Smart+Planet+2 TeachingProgramme LOMCE 2015 Eng

Smart Planet 2
Ben Goldstein & Ceri Jones
2nd ESO
Teaching Programme
Smart Planet 2 / Teaching Programme 1st Cycle ESO - 1- © Cambridge University Press 2015
INDEX
1 Methodology
1.1 Theoretical Basis
1.2 What does Smart Planet offer?
1.3 Components
2 Objectives
3 Competences
3.1 Introduction
3.2 Smart Planet's contribution to acquiring competences
3.3 Competences in Smart Planet
3.4. Learning styles
4 Contents
4.1 Contents blocks
4.2 Core contents
5 Learning standards
6 Assessment
6.1 Presentation
6.2 Assessment criteria
6.3 Assessment in Smart Planet
6.4 Assessment tools in Smart Planet
6.5. Qualification criteria
7 Educational needs
7.1. Introduction to the concept of attention to diversity
7.2. Attention to diversity in Smart Planet
8 Development of teaching units
8.1 Contents
Block 1. Comprehension of oral texts
Block 2. Production of oral texts
Block 3. Comprehension of written texts
Block 4. Production of written texts
Ø Linguistic knowledge
- Communication functions
- Vocabulary
- Syntactic-discursive contents
- Graphic patterns and sounds
- Classroom language
Ø Learning strategies
Ø Sociocultural and sociolinguistic aspects
8.2 Competences: Descriptors – Activities

8.3 Social awareness
8.4 Cross-curricular links
8.6 Contents - Assessment criteria - Competences
Annex - KEY COMPETENCES ASSESSMENT RUBRIC
1 INTRODUCTION TO THE METHOD
1.1 Theoretical Basis
Smart Planet is a method for teaching English designed for Compulsory Secondary
Education (ESO – Educación Secundaria Obligatoria), achieving the objectives
established by the curriculum for and preparing students for the Cambridge Preliminary
English Test (PET). Bearing these objectives in mind, it is important to underline the
practical nature of this method, allowing students to complete 1 this academic stage
having learned enough to be able to take an internationally recognised exam previous
to the First Certificate. In this way, the method meets a double objective: for one thing,
giving students training about indispensable and practical strategies, skills and abilities
for learning a foreign language, and, for another, allowing them to study for an
internationally accepted exam, PET. Bearing in mind the Common European
Framework of Reference for Languages(CEFR), the method's objective is that students
finish ESO with almost B1 standard language competence and, specifically, Smart
Planet 2 has been drawn up to cover A1+ up to A2 level.
Smart Planet is designed to cover both students' and teachers' needs in a complete,
dynamic, entertaining and rigorous fashion. The aim is not just to consolidate already
acquired knowledge but also to be aware of it practical use. In the same way, the
method has been written in such a way that students can understand and accept the
fact that learning a second language, in this case English, is a continual process to be
carried out over time, which is one of CEFR's basic principles. In addition, Smart
Planet helps students to prepare each exam strategy gradually and in depth, which
allows them to develop a full, rigorous view of the linguistic characteristics of English by
using the four skills.
The teaching approach guarantees learning, the revision and consolidation of different
aspects of oral and written language using carefully prepared material which, for
example, encourages an approach to grammar based on deduction. As mentioned
above, this method provides teachers with the material they need to help and direct
students to obtain a consolidated intermediate level in line with terms established by
CEFR. In order to do this in a dynamic, attractive way, the topics which the units are
based around have been carefully chosen to be interesting for the students, connected
with their surroundings and/or real life. Carefully prepared, attractive presentation,
combined with the use of strategies, activities and various different approaches,
contributes towards students' motivation.
Thanks to the method's methodological guidance, students will study the curricular
contents in a simple, effective and gradual way, following a clear structure and a variety
of activities which will consolidate practical as well as theoretical knowledge. The four
skill are developed in this method in such a way that students can understand (using
the deductive approach already mentioned) and assimilate contents not only to study
for PET but also to use English in a practical way in real situations.
The method's most important facets include:

1
Throughout this programme, the terms “teachers” and “students” will be used as often as possible.
 Clearly presenting objectives.
 Linking contents and activities with key competences.
 Choosing topics carefully in order to motivate students and, at the same
time, make learning meaningful for them.
 Providing many opportunities for paying attention to diversity.
 A natural way to use what is learned about the four language skills.
 Encouraging students to be able to work by themselves.
 Emphasis on the deductive method as a mechanism for students'
learning and assimilating grammar contents.
 Making extensive, well programmed use of videos as a teaching
resource.
 Special attention to Spanish speakers' typical mistakes when learning
English.
There are nine units in Smart Planet, each of them centred around topics which, as
mentioned above, help to motivate students thanks to their current relevance, because
they are connected with students' interests or because they deal with daily life and, as
such, are relevant. Specially attention is paid to revision as a learning strategy. To start
with, students revise contents which they have learned in the previous Starter Units.
There is also a Review section at the end of each unit. Finally, there is a Unit Review…
every three units whose objective is to reinforce the objectives studied in those units.
There is also a Get it right! section every three units. These deal with the typical
mistakes which Spanish-speaking learners of English as a second language make and
which have been examined during these units.
Each unit includes specific sections for developing each of the language skills. There
are also two grammar sections: Grammar 1 and Grammar 2, whose contents are the
theoretical basis for the method and make it easier to revise the Grammar Reference at
the end of the book.
Smart Planet is designed to make it possible to incorporate new grammar concepts

gradually, increase vocabulary and consolidate better language abilities. The method
also makes sure that learning is meaningful, which means that students are motivated
by seeing how important English is and, consequently, how important learning it is,
bearing in mind both personal factors (full personal development, as described by the
legislation) and work-related factors (for example, the key competence "Sense of
initiative and entrepreneurship": see below).
As we have said, this method's objectives are to cover students' real, objective needs
in terms of CEFR parameters. The objective is to stimulate continual, practical learning
which also stimulated students (at the current time and for the continual learning
involved in acquiring a second language). This method also helps students to study for
PET, as we have said, an internationally recognised exam which is preliminary to
Cambridge First Certificate.
1.2 What does Smart Planet offer?
The materials in Smart Planet have been put together with the attitude that the
students are not mere language learners. The students are taken to be, at all times,
explorers who are investigating every facet of the process of learning.
It is for this reason that Smart Planet is a method for teaching English which is
eminently practical and is based on two basic approaches in terms of method:
1. An interactive approach, focusing on teaching the use (and development) of

language skills.
2. Deduction as one of the pillars of learning.
To do this, the sequence of concepts has been carefully prepared, as has the
presentation of contents, the logic of the work carried out in the activities and the
activities in themselves. Likewise, the young target audience for the method has been
taken into account when choosing images, texts, audios and videos, along with
material design and graphic presentation.
Smart Planet takes into account the need to create a positive learning atmosphere in
the classroom. Making this a reality will depend, to a large extent, on each teacher's
ability to open paths of communication with the students and so their good mutual
understanding; it will also depend on the creation of a motivating framework of mutual
interaction between teacher and student, student and student. And Smart Planet takes
this into account by presenting the tasks in a clear way, addressing each concept using
various different exercises and not just repetition, encouraging students to work in pairs
and in groups, encouraging students to show their homework in class and giving
students continual opportunities to check their own progress.
Smart Planet 4 a greater number of productive activities with which students can
develop their competences with written and oral expression (speaking and writing
competences), as the same time as they continue developing their oral and reading
comprehension (reading and listening competences).
Furthermore, the work carried out in English Profile has been taken into account when
choosing the vocabulary to be learned throughout the method. Investigation carried
out during this project has made it possible to identify what the students know and what
they are able to do in English on each CEFR level of language learning. The above,
along with the age of the students in each year of ESO, has fixed the framework for the
vocabulary to be taught.
The teacher becomes a guide and facilitator for learning during work in pairs,
groups and role plays. This type of communication activities give students the chance
to work independently, without the teacher. During this type of activities, the teacher
stays to one side and only supervises and intervenes as necessary.
Smart Planet offers simple, clear methodology in which the following may be
underlined:
- For teaching grammar: a method based on students' deductions, although a more

inductive approach is taken when revising grammar concepts which students
should have studied in previous years. However, when dealing with new points, the
method is designed to help students understand it by themselves, thanks to their
own effort, and not thanks to the teacher's explanations. This is designed to obtain
stronger, permanent acquisition of knowledge. New concepts are presented by
reading texts or listening to them; the material to be studied is emphasised just
above the tables on which students carry out their deductive work. In any case,
students are given references for checking grammar contents in the theoretical
section at the end of the book (which students can also use for revision purposes).
The exercises have been carefully sequenced, going from those with more
guidelines to those which students can do with greater freedom. And at the end of
each page students can make use of what they have learned (Your Turn activity).
- For teaching vocabulary: each vocabulary section includes a highly visual
presentation with will catch students' attention and help them to learn new
vocabulary, which is displayed in boxes. Many exercises are provided in order to
work on new vocabulary using different strategies in order to make it easier to
learn. And recordings are provided to help students improve their pronunciation.
Finally, we should underline once more the Your Turn activity at the end of each
page.
- For teaching language abilities: although the methods used are various, in other
words, work is carried out simultaneously on the four skills (as is natural when
dealing with communications), it is appropriate to mark out certain educational
facets with regards to each one:
 Speaking: this method offers numerous activities which promote oral
interaction between students either in pairs, small groups or as a class. The
objective is always to use the vocabulary and grammar points studied. The
most natural context possible is always used: students are asked to talk
about themselves and their surroundings, express their opinions, their
preferences, their thoughts… Specifically, each unit includes a section
designed for using language in a practical way in role plays which
reproduce every day situations. This section is complemented by a video
which allows students to talk about themselves: young Britons and
Americans answer a question about themselves and students too are
asked to answer it.
 Writing: the method deals with writing different types of written texts (eg. e-
mails and posts). As well as focusing on the unit's own contents, students
are helped to expand their knowledge (eg. new vocabulary) and learn to
use particular things in writing such as connecting words, expressions to
use at the start and finish of written texts, etc. Students always start with
the model of the type of text to be studied; they analyse it and look at its
parts and sentences to use in their own writing. At the end of each section,
each students has to write the same type of text.
 Listening: this method offers numerous opportunities to listen to native
English speakers. Both vocabulary to be learned and functional language is
offered in audio format (which, as we have said, makes it easier for
students to hear correct pronunciation), and texts and conversation models
are also available in recordings. Comprehension of oral messages is aided
by the contextualisation of what is going to be heard: working with the texts,
oral interaction situations with familiar and everyday possibilities, etc. In
addition, special care has been taken with the graphic material for listening
tasks. This helps students to focus and teachers to point out the points
which are going to be studied. Of course, all the skills are going to be
worked on in the Workbook activities, but we would like to emphasise this
as part of Listening because it enables students to carry out individual work
and also concentrate on their own rhythm of learning, using the exercises
available at their own discretion (eg. playing the audio as many times as
they need to).
 Reading: Smart Planet seeks out what is essential and motivates reading,
which is the key method for developing this skill: students have to read and
have to be motivated to do so. As we have said before, the texts have been
carefully selected for the students to find their contents attractive. Each unit
includes two texts, varied in terms of format and presentation. The first
usually has a contemporary look, a blog or a forum, and allows students to
study previously seen vocabulary and also present the vocabulary to be
studied on the following page. The second text is also attractive because of
its cultural dimension. There are also reading texts on the CLIL pages and
teachers can offer other reading material thanks to Cambridge Discovery
Education Interactive Readers.
- Fro teaching pronunciation: in each unit there is a specific section for working on
different aspects of pronunciation: accent (word stress), especially difficult sounds,
intonation and prosody. The first approach is always imitation, but students must
also understand the importance of pronouncing reasonably well: firstly, in order to
make oral communication easier and, later, with more specific arguments such as
words which have different meanings depending on subtle differences in
pronunciation and which may confuse listeners (leave vs live). The method also
emphasises correcting Spanish speakers' typical mistakes and encourages
students to concentrate on the material offered in Say it right!, which is part of Get
it right!
1.3 Components
Smart Planet includes a Student's Book (Student's Book with a DVD-ROM), an

Activities Book (Workbook) and the Teacher's Book (Teacher’s Book), which includes
the Class Audio CDs and the Smart Resources DVD-ROM. Both the Student's Book
and the Activities Book area available in digital format (Digital Student's Book and
Digital Workbook); other digital materials include Digital Planet (available on DVD-ROM
and on-line), the Smart Augmented Reality App, the Test Generator and web resources
(Web resources).
The Student's Book has 128 full-colour pages.
- There is a first unit (Starter Unit) for introducing the contents and revising the
contents of the previous educational stage.
- There are 9 main units, each of 10 pages, with grammar sections, vocabulary,
listening and reading. The four skills are worked on in all units and there are also
opportunities for students to practise oral communication (Your Turn section). In
each unit four videos are used in the section called Discovery Education. There is
also a revision page at the end of each unit.
- Every three units – at the end of units 3, 6 and 9 – there are two especially
relevant pages. Firstly, the Get it right! page, taken from the Cambridge English
Corpus, which allows students to revise Spanish speakers' most common
mistakes when learning and using English. The following page (Review) enables
students to revise the language contents studied in the previous three units.
- There is a total of 24 pages of extra material. This material consists of nine pages
of inter curricular contents (CLIL), three pages about work to be carried out in
groups (Project), nine sections (one per unit) to concentrate on certain areas of
pronunciation (Pronunciation), grammar reference which brings together those
contents unit by unit to make learning them easier or to revise them (Grammar
reference) and, finally, a page with an irregular verbs table and phonetic symbols.
There are 128 black and white pages in the Activities Book which include:
- A Starter Unit for revising Primary Education contents.
- Activities blocks for each unit, each one with six pages of activities for looking at
what has been learned once more without just repeating previous exercises
mechanically. At the end of each block there are two revision pages and every
three blocks there is a revision page which brings the contents of the three units
together.
- As in the Student’s Book, every three units there is a page for examining the
most common mistakes, Get it right!, with a specific subsection for looking at
spelling mistakes (Spell it right!), and another page of general revision (Review).
- Nine pages with specific activities to study vocabulary (Vocabulary extra).
- The audio transcriptions.
- 20 pages about grammar (Grammar reference) with explanations in Spanish on
the left-hand page and practical activities to assimilate properly on the right-hand
page.
- A vocabulary list (Wordlist) of words used with phonetic transcriptions.
- A final page with a list of irregular verbs.
The Teacher's Book includes:

 A presentation of the method and its sections: this gives teachers a quick view
which will enable new teachers to use it with greater ease.
 A table connection the CEFR descriptors with the book's contents.
 Various pages connecting the competences with the different sections and/or
activities and exercises in each unit.
 A section about the methods on which the materials used in Smart Planet are
based. In this way teachers' greatest possible understanding of the method is
obtained, which also means that students will get the most from it. More
specifically, Ben Goldstein talks about the importance of using videos in the
classroom. The method's flexibility and evaluation are also dealt with.
 Teaching notes for the Student's Book's 9 units including:
- each unit's objectives;
- a table connecting learning with competences.;
- step-by-step notes for each activity;
- suggestions for optional activities (Optional activities), including some
specific ones for the most able students (Fast finishers);
- teaching suggestions (Teaching tips);
- complementary information about cultural contents (Background
information);
- panels with the information needed to work with three of the four videos
Discovery Education;
- the solutions for all the activities;
- transcriptions of the recordings and exercises requiring oral comprehension.
 Teaching notes for the CLIL pages; this includes the information panel for the
fourth Discovery Education video in each unit.
 Detailed explanations for dealing with the work in each Project.
 Transcriptions of the videos.
 Activities Book solutions.
 Various pages of games to make learning fun (Games bank)
 The Class Audio CDs include recordings of all the exercises, both from the
Student's Book and the Activity Book.
 The Smart Resources DVD-ROM includes 36 videos for the Discovery
Education section in the nine units and a considerable amount of printable
material, including:
- exams for initial assessment, for each unit, for the end of the term and final
assessment, with two degrees of difficulty, and with matching audio files for
the oral comprehension exercises;
- oral exam practice;
- extra exercises for practising grammar and vocabulary, with two degrees of
difficulty;
- exercises to increase vocabulary;
- activities for communication interaction in pairs;
- drama activities for encouraging dialogue;
- extra oral comprehension activities (with the audio files);
- widening cultural information;
- activities for working with videos;
- puzzles and quizzes.
The DVD-ROM with the Student's Book (Student’s DVD-ROM) includes all the
Discovery Education videos along with a range of interactive activities which will help
students to understand the videos better. For each video there is a self-correctable
exercise which students will do, having the possibility to watch each video as they wish
(with or without subtitles, pausing it when they wish, watching sequences again…)
The digital versions of the Student's Book and the Activities Book include
hundreds of interactive activities as well as all the audios and videos from Discovery
Education.
The method includes a considerable amount of materials for use on the digital white
board, known as Digital Planet, and includes:
- digital versions of the Student's Book and the Activity Book along with the audio
files and videos and the answers;
- the exercises and activities for these two materials in interactive format, which
makes their presentation in class easier, including the videos for Discovery
Education;
- the digital version of the Teacher’s Book in English and Spanish;
- synchronised access from the activities in the Student’s Book to those
connected with the Workbook, along with notes for the teacher and the
answers;
- tools for teachers to be able to include notes or hyperlinks between the contents
of any of the books (Student, Activities and Teacher);
- a "digital flip chart" which teachers can use during the class and, of course,
keep at the end;
- a page with direct access to all the audios and videos in each unit.
Online access to Digital Planet is on the publisher's web page:
www.cambridgeteacher.es
The AR app (Smart Planet Augmented Reality App), as its name suggests, gives
easier access (Augmented Reality) to the videos, the main interactive activities and the
presentations about grammar. Students who need to may download it from this
website: www.smartplanetapps.es
With the Test Generator tool teachers can put together exams in terms of their
students' profile. In this way they can choose exercises to check that the students have
learned vocabulary, their knowledge of grammar and other language skills, and can do
so in connection with specific contents or as continual assessment; it also included
exams per unit and final exams.
Web resources: the audio files for the Activities Book are available for students in mp3
format on the method website: www.cambridge.org/elt/smartplanet
2 OBJECTIVES
Organic Law 8/2013, for the Improvement of Educational Quality, defines the syllabus
as a series of objectives in each subject and educational stage; competences, or the
ability to activate and apply the contents of each subject and educational stage in an
integrated way, competences, or all the, abilities, competences and attitudes which
help achieve the objective of each subject and educational stage and the acquisition of
competences; didactic methodology, which includes the description of teaching
practices and the organization of teachers' work; gradable standards and learning
results ; and criteria of evaluation of the degree of competence acquisition and the
objectives of each subject and educational stage.
The general objectives for this level are connected with the competences which
students will have to use in all areas2:
a) Accept duties with responsibility, be aware of and make use of rights in relation to
other people, be tolerant, cooperate and empathise with other people and groups,
dialogue and observe human rights and equality of treatment and opportunities
between men and women, the common values of a plural society and train to form part
of a democratic society.
b) Develop and consolidate disciplined habits, individual work and studying and
working in teams as necessities for effective learning and personal development.
c) Value and respect differences between the sexes and equal rights and opportunities.
Reject discrimination between people based on gender or any other personal or social
condition or circumstance. Reject stereotypes which lead to discrimination between
men and women and all types of violence against women.
d) Strengthen emotional competences in all personal areas and relationships with

others and reject violence, all types of prejudice and sexist behaviour, learning to solve
conflicts peacefully.
2
Royal Decree 1105/2014, which sets the basic curriculum for Compulsory Secondary Education and A Levels.
e) Develop basic skills for using sources of information in order to acquire new
knowledge using critical awareness. Obtain basic knowledge about technology,
especially information and communication technology.
f) Understanding scientific knowledge as integrated knowledge, which forms part of

different disciplines, and find out about and apply methods for identifying problems in
different areas of knowledge and experience.
g) Develop a spirit of enterprise and self-confidence, critical awareness, personal

initiative and the ability to learn to learn, plan, take decisions and accept responsibility.
h) Understanding and correctly use Spanish and, if there is one, the Autonomous
Community's co-official language, orally and in writing – texts and complex messages –
and begin to find out about, read and study literature.
i) Understanding and make yourself understood in one or more foreign languages.
j) Find out about, value and respect other people's basic cultural and historical
characteristics along with artistic and cultural heritage.
k) Find out about and accept how your own and other people's bodies work,
consolidate habits of personal and hygiene care and use physical education and sports
to favour personal and social development. Find out about and value the human
dimension of sexuality in all its diversity. Critically appraise social habits connected with
health, consumer habits, looking after live beings and the environment, helping to
conserve and improve it.
l) Appreciate artistic creation and understand the language used in different types of
art, using various different means of expression and representation.
3 COMPETENCES
3.1 Introduction
In line with European Parliament Recommendation 2006/962/EC about key

competences for continual learning, the Royal Decree3 which sets the basic curriculum
for Secondary Education is based on promoting learning by competences integrated in
the curriculum areas.
These competences are taken to be "know-how" in the context of any academic, social
or professional context. Learning using competences encourages learning and
motivates learning as overall procedures for learning about each subject are acquired.
3
Students have to develop basic competences throughout their compulsory education,
in both primary and secondary levels. These competences help them to fulfil their
potential, to become active citizens, become successful in their adult lives and enable
them to enjoying continual learning.
Each and every part of the syllabus encourages the acquisition and development of
these competences. Because of this, working on certain areas makes it possible to
reach these objectives. They are not limited to particular subjects or levels. Some of
the indispensable factors for achieving success include: the way in which centres are
organised and managed; the style of teaching; the way in which key parts and players
in the educational community interact; the availability of extra-curricular and
complementary activities.
LOMCE uses the definitions of key competences established by the European Union4.
LC - Linguistic Communication.
MSCT - Mathematical competence and basic science and technology
competences.
DC - Digital competences
LL - Learning to Learn
SCS - Social and Civic Competences.
SIE - Sense of Initiative and Entrepreneurship
CCE - Cultural Conscience and Expressions
The relation between contents, competences and evaluation criteria are described in
Order ECD/65/2015.
Smart Planet complies with the laws and instructions given by the authorities with
regards to education. The general approach is based on the acquisition of practical
knowledge. The objective is to enable students to develop thanks to continual learning.
The great variety of activities included in Smart Planet help to integrate the learning of
a foreign language with other parts of the syllabus. The programme is also designed to
help with the overall development of the seven competences.
3.2 Smart Planet's contribution to acquiring Competences
Learning a foreign language leads to acquiring basic competences in the same way
that studying other subjects does. This acquisition process is equally intense
throughout the different levels which make up the education system which students
follow.
Smart Planet contributes efficiently and systematically to acquiring each of the

competences and does so within a communicative framework which guarantees that
students become competent in English. This communicative approach is followed
throughout the six levels in primary education.
Smart Planet's teaching objectives and the choice of contents have been selected in
order to guarantee the development and acquisition of these basic competences.
4
European Parliament and Council recommendations for key competences for continual learning, 18th December 2006
(2006/962/CE)
Linguistic communication is based on the use of English as the vehicular language
for oral and written communication.
Developing this competence by studying a foreign language leads to students

improving their competences to express themselves orally and in writing. They develop
this competence by using the appropriate linguistic register and discourse in each
situation that they find themselves in.
Students' linguistic competences improve as they recognise and gradually master the
rules in the foreign language. To ask for help, they can use their own language and
reflect on the process of learning the new language.
The activities in Smart Planet allow students to acquire and develop the four
competences (oral comprehension, written comprehension, oral expression and written
expression), continually reinforcing the language with the underlying grammatical rules
for learning English.
Mathematical competence is connected with the ability to reason. This involves

making judgements and reaching conclusions by solving problems and using logic in a
coherent manner. It is also important to use mathematical concepts in everyday life.
In order to acquire this competence, students must know and use the numerical system
and its symbols. They must be familiar with different ways of expressing and finding
solutions in numerical terms, while linguistic competences enable them to reason,
develop explanations, form hypotheses and make use of deductive and inductive
arguments, etc.
The activities in Smart Planet are often connected with mathematical processes.
Students are presented with tasks involving reasoning and logic, including
mathematical tasks, both orally and in writing. In this way the course helps them to
develop and improve this competence.
Basic competences in science and technology involve being able to understand

events and phenomena. This involves making predictions based on what has been
heard or read about in connection with dietary habits, health and the environment, and
being responsible consumers in daily life.
Smart Planet offers a wide range of oral and written texts with clear, detailed contents
about these subjects, in this way encouraging students to understand events and
phenomena and predict their consequences. Students improve their competences in
English at the same time as they acquire this knowledge.
To be able to deal with this information and acquire digital competences students
must know how to read, analyse and transmit the information they extract from all types
of texts in English. They must be able to choose and organise the information which
they hear and read. At the same time, this competence is directly connected with the
integration of multimedia resources in the learning process.
Thanks to on-line interactive material and digital material (Digital Student's Book &
Digital Workbook), Smart Planet helps students to make better use of digital
technology. The use of a digital white board in the classroom with Digital Planet puts
teaching and learning in a technological framework so that students (as well as the
teacher) will see new technology as a natural, necessary part of learning. Digital
competence will also be necessary for looking for, analysing and, as said above,
choosing information in order to widen knowledge, complete activities, etc.
Learning to learn concentrates students' attention on what is expected of them in

order to learn English. Memory and self-evaluation competences are also dealt with.
Both of these competences are needed in all learning processes in which students
form hypotheses about language, using the wide variety of examples from real life
which are introduced in the text.
Smart Planet challenges students to get involved in an active way in the learning
process when dealing with linguistic contents. Linguistic roles are taught in a subtle
way so that students make their own deductions and hypotheses in a natural way,
basing themselves on the principles of "universal grammar" which are intrinsic to
acquiring a language.
Including revision as a mechanism for learning to learn is essential. This is why Smart
Planet provides numerous revision pages (Review) in both the Student's Book and the
Activities Book. Students will understand that learning a second language outside its
linguistic context necessarily involves looking at the same contents again and again
(vocabulary, grammar…): as we have said, there are "universal grammar points", but
they have to be activated and reactivated in order to be established as communication
tools.
In the same way, in Smart Planet to identification and correction of mistakes is

emphasised in order to firmly establish linguistic knowledge. This includes Get it right!,
which is based on the Cambridge English Corpus, both in the Student's Book and in
the Activities Book (in the latter, there is also a spelling subsection Spell it right!).
Throughout the learning process, Smart Planet continually encourages students to

take part in learning dynamics with classmates, both in activities in pairs and in group
activities (eg., the Project). Group learning, which involves interaction; mutual
correcting, which involves cooperation: this is another of the bases for Learning to
Learn.
Lastly, there are opportunities for students to carry out processes of self-correction
and/or self-evaluation. This is dealt with on the Review pages and the exercises on the
Student’s Book DVD-ROM, for instance.
Social and civic competences consists of discovering and becoming familiar with the
different social and cultural bases which underlie English. Likewise, respect and other
values are reinforced by pair and group work.
Smart Planet teaches about cultural values - always teaching in English - not only from
British society and customs but also from other English-speaking countries such as
Australia and the States. Respect and values are encouraged in a society which is
continually evolving, in which cultural diversity stands out as one of the principles for
the 21st Century. The contents of Smart Planet complement work carried out in the
education system to reinforce these values and, in this way, helps students to acquire
social and civic competences.
Sense of initiative and entrepreneurial spirit means being able to approach the
learning process in an autonomous way or, otherwise, in cooperation with others in
order to carry out whichever task is put forward.
Smart Planet encourages students to study independently, praising their sense of
responsibility and also stimulating creativity and imagination. Furthermore, as
evaluation is closely connected with being critical and value judgements which can be
made individually or in groups, respect, tolerance and understanding (towards
themselves and towards classmates) are also encouraged.
Students take part in activities which allow them to reinforce their enterprising spirit and
business sense using creativity, autonomy, initiative, team work, self-confidence and
critical awareness.
Self discovery and development are to be found behind Cultural consciousness and
expression. This competence develops the ability to understand and evaluate cultural
and artistic manifestations in a critical way. As with social and civic competences, these
competences reinforce human values.
Smart Planet' methodological approach is interactive and it is not only communication

in English which is crucial: English is also the vehicular language used to give
information about other cultures and societies and their values. This also helps
teachers to make wider educational values become effective at their centres.
Throughout the course, a wide variety of cultural and artistic themes are dealt with
using different activities.
In order to encourage cultural and social competences, Smart Planet offers activities
connected with the English-speaking world in which culture and art play an important
part.
The main objective of Smart Planet is the acquisition of English and its culture. The
language is used as a tool for making coherent value judgements about anything
expressed in English either orally or in writing. Thanks to the wide range of activities
offered in Smart Planet, the acquisition of competences is guaranteed.
3.3 Competences in Smart Planet
Competences are comprehensively developed throughout the fourteen units and in

revision. They are to be found in the Teaching units development section. (See
Section 5.5).
This document specifies a series of descriptors for acquiring and evaluating each of
the competences, bearing in mind students of the age group's cognitive development
and competences and in connection with the characteristics of the material in this
course.
The programme for each unit specifies the ACTIVITIES to be carried out and the
enable the measurement of the level of achievement of these DESCRIPTORS.
The competence descriptors we have set for this subject and cycle are:
Linguistic communication
Listen
Understanding the main points and some details of oral messages, either live or in
recordings.
Understanding the most important things in daily transactions and tasks and in formal and
informal conversations.
Identifying the main ideas and information in presentations, talks, explanations and the
news.
Distinguishing sounds, accent, rhythm and intonation in various contexts and identify what
they aim to communicate.
Talk / Converse
Give oral presentations, short, rehearsed presentations, and reply to simple questions
about them.
Take part correctly in daily transactions and tasks.
Take part correctly in conversations using simple structures and clear pronunciation.
Reading
Identifying relevant information in instructions, warnings or rules.
Understanding the general meaning and specific details in texts in different formats.
Understanding the main points of messages and correspondence, formal and informal, in
different formats.
Find specific, essential information in reference and study material.
Understanding the main ideas in newspaper, literary and fictional texts in different formats.
Valuing reading as a source of pleasure and knowledge.

