Unidad 1 – Join the Club



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Stand Out 1

Teaching Programme

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Modern Foreign Languages

English

Unit 1 – Join the Club

I Objectives

- To use the Present Simple and adverbs of frequency correctly to describe a daily routine.

- To use the Present Continuous and adverbs of frequency correctly to describe situations occurring at a particular moment in the present.

- To use the Present Continuous with stative verbs (like, believe, know, etcetera)

- To know the forms and uses of adverbs of frequency.

- To learn about different clubs, societies and organisations and their main characteristics.

- To widen vocabulary related to clothes and accessories.

- To describe clothes in the appropriate manner.

- To know adjectives used to describe clothes.

- To know the forms and uses of phrasal verbs.

- To describe types of uniforms and their possible relevance within the worlds of society and work.

- To describe a famous trend, employing the correct forms and vocabulary.

- To write a description in the correct manner.

- To know how to divide a text into corresponding paragraphs.

- To employ the connectors also, but, regarding, as, for, in the correct manner.

- To recognise the principal errors made in a text and to see them as a part of the learning process.

- To know how to give and to justify an opinion in an ordinary conversation.

- To improve oral comprehension.

- To improve reading comprehension.

- To improve written comprehension.

- To improve pronunciation.

II Contents

Block 1. Listening, speaking and conversation

- Introduction to the strategies of self-evaluation, self-correction and reflecting on what has been learnt.

- Use of the vocabulary and appropriate strategies for describing uniforms.

- Listening to an interview.

- Describing the clothes that appear in some photographs.

- Debating about the importance of uniforms.

- Listening to a radio debate.

- Justifying and defending an opinion.

Block 2. Reading and writing

- The use of basic spelling and punctuation rules and recognising their importance.

- Correctly dividing a descriptive text into corresponding paragraphs.

- Correct use of basic connectors to structure a text.

- Understanding a descriptive text about the trends of some urban tribes in the East of England.

- Writing a descriptive text about fashion, following the guidelines given.

Block 3. Knowledge of the language.

3.1. Linguistic knowledge

3.1.1. Grammar

- Use of adverbs of frequency.

- Use of the Present Simple.

- Use of the Present Continuous.

3.1.2. Vocabulary

- Use of vocabulary related to clubs, societies and organisations.

- Use of vocabulary related to clothes and accessories.

- Knowledge of adjectives used to describe clothes.

- Use of phrasal verbs.

3.1.3. Phonetics

- Stress in expressions.

3.2. Reflection on learning.

- Interest and curiosity in widening knowledge related to the English language.

- Recognising errors as a means of learning.

Block 4. Socio-cultural aspects and intercultural awareness

- Recognition of some cultural trends on the streets in England. Students’ Book, pages 8 and 9.

- Recognition of some fashion trends in England. Students’ Book, pages 6 and 7.

III Evaluation Criteria

- To complete texts with the appropriate verb forms, Students’ Book, Language in use, page 5.

- To classify the words given in the corresponding semantic group, Students’ Book, Language in use, page 6.

- To describe the clothes worn by the characters in the photos, Students’ Book, Interaction, page 7.

- To debate the importance of uniforms, Students’ Book, Interaction, page 7.

- To respond to questions related to an article about urban tribes in England, Reading, pages 8 and 9.

- To write a description following the steps presented in the accompanying exercises, Students’ Book, Writing, pages 10 and 11.

- To complete a conversation after listening to it, Students’ Book, Communication, page 12.

- To complete the comprehension exercises regarding a radio debate, Students’ book, Communication, page 12.

- To give one’s own opinion and debate the proposed subject, Students’ Book, Communication, page 12.

- To complete the revision exercises in the Think Back Revision section at the end of the unit.

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Unit 2 – Keeping up-to-date

I Objectives

- To use the Present Perfect Simple correctly.

- To use the Present Perfect Continuous correctly.

- To use for and since correctly with the corresponding verb form.

- To widen vocabulary related to computers and mobile phones.

