English Alive 3 Programacion Loe Eso4 Ingles Mecd (1) 162s1i

ENGLISH ALIVE 3-4 AREA OF FOREIGN LANGUAGES

ENGLISH

SECOND CYCLE COMPULSORY SECONDARY EDUCATION

TABLE OF CONTENTS

DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT...........................3 THEORETICAL JUSTIFICATION FOR THE PROJECT...........................................................................9 OBJECTIVES..............................................................................................................................................11 CONTENTS................................................................................................................................................14 ASSESSMENT CRITERIA........................................................................................................................15 KEY COMPETENCES...............................................................................................................................18 ATTENTION TO DIVERSITY...................................................................................................................32 PROGRAMME OF UNITS: 3RD YEAR - COMPULSORY SECONDARY EDUCATION...................34 PROGRAMME OF UNITS: 4TH YEAR - COMPULSORY SECONDARY EDUCATION.................125 CLASSROOM PROGRAMME –ENGLISH ALIVE 3: YEAR 2010/2011*...........................................208 CLASSROOM PROGRAMME –OXFORD ENGLISH ALIVE 4: YEAR 2010/2011*....................241

Oxford University Press – English Alive! 3-4

DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT

2nd cycle ESO School Address Town

Province

Post Code

I. TEACHERS IN THE FOREIGN LANGUAGE DEPARTMENT 1 2 3 4 5 II. DISTRIBUTION OF PUPILS

Level

Number of pupils

Number of groups

III. STUDENT CHARACTERISTICS (The department should describe the profile of the students using the following areas as a guide :)

– General characteristics – Characteristics of different groups – Characteristics of one particular group (Give details of basic objectives for dealing with these groups, prioritising the groups’ needs and outlining strategies to be used and their timing.)

IV. PROFILE OF SCHOOL (Omit those which are not relevant) Social level

High

Medium


Low

Mixed

Geographical

City Centre

Suburb

Small town

Rural

area

Nº of students with Special needs: Observations:

V. Learning characteristics of the different groups (Omit those which are not relevant)

General Group A 

Pupils like learning through play.

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Pupils show a lot of/little creativity and imagination.

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The curiosity of pupils is easily/not easily engaged.

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Pupils like/don’t like expressing their emotions.

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Pupils are capable/incapable of organising and analysing their own learning.

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Pupils are/are not conscious of the advantages of group work in class.

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Pupils express themselves coherently/incoherently and correctly/incorrectly in their own language.

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Pupils need/don’t need to understand all the words in a text to understand it.

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Pupils like/don’t like reading at home.

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Others.

Group B 


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Others.

Group C 


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Others.

Group D 


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Others.

VI. PRIORITISATION OF NEEDS (To be completed by teachers)

General needs


Specific needs of different groups Group A Group B Group C Group D Specific individual needs Group A Pupil Group B Pupil Group C Pupil Group D Pupil

VII. STRATEGIES (To be completed by teachers) a) With pupils b) With teachers c) With parents and tutors

VIII. CRITERIA FOR GROUPING PUPILS (omit those which are not relevant)

Human resources

teachers Psychologist Criteria Alphabetical order Flexible grouping (specify what type and give reasons) Small groups within/outside the mainstream class Pupils with special sensory needs in different groups/classes


IX. ORGANISATION OF SPACE AND TIME

Material resources available in the school (omit those which are not relevant) 

Video - DVD

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TV

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Radio cassette/ CD player

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Video camera

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Computers

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Pizarra Digital Interactiva

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Internet connection (WiFi, others…)

(Note here any observations about how, when and why these resources are used for English classes.)

Spaces available in the school (omit those which are not relevant) 

Multi-use areas

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Language laboratory

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Computer room

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playground

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Gymnasium

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Theatre

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Library

Criteria for use of common spaces (Note here any observations about when, how and why these spaces are used for English classes.)

Distribution of classroom space (omit those which are not relevant) 

Pupils’ desks arranged in rows


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Pupils’ desks arranged in “U”

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Specific corners: Class library, transversal topics, games, crafts, etc.

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Others

X. OUTINGS AND OTHER ACTIVITIES COMMON TO THE WHOLE SCHOOL AND TO OTHER GROUPS (Note here any educational or other outings planned.)

Group/s

Teachers

Term/

Outing and

Dates

activity

Observations

descriptions

XI. CLASS TIMETABLES Teacher’s name and position: TIME

Monday

Tuesday

Wed.

Thursday

Friday

Wed.

Thursday

Friday

Teacher’s name and position: TIME

Monday

Tuesday

Teacher’s name and position:


TIME

Monday

Tuesday

Wed.

Thursday

Friday

THEORETICAL JUSTIFICATION FOR THE PROJECT

The demands and needs of 21st-century society have brought changes to the school environment, preparing pupils to live in an ever more international, multicultural, multilingual and technologically more advanced world. As a member of the European Union, our country is committed to the promotion of the knowledge of other community languages as is reflected in one of the objectives of the Lisbon Strategy. Meanwhile, the Council of Europe in the European Common Reference Framework for the learning of foreign languages establishes directives for both the learning of languages as well as for the assessment of competence in different languages. These guidelines have been a key reference in the elaboration of the curriculum. The Royal Decree of Minimum Education states that Secondary Education will help develop in students the skills that will enable them to: a) Assume responsibility for their duties, know and exercise their rights with respect to others, evidence tolerance, cooperation and solidarity towards other individuals and groups, engage in dialogue cementing human rights as common values within a plural society and prepare themselves for the exercise of democratic citizenship. b) Develop and consolidate habits of discipline, study and individual and team work as prerequisites for the efficient completion of learning tasks and as means of personal development. c) Value and respect the differences between the sexes and equal rights and opportunities for both. Reject stereotypes which encourage discrimination between men and women.


d) Reinforce their emotional capacity in every aspect of their personality and in their relationships with others, and reject violence, any kind of prejudice or sexist behaviour, and resolve conflicts peacefully. e) Develop basic skills in the use of sources of information in order to employ their discrimination and acquire new knowledge. Acquire a basic preparation in the field of technology, particularly in information and communication. f) Consider scientific knowledge as an integrated skill, organised into different disciplines, and know and apply methods to identify problems in diverse fields of knowledge and experience. g) Develop an entrepreneurial spirit and self-confidence, participation, critical sense, personal initiative and the capacity to learn to learn, plan, take decisions and assume responsibility . h) Understand and correctly express, orally and in writing, in Spanish and, when it exists, the co-official language of their Autonomous Community, complex texts and messages, and initiate the process of learning, reading and studying literature. i) Understand and express themselves in one or two foreign languages in an appropriate manner. j) Know, value and respect the basic features of their own culture and history and those of others, as well as cultural and artistic heritage. k) Know and accept the functioning of their own bodies and those of others, respect differences, consolidate habits of health and hygiene and engage in physical exercise and sport to assist personal and social development. Know and value the human dimension of sexuality in all its diversity. Critically assess social habits related to health, consumption, the care of animals and the environment, contributing to their conservation and improvement. l) Appreciate artistic creation and understand the language of different art forms, employing diverse methods of expression and representation.


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OBJECTIVES

Objectives of the area of foreign language and their integration within our project The objective of the subject in the phase of Compulsory Secondary Education is the learning of discursive skills which may be necessary in different fields. On completing Primary Education, students should be able to use the target language to express themselves and interact orally and in writing in simple and everyday situations. In Compulsory Secondary Education the process of learning the target language continues, the objective at the end of this phase being the consolidation of productive skills and the capacity to communicate and be understood in a variety of situations, such as offering and requesting personal opinions in an informal debate, expressing one’s ideas in an understandable form, employing a wide and simple vocabulary to explain what one wants, understanding the main points in texts in standard language, albeit with obvious pauses for a degree of grammatical and lexical planning. In short, on completing this stage, they should be able to tackle in a flexible manner everyday oral and written communication problems, such as participating in normal conversations, making complaints, describing experiences or plans, explaining something or requesting clarification. In conclusion, this phase should constitute a solid foundation in order to continue, with gradually greater autonomy, the learning process of a complete lifetime. On the other hand, the learning of a foreign language transcends the limits of linguistic learning, and goes beyond learning the language to using it in communication contexts. Its knowledge contributes to the preparation of pupils in an integral sense in that it encourages respect for, interest in and communication with speakers of other languages develops intercultural awareness and is a vehicle for understanding global issues and problems and for the acquirement of different learning strategies. The process of teaching and learning a foreign language in this phase of education involves an evident reference to attitude, in that it contributes to the development of positive and receptive attitudes towards other languages and cultures and, at the same time, to better understanding and appreciation of one’s own language or languages. The aim, as far as is possible, is to globalise experiences without forgetting the specific stage of learning in which pupils find themselves.

The editorial project is intended for the first cycle of Compulsory Secondary Education in the area of foreign languages (English). Its goal is the development of pupils’ communicative skills, ensuring that they assimilate the grammatical rules of English and


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acquire the basic vocabulary necessary in order to communicate. This general principle is broken down into the following specific objectives: 

Provide Secondary students with a useful and necessary vocabulary in order to be able to communicate in English.. To achieve this, each unit presents, practises and recycles vocabulary related to a particular topic.

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Explain typically English expressions via dialogues between pupils of the same age as the students

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Help pupils to understand English grammar and use the language correctly, by means of clear explanations and gradual practice progressing from simple to other more complex concepts

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Exhibit to students aspects of British culture and encourage comparison with their own culture via specific culture sections

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Enable students to focus on the everyday life and customs of British teenagers, observing how they behave in different contexts illustrated both in the Student’s Book and in the DVDs included in the course.

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Give expression to the real world beyond the classroom with the help of texts and informative sections, within the units

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Provide students with tools to express themselves, both orally and in writing, with regard to topics which they find interesting and motivating. They are offered not only the necessary practice, but also help in preparing both oral and written texts.

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Give students the opportunity to recycle and revise

the vocabulary and

structures they are learning in the revision sections 

Enable students to assess their own progress using the different self-assessment exercises in all the units.

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Make it possible for students to become better and more independent language students. They are encouraged to use the reference sections (grammar section, vocabulary lists), and the multimedia components to practise at home.

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Help Secondary students to enjoy English classes thanks to highly motivating material: real songs, exercises including games, word searches, crosswords etc. And multimedia material incorporating various games.


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Thanks to the balance struck between the demands of the course and the assistance provided, all pupils will have the opportunity to develop their capacities to the full The objective of teaching the foreign language during this phase will be the development of the following abilities: 1. Read and understand general and specific information in oral texts in various communicative situations, adopting a respectful and cooperative attitude. 2. Express oneself and interacting orally in typical communication situations in an understandable and appropriate manner, with a certain degree of autonomy. 3. Read and understand diverse texts of a level appropriate to pupils’ abilities and interests in order to extract specific and general information, and use reading as a source of pleasure and personal enhancement. 4. Write simple texts with diverse purposes about different topics using appropriate resources of cohesion and coherence. 5. Use correctly the basic phonetic, lexical, structural and functional components of the target language in real communication contexts. 6. Develop autonomy in learning, reflect upon learning processes, and transfer to the target language knowledge and communication strategies acquired in other languages. 7. Use learning strategies and all the means at their disposal, including information and communication technology, to obtain, select and present information orally and in writing. 8. Value the target language as a means of accessing information and as a tool for learning diverse contents. 9. Value the target language and languages in general as a means of communication and understanding between people of diverse origins, languages and cultures, avoiding any kind of discrimination or linguistic and cultural stereotypes. 10. Show a receptive and self confident attitude in one’s ability to learn and use the target language CONTENTS

The contents have been grouped in blocks to sort the elements of analysis of a complex reality, in relation to four key competences with specific characteristics and needs in of the teaching and learning process: oral language; written language; the constituents of the linguistic system, their functioning and relationships, and the social and cultural dimension of the foreign language.


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Although oral and written language are two different manifestations of the same capacity, each requires different skills and knowledge and is therefore dealt with separately. Block 1- Listening, speaking and conversing The language model provided by the school is the first source of knowledge and learning of the language. Discourse employed in the classroom is at the same time both vehicle for and object of learning, so the curriculum focuses on both the knowledge of linguistic elements and the ability to use them to perform communicative tasks.. .In addition, the linguistic model provided should come from a certain number of speakers, to reflect the variety of speech, habitual expressions, phonetic and prosodic nuances typical of different real communicative situations, Hence the presence in the Curriculum in our project of the use of conventional audiovisual material and information and communication technology. Block 2- Reading and writing The aim of this section is discursive competence in writing. In the target language written texts are also a model for textual composition and practice and acquirement of linguistic elements. The progressive use of written language will depend on the level of knowledge of the code, which is directly related to the degree of security which the said text offers in the graphic representation of the sounds of the language. To overcome this lack of security, the Curriculum and our Project include strategies and resources such as the use of dictionaries and other conventional or digital means of consultation for the comprehension and composition of all kinds of texts. Block 3– Knowledge of the language with the target language and its use enable those learning it to elaborate an elementary conceptual regarding its functioning. The starting point will be practical situations which encourage the acquisition of rules regarding the workings of the language, in order that students may establish which elements of the foreign language function in a similar way to their own tongue, gaining confidence in their ability to use the second language. This block is divided into linguistic knowledge and reflection upon learning... Block 4- Socio-cultural features and intercultural awareness The contents of this block help the students learn customs, forms of social relationships, and specific features of countries that speak the target language; in other words, lifestyles different from their own. This knowledge will promote respect and interest in the


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knowledge of different social and cultural realities and facilitate intercultural communication.

ASSESSMENT CRITERIA

The Royal Decree of Minimum Education establishes the following assessment criteria for the second cycle of Secondary Education in the area of foreign language: 3rd year 1. Understand general and specific information, the main idea and some relevant details of oral texts about specific and familiar topics and of simple messages clearly delivered via audiovisual means This criterion aims to measure the ability to follow instructions, understand warnings, dialogues or brief explanations face-to-face related to familiar themes like leisure and free time, preferences, personal experiences, classroom organisation and those involving identifying the speaker’s intentions. It also seeks to measure the ability to understand the general and specific meaning of oral texts delivered via the media with standard pronunciation. 2. Participate in brief conversations and simulations, related to normal situations or personal interest and with different communicative purposes, using conventions of conversation and strategies necessary to resolve difficulties during interaction. This criterion evaluates the ability to engage in conversation using strategies required to understand and be understood in order to express likes, needs, feelings, give and receive information, give opinions and relate experiences. The conversations will be conducted with classmates or native speakers accustomed to speaking with foreign students. The communicative exchanges may include certain errors which do not impede communication. 3. Understand the overall meaning and relevant details of original and adapted written texts, of varying length differentiating between facts and opinions and identifying when appropriate the author’s intentions. This criterion assesses the ability to understand different kinds of written texts (stories, descriptions, opinions) of general interest, or related to other subjects on the curriculum, applying familiar reading strategies and other new ones such as the identification of theme via textual or para-textual elements. This criterion also assesses the ability to read in an autonomous fashion books, news, instructions, explanations, etc., of a certain length, in different formats and with differing purposes: obtain or communicate information to complete a specific task, learn contents of other subjects and read for pleasure or entertainment. 4. Write diverse supervised texts in different formats, using appropriate structures, simple connectors and vocabulary, paying attention to form and obeying basic rules of spelling and punctuation so the reader understands them and they are reasonably correct. This criterion assesses the ability to communicate in writing, to prepare and revise drafts and to choose the correct . The texts will reflect a simple syntax at least and be readily understandable, with a limited but appropriate vocabulary, and correct spelling and punctuation. These will reflect the most usual communication needs and different


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communicative intentions. In the writing, clean and tidy presentation will also be assessed, and skill in the use of IT to prepare and prepare texts. 5. Use the knowledge acquired regarding the linguistic system of the target language, in different communication contexts, as a tool for learning and correcting one’s own oral and written output and to understand that of others. This criterion assesses their ability to apply their knowledge of the linguistic system and reflect upon the need for formal correction which makes it possible to understand their work and that of others. 6. Identify, use and explain orally certain basic strategies used to progress in learning. This criterion aims to assess whether strategies are being employed which assist the learning process: such as the ability to evaluate their progress, reflection upon their own learning, the use of different methods of storing, memorising and revising vocabulary; the correct use of dictionaries to identify correct meaning in context; the use of bibliographical, IT and digital resources to obtain information, extend or revise aspects covered in the classroom, participation in the evaluation of their own learning, and the use of certain methods of self-correction. 7. Use IT and communication technology with increasing autonomy to find information, produce texts using models, send and receive e-mails, and to establish oral and written relationship, showing interest in their use. This criterion assesses the ability to use information and communication technology as a tool for information and learning, in typical classroom activities and to establish personal relationships. The communications established will relate to previously studied and familiar topics and will be based upon models. There will also be evaluation of the attitude towards the target language, attempts to use it and the appreciation of linguistic diversity as an enriching element . 8. Identify the most relevant cultural features of the countries where the target language is spoken, highlight the most significant characteristics of those customs, rules, attitudes and values of the society whose language is being studied, and value positively cultural patterns different to their own . This criterion assesses whether pupils are able to identify in oral or written texts certain significant features and characteristics of the general culture of the countries where the target language is spoken, whether they can describe them clearly and simply and show respect towards the values and behaviour of other societies , thus avoiding certain stereotypes 4th year 1. Understand general and specific information, the main idea and most relevant details of oral texts emitted in interpersonal communication situations or via audiovisual media, about topics which do not require specialist knowledge. This criterion assesses the ability to understand messages emitted face-to-face related to material needs and social relationships, physical sensations and feelings or opinions. This criterion also seeks to measure the ability to understand chats, news and presentations broadcast by the media in a clear, brief and organised manner.


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2. Participate in conversations and simulations using appropriate strategies to initiate, maintain and conclude communication, producing understandable discourse and adapting to the characteristics of the situation and communicative intention. This criterion assesses the ability to participate in conversations with diverse communicative purposes (establishing relationships, explaining, narrating and arguing, describing and giving instructions), using strategies and resources which ensure communication with classmates or native speakers. The communicative exchanges will contain elements of coordination and basic subordination which may include errors that do not impede communication 3. Understand general and specific information from diverse original and adapted texts, of varying length, identifying data, opinions, arguments, implicit information and the author’s communicative intention. This criterion assesses the ability to understand the commonest and most useful texts in written communication, or literary and other texts reflecting the culture and society of the countries where the target language is spoken and studied, applying the strategies acquired and advancing in new ones such as direct inference. This criterion assesses the ability to Read with autonomy longer texts in order to consult or find information about diverse contents, to learn, for pleasure or curiosity making correct use of dictionaries and other sources of information on paper or in digital format 4. Write with a degree of autonomy diverse texts with a logical structure, using basic conventions appropriate to each genre, vocabulary appropriate to the context and the necessary elements of cohesion and coherence, in a manner which the reader can easily understand. This assesses the ability to communicate in writing and in an ordered fashion, initiating the production of free texts (warnings, correspondence, instructions, descriptions, s of experience, news), with an appropriate logical structure and paying special attention to planning the writing process. All writing, on paper or in digital format, will involve the assessment of progressive use of basic conventions appropriate to each genre and also clear and tidy presentation. 5. Use the knowledge acquired regarding the linguistic system of the target language, in different communication contexts, as a tool for learning and correcting one’s own oral and written output and to understand that of others. This criterion assesses their ability to apply their knowledge of the linguistic system and reflect upon the need for formal correction which makes it possible to understand their work and that of others 6. Identify, use and explain learning strategies employed, give examples of other posible ones and decide on the most suitable for the learning goal in question. This criterion aims to assess whether strategies are being employed which assist the learning process: Such as the ability to evaluate their progress, reflection upon their own learning, the use of different methods of storing, memorising and revising vocabulary; the correct use of dictionaries to identify correct meaning in context; the use of bibliographical, IT and digital resources to obtain information, extend or revise aspects covered in the classroom, participation in the evaluation of their own learning, and the use of certain methods of self-correction. 7. Use IT and communication technology con certain autonomy to find information, produce texts using models, send and receive e-mails and to establish oral and written relationships, showing interest in their use.


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This criterion assesses the ability to use information and communication technology as a tool for information and learning, in typical classroom activities and to establish personal relationships. The communications established will relate to previously studied and familiar topics and will be based upon models. There will also be evaluation of the attitude towards the target language, attempts to use it and the appreciation of linguistic diversity as an enriching element . 8. Identify and describe the most relevant cultural features of the countries where the target language is spoken and establish relationships between the most significant characteristics of the customs, uses, attitudes and values of the society whose language is being studied and those of their own, and respect for them. This criterion seeks to ascertain whether students know certain significant aspects and characteristics of the general culture of the countries where the target language is spoke , and can establish similarities and difference between some of these and their own and appreciate and respect cultural patterns different to their own.

KEY COMPETENCES

In the Ley Orgánica de Education (LOE) definition of the curriculum, we find both the traditional components (objectives, contents, teaching methods and assessment criteria) as well as key competences. This is one of the guiding elements of the curriculum as a whole and, consequently, a guide in the processes of teaching and learning. In second grade of secondary school pupils have to participate in the so-called diagnostic assessment, in which they have to demonstrate the acquirement of certain skills. This assessment does not have academic consequences for students, but the fact that the results help guide centres to take decisions regarding students’ learning gives us some idea as to how educational processes are conditioned by this element in the sense of being much more functional.

In forth grade of secondary school the decision as to

whether pupils are promoted to the subsequent stage is partly based on whether or not they have acquired the key competences, as a result of which they become a reference for student assessment. As opposed to an educational model focused upon the acquirement of more or less theoretical knowledge, often unrelated, an educational process based upon the acquirement of skills emphasises, above all, the acquirement of some vital know-how, practical and integrated, know-how which students will have to demonstrate (this is rather more than functional training). In brief, a skill is the putting into practice and


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demonstration of the capacity to integrate knowledge, abilities and attitudes to resolve problems and situations in different contexts. In a very graphic and succinct manner, there is a definition of the putting into practice of acquired knowledge, knowledge in action, in other words, mobilising knowledge and skills in a specific situation (real and different from the one in which these were learned), activating existing resources or knowledge (although one thinks they are absent because they have been forgotten). There is one aspect which should be highlighted, regarding what might be called the combined character of the skill: the pupil, via what he knows, must demonstrate what he can apply, but also what he can be. In this way we see how a skill integrates the different contents which are worked on in the classroom (concepts, procedures and attitudes), an example of integral training of the pupil. To summarise, we are acknowledging that the academic institution will not only prepare students in the knowledge of technical and scientific know-how, but also as citizens, so they should evince a series of civic and intellectual attitudes which imply respect towards others, being responsible, team-work... Another aspect is also important: acquiring competences allows one to tackle the constant renewal of knowledge which occurs in any area of learning. The student’s academic training takes place in school over a limited number of years, but the need for personal and/or professional preparation never ends, so that a competence in the use, for example, of information and communication technology, will enable access to this tool to obtain the information necessary at any given moment (obviously, after analysing its quality). If we also bear in mind that it is often impossible to consider in depth all the contents of the curriculum, it is clear that the student must acquire this competence, that of learning to learn. In our educational system, the

key competences regarded as those which students

should possess when they finish their obligatory education in order to deal with the demands of their personal and working lives are as follows: 

Competence in linguistic communication

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Mathematical competence.

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Competence in knowledge of and interaction with the physical world.

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Data processing and digital competence.

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Social and civic competence.

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Cultural and artistic competence.


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Learning-to-learn.

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Autonomy and personal initiative.

But, what do we understand by each of these competences? In essence, and concentrating on the most important aspect of the school curriculum, each of them contributes the following to the student’s personal and intellectual preparation: 

COMPETENCE IN LINGUISTIC COMMUNICATION

This competence involves using the language as a spoken and written communication tool, and as a means of learning and self regulation of thought, emotions and behaviour. It contributes to the creation of a positive self-image and encourages constructive relationships with others and with the environment. Learning to communicate meaning establishing links with other people and cultures. It is fundamental in resolving conflict and for peaceful coexistence. Acquiring this competence involves a command of oral and written language in a variety of contexts and the functional use of at least one foreign language. 

MATHEMATICAL COMPETENCE

This competence consists, above all, of the ability to use numbers and basic mathematical operations, symbols and mathematical reasoning to produce and express information. Students learn about quantitative and spatial features and resolve everyday problems. The acquisition of this competence means applying skills and attitudes which allow for mathematical reasoning, understanding of mathematical arguments, and the ability to express oneself and communicate in mathematical language integrating mathematical concepts with other types of knowledge. 

COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE PHYSICAL WORLD

This involves the ability to interact with the physical world in its natural state and see how it has been affected by human intervention. It helps to understand events and the consequences of different activities designed to improve and preserve conditions for life, of other people, and other living things. This competence implies the acquisition of scientific rational thought which enables the student to interpret information and make decisions with autonomy and personal initiative, and to use ethical values in personal and social decisions.


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DATA PROCESSING AND DIGITAL COMPETENCE

Searching, finding, and processing skills are developed in this competence, as are the communication of information and its transformation into knowledge. Aspects such as the access to, and selection of information are included, and the transmission of this information in different formats. Students learn to use ITC as an essential media for information and communication. The acquisition of this competence involves use of technology to solve problems efficiently and having a critical attitude towards the information available. 

SOCIAL AND CIVIC COMPETENCE

This competence involves understanding the social reality of the world in which we live and being a democratic citizen in the today’s plural society. It incorporates individual behaviour patterns that allow us to function and coexist in society, have with others, cooperate, assume commitments and deal with conflict. Acquiring this competence means knowing how put oneself in the place of others, accept differences, be tolerant and respect their values, beliefs, cultures and the culture and personal history. To summarise, it implies an understanding of the social reality we live in, the ability to deal with conflict applying ethical values and understanding of the rights and obligations we have as citizens, showing solidarity and responsibility. 

CULTURAL AND ARTISTIC COMPETENCE

This competence involves learning about, appreciating, understanding and evaluating a variety of cultural and artistic statements, and treating them as a source of pleasure and personal enrichment and as part of the cultural patrimony of different societies. Appreciation and enjoyment of art and other cultural statements and an open and receptive attitude to the variety of art forms lead to the conservation of a common cultural legacy and encourages the student’s own creative capacity. 

LEARNING-TO-LEARN

This competence involves on the one hand starting the learning process, and on the other hand being capable of continuing the process in an autonomous fashion. It implies the acceptance of a variety of possible answers to the same problem, and motivation to search for these answers using different means. To sum up, it implies an


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organisation of the student’s own capacity to efficiently manage resources and intellectual processes. 

AUTONOMY AND PERSONAL INITIATIVE

This competence refers to the ability to decide using one’s own criteria and to successfully take the necessary initiatives to develop and take responsibility for the chosen option, both at a personal and social level and in the workplace or school. The acquisition of this competence implies creativity, innovation, responsibility and a critical approach to the development of individual or group projects. How is each key competence attained by using this material? We are going to explain in brief the most relevant aspects of our project, subject to the demands of daily teaching practice at any given time.: In essence and reflecting the most significant elements of the school currículum, each competence contributes the following to the student’s personal and intellectual preparation: A. KEY COMPETENCES DIRECTLY RELATED TO THE LEARNING OF THE FOREIGN LANGUAGE 

COMPETENCE IN LINGUISTIC COMMUNICATION

This competence involves using the language as a spoken and written communication tool, and as a means of learning and self regulation of thought, emotions and behaviour. It contributes to the creation of a positive self-image and encourages constructive relationships with others and with the environment. Learning to communicate meaning establishing links with other people and cultures. It is fundamental in resolving conflict and for peaceful coexistence. Acquiring this competence involves a command of oral and written language in a variety of contexts and the functional use of at least one foreign language. Foreign language learning contributes directly to the development of this competence, completing, enriching and adding new aspects of comprehension and expression to the general communicative competence of the student. All textbooks published by Oxford University Press offer a wide range of activities which encourage authentic


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communication in the classroom, with a systematic development of written and oral skills and opportunities for personalisation The Grammar Consolidation sections provide controlled oral dialogues. The Practical English sections offer oral as well as written functional language. With many of the activities in Activate your English, the students can communicate orally in pairs in a personalized way. The writing sections make guided tasks easier so that the students can convert a written text into e-mails format, letters, descriptions, etc. For example: English Alive! SB 3 p.22, 23, 27, 75.

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DATA PROCESSING AND DIGITAL COMPETENCE

Searching, finding, and processing skills are developed in this competence, as are the communication of information and it’s transformation into knowledge. Aspects such as the access to, and selection of information are included, and the transmission of this information in different formats. Students learn to use ITC as an essential medium for information and communication. The acquisition of this competence involves use of technology to solve problems efficiently and having a critical attitude towards the information available. Information and communication technology offers the possibility to comunícate in real time with any part of the world, as well as simple and immediate access to a constant flow of information which increases every day. Knowledge of a foreign language offers the possibility to communicate using new technology real, functional contexts for communication.. This competence consists of having the ability to obtain, process and communícate information and turn it into knowledge.

The English Alive series has its own web page (www.oup.com/elt/englishalive) where the interactive games give the opportunity to process informations and consolidate knowledges. With the links to other web pages they can carry out activities in a real time. Each student is provided with a Multi-ROM where the language can be practiced in an interactive way with games, dialogues, interactive video clips. 

SOCIAL AND CIVIC COMPETENCE


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This competence involves understanding the social reality of the world in which we live and being a democratic citizen in

today’s plural society. It incorporates individual

behaviour patterns that allow us to function and coexist in society, have with others, cooperate, assume commitments and deal with conflict.

Acquiring this

competence means knowing how put oneself in the place of others, accept differences, be tolerant and respect their values, beliefs, culture and personal history. To summarise, it implies an understanding of the social reality we live in, the ability to deal with conflict applying ethical values and understanding of the rights and obligations we have as citizens, showing solidarity and responsibility. Languages are used for social communication, but also as a vehicle for cultural communication and transmission. Learning a foreign language involves an understanding of cultural features and information related to the communities which speak the language. This favours an understanding of the society we live in through respect and acceptance of different cultures. Tolerance and integration are developed and an appreciation of features of, and differences in, cultural identity. Throughout the term the texts provide different subjects of cultural interest. Every two units in the sections Culture, the students can learn different aspects of English spoken countries and compare them whit their own (section Comparing Cultures). The English Alive! DVD contains documentals and dialogues about the life of British young people. For example: English Alive! SB 3 p.46, and DVD level 3 with notes (Video Teaching Notes) in the Teacher’s Resource Book.



CULTURAL AND ARTISTIC COMPETENCE

This competence involves learning about, appreciating, understanding and evaluating a variety of cultural and artistic statements, and treating them as a source of pleasure and personal enrichment and as part of the cultural patrimony of different societies. Appreciation and enjoyment of art and other cultural statements and an open and receptive attitude to the variety of art forms lead to the conservation of a common cultural legacy and encourages the student’s own creative capacity. Learning a foreign language helps to develop this competence if the linguistic models contain, even in the limited way possible at this level, cultural information. This competence, then, encourages expression and communication in order to perceive and understand different realities and products of the artistic and cultural world.


24

Artistic competence involves a basic understanding of techniques, resources and conventions related to the different artistic idioms, music, literature, visual and stage arts or different aspects of so-called popular culture. During the term there is a variety of subjects including oral or written texts about music, cinema, works of art, etc. All this contributes to the cultural and artistic enrichment of the student. There is a lesson (song) every two units that deals with music together with biographies, lyrics of songs, etc. For example, English Alive SB 3 p. 17,37, etc. At the end of the SB the additional lessons, Curriculum Extra, provide texts about literature, publicity, etc. (SB3 p.100) 

LEARNING-TO-LEARN

This competence involves on the one hand starting the learning process, and on the other hand being capable of continuing the process in an autonomous fashion. It implies the acceptance of a variety of possible answers to the same problem, and motivation to search for these answers using different means. To sum up, it implies an organisation of the student’s own capacity to efficiently manage resources and intellectual processes. Learning a foreign language is far more effective if it includes contents directly related to reflection upon one’s own learning, so that each child identifies how to learn better and which strategies to use to improve. This involves the awareness of those capacities which form a part of learning, such as attention, concentration, memory, comprehension, linguistic expression and motivation, for example. Each unit of English Alive focuses on a strategy for the learning of skills in the section Skill Focus. For example English Alive! SB 3 p.14. In each level of the Teacher’s Guide there is Portfolio photocopiable material languages,

(self-testing), European Portfolio style of

connected with every SB unit, where the student can think about his own

learning strategies. (TG p.xvi-xxii) B. KEY COMPETENCES NOT DIRECTLY RELATED TO FOREIGN LANGUAGE LEARNING 

MATHEMATICAL COMPETENCE


25

This competence consists, above all, of the ability to use numbers and basic mathematical operations, symbols and mathematical reasoning to produce and express information. Students learn about quantitative and spatial features and resolve everyday problems. The acquisition of this competence means applying skills and attitudes which allow for mathematical reasoning, understanding of mathematical arguments, and the ability to express oneself and communicate in mathematical language integrating mathematical concepts with other types of knowledge. Using numbers and basic operations,symbols and forms of expression and mathematical reasoning to produce and interpret information, to know more about quantitative and spatial aspects of reality and to resolve problems related to daily life. Part of mathematical competence is the ability to interpret and express with clarity and precision information, data and arguments. Many of the units contain information for the students to analyse and reach their own conclusions and use this information in a suitable way for the required task. For example, analyse information in the Reading sections and give details/opinions in the Writing tasks. For example Practical English SB3 p.27. 

COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE PHYSICAL WORLD

This involves the ability to interact with the physical world in it’s natural state and see how it has been affected by human intervention. It helps to understand events and the consequences of different activities designed to improve and preserve conditions for life, of other people, and other living things. This competence implies the acquisition of scientific rational thought which enables the student to interpret information and make decisions with autonomy and personal initiative, and to use ethical values in personal and social decisions. Interacting with the physical world, both in its natural aspects and those generated by human action, in such a way that facilitates the understanding of events, the prediction of consequences and activity directed towards the improvement and preservation of the conditions of one’s own life, that of other people and of all other living creatures. Taking as a starting point knowledge of the human body, nature, and the interaction of mankind with nature, this competence allows students to discuss rationally the consequences of different lifestyles and take decisions about a healthy physical and


26

mental way of life in a healthy and safe environment. The responsible use of natural resources, environmental conservation, and preservation of individual and collective health are recognised as key to quality of life. During the term diverse subjects connected with the knowledge and interaction with the physical world are dealed with, such as a balanced diet, the weather or the preservation of the environment. For example: English Alive SB 3 p.18-19,63. 

AUTONOMY AND PERSONAL INITIATIVE

This competence refers to the ability to decide using ones own criteria and to successfully take the necessary initiatives to develop and take responsibility for the chosen option, both at a personal and social level and in the workplace or school. The acquisition of this competence implies creativity, innovation, responsibility and a critical approach to the development of individual or group projects. Decisions which result from reflection on the learning process favour autonomy. As autonomy and personal initiative often involve others, this competence necessitates social skills such as cooperation, flexibility, negotiation, teamwork, seeing others’ points of view, dialogue, and the assertiveness to explain one’s own decisions. Autonomy and personal initiative involve being able to imagine, begin, develop and evaluate one’s actions or individual or group projects with creativity, confidence, responsibility and a critical attitude. In this sense it requires the ability to revise previous ideas or create new ones, finding solutions and putting them into practice. The students have the possibility to develop in groups different works (projects) about subjects suggested in the Teacher’s book which are useful to think over the things learnt previously. For example: English Alive Teacher’s Resource Book 3 p. 75,79,83.

Continuous learning In a competence there iis no knowledge which is only acquired

in and valid for a

particular subject (especially in and for this one). Everything students learn in different subjects (and not only at school) forms a background of culture and information which should serve them throughout their lives, which they should be able to use at specific moments and in differerent situations (language is, in this sense, paradigmatic) . For this reason, any of these competences may be achieved if not in all, certainly in most


27

curriculum subjects and for that reason too these competences can be used and applied in all these subjects, regardless of in which one they have been acquired (transversality). Being competent should guarantee the completion of determined learnings, but also permit the attainment of others, both at school itself and beyond, a guarantee of continuous learning

(or, in this case, the capacity to communicate in very diverse

situations, some of which pupils themselves may not yet even perceive as likely in the future). Nevertheless, clearly there is an obvious interrelation between the different elements of the curriculum, one which we must highlight in order to make suitable use of all the curriculum subjects

employed in the teaching-learning process. When in a didactic

programme like this one the objectives of a unit are indicated

formulated ( like the

assessment criteria, in of abilities), we know that these determine the choice of contents, in the same way that we should employ assessment criteria which demonstrate whether or not pupils attain them. Thus,

assessment criteria allow for a double

interpretation: on the one hand, those related to the pupils’ learning as a whole, in other words, there will be some assessment criteria specifically linked to concepts, others to procedures

and others to attitudes, as all of these contents need

to be assessed

because they were worked on in class and are those which are assesssed at different stages during application of continuous assessment; and on the other, there will be assessment criteria which have been formulated more with regard to their relationship with key competences. The assessment of key competences is an assessment model which differs from that of assessment criteria, both because it is applied at different stages of other assessments, and because its purpose, though complementary, is different. If we assume that key competences involve a real and practical application of

knowledge, abilities and

attitudes, the way of checking or assessing whether the pupil has acquired them is to reproduce application situations which are as real as possible, and in these situations it is customary for the pupil to use this accumulated background (all kinds of contents) but to respond, above all, to practical situations. In this way, when we assess competences we are essentially, though not exclusively, assessing procedures and attitudes, which is why we relate them to assessment criteria that are more procedural and attitudinal. SUBCOMPETENCES The competences by their very nature are generic. To use them as a reference for pedagogical actions and to really demonstrate the competences acquired by the


28

students, they need to be broken down into more specific objectives related to other elements of the curriculum. We have called these objective subcompetences, and without covering all the possibilities, they do include those most closely related to the subject curriculum and most prominent in all subjects on of their interdisciplinary nature. In foreign language learning, these subcompetences are as follows (there are other competences/subcompetences which are also acquired in the area of Foreign Language– English, though not in this grade): Competence in linguistic communication 

Express thoughts, emotions, experiences and opinions orally and simply.



Adapt spoken style to a variety of communicative contexts, taking into nonverbal features and respecting norms of communicative exchanges.



Understand social and cultural conventions when producing texts



Understand a variety of texts types typical of the academic setting and understanding the communicative intention and formal features.



Take pleasure in reading and use reading to discover other places, languages and cultures.



Be conscious of the need to respect spelling rules in the production of written texts



Understand principles of word formation as a means of extending vocabulary



Use a sufficient range of vocabulary to be able to express oneself orally and in writing in specific situations.



Compose

texts

typical

of

the

academic

environment,

appropriate

to

the

communicative objective. 

Write texts to express ideas, feelings and experiences

Data processing and digital competence 

Search for, obtain, process and communicate information in the foreign language, transforming it into knowledge, using the computer or the internet.



Analyse critically the information obtained

Social and civic competence 

Use dialogue as a basic tool for interpersonal communication and in the resolution of conflict.



Understand the values which characterise a democratic society: freedom, solidarity, participation, citizenship, tolerance.


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

Value linguistic diversity as a cultural advantage.

Cultural and artistic competence 

Appreciate cultural diversity as seen though artistic statements.

Learning-to-learn 

Understand and habitually use the main techniques and strategies which favour the intellectual process (summary, note taking, concept maps...).



Use a variety of sources for finding and processing information

Autonomy and personal initiative 

Show initiative and personal creativity



Develop social skills.

Mathematical competence 

Apply logical reasoning to chains of argument, identifying the fundamental ideas.

Competence in knowledge of and interaction with the physical world 

Recognise geographical spaces and conditions where other cultures are located or come from

and which may determine and influence the development of these

cultures. 

Identify questions or problems and obtain conclusions based on evidence.

All these competentes and subcompetences bring into play different strategies and different linguistic and discursive skills are employed

in a contextualised manner.

Therefore, the activities in which the foreign language is used are set within fields which may be public (everything related to daily social interaction), personal family relationships and

individual

social

habits),

professional

or

educational.

Students

will

use

communication strategies in a natural and systematic manner in order to make effective the communication activities performed by means of communicative skills. The skills developed will be: productive (speaking and writing), receptive (listening and reading) and based on interraction or mediation. Learning tasks or activities will constitute the core of didactic planning, and will integrate objectives, contents and assessment, making up units of programming. Amongst other


30

criteria, the design of activities and tasks has taken into the stages to be followed in their development, prior knowledge, integrated treatment of linguistic components, skills and strategies, proposed final objectives and the classroom’s potential for adaptation and diversity. Learning English will

not only provide students with competences in order to

communicate, but also with cultural and social knowledge of the culture whose language they are studying, which will help them develop a personality which is open and tolerant towards what is different.. In this way one achieves the integral prepararation of the individual As we have noted, one of the characteristics of the key competences is that they allow for and encourage transversality in the learning with which they are associated, in other words, that which can and should be achieved, though from a different but complementary perspective, via the development of the curriculum of the various areas of the same educational stage. In this grade, these areas are Conocimiento del Medio, Art, P:E.,

Spanish Language, Foreign Language, Mathematics, Music

and, optionally,

Religion. For the overall work required of teachers in this grade, we indicate in the table below the key competences which, as a minimum, should also be attained in other areas, in some with more interrelation and in others with less:

Natural Sciences Social Sciences P.E. Spanish Language Foreign Language Mathematics Technology

1

2

X X X X X X X

X X

X X

KEY COMPETENCES** 3 4 5 6 X X X

X X

X X X X X X

X X X X X X X

X X X X X

7

8

X X X X X X X

X X X X X X X

*n.b.: 1. Linguistic communication. 2. Mathematics. 3. Knowledge of and interaction with the physical world. 4. Data processing and digital competence. 5. Social and civic.. 6. Cultural and artistic. Oxford University Press – English Alive! 3-4

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7. Learning-to-learn. 8. Autonomy and personal initiative. As can be seen, the transversality of the key competences is evident, so within the framework of the centre’s educational standard criteria should be formulated for their collective treatment.

ATTENTION TO DIVERSITY One of the elements upon which the LOE places most emphasis is attention to diversity. It is clear that the same educational method employed with a single group of students has differing results depending on each pupil’s knowledge and previous experience, their intellectual capacity and their interests and motivation with regard to teaching. This si why, on many occasions, we have to modify. or adapt contents or methodology in order that all pupils may attain the objectives established. Similarly, we should offer extension activities for more able or receptive students. attention to diversity should always be practised in both directions. Therefore, these differences should always be catered for, by presenting the same activities in different ways by means of the activities included in the students’ book and the workbook.. Teachers need to evaluate towards whom they should direct one type of activity or the other, and need to be constantly aware of these differences, not only when assessing, but also when teaching and planning the process of teaching-learning. English Alive! includes reinforcement and extension activities which allow for individualised attention to pupils, depending on their needs and learning rhythm. Every lesson in our project includes ideas to help teachers respond to the different situations which arise in the classroom The Teacher’s Book suggests reinforcement and consolidation activities for students as well as

notes for the teacher, teaching advice, better to deal with different types of

student. In one of the components of the Teacher’s Resource Pack, , the Photocopy Masters Book, the teacher will find photocopiable consolidation and extension pages for each unit.


32

Criteria and procedures adopted for the development of special curricular adaptation for students with special educational needs (The department can describe and detail these criteria and procedures here if necessary. If this is not the case then this section can be omitted)

Adaptations will focus on: 1- The time and rhythm of learning 2- A more personalised methodology 3- A reinforcement of study skills 4- The improvement of procedures, habits and attitudes 5- Ways of increasing amount of counselling a) For the more gifted students, extension materials will be provided b) For pupils with serious learning problems, as sufficient progress in the conceptual contents of the course is more difficult to attain, procedures and attitudes will be the priority, with social integration being the overall aim. Core instrumental skills need to be the key content of the adapted curriculum. Modifications to the curriculum may be quite significant (they will probably entail the elimination of contents, objectives and consequently of the assessment criteria which might otherwise be considered essential). When such adaptations are not enough, the alternative is to have the pupil study part of the core curriculum in special groups, with different contents and educational activities. This learning can take place in the mainstream classroom with special , or in a separate physical space. This pupil will have the general objectives of this stage of secondary education as a reference, but will work towards those aims through different contents and activities.

PROGRAMME OF UNITS: 3rd YEAR - COMPULSORY SECONDARY EDUCATION

STARTER UNIT 1.- TEACHING OBJECTIVES 

Identify and use the basic verbs to describe daily actions, activities and routines.



Revise grammar structures such as personal pronouns and possessive adjectives; present simple of verbs and question forms.



Identify and correct common grammar mistakes (Error correction).



Understand texts and oral information in a global and specific way.


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Revise expressions of common and frequent conversation in spoken



communication. Learn expressions to compare answers and practice in small dialogues



(Comparing answers). 

Practice the pronounciation of diphthongs (Diphthongs).



Evaluate the progress and participation during the learning process.

2.- CONTENTS BLOCK 1- Listening, speaking and conversing

PROCEDURES Listening 

Listen to a dialogue comparing answers. Indicate which sentences are listened to (Comparing answers - Practical English, SB p. 7 ex. 4).



Listen and read some sentences connected with comparing answers and indicate which sentence is heard. Listen again and repeat the conversation. (Practical English, SB p. 7, ex. 4 y 5).

Speaking 

Practice some suggested dialogues. Change the words in blue of the previous dialogues and try to make up new dialogues (Activate Your English, SB p. 7, ex. 2 y 3).



Ask and answer the questions of a questionnaire using the expressions of Phrase Bank (Practical English SB p. 7, ex. 6).

BLOCK 2- Reading and writing PROCEDURES Reading 

Complete some dialogues with the suitable phrase chosen from some options (Revision-Practical English, SB p.7 ex. 1).



Read a dialogue where answers are compared and indicate the sentences listened to, choosing from two proposed options (Comparing answers-Practical English, SB p.7 ex. 4).

Writing


34



Write a message correctly after finding the five grammar mistakes in it (SB p.6, ex. 7).



Write a dictation (Dictation, Practical English WB p.6, ex. 4).

BLOCK 3- Reflection and knowledge of the language by its usage CONCEPTS LANGUAGE FUNCTIONS 

Express activities of daily life.



Ask and answer questions about activities and routines.



Compare answers.

STRUCTURES-GRAMMAR Pronouns and possessive adjectives Present simple and adverbs of frequency Questions forms Common errors VOCABULARY Subject: Revision GLOSSARY: 

Basic verbs: do your homework, music, get up, go shopping, go to bed, go to school, have lunch, meet friends, phone friends, play computer games, read, send text messages, walk, watch TV.

Functional language: Compare answers (comparing answers). PHONETICS Practice pronunciation: diphthongs /ei/,/əu/, /au/, /ai/ PROCEDURES Grammar 

Copy and complete a chart with personal pronouns, direct object pronouns and possessive adjectives (SB p. 5, ex. 1).



Complete an interview with the pronouns in a chart (SB p.5, ex. 2).



Substitute the specified words with their corresponding pronoun or adjective (SB p 5, ex. 3).


35



Write some affirmative, negative and interrogative sentences using verbs in the present simple (SB p.6, ex. 4).



Complete some grammar rules about how to make affirmative, negative and interrogative sentences. (SB p.6, ex. 5).



Study a chart and complete sentences using the present simple of the verbs, and the adverbs of frequency in it (SB p.6, ex. 6).



Make questions from suggested sentences. Use short answers to respond. Express the questions and answers in a loud voice (SB p.5, ex. 7).



Complete some questions using the words in a box. Translate the specified words into the mother tongue (SB p.6, ex. 1).



Match the questions in the previous exercise with the correct answers (SB p.6, ex. 2).



Complete some questions using two out of the three suggested words for each of them (SB p.6, ex. 3).



Write suitable questions for some answers (SB p.6, ex. 4).



Find very common grammar mistakes and give the correct options (SB p.6, ex. 5).



Connect some grammar rules with the corresponding sentence (SB p.6, ex. 6).



Read a message in English, find the five gammar mistakes in it and rewrite it correctly (SB p.6, ex.7).

Vocabulary 

Match the activities in a box with the corresponding picture. Listen to a CD and check the answers (SB p.4, ex.1).



Write ten questions using the verbs in exercise 1 and the suggested question forms in a box (SB p.4, ex. 2).



Carry out a communicative exchange, asking and answering the questions of the previous exercise with a classmate. Write the answers of the classmate. (SB p.4, ex.3).

