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Smart Planet 2Ben Goldstein & Ceri Jones

2nd ESO

Teaching Programme

Smart Planet 2 / Teaching Programme 1st Cycle ESO - 1- © Cambridge University Press 2015

INDEX

1 Methodology1.1 Theoretical Basis

1.2 What does Smart Planet offer?

1.3 Components

2 Objectives

3 Competences 3.1 Introduction

3.2 Smart Planet's contribution to acquiring competences

3.3 Competences in Smart Planet

3.4. Learning styles

4 Contents4.1 Contents blocks

4.2 Core contents

5 Learning standards

6 Assessment 6.1 Presentation

6.2 Assessment criteria

6.3 Assessment in Smart Planet

6.4 Assessment tools in Smart Planet

6.5. Qualification criteria

7 Educational needs

7.1. Introduction to the concept of attention to diversity

7.2. Attention to diversity in Smart Planet


8 Development of teaching units

8.1 Contents

Block 1. Comprehension of oral textsBlock 2. Production of oral textsBlock 3. Comprehension of written textsBlock 4. Production of written texts

Ø Linguistic knowledge - Communication functions- Vocabulary- Syntactic-discursive contents- Graphic patterns and sounds- Classroom language

Ø Learning strategiesØ Sociocultural and sociolinguistic aspects

8.2 Competences: Descriptors – Activities

8.3 Social awareness

8.4 Cross-curricular links

8.5 Assessment criteria8.6 Contents - Assessment criteria - Competences

Annex - KEY COMPETENCES ASSESSMENT RUBRIC


1 INTRODUCTION TO THE METHOD

1.1 Theoretical Basis

Smart Planet is a method for teaching English designed for Compulsory Secondary Education (ESO – Educación Secundaria Obligatoria), achieving the objectives established by the curriculum for and preparing students for the Cambridge Preliminary English Test (PET). Bearing these objectives in mind, it is important to underline the practical nature of this method, allowing students to complete 1 this academic stage having learned enough to be able to take an internationally recognised exam previous to the First Certificate. In this way, the method meets a double objective: for one thing, giving students training about indispensable and practical strategies, skills and abilities for learning a foreign language, and, for another, allowing them to study for an internationally accepted exam, PET. Bearing in mind the Common European Framework of Reference for Languages(CEFR), the method's objective is that students finish ESO with almost B1 standard language competence and, specifically, Smart Planet 2 has been drawn up to cover A1+ up to A2 level.

Smart Planet is designed to cover both students' and teachers' needs in a complete, dynamic, entertaining and rigorous fashion. The aim is not just to consolidate already acquired knowledge but also to be aware of it practical use. In the same way, the method has been written in such a way that students can understand and accept the fact that learning a second language, in this case English, is a continual process to be carried out over time, which is one of CEFR's basic principles. In addition, Smart Planet helps students to prepare each exam strategy gradually and in depth, which allows them to develop a full, rigorous view of the linguistic characteristics of English by using the four skills.

The teaching approach guarantees learning, the revision and consolidation of different aspects of oral and written language using carefully prepared material which, for example, encourages an approach to grammar based on deduction. As mentioned above, this method provides teachers with the material they need to help and direct students to obtain a consolidated intermediate level in line with terms established by CEFR. In order to do this in a dynamic, attractive way, the topics which the units are based around have been carefully chosen to be interesting for the students, connected with their surroundings and/or real life. Carefully prepared, attractive presentation, combined with the use of strategies, activities and various different approaches, contributes towards students' motivation.

Thanks to the method's methodological guidance, students will study the curricular contents in a simple, effective and gradual way, following a clear structure and a variety of activities which will consolidate practical as well as theoretical knowledge. The four skill are developed in this method in such a way that students can understand (using the deductive approach already mentioned) and assimilate contents not only to study for PET but also to use English in a practical way in real situations.

The method's most important facets include:

1 Throughout this programme, the terms “teachers” and “students” will be used as often as possible.


Clearly presenting objectives. Linking contents and activities with key competences. Choosing topics carefully in order to motivate students and, at the same

time, make learning meaningful for them. Providing many opportunities for paying attention to diversity. A natural way to use what is learned about the four language skills. Encouraging students to be able to work by themselves. Emphasis on the deductive method as a mechanism for students'

learning and assimilating grammar contents. Making extensive, well programmed use of videos as a teaching

resource. Special attention to Spanish speakers' typical mistakes when learning

English.

There are nine units in Smart Planet, each of them centred around topics which, as mentioned above, help to motivate students thanks to their current relevance, because they are connected with students' interests or because they deal with daily life and, as such, are relevant. Specially attention is paid to revision as a learning strategy. To start with, students revise contents which they have learned in the previous Starter Units. There is also a Review section at the end of each unit. Finally, there is a Unit Review… every three units whose objective is to reinforce the objectives studied in those units. There is also a Get it right! section every three units. These deal with the typical mistakes which Spanish-speaking learners of English as a second language make and which have been examined during these units.

Each unit includes specific sections for developing each of the language skills. There are also two grammar sections: Grammar 1 and Grammar 2, whose contents are the theoretical basis for the method and make it easier to revise the Grammar Reference at the end of the book.

Smart Planet is designed to make it possible to incorporate new grammar concepts gradually, increase vocabulary and consolidate better language abilities. The method also makes sure that learning is meaningful, which means that students are motivated by seeing how important English is and, consequently, how important learning it is, bearing in mind both personal factors (full personal development, as described by the legislation) and work-related factors (for example, the key competence "Sense of initiative and entrepreneurship": see below).

As we have said, this method's objectives are to cover students' real, objective needs in terms of CEFR parameters. The objective is to stimulate continual, practical learning which also stimulated students (at the current time and for the continual learning involved in acquiring a second language). This method also helps students to study for PET, as we have said, an internationally recognised exam which is preliminary to Cambridge First Certificate.

1.2 What does Smart Planet offer?

The materials in Smart Planet have been put together with the attitude that the students are not mere language learners. The students are taken to be, at all times, explorers who are investigating every facet of the process of learning.

It is for this reason that Smart Planet is a method for teaching English which is eminently practical and is based on two basic approaches in terms of method:


1. An interactive approach, focusing on teaching the use (and development) of language skills.

2. Deduction as one of the pillars of learning.

To do this, the sequence of concepts has been carefully prepared, as has the presentation of contents, the logic of the work carried out in the activities and the activities in themselves. Likewise, the young target audience for the method has been taken into account when choosing images, texts, audios and videos, along with material design and graphic presentation.

Smart Planet takes into account the need to create a positive learning atmosphere in the classroom. Making this a reality will depend, to a large extent, on each teacher's ability to open paths of communication with the students and so their good mutual understanding; it will also depend on the creation of a motivating framework of mutual interaction between teacher and student, student and student. And Smart Planet takes this into account by presenting the tasks in a clear way, addressing each concept using various different exercises and not just repetition, encouraging students to work in pairs and in groups, encouraging students to show their homework in class and giving students continual opportunities to check their own progress.

Smart Planet 4 a greater number of productive activities with which students can develop their competences with written and oral expression (speaking and writing competences), as the same time as they continue developing their oral and reading comprehension (reading and listening competences).

Furthermore, the work carried out in English Profile has been taken into account when choosing the vocabulary to be learned throughout the method. Investigation carried out during this project has made it possible to identify what the students know and what they are able to do in English on each CEFR level of language learning. The above, along with the age of the students in each year of ESO, has fixed the framework for the vocabulary to be taught.

The teacher becomes a guide and facilitator for learning during work in pairs, groups and role plays. This type of communication activities give students the chance to work independently, without the teacher. During this type of activities, the teacher stays to one side and only supervises and intervenes as necessary.

Smart Planet offers simple, clear methodology in which the following may be underlined:

- For teaching grammar: a method based on students' deductions, although a more inductive approach is taken when revising grammar concepts which students should have studied in previous years. However, when dealing with new points, the method is designed to help students understand it by themselves, thanks to their own effort, and not thanks to the teacher's explanations. This is designed to obtain stronger, permanent acquisition of knowledge. New concepts are presented by reading texts or listening to them; the material to be studied is emphasised just above the tables on which students carry out their deductive work. In any case, students are given references for checking grammar contents in the theoretical section at the end of the book (which students can also use for revision purposes). The exercises have been carefully sequenced, going from those with more guidelines to those which students can do with greater freedom.


And at the end of each page students can make use of what they have learned (Your Turn activity).

- For teaching vocabulary: each vocabulary section includes a highly visual presentation with will catch students' attention and help them to learn new vocabulary, which is displayed in boxes. Many exercises are provided in order to work on new vocabulary using different strategies in order to make it easier to learn. And recordings are provided to help students improve their pronunciation. Finally, we should underline once more the Your Turn activity at the end of each page.

- For teaching language abilities: although the methods used are various, in other words, work is carried out simultaneously on the four skills (as is natural when dealing with communications), it is appropriate to mark out certain educational facets with regards to each one:

Speaking: this method offers numerous activities which promote oral interaction between students either in pairs, small groups or as a class. The objective is always to use the vocabulary and grammar points studied. The most natural context possible is always used: students are asked to talk about themselves and their surroundings, express their opinions, their preferences, their thoughts… Specifically, each unit includes a section designed for using language in a practical way in role plays which reproduce every day situations. This section is complemented by a video which allows students to talk about themselves: young Britons and Americans answer a question about themselves and students too are asked to answer it.

Writing: the method deals with writing different types of written texts (eg. e-mails and posts). As well as focusing on the unit's own contents, students are helped to expand their knowledge (eg. new vocabulary) and learn to use particular things in writing such as connecting words, expressions to use at the start and finish of written texts, etc. Students always start with the model of the type of text to be studied; they analyse it and look at its parts and sentences to use in their own writing. At the end of each section, each students has to write the same type of text.

Listening: this method offers numerous opportunities to listen to native English speakers. Both vocabulary to be learned and functional language is offered in audio format (which, as we have said, makes it easier for students to hear correct pronunciation), and texts and conversation models are also available in recordings. Comprehension of oral messages is aided by the contextualisation of what is going to be heard: working with the texts, oral interaction situations with familiar and everyday possibilities, etc. In addition, special care has been taken with the graphic material for listening tasks. This helps students to focus and teachers to point out the points which are going to be studied. Of course, all the skills are going to be worked on in the Workbook activities, but we would like to emphasise this as part of Listening because it enables students to carry out individual work and also concentrate on their own rhythm of learning, using the exercises available at their own discretion (eg. playing the audio as many times as they need to).

Reading: Smart Planet seeks out what is essential and motivates reading, which is the key method for developing this skill: students have to read and have to be motivated to do so. As we have said before, the texts have been carefully selected for the students to find their contents attractive. Each unit includes two texts, varied in terms of format and presentation. The first usually has a contemporary look, a blog or a forum, and allows students to


study previously seen vocabulary and also present the vocabulary to be studied on the following page. The second text is also attractive because of its cultural dimension. There are also reading texts on the CLIL pages and teachers can offer other reading material thanks to Cambridge Discovery Education Interactive Readers.

- Fro teaching pronunciation: in each unit there is a specific section for working on different aspects of pronunciation: accent (word stress), especially difficult sounds, intonation and prosody. The first approach is always imitation, but students must also understand the importance of pronouncing reasonably well: firstly, in order to make oral communication easier and, later, with more specific arguments such as words which have different meanings depending on subtle differences in pronunciation and which may confuse listeners (leave vs live). The method also emphasises correcting Spanish speakers' typical mistakes and encourages students to concentrate on the material offered in Say it right!, which is part of Get it right!

1.3 Components

Smart Planet includes a Student's Book (Student's Book with a DVD-ROM), an Activities Book (Workbook) and the Teacher's Book (Teacher’s Book), which includes the Class Audio CDs and the Smart Resources DVD-ROM. Both the Student's Book and the Activities Book area available in digital format (Digital Student's Book and Digital Workbook); other digital materials include Digital Planet (available on DVD-ROM and on-line), the Smart Augmented Reality App, the Test Generator and web resources (Web resources).

The Student's Book has 128 full-colour pages.

- There is a first unit (Starter Unit) for introducing the contents and revising the contents of the previous educational stage.

- There are 9 main units, each of 10 pages, with grammar sections, vocabulary, listening and reading. The four skills are worked on in all units and there are also opportunities for students to practise oral communication (Your Turn section). In each unit four videos are used in the section called Discovery Education. There is also a revision page at the end of each unit.

- Every three units – at the end of units 3, 6 and 9 – there are two especially relevant pages. Firstly, the Get it right! page, taken from the Cambridge English Corpus, which allows students to revise Spanish speakers' most common mistakes when learning and using English. The following page (Review) enables students to revise the language contents studied in the previous three units.

- There is a total of 24 pages of extra material. This material consists of nine pages of inter curricular contents (CLIL), three pages about work to be carried out in groups (Project), nine sections (one per unit) to concentrate on certain areas of pronunciation (Pronunciation), grammar reference which brings together those contents unit by unit to make learning them easier or to revise them (Grammar reference) and, finally, a page with an irregular verbs table and phonetic symbols.

There are 128 black and white pages in the Activities Book which include:- A Starter Unit for revising Primary Education contents.- Activities blocks for each unit, each one with six pages of activities for looking at

what has been learned once more without just repeating previous exercises mechanically. At the end of each block there are two revision pages and every


three blocks there is a revision page which brings the contents of the three units together.

- As in the Student’s Book, every three units there is a page for examining the most common mistakes, Get it right!, with a specific subsection for looking at spelling mistakes (Spell it right!), and another page of general revision (Review).

- Nine pages with specific activities to study vocabulary (Vocabulary extra).- The audio transcriptions.- 20 pages about grammar (Grammar reference) with explanations in Spanish on

the left-hand page and practical activities to assimilate properly on the right-hand page.

- A vocabulary list (Wordlist) of words used with phonetic transcriptions.- A final page with a list of irregular verbs.

The Teacher's Book includes: A presentation of the method and its sections: this gives teachers a quick view

which will enable new teachers to use it with greater ease. A table connection the CEFR descriptors with the book's contents. Various pages connecting the competences with the different sections and/or

activities and exercises in each unit. A section about the methods on which the materials used in Smart Planet are

based. In this way teachers' greatest possible understanding of the method is obtained, which also means that students will get the most from it. More specifically, Ben Goldstein talks about the importance of using videos in the classroom. The method's flexibility and evaluation are also dealt with.

Teaching notes for the Student's Book's 9 units including:- each unit's objectives;- a table connecting learning with competences.;- step-by-step notes for each activity; - suggestions for optional activities (Optional activities), including some

specific ones for the most able students (Fast finishers);- teaching suggestions (Teaching tips);- complementary information about cultural contents (Background

information);- panels with the information needed to work with three of the four videos

Discovery Education;- the solutions for all the activities;- transcriptions of the recordings and exercises requiring oral comprehension.

Teaching notes for the CLIL pages; this includes the information panel for the fourth Discovery Education video in each unit.

Detailed explanations for dealing with the work in each Project. Transcriptions of the videos. Activities Book solutions. Various pages of games to make learning fun (Games bank) The Class Audio CDs include recordings of all the exercises, both from the

Student's Book and the Activity Book. The Smart Resources DVD-ROM includes 36 videos for the Discovery

Education section in the nine units and a considerable amount of printable material, including:


- exams for initial assessment, for each unit, for the end of the term and final assessment, with two degrees of difficulty, and with matching audio files for the oral comprehension exercises;

- oral exam practice;- extra exercises for practising grammar and vocabulary, with two degrees of

difficulty;- exercises to increase vocabulary;- activities for communication interaction in pairs;- drama activities for encouraging dialogue;- extra oral comprehension activities (with the audio files);- widening cultural information;- activities for working with videos;- puzzles and quizzes.

The DVD-ROM with the Student's Book (Student’s DVD-ROM) includes all the Discovery Education videos along with a range of interactive activities which will help students to understand the videos better. For each video there is a self-correctable exercise which students will do, having the possibility to watch each video as they wish (with or without subtitles, pausing it when they wish, watching sequences again…)

The digital versions of the Student's Book and the Activities Book include hundreds of interactive activities as well as all the audios and videos from Discovery Education.

The method includes a considerable amount of materials for use on the digital white board, known as Digital Planet, and includes:

- digital versions of the Student's Book and the Activity Book along with the audio files and videos and the answers;

- the exercises and activities for these two materials in interactive format, which makes their presentation in class easier, including the videos for Discovery Education;

- the digital version of the Teacher’s Book in English and Spanish;- synchronised access from the activities in the Student’s Book to those

connected with the Workbook, along with notes for the teacher and the answers;

- tools for teachers to be able to include notes or hyperlinks between the contents of any of the books (Student, Activities and Teacher);

- a "digital flip chart" which teachers can use during the class and, of course, keep at the end;

- a page with direct access to all the audios and videos in each unit.Online access to Digital Planet is on the publisher's web page: www.cambridgeteacher.es

The AR app (Smart Planet Augmented Reality App), as its name suggests, gives easier access (Augmented Reality) to the videos, the main interactive activities and the presentations about grammar. Students who need to may download it from this website: www.smartplanetapps.es

With the Test Generator tool teachers can put together exams in terms of their students' profile. In this way they can choose exercises to check that the students have learned vocabulary, their knowledge of grammar and other language skills, and can do


http://www.cambridgeteacher.es/

http://www.smartplanetapps.es/

so in connection with specific contents or as continual assessment; it also included exams per unit and final exams.

Web resources: the audio files for the Activities Book are available for students in mp3 format on the method website: www.cambridge.org/elt/smartplanet

2 OBJECTIVES

Organic Law 8/2013, for the Improvement of Educational Quality, defines the syllabus as a series of objectives in each subject and educational stage; competences, or the ability to activate and apply the contents of each subject and educational stage in an integrated way, competences, or all the, abilities, competences and attitudes which help achieve the objective of each subject and educational stage and the acquisition of competences; didactic methodology, which includes the description of teaching practices and the organization of teachers' work; gradable standards and learning results ; and criteria of evaluation of the degree of competence acquisition and the objectives of each subject and educational stage.

The general objectives for this level are connected with the competences which students will have to use in all areas2:

a) Accept duties with responsibility, be aware of and make use of rights in relation to other people, be tolerant, cooperate and empathise with other people and groups, dialogue and observe human rights and equality of treatment and opportunities between men and women, the common values of a plural society and train to form part of a democratic society.

b) Develop and consolidate disciplined habits, individual work and studying and working in teams as necessities for effective learning and personal development.

c) Value and respect differences between the sexes and equal rights and opportunities. Reject discrimination between people based on gender or any other personal or social condition or circumstance. Reject stereotypes which lead to discrimination between men and women and all types of violence against women.

d) Strengthen emotional competences in all personal areas and relationships with others and reject violence, all types of prejudice and sexist behaviour, learning to solve conflicts peacefully.

e) Develop basic skills for using sources of information in order to acquire new knowledge using critical awareness. Obtain basic knowledge about technology, especially information and communication technology.

2 Royal Decree 1105/2014, which sets the basic curriculum for Compulsory Secondary Education and A Levels.


http://www.cambridge.org/elt/smartplanet

f) Understanding scientific knowledge as integrated knowledge, which forms part of different disciplines, and find out about and apply methods for identifying problems in different areas of knowledge and experience.

g) Develop a spirit of enterprise and self-confidence, critical awareness, personal initiative and the ability to learn to learn, plan, take decisions and accept responsibility.

h) Understanding and correctly use Spanish and, if there is one, the Autonomous Community's co-official language, orally and in writing – texts and complex messages – and begin to find out about, read and study literature.

i) Understanding and make yourself understood in one or more foreign languages.

j) Find out about, value and respect other people's basic cultural and historical characteristics along with artistic and cultural heritage.

k) Find out about and accept how your own and other people's bodies work, consolidate habits of personal and hygiene care and use physical education and sports to favour personal and social development. Find out about and value the human dimension of sexuality in all its diversity. Critically appraise social habits connected with health, consumer habits, looking after live beings and the environment, helping to conserve and improve it.

l) Appreciate artistic creation and understand the language used in different types of art, using various different means of expression and representation.

3 COMPETENCES

3.1 Introduction

In line with European Parliament Recommendation 2006/962/EC about key competences for continual learning, the Royal Decree3 which sets the basic curriculum for Secondary Education is based on promoting learning by competences integrated in the curriculum areas.

These competences are taken to be "know-how" in the context of any academic, social or professional context. Learning using competences encourages learning and motivates learning as overall procedures for learning about each subject are acquired.

Students have to develop basic competences throughout their compulsory education, in both primary and secondary levels. These competences help them to fulfil their potential, to become active citizens, become successful in their adult lives and enable them to enjoying continual learning.



Each and every part of the syllabus encourages the acquisition and development of these competences. Because of this, working on certain areas makes it possible to reach these objectives. They are not limited to particular subjects or levels. Some of the indispensable factors for achieving success include: the way in which centres are organised and managed; the style of teaching; the way in which key parts and players in the educational community interact; the availability of extra-curricular and complementary activities.

LOMCE uses the definitions of key competences established by the European Union4.

LC - Linguistic Communication.MSCT - Mathematical competence and basic science and technology competences.DC - Digital competencesLL - Learning to LearnSCS - Social and Civic Competences.SIE - Sense of Initiative and EntrepreneurshipCCE - Cultural Conscience and Expressions

The relation between contents, competences and evaluation criteria are described in Order ECD/65/2015.

Smart Planet complies with the laws and instructions given by the authorities with regards to education. The general approach is based on the acquisition of practical knowledge. The objective is to enable students to develop thanks to continual learning.

The great variety of activities included in Smart Planet help to integrate the learning of a foreign language with other parts of the syllabus. The programme is also designed to help with the overall development of the seven competences.

3.2 Smart Planet's contribution to acquiring Competences

Learning a foreign language leads to acquiring basic competences in the same way that studying other subjects does. This acquisition process is equally intense throughout the different levels which make up the education system which students follow.

Smart Planet contributes efficiently and systematically to acquiring each of the competences and does so within a communicative framework which guarantees that students become competent in English. This communicative approach is followed throughout the six levels in primary education.

Smart Planet's teaching objectives and the choice of contents have been selected in order to guarantee the development and acquisition of these basic competences.

Linguistic communication is based on the use of English as the vehicular language for oral and written communication.

Developing this competence by studying a foreign language leads to students improving their competences to express themselves orally and in writing. They develop

4 European Parliament and Council recommendations for key competences for continual learning, 18th December 2006 (2006/962/CE)


this competence by using the appropriate linguistic register and discourse in each situation that they find themselves in.

Students' linguistic competences improve as they recognise and gradually master the rules in the foreign language. To ask for help, they can use their own language and reflect on the process of learning the new language.

The activities in Smart Planet allow students to acquire and develop the four competences (oral comprehension, written comprehension, oral expression and written expression), continually reinforcing the language with the underlying grammatical rules for learning English.

Mathematical competence is connected with the ability to reason. This involves making judgements and reaching conclusions by solving problems and using logic in a coherent manner. It is also important to use mathematical concepts in everyday life.

In order to acquire this competence, students must know and use the numerical system and its symbols. They must be familiar with different ways of expressing and finding solutions in numerical terms, while linguistic competences enable them to reason, develop explanations, form hypotheses and make use of deductive and inductive arguments, etc.

The activities in Smart Planet are often connected with mathematical processes. Students are presented with tasks involving reasoning and logic, including mathematical tasks, both orally and in writing. In this way the course helps them to develop and improve this competence.

Basic competences in science and technology involve being able to understand events and phenomena. This involves making predictions based on what has been heard or read about in connection with dietary habits, health and the environment, and being responsible consumers in daily life.

Smart Planet offers a wide range of oral and written texts with clear, detailed contents about these subjects, in this way encouraging students to understand events and phenomena and predict their consequences. Students improve their competences in English at the same time as they acquire this knowledge.

To be able to deal with this information and acquire digital competences students must know how to read, analyse and transmit the information they extract from all types of texts in English. They must be able to choose and organise the information which they hear and read. At the same time, this competence is directly connected with the integration of multimedia resources in the learning process.

Thanks to on-line interactive material and digital material (Digital Student's Book & Digital Workbook), Smart Planet helps students to make better use of digital technology. The use of a digital white board in the classroom with Digital Planet puts teaching and learning in a technological framework so that students (as well as the teacher) will see new technology as a natural, necessary part of learning. Digital competence will also be necessary for looking for, analysing and, as said above, choosing information in order to widen knowledge, complete activities, etc.

Learning to learn concentrates students' attention on what is expected of them in order to learn English. Memory and self-evaluation competences are also dealt with.


Both of these competences are needed in all learning processes in which students form hypotheses about language, using the wide variety of examples from real life which are introduced in the text.

Smart Planet challenges students to get involved in an active way in the learning process when dealing with linguistic contents. Linguistic roles are taught in a subtle way so that students make their own deductions and hypotheses in a natural way, basing themselves on the principles of "universal grammar" which are intrinsic to acquiring a language.

Including revision as a mechanism for learning to learn is essential. This is why Smart Planet provides numerous revision pages (Review) in both the Student's Book and the Activities Book. Students will understand that learning a second language outside its linguistic context necessarily involves looking at the same contents again and again (vocabulary, grammar…): as we have said, there are "universal grammar points", but they have to be activated and reactivated in order to be established as communication tools.

In the same way, in Smart Planet to identification and correction of mistakes is emphasised in order to firmly establish linguistic knowledge. This includes Get it right!, which is based on the Cambridge English Corpus, both in the Student's Book and in the Activities Book (in the latter, there is also a spelling subsection Spell it right!).

Throughout the learning process, Smart Planet continually encourages students to take part in learning dynamics with classmates, both in activities in pairs and in group activities (eg., the Project). Group learning, which involves interaction; mutual correcting, which involves cooperation: this is another of the bases for Learning to Learn.

Lastly, there are opportunities for students to carry out processes of self-correction and/or self-evaluation. This is dealt with on the Review pages and the exercises on the Student’s Book DVD-ROM, for instance.

Social and civic competences consists of discovering and becoming familiar with the different social and cultural bases which underlie English. Likewise, respect and other values are reinforced by pair and group work.

Smart Planet teaches about cultural values - always teaching in English - not only from British society and customs but also from other English-speaking countries such as Australia and the States. Respect and values are encouraged in a society which is continually evolving, in which cultural diversity stands out as one of the principles for the 21st Century. The contents of Smart Planet complement work carried out in the education system to reinforce these values and, in this way, helps students to acquire social and civic competences.

Sense of initiative and entrepreneurial spirit means being able to approach the learning process in an autonomous way or, otherwise, in cooperation with others in order to carry out whichever task is put forward.

Smart Planet encourages students to study independently, praising their sense of responsibility and also stimulating creativity and imagination. Furthermore, as evaluation is closely connected with being critical and value judgements which can be


made individually or in groups, respect, tolerance and understanding (towards themselves and towards classmates) are also encouraged.