- To debate which electronic device you would take to a desert island.

- To write a personal letter in the correct manner.

- To talk about mobile phones.

- To discuss and understand a conversation about the dangers of the Internet.

- To give instructions in a correct and polite manner.

- To talk about mobiles and the mass media.

- To know about the existence, form and use of websites on the Internet.

- To improve word stress.

- To improve oral comprehension.

- To improve reading comprehension.

- To improve written comprehension.

- To improve pronunciation.

II Contents

Block 1. Listening, speaking and conversation

- Introduction to the strategies of self-evaluation, self-correction and reflecting on what has been learnt.

- Use of vocabulary related to computers and technology.

- Use of vocabulary related to mobile telephones.

- Making decisions about what one would take to a desert island.

- Understanding instructions.

- Use of appropriate strategies for a conversation regarding the mass media in general and its main social characteristics.

- Listening to a conversation regarding the dangers of the use of Internet and advice to this respect.

- Justifying and defending an opinion.

Block 2. Reading and writing

- The use of basic spelling and punctuation rules and recognising their importance.

- The correct use of basic connectors to structure a text.

- Understanding an article about the mass media.

- Writing a personal letter.

Block 3. Knowledge of the language

3.1. Linguistic knowledge

3.1.1. Grammar

- Use of for and since.

- Use of the Present Perfect Simple.

- Use of the Present Perfect Continuous.

3.1.2. Vocabulary

- Use of vocabulary related to computers and mobile telephones.

- Use of the typical vocabulary for mobile phone text messages.

3.1.3. Phonetics

- Word stress.

3.2. Reflection on learning

- Interest and curiosity in widening knowledge related to the English language.

- Recognising errors as a means of learning.

Block 4. Socio-cultural aspects and intercultural awareness

- Recognising the reality related t the use of mobile telephones in our current society. Students’ Book, pages 14 and 15.

- Recognising the importance of continuing hand-written communication, such as letters, for keeping in contact with friends. Students’ Book, page 20.

- Recognising the dangers of the Internet in our current society. Students’ Book, page 22.

III Evaluation criteria

- To complete texts with the appropriate verb form, Students’ Book, Language in use, page 15.

- To complete given texts with vocabulary related to computers and mobile telephones, Students’ Book, Language in use, page 16.

- To debate the technological device one would take to a desert island if one could choose, Students’ Book, Interaction, page 17.

- To answer questions related to an article about the technological evolution of mobile telephones, Students’ Book, Reading, pages 18 y 19.

- To write a personal letter following the steps presented in the accompanying exercises, Students’ Book, Writing, pages 20 y 21.

- To complete a conversation about the Internet after listening to it, Students’ Book, Communication, page 12.

- To complete oral instructions, Students’ Book, Communication, page 22.

- To complete revision exercises in the section Think Back Revision at the end of the unit.

Unit 3 – An eye for an eye

I Objectives

- To use the Present Perfect Simple correctly.

- To use the Past Simple correctly.

- To use the Past Continuous correctly.

- To use the used to/would/be used to forms correctly.

- To widen vocabulary related to the world of law and justice.

- To widen vocabulary related to the world of crime.

- To debate different forms of punishment.

- To know how to write a formal letter of complaint.

- To understand the possible consequences of driving under the influence of alcohol.

- To use the connectors of cause and effect correctly in a text.

- To discuss a crime.

- To debate the antisocial behaviour that often develops in schools.

- To debate the new ways in which some people extort insurance companies in the USA.

- To know how to express agreement and disagreement.

- To pronounce correctly the weak forms was/were.

- To improve word stress.

- To improve oral comprehension.

- To improve reading comprehension.

- To improve written comprehension.

- To improve pronunciation.

II Contents

Block 1. Listening, speaking and conversation

- Introduction to the strategies of self-evaluation, self-correction and reflecting on what has been learnt.

- Use of vocabulary related to crime.

- Use of vocabulary related to court and laws.

- Conversation about traffic accidents.

- Description of a photograph related to a punishment.

