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COMMUNICATE

SYLLABUS
Optativa: Ampliacin de Lengua Extranjera: Comprensin y expresin Oral I

Stage: Bachillerato Upper Secondary Education

UNIT 1 MEETING UP OBJECTIVES


Throughout this unit, the student will be able to achieve the following points: Discuss several issues related to the area of personal life. Learn and practise the use of adjectives for description through different activities. Meet vocabulary for describing people and put it into practise by completing different exercises. Practise discussing relationships. Study and practise the pronunciation of the sound /e/ and questions. Listen to conversations about social networking. Learn and be able to use functional language for giving opinions. Complete a final task about asking someones opinion. Revise the language learnt in unit 1 by completing the Review section.

CONTENTS Oral comprehension


- Listen to one person, identify the speaker and complete a description. - Listen and use adjectives to complete a description. - Listen to six speakers describing people and choose a word for each person. - Listen to four dialogues about relationships and match them to the correct photos. - Listen and put a dialogue in the correct order. - Listen to some words and note the sound /e/. - Listen to an expert talking about social networking accounts, predict alternatives, answer some questions and complete some statistics. - Listen and match some questions asking for someones opinion with the correct answers. - Listen to some questions and pay attention to the correct intonation.

Oral expression
- Label the people in some pictures using words from the Phrase bank section. - Find antonyms for some adjectives in the Phrase bank section. - Look at some words and say whether they are positive or negative. - Describe someone in their family or friends using the expressions learnt. - Use words from the Phrase bank to complete sentences about relationships. 2

- Tell a partner about three people they know. - Write and practise a dialogue in pairs introducing a partner to another friend. - Discuss their use of social networking sites. - Complete sentences from an interview about social networking using the expressions learnt. - Read and match answers and questions. - Practise reading a dialogue with a partner. - Ask and answer questions expressing their own opinions paying attention to the Strategy box. - Look at a cartoon and try to predict how the teachers questions might end. - Work in pairs interviewing a partner about their opinions. - Evaluate the progress done till the moment by completing the exercises of the Review section.

Language awareness
Linguistic knowledge: Vocabulary Adjectives for description Relationships Social networking Pronunciation the sound /e/ questions Functional Language giving opinions

Learning reflexion: Reading the Phrase Bank sections. Paying attention to the Language notes Discussing the Culture sections Studying the Strategy sections Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

BASIC COMPETENCES
Basic Competence C1 Linguistic communicati ve competence. C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communicati on technologies C5 Social and civil competence. Page SB page 5 Activity All the activities of the unit use the language as an instrument of communication. E.g. Introducing a partner to another friend Students listen to a text with statistics about the use of social networking sites. Students listen and talk about social networking sites. Evaluation Criteria Show interest in learning English

SB page 6 SB page 6

Be able to use mathematical concepts in English. Express curiosity in learning about Social Science in English. Feel pleasure in using new technologies in order to revise and extend what they have learnt. Be willing to follow moderate consumption habits. Be willing to respect everybody. Show pleasure in learning cultural facts from other countries. Show interest in learning how to learn English.

MacMillan Website: www.macmillanelt.es DVD activities.

SB pages 6,8 SB page 4

C6 Cultural and artistic competence.

SB pages 6, 7

C7 The competence of learning to learn.

SB page 9

Consumer Education: The importance of having moderate consumption habits related to Internet. Moral and civic education: The importance of respecting everybody regardless of their appearance. References to netspeak amongst people who use social networking sites in the Culture section. References to uniforms in British schools Students complete the Review section evaluating their own work. They also read the Phrase bank sections as a way to review the language of the unit.

C8 The competence of personal autonomy and initiative.

SB page 8

Initiative to work in pairs. E.g. interviewing a partner about their opinions.

Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities.

Socio cultural aspects and intercultural awareness


Culture sections of the SB: References to the word mate. References to netspeak in social networking sites. References to uniforms in British schools. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

CROSS-CURRICULAR ITEMS
IT: students talk about social networking.

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES
Consolidation activities: Review Unit 1 Extension activities: DVD activities and DVD worksheets Unit 1. Phrase bank sections of the Students Book Unit 1. Exam Tips at the end of the SB. Communication activities at the end of the SB. Wordlist at the end of the SB.

EVALUATION 2. EVALUATION RESOURCES


Formative evaluation - Classroom observation to check both individual and global progress - DVD activities Unit 1. - Skills: vocabulary, speaking, listening, functional language and final task exercises Accumulative evaluation - Review Unit 1. - Prepare to Unit 5 (1st term). - Unit 1 test and 1st Term test in the Teachers Notes CD-Rom.

2. EVALUATION CRITERIA
Get both global and specific information from oral messages about descriptions and about social networking. (C1, C4, C5, C6, C8) Take part in fluent conversations or discussions prepared beforehand about relationships and about sharing opinions. (C1, C5, C8) Use information and communication technologies in a guided way in order to look for information by doing the Speak your mind! DVD activities for Unit 1. (C1, C4, C7, C8) Know and appreciate social and cultural diversity transmitted through the foreign language, by comparing British school uniforms with their own experience. (C1, C3, C5, C6) Reflect on how language works and identify learning strategies used to progress in the learning process by completing the Review for Unit 1. (C1, C7, C8) Put into practice rigorous self-evaluation and self-correction mechanisms such as completing the Unit 1 test so as to reinforce their learning autonomy. (C1, C7, C8)

UNIT 2 LIFE CHOICES OBJECTIVES


Throughout this unit, the student will be able to achieve the following points: Discuss several issues related to the area of working life. Learn and practise the use of vocabulary about school subjects. Meet vocabulary for leaving school and put it into practise by completing different exercises. Practise talking about choices. Study and practise the pronunciation of the initial s and word linking. Listen to conversations about careers advice. Learn and be able to use functional language for giving advice. Complete a final task about an interview. Watch a DVD episode about leaving school. Revise the language learnt in unit 2 by completing the Review section.

CONTENTS Oral comprehension


- Listen to three 17-year-olds and use their names to complete their descriptions. - Listen to a conversation and complete a table with similarities and differences. - Complete some speech bubbles about a listening with the correct words. - Match some words to the appropriate synonyms. - Listen to two friends comparing school experiences and complete a table. - Listen and answer to true/false type statements. - Listen and match the two parts of some expressions. - Listen and check the pronunciation of the initial s. - Listen to an interview between a careers advisor and a sixth form student and answer some questions. - Look at the Phrase bank and complete a table with expressions for giving advice. - Complete some expressions so they are true for them. - Listen to some sentences and practice word linking. - Listen to an interview with a candidate for a job at a summer camp and answer some questions.

Oral expression

- Read a list of school subjects and discuss whether they are compulsory or optional for them. - Read and complete a dialogue with the appropriate words, then practise a conversation with a partner. - Work in pairs discussing the pros and cons of several pieces of careers advice. - Work in pairs playing the roles of a careers advisor and a student, using the expressions learnt. - Read an advert about a Language summer camp and tell a partner what they remember. - Work in pairs carrying out an interview for a job at a summer camp paying attention to the Strategy box. - Evaluate the progress done till the moment by completing the exercises of the Review section.

Language awareness
Linguistic knowledge: Vocabulary School subjects Pot-school options Pronunciation the initial s word linking Functional language giving advice

Learning reflexion: Reading the Phrase Bank sections. Paying attention to the Language notes Discussing the Culture sections Studying the Strategy sections Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

BASIC COMPETENCES
Basic Competence C1 Linguistic communicati ve competence. C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communicati on technologies C5 Social and civil competence. Page SB page 11 Activity All the activities of the unit use the language as an instrument of communication. E.g. having a dialogue about choices with a partner. Students read notes related to the Education system in Britain. Evaluation Criteria Show interest in learning English

SB page 10

Express curiosity in learning about Social Science in English. Feel pleasure in using new technologies in order to revise and extend what they have learnt. Understand the importance of hard work.

MacMillan Website: www.macmillanelt.es DVD activities.

SB pages 10-15 SB page 14 SB pages 10-15

C6 Cultural and artistic competence. C7 The competence of learning to learn.

SB page 12 SB page 15

Moral and civic education: The importance of working hard in order to succeed at school and at work. Appreciate the effort done by teenagers who combine studying and doing summer jobs. Education for Sexual Equality: Accept that both boys and girls can study any type of career and do any type of work. References to careers advisors in the UK. Students complete the Review section evaluating their own work. They also read the Phrase bank sections as a way to review the language of

Understand sexual equality in all fields.

Show pleasure in learning cultural facts from other countries. Show interest in learning how to learn English.

the unit. C8 The competence of personal autonomy and initiative. SB page 14 Initiative to work in pairs. E.g. role-playing an interview for a job. Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities.

Socio cultural aspects and intercultural awareness


Culture sections of the SB: References to the Education System in Britain References to careers advisors. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

CROSS-CURRICULAR ITEMS
Social Science: the Education System.

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES
Consolidation activities: Review Unit 2 Extension activities: DVD activities and DVD worksheets Unit 2. Phrase bank sections of the Students Book Unit 2. Exam Tips at the end of the SB. Communication activities at the end of the SB. Wordlist at the end of the SB.

