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Smart Planet 3Ben Goldstein & Ceri Jones

3rd ESO

Teaching Programme

Smart Planet 3 / 3rd Year ESO Teaching Programme - 1- © Cambridge University Press 2015

INDEX

1 Teaching Methodology1.1 Theoretical Basis

1.2 What does Smart Planet offer?

1.3 Components

2 Objectives

3 Competences 3.1 Introduction

3.2 Smart Planet's contribution to acquiring competences

3.3 Competences in Smart Planet

3.4. Learning styles

4 Contents4.1 Contents blocks

4.2 Core contents

5 Learning standards

6 Assessment 6.1 Presentation

6.2 Assessment criteria

6.3 Assessment in Smart Planet

6.4 Assessment tools in Smart Planet

6.5. Qualification criteria

7. Educational needs

7.1. Introduction to the concept of attention to diversity{ut1

7.2. Attention to diversity in Smart Planet


8 Development of teaching units

8.1 Contents

Block 1. Comprehension of oral textsBlock 2. Production of oral textsBlock 3. Comprehension of written textsBlock 4. Production of written texts

Ø Linguistic knowledge - Communication functions- Vocabulary- Syntactic-discursive contents- Graphic patterns and sounds- Classroom language

Ø Learning strategiesØ Sociocultural and sociolinguistic aspects

8.2 Competences: Descriptors – Activities

8.3 Social awareness

8.4 Cross-curricular links


8.6 Contents - Assessment criteria - Competences

Annex - KEY COMPETENCES ASSESSMENT RUBRIC


1 INTRODUCTION TO THE METHOD

1.1 Theoretical Basis

Smart Planet is a method for teaching English designed for Compulsory Secondary Education (ESO – Educación Secundaria Obligatoria), achieving the objectives established by the curriculum for and preparing pupils for the Cambridge Preliminary English Test (PET). Bearing these objectives in mind, it is important to underline the practical nature of this method, allowing pupils 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 pupils 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 pupils finish ESO with almost B1 standard language competence and, specifically, Smart Planet 3 has been drawn up to cover A2 and A2+ standards.

Smart Planet is designed to cover both pupils' 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 pupils 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 pupils 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 pupils 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 pupils, 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 pupils' motivation.

Thanks to the method's methodological guidance, pupils 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 pupils 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 “pupils” will be used as often as possible.


Clearly presenting objectives. Linking contents and activities with key competences. Choosing topics carefully in order to motivate pupils 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 pupils to be able to work by themselves. Emphasis on the deductive method as a mechanism for pupils' 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 pupils thanks to their current relevance, because they are connected with pupils' 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, pupils 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 pupils 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 pupils' real, objective needs in terms of CEFR parameters. The objective is to stimulate continual, practical learning which also stimulated pupils (at the current time and for the continual learning involved in acquiring a second language). This method also helps pupils to study for PET, as we have said, an internationally recognised exam which is preliminary to Cambridge First Certificate.

1.2 What Smart Planet contributesThe materials in Smart Planet have been put together with the attitude that the pupils are not mere language learners. The pupils 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 pupils and so their good mutual understanding; it will also depend on the creation of a motivating framework of mutual interaction between teacher and pupil, pupil and pupil. 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 pupils to work in pairs and in groups, encouraging pupils to show their homework in class and giving pupils continual opportunities to check their own progress.

Smart Planet 4 a greater number of productive activities with which pupils 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 pupils 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 pupils 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 pupils 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 pupils' deductions, although a more inductive approach is taken when revising grammar concepts which pupils should have studied in previous years. However, when dealing with new points, the method is designed to help pupils 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 pupils carry out their deductive work. In any case, pupils are given references for checking grammar contents in the theoretical section at the end of the book (which pupils can also use for revision purposes). The exercises have been carefully sequenced, going from those with more guidelines to those which pupils can do with greater freedom. And at the end of each page pupils 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 pupils' 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 pupils 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 pupils 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: pupils 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 pupils to talk about themselves: young Britons and Americans answer a question about themselves and pupils 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, pupils 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. Pupils always start with the model of the type of text to be studied; they analyse it and look at its parts and phrases to use in their own writing. At the end of each section, each pupils 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 pupils 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 pupils 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 pupils 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: pupils have to read and have to be motivated to do so. As we have said before, the texts have been carefully selected for the pupils 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 pupils 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 pupils 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 pupils to concentrate on the material offered in Say it right!, which is part of Get it right!

1.3 Components

Smart Planet includes a Pupil'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 Pupil'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 Pupil'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 pupils 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 pupils to revise Spanish speakers' most common mistakes when learning and using English. The following page (Review) enables pupils 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 pupils 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 Pupil'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 pupils (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

Pupil'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 Pupil's Book (Student’s DVD-ROM) includes all the Discovery Education videos along with a range of interactive activities which will help pupils to understand the videos better. For each video there is a self-correctable exercise which pupils 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 Pupil'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 Pupil'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 (Pupil, 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. Pupils 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 pupils' profile. In this way they can choose exercises to check that the pupils 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 pupils in mp3 format on the method website: www.cambridge.org/elt/smartplanet

2 OBJECTIVES


http://www.cambridge.org/elt/smartplanet

http://www.smartplanetapps.es/

http://www.cambridgeteacher.es/

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 pupils will have to use in all areas2:

a) Accept duties with responsibility, be aware of and make use of rights in relation to other people, be tolerant, cooperate and empathise with other people and groups, dialogue and observe human rights and equality of treatment and opportunities between men and women, the common values of a plural society and train to form part of a democratic society.

b) Develop and consolidate disciplined habits, individual work and studying and working in teams as necessities for effective learning and personal development.

c) Value and respect differences between the sexes and equal rights and opportunities. Reject discrimination between people based on gender or any other personal or social condition or circumstance. Reject stereotypes which lead to discrimination between men and women and all types of violence against women.

d) Strengthen emotional competences in all personal areas and relationships with others and reject violence, all types of prejudice and sexist behaviour, learning to solve conflicts peacefully.

e) Develop basic skills for using sources of information in order to acquire new knowledge using critical awareness. Obtain basic knowledge about technology, especially information and communication technology.

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.

2 Royal Decree 1105/2014, which sets the basic curriculum for Compulsory Secondary Education and A Levels.


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.

Pupils 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 CommunicationMSCT - Mathematical competence and basic science and technology competences.DC - Digital competences

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

4 European Parliament and Council recommendations for key competences for continual learning, 18th December 2006 (2006/962/CE)


LL - Learning to LearnSCS - Social and Civic Competences.SIE - Sense of Initiative and EntrepreneurshipCCE - Cultural Conscience and Expressions

The relation between contents, competences and evaluation criteria are described in Order ECD/65/2015.

Smart Planet complies with the laws and instructions given by the authorities with regards to education. The general approach is based on the acquisition of practical knowledge. The objective is to enable pupils 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 pupils follow.

Smart Planet contributes efficiently and systematically to acquiring each of the competences and does so within a communicative framework which guarantees that pupils become competent in English. This communicative approach is followed throughout the six levels in primary education.

Smart Planet's teaching objectives and the choice of contents have been selected in order to guarantee the development and acquisition of these basic competences.

Linguistic communication is based on the use of English as the vehicular language for oral and written communication.

Developing this competence by studying a foreign language leads to pupils 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.

Pupils' 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 pupils 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, pupils 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. Pupils 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 pupils to understand events and phenomena and predict their consequences. Pupils 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 pupils 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 pupils 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 pupils (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 pupils' 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 pupils form hypotheses about language, using the wide variety of examples from real life which are introduced in the text.

Smart Planet challenges pupils 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 pupils 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 Pupil's Book and the Activities Book. Pupils 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 Pupil'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 pupils 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 pupils 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. 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 pupils 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 any task is put forward.

Smart Planet encourages pupils 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.

Pupils 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 pupils 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 communicationListening

Understanding the main points and some details of oral messages, either live or in recordings.

Understanding the mains points of daily transactions and tasks and 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 in exchanges of information in usual contexts.

Take part correctly in conversations using simple structures and clear pronunciation.

Reading

Identifying relevant information in instructions, warnings and rules.

Understanding the general meaning and specific details in texts on 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 and 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 good structures.

Mathematical competences and basic science and technology competences.

Putting in order and classifying data following a criterion.

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 TIC for forming social relationships.

Social and Civic Competences.

Take part in activities pairs and groups with respect and interest.

Interacting politely and paying attention, valuing and respecting classmates' opinions, tastes and preferences.

Valuing and practising 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 into your own progress and identify points for improvement.

Identifying and using different strategies for learning individually.

Sense of initiative and entrepreneurial spirit.

Using the strategies needed for studying individually.

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

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

Becoming aware of the consequences of your decisions.

Each unit's programme also includes connections between the unit's CONTENTS, EVALUATION CRITERIA AND COMPETENCES .

In the annex at the end of each document there is an EVALUATION FORM ABOUT COMPETENCES which includes the different descriptors set for acquiring the competences in each subject and school year.

The teacher can use this form to evaluate the competences and descriptors for each unit or whenever appropriate throughout the school year.

3.4 Multiple Intelligences

In 1983 US psychologist Howard Gardner developed the Theory of Multiple Intelligences 5 in which he stated that all humans have eight different types of

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).


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 pupils can acquire knowledge using their own, personal competences.

The resources used in Smart Planet allow pupils 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 pupil.

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 pupils to work together and carry on developing communication strategies.

Interpersonal intelligence, understanding oneself, intimate thoughts and feelings, is an integral part of the learning process and is developed in each unit in Smart Planet, in this way enabling pupils 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 pupils 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. Pupils 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 pupils to be more creative and stimulates their imagination.

Lastly, Naturalist intelligence, the ability to interact with the natural world around us, is fundamental for pupils' 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 pupils 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 pupils are taught to just to learn the language but also to value and respect other cultures, which contributes to their development as human beings.

English is also connected with other syllabus areas such as mathematics, natural sciences, social sciences, artistic education, music and technology. This is because all the activities are designed not just to teach language but also to achieve other objectives.

When “cooperative learning or work” is mentioned in this programme, it must be understood in two ways: working in teams or small groups and cooperative work in itself. In both cases, the teacher will organise the classroom into small groups, but different types of methods are used. With group work, normally each group will be assigned a task and the result or final production will be evaluated; depending on each tasks, roles will be defined which must be distributed amongst the group members (spokesperson, coordinator…) so that each one has something to contribute. On the other hand, cooperative work has another nuance : the participation of each member of the groups is needed for learning to take place: the contents to be studied are given out amongst the team members and each member is responsible for preparing what he/she has been given and passing the knowledge on to the others; so the better an individual works, the more others learn too and, consequently, the team will be better prepared to do the tasks or activities it will be faced with.

4 CONTENTS

4.1 Contents blocks

The basis syllabus in Secondary Education for First Foreign Language learning is based around four blocks of activities as set out by the Common European Framework of Reference for Languages:

1. Comprehension of oral texts 2. Production of oral texts (expression and interaction) 3. Comprehension of written texts 4. Production of written texts (expression and interaction)

These four main blocks are the basis for the evaluation criteria and gradable learning standards as well as the syllabus contents, in other words all the knowledge, abilities, competences and attitudes which contribute to reaching the objectives and acquiring competences.

This didactic programme's contents for the THIRD YEAR OF ESO are as follows:

Block 1. Comprehension of oral texts


1. Comprehension strategies Previous presentation of information about the task and subject. Text identification and its comprehension. Distinguishing types of comprehension (gist, essential information). Making hypotheses about contents and context. Inference and making hypotheses about meaning using comprehension of the

main points, both linguistic and paralinguistic. Revising hypothesis using newly understood points.

2. Socio-cultural and socio-linguistic aspects: social conventions, rules and types of social norms, habits, values, beliefs and attitudes; non-verbal language.

Identifying customs and ways of life in other countries and compare with customs and ways of life in your own country: how the weather influences people, the existence of different ways of covering basic needs, features of some dangerous jobs and the difficulties of life/surviving in places such as the desert, the Antarctic, etc.

Identifying different forms of artistic expression: dance, music, painting, graffiti. Identifying environmental problems: climate change, sources of energy running

out and fulfilling personal commitments: reducing CO2 emissions, using alternative energy, recycling.

Identifying activities which put natural areas in danger. Recognising the importance of social networks for communication. Identifying the dangers of using social networks without taking safety measures. Identifying adolescents' interests: different forms of communication, of

travelling, of learning. Respecting other people's preferences: living in the city or the countryside,

about travel, ways of communicating, entertainment. Identifying fears and phobias and respect for other people's fears and phobias. Identifying other ways of learning: learning at home, learning at schools without

rules, learning by playing and using art Identifying social rules: respecting rules, rules and how schools work, at home. Understanding other people's problems and difficulties, the need to talk about

them and ask for advice. Respecting other people's opinions and preferences: one type of school or

another, one way of learning or another, one journey or another, etc. Valuing cooperative work. Valuing voluntary work. Identifying linguistic mistakes due to cultural reasons. Identifying polite forms. Recognising the importance of non-verbal communication: creating messages

using only drawings. Identifying formal and informal language. Recognising the importance of English as a means of communication. Valuing the real importance of speaking other languages, in particular English.

3. Communication functions Describing activities. Describing personal information. Interpersonal communication: email, social networks, blog posts, information

leaflets, newspaper articles, non-verbal communication. Requesting information. Describing information about cultural topics.


Describing information about places. Describing information about difficult situations. Expressing opinion. Expressing agreement and disagreement. Requesting and giving advice. Requesting and giving help. Giving Invitations. Expressing surprise and incredulity. Use expressions to support other people and make them feel safe. Excusing yourself and explaining the reasons. Comparing different points of view. Asking questions.

4. Syntactic-discursive contents Simple present Adverbs and expressions of frequency. Present continuous Present simple and present continuous Simple past: regular and irregular verbs Used to Past continuous Past perfect Past simple, past continuous and past perfect. Should / shouldn’t must / mustn’t have to / don’t have to be allowed to Present perfect to talk about undefined past times. Present perfect: irregular verbs Present perfect with just Present perfect: asking questions Present perfect with still, already and yet. For and since Present perfect and simple past be going to Present continuous and present simple to talk about the future. Expressing quantities: a few, a little, a lot of, lots of, How many, How much. Quantities: too much, too many, enough, not enough. Will, may and might Future continuous The first conditional The second conditional: affirmative and negative The second conditional: asking questions Present simple passive


Past simple passive Indirect speech: statements. Indirect speech: requests, instructions, offers and suggestions.

5. Common oral vocabulary (reception) Vocabulary connected with extreme weather conditions: high winds, boiling,

hail, etc. Vocabulary connected with basic needs: food and drink, clothes, health care,

etc. Vocabulary connected with natural disasters: volcanic eruption, earthquake,

flood, etc. Vocabulary connected with things needed for survival: sun cream, water bottle,

compass, etc Vocabulary about priorities: clothes and fashion, social networks, competing in

sports events, etc. Adjectives for describing situations of risk: awful, terrified, essential, etc Vocabulary connected art: busker, living statue, concert hall, etc. Vocabulary connected with musical instruments: guitar, drums, banjo, etc. Vocabulary connected with travel and activities in the outdoors: climbing, a

cruise, a school exchange, etc. Six phrasal verbs: come back, pick up, set off, find out, look around and chill out Vocabulary connected with fears and phobias: flying, heights, the dark, etc. Adjectives ending in -ed and in -ing Vocabulary connected with forms of communication: tweet, text message,

Facebook update, etc. Verbs about communication: whisper, complain, boast, etc. Vocabulary connected with features of school life: bullying, getting a prize,

wearing a uniform, etc Collocations with Make and Do: make a mistake, do homework, make a

decision, etc. Vocabulary about materials: rubber, glass, cotton, etc. Vocabulary connected with energy: switch off, leave on standby, reduce, etc. Basic list of irregular verbs.

6. Sound, accent, rhythm and intonation patterns Recognising and pronouncing the phonemes /ɪ/ and /ɪ:/ Pronunciation and recognising the ending -ed in the past and regular

participles. /t/ /d/ /ɪd/. Accents on risk adjectives. Pronunciation and recognising the letter c /s/ when followed by and or in a

word. Pronunciation and recognising the endings -ous, -ful and -er (weak forms) to

form adjectives. Pronunciation and recognising the strong and weak forms of have. Increasing fluency by linking words: consonant-vowel liaison. Recognising and pronouncing the sounds /ai/ and /ei/


Accent in first conditional sentences. Pronunciation and recognising six phrasal verbs: come back, pick up, set off,

find out, look around and chill out Pronunciation and recognising the letter u. Improving fluidity.

