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Smart Planet 4Ben Goldstein & Ceri Jones

4th ESO

Teaching Programme

Smart Planet 4 /4th Year ESO Teaching Programme - 1- © Cambridge University Press 2015

INDEX

1 Teaching 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{ut1

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


8.6 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 which is the standard which will be reached with Smart Planet 4.

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, are the pillar of the 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 developd 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 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 summarised in the Grammar Reference at the end of the book, which gives students a theoretical section for studying or revising during the course or afterwards.

Smart Planet is designed to make it possible to incorporate new grammar concepts gradually, enlarge 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 stimulates students (at the current time and for the continual learning involved in acquiring a second language) and which, we insist, allows students to study for exams such as PET.

1.2 What Smart Planet contributes

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, giving students the chance to show their homework in class and giving students tools for checking 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 only 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, generally, 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. 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 aims to work on writing texts of different styles (eg., essays stating opinions or publicity leaflets). 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, adverbs, etc. Students always start with the model of the type of text to be studied; they analyse it and look at its parts and phrases 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 for the students 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 allows students to study previously seen vocabulary and also present the vocabulary to be studied on the following page. The second text adds the attraction of a more cultural dimension (in fact, the section is titled Reading: Culture). There are also reading texts on the CLIL pages, looking for and reading information is encouraged in activities suggested on the videos in each unit, and teachers can offer other reading material thanks to Cambridge Discovery Education Interactive Readers.

- For 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 Course Components

Smart Planet includes a Student's Book (Student's Book with a DVD-ROM), an Workbook (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 Workbook 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 first cycle of primary education.

- 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. In the first place, the following page (Review) enables students to revise the language contents studied in the previous three units. The following page, the Get it right! page, taken from the Cambridge English Corpus, allows students to revise Spanish speakers' most common mistakes when learning and using English.

- 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 (Grammar reference) and, finally, a page with an irregular verbs table and phonetic symbols.

There are 128 black and white pages in the Workbook which include:


- Another Starter Unit, again with the aim of revising contents from previous years.- 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 or unit there are two pages of revision (Review).

- 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 a revision page on the contents of these three units (Unit review …).

- 20 work pages about grammar (Grammar reference) (Grammar reference) with explanations in Spanish on the left-hand page and practical activities to assimilate properly on the right-hand page.

- Nine pages with specific activities to study vocabulary (Vocabulary extra).- The audio transcriptions.- A vocabulary list (Wordlist) of words used with phonetic transcriptions of each

one.- 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 basic 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 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. Workbook 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 Workbook.


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 Workbook 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 Workbook 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


http://www.cambridgeteacher.es/

http://www.smartplanetapps.es/

learned vocabulary, their knowledge of grammar and other language skills, and can do 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 Workbook 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.

3 Royal Decree 1105/2014 sets the basic curriculum for Compulsory Secondary Education.


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 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 Workbook. 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.

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 developd 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 oral messages, given out loud or using technical means, transactions and daily tasks.

Understanding the gist and specific information from 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 short, well-structured oral presentations and answering questions which can be asked about their presentations.

Take part correctly in daily transactions and tasks.

Take part correctly in daily transactions and tasks providing relevant information.

Expressing yourself correctly in conversations you take part in, using well-defined structures and clear pronunciation.


Read

Identifying relevant information in instructions, warnings or rules.

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

Understanding messages and correspondence, formal and informal, in different formats.

Find specific information in reference and study material.

Understanding the general idea, essential information and relevant ideas in journalistic, literary and fictional texts in different formats.

Valuing reading as a source of pleasure and knowledge.

Write

Using production strategies for writing simple texts.

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

Writing notes, messages, adverts, posts and short, formal and informal correspondence.

Writing texts of different types 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 starting social relationships with students in other countries.

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 Multiple Intelligences

In 1983 US psychologist Howard Gardner developd 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 developd. 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 developd in each unit in Smart Planet, in this way enabling students to be more aware of themselves and the world around them.

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.

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).


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 the Common European Framework of Reference for Languages:

1. Comprehension of oral texts 2. Production of oral texts (expression and interaction) 3. Comprehension of 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 FOURTH year 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.

Knowledge of icons which represent the United Kingdom. Knowledge of young people's fashions or tendencies in the past and identifying

current ones in our country. Knowledge of the story of the use of jeans. Respect for classmates' tastes in clothes and their opinions about young

people's fashions. Knowledge of some features of Chinese tradition at weddings. Recognising that the ability to empathise is essential for living together in

general and in friendships in particular. Knowledge of different teaching methods, specifically the idea of flipped

classroom. Recognition of each classmate's qualities. Recognising that women can have the profession they wish to, regardless of

conventions or history. Interest in finding out about features of the Mongolian festival of Naadam and

the Australian prize Young Australian of the Year. Knowledge of the work environment and achievements of various scientists and

of Archimedes in particular.


Reflection about the age for finishing secondary education and about the need for university education or not before joining the labour market.

Respect for classmates' tastes in connection with food and with cooking as a hobby.

Interest in finding out about different dishes in other countries, and in particular in England and Ireland.

Interest in finding out about the peculiarities of some food which can harm your health.

Taking on appropriate eating habits, especially avoiding junk food. Interest in finding out about technological advances which can help to eradicate

hunger in the world. Avoiding giving women the domestic job of cooking. Respect for classmates' opinions in connection with regards to how to use

alternative therapies and their tastes in connection with physical exercise or other activities for improving health and well-being.

Interest in finding out about health and the health system in the US and compare them with those in our country.

Taking on a self-critical attitude towards our own behaviour in connection with personal health.

Respect for classmates' ideas and opinions in connection with regards to how to use old plastic bottles, with social networks and Internet and with the possibilities for making our homes and schools more efficient in terms of energy.

Critical reflection about the short life and consequently excessive consumption of digital devices.

Taking on responsible behaviour with regards to how to use resources. Compare cultures by finding out about their traditions and/or celebrations. Reflection about the minimum cost of some celebrations. Knowledge of historical events in the US and some some are re-enacted every

year. Respect for classmates' ideas and opinions in connection with the reading and

films. Valuing reading and films as ways of finding out about other realities. Respect for the animal kingdom and becoming aware of the need to protect

species in danger of extinction and animals in general. Being able to face up to difficult situations calmly. Respect for other people's things and for people in general. Critical reflection about rehabilitation for criminals. Taking on responsibilities for irresponsible or criminal behaviour. Valuing lessons learned from failed crimes. The importance of obeying the laws of the countries you visit.

3. Communication functions Describing activities. Expressing ideas and opinions.


Describing personal information: tastes in clothes, the perfect career, enjoying cooking and favourite foods, confidence in how to use alternative therapies, and activities for keeping fit, favourite electronic devices and the biggest lie that has ever been told.

Describing people. Expressing mood (use of feel and find). Empathising and showing concern. Giving instructions. Taking decisions. Making use of expressions used when buying an electronic device, or a mobile

phone, organising a birthday party, offers and requests, and about a problem which was about to happen.

Information from a third person's statements and questions. Describing photos. Requesting clarification and confirmation of information. Refusing to give information. Expressing preferences. Describing products. Expressing preferences about celebrations. Describing celebrations and graduation parties. Writing varied texts: biographies, e-mails, essays stating opinions, leaflets

about physical activities and health courses, an article about illegal downloads, describing celebrations and a text about a problem with a happy end.

4. Syntactic-discursive contents used to and would. Past perfect and past simple. Reflexive pronouns and each other. Present perfect simple and present perfect continuous be going to and present tenses for expressing future. be going to, will and may/might for giving predictions. Future continuous. The first conditional with if, unless, when, and may/might. The second conditional with would, could and might. Modal verbs for expressing possibility and probability. Modal verbs for expressing obligation and lack of obligation. Modal verbs for expressing prohibition. The passive voice: present simple, past simple and will. Pronouns and relative clauses. Forms ending in –ing. Infinitives and gerunds. The third conditional. Must have, can’t have, might/may/could have. Statements in reported speech. Questions in reported speech.


Reported questions.

5. Common oral vocabulary (reception) Vocabulary connected with clothes. Dependent adjectives and prepositions. Vocabulary connected with personal qualities. Phrasal verbs. Vocabulary connected with learning and social relationships. Vocabulary connected with training and qualifications. Vocabulary connected with personal achievements. Verbs connected with cooking. Adjectives which describe pains or illnesses. Health and physical shape. Vocabulary connected with daily objects. Modifiers. Vocabulary connected with celebrations. Descriptive adjectives. Parts of a story. Phrases for connecting ideas. Vocabulary connected with crimes. Verbs which introduce reported speech. Irregular verbs.

6. Sound, accent, rhythm and intonation patterns Pronunciation and recognising the letter u. Mute sounds in the pronunciation of the written letters mb – /m/ and bt -

/t/ (silent b). Pronunciation and recognising the weak forms of to. Pronunciation of sounds for the written letterea (sounds /e/, /i:/ and /eI). Accent in the polysyllabic words. Pronunciation of the written letters cia (sound /ə/). Pronunciation of the suffix –tion. Pronunciation of the written letters ch (sound (/t/). Intonation in reported questions. Accent, rhythm and intonation in short conversations 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.



current ones in our country. Knowledge of the story of the use of jeans. Respect for classmates' tastes in clothes and their opinions about young

people's fashions. Knowledge of some features of Chinese tradition at weddings. Recognising that the ability to empathise is essential for living together in

general and in friendships in particular. Knowledge of different teaching methods, specifically the idea of flipped

classroom. Recognition of each classmate's qualities. Recognising that women can have the profession they wish to, regardless of

conventions or history. Interest in finding out about features of the Mongolian festival of Naadam and

the Australian prize Young Australian of the Year. Knowledge of the work environment and achievements of various scientists and

of Archimedes in particular. Reflection about the age for finishing secondary education and about the need

for university education or not before joining the labour market. Respect for classmates' tastes in connection with food and with cooking as a

hobby.











Taking on responsible behaviour with regards to how to use resources. Compare cultures by finding out about their traditions and/or celebrations. Reflection about the minimum cost of some celebrations. Knowledge of historical events in the US. and how some are re-enacted every

year. Respect for classmates' ideas and opinions in connection with the reading and

films. Valuing the reading and films as ways of finding out about other realities. Respect for the animal kingdom and becoming aware of the need to protect


3. Communication functions Describing activities. Expressing ideas and opinions. Describing personal information: tastes in clothes, the perfect career, enjoying

cooking and favourite foods, confidence in how to use alternative therapies, and activities for keeping fit, favourite electronic devices and the biggest lie that has ever been told.


Describing people. Expressing mood (use of feel and find). Empathising and showing concern. Giving instructions. Taking decisions. Making use of expressions used when buying an electronic device, a mobile




4. Syntactic-discursive contents

used to and would. Past perfect and past simple. Reflexive pronouns and each other. Present perfect simple and present perfect continuous Be going to and present tenses for expressing future. Be going to, will and may/might for giving predictions. Future continuous. The first conditional with if, unless, when, and may/might. The second conditional with would, could and might. Modal verbs for expressing possibility and probability. Modal verbs for expressing obligation and lack of obligation. Modal verbs for expressing prohibition. The passive voice: present simple, past simple and will. Pronouns and relative clauses. Forms ending in –ing. Infinitives and gerunds. The third conditional. Must have, can’t have, might/may/could have. Statements in reported speech. Questions in reported speech. Reported questions.

5. Common oral vocabulary (production)


Vocabulary connected with clothes. Dependent adjectives and prepositions. Vocabulary connected with personal qualities. Phrasal verbs. Vocabulary connected with learning and social relationships. Vocabulary connected with training and qualifications. Vocabulary connected with personal achievements. Verbs connected with cooking. Adjectives which describe pains or illnesses. Health and physical shape. Vocabulary connected with daily objects. Modifiers. Vocabulary connected with celebrations. Descriptive adjectives. Parts of a story. Phrases for connecting ideas. Vocabulary connected with crimes. Verbs which introduce reported speech..

6. Sound, accent, rhythm and intonation patterns Pronunciation and recognising used to. Mute sounds in the pronunciation of the written letters mb – /m/ and bt - /t/

(silent b). Pronunciation and recognising the weak forms of to. Pronunciation of sounds for the written letters (sounds /e/, /i:/ and /eI). Accent in the polysyllabic words. Pronunciation of the written letters cia (sound /ə/). Pronunciation of the suffix –tion. Pronunciation of the written letters ch (sound (/t/). Intonation in reported questions. Accent, rhythm and intonation in short conversations. 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.




current ones in our country. Knowledge of the story of the use of jeans. Respect for classmates' tastes in clothes and their opinions about young people's

fashions. Knowledge of some features of Chinese tradition at weddings. Recognising that the ability to empathise is essential for living together in general

and in friendships in particular. Knowledge of different teaching methods, specifically the idea of flipped classroom. Recognition of each classmate's qualities. Recognising that women can have the profession they wish to, regardless of

conventions or history. Interest in finding out about features of the Mongolian festival of Naadam and the

Australian prize Young Australian of the Year. Knowledge of the work environment and achievements of various scientists and of

Archimedes in particular. Reflection about the age for finishing secondary education and about the need for

university education or not before joining the labour market. Respect for classmates' tastes in connection with food and with cooking as a

hobby. Interest in finding out about different dishes in other countries, and in particular in

England and Ireland. Interest in finding out about the peculiarities of some food which can harm your

health. Taking on appropriate eating habits, especially avoiding junk food. Interest in finding out about technological advances which can help to eradicate







Taking on responsible behaviour with regards to how to use resources. Compare cultures by finding out about their traditions and/or celebrations. Reflection about the minimum cost of some celebrations. Knowledge of historical events in the US. and how some are re-enacted every year. Respect for classmates' ideas and opinions in connection with the reading and

films. Valuing the reading and films as ways of finding out about other realities,.


Respect for the animal kingdom and becoming aware of the need to protect species in danger of extinction and animals in general.

Being able to face up to difficult situations calmly. Respect for other people's things and for people in general. Critical reflection about rehabilitation for criminals. Taking on responsibilities for irresponsible or criminal behaviour. Valuing lessons learned from failed crimes. The importance of obeying the laws of the countries you visit.







4. Syntactic-discursive contents used to and would. Past perfect and past simple. Reflexive pronouns and each other. Present perfect simple and present perfect continuous Be going to and present tenses for expressing future. Be going to, will and may/might for giving predictions. Future continuous. The first conditional with if, unless, when, and may/might.


The second conditional with would, could and might. Modal verbs for expressing possibility and probability. Modal verbs for expressing obligation and lack of obligation. Modal verbs for expressing prohibition. The passive voice: present simple, past simple and will. Passive voice and ablative of agent (by). Pronouns and relative clauses. Forms ending in –ing. Infinitives and gerunds. The third conditional. Must have, can’t have, might/may/could have. Statements in reported speech. Questions in reported speech. Reported questions.

5. Common written vocabulary (reception) Vocabulary connected with clothes. Dependent adjectives and prepositions. Vocabulary connected with personal qualities Phrasal verbs. Vocabulary connected with learning and social relationships. Vocabulary connected with training and qualifications. Vocabulary connected with personal achievements. Verbs connected with cooking. Adjectives which describe pains. Health and physical shape. Vocabulary connected with daily objects. Modifiers. Vocabulary connected with celebrations. Descriptive adjectives. Parts of a story. Phrases for connecting ideas. Vocabulary connected with crimes. Verbs which introduce reported speech.

6. Graphic patterns and orthographic conventions. Pronunciation and recognising used to. Mute sounds in the pronunciation of the written letters mb – /m/ and bt -

/t/ (silent b). Pronunciation and recognising the weak forms of to. Pronunciation of sounds for the written letterea (sounds /e/, /i:/ and /eI). Accent in the polysyllabic words. Pronunciation of the written letters cia (sound /ə/).


Pronunciation of the suffix –tion. Pronunciation of the written letters ch (sound (/t/). Intonation in reported questions. Accent, rhythm and intonation in short conversations. Improving fluidity.

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.




fashions. Knowledge of some features of Chinese tradition at weddings. Recognising that the ability to empathise is essential for living together in general

and in friendships in particular. Knowledge of different teaching methods, specifically the idea of flipped classroom. Recognition of each classmate's qualities. Recognising that women can have the profession they wish to, regardless of

conventions or history. Interest in finding out about features of the Mongolian festival of Naadam and the

Australian prize Young Australian of the Year. Knowledge of the work environment and achievements of various scientists and of

Archimedes in particular. Reflection about the age for finishing secondary education and about the need for

university education or not before joining the labour market. Respect for classmates' tastes in connection with food and with cooking as a

hobby. Interest in finding out about different dishes in other countries, and in particular in

England and Ireland. Interest in finding out about the peculiarities of some food which can harm your

health. Taking on appropriate eating habits, especially avoiding junk food.


Interest in finding out about technological advances which can help to eradicate hunger in the world.

Avoiding giving women the domestic job of cooking. Respect for classmates' opinions in connection with regards to how to use






Taking on responsible behaviour with regards to how to use resources. Compare cultures by finding out about their traditions and/or celebrations. Reflection about the minimum cost of some celebrations. Knowledge of historical events in the US. and how some are re-enacted every year. Respect for classmates' ideas and opinions in connection with the reading and

films. Valuing reading and films as ways of finding out about other realities. Respect for the animal kingdom and becoming aware of the need to protect






Information from a third person's statements and questions. Describing photos. Requesting clarification and confirmation of information. Refusing to give information.


Expressing preferences. Describing products. Expressing preferences about celebrations. Describing celebrations and graduation parties. Writing varied texts: biographies, e-mails, essays stating opinions, leaflets


4. Syntactic-discursive contents used to and would. Past perfect and past simple. Reflexive pronouns and each other. Present perfect simple and present perfect continuous Be going to and present tenses for expressing future. Be going to, will and may/might for giving predictions. Future continuous. The first conditional with if, unless, when, and may/might. The second conditional with would, could and might. Modal verbs for expressing possibility and probability. Modal verbs for expressing obligation and lack of obligation. Modal verbs for expressing prohibition. The passive voice: present simple, past simple and will. Pronouns and relative clauses. Forms ending in –ing. Infinitives and gerunds. The third conditional. Must have, can’t have, might/may/could have. Statements in reported speech. Questions in reported speech. Reported questions.

(production) Vocabulary connected with clothes. Dependent adjectives and prepositions. Vocabulary connected with personal qualities. Phrasal verbs. Vocabulary connected with learning and social relationships. Vocabulary connected with training and qualifications. Vocabulary connected with personal achievements. Verbs connected with cooking. Adjectives which describe pains or illnesses. Health and physical shape. Vocabulary connected with daily objects. Modifiers.


Vocabulary connected with celebrations. Descriptive adjectives. Parts of a story. Phrases for connecting ideas. Vocabulary connected with crimes. Verbs which introduce reported speech.

6. Graphic patterns and orthographic conventions. Contractions and full forms. Spelling of words ending in –ing:

- With most verbs, you add – ing to the infinitive: see − seeing watch − watching buy – buying.- With verbs ending in e, you drop the e and add –ing: have − having write − writing save – saving.- With verbs ending with vowel + consonant, you double the final consonant and add - ing: get − getting run − running shop – shopping.

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 STANDARDS DESCRIPTORS


2nd cycle ESO 2nd cycle ESO


Understand the main points and relevant details from the messages recorded or read aloud.

Understanding what is said in daily, structured transactions and tasks.

Identifying the main ideas and relevant details of a conversation.

Understanding explications or justifications, points of view and opinions in an informal conversation.

Understanding relevant information and usual and predictable details in a formal conversation or interview.

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

Identifying the gist and main features of audiovisual contents.

LISTEN

1. Understanding oral messages, read aloud or using technical means, daily business and tasks.

2. Understanding the gist and specific information from formal and informal conversations.

3. Identify the main ideas and relevant information in presentations, talks, explanations and pieces of news.

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

Block 2. Production of oral texts

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

Students cope adequately in daily situations and less usual ones and are polite.

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

Taking part in a formal conversation, meeting or interview.

TALK / CONVERSE

1. Give short, well-structured oral presentations and answering questions which can be asked about their presentations.

2. Take part correctly in daily transactions and tasks.

3. Take part correctly in daily transactions and tasks providing relevant information.

4. Expressing yourself correctly in conversations you take part in, using well-defined structures and clear pronunciation.