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EVALUATION 2. EVALUATION RESOURCES


Formative evaluation - Classroom observation to check both individual and global progress - DVD activities Unit 2. - Skills: vocabulary, speaking, listening, functional language and final task exercises Accumulative evaluation - Review Unit 2. - Prepare to Unit 5 (1st term). - Unit 2 test and 1st Term test in the Teachers Notes CD-Rom.

2. EVALUATION CRITERIA
Get both global and specific information from oral messages about leaving school and about careers advice. (C1, C3, C5, C8) Take part in fluent conversations or discussions prepared beforehand about school choices and role-playing interviews. (C1, C5, C8) Use information and communication technologies in a guided way in order to look for information by doing the Speak your mind! DVD activities for Unit 2. (C1, C4, C7, C8) Know and appreciate social and cultural diversity transmitted through the foreign language, by comparing British education system with their own experience. (C1, C3, C5, C6) Reflect on how language works and identify learning strategies used to progress in the learning process by completing the Review for Unit 2. (C1, C7, C8) Put into practice rigorous self-evaluation and self-correction mechanisms such as completing the Unit 2 test so as to reinforce their learning autonomy. (C1, C7, C8)

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UNIT 3 STUDY ABROAD OBJECTIVES


Throughout this unit, the student will be able to achieve the following points: Discuss several issues related to the area of school life. Learn and practise words for study options through different activities. Meet vocabulary for accommodation and put it into practise by completing different exercises. Practise discussing preferences. Study and practise the pronunciation of the sounds /s/ // and //. Listen and understand phone calls. Learn and be able to use functional language for making phone calls. Complete a final task talking about priorities. Watch a DVD episode about leaving home. Revise the language learnt in unit 3 by completing the Review section.

CONTENTS Oral comprehension


- Listen to a student describing a study trip and answer some questions. - Complete an online registration form using words from the Phrase Bank. - Use some words to complete definitions for ways of paying a course. - Listen, identify four speakers discussing preferences and label them. - Listen to some speakers and decide whether some statements are true or false. - Listen to a speaker discussing preferences about studying abroad and complete some sentences with the correct words. - Listen and identify the sounds /s/ and // in some words. - Listen to a phone call to a language school and answer some questions. - Listen to some words and notice the sound //. - Listen to a pair of students talking about the facilities of a school language and decide which speaker listens more effectively.

Oral expression
- Work in pairs using the phrases learnt to talk about where they would prefer to stay studying abroad. - Look at the Phrase Bank section about different types of courses and discuss the ones that could be useful for them. - Copy a table and complete it with expressions from phone calls. 13

- Complete a dialogue between a caller and a receptionist and role-play a phone conversation. - Look at the facilities and services offered by a language school and discuss them. - Discuss the importance of several facilities trying to prioritize them, paying attention to the strategy box. - Form a group of four to keep prioritising facilities. - Present their ideas to the class about their priorities related to language schools, using the expressions learnt. - Evaluate the progress done till the moment by completing the exercises of the Review section.

Language awareness
Linguistic knowledge: Vocabulary Accommodation Study options Pronunciation the sounds /s/ // and //. Functional language Making phone calls

Learning reflexion: Reading the Phrase Bank sections. Paying attention to the Language notes Discussing the Culture sections Studying the Strategy sections Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

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BASIC COMPETENCES
Basic Competence C1 Linguistic communicati ve competence. Page SB page 17 Activity All the activities of the unit use the language as an instrument of communication. E.g. discussing where they would prefer stay to study abroad. References to Brighton. Evaluation Criteria Show interest in learning English

C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communicati on technologies C5 Social and civil competence.

SB pages 16, 18

Express curiosity in learning about Geography in English. Feel pleasure in using new technologies in order to revise and extend what they have learnt. Be willing to respect everybody.

MacMillan Website: www.macmillanelt.es DVD activities.

SB pages 16-21

C6 Cultural and artistic competence. C7 The competence of learning to learn.

SB page 19 SB page 21

Education for Peace: The importance of travelling in order to broaden ones mind and understanding other cultures. Moral and civic education: The importance of respecting other cultures. References to the different way of identifying oneself on the phone in English. Students complete the Review section evaluating their own work. They also read the Phrase bank sections as a way to review the language of the unit.

Show pleasure in learning cultural facts from other countries. Show interest in learning how to learn English.

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C8 The competence of personal autonomy and initiative.

SB page 20

Initiative to work in pairs. E.g. doing a presentation about priorities.

Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities.

Socio cultural aspects and intercultural awareness


Culture sections of the SB: References to Brighton, also called London-by-the-sea. Identifying yourself on the phone. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

CROSS-CURRICULAR ITEMS
Geography: references to Brighton.

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES
Consolidation activities: Review Unit 3 Extension activities: DVD activities and DVD worksheets Unit 3. Phrase bank sections of the Students Book Unit 3. Exam Tips at the end of the SB. Communication activities at the end of the SB. Wordlist at the end of the SB.

EVALUATION
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2. EVALUATION RESOURCES
Formative evaluation - Classroom observation to check both individual and global progress - DVD activities Unit 3. - Skills: vocabulary, speaking, listening, functional language and final task exercises Accumulative evaluation - Review Unit 3. - Prepare to Unit 5 (1st term). - Unit 3 test and 1st Term test in the Teachers Notes CD-Rom.

2. EVALUATION CRITERIA
Get both global and specific information from oral messages about booking a course and understanding phone calls. (C1, C6, C8) Take part in fluent conversations or discussions prepared beforehand about preferences and priorities when studying abroad. (C1, C3, C5, C8) Use information and communication technologies in a guided way in order to look for information by doing the Speak your mind! DVD activities for Unit 3. (C1, C4, C7, C8) Know and appreciate social and cultural diversity transmitted through the foreign language, by comparing British conventions when doing phone calls with their own language. (C1, C5, C6) Reflect on how language works and identify learning strategies used to progress in the learning process by completing the Review for Unit 3. (C1, C7, C8) Put into practice rigorous self-evaluation and self-correction mechanisms such as completing the Unit 3 test so as to reinforce their learning autonomy. (C1, C7, C8)

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UNIT 4 SHOPPING OBJECTIVES


Throughout this unit, the student will be able to achieve the following points: Discuss several issues related to the area of social life. Learn and practise vocabulary related to shops through different activities. Meet vocabulary about consumer rights and put it into practise by completing different exercises. Practise asking for information. Study and practise the pronunciation of the sound // and expressing mood. Listen to conversations about consumer rights. Learn and be able to use functional language for making complaints. Complete a final task about making a complaint. Watch a DVD episode about appearances. Revise the language learnt in unit 4 by completing the Review section.

CONTENTS Oral comprehension


Listen to four dialogues and say where they take place. Listen and complete sentences about shops with the words given. Listen and put some sentences about a shopping trip in a logical order. Listen to a dialogue between a customer and a shop assistant using the clues given. Listen to some words and notice the sound //. Look at some definitions about consumer rights and match them to the correct words from the Phrase bank. Listen to the first part of a radio programme about consumer rights and decide if some statements are true or false. Listen to the second part of a radio programme and answer some questions. Listen to a person saying the same word in five different ways and choose the correct adjectives to describe them. Listen and put some sentences from a customer and a shop assistant in the logical order. Listen to some sentences and practise using different intonations for different moods.

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Oral expression
- Label the people in some pictures using the words related to shopping given. - Talk about where they can buy the items in a shopping list. - Find words in a Phrase bank to label some photos. - Work in pairs practising a dialogue in a shop and build a new one. - Explain a case related to consumer rights. - Match some expressions with the correct categories related to complaints. - Work in pairs saying some sentences in different moods. - Invent a dialogue between a customer and a shop assistant about a faulty product. - Write and practise a dialogue about a complaint following some guidelines and paying attention to the Strategy box. - Evaluate the progress done till the moment by completing the exercises of the Review section.

Language awareness
Linguistic knowledge: Vocabulary Shops Shop workers Consumer rights Pronunciation the sound // expressing mood Functional language Making complaints

Learning reflexion: Reading the Phrase Bank sections. Paying attention to the Language notes Discussing the Culture sections Studying the Strategy sections Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

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BASIC COMPETENCES
Basic Competence C1 Linguistic communicati ve competence. C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communicati on technologies C5 Social and civil competence. Page SB page 23 Activity All the activities of the unit use the language as an instrument of communication. E.g. practising a dialogue in a shop Students read texts related to consumer rights. Evaluation Criteria Show interest in learning English

SB page 24

Express curiosity in learning about Social Science in English. Feel pleasure in using new technologies in order to revise and extend what they have learnt. Understand consumer rights.

MacMillan Website: www.macmillanelt.es DVD activities.

SB pages 24-26

Consumer Education: Understanding consumer rights when buying a faulty product and learning to make complaints when necessary. References to pound shops in Britain. Students complete the Review section evaluating their own work. They also read the Phrase bank sections as a way to review the language of the unit. Initiative to work in pairs. E.g. practising making complaints.

C6 Cultural and artistic competence. C7 The competence of learning to learn.

SB page 22 SB page 27

Show pleasure in learning cultural facts from other countries. Show interest in learning how to learn English.