- Use of strategies and appropriate forms to express agreement and disagreement.

- Listening to a conversation between two people about antisocial behaviour in schools and the punishments given.

- Use of the strategies and appropriate forms for debating antisocial behaviour in schools and the punishments that could be given.

- Use of vocabulary and forms learnt to debate the punishments that should be given in three cases, and to express agreement or disagreement regarding the proposals.

Block 2. Reading and writing

- The use of basic spelling and punctuation rules and recognising their importance.

- The correct use of connectors to show the causes and effects of something.

- The use of basic norms for a formal written complaint.

- Understanding a text about the culture of suing for money.

Block 3. Knowledge of the language

3.1. Linguistic knowledge

3.1.1. Grammar

- Use of used to/would/be used to.

- Use of the Present Perfect Simple.

- Use of the Past Simple.

- Use of the Past Continuous.

3.1.2. Vocabulary

- Use of vocabulary related to crime.

- Use of vocabulary related to justice.

- Use of vocabulary related to punishment.

- Use of vocabulary related to law.

3.1.3. Phonetics

- Pronunciation of the weak forms was/were.

3.2. Reflection on learning

- Interest and curiosity in widening knowledge related to the English language.

- Recognising errors as a means of learning.

Block 4. Socio-cultural aspects and intercultural awareness

- Knowledge of unusual punishments imposed in cases of certain antisocial behaviour, Students’ Book, pages 24 and 25.

- Knowledge of particular insurance extortions that are occurring in the USA. Students’ Book, pages 28 and 29.

- Recognising one’s own rights. Students’ Book, pages 30 and 31.

- Recognising the risks of consuming alcohol in relation to road safety. Students’ Book, page 32.

III Evaluation criteria

- To complete texts with the appropriate verb form, Students’ Book, Language in use, pages 25 and 26.

- To complete the given texts with vocabulary related to crime and justice, Students’ Book, Language in use, page 26.

- To debate the seriousness of certain antisocial behaviour, decide appropriate punishments and express agreement and disagreement accordingly, Students’ Book, Interaction, page 27.

- To answer questions related to a text about the culture of suing for money, Students’ Book, Reading, pages 28 and 29.

- To write a formal letter of complaint following the steps given in the accompanying exercises, Students’ Book, Writing, pages 30 and 31.

- To debate the punishments and sentences given in three criminal cases and express agreement and disagreement with imposing such punishments, Students’ Book, Communication, page 32.

- To complete the revision exercises given in the section Think Back Revision at the end of the unit.

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Unit 4 – (S)he

I Objectives

- To use the modal verbs for possibility and ability correctly.

- To use the modal verbs for prohibition and obligation correctly.

- To use the modal verbs to indicate duty and advice.

- To widen vocabulary related to adjectives to describe personality.

- To widen vocabulary related to the field of synonyms.

- To know the most common negative prefixes

- To form the antonyms for certain words by adding the prefixes: in-/im-/un-/dis-.

- To widen vocabulary related to phrasal verbs.

- To know the principal false friends.

- To debate the work of “men and women”.

- To debate the stereotypical situations attributed to girls and boys.

- To debate and know about the reality between “men and women” in all areas of society.

- To debate the greater importance of certain jobs over others and to try and convince one’s classmate employing the vocabulary and appropriate strategies.

- To debate the reasons why girls and boys are treated differently.

- To know how to write an essay giving reasons in favour and against a given theory.

- To understand a text about the conclusions drawn from research carried out on the sex of the brain.

- To use connectors correctly for introducing, concluding and giving examples as well as opinions about a random subject.

- To talk about rules and regulations.

- To know how to ask for permission.

- To know how to reject something correctly and politely.

- Using intonation to make a sentence sound especially “polite”.

- To improve word stress.

- To improve oral comprehension.

- To improve reading comprehension.

- To improve written comprehension.

- To improve pronunciation.

II Contents

Block 1. Listening, speaking and conversation

- Introduction to the strategies of self-evaluation, self-correction and reflecting on what has been learnt.

