1bat Units

15 UNITS 1ST FORM OF BACHILLERATO VALENCIANA 2009-10
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UNIT 1
TITLE: Living in a foreign country
1st term
1st SESSION -55 MINUTES

WARM UP ACTIVITY: I will present a quiz about personal information. It is a pair work activity where students A will answer the questions of student B. After finishing the quiz they will compare their answers and discuss them.
A PERSONAL QUIZ
Ask your partner these questions & complete the chart
STUDENT A
QUESTIONS Do you prefer studying or working? Do you always get up early? How much hours do you usually study a day? Do you use the internet in order to improve your learning? Are you practicing any sport now? How many famous people do you know? Do you usually travel abroad? Do you often use the mobile phone? ANSWERS
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ADD OTHERS
STUDENT B
QUESTIONS Do you often use the mobile phone? Do you prefer watching films or reading books? What is your favourite meal and do you know the main ingredients? Do you normally eat unhealthy food such as McDonalds or Pizza Hut? Do you like driving motorbikes or skateboarding? ANSWERS
Have you finished your quiz? Now, discuss with your partners all the answers and give reasons about your answers. Then you can write a list of the most amazing or surprising opinions.
READING ACTIVITY I will present my students a text called John & Marys blog. The text is about how these two friends live in a different country, in this case London. They will read the text in class, then we will practice the new vocabulary and finally, my students will work in small groups making a list of advantages and disadvantages of living abroad. After that, they will think about possible solutions to the problems found.
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READING Teenagers BLOG

JOHN AND MARYS BLOG
Hi, welcome to my blog!! Were John and Mary. We are from Mexico and now were living in London as exchange students. We are 17 years old and we are studying here. We are very sporty and our hobbies are to practise rock climbing, basket and reading comics or listening to music- especially pop music. My favourite singers are Madonna and Beyoncee. We like travelling quite a lot and are interested in photography and computers. The climate here is colder than in my country. As you can see, we are quite outgoing and we dont like serious people. Every Saturday night, we go out with our friends to have dinner or to watch a film. Despite John is sometimes pessimistic, he would like to be a filmmaker in a future. Im sure he will reach his dream! On the other hand, I would like to study medicine. My dream is to be a surgeon in a hospital in Mexico. I will learn English as well as to become a doctor. Would you like to know more about ourselves? Well, check out our blog tomorrow and we will try to find out more personal information and Kisses Read the whole blog. Write John and Marys similarities and differences from you. Similarities Differences
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Then write advantages and disadvantages of living in Mexico or in London.
LONDON
Advantages Disadvantages
MEXICO
Advantages Disadvantages
Write sentences about your friends using these descriptive adjectives: Talented Moody friendly cheerful adventurous outgoing confident pessimistic shy
sporty
2ND SESSION 55 MINUTES

GRAMMAR CHAPTER: In this unit my students will revise the main aspects of Present simple and continuous and verbs with or without gerund
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form. I have prepared varied material about this grammatical item and vocabulary related to travelling such as filling the gaps, order sentences, multiple choice, describe different real situations with active verbs, practice vocabulary about lifestyle, preferences, etc. Antonyms and verbs + prepositions.
3RD SESSION 55 MINUTES

LISTENING ACTIVITY In this part my pupils will listen to three different conversations describing different countries where English language is spoken: Australia, London and Scotland. Then they will identify them in a map at the same time they are listening to the different accents. They will listen to it twice and then we will check the answers.
SPEAKING ACTIVITIES In this skill my students will have to answer a kind of survey about HOW TO SURVIVE IN A FOREIGN COUNTRY? Here, they will firstly to complete the quiz in an individual way and once finishing this part they will compare and discuss orally their answers and of course, explain their reasons. Here, I will also include a session of pronunciation practicing the 3rd person of singular in Present simple tense and comparing it with the plural form of the nouns. They will listen to the three different sounds and then complete a chart classifying the sounds. In order to conclude this skill, a song will be listened to at the end of the lesson. They will listen to the song once and then they will complete the gaps. Finally, they will answer some questions. Song: WHAT A WONDERFUL WORLD
4TH SESSION 55 MINUTES
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WRITING This activity is titled Tell it to your best friend. It deals with an email structure where our students will work with a computer and they will write an e-mail to their best friend telling their experience in a foreign country. Here they will have to practice the new technologies, the internet, the e-mail format and of course to practice the grammatical point.

REINFORCEMENT & EXTENSION I will prepare varied material for this section: reading materials a press article for advanced students about life in Australia, Japan and Egypt, vocabulary activities for the reinforcement without forgetting the grammatical aspects taught.

AN OBJECTIVE EXAM I will elaborate an exam for my students including all the grammatical aspects taught, besides the communicative skills. I will divide it into the following parts: A section for grammatical points A short reading comprehension with some questions A short composition
An optional activity depending on the topic: a dictation
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UNIT 2
TITLE: TRADITIONS OR LEGENDS?
1st term
1ST SESSION 55 MINUTES

WARM UP ACTIVITY: I will write a brainstorming on the board to my students about mysterious topics such as aliens, spaceship legends, etc I will also talk to them about some urban legends discussing if they are true or false and what they think about. A brainstorming on the board
A comet will destroy the Earth in 2050
REAL OR FALSE
..
..
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Then they will add other stories.
READING ACTIVITY I will present my students a text called MYSTERIES, LEGENDS & PARANORMAL FACTS They will read an article about different mysteries. I have prepared some questions about the text and my pupils will answer them. Here, we will help them with the new vocabulary in order to achieve a good understanding of the texts.
MYSTERIES,
LEGENDS AND PARANORMAL CASES
There was a tradition in Orkney concerning curing an illness. The sick person would be thoroughly washed down and all the water used for this would then be collected together. The water would then be thrown into a gateway and the illness would then transfer to the next person to pass through the gate, curing the original patient. At first this sounded like nonsense, but is there not a lesson here about health hygiene and a basic understanding that some illnesses can be contagious? A teenager discovered that a comet was travelling towards the Earth. Scientists thought that if it hit the Earth, our planet would be destroyed, and of course, the whole population. They thought that comets and asteroids were a real danger to
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Earth. Since now, most of them are very small and the atmosphere destroys them before they reach the Earth. Nowadays, scientists have found out a new asteroid. They are afraid the asteroid will hit the Earth in 2019.
1. Did you believe in these stories when you were younger? And now?
2. Write a similar review of another mysteries that your family told
you some time ago 3. Have you ever heard something about these topics?

GRAMMAR CHAPTER: In this unit my students will revise the main aspects of Past simple and continuous tense; besides temporal connectors and when/while. Later my students will also learn the difference between used to, be used to and get used to. I have prepared varied material about this grammatical item such as filling the gaps, order sentences, describe different real situations, practice vocabulary about legends, mysterious lexis, descriptive adjectives, etc and phrasal verbs with RUN.

LISTENING ACTIVITY In this part my pupils will listen to a story about a vampire. They will listen to the facts and then complete the gaps. They will listen to it twice and then we will check the answers.
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In order to conclude this skill, a song will be listened to at the end of the lesson. They will listen to the song once and then they will complete the gaps. Finally, they will answer some questions. Song: Thriller Michael Jackson SPEAKING ACTIVITIES In this skill my students will elaborate a survey by means of making questions to their partners in order to complete a quiz. I will give them a model with some questions such as when you were young did you believe in ghosts? Did you believe in life outer the space, or in old traditions? Here, they will firstly to answer the questions in an individual way and once finishing this part they will compare and discuss orally their answers and of course, explain their reasons. Here, I will also include a session of pronunciation practicing past tense endings. They will listen to the different words and then complete a chart classifying the sounds.