Students take part in activities which allow them to reinforce their enterprising spirit and business sense using creativity, autonomy, initiative, team work, self-confidence and critical awareness.

Self discovery and development are to be found behind Cultural consciousness and expression. This competence develops the ability to understand and evaluate cultural and artistic manifestations in a critical way. As with social and civic competences, these competences reinforce human values.

Smart Planet' methodological approach is interactive and it is not only communication in English which is crucial: English is also the vehicular language used to give information about other cultures and societies and their values. This also helps teachers to make wider educational values become effective at their centres. Throughout the course, a wide variety of cultural and artistic themes are dealt with using different activities.

In order to encourage cultural and social competences, Smart Planet offers activities connected with the English-speaking world in which culture and art play an important part.

The main objective of Smart Planet is the acquisition of English and its culture. The language is used as a tool for making coherent value judgements about anything expressed in English either orally or in writing. Thanks to the wide range of activities offered in Smart Planet, the acquisition of competences is guaranteed.

3.3 Competences in Smart Planet

Competences are comprehensively developed throughout the fourteen units and in revision. They are to be found in the Teaching units development section. (See Section 5.5).

This document specifies a series of descriptors for acquiring and evaluating each of the competences, bearing in mind students of the age group's cognitive development and competences and in connection with the characteristics of the material in this course.

The programme for each unit specifies the ACTIVITIES to be carried out and the enable the measurement of the level of achievement of these DESCRIPTORS.

The competence descriptors we have set for this subject and cycle are:

Linguistic communicationListen

Understanding the main points and some details of oral messages, either live or in recordings.

Understanding the most important things in daily transactions and tasks and in formal and informal conversations.


Identifying the main ideas and information in presentations, talks, explanations and the news.

Distinguishing sounds, accent, rhythm and intonation in various contexts and identify what they aim to communicate.

Talk / Converse

Give oral presentations, short, rehearsed presentations, and reply to simple questions about them.

Take part correctly in daily transactions and tasks.


Take part correctly in conversations using simple structures and clear pronunciation.

Reading

Identifying relevant information in instructions, warnings or rules.

Understanding the general meaning and specific details in texts in different formats.

Understanding the main points of messages and correspondence, formal and informal, in different formats.

Find specific, essential information in reference and study material.

Understanding the main ideas in newspaper, literary and fictional texts in different formats.

Valuing reading as a source of pleasure and knowledge.

Writing

Using production strategies for writing simple texts.

Filling in forms, questionnaires or printed pages with personal information.

Writing notes, messages, adverts, posts and short, formal and informal correspondence with simple, relevant information.

Writing texts using appropriate vocabulary, spelling, punctuation and correct formats and correct structures.

Mathematical competences and basic science and technology competences.

Putting in order and classifying data following criteria.

Interpret and show simple statistical data on graphs and tables.

Solving puzzles, crosswords and guessing games.

Respect nature and animals in the environment.

Valuing and following healthy habits.


Identifying the most relevant environmental problems and connecting them with causes and possible effects.

Apply strategies using methods from scientific research.

Digital competences

Obtaining information from the Internet for carrying out tasks in English.

Give short presentations and projects in English using different formats and digital tools.

Studying and practising English on digital devices.

Using ITC for establishing social relationships.

Social and Civic Competences.

Take part in activities pairs and groups with respect and interest.

Interacting politely and attention valuing and respecting classmates' opinions, tastes and preferences.

Understanding and valuing the use of English for communicating with other people and to find out about other cultures.

Taking an interest in and respecting the customs, rules and values of countries in which foreign languages are spoken.

Cultural awareness and expressions.

Using artistic techniques and items to prepare and give presentations and projects.

Identifying cultural features of English-speaking countries and compare them with their own, showing respect and interest.

Identifying different forms of cultural expression and showing an interest in widening knowledge.

Learning to Learn

Identify, plan and apply objectives for carrying out tasks, activities and projects.

Using tools and resources for clearing up doubts, widening knowledge and correcting mistakes.

Showing an interest in carrying out evaluations of your own progress and identify points for improvement.

Identifying and using different strategies for learning individually.


Sense of initiative and entrepreneurial spirit.

Using the strategies needed for studying individually.

Have a positive, proactive attitude to reading texts by yourself.

Plan, organise and check your work to be able to present it properly.

Becoming aware of the consequences of your decisions.

Each unit's programme also includes connections between the unit's CONTENTS, EVALUATION CRITERIA AND COMPETENCES .

In the annex at the end of each document there is an EVALUATION FORM ABOUT COMPETENCES which includes the different descriptors set for acquiring the competences in each subject and school year.

The teacher can use this form to evaluate the competences and descriptors for each unit or whenever appropriate throughout the school year.

3.4 Learning styles

In 1983 US psychologist Howard Gardner developed the Theory of Multiple Intelligences 5 in which he stated that all humans have eight different types of intelligence which we use throughout life. Each individual develops them to greater or lesser degrees depending on their genetics and external stimuli. During the learning process the teacher must take all of them into account in order to make sure that the students can acquire knowledge using their own, personal competences.

The resources used in Smart Planet allow students to develop their communication competences in a natural way; in all units the seven competences are worked on in order for their minds to work in a complete manner. Based on these seven competences, different types of intelligence are developed. The activities in Smart Planet have been prepared with the objective of stimulating different types of intelligence, so there is always something of interest for every student.

Linguistic intelligence, sensitivity towards written and spoken words and the ability to learn languages, is a key part of Smart Planet and it is combined with other intelligences.

Interpersonal intelligence- efficient communication with others - is a crucial factor in learning languages. Communication activities contribute to developing interpersonal competences and encourage students to work together and carry on developing communication strategies.

Interpersonal intelligence, understanding oneself, intimate thoughts and feelings, is an integral part of the learning process and is developed in each unit in Smart Planet, in this way enabling students to be more aware of themselves and the world around them.

5 Gardner, H. (1994): Estructuras de the mente: the teoría de the inteligencias múltiples, (Colombia, Fondo de Cultura Económica) and Gardner, H. (2001): La inteligencia reformulada: the teoría de the inteligencias múltiples in the siglo XXI, (Barcelona, Paidós).


Smart Planet deals with Musical intelligence in every unit, appreciation for rhythm and music through songs, chants and raps. As Howard Gardner points out, this intelligence works almost in parallel with linguistic intelligence.

When working with secondary education students it is also very important to develop the body and mind together, which means that movement (body kinaesthetic) intelligence, coordination and connection with the whole body, is also taken into account.

There is a series of activities for developing logical-mathematical intelligence. These activities help to develop logical thought and problem solving.

Spatial intelligence, expression and understanding through the visual world, is also one of the keys to learning. Students are highly aware of the world around them and often think in terms of drawings and pictures. The attractive presentation of pictures in Smart Planet helps students to be more creative and stimulates their imagination.

Lastly, Naturalist intelligence, the ability to interact with the natural world around us, is fundamental for students' integral learning. In Smart Planet there are many observation activities about natural surroundings and reflections about our place in the world.

The eight multiple intelligences can be identified or associated with the competences to a certain extent. With regards to technological information and competences, Smart Planet comes with interactive online activities in which students have access to various resources for practising what they have learned in each unit, which also helps them to develop autonomous learning.

As well the competences, in each unit in Smart Planet different social and cultural factors are examined, attitudes and cross-curricular subjects being looked at using various types of activities. As part of values education, various areas are examined throughout the book: Moral and civic education, Health education, Peace education, Equality education, Consumer education, Classroom collaborative work. In this way students are taught to just to learn the language but also to value and respect other cultures, which contributes to their development as human beings.

English is also connected with other syllabus areas such as mathematics, natural sciences, social sciences, artistic education, music and technology. This is because all the activities are designed not just to teach language but also to achieve other objectives.

When “cooperative learning or work” is mentioned in this programme, it must be understood in two ways: working in teams or small groups and cooperative work in itself. In both cases, the teacher will organise the classroom into small groups, but different types of methods are used. With group work, normally each group will be assigned a task and the result or final production will be evaluated; depending on each tasks, roles will be defined which must be distributed amongst the group members (spokesperson, coordinator…) so that each one has something to contribute. On the other hand, cooperative work has another nuance : the participation of each member of the groups is needed for learning to take place: the contents to be studied are given out amongst the team members and each member is responsible for preparing what he/she has been given and passing the knowledge on to the others; so the better an


individual works, the more others learn too and, consequently, the team will be better prepared to do the tasks or activities it will be faced with.

4 CONTENTS

4.1 Contents blocks

The basis syllabus in Secondary Education for First Foreign Language learning is based around four blocks of activities as set out by CEFR.

1. Comprehension of oral texts.2. Producing oral texts (expression and interaction).3. Understanding written texts.4. Production of written texts (expression and interaction).

These four main blocks are the basis for the evaluation criteria and gradable learning standards as well as the syllabus contents, in other words all the knowledge, abilities, competences and attitudes which contribute to reaching the objectives and acquiring competences.

This didactic programme's contents for the SECOND YEAR OF ESO are as follows:

Block 1. Comprehension of oral texts

1. Comprehension strategies Previous presentation of information about the task and subject. Text identification and its comprehension. Distinguishing types of comprehension (gist, essential information). Making hypotheses about contents and context. Inference and making hypotheses about meaning using comprehension of the

main points, both linguistic and paralinguistic. Revising hypothesis using newly understood points.

2. Socio-cultural and socio-linguistic aspects: social conventions, rules and types of social norms, habits, values, beliefs and attitudes; non-verbal language.

Identifying the customs, ways of life, celebrations and festivals in other countries and comparison with the customs, ways of life, celebrations and festivals in your own country: USA, Canada, Australia, Thailand, India…

Respecting ways of life, customs and culture in other countries. Identifying different forms of artistic expression: cinema, theatre, comic

literature, architecture. Valuing documentaries about nature as a tool for increasing respect for the

environment.


Identifying environmental problems: protecting animals in danger of extinction, the need to recycle.

Recognising the social and economic relevance of shopping centres (malls). Valuing the importance of saving and controlling money. Valuing sponsored events as a way of obtaining funding for social causes. Identifying adolescents' behaviour patterns: people who carry out humanitarian

work or animal protection work, people they admire, stories of self-improvement…

Recognising the athletic potential of different countries, Identifying the importance of archaeology and archaeological finds as a way of

studying the past by using material remains and at the same time preserving them for future generations.

Valuing cultural knowledge in general and knowledge of languages in particular for deciphering communication codes such as hieroglyphics.

Valuing the importance of sharing domestic chores. Respecting other people's opinions, tastes and preferences. Valuing the importance of technology and ITC in the contemporary world. Valuing the importance of the development of ITC, robotics and automatic

systems. Identifying the classroom of the future. Valuing the importance of thanking other people. Respecting other people's opinions in oral exchanges and group debates. Valuing effort as a way of improving progress in life. Awareness of the importance of avoiding getting hurt and accidents at home. The importance of having a healthy diet and of preventing food infections. Identifying adolescents' interests: activities, jobs, reference models… Valuing voluntary work. Identifying the functional areas of the city. Identifying linguistic mistakes caused by cultural factors. Identifying formal and informal language. Valuing the real importance of speaking other languages, in particular English.

3. Communication functions

Talking about tastes and preferences. Asking for and expressing opinions. Describing personal information. Describing activities: buying things Expressing advice or suggestions. Answers to suggestions made. Using expressions to speculate about somebody's identity. Describing people: somebody you admire, progress in life… Describing animals: animals in danger of extinction, dangerous animals … Describing information about places. Comparing different points of view.


Using expressions to show agreement and disagreement. Using expressions to show interest in a conversation. Asking for and offering help. Excusing yourself and explaining the reasons. Stating, recognising and differentiating between laws and advice. Comparing objects, animals, places and activities. Interpersonal communication: e-mails, letters, blog posts, newspaper articles… Asking for and giving instructions. Giving words of reference. Asking questions. Writing film critiques, posts for forums, notes, posts, stories, e-mails, letters,

articles…

4. Syntactic-discursive contents

Simple present: affirmative and negative forms. Adverbs of frequency. Love, like, hate + -ing. Simple present: interrogative form. Questions with Yes/No answers and

answers with (wh-) answers Present continuous Simple present and present continuous Countable and uncountable nouns some, any, a lot of, much/many was / were: affirmative and negative Simple past: affirmative and negative was / were: interrogative form Simple past: interrogative form ago Past continuous: affirmative, negative and interrogative forms Past perfect Simple past and past continuous could / couldn’t Comparative and superlative adjectives. must / mustn’t should / shouldn’t will / won’t Comparatives of equality: (not) as adjective + as First conditional be going to will and going to Present continuous as future Simple present as future


Present perfect: affirmative and negative forms. Present perfect: interrogative form. used to one / ones Indefinite pronouns Reflexive pronouns Infinitive to express purpose

5. Common oral vocabulary (reception)

Vocabulary connected with types of films: action-adventure, cartoon, comedy, fantasy, etc.

Vocabulary connected with tv programmes: documentary, game show, soap opera, sports programme.

Vocabulary connected with shops: bookshop, café, chemist, clothes shop, etc. Vocabulary connected with money: sell, borrow, buy, save, spend, etc. Vocabulary connected with jobs: dancer, footballer, actor, artist, etc. Vocabulary about personality adjectives: brave, calm, cheerful, stubborn, etc Some action verbs: catch/caught, chase/chased, climb/climbed, hide/ hid, etc. Adverbs of manner: quietly, angrily, slowly, carefully, etc. Words and sentences for sequences: one, when, while, later, finally. Vocabulary connected with furniture: wardrobe, cupboard, sofa, mirror, etc. Vocabulary about domestic appliances: kettle, dishwasher, washing machine,

iron, etc. Words connected with computers: headphones, keyboard, laptop, memory stick Verbs connected with technology: scroll down, plug in, log in, turn on, etc. Language for putting a text in order: firstly, in addition, however, to sum up. Vocabulary connected with events in life: pass your driving test, get married, go

to school, retire, etc. Vocabulary connected with packaging and materials: plastic bag, carton,

cardboard box, plastic bottles, etc. Vocabulary connected with accidents and injuries: hurt your back, bang your

head, cut your finger, slip on ice, etc. Vocabulary about parts of the body: elbow, ankle, shoulder, neck, etc. Vocabulary connected with special occasions: Christmas Day, Easter Day,

Halloween, Mother’s/Father’s Day, etc. Adjectives for expressing feelings: stressed, bored, excited, tired, etc. Basic list of irregular verbs.

6. Sound, accent, rhythm and intonation patterns

Pronouncing and recognising the sound schwa at the end of the word. Pronouncing and recognising contractions of the verb to be.


Pronunciation and recognising the ending -ed in the past and regular participles. /t/ /d/ /ɪd/.

Pronunciation and recognising vocabulary. Recognising and pronouncing the sound /ɔ/. Pronunciation and recognising the letter r. Pronouncing and recognising contractions of will. Pronunciation and recognising the letter i. Recognising and pronouncing the sounds /Ʌ / and /U /. Contrasting stress. Pronunciation and recognising vocabulary. Improving fluidity.

Block 2. Production of oral texts: expression and interaction

1. Production strategies Planning

Preparing messages systematically, distinguishing between the main idea or ideas and its basic structure.

Writing for the target reader, context and medium, using the appropriate registers and structures in each case.

Realization Transmit the message clearly, coherently, giving it the appropriate structure and

adjusting it, when necessary, to each type of text's models and forms. Adjust the task or message after assessing its difficulties and the available

resources. Take advantage of previous knowledge the maximum. Compensate for language deficits using linguistic, paralinguistic or paratextual

procedures: Linguistics

o Modify words with similar meanings.o Define or paraphrase terms and expressions.

Paralinguistics and paratextso Ask for help.o Point out objects, use deictics or carry out actions which clarify the

meaning.o Use culturally appropriate body language (gestures, facial expressions,

postures, eye contact or body contact, proxemics).o Use extralinguistic sounds and conventional prosodic qualities.






environment. Identifying environmental problems: protecting animals in danger of extinction,

the need to recycle. Recognising the social and economic relevance of shopping centres (malls). Valuing the importance of saving and controlling money. Valuing sponsored events as a way of obtaining funding for social causes. Identifying adolescents' behaviour patterns: people who carry out humanitarian








Talking about tastes and preferences. Asking for and expressing opinions. Describing personal information.


Describing activities: buying things Expressing advice or suggestions. Answers to suggestions made. Using expressions to speculate about somebody's identity. Describing people: somebody you admire, progress in life… Describing animals: animals in danger of extinction, dangerous animals … Describing information about places. Comparing different points of view. Using expressions to show agreement and disagreement. Using expressions to show interest in a conversation. Asking for and offering help. Excusing yourself and explaining the reasons. Stating, recognising and differentiating between laws and advice. Comparing objects, animals, places and activities. Interpersonal communication: e-mails, letters, blog posts, newspaper articles… Asking for and giving instructions. Giving words of reference. Asking questions. Writing film critiques, posts for forums, notes, posts, stories, e-mails, letters,

articles…


Simple present: affirmative and negative forms. Adverbs of frequency. Love, like, hate + -ing. Simple present: interrogative form. Questions with Yes/No answers and

answers with (wh-) question words Present continuous Simple present and present continuous Countable and uncountable nouns some, any, a lot of, much/many was / were: affirmative and negative Simple past: affirmative and negative was / were: interrogative form Simple past: interrogative form ago Past continuous: affirmative, negative and interrogative forms Past perfect Simple past and past continuous could / couldn’t Comparative and superlative adjectives. must / mustn’t should / shouldn’t will / won’t


Comparatives of equality: (not) as adjective + as First conditional be going to will and going to Present continuous as future Simple present as future Present perfect: affirmative and negative forms Present perfect: interrogative form used to one / ones Indefinite pronouns Reflexive pronouns Infinitive to express purpose

5. Common oral vocabulary (production)


Vocabulary connected with tv programmes: documentary, game show, soap opera, sports programme, etc.


iron, etc. Words connected with computers: headphones, keyboard, laptop, memory

stick, etc. Verbs connected with technology: scroll down, plug in, log in, turn on, etc Language for putting a text in order: firstly, in addition, however, to sum up. Vocabulary connected with events in life: pass your driving test, get married, go



head, cut your finger, slip on ices, etc. Vocabulary about parts of the body: elbow, ankle, shoulder, neck, etc. Vocabulary connected with special occasions: Christmas Day, Easter Day,

Halloween, Mother’s/Father’s Day, etc. Adjectives for expressing feelings: stressed, bored, excited, tired, etc.


Basic list of irregular verbs.

6. Sound, accent, rhythm and intonation patterns

Pronouncing and recognising the sound schwa at the end of the word. Pronouncing and recognising contractions of the verb to be. Pronunciation and recognising the ending -ed in the past and regular

participles. /t/ /d/ /ɪd/. Pronunciation and recognising vocabulary. Recognising and pronouncing the sound /ɔ/. Pronunciation and recognising the letter r. Pronouncing and recognising contractions of will. Pronunciation and recognising the letter i. Recognising and pronouncing the sounds /Ʌ / and /U /. Contrasting stress. Pronunciation and recognising vocabulary. Improving fluidity.

Block 3. Comprehension of written texts

1. Comprehension strategies

Previous presentation of information about the task and subject. Text identification and its comprehension. Distinguishing types of comprehension (gist, essential information). Making hypotheses about contents and context. Inference and making hypotheses about meaning using comprehension of the

main points, both linguistic and paralinguistic. Revising hypothesis using newly understood points.






the need to recycle. Recognising the social and economic relevance of shopping centres (malls).


Valuing the importance of saving and controlling money. Valuing sponsored events as a way of obtaining funding for social causes. Identifying adolescents' behaviour patterns: people who carry out humanitarian








Talking about tastes and preferences. Asking for and expressing opinions. Describing personal information. Describing activities: buying things Expressing advice or suggestions. Answers to suggestions made. Using expressions to speculate about somebody's identity. Describing people: somebody you admire, progress in life… Describing animals: animals in danger of extinction, dangerous animals … Describing information about places. Comparing different points of view. Using expressions to show agreement and disagreement. Using expressions to show interest in a conversation. Asking for and offering help.


Excusing yourself and explaining the reasons. Stating, recognising and differentiating between laws and advice. Comparing objects, animals, places and activities. Interpersonal communication: e-mails, letters, blog posts, newspaper articles… Asking for and giving instructions. Giving words of reference. Asking questions. Writing film critiques, posts for forums, notes, posts, stories, e-mails, letters,

articles…


Simple present: affirmative and negative forms. Adverbs of frequency. Love, like, hate + -ing. Simple present: interrogative form. Questions with Yes/No answers and answer

with question words Present continuous Simple present and present continuous Countable and uncountable nouns some, any, a lot of, much/many was / were: affirmative and negative Simple past: affirmative and negative was / were: interrogative form Simple past: interrogative form ago Past continuous: affirmative, negative and interrogative forms Past perfect Simple past and past continuous could / couldn’t Comparative and superlative adjectives. must / mustn’t should / shouldn’t will / won’t Comparatives of equality: (not) as adjective + as First conditional be going to will and going to Present continuous as future Simple present as future Present perfect: affirmative and negative forms Present perfect: interrogative form used to one / ones


Indefinite pronouns Reflexive pronouns Infinitive to express purpose

5. Common written vocabulary (reception)





stick, etc. Verbs connected with technology: scroll down, plug in, log in, turn on, etc. Language for putting a text in order: firstly, in addition, however, to sum up. Vocabulary connected with events in life: pass your driving test, get married, go





6. Graphic patterns and orthographic conventions.

Spelling rules for third person singular of verbs in simple present. Using apostrophes in contractions: contractions of the verb to be. Changes in spelling when adding -ing to the verb. Spelling rules for comparative and superlative adjectives. Using apostrophes in contractions: contractions of will. Spelling rules for regular pasts and participles. Using commas in sentences: separating words in lists and between adjectives.


Common spelling mistakes.

Block 4. Production of written texts: expression and interaction

1. Production strategies Planning

Activate and coordinate general and communication competences in order to carry the task out efficiently.

Identify and use the appropriate linguistic or subject resources.Realization

Communicate the message clearly using the models and patterns for each type of text.

Adjust the task or message after assessing its difficulties and the available resources.

Take advantage of previous knowledge the maximum.






the need to recycle. Recognising the social and economic relevance of shopping centres (malls). Valuing the importance of saving and controlling money. Valuing sponsored events as a way of obtaining funding for social causes. Identifying adolescents' behaviour patterns: people who carry out humanitarian





Valuing the importance of sharing domestic chores. Respecting other people's opinions, tastes and preferences. Valuing the importance of technology and ITC in the contemporary world.


Valuing the importance of the development of ITC, robotics and automatic systems.

Identifying the classroom of the future. Valuing the importance of thanking other people. Respecting other people's opinions in oral exchanges and group debates. Valuing effort as a way of improving progress in life. Awareness of the importance of avoiding getting hurt and accidents at home. The importance of having a healthy diet and of preventing food infections. Identifying adolescents' interests: activities, jobs, reference models… Valuing voluntary work. Identifying the functional areas of the city. Identifying linguistic mistakes caused by cultural factors. Identifying formal and informal language. Valuing the real importance of speaking other languages, in particular English.


Talking about tastes and preferences. Asking for and expressing opinions. Describing personal information. Describing activities: buying things Expressing advice or suggestions. Answers to suggestions made. Using expressions to speculate about somebody's identity. Describing people: somebody you admire, progress in life… Describing animals: animals in danger of extinction, dangerous animals … Describing information about places. Comparing different points of view. Using expressions to show agreement and disagreement. Using expressions to show interest in a conversation. Asking for and offering help. Excusing yourself and explaining the reasons. Stating, recognising and differentiating between laws and advice. Comparing objects, animals, places and activities. Interpersonal communication: e-mails, letters, blog posts, newspaper articles… Asking for and giving instructions. Giving words of reference. Asking questions. Writing film critiques, posts for forums, notes, posts, stories, e-mails, letters,

articles…


Simple present: affirmative and negative forms. Adverbs of frequency


Love, like, hate + -ing. Simple present: interrogative form. Questions with Yes/No answers and

answers with (wh-) answers Present continuous Simple present and present continuous Countable and uncountable nouns some, any, a lot of, much/many was / were: affirmative and negative Simple past: affirmative and negative was / were: interrogative form. Simple past: interrogative form ago Past continuous: affirmative, negative and interrogative forms Past perfect Simple past and past continuous could / couldn’t Comparative and superlative adjectives must / mustn’t should / shouldn’t will / won’t Comparatives of equality: (not) as adjective + as First conditional be going to will and going to Present continuous as future Simple present as future Present perfect: affirmative and negative forms. Present perfect: interrogative form used to one / ones Indefinite pronouns Reflexive pronouns Infinitive to express purpose

5. Common written vocabulary (production)



Vocabulary connected with shops: bookshop, café, chemist, clothes shop, etc. Vocabulary connected with money: sell, borrow, buy, save, spend, etc. Vocabulary connected with jobs: dancer, footballer, actor, artist, etc. Vocabulary about personality adjectives: brave, calm, cheerful, stubborn, etc.


Some action verbs: catch/caught, chase/chased, climb/climbed, hide/ hid, etc. Adverbs of manner: quietly, angrily, slowly, carefully, etc. Words and sentences for sequences: one, when, while, later, finally. Vocabulary connected with furniture: wardrobe, cupboard, sofa, mirror, etc. Vocabulary about domestic appliances: kettle, dishwasher, washing machine,


stick, etc. Verbs connected with technology: scroll down, plug in, log in, turn on, etc. Language for putting a text in order: firstly, in addition, however, to sum up. Vocabulary connected with events in life: pass your driving test, get married, go





6. Graphic patterns and orthographic conventions.

Spelling rules for third person singular of verbs in simple present. Using apostrophes for contractions: contractions of the verb to be. Changes in spelling when adding -ing to the verb. Spelling rules for comparative and superlative adjectives. Using apostrophes in contractions: contractions of will. Spelling rules for regular pasts and participles. Using commas in sentences: separating words in lists and between adjectives. Common spelling mistakes.

4.2 Minimum contents When evaluating, it is essential to establish minimum contents. These contents will be a point of reference for the teacher and students when evaluating their progress in the process of learning and be the basis for different types of evaluation. Mastering these contents, which are backed up by different evaluation tools, confirms students' progress and explains their positive results (at the end of the academic year or at the end of the evaluation).

(See Section 4.1, Content blocks, in this teaching programme)


5 LEARNING STANDARDS AND RESULTS

In order to grade the performance or achievement of each student during Secondary Education the syllabus sets criteria for evaluation. These specifications are called learning standards and enable definition of the results of learning and are based on what students should know and know what to do in each subject.

