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ENGLISH
SECOND CYCLE
Address
1
2
3
4
5
– General characteristics
– Characteristics of different groups
– Characteristics of one particular group
(Give details of basic objectives for dealing with these groups, prioritising the groups’ needs and
outlining strategies to be used and their timing.)
area
Nº of students with
Special needs:
Observations:
General
Group A
Pupils like learning through play.
Pupils show a lot of/little creativity and imagination.
The curiosity of pupils is easily/not easily engaged.
Pupils like/don’t like expressing their emotions.
Pupils are capable/incapable of organising and analysing their own learning.
Pupils are/are not conscious of the advantages of group work in class.
Pupils express themselves coherently/incoherently and correctly/incorrectly in their
own language.
Pupils need/don’t need to understand all the words in a text to understand it.
Pupils like/don’t like reading at home.
Others.
Group B
Pupils like learning through play.
Pupils show a lot of/little creativity and imagination.
The curiosity of pupils is easily/not easily engaged.
Pupils like/don’t like expressing their emotions.
Pupils are capable/incapable of organising and analysing their own learning.
Pupils are/are not conscious of the advantages of group work in class.
Pupils express themselves coherently/incoherently and correctly/incorrectly in their
own language.
Pupils need/don’t need to understand all the words in a text to understand it.
Pupils like/don’t like reading at home.
Others.
Group D
Pupils like learning through play.
Pupils show a lot of/little creativity and imagination.
The curiosity of pupils is easily/not easily engaged.
Pupils like/don’t like expressing their emotions.
Pupils are capable/incapable of organising and analysing their own learning.
Pupils are/are not conscious of the advantages of group work in class.
Pupils express themselves coherently/incoherently and correctly/incorrectly in their
own language.
Pupils need/don’t need to understand all the words in a text to understand it.
Pupils like/don’t like reading at home.
Others.
General needs
Group A
Group B
Group A Pupil
Group B Pupil
Group C Pupil
Group D Pupil
VII. STRATEGIES
a) With pupils
b) With teachers
c) With parents and tutors
Human resources
Support teachers
Psychologist
Criteria
Alphabetical order
Flexible grouping (specify what type and give reasons)
Small support groups within/outside the mainstream class
Pupils with special sensory needs in different groups/classes
The demands and needs of 21st-century society have brought changes to the school
environment, preparing pupils to live in an ever more international, multicultural,
multilingual and technologically more advanced world. As a member of the European
Union, our country is committed to the promotion of the knowledge of other community
languages as is reflected in one of the objectives of the Lisbon Strategy. Meanwhile, the
Council of Europe in the European Common Reference Framework for the learning of
foreign languages establishes directives for both the learning of languages as well as for
the assessment of competence in different languages. These guidelines have been a key
reference in the elaboration of the curriculum.
The Royal Decree of Minimum Education states that Secondary Education will help
develop in students the skills that will enable them to:
a) Assume responsibility for their duties, know and exercise their rights with respect to
others, evidence tolerance, cooperation and solidarity towards other individuals and
groups, engage in dialogue cementing human rights as common values within a plural
society and prepare themselves for the exercise of democratic citizenship.
b) Develop and consolidate habits of discipline, study and individual and team work as
prerequisites for the efficient completion of learning tasks and as means of personal
development.
c) Value and respect the differences between the sexes and equal rights and
opportunities for both. Reject stereotypes which encourage discrimination between men
and women.
d) Reinforce their emotional capacity in every aspect of their personality and in their
relationships with others, and reject violence, any kind of prejudice or sexist behaviour,
and resolve conflicts peacefully.
e) Develop basic skills in the use of sources of information in order to employ their
discrimination and acquire new knowledge. Acquire a basic preparation in the field of
technology, particularly in information and communication.
j) Know, value and respect the basic features of their own culture and history and those of
others, as well as cultural and artistic heritage.
k) Know and accept the functioning of their own bodies and those of others, respect
differences, consolidate habits of health and hygiene and engage in physical exercise
and sport to assist personal and social development. Know and value the human
dimension of sexuality in all its diversity. Critically assess social habits related to health,
consumption, the care of animals and the environment, contributing to their conservation
and improvement.
l) Appreciate artistic creation and understand the language of different art forms,
employing diverse methods of expression and representation.
OBJECTIVES
Objectives of the area of foreign language and their integration within our project
The objective of the subject in the phase of Compulsory Secondary Education is the
learning of discursive skills which may be necessary in different fields. On completing
Primary Education, students should be able to use the target language to express
themselves and interact orally and in writing in simple and everyday situations. In
Compulsory Secondary Education the process of learning the target language continues,
On the other hand, the learning of a foreign language transcends the limits of linguistic
learning, and goes beyond learning the language to using it in communication contexts.
Its knowledge contributes to the preparation of pupils in an integral sense in that it
encourages respect for, interest in and communication with speakers of other languages
develops intercultural awareness and is a vehicle for understanding global issues and
problems and for the acquirement of different learning strategies. The process of teaching
and learning a foreign language in this phase of education involves an evident reference
to attitude, in that it contributes to the development of positive and receptive attitudes
towards other languages and cultures and, at the same time, to better understanding and
appreciation of one’s own language or languages.
The aim, as far as is possible, is to globalise experiences without forgetting the specific
stage of learning in which pupils find themselves.
The editorial project is intended for the first cycle of Compulsory Secondary Education in
the area of foreign languages (English). Its goal is the development of pupils’
communicative skills, ensuring that they assimilate the grammatical rules of English and
acquire the basic vocabulary necessary in order to communicate. This general principle is
broken down into the following specific objectives:
Explain typically English expressions via dialogues between pupils of the same
age as the students
Enable students to focus on the everyday life and customs of British teenagers,
observing how they behave in different contexts illustrated both in the Student’s Book
and in the DVDs included in the course.
Give expression to the real world beyond the classroom with the help of texts and
informative sections, within the units
Provide students with tools to express themselves, both orally and in writing,
with regard to topics which they find interesting and motivating. They are offered
not only the necessary practice, but also help in preparing both oral and written texts.
Give students the opportunity to recycle and revise the vocabulary and
structures they are learning in the revision sections
Enable students to assess their own progress using the different self-assessment
exercises in all the units.
Make it possible for students to become better and more independent language
students. They are encouraged to use the reference sections (grammar section,
vocabulary lists), and the multimedia components to practise at home.
Thanks to the balance struck between the demands of the course and the assistance
provided, all pupils will have the opportunity to develop their capacities to the full
The objective of teaching the foreign language during this phase will be the development
of the following abilities:
1. Read and understand general and specific information in oral texts in various
communicative situations, adopting a respectful and cooperative attitude.
2. Express oneself and interacting orally in typical communication situations in an
understandable and appropriate manner, with a certain degree of autonomy.
CONTENTS
The contents have been grouped in blocks to sort the elements of analysis of a complex
reality, in relation to four key competences with specific characteristics and needs in
terms of the teaching and learning process: oral language; written language; the
constituents of the linguistic system, their functioning and relationships, and the social
and cultural dimension of the foreign language.
Although oral and written language are two different manifestations of the same capacity,
each requires different skills and knowledge and is therefore dealt with separately.
ASSESSMENT CRITERIA
The Royal Decree of Minimum Education establishes the following assessment criteria for
the second cycle of Secondary Education in the area of foreign language:
3. Understand the overall meaning and relevant details of original and adapted
written texts, of varying length differentiating between facts and opinions and
identifying when appropriate the author’s intentions.
This criterion assesses the ability to understand different kinds of written texts (stories,
descriptions, opinions) of general interest, or related to other subjects on the curriculum,
applying familiar reading strategies and other new ones such as the identification of
theme via textual or para-textual elements.
This criterion also assesses the ability to read in an autonomous fashion books, news,
instructions, explanations, etc., of a certain length, in different formats and with differing
purposes: obtain or communicate information to complete a specific task, learn contents
of other subjects and read for pleasure or entertainment.
4. Write diverse supervised texts in different formats, using appropriate structures,
simple connectors and vocabulary, paying attention to form and obeying basic
rules of spelling and punctuation so the reader understands them and they are
reasonably correct.
This criterion assesses the ability to communicate in writing, to prepare and revise drafts
and to choose the correct register. The texts will reflect a simple syntax at least and be
readily understandable, with a limited but appropriate vocabulary, and correct spelling and
punctuation. These will reflect the most usual communication needs and different
communicative intentions. In the writing, clean and tidy presentation will also be
assessed, and skill in the use of IT to prepare and prepare texts.
5. Use the knowledge acquired regarding the linguistic system of the target
language, in different communication contexts, as a tool for learning and
correcting one’s own oral and written output and to understand that of others.
This criterion assesses their ability to apply their knowledge of the linguistic system and
reflect upon the need for formal correction which makes it possible to understand their
work and that of others.
6. Identify, use and explain orally certain basic strategies used to progress in
learning.
8. Identify the most relevant cultural features of the countries where the target
language is spoken, highlight the most significant characteristics of those
customs, rules, attitudes and values of the society whose language is being
studied, and value positively cultural patterns different to their own .
This criterion assesses whether pupils are able to identify in oral or written texts certain
significant features and characteristics of the general culture of the countries where the
target language is spoken, whether they can describe them clearly and simply and show
respect towards the values and behaviour of other societies , thus avoiding certain
stereotypes
4th year
1. Understand general and specific information, the main idea and most relevant
details of oral texts emitted in interpersonal communication situations or via
audiovisual media, about topics which do not require specialist knowledge.
This criterion assesses the ability to understand messages emitted face-to-face related to
material needs and social relationships, physical sensations and feelings or opinions.
This criterion also seeks to measure the ability to understand chats, news and
presentations broadcast by the media in a clear, brief and organised manner.
4. Write with a degree of autonomy diverse texts with a logical structure, using
basic conventions appropriate to each genre, vocabulary appropriate to the
context and the necessary elements of cohesion and coherence, in a manner which
the reader can easily understand.
This assesses the ability to communicate in writing and in an ordered fashion, initiating
the production of free texts (warnings, correspondence, instructions, descriptions,
accounts of experience, news), with an appropriate logical structure and paying special
attention to planning the writing process. All writing, on paper or in digital format, will
involve the assessment of progressive use of basic conventions appropriate to each
genre and also clear and tidy presentation.
5. Use the knowledge acquired regarding the linguistic system of the target
language, in different communication contexts, as a tool for learning and
correcting one’s own oral and written output and to understand that of others.
This criterion assesses their ability to apply their knowledge of the linguistic system and
reflect upon the need for formal correction which makes it possible to understand their
work and that of others
6. Identify, use and explain learning strategies employed, give examples of other
posible ones and decide on the most suitable for the learning goal in question.
This criterion aims to assess whether strategies are being employed which assist the
learning process: Such as the ability to evaluate their progress, reflection upon their own
learning, the use of different methods of storing, memorising and revising vocabulary; the
correct use of dictionaries to identify correct meaning in context; the use of
bibliographical, IT and digital resources to obtain information, extend or revise aspects
covered in the classroom, participation in the evaluation of their own learning, and the use
of certain methods of self-correction.
8. Identify and describe the most relevant cultural features of the countries where
the target language is spoken and establish relationships between the most
significant characteristics of the customs, uses, attitudes and values of the society
whose language is being studied and those of their own, and respect for them.
KEY COMPETENCES
In the Ley Orgánica de Education (LOE) definition of the curriculum, we find both the
traditional components (objectives, contents, teaching methods and assessment criteria)
as well as key competences. This is one of the guiding elements of the curriculum as a
whole and, consequently, a guide in the processes of teaching and learning. In second
grade of secondary school pupils have to participate in the so-called diagnostic
assessment, in which they have to demonstrate the acquirement of certain skills. This
assessment does not have academic consequences for students, but the fact that the
results help guide centres to take decisions regarding students’ learning gives us some
idea as to how educational processes are conditioned by this element in the sense of
being much more functional. In forth grade of secondary school the decision as to
whether pupils are promoted to the subsequent stage is partly based on whether or not
they have acquired the key competences, as a result of which they become a reference
for student assessment.
There is one aspect which should be highlighted, regarding what might be called the
combined character of the skill: the pupil, via what he knows, must demonstrate what he
can apply, but also what he can be. In this way we see how a skill integrates the different
Another aspect is also important: acquiring competences allows one to tackle the
constant renewal of knowledge which occurs in any area of learning. The student’s
academic training takes place in school over a limited number of years, but the need for
personal and/or professional preparation never ends, so that a competence in the use,
for example, of information and communication technology, will enable access to this tool
to obtain the information necessary at any given moment (obviously, after analysing its
quality). If we also bear in mind that it is often impossible to consider in depth all the
contents of the curriculum, it is clear that the student must acquire this competence, that
of learning to learn.
In our educational system, the key competences regarded as those which students
should possess when they finish their obligatory education in order to deal with the
demands of their personal and working lives are as follows:
MATHEMATICAL COMPETENCE
This competence consists, above all, of the ability to use numbers and basic
mathematical operations, symbols and mathematical reasoning to produce and
express information. Students learn about quantitative and spatial features and
resolve everyday problems. The acquisition of this competence means applying skills
and attitudes which allow for mathematical reasoning, understanding of mathematical
arguments, and the ability to express oneself and communicate in mathematical
language integrating mathematical concepts with other types of knowledge.
This involves the ability to interact with the physical world in its natural state and see
how it has been affected by human intervention. It helps to understand events and the
consequences of different activities designed to improve and preserve conditions for
life, of other people, and other living things. This competence implies the acquisition
of scientific rational thought which enables the student to interpret information and
make decisions with autonomy and personal initiative, and to use ethical values in
personal and social decisions.
LEARNING-TO-LEARN
This competence involves on the one hand starting the learning process, and on the
other hand being capable of continuing the process in an autonomous fashion. It
implies the acceptance of a variety of possible answers to the same problem, and
motivation to search for these answers using different means. To sum up, it implies an
organisation of the student’s own capacity to efficiently manage resources and
intellectual processes.
In essence and reflecting the most significant elements of the school currículum, each
competence contributes the following to the student’s personal and intellectual
preparation:
The Grammar Consolidation sections provide controlled oral dialogues. The Practical
English sections offer oral as well as written functional language. With many of the
activities in Activate your English, the students can communicate orally in pairs in a
personalized way. The writing sections make guided tasks easier so that the students
can convert a written text into e-mails format, letters, descriptions, etc. For example:
English Alive! SB 3 p.22, 23, 27, 75.
The English Alive series has its own web page (www.oup.com/elt/englishalive) where the
interactive games give the opportunity to process informations and consolidate
knowledges. With the links to other web pages they can carry out activities in a real time.
Each student is provided with a Multi-ROM where the language can be practiced in an
interactive way with games, dialogues, interactive video clips.
Throughout the term the texts provide different subjects of cultural interest. Every two units in the
sections Culture, the students can learn different aspects of English spoken countries and
compare them whit their own (section Comparing Cultures). The English Alive! DVD contains
documentals and dialogues about the life of British young people.
For example: English Alive! SB 3 p.46, and DVD level 3 with notes (Video Teaching Notes) in the
Teacher’s Resource Book.
Learning a foreign language helps to develop this competence if the linguistic models
contain, even in the limited way possible at this level, cultural information. This
competence, then, encourages expression and communication in order to perceive and
understand different realities and products of the artistic and cultural world.
During the term there is a variety of subjects including oral or written texts about music,
cinema, works of art, etc. All this contributes to the cultural and artistic enrichment of the
student. There is a lesson (song) every two units that deals with music together with
biographies, lyrics of songs, etc. For example, English Alive SB 3 p. 17,37, etc. At the
end of the SB the additional lessons, Curriculum Extra, provide texts about literature,
publicity, etc. (SB3 p.100)
LEARNING-TO-LEARN
This competence involves on the one hand starting the learning process, and on the other
hand being capable of continuing the process in an autonomous fashion. It implies the
This involves the awareness of those capacities which form a part of learning,
such as attention, concentration, memory, comprehension, linguistic expression
and motivation, for example.
Each unit of English Alive focuses on a strategy for the learning of skills in the section
Skill Focus. For example English Alive! SB 3 p.14. In each level of the Teacher’s Guide
there is Portfolio photocopiable material (self-testing), European Portfolio style of
languages, connected with every SB unit, where the student can think about his own
learning strategies. (TG p.xvi-xxii)
MATHEMATICAL COMPETENCE
This competence consists, above all, of the ability to use numbers and basic
mathematical operations, symbols and mathematical reasoning to produce and express
information. Students learn about quantitative and spatial features and resolve everyday
problems. The acquisition of this competence means applying skills and attitudes which
allow for mathematical reasoning, understanding of mathematical arguments, and the
ability to express oneself and communicate in mathematical language integrating
mathematical concepts with other types of knowledge.
Using numbers and basic operations,symbols and forms of expression and mathematical
reasoning to produce and interpret information, to know more about quantitative and
spatial aspects of reality and to resolve problems related to daily life. Part of mathematical
competence is the ability to interpret and express with clarity and precision information,
data and arguments.
This involves the ability to interact with the physical world in it’s natural state and see how
it has been affected by human intervention. It helps to understand events and the
consequences of different activities designed to improve and preserve conditions for life,
of other people, and other living things. This competence implies the acquisition of
scientific rational thought which enables the student to interpret information and make
decisions with autonomy and personal initiative, and to use ethical values in personal and
social decisions.
Interacting with the physical world, both in its natural aspects and those generated by
human action, in such a way that facilitates the understanding of events, the prediction of
consequences and activity directed towards the improvement and preservation of the
conditions of one’s own life, that of other people and of all other living creatures.
Taking as a starting point knowledge of the human body, nature, and the interaction of
mankind with nature, this competence allows students to discuss rationally the
consequences of different lifestyles and take decisions about a healthy physical and
mental way of life in a healthy and safe environment. The responsible use of natural
resources, environmental conservation, and preservation of individual and collective
health are recognised as key to quality of life.
During the term diverse subjects connected with the knowledge and interaction with the
physical world are dealed with, such as a balanced diet, the weather or the preservation
of the environment. For example: English Alive SB 3 p.18-19,63.
The students have the possibility to develop in groups different works (projects) about
subjects suggested in the Teacher’s book which are useful to think over the things learnt
previously. For example: English Alive Teacher’s Resource Book 3 p. 75,79,83.
Continuous learning
In a competence there iis no knowledge which is only acquired in and valid for a
particular subject (especially in and for this one). Everything students learn in different
subjects (and not only at school) forms a background of culture and information which
should serve them throughout their lives, which they should be able to use at specific
moments and in differerent situations (language is, in this sense, paradigmatic) . For this
reason, any of these competences may be achieved if not in all, certainly in most
curriculum subjects and for that reason too these competences can be used and applied
in all these subjects, regardless of in which one they have been acquired (transversality).
Being competent should guarantee the completion of determined learnings, but also
permit the attainment of others, both at school itself and beyond, a guarantee of
continuous learning (or, in this case, the capacity to communicate in very diverse
situations, some of which pupils themselves may not yet even perceive as likely in the
future).
The assessment of key competences is an assessment model which differs from that of
assessment criteria, both because it is applied at different stages of other assessments,
and because its purpose, though complementary, is different. If we assume that key
competences involve a real and practical application of knowledge, abilities and
attitudes, the way of checking or assessing whether the pupil has acquired them is to
reproduce application situations which are as real as possible, and in these situations it is
customary for the pupil to use this accumulated background (all kinds of contents) but to
respond, above all, to practical situations. In this way, when we assess competences we
are essentially, though not exclusively, assessing procedures and attitudes, which is why
we relate them to assessment criteria that are more procedural and attitudinal.
SUBCOMPETENCES
The competences by their very nature are generic. To use them as a reference for
pedagogical actions and to really demonstrate the competences acquired by the
students, they need to be broken down into more specific objectives related to other
elements of the curriculum. We have called these objective subcompetences, and without
covering all the possibilities, they do include those most closely related to the subject
curriculum and most prominent in all subjects on account of their interdisciplinary nature.
In foreign language learning, these subcompetences are as follows (there are other
competences/subcompetences which are also acquired in the area of Foreign Language–
English, though not in this grade):
Learning-to-learn
Understand and habitually use the main techniques and strategies which favour the
intellectual process (summary, note taking, concept maps...).
Use a variety of sources for finding and processing information
Recognise geographical spaces and conditions where other cultures are located or
come from and which may determine and influence the development of these
cultures.
Identify questions or problems and obtain conclusions based on evidence.
All these competentes and subcompetences bring into play different strategies and
different linguistic and discursive skills are employed in a contextualised manner.
Therefore, the activities in which the foreign language is used are set within fields which
may be public (everything related to daily social interaction), personal family relationships
and individual social habits), professional or educational. Students will use
communication strategies in a natural and systematic manner in order to make effective
the communication activities performed by means of communicative skills. The skills
developed will be: productive (speaking and writing), receptive (listening and reading) and
based on interraction or mediation.
Learning tasks or activities will constitute the core of didactic planning, and will integrate
objectives, contents and assessment, making up units of programming. Amongst other
criteria, the design of activities and tasks has taken into account the stages to be followed
in their development, prior knowledge, integrated treatment of linguistic components,
skills and strategies, proposed final objectives and the classroom’s potential for
adaptation and diversity.
Learning English will not only provide students with competences in order to
communicate, but also with cultural and social knowledge of the culture whose language
they are studying, which will help them develop a personality which is open and tolerant
towards what is different.. In this way one achieves the integral prepararation of the
individual
As we have noted, one of the characteristics of the key competences is that they allow
for and encourage transversality in the learning with which they are associated, in other
words, that which can and should be achieved, though from a different but
complementary perspective, via the development of the curriculum of the various areas of
For the overall work required of teachers in this grade, we indicate in the table below the key competences
which, as a minimum, should also be attained in other areas, in some with more interrelation and in others
with less:
KEY COMPETENCES**
1 2 3 4 5 6 7 8
Natural Sciences X X X X X X X
Social Sciences X X X X X X X X
P.E. X X X X X X
Spanish Language X X X X X X
Foreign Language X X X X X X
Mathematics X X X X X X X X
Technology X X X X X X X
*n.b.:
1. Linguistic communication.
2. Mathematics.
3. Knowledge of and interaction with the physical world.
4. Data processing and digital competence.
5. Social and civic..
6. Cultural and artistic.
7. Learning-to-learn.
8. Autonomy and personal initiative.
As can be seen, the transversality of the key competences is evident, so within the
framework of the centre’s educational standard criteria should be formulated for their
collective treatment.
ATTENTION TO DIVERSITY
One of the elements upon which the LOE places most emphasis is attention to diversity.
It is clear that the same educational method employed with a single group of students
has differing results depending on each pupil’s knowledge and previous experience, their
intellectual capacity and their interests and motivation with regard to teaching.
English Alive! includes reinforcement and extension activities which allow for
individualised attention to pupils, depending on their needs and learning rhythm. Every
lesson in our project includes ideas to help teachers respond to the different situations
which arise in the classroom
The Teacher’s Book suggests reinforcement and consolidation activities for students as
well as notes for the teacher, teaching advice, better to deal with different types of
student.
In one of the components of the Teacher’s Resource Pack, , the Photocopy Masters
Book, the teacher will find photocopiable consolidation and extension pages for each
unit.
STARTER UNIT
2.- CONTENTS
BLOCK 1- Listening, speaking and conversing
PROCEDURES
Listening
Listen to a dialogue comparing answers. Indicate which sentences are listened to
(Comparing answers - Practical English, SB p. 7 ex. 4).
Speaking
Practice some suggested dialogues. Change the words in blue of the previous
dialogues and try to make up new dialogues (Activate Your English, SB p. 7,
ex. 2 y 3).
Ask and answer the questions of a questionnaire using the expressions of Phrase
Bank (Practical English SB p. 7, ex. 6).
Writing
Write a message correctly after finding the five grammar mistakes in it (SB p.6, ex. 7).
Write a dictation (Dictation, Practical English WB p.6, ex. 4).
LANGUAGE FUNCTIONS
Express activities of daily life.
Ask and answer questions about activities and routines.
Compare answers.
STRUCTURES-GRAMMAR
Pronouns and possessive adjectives
Present simple and adverbs of frequency
Questions forms
VOCABULARY
Subject: Revision
GLOSSARY:
Basic verbs: do your homework, download music, get up, go shopping, go to bed, go
to school, have lunch, meet friends, phone friends, play computer games, read, send
text messages, walk, watch TV.
Functional language: Compare answers (comparing answers).
PHONETICS
Practice pronunciation: diphthongs /ei/,/əu/, /au/, /ai/
PROCEDURES
Grammar
Copy and complete a chart with personal pronouns, direct object pronouns and
possessive adjectives (SB p. 5, ex. 1).