WRITING This activity is titled A NIGHT IN A HAUNTED HOTEL. It deals with an imaginary situation where my students stay in a haunted hotel. They will send an e-mail to their family or friends telling what happened that night.

REINFORCEMENT & EXTENSION I will prepare varied material for this section: reading materials a press article for advanced students about traditions and legends around the world, vocabulary activities for the reinforcement without forgetting the grammatical aspects taught
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AN OBJECTIVE EXAM I will elaborate an exam for my students including all the grammatical aspects taught, besides the communicative skills. I will divide it into the following parts: A section for grammatical points A short reading comprehension with some questions A short composition An optional activity depending on the topic: a dictation
UNIT 3
TITLE: Fashion Mania
1st term

WARM UP ACTIVITY: I will present some magazines about fashion trends and later they will talk about them expressing their opinions and which experiences they have lived related to new trends not only about clothes but also about other aspects such as food, piercings, tattoos, etc. After finishing it they will compare their answers and discuss them by writing a brainstorming on the board.
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HAVE YOU EVER?
WORN EATEN JAPANESE FOOD? .. A TATTOO? .
DYED YOUR HAIR?
READING ACTIVITY I will present my students a text called PIERCING CULTURE.
The text is about experiences lived by different types of piercings and their meaning. how they have influenced in our culture. Then they will complete the activity by answering some questions about the readings. Here, we will help them with some phrasal verbs in order to achieve a good understanding of the texts.
BODY PIERCING
Body piercing is the practice of puncturing or cutting a part of the human body, creating an opening in which jewelry may be worn.[1] Body piercing is a form of body modification. They may include religion, spirituality, fashion, eroticism, conformism TYPES OF PIERCING
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Ear piercing Ear piercing has been practiced the world over since ancient times, particularly in tribal cultures. It is said that ancient tribes, believing that metal blocked evil spirits, would pierce their ears so that the evil spirits wouldn't enter their body. Earrings appear in the Bible, where their use was common among both sexes. Earrings were more common for men than for women during parts of the Roman empire, having been introduced by Julius Caesar. In the Elizabethan era, they were a male status symbol. Nose piercing Nose piercing has been common among Middle Eastern nomadic tribes from Biblical times, and has also been historically common within India. The practice is also common among the warriors of Asian and Pacific tribes, as a nose bone gives the face a fierce appearance. The Aztecs and Incas wore gold septum rings for adornment, with the practice continued to this day by the Cuna Indians of Panama. Tongue piercing Ear stretching and Tongue piercing was practiced by the Aztecs and other Pre-Columbian cultures as a ritual symbol; the tongue was pierced to draw blood and induce an altered state of consciousness. Lip piercing Lip piercing has its origins in African and American tribal cultures. African lip piercings are almost always exclusively female, and have significances varying from tribe to tribe. The marketing of modern body piercing products and services has emphasized their connection to longstanding cultural practices, even as the image of body piercing is often one of indifference or even radicalism regarding cultural norms. 1. WHAT DO YOU KNOW ABOUT PIERCING CULTURE? 2. HAVE YOU GOT A PIERCING? WHICH ONE DO YOU PREFER? 3. HAVE YOU SEEN ANY RELATIONSHIP BETWEEN THE DIFFERENT TYPES OF PIERCINGS? 4. WHY DO YOU THINK YOUNG PEOPLE WEAR PIERCINGS?
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GRAMMAR CHAPTER: In this unit my students will practise Present perfect simple tense. Moreover, the adverbs just, yet and already and others such as intensive adjectives and adverbs: very, really, absolutely; demonstrative adjectives and pronouns, etc. I have prepared varied material about this grammatical item such as filling the gaps, order sentences, multiple choice, describe different real situations with active verbs, etc As homework they will elaborate a composition about what they have considered in or out related to the fashion. Related to vocabulary they will practice words related to fashionable trends, shops, consumerism, etc; activities such as unscramble the words, translate into Spanish, to look up some new useful words in the dictionary as phrasal verbs in this case of SET.

LISTENING ACTIVITY In this part my pupils will listen to three different conversations describing three different fashionable products and they will identify them in a text: filling the gaps. They will listen to it twice and then we will check the answers. To conclude this skill I have prepared a pair work activity: student A will have to complete a text with some helping-pictures about the description of fashionable products in 2000 and student B a text about fashionable products nowadays. They will replace the drawings with words and finally they discuss the differences between the two ways of living. They will also make a list including all the different aspects discussed. (Pre-speaking activity) SPEAKING ACTIVITIES
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In this skill my students will have to answer a kind of survey about FASHION TRENDS NOWADAYS. Here, they will firstly answer the questions in an individual way and once finishing this part they will compare and discuss orally their answers and of course, explain their reasons. Here, I will also include a session of pronunciation practicing the intonation of English words. They will listen to the different words and then complete a chart classifying the sounds.

WRITING This activity is titled CIBELES It deals with list of items where our students will work at home writing their experience about visiting a fashion parade in Cibeles. They will practise the descriptive text using the suitable connectors and writing a coherent composition. Here they will have to practice the Present perfect simple with their suitable adverbs.

REINFORCEMENT & EXTENSION I will prepare varied material for this section: For reinforcement material we will guide our students in some activities such as label pictures with words, write sentences in Present Perfect, How long questions, just-already-yet, to use Present Perfect and Past simple. They will work in groups. Here, they could also include activities about
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descriptions using present perfect tense. For extension material we will use reading comprehension activities, compositions
6TH SESSION 55 MINUTES S

AN OBJECTIVE EXAM I will elaborate an exam for my students including all the grammatical aspects taught, besides the communicative skills. I will divide it into the following parts: A section for grammatical points A short reading comprehension with some questions A short composition An optional activity depending on the topic: a dictation UNIT 4 TITLE: A COOK CONTEST 1st term

WARM UP ACTIVITY: I will present some photos about people doing some physical exercises. They will identify and match some expressions to the correct person: breath in, lift your arms, hop on your left leg After that, they will write other physical exercises they know. They can use the dictionary in order to solve any problem.
Match these expressions to these photos
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BREATH IN
LIFT YOUR ARMS
HOP YOUR LEFT LEG
READING ACTIVITY
I will present my students a text called LETTERS TO A TEEN MAGAZINE. They will read an article about different people giving their opinion about physical problems. The topics used will be those about smoking, fat people, unhealthy habits, etc . Then they will answer some questions about the text comparing healthy habits in different cultures. Here, we will help them with the new vocabulary in order to achieve a good understanding of the texts.
LETTERS TO A TEEN MAGAZINE
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PEGGY JOHNSON, I
SECONDARY SCHOOL STUDENT IN SPAIN CONDARY

FOR INSTANCE, HERBAL TEAS CAN BE
REALLY NEED SOME HELP. I HAVE ALWAYS EVERYTHING I WANTED BUT
EATEN
CONSUMED SUCH GREAT AS
TO ELIMINATE LIQUIDS, OILY FISH SALMON OF OR MACKEREL ARE A
NOWADAYS MY WEIGHT HAS INCREASED VERY MUCH. HOWEVER, I HAVE TRIED TO LOSE WEIGHT BY MEANS OF SOME TECHNIQUES;
SOURCE
OMEGA-3 WHICH
ARE
SPECIALLY NECESSARY FOR BRAIN FUNCTION .
WILLIAM SMITH, A FOOTBALL PLAYER IM

