |In pairs, students read a text and answer the questions about it. |world. |
| | | | |
| |SB, pp.116, 118, 119 |They ask and answer questions about their partner's information. | |
| |SB, p.117, 118 |In turns, they talk about the decision made about the best candidate for being an | |
| |SB, p.121 (Speaking) |ambassador. | |
| | | | |
| |SB, pp.119, 123 |Students write some advice for getting a job and a paragraph about cool movements. | |
| | | | |
| | |Students learn and think about: marriage, personal characteristics, sharing a flat, | |
| |SB, Unit 13 |getting a job, Goodwill Ambassadors, the search for cool. | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB & WB, Unit 13 |Students do the SB and WB activities in the unit, and use good learning practices in |Be aware of what is known and what needs to be learnt, how to learn it, and how to|
|(C7) | |class and at home. |manage and control the learning processes effectively, optimizing and guiding them|
| | | |to meet personal goals. |
| | |Students learn how to use reference material for each unit: | |
| | | |Show interest in different learning strategies which boost confidence when faced |
| | |Students’ Book |with new challenges in one's studies. |
| | |Key language highlighted at the start of the unit (p.114) | |
| | |Grammar in context (pp.117, 118) | |
| | |Pronunciation box (p.117) | |
| | |Useful language box (p.121) | |
| | |Study & practice 1 (p.162) | |
| | |Study & practice 2 (p.162) | |
| | |Remember these words (p.163) | |
| | | | |
| | |MyEnglishLab | |
| | |Interactive workbook | |
| | |Common error report | |
| | |Tips and feedback for reference materials | |
| | |Extra video with interactive exercises | |
| | | | |
| | | | |
| |SB, Unit 13 |Students are encouraged to experiment with language and to work out rules for | |
| | |themselves (Grammar). | |
| | |Students are encouraged to take a proactive role in their learning (Tasks). | |
| | |Students recycle new language through the speaking tasks. | |
| | |They recycle all the main grammar and vocabulary areas in the unit with extra practice | |
| | |exercises in the Study, Practice & Remember section. | |
|Being autonomous |SB, p.114 (In this unit) |Students develop planning initiatives such as the main objectives at the beginning of |Show initiatives and own choices. |
|(C8) |SB, p.123 (After unit 13 |each unit. | |
| |you can…) |Students think about what they have learnt after each unit. | |
| |WB, pp.64-68 | | |
| |SB & WB |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance and |
| | |Students do the assessment activities in the unit. |self-criticism, performing the self-evaluation and reviewing the learning process.|
| |SB, p.120 (Task) | | |
| | |Students do activities which involve analyzing, planning and reviewing their work: | |
| | |choose an ambassador. | |
| |SB, pp.114-123 | |Listen and interact with others with positive attitude when participating in class|
| | |Students show initiative working in pairs or groups: discussing about the unit topic, |activities. |
| | |analysing tasks, describing photographs and completing the speaking activities. | |
|Emotional competence |SB, pp.114-123 |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. | |
UNIT 14: MONEY
I. AIMS
- To know the form and use of the past perfect
- To review narrative tenses
- To talk about money
- To tell a story from pictures
- To discuss about films dealing with money
- To discuss about money issues
- To listen to three jokes
- To listen to a version of The Million Pound Bank Note story
- To read a text about money facts
- To read a story about a bank mistake
- To read a blog about money movies
- To watch a video about conversations dealing with money issues
- To write a short story
- To write a short conversation dealing with money
- To write an opinion essay
- To know vocabulary connected with money
- To know verbs and phrases about money
- To practise the pronunciation of numbers
- To practise the intonations in requests
- 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 money
- Telling a story from pictures
- Listening to three jokes
- Listening to a version of The Million Pound Bank Note story
- Reading a text about money facts
- Reading a story about a bank mistake
- Reading a blog about money movies
- Watching a video about conversations dealing with money issues
- Writing a short story
- Writing a short conversation dealing with money
- Writing an opinion essay
Language Reflections
A. Language and grammar functions
- Past perfect
- Narrative tenses review
B. Vocabulary
- Words connected with money
- Verbs and phrases about money
C. Pronunciation
- Numbers
- Intonations in requests
Sociocultural Aspects
- To discuss about films dealing with money
- To discuss about money issues
- To think about economy
CROSS-CURRICULAR TOPICS
Moral and civic education
To respect people
To talk about other countries with respect and interest
To respect classmates' opinions
Consumer education
To debate about money issues
Literature
To tell stories
ASSESSMENT
I. Communication skills
- Student's Book: Communication activities, page 128
- Student's Book: Study, Practice & Remember, page 164
- Workbook, Unit 14
- Teacher's Resource Bank: Photocopiable activities, Unit 14
- Teacher's Resource Disc: Progress Tests, Units 13-14
- Teacher's Resource Disc: End of course Tests
- Teacher's Resource Disc: Test Audio
- DVD, Unit 14
II. Language reflections
- Student's Book: Study, Practice & Remember, page 164
- Workbook, Unit 14
- Teacher's Resource Bank: Photocopiable activities, Unit 14
- Teacher's Resource Disc: Progress Tests, Units 13-14
- Teacher's Resource Disc: End of course Tests
- Teacher's Resource Disc: Test Audio
- DVD, Unit 14
III. Sociocultural aspects
- Student's Book, Unit 14
- Workbook, Unit 14
- DVD, Unit 14
BASIC COMPETENCES
|UNIT 14: Money |
|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |
|EXPRESSION AND COMMUNICATION |
|Communication in the |SB, pp.124-131 |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.131, ex.3b |Students have to understand and process information to complete a table. |Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the |
