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15 UNITS 1ST FORM OF BACHILLERATO COMUNIDAD

VALENCIANA 2009-10

UNIT 1 TITLE: LLiving in a foreign country 1st term

11st SESSION-55 MINUTES

WARM UP ACTIVITY:

I will present a quiz about personal information. It is a pair work

activity where students A will answer the questions of student B.

After finishing the quiz they will compare their answers and discuss

them.

A PERSONAL QUIZA PERSONAL QUIZ

Ask your partner these questions & complete the chart

STUDENT ASTUDENT A

QUESTIONS ANSWERS

Do you prefer studying or

working?

Do you always get up early?

How much hours do you

usually study a day?

Do you use the internet in

order to improve your

learning?

Are you practicing any sport

now?

How many famous people do

you know?

Do you usually travel abroad?

Do you often use the mobile

phone?

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ADD OTHERS

STUDENT BSTUDENT B

QUESTIONS ANSWERS

Do you often use the mobile

phone?

Do you prefer watching films

or reading books?

What is your favourite meal

and do you know the main

ingredients?

Do you normally eat unhealthy

food such as McDonalds or

Pizza Hut?

Do you like driving motorbikes

or skateboarding?

Have you finished your quiz? Now, discuss with your partners all the

answers and give reasons about your answers.

Then you can write a list of the most amazing or surprising opinions.

READING ACTIVITY

I will present my students a text called John & Marys blog. The text

is about how these two friends live in a different country, in this case

London. They will read the text in class, then we will practice the new

vocabulary and finally, my students will work in small groups making a

list of advantages and disadvantages of living abroad. After that, they will think

about possible solutions to the problems found.

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READINGREADING

Teenagers BLOG

JOHNJOHN AND MARYSAND MARYS BLOGBLOG

Hi, welcome to my blog!! Were John and Mary.

We are from Mexico and now were living in

London as exchange students. We are 17 years

old and we are studying here. We are very sporty and our

hobbies are to practise rock climbing, basket and reading

comics or listening to music- especially pop music. My

favourite singers are Madonna and Beyoncee.

We like travelling quite a lot and are interested in

photography and computers. The climate here is colder than

in my country. As you can see, we are quite outgoing and we

dont like serious people. Every Saturday night, we go out

with our friends to have dinner or to watch a film. Despite

John is sometimes pessimistic, he would like to be a film-maker in a future. Im sure he will reach his dream!

On the other hand, I would like to study medicine. My dream is

to be a surgeon in a hospital in Mexico. I will learn English as

well as to become a doctor.

Would you like to know more about ourselves? Well, check out

our blog tomorrow and we will try to find out more personalinformation and

Kisses

Read the whole blog. Write John and Marys similarities and

differences from you.

Similarities Differences

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Then write advantages and disadvantages of living in Mexico or in

London.

LONDONLONDON

Advantages Disadvantages

MEXICOMEXICO

Advantages Disadvantages

Write sentences about your friends using these descriptive adjectives:

Talented friendly adventurous confident shy

Moody cheerful outgoing sporty pessimistic

2ND2ND SESSION 55 MINUTES 55 MINUTES

GRAMMAR CHAPTER:

In this unit my students will revise the main aspects of Present

simple and continuous and verbs with or without gerund

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form. I have prepared varied material about this grammatical item and

vocabulary related to travelling such as filling the gaps, order sentences,

multiple choice, describe different real situations with active verbs, practice

vocabulary about lifestyle, preferences, etc. Antonyms and verbs +

prepositions.

3RD3RD SESSION 55 MINUTES 55 MINUTES

LISTENING ACTIVITY

In this part my pupils will listen to three different conversations describing

different countries where English language is spoken: Australia,

London and Scotland. Then they will identify them in a map at the

same time they are listening to the different accents. They will

listen to it twice and then we will check the answers.

SPEAKING ACTIVITIES

In this skill my students will have to answer a kind of survey about

HOW TO SURVIVE IN A FOREIGN COUNTRY? Here, they will

firstly to complete the quiz in an individual way and once finishing

this part they will compare and discuss orally their answers and of

course, explain their reasons.

Here, I will also include a session of pronunciation practicing the 3rd person of

singular in Present simple tense and comparing it with the plural form of the

nouns. They will listen to the three different sounds and then complete a chart

classifying the sounds.

In order to conclude this skill, a song will be listened to at the end of the lesson.

They will listen to the song once and then they will complete the gaps. Finally,

they will answer some questions.

Song: WHAT A WONDERFUL WORLD

44TH SESSION 55 MINUTES 55 MINUTES

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WRITING

This activity is titled Tell it to your best friend. It deals with an e-

mail structure where our students will work with a computer and

they will write an e-mail to their best friend telling their experience

in a foreign country.

Here they will have to practice the new technologies, the internet, the e-mail

format and of course to practice the grammatical point.

5THTHSESSIONSESSION 55 MINUTES

REINFORCEMENT & EXTENSION

I will prepare varied material for this section: reading

materials a press article for advanced students about life in

Australia, Japan and Egypt, vocabulary activities for the

reinforcement without forgetting the grammatical aspects taught.


AN OBJECTIVE EXAM

I will elaborate an exam for my students including all the grammatical aspects

taught, besides the communicative skills. I will divide it into the

following parts:

A section for grammatical points

A short reading comprehension with some questions

A short composition

An optional activity depending on the topic: a dictation

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UNIT 2 TITLE: TRADITIONS OR LEGENDS? 1st term

11ST SESSION 55 MINUTES 55 MINUTES

WARM UP ACTIVITY:

I will write a brainstorming on the board to my students about mysterious topics

such as aliens, spaceship legends, etc I will also talk to them about

some urban legends discussing if they are true or false and what

they think about.

A brainstorming on the board

.. ..

A comet will

destroy theEarth in 2050

REAL

OR

FALSE

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Then they will add other stories.

READING ACTIVITY

I will present my students a text called MYSTERIES, LEGENDS &

PARANORMAL FACTS They will read an article about different

mysteries. I have prepared some questions about the text and my

pupils will answer them. Here, we will help them with the new

vocabulary in order to achieve a good understanding of the texts.

MMYSTERIESYSTERIES,, LEGENDSANDPARANORMALCASES

There was a tradition in Orkney concerning curing an

illness. The sick person would be thoroughly washed

down and all the water used for this would then be

collected together. The water would then be thrown

into a gateway and the illness would then transfer tothe next person to pass through the gate, curing the

original patient. At first this sounded like nonsense,

but is there not a lesson here about health hygiene

and a basic understanding that some illnesses can be

contagious?

A teenager discovered that a comet was travelling

towards the Earth. Scientists thought

that if it hit the Earth, our planet would

be destroyed, and of course, the whole

population. They thought that comets

and asteroids were a real danger to

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Earth. Since now, most of them are very small and

the atmosphere destroys them before they reach the

Earth. Nowadays, scientists have found out a new

asteroid. They are afraid the asteroid will hit the

Earth in 2019.

1.Did you believe in these stories when you were younger? And

now?

2. Write a similar review of another mysteries that your family told

you some time ago

3.Have you ever heard something about these topics?

22ND SESSION 55 MINUTES 55 MINUTES

GRAMMAR CHAPTER:

In this unit my students will revise the main aspects of Past simple andcontinuous tense; besides temporal connectors and

when/while. Later my students will also learn the difference

between used to, be used to and get used to. I have prepared

varied material about this grammatical item such as filling the

gaps, order sentences, describe different real situations, practice vocabulary

about legends, mysterious lexis, descriptive adjectives, etc and phrasal

verbs with RUN.