C8 The competence of personal autonomy and initiative.

SB page 26

Be willing to listen to and interact with others. Have a positive attitude towards own 20

ability to participate in class activities.

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Socio cultural aspects and intercultural awareness


Culture sections of the SB: References to pound shops References to the absence of complaint forms in British shops. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

CROSS-CURRICULAR ITEMS
Social Science: references to consumer rights. IT: references to electronic devices such as mobile phones or computers.

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES
Consolidation activities: Review Unit 4 Extension activities: DVD activities and DVD worksheets Unit 4. Phrase bank sections of the Students Book Unit 4. Exam Tips at the end of the SB. Communication activities at the end of the SB. Wordlist at the end of the SB.

EVALUATION 2. EVALUATION RESOURCES


Formative evaluation - Classroom observation to check both individual and global progress - DVD activities Unit 4.

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- Skills: vocabulary, speaking, listening, functional language and final task exercises Accumulative evaluation - Review Unit 4. - Prepare to Unit 5 (1st term). - Unit 4 test and 1st Term test in the Teachers Notes CD-Rom.

2. EVALUATION CRITERIA
Get both global and specific information from oral messages about shops and consumer rights. (C1, C3, C5, C8) Take part in fluent conversations or discussions prepared beforehand asking for information or making complaints. (C1, C5, C8) Use information and communication technologies in a guided way in order to look for information by doing the Speak your mind! DVD activities for Unit 4. (C1, C4, C7, C8) Know and appreciate social and cultural diversity transmitted through the foreign language, by comparing consumer rights policies in Britain with their own experience. (C1, C3, C5, C6) Reflect on how language works and identify learning strategies used to progress in the learning process by completing the Review for Unit 4. (C1, C7, C8) Put into practice rigorous self-evaluation and self-correction mechanisms such as completing the Unit 4 test so as to reinforce their learning autonomy. (C1, C7, C8)

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UNIT 5 PREPARE TO OBJECTIVES


Throughout this unit, the student will be able to achieve the following points: Describe a photo of a place and speculate about what might be happening. Learn useful language for describing photos, speculating and giving opinions. Give an opinion by preparing a speech about their town or city. Do a project planning a weekend in their city for students of another country. Practise useful language for making suggestions, agreeing and disagreeing, etc.

CONTENTS Oral comprehension


- Listen to someone describing a photo of a holiday place, guess which one it is and tick the things the speaker does. - Listen to some students describing holiday photos and find differences between their descriptions. - Listen and decide whether some statements are true or false giving reasons to support their answers. - Listen to someone talking about why he likes living in a city and tick the reasons he gives. - Listen and number things someone likes about his city. - Listen to three people talking about a weekend break and number some photos. - Listen and note some peoples answers about their weekends. - Listen to some activities that can be done on holiday and write them under the correct headings in a table.

Oral expression
- Look at some photos and associate them with the correct words. - Look at some words for describing places and classify them under the appropriate headings. - Practise describing some photos of places using the useful language given. - Discuss their reasons for living in a city or in a village talking about advantages and disadvantages. - Complete a table with useful language for giving an opinion. - Discuss the positive, negative and irrelevant aspects of city life. - Match some expressions for linking ideas to their more formal equivalents.

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- Say which linking expressions we use in spoken language. - Prepare a speech about what makes a city great following some guidelines. - Discuss which type of trip they would prefer and why. - Talk about the most interesting holiday activities in their town or city. - Discuss the activities they would include in an itinerary for visitors to their city. - Do a Project planning and presenting a weekend plan to the class.

Language awareness
Linguistic knowledge: Useful language describing a photo speculating opinion making suggestions agreeing and disagreeing confirming what youve decided explaining your ideas describing when youre going to do things

Learning reflexion: Learning techniques for describing a photo Learning techniques for giving an opinion Learning techniques for doing a project Appreciating working in groups as a means of personal enrichment.

BASIC COMPETENCES
Basic Competence C1 Linguistic communicati ve competence. C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. Page SB page 29 Activity All the activities of the unit use the language as an instrument of communication. E.g. describing photos of places. Students analyse the advantages and disadvantages of living in a city or in a village. Evaluation Criteria Show interest in learning English

SB pages 30-31

Express curiosity in learning about Social Science in English.

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C4 Competence in information and communicati on technologies

MacMillan Website: www.macmillanelt.es DVD activities.

Feel pleasure in using new technologies in order to revise and extend what they have learnt.

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C5 Social and civil competence.

SB pages 28-33

SB page 28

C6 Cultural and artistic competence. C7 The competence of learning to learn. C8 The competence of personal autonomy and initiative.

SB page 33 SB page 33 SB page 31

Education for Leisure: The importance of enjoying free time activities such as going on holiday or doing weekend activities. Environmental Education: the importance of respecting the environment when we go on holiday. References to the City of Arts and Science in Valencia. Students complete a Project reviewing the contents learnt.

Understand the importance of leisure in our lives Be willing to follow environmentally friendly attitudes

Show pleasure in learning cultural facts from other countries. Show interest in learning how to learn English.

Initiative to work in pairs. Be willing to listen E.g. giving a speech about to and interact their town. with others. Have a positive attitude towards own ability to participate in class activities.

Socio cultural aspects and intercultural awareness


Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

CROSS-CURRICULAR ITEMS
Social Science: discussing the advantages and disadvantages of living in a city or in a village.

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language 27

Attentive-assertive listening Use of target language in class

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MIXED-ABILITY ACTIVITIES
Extension activities: Exam Tips at the end of the SB. Communication activities at the end of the SB. Wordlist at the end of the SB.

EVALUATION 2. EVALUATION RESOURCES


Formative evaluation - Classroom observation to check both individual and global progress

2. EVALUATION CRITERIA
Get both global and specific information from oral messages describing photos. (C1, C5, C8) Take part in fluent conversations or discussions prepared beforehand about living in a town or a village. (C1, C3, C5, C8) Know and appreciate social and cultural diversity transmitted through the foreign language, by comparing weekend activities of people in Britain with their own experience. (C1, C3, C5, C6) Reflect on how language works and identify learning strategies used to progress in the learning process by completing the activities of this end-of-term Unit. (C1, C7, C8)

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UNIT 6 FREE TIME OBJECTIVES


Throughout this unit, the student will be able to achieve the following points: Discuss several issues related to the area of personal life. Learn and practise the use of verbs for hobbies through different activities. Meet vocabulary about leisure activities and put it into practise by completing different exercises. Practise talking about hobbies. Study and practise the pronunciation of the sounds /s/, /z/ and /z/ and elision. Listen to conversations about invitations. Learn and be able to use functional language for making arrangements/invitations. Complete a final task about making a date. Watch a DVD episode about free time. Revise the language learnt in unit 6 by completing the Review section.

CONTENTS Oral comprehension


- Listen to five people talking about activities they do and answer some questions. - Listen and check their predictions about the top sports done by men and by women in Britain. - Listen to someone describing a sport and complete the speakers column of a table. - Listen to some words and pay attention to the final sounds. - Listen to two dialogues of people making plans to go out together and answer some questions. - Listen and decide whether some statements are true or false. - Listen to the beginning of two conversations and complete a table with expressions used for making arrangements. - Listen to some questions and pay attention to elision in connected speech. - Listen to someone trying to make a date and answer some questions.

Oral expression
- Label some photos with the appropriate leisure activities from the Phrase bank and classify them using the ideas given. 30

- Complete a table writing five activities according to the verbs used. - Discuss the leisure activities that are popular in their country. - Look at some graphs related to sport and exercise activities young people do in Britain and predict the top activities for men and for women. - Write verb phrases for some definitions. - Work in pairs telling each other about a sport or activity they know. - Answer some questions about invitations. - Write and practise a dialogue about making plans to go out. - Read a webpage about making a successful date and tell a partner what advice it offers. - Role-play asking someone on a date paying attention to the Strategy box. - Evaluate the progress done till the moment by completing the exercises of the Review section.

Language awareness
Linguistic knowledge: Vocabulary leisure activities verbs for hobbies Pronunciation the sounds /s/, /z/ and /z/ elision. Functional language making arrangements/invitations

Learning reflexion: Reading the Phrase Bank sections. Paying attention to the Language notes Discussing the Culture sections Studying the Strategy sections Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

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BASIC COMPETENCES
Basic Competence C1 Linguistic communicati ve competence. C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communicati on technologies C5 Social and civil competence. Page SB page 35 Activity All the activities of the unit use the language as an instrument of communication. E.g. talking about ports or hobbies Students analyse some graphs about sports and exercise activities in Britain. Students read texts related to psychological advice for making a date. Evaluation Criteria Show interest in learning English

SB page 35 SB page 38

Be able to use mathematical concepts in English. Express curiosity in learning about Psychology in English. Feel pleasure in using new technologies in order to revise and extend what they have learnt. Be willing to follow healthy habits. Understand sexual equality in all fields. Understand the importance of leisure in our lives Show pleasure in learning cultural facts from other countries. Show interest in learning how to learn English.

MacMillan Website: www.macmillanelt.es DVD activities.