- Use of vocabulary related to personality.

- Use of synonyms.

- Use of antonyms.

- Use of verb forms to express abilities and possibilities.

- Use of verb forms to express obligation and prohibition.

- How to use phrasal verbs.

- Listening to a conversation between two siblings and their mother.

- Debating the greater importance of certain professions in society.

- Listening to a conversation amongst various classmates.

- Recognising in a listening polite, respectful expressions used in situations in which one asks for something and where permission is then either given or denied.

- Repeating expressions after a listening.

- Presenting invented dialogues based on given situations, using forms and expressions that show politeness and respect when asking for, giving or denying permission.

Block 2. Reading and writing

- The use of basic spelling and punctuation rules and recognising their importance.

- The use of modal verbs and phrasal verbs to improve and enrich written texts.

- The use of adjectives related to personality to improve and enrich written texts.

- The use of connectors to improve the structure of a ‘for and against’ essay.

- Understanding a comic about typical situations attributed to girls and boys.

- Understanding an essay about the reasons given in favour and against single-sex schools.

- Understanding a text related to the conclusions derived from a study about the sex of the brain.

Block 3. Knowledge of the language

3.1. Linguistic knowledge

3.1.1. Grammar

- Use of modals for possibility and ability.

- Use of modals for prohibition and obligation.

- Use of modals for duty and advice.

3.1.2. Vocabulary

- Use of vocabulary related to personality adjectives.

- Use of vocabulary related to synonyms.

- Use of vocabulary related to negative prefixes.

- Knowledge of false friends.

- Use of vocabulary related to phrasal verbs.

- Use of vocabulary related to sexism.

- Use of vocabulary related to equality.

3.1.3. Phonetics

- Intonation in sentences to show politeness.

3.2. Reflection on learning

- Interest and curiosity in widening knowledge related to the English language.

- Recognising errors as a means of learning.

Block 4. Socio-cultural aspects and intercultural awareness.

- Knowing about the inequality between men and women. Students’ Book, pages 34, 37, 38 and 40.

- Recognising situations and typical actions attributed indifferently to men and women. Students’ Book, page 34.

- Recognising the importance of certain jobs in society, Students’ Book, Interaction, page 37.

- Being aware of the importance of politeness and respect in all communicative situations, especially when asking for, giving or denying permission. Students’ Book, Communication, page 42.

- Recognising one’s own rights, page 37.

- Recognising the disadvantages of inequality. Students’ Book, page 40.

III Evaluation criteria.

- To complete texts with the appropriate form of the corresponding modal verb, Students’ Book, Language in use, page 35.

- To complete the given texts with the corresponding personality adjective, Students’ Book, Language in use, page 36.

- To match the principal false friends with their corresponding meanings, Students’ Book, Language in use, page 36.

- To look up and find the synonyms for proposed words in a dictionary. Students’ Book, Language in use, page 36.

- To form the negative of given adjectives, Students’ Book, Language in use, page 36.

- To write a short description of oneself, Students’ Book, Language in use, page 36.

- To debate the greater importance of certain jobs, Students’ Book, Interaction, page 37.

- To answer questions related to a text documenting research of actions associated with the possible sex of the brain and the conclusions drawn, Students’ Book, Reading, pages 38 and 39.

- To write an essay showing aspects in favour and against separating boys and girls in schools, Students’ Book, Writing, pages 40 and 41.

- To complete exercises corresponding to a listening about a conversation held between various students, Students’ Book, Communication, page 42.

- To present dialogues about asking for permission for something and showing agreement and disagreement accordingly, employing the appropriate expressions. Students’ Book, Communication, page 42.

- To complete the revision exercises given in the section Think Back Revision at the end of the unit.

Unit 5 – The world ahead

I Objectives

- To use the future forms with will correctly.

- To use the future forms with going to correctly.

- To use the future forms with the Present Continuous correctly.

- To know how to place the probability adverbs correctly.

- To make predictions with the appropriate verb from.