Pronunciation 

Practice the pronunciation of diphthongs (Pronunciation Bank Starter Unit,WB p.133, ex.1,2,3)



Practice the rythm and entonation of some sentences (Phrase Bank) (Practical English, SB p.7, ex. 5)

BLOCK 4- Socio-cultural features and intercultural awareness


36

CONCEPTS Explain how the most common grammar mistakes in English are due to the differences in construction of the mother tongue and the tendency to translate the same mental patterns into this language. 3.- CONTRIBUTION OF THE FOREIGN LANGUAGE TO THE DEVELOPMENT OF THE BASIC COMPETENCES See in the introduction the general aspects of the contribution of learning the foreign language to the basic competences and particularly how they affect this:

ii. learning to learn; 

The students think about and strengthen their personal initiative giving their opinion about the different aspects (Find out questionnaire SB p. 7).



The students will learn to make small cards and doschematic exercises about the things learnt in this unit (Word Bank, WB p. 110)

iii. data processing and digital competence See in the introduction general aspects of contribution to this competence. iv. social and civic competence as learning a new language involves the knowledge of social features and cultural facts linked to the native speakers which can be worked along with the unit. Education for peace: the importance of knowing and tolerate the tastes and preferences of others. Moral and civic education: the importance of knowing and respect ways of life and culture different from ours. v. cultural and artistic competence The liguistic productions have artistic and cultural elements. 4. CONNECTION WITH OTHER CURRICULUM PARTS Throughout the unit there will be a reinforcement on several interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom. Oxford University Press – English Alive! 3-4

37

5.- WORKING DIVERSITY Reinforcement activities Additional and alternative, Teacher’s Guide, pages T-4 to p.7. Workbook, pages 3 to 6. Section Grammar Bank Starter Unit, WB, pages 90 and 91 Section Word Bank Starter Unit, WB pages 110 and 111. Section Pronunciation Bank Starter Unit (WB, page 133) Section Wordlist, WB, pages 136 to 142. Photocopiable activities, Starter unit, (Revision) Teacher’s Resource Book, p. 70. Additional activities Additional and alternative activities, Teacher’s Guide, pages T-4 to page 7. Photocopiable activities, Starter unit, (Extension) Teacher’s Resource Book, p. 71. 6.- ASSESSMENT Formative assessment Grammar revision (Starter Unit, SB pages 5 and 6) Grammar revision (Starter Unit, WB pages 5, 6 and 7) Cumulative assessment Diagnostic test (to be used before starting with the book and find out the English level of students); Teacher’s Resource Book, pages 4, 5 and 6. End-of-unit test (Starter Unit) Teacher’s Resource Book, pages 7,8 and 9. Assessment criteria Starter Unit Test (Teacher’s resource Book 3 pages 7- 9) Vocabulary 

Complete a crossword to revise vocabulary.



Complete some sentences with the correct form of the verbs in a box.



Complete some questions with the question forms in a box.

Grammar 

Differentiate in some sentences the correct pronoun from several options



Write sentences using the present simple and the adverbs given



Complete a text with the verb forms in a box.



Order the words in some sentences leaving out one of them.



Complete some questions and write suitable answers.


38



Correct some sentences.



Complete a text with the words in a box.

Reding 

Read a text and show understanding by answering some questions. Use short answers.



Read the text again and answer some specific comprehension questions.

Oral comprehension 

Listen to a converstion and choose the correct answers for some questions from three options.

Writing 

Write a composition about the perfect day for the student. Use the questions as a guide.

UNIT 1- THE REAL ME 1 TEACHING OBJECTIVES 

Be able to recognise and use descriptive adjectives to describe a personality.



Be able to learn how to use adjectives ending in –ed o -ing to describe feelings or the cause of them.



Be able to use the language and the structures learnt in the unit in a daily normal conversation context (Identifying people – Practical English).



Being able to identify and interpret general and more specific information in written texts.



Understand and apply grammar aspects such as relative pronouns, which indicate the person, object, idea or place that is being talked about (who, where and which), the adverbs which express possibility and probability and the present continuous of verbs (compare it with the present simple).



Understand oral texts with expressions to describe feelings (It’s really annoying), identify people (Identifying people) and identify general and more specific information in them.



Carry out communicative exchanges, talking about feelings (Talking about your feelings) and describing each one’s personality (Describing your personality).



Produce a self portrait by describing oneself (Describing a “life picture”) using structures and expressions worked in the unit (Adverbs of degree).


39



Learn a song and get information about the music and its composer (Hilary Duff).



Practice the stress in some special words in a sentence (sentence stress).



Assess the progress and participation in the process of learning.

2.- CONTENTS BLOCK 1- Listening, speaking and conversing PROCEDURES Listening 

Listen to five sentences and write them down (Dictation) (SB p.11, ex.10).



Listen to a radio programme where some people call to speak about some annoying situations (It drives me crazy!). Identify which of these situations are listed in exercise 1. Listen and answer comprehension questions (SB p 12, ex.1 and 2).



Listen to a dialogue where common expressions are used to ask and answer about people. Answer with a comprehension question (Identity–Practical English, SB p.16 ex. 2).

Speaking 

Read sentences in which some annoying situations are described. Express feelings connected with them. Ask and answer questions to express how the students feel about these situations.Use the expressions given in the Phrase Bank (SB p.12, ex.1).



Complete some sentences with ideas of their own personality and compare the answers with a colleague, practicing a communicative exchange (SB p14, ex3-4).



Prepare a dialogue (Activate Your English) to identify other people at a party. Use the suggested dialogue as a pattern (Identifying people, Practical English). Practice this dialogue with a partner (SB p.16, ex. 4 and 5).


Interpret some photographs to point out the first impressions that these two people cause in the context. Give three adjectives which describe each one of them (SB p. 8, ex.4).


40



Read and listen to a text (First impressions) about the first impressions people have on us; in particular these two characters: Jason and Holly. Indicate the adjectives used to describe and compare them with the answers in exercise 1 above (SB p.8 ex 5).



Read the text again and answer some comprehension questions (SB p. 8, ex.6).



Find some words in the text above and connect them with the correct one (Word Search, SB p. 8, ex. 7).



Complete some sentences using information about the text above. Write sentences describing a well known person (Recycle, SB p. 9, ex. 8).



Ask and answer questions giving opinions and talking about the first impressions people have on us (Talking Point, SB p.9, ex.9).



Read an article in a magazine (Self-Portrait) with two self-portraits to obtain a global idea of the text . Indicate the most suitable word in the three suggested sentences (SB p.14, ex.1).



Read and listen again the text in exercise 1 and complete some sentences (SB p.14, ex. 2).



Read a text (Teenage emotional roller coaster) and answer true or false to some sentences connected with it. Answer some specific comprehension questions (WB p. 12, ex. 1 and 2)



Notice some detailed personal documents and answer some comprehension questions. (Identity–Practical English, SB p.16 ex.1).



Read and listen to a dialogue with common expressions to ask/answer about people’s identity. Answer a comprehension question (Identity–Practical English, SB p. 16 ex.2).

Writing 

Read the description of a self-portrait (Life picture) and complete a text deducting the words left out. Listen to a CD and check the answers (SB p.15, ex.5).



Translate some sentences into the mother tongue where adverbs of degree are used and complete a chart with the adverbs in blue (Language Point, Adverbs of degree, SB p.15,ex.6)



Give opinions about some ideas using adverbs of degree (SB p.15, ex.7).



Take notes to make a description of a personal “life picture”

(Preparation) and

answer some questions with them (SB p.15, ex. 8). 

Write a description or a personal “life picture” (TASK), using the suggested plan (Writing plan), the book pattern and the ideas in the last exercise (SB p.15, ex.9).


41



Prepare a dialogue (Activate Your English) to identify other people at a party. Use the suggested dialogue as a pattern (Identifying people, Practical English). Practice the dialogue with a classmate (SB p.16, ex. 4 and 5).



Complete a dialogue with the words in a box and write one similar to the one above to identify people (Identifying people – Practical English, WB p.13, ex.7 and 8).

SECTION 3- Reflection and knowledge of the language by its usage CONCEPTS LANGUAGE FUNCTIONS 

Describe people’s and one’s own personality.



Speak about impressions.



Describe feelings.



Express probability and possibility.



Ask and answer questions to know people’s identity.

GRAMMAR -STRUCTURES Relative pronouns Adverbs: possibility Present continuous Comparing present tenses VOCABULARY Subject: Personality and feelings.

VOCABUALRY: 

Personality adjectives: chatty, cheerful, cold, dishonest, extroverted, friendly, honest, impolite, insensitive, moody, polite, quiet, relaxed, sensitive, shy, tense, unfriendly, warm.



Adjectives to describe feelings and impressions: annoyed- annoying, bored- boring, embarrassed- embarrassing, excited- exciting, frightened- frightening, relaxedrelaxing, surprised- surprising, worried- worrying.



Adverbs of degree: not very, a bit, quite, very, really.

Functional language: Identifying people (Identifying people).


42

PHONETICS Pronunciation: sentence stress PROCEDURES Grammar 

Read and complete a chart about relative pronouns (SB p.10, ex.1).



Complete some sentences using the most suitable relative pronoun (SB p.10, ex. 2).



Complete some sentences using two of the words given in a box. Write new senteces changing the words given in blue (SB p.10, ex. 3 and 4).



Read some grammar rules about the usage of adverbs of possibility and connect each with an example representative sentence (SB p.10, ex. 5).



Put the words of some sentences in order (SB p.10, ex. 6).



Watch a photograph and describe it, writing sentences to define the person in it. Use the most suitable adverbs of possibility and probability (SB p.10, ex.7).



Read

a grammar chart with the explanation about the usage of the present

continuous. Complete some sentences using the present continuous of the verbs in a box (SB p.12, ex. 4 and 5).



Write questions for some given answers, using the present continuous (SB p12, ex 6)



Read a chart with the grammar rules about the

present simple or the present

continuous. Deduct and specify in which cases they are used (SB p.13, ex.7). 

Connect the two parts of the questions and answer them (SB p.13, ex. 8).



Complete a dialogue using the present simple or continuous in an appropriate way (SB p.13, ex. 9).



Read the text (What annoys you?) and complete it with the corresponding words in the three different columns to practice the grammar learnt in the unit. In pairs, make the questionnaire and answer one question (Grammar Consolidation, SB p.13, ex. 10 and 11.).



Listen and write down a dictation (Grammar Consolidation, WB p.11, ex. 8).

Vocabulary 

Connect adjectives and their opposites. Listen to a CD and check the answers (SB p.8, ex.1).



Describe people in photographs, interpreting contextual elements and using the adjectives in exercise 1 above (SB p.8, ex.2).


43



Describe some suggested people, using suitable adjectives (SB p.8, ex.3).



Match the photographs of some people with the adjective that describes their feeling. Listen to a CD and check the answers (SB p.11, ex. 8).



Read some sentences and complete a chart

where adjectives are classified

depending on their ending, –ed or –ing, and according to the feelings or the cause of them, respectively (SB p.11, ex. 9). 

Rewrite the sentences in exercise 9 above changing the given words in blue. Write new sentences expressing the feelings about the suggested ideas in a box and using adjectives ending in –ed or –ing according to the meaning (Activate Your English, SB p.11, ex 11 and 12).

Pronunciation 

Practice the stress in sentences (Pronunciation Bank WB p.133, ex. 1, 2 and 3).



Listen to five sentences and write them down (Dictation) (SB p.11, ex.10).



Practice the rythm and entonation of some sentences (Phrase Bank,Practical English, SB p.16, ex.3).

BLOCK 4- Socio-cultural features and intercultural awareness CONCEPTS Recognise and speak about personality features and feelings of people. Compare the suggested patterns in the unit with own patterns or those of the people around. Learn and sing a song, approaching the pop culture and learning details of a famous person, the American singer and film star Hilary Duff. PROCEDURES 

Read the profile of Hilary Duff and answer some questions (SB p.17, ex.1).



Read and complete the lyrics of a song (Wake up) with the words in a box. Listen to the words in the song and check the answers (SB pág. 17 ej. 2).



Find out the words in the text which are connected with some definitions (SB p17, ex 3).



Give opinions about six suggested ideas in the exercise, using the adjectives in a box and adverbs of degree (SB p.17, ex. 4).


44

3.- CONTRIBUTION OF THE FOREIGN LANGUAGE TO THE DEVELOPMENT OF THE BASIC COMPETENCES See in the introduction the general aspects of the contribution of learning the foreign language to the basic competences and particularly how they affect this unit: ii. learning to learn 

The students think about and strengthen their personal initiative giving their opinion about different aspects (Activate your English, SB p.11) or about their first impressions (Talking point, SB p. 9).



The students will learn to make small cards and do schematic exercises about the things learnt in this unit (Word Bank 1, WB p. 112 and 113)

iii. data processing and digital competence, See in the introduction the general aspects of the contribution to this competence iv. social and civic competence as knowing a language implies the knowledge of social features and cultural facts linked to their native speakers which can be worked along with the unit. Moral and civic education: the importance of being oneself in all occasions and respect the others assuming and accepting their own personal characteristics and feelings. The importance of being respectful to others avoiding noisy or annoying activities. v. cultural and artistic competence Linguistic productions contain both artistic and cultural components; Complete the suggested song in the unit and learn about its composer Hilary Duff (SB p. 17). 4. CONNECTION WITH OTHER CURRICULUM PARTS Throughout the unit there will be a reinforcement on different interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom. Language and Literature Learning about Shakespeare and drama as a litreary style. Curriculum Extra 1, SB p. 98 and 99, WB p. 130, Teacher’s Guide, pages 98, T98, T99 y 99 5.- WORKING DIVERSITY Oxford University Press – English Alive! 3-4

45

Reinforcement activities Additional and alternative activities, Teacher’s Guide, pages T-8 to T-17 Workbook, pages 7to 14 Section Grammar Bank 1, WB, pages 9 and 113. Section Pronunciation Bank, Unit 1 (WB, page 133) Section Wordlist, WB, pages 136 to 142. Photocopiable activities, Unit 1, (Revision) Teacher’s Resource Book, page 72 Alternative practice for students with difficulties to follow up the group pace: English Alive! Basics Progress Book A, Unit 1 Additional activities Additional and alternative activities, Teacher’s Guide, pages T-8 to T-17 Photocopiable activities, Unit 1, (Extension) Teacher’s Resource Book, page 73.

6.- ASSESSMENT Formative assessment Grammar consolidaton (Unit 1, SB page 13) Grammar consolidation (Unit1, WB page 11) Progress Check (Unit 1, WB page 14). Revision sections (Units 1-2, WB pages 23 and 24). Cumulative assessment End-of-unit test (Unit 1) Teacher’s Resource Book, pages 10, 11 y 12. Self-assessment Student Self-assessment Checklist, Unit 1, Teacher’s Guide, page xviii Assessment criteria Unit 1 Test (Teacher’s resource Book 3 pages 10-12) Vocabulary 

Complete some personality adjectives and write down their opposites.



Choose the correct adjective from three options.



Complete some questions with the adjectives from a box.

Grammar 

Complete some sentences with the correct relative pronoun.



Complete some sentences using the information in a chart and a relative pronoun.


46



Rewrite some sentences using adverbs of possibility.



Write sentences with the suggested words and the present continuous.



Complete a dialogue choosing the present simple or continuous.



Complete a text with the words from a box.

Reading 

Read a text and show comprehension indicating if the sentences are true or false.





Listen to a conversation about two brothers and choose the correct option out of three for some sentences.

Writing 

Write a composition about the student’s favourite place, person or thing. Use some questions as a guide.

UNIT 2. SUPER NATURE 1.- TEACHING OBJECTIVES 

Be able to recognise and use vocabulary connected with natural phenomena.



Be able to learn the usage of verbs in the past tense (Past simple) to speak about the effects of bad weather.



Be able to use the language and structures learnt in this unit in the context of a daily normal conversation (Asking for information – Practical English).



Be able to identify and interpret general and more specific information in written texts.



Understand and apply grammar aspects such as making up sentences with the past tense of verbs; (was/were, there was/there were) in affirmative, negative and interrogative forms; learn the past simple of regular and irregular verbs and be able to use and form the past simple and/or the past continuous in a suitable way.



Be able to use time expressions such as: ago, for, during.



Understand oral texts in which terrible and dangerous natural phenomena happen (A frightening experience) and take notes about them, as well as identify general and more specific information.



Make communicative exchanges, talking about events in the past (Talking about past events) or asking for information to get somewhere (Asking for information).


47



Tell and write about a survival story (A survivor’s story) using words and expressions used in the unit, for example time connectors (time connectors).



Learn other cultural and social patterns and compare them with their own culture (A traditional community).

 

Assess the improvement and practice the pronunciacion of the ending of regular verbs in the past (Past simple ending: /ɪd/) Participate in the learning process.


Listen to five sentences and write them down (Dictation) (SB p. 23, ex. 8).



Listen to a person (Storm chasers) who follows and takes photographs of terrible storms. Indicate and order some photographs connected with these storms as they are listened to. Listen again and answer some comprehension questions (SB p. 22, ex. 1 and 2).



Listen to an interview connected with the effects of a tsunami and complete some notes about it. Make some suitable questions for these notes (Skill Focus, Taking notes, SB p. 24, ex. 3).



Listen to a dialogue asking and giving information about how to get to a specific place. Answer a comprehension question (Asking for information-Practical English, SB p.27 ex. 5)

Speaking 

Ask and answer questions giving opinions and reasons about natural phenomena, the human being and his survival on earth (Talking Point, SB p.19, ex.8).



In pairs, practice asking and answering about how, where, when and why a big hypothetical storm took place (Activate Your English, SB p. 20, ex. 4).



In pairs, ask/answer questios about last weekend (Activate Your English, SB p.21, ex. 9)



Practice asking questions from a box and answering them (Activate Your English, SB p. 22, ex. 5).


48



Practice a dialogue (Activate Your English)

about places and activities in the

student’s environment. Use the suggested dialogue as a pattern (Asking for information, Practical English, SB p. 27 ex. 8) BLOCK 2- Reading and writing PROCEDURES Reading 

Look up the meaning of some words connected with volcanoes and give answers to some questions. Listen and read the text and check the answers (SB p.18, ex.3 - 4)



Read and listen to the text again (Super Volcano) and answer some comprehension questions (SB p.18, ex.5).



Find in the text above the opposite words to the ones suggested (Word Search, SB p.18, ex.6)



Describe the weather in special situations using the sentences given as a pattern (Recycle, SB p.19, ex. 7).



Read an article about a tsunami (Monster waves) and connect some sentences with each paragraph of the text. Listen and check the answers (SB p.24, ex.1).



Read the text in exercise 1 again and answer some comprehension questions (SB p. 24, ex. 2).



Look at the map of the island of Tiree in Scotland and answer some comprehension questions (Finding places, Practical English, SB p. 27 ex. 4)



Read a dialogue asking and giving information about how to get to a specific place. Answer a comprehension question (Asking for information–Practical English SB p.27 ex. 5)

Writing 

Read a text and put the paragraphs in order. Listen to a CD and check the answers (SB p. 25, ex. 4).



Translate some sentences into the mother tongue using time connectors (Language Point, Time connectors, SB p. 25,ex. 5).



Choose the appropriate connector in some sentences (SB p. 25, ex. 6).



Make some notes to make up a survival experience

in a natural disaster

(PREPARATION) and use them to answer some questions (SB p. 25, ex.7).


49



Write a composition about this imaginary survival experience

(TASK), using the

suggested plan (Writing plan), the book pattern and the previous ideas (SB p 25, ex. 8). 

Prepare a dialogue (Activate Your English)

about places and activities in the

student’s environment. Use the suggested dialogue as a pattern

(Asking for

information,Practical English,SB p. 27 ex.7) 

Complete a dialogue with the sentences from a box and write one similar to the last one asking for information about how to get to a specific place using the suggested information (Practical English, WB p. 21, ex. 7 and 8).


Speak about natural phenomena and their effects.



Speak about events in the past.



Ask for information and answer how to get to a specific place.

GRAMMAR STRUCTURES There was/there were Past simple Past continuous VOCABULARY Subject: Natural phenomena. GLOSSARY: 

Natural phenomena: avalanche, blizzard, earthquake, flood, hailstones, hurricane, landslide, lightning, storm, tornado, tsunami, volcanic eruption.



Effects of bad weather (Past simple forms of verbs) : bury, carry, crash into, damage, destroy, fall, find, flood, hit, lift, lose, rise.

Functional Language: Asking and giving information (Asking for information). PHONETICS Pronunciation: Past simple ending: /ɪd/ PROCEDURES


50

Grammar 

Change some present sentences into the past. Also write them in the negative form (SB p. 20, ex.1).



Complete a piece of news using the affirmative and negative form

of the past

was/were, there was/there were (SB p. 20, ex. 2). 

Complete the questions of an interview using was/were,

there was/there were

(SB p. 20, ex. 3). 

In pairs, practice making questions and answers similar to the ones in exercise 3 above, thinking about a hypothetical situation in a big storm (Activate Your English, SB p. 20, ex. 4).



Read some example sentences where the past simple is used and answer some questions deducting the grammar rules for its usage (SB p. 20, ex. 5).



Translate some sentences into the mother tongue (Check This!) (SB p.20, ex. 6).



Complete a text using the past forms of the verbs given (SB p. 20, ex.7).



Read and complete a weblog correcting the verb mistakes in it (SB p. 21, ex. 8).



In pairs, ask and answer qustions about last weekend (Activate Your English, SB p. 21, ex. 9)



Read and complete a grammar chart about the past continuous (SB p. 22, ex. 3).



Look at a picture and write questions and answers using the past continuous (SB p. 22, ex.4).



Complete some questions using the sentences in a box and practice asking and answering them (Activate Your English, SB p. 22, ex. 5).



Read and complete a chart with the grammar rules about the past simple and past continuous. Specify in which cases they must be used (SB p. 23, ex. 6).



Complete some sentences using the past simple and past continous (SB, p. 23, ex. 7).



Read a text (Lightning strikes…) and complete it with the corresponding words from three different columns to practice the grammar learnt in the unit. Listen to the CD and check the answers (Grammar Consolidation, SB p. 23, ex. 9.)



Read a dialogue and complete it with suitable words from one of the three columns. (Grammar Consolidation, WB p. 19, ex. 7).



Listen and write down a dictation (Grammar Consolidation, WB p. 19, ex. 8).

Vocabulary Oxford University Press – English Alive! 3-4

51



Connect the natural phenomena in a box with the corresponding photograph. Listen to a CD and check the answers (SB p. 18, ex. 1).



Ask and answer questions connected with natural phenomena (SB p. 18, ex.2).



Read a text connected with the effect of bad weather (Weird Weather) and complete a chart sorting out the verbs in it in three parts: present, past and their translation. Listen and check the answers. Find a mistake in each paragraph (SB p. 21, ex. 10 and 11).



Read the list of irregular verbs in the WB page 144 and in pairs ask and answer about the past form of irregular verbs (SB p. 21, ex. 12).

Pronunciation 

Practice the pronunciation of the ending of verbs in the past simple (Pronunciation Bank, Unit 2 WB page 134, ex. 1,2 and 3).



Listen to five sentences and write them down (DICTATION) (SB p. 23, ex. 8).



Practice the rythm and entonation of some sentences (Phrase Bank, Practical English, SB p. 27, ex. 6)


CONCEPTS Speak about different and important super volcanoes such as: Mount St. Helens in Washington, Toba in Indonesia, or Yellowstone National Park in USA. Explain and comment the specific vocabulary of the unit such as: tornado, hurricane, storm chasers, etc. Learn the meaning of the word tsunami: a huge wave causd by an earthquake or a volcanic eruption which usually occurs in the Pacific Ocean. Learn some data about a remote island, Tiree in The Hebrides Islands of Scotland. PROCEDURES 

Read and listen to a text about life in a remote island of Scotland (Life on the rocks) and answer an opinion question, giving reasons for the pros and cons

(SB p. 26,

ex. 1). 

Read the text again and say if some sentences are right or wrong. Give reasons for the answers (SB p. 26 ex. 2).


52



Answer some opinion questions connected with the text read comparing and contrasting cultures (Comparing Cultures, SB pág. 26, ej. 3).

3.- CONTRIBUTION OF THE MOTHER TONGUE TO THE DEVELOPMENT OF BASIC COMPETENCES See in the introduction the general aspects of the contribution of learning the foreign language. learning to learn; 

The students think over and strengthen their own initiative giving their opinions and reasons about natural phenomena, mankind and survival on Earth. (Talking point, SB p. 19).



The students will learn to make small cards and do schematic exercises about the things learnt in the unit (Word Bank 2, WB pages 114 and 115)

iii. data processing and digital competence, See in the introduction the general aspects of the contribution to this competence. iv. Social and civic competence The knowledge of a language involves the knowledge of social features and cutural facts connected with their native speakers which can be studied along with this unit . Health education: The importance of being sensible and avoid risks in extreme situations of bad weather or important natural phenomena. Environmental education: importance of being aware of the connection

between

natural disasters and the change of climate with the performance of man on the earth. v. Artistic and cultural competence Liguistic studies contain both artistic and cultural components 

Get information about life in some remote Scotish islands: The Hebrides (SB p.26).

4. CONNECTION WITH OTHER PARTS OF THE CURRICULUM Throughout the unit there will be a reinforcement on a diversity of interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of its knowledge of the world out of the English classroom. Social science (Geography)


53

Learn aspects connected with nature phenomena, storms, volcanoes, tornadoes, etc. Learn where the Hebrides Islands are situated (Scotland) Language and Literature Learn about Shakesperare and drama as a literary style. Curriculum Extra 1, SB pages 98 and 99, WB p. 130, Teacher’s Guide, pages 98, T98, T99 and 99 5.- WORKING WITH DIVERSITY Reinforcement activities Additional and alternative activities, Teacher’s Book, pages T-18 to T-27 Workbook, pages 15 to 21. Section Grammar Bank 2, WB, pages 94 and 95. Section Word Bank 2, WB pages 114 and 115. Section Pronunciation Bank, Unit 2(WB, page 134) Section Wordlist, WB, pages 136 to 142. Photocopiable activities, Unit 2, (Revision) Teacher’s Resource Book, page 74. Alternative practice for students with difficulties to follow up the group’s pace: English Alive! Basics Progress Book A, Unit 2 Improvement activities Additional and alternative activities, Teacher’s Book, pages T-18 to T-27 Photocopiable activities, Unit 2, (Extension) Teacher’s Resource Book, pages 75.

6.- EVALUATION Formative Evaluatión Grammar consolidaton (Unit 2, SB page 23) Grammar consolidation (Unit 2 WB page 19) Progress Check (Unit 2 WB page 22). Revision sections (Units 1-2, WB pages 23 and 24). Cumulative assessment End-of-unit test (Unit 2) Teacher’s Resource Book, pages 13, 14 and 15. Self Assessment Student Self-assessment Checklist, Unit 2, Teacher’s Book, page xviii Assessment criteria


54

Unit 2 Test (Teacher’s resource Book 3 pages 13-15) Vocabulary 

Put the letters of some words in order.



Complete some sentences with the past simple of the verbs in a box.

Grammar 

Complete some sentences with the correct verb form was/were, there was/there were.



Write sentences using the past simple.



Indicate whether some sentences are grammatically correct or not.



Write questions using the past continuous. Write the answers.



Complete some sentences using the past simple or continuous of the verbs in a box.




Reading 

Read a text and show comprehension indicating if the sentences are true or false.



Read the text again and answer some specific comprehension questions


Listen to a conversation about exciting experiences. Indicate if the sentences are true or false.

Writing 

Write a composition about a dangerous experience of the student. Use some questions as a guide.

UNIT 3 – LIFESTYLE 1.- TEACHING OBJECTIVES 

Understand and use vocabulary about health and lifestyles connected with it.



Be able to learn vocabulary to describe people’s appearance.



Be able to use the language and structures learnt in the unit in the context of a daily normal conversation. (Choosing from a menu – Practical English).





55

Understand and apply grammar aspects such as: countable and uncountable



nouns (some, any, much, many, a lot of); quantity expressions (too / enough), and comparative and superlative adjectives. Understand oral texts about people with unusual appearances (Different) and



identify general and more specific information. Carry out communicative exchanges, expressing agreement and disagreement



(Agreeing and disagreeing) and choosing a meal from a menu (Choosing from a menu). Produce a publicity brochure for a sports and health club (A brochure for a sports



and health club) using structures and expressions worked in the unit (so and because) 

Learn a song and get information about the music and group. (Weezer).



Practice the stress (stressing) in specific parts of a word (Word stress).





Listen to five sentences and write them down (DICTATION, SB p. 31, ex. 9).



Read an information about a radio programme speaking about people with an unusual appearance and connect some sentences with their corresponding photograph. Listen to the whole radio programme and check the answers (SB p 32, ex. 1 and 2).



Listen to the radio programme again and choose the correct word in some sentences (SB p. 32, ex.3).



Listen to a CD with recipes (Recipes–Practical English, SB p. 36 ex. 2).



Listen to a dialogue with common expressions to choose a menu. Answer a comprehension question. (Choosing from a menu -Practical English,

SB p. 36 ex.

3).


56

Speaking 

Practice communicative exchanges giving opinions with the words and expressions in circles (Activate Your English, SB g. 31, ex. 10).



Carry out communicative exchanges comparing opinions. Use adjectives in the superlative form from the suggested patterns (Activate Your English, SB p. 33 ex. 6).



Express agreement or disagreement with opinions about plastic surgery and compare these opinions with the others using the expressions of the Phrase Bank (SB p. 34 ex. 1).



Practice a dialogue (Activate your English) to explain the content of a menu to a foreign friend

in a restaurant. Use some of the suggested options in the menu

(Choosing from a menu- Practical English (SB p. 36, ex. 6). BLOCK 2- Reading and writing PROCEDURES Reading 

Look up the meaning of some words and sort them out to say whether they are healthy or not (SB p. 28, ex. 3).



Read and listen to a text (Supersize me) about a dietetic experiment and say whether the words in exrcise 3 above are mentioned or not (SB p. 28 ex. 4).



Read the text again and say if the sentences are true or false. Give reasons for the answer if it is false (SB p. 28, ex. 5).



Complete some examples previously found in the text above and sort them out according to the use of the verb do o make. Add some words to the chart above (Word Search, SB p.28,ex. 6/7)



Complete a chart with food and drinks showing likes and dislikes. Also, say which are countable or uncountable (Recycle, SB p. 29, ex. 8).



Ask and answer questions expressing likes and reasons regarding nutrition (Talking Point, SB p.29, ex.9).


57



Read some opinions about plastic surgery. Express agreement or disagreement and compare opinions with the others using the expressions of the Phrase Bank (SB p. 34 ex. 1).



Read and listen to an article (Perfect people) about plastic surgery and indicate which of the opinions in the exercise above are included in it. Answer some comprehension questions (SB p. 34, ex. 2 and 3).



In a text, identify some pronouns and indicate who they refer to (Skill Focus,SB p.34, ex. 2).



Look up the meaning of some words connected with recipes and complete a chart with them. Read and listen to some recipes and complete them with the vocabulary in exercise 1 above (Recipes–Practical English, SB p. 36 ex. 1 and 2).



Read a dialogue with common expressions to choose a menu. Answer a comprehension question (Choosing from a menu -Practical English, SB p. 36 ex.3).



Read a dialogue in which a menu is chosen and pick up the correct words and expressions (Choosing from a menu -Practical English, WB pág. 31 ej. 8).

Writing 

Look up some words and complete a text with them (The new you club). Listen to a CD and check the answers (SB p. 35, ex. 5)



Translate some sentences into the mother tongue using conjunctions (Language Point, so, and because , SB p. 35, ex. 6).



Complete some sentences in two different ways using so and because (SB p 35, ex 7).



Write some notes to make a publicity brochure for a club (Preparation) and use them to answer some questions. Choose some of the suggested ideas (SB p 35, ex.8 and 9).



Write a brochure (A Brochure for a sports and health club) for a fitness club (TASK), using the suggested plan (Writing plan), the pattern in the book and the ideas from the last exercise (SB p. 35, ex.10).



Prepare a dialogue (Activate your English) to explain the contents of a menu in a restaurant to a foreign friend. Use some of the suggested options in the menu (Choosing from a menu- Practical English). (SB p. 36, ex. 5).


58



Write a dialogue to choose a menu with the help of a suggested menu and the ideas of the WB ex. 8 (Choosing from a menu – Practical English, WB p. 31, ex.9).

BLOCK 3- Reflection and knowledge of the language by its usage CONCEPTS FUNCTIONS OF THE LANGUAGE 

Speak about health and different life styles connected with it.



Show agreement and disagreement.



Describe the external aspect of people.



Express comparison.



Order some food in a restaurant or bar.



Explain a recipe and its ingredients.

STRUCTURES - GRAMMAR Quantity: some, any, much, many, a lot of Too and (not) enough Comparatives and superlatives VOCABULARY Subject: Life styles. GLOSSARY: 

Health and lifestyle: attractive, dangerous, energetic, fit, healthy, irresponsible, overweight, responsible, safe, strong, tired, unattractive, underweight, unfit, unhealthy, weak.



People’s appearances: beard, chain, dreadlocks, earring, make-up, moustache, necklace, pierced belly, ring, stud, tattoo, wig..



Quantity: some, any, much, many, a lot of.

Functional language: Identify people (Identifying people). PHONETICS Pronunciation: Word stress. PROCEDURES Grammar 

Read and complete a chart about countable and uncountable nouns (SB p.30, ex.1).


59



Choose the correct noun in some questions and answer them (SB pág.30, ej. 2).



Write some sentences using the appropriate quantifiers to express what the student eats, drinks or needs (SB p. 30, ex. 3).



Translate into the mother tongue some sentences and complete some grammar rules about the use of too and (not) enough (SB p.30, ex. 4).



Put the words of some sentences in order (SB p. 30, ex. 5).



Write again some sentences expressing opinion and using the quantifiers in a box. (Activate Your English, SB p. 30 ex. 6).



Complete a chart with the comparative and superlative forms of regular and irregular adjectives (SB p. 32, ex. 4).



Complete three texts with suitable adjectives in their comparative form. Listen and check the answers (SB p. 32, ex. 5).



Carry out communicative exchanges comparing opinions. Use adjectives in the superlative form from the suggested patterns (Activate Your English, SB p. 33 ex. 6).



Read a questionnaire and complete it with the corresponding words of three different columns

to practice the grammar learnt in this unit.

In pairs, complete the

questionnaire comparing the answers and answering a question (Grammar Consolidation, SB p. 33, ex. 7 and 8). 

Listen to and write a dictation (Grammar Consolidation, WB p. 29, exj. 8).

Vocabulary 

Connect some adjectives and their opposites. Listen to a CD and check the answers (SB p. 28, ex. 1).



Complete some sentences describing two people in some photographs, interpreting contextual elements and using the adjectives in exercise 1 above (SB p. 28, ex.2).



Observe the photographs of some people with different appearances and complete a chart sorting out different words connected with their ornaments (SB p. 31, ex. 7).



Complete some sentences using the vocabulary in exercise 7 above (SB p 31, ex 8).



Listen to five sentences and write them down (Dictation, SB p. 31, ex. 9).



Write six opinions using the words in a circle and compare the answers with the rest of the class (Activate Your English, SB p. 31, ex. 10).


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Pronunciation 

Practice and learn how and where to stress words in pronunciation (Pronunciation Bank, Unit 3 WB page 134, ex. 1, 2 and 3).



Practice the rythm and entonation of some senteces (Phrase Bank)(Practical English, SB p. 36, ex. 4).

BLOCK 4- Socio-cultural features and intercultural awareness CONCEPTS Learn some data about American diet and nutrition. Speak about Taekwondo as a Corean martial art, similar to Karate. Learn and sing a song, approaching the pop-rock culture and learning details about one of its groups, the Californian Weezer. PROCEDURES 

Read the profile of Weezer and answer some sentences saying if they are true or false (SB p. 37, ex. 1).



Read and complete the lyrics of a song (Hold me) with the words from a box. Listen to the text in the song and check the answers (SB p. 37 ex. 2).



Give your opinion about the contents of the song choosing one of the three options suggested for each sentence (SB p. 37, ex. 3).



Write a new line for the song using the first line as a pattern (SB p. 37, ex. 4).

3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES See in the introduction the general aspects of the contribution of learning the foreign language to the basic competences and especially how they are presented in this unit: ii. learning to learn; 

The students think over and strengthen their personal initiative giving opinions and reasons about their nutrition habits and lifestyle (Talking point, SB p. 29) as well as other topics studied in the unit (Activate your English, SB p. 31).



The students will learn to make small cards and do schematic exercises about the things learnt in the unit (Word Bank 3, WB pages. 116 and 117)

iii. data processing and digital competence See in the introduction the general aspects of the contribution to this competence


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iv. social and civic competence as knowing a foreign language involves the knowledge of social features and cultural facts connected with the native speakers of the language which can be worked along with the unit. Health education: the importance of healthy habits in our nutrition and our lifestyle in general Moral and civic education: the importance of knowing and respect other forms of life different from ours. v. cultural and artistic competence Linguistic studies content both artistic and cultural competences; 

Complete the suggested song in the unit and learn about the group Weezer (SB p 37)

4. CONNECTION WITH OTHER CURRICULUM AREAS Throughout the unit there will be a reinforcement on different interdisciplinary subjects, taking the vocabulary to a real life context helping in the development of its knowledge of the world out of the English classroom. Social sience (Geography) Learn some information about nutrition and balanced diets. Learn some information about places like New Zealand, Ethiopia, Ireland, etc. Language and Literature Learn about Shakesperare and drama as a literary style. Curriculum Extra 1, SB pages 98 and 99, WB p. 130, Teacher’s Guide, pages 98, T98, T99 and 99 5.- TREATMENT OF DIVERSITY Reinforcemnt activities Additional and alternative activities, Teacher’s Book, pages T-28to T-37. Workbook, pages 25 to 32 Section Grammar Bank 3, WB, pages 96 and 97. Section Word Bank 3, WB pages 116 and 117. Section Pronunciation Bank, Unit 3 (WB, page 134). Section Wordlist, WB, pages 137 to 143. Photocopiable activities, Unit 3 (Revision) Teacher’s Resource Book, page 76. Alternative practice for students with difficulty to follow up the group’s pace: English Alive! Basics Progress Book A, Unit 3


62

Additional activities Additional and alternative activities, Teacher’s Book, pages T-28 to T-37. Photocopiable activities, Unit 3 (Extension) Teacher’s Resource Book, page 77. 6.- ASSESSMENT Formative assessment Grammar consolidaton (Unit 3, SB page 33) Grammar consolidation (Unit 3 WB page 29) Progress Check (Unit 3 WB page 32). Revision sections (Units 1-4, WB pag 41and 42). Final assessment End-of-unit test (Unit 3) Teacher’s Resource Book, pages 16, 17 and 18. End-of-term test (Test 1), Teacher’s Resource Book, pages 19, 20 and 21. Self -assessment Student Self-assessment Checklist, Unit 3 Teacher’s Book, page xix Unit 3 Test (Teacher’s resource Book 3 pages 16-18) Vocabulary 

Complete some adjectives and write down their antonyms.



Put the letters of some words in order and sort them out as indicated.

Grammar 

Choose in a text the appropriate adverbs of quantity.



Complete some sentences using too, too much, many, enough as suitable.



Make complete sentences using the expressions shown.



Write down the comparative and superlative of the adjectives given.



Complete some sentences with the comparative or superlative of the adjectives given.




Reading 

Read a text and show comprehension by saying if some sentences are true or false.



Read the text again and answer some questions of more specific information


Listen to a conversation about health and nutrition. Show comprehension and choose the correct option in some sentences.


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Writing 

Write a composition about personal health and diet. Use the suggested questions as a guide.

End-of-term Test 1 (Teacher’s resource Book 3 pages 19-21) Vocabulary 

Complete a crossword.



Write down the antonyms of some adjectives.



Complete a chart with the past simple of some verbs.

Grammar 

Complete some sentences with two words from a box.



Complete some sentences using the past simple or past continuous.



Complete some sentences with the present simple and continuous of the verbs in a box.



Put the words in some sentences in order.



Complete a text with the comparatives or superlatives of the adjectives given



In a text, indicate the correct expressions choosing from two options.

Reading 

Read a text and show comprehension by saying if some sentences are true or false.



Read the text again and answer some questions with more specific information.


Listen to a conversation of a teacher and complete some sentences with the words from a box.

Writing 

Write a composition about the student’s school life. Use some questions as a guide.

UNIT 4 – ON THE MOVE 1.- TEACHING OBJECTIVES 

Be able to understand and use vocabulary connected with travelling.



Be able to learn how to use compound nouns connected with travelling



Be able to use the language and the structures learnt in the unit in the context of a daily normal conversation (Describing an event – Practical English).


64






Understand and apply grammar aspects such as: the present perfect of verbs, in the affirmative , negative and question forms. Learn the use and position in the sentences of the adverb just.



Understand oral texts with comments about unusual cars (Fast forward) and identify general and more specific information in them.



Carry out communicative exchanges, speaking about travel experiences (Talking about travel experiences) and describing an event (Describing an event).



Write an email (An email) using structures and expressions worked in the unit,such as expressions of time or verb tenses (time expressions and tenses).



Learn about other cultural and social patterns and compare them with the student’s own culture (Britain- An island nation)



Practice the rythm and entonation of spoken English (linking).



Assess the progress and participation in the learning process.


Listen to five questions and write down the answers (DICTATION) (SB p. 42, ex. 4).



Listen to an interview about unusual cars and answer a question of general comprehension and others more specific (SB p. 42, ex. 1 and 2).



Listen to an email text to check the words left out (SB p. 45, ex. 3).



Listen to a programme of events of a festival “The Birdman” and check the answers of some comprehension questions (A programme of events–Practical English, SB p. 47 ex. 5).



Listen to a programme of events with common expressions to describe a festivalcompetition. Answer a comprehension question (A programme of events –Practical English, SB p. 47 ex. 6).

Speaking


65



Ask and answer questions giving opinions and reasons about vacational preferences and likes (Talking Point, SB p. 39, ex. 7).



Make up explanations for hypothetical situations, using the adverb just and the present perfect (Activate Your English, SB p. 40, ex. 7).



Practice asking and answering questions using the present perfect of the verbs given and ever (Activate Your English, SB p. 42, ex. 5)



Debate the answers of a contest in groups (Round the World). Discuss the answers using the suggested expressions in the Phrase Bank (SB p. 44, ex 1 and 2)



Prepare and practice a dialogue (Activate Your English) describing the events that may take place in the students environment. Use the suggested dialogue as a guide (Describing an event, Practical English). Practice the dialogue with a partner (SB p. 47, ex. 8).


Read and listen to a text (Go, Go, Go!) about alternative holidays. Deduct the correct heading choosing from four options (SB p. 38 ex. 3).



Read the text again and say if some sentences are true or false. Find the exact place where the information is located (SB p. 33, ex. 4).



Find some words in the text above and connect them with their correct definition (WORD SEARCH, SB p. 33, ex. 5).



Complete a list of words connected with holidays and describe each one’s last holidays, describing actions totally finished in the past (Recycle, SB p.39, ex. 6).



Ask and answer questions giving opinions and reasons about vocational preferences and likes (TALKING POINT, SB p. 39, ex. 7).



Read the question of a contest (Round the World) Choose the right answers. In groups, discuss and debate the questions using the expressions of the Phrase Bank (SB p. 44, ex 1 and 2)



Read the programme of events for a festival-competition “The Birdman” and answer some comprehension questions. (A programme of events–Practical English, SB p. 47 ex. 4).


66



Read and listen to a dialogue discribing the events to take place in a festivalcompetition. Answer a comprehension question (Describing an event–Practical English,



SB p. 47 ex. 6).

Read and order a dialogue describing the events to take place in the River Thames (Describing an event–Practical English, WB p. 39 ex. 7).

Writing 

Read an email and deduct the words left out in the text. Listen to a CD and check the answers (SB p. 45, ex. 3).



Translate some expressions of time into the mother tongue and identify the tense of verbs (Language Point, time expressions and tenses, SB p. 45,ex. 4)



Connect some expressions of time with some sentences (SB p. 45, ex. 5).



Make up some notes to send an email to a friend, telling him the experience of a trip to a certain country (Preparation) and answer some questions with them (SB p. 45, ex. 6).



Write an email (Task) describing a trip to a country, using the suggested plan (Writing plan), the pattern in the book and the ideas in the exercise above (SB p. 45, ex. 7).



Prepare a dialogue (Activate Your English) to describe the events that happen in the student’s environment using the suggested dialogue as a pattern (Describing an event, Practical English). (SB p. 47, ex. 8).



Write a dialogue giving information about the events that take palace in Notting Hill’s carnival (Describing an event – Practical English, WB p. 39 ex. 8).


Describe travelling experiences.



Debate about likes and options regarding holidays.



Discuss the chosen answers in a contest.



Describe an event.

STRUCTURES-GRAMMAR


67

Present perfect Present perfect: just Present perfect questions VOCABULARY Subject: Travel GLOSSARY: 

Travel: Prepositions (around, across, down, up, into, out of, over, through);. verbs: (climb, cycle, drive, fly, hitch-hike, ride, sail, ski, swim, trek)



Compound nouns: bicycle helmet, bus driver, bus station, bus timetable, ferry port, ferry timetable, motorcycle engine, motorcycle helmet, plane journey, plane ticket, train driver, train journey, train station, train ticket, taxi driver, underground station.

Functional language: Describe an event (Describing an event). PHONETICS Pronunciation: linking PROCEDURES Grammar 

Read a chart about the present perfect structure in its affirmative and negative forms. Indicate which are irregular past participles (SB p. 40, ex.1).



Complete a text (Modern explorers) with the correct form of the present perfect. Check the past participles of irregular verbs on page 144 of the WB (SB p. 40, ex. 2).



Complete some sentences using the affirmative and negative form of the present perfect of the suggested verbs in a box (SB p. 40, ex. 3).



Write about personal travel experiences using the patterns suggested and the appropriate verb tense (Activate Your English, SB p. 40, ex. 4).



Translate some sentences into the mother tongue (SB p.40, ex. 5).



Complete some sentences with the adverb just and the correct form of thel present perfect (SB p.40, ex. 6).



Make up some explanations for hypothetical situations using the adverb just and the present perfect (Activate Your English, SB p. 40, ex. 7).



Read a chart about the present perfect in the question form and translate it into the mother tongue. Also translate the word ever (SB p. 42, ex.3).



Listen to five questions and write down the answers (Dictation) (SB p. 42, ex. 4).


68



Make questions with the present perfect of the suggested verbs and ever, according to the pattern. Practice asking and anwering the questions (Activate Your English, SB p. 42, ex.5)



Read and listen to a text (Strange vehicles) Ask and answer questions about it using the present perfect and the question pattern suggested (SB p. 43, ex. 6).



Make questions for some answers given (SB p.43, ex.7).



Complete a dialogue with the present perfect of the suggested verbs. Listen to a CD and check the answers (Grammar Consolidation, SB p. 43, ex. 8).



Listen and take a dictation (Grammar Consolidation, WB p. 36, ex. 7).

Vocabulary 

Translate some prepositions into the mother tongue (SB p. 38, ex. 1).



Look up the meaning of some words and

choose the right preposition in some

sentences. Listen and check the answers (SB p. 38, ex.2). 

Observe some photographs and connect them with a compound noun (formed with two nouns from different boxes) (SB p. 41, ex. 8).



Write some sentences expressing experiences in personal trips, using the suggested verbs in the appropriate tense and a compound name from a list (SB p. 41, ex. 9).

Pronunciation 

Practice and learn how to the words in spoken English (Pronunciation Bank, Unit 4, WB page 134, ex. 1, 2 and 3).



Practice the rythm and entonation of some sentences (Phrase Bank (Practical English, SB p. 47, ex. 7).

BLOCK 4- Socio-cultural features and intercultural awareness CONCEPTS Learn some data about Great Britain and the British people; compare the differences with other countries of the Europan Union, such as driving (on the left), their measure system (in miles, yards, pints, pounds, etc), their currency (sterling pound), and their love for tradition and the preservation of old habits or competitions

Refer to the show of Punch

and Judy, a traditional festival in Great Britain, where children carry out all kind of activities: fly, dance, play musical instruments, sports, food, etc. PROCEDURES


69



Observe some photographs and the heading of a text about Great Britain and the British (Britan-An island nation) and give answers to some questions (SB p. 46, ex. 1).



Read and listen to the complete text and check the answers (SB p. 46 ex. 2).