Writing
Using production strategies for writing simple texts.
Filling in forms, questionnaires or printed pages with personal information.
Writing notes, messages, adverts, posts and short, formal and informal correspondence
with simple, relevant information.
Writing texts using appropriate vocabulary, spelling, punctuation and correct formats and
correct structures.
Mathematical competences and basic science and technology competences.
Putting in order and classifying data following criteria.
Interpret and show simple statistical data on graphs and tables.
Solving puzzles, crosswords and guessing games.
Respect nature and animals in the environment.
Valuing and following healthy habits.
Identifying the most relevant environmental problems and connecting them with causes
and possible effects.
Apply strategies using methods from scientific research.
Digital competences
Obtaining information from the Internet for carrying out tasks in English.
Give short presentations and projects in English using different formats and digital tools.
Studying and practising English on digital devices.
Using ITC for establishing social relationships.
Social and Civic Competences.
Take part in activities pairs and groups with respect and interest.
Interacting politely and attention valuing and respecting classmates' opinions, tastes and
preferences.
Understanding and valuing the use of English for communicating with other people and to
find out about other cultures.
Taking an interest in and respecting the customs, rules and values of countries in which
foreign languages are spoken.
Cultural awareness and expressions.
Using artistic techniques and items to prepare and give presentations and projects.
Identifying cultural features of English-speaking countries and compare them with their
own, showing respect and interest.
Identifying different forms of cultural expression and showing an interest in widening

knowledge.
Learning to Learn
Identify, plan and apply objectives for carrying out tasks, activities and projects.
Using tools and resources for clearing up doubts, widening knowledge and correcting
mistakes.
Showing an interest in carrying out evaluations of your own progress and identify points
for improvement.
Identifying and using different strategies for learning individually.
Sense of initiative and entrepreneurial spirit.
Using the strategies needed for studying individually.
Have a positive, proactive attitude to reading texts by yourself.
Plan, organise and check your work to be able to present it properly.
Becoming aware of the consequences of your decisions.
Each unit's programme also includes connections between the unit's CONTENTS,
EVALUATION CRITERIA AND COMPETENCES .
In the annex at the end of each document there is an EVALUATION FORM ABOUT
COMPETENCES which includes the different descriptors set for acquiring the
competences in each subject and school year.
The teacher can use this form to evaluate the competences and descriptors for each
unit or whenever appropriate throughout the school year.
3.4 Learning styles
In 1983 US psychologist Howard Gardner developed the Theory of Multiple

Intelligences 5 in which he stated that all humans have eight different types of
intelligence which we use throughout life. Each individual develops them to greater or
lesser degrees depending on their genetics and external stimuli. During the learning
process the teacher must take all of them into account in order to make sure that the
students can acquire knowledge using their own, personal competences.
The resources used in Smart Planet allow students to develop their communication
competences in a natural way; in all units the seven competences are worked on in
order for their minds to work in a complete manner. Based on these seven
competences, different types of intelligence are developed. The activities in Smart
Planet have been prepared with the objective of stimulating different types of
intelligence, so there is always something of interest for every student.
Linguistic intelligence, sensitivity towards written and spoken words and the ability to
learn languages, is a key part of Smart Planet and it is combined with other
intelligences.
Interpersonal intelligence- efficient communication with others - is a crucial factor in

learning languages. Communication activities contribute to developing interpersonal
competences and encourage students to work together and carry on developing
communication strategies.
5
Gardner, H. (1994): Estructuras de the mente: the teoría de the inteligencias múltiples, (Colombia, Fondo de Cultura
Económica) and Gardner, H. (2001): La inteligencia reformulada: the teoría de the inteligencias múltiples in the siglo
XXI, (Barcelona, Paidós).
Interpersonal intelligence, understanding oneself, intimate thoughts and feelings, is
an integral part of the learning process and is developed in each unit in Smart Planet,
in this way enabling students to be more aware of themselves and the world around
them.
Smart Planet deals with Musical intelligence in every unit, appreciation for rhythm
and music through songs, chants and raps. As Howard Gardner points out, this
intelligence works almost in parallel with linguistic intelligence.
When working with secondary education students it is also very important to develop
the body and mind together, which means that movement (body kinaesthetic)
intelligence, coordination and connection with the whole body, is also taken into
account.
There is a series of activities for developing logical-mathematical intelligence. These

activities help to develop logical thought and problem solving.
Spatial intelligence, expression and understanding through the visual world, is also
one of the keys to learning. Students are highly aware of the world around them and
often think in terms of drawings and pictures. The attractive presentation of pictures in
Smart Planet helps students to be more creative and stimulates their imagination.
Lastly, Naturalist intelligence, the ability to interact with the natural world around us,
is fundamental for students' integral learning. In Smart Planet there are many
observation activities about natural surroundings and reflections about our place in the
world.
The eight multiple intelligences can be identified or associated with the competences
to a certain extent. With regards to technological information and competences, Smart
Planet comes with interactive online activities in which students have access to various
resources for practising what they have learned in each unit, which also helps them to
develop autonomous learning.
As well the competences, in each unit in Smart Planet different social and cultural
factors are examined, attitudes and cross-curricular subjects being looked at using
various types of activities. As part of values education, various areas are examined
throughout the book: Moral and civic education, Health education, Peace education,
Equality education, Consumer education, Classroom collaborative work. In this way
students are taught to just to learn the language but also to value and respect other
cultures, which contributes to their development as human beings.
English is also connected with other syllabus areas such as mathematics, natural
sciences, social sciences, artistic education, music and technology. This is because all
the activities are designed not just to teach language but also to achieve other
objectives.
When “cooperative learning or work” is mentioned in this programme, it must be

understood in two ways: working in teams or small groups and cooperative work in
itself. In both cases, the teacher will organise the classroom into small groups, but
different types of methods are used. With group work, normally each group will be
assigned a task and the result or final production will be evaluated; depending on each
tasks, roles will be defined which must be distributed amongst the group members
(spokesperson, coordinator…) so that each one has something to contribute. On the
other hand, cooperative work has another nuance : the participation of each member of
the groups is needed for learning to take place: the contents to be studied are given out
amongst the team members and each member is responsible for preparing what
he/she has been given and passing the knowledge on to the others; so the better an
individual works, the more others learn too and, consequently, the team will be better
prepared to do the tasks or activities it will be faced with.
4 CONTENTS
4.1 Contents blocks
The basis syllabus in Secondary Education for First Foreign Language learning is
based around four blocks of activities as set out by CEFR.
1. Comprehension of oral texts.

2. Producing oral texts (expression and interaction).
3. Understanding written texts.
4. Production of written texts (expression and interaction).
These four main blocks are the basis for the evaluation criteria and gradable learning
standards as well as the syllabus contents, in other words all the knowledge, abilities,
competences and attitudes which contribute to reaching the objectives and acquiring
competences.
This didactic programme's contents for the SECOND YEAR OF ESO are as
follows:
1. Comprehension strategies
 Previous presentation of information about the task and subject.
 Text identification and its comprehension.
 Distinguishing types of comprehension (gist, essential information).
 Making hypotheses about contents and context.
 Inference and making hypotheses about meaning using comprehension of the
main points, both linguistic and paralinguistic.
 Revising hypothesis using newly understood points.
2. Socio-cultural and socio-linguistic aspects: social conventions, rules and types of

social norms, habits, values, beliefs and attitudes; non-verbal language.
 Identifying the customs, ways of life, celebrations and festivals in other

countries and comparison with the customs, ways of life, celebrations and
festivals in your own country: USA, Canada, Australia, Thailand, India…
 Respecting ways of life, customs and culture in other countries.
 Identifying different forms of artistic expression: cinema, theatre, comic
literature, architecture.
 Valuing documentaries about nature as a tool for increasing respect for the
environment.
 Identifying environmental problems: protecting animals in danger of extinction,
the need to recycle.
 Recognising the social and economic relevance of shopping centres (malls).
 Valuing the importance of saving and controlling money.
 Valuing sponsored events as a way of obtaining funding for social causes.
 Identifying adolescents' behaviour patterns: people who carry out humanitarian
work or animal protection work, people they admire, stories of self-
improvement…
 Recognising the athletic potential of different countries,
 Identifying the importance of archaeology and archaeological finds as a way of
studying the past by using material remains and at the same time preserving
them for future generations.
 Valuing cultural knowledge in general and knowledge of languages in particular
for deciphering communication codes such as hieroglyphics.
 Valuing the importance of sharing domestic chores.
 Respecting other people's opinions, tastes and preferences.
 Valuing the importance of technology and ITC in the contemporary world.
 Valuing the importance of the development of ITC, robotics and automatic
systems.
 Identifying the classroom of the future.
 Valuing the importance of thanking other people.
 Respecting other people's opinions in oral exchanges and group debates.
 Valuing effort as a way of improving progress in life.
 Awareness of the importance of avoiding getting hurt and accidents at home.
 The importance of having a healthy diet and of preventing food infections.
 Identifying adolescents' interests: activities, jobs, reference models…
 Valuing voluntary work.
 Identifying the functional areas of the city.
 Identifying linguistic mistakes caused by cultural factors.
 Identifying formal and informal language.
 Valuing the real importance of speaking other languages, in particular English.
3. Communication functions
 Talking about tastes and preferences.

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

 Adverbs of frequency.
 Love, like, hate + -ing.
 Simple present: interrogative form. Questions with Yes/No answers and
answers with (wh-) answers
 Present continuous
 Simple present and present continuous
 Countable and uncountable nouns
 some, any, a lot of, much/many
 was / were: affirmative and negative
 Simple past: affirmative and negative
 was / were: interrogative form
 Simple past: interrogative form
 ago
 Past continuous: affirmative, negative and interrogative forms
 Past perfect
 Simple past and past continuous
 could / couldn’t
 Comparative and superlative adjectives.
 must / mustn’t
 should / shouldn’t
 will / won’t
 Comparatives of equality: (not) as adjective + as
 First conditional
 be going to
 will and going to
 Present continuous as future
 Simple present as future
 Present perfect: affirmative and negative forms.
 Present perfect: interrogative form.
 used to
 one / ones
 Indefinite pronouns
 Reflexive pronouns
 Infinitive to express purpose
5. Common oral vocabulary (reception)
 Vocabulary connected with types of films: action-adventure, cartoon, comedy,

fantasy, etc.
 Vocabulary connected with tv programmes: documentary, game show, soap
opera, sports programme.
 Vocabulary connected with shops: bookshop, café, chemist, clothes shop, etc.
 Vocabulary connected with money: sell, borrow, buy, save, spend, etc.
 Vocabulary connected with jobs: dancer, footballer, actor, artist, etc.
 Vocabulary about personality adjectives: brave, calm, cheerful, stubborn, etc
 Some action verbs: catch/caught, chase/chased, climb/climbed, hide/ hid, etc.
 Adverbs of manner: quietly, angrily, slowly, carefully, etc.
 Words and sentences for sequences: one, when, while, later, finally.
 Vocabulary connected with furniture: wardrobe, cupboard, sofa, mirror, etc.
 Vocabulary about domestic appliances: kettle, dishwasher, washing machine,
iron, etc.
 Words connected with computers: headphones, keyboard, laptop, memory stick
 Verbs connected with technology: scroll down, plug in, log in, turn on, etc.
 Language for putting a text in order: firstly, in addition, however, to sum up.
 Vocabulary connected with events in life: pass your driving test, get married, go
to school, retire, etc.
 Vocabulary connected with packaging and materials: plastic bag, carton,
cardboard box, plastic bottles, etc.
 Vocabulary connected with accidents and injuries: hurt your back, bang your
head, cut your finger, slip on ice, etc.
 Vocabulary about parts of the body: elbow, ankle, shoulder, neck, etc.
 Vocabulary connected with special occasions: Christmas Day, Easter Day,
Halloween, Mother’s/Father’s Day, etc.
 Adjectives for expressing feelings: stressed, bored, excited, tired, etc.
 Basic list of irregular verbs.
6. Sound, accent, rhythm and intonation patterns
 Pronouncing and recognising the sound schwa at the end of the word.
 Pronouncing and recognising contractions of the verb to be.
 Pronunciation and recognising the ending -ed in the past and regular
participles. /t/ /d/ /ɪd/.
 Pronunciation and recognising vocabulary.
 Recognising and pronouncing the sound /ɔ/.
 Pronunciation and recognising the letter r.
 Pronouncing and recognising contractions of will.
 Pronunciation and recognising the letter i.
 Recognising and pronouncing the sounds /Ʌ / and /U /.
 Contrasting stress.
 Improving fluidity.
Block 2. Production of oral texts: expression and interaction
1. Production strategies
Planning
 Preparing messages systematically, distinguishing between the main idea or
ideas and its basic structure.
 Writing for the target reader, context and medium, using the appropriate
registers and structures in each case.
Realization
 Transmit the message clearly, coherently, giving it the appropriate structure and
adjusting it, when necessary, to each type of text's models and forms.
 Adjust the task or message after assessing its difficulties and the available
resources.
 Take advantage of previous knowledge the maximum.
 Compensate for language deficits using linguistic, paralinguistic or paratextual
procedures:
Linguistics
o Modify words with similar meanings.
o Define or paraphrase terms and expressions.
Paralinguistics and paratexts
o Ask for help.
o Point out objects, use deictics or carry out actions which clarify the
meaning.
o Use culturally appropriate body language (gestures, facial expressions,
postures, eye contact or body contact, proxemics).
o Use extralinguistic sounds and conventional prosodic qualities.


environment.
improvement…
systems.

articles…

answers with (wh-) question words
 ago
 Past perfect
 will / won’t
 be going to
 Present perfect: affirmative and negative forms
 Present perfect: interrogative form
 used to
 one / ones
5. Common oral vocabulary (production)

fantasy, etc.
opera, sports programme, etc.
iron, etc.
 Words connected with computers: headphones, keyboard, laptop, memory
stick, etc.
 Verbs connected with technology: scroll down, plug in, log in, turn on, etc
head, cut your finger, slip on ices, etc.
6. Sound, accent, rhythm and intonation patterns
 Pronouncing and recognising the sound schwa at the end of the word.
 Pronouncing and recognising contractions of the verb to be.
 Pronunciation and recognising the ending -ed in the past and regular
participles. /t/ /d/ /ɪd/.
 Recognising and pronouncing the sound /ɔ/.
 Pronunciation and recognising the letter r.
 Pronouncing and recognising contractions of will.
 Pronunciation and recognising the letter i.
 Recognising and pronouncing the sounds /Ʌ / and /U /.
 Contrasting stress.
 Improving fluidity.
1. Comprehension strategies
 Previous presentation of information about the task and subject.
 Text identification and its comprehension.
 Distinguishing types of comprehension (gist, essential information).
 Making hypotheses about contents and context.
 Inference and making hypotheses about meaning using comprehension of the
main points, both linguistic and paralinguistic.
 Revising hypothesis using newly understood points.


environment.
improvement…
systems.

articles…

 Simple present: interrogative form. Questions with Yes/No answers and answer
with question words
 ago
 Past perfect
 will / won’t
 be going to
 Present perfect: affirmative and negative forms
 used to
 one / ones
5. Common written vocabulary (reception)

fantasy, etc.
iron, etc.
stick, etc.
6. Graphic patterns and orthographic conventions.
 Spelling rules for third person singular of verbs in simple present.

 Using apostrophes in contractions: contractions of the verb to be.
 Changes in spelling when adding -ing to the verb.
 Spelling rules for comparative and superlative adjectives.
 Using apostrophes in contractions: contractions of will.
 Spelling rules for regular pasts and participles.
 Using commas in sentences: separating words in lists and between adjectives.
 Common spelling mistakes.
Block 4. Production of written texts: expression and interaction
1. Production strategies
Planning
 Activate and coordinate general and communication competences in order to
carry the task out efficiently.
 Identify and use the appropriate linguistic or subject resources.
Realization
 Communicate the message clearly using the models and patterns for each type
of text.
 Adjust the task or message after assessing its difficulties and the available
resources.
 Take advantage of previous knowledge the maximum.

environment.
improvement…
systems.

articles…

 Adverbs of frequency
answers with (wh-) answers
 was / were: interrogative form.
 ago
 Past perfect
 Comparative and superlative adjectives
 will / won’t
 be going to
 Present perfect: affirmative and negative forms.
 used to
 one / ones
5. Common written vocabulary (production)

fantasy, etc.
 Vocabulary about personality adjectives: brave, calm, cheerful, stubborn, etc.
iron, etc.
stick, etc.
6. Graphic patterns and orthographic conventions.
 Spelling rules for third person singular of verbs in simple present.

 Using apostrophes for contractions: contractions of the verb to be.
 Changes in spelling when adding -ing to the verb.
 Spelling rules for comparative and superlative adjectives.
 Using apostrophes in contractions: contractions of will.
 Spelling rules for regular pasts and participles.
 Using commas in sentences: separating words in lists and between adjectives.
 Common spelling mistakes.
4.2 Minimum contents
When evaluating, it is essential to establish minimum contents. These contents will be

a point of reference for the teacher and students when evaluating their progress in the
process of learning and be the basis for different types of evaluation. Mastering these
contents, which are backed up by different evaluation tools, confirms students'
progress and explains their positive results (at the end of the academic year or at the
end of the evaluation).
(See Section 4.1, Content blocks, in this teaching programme)
5 LEARNING STANDARDS AND RESULTS
In order to grade the performance or achievement of each student during Secondary

Education the syllabus sets criteria for evaluation. These specifications are called
learning standards and enable definition of the results of learning and are based on
what students should know and know what to do in each subject.
Learning standards must be observable, measurable and possible to evaluate and,

along with evaluation criteria, must be used to evaluate competences and objectives in
continual evaluations and at the end of each subject. Because of this, syllabus learning
standards are set for this cycle of Secondary Education.
As can be seen in the way learning standards are phrased, The students are closely
connected with the development of linguistic competence, in such a way that to check
the specific standard of achievement or degree of realisation of objectives during each
school year, the following list of the descriptors of competences can be used.
The connection between evaluation standards and competences is this subject

and cycle is set as follows for this programme:
LEARNING STANDARDS DESCRIPTORS

1st Cycle ESO 1st Cycle ESO
Block 1. Comprehension of oral texts LISTEN
Grasp the main points and relevant details of 1. Understanding the main points and some
warnings, adverts, messages and short details of oral messages, either live or in
communiqués given slowly and clearly. recordings.
Understanding the main points of what is said in 2. Understanding the most important things
daily, structured transactions and tasks. in daily transactions and tasks and in
formal and informal conversations.
Identifying the general meaning and the main
points of a conversation. 3. Identifying the main ideas and information
in presentations, talks, explanations and
the news.
Understanding, in a conversation, narratives, points
of view and opinions about practical matters in
daily life and matters of interest. 4. Distinguishing sounds, accent, rhythm and
intonation in various contexts and identify
what they aim to communicate.
Understanding, in a conversation or interview, what
is asked about personal, educational, work matters
or subjects of interest and simple, predictable
comments.
Distinguishing the main ideas and relevant

information in presentations and talks.
Identifying essential information in television

programmes about daily matters or subjects of
interest.
Block 2. Production of oral texts TALK / CONVERSE
 Give short, rehearsed presentations and reply 1. Give oral presentations, short, rehearsed
presentations, and reply to simple
to simple questions about their contents. questions about them.
 Students deal appropriately with daily 2. Take part correctly in daily transactions
transactions and tasks following basic rules of and tasks.
politeness.
3. Take part correctly in daily transactions
and tasks.
 Take part in face-to-face informal
conversations, or on the phone or by other
means, exchanging information, expressing 4. Take part correctly in conversations using
opinions and points of view, invitations, offers, simple structures and clear pronunciation.
help or warnings.
 Taking part in a formal conversation, academic

or work meeting or interview.
Block 3. Comprehension of written texts READING
 Identifying relevant information in operating 1. Identifying relevant information in instructions,

instructions for devices or machines for warnings or rules.
carrying out activities, and safety rules.
2. Understanding the general meaning and
 Understanding the main points of adverts and specific details in texts in different formats.
publicity material.
3. Understanding the main points of messages
and correspondence, formal and informal, in
 Understanding personal correspondence in
different formats.
any format.
4. Find specific, essential information in reference
 Understanding the main points of formal
and study material.
correspondence in which there is information
about matters or personal, educational or work
interest. 5. Understanding the main ideas in newspaper,
literary and fictional texts in different formats.
 Grasp the main ideas in press texts in any
6. Valuing reading as a source of pleasure and
format.
knowledge.
 Understanding specific, essential information
on websites and other reference materials.
 Understanding the main points of short

fictional stories which are well structured.
Block 4. Production of written texts WRITING
 Filling in a simple questionnaire with personal 1. Using production strategies for writing simple
information, and connected with training, work, texts.
interests or hobbies.
2. Filling in forms, questionnaires or printed
 Taking notes, messages and notes with pages with personal information.
simple, relevant information.
3. Writing notes, messages, adverts, posts and
short, formal and informal correspondence with
 Writing notes and messages with comments or
simple, relevant information.
instructions and warnings about activities and
daily situations of personal interest.
4. Writing texts using appropriate vocabulary,
spelling, punctuation and correct formats and
 Writing notes, adverts and short messages
correct structures.
respecting conventions and rules of politeness
and netiquette.
 Writing very short reports with simple, relevant
information about usual events.
 Writing personal correspondence in which

making and keeping social contact.
 Writing short, basic formal correspondence to

send to public or private institutions or
commercial organisations.
6 EVALUATION
6.1 Presentation
The process of teaching and learning is incomplete if the process in itself is not valued
and the results are not measured. Assessment is necessary in order to check to what
extent the foreseen objectives have been achieved and, consequently, adapt the
educational process to students' needs and characteristics. Assessment must provide
information about what students have learned and how they have learned it. Thanks to
evaluation, we can determine what help each student needs in order to guarantee
progress.
Although all components of educational systems must be evaluated and can be

improved, at present we will assume that the main objective of evaluation is students'
academic progress.
As well as considering the progress of the group as a whole, it is indispensable to

follow individual student's progress taking into account different forms and rhythms of
learning in order to know exactly what teaching intervention each student needs.
Clearly, evaluation is usually carried out by the teacher. However, bearing in mind the
fact that our approach aims to involve students in their own learning, it is reasonable
that they, too, should be involved in the evaluation process. What the students say
about how they see their own learning must be taken into account: the difficulties they
find in the process and, especially, their tastes and preferences with regards to how to
learn English.
Assessment is needed throughout the stages of learning:
 At the beginning of the process, the starting point must be evaluated (what
students already know, what they do not and what they know imperfectly). This
evaluation allows us to anticipate problems and adapt the teaching programme.
This can be done at the start of the academic year, the term or even at the start
of each unit.
 During the process, evaluation helps the teacher to take decisions about areas
where more work is needed, about extending, removing or reinforcing contents
about whether the programme should be altered in any way.
 At the end of each educational stage, evaluation allows the teacher to see if
the results of the teaching-learning process match the objectives.
Assessment must consist of a diverse combination of tools which provide objective,

quantitative data in order to give information about the process and make it possible to
assess each student. Tools or assessment strategies include observation in class,
correctly monitoring parameters (tasks being carried out or not, greater or lesser
participation, greater or lesser interest in learning…), written tests (with questions in
different formats: singular answers, short answers, multiple choice, association of ideas
or concepts…), oral interaction, with the teacher or between students, and taking part
in team work and/or cooperative work and their results. Once more, the objective is to
have carefully collected data which gives a precise record of progress made with
learning and possible difficulties.
In all cases, the most important thing is to always choose the tool which gives the most
information about the teaching-learning process we want to find out about and deal
with.
Assessment criteria can be defined as reference norms which establish the type of
learning and also the extent to which each student can be expected to acquire
knowledge and competence.
These criteria allow us to establish and evaluate students' progress appropriately, both
individually and a group. The materials in Smart Planet are in line with the following
evaluation criteria and legislation about primary education: 6
‒ Identifying essential information, the main points and most relevant details in
short oral texts and good structures, spoken live or via technical media, slowly
or at medium speed, in formal, informal or neutral registers, and about daily or
usual situations or about general subjects or matters of interest in the personal
sphere, public, educational and occupational, acoustic conditions not distorting
the messages and it being possible to listen to it again.
‒ Knowing and knowing how to use most appropriate strategies for

understanding general meaning, essential information, the main points and
ideas or the most relevant details in a text.
‒ Finding out about and using socio-cultural and socio-linguistic features of

daily life for understanding the text (work and study habits, leisure activities),
living conditions (surroundings, social structure), interpersonal relationships
(between men and women, at work, at school, at public institutions), behaviour
(gestures, facial expressions, use of the voice, eye contact), and social
conventions (customs, traditions).
6
‒ Distinguishing the text's most relevant communication function or functions
and a range of the most common features such as frequently used discourse
models for text organisation (introducing the subject, developing and changing
the subject, concluding the text).
‒ Making use of knowledge about frequent oral communication discourse and

syntactic models in order to understand texts and meanings associated with them
(eg. interrogative structures for making suggestions).
‒ Recognising Common oral vocabulary about daily matters and general

subjects or connected with matters of interest, studies and work, and deduce
the meaning of less frequent words and expressions for the text and context
and given visual support.
‒ Distinguishing between frequently used sound patterns, accents, rhythms and

intonation and recognising general communicative meanings and intentions
connected with them.
‒ Producing short, comprehensible texts, both in face-to-face conversation and

on the phone and using other technical means, using a neutral or informal
register, and simple language, to ask for and exchange information about which
subjects which are important in daily life, well-known subjects or of personal
interest, connected with studies or work, and briefly explain the reasons behind
certain actions and plans, although there may be interruptions or hesitation,
there are pauses and there is rephrasing in order to structure the discourse and
choose expressions and structures, and sometimes the conversation partner
has to ask the speaker to repeat.
‒ Find out about and know to use the most appropriate strategies for producing
oral texts, short monologues or dialogues with simple, clear structures, using,
amongst other things, procedures such as adapting the message to models
from the students' first languages or others, using approximate vocabulary if
more precise words are not available.
‒ Including socio-cultural and socio-linguistic knowledge connected with social

structures, interpersonal relationships, behaviour models and social
conventions in the production of an oral monologue or dialogue, behaving
correctly and respecting the main rules of politeness in their respective
contexts.
‒ Put into practice the functions required for communication using their most
frequent examples and frequently used discourse models to organize texts in a
simple way with sufficient internal coherence with regards to the communication
context.
‒ Show good knowledge of a limited repertoire of frequently used syntactic

structures and use it with simple communication mechanisms closely connected
with the context and communication purpose (vocabulary repetition, ellipsis,
personal, spatial and time deixis, juxtaposition, frequent conversational
connectors and markers).
‒ Finding out about and using a sufficient repertoire of oral vocabulary in order
to communicate simple and direct information, opinions and brief points of view
in usual, daily situations, even though the message may have to be adapted in
less usual situations.
‒ Pronounce and intone correctly and intelligibly, even though on occasions with
an obvious foreign accent, or with occasional pronunciation mistakes but which
do not interrupt communication, and even though conversation partners have to
ask you to repeat sometimes.
‒ Use short sentences, groups of words and formulas for interacting appropriately
in short exchanges in daily, usual situations, sometimes interrupting the
discourse to look for expressions, use less frequent words and communicate in
less frequent situations.
‒ Interact in a simple way in clearly structured exchanges, using simple formulas