Complete an interview with the pronouns in a chart (SB p.5, ex. 2).
Substitute the specified words with their corresponding pronoun or adjective (SB p 5,
ex. 3).
Write some affirmative, negative and interrogative sentences using verbs in the
present simple (SB p.6, ex. 4).
Complete some grammar rules about how to make affirmative, negative and
interrogative sentences. (SB p.6, ex. 5).
Study a chart and complete sentences using the present simple of the verbs, and the
adverbs of frequency in it (SB p.6, ex. 6).
Make questions from suggested sentences. Use short answers to respond. Express
the questions and answers in a loud voice (SB p.5, ex. 7).
Complete some questions using the words in a box. Translate the specified words into
the mother tongue (SB p.6, ex. 1).
Match the questions in the previous exercise with the correct answers (SB p.6, ex. 2).
Complete some questions using two out of the three suggested words for each of
them (SB p.6, ex. 3).
Write suitable questions for some answers (SB p.6, ex. 4).
Find very common grammar mistakes and give the correct options (SB p.6, ex. 5).
Connect some grammar rules with the corresponding sentence (SB p.6, ex. 6).
Vocabulary
Match the activities in a box with the corresponding picture. Listen to a CD and check
the answers (SB p.4, ex.1).
Write ten questions using the verbs in exercise 1 and the suggested question forms
in a box (SB p.4, ex. 2).
Carry out a communicative exchange, asking and answering the questions of the
previous exercise with a classmate. Write the answers of the classmate. (SB p.4, ex.3).
Pronunciation
Practice the pronunciation of diphthongs (Pronunciation Bank Starter Unit,WB p.133,
ex.1,2,3)
Practice the rythm and entonation of some sentences (Phrase Bank) (Practical
English, SB p.7, ex. 5)
CONCEPTS
Explain how the most common grammar mistakes in English are due to the differences in
construction of the mother tongue and the tendency to translate the same mental patterns
into this language.
iv. social and civic competence as learning a new language involves the knowledge of
social features and cultural facts linked to the native speakers which can be worked
along with the unit.
Education for peace: the importance of knowing and tolerate the tastes and preferences
of others.
Moral and civic education: the importance of knowing and respect ways of life and
culture different from ours.
Assessment criteria
Starter Unit Test (Teacher’s resource Book 3 pages 7- 9)
Vocabulary
Complete a crossword to revise vocabulary.
Complete some sentences with the correct form of the verbs in a box.
Complete some questions with the question forms in a box.
Grammar
Differentiate in some sentences the correct pronoun from several options
Write sentences using the present simple and the adverbs given
Complete a text with the verb forms in a box.
Order the words in some sentences leaving out one of them.
Complete some questions and write suitable answers.
Correct some sentences.
Complete a text with the words in a box.
Reding
Read a text and show understanding by answering some questions. Use short
answers.
Read the text again and answer some specific comprehension questions.
Oral comprehension
Listen to a converstion and choose the correct answers for some questions from
three options.
Writing
Write a composition about the perfect day for the student. Use the questions as a
guide.
1 TEACHING OBJECTIVES
Be able to recognise and use descriptive adjectives to describe a personality.
2.- CONTENTS
BLOCK 1- Listening, speaking and conversing
PROCEDURES
Listening
Listen to five sentences and write them down (Dictation) (SB p.11, ex.10).
Listen to a radio programme where some people call to speak about some annoying
situations (It drives me crazy!). Identify which of these situations are listed in exercise
1. Listen and answer comprehension questions (SB p 12, ex.1 and 2).
Listen to a dialogue where common expressions are used to ask and answer about
people. Answer with a comprehension question (Identity–Practical English, SB p.16
ex. 2).
Speaking
Writing
Read the description of a self-portrait (Life picture) and complete a text deducting
the words left out. Listen to a CD and check the answers (SB p.15, ex.5).
Translate some sentences into the mother tongue where adverbs of degree are used
and complete a chart with the adverbs in blue (Language Point, Adverbs of degree,
SB p.15,ex.6)
Give opinions about some ideas using adverbs of degree (SB p.15, ex.7).
Take notes to make a description of a personal “life picture” (Preparation) and
answer some questions with them (SB p.15, ex. 8).
Write a description or a personal “life picture” (TASK), using the suggested plan
(Writing plan), the book pattern and the ideas in the last exercise (SB p.15, ex.9).
Prepare a dialogue (Activate Your English) to identify other people at a party. Use
the suggested dialogue as a pattern (Identifying people, Practical English). Practice
the dialogue with a classmate (SB p.16, ex. 4 and 5).
Complete a dialogue with the words in a box and write one similar to the one above
to identify people (Identifying people – Practical English, WB p.13, ex.7 and 8).
LANGUAGE FUNCTIONS
Describe people’s and one’s own personality.
Speak about impressions.
Describe feelings.
Express probability and possibility.
Ask and answer questions to know people’s identity.
GRAMMAR -STRUCTURES
Relative pronouns
Adverbs: possibility
Present continuous
Comparing present tenses
VOCABUALRY:
Personality adjectives: chatty, cheerful, cold, dishonest, extroverted, friendly, honest,
impolite, insensitive, moody, polite, quiet, relaxed, sensitive, shy, tense, unfriendly,
warm.
Adjectives to describe feelings and impressions: annoyed- annoying, bored- boring,
embarrassed- embarrassing, excited- exciting, frightened- frightening, relaxed-
relaxing, surprised- surprising, worried- worrying.
Adverbs of degree: not very, a bit, quite, very, really.
Functional language: Identifying people (Identifying people).
PHONETICS
Pronunciation: sentence stress
PROCEDURES
Grammar
Read and complete a chart about relative pronouns (SB p.10, ex.1).
Complete some sentences using the most suitable relative pronoun (SB p.10, ex. 2).
Complete some sentences using two of the words given in a box. Write new senteces
changing the words given in blue (SB p.10, ex. 3 and 4).
Read some grammar rules about the usage of adverbs of possibility and connect
each with an example representative sentence (SB p.10, ex. 5).
Put the words of some sentences in order (SB p.10, ex. 6).
Watch a photograph and describe it, writing sentences to define the person in it. Use
the most suitable adverbs of possibility and probability (SB p.10, ex.7).
Read a grammar chart with the explanation about the usage of the present
continuous. Complete some sentences using the present continuous of the verbs in a
box (SB p.12, ex. 4 and 5).
Write questions for some given answers, using the present continuous (SB p12, ex 6)
Read a chart with the grammar rules about the present simple or the present
continuous. Deduct and specify in which cases they are used (SB p.13, ex.7).
Connect the two parts of the questions and answer them (SB p.13, ex. 8).
Vocabulary
Connect adjectives and their opposites. Listen to a CD and check the answers (SB
p.8, ex.1).
Describe people in photographs, interpreting contextual elements and using the
adjectives in exercise 1 above (SB p.8, ex.2).
Describe some suggested people, using suitable adjectives (SB p.8, ex.3).
Match the photographs of some people with the adjective that describes their feeling.
Listen to a CD and check the answers (SB p.11, ex. 8).
Read some sentences and complete a chart where adjectives are classified
depending on their ending, –ed or –ing, and according to the feelings or the cause
of them, respectively (SB p.11, ex. 9).
Rewrite the sentences in exercise 9 above changing the given words in blue. Write
new sentences expressing the feelings about the suggested ideas in a box and using
adjectives ending in –ed or –ing according to the meaning (Activate Your English, SB
p.11, ex 11 and 12).
Pronunciation
Practice the stress in sentences (Pronunciation Bank WB p.133, ex. 1, 2 and 3).
Listen to five sentences and write them down (Dictation) (SB p.11, ex.10).
Practice the rythm and entonation of some sentences (Phrase Bank,Practical
English, SB p.16, ex.3).
PROCEDURES
Read the profile of Hilary Duff and answer some questions (SB p.17, ex.1).
Read and complete the lyrics of a song (Wake up) with the words in a box. Listen to
the words in the song and check the answers (SB pág. 17 ej. 2).
Find out the words in the text which are connected with some definitions (SB p17, ex
3).
Give opinions about six suggested ideas in the exercise, using the adjectives in a box
and adverbs of degree (SB p.17, ex. 4).
iv. social and civic competence as knowing a language implies the knowledge of social
features and cultural facts linked to their native speakers which can be worked along
with the unit.
Moral and civic education: the importance of being oneself in all occasions and respect
the others assuming and accepting their own personal characteristics and feelings. The
importance of being respectful to others avoiding noisy or annoying activities.
Alternative practice for students with difficulties to follow up the group pace:
English Alive! Basics Progress Book A, Unit 1
Additional activities
Additional and alternative activities, Teacher’s Guide, pages T-8 to T-17
Photocopiable activities, Unit 1, (Extension) Teacher’s Resource Book, page 73.
6.- ASSESSMENT
Formative assessment
Grammar consolidaton (Unit 1, SB page 13)
Grammar consolidation (Unit1, WB page 11)
Progress Check (Unit 1, WB page 14).
Revision sections (Units 1-2, WB pages 23 and 24).
Cumulative assessment
End-of-unit test (Unit 1) Teacher’s Resource Book, pages 10, 11 y 12.
Assessment criteria
2.- CONTENTS
Listen to a person (Storm chasers) who follows and takes photographs of terrible
storms. Indicate and order some photographs connected with these storms as they
are listened to. Listen again and answer some comprehension questions (SB p. 22,
ex. 1 and 2).
Listen to an interview connected with the effects of a tsunami and complete some
notes about it. Make some suitable questions for these notes (Skill Focus, Taking
notes, SB p. 24, ex. 3).
Speaking
Ask and answer questions giving opinions and reasons about natural phenomena,
the human being and his survival on earth (Talking Point, SB p.19, ex.8).
In pairs, practice asking and answering about how, where, when and why a big
hypothetical storm took place (Activate Your English, SB p. 20, ex. 4).
In pairs, ask/answer questios about last weekend (Activate Your English, SB p.21,
ex. 9)
Practice asking questions from a box and answering them (Activate Your English, SB
p. 22, ex. 5).
Practice a dialogue (Activate Your English) about places and activities in the
student’s environment. Use the suggested dialogue as a pattern (Asking for
information, Practical English, SB p. 27 ex. 8)
Read an article about a tsunami (Monster waves) and connect some sentences with
each paragraph of the text. Listen and check the answers (SB p.24, ex.1).
Read the text in exercise 1 again and answer some comprehension questions (SB p.
24, ex. 2).
Look at the map of the island of Tiree in Scotland and answer some comprehension
questions (Finding places, Practical English, SB p. 27 ex. 4)
Writing
Read a text and put the paragraphs in order. Listen to a CD and check the answers
(SB p. 25, ex. 4).
Translate some sentences into the mother tongue using time connectors (Language
Point, Time connectors, SB p. 25,ex. 5).
Choose the appropriate connector in some sentences (SB p. 25, ex. 6).
Make some notes to make up a survival experience in a natural disaster
(PREPARATION) and use them to answer some questions (SB p. 25, ex.7).
Write a composition about this imaginary survival experience (TASK), using the
suggested plan (Writing plan), the book pattern and the previous ideas (SB p 25, ex.
8).
Prepare a dialogue (Activate Your English) about places and activities in the
student’s environment. Use the suggested dialogue as a pattern (Asking for
information,Practical English,SB p. 27 ex.7)
Complete a dialogue with the sentences from a box and write one similar to the last
one asking for information about how to get to a specific place using the suggested
information (Practical English, WB p. 21, ex. 7 and 8).
LANGUAGE FUNCTIONS
Speak about natural phenomena and their effects.
Speak about events in the past.
Ask for information and answer how to get to a specific place.
GRAMMAR STRUCTURES
There was/there were
Past simple
Past continuous
VOCABULARY
PROCEDURES
Grammar
Change some present sentences into the past. Also write them in the negative form
(SB p. 20, ex.1).
Complete a piece of news using the affirmative and negative form of the past
was/were, there was/there were (SB p. 20, ex. 2).
Complete the questions of an interview using was/were, there was/there were
(SB p. 20, ex. 3).
In pairs, practice making questions and answers similar to the ones in exercise 3
above, thinking about a hypothetical situation in a big storm (Activate Your English,
SB p. 20, ex. 4).
Read some example sentences where the past simple is used and answer some
questions deducting the grammar rules for its usage (SB p. 20, ex. 5).
Translate some sentences into the mother tongue (Check This!) (SB p.20, ex. 6).
Complete a text using the past forms of the verbs given (SB p. 20, ex.7).
Read and complete a weblog correcting the verb mistakes in it (SB p. 21, ex. 8).
In pairs, ask and answer qustions about last weekend (Activate Your English, SB p.
21, ex. 9)
Read and complete a grammar chart about the past continuous (SB p. 22, ex. 3).
Look at a picture and write questions and answers using the past continuous
(SB p. 22, ex.4).
Complete some questions using the sentences in a box and practice asking and
answering them (Activate Your English, SB p. 22, ex. 5).
Read and complete a chart with the grammar rules about the past simple and past
continuous. Specify in which cases they must be used (SB p. 23, ex. 6).
Vocabulary
Connect the natural phenomena in a box with the corresponding photograph. Listen
to a CD and check the answers (SB p. 18, ex. 1).
Ask and answer questions connected with natural phenomena (SB p. 18, ex.2).
Read a text connected with the effect of bad weather (Weird Weather) and complete
a chart sorting out the verbs in it in three parts: present, past and their translation.
Listen and check the answers. Find a mistake in each paragraph (SB p. 21, ex. 10
and 11).
Read the list of irregular verbs in the WB page 144 and in pairs ask and answer
about the past form of irregular verbs (SB p. 21, ex. 12).
Pronunciation
Practice the pronunciation of the ending of verbs in the past simple (Pronunciation
Bank, Unit 2 WB page 134, ex. 1,2 and 3).
Listen to five sentences and write them down (DICTATION) (SB p. 23, ex. 8).
Practice the rythm and entonation of some sentences (Phrase Bank, Practical
English, SB p. 27, ex. 6)
CONCEPTS
Speak about different and important super volcanoes such as: Mount St. Helens in
Washington, Toba in Indonesia, or Yellowstone National Park in USA.
Explain and comment the specific vocabulary of the unit such as: tornado, hurricane,
storm chasers, etc.
PROCEDURES
Read and listen to a text about life in a remote island of Scotland (Life on the rocks)
and answer an opinion question, giving reasons for the pros and cons (SB p. 26,
ex. 1).
Read the text again and say if some sentences are right or wrong. Give reasons for
the answers (SB p. 26 ex. 2).
Answer some opinion questions connected with the text read comparing and
contrasting cultures (Comparing Cultures, SB pág. 26, ej. 3).
Health education: The importance of being sensible and avoid risks in extreme
situations of bad weather or important natural phenomena.
Environmental education: importance of being aware of the connection between
natural disasters and the change of climate with the performance of man on the earth.
6.- EVALUATION
Formative Evaluatión
Grammar consolidaton (Unit 2, SB page 23)
Grammar consolidation (Unit 2 WB page 19)
Progress Check (Unit 2 WB page 22).
Cumulative assessment
End-of-unit test (Unit 2) Teacher’s Resource Book, pages 13, 14 and 15.
Self Assessment
Student Self-assessment Checklist, Unit 2, Teacher’s Book, page xviii
Assessment criteria
Unit 2 Test (Teacher’s resource Book 3 pages 13-15)
Vocabulary
Put the letters of some words in order.
Complete some sentences with the past simple of the verbs in a box.
Grammar
Complete some sentences with the correct verb form was/were, there was/there
were.
Write sentences using the past simple.
Indicate whether some sentences are grammatically correct or not.
Write questions using the past continuous. Write the answers.
Complete some sentences using the past simple or continuous of the verbs in a box.
Complete a text with the words from a box.
Reading
Read a text and show comprehension indicating if the sentences are true or false.
Read the text again and answer some specific comprehension questions
Oral comprehension
Listen to a conversation about exciting experiences. Indicate if the sentences are
true or false.
Writing
Write a composition about a dangerous experience of the student. Use some
questions as a guide.
UNIT 3 – LIFESTYLE
2.- CONTENTS
BLOCK 1- Listening, speaking and conversing
PROCEDURES
Listening
Listen to five sentences and write them down (DICTATION, SB p. 31, ex. 9).
Read an information about a radio programme speaking about people with an
unusual appearance and connect some sentences with their corresponding
photograph. Listen to the whole radio programme and check the answers (SB p 32,
ex. 1 and 2).
Listen to the radio programme again and choose the correct word in some sentences
(SB p. 32, ex.3).
Speaking
Practice communicative exchanges giving opinions with the words and expressions in
circles (Activate Your English, SB g. 31, ex. 10).
Carry out communicative exchanges comparing opinions. Use adjectives in the
superlative form from the suggested patterns (Activate Your English, SB p. 33 ex. 6).
Express agreement or disagreement with opinions about plastic surgery and compare
these opinions with the others using the expressions of the Phrase Bank (SB p. 34
ex. 1).
Practice a dialogue (Activate your English) to explain the content of a menu to a
foreign friend in a restaurant. Use some of the suggested options in the menu
(Choosing from a menu- Practical English (SB p. 36, ex. 6).
PROCEDURES
Reading
Look up the meaning of some words and sort them out to say whether they are
healthy or not (SB p. 28, ex. 3).
Read and listen to a text (Supersize me) about a dietetic experiment and say whether
the words in exrcise 3 above are mentioned or not (SB p. 28 ex. 4).
Read the text again and say if the sentences are true or false. Give reasons for the
answer if it is false (SB p. 28, ex. 5).
Complete some examples previously found in the text above and sort them out
according to the use of the verb do o make. Add some words to the chart above
(Word Search, SB p.28,ex. 6/7)
Complete a chart with food and drinks showing likes and dislikes. Also, say which are
countable or uncountable (Recycle, SB p. 29, ex. 8).
Writing
Look up some words and complete a text with them (The new you club). Listen to a
CD and check the answers (SB p. 35, ex. 5)
Translate some sentences into the mother tongue using conjunctions (Language
Point, so, and because , SB p. 35, ex. 6).
Complete some sentences in two different ways using so and because (SB p 35, ex
7).
Write some notes to make a publicity brochure for a club (Preparation) and use them
to answer some questions. Choose some of the suggested ideas (SB p 35, ex.8 and
9).
Write a brochure (A Brochure for a sports and health club) for a fitness club (TASK),
using the suggested plan (Writing plan), the pattern in the book and the ideas from
the last exercise (SB p. 35, ex.10).
Prepare a dialogue (Activate your English) to explain the contents of a menu in a
restaurant to a foreign friend. Use some of the suggested options in the menu
(Choosing from a menu- Practical English). (SB p. 36, ex. 5).
STRUCTURES - GRAMMAR
Quantity: some, any, much, many, a lot of
Too and (not) enough
Comparatives and superlatives
VOCABULARY
Subject: Life styles.
GLOSSARY:
Health and lifestyle: attractive, dangerous, energetic, fit, healthy, irresponsible,
overweight, responsible, safe, strong, tired, unattractive, underweight, unfit,
unhealthy, weak.
People’s appearances: beard, chain, dreadlocks, earring, make-up, moustache,
necklace, pierced belly, ring, stud, tattoo, wig..
Quantity: some, any, much, many, a lot of.
Functional language: Identify people (Identifying people).
PHONETICS
Pronunciation: Word stress.
PROCEDURES
Grammar
Read and complete a chart about countable and uncountable nouns (SB p.30, ex.1).
Vocabulary
Connect some adjectives and their opposites. Listen to a CD and check the answers
(SB p. 28, ex. 1).
Complete some sentences describing two people in some photographs, interpreting
contextual elements and using the adjectives in exercise 1 above (SB p. 28, ex.2).
Observe the photographs of some people with different appearances and complete a
chart sorting out different words connected with their ornaments (SB p. 31, ex. 7).
Complete some sentences using the vocabulary in exercise 7 above (SB p 31, ex 8).
Listen to five sentences and write them down (Dictation, SB p. 31, ex. 9).
Write six opinions using the words in a circle and compare the answers with the rest
of the class (Activate Your English, SB p. 31, ex. 10).
Pronunciation
PROCEDURES
Read the profile of Weezer and answer some sentences saying if they are true or
false (SB p. 37, ex. 1).
Read and complete the lyrics of a song (Hold me) with the words from a box. Listen
to the text in the song and check the answers (SB p. 37 ex. 2).
Give your opinion about the contents of the song choosing one of the three options
suggested for each sentence (SB p. 37, ex. 3).
Write a new line for the song using the first line as a pattern (SB p. 37, ex. 4).
Alternative practice for students with difficulty to follow up the group’s pace:
English Alive! Basics Progress Book A, Unit 3
6.- ASSESSMENT
Formative assessment
Grammar consolidaton (Unit 3, SB page 33)
Grammar consolidation (Unit 3 WB page 29)
Progress Check (Unit 3 WB page 32).
Revision sections (Units 1-4, WB pag 41and 42).
Final assessment
End-of-unit test (Unit 3) Teacher’s Resource Book, pages 16, 17 and 18.
End-of-term test (Test 1), Teacher’s Resource Book, pages 19, 20 and 21.
Self -assessment
Student Self-assessment Checklist, Unit 3 Teacher’s Book, page xix
2.- CONTENTS
BLOCK 1- Listening, speaking and conversing
PROCEDURES
Listening
Listen to five questions and write down the answers (DICTATION) (SB p. 42, ex. 4).
Listen to an interview about unusual cars and answer a question of general
comprehension and others more specific (SB p. 42, ex. 1 and 2).
Listen to an email text to check the words left out (SB p. 45, ex. 3).
Listen to a programme of events of a festival “The Birdman” and check the answers
of some comprehension questions (A programme of events–Practical English, SB p.
47 ex. 5).
Listen to a programme of events with common expressions to describe a festival-
competition. Answer a comprehension question (A programme of events –Practical
English, SB p. 47 ex. 6).
Speaking
Ask and answer questions giving opinions and reasons about vacational preferences
and likes (Talking Point, SB p. 39, ex. 7).
Make up explanations for hypothetical situations, using the adverb just and the
present perfect (Activate Your English, SB p. 40, ex. 7).
STRUCTURES-GRAMMAR
Present perfect
Present perfect: just
Present perfect questions
VOCABULARY
Subject: Travel
GLOSSARY:
Travel: Prepositions (around, across, down, up, into, out of, over, through);.
PHONETICS
Pronunciation: linking
PROCEDURES
Grammar
Read a chart about the present perfect structure in its affirmative and negative forms.
Indicate which are irregular past participles (SB p. 40, ex.1).
Complete a text (Modern explorers) with the correct form of the present perfect.
Check the past participles of irregular verbs on page 144 of the WB (SB p. 40, ex. 2).
Complete some sentences using the affirmative and negative form of the present
perfect of the suggested verbs in a box (SB p. 40, ex. 3).
Write about personal travel experiences using the patterns suggested and the
appropriate verb tense (Activate Your English, SB p. 40, ex. 4).
Translate some sentences into the mother tongue (SB p.40, ex. 5).
Complete some sentences with the adverb just and the correct form of thel present
perfect (SB p.40, ex. 6).
Make up some explanations for hypothetical situations using the adverb just and the
present perfect (Activate Your English, SB p. 40, ex. 7).
Read a chart about the present perfect in the question form and translate it into the
mother tongue. Also translate the word ever (SB p. 42, ex.3).
Listen to five questions and write down the answers (Dictation) (SB p. 42, ex. 4).
Make questions with the present perfect of the suggested verbs and ever, according
to the pattern. Practice asking and anwering the questions (Activate Your English, SB
p. 42, ex.5)
Read and listen to a text (Strange vehicles) Ask and answer questions about it using
the present perfect and the question pattern suggested (SB p. 43, ex. 6).
Make questions for some answers given (SB p.43, ex.7).
Complete a dialogue with the present perfect of the suggested verbs. Listen to a CD
and check the answers (Grammar Consolidation, SB p. 43, ex. 8).
Listen and take a dictation (Grammar Consolidation, WB p. 36, ex. 7).
Pronunciation
Practice and learn how to join the words in spoken English (Pronunciation Bank, Unit
4, WB page 134, ex. 1, 2 and 3).
Practice the rythm and entonation of some sentences (Phrase Bank (Practical
English, SB p. 47, ex. 7).
PROCEDURES
Observe some photographs and the heading of a text about Great Britain and the
British (Britan-An island nation) and give answers to some questions (SB p. 46, ex.
1).
Read and listen to the complete text and check the answers (SB p. 46 ex. 2).