Learning standards must be observable, measurable and possible to evaluate and, along with evaluation criteria, must be used to evaluate competences and objectives in continual evaluations and at the end of each subject. Because of this, syllabus learning standards are set for this cycle of Secondary Education.

As can be seen in the way learning standards are phrased, The students are closely connected with the development of linguistic competence, in such a way that to check the specific standard of achievement or degree of realisation of objectives during each school year, the following list of the descriptors of competences can be used.

The connection between evaluation standards and competences is this subject and cycle is set as follows for this programme:

LEARNING STANDARDS1st Cycle ESO

DESCRIPTORS1st Cycle ESO


Grasp the main points and relevant details of warnings, adverts, messages and short communiqués given slowly and clearly.

Understanding the main points of what is said in daily, structured transactions and tasks.

Identifying the general meaning and the main points of a conversation.

Understanding, in a conversation, narratives, points of view and opinions about practical matters in daily life and matters of interest.

Understanding, in a conversation or interview, what is asked about personal, educational, work matters or subjects of interest and simple, predictable comments.

Distinguishing the main ideas and relevant information in presentations and talks.

Identifying essential information in television programmes about daily matters or subjects of interest.

LISTEN

1. Understanding the main points and some details of oral messages, either live or in recordings.

2. Understanding the most important things in daily transactions and tasks and in formal and informal conversations.

3. Identifying the main ideas and information in presentations, talks, explanations and the news.

4. Distinguishing sounds, accent, rhythm and intonation in various contexts and identify what they aim to communicate.

Block 2. Production of oral texts TALK / CONVERSE


Give short, rehearsed presentations and reply to simple questions about their contents.

Students deal appropriately with daily transactions and tasks following basic rules of politeness.

Take part in face-to-face informal conversations, or on the phone or by other means, exchanging information, expressing opinions and points of view, invitations, offers, help or warnings.

Taking part in a formal conversation, academic or work meeting or interview.

1. Give oral presentations, short, rehearsed presentations, and reply to simple questions about them.

2. Take part correctly in daily transactions and tasks.

3. Take part correctly in daily transactions and tasks.

4. Take part correctly in conversations using simple structures and clear pronunciation.


Identifying relevant information in operating instructions for devices or machines for carrying out activities, and safety rules.

Understanding the main points of adverts and publicity material.

Understanding personal correspondence in any format.

Understanding the main points of formal correspondence in which there is information about matters or personal, educational or work interest.

Grasp the main ideas in press texts in any format.

Understanding specific, essential information on websites and other reference materials.

Understanding the main points of short fictional stories which are well structured.

READING

1. Identifying relevant information in instructions, warnings or rules.

2. Understanding the general meaning and specific details in texts in different formats.

3. Understanding the main points of messages and correspondence, formal and informal, in different formats.

4. Find specific, essential information in reference and study material.

5. Understanding the main ideas in newspaper, literary and fictional texts in different formats.

6. Valuing reading as a source of pleasure and knowledge.

Block 4. Production of written texts

Filling in a simple questionnaire with personal information, and connected with training, work, interests or hobbies.

Taking notes, messages and notes with simple, relevant information.

Writing notes and messages with comments or instructions and warnings about activities and daily situations of personal interest.

Writing notes, adverts and short messages respecting conventions and rules of politeness and netiquette.

Writing very short reports with simple, relevant

WRITING

1. Using production strategies for writing simple texts.

2. Filling in forms, questionnaires or printed pages with personal information.

3. Writing notes, messages, adverts, posts and short, formal and informal correspondence with simple, relevant information.

4. Writing texts using appropriate vocabulary, spelling, punctuation and correct formats and correct structures.


information about usual events.

Writing personal correspondence in which making and keeping social contact.

Writing short, basic formal correspondence to send to public or private institutions or commercial organisations.

6 EVALUATION

6.1 Presentation

The process of teaching and learning is incomplete if the process in itself is not valued and the results are not measured. Assessment is necessary in order to check to what extent the foreseen objectives have been achieved and, consequently, adapt the educational process to students' needs and characteristics. Assessment must provide information about what students have learned and how they have learned it. Thanks to evaluation, we can determine what help each student needs in order to guarantee progress.

Although all components of educational systems must be evaluated and can be improved, at present we will assume that the main objective of evaluation is students' academic progress.

As well as considering the progress of the group as a whole, it is indispensable to follow individual student's progress taking into account different forms and rhythms of learning in order to know exactly what teaching intervention each student needs.

Clearly, evaluation is usually carried out by the teacher. However, bearing in mind the fact that our approach aims to involve students in their own learning, it is reasonable that they, too, should be involved in the evaluation process. What the students say about how they see their own learning must be taken into account: the difficulties they find in the process and, especially, their tastes and preferences with regards to how to learn English.

Assessment is needed throughout the stages of learning:

At the beginning of the process, the starting point must be evaluated (what students already know, what they do not and what they know imperfectly). This evaluation allows us to anticipate problems and adapt the teaching programme. This can be done at the start of the academic year, the term or even at the start of each unit.

During the process, evaluation helps the teacher to take decisions about areas where more work is needed, about extending, removing or reinforcing contents about whether the programme should be altered in any way.


At the end of each educational stage, evaluation allows the teacher to see if the results of the teaching-learning process match the objectives.

Assessment must consist of a diverse combination of tools which provide objective, quantitative data in order to give information about the process and make it possible to assess each student. Tools or assessment strategies include observation in class, correctly monitoring parameters (tasks being carried out or not, greater or lesser participation, greater or lesser interest in learning…), written tests (with questions in different formats: singular answers, short answers, multiple choice, association of ideas or concepts…), oral interaction, with the teacher or between students, and taking part in team work and/or cooperative work and their results. Once more, the objective is to have carefully collected data which gives a precise record of progress made with learning and possible difficulties.

In all cases, the most important thing is to always choose the tool which gives the most information about the teaching-learning process we want to find out about and deal with.

6.2 Assessment criteria

Assessment criteria can be defined as reference norms which establish the type of learning and also the extent to which each student can be expected to acquire knowledge and competence.

These criteria allow us to establish and evaluate students' progress appropriately, both individually and a group. The materials in Smart Planet are in line with the following evaluation criteria and legislation about primary education: 6


‒ Identifying essential information, the main points and most relevant details in short oral texts and good structures, spoken live or via technical media, slowly or at medium speed, in formal, informal or neutral registers, and about daily or usual situations or about general subjects or matters of interest in the personal sphere, public, educational and occupational, acoustic conditions not distorting the messages and it being possible to listen to it again.

‒ Knowing and knowing how to use most appropriate strategies for understanding general meaning, essential information, the main points and ideas or the most relevant details in a text.

‒ Finding out about and using socio-cultural and socio-linguistic features of daily life for understanding the text (work and study habits, leisure activities), living conditions (surroundings, social structure), interpersonal relationships (between men and women, at work, at school, at public institutions), behaviour (gestures, facial expressions, use of the voice, eye contact), and social conventions (customs, traditions).



‒ Distinguishing the text's most relevant communication function or functions and a range of the most common features such as frequently used discourse models for text organisation (introducing the subject, developing and changing the subject, concluding the text).

‒ Making use of knowledge about frequent oral communication discourse and syntactic models in order to understand texts and meanings associated with them (eg. interrogative structures for making suggestions).

‒ Recognising Common oral vocabulary about daily matters and general subjects or connected with matters of interest, studies and work, and deduce the meaning of less frequent words and expressions for the text and context and given visual support.

‒ Distinguishing between frequently used sound patterns, accents, rhythms and intonation and recognising general communicative meanings and intentions connected with them.

Block 2. Production of oral texts

‒ Producing short, comprehensible texts, both in face-to-face conversation and on the phone and using other technical means, using a neutral or informal register, and simple language, to ask for and exchange information about which subjects which are important in daily life, well-known subjects or of personal interest, connected with studies or work, and briefly explain the reasons behind certain actions and plans, although there may be interruptions or hesitation, there are pauses and there is rephrasing in order to structure the discourse and choose expressions and structures, and sometimes the conversation partner has to ask the speaker to repeat.

‒ Find out about and know to use the most appropriate strategies for producing oral texts, short monologues or dialogues with simple, clear structures, using, amongst other things, procedures such as adapting the message to models from the students' first languages or others, using approximate vocabulary if more precise words are not available.

‒ Including socio-cultural and socio-linguistic knowledge connected with social structures, interpersonal relationships, behaviour models and social conventions in the production of an oral monologue or dialogue, behaving correctly and respecting the main rules of politeness in their respective contexts.

‒ Put into practice the functions required for communication using their most frequent examples and frequently used discourse models to organize texts in a simple way with sufficient internal coherence with regards to the communication context.

‒ Show good knowledge of a limited repertoire of frequently used syntactic structures and use it with simple communication mechanisms closely connected with the context and communication purpose (vocabulary repetition, ellipsis,


personal, spatial and time deixis, juxtaposition, frequent conversational connectors and markers).

‒ Finding out about and using a sufficient repertoire of oral vocabulary in order to communicate simple and direct information, opinions and brief points of view in usual, daily situations, even though the message may have to be adapted in less usual situations.

‒ Pronounce and intone correctly and intelligibly, even though on occasions with an obvious foreign accent, or with occasional pronunciation mistakes but which do not interrupt communication, and even though conversation partners have to ask you to repeat sometimes.

‒ Use short sentences, groups of words and formulas for interacting appropriately in short exchanges in daily, usual situations, sometimes interrupting the discourse to look for expressions, use less frequent words and communicate in less frequent situations.

‒ Interact in a simple way in clearly structured exchanges, using simple formulas and gestures to give other people turns, although this depends, to a large extent, on conversation partners' attitudes.


‒ Identifying essential information, the most relevant points and important details in texts, both printed and on digital devices, short and well structured, written in formal, informal or neutral registers, dealing with daily matters, relevant matters of interest for studying or work, which include simple structures and commonly used vocabulary.

‒ Knowing and knowing how to use the most appropriate strategies for understanding general meaning, essential information, the main points and ideas or the most relevant details in a text.

‒ Being familiar with socio-cultural and socio-linguistic features connected with daily life (study and work habits, leisure activities, including arts such as music and cinema), living conditions (surrounding, social structure), interpersonal relationships (between men and women, at work, at schools, at institutions) and social conventions (customs, traditions) and using them for understanding the text.

‒ Distinguishing the most relevant communication function or functions in the text and a repertoire of its most common features, as well as frequently used discourse models connected with text organisation (theme introduction, development, change of subject and text conclusion).

‒ Recognising, and using with text comprehension, parts and the organisation of frequently used syntactic structures in written communication, as well as associated meanings (eg. interrogative structures for making suggestions).

‒ Recognising commonly used written vocabulary about daily matters and general subjects connected with interests, studying and work, and deduce the


meanings of less frequently used or more specific words using the context and text.

‒ Recognising the main spelling, writing and punctuation conventions as well as commonly used abbreviations and symbols and their associated meanings.


‒ Write, either on paper or electronically, simple, short texts with clear structures about daily subjects or matters of personal interest, in a formal, neutral or informal register, making proper use of basic cohesion resources, basic spelling and the most common punctuation marks, with reasonable control of simple expressions and structures and frequently used vocabulary.

‒ Find out about and use appropriate strategies for preparing simple written texts and with simple structures, eg. copying formats, formulas and conventional models for each type of text.

‒ Including in the preparation of the written text socio-cultural and socio-linguistic knowledge about social structures, interpersonal relationships, models of behaviour, respecting the most important rules of politeness in their respective contexts.

‒ Making use of the communication functions required, using their most common features and the most frequently used discourse models to organize the written text in a simple way with sufficient internal cohesion and coherence with regard to the communication context.

‒ Demonstrate knowledge of a limited repertoire of commonly used syntactic structures which are simple enough to be adapted to contexts and the purpose of communication (vocabulary repetition, ellipsis, personal, spatial and time deixis, juxtaposition, frequently used discourse connectors and markers).

‒ Finding out about and using a repertoire of written vocabulary sufficient for communicating information, opinions and short, simple points of view in usual, everyday situations, even if the message has to be adapted in less usual, less well-known situations.

‒ Find out about and use, appropriately and almost always comprehensibly, basic punctuation marks (eg. full stop, comma) and basic spelling rules (eg. lower and upper case, breaking words at line ends), and the most usual spelling in texts on electronic formats (eg. SMS, WhatsApp).

As we stated in the previous section, both evaluation criteria and their application - learning standards - must be items in terms of objective achievement and each stage's competences.

Furthermore, for specific evaluation of the degree of achievement in terms of these criteria in the FIRST CYCLE OF SECONDARY EDUCATION, the teacher may use the descriptors listed in section 3 (Competences) and 5 (Learning Standards) and in this programme's Didactic Units Development.


6.3 Assessment in Smart Planet

It is best to use continual evaluation with students of this age, following their progress in the classroom and using the information obtained while teaching. Continual evaluation is based on the teacher following the students' progress and using the knowledge acquired in that way to direct them, which makes the students' role even more active: they learn the guidelines which the teacher gives them and also their own following of them.

Students neither develop at the same rate nor learn in the same way, so each student must be evaluated individually and not compared with classmates. The objective must be based on each student's progress and development.

As well as their progress in English, students' social and emotional development must be evaluated and observed. The teacher must praise students' progress and work in pairs and as a group as well as giving them instructions about how to make progress with their English.

The following evaluation criteria are in line with legal requirements and the teaching materials offering in Smart Planet and are taken to be important, necessary areas for evaluation.

1. Oral comprehension. The aim is to check students' ability to understand the gist of short oral messages, given in ideal communication conditions, in other words, direct communication situations with helpful contexts.

2. Understanding specific messages. The aim is to check the ability to understand not only the gist but also specific details, which have been previously pointed out, from simple oral and written texts which are familiar to the students, although they may not fully understand some other parts of the message.

3. Producing messages. The teacher evaluates students' ability to express themselves orally in everyday situations. The comprehensibility of the message is particularly evaluated, excusing possible pronunciation mistakes which do not affect understanding.

4. Pronunciation. The aim is to check have assimilated the English phonetic system: its phonemes' rhythm and intonations, whether they can use it in comprehension and for producing simple messages in already familiar contexts.

5. Assimilation of new vocabulary. With this criteria the aim is to evaluate the ability to understand and use vocabulary appropriately and expressions which have been learned. Vocabulary assimilation is always checked in situations with a context and close the students' own experience.

6. Class participation. Observe how students behave to assess whether they participate in a constructive form in class communication situations, respecting the rules for the exchange of information.


7. Collaborative work. This, too, is evaluated by observing students' behaviour, seeing whether they take part in a constructive way in group activities, collaborating in a harmonious learning process in the classroom.

8. Individual work. By observing students' behaviour, their individual work is evaluated with regards to correct contents, care taken with presentations and timely completion of tasks.

9. Interest in learning. The aim is to check that students are interested in advancing in their learning and curious to learn new things, if they pay attention in class, ask questions and ask about their doubts.

10. Respect for others. There is an evaluation of whether students respect their classmates and teachers, listen to them without interrupting them, respecting turns to speak and appreciating others' ideas and opinions.

11. Interest in finding out about other cultures. There is an evaluation of whether students are interested in finding out about culture in English-speaking countries, if they pay attention when such subjects are talked about and if they ask questions in order to widen their knowledge.

12. Using polite forms. The aim is to observe in order to check that students use the polite forms in English that they learn and include them in normal class routine.

In order to have an overall appreciation of the whole of the class, the teacher may draw up a double-entry table with a vertical list of the students and, horizontally, the numbers for evaluation criteria. By marking the boxes using a colour code which shows to what extent objectives have been achieved (for example, green for good, blue for acceptable, red for insufficient), the group's progress can be seen at a simple glance.

Discipline also forms part of any good evaluation. By channelling students' innate energy in the right direction, the teacher can avoid rebelliousness and discipline problems. Many problems of this type arise when students get bored, when the level is beneath them or when activities are too repetitive. Smart Planet has been designed to take into account the very diverse needs and desires of different students and, thanks to this, it includes a wide variety of activities for them to enjoy.

However, it is important for the teacher to mark the rules with regards to discipline in the classroom, making sure that students know what is and what is not acceptable, and treating all students alike. If clear, fair discipline parameters are established, a 'safe' atmosphere will be created in the classroom and students will study freely and with confidence.

In order to keep the interest of the smallest students, the teacher must find a balance between their limitless energy and short span of concentration in order to avoid boredom, restlessness and lack of motivation, things which lead to discipline problems.

6.4 Assessment tools in Smart Planet

As we said while discussing the parts of the method (see point 1.3), the Smart Resources DVD-ROM includes exams for the initial assessment, for each unit, for the end of the term and the final assessment, with two degrees of difficulty. However, the method's most powerful tool is undoubtedly Test Generator, which help create written


tests and which, consequently, helps create tests fitting the students' characteristics and diversity; it also offers exam models ready for use (for each unit and in summary).

In both the Student’s Book and the Workbook each unit concludes with two pages for revising the contents dealt with, paying special attention to vocabulary, the use of verb tenses and grammar. There is also a more general revision page every three units in both books to find out how firmly language knowledge has been acquired; they always include three activities: one about vocabulary (Vocabulary), another about grammar (Grammar) and a final one about language use (Functions).

It should also be remembered that the Get it right! pages allow you to work on the typical mistakes made by Spanish speakers when learning English. Systematic self-correction will allow students to carry on learning in a consolidated way.

In the annex at the end of this document there is a KEY COMPETENCES ASSESSMENT RUBRIC, broken into different descriptors, which the teacher may use at the end of each unit, each quarter or whenever appropriate throughout the school year.

6.5. Qualification criteria

As mentioned in point 6.1, one of the objectives of assessment is to specify how much each student has learned. This information will be used to take important decisions, so the parameters used to fix them and communicate them will be used for taking important decisions. In other words, the teacher and the students will know where their weak points are and, consequently, which area or areas of knowledge they should focus on.

In order to proceed as explained in the previous paragraph, the best thing is to assess unit by unit, making use of the contents specifications in point 8. To do this, we include reference values table using percentage values to make them easily understood. The idea is not to fill in a table like this for each student but, when giving marks, teachers should take into account the importance of different things studied, how much they count towards final marks and, as appropriate, shortcomings and reinforcement tasks.

TEACHING UNIT % % total

Block

1. Oral Comprehension 15

602. Oral production 153. Written comprehension 15

4. Writing expression 15

Transversal features in the blocks

Communication functions 4

28

Vocabulary 4Syntactic-discursive contents 4

Pronunciation and spelling 4Classroom language 4Learning strategies 4

Socio-cultural and socio-linguistic features 43 cross-curricular subjects and Values education. 12

100

This approximation makes it easier, to a large extent, to make the adjustments required for students with special needs (see point 7). Let us take a student with


hearing problems: obviously, the percentages for blocks 1 and 2 can be reduced, as can those for pronunciation, and they can be assigned to the other blocks.

Marks can also be altered depending on what we call correction factors, affecting final marks by ± 5-10%. These factors are:

- Intention to communicate in English.- Motivation for learning English.- Personal work: effort, persistence…

It is also the case that any dishonest attitude (eg. copying in written tests or stealing other people's work) will lead to losing all points from that teaching unit or all the units taught until then during the term.

7 EDUCATIONAL NEEDS

7.1. Introduction to the concept of attention to diversity.

Educating means doing everything possible for all the students to obtain maximum personal, intellectual, social and emotional development and, of course, for them to achieve the objectives set by the curriculum. This means taking great care with attention to diversity with regards to students. Obviously, each person is different, but we know that the students who need greatest attention in terms of educational adjustment are those who need specific educational help, and they fall into the following categories:

a) students with special educational needs dues to an inability or serious behaviour disorders;

b) students with high intellectual capacity;

c) students who have joined our educational system late;

d) students with specific learning difficulties;

e) students with special educational needs due to personal conditions or school history.

Except for the group who have joined late, and because learning English is a principle independent from the educational system, the rest of the students will, as we say, need adjustments to deal with their individual characteristics. We will deal briefly with each profile (taking into account the fact that the educational approach for students with more than one problem will be more complex).

Students with educational needs due to disabilities or serious behaviour disorders.

Their disability may be physical (sensory or movement), intellectual or connected with language disability. In the first case, the most usual problems are significant sight, hearing or movement problems. This disability will lead to students having greater or lesser difficulties with certain linguistic abilities (eg.,


listening for hypo acoustic children). So, in the first place, the teacher must modify the objectives and, secondly, use methodical means to access the curriculum, which will vary depending on each disability. In other words, modify the learning process for each student's particular characteristics (to continue with the same example, emphasising visual access, taking into account the student's hearing problems), giving more emphasis to activities, materials, resources, etc, which support the learning process.

For students with intellectual disability and language disorder (in terms of expression and/or comprehension), the teacher faces a completely different problem as, in general, students will need a highly adapted version of the curriculum in terms of objectives and contents, and assessment in similar terms. Specifically for students with language disorder, bearing in mind that they already have problems with their mother tongue, it is easy to imagine that learning a second (or third) language will not be easy for them. For all of these students, decisions about their academic course must be slowly taken, in coordination with the Orientation Department, as some of them may well not achieve the objectives set in terms of competences in each stage.

Behaviour disorder is usually, though not always, related to attention deficit hyperactivity disorder. In all cases, the teacher must use standard measures to deal with these students' difficulties. Briefly, we should mention: balancing the right class routine with new, motivating teaching approaches, positioning students carefully, reinforcing success, valuing effort more than results (taking care of self-esteem and motivation), modifying assessment tools, etc. If there is no discrepancy, the objectives should not be modified. If there is a discrepancy, the possibility of adapting the syllabus may be taken into account, always bearing in mind the competences which have to be acquired in order to go forward or obtain qualifications.

Students with high intellectual capacity.

These students' main problem is usually lack of motivation, the result of having to perform learning activities which they are already beyond. It is the teacher's job to use appropriate teaching strategies (eg. get them to lead team work or ask them to take part in some explanations as student-helpers…) and offer activities which are a challenge for them (activities to widen their knowledge or increase it, voluntary or otherwise).

Students with specific learning difficulties.

When learning a language, learning disorders due to reading difficulties should be taken into account (eg. dyslexia) or problems writing. In either case, the teacher must find out exactly what the difficulties are and, as above, adapt the syllabus and methods for improving the teaching-learning process.

Students with special education needs due to personal conditions or school history.

This group has only recently been specified in legal terms and can be interpreted in different ways. The Department of Orientation must determine which students are to be included in the group (eg. students with epilepsy which obstructs their learning) and decide how to deal with this educationally.


7.2. Attention to diversity in Smart Planet.

Bearing in mind this range of possibilities, it should be said that Smart Planet pays attention to diversity in its programme, structure and contents. As we have mentioned earlier, the Smart Planet programme is flexible. It offers specific points and general suggestions to help teachers to adapt the programme to their own context: the centre, their classroom and each student.

The contents of Smart Planet, which have been carefully chosen, are attractively presented in a stimulating way in order to deal with diversity. The course has a cyclical structure which allows students to widen their knowledge starting from what they already know and acquire more knowledge about cultural issues and new, more complex linguistic subjects. At the same time, the complex evaluation process includes general criteria which must be prepared and adapted for each group, setting specific objectives depending on the context of each centre, teacher and class. Teachers have different tools of evaluation and competences as well as specific tasks. It is also necessary to set minimum contents according to the needs, abilities and rhythm at which the students learn.

In fact, in order to take care of specific needs successfully, the activities, materials and resources available in Smart Planet must be taken into account. The vast majority of these activities can be used in personalised ways and are open so that each student can respond in a different way depending on his/her ability.

The Activities Book concentrates of each unit's key contents. These activities can be used both with students who need extra help and with more able students who finish the initial task early. Each student will need a different amount of time which will depend, to a greater or lesser extent, on his/her motivation. Most of the activities are designed for use in the classroom, but they can also be given as homework. As can be seen on the table further on, the same material and/or resources can be used to reinforce the class or widen knowledge; in other words, the objective can be changes as fits. For example, a simple question about a text can be reinforcement for less advanced students and can also serve as inspiration in an extension activity in which students are asked to say other words in the same semantic area.

The teacher should take advantage of students' abilities in every way that arises. One student may hate speaking but enjoying writing vocabulary on the board, while another may be good at drawing or making posters.

Another crucial factor is the methodology used by the teacher with his/her own group and, more specifically, with students with learning difficulties. The most important thing with all types of task is to make sure that they have been correctly prepared beforehand, students knowing all the words they are going to need and understanding the activity's objectives. If students are given the right linguistic tools in order to carry out the activity successfully, it is almost certain that they will find it sufficiently demanding and interesting. Without the necessary preparation, students may have an experience of negative learning, which will lead to them losing confidence and feeling frustrated with an activity which demands a degree of competence which they do not have.

As said above, assessment and stimulation are essential for students, and even more so for those with special needs. When doing an activity, you must guide them towards


finding the right answers rather than giving them to them. This will lead to students feeling satisfied when they find the right answer. Whenever a student makes a mistake, you must emphasise that making mistakes is part of the learning process and that they should not be ashamed of making mistakes.

The extra activities in each lesson (extension ideas and alternative treatment) can be used whenever the teacher feels that the students need to practise particular vocabulary. The same activities can be used to extend more advanced students' knowledge, although, in some cases, it may be necessary to change the instructions a little. Additionally, there are extension or reinforcement pages in the Teacher's Resources CD about the main vocabulary and structures in each unit. There are also pages with lists of words with their definitions for revising and increasing students' vocabulary.

It should not be forgotten that continual revision is another important part of the learning process and that it is particularly helpful for students with special needs, as well as for the rest of the group. Smart Planet is based on a system of continual revision, with different games and techniques for revising the vocabulary learned in each unit and each block of two units. The Teacher's Resources CD with the interactive online activities and the CD-ROM for the digital board offer further material to help teachers deal with the different specific needs in the classroom.


8 TEACHING UNITS DEVELOPMENT

As can be seen in the development of the teaching units, the contents have been grouped in four main blocks:

Block 1. Comprehension of oral texts.Block 2. Production of oral texts.Block 3. Comprehension of written texts.Block 4. Production of written texts.

In order to facilitate reading the programme, inter-disciplinary contents are specified after each block's specific contents. The students are the following:

Communication functionsVocabularyStructuresPronunciation and spellingClassroom languageLearning strategiesSocio-cultural and socio-linguistic features

The contents of each unit are explained on the following pages.


UNIT 1 WHAT’S ON?

1 Contents


Listen to and understand various texts about famous villains in films. Listen to and understand a text about habitual actions or different people's

preferences. Listen to and understand a conversation between two friends while they fill in a

survey. Listen to and understand an interview with a film producer. Listening to and understanding a questionnaire about the Simpsons. Listening to and understanding an article about Bollywood. Listen to and understand a conversation between two students about tv

programmes. Listening to and understanding videos: 1.1. A rehearsal for a Broadway musical;

1.2. A document about the growth of the city de Bombay; 1.3. Six young people talking about their tastes in television; 1.4. From thinking up to making documentaries about nature.