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

Understanding the gist, the main points and relevant information in adverts and communications.

Understanding personal correspondence in any format.

Understanding enough from formal

READ

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.


correspondence to be able to take action.

Finding the specific information in press texts in any format.

Understanding specific information on websites and other reference materials.

Understanding the general features and most relevant details of short literary and fictional texts which are well-structured.

5. Understanding the general idea, essential information and the most relevant ideas in journalistic, 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 detailed questionnaire with personal, academic or professional information.

Write your curriculum vitae in electronic format, following a model.

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

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

Write short, simple reports in conventional format with essential information.

Write personal correspondence and take part in forums, blogs and chats.

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

WRITE

1. Using production strategies for writing simple texts.

2. Filling in forms, questionnaires or printed pages with detailed personal, academic or professional 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.

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 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 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.


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 6 for the SECOND CYCLE of secondary education: 6 Royal Decree 1105/2014, which sets the the basic curriculum for Compulsory Secondary Education and baccalaureates.



- Identifying the gist, the essential information, the main points and most relevant details in short oral texts or medium-length ones, clearly structured, and read aloud or using technical means and read at medium speed, in a formal, informal or neutral register, and which deal with specific or abstract features of general subject, about everyday matter in usual or less usual situations, or about their own interests in personal, public, educational and work environments, with no acoustic distortion of the message and having the possibility to listen to it again.

- Knowing and knowing how to usethe 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, study and leisure habits activities), living conditions (surroundings, social structure), interpersonal relationships (generational, between men and women, at work, at school, at public institutions), behaviour (gestures, facial expressions, use of the voice, eye contact), and social conventions (attitudes, values).

- Distinguishing the most relevant communication function or functions in the text and a repertoire of their most common features, as well as frequently used discursive models for organising and enlarging or restructuring the information (eg. new compared with familiar; examples; summary).

- Making use of knowledge about frequent oral communication discourse and syntactic models in order to understand texts and meanings associated with them (eg. an interrogative structure for expressing surprise).

- Recognising commonly used oral vocabulary connected with daily matters and general subjects or connected with their own interests, studies and jobs, and a limited repertoire of frequently used expressions and modisms when context or visual support aids comprehension.

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


- Produce short or medium-length texts, both in face-to-face conversations and on the phone or using other technical media, in a formal, neutral or informal register, in which students exchange information, ideas and opinions, explain in a simple yet effective way the motives behind their activities and plans, and students form hypotheses, although they sometimes doubt about which expressions to use, pause to rephrase and organise what they are saying and may need to repeat what they have said in order to help the person listening to them with some details.


- Learn about and learn to use the best strategies for producing oral texts – monologues or short or medium-length dialogues – with simple, clear structures, making use of the resources they have and limiting expression to those resources; using, amongst other things, procedures such as the simple definition of things in order not to have to use precise words or starting again with a new strategy when communication fails.

- Include socio-cultural and socio-linguistic knowledge about interpersonal relationships and social conventions in personal, public, educational and work environments in the production of the written text, choosing and contributing the information necessary and relevant in a way appropriate to the receiver, the communication aim, the subject and the text format, and expressing opinions and points of view with the necessary politeness.

- Carry out the required functions for the communication aim, using a repertoire of common features of those functions and usual discursive models and concluding the text appropriately, organizing the information in a clear manner, enlarging it with examples or summarising it.

- Show good control – although influenced to an extent by first or other languages – of a wide repertoire of common syntactic structures, and select the right features for textual coherence and cohesion for organising the discourse in a simple yet effective way.

- Learn about and make use of commonly used oral vocabulary connected with daily matters and general subjects or connected with their own interests, studies and jobs, and a limited repertoire of frequently used expressions and modisms.

- Pronounce and intone sentences in a clear, comprehensible way, even though those listening may require repetitions if the words and structures used are not common; there may be mistakes although these do not interrupt communication.

- Use a rhythm of discourse with sufficient fluency to make the message comprehensible when short or medium-length, although there may be pauses, occasional doubts and rephrasing of the ideas to be expressed in less usual situations or with longer messages.

- Interact in a simple yet effective way in clearly structured interactions, using common formulae or instructions for speaking or letting other people speak, although the other person's help may be needed.


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


- 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.

- Learn about and use , for comprehending the text, socio-linguistic features connected with daily life (study, work and leisure habits), living conditions (habitat, socio-economic structure), interpersonal relationships (generational or at school, work or in institutions), and social conventions (attitudes, values), as well as general cultural features which enable comprehension of the information and ideas in the text (eg. literary).

- Distinguishing the most relevant communication function or functions in the text and a repertoire of their most common features, as well as frequently used discursive models for organising and enlarging or restructuring the information (eg. new compared with familiar; examples; summary).

- 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 common written vocabulary connected with daily matters and a general subjects or connected with their own interests, studies and jobs, and a limited repertoire of frequently used expressions and modisms when context or visual support aids comprehension.

- Recognising the main spelling, writing and punctuation conventions as well as commonly-used more specific abbreviations and symbols eg. &, ¥), and their linked meanings.


- Writing, on paper or electronic format, short or medium-length texts which are coherent and well-structured about subjects of personal interest, or daily or less usual matters, with a formal, neutral or informal register, making proper use of the most common resources for cohesion, spelling and punctuation conventions, and demonstrating reasonable use of expressions, structures and frequently used vocabulary, both general and specific.

- Learn about, choose and use the best strategies for writing short or medium-length texts, eg. rephrasing structures from other texts with similar characteristics and communication aims, or writing rough copies.

- Include socio-cultural and socio-linguistic knowledge about interpersonal relationships and social conventions in personal, public, educational and work environments in the production of the written text, choosing and contributing the information necessary and relevant in a way appropriate to the receiver, the communication aim, the subject and the text format, and expressing opinions and points of view with the necessary politeness.

- Carry the required functions for the communication aim, a repertoire of common features of these functions and common discursive models for starting


and finishing the text written appropriately, organising the information clearly, enlarging it with examples or summarising it.

- Show good control – although influenced to an extent by first or other languages – of a wide repertoire of common syntactic structures, and select the right features for textual coherence and cohesion for organising the discourse in a simple yet effective way.

- Learn about and use common written vocabulary connected with daily matters and a general subjects or connected with their own interests, studies and jobs, and a limited repertoire of frequently used expressions and modisms.

- Use spelling and punctuation conventions and more frequent formats in a reasonably correct way so that the message is understood, although there may be some influence from first or other languages; knowing how to make use of the basic resources for processing texts in order to correct spelling mistakes in electronic format, and adapt to common conventions about writing on the Internet (eg. abbreviations and others in chats).

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 SECOND 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 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 pupils' 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 pupils 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 pupil 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 pupils 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 pupil 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 pupils 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 pupils. Obviously, each person is different, but we know that the pupils who need greatest attention in terms of educational adjustment


are those who need specific educational help, and they fall into the following categories:

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

b) pupils with high intellectual capacity;

c) pupils who have joined our educational system late;

d) pupils with specific learning difficulties;

e) pupils 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 pupils 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 pupils with more than one problem will be more complex).

Pupils 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 pupils 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 pupil's particular characteristics (to continue with the same example, emphasising visual access, taking into account the pupil's hearing problems), giving more emphasis to activities, materials, resources, etc, which support the learning process.

For pupils with intellectual disability and language disorder (in terms of expression and/or comprehension), the teacher faces a completely different problem as, in general, pupils will need a highly adapted version of the curriculum in terms of objectives and contents, and assessment in similar terms. Specifically for pupils 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 pupils, 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 pupils' difficulties. Briefly, we should mention: balancing the right class routine with new, motivating teaching approaches, positioning pupils 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.

Pupils with high intellectual capacity.

These pupils' 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 pupil-helpers…) and offer activities which are a challenge for them (activities to widen their knowledge or increase it, voluntary or otherwise).

Pupils 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.

Pupils 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 pupils are to be included in the group (eg. pupils 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 pupil.

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 pupils 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 Core contents according to the needs, abilities and rhythm at which the pupils learn.

In fact, in order to take care of educational 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 pupil 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 pupils who need extra help and with more able pupils who finish the initial task early. Each pupil 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 pupils and can also serve as inspiration in an extension activity in which pupils are asked to say other words in the same semantic area.

The teacher should take advantage of pupils' abilities in every way that arises. One pupil 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 pupils with learning difficulties. The most important thing with all types of task is to make sure that they have been correctly prepared beforehand, pupils knowing all the words they are going to need and understanding the activity's objectives. If pupils 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, pupils 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 pupils, 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 pupils feeling satisfied when they find the right answer. Whenever a pupil 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 pupils need to practise particular vocabulary. The same activities can be used to extend more advanced pupils' 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 pupils' vocabulary.

It should not be forgotten that continual revision is another important part of the learning process and that it is particularly helpful for pupils 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 pupils are the following:

Communication functionsVocabularyStructuresGraphic patterns and soundsClassroom languageLearning strategiesSociocultural and sociolinguistic aspects

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


UNIT 1 CHANGES

1 Contents


Listening to and understanding an article about young people's fashions in the past. Listening to and understanding a young person's post in his/her blog about his/her

father's fashion group when he was young. Watching videos: 1.1. The life of a ‘blogger’ at Milan Fashion Week; 1.2. Guitar

manufacture; 1.3. Various young people talk about the music and fashion which their parents liked when they were young people; 1.4. Young people who mark tendencies.

Listening to and understanding an interview with a young actor. Listening to and understanding a young woman's post on her blog about her plan to

go to a concert by her favourite group. Listening to and understanding an article about icons which represent the United

Kingdom. Listening to and understanding a conversation between some young people who

go shopping. Listening to and understanding a text about the story of jeans. Listening to and understanding a conversation between a teacher and his/her

students they factors which led to jeans being commonly worn. Listening to and understanding a radio programme about school uniforms. [WB]


Oral interaction answering some questions in pairs about clothes and ways of dressing.

Oral interaction answering some questions in pairs about young people's fashions in our country and opinions about it.

Exchanging information found on the Internet about fashion weeks in London, Paris and New York.

Recording the comments they would make if they went to a fashion event. Oral interaction in pairs asking and answering about the last year at primary school. Oral interaction in pairs talking about the differences between the present and

when you were younger. Oral interaction in pairs talking about the film Back to the future and the possibility

of travelling to the past. Oral interaction in pairs asking and answering about a special personal event. Oral interaction in pairs talking about icons from each person's country. Role-play of conversations when shopping. Oral interaction in pairs talking about social changes.


Reading and understanding an article about young people's fashions in the past. Reading and understanding an article about icons which represent the United

Kingdom. Reading and understanding a biographical text about the group ABBA. Reading and understanding a text about the story of jeans. Reading and taking in phrases and contents for writing a text: a biography.


Reading the reference sections given in the activities. Reading and understanding extra information marked as Fact. Reading and understanding a text about geeks. [WB] Reading and understanding a biographical text about the group The Beach Boys.


Completing a text using used to. Writing questions using used to. Completing sentences and texts using adjectives and their dependent prepositions

properly. Writing sentences about their partner. Completing sentences and texts with Past perfect and Past simple. Writing information about a musical instrument. Writing a biographical text about a famous guitarist. Writing an autobiography. Writing a text about favourite clothes and/or what you normally wear. [WB]

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

Communication functions:

Description/contribution of personal information: tastes in clothes. Expressing opinions about young people's fashions. Making use of typical expressions when shopping: How about (this top)? / (They’re)

my size. / Why don’t you try (them) on? / Where are the changing rooms? / Do you think (the top) suits me? / (You) look great! / (They don’t) suit me. / (They don’t) fit very well.

Writing biographical texts.

Vocabulary:

Clothes: a leather jacket / a stripy shirt / a silk scarf / a cool T-shirt / flat shoes / tight jeans / a flowery dress / a denim skirt / a baggy jumper / a fitted coat.

Adjectives and dependant prepositions: excited about / fascinated by / interested in / keen on / disappointed by / happy with / proud of / afraid of.

Syntactic-discursive contents:

Used to and would. Past perfect and Past simple.

Graphic patterns and sounds:

Recognising and correctly pronouncing used to.

Classroom language:

Match the phrases in the box with the clothes in the picture (1–10). Listen, check and repeat. Look again at the phrases in Exercise 1. Find words that describe … Work with a partner. Answer the questions. / Look at the photos in the article and answer the questions.


Read and listen to the article about teenage fashions. Check your answers in Exercise 5 and match the photos (1–4) with the correct paragraphs (A–D).

Read the article again. Complete the sentences with Teds, Hippies, Punks or New Romantics.

Find the words in the texts and then look for examples in the photos. Which ones can you see?

Work with a partner. Answer the questions. Look at the sentences in the table. Complete the text with the correct form of 'used

to'. Use the verbs in brackets. Look at your answers in Exercise 1. Which verbs can you use with ‘would’? Write questions with ‘used to’ using the prompts. Work with a partner. Think about when you were in the last year of primary school.

Askand answer the questions in Exercise 4. Work with your partner. Use ‘used to’ and ‘would’ to describe the difference

between your life now and when you were younger. Use the ideas below. Work with a partner. Look at the film poster and the photos of the young people and

answer the questions. Listen to an interview with a young actor, David, who is taking part in a theatre

production of Back to the Future. Check your ideas in Exercise 1. Listen again and choose the correct answers. Work with a partner. Ask and answer the questions. Check the meaning of the adjectives in italics. Thenchoose the correct preposition

to complete the sentences from the interview. Work with a partner. Write five sentences about him/her using adjectives and

prepositions from Exercise 5. Read your sentences. Which ones are true? Look at the sentences in the table. Choose the correct options to complete the

rules about the past perfect. Complete the sentences with the simple past or past perfect form of the verbs in

brackets. Complete the blog post with the past simple or past perfect form of the verbs in the

box. Work with a partner. Think about a time you did something special. Ask and answer

the questions. Work with a partner. Look at the photos. What do they show? Do you think all these

things are still common or popular in the UK? Read and listen to the magazine article and check your answers in Exercise 1. Read the article again and answer the questions. Work with a partner. Watch the teenagers answering the question ‘What music and

fashion were your parents into when they were growing up?’. Answer the question for you.

Olivia and her friend Raquel are clothes shopping. Listen and complete the conversation with the words in the box.

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

Work with a partner. Practise the conversation in Exercise 1. Work with a partner. Match (1–5) with (a–e). Then practise saying the sentences. Work with a partner. Plan your own conversations like the one in Exercise 1. Base

them on the information below and add your own ideas. With your partner, have the conversations you planned in Exercise 5. Look at the photo and read the biography. Who are they and when were they

popular? Find four more examples of sequencers and connectors in the biography in

Exercise 1.


Complete the sentences with the words and phrases in the box. Read the biography again. Make notes on the things in the Look at Content box. Plan a biography about a band or artist from the past. Use the list in the Look at

Content box and make notes. Writing your biography. Use your notes from Exercise 5 and the language below to

help you. Writing about 150 words. Can you say YES to these questions? Work with a partner. Look at the photos in the text. Answer the questions. Read and listen to the study notes about jeans in the 20th century. Which fact(s) do

you find most surprising? Read the text again and answer the questions. Listen to a teacher and a group of students. What factors influenced who wore jeans? Work with a partner. Do you remember what they said about each of the following

areas? Listen again and check your answers. Work with a partner. Choose an item which you think reflects the 20th century and

use it to help you talk about social changes. Use the areas in Exercise 5 to help you.

Learning strategies:

Revision and correction of Spanish-speakers' typical mistakes: correct form of interrogative sentences with used to (did + use to + infinitive).

Identifying and practising adjectives and dependant prepositions. Reading the sentences and contents to write the biography of a musician or a

group. Identifying and practising how to use sequencers and connectors in written texts:

Although / Over the next / After / the last few years / as a result.

Sociocultural and sociolinguistic aspects:



fashions.


2 Competences

Descriptors Activities

Linguistic communicationLISTEN


Listen to a young person's post in his/her blog about his/her father's fashion group when he was young.Listen to a young woman's post on her blog about her plan to go to a concert by her favourite group.


Listen to a story about the book's characters.Listen to the interview with an actor.Listen to a conversation between two young people shopping.

Identify the main ideas and relevant information in presentations, talks, explanations and pieces of news.

Listen to an article about young people's fashions in the past.Watch four videos: 1.1. The life of a ‘blogger’ at Milan Fashion Week; 1.2. Guitar manufacture; 1.3. Various young people talk about the music and fashion which their parents liked when they were young people; 1.4. Young people who mark tendencies.Listen to an article about icons which represent the United Kingdom.Listen to a text about the story of jeans.Listen to a radio programme about school uniforms.

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

Distinguishing the pronunciation de used to.

TALK / CONVERSE


Record the comments they would make if they went to a fashion event.


Ask and reply about the last year at primary school and about a special personal event.


Answer questions about young people's fashions in our country and give opinions about it.Exchange information about fashion weeks in London, Paris and New York.


Talk about the differences between the present and when you were younger.


Ask about clothes and ways of dressing.Talk about the film Back to the future and the possibility of travelling to the past, and about icons from each person's country.Role-play of conversations when shopping.Talk about social changes.

READ


Reading and taking in phrases and contents for writing a text: a biography.

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

Understanding extra information marked as Fact.


Reading and understanding the reference sections given in the activities.


Understand an article about young people's fashions in the past and another about icons which represent the United Kingdom.


Understand a text about geeks.Understand biographical texts about music groups: ABBA and The Beach Boys.Understand a text about the story of jeans.

WRITE


Complete sentences and/or texts using used to, using adjectives and their dependent prepositions properly, and with Past perfect and Past simple.Write a text about favourite clothes and/or what you normally wear.


Write sentences about their partner.


Writing a short text in which students talk about their duties at home and at school.


Write a text with information about a musical instrument.Write a biographical text about a famous guitarist and an autobiography.



Put fashions and tendencies into chronological order.

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

Do the self-correction activities suggested in the DVD-ROM.Look for information for carrying out tasks in


the sections Discovery Education and other activities.


Use new technology to support your presentations (writing, treating pictures, presenting…).


Read posts on blogs which appear in unit.

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 personal tastes about clothes and opinions in connection with fashions or youth tendencies, and respect other people's.

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

Compare fashions or youth tendencies in English-speaking countries with in our country.


Recognising in fashions or youth tendencies a form of socio-cultural expression.

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 (eg. looking for and compiling information).Taking in and using expressions learned for writing biographical texts.


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.

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 phrases given for writing biographical texts.


3 Social awareness.

Moral and civic education

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

Accepting classmates' tastes about clothes and their opinions about young people's fashions.

Show an interest finding out about factors which influence social changes.

Education for Equality

Show respect for other people's opinions, regardless of their gender. Recognising the fashions exist for both men and women.

Work in pairs, as a group or cooperative work in the classroom

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

4 Cross-curricular links

Geography and History: the story of jeans as an example for reflecting on factors which influence social changes.

5 Assessment criteria

Name, recognise and present vocabulary connected with clothes and adjectives and their dependant prepositions.

Make proper use of used to and would, and the verb tenses Past perfect and Past simple.

Use correct pronunciation and intonation: used to. Learn about and use basic socio-cultural and socio-linguistic features, such as

some icons which represent the United Kingdom, young people's fashions or tendencies in the past and at present, the story how to use jeans and differences in tastes and opinions in connection with clothes, fashion and youth tendencies.

Understand the gist and the specific information in oral messages: an article about young people's fashions in the past, a young person's post in his/her blog about his/her father's fashion group when he was young, the interview with an actor, a young woman's post on her blog about her plan to go to a concert by her favourite group, an article about icons which represent the United Kingdom, a conversation between two young people shopping, a text about the story of jeans, a conversation between a teacher and his/her students about factors which helped make the use of jeans generalised, a radio programme about school uniforms and four videos.

Produce comprehensible oral texts in which information is given, requested and exchanged: communication exchanges in which people talk and give opinions about clothes and ways of dressing, fashion in general and about youth tendencies, conversations about the last year at primary school and the differences between the present and when you were younger, comments about the film Back to the future and opinions about the possibility of travelling to the past, conversation about a special personal event, icons which represent each person's country and social changes, and role-play about going shopping.