LISTENING ACTIVITY

In this part my pupils will listen to a story about a vampire. They will listen to the

facts and then complete the gaps. They will listen to it twice and

then we will check the answers.

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In order to conclude this skill, a song will be listened to at the end of the lesson.

They will listen to the song once and then they will complete the gaps. Finally,

they will answer some questions.

Song: Thriller Michael Jackson

SPEAKING ACTIVITIES

In this skill my students will elaborate a survey by means of

making questions to their partners in order to complete a quiz. I

will give them a model with some questions such as when you

were young did you believe in ghosts? Did you believe in life outer

the space, or in old traditions? Here, they will firstly to answer the questions inan individual way and once finishing this part they will compare and discuss

orally their answers and of course, explain their reasons.

Here, I will also include a session of pronunciation practicing past tense

endings. They will listen to the different words and then complete a chart


4THTH SESSIONSESSION 55 MINUTES

WRITING

This activity is titled A NIGHT IN A HAUNTED HOTEL. It deals with

an imaginary situation where my students stay in a haunted hotel.

They will send an e-mail to their family or friends telling what

happened that night.



I will prepare varied material for this section: reading

materials a press article for advanced students about

traditions and legends around the world, vocabulary activities

for the reinforcement without forgetting the grammatical aspects taught

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AN OBJECTIVE EXAM

I will elaborate an exam for my students including all the

grammatical aspects taught, besides the communicative skills. I will

divide it into the following parts:



A short composition


UNIT 3 TITLE: Fashion Mania 1st term


WARM UP ACTIVITY:

I will present some magazines about fashion trends and later they will talk about

them expressing their opinions and which experiences they have

lived related to new trends not only about clothes but also about

other aspects such as food, piercings, tattoos, etc. After finishing it

they will compare their answers and discuss them by writing a brainstorming on

the board.

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READING ACTIVITY

I will present my students a text called PIERCING CULTURE.

The text is about experiences lived by different types of piercings and

their meaning. how they have influenced in our culture.

Then they will complete the activity by answering some questions about the

readings. Here, we will help them with some phrasal verbs in order to achieve a

good understanding of the texts.

BODY PIERCINGBODY PIERCING

Body piercing is the practice of puncturing or cutting a part of thehuman body, creating an opening in whichjewelry may be worn.[1]

Body piercing is a form ofbody modification. They may includereligion, spirituality, fashion, eroticism, conformism

TYPES OF PIERCING

HAVE YOUEVER?

EATEN JAPANESEFOOD?

..

WORN

A TATTOO?

.

DYED

YOUR HAIR?
http://en.wikipedia.org/wiki/Human_bodyhttp://en.wikipedia.org/wiki/Body_piercing_jewelryhttp://en.wikipedia.org/wiki/Body_piercing#cite_note-0http://en.wikipedia.org/wiki/Body_modificationhttp://en.wikipedia.org/wiki/Religionhttp://en.wikipedia.org/wiki/Spiritualityhttp://en.wikipedia.org/wiki/Fashionhttp://en.wikipedia.org/wiki/Eroticismhttp://en.wikipedia.org/wiki/Conformismhttp://en.wikipedia.org/wiki/Human_bodyhttp://en.wikipedia.org/wiki/Body_piercing_jewelryhttp://en.wikipedia.org/wiki/Body_piercing#cite_note-0http://en.wikipedia.org/wiki/Body_modificationhttp://en.wikipedia.org/wiki/Religionhttp://en.wikipedia.org/wiki/Spiritualityhttp://en.wikipedia.org/wiki/Fashionhttp://en.wikipedia.org/wiki/Eroticismhttp://en.wikipedia.org/wiki/Conformism

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Ear piercing

Ear piercing has been practiced the world over since ancient times,particularly in tribal cultures. It is said that ancient tribes, believingthat metal blocked evil spirits, would pierce their ears so that the evil

spirits wouldn't enter their body. Earrings appear in the Bible, wheretheir use was common among both sexes.

Earrings were more common for men than for women during parts ofthe Roman empire, having been introduced by Julius Caesar. In theElizabethan era, they were a male status symbol.

Nose piercing

Nose piercing has been common among Middle Eastern nomadictribes from Biblical times, and has also been historically commonwithin India.

The practice is also common among the warriors of Asian and Pacifictribes, as a nose bone gives the face a fierce appearance. The Aztecsand Incas wore gold septum rings for adornment, with the practicecontinued to this day by the Cuna Indians of Panama.

Tongue piercing

Ear stretching and Tongue piercing was practiced by the Aztecs and

other Pre-Columbian cultures as a ritual symbol; the tongue waspierced to draw blood and induce an altered state of consciousness.

Lip piercing

Lip piercing has its origins in African and American tribal cultures.African lip piercings are almost always exclusively female, and havesignificances varying from tribe to tribe.

The marketing of modern body piercing products and services hasemphasized their connection to longstanding cultural practices, even

as the image of body piercing is often one of indifference or evenradicalism regarding cultural norms.

1. WHAT DO YOU KNOW ABOUT PIERCING CULTURE?

2. HAVE YOU GOT A PIERCING? WHICH ONE DO YOU PREFER?

3. HAVE YOU SEEN ANY RELATIONSHIP BETWEEN THE DIFFERENT

TYPES OF PIERCINGS?

4. WHY DO YOU THINK YOUNG PEOPLE WEAR PIERCINGS?

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GRAMMAR CHAPTER:

In this unit my students will practise Present perfect simple

tense. Moreover, the adverbs just, yet and already and others

such as intensive adjectives and adverbs: very, really,

absolutely; demonstrative adjectives and pronouns, etc. I

have prepared varied material about this grammatical item such

as filling the gaps, order sentences, multiple choice, describe different real

situations with active verbs, etc

As homework they will elaborate a composition about what they have

considered in or out related to the fashion.

Related to vocabulary they will practice words related to fashionable trends,

shops, consumerism, etc; activities such as unscramble the words, translate

into Spanish, to look up some new useful words in the dictionary as phrasal

verbs in this case ofSET.

3RD SESSIONSESSION 55 MINUTES

LISTENING ACTIVITY

In this part my pupils will listen to three different conversations

describing three different fashionable products and they will

identify them in a text: filling the gaps. They will listen to it twice

and then we will check the answers.

To conclude this skill I have prepared a pair work activity: student A will have to

complete a text with some helping-pictures about the description of fashionable

products in 2000 and student B a text about fashionable products nowadays.

They will replace the drawings with words and finally they discuss the

differences between the two ways of living. They will also make a list including

all the different aspects discussed. (Pre-speaking activity)

SPEAKING ACTIVITIES

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In this skill my students will have to answer a kind of survey about

FASHION TRENDS NOWADAYS. Here, they will firstly answer

the questions in an individual way and once finishing this part they

will compare and discuss orally their answers and of course,

explain their reasons.

Here, I will also include a session of pronunciation practicing the intonation of

English words.They will listen to the different words and then complete a chart



WRITING

This activity is titled CIBELES It deals with list of items where our

students will work at home writing their experience about visiting a

fashion parade in Cibeles. They will practise the descriptive text

using the suitable connectors and writing a coherent composition.

Here they will have to practice the Present perfect simple with their suitable

adverbs.



I will prepare varied material for this section: For reinforcement

material we will guide our students in some activities such as

label pictures with words, write sentences in Present Perfect,

How long questions, just-already-yet, to use Present Perfect and Past simple.