SB pages 34-35

SB page 34 C6 Cultural and artistic competence. C7 The competence of learning to learn. SB page 34 SB page 39

Education for Health: The importance of practicing sport in order to stay healthy. Education for Sexual Equality: Accept that both boys and girls can practise any type of sport. Education for Leisure: The importance of enjoying free time activities in order to feel happy. References to popular sports in Britain such as Snooker. Students complete the Review section evaluating their own work. They also read the Phrase bank sections as a way to review the language of

32

C8 The competence of personal autonomy and initiative.

SB page 38

the unit. Initiative to work in pairs. E.g. role-playing asking someone for a date.

Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities.

33

Socio cultural aspects and intercultural awareness


Culture sections of the SB: - References to popular sports in Britain such as Snooker - References to the way British people make invitations in an indirect way. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

CROSS-CURRICULAR ITEMS
PE: students read texts related to sports done in Britain

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES
Consolidation activities: Review Unit 6 Extension activities: DVD activities and DVD worksheets Unit 6. Phrase bank sections of the Students Book Unit 6. Exam Tips at the end of the SB. Communication activities at the end of the SB. Wordlist at the end of the SB.

34

EVALUATION 2. EVALUATION RESOURCES


Formative evaluation - Classroom observation to check both individual and global progress - DVD activities Unit 6. - Skills: vocabulary, speaking, listening, functional language and final task exercises Accumulative evaluation - Review Unit 6. - Prepare to Unit 10 (2nd term). - Unit 6 test and 2nd Term test in the Teachers Notes CD-Rom.

2. EVALUATION CRITERIA
Get both global and specific information from oral messages about leisure activities and invitations. (C1, C5, C8) Take part in fluent conversations or discussions prepared beforehand about sports and dates. (C1, C2, C5, C8) Use information and communication technologies in a guided way in order to look for information by doing the Speak your mind! DVD activities for Unit 6. (C1, C4, C7, C8) Know and appreciate social and cultural diversity transmitted through the foreign language, by comparing popular sports in Britain with their own experience. (C1, C3, C5, C6) Reflect on how language works and identify learning strategies used to progress in the learning process by completing the Review for Unit 6. (C1, C7, C8) Put into practice rigorous self-evaluation and self-correction mechanisms such as completing the Unit 6 test so as to reinforce their learning autonomy. (C1, C7, C8)

35

UNIT 7 THE HARD SELL OBJECTIVES


Throughout this unit, the student will be able to achieve the following points: Discuss several issues related to the area of working life. Meet vocabulary for advertising and put it into practise by completing different exercises. Practise discussing adverts. Study and practise the pronunciation of the sounds // and //and sentence stress. Listen to conversations about advertising and health. Learn and be able to use functional language for arguing for and against. Complete a final task about giving a speech. Revise the language learnt in unit 7 by completing the Review section.

CONTENTS Oral comprehension


- Listen to five conversations about adverts and number the descriptions in the order they hear them. - Listen and answer some questions. - Listen to some words noticing the sounds // and //. - Listen to a radio programme and decide whether some statements are true or false. - Listen to a speech discussing the pros and cons of product placement advertising and answer some questions. - Listen to someone talking about banning the advertising of violent toys for children and answer some questions. - Listen to some sentences paying attention to the stress. - Listen to a students speech about advertising used for government policies.

Oral expression
- Label some photos with qwords about advertising. - Match words to do with advertising with the correct definitions and find synonyms. - Read an article about how advertising works and match words to definitions. - Complete a table of word families. - Find synonyms for several criteria for a good advert.

36

- Complete sentences and practise a dialogue about adverts. - Look at some quotations from a book about advertising and discuss them. - Work in pairs answering some questions about publicity campaigns for children. - Discuss their ideas about advertising in schools. - Look at some expressions used to talk about pros and cons and classify them. - Discuss whether advertising of violent toys should be banned in the media. - Look at a poster and answer some questions paying attention to the Strategy box about how to give a speech. - Practise giving a speech about whether governments should use the power of advertising to change young peoples behaviour. - Evaluate the progress done till the moment by completing the exercises of the Review section.

Language awareness
Linguistic knowledge: Vocabulary advertising discussing the effects of adverts Pronunciation the sounds // and // sentence stress. Functional language arguing for and against

Learning reflexion: Reading the Phrase Bank sections. Paying attention to the Language notes Discussing the Culture sections Studying the Strategy sections Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

37

BASIC COMPETENCES
Basic Competence C1 Linguistic communicati ve competence. C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communicati on technologies C5 Social and civil competence. Page SB page 41 Activity All the activities of the unit use the language as an instrument of communication. E.g. discussing adverts. The whole unit is devoted to talk about the power of advertising, its effects, etc. MacMillan Website: www.macmillanelt.es DVD activities. Evaluation Criteria Show interest in learning English

SB pages 40-45

Express curiosity in learning about Social Science in English. Feel pleasure in using new technologies in order to revise and extend what they have learnt. Be willing to follow moderate consumption habits. Be willing to respect the rules. Show pleasure in learning cultural facts from other countries. Show interest in learning how to learn English.

SB pages 40-45 SB page 44

Consumer Education: The importance of having a critical attitude towards advertising. Moral and civic education: The importance of respecting traffic rules. References to the book Fast Food Nation Students complete the Review section evaluating their own work. They also read the Phrase bank sections as a way to review the language of the unit. Initiative to work in pairs. E.g. giving a speech about publicity used for government purposes.

C6 Cultural and artistic competence. C7 The competence of learning to learn.

SB page 42 SB page 45

C8 The competence of personal autonomy and initiative.

SB page 44

Be willing to listen to and interact with others. Have a positive attitude towards own ability to 38

participate in class activities.

39

Socio cultural aspects and intercultural awareness


Culture sections of the SB: References to the history of TV commercials in the USA. References to the BBC. References to the book Fast Food Nation. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

CROSS-CURRICULAR ITEMS
Social Science: students read texts related to the history of advertising. Literature: References to the book Fast Food Nation

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES
Consolidation activities: Review Unit 7 Extension activities: DVD activities and DVD worksheets Unit 7. Phrase bank sections of the Students Book Unit 7. Exam Tips at the end of the SB. Communication activities at the end of the SB. Wordlist at the end of the SB.

EVALUATION 2. EVALUATION RESOURCES


Formative evaluation - Classroom observation to check both individual and global progress - DVD activities Unit 7.

40

- Skills: vocabulary, speaking, listening, functional language and final task exercises Accumulative evaluation - Review Unit 7. - Prepare to Unit 10 (2nd term). - Unit 7 test and 2nd Term test in the Teachers Notes CD-Rom.

2. EVALUATION CRITERIA
Get both global and specific information from oral messages about advertising and health. (C1, C5, C6, C8) Take part in fluent conversations or discussions prepared beforehand discussing adverts and giving a speech. (C1, C5, C8) Use information and communication technologies in a guided way in order to look for information by doing the Speak your mind! DVD activities for Unit 7. (C1, C4, C7, C8) Know and appreciate social and cultural diversity transmitted through the foreign language, by comparing British advertising with their own experience. (C1, C3, C5, C6) Reflect on how language works and identify learning strategies used to progress in the learning process by completing the Review for Unit 7. (C1, C7, C8) Put into practice rigorous self-evaluation and self-correction mechanisms such as completing the Unit 7 test so as to reinforce their learning autonomy. (C1, C7, C8)

41

UNIT 8 STUDYING OBJECTIVES


Throughout this unit, the student will be able to achieve the following points: Discuss several issues related to the area of school life. Learn and practise the use of adjectives for emotion through different activities. Meet vocabulary for assessment and put it into practise by completing different exercises. Practise talking about progress. Study and practise the pronunciation of homophones and the sound //. Listen to conversations about study skills. Learn and be able to use functional language for public speaking and presentations. Complete a final task about giving a presentation. Revise the language learnt in unit 8 by completing the Review section.

CONTENTS Oral comprehension


- Listen and complete a text about qualifications in Britain. - Listen to a student talking about how different sixth form is and check the things he mentions. - Listen and complete part of a dialogue using the words given. - Listen to some words and write homophones. - Listen to someone giving a term lecture and notice the study skills mentioned. - Listen to a presentation and say which technique is not mentioned. - Listen to some sentences and notice the sound //. - Listen to two speakers giving a presentation and say which one uses the ideas in the Strategy box.

Oral expression
- Look at some pictures of people studying and use the words given to describe the people. - Match some nouns related to studying with the correct definitions. - Answer some questions about assessment and qualifications in their school. - Complete some definitions for talking about progress with the appropriate words. - In pairs, discuss the differences between secondary school and what they are studying now. 42

- Read about study skills and discuss the most important ones according to their own opinions. - Match some expressions to the correct meanings and say what they all have in common. - Look at different study skills and label them. - Discuss the study techniques they have tried and say which ones work best for them. - Look at some expressions used for public speaking. - Complete a speakers presentation about essay writing. - Look at some index cards and give a presentation about a study skill. - Evaluate the progress done till the moment by completing the exercises of the Review section.