Block 2. Production of oral texts: expression and interaction

1. Production strategies Planning

Preparing messages systematically, distinguishing between the main idea or ideas and its basic structure.

Writing for the target reader, context and medium, using the appropriate registers and structures in each case.

Realization Transmit the message clearly, coherently, giving it the appropriate structure and

adjusting it, when necessary, to each type of text's models and forms. Adjust the task or message after assessing its difficulties and the available

resources. Take advantage of previous knowledge the maximum. Compensate for language deficits using linguistic, paralinguistic or paratextual

procedures: Linguistics

o Modify words with similar meanings.o Define or paraphrase terms and expressions.

Paralinguistics and paratextso Ask for help.o Point out objects, use deictics or carry out actions which clarify the

meaning.o Use culturally appropriate body language (gestures, facial expressions,

postures, eye contact or body contact, proxemics).o Use extralinguistic sounds and conventional prosodic qualities.





Identifying activities which put natural areas in danger. Recognising the importance of social networks for communication. Identifying the dangers of using social networks without taking safety measures.


Identifying adolescents' interests: different forms of communication, of travelling, of learning.

Respecting other people's preferences: living in the city or the countryside, about travel, ways of communicating, entertainment.

Identifying fears and phobias and respect for other people's fears and phobias. Identifying other ways of learning: learning at home, learning at schools without





3. Communicative functions Describing activities. Describing personal information. Interpersonal communication: email, social networks, blog posts, information

leaflets, newspaper articles, non-verbal communication. Requesting information. Describing information about cultural topics. Describing information about places. Describing information about difficult situations. Expressing opinion. Expressing agreement and disagreement. Requesting and giving advice. Requesting and giving help. Giving Invitations. Expressing surprise and incredulity. Use expressions to support other people and make them feel safe. Excusing yourself and explaining the reasons. Comparing different points of view. Asking questions.

4. Syntactic-discursive contents. Simple present Adverbs and expressions of frequency. Present continuous Present simple and present continuous Simple past: regular and irregular verbs


Used to Past continuous Past perfect Past simple, past continuous and past perfect. Should / shouldn’t must / mustn’t have to / don’t have to be allowed to Present perfect to talk about undefined past times. Present perfect: irregular verbs Present perfect with just Present perfect: asking questions Present perfect with still, already and yet. For and since Present perfect and simple past be going to Present continuous and present simple to talk about the future. Expressing quantities: a few, a little, a lot of, lots of, How many, How much. Quantities: too much, too many, enough, not enough. Will, may and might Future continuous The first conditional The second conditional: affirmative and negative The second conditional: asking questions Present simple passive Past simple passive Indirect speech: statements. Indirect speech: requests, instructions, offers and suggestions.

5. Common oral vocabulary (production) Vocabulary connected with extreme weather conditions: high winds, boiling,






cruise, a school exchange, etc.


Six phrasal verbs: come back, pick up, set off, find out, look around and chill out Vocabulary connected with fears and phobias: flying, heights, the dark, etc. Adjectives ending in -ed and in -ing Vocabulary connected with forms of communication: tweet, text message,




6. Sound, accent, rhythm and intonation patterns Recognising and pronouncing the phonemes /ɪ/ and /ɪ:/ Pronunciation and recognising the ending -ed in the past and regular



form adjectives. Pronunciation and recognising the strong and weak forms of have. Increasing fluency by linking words: consonant-vowel liaison. Recognising and pronouncing the sounds /ai/ and /ei/ Accent in first conditional sentences. Pronunciation and recognising six phrasal verbs: come back, pick up, set off,

find out, look around and chill out. Pronunciation and recognising the letter u. Improving fluidity.

Block 3. Comprehension of written texts

1. Comprehension strategies Previous presentation of information about the task and subject. Text identification and its comprehension. Distinguishing types of comprehension (gist, essential information). Making hypotheses about contents and context. Inference and making hypotheses about meaning using comprehension of the

main points, both linguistic and paralinguistic. Revising hypothesis using newly understood points.













3. Communicative functions Describing activities. Describing personal information. Interpersonal communication: email, social networks, blog posts, information

leaflets, newspaper articles, non-verbal communication. Requesting information. Describing information about cultural topics. Describing information about places. Describing information about difficult situations. Expressing opinion. Expressing agreement and disagreement. Requesting and giving advice. Requesting and giving help. Giving Invitations. Expressing surprise and incredulity. Use expressions to support other people and make them feel safe.


Excusing yourself and explaining the reasons. Comparing different points of view. Asking questions

4. Syntactic-discursive contents. Simple present Adverbs and expressions of frequency. Present continuous Present simple and present continuous Simple past: regular and irregular verbs Used to Past continuous Past perfect Past simple, past continuous and past perfect. Should / shouldn’t must / mustn’t have to / don’t have to be allowed to Present perfect to talk about undefined past times. Present perfect: irregular verbs Present perfect with just Present perfect: asking questions Present perfect with still, already and yet. For and since Present perfect and simple past be going to Present continuous and present simple to talk about the future. Expressing quantities: a few, a little, a lot of, lots of, How many, How much. Quantities: too much, too many, enough, not enough. Will, may and might Future continuous The first conditional The second conditional: affirmative and negative The second conditional: asking questions Present simple passive Past simple passive Indirect speech: statements. Indirect speech: requests, instructions, offers and suggestions.

5. Common written vocabulary (reception) Vocabulary connected with extreme weather conditions: high winds, boiling,


etc.


Vocabulary connected with natural disasters: volcanic eruption, earthquake, flood, etc.

Vocabulary connected with things needed for survival: sun cream, water bottle, compass, etc

Vocabulary about priorities: clothes and fashion, social networks, competing in sports events, etc.

Adjectives for describing situations of risk: awful, terrified, essential, etc Vocabulary connected art: busker, living statue, concert hall, etc. Vocabulary connected with musical instruments: guitar, drums, banjo, etc. Vocabulary connected with travel and activities in the outdoors: climbing, a





6. Graphic patterns and orthographic conventions. Recognising and pronouncing the phonemes /ɪ/ and /ɪ:/ Pronunciation and recognising the ending -ed in the past and regular



form adjectives. Pronunciation and recognising the strong and weak forms of have. Increasing fluency by linking words: consonant-vowel liaison. Recognising and pronouncing the sounds /ai/ and /ei/ Accent in first conditional sentences. Pronunciation and recognising the letter u. Pronunciation and recognising six phrasal verbs: come back, pick up, set off,

find out, look around and chill out. Accent in compound words Improving fluidity.

Block 4. Production of written texts: expression and interaction


1. Production strategies Planning

Activate and coordinate general and communication competences in order to carry the task out efficiently.

Identify and use the appropriate linguistic or subject resources.Realization

Communicate the message clearly using the models and patterns for each type of text.

Adjust the task or message after assessing its difficulties and the available resources.

Take advantage of previous knowledge the maximum.












3. Communicative functions


Describing activities. Describing personal information. Interpersonal communication: email, social networks, blog posts, information

leaflets, newspaper articles, non-verbal communication. Requesting information. Describing information about cultural topics. Describing information about places. Describing information about difficult situations. Expressing opinion. Expressing agreement and disagreement. Requesting and giving advice. Requesting and giving help. Giving Invitations. Expressing surprise and incredulity. Use expressions to support other people and make them feel safe. Excusing yourself and explaining the reasons. Comparing different points of view. Asking questions.

4. Syntactic-discursive contents. Simple present Adverbs and expressions of frequency. Present continuous Present simple and present continuous Simple past: regular and irregular verbs Used to Past continuous Past perfect Past simple, past continuous and past perfect. Should / shouldn’t must / mustn’t have to / don’t have to be allowed to Present perfect to talk about undefined past times. Present perfect: irregular verbs Present perfect with just Present perfect: asking questions Present perfect with still, already and yet. For and since Present perfect and simple past be going to Present continuous and present simple to talk about the future. Expressing quantities: a few, a little, a lot of, lots of, How many, How much. Quantities: too much, too many, enough, not enough.


Will, may and might Future continuous The first conditional The second conditional: affirmative and negative The second conditional: asking questions Present simple passive Past simple passive Indirect speech: statements. Indirect speech: requests, instructions, offers and suggestions.

5. Common written vocabulary (production) Vocabulary connected with extreme weather conditions: high winds, boiling,










6. Graphic patterns and orthographic conventions. Changes in spelling by adding –s to the verb in third person singular. Using capital letters with the months of the year Changes in spelling by adding -ed to the past and the participle. Using apostrophes in contractions.


Revising frequent spelling mistakes in common words: which, because, beautiful, different, enough, every day, excited, weekend.

Mistakes when using words with very similar spelling: quite/quiet, than/then, fun/funny.

4.2 Core contents When evaluating, it is essential to establish Core contents. These contents will be a point of reference for the teacher and pupils 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 pupils' 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 pupil 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 pupils 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 pupils 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 STANDARDS1st Cycle ESO

DESCRIPTORS1st Cycle ESO


Understanding the mains points and relevant details of warnings, adverts, messages and short communiqués given slowly and clearly.

Understanding the main points of what is said in structured daily transactions and tasks.

Identifying the general meaning and the main points of a conversation.

LISTEN

1. Understanding the main points and some details of oral messages, either live or in recordings.

2. Understanding the mains points of daily transactions and tasks and formal and informal conversations.

3. Identifying the main ideas and information in presentations, talks, explanations and the news.


Understanding, stories, points of view and opinions about practical issues in daily life and matters of interest in a conversation.

Understanding questions about personal, educational, work matters or subjects of interest in a conversation or interview as well as simple, predictable comments.

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

Identifying essential information in television programmes about daily issues and matters of interest.

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

Block 2. Production of oral texts

Giving short, rehearsed presentations and replying to simple questions about their contents.

Dealing with daily tasks and transactions following norms of basic politeness.

Taking part in informal conversations face to face or on the phone or using other technical media to exchange information, express opinions and points of view, give invitations, make offers of help, give instructions.

Taking part in a formal conversation, meeting or academic or work interview.

TALK / CONVERSE

1. Give oral presentations, short, rehearsed presentations, and reply to simple questions about them.

2. Take part correctly in daily transactions and tasks.

3. Take part in exchanges of information in usual contexts.

4. Take part correctly in conversations using simple structures and clear pronunciation.


Identifying relevant information from instructions for using devices or machines and safety rules.

Understanding the main points of adverts and advertising material.

Understanding personal correspondence in any format.

Understanding the main points of formal correspondence with information about matters of interest in personal, educational or work contexts.

Understanding the main ideas in press texts in any format.

Understanding specific, essential information on websites and other reference materials.

Understanding the main points of short, well-structured fictional stories.

READING

1. Identifying relevant information in instructions, warnings and rules.

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

3. Understanding the main points of messages and correspondence, formal and informal, in different formats.

4. Find specific, essential information in reference and study material.

5. Understanding the main ideas in newspaper, literary and fictional texts in different formats.

6. Valuing reading as a source of pleasure and knowledge.

WRITING


Block 4. Production of written texts

Filling in a simple questionnaire with personal information, and connected with training, work, interests or hobbies.

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

Writing notes and messages with comments or instructions and warnings about everyday activities and situations and matters or interest.

Writing notes, short adverts and messages about conventions, rules of politeness and netiquette.

Writing very short reports with simple, relevant information about usual events.

Writing personal correspondence starting and keeping up social contact.

Writing short, basic formal correspondence, for public or private instructions or commercial organisations.

1. Using production strategies for writing simple texts.

2. Filling in forms, questionnaires and printed pages with personal information.

3. Writing notes, messages, adverts, posts and short, formal and informal correspondence with simple, relevant information.

4. Writing texts using appropriate vocabulary, spelling, punctuation and correct formats and good structures.

6 EVALUATION

6.1 Packaging

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 pupils' needs and characteristics. Assessment must provide information about what pupils have learned and how they have learned it. Thanks to evaluation, we can determine what help each pupil 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 pupils' academic progress.

As well as considering the progress of the group as a whole, it is indispensable to follow individual pupil's progress taking into account different forms and rhythms of learning in order to know exactly what teaching intervention each pupil needs.

Clearly, evaluation is usually carried out by the teacher. However, bearing in mind the fact that our approach aims to involve pupils in their own learning, it is reasonable that they, too, should be involved in the evaluation process. What the pupils 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 pupils 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 which provide information about the process and marks for each pupils. These tools or assessment strategies include observation in class, correct observation of parameters (carrying out tasks 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, idea association or concepts…), oral interaction, with the teacher or between pupils, and participation in team and/or cooperative work and its results (productions). Once more, precise data about progress with learning about possible difficulties is collected.

It is important, at all times, to choose the tools which will provide us with the greatest amount of information about the teaching and learning process which we require and, so, will be able to make use of.


Assessment criteria can be defined as reference norms which establish the type of learning and also the extent to which each pupil can be expected to acquire knowledge and competence.

These criteria allow us to establish and evaluate pupils' 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 the most appropriate strategies for understanding general meaning, essential information, the main points and ideas or the most relevant details in a text.

6 Royal Decree 1105/2014, which sets the basic curriculum for Compulsory Secondary Education and A Levels.


‒ Finding out about and using Sociocultural and sociolinguistic aspects 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).

‒ 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 pupils' 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 Sociocultural and sociolinguistic aspects 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 pupils 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 pupils' progress and using the knowledge acquired in that way to direct them, which makes the pupils' role even more active: they learn the guidelines which the teacher gives them and also their own following of them.

Pupils neither develop at the same rate nor learn in the same way, so each pupil must be evaluated individually and not compared with classmates. The objective must be based on each pupil's progress and development.

As well as their progress in English, pupils' social and emotional development must be evaluated and observed. The teacher must praise pupils' 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 pupils' 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 pupils, although they may not fully understand some other parts of the message.

3. Producing messages. The teacher evaluates pupils' 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 pupils' own experience.

6. Class participation. Observe how pupils 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 pupils' 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 pupils' 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 pupils 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 pupils 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 pupils 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 pupils 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 pupils 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 pupils' innate energy in the right direction, the teacher can avoid rebelliousness and discipline problems. Many problems of this type arise when pupils 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 pupils 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 pupils know what is and what is not acceptable, and treating all pupils alike. If clear, fair discipline parameters are established, a 'safe' atmosphere will be created in the classroom and pupils will study freely and with confidence.

In order to keep the interest of the smallest pupils, the teacher must find a balance between their limitless energy and short span of concentration in order to avoid boredom, restlessness and lack of motivation, things which lead to discipline problems.

6.4 Assessment tools in Smart Planet

As we said while discussing the parts of the method (see point 1.3), the Smart Resources DVD-ROM includes exams for the initial assessment, for each unit, for the end of the term and the final assessment, with two degrees of difficulty. However, the


method's most powerful tool is undoubtedly Test Generator, which help create written tests and which, consequently, helps create tests fitting the pupils' characteristics and diversity; it also offers exam models ready for use (for each unit and in summary).

In both the Student’s Book and the Workbook each unit concludes with two pages for revising the contents dealt with, paying special attention to vocabulary, the use of verb tenses and grammar. There is also a more general revision page every three units in both books to find out how firmly language knowledge has been acquired; they always include three activities: one about vocabulary (Vocabulary), another about grammar (Grammar) and a final one about language use (Functions).

It should also be remembered that the Get it right! pages allow you to work on the typical mistakes made by Spanish speakers when learning English. Systematic self-correction will allow pupils to carry on learning in a consolidated way.

In the annex at the end of this document there is a KEY COMPETENCES ASSESSMENT RUBRIC, broken into different descriptors, which the teacher may use at the end of each unit, each quarter or whenever appropriate throughout the school year.

6.5. Qualification criteria

As mentioned in point 6.1, one of the objectives of assessment is to specify how much each pupil has learned. This information will be used to take important decisions, so the parameters used to fix them and communicate them will be used for taking important decisions. In other words, the teacher and the pupils will know where their weak points are and, consequently, which area or areas of knowledge they should focus on.

In order to proceed as explained in the previous paragraph, the best thing is to assess unit by unit, making use of the contents specifications in point 8. To do this, we include reference values table using percentage values to make them easily understood. The idea is not to fill in a table like this for each pupil but, when giving marks, teachers should take into account the importance of different things studied, how much they count towards final marks and, as appropriate, shortcomings and reinforcement tasks.