Understand the general information and get the basic ideas in written texts of different types: an article about young people's fashions in the past, an article about icons which represent the United Kingdom, biographical texts about the group ABBA and the group The Beach Boys, a text about the story of jeans and a text about geeks.

Write short, simple texts and with clear structures: completing sentences and/or texts using used to, adjectives and dependant prepositions, and Past perfect and Past simple, writing sentences about their partner, writing information about a musical instrument, writing a biographical text about a famous guitarist, writing an autobiography and a text about favourite clothes and/or what you normally wear.

6 Contents - Evaluation criteria - Competences

Contents Assessment criteria Competences

Recognising and presentation of vocabulary connected with clothes and adjectives and their dependant prepositions.

Recognising and use in orally and in writing of a limited repertoire of common vocabulary about clothes and adjectives and their dependant prepositions.

LC

Practice using and forming used to and would, and the verb tenses Past perfect and Past simple.

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

Distinguishing and using common communication functions: describe/provide personal information about clothes and ways of dressing, give opinions about young people's fashions, use typical expressions when shopping and write biographical texts.

LCSCS

Practise pronunciation of used to. Recognise and pronounce and write used to correctly.

Use correct pronunciation and intonation.

LC

Listen to an article about young people's fashions in the past, a young person's post in his/her blog about his/her father's fashion group when he was young, the interview with an actor, a young woman's post on her blog about her plan to go to a concert by her favourite group, an article about icons which represent the United Kingdom, a conversation between

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

LCSCS CCE


two young people shopping, a text about the story of jeans, a conversation between a teacher and his/her students about factors which influenced in the generalised use of jeans, a radio programme about school uniforms and four videos.

Reading an article about young people's fashions in the past, an article about icons which represent the United Kingdom, biographical texts about the group ABBA and the group The Beach Boys, a text about the story of jeans and a text about geeks.

Debate with their partners about tastes in connection with clothes, youth tendencies, icons which represent a country and the generalised use of jeans.

Learn about and use basic socio-cultural and socio-linguistic features, such as some icons which represent the United Kingdom, young people's fashions or tendencies in the past and at present, the story of how to use jeans and differences in tastes and opinions in connection with clothes, fashion and youth tendencies.

LCSCS

Communication interactions in which people talk and give opinions about clothes and ways of dressing, fashion in general and about youth tendencies, conversations about the last year at primary school and the differences between the present and when you were younger, comments about the film Back to the future and opinions about the possibility of travelling to the past, conversation about a special personal event, icons which represent each person's country and social changes, and role-play about going shopping.

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

LCSCS CCESIE

Putting together sentences about their partner, written information about a musical instrument, a biographical text about a famous

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

LCCD

SCS CCE


guitarist, an autobiography and a text about favourite clothes and/or what you normally wear.

SIE


UNIT 2 A HELPING HAND

1 Contents


Listening to and understanding a feature about a school project in which students teach new technology to older people.

Listening to and understanding a conversation in which a young person tells a friend about a problem at home.

Watching videos: 1.1. An Italian diver practising to qualify as a professional diver; 1.2. A window cleaner in Shanghai talking about living far from your family; 1.3. Various young people talking about how they helped a friend in a difficult situation; 1.4. Technology in future houses.

Listening to and understanding a presentation given by a student about educational videos on-line.

Listen to and understand in the interview an athlete who guides the blind. [WB]


Oral interaction in pairs describing people's qualities. Oral interaction in which questions are answered about your own qualities. Presentation of information about deep sea diving. Oral interaction in pairs in which personal information is given using reflexive

pronouns. Oral interaction in pairs interpreting a photo. Oral interaction in pairs debating the idea that young students should teach older

people how to use new technology. Oral interaction in pairs in which personal information is given using phrasal verbs. Oral interaction in pairs in which information is given about something which they

have learned to do recently. Oral interaction in pairs giving opinions about going to a Chinese wedding and

giving information about the last celebration you went to. Presentation of information about the Chinese city of Shanghai. Role-play of conversations in which students empathise with with their partner's

problem. Oral interaction in pairs debating the educational concept of flipped classroom and

describing their ideal class format.


Reading and understanding an article about a young climber. Reading and correcting an article about a school project in which students teach

new technology to older people. Reading and understanding a post in a blog about a Chinese wedding. Reading and understanding a thank you e-mail from a young woman to her

grandfather. Reading and taking in phrases and contents for writing a text: an e-mail about a

personal problem. Reading the reference sections given in the activities. Reading and understanding extra information marked as Fact.


Reading and understanding a text about the educational concept of flipped classroom.

Reading and understanding an article about Lady Gaga and her foundation in favour of accepting differences. [WB]

Reading and understanding an e-mail in which a young woman thanks a friend for her help. [WB]


Writing a text about a sport you would like to play. Writing/completing sentences and/or texts using reflexive pronouns and each other. Writing/completing sentences and/or texts using Present perfect simple and

Present perfect continuous. Describing what it would be like to work as a window cleaner. Writing an e-mail about a personal problem. Completing sentences and texts using adjectives for describing personal qualities.

[WB] Writing sentences describing your own qualities. [WB] Completing sentences using the phrasal verbs studied in the unit. [WB] Writing sentences about Lady Gaga's foundation. [WB] Writing an e-mail to thank a friend for his/her help. [WB]



Describing people. Expressing the way you feel (use of feel and find). Making use of typical expressions when students empathise or show concern

(concern): What’s up? / You poor thing. / I’m sure (he)’ll calm down soon. / You don’t need to worry. / I know what you mean. / I’m sure it will be fine. / Is there anything I can do to help?

Writing an e-mail about a personal problem.

Vocabulary:

Adjectives for describing personal qualities: talented / determined / sociable / shy / motivated / strict / passionate / hard-working / easy-going / impatient.

Phrasal verbs: bring together / sign up / give up / look up to / get on with / pass on / count on.


Reflexive pronouns (myself / yourself / himself / herself / ourselves / yourselves / themselves) and each other.

Present perfect simple and present perfect continuous


Recognising, contrast and correct pronunciation of the written letters mb – /m/ and bt - /t/ (silent b).

Classroom language:


Match the captions (1–5) with the photos (a–e). Listen and repeat the adjectives in bold in Exercise 1. Match the quotes with adjectives in Exercise 1. Work with a partner. Think of a person you know well. Describe him or her to your

partner using adjectives from Exercise 1. Work with a partner. Look at the title of the article and the photo of Brooke. Choose

three personal qualities you think a rock climber needs. Read and listen to the article and check your ideas in Exercise 5. How does Brooke

feel about rock-climbing? Read the article again and find information about … Complete the table with words from the article. Work with a partner. Answer the questions. Match the beginnings (1–8) and ends (a–h) of the sentences. Complete the conversations with reflexive pronouns or ‘each other’. Listen and check. Work with a partner. Answer the questions. Work with a partner. Look at the photo and answer the questions. Listen to a radio news story and check your ideas in Exercise 1. Read the article about the project. Then listen again and find five more mistakes in

the article. Write them in your notebook. Work with a partner. Answer the questions. Match the phrasal verbs (1−8) with the definitions (a−h). Listen and repeat the phrasal verbs. Work with a partner. Tell him/her about people and things in your life using the

prompts below. Look at the table. Complete the questions with the present perfect simple. Use the

verbs in brackets. Work with a partner. Askand answer the questions in Exercise 2. Look at the table. Complete the sentences with the present perfect continuous form

of the verbs in the box. Choose the correct options. Work with a partner. Answer the questions about something you’ve been learning

to do recently. Work with a partner. Look at the photos of a traditional Chinese wedding. What do

you think is happening in each one? Read and listen to the blog post. Who is telling the story? What colour is important

at a Chinese wedding? Read the blog post again. In which paragraph (1−5) can you find the following

information about the wedding? Work with a partner. Watch the teenagers answering the question ‘How have you

helped a friend through a difficult situation?’. Answer the question for you. Micky is telling his friend Joe about a problem he has at home. Listen and complete

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

language. Work with a partner. Practise the conversation in Exercise 1. Work with a partner. Take turns to say a sentence and reply with an appropriate

response from the Functions box. Work with a partner. Plan your own conversations like the one in Exercise 1. Base

them on the information below and add your own ideas. With your partner, have the conversations you planned in Exercise 5. Read Phoebe’s e-mail. What did her grandfather give her advice about? Read Phoebe’s e-mail again and find two other examples of ‘feel’ and ‘find’.


Use the prompts to make sentences with ‘find’ or ‘feel’ which are true for you. Read Phoebe’s e-mail again. Did she include all of the things in the Look at

Content box? Imagine a family member or a friend gave you advice on one of the problems below

and plan an e-mail to thank them. Use the list in the Look at Content box and make notes.

Write your e-mail. Use your notes from Exercise5 and the language below to help you. Writing about 150 words.

Can you say YES to these questions? Work with a partner. Make a list of all the technology you use during a school day,

from when you wake up to when you go to bed. Read and listen to the information about flipped classrooms. How many of the

things on your list from Exercise 1 are mentioned? Can you add anything to your list?

Read the information again and discuss the questions with a partner. Listen to a student’s presentation about online learning videos. Why does she use

the videos? Listen again and complete the fact file. Work with a partner. Describe your ideal classroom. What kind of technology would

you use? When would you use it and what for?


Revision and correction of Spanish-speakers' typical mistakes: reflexive pronouns are written as a single word (yourself vs your self).

Deduction of the meaning of phrasal verbs: bring together / sign up / give up / look up to / get on with / pass on / count on.

Reading the sentences and contents to write a personal e-mail about a problem and the help received.


Knowledge of some features of Chinese tradition at weddings. Recognising that the ability to empathise is essential for living together in general

and in friendships in particular. Knowledge of different teaching methods, specifically the idea of flipped classroom. Recognition of each classmate's qualities.

2 Competences




Listen to a feature about a school project in which students teach new technology to older people.


Listen to a conversation in which a young person tells a friend about a problem at home.


Listen to an interview with an athlete who guides the blind.


Listen to a presentation given by a student about educational videos on-line.Watch four videos: 1.1. An Italian diver practising to qualify as a professional diver; 1.2. A window cleaner in Shanghai talking about living far from your family; 1.3. Various young people talking about how they helped a friend in a difficult situation; 1.4. Technology in future houses.


Distinguishing the pronunciation of the written letters mb – /m/ and bt - /t/ (silent b).

TALK / CONVERSE


Present information about deep sea diving and about the Chinese city of Shanghai.


Talk about what is happening in a photo.


Describing people's qualities.Answer questions about your own qualities.Give personal information using phrasal verbs.Give information about something which they have learned to do recently.Give opinions about going to a Chinese wedding.Give information about the last celebration they went to.


Discuss the idea that young students should teach older people how to use new technology.Discuss the educational concept of flipped classroom.Role-play of conversations in which students empathise with with their partner's problem.Discuss the ideal format for a class.

READ


Reading and taking in phrases and contents for writing a text: an e-mail about a personal problem.




Understand thank you e-mail from a young woman to her grandfather.Understand an e-mail in which a young


woman thanks a friend for her help.




Understand an article about a young woman climber.Understand an article about a school project in which students teach new technology to older people.Understand a post on a blog about a Chinese wedding.Understand an article about Lady Gaga and her foundation in favour of accepting differences.


Understand a text about the educational concept of flipped classroom.

WRITE


Complete sentences and/or texts using reflexive pronouns and each other, using present perfect simple and Present perfect continuous, using adjectives for describing personal qualities and using the phrasal verbs studied in unit.Describing what it would be like to work as a window cleaner.Write sentences describing your own qualities.Write sentences about Lady Gaga's foundation.


Write a text about a sport you would like to play.


Write an e-mail about a personal problem.Write an e-mail thanking a friend for some help.



Complete tables and do letter soups.


Do the self-correction activities suggested in the DVD-ROM.Look for information for carrying out tasks in the sections Discovery Education and other activities.




Read posts on blogs which appear in unit.





Appreciate and value each classmate's qualities.


Learn about the educational model flipped classroom.


Learn about features of traditional Chinese weddings.


Do the exercises in the Workbook individually.Do the homework individually (eg. looking for and compiling information).Take in and use the sentences learned to write personal e-mails.


Revise the Get it right! sections critically.Deduce the meaning of phrasal verbs.










Use the sentences given for writing personal e-mails.

3 Social awareness.



Education for living together

Being able to appreciate each classmate's positive qualities.


Show empathy for classmates' problems.


Show respect for other people's opinions, regardless of their gender. Learn about women able to do extreme sports (such as competitive climbing).




Physical Education: personal qualities for achieving excellence in a sport. Information and Communication Technology: how to use e-mail for personal

communication. Ethical values: the need for empathy in friendships.


Name, recognise and present adjectives for describing personal qualities and certain phrasal verbs.

Make proper use of reflexive pronouns and the verb tenses Present perfect simple and Present perfect continuous.

Use correct pronunciation and intonation: written letters mb – /m/ y bt - /t/ (silent b). Learn about and use basic socio-cultural and socio-linguistic features, such as

some features of Chinese tradition at weddings, different teaching methods, specifically the idea of flipped classroom, the need to have empathy in social relationships and differences within the group with regards to personal qualities.

Understand the gist and the specific information in oral messages: a feature about a school project in which students teach new technology to older people, a conversation in which a young person tells a friend about a problem at home, a presentation given by a student about educational videos on-line, an interview with an athlete who guides the blind and four videos.

Produce comprehensible oral texts in which information is given, requested and exchanged: communication exchanges in which describe people's qualities, answer questions about your own qualities, give personal information using reflexive pronouns and using phrasal verbs, speculate about what is happening in a photo, discuss the idea that young students should teach older people how to use new technology, talk about something which they have learned to do recently, give opinions about going to a Chinese wedding, give information about the last celebration they went to, present information about deep sea diving and about Shanghai, discuss the educational concept of flipped classroom, describe their ideal class format and role-play of conversations in which students empathise with their partner's problem.

Understand the general information and get the basic ideas in written texts of different types: an article about a young woman climber, another about a school project in which students teach new technology to older people and another about Lady Gaga and her foundation in favour of accepting differences, a post on a blog about a Chinese wedding, thank you e-mail from a young woman to her


grandfather and another in which a young woman thanks a friend for her help, and a text about the educational concept of flipped classroom.

Write short, simple texts and with clear structures: completion/writing sentences and/or texts using reflexive pronouns and each other, Present perfect simple and Present perfect continuous, and Past perfect and Past simple, adjectives for describing personal qualities, and different phrasal verbs, writing a text about a sport you would like to play, describing what life would be like working as a window cleaner, writing sentences describing your own qualities and about Lady Gaga's foundation, and writing an e-mail thanking a friend for some help.



Recognising and presentation of adjectives for describing personal qualities and some phrasal verbs.

Recognising and use orally and in writing a limited repertoire of common vocabulary: adjectives for describing personal qualities and some phrasal verbs.

LC

Practice using and forming reflexive pronouns and the verb tenses Present perfect simple and Present perfect continuous.


Distinguishing and using common communication functions: describe people (personal qualities), express the way you feel (use of feel and find) and use typical expressions when students empathise with or show concern (concern) and write an e-mail about a personal problem.

LCSCS

Practise the pronunciation of the written letters mb – /m/ and bt - /t/ (silent b).

Recognising and producing orally and in writing the written letters mb – /m/ y bt - /t/ (silent b).


LC

Listen to a feature about a school project in which students teach new technology to older people, a conversation in which a young person tells a friend about a problem at home, a presentation given by a student about educational videos on-line, in the


LCSCS CD

CCE


interview a an athlete who guides the blind and four videos.

Reading an article about a young woman climber, another about a school project in which students teach new technology to older people and another about Lady Gaga and her foundation in favour of accepting differences, a post on a blog about a Chinese wedding, del thank you e-mail from a young woman to her grandfather and another in which a young woman thanks a friend for her help, and a text about the educational concept of flipped classroom.

Debate with their partners about some features of Chinese tradition at weddings, about different teaching methods and, specifically, about the idea of flipped classroom, about the need to have empathy in social relationships and about differences within the group with regards to personal qualities.

Learn about and use basic socio-cultural and socio-linguistic features, such as some features of Chinese tradition at weddings, different teaching methods and, specifically, the idea of flipped classroom, the need to have empathy in social relationships and accepting differences with regards to personal qualities.

LCSCS CCE

Communication interactions which describe people's qualities, answer questions about your own qualities, give personal information using reflexive pronouns and using phrasal verbs, speculate about what is happening in a photo, discuss the idea that young students should teach older people how to use new technology, talk about something which they have learned to do recently, give opinions about going to a Chinese wedding, give information about the last celebration they went to, present information about deep sea diving and about Shanghai, discuss the educational concept of flipped classroom, describe their ideal class format and role-play of conversations in which students empathise with with their partner's


LCSCS CCESIE


problem.

Putting together sentences and/or texts using reflexive pronouns and each other, Present perfect simple y Present perfect continuous, and Past perfect and Past simple, adjectives for describing personal qualities, and different phrasal verbs, a text about a sport you would like to play, the description of what it would be like to work as a window cleaner, sentences describing your own qualities and about Lady Gaga's foundation, an e-mail thanking a friend for some help.


LCCD

SCS CCESIE


UNIT 3 YOUNG ACHIEVERS

1 Contents


Listening to and understanding an article about a young woman who wants to be a car mechanic.

Listen to and understand a conversation about a young designer. Listening to and understanding an article about the Young Australian of the Year

prize. Listening to and understanding a conversation in which two young people discuss

what will be done with the money raised for charity. Watching videos: 1.1. A group of scientists in its attempt to replace wheels with

legs; 1.2. The Mongolian festival Naadam; 1.3. Various young people talking about their special reasons for saving; 1.4. Global warming.

Listening to and understanding an article about Archimedes. Listening to and understanding an interview with a young actress.. [WB]


Oral interaction in pairs talking about options (work or academic) on reaching 18. Oral interaction in pairs talking about the ideal university degree/profession. Presentation of information about three famous inventors. Oral interaction in pairs asking and answering about different plans for next week. Oral interaction in pairs interpreting photos. Oral interaction in pairs debating the importance or not of the achievements of a

young woman designer. Oral interaction in pairs comparing what they think life will be like in 30 years. Oral interaction in pairs in which talk about the achievements of various young

Australians. Oral interaction in pairs debating a young person from our country who would

deserve a prize because of his/her achievements. Presentation of information about famous horse races. Role-play of conversations with debates about taking decisions. Oral interaction in pairs talking about the practical sense of density. Oral interaction in pairs exchanging information about different scientists and their

achievements.


Reading and understanding an article about a young woman who wants to be a car mechanic.

Reading and correcting a piece of news about a young woman designer. Reading and understanding an article about the Young Australian of the Year prize. Reading and understanding an essay giving opinions about compulsory school

age. Reading and taking in sentences and contents for writing an essay with opinions. Reading the reference sections given in the activities. Reading and understanding extra information marked as Fact. Reading and understanding an article about Archimedes.


Reading and understanding pieces of news about three young people and their achievements. [WB]

Reading and understanding an essay giving opinions about continuing education after secondary education. [WB]


Writing a text about your favourite means of transport. Writing/completing sentences and/or texts using be going to and present tenses for

expressing future. Writing/completing sentences and/or texts using vocabulary connected with

education and qualifications, and expressions connected with achievements. Writing/completing sentences and/or texts using be going to, will and may/might for

giving predictions. Writing/completing sentences and/or texts using the Future continuous. Describing what it would be like to take part in the horse race young people at

Naadam festival in Mongolia. Writing an essay with opinions. Writing sentences explaining the qualifications needed for certain jobs in our

country. [WB] Writing sentences with predictions about some friends. [WB] Writing the reasons for choosing the winner of Young Person of the Year between

various candidates. [WB] Writing an essay giving opinions about how inexact exams are as evaluation tools.

[WB]



Expressing opinions. Expressing personal information: the perfect career. Making use of typical expressions in the process of taking decisions: We need to

decide … / I was thinking of (UNICEF), / Personally, I’d rather … / What kind of thing do you suggest? / That’s a good idea, too. / How shall we decide, then? / I think the best way is (to vote in class).

Writing an essay with opinions.