and gestures to give other people turns, although this depends, to a large
extent, on conversation partners' attitudes.
‒ Identifying essential information, the most relevant points and important details
in texts, both printed and on digital devices, short and well structured, written in
formal, informal or neutral registers, dealing with daily matters, relevant matters
of interest for studying or work, which include simple structures and commonly
used vocabulary.
‒ Knowing and knowing how to use the most appropriate strategies for
understanding general meaning, essential information, the main points and
ideas or the most relevant details in a text.
‒ Being familiar with socio-cultural and socio-linguistic features connected with

daily life (study and work habits, leisure activities, including arts such as music
and cinema), living conditions (surrounding, social structure), interpersonal
relationships (between men and women, at work, at schools, at institutions) and
social conventions (customs, traditions) and using them for understanding the
text.
‒ Distinguishing the most relevant communication function or functions in the

text and a repertoire of its most common features, as well as frequently used
discourse models connected with text organisation (theme introduction,
development, change of subject and text conclusion).
‒ Recognising, and using with text comprehension, parts and the organisation of
frequently used syntactic structures in written communication, as well as
associated meanings (eg. interrogative structures for making suggestions).
‒ Recognising commonly used written vocabulary about daily matters and
general subjects connected with interests, studying and work, and deduce the
meanings of less frequently used or more specific words using the context and
text.
‒ Recognising the main spelling, writing and punctuation conventions as well as

commonly used abbreviations and symbols and their associated meanings.
‒ Write, either on paper or electronically, simple, short texts with clear structures
about daily subjects or matters of personal interest, in a formal, neutral or
informal register, making proper use of basic cohesion resources, basic spelling
and the most common punctuation marks, with reasonable control of simple
expressions and structures and frequently used vocabulary.
‒ Find out about and use appropriate strategies for preparing simple written
texts and with simple structures, eg. copying formats, formulas and
conventional models for each type of text.
‒ Including in the preparation of the written text socio-cultural and socio-linguistic

knowledge about social structures, interpersonal relationships, models of
behaviour, respecting the most important rules of politeness in their respective
contexts.
‒ Making use of the communication functions required, using their most common
features and the most frequently used discourse models to organize the written
text in a simple way with sufficient internal cohesion and coherence with regard
to the communication context.
‒ Demonstrate knowledge of a limited repertoire of commonly used syntactic

structures which are simple enough to be adapted to contexts and the purpose
of communication (vocabulary repetition, ellipsis, personal, spatial and time
deixis, juxtaposition, frequently used discourse connectors and markers).
‒ Finding out about and using a repertoire of written vocabulary sufficient for
communicating information, opinions and short, simple points of view in usual,
everyday situations, even if the message has to be adapted in less usual, less
well-known situations.
‒ Find out about and use, appropriately and almost always comprehensibly,
basic punctuation marks (eg. full stop, comma) and basic spelling rules (eg.
lower and upper case, breaking words at line ends), and the most usual spelling
in texts on electronic formats (eg. SMS, WhatsApp).
As we stated in the previous section, both evaluation criteria and their application -
learning standards - must be items in terms of objective achievement and each stage's
competences.
Furthermore, for specific evaluation of the degree of achievement in terms of these
criteria in the FIRST CYCLE OF SECONDARY EDUCATION, the teacher may use the
descriptors listed in section 3 (Competences) and 5 (Learning Standards) and in this
programme's Didactic Units Development.
6.3 Assessment in Smart Planet
It is best to use continual evaluation with students of this age, following their progress
in the classroom and using the information obtained while teaching. Continual
evaluation is based on the teacher following the students' progress and using the
knowledge acquired in that way to direct them, which makes the students' role even
more active: they learn the guidelines which the teacher gives them and also their own
following of them.
Students neither develop at the same rate nor learn in the same way, so each student
must be evaluated individually and not compared with classmates. The objective must
be based on each student's progress and development.
As well as their progress in English, students' social and emotional development must
be evaluated and observed. The teacher must praise students' progress and work in
pairs and as a group as well as giving them instructions about how to make progress
with their English.
The following evaluation criteria are in line with legal requirements and the teaching
materials offering in Smart Planet and are taken to be important, necessary areas for
evaluation.
1. Oral comprehension. The aim is to check students' ability to understand the gist of
short oral messages, given in ideal communication conditions, in other words,
direct communication situations with helpful contexts.
2. Understanding specific messages. The aim is to check the ability to understand

not only the gist but also specific details, which have been previously pointed out,
from simple oral and written texts which are familiar to the students, although they
may not fully understand some other parts of the message.
3. Producing messages. The teacher evaluates students' ability to express

themselves orally in everyday situations. The comprehensibility of the message is
particularly evaluated, excusing possible pronunciation mistakes which do not affect
understanding.
4. Pronunciation. The aim is to check have assimilated the English phonetic system:
its phonemes' rhythm and intonations, whether they can use it in comprehension
and for producing simple messages in already familiar contexts.
5. Assimilation of new vocabulary. With this criteria the aim is to evaluate the ability
to understand and use vocabulary appropriately and expressions which have been
learned. Vocabulary assimilation is always checked in situations with a context and
close the students' own experience.
6. Class participation. Observe how students behave to assess whether they
participate in a constructive form in class communication situations, respecting the
rules for the exchange of information.
7. Collaborative work. This, too, is evaluated by observing students' behaviour,

seeing whether they take part in a constructive way in group activities, collaborating
in a harmonious learning process in the classroom.
8. Individual work. By observing students' behaviour, their individual work is

evaluated with regards to correct contents, care taken with presentations and timely
completion of tasks.
9. Interest in learning. The aim is to check that students are interested in advancing
in their learning and curious to learn new things, if they pay attention in class, ask
questions and ask about their doubts.
10. Respect for others. There is an evaluation of whether students respect their
classmates and teachers, listen to them without interrupting them, respecting turns
to speak and appreciating others' ideas and opinions.
11. Interest in finding out about other cultures. There is an evaluation of whether
students are interested in finding out about culture in English-speaking countries, if
they pay attention when such subjects are talked about and if they ask questions in
order to widen their knowledge.
12. Using polite forms. The aim is to observe in order to check that students use the
polite forms in English that they learn and include them in normal class routine.
In order to have an overall appreciation of the whole of the class, the teacher may draw
up a double-entry table with a vertical list of the students and, horizontally, the numbers
for evaluation criteria. By marking the boxes using a colour code which shows to what
extent objectives have been achieved (for example, green for good, blue for
acceptable, red for insufficient), the group's progress can be seen at a simple glance.
Discipline also forms part of any good evaluation. By channelling students' innate
energy in the right direction, the teacher can avoid rebelliousness and discipline
problems. Many problems of this type arise when students get bored, when the level is
beneath them or when activities are too repetitive. Smart Planet has been designed to
take into account the very diverse needs and desires of different students and, thanks
to this, it includes a wide variety of activities for them to enjoy.
However, it is important for the teacher to mark the rules with regards to discipline in
the classroom, making sure that students know what is and what is not acceptable, and
treating all students alike. If clear, fair discipline parameters are established, a 'safe'
atmosphere will be created in the classroom and students will study freely and with
confidence.
In order to keep the interest of the smallest students, the teacher must find a balance
between their limitless energy and short span of concentration in order to avoid
boredom, restlessness and lack of motivation, things which lead to discipline problems.
6.4 Assessment tools in Smart Planet
As we said while discussing the parts of the method (see point 1.3), the Smart
Resources DVD-ROM includes exams for the initial assessment, for each unit, for the
end of the term and the final assessment, with two degrees of difficulty. However, the
method's most powerful tool is undoubtedly Test Generator, which help create written
tests and which, consequently, helps create tests fitting the students' characteristics
and diversity; it also offers exam models ready for use (for each unit and in
summary).
In both the Student’s Book and the Workbook each unit concludes with two pages for
revising the contents dealt with, paying special attention to vocabulary, the use of verb
tenses and grammar. There is also a more general revision page every three units in
both books to find out how firmly language knowledge has been acquired; they always
include three activities: one about vocabulary (Vocabulary), another about grammar
(Grammar) and a final one about language use (Functions).
It should also be remembered that the Get it right! pages allow you to work on the
typical mistakes made by Spanish speakers when learning English. Systematic self-
correction will allow students to carry on learning in a consolidated way.
In the annex at the end of this document there is a KEY COMPETENCES

ASSESSMENT RUBRIC, broken into different descriptors, which the teacher may use
at the end of each unit, each quarter or whenever appropriate throughout the school
year.
6.5. Qualification criteria
As mentioned in point 6.1, one of the objectives of assessment is to specify how much
each student has learned. This information will be used to take important decisions, so
the parameters used to fix them and communicate them will be used for taking
important decisions. In other words, the teacher and the students will know where their
weak points are and, consequently, which area or areas of knowledge they should
focus on.
In order to proceed as explained in the previous paragraph, the best thing is to assess
unit by unit, making use of the contents specifications in point 8. To do this, we include
reference values table using percentage values to make them easily understood. The
idea is not to fill in a table like this for each student but, when giving marks, teachers
should take into account the importance of different things studied, how much they
count towards final marks and, as appropriate, shortcomings and reinforcement tasks.
TEACHING UNIT % % total

1. Oral Comprehension 15
2. Oral production 15
Block 60
3. Written comprehension 15
4. Writing expression 15
Communication functions 4
Vocabulary 4
Syntactic-discursive contents 4
Transversal features
Pronunciation and spelling 4 28
in the blocks
Classroom language 4
Learning strategies 4
Socio-cultural and socio-linguistic features 4
3 cross-curricular subjects and Values education. 12
100
This approximation makes it easier, to a large extent, to make the adjustments

required for students with special needs (see point 7). Let us take a student with
hearing problems: obviously, the percentages for blocks 1 and 2 can be reduced,
as can those for pronunciation, and they can be assigned to the other blocks.
Marks can also be altered depending on what we call correction factors, affecting
final marks by ± 5-10%. These factors are:
- Intention to communicate in English.
- Motivation for learning English.
- Personal work: effort, persistence…
It is also the case that any dishonest attitude (eg. copying in written tests or
stealing other people's work) will lead to losing all points from that teaching unit
or all the units taught until then during the term.
7 EDUCATIONAL NEEDS
7.1. Introduction to the concept of attention to diversity.
Educating means doing everything possible for all the students to obtain maximum
personal, intellectual, social and emotional development and, of course, for them to
achieve the objectives set by the curriculum. This means taking great care with
attention to diversity with regards to students. Obviously, each person is different, but
we know that the students who need greatest attention in terms of educational
adjustment are those who need specific educational help, and they fall into the
following categories:
a) students with special educational needs dues to an inability or serious behaviour

disorders;
b) students with high intellectual capacity;
c) students who have joined our educational system late;
d) students with specific learning difficulties;
e) students with special educational needs due to personal conditions or school history.
Except for the group who have joined late, and because learning English is a principle
independent from the educational system, the rest of the students will, as we say, need
adjustments to deal with their individual characteristics. We will deal briefly with each
profile (taking into account the fact that the educational approach for students with
more than one problem will be more complex).
 Students with educational needs due to disabilities or serious behaviour

disorders.
Their disability may be physical (sensory or movement), intellectual or
connected with language disability. In the first case, the most usual problems
are significant sight, hearing or movement problems. This disability will lead to
students having greater or lesser difficulties with certain linguistic abilities (eg.,
listening for hypo acoustic children). So, in the first place, the teacher must
modify the objectives and, secondly, use methodical means to access the
curriculum, which will vary depending on each disability. In other words, modify
the learning process for each student's particular characteristics (to continue
with the same example, emphasising visual access, taking into account the
student's hearing problems), giving more emphasis to activities, materials,
resources, etc, which support the learning process.
For students with intellectual disability and language disorder (in terms of
expression and/or comprehension), the teacher faces a completely different
problem as, in general, students will need a highly adapted version of the
curriculum in terms of objectives and contents, and assessment in similar terms.
Specifically for students with language disorder, bearing in mind that they
already have problems with their mother tongue, it is easy to imagine that
learning a second (or third) language will not be easy for them. For all of these
students, decisions about their academic course must be slowly taken, in
coordination with the Orientation Department, as some of them may well not
achieve the objectives set in terms of competences in each stage.
Behaviour disorder is usually, though not always, related to attention deficit

hyperactivity disorder. In all cases, the teacher must use standard measures to
deal with these students' difficulties. Briefly, we should mention: balancing the
right class routine with new, motivating teaching approaches, positioning
students carefully, reinforcing success, valuing effort more than results (taking
care of self-esteem and motivation), modifying assessment tools, etc. If there is
no discrepancy, the objectives should not be modified. If there is a discrepancy,
the possibility of adapting the syllabus may be taken into account, always
bearing in mind the competences which have to be acquired in order to go
forward or obtain qualifications.
 Students with high intellectual capacity.
These students' main problem is usually lack of motivation, the result of having
to perform learning activities which they are already beyond. It is the teacher's
job to use appropriate teaching strategies (eg. get them to lead team work or
ask them to take part in some explanations as student-helpers…) and offer
activities which are a challenge for them (activities to widen their knowledge or
increase it, voluntary or otherwise).
 Students with specific learning difficulties.
When learning a language, learning disorders due to reading difficulties should

be taken into account (eg. dyslexia) or problems writing. In either case, the
teacher must find out exactly what the difficulties are and, as above, adapt the
syllabus and methods for improving the teaching-learning process.
 Students with special education needs due to personal conditions or school

history.
This group has only recently been specified in legal terms and can be
interpreted in different ways. The Department of Orientation must determine
which students are to be included in the group (eg. students with epilepsy which
obstructs their learning) and decide how to deal with this educationally.
7.2. Attention to diversity in Smart Planet.
Bearing in mind this range of possibilities, it should be said that Smart Planet pays
attention to diversity in its programme, structure and contents. As we have mentioned
earlier, the Smart Planet programme is flexible. It offers specific points and general
suggestions to help teachers to adapt the programme to their own context: the centre,
their classroom and each student.
The contents of Smart Planet, which have been carefully chosen, are attractively
presented in a stimulating way in order to deal with diversity. The course has a cyclical
structure which allows students to widen their knowledge starting from what they
already know and acquire more knowledge about cultural issues and new, more
complex linguistic subjects. At the same time, the complex evaluation process includes
general criteria which must be prepared and adapted for each group, setting specific
objectives depending on the context of each centre, teacher and class. Teachers have
different tools of evaluation and competences as well as specific tasks. It is also
necessary to set minimum contents according to the needs, abilities and rhythm at
which the students learn.
In fact, in order to take care of specific needs successfully, the activities, materials
and resources available in Smart Planet must be taken into account. The vast
majority of these activities can be used in personalised ways and are open so that each
student can respond in a different way depending on his/her ability.
The Activities Book concentrates of each unit's key contents. These activities can be
used both with students who need extra help and with more able students who finish
the initial task early. Each student will need a different amount of time which will
depend, to a greater or lesser extent, on his/her motivation. Most of the activities are
designed for use in the classroom, but they can also be given as homework. As can be
seen on the table further on, the same material and/or resources can be used to
reinforce the class or widen knowledge; in other words, the objective can be changes
as fits. For example, a simple question about a text can be reinforcement for less
advanced students and can also serve as inspiration in an extension activity in which
students are asked to say other words in the same semantic area.
The teacher should take advantage of students' abilities in every way that arises. One
student may hate speaking but enjoying writing vocabulary on the board, while another
may be good at drawing or making posters.
Another crucial factor is the methodology used by the teacher with his/her own group
and, more specifically, with students with learning difficulties. The most important thing
with all types of task is to make sure that they have been correctly prepared
beforehand, students knowing all the words they are going to need and understanding
the activity's objectives. If students are given the right linguistic tools in order to carry
out the activity successfully, it is almost certain that they will find it sufficiently
demanding and interesting. Without the necessary preparation, students may have an
experience of negative learning, which will lead to them losing confidence and feeling
frustrated with an activity which demands a degree of competence which they do not
have.
As said above, assessment and stimulation are essential for students, and even more
so for those with special needs. When doing an activity, you must guide them towards
finding the right answers rather than giving them to them. This will lead to students
feeling satisfied when they find the right answer. Whenever a student makes a mistake,
you must emphasise that making mistakes is part of the learning process and that they
should not be ashamed of making mistakes.
The extra activities in each lesson (extension ideas and alternative treatment) can be
used whenever the teacher feels that the students need to practise particular
vocabulary. The same activities can be used to extend more advanced students'
knowledge, although, in some cases, it may be necessary to change the instructions a
little. Additionally, there are extension or reinforcement pages in the Teacher's
Resources CD about the main vocabulary and structures in each unit. There are also
pages with lists of words with their definitions for revising and increasing students'
vocabulary.
It should not be forgotten that continual revision is another important part of the
learning process and that it is particularly helpful for students with special needs, as
well as for the rest of the group. Smart Planet is based on a system of continual
revision, with different games and techniques for revising the vocabulary learned in
each unit and each block of two units.
The Teacher's Resources CD with the interactive online activities and the CD-ROM for
the digital board offer further material to help teachers deal with the different specific
needs in the classroom.
8 TEACHING UNITS DEVELOPMENT
As can be seen in the development of the teaching units, the contents have been
grouped in four main blocks:
Block 1. Comprehension of oral texts.

Block 2. Production of oral texts.
Block 3. Comprehension of written texts.
Block 4. Production of written texts.
In order to facilitate reading the programme, inter-disciplinary contents are specified

after each block's specific contents. The students are the following:
Communication functions
Vocabulary
Structures
Pronunciation and spelling
Classroom language
Learning strategies
Socio-cultural and socio-linguistic features
The contents of each unit are explained on the following pages.
UNIT 1 WHAT’S ON?
1 Contents
 Listen to and understand various texts about famous villains in films.

 Listen to and understand a text about habitual actions or different people's
preferences.
 Listen to and understand a conversation between two friends while they fill in a
survey.
 Listen to and understand an interview with a film producer.
 Listening to and understanding a questionnaire about the Simpsons.
 Listening to and understanding an article about Bollywood.
 Listen to and understand a conversation between two students about tv
programmes.
 Listening to and understanding videos: 1.1. A rehearsal for a Broadway musical;
1.2. A document about the growth of the city de Bombay; 1.3. Six young people
talking about their tastes in television; 1.4. From thinking up to making
documentaries about nature.
 Listen to and understand a text about how comics are made.
 Oral interaction in pairs asking and answering questions about cinema (personal
taste, films and favourite villains, etc.).
 Oral interaction in pairs talking about personal preferences using (don’t) like, love,
hate and don’t mind.
 Oral interaction in pairs comparing customs and tastes in television.
 Oral interaction in pairs asking about a famous television programme in our country.
 Oral interaction in pairs in which they ask and answer about Bollywood.
 Presenting information gathered about the musical Annie and other Broadway
musicals.
 Oral interaction in pairs about information found about Indian colour festivals.
 Oral interaction in pairs discussing tv programmes.
 Explaining to the class the comic made in pairs.
 Oral interaction in pairs comparing the planning of a nature documentary.
 Oral interaction in pairs comparing opinions about animals in our country which
would be of interest for a documentary.
 Listening to and understanding various texts about famous villains in films.

 Listening to and understanding a text about habitual actions or different people's
preferences.
 Listening to and understanding a questionnaire about the Simpsons.
 Listening to and understanding an article about Bollywood.
 Listening to and understanding a conversation between two students about tv
programmes.
 Listening to and understanding a girl's post on her blog about a film and a piece of
news on a website about a tv programme.
 Listening to and understanding information about tv programmes.
 Reading and taking in sentences and contents for writing a text: information about a
film.
 Reading the reference sections given in the activities.
 Reading and understanding extra information marked as Fact.
 Listening to and understanding a text about how comics are made.
 Complete sentences and/or de a text using simple present.

 Complete and write sentences using adverbs of frequency and the Simple present.
 Complete sentences using vocabulary about cinema.
 Writing sentences about different types of films.
 Complete a text using vocabulary about tv programmes.
 Complete and write questions using Wh- words.
 Writing five questions about a famous television programme in our country.
 Writing a short description of Bombay.
 Writing some information about a film and about a tv programme.
 Writing opinions about different tv programmes.
 Making a comic in pairs.
 Listing animals in our country and the reasons why they would be interesting for a
documentary.
The following points are studied indirectly in the four previous blocks:
Communication functions:
 Using expressions for giving opinions about cinema: My favourite types of

film/villains are … / I like … because … / I think my favourite film is (probably) … / I
prefer watching … because …
 Describing personal information: tastes about cinema, favourite film, favourite
cinema villains, etc.
 Ask for and give opinions: What do you think of … / I really like it. / It’s not bad.
What about...? / I’m (not) really into that. / I think it’s … / I love it! / I prefer …
 Writing information about a film.
Vocabulary:
 Film genres: action-adventure / cartoon / comedy / fantasy / horror / love story /

musical / western / martial arts / war.
 Television programmes: documentary / game show / soap opera / sports
programme / the news / chat show / reality TV show / crime series / comedy show.
 Adverbs of frequency: often / sometimes / usually.
 Wh- words: How often / Why / Who / Where / What / When.
Syntactic-discursive contents:
 Simple present (affirmative and negative; Yes/No Questions and short answers;
Wh- questions).
 Adverbs of frequency.
 Using the verbs like, love and hate + -ing.
 Using so and because.
Graphic patterns and sounds:
 Recognising, comparing and pronouncing the sound schwa at the end of the word.
Classroom language:
 Look at the film posters and match them with the words in the box.
 Listen, check and repeat.
 Match the sentences with the types of film in …
 Work with a partner. Answer the questions. / Do you agree with Luke’s best
villains? Which are your top three? Why do you think they are good villains? / Make
the sentences in … true for you. Use '(don’t) like', 'love', 'hate' and 'don’t mind'. /
Watch the teenagers answering the question ‘What types of TV programmes do
you like watching?’. Answer the question for you. / Practise the conversation in …
 Look at the photos in Luke’s blog. What films are the three characters from? What
do you know about them?
 Read and listen to Luke’s blog. Which villain is his favourite?
 Read the blog again and answer the questions.
 Choose the correct options to complete the tables.
 Look at the spelling rules on … Then complete the text with the present simple
form of the verbs in brackets.
 Listen and check.
 Add the adverbs of frequency to the diagram.
 Put the adverbs of frequency in the correct places in the sentences.
 Match the sentences (1–5) with the faces (a–e).
 Look at the friends in the photo. What are they doing? Are they interested or are
they bored?
 Listen to Joanna and Benjamin completing a survey. What type of survey is it?
 Listen again and choose the correct answers.
 Look at the pictures of TV programmes and match them with the words in the box.
 Complete sentences 1–4 in the survey in … for you. Then compare your answers
with a partner.
 Complete the tables with 'do' or 'does'.
 Write the words in the correct order to make questions. Then write short answers.
 Choose the correct question words to complete the table.
 Match the question words with their meaning.
 Write the questions. Then answer them for you.
 Complete the quiz about The Simpsons with do/does or a question word. Then
answer the questions (3–9).
 Choose a popular TV programme in your country. Write five questions about the
programme. Ask your partner your questions. Does he/she know the answers?
 Look at the photos in the article. What type of film do they show?
 Read and listen to the article about Bollywood. What things are important in Bollywood
films?
 Read the article again. Are these sentences true or false? Correct the false
sentences.
 Liam and Jay are talking about TV programmes. Listen and complete the
conversation with the words in the box.
 Listen and repeat the sentences in the Functions box. Translate them into your
language.
 Change the words in bold in the conversation in … Use the information below or
your own ideas.
 Practise the conversation with a partner.
 Look at the photo and read Hannah’s blog post about her favourite film. Do you
know the film? What kind of film is it?
 Find an example of so and because in the text in …
 Complete the sentences with 'so' or 'because'.
 There are three paragraphs in Hannah’s review. Read the text again and match the
information in the Look at Content box with the paragraphs.
 Plan your film review about one of your favourite films. Use the list in the Look at
Content box and make notes.
 Write your film review. Use your notes from … and the language below to help you.
Write at least 100 words.
 Can you say YES to these questions?
Learning strategies:
 Reading de sentences and contents in order to write posts in a blog about a street
concert or festival.
 Revise and correct Spanish speakers' typical mistakes: a) using watch with films
and tv (watch a film vs .see a film); b) using every day for ‘todos los días’; c) do not
confuse story (narrative, plot…) with history (historia).
 Doing oral and written self-correction exercises.
 Completing grammar rules.
Socio-cultural and socio-linguistic features:
 Knowledge of los different film genres and television programmes.

 Respecting personal taste about film and television.
 Knowledge of the Indian film industry, Bollywood.
 Knowledge of how to make a comic and recognising the genre's artistic value.
 Valuing documentaries about nature as a tool for increasing respect for the
environment.
 Valuing the real importance of speaking other languages, in particular English.
2 Competences
Descriptors Activities
LISTEN
Understanding the main points and some Listen to an interview with a film producer
details of oral messages, either live or in and a questionnaire about the Simpsons.
recordings.
Understanding the most important things in Listen to a conversation between two
daily transactions and tasks and in formal and students about tv programmes and another
informal conversations. between two friends while they fill in a
survey.
Identifying the main ideas and information in Listen to an article about Bollywood, various
presentations, talks, explanations and the texts about famous villains in films, a text
news. about habitual actions or different people's
preferences and a text about how comics are
made.
Watch four videos: 1.1. A rehearsal for a
Broadway musical; 1.2. A document about
the growth of the city de Bombay; 1.3. Six
young people talking about their tastes in
television; 1.4. From thinking up to making
documentaries about nature.
Distinguishing sound characteristics, accent, Identify and pronounce the sound schwa at
rhythm and intonation in various contexts and the end of the word.
identify what they want to communicate.
TALK / CONVERSE Showing the comic made in pairs.
Presenting information gathered about the
Give short, rehearsed oral presentations, and musical Annie and other Broadway musicals.
reply to simple questions which can be asked Comparing the planning of a nature
about your presentations. documentary.
Take part correctly in daily transactions and Oral interaction in pairs discussing tv
tasks. programmes.
Take part correctly in daily transactions and Oral interaction in pairs asking and
tasks. answering questions about cinema (personal
taste, films and favourite villains, etc.).
Oral interaction in pairs talking about
personal preferences using (don’t) like, love,
hate and don’t mind.
Oral interaction in pairs comparing customs
and tastes in television.
Take part correctly in conversations using Oral interaction in pairs asking about a
simple structures and clear pronunciation. famous television programme in our country.
Oral interaction in pairs in which they ask
and answer about Bollywood.
Oral interaction in pairs about information
found about Indian colour festivals.
Oral interaction in pairs comparing opinions
about animals in our country which would be
of interest for a documentary.
READING
Identifying relevant information in instructions, Interpret information about activities or

warnings or rules. exercises correctly.
Answer a questionnaire about the Simpsons.
Taking in sentences and contents for writing
a text: information about a film.
Understanding the general meaning and Reading a text about habitual actions or
specific details of texts in different formats different people's preferences.
Reading a conversation between two
students about tv programmes.
Reading information about tv programmes.
Understanding extra information marked as
Fact.
Understanding the main points of messages Various texts about famous villains in films.
and correspondence, formal and informal, in A young woman's post in her blog about a
different formats. film.
Some information on a website about a tv
programme.
Find specific, essential information in Reading the reference sections given in the
reference and study material. activities.
Understanding the main ideas in newspaper, Reading an article about Bollywood.
literary and fictional texts in different formats.
Valuing reading as a source of pleasure and Understanding a text about how comics are
knowledge. made.
WRITING
Using production strategies for writing simple Complete sentences and/or de a text using
texts. simple present.
Complete and write sentences using adverbs
of frequency and the Simple present.
Writing sentences about different types of
films.
Complete and write questions using Wh-
words.
Complete sentences using vocabulary about
cinema.
Complete sentences using vocabulary about
cinema.
Complete a text using vocabulary about tv
programmes.
Writing notes, messages, adverts, posts and Writing some information about a film and
short, formal and informal correspondence about a tv programme.
with simple, relevant information. Writing opinions about different tv
programmes.
Writing texts using appropriate vocabulary, Writing five questions about a famous
spelling, punctuation and correct formats and television programme in our country.
correct structures. Writing a short description of Bombay.
Listing animals in our country and the reasons
why they would be interesting for a
documentary.
Mathematical competences and basic science and technology
competences.
Solving puzzles, crosswords and guessing Be curious competition to find information.
games. Doing crosswords.
Respect nature and animals in the Listing animals in our country and the
environment. reasons why they would be interesting for a
documentary.
Digital competences
Obtaining information from the Internet for Looking for information about Annie and
carrying out tasks in English. other Broadway musicals.
Looking for information about Indian colour
festivals.
Give short presentations and projects in Explaining information gathered about
English using different formats and digital musicals and planning a comic.
tools.
Studying and practising English on digital Download the AR (Augmented Reality App)
devices. onto a mobile or a tablet to carry out
interactive activities.
Using ITC for starting social relationships with Reading posts on different blogs about
students in other countries. villains in films and about a film.
Social and Civic competences.