TEACHING UNIT % % total

Block

1. Oral Comprehension 15

602. Oral production 153. Written comprehension 15

4. Writing expression 15

Transversal features in the blocks

Communication functions 4

28

Vocabulary 4Syntactic-discursive contents 4Graphic patterns and sounds 4

Classroom language 4Learning strategies 4

Sociocultural and sociolinguistic aspects 43 Social awareness 12

100

This approximation makes it easier, to a large extent, to make the adjustments required for pupils with special needs (see point 7). Let us take a pupil with hearing problems:


obviously, the percentages for blocks 1 and 2 can be reduced, as can those for pronunciation, and they can be assigned to the other blocks.

Marks can also be altered depending on what we call correction factors, affecting final marks by ± 5-10%. These factors are:

- Intention to communicate in English.- Motivation for learning English.- Personal work: effort, persistence…

It is also the case that any dishonest attitude (eg. copying in written tests or stealing other people's work) will lead to losing all points from that teaching unit or all the units taught until then during the term.

7 EDUCATIONAL NEEDS

7.1. Introduction to the concept of attention to diversity.

Educating means doing everything possible for all the pupils to obtain maximum personal, intellectual, social and emotional development and, of course, for them to achieve the objectives set by the curriculum. This means taking great care with attention to diversity with regards to pupils. Obviously, each person is different, but we know that the pupils who need greatest attention in terms of educational adjustment are those who need specific educational help, and they fall into the following categories:

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

b) pupils with high intellectual capacity;

c) pupils who have joined our educational system late;

d) pupils with specific learning difficulties;

e) pupils with special educational needs due to personal conditions or school history.

Except for the group who have joined late, and because learning English is a principle independent from the educational system, the rest of the pupils will, as we say, need adjustments to deal with their individual characteristics. We will deal briefly with each profile (taking into account the fact that the educational approach for pupils with more than one problem will be more complex).

Pupils with educational needs due to disabilities or serious behaviour disorders.

Their disability may be physical (sensory or movement), intellectual or connected with language disability. In the first case, the most usual problems are significant sight, hearing or movement problems. This disability will lead to pupils having greater or lesser difficulties with certain linguistic abilities (eg., listening for hypo acoustic children). So, in the first place, the teacher must modify the objectives and, secondly, use methodical means to access the curriculum, which will vary depending on each disability. In other words, modify


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

For pupils with intellectual disability and language disorder (in terms of expression and/or comprehension), the teacher faces a completely different problem as, in general, pupils will need a highly adapted version of the curriculum in terms of objectives and contents, and assessment in similar terms. Specifically for pupils with language disorder, bearing in mind that they already have problems with their mother tongue, it is easy to imagine that learning a second (or third) language will not be easy for them. For all of these pupils, decisions about their academic course must be slowly taken, in coordination with the Orientation Department, as some of them may well not achieve the objectives set in terms of competences in each stage.

Behaviour disorder is usually, though not always, related to attention deficit hyperactivity disorder. In all cases, the teacher must use standard measures to deal with these pupils' difficulties. Briefly, we should mention: balancing the right class routine with new, motivating teaching approaches, positioning pupils carefully, reinforcing success, valuing effort more than results (taking care of self-esteem and motivation), modifying assessment tools, etc. If there is no discrepancy, the objectives should not be modified. If there is a discrepancy, the possibility of adapting the syllabus may be taken into account, always bearing in mind the competences which have to be acquired in order to go forward or obtain qualifications.

Pupils with high intellectual capacity.

These pupils' main problem is usually lack of motivation, the result of having to perform learning activities which they are already beyond. It is the teacher's job to use appropriate teaching strategies (eg. get them to lead team work or ask them to take part in some explanations as pupil-helpers…) and offer activities which are a challenge for them (activities to widen their knowledge or increase it, voluntary or otherwise).

Pupils with specific learning difficulties.

When learning a language, learning disorders due to reading difficulties should be taken into account (eg. dyslexia) or problems writing. In either case, the teacher must find out exactly what the difficulties are and, as above, adapt the syllabus and methods for improving the teaching-learning process.

Pupils with special education needs due to personal conditions or school history.

This group has only recently been specified in legal terms and can be interpreted in different ways. The Department of Orientation must determine which pupils are to be included in the group (eg. pupils with epilepsy which obstructs their learning) and decide how to deal with this educationally.

7.2. Attention to diversity in Smart Planet.

Bearing in mind this range of possibilities, it should be said that Smart Planet pays


attention to diversity in its programme, structure and contents. As we have mentioned earlier, the Smart Planet programme is flexible. It offers specific points and general suggestions to help teachers to adapt the programme to their own context: the centre, their classroom and each pupil.

The contents of Smart Planet, which have been carefully chosen, are attractively presented in a stimulating way in order to deal with diversity. The course has a cyclical structure which allows pupils to widen their knowledge starting from what they already know and acquire more knowledge about cultural issues and new, more complex linguistic subjects. At the same time, the complex evaluation process includes general criteria which must be prepared and adapted for each group, setting specific objectives depending on the context of each centre, teacher and class. Teachers have different tools of evaluation and competences as well as specific tasks. It is also necessary to set Core contents according to the needs, abilities and rhythm at which the pupils learn.

In fact, in order to take care of educational needs successfully, the activities, materials and resources available in Smart Planet must be taken into account. The vast majority of these activities can be used in personalised ways and are open so that each pupil can respond in a different way depending on his/her ability.

The Activities Book concentrates of each unit's key contents. These activities can be used both with pupils who need extra help and with more able pupils who finish the initial task early. Each pupil will need a different amount of time which will depend, to a greater or lesser extent, on his/her motivation. Most of the activities are designed for use in the classroom, but they can also be given as homework. As can be seen on the table further on, the same material and/or resources can be used to reinforce the class or widen knowledge; in other words, the objective can be changes as fits. For example, a simple question about a text can be reinforcement for less advanced pupils and can also serve as inspiration in an extension activity in which pupils are asked to say other words in the same semantic area.

The teacher should take advantage of pupils' abilities in every way that arises. One pupil may hate speaking but enjoying writing vocabulary on the board, while another may be good at drawing or making posters.

Another crucial factor is the methodology used by the teacher with his/her own group and, more specifically, with pupils with learning difficulties. The most important thing with all types of task is to make sure that they have been correctly prepared beforehand, pupils knowing all the words they are going to need and understanding the activity's objectives. If pupils are given the right linguistic tools in order to carry out the activity successfully, it is almost certain that they will find it sufficiently demanding and interesting. Without the necessary preparation, pupils may have an experience of negative learning, which will lead to them losing confidence and feeling frustrated with an activity which demands a degree of competence which they do not have.

As said above, assessment and stimulation are essential for pupils, and even more so for those with special needs. When doing an activity, you must guide them towards finding the right answers rather than giving them to them. This will lead to pupils feeling satisfied when they find the right answer. Whenever a pupil makes a mistake, you must emphasise that making mistakes is part of the learning process and that they should not be ashamed of making mistakes.


The extra activities in each lesson (extension ideas and alternative treatment) can be used whenever the teacher feels that the pupils need to practise particular vocabulary. The same activities can be used to extend more advanced pupils' knowledge, although, in some cases, it may be necessary to change the instructions a little. Additionally, there are extension or reinforcement pages in the Teacher's Resources CD about the main vocabulary and structures in each unit. There are also pages with lists of words with their definitions for revising and increasing pupils' vocabulary.

It should not be forgotten that continual revision is another important part of the learning process and that it is particularly helpful for pupils with special needs, as well as for the rest of the group. Smart Planet is based on a system of continual revision, with different games and techniques for revising the vocabulary learned in each unit and each block of two units. The Teacher's Resources CD with the interactive online activities and the CD-ROM for the digital board offer further material to help teachers deal with the different specific needs in the classroom.


8 TEACHING UNITS DEVELOPMENT

As can be seen in the development of the teaching units, the contents have been grouped in four main blocks:

Block 1. Comprehension of oral texts.Block 2. Production of oral texts .Block 3. Comprehension of written texts.Block 4. Production of written texts.

In order to facilitate reading the programme, inter-disciplinary contents are specified after each block's specific contents. The pupils are the following:

Communication functionsVocabularyStructuresGraphic patterns and soundsClassroom languageLearning strategiesSociocultural and sociolinguistic aspects

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


UNIT 1 EXTREME LIVING

1 Contents


Listening to and understanding the blog of a young British girl about a place in Siberia.

Listening to and understanding a conversation about Death Valley (California). Listening to and understanding a radio programme about a family who lives and

covers its basic needs without using money. Listening to and understanding an interview with a young girl who lives on a remote

Australian farm. Listening to and understanding a text about a week without technology in a family's

life. Listening to and revising an interview with a "storm hunter". Listening to and understanding a conversation between two people talking about

life in the city and life in the countryside. Listening to and understanding videos: 1.1. Describing the life of a family in Alaska;

1.2. A feature about scientists who study tornadoes; 1.3. Six young people talking about their preferences for the city or the countryside; 1.4. A short documentary about the Khomani San tribe.

Listening to and understanding a text about life in the desert. Listening to and understanding an interview with an expert on survival.


Oral interaction in pairs in which pupils ask and answer about the weather, what our life is like in each season and their favourite season of the year and why it is.

Oral interaction in pairs in which they ask and answer about activities they do and how often they do them.

Oral interaction in pairs in which they discuss whether it is possible to live without money.

Oral interaction in pairs in which they ask and answer about activities or actions taking place at the moment.

Oral interaction in pairs in which they ask and answer about emotions connected with storms.

Showing and comparing information collected about tornadoes. Conversation in pairs in which pupils state their preferences and reasons for living

in the city or in the countryside. Exchanging opinions in pairs about the six most useful objects for surviving in a

desert.


Reading and understanding a blog entry by a young British girl about a place in Siberia.

Reading and understanding sentences about a family which lives without money. Reading and understanding a text about the Bedouin' way of life. Reading and understanding a text about a week without technology in a family's

life. Reading and understanding an interview with a "storm hunter".


Reading and understanding of a conversation between two people talking about living in the countryside or the city.

Reading an e-mail about what the place somebody lives in is like and another about what somebody is doing during the holidays.

Reading and taking in the phrases and contents for writing a text: an e-mail to a pen friend about what life it like where you live.

Reading the reference sections shown in the activities. Reading and understanding extra information marked as Fact. Reading and understanding an interview with a park ranger in Malaysia. Reading and understanding a text about two dangerous jobs. Reading and understanding a text about life in a desert.


Describing the life of a family in Alaska. Complete a conversation about Death Valley using Present simple. Making a poster or a presentation about Alaska. Collect written information about tornadoes. Complete sentences using Present continuous. Writing e-mails to a pen friend, one talking about life where he/she lives and the

other talking about how the holidays are going. Writing sentences about a dangerous job you imagine you are doing. Complete a table about the Kalahari Desert. Describing the Khomani San tribe.

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

Communication functions:

Using expressions to give opinions and discuss (express agreement and disagreement): Yes, I think it’s possible to …, but … / It’s difficult to … because … / It’s impossible to … because … / I think the most difficult thing t olive without is … because … / Maybe, but / I think… / I don’t think so. / Yes, that’s true. / I reckon … / I agree … / Perhaps you’re right. / Yes, I suppose so.

Describing personal information: our lives in each season, preferences for seasons, activities done more or less frequently (Present simple) or which are being done at the moment (Present continuous).

Ask and give information about the weather. Writing an e-mail to a pen friend talking about what life is like where you live.

Vocabulary:

The weather and related matters: high winds / boiling / snowstorm / hail / freezing / heat wave / thunder and lighting / heavy rain / fall / outdoors / indoors / sub-zero conditions / rise / melt.

Basic needs: food and drink / clothes / entertainment / health care / transport / communication / a home / education / money.

Adverbs of frequency: always / usually / often / sometimes / hardly ever / never. Expressions of frequency: every … / once a … / twice a … / three times a … / four

times a …

Syntactic-discursive contents:

Present simple (affirmative, negative and interrogative; short answers).


Adverbs and expressions of frequency. Present continuous (affirmative, negative and interrogative; short answers). Present simple vs. present continuous.

Graphic patterns and sounds:

Recognising and pronouncing the sounds /I/ and /i:/.

Classroom language: Match the words and phrases in the box with the photos of extreme weather (1–8). Listen, check and repeat. Which of the words and phrases in … do you associate with a) very hot weather, b)

very cold weather, c) hot or cold weather? Work with a partner. Answer the questions. / Look at the photos of the town of

Yakutsk and answer the questions. / Look at the photo and answer the questions. / Watch the teenagers answering the question ‘Which do you prefer – towns and cities or the countryside?’. Answer the question for yourself. / Practise the conversation in… / Take turns to respond with an appropriate phrase. / Plan your own conversation like the one in… Base it on the information below and add your own ideas.

Meg is a British student at the University of Yakutsk in Siberia, Russia. Read and listen to her blog. Do you think she prefers summer or winter there?

Read the blog again. Answer the questions. Match the words and phrases from the blog with the definitions (1–6). Look at the example sentences in the table. Complete the rules about the present

simple. Complete the conversation with the correct form of the present simple. Use the

verbs in brackets. Listen and check. Look at the table. Add the words in brackets to the sentences below. Writing the words in the correct order. Match the words and phrases in the box with the photos (1–9). Work with a partner. Look again at the words in … Writing them in order of

importance for you. / Look at the photo of Robert, Rachael and their daughter Emma. Guess the order of importance of the things in … for the family.

Listen to a radio programme about the family in the photo. In what ways is their life different from yours?

Listen again. Are these sentences true or false? Correct the false sentences. Look at the sentences in the table. Answer the questions about the present

continuous Complete the sentences with the correct form of the present continuous. Use the

verbs in the box Choose the correct options. Complete the text with the correct form of the present simple or the present

continuous. Use the verbs in brackets. Read and listen to the interview in a magazine. Choose the best title. Read the interview again. Complete the summary. Kate is talking to Mark, a new student at her school. Listen and complete the

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

language. Look at the photos and read Emil’s email to a pen friend. Where does Emil live? Find more examples of special phrases to open and close an email in the text in…


Writing the words in the correct order to make phrases. Are they opening (O) or closing (C) phrases?

Read Emil’s email again. Find examples of the things in the Look at Content box. Plan an email to Emil describing where you live. Use the list in the Look at Content

box and make notes. Writing your email. Use your notes from … and the language below to help you.

Writing about 120 words. Can you say YES to these questions?

Learning strategies:

Reading phrases and contents in order to write an e-mail with the description of where you live.

Revise and correct Spanish speakers' typical mistakes: a) the names of the seasons written with a lower case letter at the start; b) verbs ending with -y have -ing added to them to form the Present continuous.

Using a diagram of percentages to recognise the meaning of adverbs of frequency.

Sociocultural and sociolinguistic aspects:

Finding out about places with very tough weather conditions and recognising that these conditions determine lifestyles.

Finding out about ways of life different from our own and how basic needs can be met in other ways.

Finding out about jobs which can be called extreme because of the danger involved.

Finding out about the toughness of living in the desert in general and the way of life of a tribe in the Kalahari and, in particular, the Bedouin.

Respecting other people's preferences about living in the city or the countryside. Valuing the real importance of speaking other languages, in particular English.

2 Competences

Descriptors Activities

Linguistic communicationLISTEN


Listening to an interview with a young girl who lives on a remote Australian farm and an interview with an expert on survival.


Listening to a conversation about Death Valley (California), the blog entry of a young British girl about a place in Siberia, a conversation between two people talking about living in the countryside or the city.


Listening to a radio programme about a family which lives and covers its basic needs without money, a text about a week without technology in the life of a family, an interview with a "storm hunter" and a text about life in the desert.Watch four videos: 1.1. Describing the life


of a family in Alaska; 1.2. A feature about scientists who study tornadoes; 1.3. Six young people talking about their preferences for the city or the countryside; 1.4. A short documentary about the Khomani San tribe.

Distinguishing sound characteristics, accent, rhythm and intonation in various contexts and identify the purpose of communication.

Identifying and pronouncing the sounds correctly: /I/ and /i:/.

TALK / CONVERSE

Give short, rehearsed oral presentations, and reply to simple questions which can be asked about the presentations.

Presentation to the class of the information gathered about Alaska and tornadoes.


Oral interaction in which questions are asked and answered about the weather.Exchanging opinions in pairs about the six most useful objects for surviving in the desert.