Answer some questions connected with the text previously read comparing and contrasting cultures (Comparing Cultures, SB p. 46, ex. 3).

3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES

See in the introduction the general aspects of the contribution of learning the foreign language to the basic competences and particularly how they are presented in this unit: ii. learning to learn: 

The students think about and strengthen their personal initiative giving their own opinion about holidays (Talking point, SB p. 39) or about experiences in trips (Activate your English, SB p. 40).



The students will learn to elaborate small cards and do schematic exercises about the things learnt in the unit (Word Bank 4, WB pages. 118 and 119)

iii. data processing and digital competence, See in the introduction the general aspects of the contribution to this competence. iv. social and civic competence, as knowing a language involves the knowledge of social features and cultural facts connected with its native speakers which can be worked along with the unit. Leisure education: the importance of travelling and visit new places which enrich our perception of the world and makes us more tolerant. Moral and civic education: the importance of looking after and respect the places where we go on holiday Education for the equality of both sexes: the importance of observing and assuming as normal that both men and women can carry out the same kind of activities. v cultural and artistic competence Linguitic studies contain both both artistic and cultural components


70



Read and learn some information about Great Britain and its differences (SB p. 46).

4. CONNECTION WITH OTHER CURRICULUM AREAS Throughout the unit there will be a reinforcement on different interdisciplinary subjects, taking the vocabulary to a real life context and helping in the development of their knowledgeof the world out of the English classroom. Social sciences (Geography) Learn the name of several countries and capital cities travelling around the world. Learn about places of the Spanish geography: Costa Brava (Calella), Menorca, Sevilla, Torrevieja, Salamanca, Granada, Benidorm, etc.

Curriculum Extra 2, SB pages 100 and 101, WB p. 131,Teacher’s Guide, pages 100, T100, T101 and 101 5.- TREATMENT OF DIVERSITY Reinforcement activities Additional and alternative activities, Teacher’s Book, pages T-38 to T-47 Workbook, pages 33 to 39. Section Grammar Bank 4, WB, pages 98 and 99. Section Word Bank 4, WB pages 118 and 119. Section Pronunciation Bank, Unit 4 (WB, page 134) Section Wordlist, WB, páginas 136 to 142. Photocopiable activities, Unit 4 (Revision) Teacher’s Resource Book, page 78. Alternative practice for students with difficulties to follow up the group’s pace: English Alive! Basics Progress Book A, Unit 4 Additional activities Additional and alternative activities, Teacher’s Book, pages T-38 to T-47 Photocopiable activities, Unit 4 (Extension) Teacher’s Resource Book, page 79. 6.- ASSESSMENT Formative assessment Grammar consolidaton (Unit 4, SB page 43) Grammar consolidation (Unit 4 WB page 37)


71

Progress Check (Unit 3 WB page 40). Revision sections (Units 1-4, WB pages 41 and 42). Final assessment End-of-unit test (Unit 4) Teacher’s Resource Book, pages 22, 23, and 24. Self-assessment Student Self-assessment Checklist, Unit 4, Teacher’s Book, page xix Assessment criteria Unit 4 Test (Teacher’s resource Book 3 pages 22-24) Vocabulary 

Complete some sentences with the verbs from a box.



Choose the correct preposition in some sentences.



Put the letters of some words in order.



Complete some words and complete the compound words in the appropriate way

Grammar 

Write the past participle of some verbs.



Complete some sentences with the present perfect of the verbs in a box.



Write negative and affirmative sentences using the present perfect.



Complete sentences using just and the present perfect.



Write questions and short answers using the present perfect.



Complete a dialogue with the present perfect of the verbs given.




Reading 

Read a text and show comprehension indicating if some sentences are true or false.



Read the text again and answer some questions of more specific comprehension


Listen to a conversation about travelling experiences. Show comprehension and choose in some sentences the correct option from the three suggestions given.

Writing 

Write a composition imagining the travelling experiences in a gap year. Use the information from a box as help.

UNIT 5 – CRAZY ABOUT IT 1.- TEACHING OBJECTIVES Oxford University Press – English Alive! 3-4

72



The students must be able to understand and use the vocabulary connected with cultural events.



Be able to learn how to use the verbs and nouns connected with competitions.



Be able to use the language and the structures learnt in the unit in the context of a normal daily conversation (Buying by phone – Practical English).






Understand and apply grammar aspects such as: the present perfect and past simple of verbs, as well as expressions of time which are used with the present perfect; for and since.



Understand oral texts using a vocabulary about toys and gadgets which were very popular (craze) in the past (Everybody’s doing it) and identify general and more specific information in them.



Carry out communicative exchanges, speaking about life experiences (Talking about life experiences).



Write a profile about a sport or fashion (A sport or craze profile) using formulas and expressions worked in the unit, such as topic sentences (topic sentences).



Learn a song and get information about its music and composer (Ms Dynamite).



Practice the sound of weak vowels: (weak vowel: /ə/.)





Listen to five sentences and write them down. Indicate the sound /ə/ (Dictation) (SB p. 51, ex. 8).



Listen to a couple of texts (Superfans) written by some fans of a rock group and TV series and complete them with the figures in a box. Check the answers (SB p. 48 ex. 3)



Read a text and make sure of the meaning of the new words (SB p. 52 ex. 1)



Read some questions and deduct the answers. Listen to a radio programme speaking about toys which have been very popular (The latest craze) and check the answers (SB p.52, ex. 2)


73



Listen to the dialogue again and complete each sentence with two words. (SB p. 52, ex. 3).



Listen to a dialogue about some people who phone to buy some tickets . Answer a comprehension question (Buying by phone–Practical English, SB p. 56 ex. 2).

Speaking 

Ask and answer questions using the vocabulary in lesson 1 above, the present perfect and the pattern sentence (Activate Your English, SB p. 48, ex. 2).



Ask and answer questions giving opinions and reasons about fans and cutural likes (Talking Point, SB p.49, ex. 8).



Ask and answer some questions using either the past simple or present perfect (Activate Your English) (SB p. 50, ex. 5).



Ask and answer questions about everyone’s life according to a pattern (Activate Your English, SB p. 53, ex.8).



Practice a dialogue with a partner (Activate Your English) about buying tickets by phone. Change the kind of show, the place and the ticket prices of the original pattern (Buying by phone–Practical English, SB p. 56 ex. 2).


Read a couple of texts (Superfans) written by some fans of a rock group and TV series and complete them with some figures in a box. Listen to the texts and check the answers. Read the texts again and answer some comprehension questions (SB pages 48 ans 49, ex. 3 and 4).



Find some prepositions in the text above and connect them with an adjective. Complete some sentences with the adjectives (Word Search, SB p. 48, ex. 5 and 6).



Describe an event using there was/there were and the suggested questions (Recycle, SB p. 48, ex. 7).



Ask and answer questions giving opinions and reasoning about fans and cultural likes (Talking Point, SB p.49, ex. 8).



Read and listen to a web page about skateboards (Brendon’s Skateboard page) Write the appropriate questions for some answers (SB p. 54, ex. 1).


74



Sort out and

complete

vocabulary from the text above connected with

Skateboarding (Skills Focus, Learning new words from a text (SB p. 54, ex. 2). 

Read an ment about shows and sports and say if the sentences in it are true or false. (A ticket agency –Practical English, SB p. 56 ex. 1).



Read and listen to a dialogue about buying some tickets by phone. Answer a comprehension question (Buying by phone–Practical English, SB p. 56 ex. 2).

Writing 

Read the description of a sport (Arantxa’s Taekwondo page) and choose the correct words from two suggested options. Listen to a CD and check the answers (SB page. 55, ex. 3).



Read the definition of topic sentence and indicate the ones in exercise 3 above (Language Point, topic sentence, SB page. 55,ex. 4).



Read some topic sentences alternative to the ones in the exercise above and indicate the three of them most suitable for the text in exercise 1 (SB page. 55, ex. 5).



Write down notes to make a description of a sport, game or toy (Preparation) and answer some questions with them. Choose one of the suggested subjects in a box (SB page. 55, ex. 6).



Write a profile (Profile) (Task), using the suggested plan (Writing plan), the pattern in the book and the ideas of the exercise above (SB p. 55, ex. 7).



Prepare a dialogue (Activate Your English)

to buy tickets by phone, using the

suggested dialogue as a pattern and change the event , place and ticket prices (Buying by phone, Practical English). (SB page. 56, ex. 4). 

Complete a dialogue with the sentences from a box. Write a similar dialogue to buy tickets for the play Treasure Island with the sentences in a box and the information of the play poster (Buying by phone – Practical English, WB page. 49 ex 8 and 9).


Speak about events.



Refer to non finished events.



Speak about life experiences.



Buy tickets by phone for shows.


75

STRUCTURES-GRAMMAR Present perfect and past simple For and since VOCABULARY Subject: Events. GLOSSARY: 

Events: autograph, concert, costume, crowd, programme, match, seat, stadium, stage, theatre, ticket, trophy.



Competition; verbs and nouns: champion, championship, compete, competitor, competition, final, finalist, hold a record, record holder, lose, loser, race, racer, score, scorer, win, winner.

Functional language: Buy tickets by phone (Buying by telephone).

PROCEDURES PHONETICS Pronunciation: Weak vowel: / ə / PROCEDURES Grammar 

Read and complete a chart comparing the use of the present perfect and the past simple (SB page.50, ex.1).



Complete a chart with the time expressions in the suggested text (SB page.50, ex. 2).



Complete the text in exercise 2 above with the appropriate verb form (SB page. 50, ex. 3).



Complete some sentences with the present perfect or past simple of the verbs in a box (SB page.50, ex. 4).



Complete some questions with the present perfect or past simple as suitable



Ask and answer the questions (Activate Your English) (SB page 50, ex. 5).



Read and complete a grammar chart with the use of expressions of time: for and since (SB page. 52, ex. 4).



Complete a chart with the expessions of time from a box (SB page. 53, ex.5).


76



Read some information about the use of the yo-yo and complete some sentences, using the present perfect, since or for and an expression of time en each sentence (SB page. 53, ex. 6)



Write some sentences about the students’ lives using the present perfect and since or for and the suggested pattern. Ask and answer questions about the exercise above (Activate Your English, SB page.53, ex.7/8).



Read a text (We’re crazy about…) and choose the correct words between two options to practice the gramar learnt in the unit (Grammar Consolidation, SB page. 53, ex. 9.)



Listen and write down a dictation (Grammar Consolidation, WB page. 47, ex. 8).

Vocabulary 

Look up the meaning of some words and complete the text which appears with some photographs and the words from a box (SB page 48, ex 1).



Ask and answer questions using the vocabulary in exercise 1 above and the pattern sentence (Activate Your English, SB page. 48, ex. 2).



Look up the meaning of some words connected with sports competitions and answer the questions (SB page.51, ex. 6).



Complete a chart sorting out the words in exercise 6 above. Listen and check the answers (SB page. 51, ex. 7).



Listen to five sentences and write them down. Notice the sound /ə/ (Dictation) (SB page. 51, ex. 8).



Complete some texts with the correct word from the boxes. Listen and check the answers (SB page. 51 ex. 9).

Pronunciation 

Practice and learn the sound of the weak vowel / ə / (Pronunciation Bank Unit 5, WB page. 134, ex.1,2 and 3)



Listen to five sentences and write them down. Notice the sound / ə / (Dictation) (SB page. 51, ex. 8).



Practice the rythm and entonation of some sentences (Phrase Bank)(Practical English, SB page. 56, ex. 3)


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BLOCK 4- Sociocultural aspects and intercultural consciousness CONCEPTS Get some information about the British musical group Oasis, born in Manchester in 1992, and the famous film Star Wars written and directed by American George Lucas in 1977. Refer some data about skateboarding; its history, equipment, colloquial language and famous characters of the activity like the American Vannesa Torres, who won a medal in The X games ( an annual event for extreme sports that has been taking place since 1996. Give details about Taekwondo, a martial art of Corean origin, its competitions, famous sportspeople, etc. Learn and sing a song, approaching the pop culture and learning details of a character, the English singer and presenter Ms Dynamite. PROCEDURES 

Read the biographic report of Ms Dynamite and answer some questions (SB page. 57, ex. 1)



Read and complete the lyrics of a song (A little deeper) choosing words from two suggested options. Listen to the text of the song and check the answers (SB page. 57 ex. 2).



Ask about the students’ favourite singer. Find out six relevant facts

about this

character and write a card about him/her, using the pattern pop file (SB p.. 57, ex. 3). 3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES See in the introduction the general aspects of the contribution of learning the foreign language to the basic competences and especially how they are presented in this unit: ii. learning to learn; 

The students think over and strengthen their personal initiative giving their opinions about the world of superfans (Talking point, SB p. 49).





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iii. data processing and digital competence, See in the introduction the general aspects of the contribution to this competence. In this unit there will be a reinforcement on reading and searching for information on different web pages, apart from learning to reserve tickets for different cultural and sports events. iv. social and civic competence as knowing a foreign language involves the knowledge of social features and cultural facts connected with the native speakers of the foreign language which can be worked along with the unit. Health education: the importance of sports and exercise for our health. Moral and civic education: the importance of playing and compete following the “game rules” and “playing fair”. Leisure education: The importance of having cultural interests as well as sportive and belong to clubs or teams with “equals” v. cultural and artistic competence Linguistic studies contain both artistic and cultural components; 

Complete the suggested song in the unit and learn about the writer Ms Dynamite (SB p. 57).



Get some information about different sports champions (Champions, SB p. 51).

4. CONNECTION WITH OTHER CURRICULUM AREAS Throughout the unit there will be a reinforcement on different interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom. Physical education Get some information about different sports and competitions. Social sciences: Geography Learn about places of the Spanish geography; Costa Brava (Calella), Menorca, Sevilla, Torrevieja, Salamanca, Granada, Benidorm, etc. Curriculum Extra 2, SB pages. 100 and 101, WB p. 131,Teacher’s Guide, pages 100, T100, T101 and 101 5.- TREATMENT OF DIVERSITY Reinforcement activities Additional and alternative activities, Teacher’s Book, pages T-48 to T-57 Oxford University Press – English Alive! 3-4

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Workbook, pages 43 to 49. Section Grammar Bank 5, WB, pages 100 and 101. Section Word Bank 5, WB pages 120 and 121. Section Pronunciation Bank, Unit 5 (WB, page 134) Section Wordlist, WB, pages 136 to 142. Photocopiable activities, Unit 5 (Revision) Teacher’s Resource Book, page 80. Alternative practice for students with difficulty to follow up the group’s pace: English Alive! Basics Progress Book A, Unit 5 Additional activities Additional and alternative activities, Teacher’s Book, pages T-48 to T-57 Photocopiable activities, Unit 5 (Extension) Teacher’s Resource Book, page 81. 6.- ASSESSMENT Formative assessment Grammar consolidaton (Unit 5, SB page 53) Grammar consolidation (Unit 5 WB pag 47) Progress Check (Unit 5 WB page 50). Revision sections (Units 1-6, WB pages 59 and 60). Final assessment End-of-unit test (Unit 5) Teacher’s Resource Book, pages 25, 26 and 27. Self-assessment Student Self-assessment Checklist, Unit 5, Teacher’s Book, page xx Assessment criteria Unit 5 Test (Teacher’s resource Book 3 pages 25-27) Vocabulary 

Put the letters of some words in order and complete some sentences with them.



Complete some sentences with suitable verbs and nouns.

Grammar 

Complete a chart with the past simple and present perfect of the suggested infinitives.



Choose in some sentences the correct verb from two options.



Complete some sentences with the past simple or present perfect of the verbs in a box.


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

Complete some questions. Use the past simple or present perfect.



Complete a chart with the time expressions in a box.



Complete some sentences with the present perfect and the prepositions for or since.



Write some questions using the expression How long and the present perfect. Answer the questions.



Complete a text with the words in a box.

Reading 

Read a text and show comprehension saying if the sentences are true or false Read the text again and answer some questions of specific comprehension.


Listen to some people and say what sports and hobbies are mentioned.

Writing 

Write a composition about a favorite sport or hobby. Use the questions as a guide.

UNIT 6 – YOUR FUTURE ? 1.- DIDACTIC OBJECTIVES 

Be able to understand and use verbs and nouns connected with human evolution.



Be able to learn and use vocabulary connectd with science and technology.



Be able to use the vocabulary and structures learnt in the unit in the context of a daily normal conversation (Comparing products – Practical English).






Understand and apply grammar aspects such as the future of verbs (will and might) to express opinions about things that will take place in the future, the first conditional to speak about the possible consequences of an action (first conditional) and the verbs can, could, will be able to, to describe capacity and ability.



Understand oral texts with expressions to speak about future engineering (Robot revolution) and identify general and more specific information in them.



Carry out communicative interchanges expressing possibility (Expressing possibility) and talking about the future (Talking about future).



Write a composition about the future (A composition) using structures and expressions worked in the unit (Expressing opinions).


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Learn about other cultural and social patterns



and compare them with the

student’s own culture (Hi-tech teens). 

Practice the pronunciation of the suffix –tion in nouns (Noun ending: -tion).





Listen to and write five sentences (Dictation, SB p. 60 ex. 3).



Read and complete a text about robots. Listen to the comments in the text and check the answers. Answer some comprehension questions (SB p. 62, ex. 1 and 2).



Listen to three teenagers talking about some science fiction books and answer some questions (SB p. 64, ex. 3).



Read some opinions and listen again to the teenagers in exercise 3 above. Answer yes/no/perhaps, according to what the teenagers think about the future (SB p. 64, ex. 4).



Listen to and complete a conversation

online with the expressions from a box

(Instant messages- Practical English, SB p. 67 ex. 6). 

Listen to a dialogue comparing two mobiles. Answer a comprehension question (Comparing products–Practical English, SB p. 67 ex. 7).

Speaking 

Ask and answer questions giving opinions and reasons about the kind of life at the time of Homo Habilis (Talking Point, SB p.59, ex. 8).



Compare sentences with a partner about one own’s life in the past, present and future (Activate Your English, SB p. 63, ex. 5).



Give opinions about some ideas connected with science and future, using the suggested expressions in the Phrase Bank. In pairs, compare these opinions (SB p. 64, ex.5 and 6).



Prepare and practice a dialogue (Comparing products) comparing a game machine. Use the suggested dialogue as a guide (Activate Your English–Practical English, SB p. 67 ex. 9).


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Read and listen to an interview (Face of the future) about the evolution of the human being and connect some questions with each paragraph. Listen to and check the answers. Complete a summary with the information in the text (SB p. 58 and 59 ex. 3 and 4).



Complete a chart with words from the text above. Add a list of verbs to the chart and write down the corresponding noun. Listen and check (Word Search, SB p. 58, ex.5 and 6).



Compare life these days with the past and write sentences using the comparative forms of the adjectives (Recycle, SB p. 59, ex. 7).



Ask and answer questions giving opinions and reasoning about life at the time of the Homo Habilis (Talking Point, SB p.59, ex. 8).



Read the summaries of some science fiction books and predict the information left out in them (SB p. 64, ex. 1).



Deduct the necessary information to complete the texts in exercise 1 above, preparing the necessary questionss (Skill Focus, Preparing questions (SB p. 64, ex. 2).



Complete an abbreviation mini-dictionary for messages with the expressions in a box. (Instant messages- Practical English, SB p. 67 ex. 5).



Read and listen to a dialogue comparing some mobiles. Answer a comprehension question (Comparing products–Practical English, SB p. 67 ex. 7).

Writing 

Read a composition about the future (The future) and correct grammar and vocabulary in the text. Listen to a CD and check the answers (SB p. 65, ex. 7).



Translate some expressions of opinion into the mother tongue and complete them with other suggested expressions (Language Point, Expressing opinions, SB p. 65,ex. 8 and 9).



Take some notes to write a composition giving opinions about the future (Preparation) and answer some questions with them (SB p. 65, ex. 8).



Write a composition about the future (Task), using the suggested plan (Writing plan), the pattern in the book and the ideas in the exercise above (SB p. 65, ex. 9).


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

Complete a dialogue choosing the correct expression from two options. Write a dialogue similar to the last one comparing digital cameras (Comparing products – Practical English, WB p. 57, ex. 8 and 9).


Express opinions about things that will happen in the future.



Make predictions.



Speak about the possible consequences of an action.



Describe capacities or abilities.



Compare products.

.

STRUCTURES-GRAMMAR Will and might First conditional: if + subect + verb in the present simple + will/won’t + infinitive of the verb. Can, could, will be able to VOCABULARY Subject: Evolution and future of mankind. GLOSSARY: 

Development; verbs and nouns: become extinct, create, survive, colonise, grow, evolve, develop, cure, produce, exist, existence, extinction, survival, evolution, growth, creation, development, colony, production.



Science and technology: chemicals, clones, crops disease, energy, genetic, engineering, laboratories, pollution, scientists, weapons.



Comparative forms of adjectives: taller, heavier, straighter, better, longer, thinner, larger, more sophisticated, more similar.

Functional language: Compare products (Comparing products). PHONETICS Pronunciation: Noun ending: -tion


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PROCEDURES Grammar 

Read a grammar rule about the use of will and might and connect some examples with the words definitely or possibly (SB p. 60, ex.1).



Complete some sentences about the future with two of the suggested options (SB p. 60, ex. 2).



Listen and write down five sentences (Dictation, SB p. 60 ex. 3).



Write sentences about the future with the words included in three different lists. Write six more sentences expressing personal or other people’s ideas in the future; use will, won’t, might, might not (Activate Your English) (SB p. 60, ex. 4 and 5).



Translate into the mother tongue some examples and complete the grammar rules to form the first conditional (first conditional) (SB p.60, ex. 6).



Complete some sentences with the correct verb form. Use the present simple or will + infinitive



(SB p. 60, ex. 7).

Write some sentences about the future with the suggested words and the first conditional (SB p.60, ex.8).



Complete a chart with the negative forms of the verbs can, could, will be able to (SB p. 63 ex. 3).



Complete a text with the affirmative and negative forms of the verbs can, could, be able to



(SB p. 63, ex. 4).

Write some sentences about one’s own life in the past, present and future, with the help of a diagram. Compare them with those of a partner (Activate Your English , SB p. 63, ex. 5).



Read a text about genetic engineering (The gene debate) and complete it with the corresponding words from three different columns to practice the grammar learnt in the unit. Listen and check the answers. Give your opinions about the pros and cons of the ideas in the text (Grammar Consolidation, SB p. 63, ex. 6).




Vocabulary 

Complete a text about evolution with the infinitive of the suggested verbs and one of the figures in a box (SB p. 58, ex. 1).



Complete a chart with the verbs from exercise 1 above and the incomplete nouns from a box. Listen and check the answers (SB p. 58, ex.2).


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

Complete a questionnaire about science and technology with the words from a box. Choose one of the two options given for each subject and check the result of the survey (SB p.61, ex. 9).



Complete a chart with personal ideas about the future. Use will, won’t, might, might not and vocabulary from exercise 9 above (Activate Your English, SB p. 61, ex. 10).

Pronunciation 

Practice and learn the pronunciation of the noun suffix –tion (Pronunciation Bank, Unit 6, WB p. 135, ex.1 and 2).



Practice the rythm and entonation of some sentences (Phrase Bank)(Practical English, SB p. 67, ex. 8)

BLOCK 4- Socio-cultural features and intercultural awareness CONCEPTS Understand the meaning of some of the scientific or technical words studied in the unit, such as: Genetic engineering, handling genes of a living organism, clones, an exact replica of a living being. Speak about robots; their history, evolution, abilities and the way science continues creating robots for the future with human features and characteristics, as well as nanorobots (microscopic robots). Refer to famous books and authors connected with science fiction, such as: H.G. Wells (1866-1946) or Isaac Asimov (1920-1992).

Learn some data about how American teenagers use modern technology: Internet, email, mobile phone, etc. and establish a sociocultural comparison with the students’ environments. PROCEDURES 

Answer a question about the kind of electronic communication normally used by the students, using the suggested expressions (SB p. 66, ex. 1).



Read and listen to a text about American teenagers and the new technologies (Hitech teens) and answer a question (SB p. 66, ex. 2).



Read the text again and indicate if the sentences are true or false. Discuss the answers with the information of the text above (SB p. 66 ex. 3).


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

Answer some questions about opinions connected with the text read, comparing and contrasting cultures (Comparing Cultures, SB px 66, ej. 4).

3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES See in the introduction the general aspects of the contribution of learning a foreign language to the basic competences and particularly how they are presented in this unit: ii

learning to learn;



The students think over and strengthen their personal initiative giving opinions about life in prehistoric times (Talking point, SB p. 59), and about the future (Activate your English, SB p. 60).



The students will learn to make small cards and do schematic exercises about the things learnt in the unit (Word Bank 1, WB pages 122 and 123).

iii. data processing and digital competence, See in the introduction the general aspects of the contribution to this competence. In this particular unit there is a reference to different forms of technology and communication. iv. social and civic competence as knowing a foreign language involves the knowledge of social features and cultural facts connectd with the native speakers which can be worked along with the unit.

Moral and civic education: The importance of using science and technology in an ethical way and for noble purposes. Education for peace: the importance of reaching agreements regarding subjects which may be treated with a wide discussion and controversy, as genetic energy, cloning living beings, the use of nuclear energy. Health education: the importance of using the new technologies in a reasonable and controlled way without getting “addicts” to computers, play-stations, mobiles, etc. v. artistic and cultural competence Linguistic studies content both artistic and cultural components ; 

Learn some information about the new communication technologies (SB p. 66).


87



Learn about some famous books and films (SB p. 64).

4. CONNECTION WITH OTHER CURRICULUM AREAS Throughout the unit there will be a reinforcement on different interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom. History Learn about the evolution and chronology of the human being. Sciences and technology Learn some information about the new technologies: robotics, genetics, etc. and how they affect the human beings’ life. Social sciences: Geography Learn about places of the Spanish geography: Costa Brava (Calella), Menorca, Sevilla, Torrevieja, Salamanca, Granada, Benidorm, etc. Curriculum Extra 2, SB pages 100 and 101, WB p. 131,Teacher’s Guide, pages 100, T100, T101 and 101 5.- TREATMENT OF DIVERSITY Reinforcement activities Additional and alternative activities, Teacher’s Book, pages T-58 to T-67 Workbook, pages 51 to 57. Section Grammar Bank 6, WB, pages 102 and 103. Section Word Bank 6, WB pages 122 and 123. Section Pronunciation Bank, Unit 6 (WB, page 135) Section Wordlist, WB, pages 136 to 142. Photocopiable activities, Unit 6 (Revision) Teacher’s Resource Book, page 82. Alternative practice for students with difficulties to follow up the group’s pace: English Alive! Basics Progress Book A, Unit 6 Additional activities Additional and alternative activities, Teacher’s Book, pages T-58 to T-67 Photocopiable activities, Unit 6 (Extension) Teacher’s Resource Book, page 83. 6.- ASSESSMENT Formative assessment Grammar consolidaton (Unit 6, SB page 63) Grammar consolidation (Unit 6,WB page 55)


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Progress Check (Unit 6 WB page 58). Revision sections (Units 1-6, WB pages 59 and 60). Final assessment End-of-unit test (Unit 6) Teacher’s Resource Book, pages 29, 30 and 31. End-of-term (Test 2) Teacher’s Resource Book, pages 31, 32 and 33. Self-assessment Student Self-assessment Checklist, Unit 6 Teacher’s Book, page xx Assessment criteria Unit 6 Test (Teacher’s resource Book 3 pages 28-30). Vocabulary 

Complete a chart with verbs and nouns.



Complete some sentences choosing a word from each pair.



Write down the missing vowels in some words connected with science and technology.

Grammar 

Choose the most suitable verb from two options in some sentences.



Complete some conditional sentences with the correct verb form.



Complete some conditional sentences with the correct verb form of the verbs in a box.



Complete a text with the verbs from a box.



Transform some positive sentences into negatives changing the verb given.



Choose the correct verbs from two options in a text.

Reading 

Read a text and show comprehension answering some questions with short answers.



Read the text again and answer some questions of specific comprehension.


Listen to a conversation about genetically manipulated food. Show comprehension and choose the correct option from two.

Writing 

Write an opinion article about the future of the environment. Use some ideas as help.

End-of-term Test 2 (Teacher’s resource Book 3 pages 31-33)


89

Vocabulary 




Complete a chart with verbs and nouns.



Write one more word of each class.

Grammar 

Write some sentences using the present perfect and the words given.



Complete a dialogue with the past simple or the present perfect.



Write some sentences using the first conditional.



Complete some sentences with the correct verb tense.



Transform some sentences from the positive form to the negative.



Complete a text with the words from a box .

Reading 




Read the text again and answer some questions of more specific information.


Listen to a person speaking about skateboarding and complete some sentences with the numbers in a box.

Writing 

Write a composition about the tennis player Rafael Nadal. Use some information as help.

UNIT 7 - AMBITION 1.- TEACHING OBJECTIVES Understand and use vocabulary connected with professions. 

Be able to learn and use adjectives to describe qualities.



Be able to use the language and structures learnt in the unit in the context of a daily normal conversation. (An informal interview – Practical English).



Be able to identify and interpret general and more specific questions in written texts.


90



Understand and apply grammar aspects such as: would to express likings and preferences, have to/don’t have to to express obligation, be going to to express intentions and future plans, will for predictions or give opinions about the future.



Understand oral texts; a programme in which the results of a singing competition are presented (You’re a star) and identify general and more specific information.



Carry out communicative exchanges, presenting ideas for a business (Presenting ideas) or interviewing (An informal interview).



Write a formal letter (A formal letter) using formats and expressions worked in the unit (Format and phrases in a formal letter).



Learn a song and get some information about the music and the composer (Kelly Clarkson).



Practice the pronunciation of the contracted forms in written and spoken English (Contractions).





Listen to five sentences and write them down (Dictation) (SB p.70, ex. 4).



Listen to a text where four teens speak about their professional ambitions for the future (I’d like to be…). Answer two questions of personal opinion. Answer some comprehensive questions (SB p. 68, ex.3 and 4).



Read some information and listen to a text speaking about and presenting the results of a competition with some singers. Answer two questions, one of them of personal opinion and the other of text comprehension. (SB p. 72, ex. 1).



Listen to the text above again and connect the adjectives in a list with one or two contestants in the competition. Complete some sentences as well (SB p. 72, ex. 2 and 3).



Listen to a dialogue about a work interview.

Answer an opinión question

(An

informal interview–Practical English, SB p. 76 ex. 3). Speaking


91



Ask and answer

questions giving opinions and reasons about personal and

professional ambitions (Talking Point, SB p. 69, ex. 8). 

Give opinions and reasons for the personal results connected with a profession, obtained from the Careers crossroads of the book (Activate Your English, SB p. 71, ex. 11).



In pairs, choose a business to present ideas from some symbolic pictures. Prepare the answers to respond the questionnaire about new businesses of the SB page 74 (In business questionnaire). Use the suggested expressions in the Phrase Bank . Listen to the ideas of other groups and assess the viability and success of their businesses. (SB p. 75, ex 3, 4 and 5).

SECTION 2- Reading and writing PROCEDURES Reading 

Read and listen to a text with four teenagers talking about their professional ambitions for the future (I’d like to be…). Answer two questions of personal opinion. Answer some comprehension questions (SB p. 68, ex.3 and 4).



Translate into the mother tongue some sentences. Find two more examples in the text of the verb “get” with the meaning of “obtener” (Word Search, SB g. 68, ex. 5).



Complete some questions with the words from a box and answer them (SB p. 68, ex. 6).



Complete some sentences, deducting consequences and using the first conditional (Recycle, SB p. 68, ex. 7).



Ask and answer questions giving opinions and reasons about personal professional ambitions and hopes (Talking Point, SB p. 69, ex. 8).



Read a text and a questionnaire (In business; Skill Focus: Transferring information) and find specific information to transfer from the questionnaire to the text and complete it. Listen to the answers and check. (SB pág. 74, ejs. 1 y 2).



Read some work offers and connect them with a word. Answer a personal opinion question. Connect the description of some jobs with the jobs of previous offers (Job ments – Practical English, SB p. 76 ex. 1 and 2).



Read the dialogue about a work interview. Answer an opinion question and give reasons for the answer (An informal interview–Practical English, SB p. 76 ex. 3).


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

Read and put a dialogue in the right order (An informal interview – Practical English, WB p. 67 ex. 6).

Writing 

Read and complete a letter (A formal letter) choosing the correct words from two options. Listen and check the answer (SB p. 75, ex. 6)



Connect the description of the format parts of an informal letter with the right position in the letter (Language Point, Format and phrases in a formal letter SB p.75,ex. 7)



Copy and translate some sentences into the mother tongue (SB p. 75, ex. 8).



Prepare some notes to write a formal letter (Preparation) and answer some questions with them (SB p. 75, ex. 9).



Write a formal letter (TASK), using the suggested plan (Writing plan), the pattern in the book and the ideas in the exercise above (SB p. 75, ex. 10).



Prepare a dialogue for a work interview. Answer an opinion question and give reasons for the answer. Use the suggested dialogue as a pattern (Activate Your English, An informal interview – Practical English, SB p. 76 ex. 5)



Write a dialogue for a work interview connected with the suggested work in the exercise (An informal interview – Practical English, WB p. 67 ex. 8).


Speak about professions and works.



Describe qualities.



Express likes and preferences.



Express obligation and rule.



Express intention and future plans.



Make predictions or give opinions about the future.



Present ideas for a business.

STRUCTURES-GRAMMAR Likes and preferences: would + verbo + to + verbo Have to/don’t have to Be going to


93

Will and be going to VOCABULARY Subject:Professions and personal ambitions. GLOSSARY: 

Professions: business, caring, education, engineering, farming, journalism and the media, law, medicine, social services, technology, computing, the arts and entertainment, travel and tourism.



Adjectives to describe qualities: ambitious, caring, creative, easy-going, impulsive, inquisitive, logical, mathematical, practical, sociable, studious, visual.

Functional language: Interviewing (An informal interview). PHONETICS Pronunciation: Contractions. PROCEDURES Grammar 

Read a chart about the use of would +verb+ to+ verb, in affirmative and negative. Find examples with the structure in the text of the SB page 69 (SB p. 70, ex.1).



Complete a text with five words or sentences (SB p. 70, ex. 2).



Choose one of the two options suggested in some sentences and give reasons for the answer (SB p. 70, ex. 2).



Complete a chart using have to in the affirmative and negative (SB p. 70 ex. 5).



Write three sentences about some of the professions from a list and the verbs from another, following the pattern. Listen to the classmate sentences and guess the profession described (SB p. 70, ex. 6).



Write some affirmative and negative sentences about the family and household tasks. Compare the sentences with those of the classmates (Activate Your English SB p. 70, ex.7).



Read a grammar chart about the use of be going to. Add in the chart the corresponding form for he and they (SB p. 72, ex. 4).



Complete a text with the correct form of be going to and the verbs in a box (SB p.72, ex.5)



Write some sentences with be going to and the words from two boxes. Ask questions with the ideas above (SB p. 72, ex. 6 and 7).


94



Deduct some grammar rules about the use of the future will or be going to and connect some examples with the corresponding rule (SB p. 73, ex. 8).



Complete some sentences using the right forms of

will or be going to in each

paragraph (SB p. 73, ex. 9). 

Complete some questions using will or be going to. Imagine that the student is part of a band. Write the responses to answer (Activate Your English, SB p.73,ex.10



Complete the lyrics of a song with the appropiate words from one of the three columns given. Listen and check the answers (Grammar Consolidation, SB p.73, ex. 12).



Write five sentences about personal plans for the next weekend (SB p. 64, ex. 4).



Listen to and write down a dictation (Grammar Consolidation, WB p. 65, ex. 8).

Vocabulary 

Watch some photographs and deduct the professions of the people (SB p. 68, ex. 1).



Choose four professions from a list, copy and complete a chart with personal opinions about the professions chosen, according to the pattern (SB p. 68, ex.2).



Read some descriptions about personal qualities, observe and interpret some photographs and deduct the professions of some people (SB pág. 71, ej. 8).



Read again the descriptions in exercise 8 above and follow the clues in a crossroads to deduct the recommended profession to each person (SB p. 71, ex. 9).



Think of several professions and express the qualities needed for each of them, using the adjctives worked in exercise 8 above (SB p. 71, ex. 10).



Follow the route of the Careers crossroads in the book and find which group of professions agrees with the personality of the student. Give opinions and reasons for the results (Activate Your English, SB p.71, ex. 11).

Pronunciation 

Practice the contracted forms of spoken and written English (Pronunciation Bank, Unit 7, WB p. 135, ex. 1 and 2).



Practice the rythm and entonation of some sentences (Phrase Bank)(Practical English, SB p. 76, ex. 4).



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CONCEPTS Speak about professions and compare if the teenagers of the students’ environment usually work as the teenagers who appear in the unit and what kind of works would be chosen. Mention the contests and competitions in which fame and success come from one day to the other. Compare these contests with the ones known by the students. Speak about famous people. Learn the format of a formal letter (addressed to someone unknown) written in English. Compare it with one of the same formal style the student would write in his/her country. Learn and sing a song, approaching the pop culture and learning details about a person, the American singer Kelly Clarkson. PROCEDURES 

Read and arrange Kelly Clarkson’s profile (SB p. 77, ex. 1).



Read and correct ten words in the lyrics of a song (Breakway). Listen to the text of the song and check the answers. Connect the main ideas in the summary of each paragraph of the song with the right paragraph (SB p. 77 ex. 2 and 3).



Say which are the things they would like to change in their lives if they could. Make predictions about their own future and write some lines for a song. Use a chorus as a pattern (SB p. 77, exj. 4).

3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES See in the introduction the general aspects of the contribution of learning the foreign language to the basic competences and especially how they are presented in this unit: ii. learning to learn 

The students think over and strengthen their personal initiative giving opinions about their ambitions (Talking point, SB p. 69) or about their familiar responsibilities (Activate your English, SB p. 70)






Learn how to make a questionnaire (In business, SB p. 74)


96



Learn how to make an applying advertising for a job or have an interview (SB p. 76)

iii. data processing and digital competence, See in the introduction the general aspects of the contribution to this competence. iv. social and civic competence, as knowing a foreign language involves the knowledge of social features and cultural facts connected with their native speakers which can be worked along with the unit. Education for peace: the importance of respect and value the others independently from their personal qualities. Education for the equality on both sexes: the importance of considering men and women in equal conditions regarding professions. v. cultural and artistic competence Linguistic studies content both artistic and cultural components: Complete the suggested song in the unit and learn about the composer Kelly Clarkson (SB p.77). 

Learn how to write a “formal” letter (SB p. 75)

4. CONNECTION WITH OTHER CURRICULUM AREAS Throughout the unit there will be a reinforcement on different interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom. Technologies Learn about renewable energies. Curriculum Extra 3, SB pages 102 and 103, WB p. 132 Teacher’s Guide, pages 102, T102, T103 and 103. 5.- TREATMENT OF DIVERSITY Reinforcement activities Additional and alternative activities, Teacher’s Book, pages T-68 to T-77 Workbook, pages 61 to 67. Section Grammar Bank 7, WB, pages 104 and 105. Section Word Bank 7, WB pages 124 and 125. Oxford University Press – English Alive! 3-4

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Section Pronunciation Bank, Unit 7 (WB, page 135) Section Wordlist, WB, pages 136 to 142. Photocopiable activities, Unit 7 (Revision) Teacher’s Resource Book, page 84. Alternative practice for students with difficulties to follow up the group’s pace: English Alive! Basics Progress Book A, Unit 7 Additional activities Additional and alternatives activities, Teacher’s Book, pages T-68 to T-77 Photocopiable activities, Unit 7 (Extension) Teacher’s Resource Book, page 85. 6.- ASSESSMENT Formative assessment Grammar consolidaton (Unit 7, SB page 73) Grammar consolidation (Unit 7 WB page 65) Progress Check (Unit 7 WB page 68). Revision sections (Units 1-8, WB pages 77 and 78). Final assessment End-of-unit test (Unit 7) Teacher’s Resource Book, pages 34, 35 and 36. Self-assessment Student Self-assessment Checklist, Unit 7 Teacher’s Book, page xxi Assessment criteria Unit 7 Test (Teacher’s resource Book 3 pages 34-36) Vocabulary 

Complete the letters in some sentences (professions).



Find in an alphabet soup ten qualificative adjectives. Write them down.

Grammar 

Choose in a text the correct verbs from two options.



Complete some sentences decoding some symbols.



Complete some sentences with the correct form of have to/don’t have to.



Write some sentences using going to in the affirmative, negative or interrogative form.



Complete some sentences using the future forms be going to and will.



Choose in some sentences the correct verb from two options.


98



Write suitable questions for some answers.




Reading 





Oral comprehension Listen to five people and say what professions they are talking about. Writing 

Choose two professions from a list and write about them using a suggested plan.

UNIT 8 – DANGER! 1.- TEACHING OBJECTIVES 

Understand and use verbs with propositions.



Be able to learn how to use adverbs.



Be able to use the language and the structures learnt in the unit in the context of a daily normal converstion (Giving advice – Practical English).






Understand and apply grammar aspects such as: the second conditional to describe the possible consequences of an action (Second conditional), the structure (not) as… as… to compare things and people, and the modal verbs should, must and have to to give or ask for advice and recommendations.



Understand oral texts, an interview about dangers in Australia (Dangerous wildlife) and identify general and more specific information in them.



Carry out communicative exchanges, speaking about rules (Talking about rules) and offering advice (Giving advice).



Write letters giving advice (Giving advice) using formats and expressions worked in the unit (sentence adverbs).



Have a knowledge of other cultural and social patterns and compare them with the students culture (Crime in the USA)



Practice the pronunciation of the verbs: could, should, would.





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2.- CONTENTS BLOCK 1- Listening, speaking and conversing PROCEDURES 




Read some information (Danger down under) about dangerous animals in Australia and deduct the number of accidents caused by them. Listen to the text and check the answers. Answer a comprehension question (SB p. 82, ex. 1 and 2).



Complete some sentences with the words from a box. Listen and check (SB p. 82, ex. 3).



Listen and complete a text about police advice to prevent murders and crime (Get streetwise!). Listen again and check the answers (Police advice – Practical English, SB p. 87 ex. 5).



Listen to a text with expressions to ask for and give advice and ask the people why they are worried (Giving advice - Practical English, SB p. 87, ex. 6).

Speaking 

Ask and answer questions giving opinions and reasons about risky and exciting experiences (Talking Point, SB p. 79, ex. 10).



Practice a dialogue about one of the suggested situations, using expressions to give and ask for advice and expressing preocupation. Use the suggested pattern in exercise 6 of the SB (Giving advice - Practical English, SB p. 87, e. 8).



Answer some opinión questions connected with a text read before and compare and contrast cultures (Comparing Cultures, SB p. 86, ex. 4).


Say if some sentences regarding the roller coaster are true or false. Read and listen to a text about it (Roller coaster) and compare the answers (SB p. 78, ex. 5).



Read the text again and answer some multiple choice questions (SB p. 78 ex. 6).



Translate into the mother tongue some similes and check if these expressions are also used in the student’s language. Connect the two parts of a sentence (Word Search, SB p.78, ex.7 and 8)



Ask and answer questions about a partner’s experiences using the present perfect and the past simple and the suggested patterns (Recycle, SB p. 79, ex.9).


100



Ask and answer questions giving opinions and reasons about risky and exciting experiences (Talking Point, SB p. 79, ex. 10).



Read the definition of streetwise and answer if it matches your personslity. Read a questionnaire to know if you are a “cautious” person (Are you… Streetwise?).



Check the results of the questionnaire on page 87 of the SB (SB p. 84, ex. 1 and 2).



Read some definitions and choose the most suitable word for them. Check the answers with a dictionary (Skill Focus, Checking words SB p. 84, ex. 3).



Read and complete a text about police advice to prevent murders and crime (Get streetwise!). Use the vocabulary from a box. Listen and check the answers (Police advice – Practical English, SB p. 87 ex. 5).



Read a text with expressions to ask for and give advice and ask people why they are worried (Giving advice - Practical English, SB p. 87, ex. 6).

Writing 

Read and complete some letters with the words from a box (Sandra says) giving some advice. Listen and check the answers. Express agreement or disagreement (SB p.85, ex. 4).



Study the meaning of some adverbs in some sentences. Connect une of the sentences with the adverb clearly (Language Point, Adverbs of degree, SB p. 75,ex. 5)



Complete some sentences with personal ideas (SB p. 75, ex. 6).



Read a letter asking for advice about the attitude of a friend. Write some notes to answer this letter (Preparation) and answer some questions with them (SB p. 75, ex. 7).



Write a letter answering the letter (Task), using the suggested plan (Writing plan), the pattern in the book and the ideas of the exercise above (SB p. 75, ex. 8).



Prepare a dialogue about one of the suggested situations using expressions to give and ask for advice and expressing preoccupation. Use the pattern suggested in exercise 6 of the SB (Giving advice - Practical English, SB p. 87, ex. 8).



Read an extract about a young man asking for advice about a problem and write a similar dialogue to that in the WB page 75 ex. 7 (Giving advice – Practical English, WB p. 75, ex. 8).

BLOCK 3- Reflection and knowledge of the language by its usage


101

CONCEPTS LANGUAGE FUNCTIONS 

Give orders or instructions.



Speak about som imaginary situations.



Describe possible consequences of an action.



Compare things or people.



Ask for or give advice and rules.



Give personal opinions in situations of danger.

STRUCTURES-GRAMMAR Second conditional: if + subject + verb in the past simple + would/wouldn’t + infinitive of the verb (not) as…as… should, must, have to VOCABULARY Subject: Danger situations. GLOSSARY: 

Verb + preposition: fall off, get into, get on, get out of, get off, look after, pick up, put down, put on, sit down, stand up, turn on, turn off, take off.



Adverbs: angrily, badly, calmly, carefully, dangerously, fast, happily, hard, intelligently, luckily, nosily, quickly, quietly, safely, slowly, well.



Sentence adverbs: clearly, fortunately, luckily, obviously, unfortunately.

Functional language: Give advice (Giving advice). PROCEDURES PHONETICS Pronunciation: could, should, would PROCEDURES Grammar 

Translate some examples into the mother tongue and complete the grammar rules for the use of the second conditional (SB p. 80, ex.1).



Choose the suitable words in some sentences from two options (SB p. 80, ex. 2).


102



Write some sentences using the second conditional with the help of some ideas (SB p. 80 ex. 3).



Complete some sentences with personal

ideas using the second conditional

(Activate Your English, SB p. 80, e. 4). 

Translate some sentences into the mother tongue (SB p. 80, ex. 5).



Compare two kinds of roller coaster using (not) as… as…(SB p. 81, ex. 6).



Write some personal opinions using (not) as… as and the suggested ideas (SB p.81, ex.7).



Translate some examples into the mother tongue and complete a chart about obligation degrees (should, must, have to) (SB p. 82, ex. 4).



Choose the correct verb from two options to complete some sentences (SB p. 83 ex.6)



Write some sentences using the words from a box and the expressions in another. Use appropiately must and have to (SB p. 83, ex. 7).



Write some sentences with rules and recommendations for tourists visiting the country, using the verbs in a box (Activate Your English, SB p. 83, ex. 8).



Read and complete a text (Survive) with the appropiate words from one of the three columns. Listen and check (Grammar Consolidadtion, SB p.83, ex. 9).




Vocabulary 

Look up the meaning of some words. Observe some pictures and complete the meaning of some sentences with the verbs + preposition from a box. Think of more examples (SB p. 78, ex. 1 and 2).



Listen to some stories and arrange and complete some sentences with this information. Listen again and mime the actions. (SB p. 78, ex.3 and 4).



Read some sentences and choose the correct adverbs from two options (SB p. 81, ex. 8).



Complete a chart with the adjectives from a box and the adverbs from exercise 8 above. Add a list of adverbs to the chart (SB p. 81, ex. 9 and 10).



Complete some sentences with one or more adverbs (SB p. 81, ex. 11).

Pronunciation


103



Learn and practice the pronunciation of the verbs

could, should, would

(Pronunciation Bank, Unit 8 WB p. 135, ex. 1 and 2). 

Listen and write down some sentences (SB, Dictation, p. 82, ex. 5).



Practice the rythm and entonation of some sentences (Phrase Bank) (Practical English, SB p.87, ex.7).