|(C2) | |They have to complete a text about money facts with numbers. |process of learning English. |
| |SB, p.124, ex.2a |Students practise saying numbers. | |
| |WB, p.69, ex.2 | | |
|Data processing and |SB, p.127 |Students read a blog about money movies. |Be aware of the importance of the media and its influence on society. |
|digital competence |SB, p.130 |Students watch a video about conversations dealing with money. |Incorporate new technologies in the process of learning English. |
|(C4) |SB, p.129 (Share your |Students film / record themselves telling a story. |Take advantage of new technologies to revise and consolidate what one has learnt |
| |task) | |in the unit. |
| |MyEnglishLab / |Students use digital devices as part of their process of learning English. | |
| |Active Teach | | |
|Cultural awareness and |SB, p.128 |Students listen to a version of The Million Pound Bank Note story (by Mark Twain). |Understand and critically appraise aspects of other countries' culture and |
|expression | | |customs. |
|(C6) | |They deal about different cultural and artistic expressions through the following: | |
| |SB, pp.124, 126, 127 |A text about money facts. | |
| | |A story about a bank mistake. | |
| | |A blog about money movies. | |
| | | | |
| | |Students write a piece of original creative writing: | |
| |SB, pp.125, 130, 131 |A short story. | |
| | |A short conversation dealing with money. | |
| | |An opinion essay. | |
|RELATIONSHIPS AND INTERACTION |
|Knowledge and connection |SB, Unit 14 |Students learn and think about: money, movies dealing with money. |Develop a critical mind when observing reality. |
|with the world and | | | |
|environment (C3) | |There are references to different places such as: USA, Canada, New Zealand, Australia, | |
| | |Ecuador, Singapore, UK, Romania, Mexico, Brazil, France, Spain, India, Scotland, New |Identify places and geographical features where other cultures are originated and |
| | |York, Mumbai, etc. |located. |
|Social and civic |SB, Unit 14 |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 films dealing with money and |Develop key communication skills, and take into account the interests of others as|
|(C5) | |about money issues. |individuals and the interests of the group as a whole. |
| | |Analysing the tasks they have completed and comparing their answers. |Express their own ideas and listen to others'. |
| | | |Know and accept tradition and cultural and social reality of the English-speaking |
| | |In pairs, students complete some sentences and write a short story. They tell the story|world. |
| |SB, p.125 |in groups. | |
| | |They work in pairs to decide about some questions and take turns to ask and answer | |
| |SB, p.126, ex.1-2 |them. | |
| | |Students work in groups to tell a story by saying one sentence each. | |
| |SB, p.126, ex.2 |In pairs, students identify the characters of The Million Pound Bank Note story and | |
| | |prepare their own version of the story. | |
| |SB, p.128 |Students work in pairs and write a short conversation. Then compare their conversation | |
| | |with other students. | |
| |SB, p.130 | | |
| | |Students write an opinion essay. | |
| | | | |
| |SB, p.131 |Students learn and think about: money, movies dealing with money. | |
| | | | |
| |SB, Unit 14 | | |
|PERSONAL DEVELOPMENT |
|Learning to learn |SB & WB, Unit 14 |Students do the SB and WB activities in the unit, and use good learning practices in |Be aware of what is known and what needs to be learnt, how to learn it, and how to|
|(C7) | |class and at home. |manage and control the learning processes effectively, optimizing and guiding them|
| | | |to meet personal goals. |
| |Teacher's Resource Disc |Students complete the progress test 7. | |
| | |Students complete the end of course test. |Show interest in different learning strategies which boost confidence when faced |
| | |Students complete the test audio. |with new challenges in one's studies. |
| | | | |
| | |Students learn how to use reference material for each unit: | |
| | | | |
| | |Students’ Book | |
| | |Key language highlighted at the start of the unit (p.124) | |
| | |Grammar in context (pp.125, 126) | |
| | |Pronunciation box (pp.125, 130) | |
| | |Useful language box (p.129) | |
| | |Study & practice 1 (p.164) | |
| | |Study & practice 2 (p.164) | |
| | |Remember these words (p.165) | |
| | | | |
| | |MyEnglishLab | |
| | |Interactive workbook | |
| | |Common error report | |
| | |Tips and feedback for reference materials | |
| | |Extra video with interactive exercises | |
| | | | |
| |SB, Unit 14 | | |
| | |Students are encouraged to experiment with language and to work out rules for | |
| | |themselves (Grammar). | |
| | |Students are encouraged to take a proactive role in their learning (Tasks). | |
| | |Students recycle new language through the speaking tasks. | |
| | |They recycle all the main grammar and vocabulary areas in the unit with extra practice | |
| | |exercises in the Study, Practice & Remember section. | |
|Being autonomous |SB, p.124 (In this unit) |Students develop planning initiatives such as the main objectives at the beginning of |Show initiatives and own choices. |
|(C8) |SB, p.131 (After unit 14 |each unit. | |
| |you can…) |Students think about what they have learnt after each unit. | |
| |WB, pp.69-73 | | |
| |SB & WB |Students are responsible for the proposed tasks and activities. |Develop personal qualities such as initiative, self-improvement, perseverance and |
| | |Students do the assessment activities in the unit. |self-criticism, performing the self-evaluation and reviewing the learning process.|
| |SB, p.128 (Task) | | |
| | |Students do activities which involve analyzing, planning and reviewing their work: tell| |
| | |a story from pictures. | |
| |SB, pp.124-131 | |Listen and interact with others with positive attitude when participating in class|
| | |Students show initiative working in pairs or groups: discussing about the unit topic, |activities. |
| | |analysing tasks, describing photographs and completing the speaking activities. | |
|Emotional competence |SB, pp.124-131 |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. | |
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