- To make future plans, appointments, timetables and to express any decisions made using the appropriate verb form.

- To widen vocabulary related to natural disasters.

- To know how to organise a party.

- To debate different options for throwing a party.

- To understand a text about the possible ways of destroying humanity and the world.

- To recognise parts of a film script.

- To know how to write a film review.

- To know how to give an oral presentation about how technology will change our lives in the next twenty years.

- To give presentations correctly and politely.

- To understand where different stresses fall in a sentence.

- To improve word stress.

- To improve oral comprehension.

- To improve reading comprehension.

- To improve written comprehension.

- To improve pronunciation.

II Contents

Block 1. Listening, speaking and conversation

- Introduction to the strategies of self-evaluation, self-correction and reflecting on what has been learnt.

- Use of vocabulary related to natural disasters.

- Use of vocabulary related to diseases.

- Use of strategies to talk about the future.

- Organising a party using the appropriate linguistic tools.

- Making decisions using the appropriate verb form.

- Listening to a dialogue between two people about organising a party.

- Expressing the decisions made about having a party.

- Listening to a presentation by different students in a classroom about something academic.

- Giving a presentation about how everyday life would change with technological advances.

Block 2. Reading and writing

- Using basic spelling and punctuation rules and recognising their importance.

- Understanding of different film scripts.

- Understanding of a text about the possible ways that humanity could be eradicated by disease or terrorist activity, as the end of the world.

- Understanding of a film review.

- Writing a film review.

Block 3. Knowledge of the language

3.1. Linguistic knowledge

3.1.1. Grammar

- Use of the future with will.

- Use of the future with going to.

- Use of the future with the Present Continuous.

- Use of adverbs of frequency.

3.1.2. Vocabulary

- Use of the vocabulary related to natural disasters.

- Use of the vocabulary related to diseases.

- Use of the vocabulary related to a party.

- Use of the vocabulary related to presentations.

- Use of the vocabulary related to films.

3.1.3. Phonetics.

- Intonation and stress patterns in sentences.

3.2. Reflection on learning

- Interest and curiosity in broadening knowledge related to the English language.

- Recognising errors as a means of learning.

Block 4. Socio-cultural aspects and intercultural consciousness.

- Deeper knowledge of the process of filmmaking, specifically a film script. Students’ Book, pages 44 and 45.

- Recognising film as a form of entertainment and culture. Students’ Book, pages 50 and 51.

- Recognising the importance of organising things well. Students’ Book, page 47.

- Recognising one’s own responsibility and the importance of caring for our world, Students’ Book, Reading, pages 48 and 49.

III Evaluation criteria

- To complete texts with the appropriate future verb form, Students’ Book, Language in use, pages 45 and 46.

- To debate how to organise a party and express the decisions reached. Students’ Book, Interaction, page 47.

- To answer questions related to a text about the end of humanity and the world, Students’ Book, Reading, pages 48 and 49.

- To write a film review, following the given guidelines, Students’ Book, Writing, pages 50 and 51.

- To complete the exercises corresponding to a listening about a presentation made in class by a group of students, Students’ Book, Communication, page 52.

- To give a presentation about the changes that technological evolution will bring about in the next twenty years, Students’ Book, Communication, page 52.

- To complete the revision exercises in the section Think Back Revision at the end of the unit.

- Unit 6 – Amazing animals

- I Objectives

- To use the Zero Conditional correctly.

- To use the First Conditional correctly.

- To use the Second Conditional correctly.

- To know how to use if/when clauses to express one’s wishes.

- To know how to use as soon as/provided that/as long as/unless correctly.

- To widen vocabulary related to personality adjectives.

- To widen vocabulary related to animals.

- To know vocabulary related to wildlife.

- To debate the reasons and means that should be employed to save animals under threat of extinction.

- To debate which animal one would choose to save and protect from a group that are in danger of extinction.

- To understand a text about the most intelligent animals that inhabit the earth.

- To know how to write an essay expressing one’s own opinion about the role and importance of zoos in the world today.