Exchanging information in pairs about activities done and how often they are done, and about activities or actions which are taking place at the momentOral interaction in pairs about the weather, about our lives depending on the season and which your favourite season of the year is and why.


Conversation in which pupils state their preferences with regards to living in the city or the countryside.Oral interaction in pairs in which they discuss whether it is possible to live without money.Oral interaction in pairs in which they ask and answer about emotions connected with storms.

READING


Interpret the wording of the activities or exercises.Taking in phrases and contents for writing a text: the e-mail about what life is like where you live.

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

Reading sentences about a family which lives without money.Understanding extra information marked as Fact.Understanding a conversation between two people talking about living in the countryside or the city.Understanding an interview a park ranger in Malaysia.



The blog entry of a young British girl about a place in Siberia.An e-mail about what life is like where you live and another one about what you are doing during the holidays.


Reading the reference sections shown in the activities.


Reading a text about a week without technology in the life of a family and an interview with a "storm hunter".


Understanding texts about life in the desert, two dangerous jobs and the Bedouin' way of life.

WRITING


Complete a conversation about Death Valley using Present simple and sentences using Present continuous.Writing sentences about a dangerous job you imagine you are doing.


Writing e-mails to a pen friend, one talking about life where he/she lives and the other talking about how the holidays are going.


Describing the life of a family in Alaska.Making a poster or a presentation about Alaska.Preparing information about tornadoes.Complete a table about the Kalahari Desert.Describing the Khomani San tribe.



Comparing meteorological data from different places.Classifying factual information about the Kalahari desert.


Finding out about meteorological symbols.


Doing crosswords.

Valuing and following healthy habits. Recognising other ways of meeting basic needs.

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

Looking for information about Alaska, about tornadoes and about tribes that live in deserts.


Prepare material (poster, presentation…) to give the class information about Alaska.


Using ITC to get in touch with pupils in other countries.

Read e-mails between friends.Write e-mails to pen friends about what life is like where you live and what is happening during the holidays.

Social and Civic competences.Take part in activities pairs and groups with respect and interest.

Take part properly in the activities in pairs or as a group.


Expressing individual preferences and respecting other people's preferences.Respecting other people's opinions about choosing whether to live in the countryside or the city.Using expressions help to hold discussions and show agreement or disagreement.


Giving information about the weather.


Finding out about and respecting the lifestyle of people who decide to life without money and other societies (such as Bedouin tribes and Khomani San).

Cultural awareness and expressions.Using artistic techniques and items to prepare and give presentations and projects.

Making a poster or a presentation.


Finding out about life in Alaska, Death Valley and an Australian farm.


Finding out about the life of a family which decides to live without money.

Learning to LearnIdentify, plan and apply objectives for carrying out tasks, activities and projects.

Do the exercises in the Workbook individually.Do the homework individually (looking for and compiling information, making a poster…).Taking in and using phrases learned to write an e-mail saying what life is like where you live and another about how the holidays are going.


Revise the Get it right! sections with a critical spirit.


Do the Review sections with interest.


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


Sense of initiative and entrepreneurial spirit.Using the strategies needed for studying individually.

Work individually on the tasks given.


Do the reading activities in the Workbook individually.


Using the phrases given for writing e-mails to a pen friend.

3 Social awareness.

Moral and civic education

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

Accepting other people's opinions and preferences: the possibility of living without money and they place they would like to live.

Showing an interest and giving constructive criticism about work done by classmates (posters, presentations…)

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

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

4 Cross-curricular links

Geography and History: information about life in a desert and data about the Kalahari.

5 Assessment criteria

Name recognise and present vocabulary connected with meteorology (and related questions) and with basic needs.

Make appropriate use of Present simple and Present continuous (affirmative, negative and interrogative; short answers) and adverbs and expressions of frequency.

Use correct pronunciation and intonation: sounds /I/ and /i:/. Finding out about and using basic Sociocultural and sociolinguistic aspects, such

as the influence of meteorological conditions on people's live, the existence of different ways of covering basic needs, the characteristics of some dangerous jobs and the difficulty of life/survival in the desert.

Producing short, comprehensible oral texts which give, request and exchange information: information about the weather, about what our lives are like in each season and about which season of the year you prefer and why, information about activities done and how often they are done, information about activities or actions which are taking place at that moment, opinions about whether it is possible to live without money, whether it is better to live in the countryside or the city and about the best objects for surviving in the city, emotions connected with storms and information about tornadoes.


Understanding the main idea and specific information in oral messages: the blog entry of a young British girl about a place in Siberia, a conversation about Death Valley (California), a radio programme about a family which lives and covers it basic needs without money, an interview with a young girl who lives on a remote Australian farm, a text about a week without technology in the life of a family, an interview with a ‘storm hunter’, a conversation between two people talking about living in the countryside or the city, a text about life in a desert, the interview with an expert on survival and four videos.

Understanding general information and getting the main ideas in written texts of different types: a young British girl's blog entry about a place in Siberia, sentences about a family which lives without money, a text about the Bedouin' lifestyle, a text about a week without technology in the life of a family, an interview a ‘storm hunter’, a conversation between two people talking about living in the countryside or the city, an e-mail about life in the place you live and another about what is being done during the holidays, an interview with park ranger Malaysia, a text about two dangerous jobs and a text about life in the desert.

Write brief, simple texts and with clear structures: description of the life of a family en Alaska, making a poster or presentation about Alaska, writing information about tornadoes, writing e-mails to a pen friend, one about life where he/she lives and another about how the holidays are going, writing sentences about a dangerous job you imagine you do and a description of the Khomani San tribe.

Recognising and correcting Spanish speakers' typical mistakes when learning English.

CLIL: dealing with Geography and History subjects in English.

6 Contents - Assessment criteria - Competences

Contents Assessment criteria Competences

Recognising and presenting vocabulary connected with meteorology (and related questions) and with basic needs.

Recognise and use a limited repertoire of common vocabulary about meteorology (and related matters) and basic needs.

LCSCS

MSCT

Practice using and forming expressions with Present simple and Present continuous (affirmative, negative and interrogative; short answers) and with adverbs of frequency.

Using expressions to give opinions and debate (express agreement and disagreement).


Understanding and use functions and meanings associated with frequently used basic syntactic structures.

Distinguishing and using habitual communication functions: giving opinions and showing agreement or disagreement about the possibility of living without money or the best place to live, asking for and giving information about the weather, and writing e-mails.

Correcting the mistakes found.

LCCD

SCSLL

CCE


Practise pronouncing the sounds /I/ and /i:/.

Recognise and pronounce and write the sounds /I/ and /i:/.

Use correct pronunciation and intonation.

LC

Listening to a young British girl's blog entry about a place in Siberia, a conversation about Death Valley (California), a radio programme about a family which lives and covers basic needs without money, an interview a young girl who lives on a remote Australian farm, a text about a week without technology en the life of a family, an interview with a ‘storm hunter’, a conversation between two people talking about living in the countryside or the city, a text about life in a desert, the interview with the expert on survival and four videos.

Reading a young British girl's blog about a place in Siberia, sentences about a family which lives without money, a text about the Bedouin' lifestyle, a text about a week without technology in the life of a family, an interview with a ‘storm hunter’, a conversation between two people talking about living in the countryside or the city, an e-mail in which about what life is like where you live and another about what is happening during the holidays, an interview with a forest ranger in Malaysia, a text about two dangerous jobs and a text about life in the desert.

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

LCCD

SCSMSCTCCE

Debate with classmates about the influence of the weather on people's lives, the existence of different ways of covering basic needs, the characteristics of some dangerous jobs and the difficulty of life/survival in the desert.

Finding out about and using basic Sociocultural and sociolinguistic aspects , such as the characteristics of places with extreme weather (Siberia, Alaska, the Kalahari desert and Death Valley), the differences between life in the city and in the countryside, and the characteristics of some dangerous jobs.

LCSCS


Giving information about the weather, about what our lives are like in each season and about which season of the year you prefer and why, about activities done and how often they are done, about activities or actions which are taking place at that moment; give opinions about whether you can live without money, whether it is better to live in the countryside or the city and about the best objects for surviving in the desert; talk about emotions connected with storms and give information about tornadoes.

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

LCSCS

Work on the description de the life of a family en Alaska, a poster or a presentation about Alaska, an essay about tornadoes, e-mails to a pen friend (one about what life is like where you live and another about how the holidays are going), de sentences about a dangerous job you imagine you do and the description of the Khomani San tribe.

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

CDLL

SCSSIECCE


UNIT 2 DISASTERS

1 Contents


Listening to and understanding an article about Krakatoa volcano. Listening to and understanding what a person says about tsunamis in films and in

reality. Listening to and understanding a conversation about how a young man survived

after getting lost in an Australian desert. Listening to and understanding the news about a rescue operation. Listening to and understanding an interview with a young woman who, along with

friends, managed to escape a forest fire. Listening to and revising an article about the British island Tristan da Cunha. Listening to and understanding of a conversation between two pupils about a lost

object. Listening to and understanding videos: 1.1. A documentary about Russian

volcanologists; 1.2. A documentary about life in the Indian mangroves; 1.3. Six young people answering a question about whether they often lose things; 1.4. A simple scientific experiment to explain the connection between the oceans and climate change.

Listening to and understanding texts about climate change and the greenhouse effect.


Oral interaction in pairs asking and answering questions about natural disasters. Oral interaction in pairs in which they ask and answer about volcanoes. Explaining the information gathered about volcanologists. Oral interaction in pairs talking about activities in the past using Past simple and

used to. Oral interaction in pairs giving opinions about the dangers in different scenarios and

del the equipment needed to survive there. Oral interaction in pairs in which they ask and answer about Tristan da Cunha and

the idea of living there. Conversation in pairs about losing a personal object (mobile phone, pendrive…). Exchanging information in pairs about volcanologists, about villages on water and

about aquatic ecosystems affected by ocean acidification. Exchanging opinions in pairs about the causes of climate change and about what

each person can do to reduce CO2 emissions. Debate about what can be done about climate change and ocean acidification.


Reading and understanding de sentences about natural disasters taken from feature reports.

Reading and understanding an article about Krakatoa volcano. Reading and understanding the news about a rescue operation. Reading and understanding a text about an accident in the mountains. Reading and understanding a text about a fireman and his dog during an

earthquake in Guatemala. Reading and understanding de an article about the British island Tristan da Cunha.


Reading and understanding two young people's stories in their blogs about their experiences in natural disasters.

Reading and taking in phrases and contents for writing a text: talking about the personal experience of surviving an event.

Reading the reference sections shown in the activities. Reading and understanding extra information marked as Fact. Reading and understanding an article about a young person who survived a

tornado. Reading and understanding texts and a graph about climate change and the

greenhouse effect.


Complete sentences about natural disasters. Writing sentences explaining which natural disasters are considered most

dangerous. Complete sentences using Past simple, used to, Past continuous and Past perfect

(affirmative, negative and interrogative sentences). Complete a text about a rescue operation using the right verb tense (Past simple,

Past continuous or Past perfect). Write information gathered information about volcanologists, villages on water and

aquatic ecosystems affected by ocean acidification. Describing the Russian region of Kamchatka and an island near our country. Writing a text about a personal experience of surviving an event. Writing a blog entry about a personal adventure. Writing answers to questions about a recent natural disaster. Preparing questions for interviewing a tornado survivor and the answers which

could be given.



Using expressions to give opinions: I think … is/are important in this situation because … / Yes/No, I would/wouldn’t, because … / I think a good/bad thing could be that …

Using expressions to talk about a difficult situation: What’s the matter? / I’m not sure. / Oh no! / Let me think … / I don’t know what to do. / OK, don’t panic! / For one thing (no one rang me). / I hope so!

Describing personal information: activities in the past (Past simple / Past continuous / Past perfect).

Using adverbs as connectors in writing and in speech. Writing a text about a difficult personal situation (surviving a natural disaster and an

adventure).

Vocabulary:

Natural disasters: tsunami / volcanic eruption / earthquake / flood / forest fire / drought / hurricane / landslide / avalanche.

Adjectives for describing events: (positive) beautiful / fantastic; (negative) terrible; (neutral) huge / enormous / loud.

Survival kit: torch / first aid kit / sleeping bag / water bottle / map / sun cream / camera / sunglasses / penknife / compass / contact lenses / glasses.


Adverbs as connectors: Obviously / Luckily / Naturally / Immediately / Fortunately / Suddenly.


Past simple, Past continuous and Past perfect (affirmative, negative and interrogative sentences; short answers).

Using used to (affirmative, negative and interrogative; short answers). Past simple vs. Past continuous vs. Past perfect. Using adverbs as connectors and adjectives for describing events.


Recognising and pronouncing the sounds /t/, /d/ and /Id/.

Classroom language: Match the words in the box with the signs about natural disasters (1–9). Listen, check and repeat. Match the comments with disasters from… Work with a partner. Answer the questions. / Ask and answer the questions. / Look

at the photo and answer the questions. / What’s the most important equipment if you get lost in the following situations? Give reasons. / Look at the photo and answer the questions. / Watch the teenagers answering the question ‘Do you often lose things?’ Answer the question for yourself. / Practise the conversation in… / Take turns to respond with an appropriate phrase. / Plan your own conversation like the one in… Base it on the information below and add your own ideas. /

Look at the table. Which natural disaster does it show? Read and listen to the article. Why is another big volcanic eruption possible in

Indonesia in the future? Read the article again. Match the numbers and dates in the box with the facts. Look at the adjectives from the text. Are they positive, negative or neutral? Look at the sentences in the table. Answer the questions about the past simple. Complete the text with the verbs in brackets. Use the past simple. Listen and check. Look at the table. Complete the sentences with the correct form of used to. Match the words and phrases in the box with the things in the picture (1–12). Listen to two friends discussing a news story about a hiker. Is it a happy or a sad

story? Listen again. Answer the questions. Look at the sentences in the table. Complete the rules about the past continuous. Complete the conversation with the past continuous form of the verbs in the box. Complete the sentences with the past perfect form of the verbs in brackets. Choose the correct options to complete the story. Finish the sentences below so that they are true for you. Then compare with a

partner. Read and listen to the article from a geography magazine. Check your ideas in… Read the article again. Complete the fact file. Listen and repeat the phrases in the Functions box. Translate them into your

language. Look at the photo and read Alicia’s story. What was her disaster? Find more examples of adverbs in the text in… Choose the correct adverbs. Read Alicia’s story again. Make notes on the things in the Look at Content box.


Plan a story about a difficult personal experience. 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. Writing about 120 words.

Can you say YES to these questions?


Reading phrases and contents in order to write an e-mail with the description of where you live.

Revise and correct Spanish speakers' typical mistakes: a) Do not forget the apostrophe in it’s, the contraction of it is; b) Adjectives ending in -ful have a single l; c) We use Would you like … and not Do you like … to ask if somebody wants to do something.

Using graphs for understanding and learning concepts.


Finding out about major volcanoes. Recognising the inherent danger in activities depending on the natural areas and

the need to always take the right equipment. Finding out about the British island de Tristan da Cunha. Finding out about the seriousness of the problem of climate change and making

personal commitments to reduce CO2 emissions. Valuing the real importance of speaking other languages, in particular English.

2 Competences




Listening to an interview a young woman who, along with friends, managed to escape a forest fire.


Listening to what a person says about tsunamis in films and in reality.


Listening to an article about Krakatoa volcano, a conversation about how a young person survived after getting lost in an Australian desert, news about a rescue operation, an article about the British island Tristan da Cunha and texts about climate change and the greenhouse effect.Watch four videos: 1.1. A documentary about Russian volcanologists; 1.2. A documentary about life in the Indian mangroves; 1.3. Six young people answering a question about whether they often lose things; 1.4. A simple scientific experiment to explain the connection


between the oceans and climate change.


Identifying and pronouncing the sounds correctly: /t/, /d/ and /Id/.

TALK / CONVERSE


Presentation to the class of the information gathered about volcanologists' work.


Oral interaction in which questions are asked and answered about the weather.Exchanging opinions in pairs about the causes of climate change and about what each person can do to reduce CO2 emissions.Debate about what can be done about climate change and ocean acidification.


Exchanging information in pairs about volcanologists, about villages on water and about aquatic ecosystems affected by ocean acidification.Oral interaction in pairs talking about activities in the past using Past simple and used to.