SEVENTEEN YEARS OLD AND STUDY IN HAD REACHED AND GET THE BEST SCORE THERE. BUT ONE DAY MY TEAM AND TO
MLAGA, SPAIN. IN 2006 I
WERE TOLD TO MOVE MY FAMILY AND
MY GREAT DREAM: TO PLAY FOOTBALL IN A REGIONAL TEAM. MY BEST FRIEND,
USA I
AND
LEAVE
PETER
FRIENDS. I HAD DREAMT THIS MANY TIMES, BUT NOW WANT. DONT KNOW WHAT CAN
HELPED ME A LOT WHEN NOBODY TRUSTED ON ME. HE HAD PREPARED A FOOTBALL
REALLY
WHAT
DO?
WHAT
IS IT MORE
MATCH IN
SEVILLE
IN ORDER TO BE FAMOUS
IMPORTANT ?
ROSE JONES , A CYBER-TEENAGER

MY
IN FAVOURITE SHOP IS
NINTENDO
WORLD
HOWEVER,
RECOGNISE
I 7
HAVE A PROBLEM.
LONDON
CITY. I USUALLY GO THERE TO
HAD NEVER BEEN PLAYING ON THE DS OR D HOURS A DAY.
BUY SOME GAMES. I HAD KNOWN IT TWO SINCE I WAS FIFTEEN. IT CONTAINS THE
PLAY STATION DURING
NEED TO SPEND MORE TIME STUDYING; IF NOT,
COOLEST CHOOSE
NINTENDO
AMONG
GAMES AND YOU CAN DIFFERENT TOPICS.
WILL FAIL MY EXAMS.
NEED TO
MANY
SOLVE THIS ADDICTION PROBLEM . WHAT CAN
DO?
THESE 3
STORIES HAD AFFECTED TO THESE CHARACTERS DURING THEIR LIFE.
HOW COULD YOU SOLVE IT? WRITE A SHORT COMPOSITION
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GRAMMAR CHAPTER: In this unit my students will learn Past perfect tense compared to Present perfect tense; revise the main aspects of present and past perfect and some negative prefixes. I have prepared varied material about this grammatical item such as filling the gaps, order sentences, multiple choice , describe different real situations, practice vocabulary about food. Here I will also include countable and uncountable words in order to revise them and of course, the corresponding partitives and to conclude the phrasal verb of BREAK.

LISTENING ACTIVITY In this part my pupils will listen to a conversation called TO CHOOSE A HEALTHY LUNCH. It is about two students having lunch at the school canteen. They are ordering some food and my students will fill the gaps using healthy food vocabulary. They will listen to it twice and then we will check the answers. In order to practice phonetic aspects my students will work the comparative sounds than and as they will classify them into a chart of pronunciation. SPEAKING ACTIVITIES In this skill my students will work in a THE FITNESS QUIZ where they will answer it and think about 3 things they had done to improve their fitness. Then they will discuss their answers and make a list orally about the sports they had done or played when they were young.

WRITING
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This activity is titled DO YOU THINK TEENAGERS HAVE A HEALTHY LIFESTYLE?. It deals with an imaginary situation where my student will write a quiz in order to find out how many students had had a healthy way of eating during their last summer holidays.

REINFORCEMENT & EXTENSION I will prepare varied material for this section: For
reinforcement material we will guide our students in the elaboration of a list of words they have never listened before. They can use the dictionary or even the net in order to achieve a wide range of words. For extension material I will provide my students the opportunity to make a poster about their last cook recipe experience: Before preparing the meal we had gone to the market to buy every ingredients They can collect material from the net, and to ask to their family or friends in order to collect as much information as they can.

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UNIT 5
TITLE: WHAT NEXT?
1st term

WARM UP ACTIVITY: I will present photos about our planet in 2020 to my students in order to describe them. Then we will talk about what they really think if they had to live there. Later they will ask to their partner some questions about their future plans.
A SURVEY STUDENT A
QUESTIONS What will you be in 2020? Where will you live? Will you have a family? How many sons and daughters will you have? What types of food will you eat? Do you think that most of our ecology will be destroyed ? How will you organize your free time? Others
STUDENT B
ANSWERS
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Prepare the survey as the model above and complete it. Firstly ask to your partner and then, answer your partners questions. Write them on the survey and later discuss them to the rest of your classmates. READING ACTIVITY I will present my students a text called Will you be a celebrity It is about a famous actress and how fame will come after her death. Then, they will answer some questions in order to understand it. Here, we will help them with the new vocabulary in order to achieve a good understanding of the texts.
WILL YOU BE A CELEBRITY?

MOST
OF PEOPLE TALK ABOUT CELEBRITIES SUCH A MARILYN MONROE AND SO ON. N WERE THESE CONSIDERED PEOPLE HAD
JULIA ROBERTS, ANTONIO
BANDERAS,
CELEBRITIES
ON
THE CONTRARY, SOME YEARS AGO, WERE ADMIRED BY THEY THEIR WERE
PEOP LE P THEIR
WHO OWN
ACHIEVEMENTS.
PRINCIPLES
SACRIFICED THEMSELVES FOR WHATEVER PURPOSE OR THOUGHTS.
THE REAL HEROES HAVE INSPIRED PEOPLE TO SACRIFICE THEMSELVES IN ORDER TO ACHIEVE SOMETHING PLANNED. HOWEVER SOME PEOPLE WHO DO NOT HAVE ANY SPECIAL TALENT HAVE BECOME CELEBRITIES AND ACHIEVED FAME WITH NO SACRIFICED AT ALL. YET, THEY INSPIRE RESPECT IN TEENAGERS. ON THE OTHER HAND, WHAT OTHER CONTRIBUTIONS TO SOCIETY HAVE MODELS MADE IN ORDER TO BECOME FAMOUS PEOPLE? PERHAPS NOWADAYS PEOPLE AND OF COURSE YOUNG PEOPLE ARE TOTALLY INTERESTED IN THE LIVES OF CELEBRITIES, THEIR LIFESTYLE, THEIR HOBBIES , ETC SOME OF THEM THINK THAT THEY HAVE TO GOSSIP . WILL OUR LIVES SO UNINTERESTING THAT WE NEED GLAMOROUS CELEBRITIES TO BRIGHTEN THEM UP? DO WE ADMIRE THE FAME AND WEALTH THAT WE REALLY DO NOT HAVE?
WHY CELEBRITIES DO NOT ACCEPT THE INVASION OF JOURNALISTS AND PAPARAZZIS IN THEIR PRIVATE LIVES WHILE PUBLICITY IS OFTEN A N IMPORTANT PART OF THEIR LIVES, SOMETIMES CAN BE ANNOYING.
1. Why will these famous people be known?
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2. Should they be careful when talking about their own lives? 3. Write about famous people you know and the reason of their fame

GRAMMAR CHAPTER: In this unit my students will learn and revise the main aspects of will, be going to, present simple and continuous. Besides some idioms. I have prepared varied material about this grammatical item such as filling the gaps, order sentences, describe different real situations, practice vocabulary about consumerism and ecology.