Vocabulary:

Education and qualifications: university degree / university course / university fees / university exam / work experience / application form / application fees / part-time course / entrance fees / entrance exam / training course / career path.

Collocations with take: take advice / take up / take place / take time / take exams. Achievements in different areas: start a business / make a fortune / become a

millionaire / win awards / develop the Project / do voluntary work / break records / support the community.


Be going to and present tenses for expressing future. Be going to, will and may/might for giving predictions. Future continuous.



Recognising, comparing and the correct pronunciation of the weak form of to.

Classroom language:

Work with a partner. Look at the photos. How are they connected with training and qualifications?

Complete the phrases connected with training and qualifications with the words in the box. Some words go in more than one phrase.

Listen, check and repeat. Work with a partner. Answer the questions. Work with a partner. Look at the photo of Claudette. What is she doing? Do you

think she is different from other teens? Why? Read and listen to Claudette’s profile and check your ideas in Exercise 5. Read the profile again. Are these sentences true or false? Correct the false

sentences. Match the expressions from the profile with the synonyms and definitions below. Look at the table. Choose the correct tense to complete the rules. Match the beginnings (1–6) and the ends (a–f) of the sentences. Complete the sentences with the words and phrases in the box. Choose the correct options. Listen and check. Work with a partner. Tell each other about three plans you have for the next week.

Ask for more information about each plan. Work with a partner. Look at the photos and answer the questions. Listen to a discussion on a radio news programme and check your ideas in

Exercise 1. Read this short profile of Maddie. Then listen again and find five more mistakes.

Write them in your notebook. Look at the expressions from the radio programme. Which ones are related to a)

money, b) fame, c) work, d) helping others? Listen and repeat the expressions. Complete the sentences with the correct form of expressions in bold in Exercise 4. Work with a partner. Look at the achievements in Exercise 4 and answer the

questions. Look at the sentences in the table. Match the beginnings (1–3) with the ends (a–c)

of the rules about the use of ‘be going to’, ‘will’ and ‘may/might’ for predictions. Look at the sentences in the table. Complete the rules about the uses of the future

continuous. Complete the sentences using the correct form of the future continuous. Use the

verbs in brackets. Think about your own life in 30 years. What will you be doing? Compare your ideas

with a partner. Work with a partner. Look at the photos and answer the questions. Read and listen to the newspaper article and check your answers in Exercise 1. Read the article again and answer the questions. Work with a partner. Can you think of a young person in your country who deserves

a prize? Why? What have they achieved? Work with a partner. Watch the teenagers answering the questions ‘Are you saving

up for something special? What? Answer the question for yourself. Joseph and Bella are organising a class activity for charity. Listen and complete the

conversation with the words in the box.



Work with a partner. Practise the conversation in Exercise 1. Work with a partner. Match 1–6 with a–f. Then practise saying the sentences. Work with a partner. Plan your own conversation like the one in Exercise 1. Base it

on the information below and add your own ideas. With your partner, have the conversations you planned in Exercise 5. Look at the title and read the essay. Does the writer agree or disagree? Read the essay again. Find two other words that show contrast and two

words/phrases that show the order of arguments in the essay. Complete the sentences with the words in the box. Read the essay again and match a–c in the Look at Content box with the three

paragraphs. Plan an opinion essay with one of the titles below. Use the ideas in the Look at

Content box and make notes. Writing your essay. Use your notes from Exercise 5 and the language below to help

you. Writing about 150 words. Can you say YES to these questions? Work with a partner. When you are swimming in a pool, do you feel lighter, heavier

or the same as when you are walking on the ground? Can you explain why? Read and listen to the text about Archimedes. What was he trying to find out? Read the article again. Are these sentences true or false? Correct the false

sentences. Work with a partner. What do you know about what these scientists studied and

their achievements?


Revision and correction of Spanish-speakers' typical mistakes: using degree, and not career, for university degrees.

Deduce the rules of use for be going to y de verbs in present tense to talk about the future.

Deduce the rules of use for Be going to, will and may/might for giving predictions. Deduce the rules of use for Future continuous. Reading sentences and contents to write an essay with opinions.


Recognising that women can have the profession they wish to, regardless of conventions or history.

Interest in finding out about features of the Mongolian festival of Naadam and the Australian prize Young Australian of the Year.

Knowledge of the work environment and achievements of various scientists and of Archimedes in particular.

Reflection about the age for finishing secondary education and about the need for university education or not before joining the labour market.


2 Competences




Listen to a conversation in which two young people discuss what will be done with the money raised for charity.Listen to an interview with a young woman actress.


Listen to a conversation about a young woman designer.


Listen to an article about a young woman who wants to be a car mechanic.Listen to an article about the Young Australian of the Year prize.Listen to an article about Archimedes.Watch four videos: 1.1. A group of scientists in its attempt to replace wheels with legs; 1.2. The Mongolian festival Naadam; 1.3. Various young people talking about their special reasons for saving; 1.4. Global warming.


Distinguishing the pronunciation de the weak form of to.

TALK / CONVERSE


Present information about three famous inventors.Present information about famous horse races.


Talk about the ideal university degree/career.


Interpret photos.Ask and answer about different plans for next week.Compare what they think their lives will be like in 30 years.Talk about the achievements of various young Australians.Talk about the practical sense of density.Exchange information about different scientists and their achievements.



Talk about options (work or academic) on reaching 18.Role-play of conversations with debates about taking decisions.Discuss the importance or not of the achievements of a young woman designer.Discuss a young person from our country who would deserve a prize because of his/her achievements.

READ


Reading and taking in sentences and contents for writing an essay with opinions.






Understand an article about a young woman who wants to be a car mechanic.Understand a piece of news about a young woman designer.Understand an article about the Young Australian of the Year prize.Understand an essay giving opinions about compulsory school age.Understand an article about Archimedes.Understand an essay giving opinions about continuing education after secondary education.


Understand an article about Archimedes.

WRITE


Complete sentences and/or texts using be going to and present tenses for expressing future, using vocabulary connected with education and qualifications, and expressions connected with achievements, using be going to, will and may/might for giving predictions, and using be going to, will and may/might for giving predictions.Describing what it would be like to take part in the horse race young people at Naadam festival in Mongolia.Write sentences explaining the qualifications needed for certain jobs in our country.Write sentences explaining the qualifications needed for certain jobs in our country.


Write a text about your favourite means of transport.Write an essay giving opinions about an educational question.Write an essay giving opinions about how


inexact exams are as evaluation tools.



Complete tables.


Learn about work camps and achievements de various scientists as an example of scientific method.








Recognising women's capability to face up to face up to the degree or job they wish to.


Learn about the Australian prize Young Australian of the Year.


Learn about features of the Mongolian festival of Naadam.


Do the exercises in the Workbook individually.Do the homework individually (eg. looking for and compiling information).Taking in and using expressions learned for writing an essay with opinions.


Revise the Get it right! sections critically.Deduce the rules for using be going to and of verbs in present tense to talk about the future.Deduce the rules for using Be going to, will and may/might to give predictions.Deduce the rules of use for Future continuous.

Showing an interest in carrying out evaluations of your own progress and identify



points for improvement.








Using phrases given for writing an essay with opinions.

3 Social awareness.




Respect classmates' opinions, oral and written written (essays stating opinions).


Show respect for other people's opinions, regardless of their gender. Recognising that women can choose the profession or career they wish to,

regardless of history, conventions or tradition.




Geography and History: Mongolia and Naadam festival. Physics and Chemistry / Biology and Geology / Scientific Culture / Applied Science

in Professional Work: approaching scientific method by finding out about various scientists and their achievements.

Initiation in Business and Enterprise Activity: a young woman designer as an example the need to combine good ideas, motivation and determination when taking on a project.


Name, recognise and present vocabulary and expressions connected with education, qualifications and achievements, and collocations with the verb take.

Make proper use of be going to and present tenses for expressing future, be going to, will and may/might for giving predictions, and Future continuous.

Using correct pronunciation and intonation: the weak form of tp.


Learn about and use basic socio-cultural and socio-linguistic features, such as some features of the Mongolian festival of Naadam and the Australian prize Young Australian of the Year, women's capability to face up to the profession they wish to, regardless of conventions or history, the importance of the work of various scientists and the need to seriously analyse about different educational questions.

Understand the gist and the specific information of oral messages: an article about a young woman who wants to be a car mechanic, a conversation about a young woman designer, an article about the Young Australian of the Year prize, a conversation in which two young people discuss what will be done with the money raised for charity, an article about Archimedes, an interview with a young woman actress and four videos.

Produce comprehensible oral texts in which information is given, requested and exchanged: communication exchanges in which talk about options (work or academic) on reaching 18, talk about the ideal university degree/profession and the practical sense of density, present information about three famous inventors about famous horse races, ask and answer about different plans for next week, interpret photos, discuss the importance or not of the achievements of a young woman designer and about a young person from our country who would deserve a prize because of his/her achievements, compare what they think their lives will be like in 30 years, exchange information about different scientists and their achievements, and role-play of conversations with debates about taking decisions.

Understand the general information and get the basic ideas in written texts of different types: an article about a young woman who wants to be a car mechanic, another about the Young Australian of the Year prize and another about Archimedes, a piece of news about a young woman designer and pieces of news about three young people and their achievements, an essay giving opinions about compulsory school age and another about continuing education after secondary education.

Write short, simple texts and with clear structures: completion/writing sentences and/or texts using be going to and present tenses for expressing future, using vocabulary connected with education and qualifications, and expressions connected with achievements, using be going to, will and may/might for giving predictions, and using Future continuous, writing a text about your favourite means of transport, describing what it would be like to take part in the horse race young people at Naadam festival in Mongolia, writing sentences explaining the qualifications needed for certain jobs in our country and with predictions about some friends, writing the reasons for choosing the winner of Young Person of the Year between various candidates and two essays stating opinions about educational questions.




Recognising and presentation of vocabulary and expressions connected with education, qualifications and achievements, and collocations with the verb take.

Recognising and use in orally and in writing a limited repertoire of common vocabulary: vocabulary and expressions connected with education, qualifications and achievements, and collocations with the verb take.

LC

Practice using and forming be going to and present tenses for expressing future, be going to, will and may/might for giving predictions, and Future continuous.


Distinguishing and using common communication functions: express opinions, express personal information (the profession ideal), use typical expressions in the process of taking decisions and write essays stating opinions.

LCSCS

Practise pronouncing the weak form ofto.

Recognise and produce orally and in writing the weak form of used to.


LC

Listen to an article about a young woman who wants to be a car mechanic, a conversation about a young woman designer, an article about the Young Australian of the Year prize, a conversation in which two young people discuss what will be done with the money raised for charity, an article about Archimedes, in the interview a a young woman actress and four videos.

Reading an article about a young woman who wants to be a car mechanic, another about the Young Australian of the Year prize and another about Archimedes, a piece of news about a young woman designer and pieces of


LCSCS CCE

MSCTSIE


news about three young people and their achievements, an essay giving opinions about compulsory school age and another about continuing education after secondary education.

Debate with their partners about some features of the Mongolian festival de Naadam and the Australian prize Young Australian of the Year, about the need to state that women are perfectly capable of doing the profession they wish to, regardless of conventions or history, about the importance of the work of various scientists and about different educational questions.

Learn about and use basic socio-cultural and socio-linguistic features, such as some features of the Mongolian tradition of Naadam and the prize Young Australian of the Year, the need to overcome conventionalisms in connection with women's abilities, the importance of work and achievements of various scientists, and different controversial educational questions.

LCSCS CCE

MSCT

Communication interactions in to talk about options (work or academic) on reaching 18, talk about the ideal university degree/profession and the practical sense of density, present information about three famous inventors about famous horse races, ask and answer about different plans for next week, interpret photos, discuss the importance or not of the achievements of a young woman designer and about a young person from our country who would deserve a prize because of his/her achievements, compare what they think their lives will be like in 30 years, exchange information about different scientists and their achievements, and role-play of conversations with debates about taking decisions.


LCSCS CCE

MSCTSIE

Putting together sentences and/or texts using be going to and present tenses for expressing future, using vocabulary connected with education and qualifications, and expressions connected with achievements, using be going to, will and may/might for giving


LCSCS CCESIE


predictions, and using Future continuous, a text about your favourite means of transport, the description of what it would be like to take part in the horse race young people at Naadam festival in Mongolia, sentences explaining the qualifications needed for certain jobs in our country and with predictions about some friends, the reasons for choosing the winner of Young Person of the Year between various candidates and two essays stating opinions about educational questions.


UNIT 4 FABULOUS FOOD

1 Contents


Listening to and understanding an article about dangerous food. Listening to and understanding a programme in which the participants taste

different dishes blindfolded. Listening to and understanding an article about factors which influence cooking in

each place. Listening to and understanding a telephone conversation in which a mother dictates

a recipe to her son. Watching videos: 1.1. Production of argan oil; 1.2. The fishing sector in Japan; 1.3.

Various young people talking about what they would cook for their family if they had to one day; 1.4. The contents of what we eat.

Listening to and understanding an article about vertical agriculture (vertical farming).

Listen to and understand in the interview with a farmer who uses vertical agriculture.

Listening to and understanding an interview with a chef. [WB]


Oral interaction in pairs talking about enjoying cooking. Oral interaction in pairs talking about dangerous food. Presentation the description the production or manufacturing process of a typical

product from our country. Oral interaction in pairs deciding how to organise a food special for friends. Oral interaction in pairs describing dishes. Oral interaction in pairs stating the desire to try new or unusual food and

expressing preferences for food. Oral interaction in pairs asking and answering different questions using second

conditional structures. Oral interaction in pairs talking about factors which influence cooking from our

country and debating fast food. Presentation of the results of a a survey about sea products consumption. Presentation of information about the fishing sector in our country. Oral interaction in pairs debating the possibilities for vertical farming to fight hunger

in the world. Role-play of conversations in which recipes are dictated or explained.


Reading and understanding an article about dangerous food. Reading and correcting an article about factors which influence cooking in each

place. Reading and understanding a conversation in which a mother dictates a recipe to

her son. Reading and understanding a post on a forum with the description of an English

dish.


Reading and taking in sentences and contents for writing a text: the description of a dish.

Reading the reference sections given in the activities. Reading and understanding extra information marked as Fact. Reading and understanding an article about vertical agriculture (vertical farming). Reading and understanding an article about food in special storage space. [WB] Reading and understanding the description of an Irish dish. [WB]


Writing an article about the production of argan oil. Describing production or manufacturing process of a typical product from our

country. Writing/completing sentences and/or texts using if, unless, when and may/might in

first conditional structures. Writing/completing sentences and/or texts using cooking verbs and adjectives for

describing food. Writing/completing sentences and/or texts using would, could and might in second

conditional structures. Describing a typical dish from our country. Writing sentences explaining how to cook your favourite dish. [WB] Writing sentences answering different questions about food. [WB] Writing sentences about the main problems of food for long-stay astronauts in

space and about three types of food which astronauts cannot do without. [WB] Writing the description of a traditional dish from our country or another country.

[WB]



Expressing opinions. Expressing personal information: enjoying cooking and favourite foods. Making use of expressions for giving instructions: The first thing to do is … / First of

all, … / Next, you (add the mince) … / You need (to stir it). / Then, add (the tomatoes). / Finally, when (it boils …).

Writing an essay with opinions.

Vocabulary:

Cooking verbs: boil / grill / grate / fry / roast / chop / slice / mix / bake / spread. Adjectives for describing food: salty / delicious / spicy / disgusting / bland / sweet /

slimy / bitter / crunchy / savoury.


First conditional with if, unless, when and may/might. Second conditional with would, could and might.



Recognising, comparing and pronouncing the written letters ea (sounds /e/, /i:/ y /eI).

Classroom language:

Match the verbs in the box with the photos (1–5). Listen, check and repeat. Look at the foods in the box. Which verbs in Exercise 1 can you use with each

one? Work with a partner. Ask and answer the questions. Work with a partner. Look at the photos in the article. What food can you see in

each image? How could each one be dangerous, do you think? Read and listen to the information from an article about dangerous food. Check

your ideas in Exercise 5. Read the article again. Complete the health guide. Match the words in bold from the article with the definitions below. Look at the sentences in the table and the words in bold. Then choose the correct

options in the rules. Match the beginnings and ends of the sentences. Complete the sentences with the correct adjective form of the verbs in brackets. Choose the correct options. Work with a partner. Organise a special dinner for your friends. Use sentences with

‘if’, ‘unless’, ‘when’ and ‘might/may’. Decide who will … Match the adjectives in bold with the definitions below. Listen and repeat the adjectives. Which adjectives in Exercise 1 describe: taste / texture (how they feel in your

mouth) / a good or bad opinion. Work with a partner. Look at the photos (a–c). Use adjectives from Exercise 1 to

describe each dish. Listen to a contest where people taste the three mystery dishes in the photos (a–c).

Which dish is the most popular? Listen again and complete the notes in the first column with words from Exercise 1.

Then choose the correct options in the other columns. Look at the table and complete the rules about the second conditional with the

words in the box. Complete the second conditional questions with the correct form of the verbs in

brackets. Work with a partner. Look at the photos in the article. What food can you see?

Where do you think the foods come from? Read and listen to the online article about food from different countries and check

your ideas in Exercise 1. Read the article again and match the facts (1−6) to the countries in the box. Work with a partner. Watch the teenagers answering the question ‘What would you

make if you had to cook for your family for a day?’. Answer the question for you. Josh is talking to his mum on the phone. Listen and complete the conversation with the words in the box. Listen and repeat the phrases in the Functions box. Translate them into your language. Work with a partner. Practise the conversation in Exercise 1. Work with a partner. Plan your own conversations like the one in Exercise 1. Base

them on the information below and add your own ideas. With your partner, have the conversations you planned in Exercise 4.


Look at the photo and read the description on an Internet forum. What is the dish Lamorna describes and what is it made from?

Read the description again. Find examples of the four phrases in bold in the Look at Language box.

Complete the sentences with the words in the box. Read the description again. Which of the points from the Look at Content box

doesn’t it contain. Choose a local or traditional dish to write about. Use the list in the Look at Content

box and make notes. Write your description. Use your notes from Exercise 5 and the language below to

help you. Write about 150 words. Can you say YES to these questions? Work with a partner. Look at the problems connected with a growing global

population and discuss possible solutions. Read and listen to the information about vertical farming. What is the main

difference between vertical farming and traditional farming? Complete the diagram of a vertical farm with the words in bold from the text. Listen to a radio interview with a vertical farmer. In what way does his farm help the

local community? Listen again and answer the questions. Work with a partner. Many people in the world don’t have enough food. Discuss

with a partner how vertical farming could help to solve this problem.


Revision and correction of Spanish-speakers' typical mistakes: we do not usually use will after if, unless r when in conditional sentences.

Deduce the rules for forming the first conditional with if, unless, when and may/might.

Deduce the rules for forming the second conditional with would, could and might. Reading phrases and contents to write the description of a dish.


Respect for classmates' tastes in connection with food and with cooking as a hobby.




hunger in the world. Avoiding giving women the domestic job of cooking.


2 Competences




Listen to an interview a chef.Listen to an interview with a farmer who uses vertical agriculture.


Listen to a telephone conversation in which a mother dictates a recipe to her son.


Listen to an article about dangerous food.Listen to a programme in which the participants taste different dishes blindfolded.Listen to an article about factors which influence cooking in each place.Listen to an article about vertical agriculture (vertical farming).Watch four videos: 1.1. Production of argan oil; 1.2. The fishing sector in Japan; 1.3. Various young people talking about what they would cook for their family if they had to one day; 1.4. The contents of what we eat.


Distinguishing the pronunciation the written letters ea (sounds /e/, /i:/ and /eI).

TALK / CONVERSE


Present the description the production or manufacturing process of a typical product from our country.Present the results of a survey about sea food consumption.Present the information about the fishing sector in our country.


Talk about enjoying cooking.


Decide how to organise a food special for friends.Describing dishes.State the desire to try new or unusual food and expressing preferences for food.Ask and answer different questions using second conditional structures.


Talk about factors which influence cooking from our country.


Talk about dangerous food.Role-play of conversations in which recipes are dictated or explained.Discuss fast food.Debate the possibilities for vertical farming to fight hunger in the world.