Conversation in pairs about losing a personal object (mobile phone, pendrive…).Oral interaction in pairs giving opinions about the dangers in different scenarios and del the equipment needed to survive there.Oral interaction in pairs asking and answering questions about natural disasters.Oral interaction in pairs in which they ask and answer about Tristan da Cunha and the idea of living there.Oral interaction in pairs in which they ask and answer about volcanoes.

READING


Interpret the wording of the activities or exercises.Taking in phrases and contents for writing a text: talking about the personal experience of surviving an event.


Reading sentences about natural disasters taken from feature reports.Understanding extra information marked as Fact.Understanding a conversation between two people talking about living in the countryside or the city.


Understanding an interview a park ranger in Malaysia.


Two young people's stories in their blogs about their experiences in natural disasters.




Reading an article about Krakatoa volcano, news about a rescue operation, a text about an accident in the mountains, a text about a fireman and his dog during an earthquake in Guatemala and an article about a young person who survived a tornado.


Understanding an article about de the British island Tristan da Cunha and de texts and a graph about climate change and the greenhouse effect.

WRITING


Complete sentences using Past simple, used to, Past continuous and Past perfect (affirmative, negative and interrogative sentences) and a text about a rescue operation using the right verb tense (Past simple, Past continuous or Past perfect).Writing sentences to explain which natural disasters are considered most dangerous.Writing answers to questions about a recent natural disaster.Complete sentences about natural disasters.


Writing a text about a personal experience of surviving an event.


Writing a blog entry about a personal adventure.


Preparing questions for interviewing a tornado survivor and the answers which could be given.Describing the Russian region of Kamchatka and an island near our country.Preparing information about volcanologists, about villages on water and about aquatic ecosystems affected by ocean acidification.



Identifying the peculiarities of natural disasters.



Interpreting a graph to explain the greenhouse effect.


Doing a letter soup.


Making personal commitments to reduce CO2 emissions.


Recognising the seriousness of global warming.


Carry out a simple experiment to find out about the connection between the oceans and global warming.


Looking for information about volcanologists' work, about villages on water and about aquatic ecosystems affected by ocean acidification.


Describing the Russian region of Kamchatka and an island near our country.


Read two young people's stories in their blogs about their experiences in natural disasters.Write a blog entry about a personal adventure.




Respecting other people stories about difficult experiences, assuming each person considers events to be important depending on their personal story and/or characteristics.Respecting classmates' opinions about environmental problems and about personal commitments to be made.


Giving information about difficult personal experiences (adventures, detailing with disasters…).


Finding out about the way of life in the British island de Tristan da Cunha.

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

Finding out about the British island Tristan da Cunha.

Identifying different forms of cultural Finding out about life in the Indian


expression and showing an interest in widening knowledge.

mangroves.


Do the exercises in the Workbook individually.Do the homework individually (looking for and compiling information, making a poster…).Taking in and using phrases learned to write a blog entry about a personal adventure.












Using the phrases given for writing e-mails to a pen friend.


Taking responsibility for the possible consequences of not making commitments to avoid global warming.

3 Social awareness.



Accepting other people's opinions and preferences: about the importance which everyone gives their own experiences.

Showing an interest and give constructive criticism about which jobs (descriptions) classmates do.

Recognising our moral implication in saving the planet for future generations.

Environmental education

Showing an interest in environmental problems and possible actions (particularly individual ones) which can be taken to solve them.





Biology and Geology: information about climate change (greenhouse effect, ocean acidification…).


Name recognise and present vocabulary connected with natural disasters and with survival equipment.

Make appropriate use of Past simple, Past continuous, Past perfect and used to (affirmative, negative and interrogative sentences; short answers), adverbs as connectors and adjectives for describing events.

Use correct pronunciation and intonation: sounds /t/, /d/ and /Id/. Finding out about and using basic Sociocultural and sociolinguistic aspects, such

as the stories of some major volcanoes, recognising that certain activities are dangerous and the importance of being properly equipped, information about the island of Tristan da Cunha and the importance of some environmental problems (climate change).

Producing short, comprehensible oral texts which give, request and exchange information: about natural disasters in general and about volcanoes in particular, about volcanologists' work, about activities done in the past, opinions about the dangers involved in some activities and about the equipment needed, information about the island of Tristan da Cunha, what you feel when you lose something important, information about villages on water and concepts, data, etc., about climate change.

Understanding the main idea and specific information in oral messages: an article about Krakatoa volcano, what a person says about tsunamis in films and in reality, a conversation about how a young person survived after getting lost in an Australian desert, news about a rescue operation, an interview a young woman who, along with friends, managed to escape a forest fire, an article about the British island Tristan da Cunha, a conversation between two pupils about a lost object, texts about climate change and the greenhouse effect and four videos.

Understanding general information and getting the main ideas in written texts of different types: sentences about natural disasters taken from feature reports, an article about Krakatoa volcano, news about a rescue operation, a text about an accident in the mountains, a text about a fireman and his dog during an earthquake in Guatemala, an article about the British island Tristan da Cunha, two young people's stories in their blogs about their experiences in natural disasters, an article about a young person who survived a tornado and texts and a graph about the climate change and the greenhouse effect.

Write brief, simple texts and with clear structures: sentences explaining which natural disasters are considered most dangerous, written information about volcanologists, about villages on water and about aquatic ecosystems affected by ocean acidification, description of the Russian region of Kamchatka and an island near our country, a text about a personal experience of surviving an event, a blog entry about a personal adventure, answers to questions about a recent natural disaster and questions for interviewing a tornado survivor and the answers which could be given.



CLIL: using ideas in English in Biology and Geology.



Recognising and presenting vocabulary connected with natural disasters and with survival equipment.

Recognise and use a limited repertoire of common vocabulary about natural disasters and survival equipment orally and in writing.

LCSCS

MSCT

Practice using and forming expressions with Past simple, Past continuous, Past perfect and used to (affirmative, negative and interrogative sentences; short answers), with adverbs as connectors and with adjectives for describing events.

Using expressions to give opinions and for talking about/writing about a difficult situation.



Distinguishing and using habitual communication functions: giving opinions, talking and writing a blog about a difficult situation, and giving information about activities done in the past.


LCCD

SCSLL

Practise pronouncing the sounds /t/, /d/ and /Id/.

Recognise and pronounce and write the sounds /t/, /d/ y /Id/.


LC

Listening to an article about Krakatoa volcano, what a person says about tsunamis in films and in reality, a conversation about how a young person survived after getting lost in an Australian desert, news about a rescue operation, an interview a young woman who, along with friends, managed to escape a forest fire, an article about the British island Tristan da Cunha, a conversation between two pupils about a lost object, texts about climate change and the greenhouse effect and four videos.

Reading sentences about natural disasters taken from feature reports, an article about Krakatoa volcano, news about a rescue


LCCD

SCSMSCT


operation, a text about an accident in the mountains, a text about a fireman and his dog during an earthquake in Guatemala, an article about the British island Tristan da Cunha, two young people's stories in their blogs about their experiences in natural disasters, an article about a young person who survived a tornado and texts and a graph about climate change and the greenhouse effect.

Debate with classmates about relevant volcanoes, the danger involved in certain activities, the importance of being properly equipped, the way of life on the island of Tristan da Cunha and about the seriousness of some environmental problems (climate change).

Finding out about and using basic Sociocultural and sociolinguistic aspects, such as the stories of some major volcanoes, recognising that certain activities are dangerous and the importance of being properly equipped, information about the island of Tristan da Cunha and the importance of some environmental problems (climate change).

LCSCS

MSCTSIE

Giving information about natural disasters in general and about volcanoes in particular, about volcanologists' work, about activities carried out in the past, about people's opinions about the dangers involved in certain activities and the necessary equipment, about the island of Tristan da Cunha, about what you feel when you lose something important, about villages on water and about climate change.


LCSCS

MSCT

Work on written information about volcanologists, about villages on water and about aquatic ecosystems affected by ocean acidification, the description of the Russian region of Kamchatka and an island near our country, a text about a personal experience of surviving an event, a blog entry about a personal adventure, answers to various questions about a recent natural disaster and questions for interviewing a

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

LCCDLL

SCSSIE

MSCT


tornado survivor and imagining possible answers.


UNIT 3 PRIORITIES

1 Contents


Listening to and understanding an article about the reasons why an adolescent has to sleep more at weekends.

Listening to and understanding an interview with a psychologist about adolescents' stress.

Listening to and understanding a radio programme in which various people talk about how young people use their time.

Listening to and understanding a conversation between two pupils about Maths. Listening to and understanding an article about sports animation (cheerleading). Listening to and understanding of a conversation between two pupils about how to

do a piece of work on the school intranet. Listening to and understanding videos: 1.1. An invention which would wake us up

and get us ready to face the day; 1.2. A feature about Irish dancing; 1.3. Six young people giving opinions about how to be good friends; 1.4. A recording of a rescue operation.

Listening to and understanding something said about sports injuries. Listening to and understanding some advice to avoid injuries while playing sports.


Oral interaction in pairs with questions and answers about priorities, disagreements with parents and what they find most stressful and why.

Oral interaction in pairs in which they ask and answer about adolescents' need to sleep and their form of resting.

Oral interaction in pairs in which advice is given about different situations, using should/shouldn’t and must/mustn’t.

Oral interaction in pairs in which they ask and answer about moments, activities, etc., using absolute adjectives.

Oral interaction in pairs in which they ask and answer about different questions using have to/don’t have to and be allowed to.

Oral interaction in pairs dealing with questions related with sports animation. Oral interaction in pairs or as a group talking about a television programme based

on a singing or dancing competition. Oral interaction in pairs asking for and giving help about how to do certain school

tasks on the computer. Explaining and comparing planning a bicycle route. Exchanging opinions in pairs about extreme mountain cycling.


Reading and understanding an article about the reasons why an adolescent has to sleep more at weekends.

Reading and understanding of a conversation between two pupils about Maths. Reading and understanding an article about sports animation (cheerleading). Reading and understanding a text about finding your own style in clothes and hair. Reading and understanding texts about the problems and demands young athletes

are faced with.


Reading and understanding the description of life at a summer camp. Reading and understanding the description of the activity at a computer games

design camp. Reading and taking in phrases and contents for writing a text: the description of a

summer camp for uploading to a website. Reading the reference sections shown in the activities. Reading and understanding extra information marked as Fact. Reading and understanding something said about sports injuries. Reading and understanding some advice to avoid injuries while playing sports.


Describing routines after getting up. Preparing a questionnaire to find out about classmates' routines after getting up

and a summary with the answers obtained. Complete sentences and/or a text using should/shouldn’t and must/mustn’t. Writing sentences about priorities in your family. Writing sentences about next weekend using should/shouldn’t and must/mustn’t. Complete sentences using absolute or extreme adjectives. Complete sentences and/or de a text using have to/don’t have to and be allowed to. Writing comments about the problems which young athletes face and what their

friends think. Describing a competition in which you have taken part or in which you would like to

take part. Writing opinions about a television programme based on a singing or dancing

competition. Writing descriptions of summer camps. Preparing a leaflet about a sport and how to avoid injury while playing it. Drawing up a plan for a bicycle route.



Using expressions to give opinions and talk about them: Yes, I would/No, I wouldn’t, because … / I think …, because …

Describing personal information: your priorities, how much you need to sleep, what makes you stress and how to avoid it.

Give advice. Ask for and give help: Do you know how to (do it) / I’m not sure (how to organise

it) / Let me show you. / I’m not very good at (things like that). / It’s quite simple, really. / I’ll give you a hand (if you like). / That’s really helpful. / All you have to do is (format it correctly).

Writing the description de a summer camp.

Vocabulary:

Priorities: clothes and fashion / social networks / competing in sport events / video games / doing something creative / helping around the house / having time for yourself / getting enough sleep / staying out late at the weekend.

Extreme adjectives (absolute or non-gradable): awful / terrified / essential / tiny / exhausted / incredible / enormous.



Should/shouldn’t and must/mustn’t. Have to/don’t have to and be allowed to (in affirmative, negative and interrogative

sentences).


Recognising, contrasting and the correct pronunciation of extreme adjectives.

Classroom language: Match the phrases in the box with the photos (1–9). Listen, check and repeat. Which of the phrases in … do you associate with a) having a good time, b) having

responsibilities? Work with a partner. Answer the questions. / Look at the photo and answer the

questions. / What advice can you give for each of the situations? / Look at the girl in the photo and answer the questions. / Look at the photos and answer the questions. / Watch the teenagers answering the question ‘What’s the best way to be a good friend?’. Answer the question for yourself. / Practise the conversation in… / Take turns to respond with an appropriate phrase. / Plan your own conversation like the one in … Base it on the information below and add your own ideas. / Have the conversation you planned in…

Read and listen to the article about teenagers and sleep. What’s the main aim of the article?

Read the article again. Answer the questions. Match the phrases from the article with the definitions below. Look at the sentences in the table. Choose the correct options to complete the

rules about should. Complete the sentences below with ‘should’ or ‘shouldn’t’ and the verbs in the box. Look at the sentences in the table. Choose the correct options to complete the

rules about 'must'. Complete the sentences with ‘must’ or ‘mustn’t’. Listen to a radio interview with a psychologist, Dr Hilary Jamieson, talking about

teenage stress. Do you think her advice is useful? Listen again. Which of the following things does Dr Jamieson suggest? Replace the phrases in italics with a word from the box. Listen and check. Listen and repeat the extreme adjectives. Look at the table. Complete the sentences with the correct form of ‘have to’. Look at the table. Complete the sentences using the correct form of ‘be allowed to’. Choose the correct options to complete the dialogue. Listen and check. Read and listen to the article about cheerleading. Does it mention any of the facts

you wrote in… Read the article again. Are these sentences true or false? Correct the false

sentences. Laura is talking to Olivia, a new student at her school. Listen and complete the

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

language. Look at the photos and read John’s competition entry. What was his favourite thing

about summer camp? Find two other ways of referring to activities in the text in… Replace the words in bold with ‘They’, ‘favourites’, ‘ones’ and ‘lots’.


Read John’s competition entry again. What information from the Look at Content box is not in the text?

Plan a competition entry about a summer camp for a teen website. Use the list in the Look at Content box and make notes.

Writing your competition entry. Use your notes from Exercise 5 and the language below to help you. Writing about 120 words.



Reading de phrases and contents in order to write the description of a summer camp.

Revise and correct Spanish speakers' typical mistakes: a) use of the infinitive without to after should/shouldn’t and must/mustn’t; b) very is not used with absolute or extreme adjectives.


Finding out about Irish dancing. Finding out about facets and/or data about sports animation (cheerleading). Finding out about life at a summer camp. Respecting other people's preferences about their personal priorities. Valuing the real importance of speaking other languages, in particular English.

2 Competences




Listening to an interview with a psychologist about adolescents' stress, an opinion about sports injuries and some advice to avoid injuries while playing sports.


Listening to a conversation between two pupils about Maths and a conversation between two pupils about how to do a piece of work on the school intranet.


Listening to an article about the reasons why an adolescent has to sleep more at weekends, a radio programme in which various people talk about how young people use their time and an article about sports animation (cheerleading).Watch four videos: 1.1. An invention which would wake us up and get us ready to face the day; 1.2. A feature about Irish dancing; 1.3. Six young people giving opinions about how to be good friends; 1.4. A recording of a rescue operation.



Identifying and pronounce extreme adjectives correctly.

TALK / CONVERSE


Explaining and comparing planning a bicycle route.


Oral interaction asking for and giving help about how to do certain school tasks on the computer.Exchanging opinions in pairs about extreme mountain cycling.


Oral interaction in pairs dealing with questions related with sports animation.Oral interaction in pairs or as a group talking about a television programme based on a singing or dancing competition.


Oral interaction in pairs about priorities, disagreements with parents and what they find most stressful and why.Oral interaction in pairs in which advice is given about different situations, using should/shouldn’t and must/mustn’t.Oral interaction in pairs in which they ask and answer about different questions using have to/don’t have to and be allowed to.Oral interaction in pairs in which they ask and answer about moments, activities, etc., using absolute adjectives.Oral interaction in pairs in which they ask and answer about adolescents' need to sleep and their form of resting.

READING


Interpret the wording of the activities or exercises.Taking in phrases and contents for writing a text: the description of a summer camp to upload on a website.Understanding some advice to avoid injuries while playing sports.


Reading short texts about the problems or demands which young athletes have to deal with.Understanding extra information marked as Fact.Understanding a conversation between two pupils about Maths.Understanding a text about finding your own style in clothes and hair.