They will work in groups. Here, they could also include activities about

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descriptions using present perfect tense. For extension material we will use

reading comprehension activities, compositions

6TH S6TH SESSION 55 MINUTES 55 MINUTES

AN OBJECTIVE EXAM






A short composition


UNIT 4 TITLE: A COOK CONTEST 1st term


WARM UP ACTIVITY:

I will present some photos about people doing some physical

exercises. They will identify and match some expressions to the

correct person: breath in, lift your arms, hop on your left leg

After that, they will write other physical exercises they know. They can use the

dictionary in order to solve any problem.

Match these expressions to these photosMatch these expressions to these photos

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BREATH INBREATH IN

LIFT YOUR ARMSLIFT YOUR ARMS

HOP YOUR LEFT LEGHOP YOUR LEFT LEG

READING ACTIVITY

I will present my students a text called LETTERS TO A TEEN

MAGAZINE. They will read an article about different people givingtheir opinion about physical problems. The topics used will be those

about smoking, fat people, unhealthy habits, etc . Then they will

answer some questions about the text comparing healthy habits in different

cultures. Here, we will help them with the new vocabulary in order to achieve a

good understanding of the texts.

LETTERS TO A TEEN MAGAZINELETTERS TO A TEEN MAGAZINE

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PEGGYPEGGY JJOHNSONOHNSON, A SECONDARYCONDARYSCHOOLSCHOOLSTUDENTSTUDENTININ SSPAINPAIN

IIREALLYNEEDSOMEHELP. IHAVEALWAYS

EATEN EVERYTHING I WANTED BUT

NOWADAYSMYWEIGHTHASINCREASEDVERY

MUCH. HOWEVER, I HAVE TRIED TO LOSE

WEIGHT BY MEANS OF SOME TECHNIQUES;

FOR INSTANCE, HERBAL TEAS CAN BE

CONSUMED TOELIMINATELIQUIDS, OILYFISH

SUCH AS SALMON OR MACKEREL ARE A

GREAT SOURCE OF OMEGA-3 WHICH ARE

SPECIALLYNECESSARYFORBRAINFUNCTION.

WILLIAM SMITHWILLIAM SMITH, A FOOTBALL PLAYER

IIM SEVENTEENYEARS OLD AND STUDY INMLAGA, SPAIN. IN 2006 I HADREACHED

MY GREAT DREAM: TO PLAY FOOTBALL INA

REGIONAL TEAM. MY BEST FRIEND, PETER

HELPED ME A LOT WHEN NOBODYTRUSTED

ON ME. HE HAD PREPARED A FOOTBALLMATCH IN SEVILLE INORDERTOBEFAMOUS

ANDGETTHEBESTSCORETHERE. BUTONE

DAY MYTEAM AND I WERETOLDTO MOVE

TO USA AND LEAVE MY FAMILY AND

FRIENDS. I HAD DREAMTTHIS MANYTIMES,

BUT NOW I DONT KNOW WHAT I REALLY

WANT. WHATCAN I DO? WHATISITMORE

IMPORTANT?

RROSEOSEJJONESONES , ACYBER-TEENAGER

MMY FAVOURITE SHOP IS NINTENDOWORLDIN LONDON CITY. I USUALLY GOTHERETO

BUY

SOME

GAMES

.I

HAD

KNOWN

IT

TWO

SINCE I WAS FIFTEEN. IT CONTAINS THE

COOLEST NINTENDO GAMES ANDYOU CAN

CHOOSE AMONG MANY DIFFERENT TOPICS.

HOWEVER, I RECOGNISE I HAVEAPROBLEM.

I HADDNEVERNEVERBEENBEEN PLAYINGPLAYINGONONTHETHEDSDS OR

PLAY STATION DURING 7 HOURSA DAY. II

NEEDNEEDTOTO SPENDSPEND MOREMORETIMETIME STUDYINGSTUDYING;; IFIF

NOTNOT, I, I WILLWILL FAILFAIL MYMY EXAMSEXAMS.. I NEEDTO

SOLVETHISADDICTIONPROBLEM. WHATCAN

I DO?

TTHESEHESE 33 STORIESSTORIESHADHADAFFECTEDTOTHESECHARACTERSDURINGDURINGTHEIRTHEIRLIFELIFE..

HOWHOWCOULDCOULDYOUYOUSOLVESOLVEITIT?? WRITEWRITEAASHORTSHORTCOMPOSITIONCOMPOSITION

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GRAMMAR CHAPTER:

In this unit my students will learn Past perfect tense compared

to Present perfect tense; revise the main aspects of present

and past perfect and some negative prefixes. I have prepared

varied material about this grammatical item such as filling the

gaps, order sentences, multiple choice , describe different real

situations, practice vocabulary about food. Here I will also include countable

and uncountable words in order to revise them and of course, the

corresponding partitives and to conclude the phrasal verb of BREAK.


LISTENING ACTIVITY

In this part my pupils will listen to a conversation called TO

CHOOSE A HEALTHY LUNCH. It is about two students having

lunch at the school canteen. They are ordering some food and my

students will fill the gaps using healthy food vocabulary. They will listen to it

twice and then we will check the answers.

In order to practice phonetic aspects my students will work the comparative

sounds than and as they will classify them into a chart of pronunciation.

SPEAKING ACTIVITIES

In this skill my students will work in a THE FITNESS QUIZ where they will

answer it and think about 3 things they had done to improve their

fitness. Then they will discuss their answers and make a list orally

about the sports they had done or played when they were young.


WRITING

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This activity is titled DO YOU THINK TEENAGERS HAVE A

HEALTHY LIFESTYLE?. It deals with an imaginary situation

where my student will write a quiz in order to find out how many

students had had a healthy way of eating during their last summer

holidays.

55THSESSION 55 MINUTES 55 MINUTES


I will prepare varied material for this section: For

reinforcement material we will guide our students in the

elaboration of a list of words they have never listened before.

They can use the dictionary or even the net in order to achieve a wide range of

words.

For extension material I will provide my students the opportunity to make a

poster about their last cook recipe experience: Before preparing the meal wehad gone to the market to buy every ingredients They can collect material

from the net, and to ask to their family or friends in order to collect as much

information as they can.


AN OBJECTIVE EXAM

I will elaborate an exam for my students including all the grammatical

aspects taught, besides the communicative skills. I will divide it into

the following parts:



A short composition


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UNIT 5 TITLE: WHAT NEXT? 1st term


WARM UP ACTIVITY:

I will present photos about our planet in 2020 to my students in order to

describe them. Then we will talk about what they really think if

they had to live there. Later they will ask to their partner some

questions about their future plans.

A SURVEYA SURVEY

SSTUDENTTUDENT AA

QQUESTIONSUESTIONS

SSTUDENTTUDENT BB

AANSWERSNSWERS

What will you be in 2020?

Where will you live?

Will you have a family? How many

sons and daughters will you have?

What types of food will you eat?

Do you think that most of our ecology

will be destroyed ?

How will you organize your free time?

Others

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Prepare the survey as the model above and complete it. Firstly ask to your

partner and then, answer your partners questions. Write them on the survey

and later discuss them to the rest of your classmates.

READING ACTIVITY

I will present my students a text called Will you be a celebrity It is

about a famous actress and how fame will come after her death.

Then, they will answer some questions in order to understand it. Here,

we will help them with the new vocabulary in order to achieve a good

understanding of the texts.

WILL YOU BE A CELEBRITY?WILL YOU BE A CELEBRITY?