Answer some questions connected with the text previously read comparing and
contrasting cultures (Comparing Cultures, SB p. 46, ex. 3).
Alternative practice for students with difficulties to follow up the group’s pace:
English Alive! Basics Progress Book A, Unit 4
Additional activities
Additional and alternative activities, Teacher’s Book, pages T-38 to T-47
Photocopiable activities, Unit 4 (Extension) Teacher’s Resource Book, page 79.
6.- ASSESSMENT
Formative assessment
Grammar consolidaton (Unit 4, SB page 43)
Grammar consolidation (Unit 4 WB page 37)
Progress Check (Unit 3 WB page 40).
Revision sections (Units 1-4, WB pages 41 and 42).
Final assessment
End-of-unit test (Unit 4) Teacher’s Resource Book, pages 22, 23, and 24.
Self-assessment
Student Self-assessment Checklist, Unit 4, Teacher’s Book, page xix
Assessment criteria
2.- CONTENTS
BLOCK 1- Listening, speaking and conversing
PROCEDURES
Listening
Listen to five sentences and write them down. Indicate the sound /ə/ (Dictation) (SB
p. 51, ex. 8).
Listen to a couple of texts (Superfans) written by some fans of a rock group and TV
series and complete them with the figures in a box. Check the answers (SB p. 48
ex. 3)
Read a text and make sure of the meaning of the new words (SB p. 52 ex. 1)
Read some questions and deduct the answers. Listen to a radio programme
speaking about toys which have been very popular (The latest craze) and check the
answers (SB p.52, ex. 2)
Listen to the dialogue again and complete each sentence with two words. (SB p. 52,
ex. 3).
Listen to a dialogue about some people who phone to buy some tickets . Answer a
comprehension question (Buying by phone–Practical English, SB p. 56 ex. 2).
Speaking
Ask and answer questions using the vocabulary in lesson 1 above, the present
perfect and the pattern sentence (Activate Your English, SB p. 48, ex. 2).
Ask and answer questions giving opinions and reasons about fans and cutural likes
(Talking Point, SB p.49, ex. 8).
Ask and answer some questions using either the past simple or present perfect
(Activate Your English) (SB p. 50, ex. 5).
Writing
Read the description of a sport (Arantxa’s Taekwondo page) and choose the correct
words from two suggested options. Listen to a CD and check the answers (SB page.
55, ex. 3).
Read the definition of topic sentence and indicate the ones in exercise 3 above
(Language Point, topic sentence, SB page. 55,ex. 4).
STRUCTURES-GRAMMAR
Present perfect and past simple
For and since
VOCABULARY
Subject: Events.
GLOSSARY:
Events: autograph, concert, costume, crowd, programme, match, seat, stadium,
stage, theatre, ticket, trophy.
Competition; verbs and nouns: champion, championship, compete, competitor,
competition, final, finalist, hold a record, record holder, lose, loser, race, racer, score,
scorer, win, winner.
Functional language: Buy tickets by phone (Buying by telephone).
PHONETICS
Pronunciation: Weak vowel: / ə /
PROCEDURES
Grammar
Read and complete a chart comparing the use of the present perfect and the past
simple (SB page.50, ex.1).
Complete a chart with the time expressions in the suggested text (SB page.50, ex. 2).
Complete the text in exercise 2 above with the appropriate verb form (SB page. 50,
ex. 3).
Complete some sentences with the present perfect or past simple of the verbs in a
box (SB page.50, ex. 4).
Complete some questions with the present perfect or past simple as suitable
Ask and answer the questions (Activate Your English) (SB page 50, ex. 5).
Read and complete a grammar chart with the use of expressions of time: for and
since (SB page. 52, ex. 4).
Complete a chart with the expessions of time from a box (SB page. 53, ex.5).
Read some information about the use of the yo-yo and complete some sentences,
using the present perfect, since or for and an expression of time en each sentence
(SB page. 53, ex. 6)
Write some sentences about the students’ lives using the present perfect and since or
for and the suggested pattern. Ask and answer questions about the exercise above
(Activate Your English, SB page.53, ex.7/8).
Read a text (We’re crazy about…) and choose the correct words between two options
to practice the gramar learnt in the unit (Grammar Consolidation, SB page. 53, ex. 9.)
Listen and write down a dictation (Grammar Consolidation, WB page. 47, ex. 8).
Vocabulary
Look up the meaning of some words and complete the text which appears with some
photographs and the words from a box (SB page 48, ex 1).
Pronunciation
Practice and learn the sound of the weak vowel / ə / (Pronunciation Bank Unit 5, WB
page. 134, ex.1,2 and 3)
Listen to five sentences and write them down. Notice the sound / ə / (Dictation) (SB
page. 51, ex. 8).
Practice the rythm and entonation of some sentences (Phrase Bank)(Practical
English, SB page. 56, ex. 3)
CONCEPTS
Get some information about the British musical group Oasis, born in Manchester in 1992,
and the famous film Star Wars written and directed by American George Lucas in 1977.
Refer some data about skateboarding; its history, equipment, colloquial language and
famous characters of the activity like the American Vannesa Torres, who won a medal in
The X games ( an annual event for extreme sports that has been taking place since 1996.
Give details about Taekwondo, a martial art of Corean origin, its competitions, famous
sportspeople, etc.
Learn and sing a song, approaching the pop culture and learning details of a character,
the English singer and presenter Ms Dynamite.
PROCEDURES
Read the biographic report of Ms Dynamite and answer some questions (SB page.
57, ex. 1)
iv. social and civic competence as knowing a foreign language involves the knowledge
of social features and cultural facts connected with the native speakers of the foreign
language which can be worked along with the unit.
Health education: the importance of sports and exercise for our health.
Moral and civic education: the importance of playing and compete following the “game
rules” and “playing fair”.
Leisure education: The importance of having cultural interests as well as sportive and
belong to clubs or teams with “equals”
Alternative practice for students with difficulty to follow up the group’s pace:
English Alive! Basics Progress Book A, Unit 5
Additional activities
Additional and alternative activities, Teacher’s Book, pages T-48 to T-57
Photocopiable activities, Unit 5 (Extension) Teacher’s Resource Book, page 81.
6.- ASSESSMENT
Formative assessment
Grammar consolidaton (Unit 5, SB page 53)
Grammar consolidation (Unit 5 WB pag 47)
Progress Check (Unit 5 WB page 50).
Assessment criteria
Unit 5 Test (Teacher’s resource Book 3 pages 25-27)
Vocabulary
Put the letters of some words in order and complete some sentences with them.
Complete some sentences with suitable verbs and nouns.
Grammar
Complete a chart with the past simple and present perfect of the suggested
infinitives.
Choose in some sentences the correct verb from two options.
Complete some sentences with the past simple or present perfect of the verbs in a
box.
Complete some questions. Use the past simple or present perfect.
Complete a chart with the time expressions in a box.
Complete some sentences with the present perfect and the prepositions for or since.
Write some questions using the expression How long and the present perfect.
Answer the questions.
Complete a text with the words in a box.
Reading
Read a text and show comprehension saying if the sentences are true or false Read
the text again and answer some questions of specific comprehension.
Oral comprehension
Listen to some people and say what sports and hobbies are mentioned.
Writing
Write a composition about a favorite sport or hobby. Use the questions as a guide.
2.- CONTENTS
BLOCK 1- Listening, speaking and conversing
PROCEDURES
Listening
Listen to and write five sentences (Dictation, SB p. 60 ex. 3).
Read and complete a text about robots. Listen to the comments in the text and check
the answers. Answer some comprehension questions (SB p. 62, ex. 1 and 2).
Listen to three teenagers talking about some science fiction books and answer some
questions (SB p. 64, ex. 3).
Read some opinions and listen again to the teenagers in exercise 3 above. Answer
yes/no/perhaps, according to what the teenagers think about the future (SB p. 64, ex.
4).
Speaking
Ask and answer questions giving opinions and reasons about the kind of life at the
time of Homo Habilis (Talking Point, SB p.59, ex. 8).
Compare sentences with a partner about one own’s life in the past, present and
future (Activate Your English, SB p. 63, ex. 5).
Give opinions about some ideas connected with science and future, using the
suggested expressions in the Phrase Bank. In pairs, compare these opinions (SB p.
64, ex.5 and 6).
Prepare and practice a dialogue (Comparing products) comparing a game machine.
Use the suggested dialogue as a guide (Activate Your English–Practical English, SB
p. 67 ex. 9).
Writing
Read a composition about the future (The future) and correct grammar and
vocabulary in the text. Listen to a CD and check the answers (SB p. 65, ex. 7).
Translate some expressions of opinion into the mother tongue and complete them
with other suggested expressions (Language Point, Expressing opinions, SB p.
65,ex. 8 and 9).
Take some notes to write a composition giving opinions about the future (Preparation)
and answer some questions with them (SB p. 65, ex. 8).
Write a composition about the future (Task), using the suggested plan (Writing plan),
the pattern in the book and the ideas in the exercise above (SB p. 65, ex. 9).
Complete a dialogue choosing the correct expression from two options. Write a
dialogue similar to the last one comparing digital cameras (Comparing products –
Practical English, WB p. 57, ex. 8 and 9).
LANGUAGE FUNCTIONS
Express opinions about things that will happen in the future.
Make predictions. .
Speak about the possible consequences of an action.
Describe capacities or abilities.
Compare products.
STRUCTURES-GRAMMAR
Will and might
First conditional: if + subect + verb in the present simple + will/won’t + infinitive of the
verb.
Can, could, will be able to
VOCABULARY
Subject: Evolution and future of mankind.
PHONETICS
Pronunciation: Noun ending: -tion
PROCEDURES
Grammar
Read a grammar rule about the use of will and might and connect some examples
with the words definitely or possibly (SB p. 60, ex.1).
Complete some sentences about the future with two of the suggested options (SB p.
60, ex. 2).
Listen and write down five sentences (Dictation, SB p. 60 ex. 3).
Write sentences about the future with the words included in three different lists. Write
six more sentences expressing personal or other people’s ideas in the future; use
will, won’t, might, might not (Activate Your English) (SB p. 60, ex. 4 and 5).
Translate into the mother tongue some examples and complete the grammar rules to
form the first conditional (first conditional) (SB p.60, ex. 6).
Complete some sentences with the correct verb form. Use the present simple or will
+ infinitive (SB p. 60, ex. 7).
Write some sentences about the future with the suggested words and the first
conditional (SB p.60, ex.8).
Complete a chart with the negative forms of the verbs can, could, will be able to
(SB p. 63 ex. 3).
Complete a text with the affirmative and negative forms of the verbs can, could, be
able to (SB p. 63, ex. 4).
Vocabulary
Complete a text about evolution with the infinitive of the suggested verbs and one of
the figures in a box (SB p. 58, ex. 1).
Complete a chart with the verbs from exercise 1 above and the incomplete nouns
from a box. Listen and check the answers (SB p. 58, ex.2).
Complete a questionnaire about science and technology with the words from a box.
Choose one of the two options given for each subject and check the result of the
survey (SB p.61, ex. 9).
Complete a chart with personal ideas about the future. Use will, won’t, might, might
not and vocabulary from exercise 9 above (Activate Your English, SB p. 61, ex. 10).
Pronunciation
Practice and learn the pronunciation of the noun suffix –tion (Pronunciation Bank,
Unit 6, WB p. 135, ex.1 and 2).
Practice the rythm and entonation of some sentences (Phrase Bank)(Practical
English, SB p. 67, ex. 8)
PROCEDURES
Answer a question about the kind of electronic communication normally used by the
students, using the suggested expressions (SB p. 66, ex. 1).
Read and listen to a text about American teenagers and the new technologies (Hi-
tech teens) and answer a question (SB p. 66, ex. 2).
Read the text again and indicate if the sentences are true or false. Discuss the
answers with the information of the text above (SB p. 66 ex. 3).
Answer some questions about opinions connected with the text read, comparing and
contrasting cultures (Comparing Cultures, SB px 66, ej. 4).
ii learning to learn;
The students think over and strengthen their personal initiative giving opinions about
life in prehistoric times (Talking point, SB p. 59), and about the future (Activate your
English, SB p. 60).
The students will learn to make small cards and do schematic exercises about the
things learnt in the unit (Word Bank 1, WB pages 122 and 123).
iv. social and civic competence as knowing a foreign language involves the knowledge
of social features and cultural facts connectd with the native speakers which can be
worked along with the unit.
Alternative practice for students with difficulties to follow up the group’s pace:
English Alive! Basics Progress Book A, Unit 6
Additional activities
Additional and alternative activities, Teacher’s Book, pages T-58 to T-67
Photocopiable activities, Unit 6 (Extension) Teacher’s Resource Book, page 83.
6.- ASSESSMENT
Formative assessment
Grammar consolidaton (Unit 6, SB page 63)
Grammar consolidation (Unit 6,WB page 55)
Progress Check (Unit 6 WB page 58).
Revision sections (Units 1-6, WB pages 59 and 60).
Final assessment
End-of-unit test (Unit 6) Teacher’s Resource Book, pages 29, 30 and 31.
End-of-term (Test 2) Teacher’s Resource Book, pages 31, 32 and 33.
Self-assessment
Student Self-assessment Checklist, Unit 6 Teacher’s Book, page xx
Assessment criteria
Reading
Read a text and show comprehension answering some questions with short answers.
Read the text again and answer some questions of more specific information.
Oral comprehension
Listen to a person speaking about skateboarding and complete some sentences
with the numbers in a box.
Writing
Write a composition about the tennis player Rafael Nadal. Use some information as
help.
UNIT 7 - AMBITION
2.- CONTENTS
BLOCK 1- Listening, speaking and conversing
PROCEDURES
Listening
Listen to five sentences and write them down (Dictation) (SB p.70, ex. 4).
Listen to a text where four teens speak about their professional ambitions for the
future (I’d like to be…). Answer two questions of personal opinion. Answer some
comprehensive questions (SB p. 68, ex.3 and 4).
Read some information and listen to a text speaking about and presenting the results
of a competition with some singers. Answer two questions, one of them of personal
opinion and the other of text comprehension. (SB p. 72, ex. 1).
Speaking
Ask and answer questions giving opinions and reasons about personal and
professional ambitions (Talking Point, SB p. 69, ex. 8).
Give opinions and reasons for the personal results connected with a profession,
obtained from the Careers crossroads of the book (Activate Your English, SB p. 71,
ex. 11).
In pairs, choose a business to present ideas from some symbolic pictures. Prepare
the answers to respond the questionnaire about new businesses of the SB page 74
(In business questionnaire). Use the suggested expressions in the Phrase Bank .
Listen to the ideas of other groups and assess the viability and success of their
businesses. (SB p. 75, ex 3, 4 and 5).
Writing
Read and complete a letter (A formal letter) choosing the correct words from two
options. Listen and check the answer (SB p. 75, ex. 6)
Connect the description of the format parts of an informal letter with the right position
in the letter (Language Point, Format and phrases in a formal letter SB p.75,ex. 7)
Copy and translate some sentences into the mother tongue (SB p. 75, ex. 8).
Prepare some notes to write a formal letter (Preparation) and answer some questions
with them (SB p. 75, ex. 9).
Write a formal letter (TASK), using the suggested plan (Writing plan), the pattern in
the book and the ideas in the exercise above (SB p. 75, ex. 10).
Prepare a dialogue for a work interview. Answer an opinion question and give
reasons for the answer. Use the suggested dialogue as a pattern (Activate Your
English, An informal interview – Practical English, SB p. 76 ex. 5)
Write a dialogue for a work interview connected with the suggested work in the
exercise (An informal interview – Practical English, WB p. 67 ex. 8).
LANGUAGE FUNCTIONS
Speak about professions and works.
Describe qualities.
Express likes and preferences.
Express obligation and rule.
Express intention and future plans.
Make predictions or give opinions about the future.
Present ideas for a business.
STRUCTURES-GRAMMAR
Be going to
Will and be going to
VOCABULARY
Subject:Professions and personal ambitions.
GLOSSARY:
Professions: business, caring, education, engineering, farming, journalism and the
media, law, medicine, social services, technology, computing, the arts and
entertainment, travel and tourism.
Adjectives to describe qualities: ambitious, caring, creative, easy-going, impulsive,
inquisitive, logical, mathematical, practical, sociable, studious, visual.
PROCEDURES
Grammar
Read a chart about the use of would +verb+ to+ verb, in affirmative and negative.
Find examples with the structure in the text of the SB page 69 (SB p. 70, ex.1).
Complete a text with five words or sentences (SB p. 70, ex. 2).
Choose one of the two options suggested in some sentences and give reasons for
the answer (SB p. 70, ex. 2).
Complete a chart using have to in the affirmative and negative (SB p. 70 ex. 5).
Write three sentences about some of the professions from a list and the verbs from
another, following the pattern. Listen to the classmate sentences and guess the
profession described (SB p. 70, ex. 6).
Write some affirmative and negative sentences about the family and household tasks.
Compare the sentences with those of the classmates (Activate Your English SB p. 70,
ex.7).
Read a grammar chart about the use of be going to. Add in the chart the
corresponding form for he and they (SB p. 72, ex. 4).
Complete a text with the correct form of be going to and the verbs in a box (SB p.72,
ex.5)
Deduct some grammar rules about the use of the future will or be going to and
connect some examples with the corresponding rule (SB p. 73, ex. 8).
Complete some sentences using the right forms of will or be going to in each
paragraph (SB p. 73, ex. 9).
Complete some questions using will or be going to. Imagine that the student is part
of a band. Write the responses to answer (Activate Your English, SB p.73,ex.10
Complete the lyrics of a song with the appropiate words from one of the three
columns given. Listen and check the answers (Grammar Consolidation, SB p.73, ex.
12).
Write five sentences about personal plans for the next weekend (SB p. 64, ex. 4).
Listen to and write down a dictation (Grammar Consolidation, WB p. 65, ex. 8).
Vocabulary
Watch some photographs and deduct the professions of the people (SB p. 68, ex. 1).
Choose four professions from a list, copy and complete a chart with personal
opinions about the professions chosen, according to the pattern (SB p. 68, ex.2).
Read some descriptions about personal qualities, observe and interpret some
photographs and deduct the professions of some people (SB pág. 71, ej. 8).
Read again the descriptions in exercise 8 above and follow the clues in a crossroads
to deduct the recommended profession to each person (SB p. 71, ex. 9).
Think of several professions and express the qualities needed for each of them, using
the adjctives worked in exercise 8 above (SB p. 71, ex. 10).
Follow the route of the Careers crossroads in the book and find which group of
professions agrees with the personality of the student. Give opinions and reasons for
the results (Activate Your English, SB p.71, ex. 11).
Pronunciation
Practice the contracted forms of spoken and written English (Pronunciation Bank,
Unit 7, WB p. 135, ex. 1 and 2).
Practice the rythm and entonation of some sentences (Phrase Bank)(Practical
English, SB p. 76, ex. 4).
CONCEPTS
Speak about professions and compare if the teenagers of the students’ environment
usually work as the teenagers who appear in the unit and what kind of works would be
chosen. Mention the contests and competitions in which fame and success come from
one day to the other. Compare these contests with the ones known by the students.
Speak about famous people.
Learn the format of a formal letter (addressed to someone unknown) written in English.
Compare it with one of the same formal style the student would write in his/her country.
Learn and sing a song, approaching the pop culture and learning details about a person,
the American singer Kelly Clarkson.
PROCEDURES
Read and arrange Kelly Clarkson’s profile (SB p. 77, ex. 1).
Read and correct ten words in the lyrics of a song (Breakway). Listen to the text of
the song and check the answers. Connect the main ideas in the summary of each
paragraph of the song with the right paragraph (SB p. 77 ex. 2 and 3).
Say which are the things they would like to change in their lives if they could. Make
predictions about their own future and write some lines for a song. Use a chorus as a
pattern (SB p. 77, exj. 4).
iv. social and civic competence, as knowing a foreign language involves the knowledge
of social features and cultural facts connected with their native speakers which can be
worked along with the unit.
Education for peace: the importance of respect and value the others independently from
their personal qualities.
Education for the equality on both sexes: the importance of considering men and
women in equal conditions regarding professions.
Alternative practice for students with difficulties to follow up the group’s pace:
English Alive! Basics Progress Book A, Unit 7
Additional activities
Additional and alternatives activities, Teacher’s Book, pages T-68 to T-77
Photocopiable activities, Unit 7 (Extension) Teacher’s Resource Book, page 85.
6.- ASSESSMENT
Formative assessment
Grammar consolidaton (Unit 7, SB page 73)
Grammar consolidation (Unit 7 WB page 65)
Progress Check (Unit 7 WB page 68).
Revision sections (Units 1-8, WB pages 77 and 78).
Final assessment
End-of-unit test (Unit 7) Teacher’s Resource Book, pages 34, 35 and 36.
Self-assessment
Student Self-assessment Checklist, Unit 7 Teacher’s Book, page xxi
Assessment criteria
Unit 7 Test (Teacher’s resource Book 3 pages 34-36)
Vocabulary
Complete the letters in some sentences (professions).
Find in an alphabet soup ten qualificative adjectives. Write them down.
Grammar
Choose in a text the correct verbs from two options.
Complete some sentences decoding some symbols.
Complete some sentences with the correct form of have to/don’t have to.
Write some sentences using going to in the affirmative, negative or interrogative
form.
Complete some sentences using the future forms be going to and will.
Choose in some sentences the correct verb from two options.
Read a text and show comprehension answering some questions with short answers.
Read the text again and answer some questions of more specific information.
Oral comprehension
Listen to five people and say what professions they are talking about.
Writing
Choose two professions from a list and write about them using a suggested plan.
UNIT 8 – DANGER!
Read some information (Danger down under) about dangerous animals in Australia
and deduct the number of accidents caused by them. Listen to the text and check the
answers. Answer a comprehension question (SB p. 82, ex. 1 and 2).
Complete some sentences with the words from a box. Listen and check (SB p. 82,
ex. 3).
Listen and complete a text about police advice to prevent murders and crime (Get
streetwise!). Listen again and check the answers (Police advice – Practical English,
SB p. 87 ex. 5).
Listen to a text with expressions to ask for and give advice and ask the people why
they are worried (Giving advice - Practical English, SB p. 87, ex. 6).
Speaking
Ask and answer questions giving opinions and reasons about risky and exciting
experiences (Talking Point, SB p. 79, ex. 10).
Practice a dialogue about one of the suggested situations, using expressions to give
and ask for advice and expressing preocupation. Use the suggested pattern in
exercise 6 of the SB (Giving advice - Practical English, SB p. 87, e. 8).
Answer some opinión questions connected with a text read before and compare and
contrast cultures (Comparing Cultures, SB p. 86, ex. 4).
Check the results of the questionnaire on page 87 of the SB (SB p. 84, ex. 1 and 2).
Read some definitions and choose the most suitable word for them. Check the
answers with a dictionary (Skill Focus, Checking words SB p. 84, ex. 3).
Read and complete a text about police advice to prevent murders and crime (Get
streetwise!). Use the vocabulary from a box. Listen and check the answers (Police
advice – Practical English, SB p. 87 ex. 5).
Read a text with expressions to ask for and give advice and ask people why they are
worried (Giving advice - Practical English, SB p. 87, ex. 6).
Writing
Read and complete some letters with the words from a box (Sandra says) giving
some advice. Listen and check the answers. Express agreement or disagreement
(SB p.85, ex. 4).
Study the meaning of some adverbs in some sentences. Connect une of the
sentences with the adverb clearly (Language Point, Adverbs of degree, SB p. 75,ex.
5)
Complete some sentences with personal ideas (SB p. 75, ex. 6).
Read a letter asking for advice about the attitude of a friend. Write some notes to
answer this letter (Preparation) and answer some questions with them (SB p. 75, ex.
7).
Write a letter answering the letter (Task), using the suggested plan (Writing plan), the
pattern in the book and the ideas of the exercise above (SB p. 75, ex. 8).
Prepare a dialogue about one of the suggested situations using expressions to give
and ask for advice and expressing preoccupation. Use the pattern suggested in
exercise 6 of the SB (Giving advice - Practical English, SB p. 87, ex. 8).
Read an extract about a young man asking for advice about a problem and write a
similar dialogue to that in the WB page 75 ex. 7 (Giving advice – Practical English,
WB p. 75, ex. 8).
STRUCTURES-GRAMMAR
Second conditional: if + subject + verb in the past simple + would/wouldn’t + infinitive of
the verb (not) as…as…
should, must, have to
VOCABULARY
Subject: Danger situations.