Listen to and understand a text about how comics are made.


Oral interaction in pairs asking and answering questions about cinema (personal taste, films and favourite villains, etc.).

Oral interaction in pairs talking about personal preferences using (don’t) like, love, hate and don’t mind.

Oral interaction in pairs comparing customs and tastes in television. Oral interaction in pairs asking about a famous television programme in our

country. Oral interaction in pairs in which they ask and answer about Bollywood. Presenting information gathered about the musical Annie and other Broadway

musicals. Oral interaction in pairs about information found about Indian colour festivals. Oral interaction in pairs discussing tv programmes. Explaining to the class the comic made in pairs. Oral interaction in pairs comparing the planning of a nature documentary. Oral interaction in pairs comparing opinions about animals in our country which

would be of interest for a documentary.


Listening to and understanding various texts about famous villains in films. Listening to and understanding a text about habitual actions or different people's

preferences. Listening to and understanding a questionnaire about the Simpsons. Listening to and understanding an article about Bollywood. Listening to and understanding a conversation between two students about tv

programmes.


Listening to and understanding a girl's post on her blog about a film and a piece of news on a website about a tv programme.

Listening to and understanding information about tv programmes. Reading and taking in sentences and contents for writing a text: information about a

film. Reading the reference sections given in the activities. Reading and understanding extra information marked as Fact. Listening to and understanding a text about how comics are made.


Complete sentences and/or de a text using simple present. Complete and write sentences using adverbs of frequency and the Simple present. Complete sentences using vocabulary about cinema. Writing sentences about different types of films. Complete a text using vocabulary about tv programmes. Complete and write questions using Wh- words. Writing five questions about a famous television programme in our country. Writing a short description of Bombay. Writing some information about a film and about a tv programme. Writing opinions about different tv programmes. Making a comic in pairs. Listing animals in our country and the reasons why they would be interesting for a

documentary.

The following points are studied indirectly in the four previous blocks:

Communication functions:

Using expressions for giving opinions about cinema: My favourite types of film/villains are … / I like … because … / I think my favourite film is (probably) … / I prefer watching … because …

Describing personal information: tastes about cinema, favourite film, favourite cinema villains, etc.

Ask for and give opinions: What do you think of … / I really like it. / It’s not bad. What about...? / I’m (not) really into that. / I think it’s … / I love it! / I prefer …

Writing information about a film.

Vocabulary:

Film genres: action-adventure / cartoon / comedy / fantasy / horror / love story / musical / western / martial arts / war.

Television programmes: documentary / game show / soap opera / sports programme / the news / chat show / reality TV show / crime series / comedy show.

Adverbs of frequency: often / sometimes / usually. Wh- words: How often / Why / Who / Where / What / When.

Syntactic-discursive contents:

Simple present (affirmative and negative; Yes/No Questions and short answers; Wh- questions).

Adverbs of frequency. Using the verbs like, love and hate + -ing.


Using so and because.

Graphic patterns and sounds:

Recognising, comparing and pronouncing the sound schwa at the end of the word.

Classroom language:

Look at the film posters and match them with the words in the box. Listen, check and repeat. Match the sentences with the types of film in … Work with a partner. Answer the questions. / Do you agree with Luke’s best

villains? Which are your top three? Why do you think they are good villains? / Make the sentences in … true for you. Use '(don’t) like', 'love', 'hate' and 'don’t mind'. / Watch the teenagers answering the question ‘What types of TV programmes do you like watching?’. Answer the question for you. / Practise the conversation in …

Look at the photos in Luke’s blog. What films are the three characters from? What do you know about them?

Read and listen to Luke’s blog. Which villain is his favourite? Read the blog again and answer the questions. Choose the correct options to complete the tables. Look at the spelling rules on … Then complete the text with the present simple form

of the verbs in brackets. Listen and check. Add the adverbs of frequency to the diagram. Put the adverbs of frequency in the correct places in the sentences. Match the sentences (1–5) with the faces (a–e). Look at the friends in the photo. What are they doing? Are they interested or are

they bored? Listen to Joanna and Benjamin completing a survey. What type of survey is it? Listen again and choose the correct answers. Look at the pictures of TV programmes and match them with the words in the box. Complete sentences 1–4 in the survey in … for you. Then compare your answers

with a partner. Complete the tables with 'do' or 'does'. Write the words in the correct order to make questions. Then write short answers. Choose the correct question words to complete the table. Match the question words with their meaning. Write the questions. Then answer them for you. Complete the quiz about The Simpsons with do/does or a question word. Then

answer the questions (3–9). Choose a popular TV programme in your country. Write five questions about the

programme. Ask your partner your questions. Does he/she know the answers? Look at the photos in the article. What type of film do they show? Read and listen to the article about Bollywood. What things are important in

Bollywood films? Read the article again. Are these sentences true or false? Correct the false

sentences. Liam and Jay are talking about TV programmes. Listen and complete the

conversation with the words in the box. Listen and repeat the sentences in the Functions box. Translate them into your

language.


Change the words in bold in the conversation in … Use the information below or your own ideas.

Practise the conversation with a partner. Look at the photo and read Hannah’s blog post about her favourite film. Do you

know the film? What kind of film is it? Find an example of so and because in the text in … Complete the sentences with 'so' or 'because'. There are three paragraphs in Hannah’s review. Read the text again and match the

information in the Look at Content box with the paragraphs. Plan your film review about one of your favourite films. Use the list in the Look at

Content box and make notes. Write your film review. Use your notes from … and the language below to help you.

Write at least 100 words. Can you say YES to these questions?

Learning strategies:

Reading de sentences and contents in order to write posts in a blog about a street concert or festival.

Revise and correct Spanish speakers' typical mistakes: a) using watch with films and tv (watch a film vs .see a film); b) using every day for ‘todos los días’; c) do not confuse story (narrative, plot…) with history (historia).

Doing oral and written self-correction exercises. Completing grammar rules.

Socio-cultural and socio-linguistic features:

Knowledge of los different film genres and television programmes. Respecting personal taste about film and television. Knowledge of the Indian film industry, Bollywood. Knowledge of how to make a comic and recognising the genre's artistic value. Valuing documentaries about nature as a tool for increasing respect for the

environment. Valuing the real importance of speaking other languages, in particular English.

2 Competences

Descriptors Activities

Linguistic communicationLISTEN


Listen to an interview with a film producer and a questionnaire about the Simpsons.


Listen to a conversation between two students about tv programmes and another between two friends while they fill in a survey.


Listen to an article about Bollywood, various texts about famous villains in films, a text about habitual actions or different


people's preferences and a text about how comics are made.Watch four videos: 1.1. A rehearsal for a Broadway musical; 1.2. A document about the growth of the city de Bombay; 1.3. Six young people talking about their tastes in television; 1.4. From thinking up to making documentaries about nature.

Distinguishing sound characteristics, accent, rhythm and intonation in various contexts and identify what they want to communicate.

Identify and pronounce the sound schwa at the end of the word.

TALK / CONVERSE

Give short, rehearsed oral presentations, and reply to simple questions which can be asked about your presentations.

Showing the comic made in pairs.Presenting information gathered about the musical Annie and other Broadway musicals.Comparing the planning of a nature documentary.


Oral interaction in pairs discussing tv programmes.


Oral interaction in pairs asking and answering questions about cinema (personal taste, films and favourite villains, etc.).Oral interaction in pairs talking about personal preferences using (don’t) like, love, hate and don’t mind.Oral interaction in pairs comparing customs and tastes in television.


Oral interaction in pairs asking about a famous television programme in our country.Oral interaction in pairs in which they ask and answer about Bollywood.Oral interaction in pairs about information found about Indian colour festivals.Oral interaction in pairs comparing opinions about animals in our country which would be of interest for a documentary.

READING


Interpret information about activities or exercises correctly.Answer a questionnaire about the Simpsons.Taking in sentences and contents for writing a text: information about a film.

Understanding the general meaning and specific details of texts in different formats

Reading a text about habitual actions or different people's preferences.Reading a conversation between two students about tv programmes.Reading information about tv programmes.


Understanding extra information marked as Fact.


Various texts about famous villains in films.A young woman's post in her blog about a film.Some information on a website about a tv programme.


Reading the reference sections given in the activities.


Reading an article about Bollywood.


Understanding a text about how comics are made.

WRITING


Complete sentences and/or de a text using simple present.Complete and write sentences using adverbs of frequency and the Simple present.Writing sentences about different types of films.Complete and write questions using Wh- words.Complete sentences using vocabulary about cinema.Complete sentences using vocabulary about cinema.Complete a text using vocabulary about tv programmes.


Writing some information about a film and about a tv programme.Writing opinions about different tv programmes.


Writing five questions about a famous television programme in our country.Writing a short description of Bombay.Listing animals in our country and the reasons why they would be interesting for a documentary.



Be curious competition to find information.Doing crosswords.


Listing animals in our country and the reasons why they would be interesting for a documentary.

Digital competencesObtaining information from the Internet for Looking for information about Annie and


carrying out tasks in English. other Broadway musicals.Looking for information about Indian colour festivals.


Explaining information gathered about musicals and planning a comic.


Download the AR (Augmented Reality App) onto a mobile or a tablet to carry out interactive activities.

Using ITC for starting social relationships with students in other countries.

Reading posts on different blogs about villains in films and about a film.

Social and Civic competences.Take part in activities pairs and groups with respect and interest.

Take part properly in the activities in pairs or as a group.


Expressing individual preferences and respecting other people's preferences.Respecting personal tastes about film and television.Using expressions for giving opinions and explaining them.


Ask for and give opinions during a conversation.


Finding things out about the Indian film industry.Finding out about some typical film genres in the US film industry.

Cultural awareness and expressions.Using artistic techniques and items to prepare and give presentations and projects.

Making a comic.


Knowledge about film making in India and in the US.Finding out about Broadway musicals.Knowledge of the importance of the Simpsons in the media.


Knowledge of film genres.Knowledge of difficulties for making a documentary about nature.Knowledge of potential narratives for comics.

Learning to LearnIdentify, plan and apply objectives for carrying out tasks, activities and projects.

Do the exercises in the Workbook individually.Do the homework individually (looking for and compiling information).Taking in and using expressions learned for writing information about a film or about tv programmes.



Revise the Get it right! sections critically.


Do the Review sections with interest.


Look in depth at the Grammar Reference and make progress in the general use of what has been learned.Using diagrams for finding out about and revising the meaning of different adverbs of frequency.

Sense of initiative and entrepreneurial spirit.Using the strategies needed for studying individually.

Work individually on the tasks given.


Do the reading activities in the Workbook individually.


Using sentences given for writing a post in a blog about a concert.

3 Social awareness.

Moral and civic education

Show interest taking an active part in class and following the teacher's instructions correctly.

Respecting other people tastes in cinema and TV. Showing an interest and give constructive criticism about jobs (gathering

information, leaflets…) done by classmates.

Education against discrimination

Recognising the social and cultural value of films made in India, a country which is so different from our own in cultural and ethnographic terms.

Environmental education

Finding out about animals in our country which could be interesting for making a documentary and respecting their habitats.

Working together in class

Be able to work in pairs or groups effectively, respecting other people and being cooperative.

4 Cross-curricular links

Plastic, Visual and Audiovisual Education: information about making comics.


5 Assessment criteria

Naming, recognising and presenting vocabulary for identifying film genres and television programmes.

Finding out about and using adverbs of frequency, and so and because. Making proper use of Simple present (affirmative and negative; Yes/No questions y

short answers; Wh- questions) and the verbs like, love and hate + -ing. Use correct pronunciation and intonation: the sound schwa at the end of words. Finding out about and using basic social, cultural and linguistic features such as

differences in taste or personal preferences in connection with films and television, Bollywood's cultural and economic importance, Broadway musicals' and the Simpsons', difficulties for making a documentary about nature and the process for making a comic.

Producing short, comprehensible oral texts giving, requesting or exchanging information: explaining and comparing preferences or personal taste about cinema and TV, an exhibition of comics, information about a famous TV programme, comparing ideas for planning a documentary about nature and animals in our country about, presentation of information about Bollywood, about Indian colour festivals and about Bollywood musicals.

Understanding the main idea and specific information from oral messages: various texts about famous villains in films, a text about habitual actions or different people's preferences, a conversation between two friends while they fill in a survey and another between two students about tv programmes, an interview with a film producer, a questionnaire about the Simpsons, an article about Bollywood, a text about how comics are made and four videos.

Understanding the general information and getting the gist of different types of written texts: various texts about famous villains in films, a text about habitual actions or different people's preferences, a questionnaire about the Simpsons, an article about Bollywood, a conversation between two students about tv programmes, information about films and/or tv programmes, and a text about how comics are made.

Writing short, simple texts with clear structures: completing and writing sentences and/or texts using adverbs of frequency, the Simple present and Wh- words, completing sentences or texts using vocabulary about tv programmes and about cinema, short description of the city de Bombay, writing information about films and tv programmes, making a comic and explaining the reasons for using particular animals in our country in a documentary.

Recognising and correcting Spanish speakers' typical mistakes when learning English.

CLIL: using ideas in English in Plastic, Visual and Audiovisual education.

6 Contents - Evaluation criteria - Competences

Contents Assessment criteria Competences

Recognising and presenting vocabulary for naming or identifying film genres and television programmes.

Recognise and use a limited repertoire of frequently used vocabulary orally and in writing: films genres and types of television programmes.

LC CCE


Practising using and forming expressions with the Simple present (affirmative and negative sentences; Yes/No questions and short answers; Wh- questions), with the verbs like, love and hate + -ing and with adverbs of frequency.

Using expressions to give opinions and discuss.

Recognising Spanish-speakers' typical mistakes when learning English.

Understanding and using functions and meanings associated with basic syntactic structures.

Distinguishing between and using usual communication functions: asking and giving opinions, expressing preferences and/or personal taste about cinema and TV, and writing information about films or tv programmes.

Correct mistakes found.

LC CD

SCS CCELL

Practise pronouncing the sound schwa at the end of words.

Recognising and producing orally and in writing the sound schwa at the end of words.

Use correct pronunciation and intonation.

LC

Listening to various texts about famous villains in films, a text about habitual actions or different people's preferences, a conversation between two friends while they fill in a survey and another between two students about tv programmes, an interview with a film producer, a questionnaire about the Simpsons, an article about Bollywood, a text about how comics are made and four videos.

Reading various texts about famous villains in films, a text about habitual actions or different people's preferences, a questionnaire about the Simpsons, an article about Bollywood, a conversation between two students about tv programmes, various pieces of information about films and/or tv programmes, and a text about how comics are made.

Use the subject, general meaning and main information and ideas from the text in short, simple texts with visual and audio support.

LC SCS CCE

Debate with classmates about Finding out about and using LC


preferences and/or tastes about cinema and television, about items of cultural relevance (Bollywood, los musicals and the Simpsons), about comics as art and about making nature documentaries.

basic social, cultural and linguistic features such as differences in taste or personal preferences in connection with films and television, Bollywood's cultural and economic importance, Broadway musicals' and the Simpsons', difficulties for making a documentary about nature and the process for making a comic.

SCS CCE

Giving personal information about music and artistic preferences; describing a painting and giving opinions about this painting or another one; giving opinions in a debate about graffiti and other forms of street art; talking about music and other festivals; giving information about our musical tradition; inviting a friend to a concert or similar event and specify the time and place for meeting.

Producing short, comprehensible oral texts which give, request and exchange information.

LC CCESCS

Writing opinions about about preferences and/or tastes about cinema and television, simple sentences and texts about different types of film, questions about a famous TV programme, a description of Bombay, information about films or tv programmes and the reasons for choosing some animals in our country for a documentary.

Write brief, simple texts and with clear structures about everyday matters or subjects of interest. LC

LLSCS SIECCE


UNIT 2 LET’S SHOP!

1 Contents


Listen to and understand an article about a shopping centre in the United Arab Emirates.

Listen to and understand an interview with two young people about their shopping habits.

Listen to and understand a conversation between a mother and her daughter about money.

Listen to and understand an article about sponsored events in the United Kingdom. Listen to and understand the conversation between a young person and a shop

assistant in a shoe shop. Listening to and understanding videos: 1.1. A look at a shopping centre in the

United Arab Emirates; 1.2. A document about a wildlife reserve in Thailand; 1.3. Six young people talking about what they spend their money on; 1.4. A look at the origin of numbers and the importance of the number zero.

Listen to and understand a text about the idea of percentages.


Oral interaction in pairs asking and answering questions about shops and shopping centres (the ones they go to, what they buy, what they do, etc.).

Oral interaction in pairs about what classmates are doing and what they usually do after school using the Present continuous and the Simple present.

Oral interaction in pairs talking about whether they usually save or spend money. Oral interaction in pairs talking about their perfect shopping centre. Presenting information gathered about animals under threat in our country. Oral interaction in pairs about what can be done to protect endangered animals. Oral interaction in pairs about sponsored events. Practising in pairs typical conversations with shop assistants. Oral interaction in pairs helping each other to calculate discount percentages. Telling the class about information about writing numbers in ancient civilizations. Oral interaction in pairs about features of teaching and learning maths.


Listening to and understanding an article about a shopping centre in the United Arab Emirates.

Read and understand an article about sponsored events in the United Kingdom. Listening to and understanding the conversation between a young person and a

shop assistant in a shoe shop. Listening to and understanding posts on a forum about video console games. Listening to and understanding a text about online shopping in South Korea. Reading and taking in sentences and contents for writing a text: a post on a forum

in answer to somebody's question. Reading the reference sections given in the activities. Reading and understanding extra information marked as Fact. Listening to and understanding a text about the idea of percentages.



Completing sentences and/or a text using the names of shops. Completing sentences and/or a text using the Present continuous and the Simple

present. Completing sentences using verbs connected with money. Completing sentences and/or a text using quantifiers. Writing sentences in connection with getting pocket money or not. Writing sentences about virtual shops and online shopping. Writing the description of a shopping centre. Writing posts for forums answering what different young people ask about acquiring

a mobile phone and about saving money for holidays. Gathering information about endangered animals in our country and about writing

numbers in ancient civilisations.



Using expressions about shopping: How much are … ¿ / Can I try them on? / What size are you? / I’m a size … / They’re a bit (small/big) / Have you got a size … ¿ / I’ll take them!

Describing personal information: shopping habits and use of money. Giving advice or suggestions on forums or blogs using imperatives Writing posts for forums answering what other people ask.

Vocabulary:

Shops: bookshop / café / chemist / cloths shop / electronics shop / music shop / newsagent / cosmetics shop / shoe shop / sports shop / sweet shop.

Verbs connected with money: spend / sell / borrow / save / buy / earn / shop.


Present continuous (affirmative, negative and interrogative). Present simple vs Present continuous. Countable and uncountable nouns. Using quantifiers: some / any / a lot of / much/many (affirmative, negative and

interrogative sentences).


Recognising, contrasting and the correct pronunciation of contracted forms of the verb to be.

Classroom language:

Look at the objects in the street map and match them with the shops and places in the box.

Listen, check and repeat. Look again at the shops and places in … Which … Work with a partner. Answer the questions. / Talk about your ideal shopping centre.

Use ‘some’, ‘any’, ‘a lot of’, ‘much’ and ‘many’ / Watch the teenagers answering the


question ‘How do you spend your money?’. Answer the question for you. / Practise the conversation in …

Look at the photos of a shopping centre in Dubai in the United Arab Emirates. What can you see?

Read and listen to the article about the shopping centre. Put the photos (a–c) in the order they are mentioned.

Read the text about Dubai Mall again. What do the numbers in the box refer to? Complete the tables with the correct forms of ‘be’. Look at the spelling rules on page 122. Write sentences with the present

continuous. Use the verbs in brackets. Write the questions. Then write short answers. Put the words in order to make questions. Then answer them for you. Read the examples and choose the correct options in the rules. Choose the correct options. Complete the conversation with the sentences. Look at the photo. What’s the situation? What do you think is happening? Listen to the three people talking and check your ideas in … Listen again and choose the correct answers. Check the meaning of the words in bold. Then match the sentences with the

pictures of Tom (a–g). Complete the table with the countable and uncountable nouns in the box. Add ‘a/an’ to the words where possible. Look at the table. Correct the incorrect rules. Choose the correct options. Complete the three conversations with the words in the box. Practise the conversations in … with a partner. Look at the photos. What are the people doing? Read the article about sponsored events. Match the headings with the paragraphs. Read and listen to the text. Check your answers in … Read the text again. Are these sentences true or false? Correct the false

sentences. Benjamin is in a shoe shop. Listen and complete the conversation with the words in

the box. Listen and repeat the sentences in the Functions box. Translate them into your

language. Change the words in bold in the conversation in … Use the ideas below or your

own. Practise the conversation with a partner. Read the online forum about games consoles. Which games console does Joey

recommend? Find examples of imperatives in Joey’s forum post in … Complete the sentences with the imperatives in the box. Read Joey’s post again. What does he write for each of the things in the Look at

Content box? Read another question on a forum and plan a response. Use the list in the Look at

Content box and make notes. Write your post. Use your notes from … and the language below to help you.

Writing about 100 words. Can you say YES to these questions?


Reading de sentences and contents in order to write posts in a blog about a street concert or festival.


Revise and correct Spanish speakers' typical mistakes: a) do not confuse bookshop with library; b) use on and not in after the verb spend; c) use it’s great fun (it’s very funny) for events or activities.

Using strategies for differences between countable and uncountable nouns. Doing oral and written self-correction exercises. Completing grammar rules.

Sociocultural and sociolinguistic aspects:

Recognising the social and economic relevance of shopping centres (malls). Respecting different people's shopping habits as long as they are balanced. Knowledge of the dangers of extinction which many species of animals are facing. Valuing making sponsored events or activities a strategy for fund raising for social

and educational causes. Recognising the personal help given by some forums and blogs. Valuing the real importance of communicating in other languages, in particular

English.

2 Competences




Listen to an interview with two young people about their shopping habits.


Listen to a conversation between a mother and her daughter about money and the conversation between a young person and a shop assistant in a shoe shop.


Listen to an article about a shopping centre in the United Arab Emirates and another about sponsored events in the United Kingdom, and a text about the idea of percentages.Watch four videos: 1.1. A look at a shopping centre in the United Arab Emirates; 1.2. A document about a wildlife reserve in Thailand; 1.3. Six young people talking about what they spend their money on; 1.4. A look at the origin of numbers and the importance of the number zero.


Identify and pronounce contractions of the verb be.

TALK / CONVERSE

Give short, rehearsed oral presentations, and reply to simple questions which can be asked

Telling the class about information about writing numbers in ancient civilizations.


about your presentations. Presenting information gathered about animals under threat in our country.


Oral interaction in pairs helping each other to calculate discount percentages.


Oral interaction in pairs asking and answering questions about shops and shopping centres (the ones they go to, what they buy, what they do, etc.).Oral interaction in pairs talking about whether they usually save or spend money.Oral interaction in pairs about what classmates are doing and what they usually do after school using the Present continuous and the Simple present.Oral interaction in pairs practising typical conversations with shop assistants.


Oral interaction in pairs talking about their perfect shopping centre.Oral interaction in pairs about what can be done to protect endangered animals.Oral interaction in pairs about sponsored events.Oral interaction in pairs about features of teaching and learning maths.

READING


Interpret information about activities or exercises correctly.Taking in sentences and contents for writing a text: a post on a forum in answer to somebody's question.


Reading the conversation between a young person and a shop assistant in a shoe shop.Reading a text about online shopping in South Korea.Understanding extra information marked as Fact.


Posts in a form about video console games.




Reading an article about a shopping centre in the United Arab Emirates and another about sponsored events in the United Kingdom.


WRITING


Completing sentences and/or a text using the Present continuous and the Simple present.Completing sentences using vocabulary about names of shops.Completing sentences using quantifiers.Completing sentences using verbs connected with money.


Writing sentences in connection with getting pocket money or not.


Writing posts for forums answering what different young people ask about acquiring a mobile phone and about saving money for holidays.


Writing sentences about virtual shops and online shopping.Writing the description of a shopping centre.Gathering information about endangered animals in our country and about writing numbers in ancient civilisations.



Calculating discount percentages to classify items by price.


Be curious competition to find informationDoing a letter soup.


Listing endangered animals in our country.


Reflection about endangered animals and what can be done to protect them.

Digital competencesObtaining information from the Internet for carrying out tasks in English.

Looking for information about shopping centres of relevant size.Looking for information about endangered animals in our country.Looking for information about writing numbers in ancient civilizations.


Explaining information gathered about animals under threat and about writing numbers in ancient civilizations.




Reading posts on different help forums and learning to give answers.





Talking about your own shopping habits and respecting other people's while being critical or inappropriate habits.


Asking for and giving advice, suggestions, etc., on help forums or blogs .


Finding out about the relevance of sponsored events in the United Kingdom.

Cultural awareness and expressions.Identifying cultural features of English-speaking countries and compare them with their own, showing respect and interest.

Knowledge of sponsored events in the United Kingdom and in our country.


Do the exercises in the Workbook individually.Do the homework individually (looking for and compiling information).Taking in and using expressions learned for writing help posts on forums and blogs.






Look in depth at the Grammar Reference and make progress in the general use of what has been learned.Using strategies for differences between countable and uncountable nouns.






Using the sentences given for writing posts on help forums or blogs .


Reflection on the use of money and about personal spending/saving strategies.


3 Social awareness.



Respecting other people tastes in cinema and TV. Showing an interest and give constructive criticism about jobs (gathering

information, leaflets…) done by classmates.

Education for responsible consuming

Reflect critically about personal shopping habits.


Finding out about animals in our country in danger of extinction and evaluate conservation strategies and behaviour.




Maths: simple sums and information about the idea of percentages.


Naming, recognising and presenting vocabulary in connection with shops and verbs which are connected with money.

Finding out about and using quantifiers. Making proper use of Present continuous (affirmative, negative and interrogative)

and differentiating between the use of the Simple present and the Present continuous.

Using correct pronunciation and intonation: contractions of the verb be. Finding out about and using basic social, cultural and linguistic features such as the

social and economic importance of shopping centres, the importance of having appropriate shopping , the danger of extinction for many animal species, the social relevance of sponsored events and the personal help provided by certain forums and blogs.

Understanding the main idea and specific information from oral messages: an article about a shopping centre in the United Arab Emirates, an interview with two young people about their shopping habits, a conversation between a mother and her daughter about money, an article about sponsored events in the United Kingdom, the conversation between a young person and a shop assistant in a shoe shop, a text about the idea of percentages and four videos.