Take part in activities pairs and groups with Take part properly in the activities in pairs or
respect and interest. as a group.
Interacting politely and attention valuing and Expressing individual preferences and
respecting classmates' opinions, tastes and respecting other people's preferences.
preferences. Respecting personal tastes about film and
television.
Using expressions for giving opinions and
explaining them.
Understanding and valuing the use of English Ask for and give opinions during a
for communicating with other people and to conversation.
Taking an interest in and respecting the Finding things out about the Indian film
customs, rules and values of countries in industry.
which foreign languages are spoken. Finding out about some typical film genres in
the US film industry.

Using artistic techniques and items to prepare Making a comic.
and give presentations and projects.
Identifying cultural features of English- Knowledge about film making in India and in
speaking countries and compare them with the US.
their own, showing respect and interest. Finding out about Broadway musicals.
Knowledge of the importance of the
Simpsons in the media.
Identifying different forms of cultural Knowledge of film genres.
expression and showing an interest in Knowledge of difficulties for making a
widening knowledge. documentary about nature.
Knowledge of potential narratives for comics.
Learning to Learn
Identify, plan and apply objectives for carrying Do the exercises in the Workbook
out tasks, activities and projects. individually.
Do the homework individually (looking for
and compiling information).
Taking in and using expressions learned for
writing information about a film or about tv
programmes.
Using tools and resources for clearing up Revise the Get it right! sections critically.
doubts, widening knowledge and correcting
mistakes.
Showing an interest in carrying out evaluations Do the Review sections with interest.
of your own progress and identify points for
improvement.
Identifying and using different strategies for Look in depth at the Grammar Reference
learning individually. and make progress in the general use of
what has been learned.
Using diagrams for finding out about and
revising the meaning of different adverbs of
frequency.

Using the strategies needed for studying Work individually on the tasks given.
individually.
Have a positive, proactive attitude to reading Do the reading activities in the Workbook
texts by yourself. individually.
Plan, organise and check your work to be able Using sentences given for writing a post in a
to present it properly. blog about a concert.
3 Social awareness.
Moral and civic education
 Show interest taking an active part in class and following the teacher's instructions
correctly.
 Respecting other people tastes in cinema and TV.
 Showing an interest and give constructive criticism about jobs (gathering
information, leaflets…) done by classmates.
Education against discrimination
 Recognising the social and cultural value of films made in India, a country which is
so different from our own in cultural and ethnographic terms.
Environmental education
 Finding out about animals in our country which could be interesting for making a
documentary and respecting their habitats.
Working together in class
 Be able to work in pairs or groups effectively, respecting other people and being
cooperative.
4 Cross-curricular links
 Plastic, Visual and Audiovisual Education: information about making comics.
5 Assessment criteria
 Naming, recognising and presenting vocabulary for identifying film genres and
television programmes.
 Finding out about and using adverbs of frequency, and so and because.
 Making proper use of Simple present (affirmative and negative; Yes/No questions y
short answers; Wh- questions) and the verbs like, love and hate + -ing.
 Use correct pronunciation and intonation: the sound schwa at the end of words.
 Finding out about and using basic social, cultural and linguistic features such as
differences in taste or personal preferences in connection with films and television,
Bollywood's cultural and economic importance, Broadway musicals' and the
Simpsons', difficulties for making a documentary about nature and the process for
making a comic.
 Producing short, comprehensible oral texts giving, requesting or exchanging
information: explaining and comparing preferences or personal taste about cinema
and TV, an exhibition of comics, information about a famous TV programme,
comparing ideas for planning a documentary about nature and animals in our
country about, presentation of information about Bollywood, about Indian colour
festivals and about Bollywood musicals.
 Understanding the main idea and specific information from oral messages: various
texts about famous villains in films, a text about habitual actions or different
people's preferences, a conversation between two friends while they fill in a survey
and another between two students about tv programmes, an interview with a film
producer, a questionnaire about the Simpsons, an article about Bollywood, a text
about how comics are made and four videos.
 Understanding the general information and getting the gist of different types of
written texts: various texts about famous villains in films, a text about habitual
actions or different people's preferences, a questionnaire about the Simpsons, an
article about Bollywood, a conversation between two students about tv
programmes, information about films and/or tv programmes, and a text about how
comics are made.
 Writing short, simple texts with clear structures: completing and writing sentences
and/or texts using adverbs of frequency, the Simple present and Wh- words,
completing sentences or texts using vocabulary about tv programmes and about
cinema, short description of the city de Bombay, writing information about films and
tv programmes, making a comic and explaining the reasons for using particular
animals in our country in a documentary.
 Recognising and correcting Spanish speakers' typical mistakes when learning
English.
 CLIL: using ideas in English in Plastic, Visual and Audiovisual education.
6 Contents - Evaluation criteria - Competences
Contents Assessment criteria Competences

Recognising and presenting Recognise and use a limited
vocabulary for naming or identifying repertoire of frequently used LC
film genres and television vocabulary orally and in writing: CCE
programmes. films genres and types of
Practising using and forming Understanding and using LC
expressions with the Simple present functions and meanings CD
(affirmative and negative sentences; associated with basic syntactic SCS
Yes/No questions and short structures.
answers; Wh- questions), with the
verbs like, love and hate + -ing and Distinguishing between and
with adverbs of frequency. using usual communication
functions: asking and giving
opinions, expressing
Using expressions to give opinions preferences and/or personal CCE
and discuss. taste about cinema and TV, and LL
writing information about films or
tv programmes.
Recognising Spanish-speakers' Correct mistakes found.

typical mistakes when learning
English.
Practise pronouncing the sound Recognising and producing
schwa at the end of words. orally and in writing the sound
schwa at the end of words.
LC
Use correct pronunciation and
intonation.
Listening to various texts about Use the subject, general
famous villains in films, a text about meaning and main information
habitual actions or different people's and ideas from the text in short,
preferences, a conversation simple texts with visual and
between two friends while they fill in audio support.
a survey and another between two
students about tv programmes, an
interview with a film producer, a
questionnaire about the Simpsons,
an article about Bollywood, a text
about how comics are made and
LC
four videos.
SCS
CCE
Reading various texts about famous
villains in films, a text about habitual
actions or different people's
preferences, a questionnaire about
the Simpsons, an article about
Bollywood, a conversation between
two students about tv programmes,
various pieces of information about
films and/or tv programmes, and a
text about how comics are made.
Debate with classmates about Finding out about and using LC

preferences and/or tastes about basic social, cultural and SCS
cinema and television, about items linguistic features such as CCE
of cultural relevance (Bollywood, los differences in taste or personal
musicals and the Simpsons), about preferences in connection with
comics as art and about making films and television, Bollywood's
nature documentaries. cultural and economic
importance, Broadway musicals'
and the Simpsons', difficulties
for making a documentary
about nature and the process
for making a comic.
Giving personal information about Producing short,
music and artistic preferences; comprehensible oral texts which
describing a painting and giving give, request and exchange
opinions about this painting or information.
another one; giving opinions in a
LC
debate about graffiti and other forms
CCE
of street art; talking about music SCS
and other festivals; giving
information about our musical
tradition; inviting a friend to a
concert or similar event and specify
the time and place for meeting.
Writing opinions about about Write brief, simple texts and
preferences and/or tastes about with clear structures about
cinema and television, simple everyday matters or subjects of
sentences and texts about different interest. LC
types of film, questions about a LL
famous TV programme, a SCS
description of Bombay, information SIE
about films or tv programmes and CCE
the reasons for choosing some
animals in our country for a
documentary.
UNIT 2 LET’S SHOP!
1 Contents
 Listen to and understand an article about a shopping centre in the United Arab
Emirates.
 Listen to and understand an interview with two young people about their shopping
habits.
 Listen to and understand a conversation between a mother and her daughter about
money.
 Listen to and understand an article about sponsored events in the United Kingdom.
 Listen to and understand the conversation between a young person and a shop
assistant in a shoe shop.
 Listening to and understanding videos: 1.1. A look at a shopping centre in the
United Arab Emirates; 1.2. A document about a wildlife reserve in Thailand; 1.3. Six
young people talking about what they spend their money on; 1.4. A look at the
origin of numbers and the importance of the number zero.
 Listen to and understand a text about the idea of percentages.
 Oral interaction in pairs asking and answering questions about shops and shopping
centres (the ones they go to, what they buy, what they do, etc.).
 Oral interaction in pairs about what classmates are doing and what they usually do
after school using the Present continuous and the Simple present.
 Oral interaction in pairs talking about whether they usually save or spend money.
 Oral interaction in pairs talking about their perfect shopping centre.
 Presenting information gathered about animals under threat in our country.
 Oral interaction in pairs about what can be done to protect endangered animals.
 Oral interaction in pairs about sponsored events.
 Practising in pairs typical conversations with shop assistants.
 Oral interaction in pairs helping each other to calculate discount percentages.
 Telling the class about information about writing numbers in ancient civilizations.
 Oral interaction in pairs about features of teaching and learning maths.
 Listening to and understanding an article about a shopping centre in the United

Arab Emirates.
 Read and understand an article about sponsored events in the United Kingdom.
 Listening to and understanding the conversation between a young person and a
shop assistant in a shoe shop.
 Listening to and understanding posts on a forum about video console games.
 Listening to and understanding a text about online shopping in South Korea.
 Reading and taking in sentences and contents for writing a text: a post on a forum
in answer to somebody's question.
 Listening to and understanding a text about the idea of percentages.
 Completing sentences and/or a text using the names of shops.

 Completing sentences and/or a text using the Present continuous and the Simple
present.
 Completing sentences using verbs connected with money.
 Completing sentences and/or a text using quantifiers.
 Writing sentences in connection with getting pocket money or not.
 Writing sentences about virtual shops and online shopping.
 Writing the description of a shopping centre.
 Writing posts for forums answering what different young people ask about acquiring
a mobile phone and about saving money for holidays.
 Gathering information about endangered animals in our country and about writing
numbers in ancient civilisations.
 Using expressions about shopping: How much are … ¿ / Can I try them on? / What
size are you? / I’m a size … / They’re a bit (small/big) / Have you got a size … ¿ /
I’ll take them!
 Describing personal information: shopping habits and use of money.
 Giving advice or suggestions on forums or blogs using imperatives
 Writing posts for forums answering what other people ask.
Vocabulary:
 Shops: bookshop / café / chemist / cloths shop / electronics shop / music shop /
newsagent / cosmetics shop / shoe shop / sports shop / sweet shop.
 Verbs connected with money: spend / sell / borrow / save / buy / earn / shop.
 Present continuous (affirmative, negative and interrogative).

 Present simple vs Present continuous.
 Countable and uncountable nouns.
 Using quantifiers: some / any / a lot of / much/many (affirmative, negative and
interrogative sentences).
 Recognising, contrasting and the correct pronunciation of contracted forms of the

verb to be.
Classroom language:
 Look at the objects in the street map and match them with the shops and places in
the box.
 Look again at the shops and places in … Which …
 Work with a partner. Answer the questions. / Talk about your ideal shopping centre.
Use ‘some’, ‘any’, ‘a lot of’, ‘much’ and ‘many’ / Watch the teenagers answering the
question ‘How do you spend your money?’. Answer the question for you. / Practise
the conversation in …
 Look at the photos of a shopping centre in Dubai in the United Arab Emirates. What
can you see?
 Read and listen to the article about the shopping centre. Put the photos (a–c) in the
order they are mentioned.
 Read the text about Dubai Mall again. What do the numbers in the box refer to?
 Complete the tables with the correct forms of ‘be’.
 Look at the spelling rules on page 122. Write sentences with the present
continuous. Use the verbs in brackets.
 Write the questions. Then write short answers.
 Put the words in order to make questions. Then answer them for you.
 Read the examples and choose the correct options in the rules.
 Choose the correct options.
 Complete the conversation with the sentences.
 Look at the photo. What’s the situation? What do you think is happening?
 Listen to the three people talking and check your ideas in …
 Check the meaning of the words in bold. Then match the sentences with the
pictures of Tom (a–g).
 Complete the table with the countable and uncountable nouns in the box.
 Add ‘a/an’ to the words where possible.
 Look at the table. Correct the incorrect rules.
 Complete the three conversations with the words in the box.
 Practise the conversations in … with a partner.
 Look at the photos. What are the people doing?
 Read the article about sponsored events. Match the headings with the paragraphs.
 Read and listen to the text. Check your answers in …
 Read the text again. Are these sentences true or false? Correct the false
sentences.
 Benjamin is in a shoe shop. Listen and complete the conversation with the words in
the box.
language.
 Change the words in bold in the conversation in … Use the ideas below or your
own. Practise the conversation with a partner.
 Read the online forum about games consoles. Which games console does Joey
recommend?
 Find examples of imperatives in Joey’s forum post in …
 Complete the sentences with the imperatives in the box.
 Read Joey’s post again. What does he write for each of the things in the Look at
Content box?
 Read another question on a forum and plan a response. Use the list in the Look at
 Write your post. Use your notes from … and the language below to help you.
Writing about 100 words.
 Reading de sentences and contents in order to write posts in a blog about a street
concert or festival.
 Revise and correct Spanish speakers' typical mistakes: a) do not confuse
bookshop with library; b) use on and not in after the verb spend; c) use it’s great
fun (it’s very funny) for events or activities.
 Using strategies for differences between countable and uncountable nouns.
Sociocultural and sociolinguistic aspects:
 Recognising the social and economic relevance of shopping centres (malls).

 Respecting different people's shopping habits as long as they are balanced.
 Knowledge of the dangers of extinction which many species of animals are facing.
 Valuing making sponsored events or activities a strategy for fund raising for social
and educational causes.
 Recognising the personal help given by some forums and blogs.
 Valuing the real importance of communicating in other languages, in particular
English.
2 Competences
LISTEN
Understanding the main points and some Listen to an interview with two young people
details of oral messages, either live or in about their shopping habits.
recordings.
Understanding the most important things in Listen to a conversation between a mother
daily transactions and tasks and in formal and and her daughter about money and the
informal conversations. conversation between a young person and a
shop assistant in a shoe shop.
Identifying the main ideas and information in Listen to an article about a shopping centre
presentations, talks, explanations and the in the United Arab Emirates and another
news. about sponsored events in the United
Kingdom, and a text about the idea of
percentages.
Watch four videos: 1.1. A look at a shopping
centre in the United Arab Emirates; 1.2. A
document about a wildlife reserve in
Thailand; 1.3. Six young people talking about
what they spend their money on; 1.4. A look
at the origin of numbers and the importance
of the number zero.
Distinguishing sound characteristics, accent, Identify and pronounce contractions of the

rhythm and intonation in various contexts and verb be.
TALK / CONVERSE
Give short, rehearsed oral presentations, and Telling the class about information about
reply to simple questions which can be asked writing numbers in ancient civilizations.
about your presentations. Presenting information gathered about
animals under threat in our country.
Take part correctly in daily transactions and Oral interaction in pairs helping each other to
tasks. calculate discount percentages.
Take part correctly in daily transactions and Oral interaction in pairs asking and
tasks. answering questions about shops and
shopping centres (the ones they go to, what
they buy, what they do, etc.).
whether they usually save or spend money.
Oral interaction in pairs about what
classmates are doing and what they usually
do after school using the Present continuous
and the Simple present.
Oral interaction in pairs practising typical
conversations with shop assistants.
Take part correctly in conversations using Oral interaction in pairs talking about their
simple structures and clear pronunciation. perfect shopping centre.
Oral interaction in pairs about what can be
done to protect endangered animals.
Oral interaction in pairs about sponsored
events.
Oral interaction in pairs about features of
teaching and learning maths.
READING
Interpret information about activities or
Identifying relevant information in instructions, exercises correctly.
warnings or rules. Taking in sentences and contents for writing
a text: a post on a forum in answer to
somebody's question.
Understanding the general meaning and Reading the conversation between a young
specific details of texts in different formats person and a shop assistant in a shoe shop.
Reading a text about online shopping in
South Korea.
Fact.
Understanding the main points of messages Posts in a form about video console games.
different formats.
Understanding the main ideas in newspaper, Reading an article about a shopping centre
literary and fictional texts in different formats. in the United Arab Emirates and another
about sponsored events in the United
Kingdom.
WRITING
Using production strategies for writing simple Completing sentences and/or a text using
texts. the Present continuous and the Simple
present.
Completing sentences using vocabulary
about names of shops.
Completing sentences using quantifiers.
Completing sentences using verbs
connected with money.
Filling in forms, questionnaires or printed Writing sentences in connection with getting
pages with personal information. pocket money or not.
Writing notes, messages, adverts, posts and Writing posts for forums answering what
short, formal and informal correspondence different young people ask about acquiring a
with simple, relevant information. mobile phone and about saving money for
holidays.
Writing texts using appropriate vocabulary, Writing sentences about virtual shops and
spelling, punctuation and correct formats and online shopping.
correct structures. Writing the description of a shopping centre.
Gathering information about endangered
animals in our country and about writing
numbers in ancient civilisations.
competences.
Putting in order and classifying data following Calculating discount percentages to classify
criteria. items by price.
Solving puzzles, crosswords and guessing Be curious competition to find information
games. Doing a letter soup.
Respect nature and animals in the Listing endangered animals in our country.
environment.
Identifying the most relevant environmental Reflection about endangered animals and
problems and connecting them with causes what can be done to protect them.
Digital competences
Obtaining information from the Internet for Looking for information about shopping
carrying out tasks in English. centres of relevant size.
Looking for information about endangered
animals in our country.
Looking for information about writing
numbers in ancient civilizations.
Give short presentations and projects in Explaining information gathered about
English using different formats and digital animals under threat and about writing
tools. numbers in ancient civilizations.
Using ITC for starting social relationships with Reading posts on different help forums and
students in other countries. learning to give answers.
Interacting politely and attention valuing and Talking about your own shopping habits and
respecting classmates' opinions, tastes and respecting other people's while being critical
preferences. or inappropriate habits.
Understanding and valuing the use of English Asking for and giving advice, suggestions,
for communicating with other people and to etc., on help forums or blogs .
Taking an interest in and respecting the Finding out about the relevance of
customs, rules and values of countries in sponsored events in the United Kingdom.
which foreign languages are spoken.

Identifying cultural features of English- Knowledge of sponsored events in the
speaking countries and compare them with United Kingdom and in our country.
their own, showing respect and interest.
Learning to Learn
writing help posts on forums and blogs.
mistakes.
improvement.
Using strategies for differences between
countable and uncountable nouns.

individually.
Plan, organise and check your work to be able Using the sentences given for writing posts
to present it properly. on help forums or blogs .
Becoming aware of the consequences of your Reflection on the use of money and about
decisions. personal spending/saving strategies.
3 Social awareness.
correctly.
 Respecting other people tastes in cinema and TV.
information, leaflets…) done by classmates.
Education for responsible consuming
 Reflect critically about personal shopping habits.
 Finding out about animals in our country in danger of extinction and evaluate
conservation strategies and behaviour.
cooperative.
 Maths: simple sums and information about the idea of percentages.
 Naming, recognising and presenting vocabulary in connection with shops and verbs
which are connected with money.
 Finding out about and using quantifiers.
 Making proper use of Present continuous (affirmative, negative and interrogative)
and differentiating between the use of the Simple present and the Present
continuous.
 Using correct pronunciation and intonation: contractions of the verb be.
 Finding out about and using basic social, cultural and linguistic features such as the
social and economic importance of shopping centres, the importance of having
appropriate shopping , the danger of extinction for many animal species, the social
relevance of sponsored events and the personal help provided by certain forums
and blogs.
 Understanding the main idea and specific information from oral messages: an
article about a shopping centre in the United Arab Emirates, an interview with two
young people about their shopping habits, a conversation between a mother and
her daughter about money, an article about sponsored events in the United
Kingdom, the conversation between a young person and a shop assistant in a shoe
shop, a text about the idea of percentages and four videos.
information: information about what you do, buy, etc., in shops and shopping
centres, information about what you are doing at that moment or you usually do
after school using the Present continuous and the Simple present, presentation of
information about animals in danger of extinction and about writing numbers in
ancient civilizations, ideas about the perfect shopping centre, opinions about
shopping/saving habits, comments about sponsored events, expressions in the oral
exchange with a shop assistant and opinions about the process of
teaching/learning maths.
written texts: an article about a shopping centre in the United Arab Emirates and
another about sponsored events in the United Kingdom, the conversation between
a young person and a shop assistant in a shoe shop, posts on a forum about video
console games, a text about online shopping in South Korea and another about the
idea of percentages.
and/or texts using names of shops, verbs connected with money, quantifiers and
the Present continuous and the Simple present, writing sentences in connection
with getting pocket money or not and about virtual shops and online shopping,
description of a shopping centre, writing posts for forums answering what different
young people ask about acquiring a mobile phone and about saving money for
holidays, gathering and writing information about endangered animals in our
country and about writing numbers in ancient civilizations.
English.
 CLIL: using ideas in English in Mathematics.

vocabulary for naming or identifying repertoire of frequently used LC
film genres and television vocabulary orally and in writing: CCE
programmes. films genres and types of
expressions with the Simple present functions and meanings CD
(affirmative and negative sentences; associated with basic syntactic SCS
Yes/No questions and short structures. CCE
LL
answers; Wh- questions), with the
verbs like, love and hate + -ing and Distinguishing between and
with adverbs of frequency. using usual communication
functions: asking and giving
opinions, expressing
Using expressions to give opinions preferences and/or personal
and discuss. taste about cinema and TV, and
writing information about films or
tv programmes.

English.
Practise pronunciation of the Recognise and produce orally

contractions of the verb to be. and in writing the contractions
of the verb to be.
LC
intonation.
Listening to various texts about Use the subject, general
famous villains in films, a text about meaning and main information
habitual actions or different people's and ideas from the text in short,
preferences, a conversation simple texts with visual and
between two friends while they fill in audio support.
a survey and another between two
students about tv programmes, an
interview with a film producer, a
questionnaire about the Simpsons,
an article about Bollywood, a text
about how comics are made and
LC
four videos.
SCS
CCE
Reading various texts about famous
villains in films, a text about habitual
actions or different people's
preferences, a questionnaire about
the Simpsons, an article about
Bollywood, a conversation between
two students about tv programmes,
various pieces of information about
films and/or tv programmes, and a
text about how comics are made.
Debate with classmates about Finding out about and using

preferences and/or tastes about basic social, cultural and
cinema and television, about items linguistic features such as
of cultural relevance (Bollywood, los differences in taste or personal
musicals and the Simpsons), about preferences in connection with
LC
comics as art and about making films and television, Bollywood's
SCS
nature documentaries. cultural and economic CCE
importance, Broadway musicals'
and the Simpsons', difficulties
for making a documentary
about nature and the process
for making a comic.
Giving personal information about Producing short, LC
music and artistic preferences; comprehensible oral texts which CCE
describing a painting and giving give, request and exchange SCS
opinions about this painting or information.
another one; giving opinions in a
debate about graffiti and other forms
of street art; talking about music
and other festivals; giving
information about our musical
tradition; inviting a friend to a
concert or similar event and specify
the time and place for meeting.
Writing opinions about preferences Write brief, simple texts and
and/or tastes about cinema and with clear structures about
television, simple sentences and everyday matters or subjects of
texts about different types of film, interest. LC
LL
questions about a famous TV
SCS
programme, a description of SIE
Bombay, information about films or CCE
tv programmes and the reasons for
choosing some animals in our
country for a documentary.
UNIT 3 ROLE MODELS
1 Contents
 Listen to and understand an article about 21st century stars.

 Listening to and understanding a text about Emma Watson.
 Listen to and understand the interview with a young person who rescued a child
from a fire.
 Listen to and understand the interview with a student who was attacked by a bear
in Alaska.
 Listen to and understand an article about Jamaican sports players.
 Listen to and understand a conversation between two adolescents speculating
about who the person in the photo is.
 Listening to and understanding videos: 1.1. A document about a vet who rescues
animals in South Africa; 1.2. A document about rescuing 33 miners in Chile; 1.3. Six
young people talking about who their models are; 1.4. A document about the
famous pilot Amelia Earhart.
 Listen to and understand a text about the mediaeval feudal system.
 Oral interaction in pairs in which they ask and answer about various jobs.
 Oral interaction in pairs talking about famous personalities in our country.
 Oral interaction in pairs in trying to guess the famous personality being talked about
using the Simple past.
 Oral interaction in pairs in which each person describes him/herself, his/her
relatives and friends.
 Presentation to the class of the information gathered about a South African animal.
 Oral interaction in pairs asking and answering questions about actions in the past
using the Simple past and ago.
 Oral interaction in pairs talking about sports heroes in our country.
 Presenting the information about the Atacama desert.
 Practising in pairs a conversation speculating about who some people are.
 Oral interaction in pairs talking about feudalism.
 Giving a classmate information found about Amelia Earhart and other women pilots.
 Listening to and understanding an article about 21st century stars.

 Reading and understanding a text about Emma Watson.
 Listening to and understanding an article about Jamaican sports players.
 Listening to and understanding the description of a famous sports player.
 Listening to and understanding a text about a tv programme which rewards heroes
who are ordinary people.
 Listening to and understanding a text about an 'ordinary hero'.
 Reading and taking in sentences and contents for writing a text: description of a
person you admire.
 Listening to and understanding a text about the mediaeval feudal system.
 Writing opinions about jobs.