- To use connectors for expressing contrast correctly.

- To learn to take notes.

- To pronounce vowels.

- To improve word stress.

- To improve oral comprehension.

- To improve reading comprehension.

- To improve written comprehension.

- To improve pronunciation.

- II Contents

- Block 1. Listening, speaking and conversation

- Introduction to the strategies of self-evaluation, self-correction and reflecting on what has been learnt.

- Use of vocabulary related to animals and wildlife.

- Use of strategies to express desires.

- Talk about domestic animals.

- Decision-making and presentation regarding the reasons considered for saving one animal amongst others in danger of extinction.

- Listening to a lecture about elephants.

Block 2. Reading and writing

- Using basic spelling and punctuation rules and recognising their importance.

- Using strategies to write a text showing one’s own opinion about the function of zoos in our current society.

- Understanding a text about the most intelligent animals that inhabit the Earth.

- Understanding a text about the opinions and considerations of a dog and cat about their owners.

- Taking notes.

Block 3. Knowledge of the language

3.1. Linguistic knowledge

3.1.1. Grammar

- Use of the Zero Conditional

- Use of the First Conditional.

- Use of the Second Conditional.

- Use of if/when clauses to express wishes.

- Use of as soon as/provided that/as long as/unless to express wishes.

3.1.2. Vocabulary

- Use of vocabulary related to animals.

- Use of vocabulary related to wildlife.

- Use of vocabulary related to personality adjectives.

3.1.3. Phonetics

- Pronunciation of the vowels in the English language.

3.2. Reflection on learning

- Interest and curiosity in broadening knowledge related to the English language.

- Recognising errors as a means of learning.

- Interest in improving the writing of texts.

Block 4. Socio-cultural aspects and intercultural awareness.

- Understanding what is happening to the Environment. Students’ Book, pages 57 and 62.

- Recognising the importance of caring for the Environment. Students’ Book, page 60.

- Knowledge of the function of zoos in the world today, Students’ Book, Writing, pages 60 and 61.

III Evaluation criteria

- To complete texts with the appropriate verb form in conditional, Students’ Book, Language in use, page 55.

- To make a presentation about the domestic animals that students have at home, Students’ Book, Language in use, page 55.

- To complete the texts with the corresponding words about wildlife, Students’ Book, Language in use, page 56.

- To debate which animal one would choose to save and protect from a group that are in danger of extinction. Students’ Book, Interaction, page 57.

- To answer questions related to a text about the most intelligent animals that inhabit the Earth, Students’ Book, Reading, pages 58 and 59.

- To write an essay expressing one’s opinion about the importance of zoos in the world today, following the given guidelines, Students’ Book, Writing, pages 60 and 61.

- To complete the exercises corresponding to a listening about elephants, Students’ Book, Communication, page 62.

- To complete revision exercises in the section Think Back Revision at the end of the unit.

Unit 7 – Success

I Objectives

- To use the Third Conditional correctly.

- To use I wish/If only to express desire.

- To know the essential steps for constructing vocabulary.

- To debate the principal elements for having a happy life.

- To learn about the novel The Great Gatsby.

- To know how to write an e-mail in a formal style as an introduction to applying for a summer job.

- To know how to give advice in a polite and correct way.

- To know the life and works of Pablo Picasso.

- To improve sentence stress.

- To improve word stress.

- To improve oral comprehension.

- To improve reading comprehension.

- To improve written comprehension.

- To improve pronunciation.

II Contents

Block 1. Listening, speaking and conversation

- Introduction to the strategies of self-evaluation, self-correction and reflecting on what has been learnt.

- Use of vocabulary related to the construction of new words.

- Use of strategies to express desires.

- Use of strategies to give advice.

- Listening to a conversation between two people about living a healthy life.

- Offering advice about dealing with certain situations successfully.

Block 2. Reading and writing

- Using basic spelling and punctuation rules and recognising their importance.

- Using strategies for writing a formal e-mail.

- Understanding a text about an English comedian and her path towards success.