Producing short, comprehensible oral texts giving, requesting or exchanging information: information about what you do, buy, etc., in shops and shopping centres, information about what you are doing at that moment or you usually do after school using the Present continuous and the Simple present, presentation of information about animals in danger of extinction and about writing numbers in ancient civilizations, ideas about the perfect shopping centre, opinions about shopping/saving habits, comments about sponsored events, expressions in the oral exchange with a shop assistant and opinions about the process of teaching/learning maths.

Understanding the general information and getting the gist of different types of written texts: an article about a shopping centre in the United Arab Emirates and another about sponsored events in the United Kingdom, the conversation between a young person and a shop assistant in a shoe shop, posts on a forum about video console games, a text about online shopping in South Korea and another about the idea of percentages.

Writing short, simple texts with clear structures: completing and writing sentences and/or texts using names of shops, verbs connected with money, quantifiers and the Present continuous and the Simple present, writing sentences in connection with getting pocket money or not and about virtual shops and online shopping, description of a shopping centre, writing posts for forums answering what different young people ask about acquiring a mobile phone and about saving money for holidays, gathering and writing information about endangered animals in our country and about writing numbers in ancient civilizations.


CLIL: using ideas in English in Mathematics.



Recognising and presenting vocabulary for naming or identifying film genres and television programmes.

Recognise and use a limited repertoire of frequently used vocabulary orally and in writing: films genres and types of television programmes.

LC CCE

Practising using and forming expressions with the Simple present (affirmative and negative sentences; Yes/No questions and short answers; Wh- questions), with the verbs like, love and hate + -ing and with adverbs of frequency.


Recognising Spanish-speakers'


Distinguishing between and using usual communication functions: asking and giving opinions, expressing preferences and/or personal taste about cinema and TV, and writing information about films or tv programmes.


LC CD

SCS CCELL


typical mistakes when learning English.

Practise pronunciation of the contractions of the verb to be.

Recognise and produce orally and in writing the contractions of the verb to be.


LC

Listening to various texts about famous villains in films, a text about habitual actions or different people's preferences, a conversation between two friends while they fill in a survey and another between two students about tv programmes, an interview with a film producer, a questionnaire about the Simpsons, an article about Bollywood, a text about how comics are made and four videos.

Reading various texts about famous villains in films, a text about habitual actions or different people's preferences, a questionnaire about the Simpsons, an article about Bollywood, a conversation between two students about tv programmes, various pieces of information about films and/or tv programmes, and a text about how comics are made.


LC SCS CCE

Debate with classmates about preferences and/or tastes about cinema and television, about items of cultural relevance (Bollywood, los musicals and the Simpsons), about comics as art and about making nature documentaries.

Finding out about and using basic social, cultural and linguistic features such as differences in taste or personal preferences in connection with films and television, Bollywood's cultural and economic importance, Broadway musicals' and the Simpsons', difficulties for making a documentary about nature and the process for making a comic.

LC SCS CCE

Giving personal information about music and artistic preferences; describing a painting and giving

Producing short, comprehensible oral texts which give, request and

LC CCESCS


opinions about this painting or another one; giving opinions in a debate about graffiti and other forms of street art; talking about music and other festivals; giving information about our musical tradition; inviting a friend to a concert or similar event and specify the time and place for meeting.

exchange information.

Writing opinions about preferences and/or tastes about cinema and television, simple sentences and texts about different types of film, questions about a famous TV programme, a description of Bombay, information about films or tv programmes and the reasons for choosing some animals in our country for a documentary.


LLSCS SIECCE


UNIT 3 ROLE MODELS

1 Contents


Listen to and understand an article about 21st century stars. Listening to and understanding a text about Emma Watson. Listen to and understand the interview with a young person who rescued a child

from a fire. Listen to and understand the interview with a student who was attacked by a bear

in Alaska. Listen to and understand an article about Jamaican sports players. Listen to and understand a conversation between two adolescents speculating

about who the person in the photo is. Listening to and understanding videos: 1.1. A document about a vet who rescues

animals in South Africa; 1.2. A document about rescuing 33 miners in Chile; 1.3. Six young people talking about who their models are; 1.4. A document about the famous pilot Amelia Earhart.

Listen to and understand a text about the mediaeval feudal system.


Oral interaction in pairs in which they ask and answer about various jobs. Oral interaction in pairs talking about famous personalities in our country. Oral interaction in pairs in trying to guess the famous personality being talked about

using the Simple past. Oral interaction in pairs in which each person describes him/herself, his/her

relatives and friends. Presentation to the class of the information gathered about a South African animal. Oral interaction in pairs asking and answering questions about actions in the past

using the Simple past and ago. Oral interaction in pairs talking about sports heroes in our country. Presenting the information about the Atacama desert. Practising in pairs a conversation speculating about who some people are. Oral interaction in pairs talking about feudalism. Giving a classmate information found about Amelia Earhart and other women pilots.


Listening to and understanding an article about 21st century stars. Reading and understanding a text about Emma Watson. Listening to and understanding an article about Jamaican sports players. Listening to and understanding the description of a famous sports player. Listening to and understanding a text about a tv programme which rewards heroes

who are ordinary people. Listening to and understanding a text about an 'ordinary hero'. Reading and taking in sentences and contents for writing a text: description of a

person you admire. Reading the reference sections given in the activities. Reading and understanding extra information marked as Fact.


Listening to and understanding a text about the mediaeval feudal system.


Writing opinions about jobs. Writing a short text and a presentation about a South African animal. Completing sentences and/or a text using was / were / wasn’t / weren’t and the

Simple past. Writing information about a famous personality using the Simple past. Complete sentences and/or a text using adjectives about personality. Writing sentences about somebody who lost something. Writing questions for a famous personality about his/her past. Writing the description of the mine rescue operation. Gathering information about the Atacama desert. Writing the description of a person you admire and an 'ordinary hero'. Gathering information about Amelia Earhart and other women pilots.



Using expressions to give opinions: I think … because … / I like/don’t like (him/her) because …

Describing personal information: opinions and preferences about jobs. Using expressions to speculate about who the person in the photo is: Who do you

think it is? / I’m not sure. / She looks (very kind). / She might be (a politician). / That’s a possibility. / Maybe (she’s a vet). / She definitely (Works with animals). / I reckon (she’s a vet).

Writing the description of a person you admire.

Vocabulary:

Jobs: dancer / footballer / actor / artist / musician / computer programmer / tennis player / writer / lawyer / scientist / athlete.

Adjectives about personalities: brave / calm / cheerful / stubborn / friendly / funny / kind / quiet / serious.


Was and were (affirmative, negative and interrogative sentences; short answers). Simple present (affirmative, negative and interrogative; short answers). Using ago.


Recognising and pronouncing the sounds /t/, /d/ and /Id/.

Classroom language:

Look at the things in the photos and match them with the jobs in the box. Which job is missing?

Listen, check and repeat. Look again at the jobs in … Add them to the spidergram.


Work with a partner. Answer the questions. / Think of a famous person from your country who is alive now. Why is he/she famous? Do you like him/her? Why/ why not? / Think of a famous person. Write five facts about his/her life. Tell your partner. Can he/she guess who it is? / Do any of the adjectives describe your questions in … / Ask and answer the questions in … Use ago in your answers. / Make a list of sporting heroes from your country. Why do people admire them? Compare your list with the class. / Watch the teenagers answering the question ‘Who’s your role model and why?’. Answer the question for you. / Practise the conversation in …

Look at the photos in the article. Do you know these people? Why are they famous? What are their jobs?

Read and listen to the article. Match the paragraphs (1–4) with the people in the photos.

Read the text again. Complete the sentences with Nick D’Aloisio, Li Na, Neymar or Beyoncé.

Complete the table with ‘was’, ‘were’, ‘wasn’t’ and ‘weren’t’. Choose the correct options. Look at the table and choose the correct options to complete the rules. Look at the spelling rules on … and the irregular verbs list on … Then write the

sentences in the past. Complete the text with the past simple form of the verbs in brackets. Listen and check. Look at the story in the newspaper. What was the emergency, do you think? What

did the teenager do? Listen to an interview about the newspaper story and check your answers in … Listen again and choose the correct answers. Complete the sentences with the adjectives in the box. Complete the tables with ‘was’ or ‘were’. Complete the sentences with the correct question word and ‘was’ or ‘were’. Choose the correct options in the tables. Complete the questions with the past simple form of the verbs in the box. Practise the conversations in … with a partner. Write the questions. Look at the quote above. How do you say ago in your language? Look at the photos in the article. Which country do you think it is? Do you know any

of the athletes? Read and listen to the article and check your answers in … Read the article again. Are these sentences true or false? Correct the false

sentences. Classmates Darren and Louise are talking about a photo. Listen and complete the

conversation with the words in the box. Listen and repeat the words and sentences in the Functions box. Translate them

into your language. Prepare a new conversation like the one in … Use the photos below and the

language from the Functions box. Practise the conversation with a partner. Look at the photo and read Jordan’s description. Who is his hero and what does he do? Correct the mistakes with verb agreement in the text in … Complete the sentences with the correct form of the verbs in brackets. Read Jordan’s description again. Match the information in the Look at Content box

with the three paragraphs in the text. Plan a description of a person you admire. Use the list in the Look at Content box

and make notes.


Write your description. Use your notes from … and the language below to help you. Writing about 100 words.

Can you say YES to these questions?


Reading the sentences and contents in order to write the description of a person you admire.

Revise and correct Spanish speakers' typical mistakes: a) use of a/an in front of jobs (My uncle is a writer vs. My uncle is writer); b) using When she was eight or When he was seven years old to express age (vs. When she eight years); c) use of parents to talk about both parents (father and mother), vs. fathers.

Using ideograms for organising information. Doing oral and written self-correction exercises. Completing grammar rules.


Reflection about who they are and what 21st century stars do. Respecting opinions and preferences other people have in connection with different

jobs. Knowledge of South African animals in danger of extinction. Recognising the athletic potential in Jamaica in recent years. Valuing attitudes and behaviour of ordinary people which make them be considered

heroes or heroines. Valuing the real importance of communicating in other languages, in particular

English.

2 Competences




Listen to the interview with a young person who rescued a child from a fire and the interview with a student who was attacked by a bear in Alaska.


Listen to a conversation between two adolescents speculating about who the person in the photo is.


Listen to an article about 21st century stars and another about Jamaican sports players.Listen to a text about Emma Watson and another about the mediaeval feudal system.Watch four videos: 1.1. A document about a vet who rescues animals in South Africa; 1.2. A document about rescuing 33 miners in Chile; 1.3. Six young people talking about who their models are; 1.4. A document about the famous pilot Amelia Earhart.



Identifying and pronouncing the sounds correctly: /t/, /d/ and /Id/.

TALK / CONVERSE


Presentation to the class of the information gathered about a South African animal.Presenting the information about the Atacama desert.Giving a classmate information found about Amelia Earhart and other women pilots.


Oral interaction in pairs in which they ask and answer about various jobs.Oral interaction in pairs in trying to guess the famous personality being talked about using the Simple past.Oral interaction in pairs asking and answering questions about actions in the past using the Simple past and ago.


Oral interaction in pairs talking about famous personalities in our country.Oral interaction in pairs in which each person describes him/herself, his/her relatives and friends.Oral interaction in pairs talking about sports heroes in our country.Practising in pairs a conversation speculating about who some people are.Oral interaction in pairs talking about feudalism.

READING


Interpret information about activities or exercises correctly.Taking in sentences and contents for writing a text: description of a person you admire.


Reading a text about a tv programme which rewards heroes who are ordinary people and another about an 'ordinary hero'.Reading a text about Emma Watson.Understanding extra information marked as Fact.


The description of a famous sports player.




Reading an article about 21st century stars and another about Jamaican sports players.



Reading a text about the mediaeval feudal system.

WRITING


Completing sentences and/or a text using was / were / wasn’t / weren’t and the Simple past.Complete sentences and/or a text using adjectives about personality.Writing sentences about somebody who lost something.Writing information about a famous personality using the Simple past.


Writing opinions about jobs.Writing questions for a famous personality about his/her past.


Writing a short text and a presentation about a South African animal.Writing the description of the mine rescue operation.Writing the description of a person you admire and an 'ordinary hero'.Gathering information about the Atacama desert and about Amelia Earhart and other women pilots.



Be curious competition to find information.Doing crosswords.


Knowledge of animals in danger of extinction in South Africa.Valuing people such as Dian Fossey who have worked to defend nature.


Reflection about the loss of biodiversity.


Looking for information about South African animals in danger of extinction.Looking for information about the Atacama desert in Chile.Looking for information about Amelia Earhart and her journey across the Atlantic.Looking for information about other women pilots.


Presenting information gathered about a South African animal in danger of extinction.Presenting information gathered about the Atacama desert.Explaining the information about Amelia


Earhart.






Give opinions about different jobs and express preferences.


Describe people you admire.


Recognising work to promote athletics in Jamaica, which is leading to a large number of champions.


Presenting la information about a South African animal in danger of extinction.Presenting the information about the Atacama desert.


Do the exercises in the Workbook individually.Do the homework individually (looking for and compiling information).Taking in and using expressions learned for writing the description of a person you admire.






Look in depth at the Grammar Reference and make progress in the general use of what has been learned.Using ideograms to organise and learn contents.






Using sentences given for describing a person you admire.



Reflect about 21st century stars, valuing ability to make the most of your potential.

3 Social awareness.



Respecting preferences and opinions other people have in connection with jobs or jobs.

Showing an interest and give constructive criticism about jobs (gathering information, presentations…) done by classmates.

Education for action in catastrophes.

Recognising the obligation to help in catastrophe situations such as fires, although taking the necessary personal precautions.


- Find out about South African animals in danger of extinction. Finding out about the life of a great conservationist, Dian Fossey, and her valuable

work defending gorillas, which led to her death.

Education for gender equality

Value women who have been pioneers in different activities such as the pilot Amelia Earhart, showing their ability to do things traditionally done by men.




Geography and History: the feudal system in the Middle Ages.


Naming, recognising and presenting vocabulary in connection with jobs and personality adjectives.

Finding out about and using ago. Using was and were (affirmative, negative and interrogative sentences; short

answers) correctly and the Simple past (affirmative, negative and interrogative; short answers).

Use correct pronunciation and intonation: sounds /t/, /d/ and /Id/. Finding out about and using basic social, cultural and linguistic features such as

some examples of 21st century stars, the risk of extinction for some South African animals, Jamaican athletes' potential and valuing ordinary people who become heroes.


Understanding the main idea and specific information from oral messages: an article about 21st century stars and another about Jamaican sports players, a text about Emma Watson and another about the mediaeval feudal system, an interview with a young person who rescued a child from a fire and another with student who was attacked by a bear in Alaska, a conversation between two adolescents speculating about who the person in the photo is and four videos.

Producing short, comprehensible oral texts giving, requesting or exchanging information: opinions about different jobs or jobs, comments about famous personalities in our country, presentations about South African animals in danger of extinction and about the Atacama desert in Chile, explaining information about Amelia Earhart, speculation about who the person in a photo could be, comments and opinions about the mediaeval feudal system, guessing games about a famous personality using the Simple past, information about actions in the past using the Simple past and ago, descriptions of oneself, your relatives and friends, and comments about sports heroes in our country.

Understanding the general information and getting the gist of different types of written texts: an article about 21st century stars and another about Jamaican sports players, a text about Emma Watson, the description of a famous sports player, a text about a tv programme which rewards heroes who are ordinary people and another about an 'ordinary hero', and a text about the mediaeval feudal system.

Writing short, simple texts with clear structures: completing and writing sentences and/or texts using was / were / wasn’t / weren’t, the Simple past and personality adjectives, writing sentences about somebody who lost something, writing information about a famous personality using the Simple past, writing questions for a famous personality about his/her past, description of the mine rescue operation, gathering and writing information about the Atacama desert, about Amelia Earhart and other women pilots, description of a person you admire and an 'ordinary hero', and writing a short text and a presentation about a South African animal.


CLIL: dealing with Geography and History subjects in English.



Recognising and presenting vocabulary for naming or identifying jobs and classifying or describing people.

Recognise and use frequently used orally and in writing common vocabulary: jobs and adjectives about personality.

LC SCS

Practising using and forming expressions with the Simple past (affirmative, negative and interrogative; short answers), with was and were (affirmative, negative and interrogative sentences; short answers) and with ago.



Distinguishing between and using usual communication functions: giving opinions, expressing preferences or opinions about jobs, speculate about who the person in a photo could be and writing the

LC SCS LL



description of a person you admire.


Practise pronouncing the sounds /t/, /d/ and /Id/.

Recognise and pronounce and write the sounds /t/, /d/ and /Id/.


LC

Listening to an article about 21st century stars, another about Jamaican sports players, a text about Emma Watson, another about the mediaeval feudal system, an interview with a young person who rescued a child from a fire and another with a student who was attacked by a bear in Alaska, a conversation between two adolescents speculating about who the person in the photo is and four videos.

Reading an article about 21st century stars and another about Jamaican sports players, a text about Emma Watson, the description of a famous sports player, a text about a tv programme which rewards heroes who are ordinary people, another about an 'ordinary hero', and another about the mediaeval feudal system.


LC SCS CCESIE

Debate with classmates about opinions and preferences about different jobs, about some species' problems to survive, about people who have become stars for different reasons, about Jamaicans' athletic prowess and about ordinary people whose attitudes or behaviour is heroic.

Finding out about and using basic social, cultural and linguistic features such as differences of opinion about different jobs, some South African animal species problems to survive, reasons of facts which make people 21st century stars, Jamaicans' athletic prowess and ordinary, normal people's heroic actions or behaviour.

LC SCS CCESIE

MSCT


Giving personal information about what you think about different jobs; describing yourself, relatives, friends and people you admire; presenting information about different subjects (South African animals in danger of extinction, the Atacama desert in Chile and the pilot Amelia Earhart); speculate about who the person in the photo could be; give opinions about the mediaeval feudal system; give opinions or talk about features of 'ordinary' heroes in our country.


LC SCS

MSCTSIE

Writing information about a famous personality, a questionnaire about a famous personality and his/her past, descriptions of a rescue operation in a mine, a person you admire and an 'ordinary' hero, a short text and a presentation about a South African animal in danger of extinction, and information about the Atacama desert and about Amelia Earhart.

Write brief, simple texts and with clear structures about everyday matters or subjects of interest.

LC LL

SCS SIE


UNIT 4 IT’S A CRIME

1 Contents


Listening to and understanding an article about a crime. Listen to and understand a conversation about a piece of news. Listen to and understand the conversation between two friends about a book. Listen to and understand a text which describes a class without its teacher. Listening to and understanding an article about Sherlock Holmes. Listen to and understand a conversation in which one adolescent tells her dream to

another. Listening to and understanding videos: 1.1. A document about some

archaeologists' work in Bolivia; 1.2. A video about the strange case of a missing woman; 1.3. Six young people telling unusual personal stories; 1.4. A document about the peculiarities of the Japanese island of Yonaguni and an interesting submarine discovery.

Listening to and understanding a text about the Rosetta Stone.


Oral interaction in pairs practising the telling of a story. Oral interaction in pairs talking about a real or invented crime. Oral interaction in pairs in trying to guess what the other was doing at a particular

moment in the weekend using the Past continuous. Oral interaction in pairs playing at guessing what the other is miming using the right

verb and adverb. Presenting information gathered about a famous archaeologist and an

archaeological site in our country. Oral interaction in pairs asking and answering questions about things you could do

when you were several years younger using could and couldn’t. Oral interaction in pairs talking about famous fictional characters in our country. Presenting information about an unusual story. Talking about what it was like playing a memory game looking on the Internet. Practising in pairs a conversation talking about a dream. Oral interaction in pairs playing at guessing what each person has written using

hieroglyphic symbols. Giving a classmate information found about the Japanese island of Yonaguni. Presenting the class information about a great archaeological find.


Reading and understanding an article about a crime. Listening to and understanding a text which describes a class without its teacher. Reading and understanding an article about Sherlock Holmes. Listening to and understanding a conversation in which one adolescent tells

another her dream. Listening to and understanding a text about a theft which a girl solves. Listening to and understanding two stories with a certain mystery.


Reading and taking in sentences and contents for writing a text: telling a mysterious story.

Reading the reference sections given in the activities. Reading and understanding extra information marked as Fact. Reading and understanding a text about the Rosetta Stone.


Completing sentences and/or a text using the Simple past of action verbs. Writing sentences about your own story or that of somebody you know. Completing sentences and/or a text using the Past continuous, or past continuous

and the Simple past, as fits. Writing questions and answers with personal information using the Past

continuous. Gathering information about a famous archaeologist and an archaeological site in

our country. Completing sentences using adverbs of manner. Completing sentences using could/couldn’t + verb. Writing sentences about what you could and could not do as a child using could

and couldn’t. Writing a short text about a crime you imagine you have seen. Writing opinions or comments about the case of a theft which a girl solves. Writing mystery stories. Gathering information about the Japanese island of Yonaguni. Gathering information about a very important archaeological finding



Using expressions to show interest in a conversation: Really? ¢What is it about. / Right. / So then what happened? / How (scary)! / I bet! / What happened next?

Describing personal information: personal anecdotes and abilities when you were small.

Writing an urban legend type story using expressions to put it in sequence (One day / when / while / at first / finally / later).

Vocabulary:

Action verbs: catch / chase / climb / hide / fall / jump / run / throw. Adverbs of manner: angrily / slowly / carefully / happily / quickly / easily / sleepily /

quietly / well / hard.


Past continuous (affirmative, negative and interrogative; short answers). Practical use of Simple past and Past continuous. Using could / couldn’t (affirmative, negative and interrogative sentences; short

answers).


Recognising, comparing and pronouncing the sound /ɔ:/.


Classroom language:

Look at the policewoman’s story about a thief. Match the sentences with the pictures.

Listen and check. Look at the verbs in bold in … Write the infinitive form of each verb. Listen, check and repeat. Work with a partner. Cover the sentences in … and practise telling the story with

the pictures. / Student A, think of a time last weekend. Student B, ask student A questions to find out what he/she was doing. You’ve got five questions to guess correctly. / Take it in turns to choose an adverb from … and mime the actions below. Can your partner guess the adverb? / Ask and answer questions about the things in … / Answer the questions. / Watch the teenagers answering the question ‘Can you think of an unusual experience?’. Answer the question for you. / Practise the conversation in …

Look at the newspaper article. What was the crime? Where did it happen? Read and listen to the crime story. Then look at the plan of the house. Who do you

think stole the painting? Read the text again and answer the questions. Listen to your teacher and check your ideas in … Who stole the painting? Do you know any other stories of thieves (real or fictional)? What did they steal?

Did the police catch them? Look at the tables. Complete the sentences about the text on … with the past

continuous. Use the verbs in brackets. Look at the tables. Write questions with the past continuous. Then write short

answers. Put the words in order to make questions. Complete the conversation with the words in the box. Practise the conversation in … with a partner. Look at the newspaper stories. What do you think happened to the boy? Why are

his parents angry? Listen to two friends talking about the story. Check your ideas in … Listen again. Are these sentences true or false? Correct the false sentences. Look at the explanation and spelling rules on … Then complete the sentences with

the adverbial form of the adjectives in brackets. Read the example then complete the rules with simple or continuous. Choose the correct options. Complete the text with the past continuous or past simple. Use the verbs in

brackets. Look at the things in the word cloud. Which things could you do when you were at

primary school? Complete the sentences for you. Then compare them with a partner. Look at the photos. What do you know about Sherlock Holmes? Read and listen to the article about Sherlock Holmes. Match the headings with the

paragraphs (A–E). Read the text again and choose the correct answers. Carla is telling Amy about a dream she had. Listen and complete the conversation

with the words in the box. Listen and repeat the words and sentences in the Functions box. Translate them

into your language. Change the words in bold in the conversation in … Use the ideas below or your

own. Practise the conversation with a partner. Look at the photo and read the ‘urban legend’. Who was the man by the road?


Find examples of sequencing words and sentences in the text in … Complete the lines from popular children’s stories with the words in the box. Read the urban legend in … again. Make notes about the things in the Look at

Content box. Plan a story about a strange or unusual meeting. It can be true or invented. Use the

list in the Look at Content box and make notes. Writing your story. Use your notes from … and the language below to help you.



Reading the sentences and contents in order to write a mysterious story. Revise and correct Spanish speakers' typical mistakes: a) using policeman,

policewoman or police officer (and not only police); b) the plural of thief is thieves (and not thiefs); c) The boy called his father on his mobile phone vs. The boy called his father to his mobile phone.



Knowledge of archaeological excavations in our country, a famous archaeologist and important archaeological findings.

Knowledge of writers in English and some of their fictional characters (Conan Doyle-Sherlock Holmes and Agatha Christie-Jane Marple).


Valuing the real importance of communicating in other languages, in particular English.

2 Competences


Linguistic communicationLISTENUnderstanding the most important things in daily transactions and tasks and in formal and informal conversations.

Listen to a conversation about a piece of news, another between two friends about a book and another in which one adolescent tells another her dream.


Listen to an article about a crime and another about Sherlock Holmes.Listen to a text which describes a class without its teacher and another about the Rosetta Stone.Watch four videos: 1.1. A document about some archaeologists' work in Bolivia; 1.2. A video about the strange case of a missing woman; 1.3. Six young people telling unusual personal stories; 1.4. A document about the peculiarities of the Japanese island of Yonaguni and an interesting submarine discovery.



Identifying and pronouncing the sounds correctly: /I/ and /i:/.

TALK / CONVERSE


Presenting information gathered about a famous archaeologist and an archaeological site in our country.Presenting information about an unusual story.Giving a classmate information found about the Japanese island of Yonaguni.Presenting the class information about a great archaeological find.


Practising in pairs a conversation talking about a dream.Oral interaction in pairs in trying to guess what the other was doing at a particular moment in the weekend using the Past continuous.Oral interaction in pairs asking and answering questions about things you could do when you were several years younger using could and couldn’t.


Oral interaction in pairs practising the telling of a story.Oral interaction in pairs talking about famous fictional characters in our country.Talking about what it was like playing a memory game looking on the Internet.Oral interaction in pairs playing at guessing what the other is miming using the right verb and adverb.Oral interaction in pairs playing at guessing what each person has written using hieroglyphic symbols.Oral interaction in pairs talking about a real or invented crime.

READING


Interpret information about activities or exercises correctly.Taking in the sentences and contents for writing a text: telling a mysterious story.


Reading a text which describes a class without its teacher and another about a theft which a girl solves.Reading a conversation in which one adolescent tells another her dream.Understanding extra information marked as Fact.





Reading an article about a crime and another about Sherlock Holmes.


Reading two stories with a certain mystery.Reading a text about pizza.