 Writing a short text and a presentation about a South African animal.
 Completing sentences and/or a text using was / were / wasn’t / weren’t and the
Simple past.
 Writing information about a famous personality using the Simple past.
 Complete sentences and/or a text using adjectives about personality.
 Writing sentences about somebody who lost something.
 Writing questions for a famous personality about his/her past.
 Writing the description of the mine rescue operation.
 Gathering information about the Atacama desert.
 Writing the description of a person you admire and an 'ordinary hero'.
 Gathering information about Amelia Earhart and other women pilots.
 Using expressions to give opinions: I think … because … / I like/don’t like (him/her)

because …
 Describing personal information: opinions and preferences about jobs.
 Using expressions to speculate about who the person in the photo is: Who do you
think it is? / I’m not sure. / She looks (very kind). / She might be (a politician). /
That’s a possibility. / Maybe (she’s a vet). / She definitely (Works with animals). / I
reckon (she’s a vet).
 Writing the description of a person you admire.
Vocabulary:
 Jobs: dancer / footballer / actor / artist / musician / computer programmer / tennis

player / writer / lawyer / scientist / athlete.
 Adjectives about personalities: brave / calm / cheerful / stubborn / friendly / funny /
kind / quiet / serious.
 Was and were (affirmative, negative and interrogative sentences; short answers).
 Simple present (affirmative, negative and interrogative; short answers).
 Using ago.
 Recognising and pronouncing the sounds /t/, /d/ and /Id/.
Classroom language:
 Look at the things in the photos and match them with the jobs in the box. Which job
is missing?
 Look again at the jobs in … Add them to the spidergram.
 Work with a partner. Answer the questions. / Think of a famous person from your
country who is alive now. Why is he/she famous? Do you like him/her? Why/ why
not? / Think of a famous person. Write five facts about his/her life. Tell your partner.
Can he/she guess who it is? / Do any of the adjectives describe your questions in
… / Ask and answer the questions in … Use ago in your answers. / Make a list of
sporting heroes from your country. Why do people admire them? Compare your list
with the class. / Watch the teenagers answering the question ‘Who’s your role
model and why?’. Answer the question for you. / Practise the conversation in …
 Look at the photos in the article. Do you know these people? Why are they
famous? What are their jobs?
 Read and listen to the article. Match the paragraphs (1–4) with the people in the
photos.
 Read the text again. Complete the sentences with Nick D’Aloisio, Li Na, Neymar or
Beyoncé.
 Complete the table with ‘was’, ‘were’, ‘wasn’t’ and ‘weren’t’.
 Look at the table and choose the correct options to complete the rules.
 Look at the spelling rules on … and the irregular verbs list on … Then write the
sentences in the past.
 Complete the text with the past simple form of the verbs in brackets.
 Look at the story in the newspaper. What was the emergency, do you think? What
did the teenager do?
 Listen to an interview about the newspaper story and check your answers in …
 Complete the sentences with the adjectives in the box.
 Complete the tables with ‘was’ or ‘were’.
 Complete the sentences with the correct question word and ‘was’ or ‘were’.
 Choose the correct options in the tables.
 Complete the questions with the past simple form of the verbs in the box.
 Practise the conversations in … with a partner.
 Write the questions.
 Look at the quote above. How do you say ago in your language?
 Look at the photos in the article. Which country do you think it is? Do you know any
of the athletes?
 Read and listen to the article and check your answers in …
sentences.
 Classmates Darren and Louise are talking about a photo. Listen and complete the
 Listen and repeat the words and sentences in the Functions box. Translate them
into your language.
 Prepare a new conversation like the one in … Use the photos below and the
language from the Functions box. Practise the conversation with a partner.
 Look at the photo and read Jordan’s description.
 Who is his hero and what does he do?
 Correct the mistakes with verb agreement in the text in …
 Complete the sentences with the correct form of the verbs in brackets.
 Read Jordan’s description again. Match the information in the Look at Content box
with the three paragraphs in the text.
 Plan a description of a person you admire. Use the list in the Look at Content box
and make notes.
 Write your description. Use your notes from … and the language below to help you.
 Reading the sentences and contents in order to write the description of a person
you admire.
 Revise and correct Spanish speakers' typical mistakes: a) use of a/an in front of
jobs (My uncle is a writer vs. My uncle is writer); b) using When she was eight or
When he was seven years old to express age (vs. When she eight years); c) use of
parents to talk about both parents (father and mother), vs. fathers.
 Using ideograms for organising information.
 Reflection about who they are and what 21st century stars do.
 Respecting opinions and preferences other people have in connection with different
jobs.
 Knowledge of South African animals in danger of extinction.
 Recognising the athletic potential in Jamaica in recent years.
 Valuing attitudes and behaviour of ordinary people which make them be considered
heroes or heroines.
English.
2 Competences
LISTEN
Understanding the main points and some Listen to the interview with a young person
details of oral messages, either live or in who rescued a child from a fire and the
recordings. interview with a student who was attacked by
a bear in Alaska.
Understanding the most important things in Listen to a conversation between two
daily transactions and tasks and in formal and adolescents speculating about who the
informal conversations. person in the photo is.
Identifying the main ideas and information in Listen to an article about 21st century stars
presentations, talks, explanations and the and another about Jamaican sports players.
news. Listen to a text about Emma Watson and
another about the mediaeval feudal system.
Watch four videos: 1.1. A document about a
vet who rescues animals in South Africa; 1.2.
A document about rescuing 33 miners in
Chile; 1.3. Six young people talking about
who their models are; 1.4. A document about
the famous pilot Amelia Earhart.
Distinguishing sound characteristics, accent, Identifying and pronouncing the sounds
rhythm and intonation in various contexts and correctly: /t/, /d/ and /Id/.
TALK / CONVERSE
Presentation to the class of the information
Give short, rehearsed oral presentations, and gathered about a South African animal.
reply to simple questions which can be asked Presenting the information about the
about your presentations. Atacama desert.
Giving a classmate information found about
Amelia Earhart and other women pilots.
Take part correctly in daily transactions and Oral interaction in pairs in which they ask
tasks. and answer about various jobs.
Oral interaction in pairs in trying to guess the
famous personality being talked about using
the Simple past.
Oral interaction in pairs asking and
answering questions about actions in the
past using the Simple past and ago.
Take part correctly in conversations using Oral interaction in pairs talking about famous
simple structures and clear pronunciation. personalities in our country.
Oral interaction in pairs in which each person
describes him/herself, his/her relatives and
friends.
Oral interaction in pairs talking about sports
heroes in our country.
Practising in pairs a conversation speculating
about who some people are.
feudalism.
READING
warnings or rules. Taking in sentences and contents for writing
a text: description of a person you admire.
Understanding the general meaning and Reading a text about a tv programme which
specific details of texts in different formats rewards heroes who are ordinary people and
another about an 'ordinary hero'.
Reading a text about Emma Watson.
Fact.
Understanding the main points of messages The description of a famous sports player.
different formats.
Understanding the main ideas in newspaper, Reading an article about 21st century stars
literary and fictional texts in different formats. and another about Jamaican sports players.
Valuing reading as a source of pleasure and Reading a text about the mediaeval feudal
knowledge. system.
WRITING
Using production strategies for writing simple Completing sentences and/or a text using
texts. was / were / wasn’t / weren’t and the Simple
past.
Complete sentences and/or a text using
adjectives about personality.
Writing sentences about somebody who lost
something.
Writing information about a famous
personality using the Simple past.
Filling in forms, questionnaires or printed Writing opinions about jobs.
pages with personal information. Writing questions for a famous personality
about his/her past.
Writing texts using appropriate vocabulary, Writing a short text and a presentation about a
spelling, punctuation and correct formats and South African animal.
correct structures. Writing the description of the mine rescue
operation.
Writing the description of a person you admire
and an 'ordinary hero'.
Gathering information about the Atacama
desert and about Amelia Earhart and other
women pilots.
competences.
games. Doing crosswords.
Respect nature and animals in the Knowledge of animals in danger of extinction
environment. in South Africa.
Valuing people such as Dian Fossey who
have worked to defend nature.
Identifying the most relevant environmental Reflection about the loss of biodiversity.
problems and connecting them with causes
Digital competences
Obtaining information from the Internet for Looking for information about South African
carrying out tasks in English. animals in danger of extinction.
Looking for information about the Atacama
desert in Chile.
Looking for information about Amelia Earhart
and her journey across the Atlantic.
Looking for information about other women
pilots.
Give short presentations and projects in Presenting information gathered about a
English using different formats and digital South African animal in danger of extinction.
tools. Presenting information gathered about the
Atacama desert.
Explaining the information about Amelia
Earhart.
Interacting politely and attention valuing and Give opinions about different jobs and
respecting classmates' opinions, tastes and express preferences.
preferences.
Understanding and valuing the use of English Describe people you admire.
for communicating with other people and to
Taking an interest in and respecting the Recognising work to promote athletics in
customs, rules and values of countries in Jamaica, which is leading to a large number
which foreign languages are spoken. of champions.

Using artistic techniques and items to prepare Presenting la information about a South
and give presentations and projects. African animal in danger of extinction.
Presenting the information about the
Atacama desert.
Learning to Learn
writing the description of a person you
admire.
mistakes.
improvement.
Using ideograms to organise and learn
contents.

individually.
Plan, organise and check your work to be able Using sentences given for describing a
to present it properly. person you admire.
Becoming aware of the consequences of your Reflect about 21st century stars, valuing
decisions. ability to make the most of your potential.
3 Social awareness.
correctly.
 Respecting preferences and opinions other people have in connection with jobs or
jobs.
information, presentations…) done by classmates.
Education for action in catastrophes.
 Recognising the obligation to help in catastrophe situations such as fires, although

taking the necessary personal precautions.
 - Find out about South African animals in danger of extinction.

 Finding out about the life of a great conservationist, Dian Fossey, and her valuable
work defending gorillas, which led to her death.
Education for gender equality
 Value women who have been pioneers in different activities such as the pilot Amelia
Earhart, showing their ability to do things traditionally done by men.
cooperative.
 Geography and History: the feudal system in the Middle Ages.
 Naming, recognising and presenting vocabulary in connection with jobs and

personality adjectives.
 Finding out about and using ago.
 Using was and were (affirmative, negative and interrogative sentences; short
answers) correctly and the Simple past (affirmative, negative and interrogative;
short answers).
 Use correct pronunciation and intonation: sounds /t/, /d/ and /Id/.
some examples of 21st century stars, the risk of extinction for some South African
animals, Jamaican athletes' potential and valuing ordinary people who become
heroes.
article about 21st century stars and another about Jamaican sports players, a text
about Emma Watson and another about the mediaeval feudal system, an interview
with a young person who rescued a child from a fire and another with student who
was attacked by a bear in Alaska, a conversation between two adolescents
speculating about who the person in the photo is and four videos.
information: opinions about different jobs or jobs, comments about famous
personalities in our country, presentations about South African animals in danger of
extinction and about the Atacama desert in Chile, explaining information about
Amelia Earhart, speculation about who the person in a photo could be, comments
and opinions about the mediaeval feudal system, guessing games about a famous
personality using the Simple past, information about actions in the past using the
Simple past and ago, descriptions of oneself, your relatives and friends, and
comments about sports heroes in our country.
written texts: an article about 21st century stars and another about Jamaican sports
players, a text about Emma Watson, the description of a famous sports player, a
text about a tv programme which rewards heroes who are ordinary people and
another about an 'ordinary hero', and a text about the mediaeval feudal system.
and/or texts using was / were / wasn’t / weren’t, the Simple past and personality
adjectives, writing sentences about somebody who lost something, writing
information about a famous personality using the Simple past, writing questions for
a famous personality about his/her past, description of the mine rescue operation,
gathering and writing information about the Atacama desert, about Amelia Earhart
and other women pilots, description of a person you admire and an 'ordinary hero',
and writing a short text and a presentation about a South African animal.
English.
 CLIL: dealing with Geography and History subjects in English.

Recognising and presenting Recognise and use frequently
LC
vocabulary for naming or identifying used orally and in writing
SCS
jobs and classifying or describing common vocabulary: jobs and
people. adjectives about personality.
expressions with the Simple past functions and meanings SCS
(affirmative, negative and associated with basic syntactic LL
interrogative; short answers), with structures.
was and were (affirmative, negative
and interrogative sentences; short Distinguishing between and
answers) and with ago. using usual communication
functions: giving opinions,
expressing preferences or
Using expressions to give opinions opinions about jobs, speculate
and discuss. about who the person in a photo
could be and writing the
description of a person you
admire.
Recognising Spanish-speakers'
typical mistakes when learning Correct mistakes found.
English.
Practise pronouncing the sounds /t/, Recognise and pronounce and
/d/ and /Id/. write the sounds /t/, /d/ and /Id/.
LC
intonation.
Listening to an article about 21st Use the subject, general
century stars, another about meaning and main information
Jamaican sports players, a text and ideas from the text in short,
about Emma Watson, another about simple texts with visual and
the mediaeval feudal system, an audio support.
interview with a young person who
rescued a child from a fire and
another with a student who was
attacked by a bear in Alaska, a
conversation between two
adolescents speculating about who
the person in the photo is and four LC
SCS
videos. CCE
SIE
Reading an article about 21st
century stars and another about
Jamaican sports players, a text
about Emma Watson, the
description of a famous sports
player, a text about a tv programme
which rewards heroes who are
ordinary people, another about an
'ordinary hero', and another about
the mediaeval feudal system.

opinions and preferences about basic social, cultural and
different jobs, about some species' linguistic features such as
problems to survive, about people differences of opinion about
who have become stars for different different jobs, some South LC
SCS
reasons, about Jamaicans' athletic African animal species
CCE
prowess and about ordinary people problems to survive, reasons of SIE
whose attitudes or behaviour is facts which make people 21st MSCT
heroic. century stars, Jamaicans'
athletic prowess and ordinary,
normal people's heroic actions
or behaviour.
what you think about different jobs; comprehensible oral texts which SCS
describing yourself, relatives, give, request and exchange MSCT
SIE
friends and people you admire; information.
presenting information about
different subjects (South African
animals in danger of extinction, the
Atacama desert in Chile and the
pilot Amelia Earhart); speculate
about who the person in the photo
could be; give opinions about the
mediaeval feudal system; give
opinions or talk about features of
'ordinary' heroes in our country.
Writing information about a famous Write brief, simple texts and
personality, a questionnaire about a with clear structures about
famous personality and his/her past, everyday matters or subjects of
descriptions of a rescue operation in interest. LC
a mine, a person you admire and an LL
'ordinary' hero, a short text and a SCS
presentation about a South African SIE
animal in danger of extinction, and
information about the Atacama
desert and about Amelia Earhart.
UNIT 4 IT’S A CRIME
1 Contents
 Listening to and understanding an article about a crime.

 Listen to and understand a conversation about a piece of news.
 Listen to and understand the conversation between two friends about a book.
 Listen to and understand a text which describes a class without its teacher.
 Listening to and understanding an article about Sherlock Holmes.
 Listen to and understand a conversation in which one adolescent tells her dream to
another.
 Listening to and understanding videos: 1.1. A document about some archaeologists'
work in Bolivia; 1.2. A video about the strange case of a missing woman; 1.3. Six
young people telling unusual personal stories; 1.4. A document about the
peculiarities of the Japanese island of Yonaguni and an interesting submarine
discovery.
 Listening to and understanding a text about the Rosetta Stone.
 Oral interaction in pairs practising the telling of a story.

 Oral interaction in pairs talking about a real or invented crime.
 Oral interaction in pairs in trying to guess what the other was doing at a particular
moment in the weekend using the Past continuous.
 Oral interaction in pairs playing at guessing what the other is miming using the right
verb and adverb.
 Presenting information gathered about a famous archaeologist and an
archaeological site in our country.
 Oral interaction in pairs asking and answering questions about things you could do
when you were several years younger using could and couldn’t.
 Oral interaction in pairs talking about famous fictional characters in our country.
 Presenting information about an unusual story.
 Talking about what it was like playing a memory game looking on the Internet.
 Practising in pairs a conversation talking about a dream.
 Oral interaction in pairs playing at guessing what each person has written using
hieroglyphic symbols.
 Giving a classmate information found about the Japanese island of Yonaguni.
 Presenting the class information about a great archaeological find.
 Reading and understanding an article about a crime.

 Listening to and understanding a text which describes a class without its teacher.
 Reading and understanding an article about Sherlock Holmes.
 Listening to and understanding a conversation in which one adolescent tells
another her dream.
 Listening to and understanding a text about a theft which a girl solves.
 Listening to and understanding two stories with a certain mystery.
 Reading and taking in sentences and contents for writing a text: telling a mysterious
story.
 Reading and understanding a text about the Rosetta Stone.
 Completing sentences and/or a text using the Simple past of action verbs.
 Writing sentences about your own story or that of somebody you know.
 Completing sentences and/or a text using the Past continuous, or past continuous
and the Simple past, as fits.
 Writing questions and answers with personal information using the Past continuous.
 Gathering information about a famous archaeologist and an archaeological site in
our country.
 Completing sentences using adverbs of manner.
 Completing sentences using could/couldn’t + verb.
 Writing sentences about what you could and could not do as a child using could
and couldn’t.
 Writing a short text about a crime you imagine you have seen.
 Writing opinions or comments about the case of a theft which a girl solves.
 Writing mystery stories.
 Gathering information about the Japanese island of Yonaguni.
 Gathering information about a very important archaeological finding
 Using expressions to show interest in a conversation: Really? ¢What is it about. /

Right. / So then what happened? / How (scary)! / I bet! / What happened next?
 Describing personal information: personal anecdotes and abilities when you were
small.
 Writing an urban legend type story using expressions to put it in sequence (One
day / when / while / at first / finally / later).
Vocabulary:
 Action verbs: catch / chase / climb / hide / fall / jump / run / throw.
 Adverbs of manner: angrily / slowly / carefully / happily / quickly / easily / sleepily /
quietly / well / hard.
 Past continuous (affirmative, negative and interrogative; short answers).

 Practical use of Simple past and Past continuous.
 Using could / couldn’t (affirmative, negative and interrogative sentences; short
answers).
 Recognising, comparing and pronouncing the sound /ɔ:/.
Classroom language:
 Look at the policewoman’s story about a thief. Match the sentences with the
pictures.
 Look at the verbs in bold in … Write the infinitive form of each verb.
 Work with a partner. Cover the sentences in … and practise telling the story with
the pictures. / Student A, think of a time last weekend. Student B, ask student A
questions to find out what he/she was doing. You’ve got five questions to guess
correctly. / Take it in turns to choose an adverb from … and mime the actions
below. Can your partner guess the adverb? / Ask and answer questions about the
things in … / Answer the questions. / Watch the teenagers answering the question
‘Can you think of an unusual experience?’. Answer the question for you. / Practise
the conversation in …
 Look at the newspaper article. What was the crime? Where did it happen?
 Read and listen to the crime story. Then look at the plan of the house. Who do you
think stole the painting?
 Read the text again and answer the questions.
 Listen to your teacher and check your ideas in … Who stole the painting?
 Do you know any other stories of thieves (real or fictional)? What did they steal?
Did the police catch them?
 Look at the tables. Complete the sentences about the text on … with the past
continuous. Use the verbs in brackets.
 Look at the tables. Write questions with the past continuous. Then write short
answers.
 Put the words in order to make questions.
 Complete the conversation with the words in the box.
 Practise the conversation in … with a partner.
 Look at the newspaper stories. What do you think happened to the boy? Why are
his parents angry?
 Listen to two friends talking about the story. Check your ideas in …
 Listen again. Are these sentences true or false? Correct the false sentences.
 Look at the explanation and spelling rules on … Then complete the sentences with
the adverbial form of the adjectives in brackets.
 Read the example then complete the rules with simple or continuous.
 Complete the text with the past continuous or past simple. Use the verbs in
brackets.
 Look at the things in the word cloud. Which things could you do when you were at
primary school?
 Complete the sentences for you. Then compare them with a partner.
 Look at the photos. What do you know about Sherlock Holmes?
 Read and listen to the article about Sherlock Holmes. Match the headings with the
paragraphs (A–E).
 Read the text again and choose the correct answers.
 Carla is telling Amy about a dream she had. Listen and complete the conversation
with the words in the box.
into your language.
 Look at the photo and read the ‘urban legend’. Who was the man by the road?
 Find examples of sequencing words and sentences in the text in …
 Complete the lines from popular children’s stories with the words in the box.
 Read the urban legend in … again. Make notes about the things in the Look at
Content box.
 Plan a story about a strange or unusual meeting. It can be true or invented. Use the
list in the Look at Content box and make notes.
 Writing your story. Use your notes from … and the language below to help you.
 Reading the sentences and contents in order to write a mysterious story.

 Revise and correct Spanish speakers' typical mistakes: a) using policeman,
policewoman or police officer (and not only police); b) the plural of thief is thieves
(and not thiefs); c) The boy called his father on his mobile phone vs. The boy called
his father to his mobile phone.
 Knowledge of archaeological excavations in our country, a famous archaeologist

and important archaeological findings.
 Knowledge of writers in English and some of their fictional characters (Conan
Doyle-Sherlock Holmes and Agatha Christie-Jane Marple).
 Valuing cultural knowledge in general and knowledge of languages in particular for
deciphering communication codes such as hieroglyphics.
English.
2 Competences
LISTEN Listen to a conversation about a piece of
Understanding the most important things in news, another between two friends about a
daily transactions and tasks and in formal and book and another in which one adolescent
informal conversations. tells another her dream.
Identifying the main ideas and information in Listen to an article about a crime and
presentations, talks, explanations and the another about Sherlock Holmes.
news. Listen to a text which describes a class
without its teacher and another about the
Rosetta Stone.
Watch four videos: 1.1. A document about
some archaeologists' work in Bolivia; 1.2. A
video about the strange case of a missing
woman; 1.3. Six young people telling
unusual personal stories; 1.4. A document
about the peculiarities of the Japanese island
of Yonaguni and an interesting submarine
discovery.
rhythm and intonation in various contexts and correctly: /I/ and /i:/.
TALK / CONVERSE
Presenting information gathered about a
Give short, rehearsed oral presentations, and famous archaeologist and an archaeological
reply to simple questions which can be asked site in our country.
about your presentations. Presenting information about an unusual
story.
Giving a classmate information found about
the Japanese island of Yonaguni.
Presenting the class information about a
great archaeological find.
Take part correctly in daily transactions and Practising in pairs a conversation talking
tasks. about a dream.
Oral interaction in pairs in trying to guess
what the other was doing at a particular
moment in the weekend using the Past
continuous.
answering questions about things you could
do when you were several years younger
using could and couldn’t.
Take part correctly in conversations using Oral interaction in pairs practising the telling
simple structures and clear pronunciation. of a story.
Oral interaction in pairs talking about famous
fictional characters in our country.
Talking about what it was like playing a
memory game looking on the Internet.
Oral interaction in pairs playing at guessing
what the other is miming using the right verb
and adverb.
Oral interaction in pairs playing at guessing
what each person has written using
Oral interaction in pairs talking about a real
or invented crime.
READING
warnings or rules. Taking in the sentences and contents for
writing a text: telling a mysterious story.
Understanding the general meaning and Reading a text which describes a class
specific details of texts in different formats without its teacher and another about a theft
which a girl solves.
Reading a conversation in which one
adolescent tells another her dream.
Fact.
Understanding the main ideas in newspaper, Reading an article about a crime and
literary and fictional texts in different formats. another about Sherlock Holmes.
Valuing reading as a source of pleasure and Reading two stories with a certain mystery.
knowledge. Reading a text about pizza.
WRITING
Completing sentences and/or a text using
Using production strategies for writing simple the Simple past of action verbs.
texts. Completing sentences and/or a text using
the Past continuous, or past continuous and
the Simple past, as fits.
Completing sentences using could/couldn’t +
verb.
Writing sentences about your own story or
that of somebody you know.
Completing sentences using adverbs of
manner.
Filling in forms, questionnaires or printed Writing questions and answers with personal
pages with personal information. information using the Past continuous.
Writing sentences about what you could and
could not do as a child using could and
couldn’t.
Writing texts using appropriate vocabulary, Writing a short text about a crime you imagine
spelling, punctuation and correct formats and you have seen.
correct structures. Writing opinions or comments about the case
of a theft which a girl solves.
Writing de mystery stories.
Gathering information about a famous
archaeologist and an archaeological site in our
country, about the Japanese island of
Yonaguni and about a very important
archaeological finding
competences.
games. Doing a letter soup.
Digital competences
Obtaining information from the Internet for Looking for information about a famous
carrying out tasks in English. archaeologist, about an archaeological
excavation in our country and about
important archaeological find.
Looking for information about unusual stories
(missing people, lost pets…).
Looking for information about the Japanese
island of Yonaguni.
Give short presentations and projects in Explaining information gathered about a
English using different formats and digital famous archaeologist, about an
tools. archaeological excavation in our country and
a great archaeological find.
Explaining information gathered about an
unusual story.
Explaining la information about the Japanese
island of Yonaguni.
Studying and practising English on digital Look on the Internet and play a memory
devices. game.
Download the AR (Augmented Reality App)
onto a mobile or a tablet to carry out

Using artistic techniques and items to prepare Explaining information gathered about a
and give presentations and projects. famous archaeologist, about an
archaeological excavation in our country,
about a great archaeological find,
about an unusual story y
about the Japanese island of Yonaguni.
Identifying cultural features of English- Comparing famous fictional characters in
speaking countries and compare them with English-speaking countries with a character
their own, showing respect and interest. in our country.
Identifying different forms of cultural Knowledge of writers in English and some of

expression and showing an interest in their fictional characters (Conan Doyle-
widening knowledge. Sherlock Holmes and Agatha Christie-Jane
Marple).
Knowledge of rudiments about language in
Learning to Learn
writing a mysterious story.
mistakes.
improvement.
individually.
Plan, organise and check your work to be able Using the sentences given to write a
to present it properly. mysterious story.
Becoming aware of the consequences of your Valuing ordinary people's initiatives to
decisions. investigate unsolved crimes.
3 Social awareness.
correctly.
information, presentations…) done by classmates.
 Value women joining the state security forces and the armed forces.
cooperative.
 Geography and History: the Rosetta Stone and hieroglyphic language.
 Naming, recognising and presenting vocabulary in connection with action verbs and
adverbs of manner.
 Finding out about and using expressions of sequence in narratives (One day /
when / while / at first / finally / later).
 Making proper use of Past continuous (affirmative, negative and interrogative; short
answers) and could / couldn’t (affirmative, negative and interrogative sentences;
short answers).
 Distinguish between the use of the Simple past and the Past continuous.
 Use correct pronunciation and intonation: the sound /ɔ:/.
important features of archaeology (famous archaeologists, archaeological sites in
our country, great archaeological finds), the importance of the Rosetta Stone for
deciphering writing in hieroglyphics, and some writers in English and their fictional
characters (Conan Doyle-Sherlock Holmes and Agatha Christie-Jane Marple).
article about a crime and another about Sherlock Holmes, a conversation about a
piece of news, another between two friends about a book and a third interview in
which one adolescent tells another her dream, a text which describes a class
without its teacher and another about the Rosetta Stone, and four videos.
information: information about a real or invented crime, explaining information
about a famous archaeologist, an archaeological site in our country, a great
archaeological find, the island Yonaguni and about an unusual story, information
about actions in the past using Past continuous, information about what you knew
how to do when you were a child using could and couldn’t, information about a
dream, speculations about a message written with hieroglyphic symbols and
comments and opinions about fictional characters in our country.
written texts: an article about a crime and another about Sherlock Holmes, a
conversation in which one adolescent tells another her dream, a text which
describes a class without its teacher, another about a theft which a girl solves and a
third one about the Rosetta Stone.
and/or texts using the Simple past of action verbs, the Past continuous, or past
continuous with Simple past as suits, could/couldn’t + verb and adverbs of manner,
writing sentences about your own story or that of somebody you know, writing a
short text about a crime you imagine you have seen, gathering and writing
information about a famous archaeologist, about an archaeological site in our
country, about the Japanese island of Yonaguni, about unusual stories and an
important archaeological finding, writing opinions or comments about the case of a
theft which a girl solves, and writing mystery stories.
English.

vocabulary in connection with action repertoire of common
LC
verbs and adverbs of manner. vocabulary about action verbs
and adverbs of manner.
Practice using and forming Understanding and using LC
expressions with the Past functions and meanings SCS
continuous (affirmative, negative e associated with basic syntactic LL
interrogative; short answers), with structures. CCE
Past simple vs. Past continuous and
could / couldn’t (affirmative, Distinguishing between and
negative and interrogative using usual communication
sentences; short answers). functions: talking about actions
in the past and telling mystery
Use expressions of sequence in stories using expressions of
narratives. sequence.
Correct mistakes found.

English.
Practise pronouncing the sound Recognise and pronounce

/ɔ:/. orally and in writing the sound
/ɔ:/. LC

intonation.
Listening to an article about a crime Use the subject, general
and another about Sherlock meaning and main information
Holmes, a conversation about a and ideas from the text in short,
piece of news, another between two simple texts with visual and
friends about a book and a third one audio support.
in which one adolescent tells
another her dream, a text which
describes a class without its teacher
and another about the Rosetta LC
Stone, and four videos. SCS
CCE
Reading an article about a crime SIE
and another about Sherlock
Holmes, a conversation in which
one adolescent tells another her
dream, a text which describes a
class without its teacher, another
about a theft which a girl solves and
a third one about the Rosetta Stone.

important archaeological matters, basic social, cultural and
about the Rosetta Stone and writing linguistic features such as
with hieroglyphics and some writers important archaeological LC
in English and their fictional matters, the importance of the SCS
characters. Rosetta Stone for deciphering SIE
writing with hieroglyphics and
some writers in English and
their fictional characters.
an anecdote from the past and comprehensible oral texts which SCS
about what you knew or did not give, request and exchange MSCT
know how to do when you were information. CCE
SIE
young; giving information about a
real or invented crime; presenting
information about a famous
archaeologist, an archaeological
site in our country, a great
archaeological find, the island
Yonaguni and about an unusual
story; speculating about the
meaning of a message written with
hieroglyphic symbols; giving
opinions about fictional characters
in our country.
Practise writing your anecdotes or Write brief, simple texts and
those of people you know, a short with clear structures about
text about a crime, information everyday matters or subjects of
about a famous archaeologist, interest. LC
about an archaeological site in our LL
SCS
country, about the Japanese island MSCT
of Yonaguni, about unusual stories CCE
and an important archaeological SIE
finding, comments about the case of
a theft which a girl solves, and
mystery stories.
UNIT 5 OUR HOUSE
1 Contents
 Listen to and understand the description of a hotel in the Amazon jungle.

 Listen to and understand the conversation between a father and daughter
discussing domestic chores.
 Listen to and understand a conversation between siblings about two flats for sale
they have seen.
 Listen to and understand an article about life on a houseboat.
 Listen to and understand the conversation between a father and son about
domestic chores.
 Listening to and understanding videos: 5.1: about life in a small Australian town;
5.2: about a Canadian who moves his house from one place to another;
 5.3: adolescents talking about whether they prefer flats or houses; 5.4. about the
history of Giza pyramid in Egypt.
 Listen to and understand a text about the Bauhaus movement.
 Oral interaction in pairs asking and giving answers about the furniture in your room
and students say whether they are tidy or untidy.
 Exchanging information in pairs about the last hotel they stayed at and what they
like about staying at hotels.
 Oral interaction in pairs asking and answering questions about domestic chores.
 Oral interaction in pairs about laws and advice.
 Class debate about whether certain sentences about the United Kingdom are law
or advice.
 Class debate about good and bad things about living in a houseboat or similar.
 Oral interaction in pairs about information gathered about the city of Tanana.
 Oral interaction in pairs in which students talk about the place they would like to
live.
 Oral interaction in pairs with a conversation asking for help.
 Exchanging information about the buildings in your own city, their architectural
style, the materials they are made of and personal preferences.
 Oral interaction in pairs in which students talk about building with styles similar to
Bauhaus.
 Explaining to the class the theory they find most credible about the construction of
the pyramids in Egypt.
 Listening to and understanding the description of a hotel in the Amazon jungle.