Understanding something said about sports injuries


The description of life at a summer camp.The description of activities at a computer games design camp.




Reading an article about the reasons why an adolescent has to sleep more at weekends.


Understanding an article about sports animation (cheerleading).

WRITING


Complete sentences and/or a text using should/shouldn’t and must/mustn’t, or have to/don’t have to and be allowed to.Writing sentences about next weekend using should/shouldn’t and must/mustn’t.Complete sentences using absolute or extreme adjectives.Writing sentences about priorities in your family.


Preparing a questionnaire to find out about classmates' routines after getting up and a summary with the answers obtained.


Writing descriptions of summer camps.Writing opinions about a television programme based on a singing or dancing competition.


Writing comments about the problems which young athletes face and what their friends think.Describing a competition in which you have taken part or in which you would like to take part.Preparing a leaflet about a sport and how to avoid injury while playing it.Drawing up a plan for a bicycle route.



Doing crosswords.

Valuing and following healthy habits. Recognising danger in some extreme sports.Committing to behave in a certain way to minimise the risk of sports injuries.Finding out about some advice to help somebody who has had an accident.

Digital competences



Looking for information about extreme mountain biking.


Read entrances in a competition about the best description of life at a summer camp.Write descriptions of life at a summer camp to upload onto a website for adolescents.




Expressing individual preferences and respecting other people's preferences.Respecting other people's opinions about priorities, the need to sleep and managing stress.Using expressions to give opinions and talk about them.


Give advice.Giving and asking for help with something.


Finding out about traditional Irish dancing.Finding out about the history of sports animation and how important it is the USA.


Preparing a leaflet about a sport, including advice for avoiding injuries.


Finding out about traditional Irish dancing.


Finding out about interesting features of sports animation (cheerleading).


Do the exercises in the Workbook individually.Do the homework individually (looking for and compiling information).Taking in and using phrases learned to write the description de life at a summer camp.













Using phrases given for writing a description of life at a summer camp.


Using knowledge learned for taking the right decisions if you have to help somebody who has had an accident.

3 Social awareness.



Accepting other people's opinions and preferences: about priorities, the need to sleep and causes of stress and how to manage it.

Showing an interest and give constructive criticism about jobs (gathering information, leaflets…) done by classmates.

Education about health

Follow advice or suggestions to avoid sports injuries. Finding out about some strategies for helping people who have had accidents. Sleeping healthily and using appropriate strategies for reducing stress.




Physical education: information about different sports activities and finding out about some advice for avoiding injuries.


Name recognise and present vocabulary connected with priorities. Finding out about and using extreme adjectives. Making appropriate use of should/shouldn’t and must/mustn’t, and also have

to/don’t have to and be allowed to (in affirmative, negative and interrogative sentences).

Using correct pronunciation and intonation: accents in extreme adjectives.


Finding out about and using basic Sociocultural and sociolinguistic aspects such as interpersonal differences in connection with each person's priorities, routines and/or activities at summer camps, history and the socio-cultural relevance of Irish dancing and sports animation.

Producing short, comprehensible oral texts which give, request and exchange information: personal information about priorities, disagreements with parents and the reasons behind that and managing stress, information about adolescents' need to sleep and their form of resting, advice about different situations, comments and opinions about questions related with la sports animation, about a television programme based on a singing or dancing competition and about extreme mountain cycling, asking for and giving help about how to do certain school tasks on the computer and planning a bicycle route.

Understanding the main idea and la specific information de oral messages: an article about the reasons why an adolescent has to sleep more at weekends, an interview with a psychologist about adolescents' stress, a radio programme in which various people talk about how young people use their time, a conversation between two pupils about Maths and another between two pupils about how to do a piece of work on the school intranet, an article about sports animation (cheerleading), something said about sports injuries, some advice to avoid injuries while playing sports and four videos.

Understanding general information and getting the main ideas in written texts of different types: an article about the reasons why an adolescent has to sleep more at weekends, a conversation between two pupils about Maths, an article about sports animation (cheerleading), a text about finding your own style in clothes and hair, texts about the problems and demands young athletes are faced with, two descriptions about activities en summer camps, something said about sports injuries and some advice to avoid injuries while playing sports.

Write brief, simple texts and with clear structures: description of routines after getting up, making a questionnaire to find out about classmates' routines after getting up and de a summary with the answers obtained, writing sentences about priorities in your family, writing sentences about next weekend, writing comments about the problems which young athletes face and what their friends think, description of a competition in which you have taken part or in which you would like to take part, writing opinions about a television programme based on a singing or dancing competition, descriptions of summer camps, making a leaflet about a sport and how to avoid injury while playing it, and del plan de a bicycle route.


CLIL: using ideas in English in Physical education.



Recognising and presenting vocabulary connected with priorities and with extreme adjectives.

Recognise and use a limited repertoire of common vocabulary about extracurricular activities orally and in writing.

LCSCS

Practice using and forming expressions with should/shouldn’t and must/mustn’t, and with have to/don’t have to and be allowed to

Understanding and use functions and meanings associated with frequently used basic syntactic

LCCD

SCSLL


(en affirmative, negative and interrogative sentences).



structures.

Distinguishing and using habitual communication functions: giving opinions and showing agreement or disagreement about each person's personal priorities, ask for and give help, and write descriptions (to up load onto a website).


Practise the pronunciation of extreme adjectives.

Recognise and pronounce and write the sounds /i:/ and /e/.


LC

Listening to an article about the reasons why an adolescent has to sleep more at weekends, an interview with a psychologist about adolescents' stress, a radio programme in which various people talk about how young people use their time, a conversation between two pupils about Maths and another between two pupils about how to do a piece of work on the school intranet, an article about sports animation (cheerleading), something said about sports injuries, some advice to avoid injuries while playing sports and four videos.

Reading an article about the reasons why an adolescent has to sleep more at weekends, a conversation between two pupils about Maths, an article about sports animation (cheerleading), a text about finding your own style in clothes and hair, texts about the problems and demands young athletes are faced with, two descriptions about activities en summer camps, something said about sports injuries and some advice to avoid injuries while playing sports.


LCSCS

MSCTCCE


Debate with classmates about each person's priorities, about routines and/or activities at summer camps, about traditional Irish dancing and about features or data about sports animation.

Finding out about and using basic Sociocultural and sociolinguistic aspects such as interpersonal differences in connection with each person's priorities, routines and/or activities at summer camps, history and the sociocultural relevance of Irish dancing and sports animation (cheerleading).

LCSCSCCE

Giving personal information about priorities, disagreements with parents and the reasons behind them and managing stress; giving information about adolescents' need to sleep and their form of resting, and giving advice about different situations; giving comments or opinions about questions related with sports animation, about a television programme based on a singing or dancing competition and about extreme mountain cycling; asking for and giving help about how to do certain school tasks on the computer; planning a bicycle route.


LCSCSCCE

Work on the description de routines after getting up, a questionnaire to find out about classmates' routines after getting up and de a summary with the answers obtained, de sentences about priorities in your family and about next weekend, de comments about the problems which young athletes face and what their friends think, de the description de a competition in which you have taken part or in which you would like to take part, de opinions about a television programme based on a singing or dancing competition, descriptions of summer camps, a leaflet about a sport and how to avoid injury while playing it, and del plan de a bicycle route.


LCLL

SCSSIECCE


UNIT 4 STREET ART

1 Contents


Listening to and understanding an article about graffiti. Listening to and understanding a text about the Berlin Wall. Listening to and understanding various interviews with street musicians (a

musician, a magician and a juggler). Listening to and understanding an article about Burning Man festival in the USA. Listening to and understanding of a conversation between two pupils about whether

they like to listen to music and go to concerts. Listening to and understanding of a conversation between two young people in

which they agree to go to a concert. Listening to and understanding videos: 1.1. A documentary about Australian

aborigines' pictorial tradition; 1.2. An approach to traditional music in Mexico, India and Australia; 1.3. Six young people talking about whether they have ever gone to a concert; 1.4. A documentary about the appearance of perspective in Renaissance painting.

Listening to and understanding a text about perspective in painting. Listening to and understanding de unto class about perspective in painting.


Oral interaction in pairs with questions and answers about street art. Oral interaction in pairs in which discuss the idea of graffiti. Oral interaction in pairs in which ask each other and give their opinions about music

(tastes, whether they play instruments, street musicians, etc.). Oral interaction in pairs in which pupils ask and answer a questionnaire about

music, using Have you ever…? Oral interaction in pairs dealing with opinions about artistic preferences. Oral interaction in pairs in which they ask and answer about festivals (whether to go

or not, type of festival…). Presentation of the information gathered about traditional music in our country or

region. Oral interaction in pairs in which you invite a classmate to a concert and agree how

to meet up. Exchanging opinions in pairs about a famous painting. Describing a famous painting to a classmate.


Reading and understanding an article about graffiti. Reading and understanding a text about the Berlin Wall. Reading and understanding a text about myths and legends. Reading and understanding an article about Burning Man festival. Reading and understanding a text about the work of a living statue. Reading and understanding a young woman's blog post about a concert. Reading and understanding a post in a blog about a street festival. Reading and taking in de phrases and contents for writing a text: a post in a blog

about a concert.


Reading the reference sections shown in the activities. Reading and understanding extra information marked as Fact. Reading and understanding a text about perspective in painting.


Writing opinions about artistic preferences. Complete sentences and/or de a text using Present perfect. Writing sentences about activities carried out by well-known people and about

personal experiences using Present perfect. Writing sentences using Present perfect con just. Answer questions in a questionnaire about music using Have you ever. Complete sentences using vocabulary about art. Writing opinions about working as a living statue. Make a poster with information about the use of symbols in painting, both modern

and ancient. Writing a text about traditional music in our country or region. Writing two posts in a blog, one about a concert you have gone to and the other

about an invented street festival. Writing a biographical text about a Renaissance painter.



Using expressions to debate: I agree with the case for/against. / I think (graffiti) is … / I’m not sure, I think it depends on …

Using expressions to encourage oral interaction: What about you? Describing personal information: personal tastes about art (music, sculpture,

painting…). Invite a friend and arrange to meet: Do you fancy going (to a concert tomorrow)? /

Yeah, why not? / What about (coming to my house at half seven)? / Sounds good! / What time shall we meet (then)? / Let’s go together. / Shall I (ask my dad to come and get us)? / That’s a great idea!

Writing posts for a blog about a street concert or festival.

Vocabulary:

Arte: busker / living statue / concert hall / juggler / sculpture / mural / exhibition / gallery / portrait painter.

Musical instruments: recorder / clarinet / bongos / tambourine / saxophone / guitar / drums / trumpet / cello / piano / mouth organ / flute / keyboards / violin.


Present perfect (affirmative, negative and interrogative; short answers), for expressions about an undetermined past.

Present perfect con just (affirmative). Present perfect con ever (interrogative).


Recognising, contrasting and the correct pronunciation of weak and strong forms of have.


Classroom language:

Match the words in the box with the people, places and things in the pictures (1–10).

Listen, check and repeat. Group the words in … into the following categories. Work with a partner. Answer the questions / Look at the photos and discuss these

questions. / Ask and answer the quiz questions in… / Look at the photos of a festival in the USA. What do you think people do there? / Practise the conversation in … / Take turns to respond with an appropriate phrase. / Plan your own conversation like the one in … Base it on the information below and add your own ideas. / Have the conversation you planned in …

Read and listen to the article about graffiti. Look at the photos in … again. Which of them are mentioned in the text? Read the article again. Are these sentences true or false? Correct the false

sentences. Match the adjectives from the article with the definitions below. Are they positive or

negative? Look at the sentences in the table. Choose the correct options to complete the

rules about the present perfect. Complete the sentences with the verbs in brackets. Find the present perfect. Complete the sentences with the irregular verbs in the box. Find the present

perfect. Complete the text with the verbs in brackets. Find the present perfect. Listen and check. Writing two affirmative and two negative sentences about people you know using

the activities in the box and the present perfect. Compare your sentences with a partner.

Match the words in the box with the musical instruments in the pictures (1–14). Which instrument is not there?

Listen, check and repeat. Look at the picture of a musician called Leo. What instruments has he got? Where

do you think he performs? Listen to a journalist, Marcia, interviewing Leo. Check your ideas in… Listen again. Answer the questions. Use a verb and a phrase from each box to write sentences about what has just

happened in the pictures. Look at the table. How do you say ever in your language? Where does ever go in

the question? Writing the words in the correct order to form questions. Writing questions using the verbs in brackets. Read the frequently asked questions (FAQs) about the Burning Man festival. Match

the questions with the answers. Read and listen to the text. Check your answers … Read the FAQs again. Complete the profile about The Burning Man festival. Fran and Nicky are talking about a concert. Listen and complete the conversation

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

language. Look at the photos and read Alba’s blog post about a concert. Did she enjoy it? Find more examples of singular and plural forms of be in the blog post in … Complete the sentences with the correct form of the verb be. Read Alba’s blog post again. Make notes on the things in the Look at Content box.


Plan a blog post about a concert you’ve been to. Use the list in the Look at Content box and make notes.

Writing your blog post. Use your notes from … and the language below to help you. Writing about 120 words.



Reading de phrases 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 us to when the object of the verb go is there; b) The verb listen is always followed by to + object.


Finding out about different artistic traditions such as painting amongst the Australian aborigines and music in Mexico, India and Australia.

Respecting personal tastes in art (music, painting, sculpture…). Finding out about different types of street art and some famous street artists (in

particular, Bansky, a famous graffiti artist). Finding out about the evolution in painting during the Renaissance and some

Renaissance painters and their work. Valuing the real importance of speaking other languages, in particular English.

2 Competences




Listening to various radio interviews with street artists (a musician, a magician and a juggler).


Listening to a conversation between two pupils about whether they like to listen to music and go to concerts and another between two young people in which they agree to go to a concert.


Listening to an article about graffiti, a text about the Berlin Wall, an article about Burning Man festival in the USA, a text about perspective in painting.Watch four videos: 1.1. A documentary about Australian aborigines' pictorial tradition; 1.2. An approximation to traditional music in Mexico, India and Australia; 1.3. Six young people talking about whether they have ever gone to a concert; 1.4. A documentary about the appearance of perspective in Renaissance painting.



Identifying and pronouncing correctly the weak and strong forms of have.

TALK / CONVERSE


Present the information gathered about traditional music in our country or region.Describing a famous painting to a classmate.


Oral interaction in which you invite a classmate to a concert and agree to meet.


Oral interaction in pairs in which pupils ask and answer about street art.Oral interaction in pairs in which they ask and answer questions about music (tastes, whether they play an instrument, street musicians, etc.).


Oral interaction in pairs in which discuss the concept of graffiti.Exchanging opinions in pairs in which pupils ask and answer a questionnaire about music, using Have you ever…?Oral interaction in pairs dealing with opinions about artistic preferences.Oral interaction in pairs in which they ask and answer about festivals (whether to go or not, type of festival…).Exchanging opinions in pairs about a famous painting.

READING


Interpret the wording of the activities or exercises.Taking in phrases and contents for writing a text: a post in a blog about a concert.


Reading a text about the Berlin Wall, de a text about Bansky and another about a living statue's work.Understanding extra information marked as Fact.


A young woman's post in her blog about a concert.A post in a blog about a street festival.




Reading an article about graffiti and an article about Burning Man festival.



Understanding a text about perspective in painting.

WRITING


Complete sentences and/or de a text using Present perfect.Writing sentences about activities carried out by well-known people and personal experiences using Present perfect.Writing sentences using Present perfect with just.Complete questions for a questionnaire about music using Have you ever.Complete sentences using vocabulary about art.


Writing two posts for a blog, one about a concert you have gone to and another about an invented street festival.Writing opinions about working as a living statue.


Make a poster with information about the use of symbols in painting, both modern and ancient.Writing a text about traditional music in our country or region.Writing a biographical text about a Renaissance painter.



Doing crosswords.


Looking for information about the use of symbols in painting, about traditional music in our country or region, and about a Renaissance painter.


Present the information gathered about traditional music in our country or region.


Read posts in blog, one about a concert and another about a street festival.Write two posts for a blog, one about a concert you have gone to and another about an invented street festival.




Expressing individual preferences and respecting other people's preferences.Respecting personal tastes in art (music,


painting, sculpture…).Using expressions to give opinions and discuss them.


Invite somebody to a concert and arrange where and when to meet.