GLOSSARY:
Verb + preposition: fall off, get into, get on, get out of, get off, look after, pick up,
put down, put on, sit down, stand up, turn on, turn off, take off.
Adverbs: angrily, badly, calmly, carefully, dangerously, fast, happily, hard, intelligently,
luckily, nosily, quickly, quietly, safely, slowly, well.
Sentence adverbs: clearly, fortunately, luckily, obviously, unfortunately.
Functional language: Give advice (Giving advice).
PROCEDURES
PHONETICS
Pronunciation: could, should, would
PROCEDURES
Grammar
Translate some examples into the mother tongue and complete the grammar rules for
the use of the second conditional (SB p. 80, ex.1).
Choose the suitable words in some sentences from two options (SB p. 80, ex. 2).
Write some sentences using the second conditional with the help of some ideas (SB
p. 80 ex. 3).
Write some personal opinions using (not) as… as and the suggested ideas (SB p.81,
ex.7).
Translate some examples into the mother tongue and complete a chart about
obligation degrees (should, must, have to) (SB p. 82, ex. 4).
Choose the correct verb from two options to complete some sentences (SB p. 83
ex.6)
Write some sentences using the words from a box and the expressions in another.
Use appropiately must and have to (SB p. 83, ex. 7).
Write some sentences with rules and recommendations for tourists visiting the
country, using the verbs in a box (Activate Your English, SB p. 83, ex. 8).
Read and complete a text (Survive) with the appropiate words from one of the three
columns. Listen and check (Grammar Consolidadtion, SB p.83, ex. 9).
Listen and write down a dictation (Grammar Consolidation, WB p. 73, ex. 8).
Vocabulary
Look up the meaning of some words. Observe some pictures and complete the
meaning of some sentences with the verbs + preposition from a box. Think of more
examples (SB p. 78, ex. 1 and 2).
Listen to some stories and arrange and complete some sentences with this
information. Listen again and mime the actions. (SB p. 78, ex.3 and 4).
Read some sentences and choose the correct adverbs from two options (SB p. 81,
ex. 8).
Complete a chart with the adjectives from a box and the adverbs from exercise 8
above. Add a list of adverbs to the chart (SB p. 81, ex. 9 and 10).
Complete some sentences with one or more adverbs (SB p. 81, ex. 11).
Pronunciation
Learn and practice the pronunciation of the verbs could, should, would
(Pronunciation Bank, Unit 8 WB p. 135, ex. 1 and 2).
Listen and write down some sentences (SB, Dictation, p. 82, ex. 5).
Get to know some details about roller coasters (Roller coaster); their story, security
measures and the feelings they produce. Make reference to a very famous one: the
Millennium Force roller coaster in Ohio (USA).
Speak about dangerous animals in Australia and their characteristics: sharks, spiders,
etc.
Refer some data about crime in the suburbs of Los Angeles, California (USA) and the
conexion between crime and rap music. Go further into the rap music subject, such as its
Jamaican origin, extensión, influences of the reggae music and the sociocultural
message it communicates
PROCEDURES
Read and listen to a text about the suburbs and crime in some neighbourhoods in
Los Angeles (Mean Streets). Indicate if some sentences are true or false connected
with the text. Listen to and check the answers (SB p. 86, ex 1 and 2)
Read the text again and complete a summary with seven of the words from a box.
(SB p. 86 ex. 3).
Answer some opinion questions connected with the text read comparing and
contrasting cultures (Comparing Cultures, SB p. 86, ex. 4).
iv. Social and civic competence: as knowing a foreign language involves the
knowledge of social features and cultural facts connected with their native speakers
which can be worked along with the unit.
Health education: the importance of taking precautions and the necessary security
measures when carrying out risky and dangerous activities.
Moral and civic education: the importance of these in certain professions which involve
risk, and help and improve our quality/security in life: firemen, policemen, fishermen, lorry
drivers or security men.
v. cultural and artistic competence
The linguistic studies contain both artistic and cultural components:
Learn some information about roller coasters (rollercoaster) (SB p.79).
Learn some information about the suburbs in Los Angeles and crime in the USA (SB
p. 86)
Alternative practice for students with difficulties to follow up the group pace:
Additional activities
Additional and alternative activities, Teacher’s Book, pages T-78 to T-87
Photocopiable activities, Unit 8, (Extension) Teacher’s Resource Book, page 87.
6.-ASSESSMENT
Formative assessment
Grammar consolidaton (Unit 8, SB page 83)
Grammar consolidation (Unit 8 WB page 73)
Progress Check (Unit 8 WB page 76).
Revision sections (Units 1-8, WB pages 77 and 78).
Final assessment
End-of-unit test (Unit 8) Teacher’s Resource Book, pages 37, 38 and 39.
Self-assessment
Student Self-assessment Checklist, Unit 8, Teacher’s Book, page xxi
Assessment criteria
Reading
Read a text and show comprehension saying if some sentences are true or false.
Read the text again and answer some question of specific comprehension.
Oral comprehension.
Listen to two conversations and identify the people they refer to in each sentence
Writing
Write an email giving a friend some advice about travelling on a bycilce around the
country. Use some questions as a guide.
2.- CONTENTS
BLOCK 1- Listening, speaking and conversing
PROCEDURES
Listening
Listen to five sentences and write them down. (Dictation) (SB p. 92, ex. 4).
Read some information and observe a photograph. Deduct which materials have
been used in the construction of the house. Listen to an interview describing the
design and construction of an ecological house (Earthship) and check the answers.
Also, answer some comprehension questions (SB p. 92, ex. 1 and 2).
Listen to a questionnaire about famous monuments (Super Structures) to check the
answers of these questions. Listen again and answer some questions of specific
information (Skill Focus, Listening for specific information) (SB p. 94, ex. 2 and 3).
Listen to a guided visit to the Tate Modern art gallery in London. Complete some
comprehension questions (Information about a building–Practical English, SB p. 96
ex. 2).
Listen to a dialogue asking for information to get to a place inside a big building.
Observe a plan and deduct the position of the person who is asking for help
(Directions in a building–Practical English, SB p. 96 ex. 3).
Speaking
Ask and answer questions giving opinions on preferences regarding buildings and
town patterns (Talking Point, SB p. 89, ex. 7).
Ask and answer the questions in exercise 7 of the SB connected with everyone’s
dream house (Activate Your English, SB p. 93, ex. 7 and 8).
Practice a dialogue (Activate Your English), to give directions to a visitor who wants
some information and directions about the student’s school. Use the suggested
dialogue as a pattern (Directions in a building, Practical English). (SB p. 96, ex. 5).
Express in a loud voice some figures. Listen and check the answers (Recycle, SB
p.89, ex. 6).
Ask and answer questions giving opinions about preferences regarding buildings and
town patterns (Talking Point, SB p. 89, ex. 7).
Read and answer the questions of a questionnaire about famous monuments (Super
Sructures) (SB p. 94, ex. 1).
Read a text (A cool place to stay!) and answer true or false to some sentences
connected with them. Read the text again and complete some sentences. Also
answer some comprehension questions (WB p. 84, ex. 1, 2 and 3).
Observe a plan about the Tate Modern art gallery in London. Answer some questions
as quick as possible. (Information about a building–Practical English, SB p. 96 ex. 1).
Read and listen to a dialogue asking for information to get to a place inside a big
building. Observe a plan and deduct the position of the person who is asking for help
(Directions in a building–Practical English, SB p. 96 ex. 3).
Writing
Read the headings of some paragraphs and a text with the description of a cathedral
(St. Paul’s Cathedral). Decide where the limits of the paragraphs in the text above
should be (SB p. 95, ex. 4).
Read some sentences from the text in exercise 4 above and change the words given
by their corresponding synonyms (Language Point, Using synonyms, SB p. 95,ex. 5).
Connect a list of words with another list of synonyms (SB p. 95, ex. 6).
Write down some notes to make a description of a building or monument
(Preparation) and answer some questions with them (SB p. 95, ex. 7).
Write about a description of a building (Task), using the suggested plan (Writing plan),
the pattern in the book and the ideas in the exercise above (SB p. 95, ex. 8).
LANGUAGE FUNCTIONS
Speak about buildings; kinds, parts, materials, etc.
Describe the production process in a construction.
Describe what happens to the person in a sentence.
Speak and describe everyone’s dream house.
Express directions inside a building.
STRUCTURES-GRAMMAR
Present and past passive: affirmative, negative and questions.
Active to passive
VOCABULARIO
Subject: Construction and buildings.
GLOSSARY:
Buildings: block of flats, bricks, build, concrete, dome, earth, first storey, glass,
ground floor, lift, office building, shopping centre, skyscraper, steel, steps, tower.
Construction: add, build, bury, connect, damage, design, dig, heat, name, paint,
open, repair.
Functional language: Indicate directions inside a building (Directions in a building).
PHONETICS
Pronunciation: revision: /ə/.
PROCEDURES
Grammar
Vocabulary
Copy some words and connect them with their corresponding picture (SB p. 88, ex.
1).
Check the meaning of some words and add them to their corresponding section (SB
p. 88, ex.2).
Check the meaning of some words and complete some sentences with the passive
form of the verbs from a box (SB p. 91, ex. 6).
Answer a question about the knowledges of the students’ school building. Write some
sentences with the passive form of the verbs from a box (Activate Your English, SB p.
91, ex. 7).
Pronunciation
Check and practice the pronunciation of the vowel sound /ə/ (Pronunciation Bank,
Unit 9,WB p.135, ex.1,2
Speak about certain peculiarities about the famous American building The Empire State
building; built in 1931.
Refer to the Mohawk indians, America’s native people, who lived around lake Ontario in
Canada, and how at a certain moment they formed part of the construction workers in the
USA.
Learn the name of famous constructions in the world such as: The Channel Tunnel
between France and England, The Golden Gate Bridge in San Francisco, The London
Underground, The Petronas Twin Towers in Malasia, The Century Tower in Tokio, La
Sagrada Familia of Antonio Gaudí in Barcelona, The Sydney Opera House in Australia,
The Ice Hotel in Quebec, The Great Pyramid of Khufu in Egypt, The Coliseum in Rome,
The Taj Mahal in India, The Statue of Liberty in New York, The Statue of Christ the
Redeemer in Rio de Janeiro, The Guggenheim Museum in Bilbao, etc.
Learn and sing a song, approaching the pop culture and learning some data about a
group, the British band Doves.
PROCEDURES
Read the biography of Doves and answer some questions (SB p. 97, ex. 1).
Read and arrange the lyrics of a song (Black and White Town) Listen to the text of the
song and check the answers (SB p. 97 ex. 2).
Read the lyrics of the song again and complete some sentences choosing from two
options (SB p. 97, ex. 3).
Give opinions about some of the students’ favorite songs and explain why they like
them. Use the words from a box and the suggested pattern as help (SB p.97, ex. 4).
iv. social and civic competence as knowing a foreign language involves the knowledge
of social features and cultural facts connected with their native speakers which can be
worked along with the unit.
Moral and civic education: the importance of looking after and keep a civic behaviour
when visiting buildings, museums or famous and artistic constructions.
Environmental education: the importance of starting to be conscious of the need of a
more ecological and respectful construction, which uses recyclable materials and
renewable energies.
Alternative practice for students with difficulties to follow up the group’s pace:
English Alive! Basics Progress Book A, Unit 9
Additional activities
Additional and alternative activities, Teacher’s Book, pages T-88 to T-97
Photocopiable activities, Unit 9, (Extension) Teacher’s Resource Book, page 89.
6.- ASSESSMENT
Formative assessment
Grammar consolidaton (Unit 9, SB page 93)
Grammar consolidation (Unit 9 WB page 83)
Progress Check (Unit 9 WB page 86).
Revision sections (Units 1-9, WB pages 87 and 88).
Final assessment
End-of-unit test (Unit 9) Teacher’s Resource Book, pages 40, 41 and 42.
End-of-term (Test 3) Teacher’s Resource Book, pages 43, 44 and 45.
End-of-year (Test 1) Teacher’s Resouce Book, pages 46, 47 and 48.
End-of-year (Test 2)Teacher’s Resouce Book, pages 49, 50 and 51.
Assessment criteria
Unit 9 Test (Teacher’s resource Book 3 pages 40-43)
Vocabulary
Complete some compound nouns with the words from a box.
Complete some sentences with the words from a box.
Complete some sentences using the past simple.
Grammar
Reading
Read a text and show comprehension answering some questions with short answers.
Read the text again and answer some question of specific comprehension
Oral comprehension
Listen to a teacher speaking about the football ground Santiago Bernabeu. Answer
some questions with short answers.
Writing
Write a composition about the Guggenheim museum in Bilbao. Use the information
in a box as help.
Listen to two people talking about winning the lottery. Show comprehension
indicating if some sentences are true or false.
Writing
Write a letter applying for a job in an advertisement.
Grammar
Complete some sentences with the correct verb tenses of the verbs given.
Complete a text using the comparatives and superlatives of the adjectives in a box.
Transform some sentences from positive to negative.
Complete some first and second conditional sentences. Use the correct forms of the
verbs in a box.
Transform some sentences from active to passive.
Write questions with the correct verb tenses and answer them.
Complete a text with the words from a box.
Reading
Read a composition and show comprehension answering some questions with short
answers.
Read the text again and answer some questions of more specific information
Oral comprhension
Listen to five conversations and identify the subjects they are talking about.
Writing
Oral comprehension
Listen to five people and identify the subjects they are talking about.
Writing
Write a postcard from Bath to a friend telling him about your holidays. Use some
questions as a guide.
1. TEACHING OBJECTIVES
Learn vocabulary and structures to express literature in English.
Be able to make communicative exchanges speaking about preferences about
literature and theatre.
Be able to identify and interpret general and more specific information in oral and
written texts (Shakespeare).
2.- CONTENTS
SECTIONS 1 and 2 – Listening,speaking and talking/Reading and writing
PROCEDURES
Answer some questions about general knowledge about the playwright Shakespeare.
Read and listen to a text about Shakespeare and the theatre in the XVI century and
check the answers given (SB p. 98, ex. 1 and 2).
Read the text again and answer some comprehension questions (SB p. 98, ex. 3).
Find some grammar structures in the text above (SB p. 98, ex. 4).
Complete some sentences with the correct form of the verbs in a box. Use the
present simple or the past simple, as appropriate (SB p. 99, ex. 5).
Complete a text with the correct form of the verbs given. Use the past simple or the
past continuous, as appropriate (SB p. 99, ex. 6).
Complete some sentences with the correct form of some verbs in a box. Use the
present perfect (SB p. 99, xj. 7).
Complete some sentences with the appropriate relative pronoun: who, where, which
(SB p. 99, ex. 8)
Write for or since in some sentences according to the most suitable expression of
time (SB p. 99, ex. 9)
Connect some pictures with their definition. Translate into the mother tongue (WB p.
130, ex. 1).
Write six sentences using the words in exercise 1 above (WB p. 130, ex. 2).
LANGUAGE FUNCTIONS
Speak about literature: writers, style (tragedy, comedy, etc.)
STRUCTURES-GRAMMAR
Present simple and past simple
VOCABULARY
Subject: literature, drama
Glossary:
Connected with artistic performances and productions: play, stage, theatre, century,
actors, drama, dramatists, comedies, tragedies, operas, ,art exhibition, ballet , carnival,
circus, firework display, fun fair, musical, novel, poem, street theatre.
1 TEACHING OBJECTIVES
Learn vocabulary and structures to know how to express oneself in English both in
Geography and tourism.
Be able to make communicative exchanges speaking about tourism in Spain.
Be able to identify and interpret general and more specific information in oral and
written texts (Sunny Spain).
Revise grammar aspects such as verb tenses (present perfect and past simple;
will and be going to), the comparatives and superlatives and expressions of quantity
(any, much, a lot of, not much, many, too much, not many).
Identify and interpret sociocultural features connected with the subject studied in
the unit: geography and tourism, learning and comparing real life in other parts of the
world with ours.
Complete a text with the correct form of the suggested verbs. Use the present
perfect or the past simple, as required (SB p. 101, ex. 5).
Complete some sentences with the correct form of the verbs in a box. Use will or
going to, as required (SB p. 101, e. 6).
Complete a text with the correct adjectives: comparatives or superlatives (SB p.101,
ex. 7).
Complete some sentences with the quantity expressions from a box (SB p. 01, ex. 8).
Connect some pictures with their definition. Translate into the mother tongue (WB p.
131, ex. 1).
Classify the words in exercise 1 above in different sections: people and things (WB p.
131, ex. 2).
LANGUAGE FUNCTIONS
Speak about tourism in general and about tourism in Spain in particular.
STRUCTURES-GRAMMAR
Present perfect and past simple
Will and be goint to
Comparatives and superlatives
Quantity
VOCABULARY
Subject: Tourism
environmental impact and the way the kind of tourism is progressively changing and
choose other different kinds of holidays and alternative destinations, which means a
different way of understanding consumism in a sustainable and ecological way.
iv. social and civic competence as knowing a language involves the knowledge of
social features and cultural facts connected with their native speakers which can also be
worked along the unit
Environmental education: the importance of looking after and respect nature and the
places where we go on holidays, preventing the damage of our environment .
1 TEACHING OBJECTIVES
Understand vocabulary and structures to express in English the subject of
science and technology.
Be able to carry out communicative exchanges speaking about the different kinds
of energy.
Be able to identify and interpret general and more specific information in oral and
written texts (Wind Energy).
Revise grammar aspects such as the verbs of obligation (must, mustn’t have,
have to, don’t have to, should, shouldn’t), first and second conditional and the
passive voice of verbs. Identify and interpret sociocultural features connected with
the subject studied in the unit: energy, knowing and comparing real things from other
parts of the world with ours.
2.- CONTENTS
SECTIONS 1 and 2 – Listening, speaking and conversing/Reading and writing
PROCEDURES
Complete a text with the correct verb form. Use the passive voice in the present or
the past as required (SB p. 103, ex 8)
Connect some pictures with their definition. Translate into the mother tongue (WB p.
132, ex. 1).
Write six sentences using the expressions of exercise 1 above (WB p. 132, ex. 2).
STRUCTURES-GRAMMAR
Verbs of obligation
First conditional
Second conditional
Passive
VOCABULARY
Subject: Science and technology: energy
Glossary:
Connected with the different kinds of energy: coal, gas, nuclear reactor, nuclear power
station, oil, petrol, petrol station, power station, pylon, solar panel, solar power
station, tanker, tidal barrier, wind turbine, wind farm, solar power station, electricity,
fossil fuels, renewable sources, pollution .
iv. social and civic competence, as knowing a foreign language involves the knowledge
of social features and cultural facts connected with their native speakers which can be
worked along with the unit.
Environmental education: the importance of being aware of the need to save energy
both at an institutional or governmental level and making an effort in our homes, being
conscious of the short life of traditional energies.
STARTER UNIT
1.- TEACHING OBJECTIVES
Learn which are the verbs and nouns that usually go together and use them
(Verb collocations)
Learn common expressions to be used in class (Practical English-In class).
Revise common and frequent expressions of conversation in oral
communication.
Understand oral texts and information in a global and more specific way.
Revise grammar aspects such as: present simple/present continuous, quantifiers
(quantifiers) and comparatives/superlatives (comparatives/superlatives).
Practice the pronunciation of the sound s + consonant (s + consonant).
Assess the progress and participation in the learning process.
2.- CONTENTS
BLOCK 1- Listening, speaking and conversing
PROCEDURES
Listening
Complete and listen to some dialogues with common expressions of conversation
(Practical English, SB p. 7 ex. 1 and 2).
Deduct the missing words in a dialogue with common expressions of class. Listen
and check the answers. Repeat in a loud voice (Practical English – In class, SB p. 7,
ex. 4 and 5).
Speaking
In groups, compare the answers of an exercise using collocations (Activate Your
English, SB p. 4, ex 3).
Practice some dialogues with common expressions of conversation (Practical
English, SB p. 7 ex.2).
In groups, practice a dialogue with usual classroom expressions. Think of more
expressions of this kind (Practical English – In class, SB p. 7).
Writing
Complete and write again an email. Write questions for some answers (SB p. 5, ex.2
and 3).
Write down a dictation (Dictation, Practical English WB p. 6, ex. 4).
LANGUAGE FUNCTIONS
Express past events.
Express quantities and make comparisons.
Comunicate in class.
STRUCTURES-GRAMMAR
Present simple and present continuos
Past simple
Quantifiers
Comparatives and superlatives
VOCABULARY
Subject: Revision
GLOSSARY:
Verb collocations: buy presents, do sports, eat Chinese food, go on holiday, meet
people, ride a bike, see places, speak English, spend money, take a photo, write a
text message.
Functional language: Express in class (In class).
PHONETICS
Practice the pronunciation: s + consonant
Complete some sentences using the present simple or continuous of the suggested
verbs in a box. Sort out and write some sentences in a chart (SB p. 5, ex. 1).
Complete an email using the appropriate verb form. Read the email again and write
appropriate questions for the answers given (SB p. 5, ex. 2 and 3).
Write the past simple of some verbs given and sort them out as regular or irregular.
See the list of irregular verbs in the WB p. 144 (SB p. 5, ex. 4).
Read some sentences connected with last week and make affirmative and negative
sentences about them (SB p. 5, ex. 5).
Order the words of some sentences and leave out a word in each (SB p.5, ex. 6).
Write six sentences telling what the student did during the visit of an imaginary pen-
friend last summer (SB p. 5, ex. 7).
Complete and arrange a chart deducting which of some nouns are countable or
uncountable from the words in a box. (SB p. 6, ex. 1).
Observe a picture and complete some sentences with the nouns of the exercise
above (SB p.6,ex.2)
Correct the mistakes of some sentences using the appropriate quantifiers (SB p. 6,
ex. 3).
Write six sentences about a perfect place for holidays using the correct quantifiers
(SB p. 6, ex.4).
Observe the comparative chart of some hotels, read some sentences and decide
which hotel is referred to in each (SB pág. 6, ej. 5).
Write sentences about the hotels mentioned above using comparatives and
superlatives (SB p. 6, ex. 6).
Complete some sentences with the comparative form of the adjectives given (SB p.
6, ex. 7).
Complete some sentences with the superlative of the adjectives given (SB p. 6, ex.
8).
Vocabulary
Complete some expressions with the verbs from a box. Listen to a CD and check the
answers. Connect six sentences with their corresponding photograph (SB p. 4, ex. 1).
Write eight sentences using the expressios from the exercise above, the present
simple and the words from a box (SB p. 4, ex. 2).
Pronunciation
Practice the pronunciation of s + consonant (Pronunciation Bank Starter Unit,WB
p.133, ex.1,2,3)
Practice the rythm and entonation of some sentences (Phrase Bank) (Practical
English, SB p. 7, ex. 5)
Additional activities
Additional and alternative activities, Teacher’s Guide, pages T-4 to p. 7.
Photocopiable activities, Starter unit, (Extension) Teacher’s Resource Book, p 71.
6.- ASSESSMENT
Formative assessment
Grammar revision (Starter Unit, SB pages 5 and 6)
Grammar revision (Starter Unit, WB pages 5, 6 and 7)
Cumulative assessment
Diagnostic test to be used before starting the book and know the English level of the
students (Teacher’s Resource Book, pages 4, 5 and 6)
End-of-unit test (Starter Unit) Teacher’s Resource Book, pages 7,8 and 9.
Assessment criteria
Starter Unit Test (Teacher’s resource Book 4 page 7- 9)
Vocabulary
UNIT 1- IMAGES
1 TEACHING OBJECTIVES
Learn how to use and work with adjectives to describe photographs.
Learn how to use verbs which express suffering
Be able to use the language and the structures learnt in the unit in the context of
a normal daily conversation (Talking about photos – Practical English).
Understand oral texts; a radio programme, and identify specific information (In
focus).
Be able to identify and interpret general and more specific information in written
texts, reinforcing the use of adverbs (Adverbs) and learn how to arrange events
(Ordering events).
Write a news story (A news story) using the pattern and expressions learnt in the
unit (time connectors).
2.- CONTENTS
BLOCK 1-Listening, speaking and talking
PROCEDURES
Listening
Listen to a text (Fantastic photos) and answer comprehension questions (SB p.8 and
9).
Listen to five sentences and write them down (Dictation) (SB p. 10, ex. 5).
Listen to a radio programme about a famous photograph (In focus) and answer some
specific questions. Choose the correct answers from three options connected with the
radio programme. Listen and check the answers (SB p. 12, ex.1 and 2).
Listen to the article in a magazine and answer a comprehension question (SB p. 14,
ex 1).
Listen to a dialogue talking about a photograph. Answer a comprehension question
(Talking about photos–Practical English, SB p. 16 ex. 3).