WRITING


Completing sentences and/or a text using the Simple past of action verbs.Completing sentences and/or a text using the Past continuous, or past continuous and the Simple past, as fits.Completing sentences using could/couldn’t + verb.Writing sentences about your own story or that of somebody you know.Completing sentences using adverbs of manner.


Writing questions and answers with personal information using the Past continuous.Writing sentences about what you could and could not do as a child using could and couldn’t.


Writing a short text about a crime you imagine you have seen.Writing opinions or comments about the case of a theft which a girl solves.Writing de mystery stories.Gathering information about a famous archaeologist and an archaeological site in our country, about the Japanese island of Yonaguni and about a very important archaeological finding



Be curious competition to find information.Doing a letter soup.


Looking for information about a famous archaeologist, about an archaeological excavation in our country and about important archaeological find.Looking for information about unusual stories (missing people, lost pets…).Looking for information about the Japanese island of Yonaguni.

Give short presentations and projects in English using different formats and digital

Explaining information gathered about a famous archaeologist, about an


tools. archaeological excavation in our country and a great archaeological find.Explaining information gathered about an unusual story.Explaining la information about the Japanese island of Yonaguni.


Look on the Internet and play a memory game.Download the AR (Augmented Reality App) onto a mobile or a tablet to carry out interactive activities.




Explaining information gathered about a famous archaeologist, about an archaeological excavation in our country, about a great archaeological find, about an unusual story y about the Japanese island of Yonaguni.


Comparing famous fictional characters in English-speaking countries with a character in our country.


Knowledge of writers in English and some of their fictional characters (Conan Doyle-Sherlock Holmes and Agatha Christie-Jane Marple).Knowledge of rudiments about language in hieroglyphic symbols.


Do the exercises in the Workbook individually.Do the homework individually (looking for and compiling information).Taking in and using expressions learned for writing a mysterious story.






Look in depth at the Grammar Reference and make progress in the general use of what has been learned.

Sense of initiative and entrepreneurial spirit.


Using the strategies needed for studying individually.





Using the sentences given to write a mysterious story.


Valuing ordinary people's initiatives to investigate unsolved crimes.

3 Social awareness.



Showing an interest and give constructive criticism about jobs (gathering information, presentations…) done by classmates.


Value women joining the state security forces and the armed forces.




Geography and History: the Rosetta Stone and hieroglyphic language.


Naming, recognising and presenting vocabulary in connection with action verbs and adverbs of manner.

Finding out about and using expressions of sequence in narratives (One day / when / while / at first / finally / later).

Making proper use of Past continuous (affirmative, negative and interrogative; short answers) and could / couldn’t (affirmative, negative and interrogative sentences; short answers).

Distinguish between the use of the Simple past and the Past continuous. Use correct pronunciation and intonation: the sound /ɔ:/. Finding out about and using basic social, cultural and linguistic features such as

important features of archaeology (famous archaeologists, archaeological sites in our country, great archaeological finds), the importance of the Rosetta Stone for deciphering writing in hieroglyphics, and some writers in English and their fictional characters (Conan Doyle-Sherlock Holmes and Agatha Christie-Jane Marple).

Understanding the main idea and specific information from oral messages: an article about a crime and another about Sherlock Holmes, a conversation about a piece of news, another between two friends about a book and a third interview in


which one adolescent tells another her dream, a text which describes a class without its teacher and another about the Rosetta Stone, and four videos.

Producing short, comprehensible oral texts giving, requesting or exchanging information: information about a real or invented crime, explaining information about a famous archaeologist, an archaeological site in our country, a great archaeological find, the island Yonaguni and about an unusual story, information about actions in the past using Past continuous, information about what you knew how to do when you were a child using could and couldn’t, information about a dream, speculations about a message written with hieroglyphic symbols and comments and opinions about fictional characters in our country.

Understanding the general information and getting the gist of different types of written texts: an article about a crime and another about Sherlock Holmes, a conversation in which one adolescent tells another her dream, a text which describes a class without its teacher, another about a theft which a girl solves and a third one about the Rosetta Stone.

Writing short, simple texts with clear structures: completing and writing sentences and/or texts using the Simple past of action verbs, the Past continuous, or past continuous with Simple past as suits, could/couldn’t + verb and adverbs of manner, writing sentences about your own story or that of somebody you know, writing a short text about a crime you imagine you have seen, gathering and writing information about a famous archaeologist, about an archaeological site in our country, about the Japanese island of Yonaguni, about unusual stories and an important archaeological finding, writing opinions or comments about the case of a theft which a girl solves, and writing mystery stories.





Recognising and presenting vocabulary in connection with action verbs and adverbs of manner.

Recognise and use a limited repertoire of common vocabulary about action verbs and adverbs of manner.

LC

Practice using and forming expressions with the Past continuous (affirmative, negative e interrogative; short answers), with Past simple vs. Past continuous and could / couldn’t (affirmative, negative and interrogative sentences; short answers).

Use expressions of sequence in narratives.

Recognising Spanish-speakers' typical mistakes when learning


Distinguishing between and using usual communication functions: talking about actions in the past and telling mystery stories using expressions of sequence.


LC SCS LL

CCE


English.

Practise pronouncing the sound /ɔ:/.

Recognise and pronounce orally and in writing the sound /ɔ:/.


LC

Listening to an article about a crime and another about Sherlock Holmes, a conversation about a piece of news, another between two friends about a book and a third one in which one adolescent tells another her dream, a text which describes a class without its teacher and another about the Rosetta Stone, and four videos.

Reading an article about a crime and another about Sherlock Holmes, a conversation in which one adolescent tells another her dream, a text which describes a class without its teacher, another about a theft which a girl solves and a third one about the Rosetta Stone.


LC SCS CCESIE

Debate with classmates about important archaeological matters, about the Rosetta Stone and writing with hieroglyphics and some writers in English and their fictional characters.

Finding out about and using basic social, cultural and linguistic features such as important archaeological matters, the importance of the Rosetta Stone for deciphering writing with hieroglyphics and some writers in English and their fictional characters.

LC SCS SIE

Giving personal information about an anecdote from the past and about what you knew or did not know how to do when you were young; giving information about a real or invented crime; presenting information about a famous archaeologist, an archaeological site in our country, a great archaeological find, the island Yonaguni and about an unusual story; speculating about the meaning of a message written with


LC SCS

MSCTCCESIE


hieroglyphic symbols; giving opinions about fictional characters in our country.

Practise writing your anecdotes or those of people you know, a short text about a crime, information about a famous archaeologist, about an archaeological site in our country, about the Japanese island of Yonaguni, about unusual stories and an important archaeological finding, comments about the case of a theft which a girl solves, and mystery stories.


LLSCS

MSCTCCESIE


UNIT 5 OUR HOUSE

1 Contents


Listen to and understand the description of a hotel in the Amazon jungle. Listen to and understand the conversation between a father and daughter

discussing domestic chores. Listen to and understand a conversation between siblings about two flats for sale

they have seen. Listen to and understand an article about life on a houseboat. Listen to and understand the conversation between a father and son about

domestic chores. Listening to and understanding videos: 5.1: about life in a small Australian town;

5.2: about a Canadian who moves his house from one place to another; 5.3: adolescents talking about whether they prefer flats or houses; 5.4. about the

history of Giza pyramid in Egypt. Listen to and understand a text about the Bauhaus movement.


Oral interaction in pairs asking and giving answers about the furniture in your room and students say whether they are tidy or untidy.

Exchanging information in pairs about the last hotel they stayed at and what they like about staying at hotels.

Oral interaction in pairs asking and answering questions about domestic chores. Oral interaction in pairs about laws and advice. Class debate about whether certain sentences about the United Kingdom are law

or advice. Class debate about good and bad things about living in a houseboat or similar. Oral interaction in pairs about information gathered about the city of Tanana. Oral interaction in pairs in which students talk about the place they would like to

live. Oral interaction in pairs with a conversation asking for help. Exchanging information about the buildings in your own city, their architectural

style, the materials they are made of and personal preferences. Oral interaction in pairs in which students talk about building with styles similar to

Bauhaus. Explaining to the class the theory they find most credible about the construction of

the pyramids in Egypt.


Listening to and understanding the description of a hotel in the Amazon jungle. Reading and gathering information about Coober Pedy, a small Australian town. Reading and gathering information about precious stones. Listening to and understanding an article about life on a houseboat. Reading and gathering information about the Canadian city of Tanana. Listening to and understanding a text about the Bauhaus movement.


Listening to and understanding information about different theories about the construction of the pyramids in Egypt.

Listening to and understanding information about the seven wonders of the world. Listening to and understanding a text about the Bauhaus movement. Listening to and understanding an e-mail with the description of Tony's house. Listening to and understanding an e-mail with the description of an unusual house. Listening to and understanding true or false sentences and correcting the false

ones. Reading and taking in sentences and contents for writing a text: an e-mail

describing your own house or flat. Reading the reference sections given in the activities. Reading and understanding extra information marked as Fact.


Short description of life in the Australian small town of Coober Pedy. Writing information about precious stones on the Internet. Writing sentences comparing objects, animals, places and activities. Writing sentences with superlatives. Writing five sentences about your favourite room, why you like it, what furniture

there is in it, etc. Writing sentences about your life at home using must, mustn’t, should, shouldn’t. Writing short notes about the Canadian city of Tanana. Writing sentences about the place they would like to live. Writing sentences about the pros and cons of different houses in the photos. Writing an e-mail describing your house or flat. Describing a house, invented or taken from a photograph, following models given.



Using expressions for asking for and offering help: Shall I ( lay the table ) / Could you take ( the dog for a walk) / Sorry, I can’t ! / That’s OK, I’ll do it / I’ll (put the plates in the dishwasher).

Expressing opinions and preferences: about your favourite room, about the type of hotel for staying in, about living in an unusual house, about the place they would like to live, about living in a flat and or in a house, about their favourite buildings and architectural styles, about theories about the construction of the pyramids in Egypt…

Describing photos. Stating, recognising and differentiating between laws and advice. Comparing objects, animals, places and activities. Describing places: Coober Pedy in Australia, Tanana in Canada. Writing an e-mail describing your own house or flat.

Vocabulary:

Different types of furniture: wardrobe / cupboard / sofa / mirror / bookcase / armchair / toilet / chair / bed / shower / table / desk / chest of drawers.

Domestic appliances: kettle / dishwasher / washing machine / iron / toaster / microwave / fridge / blender / oven / freezer.



Comparative and superlative adjectives. Must/mustn’t and should/shouldn’t for expressing and recognising laws and advice.


Recognising and pronouncing the letter r. Using commas in sentences: for separating things on a list and between adjectives. Spelling rules for comparative and superlative adjectives

Classroom language:

Look at the picture of virtual rooms. Match the furniture words in the box with the box with the objects in the rooms.

Listen, check and repeat. Look again at the furniture words in … Which… Work with a partner. Look at the virtual rooms again and answer the questions. /

Answer the questions. / Ask and answer the questions. / What do you think are the good and bad things of living on a boathouse? / Watch the teenagers answering the question ‘Which do you prefer, houses or flats?’ / Practise the conversation in…

Look at the photos in the article. What can you see? Where do you think it is? Read and listen to the online article. Check your ideas in… Read the text again. Answer the questions. Look at the table and the spelling rules on … Complete the sentences with the

comparative form of the adjective in brackets. Look at the table and the spelling rules on … Then write superlative sentences. Are the sentences in … true or false? Choose the correct options. Write sentences comparing a thing from box a with a thing from box b. Then

compare with a partner. Look at photo. What do you think people are arguing about? Listen to Helen and her dad and check your ideas in … Listen again. Are these sentences true or false? Correct the false sentences. Look at the picture in … Match the words in the box with the objects (1-10) Listen, check and repeat. Look at the table. Complete the rules with ‘must’ or ‘mustn’t’. Choose the correct options. Complete the sentences with should or shouldn’t. Complete the sentences about the UK with ‘should’, ‘shouldn’t’, ‘must’ or ‘mustn’t’.

Which are laws and which are advice? Look at the photos of the houseboats. Why do you think people choose to live in

houseboats like these? Read and listen to the text about houseboats again: Is Sam happy living on a

houseboat. Josh and his dad are talking about housework. Listen and complete the

conversation with the words in the box. Listen and repeat the words and sentences in the Functions box. Translate them

into your language. Change the words in bold in the conversation in … Use the ideas below or your

own. Practise the conversation with a partner. Look at the photo and read Tony’s email about his house. Do you think it’s a nice

house?


Find examples of the uses of commas in the look at Language box in the text in … Add commas in the correct places in the sentences. Read Tony’s email again. Make notes about the things in the Look at Content box. Plan an email to Tony describing your house or flat. Use the list in the Look at

Content box and make notes. Writing your e-mail. Use your notes from … and the language below to help you.



Reading the sentences and contents for writing an e-mail about your own house or flat, without forgetting to put commas in the right places.

Revise and correct Spanish speakers' typical mistakes: a) Superlative + in + place: the biggest country in the world and not the biggest country of the world; b) homework and housework are uncountable nouns and, so, cannot be made plural.

Doing competitions (Be curious), word game for forming the longest word (Expanding Sentences game ) and vocabulary crossword.



Knowledge of the choice to live in a different way (houseboats). Valuing the importance of sharing domestic chores. Valuing the importance of distinguishing between a law from a suggestion or a

piece of advice. Knowledge of life in other parts of the world (Australia and Canada). Respecting other people's tastes and preferences (types of house, cities,

architectural styles…). Valuing the real importance of speaking other languages, in particular English.

2 Competences




Listen to the conversation between a father and daughter about domestic chores.


Listen to a conversation between siblings about two flats for sale they have seen. Listen to the description of a hotel in the Amazon jungle.Listen to the conversation between a father and son about domestic chores.

Identifying the main ideas and information in presentations, talks, explanations and the

Watch four videos: 5.1: about life in a small Australian town; 5.2: about a Canadian


news. who moves his house from one place to another; 5.3: adolescents talking about whether they prefer flats or houses; 5.4.Listen to a text about the Bauhaus movement.


- Read and pronounce the letter r correctly.

TALK / CONVERSE


Presenting the design of your ideal house. Reading to the class the theory they find most credible about the construction of the pyramids in Egypt


Exchanging information in pairs about the last hotel they stayed at and what they like about staying at hotels.Class debate about whether certain sentences about the United Kingdom are law or advice.Class debate about good and bad things about living in a houseboat or similar.


Oral interaction in pairs asking and giving answers about the furniture in your room and say whether it is tidy or not.Oral interaction in pairs asking and answering questions about domestic chores. Oral interaction in pairs in which students talk about the place they would like to live.


Oral interaction in pairs about laws and advice.Oral interaction in pairs about information gathered about the city of Tanana, Canada.Oral interaction in pairs with a conversation asking for help.Exchanging information about the buildings in your own city, their architectural style, the materials they are made of and personal preferences.Oral interaction in pairs in which students talk about building with styles similar to Bauhaus.

READING


Correctly interpreting sentences about activities or exercises.Taking in the sentences and contents for writing a text: e-mail describing your own house or flat.Understanding true or false sentences and correcting the false ones.



Understanding extra information marked as Fact.Understanding the description of a hotel in the Amazon jungle.Understanding information about the seven wonders of the world.


Understanding an e-mail with the description of Tony's house.Understanding an e-mail with the description of an unusual house.


Reading the reference sections given in the activities.Reading and gathering information about Coober Pedy, a small Australian townReading and gathering information about precious stones.


Understanding an article about life on a houseboat.Understanding information about the Canadian city of Tanana. Understanding a text about the Bauhaus movement.


Listening to and understanding information about different theories about the construction of the pyramids in Egypt.

WRITING


Writing sentences comparing objects, animals, places and activities.Writing sentences with superlatives.Writing sentences about your favourite room, why you like it, what furniture there is in it, etc.Writing sentences about your life at home using must, mustn’t, should, shouldn’t.


Writing sentences about the place they would like to live.Writing sentences about the pros and cons of different houses in the photos.


Writing short notes about the Canadian city of Tanana.Writing an e-mail describing your house or flat.Describing an invented house or one taken from a photo, following models given.

Writing texts using appropriate vocabulary, spelling, punctuation and correct formats and

Short description of life in the Australian small town of Coober Pedy.


correct structures. Writing information taken from the Internet about precious stones.



Placing things in a sentence following syntactic criteria.


Be curious competition to find information, doing a crossword for learning vocabulary.

Valuing and following healthy habits. The importance of having a balanced diet.


Looking for information about life in the Australian city of Coober Pedy.

Looking for information about precious stones to share your findings with a classmate.Looking for information about the city of Tanana and taking brief notes in English.Looking for information about the seven wonders of the world. Looking for information about the most probable theories about construction of the pyramids in Egypt.


Making material: drawing a simple plan to give the class information about your ideal house.


Visit forums.Download the AR (Augmented Reality App) onto a mobile or a tablet to carry out interactive activities.


Read and practise writing e-mails.




Expressing individual preferences/tastes and respect those of others.Using communication reinforcers.


Giving information about preferences and tastes.Asking for and offering help.Looking for information about other places and cultures.

Cultural awareness and expressions.Using artistic techniques and items to Drawing a simple plan of a house.


prepare and give presentations and projects. Presenting visual material in presentations (posters, drawings, photos…)


Knowledge of the existence of a hotel in a tree in the Amazon jungle.Knowledge of the way of life in a small Australian town.Finding out about the life of a Canadian who moves his house from one place to another.


Individually do the exercises from the Workbook.Do the homework individually (looking for and compiling information, making a poster, designing a plan…).Taking in and using expressions learned for writing an e-mail describing your own house.






Look further into the Grammar Reference and make progress in the general use of what has been learned.Do oral and written self-correction exercises.Complete grammar rules.






Using the sentences given for writing an e-mail describing your own house or flat.

3 Social awareness.



Accepting the preferences or tastes of others (activities, types of houses…). Showing an interest and give constructive criticism about work (posters,

presentations, drawings…) done by classmates.

Education for living together


Respecting classmates regardless of their name and/or surnames, not using hurtful or insulting nicknames.

Education about health

Recognising the importance of living in a tidy house or flat sharing domestic chores and respecting the environment.




Plastic, Visual and Audiovisual Education: the Bauhaus movement


Naming, recognising and presenting vocabulary connected with different types of furniture and domestic appliances.

Making proper use of comparatives and superlatives and must/mustn’t and should/shouldn’t for expressing and recognising laws and advice.

Use correct pronunciation and intonation: the letter r. Finding out about and using basic social, cultural and linguistic features such as the

choice to live in a different way (houseboats), the importance of sharing domestic chores, valuing the importance of distinguishing between a law from a suggestion or a piece of advice, finding out about life in other parts of the world (Australia and Canada), respecting other people's tastes and preferences (types of house, cities, architectural styles…) and the current importance of talking other languages, in especial English.

Producing short, comprehensible oral texts giving, requesting or exchanging information about the last hotel they stayed at and what they like about staying at hotels, about good and bad things about living in a houseboat or similar, about the furniture in your room and whether it is tidy or not, about domestic chores, about the place they would like to live, about laws and advice, about information gathered about the Canadian city of Tanana, asking for help, about the buildings in your own city, architectural styles and materials.

Understanding the main idea and specific information from oral messages: the conversation between a father and daughter about domestic chores, a conversation between brothers about two flats for sale they have seen, the description of a hotel in the Amazon jungle, the conversation between a father and son about domestic chores, a text about the Bauhaus movement and four videos.

Understanding the general information and getting the gist of different types of written texts: the description of a hotel in the Amazon jungle, an article about life on a houseboat, information about the Canadian city of Tanana, information about the seven wonders of the world, an e-mail with the description of Tony's house, an e-mail with the description of an unusual house, information about Coober Pedy, a small Australian town, information about precious stones, information about different theories about the construction of the pyramids in Egypt, a text about the Bauhaus movement.


Writing short, simple texts with clear structures: writing sentences comparing objects, animals, places and activities, writing sentences with superlatives, writing sentences about your favourite room, why you like it, what furniture there is in it, etc., writing sentences about your life at home using must, mustn’t, should, shouldn’t, writing sentences about the place they would like to live, writing sentences about the pros and cons of different houses in the photos, writing short notes about the Canadian city of Tanana, writing an e-mail describing your house or flat, description of an invented house or one taken from a photo, following models given, short description of life in the Australian small town of Coober Pedy and writing information about precious stones.


CLIL: using ideas in English in Plastic, Visual and Audiovisual education.



Recognising and presenting vocabulary connected with different types of furniture and domestic appliances.

Recognise and use a limited repertoire of common vocabulary about types of furniture and domestic appliances.

LC

Practise the use and form of comparatives and superlatives Practising using and forming must/mustn’t and should/shouldn’t for expressing and recognising laws and advice

Using expressions which encourage oral interaction.



Distinguishing between and using usual communication functions: asking for and offering help, expressing opinions, description of photos, expressing, recognising and differentiating between laws and advice, comparing objects, animals, places and activities, description of places and writing e-mails describing houses or flats.


LC CD

SCS LL

Practise pronunciation de the written letter r.

Recognise and pronounce the letter r correctly.

LC



Listening to the conversation between a father and daughter about domestic chores, a conversation between siblings about two flats for sale they have seen, the description of a hotel in the Amazon jungle, a conversation between a father and son about domestic chores, a text about the Bauhaus movement and four videos.Reading the description of a hotel in the Amazon jungle, an article about life on a houseboat, information about the Canadian city of Tanana, information about the seven wonders of the world, an e-mail with the description of Tony's house, an e-mail with the description of an unusual house, information about a small Australian town, information about precious stones, information about different theories about the construction of the pyramids in Egypt and a text about the Bauhaus movement.


LC CD

SCS

Debate with classmates about the differences between a law and a suggestion, finding out about life in other parts of the world (Australia and Canada),

Finding out about and using basic social, cultural and linguistic features such as the importance of sharing domestic chores, valuing the importance of distinguishing a law from a suggestion or a piece of advice, knowledge about life in other parts of the world (Australia and Canada), respect for other people's tastes and preferences

LC SCS

Giving information about the last hotel they stayed at and what they like about staying at hotels, about good and bad things about living in a houseboat or similar, about the furniture in your room and whether it is tidy or not, about domestic


LC SCS

MSCT


chores, about the place they would like to live, about laws and advice, about information gathered about the city of Tanana, asking for help, about the buildings in your own city, architectural styles and materials.

Description of sentences comparing objects, animals, places and activities, sentences with superlatives, description of your favourite room, sentences about your life at home using must, mustn’t, should, shouldn’t, the place they would like to live, the pros and cons of different houses in photos, the Canadian city of Tanana, an e-mail about your house or flat, description of an invented house or one taken from a photo, life in a small Australian town and information about precious stones..


LC CD

SCS SIE


UNIT 6 VISIONS OF THE FUTURE

1 Contents


Listen to and understand an article about the development of computers. Listening to and understanding videos: 6.1. Some inventors try out ways of

delivering pizzas to an island 6.2. The story of how the Napster programme changed the music industry. 6.3. Various adolescents talk about how important their mobile phones are for them. 6.4. A Japanese teacher uses a robot for teaching.

Listen to and understand an interview from a scientific programme. Listen to and understand the conversation between Mark and Liz about a tv

programme. Listen to and understand an article about using mobile phones in the United

Kingdom. Listen to and understand instructions for using a mobile phone.


Oral interaction in pairs for exchanging information about their electronic devices and what they do with them.

Exchanging information about computers and mobile phones. Students share information with classmates about modern uses for robots. Exchanging points of view about the negative influence of technology on young

people. Exchanging ideas with a classmate about the features of your ideal music website. Oral practice of asking for and giving instructions. Oral interaction for sharing the chores they would like a robot to do for them. Debate about whether robots should look human. Explaining ideas about the difference between a computer and a supercomputer.


Listening to and understanding a text about the development of computers. Reading information on the Internet about robot design. Reading information on the Internet and other media about modern uses for robots. Reading a text about classes in the future. Listening to and understanding an article about the use of mobile phones in the UK. Reading a text with opinions about the world in the future. Listening to and understanding a text about the cars of the future. Reading an article about how the author imagines life in the future. Reading and understanding a text about supercomputers. Reading and taking in sentences and contents for writing an article. Reading the reference sections given in the activities. Reading and understanding extra information marked as Fact.


Describing a computer designed by the students.


Completing an e-mail with vocabulary connected with computers. Completing sentences and texts using (not) as + adjective + as. Completing rules and sentences using will and won´t. Using first conditional to talk about your future. Complete sentences using the first conditional. Writing sentences about our own future using the first conditional. Writing sentences making predictions about your future with will and won´t. Completing sentences with predictions about different features such as your city

and mobile phones. Completing an interview with a scientist talking about the food of the future. Writing questions to ask a famous personality about his/her future. Complete a text using verbs connected with technology. Describing your favourite website. Writing explanatory notes about how to use your musical website. Preparing a conversation giving instructions about using a mobile phone. Writing a text with opinions based on a sentence. Writing a text with opinions answering a previous one about life in the future. Drawing up a list of chores which a computer could do for us. Think of reasons for answering the question of whether robots should look human.



Predicting the future with will and won´t. Explaining situations from future using the first conditional. Expressing opinion. I think that … / I don’t think that … / I’m not sure that … / In my

opinion, … Asking for and giving instructions: How does it work? / First, press (the round

button). / Next, (move your finger across the screen). / What do I do to (make a call)? / You need to (press the contacts icon). / Now all you do is (press the number) and it’ll (ring him).

Putting opinions in sequence. Explaining comparison with (not) as + adjective + as.

Vocabulary:

Vocabulary connected with computers and technology: headphones, keyboard, laptop, memory stick, microphone, mouse, printer, screen, desktop, tablet, touch screen, webcam, Wi-Fi.

Phrasal verbs connected with technology: scroll down, plug in, log in, turn on, click on, turn up, turn off, shut down, turn down.

Words for sequences: however, firstly, to sum up.


Using will and won´t in affirmative, negative and interrogative. Using (not) as + adjective + as. Using first conditional.


Recognising, contrasting and the correct pronunciation of contracted forms of will.


Classroom language:

Match the words with the photos. Listen, check and repeat. Look at the images and match…. Work with a partner. Answer the questions. / Take it turns to do actions for the

verbs. / Ask and answer the questions… / Practise the conversation… Read and listen to… Look at the object in the photo. What do you think it is? Look at the pictures and match the verbs in bold with the actions. Match the sentences with the same meaning. Complete the rule in the grammar table. Circle the correct words in the grammar table. Match the clauses. Check the meaning of these words from the text in a dictionary. Choose the correct option. Choose the best options depending on your opinion. Complete the text with the correct form of the verbs in brackets. Read the text / article / sentences again. Correct the sentences. Choose the correct sentences. Answer the questions. Find examples of… Complete the sentences for you. Then compare with a partner. Make a list of... Discuss with your partner. Compare your ideas with a partner. Complete the rule in the grammar box. Listen again. Are these sentences true or false? Check the meaning of these words from the box in a dictionary. Use the pictures to complete the crossword. Translate the sentences into your language. Practise the conversation with a partner. Find examples of… Read the essay again. Match A-D in the Look at Content box with the four

paragraphs. Complete the email with the words in the box. Writing your essay. Use your notes from… and the language below to help you. Can you say YES to these questions?