READ


Reading and taking in sentences and contents for writing a text: the description of a dish.Understand a conversation in which a mother dictates a recipe to her son.




Understand a post on a forum with the description of an English dish.




Understand an article about dangerous food.


Understand an article about vertical agriculture (vertical farming).Understand an article about food in special storage spaces.Understand the description an Irish dish.

WRITE


Complete sentences and/or texts using if, unless, when and may/might in first conditional structures, using cooking verbs, and adjectives for describing food, and using would, could and might in second conditional structures.Describing the production or manufacturing process of a typical product from our country.Write sentences explaining how to cook your favourite dish, answering different questions about food and about astronauts' food.


Write an article about the production of argan oil.Describing a typical dish from our country.Describing a traditional dish from our country or another country.

Mathematical competences and basic science and technology


competences.Putting in order and classifying data following criteria.

Classify information about dangerous food and advice for handling it.


Complete tables.

Valuing and following healthy habits. Accept appropriate eating habits, especially avoiding junk food.Learn to handle particular types of food.






Read a post on a forum in unit.




Respect classmates' tastes in connection with food and with cooking as a hobby.Avoid giving women the domestic chore of cooking.


Learn about different dishes in other countries, and in particular in England and Ireland.


Do the exercises in the Workbook individually.Do the homework individually (eg. looking for and compiling information).Take in and use sentences learned for writing the description of a dish.


Revise the Get it right! sections critically.Deduce the rules for constructing first conditional with if, unless, when and may/might.Deduce the rules for constructing second conditional with would, could and might.











Using phrases given for describing a dish.


Assume the consequences of misuse of particular types of food.

3 Social awareness.



Recognising that the technological advances in agriculture must be used to eradicate hunger in the world.


Respect classmates' opinions and tastes in connection with food and cooking.


Show respect for other people's opinions, regardless of their gender. Avoid giving the domestic chore of cooking to women.

Education about health

Learn about the dangerous peculiarities of some food and take precautions when handling or eating them.




Technology: vertical agriculture (vertical farming).


Name, recognise and present cooking verbs, adjectives for describing food and expressions for giving instructions.


Make proper use of the first conditional with if, unless, when and may/might, and the second conditional with would, could and might.

Use correct pronunciation and intonation: the written letters ea (sounds /e/, /i:/ y /eI).

Learn about and use basic socio-cultural and socio-linguistic features, such as different dishes in other countries, and in particular in England and Ireland, diversity in the classroom with regards to tastes for particular types of food and for cooking, the peculiarities of some food and the health risks if not property handled, the need to take on appropriate eating habits, especially avoiding junk food, the technological advances which can help to eradicate hunger in the world, and the importance of not giving women the domestic chore of cooking.

Understand the gist and the specific information of oral messages: an article about dangerous food, another about factors which influence cooking in each place and another about vertical agriculture (vertical farming), a programme in which the participants taste different dishes blindfolded, a telephone conversation in which a mother dictates a recipe to her son, an interview with a farmer who uses vertical agriculture and another with a chef, and four videos.

Produce comprehensible oral texts in which information is given, requested and exchanged: communication exchanges in which talk about the enjoying cooking and about dangerous food, present the production or manufacturing process of a typical product from our country, the results of a survey about sea food consumption and the information about the fishing sector in our country, deciding how to organising a food special for friends, ask and answer a different questions using second conditional structures, describe dishes, state the desire to try new or unusual food and expressing preferences for food, talk about factors which influence cooking from our country, discuss the possibilities for vertical farming to fight hunger in the world and about fast food, and role-play of conversations in which recipes are dictated or explained.

Understand the general information and get the basic ideas in written texts of different types: an article about dangerous food, another about factors which influence cooking in each place, another about vertical agriculture and a last one about food in special storage spaces, a conversation in which a mother dictates a recipe to her son, a post on a forum with the description of an English dish and the description of an Irish dish.

Write short, simple texts and with clear structures: completing/writing sentences and/or texts using if, unless, when and may/might in first conditional structures, using cooking verbs, and adjectives for describing food, and using would, could and might in second conditional structures, writing an article about the production of argan oil and the production or manufacturing process of a typical product from our country, writing sentences explaining how to cook your favourite dish, answering different questions about food and about astronauts' food in space, describing a typical dish from our country or another country.



Recognising and presentation of cooking verbs, adjectives for describing food and expressions for giving instructions.

Recognising and use in orally and in writing a limited repertoire of common vocabulary: cooking verbs, adjectives for describing food

LC


and expressions for giving instructions.

Practice using and forming the first conditional with if, unless, when and may/might, and the second conditional with would, could and might.


Distinguishing and using common communication functions: express opinions, express personal information (enjoying cooking and favourite foods), use expressions for giving instructions and write the description of a dish.

LCSCS

Practise the pronunciation of the written letters ea (sounds /e/, /i:/ and /eI).

Recognise and pronounce orally and in writing the written letters ea (sounds /e/, /i:/ y /eI).


LC

Listen to an article about dangerous food, another about factors which influence cooking in each place and another about vertical agriculture (vertical farming), a programme in which the participants taste different dishes blindfolded, a telephone conversation in which a mother dictates a recipe to her son, an interview with a farmer who uses vertical agriculture and another with a chef, and four videos.

Reading an article about dangerous food, another about factors which influence cooking in each place, another about vertical agriculture and a last one about food in special storage spaces, a conversation in which a mother dictates a recipe to her son, a post on a forum with the description of an English dish and the description of an Irish dish.


LCSCS CCE

MSCTSIE

Debate with their partners about the characteristics of cooking in other countries, and in particular about dishes specifically English

Learn about and use basic socio-cultural and socio-linguistic features, such as the characteristics of cooking in

LCSCS CCE

MSCT


and Irish dishes, about diversity in the classroom with regards to tastes in food and for cooking, about the peculiarities of some food and the risk involved in handling them inappropriately, about the need to have appropriate eating habits, with emphasis on junk food, about advances in agricultural technology which can help to eradicate hunger in the world and about the importance of not giving women the domestic chore of cooking.

other countries, and in particular about dishes specifically English and Irish dishes, diversity in the classroom with regards to tastes in food and for cooking, the peculiarities of some food and the risk involved in handling them inappropriately, the need to take on appropriate eating habits, with emphasis on junk food, advances in agricultural technology which can help to eradicate hunger in the world and the importance of not giving women the domestic chore of cooking.

Communication interactions in which talk about the enjoying cooking and about dangerous food, present the production or manufacturing process of a typical product from our country, the results of a survey about sea food consumption and the information about the fishing sector in our country, deciding how to organise a food special for friends, ask and answer different questions using second conditional structures, describe dishes, show the desire to try new or unusual food and expressing preferences for food, talk about factors which influence cooking from our country, discuss the possibilities for vertical farming to fight hunger in the world and about fast food, and role-play of conversations in which recipes are dictated or explained.


LCSCS CCE

MSCTSIE

Putting together sentences and/or texts using if, unless, when and may/might in first conditional structures, using cooking verbs, and adjectives for describing food, and using would, could and might in second conditional structures, an article about the production de argan oil and the production or manufacturing process of a typical


LCSCS CCESIE


product from our country, sentences explaining how to cook your favourite dish, answering different questions about food and about astronauts' food in space, and the description of a typical dish from our country or another country.


UNIT 5 LOVE YOURSELF!

1 Contents


Listening to and understanding an article about alternative therapies. Listening to and understanding a text about how to use onion for treating colds. Listening to and understanding two students' comments and a head of studies

about changes at their school for improving students' health. Listening to and understanding an article about the health situation in the US Watching videos: 1.1. Using plants as natural remedies; 1.2. An Australian lifeguard

who takes part in surf competitions; 1.3. Various young people talking about what they do to prepare for a sports event; 1.4. How our brain works.

Listening to and understanding a podcast about healthy physical activities. Listening to and understanding an article about yoga. Listening to and understanding a radio programme in which a doctor answers the

questions from young people about health. [WB]


Oral interaction in pairs in which questions about illnesses which people have had are asked and answered.

Oral interaction in pairs talking about alternative therapies. Presentation of information about alternative therapies. Oral interaction in pairs stating agreement or disagreement with different

statements about health. Oral interaction in pairs talking about pictures connected with the idea of being in

shape. Oral interaction in pairs asking and answering about behaviour or ideas to be in

better shape. Oral interaction in pairs talking about rules for behaviour and day-to-day life in our

school. Oral interaction in pairs valuing our health system and debating strategies for

combating obesity in the US Oral interaction in groups comparing ideas for encouraging young people to take

more exercise. Role-play of conversations in which one tries to persuade the other to do

something.


Reading and understanding an article about alternative therapies. Reading and understanding an article about the health situation in the US Reading and understanding a conversation in which a young woman tries to

persuade her friend to take part in a race. Reading and understanding a leaflet about kick-boxing. Reading and taking in phrases and contents for writing a text: a leaflet about

physical exercise. Reading the reference sections given in the activities. Reading and understanding extra information marked as Fact. Reading and understanding an article about yoga.


Reading and understanding anon-line guide for taking exercise. [WB] Reading and understanding a leaflet about courses for fighting anxiety. [WB]


Writing a text about how different people deal with different pains. Writing/completing sentences and/or texts using can/could/can’t, must and

may/might to talk about a possibility and probability. Writing/completing sentences and/or texts using names of illnesses and

expressions connected with being in good shape. Writing/completing sentences and/or texts using must, have to, don’t have to and

had to for expressing obligation/no obligation, and can’t and mustn’t for expressing prohibition.

Writing a text explaining what you do for keeping fit. Writing a leaflet about a physical activity. Making concept maps about the advantages of doing yoga and other physical

activities aimed at well-being. Writing sentences about illnesses most common in the family and the remedies

used for them. [WB] Writing sentences talking about the rules or norms of a gym or sports club. [WB] Writing sentences about the type of physical exercise which would be best for you

amongst those presented. [WB] Writing a leaflet for a course to make you feel better. [WB]



Expressing opinions. Expressing agreement or disagreement. Expressing personal information: confidence in and use of alternative therapies,

and activities for keeping fit. Making use of expressions de persuasion: Why don’t you …? / We could … / Go

on! / It would do (me) good to … / You could do with … / Shall we …? / How about …?

Writing leaflets about physical activities or health courses.

Vocabulary:

Illnesses: ailment / stomach ache / a sprained ankle / a cough / an insect bite / a temperature / a wart / an ear infection / a rash / a verruca / a cold.

Expressions connected with being in good shape: fitness / be in good shape / be in bad shape / be on a diet / be out of shape / get in shape / go on a diet / have a weight problem / lose weight / put on weight / a well-balanced diet.


Modal verbs to talk about possibility and probability: can/could/can’t, must and may/might.

Verbs for expressing obligation/no obligation (must / have to / don’t have to / had to) and prohibition (can’t / mustn’t).



Recognising, contrasting and the correct pronunciation of accent in polysyllabic words.

Classroom language:

Match the words and phrases in the box with the photos (1–10). Listen, check and repeat. Which of the things in Exercise 1 can you treat with a) a special cream, b) medicine

or tablets, c) rest? Work with a partner. Use the questions below to ask about the food in Exercise 1. Work with a partner. Look at the photos of alternative therapies. What do you think

is the purpose of each treatment? Read and listen to the online reviews of the therapies in the photos. Check your

ideas in Exercise 5. Read the reviews again. Complete the table about the alternative therapies. Match the words and phrases in bold in the reviews with the definitions. Work with a partner. Answer the questions. Look at the sentences in the table. Complete the rules about the use of modal

verbs for possibility and probability. Choose the correct options to complete the sentence. Sometimes both are

possible. Complete the review with the words in the box. Listen and check. Work with a partner. Decide if you agree or disagree with the following statements. Work with a partner. Look at the photos (1–4) below. How are they connected with

health and fitness? Combine words from each box to make new phrases. Which phrases are

connected with not being fit and healthy? Work with a partner. Look at the photos in Exercise 1 again and comment on them

using the phrases in Exercise 2. Listen to two students and a head teacher talking about a new project at their

school. What is the purpose behind the project, 1, 2 or 3? Listen again and match the speakers (a–c) with the things they talk about (1–8). Look at the sentences in the table. Complete the rules about expressing obligation

and no obligation with the words in the box. Complete the sentences with the correct form of ‘have to’, ‘must’, ‘don’t have to’ or

‘had to’. Look at the sentences in the table. Choose the correct options in the rules. Complete the sentences with the words in the box. Choose the correct options to complete a teenager’s blog post about her school

life. Work with a partner. Talk about life at your school using ‘have to’, ‘must’, ‘don’t

have to’, ‘mustn’t’ and ‘can’t’. Work with a partner. Look at the photos in the article. What different aspects of

health and fitness in the USA do they show? Read and listen to the article about health and fitness in the USA and match the

headings (a–d) with the correct paragraphs (1–4). Which fact from the article most surprised you?

Read the article again. Are the sentences true or false? Work with a partner. / Watch the teenagers answering the question ‘How do

prepare for a sports event?’ Answer the question for you. Petra is trying to persuade her friend Ruth to run in a race with her. Listen and

complete the conversation with the words in the box.



Work with a partner. Practise the conversation in Exercise 1. Work with a partner. Take turns to persuade each other to do something. Use the

situations below and an appropriate phrase from the Functions box. Work with a partner. Plan your own conversations like the one in Exercise 1. Base

them on the information below and add your own ideas. With your partner, have the conversations you planned in Exercise 5. Look at the photo and read the leaflet. What sport is it about? What is the purpose

of the leaflet? Read the leaflet again and find two other examples of responding succinctly and

avoiding repetition. Match the questions (1–6) and the responses (a–f). Read the information leaflet again. In which paragraph (1–5) can you find the

information in the Look at Content box? Plan a leaflet about one of the activities in the box below or an idea of your own.

Use the list in the Look at Content box and make notes. Write your leaflet. Use your notes from Exercise 5 and the language below to help you. Writing about 150 words. Can you say YES to these questions? Work with a partner. Match the photos with the well-being activities in the box.

Have you ever done these activities? Work with a partner. Make a list of the benefits of the activities in Exercise 1. Listen to the podcast about well-being activities. Check your ideas in Exercise 2. Listen to the podcast again and complete the mind map about the effects of well-

being activities with the words in the box. Read and listen to the article from a health and fitness magazine about a special

type of yoga. What’s different about it? Read the article again. Make a mind map about the benefits of aerial yoga. Work with a partner. Find out about another well-being activity and make a mind

map about its benefits.


Revision and correction of Spanish-speakers' typical mistakes: use of scientist vs scientific to talk about a person who works with or investigates science.

Deduce the rules of use for modal verbs to talk about possibility and probability. Deduce the rules of use for verbs to talk about obligation/no obligation and

prohibition. Reading the sentences and contents to write the leaflet for a physical activity. Use of concept maps (mind maps) for organising knowledge.


Respect for classmates' opinions in connection with regards to how to use alternative therapies and their tastes in connection with taking physical exercise or other activities for improving health and well-being.



2 Competences





Listen to two students' comments and a head of studies about changes at their school for improving students' health.Listen to a podcast about healthy physical activities.Listen to a radio programme in which a doctor answers the questions de young people about health.


Listen to an article about alternative therapies.Listen to a text about how to use onion for treating colds.Listen to an article about the health situation in the US.Listen to an article about yoga.Watch four videos: 1.1. Using plants as natural remedies; 1.2. An Australian lifeguard who takes part in surf competitions; 1.3. Various young people talking about what they do to prepare for a sports event; 1.4. How our brain works.


Distinguishing the pronunciation of stress in polysyllabic words.

TALK / CONVERSE


Present information about alternative therapies.


Value our health system.


Decide how to organise a food special for friends.Describing dishes.State agreement or disagreement with different statements about health.Ask and answer about illnesses you have had.Talk about pictures connected with the idea of being in shape.Compare ideas for encouraging young people to take more exercise.

Expressing yourself correctly in conversations you take part in, using well-

Talk about alternative therapies.Talk about rules for behaviour and day-to-


defined structures and clear pronunciation. day life in our school.Role-play of conversations in which one tries to persuade the other to do something.Discuss strategies for combating obesity in the US.

READ


Read and take in the sentences and contents to write a text: a leaflet about a physical activity.Understand an on-line guide for taking exercise.


Understanding extra information marked as Fact.Understand a conversation in which a young woman tries to persuade her friend to take part in a race.


Understand a post on a forum with the description of an English dish.




Understand an article about the health situation in the US.Understand a leaflet about kick-boxing.Understand an article about yoga.Understand a leaflet about courses for fighting anxiety.


Understand an article about alternative therapies.

WRITE


Complete sentences and/or texts using can/could/can’t, must and may/might to talk about a possibility and probability, using names of illnesses and expressions connected with being in good shape, using must, have to, don’t have to y had to for expressing obligation/no obligation, and using can’t and mustn’t for expressing prohibition.Make concept maps about the advantages of doing yoga and other physical activities aimed at well-being.Write sentences about the illnesses most common in the family and the remedies used for them.Write sentences with the rules or norms of a gym or sports club.Write sentences about the type of physical exercise which would be best for you.

Filling in forms, questionnaires or printed Write a text about how different people deal


pages with personal, academic or professional information.

with different pains.Write a text explaining what you do for keeping fit.


Write a leaflet about a physical activity.Write a leaflet about a physical activity.



Classify therapies depending on scientific nature.



Valuing and following healthy habits. Accept the need to use therapies which have always been scientifically proven.








Respect classmates' tastes in connection with physical activities or exercise to feel better.Respect classmates' opinions in connection with regards to how to use alternative therapies.


Learn about the health system in the US and compare it with our universal health care system.


Do the exercises in the Workbook individually.Do the homework individually (eg. looking for and compiling information).Take in and use the sentences learned to write the leaflet about physical activity.


Revise the Get it right! sections critically.Deduce the rules for using modal verbs to talk about possibility and probability.


Deduce the rules for using verbs to talk about obligation/no obligation and prohibition.




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






Use the sentences given for writing a leaflet about a physical activity.


Assume the consequences of making use of therapies which have not been medically proven.

3 Social awareness.




Respect classmates' opinions in connection with regards to how to use alternative therapies, although being critical about it, and their tastes in connection with taking physical exercise or other activities for improving health and well-being.

Education about health

Accept the uselessness and, even, danger of using alternative therapies which have not been scientifically proven.

Value our health system based on the idea of universality. Have a self-critical attitude towards our own behaviour in connection with personal

health.




Physical Education: the importance of exercise for health.



Name, recognise and present vocabulary connected with illnesses and expressions connected with being in good shape.

Make proper use of modal verbs to talk about possibility and probability (can/could/can’t, must and may/might) and verbs for expressing obligation/no obligation (must / have to / don’t have to / had to) and prohibition (can’t / mustn’t).

Using correct pronunciation and intonation: stress in polysyllabic words. Learn about and use basic socio-cultural and socio-linguistic features, such as

diversity in the classroom with regards to opinions about how to use alternative therapies and with regards to tastes about taking physical exercise or other activities for improving health and well-being, the health situation and the health system in the US, and the importance having a self-critical attitude towards our own behaviour in connection with personal health.

Understand the gist and the specific information in oral messages: an article about alternative therapies, another about the health situation in the US and another about yoga, a text about how to use onion for treating colds, two students' comments and a head of studies about changes at their school for improving students' health, a podcast about healthy physical activities, a radio programme in which a doctor answers questions from young people about health and four videos.

Produce comprehensible oral texts in which information is given, requested and exchanged: communication exchanges in which people ask and answer about illnesses they have had and about behaviour or ideas to be in better shape, talk about alternative therapies and about rules for behaviour and day-to-day life in our school, present information about alternative therapies, state agreement or disagreement with different statements about health, talk about pictures connected with the idea of being in shape, value our health system, discuss strategies for combating obesity in the US and value ideas for encouraging young people to take more exercise, and role-play of conversations in which one tries to persuade the other to do something.

Understand the general information and get the basic ideas in written texts of different types: an article about alternative therapies and another about yoga, a conversation in which a young woman tries to persuade her friend to take part in a race, a leaflet about kick-boxing and another about courses for fighting anxiety, and an on-line guide for taking exercise.