Speaking
Ask and answer questions giving opinions about some photographs (Talking Point,
SB p. 9, ex. 8).
Make up and tell a story connected with taking a photograph in a mobile and one of
the suggested subjects in the box (Activate your English, SB p. 10, ex. 6).
Prepare a dialogue (Activate Your English) to speak about a photograph. Use the
suggested dialogue as a guide (Talking about photos-Practical English). Practice the
dialogue with a classmate (SB p. 16, ex. 5).
Find words in the text above and connect them with their appropriate definition (SB p.
8, ex. 6).
Read the adverbs in a box and find three of them in the text above. Complete some
sentences with these adverbs and some own ideas (Recycle, SB p. 9, ex. 7).
Ask and answer questions giving opinions about some photographs (Talking Point,
SB p. 9, ex. 8).
Read the article in a magazine (The power of a photograph) and answer a
comprehension question. Arrange in sequence some sentences corresponding to
events in the article above (SB p. 14, ex. 1 and 2).
Complete a summary with the information obtained from the article above (SB p.14,
ex. 3).
Read and complete some instructions to use an instant camera. Answer some
comprehension questions (Instructions–Practical English, SB p. 16 ex. 1 and 2).
Read and listen to a dialogue with common expressions to describe and speak about
photographs. Answer a comprehension question (Talking about photos–Practical
English, SB p.16 ex. 3).
Writing
Read and arrange the paragraphs in a piece of news (Terror Ride!). Listen and check
(SB p. 15, ex. 4).
Find in the text above some time connectors and translate them (Language Point,
Time connectors, SB p.15,ex. 5)
Choose in some sentences the correct time connector from two options (SB p.15, ex.
6).
Observe a photograph and imagine you are the reporter in the scene. Prepare some
notes and answer some questions with them (Preparation, SB p.15, ex. 7).
Write a news story (A news story) about the photograph above (Task), using the
suggested plan (Writing Plan), the pattern in the book and the ideas in the exercise
above (SB p.15,ex. 8).
Descrbe photographs
Express feelings
Ask and answer questions in the past
Give instructions
STRUCTURES-GRAMMAR
Past simple and past continuous
Questions in the past
Subject and object questions
VOCABULARY
Subject: Images and feelings.
GLOSSARY:
Adjetives: colourful, spontaneous, peaceful, dramatic, amusing, unusual, striking,
romantic, disturbing, natural, moving, powerful.
Adverbs: patienly, carefully, happily, hard, well, badly, slowly, quickly.
Verbs: expressing feelings: hug, kiss, smile, stare, frown, laugh, pose, cry, scream,
make a face.
Functional language: Describe photographs (talking about photos).
PHONETICS
Practice the pronunciation of the weak vowels (Weak vowel / ə /)
PROCEDURES
Grammar
Read some sentences and say if they use past simple or continuous (SB p.10, ex.1).
Read and answer some questions about grammar (past simple/past continuous) (SB
p.10, ex. 2).
Say the correct verb tense in some sentences from two suggested options (SB p.10,
ex.3).
Complete a text with the suitable verb tense (SB p.10, ex. 4).
Complete some questions in the past and translate them into the mother tongue (SB
p.12, ex. 3).
Complete some questions with the negative particles from a box and the right verb.
Give suitable answers for these questions (SB p.13, ex. 5 and 6).
Read and translate some questions (SB p. 13, ex.7).
Write some questions choosing one verb from the two suggested options (SB p.13,
ex. 8).
Read a text and write suitable questions for the answers given (SB p.13, ex. 9).
Complete some questions of a questionnaire and answer them using the verbs from
a chart. Listen and check the answers (Grammar Consolidation, SB p. 13, ex. 10).
Listen and write down a dictation (Grammar Consolidation, WB p. 11, ex. 9).
Vocabulary
Translate the adjectives from a box. Connect the adjectives with some of the
photographs given (SB p.8, ex. 1).
Write sentences about the suggested subjects using the adjectives above (SB p. 8,
ex.2).
Describe some photographs and compare them with other students (SB p.8, ex. 3).
Connect some verbs with some photographs. Listen to a CD and check (SB p.11,
ex.7).
Answer a questionnaire about feelings (SB p.11, ex. 8).
Complete some sentences with the correct verb form ; past simple/past continuous
(SB p. 11, ex. 9).
Write some sentences using the ideas from a box and the correct verb form (Activate
Your English, SB p. ex. 10).
Pronunciation
Practice the pronunciation of the weak vowel / ə / (Pronunciation Bank WB p. 133, ex.
1, 2 and 3).
Listen to five sentences and write them down (Dictation) (SB p. 10, ex. 5).
Practice the rythm and entonation of some sentences (Phrase Bank,Practical
English, SB p. 16, ex. 4).
Recognise and speak about three famous photographers: Finbarr O’Relly (Canadian),
Steve Bloom (British), Lucy Nicholson (British).
Learn the story of a famous photograph (Kiss by the City Hall) taken in 1950 by the
French photographer Robert Doisneau.
Get some information about the photographer Steve McCurry and the story of one of his
photos which appeared on the cover of National Geographic about Afganistan’s war.
Learn and sing a song, approaching the pop culture and learning some details about a
person, the Singer Justin Timberlake.
PROCEDURES
Read the profile of Justin Timberlake and answer some questions (SB p.17, ex. 1).
Read and complete the lyrics of a song (Cry me a river) with the words from a box.
Listen to the text of the song and check the answers (SB p.17 ex. 2).
Find words in the text of the song which correspond to some definitions (SB p. 17, ex.
3).
Identify the feeling of the composer, choosing from three options. (SB p. 17, ex. 4).
Write a short dialogue between the composer and his “girlfriend” (SB p. 17, ej. 5).
See in the introduction the general aspects of the contribution to this competence.
iv. social and civic competence, as knowing a foreign language involves the
knowledge of social features and cultural facts connected with their native speakers
which can be worked along with the unit.
Health education: the importance of knowing how to express our feelings and emotions
in a suitable way for us and the people around us.
Moral and civic education: The importance of awareness and consciouness of the world
around us through culture and art.
v. cultural and artistic competence
Linguistic studies have both artisitic and cultural components:
Learn some information about photography and famous photographers (Fantastic photos,
SB. 9).
Learn about Justin Timberlake and his music (SB p. 17).
Additional activities
6.- ASSESSMENT
Formative assessment
Grammar consolidaton (Unit 1, SB page 13)
Grammar consolidation (Unit1, WB page 11)
Progress Check (Unit 1, WB page 14).
Revision sections (Units 1-2, WB pages 23 and 24).
Cumulative assessment
End-of-unit test (Unit 1) Teacher’s Resource Book, pages 10, 11 and 12.
Self-assessment
Student Self-assessment Checklist, Unit 1, Teacher’s Guide, page xviii
Assessment criteria
Unit 1 Test (Teacher’s resource Book 4 page 10-12)
Vocabulary
Add the appropiate endings to complete some adjectives.
Complete some sentences with the adjectives from a box.
Choose the correct verb from three options for these sentences
Grammar
Complete some sentences using the past continuous of the verbs in a box
Complete a dialogue using the past simple or continuous.
Complete some questions with the suitable interrogative particles
Complete the questions of a game with the words from a box.
Reading
Read a text and show comprehension saying if some sentences are true or false.
Write a press article about a dramatic event. Use some questions as a guide.
1.-TEACHING OBJECTIVES
Recognise and use adjectives and their opposites (antonyms).
Be able to revise and use the past participle (Past participles) of the most
common vebs.
Be able to use the language and structures learnt in the unit in the context of a
normal daily conversation (Greetings and news – Practical English).
Carry out communicative exchanges responding to ideas (responding to ideas)
and talking (making conversation).
Understand oral texts in which two people speak about their teenage years
(Changes). Identify general and more specific information.
Identify and interpret general and more specific information in written texts.
Write about each one’s life (A life story) using different verb tenses (different
tenses).
Understand and apply grammar aspects such as the present perfect of verbs,
together with the adverbs (yet, already, just;) comparing the past simple with the
present perfect and use the time expressions (for, since, ago).
Learn other cultural and social patterns and compare them with each one’s own
culture (Faces of Britain).
Practice the stressing (enfasize) in certain parts of a word (Word stress).
Assess the progress and participation in the learning process.
2.- CONTENTS
BLOQUE 1-Listening, speaking and conversing
PROCEDURES
Listening
Speaking
Ask and answer questions giving opinions and reasons about teenagers (Talking
Point, SB p.19, ex.8).
In pairs, compare some sentences made from two young people’s ideas. Use the
suggestions in the Phrase Bank: responding to ideas (SB p. 24, ex 1 and2).
In pairs, ask/answer some suggested questions (Skill focus: making conversation
SB p. 24, ex 3 and 4)
Practice a dialogue (Activate Your English) telling about what the holidays were like
back in the home country in summer and being back in a foreign country again.
(Greetings and news–Practical English SB p. 27 ex.4).
Reading
Read an extract of a fugitive teenager’s diary (Runaway). Complete a chart with
words said in a different way in British or American English. Identify which people
feel each one of the emotions shown. Respond to some comprehension questions
(SB p. 18, es.4, 5 and 6).
Write a list of verbs which describe routines. Write a paragraph telling the daily life of
a fugitive (Recycle-Routines, SB p. 19, ex. 7).
Read an article and complete some sentences with each one’s own ideas (SB p. 24,
ex. 1).
Read the questions in two columns. Listen to the conversation and find out which of
these questions appear in it (Skill focus: making conversation, SB p. 24, ex.3).
Writing
Complete and write some setences about oneself and friends using the adjectives
studied in the unit (Activate your English, SB p. 18, ex. 3).
Read a text (My life) and deduct the missing words. Listen and check (SB p. 25, ex.
5)
Connect some sentences with their temporary description. Complete some sentences
using the correct verb tense (Languaje Point: Using different tenses SB p. 25, ex. 6
and 7)
Write three paragraphs about each one’s own life. Prepare some notes and answer
some questions with them (Preparation, SB p. 25, e. 8).
Write about your life (Task), using the suggested plan (Writing Plan), the pattern in
the book and the ideas from the exercise above (SB p. 25,ex.9).
LANGUAGE FUNCTIONS
Describe the character and emotions of people
Express feelings.
Describe situations and experiences which happened in the past.
Answer some ideas.
Interpret graphics, expressing percentages and figures.
STRUCTURES-GRAMMAR
Present perfect
Yet, already and just
Past simple and present perfect
For, since and ago
VOCABULARY
Subject: Life and experiences
GLOSSARY:
PHONETICS
Pronunciation: Word stress
PROCEDURES
Grammar
Read and complete a chart with grammar rules about the present perfect (SB p. 20,
ex.1).
Complete some sentences with the appropriate verb form (SB p. 20, ex. 2).
Write sentences describing past experiences and using the present perfect (Activate
your English, SB p. 20, ex. 3).
Translate some sentences into the mother tongue. Answer some grammar questions
using the sentences above (SB p. 20, ex.4).
Observe the information in a chart and make sentences using (not) yet/already (SB p.
20 ex. 5)
Write some sentences explaining some situations and using the present perfect and
the expression just (SB p. 20, ex. 6).
Connect some sentences with the corresponding grammar rule (SB p. 22, ex. 4).
Complete a text using past simple/present perfect as needed (SB p.22, ex. 5).
Read some expressions and say if they are finished or not (SB p. 22, ex.6).
Write some personal sentences using the past simple or present perfect and the time
expressions studied in the unit (SB p. 22, ex. 7).
Translate some examples and complete some grammar rules with them about the
expressions of time for/since/ago (SB p. 23, ex. 8).
Complete some sentences with the expressions of time above (SB p. 23, ex. 9).
Write some questions and answer them using for/since/ago (Activate your English,
SB p. 23, ex.11).
Complete a text (When they were young) with the correct verb form from three
different columns. Listen and check the answers (Grammar consolidation, SB p. 23,
ex. 12).
Listen and write down a dictation (Grammar Consolidation, WB p. 19, e. 8).
Read and complete a chart about three teenagers (Have you ever?) with the
participles of the exercise above (SB p. 21, ex. 8).
Complete some sentences with own ideas and the participles of the exercise above
(SB p. 21, ex. 9)
Write some sentences using the present perfect. Ask and answer questions (SB p.
21, ex.10)
Pronunciation
Practice word stressing (Pronunciation Bank, Unit 2 WB page 134, ex. 1,2 and 3).
Listen to five sentences and write them down (Dictation, SB p. 23, ex. 10).
Practice the rythm and entonation of some sentences (Phrase Bank, Practical
English, SB p. 27, ex. 4)
PROCEDURES
Observe a photograph and deduct a reasonable question. Read and listen to the
dialogue (Faces of Britain) which come along with the photos and check the answers
(SB p. 26, ex. 1 and 2).
Read the text again and say if some sentences connected with it are true or false.
Give reasons for your answers (SB p. 26 ex. 3).
iv. social and civic responsibility, as knowing a foreign language involves the
knowledge of social features and cultural facts connected with their native speakers
which can be studied along with the unit.
Moral and civic education: the importance of growing up and maturing assuming
responsibilities and living the experiences of life the moment one has to live them, fully
and consciously.
v. cultural and artistic competence,
Linguistic studies contain both artistic and cultural competence:
Learn some information about life and experiences of young people around the world.
Learn some information about the population and languages spoken in the United
States (Practical English: Charts SB p. 27)
Alternative practice for students with difficulties to follow up the group’s pace:
English Alive! Basics Progress Book A, Unit 2
Additional activities
Additional and alternative activities, Teacher’s Book, pages T-18 to T-27
Curriculum Extra 1, SB pages 98 and 99, WB p. 130, Teacher’s Guide, páginas 98, T98,
T99 and 99
Photocopiable activities, Unit 2, (Extension) Teacher’s Resource Book, p. 75.
6.- ASSESSMENT
Formative assessment
Grammar consolidaton (Unit 2, SB page 23)
Grammar consolidation (Unit 2 WB page 19)
Progress Check (Unit 2 WB page 22).
Revision sections (Units 1-2, WB pages 23 and 24).
Cumulative assessment
End-of-unit test (Unit 2) Teacher’s Resource Book, pages 13, 14 and 15.
Self-assessment
Student self-assessment Checklist, Unit 2, Teacher’s Book, page xviii
Assessment criteria
Unit 2 Test (Teacher’s resource Book 4 pages 13-15)
Reading
Read a text and show comprehension saying if some sentences are true or false.
Read the text again and answer some questions of specific comprehension.
Oral comprehension
Listen to two people talking. Show comprehension and give the correct options from
three alternatives.
Writing
Write a composition about the best holidays of the student. Use some questions as a
guide.
2.- CONTENTS
BLOCK 1- Listening, speaking and conversing
PROCEDURES
Listening
Listen to a radio programme about fakirs and choose the correct information from
two columns. Answer an opinion question (SB p 32, ex. 1).
Listen to the radio programme again and choose the correct word from some
sentences (SB p. 32, ex. 2).
Listen to five sentences and write them down (DICTATION, SB p. 33, ex. 6).
Listen to a dialogue using expressions to make and respond to suggestions. Answer
a comprehension question (Suggestions -Practical English, SB p. 36 ex. 2).
Speaking
Answer some questions and compare them with the class (Activate Your English, SB
p. 28, ex. 3).
Carry out communicative exchanges speaking about the feat of a swimmer and the
strength involved (Talking point, SB p. 29 ex. 9).
Practice a dialogue (Activate your English) making and responding to suggestions
about one of the four given (Suggestions- Practical English (SB p. 36, ex. 4)
Writing
Look up the meaning of some words and complete a text (Profile). Listen and check
the answers (SB p. 35, ex. 4).
Translate into the mother tongue some examples and decide what kind of verbs must
be used after each expression (Language Point, giving examples, SB p. 35,ex. 5).
Connect the two parts of some sentences (SB p. 35, ex. 6).
Think about an article describing the life of a disabled person. Prepare some notes
and answer some questions with these. (Preparation, SB p. 35, ex. 7).
Write an article (living with a disability) about one disabled person’s life (Task), using
the suggested plan (Writing Plan), the pattern in the book and the ideas from the
exercise above (SB pág.35,ej. 8).
LANGUAGE FUNCTIONS
Speak about health.
Express ability, obligation and possibility.
Give instructions.
Express examples.
STRUCTURES-GRAMMAR
Ability and obligation; can, could, have to
Must and have to
Possibility: could/might, must and can’t.
VOCABULARY
Vocabulary
Translate into the mother tongue the words given in some sentences. Say if these
sentences are true or false. Listen and check the answers (SB p. 28, e. 1 and 2).
Revise the meaning of some words and answer a questionnaire (SB p. 31, ex. 7).
Complete a chart with the reflexive pronouns from the text above (SB p. 31, ex. 8).
Choose the modal verb in some sentences and add a reflexive pronoun. (SB p. 31,
ex. 9).
Complete some questions with the verb and a suitable reflexive pronoun to answer
them (SB p. 31, ex. 10).
Pronunciation
Practice and learn to differentiate short and long vowels (Pronunciation Bank, Unit 3
WB page 134, ex. 1, 2 and 3).
Practice the rythm and entonation of some sentences (Phrase Bank)(Practical
English, SB p. 36, ex. 3).
PROCEDURES
iv. Social and civic competence, as knowing a foreign language involves the knowledge
of social features and cultural facts connected to their native speakers, which can be
worked along with the unit.
Health education: the importance of having healthy habits in our life, as well as
developing a strong will and the mental strength to achieve our purposes.
Gimnastics
Learn some data about physical and mental strength when practicing sports, as well as
the way to keep fit.
Social sciences (History)
Curriculum Extra 1, SB pages 98 y 99, WB p. 130, Teacher’s Guide, pages T98 and T99
Alternative practice for students with difficulties to follow up the group’s pace:
English Alive! Basics Progress Book A, Unit 3
Additional activities
Additional and alternative activities, Teacher’s Book, pages T-28 a T-37.
Photocopiable activities, Unit 3 (Extension) Teacher’s Resource Book, page 77.
6.- ASSESSMENT
Formative assessment
Grammar consolidaton (Unit 3, SB page 33)
Grammar consolidation (Unit 3 WB page 29)
Progress Check (Unit 3 WB page 32).
Revision sections (Units 1-4, WB pages 41 and 42).
Cumulative assessment
End-of-unit test (Unit 3) Teacher’s Resource Book, pages 16, 17 and 18.
Self-assessment
Student Self-assessment Checklist, Unit 3 Teacher’s Book, page xix
Assessment criteria
Unit 3 Test (Teacher’s resource Book 4 pages 16-18)
Vocabulary
Read a text and show comprehension indicating if some sentences are true or false.
Read the text again and answer some questions of more specific information.
Oral comprehension
Listen to an interview with the new prime minister. Show comprehension and choose
the correct option in some sentences.
Writing
Write a composition about the best event in this three-month period. Use own or
suggested ideas.
UNIT 4 – MONEY
2.- CONTENITS
BLOCK 1- Listening, speaking and conversing
PROCEDURES
Listening
Listen to five sentences and write them down (Dictation) (SB p. 40, ex. 5).
Listen to a dialogue of a multimillionnaire couple. Arrange the places mentioned in the
text. Complete some sentences with the words from a box (SB p. 42, ex. 1 and 2).
Indicate if some sentences connected with the national lottery are true or false.
Listen to a conversation about lottery in Great Britain (Lottery) and answer the same
questions above (SB p. 44, ex 1 and 2).
Complete some sentences with the figures from a box . Listen again to the same text
and check the answers (SB p. 44 ex. 3).
Listen to some publicity information and complete a text about how to open a bank
account. (A bank account–Practical English, SB p. 47 ex. 1 and 2).
Listen to a dialogue with common expressions to make appointments. Answer a
comprehension question (Making an appointment –Practical English, SB p. 47 ex. 3).
Speaking
Ask and answer questions giving opinions and reasons about charity gestures and
people’s generosity (Talking Point, SB p. 39, ex. 8).
Read about some articles to be auctioned, give opinions about it and make
predictions about the prices people would pay for them (Activate Your English, SB p.
40, ex. 6).
Choose one of the projects suggested and decide how to spend the lottery money on
one of them. In pairs, prepare the presentation of the project answering some
questions (SB p. 44, ex 4 and 5).
Listen and compare other couples’ ideas using the expressions in the Phrase Bank
(Skill focus: comparing ideas SB p. 44, ex. 6).
Complete some questions with the present perfect and find out who in the class has
performed these actions (Recycle, SB p.39, ex. 7).
Read some information about how to open a bank account. Connect some sentences
with their appropiate definitions (A bank account–Practical English, SB p. 47 e. 1).
(A bank account–Practical English, SB p. 47 ex. 1 and 2).
Read and listen to a dialogue with common expressions to make appointments.
Answer a comprehension question (Making an appointment –Practical English, SB p.
47 ex. 3).
Writing
Read a letter and answer some comprehension questions (SB p. 45, ex 7 and 8).
Answer some questions about the letter above connected with its pargraphs
(Language Point: Paragraphs in a letter, SB p. 45,ex. 9).
Rewrite a letter ordering the sentences and putting them in the right paragraphs
(SB p. 45, ex.10)
Write down some notes and answer some questions connected with writing a letter
asking for information about how to ask for some lottery money for a project
(Preparation, SB p. 45, ex.11).
Write a formal letter to The Community Fund (A formal letter) proposing a project and
asking for money from the lottery (Task). Use the suggested plan for that (Writing
Plan), the pattern in the book and the ideas of the exercise above (SB p. 45, ex. 12).
STRUCTURES-GRAMMAR
Will and be going to
Future: present simple, present continuous
Uses of will
VOCABULARY
PHONETICS
Pronunciation: diphthongs
PROCEDURES
Grammar
Translate some examples into the mother tongue and complete some grammar rules
(SB p. 40, ejx1).
Read some sentences and decide which of them are referred to “plans”. Complete
the sentences with the appropiate verb form will/be going to of the suggested verbs
(SB p. 40, ex. 2).
Read some sentences and refer to future plans or predictions as required (SB p. 40,
ex. 3).
Complete some sentences with personal plans and predictions (SB p. 40, ex. 4).
Complete some sentences and connect them with their appropriate definitions (SB
p.42, ex. 3).
Make promises/offers for some given situations using will (SB p. 42, ex. 4).
Complete a dialogue choosing the appropriate verb tense (SB p. 43, ex. 5).
Pronunciation
Practice and learn the pronunciation of diphtongs (Pronunciation Bank, Unit 4, WB
page 134, ex. 1, 2 and 3).
Practice the rythm and entonation of some sentences (Phrase Bank -Practical
English, SB p. 47, ex.4).
PROCEDURES
Observe the photograph of a British school and deduct whether some statements are
true or not. Read and listen to a text (Eton College) and check the answers (SB p.
46, ex. 1 and 2).
The students will think over and strengthen their personal initiative giving opinions
about solidarity and charity (Talking point, SB p. 39, ex. 8)
The students will learn how to make small cards and do schematic exercises about
the things learnt in the unit (Word Bank 4, WB pages 118 and 119)
iv. social and civic competence, as knowing a foreign language involves the
knowledge of social features and cultural facts connected with their native speakers
which can be worked along with the unit.
Environmental education: the importance of being conscious about spending and
consuming in a rational sustainable way for the whole planet and its inhabitants
Moral and civic education: the importance of being generous and supporting with the
people with few means of support and in general critic and spirited against poverty and
inequality
Alternative practice for students with difficulties to follow up the group’s pace:
English Alive! Basics Progress Book A, Unit 4
Additional activities
Additional and alternative activities, Teacher’s Book, pages T-38 to T-47
Photocopiable activities, Unit 4 (Extension) Teacher’s Resource Book, page 79.
6.- ASSESSMENT
Formative assessment
Grammar consolidaton (Unit 4, SB pagge 43)
Grammar consolidation (Unit 4 WB page 37)
Progress Check (Unit 3 WB page 40).
Revision sections (Units 1-4, WB pages 41 and 42).
Cumulative assessment
End-of-unit test (Unit 4) Teacher’s Resource Book, pages 22, 23, and 24.
Self-assessment
Student self-assessment Checklist, Unit 4, Teacher’s Book, page xix
Assessment criteria
Unit 4 Test (Teacher’s resource Book 4 pages 22-24)
Vocabulary
UNIT 5 – MUSIC
2.- CONTENTS
BLOCK 1- Listening, speaking and conversing
PROCEDURES
Listening
Listen to a radio programme (Banned!). Answer some questions about three songs.
Listen again and choose the correct answers for some questions. (SB p.52, ex.1 and
2).