 Reading and gathering information about Coober Pedy, a small Australian town.
 Reading and gathering information about precious stones.
 Listening to and understanding an article about life on a houseboat.
 Reading and gathering information about the Canadian city of Tanana.
 Listening to and understanding a text about the Bauhaus movement.
 Listening to and understanding information about different theories about the
construction of the pyramids in Egypt.
 Listening to and understanding information about the seven wonders of the world.
 Listening to and understanding a text about the Bauhaus movement.
 Listening to and understanding an e-mail with the description of Tony's house.
 Listening to and understanding an e-mail with the description of an unusual house.
 Listening to and understanding true or false sentences and correcting the false
ones.
 Reading and taking in sentences and contents for writing a text: an e-mail
describing your own house or flat.
 Short description of life in the Australian small town of Coober Pedy.

 Writing information about precious stones on the Internet.
 Writing sentences comparing objects, animals, places and activities.
 Writing sentences with superlatives.
 Writing five sentences about your favourite room, why you like it, what furniture
there is in it, etc.
 Writing sentences about your life at home using must, mustn’t, should, shouldn’t.
 Writing short notes about the Canadian city of Tanana.
 Writing sentences about the place they would like to live.
 Writing sentences about the pros and cons of different houses in the photos.
 Writing an e-mail describing your house or flat.
 Describing a house, invented or taken from a photograph, following models given.
 Using expressions for asking for and offering help: Shall I ( lay the table ) / Could
you take ( the dog for a walk) / Sorry, I can’t ! / That’s OK, I’ll do it / I’ll (put the
plates in the dishwasher).
 Expressing opinions and preferences: about your favourite room, about the type of
hotel for staying in, about living in an unusual house, about the place they would
like to live, about living in a flat and or in a house, about their favourite buildings
and architectural styles, about theories about the construction of the pyramids in
Egypt…
 Describing photos.
 Stating, recognising and differentiating between laws and advice.
 Comparing objects, animals, places and activities.
 Describing places: Coober Pedy in Australia, Tanana in Canada.
 Writing an e-mail describing your own house or flat.
Vocabulary:
 Different types of furniture: wardrobe / cupboard / sofa / mirror / bookcase /

armchair / toilet / chair / bed / shower / table / desk / chest of drawers.
 Domestic appliances: kettle / dishwasher / washing machine / iron / toaster /
microwave / fridge / blender / oven / freezer.
 Comparative and superlative adjectives.

 Must/mustn’t and should/shouldn’t for expressing and recognising laws and advice.
 Recognising and pronouncing the letter r.

 Using commas in sentences: for separating things on a list and between adjectives.
 Spelling rules for comparative and superlative adjectives
Classroom language:
 Look at the picture of virtual rooms. Match the furniture words in the box with the
box with the objects in the rooms.
 Look again at the furniture words in … Which…
 Work with a partner. Look at the virtual rooms again and answer the questions. /
Answer the questions. / Ask and answer the questions. / What do you think are the
good and bad things of living on a boathouse? / Watch the teenagers answering
the question ‘Which do you prefer, houses or flats?’ / Practise the conversation in…
 Look at the photos in the article. What can you see? Where do you think it is?
 Read and listen to the online article. Check your ideas in…
 Read the text again. Answer the questions.
 Look at the table and the spelling rules on … Complete the sentences with the
comparative form of the adjective in brackets.
 Look at the table and the spelling rules on … Then write superlative sentences.
 Are the sentences in … true or false?
 Write sentences comparing a thing from box a with a thing from box b. Then
compare with a partner.
 Look at photo. What do you think people are arguing about?
 Listen to Helen and her dad and check your ideas in …
 Listen again. Are these sentences true or false? Correct the false sentences.
 Look at the picture in … Match the words in the box with the objects (1-10)
 Look at the table. Complete the rules with ‘must’ or ‘mustn’t’.
 Complete the sentences with should or shouldn’t.
 Complete the sentences about the UK with ‘should’, ‘shouldn’t’, ‘must’ or ‘mustn’t’.
Which are laws and which are advice?
 Look at the photos of the houseboats. Why do you think people choose to live in
houseboats like these?
 Read and listen to the text about houseboats again: Is Sam happy living on a
houseboat.
 Josh and his dad are talking about housework. Listen and complete the
into your language.
 Look at the photo and read Tony’s email about his house. Do you think it’s a nice
house?
 Find examples of the uses of commas in the look at Language box in the text in …
 Add commas in the correct places in the sentences.
 Read Tony’s email again. Make notes about the things in the Look at Content box.
 Plan an email to Tony describing your house or flat. Use the list in the Look at
 Writing your e-mail. Use your notes from … and the language below to help you.
 Reading the sentences and contents for writing an e-mail about your own house or
flat, without forgetting to put commas in the right places.
 Revise and correct Spanish speakers' typical mistakes: a) Superlative + in + place:
the biggest country in the world and not the biggest country of the world; b)
homework and housework are uncountable nouns and, so, cannot be made plural.
 Doing competitions (Be curious), word game for forming the longest word
(Expanding Sentences game ) and vocabulary crossword.
 Knowledge of the choice to live in a different way (houseboats).

 Valuing the importance of sharing domestic chores.
 Valuing the importance of distinguishing between a law from a suggestion or a
piece of advice.
 Knowledge of life in other parts of the world (Australia and Canada).
 Respecting other people's tastes and preferences (types of house, cities,
architectural styles…).
2 Competences
LISTEN
Understanding the main points and some Listen to the conversation between a father
details of oral messages, either live or in and daughter about domestic chores.
recordings.
Understanding the most important things in Listen to a conversation between siblings

daily transactions and tasks and in formal and about two flats for sale they have seen.
informal conversations. Listen to the description of a hotel in the
Amazon jungle.
Listen to the conversation between a father
and son about domestic chores.
Identifying the main ideas and information in Watch four videos: 5.1: about life in a small
presentations, talks, explanations and the Australian town; 5.2: about a Canadian who
news. moves his house from one place to another;
5.3: adolescents talking about whether they
prefer flats or houses; 5.4.
Listen to a text about the Bauhaus
movement.
Distinguishing sound characteristics, accent, - Read and pronounce the letter r correctly.
rhythm and intonation in various contexts and
TALK / CONVERSE
Give short, rehearsed oral presentations, and Presenting the design of your ideal house.
reply to simple questions which can be asked Reading to the class the theory they find
about your presentations. most credible about the construction of the
pyramids in Egypt
Take part correctly in daily transactions and Exchanging information in pairs about the
tasks. last hotel they stayed at and what they like
about staying at hotels.
Class debate about whether certain
sentences about the United Kingdom are
law or advice.
Class debate about good and bad things
about living in a houseboat or similar.
Take part correctly in daily transactions and Oral interaction in pairs asking and giving
tasks. answers about the furniture in your room and
say whether it is tidy or not.
answering questions about domestic chores.
Oral interaction in pairs in which students
talk about the place they would like to live.
Take part correctly in conversations using Oral interaction in pairs about laws and
simple structures and clear pronunciation. advice.
gathered about the city of Tanana, Canada.
Oral interaction in pairs with a conversation
asking for help.
Exchanging information about the buildings
in your own city, their architectural style, the
materials they are made of and personal
preferences.
Oral interaction in pairs in which students
talk about building with styles similar to
Bauhaus.
READING
Correctly interpreting sentences about
Identifying relevant information in instructions, activities or exercises.
warnings or rules. Taking in the sentences and contents for
writing a text: e-mail describing your own
house or flat.
Understanding true or false sentences and
correcting the false ones.
Understanding the general meaning and Understanding extra information marked as
specific details of texts in different formats Fact.
Understanding the description of a hotel in
the Amazon jungle.
Understanding information about the seven
wonders of the world.
Understanding the main points of messages Understanding an e-mail with the description
and correspondence, formal and informal, in of Tony's house.
different formats. Understanding an e-mail with the description
of an unusual house.
Reading and gathering information about
Coober Pedy, a small Australian town
Reading and gathering information about
precious stones.
Understanding the main ideas in newspaper, Understanding an article about life on a

literary and fictional texts in different formats. houseboat.
Understanding information about the
Canadian city of Tanana.
Understanding a text about the Bauhaus
movement.
Valuing reading as a source of pleasure and Listening to and understanding information
knowledge. about different theories about the
construction of the pyramids in Egypt.
WRITING
Using production strategies for writing simple Writing sentences comparing objects,
texts. animals, places and activities.
Writing sentences with superlatives.
Writing sentences about your favourite room,
why you like it, what furniture there is in it,
etc.
Writing sentences about your life at home
using must, mustn’t, should, shouldn’t.
Filling in forms, questionnaires or printed Writing sentences about the place they
pages with personal information. would like to live.
Writing sentences about the pros and cons
of different houses in the photos.
Writing notes, messages, adverts, posts and Writing short notes about the Canadian city
short, formal and informal correspondence of Tanana.
with simple, relevant information. Writing an e-mail describing your house or
flat.
Describing an invented house or one taken
from a photo, following models given.
Writing texts using appropriate vocabulary, Short description of life in the Australian small
spelling, punctuation and correct formats and town of Coober Pedy.
correct structures. Writing information taken from the Internet
about precious stones.
competences.
Putting in order and classifying data following Placing things in a sentence following
criteria. syntactic criteria.
Solving puzzles, crosswords and guessing Be curious competition to find information,
games. doing a crossword for learning vocabulary.
Valuing and following healthy habits. The importance of having a balanced diet.
Digital competences
Obtaining information from the Internet for Looking for information about life in the
carrying out tasks in English. Australian city of Coober Pedy.
Looking for information about precious

stones to share your findings with a
classmate.
Looking for information about the city of
Tanana and taking brief notes in English.
Looking for information about the seven
wonders of the world.
Looking for information about the most
probable theories about construction of the
pyramids in Egypt.
Give short presentations and projects in Making material: drawing a simple plan to
English using different formats and digital give the class information about your ideal
tools. house.
Studying and practising English on digital Visit forums.
devices. Download the AR (Augmented Reality App)
onto a mobile or a tablet to carry out
Using ITC for starting social relationships with Read and practise writing e-mails.
students in other countries.

Interacting politely and attention valuing and Expressing individual preferences/tastes and
respecting classmates' opinions, tastes and respect those of others.
preferences. Using communication reinforcers.
Understanding and valuing the use of English Giving information about preferences and
for communicating with other people and to tastes.
find out about other cultures. Asking for and offering help.
Looking for information about other places
and cultures.

Using artistic techniques and items to prepare Drawing a simple plan of a house.
and give presentations and projects. Presenting visual material in presentations
(posters, drawings, photos…)
Identifying cultural features of English- Knowledge of the existence of a hotel in a
speaking countries and compare them with tree in the Amazon jungle.
their own, showing respect and interest. Knowledge of the way of life in a small
Australian town.
Finding out about the life of a Canadian who
moves his house from one place to another.
Learning to Learn
Identify, plan and apply objectives for carrying Individually do the exercises from the
out tasks, activities and projects. Workbook.
and compiling information, making a poster,
designing a plan…).
writing an e-mail describing your own house.
mistakes.
improvement.
Identifying and using different strategies for Look further into the Grammar Reference
Do oral and written self-correction exercises.
Complete grammar rules.

individually.
Plan, organise and check your work to be able Using the sentences given for writing an e-
to present it properly. mail describing your own house or flat.
3 Social awareness.
correctly.
 Accepting the preferences or tastes of others (activities, types of houses…).
 Showing an interest and give constructive criticism about work (posters,
presentations, drawings…) done by classmates.
Education for living together
 Respecting classmates regardless of their name and/or surnames, not using hurtful
or insulting nicknames.
Education about health
 Recognising the importance of living in a tidy house or flat sharing domestic chores
and respecting the environment.
cooperative.
 Plastic, Visual and Audiovisual Education: the Bauhaus movement
 Naming, recognising and presenting vocabulary connected with different types of

furniture and domestic appliances.
 Making proper use of comparatives and superlatives and must/mustn’t and
should/shouldn’t for expressing and recognising laws and advice.
 Use correct pronunciation and intonation: the letter r.
choice to live in a different way (houseboats), the importance of sharing domestic
chores, valuing the importance of distinguishing between a law from a suggestion
or a piece of advice, finding out about life in other parts of the world (Australia and
Canada), respecting other people's tastes and preferences (types of house, cities,
architectural styles…) and the current importance of talking other languages, in
especial English.
information about the last hotel they stayed at and what they like about staying at
hotels, about good and bad things about living in a houseboat or similar, about the
furniture in your room and whether it is tidy or not, about domestic chores, about
the place they would like to live, about laws and advice, about information gathered
about the Canadian city of Tanana, asking for help, about the buildings in your own
city, architectural styles and materials.
 Understanding the main idea and specific information from oral messages: the
conversation between a father and daughter about domestic chores, a conversation
between brothers about two flats for sale they have seen, the description of a hotel
in the Amazon jungle, the conversation between a father and son about domestic
chores, a text about the Bauhaus movement and four videos.
written texts: the description of a hotel in the Amazon jungle, an article about life on
a houseboat, information about the Canadian city of Tanana, information about the
seven wonders of the world, an e-mail with the description of Tony's house, an e-
mail with the description of an unusual house, information about Coober Pedy, a
small Australian town, information about precious stones, information about
different theories about the construction of the pyramids in Egypt, a text about the
Bauhaus movement.
 Writing short, simple texts with clear structures: writing sentences comparing
objects, animals, places and activities, writing sentences with superlatives, writing
sentences about your favourite room, why you like it, what furniture there is in it,
etc., writing sentences about your life at home using must, mustn’t, should,
shouldn’t, writing sentences about the place they would like to live, writing
sentences about the pros and cons of different houses in the photos, writing short
notes about the Canadian city of Tanana, writing an e-mail describing your house or
flat, description of an invented house or one taken from a photo, following models
given, short description of life in the Australian small town of Coober Pedy and
writing information about precious stones.
English.
 CLIL: using ideas in English in Plastic, Visual and Audiovisual education.

vocabulary connected with different repertoire of common
LC
types of furniture and domestic vocabulary about types of
appliances. furniture and domestic
appliances.
Practise the use and form of Understanding and using

comparatives and superlatives functions and meanings
Practising using and forming associated with basic syntactic
must/mustn’t and should/shouldn’t structures.
for expressing and recognising laws
and advice
Using expressions which encourage

oral interaction. Distinguishing between and
using usual communication
functions: asking for and offering LC
help, expressing opinions, CD
description of photos, SCS
expressing, recognising and LL
differentiating between laws and
advice, comparing objects,
animals, places and activities,
description of places and writing
e-mails describing houses or
flats.

English.
Practise pronunciation de the Recognise and pronounce the
written letter r. letter r correctly.
LC
intonation.
Listening to the conversation Use the subject, general LC
between a father and daughter meaning and main information CD
about domestic chores, a and ideas from the text in short, SCS
conversation between siblings simple texts with visual and
about two flats for sale they have audio support.
seen, the description of a hotel in
the Amazon jungle, a conversation
between a father and son about
domestic chores, a text about the
Bauhaus movement and four
videos.
Reading the description of a hotel in
the Amazon jungle, an article about
life on a houseboat, information
about the Canadian city of Tanana,
information about the seven
wonders of the world, an e-mail with
the description of Tony's house, an
e-mail with the description of an
unusual house, information about a
small Australian town, information
about precious stones, information
about different theories about the
construction of the pyramids in
Egypt and a text about the Bauhaus
movement.
Debate with classmates about the Finding out about and using
differences between a law and a basic social, cultural and
suggestion, finding out about life in linguistic features such as the
other parts of the world (Australia importance of sharing domestic
and Canada), chores, valuing the importance
LC
of distinguishing a law from a SCS
suggestion or a piece of advice,
knowledge about life in other
parts of the world (Australia and
Canada), respect for other
people's tastes and preferences
Giving information about the last Producing short,
hotel they stayed at and what they comprehensible oral texts which
like about staying at hotels, about give, request and exchange
good and bad things about living in information.
a houseboat or similar, about the
furniture in your room and whether it LC
is tidy or not, about domestic SCS
chores, about the place they would MSCT
like to live, about laws and advice,
about information gathered about
the city of Tanana, asking for help,
about the buildings in your own city,
architectural styles and materials.
Description of sentences comparing Write brief, simple texts and LC
objects, animals, places and with clear structures about CD
activities, sentences with everyday matters or subjects of
superlatives, description of your interest.
favourite room, sentences about
your life at home using must,
mustn’t, should, shouldn’t, the place
they would like to live, the pros and
cons of different houses in photos, SCS
the Canadian city of Tanana, an e- SIE
mail about your house or flat,
description of an invented house or
one taken from a photo, life in a
small Australian town and
information about precious stones..
UNIT 6 VISIONS OF THE FUTURE
1 Contents
 Listen to and understand an article about the development of computers.

 Listening to and understanding videos: 6.1. Some inventors try out ways of
delivering pizzas to an island 6.2. The story of how the Napster programme
changed the music industry. 6.3. Various adolescents talk about how important their
mobile phones are for them. 6.4. A Japanese teacher uses a robot for teaching.
 Listen to and understand an interview from a scientific programme.
 Listen to and understand the conversation between Mark and Liz about a tv
programme.
 Listen to and understand an article about using mobile phones in the United
Kingdom.
 Listen to and understand instructions for using a mobile phone.
 Oral interaction in pairs for exchanging information about their electronic devices
and what they do with them.
 Exchanging information about computers and mobile phones.
 Students share information with classmates about modern uses for robots.
 Exchanging points of view about the negative influence of technology on young
people.
 Exchanging ideas with a classmate about the features of your ideal music website.
 Oral practice of asking for and giving instructions.
 Oral interaction for sharing the chores they would like a robot to do for them.
 Debate about whether robots should look human.
 Explaining ideas about the difference between a computer and a supercomputer.
 Listening to and understanding a text about the development of computers.

 Reading information on the Internet about robot design.
 Reading information on the Internet and other media about modern uses for robots.
 Reading a text about classes in the future.
 Listening to and understanding an article about the use of mobile phones in the UK.
 Reading a text with opinions about the world in the future.
 Listening to and understanding a text about the cars of the future.
 Reading an article about how the author imagines life in the future.
 Reading and understanding a text about supercomputers.
 Reading and taking in sentences and contents for writing an article.
 Describing a computer designed by the students.

 Completing an e-mail with vocabulary connected with computers.
 Completing sentences and texts using (not) as + adjective + as.
 Completing rules and sentences using will and won´t.
 Using first conditional to talk about your future.
 Complete sentences using the first conditional.
 Writing sentences about our own future using the first conditional.
 Writing sentences making predictions about your future with will and won´t.
 Completing sentences with predictions about different features such as your city
and mobile phones.
 Completing an interview with a scientist talking about the food of the future.
 Writing questions to ask a famous personality about his/her future.
 Complete a text using verbs connected with technology.
 Describing your favourite website.
 Writing explanatory notes about how to use your musical website.
 Preparing a conversation giving instructions about using a mobile phone.
 Writing a text with opinions based on a sentence.
 Writing a text with opinions answering a previous one about life in the future.
 Drawing up a list of chores which a computer could do for us.
 Think of reasons for answering the question of whether robots should look human.
 Predicting the future with will and won´t.

 Explaining situations from future using the first conditional.
 Expressing opinion. I think that … / I don’t think that … / I’m not sure that … / In my
opinion, …
 Asking for and giving instructions: How does it work? / First, press (the round
button). / Next, (move your finger across the screen). / What do I do to (make a
call)? / You need to (press the contacts icon). / Now all you do is (press the
number) and it’ll (ring him).
 Putting opinions in sequence.
 Explaining comparison with (not) as + adjective + as.
Vocabulary:
 Vocabulary connected with computers and technology: headphones, keyboard,

laptop, memory stick, microphone, mouse, printer, screen, desktop, tablet, touch
screen, webcam, Wi-Fi.
 Phrasal verbs connected with technology: scroll down, plug in, log in, turn on, click
on, turn up, turn off, shut down, turn down.
 Words for sequences: however, firstly, to sum up.
 Using will and won´t in affirmative, negative and interrogative.

 Using (not) as + adjective + as.
 Using first conditional.
 Recognising, contrasting and the correct pronunciation of contracted forms of will.
Classroom language:
 Match the words with the photos.

 Look at the images and match….
 Work with a partner. Answer the questions. / Take it turns to do actions for the
verbs. / Ask and answer the questions… / Practise the conversation…
 Read and listen to…
 Look at the object in the photo. What do you think it is?
 Look at the pictures and match the verbs in bold with the actions.
 Match the sentences with the same meaning.
 Complete the rule in the grammar table.
 Circle the correct words in the grammar table.
 Match the clauses.
 Check the meaning of these words from the text in a dictionary.
 Choose the correct option.
 Choose the best options depending on your opinion.
 Complete the text with the correct form of the verbs in brackets.
 Read the text / article / sentences again. Correct the sentences.
 Choose the correct sentences.
 Answer the questions.
 Find examples of…
 Complete the sentences for you. Then compare with a partner.
 Make a list of...
 Discuss with your partner.
 Compare your ideas with a partner.
 Complete the rule in the grammar box.
 Listen again. Are these sentences true or false?
 Check the meaning of these words from the box in a dictionary.
 Use the pictures to complete the crossword.
 Translate the sentences into your language.
 Read the essay again. Match A-D in the Look at Content box with the four
paragraphs.
 Complete the email with the words in the box.
 Writing your essay. Use your notes from… and the language below to help you.
 Reading sentences and contents to write an article.

 Revise and correct Spanish speakers' typical mistakes: a) saying go on the Internet
and not go in Internet; b) children is an irregular plural and is never childrens.
 Knowledge of different technological features.

 Expressing opinions about life in the future and the use of technology.
 Knowledge of the use of technology in other countries.
 Knowledge of the use of robots.
 Speculation about the classroom of the future.
2 Competences
LISTEN
Understanding the main points and some Listening to and repeating vocabulary
details of oral messages, either live or in connected with a computer.
recordings. Listen to and understand the conversation
between Mark and Liz about a tv
programme.
Understanding the most important things in Listen to and understand: an article about
daily transactions and tasks and in formal and the development of computers,
informal conversations. an interview from a scientific programme,
an article about using mobile phones in the
United Kingdom.
Identifying the main ideas and information in

presentations, talks, explanations and the Watch four videos: 6.1. Some inventors try
news. out ways of delivering pizzas to an island
6.2. The story of how the Napster
programme changed the music industry. 6.3.
Various adolescents talk about how
important their mobile phones are for them.
6.4. A Japanese teacher uses a robot for
teaching.
Listen to and understand instructions for
using a mobile phone.
Distinguishing sound characteristics, accent, Identify and pronounce the contractions of

rhythm and intonation in various contexts and will.
TALK / CONVERSE
Give short, rehearsed oral presentations, and Explaining ideas about the difference
reply to simple questions which can be asked between a computer and a supercomputer.
about your presentations.
Take part correctly in daily transactions and Oral interaction in pairs for exchanging
tasks. information about their electronic devices
and what they do with them.
Oral practice of asking for and giving
instructions.
Take part correctly in daily transactions and Exchanging points of view about the
tasks. negative influence of technology on young
people.
Exchanging ideas with a classmate about the
features of your ideal music website.
Take part correctly in conversations using Exchanging information about computers
simple structures and clear pronunciation. and mobile phones.
Students share information with classmates
about modern uses for robots.
Oral interaction for sharing the chores they
would like a robot to do for them.
Debate about whether robots should look
human.
READING
Identifying relevant information in instructions, Reading and understanding dictionary

warnings or rules. entries.
exercises correctly.
Reading and taking in sentences and
contents for writing an article.
Understanding the general meaning and Listening to and understanding the use of
specific details of texts in different formats mobile phones in the UK.
Reading information on the Internet and
other media about modern uses for robots.
Fact.
Understanding the main ideas in newspaper, Reading and understanding a text about
literary and fictional texts in different formats. supercomputers.
Reading an article about how the author
imagines life in the future.
Valuing reading as a source of pleasure and Listening to and understanding a text about
knowledge. the development of computers.
Reading information on the Internet about
robot design.
Reading a text about classes in the future.
Reading a text with opinions about the world
in the future.
Listening to and understanding a text about
the cars of the future.
WRITING Preparing a conversation giving instructions

about using a mobile phone.
Using production strategies for writing simple Completing an interview with a scientist
texts. talking about the food of the future.
Think of reasons for answering the question
of whether robots should look human.
Filling in forms, questionnaires or printed Completing an e-mail with vocabulary

pages with personal information. connected with computers; sentences and
texts using (not) as + adjective + as;
rules and sentences using will and won´t;
sentences and texts using the first
conditional; predictions about different things
such as your city and mobile phones and a
text using verbs connected with technology.
Writing notes, messages, adverts, posts and Writing sentences about our own future
short, formal and informal correspondence using the first conditional.
with simple, relevant information. Writing sentences making predictions about
your future with will and won´t.
Writing questions to ask a famous
personality about his/her future.
Writing explanatory notes about how to use
your musical website.
Describing your favourite website
Writing texts using appropriate vocabulary, Drawing up a list of chores which a computer
spelling, punctuation and correct formats and could do for us.
correct structures. Describing a computer designed by the
students.
Writing a text with opinions based on a
sentence.
Writing a text with opinions answering a
previous one about life in the future.
competences.
games. Use the drawings for doing a crossword
about vocabulary connected with computers.
Digital competences
Obtaining information from the Internet for Look for information for designing a robot.
carrying out tasks in English.
Give short presentations and projects in Students present the result of their searches
English using different formats and digital on the Internet about modern uses for
tools. robots.
Studying and practising English on digital Be curious competition to find information
devices.

Understanding and valuing the use of English
Taking an interest in and respecting the Finding out about British people's
customs, rules and values of countries in superstitions.
Using artistic techniques and items to prepare Designing and making a robot.
and give presentations and projects.
Identifying cultural features of English- Young British people using mobile phones.
speaking countries and compare them with Knowledge of Raspberry Pi.
Learning to Learn
and compiling information, making a
poster…).
writing a text with opinions.
mistakes.
improvement.

individually.
Plan, organise and check your work to be able Using sentences given for writing personal e-
to present it properly. mails.
3 Social awareness.
correctly.
 Accepting other people's tastes and preferences (favourite things).
presentations…) done by classmates.
 Respecting and value boys' and girls' tastes and preferences (favourite things)
equally.
 Respecting all people and specifically classmates with regardless of their nationality
or cultural origin; recognising, furthermore, that a multicultural society can be richer
in social terms.
cooperative.
 Technology: knowledge about the development of computers and the future of IT in

different areas: use of mobiles, the classroom of the future and robots.
 Naming, recognising and presenting vocabulary connected with computers and

technology, phrasal verbs connected with technology and expressions of sequence
(however, firstly and to sum up).
 Make proper use of will y won´t (affirmative, negative and interrogative sentences),
(not) as + adjective + as and the first conditional
 Using correct pronunciation and intonation: contractions of the verb be.
development of computers from their beginnings to the present, how young people
use ITC at present and the present and future of robots.
article about the development of computers, an interview from a scientific
programme, the conversation between Mark and Liz about a tv programme,
instructions for using a mobile phone, an article about using mobile phones in the
United Kingdom and four videos.
information: information about their electronic devices and what they do with them,
information about computers and mobile phones, preparing reasons for answering
the question of whether robots should look human, opinions about the negative
influence of technology on young people, explaining ideas about the difference
between a computer and a supercomputer, preparing questions for asking a
famous personality about your future and taking explanatory notes about how to
use your musical website.
 Understanding general information and getting the gist of different types of written
texts: a text about the development of computers and another about
supercomputers, a text about classes in the future, an article about the use of
mobile phones in the UK, an article about how the author imagines life in the future.
 Writing short, simple texts with clear structures: completing/writing sentences
and/or texts using will and won’t, as … as and the first conditional, description of
the chores that a computer could do for us, writing ideas about the future using the
first conditional, writing questions to ask a famous personality about your future,
description of a website and instructions for using it, a text with opinions answering
a previous one about life in the future, drawing up a list of tasks which a computer
could do for us and writing reasons for answering the question of whether robots
should look human.
 CLIL: using ideas in English in the Technology area.

Recognising and presenting Recognising and using a limited
vocabulary connected with repertoire of common
computers, phrasal verbs vocabulary orally and in writing
LC
connected with technology and about computers, phrasal verbs
words for sequences. connected with technology and
words for sequences.
Practise use and form Using will and Understanding and using
won´t in affirmative, negative and functions and meanings
interrogative. associated with basic syntactic
Using (not) as + adjective + as. structures.
Using first conditional.
Distinguishing between and
Recognising Spanish-speakers' using usual communication
typical mistakes when learning functions: making predictions LC
English. about the future with will and LL
won´t. SCS
Explaining situations from future CCE
using the first conditional.
Express opinions
Asking for and giving
instructions.
Putting opinions in sequence.
Explaining comparison with (not)
as + adjective + as.
Practise pronunciation of the Recognise and produce orally
contractions of will. and in writing the contractions LC
of will. LL
intonation.
Listening to the conversation Use the subject, general
between Mark and Liz about a tv meaning and main information
programme, an article about the and ideas from the text in short,
development of computers, an simple texts with visual and
interview from a scientific audio support.
programme, an article about using
mobile phones in the United
Kingdom and four videos.
Reading texts about: the use of

LC
mobile phones in the UK, modern SCS
uses for robots supercomputers, MSCT
the development of computers, the CCE
classes and the cars of the future.
Reading an article about how the
author imagines life in the future.
Reading a text with opinions about
the world in the future.