MMOSTOST OFOF PEOPLEPEOPLETALKTALK ABOUTABOUT CELEBRITIESCELEBRITIES SUCHSUCH AA JJULIAULIA RROBERTSOBERTS, A, ANTONIONTONIO

BBANDERASANDERAS,, MARILYNNMONROEMONROEANDANDSOSOONON. O. ONNTHETHECONTRARYCONTRARY,, SOMESOMEYEARSYEARSAGOAGO,,

CELEBRITIESCELEBRITIES WEREWERE CONSIDEREDCONSIDERED PEOPPLE WHO WERE ADMIRED BY THEIR

ACHIEVEMENTS. THESE PEOPLE HAD THEIR OWN PRINCIPLES ; THEY WERE

SACRIFICEDTHEMSELVESFORWHATEVERPURPOSEORTHOUGHTS.

THETHE REALREAL HEROESHEROES HAVEHAVE INSPIREDINSPIRED PEOPLEPEOPLETOTO SACRIFICESACRIFICETHEMSELVESTHEMSELVES ININ ORDERORDERTOTO ACHIEVEACHIEVESOMETHINGSOMETHINGPLANNEDPLANNED.. HOWEVERHOWEVERSOMESOMEPEOPLEPEOPLEWHOWHODODONOTNOTHAVEHAVEANYANYSPECIALSPECIALTALENTTALENTHAVEHAVE

BECOMEBECOME CELEBRITIESCELEBRITIES ANDAND ACHIEVEDACHIEVED FAMEFAME WITHWITH NONO SACRIFICEDSACRIFICED ATAT ALLALL.. YETYET,, THEYTHEY INSPIREINSPIRE

RESPECTRESPECTININTEENAGERSTEENAGERS..

ONONTHETHEOTHEROTHERHANDHAND,, WHATWHATOTHEROTHERCONTRIBUTIONSCONTRIBUTIONSTOTOSOCIETYSOCIETYHAVEHAVEMODELSMODELSMADEINORDER

TOBECOMEFAMOUSPEOPLE? PERHAPSNOWADAYSPEOPLEANDOFCOURSEYOUNGPEOPLEARE

TOTALLYINTERESTEDINTHELIVESOFCELEBRITIES, THEIRLIFESTYLE, THEIRHOBBIES, ETCSOME

OFTHEMTHINKTHATTHEYHAVETOGOSSIP. WILLOURLIVESSOUNINTERESTINGTHATWENEED

GLAMOROUSCELEBRITIESTOBRIGHTENTHEMUP? DOWEADMIRETHEFAMEANDWEALTHTHAT

WEREALLYDONOTHAVE?

WHY CELEBRITIES DO NOT ACCEPT THE INVASION OF JOURNALISTS ANDWHY CELEBRITIES DO NOT ACCEPT THE INVASION OF JOURNALISTS AND

PAPARAZZIS IN THEIR PRIVATE LIVES WHILE PUBLICITY IS OFTEN A NPAPARAZZIS IN THEIR PRIVATE LIVES WHILE PUBLICITY IS OFTEN A N

IMPORTANT PART OF THEIR LIVES, SOMETIMES CAN BE ANNOYING.IMPORTANT PART OF THEIR LIVES, SOMETIMES CAN BE ANNOYING.

1. Why will these famous people be known?

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2. Should they be careful when talking about their own lives?

3. Write about famous people you know and the reason of their fame


GRAMMAR CHAPTER:

In this unit my students will learn and revise the main aspects of

will, be going to, present simple and continuous. Besides

some idioms. I have prepared varied material about this

grammatical item such as filling the gaps, order sentences,

describe different real situations, practice vocabulary about

consumerism and ecology.


LISTENING ACTIVITY

In this part my pupils will work in a pair activity. Student A and

students B will listen to a text about a famous person Teresa de

Calcuta in this case. But each student will have to fill different

gaps in order to complete all the text.

Then they will answer some questions about the text in order to check their

understanding.

SPEAKING ACTIVITIES

In this skill my students will have to participate in a role play. They

are reporters that will interview the student of the year. They will

invent some questions and prepare an outline. Then they will

interview to the chosen student.

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Here, I will also include a session of pronunciation practicing weak forms,

intonation in questions (rise and fall). They will listen to different words and then

complete a chart classifying the sounds.


WRITING

This activity is titled HOW WILL WE LIVE IN 2030? My students

will elaborate an argumentative text about their lifestyle and

expressing for and against opinions. Here they will also practisevocabulary related to consumerism and ecology. It will be used to

revise many words related to different lexical fields.





elaboration of a simple text telling their opinion about their

future plans. I will give them a guideline about the structure of it.

For extension material I will provide my students with a text about ROBERTO

BENIGNI and his famous film LIFE IS BEAUTIFUL. They will read it and answer

some questions. Then write a composition about the plot of the film comparing it

to life in our times.


AN OBJECTIVE EXAM




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A short composition


UNIT 6 TITLE: AT CHRISTMAS 2nd term

11ST SESSION 55 MINUTESSESSION 55 MINUTES

WARM UP ACTIVITY:

I will present a brainstorming activity in the board using vocabularyrelated to Christmas around the world. Then we will complete a

chart with the different traditions and customs we have collected.

READING ACTIVITY

I will present my students a text call CHRISTMAS EVE. They will

read a text about different customs. I have prepared some titles to

match them according to the 4 paragraphs. Then, they will answer

some questions in order to understand it. Here, we will help them with

the new vocabulary in order to achieve a good understanding of the texts.


GRAMMAR CHAPTER:

In this unit my students will revise the main aspects of Future

perfect and Future continuous tenses. Besides I have included

some phrasal verbs with LOOK. I have prepared varied material

about this grammatical item such as filling the gaps, order

sentences, describe different real situations, practice vocabulary about

Christmas: food, traditions, meals, carols,and some word building with noun

suffixes.

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LISTENING ACTIVITY

In this part my pupils will listen to different xmas traditions in

different countries: Japan, China, Australia, and Spain. They will

listen to and then complete the gaps. They will listen to it twice


Here I have also prepared a FIND SOMEONE WHO WILL HAVE . GAME

activity about words related Xmas and customs. They will complete a chart with

some questions such as who will have visited their family in Xmas Eve?,

will have spent much money in presents.. and then complete the answers with

YES/NO.

SPEAKING ACTIVITIES

In this skill my students will have to answer a quiz about WHAT

WILL YOU BE DOING AT XMAS?. Here, they will firstly to

answer the questions in an individual way and once finishing this

part they will compare and discuss orally their answers and of


In order to conclude this skill, a song will be sung at the end of the lesson. They

will listen to the song once and then they will complete some gaps and revise

some diphthongs.

Song: JINGLE BELLS!


WRITING

This activity is titled WRITING XMAS CARDS. They will elaborate and design

a postcard-email in order to be used this Xmas.

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Here they will have to practice typical sentences in Xmas, expressions used

always in Xmas, etc and of course, future continuous and perfect.

WriteWrite an emailemail-card

Use the vocabulary learnt in the reading activity. Then send it to your best

friend.
http://images.google.es/imgres?imgurl=http://mopressservice.files.wordpress.com/2007/12/xmas_card.jpg&imgrefurl=http://mopressservice.wordpress.com/tag/christmas-card/&usg=__8E7HqSL9iwtvFnTJ-T9_Q_5FdJM=&h=520&w=400&sz=262&hl=es&start=1&tbnid=SdzjEh8l3tBqOM:&tbnh=131&tbnw=101&prev=/images%3Fq%3Dxmas%2Bcard%26gbv%3D2%26hl%3Des%26sa%3DG

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55THSESSION 55 MINUTES 55 MINUTES


I will prepare varied material for this section: I have prepared a film about Xmas.

They will watch it and after that, they will write a brief

summary about the film. And for extension material they will

write a description of their future Xmas holidays.