Language awareness
Linguistic knowledge: Vocabulary adjectives for emotion educational practise study techniques Pronunciation homophones the sound //. Functional language public speaking and presentations

Learning reflexion: Reading the Phrase Bank sections. Paying attention to the Language notes Discussing the Culture sections Studying the Strategy sections Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

43

BASIC COMPETENCES
Basic Competence C1 Linguistic communicati ve competence. Page SB page 47 Activity All the activities of the unit use the language as an instrument of communication. E.g. Talking about what theyre studying now in comparison with Secondary school. Students read texts related to qualifications in Britain. Evaluation Criteria Show interest in learning English

C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communicati on technologies C5 Social and civil competence.

SB page 46

Express curiosity in learning about Social Science in English. Feel pleasure in using new technologies in order to revise and extend what they have learnt. Understand the importance of hard work. Understand sexual equality in all fields. Show pleasure in learning cultural facts from other countries. Show interest in learning how to learn English.

MacMillan Website: www.macmillanelt.es DVD activities.

SB pages 46-51

C6 Cultural and artistic competence. C7 The competence of learning to learn.

SB page 47 SB page 51

Moral and civic education: The importance of working hard in order to get good qualifications at school. Education for Sexual Equality: Accept that both boys and girls can succeed in their studies. References to the qualification system in the USA. Students complete the Review section evaluating their own work. They also read the Phrase bank sections as a way to review the language of the unit.

44

C8 The competence of personal autonomy and initiative.

SB page 48

Initiative to work in pairs. E.g. discussing the most important study skills.

Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities.

Socio cultural aspects and intercultural awareness


Culture sections of the SB: References to qualifications in Britain and in the USA. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

CROSS-CURRICULAR ITEMS
Social Science: students read texts related to the qualification system in different countries and compare it with their own experience.

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES
Consolidation activities: Review Unit 8 Extension activities: DVD activities and DVD worksheets Unit 8. Phrase bank sections of the Students Book Unit 8. Exam Tips at the end of the SB. Communication activities at the end of the SB. Wordlist at the end of the SB.

45

EVALUATION 2. EVALUATION RESOURCES


Formative evaluation - Classroom observation to check both individual and global progress - DVD activities Unit 8. - Skills: vocabulary, speaking, listening, functional language and final task exercises Accumulative evaluation - Review Unit 8. - Prepare to Unit 10 (2nd term). - Unit 8 test and 2nd Term test in the Teachers Notes CD-Rom.

2. EVALUATION CRITERIA
Get both global and specific information from oral messages about assessment and study skills. (C1, C3, C5, C8) Take part in fluent conversations or discussions prepared beforehand about progress at school and giving a presentation about study skills. (C1, C5, C8) Use information and communication technologies in a guided way in order to look for information by doing the Speak your mind! DVD activities for Unit 8. (C1, C4, C7, C8) Know and appreciate social and cultural diversity transmitted through the foreign language, by comparing the qualification system in Britain and in the USA with their own experience. (C1, C3, C5, C6) Reflect on how language works and identify learning strategies used to progress in the learning process by completing the Review for Unit 8. (C1, C7, C8) Put into practice rigorous self-evaluation and self-correction mechanisms such as completing the Unit 8 test so as to reinforce their learning autonomy. (C1, C7, C8)

46

UNIT 9 GETTING AROUND OBJECTIVES


Throughout this unit, the student will be able to achieve the following points: Discuss several issues related to the area of social life. Meet vocabulary for transport and put it into practise by completing different exercises. Practise comparing rules. Study and practise the pronunciation of ed endings and corrective stress. Listen to conversations and understand directions. Learn and be able to use functional language for giving and understanding directions. Complete a final task about giving directions. Watch a DVD episode about transport. Revise the language learnt in unit 9 by completing the Review section.

CONTENTS Oral comprehension


- Listen to a reporter asking about government plans for changing driving regulations and complete the answer. - Listen to a radio programme about rules for driving and choose the best answers. - Look at a map, listen to a recording and label the photos of places in Bath. - Listen and answer some questions about Bath. - Listen to a tourist officer giving directions and answer some questions. - Listen and complete the tourist officer directions with the words given, paying attention to corrective stress. - Listen to some sentences so as to understand corrective stress. - Look at the strategy box about natural conversation and listen to speakers asking for directions.

Oral expression
- Label some photos of traffic signs with the appropriate words. - Match some definitions with words to do road signs. - Complete an advice for road users travelling to Britain with the correct words. - Complete some transport collocations with the suitable words. - Look at some sentences about driving and show agreement and disagreement. 47

- Discuss when young people should learn to drive. - Look at examples of type of expressions used for giving directions and give two more examples. - Practise giving information and correcting errors. - Order some words to make two simple requests for directions. - Work in pairs, looking at a map and asking for directions to get to the Puerta del Sol or to the Retiro Park. - Think of places that are within walking distance of their school and take turns to give directions to a partner. - Evaluate the progress done till the moment by completing the exercises of the Review section.

Language awareness
Linguistic knowledge: Vocabulary road signs transport directions Pronunciation ed endings corrective stress Functional language giving and understanding directions

Learning reflexion: Reading the Phrase Bank sections. Paying attention to the Language notes Discussing the Culture sections Studying the Strategy sections Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

48

BASIC COMPETENCES
Basic Competence C1 Linguistic communicati ve competence. C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communicati on technologies C5 Social and civil competence. Page SB page 53 Activity All the activities of the unit use the language as an instrument of communication. E.g. talking about driving rules. Students read texts with information about the city of Bath, in Britain, and important places of the city. MacMillan Website: www.macmillanelt.es DVD activities. Evaluation Criteria Show interest in learning English

SB page 54

Express curiosity in learning about Geography in English. Feel pleasure in using new technologies in order to revise and extend what they have learnt. Be willing to follow the rules. The importance of respecting the rules of the countries where we travel to. The importance of leisure in our lives.

SB pages 52-53

SB pages 54-55 SB page 56 C6 Cultural and artistic competence. C7 The competence of learning to learn. SB page 56 SB page 57

Moral and civic education: Understanding the need to respect the rules and the importance of roadsafety education. Education for Peace: the importance of travelling so as to broaden ones mind. Education for Leisure: the importance of considering cultural activities, such as visiting museums, as part of their leisure time. References to museums in Madrid such as The Prado Museum or the Thyssen Museum. Students complete the Review section evaluating their own work. They also read the Phrase bank sections as a way to

Show pleasure in learning cultural facts from other countries. Show interest in learning how to learn English.

49

review the language of the unit. C8 The competence of personal autonomy and initiative. SB page 56 Initiative to work in pairs. E.g. giving directions to get to a place in a map. Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities.

Socio cultural aspects and intercultural awareness


Culture sections of the SB: - References to the Congestion Charge to drive into the city centre in London - References to the L-plate. - References to Bath, a UNESCO World Heritage Site. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

CROSS-CURRICULAR ITEMS
Geography: students read texts related to Bath. Education for Citizenship: references to traffic rules.

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES
Consolidation activities: Review Unit 9 Extension activities: DVD activities and DVD worksheets Unit 9. Phrase bank sections of the Students Book Unit 9. 50

Exam Tips at the end of the SB. Communication activities at the end of the SB. Wordlist at the end of the SB.

51

EVALUATION 2. EVALUATION RESOURCES


Formative evaluation - Classroom observation to check both individual and global progress - DVD activities Unit 9. - Skills: vocabulary, speaking, listening, functional language and final task exercises Accumulative evaluation - Review Unit 9. - Prepare to Unit 10 (2nd term). - Unit 9 test and 2nd Term test in the Teachers Notes CD-Rom.

2. EVALUATION CRITERIA
Get both global and specific information from oral messages about traffic rules. (C1, C5, C6, C8) Take part in fluent conversations or discussions prepared beforehand about understanding and giving directions. (C1, C3, C6, C8) Use information and communication technologies in a guided way in order to look for information by doing the Speak your mind! DVD activities for Unit 9. (C1, C4, C7, C8) Know and appreciate social and cultural diversity transmitted through the foreign language, by comparing British traffic rules with their own experience. (C1, C3, C5, C6) Reflect on how language works and identify learning strategies used to progress in the learning process by completing the Review for Unit 9. (C1, C7, C8) Put into practice rigorous self-evaluation and self-correction mechanisms such as completing the Unit 9 test so as to reinforce their learning autonomy. (C1, C7, C8)

52

UNIT 10 PREPARE TO OBJECTIVES


Throughout this unit, the student will be able to achieve the following points: Describe a photo comparing and contrasting two people. Learn useful language for describing age. Talk about a proposal related to TV talent shows. Do a project designing a campaign to raise awareness of an issue. Practise useful language for explaining their ideas and talking about the different aspects of a plan.

CONTENTS Oral comprehension


- Listen to the description of the people in some photos and tick the correct answers. - Listen to a speaker describing people and answer some questions. - Listen to someone talking about the effects of celebrity on society and discuss it. - Listen to a speaker and number some points mentioned in the correct order. - Listen to people talking about a TV programme about campaigners and choose the correct answers.