Finding out about Australian aborigines' pictorial tradition.Finding out about musical tradition in India and Australia.Finding out about facets of Bansky, the famous British graffiti artist.


Make a poster with information about the use of symbols in painting.


Finding out about musical tradition in India and Australia.


Finding out about street art.Finding out about the evolution of painting during the Renaissance.


Do the exercises in the Workbook individually.Do the homework individually (looking for and compiling information).Taking in and using phrases learned to write a post in a blog about a concert.












Using phrases given for writing a post in a blog about a concert.


3 Social awareness.



Accepting other people's tastes in art. Showing an interest and give constructive criticism about jobs (gathering

information, leaflets…) done by classmates.




Plastic, Visual and Audiovisual education: information about painting in the Renaissance.


Name recognise and present vocabulary connected with art and musical instruments.

Finding out about and using extreme adjectives. Make appropriate use of Present perfect (affirmative, negative and interrogative

sentences; short answers; with just y with ever). Using correct pronunciation and intonation: weak and strong forms of have. Finding out about and using basic Sociocultural and sociolinguistic aspects such as

differences in tastes and personal preference in different artistic areas, the importance of painting in Australian tradition, some characteristics of musical tradition in Mexico, India and Australia, the relevance of street artists such as Bansky and the evolution of painting during the Renaissance.

Producing short, comprehensible oral texts which give, request and exchange information: personal information answering a questionnaire about music and stating preferences and artistic tastes, describing a famous painting and giving opinions about that painting or another, opinions about graffiti and other types of street art, comments about music and other festivals, presenting information about our traditional music, and inviting somebody to a concert and arranging to meet.

Understanding the main idea and la specific information de oral messages: an article about the graffiti, a text about the Berlin Wall, various interviews with street artists, an article about Burning Man festival, a conversation between two pupils about whether they like listening to music and going to concerts and another in which they agree to go to a concert, a text about perspective in painting, a class about perspective in painting and four videos.

Understanding general information and getting the main ideas in written texts of different types: an article about graffiti Burning Man festival, a text about the Berlin Wall, another about Bansky, another about a living statue's work and a last one about perspective in painting, a young woman's post in her blog about a concert and another post in another blog about a street festival.

Write brief, simple texts and with clear structures: writing opinions about artistic preferences and sentences about activities carried out by well-known people and about personal experiences, answering questions from a questionnaire about


music and sentences using vocabulary about art, writing opinions about working as a living statue, making a poster with information about the use of symbols in painting, writing a text about our traditional music, another about a Renaissance painter and two posts for a blog, one about a concert you have gone to and another about an invented street festival.


CLIL: using ideas in English in Plastic, Visual and Audiovisual education.



Recognising and presenting vocabulary connected with art and musical instruments.

Recognise and use a limited repertoire of common vocabulary about musical instruments orally and in writing.

LCCCE

Practice using and forming expressions with Present perfect (affirmative, negative and interrogative sentences; short answers; with just y with ever).

Using expressions to give opinions and discuss.

Using expressions invite a friend to an event and specify how to meet up.



Distinguishing and using habitual communication functions: giving opinions and showing agreement or disagreement about personal tastes in art and about street art, inviting a friend to an event (eg., a concert) and arranging where and when to meet up, and writing posts for a blog about a concert or festival.


LCCD

SCSCCELL

Practise pronouncing the weak and strong forms of have.

Recognise and pronounce and write weak and strong syllables correctly.


LC

Listening to an article about graffiti, a text about the Berlin Wall, various interviews with street artists, an article about Burning Man festival, a conversation between two pupils about whether they like listening to music and


LCSCSCCE


going to concerts and another in which they agree to go to a concert, a text about perspective in painting, a class about perspective in painting and four videos.

Reading an article about graffiti and another about Burning Man festival, a text about the Berlin Wall, another about Bansky, another about a living statue's work and a last on about perspective in painting, a young woman's post in her blog about a concert and another in another blog about a street festival.

Debate with classmates about tastes in art, about street and "official" art, about cultural traditions and about painting in the Renaissance.

Finding out about and using basic Sociocultural and sociolinguistic aspects such as interpersonal differences in connection with preferences about art, Australian aborigines' pictorial tradition, musical tradition in Mexico, India and Australia, and the evolution of painting during the Renaissance.

LCSCSCCE

Giving personal information about music and artistic preferences; describing a painting and giving opinions about this painting or 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.


LCCCESCS

Work on writing opinions about artistic preferences and sentences about activities carried out by well-known people and personal experiences, questions from a questionnaire about music, writing sentences using vocabulary about art, opinions about working with a live statue, a poster with information about the use of symbols in painting, a text about


LCLL

SCSSIE


our musical tradition, a biographical text about a Renaissance painter and two blog entries about a concert and a festival.


UNIT 5 ADVENTURE

1 Contents

Block 1. Comprehension of oral texts Listening to and understanding the description of a sailing trip. Listening to and

understanding a conversation with a family from London talking about their holidays.

Listening to and understanding three short conversations between adolescents talking about a trip to Paris.

Listening to and understanding an article about five reasons to visit New Zealand. Listening to and understanding a conversation between adolescents talking the

most interesting things they have ever done. Listening to and understanding four videos: 5.1. About Fernando de Magallanes

and the first journey around the world; 5.2. Describing a guidebook about Australia; 5.3. Short presentation given by various adolescents answering the question What’s the most exciting thing you’ve done; 5.4. Short documentary about the imaginary longitude and latitude lines around the Earth.

Listening to and understanding a conversation asking for information about a trip down a canyon.

Block 2. Production of oral texts Oral interaction in pairs about what types of travel you can do in the area you live

in. Oral interaction in pairs to answer questions about travel in the area you live in. A description to the class about a journey a classmate has gone on. Oral interaction in pairs about a text about journey at sea. Oral exchange in pairs about some adolescents' trip to Paris. Group debate about ways of learning new expressions in English. Conversation in pairs about their experiences. Oral interaction in pairs asking for information for going on a trip down a canyon. Oral interaction in pairs to ask for information about activities in the open air (rafting

or kite surfing). Oral exchange as a group with pupils giving their ideas about whether there are still

places to explore on the Earth. Presentation to the class of the information gathered about a discoverer from the

Age of Discovery. Oral interaction in pairs in which looking at a map and saying the time in different

countries in different time zones.


Reading and understanding the description of a sailing trip. Reading and understanding the description two holidays. Reading and understanding an article giving five reasons to visit New Zealand. Reading a post from a holiday blog. Reading and taking in phrases and contents for writing a text: a post for a travel

blog. Reading the reference sections shown in the activities. Reading and understanding extra information marked as Fact.


Reading information from a site in Australia chosen from five. Reading and understanding information about a discoverer from the Age of

Discovery. Reading and understanding information and parallels and meridians. Reading and understanding information about the climate and the seasons in a

place on the Equator. Reading and understanding information about the climate and the seasons in a

place in the Antarctic.

Block 1. Producing written scripts

Writing five sentences about holidays. Writing three sentences about the current week using still, already and yet and

words and comparisons with a classmate. Writing an answer to questions using still, yet and already. Writing ideas about whether there are still places to explore in the world. Writing four sentences giving opinions about which holidays you prefer: Nepal of

the Inca Route. Writing questions to ask for information (questions to given answers) to carry out an

adventure activity Writing a conversation to ask for information about activities in the open air (rafting

or kite surfing) following the model given. Writing a conversation about a journey using present simple and present perfect. Writing at least five sentences about activities on favourite holidays. List of the five most interesting places in Australia for visiting and writing about one

of them. Writing a short paragraph comparing the climate and the seasons at a place on the

Equator and a place in your country. Writing a short paragraph comparing the climate and the seasons in a place in the

Antarctic and a place in your country. Writing a travel blog.



Using expressions to ask for information about an activity: Can I ask you a few things about (the trip)? / What do I need to bring? / Is it only for (people who’ve already done it) / What about (food)? / How long is (the trip)? / Where can I sign up?

Using exclamation for showing feelings. Describing personal information: expressing preferences: one holiday or another,

places to visit in Australia or other countries… and expressing opinions. Comparing climate and the seasons with those in other countries, comparing lists

of favourite places in Australia. Comparing sentences about the current week… Writing a post for a travel blog.

Vocabulary:

Travel and related matters: climbing / a cruise / a school change / a guided tour / a safari / sailing / skiing / a summer camp / trekking.

Phrasal verbs: set off / go up / walk down / come back / pick up / find out / chill out.



Present Perfect with still, yet and already. Present Perfect con for and since Present Perfect and Past Simple: comparison and use.


Recognising and pronouncing phrasal verbs. Recognising and pronouncing consonant-vowel liaisons (consonant to vowel

linking) for great fluidity.

Classroom language:

Match the words and phrases in the box with the photos. Listen, check and repeat. Put the words and phrases from Exercise 1 in the correct column. Which of the trips in … involve a) doing sport b) sleeping away from home c) using

some kind of transport? Work with a partner. Answer the questions. / Answer the questions. Choose extra

questions from the box below to continue the conversations. / Look at the photos of New Zealand and answer the questions. / Watch the teenagers answering the question? What’s the most exciting thing you’ve done. Answer the question for yourself. / Practise the conversation in… / Can you remember the questions for these answers. / Plan your own conversation like the one in… Base it on the information below and add your own ideas. / Have the conversation you planned in …

Look at the photos. What type of trip is it? Read and listen to the article about an unusual trip. Check your ideas in … Answer

the questions. Read the information again. What do each of the numbers in the box refer to? Look at the table. Complete the sentences with already, still or yet Complete the conversation between a mother and a son with the present perfect.

Use the verbs in brackets. Listen and check. Writing the sentences about this week with still, yet and already and the things in

the box. Compare with a partner. Are they the same? Work with a partner. Look at the photo of some teenagers on a school trip in Paris.

What kind of things you think they’ve done on their trip so far? Listen to three conversations with some of the teenagers in the photo. Which

sentence best summarises how they feel about the trip? Listen again. Answer the questions. Match the phrasal verbs in bold in the sentences from the conversation with their

synonyms and definitions. Listen and repeat sentences 1-6 from … Look at the table. Complete the sentences with for or since. Look at the conversation in the table. Choose the correct options to complete the

rules about the present perfect and past simple. Choose the correct options. Listen and check Read and listen to an article about New Zealand. Match the photos from … with the

reasons for visiting New Zealand. Read the article again. Find the numbers in the box in the article and explain what

they refer to.


Find out about unusual sports in Australia. Dave is talking to Gema, an activity guide, about a canoeing trip. Listen and

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

language Look at the photos and read Mitch’s blog. Where is he on holiday? Find two other exclamations in the blog in … Make exclamations using the nouns below and a positive or negative adjective from

the box. Read Mitch’s blog again. Make notes on the things in the Look at Content box. Plan a travel blog post from a place where you are on holiday. Use the list in the

Look at Content box and make notes. Writing your travel blog post. Use your notes from … and the language below to

help you. Writing about 120 words. Can you say YES to these questions?


Reading phrases and contents to write a post for a travel blog. Revise and correct Spanish speakers' typical mistakes: a) Using go in front of

certain activities with -ing; b) Using already/since with present perfect, no with simple past.

Doing crosswords (vocabulary), games (chain game) and competitions (Be curious).

Interpreting maps (time zone map). Put the words in order to make sentences. Repeat dialogues and conversations in pairs.


Valuing travel as a way of finding out about other cultures and ways of life. Valuing the importance for Humanity of the discoveries. Finding out about the importance of self-assessment. Finding out about using del formal and informal language. Respecting other people's preference and opinions about favourite places, climates

and seasons and travel. Valuing the real importance of speaking other languages, in particular English.

2 Competences



Understanding the main points and some details of oral messages, spoken aloud or played as recordings.

Listening to the description of a sailing trip.

Listening to a family from London's


Understanding the most important things in daily transactions and tasks and in formal and informal conversations.

conversation about its holidays, three short conversations between adolescents talking about a trip to Paris, and a conversation between adolescents talking about the most interesting things they have ever done.

.


Listening to an article with five reasons to visit New Zealand and information about a trip down a canyon.Watch four videos: 5.1. About Fernando de Magallanes and the first journey around the world; 5.2. Describing a guidebook about Australia; 5.3. Short presentation given by various adolescents answering the question What’s the most exciting thing you’ve done; 5.4. Short documentary about the imaginary longitude and latitude lines around the Earth.


Identifying and using correct intonation with first conditional sentences.

TALK / CONVERSE


Presentation to the class de the information gathered about a discoverer from la the Age of Discovery, a short guidebook and de information gathered about a place in Australia.


Oral interaction in pairs about what types of travel you can do in the area you live in.Oral interaction in pairs to answer questions about travel in the area you live in.A description of the type of trip a classmate has gone on.Oral interaction in pairs about a text about journey at sea.


Exchanging information in pairs about some adolescents' trip to Paris, about their experiences, asking for information for going on a trip down a canyon and to ask for information about activities in the open air (rafting or kite surfing).


Debate as a group about ways of learning new expressions in English.Exchanging information as a group about whether there are still places to explore on the Earth.Oral interaction in pairs in which looking at a map and saying the time in different countries in different time zones.

READING



Correctly interpreting descriptions of activities or exercises.Taking in phrases and contents for writing a text: a post for a travel blog.


Understanding extra information marked as Fact. Understanding the description of a sailing trip.


Understanding the description de two types of holidays: Nepal and the Inca route. Understanding a text with five reasons to visit New Zealand.




Understanding information about parallels and meridians, about the climate and the seasons in a place on the Equator, about the climate and the seasons somewhere in the Antarctic and a post on a travel blog.


Understanding texts about New Zealand, about Fernando Magallanes' trip around the world and a guidebook about Australia.

WRITING


Writing five sentences about holidays, three sentences about the current week using still, already and yet, and the words given, answers to questions using still, yet and already, and a conversation about a journey using present simple and present perfect


Writing ideas about whether there are still places to explore in the world, four sentences giving opinions about which holidays they prefer: Nepal or the Inca route,questions to ask for information to carry out an adventure activity, a conversation to ask for information about activities in the open air (rafting or kite surfing), five sentences about activities on your favourite holidays. Writing a post for a travel blog


Writing about a place chosen Australia from five suggested. Writing a short paragraph comparing the climate and the seasons at a place on the Equator and a place in your country.Writing a short paragraph comparing the climate and the seasons in a place in the Antarctic and a place in your country.




Comparing climatic data in different places.


Doing crosswords.

Valuing and following healthy habits. Recognising activities in the open air as a healthy way of life.


Looking for information about a discoverer from the Age of Discovery.Looking for information about the climate and the seasons in places on the Equator and in the Antarctic.Looking for information about a place chosen in Australia.


Prepare material (poster, presentation…) for giving the class information about La the Age of Discovery, the climate and the seasons some place on the Equator and in the Antarctic and about a place chosen in Australia.


Read and write a post for a holiday blog.




Expressing individual preferences and respecting other people's preferences.Respecting other people's opinions about what type of holidays pupils prefer, about the climate and the seasons.Using expressions help to hold discussions and show agreement or disagreement.


Giving information about the climate and the seasons.Giving information about the discovery journeys.


Finding out about and respecting the lifestyle of people in other countries and latitudes: New Zealand, Australia, a place on the Equator, a place in the Antarctic.


Making posters and presentations with material visual.

Identifying cultural features of English-speaking countries and compare them with

Finding out about facets of life in New Zealand and Australia.


their own, showing respect and interest.


Interest in travelling and seeing other countries and cultures.


Individually do the exercises from the Workbook.Do the homework individually (looking for and compiling information, making a poster…).Take in and use phrases learned to write a post for a holiday blog.






Look further into the Grammar Reference and make progress in the general use of what has been learned.






Using phrases given for writing a post in a travel blog.

3 Social awareness.



Accepting other people's opinions and preferences: about climates and seasons, travel preferences for holidays, places to visit in Australia…






Geography and History: information about time zones. Finding out about different climates and seasons de places in the world in different time zones.


Name recognise and present vocabulary connected with travel (and related questions) and six phrasal verbs.

Make appropriate use of Present Perfect with still, already y yet, Present Perfect with for and since, and comparison and use of the Present Perfect and the Simple Past.

Using correct pronunciation and accent in first conditional sentences. Finding out about and using basic Sociocultural and sociolinguistic aspects, such

as valuing travel as a way of finding out about other cultures and ways of life, the importance of discoveries for Humanity and respecting other people's preferences and opinions about favourite places, climates and seasons and travel.