66

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SESSION 55 MINUTES 55 MINUTESAN OBJECTIVE EXAM






A short composition


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UNIT 7 TITLE: PROTECT YOUR PLANET 2nd term


WARM UP ACTIVITY:

I will present a brainstorming activity in the board using vocabulary

related to the environment: sprays, pollution, rain forest, nuclear

waste, acid action, plastic bags, ozone layer, aluminium cans,

chemicals, energy, illegal hunting. They will try to classify them into

4 different charts:

Classify these words into the correct category:

STOPSTOP REDUCEREDUCE RECYCLERECYCLE PROTECTPROTECT

After finishing it they will compare their answers and discuss them.

READING ACTIVITY

I will present my students a text called HOW TO SAVE OUR

EARTH!!. They will read an article about different ways of avoiding

the destruction of the earth. I have prepared some titles to match them

according to the 4 paragraphs. Then, they will answer some questions

in order to understand it. Here, we will help them with the new vocabulary inorder to achieve a good understanding of the texts.

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AVOID THE PLASTIC HANDBAGS!!

Nowadays a new law has appeared related to

recycling. We must avoid the usage of plastic

handbags in order to save our planet. It is a perfect

way of protect our environment. However, a group of

women in Filipina have produced thousands ofhandbags made from recycling paper. They want to

reduce the number of boxes thrown into landfills

every day.

To produce fashion accessories made from recycled materials is becoming a

worldwide trend.

On the other hand, other possibility of protecting our planet could be developed

by becoming a volunteer at Greenpeace. They are trying to prevent

deforestation and global warming. Besides they take part against anything that

damages the Earth such as air and water pollution, nuclear testing in the

Pacific Ocean, the whale hunting or fox hunting, etc

You must consider all these points if you want your children to heritage our

planet as you have now.

1. Match the words in A to their definitions in B

1. Deforestation

2. Rubbish

3. Pollutant

4. Environmentally-friendly

5. conservation

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a. good for the environment

b. something that causes pollution

c. using something carefully

d. cutting down large areas of trees

e. trash

2. Give solutions for these problems

A. Air pollution

B. Overpopulation

C. The destruction of natural resources

3. What is the main purpose of these texts?

4. Do you know other ecological groups as Green Peace? Describethem


GRAMMAR CHAPTER:

In this unit my students will revise the main aspects of modal

simple verbs and the formation of compound adjectives I

have prepare some examples ofphrasal verbs of TURN. I have

prepared varied material about this grammatical item such as

filling the gaps, order sentences, describe different real situations, practice

vocabulary about material for recycling: glass bottles, chocolate

wrappers, plastic bags, batteries,


LISTENING ACTIVITY

In this part my pupils will listen to different ways of recycling in

Holland, the most recycling centre in the world. They will listen to

the facts and then complete the gaps. They will listen to it twice


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AN OBJECTIVE EXAM






A short composition


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UNIT 8 TITLE: ADVERTISING!!! 2nd term


WARM UP ACTIVITY:

I will present my students some extracts about advertising spots

where my students will practice vocabulary and description of

spots.

Then they will make a list of other funny adverts and they will give their opinion

about them.

How would you advertise these products?How would you advertise these products?

Slogans for the adverts Symbols or drawings

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READING ACTIVITY

I will present my students a text called A DIGITAL WAY OF

ADVERTISING!!. They will read an article about the world of

advertising. It is a very interesting topic where my students will

enjoy and learn a lot. Firstly they will read the text individually and

after that they will answer some questions. Here, we will help them with the new


A DIGITAL WAY OF ADVERA DIGITAL WAY OF ADVERTISING

NowadaysNowadays thanks to digital technology an advertising revolution has

appeared. The public can be the main responsible one in the

gathering of news. Many tools belonging to the new technologies

should be used only for a way of entertainment, however they have

been transformed to be used for recording personal news especially

when talking about the lifestyle of celebrities.

In many cases, the source of making a photo cant be always checkedby famous people. Hence there exists a great interest in this kind of

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pictures. Communicative resources such as TV, magazines and

newspapers prefer the usage of them instead the work of their own

professional photographers.

How to solve this social problem which daily causes so damage on

public and famous people? The answer is so difficult to find. Many

celebrities continue complaining about this new way of journalism,

but only the elaboration of a new law could have finish with this type

of advertising. If some politicians lives could be published in

magazines and newspapers as freely as others the government would

have given a solution very quickly.

Answer these questions

1. Look at the title of the text and what do you think the text is

about?

2. How have the new technologies changed the way of reporting

news?

3. Name two types of media that can use this type of advertisingand write others.

4. Choose another title for this

text:_________________________________


GRAMMAR CHAPTER:

In this unit my students will revise the main aspects ofmodal

perfect verbs. I have prepared varied material about this

grammatical item such as filling the gaps, order sentences, write

sentences, describe different real situations, , practice

vocabulary about advertising: impress, announce,communicate, attract, persuade, etc

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33RD SESSION 55 MINUTES 55 MINUTES

LISTENING ACTIVITY

In this part my pupils will listen to a conversation called FAMILY

ACCOMODATION. My students will listen to a conversation

about a British students looking for accommodation in a high

school campus, the conditions and facilities. They will listen to it twice and then

we will answer some questions about the conversation and later they will check

the answers. Here we will practise some homophones with my students.

SPEAKING ACTIVITIES

In this skill my students will have to answer a class survey called

FIND SOMEONE WHO IS THE BEST .? Here, they will firstly

to find a partner who can be the best student, the best football

player, the best one in maths and once finishing this part they

will compare and discuss orally their answers and of course, explain theirreasons.

I will introduce here a pronunciation activity in order to practice and revise the

homophones and completing a chart with some different words.


WRITING

This activity is titled WRITE AN ADVERT. They will think about the topic or

product they would like to sell and search information, pictures,

music, etc in order to make an attractive spot.

They will try to design a perfect advert to catch the attention not

only a creative message but also interesting drawings and symbols: the best

town, beaches, mountains, meals, pubsand of course using the perfect

modals.

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55thSESSION 55 MINUTES 55 MINUTES


I will prepare varied material for this section: I have prepared

some basic activities about simple and perfect modals, to

correct errors, etc. And for extension material they will read a

text called A SHORT ADVERT IN A SPANISH NATIONAL PAPER COSTS

AROUND 1500 EUROS PER DAY! and after practicing the new words and the

correct understanding of the text they will write their personal opinion, givingtheir reasons.


AN OBJECTIVE EXAM






A short composition


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UNIT 9 TITLE: AMERICAN WORLD 2nd term

11ST

SESSION 55 MINUTES 55 MINUTES

WARM UP ACTIVITY:

I will present a brainstorming about British and American words. They will

identify and write their corresponding British or American form. Later

we will also include some anglicisms in order to revise them.

BiscuitBiscuit

French friesFrench fries

postpost

Shopping cartShopping cart

CabCab

undergroundunderground

ChemistsChemists

WardrobeWardrobe

faucetfaucet

BritishBritish

OrOr

AmericanAmerican

ww

Do you knowDo you knowthem?them?

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READING ACTIVITY

I will present my students a text called THE INFLUENCE OF

AMERICAN CULTURE. They will read an article about the history of

coke. I have prepared some questions about the text and my pupils will

answer them. Here, we will help them with the new vocabulary in order

to achieve a good understanding of the texts.

Do you usually drink coke?Do you usually drink coke?

1980: the era of the fitness craze, and a time of much change and innovation atThe Coca-Cola Company. In 1981, Roberto C. Goizueta became chairman of The

Board of Directors and CEO of The Coca-Cola Company.