Oral expression
- Look at some photos of people of different ages and associate some words to each photo. - Look at some words for describing physical appearance and write them under the appropriate headings in a table. - Work in pairs describing someone in the class and guessing who theyre talking about. - Look at some phrases used to compare and contrast photos and match the beginnings to the appropriate endings. - Complete sentences to make comparisons of photos. - Take turns to describe two photos in pairs. - Look at some words for describing fame and success and write them under the appropriate headings in a table. - Answer some questions about words to do with fame and success. - Give examples of fame and success from their own country. - Show agreement or disagreement with the speakers arguments. - Look at some connectors and write the appropriate headings in a table.

53

- Prepare and give a speech discussing whether TV talent shows should be banned. - Look at the photos of people in solidarity actions and talk about them. - Talk about what they can do to change things in their country. - Design a campaign to raise awareness of an issue following some guidelines. - Present their Project of a solidarity campaign to the rest of the class. - Complete the Remember section as a way to review the contents learnt from Unit 5.

Language awareness
Linguistic knowledge: Useful language describing age explaining their ideas and talking about the different aspects of a plan.

Learning reflexion: Learning techniques for describing a photo Learning techniques for talking about a proposal Learning techniques for doing a project Appreciating working in groups as a means of personal enrichment.

BASIC COMPETENCES
Basic Competence C1 Linguistic communicati ve competence. C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communicati on Page SB page 58 Activity All the activities of the unit use the language as an instrument of communication. E.g. describing photos of people. Students do a project about campaigns done for social change. Evaluation Criteria Show interest in learning English

SB pages 62-63

Express curiosity in learning about Social Science in English. Feel pleasure in using new technologies in order to revise and extend what they have learnt. 54

MacMillan Website: www.macmillanelt.es DVD activities.

technologies

55

C5 Social and civil competence.

SB pages 58-59 SB page 62 SB page 61

C6 Cultural and artistic competence. C7 The competence of learning to learn. C8 The competence of personal autonomy and initiative.

SB page 60 SB page 61 SB page 63 SB page 61

Moral and Civic Education: The importance of showing respect when describing peoples appearance. Education for Peace: the importance of campaigns done to change society. Consumer Education: having a critical attitude towards TV programmes such as talent shows References to celebrities such as Rafa Nadal or Angelina Jolie. References to TV talent shows. Students complete a Project reviewing the contents learnt. Initiative to work in pairs. E.g. discussing their views on TV talent shows.

Show respect when making descriptions. Be willing to help others. Learn to be critical with what they consume. Show pleasure in learning cultural facts from other countries. Show interest in learning how to learn English. Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities.

Socio cultural aspects and intercultural awareness


References to celebrities. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

CROSS-CURRICULAR ITEMS
Social Science: references to social campaigns.

56

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES
Extension activities: Exam Tips at the end of the SB. Communication activities at the end of the SB. Wordlist at the end of the SB.

EVALUATION 2. EVALUATION RESOURCES


Formative evaluation - Classroom observation to check both individual and global progress Accumulative evaluation - Remember section Unit 5.

2. EVALUATION CRITERIA
Get both global and specific information from oral messages about descriptions and about celebrities. (C1, C5, C6, C8) Take part in fluent conversations or discussions prepared beforehand by presenting a campaign to raise awareness of an issue. (C1, C3, C5, C8) Know and appreciate social and cultural diversity transmitted through the foreign language, by comparing British TV shows with their own experience. (C1, C3, C5, C6) Reflect on how language works and identify learning strategies used to progress in the learning process by completing the activities of this end-of-term Unit. (C1, C7, C8)

57

UNIT 11 EATING OUT OBJECTIVES


Throughout this unit, the student will be able to achieve the following points: Discuss several issues related to the area of personal life. Learn and practise the use of adjectives for description through different activities. Meet vocabulary about food and put it into practise by completing different exercises. Practise talking about food. Study and practise the pronunciation of the sounds // and /g/and consonant clusters. Listen to conversations about fast food restaurants. Learn and be able to use functional language about food orders. Complete a final task about ordering food by phone. Watch a DVD episode about eating out. Revise the language learnt in unit 11 by completing the Review section.

CONTENTS Oral comprehension


- Listen and pay attention to the pronunciation of some food collocations. - Listen to conversations related to food and discuss the problems in each one. - Listen to some words and pay attention to the sounds // and /g/. - Listen to some sentences about the history of convenience foods and try to fill in the missing information. - Listen and tick the items of a menu ordered by a customer. - Listen to a customer at a restaurant and decide if some statements are true or false. - Listen and repeat words with consonant clusters. - Listen to two customers calling a pizza delivery company and answer some questions.

Oral expression
Look at some photos of food and label them with the words given. Discuss whether some adjectives are generally positive or negative. Look for antonyms for some words. Read some words to do with food and translate them into their language. - Use the words given to complete a text about food in Britain. 58

Look at some questions and think of more questions about food. In pairs, ask and answer questions about food. Use the words given to complete some food collocations. Label some photos about different food situations with the descriptions given. Discuss which words they associate with fast food or with a standard restaurant. Look at some expressions for food orders and write the appropriate headings in a table. Find synonyms in a table for the phrases given. Work in pairs role-playing ordering food at a restaurant. Role-play ordering food by phone following some guidelines and paying attention to the Strategy box. Evaluate the progress done till the moment by completing the exercises of the Review section.

Language awareness
Linguistic knowledge: Vocabulary Food: adjectives for description types of diet restaurant meals Pronunciation the sounds // and /g/ consonant clusters Functional language food orders.

Learning reflexion: Reading the Phrase Bank sections. Paying attention to the Language notes Discussing the Culture sections Studying the Strategy sections Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

59

BASIC COMPETENCES
Basic Competence C1 Linguistic communicati ve competence. C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communicati on technologies C5 Social and civil competence. Page SB page 65 Activity All the activities of the unit use the language as an instrument of communication. E.g. talking about food Students read texts related to food in Britain and the history of convenience foods. MacMillan Website: www.macmillanelt.es DVD activities. Evaluation Criteria Show interest in learning English

SB page 64, 66

Express curiosity in learning about Social Science in English. Feel pleasure in using new technologies in order to revise and extend what they have learnt. Be willing to follow healthy habits. Be willing to respect everybody. Show pleasure in learning cultural facts from other countries. Show interest in learning how to learn English.

SB pages 64-69

C6 Cultural and artistic competence. C7 The competence of learning to learn.

SB page 66 SB page 69

C8 The competence of personal autonomy and initiative.

SB page 68

Education for Health: The importance of having a balanced diet in order to stay healthy. Education for Peace: The importance of respecting other cultures and food from different countries. References to different ways of talking about food in British and American English. Students complete the Review section evaluating their own work. They also read the Phrase bank sections as a way to review the language of the unit. Initiative to work in pairs. E.g. practise ordering food by phone.

Be willing to listen to and interact with others. Have a positive attitude towards own ability to 60

participate in class activities.

61

Socio cultural aspects and intercultural awareness


Culture sections of the SB: References to British food References to the use of the word cheers. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

CROSS-CURRICULAR ITEMS
Language: references to differences between British and American English. Social Science: references to British food.

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES
Consolidation activities: Review Unit 11 Extension activities: DVD activities and DVD worksheets Unit 11. Phrase bank sections of the Students Book Unit 11. Exam Tips at the end of the SB. Communication activities at the end of the SB. Wordlist at the end of the SB.

62

EVALUATION 2. EVALUATION RESOURCES


Formative evaluation - Classroom observation to check both individual and global progress - DVD activities Unit 11. - Skills: vocabulary, speaking, listening, functional language and final task exercises Accumulative evaluation - Review Unit 11. - Prepare to Unit 15 (3rd term). - Unit 11 test and 3rd Term test in the Teachers Notes CD-Rom.

2. EVALUATION CRITERIA
Get both global and specific information from oral messages about food. (C1, C3, C5, C8) Take part in fluent conversations or discussions prepared beforehand about fast food and about ordering food. (C1, C3, C5, C8) Use information and communication technologies in a guided way in order to look for information by doing the Speak your mind! DVD activities for Unit 11. (C1, C4, C7, C8) Know and appreciate social and cultural diversity transmitted through the foreign language, by comparing British food with the own one. (C1, C3, C5, C6) Reflect on how language works and identify learning strategies used to progress in the learning process by completing the Review for Unit 11. (C1, C7, C8) Put into practice rigorous self-evaluation and self-correction mechanisms such as completing the Unit 11 test so as to reinforce their learning autonomy. (C1, C7, C8)

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UNIT 12 YOUNG WORKERS OBJECTIVES


Throughout this unit, the student will be able to achieve the following points: Discuss several issues related to the area of working life. Meet vocabulary about jobs and put it into practise by completing different exercises. Practise talking about pay and conditions. Study and practise the pronunciation of the sounds // and // and word stress. Listen to conversations about summer jobs. Learn and be able to use functional language for asking about working conditions. Complete a final task about exchanging information about jobs. Watch a DVD episode about getting a job. Revise the language learnt in unit 12 by completing the Review section.

CONTENTS Oral comprehension


- Listen to information about young people working in Britain and answer to true/false type questions. - Listen to young workers, find their photos and say the jobs they do. - Listen and say what some workers like and dislike about their jobs. - Listen and repeat some words so as to practise the pronunciation of the sounds // and //. - Listen to an interview about two typical summer jobs in the USA and complete two information cards. - Listen and decide if some statements are true or false. - Listen and repeat some words so as to practise word stress.