LISTENING ACTIVITY In this part my pupils will work in a pair activity. Student A and students B will listen to a text about a famous person Teresa de Calcuta in this case. But each student will have to fill different gaps in order to complete all the text. Then they will answer some questions about the text in order to check their understanding.
SPEAKING ACTIVITIES In this skill my students will have to participate in a role play. They are reporters that will interview the student of the year. They will invent some questions and prepare an outline. Then they will interview to the chosen student.
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Here, I will also include a session of pronunciation practicing weak forms, intonation in questions (rise and fall). They will listen to different words and then complete a chart classifying the sounds.

WRITING This activity is titled HOW WILL WE LIVE IN 2030? My students will elaborate an argumentative text about their lifestyle and expressing for and against opinions. Here they will also practise vocabulary related to consumerism and ecology. It will be used to revise many words related to different lexical fields.

reinforcement material we will guide our students in the elaboration of a simple text telling their opinion about their future plans. I will give them a guideline about the structure of it. For extension material I will provide my students with a text about ROBERTO BENIGNI and his famous film LIFE IS BEAUTIFUL. They will read it and answer some questions. Then write a composition about the plot of the film comparing it to life in our times.

AN OBJECTIVE EXAM I will elaborate an exam for my students including all the grammatical aspects taught, besides the communicative skills. I will divide it into the following parts:
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A section for grammatical points A short reading comprehension with some questions A short composition An optional activity depending on the topic: a dictation UNIT 6 TITLE: AT CHRISTMAS 2nd term

WARM UP ACTIVITY: I will present a brainstorming activity in the board using vocabulary related to Christmas around the world. Then we will complete a chart with the different traditions and customs we have collected.
READING ACTIVITY I will present my students a text call CHRISTMAS EVE. They will read a text about different customs. I have prepared some titles to match them according to the 4 paragraphs. Then, they will answer some questions in order to understand it. Here, we will help them with the new vocabulary in order to achieve a good understanding of the texts.

GRAMMAR CHAPTER: In this unit my students will revise the main aspects of Future perfect and Future continuous tenses. Besides I have included some phrasal verbs with LOOK. I have prepared varied material about this grammatical item such as filling the gaps, order sentences, describe different real situations, practice vocabulary about Christmas: food, traditions, meals, carols,and some word building with noun suffixes.
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LISTENING ACTIVITY In this part my pupils will listen to different xmas traditions in different countries: Japan, China, Australia, and Spain. They will listen to and then complete the gaps. They will listen to it twice and then we will check the answers. Here I have also prepared a FIND SOMEONE WHO WILL HAVE . GAME activity about words related Xmas and customs. They will complete a chart with some questions such as who will have visited their family in Xmas Eve?, will have spent much money in presents.. and then complete the answers with YES/NO. SPEAKING ACTIVITIES In this skill my students will have to answer a quiz about WHAT WILL YOU BE DOING AT XMAS?. Here, they will firstly to answer the questions in an individual way and once finishing this part they will compare and discuss orally their answers and of course, explain their reasons. In order to conclude this skill, a song will be sung at the end of the lesson. They will listen to the song once and then they will complete some gaps and revise some diphthongs. Song: JINGLE BELLS!

WRITING This activity is titled WRITING XMAS CARDS. They will elaborate and design a postcard-email in order to be used this Xmas.
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Here they will have to practice typical sentences in Xmas, expressions used always in Xmas, etc and of course, future continuous and perfect.
Write an email-card email

Use the vocabulary learnt in the reading activity. Then send it to your best friend.
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REINFORCEMENT & EXTENSION I will prepare varied material for this section: I have prepared a film about Xmas. They will watch it and after that, they will write a brief summary about the film. And for extension material they will write a description of their future Xmas holidays.

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UNIT 7
TITLE:
PROTECT YOUR PLANET
2nd term

WARM UP ACTIVITY: I will present a brainstorming activity in the board using vocabulary related to the environment: sprays, pollution, rain forest, nuclear waste, acid action, plastic bags, ozone layer, aluminium cans, chemicals, energy, illegal hunting. They will try to classify them into 4 different charts: Classify these words into the correct category: STOP REDUCE RECYCLE PROTECT
After finishing it they will compare their answers and discuss them. READING ACTIVITY I will present my students a text called HOW TO SAVE OUR EARTH!!. They will read an article about different ways of avoiding the destruction of the earth. I have prepared some titles to match them according to the 4 paragraphs. Then, they will answer some questions in order to understand it. Here, we will help them with the new vocabulary in order to achieve a good understanding of the texts.
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AVOID THE PLASTIC HANDBAGS!!

Nowadays a new law has appeared related to recycling. We must avoid the usage of plastic handbags in order to save our planet. It is a perfect way of protect our environment. However, a group of women in Filipina have produced thousands of handbags made from recycling paper. They want to reduce the number of boxes thrown into landfills every day. To produce fashion accessories made from recycled materials is becoming a worldwide trend. On the other hand, other possibility of protecting our planet could be developed by becoming a volunteer at Greenpeace. They are trying to prevent deforestation and global warming. Besides they take part against anything that damages the Earth such as air and water pollution, nuclear testing in the Pacific Ocean, the whale hunting or fox hunting, etc You must consider all these points if you want your children to heritage our planet as you have now. 1. Match the words in A to their definitions in B 1. Deforestation 2. Rubbish 3. Pollutant 4. Environmentally-friendly 5. conservation
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a. good for the environment b. something that causes pollution c. using something carefully d. cutting down large areas of trees e. trash
2. Give solutions for these problems A. Air pollution B. Overpopulation C. The destruction of natural resources 3. What is the main purpose of these texts? 4. Do you know other ecological groups as Green Peace? Describe them

GRAMMAR CHAPTER: In this unit my students will revise the main aspects of modal simple verbs and the formation of compound adjectives I have prepare some examples of phrasal verbs of TURN. I have prepared varied material about this grammatical item such as filling the gaps, order sentences, describe different real situations, practice vocabulary about material for recycling: glass bottles, chocolate wrappers, plastic bags, batteries,

LISTENING ACTIVITY In this part my pupils will listen to different ways of recycling in Holland, the most recycling centre in the world. They will listen to the facts and then complete the gaps. They will listen to it twice and then we will check the answers.
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Here I have also prepared a BINGO GAME activity about words related to recycling and pollution and they will put a cross into the words they listen to. Later, they will complete a chart with other words about these topics.
SPEAKING ACTIVITIES In this skill my students will have to answer a quiz about A WATER QUIZ. Here, they will firstly to answer the questions in an individual way and once finishing this part they will compare and discuss orally their answers and of course, explain their reasons. Here, I will also include a session of pronunciation practicing the sounds: /f/ , /v/ and /b/. They will listen to the different words and then complete a chart classifying the sounds.

WRITING This activity is titled A LETTER TO MY LOCAL COUNCIL. It deals with a protest letter about the state of the beach. Here they will have to practice modals remembering capital letters, punctuation rules, etc. they can include some photos about the facts.

reinforcement material we will guide our students in the elaboration of a poem. It will be included in the protest poster. Here, they could also include activities about the earth future in 10 years. How to improve the environment conditions etc.
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UNIT 8
TITLE:
ADVERTISING!!!
2nd term
1ST
SESSION 55 MINUTES
WARM UP ACTIVITY: I will present my students some extracts about advertising spots where my students will practice vocabulary and description of spots. Then they will make a list of other funny adverts and they will give their opinion about them.
How would you advertise these products?