BLOCK 4- Sociocultural aspects and intercultural consciousness

Get to know some details about roller coasters (Roller coaster); their story, security measures and the feelings they produce. Make reference to a very famous one: the Millennium Force roller coaster in Ohio (USA). Speak about dangerous animals in Australia and their characteristics: sharks, spiders, etc. Refer some data about crime in the suburbs of Los Angeles, California (USA) and the conexion between crime and rap music. Go further into the rap music subject, such as its Jamaican origin, extensión, influences of the reggae music and the sociocultural message it communicates PROCEDURES 

Read and listen to a text about the suburbs and crime in some neighbourhoods in Los Angeles (Mean Streets). Indicate if some sentences are true or false connected with the text. Listen to and check the answers (SB p. 86, ex 1 and 2)



Read the text again and complete a summary with seven of the words from a box. (SB p. 86 ex. 3).



Answer some opinion questions connected with the text read comparing and contrasting cultures (Comparing Cultures, SB p. 86, ex. 4).

3.- CONTRIBUTION OF THE MOTHER TONGUE TO THE DEVELOPMENT OF BASIC COMPETENCES See in the introduction the general aspects of the contribution of learning the foreign language to the basic competences and particularly how they are presented in this unit: ii. learning to learn;


104



The students think over and strengthen their personal initiative giving their opinion about theme and amusement parks (Talking point, SB p.79) or giving travelling recommendations about their country. (Activate your English, SB p. 83).






Learn how to make a questionnaire about being a “cautious” person (streetwise) (SB p. 84).

 iii. data processing and digital competence: See in the introduction the general aspects of the contribution to this competence.

iv. Social and civic competence: as knowing a foreign language involves the knowledge of social features and cultural facts connected with their native speakers which can be worked along with the unit. Health education: the importance of taking precautions and the necessary security measures when carrying out risky and dangerous activities. Moral and civic education: the importance of these in certain professions which involve risk, and help and improve our quality/security in life: firemen, policemen, fishermen, lorry drivers or security men. v. cultural and artistic competence The linguistic studies contain both artistic and cultural components: 

Learn some information about roller coasters (rollercoaster) (SB p.79).



Learn some information about the suburbs in Los Angeles and crime in the USA (SB p. 86)

4. CONNECTION WITH OTHER CURRICULUM AREAS Throughout the unit there will be a reinforcement on different interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom. Natural Science Learn some information about some dangerous animals: spiders, sharks, etc. Technologies Learn about renewable energies. Curriculum Extra 3, SB pages 102 and 103, WB p. 132 Teacher’s Guide, pages 102, T102, T103 and 103.


105

5.- TREATMENT OF DIVERSITY Reinforcement activities Additional and alternative activities, Teacher’s Book, pages T-78 to T-87 Workbook, pages 69 to 75 Section Grammar Bank 8, WB, pages 106 and 107. Section Word Bank 8, WB pages 126 and 127. Section Pronunciation Bank, Unit 8 (WB, page 135) Section Wordlist, WB, pages 136 to 142. Photocopiable activities, Unit 8, (Revision) Teacher’s Resource Book, page 86. Alternative practice for students with difficulties to follow up the group pace: English Alive! Basics Progress Book A, Unit 8 Additional activities Additional and alternative activities, Teacher’s Book, pages T-78 to T-87 Photocopiable activities, Unit 8, (Extension) Teacher’s Resource Book, page 87. 6.-ASSESSMENT Formative assessment Grammar consolidaton (Unit 8, SB page 83) Grammar consolidation (Unit 8 WB page 73) Progress Check (Unit 8 WB page 76). Revision sections (Units 1-8, WB pages 77 and 78). Final assessment End-of-unit test (Unit 8) Teacher’s Resource Book, pages 37, 38 and 39. Self-assessment Student Self-assessment Checklist, Unit 8, Teacher’s Book, page xxi Assessment criteria Unit 8 Test (Teacher’s resource Book 3 pages 37-39) Vocabulary 

Write down the opposites of some verbs. (phrasal verbs).


106



Complete some sentences with a veb and a preposition.



Complete a chart with adjectives and their corresponding adverbs.



Choose in some sentences the correct adjective or adverb.

Grammar 

Connect the two parts of a sentence and complete them with the correct verb form of the verbs given.



Write some sentences using the expression not as…as + adjective.



Complete some sentences with the expressions from a box.



Check some sentences and write them again.




Reading Read a text and show comprehension saying if some sentences are true or false. Read the text again and answer some question of specific comprehension. Oral comprehension. 

Listen to two conversations and identify the people they refer to in each sentence

Writing 

Write an email giving a friend some advice about travelling on a bycilce around the country. Use some questions as a guide.

UNIT 9 – BRICK BY BRICK 1.- TEACHING OBJECTIVES 

Understand and use vocabulary referred to buildings.



Be able to use verbs connected with construction.



Be able to use the language and structures learnt in the unit in the context of a daily, normal conversation (Directions in a building – Practical English).



Be able to identify and interpret general and more specific information on written texts, in this case American English.



Understand and apply grammar aspects, such as ive voice in the present and past (present and past ive) to describe what happens to the subject of a sentence, in the affirmative, negative and interrogative forms . Also be able to change the active into the ive form


107



Understand oral texts; an interview describing a design and ecological house (At home), or a questionnaire about great and famous monuments (Super structures) and identify general and more specific information about them.



Carry out communicative exchanges, talking about a dream house (Talking about your dream house) and giving directions in a building (Directions in a building).



Be able to write about the description of a building (A description of a building) using formats and expressions worked in the unit (Using synonyms).



Learn about a song and get some information about the music and its composer (Doves).



Check the pronunciation of the weak vowel /ə/. (Revision: /ə/)




2.- CONTENTS BLOCK 1- Listening, speaking and conversing PROCEDURES

Listening 

Listen to five sentences and write them down. (Dictation) (SB p. 92, ex. 4).



Read some information and observe a photograph. Deduct which materials have been used in the construction of the house. Listen to an interview describing the design and construction of an ecological house (Earthship) and check the answers. Also, answer some comprehension questions (SB p. 92, ex. 1 and 2).



Listen to a questionnaire about famous monuments (Super Structures) to check the answers of these questions. Listen again and answer some questions of specific information (Skill Focus, Listening for specific information) (SB p. 94, ex. 2 and 3).



Listen to a guided visit to the Tate Modern art gallery in London. Complete some comprehension questions (Information about a building–Practical English, SB p. 96 ex. 2).



Listen to a dialogue asking for information to get to a place inside a big building. Observe a plan and deduct the position of the person who is asking for help (Directions in a building–Practical English, SB p. 96 ex. 3).

Speaking 

Ask and answer questions giving opinions on preferences regarding buildings and town patterns (Talking Point, SB p. 89, ex. 7).


108



Ask and answer the questions in exercise 7 of the SB connected with everyone’s dream house (Activate Your English, SB p. 93, ex. 7 and 8).



Practice a dialogue (Activate Your English), to give directions to a visitor who wants some information and directions about the student’s school. Use the suggested dialogue as a pattern (Directions in a building, Practical English). (SB p. 96, ex. 5).

SECTION 2- Reading and writing PROCEDURES Reading 

Read and listen to a text (Skyscraper) in American English. Complete a chart with words from the text, different but with the same meaning of the ones suggested. Also, answer some comprehension questions (Word Search, SB p.88 and 89, ex. 3 and 4).



Add some more words to the American English list in exercise 3 above. Look up in the dictionary the corresponding word in British English (SB pág. 88 ej. 5).



Express in a loud voice some figures. Listen and check the answers (Recycle, SB p.89, ex. 6).



Ask and answer questions giving opinions about preferences regarding buildings and town patterns (Talking Point, SB p. 89, ex. 7).



Read and answer the questions of a questionnaire about famous monuments (Super Sructures) (SB p. 94, ex. 1).



Read a text (A cool place to stay!) and answer true or false to some sentences connected with them. Read the text again and complete some sentences. Also answer some comprehension questions (WB p. 84, ex. 1, 2 and 3).



Observe a plan about the Tate Modern art gallery in London. Answer some questions as quick as possible. (Information about a building–Practical English, SB p. 96 ex. 1).



Read and listen to a dialogue asking for information to get to a place inside a big building. Observe a plan and deduct the position of the person who is asking for help (Directions in a building–Practical English, SB p. 96 ex. 3).

Writing


109



Read the headings of some paragraphs and a text with the description of a cathedral (St. Paul’s Cathedral). Decide where the limits of the paragraphs in the text above should be (SB p. 95, ex. 4).



Read some sentences from the text in exercise 4 above and change the words given by their corresponding synonyms (Language Point, Using synonyms, SB p. 95,ex. 5).



Connect a list of words with another list of synonyms (SB p. 95, ex. 6).



Write down some notes to make a description of a building or monument (Preparation) and answer some questions with them (SB p. 95, ex. 7).



Write about a description of a building (Task), using the suggested plan (Writing plan), the pattern in the book and the ideas in the exercise above (SB p. 95, ex. 8).



Prepare a dialogue (Activate Your English), to give directions to a visitor who wants some information and directions about the student’s school. Use the suggested dialogue as a pattern (Directions in a building, Practical English). (SB p. 96, ex. 5).



Complete a dialogue with the words from a box asking and giving information and directions in some big department stores. Write a similar dialogue to the one above asking and giving directions in a cultural centre (Directions in a building – Practical English, WB p. 85, ex. 8 and 9).


Speak about buildings; kinds, parts, materials, etc.



Describe the production process in a construction.



Describe what happens to the person in a sentence.



Speak and describe everyone’s dream house.



Express directions inside a building.

STRUCTURES-GRAMMAR Present and past ive: affirmative, negative and questions. Active to ive VOCABULARIO Subject: Construction and buildings. GLOSSARY:


110



Buildings: block of flats, bricks, build, concrete, dome, earth, first storey, glass, ground floor, lift, office building, shopping centre, skyscraper, steel, steps, tower.



Construction: add, build, bury, connect, damage, design, dig, heat, name, paint, open, repair.

Functional language: Indicate directions inside a building (Directions in a building). PHONETICS Pronunciation: revision: /ə/. PROCEDURES Grammar 

Read and complete a chart with rules and examples about the information of the ive voice in the present and the past (SB p. 90, ex.1).



Complete some sentences with the ive of the vebs from a box (SB p. 90, ex. 2).



Read some sentences explaining how to change from the active to the ive voice and give answers to some questions about it. Complete some sentences (SB p. 90, ex. 3 and 4).



Read a text (King Kong) and choose the correct verb form (activa o ive) in each case (SB p. 90, ex. 5).



Complete some questions in the ive voice with the words from a box and translate them into the mother tongue (SB p. 92, ex. 3).



Write questions using the ive form of the suggested verbs. Answer the questions (SB p. 92, ex. 5).



Order the words of some questions about an English house in 1900. Leave out one of the words and deduct the answers (SB p. 93, ex. 6).



Complete some questions connected with the dream house. Use the verbs in the ive from a box, both present and past. Ask and answer the questions of the exercise (Activate Your English, SB p. 93, ex. 7 and 8).



Read a text (Antonio Gaudi) and complete it with the ive form in the present or the past of the verbs from a box. Listen and check the answers (Grammar Consolidation, SB p. 93, ex. 9 and 10).



Complete some questions using the correct verb forms of the verbs given (SB p.82, ex. 3).




Vocabulary


111



Copy some words and connect them with their corresponding picture (SB p. 88, ex. 1).



Check the meaning of some words and add them to their corresponding section (SB p. 88, ex.2).



Check the meaning of some words and complete some sentences with the ive form of the verbs from a box (SB p. 91, ex. 6).



Answer a question about the knowledges of the students’ school building. Write some sentences with the ive form of the verbs from a box (Activate Your English, SB p. 91, ex. 7).

Pronunciation 

Check and practice the pronunciation of the vowel sound /ə/ (Pronunciation Bank, Unit 9,WB p.135, ex.1,2




BLOCK 4- Socio-cultural features and intercultural awareness CONCEPTS Learn some data about skyscrapers (Skyscraper), their origins, possible thanks to the invention of the lift in 1852 by Elisha Otis, the material used in them, the workers who build them, the tallest buildings in the world, etc.

Speak about certain peculiarities about the famous American building The Empire State building; built in 1931. Refer to the Mohawk indians, America’s native people, who lived around lake Ontario in Canada, and how at a certain moment they formed part of the construction workers in the USA. Learn the name of famous constructions in the world such as: The Channel Tunnel between and England, The Golden Gate Bridge in San Francisco, The London Underground, The Petronas Twin Towers in Malasia, The Century Tower in Tokio, La Sagrada Familia of Antonio Gaudí in Barcelona, The Sydney Opera House in Australia, The Ice Hotel in Quebec, The Great Pyramid of Khufu in Egypt, The Coliseum in Rome, The Taj Mahal in India, The Statue of Liberty in New York, The Statue of Christ the Redeemer in Rio de Janeiro, The Guggenheim Museum in Bilbao, etc.


112

Learn and sing a song, approaching the pop culture and learning some data about a group, the British band Doves. PROCEDURES 

Read the biography of Doves and answer some questions (SB p. 97, ex. 1).



Read and arrange the lyrics of a song (Black and White Town) Listen to the text of the song and check the answers (SB p. 97 ex. 2).



Read the lyrics of the song again and complete some sentences choosing from two options (SB p. 97, ex. 3).



Give opinions about some of the students’ favorite songs and explain why they like them. Use the words from a box and the suggested pattern as help (SB p.97, ex. 4).

3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES See in the introduction the general aspects of the contribution of learning a foreign language to the basic competences and particularly how they are presented in this unit: ii. learning to learn; 

The students think over and strengthen their personal initiative giving opinions about skyscrapers and big buildings (Talking point, SB p. 89).



The students will learn how to make small cards and do schematic exercises about the things learnt in the unit (Word Bank 9, WB pages. 128 and 129)

iii. data processing and digital competence: See in the introduction the general aspects of the contribution to this competence. iv. social and civic competence as knowing a foreign language involves the knowledge of social features and cultural facts connected with their native speakers which can be worked along with the unit. Moral and civic education: the importance of looking after and keep a civic behaviour when visiting buildings, museums or famous and artistic constructions. Environmental education: the importance of starting to be conscious of the need of a more ecological and respectful construction, which uses recyclable materials and renewable energies.


113

v. cultural and artistic competence Linguistic studies contain both artistic and cultural components 

Complete the song suggested in the unit and learn about the band Doves (SB p. 97).



Learn some information about the film King Kong SB, p. 91



Learn some information about big and famous constructions and buildings: The Empire State, The Channel Tunnel, The golden gate Bridge, La Sagrada Familia de Gaudi, The Great Ryramid of Khufu, The Coliseum, The Statue of Liberty, Taj Mahal, Statue of Christ, Guggenheim Museum, etc.

4. CONNECTION WITH OTHER CURRICULUM AREAS Throughout the unit there will be a reinforcement on different interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom. Social sciences: History and Art Learn some information about the big artisitc constructions and monuments around the world. Technologies Learn about renewable energies. Curriculum Extra 3, SB págs. 102 and 103, WB p. 132 Teacher’s Guide, pages 102, T102, T103 and 103. 5.- TREATMENT OF DIVERSITY Reinforcement activities Additional and alternative activities, Teacher’s Book, pages T-88 to T-97 Workbook, pages 79 to 85. Section Grammar Bank 9 WB, pages 108 and 109. Section Word Bank 9, WB pages 128 and 129. Section Pronunciation Bank, Unit 9 (WB, page 135) Apartado Wordlist, WB, pages 136 to 142. Photocopiable activities, Unit 9, (Revision) Teacher’s Resource Book, page 88. Alternative practice for students with difficulties to follow up the group’s pace: English Alive! Basics Progress Book A, Unit 9 Additional activities Additional and alternative activities, Teacher’s Book, pages T-88 to T-97 Oxford University Press – English Alive! 3-4

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Photocopiable activities, Unit 9, (Extension) Teacher’s Resource Book, page 89. 6.- ASSESSMENT Formative assessment Grammar consolidaton (Unit 9, SB page 93) Grammar consolidation (Unit 9 WB page 83) Progress Check (Unit 9 WB page 86). Revision sections (Units 1-9, WB pages 87 and 88). Final assessment End-of-unit test (Unit 9) Teacher’s Resource Book, pages 40, 41 and 42. End-of-term (Test 3) Teacher’s Resource Book, pages 43, 44 and 45. End-of-year (Test 1) Teacher’s Resouce Book, pages 46, 47 and 48. End-of-year (Test 2)Teacher’s Resouce Book, pages 49, 50 and 51. Self-assessment Student Self-assessment Checklist, Unit 10 Teacher’s Book, page xxii Assessment criteria Unit 9 Test (Teacher’s resource Book 3 pages 40-43) Vocabulary 

Complete some compound nouns with the words from a box.



Complete some sentences with the words from a box.



Complete some sentences using the past simple.

Grammar 

Complete a text with the ive in the present.



Write some sentences using the ive in the past.



Transform some active sentences into ive.



Complete some questions with the ive and their short answers.



Change some active sentences into ive




Reading 




Read the text again and answer some question of specific comprehension


115


Listen to a teacher speaking about the football ground Santiago Bernabeu. Answer some questions with short answers.

Writing 

Write a composition about the Guggenheim museum in Bilbao. Use the information in a box as help.





Write the appropriate adverbs for some adjectives



Complete a chart with professions.

Grammar 

Complete some second conditional sentences.



Change some active sentences into the ive.



Complete some sentences with will/be going to and the verbs in a box.



Choose in some sentences the correct form of the verb from two options.



Transform some sentences from positive to negative.



Complete a text with the words from a box

.

Reading 





Oral comprehension



Listen to two people talking about winning the lottery. Show comprehension indicating if some sentences are true or false.

Writing 

Write a letter applying for a job in an ment.

End-of year Test 1 (Teacher’s resource Book 3 pages 46-48) Vocabulary 




Complete some sentences using a verb and a preposition from a box.


116

Grammar 

Complete some sentences with the correct verb tenses of the verbs given.



Complete a text using the comparatives and superlatives of the adjectives in a box.



Transform some sentences from positive to negative.



Complete some first and second conditional sentences. Use the correct forms of the verbs in a box.



Transform some sentences from active to ive.



Write questions with the correct verb tenses and answer them.




Reading 

Read a composition and show comprehension answering some questions with short answers.



Read the text again and answer some questions of more specific information

Oral comprhension 

Listen to five conversations and identify the subjects they are talking about.

Writing 

Write a composition choosing one of the suggested subjects in a list. Follow the paragraphs plan given.





Complete a chart with the nouns from some verbs.



Connect some adjectives with their opposites.

Grammar 

Write some sentences using the correct verb tenses.



Connect the two parts of some sentences and complete them with the correct form of the verbs given.



Complete some sentences with the comparative or superlative of some adjectives.



Change some active sentences into pasive.



Write some sentences again using the adverbs given.



Complete some questions and respond with short answers.




Reading


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

Read a text and show comprehension answering some questions with short answers





Listen to five people and identify the subjects they are talking about.

Writing 

Write a postcard from Bath to a friend telling him about your holidays. Use some questions as a guide.

EXTRA CURRICULUM 1 – Literature: Drama 1. TEACHING OBJECTIVES 

Learn vocabulary and structures to express literature in English.



Be able to make communicative exchanges speaking about preferences about literature and theatre. Be able to identify and interpret general and more specific information in oral and



written texts (Shakespeare). Revise grammar aspects such as verbs; (present simple and past simple; past



simple and past continuos, and present perfect)

relative pronouns (who, where,

which), and expressions of time (for and since). Identify and interpret sociocultural features connected with the subject studied in the unit: literature and Shakespeare, knowing and comparing other parts of the world with our own. 2.- CONTENTS SECTIONS 1 and 2 – Listening,speaking and talking/Reading and writing PROCEDURES 

Answer some questions about general knowledge about the playwright Shakespeare. Read and listen to a text about Shakespeare and the theatre in the XVI century and check the answers given (SB p. 98, ex. 1 and 2).



Read the text again and answer some comprehension questions (SB p. 98, ex. 3).



Find some grammar structures in the text above (SB p. 98, ex. 4).



Complete some sentences with the correct form of the verbs in a box. Use the present simple or the past simple, as appropriate (SB p. 99, ex. 5).



Complete a text with the correct form of the verbs given. Use the past simple or the past continuous, as appropriate (SB p. 99, ex. 6).


118



Complete some sentences with the correct form of some verbs in a box. Use the present perfect



(SB p. 99, xj. 7).

Complete some sentences with the appropriate relative pronoun: who, where, which (SB p. 99, ex. 8)



Write for or since in some sentences according to the most suitable expression of time (SB p. 99, ex. 9)



Connect some pictures with their definition. Translate into the mother tongue (WB p. 130, ex. 1).



Write six sentences using the words in exercise 1 above (WB p. 130, ex. 2).


Speak about literature: writers, style (tragedy, comedy, etc.)

STRUCTURES-GRAMMAR Present simple and past simple Past simple and past continuous Present perfect Relative pronouns (who, where, which) Time expressions (for and since) VOCABULARY Subject: literature, drama Glossary:

Connected with artistic performances and productions: play, stage, theatre, century, actors, drama, dramatists, comedies, tragedies, operas, ,art exhibition, ballet , carnival, circus, firework display, fun fair, musical, novel, poem, street theatre. BLOCK 4- Socio-cultural features and intercultural awareness CONCEPTS


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Learn some data about Shakespeare and the theatre in the XVI century, the year the famous English playwright was born in Stratford-upon-Avon. 3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF THE BASIC COMPETENCES See in the introduction the general aspects of the contribution of learning a foreign language to the basic competences and particularly how they are presented in this unit:

ii. learning to learn; The students learn how to revise the things learnt. iii. data processing and digital competence See in the introduction the general aspects of the contribution to this competence. By learning a foreign language, the students will create real and functional contexts of communication using the new information and communication technologies. iv. social and civic competence as knowing a foreign language involves the knowledge of social features and cultural facts connected with their native speakers which can be worked along with the unit. Leisure education: the importance of reading and go to some shows and plays as a way to enrich our knowledge and broaden our leisure options. v. cultural and artistic competence Linguistic studies contain both artistic and cultural components; 

Learn some information about Shakespeare (SB p. 98).

4.- CONNECTION WITH OTHER CURRICULUM AREAS

Throughout the unit there will be a reinforcement on different interdisciplinary subjects, taking the vocabulary and structures into a real life

context and helping in the

development of their knowledge of the world out of the English classroom. Language and literature Learn about Shakesperare and drama as a literary style. 5.- TREATMENT OF DIVERSITY Additional activities


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SB p. 98 and 99 WB p. 131 Teacher’s Guide, pages 98, T98, T99 and 99. EXTRA CURRICULUM 2 – Geography: Tourism 1 TEACHING OBJECTIVES Learn vocabulary and structures to know how to express oneself in English both in Geography and tourism. Be able to make communicative exchanges speaking about tourism in Spain. 

Be able to identify and interpret general and more specific information in oral and written texts (Sunny Spain).



Revise grammar aspects such as verb tenses (present perfect and past simple; will and be going to), the comparatives and superlatives and expressions of quantity (any, much, a lot of, not much, many, too much, not many).



Identify and interpret sociocultural features connected with the subject studied in the unit: geography and tourism, learning and comparing real life in other parts of the world with ours.

2.- CONTENTS SECTIONS 1 and 2 – Listening, speaking and conversing/Reading and writing PROCEDURES 

Read some sentences and look up the meaning of some words. Say if these sentences are true or false Read and listen to a text (Sunny Spain) and check the answers given (SB p. 100,ex. 1 and 2).









Complete a text with the correct form of the suggested verbs. Use the

present

perfect or the past simple, as required (SB p. 101, ex. 5). 

Complete some sentences with the correct form of the verbs in a box. Use will or going to, as required (SB p. 101, e. 6).



Complete a text with the correct adjectives: comparatives or superlatives (SB p.101, ex. 7).


121



Complete some sentences with the quantity expressions from a box (SB p. 01, ex. 8).






Classify the words in exercise 1 above in different sections: people and things (WB p. 131, ex. 2).


Speak about tourism in general and about tourism in Spain in particular.

STRUCTURES-GRAMMAR Present perfect and past simple Will and be goint to Comparatives and superlatives Quantity VOCABULARY Subject: Tourism Glossary: Connected with tourism: brochure,

chambermaid,

luggage,

enger,

port,

phrase book, porter, postcard, receptionist, souvenir, tour bus, travel agent, package holiday, holidaymakers, tourist destination, coastline, islands, sun, sea, sand, weather, average, income, inland. BLOCK 4- Socio-cultural features and intercultural awareness CONCEPTS Learn some data about tourism in Spain, its beginings, about 1954, its more attractive destinations, where the tourists come from, the reason why tourists choose Spain, its environmental impact and the way the kind of tourism is progressively changing and choose other different kinds of holidays and alternative destinations, which means a different way of understanding consumism in a sustainable and ecological way.


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3.-

CONTRIBUTION

OF

THE

FOREIGN

LANGUAGE

AREA

TO

THE

DEVELOPMENT OF THE BASIC COMPETENCES See in the introduction the general aspects of the contribution of learning a foreign language to the basic competences and particularly how they are presented in this unit: ii. learning to learn The students learn to revise the things studied iii. data processing and digital competence See in the introduction the general aspects of the contribution to this competence. The students will create real and functional contexts of communication through the foreign language using the new information and communication technologies. iv. social and civic competence as knowing a language involves the knowledge of social features and cultural facts connected with their native speakers which can also be worked along the unit Environmental education: the importance of looking after and respect nature and the places where we go on holidays, preventing the damage of our environment . v. cultural and artistic competence Linguistic studies contain artistic and cultural elements. 

Learn some information about tourism in Spain (SB p. 100).

4.- CONNECTION WITH OTHER CURRICULUM AREAS Throughout the unit there will be a reinforcemnt on different interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of the knowledge of the world out of the English classroom. Social sciences: Geography Learn about places of the Spanish geography: Costa Brava (Calella), Menorca, Sevilla, Torrevieja, Salamanca, Granada, Benidorm, etc.

5.- TREATMENT OF DIVERSITY Additional activities SB pages 100 and 101 WB p. 132


123

Teacher’s Guide, pages 100, T100, T101 and 101. EXTRA CURRICULUM 3 – Science and technology: Energy 1 TEACHING OBJECTIVES 

Understand vocabulary and structures to express in English the subject of science and technology.



Be able to carry out communicative exchanges speaking about the different kinds of energy.



Be able to identify and interpret general and more specific information in oral and written texts (Wind Energy).



Revise grammar aspects such as the verbs of obligation (must, mustn’t have, have to,

don’t have to, should, shouldn’t), first and second conditional and the

ive voice of verbs. Identify and interpret sociocultural features connected with the subject studied in the unit: energy, knowing and comparing real things from other parts of the world with ours. 2.- CONTENTS SECTIONS 1 and 2 – Listening, speaking and conversing/Reading and writing PROCEDURES Observe the photographs of different kinds of energy and connect them with their corresponding definition. Read and listen to a text (Wind energy) and indicate which are the adjectives describing wind energy and windmills (SB p. 102 ex. 1 and 2). 







Complete some sentences with the correct form of the obligation verbs from a box. Use one verb in each sentence (SB p. 103, ex. 5).



Complete some sentences with the correct form of the suggested verbs. Use the present simple or will + infinitive as requested (SB p. 103, ex. 6).



In some sentences, choose the correct verb form from two options (SB p 103 ex.7).



Complete a text with the correct verb form. Use the ive voice in the present or the past as required (SB p. 103, ex 8)





124



Write six sentences using the expressions of exercise 1 above (WB p. 132, ex. 2).


Speak about the different kinds of energy.

STRUCTURES-GRAMMAR Verbs of obligation First conditional Second conditional ive VOCABULARY Subject: Science and technology: energy Glossary: Connected with the different kinds of energy: coal, gas, nuclear reactor, nuclear power station, oil, petrol, petrol station, power station, pylon, solar , solar power station, tanker, tidal barrier, wind turbine, wind farm, solar power station,

electricity,

fossil fuels, renewable sources, pollution . BLOCK 4- Socio-cultural features and intercultural awareness CONCEPTS Get aware of the different kinds of energy at present, their consumption, advantages and inconvenients. Speak about renewable energies (wind energy or solar energy) in which Spain may play a very important role and how this is changing the landscape of the country. 3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES See in the introduction the general aspects of the contribution of learning the foreign language to the basic competences and especially how they are presented in this unit. ii. learning to learn; The students learn to revise the things learnt


125

iii. data processing and digital competence See in the introduction the general aspects of the contribution to this competence. By using the foreign language the students will create real and fucntional contexts of communication using the new information and communication technologies iv. social and civic competence, as knowing a foreign language involves the knowledge of social features and cultural facts connected with their native speakers which can be worked along with the unit. Environmental education: the importance of being aware of the need to save energy both at an institutional or governmental level and making an effort in our homes, being conscious of the short life of traditional energies. v. cultural and artistic competence The linguistic studies contain both artistic and cultural competences. 

Learn some information about different systems of energy (SB p. 102).

4.- CONNECTION WITH OTHER CURRICULUM AREAS Throughout the unit there will be a reinforcement in all interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom. Technologies Learn about renewable energies. 5.- TREATMENT OF DIVERSITY Additional activities SB pages 102 and 103 WB p. 132 Teacher’s Guide, pages 102, T102, T103 and 103.


126

PROGRAMME OF UNITS: 4th YEAR - COMPULSORY SECONDARY EDUCATION

STARTER UNIT 1.- TEACHING OBJECTIVES 

Learn which are the verbs and nouns that usually go together and use them (Verb collocations)



Learn common expressions to be used in class (Practical English-In class).



Revise

common

and

frequent

expressions

of

conversation

in

oral

communication. 

Understand oral texts and information in a global and more specific way.



Revise grammar aspects such as: present simple/present continuous, quantifiers (quantifiers) and comparatives/superlatives (comparatives/superlatives).



Practice the pronunciation of the sound s + consonant (s + consonant).





Complete and listen to some dialogues with common expressions of conversation (Practical English, SB p. 7 ex. 1 and 2).



Deduct the missing words in a dialogue with common expressions of class. Listen and check the answers. Repeat in a loud voice (Practical English – In class, SB p. 7, ex. 4 and 5).

Speaking 

In groups, compare the answers of an exercise using collocations (Activate Your English, SB p. 4, ex 3).



Practice some dialogues with common expressions of conversation (Practical English, SB p. 7 ex.2).



In groups, practice a dialogue with usual classroom expressions. Think of more expressions of this kind (Practical English – In class, SB p. 7).


127

BLOCK 2- Reading and writing

PROCEDURES Reading 

Complete dialogues with the appropriate sentence chosen from some suggested (Revision-Practical English, SB p. 7 ex. 1).

Writing 

Complete and write again an email. Write questions for some answers (SB p. 5, ex.2 and 3).



Write down a dictation (Dictation, Practical English WB p. 6, ex. 4).


Express past events.



Express quantities and make comparisons.



Comunicate in class.

STRUCTURES-GRAMMAR Present simple and present continuos Past simple Quantifiers Comparatives and superlatives VOCABULARY Subject: Revision GLOSSARY: 

Verb collocations: buy presents, do sports, eat Chinese food, go on holiday, meet people, ride a bike, see places, speak English, spend money, take a photo, write a text message.

Functional language: Express in class (In class). PHONETICS


128

Practice the pronunciation: s + consonant PROCEDURES Grammar 

Complete some sentences using the present simple or continuous of the suggested verbs in a box. Sort out and write some sentences in a chart (SB p. 5, ex. 1).



Complete an email using the appropriate verb form. Read the email again and write appropriate questions for the answers given (SB p. 5, ex. 2 and 3).



Write the past simple of some verbs given and sort them out as regular or irregular. See the list of irregular verbs in the WB p. 144 (SB p. 5, ex. 4).



Read some sentences connected with last week and make affirmative and negative sentences about them (SB p. 5, ex. 5).



Order the words of some sentences and leave out a word in each (SB p.5, ex. 6).



Write six sentences telling what the student did during the visit of an imaginary penfriend last summer (SB p. 5, ex. 7).



Complete and arrange a chart deducting which of some nouns are countable or uncountable from the words in a box. (SB p. 6, ex. 1).



Observe a picture and complete some sentences with the nouns of the exercise above (SB p.6,ex.2)



Correct the mistakes of some sentences using the appropriate quantifiers (SB p. 6, ex. 3).



Write six sentences about a perfect place for holidays using the correct quantifiers (SB p. 6, ex.4).



Observe the comparative chart of some hotels, read some sentences and decide which hotel is referred to in each (SB pág. 6, ej. 5).



Write sentences about the hotels mentioned above using comparatives and superlatives (SB p. 6, ex. 6).



Complete some sentences with the comparative form of the adjectives given (SB p. 6, ex. 7).



Complete some sentences with the superlative of the adjectives given (SB p. 6, ex. 8).

Vocabulary 

Complete some expressions with the verbs from a box. Listen to a CD and check the answers. Connect six sentences with their corresponding photograph (SB p. 4, ex. 1).


129



Write eight sentences using the expressios from the exercise above, the present simple and the words from a box (SB p. 4, ex. 2).

Carry out a communicative exchange comparing some sentences (SB p. 4, ex. 3). Pronunciation 

Practice the pronunciation of s + consonant (Pronunciation Bank Starter Unit,WB p.133, ex.1,2,3)



Practice the rythm and entonation of some sentences (Phrase Bank) (Practical English, SB p. 7, ex. 5)

BLOCK 4- Socio-cultural features and intercultural awareness CONCEPTS Speak about British schools; uniforms, courtesy expressions to speak, etc. and compare them with our own patterns. 3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES See in the introduction the general aspects of the contribution of learning the foreign language to basic competences and particularly how they are presented in this unit : ii. learning to learn; 

The students think over and strengthen their initiative learning useful expressions to manage in class (In class SB p 7).



The students will learn to make small cards and do schematic exercises about verbs collocations (Word Bank, WB page 110)

iii. data processing and digital competence See in the introduction the general aspects of the contribution to this competence. iv. social and civic ability, as knowing a foreign language involves the knowledge of social features and cultural facts connected with their native spaekers which can be worked along with the unit. Education for peace: the importance of using expressions of courtesy in class and other spheres which improves communication with people.


130

Moral and civic education: the importance of knowing and respect other forms of life different from ours.

v. cultural and artistic competence Linguistic studies contain both artistic and cultural components 4. CONNECTION WITH OTHER CURRICULUM AREAS Throughout the unit there will be a reinforcement on different interdisciplinary subjets, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom. 5.- TREATMENT OF DIVERSITY Additional activities Additional and alternative activities, Teacher’s Guide, page T-4 to p. 7. Workbook, pages 3 a 6. Section Grammar Bank Starter Unit, WB, pages 90 and 91 Section Word Bank Starter Unit, WB pages 110 and 111. Section Pronunciation Bank Starter Unit (WB, p. 133) Section Wordlist, WB, pages 136 to 142. Photocopiable activities, Starter unit, (Revision) Teacher’s Resource Book, p. 70. Additional activities Additional and alternative activities, Teacher’s Guide, pages T-4 to p. 7. Photocopiable activities, Starter unit, (Extension) Teacher’s Resource Book, p 71. 6.- ASSESSMENT Formative assessment Grammar revision (Starter Unit, SB pages 5 and 6) Grammar revision (Starter Unit, WB pages 5, 6 and 7) Cumulative assessment Diagnostic test to be used before starting the book and know the English level of the students (Teacher’s Resource Book, pages 4, 5 and 6) End-of-unit test (Starter Unit) Teacher’s Resource Book, pages 7,8 and 9.


131

Assessment criteria Starter Unit Test (Teacher’s resource Book 4 page 7- 9) Vocabulary 

Complete a crossword to revise vocabulary



Complete some sentences with the prepositions from a box



Complete some sentences using five words/expressions from a box.

Grammar 

Complete some sentences using the presente simple or continuous as needed.



Write questions and negative answers using the present simple.



Write questions and negative answers using the present continuous.



Complete a chart with the past simple of the infinitives given.



Choose in some sentences the correct verb from two options



Correct some sentences.



Arrange the words in some sentences to make sense




Reading 

Read a text and show comprhension saying if some sentences are true or false.



Read the text again and answer some questions of specific comprehension


Listen to two conversations and show comprehension, choosing the correct answers from three options

Writing 

Write a composition about a good or a bad birthday. Use some questions as a guide UNIT 1- IMAGES

1 TEACHING OBJECTIVES 

Learn how to use and work with adjectives to describe photographs.



Learn how to use verbs which express suffering



Be able to use the language and the structures learnt in the unit in the context of a normal daily conversation (Talking about photos – Practical English).



Understand oral texts; a radio programme, and identify specific information (In focus).


132

Be able to identify and interpret general and more specific information in written



texts, reinforcing the use of adverbs (Adverbs) and learn how to arrange events (Ordering events). Write a news story (A news story) using the pattern and expressions learnt in the



unit (time connectors). Understand and apply general aspects such as: comparing



past simple/past

continuous, ask questions in the past tense (questions in the past) and direct and indirect objects questions (subject and object questions). Learn a song and learn some information about the music and its composer



(Justin Timberlake). 

Practice the pronunciation of the weak vowel /ə/ (Weak vowel / ə /).




2.- CONTENTS BLOCK 1-Listening, speaking and talking PROCEDURES Listening 

Listen to a text (Fantastic photos) and answer comprehension questions (SB p.8 and 9).






Listen to a radio programme about a famous photograph (In focus) and answer some specific questions. Choose the correct answers from three options connected with the radio programme. Listen and check the answers (SB p. 12, ex.1 and 2).



Listen to the article in a magazine and answer a comprehension question (SB p. 14, ex 1).



Listen to a dialogue talking about a photograph. Answer a comprehension question (Talking about photos–Practical English, SB p. 16 ex. 3).

Speaking 

Ask and answer questions giving opinions about some photographs (Talking Point, SB p. 9, ex. 8).



Make up and tell a story connected with taking a photograph in a mobile and one of the suggested subjects in the box (Activate your English, SB p. 10, ex. 6).



Prepare a dialogue (Activate Your English) to speak about a photograph. Use the suggested dialogue as a guide (Talking about photos-Practical English). Practice the dialogue with a classmate (SB p. 16, ex. 5).


133


Read and listen to a text (Fantastic photos) and answer two comprehension questions. Say if some sentences are true or false regarding the text .Explain the false sentences (SB p. 8, ex.4/5)



Find words in the text above and connect them with their appropriate definition (SB p. 8, ex. 6).



Read the adverbs in a box and find three of them in the text above. Complete some sentences with these adverbs and some own ideas (Recycle, SB p. 9, ex. 7).



Ask and answer questions giving opinions about some photographs (Talking Point, SB p. 9, ex. 8).



Read the article in a magazine (The power of a photograph) and answer a comprehension question. Arrange in sequence some sentences corresponding to events in the article above (SB p. 14, ex. 1 and 2).



Complete a summary with the information obtained from the article above (SB p.14, ex. 3).



Read and complete some instructions to use an instant camera. Answer some comprehension questions (Instructions–Practical English, SB p. 16 ex. 1 and 2).



Read and listen to a dialogue with common expressions to describe and speak about photographs. Answer a comprehension question (Talking about photos–Practical English, SB p.16 ex. 3).

Writing 

Read and arrange the paragraphs in a piece of news (Terror Ride!). Listen and check (SB p. 15, ex. 4).



Find in the text above some time connectors and translate them (Language Point, Time connectors, SB p.15,ex. 5)



Choose in some sentences the correct time connector from two options (SB p.15, ex. 6).



Observe a photograph and imagine you are the reporter in the scene. Prepare some notes and answer some questions with them (Preparation, SB p.15, ex. 7).


134



Write a news story (A news story) about the photograph above (Task), using the suggested plan (Writing Plan), the pattern in the book and the ideas in the exercise above (SB p.15,ex. 8).

SECTION 3- Reflection and knowledge of the language by its usage CONCEPTS LANGUAGE FUNCTIONS



Descrbe photographs



Express feelings



Ask and answer questions in the past



Give instructions

STRUCTURES-GRAMMAR Past simple and past continuous Questions in the past Subject and object questions VOCABULARY Subject: Images and feelings. GLOSSARY: 

Adjetives: colourful, spontaneous, peaceful, dramatic, amusing, unusual, striking, romantic, disturbing, natural, moving, powerful.



Adverbs: patienly, carefully, happily, hard, well, badly, slowly, quickly.



Verbs: expressing feelings: hug, kiss, smile, stare, frown, laugh, pose, cry, scream, make a face.

Functional language: Describe photographs (talking about photos). PHONETICS Practice the pronunciation of the weak vowels (Weak vowel / ə /) PROCEDURES Grammar 

Read some sentences and say if they use past simple or continuous (SB p.10, ex.1).


135



Read and answer some questions about grammar (past simple/past continuous) (SB p.10, ex. 2).



Say the correct verb tense in some sentences from two suggested options (SB p.10, ex.3).



Complete a text with the suitable verb tense (SB p.10, ex. 4).



Complete some questions in the past and translate them into the mother tongue (SB p.12, ex. 3).



Observe a photograph and write appropriate questions for some answers (SB p.12, ex. 4).



Complete some questions with the negative particles from a box and the right verb. Give suitable answers for these questions (SB p.13, ex. 5 and 6).



Read and translate some questions (SB p. 13, ex.7).



Write some questions choosing one verb from the two suggested options (SB p.13, ex. 8).



Read a text and write suitable questions for the answers given (SB p.13, ex. 9).



Complete some questions of a questionnaire and answer them using the verbs from a chart. Listen and check the answers (Grammar Consolidation, SB p. 13, ex. 10).




Vocabulary 

Translate the adjectives from a box. Connect the adjectives with some of the photographs given (SB p.8, ex. 1).



Write sentences about the suggested subjects using the adjectives above (SB p. 8, ex.2).



Describe some photographs and compare them with other students (SB p.8, ex. 3).



Connect some verbs with some photographs. Listen to a CD and check (SB p.11, ex.7).



Answer a questionnaire about feelings (SB p.11, ex. 8).



Complete some sentences with the correct verb form ; past simple/past continuous (SB p. 11, ex. 9).



Write some sentences using the ideas from a box and the correct verb form (Activate Your English, SB p. ex. 10).


136

Pronunciation 

Practice the pronunciation of the weak vowel / ə / (Pronunciation Bank WB p. 133, ex. 1, 2 and 3).






Practice the rythm and entonation of some sentences (Phrase Bank,Practical English, SB p. 16, ex. 4).

BLOCK 4 - Socio-cultural features and intercultural awareness CONCEPTS

Recognise and speak about three famous photographers: Finbarr O’Relly (Canadian), Steve Bloom (British), Lucy Nicholson (British). Learn the story of a famous photograph (Kiss by the City Hall) taken in 1950 by the French photographer Robert Doisneau. Get some information about the photographer Steve McCurry and the story of one of his photos which appeared on the cover of National Geographic about Afganistan’s war. Learn and sing a song, approaching the pop culture and learning some details about a person, the Singer Justin Timberlake. PROCEDURES 

Read the profile of Justin Timberlake and answer some questions (SB p.17, ex. 1).



Read and complete the lyrics of a song (Cry me a river) with the words from a box. Listen to the text of the song and check the answers (SB p.17 ex. 2).



Find words in the text of the song which correspond to some definitions (SB p. 17, ex. 3).



Identify the feeling of the composer, choosing from three options. (SB p. 17, ex. 4).



Write a short dialogue between the composer and his “girlfriend” (SB p. 17, ej. 5).


137

3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES See in the introduction the general aspects of the contribution of learning the foreign language to basic competences and particularly the way they are presented in this unit: ii. learning to learn; 

The students think over and strengthen their personal initiative giving opinions about photographs (Talking Point, SB p. 9, ex. 8).



Learn to answer and compare a questionnaire about feelings (SB p. 11, ex. 8).




iii. data processing and digital competence See in the introduction the general aspects of the contribution to this competence. iv. social and civic competence,

as knowing a foreign language involves the

knowledge of social features and cultural facts connected with their native speakers which can be worked along with the unit. Health education: the importance of knowing how to express our feelings and emotions in a suitable way for us and the people around us. Moral and civic education: The importance of awareness and consciouness of the world around us through culture and art. v. cultural and artistic competence Linguistic studies have both artisitic and cultural components: Learn some information about photography and famous photographers (Fantastic photos, SB. 9). Learn about Justin Timberlake and his music (SB p. 17). 4. CONNECTION WITH OTHER CURRICULUM AREAS Throughout the unit there will be a reinforcement on different interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge out of the English classroom. Social sciences (History) Extra Curriculum 1, SB pages 98 and 99, WB p. 130, Teacher’s Guide, páginas T98 and T99 5.- TREATMENT OF DIVERSITY Oxford University Press – English Alive! 3-4

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Additional activities Additional and alternative activities, Teacher’s Guide, pages T-8 to T-17 Workbook, pages 7 to 14 Section Grammar Bank 1, WB, pages 92 and 93 Section Word Bank 1, WB pages 112 and 113. Section Pronunciation Bank, Unit 1 (WB, page 133) Section Wordlist, WB, pages 136 to 142. Photocopiable activities, Unit 1(Revision) Teacher’s Resource Book, page 72 Alternative practice for students with difficulties to follow up the group’s pace: English Alive! Basics Progress Book A, Unit 1 Additional activities Additional and alternative activities, Teacher’s Guide, page T-8 to T-17 Photocopiable activities, Unit 1, (Extension) Teacher’s Resource Book, page 73. 6.- ASSESSMENT Formative assessment Grammar consolidaton (Unit 1, SB page 13) Grammar consolidation (Unit1, WB page 11) Progress Check (Unit 1, WB page 14). Revision sections (Units 1-2, WB pages 23 and 24). Cumulative assessment End-of-unit test (Unit 1) Teacher’s Resource Book, pages 10, 11 and 12. Self-assessment Student Self-assessment Checklist, Unit 1, Teacher’s Guide, page xviii

Assessment criteria Unit 1 Test (Teacher’s resource Book 4 page 10-12) Vocabulary 

Add the appropiate endings to complete some adjectives.



Complete some sentences with the adjectives from a box.



Choose the correct verb from three options for these sentences


139

Grammar 

Complete some sentences using the past continuous of the verbs in a box



Complete a dialogue using the past simple or continuous.



Complete some questions with the suitable interrogative particles



Complete the questions of a game with the words from a box.

Reading 

Read a text and show comprehension saying if some sentences are true or false.





Listen to a person speaking about

a photographic competition. Show

comprehension and choose the correct option to complete some sentences. Writing Write a press article about a dramatic event. Use some questions as a guide. UNIT 2. LIVE AND LEARN 1.-TEACHING OBJECTIVES  

Recognise and use adjectives and their opposites (antonyms). Be able to revise and use the past participle (Past participles) of the most

common vebs. 

Be able to use the language and structures learnt in the unit in the context of a normal daily conversation (Greetings and news – Practical English).



Carry out communicative exchanges responding to ideas (responding to ideas) and talking (making conversation).



Understand oral texts in which two people speak about their teenage years (Changes). Identify general and more specific information.



Identify and interpret general and more specific information in written texts.



Write about each one’s life (A life story) using different verb tenses (different tenses).



Understand and apply grammar aspects such as the present perfect of verbs, together with the adverbs (yet, already, just;) comparing the past simple with the present perfect and use the time expressions (for, since, ago).


140



Learn other cultural and social patterns and compare them with each one’s own culture (Faces of Britain).



Practice the stressing (enfasize) in certain parts of a word (Word stress).




2.- CONTENTS BLOQUE 1-Listening, speaking and conversing PROCEDURES Listening 

Observe some photographs and decide which person is referred to in some sentences. Listen to a text (Changes) and check the answers. Complete some sentences with the information (SB p. 22, ex. 1, 2 and 3).



Listen to some sentences connected with the percentages in some graphics. Observe the percentages and say if they are correct or not (Charts: Practical English, SB p. 27 ex 1 and 2).



Listen to a dialogue with greetings and information requests. Answer a comprehension question (Greetings and news–Practical English SB p. 27 ex. 3).

Speaking 

Ask and answer questions giving opinions and reasons about teenagers (Talking Point, SB p.19, ex.8).



In pairs, compare some sentences made from two young people’s ideas. Use the suggestions in the Phrase Bank: responding to ideas (SB p. 24, ex 1 and2).



In pairs, ask/answer some suggested questions (Skill focus: making conversation SB p. 24, ex 3 and 4)



Practice a dialogue (Activate Your English) telling about what the holidays were like back in the home country in summer and being back in a foreign country again. (Greetings and news–Practical English SB p. 27 ex.4).