He also led the introduction of diet Coke, the very first extension of the Coca-Cola

trademark; within two years, it had become the top low-calorie drink in the world,

second in success only to Coca-Cola.

1990: time of continued growth for The Coca-Cola Company. TheCompany's long association with sports was strengthened during thisdecade, with ongoing support of the Olympic Games, FIFA World Cup, RugbyWorld Cup and the National Basketball Association. Coca-Cola classicbecame the Official Soft Drink of NASCAR racing, connecting the brand withone of the world's fastest growing and most popular spectator sports.

2000:Coca-Cola is committed to local markets, paying attention to whatpeople from different cultures and backgrounds like to drink, and where andhow they want to drink it. With its bottling partners, the Company reachesout to the local communities it serves, believing that Coca-Cola exists tobenefit and refresh everyone it touches.

Answer these questions:1. How has the Coca Cola culture influenced our life?

2. Give your opinion about the progression of this drink?

3. Surf in the net and find out other information about coke culture inother countries

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GRAMMAR CHAPTER:

In this unit my students will revise the main aspects ofDefining

and Non-defining relative clauses and some phrasal verbs with

CALL. I have prepared varied material about this grammatical

item such as filling the gaps, order sentences, describe different

real situations, practice vocabulary about British and American English

words: biscuits, cookies, lift-elevator, film-movie, taxi-cab, etc

3RD3RD SESSION 55 MINUTES 55 MINUTESLISTENING ACTIVITY

In this part my pupils will listen to a conversation between two

persons: a British one and an American one. They will listen to it

and then complete the gaps with English and American words.

They will listen to it twice and then we will check the answers.

SPEAKING ACTIVITIES

In this skill my students will elaborate a conversation about travelling by means

of making questions to their partners in order to complete the

dialogue. I will give them a model with some questions such as Is

Barcelona the city where you have spent your holiday?. Here,

they will firstly answer the questions in an individual way and once

finishing this part they will compare and discuss orally their answers and of


Here, I will also include a session of pronunciation practicing the accent and

intonation. They will underline where the strong sound is.


WRITING

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This activity is titled SEND ME A POSTCARD. It deals with an

imaginary situation where my student is travelling and he is

describing the place he has visited.

I will prepare a model in order to facilitate their work. Here they

can find information in brochures and write about the interesting things to see,

the historical facts and figures, the legends or stories connected to the place,

etc




reinforcement material we will guide our students in some

activities such as label pictures with words, write

sentences using the relative clauses. They will work in groups. Here, they could

also include activities about descriptions using relative clauses. For extension

material we will use reading comprehension activities, compositions, etc


AN OBJECTIVE EXAM






A short composition


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UNIT 10 TITLE: ARE YOU SUPERSTITIOUS? 2nd term


WARM UP ACTIVITY:

I will present photos of superstitions and they will classify in bad or

good luck: spilling salt, breaking a mirror, seeing a black cat, etc.

after that they will include other superstitions they have already

known and to discuss them in the class.

READING ACTIVITY

I will present my students a text called A WORLD OF MYSTERY. It

is about the Titanic sink. Then, they will answer some questions in

order to understand it. Here, we will help them with the new

vocabulary in order to achieve a good understanding of the texts. It is a pair

activity where my students will have different texts about the story and after

readings each one we will comment it and compare information.


GRAMMAR CHAPTER:

In this unit my students will learn and revise the main aspects of First and

Second Conditional sentences. Besides some collocations with

make and do. I have prepared varied material about this


sentences in positive, negative and interrogative form, describe

different real situations, practice vocabulary about superstitions: touch wood,

dont open an umbrella, etc we also practice connectors such as unless, as

soon as, I wish, while, when, if only...


LISTENING ACTIVITY

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In this part my pupils will work in an activity called WHAT IS

YOUR HOROSCOPE?. They will listening to extracts about the

whole zodiac. But each student will have to fill different gaps in

order to complete all the text.

Then they will answer some questions about the text in order to check their

understanding.

SPEAKING ACTIVITIES

In this skill my students will have to participate in personal quiz: ARE YOU

SUPERTITIOUS?

They will complete the quiz and then count the score. They will

discover if they are superstitious or not. Finally they will compare

their answers with their partners in order to find other superstitions.

Here, I will also include a session of pronunciation practicing the sound /3:/ in

some words such as early, Ernest, and semivowels//semiconsonants. They

will listen to different words and then complete a chart classifying the sounds.


WRITING

This activity is titled OPPORTUNITY SELDOM KNOCKS TWICE. My students

will elaborate an article about the future in their hands in order to

be published in the school magazine. They will achieve some

information in the net about the Life Line and Palmists. Then they

will give their opinion.

OPPORTUNITY SELDOM KNOCKS TWICEOPPORTUNITY SELDOM KNOCKS TWICE!!!!

WRITE ABOUT YOUR FUTURE

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1. DO YOU BELIEVE IN PALMIST?

2. WHAT DO YOU THINK ABOUT YOUR LIFE LINE?

3. DO YOUR FRIENDS BELIEVE IN HOROSCOPES? AND YOU?

WRITE AN ARTICLE FOR YOUR SCHOOL

MAGAZINE ABOUT ALL THE INFORMATION YOU HAVE FOUND OUT





elaboration of a composition about the visit to a fortune teller.

I will give them a guideline about the structure of it. Another activity for

reinforcement will be to talk about the Chinese horoscopes. It is an interesting

and motivating activity for my students, to know other cultures and traditions.

For extension material I will provide my students with the famous film TITANIC.

Then they will write a composition about the plot of the film.

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SESSION 55 MINUTES 55 MINUTESAN OBJECTIVE EXAM


taught, besides the communicative skills. I will divide it into the

following parts:



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A short composition


UNIT 11 TITLE: MAKE A WISH!!! 3rd term

1ST1ST SESSION 55 MINUTES 55 MINUTES

WARM UP ACTIVITY:

I will present my students some photos about clothes and personal

possessions that teenagers consider fashionable and they wish very

much. They will match the words to the photos. Then they will make

a list of other clothes they are fashionable in our country and other

preferences for them and give their opinion: cut-off-jeans, platform shoes, wrap-

around sunglasses, a luxurious car or motorbike, etc

READING ACTIVITY

I will present my students a text called WHAT WOULD HAVE

HAPPENED IF YOU HAD HAD A LOT OF MONEY?. They will read a

text and then, they will answer some questions in order to understand

it. Here, we will help them with the new vocabulary in order to achieve

a good understanding of the texts.

2ND SESSIONSESSION 55 MINUTES

GRAMMAR CHAPTER:

In this unit my students will revise the main aspects of Third Conditional

Sentences. I have prepared varied material about this


sentences, describe different real situations, practice

vocabulary about preferences and wishes.

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They are written in an incorrect way and they have to correct them. Here I have

included a BINGO game: they will guess the names of wished items in pictures

when listening to them. They will write a cross on them.


LISTENING ACTIVITY

In this part my pupils will listen to a conversation about WHAT

WOULD YOU HAVE DONE IF YOU HAD BEEN A PRESIDENT

OF YOUR COUNTRY? They will listen to it and then complete

the gaps. They will listen to it twice and then we will check the answers. My

students will also identify some silent sounds in the conversation.

The second part of this activity will be to listen to some other opinions of famous

people expressing what they would really have wished in their life.

SPEAKING ACTIVITIES

In this skill my students will have to answer a quiz about

PREFERENCES IN MY LIFE. Here, they will firstly to answer the

questions in an individual way and once finishing this part they will

compare and discuss orally their answers and of course, explain

their reasons.