LC
whether robots should look human basic socio-cultural and socio-
CCE
and about the negative influence of linguistic features.
technology on young people.
Exchanging information about their Producing short,
electronic devices and what they comprehensible oral texts which
LC
do with them. give, request and exchange
SCS
Exchanging ideas with a classmate information. CCE
about the features of your ideal
music website.
Drawing up a list of tasks which a Write brief, simple texts and
computer could do for us. with clear structures about LC
Describing a computer designed everyday matters or subjects of LL
by the students. interest. SCS
Writing a text with opinions based SIE
on a sentence.
UNIT 7 LIFE CHOICES
1 Contents
 Listen to and understand an article about life in the Outback, Australia

 Listen to and understand a girl talking about the idea of taking a sabbatical year.
 Listen to and understand a conversation between two girls about sabbatical years.
 Listening to and understanding adolescents talking about what they are going to do
when they leave school.
 Listen to and understand an article about the activities you can do on a sabbatical
year in South Africa.
 Listen to and understand the conversation between two people talking about a
survey.
 Listening to and understanding videos: 7.1: information about an American girl who
has her classes at home; 7.2: a girl talks about where to go on her sabbatical year;
7.3: adolescents saying what they are going to do when they leave school; 7.4:
information about building an ecological art centre.
 Listen to and understand an interview with an environmental scientist.
 Oral interaction in pairs about their parents' lives and what they find in common in
those lives.
 Presentation to the class about interesting experiences, projects and jobs for a
sabbatical year for a person you choose.
 Oral interaction in pairs about planning your own sabbatical year.
 Exchanging information about your plans for the future using be going to.
 Exchanging information in pairs about Mark's plans for the week.
 Oral interaction about recycling.
 Debate about the positive and negative things about living in the Outback,
Australia.
 Oral interaction in pairs about volunteer projects.
 Explaining to the class the places, projects and jobs they have found about
volunteer work.
 Oral interaction in pairs expressing agreement and disagreement.
 Exchanging information in pairs talking about the alternative to plastic bags and
what they do to take care of environment.
 Listening to and understanding an article about life in the Outback in Australia.

 Listening to and understanding written descriptions about the best and worst things
about going to school.
 Listening to and understanding information on the Internet about other experiences
during a sabbatical year.
 Listening to and understanding an article about activities which can be done during
a sabbatical year in South Africa.
 Listening to and understanding a thank you letter.
 Listening to and understanding a text about two people's lives and how they are
improving.
 Reading and taking in sentences and contents for writing a text: a thank you letter
to a relative.
 Reading and understanding the reference sections given in the activities.
 Listening to and understanding information about ecological buildings in your own
country.
 Listening to and understanding an interview with an environmental scientist.
 Writing sentences about events in life of a famous person.

 Drawing up a list of the advantages and disadvantages of having classes at home.
 Short description of the best and worst things about going to school.
 Completing sentences and/or a text using be going to or will.
 Writing sentences about plans for the future.
 Writing sentences about plans with friends and family this weekend.
 Writing sentences about what they are going to do and not next holidays.
 Writing sentences about plans for the weekend.
 Planning and writing short notes about their own sabbatical year describing places,
activities, etc.
 Writing their own opinions about which life story they have found most surprising
from the two read.
 Completing sentences putting the verb in -ing or the infinitive with to.
 Writing a thank you letter.
 Writing an e-mail thanking a friend or a relative.
 Using expressions to show agreement and disagreement. I don’t agree (with that at
all) / I think that’s (quite) a good idea / I’m not sure I agree (with that) / Yes, I
suppose you’re right / That’s true.
 Describing personal information: information about their parents' lives, about your
plans for the future, saying the best and worst things about going to school, writing
a thank you letter to a relative.
 Expressing opinions and points of view: about having classes at home, about going
to school, about another person's life story.
 Describing places: the Outback in Australia, a sabbatical year in South Africa.
 Describing two people's life stories.
 Explaining suggestions or advice with should.
 Writing a thank you e-mail.
Vocabulary:
 Events in life: pass your driving test / get married / go to school / retire / go to
university / have children / leave school / take a year out / be born / get a job.
 Packaging and materials: plastic bag / cartons / cardboard box / plastic bottles /
glass jars / paper bag / aluminium cans.
 be going to
 will and be going to: differences and uses.
 Present continuous to talk about the future.
 Simple present to talk about the future.
 Recognising, comparing and pronouncing the letter i.

 Recognising and pronouncing vocabulary: events in life and packaging and
materials.
Classroom language:
 Match the pictures with the life events in the box.

 Look again at the life events in … In which order do people typically do them, do
you think?
 Work with a partner. Tell each other about your parents’ lives. What things have
they got in common? / Answer the questions. / Ask and answer the questions in
Exercise … / Look at the page from Mark’s diary. Ask and answer questions about
his plan. / Watch the teenagers answering the question ‘What are you going to do
when you leave school?’ / Practise the conversation in…
 Look at the photos. Where do you think it is? What do you think life is like in a place
like this?
 Read and listen to the text about life in the Outback. Are the family happy there?
sentences.
 Look at the table. Then add ‘going to’, ‘infinitive’ and ‘be’ to the rule.
 Look at Matt and Daisy Clark’s plans for the future. Write seven more sentences.
 Look at the two quotes above. Which is a future intention? Which is a prediction?
 Complete the conversation with ‘be going to for future plans and intentions, or will
for predictions.
 Write questions with ‘be going to’.
 Look at the photos. What do you think the person in the tablet is doing?
 Listen again. Complete the sentences.
 Look at the pictures. Match the containers with the words in the box.
 Look at the table. Translate the sentences into your own language.
 Complete the conversation with the present continuous. Which sentences are
talking about the present? Which are talking about the future?
 Complete the text with the verbs in the box. Use the Present continuous.
 Write three sentences about arrangements with friends and family this week. Then
compare with a partner. Are they the same?
 Complete the sentences with the correct form of the Present simple in brackets.
Then match them with the pictures.
 Look at the photos of volunteer projects in South Africa. What can you see? What
do you think the volunteers do in each project?
 Read the text again and answer the questions.
 Liam and Katie are discussing statements in a class survey. Listen and complete
the conversation with the words in the box.
language.
 Look at the photo and read Liam’s letter. What is he saying thank you for? What is
he going to buy?
 Find examples of prepositions + -ing and adjective + infinitive with to in the text in
…
 Read Liam’s letter again. Which information in the Look at Content box is not in the
letter?
 Plan a thank-you letter to someone in your family. Use the list in the Look at
 Write your letter. Use your notes from … and the language below to help you.
 Reading the sentences and contents to write a thank you letter.

 Revise and correct Spanish speakers' typical mistakes: a) the past of to be born is
was born and not born; b) do not confuse life (noun) with live (verb): social life.
 Doing competitions (Be curious), word spelling game (The Spelling game) and
vocabulary crossword.
 Knowledge of features of life in other places and countries: in the Australian

Outback, in South Africa…
 Valuing the importance of thanking other people.
 Respecting opinions other people have in oral exchanges and group
debates.
 Finding out about the importance of recycling and protecting the environment.
 Valuing effort as a way of improving progress in life.
 Valuing voluntary work.
 Respecting other people's preferences about experiences, plans and activities.
 Recognising formal and informal language: adolescents' language, a thank you
letter to a relative…
2 Competences
LISTEN
Understanding the main points and some Listen to a girl talking about the idea of
details of oral messages, either live or in taking a sabbatical year.
recordings. Listen to a conversation between two girls
about sabbatical years.
Understanding the most important things in Listen to an article about activities which can
daily transactions and tasks and in formal and be done during a sabbatical year in South
informal conversations. Africa.
Listen to a conversation between
adolescents talking about what they are
going to do when they leave school.
Listen to the conversation between two
people talking about a survey.
Identifying the main ideas and information in Listen to and understand an article about life
presentations, talks, explanations and the in the Outback in Australia.
news. Listen to and understand an interview with
an environmental scientist.
Watch four videos: 7.1: information about an
American girl who has her classes at home;
7.2: a girl talks about where to spend her
sabbatical year; 7.3: adolescents saying
what they are going to do when they leave
school; 7.4: information about building an
ecological art centre.
Distinguishing sound characteristics, accent, Identify and pronounce vocabulary: events
rhythm and intonation in various contexts and in life and packaging and materials.
identify what they want to communicate. Recognising and pronounce the letter i.
TALK / CONVERSE
Give short, rehearsed oral presentations, and Presentation to the class about interesting
reply to simple questions which can be asked experiences, projects and jobs for another
about your presentations. person's sabbatical year.
Explaining to the class the places, projects
and jobs they have found about volunteer
work.
Take part correctly in daily transactions and Oral interaction in pairs about planning your
tasks. own sabbatical year. Oral interaction about
recycling.
Debate about the positive and negative
things about living in the Outback, Australia.
Oral interaction in pairs about volunteer
projects.
Take part correctly in daily transactions and Exchanging information in pairs about Mark's
tasks. plans for the week.
Oral interaction in pairs expressing
agreement and disagreement.
Exchanging information in pairs talking about
the alternative to plastic bags and what they
do to take care of the environment.
Take part correctly in conversations using Oral interaction in pairs about their parents'
simple structures and clear pronunciation. lives and what they find in common in those
lives.
Exchanging information about your plans for
the future using be going to.
Oral interaction in pairs about volunteer
projects.
READING
Correctly interpreting sentences about
Identifying relevant information in instructions, activities or exercises.
warnings or rules. Understanding suggestions.
Understanding and taking in sentences and
contents for writing a text: a thank you letter
to a relative.
Understanding the reference sections given
in the activities.

Understanding written descriptions about the
best and worst things about going to school.
Understanding a text about two people's
lives and how it is improving.
Understanding the main points of messages Understanding a thank you letter.
different formats.
Find specific, essential information in Understanding the reference sections given
reference and study material. in the activities.
Understanding the main ideas in newspaper, Understanding information in Internet about
literary and fictional texts in different formats. other experiences in a sabbatical year.
Understanding information about ecological
buildings in your own country.
Understanding an interview with an
environmental scientist.
Valuing reading as a source of pleasure and Understanding an article about life in the
knowledge. Outback, Australia.
Understanding an article about activities
which can be done during a sabbatical year
in South Africa.
WRITING
Using production strategies for writing simple Completing sentences and/or a text using be
texts. going to or will.
Writing sentences about plans for the future.
Writing sentences about plans with friends
and family this weekend.
Writing sentences about what they are going
to do and not next holidays.
Writing sentences about plans for the
weekend.
Completing sentences with the verb in -ing or
in infinitive with to.
Writing notes, messages, adverts, posts and Planning and writing short notes about their
short, formal and informal correspondence own sabbatical year describing places,
with simple, relevant information. activities, etc.
Writing a thank you letter.
Writing an e-mail thanking a friend or a
relative.
Writing texts using appropriate vocabulary, Short description of the best and worst things
spelling, punctuation and correct formats and about going to school.
correct structures. Writing their own opinions about which life
story they have found most surprising from
the two read.
competences.
Putting in order and classifying data following Putting things in the sentence following
criteria. syntactic criteria.
Interpret and show simple statistical data on Doing a diagram with the steps for making
graphs and tables. plastic bags.
Solving puzzles, crosswords and guessing Doing crosswords.
games.
Respect nature and animals in the Valuing the importance of recycling and
environment. protecting the environment.
Doing volunteer projects in natural
surroundings in South Africa.
Knowledge of ecological buildings in your
own country.
Identifying the most relevant environmental Knowledge of marine biologists' and South
problems and connecting them with causes African jungle conservationists' work.
Digital competences
Obtaining information from the Internet for Looking for and gathering information about
carrying out tasks in English. experiences during a sabbatical year, about
ecological buildings in your country, about
volunteer projects, etc.
Give short presentations and projects in Using the digital board.
English using different formats and digital
tools.
Using ITC for starting social relationships with Writing e-mails

students in other countries.

preferences. Respecting opinions other people have
about having classes at home, living in the
Australian Outback, about surprising life
stories….
Using expressions to give opinions and talk
about them.
Understanding and valuing the use of English Give advice.
for communicating with other people and to Expressing agreement and disagreement.
Taking an interest in and respecting the Finding out about life in the Australian
customs, rules and values of countries in Outback , life in places in South Africa where
which foreign languages are spoken. different volunteer projects are carried out in
the environment and with children.

Using artistic techniques and items to prepare Making posters and using graphic material,
and give presentations and projects. photos and maps.
Identifying cultural features of English- Knowledge of life in the Australian Outback
speaking countries and compare them with
Identifying different forms of cultural Awareness of the existence of other ways to
expression and showing an interest in have sabbatical years abroad: carrying out
widening knowledge. very diverse volunteer work in very varied
surroundings.
Learning to Learn
writing a thank you letter.
mistakes.
improvement.

individually.
Plan, organise and check your work to be able Using the sentences given for writing a letter
to present it properly. and a thank you e-mail and for writing
conversations.
Becoming aware of the consequences of your Using knowledge acquired for taking the right
decisions. decisions for taking care of the environment
and being more ecological.
3 Social awareness.
correctly.
 Accept opinions and preferences other people have: about good and bad things at
school, progress in people's lives, about ways of life in other countries, volunteer
work, ways of looking after the environment and the need to recycle.
information, presentations, role plays…) done by classmates.
Education about health
 Respecting the environment as the basis for leading a healthy, balanced life.
 Recycling materials to make better use of natural resources and avoid them
running out as they are indispensable for life.
cooperative.
 Biology and Geology: a plastic bag's life cycle.
 Naming, recognising and presenting vocabulary connected with events in life.

 Finding out about and using names of packaging and materials.
 Make proper use of be going to, differentiate between will and be going to and
know how to use the Simple present and the Present continuous to talk about the
future.
cultural differences in life in other English-speaking countries, the importance of
thanking other people, respecting other people's opinions and preferences, the
importance of recycling materials and looking after the environment, recognising
efforts to improve life and the importance of volunteer work.
information: about Mark's plans for the week, for expressing agreement and
disagreement, about the alternative to plastic bags and ways of taking care of the
environment, about their parents' lives, about your plans for the future using be
going to, about volunteer projects, about planning your own sabbatical year, about
recycling, about the positive and negative things about living in the Australian
Outback and about volunteer projects
 Understanding the main idea and specific information from oral messages: a girl
talking about the idea of taking a sabbatical year, a conversation between two girls
about sabbatical years, an article about activities which can be done during a
sabbatical year in South Africa, a conversation between adolescents talking about
what they are going to do when they leave school, a conversation between two
people talking about a survey, an article about life in the Australian Outback, an
interview with an environmental scientist and four videos.
written texts: an article about life in the Australian Outback, an article about
activities which can be done during a sabbatical year in South Africa, descriptions
about the best and worst things about going to school, a text about two people's
lives and how their lives are improving, information from the Internet about other
experiences from a sabbatical year, information about ecological buildings in your
own country, an interview with an environmental scientist, a thank you letter and e-
mail.
 Writing short, simple texts with clear structures: completing sentences and/or a text
using be going to or will, writing sentences about plans for the future, about plans
with friends and family this weekend, about what they are going to do and not next
holidays, about plans for the weekend. Completing sentences putting the verb in
-ing or in the infinitive with to, planning and writing short notes about your own
sabbatical year describing places, activities, etc., writing a thank you letter, writing
an e-mail thanking a friend or a relative, a short description of the best and worst
things about going to school, description of their own opinions about which life story
they have found most surprising from the two read.
English.
 CLIL: using ideas in English in Biology and Geology.

LC
vocabulary connected with the repertoire of frequently used
SCS
existence of life and with packaging vocabulary: events in life and
and materials. packaging and materials.
Practise using be going to, Understanding and using
will and be going to: differences and functions and meanings
uses. associated with basic syntactic
Present continuous and present structures.
simple to talk about the future.
Using expressions to give opinions using usual communication
and debate (express agreement and functions: giving opinions and
disagreement). Giving suggestions. stating agreement and LC
disagreement about having CD
classes at home, about going to SCS
school, about another person's LL
life story, giving advice and
writing thank you letters and e-
mails.

typical mistakes when learning de
English.
Practise pronouncing events in life Recognise and pronounce the
and packaging and materials. letter i correctly.
LC
intonation.
Listening to a girl talking about the Use the subject, general LC
idea of taking a sabbatical year, a meaning and main information SCS
conversation between two girls and ideas from the text in short, MSCT
about sabbatical years, an article simple texts with visual and
about the activities which can be audio support.
done during a sabbatical year in
South Africa, a conversation
between adolescents talking about
what they are going to do when they
leave school, a conversation
between two people talking about a
survey, an article about life in the
Australian Outback, an interview
with an environmental scientist and
four videos.
Reading an article about life in the
Australian Outback, an article about
activities which can be done during
a sabbatical year in South Africa,
the best and worst things about
going to school, a text about two
people's lives and how their lives
are improving, information from the
Internet about other experiences
during a sabbatical year, information
about ecological buildings in your
own country, an interview with an
environmental scientist, a thank you
letter and e-mail.
cultural differences with other basic social, cultural and
countries, the importance of linguistic features such as the
thanking, the need to recycle and cultural differences in life in
take care of the environment, efforts other English-speaking
to improve life and recognising countries, the importance of
volunteer work. thanking other people,
LC
respecting other people's
SCS
opinions and preferences, the
importance of recycling
materials and looking after the
environment, recognising efforts
to improve life, and the
importance of volunteer work.
Giving information about Mark's Producing short,

plans for the week, for expressing comprehensible oral texts which
agreement and disagreement, give, request and exchange
about the alternative to plastic bags information.
and ways of taking care of the
environment, about their parents'
lives, about your plans for the future LC
using be going to, about volunteer SCS
projects, about planning your own
sabbatical year, about recycling,
about the positive and negative
things about living in the Australian
Outback and about volunteer
projects.
Writing sentences about plans for Write brief, simple texts and LC
the future, about plans with friends with clear structures about LL
and family this weekend, about everyday matters or subjects of SCS
what they are going to do and not interest. SIE
next holidays, about plans for the
weekend, planning and writing short
notes about your own sabbatical
year describing places, activities,
etc., writing a thank you letter,
writing an e-mail thanking a friend
or a relative, a short description of
the best and worst things about
going to school and a description of
their own opinions about which life
story they have found most
surprising from the two read.
UNIT 8 DANGER! DANGER!
1 Contents
 Listen to and understand the story of a man who has had many accidents during
his life.
 Listening to and understanding an article about danger at home.
 Listening to and understanding a conversation in which a girl talks with a friend
about sports.
 Listening to and understanding an article about dangerous animals.
 Listen to and understand a conversation about accidents.
 Listen to and understand information given by a technology teacher about food.
 Listening to and understanding four videos: 8.1: an investigation about whether
loud music harms hearing; 8.2: information about a company which hunts
snakes in Australia; 8.3: adolescents saying if they have ever had an accident;
8.4: the story of an outbreak of E. coli in Colorado, USA.
 Listen to and understand an article about illnesses caused by food.
 Oral interaction in pairs talking about the last time that a relative had an accident or
got hurt.
 Oral interaction in pairs asking and answering questions about accidents at home.
 Oral interaction in pairs about accidents which can happen at home.
 Debate as a group about usual accidents at home.
 Oral interaction in pairs about dangerous animals in your own country and whether
you have ever had a bad experience with animals.
 Oral interaction in pairs about information gathered about medical myths and how
they arose.
 Oral interaction in pairs about whether they have ever injured any part of their
bodies.
 Exchanging information in pairs about how the body works while doing something
physiological (yawning, sneezing, hiccuping…).
 Oral interaction in pairs using the Present perfect to talk about things they have
done and have not done in life.
 Oral interaction in pairs in which they ask and answer about their experiences.
 Oral interaction in pairs in asking and answering questions using used to.
 Oral interaction in pairs practising how to show compassion in a conversation about
accidents.
 Exchanging information about bacteria and infections which are transmitted from
person to person.
 Reading and understanding the story of a man who has multiple accidents.
 Listening to and understanding an article about danger at home.
 Reading and gathering information about medical myths and how they started.
 Reading and gathering information about how the body works during a
physiological act (yawning, sneezing, hiccuping…).
 Listening to and understanding a guide about dangerous animals in Australia.
 Listening to and understanding an article about a city in Canada and what they are
trying to do to protect polar bears.
 Reading and gathering information about one of the most dangerous animals in the
world: food, habitat, customs…
 Listening to and understanding e-mails to apologise for not going to an event.
 Listening to and understanding an article about illnesses caused by food.
 Reading and gathering information about how to avoid infection from E. coli.
 Completing sentences about experiences using the Present perfect.

 Writing questions and answers with Present perfect about what you have done on
some occasion.
 Writing sentences about an acquaintance who has many accidents and about
accidents or injuries you or friends have.
 Writing and completing sentences using the simple present or used to, as suits.
 Writing sentences about yourself or friends talking about experiences and using the
Present perfect.
 Writing sentences about what you used to do when you were small.
 Describing three rules for what to do if you come across a polar bear.
 Writing e-mails to apologise not being able to go to an event.
 Gathering information on the Internet and writing a summary about the outbreak of
E. coli.
 Using expressions to show compassion: Oh dear! / Oh no! / I’m sorry to hear that /
How did that happen? / What a shame! / That’s awful! Yes, it sounds like it!
 Describing personal information: things you have done in life and those you have
not, accidents which can happen at home, accidents you have had, things you
used to do at primary school…
 Describing dangerous animals.
 Writing an e-mail a friend to apologise and why you cannot go to an event you have
been invited to.
 Vocabulary:
 Accidents and injuries: hurt your back / bang your head / cut your finger / slip on ice
/ break your leg / trip over the dog / trap your fingers / crash your car / fall off your
bike / burn your hand.
 Parts of the body: elbow / ankle / shoulder / neck / knee / wrist / back / chest.
 Present perfect: affirmative and negative.

 Present perfect: interrogative.
 Used to.
 Recognising, comparing and pronouncing the sounds /Ʌ / y /U/.

 Common spelling mistakes.
 Recognising and pronouncing vocabulary connected with accidents, injuries and
parts of the body.
Classroom language:
 Look at the pictures of accidents and injuries and match them with the sentences in
the box.
 Complete the sentences with accident and injury words from … Sometimes you
need to change the form of the verb.
 Work with a partner. Look at the accidents and injuries in Exercise 1. When was
the last time these things happened to you or a member of your family. / Answer
the questions. / Read your sentences in … Can your partner guess which
sentences are false? / Have you ever injured the parts of the body in …? How? /
Ask and answer the questions in Exercise… / Ask and answer the questions with
used to. / Watch the teenagers answering the question ‘Have you ever had an
accident?’ Answer the question for you. / Practise the conversation in…
 Look at the photos in the article. What accidents and injuries can happen with
these things?
 Read and listen to the text. Check your ideas in…
sentences.
 Look at the tables. Find the past participle in the sentences and write the infinitive
form of the verb. Then check on …
 Are the sentences true for you? Compare with a partner.
 Complete the text with the present perfect form of the verbs in brackets. Listen and
check.
 Write five sentences about what you have and haven’t done in your life. Two of the
sentences must be false.
 Look at the photo of the man. Why do you think he’s famous?
 Listen to an article about Mick Wilary’s life and check your ideas in …
 Look at the picture and match the parts of the body with the words in the box.
Which body part is missing?
 Look at the tables. Choose the correct options.
 Write questions with the present perfect.
 Complete the sentences with the verbs in brackets. Use used to or the present
simple.
 Look at the photos of the animals and answer the questions.
 Read and listen to the text. Check your ideas in …
 Read the article again and answer the questions.
 Theo and Ben are talking about accidents. Listen and complete the conversation
with the words in the box.
language.
 Look at the photo and read the email. What event is Ted planning? Why can’t
Gemma go?
 Correct the wrongly spelt words in bold in the text in …
 Complete the sentences with word from …
 Read Gemma’s email again. Make notes on the things in the Look at Content box.
 Plan an email of apology to a friend explaining why you can’t go to an event. Use
the list in the Look at Content box and make notes.
 Writing your e-mail. Use your notes from… and the language below to help you.
 Reading the sentences and contents for writing an e-mail of apology and explain
not going to an event.
 Revise and correct Spanish speakers' typical mistakes: a) do not confuse fell, the
simple past of fall, with felt, the simple past of feel; b) slip has a double p in the
simple past, slipped (end consonants double up in the following combination:
consonant + vowel + consonant).
 Doing competitions (Be curious), spelling game (The Spelling game), grammar
game (Correct the sentence) and vocabulary crossword.
 Awareness of the importance of avoiding getting hurt and accidents at home.

 Knowledge of the potential danger involved in being in contact with certain animals.
 Knowledge of how the body works during physiological acts (yawning, sneezing,
hiccuping…).
 Knowledge of the possibility of catching illnesses and infections through food and
contact with other people.
 Valuing the importance of eating healthily.
2 Competences
LISTEN
Understanding the main points and some Listen to the story of a man who has had
details of oral messages, either live or in many accidents during his life.
recordings.
Understanding the most important things in Listen to an article about dangers at home.
daily transactions and tasks and in formal and Listen to a conversation with a girl talking
informal conversations. with a friend about sports.
Listen to an article about dangerous
animals.
Listen to a conversation about accidents.
Identifying the main ideas and information in Listen to information given by a technology
presentations, talks, explanations and the teacher about food.
news. Watch four videos: 8.1: an investigation
about whether loud music harms hearing;
8.2: information about a company which
hunts snakes in Australia; 8.3: adolescents
saying if they have ever had an accident;
8.4: the story of an outbreak of E. coli in
Colorado, USA.
Listen to an article about illnesses caused
by food.

rhythm and intonation in various contexts and correctly: /Ʌ / y /U/.
TALK / CONVERSE
Give short, rehearsed oral presentations, and Presentation to the class about information
reply to simple questions which can be asked about one of the most dangerous animals in
about your presentations. the world: food, habitat, customs…
Take part correctly in daily transactions and Oral interaction in pairs talking about the last
tasks. time that a relative had an accident or got
hurt.
answering questions about accidents at
home.
accidents at home which can happen.
Debate as a group about usual accidents at
home.
Take part correctly in daily transactions and Oral interaction in pairs about dangerous
tasks. animals in your own country and whether
you have ever had a bad experience with
animals.
gathered about medical myths and how they
arose.
Oral interaction in pairs about whether have
ever injured any part of their bodies.
Exchanging information in pairs about how
the body works while doing something
physiological (yawning, sneezing,
hiccuping…).
Oral interaction in pairs in which they ask
and answer about their experiences.
Take part correctly in conversations using Oral interaction in pairs using the Present
simple structures and clear pronunciation. perfect to talk about things they have done
and have not done in life.
Oral interaction in pairs in asking and
answering questions using used to.
Oral interaction in pairs practising how to
show compassion in a conversation about
accidents. Exchanging information about
bacteria and infections which are transmitted
from person to person.
READING
Identifying relevant information in instructions, Correctly interpreting sentences about

warnings or rules. activities or exercises.
Taking in the sentences and contents for
writing a text: writing an e-mail to apologise
not being able to go to an event.
Understanding a guide about dangerous
animals in Australia.

Understanding an article about a city in
Canada and what they are trying to do to
protect polar bears.
Gathering and understanding information
about one of the most dangerous animals in
the world: food, habitat, customs…
Understanding the main points of messages Understanding e-mails to apologise for not
and correspondence, formal and informal, in going to an event.
different formats.
Find specific, essential information in Understanding the reference sections given
reference and study material. in the activities.
Understanding the main ideas in newspaper, Understanding the story of a man who has
literary and fictional texts in different formats. multiple accidents.
Understanding an article about dangers at
home.
about medical myths and how they started.
about how the body works during a
physiological act (yawning, sneezing,
hiccuping…).
Valuing reading as a source of pleasure and Understanding an article about illnesses
knowledge. caused by food.
about how to avoid infection from E. coli.
WRITING
Completing sentences about experiences
Using production strategies for writing simple using the Present perfect.
texts. Writing questions and answers with Present
perfect about what you have done on some
occasion.
Writing sentences about an acquaintance
who has many accidents and about
accidents or injuries you or friends have.
Writing and completing sentences using the
simple present or used to, as suits.
Filling in forms, questionnaires or printed Writing sentences about yourself or friends

pages with personal information. talking about experiences and using the
Present perfect.
Writing sentences about what you used to do
when you were small.
Writing notes, messages, adverts, posts and Describing three rules about what you must
short, formal and informal correspondence do if you come across a polar bear.
with simple, relevant information. Writing e-mails to apologise not being able to
go to an event.
Writing texts using appropriate vocabulary, Gathering information in Internet and writing
spelling, punctuation and correct formats and a summary about the outbreak of E. Coli.
correct structures.
Mathematical competences and basic science and technology competences.