Slogans for the adverts Symbols or drawings
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READING ACTIVITY I will present my students a text called A DIGITAL WAY OF
ADVERTISING!!. They will read an article about the world of advertising. It is a very interesting topic where my students will enjoy and learn a lot. Firstly they will read the text individually and after that they will answer some questions. Here, we will help them with the new vocabulary in order to achieve a good understanding of the texts.
A DIGITAL WAY OF ADVERTISING ADVER

Nowadays thanks to digital technology an advertising revolution has appeared. The public can be the main responsible one in the gathering of news. Many tools belonging to the new technologies should be used only for a way of entertainment, however they have been transformed to be used for recording personal news especially when talking about the lifestyle of celebrities. In many cases, the source of making a photo cant be always checked by famous people. Hence there exists a great interest in this kind of
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pictures. Communicative resources professional photographers.
such as TV, magazines and
newspapers prefer the usage of them instead the work of their own
How to solve this social problem which daily causes so damage on public and famous people? The answer is so difficult to find. Many celebrities continue complaining about this new way of journalism, but only the elaboration of a new law could have finish with this type of advertising. If some politicians lives could be published in magazines and newspapers as freely as others the government would have given a solution very quickly. Answer these questions 1. Look at the title of the text and what do you think the text is about? 2. How have the new technologies changed the way of reporting news? 3. Name two types of media that can use this type of advertising and write others. 4. Choose another title for this text:_________________________________
2ND
SESSION 55 MINUTES
GRAMMAR CHAPTER: In this unit my students will revise the main aspects of modal perfect verbs. I have prepared varied material about this grammatical item such as filling the gaps, order sentences, write sentences, describe different real situations, , practice vocabulary about advertising: impress, announce, communicate, attract, persuade, etc
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3RD
SESSION 55 MINUTES
LISTENING ACTIVITY In this part my pupils will listen to a conversation called FAMILY ACCOMODATION. My students will listen to a conversation about a British students looking for accommodation in a high school campus, the conditions and facilities. They will listen to it twice and then we will answer some questions about the conversation and later they will check the answers. Here we will practise some homophones with my students. SPEAKING ACTIVITIES In this skill my students will have to answer a class survey called FIND SOMEONE WHO IS THE BEST .? Here, they will firstly to find a partner who can be the best student, the best football player, the best one in maths and once finishing this part they will compare and discuss orally their answers and of course, explain their reasons. I will introduce here a pronunciation activity in order to practice and revise the homophones and completing a chart with some different words.

WRITING This activity is titled WRITE AN ADVERT. They will think about the topic or product they would like to sell and search information, pictures, music, etc in order to make an attractive spot. They will try to design a perfect advert to catch the attention not only a creative message but also interesting drawings and symbols: the best town, beaches, mountains, meals, pubsand of course using the perfect modals.
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5th SESSION 55 MINUTES

REINFORCEMENT & EXTENSION I will prepare varied material for this section: I have prepared some basic activities about simple and perfect modals, to correct errors, etc. And for extension material they will read a text called A SHORT ADVERT IN A SPANISH NATIONAL PAPER COSTS AROUND 1500 EUROS PER DAY! and after practicing the new words and the correct understanding of the text they will write their personal opinion, giving their reasons.
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UNIT
TITLE: AMERICAN WORLD
2nd term

WARM UP ACTIVITY: I will present a brainstorming about British and American words. They will identify and write their corresponding British or American form. Later we will also include some anglicisms in order to revise them.
Biscuit French fries post
British Or American w Do you know them?
Shopping cart Cab underground
Chemists Wardrobe faucet
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READING ACTIVITY I will present my students a text called THE INFLUENCE OF AMERICAN CULTURE. They will read an article about the history of coke. I have prepared some questions about the text and my pupils will answer them. Here, we will help them with the new vocabulary in order to achieve a good understanding of the texts.
Do you usually drink coke? 1980: the era of the fitness craze, and a time of much change and innovation at
The Coca-Cola Company. In 1981, Roberto C. Goizueta became chairman of The Board of Directors and CEO of The Coca-Cola Company. He also led the introduction of diet Coke, the very first extension of the Coca-Cola trademark; within two years, it had become the top low-calorie drink in the world, second in success only to Coca-Cola.
1990:
time of continued growth for The Coca-Cola Company. The
Company's long association with sports was strengthened during this decade, with ongoing support of the Olympic Games, FIFA World Cup, Rugby World Cup and the National Basketball Association. Coca-Cola classic became the Official Soft Drink of NASCAR racing, connecting the brand with one of the world's fastest growing and most popular spectator sports.
2000:Coca-Cola is committed to local markets, paying attention to what

people from different cultures and backgrounds like to drink, and where and how they want to drink it. With its bottling partners, the Company reaches out to the local communities it serves, believing that Coca-Cola exists to benefit and refresh everyone it touches. Answer these questions: 1. How has the Coca Cola culture influenced our life? 2. Give your opinion about the progression of this drink? 3. Surf in the net and find out other information about coke culture in other countries
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GRAMMAR CHAPTER: In this unit my students will revise the main aspects of Defining and Non-defining relative clauses and some phrasal verbs with CALL. I have prepared varied material about this grammatical item such as filling the gaps, order sentences, describe different real situations, practice vocabulary about British and American English words: biscuits, cookies, lift-elevator, film-movie, taxi-cab, etc

LISTENING ACTIVITY In this part my pupils will listen to a conversation between two persons: a British one and an American one. They will listen to it and then complete the gaps with English and American words. They will listen to it twice and then we will check the answers. SPEAKING ACTIVITIES In this skill my students will elaborate a conversation about travelling by means of making questions to their partners in order to complete the dialogue. I will give them a model with some questions such as Is Barcelona the city where you have spent your holiday?. Here, they will firstly answer the questions in an individual way and once finishing this part they will compare and discuss orally their answers and of course, explain their reasons. Here, I will also include a session of pronunciation practicing the accent and intonation. They will underline where the strong sound is.

WRITING
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This activity is titled SEND ME A POSTCARD. It deals with an imaginary situation where my student is travelling and he is describing the place he has visited. I will prepare a model in order to facilitate their work. Here they can find information in brochures and write about the interesting things to see, the historical facts and figures, the legends or stories connected to the place, etc

REINFORCEMENT & EXTENSION I will prepare varied material for this section: For reinforcement material we will guide our students in some activities such as label pictures with words, write sentences using the relative clauses. They will work in groups. Here, they could also include activities about descriptions using relative clauses. For extension material we will use reading comprehension activities, compositions, etc

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UNIT 10
TITLE: ARE YOU SUPERSTITIOUS?
2nd term

WARM UP ACTIVITY: I will present photos of superstitions and they will classify in bad or good luck: spilling salt, breaking a mirror, seeing a black cat, etc. after that they will include other superstitions they have already known and to discuss them in the class. READING ACTIVITY I will present my students a text called A WORLD OF MYSTERY. It is about the Titanic sink. Then, they will answer some questions in order to understand it. Here, we will help them with the new vocabulary in order to achieve a good understanding of the texts. It is a pair activity where my students will have different texts about the story and after readings each one we will comment it and compare information.

GRAMMAR CHAPTER: In this unit my students will learn and revise the main aspects of First and Second Conditional sentences. Besides some collocations with make and do. I have prepared varied material about this grammatical item such as filling the gaps, order sentences, write sentences in positive, negative and interrogative form, describe different real situations, practice vocabulary about superstitions: touch wood, dont open an umbrella, etc we also practice connectors such as unless, as soon as, I wish, while, when, if only...