Listen and write down five sentences (Dictation SB p. 52 ex.4).
Listen and read an applying form for a job and complete the missing information.
Answer a comprehension question (A job application form–Practical English, SB p.56
ex.2).
Speaking
Give opinions about music preferences (Activate Your English, SB p. 48, ex. 3).
Ask and answer questions giving opinions and reasons about music and hip-hop
(Talking Point, SB p. 49, ex. 8).
Practice a dialogue (Activate Your English) in which one of two products suggested is
returned because it is faulty (Returning a product–Practical English, SB p. 56 ex. 2).
Writing
Read and complete a text (Green day). Listen and check (SB p. 55, e. 5).
Translate some sentences. Read the grammar rules (Language Point,
some,both,most, all SB p.55, ex.6)
Arrange the words in some sentences (SB p. 55, ex.7).
Search for information about a music band. Prepare some notes and answer some
questions with them (Preparation, SB p. 55, ex. 8).
Write a profile of a music band (A profile of a band), using the suggested plan
(Writing Plan), the pattern in the book and the ideas from the exercise above
(Task,SB p. 55,ex. 9).
LANGUAGE FUNCTIONS
Speak about music preferences.
Express oneself in the passive voice.
Return a product.
STRUCTURES-GRAMMAR
Present, past and future passive: affirmative, negative, questions.
Passive: questions
VOCABULARY
Subject: Music
GLOSSARY:
PROCEDURES
PHONETICS
Pronunciation: /s/ and /dʒ/
PROCEDURES
Grammar
Read and complete a grammar chart about the passive voice (SB p. 50, ex.1).
Complete a text (The charts) with the passive form of the verbs given (SB p. 50, ex.
2).
Complete some sentences in the passive voice (SB p. 50, ex. 3).
Think of a song and write some clues about it. Read the clues to a partner to guess.
(Activate Your English, SB p. 50, ex. 4).
Complete some questions with the words from a box and translate them (SB p.52, ex.
3).
Complete a pastime about music with the words from a box. Try to answer the
questions. Listen and check the answers (SB p. 53, ex. 5 and 6).
Change some sentences from active to passive (SB p. 53, ex. 7).
Put some questions in order and make up the answers for them (Activate Your
English, SB p.53, ex.8).
Read and complete a text (The Beatles) with the passive form of the verbs given.
Listen and check the answers (Grammar Consolidation, SB p. 53, ex. 9.)
Listen and write down a dictation (Grammar Consolidation, WB p. 47, ex. 8).
Vocabulary
Look up the meaning of some words. Listen to and identify six different kinds of music
(SB p. 48, ex.1)
Complete some sentences about music. Listen and check the answers (SB p. 48, ex.
2).
Pronunciation
Practice and learn the sounds /s/ y /dʒ/ (Pronunciation Bank Unit 5, WB p. 134,
ex.1,2 and 3)
Listen to five sentences and write them down (Dictation) (SB p. 52 ex. 4).
Practice the rythm and entonation of some sentences (Phrase Bank)(Practical
English, SB p. 56, ex. 4)
PROCEDURES
Read the profile of Dixie Chicks and answer true or false to some statements (SB p.
57, ex. 1).
Read and complete the lyrics of a song (The long way around). Find vocabulary in
American English and British English with the same meaning (SB p. 57 ex. 2).
Answer some questions and compare them with the partners (SB p. 57, ex. 3).
Curriculum Extra 2, SB pages 100 y 101, WB p. 131,Teacher’s Guide, pages T100 and
T101
Alternative practice for students with difficulties to follow up the group’s pace:
English Alive! Basics Progress Book A, Unit 5
Additional activities
Additional and alternative activities, Teacher’s Book, pages T-48 to T-57
Photocopiable activities, Unit 5 (Extension) Teacher’s Resource Book, page 81.
6.- ASSESSMENT
Formative assessment
Grammar consolidaton (Unit 5, SB page 53)
Grammar consolidation (Unit 5 WB page 47)
Progress Check (Unit 5 WB page 50).
Revision sections (Units 1-6, WB pages 59 and 60).
Cumulative assessment
End-of-unit test (Unit 5) Teacher’s Resource Book, pages 25, 26 and 27.
UNIT 6 – INNOVATION
2.- CONTENTS
BLOCK 1- Listening, speaking and conversing
PROCEDURES
Listening
Listen and write down five sentences (Dictation, SB p. 61 ex. 11).
Connect some descriptions with their corresponding picture. Give opinions about
them (SB p. 62, ex.1)
Listen to a radio programme (The Chindogu story). Answer one opinion question and
others of comprehension (SB p. 62, ex 2 and 3)
Listen to a publicity about the Smithsonian museum and answer some
comprehension questions (A museum brochure-Practical English, SB p. 67 ex 1).
Listen to a dialogue describing an object and deduct what object they are talking
about (Describing an object- Practical English, SB p. 67 ex. 3).
Speaking
Ask and answer questions giving opinions and reasons about school subjects
(Talking Point, SB p. 59, ex 9).
PROCEDURES
Reading
Search for some information about Leonardo da Vinci’s life. Write some notes about
him and compare them with a partner. Read and listen to a text about this artist
(Leonardo da Vinci) and check the answers (SB p. 58 and 59, ex. 4 y 5).
Read the text again and answer some comprehension questions (SB p. 58 ex.6).
Find in the text about Leonardo the appropriate words to connect some definitions
given (Word Search, SB p. 58, ex 7).
Complete a chart (subject/person - Recycle, SB p. 59, ex 8).
Ask and answer questions giving opinions and reasons about school subjecs (Talking
Point, SB p. 59, ex 9).
Observe the heading and the pictures in a text (Can’t live without it). Write a list of
things you could not live without. Answer some opinion questions (Skill focus:
preparing to read, p. 64, ex 1).
Read and listen to the text above and say which inventions from the list above appear
in it. Say if some sentences are true or false (SB p. 64, e 2 and 3).
Complete a brochure about an American museum with the words from a box
(Welcome to the Smithsonian- Practical English, SB p. 67 ex1).
Read a dialogue in which a lost object is described (Describing an object- Practical
English, SB p. 67 ex 3).
Writing
Deduct and complete the words of a text (Cars and bikes) Listen and check (SB
p.15,ex4
Translate some sentences and connect them with the appropriate linker (Language
Point, presenting an argument: linkers, SB p. 65, e. 5).
Complete two texts with the connectors from two boxes (SB p. 65, ex 6).
LANGUAGE FUNCTIONS
Express the usefulness of things.
Speak about habits or actions in the past
Give opinions about inventions.
Predict information.
Describe an object. .
STRUCTURES-GRAMMAR
Used to
Relative pronouns
Gerunds and infinitives
VOCABULARY
Subject: Innovations and technologies
GLOSSARY
Inventions: anaesthetic, antibiotic, bomb, calculator, electricity, gun, helicopter, jet
engine, microchip, satellite, submarine, tank vaccine, wheel.
Technology: adjectives: automatic, digital, disposable, eco-friendly, electric, GM
(genetically modified), mobile, nuclear, pocket-sized, portable, solar, waterproof.
Functional language: Describe an object (Describing an object).
PHONETICS
Pronunciation: Linking
PROCEDURES
Read some sentences with examples of relative pronouns and complete a grammar
rule. Complete also some definitions with a relative pronoun (SB p .60, ex. 5 and 6)
Complete some sentences about each one’s childhood, adding relative pronouns and
prepositions if necessary (Activate Your English, SB p. 60, ex. 7).
Connect some grammar rules (gerund) with their corresponding examples (SB p. 62,
ex. 4).
Complete a text with the correct verb form; gerund or infinitive (SB p. 63, ex. 5).
Write some explanations for some objects (SB p. 63, ex 6).
Complete some sentences about hobbies with the ideas from a box (SB p. 63, ex 7).
Read and complete a text (Photography timeline) with the words from three lists.
Listen and check the answers (Grammar Consolidation, SB p. 53, ex 9.)
Listen and write down a dictation (Grammar Consolidation, WB p. 55, ex. 8).
Vocabulary
Sort out and copy a list of words. Listen and check the answers (SB p. 58, ex 1).
Identify the name of some unknown objects (incomplete) (SB p. 58, ex2).
Indicate which objects are useful and which are not, using the suggested
expressions (Activate Your English, SB p. 58, ex 3).
Indicate the correct adjective to describe some objects (SB p. 61, ex 8).
Complete some nouns adding one or two of the adjectives used in the exercise
above (SB p. 61, ex9).
Complete a pastime about inventions with the words form a box and the adjectives in
exercise 8 above (SB p. 61, ex 10).
Pronunciation
Practice and learn the pronunciation at joining words; linking (Pronunciation Bank,
Unit 6, WB p. 135, ex1 and 2).
PROCEDURES
Observe some photographs and deduct what they are. Answer an opinion question
(SB p. 66, ex 1).
Read and listen to a text about the Smithsonian museum (Amazing collection) and its
famous collections. Check the answer above (SB p. 66, ex. 2).
Read the text again and say if some sentences connected with it are true or false.
Give reasons for the answers with the information in the text (SB p. 66 ex. 3).
Answer some opinion questions connected with the text read, comparing and
contrasting cultures (Comparing Cultures, SB p. 66, ex. 4).
iv. social and civic competence as knowing a foreign language involves the knowledge
of social features and cultural facts connected with their native speakers which can be
studied along in the unit.
Moral and civic education: the importante of using science and technology in an ethical
way and for noble purposes.
Health education: the importante of using new technologies in a reasonable and
controlled way avoiding being “addicts” to computers, play-stations, mobiles, etc.
Alternative practice for students with difficulties to follow up the group’s pace
English Alive! Basics Progress Book A, Unit 6
Additional activities
Additional and alternative activities, Teacher’s Book, pages T-58 toT-67
Photocopiable activities, Unit 6 (Extension) Teacher’s Resource Book, page 83.
6.- ASSESSMENT
Formative assessment
Grammar consolidaton (Unit 6, SB page 63)
Grammar consolidation (Unit 6,WB page 55)
Progress Check (Unit 6 WB page 58).
Revision sections (Units 1-6, WB pages 59 and 60).
Cumulative assessment
End-of-unit test (Unit 6) Teacher’s Resource Book, pages 29, 30 and 31
End-of-term test (Test 2) Teacher’s Resource Book, pages 31, 32 and 33.
Self-assessment
Student Self-assessment Checklist, Unit 6 Teacher’s Book, page xx
Assessment criteria
Unit 6 Test (Teacher’s resource Book 4 pages 28-30).
Vocabulary
Complete the definitions of some inventions with the missing vowels.
Indicate which word doesn’t belong to a group of words.
Grammar
Write some affirmative and negative sentences with used to (+) or didn’t use to (-).
Complete a text using used to (+) o didn’t use to (-) and the verbs from a box.
Complete some sentences with a relative pronoun and a preposition if needed.
Complete some sentences using the gerund of the infinitives given.
Complete some sentences with the gerund or the infinitive of the verbs in a box.
Complete a text with the words from a box.
Reading
Write a composition about the favorite invention of the student. Use some questions
as help.
2.- CONTENTS
BLOCK 1- Listening, speaking and conversing
PROCEDURES
Listening
Listen to five sentences and write them down (Dictation) (SB p. 70, ex. 2).
Read a conversation of two friends and choose the appropriate word from two
options (Complications). Listen and check the answers (SB p. 72, ex 1).
Listen to a conversation boy/girl and answer some comprehension questions (SB
p.72, ex. 2).
Listen to a telephone conversation about a star sign. Answer some comprehension
questions (Horoscopes, Practical English, SB p. 76, ex. 2).
Speaking
Ask and answer questions to speak about a partner (Talking Point, SB p. 69, ex. 10).
Complete some sentences with personal opinions. Compare opinions with a
classmate, using the expressions of the Phrase Bank (Skill focus:commenting on
opinions, SB p.74, ex3/4)
Prepare a dialogue inviting a friend to an event and giving excuses. Use the
suggested expressions in the Phrase Bank (Activate your English, SB p. 76, ex. 5).
LANGUAGE FUNCTIONS
Speak and describe different types of people
Express likes and preferences
Express condition and probability.
STRUCTURES-GRAMMAR
Like + ing and would like
Too, so and such
First and second conditional
VOCABULARY
Subject: Pesonal relationships.
GLOSSARY:
Types of people: bighead, bore, bully, eccentric, flirt, geek, genius, hypocrite, joker,
kiar, loner, romantic.
Verbs: relationships: ask (someone) out, cheat (on someone), fall in love (with
someone), finish with (someone), get on (well/badly) (with someone), go out (with
someone), have an argument (with someone), introduce (someone) to (someone),
meet (someone) split up (with someone).
PHONETICS
Pronunciation: silent letters.
PROCEDURES
Grammar
Complete a chart with the verbs from a box (SB p. 70, ex.1).
Complete some questions with the correct form of the verbs in a box. Ask and answer
the questions of the exercise above,using the expressions from a box (B p.70, ex3
and 4).
Read some example sentences and complete a grammar rule about the use of the
expressions too, so, such (SB p. 70, ex 5).
Choose in some sentences the correct expression from two options (SB p. 70 e.6).
Write the reactions to some sentences using too, so, such (SB p. 70, ex 7).
Read some examples and complete a grammar rule about the first and second
conditional (SB p.72, ex. 3).
Choose in some sentences the correct verb from two options given (SB p. 72, ex.4)
Complete some sentences to form the first and second conditional. (SB p. 72 and
73, ex. 5 and 6).
Complete an email from a girl to her boyfriend using conditionals (SB p. 73 ex. 7).
Complete some sentences with own ideas using conditionals (Activate your English,
SB p. 73,ex 8)
Complete a text with words from one of the three columns given. Listen and check
the answers (Grammar Consolidation, SB p.73, ex 9).
Listen and write down a dictation (Grammar Consolidation, WB p. 65, ex. 8).
Vocabulary
Look up the meaning of some words, copy them and complete a chart (SB p.68, ex
1).
Write some sentences about five types of people, using these expressions: never,
sometimes, often, always. Compare the sentences in class (SB p. 68, ex2).
Pronunciation
Practice pronuncing the words with silent letters (Pronunciation Bank, Unit 7, WB p.
135, ex. 1, 2 and 3)
Practice the rythm and entonation in some sentences (Phrase Bank) (Practical
English, SB p. 76, ex. 4).
PROCEDURES
Read and complete the profile of The black eyed peas (SB p. 77, ex. 1).
Read and complete the lyrics of a song with the words from a box (Union). Listen and
check the answers. Connect the main ideas that summarize each paragraph of the
song with their paragraphs (SB p. 77 ex. 2 and 3).
iv. social and civic competence as knowing a foreign language involves the knowledge
of social features and cultural facts connected with their native speakers which can be
worked along in the unit.
Education for peace: the importance of having very close friends with whom you share
your life, but also have a positive, friendly attitude with the rest of people makes
coexistence easier
Alternative practice for students with difficulties to follow up the group’s pace:
English Alive! Basics Progress Book A, Unit 7
Additional activities
Additional and alternative activities, Teacher’s Book, pages T-68 to T-77
Photocopiable activities, Unit 7 (Extension) Teacher’s Resource Book, page 85.
6.- ASSESSMENT
Formative assessment
Grammar consolidaton (Unit 7, SB page 73)
Grammar consolidation (Unit 7 WB page65)
Progress Check (Unit 7 WB page 68).
Revision sections (Units 1-8, WB pages 77 and 78).
Cumulative assessment
End-of-unit test (Unit 7) Teacher’s Resource Book, pages 34, 35 y 36.
Self-assessment
Student Self-assessment Checklist, Unit 7 Teacher’s Book, página xxi
Assessment criteria
Unit 7 Test (Teacher’s resource Book 4 pages 34-36)
Vocabulary
Complete some sentences with vocabulary words .
Complete a dialogue with the verbs and prepositions from a chart.
Grammar
Complete some sentences using the infinitive or the gerund of the verbs given.
Write short answers for some questions.
Indicate the correct sentences from two options given.
Write some sentences using the first conditional.
Complete some sentences using the second conditional and the verbs given.
Complete some conditional sentences with the correct form from the verbs in a box.
Complete a dialogue with the words from a box.
UNIT 8 – SURVIVORS
2.- CONTENTS
BLOCK 1- Listening, speaking and conversing
PROCEDURES
Listening
Speaking
Ask and answer questions giving opinions and reasons about war (Talking Point, SB
p.79, ex.8)
Imagine you are the president of a country and exchange ideas and priorities
(Activate your English, SB p. 81, ex. 8).
Practice a dialogue with a policeman about a parking problem, using the expressions
from the Phrase Bank and the pattern from the book (Activate your English - Practical
English, SB p. 87, ex.5).
Answer some questions about driving vehicles and the regulations in your country
comparing and contrasting cultures. (Comparing Cultures, SB p. 86, ex. 4).
Writing
Complete a text (A diary entry). Listen and check (SB p.85, ex. 5).
Write the complete form of some contracted expressions. Find in the text on page 84
some more contractions and write their complete form (Language Point,
Contractions, SB p. 85,ex. 6 and 7)
Observe a photograph and read a text about a robbery. Answer some questions
(Preparation, SB p. 85, ex. 8).
Write the entry of a diary about the situation of the robbery before mentioned (Task),
using the suggested plan (Writing Plan), the pattern from the book and the ideas from
the exercise above (SB pág. 85,ej. 9).
LANGUAGE FUNCTIONS
Describe some actions that happened before past events
Show agreement or disagreement
Speak about dangerous and emergency situations
Give advice
Prioritize ideas.
Speak and ask about rules and regulations
VOCABULARIO
Subject: Problems and dangerous situations.
GLOSSARY:
Problems: cold, disaster, disease, fear, heat, hunger, injury, pain, poverty, thirst,
violence, war.
Verb + preposition: allow to, campaign for/against, care for, die of, inform of/about,
protect from, provide with, rescue from, suffer from, volunteer to.
Functional language: Ask about rules (Asking about rules).
PROCEDURES
PHONETICS
Pronunciation: /h/
PROCEDURES
Grammar
Read some rules about the past perfect and decide whether to use the past perfect
or the past simple in some sentences (SB p. 80, ex.1).
Translate into the mother tongue the sentences with time expressions in a box
(Check this!, SB p. 80, ex. 2).
Complete some senteces with the correct form of the verbs in a box (SB p. 80 ex. 3).
Choose the correct verb in some sentences from two suggested options (SB p. 80, ex
4).
Complete a text about Madre Teresa from Calcuta with the appropriate verb (SB p.
80, ex. 5).
Translate some sentences and join them with their correct grammar rule about the
use of the third conditional (SB pág. 82, ej. 5).
Choose the correct verb for some sentences from two options (SB p. 83, ex 6).
Read some situations and write sentences using the third conditional (SB p. 83, ex
7).
Complete some sentences with own ideas and the third conditional (Activate Your
English, SB p. 83, ex 9).
Vocabulary
Look up the meaning of some words. Connect some pictures with a group of these
words (SB p. 78, ex. 1).
Copy and complete a chart with the words from the exercise above (Activate your
English (SB p. 78, ex. 2).
Look up the meaning of some verbs and complete some texts (SB p. 81, ex 6).
Imagine you are the president of a country and prioritize some sentences. Compare
the results with your classmates (Activate your English, SB p. 81, ex. 8).
Pronunciation
Learn and practice the pronunciation of /h/ (Pronunciation Bank, Unit 8 WB p. 135,
ex. 1 and 2).
Listen and write some sentences (SB, Dictation, p. 83, ex.8).
Practice the rythm and entonation of some sentences (Phrase Bank) (Practical
English, SB p.87, ex.4).
PROCEDURES
Read and listen to a text about driving in two countries (Changes in the law). Answer
some comprehension questions. Listen and check the answers (SB p. 86, ex1).
Complete a summary with the words from a box (SB p. 86 ex 2).
Deduct and complete the missing words in some opinions. Listen and check the
answers. Show agreement or disagreement with the opinions (SB p. 86, ex. 3).
iv. social and civic responsibility, as learning a foreign language involves the
knowledge of social features and cultural facts connected to their native speakers, which
can be worked along in the unit.
Education for peace: the importance of condemning and rejecting wars and the
devastating consequences which they entail.
Moral and civic education: the importance of solidarity and helping others in any
occasion and especially in extreme situations of need.
Road education: the importance of keeping all road security rules for one own’s and
othes’ safety.
Alternative practice for students with difficulties to follow up the group’s pace:
English Alive! Basics Progress Book A, Unit 8
Additional activities
Additional and alternative activities, Teacher’s Book, pages T-78 to T-87
Photocopiable activities, Unit 8, (Extension) Teacher’s Resource Book, page 87.
6.- ASSESSMENT
Formative assessment
Grammar consolidaton (Unit 8, SB page 83)
Grammar consolidation (Unit 8 WB page 73)
Progress Check (Unit 8 WB page 76).
Revision sections (Units 1-8, WB pages 77 and 78).
Cumulative assessment
End-of-unit test (Unit 8) Teacher’s Resource Book, pages 37, 38 and 39.
Self-assessment
Student Self-assessment Checklist, Unit 8, Teacher’s Book, page xxi
UNIT 9 – WORDS
2.- CONTENTS
BLOCK 1- Listening, speaking and conversing
PROCEDURES
Listening
Listen to five sentences and write them down (Dictation) (SB p. 92, ex. 5).
Connect some Irish expressions with their corresponding British ones. Listen to a
conversation in a café indicating which expressions in exercise 1 are heard (SB pág.
92, ex. 1 and 2).
Arrange some sentences from the conversation above. Listen to the CD again and
check the answers (SB p. 92, ex. 3).
Read and answer a questionnaire (The “real you” questionnaire). Listen to two people
and identify which questions from the exercise above are mentioned.
Answer some comprehension questions and give reasons for your answers (SB p.
94, ex.1, 2 and 3).
Listen to a dialogue about news. Answer a comprehension question (Giving news–
Practical English, SB p. 96 ex. 3).
Speaking
Ask and answer questions expressing in reported speech things your parents told
you or situations that happened when you were a child (Talking Point, SB p. 89, ex.
8).
Make up a questionnaire and answer the questions (The “real you” questionnaire),
using the expressions of the Phrase Bank and putting special emphasis on clarifying
the ideas and ask for repetition to understand better (Skill focus: clarifying and asking
for repetition, SB p. 94, ex. 4).
Writing
Read and listen to a report containing an interview (Reporting and interview). Say
which of the questions in exercise 1 (SB p. 94) are answered (SB p.95, ex. 5).
Read the report again and find some mistakes correcting where necessary
(Language point: checking your work, SB p. 95, ex. 6).
Indicate what kind of mistakes have been found and connect them with the ones
suggested in a list (SB p. 95, ex. 7).
Follow some instructions to write a report about an interview. (Preparation, SB p. 95,
ex. 8).
Write a report about an interview (Task), using the suggested plan (Writing plan), the
pattern in the book and the ideas from the exercise above (SB p. 95, ex. 9).
STRUCTURES-GRAMMAR
Reported speech
Reported questions
VOCABULARY
Subject: Words and communication.
GLOSSARY:
Collocations: communication: have a chat, have a conversation, have a discussion,
make an excuse, say a prayer, say sorry, tell jokes, tell a lie, tell stories, tell the truth.
Reporting verbs: agreed to, admit that, ask, complain that, explain that, invite, offer
to, promise that, refuse to , tell.
Functional language: Give news (Giving news).
PHONETICS
Pronunciation: contractions.
PROCEDURES
Grammar
Read and complete a chart with rules about changing from direct to indirect speech
(SB p. 90, ex.1).
Translate some sentences indicating which sentences include a direct object
pronoun (Check this! SB p. 90, ex. 2).
Write some sentences in direct speech starting with the words given (SB p. 90, ex. 3).
Write the quotations of some famous people in indirect speech (SB p. 90, ex. 4).
Read some examples and some rules about the questions in reported speech and
indicate the correct explanations (SB p. 92, ex. 4).
Write some sentences again putting the words given in the right order. Write the
appropriate questions to these sentences in reported speech (SB p. 92, ex. 6 and 7).
Vocabulary
Read and answer a questionnaire to find out if you are a communicator (SB p. 88,
ex. 1).
Copy and complete a chart with the expressions given in exercise 1 (SB p. 88, ex.2).
Make up six questions with expressions from the exercise above (collocations). Ask
and answer questions (Activate your English, SB p. 88 ex. 3).
Revise the meaning of some verbs connected with reported speech (SB p. 91, ex. 5).
Read and listen to a conversation and answer a comprehension question (SB p. 91,
ex. 6).