SECTION 2- Reading and writing PROCEDURES Reading


141



Read an extract of a fugitive teenager’s diary (Runaway). Complete a chart with words said in a different way in British or American English. Identify which people feel each one of the emotions shown. Respond to some comprehension questions (SB p. 18, es.4, 5 and 6).



Write a list of verbs which describe routines. Write a paragraph telling the daily life of a fugitive (Recycle-Routines, SB p. 19, ex. 7).



Read an article and complete some sentences with each one’s own ideas (SB p. 24, ex. 1).



Read the questions in two columns. Listen to the conversation and find out which of these questions appear in it (Skill focus: making conversation, SB p. 24, ex.3).



Observe some graphics and percentages, read some statements and decide if they are true or false (Charts: Practical English, SB p. 27 ex 1 and 2).



Read a dialogue expressing greetings and requesting information. Answer a comprehension question (Greetings and news–Practical English SB p. 27 ex. 3).

Writing 

Complete and write some setences about oneself and friends using the adjectives studied in the unit (Activate your English, SB p. 18, ex. 3).



Read a text (My life) and deduct the missing words. Listen and check (SB p. 25, ex. 5)



Connect some sentences with their temporary description. Complete some sentences using the correct verb tense (Languaje Point: Using different tenses SB p. 25, ex. 6 and 7)



Write three paragraphs about each one’s own life. Prepare some notes and answer some questions with them (Preparation, SB p. 25, e. 8).



Write about your life (Task), using the suggested plan (Writing Plan), the pattern in the book and the ideas from the exercise above (SB p. 25,ex.9).

BLOQUE 3- Reflection and knowledge of the language by its usage CONCEPTS LANGUAGE FUNCTIONS 

Describe the character and emotions of people



Express feelings.



Describe situations and experiences which happened in the past.



Answer some ideas.


142



Interpret graphics, expressing percentages and figures.

STRUCTURES-GRAMMAR Present perfect Yet, already and just Past simple and present perfect For, since and ago VOCABULARY Subject: Life and experiences GLOSSARY: 

Adjectives: antonyms; honest, fair, secure, emotional, mature, happy, sociable, reliable, tolerant, responsible, immature, unreliable, insecure, unemotional, unfair, irresponsible, intolerant.



Past participles: been, bought, done, driven, eaten, had, left, seen, slept, taken, worn.

Functional language: Greet and give news (Greetings and news). PHONETICS Pronunciation: Word stress PROCEDURES Grammar 

Read and complete a chart with grammar rules about the present perfect (SB p. 20, ex.1).



Complete some sentences with the appropriate verb form (SB p. 20, ex. 2).



Write sentences describing past experiences and using the present perfect (Activate your English, SB p. 20, ex. 3).



Translate some sentences into the mother tongue. Answer some grammar questions using the sentences above (SB p. 20, ex.4).



Observe the information in a chart and make sentences using (not) yet/already (SB p. 20 ex. 5)



Write some sentences explaining some situations and using the present perfect and the expression just (SB p. 20, ex. 6).



Connect some sentences with the corresponding grammar rule (SB p. 22, ex. 4).



Complete a text using past simple/present perfect as needed (SB p.22, ex. 5).



Read some expressions and say if they are finished or not (SB p. 22, ex.6).


143



Write some personal sentences using the past simple or present perfect and the time expressions studied in the unit (SB p. 22, ex. 7).



Translate some examples and complete some grammar rules with them about the expressions of time for/since/ago (SB p. 23, ex. 8).



Complete some sentences with the expressions of time above (SB p. 23, ex. 9).



Write some questions and answer them using for/since/ago (Activate your English, SB p. 23, ex.11).



Complete a text (When they were young) with the correct verb form from three different columns. Listen and check the answers (Grammar consolidation, SB p. 23, ex. 12).



Listen and write down a dictation (Grammar Consolidation, WB p. 19, e. 8).

Vocabulary 

Look up the meaning of the adjectives given in some sentences. Show agreement or disagreement with some statements (SB p. 18, ex. 1).



Read the words in a box and connect them with their opposites (SB p. 18, ex.2).



Copy and complete a chart with the past participles of the verbs in a box (SB p. 21, ex. 7). Read the list of irregular verbs of the WB, page 144 and check the answers.



Read and complete a chart about three teenagers

(Have you ever?) with the

participles of the exercise above (SB p. 21, ex. 8). 

Complete some sentences with own ideas and the participles of the exercise above (SB p. 21, ex. 9)



Write some sentences using the present perfect. Ask and answer questions (SB p. 21, ex.10)

Pronunciation 

Practice word stressing (Pronunciation Bank, Unit 2 WB page 134, ex. 1,2 and 3).



Listen to five sentences and write them down (Dictation, SB p. 23, ex. 10).



Practice the rythm and entonation of some sentences (Phrase Bank, Practical English, SB p. 27, ex. 4)

BLOCK 4- Sociocultural aspects and intercultural consciouness CONCEPTS


144

Speak and learn some information about young people from different places and compare their life style and experiences with ours and our surroundings. Have a knowledge of the multicultural real life in Britain at present (Faces of Britain). Speak about the Commonwealth, organization formed by countries which used to belong to the British empire and how they have been emigrating to the mother country since 1950. PROCEDURES 

Observe a photograph and deduct a reasonable question. Read and listen to the dialogue (Faces of Britain) which come along with the photos and check the answers (SB p. 26, ex. 1 and 2).



Read the text again and say if some sentences connected with it are true or false. Give reasons for your answers (SB p. 26 ex. 3).



Answer some opinion questions connected to the text read comparing and contrasting cultures (Comparing Cultures, SB p. 26, ex. 4).

3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES See in the introduction the general aspects of the contribution of learning a foreign language to basic competences and particularly how they are presented in this unit:

ii. learning to learn; 

The students think over and strengthen their personal initiative giving opinions and rasons about teenagers (Talking point, SB p. 19).



The students will learn to make small cards and do schematic exercises about the things learnt in the unit (Word Bank 2, WB pages. 114 and 115).



The students will learn to read/interpret graphics and percentages (Practical English:Charts SB p.27

iii. data processing and digital competence, See in the introduction the general aspects of the contribution to this competence. iv. social and civic responsibility,


knowledge of social features and cultural facts connected with their native speakers which can be studied along with the unit.


145

Moral and civic education: the importance of

growing up and maturing assuming

responsibilities and living the experiences of life the moment one has to live them, fully and consciously. v. cultural and artistic competence, Linguistic studies contain both artistic and cultural competence: 

Learn some information about life and experiences of young people around the world.



Learn some information about the population and languages spoken in the United States (Practical English: Charts SB p. 27)

4. CONNECTION WITH OTHER CURRICULUM AREAS Throughout the unit there will be a reinforcement on different interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge in the world out of the English classroom. Social sciences (History) Curriculum Extra 1, SB pages. 98 y 99, WB p. 130, Teacher’s Guide, pages T98 and T99

5.- TREATMENT OF DIVERSITY Additional activities Additional and alternative activities, Teacher’s Book, pages T-18 to T-27 Workbook, pages 15 to 21. Section Grammar Bank 2, WB, pages 94 and 95. Section Word Bank 2, WB pages 114 and 115. Section Pronunciation Bank, Unit 2(WB, page 134) Section Wordlist, WB, pages 136 to 142. Photocopiable activities, Unit 2, (Revision) Teacher’s Resource Book, page 74. Alternative practice for students with difficulties to follow up the group’s pace: English Alive! Basics Progress Book A, Unit 2 Additional activities Additional and alternative activities, Teacher’s Book, pages T-18 to T-27 Curriculum Extra 1, SB pages 98 and 99, WB p. 130, Teacher’s Guide, páginas 98, T98, T99 and 99 Photocopiable activities, Unit 2, (Extension) Teacher’s Resource Book, p. 75. 6.- ASSESSMENT Oxford University Press – English Alive! 3-4

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Formative assessment Grammar consolidaton (Unit 2, SB page 23) Grammar consolidation (Unit 2 WB page 19) Progress Check (Unit 2 WB page 22). Revision sections (Units 1-2, WB pages 23 and 24). Cumulative assessment End-of-unit test (Unit 2) Teacher’s Resource Book, pages 13, 14 and 15. Self-assessment Student self-assessment Checklist, Unit 2, Teacher’s Book, page xviii Assessment criteria Unit 2 Test (Teacher’s resource Book 4 pages 13-15) Vocabulary 

Complete the vowels of some adjectives and write their antonyms.



Complete some sentences with the past participle of the verbs in a box.

Grammar 

Complete some sentences using the present perfect of the verbs in a box.



Write negative questions and answers using the present perfect.



Write some sentences in the present perfect and the words given.



Arrange some expressions of time as “finished” or “non finished”.



Indicate the correct sentence from two options given.



Complete some sentences with the correct expression.




Reading 






Listen to two people talking. Show comprehension and give the correct options from three alternatives.


147

Writing 

Write a composition about the best holidays of the student. Use some questions as a guide.

UNIT 3 – TO THE LIMIT 1.-TEACHING OBJECTIVES 

Learn how to use vocabulary about health and strength.



Be able to learn how to use reflexive pronouns (reflexive pronouns).



Be able to use the language and structures learnt in the unit in the context of a normal daily conversation (Suggestions – Practical English).



Carry out communicative exchanges deducting what things are like and their possibilities (guessing what things are like).



Understand the content of a radio programme speaking about a person who walks on fire (Firewalkers) and identify general and more specific



informacion.

Be able to identify and interpret general and more specific information in written texts and reinforce deduction of certain meanings (Skill focus: guessing meaning).



Write an article describing a disabled life (An article: living with a disability) reinforcing the examples (Language point: giving examples)



Understand and apply grammar aspects such as: express ability and obligation (can, could, have to); and possibility (could/might, must, can’t).



Learn a song and some information about the music and the group (Dido).



Practice and differentiate the pronunciation of long and short vowels; long and short vowels /ɑ:/, /ǽ/, /u:/, /v/.





Listen to a radio programme about fakirs and choose the correct information from two columns. Answer an opinion question (SB p 32, ex. 1).



Listen to the radio programme again and choose the correct word from some sentences (SB p. 32, ex. 2).



Listen to five sentences and write them down (DICTATION, SB p. 33, ex. 6).



Listen to a dialogue using expressions to make and respond to suggestions. Answer a comprehension question (Suggestions -Practical English, SB p. 36 ex. 2).


148

Speaking 

Answer some questions and compare them with the class (Activate Your English, SB p. 28, ex. 3).



Carry out communicative exchanges speaking about the feat of a swimmer and the strength involved (Talking point, SB p. 29 ex. 9).



Practice a dialogue (Activate your English) making and responding to suggestions about one of the four given (Suggestions- Practical English (SB p. 36, ex. 4)


Read and listen to a text (Long distance) about the stamina of a swimmer woman. Answer a general and some of more specific comprehension questions (SB p. 28 ex 1, 2 and 3).



Find in the text above the opposites of the words given (Word search, SB p. 28, ex. 7)



Write six sentences giving instructions and using the format verb + preposition (Recycle, SB p. 29, ex. 8).



Read and listen to a text (No stopping) and decide which idea, out of the three given, summarizes best the attitude of the person. Find some words in the text and deduct their meaning by the context. Use some questions as help.



Also, answer some comprehension questions (Skill focus; guessing meaning, SB p. 34, ex. 1, 2 and 3).



Read a web page about a charity organization (Leonard Cheshire) and answer some comprehension questions (A charity website–Practical English, SB p. 36 ex.1).



Read a dialogue with expressions to make and respond to suggestions. Answer a comprehension question (Suggestions -Practical English, SB p. 36 ex. 2).

Writing 

Look up the meaning of some words and complete a text (Profile). Listen and check the answers (SB p. 35, ex. 4).


149



Translate into the mother tongue some examples and decide what kind of verbs must be used after each expression (Language Point, giving examples, SB p. 35,ex. 5).



Connect the two parts of some sentences (SB p. 35, ex. 6).



Think about an article describing the life of a disabled person. Prepare some notes and answer some questions with these. (Preparation, SB p. 35, ex. 7).



Write an article (living with a disability) about one disabled person’s life (Task), using the suggested plan (Writing Plan), the pattern in the book and the ideas from the exercise above (SB pág.35,ej. 8).


Speak about health.



Express ability, obligation and possibility.



Give instructions.



Express examples.



Ask and answer suggestions.

STRUCTURES-GRAMMAR Ability and obligation; can, could, have to Must and have to Possibility: could/might, must and can’t. VOCABULARY

Subject: Health and beauty. GLOSSARY: 

Health and endurance: allergic, blind, deaf, diseabled, dizzy, exhausted, fatal, injured, painful, poisonous.



Reflexive pronouns: behave, burn, cover, cut, enjoy, injure, look after, protect, teach. .

Functional language: Make suggestions (Suggestions).


150

PHONETICS Pronunciation: Long and short vowels /ɑ:/, /ǽ/, /u:/, /v/. PROCEDURES Grammar 

Copy and complete a chart with grammar rules (can, could, have to) (SB p.30, ex.1).



Complete a text with the verbs from a box (SB p. 30, ex. 2).



Connect the two parts of some sentences (SB p. 30, ex. 3).



Read some grammar rules (must/have to) and translate them into the mother tongue (SB p.30, ex. 4).



Choose the correct expressions from some sentences (SB p. 30, ex. 5).



Write some sentences expressing the obligations (negative) to keep fit (SB p. 30, ex. 6).



Complete some grammar rules (could/might, must, can’t) (SB p. 32 ex. 3).



Observe a photograph and choose the correct modal verb in some sentences (SB p. 32, ex. 4).



Complete some sentences with the most appropriate modal verb (SB p. 32, ex. 5).



Write some sentences using the ideas from two columns. Compare (Activate your English,SB p.33 ex.7



Read and complete a text with the appropriate

modal verb which

expresses

possibility (Grammar Consolidation, SB p. 33, ex. 8). 

Listen and write down a dictation (Grammar Consolidation, WB p. 29, ex.9).

Vocabulary 

Translate into the mother tongue the words given in some sentences. Say if these sentences are true or false. Listen and check the answers (SB p. 28, e. 1 and 2).



Revise the meaning of some words and answer a questionnaire (SB p. 31, ex. 7).



Complete a chart with the reflexive pronouns from the text above (SB p. 31, ex. 8).



Choose the modal verb in some sentences and add a reflexive pronoun. (SB p. 31, ex. 9).



Complete some questions with the verb and a suitable reflexive pronoun to answer them (SB p. 31, ex. 10).

Pronunciation Oxford University Press – English Alive! 3-4

151



Practice and learn to differentiate short and long vowels (Pronunciation Bank, Unit 3 WB page 134, ex. 1, 2 and 3).



Practice the rythm and entonation of some sentences

(Phrase Bank)(Practical

English, SB p. 36, ex. 3). BLOCK 4- Socio-cultural features and intercultural awareness CONCEPTS Learn some data about some health problems such as allergies, heights sickness, poisons, blindness, etc.

.

Make reference to the swimmer Gertrude Ederle as the first woman who swam accross the English channel. The first person to achieve this was an Englishman called Matthew Webb in 1875. Learn some data about fakirs (Firewalkers) and how the activity of walking barefoot on fire can be carried out. Learn and sing a song, approaching the pop culture and learning some information about the composer Dido. PROCEDURES 

Read the profile of Dido and answer some comprehension questions (SB p. 37, ex. 1).



Read and complete the lyrics of a song (Hold me) with the words from a box. Listen to the text of the song and check the answers (SB p. 37 ex. 2).



Complete some sentences choosing from three options given (SB p. 37, ex. 3).



Write a new line for the song using the first line as a pattern (SB p. 37, ex. 4).

3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES See in the introduction the general aspects of the contribution of learning a foreign language to basic competences. And particularly how they are presented in this unit: ii. learning to learn;


152



The students think over and strengthen their personal initiative giving opinions and reasons about the feat of a swimmer and the strength involved (Talking point, SB p. 29 ex. 9).




iii. data processing and digital competence, See in the introduction the general aspects of the contribution to this competence. iv. Social and civic competence, as knowing a foreign language involves the knowledge of social features and cultural facts connected to their native speakers, which can be worked along with the unit. Health education: the importance of having healthy habits in our life, as well as developing a strong will and the mental strength to achieve our purposes. v. cultural and artistic competence Linguistic studies contain both artistic and cultural elements 

Complete the song suggested in the unit and learn about its composer Dido (SB p. 37).

4. CONNECTION WITH OTHER CURRICULUM AREAS Throughout the unit there will be a reinforcement on different interdisciplinary subjects, taking the vocabulary and structures to a real lilfe context helping in the development of their knowledge out of the English classroom. Gimnastics Learn some data about physical and mental strength when practicing sports, as well as the way to keep fit. Social sciences (History) Curriculum Extra 1, SB pages 98 y 99, WB p. 130, Teacher’s Guide, pages T98 and T99 5.- TREATMENT OF DIVERSITY Additional activities Additional and alternative activities, Teacher’s Book, pages T-28 to T-37. Workbook, pages 25 to 32 Section Grammar Bank 3, WB, pages 96 and 97. Oxford University Press – English Alive! 3-4

153

Section Word Bank 3, WB pages 116 and 117. Section Pronunciation Bank, Unit 3(WB, page 134). Section Wordlist, WB, pages 137 to 143. Photocopiable activities, Unit 3 (Revision) Teacher’s Resource Book, page 76. Alternative practice for students with difficulties to follow up the group’s pace: English Alive! Basics Progress Book A, Unit 3 Additional activities Additional and alternative activities, Teacher’s Book, pages T-28 a T-37. Photocopiable activities, Unit 3 (Extension) Teacher’s Resource Book, page 77. 6.- ASSESSMENT Formative assessment Grammar consolidaton (Unit 3, SB page 33) Grammar consolidation (Unit 3 WB page 29) Progress Check (Unit 3 WB page 32). Revision sections (Units 1-4, WB pages 41 and 42). Cumulative assessment End-of-unit test (Unit 3) Teacher’s Resource Book, pages 16, 17 and 18. End-of-term test (Test 1), Teacher’s Resource Book, pages 19, 20 and 21. Self-assessment Student Self-assessment Checklist, Unit 3 Teacher’s Book, page xix Assessment criteria Unit 3 Test (Teacher’s resource Book 4 pages 16-18) Vocabulary



Order the words in some sentences to complete some definitions.



Complete a chart sorting out personal and reflexive pronouns.



Complete some sentences with the verbs and pronouns from a box.

Grammar 

Choose the correct verb in some sentences.


154



Say whether some sentences involve obligation or not.



Complete some sentences with the correct form of have to (+) or don’t have to (-).



Complete some sentences with the correct form of must (+) or mustn’t (-).



Choose the correct sentences from two suggested options.







Reading 

Read a text and show comprehension indicating if some sentences are true or false. Read the text again and answer some questions of more specific information.


Listen to a conversation of two people. Show comprehension and choose the correct option in some sentences.

Writing 

Write a composition about a proposal to obtain some money for some charity need. Use the suggested questions as a guide.





Complete a verb chart.




Grammar 

Complete some sentences using the past simple or continuous.



Write some questions in the past simple.



Complete a dialogue using the past simple or the present perfect.



Write some sentences using the past simple or the present perfect and the suggested words.



Complete some sentences with the words from a box.



Complete a dialogue with the words from a box.

Reading







Oral comprehension


155



Listen to an interview with the new prime minister. Show comprehension and choose the correct option in some sentences.

Writing 

Write a composition about the best event in this three-month period. Use own or suggested ideas.

UNIT 4 – MONEY 1.- DIDACTIC OBJECTIVES 

Be able to identify and use vocabulary connected with using Money (Using money) and a luxury life (luxuries).



Be able to use the language and the structures learnt in the unit in the context of a normal daily conversation (Making appointments – Practical English).



Carry out communicative exchanges, comparing ideas connected with lottery and spending money (comparing ideas).



Understand oral texts; one couple expressing their multimillionnaire life style (At home with the Cashes) and one conversation about the national lottery (Lottery) and identify general and more specific information in them.






Write a formal letter (A formal letter) using formats and expressions worked in the unit and reinforcing the appropriate use of paragraphs (Lenguage point: Paragraphs in a letter).



Understand and apply grammar aspects such as future formation, will/be goint to; the present simple, present continuous; uses of the auxiliary will.



Learn about other cultural and social patterns and compare them with our own culture (School for the elite)



Practice the pronounciation of the diphtongs (Diphthongs).




2.- CONTENITS BLOCK 1- Listening, speaking and conversing PROCEDURES Listening 



156



Listen to a dialogue of a multimillionnaire couple. Arrange the places mentioned in the text. Complete some sentences with the words from a box (SB p. 42, ex. 1 and 2).



Indicate if some sentences connected with the national lottery are true or false. Listen to a conversation about lottery in Great Britain (Lottery) and answer the same questions above (SB p. 44, ex 1 and 2).



Complete some sentences with the figures from a box . Listen again to the same text and check the answers (SB p. 44 ex. 3).



Listen to some publicity information and complete a text about how to open a bank .



(A bank –Practical English, SB p. 47 ex. 1 and 2).

Listen to a dialogue with common expressions to make appointments. Answer a comprehension question (Making an appointment –Practical English, SB p. 47 ex. 3).

Speaking 

Ask and answer questions giving opinions and reasons about charity gestures and people’s generosity (Talking Point, SB p. 39, ex. 8).



Read about some

articles to be auctioned, give opinions

about it and make

predictions about the prices people would pay for them (Activate Your English, SB p. 40, ex. 6). 

Choose one of the projects suggested and decide how to spend the lottery money on one of them. In pairs, prepare the presentation of the project answering some questions (SB p. 44, ex 4 and 5).



Listen and compare other couples’ ideas using the expressions in the Phrase Bank (Skill focus: comparing ideas SB p. 44, ex. 6).



Prepare and practice a dialogue (Activate Your English) to make an appointment with a dentist (Making and appointment-Practical English, SB p. 47, e. 5).


Read and listen to a text (Giving it away) about charity. Answer some general and more specific questions about some charity actions (SB p. 38 ex. 4 and 5).



Read the text again and connect some definitions with some words in it

(Word

search, SB p. 38, ex. 6). 

Complete some questions with the present perfect and find out who in the class has performed these actions (Recycle, SB p.39, ex. 7).


157



Read some information about how to open a bank . Connect some sentences with their appropiate definitions (A bank –Practical English, SB p. 47 e. 1).



(A bank –Practical English, SB p. 47 ex. 1 and 2).



Read and listen to a dialogue with common expressions to make appointments. Answer a comprehension question (Making an appointment –Practical English, SB p. 47 ex. 3).

Writing 

Read a letter and answer some comprehension questions (SB p. 45, ex 7 and 8).



Answer some questions about the letter above connected with its pargraphs (Language Point: Paragraphs in a letter, SB p. 45,ex. 9).



Rewrite a letter ordering the sentences and putting them in the right paragraphs (SB p. 45, ex.10)



Write down some notes and answer some questions connected with writing a letter asking for information

about how to ask for some lottery money for a project

(Preparation, SB p. 45, ex.11). 

Write a formal letter to The Community Fund (A formal letter) proposing a project and asking for money from the lottery (Task). Use the suggested plan for that (Writing Plan), the pattern in the book and the ideas of the exercise above (SB p. 45, ex. 12).

BLOCK 3- Reflections and knowledge of the language by its usage CONCEPTS LANGUAGE FUNCTIONS 

Speaking about future plans.



Making predictions for the future.



Comparing ideas.



Making an appointment

STRUCTURES-GRAMMAR Will and be going to Future: present simple, present continuous Uses of will VOCABULARY


158

Subject: Money and future GLOSSARY: 

Using money: bid in an auction, borrow, donate, earn, gamble, give away, keep, lend, make money, raise money, save, spend.



Luxuries: art collection, bodyguard, chauffeur, designer clothes, luxury cruise, mansion, nanny, personal trainer, plastic surgery, private jet, sports car, yacht.

Functional language: Make an appointment (Making an appointment). PHONETICS Pronunciation: diphthongs PROCEDURES Grammar 

Translate some examples into the mother tongue and complete some grammar rules (SB p. 40, ejx1).



Read some sentences and decide which of them are referred to “plans”. Complete the sentences with the appropiate verb form will/be going to of the suggested verbs (SB p. 40, ex. 2).



Read some sentences and refer to future plans or predictions as required (SB p. 40, ex. 3).



Complete some sentences with personal plans and predictions (SB p. 40, ex. 4).



Complete some sentences and connect them with their appropriate definitions (SB p.42, ex. 3).



Make promises/offers for some given situations using will (SB p. 42, ex. 4).



Complete a dialogue choosing the appropriate verb tense (SB p. 43, ex. 5).



Read some information about how to win a prize and answer some questions. Carry out a communicative exchange with these questions and answers (Activate Your English, SB p. 43, ex.6 and 7).



Complete a dialogue with the future verb form from three columns. Listen to a CD and check the answers (Grammar Consolidation, SB p. 43, ex. 8).




Vocabulary 

Read and listen to some questions and look up the meaning of the highlighted words. Answer some questions in a communicative exchange (SB p. 38, ex. 1 and 2).



Complete some sentences with the highlighted words in the exercise above (SB p. 38, ex. 3).


159



Observe some photographs and connect them with the appropriate word in a box (SB p. 41, ex.7).



Imagine you have a lot of money. Make a list of how you would spend it (SB p. 41, ex.8



Write three short dialogues expressing three desirable luxury situations (Activate your English, SB p. 41, ex. 9).

Pronunciation 

Practice and learn the pronunciation of diphtongs (Pronunciation Bank, Unit 4, WB page 134, ex. 1, 2 and 3).



Practice the rythm and entonation of some sentences (Phrase Bank -Practical English, SB p. 47, ex.4).

BLOCK 4- Socio-cultural features and intercultural awareness CONCEPTS Learn some data regarding some different charity organizations such as Clothes off our back, UNICEF, etc. Refer how the national lottery in Grat Britain works. Learn about the long tradition of private education in Great Britain and learn some data about one of its oldest schools: Eton College, founded in 1440, which is one of the most expensive and elitist schools in the world at present. PROCEDURES 

Observe the photograph of a British school and deduct whether some statements are true or not. Read and listen to a text (Eton College) and check the answers (SB p. 46, ex. 1 and 2).



Read and listen to the text again. Answer some comprehension questions comparing and contrasting cultures (Comparing Cultures, SB p. 46, ex. 3 and 4).

3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES See in the introduction the general aspects of the contribution of learning the foreign language to basic competences and particularly how they are presented in this unit: ii. learning to learn


160



The students will think over and strengthen their personal initiative giving opinions about solidarity and charity (Talking point, SB p. 39, ex. 8)



The students will learn how to make small cards and do schematic exercises about the things learnt in the unit (Word Bank 4, WB pages 118 and 119)

iii. data processing and digital competence, See in the introduction the general aspects of the contribution to this competence. iv. social and civic competence,


knowledge of social features and cultural facts connected with their native speakers which can be worked along with the unit. Environmental education: the importance of being conscious about spending and consuming

in a rational sustainable way for the whole planet and its inhabitants

Moral and civic education: the importance of being generous and ing with the people with few means of and in general critic and spirited against poverty and inequality v. cultural and artistic competence Linguistic studies have both artistic and cultural competence 

Read and learn some information about ing organizations (SB p. 39).



Read and learn some information about education in Great Britain (SB p. 46)

4. CONNECTION WITH OTHER CURRICULUM AREAS Throuhgout the unit there will be a reinforcement on interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge out of the English classroom. Language and litrature Curriculum Extra 2, SB pages 100 and 101, WB p. 131,Teacher’s Guide, pages T100 and T101 5.- TREATMENT OF DIVERSITY Additional activities Additional and alternative activities, Teacher’s Book, pages T-38 to T-47 Workbook, pages 33 to 39. Section Grammar Bank 4, WB, pages 98 and 99. Section Word Bank 4, WB pages 118 and 119.


161

Section Pronunciation Bank, Unit 4 (WB, page 134) Section Wordlist, WB, pages 136 to 142. Photocopiable activities, Unit 4 (Revision) Teacher’s Resource Book, page 78. Alternative practice for students with difficulties to follow up the group’s pace: English Alive! Basics Progress Book A, Unit 4 Additional activities Additional and alternative activities, Teacher’s Book, pages T-38 to T-47 Photocopiable activities, Unit 4 (Extension) Teacher’s Resource Book, page 79. 6.- ASSESSMENT Formative assessment Grammar consolidaton (Unit 4, SB pagge 43) Grammar consolidation (Unit 4 WB page 37) Progress Check (Unit 3 WB page 40). Revision sections (Units 1-4, WB pages 41 and 42). Cumulative assessment End-of-unit test (Unit 4) Teacher’s Resource Book, pages 22, 23, and 24. Self-assessment Student self-assessment Checklist, Unit 4, Teacher’s Book, page xix Assessment criteria Unit 4 Test (Teacher’s resource Book 4 pages 22-24) Vocabulary 

Complete some sentences with vocabulary connected with money.



Complete some compound nouns with the words from a box.



Complete some definitions with the words from a box.

Grammar 

Complete some sentences using will and the appropriate verb from a box.



Complete some sentences using the correct form of be going to and the verbs from a box.



Choose the correct verb in some sentences.


162



Complete some sentences with the present simple of the verbs given.



Complete some sentences with the present continuous of the verbs given.



Complete some sentences with the form will and the verbs from a box.



Write some sentences using the present simple, continuous or with the form will.




Reading 

Read a letter in a newspaper and show comprehension saying if some sentences are true or false.





Listen to a conversation of a person and the mother. Show comprehension and choose in some sentences the correct answer from three options given.

Writing 

Write a letter to a local newspaper giving a positive impression of teenagers. Use the suggested questions as a guide.

UNIT 5 – MUSIC 1.- TEACHING OBJECTIVES 

Be able to identify and use vocabulary connected with different kinds of music.



Be able to identify and use vocabulary connected with the music industry.



Use the language and the structures learnt in the unit in the context of a normal daily conversation (Returning a product– Practical English ).



Understand oral texts; a radio programme about calls from controversial musicians



(Banned!). Identify general and more specific information in them.

Identify and interpret general and more specific information in written texts, strengthening semantic families (Skill focus: word families)



Write a profile about a music band (A profile of a a band) using formats and expressions worked in the unit, such as the expressions some, both, most, all.



Understand and apply grammar aspects such as the ive voice in the present, past and future; present, past and future ive: affirmative and negative.



Learn a song and learn some information about the music and the band (DixieChicks).



Practice the pronunciation of the sounds: /s/ and /dʒ/





163


Listen to a radio programme (Banned!). Answer some questions about three songs. Listen again and choose the correct answers for some questions. (SB p.52, ex.1 and 2).



Listen and write down five sentences (Dictation SB p. 52 ex.4).



Listen and read an applying form for a job and complete the missing information. Answer a comprehension question (A job application form–Practical English, SB p.56 ex.2).

Speaking 

Give opinions about music preferences (Activate Your English, SB p. 48, ex. 3).



Ask and answer questions giving opinions and reasons about music and hip-hop (Talking Point, SB p. 49, ex. 8).



Practice a dialogue (Activate Your English) in which one of two products suggested is returned because it is faulty (Returning a product–Practical English, SB p. 56 ex. 2).


Read and listen to a text about music and the hip hop culture (Hip Hop Nation). Connect four headings with their corresponding paragraph. Indicate if some sentences are true or false and correct the wrong ones (SB p. 48, e. 4 and 5).



Read the text again and find the words corresponding to some definitions (Word Search SB p. 48, ex.6)



Copy some words. Listen to a CD and indicate the stressing on the syllables in each word. Note if the same syllables are also stressed in the mother tongue (Word stress, Recycle, SB p. 48, ex. 7).



Ask and answer questions giving opinions and reasons about music and hip hop (Talking Point, SB p. 49, ex. 8).



Read and answer a questionnaire (Number 1) (SB p. 54, ex. 1).


164



Read an application form for a job and answer some comprehension questions (A job application form –Practical English, SB p. 56 ex. 1).



Read and listen to a dialogue in which a faulty product is returned. Answer a comprehension question (Returning a product–Practical English, SB p. 56 ex. 3).

Writing 

Read and complete a text (Green day). Listen and check (SB p. 55, e. 5).



Translate

some

sentences.

Read

the

grammar

rules

(Language

Point,

some,both,most, all SB p.55, ex.6) 

Arrange the words in some sentences (SB p. 55, ex.7).



Search for information about a music band. Prepare some notes and answer some questions with them (Preparation, SB p. 55, ex. 8).



Write a profile of a music band (A profile of a band), using the suggested plan (Writing Plan), the pattern in the book and the ideas from the exercise above (Task,SB p. 55,ex. 9).


Speak about music preferences.



Express oneself in the ive voice.



Return a product.

STRUCTURES-GRAMMAR Present, past and future ive: affirmative, negative, questions. ive: questions VOCABULARY Subject: Music GLOSSARY: 

Types of music: classical, country, dance, folk, heavy metal, hip hop, indie, jazz, nu metal, pop, punk R&B, reggae, rock.



Commerce: , award, ban, buy, , invent, manage, pay, produce, record, release, replace, sell, use.

Functional language: Return a product (Returning a product).


165

PROCEDURES

PHONETICS Pronunciation: /s/ and /dʒ/ PROCEDURES Grammar 

Read and complete a grammar chart about the ive voice (SB p. 50, ex.1).



Complete a text (The charts) with the ive form of the verbs given (SB p. 50, ex. 2).



Complete some sentences in the ive voice (SB p. 50, ex. 3).



Think of a song and write some clues about it. Read the clues to a partner to guess. (Activate Your English, SB p. 50, ex. 4).



Complete some questions with the words from a box and translate them (SB p.52, ex. 3).



Complete a pastime about music with the words from a box. Try to answer the questions. Listen and check the answers (SB p. 53, ex. 5 and 6).



Change some sentences from active to ive (SB p. 53, ex. 7).



Put some questions in order and make up the answers for them (Activate Your English, SB p.53, ex.8).



Read and complete a text (The Beatles) with the ive form of the verbs given. Listen and check the answers (Grammar Consolidation, SB p. 53, ex. 9.)




Vocabulary 

Look up the meaning of some words. Listen to and identify six different kinds of music (SB p. 48, ex.1)



Complete some sentences about music. Listen and check the answers (SB p. 48, ex. 2).



Read a text and look up the meaning of the words in blue. Complete the text using the ive voice of the verbs given. Listen and check (SB p. 51, ex. 5).



Complete some sentences with own ideas about music (Activate your English, SB p. 51, ex. 6).


166

Pronunciation 

Practice and learn the sounds /s/ y /dʒ/ (Pronunciation Bank Unit 5, WB p. 134, ex.1,2 and 3)



Listen to five sentences and write them down (Dictation) (SB p. 52 ex. 4).



Practice the rythm and entonation of some sentences (Phrase Bank)(Practical English, SB p. 56, ex. 4)

BLOCK 4- Socio-cultural features and intercultural awareness CONCEPTS Learn some information about different kinds of music: nu metal, heavy metal, reggae, R&B, dance, indie, punk, country, etc. Learn the meaning of the expression “block party”; street parties organised by people from the neighbourhood which originated the hip hop culture and consists mainly of four elements: graffiti, breakdancers, DJs y MCs. Refer to the music industry and its evolution along the time from the firsts gramophones until present. Learn some information about one of the most famous pop groups in the history of music: The Beatles. Learn and sing a song, approaching the country culture and learning some details about an American women’s band Dixie Chicks. PROCEDURES 

Read the profile of Dixie Chicks and answer true or false to some statements (SB p. 57, ex. 1).



Read and complete the lyrics of a song (The long way around). Find vocabulary in American English and British English with the same meaning (SB p. 57 ex. 2).



Answer some questions and compare them with the partners (SB p. 57, ex. 3).

3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES


167

See in the introduction the general aspects of the contribution of learning the foreign language to the basic competences and particularly how they are presented in this unit: ii. learning to learn; 

The students think over and learn how to define their music preferences (Activate Your English, SB p. 48, ex. 3).



The students think over and strengthen their personal initiative giving opinions about the importance of music in their lives and particularly about hip hop (Talking point, SB p. 49).



The students learn how to use the dictionary (Skill focus: word families, SB p.54, ex. 2)



The students will learn how to make small cards and do schematic exercises about the things learnt in the unit (Word Bank 5, WB pages 120 and 121)

iii. data processing and digital competence See in the introduction the general aspects of the contribution to this competence. In this unit there will be a reinforcement on reading and searching for information on different web pages, apart from learning to reserve tickets for different

cultural and sportive

events. iv. social and civic competence as learning a language involves the knowledge of some social features and cultural facts connected to their native speakers which can also be worked along in the unit. Moral and civic education: the importance of being respectful with our music preferences and not impose our music to the others, for example being careful with the volume of our devices. Leisure education: the importance of having musical likes, playing an instrument or simply being a music fan. v. cultural and artistic competence Linguistic studies contain both artistic and cultural components: 

Learn about music and musicians all along the unit.



Complete the suggested song in the unit and learn about the women’s band The Dixie Chicks (SB p. 57).

4. CONNECTION WITH OTHER CURRICULUM AREAS


168

Throughout the unit there will be a reinforcement on several interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom. Music Learn about different kinds of music and musicians all along the unit. Language and literature Curriculum Extra 2, SB pages 100 y 101, WB p. 131,Teacher’s Guide, pages T100 and T101 5.- TREATMENT OF DIVERSITY Additional activities Additional and alternative activities, Teacher’s Book, pages T-48 to T-57 Workbook, pages 43 to 49. Section Grammar Bank 5, WB, pages 100 and 101. Section Word Bank 5, WB pages 120 and 121. Section Pronunciation Bank, Unit 5 (WB, page 134) Section Wordlist, WB, pages 136 to 142. Photocopiable activities, Unit 5 (Revision) Teacher’s Resource Book, page 80. Alternative practice for students with difficulties to follow up the group’s pace: English Alive! Basics Progress Book A, Unit 5 Additional activities Additional and alternative activities, Teacher’s Book, pages T-48 to T-57 Photocopiable activities, Unit 5 (Extension) Teacher’s Resource Book, page 81. 6.- ASSESSMENT Formative assessment Grammar consolidaton (Unit 5, SB page 53) Grammar consolidation (Unit 5 WB page 47) Progress Check (Unit 5 WB page 50). Revision sections (Units 1-6, WB pages 59 and 60). Cumulative assessment End-of-unit test (Unit 5) Teacher’s Resource Book, pages 25, 26 and 27.


169

Self- assessment Student Self-assessment Checklist, Unit 5, Teacher’s Book, page xx Assessment criteria Unit 5 Test (Teacher’s resource Book 4 pages 25-27) Vocabulary 

Order and write the letters in some words (kinds of music)



Complete vocabulary connected with music



Choose the appropriate verbs in some predictions

Grammar 

Change some active sentences into the ive.



Write some sentences in the ive voice in the past with the words given



Complete some predictions in the future with the ive and the verbs in a box



Complete a text using the appropriate tense in the ive



Write some questions in the ive



Complete a text with the correct verb tense in the ive of the verbs given, including the expression by if necessary

Reading 





Oral comprehension Listen to a conversation about music and choose the correct option from three alternatives in some sentences. Writing Write a composition about personal music collections. Use the questions as a guide. UNIT 6 – INNOVATION 1.- TEACHING OBJECTIVES 

Learn how to recognise and use vocabulary connected with inventions and discoveries.



Be able to learn and use adjectives to describe modern technology.



Be able to use the language and structures learnt in the unit in the context of a normal daily converstion (Describing an object – Practical English).


170



Carry out communicative exchanges making predictions, giving opinions about inventions (giving opinions about inventions) and talking about habits in the past (Talking about habits in the past).



Understand oral texts, such as a presenter speaking about strange inventions (The Chindogu story) and identify general and more specific information in them.



Be able to identify and interpret general and more specific information in written texts, strengthening the preparation and deduction before the reading (skill focus: preparing to read).



Write an essay-discussion (A discussion essay) using formats and expressions worked in the unit, such as connectors to present a debate (presenting a debate).



Understand and apply grammar aspects as the use of used to/didn’t use to, relative pronouns (who, where, which), or the use of gerunds and infinitives (gerund and infinitives).



Learn about other cultural and social patterns and compare them with ours (The Smithsonian).



Practice the pronunciation at ing words (Linking).





Listen and write down five sentences (Dictation, SB p. 61 ex. 11).



Connect some descriptions with their corresponding picture. Give opinions about them (SB p. 62, ex.1)



Listen to a radio programme (The Chindogu story). Answer one opinion question and others of comprehension (SB p. 62, ex 2 and 3)



Listen to a publicity about the Smithsonian museum and answer some comprehension questions (A museum brochure-Practical English, SB p. 67 ex 1).



Listen to a dialogue describing an object and deduct what object they are talking about (Describing an object- Practical English, SB p. 67 ex. 3).

Speaking


171



Ask and answer questions giving opinions and reasons about school subjects (Talking Point, SB p. 59, ex 9).



Give and opinion about some inventions given and think about new inventions (SB p. 61, ex12).



Observe the heading of a text and the pictures with it and deduct its content (Skill focus: preparing to read, SB p. 64, ex.1).



Prepare and practice a dialogue describing a jacket and other objects. Use the suggested dialogue as a pattern (Activate Your English–Practical English, SB p. 67 ex 5).


Search for some information about Leonardo da Vinci’s life. Write some notes about him and compare them with a partner. Read and listen to a text about this artist (Leonardo da Vinci) and check the answers (SB p. 58 and 59, ex. 4 y 5).



Read the text again and answer some comprehension questions (SB p. 58 ex.6).



Find in the text about Leonardo the appropriate words to connect some definitions given (Word Search, SB p. 58, ex 7).



Complete a chart (subject/person - Recycle, SB p. 59, ex 8).



Ask and answer questions giving opinions and reasons about school subjecs (Talking Point, SB p. 59, ex 9).



Observe the heading and the pictures in a text (Can’t live without it). Write a list of things you could not live without. Answer some opinion questions

(Skill focus:

preparing to read, p. 64, ex 1). 

Read and listen to the text above and say which inventions from the list above appear in it. Say if some sentences are true or false (SB p. 64, e 2 and 3).



Complete a brochure about an American museum with the words from a box (Welcome to the Smithsonian- Practical English, SB p. 67 ex1).



Read a dialogue in which a lost object is described (Describing an object- Practical English, SB p. 67 ex 3).

Writing 

Deduct and complete the words of a text (Cars and bikes) Listen and check (SB p.15,ex4


172



Translate some sentences and connect them with the appropriate linker (Language Point, presenting an argument: linkers, SB p. 65, e. 5).



Complete two texts with the connectors from two boxes (SB p. 65, ex 6).



Read the title for an essay-discussion and answer some questions (Preparation, SB p. 65, ex 7).



Write an essay of your own (discussion essay) (Task), using the suggested plan (Writing plan), the pattern in the book and the ideas from the exercise above (SB p. 65,ex. 8).

BLOCK 3- Reflection and knowledge of the language by its usage CONCEPTS

LANGUAGE FUNCTIONS 

Express the usefulness of things.



Speak about habits or actions in the past



Give opinions about inventions.



Predict information.



Describe an object.

.

STRUCTURES-GRAMMAR Used to Relative pronouns Gerunds and infinitives VOCABULARY Subject: Innovations and technologies GLOSSARY 

Inventions: anaesthetic, antibiotic, bomb, calculator, electricity, gun, helicopter, jet engine, microchip, satellite, submarine, tank vaccine, wheel.



Technology: adjectives: automatic, digital, disposable, eco-friendly, electric, GM (genetically modified), mobile, nuclear, pocket-sized, portable, solar, waterproof.

Functional language: Describe an object (Describing an object). PHONETICS


173

Pronunciation: Linking PROCEDURES Grammar 

Read a grammar rule and some examples and find two similar examples in Leonardo’s text, page 59 (SB p. 60, ex 1).



Connect the two parts of some sentences using used to/didn’t use to (SB p.60, ex 2).



Write some sentences describing life before some inventions, according to the pattern (SB p. 60 e. 3).



Think about and express the changes in life in the last ten years using used to/didn’t use to and the verbs from a box (Activate Your English, SB p



60, ex 4).

Read some sentences with examples of relative pronouns and complete a grammar rule. Complete also some definitions with a relative pronoun (SB p .60, ex. 5 and 6)



Complete some sentences about each one’s childhood, adding relative pronouns and prepositions if necessary (Activate Your English, SB p. 60, ex. 7).



Connect some grammar rules (gerund) with their corresponding examples (SB p. 62, ex. 4).



Complete a text with the correct verb form; gerund or infinitive (SB p. 63, ex. 5).



Write some explanations for some objects (SB p. 63, ex 6).



Complete some sentences about hobbies with the ideas from a box (SB p. 63, ex 7).



Read and complete a text (Photography timeline) with the words from three lists. Listen and check the answers (Grammar Consolidation, SB p. 53, ex 9.)




Vocabulary 

Sort out and copy a list of words. Listen and check the answers (SB p. 58, ex 1).



Identify the name of some unknown objects (incomplete) (SB p. 58, ex2).



Indicate which objects are useful and

which are not, using the suggested

expressions (Activate Your English, SB p. 58, ex 3). 

Indicate the correct adjective to describe some objects (SB p. 61, ex 8).



Complete some nouns adding one or two of the adjectives used in the exercise above (SB p. 61, ex9).


174



Complete a pastime about inventions with the words form a box and the adjectives in exercise 8 above (SB p. 61, ex 10).

Pronunciation 

Practice and learn the pronunciation at ing words; linking (Pronunciation Bank, Unit 6, WB p. 135, ex1 and 2).



Practice the rythm and entonation of some sentences (Phrase Bank)(Practical English, SB p. 67, ex 4)

SECTION 4 – Socio-cultural features and intercultural awareness CONCEPTS Learn about the great toscan artist (Italy) Leonardo di ser Piero da Vinci and his work (1452). Learn some data about the evolution of cameras (SB p. 63). Learn some data about James Smithson, an English scientist who donated his fortune to an American institution, creating which at present is the biggest museum complex in America: Smithsonian. PROCEDURES 

Observe some photographs and deduct what they are. Answer an opinion question (SB p. 66, ex 1).



Read and listen to a text about the Smithsonian museum (Amazing collection) and its famous collections. Check the answer above (SB p. 66, ex. 2).



Read the text again and say if some sentences connected with it are true or false. Give reasons for the answers with the information in the text (SB p. 66 ex. 3).



Answer some opinion questions connected with the text read,

comparing and

contrasting cultures (Comparing Cultures, SB p. 66, ex. 4). 3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES See in the introduction the general aspects of the contribution of learning the foreign language to the basic responsibilities and particularly how they are presented in this unit: ii. learning to learn;


175



The students think over and strengthen their personal iniciative giving opinions about school subjects (Talking Point, SB p. 59, ex 9) or speaking about the changes experienced in their lives in the last ten years (Activate Your English, SB p. 60, ex. 4).




iii. data processing and digital competence See in the introduction the general aspects of the contribution to this competence. In this particular

unit

there will be a reference to different forms of technology and

communication. iv. social and civic competence as knowing a foreign language involves the knowledge of social features and cultural facts connected with their native speakers which can be studied along in the unit.

Moral and civic education: the importante of using science and technology in an ethical way and for noble purposes. Health education: the importante of using new technologies in a reasonable and controlled way avoiding being “addicts” to computers, play-stations, mobiles, etc. v. cultural and artistic competence Linguistic studies contain both artistic and cultural elements: 

Learning information about the life and works of Leonardo da Vinci (SB p. 59).



Learning about

the Smithsonian museum and its collections (SB pages 66 and

67). 4. CONNECTION WITH OTHER CURRICULUM AREAS Throughout the unit there will be a reinforcement on different interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom. Technology Learn about electronic devices and useful and strange inventions throughout the unit. Language and literature Curriculum Extra 2, SB pages 100 and 101, WB p. 131,Teacher’s Guide, pages T100 and T101 5.- TREATMENT OF DIVERSITY Oxford University Press – English Alive! 3-4

176

Additional activities Additional and alternative activities, Teacher’s Book, pagesT-58 to-67 Workbook, pages 51to 57. Section Grammar Bank 6, WB, pages102 and 103. Section Word Bank 6, WB pages 122 and 123. Section Pronunciation Bank, Unit 6 (WB, page 135) Section Wordlist, WB, pages 136 tp142. Photocopiable activities, Unit 6 (Revision) Teacher’s Resource Book, page 82. Alternative practice for students with difficulties to follow up the group’s pace English Alive! Basics Progress Book A, Unit 6 Additional activities Additional and alternative activities, Teacher’s Book, pages T-58 toT-67 Photocopiable activities, Unit 6 (Extension) Teacher’s Resource Book, page 83.