WRITING

This activity is titled What would you have done if you had been a

rich person?.They will elaborate and design a composition it using

the following steps: introduction, body and conclusion.

Here they will have to practice typical sentences, expressions

used , etc

WHAT WOULD YOU HAVE DONE IF YOU HAD BEENWHAT WOULD YOU HAVE DONE IF YOU HAD BEEN

A RICH PERSON?A RICH PERSON?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________

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55TH

SESSION 55 MINUTES 55 MINUTES



a film about wished situations. They will watch it and after

that, they will write a brief summary about the film. And for

extension material they will practice a role play about the main characters.


AN OBJECTIVE EXAM


taught, besides the communicative skills. I will divide it into the following parts:



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A short composition


UNIT 12 PUBLIC PLACES 3RD TERM


WARM UP ACTIVITY:

I will present a brainstorming activity making some questions such as

Do your parents let you go out in the evening? Where do you go?

What do you like doing?

Later, they will talk about public places they like to go, discos, pubs, music, etc.

READING ACTIVITY

I will present my students a text called SPAIN IN THE

MOONLIGHT. They will read a text about typical places in Madrid,

Barcelona, Benidorm and Sevilla. I have prepared some titles to

match them according to the 4 paragraphs. Then, they will answer

some questions in order to understand it. Here, we will help them with the new


2ND SESSIONSESSION 55 MINUTES

GRAMMAR CHAPTER:

In this unit my students will revise the main aspects of Reported

speech, Reporting verbs, Reported statements and questions;

and some phrasal verbs. I have prepared varied material aboutthis grammatical item such as filling the gaps, order sentences,

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match sentences, complete sentences with reporting verbs, describe different

real situations, practice vocabulary about personality adjectives and

qualifying adjectives using crosswords, definitions, descriptions, comparison

etc.


LISTENING ACTIVITY

In this part my pupils will listen to a conversation describing a known city for

them:Ibiza, Marbella, even a town such as Benidorm, Altea, etc .

They will listen to and then complete the gaps. They will listen to

it twice and then we will check the answers. Then they will classify

some words in their suitable sounds:// /a:/ / /

SPEAKING ACTIVITIES

In this skill my students will have to answer a quiz called WHO IS WHO?.

Here, they will firstly to answer the questions in an individual way

and once finishing this part they will compare and discuss orally

their answers and of course, explain their reasons.

They will prepare questions such as someone who is from Madrid.?,

someone who likes dancing in a disco Once finishing the quiz we will

compare the questions and guess who is the person described.

WRITING

This activity is titled A MAGAZINE REPORT ABOUT NIGHT

ENTERTAINMENT . They will elaborate a text including basic

facts, details, background, peoples comments. They will answer

the questions: who the subject of the story-, what what

happened-, when, where, why explanation for what happened- and how.

44TH

SESSION

55 MINUTES 55 MINUTES

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WRITING YOUR ESSAY: A MAGAZINE REPORT

A magazine report is used for giving information about some incident that has

happened.

Steps

1. Decide what you think happened and who was involved. Decide where,

when and why it happened

STRUCTURE

Paragraph 1. Opening sentence summarizing the event

Paragraphs 2-3. Basic facts, background and other details

Paragraph 3. Comments of people related to the event

CONNECTORS

According to because of as a result of

added that Reported that his/her reaction was

A MAGAZINE REPORT ABOUT NIGHT ENTERTAINMENTA MAGAZINE REPORT ABOUT NIGHT ENTERTAINMENT

WRITE A SHORT REPORTWRITE A SHORT REPORT

ABOUT YOUR FAVOURITE CITY FOR ENTERTAINENT USING THE REPORTED SPEECHUSING THE REPORTED SPEECH

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

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_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

______________________________________________________________



I will prepare varied material for this section: I have prepared a

text about a visit to a local town. They will watch a short

documentary about the most typical aspects of the town, and

after that, they will write a brief summary about the information. And forextension material they will write a menu using the description of each meal.


AN OBJECTIVE EXAM





A short composition


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UNIT 13 TITLE: OUR LANGUAGE 3rd term

1ST1ST SESSION 55 MINUTES 55 MINUTES

WARM UP ACTIVITY:

I will present some photos of different kind of British people:

students, businessmen, grandparents, etc. and I will prepare some

questions about the language they speak: Do you think all the

British people use the same kind of language?

Later I will practice with them a PICTURE DICTATION activity using words such

as telly, kids, cop, tube, bloke, quid, loo, etc and they will draw the word they

think is.

READING ACTIVITY

I will present my students a text called OUR LANGUAGE. It is about

English language and all the different variations we can use:

colloquial, slang, formal, etc.

It is a text belonging to a specific generation: the adolescence. Then, they will

answer some questions in order to understand it. Here, we will help them with

the new vocabulary in order to achieve a good understanding of the texts.

22NDSESSION 55 MINUTES 55 MINUTES

GRAMMAR CHAPTER:

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In this unit my students will continue with the Reported speech commands

and suggestions and a review of the Questions tags. I have


filling the gaps, order sentences, write sentences in positive,

negative and interrogative form, describe different real situations,

practice vocabulary about colloquial and formal words: cheer-bye, telly-

TV,loo-toilet,yeah-yes,

3RD SESSIONSESSION 55 MINUTES

LISTENING ACTIVITY

In this part my pupils will work in an activity called DID YOU

KNOW THAT?.They will listen to a conversation from a British

teenager explaining some words to a Spanish teenager such as

shattered, bloke, they will have to complete an extract about

definitions of these words. Later I will check the answers in an oral way. Here,

my students will revise the stress and intonation when listening to the two

different accents.

SPEAKING ACTIVITY

In this skill my students will have to participate in a group game:

we need 4 counters and a dice. Here I will ask them questions

such as how do you say ace in formal English?, and quid,

bloke, the students who finish the first ones are the winner.

Here, I will also include a session of pronunciation practicing stress and

intonation. This is good unit to practice different kinds of accents according to

the different region, for example, Scottish, British, American, etc

44TH SESSION 55 MINUTESSESSION 55 MINUTES

WRITING

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This activity is titled TEENAGERS ARE BILINGUAL? My students

will elaborate an article about their way of talking depending on the

person they are. They will make a list previously in order to write

the more common expressions they use when talking with their

parents, friends, teachers, a doctor, an unknown person, etc Of course, they will

give their opinion.

TEENAGERS ARE BILINGUAL?TEENAGERS ARE BILINGUAL?

Write an article about how teenagers commWrite an article about how teenagers communicate nowadays in our

society. You can surf in the net and look for some typical expressionsused by young people in different communicative situations, using

formal and informal vocabulary. Use the reading as a model.




reinforcement material we will guide our students with NEE in

________teenagers language__________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

___________________________________________________

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the elaboration of a list of words they have never listened before. They can use

the dictionary or even the net in order to achieve a wide range of words.

For extension material I will provide my students the opportunity to make a

poster about urban tribes. They can collect material from the net, and the

variations of language among teenagers.


AN OBJECTIVE EXAM






A short composition


UNIT 14 TITLE: WELCOME TO THE COMPUTER ERA!!! 3rd term


WARM UP ACTIVITY:

I will present my students words related to the new technologies:

computer, i-pod, mobile phone, etc. Then, they will match the words

to the photos. Then they will make a list of other technological words

used by teenagers and discuss about their usage.

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Laptop

Webcam

i-pod

Mobile phone

USB Flash drive

MP4 player

Digital camera

GPS

Playstation 3

CD player

CD burner

Palm Pilot

READING ACTIVITY

I will present my students a text called FOR OR AGAINST THE

COMPUTER GAMES?. They will read a text about computer games.