Oral expression
- Look at some word pairs and say the difference between them. - Discuss some questions about jobs in pairs. - Look at some definitions about jobs and match them to the correct expressions. - Look at some jobs and say which ones are common jobs for young people in their country. - Work in pairs discussing the jobs given. - Look at some photos of teenagers in the USA doing different summer jobs and label them.

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- Read some words to do with jobs and translate them into their language. - Discuss the summer job they would prefer to be interviewed for. - Complete a table about formal and informal questions. - Look at some phrases related to work and label them appropriately. - Work in pairs discussing a summer job. - Work in pairs preparing to ask someone formally about a job, using some notes. - Think about their dream job and talk about it. - Discuss the pros and cons of different professions paying attention to the Strategy box. - Evaluate the progress done till the moment by completing the exercises of the Review section.

Language awareness
Linguistic knowledge: Vocabulary Jobs: full-time/ part time pay and conditions summer jobs Pronunciation the sounds // and // word stress. Functional language asking about working conditions.

Learning reflexion: Reading the Phrase Bank sections. Paying attention to the Language notes Discussing the Culture sections Studying the Strategy sections Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

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BASIC COMPETENCES
Basic Competence C1 Linguistic communicati ve competence. C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communicati on technologies C5 Social and civil competence. Page SB page 71 Activity All the activities of the unit use the language as an instrument of communication. E.g. talking about common jobs for young people. Students read texts related to the jobs done by teenagers in Britain and in the USA. MacMillan Website: www.macmillanelt.es DVD activities. Evaluation Criteria Show interest in learning English

SB pages 71, 72

Express curiosity in learning about Social Science in English. Feel pleasure in using new technologies in order to revise and extend what they have learnt. Understand the importance of hard work. Understand sexual equality in all fields. Show pleasure in learning cultural facts from other countries. Show interest in learning how to learn English.

SB pages 70-75

C6 Cultural and artistic competence. C7 The competence of learning to learn.

SB pages 71, 72 SB page 75

C8 The competence of personal autonomy and initiative.

SB page 74

Moral and civic education: Appreciate the effort done by teenagers who do summer jobs. Education for Sexual Equality: Accept that both boys and girls can do any type of job. References to different ways of talking about work in British and American English. Students complete the Review section evaluating their own work. They also read the Phrase bank sections as a way to review the language of the unit. Initiative to work in pairs. E.g. discussing the pros and cons of different jobs

Be willing to listen to and interact with others. Have a positive attitude towards own 66

ability to participate in class activities.

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Socio cultural aspects and intercultural awareness


Culture sections of the SB: References to part-time jobs in Britain Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

CROSS-CURRICULAR ITEMS
Social Science: students read texts related to the world of work. Language: references to differences between British and American English.

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES
Consolidation activities: Review Unit 12 Extension activities: DVD activities and DVD worksheets Unit 12. Phrase bank sections of the Students Book Unit 12. Exam Tips at the end of the SB. Communication activities at the end of the SB. Wordlist at the end of the SB.

EVALUATION 2. EVALUATION RESOURCES


Formative evaluation - Classroom observation to check both individual and global progress - DVD activities Unit 12. - Skills: vocabulary, speaking, listening, functional language and final task exercises

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Accumulative evaluation - Review Unit 12. - Prepare to Unit 15 (3rd term). - Unit 12 test and 3rd Term test in the Teachers Notes CD-Rom.

2. EVALUATION CRITERIA
Get both global and specific information from oral messages about jobs. (C1, C3, C5, C8) Take part in fluent conversations or discussions prepared beforehand about pay conditions and about job enquiries. (C1, C5, C8) Use information and communication technologies in a guided way in order to look for information by doing the Speak your mind! DVD activities for Unit 12. (C1, C4, C7, C8) Know and appreciate social and cultural diversity transmitted through the foreign language, by comparing British summer jobs for teenagers with their own experience. (C1, C3, C5, C6) Reflect on how language works and identify learning strategies used to progress in the learning process by completing the Review for Unit 12. (C1, C7, C8) Put into practice rigorous self-evaluation and self-correction mechanisms such as completing the Unit 12 test so as to reinforce their learning autonomy. (C1, C7, C8)

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UNIT 13 UNIVERSITY OF LIFE OBJECTIVES


Throughout this unit, the student will be able to achieve the following points: Discuss several issues related to the area of school life. Meet vocabulary for describing experiences and put it into practise by completing different exercises. Practise talking about really useful experiences. Study and practise the pronunciation of the sound // and intonation. Listen to conversations about Erasmus. Learn and be able to use functional language for asking about someone elses experience. Complete a final task about highlighting their own experience. Watch a DVD episode about gap years. Revise the language learnt in unit 13 by completing the Review section.

CONTENTS Oral comprehension


- Listen and complete a text about gap years with the correct words. - Listen to people talking about their gap year experiences and answer some questions. - Listen and repeat some words so as to practise the sound //. - Listen to a girl talking about her experiences as an Erasmus student and choose the correct answers. - Listen and complete some interview questions. - Listen to an interview about a trip to Morocco and complete the interviewer questions. - Listen to some questions noticing the intonation. - Listen to people in job interviews talking about their gap years and discuss it. -

Oral expression
Label some photos with words about travelling. Complete some sentences with words about travelling. Find expressions to match some definitions about useful experiences. Look at some photos and match them to the appropriate comments. Complete collocations with different verbs. Work in pairs discussing what they would like to do in a gap year. 70

- Read a website about the Erasmus programme and answer some questions. - Practise reading a dialogue paying attention to the intonation. - Work in pairs discussing a place they have visited trying to elicit more detail from each other. - Look at several arguments for taking a year out and discuss the most important ones. - Play-role a job interview talking about gap years, paying attention to the Strategy box. - Evaluate the progress done till the moment by completing the exercises of the Review section.

Language awareness
Linguistic knowledge: Vocabulary Describing experiences Ways of travelling Pronunciation the sound // intonation. Functional language asking about someone elses experience.

Learning reflexion: Reading the Phrase Bank sections. Paying attention to the Language notes Discussing the Culture sections Studying the Strategy sections Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

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BASIC COMPETENCES
Basic Competence C1 Linguistic communicati ve competence. Page SB page 77 Activity All the activities of the unit use the language as an instrument of communication. E.g. discussing what they would like to do in a gap year. Students read texts related to the Erasmus programme. References to the city of Galway in Ireland. MacMillan Website: www.macmillanelt.es DVD activities. Evaluation Criteria Show interest in learning English

C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communicati on technologies C5 Social and civil competence.

SB page 78

Express curiosity in learning about Social Science and Geography in English. Feel pleasure in using new technologies in order to revise and extend what they have learnt. Be willing to respect everybody.

SB pages 76-80

C6 Cultural and artistic competence. C7 The competence of learning to learn.

SB page 79 SB page 81

Education for Peace: The importance of travelling in order to broaden ones mind and understanding other cultures. Moral and Civic Education: the importance of doing voluntary work. References to the currency in Ireland. Students complete the Review section evaluating their own work. They also read the Phrase bank sections as a way to review the language of the unit.

Be willing to help others. Show pleasure in learning cultural facts from other countries. Show interest in learning how to learn English.

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C8 The competence of personal autonomy and initiative.

SB page 80

Initiative to work in pairs. E.g. role-playing a job interview.

Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities.

Socio cultural aspects and intercultural awareness


Culture sections of the SB: References to the city of Galway in Ireland. References to the currency in Ireland. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

CROSS-CURRICULAR ITEMS
Geography: students read texts related to Ireland.

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES
Consolidation activities: Review Unit 13 Extension activities: DVD activities and DVD worksheets Unit 13. Phrase bank sections of the Students Book Unit 13. Exam Tips at the end of the SB. Communication activities at the end of the SB. Wordlist at the end of the SB.

EVALUATION

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2. EVALUATION RESOURCES
Formative evaluation - Classroom observation to check both individual and global progress - DVD activities Unit 13. - Skills: vocabulary, speaking, listening, functional language and final task exercises Accumulative evaluation - Review Unit 13. - Prepare to Unit 15 (3rd term). - Unit 13 test and 3rd Term test in the Teachers Notes CD-Rom.

2. EVALUATION CRITERIA
Get both global and specific information from oral messages about taking a gap year. (C1, C3, C6, C8) Take part in fluent conversations or discussions prepared beforehand about relationships and about useful experiences. (C1, C5, C8) Use information and communication technologies in a guided way in order to look for information by doing the Speak your mind! DVD activities for Unit 13. (C1, C4, C7, C8) Know and appreciate social and cultural diversity transmitted through the foreign language, by comparing British common activity amongst teenagers of taking a gap year with their own experience. (C1, C3, C5, C6) Reflect on how language works and identify learning strategies used to progress in the learning process by completing the Review for Unit 13. (C1, C7, C8) Put into practice rigorous self-evaluation and self-correction mechanisms such as completing the Unit 13 test so as to reinforce their learning autonomy. (C1, C7, C8)

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UNIT 14 TRAVEL OBJECTIVES


Throughout this unit, the student will be able to achieve the following points: Discuss several issues related to the area of social life. Learn and practise the use of words related to journeys through different activities. Meet vocabulary about transport and put it into practise by completing different exercises. Practise conversations about getting to London. Study and practise the pronunciation of stress on numbers and the sounds /a/ and /e/. Listen to conversations about northbound. Learn and be able to use functional language for making a reservation. Complete a final task about booking a trip. Revise the language learnt in unit 14 by completing the Review section.