6.- ASSESSMENT Formative assessment Grammar consolidaton (Unit 6, SB page 63) Grammar consolidation (Unit 6,WB page 55) Progress Check (Unit 6 WB page 58). Revision sections (Units 1-6, WB pages 59 and 60). Cumulative assessment End-of-unit test (Unit 6) Teacher’s Resource Book, pages 29, 30 and 31 End-of-term test (Test 2) Teacher’s Resource Book, pages 31, 32 and 33. Self-assessment Student Self-assessment Checklist, Unit 6 Teacher’s Book, page xx Assessment criteria Unit 6 Test (Teacher’s resource Book 4 pages 28-30). Vocabulary 

Complete the definitions of some inventions with the missing vowels.



Indicate which word doesn’t belong to a group of words.

Grammar Oxford University Press – English Alive! 3-4

177



Write some affirmative and negative sentences with used to (+) or didn’t use to (-).



Complete a text using used to (+) o didn’t use to (-) and the verbs from a box.



Complete some sentences with a relative pronoun and a preposition if needed.



Complete some sentences using the gerund of the infinitives given.



Complete some sentences with the gerund or the infinitive of the verbs in a box.




Reading 

Read a text and show comprehension saying whether some sentences are true or false.



Read the text again and answer some questions of specific comprehension,


Listen to a conversation of three teenagers talking about their favorite inventions. Show comprehension and choose the correct option from three alternatives.

Writing



Write a composition about the favorite invention of the student. Use some questions as help.





Write the appropriate adjectives for some definitions.



Sort out some words in the three sections given. Add some more words to the lists.

Grammar 

Change some positive sentences into negative.



Choose the correct alternative in some sentences.



Transform some active sentences into the ive in the correct tense



Write some questions for the answers given.



Complete some sentences with the gerund or the infinitive of the verbs given




Reading 






178


Listen to a radio contest and show comprehension choosing the correct answers from three options.

Writing 

Write some contest questions and their corresponding answers. Use the subjects given as help.


179

UNIT 7 - RELATIONSHIPS 1.- TEACHING OBJECTIVES 

Learn how to recognise and use vocabulary connected with different human kinds.



Be able to learn how to use verbs connected with relationships and friendship.



Be able to use the language and structures learnt in the unit in the context of a normal daily conversation (Invitations and excuses – Practical English).



Carry out communicative exchanges giving opinions (Commenting on opinions).



Understand oral texts, conversations with friends (Complications) and identify general and more specific information in them.



Be able to identify and interpret general and more specific information in written texts as well as in teens letters to a magazine (How to get on with your parents).



Write a letter explaining a problem (A letter: explaining a problem) using formats and expressions worked in the unit (language point: revision of connectors).



Understand and apply grammar aspects such as: like+ ing and woulk like to express likes and preferences, the expressions too, so, such

and the first and

second conditional. 

Learn a song and learn some information about the music and the band (The black eyed peas).



Practice how not to pronunce the silent letters (silent letters).








Read a conversation of two friends and choose the appropriate word

from two

options (Complications). Listen and check the answers (SB p. 72, ex 1). 

Listen to a conversation boy/girl and answer some comprehension questions (SB p.72, ex. 2).



Listen to a telephone conversation about a star sign. Answer some comprehension questions (Horoscopes, Practical English, SB p. 76, ex. 2).


180



Listen to a dialogue of an invitation. Answer an opinion question. (Invitations and excuses-Practical English, SB p. 76 ex. 3).

Speaking 

Ask and answer questions to speak about a partner (Talking Point, SB p. 69, ex. 10).



Complete some sentences with personal opinions. Compare opinions with a classmate, using the expressions of the Phrase Bank (Skill focus:commenting on opinions, SB p.74, ex3/4)



Prepare a dialogue inviting a friend to an event and giving excuses. Use the suggested expressions in the Phrase Bank (Activate your English, SB p. 76, ex. 5).


Read and listen to a text with three people talking about their relationships (I’d like to meet…).Connect some sentences with one of the people in the text. Choose in some sentences the appropriate expression from two options (SB p. 68, ex. 4 and 5).



Translate some sentences into the mother tongue. Write the infinitive of the verbs given in blue (Word Search, SB p. 68, ex. 6).



Copy and complete a chart (verb/noun) with the words from exercise 6 (SB p. 68, ex. 7).



Complete a list with adjectives from the text (Recycle, SB p. 69, ex. 8).



Describe a person known by the student using the adjectives above (SB p. 69, ex 9)



Ask and answer questions to speak about a partner (Talking Point, SB p. 69, ejx10).



Read some teens letters to a magazine

(How to get on with your parents) and

identify some sentences with each of the letters. Complete a chart with the advice given in the text (SB p. 74, ex. 1 and 2). 

Complete some sentences with personal opinions (SB p. 74, ex. 3).



Read and find the horoscope of every student.

Answer some comprehension

questions (Horoscopes – Practical English, SB p. 76 ex 1). 

Read the dialogue of an invitation. Answer an opinion question (Invitations and excuses-Practical English, SB p. 76 ex. 3).


181

Writing 

Read and complete the letter of a “worried” mother (A parent worries). Listen and check. Answer an opinión question (SB p. 75, ex. 5).



Complete some sentences with the connectors from a box (Language Point: revision of connectors, SB p. 75,ex 6).



Choose in some sentences the right connector from two options (SB p. 75, ex7).



Think about writing a letter explaining a problem (choose from two options). Prepare some notes and answer some questions with them (Preparation, SB p. 75, ex 8).



Write the prepared letter (A letter: explaining a problem) (Task), using the suggested plan (Writing Plan), the pattern in the book and the ideas from the exercise above (SB p. 75,ex. 9).


Speak and describe different types of people



Express likes and preferences



Express condition and probability.

STRUCTURES-GRAMMAR Like + ing and would like Too, so and such First and second conditional VOCABULARY Subject: Pesonal relationships. GLOSSARY: 

Types of people: bighead, bore, bully, eccentric, flirt, geek, genius, hypocrite, joker, kiar, loner, romantic.



Verbs: relationships: ask (someone) out, cheat (on someone), fall in love (with someone), finish with (someone), get on (well/badly) (with someone), go out (with


182

someone), have an argument (with someone), introduce (someone) to (someone), meet (someone) split up (with someone).

Functional language: offer an invitation and give excuses for not accepting it (Invitations and excuses) PHONETICS Pronunciation: silent letters. PROCEDURES Grammar 

Complete a chart with the verbs from a box (SB p. 70, ex.1).



Complete some questions with the correct form of the verbs in a box. Ask and answer the questions of the exercise above,using the expressions from a box (B p.70, ex3 and 4).



Read some example sentences and complete a grammar rule about the use of the expressions too, so, such (SB p. 70, ex 5).



Choose in some sentences the correct expression from two options (SB p. 70 e.6).



Write the reactions to some sentences using too, so, such (SB p. 70, ex 7).



Read some examples and complete a grammar rule about the first and second conditional (SB p.72, ex. 3).



Choose in some sentences the correct verb from two options given (SB p. 72, ex.4)



Complete some sentences to form the first and second conditional. (SB p. 72 and 73, ex. 5 and 6).



Complete an email from a girl to her boyfriend using conditionals (SB p. 73 ex. 7).



Complete some sentences with own ideas using conditionals (Activate your English, SB p. 73,ex 8)



Complete a text with words from one of the three columns given. Listen and check the answers (Grammar Consolidation, SB p.73, ex 9).




Vocabulary 

Look up the meaning of some words, copy them and complete a chart (SB p.68, ex 1).


183



Write some sentences about five types of people, using these expressions: never, sometimes, often, always. Compare the sentences in class (SB p. 68, ex2).



Think about famous people and write opinions about them (Activate your English, SB p. 68, ex. 3).



Connect some sentences with the corresponding pictures (SB p. 71, ex.8).



Complete a list of verb sentences from exercise 8 above (SB p. 71, ex. 9).



Complete a text (The flirt’s phrase book) with the words from a box (SB p. 71, ex. 10).



Write sentences using expressions from two columns (Activate Your English, SB p.71, ex. 11).

Pronunciation 

Practice pronuncing the words with silent letters (Pronunciation Bank, Unit 7, WB p. 135, ex. 1, 2 and 3)



Practice the rythm and entonation in some sentences (Phrase Bank) (Practical English, SB p. 76, ex. 4).

BLOCK 4- Socio-cultural features and intercultural awareness CONCEPTS Learn and sing a song, approaching the pop culture and learning some details of an American band of hip-hop The black eyed peas PROCEDURES 

Read and complete the profile of The black eyed peas (SB p. 77, ex. 1).



Read and complete the lyrics of a song with the words from a box (Union). Listen and check the answers. Connect the main ideas that summarize each paragraph of the song with their paragraphs (SB p. 77 ex. 2 and 3).

3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES See in the introduction the general aspects of the contribution of learning a foreign language to the basic competences and particularly how they are presented in this unit:


184

ii. learning to learn: 

The students think over and strengthen their personal initiative giving opinions about couples (Talking point, SB p. 69) or about their favorite characters (Activate your English, SB p. 68)




iii. data processing and digital competence See in the introduction the general aspects of the contribution to this competence. iv. social and civic competence as knowing a foreign language involves the knowledge of social features and cultural facts connected with their native speakers which can be worked along in the unit. Education for peace: the importance of having very close friends with whom you share your life, but also have a positive, friendly attitude with the rest of people makes coexistence easier v. cultural and artistic competence Linguistic studies contain both artistic and culltural components: 

Complete the suggested song in the unit and learn about the band The black eyed peas (SB p.77).



Learn how to write a letter explaining some problems (SB p. 75)

4. CONNECTION WITH OTHER CURRICULUM AREAS Throughout the unit there will be a reinforcement on different interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom Biology and Geology Curriculum Extra 3, SB pages. 102 and 103, WB p. 132, Teacher’s Guide, pages T102 and T103 5.- TREATMENT OF DIVERSITY Additional activities Additional and altrnative activities, Teacher’s Book, pages T-68 to T-77 Workbook, pages 61 to 67. Oxford University Press – English Alive! 3-4

185

Section Grammar Bank 7, WB, pages 104 and 105. Section Word Bank 7, WB pages 124 and 125. Section Pronunciation Bank, Unit 7 (WB, page 135)

Section Wordlist, WB, pages 136 to 142. Photocopiable activities, Unit 7 (Revision) Teacher’s Resource Book, page 84. Alternative practice for students with difficulties to follow up the group’s pace: English Alive! Basics Progress Book A, Unit 7 Additional activities Additional and alternative activities, Teacher’s Book, pages T-68 to T-77 Photocopiable activities, Unit 7 (Extension) Teacher’s Resource Book, page 85. 6.- ASSESSMENT Formative assessment Grammar consolidaton (Unit 7, SB page 73) Grammar consolidation (Unit 7 WB page65) Progress Check (Unit 7 WB page 68). Revision sections (Units 1-8, WB pages 77 and 78). Cumulative assessment End-of-unit test (Unit 7) Teacher’s Resource Book, pages 34, 35 y 36. Self-assessment Student Self-assessment Checklist, Unit 7 Teacher’s Book, página xxi Assessment criteria Unit 7 Test (Teacher’s resource Book 4 pages 34-36) Vocabulary 

Complete some sentences with vocabulary words .



Complete a dialogue with the verbs and prepositions from a chart.

Grammar 

Complete some sentences using the infinitive or the gerund of the verbs given.


186



Write short answers for some questions.



Indicate the correct sentences from two options given.



Write some sentences using the first conditional.



Complete some sentences using the second conditional and the verbs given.



Complete some conditional sentences with the correct form from the verbs in a box.




Reading 






Listen to a conversation of two students and show comprehension choosing the correct answers for some questions.

Writing 

Write a letter putting a problem forward. Use one of the situations suggested.

UNIT 8 – SURVIVORS 1.- TEACHING OBJECTIVES 

Understand and use vocabulary connected with problems and survival.



Be able to learn how to use verbs with preposition.



Be able to use the language and the structures learnt in the context of a normal daily converation (Asking about rules – Practical English).



Carry out communicative exchanges, giving priority to some ideas (prioritising ideas)



Understand oral texts; an interview with a survival expert (Survive!) and identify general and more specific information in them.



Be able to identify and interpret general and more specific information in written texts, strengthening the way to know how to

make references to words and

expressions (Referencing). 

Write a diary entry (A diary entry) using formats and expressions worked in the unit (contractions).



Understand and apply grammar aspects such as the contrast between the Past perfect and the Past simple, or the use of the third conditional (Third conditional).


187



Learn about some other cultural and social patterns and compare them with ours (On the road)



Practice the pronunciation of /h/.






2.- CONTENTS

BLOCK 1- Listening, speaking and conversing PROCEDURES Listening 

Listen to five sentences and write them down (Dictation) (SB p. 83, ex.8).



Read some information (Survive!) about survival material and choose five objects from the list. Explain why these objects (SB p. 82, ex. 1).



Observe the lists of two teams and deduct which team was able to finish the competition. Listen to the text and check the answers (SB p. 82, ex. 2).



Complete some sentences. Listen to the text again and check the answers (SB p. 82, ex. 3).



Translate the sentences in a box (Check this! should/shouldn’t – SB p. 82, ex. 4).



Listen to a text about a motorbike accident (Accident). Connect each paragraph with its corresponding photograph. Complete the notes of a policeman about the accident (SB p. 84, ex. 1 and 2)



Listen to a dialogue asking about rules. Answer a comprehension question (Asking about rules- Practical English, SB p. 87, ex. 3).

Speaking 

Ask and answer questions giving opinions and reasons about war (Talking Point, SB p.79, ex.8)



Imagine you are the president of a country and exchange ideas and priorities (Activate your English, SB p. 81, ex. 8).



Practice a dialogue with a policeman about a parking problem, using the expressions from the Phrase Bank and the pattern from the book (Activate your English - Practical English, SB p. 87, ex.5).



Answer some questions about driving vehicles and the regulations in your country comparing and contrasting cultures. (Comparing Cultures, SB p. 86, ex. 4).

BLOCK 2- Reading and writing PROCEDURES


188

Reading 

Read and listen to the story about a soldier girl in Eritrea (Escape). Put some sentences connected with the text in the right order. Complete some questions giving an explanation (SB p. 78, e. 3 and 4).



Find some words in the text above. Connect them with their appropriate definitions (Word Search, SB p.78, ex. 5).



Find five words in the text above connected with family. Answer a question about the own family. (Recycle, SB p. 79, ex. 6 and 7).



Ask and answer questions giving opinions and reasons about war (Talking Point, SB p.79, ex.8)



Read a text about a motorcycle accident (Accident). Connect each paragraph with its appropriate photograph. Complete the notes of a policeman about the accident (SB p. 84, ex. 1 and 2)



Find some words in the text above and explain what they refer to. Ask and answer some comprehension questions (Skill Focus, Referencing SB p. 84, ex. 3 and 4).



Read and observe a text about road security in Great Britain. Answer an opinion question and other comprehension questions (A safety campaign – Practical English, SB p. 87 ex. 1).



Read a dialogue asking for rules. Answer a comprehension question (Asking about rules- Practical English, SB p. 87, ex. 3).

Writing 

Complete a text (A diary entry). Listen and check (SB p.85, ex. 5).



Write the complete form of some contracted expressions. Find in the text on page 84 some more contractions and write their complete form (Language Point, Contractions, SB p. 85,ex. 6 and 7)



Observe a photograph and read a text about a robbery. Answer some questions (Preparation, SB p. 85, ex. 8).



Write the entry of a diary about the situation of the robbery before mentioned (Task), using the suggested plan (Writing Plan), the pattern from the book and the ideas from the exercise above (SB pág. 85,ej. 9).

SECTION 3- Reflection and knowledge of the language by its usage CONCEPTS


189

LANGUAGE FUNCTIONS 

Describe some actions that happened before past events



Show agreement or disagreement



Speak about dangerous and emergency situations



Give advice



Prioritize ideas.



Speak and ask about rules and regulations

STRUCTURES-GRAMMAR Past perfect and past simple Third conditional VOCABULARIO Subject: Problems and dangerous situations. GLOSSARY: 

Problems: cold, disaster, disease, fear, heat, hunger, injury, pain, poverty, thirst, violence, war.



Verb + preposition: allow to, campaign for/against, care for, die of, inform of/about, protect from, provide with, rescue from, suffer from, volunteer to.

Functional language: Ask about rules (Asking about rules). PROCEDURES PHONETICS Pronunciation: /h/ PROCEDURES Grammar 

Read some rules about the past perfect and decide whether to use the past perfect or the past simple in some sentences (SB p. 80, ex.1).



Translate into the mother tongue the sentences with time expressions in a box (Check this!, SB p. 80, ex. 2).


190



Complete some senteces with the correct form of the verbs in a box (SB p. 80 ex. 3).



Choose the correct verb in some sentences from two suggested options (SB p. 80, ex 4).



Complete a text about Madre Teresa from Calcuta with the appropriate verb (SB p. 80, ex. 5).



Translate some sentences and them with their correct grammar rule about the use of the third conditional (SB pág. 82, ej. 5).



Choose the correct verb for some sentences from two options (SB p. 83, ex 6).



Read some situations and write sentences using the third conditional (SB p. 83, ex 7).



Complete some sentences with own ideas and the third conditional (Activate Your English, SB p. 83, ex 9).



Read and complete a text (Friends to the rescue) with the appropriate words from one of the three columns given. Listen and check (Grammar Consolidadtion, SB p.83, ex 10).




Vocabulary 

Look up the meaning of some words. Connect some pictures with a group of these words (SB p. 78, ex. 1).



Copy and complete a chart with the words from the exercise above (Activate your English (SB p. 78, ex. 2).



Look up the meaning of some verbs and complete some texts (SB p. 81, ex 6).



Imagine you are the president of a country and prioritize some sentences. Compare the results with your classmates (Activate your English, SB p. 81, ex. 8).

Pronunciation 

Learn and practice the pronunciation of /h/ (Pronunciation Bank, Unit 8 WB p. 135, ex. 1 and 2).



Listen and write some sentences (SB, Dictation, p. 83, ex.8).



Practice the rythm and entonation of some sentences (Phrase Bank) (Practical English, SB p.87, ex.4).

BLOCK 4- Socio-cultural features and intercultural awareness Mention some ive and humanitarian people as Madre Teresa from Calcuta.


191

Learn some information about different kinds of humanitarian organizations such as: The International Red Cross, The RSPCA (Royal Society for the Prevention of Cruelty to Animals), UNICEF (United Nations International Children’s Emergency Fund) and Medecins Sans Frontieres (Boundless doctors). Learn some data about driving vehicles in Great Britain and America (Changes in the law). PROCEDURES 

Read and listen to a text about driving in two countries (Changes in the law). Answer some comprehension questions. Listen and check the answers (SB p. 86, ex1).



Complete a summary with the words from a box (SB p. 86 ex 2).



Deduct and complete the missing words in some opinions. Listen and check the answers. Show agreement or disagreement with the opinions (SB p. 86, ex. 3).



Answer some opinion questions connected with driving vehicles in the native country. Compare and contrast cultures (Comparing Cultures, SB p. 86, ex. 4).

3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES See in the introduction the general aspects of the contribution of learning a foreign language to the basic competences and particularly how they are presented in this unit. ii. learning to learn 

The students think over and strengthen their personal initiative giving opinions and reasons about war (Talking Point, SB p.79, ex8)




iii. data processing and digital competence, See in the introduction the general aspects of the contribution to this competence. iv. social and civic responsibility,

as learning a foreign language involves the

knowledge of social features and cultural facts connected to their native speakers, which can be worked along in the unit.


192

Education for peace: the importance of condemning and rejecting wars and the devastating consequences which they entail. Moral and civic education: the importance of solidarity and helping others in any occasion and especially in extreme situations of need. Road education: the importance of keeping all road security rules for one own’s and othes’ safety. v. cultural and artistic competence Linguistic studies contain both artistic and cultural components: 

Learning some information about different types of humanitarian organizations (SB p.81).



Learning some information about how people drive in other countries (SB p. 86).

4. CONNECTION WITH OTHER CURRICULUM AREAS Throughout the unit there will be a reinforcement on several interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom. Biology and Geology Curriculum Extra 3, SB pages 102 and 103, WB p. 132, Teacher’s Guide, pages T102 and T103 5.- TREATMENT OF DIVERSITY Additional activities Additional and alternative activities, Teacher’s Book, pages T-78 to T-87 Workbook, pages 69 to 75 Section Grammar Bank 8, WB, pages 106 and 107. Section Word Bank 8, WB pages 126 and 127. Section Pronunciation Bank, Unit 8 (WB, page 135) Section Wordlist, WB, pages 136 to142. Photocopiable activities, Unit 8, (Revision) Teacher’s Resource Book, page 86. Alternative practice for students with difficulties to follow up the group’s pace: English Alive! Basics Progress Book A, Unit 8 Additional activities Additional and alternative activities, Teacher’s Book, pages T-78 to T-87 Oxford University Press – English Alive! 3-4

193

Photocopiable activities, Unit 8, (Extension) Teacher’s Resource Book, page 87.

6.- ASSESSMENT Formative assessment Grammar consolidaton (Unit 8, SB page 83) Grammar consolidation (Unit 8 WB page 73) Progress Check (Unit 8 WB page 76). Revision sections (Units 1-8, WB pages 77 and 78). Cumulative assessment End-of-unit test (Unit 8) Teacher’s Resource Book, pages 37, 38 and 39. Self-assessment Student Self-assessment Checklist, Unit 8, Teacher’s Book, page xxi Assessment criteria Unit 8 Test (Teacher’s resource Book 4 pages 37-39) Vocabulary 

Put the letters in some words in order and complete some sentences.



Complete some sentences with the prepositions from a box.

Grammar 

Complete some sentences with the past perfect of the vebs given.



Choose the correct verb in some sentences from two alternatives.



Complete some sentences with the past simple or past perfect of the verbs in a box.



Complete some sentences with the verbs given. Use the past perfect or would have + past participle.



Write some sentences using the third conditional.




Reading 

Read a text and show comprehensión saying if some sentences are true or false.





Listen to a conversation about first aid in an accident. Show comprehension and choose the correct alternative from three options.

Writing 

Write about a difficult situation. Use some questions as a guide.


194

UNIT 9 – WORDS 1.- TEACHING OBJECTIVES 

Be able to understand and use vocabulary connected with collocations about communication ways .



Be able to learn how to use verbs connected with indirect speech.



Be able to use the language and the structures learnt in the unit in the context of a normal daily conversation (Giving news – Practical English).



Carry out communicative exchanges asking for explanations or clarifications (Clarifying and asking for repetition).



Understand oral texts, people speaking with an Irish accent and Irish expressions (Different voices) or listen to people answering a questionnaire (The “real you” questionnaire) and identify general and more specific information in them.



Be able to identify and interpret general and more specific information in written texts, in this case revising conditionals (Conditionals).



Be able to describe the information of an interview (Reporting an interview) using formats and expressions worked in the unit (Checking your work).



Understand and apply grammar aspects such as indirect speech, reported speech and reported questions to express what others have said or asked.



Learn a song and

get some information about the music and its composer

(Natasha Bedingfield) 

Practice the pronunciation of contractions (contractions)








Connect some Irish expressions with their corresponding British ones. Listen to a conversation in a café indicating which expressions in exercise 1 are heard (SB pág. 92, ex. 1 and 2).



Arrange some sentences from the conversation above. Listen to the CD again and check the answers (SB p. 92, ex. 3).


195



Read and answer a questionnaire (The “real you” questionnaire). Listen to two people and identify which questions from the exercise above are mentioned.



Answer some comprehension questions and give reasons for your answers (SB p. 94, ex.1, 2 and 3).



Listen to a dialogue about news. Answer a comprehension question (Giving news– Practical English, SB p. 96 ex. 3).

Speaking 

Ask and answer questions expressing in reported speech things your parents told you or situations that happened when you were a child (Talking Point, SB p. 89, ex. 8).



Make up a questionnaire and answer the questions (The “real you” questionnaire), using the expressions of the Phrase Bank and putting special emphasis on clarifying the ideas and ask for repetition to understand better (Skill focus: clarifying and asking for repetition, SB p. 94, ex. 4).



Practice a dialogue (Activate Your English) in which you tell somebody that you have won a trip to Dublin. Use the suggested pattern (Giving news, Practical English) (SB p. 96, ex. 5).


Read and listen to some stories (The things they used to say). Connect some headings with their corresponding paragraphs. Complete some questions with the names in the story and answer the questions (SB p. 88, ex. 4 and 5).



Connect some pronouns with the ideas from the text above (Word Search, SB p.88 ex.6).



Complete some sentences using conditionals (Recycle, SB p.89, ex. 7).



Ask and answer questions expressing things that your parents told you or situations that happened to you when you were a child. (Talking Point, SB p. 89, ex. 8).



Read and answer a questionnaire (The “real you” questionnaire). (SB p. 94, ex.1).


196



Read the headings of some news and find vocabulary

connected with

some

suggested meanings. Connect some explanations with the appropriate heading (Newspaper headlines–Practical English, SB p. 96 e. 1 and 2). 

Read a dialogue about news. Answer a comprehension question. (Giving news– Practical English, SB p. 96 ex. 3).

Writing 

Read and listen to a report containing an interview (Reporting and interview). Say which of the questions in exercise 1 (SB p. 94) are answered (SB p.95, ex. 5).



Read the report again and find some mistakes correcting where necessary (Language point: checking your work, SB p. 95, ex. 6).



Indicate what kind of mistakes have been found and connect them with the ones suggested in a list (SB p. 95, ex. 7).



Follow some instructions to write a report about an interview. (Preparation, SB p. 95, ex. 8).



Write a report about an interview (Task), using the suggested plan (Writing plan), the pattern in the book and the ideas from the exercise above (SB p. 95, ex. 9).


Express what other people have said or asked.



Ask for explanations.



Know how to answer a questionnaire.



Give some news.

STRUCTURES-GRAMMAR Reported speech Reported questions VOCABULARY Subject: Words and communication. GLOSSARY: 

Collocations: communication: have a chat, have a conversation, have a discussion, make an excuse, say a prayer, say sorry, tell jokes, tell a lie, tell stories, tell the truth.


197



Reporting verbs: agreed to, it that, ask, complain that, explain that, invite, offer to, promise that, refuse to , tell.

Functional language: Give news (Giving news). PHONETICS Pronunciation: contractions. PROCEDURES Grammar 

Read and complete a chart with rules about changing from direct to indirect speech (SB p. 90, ex.1).



Translate some sentences indicating which

sentences include a direct object

pronoun (Check this! SB p. 90, ex. 2). 

Write some sentences in direct speech starting with the words given (SB p. 90, ex. 3).



Write the quotations of some famous people in indirect speech (SB p. 90, ex. 4).



Read some examples and some rules about the questions in reported speech and indicate the correct explanations (SB p. 92, ex. 4).



Write some sentences again putting the words given in the right order. Write the appropriate questions to these sentences in reported speech (SB p. 92, ex. 6 and 7).



Write some questions in reported speech, changing the pronouns (SB p. 93, ex. 8).



Listen to some teenagers conversation in different places in Great Britain and answer some questions (Activate your English, SB p. 93, ex. 9).



Read and complete a text with the appropriate words from one of the three columns given. Listen and check (Grammar Consolidation, SB p. 93, ex. 10).




Vocabulary 

Read and answer a questionnaire to find out if you are a communicator (SB p. 88, ex. 1).



Copy and complete a chart with the expressions given in exercise 1 (SB p. 88, ex.2).



Make up six questions with expressions from the exercise above (collocations). Ask and answer questions (Activate your English, SB p. 88 ex. 3).


198



Revise the meaning of some verbs connected with reported speech (SB p. 91, ex. 5).



Read and listen to a conversation and answer a comprehension question (SB p. 91, ex. 6).



In a text choose the correct verb from two suggested options (SB p. 91, ex. 7).



Complete some sentences with the name of some famous people from a box and your own ideas (Activate Your English, SB p. 91, ex. 8).

Pronunciation 

Revise and practice the pronunciation of contractions (Pronunciation Bank, Unit 9, WB p.135, ex.1,2 and 3).




BLOCK 4- Sociocultural aspects and intercultural consciousness CONCEPTS Approach the Irish English sounds and expressions and contrast with British English. Know different places in Great Britain such as London, Glasgow, Swansea, Dublin, etc. Learn and sing a song, approaching the pop culture and learning some details about an English singer Natasha Bedingfield.

PROCEDURES 

Read the profile of Natasha Bedingfield and arrange the sentences (SB p. 97, ex. 1).



Read the lyrics of a song and choose the correct word from two options. Listen and check. (SB p. 97, ex. 2).



Answer some comprehension questions choosing from three answers. Compare the answers with the classmates (SB p. 97, ex. 3)

3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES See in the introduction the general aspects of the contribution of learning a foreign language to the basic competences and particularly how they are presented in this unit: ii. learning to learn;


199



The students think over and strengthen their personal initiative giving opinions about the things people must or must not say. (Talking point, SB p. 89).



The students will learn to make small cards and do schematic exercises about the things learnt in the unit

(Word Bank 9, WB pages 128 and 129)

iii. data processing and digital competence, See in the introduction the general aspects of the contribution to this competence. iv. social and civic responsibility


knowledge of social features and cultural facts connected to their native speakers, which can be worked along in the unit. Moral and civic education: the importance of being careful with the things we tell other people, avoiding to hurt their feelings or increase their fears. v. cultural and artistic competence Linguistic studies contain both artistic and cultural components: 

Complete the suggested song in the unit and learn about its composer Natasha Bedingfield (SB p. 97).



Get used to the language used on newspapers headlines. (SB p. 96).



Learn how to answer and undestand a questionnaire (SB p. 94).

4. CONNECTION WITH OTHER CURRICULUM AREAS Throughout the unit there will be a reinforcement on different interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom. Biology and Geology Curriculum Extra 3, SB pages 102 and 103, WB p. 132, Teacher’s Guide, pages T102 and T103 5.- TREATMENT OF DIVERSITY Additional activities Additional and alternative activities, Teacher’s Book, pages T-88 to T-97 Workbook, pages 79 to 85.


200

Section Grammar Bank 9 WB, pages 108 and 109. Section Word Bank 9, WB pages 128 to 129. Section Pronunciation Bank, Unit 9 (WB, page 135) Section Wordlist, WB, pages 136 to 142. Photocopiable activities, Unit 9, (Revision) Teacher’s Resource Book, page 88. Alternative practice for students with difficulties to follow up the group´s pace: English Alive! Basics Progress Book A, Unit 9 Additional activities Additional and altenative activities, Teacher’s Book, pages T-88 to T-97 Photocopiable activities, Unit 9, (Extension) Teacher’s Resource Book, page 89. 6.- ASSESSMENT Formative assessment Grammar consolidaton (Unit 9, SB page 93) Grammar consolidation (Unit 9 WB page 83) Progress Check (Unit 9 WB page 86). Revision sections (Units 1-9, WB páages 87 and 88). Cumulative assessment End-of-unit test (Unit 9) Teacher’s Resource Book, pages 40, 41 and 42. End-of-term (Test 3) Teacher’s Resource Book, pages 43, 44 and 45. End-of-year (Test 1) Teacher’s Resouce Book, pages 46, 47 and 48. End-of-year (Test 2)Teacher’s Resouce Book, pages 49, 50 and 51. Self-assessment Student Self-assessment Checklist, Unit 9 Teacher’s Book, page xxii Assessment criteria Unit 9 Test (Teacher’s resource Book 4 pages 40-42) Vocabulary 

Complete some sentences with the verbs given.



Choose the correct options in some sentences.

Grammar 

Complete a chart about reported speech with the verb forms from a box.


201



Change some sentences from direct speech to reported speech.



Write some sentences in reported speech.



Ask questions in reported speech.




Reading 

Read a report and show comprehension indicating if some sentences are true or false.





Listen to a person telling what he/she did the night before. Choose the correct option from three alternatives.

Writing 

Write a report about an imaginary interview to one of the favorite heroes of the student. Use the suggested questions as a guide.





Write the corresponding nouns to some verbs.



Connect the problems in a box with their corresponding vocabulary.

Grammar 

Choose the correct verb from two options in some sentences.



Complete some sentences using the expressions so, such, too.



Complete some conditional sentences with the vebs given.



Complete some sentences using the past simple or past perfect of the verbs in a box.



Write questions and answers in reported speech.




.

Reading 





Oral comprehension


202



Listen to two young people talking about a girl. Show comprehension and choose the correct option to some questions.

Writing 

Write a report about an imaginary interview to a new student at school. Use some questions as help.





Complete some expressions with the verbs from a box.




Grammar 

Complete some sentences using the past simple or continuous, the present or the past perfect of the verbs given



Choose the correct modal verb in some sentences.



Complete some sentences with the present simple or continuous, be going to or will from the verbs in a box.



Write questions and answers in the ive.



Complete some sentences with one word.



Complete some sentences with the gerund or the infinitive of the verbs given.



Complete some conditional sentences with the correct form of the verbs given.







Reading 






Listen to a conversation about the news. Show comprehension indicating the correct option from three alternatives.

Writing 

Write a report about yesterday’s news. Use some subjects for the plot.




203



Complete some expressions.




Grammar 

Complete some sentences using the past simple or continuous, the present or past perfect of the verbs given. Choose the correct modal verb in some sentences.



Complete some sentences with the present simple or continuous, be going to or will from the verbs in a box.



Write questions and answers in the ive.



Complete some sentences with just one word.



Complete some sentences with the gerund or the infinitive of the verbs given.



Complete some conditional senteneces with the correct form of the verbs given.







Reading 

Read an article and show comprehension indicating if some sentences are true or false.



Read the rext again and answer some questions of more specific information.


Listen to two people talking. Show comprehension indicating the correct option from three suggested altenatives.

Writing 

Write a composition describing the hypothetical situation of the student winning the lottery. Use some questions as a plot plan.



CURRICULUM EXTRA 1 – History: Female emancipation 1. TEACHING OBJECTIVES 

Learn vocabulary and structures to talk in English about women’s liberation.



Carry out communicative exchanges speaking about history and women.



Be able to identify and interpret general and more specific information in oral and written texts (Fighting for your rights).



Revise grammar aspects such as verbs; past simple/past continuous;

past

simple/present perfect; future: present simple/present continuous/will, will/be going to.


204

Identify and interpret sociocultural features connected with the subject worked in



the unit, learning and comparing real situations in other parts of the world with one own’s culture. 2.- CONTENTS SECTIONS 1 and 2 – Listening, speaking and conversing/Reading and writing PROCEDURES 

Answer some questions of general knowledge about women voting in Great Britain. Read and write a text. Read and listen to a text (Fighting for your rights) and check the answer. Answer some questions of general knowledge and find some structures in the text (SB p. 98, ex. 1, 2 and 3).



Complete a text with the correct form of the verbs from a box: past simple or past continuous (SB p. 99, ex. 4).



Complete a text with the correct form of the verbs from a box: past simple or present perfect (SB p. 99, ex. 5).



Complete some sentences with the correct form of the verbs from a box: present simple, present continuous or will (SB p. 99, ex. 6).



Complete a dialogue with the correct form of the verbs: will/be going to (SB p. 99, ex. 7)


Speak about women’s liberation

STRUCTURES-GRAMMAR Past simple/past continuous Past simple/present perfect Future: present simple, present continuous, will Will and be going to VOCABULARY Subject: History: women’s liberation Glossary:


205

Connected with the subject: century, rights, campaign, suffragettes, political meetings, Parliament, vote workforce, discrimination, emancipation. BLOCK 4- Socio-cultural features and intercultural awareness CONCEPTS Learn some data about women’s liberation and women’s vote in Great Britain. 3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES See in the introduction the general aspects of the contribution of learning a foreign language to the basic competences and particularly how they are presented in this unit: ii. learning to learn: The students learn how to revise the things studied. iii. data processing and digital competence: See in the introduction the general aspects of the contribution to this competence. By learning the foreign language the students will create real and functional communication contexts using the new information and communication technologies. iv. social and civic competence,


knowledge of social features and cultural facts connected to their native speakers which can be worked in the unit. Education for sex equality: the importance of certain historic events such as the women’s vote towards their liberation and equality. v. cultural and artistic competence Linguistic studies contain both artistic and cultural components: 

Learn some information about women’s liberation (SB p. 98).

4.- CONNECTION WITH OTHER CURRICULUM AREAS


206

Throughout the unit there will be a reinforcement on different interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom. History Learn about history and events simultaneous to women’s vote 5.- TREATMENT OF DIVERSITY Additional activities SB pages 98 and 99 WB p. 130 Teacher’s Guide, pages T98, T99. CURRICULUM EXTRA 2 – Language and literature: Advertising 1 TEACHING OBJECTIVES 

Learn some vocabulary and structures to express oneself about the language.



Be able to carry out communicative exchanges speaking about the power of publicity.



Be able to identify and interpret general and more specific information in oral and written texts (The power of adverts).



Revise grammar aspects such as ive and active sentences: present, past and future; gerunds and infinitives; and sentences in reported speech (reported statements). Identify and interpret sociocultural features connected with the subject worked in the unit: publicity and its power and comparing realities from other parts of the world with our own.

2.- CONTENTS SECTIONS 1 and 2 – Listening, speaking and conversing/Reading and writing PROCEDURES 

Read some sentences and respond with the most suitable answer. Read and listen to a text about publicity (The power of adverts) and check the answers. Answer some comprehension questions and find some structures in the text (SB p. 100, ex. 1, 2 , 3 and 4).



Complete a text with the appropriate verb form: present, past or future ive (SB p. 101, ex. 5).



Write some sentences using the active or the ive form as appropriate: present, past, future (SB p. 101, ex. 6).


207



Complete a text with the suitable verb form from a box in the gerund or the infinitive (SB p. 101, ex. 7).



Write some sentences in reported speech: reported statements (SB p. 101, ex. 8).

BLOCK 3- Reflection and knowledge of the language by its usage CONCEPTS LANGUAGE FUNCTIONS Speak about the power of publicity.

.

STRUCTURES-GRAMMAR Present, past and future ive Active and ive: present, past and future Gerunds and infinitives Reported statements VOCABULARY Subbject: Publicity Glossary: Connected with the subject: advertising, adverts, mass communication, influence, poster campaign, shocking, slogan, information, emotive, banned. BLOCK 4- Sociocultural aspects anf intercultural consciousness CONCEPTS Learn some data about how publicity affects and works in our minds. 3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES See in the introduction the general aspects of the contributtion of learning the foreign language to the basic competences and particularly how they are presented in this unit: ii. learning to learn: The students learn to revise the things learnt iii. data processing and digital competence: Oxford University Press – English Alive! 3-4

208

See in the introduction the general aspects of the contribution to this competence Through the foreign language the students will create real and functional contexts of communication using the new information and communication technologies. iv. social and civic responsibility as knowing a foreign language involves knowing social features and cultural facts connected to their native speakers

which can be

worked along in the unit. Moral and civic education: the importance of being critic with publicity and try to sieve the real information from the consumer/materialistic part. v. artistic and cultural responsibility Linguistic procuctions contain both artistic and cultural components: 

Learning information about publicity (SB p. 100).

4.- CONNECTION WITH OTHER CURRICULUM AREAS Throughout the unit there will be a reinforcement on different interdisciplinary subjects, taking the vocabulary and structures to a real life context helpingin the development of their knowledge of the world out of the English classroom. Language and Literature Learn how the language is used for different purposes. 5.- TREATMENT OF DIVERSITY Additional activities SB pages 100 and 101 WB p. 131 Teacher’s Guide, pages T100, T101. CURRICULUM EXTRA 3 – Biology and geology: A marine ecosystem 1 TEACHING OBJECTIVES Know the vocabulary and structures to express oneself in English on the Biology and Geology subjects. Be able to carry out communicative exchanges, speaking about the marine ecosystems. 

Be able to identify and interpret general and more specific information in oral and written texts (The great barrier reef).



Revise grammar aspects such as: verbs of ability, obligation and possibility (must, mustn’t have, have to, don’t have to, should, shouldn’t); the first, second and third conditional (first, second and thrid conditional).


209



Identify and interpret sociocultural features connected with the subject worked in the unit: the marine ecosystems and comparing realities from other parts of the world with ours.

2.- CONTENTS BLOCK 1 y 2 – Listening, speaking and conversing/Reading and writing PROCEDURES 

Read some sentences and look up the meaning of some words. Indicate if some sentences are true or false. Read and listen to a text (The great barrier reef) and check the answers. Answer some comprehension questions and find some structures in the text (SB p. 102 ex 1, 2, 3 and 4).



Complete a text with the appropriate verbs from a box (SB p. 103, ex. 5).



Complete some sentences with the correct form of some verbs and the first conditional (SB p. 103, ex. 6).



Complete some sentences with the correct form of some verbs and the second conditional (SB p 103, ex.7).



Complete some sentences with the corrrect form of some verbs and the third conditional (SB p 103, 8).

SECTION 3- Reflection and knoledge of the language by its usage CONCEPTS LANGUAGE FUNCTIONS 

Speak about marine ecosystems

STRUCTURES-GRAMMAR Verbs of ability, obligation and possibility First conditional Second conditional Third conditional VOCABULARIY Subject: Biology and Geology Glossary: Connected with the subject: barrier reef, coral reefs, ecosystems, biodiverse, planet, marine life, mollusc, fish, sea snake, humpback whales, ecologically, natural predators, devastating consequences, global warming.


210

BLOCK 4- Socio-cultural features and intercultural awarenessl CONCEPTS Learn some data about the different marine ecosystems, their importance and fragility. 3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES See in the introduction the general aspects of the contribution of learning a foreign language to the basic competences and particularly how they are presented in this unit. ii. learning to learn The students learn how to revise the things learnt. iii. data processing and digital competence See in the introduction the general aspects of the contribution to this competence. When studying the foreign language the students will create real and functional communication contexts using the new information and communication technologies. iv. social and civic responsibility


knowledge of social features and cultural facts connected to their native speakers, which can be worked along with the unit. Environmental education: the importance of being aware of the need of preserving and keeping our marine ecosystems or not, respecting nature and living in a sustainable way with the environment. v. Cultural and artistic competence Linguistic studies contain both artistic and cultural competences: Learn some information about marine ecosystems (SB p. 102). 4.- CONNECTION WITH OTHER CURRICULUM AREAS Throughout the unit there will be a reinforcement on different interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom. Biology and Geology Learn about marine ecosystems. 5.- TREATMENT OF DIVERSITY


211

Additional activities SB pages 102 and 103 WB p. 132 Teacher’s Guide, pages T102, T103


212

CLASSROOM PROGRAMME –ENGLISH ALIVE 3: YEAR 2010/2011* The classroom programme of English Alive! 3 that we present identifies the priorities and implications involved with the use of additional material which suggests the use of complementary additional material that goes along with the project, in the teacher’s book, the student’s book, the workbook, the basics progress book A, the Basics Progress Book B, the DVD, as well as in the Teacher’s Resource Book. It is advisable to follow the learning strategies and didactic advice in the teacher’s book. It can be said that it is a guidance class programme and that the teachers will always decide which activities are the best adapted to their objectives and how he/she wants to direct the class. The objective of this classroom programme is to achieve a positive answer to the language learning and how it is learnt. We think the teachers will undoubtedly be able to adapt the activities in this classroom programme according to the need of the students regarding the teaching/learning activities as well as the assessment activities.

The nomenclature used is as follows:

L R S W LC LT

Listening Reading Speaking Writing todas las destrezas Linguistic Competence Learner Training


IW PW L1

Individual Work T – Ss Lockstep Pair Work Lengua materna Mother tongue

SB TG

213

Student’s Book WB Workbook Teacher’s Guide o Libro del Profesor PBA Basics: Progress Book A PBB Basics: Progress Book B DVD English Alive! 3

Starter unit OBJECTIVES

SESION

CLASSROOM ACTIVITIES



Revise knowledges learnt in previous courses.





Learn the contents of the unit.





Activate vocabulary connected with usual activities.



1

2

 

3



Revise the possessive adjectives and the subject and object pronouns.





the present simple and the position of adverbs of frequency.





 4

Revise how to make  questions with the interrogative pronouns and the verbs be, can, have got y do. 


SKILLS

INTERACTION

LT

IW

L1

T – Ss

Study of verbs, vocabulary and colloquial expressions worked in previous . Revision of the pronunciation of diphtongs. Listening of the CD/cassette, exercises and their correction. Optional activity (all students): Complete the sentences. Optional activity (weaker classes): Word associations Copy and completion of a chart paying attention to the most remarkable peculiarities. Completion of the dialogue, substitution of words, grammar study and error correction..

TD

Observe the state of the English knowledge at the beginning of term. Activate knowledges and preparare to start the term. Reading and communicative exchange about the knowledges worked in this unit.

MATERIALS

APROX. TIME

TRB Diagnostic test , page. 4-6 CD/cassette

60’

SB p. 4 Unit summary

5’

PW

SB p. 4 ex. 1-3 WB p. 3, ex.1-3; p. 110, translate the words; p. 133, Diphthongs, ex. 1-3; CD/cassette TG p. T4

55’

G

T – Ss IW

SB p. 5 ex. 1-3 WB p. 4, ex. 1, 2; Grammar bank p. 90

30’

Production of affirmative, negative and interrogative sentences from the wordds given. Completion of grammar rules, revisión of grammar rules, revisión of adverbs of frequency. Practice and correction. Optional activity (weaker classes): rewrite sentences.

G

T – Ss IW, PW

SB p. 5 ex. 4-7

30’

Translation of the forms Wh-, revision of meanings and how to make questions with the present simple of the auxiliary verbs. Check the grammar section if necessary. Practice and correction in class. Optional activity (stronger classes): questions.

G

214

WB p. 4, ex. 3, 4; Grammar bank p. 90 T – Ss IW, PW

TG p.T5 SB pages 6, ex. 1-7 p. 90 TG p.T6

60’



Learn useful expressions to use in conversations.



5



  Revise all the contents of the  unit in the computers class.

6

7



Assess the students’ performance.



Recognition, study and translation of useful expressions in an oral and written level. Oral practice from listenings and repetitive patterns, paying the most attention to pronunciation. Production of dialogues and taking dictations. Optional activity(all classes): prepare a dialogue. Optional activity (all classes): write questions General optional revision of contents from additional material. General revision of vocabulary, grammar, dialogues.

TD

TD

PW

End of unit test.

TD

IW

Estimated time: 7 lessons of 60 minutes.


215

T – Ss SB p. 7, ex. 1-6 IW, PW WB p. 6, ex, 1-4; Word Bank pág. 110 CD/cassette TG p. T7

WB p. 91,Grammar Bank ex. 1-5 WB p. 111, Word Bank extra! Ex. 1, 2 TRB p. 70 Revision Worksheet TRB p. 71 Extension Worksheet MultiROM: Grammar, vocabulary and dialogue TRB p. 7-9 CD/ cassette

60’

60’

60’

Unit 1: The real me OBJECTIVES

SESION

 

Become familiar with the contents of theunit. Learn vocabulary to be able to describe the personality of people.

1

CLASS ACTIVITIES

SKILLS

INTERACTION



Reading of the summary of the unit contents and initial assessment of previous knowledges.

LT, L1

T – Ss



Vocabulary association with the opposites, taking notes in the class notebook, check out from the CD listening.. Optional activity(stronger classes): negative adjectives.

TD LC

IW PW

R, LC





Find specific information. 

2



Describe people



Learn the meaning and use of relative pronouns who, where and which.







Memorize vocabulary to express possibility.



Learn how to use adjectives ending in -ed/-ing to describe feelings and impressions.

3








Preparation of the text, recognition of the expressions given. Reading from the CD listening. Practice exercises of reading comprehension and aquisition of an appropiate pronunciation. Reading of text in a loud voice to specific information and be able to answer questions. Study from the examples given. Systematic revisión from the grammar bank. Exercises and correction. Optional activity(stronger classes): agreement or disagreement. Reading and study of the grammar section. Guided practice, observing the order of adverbs. Exercises and correction. Study of vocabulary. Association of nouns with pictures. Practice from instructions in each case.Vocabulary study. Optional activity(all classes): describe situations

216

MATERIALS

APROX. TIME

SB p. 8, Unit summary

5’

SB p.8, ex. 1-3; CD/cassette WB p. 7, ex. 1; Word bank, p. 112 Personality adjectives. TG p. T8

30’

IW, PW

SB pages. 8-9, ex.4-7 CD/cassette

25’

TD

T – Ss IW

SB p. 9, ex. 8-9 WB p. 7, ex. 2, 3; Word bank, p. 112 Personality adjectives.