It is a motivating activity for my students. Firstly they will read the text

individually, and then they will answer some questions. Here, we will

help them with the new vocabulary in order to achieve a good understanding ofthe texts.

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FOR OR AGAINST THE COMPUTER GAMES?FOR OR AGAINST THE COMPUTER GAMES?

To spend a lot of time playing computer games is considered

harmful for your health and behavior. It causes negative effects

to teenagers and this theory is supported by many

psychologists.

As many people know, a great amount of games have been designed in a

violent way. According to a report about 85% of all the computer games have

violent actions.

Nowadays many students spend many hours in front of a computer and this

produces a confusion between reality and fiction and many students can find

difficulties when adapting them in the society.

On the other hand, young people think that the usage of computer games can

give them relax and can enjoy with many friends. Not every games are only of

entertainment but also can be used to widen their knowledge, to solve

problems, to teach them languages, strategies, etc

Hence, many different reasons could be stated when talking about this topic.

Only the correct usage of this tool will depend on ourselves.

Answer the following questions:

1. Write an example of a disadvantage and one advantage about computer

games usage.

2. Write a short composition about for and against the computer games.


GRAMMAR CHAPTER:

In this unit my students will revise all the aspects of Passive

voice, Passive voice connectors (by), verbs with two objects and

Causative Passive . I have prepared varied material about this


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sentences, describe different real situations, change active voice sentences to

passive ones, practice vocabulary about computers: save, downloading, surf,

print, website, shut down


LISTENING ACTIVITY

In this part my pupils will listen to a conversation about ADVANTAGES OR

DISADVANTAGES OF COMPUTERS. It is a pair activity.

Student A will complete the advantages text and students B will

complete the disadvantages about technology. They will listen to it

twice and then we will check the answers. Here, we will as well revise the ed

ending in past participles identifying them in the conversation and classifying

the three different kinds of ed pronunciation

SPEAKING ACTIVITIES

In this skill my students will have to answer a class survey about

DO YOU THINK TO USE A COMPUTER IS AS ESSENTIAL AS

TO KNOW HOW TO READ OR WRITE? Here, they will firstly to

answer the questions in an individual way and once finishing this

part they will compare and discuss orally their answers and of course, explain

their reasons. Example: Are computers considered totally necessary at home?

How often are they used? Do you think computers make business more

efficient?...

4THTH

SESSIONSESSION 55 MINUTES

WRITING

This activity is titled TOMB RAIDER THE LOST

ARTIFACT. They will reorder a text about Tomb Raider and then,

they will write an e-mail to a friend from another high school telling

their opinion about computer games. Besides, they could write a

review about another computer game that they know.

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an activity called DEVELOPING A FILM. They will use the

passive voice to complete a text about the process of

developing films. Then they will discuss about it. And for extension material they

will read a text called HACKERS and after practicing the new words and the

correct understanding of the text they will write their personal opinion, giving

their reasons.


AN OBJECTIVE EXAM





A short composition


UNIT 15 TITLE: DONT DRIVE IF DRINK 3rd term


WARM UP ACTIVITY:

I will present some photos of some real situations of different accidents in

Spain. They will discuss which means of transport are safer for them

and why.

Later I will present another real situation but about emergencies: an

accident, a fire, a robbery, a breakdown, etc. they will complete a chart with

some solutions for these accidents.

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1ST PART WARM UP

THINKING ABOUT ACCIDENTSTHINKING ABOUT ACCIDENTS

Think about the causes of accidents in Spain today. List as many as

you can and classify them.

CAUSES Weather, old road,

SOLUTIONS

2nd PART WARM UP

Did you know these driving language?Did you know these driving language?

Classify them into categories

PARTS OF A CARPARTS OF A CAR DRIVING LESSONSDRIVING LESSONS PEOPLE &PEOPLE &

VEHICLESVEHICLES

pedestrianpedestrian driving licensedriving license passengerpassenger carcarpark driverpark driver steering wheelsteering wheel

To speedTo speed traffic lighttraffic light headlightsheadlights

TyresTyres windscreewindscree speed limitspeed limit

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READING ACTIVITY

I will present my students a text called NO BRAIN, NO HELMET,

NO HEAD!!. It is about a traffic accident where a teenager dies.

My students will be identified with this event and they will be

motivated. Then we will discuss about the topic and they will

answer some questions about it. Later, we will check the answers.

Here, we will help them with the new vocabulary in order to achieve a good

understanding of the texts.

NO BRAIN, NO HELMET, NO HEAD!!NO BRAIN, NO HELMET, NO HEAD!!

Today the newspaper shows a picture ofToday the newspaper shows a picture of

an adolescent who has had a traffican adolescent who has had a traffic

accident. He probably went to school. Heaccident. He probably went to school. He

must have had dreams. He might havemust have had dreams. He might have

wanted to learn a profession. But now hiswanted to learn a profession. But now his

family is heartbroken.family is heartbroken.

In this moment thousands of teenagers will be reading this report.In this moment thousands of teenagers will be reading this report. Next Saturday night many youngsters will go out with their friendsNext Saturday night many youngsters will go out with their friends

and with their parents cars. They will be drinking in pubs and discosand with their parents cars. They will be drinking in pubs and discos

and when returning home a fatal accident will happen. It could be aand when returning home a fatal accident will happen. It could be a

car full of 18 year olds that has overturned, smashed into a wall orcar full of 18 year olds that has overturned, smashed into a wall or

collided with another car.collided with another car.

An ambulance willAn ambulance will be there immediately. But in many occasions it is

too late. The only thing that can be done for them is to identify them

in order to inform their family about their death. A family will know

that their son has been killed in a traffic accident. A door opens and

the cruel conversation starts: Good morning, I am a police officer. A

terrible accident has happened. Suddenly their life will be destroyed

in an instant. Their son has gone forever. I wanted to die too. Only

one who has been through this can understand what it is all about.

What would their parents tell when knowing the fatal news?What would their parents tell when knowing the fatal news?

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Who was really the guilty? Give reasonsWho was really the guilty? Give reasons

What did the police tell to the boys family?What did the police tell to the boys family?

Imagine you are the parents of the boy in this accident. DescribeImagine you are the parents of the boy in this accident. Describe the facts. Use the Reported Speech.


GRAMMAR CHAPTER:

In this unit my students will learn the Reported speech. I have


filling the gaps, order sentences, describe different real situations,

practice vocabulary about road travel: parts of a car or motorbike,

traffic signs, traffic rules, etc


LISTENING ACTIVITY

In this part my pupils will work in an activity called REPORTING

EMERGENCIES. They will listen to a conversation between a

mother and her son. He wants to go out tonight but there is a

problem. He wants to use her car.

My students will complete the gaps. Later, they will listen to the second part of

the conversation where the boy had an accident and my students will report the

facts.

SPEAKING ACTIVITY

In this skill my students will have to participate in a game:WHO

ASKED ME THAT? My students will report the questions about the

police information about the accident. Then they will have to guess

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who had asked question number 1, 2, 3 starting with Mary is the person who

answered that Tom had had an accident.

Here, my students will practice this vocabulary with a song where they will

revise and practice some sounds practiced in other units:

Song: WATCHING THE ROAD


WRITING

This activity is titled I HAVE ACHIEVED MY DRIVING LICENSE.

My students will elaborate a composition about their first driving

class. They will write a letter asking about information for a pre-

driver course to a driving school.

I will prepare the structure of the formal letter for my stude

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