LISTENING ACTIVITY
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In this part my pupils will work in an activity called WHAT IS YOUR HOROSCOPE?. They will listening to extracts about the whole zodiac. But each student will have to fill different gaps in order to complete all the text. Then they will answer some questions about the text in order to check their understanding. SPEAKING ACTIVITIES In this skill my students will have to participate in personal quiz: ARE YOU SUPERTITIOUS? They will complete the quiz and then count the score. They will discover if they are superstitious or not. Finally they will compare their answers with their partners in order to find other superstitions. Here, I will also include a session of pronunciation practicing the sound /3:/ in some words such as early, Ernest, and semivowels//semiconsonants. They will listen to different words and then complete a chart classifying the sounds.
WRITING This activity is titled OPPORTUNITY SELDOM KNOCKS TWICE. My students will elaborate an article about the future in their hands in order to be published in the school magazine. They will achieve some information in the net about the Life Line and Palmists. Then they will give their opinion.
OPPORTUNITY SELDOM KNOCKS TWICE!!

WRITE ABOUT YOUR FUTURE
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1. DO YOU BELIEVE IN PALMIST? 2. WHAT DO YOU THINK ABOUT YOUR LIFE LINE? 3. DO YOUR FRIENDS BELIEVE IN HOROSCOPES? AND YOU? WRITE AN ARTICLE FOR YOUR SCHOOL MAGAZINE ABOUT ALL THE INFORMATION YOU HAVE FOUND OUT
reinforcement material we will guide our students in the elaboration of a composition about the visit to a fortune teller. I will give them a guideline about the structure of it. Another activity for reinforcement will be to talk about the Chinese horoscopes. It is an interesting and motivating activity for my students, to know other cultures and traditions. For extension material I will provide my students with the famous film TITANIC. Then they will write a composition about the plot of the film.

AN OBJECTIVE EXAM I will elaborate an exam for my students including all the grammatical aspects taught, besides the communicative skills. I will divide it into the following parts: A section for grammatical points A short reading comprehension with some questions
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A short composition An optional activity depending on the topic: a dictation
UNIT 11
TITLE: MAKE A WISH!!!
3rd term

WARM UP ACTIVITY: I will present my students some photos about clothes and personal possessions that teenagers consider fashionable and they wish very much. They will match the words to the photos. Then they will make a list of other clothes they are fashionable in our country and other preferences for them and give their opinion: cut-off-jeans, platform shoes, wraparound sunglasses, a luxurious car or motorbike, etc READING ACTIVITY I will present my students a text called WHAT WOULD HAVE HAPPENED IF YOU HAD HAD A LOT OF MONEY?. They will read a text and then, they will answer some questions in order to understand it. Here, we will help them with the new vocabulary in order to achieve a good understanding of the texts.

GRAMMAR CHAPTER: In this unit my students will revise the main aspects of Third Conditional Sentences. I have prepared varied material about this grammatical item such as filling the gaps, order sentences, write sentences, describe different real situations, practice vocabulary about preferences and wishes.
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They are written in an incorrect way and they have to correct them. Here I have included a BINGO game: they will guess the names of wished items in pictures when listening to them. They will write a cross on them.

LISTENING ACTIVITY In this part my pupils will listen to a conversation about WHAT WOULD YOU HAVE DONE IF YOU HAD BEEN A PRESIDENT OF YOUR COUNTRY? They will listen to it and then complete the gaps. They will listen to it twice and then we will check the answers. My students will also identify some silent sounds in the conversation. The second part of this activity will be to listen to some other opinions of famous people expressing what they would really have wished in their life. SPEAKING ACTIVITIES In this skill my students will have to answer a quiz about PREFERENCES IN MY LIFE. Here, they will firstly to answer the questions in an individual way and once finishing this part they will compare and discuss orally their answers and of course, explain their reasons.

WRITING
A RICH PERSON?
WHAT WOULD YOU HAVE DONE IF YOU HAD BEEN
____________________________________________________________________ This activity is titled What would you have done if you had been a ____________________________________________________________________ rich person?.They will elaborate and design a composition it using ____________________________________________________________________ ____________________________________________________________________ the following steps: introduction, body and conclusion. ____________________________________________________________________ ____________________________________________________________________ Here they will have to practice typical sentences, expressions ____________________________________________________________________ used , ____________________________________________________________________ etc ____________________________________________________________________ ______________________
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REINFORCEMENT & EXTENSION I will prepare varied material for this section: I have prepared a film about wished situations. They will watch it and after that, they will write a brief summary about the film. And for extension material they will practice a role play about the main characters.

AN OBJECTIVE EXAM I will elaborate an exam for my students including all the grammatical aspects taught, besides the communicative skills. I will divide it into the following parts: A section for grammatical points A short reading comprehension with some questions
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A short composition An optional activity depending on the topic: a dictation
UNIT 12
PUBLIC PLACES
3RD TERM

WARM UP ACTIVITY: I will present a brainstorming activity making some questions such as Do your parents let you go out in the evening? Where do you go? What do you like doing? Later, they will talk about public places they like to go, discos, pubs, music, etc. READING ACTIVITY I will present my students a text called SPAIN IN THE MOONLIGHT. They will read a text about typical places in Madrid, Barcelona, Benidorm and Sevilla. I have prepared some titles to match them according to the 4 paragraphs. Then, they will answer some questions in order to understand it. Here, we will help them with the new vocabulary in order to achieve a good understanding of the texts.

GRAMMAR CHAPTER: In this unit my students will revise the main aspects of Reported speech, Reporting verbs, Reported statements and questions; and some phrasal verbs. I have prepared varied material about this grammatical item such as filling the gaps, order sentences,
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match sentences, complete sentences with reporting verbs, describe different real situations, practice vocabulary about personality adjectives and qualifying adjectives using crosswords, definitions, descriptions, comparison etc.

LISTENING ACTIVITY In this part my pupils will listen to a conversation describing a known city for them:Ibiza, Marbella, even a town such as Benidorm, Altea, etc . They will listen to and then complete the gaps. They will listen to it twice and then we will check the answers. Then they will classify some words in their suitable sounds: // /a:/ / / SPEAKING ACTIVITIES In this skill my students will have to answer a quiz called WHO IS WHO?. Here, they will firstly to answer the questions in an individual way and once finishing this part they will compare and discuss orally their answers and of course, explain their reasons. They will prepare questions such as someone who is from Madrid.?, someone who likes dancing in a disco Once finishing the quiz we will compare the questions and guess who is the person described. WRITING This activity is titled A MAGAZINE REPORT ABOUT NIGHT ENTERTAINMENT . They will elaborate a text including basic facts, details, background, peoples comments. They will answer the questions: who the subject of the story-, what what happened-, when, where, why explanation for what happened- and how.
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WRITING YOUR ESSAY: A MAGAZINE REPORT A magazine report is used for giving information about some incident that has happened. Steps 1. Decide what you think happened and who was involved. Decide where, when and why it happened
STRUCTURE Paragraph 1. Opening sentence summarizing the event Paragraphs 2-3. Basic facts, background and other details Paragraph 3. Comments of people related to the event
CONNECTORS According to added that because of Reported that as a result of his/her reaction was
A MAGAZINE REPORT ABOUT NIGHT ENTERTAINMENT

WRITE A SHORT REPORT ABOUT YOUR FAVOURITE CITY FOR ENTERTAINENT USING THE REPORTED SPEECH
_______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________
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_______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ ______________________________________________________________
REINFORCEMENT & EXTENSION I will prepare varied material for this section: I have prepared a text about a visit to a local town. They will watch a short documentary about the most typical aspects of the town, and after that, they will write a brief summary about the information. And for extension material they will write a menu using the description of each meal.