25’

G

T – Ss IW, PW

SB p. 10, ex. 1-4 WB p. 8, ex. 1-3; Grammar Bank, p. 92 TG p.T10

35’

LC G

T – Ss IW

SB p. 10, ex. 5-7 WB p. 8-9, ex. 4-6; Grammar Bank p. 92

35’

LC, W

T – Ss IW, PW

SB p. 11, ex. 8, 9; CD/cassette WB p. 9, ex. 7, 8 TG p. T11

25’

4



Practice the entonation and rythm of sentences.



Practice the speech, listening  and comprehension of texts.



Careful listening of the CD/cassette. Second listening to repeat the sentences and find the rythm and places of entonation. Third repetition if necessary. Pronunciation practice. Dictation and correction. Listening of the CD/cassette. Come into . Comprehension of the situation, recognising vocabulary and oral exercises.

L, S, W

IW T – Ss

S, L

PW

SB pages11, ex. 10-12 CD/cassette WB p.133, Sentence stress ex. 13

40’

20’ SB p. 12, ex. 1-3; CD/cassette WB p. 112, Word Bank: Talking about feelings

5



Use the present continuous.



Compare the present simple and the present continuous.









6

Revise the grammar contents  of the unit .





Understand specific information of a newspaper article.






Observation and study of the grammar charts. Attentive reading of the tasks proposed, exercises and correction. Contrast analysis of sample chart. Study the use and form of the verb tenses. Exhaustive practice and correction. Optional activity (weaker classes): dialogue.

G, LT

Attentive Reading of the vocabulary in columns A, B, C in lines of numbers from 1 to 10. Reading of the four situations and completion of the sentences from the text. Listening of the CD/ cassette, checking out of answers and extensive practice. Dictation and correction. Optional activity( stronger classes): more questions. Reading of the text with controlled time. Explanation of the content understood. Second Reading with listening of the text. Practice and correction. Optional activity(all classes): which teenager are you like?

217

IW, PW SB p. 11, ex. 4-6 T – Ss WB p.16, ex. 1-3;Grammar Bank, p. 92

30’

TD

T – Ss PW

30’

TD

IW

SB p. 13, ex. 7-9 WB p. 11, ex. 4-6 TG p. T13 SB p. 13, ex. 10, 11 CD/cassette WB p. 11, ex. 7, 8

30’

TG p. T13 30’ R, S

T – Ss SB p. 14, ex. 1-4 IW, PW CD/cassette TG p. T14



Study different ways of making a description.



7 



Make a personal description.





Obtaining outstanding information asking suitable questionss.





Identifying people from descriptions.



8

9

 



 10

Practice the English language by following up the song Wake up. Revise the contents of the unit.



 

Reading of pattern and deduction of the missing words. Listening and completion of text. Study and translation of adverbs of quantity and practice in the preparation of texts. Optional activity(weaker classes): rewrite sentences. Follow up of the instructions of the writing plan and the pattern. Composition of the paragraphs and writing of the text. Exploring documents to obtain the correct answer. General revision to make questions. Reading, listening, comprehension and repetition of the dialogue. Memorization of the phrase bank. Estensive practice changing nouns and adjectives. Optional activity(weaker classes): describe people. Optional activity(all classes): write a description using some adjectives. Obtaining information about the Singer. Contrast with the one obtained with the pop file. Completion of the lyrics of the song. Correction from the listening. Exercises and comparison of the results in pairs.

LT W

IW, PW SB p. 15, ex. 5-7 T – Ss CD/cassette WB p. 12, ex. 1-3; p. 13, ex. 3-4 TG p. T15

W

IW

TD

60’

SB p. 15,ex8-9 WB p. 13, ex. 5, 6

60’

T – Ss PW

SB p. 16, ex. 1 WB p. 13, ex. 7 CD/cassette

15’

LT, S

T – Ss PW

SB p. 16, ex. 2-5 WB p. 13, ex. 8 MultiROM: unit 1 – dialogue TG p. T16

45’

TD

T – Ss

SB p. 17, ex. 1-4 CD/cassette

20’

PW

T – Ss

WB p. 14, ex. 1-6

40’

TD

Carrying out of the Progress Check of the unit and conscience of the acquired level. Extra activities (weaker classes): more practice

IW

WB p. 91, Grammar Bank, ex.1-5 MultiROM: grammar and vocabulary TRB p. 72, Revision Worksheet WB p. 113, Word Bank extra, ex. 1, 2

11



Assess the progress of the students.

 

Extra activities (stronger classes): more practice Carrying out of the unit 1 test



218

TRB p. 73, Extension Worksheet TD

IW

TRB p. 10-12 CD/cassette

60’

Unit 2: Super nature OBJECTIVES

SESION



Get informed about the contents of the unit.



Study vocabulary regarding nature phenomena.

CLASS ACTIVITIES

 

1





Finding specific information in a text.



2 

3



Use the introductory particles  there was/ there werewith correction. 



the past simple of regular and irregular verbs. 


Coming into with the contents that can be learnt in this unit. Observation of the photos. Comments about the phenomena that may be familiar to the students. Study, listening, repetition and memorising of the vocabulary. Exercises and correction. Optional activity (stronger classes):write definitions using relative pronouns. Observation and comments of the photograph of the text. Reading, listening, finding words and comprehension of the meaning of the text. Exercises of Reading comprehension, Exchange of opinions and correction. Optional activity( all classes): complete the table and write sentences General revisión of the past simple of verbs. Consult the grammar section. Study of the introductory particles and exhaustive practice. Optional activity(stronger classes): write a news report. General revision of the irregular verbs charts. Recommendation of study the past simple. Study the particles ago, for and during. Exercises and correction.

219

MATERIALS

APROX. TIME

SKILLS

INTERACTION

LT, L1

T – Ss


5’

LC

T – Ss PW

SB p. 18, ex. 1, 2 CD/cassette WB p. 15, ex. 1, 2; p. 114,Word Bank: Natural phenomena

55’

TD

T – Ss PW

TG p. T18 SB pages 18-19, ex. 3-8 CD/cassette

60’

TG p. T19 G, LC

T – Ss IW

SB p. 20 ex. 1-4 WB p.16, ex. 1-3; Grammar Bank, p. 94 TG p.T20

40’

G, LT

T – Ss PW

SB p. 20, e. 5-7 WB p. 22-23, ex. 4 WB p. 144 Irregular verbs

20’

4



Memorize the past simple of the most common irregular verbs.



Improve the pronunciation of the past tense of regular verbs.







Understand the meaning of an oral text.



Learn how to use the past continuous.

5

 



  6

7

Compare the past simple and the past continuous.





Differenciate global, specific information.





Get used to take notes






Listening, comprehension, repetition and study of verbs and expressions. Finding wrong expressions. Study and assessment of the knowledges acquired consultation the chart of verbs. Listening and repetition of words according to the pattern given. Choosing the verbs according to their ending and checking out Optional activity(all classes): present newsflashes to the class.

TD

PW T – Ss

S

IW

Observation of the pictures that come with the text. Reading of the information given. Listening of the information, general comprehension and second listening to complete some sentences. Reading, comprehension and completion of the grammar chart. Consultation of the grammar section. Study of the formation of the verb tense, t practice and correction. Optional actvity(weaker classes): write sentences using the past continuous. Reading of examples. Comprehensive observation of the grammar chart and study of the peculiarities of each verb tense. Consult the grammar section. Eshaustive practice, dictation and correction. Optional activity (stronger classes): An interview Reading of pattern text. Giving suggestions of sentences that can complete it. Listening, checking and completion of text. General comprehension. Differenciation from essential, true or false information. Answer to the questions and correction. Optional actvity(all classes):complete the paragraph

TD

Reading of the statement and key words. Listening of the interview. Practice in taking notes of essential information. Compilation from oral information.

220

SB p. 21, ex. 8-12, CD/cassette WB p. 17, ex. 5-9; Word Bank, p. 114, past simple forms; p. 144, irregular verbs

50’

WB p. 134, ex. 1-3

10’

TG p. T21 PW IW

SB p. 22, ex. 1, 2; CD/cassette

15’

G

T – Ss SB p. 22, ex. 3-5 IW, PW WB p. 18, ex. 1-4; Grammar Bank p. 94 TG p. T22

45’

G

IW, PW SB p. 23, ex. 6-8 ; CD/cassette T – Ss WB p. 19, ex. 5-8; Grammar Bank p. 94

60’

R, LT

TG p. T23 T – Ss SB p. 24, ex. 1, 2 IW, PW WB p. 20, ex. 1, 2

45’

TG p. T24 LT

IW

SB p. 24, ex. 3; CD/cassette

15’

Learn how to use temporal  connectors: while, suddenly, as, the next moment, when y afterwards.  

Reading, translation and completion of sentences using connectors to arrange the story. Practice to solve doubts. Optional activity(stronger classes): an interview. Optional activity(all classes): complete sentences.

TD, L1

Write an imaginary experience. Compare cultural traditions.



Preparation of the composition from the instructions, using the appropiate vocabulary. Reading and comprehensive listening of the text. Observation of the potos and the opinions. Second Reading to answer the questions.

W

IW

SB p. 25, ex. 7, 8 WB p. 21, ex. 5, 6

30’

TD

T – Ss PW


20’



Learn expressions to get information.



S

PW

SB p. 27, ex. 4-8; CD/cassette WB p. 21, ex. 7, 8 MultiROM, unit 2 – dialogue TG p. T27

40’



Practice some contents of the unit.



8  

9

10

 11

General revisión of the units 1 and 2





Observation of the map, reading, study and answers to the questions made. Oral practice with the listening, preparation and staging of the dialogues. Optional activity (stronger classes): questions General revisión of the dialogues. Vision of episode 1. General comprehension, completion of exercises. Second revisión, exercises.Preparation for carrying out the test, solving doubts and correction. Completion of the progress check with solving doubts if required. Extra activities (weaker classes): more practice



Extra activities (stronger classes): more practice



Assessment of progress and deficiencies of the students in the first two units. Individual completion of the exercises followed by a correction in class, solutions of doubts and consciousness of the need to study.

 


221

T – Ss PW

SB 25, ex. 4-6 , CD/cassette WB p. 21, ex. 3, 4

30’

TG p. T25

LC, LT

IW, GW DVD Episode 1 TRB WB p. 22, ex. 1-6

60’

WB p. 95, Grammar bank ej.1-6 MultiROM: Grammar and vocabulary TRB p. 74, Revision Worksheet

LT

IW T – Ss

WB p. 115, Word Bank Extra! ex.1, 2 TRB p. 75, Extension Worksheet WB pages 23-24 , ex. 1-8

60’

Evaluate the academic  performance in this unit.. Estimated time: 12 lessons of 60 minutes. 12



Completion of the test of unit 2.

TD

IW

TRB pages 13-15 CD/ cassette

60’

Unit 3: Lifestyle OBJECTIVES

SESION

CLASS ACTIVITIES

INTERACTION

MATERIALS

APROX. TIME



Come into with the contents of the unit.



General comments about previous knowledges and the things that can be learnt in this unit.

LT, L1

T – Ss


5’



Learn vocabulary connected with health and some lifestyles.



Comprehensive memorizing of the vocabulary given. Connectin opposites. Practice with exercises and correction. Optional activity (all classes): describe a famous person. Optional activity (stronger classes): interview a person about her/his lifestyle and diet. Observation of the pictures, deduction of the written content, use of dictionaries if necessary, Reading and listening, exercises and revising. Optional activity (all classes): make or do. Revision of vocabulary in previous . Reminder of the order of words in sentences. Extension, practice and correction in class. Optional activity (all classes): complete the sentences.

TD

T – Ss PW

SB p 28, ex. 1, 2, CD/cassette WB p. 25, ex. 1-4; Word Bank, p. 116, Health and lifestyle. TG p. T28

55’

1

 

 2  3

SKILLS

Understand the aspects of a healthy diet.



 Learn how to use the  quantifyers some, any, much, may, a lot of, too y enough. 


222

TD

G

T – Ss SB p. 29, ex. 3-9; CD/cassette PW, GW

T – Ss PW

TG p. T29 SB p. 30, ex. 1-6 WB p. 26-27, ex. 1-5 ; p. 96 Grammar Bank TG p. T30

60’

60’



Memorizar vocabulario específico para describir el aspecto físico de las personas.



Comments about fashion and present tendencies on the physical appearance of people. Dictation, exercises and correction.



Optional activity (stronger classes):describe people’s appearance.



Detailed observation of the photographs. Reading of the text with them. Hypothesis formulation, completion of sentences. Listening of the text, checking of the hypothesis and choice of the correct expression.

4 

Captar información específica sobre la apariencia de personas.


223

LT, LC

IW

SB p. 31, ex. 7-10; CD/ cassette WB p. 27, ex. 6, 7; Word Bank, p. 116; Pronunciation Bank, p. 134, ex. 1-3 TG p. T31

45’

L

PW

SB p. 32, ex. 1-3 CD /cassette

15’

 5

Practice the comparative and  superlative form of adjectives.  



Express opinions in a natural  way.

6



Revise the use and meaning of the connectors so and because.



Make a brochure similar to the pattern in the text.



Learn vocabulary connected with recepies.



Practice dialogues: choosing a menu.

 

7

8

  

Reminder of the necessary grammar structures. Consultation of thel grammar bank. Study, general practice and revision. Optional activity (all classes): comparative and superlative. Optional activity (all classes): correct the mistakes.

TD

Reading and listening of texts. Think over the opinions given. Émphasize the meaning and utility of pronouns. Completion of exercises and comparison of the answers with the classmates. Optional activity (weaker classes):pronouns. Revision of the meaning of some words to complete the text, using the dictionary if necessary. Attentive reading of the text. Listening and completion with the missing words. Explanation of the difference between the connectors so and because from some examples.

S,R

TG p. T33 IW, PW SB p. 34, ex. 1-4; CD/cassette WB p. 30, ex. 1-3

60’

LT W

T – Ss IW

TG pág. T34 SB p. 35, ex. 5-7 WB p. 30-31, ex. 4, 5 diccionario

25’

W

IW

TD

T – Ss, PW

TD

PW

Preparation of the text from the ideas and pattern given. Spelling and contents revision. Optional activity (stronger classes): a poster Checking of knowledge of the words given. Comments about the different kinds of typical meals. Reading of recopies, comprehension and completion of ingredients.



Attentive listening and repetition of the dialogue, trying to imitate the rythm, pauses and entonation. Memorizing the expressions of the Phrase Bank. Oral and written practice.



Optional activity (stronger classes): a recipe


224

T – Ss PW

SB pages. 32-33, ex. 4-8; CD/cassette WB p. 28-29, ex. 1-8; p. 96 Grammar Bank TG p. T 32

60’

SB p. 35, ex. 8-10 WB p. 31, ex. 6, 7 TG p. T35

35’

SB p. 36 ex. 1, 2 CD/cassette, diccionario

20’

SB p. 36, ex. 3-6, CD/cassette WB p. 31, ex. 8-9; Word Bank pág. 116 MultiROM: unit 3 – dialogue TG p. T36

40’



Improve the pronunciation of the English language.



Self-evaluate the progress achieved.



Motivation on learning the language. Verification of the information given. Follow up of the song and writing some more similar lines to those of the lyrics of Hold me.



Assessment of knowledges before taking the unit exam: Progress Check. Solving doubts if necessary and correction in class. Extra activities (weaker classes): more practice

9 

TD

IW, PW

SB p. 37, ex. 1-4

20’

LT

IW

WB p. 32, ex. 1-6

40’

WB p. 97, grammar bank ex.1-6 MultiROM: Grammar and Vocabulary

TRB p. 76, Revision Worksheet WB p. 117, Word Bank Extra! ex. 1, 2

10 11

 

Assess the knowledges learnt in this unit. Assess the progress of the first quarter.

TRB p. 77, Extension Worksheet

 

Extra activities (stronger classes): more practice Carrying out unit 3 test.

TD

IW



Carrying out the End-of-term test 1

TD

IW



225

TRB pages 16-18 CD/ cassette TRB pages 19-21 CD/cassette

60’ 60’

Unit 4: On the move OBJECTIVES

SESION

CLASS ACTIVITIES

SKILLSS

INTERACTION

MATERIALS

APROX. TIME



Think over the new contents in thiis unit.



Discuss about the known contents. Consciousness about the new contents and the need of studying everyday to improve performance.

L1,LT

T – Ss


5’



Learn prepositions of movement and vocabulary connected with different ways of travelling.



Translation of the vocabulary by observing the pictures. Verification of the meaning of words in the dictionary. Listening, completion of exercises and study of the new vocabulary.

LC S

IW, PW T – Ss

CD/cassette SB p 38, ex. 1, 2, WB p. 33, e. 1-3; p. 118 Word bank: travel; Diccionario

25’



Get general as well as specific information.



Discussion about the brochure headings. Listening of the cassette, reading of text and choosing of heading. Second listening to do the exercises. Optional activity (all classes): correct the false

R

T – Ss PW

SB pages 38-39, ex. 3-7

30’

1



TG p. T39

sentences.  



Study the affirmative and  negative forms of the present perfect.

2  


Optional activity (all classes): ask and answer. Optional activity (weaker classes): complete the table. Explanation on the board of the meaning of the verb tense with examples. Observation of the structure of this verb, consultation in the grammar section, practice how to make affirmative and negative sentences. Exercises and correction. Optional activity (all classes): word tennis Optional activity (all classes): write four sentences.

226

G

T – Ss IW SB p. 40,ex. 1-4 PW WB p. 34, ex.1-5 WB p. 98, Grammar Bank TG p. T40

60’



Learn how to use just with the present perfect.



Memorize compound nouns.

3



Explanation about the meaning of sentences with just. Consulting in the grammar if necessary. Translation of sentences. Practical exercising and correction of exercises.



Connecting pictures with words. Study the vocabulary, formation of words and compound expressions. Guided practice. Optional activity (all classes): noun combinations. Optional activity (weaker classes): combinations of nouns Observation of pictures and reading of the legends. Comprehension of vocabulary and discussion about what kind of transport they would like. Listening of the interview and answer the comprehension questions.

 

4

5



Understand oral information.





Make questions using the present perfect.





Get conscious of the need of pronuncing in the most correct way.





Make up questions using the present perfect.





Leer un texto y extraer conclusiones lógicas.

  

6 


Translations of the grammar chart. Study and analysis of the construction of questions, positions of words and meaning of sentences. Working with exercises, dictation and correction. Attentive listening of the sentences. Observation of how and when connecting words. Repetition exercises, trying to make the students pronunce in a loud voice and in the most correct way. Reading of the task to carry out . Completion of texts, making questions and answers if required. General revision of the grammar aspects of the unit. Optional activity(all classes): ask and answer. Optional activity(all classes): write questions Reading of the text and assessment of the possible answers using the most appropiate expressions in each case. Comparison of answers and dicussion of the chosen options in each case Optional activity(stronger classes): do a class quiz

227

G

LC

T – Ss IW

SB p. 41, ex. 5-7 WB p. 35, ex. 6-8; Grammar bank, p. 98

T – Ss IW SB p. 41, ex. 8-9 ; CD/cassette WB p. 35, ex. 9-10; p. 118, Word Bank: Compound nouns TG p. T41

30’

30’

L

IW, PW

CD/cassette SB p. 42, ex. 1, 2

20’

G

T – Ss IW

SB p. 42, ex. 3-5, CD/cassette WB p. 36, ex. 1-4; Grammar Bank, p. 98

40’

LT

IW

WB p. 134, ex. 1-3, CD/cassette

15’

G

IW

SB p. 43, ex. 6-8; CD/cassette WB p. 37, ex. 5-7

45’

TG p. T43

R, S

PW, GW SB p. 44, ex. 1, 2 WB p. 38, ex. 1, 2 TG p. T44

60’



Learn expressions of time connected with verb tenses.



Write an e-mail





7



8

9



Compare cultural facts.





Practice the English language.





See chpter 2 of the DVD.





Revise the contents of the unit.



Translation of expressions of time given. Connexion with the corresponding tenses. Conscience of the possibilities in each case. Exercises and their correction. Optional activity (all classes): complete the sentences Reading of pattern and the writing plan. Preparation of the text following directions. Individual composition and comparing in pairs the task carried out. Previous compilation of adjectives and expressions to describe English people and giving reasosns why. Reading the title, carrying out the execises and checking out. Reading, listening and completion of texts. Practice of the oral language trying to improve the rythm and entonation of sentences. Carrying out the exercises and consultation of doubts if necessary. Reminder of the first oral episode. Watching the second episode. Comments and exercises. Knowledge assessment before taking the first unit text: Progress Check. Solving doubts if there are any and correction in class.

T – Ss, IW

SB p. 45, ex. 3-5 CD/cassette WB p. 38-39, ex. 3, 4

W

IW, PW

SB p. 45, ex. 6, 7 WB p. 39, ex. 5, 6

LT, L1

PW

TD

IW, PW

SB p. 47, ex. 4-8 WB p. 39, ex. 7, 8

30’

MultiROM: unit 4 – dialogue

TD

IW PW

LC

T – Ss IW

DVD Episode 2 TRB

30’

WB p. 40, ex. 1-5

30’

WB p. 99, Grammar Bank ex.1-5

WB p.119, Word Bank Extra! ex.1, 2

TRB p.79, Extension Worksheet 



228

30’

30’

TRB p. 78, Revision Worksheet

Extra activities (weaker classes): more practice

30’

SB p. 46 ex. 1-3, CD/cassette

MultiROM: Grammar and Vocabulary

 

LT



Revise the essential contents  studied so far.



Assess the knowledges learnt in this unit.

10

11



Optional general revisión of contents to make the student aware about the progress achieved or the need to keep studying and make a bigger effort. Consolidation of contents from the carrying out of Curriculum extra 1. Carrying out the test in unit 4



229

LT

IW, T – Ss

TD

IW

WB pages 41-42, ex. 1-8 CD/cassette SB pages 98-99, ex. 1-9 WB p. 130, ex. 1, 2

60’

TRB pages 22-24 CD/cassette

60’

Unit 5: Crazy about it OBJECTIVES

SESION

CLASS ACTIVITIES

MATERIALS

APROX. TIME

SKILLS

INTERACTION

L1, LT

T – Ss


5’



Anticipation of the contents in  the unit.

Comment about the known contents and anticipation of the new ones.



Learn vocabulary connected with events.



Verification of the meaning of words, observation of pictures and doing exercises. Consultation of the Word Bank.

LC S

IW, PW T – Ss

SB p. 48, ex. 1, 2 WB p. 43, ex. 1, 2; p. 120 Word bank: events; Diccionario

25’



Understand general and/or more specific information.



Reading and completion of the texts with the listed figures. Second reading and answers to the questions. Exercises and correction. Oral practice.

R LC

T – Ss PW

SB pages 48-49, ex. 3-8

30’

1



Contrast and differenciate the use of the present perfect and the simple past.



Memorize in a comprehensive way verbs and nouns regarding competitions.



Identify and and repeat carefully the sound / /.

2

3

  

 

 


Optional activity (all classes): jigsaw reading. Optional activity (stronger classes): an event. Observation of the picture and completion of the grammar rules. Reading the text and classification of expressions of time. Grammar consultation. Practice and correction. Optional activity (all classes): Correcting mistakes. Reading of the sentences and deduction, in pairs, of the words highlighted in blue. Completion of the chart, listening and verification of answers. Practice and correction. Optional activity (stronger classes): competitions. Listening and identification of the words with the sound //. Practice and correction.

230

TG p. T49

G

LC

L, S LC

T – Ss IW SB p. 50,ex. 1-5 PW WB p. 44, ex.1-4 WB p. 100, Grammar Bank TG p. T50 T – Ss IW

SB p. 51, ex. 6, 7, 9 WB p. 45, ex. 6-8 WB p. 120 Word bank: competitions TG p. T51

T – Ss IW WB p. 134, ex. 1-3; CD/cassette SB p. 51, ex. 8

60’

40’

20’

4






Reading of the previous information and verification of the meaning of new vocabulary. Reading of the questions and formulation of hypothesis about the answers. Listening and verification. Second listening and completion of sentences.



Use the present perfect with for and since.



Observation of examples and completion of grammar rules Consulting grammar, practical exercises and correction.

  

Optional activity (all classes): for and since Optional activity (all classes): sentence writing Carrying out the exercises in the WB and the grammar consolidation.



Practice the use of the present perfect.



Practice Reading techniques. 

5

6 

7



Identify what a topic sentence is.





Write a descriptive card about a sport.




Anticipation of contents. Reading and listening of the text. Observation of the sentences and formulation of appropiate questions. Thinking over some ways to learn new words from the reading of texts. Presentation and completion of the word web. Practical exercises and correction. Optional activity(all classes): Questions about skateboarding Reading of the pattern, choice of the correct option and listening of the text to check the answers. Observation of the Language point, exercises and correction. Reading of the pattern and the writing plan. Preparation of the text according instructions. Individual composition, revision and comparison, in pairs, of the task carried out.

231

L

IW, PW

CD/ cassette SB p. 52, ex. 1-3

20’

G

T – Ss IW

SB pages 52-53, ex. 4-8 WB p. 100, Grammar Bank

40’

R LC

WB pages 46-47, ex. 1-8 SB pages 52-53, ex. 9; CD/cassette T – Ss SB p. 54, ex. 1, 2 IW, PW WB p. 48, ex. 1-3

60’ 60’

TG p. T54

R, LT

W

T – Ss, IW

SB p. 55, ex. 3-5 CD/ cassette WB p. 38-39, ex. 3, 4

IW, PW SB p. 55, ex. 6, 7 WB p. 49, ex. 5-7

30’

30’






8 

Understand the song A little deeper of Ms Dynamite.





Revise the contents in the unit.



9

10



Assess the knowledges learnt in this unit

Reading of the information establishing the truth of the statments given. Reading and listening of the dialogue. Memorization of the phrase bank, and oral practice paying attention to the rythm and entonation. Practical exercises. Reading of the pop file and answer the questions. Reading of the song and choice of the correct option. Listening and verification. Personal expression. Revision of knowledges by the Progress Check. Solving doubts if necessary and correction in class.

T – Ss CD/cassette IW, PW SB p. 56 ex. 1-4 WB p. 49, ex. 8, 9

35’


TD

IW, PW SB p. 57, ex. 1-3

25’

LC

T – Ss IW

60’

WB p. 50, ex. 1-5 WB p. 101, Grammar Bank ex.1-4 MultiROM: Grammar and Vocabulary









Carrying the test of unit 5

TD



LT, S

232

IW

TRB p.80, Revision Worksheet WB p.121, Word Bank Extra! ex.1, 2 TRB p.81, Extension Worksheet TRB pages 25-27 CD/cassette

60’

Unit 6: Your future? OBJETIVES

SESION

CLASS ACTIVITIES



Introduce the contents of the unit.



Comments about the known contents and anticipation of the new ones.



Learn vocabulary regarding development.



Completion of the text with the figures listed. Verification of meanings and change of verbs to the infinitive. Classification of words by verbs or nouns. Listening and verification. Consultation and verification. Consultation of the word bank and elaboration of exercises.

1 



2





Understand general and/or specific information.

Identify and repeat carefully the pronunciation of the suffix –tion. Use adequately the auxiliaries will and might to express opinions and predictions about the future. Interiorize the formation and use of the first conditional.



  

Observation and comment of pictures. Reading and completion of text. Listening and verification of answers. Second reading and completion of summary. Location and classification of words in the text. Oral practice. Optional activity (all classes): definitions. Optional activity (stronger classes): our future. Listening of words and identification of the stressed syllable. Listening and repetition of words.

INTERACTION

L1, LT

T – Ss


5’

LC S

T – Ss IW, PW

CD/ cassette SB p. 58, ex. 1, 2 WB p. 51, ex. 1-3; Diccionario

25’

WB p. 118 Word bank: development;

R, LC S

T – Ss PW

L, S LC

T – Ss IW TG p. 106; CD/cassette

G

PW



Translation of the examples and completion of the grammar rules for the formation and use of the first conditional. Consultation of the grammar section if necessary. Practical realization and correction of exercises. Optional activity (weaker classes): first conditional

G LC

T – Ss IW


233

30’

15’

WB p. 135, Pronunciation bank ex. 1, T – Ss IW 2

Study of the rule and observation of examples. Consultation of grammar if necessary, elaboration of exercises and correction. Dictation.



SB pages 58-59, ex. 3-8

TG p. T59



3

MATERIALS

APROX. TIME

SKILLS

SB p. 60,ex. 1-5 WB p. 102, Grammar Bank WB p. 52, ex. 1, 2 SB p. 60, ex. 6-8 WB p. 52, ex. 3, 4; Grammar bank, p. 102 TG p. T60

45’

60’



Memorize vocabulary regarding science and technology.





4



Understand oral information.. 



 5 

Practice the use of can, could and will be able to.

Understand written and oral texts and express possibility.

   

6


Completion of the quiz with the listed words. Completion of the chart, comment, exercises and correction. Optional activity (stronger classes): more quiz questions.

LC

IW, PW

SB p. 61, ex. 9, 10 WB p. 53, ex. 5, 6; p. 122, Word Bank: science and technology TG p. T61

30’

G

T – Ss IW


30’

Choice of the correct option to complete the text. Listening and verification. Reading of questions, listening of the interview and answers to the questions. Optional activity (all classes): discussing predictions. Completion of the grammar chart and consultation of grammar. Exercises and correction. Optional activity (all classes): a debate. Reading of summaries and prediction of the missing information. Thinking about the necessary information to complete texts and formulation of questions. Listening of a conversation and answers to the questions made before. Reading of the listed opinions, listening of the conversation and identification of opinions.Study of the phrase bank, personal expression and exchange with a partner. Exercises of reading comprehension.

234

TG p. T62

G

T – Ss IW, PW

R, L, S LC

T – Ss IW, PW

SB p. 63, ex. 3-6, CD/cassette WB pages. 54-55, ex. 1-7; Grammar Bank, p. 102 TG p. T63 SB p. 64, ex. 1-6; CD/cassette WB p. 56, ex. 1-3; p. 122 Word bank: expressing probability

60’

60’



Understand the structure and  language used in an opinión text.  

7 

Write an opinión text. 



 8


Practice the functional language.



Anticipation of the subject. Reading of pattern and correction of errors. Listening and veification. Translation of expressions to introduce opinions. Exercises and correction.

T – Ss, IW

SB p. 65, ex. 7-9; CD/cassette SB p. 57, ex. 4, 5

W

IW, PW

SB p. 65, ex. 6, 7 WB p. 39, ex. 6, 7

Reading of the patten and the writing plan. Preparation of text following directions. Composition about text, revision and comparison, in pairs, of the task carried out. Comment about different forms of communication. Observation of photographs, Reading of text, exercises and correction. Thinking about differences and/or similarities between North American culture and one own’s culture.

TD

T – SS IW, PW

SB p. 66 ex. 1-4; CD/cassette



Observation of the expressions used in the text messages. Completion of the conversation, listening and verification of answers. Practice of the oral language being careful about the rythm and entonation of sentences. Exercises and consultation of doubts if needed. Preparation of a personal dialogue and oral practice.

235

30’

30’

TG p. T66 LT, LC S

Optional activity (stronger classes): a survey.

30’

TG p. T65

Optional activity(all classes): agreeing and disagreeing.




LT LC

IW, PW

SB p. 67, ex. 5-9; CD/cassette WB p. 57, ex. 8, 9 MultiROM: unit 6 – dialogue

30’



See chapter 3 of the DVD.




9

10

 

11

12





Reminder of the episodes studied before. Vision of the third episode. Comment and exercises. Taking the Progress Check and assessment of the personal progress. Solving doubts if necessary and correction.




WB p. 103, Grammar Bank ex.1-5 MultiROM: Grammar and vocabulary TRB p. 82, Revision Worksheet




WB p.123, Word Bank Extra! ex.1, 2



Assess the knowledges  learnt in this unit. Revise the essential contents  studied so far.

Assess the knowledges learnt thoughout the term.



IW PW

LC

T – Ss IW

Taking the test of unit 6

TD

IW

Optional general revision of the contents to make the student aware about the progress carried out or the need to keep studying and make a bigger effort. Consolidation of contents since taking the Curriculum extra 2. Taking the End-of-term test 2 optional.

LT

IW, T –Ss

TD

IW



TD

236

DVD Episode 3 TRB

30’

WB p. 58, ex. 1-5

30’

TRB p. 83, Extension Worksheet TRB pages 28-30 CD/cassette WB pages 59-60, ex. 1-8 SB pages 98-99, ex. 1-9; CD/cassette WB p. 131, ex. 1, 2 TRB pages 31-33 CD/cassette

60’ 60’

60’

Unidad 7: Ambition OBJETIVES

SESION

1



Anticipate the contents of the  unit.



Memorize in a comprehensive way vocabulary connected with professions



Identify general and/or specific information



 







Express likes and  preferences with the auxiliary would.



Identify and reproduce carefully the pronunciation of some contractions: n’t, ‘d, ‘ve.

2




SKILLS

INTERACTION

Observation and comment about the contents of the unit.

L1, LT

T – Ss


5’

LC S

T – Ss IW, PW

SB p. 68, ex. 1, 2 WB p. 61, ex. 1-3; p. 124 Word bank: profesiones; Diccionario

25’

Observation of the people on the photos and formulation of hypothesis about their profession. Choice of four professions and completionof the chart expressing opinions. Exercises and correction.

TG p. T68 30’ R

Optional activity (weaker classes): jobs and profesiones. Reading and listening to respond the starting questions. Second reading and reading comprehension. Translation of sentences and location of expressions in the text.Oral and written exercises. Optional activity (all classes): British education system. Study of chart and location of examples in the text (p. 69). Consultation of the grammar section, exercises and correction. Listening and identification of the words listened to. Listening and repetition of examples. Dictation.

237

MATERIALS

APROX. TIME

CLASS ACTIVITIES

T – Ss PW

CD/cassette SB pages 68-69, ex. 3-8 TG p. T69

G

L, S LC

T – Ss IW SB p. 70, ej. 1-3 PW WB p. 62, ex.1-3 WB p. 104, Grammar Bank T – Ss WB p. 135, Pronunciation bank ex. 1, IW 2

SB p. 70, ex. 4; CD/cassette

40’

20’

 3

Use have to / don’t have to to express obligation or absence of obligation.







4

Interiorize adjectives to express qualities.







Understand oral information. 



Revise the use of be going to  and contrast it with will.

5  


Completion of the chart and interference of the rules of use of to have to / don’t have to. Consult the grammar section if necessary. Practice and correction of exercises. Optional activity (stronger classes): rules for parents. Rain of ideas. Observation of the pictures and hypothesis about the profession of the people. Reading of the descriptions and verification of the meaning of the words highlighted in blue. Hypothesis from the descriptions. Practical exercises and correction. Optional activity (stronger classes): describing friends. Anticipation of the subject. Listening of the extracts and answer to the questions. Writing down in the pad the corresponding qualities to each person. Listening of the programme and completion of sentences.. Observation of the examples and practice about the use of be going to. Study of the chart and association of the examples with the use of be going to and will. Consultation of the grammar if necessary. Exercises and correction . Optional activity (weaker classes): ask and answer. Optional activity (all classes): plans and predictions

238

G

T – Ss IW, PW GW

SB p. 70, ex. 5-7 WB pages 62-63, ex. 4-7; p. 104 Grammar bank, TG p. T70

60’

LC

T – Ss IW, PW

SB p. 71, ex. 8-11 WB p. 63, ex. 8, 9; p. 124, Word Bank: qualities

35’

TG p. T71 L

T – Ss IW

CD/ cassette SB p. 72, ej. 1-3

25’

G

T – Ss IW, PW

SB pages 72-73, ex. 4-12; CD/cassette WB pages 64-65, ex. 1-8; Grammar Bank, p. 104

60’

TG p. T73

6



Understand written texts to give information.



Present personal ideas.



Understand the structure, format and language of formal letters.



Study of the skill focus. Reading of text and completion with the questionnaire information. Listening and verification of answers. Extensive practice.



In pairs, choice of a proposal and answer to the questionnaire. Study of the phrase bank and preparation to present the ideas in front of the classmates. Optional activity (all classes): writing an article. Observation of the pattern and identification of the format and usual expressions in formal letters. Translation of expressions.Exercises and correction. Optional activity (all classes): formal / informal letters.

 



7 

Write a formal letter. 








8 

Understand the meaning of the song Breakaway of Kelly Clarkson.




Study of the pattern and the writing plan. Preparation of the text following directions. Composition, revision and comparison, in pairs, of the task carried out.. Reading of the ments and reading comprehension. Reading and listening of the interview. Study of the phrase bank and oral practice. Making personal dialogues and presentation to the rest of the group. Optional activity (all calsses): a letter of application. Reading of the pop file and arranging sentences. Reading of the song and substitution of the wrong words .listening and verification. Association of verses with the appropriate summary. Oral expression.

239

R, L LC

T – Ss IW

S LC

PW, GW

SB p. 74, ex. 1, 2; CD/cassette WB p. 66, ex. 1, 2

25’

SB p. 74, ex. 3-5

35’

TG p. T74

LT LC

T – Ss, IW

SB p. 75, ex. 6-8 CD/ cassette WB p. 67, ex. 3, 4

W

IW, PW

SB p. 75, ex. 9, 10 WB p. 67, ex. 5, 6

TD

IW, PW

SB p. 76 ex. 1-5; CD/cassette WB p. 67, ex. 7, 8

25’

35’

35’


TG p. T76 L, R S

T – Ss IW, PW

SB p. 77, ex. 1-4

25’




Carrying out of the Progress Check and assessment of one own’s progress before taking the exam of the unit. Solution of doubts if necessary and correction of exercises.

9

TD

T – Ss IW

Assess the knowledges  10 learnt in this unit. Estimated time: 10 lessons of 60 minutes. 


Extra activities (stronger classes):more practice Carrying out unit 7 test.

WB p.125, Word Bank Extra! ex1, 2

TD

240

60’

WB p. 105, Grammar Bank ex.1-6 MultiROM: Grammar and vocabulary TRB p. 84, Revision Worksheet

Extra activities (weaker classes): more practice 

WB p. 68, ex. 1-6

IW

TRB p. 85, Extension Worksheet TRB pages 34-36 CD/cassette

60’

Unit 8: Danger! OBJETIVES

SESION

CLASS ACTIVITIES






Learn frequent combinations: verb + preposition.






1





Anticipation of the contents of the unit. Consultation of meanings in the dictionary. Observation of the pictures and completion of the examples. Consultation of the vocabulary section if necessary. Extensive practice and correction. Anticipation of contents. Reading and listening of the text to hypothesis. Second reading and reading comprehension. Translation of sentences and oral and written exercises. Optional activity (all classes): correct the false

INTERACTION

L1, LT

T – Ss


5’

LC S

T – Ss IW, PW

SB p. 78, ex. 1-4; CD/cassette WB p. 69, ex. 1-3; p. 126 Word bank: verb+preposition+; Diccionario

25’

R, S LC

T – Ss IW, PW

sentences.



Interiorize the use and formation of the second conditional.



Practice the use of the equality comparative: (not) as ... as.



Memorize adverbs and practice their use.

2



 

Translation of examples and completion of the rule. Consultation of the grammar section, exercises and correction. Optional activity (all classes): second conditional Translation of examples and consultation of the grammar section if needed. Practical training and exercise corrections.

G

G

LC 3






Reading of sentences and choice of an option. Completion of the chart and interference of the rule of formation of adverbs from adjectives. Practice and correction. Optional activity (weaker classes): adjectives and adverbs.

241

MATERIALS

APROX. TIME

SKILLS

30’ SB pages 78-79, ex. 5-10

TG p. T79 T – Ss IW SB p. 80,ex. 1-4 PW WB p. 70, ex.1-3 WB p. 106, Grammar Bank TG p. T80 T – Ss SB p. 81, ex. 5-7 IW WB pages 70-71, ex. 5, 6; Grammar bank, p. 106 T – Ss IW SB p. 81, ex. 8-11 WB p. 71, ex. 7-9; p. 126, Word Bank: adverbs TG p. T81

60’

35’

25’

4






Use should, must and have to to express recommendation, obligation or absence of obligation.



Pronunce in the most accurate possible way the auxiliaries could, should and would.



Consolidate the expressions of obligation, recommendation and absence of obligation. Practice the comprehensive reading techniques.

5





Reading of information and hypothesis formulation. Listening of the radio programme and verification of hypothesis. Second listening and auditive comprehension.



Translation of examples and completion of the rule. Consultation of grammar, exercises and correction.

 

Optional activity (stronger classes): danger in the jungle Attentive listening and identification of the things listened to. Listening and precise repetition being aware of contractions. Dictation.





6

7

 



Learn how to use adverbs when writing a text.



Write a letter giving advice to  solve a personal problem.




L

IW, PW


20’

G

T – Ss IW

SB pages 82-83, ex. 4-9, CD/cassette WB p. 98, Grammar Bank TG p. T83

40’

L, S LC

T – Ss IW

WB p. 135, Pronunciation bank, ex. 1, 2; CD/cassette

10-15’

Consolidation exercises of the WB. Dictation.

G

T – Ss IW

WB pages. 72-73, ex. 1-8 CD/cassette

45-50’

Reading of the definition and answer to the first question. Reading and answer to the questionnaire. Practical work to choose the correct words in each definition. Extensive practice and exercise correction. Optional activity (all classes): adding questions Reading and completion of the patterns. Study the language point, exercises and correction.

R LC

T – Ss IW, PW

SB p. 84, ex. 1-3 WB p. 74, ex 1, 2

LT

T – Ss, IW

SB p. 85, ex. 4-6; CD/cassette SB p. 74-75, ex. 3, 4

Reading of the pattern and the writing plan. Preparation of the text following the directions. Composition and revision of the text and comparison in pairs.

W

IW, PW

SB p. 85, ex. 6, 7 WB p 75, ex. 5, 6

TG p. T84

TG p. T85

Optional activity (stronger classes): a letter asking for advice

242

60’

25’ 35’

8








Practice the language used to ask for and give advice.













9

11



Work the Progress Check and assess the personal progress. Solving doubts if necessary and correction. Extra activities (weaker classes): more practice



Extra activities (stronger classes): more practice Optional general revisión of the contents to make the students aware about their progress or the need to keep on studying and make a bigger effort. Carrying outthe test in unit 8.



Revise the contents studied so far.








10

Reading of the introduction of the article and formulation of hypothesis. Reading and listening of the article, verification of hypothesis and completion of the summary. Comparison with one own’s culture. Reading, listening and completion of the text. Reading and llistening of the pattern dialogue and identification of the problem. Comprehensive study of the phrase bank. Repetition of the pattern being aware of the rythm and entonation. Making up of personal dialogues and presentation of them to the class. Reminder of the previous episodes. Vision of fourth episode. Comment and exercises.



243

LC

PW


30’

TD

IW, PW

SB p. 87, ex. 5-8 WB p. 75, exj. 7, 8 MultiROM: unit 8 – dialogue

30’

TD

IW PW

LC

T – Ss IW

DVD Episode 4 TRB

30’

WB p. 76, ex. 1-5

30’

WB p. 107, Grammar Bank ex.1-5 MultiROM: Grammar and vocabulary TRB p. 86, Revision Worksheet WB p.127, Word Bank Extra! ex.1, 2

LT LC

T –Ss IW

TD

IW

TRB p. 87, Extension Worksheet WB pages 77-78, ex. 1-9


60’

60’

Unidad 9: Brick by brick OBJECTIVES

SESION

1

CLASS ACTIVITIES






Anticipation and comment of the unit contents.



Learn vocabulary connected with the construction world.








Copy the word web in the notebook and associate with the elements in the picture. Verification of meanings of the listed words and classification in the word web. Practice, consultation of the vocabulary section if necessary and correction. Listening and reading of the text and completion of the chart with the American words that appear in the text. Second Reading and comprehension Reading. Extensive practice. Optional activity (stronger classes): American English. Optional activity (stronger classes): Numbers. Optional activity (weaker classes): asking and answering questions. Study of the rule and completion of the grammar chart. Consultation of the grammar section if needed. Exercises and correction. Optional activity (weaker classes): irregular verbs

  



Study the affirmative and  negative forms of the ive voice: present and past  ive.



Practicar el paso de voz activa a voz pasiva.



Memorize verb connected with construction.

2

3



Observation and comment of the changes when changing an active sentence into a ive. Consultation of the grammar section if needed. Exerciss and correction.



Verification of the meaning of verbs given and completion of the texts with the verbs in the ive. Consultation in the vocabulary section, practice and correction. Optional activity(all classes): questions and answers




244

MATERIALS

APROX. TIME

SKILLS

INTERACTION

L1, LT

T – Ss


5’

LC S

IW, PW T – Ss

SB p. 88, ex. 1, 2; Diccionario WB p. 79, ex. 1-3; p. 128 Word bank: building

25’

R, S LC

T – Ss IW, PW

CD/cassette SB pages 88-89, ex. 3-7 Diccionario

30’

TG p. T89

G

G

LC

T – Ss IW, SB p. 90, ex. 1, 2 PW WB p. 80, ex.1-3 WB p. 108, Grammar Bank TG p. T90 T – Ss IW

SB pages 90-91, ex. 3-5 WB p. 81, ex. 4, 5 WB p. 108, Grammar bank

T – Ss IW SB p. 91, ex. 6, 7 WB p. 81, ex. 6, 7; p. 128, Word Bank: construction verbs TG p. T91

60’

35’

25’






Ask questions using the ive voice: present and past ive. Practice the formation of questions in the ive voice.

4





 5 



Revise the pronunciation of the weak vowel : was / were. Understand information of oral and written texts.



7



Write the description of a building.

IW, PW

CD/ cassette SB p. 92, ex. 1, 2

20’

G

T – Ss IW

40’

LT

IW

SB pages 92-93, ex. 3-9; CD/cassette WB p. 98 Grammar Bank WB pages 82-83, ex. 1-6; CD/cassette

IW

Listening and repetition of patterns trying to make the students pronounce correctly.

G



Do the quiz Super structures. Comment about the unknown vocabulay. Listening and verification of answers. Second listening and auditive comprehension. Practice of reading comprehension. Optional activity (stronger classes): more quiz questions Reading of the headings of the paragraphs and decision about where the pattern text should be divided. Study of the language point and substitution of words by the appropiate synonym. Exercises and correction.

R, L



Learn how to use synonims.

L



6



Reading of the information and observation of the photographs. Formulation of hypothesis, listening of the interview and verification. Second listening and comprehension of specific information. Completion and translations of the questions. Study and analysis of the questions. Consultation of the grammar section if needed. Exercises and correction. Dictation. Practice about the formation of questions in the ive voice doing the exercises in the WB.








Reading of the pattern and the writing plan. Preparation of the text following directions. Composition and revisión of the text. Compare in pairs. Optional activity (all classes): an interview

245

45’ 15’

WB p. 135, Pronunciation bank, ex. 1, 2; CD/cassette T – Ss IW, PW

SB p. 94, ex. 1-3; CD/cassette WB p. 84, ex. 1, 2

60’

TG p. T94

LT LC

T – Ss, IW

SB p. 95, ex. 4-6 WB pages 84-85, ex. 4, 5

W

IW, PW

SB p. 95, ex. 7, 8 WB p. 85, ex. 6, 7 TG p. T95

25’

35’






Follow up the song Black and white town of the group Doves.



8 


Observation of the plan and give answers to the questions. Listening and completion of sentences. Observation of the dialogue and the phrase bank. Oral practice trying to improve the rythm and entonation. Writing of own dialogues and present them in class. Reading from the pop file and give answers to the questions. Listening of the song and arrange the mixed up lines. Comprehension of the song and oral expression.

246

TD

IW, PW

SB p. 96, ex. 1-5; CD/cassette WB p. 85, ex. 8, 9 MultiROM: unit 9 – dialogue

40’

TD

T – Ss

CD/cassette SB p. 97, ex. 1-4

20’






Reminder of the previous episodes. Vision of the fifth episode. Comment and exercises.

TD

IW PW






LC

T – Ss IW



Work the Progress Check and assess personal progress. Solution of doubts if necessary and correction. Extra activities (weaker classes): more practice






Carrying out the test in unit 9.