- Understanding a text about Pablo Picasso.

- Understanding an extract from The Great Gatsby by F. Scott Fitzgerald.

- Understanding a formal e-mail in which someone introduces himself in order to apply for a job.

- Writing an e-mail in a formal style about oneself, ones qualities and achievements, to apply for a job.

Block 3. Knowledge of the language

3.1. Linguistic knowledge

3.1.1. Grammar

- Use of the Third Conditional.

- Use of I wish/if only to express desire.

3.1.2. Vocabulary

- Use of vocabulary related to success.

- Use of strategies to construct new words.

3.1.3. Phonetics

- Sentence stress.

3.2. Reflection on learning

- Interest and curiosity in widening knowledge related to the English language.

- Recognising errors as a means of learning.

- Interest in improving written texts.

Block 4. Socio-cultural aspects and intercultural awareness.

- Knowledge of the life and works of Pablo Picasso. Students’ Book, page 65.

- Recognising certain steps to be followed when applying for a summer job, Students’ Book, Writing, pages 70 and 71.

- Recognising specific steps to be followed in order to gain certain happiness. Students’ Book, page 67.

III Evaluation criteria

- To complete texts with the appropriate verb form in Third Conditional, Students’ Book, Language in use, page 65.

- To complete verbs and adjectives with the corresponding words constructed from substantives, Students’ Book, Language in use, page 66.

- To rewrite sentences employing I wish/If only as appropriate, Students’ Book, Language in use, page 66.

- To debate what to do to be happy. Students’ Book, Interaction, page 67.

- To answer questions related to an excerpt adapted from the novel The Great Gatsby, Students’ Book, Reading, pages 68 and 69.

- To write a formal e-mail seeking employment, following the given guidelines, Students’ Book, Writing, pages 70 and 71.

- To complete the exercises corresponding to the oral comprehension of a dialogue, Students’ Book, Communication, page 72.

- To give advice about the given situations, Students’ Book, Communication, page 72.

- To complete the revision exercises in the section Think Back Revision at the end of the unit.

Unit 8 – Taking a Break

I Objectives

- To know how to construct the passive voice of verbs.

- To know the form and use of defining relative clauses.

- To know the form and use of non-defining relative clauses.

- To know useful vocabulary for travelling by plane.

- To know the appropriate vocabulary for describing places.

- To know how to organise a holiday.

- To write a description of a place.

- To know how to manage when travelling to the UK.

- To talk about sport.

- To know how to find information about travelling on holiday.

- To pronounce diphthongs correctly.

- To improve sentence stress.

- To improve word stress.

- To improve oral comprehension.

- To improve reading comprehension.

- To improve written comprehension.

- To improve pronunciation.

II Contents

Block 1. Listening, speaking and conversation

- Introduction to the strategies of self-evaluation, self-correction and reflecting on what has been learnt.

- Use of vocabulary related to travelling.

- Use of basic language to describe places.

- Use of strategies to talk about sport.

- Use of strategies to get by in the UK.

- Presenting a dialogue about organising and paying for a holiday.

- Presenting a dialogue about the situation experienced in an airport when taking a flight.

- Making decisions about which exotic location that one would choose for a holiday.

- Presenting a dialogue about a tourist in London.

Block 2. Reading and writing

- Using basic spelling and punctuation rules and recognising their importance.

- Using strategies to write about the description of a particular place.

- Understanding a text about what three different hotels have to offer.

- Understanding a text about doing three high-risk sports.

- Understanding a text describing Edinburgh.

Block 3. Knowledge of the language

3.1. Linguistic knowledge

3.1.1. Grammar

- Use of the passive voice of verbs.

3.1.2. Vocabulary

- Use of vocabulary related to travelling.

- Use of vocabulary related to sport.

- Use of vocabulary for describing places.

- Use of vocabulary related to travelling by plane.

3.1.3. Phonetics

- Pronunciation of diphthongs.

3.2. Reflection on learning

- Interest and curiosity in broadening knowledge related to the English language.