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UNIT 13
TITLE: OUR LANGUAGE
3rd term
WARM UP ACTIVITY: I will present some photos of different kind of British people: students, businessmen, grandparents, etc. and I will prepare some questions about the language they speak: Do you think all the British people use the same kind of language? Later I will practice with them a PICTURE DICTATION activity using words such as telly, kids, cop, tube, bloke, quid, loo, etc and they will draw the word they think is. READING ACTIVITY I will present my students a text called OUR LANGUAGE. It is about English language and all the different variations we can use: colloquial, slang, formal, etc. It is a text belonging to a specific generation: the adolescence. Then, they will answer some questions in order to understand it. Here, we will help them with the new vocabulary in order to achieve a good understanding of the texts.

GRAMMAR CHAPTER:
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In this unit my students will continue with the Reported speech commands and suggestions and a review of the Questions tags. I have prepared varied material about this grammatical item such as filling the gaps, order sentences, write sentences in positive, negative and interrogative form, describe different real situations, practice vocabulary about colloquial and formal words: cheer-bye, tellyTV,loo-toilet,yeah-yes,

LISTENING ACTIVITY In this part my pupils will work in an activity called DID YOU KNOW THAT?.They will listen to a conversation from a British teenager explaining some words to a Spanish teenager such as shattered, bloke, they will have to complete an extract about definitions of these words. Later I will check the answers in an oral way. Here, my students will revise the stress and intonation when listening to the two different accents. SPEAKING ACTIVITY In this skill my students will have to participate in a group game: we need 4 counters and a dice. Here I will ask them questions such as how do you say ace in formal English?, and quid, bloke, the students who finish the first ones are the winner.
Here, I will also include a session of pronunciation practicing stress and intonation. This is good unit to practice different kinds of accents according to the different region, for example, Scottish, British, American, etc

WRITING
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This activity is titled TEENAGERS ARE BILINGUAL? My students will elaborate an article about their way of talking depending on the person they are. They will make a list previously in order to write the more common expressions they use when talking with their parents, friends, teachers, a doctor, an unknown person, etc Of course, they will give their opinion.
TEENAGERS ARE BILINGUAL?

Write an article about how teenagers communicate nowadays in our comm society. You can surf in the net and look for some typical expressions used by young people in different communicative situations, using formal and informal vocabulary. Use the reading as a model.
________teenagers language__________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ___________________________________________________

reinforcement material we will guide our students with NEE in
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the elaboration of a list of words they have never listened before. They can use the dictionary or even the net in order to achieve a wide range of words. For extension material I will provide my students the opportunity to make a poster about urban tribes. They can collect material from the net, and the variations of language among teenagers.
UNIT 14
TITLE: WELCOME TO THE COMPUTER ERA!!! 3rd term
1ST
SESSION 55 MINUTES
WARM UP ACTIVITY: I will present my students words related to the new technologies: computer, i-pod, mobile phone, etc. Then, they will match the words to the photos. Then they will make a list of other technological words used by teenagers and discuss about their usage.
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Laptop Webcam i-pod Mobile phone USB Flash drive MP4 player
Digital camera GPS Playstation 3 CD player CD burner Palm Pilot
READING ACTIVITY I will present my students a text called FOR OR AGAINST THE COMPUTER GAMES?. They will read a text about computer games. It is a motivating activity for my students. Firstly they will read the text individually, and then they will answer some questions. Here, we will help them with the new vocabulary in order to achieve a good understanding of the texts.
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FOR OR AGAINST THE COMPUTER GAMES?

To spend a lot of time playing computer games is considered harmful for your health and behavior. It causes negative effects to teenagers and this theory is supported by many psychologists. As many people know, a great amount of games have been designed in a violent way. According to a report about 85% of all the computer games have violent actions. Nowadays many students spend many hours in front of a computer and this produces a confusion between reality and fiction and many students can find difficulties when adapting them in the society. On the other hand, young people think that the usage of computer games can give them relax and can enjoy with many friends. Not every games are only of entertainment but also can be used to widen their knowledge, to solve problems, to teach them languages, strategies, etc Hence, many different reasons could be stated when talking about this topic. Only the correct usage of this tool will depend on ourselves. Answer the following questions: 1. Write an example of a disadvantage and one advantage about computer games usage. 2. Write a short composition about for and against the computer games.
2ND
SESSION 55 MINUTES
GRAMMAR CHAPTER: In this unit my students will revise all the aspects of Passive voice, Passive voice connectors (by), verbs with two objects and Causative Passive . I have prepared varied material about this grammatical item such as filling the gaps, order sentences, write
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sentences, describe different real situations, change active voice sentences to passive ones, practice vocabulary about computers: save, downloading, surf, print, website, shut down
3RD
SESSION 55 MINUTES
LISTENING ACTIVITY In this part my pupils will listen to a conversation about ADVANTAGES OR DISADVANTAGES OF COMPUTERS. It is a pair activity. Student A will complete the advantages text and students B will complete the disadvantages about technology. They will listen to it twice and then we will check the answers. Here, we will as well revise the ed ending in past participles identifying them in the conversation and classifying the three different kinds of ed pronunciation SPEAKING ACTIVITIES In this skill my students will have to answer a class survey about DO YOU THINK TO USE A COMPUTER IS AS ESSENTIAL AS TO KNOW HOW TO READ OR WRITE? Here, they will firstly to answer the questions in an individual way and once finishing this part they will compare and discuss orally their answers and of course, explain their reasons. Example: Are computers considered totally necessary at home? How often are they used? Do you think computers make business more efficient?...