CONTENTS Oral comprehension


- Listen and complete a text about travel in the UK with the appropriate words. - Listen and number some photos in the order in which they hear the people speak. - Listen to a tourist talking to a tourist information officer and say the transport he takes. - Listen and complete a table with travel information. - Listen to some numbers and complete the pronunciation rules. - Listen to a voicemail message about what to do in the city of York and answer some questions. - Listen to a girl booking a trip to York and answer some questions. - Listen to a phone call and answer to true/false type questions. - Listen and classify some words according to their sound, so as to learn the pronunciation of the sounds /a/ and /e/. - Listen to travel information questions and pay attention to the intonation.

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Oral expression
- Label some photos related to travel options and discuss what they like and dislike of each way of travelling. - Complete a table with differences between British and American English regarding travel words. - Match some expressions and definitions to do with travel with the correct words. - Look at word pairs and say the differences between them. - Work in pairs role-playing travel conversations. - Look for phrases that mean the same as the travel expressions given. - Work in pairs role-playing conversations asking for travel information. - Practise reading some information questions paying attention to the intonation. - Role-play conversations booking a trip paying attention to the Strategy box. - Evaluate the progress done till the moment by completing the exercises of the Review section.

Language awareness
Linguistic knowledge: Vocabulary Transport Ticket types Words related to journeys Pronunciation stress on numbers the sounds /a/ and /e/. Functional language making a reservation.

Learning reflexion: Reading the Phrase Bank sections. Paying attention to the Language notes Discussing the Culture sections Studying the Strategy sections Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

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BASIC COMPETENCES
Basic Competence C1 Linguistic communicati ve competence. C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communicati on technologies C5 Social and civil competence. Page SB page 83 Activity All the activities of the unit use the language as an instrument of communication. E.g. roleplaying conversations at an airport. Students read texts related to the city of York. References to Edinburgh, Manchester, Bath and London. MacMillan Website: www.macmillanelt.es DVD activities. Evaluation Criteria Show interest in learning English

SB page 84 SB page 86

Express curiosity in learning about Geography in English. Feel pleasure in using new technologies in order to revise and extend what they have learnt. Be willing to respect everybody.

SB pages 82-87

C6 Cultural and artistic competence. C7 The competence of learning to learn.

SB pages 83, 85 SB page 87

Education for Peace: The importance of travelling in order to broaden ones mind and understanding other cultures. Environmental education: The importance of using public transport in big cities as a way to reduce pollution. References to travel facilities in London city Students complete the Review section evaluating their own work. They also read the Phrase bank sections as a way to review the language of the unit.

Be willing to follow environmentally friendly attitudes. Show pleasure in learning cultural facts from other countries. Show interest in learning how to learn English.

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C8 The competence of personal autonomy and initiative.

SB page 86

Initiative to work in pairs. E.g. role-playing booking a trip.

Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities.

Socio cultural aspects and intercultural awareness


Culture sections of the SB: References to the Oyster card for travelling in London. References to buses in London. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

CROSS-CURRICULAR ITEMS
Geography: students read texts related to the city of York

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES
Consolidation activities: Review Unit 14 Extension activities: DVD activities and DVD worksheets Unit 14. Phrase bank sections of the Students Book Unit 14. Exam Tips at the end of the SB. Communication activities at the end of the SB. Wordlist at the end of the SB.

EVALUATION
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2. EVALUATION RESOURCES
Formative evaluation - Classroom observation to check both individual and global progress - DVD activities Unit 14. - Skills: vocabulary, speaking, listening, functional language and final task exercises

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Accumulative evaluation - Review Unit 14. - Prepare to Unit 15 (3rd term). - Unit 14 test and 3rd Term test in the Teachers Notes CD-Rom.

2. EVALUATION CRITERIA
Get both global and specific information from oral messages about travel options. (C1, C3, C5, C6, C8) Take part in fluent conversations or discussions prepared beforehand about making reservations and booking a trip. (C1, C3, C8) Use information and communication technologies in a guided way in order to look for information by doing the Speak your mind! DVD activities for Unit 14. (C1, C4, C7, C8) Know and appreciate social and cultural diversity transmitted through the foreign language, by comparing British transports with their own experience. (C1, C3, C5, C6) Reflect on how language works and identify learning strategies used to progress in the learning process by completing the Review for Unit 14. (C1, C7, C8) Put into practice rigorous self-evaluation and self-correction mechanisms such as completing the Unit 14 test so as to reinforce their learning autonomy. (C1, C7, C8)

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UNIT 15 PREPARE TO OBJECTIVES


Throughout this unit, the student will be able to achieve the following points: Talk about the similarities and differences between two photos. Learn to use a checklist when comparing photos. Have a formal debate about the dominance of football on TV. Do a project researching a visit to a cultural event in Britain. Learn to use a checklist for planning, organizing and practising a task.

CONTENTS Oral comprehension


- Listen to a student comparing some photos and answer some questions. - Listen to a speaker and decide if some statements are true or false. - Listen to the description of a formal debate and decide if some statements are true or false. - Listen to a recording and complete some statements. - Listen to the details of a judging process and complete some descriptions. - Listen to people talking about traditional events in Britain and answer some questions.

Oral expression
- Look at some photos of crowds of people and describe them. - Complete the Remember section so as to revise contents from Unit 10. - Look at some words for talking about events and classify them into a table. - Think of a time when they attended an event and take notes to describe their experience. - Describe two photos related to important events following some guidelines. - Look at some pictures related to debates and say what they can see. - Have a formal debate about the dominance of football on TV. - Look at some photos of traditional events in Britain and compare them. - In pairs answer questions about traditional events in their country. - Look at some words and associate them with photos of traditional events in Britain.

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- Use the internet to prepare a visit to an event in Britain and complete a Project about it. - Complete the Remember sections so as to revise contents from Units 5 and 10.

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Language awareness
Linguistic knowledge: Useful language comparing photos planning, organizing practising a task.

Learning reflexion: Learning techniques for describing a photo Learning techniques for having a debate Learning techniques for doing a project Appreciating working in groups as a means of personal enrichment.

BASIC COMPETENCES
Basic Competence C1 Linguistic communicati ve competence. C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communicati on technologies C5 Social and civil competence. Page SB page 89 Activity All the activities of the unit use the language as an instrument of communication. E.g. describing photos of events. Students talk about traditional events in Britain such as The Highland Games or the Edinburgh fringe festival. MacMillan Website: www.macmillanelt.es DVD activities. Evaluation Criteria Show interest in learning English

SB pages 92-93

Express curiosity in learning about Social Science in English. Feel pleasure in using new technologies in order to revise and extend what they have learnt. Understand the importance of leisure in our lives. Be willing to respect other

SB pages 92-93 SB

Education for Leisure: The importance of enjoying free time activities and celebrations. Education for Peace: the

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pages 92-93 SB page 91 C6 Cultural and artistic competence. C7 The competence of learning to learn. C8 The competence of personal autonomy and initiative. SB pages 92-93 SB page 93 SB page 91

importance of respecting traditions and celebrations from other countries. Consumer Education: have a critical attitude towards TV programmes. References to events such as Glastonbury music festival or Royal Ascot horse races. Students complete a Project reviewing the contents learnt. Initiative to work in groups. E.g. having a debate about TV sport programmes.

cultures. Raise awareness of what they watch on TV. Show pleasure in learning cultural facts from other countries. Show interest in learning how to learn English. Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities.

Socio cultural aspects and intercultural awareness


References to traditional events in Britain: - The Highland Games, - the Edinburgh fringe festival, - the Glastonbury music festival, - Royal Ascot horse races, - Summer solstice celebrations in Stonehenge - Wimbledon tennis championship. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

CROSS-CURRICULAR ITEMS
Social Science: students read texts related to traditional events in Britain.

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. 84

Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

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MIXED-ABILITY ACTIVITIES
Extension activities: Exam Tips at the end of the SB. Communication activities at the end of the SB. Wordlist at the end of the SB.

EVALUATION 2. EVALUATION RESOURCES


Formative evaluation - Classroom observation to check both individual and global progress Accumulative evaluation - Remember section Unit 10. - Remember sections Units 5 and 10.

2. EVALUATION CRITERIA
Get both global and specific information from oral messages about traditional events. (C1, C3, C5, C6, C8) Take part in fluent conversations or discussions prepared beforehand about TV programmes. (C1, C5, C6, C8) Know and appreciate social and cultural diversity transmitted through the foreign language, by comparing British traditional events with their own experience. (C1, C3, C5, C6) Reflect on how language works and identify learning strategies used to progress in the learning process by completing the activities of this end-of-term Unit. (C1, C7, C8)

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