In a text choose the correct verb from two suggested options (SB p. 91, ex. 7).
Complete some sentences with the name of some famous people from a box and
your own ideas (Activate Your English, SB p. 91, ex. 8).
Pronunciation
Revise and practice the pronunciation of contractions (Pronunciation Bank, Unit 9,
WB p.135, ex.1,2 and 3).
Practice the rythm and entonation of some sentences (Phrase Bank)(Practical
English, SB p. 96, ex. 4).
iv. social and civic responsibility as knowing a foreign language involves the
knowledge of social features and cultural facts connected to their native speakers, which
can be worked along in the unit.
Moral and civic education: the importance of being careful with the things we tell other
people, avoiding to hurt their feelings or increase their fears.
Alternative practice for students with difficulties to follow up the group´s pace:
English Alive! Basics Progress Book A, Unit 9
Additional activities
Additional and altenative activities, Teacher’s Book, pages T-88 to T-97
Photocopiable activities, Unit 9, (Extension) Teacher’s Resource Book, page 89.
6.- ASSESSMENT
Formative assessment
Grammar consolidaton (Unit 9, SB page 93)
Grammar consolidation (Unit 9 WB page 83)
Progress Check (Unit 9 WB page 86).
Revision sections (Units 1-9, WB páages 87 and 88).
Cumulative assessment
End-of-unit test (Unit 9) Teacher’s Resource Book, pages 40, 41 and 42.
End-of-term (Test 3) Teacher’s Resource Book, pages 43, 44 and 45.
End-of-year (Test 1) Teacher’s Resouce Book, pages 46, 47 and 48.
Self-assessment
Student Self-assessment Checklist, Unit 9 Teacher’s Book, page xxii
Assessment criteria
Unit 9 Test (Teacher’s resource Book 4 pages 40-42)
Vocabulary
Complete some sentences with the verbs given.
Choose the correct options in some sentences.
Grammar
Complete a chart about reported speech with the verb forms from a box.
Change some sentences from direct speech to reported speech.
Write some sentences in reported speech.
Ask questions in reported speech.
Complete a text with the words from a box.
Reading
Read a report and show comprehension indicating if some sentences are true or
false.
Read the text again and answer some questions of specific comprehension.
Oral comprehension
Listen to a person telling what he/she did the night before. Choose the correct option
from three alternatives.
Writing
Write a report about an imaginary interview to one of the favorite heroes of the
student. Use the suggested questions as a guide.
End-of-term Test 3 (Teacher’s resource Book 4 pages 43-45)
Vocabulary
Complete a crossword.
Write the corresponding nouns to some verbs.
Connect the problems in a box with their corresponding vocabulary.
Grammar
Choose the correct verb from two options in some sentences.
Complete some sentences using the expressions so, such, too.
Complete some conditional sentences with the vebs given.
Complete some sentences using the past simple or past perfect of the verbs in a box.
1. TEACHING OBJECTIVES
Learn vocabulary and structures to talk in English about women’s liberation.
Carry out communicative exchanges speaking about history and women.
2.- CONTENTS
SECTIONS 1 and 2 – Listening, speaking and conversing/Reading and writing
PROCEDURES
Answer some questions of general knowledge about women voting in Great Britain.
Read and write a text. Read and listen to a text (Fighting for your rights) and check
the answer. Answer some questions of general knowledge and find some structures
in the text (SB p. 98, ex. 1, 2 and 3).
Complete a text with the correct form of the verbs from a box: past simple or past
continuous (SB p. 99, ex. 4).
Complete a text with the correct form of the verbs from a box: past simple or present
perfect (SB p. 99, ex. 5).
Complete some sentences with the correct form of the verbs from a box: present
simple, present continuous or will (SB p. 99, ex. 6).
Complete a dialogue with the correct form of the verbs: will/be going to (SB p. 99, ex.
7)
LANGUAGE FUNCTIONS
Speak about women’s liberation
STRUCTURES-GRAMMAR
Past simple/past continuous
Past simple/present perfect
Future: present simple, present continuous, will
Will and be going to
iv. social and civic competence, as knowing a foreign language involves the
knowledge of social features and cultural facts connected to their native speakers which
can be worked in the unit.
Education for sex equality: the importance of certain historic events such as the
women’s vote towards their liberation and equality.
1 TEACHING OBJECTIVES
Learn some vocabulary and structures to express oneself about the language.
Be able to carry out communicative exchanges speaking about the power of
publicity.
Be able to identify and interpret general and more specific information in oral and
written texts (The power of adverts).
Revise grammar aspects such as passive and active sentences: present, past
and future; gerunds and infinitives; and sentences in reported speech (reported
statements). Identify and interpret sociocultural features connected with the subject
worked in the unit: publicity and its power and comparing realities from other parts of
the world with our own.
2.- CONTENTS
SECTIONS 1 and 2 – Listening, speaking and conversing/Reading and writing
PROCEDURES
Read some sentences and respond with the most suitable answer. Read and listen to
a text about publicity (The power of adverts) and check the answers. Answer some
comprehension questions and find some structures in the text (SB p. 100, ex. 1, 2 , 3
and 4).
Complete a text with the appropriate verb form: present, past or future passive (SB
p. 101, ex. 5).
Complete a text with the suitable verb form from a box in the gerund or the infinitive
(SB p. 101, ex. 7).
Write some sentences in reported speech: reported statements (SB p. 101, ex. 8).
LANGUAGE FUNCTIONS
Speak about the power of publicity. .
STRUCTURES-GRAMMAR
Present, past and future passive
Active and passive: present, past and future
Gerunds and infinitives
Reported statements
VOCABULARY
Subbject: Publicity
Glossary:
Connected with the subject: advertising, adverts, mass communication, influence, poster
campaign, shocking, slogan, information, emotive, banned.
Through the foreign language the students will create real and functional contexts of
communication using the new information and communication technologies.
iv. social and civic responsibility as knowing a foreign language involves knowing
social features and cultural facts connected to their native speakers which can be
worked along in the unit.
Moral and civic education: the importance of being critic with publicity and try to sieve
the real information from the consumer/materialistic part.
v. artistic and cultural responsibility
Linguistic procuctions contain both artistic and cultural components:
Learning information about publicity (SB p. 100).
Identify and interpret sociocultural features connected with the subject worked in
the unit: the marine ecosystems and comparing realities from other parts of the world
with ours.
2.- CONTENTS
BLOCK 1 y 2 – Listening, speaking and conversing/Reading and writing
PROCEDURES
Read some sentences and look up the meaning of some words. Indicate if some
sentences are true or false. Read and listen to a text (The great barrier reef) and
check the answers. Answer some comprehension questions and find some structures
in the text (SB p. 102 ex 1, 2, 3 and 4).
Complete a text with the appropriate verbs from a box (SB p. 103, ex. 5).
Complete some sentences with the correct form of some verbs and the first
conditional (SB p. 103, ex. 6).
Complete some sentences with the correct form of some verbs and the second
conditional (SB p 103, ex.7).
Complete some sentences with the corrrect form of some verbs and the third
conditional (SB p 103, 8).
STRUCTURES-GRAMMAR
Verbs of ability, obligation and possibility
First conditional
Second conditional
Third conditional
VOCABULARIY
Subject: Biology and Geology
Glossary:
Additional activities
SB pages 102 and 103
WB p. 132
Teacher’s Guide, pages T102, T103
The classroom programme of English Alive! 3 that we present identifies the priorities and implications involved with the use of additional material which
suggests the use of complementary additional material that goes along with the project, in the teacher’s book, the student’s book, the workbook, the basics
progress book A, the Basics Progress Book B, the DVD, as well as in the Teacher’s Resource Book. It is advisable to follow the learning strategies and
didactic advice in the teacher’s book. It can be said that it is a guidance class programme and that the teachers will always decide which activities are the
best adapted to their objectives and how he/she wants to direct the class. The objective of this classroom programme is to achieve a positive answer to the
language learning and how it is learnt. We think the teachers will undoubtedly be able to adapt the activities in this classroom programme according to the
need of the students regarding the teaching/learning activities as well as the assessment activities.
Revise knowledges learnt in Observe the state of the English knowledge at the LT IW TRB Diagnostic test , page. 4-6 60’
1 previous courses. beginning of term. Activate knowledges and CD/cassette
preparare to start the term.
Learn the contents of the Reading and communicative exchange about the L1 T – Ss SB p. 4 Unit summary 5’
unit. knowledges worked in this unit.
Activate vocabulary Study of verbs, vocabulary and colloquial TD PW SB p. 4 ex. 1-3 55’
connected with usual expressions worked in previous terms. Revision of WB p. 3, ex.1-3; p. 110, translate
2 activities. the pronunciation of diphtongs. Listening of the the words; p. 133, Diphthongs, ex.
CD/cassette, exercises and their correction. 1-3; CD/cassette
Optional activity (all students): Complete the TG p. T4
sentences.
Optional activity (weaker classes): Word
associations
Revise the possessive Copy and completion of a chart paying attention to G T – Ss SB p. 5 ex. 1-3 30’
adjectives and the subject the most remarkable peculiarities. Completion of IW WB p. 4, ex. 1, 2; Grammar bank
and object pronouns. the dialogue, substitution of words, grammar study p. 90
and error correction..
3 Remember the present Production of affirmative, negative and interrogative G T – Ss SB p. 5 ex. 4-7 30’
simple and the position of sentences from the wordds given. Completion of IW, PW
adverbs of frequency. grammar rules, revisión of grammar rules, revisión
WB p. 4, ex. 3, 4; Grammar bank
of adverbs of frequency. Practice and correction.
p. 90
Optional activity (weaker classes): rewrite
sentences.
TG p.T5
Revise how to make Translation of the forms Wh-, revision of meanings G T – Ss SB pages 6, ex. 1-7 60’
questions with the and how to make questions with the present simple IW, PW p. 90
interrogative pronouns and of the auxiliary verbs. Check the grammar section if
4
the verbs be, can, have got y necessary. Practice and correction in class. TG p.T6
do. Optional activity (stronger classes): questions.
Memorize vocabulary to Reading and study of the grammar section. Guided LC T – Ss SB p. 10, ex. 5-7 35’
express possibility. practice, observing the order of adverbs. Exercises G IW WB p. 8-9, ex. 4-6; Grammar
and correction. Bank p. 92
3 Study of vocabulary. Association of nouns with
Learn how to use adjectives pictures. Practice from instructions in each LC, W T – Ss SB p. 11, ex. 8, 9; CD/cassette 25’
ending in -ed/-ing to describe case.Vocabulary study. Optional activity(all IW, PW WB p. 9, ex. 7, 8
feelings and impressions. classes): describe situations TG p. T11
about feelings
Use the present continuous. Observation and study of the grammar charts. G, LT IW, PW SB p. 11, ex. 4-6 30’
Attentive reading of the tasks proposed, exercises T – Ss WB p.16, ex. 1-3;Grammar Bank,
and correction. p. 92
Contrast analysis of sample chart. Study the use
5
Compare the present simple and form of the verb tenses. Exhaustive practice TD T – Ss SB p. 13, ex. 7-9 30’
and the present continuous. and correction. PW WB p. 11, ex. 4-6
Optional activity (weaker classes): dialogue.
TG p. T13
Revise the grammar contents Attentive Reading of the vocabulary in columns A, TD IW SB p. 13, ex. 10, 11 30’
of the unit . B, C in lines of numbers from 1 to 10. Reading of CD/cassette
the four situations and completion of the sentences WB p. 11, ex. 7, 8
from the text. Listening of the CD/ cassette,
checking out of answers and extensive practice.
Dictation and correction. TG p. T13
Optional activity( stronger classes): more 30’
6 Understand specific questions. R, S T – Ss SB p. 14, ex. 1-4
information of a newspaper IW, PW CD/cassette
article. Reading of the text with controlled time.
Explanation of the content understood. Second TG p. T14
Reading with listening of the text. Practice and
correction.
Optional activity(all classes): which teenager are
you like?
Identifying people from Reading, listening, comprehension and repetition of LT, S T – Ss SB p. 16, ex. 2-5 45’
9
descriptions. the dialogue. Memorization of the phrase bank. PW WB p. 13, ex. 8
Estensive practice changing nouns and adjectives. MultiROM: unit 1 – dialogue
Optional activity(weaker classes): describe people. TG p. T16
Optional activity(all classes): write a description
using some adjectives.
Practice the English Obtaining information about the Singer. Contrast TD T – Ss SB p. 17, ex. 1-4 20’
language by following up the with the one obtained with the pop file. Completion PW CD/cassette
song Wake up. of the lyrics of the song. Correction from the
listening. Exercises and comparison of the results
in pairs.
Revise the contents of the TD T – Ss WB p. 14, ex. 1-6 40’
10 unit. Carrying out of the Progress Check of the unit and IW
conscience of the acquired level. WB p. 91, Grammar Bank, ex.1-5
Extra activities (weaker classes): more practice MultiROM: grammar and vocabulary
TRB p. 72, Revision Worksheet
Write an imaginary Preparation of the composition from the W IW SB p. 25, ex. 7, 8 30’
experience. instructions, using the appropiate vocabulary. WB p. 21, ex. 5, 6
9 Learn expressions to get Observation of the map, reading, study and S PW SB p. 27, ex. 4-8; CD/cassette 40’
information. answers to the questions made. Oral practice with WB p. 21, ex. 7, 8
the listening, preparation and staging of the MultiROM, unit 2 – dialogue
dialogues. TG p. T27
Optional activity (stronger classes): questions
Practice some contents of General revisión of the dialogues. Vision of episode LC, LT IW, GW DVD Episode 1 60’
the unit. 1. General comprehension, completion of TRB
exercises. Second revisión, exercises.Preparation WB p. 22, ex. 1-6
for carrying out the test, solving doubts and
correction. Completion of the progress check with
solving doubts if required.
Extra activities (weaker classes): more practice WB p. 95, Grammar bank ej.1-6
10
MultiROM: Grammar and
vocabulary
TRB p. 74, Revision Worksheet
Extra activities (stronger classes): more practice
WB p. 115, Word Bank Extra! ex.1,
2
TRB p. 75, Extension Worksheet
General revisión of the units Assessment of progress and deficiencies of the LT IW WB pages 23-24 , ex. 1-8 60’
1 and 2 students in the first two units. Individual completion T – Ss
11 of the exercises followed by a correction in class,
solutions of doubts and consciousness of the need
to study.
Evaluate the academic Completion of the test of unit 2. TD IW TRB pages 13-15 60’
12
performance in this unit.. CD/ cassette
Estimated time: 12 lessons of 60 minutes.
Unit 3: Lifestyle
APROX.
SESION OBJECTIVES CLASS ACTIVITIES SKILLS INTERACTION MATERIALS
TIME
Learn vocabulary connected Comprehensive memorizing of the vocabulary TD T – Ss SB p 28, ex. 1, 2, CD/cassette 55’
with health and some given. Connectin opposites. Practice with PW WB p. 25, ex. 1-4; Word Bank, p.
1
lifestyles. exercises and correction. 116, Health and lifestyle.
Optional activity (all classes): describe a famous TG p. T28
person.
Optional activity (stronger classes): interview a
person about her/his lifestyle and diet.
Understand the aspects of a Observation of the pictures, deduction of the written TD T – Ss SB p. 29, ex. 3-9; CD/cassette 60’
healthy diet. content, use of dictionaries if necessary, Reading PW, GW
2
and listening, exercises and revising.
Optional activity (all classes): make or do. TG p. T29
Learn how to use the Revision of vocabulary in previous terms. Reminder G T – Ss SB p. 30, ex. 1-6 60’
quantifyers some, any, much, of the order of words in sentences. Extension, PW WB p. 26-27, ex. 1-5 ; p. 96
3 may, a lot of, too y enough. practice and correction in class. Grammar Bank
Optional activity (all classes): complete the TG p. T30
sentences.
Memorizar vocabulario Comments about fashion and present tendencies LT, LC IW SB p. 31, ex. 7-10; CD/ cassette 45’
específico para describir el on the physical appearance of people. Dictation, WB p. 27, ex. 6, 7; Word Bank, p.
aspecto físico de las exercises and correction. 116; Pronunciation Bank, p. 134,
personas. ex. 1-3
Optional activity (stronger classes):describe TG p. T31
people’s appearance.
4
Detailed observation of the photographs. Reading L PW SB p. 32, ex. 1-3 15’
Captar información of the text with them. Hypothesis formulation, CD /cassette
específica sobre la completion of sentences. Listening of the text,
apariencia de personas. checking of the hypothesis and choice of the
correct expression.
8 Practice dialogues: choosing Attentive listening and repetition of the dialogue, TD PW SB p. 36, ex. 3-6, CD/cassette 40’
a menu. trying to imitate the rythm, pauses and entonation. WB p. 31, ex. 8-9; Word Bank pág.
Memorizing the expressions of the Phrase Bank. 116
Oral and written practice. MultiROM: unit 3 – dialogue
TG p. T36
Optional activity (stronger classes): a recipe
Learn prepositions of Translation of the vocabulary by observing the LC IW, PW CD/cassette 25’
movement and vocabulary pictures. Verification of the meaning of words in the S T – Ss SB p 38, ex. 1, 2,
connected with different dictionary. Listening, completion of exercises and WB p. 33, e. 1-3; p. 118 Word
ways of travelling. study of the new vocabulary. bank: travel; Diccionario
1
Get general as well as Discussion about the brochure headings. Listening R T – Ss SB pages 38-39, ex. 3-7 30’
specific information. of the cassette, reading of text and choosing of PW
heading. Second listening to do the exercises.
Optional activity (all classes): correct the false TG p. T39
sentences.
Optional activity (all classes): ask and answer.
Optional activity (weaker classes): complete the
table.
Study the affirmative and Explanation on the board of the meaning of the G T – Ss IW SB p. 40,ex. 1-4 60’
negative forms of the present verb tense with examples. Observation of the PW WB p. 34, ex.1-5
perfect. structure of this verb, consultation in the grammar WB p. 98, Grammar Bank
2 section, practice how to make affirmative and
negative sentences. Exercises and correction.
Optional activity (all classes): word tennis TG p. T40
Optional activity (all classes): write four sentences.
Revise the contents of the Knowledge assessment before taking the first unit LC T – Ss WB p. 40, ex. 1-5 30’
unit. text: Progress Check. Solving doubts if there are IW
9
any and correction in class.
WB p. 99, Grammar Bank ex.1-5
MultiROM: Grammar and Vocabulary
Extra activities (weaker classes): more practice TRB p. 78, Revision Worksheet
Learn vocabulary connected Verification of the meaning of words, observation of LC IW, PW SB p. 48, ex. 1, 2 25’
with events. pictures and doing exercises. Consultation of the S T – Ss WB p. 43, ex. 1, 2; p. 120 Word
Word Bank. bank: events; Diccionario
1
Understand general and/or Reading and completion of the texts with the listed R T – Ss SB pages 48-49, ex. 3-8 30’
more specific information. figures. Second reading and answers to the LC PW
questions. Exercises and correction. Oral practice.
TG p. T49
Optional activity (all classes): jigsaw reading.
Optional activity (stronger classes): an event.
Contrast and differenciate Observation of the picture and completion of the G T – Ss IW SB p. 50,ex. 1-5 60’
the use of the present grammar rules. Reading the text and classification PW WB p. 44, ex.1-4
2 perfect and the simple past. of expressions of time. Grammar consultation. WB p. 100, Grammar Bank
Practice and correction. TG p. T50
Optional activity (all classes): Correcting mistakes.
Memorize in a Reading of the sentences and deduction, in pairs, LC T – Ss SB p. 51, ex. 6, 7, 9 40’
comprehensive way verbs of the words highlighted in blue. Completion of the IW WB p. 45, ex. 6-8
and nouns regarding chart, listening and verification of answers. Practice WB p. 120 Word bank: competitions
3 competitions. and correction. TG p. T51
Optional activity (stronger classes): competitions.
Identify and and repeat Listening and identification of the words with the L, S T – Ss IW WB p. 134, ex. 1-3; CD/cassette 20’
carefully the sound / /. sound //. Practice and correction. LC SB p. 51, ex. 8
Learn vocabulary regarding Completion of the text with the figures listed. LC T – Ss CD/ cassette 25’
development. Verification of meanings and change of verbs to the S IW, PW SB p. 58, ex. 1, 2
infinitive. Classification of words by verbs or nouns. WB p. 51, ex. 1-3; Diccionario
Listening and verification. Consultation and WB p. 118 Word bank: development;
verification. Consultation of the word bank and
1 elaboration of exercises.
Understand general and/or R, LC T – Ss SB pages 58-59, ex. 3-8 30’
specific information. Observation and comment of pictures. Reading and S PW
completion of text. Listening and verification of
answers. Second reading and completion of
summary. Location and classification of words in TG p. T59
the text. Oral practice.
Optional activity (all classes): definitions.
Optional activity (stronger classes): our future.
Identify and repeat carefully Listening of words and identification of the stressed L, S T – Ss IW TG p. 106; CD/cassette 15’
the pronunciation of the suffix syllable. Listening and repetition of words. LC WB p. 135, Pronunciation bank ex. 1,
–tion. T – Ss IW 2
Study of the rule and observation of examples. G PW 45’
2 SB p. 60,ex. 1-5
Use adequately the Consultation of grammar if necessary, elaboration
auxiliaries will and might to of exercises and correction. Dictation. WB p. 102, Grammar Bank
express opinions and WB p. 52, ex. 1, 2
predictions about the future.
Interiorize the formation and Translation of the examples and completion of the G T – Ss SB p. 60, ex. 6-8 60’
use of the first conditional. grammar rules for the formation and use of the first LC IW WB p. 52, ex. 3, 4; Grammar
conditional. Consultation of the grammar section if bank, p. 102
3
necessary. Practical realization and correction of
exercises. TG p. T60
Optional activity (weaker classes): first conditional
Practice the functional Optional activity (stronger classes): a survey. LT, LC IW, PW SB p. 67, ex. 5-9; CD/cassette 30’
8 language. S WB p. 57, ex. 8, 9
Observation of the expressions used in the text MultiROM: unit 6 – dialogue
messages. Completion of the conversation,
listening and verification of answers. Practice of the
oral language being careful about the rythm and
entonation of sentences. Exercises and
consultation of doubts if needed. Preparation of a
personal dialogue and oral practice.
Extra activities (stronger classes): more practice WB p.123, Word Bank Extra! ex.1, 2
TRB p. 83, Extension Worksheet
Assess the knowledges Taking the test of unit 6 TD IW TRB pages 28-30 60’
10
learnt in this unit. CD/cassette
Revise the essential contents Optional general revision of the contents to make LT IW, WB pages 59-60, ex. 1-8 60’
studied so far. the student aware about the progress carried out or T –Ss SB pages 98-99, ex. 1-9;
11 the need to keep studying and make a bigger effort. CD/cassette
Consolidation of contents since taking the WB p. 131, ex. 1, 2
Curriculum extra 2.
Assess the knowledges Taking the End-of-term test 2 optional. TD IW TRB pages 31-33 60’
12
learnt thoughout the term. CD/cassette
Write a letter giving advice to Reading of the pattern and the writing plan. W IW, PW SB p. 85, ex. 6, 7 35’
solve a personal problem. Preparation of the text following the directions. WB p 75, ex. 5, 6
7
Composition and revision of the text and
comparison in pairs. TG p. T85
Revise the contents of the Work the Progress Check and assess the personal LC T – Ss WB p. 76, ex. 1-5 30’
unit. progress. Solving doubts if necessary and IW
9 correction. WB p. 107, Grammar Bank ex.1-5
Extra activities (weaker classes): more practice MultiROM: Grammar and
vocabulary
TRB p. 86, Revision Worksheet
Extra activities (stronger classes): more practice WB p.127, Word Bank Extra! ex.1, 2
TRB p. 87, Extension Worksheet
Revise the contents studied Optional general revisión of the contents to make LT T –Ss WB pages 77-78, ex. 1-9 60’
10 so far. the students aware about their progress or the LC IW
need to keep on studying and make a bigger effort.
Assess the progress of the Carrying outthe test in unit 8. TD IW TRB pages 37-39 60’
11
students. CD/cassette
Learn vocabulary connected Copy the word web in the notebook and associate LC IW, PW SB p. 88, ex. 1, 2; Diccionario 25’
with the construction world. with the elements in the picture. Verification of S T – Ss WB p. 79, ex. 1-3; p. 128 Word
meanings of the listed words and classification in bank: building
the word web. Practice, consultation of the
vocabulary section if necessary and correction.