Reading sentences and contents to write an article. Revise and correct Spanish speakers' typical mistakes: a) saying go on the Internet

and not go in Internet; b) children is an irregular plural and is never childrens. Doing oral and written self-correction exercises. Completing grammar rules.


Knowledge of different technological features. Expressing opinions about life in the future and the use of technology. Knowledge of the use of technology in other countries. Knowledge of the use of robots.


Speculation about the classroom of the future.

2 Competences




Listening to and repeating vocabulary connected with a computer.Listen to and understand the conversation between Mark and Liz about a tv programme.


Listen to and understand: an article about the development of computers,an interview from a scientific programme,an article about using mobile phones in the United Kingdom.


Watch four videos: 6.1. Some inventors try out ways of delivering pizzas to an island 6.2. The story of how the Napster programme changed the music industry. 6.3. Various adolescents talk about how important their mobile phones are for them. 6.4. A Japanese teacher uses a robot for teaching.Listen to and understand instructions for using a mobile phone.


Identify and pronounce the contractions of will.

TALK / CONVERSE


Explaining ideas about the difference between a computer and a supercomputer.


Oral interaction in pairs for exchanging information about their electronic devices and what they do with them.Oral practice of asking for and giving instructions.


Exchanging points of view about the negative influence of technology on young people.


Exchanging ideas with a classmate about the features of your ideal music website.


Exchanging information about computers and mobile phones.Students share information with classmates about modern uses for robots.Oral interaction for sharing the chores they would like a robot to do for them.Debate about whether robots should look human.

READING


Reading and understanding dictionary entries.Interpret information about activities or exercises correctly.Reading and taking in sentences and contents for writing an article.


Listening to and understanding the use of mobile phones in the UK.Reading information on the Internet and other media about modern uses for robots.


Reading the reference sections given in the activities.Understanding extra information marked as Fact.


Reading and understanding a text about supercomputers.Reading an article about how the author imagines life in the future.


Listening to and understanding a text about the development of computers.Reading information on the Internet about robot design.Reading a text about classes in the future.Reading a text with opinions about the world in the future.Listening to and understanding a text about the cars of the future.

WRITING


Preparing a conversation giving instructions about using a mobile phone.Completing an interview with a scientist talking about the food of the future.Think of reasons for answering the question of whether robots should look human.


Completing an e-mail with vocabulary connected with computers; sentences and


texts using (not) as + adjective + as; rules and sentences using will and won´t; sentences and texts using the first conditional; predictions about different things such as your city and mobile phones and a text using verbs connected with technology.


Writing sentences about our own future using the first conditional.Writing sentences making predictions about your future with will and won´t. Writing questions to ask a famous personality about his/her future.Writing explanatory notes about how to use your musical website.Describing your favourite website


Drawing up a list of chores which a computer could do for us.Describing a computer designed by the students.Writing a text with opinions based on a sentence.Writing a text with opinions answering a previous one about life in the future.



Be curious competition to find information.Use the drawings for doing a crossword about vocabulary connected with computers.


Look for information for designing a robot.


Students present the result of their searches on the Internet about modern uses for robots.


Be curious competition to find information




Expressing individual preferences and respecting other people's preferences.Using communication reinforcers.


Taking an interest in and respecting the Finding out about British people's


customs, rules and values of countries in which foreign languages are spoken.

superstitions.


Designing and making a robot.


Young British people using mobile phones.Knowledge of Raspberry Pi.


Individually do the exercises from the Workbook.Do the homework individually (looking for and compiling information, making a poster…).Taking in and using expressions learned for writing a text with opinions.












Using sentences given for writing personal e-mails.

3 Social awareness.



Accepting other people's tastes and preferences (favourite things). Showing an interest and give constructive criticism about work (posters,

presentations…) done by classmates.


Respecting and value boys' and girls' tastes and preferences (favourite things) equally.



Respecting all people and specifically classmates with regardless of their nationality or cultural origin; recognising, furthermore, that a multicultural society can be richer in social terms.




Technology: knowledge about the development of computers and the future of IT in different areas: use of mobiles, the classroom of the future and robots.


Naming, recognising and presenting vocabulary connected with computers and technology, phrasal verbs connected with technology and expressions of sequence (however, firstly and to sum up).

Make proper use of will y won´t (affirmative, negative and interrogative sentences), (not) as + adjective + as and the first conditional

Using correct pronunciation and intonation: contractions of the verb be. Finding out about and using basic social, cultural and linguistic features such as the

development of computers from their beginnings to the present, how young people use ITC at present and the present and future of robots.

Understanding the main idea and specific information from oral messages: an article about the development of computers, an interview from a scientific programme, the conversation between Mark and Liz about a tv programme, instructions for using a mobile phone, an article about using mobile phones in the United Kingdom and four videos.

Producing short, comprehensible oral texts giving, requesting or exchanging information: information about their electronic devices and what they do with them, information about computers and mobile phones, preparing reasons for answering the question of whether robots should look human, opinions about the negative influence of technology on young people, explaining ideas about the difference between a computer and a supercomputer, preparing questions for asking a famous personality about your future and taking explanatory notes about how to use your musical website.

Understanding general information and getting the gist of different types of written texts: a text about the development of computers and another about supercomputers, a text about classes in the future, an article about the use of mobile phones in the UK, an article about how the author imagines life in the future.

Writing short, simple texts with clear structures: completing/writing sentences and/or texts using will and won’t, as … as and the first conditional, description of the chores that a computer could do for us, writing ideas about the future using the first conditional, writing questions to ask a famous personality about your future, description of a website and instructions for using it, a text with opinions answering a previous one about life in the future, drawing up a list of tasks which a computer could do for us and writing reasons for answering the question of whether robots should look human.


CLIL: using ideas in English in the Technology area.



Recognising and presenting vocabulary connected with computers, phrasal verbs connected with technology and words for sequences.

Recognising and using a limited repertoire of common vocabulary orally and in writing about computers, phrasal verbs connected with technology and words for sequences.

LC

Practise use and form Using will and won´t in affirmative, negative and interrogative.Using (not) as + adjective + as.Using first conditional.



Distinguishing between and using usual communication functions: making predictions about the future with will and won´t.Explaining situations from future using the first conditional.Express opinionsAsking for and giving instructions.Putting opinions in sequence.Explaining comparison with (not) as + adjective + as.Correct mistakes found.

LC LL

SCS CCE

Practise pronunciation of the contractions of will.

Recognise and produce orally and in writing the contractions of will. Use correct pronunciation and intonation.

LC LL


Listening to the conversation between Mark and Liz about a tv programme, an article about the development of computers, an interview from a scientific programme, an article about using mobile phones in the United Kingdom and four videos.

Reading texts about: the use of mobile phones in the UK, modern uses for robots supercomputers, the development of computers, the classes and the cars of the future.Reading an article about how the author imagines life in the future.Reading a text with opinions about the world in the future.


LC SCS

MSCTCCE

Debate with classmates about whether robots should look human and about the negative influence of technology on young people.

Finding out about and using basic socio-cultural and socio-linguistic features.

LC CCE

Exchanging information about their electronic devices and what they do with them. Exchanging ideas with a classmate about the features of your ideal music website.


LC SCS CCE

Drawing up a list of tasks which a computer could do for us.Describing a computer designed by the students.Writing a text with opinions based on a sentence.


LC LL

SCS SIE


UNIT 7 LIFE CHOICES

1 Contents


Listen to and understand an article about life in the Outback, Australia Listen to and understand a girl talking about the idea of taking a sabbatical year. Listen to and understand a conversation between two girls about sabbatical years. Listening to and understanding adolescents talking about what they are going to do

when they leave school. Listen to and understand an article about the activities you can do on a sabbatical

year in South Africa. Listen to and understand the conversation between two people talking about a

survey. Listening to and understanding videos: 7.1: information about an American girl who

has her classes at home; 7.2: a girl talks about where to go on her sabbatical year; 7.3: adolescents saying what they are going to do when they leave school; 7.4: information about building an ecological art centre.

Listen to and understand an interview with an environmental scientist.


Oral interaction in pairs about their parents' lives and what they find in common in those lives.

Presentation to the class about interesting experiences, projects and jobs for a sabbatical year for a person you choose.

Oral interaction in pairs about planning your own sabbatical year. Exchanging information about your plans for the future using be going to. Exchanging information in pairs about Mark's plans for the week. Oral interaction about recycling. Debate about the positive and negative things about living in the Outback,

Australia. Oral interaction in pairs about volunteer projects. Explaining to the class the places, projects and jobs they have found about

volunteer work. Oral interaction in pairs expressing agreement and disagreement. Exchanging information in pairs talking about the alternative to plastic bags and

what they do to take care of environment.


Listening to and understanding an article about life in the Outback in Australia. Listening to and understanding written descriptions about the best and worst things

about going to school. Listening to and understanding information on the Internet about other experiences

during a sabbatical year. Listening to and understanding an article about activities which can be done during

a sabbatical year in South Africa.


Listening to and understanding a thank you letter. Listening to and understanding a text about two people's lives and how they are

improving. Reading and taking in sentences and contents for writing a text: a thank you letter

to a relative. Reading and understanding the reference sections given in the activities. Reading and understanding extra information marked as Fact. Listening to and understanding information about ecological buildings in your own

country. Listening to and understanding an interview with an environmental scientist.


Writing sentences about events in life of a famous person. Drawing up a list of the advantages and disadvantages of having classes at home. Short description of the best and worst things about going to school. Completing sentences and/or a text using be going to or will. Writing sentences about plans for the future. Writing sentences about plans with friends and family this weekend. Writing sentences about what they are going to do and not next holidays. Writing sentences about plans for the weekend. Planning and writing short notes about their own sabbatical year describing places,

activities, etc. Writing their own opinions about which life story they have found most surprising

from the two read. Completing sentences putting the verb in -ing or the infinitive with to. Writing a thank you letter. Writing an e-mail thanking a friend or a relative.



Using expressions to show agreement and disagreement. I don’t agree (with that at all) / I think that’s (quite) a good idea / I’m not sure I agree (with that) / Yes, I suppose you’re right / That’s true.

Describing personal information: information about their parents' lives, about your plans for the future, saying the best and worst things about going to school, writing a thank you letter to a relative.

Expressing opinions and points of view: about having classes at home, about going to school, about another person's life story.

Describing places: the Outback in Australia, a sabbatical year in South Africa. Describing two people's life stories. Explaining suggestions or advice with should. Writing a thank you e-mail.

Vocabulary:

Events in life: pass your driving test / get married / go to school / retire / go to university / have children / leave school / take a year out / be born / get a job.


Packaging and materials: plastic bag / cartons / cardboard box / plastic bottles / glass jars / paper bag / aluminium cans.


be going to will and be going to: differences and uses. Present continuous to talk about the future. Simple present to talk about the future.


Recognising, comparing and pronouncing the letter i. Recognising and pronouncing vocabulary: events in life and packaging and

materials.

Classroom language:

Match the pictures with the life events in the box. Listen, check and repeat. Look again at the life events in … In which order do people typically do them, do

you think? Work with a partner. Tell each other about your parents’ lives. What things have

they got in common? / Answer the questions. / Ask and answer the questions in Exercise … / Look at the page from Mark’s diary. Ask and answer questions about his plan. / Watch the teenagers answering the question ‘What are you going to do when you leave school?’ / Practise the conversation in…

Look at the photos. Where do you think it is? What do you think life is like in a place like this?

Read and listen to the text about life in the Outback. Are the family happy there? Read the article again. Are these sentences true or false? Correct the false

sentences. Look at the table. Then add ‘going to’, ‘infinitive’ and ‘be’ to the rule. Look at Matt and Daisy Clark’s plans for the future. Write seven more sentences. Look at the two quotes above. Which is a future intention? Which is a prediction? Complete the conversation with ‘be going to for future plans and intentions, or will

for predictions. Practise the conversation in … with a partner. Write questions with ‘be going to’. Look at the photos. What do you think the person in the tablet is doing? Listen again. Complete the sentences. Look at the pictures. Match the containers with the words in the box. Listen, check and repeat. Look at the table. Translate the sentences into your own language. Complete the conversation with the present continuous. Which sentences are

talking about the present? Which are talking about the future? Complete the text with the verbs in the box. Use the Present continuous. Write three sentences about arrangements with friends and family this week. Then

compare with a partner. Are they the same? Complete the sentences with the correct form of the Present simple in brackets.

Then match them with the pictures. Look at the photos of volunteer projects in South Africa. What can you see? What

do you think the volunteers do in each project?


Read the text again and answer the questions. Liam and Katie are discussing statements in a class survey. Listen and complete

the conversation with the words in the box. Listen and repeat the sentences in the Functions box. Translate them into your


own. Practise the conversation with a partner. Look at the photo and read Liam’s letter. What is he saying thank you for? What is

he going to buy? Find examples of prepositions + -ing and adjective + infinitive with to in the text in

… Read Liam’s letter again. Which information in the Look at Content box is not in the

letter? Plan a thank-you letter to someone in your family. Use the list in the Look at

Content box and make notes. Write your letter. Use your notes from … and the language below to help you.



Reading the sentences and contents to write a thank you letter. Revise and correct Spanish speakers' typical mistakes: a) the past of to be born is

was born and not born; b) do not confuse life (noun) with live (verb): social life. Doing competitions (Be curious), word spelling game (The Spelling game) and

vocabulary crossword. Doing oral and written self-correction exercises. Completing grammar rules.


Knowledge of features of life in other places and countries: in the Australian Outback, in South Africa…

Valuing the importance of thanking other people. Respecting opinions other people have in oral exchanges and group

debates. Finding out about the importance of recycling and protecting the environment. Valuing effort as a way of improving progress in life. Valuing voluntary work. Respecting other people's preferences about experiences, plans and activities. Recognising formal and informal language: adolescents' language, a thank you

letter to a relative… Valuing the real importance of speaking other languages, in particular English.


2 Competences




Listen to a girl talking about the idea of taking a sabbatical year.Listen to a conversation between two girls about sabbatical years.


Listen to an article about activities which can be done during a sabbatical year in South Africa.Listen to a conversation between adolescents talking about what they are going to do when they leave school.Listen to the conversation between two people talking about a survey.


Listen to and understand an article about life in the Outback in Australia.Listen to and understand an interview with an environmental scientist.Watch four videos: 7.1: information about an American girl who has her classes at home; 7.2: a girl talks about where to spend her sabbatical year; 7.3: adolescents saying what they are going to do when they leave school; 7.4: information about building an ecological art centre.


Identify and pronounce vocabulary: events in life and packaging and materials.Recognising and pronounce the letter i.

TALK / CONVERSE


Presentation to the class about interesting experiences, projects and jobs for another person's sabbatical year.Explaining to the class the places, projects and jobs they have found about volunteer work.


Oral interaction in pairs about planning your own sabbatical year. Oral interaction about recycling.Debate about the positive and negative things about living in the Outback, Australia.Oral interaction in pairs about volunteer projects.



Exchanging information in pairs about Mark's plans for the week.Oral interaction in pairs expressing agreement and disagreement.Exchanging information in pairs talking about the alternative to plastic bags and what they do to take care of the environment.


Oral interaction in pairs about their parents' lives and what they find in common in those lives.Exchanging information about your plans for the future using be going to.Oral interaction in pairs about volunteer projects.

READING


Correctly interpreting sentences about activities or exercises.Understanding suggestions. Understanding and taking in sentences and contents for writing a text: a thank you letter to a relative.Understanding the reference sections given in the activities.


Understanding extra information marked as Fact.Understanding written descriptions about the best and worst things about going to school.Understanding a text about two people's lives and how it is improving.


Understanding a thank you letter.


Understanding the reference sections given in the activities.


Understanding information in Internet about other experiences in a sabbatical year. Understanding information about ecological buildings in your own country.Understanding an interview with an environmental scientist.


Understanding an article about life in the Outback, Australia. Understanding an article about activities which can be done during a sabbatical year in South Africa.


WRITING


Completing sentences and/or a text using be going to or will.Writing sentences about plans for the future.Writing sentences about plans with friends and family this weekend.Writing sentences about what they are going to do and not next holidays.Writing sentences about plans for the weekend.Completing sentences with the verb in -ing or in infinitive with to.


Planning and writing short notes about their own sabbatical year describing places, activities, etc.Writing a thank you letter.Writing an e-mail thanking a friend or a relative.


Short description of the best and worst things about going to school.Writing their own opinions about which life story they have found most surprising from the two read.



Putting things in the sentence following syntactic criteria.


Doing a diagram with the steps for making plastic bags.


Doing crosswords.


Valuing the importance of recycling and protecting the environment.Doing volunteer projects in natural surroundings in South Africa.Knowledge of ecological buildings in your own country.


Knowledge of marine biologists' and South African jungle conservationists' work.


Looking for and gathering information about experiences during a sabbatical year, about ecological buildings in your country, about volunteer projects, etc.


Using the digital board.

Studying and practising English on digital Download the AR (Augmented Reality App)


devices. onto a mobile or a tablet to carry out interactive activities.


Writing e-mails




Expressing individual preferences and respecting other people's preferences.Respecting opinions other people have about having classes at home, living in the Australian Outback, about surprising life stories….Using expressions to give opinions and talk about them.


Give advice.Expressing agreement and disagreement.


Finding out about life in the Australian Outback , life in places in South Africa where different volunteer projects are carried out in the environment and with children.


Making posters and using graphic material, photos and maps.


Knowledge of life in the Australian Outback


Awareness of the existence of other ways to have sabbatical years abroad: carrying out very diverse volunteer work in very varied surroundings.


Do the exercises in the Workbook individually.Do the homework individually (looking for and compiling information).Taking in and using expressions learned for writing a thank you letter.






Look further into the Grammar Reference and make progress in the general use of


what has been learned.






Using the sentences given for writing a letter and a thank you e-mail and for writing conversations.


Using knowledge acquired for taking the right decisions for taking care of the environment and being more ecological.

3 Social awareness.



Accept opinions and preferences other people have: about good and bad things at school, progress in people's lives, about ways of life in other countries, volunteer work, ways of looking after the environment and the need to recycle.

Showing an interest and give constructive criticism about jobs (gathering information, presentations, role plays…) done by classmates.

Education about health

Respecting the environment as the basis for leading a healthy, balanced life. Recycling materials to make better use of natural resources and avoid them

running out as they are indispensable for life.




Biology and Geology: a plastic bag's life cycle.



Naming, recognising and presenting vocabulary connected with events in life. Finding out about and using names of packaging and materials. Make proper use of be going to, differentiate between will and be going to and

know how to use the Simple present and the Present continuous to talk about the future.

Finding out about and using basic social, cultural and linguistic features such as the cultural differences in life in other English-speaking countries, the importance of thanking other people, respecting other people's opinions and preferences, the importance of recycling materials and looking after the environment, recognising efforts to improve life and the importance of volunteer work.

Producing short, comprehensible oral texts giving, requesting or exchanging information: about Mark's plans for the week, for expressing agreement and disagreement, about the alternative to plastic bags and ways of taking care of the environment, about their parents' lives, about your plans for the future using be going to, about volunteer projects, about planning your own sabbatical year, about recycling, about the positive and negative things about living in the Australian Outback and about volunteer projects

Understanding the main idea and specific information from oral messages: a girl talking about the idea of taking a sabbatical year, a conversation between two girls about sabbatical years, an article about activities which can be done during a sabbatical year in South Africa, a conversation between adolescents talking about what they are going to do when they leave school, a conversation between two people talking about a survey, an article about life in the Australian Outback, an interview with an environmental scientist and four videos.

Understanding the general information and getting the gist of different types of written texts: an article about life in the Australian Outback, an article about activities which can be done during a sabbatical year in South Africa, descriptions about the best and worst things about going to school, a text about two people's lives and how their lives are improving, information from the Internet about other experiences from a sabbatical year, information about ecological buildings in your own country, an interview with an environmental scientist, a thank you letter and e-mail.

Writing short, simple texts with clear structures: completing sentences and/or a text using be going to or will, writing sentences about plans for the future, about plans with friends and family this weekend, about what they are going to do and not next holidays, about plans for the weekend. Completing sentences putting the verb in -ing or in the infinitive with to, planning and writing short notes about your own sabbatical year describing places, activities, etc., writing a thank you letter, writing an e-mail thanking a friend or a relative, a short description of the best and worst things about going to school, description of their own opinions about which life story they have found most surprising from the two read.


CLIL: using ideas in English in Biology and Geology.




Recognising and presenting vocabulary connected with the existence of life and with packaging and materials.

Recognise and use a limited repertoire of frequently used vocabulary: events in life and packaging and materials.

LC SCS

Practise using be going to,will and be going to: differences and uses.Present continuous and present simple to talk about the future.

Using expressions to give opinions and debate (express agreement and disagreement). Giving suggestions.

Recognising Spanish-speakers' typical mistakes when learning de English.


Distinguishing between and using usual communication functions: giving opinions and stating agreement and disagreement about having classes at home, about going to school, about another person's life story, giving advice and writing thank you letters and e-mails.


LC CD

SCS LL

Practise pronouncing events in life and packaging and materials.

Recognise and pronounce the letter i correctly.


LC

Listening to a girl talking about the idea of taking a sabbatical year, a conversation between two girls about sabbatical years, an article about the activities which can be done during a sabbatical year in South Africa, a conversation between adolescents talking about what they are going to do when they leave school, a conversation between two people talking about a survey, an article about life in the Australian Outback, an interview with an environmental scientist and four videos.


LC SCS

MSCT


Reading an article about life in the Australian Outback, an article about activities which can be done during a sabbatical year in South Africa, the best and worst things about going to school, a text about two people's lives and how their lives are improving, information from the Internet about other experiences during a sabbatical year, information about ecological buildings in your own country, an interview with an environmental scientist, a thank you letter and e-mail.

Debate with classmates about cultural differences with other countries, the importance of thanking, the need to recycle and take care of the environment, efforts to improve life and recognising volunteer work.

Finding out about and using basic social, cultural and linguistic features such as the cultural differences in life in other English-speaking countries, the importance of thanking other people, respecting other people's opinions and preferences, the importance of recycling materials and looking after the environment, recognising efforts to improve life, and the importance of volunteer work.

LC SCS

Giving information about Mark's plans for the week, for expressing agreement and disagreement, about the alternative to plastic bags and ways of taking care of the environment, about their parents' lives, about your plans for the future using be going to, about volunteer projects, about planning your own sabbatical year, about recycling, about the positive and negative things about living in the Australian Outback and about volunteer projects.


LC SCS

Writing sentences about plans for the future, about plans with friends and family this weekend, about what they are going to do and not next holidays, about plans for the weekend, planning and writing short notes about your own


LC LL

SCS SIE


sabbatical year describing places, activities, etc., writing a thank you letter, writing an e-mail thanking a friend or a relative, a short description of the best and worst things about going to school and a description of their own opinions about which life story they have found most surprising from the two read.


UNIT 8 DANGER! DANGER!

1 Contents


Listen to and understand the story of a man who has had many accidents during his life.

Listening to and understanding an article about danger at home. Listening to and understanding a conversation in which a girl talks with a friend

about sports. Listening to and understanding an article about dangerous animals. Listen to and understand a conversation about accidents. Listen to and understand information given by a technology teacher about food. Listening to and understanding four videos: 8.1: an investigation about whether

loud music harms hearing; 8.2: information about a company which hunts snakes in Australia; 8.3: adolescents saying if they have ever had an accident; 8.4: the story of an outbreak of E. coli in Colorado, USA.

Listen to and understand an article about illnesses caused by food.


Oral interaction in pairs talking about the last time that a relative had an accident or got hurt.

Oral interaction in pairs asking and answering questions about accidents at home. Oral interaction in pairs about accidents which can happen at home. Debate as a group about usual accidents at home. Oral interaction in pairs about dangerous animals in your own country and whether

you have ever had a bad experience with animals. Oral interaction in pairs about information gathered about medical myths and how

they arose. Oral interaction in pairs about whether they have ever injured any part of their

bodies. Exchanging information in pairs about how the body works while doing something

physiological (yawning, sneezing, hiccuping…). Oral interaction in pairs using the Present perfect to talk about things they have

done and have not done in life. Oral interaction in pairs in which they ask and answer about their experiences. Oral interaction in pairs in asking and answering questions using used to. Oral interaction in pairs practising how to show compassion in a conversation about

accidents. Exchanging information about bacteria and infections which are transmitted from

person to person.


Reading and understanding the story of a man who has multiple accidents. Listening to and understanding an article about danger at home. Reading and gathering information about medical myths and how they started.


Reading and gathering information about how the body works during a physiological act (yawning, sneezing, hiccuping…).

Listening to and understanding a guide about dangerous animals in Australia. Listening to and understanding an article about a city in Canada and what they are

trying to do to protect polar bears. Reading and gathering information about one of the most dangerous animals in the

world: food, habitat, customs… Listening to and understanding e-mails to apologise for not going to an event. Listening to and understanding an article about illnesses caused by food. Reading and gathering information about how to avoid infection from E. coli.


Completing sentences about experiences using the Present perfect. Writing questions and answers with Present perfect about what you have done on

some occasion. Writing sentences about an acquaintance who has many accidents and about

accidents or injuries you or friends have. Writing and completing sentences using the simple present or used to, as suits. Writing sentences about yourself or friends talking about experiences and using the

Present perfect. Writing sentences about what you used to do when you were small. Describing three rules for what to do if you come across a polar bear. Writing e-mails to apologise not being able to go to an event. Gathering information on the Internet and writing a summary about the outbreak of

E. coli.



Using expressions to show compassion: Oh dear! / Oh no! / I’m sorry to hear that / How did that happen? / What a shame! / That’s awful! Yes, it sounds like it!

Describing personal information: things you have done in life and those you have not, accidents which can happen at home, accidents you have had, things you used to do at primary school…

Describing dangerous animals. Writing an e-mail a friend to apologise and why you cannot go to an event you have

been invited to.

Vocabulary:

Accidents and injuries: hurt your back / bang your head / cut your finger / slip on ice / break your leg / trip over the dog / trap your fingers / crash your car / fall off your bike / burn your hand.

Parts of the body: elbow / ankle / shoulder / neck / knee / wrist / back / chest.


Present perfect: affirmative and negative. Present perfect: interrogative. Used to.



Recognising, comparing and pronouncing the sounds /Ʌ / y /U/. Common spelling mistakes. Recognising and pronouncing vocabulary connected with accidents, injuries and

parts of the body.