WRITING This activity is titled TOMB RAIDER THE LOST
ARTIFACT. They will reorder a text about Tomb Raider and then, they will write an e-mail to a friend from another high school telling their opinion about computer games. Besides, they could write a review about another computer game that they know.
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5TH
SESSION 55 MINUTES
REINFORCEMENT & EXTENSION I will prepare varied material for this section: I have prepared an activity called DEVELOPING A FILM. They will use the passive voice to complete a text about the process of developing films. Then they will discuss about it. And for extension material they will read a text called HACKERS and after practicing the new words and the correct understanding of the text they will write their personal opinion, giving their reasons.
6TH
SESSION 55 MINUTES
AN OBJECTIVE EXAM I will elaborate an exam for my students including all the grammatical aspects taught, besides the communicative skills. I will divide it into the following parts: A section for grammatical points A short reading comprehension with some questions A short composition An optional activity depending on the topic: a dictation UNIT 15 TITLE: DONT DRIVE IF DRINK 3rd term
1ST
SESSION 55 MINUTES
WARM UP ACTIVITY: I will present some photos of some real situations of different accidents in Spain. They will discuss which means of transport are safer for them and why. Later I will present another real situation but about emergencies: an accident, a fire, a robbery, a breakdown, etc. they will complete a chart with some solutions for these accidents.
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1ST PART WARM UP THINKING ABOUT ACCIDENTS Think about the causes of accidents in Spain today. List as many as you can and classify them. CAUSES SOLUTIONS Weather, old road,
2nd PART WARM UP Did you know these driving language? Classify them into categories PARTS OF A CAR DRIVING LESSONS PEOPLE & VEHICLES
pedestrian park driver To speed Tyres
driving license steering wheel traffic light windscree
passenger
car
headlights speed limit
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READING ACTIVITY I will present my students a text called NO BRAIN, NO HELMET, NO HEAD!!. It is about a traffic accident where a teenager dies. My students will be identified with this event and they will be motivated. Then we will discuss about the topic and they will answer some questions about it. Later, we will check the answers. Here, we will help them with the new vocabulary in order to achieve a good understanding of the texts. NO BRAIN, NO HELMET, NO HEAD!! Today the newspaper shows a picture of an adolescent who has had a traffic accident. He probably went to school. He must have had dreams. He might have wanted to learn a profession. But now his family is heartbroken. In this moment thousands of teenagers will be reading this report. Next Saturday night many youngsters will go out with their friends and with their parents cars. They will be drinking in pubs and discos and when returning home a fatal accident will happen. It could be a car full of 18 year olds that has overturned, smashed into a wall or collided with another car. An ambulance will be there immediately. But in many occasions it is too late. The only thing that can be done for them is to identify them in order to inform their family about their death. A family will know that their son has been killed in a traffic accident. A door opens and the cruel conversation starts: Good morning, I am a police officer. A terrible accident has happened. Suddenly their life will be destroyed in an instant. Their son has gone forever. I wanted to die too. Only one who has been through this can understand what it is all about. What would their parents tell when knowing the fatal news?
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Who was really the guilty? Give reasons What did the police tell to the boys family?
Imagine you are the parents of the boy in this accident. Describe
the facts. Use the Reported Speech.
2ND
SESSION 55 MINUTES
GRAMMAR CHAPTER: In this unit my students will learn the Reported speech. I have prepared varied material about this grammatical item such as filling the gaps, order sentences, describe different real situations, practice vocabulary about road travel: parts of a car or motorbike, traffic signs, traffic rules, etc
3RD
SESSION 55 MINUTES
LISTENING ACTIVITY In this part my pupils will work in an activity called REPORTING EMERGENCIES. They will listen to a conversation between a mother and her son. He wants to go out tonight but there is a problem. He wants to use her car. My students will complete the gaps. Later, they will listen to the second part of the conversation where the boy had an accident and my students will report the facts. SPEAKING ACTIVITY In this skill my students will have to participate in a game:WHO ASKED ME THAT? My students will report the questions about the police information about the accident. Then they will have to guess
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who had asked question number 1, 2, 3 starting with Mary is the person who answered that Tom had had an accident. Here, my students will practice this vocabulary with a song where they will revise and practice some sounds practiced in other units: Song: WATCHING THE ROAD
WRITING This activity is titled I HAVE ACHIEVED MY DRIVING LICENSE. My students will elaborate a composition about their first driving class. They will write a letter asking about information for a predriver course to a driving school. I will prepare the structure of the formal letter for my students and some typical expressions in order to help my students.

reinforcement material we will guide our students in the elaboration of a letter to a penfriend telling the accident. They will have to put the sentences in the correct order and then elaborate another one. They can use the dictionary or even the net in order to achieve a wide range of words. For extension material I will provide my students with a text called WOMEN DRIVERS, WORSE THAN MAN? They will read the text and then, answer the questions practicing the Reported speech.
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15 UNITS 1ST FORM OF BACHILLERATO VALENCIANA 2009-10

TITLE: Living in a foreign country

1st SESSION -55 MINUTES

15 UNITS 1ST FORM OF BACHILLERATO VALENCIANA 2009-10

15 UNITS 1ST FORM OF BACHILLERATO VALENCIANA 2009-10

READING Teenagers BLOG

15 UNITS 1ST FORM OF BACHILLERATO VALENCIANA 2009-10

Then write advantages and disadvantages of living in Mexico or in London.

2ND SESSION 55 MINUTES

15 UNITS 1ST FORM OF BACHILLERATO VALENCIANA 2009-10

3RD SESSION 55 MINUTES

4TH SESSION 55 MINUTES

15 UNITS 1ST FORM OF BACHILLERATO VALENCIANA 2009-10

5TH SESSION 55 MINUTES

6TH SESSION 55 MINUTES

An optional activity depending on the topic: a dictation

15 UNITS 1ST FORM OF BACHILLERATO VALENCIANA 2009-10

TITLE: TRADITIONS OR LEGENDS?

1ST SESSION 55 MINUTES

A comet will destroy the Earth in 2050

15 UNITS 1ST FORM OF BACHILLERATO VALENCIANA 2009-10

Then they will add other stories.

LEGENDS AND PARANORMAL CASES

15 UNITS 1ST FORM OF BACHILLERATO VALENCIANA 2009-10

2ND SESSION 55 MINUTES

3RD SESSION 55 MINUTES

15 UNITS 1ST FORM OF BACHILLERATO VALENCIANA 2009-10

4TH SESSION 55 MINUTES

5TH SESSION 55 MINUTES

15 UNITS 1ST FORM OF BACHILLERATO VALENCIANA 2009-10

6TH SESSION 55 MINUTES

TITLE: Fashion Mania

1ST SESSION 55 MINUTES

15 UNITS 1ST FORM OF BACHILLERATO VALENCIANA 2009-10

HAVE YOU EVER?

WORN EATEN JAPANESE FOOD? .. A TATTOO? .

DYED YOUR HAIR?

READING ACTIVITY I will present my students a text called PIERCING CULTURE.

15 UNITS 1ST FORM OF BACHILLERATO VALENCIANA 2009-10

15 UNITS 1ST FORM OF BACHILLERATO VALENCIANA 2009-10

2ND SESSION 55 MINUTES

3RD SESSION 55 MINUTES

15 UNITS 1ST FORM OF BACHILLERATO VALENCIANA 2009-10

4TH SESSION 55 MINUTES

5TH SESSION 55 MINUTES

15 UNITS 1ST FORM OF BACHILLERATO VALENCIANA 2009-10

6TH SESSION 55 MINUTES S

1ST SESSION 55 MINUTES

Match these expressions to these photos

15 UNITS 1ST FORM OF BACHILLERATO VALENCIANA 2009-10

LIFT YOUR ARMS

HOP YOUR LEFT LEG

LETTERS TO A TEEN MAGAZINE

15 UNITS 1ST FORM OF BACHILLERATO VALENCIANA 2009-10

SECONDARY SCHOOL STUDENT IN SPAIN CONDARY

REALLY NEED SOME HELP. I HAVE ALWAYS EVERYTHING I WANTED BUT

CONSUMED SUCH GREAT AS

TO ELIMINATE LIQUIDS, OILY FISH SALMON OF OR MACKEREL ARE A

SPECIALLY NECESSARY FOR BRAIN FUNCTION .

WILLIAM SMITH, A FOOTBALL PLAYER IM

MLAGA, SPAIN. IN 2006 I

WERE TOLD TO MOVE MY FAMILY AND

MY GREAT DREAM: TO PLAY FOOTBALL IN A REGIONAL TEAM. MY BEST FRIEND,

HELPED ME A LOT WHEN NOBODY TRUSTED ON ME. HE HAD PREPARED A FOOTBALL