1 Understand general and/or Listening and reading of the text and completion of R, S T – Ss CD/cassette 30’
specific information. the chart with the American words that appear in LC IW, PW SB pages 88-89, ex. 3-7
the text. Second Reading and comprehension Diccionario
Reading. Extensive practice.
Optional activity (stronger classes): American TG p. T89
English.
Optional activity (stronger classes): Numbers.
Optional activity (weaker classes): asking and
answering questions.
Study the affirmative and Study of the rule and completion of the grammar G T – Ss IW, SB p. 90, ex. 1, 2 60’
negative forms of the passive chart. Consultation of the grammar section if PW WB p. 80, ex.1-3
2 voice: present and past needed. Exercises and correction. WB p. 108, Grammar Bank
passive. Optional activity (weaker classes): irregular verbs TG p. T90
Practicar el paso de voz Observation and comment of the changes when G T – Ss SB pages 90-91, ex. 3-5 35’
activa a voz pasiva. changing an active sentence into a passive. IW WB p. 81, ex. 4, 5
Consultation of the grammar section if needed. WB p. 108, Grammar bank
Exerciss and correction.
Memorize verb connected LC T – Ss IW SB p. 91, ex. 6, 7 25’
3 with construction. Verification of the meaning of verbs given and WB p. 81, ex. 6, 7; p. 128, Word
completion of the texts with the verbs in the Bank: construction verbs
passive. Consultation in the vocabulary section, TG p. T91
practice and correction.
Optional activity(all classes): questions and
answers
Revise the contents of the Work the Progress Check and assess personal LC T – Ss WB p. 86, ex. 1-5 30’
unit. progress. Solution of doubts if necessary and IW
9 correction. WB p. 109, Grammar Bank ex.1-5
Extra activities (weaker classes): more practice MultiROM: Grammar and
vocabulary
TRB p. 88, Revision Worksheet
Extra activities (stronger classes): more practice WB p.129, Word Bank Extra! ex.1, 2
TRB p. 89, Extension Worksheet
Assess the progress of the Carrying out the test in unit 9. TD IW TRB pages 40-42 60’
10
students. CD/cassette
Revise the contents studied Optional general revisión of the contents to make LT T –Ss WB pages 77-78, ex. 1-8 60’
during the term. the students aware of their progress or their need LC IW CD/cassette
11 to keep on studying and make a bigger effort. SB pages 102-103, ex. 1-8
Consolidation of contents from the completion of WB p. 132, ex. 1, 2
Curriculum extra 3.
Assess the consolidation Optional carrying out of the End-of-term test 3. TD IW TRB pages 43-45 60’
12 level of the objecctives of the CD/cassette
third term.
Assess the consolidation Optional carrying outof the End-of-year test 1.* TD IW TRB pages 46-48 60’
13 level of the objectives of the CD/cassette
course.
* The End-of-year test 2 (TRB págs. 49-51) is also available. It can be used as a recovery proof of the contents of the course for those students who have
not reached the objectives.
The classroom programme of English Alive! 4 that we present identifies the priorities and implications that involves the use of complementary material which
goes along with the project: the Teacher’s Book, the Student’s Book, the Workbook, the Basics Progress Book A, Basics Progress Book B, the DVD and the
Teacher’s Resource Book. We recommend to follow up the learning strategies and didactic advice contained in the Teacher’s Book. Apart from this, we must
say that it is an orientative classroom programme and that the teacher will always decide which activities get along better with his/her objectives and how to
focus his class. The objective of this classroom programme is to achieve a positive answer for the learning of the language and how it is learnt. We believe
that the teachers will, undoubtedly, adapt the activities in this classroom programme according to the needs of his/her students, regarding the teaching-
learning activities as well as the assesment activities.
Activate vocabulary Study of verbs, vocabulary and colloquial TD PW SB p. 4 ex. 1-3 55’
2 connected with usual expressions previously worked in other terms. WB p. 3, ex.1-3; p. 110, translate
activities. Revision of the pronunciation of s ﹢ consonant. the words; p. 133, s﹢consonante,
Listening of the CD/cassette. Exercises and ex. 1-3; CD/cassette
correction.,
Revision of the present Copy and completion of the chart noting the most G T – Ss SB p. 5 ex. 1-3 30’
simple and the present outstanding peculiarities. Completion of the e:mail IW WB p. 4, ej. 1, 2; Grammar bank
continuous. and write questions about it, substitution of words, p. 90
grammar study and correction of errors. Write
Remember the past simple affirmative, negative and interrogative sentences
3 and the position of adverbs from the words given. Arrange sentences. Revisión G T – Ss SB p. 5 ej. 4-7 30’
of frequency. of frequency adverbs. Wite sentences about actions IW, PW
already performed. Practice and correction.
WB p. 4, ex. 3, 4; Grammar bank
p. 90
Revision of how to use Make up sentences with quantifiers;sentences G T – Ss SB págs. 6, ex. 1-7 60’
countable and uncountable using the comparative and superlative. Practice and IW, PW WB p. 5, ex. 5-9; Grammar bank
quantifiers: much , many, correction in class. p. 90
4 some, any and a lot of. Use
comparatives and
superlatives.
Describe people, places and Reading the text in a loud voice to remember TD T – Ss SB pág. 9, ex. 8 25’
animals. specific information and be able to respond to the IW WB p. 7, ex. 2, 3; Word bank,
questions. pág. 112 Personality and feeling
adjectives.
2 Learn the use of the past Study from the examples given. Systematic revision G T – Ss 35’
simple and past continuous, from the grammar bank. Exercises and correction. IW, PW SB p. 10, ex. 1-4
using who, where… WB p. 8, ex. 1-3; Grammar Bank,
p. 92
Memorize vocabulary to Reading and study of the grammar section. Guided LC T – Ss SB p. 10, ej. 6 35’
indicate possibility. practice, observation of the use of the adjectives G IW WB p. 8-9, ex. 4-6; Grammar
which express feelings, as well as past tenses Bank p. 92
studied before. Exercises and correction.
3
Learn how to use adjectives Study of vocabulary.Asociation of the adjectives LC, W T – Ss SB p. 11, ex. 8, 9; CD/cassette 25’
ending in -ed/-ing to with the pictures. Practice from the instructions in IW, PW WB pg. 9, ex. 7
describe feelings and each case.
impressions.
Revise the grammar contents Attentive reading of the vocabulary in columns A, B, TD IW SB p. 13, ex. 10, 11 30’
in the unit. C in lines with numbersfrom 1 to 10. Reading of CD/cassette
the four situations and completion of the sentences WB p. 11, ex. 8, 9
of the text.
Listening of the CD/ cassette, checking the answers
6 and extensive practice. Dictation and correction.
30’
Understand specific Reading of text with controlled time.Explanation of R, S T – Ss SB p. 14, ex. 1-3
information of a newspaper the content understood. Second reading with IW, PW CD/cassette
article. listening of the text. Practice and correction.
Study different ways to make Reading of pattern and deduction of the paragraphs LT IW, PW SB p. 15, ex. 4-7 60’
a description. arrangement. Listening and completion of the text. W T – Ss CD/cassette
7 Study and translation of time connectors and WB p. 12, ex. 1-3; p. 13, ex. 4-5
practice on the preparation of texts.
Practice the English Obtain information about the Singer. Contrast of TD T – Ss SB p. 17, ex. 1-5 20’
language following the song this information with the pop file. Completion of the PW CD/cassette
Cry me a river. lyrics of the song. Verification from the listening.
Carrying out exercises and comparison of results
in pairs.
Revise the contents in the TD T – Ss WB p. 14, ex. 1-5 40’
10 unit. Carrying out the Progress Check of the unit and IW
get aware of the acquired level. WB p. 91, Grammar Bank, ex.1-5
MultiROM: grammar and vocabulary
TRB p. 72, Revision Worksheet
Find specific information in a Observation and comment of the photograph in the TD T – Ss SB pages 18-19, ex. 3-8 60’
text. text. Reading,listening, finding words and PW CD/cassette
comprehension of the meaning of the text.Reading
2
comprehension exercises, Exchange of opinions
and correction.
Use the Present Perfect General revision of the past simple of verbs. G, LC T – Ss SB p. 20 ex. 1-4 40’
Consultation in the grammar section.Study IW WB p.16, ex. 1-4; Grammar Bank,
introductory particles and exhaustive practice. p. 94
Rememeber the past simple General revisión of the charts of irregular verbs.
3
of regular and irregular Recommendation of a revisión of the past simple. SB p. 20, ex. 5-6
verbs. Study the particles ago, for and during, yet, already, G, LT T – Ss WB p. 22-23, ex. 4 20’
just..Exercises and correction. PW WB p. 144 Irregular verbs
Memorize the past simple of Study of verbs and expressions. Use of yet, just, TD PW SB p. 21, ex. 7 - 10, 50’
the most common irregular already. Study and assessment of acquired T – Ss WB p. 17, ex. 5-9; Word Bank,
verbs. knowledges consulting the chart of verbs. pág. 114, past simple and past
Listening and repetition of words according to the participle forms; p. 144, irregular
Improve the pronunciation of pattern given. Differentiation of verbs according to verbs
4
the past of regular verbs. their ending and verification. S IW 10’
WB p. 134, ex. 1-3
Use time expressions from Reading of the examples. Comprehensive G IW, PW SB p. 22-23, ex. 6-12 ; 60’
the past simple and present observation of the grammar and study of the T – Ss CD/cassette
perfect. peculiarities of each verb tense. Consultation of the WB p. 19, ex. 5-8; Grammar Bank
6
grammar section. Exhaustive practice, dictation and p. 94
correction
Inform about one own’s life Reading of pattern text. Proposal of sentences R, LT T – Ss SB p. 24, ex. 1, 2 45’
and the other. which can complete it. Listening, verification and IW, PW WB p. 20, ex. 1, 2
completion of the text. General comprehension,
choice from essential, true and false. Answer the
questions and correction.
7
Reading of the statement and key words. Listening
Get used to taking notes. of the conversation. Practice in taking notes of SB p. 24, ex. 3-4; CD/cassette
essential information.Compilation from oral or LT IW 15’
written information.
Learn how to use the Reading, translation and completion of sentences TD, L1 T – Ss SB p. 25, ex. 4-6 , CD/cassette 30’
connectors while, suddenly, using connectors to arrange the story. Practice to PW WB p. 21, ex. 3, 4
as, the next moment, when y solve doubts.
afterwards.
8
Preparation of the composition from the indications
and using the appropiate vocabulary. SB p. 25, ex. 7-9
Write about a personal W IW WB p. 21, ex. 5, 6 30’
experience.
Practice some contents of General revisión of dialogues. Vision of episode 1. LC, LT IW, GW DVD Episode 1 60’
the unit. General comprehension, completion of exercises. TRB
Second vision and exercises. Preparation for the SB p.27, ex. 4-5
carrying out of the test, solving doubts and WB p. 22, ex. 1-6 ; 114
correction. Carrying out of the progress check with
solution of doubts if they come up.
Understand aspects of a Observation of the pictures, deduction of the written TD T – Ss SB p.28- 29, ex. 4-9; CD/cassette 60’
healthy life style. content, using of dictionaries if necessary, reading PW, GW
2
and listening of the text. Exercises and revisión.
Learn to express ability and Revision of the vocabulary learnt in previous terms. G T – Ss SB p. 30, ex. 1-6 60’
obligation. Reminder about Word order in sentences. PW WB p. 26-27, ex. 1-5 ; p. 96
3
Expansion, practice and correction in class. Grammar Bank
Learn the reflexive pronouns Comment about what we can do or must do. LT, LC IW SB p. 31, ex. 7-10; 45’
and its use. Exercises and correction. WB p. 27, ex. 6, 7; Word Bank,
pág. 116; Pronunciation Bank,
Detailed observation of the photographs and pág. 134, ex. 1-3
reading of the text with them. Formulation of
4 hypothesis, completion of sentences. Reading and SB p. 32, ex. 1-2
Get some specific choice of the correct expression. CD /cassette
information about healthy life L PW 15’
styles.
Express ability and obligation Reading and listening of the texts. Thinking about S,R IW, PW SB p. 34, ex. 1-3; CD/cassette 60’
naturally the opinions given. Émphasis on the meaning and WB p. 30, ex. 1-2
6 utility of pronouns. Completion of exercises and
comparison of the answers with those of the
classmates. TG
Revise the use and the Revision of the meaning of the words to complete LT T – Ss SB p. 35, ex. 4-7 25’
meaning of can, could, must, the text using the dictionary if needed. Attentive W IW WB p. 30-31, ex. 3-4
might. reading of the text.Listening and completion with diccionario
the words missing. Explanation of the difference
7 between can and must from some examples.
Preparation of the text from the ideas and pattern W IW SB p. 35, ex. 8 35’
Write a text similar to a given. Spelling and content revision. WB p. 31, ex. 5-6
pattern given.
Learn vocabulary connected Verification of the knowledge of the meaning of the TD T – Ss, SB p. 36 ex. 1, 20’
with ways of life. words given. Comment about life styles. PW CD/cassette, diccionario
Study the future forms Explanation on the board of the meaning of the G T – Ss IW SB p. 40,ex. 1-6 60’
verb tense with examples. Observation of the PW WB p. 34-35, ex.1-6
structure of this verb, consultation in the grammar WB p. 98, Grammar Bank
2 section, practice in the formation of affirmative and
negative forms of will and be going to. Exercises
and correction.
Learn how to use just with Practice and correction of exercises. Dictation. G T – Ss SB p. 41, ex. 7-8 30’
the present perfect. IW WB p. 35, ex. 7-8; Grammar bank,
Asociation of the pictures with the words. Study of p. 98
the vocabulary, word formation and compound
3 Memorize compound nouns. expressions. Guided practice. LC T – Ss IW SB p. 40-41, ex. 5-9 ; CD/cassette 30’
WB p. 35, ex. 7-8; p. 118, Word
Bank: Luxuries
Learn expressions of time Translation of the time expressions given. LT T – Ss, SB p. 45, ex. 7-8 30’
connected with verb tenses. Association with the corresponding verb tenses. IW CD/cassette
Awareness of the possibilities in each case. WB p. 38-39, ex. 3, 4
Exercises and correction.
7
Reading of the pattern and the writing plan.
Write a formal letter Preparation of the text following instructions. SB p. 45, ex. 9-12
Individual composition and comparison in pairs of W IW, PW WB p. 39, ex. 4-5 30’
the task carried out.
Revise the contents of the Assessment of knowledges before taking the exam LC T – Ss WB p. 40, ex. 1-5 30’
9 unit. of the unit: Progress Check. Resolution of doubts if IW
needed and correction in class.
WB p. 99, Grammar Bank ex.1-4
MultiROM: Grammar and Vocabulary
TRB p. 78, Revision Worksheet
Learn vocabulary regarding Completion of the text with the figures listed. LC T – Ss CD/ cassette 25’
inventions. Verification of meanings and identification of S IW, PW SB p. 58, ex. 1, 3
pictures. Listening and verification. Consultation of WB p. 51, ex. 1-3; Diccionario
1 the word bank and exercises. WB p. 118 Word bank: inventions.
Observation and comment about the pictures.
Reading and completion of the text. Listening and
Compile general and/or verification of answers. Second Reading and R, LC T – Ss SB pages 58-59, ex. 4-9 30’
specific information. completion of the summary. Finding words in the S PW
text and clasification. Oral practice.
Identify the use of: used to Listening of words and identification of the stressed L, S T – Ss IW TG p. 106; CD/cassette 15’
syllable. Listening and repetition of words. LC WB p. 135, Pronunciation bank ex. 1,
Use the auxuiliaries will and Study of the rule and observation of examples. T – Ss IW 3
2 might correctly to express Consultation of the grammar if needed. Exercises G PW 45’
opinions and predictions and correction. Dictation. SB p. 60,ex. 1-4
about the future. WB p. 102, Grammar Bank
WB p. 52, ex. 1, 3
Consolidate the use of Translation of the examples and completion of the G T – Ss SB p. 60, ex. 5-7 60’
relative pronouns. grammar rules for the formation and use of the first LC IW WB p. 52-53, ej. 4-6; Grammar
3 conditional. Consultation of the grammar section if bank, p. 102
needed. Practical training and exercises.
Understand written and oral Reading of the summaries and prediction of the R, L, S T – Ss SB p. 64, ex. 1-3; CD/cassette 60’
texts. missing information. Think about the necessary LC IW, PW WB p. 56, ex. 1-2
information to complete the texts and formulation of
questions. Listening of the conversation and
answer to the questions made before.
6
Reading of the listed opinions, listening of the
conversation and identification of opinions. Study of
the phrase bank, personal expression and
exchange with a classmate. Exercises of reading
comprehension.
Compile the structure and Anticipation of the subject. Reading of the pattern LT T – Ss, SB p. 65, ex. 4-7; CD/cassette 30’
language used in an opinión and correction of errors. Listening and verification. LC IW WB p. 57, ex. 3-4
text. Translation of the expressions to introduce
opinions. Exercises and correction.
7
Write an opinión text. Reading of the pattern and the writing plan.
Preparation of the text following instructions. SB p. 65, ex. 8
Wording the text, revision and comparison, in pairs, W IW, PW WB p. 57, ex 5-6 30’
of the task carried out.
Revise the contents of the Realization of the Progress Check and assessment LC T – Ss WB p. 58, ex. 1-5 30’
unit. of the personal progress. Resolution of doubts if IW
9 needed and correction. WB p. 103, Grammar Bank ej.1-5
MultiROM: Grammar and
vocabulary
TRB p. 82, Revision Worksheet
Memorize comprehensively Observation of the people in the photos and LC T – Ss SB p. 68, ex. 1, 2 25’
vocabulary connected with formulation of hypothesis about the way they are. S IW, PW WB p. 61, ex. 1-3; p. 124 Word
types of people. Exercises and correction. bank: types of people; Diccionario
1
Identify general and/or Reading and listening of the text to respond to the CD/cassette 30’
specific information. initial questions. Second reading and reading R T – Ss SB pages 68-69, ex. 4-10
comprehension.Translation of sentences and PW
finding expressions in the text. Oral and written
exercises.
Express likes and Study of the chart and finding examples in the text G T – Ss IW SB p. 70, ex. 1-4 CD/cassette 50’
preferences with the auxiliary (p. 69). Consultation in the grammar section. PW WB p. 62, ex.1-4
would and like+ -ing Eercises, dictation and correction. WB p. 104, Grammar Bank
Listening and identifying the words listened. T – Ss
2 WB p. 135, Pronunciation bank ex. 1,
Identify and repeat carefully Listening and repetition of the examples. L, S IW 10’
the pronuntiation of silent LC 3
letters.
Use too, so and such Completion of the chart and inference of the use of G T – Ss SB p. 70, ex 5-7 60’
too, so and such. Consultation in the grammar IW, PW WB pages 63, ex. 5-6; p. 104
3
section if necessary.. Practice and correction of GW Grammar bank,
exercises.
Understand written texts to Study of the skill focus. Reading of the text and R, L T – Ss SB p. 74, ex. 1, 2; CD/cassette 30’
transfer information. completion with information of the questionnaire. LC IW WB p. 66, ex. 1, 3
Listening and verification of answers. Extensive
Present personal ideas. practice.
6 S PW, GW SB p. 74, ex. 3-4 30’
In pairs, choose a proposal and answer the LC
questionnaire.Study of the phrase bank and
preparation to present the ideas in front of the rest
of classmates.
Compile the structure, format Observation of the pattern and identification of the LT T – Ss, SB p. 75, ex. 5-8 25’
and language of the letters to format and usual expressions in letters. Translation LC IW CD/ cassette
present a probleme. of expressions. Exercises and correction. WB p. 67, ex. 4-5
7
Study of the pattern and the writing plan. W SB p. 75, ex. 9
Write a letter . Preparation of the text following the instructions. IW, PW WB p. 67, ex. 6-7 35’
Composition, revision and comparison, in pairs, of
the task carried out.
Revise the Past perfect and Translation of examples and completion of the rule. G T – Ss IW SB p. 80,ex. 1-5 60’
simple Consultation in the grammar section. Exercises and PW WB p. 70, ex.1-5
2
correction. WB p. 106, Grammar Bank
Practice the most frequent Translation of examples and consultation in the G T – Ss SB p. 81, ex. 6-8 30’
combinations of verb﹢ grammar section, if necessary. Practice training IW WB pages 71, ex. 6-7; Grammar
preposition. and correction of exercises. bank, p. 106
3
LC T – Ss IW SB p. 81, ex. 8-11
Memorize adverbs and WB p. 71, ex. 7-9; p. 126, Word 30’
practice their use. Bank: verb ﹢ preposition
Understand oral information. Reading of the information and formulation of L IW, PW CD/ cassette 20’
hypothesis. Listening about different groups. SB p. 82, ex. 1-4
Second listening and hearing comprehension.
4 Use the 3rd conditional Translation of examples and completion of the rule. G T – Ss SB pages 82-83, ex 4-10, 40’
Consultation of grammar. Exercises, dictation and IW CD/cassette
correction. WB p. 72, ex.1-4; 106, Grammar
Bank
Revise the contents of the Realization of the Progress Check and assessment LC T – Ss WB p. 76, ex. 1-5 30’
unit. of the personal progress. Resolution of doubts if IW
9 necessary and correction. WB p. 107, Grammar Bank ex.1-6
MultiROM: Grammar and
vocabulary
TRB p. 86, Revision Worksheet
Learn vocabulary connected Answer the questions and consult the words in LC IW, PW SB p. 88, ex. 1, 2; Diccionario 25’
with the world of blue. S T – Ss WB p. 79, ex. 1-3; p. 128 Word
communication. Listening and reading of the text and completion of bank: collocations: communication
1 the chart with the words in American English in the
text. Second reading and realization of the
Understand general and/or comprehension exercises. Extensive practice. R, S T – Ss CD/cassette 30’
specific information. LC IW, PW SB pages 88-89, ex. 4-8
Diccionario
Study reported speech Study of the rule and completion of the grammar G T – Ss IW, SB p. 90, ex. 1-4 60’
chart. Consultation of the grammar section if PW WB p. 80-81; ex.1-5
2
necessary. Exercises and correction. WB p. 108, Grammar Bank
TG
Practice reported speech Observation and comment of the changes in G T – Ss SB pages. 91, ex. 5-8 35’
reported speech. Consultation of the grammar IW CD/cassette
Memorize reporting verbs section if necessary. Exercises and correction. WB p. 81, ex. 6-8
WB p. 108, Grammar bank
3
Verification of meanings of the verbs given and LC T – Ss IW 25’
completion of the texts in reported speech. WB p. 128, Word Bank: reporting
Consultation of the vocabulary section, practice and verbs
correction.
Understand English and Irish Reading of the information and observation of the L IW, PW CD/ cassette 20’
expressions. photographs. Formulation of hypothesis, listening SB p. 92, ex. 1-3
and checking of the interview. Second listening and
comprehension of specific information.
4
Completion and translation of the questions. Study G T – Ss SB pages. 92-93, ex. 4-9; 40’
and analysis of the questions. Consultation of the IW CD/cassette
grammar section; exercise and correction. WB p. 1088 Grammar Bank
Dictation.
Learn to write an interview in Reading of the titles of paragraph and decide where LT T – Ss, SB p. 95, ex. 5-7 25’
reported speech. the pattern text should be divided. Study of the LC IW WB pages 85, ex. 4-6
language point and substitution of words by the
appropiate synonym. Exercises and correction.
Write a text in reported
7
speech. Reading of the pattern and the writing plan. W IW, PW SB p. 95, ex. 8-9 35’
Preparation of the text following the instructions. WB p. 85, ex. 7-8
Composition and revision of the text and comparing
in pairs.
Practice the English Observation of the headlines of a newspaper. TD IW, PW SB p. 96, ej. 1-5; CD/cassette 40’
language. Listening and completion of sentences. Observation WB p. 85, ej. 9-10
of the dialogue and the phrase bank. Oral practice MultiROM: unit 9 – dialogue
trying to improve the rythm and entonation. Making
up own dialogues and presentation in the class.
8
TD T – Ss CD/cassette 20’
Follow up the song These Reading of the pop file and answer to the SB p. 97, ej. 1-3
words questions. Listening of the song and arranging the
mixed up verbs. Comprehension of the song and
oral expression.
Revise the contents of the Realization of the Progress Check and assessment LC T – Ss WB p. 86, ex. 1-4 30’
unit. of the personal progress. Resolution of doubts if IW
9 necessary and correction. WB p. 109, Grammar Bank ex.1-4
MultiROM: Grammar and
vocabulary
TRB p. 88, Revision Worksheet