Classroom language:

Look at the pictures of accidents and injuries and match them with the sentences in the box.

Listen, check and repeat. Complete the sentences with accident and injury words from … Sometimes you

need to change the form of the verb. Work with a partner. Look at the accidents and injuries in Exercise 1. When was the

last time these things happened to you or a member of your family. / Answer the questions. / Read your sentences in … Can your partner guess which sentences are false? / Have you ever injured the parts of the body in …? How? / Ask and answer the questions in Exercise… / Ask and answer the questions with used to. / Watch the teenagers answering the question ‘Have you ever had an accident?’ Answer the question for you. / Practise the conversation in…

Look at the photos in the article. What accidents and injuries can happen with these things?

Read and listen to the text. Check your ideas in… Read the text again. Are these sentences true or false? Correct the false

sentences. Look at the tables. Find the past participle in the sentences and write the infinitive

form of the verb. Then check on … Are the sentences true for you? Compare with a partner. Complete the text with the present perfect form of the verbs in brackets. Listen and

check. Practise the conversation in … with a partner. Write five sentences about what you have and haven’t done in your life. Two of the

sentences must be false. Look at the photo of the man. Why do you think he’s famous? Listen to an article about Mick Wilary’s life and check your ideas in … Look at the picture and match the parts of the body with the words in the box.

Which body part is missing? Listen, check and repeat. Look at the tables. Choose the correct options. Write questions with the present perfect. Complete the sentences with the verbs in brackets. Use used to or the present

simple. Look at the photos of the animals and answer the questions. Read and listen to the text. Check your ideas in … Read the article again and answer the questions. Theo and Ben are talking about accidents. Listen and complete the conversation

with the words in the box. Listen and repeat the sentences in the Functions box. Translate them into your


own. Practise the conversation with a partner.


Look at the photo and read the email. What event is Ted planning? Why can’t Gemma go?

Correct the wrongly spelt words in bold in the text in … Complete the sentences with word from … Read Gemma’s email again. Make notes on the things in the Look at Content box. Plan an email of apology to a friend explaining why you can’t go to an event. Use

the list in the Look at Content box and make notes. Writing your e-mail. Use your notes from… and the language below to help you.



Reading the sentences and contents for writing an e-mail of apology and explain not going to an event.

Revise and correct Spanish speakers' typical mistakes: a) do not confuse fell, the simple past of fall, with felt, the simple past of feel; b) slip has a double p in the simple past, slipped (end consonants double up in the following combination: consonant + vowel + consonant).

Doing competitions (Be curious), spelling game (The Spelling game), grammar game (Correct the sentence) and vocabulary crossword.



Awareness of the importance of avoiding getting hurt and accidents at home. Knowledge of the potential danger involved in being in contact with certain animals. Knowledge of how the body works during physiological acts (yawning, sneezing,

hiccuping…). Knowledge of the possibility of catching illnesses and infections through food and

contact with other people. Valuing the importance of eating healthily.


2 Competences




Listen to the story of a man who has had many accidents during his life.


Listen to an article about dangers at home.Listen to a conversation with a girl talking with a friend about sports.Listen to an article about dangerous animals.Listen to a conversation about accidents.


Listen to information given by a technology teacher about food.Watch four videos: 8.1: an investigation about whether loud music harms hearing; 8.2: information about a company which hunts snakes in Australia; 8.3: adolescents saying if they have ever had an accident; 8.4: the story of an outbreak of E. coli in Colorado, USA.Listen to an article about illnesses caused by food.


Identifying and pronouncing the sounds correctly: /Ʌ / y /U/.

TALK / CONVERSE


Presentation to the class about information about one of the most dangerous animals in the world: food, habitat, customs…


Oral interaction in pairs talking about the last time that a relative had an accident or got hurt.Oral interaction in pairs asking and answering questions about accidents at home. Oral interaction in pairs talking about accidents at home which can happen.Debate as a group about usual accidents at home.


Oral interaction in pairs about dangerous animals in your own country and whether you have ever had a bad experience with animals.


Oral interaction in pairs about information gathered about medical myths and how they arose. Oral interaction in pairs about whether have ever injured any part of their bodies.Exchanging information in pairs about how the body works while doing something physiological (yawning, sneezing, hiccuping…). Oral interaction in pairs in which they ask and answer about their experiences.


Oral interaction in pairs using the Present perfect to talk about things they have done and have not done in life. Oral interaction in pairs in asking and answering questions using used to.Oral interaction in pairs practising how to show compassion in a conversation about accidents. Exchanging information about bacteria and infections which are transmitted from person to person.

READING


Correctly interpreting sentences about activities or exercises.Taking in the sentences and contents for writing a text: writing an e-mail to apologise not being able to go to an event.Understanding a guide about dangerous animals in Australia.


Understanding extra information marked as Fact. Understanding an article about a city in Canada and what they are trying to do to protect polar bears.Gathering and understanding information about one of the most dangerous animals in the world: food, habitat, customs…


Understanding e-mails to apologise for not going to an event.


Understanding the reference sections given in the activities.


Understanding the story of a man who has multiple accidents.Understanding an article about dangers at home.Gathering and understanding information about medical myths and how they started.Gathering and understanding information about how the body works during a physiological act (yawning, sneezing, hiccuping…).



Understanding an article about illnesses caused by food.Gathering and understanding information about how to avoid infection from E. coli.

WRITING


Completing sentences about experiences using the Present perfect.Writing questions and answers with Present perfect about what you have done on some occasion.Writing sentences about an acquaintance who has many accidents and about accidents or injuries you or friends have.Writing and completing sentences using the simple present or used to, as suits.


Writing sentences about yourself or friends talking about experiences and using the Present perfect.Writing sentences about what you used to do when you were small.


Describing three rules about what you must do if you come across a polar bear.Writing e-mails to apologise not being able to go to an event.


Gathering information in Internet and writing a summary about the outbreak of E. Coli.

Mathematical competences and basic science and technology competences.Putting in order and classifying data following criteria.

Putting the steps or stages of a physiological act in order (yawning, sneezing, hiccuping…).Placing things in a sentence following syntactic criteria.


Doing a for learning vocabulary, grammar game (Correct the sentence) and vocabulary game (Expand the sentence)


Show respect towards the animal world and understand how dangerous some animals are.

Valuing and following healthy habits. Preventing accidents at home and while playing sports.Knowledge of infections caused by food and preventing them.


Understanding the problems involved with animals (polar bears in Canada, dangerous animals in Australia).


Knowledge of food security processes.



Gathering information about medical myths and how they started.Gathering information about how the body works during a physiological act (yawning, sneezing, hiccuping…).Gathering information about some of the most dangerous animals in the world.Gathering and understanding information about how to avoid infection from E. coli.


Presentation to the class about information about one of the most dangerous animals in the world: food, habitat, customs…


Download the AR (Augmented Reality App) onto a mobile or a tablet to carry out interactive activities.Using la the digital board.


Reading e-mails to friends apologising for not being able to go to events.




Respecting experiences which other people talk about, the description of their injuries, accidents and illnesses showing interest and empathy.


Information about personal experiences, injuries, accidents and food illnesses.


Knowledge of problems connected with polar bears in a town in Canada and dangerous animals in Australia.


Comparing dangerous animals de Australia with those in your own country.


Knowledge of interrelation between polar bears and humans in a town in Canada.


Do the exercises in the Workbook individually.Do the homework individually (looking for


and compiling information, using visual material…).Taking in and following expressions learned for writing e-mails of apology about not being able to go to events.




Take an interest in doing the Review sections.


Look further into the Grammar Reference and progress in general learning.


Doing work individually on the tasks set.




Using the sentences given for writing e-mails to a friend.


Responsibility for the consequences which not following advice about avoiding accidents at home, accidents with dangerous animals and food infections can cause.

3 Social awareness.



Accept opinions and preferences other people have: about accidents, experiences, medical myths…

Showing an interest and give constructive criticism about which jobs classmates do. Recognising our moral implication in saving the planet for future generations. Have a responsible attitude towards ourselves and others keeping basic hygiene

and prevention rules to avoid infection and catching illnesses.


Showing an interest in environmental problems and possible actions (particularly individual ones) which can be taken to solve them.





Biology and Geology: illnesses transmitted by food.


Naming, recognising and presenting vocabulary connected with accidents and injuries and with parts of the body.

Making proper use of Present perfect: affirmative, negative and interrogative for talking and asking about experiences. Using and recognising used to,

Use correct pronunciation and intonation: sounds /Ʌ / y /U/. Finding out about and using basic social, cultural and linguistic features such as the

importance of avoiding getting hurt and accidents at home, the potential danger involved in being in contact with certain animals, how the body works during physiological acts (yawning, sneezing, hiccuping…), the possibility of catching illnesses and infections from food and contact with other people, valuing the importance of eating healthily.

Producing short, comprehensible oral texts giving, requesting or exchanging information: about the last time that a relative had an accident or got hurt, about accidents at home, about dangerous animals in your own country and whether you have ever had a bad experience with animals, about medical myths and how they arose, about whether they have ever injured any part of their bodies, about how the body works while doing something physiological (yawning, sneezing, hiccuping…), about experiences using the Present perfect, about habitual actions in the past using used to, about how to show compassion in a conversation about accidents and about bacteria and infections which are transmitted from person to person.

Understanding the main idea and specific information from oral messages: the story of a man who has had many accidents during his life, an article about dangers at home, a conversation with a girl talking with a friend about sports, an article about dangerous animals, a conversation about accidents, information given by a technology teacher about food, an article about illnesses caused by food and four videos.

Understanding the general information and getting the gist of different types of written texts: the story of a man who has multiple accidents, an article about dangers at home, information about medical myths and how they started, information about how the body works during a physiological act (yawning, sneezing, hiccuping…), a guide about dangerous animals in Australia, an article about a city in Canada and what they are trying to do to protect polar bears, information about one of the most dangerous animals in the world: food, habitat, customs…, e-mails to apologise for not going to an event, an article about illnesses caused by food, information about how to avoid infection from E. coli.

Writing short, simple texts with clear structures: completing sentences about experiences using the Present perfect, writing questions and answers with Present perfect about what you have done on some occasion, writing sentences about an acquaintance who has many accidents and about accidents or injuries you or friends have, writing and completing sentences using the simple present or used to, as suits, writing real sentences about yourself or friends talking about experiences and using the Present perfect, writing sentences about what you used to do when you were small, descriptions of three rules for what to do if you come across a polar bear, writing e-mails to apologise or not being able to go to an event,


gathering information on the Internet and writing a summary about the outbreak of E. coli.


CLIL: using ideas in English in Biology and Geology.



Recognising and presenting vocabulary connected with accidents and injuries and parts of the body

Recognise and use common vocabulary orally and in writing about different parts of the body.

LC SCS

MSCT

Practising using and forming expressions with Present perfect: affirmative, negative and interrogative.Practise how to use and form used to.

Use expressions to show compassion, describe personal information and about dangerous animals, and write an e-mail to apologise.



Distinguish and carry out habitual communication functions: showing compassion. Describing personal information. Describing dangerous animals. Writing an e-mail to apologise and explain why you cannot go to an event


LC CD

SCS LL

Practise pronouncing the sounds /Ʌ / y /U/.

Recognise and pronounce and write the sounds /Ʌ / y /U/.


LC

Listening to the story of a man who has had many accidents during his life, an article about dangers at home, a conversation with a girl talking with a friend about sports, an article about dangerous animals, a conversation about accidents, information given by a


LC CD

SCS MSCT


technology about teacher food, an article about illnesses caused by food and four videos.

Reading the story of a man who has multiple accidents, an article about dangers at home, information about medical myths and how they started, information about how the body works during a physiological act (yawning, sneezing, hiccuping…), a guide about dangerous animals in Australia, an article about a city in Canada and what they are trying to do to protect polar bears, information about one of the most dangerous animals in the world, e-mails to apologise for not going to an event, an article about illnesses caused by food, information about how to avoid infection from E. coli.

Debate with classmates the importance of avoiding getting hurt and accidents at home, the potential danger involved in being in contact with certain animals, how the body works during physiological acts, the possibility of catching illnesses and infections from food and because of contact with other people.

Finding out about and using basic social, cultural and linguistic features such as the importance of avoiding getting hurt and accidents at home, the potential danger involved in being in contact with certain animals, how the body works during making physiological acts, the possibility of catching illnesses and infections from food and contact with other people.

LC SCS

MSCTSIE

Giving information about the last time that a relative had an accident or got hurt, about accidents at home, about dangerous animals in your own country and whether you have ever had a bad experience with animals, about medical myths and how they arose, about whether they have ever injured any part of their bodies, about how the body works while doing something physiological (yawning, sneezing, hiccuping…), about experiences using the Present perfect, about


LC SCS

MSCT


habitual actions in the past using used to, about how to show compassion in a conversation about accidents and about bacteria and infections which are transmitted from person to person.

Preparing to write information about experiences using the Present perfect, about what you have done on some occasion, about an acquaintance who has many accidents, about accidents or injuries you or friends have, about yourself or friends talking about experiences and using the Present perfect, about what you used to do when you were small, about how to behave if you come across a polar bear, to apologise not being able to go to an event and about the outbreak of E. coli.


LC CDLL

SCS SIE

MSCT


UNIT 9 HAVE FUN!

1 Contents


Listen to and understand an article about things which can be done on a sunny holiday day in London.

Listening to and understanding videos: 9.1. A route around the restaurants and delicatessen in New York. 2.2: Pumpkin throwing competition in the USA. 4.3. Various adolescents talking about how they celebrate their birthdays. 9.4. Describing how rain water is collected in India during the monsoon.

Listening to and understanding an article about Edinburgh. Listen to and understand a conversation about a birthday celebration. Listen to and understand the conversation between Mark and Karla about a joke. Listening to and understanding an article about April Fool’s Day. Listen to and understand a conversation between Liam and Molly planning a

birthday. Listen to and understand a text about functional areas in cities.


Oral interaction in pairs for exchanging information about celebrations you have taken part in recently.

Conversation with a classmate about what you like to do most on a sunny holiday day.

Students share information with classmates about a famous restaurant in your country.

Oral interaction in pairs for exchanging information about places and people in your city.

Exchanging information about activities during a weekend in New York. Exchanging information about what makes them feel stressed, bored, moved, etc. Exchanging ideas with a classmate about the reasons why people learn languages,

play sports and travel. Exchanging experiences by pulling people's legs. Students share information with classmates about unusual parties connected with

food. Presenting ideas about an invented party. Oral interaction for making suggestions and replying to them. Oral practice in pairs about the functional areas of your city. Sharing knowledge about the monsoon in India. Exchanging ideas about how to save or recycle water at home.


Listening to and understanding a text about things which can be done on a sunny holiday day in London.

Reading and gathering information about what to do in New York during a weekend.


Reading and gathering information about a famous restaurant in our country. Reading and understanding an article about Edinburgh Reading and gathering information about the monsoon in India. Listening to and understanding a questionnaire about special occasions. Listening to and understanding a text about functional areas in cities. Listening to and understanding a text about fun around the world. Listening to and understanding an e-mail from a girl. Listening to and understanding an article about April Fool’s Day. Reading and taking in sentences and contents for writing a text: an e-mail. Listening to and understanding information about unusual parties connected with

food. Reading the reference sections given in the activities. Reading and understanding extra information marked as Fact.


Production of sentences about things that people generally do to celebrate special occasions.

Completing sentences and texts using one and ones. Completing rules and sentences using indefinite pronouns. Production of sentences about the class, school and the city using indefinite

pronouns. Completing sentences and texts using adjectives about feelings. Completing rules and sentences using reflexive pronouns. Production of sentences with the infinitive for expressing intentions. Writing sentences about activities for the weekend. Preparing ideas about planning your own party. Writing sentences about attraction parks in the country. Putting in order the points to include in an e-mail with an invitation. Writing an e-mail inviting a friend to a special occasion. Writing information gathered about the monsoon in India. Think of reasons and ways to save and recycle water at home.



Suggesting and replying: What shall we do …? / What about (going) …? / I’d rather … / How about (going) …? / Shall we …? / OK, why not? / That’s a great idea! / Let’s go …

Explaining the activities you like on holiday days. Explaining feelings using different adjectives. Expressing purpose.

Vocabulary:

Vocabulary connected with special occasions: Christmas Day, Easter Day, Halloween, Mother’s/father’s Day New Year’s Eve Valentine’s Day birthday a (public) holiday, wedding, a day out.

Adjectives about feelings: stressed, bored, excited, tired, embarrassed, scared, sad, nervous, angry.



Using one and ones. Indefinite pronouns. Reflexive pronouns. Using the infinitive to express intentions.


Recognising, contrasting and the correct pronunciation stress for contrasting things.

Classroom language:

Match the words with the photos. Listen, check and repeat. Look at the pictures of special occasions and match…. Work with a partner. Answer the questions. / Think of … / Think of reasons why

people … Read and listen to…do the quiz on special occasions. Look at the photos. Which

idea do you think is the best for a birthday party? Look at the pictures and match them with the adjectives in the box. Complete the rule in the grammar table. Match the sentences halves. Check the meaning of these words from the text in a dictionary. Choose the correct options. Write four more sentences with the infinitive of purpose. Complete the text with the words. Read the text again. Are these sentences true or false? Correct the false

sentences. Look at the table above. Complete the dialogue(s) with … Listen and write the sentences. Find examples of… Complete the sentences for you. Then compare with a partner. Find out about…… Compare your ideas with a partner. Complete the rule in the grammar box. Circle the correct words in the grammar table. Listen again. Are these sentences true or false? Check the meaning of these words from the box in a dictionary. Find eight more adjectives of feeling in the wordsquare. Translate the sentences into your language. Read the text about different amusement parks. Which do you like best? Write at least five sentences in your note book. Practise the conversation with a partner. Complete the email with the words in the box. Writing your e-mail. Use your notes from… and the language below to help you. Can you say YES to these questions?


Reading the sentences and contents for writing an e-mail with an invitation. Revise and correct Spanish speakers' typical mistakes: a) do not confuse wedding

(the ceremony) with marriage (the institution); b) you say We put everything in the car and not They put all in the car; c) you say We’re having a party and not We’re making a party.




Knowledge of different festivities and festive activities in different places around the world.

Knowledge of restaurants in New York and in your city. Knowledge of leisure offer in Edinburgh and New York. Investigation about fiestas connected with food in different parts of the world. Knowledge of the functional areas of the city. Ways of saving and recycling water at home. Knowledge about the monsoon in India.

2 Competences




Listening to and repeating vocabulary connected with special occasions.Listen to a revise the pronunciation of stress for contrast.Listen to and understand a conversation about a birthday celebration.Listen to and understand the conversation between Mark and Karla about a joke.Listen to and understand a conversation between Liam and Molly planning a birthday.


Listen to and understand articles about: things which can be done on a sunny holiday day in London; April Fool’s Day;Edinburgh;Listen to and understand a text about functional areas in cities.


Watch four videos: 9.1. A route around the restaurants and delicatessen in New York. 9.2. Pumpkin throwing competition in the USA. 9.3. Various adolescents talking about how they celebrate their birthdays. 9.4. Describing how rain water is collected in la India during the monsoon.


Recognising stress for contrast.


TALK / CONVERSE


Students share information with classmates about a famous restaurant in your country.Presenting ideas about an invented party.Sharing knowledge about the monsoon in India.


Oral interaction in pairs for exchanging information about celebrations you have taken part in recently.Conversation with a classmate about what you like to do most on a sunny holiday day.Oral interaction in pairs for exchanging information about places and people in your city.Oral interaction for making suggestions and replying to them


Exchanging information about activities during a weekend in New York.Exchanging experiences by pulling people's legs.Exchanging information about what makes them feel stressed, bored, moved, etc.


Students share information with classmates about unusual parties connected with food; about the functional areas of your city and about how to save or recycle water at home.

READING


Listening to and understanding a text about things which can be done on a sunny holiday day in London; the sentences and contents for writing an e-mail inviting a friend to a special celebration.


Reading a questionnaire about special occasions.Reading information on the Internet about what to do in New York during a weekend.Reading Sara's mail.


Reading information on the Internet and other media about a famous restaurant in your country.Reading information from an article about Edinburgh.


Reading the reference sections given in the activities.Understanding extra information marked as Fact.


Listening to and understanding a text about fun around the world.Listening to and understanding a text about functional areas in cities.


Reading on the Internet for information about the monsoon in India


Looking for information on the Internet about unusual parties connected with food. Listening to and understanding an article about April Fool’s Day.

WRITING


Completing sentences and texts using one and ones.Completing rules and sentences using indefinite pronouns.Production of sentences about the class, school and the city using indefinite pronouns.Completing sentences and texts using adjectives about feelings.Completing rules and sentences using reflexive pronouns.Production of sentences with the infinitive for expressing intentions.Writing sentences about activities for the weekend.Putting in order the points to include in an e-mail with an invitation


Preparing ideas about planning your own party.

Taking notes for writing an e-mail with an invitation for a friend to a special occasion.


Writing an e-mail inviting a friend to a special occasion.Production of sentences about the things which people generally do to celebrate special occasions.Writing sentences about attraction parks in the country.


Writing information gathered about the monsoon in India.Think of reasons and ways to save and recycle water at home.



Be curious competition to find information.Point at the correct answers in a quiz about special occasions.Find eight adjectives about feelings on a crossword.


Talk about how to recycle and save water at home.

Digital competencesObtaining information from the Internet for Look for information for planning a weekend


carrying out tasks in English. in New York.Look for information about the monsoon in India.Look for information about a famous restaurant in your city.Look for information about unusual parties connected with food.


Students present the result of their searches on the Internet about the monsoon in India, about a famous restaurant in your city, about a weekend in New York, about a fun party they have invented.


Be curious competition to find information




Expressing individual preferences and respecting other people's preferences.Using communication reinforcers.



Finding out about British people's superstitions.


Knowledge of what can be done in London on a sunny holiday day.Route around the restaurants and delicatesen in New York.Going around the festivals and celebrations of Edinburgh.Pumpkin throwing party in the USA: Punkin Chunkin.Celebrating April Fool’s Day.


Individually do the exercises from the Workbook.Do the homework individually (looking for and compiling information, making a poster…).Taking in and using expressions learned for writing an e-mail with an invitation.













Using sentences given for writing personal e-mails.

3 Social awareness.



Accepting other people's tastes and preferences (favourite things). Showing an interest and give constructive criticism about work (posters,

presentations…) done by classmates.


Respecting and value boys' and girls' tastes and preferences (favourite things) equally.


Respecting all people and specifically classmates with regardless of their nationality or cultural origin; recognising, furthermore, that a multicultural society can be richer in social terms.




Historical Geography: learning about the functional areas of a city and the monsoon in India.


Naming, recognising and presenting vocabulary connected with special occasions and adjectives about feelings.


Make proper use of one and ones, indefinite pronouns, reflexive pronouns and the infinitive for expressing intentions.

Using correct pronunciation and intonation: stress for contrast. Finding out about and using basic social, cultural and linguistic features such as

different festivities and festive activities in different places around the world; restaurants in New York and in your city; leisure offer in Edinburgh and New York; the functional areas of the city and ways to save and recycle water at home.

Understanding the main idea and specific information from oral messages: an article about things which can be done on a sunny holiday day in London, an article about Edinburgh, a conversation about a birthday celebration, another between Mark and Karla about a joke and another between Liam and Molly planning a birthday, an article about April Fool’s Day, a text about functional areas in cities and four videos.

Producing short, comprehensible oral texts giving, requesting or exchanging information: information about celebrations you have taken part in recently, opinions about what you like to do most on a sunny holiday day, comments about places and people in our city and about a famous restaurant in our country, information about activities during a weekend in New York, personal information about what you feel when you feel stressed, bored, moved, etc., suggestions about how to save or recycle water at home and ideas about the reasons why people learn languages, play sports and travel.

Understanding the general information and getting the gist of different types of written texts: a text about things which can be done on a sunny holiday day in London, an article about Edinburgh, a questionnaire about special occasions, a text about functional areas in cities and another about fun around the world, a text with information about unusual parties connected with food and an e-mail from a girl.

Writing short, simple texts with clear structures: completing/writing sentences and/or texts using one and ones, indefinite pronouns, reflexive pronouns, the infinitive for expressing intentions and adjectives about feelings, writing sentences about things that people generally do to celebrate special occasions and about attraction parks in our country, ideas about planning your own party, writing an e-mail inviting a friend to a special occasion, writing information about the monsoon in India and writing suggestions for saving and recycling water at home.




Recognising and presenting vocabulary connected.

Recognising and using a limited repertoire of common vocabulary orally and in writing about with computers, phrasal verbs connected with technology and words for sequences.

LC

Practise use and form sentences with one and ones, with indefinite pronouns and reflexives, and with the infinitive for expressing intentions.


LC LL

SCS CCE



Distinguishing between and using usual communication functions: suggesting and replying; saying what you like to do on holiday days; express feelings using different adjectives and express intentions.


Practise pronunciation of stress for contrasts.

Recognising and producing orally and in writing. Using correct pronunciation and intonation of stress for contrasting.

LC LL

Listening to de the conversation about a birthday celebration; between Mark and Karla about a joke; between Liam and Molly planning a birthday.Reading texts about: things which can be done on a sunny holiday day in London; an article about Edinburgh; a text about fun around the world and another about functional areas in cities.

Use the subject, general meaning and main information and ideas from the text in short, simple texts with visual and audio support. LC

SCS MSCTCCE

Debate with classmates about what you like to do most on a sunny holiday day and about reasons for saving and recycling water at home.

Finding out about and using basic socio-cultural and socio-linguistic features. LC

CCE

Exchanging information about activities during a weekend in New York and about what makes them feel stressed, bored, moved, etcExchanging experiences by pulling people's legs.


LC SCS CCE

Developing ideas about planning your own party.Writing an e-mail inviting a friend to a special occasion.


LC LL

SCS SIE


ANNEX - COMPETENCES EVALUATION FORM

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Linguistic communication

LISTEN




Distinguishing sounds, accent, rhythm and intonation in various contexts and identify what they aim to communicate.

TALK / CONVERSE

Give oral presentations, short, rehearsed presentations, and reply to simple questions about them.




READING


Understanding the general meaning and specific details in texts in different formats.






Exce

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WRITING










Valuing and following healthy habits.



Digital competences

Obtaining information from the Internet for carrying out tasks in English.



Using ITC for establishing social relationships.


Exce

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Goo

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Ave

rage

Not

goo

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Social and Civic competences.

Take part in activities pairs and groups with respect and interest.




Cultural awareness and expressions.

Using artistic techniques and items to prepare and give presentations and projects.






Identifying and using different strategies for learning individually.Sense of initiative and entrepreneurial spirit.Using the strategies needed for studying individually.





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