Putting in order and classifying data following Putting the steps or stages of a physiological
criteria. act in order (yawning, sneezing,
hiccuping…).
Placing things in a sentence following
syntactic criteria.
Solving puzzles, crosswords and guessing Doing a for learning vocabulary, grammar
games. game (Correct the sentence) and vocabulary
game (Expand the sentence)
Respect nature and animals in the Show respect towards the animal world and
environment. understand how dangerous some animals
are.
Valuing and following healthy habits. Preventing accidents at home and while
playing sports.
Knowledge of infections caused by food and
preventing them.
Identifying the most relevant environmental Understanding the problems involved with
problems and connecting them with causes animals (polar bears in Canada, dangerous
and possible effects. animals in Australia).
Apply strategies using methods from Knowledge of food security processes.
scientific research.
Digital competences
Obtaining information from the Internet for Gathering information about medical myths
carrying out tasks in English. and how they started.
Gathering information about how the body
works during a physiological act (yawning,
sneezing, hiccuping…).
Gathering information about some of the
most dangerous animals in the world.
about how to avoid infection from E. coli.
Give short presentations and projects in Presentation to the class about information
English using different formats and digital about one of the most dangerous animals in
tools. the world: food, habitat, customs…
Using la the digital board.
Using ITC for starting social relationships with Reading e-mails to friends apologising for
students in other countries. not being able to go to events.

Interacting politely and attention valuing and Respecting experiences which other people
respecting classmates' opinions, tastes and talk about, the description of their injuries,
preferences. accidents and illnesses showing interest and
empathy.
Understanding and valuing the use of English Information about personal experiences,
for communicating with other people and to injuries, accidents and food illnesses.
Taking an interest in and respecting the Knowledge of problems connected with polar
customs, rules and values of countries in bears in a town in Canada and dangerous
which foreign languages are spoken. animals in Australia.

Identifying cultural features of English- Comparing dangerous animals de Australia
speaking countries and compare them with with those in your own country.
Identifying different forms of cultural Knowledge of interrelation between polar
expression and showing an interest in bears and humans in a town in Canada.
widening knowledge.
Learning to Learn
and compiling information, using visual
material…).
Taking in and following expressions learned
for writing e-mails of apology about not being
able to go to events.
mistakes.
Showing an interest in carrying out evaluations Take an interest in doing the Review
of your own progress and identify points for sections.
improvement.
learning individually. and progress in general learning.

Using the strategies needed for studying Doing work individually on the tasks set.
individually.
Plan, organise and check your work to be able Using the sentences given for writing e-mails
to present it properly. to a friend.
Becoming aware of the consequences of your Responsibility for the consequences which
decisions. not following advice about avoiding accidents
at home, accidents with dangerous animals
and food infections can cause.
3 Social awareness.
correctly.
 Accept opinions and preferences other people have: about accidents, experiences,
medical myths…
 Showing an interest and give constructive criticism about which jobs classmates do.
 Recognising our moral implication in saving the planet for future generations.
 Have a responsible attitude towards ourselves and others keeping basic hygiene
and prevention rules to avoid infection and catching illnesses.
 Showing an interest in environmental problems and possible actions (particularly

individual ones) which can be taken to solve them.
cooperative.
 Biology and Geology: illnesses transmitted by food.
 Naming, recognising and presenting vocabulary connected with accidents and

injuries and with parts of the body.
 Making proper use of Present perfect: affirmative, negative and interrogative for
talking and asking about experiences. Using and recognising used to,
 Use correct pronunciation and intonation: sounds /Ʌ / y /U/.
importance of avoiding getting hurt and accidents at home, the potential danger
involved in being in contact with certain animals, how the body works during
physiological acts (yawning, sneezing, hiccuping…), the possibility of catching
illnesses and infections from food and contact with other people, valuing the
importance of eating healthily.
information: about the last time that a relative had an accident or got hurt, about
accidents at home, about dangerous animals in your own country and whether you
have ever had a bad experience with animals, about medical myths and how they
arose, about whether they have ever injured any part of their bodies, about how the
body works while doing something physiological (yawning, sneezing, hiccuping…),
about experiences using the Present perfect, about habitual actions in the past
using used to, about how to show compassion in a conversation about accidents
and about bacteria and infections which are transmitted from person to person.
 Understanding the main idea and specific information from oral messages: the
story of a man who has had many accidents during his life, an article about dangers
at home, a conversation with a girl talking with a friend about sports, an article
about dangerous animals, a conversation about accidents, information given by a
technology teacher about food, an article about illnesses caused by food and four
videos.
written texts: the story of a man who has multiple accidents, an article about
dangers at home, information about medical myths and how they started,
information about how the body works during a physiological act (yawning,
sneezing, hiccuping…), a guide about dangerous animals in Australia, an article
about a city in Canada and what they are trying to do to protect polar bears,
information about one of the most dangerous animals in the world: food, habitat,
customs…, e-mails to apologise for not going to an event, an article about illnesses
caused by food, information about how to avoid infection from E. coli.
 Writing short, simple texts with clear structures: completing sentences about
experiences using the Present perfect, writing questions and answers with Present
perfect about what you have done on some occasion, writing sentences about an
acquaintance who has many accidents and about accidents or injuries you or
friends have, writing and completing sentences using the simple present or used to,
as suits, writing real sentences about yourself or friends talking about experiences
and using the Present perfect, writing sentences about what you used to do when
you were small, descriptions of three rules for what to do if you come across a
polar bear, writing e-mails to apologise or not being able to go to an event,
gathering information on the Internet and writing a summary about the outbreak of
E. coli.
English.
 CLIL: using ideas in English in Biology and Geology.

Recognising and presenting Recognise and use common LC
vocabulary connected with vocabulary orally and in writing SCS
accidents and injuries and parts of about different parts of the body. MSCT
the body
Practising using and forming Understanding and using
expressions with Present perfect: functions and meanings
affirmative, negative and associated with basic syntactic
interrogative. structures.
Practise how to use and form used
to.
Distinguish and carry out
Use expressions to show habitual communication
compassion, describe personal functions: showing compassion.
information and about dangerous Describing personal LC
CD
animals, and write an e-mail to information. Describing SCS
apologise. dangerous animals. Writing an LL
e-mail to apologise and explain
why you cannot go to an event
English.
Practise pronouncing the sounds Recognise and pronounce and

/Ʌ / y /U/. write the sounds /Ʌ / y /U/.
LC

intonation.
Listening to the story of a man who Use the subject, general LC
has had many accidents during his meaning and main information CD
life, an article about dangers at and ideas from the text in short, SCS
home, a conversation with a girl simple texts with visual and MSCT
talking with a friend about sports, an audio support.
article about dangerous animals, a
conversation about accidents,
information given by a technology
about teacher food, an article about
illnesses caused by food and four
videos.
Reading the story of a man who has

multiple accidents, an article about
dangers at home, information about
medical myths and how they started,
information about how the body
works during a physiological act
(yawning, sneezing, hiccuping…), a
guide about dangerous animals in
Australia, an article about a city in
Canada and what they are trying to
do to protect polar bears,
information about one of the most
dangerous animals in the world, e-
mails to apologise for not going to
an event, an article about illnesses
caused by food, information about
how to avoid infection from E. coli.
Debate with classmates the Finding out about and using

importance of avoiding getting hurt basic social, cultural and
and accidents at home, the potential linguistic features such as the
danger involved in being in contact importance of avoiding getting
with certain animals, how the body hurt and accidents at home, the
works during physiological acts, the potential danger involved in LC
SCS
possibility of catching illnesses and being in contact with certain MSCT
infections from food and because of animals, how the body works SIE
contact with other people. during making physiological
acts, the possibility of catching
illnesses and infections from
food and contact with other
people.
Giving information about the last Producing short, LC
time that a relative had an accident comprehensible oral texts which SCS
or got hurt, about accidents at give, request and exchange MSCT
home, about dangerous animals in information.
your own country and whether you
have ever had a bad experience
with animals, about medical myths
and how they arose, about whether
they have ever injured any part of
their bodies, about how the body
works while doing something
physiological (yawning, sneezing,
hiccuping…), about experiences
using the Present perfect, about
habitual actions in the past using
used to, about how to show
compassion in a conversation about
accidents and about bacteria and
infections which are transmitted
from person to person.
Preparing to write information about Write brief, simple texts and
experiences using the Present with clear structures about
perfect, about what you have done everyday matters or subjects of
on some occasion, about an interest.
acquaintance who has many
accidents, about accidents or LC
injuries you or friends have, about CD
yourself or friends talking about LL
experiences and using the Present SCS
perfect, about what you used to do SIE
when you were small, about how to MSCT
behave if you come across a polar
bear, to apologise not being able to
go to an event and about the
outbreak of E. coli.
UNIT 9 HAVE FUN!
1 Contents
 Listen to and understand an article about things which can be done on a sunny
holiday day in London.
 Listening to and understanding videos: 9.1. A route around the restaurants and
delicatessen in New York. 2.2: Pumpkin throwing competition in the USA. 4.3.
Various adolescents talking about how they celebrate their birthdays. 9.4.
Describing how rain water is collected in India during the monsoon.
 Listening to and understanding an article about Edinburgh.
 Listen to and understand a conversation about a birthday celebration.
 Listen to and understand the conversation between Mark and Karla about a joke.
 Listening to and understanding an article about April Fool’s Day.
 Listen to and understand a conversation between Liam and Molly planning a
birthday.
 Listen to and understand a text about functional areas in cities.
 Oral interaction in pairs for exchanging information about celebrations you have
taken part in recently.
 Conversation with a classmate about what you like to do most on a sunny holiday
day.
 Students share information with classmates about a famous restaurant in your
country.
 Oral interaction in pairs for exchanging information about places and people in your
city.
 Exchanging information about activities during a weekend in New York.
 Exchanging information about what makes them feel stressed, bored, moved, etc.
 Exchanging ideas with a classmate about the reasons why people learn languages,
play sports and travel.
 Exchanging experiences by pulling people's legs.
 Students share information with classmates about unusual parties connected with
food.
 Presenting ideas about an invented party.
 Oral interaction for making suggestions and replying to them.
 Oral practice in pairs about the functional areas of your city.
 Sharing knowledge about the monsoon in India.
 Exchanging ideas about how to save or recycle water at home.
 Listening to and understanding a text about things which can be done on a sunny
holiday day in London.
 Reading and gathering information about what to do in New York during a weekend.
 Reading and gathering information about a famous restaurant in our country.
 Reading and understanding an article about Edinburgh
 Reading and gathering information about the monsoon in India.
 Listening to and understanding a questionnaire about special occasions.
 Listening to and understanding a text about functional areas in cities.
 Listening to and understanding a text about fun around the world.
 Listening to and understanding an e-mail from a girl.
 Listening to and understanding an article about April Fool’s Day.
 Reading and taking in sentences and contents for writing a text: an e-mail.
 Listening to and understanding information about unusual parties connected with
food.
 Production of sentences about things that people generally do to celebrate special

occasions.
 Completing sentences and texts using one and ones.
 Completing rules and sentences using indefinite pronouns.
 Production of sentences about the class, school and the city using indefinite
pronouns.
 Completing sentences and texts using adjectives about feelings.
 Completing rules and sentences using reflexive pronouns.
 Production of sentences with the infinitive for expressing intentions.
 Writing sentences about activities for the weekend.
 Preparing ideas about planning your own party.
 Writing sentences about attraction parks in the country.
 Putting in order the points to include in an e-mail with an invitation.
 Writing an e-mail inviting a friend to a special occasion.
 Writing information gathered about the monsoon in India.
 Think of reasons and ways to save and recycle water at home.
 Suggesting and replying: What shall we do …? / What about (going) …? / I’d rather
… / How about (going) …? / Shall we …? / OK, why not? / That’s a great idea! /
Let’s go …
 Explaining the activities you like on holiday days.
 Explaining feelings using different adjectives.
 Expressing purpose.
Vocabulary:
 Vocabulary connected with special occasions: Christmas Day, Easter Day,

Halloween, Mother’s/father’s Day New Year’s Eve Valentine’s Day birthday a
(public) holiday, wedding, a day out.
 Adjectives about feelings: stressed, bored, excited, tired, embarrassed, scared,
sad, nervous, angry.
 Using one and ones.
 Indefinite pronouns.
 Reflexive pronouns.
 Using the infinitive to express intentions.
 Recognising, contrasting and the correct pronunciation stress for contrasting things.
Classroom language:
 Match the words with the photos.

 Look at the pictures of special occasions and match….
 Work with a partner. Answer the questions. / Think of … / Think of reasons why
people …
 Read and listen to…do the quiz on special occasions. Look at the photos. Which
idea do you think is the best for a birthday party?
 Look at the pictures and match them with the adjectives in the box.
 Complete the rule in the grammar table.
 Match the sentences halves.
 Check the meaning of these words from the text in a dictionary.
 Write four more sentences with the infinitive of purpose.
 Complete the text with the words.
sentences.
 Look at the table above. Complete the dialogue(s) with …
 Listen and write the sentences.
 Complete the sentences for you. Then compare with a partner.
 Find out about……
 Compare your ideas with a partner.
 Complete the rule in the grammar box.
 Circle the correct words in the grammar table.
 Listen again. Are these sentences true or false?
 Check the meaning of these words from the box in a dictionary.
 Find eight more adjectives of feeling in the wordsquare.
 Translate the sentences into your language.
 Read the text about different amusement parks. Which do you like best?
 Write at least five sentences in your note book.
 Complete the email with the words in the box.
 Writing your e-mail. Use your notes from… and the language below to help you.
 Reading the sentences and contents for writing an e-mail with an invitation.
 Revise and correct Spanish speakers' typical mistakes: a) do not confuse wedding
(the ceremony) with marriage (the institution); b) you say We put everything in the
car and not They put all in the car; c) you say We’re having a party and not We’re
making a party.
 Knowledge of different festivities and festive activities in different places around the
world.
 Knowledge of restaurants in New York and in your city.
 Knowledge of leisure offer in Edinburgh and New York.
 Investigation about fiestas connected with food in different parts of the world.
 Knowledge of the functional areas of the city.
 Ways of saving and recycling water at home.
 Knowledge about the monsoon in India.
2 Competences
LISTEN
Understanding the main points and some Listening to and repeating vocabulary
details of oral messages, either live or in connected with special occasions.
recordings. Listen to a revise the pronunciation of stress
for contrast.
Listen to and understand a conversation
about a birthday celebration.
Listen to and understand the conversation
between Mark and Karla about a joke.
Listen to and understand a conversation
between Liam and Molly planning a birthday.
Understanding the most important things in Listen to and understand articles about:
daily transactions and tasks and in formal and things which can be done on a sunny holiday
informal conversations. day in London; April Fool’s Day;
Edinburgh;
Listen to and understand a text about
functional areas in cities.
Identifying the main ideas and information in

presentations, talks, explanations and the Watch four videos: 9.1. A route around the
news. restaurants and delicatessen in New York.
9.2. Pumpkin throwing competition in the
USA. 9.3. Various adolescents talking about
how they celebrate their birthdays. 9.4.
Describing how rain water is collected in la
India during the monsoon.
Distinguishing sound characteristics, accent, Recognising stress for contrast.
rhythm and intonation in various contexts and
TALK / CONVERSE Students share information with classmates
about a famous restaurant in your country.
Give short, rehearsed oral presentations, and Presenting ideas about an invented party.
reply to simple questions which can be asked Sharing knowledge about the monsoon in
about your presentations. India.
Take part correctly in daily transactions and Oral interaction in pairs for exchanging
tasks. information about celebrations you have
taken part in recently.
Conversation with a classmate about what
you like to do most on a sunny holiday day.
Oral interaction in pairs for exchanging
information about places and people in your
city.
Oral interaction for making suggestions and
replying to them
Take part correctly in daily transactions and Exchanging information about activities
tasks. during a weekend in New York.
Exchanging experiences by pulling people's
legs.
Exchanging information about what makes
them feel stressed, bored, moved, etc.
Take part correctly in conversations using Students share information with classmates
simple structures and clear pronunciation. about unusual parties connected with food;
about the functional areas of your city and
about how to save or recycle water at home.
READING Listening to and understanding a text about
things which can be done on a sunny holiday
Identifying relevant information in instructions, day in London; the sentences and contents
warnings or rules. for writing an e-mail inviting a friend to a
special celebration.
Understanding the general meaning and Reading a questionnaire about special
specific details of texts in different formats occasions.
Reading information on the Internet about
what to do in New York during a weekend.
Reading Sara's mail.
Understanding the main points of messages Reading information on the Internet and
and correspondence, formal and informal, in other media about a famous restaurant in
different formats. your country.
Reading information from an article about
Edinburgh.
Fact.
Understanding the main ideas in newspaper, Listening to and understanding a text about
literary and fictional texts in different formats. fun around the world.
Listening to and understanding a text about
Reading on the Internet for information about
the monsoon in India
Valuing reading as a source of pleasure and Looking for information on the Internet about
knowledge. unusual parties connected with food.
Listening to and understanding an article
about April Fool’s Day.
WRITING Completing sentences and texts using one
and ones.
Using production strategies for writing simple Completing rules and sentences using
texts. indefinite pronouns.
Production of sentences about the class,
school and the city using indefinite pronouns.
Completing sentences and texts using
adjectives about feelings.
Completing rules and sentences using
reflexive pronouns.
Production of sentences with the infinitive for
expressing intentions.
Writing sentences about activities for the
weekend.
Putting in order the points to include in an e-
mail with an invitation
Filling in forms, questionnaires or printed Preparing ideas about planning your own
pages with personal information. party.
Taking notes for writing an e-mail with an

invitation for a friend to a special occasion.
Writing notes, messages, adverts, posts and Writing an e-mail inviting a friend to a special
short, formal and informal correspondence occasion.
with simple, relevant information. Production of sentences about the things
which people generally do to celebrate
special occasions.
Writing sentences about attraction parks in
the country.
Writing texts using appropriate vocabulary, Writing information gathered about the
spelling, punctuation and correct formats and monsoon in India.
correct structures. Think of reasons and ways to save and
recycle water at home.
competences.
games. Point at the correct answers in a quiz about
special occasions.
Find eight adjectives about feelings on a
crossword.
Respect nature and animals in the Talk about how to recycle and save water at
environment. home.
Digital competences
Obtaining information from the Internet for Look for information for planning a weekend
carrying out tasks in English. in New York.
Look for information about the monsoon in
India.
Look for information about a famous
restaurant in your city.
Look for information about unusual parties
connected with food.
Give short presentations and projects in Students present the result of their searches
English using different formats and digital on the Internet about the monsoon in India,
tools. about a famous restaurant in your city, about
a weekend in New York, about a fun party
they have invented.
Studying and practising English on digital Be curious competition to find information

devices.

Understanding and valuing the use of English
Taking an interest in and respecting the Finding out about British people's
customs, rules and values of countries in superstitions.

Identifying cultural features of English- Knowledge of what can be done in London
speaking countries and compare them with on a sunny holiday day.
their own, showing respect and interest. Route around the restaurants and
delicatesen in New York.
Going around the festivals and celebrations
of Edinburgh.
Pumpkin throwing party in the USA: Punkin
Chunkin.
Celebrating April Fool’s Day.
Learning to Learn
and compiling information, making a
poster…).
writing an e-mail with an invitation.
mistakes.
improvement.

individually.
Plan, organise and check your work to be able Using sentences given for writing personal e-
to present it properly. mails.
3 Social awareness.
correctly.
 Accepting other people's tastes and preferences (favourite things).
presentations…) done by classmates.
 Respecting and value boys' and girls' tastes and preferences (favourite things)
equally.
 Respecting all people and specifically classmates with regardless of their nationality
or cultural origin; recognising, furthermore, that a multicultural society can be richer
in social terms.
cooperative.
 Historical Geography: learning about the functional areas of a city and the monsoon
in India.
 Naming, recognising and presenting vocabulary connected with special occasions

and adjectives about feelings.
 Make proper use of one and ones, indefinite pronouns, reflexive pronouns and the
infinitive for expressing intentions.
 Using correct pronunciation and intonation: stress for contrast.
different festivities and festive activities in different places around the world;
restaurants in New York and in your city; leisure offer in Edinburgh and New York;
the functional areas of the city and ways to save and recycle water at home.
article about things which can be done on a sunny holiday day in London, an article
about Edinburgh, a conversation about a birthday celebration, another between
Mark and Karla about a joke and another between Liam and Molly planning a
birthday, an article about April Fool’s Day, a text about functional areas in cities and
four videos.
information: information about celebrations you have taken part in recently, opinions
about what you like to do most on a sunny holiday day, comments about places and
people in our city and about a famous restaurant in our country, information about
activities during a weekend in New York, personal information about what you feel
when you feel stressed, bored, moved, etc., suggestions about how to save or
recycle water at home and ideas about the reasons why people learn languages,
play sports and travel.
written texts: a text about things which can be done on a sunny holiday day in
London, an article about Edinburgh, a questionnaire about special occasions, a text
about functional areas in cities and another about fun around the world, a text with
information about unusual parties connected with food and an e-mail from a girl.
 Writing short, simple texts with clear structures: completing/writing sentences
and/or texts using one and ones, indefinite pronouns, reflexive pronouns, the
infinitive for expressing intentions and adjectives about feelings, writing sentences
about things that people generally do to celebrate special occasions and about
attraction parks in our country, ideas about planning your own party, writing an e-
mail inviting a friend to a special occasion, writing information about the monsoon in
India and writing suggestions for saving and recycling water at home.

Recognising and presenting Recognising and using a limited
vocabulary connected. repertoire of common
vocabulary orally and in writing
about with computers, phrasal LC
verbs connected with
technology and words for
sequences.
Practise use and form sentences Understanding and using LC

with one and ones, with indefinite functions and meanings LL
pronouns and reflexives, and with associated with basic syntactic SCS
the infinitive for expressing structures. CCE
intentions.
Recognising Spanish-speakers' using usual communication
typical mistakes when learning functions: suggesting and
English. replying; saying what you like to
do on holiday days; express
feelings using different
adjectives and express
intentions.

Practise pronunciation of stress for Recognising and producing
contrasts. orally and in writing. Using LC
correct pronunciation and LL
intonation of stress for
contrasting.
Listening to de the conversation Use the subject, general
about a birthday celebration; meaning and main information
between Mark and Karla about a and ideas from the text in short,
joke; between Liam and Molly simple texts with visual and
LC
planning a birthday. audio support.
SCS
Reading texts about: things which MSCT
can be done on a sunny holiday CCE
day in London; an article about
Edinburgh; a text about fun around
the world and another about
what you like to do most on a basic socio-cultural and socio-
sunny holiday day and about linguistic features. LC
reasons for saving and recycling CCE
water at home.
Exchanging information about Producing short,

activities during a weekend in New comprehensible oral texts which
LC
York and about what makes them give, request and exchange
SCS
feel stressed, bored, moved, etc information. CCE
Exchanging experiences by pulling
people's legs.
Developing ideas about planning Write brief, simple texts and LC
your own party. with clear structures about LL
Writing an e-mail inviting a friend to everyday matters or subjects of SCS
a special occasion. interest. SIE
ANNEX - COMPETENCES EVALUATION FORM
Excellent
Very good
Good
Not good
Average
LISTEN
Understanding the main points and some details of oral messages, either
live or in recordings.
Understanding the most important things in daily transactions and tasks and
in formal and informal conversations.
Identifying the main ideas and information in presentations, talks,

explanations and the news.
Distinguishing sounds, accent, rhythm and intonation in various contexts and

identify what they aim to communicate.
TALK / CONVERSE
Give oral presentations, short, rehearsed presentations, and reply to simple

questions about them.
Take part correctly in conversations using simple structures and clear

pronunciation.
READING
Identifying relevant information in instructions, warnings or rules.
Understanding the general meaning and specific details in texts in different

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

and informal, in different formats.
Find specific, essential information in reference and study material.
Understanding the main ideas in newspaper, literary and fictional texts in

different formats.
Valuing reading as a source of pleasure and knowledge.

Excellent
Very good
Good
Not good
Average
WRITING
Using production strategies for writing simple texts.
Filling in forms, questionnaires or printed pages with personal information.
Writing notes, messages, adverts, posts and short, formal and informal
correspondence with simple, relevant information.
Writing texts using appropriate vocabulary, spelling, punctuation and correct

formats and correct structures.

competences.
Putting in order and classifying data following criteria.
Interpret and show simple statistical data on graphs and tables.
Solving puzzles, crosswords and guessing games.
Respect nature and animals in the environment.
Valuing and following healthy habits.
Identifying the most relevant environmental problems and connecting them

with causes and possible effects.
Apply strategies using methods from scientific research.
Digital competences
Obtaining information from the Internet for carrying out tasks in English.
Give short presentations and projects in English using different formats and
digital tools.
Studying and practising English on digital devices.
Using ITC for establishing social relationships.
Excellent
Very good
Good
Not good
Average
Take part in activities pairs and groups with respect and interest.
Interacting politely and attention valuing and respecting classmates'

opinions, tastes and preferences.
Understanding and valuing the use of English for communicating with other
people and to find out about other cultures.
Taking an interest in and respecting the customs, rules and values of

countries in which foreign languages are spoken.
Using artistic techniques and items to prepare and give presentations and
projects.
Identifying cultural features of English-speaking countries and compare them

with their own, showing respect and interest.
Identifying different forms of cultural expression and showing an interest in

widening knowledge.
Learning to Learn
Identify, plan and apply objectives for carrying out tasks, activities and
projects.
Using tools and resources for clearing up doubts, widening knowledge and
correcting mistakes.
Showing an interest in carrying out evaluations of your own progress and

identify points for improvement.
Identifying and using different strategies for learning individually.

Using the strategies needed for studying individually.
Have a positive, proactive attitude to reading texts by yourself.
Plan, organise and check your work to be able to present it properly.
Becoming aware of the consequences of your decisions.

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Smart Planet 2

Ben Goldstein & Ceri Jones

8.2 Competences: Descriptors – Activities

Annex - KEY COMPETENCES ASSESSMENT RUBRIC

1.1 Theoretical Basis

The method's most important facets include:

Smart Planet is designed to make it possible to incorporate new grammar concepts

1.2 What does Smart Planet offer?

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

2. Deduction as one of the pillars of learning.

- For teaching grammar: a method based on students' deductions, although a more

Smart Planet includes a Student's Book (Student's Book with a DVD-ROM), an

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

The Teacher's Book includes:

d) Strengthen emotional competences in all personal areas and relationships with

f) Understanding scientific knowledge as integrated knowledge, which forms part of

g) Develop a spirit of enterprise and self-confidence, critical awareness, personal

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

In line with European Parliament Recommendation 2006/962/EC about key

3.2 Smart Planet's contribution to acquiring Competences

Smart Planet contributes efficiently and systematically to acquiring each of the

Developing this competence by studying a foreign language leads to students

Mathematical competence is connected with the ability to reason. This involves

Basic competences in science and technology involve being able to understand

Learning to learn concentrates students' attention on what is expected of them in

In the same way, in Smart Planet to identification and correction of mistakes is

Throughout the learning process, Smart Planet continually encourages students to

Smart Planet' methodological approach is interactive and it is not only communication

3.3 Competences in Smart Planet

Competences are comprehensively developed throughout the fourteen units and in

Take part correctly in daily transactions and tasks.

Take part correctly in daily transactions and tasks.

Identifying relevant information in instructions, warnings or rules.

Find specific, essential information in reference and study material.

Valuing reading as a source of pleasure and knowledge.

Using production strategies for writing simple texts.

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

Mathematical competences and basic science and technology competences.

Putting in order and classifying data following criteria.

Interpret and show simple statistical data on graphs and tables.

Solving puzzles, crosswords and guessing games.

Valuing and following healthy habits.

Apply strategies using methods from scientific research.

Studying and practising English on digital devices.

Using ITC for establishing social relationships.

Social and Civic Competences.

Cultural awareness and expressions.

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

Sense of initiative and entrepreneurial spirit.

Using the strategies needed for studying individually.

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

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

Becoming aware of the consequences of your decisions.

3.4 Learning styles

In 1983 US psychologist Howard Gardner developed the Theory of Multiple

Interpersonal intelligence- efficient communication with others - is a crucial factor in

There is a series of activities for developing logical-mathematical intelligence. These

When “cooperative learning or work” is mentioned in this programme, it must be

4.1 Contents blocks

1. Comprehension of oral texts.

Block 1. Comprehension of oral texts

2. Socio-cultural and socio-linguistic aspects: social conventions, rules and types of

 Identifying the customs, ways of life, celebrations and festivals in other