TD

IW



Optional general revisión of the contents to make the students aware of their progress or their need to keep on studying and make a bigger effort. Consolidation of contents from the completion of Curriculum extra 3. Optional carrying out of the End-of-term test 3.

LT LC

T –Ss IW

TD

IW


60’

Optional carrying outof the End-of-year test 1.*

TD

IW


60’

9

10

 

11

 12  13

Assess the progress of the students. Revise the contents studied during the term.

Assess the consolidation  level of the objecctives of the third term. Assess the consolidation  level of the objectives of the course.

DVD Episode 5 TRB

30’

WB p. 86, ex. 1-5

30’


TRB p. 89, Extension Worksheet TRB pages 40-42 CD/cassette WB pages 77-78, ex. 1-8 CD/cassette SB pages 102-103, ex. 1-8 WB p. 132, ex. 1, 2

Estimated time: 13 lessons of 60 minutes. * The End-of-year test 2 (TRB págs. 49-51) is also available. It can be used as a recovery proof of the contents of the course for those students who have not reached the objectives.


247

60’ 60’

CLASSROOM PROGRAMME –OXFORD ENGLISH ALIVE 4: YEAR 2010/2011* The classroom programme of English Alive! 4 that we present identifies the priorities and implications that involves the use of complementary material which goes along with the project: the Teacher’s Book, the Student’s Book, the Workbook, the Basics Progress Book A, Basics Progress Book B, the DVD and the Teacher’s Resource Book. We recommend to follow up the learning strategies and didactic advice contained in the Teacher’s Book. Apart from this, we must say that it is an orientative classroom programme and that the teacher will always decide which activities get along better with his/her objectives and how to focus his class. The objective of this classroom programme is to achieve a positive answer for the learning of the language and how it is learnt. We believe that the teachers will, undoubtedly, adapt the activities in this classroom programme according to the needs of his/her students, regarding the teachinglearning activities as well as the assesment activities. The nomenclature used is as follows::

L R S W LC LT

Listening Reading Speaking Writing Todas las destrezas Linguistic Competence Learner Training


IW PW L1

Individual Work T – Ss Lockstep Pair Work Language 1 (mother tongue)

248

SB TG PBA PBB

Student’s Book WB Workbook Teacher’s Guide o Libro del Profesor Basics: Progress Book A Basics: Progress Book B DVD English Alive! 3

Starter unit OBJECTIVES

SESION

INTERACTION

LT

IW

L1

T – Ss

Revise knowledges learnt in previous .





Know the contents of the unit.





Activate vocabulary connected with usual activities.



Study of verbs, vocabulary and colloquial expressions previously worked in other . Revision of the pronunciation of s ﹢ consonant. Listening of the CD/cassette. Exercises and correction.,

TD

PW



Revision of the present simple and the present continuous.



G



the past simple and the position of adverbs of frequency.

Copy and completion of the chart noting the most outstanding peculiarities. Completion of the e:mail and write questions about it, substitution of words, grammar study and correction of errors. Write affirmative, negative and interrogative sentences from the words given. Arrange sentences. Revisión of frequency adverbs. Wite sentences about actions already performed. Practice and correction.

G

Make up sentences with quantifiers;sentences using the comparative and superlative. Practice and correction in class.

G

2

3



Revision of how to use countable and uncountable quantifiers: much , many, some, any and a lot of. Use comparatives and superlatives.




Observation of the English level knowledge at the beginning of term. Activation of knowledges and preparation of the term. Reading and communicative exchange about the knowledges to work in this unit.

SKILLS

 1

4


249

MATERIALS

APROX. TIME

TRB Diagnostic test , pages 4-6 CD/cassette

60’

SB p. 4 Unit summary

5’

SB p. 4 ex. 1-3 WB p. 3, ex.1-3; p. 110, translate the words; p. 133, s﹢consonante, ex. 1-3; CD/cassette

55’

T – Ss IW

SB p. 5 ex. 1-3 WB p. 4, ej. 1, 2; Grammar bank p. 90

30’

T – Ss IW, PW

SB p. 5 ej. 4-7

30’

WB p. 4, ex. 3, 4; Grammar bank p. 90 T – Ss IW, PW

SB págs. 6, ex. 1-7 WB p. 5, ex. 5-9; Grammar bank p. 90

60’



Learn useful expressions to use in conversations.

Knowledge, study and translation of useful expressions in a written level as well as an oral level. Oral practice from the listening and repetition of patterns being most careful about the pronunciation.Make up dialogues and dictation.

TD



Revision of all the contents in  the unit in the computers classroom.

Opcional general revision of the contents from the complementary material. General revision of vocabulary, grammar, dialogues.

TD

PW



Assess the students’ performance

Carrying out of the unit test.

TD

IW



5

6

7





250

T – Ss SB p. 7, ex. 1-6 IW, PW WB p. 6, ex, 1-4; Word Bank pág. 110 CD/cassette WB p. 91,Grammar Bank ex. 1-5 WB p. 111, Word Bank extra! Ex. 1, 2 TRB p. 70 Revision Worksheet TRB p. 71 Extension Worksheet MultiROM: Grammar, vocabulary and dialogue TRB p. 7-9 CD/ cassette

60’

60’

60’

Unit 1: Images OBJECTIVES

SESION




Get used to the unit contents. 



Learn vocabulary to be able to describe a personality and express people’s feelings.

1

  

2

3

SKILLS

INTERACTION

Reading of the summary of the contents in the unit and initial assessment of previous knowledges. Listening and translation of the adjectives, adding one or more to the pictures shown. Make up sentences and compare the ideas with those of the classmates. Preparation of text, recognition of expressions given. Reading from the CD listening. Practice of exercises for reading comprehension and acquisition of the correct pronunciation

LT, L1

T – Ss

TD LC

IW PW

R, LC

MATERIALS

APROX. TIME


5’

SB p.8, ex. 1-3; CD/cassette WB p. 7, ex. 1; Word bank, p. 112 Personality and feeling adjectives.

30’

IW, PW

SB pages8-9, ex.4-7 CD/cassette

25’

SB pág. 9, ex. 8 WB p. 7, ex. 2, 3; Word bank, pág. 112 Personality and feeling adjectives.

25’



Find specific information.



Describe people, places and animals.



Reading the text in a loud voice to specific information and be able to respond to the questions.

TD

T – Ss IW



Learn the use of the past simple and past continuous, using who, where…



Study from the examples given. Systematic revision from the grammar bank. Exercises and correction.

G

T – Ss IW, PW



Memorize vocabulary to indicate possibility.



LC G

T – Ss IW

SB p. 10, ej. 6 WB p. 8-9, ex. 4-6; Grammar Bank p. 92

35’



Learn how to use adjectives ending in -ed/-ing to describe feelings and impressions.



Reading and study of the grammar section. Guided practice, observation of the use of the adjectives which express feelings, as well as past tenses studied before. Exercises and correction. Study of vocabulary.Asociation of the adjectives with the pictures. Practice from the instructions in each case.

LC, W

T – Ss IW, PW

SB p. 11, ex. 8, 9; CD/cassette WB pg. 9, ex. 7

25’


251

35’ SB p. 10, ex. 1-4 WB p. 8, ex. 1-3; Grammar Bank, p. 92

4



Practice of the entonation and the rythm of the sentences.



Practice of the speech, listening and comprehension of texts.





Attentive listening of the CD/cassette. Second listening for repetition of the sentences and location of the rythm in the entonation. Third repetition if necessary. Pronunciatin practice. Dictation and correction. Listening of the CD/cassette. Establish . Comprehension of the situation, recognise vocabulary and oral tests.

L, S, W

IW T – Ss

S, L

PW

SB pages10,11, ex. 6 - 10 CD/cassette WB p.133, weak vowel :/ə / ex. 13

40’

20’ SB p. 12, ex. 1-3; CD/cassette WB p. 10, ex.1 -3 ;112, Word Bank: Talking about feelings

5



Use of the past continuous.



Compare the past simple and the past continuous.



Revise the grammar contents  in the unit.







6

7



Understand specific information of a newspaper article.



Study different ways to make  a description.




Observation and study of the grammar charts. Attentive reading of the tasks given, exercises and correction. Contrast analysis of the sample chart. Study of the use and form of verb tenses. Exhaustive practice and correction.

IW, PW SB p. 11, ex. 4-6 T – Ss WB p.16, ex. 1-3;Grammar Bank, p. 92

30’

TD

T – Ss PW

SB p. 13, ex. 7-9 WB p. 11, ex. 4-7

30’

Attentive reading of the vocabulary in columns A, B, C in lines with numbersfrom 1 to 10. Reading of the four situations and completion of the sentences of the text. Listening of the CD/ cassette, checking the answers and extensive practice. Dictation and correction.

TD

IW

SB p. 13, ex. 10, 11 CD/cassette WB p. 11, ex. 8, 9

30’

Reading of text with controlled time.Explanation of the content understood. Second reading with listening of the text. Practice and correction.

R, S

Reading of pattern and deduction of the paragraphs arrangement. Listening and completion of the text. Study and translation of time connectors and practice on the preparation of texts.

252

G, LT

30’

LT W

T – Ss SB p. 14, ex. 1-3 IW, PW CD/cassette

IW, PW SB p. 15, ex. 4-7 T – Ss CD/cassette WB p. 12, ex. 1-3; p. 13, ex. 4-5

60’



Make a personal description.



8


Follow up the instructions of the writing plan and the pattern. Composition of paragraphs and elaboration of the text.

253

W

IW

SB p. 15, ex. 8 WB p. 13, ex. 6, 7

60’



Get important information by  asking appropiate questions.



Identify people or places by their description.

9



10



Practice the English language following the song Cry me a river. Revise the contents in the unit.

Exploring documents to get the correct answer. General revisión of the formulation of questions and answers to instructions.

TD

T – Ss PW

SB p. 16, ex. 1 WB p. 13, ex. 8 CD/cassette

15’



Reading, listening, comprehension and repetition of the dialogue. Memorizing the del phrase bank. Extensive practice changing the nouns and the adjectives.

LT, S

T – Ss PW

SB p. 16, ex. 2-5 WB p. 13, ex 9 MultiROM: unit 1 – dialogue

45’



Obtain information about the Singer. Contrast of this information with the pop file. Completion of the lyrics of the song. Verification from the listening. Carrying out exercises and comparison of results in pairs.

TD

T – Ss


20’

PW

T – Ss

WB p. 14, ex. 1-5

40’



TD

Carrying out the Progress Check of the unit and get aware of the acquired level.

IW

WB p. 91, Grammar Bank, ex.1-5 MultiROM: grammar and vocabulary TRB p. 72, Revision Worksheet WB p. 113, Word Bank extra, ex. 1, 2

11



Assess the students’ performance.



Carrying out the test in unit 1.

TD



254

IW

TRB p. 73, Extension Worksheet TRB p. 10-12 CD/cassette

60’

Unit 2: Live and learn OBJECIVES

SESION


LT, L1

T – Ss


5’

LC

T – Ss PW

SB p. 18, ex. 1, 2 CD/cassette WB p. 15, ex. 1, 2; p. 114,Word Bank: adjetives: antonyms

55’



Study vocabulary concerning nature phenomena.



Find specific information in a text.



Observation and comment of the photograph in the text. Reading,listening, finding words and comprehension of the meaning of the text.Reading comprehension exercises, Exchange of opinions and correction.

TD

T – Ss PW

SB pages 18-19, ex. 3-8 CD/cassette

60’



Use the Present Perfect



G, LC

T – Ss IW

SB p. 20 ex. 1-4 WB p.16, ex. 1-4; Grammar Bank, p. 94

40’



Rememeber the past simple of regular and irregular verbs.



General revision of the past simple of verbs. Consultation in the grammar section.Study introductory particles and exhaustive practice. General revisión of the charts of irregular verbs. Recommendation of a revisión of the past simple. Study the particles ago, for and during, yet, already, just..Exercises and correction.

G, LT

T – Ss PW



Memorize the past simple of the most common irregular verbs.



TD

PW T – Ss



Improve the pronunciation of the past of regular verbs.

S

IW



 4

Get in with the contents that can be learnt in this unit. Observation of the phtographs. Comment about the antonyms of the adjectives which can be familiar to the students. Study, lilstening,repetition and memorizing of vocabulary. Exercises and correction.

Find out about the contents of the unit.

2

3

INTERACTION





1

MATERIALS

APROX. TIME

SKILLS


Study of verbs and expressions. Use of yet, just, already. Study and assessment of acquired knowledges consulting the chart of verbs. Listening and repetition of words according to the pattern given. Differentiation of verbs according to their ending and verification.

255

SB p. 20, ex. 5-6 WB p. 22-23, ex. 4 WB p. 144 Irregular verbs SB p. 21, ex. 7 - 10, WB p. 17, ex. 5-9; Word Bank, pág. 114, past simple and past participle forms; p. 144, irregular verbs

20’ 50’

10’ WB p. 134, ex. 1-3



Understand the meaning of an oral text



Revise and use the past simple, continuous and present perfect

5





Observation of the pictures that come with the text. Reading of the information given. Listening of the information, general comprehension and second listening for the completion of sentences. Reading, comprehension and completion of the grammar chart. Consultation in the grammar section. Study of the formation of the verb tense, t practice and correction.

TD

PW IW

G

T – Ss SB p. 22, ex. 3-5 IW, PW WB p. 18, ex. 1-4; Grammar Bank p. 94

45’

IW, PW SB p. 22-23, ex. 6-12 ; T – Ss CD/cassette WB p. 19, ex. 5-8; Grammar Bank p. 94

60’

T – Ss SB p. 24, ex. 1, 2 IW, PW WB p. 20, ex. 1, 2

45’



Use time expressions from the past simple and present perfect.



Reading of the examples. Comprehensive observation of the grammar and study of the peculiarities of each verb tense. Consultation of the grammar section. Exhaustive practice, dictation and correction

G



Inform about one own’s life and the other.



R, LT



Get used to taking notes.

Reading of pattern text. Proposal of sentences which can complete it. Listening, verification and completion of the text. General comprehension, choice from essential, true and false. Answer the questions and correction. Reading of the statement and key words. Listening of the conversation. Practice in taking notes of essential information.Compilation from oral or written information.

LT

IW



Learn how to use the  connectors while, suddenly, as, the next moment, when y afterwards. 

Reading, translation and completion of sentences using connectors to arrange the story. Practice to solve doubts.

TD, L1

T – Ss PW

W

IW

6

7



8 

Write about a personal experience.


Preparation of the composition from the indications and using the appropiate vocabulary.

256

SB p. 22, ex. 1, 2; CD/cassette

15’

SB p. 24, ex. 3-4; CD/cassette 15’ SB p. 25, ex. 4-6 , CD/cassette WB p. 21, ex. 3, 4

SB p. 25, ex. 7-9 WB p. 21, ex. 5, 6

30’

30’

9



Compare cultures.



Comprehensive reading and listening of text. Observation of photos. Second reading to answer the questions.

TD

T – Ss PW



Learn expressions to get and  give information.

Observation of the graphics, reading, study and answers to the quetions made. Oral practice with the listening, preparation and staging dialogues..

S

PW



Practice some contents of the unit.

General revisión of dialogues. Vision of episode 1. General comprehension, completion of exercises. Second vision and exercises. Preparation for the carrying out of the test, solving doubts and correction. Carrying out of the progress check with solution of doubts if they come up.



LC, LT

20’

SB p. 27, ex. 1-3; CD/cassette WB p. 21, ex. 7, 8 MultiROM, unit 2 – dialogue

40’

IW, GW DVD Episode 1 TRB SB p.27, ex. 4-5 WB p. 22, ex. 1-6 ; 114

10

60’

WB p. 95, Grammar bank ex.1-6 MultiROM: Grammar and vocabulary TRB p. 74, Revision Worksheet



General revisión of units 1 and 2





Assess the academic performance in this unit..



11

12


Assesing of the progress and deficiency of the students in the two first units. Doing exercises individually followed by the correction in class, solution of doubts and the awareness of the need of studying. Carrying out of the test of unit 2.



257

LT

IW T – Ss

TD

IW

WB p. 115, Word Bank Extra! ex.1, 2 TRB p. 75, Extension Worksheet WB pages 23-24 , ex. 1-8

TRB pages 13-15 CD/ cassette

60’

60’

Unit 3 : To the limit OBJECTIVES

SESION

1


INTERACTION

General comment about previous knowledges and those that can be learnt in this unit. Comprehensive memorization of the vocabulary given. Look up the meaning of the words highlighted. Practice doing the exercises and correction.

LT, L1

T – Ss


5’

TD

T – Ss PW

SB p. 28, ex. 1-3, CD/cassette WB p. 25, ex. 1-3; Word Bank, p. 116, Health and endurance.

55’

T – Ss SB p.28- 29, ex. 4-9; CD/cassette PW, GW

60’



Get in with the contents of the unit.



Learn vocabulary concerning health and some life styles.



Understand aspects of a healthy life style.



Observation of the pictures, deduction of the written content, using of dictionaries if necessary, reading and listening of the text. Exercises and revisión.

TD



Learn to express ability and obligation.



Revision of the vocabulary learnt in previous . Reminder about Word order in sentences. Expansion, practice and correction in class.

G

T – Ss PW



Learn the reflexive pronouns and its use.



Comment about what we can do or must do. Exercises and correction.

LT, LC

IW



Detailed observation of the photographs and reading of the text with them. Formulation of hypothesis, completion of sentences. Reading and choice of the correct expression.

 

2

3

4 

Get some specific information about healthy life styles.


258

MATERIALS

APROX. TIME

SKILLS

SB p. 30, ex. 1-6 WB p. 26-27, ex. 1-5 ; p. 96 Grammar Bank

60’

SB p. 31, ex. 7-10; WB p. 27, ex. 6, 7; Word Bank, pág. 116; Pronunciation Bank, pág. 134, ex. 1-3

45’

SB p. 32, ex. 1-2 CD /cassette L

PW

15’



Practice ability and obligation  in the past.

Reminder of the necessary grammar structures. Consultation of the grammar bank. Study, general practice and revision. Dictation.

TD

T – Ss PW



Express ability and obligation  naturally

S,R

IW, PW SB p. 34, ex. 1-3; CD/cassette WB p. 30, ex. 1-2



Revise the use and the meaning of can, could, must, might.

Reading and listening of the texts. Thinking about the opinions given. Émphasis on the meaning and utility of pronouns. Completion of exercises and comparison of the answers with those of the classmates. Revision of the meaning of the words to complete the text using the dictionary if needed. Attentive reading of the text.Listening and completion with the words missing. Explanation of the difference between can and must from some examples.

LT W

T – Ss IW



IW

Write a text similar to a pattern given. Learn vocabulary connected with ways of life.

Preparation of the text from the ideas and pattern given. Spelling and content revision.

W





Verification of the knowledge of the meaning of the words given. Comment about life styles.

TD

T – Ss, PW



Attentive listening and repetition of the dialogue, trying to imitate the rythm,pauses and entonation. Memorization of the expressions of the Phrase Bank. Oral and written practice.

TD

PW

5

6



7



8



Practice dialogues


259

SB pages 32-33, ex. 3-8; CD/cassette WB p. 28-29, ex. 1-8; p. 96 Grammar Bank

TG SB p. 35, ex. 4-7 WB p. 30-31, ex. 3-4 diccionario

60’

60’

25’

SB p. 35, ex. 8 WB p. 31, ex. 5-6

35’

SB p. 36 ex. 1, CD/cassette, diccionario

20’

SB p. 36, ex. 2-4, CD/cassette WB p. 31, ex. 7-8; Word Bank pág. 116phrases to learn MultiROM: unit 3 – dialogue

40’



Improve the pronunciation of the English language.



Self-assessment of the progress made

9



Motivation in the learning of the language.Verification of the information given. Follow up of the song and write some lines similar to those in the lyrics of Here with me.



Assessment of knowledges before taking the unit exam: Progress Check. Resolution of doubts if there are any and correction in class.Resolución de dudas si se formulan y corrección en la clase.

TD

IW, PW

SB p. 37, ex. 1-4

20’

LT

IW

WB p. 32, ex. 1-5

40’

WB p. 97, grammar bank ej.1-5 MultiROM: Grammar and Vocabulary

TRB p. 76, Revision Worksheet WB p 117, Word Bank Extra! ex. 1, 2

10 11

 

Assess the knowledges  learnt in this unit. Assess the progress made in  the first term.

Carrying out of the test in unit 3

TD

IW

Carrying out of the End-of-term test 1

TD

IW



260

TRB p. 77, Extension Worksheet TRB pages 16-18 CD/ cassette TRB pages. 19-21 CD/cassette

60’ 60’

Unit 4: Money OBJECTIVES

SESION




Think about the new contents  of this unit.



Learn the uses of will.



Get general and specific information.



1



Comment about the contents known. Awareness about the new contents and the need of studying everyday to have a better performance. Translation of the highlighted words. Verification of the meaning of the Word in the dictionary. Listening,completion of exercises and study of new vocabulary. Comment about the future forms. Listening of the cassette, Reading of the text and choice of the title. Second listening to do the exercises.

L1,LT

T – Ss


5’

LC S

IW, PW T – Ss

CD/cassette SB p. 38, ex. 1, 2, WB p. 33, ex. 1-2; p. 118 Word bank: using money; Diccionario

25’

R

T – Ss PW

SB pages. 38-39, ex. 3-8

30’

T – Ss IW SB p. 40,ex. 1-6 PW WB p. 34-35, ex.1-6 WB p. 98, Grammar Bank

60’

Study the future forms



Explanation on the board of the meaning of the verb tense with examples. Observation of the structure of this verb, consultation in the grammar section, practice in the formation of affirmative and negative forms of will and be going to. Exercises and correction.

G



Learn how to use just with the present perfect.



Practice and correction of exercises. Dictation.

G



Asociation of the pictures with the words. Study of the vocabulary, word formation and compound expressions. Guided practice.

LC

2

3

INTERACTION





Memorize compound nouns.


261

T – Ss IW

MATERIALS

APROX. TIME

SKILLS

SB p. 41, ex. 7-8 WB p. 35, ex. 7-8; Grammar bank, p. 98

30’

T – Ss IW SB p. 40-41, ex. 5-9 ; CD/cassette WB p. 35, ex. 7-8; p. 118, Word Bank: Luxuries

30’

4






L

IW, PW


20’



Ask questions using the present simple, present continuous and will.

Observation of the potos and Reading. Comprehension of vocabulary. Listening of the interview and answers to the comprehension questions.



Translation of the grammar chart. Study and formation of sentences, word order and meaning of sentences. Exercises and correction. Attentive listening of the sentences. Observation of how and when to connect words. Repetition, making the students pronunce in a loud voice and in the most correct way. Reading of the task to be done. Completion of texts, formulation of questions and answers as necessary. General revision of the grammar parts of the unit. Dictation and correction. Reading of the text and assessment of the possible answers using the most appropiate expressions in each case. Comparison of answers and discussion of the options chosen in each case.

G

T – Ss IW

40’

LT

IW

SB p. 42, ex. 3-5, CD/cassette WB p. 36, ex. 1-5; Grammar Bank, p. 98 WB p. 134, ex. 1-3, CD/cassette

G

IW


45’



Get aware of the need of pronuncing in the most accurate way possible. Diphtongs



Make up questions using the present simple, present continuous and will.. Read a text and draw logocal  conclusions.

5





 6



Learn expressions of time connected with verb tenses.



Write a formal letter

7






Translation of the time expressions given. Association with the corresponding verb tenses. Awareness of the possibilities in each case. Exercises and correction. Reading of the pattern and the writing plan. Preparation of the text following instructions. Individual composition and comparison in pairs of the task carried out.

262

R, S

PW, GW SB p. 44, ex. 1, 6 WB p. 38, ex. 1, 2 ; 118 Word Bank, comparing ideas

LT

T – Ss, IW

W

IW, PW

SB p. 45, ex. 7-8 CD/cassette WB p. 38-39, ex. 3, 4 SB p. 45, ex. 9-12 WB p. 39, ex. 4-5

15’

60’

30’

30’

8

9









See chapter 2 in the DVD.












Previous compilation of adjectives and expressions to describe the English schools. Reading of the title, exercises and revisión. Reading, listening and completion of texts. Practice the oral language trying to improve the rythm and entonation of sentencess. Exercises and consultation of doubts if necessary.

LT, L1

PW

TD

IW, PW

Reminder of the first episode orally. Vision of the second episode. Comment and exercises.

TD

IW PW

Assessment of knowledges before taking the exam of the unit: Progress Check. Resolution of doubts if needed and correction in class.

LC

T – Ss IW

SB p. 46 ex. 1-4, CD/cassette

30’

SB p. 47, ex. 1-5 WB p. 39, ex. 6-7;118, Word Bank: making an appointment

30’


DVD Episode 2 TRB

30’

WB p. 40, ex. 1-5

30’

WB p. 99, Grammar Bank ex.1-4 MultiROM: Grammar and Vocabulary

TRB p. 78, Revision Worksheet WB p.119, Word Bank Extra! ex.1, 2



Revise the essential contents  studied so far.




10

11



Optional general revisión of the contents to make the student aware of the progress made or the need to keep on studying and make a bigger effort. Consolidation of contents to start from doing the Curriculum extra 1. Carrying out of the test in unit 4.



263

LT

IW, T – Ss

TD

IW

TRB p.79, Extension Worksheet WB pages 41-42, ej. 1-8 CD/cassette SB paages 98-99, ex. 1-7 WB p. 130, ex. 1, 2 TRB pages 22-24 CD/cassette

60’

60’

Unit 5: Music OBJECTIVES

SESION




Anticipation of the contents in  the unit.



Learn vocabulary connected with kinds of music.






1







Contrast and differentiate the  use of the present , past and future ive



Memorize comprehensively verbs and nouns regarding competitions.

 

Identify and reproduce carefully the sound // Understand oral information.



Use ive questions

2

 

3

4

  




Comment about the contents known and anticipation of the new ones. Verification of the meaning of words, observation of the pictures and exercises. Consultation of the Word Bank. Reading and completion of the texts with the figures listed. Second Reading and answer to the questions. Exercises and correction. Oral practice. Optional activity. Observation of the chart and completion of the grammar rules. Reading of text and sorting out of the veb forms. Consultation of the grammar. Practice and correction. Optional activity (all classes): Correcting mistakes. Reading of sentences and deduction, in pairs,of the highlighted words in blue. Completion of the chart, listening and verification of answers.Practice and correction. Optional activity Listening and identificatin of the words with the sound //. Practice and correction. Reading of the previous information and verification of the meaning of the new vocabulary. Reading of the questions and formulation of hypothesis about the answers. Listening and verification. Second listening and choice of the correct answer. Observation of the examples and completion of the grammar rules. Consultation of grammar. Practical exercises, dictation and correction.

264

INTERACTION

L1, LT

T – Ss


5’

LC S

IW, PW T – Ss

SB p. 48, ex. 1-3 WB p. 43, ej. 1, 2; p. 120 Word bank: types of music; Diccionario

25’

R LC

T – Ss PW

SB pages 48-49, ex. 4-8

30’

G

LC

L, S LC

MATERIALS

APROX. TIME

SKILLS

TG T – Ss IW SB p. 50,ex 1-3 PW WB p. 44, ex.1-5 WB p. 100, Grammar Bank TG T – Ss IW

SB p. 51, ex. 4-6 WB p. 45, ex. 6 WB p. 120 Word bank: commerce TG

T – Ss IW WB p. 134, ex. 1-3; CD/cassette SB p. 51, ex. 8

60’

40’

20’

L

IW, PW


20’

G

T – Ss IW

SB pages 52-53, ex. 3-8 WB p. 46, ex. 1-4 100, Grammar Bank

40’

5

 

Practice the use of the  ive voice. Practice Reading techniques. 

6 



Identify uses and order in sentences with some, both, most,all.

7

  





Write a descriptive card about a music band. Practice the English language.

 

8 



Understand the song The long way around.



Revision of the contents of the unit.



9

Assess the knowledges  learnt in this unit. Estimated time: 10 lessons of 60 minutes. 10




Realization of exercises of the WB and the grammar consolidation. Anticipation of the contents. Reading and listening of the text. Observation of the entences and formulation of appropiate questions. Think about ways of learning new words to start from reading texts. Presentation and completion of the word web. Practical exercises and correction. Reading of the pattern, choice of the correct option and listening of the text to check the answerss. Observation of the Language point, exercises and correction. Reading of the pattern and the writing plan. Preparation of the text following instructions. Individual composition and comparison, in pairs, of the task carried out. Reading of the information and establishment of veracity of the statements made. Reading and listening of the dialogue. Memorization of the phrase bank, and oral practice, paying attention to the rythm and entonation. Practical exercises. Reading of the pop file and answers to the questions. Reading of the song and choice of the correct option. Listening and veification. Personal expression. Revision of knowledges by the Progress Check. Resolution of doubts if needed and correction in class.

Carrying out of the test in unit 5.

WB pages 47, ex. 5-8 SB pages 53, ex. 9; CD/cassette T – Ss SB p. 54, ex. 1, 4 IW, PW WB p. 48, ex. 1-3

60’

T – Ss, IW

SB p. 55, ex. 5-7 CD/ cassette WB p. 49, ex. 4-5

30’

W

IW, PW SB p. 55, ex. 8-9 WB p. 49, ex. 6-7

30’

LT, S

T – Ss CD/cassette IW, PW SB p. 56 ex. 1-5 WB p. 49, ex. 8, 9

35’

R LC

R, LT


TD

IW, PW SB p. 57, ex. 1-3 WB p. 120, phrases to learn

25’

LC

T – Ss IW

60’

WB p. 50, ex. 1-4 WB p. 101, Grammar Bank ex.1-6 MultiROM: Grammar and Vocabulary

TD

265

60’

IW

TRB p.80, Revision Worksheet WB p.121, Word Bank Extra! ex.1, 2 TRB p.81, Extension Worksheet TRB pages 25-27 CD/cassette

60’

Unit 6: Innovation OBJECTIVES

SESION






Comment about the contents known and anticipation of the new ones.



Learn vocabulary regarding inventions.



Completion of the text with the figures listed. Verification of meanings and identification of pictures. Listening and verification. Consultation of the word bank and exercises. Observation and comment about the pictures. Reading and completion of the text. Listening and verification of answers. Second Reading and completion of the summary. Finding words in the text and clasification. Oral practice.

1





Compile general and/or specific information.



Identify the use of: used to

 2

 3




Use the auxuiliaries will and might correctly to express opinions and predictions about the future.



Consolidate the use of relative pronouns.




INTERACTION

L1, LT

T – Ss


5’

LC S

T – Ss IW, PW

CD/ cassette SB p. 58, ex. 1, 3 WB p. 51, ex. 1-3; Diccionario

25’

WB p. 118 Word bank: inventions.

R, LC S

T – Ss PW

Listening of words and identification of the stressed syllable. Listening and repetition of words. Study of the rule and observation of examples. Consultation of the grammar if needed. Exercises and correction. Dictation.

L, S LC G

PW

Translation of the examples and completion of the grammar rules for the formation and use of the first conditional. Consultation of the grammar section if needed. Practical training and exercises.

G LC

T – Ss IW

266

MATERIALS

APROX. TIME

SKILLS

SB pages 58-59, ex. 4-9

T – Ss IW TG p. 106; CD/cassette

30’

15’

WB p. 135, Pronunciation bank ex. 1, T – Ss IW 3

SB p. 60,ex. 1-4 WB p. 102, Grammar Bank WB p. 52, ex. 1, 3 SB p. 60, ex. 5-7 WB p. 52-53, ej. 4-6; Grammar bank, p. 102

45’

60’



Memorize vocabulary regarding technology.






Practice the use of the gerund and infinitive.





Understand written and oral texts.



4

5

6

7



Completion of the quiz with the words listed. Completion of the chart, comment, exercises, dictation and correction.



Choice of the correct option to complete the text. Listening and verification. Reading of the questions, listening of the interview and answer to the questions. Completion of the grammar chart and consultation of gramm. Exercises and correction. .





Compile the structure and language used in an opinión text.





Write an opinión text.




Reading of the summaries and prediction of the missing information. Think about the necessary information to complete the texts and formulation of questions. Listening of the conversation and answer to the questions made before. Reading of the listed opinions, listening of the conversation and identification of opinions. Study of the phrase bank, personal expression and exchange with a classmate. Exercises of reading comprehension. Anticipation of the subject. Reading of the pattern and correction of errors. Listening and verification. Translation of the expressions to introduce opinions. Exercises and correction. Reading of the pattern and the writing plan. Preparation of the text following instructions. Wording the text, revision and comparison, in pairs, of the task carried out.

267

LC

IW, PW

SB p. 61, ex. 12 WB p. 53, ex. 7-8; p. 122, Word Bank: Technology

G

T – Ss IW

G

T – Ss IW, PW

SB p.62- 63, ex. 4-8, CD/cassette WB pages54-55, ex. 1-8; Grammar Bank, p 102

60’

R, L, S LC

T – Ss IW, PW


60’

LT LC

T – Ss, IW


30’

W

IW, PW

SB p. 65, ex. 8 WB p. 57, ex 5-6


30’

30’

30’








8

Practice the functional language.





See chapter 3 in the DVD.










9

Comment about different objects in a museum. Observation of the photos, Reading of the text, exercises and correction. Think over the differences and/or similitudes between North American culture and one own’s Optional activity(stronger classes): a survey. Observation of the expressions used in text messages. Completion of the conversation, listening and verification of answers. Practice of the oral language according to the rythm and entonation of the sentences. Exercises and consultation of doubts if needed. Preparation of a personal dialogue and oral practice. Reminder of previous episodes. Vision of the third episode. Comment and exercises. Realization of the Progress Check and assessment of the personal progress. Resolution of doubts if needed and correction.

TD

T – SS IW, PW


30’

TG p. T66 LT, LC S

IW, PW


30’


TD

IW PW

LC

T – Ss IW

DVD Episode 3 TRB

30’

WB p. 58, ex. 1-5

30’

WB p. 103, Grammar Bank ej.1-5 MultiROM: Grammar and vocabulary TRB p. 82, Revision Worksheet WB p.123, Word Bank Extra! ex.1, 2

10

 

Assess the knowledges learnt in this unit. Revision of the essential contents studied so far.



Realization of the test in unit 6.

TD

IW



Optional realization of a general revision of the contents to make the student aware of the progress achieved or the need to keep on studying and make a bigger effort. Consolidation of contents starting from the realization of the Curriculum extra 2. Optional carrying out of the End-of-term test 2.

LT

IW, T –Ss

TD

IW

11

Assess the knowledges  learnt during the term. Estimated time: 12 lessons of 60 minutes. 12




268

TRB p. 83, Extension Worksheet TRB pages 28-30 CD/cassette WB pages 59-60, ex. 1-8 SB pages 98-99, ex. 1-7; CD/cassette WB p. 131, ex. 1, 2


60’ 60’

60’

Unit 7: Relationships OBJECTIVES

SESION

SKILLS

INTERACTION

MATERIAL S

APROX. TIME




Observation and comment about the contents of the unit.

L1, LT

T – Ss


5’



Memorize comprehensively vocabulary connected with types of people.



Observation of the people in the photos and formulation of hypothesis about the way they are. Exercises and correction.

LC S

T – Ss IW, PW

SB p. 68, ex. 1, 2 WB p. 61, ex. 1-3; p. 124 Word bank: types of people; Diccionario

25’



Identify general and/or specific information.



T – Ss PW

CD/cassette SB pages 68-69, ex. 4-10

30’

R



Express likes and  preferences with the auxiliary would and like+ -ing



Identify and repeat carefully the pronuntiation of silent letters.

Reading and listening of the text to respond to the initial questions. Second reading and reading comprehension.Translation of sentences and finding expressions in the text. Oral and written exercises. Study of the chart and finding examples in the text (p. 69). Consultation in the grammar section. Eercises, dictation and correction. Listening and identifying the words listened. Listening and repetition of the examples.



Use too, so and such

1

2






3


Completion of the chart and inference of the use of too, so and such. Consultation in the grammar section if necessary.. Practice and correction of exercises.

269

G

L, S LC

G

T – Ss IW SB p. 70, ex. 1-4 CD/cassette PW WB p. 62, ex.1-4 WB p. 104, Grammar Bank T – Ss WB p. 135, Pronunciation bank ex. 1, IW 3

T – Ss IW, PW GW

SB p. 70, ex 5-7 WB pages 63, ex. 5-6; p. 104 Grammar bank,

50’

10’

60’

4



Interiorize words to express relationships.




 5

Understand the use of First and second conditionals.



Rain of ideas. Observation of the pictures and hypothesis about the relationship of two people. Reading of the descriptions and verification of the meaning of the words highlighted in blue. Hypothesis from descriptions.Practical exercises and correction.

LC

T – Ss IW, PW



Anticipation of the subject. Listening of the extracts and answer to the questions. Writing down in the notebook the qualities corresponding to each person, listening of the programme and completion of the sentences. Observation of the examples and practice about the use of First and second conditionals. Consultation of grammar, if necessary. Exercises and correction.

L

T – Ss IW

G

T – Ss IW, PW

SB págs. 72-73, ex. 3-9; CD/cassette WB pages 64-65, ex. 1-8; Grammar Bank, p. 104

60’

R, L LC

T – Ss IW

SB p. 74, ex. 1, 2; CD/cassette WB p. 66, ex. 1, 3

30’

S LC

PW, GW

SB p. 74, ex. 3-4

30’

LT LC

T – Ss, IW

SB p. 75, ex. 5-8 CD/ cassette WB p. 67, ex. 4-5

25’

 



Understand written texts to transfer information.



Present personal ideas.



Study of the skill focus. Reading of the text and completion with information of the questionnaire. Listening and verification of answers. Extensive practice.



In pairs, choose a proposal and answer the questionnaire.Study of the phrase bank and preparation to present the ideas in front of the rest of classmates. Observation of the pattern and identification of the format and usual expressions in letters. Translation of expressions. Exercises and correction.

6



Compile the structure, format  and language of the letters to present a probleme.



Write a letter .

7




Study of the pattern and the writing plan. Preparation of the text following the instructions. Composition, revision and comparison, in pairs, of the task carried out.

270

W IW, PW

SB p. 71, ex. 8-11 CD/ cassette WB p. 63, ex. 7- 9; p. 124, Word Bank: verbs: relationships.


SB p. 75, ex. 9 WB p. 67, ex. 6-7

40’

20’

35’




8







Capture the sense of the song Union.






9

Reading horoscopes and reading comprehension. Reading and listening of the dialogue. Study of the phrase bank and oral practice. Make up personal dialogues and present them to the rest of the group. Reading of the pop file and arranging sentences. Reading of the song and substitution of the wrong words. Listening and verification. Association of verses with the appropiate summary. Oral expression. Realization of the Progress Check and assessment of own progress before taking the exam of the unit. Resolution of doubts if necessary and correction of exercises.

TD

IW, PW

SB p. 76 ex. 1-5; CD/cassette WB p. 67, ex. 8-9

35’


SB p. 77, ex. 1-3 L, R S

T – Ss IW, PW

TD

T – Ss IW

25’

WB p. 68, ex. 1-6

60’


10






Carrying out of the test of unit 7.

TD



271

IW

TRB p. 85, Extension Worksheet TRB pages 34-36 CD/cassette

60’

Unit 8: Survivors OBJECTIVES

SESION



1



CLASS ACTIVITIES


Anticipation of the contents in the unit.



Consultation of meanings in the dictionary. Observation of the pictures and completion of the examples. Consultation in the vocabulary section if necessary. Extensive practice and correction.



Anticipation of contents. Reading and listening of the text to hypothesis. Second reading and reading comprehension. Translation of sentences and oral and written exercises.


INTERACTION

L1, LT

T – Ss


5’

LC S

T – Ss IW, PW

SB p. 78, ex. 1-2; CD/cassette WB p. 69, ex. 1-3; p. 126 Word bank: problems Diccionario

25’

R, S LC

T – Ss IW, PW

SB pages 78-79, ex. 3-8

30’



Revise the Past perfect and simple



Translation of examples and completion of the rule. Consultation in the grammar section. Exercises and correction.

G



Practice the most frequent combinations of verb﹢ preposition.



Translation of examples and consultation in the grammar section, if necessary. Practice training and correction of exercises.

G



Memorize adverbs and practice their use.






Reading of the information and formulation of hypothesis. Listening about different groups. Second listening and hearing comprehension.

L

IW, PW


20’



Use the 3rd conditional



Translation of examples and completion of the rule. Consultation of grammar. Exercises, dictation and correction.

G

T – Ss IW

SB pages 82-83, ex 4-10, CD/cassette WB p. 72, ex.1-4; 106, Grammar Bank

40’

2

3

4

MATERIALS

APROX. TIME

SKILLS

LC


272

T – Ss IW SB p. 80,ex. 1-5 PW WB p. 70, ex.1-5 WB p. 106, Grammar Bank T – Ss IW

SB p. 81, ex. 6-8 WB pages 71, ex. 6-7; Grammar bank, p. 106

T – Ss IW SB p. 81, ex. 8-11 WB p. 71, ex. 7-9; p. 126, Word Bank: verb ﹢ preposition

60’

30’

30’

5



Pronunce as accurately as posible the / h /



Attentive listening and identification of the things listened. Accurate listening and repetition. Dictation.



Consolidate the expression of obligation, recommendation and absence of obligation. Practice the reading comprehension techniques.



Realization of the consolidation exercises in the WB. Dictation.





Use contractions





Write an article about a past event.










Practice the language used for rules.

Reading of the definition and answer to the initial question. Reading and answer to the questionnaire. Preparation of questions and answers. Extensive practice and correction of exercises. Reading and completion of the patterns. Study of the language point.Exercises and correction. Reading of the pattern and the writing plan. Preparation of the text following instructions. Composition and revisión of the text and comparison in pairs. Reading of the introduction of the article and formulation of hypothesis. Reading and listening of the article, verification of hypothesis and completion of the summary.Comparison with own culture. Reading, listening and completion of text. Reading and listening of pattern dialogue and identification of the problem. Comprehensive study of the phrase bank. Repetition of the pattern paying attention to the rythm and entonation.Making up of dialogues and presentation to the class.

 6

7

8




273

L, S LC

T – Ss IW

WB p. 135, Pronunciation bank, ex. 1, 2; CD/cassette

10-15’

G

T – Ss IW

WB pages 73, ex. 1-8 CD/cassette

45-50’

R LC

T – Ss IW, PW

SB p. 84, ex. 1-4 WB p. 74, ex. 1, 2

60’

LT

T – Ss, IW

SB p. 85, ex. 5-7; CD/cassette WB p. 75, ex. 3, 6

30’

W

IW, PW

SB p. 85, ex. 8, 9

30’

LC

PW


30’

TD

IW, PW

SB p. 87, ex. 1-5 WB p. 75, ex. 7- 8 ; 121 , asking about rules MultiROM: unit 8 – dialogue

30’






Reminder of previous episodes. Vision of the fourth episode. Comment and exercises.

TD

IW PW






Realization of the Progress Check and assessment of the personal progress. Resolution of doubts if necessary and correction.

LC

T – Ss IW

9

DVD Episode 4 TRB

30’

WB p. 76, ex. 1-5

30’




Revise the contents studied so far.








10

11

Optional realization of a general revision of the contents to make the students aware about their progress or the need of keep on studying and make a bigger effort. Carrying out of the unit test 8.



274

LT LC

T –Ss IW

TD

IW

TRB p. 87, Extension Worksheet WB pages 77-78, ex. 1-8


60’

60’

Unit 9: Words OBJECTIVES

SESION

SKILLS

INTERACTION

L1, LT

T – Ss


5’

LC S

IW, PW T – Ss

SB p. 88, ex. 1, 2; Diccionario WB p. 79, ex. 1-3; p. 128 Word bank: collocations: communication

25’

R, S LC

T – Ss IW, PW

CD/cassette SB pages 88-89, ex. 4-8 Diccionario

30’






Anticipation and comment of the contents of the unit



Learn vocabulary connected with the world of communication.



Answer the questions and consult the words in blue. Listening and reading of the text and completion of the chart with the words in American English in the text. Second reading and realization of the comprehension exercises. Extensive practice.

1



MATERIALS

APROX. TIME

CLASS ACTIVITIES






Study reported speech



Study of the rule and completion of the grammar chart. Consultation of the grammar section if necessary. Exercises and correction.

G



Practice reported speech



G



Memorize reporting verbs

Observation and comment of the changes in reported speech. Consultation of the grammar section if necessary. Exercises and correction.



Verification of meanings of the verbs given and completion of the texts in reported speech. Consultation of the vocabulary section, practice and correction. Reading of the information and observation of the photographs. Formulation of hypothesis, listening and checking of the interview. Second listening and comprehension of specific information.

LC

L

IW, PW


20’

Completion and translation of the questions. Study and analysis of the questions. Consultation of the grammar section; exercise and correction. Dictation.

G

T – Ss IW

SB pages. 92-93, ex. 4-9; CD/cassette WB p. 1088 Grammar Bank

40’

2

3



Understand English and Irish  expressions.

4 


275

T – Ss IW, SB p. 90, ex. 1-4 PW WB p. 80-81; ex.1-5 WB p. 108, Grammar Bank TG T – Ss SB pages. 91, ex. 5-8 IW CD/cassette WB p. 81, ex. 6-8 WB p. 108, Grammar bank T – Ss IW WB p. 128, Word Bank: reporting verbs

60’

35’

25’

 5





Practice of the formation of questions and sentences by doing the exercises of the WB.

LT

IW



Listening and repetition of patterns trying to make the students pronounce with the maximum correction.

G

IW

SB p. 93, ex. 10; CD/cassette WB pages 82-83, ex. 1-8; CD/cassette

45’ 15’



Practice questions and answers by means of an interview.



Realization of the activities. Comment of the unknown vocabulary. Listening and verification of answers. Second listening and hearing comprehension. Practice of reading comprehension.

R, L

T – Ss IW, PW

WB p. 135, Pronunciation bank, ex. 1, 3; CD/cassette SB p. 94, ex. 1-4; CD/cassette WB p. 84, ex. 1, 3



Learn to write an interview in reported speech.



Reading of the titles of paragraph and decide where the pattern text should be divided. Study of the language point and substitution of words by the appropiate synonym. Exercises and correction.

LT LC

T – Ss, IW

SB p. 95, ex. 5-7 WB pages 85, ex. 4-6



Write a text in reported speech.



Reading of the pattern and the writing plan. Preparation of the text following the instructions. Composition and revision of the text and comparing in pairs.

W

IW, PW

SB p. 95, ex. 8-9 WB p. 85, ex. 7-8

TD

IW, PW

SB p. 96, ej. 1-5; CD/cassette WB p. 85, ej. 9-10 MultiROM: unit 9 – dialogue

40’

TD

T – Ss

CD/cassette SB p. 97, ej. 1-3

20’

6

7

Practice the formation of the reported speech Revise the pronunciation of the contractions.






Observation of the headlines of a newspaper. Listening and completion of sentences. Observation of the dialogue and the phrase bank. Oral practice trying to improve the rythm and entonation. Making up own dialogues and presentation in the class.



Follow up the song These words



Reading of the pop file and answer to the questions. Listening of the song and arranging the mixed up verbs. Comprehension of the song and oral expression.

8


276

60’

25’

35’






Reminder of the previous episodes. Vision of the fifth episode. Comment and exercises.

TD

IW PW






Realization of the Progress Check and assessment of the personal progress. Resolution of doubts if necessary and correction.

LC

T – Ss IW

9

DVD Episode 5 TRB

30’

WB p. 86, ex. 1-4

30’


10

 

Assess the progress of the students. Revise the contents studied during the term.

TRB p. 89, Extension Worksheet TRB pages 40-42 CD/cassette WB pages. 87-88, ex. 1-8 CD/cassette SB pages 102-103, ex. 1-8 WB p. 132, ex. 1, 2



Realization of the test of unit 9.

TD

IW



Optional realization of a general revision of the contents to make the students aware of their progress or the need of keeping on studying and make a bigger effort. Consolidation of contents starting from the realization of the Curriculum extra 3. Optional realization of the End-of-term test 3.

LT LC

T –Ss IW

TD

IW


60’

Optional realizacion of the End-of-year test 1.*

TD

IW


60’

11

Assess the consolidation  level of the of the third term objectives.  Assess the consolidation  13 level of the objectives during the term. Estimated time: 13 lessons of 60 minutes. 

12


277

60’ 60’


278

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