Write short, simple texts and with clear structures: completion/writing sentences and/or texts using can/could/can’t, must and may/might to talk about a possibility and probability, using names of illnesses and expressions connected with being in good shape, using must, have to, don’t have to and had to for expressing obligation/no obligation, and using can’t and mustn’t for expressing prohibition, writing a text about how different people deal with different pains and another explaining what you do for keeping fit, writing a leaflet about a physical activity and another about a course or activity to make you feel better, writing sentences about the illnesses most common in the family and the remedies used, about the rules or norms of a gym or sports club and about the type of physical exercise which would be best for you.




Recognising and presentation of vocabulary connected with illnesses and expressions connected with being in good shape.

Recognising and use in orally and in writing a limited repertoire of common vocabulary: vocabulary connected with illnesses and expressions connected with being in good shape.

LC

Practice using and forming modal verbs para talk about possibility and probability (can/could/can’t, must and may/might) and de verbs for expressing obligation/no obligation (must / have to / don’t have to / had to) and prohibition (can’t / mustn’t).


Distinguishing and using common communication functions: express opinions, express agreement or disagreement, express personal information (confidence in and use of alternative therapies, and activities for keeping fit), use expressions for persuading and write a leaflet about a physical activity.

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Practise the pronunciation of stress in polysyllabic words.

Recognise and produce the correct stress in polysyllabic words.


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Listen to an article about alternative therapies, another about the health situation in the US and another about yoga, a text about how to use onion for treating colds, two students' comments and a head of studies' about changes at their school for improving students' health, a podcast about healthy physical activities, a radio programme in which a doctor answers the questions from young people about health, and four videos.

Reading an article about alternative therapies and another about yoga, a conversation in which a young woman tries to persuade her friend to take part in a race, a leaflet about kick-boxing


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and another about courses for fighting anxiety, and an on-line guide to taking exercise.

Debate with their partners opinions about how to use alternative therapies and about tastes about taking physical exercise or other activities for improving health and well-being, about the health situation and the health system in the US, comparing with our country, and about the importance of having a self-critical attitude towards our own behaviour in connection with personal health.

Learn about and use basic socio-cultural and socio-linguistic features, such as diversity in the classroom with regards to opinions about how to use alternative therapies and with regards to tastes about taking physical exercise or other activities for improving health and well-being, the health situation and the health system in the US, and comparison with our country, and the importance of having a self-critical attitude towards our own behaviour in connection with personal health.

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Communication interactions in which people ask and answer about illnesses they have had and about behaviour or ideas to be in better shape, talk about alternative therapies and about rules for behaviour and day-to-day life in our school, present information about alternative therapies, state agreement or disagreement with different statements about health, talk about pictures connected with the idea of being in shape, value our health system, discuss strategies for combating obesity in the US and in which value ideas for encouraging young people to take more exercise, and role-play of conversations in which one tries to persuade the other to do something.


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Putting together sentences and/or texts using can/could/can’t, must and may/might to talk about a possibility and probability, using names of illnesses and expressions connected with being in good shape, using must, have to, don’t have to and had to for expressing obligation/no obligation, and using can’t and


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mustn’t for expressing prohibition, a text about how different people deal with different pains and another explaining what you do for keeping fit, a leaflet about a physical activity and another about a course or activity to make you feel better, sentences about the illnesses most common in the family and the remedies used, about the rules or norms of a gym or sports club and about the type of physical exercise which would be best for you.


UNIT 6 STUFF WE LIKE

1 Contents


Listening to and understanding an article about a bulb which works without electricity.

Listening to and understanding a radio feature about unusual objects. Listening to and understanding an article about Facebook. Listening to and understanding a conversation between a young person and mobile

phones saleswoman. Watching videos: 1.1. Surviving in the mountains; 1.2. Beginnings and development

of the Internet; 1.3. Various young people noting down which their favourite electronic device is; 1.4. The impact of ‘e-waste’.

Listening to and understanding an article about energy efficient homes. Listening to and understanding a conversation between two young people about

the house in which they spent their holidays. Listening to and understanding a conversation in which a young person talks about

his collection of Transformers. [WB]


Oral interaction in pairs talking about the importance of daily objects. Oral interaction in pairs talking about how to use used plastic bottles. Presentation of information about survival in the desert. Oral interaction in pairs talking about relevant inventions and possible future

inventions. Oral interaction in pairs describing objects with adjectives nuanced by modifiers. Oral interaction in pairs defining people, objects and places with relative clauses. Oral interaction in pairs talking about how to use Facebook and other social

networks. Oral interaction in groups discussing ideas or predictions about the Internet. Oral interaction in pairs debating ideas for making your own homes or schools

more energy efficient. Role-play of conversations in which the sale-purchase of an electronic device is

acted out.


Reading and understanding an article about a bulb which works without electricity. Reading and understanding an article about Facebook. Reading and understanding a review of some headphones. Reading and understanding an article about energy efficient homes. Reading and taking in phrases and contents for writing a text: a product review. Reading the reference sections given in the activities. Reading and understanding extra information marked as Fact. Reading and understanding an article about devices which you wind up. [WB] Reading and understanding an on-line review of a smart watch. [WB]



Writing a text describing how to survive in the Alps. Writing/completing sentences and/or texts using verbs in passive voice (present

simple, past simple or will) and with by when necessary. Writing/completing sentences and/or texts using vocabulary for daily objects and

modifiers. Writing/completing sentences and/or texts using relative pronouns (who, that,

which, where and whose). Writing a text talking about what the Internet is used for and what would happen if it

did not exist. Writing a review of a product for sale (preferably an electronic device). Writing a text about personal behaviour which fits in with the idea of sustainability.

[WB] Writing sentences about the photos of an event using relative pronouns. [WB] Writing sentences about devices which you wind up and how they are used. [WB] Writing a review of a recently bought device for publishing on-line. [WB]



Expressing ideas and opinions. Expressing personal information: favourite electronic devices. Making use of expressions used when buying an electronic device: Can you tell me

about this (smartphone)? How much (memory) has it got? / Is it (easy to use)? / Has it got (a front-facing camera)? / What’s (the sound) like? / How long does the (battery) last? / Could you show me (that one), please?

Writing texts reviewing products for sale.

Vocabulary:

Everyday objects: candle / matches / remote control / fan / switch / plug / light bulb / tap / charger / heater.

Modifiers: much too / quite / extremely / kin of / totally / ridiculously / a bit / really.


The passive voice with present simple, past simple and will. Use of by in passive sentences. Pronouns (who, that, which, where and whose) and relative clauses.


Recognising, comparing and pronouncing the written letters cia (sound /ə/).

Classroom language:

Match the words in the box with the photos (1–10). Listen, check and repeat. Work with a partner. Look at the objects again. Why is each object important in our

everyday lives? Work with a partner. Tell him/her which three objects from Exercise 1 are the most

important for you and why.


Look at the photo and the headline in the article. What everyday object can you see? Where is it? Why is it there?

Read and listen to the article and check your ideas in Exercise 5. Read the article again and complete the fact sheet. Match the words and phrases in bold in the article with the definitions. Work with a partner. Can you think of any other uses for old plastic bottles. Look at the table. Complete the second sentence in each pair using a passive form

of the verb in bold and ‘by’ where necessary. Choose the correct options. Work with a partner. Answer the questions. Work with a partner. Look at the objects in the pictures (a–c) and guess what they

are used for. Which do you think is a) the most expensive, b) the cheapest? Listen to a radio reporter talking about the three objects. Check your ideas in

Exercise 1. Listen again and match the objects (a–c) from Exercise 1 with the sentences (1–6). Listen to the extracts from the recording and complete them with the modifiers in

the box. Listen and repeat the modifiers. Look at the modifiers in Exercise 4 again. Do they make the adjectives a) a little

stronger or b) a lot stronger? Work with a partner. Talk about three objects that you or your friends or family own

using modifiers from Exercise 4. Look at the table. Choose the correct relative pronouns to complete the sentences.

Sometimes more than one is possible. Complete the sentences with relative pronouns. Combine each pair of sentences into one sentence using the relative pronoun in

brackets. Work with a partner. Think of a definition for a person, an object and a place using

‘who’, ‘which’, ‘where’ or ‘whose’. Tell your partner your definitions and he/she guesses who, what or where it is.

Work with a partner. Look at the photo and the title of the article. What do you think the article will be about?

Read and listen to the article and check your answer in Exercise 1. Read the article again. Are the sentences true or false? Correct the false

sentences. Work with a partner. Watch the teenagers answering the question ‘What’s your

favourite gadget?’. Answer the question for you. Luke is talking to a sales assistant about a phone. Listen and complete the

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

language. Work with a partner. Practise the conversation in Exercise 1. Work with a partner. Take turns to ask a question from the Functions box and

answer with one of the prompts below. Work with a partner. Plan your own conversations like the one in Exercise 1. Base

them on the information below and add your own ideas. With your partner, have the conversations you planned in Exercise 5. Read Kris’s review about headphones. Does she think they are good? Read the review again. Complete the phrases in the Look at Language box. Complete the sentences with the words in the box. Read the review again and match the information in the Look at Content box with

the correct paragraphs.


Choose a product and plan an online product review. Use the headings in the Look at Content box and make notes.

Write your review. Use your notes from Exercise 5 and the language below to help you. Writing about 150 words.

Can you say YES to these questions? Work with a partner and answer the questions. Read and listen to the article about passive houses. Check your ideas in Exercise

1, question 3. Complete the diagram of a passive house with the words in the box. Listen to two friends talking about their holidays. Which house sounds more

comfortable to stay in? Listen again and complete the table. Work with a partner. What changes could you make in your own home or school to

make it more environmentally friendly?


Revision and correction of Spanish-speakers' typical mistakes: a) use of the participle after be in the passive voice (A prize will be given for the best idea vs A prize will be give for the best idea); b) the relative pronouns mean that no other pronouns are needed (A grey shirt that cost £20 vs A grey shirt that it cost £20).

Reading the sentences and contents to write the review of a product.


Respect for classmates' ideas and opinions in connection with regards to how to use old plastic bottles, with social networks and the Internet and with the possibilities for making our homes and schools more efficient in terms of energy.


Taking on responsible behaviour with regards to how to use resources.


2 Competences




Listen to a radio feature about unusual objects.


Listen to a conversation between a young person and mobile phones saleswoman.Listen to a conversation between two young people about the house in which they spent their holidays.Listen to a conversation in which a young person talks about his collection of Transformers.


Listen to an article about a bulb which works without electricity.Listen to an article about Facebook.Listen to an article about energy efficient homes.Watch four videos: 1.1. Surviving in the mountains; 1.2. Beginnings and development of the Internet; 1.3. Various young people noting down which their favourite electronic device is; 1.4. The impact of ‘e-waste’.


Distinguishing the pronunciation of the written letters cia (sound /ə/).

TALK / CONVERSE


Present information about survival in the desert.


Describing objects with adjectives nuanced by modifiers.Define people, objects and places with relative clauses.


Talk about the importance of daily objects.Talk about how to use used plastic bottles.Talk about relevant inventions and possible future inventions.


Talk about how to use Facebook and other social networks.Discuss ideas or predictions about the Internet.


Role-play of conversations in which the sale-purchase of an electronic device is acted out.Discuss ideas for making your own homes or schools more energy efficient.

READ


Read and take in the sentences and contents to write a text: the review of a product.


Understanding extra information marked as Fact.Understand a review of some headphones.


Understand the on-line review of a smart watch.




Understand an article about a bulb which works without electricity.Understand an article about Facebook.Understand an article about devices which you wind up.


Understand an article about energy efficient homes.

WRITE


Complete sentences and/or texts using verbs in passive voice (present simple, past simple or will) and by when necessary, using vocabulary for daily objects and modifiers, and using relative pronouns (who, that, which, where and whose).Write sentences about the photos of an event using relative pronouns.Write sentences about devices which you wind up and how to use them.


Write a text talking about what the Internet is used for and what would happen if it did not exist.Write a text about personal behaviour which fits in with the idea of sustainability.


Write a text describing how to survive in the Alps.Write a review of a product for sale (preferably an electronic device).Write a review of a recently bought device for publishing on-line.

Mathematical competences and basic science and technology


competences.Solving puzzles, crosswords and guessing games.

Fill in tables and do crosswords.


Behave in a way which respects resources.


Become aware of the problem of ‘e-waste’ .Reflect about the short life (obsolescence) and consequently excessive consumption of digital devices.








Respect classmates' ideas and opinions in connection with regards to how to use old plastic bottles, with social networks and the Internet and with the possibilities for making our homes and schools more efficient in terms of energy.


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









Have a positive, proactive attitude to reading Do the reading activities in the Workbook


texts by yourself. individually.


Using phrases given for writing a product review.


Consider the future consequences of an irresponsible use of resources.

3 Social awareness.




Respect classmates' ideas and opinions in connection with regards to how to use old plastic bottles, with social networks and the Internet and with the possibility of making buildings more energy efficient.

Environmental education

Behave responsibly with regards to how to use resources.

Education about consuming goods.

Reflect critically about digital device consumption (mobile phones, tablets…).




Technology and Information and Communication Technology: social networks (use, self-protection and addiction) and the obsolescence digital devices (consumerism).


Name, recognise and present vocabulary connected with daily objects and modifiers.

Make proper use of the passive voice with present simple, past simple and will, de by in passive sentences and of pronouns (who, that, which, where and whose) in relative clauses.

Use correct pronunciation and intonation: written letters cia (sound /ə/). Learn about and use basic socio-cultural and socio-linguistic features, such as

diversity in the classroom with regards to ideas and classmates' opinions connected with regards to how to use old plastic bottles, with social networks and the Internet and with the possibilities for constructing more efficient buildings, the need to reflect critically about the short life and consequently excessive


consumption de digital devices, and the need to behave responsibly with regards to how to use resources.

Understand the gist and the specific information in oral messages: an article about a bulb which works without electricity, another about Facebook and another about energy efficient homes, a radio feature about unusual objects, a conversation between a young person and mobile phones saleswoman, another between two young people about the house in which they spent their holidays and another in which a young person talks about his collection of Transformers, and four videos.

Produce comprehensible oral texts in which information is given, requested and exchanged: communication exchanges in which talk about the importance of daily objects, how to use used plastic bottles and relevant inventions and possible future inventions, present information about survival in the desert, describe objects with adjectives nuanced by modifiers, define people, objects and places with relative clauses, talk about how to use Facebook and other social networks, discuss ideas or predictions about the Internet, and in which they debate ideas for making your own homes or schools more energy efficient, and role-play of conversations in which the sale-purchase of an electronic device is acted out.

Understand the general information and get the basic ideas in written texts of different types: an article about a bulb which works without electricity, another about Facebook, a third about devices which you wind up and another about energy efficient homes, ea review of some headphones and the on-line review of a smart watch.

Write short, simple texts and with clear structures: completion/writing sentences and/or texts using verbs in passive voice (present simple, past simple or will) and by when necessary, using vocabulary about daily objects and modifiers, and using relative pronouns (who, that, which, where and whose), writing a text describing how to survive in the Alps, writing a text talking about what the Internet is used for and what would happen if it did not exist, writing del a review of a product for sale (preferably an electronic device) and a recently bought device for publishing on-line, writing sentences about the photos of an event using relative pronouns and about devices which you wind up and how to use them.



Recognising and presentation of vocabulary connected with daily objects and modifiers.

Recognising and use in orally and in writing a limited repertoire of common vocabulary: vocabulary connected with daily objects and modifiers.

LC

Practice using and forming passive voice with present simple, past simple and will, of by in passive sentences and of pronouns (who, that, which, where y whose) in relative clauses.


Distinguishing and using common communication functions: express ideas and opinions, express personal information (favourite electronic

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devices), use expressions used when buying an electronic device and write the review of a product.

Practise pronouncing the written letters cia (sound /ə/).

Recognise and pronounce orally and in writing the written letters cia (sound /ə/).


LC

Listen to an article about a bulb which works without electricity, another about Facebook and another about energy efficient homes, a radio feature about unusual objects, a conversation between a young person and mobile phones saleswoman, another between two young people about the house in which they spent their holidays and another in which a young person talks about his collection of Transformers, and four videos.

Reading an article about a bulb which works without electricity, another about Facebook, a third about devices which you wind up and another about energy efficient homes, a review of some headphones and the on-line review of a smart watch.


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Debate with their partners about how to use old plastic bottles, about social networks and the Internet, about the possibilities for constructing more efficient buildings, about the need to reflect about the short life and consequently excessive consumption of digital devices, and about behaving responsibly with regards to how to use resources.

Learn about and use basic socio-cultural and socio-linguistic features, such as diversity in the classroom with regards to ideas and classmates' opinions connected with regards to how to use old plastic bottles, with social networks and the Internet and with the possibilities for constructing more efficient buildings, the need to reflect critically about obsolescence and consequently excessive consumption of digital devices, and the need to behave responsibly with regards to

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how to use resources.

Communication interactions in which talk about the importance of daily objects, how to use used plastic bottles and relevant inventions and possible future inventions, present information about survival in the desert, describe objects with adjectives nuanced by modifiers, define people, objects and places with relative clauses, talk about how to use Facebook and other social networks, discuss ideas or predictions about the Internet, and in which students debate ideas for making your own homes or schools more energy efficient, and role-play of conversations in which the sale-purchase of an electronic device is acted out.


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Putting together sentences and/or texts using verbs in passive voice (present simple, past simple or will) and by when necessary, using vocabulary about daily objects and modifiers, and using relative pronouns (who, that, which, where and whose), a text describing how to survive in the Alps, a text talking about what the Internet is used for and what would happen if it did not exist, a review of a product for sale (preferably an electronic device) and of a recently bought device for publishing on-line, and sentences about the photos of an event using relative pronouns and about devices which you wind up and how to use them.


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UNIT 7 CELEBRATE IN STYLE

1 Contents


Listening to and understanding an article about school graduation party in the US and the United Kingdom.

Listening to and understanding documentary about travel. Listening to and understanding an article about the London convention Anime and

Gaming. Listening to and understanding an article about the Korean coming of age

celebration. Watching videos: 1.1. Traditional celebrations in different countries; 1.2. A wedding

in India; 1.3. Various young people noting down the worst party they have ever gone to; 1.4. The re-enactment of historical events in the US

Listening to and understanding an extract from a travel guide about Independence Day in the US

Listen to and understand in the interview with a music festival organiser. [WB]


Oral interaction in pairs talking about celebrations and festivals in general, and about the school graduation party in particular.

Presentation of information about a traditional festival in China, Russia, Japan or India.

Oral interaction in pairs asking and answering using verb forms ending in -ing. Oral interaction in pairs talking about photos of celebrations in China, Italy and

Thailand. Oral interaction in pairs describing festivals or events. Oral interaction in pairs asking and answering about personal interest in the

convention Anime and Gaming from London. Oral interaction in pairs talking about coming of age in our country. Presentation of information about the peculiarities of a traditional wedding in a

country other than ours. Oral interaction in pairs talking about about re-enactments de historical events from

our country and whether they are educational or not. Role-play of conversations offering and asking for help for organising an event.


Reading and understanding an article about a school graduation party in the US and the United Kingdom.

Reading and understanding an article about the London convention Anime and Gaming.

Reading and understanding an article about the Korean coming of age celebration. Reading and taking in sentences and contents for writing a text: the description of a

celebration. Reading the reference sections given in the activities. Reading and understanding extra information marked as Fact. Reading and understanding a text about a family party. Reading and understanding a timeline with events from the history of the US.


Reading and understanding an extract from a travel guide about Independence Day in the US

Reading and understanding of the contents of a website about destinations suggested for celebrating New Year's Eve. [WB]


Writing/completing sentences and/or texts using verb forms ending in -ing as nouns.

Writing/completing sentences and/or texts using vocabulary for celebrations and descriptive adjectives.

Writing/completing sentences and/or texts using the infinitive with to after adjectives and certain verbs.

Writing a text describing a traditional festival from our country and noting down the reasons for choosing it.