- Recognising errors as a means of learning.

- Interest in improving written texts.

Block 4. Socio-cultural aspects and intercultural awareness.

- Knowing the existence of high-risk sports. Students’ Book, page 77.

- Recognising other ways of having fun and spending free time. Students’ Book, pages 74 and 77.

- Knowledge of places to visit, Students’ Book, page 74.

III Evaluation criteria

- To complete texts with the appropriate verb form in the passive voice, Students’ Book, Language in use, page 75.

- To complete texts with the corresponding words related to travelling by plane, Students’ Book, Language in use, page 76.

- To debate which exotic location one would choose to spend one’s holiday. Students’ Book, Interaction, page 77.

- To answer questions related to a website about high-risk sports that can be done on holiday, Students’ Book, Reading, pages 78 and 79.

- To write a description about a place, following the guidelines given, Students’ Book, Writing, pages 80 and 81.

- To present a dialogue about a tourist in London. Students’ Book, Communication, page 82.

- To complete revision exercises in the section Think Back Revision at the end of the unit.

Unit 9 – Human Error

I Objectives

- To know how to use reported speech for declarations, questions and imperative sentences.

- To know reporting verbs.

- To know reporting verbs related to work.

- To know vocabulary related to education.

- To debate embarrassing situations.

- To debate human error.

- To know how to relate an experience.

- To use the narrative tenses correctly.

- To use interesting language that is also interesting for writing a text.

- To describe a photograph.

- To discuss jobs and the employment situation.

- To pronounce regular verbs correctly in the past.

- To improve sentence stress.

- To improve word stress.

- To improve oral comprehension.

- To improve reading comprehension.

- To improve written comprehension.

- To improve pronunciation.

II Contents

Block 1. Listening, speaking and conversation

- Introduction to the strategies of self-evaluation, self-correction and reflecting on what has been learnt.

- Use of vocabulary related to work.

- Use of vocabulary related to education.

- Use of strategies to talk about embarrassing situations.

- Use of strategies to describe a photograph.

- Describing photographs.

- Discussing events that took place and what happened for them to turn out badly.

- Discussing one’s own preparation in education and work for entering into the world of work.

Block 2. Reading and writing

- Using basic spelling and punctuation rules and recognising their importance.

- Using strategies for writing a description of a photograph.

- Using strategies for telling an embarrassing story.

- Understanding two texts that relate mistakes.

- Understanding a story about a young person’s first work experience after finishing his studies.

- Understanding a text about an embarrassing situation.

Block 3. Knowledge of the language

3.1. Linguistic knowledge

3.1.1. Grammar

- Use of reported speech.

3.1.2. Vocabulary

- Use of vocabulary related to reporting verbs.

- Use of vocabulary related to work.

- Use of vocabulary related to education.

3.1.3. Phonetics

- Pronunciation of regular verbs in the past tense.

3.2. Reflection on learning

- Interest and curiosity in broadening knowledge related to the English language.

- Recognising errors as a means of learning.

- Interest in improving written texts.

Block 4. Socio-cultural aspects and intercultural awareness.

- Recognising error as part of human growth. Students’ Book, page 87.

- Recognising the importance of enjoying experiences. Students’ Book, page 90.

- Learning about other people’s experiences which can serve as reflections and help one face and reflect on one’s own experiences, Students’ Book, Reading, pages 88 and 89.

III Evaluation criteria

- To complete texts with the appropriate verb form in reported speech, Students’ Book, Language in use, pages 85 and 86.

- To decide how to end a given story about an error, Students’ Book, Language in use, pages 85 and 86.

- To debate errors. Students’ Book, Interaction, page 87.

- To answer questions related to a text about a young person’s first work experience after having finished his studies, Students’ Book, Reading, pages 88 and 89.

- To write a narrative about an insignificant error, following the given guidelines, Students’ Book, Writing, pages 90 and 91.

- To describe photographs, Students’ Book, Communication, page 92.

- To complete revision exercises in the section Think Back Revision at the end of the unit.

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