Writing the description of a wedding in India. Completing sentences and/or texts using so and too + adjective. Writing the description of a celebration. Writing sentences about a celebration in our country or town/city. [WB] Writing sentences about New Year's Eve in our country and a destination we would

choose to celebrate it. [WB] Writing the description of a celebration you remember from childhood. [WB]



Expressing ideas and opinions. Expressing personal information: preferences about celebrations and graduation

parties. Making use of expressions for offers and requests: I’ll (help you) if you like. / Shall I

lend you (my MP3)? / Could I borrow (your speakers)? / Can I help you (make a list)? / Could you (ask your mum to make pizza)? / Would you (come to the supermarket)?

Writing texts in celebrations are described

Vocabulary:

Celebrations: celebrations / set off fireworks / put up decorations / make special food / dress up for the occasion / play music / give a present / hold a contest / have a good time.

Descriptive adjectives: stunning / impressive / colourful / atmospheric / peaceful / traditional / crowded / scary.


Use of verb forms ending in -ing as nouns after prepositions and de certain verbs, and in certain expressions.

Using the infinitive with to after adjectives certain verbs. Use of so and too + adjective.



Recognising, comparing and pronouncing the written letters tion (sounds /ən/ o /tən/).

Classroom language:

Match the phrases (a−h) with the photos (1–8). Listen, check and repeat. Complete the description of the Carnival of Cultures in Berlin with the correct form

of phrases from Exercise 1. Work with a partner. Answer the questions. Look at the photos in the article. What kind of celebrations do you think they show? Read the article about proms. Match the headings (1–5) with the paragraphs (A–E). Read and listen to the article. Check your answers in Exercise 6. Are these sentences true or false? Correct the false sentences. Look at the verbs in bold in the article. What prepositions follow them? Complete the sentences with the correct form of the verbs and prepositions in

Exercise 9. Look at the table. Complete the sentences with the '-ing' form of the verbs in

brackets. Complete the sentences with the '-ing' form of the verbs in box. Complete the sentences so they are true for you. Use the ‘-ing’ form of the verb. Work with a partner. Tell him/her your sentences from Exercise 3. Are any the

same? Ask your partner questions about his/her sentences. Work with a partner. Look at the photos (a–c) of the festivals. Where do you think

they take place? What do you think happens in them? Listen to a travel programme and check your ideas in Exercise 1. Listen again. Which festival is each statement about? Write SF (Sculpture Festival),

BO (Battle of the Oranges) or MB (Monkey Buffet). Choose an adjective from the box to replace the words in bold. Listen and repeat the descriptive adjectives. Work with a partner. Think of a festival or an event. Tell your partner about it using

adjectives from Exercise 4. Look at the table. Complete the sentences with the verbs in the box. Choose the correct options to complete the article. Work with a partner. Ask and answer the questions. Work with a partner. Look at the photos. How old are the people? What are they

doing? What do you think they are celebrating? Read and listen to the article and check your ideas in Exercise 1. Read the article again and choose the correct options. Work with a partner. Watch the teenagers answering the question ‘What’s the worst

party you’ve ever been to?’ Answer the question for you. Helen is talking to her friend Andy about organising her birthday party. Listen and

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

language. Work with a partner. Practise the conversation in Exercise 1. Work with a partner. Match 1–5 with a–e. Then practise the mini dialogues. Work with a partner. Plan your own conversations like the one in Exercise 1. Base

them on the information below and add your own ideas. Work with your partner, have the conversations you planned in Exercise 5. Read Aimee’s description of a celebration. What was it celebrating and who was it

for?


Read Aimee’s description again and find two examples of ‘too’ + adjective and two examples of ‘so’ + adjective.

Complete the sentences using ‘so’ or ‘too’ and an adjective from the box. Read the description again. Has Aimee included all the things in the Look at

Content box? Plan a description of a celebration. Use the ideas in the Look at Content box and

make notes. Write your description. Use your notes from Exercise 5 and the language below to

help you. Writing about 150 words. Can you say YES to these questions? Work with a partner. Look at the timeline for early US history. Which events have

you heard of? What do you know about other events in early US history? Read and listen to the travel guide. What event do Americans celebrate on 4th

July? How do they celebrate it? Read the travel guide again and answer the questions.


Revision and correction of Spanish-speakers' typical mistakes: a) use of at and not to with the verb arrive when going to a place or an event (He arrived at the party half an hour late vs He arrived to the party half an hour late); b) habitual use of the verb form ending in -ing in stead of infinitive after prepositions (I’m looking forward to finishing my studies vs I’m looking forward to finish my studies).

Reading phrases and contents to write the description of a celebration.


Respect for classmates' preferences and opinions in connection with celebrations, festivals and similar events.

Compare cultures by finding out about celebrations and/or traditions. Reflection about consumerism which accompanies some celebrations such as, for

example, the Prom in the US Knowledge of historical events in the US and how some are re-enacted every year.


2 Competences




Listen to documentary about travel.


Listen to an interview with a music festival organizer.


Listen to an article about school graduation party in the US and the United Kingdom.Listen to an article about the London convention Anime and Gaming.Listen to an article about the Korean coming of age celebration.Watch four videos: 1.1. Traditional celebrations in different countries; 1.2. A wedding in India; 1.3. Various young people noting down the worst party they have ever gone to; 1.4. The re-enactment of historical events in the USListen to an extract from a travel guide about Independence Day in the US


Distinguishing the pronunciation of the written letters tion (sounds /ən/ or /tən/).

TALK / CONVERSE


Present information about a traditional festival in China, Russia, Japan or India.Present information about the peculiarities of a traditional wedding in a country other than ours.Ask and reply using verb forms ending in –ing.Ask and reply about personal interest in the convention Anime and Gaming from London.


Describing festivals or events.


Talk about photos of celebrations in China, Italy and Thailand.Talk about about re-enactments de historical events from our country and


whether they are educational or not.


Talk about celebrations and festivals in general, and about the school graduation party in particular.Talk about coming of age in our country.Role-play of conversations offering and asking for help for organising an event.

READ


Read and take in the sentences and contents to write a text: the description of a celebration.


Understanding extra information marked as Fact.Understand the contents of a website about destinations suggested for celebrating New Year's Eve.




Understand an article about school graduation party in the US and the United Kingdom.Understand an article about the London convention Anime and Gaming.Understand an article about the Korean coming of age celebration.


Understand a timeline with events from the history of the US.Understand an extract from a travel guide about Independence Day in the US

WRITE


Complete sentences and/or texts using verb forms ending in -ing as nouns, using vocabulary for celebrations and descriptive adjectives, using the infinitive with to after adjectives and certain verbs, and using so and too + adjective.Write sentences about a celebration in our country or town/city.Write sentences about New Year's Eve in our country and a destination we would choose to celebrate it.


Write a text about a traditional festival from our country, noting down the reasons for choosing it.Write the description of a celebration you remember from childhood.

Writing texts of different types using appropriate vocabulary, spelling, punctuation

Write the description of a wedding in India.Write the description de a celebration.


and correct formats and correct structures.



Interpret time lines.










Respect classmates' preferences and opinions in connection with celebrations, festivals and similar events.


Learn about features of the celebration of Prom and compare it with what we do in our country.


Compare cultures by finding out about celebrations and/or traditions.Learn about some cultures' celebrations for coming of age.Learn about landmarks in the history of the US.


Do the exercises in the Workbook individually.Do the homework individually (eg. looking for and compiling information).Take in and use sentences learned for writing the description of a celebration.






Look in depth at the Grammar Reference and make progress in the general use of


what has been learned.






Using phrases given for describing a celebration.

3 Social awareness.




Respect classmates' preferences and opinions in connection with celebrations, festivals and similar events.

Education about consuming goods.

Reflect critically about the need or not for the expenses of some some celebrations.




Geography and History: celebrations as cultural expression (coming of age, end of the year, etc.).


Name, recognise and present vocabulary connected with celebrations and descriptive adjectives.

Make proper use of verb forms ending in -ing as nouns after prepositions and certain verbs, and in certain expressions, the infinitive with to after adjectives certain verbs, and so and too + adjective.

Use correct pronunciation and intonation: written letters tion (sounds /ən/ o /tən/).

Learn about and use basic socio-cultural and socio-linguistic features, such as diversity in the classroom with regards to preferences and opinions in connection with celebrations, festivals and similar events, the need to reflect critically about consumerism with accompanies some celebrations (eg, the Prom in the US), celebrations as part of cultural diversity and the most important landmarks in the history of the US.


Understand the gist and the specific information in oral messages: an article about school graduation party in the US and the United Kingdom, documentary about travel, an article about the London convention Anime and Gaming, an article about the Korean coming of age celebration, an extract from a travel guide about Independence Day in the US, an interview with a music festival organizer and four videos.

Produce comprehensible oral texts in which information is given, requested and exchanged: communication exchanges in which talk about celebrations and festivals in general, and about the school graduation party in particular, present information about a traditional festival in China, Russia, Japan or India and about the peculiarities of a traditional wedding in a country other than ours, ask and answer using verb forms ending in -ing, talk about photos of celebrations in China, Italy and Thailand, describe festivals or events, ask and reply about personal interest in the convention Anime and Gaming from London, talk about coming of age in our country, make comments about re-enactments of historical events from our country and whether they are educational or not, and role-play of conversations offering and asking for help for organising an event.

Understand the general information and get the basic ideas in written texts of different types: an article about school graduation party in the US and the United Kingdom, an article about the London convention Anime and Gaming, an article about the Korean celebration of coming of age, a text about a family party, a timeline with events from the history of the US., an extract from a travel guide about Independence Day in the US and the contents of a website about destinations suggested for celebrating end of the year.

Write short, simple texts and with clear structures: completion/writing sentences and/or texts using verb forms ending in -ing as nouns, using vocabulary for celebrations and descriptive adjectives, using the infinitive with to after adjectives and certain verbs, and using so and too + adjective, writing a text describing a traditional festival from our country and noting down the reasons for choosing it, describing a wedding in India, a celebration which somebody chooses and a celebration which somebody remembers from their childhood, writing sentences about a celebration in our country or town/city and about New Year's Eve in our country and a destination another country we would choose to celebrate it.




Recognising and presentation of vocabulary connected with celebrations and descriptive adjectives.

Recognising and use in orally and in writing a limited repertoire of common vocabulary: vocabulary connected with celebrations and descriptive adjectives.

LC

Practice using and forming verb forms ending in -ing as nouns after prepositions and certain verbs, and in certain expressions, the infinitive with to after adjectives certain verbs, and so and too + adjective.


Distinguishing and using common communication functions: express ideas and opinions, express personal information (preferences about celebrations and graduation parties), use expressions for offers and requests, and write descriptions of celebrations.

LCSCS

Practise the pronunciation of the written letters tion (sounds /ən/ o /tən/).

Recognise and pronounce orally and in writing the written letters tion (sounds /ən/ o /tən/).


LC

Listen to an article about a school graduation party in the US and the United Kingdom, a documentary about travel, an article about the London convention Anime and Gaming, an article about the Korean coming of age celebration, an extract from a travel guide about Independence Day in the US, in the interview with a music festival organiser, and four videos.

Reading an article about a school graduation party in the US and the United Kingdom, an article about the London convention Anime and Gaming, an article about the Korean celebration of coming of age, a text about a family party, a timeline with events from the


LCSCS CCESIE


history of the US, an extract from a travel guide about Independence Day in the US and of the contents of a website about destinations suggested for celebrating end of the year.

Debate with their partners about diversity in the classroom with regards to preferences and opinions in connection with celebrations, festivals and similar events, about the need to reflect critically about consumerism which comes with some celebrations, about celebrations as part of cultural diversity and about the most important landmarks in the history of the US.

Learn about and use basic socio-cultural and socio-linguistic features, such as diversity in the classroom with regards to preferences and opinions in connection with celebrations, festivals and similar events, the need to reflect critically about the consumerism involved in some celebrations (eg., the Prom in the US), celebrations as part of cultural diversity and the most important landmarks in the history of the US.

LCSCS CCE

Communication interactions in which talk about celebrations and festivals in general, and about the school graduation party in particular, present information about a traditional festival in China, Russia, Japan or India and about the peculiarities of a traditional wedding in a country other than ours, ask and answer using verb forms ending in -ing, talk about photos of celebrations in China, Italy and Thailand, describe festivals or events, ask and reply about personal interest in the convention Anime and Gaming from London, talk about coming of age in our country, make comments about re-enactments de historical events from our country and whether they are educational or not, and role-play of conversations offering and asking for help for organising an event.


LCSCS CCESIE

Putting together sentences and/or texts using verb forms ending in -ing as nouns, using vocabulary for celebrations and descriptive adjectives, using the infinitive with to after adjectives and certain


LCSCS CCESIE


verbs, and using so and too + adjective, a text describing a traditional festival from our country and noting down the reasons for choosing it, the descriptions of a wedding in India, a celebration which somebody chooses and a celebration which somebody remembers from their childhood, and sentences about a celebration in our country or town/city and about New Year's Eve in our country and about a destination another country we would choose to celebrate it.


UNIT 8 WEIRD AND WONDERFUL

1 Contents


Listen to and understand the summary of the subject of a book. Listening to and understanding a podcast about the Giant’s Causeway Listening to and understanding a magazine article about the people of Pueblo, a

region of Four Corners in the US. Listening to and understanding a conversation between two friends about an

occasion on which one of them almost had a big problem. Watching videos: 1.1. On how to avoid dizziness caused by movement.; 1.2. On

the discovery of the remains of an ancient civilization in the Atacama desert; 1.3. Various young people noting down what the worst mistake they have ever made is; 1.4. The protection of lions in Kenya

Listening to and understanding an article about bees. Listening to and understanding a conversation between a young woman and her

father about bees. Listening to and understanding a radio programme titled Unexplained Mystery.

[WB]


Oral interaction in pairs talking about a book or a film which they have read or seen recently.

Oral interaction in pairs talking about the changes they would make to adapt a book to make a film.

Presenting the information about the Atacama desert. Oral interaction in pairs talking about three things they did yesterday and how the

day would have changed if they had not done them. Oral interaction in pairs telling a legend from your country or from another part of

the world. Oral interaction in pairs explaining what they think happened in some photos they

have to look at. Oral interaction in pairs imagining their daily life 1,000 years ago in houses dug into

the cliffs. Oral interaction in groups about another civilization in South or Central America. Oral interaction in pairs about about the worst mistake they have ever made. Role-play of conversations in which they act out a difficult situation. Presentation about how to protect animals in danger of extinction.


Reading and understanding a book or a film which they have read or seen recently. Reading and understanding a magazine article about the people of Pueblo in la a

region of Four Corners in the US. Reading and understanding an e-mail about an accident with a bike. Reading and understanding an article about bees. Reading and taking in phrases and contents for writing a text: a product review. Reading the reference sections given in the activities. Reading and understanding extra information marked as Fact.


Reading and understanding a young woman writer's profile. [WB] Reading and understanding a story with a happy ending. [WB]


Writing/completing sentences and/or texts using verbs in the third conditional. Writing/completing sentences and/or texts using vocabulary connected with the

parts of a story and sentences connecting ideas. Writing/completing sentences and/or texts using must have, can´t have,

may/might/could have + participle. Writing a conversation explaining a problem which is finally solved. Writing a real or imaginary anecdote about a situation in which there was a conflict

which was resolved Designing a poster with information about bees' danger of extinction and how to

avoid it. Writing a text about preferences and opinions about the reading and films. [WB] Writing sentences in third conditional about the photos of a real situation using the

information given. [WB] Writing sentences about life in your country several thousand years ago. [WB] Writing sentences about reading a book by a young writer, about adolescent

reading and about the idea of writing a book. [WB] Writing a story which ends with the sentence: It could have been much worse. [WB]



Expressing ideas and opinions. Describing photos Expressing personal information: the worst mistake ever made. Describe mistakes. Obtaining more information Making use of expressions used in a conversation about a problem which was

about to happen: Really – why was that?/ Did (your mum) know? / Oh no! So then what happened? / Did (she) say anything? / That was (lucky! / Was (the watch) OK?

Writing a story which ends.

Vocabulary:

Parts of a story: action / main character(s) / suspense / villain / mystery /plot / setting / hero.

Phrases to connect ideas: rather than/ In fact / as a result of / of course / then / again / According to / then / again / In order to / so that.


The third conditional Compound modals: must have, can´t have, may/might/could have to talk about

what we think could have happened in the past.



Recognising, comparing and pronouncing the written letters ch (sound /t,ʃ/).

Classroom language:

Match the words in the box with the photos (1–8). Listen, check and repeat. Choose the correct option. Work with a partner. Think of a book you’ve read or a film you’ve seen recently. Tell

your partner about it Work with a partner. Look at the picture in the plot summary. What do you think

happens in the story? Read and listen to the plot summary and check your ideas in Exercise 5. What do

you think happens at the end of the story? Why? Put the events in the order they happened. Then read the summary again and

check. Look at the phrases in bold in the summary. Use the correct form of the phrases to

complete the sentences. Work with a partner. Imagine that the story is being made into a film. Answer the

questions. Use the verbs in brackets to complete the sentences with the third conditional. Read the situations and write third conditional sentences using the prompts below. Work with a partner. Tell him / her about three things that you did yesterday and

how our day would have been different if you hadn’t done these things. Work with a partner. Look at the photo. What can you see? Do you think it was

made by humans or by nature? Why? Listen to the podcast about the Giant’s Causeway. Are these sentences true or

false? Listen again and choose the correct options. Complete the sentences from the podcast with the phrases in the box. Then listen

and check. Listen and repeat the linking phrases. Work with a partner. Think of a legend from

your country or another part of the world. Tell our partner about it using the linking phrases in Exercise 4. and give explanations for what you think

Match the beginnings (i–iii) with the ends (a–c) of the sentences. Complete the sentences with must have, can’t have or might/may/could have. a

partner. Look at the photos happened. Use must have, can’t have and might/may/could have.

Work with a partner. Look at the photos and answer the questions.- Read and listen to the magazine article and check your ideas in Exercise 1. Read the magazine article again. Correct the sentences. Work with a partner. Imagine you lived in one of the cliff dwellings 1,000 years ago. What would your day-to-day life have been like? Think of three things that would

have been different from your life today. Read Theo’s e-mail. What happened to Nick? Read Tony’s e-mail again. Find three more. Match the two parts of the sentences and join them with an adverb from the box. Read Tony’s e-mail again. Answer the questions in the Look at Content box. Plan a story about an event in your life or invent one. Use the questions in the Look

at Content box and make notes. Writing your story. Use your notes from Exercise 5 and the language below to help

you. Writing about 150 words.



Revision and correction of Spanish-speakers' typical mistakes: a) not using would in clauses introduced by if (Nothing would have happened if Eckels had stayed at home, and no nothing would have happened if Eckels would have stayed at home); b) Not using can with have + past participle, using may, might or could ( It could have been a giant vs It can have been a giant )


Respect for classmates' ideas and opinions in connection with the reading and films.

Valuing reading and films as ways of finding out about other realities. Respect for the animal kingdom and becoming aware of the need to protect

species in danger of extinction and animals in general. Being able to face up to difficult situations calmly and bravely.

2 Competences




Listen to the summary of the subject of a book.Listen to a podcast about the Giant’s Causeway


Listen to a magazine article about the people of Pueblo, a region of Four Corners in the US.Listen to a conversation between two friends about an occasion on which there was almost a big problem.


Listen to an article about bees.Listen to a conversation between a young woman and her father about bees.Listen to a radio programme titled Unexplained Mystery. Watching videos: 1.1. On how to avoid dizziness caused by movement.; 1.2. On the discovery of the remains of an ancient civilization in the Atacama desert; 1.3. Various young people noting down what the worst mistake they have ever made is; 1.4. The protection of lions in Kenya.


Distinguishing the pronunciation of the written letters ch (sound /t/).

TALK / CONVERSE

Give short, well-structured oral presentations and answering questions which can be asked

Present information about how to protect animals in danger of extinction.


about their presentations. Present information about the Atacama desert in Chile.


Talk about a book or a film which they have read or seen recently.Talk about changes which they would make to adapt a book to make a film.Talk about three things they did yesterday and how the day would have changed if they had not done them


Explain what they think happened in some photos they have to look at.Oral interaction in pairs about about the worst mistake they have ever made.


Tell a legend from your country or from another part of the world.Imagine your daily life 1,000 years ago in houses dug into the cliffs.Talk about another civilization in South or Central America.Role-play in which they act out a difficult situation

READ


Reading and taking in sentences and contents to write a text: a situation in which there was a conflict which was resolvedUnderstand a magazine article about the people of Pueblo in the region of Four Corners, the US.




Understand an e-mail about an accident with a bicycle.




Understand information about a book or a film which they have read or seen recently.Understand an article about bees.


Understand a young woman writer's profile.

WRITE


Writing/completing sentences and/or texts using verbs in the third conditional.Writing/completing sentences and/or texts using vocabulary connected with the parts of a story and sentences


connecting ideas.Writing/completing sentences and/or texts using must have, can´t have, may/might/could have + participle.Writing sentences in third conditional about the photos of a real situation using the information given.


Writing a conversation explaining a problem which was resolved.Writing a real or imaginary anecdote about a situation in which there was a conflict which was resolved.


Designing a poster with information about bees' danger of extinction and how to avoid it.


Writing a text about preferences and opinions about the reading and films. Writing sentences about life in your country several thousand years ago. Writing sentences about reading a book by a young writer, about adolescent reading and about the idea of writing a book. Writing a story which ends with the sentence: It could have been much worse.





Behave in a way which respects resources.








Respect classmates' ideas and opinions in connection with the reading and films, resolving problems and conserving animal


species.


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












Using phrases given for writing a product review.


Accepting mistakes and difficult situations as a way of learning and growing personally.

3 Social awareness.




Respect classmates' ideas and opinions in connection with the resolution of problems and difficult or conflictive situations.

Environmental education

Behave responsibly when dealing with animals.





Natural Sciences: animals in danger of extinction.


Name, recognise and present vocabulary connected with parts of a story and phrases for connecting ideas.

Make proper use of the third conditional and compound modal verbs: must have, can´t have, may/might/could have to talk about what we think could have happened in the past.

Use correct pronunciation and intonation: written letters ch (sound /tʃ/). Learn about and use basic socio-cultural and socio-linguistic features, such as

respect for classmates' ideas and opinions in connection with the reading and films, evaluation of reading and films as ways of finding out about other realities, respecting the animal kingdom and becoming aware of the need to protect species in danger of extinction and animals in general, and be able to face up to difficult situations calmly and bravely.

Understand the gist and the specific information in oral messages: the summary of the subject of a book, a podcast about the Giant’s Causeway a magazine article about the people of Pueblo, a region of Four Corners in the US., a conversation between two friends about an occasion on which there was almost a serious problem, an article about bees, a conversation between a young woman and her father about bees, a radio programme titled Unexplained Mystery and four videos.

Produce comprehensible oral texts in which information is given, requested and exchanged: communication exchanges about a book or a film which they have read or seen recently, the changes they would make to adapt a book to make a film, presentation of information about the Atacama desert, about three things they did yesterday and how the day would have changed if they had not done them, about a legend from your country or from another part of the world, an explanation of what they think happened in some photos they have to look at, about their daily life 1,000 years ago in houses dug into the cliffs, about another civilization in South or Central America, about about the worst mistake they have ever made, a role-play in which they act out a difficult situation, a presentation about how to protect animals in danger of extinction.

Write short, simple texts and with clear structures: writing/completing sentences and/or texts using verbs in the third conditional, writing/completing sentences and/or texts using vocabulary connected with the parts of a story and sentences connecting ideas, writing/completing sentences and/or texts using must have, can´t have, may/might/could have + participle, writing a conversation explaining a problem which was resolved, writing a real or imaginary anecdote about a situation in which there was a conflict which was resolved, design a poster with information about bees' danger of extinction and how to avoid it, writing a text about preferences and opinions about reading and films. Writing sentences in third conditional about the photos of a real situation using the information given, writing sentences about life in your country several thousand years ago, writing sentences about reading a book by a young writer, about adolescent reading and about the idea of writing a book, and writing a story which ends with the sentence: It could have been much worse.




Recognising and presentation of parts of a story and phrases for connecting ideas.

Recognising and use orally and in writing of a limited repertoire of common vocabulary: parts of a story and phrases for connecting ideas.

LC

Practise the use and formation of the third conditional and compound modal verbs: must have, can´t have, may/might/could have to talk about what we think could have happened in the past.


Distinguishing and using common communication functions: express ideas and opinions, describe photos, express personal information: the worst mistake ever made, describe mistakes, obtain more information, use expressions used in a conversation about a problem which was about to happen, writing a story which ends well.

LCSCS

Practise pronouncing the written letters ch (sound /t/).

Recognise and pronounce orally and in writing the sound ch (sound /t/).Use correct pronunciation and intonation.

LC

Listen to the summary of the subject of a book, a podcast about the Giant’s Causeway a magazine article about the people of Pueblo, a region of Four Corners in the US, a conversation between two friends about an occasion on which there was almost a serious problem, an article about bees, a conversation between a young woman and her father about bees, a radio programme titled Unexplained Mystery and four videos.

Reading a book or a film which they have read or seen recently, a magazine article about the people of Pueblo in the region of Four Corners, USA, an e-mail about an accident with a bike, an article about bees, taking in the


LCSCS

MSCTSIE


sentences, a young woman writer's profile, a story with a happy ending.

Debate with their partners about how to respect classmates' ideas and opinions in connection with reading and films, evaluation of reading and films as ways of finding out about other realities, respecting the animal kingdom and becoming aware of the need to protect species in danger of extinction and animals in general and be able to face up to difficult situations calmly and bravely.

Learn about and use basic socio-cultural and socio-linguistic features, such as respect for classmates' ideas and opinions in connection with the reading and films, evaluation de reading and films as ways of finding out about other realities, respecting the animal kingdom and becoming aware of the need to protect species in danger of extinction and animals in general and be able to face up to difficult situations calmly and bravely.

LCSCS

MSCT

Communication interactions talking about a book or a film which they have read or seen recently, the changes they would make to adapt a book to make a film, presentation of information about the Atacama desert, three things they did yesterday and how the day would have changed if they had not done them, about a legend from your country or from another part of the world, an explanation of what they think happened in some photos which they have to look at, about their daily life 1,000 years ago in houses dug into the cliffs, about another civilization in South or Central America, about about the worst mistake they have ever made, a role-play in which they act out a difficult situation, a presentation about how to protect animals in danger of extinction.


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Form sentences and/or texts using vocabulary connected with the parts of a story and sentences connecting ideas, writing/completing sentences and/or texts using must have, can´t have, may/might/could have + participle, writing a conversation explaining a problem which was


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resolved, writing de a real or imaginary anecdote about a situation in which there was a conflict which was resolved, design a poster with information about bees' danger of extinction and how to avoid it, writing a text about preferences and opinions about the reading and films. Writing sentences about life in your country several thousand years ago, writing sentences about reading a book by a young writer, about adolescent reading and about the idea of writing a book, and writing a story which ends with the sentence: It could have been much worse.


UNIT 9 RIGHT OR WRONG?

1 Contents


Listening to and understanding an article about stories of failed crimes. Listening to and understanding a press release. Listening to and understanding an article about the laws and norms in countries

you travel to. Listening to and understanding an interview between a journalist and a professional

footballer. Watching videos: 1.1. The story of a young American criminal; 1.2. The life of a

young Chinese policewoman; 1.3. Various young people noting down the biggest lie they have ever told; 1.4. The origin of the information which we obtain.

Listening to and understanding real data about copyright. Listening to and understanding a conversation about administering justice to

reinsert criminals in society. [WB]


Oral interaction in pairs talking about the seriousness of certain crimes and whether they take place where you live.

Oral interaction in pairs talking about the lessons to be learned from stories of failed crimes.

Describing the crimes shown in two comics. Oral interaction in pairs talking about two press releases. Role-play a conversation in which acting out a dialogue between a witness of a

crime and a policeman. Oral interaction in pairs giving opinions about local laws in other countries. Oral interaction in pairs giving their opinion about illegal downloads and plagiarism. Role-play in which an interview is acted out with an actor or actress.


Reading and understanding an article about stories of failed crimes. Reading and understanding an article about local norms in countries you travel to. Reading and understanding an Internet article about illegal music downloads. Reading and understanding real data about copyright. Reading and taking in phrases and contents for writing a text: illegal film

downloads. Reading the reference sections given in the activities. Reading and understanding extra information marked as Fact. Reading and understanding an article about the true story of a young woman

detective. [WB] Reading and understanding a text about thieves in Rockville. [WB]


Writing true and false statements using reported speech. Writing/completing sentences and/or texts using reported speech.


Writing/completing sentences and/or texts using vocabulary of women which introduce reported speech.

Writing/completing sentences and/or texts using questions in reported speech and reported questions.

Writing the details of a crime in which students imagine themselves to be witnesses.

Writing an article about illegal downloads of films. Writing an article for the school newspaper. [WB] Writing a text about the place where you live and recent crimes which have

happened there. [WB] Use reported speech to talk about a conversation they have had that day. [WB] A journalist's report (in reported speech) about a policeman's questions [WB] Writing sentences talking about an amateur detective's work [WB]



Expressing ideas and opinions. Information from a third person's statements and questions. Describing photos Expressing personal information: the biggest lie they have ever told. Requesting clarification and confirmation of information. Making use of expressions used in an interview to deny information: You must be

joking! / Is it true that … ? / Yes, absolutely! / Is that right?/ These rumours are completely false / Would you like to comment on … ? / They’re totally untrue.

Writing an article on-line about illegal downloads of films..

Vocabulary:

Crimes: burglary / kidnapping / mugging / illegal downloading/ pickpocketing / shoplifting / robbery / arson / vandalism.

Verbs for introducing reported speech: admit / promise / suggest / explain / complain / insist / offer / deny.


Statements in reported speech. Questions in reported speech. Reported questions.


Recognising, contrast and correct pronunciation of intonation in reported questions.

Classroom language:

Match the words in the box with the photos (1–8). Listen, check and repeat. Which of the crimes are related to Work with a partner. Answer the questions.


Work with a partner. Look at the photos in the news stories article. What crimes could they be associated with?

Read and listen to the news stories. Check your ideas in Exercise 5. Read the stories again and answer the questions. Look at the words in bold in the stories and match them with the definitions Work with a partner. Discuss what lesson we can we learn from each story. Look at the sentences in the table. Complete the rules about reported statements. Read a police officer’s response to the news stories in the text on page 93. Then

choose the correct form of the verbs in the reported version below. Complete the reported statements made by criminals. Write true and false reported statements using the prompts. Work with a partner.

Can he/she guess which are false? Match the verbs (1–8) with the definitions (a–h). Listen and repeat the reporting verbs. Choose the correct options. Look at the pictures. They show scenes from two crime stories. What are the

crimes? What do you think happened in each one? Listen to a news report. Check your ideas in Exercise 4. Listen again. Complete the newspaper articles about the stories with the words and

phrases in the box. Work with a partner. Which of the teenagers was braver? What would you have

done in these situations? Look at the table. Are the statements true or false? Look at the police officer’s questions. Put the words in order to complete the

reported questions. Look at the example sentences in the table. Write indirect questions for the witness

of a robbery. Add two more questions using your own ideas. Imagine that you have seen a crime. Invent details about it in answer to the

questions in Exercise 3. Work with a partner. Student A is a police officer and Student B is a witness. Use

the questions in Exercise 3 to ask and answer about the crime you invented in Exercise 4.

Work with a partner. Look at the photos and answer the questions. Read and listen to the travel article and check your ideas in Exercise 1, question 2. Read the article again and match the statements with the places, Singapore,

Venice or Athens. Work with a partner. Answer the questions. Work with a partner. Watch the teenagers answering the question ‘What’s the

biggest lie you’ve ever been told?’ Answer the question for you. Jenny, a journalist, is interviewing Luke, a professional footballer, for a newspaper.

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

language. Work with a partner. Practise the conversation in Exercise 1. Work with a partner. Take turns to ask and answer questions about the rumours

below. Use phrases from the Functions box. Work with a partner. Plan your own conversation like the one in Exercise 1. Base it

on the information below and add your own ideas. Work with your partner, have the conversation you planned in Exercise 5. Read the online article. Is the situation with illegal downloading getting worse or

better? Read the article again. What numbers do the phrases in the Look at Content box

relate to?


Complete the sentences using the phrases in the box. Use the numbers in brackets to help you.

Read the article again. Does it include all the information from the Look at Content box? Which paragraph is each point in?

Plan an article about film piracy. Use the list in the Look at Content box and the instructions below.

Write your report. Use your notes from Exercise 5 and the language below to help you. Write about 150 words

Can you say YES to these questions?


Revision and correction of Spanish-speakers' typical mistakes: using the direct object after tell, but not after say (Julie told us that she’d bought a new phone vs Julie said us she’d bought a new phone).

Reading phrases and contents to write an online article.


Respect for other people's things and for people. Critical reflection about rehabilitation for criminals. Taking on responsibilities for irresponsible or criminal behaviour. Valuing lessons learned from failed crimes. The importance of obeying local laws and norms in the countries you visit.

2 Competences




Listen to an interview between a journalist and a footballer professional.


Listen to an article about stories of failed crimes.Listen to a press release.Listen to an article about local norms in countries you travel to.


Listen to real data about copyright.Listen to a conversation about administering justice to reinsert criminals in society. Watch four videos: 1.1. The story of a young American criminal; 1.2. The life of a young Chinese policewoman; 1.3. Various young people noting down the biggest lie they have ever told; 1.4. The origin of the information which we obtain.



Distinguishing intonation in reported questions.

TALK / CONVERSE


Present information obtained on the Internet or other media about the subjects of the videos.


Describing the crimes shown in two comics. Talk about two press releases.Give opinions about local laws in other countries.


Talk about the seriousness of certain crimes and whether they happen in the area you live in. Talk about the lessons to be learned from stories of failed crimes.


Role-play a conversation in which acting out a dialogue between a witness to a crime and a policeman.Give opinions about local laws in other countries. Give opinions about illegal downloads and plagiarism.Role-play in which an interview is acted out with an actor or actress.

READ


Read and take in the sentences and contents to write a text: illegal downloads of films.


Understanding extra information marked as Fact.Understand an Internet article about illegal music downloads.


Understand real data about copyright.




Understand an article about stories of failed crimes.Understand an article about norms in countries you travel to.Understand an article about the true story of a young woman detective.


Understand a text about thieves in Rockville.


WRITE


Write true and false statements using reported speech.Write/complete sentences and/or texts using reported speechWrite/complete sentences and/or texts using vocabulary of women which introduce reported speech.Write/complete sentences and/or texts using questions in reported speech and reported questions.


Write a text about the place where you live and recent crimes which have happened there. Write a report about a conversation which has taken place that day. Write details of a crime in which students imagine themselves to be witnesses


Write an article about illegal downloads in films.Write an article for the school newspaper. Give information (in reported speech) questions asked by a journalist to a policeman.Writing sentences talking about an amateur detective's work.











Respect classmates' ideas and opinions in connection with the way criminals should be treated and about illegal downloads and plagiarism.


Respect laws and norms in other places and/or countries.


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

Plan, draw and write a text with humour in a comic.


Do the exercises in the Workbook individually.Do the homework individually (eg. looking for and compiling information).Take in and use the sentences learned to write an article on-line about illegal downloads of films.












Use the sentences given to write an online article about illegal downloads of films.


Consider the future consequences of carrying out crimes.


3 Social awareness.




Respect classmates' ideas and opinions about committing crimes, copyright and respecting the law, norms and customs in other countries or places you travel to.




Technology and Information and Communication Technology: laws which respect copyright.


Name, recognise and present vocabulary connected with the crimes and verbs which introduce reported speech.

Make proper use of statements in reported speech, questions in reported speech and reported questions.

Use correct pronunciation and intonation: intonation in reported questions. Learn about and use basic socio-cultural and socio-linguistic features, such as

respect for other people's things and people, critical reflection about rehabilitation for criminals, accepting responsibility for irresponsible or criminal behaviour, the evaluation of lessons learned from failed crimes, and the importance of obeying the laws of the countries you visit.

Understand the gist and the specific information in oral messages: an article about stories of failed crimes, a press release, an article about the laws and norms of the countries you travel to, an interview between a journalist and a footballer professional, real data about copyright, a conversation about administering justice to reinsert criminals in society, and four videos.

Produce comprehensible oral texts in which information is given, requested and exchanged: communication exchanges about the seriousness of certain crimes and whether they happen where you live, talking about the lessons to be learned from stories of failed crimes, about the description de the crimes shown in two comics, comments about two press releases, opinion about local laws in other countries, about illegal downloads and plagiarism, and two role-plays: one in which acting out a dialogue between a witness to a crime and a policeman, and another in which an interview is acted out with an actor or actress.

Understand the general information and get the basic ideas in written texts of different types: an article about stories of failed crimes, an article about local norms


in countries you travel to, an Internet article about illegal music downloads, real data about copyright, an article about the true story of a young woman detective and a text about thieves in Rockville.

Write short, simple texts and with clear structures: writing true and false statements using reported speech, writing/completing sentences and/or texts using reported speech, writing/completing sentences and/or texts using vocabulary of women which introduce reported speech, writing/completing sentences and/or texts using questions in reported speech and reported questions, writing the details of a crime in which students imagine themselves to be witnesses, writing an article about illegal downloads of films, writing an article for the school newspaper, writing a text about the place where you live and recent crimes which have happened there, talk about a conversation which has taken place that day, talk about a journalist (in reported speech) asking questions to a policeman, writing sentences talking about an amateur detective's work.



Recognising and presentation of vocabulary connected crimes and verbs introducing reported speech.

Recognising and use in orally and in writing a limited repertoire of common vocabulary: vocabulary connected crimes and verbs introducing reported speech.

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Practice using and making statements in reported speech, questions in reported speech and reported questions.


Distinguishing and using common communication functions: express ideas and opinions, give information about a third person's statements and questions, describe photos, express personal information (the biggest lie they have ever told), ask for clarification and confirmation of information, use expressions used in a conversation to deny information and write an article on-line about illegal downloads.

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Practise pronunciation and intonation for reported questions.

Use correct pronunciation and intonation. LC

Listen to an article about stories of failed crimes, a press release, an article about the laws and norms in countries you travel to, an interview between a journalist and a professional


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footballer, real data about copyright, a conversation about administering justice to reinsert criminals in society, and four videos.

Reading an article about stories of failed crimes, an article about norms in countries you travel to, an Internet article about illegal music downloads, real data about copyright, an article about the true story of a young woman detective and a text about thieves in Rockville.

Debate with their partners about respect for other people's things and people, critical reflection about rehabilitation for criminals, accepting responsibility for irresponsible or criminal behaviour, evaluation of lessons learned from failed crimes and the importance of obeying local laws and norms in the countries you visit.

Learn about and use basic socio-cultural and socio-linguistic features, such as respect for other people's things and people, critical reflection about rehabilitation for criminals, accepting responsibility for irresponsible or criminal behaviour, the evaluation of lessons learned from failed crimes and the importance of obeying local laws and norms in the countries you visit.

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Communication interactions about the seriousness of certain crimes and whether they happen where you live, talking about the lessons to be learned from stories of failed crimes, about the description crimes shown in two comics, comments two press releases, opinions about local laws in other countries, about illegal downloads and plagiarism, and a role-play in which acting out a dialogue between a witness to a crime and a policeman and another in which an interview is acted out with an actor or actress.


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Putting together true and false statements using reported speech, writing/completing sentences and/or texts using reported speech, writing/completing sentences


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and/or texts using vocabulary of women which introduce reported speech, writing/completing sentences and/or texts using questions in reported speech and reported questions.Writing the details of a crime in which students imagine themselves to be witnesses, writing an article about illegal downloads of films, writing an article for the school newspaper, writing a text about the place where you live and recent crimes which have happened there, talk about a conversation which has taken place that day, a journalist's report (in reported speech) about questions asked to a policeman, writing sentences talking about an amateur detective's work.


ANNEX - COMPETENCES EVALUATION FORM

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Linguistic communication

LISTEN



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





READ


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






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WRITE







Interpret and show simple statistical data on graphs and tables.



Valuing and following healthy habits.



Digital competences

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


Studying and practising English on digital devices.



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Social and Civic competences.

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


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


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





unidad 0 friends - cambridge.es€¦ · web viewsmart planet 4 ben goldstein & ceri jones....

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