Producing short, comprehensible oral texts which give, request and exchange information: the types of travel you can do in the area you live in, about a journey a classmate has gone on, about a sailing trip, about some adolescents' trip to Paris, about their experiences, asking for information for going on a trip down a canyon and asking for information about activities in the open air, about ways of learning new expressions in English, about whether there are still places to explore on the Earth and about times in different countries in different time zones.

Understanding the main idea and specific information in oral messages: the description of a sailing trip, a family from London's conversation about its holidays, three short conversations between adolescents talking about a trip to Paris, a conversation between adolescents talking the most interesting things they have ever done, an article with five reasons to visit New Zealand and information about a trip down a canyon and four videos.

Understanding general information and getting the main ideas in written texts of different types: description of a sailing trip, two types of different holidays, five reasons to visit New Zealand, about Fernando Magallanes' journey around the world and a guidebook about Australia information about parallels and meridians, about the climate and the seasons in a place on the Equator, about the climate and the seasons in a place in the Antarctic and a post in travel blog.

Write brief, simple texts and with clear structures: writing ideas about whether there are still places to explore in the world, four sentences giving opinions about which holidays pupils prefer: Nepal or the Inca route, de questions to ask for information to carry out an adventure activity, of a conversation to ask for information about activities in the open air (rafting or kite surfing), five sentences about activities on favourite holidays, a post for a travel blog about a place chosen in Australia from five suggested, two short paragraphs comparing the climate and the seasons in a place on the Equator and another in the Antarctic with those in your country.


CLIL: dealing with Geography and History subjects in English.



Recognising and presenting Recognise and use a limited LC


vocabulary connected with travel (and related questions) and six phrasal verbs.

repertoire of common vocabulary about travel (and related matters) and six phrasal verbs.

SCSMSCT

Practice using and forming expressions with Present Perfect with still, yet and already and for and since. Differentiate between and use Present Perfect and Simple Past.




Distinguishing and using habitual communication functions: giving opinions and stating preferences and discuss different types of travel, places, about the climate and the seasons; ask for and give information about activities in the open air, using exclamations for showing feelings and write a post for a travel blog.

Correct mistakes found.

LCCD

SCSLL

Practise accent and intonation for first conditional sentences and the pronunciation of phrasal verbs.

Recognising and using correct accenting for first conditional.


LC

Listening to the description of a sailing trip, a family from London's conversation about its holidays, three short conversations between adolescents talking about a trip to Paris, a conversation between adolescents talking the most interesting things they have ever done, an article with five reasons to visit New Zealand, information about a trip down a canyon and four videos.

Reading a description of a sailing trip, two types of different holidays: Nepal and the Inca route, five reasons to visit New Zealand, about Fernando Magallanes'


LCCD

SCSMSCT


journey around the world and a guidebook about Australia, information about parallels and meridians, the climate and the seasons in a place on the Equator, the climate and the seasons de a place in the Antarctic and a post on a travel blog.

Debate with classmates about the influence of climate and the seasons in people's lives, the existence of different ways of travelling and finding out about others, the importance of discoveries for Humanity and respect for other people's preferences and opinions with regards to places, climates, seasons and travel.

Finding out about and using basic Sociocultural and sociolinguistic aspects, such as valuing travel as a way of finding out about other cultures and ways of life, the importance of discoveries for Humanity and respecting other people's preferences and opinions about favourite places, climates and seasons and travel.

LCSCS

Giving information about types of travel in the area you live in, about a trip a classmate has gone on, about a sailing trip, about some adolescents' trip to Paris, about their experiences, asking for information for going on a trip down a canyon and asking for information about activities in the open air, about ways of learning new expressions in English, about whether there are still places to explores on Earth and the time in different countries in different time zones.


LCSCS

Work on the description of ideas about whether there are still places to explore in the world, four sentences giving opinions about which holidays pupils prefer: Nepal or the Inca route, questions to ask for information to carry out an adventure activity, of a conversation to ask for information about activities in the open air (rafting or kite surfing), five sentences about activities on favourite holidays, a post for a travel blog about a place chosen in


LCCDLL

SCSSIE


Australia from five suggested, two short paragraphs comparing the climate and the seasons in a place on the Equator and another in the Antarctic with those in your country.


UNIT 6 FEARS

1 Contents


Listening to and revising de la pronunciation of diphthongs /aı/ and /eı/. Listening to and understanding of a conversation about a journey to Las Vegas to

go to a wedding. Listening to and understanding videos: 6.1. Presentation about capturing a king

cobra; 6.2. Describing Maya calendars; 6.3. Some adolescents talking about their fears; 6.4. A look at life in large Russian cities.

Listening to and understanding two conversations between a group of friends. Listening to and understanding an article about superstitions. Listening to and understanding Jordan's conversation about a course he is on. Listening to and understanding information about some cities.


Exchanging information in pairs about fears. Oral interaction in pairs to ask questions and give answers about help which can be

given to deal with phobias. Oral interaction in pairs to talk about the superstitions in the photos. Exchange of questions and answers in pairs about your own superstitions. Oral interaction in pairs to talk about things connected with phobias Exchange of personal information in pairs: Advantages and disadvantages of living

in the two places shown in the photos. Presentation to the class of the information about king cobras. Presentation to the class of the information about Maya civilization. Pupils share information in pairs about some of the great cities in Russia. Present the information gathered about a celebrity.


Reading and understanding a text about advice about phobias. Reading texts about king cobras. Reading texts about phobias. Reading a text about exam phobia. Reading and understanding an article about superstitious people. Reading and understanding information about Maya civilization. Reading an e-mail about plans and problems. Reading and understanding a personal e-mail. Reading and taking in phrases and contents for writing a text: a personal e-mail. Reading the reference sections shown in the activities. Reading and understanding extra information marked as Fact. Reading and understanding. A data card about Serena Williams. Reading information about some large Russian cities.


Writing a list of advice for somebody who suffers from it. Answers to questions about certain fears. Answers to questions about exams.


Complete sentences using be going to. Chose the right adjective from those ending in -ed or -ing. Writing sentences in answer to various questions about plans and intentions. Complete sentences giving personal information. Complete rules and sentences using a few, a Little, a lot of/lots of, How many, How

much. Describing opinions and reactions to horoscopes. Complete a conversation showing surprise and incredulity. Prepare a conversation about phobias. Writing a personal e-mail. Draw up a list about the advantages of living in New York and Berlin. Complete some notes about global cities. Writing comparing a Russian city of your choice with a city in your country. Preparing a data sheet about a celebrity.



Presentation about your fears and other people's. Expressing opinions and beliefs. Expressing surprise and incredulity. Describing plans and intentions. Talk about subjects which are of interest, worry you, frighten or make you feel

positive using adjectives ending in -ed or en -. Expressing quantification.

Vocabulary:

Vocabulary connected with fears and phobias: flying, heights, the dark, lifts, insects, birds, clowns, snakes; serious, anxious, scared, uncontrollable embarrassed

Adjectives which end in -ed or en -ing.


Using be going to, present continuous and simple present to express plans and intentions.

Using quantifiers: a few, a Little, a lot of/lots of, How many, How much.


Recognising, contrasting and the correct pronunciation of diphthongs /aı/ and /eı/.

Classroom language:

Match the words with the photos. Listen, check and repeat. Work with a partner. Answer the questions. Read and listen to… Look at the table. Complete the sentences/conversation with … Choose the correct option. Complete the sentences so they are true for you. Add details about each one. Read the text/ article again. Correct the sentences.


Work with a partner. Take turns to respond with appropriate phrase/ Plan your own conversations.

Find examples of … Complete the sentences with the correct adjective form of the words in brackets. Complete the sentences with much or many. Make a list of... Work with a partner. Answer the questions. / Ask and answer the questions… /

Practise the conversation … Discuss with your partner. Compare your ideas with a partner. Put the letters in order to make eight fears. Complete the rule in the grammar box. Listen and write the sentences. Listen again. Are these sentences true or false. Check the meaning of these words from the text in a dictionary. Number the things in the list in the order they appear in the mail. Translate the sentences into your language. Practise the conversation with a partner. Find examples of… Plan your email. Use the list in the Look at Content box and make notes. Writing your email. Use your notes from … and the language below to help you. Can you say YES to these questions? Choose the correct words to complete the text.


Using present tenses to talk about the future. Differences in the meanings of uses of adjectives ending with -ed and those ending

with -ing. Reading phrases and contents to write a personal e-mail. Using quantifiers to express quantity.


Finding out about different fears and phobias and advice for avoiding them. Expressing opinions and reasons for having them. Finding out about life in large cities. Finding out about Maya civilization.


2 Competences




Listening to and understanding Jordan's conversation about a course he is on. Listening to and understanding information about some cities.


Listening to and understanding of a conversation about a journey to Las Vegas to go to a wedding and two conversations between a group of friends.


Listening to and understanding an advice column on-line and an article about superstitions.

Watch four videos: 6.1. Presentation about capturing a king cobra; 6.2. Describing Maya calendars; 6.3. Some adolescents talking about their fears; 6.4. A look at life in large Russian cities.

TALK / CONVERSE


Presentation to the class of the information about king cobras.Presentation about la information about Maya civilization.Present the information gathered about a celebrity.


Exchange of personal information in pairs: Advantages and disadvantages of living in the two places shown in the photos.Pupils share information in pairs about some of the great cities in Russia


Exchanging information in pairs about fears.Oral interaction in pairs to ask questions and give answers about help which can be given to deal with phobias.Oral interaction in pairs to talk about the superstitions shown in some photos.


Exchange of questions and answers in pairs about your own superstitions and those of your country.Oral interaction in pairs to talk about things


connected with phobias

READING


Interpret the wording of the activities or exercises.Taking in phrases and contents for writing a text: a personal e-mail.


Reading an e-mail about plans and problems.Reading and understanding a personal e-mail.


Reading the reference sections shown in the activities.Understanding extra information marked as Fact.


Reading texts about phobias, another about exam phobia and one about advice for avoiding phobias.Reading and understanding an article about superstitious people.Reading an e-mail about plans and problems and another about personal information.Reading and understanding a data sheet about Serena Williams.


Reading texts about king cobras.Reading information about Maya civilization.Reading about life in large Russian cities.

WRITING


Writing a personal e-mail.Prepare a conversation about phobias.


Writing sentences in answer to various questions about plans and intentions.Preparing a data sheet about a celebrity.Complete sentences giving personal information.Complete some notes about global cities. Complete a conversation showing surprise and incredulity.


Writing a list of advice for somebody who suffers from it.Answers to questions about certain fears.


Answers to questions about exams.


Describing opinions and reactions to horoscopes.Draw up a list with reasons about the advantages of living in New York and Berlin.Writing comparing a Russian city of your choice with a city in your country.



Compare life in cities with different town planning criteria: Berlin and New York.


Looking for information about king cobras/animal phobia/Maya civilization/large Russian cities


Preparing a fact sheet about a celebrity.




Expressing individual preferences and respecting other people's preferences.Using communication reinforcers.


Finding out about British people's superstitions.


Preparing a celebrity's autobiographical card.


Comparing superstitions.


Individually do the exercises from the Workbook.Do the homework individually (looking for and compiling information, making a poster…).Taking in and using phrases learned to write an autobiographical card.



Showing an interest in carrying out Do the Review sections with interest.


evaluations into your own progress and identify points for improvement.








Using phrases given for writing personal e-mails.

3 Social awareness.



Accepting other people's tastes and preferences (favourite things). Showing an interest and giving constructive criticism about work done by

classmates (posters, presentations…)

Education for gender equality

Respecting and valuing boys' and girls' tastes and preferences (favourite things) equally.

Recognising that both boys and girls can be adventurers, heroes/heroines, scientists, etc.

Education against discrimination

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.




Geography and History: life in a global city; comparing life in two cities; economic characteristics; advantages and disadvantages of living in a large city.

5 Assessment criteria Name recognise and present vocabulary connected with fears and phobias. Adjectives which end in -ed or en -ing.


Using be going to, present continuous and simple present to express plans and intentions.

Using quantifiers: a few, a little, a lot of/lots of, How many, How much. Using correct pronunciation and intonation: in oral exchanges and in presenting

information and/or personal productions to the class. Understanding the main idea and specific information in oral messages: Listening

to and understanding an online advice column and an article about superstitions. Listening to and understanding an online advice column and an article about superstitions.

Understanding general information and getting the main ideas in written texts of different types: Reading texts about phobias; exam phobia; advice for avoiding phobias; an article about superstitious people; an e-mail about plans and problems and another about personal information.

Finding out about and using basic Sociocultural and sociolinguistic aspects such as superstitions in other countries, phobias and life in other large cities.

Producing short, comprehensible oral texts which give, request and exchange information: Draw up a list with reasons about the advantages of living in New York and Berlin. Writing comparing a Russian city of your choice with a city in your country.

Write brief, simple texts and with clear structures about a conversation/role-play about personal information and mutual introductions.


CLIL: using ideas in English in Geography and History.



Recognising and presenting vocabulary connected with fears and phobias and adjectives ending in -ed or -ing which express those fears.

Recognise and use a limited repertoire of common vocabulary about fears and phobias, adjectives ending in -ed or -ing which express these fears.

LC

Practice using and forming be going to, present continuous and simple present to express plans and intentions.

Using quantifiers: a few, a little, a lot of/lots of, How many, How much.



Distinguish and carry out habitual communication functions: expressing plans and intentions.Expressing quantities.Expressing surprise and incredulity.Correcting the mistakes found.

LCLL

Practise pronouncing the diphthongs /aı/ and /eı/.

Recognise and pronounce and write /aɪ/ and /eɪ/.

LCLL



Listening to de Jordan's conversation about a course he is on; information about some cities; a conversation about a journey to Las Vegas to go to a wedding; two conversations between a group of friends; online advice; an article about superstitions and four videos.

Reading de an e-mail about plans and problems; texts about phobias; exam phobia and one about advice to avoid phobias; an article about superstitious people and a data sheet about Serena Williams.


LCSCSCCE

Debate with classmates about superstitions en other countries, phobias and life in other large cities.

Finding out about and using basic Sociocultural and sociolinguistic aspects such as superstitions in other countries, phobias and life in other large cities.

LCCCE

Exchanging information in pairs about fears; asking questions and giving answers about help which can be given to deal with phobias; talking about the superstitions shown in some photos; questions and answers about your own superstitions and those of your country of origin.


LCSCSCCE

Work on autobiographical cards about a celebrity.


LCCDLL

SCSSIE


UNIT 7 LET’S TALK

1 Contents


Listening to and understanding the introduction of an online survey to decide which three sentences best reflect its contents.

Listening to and understanding a survey about making and having friends. Listening to and understanding de four conversations about relationship problems. Listening to and understanding an article about English. Listening to and understanding a conversation in which one sister encourages

another to feel more secure in an oral presentation in class. Listening to and understanding a conversation in which two friends, girls, talk about

something which one of them has done. Listening to and understanding videos: 7.1. Presentation about social networks and

websites; 7.2. Documentary about the languages spoken in China and introduction to Mandarin; 7.3. An adolescent girl talking about an oral presentation in class; 7.4. A feature about a team of archaeologists studying hieroglyphics.

Listening to and understanding a text in which a linguist talks about reading and writing.


Oral interaction in pairs in which looking at a photo of two young people talking on Skype and comparing the situation with their family life.

Oral interaction in pairs about the use of social networks for making and having friends.

Conversation in pairs discussing whether information on Wikipedia can be trusted. Predictions about your lives in ten years' time. Presentations in pairs about three experiences. Oral interaction in pairs about moments in which there are communication

problems with other people. Oral interaction in pairs talking about possible future situations (using the first

conditional). Exchanging opinions in pairs about the proper use of English. Oral interaction in pairs asking and giving answers about whether they have ever

given an oral presentation. Conversation in which one sister encourages another to feel more secure in an oral

presentation. Oral interaction in pairs to encourage each other in moments of nervousness or

timidity. Oral interaction in pairs about whether they would like to study archaeology. Presentation about hieroglyphics, Presentation about favourite websites



Reading and understanding the introduction of an online survey and the sentences which summarises its contents.

Reading and understanding a survey about making and having friends and the results.

Reading and understanding an article about English. Reading and understanding an essay about mobile phones. Reading and understanding a text in which a young person explains how the

Internet has changed his/her life. Reading and taking in phrases and contents for writing a text: an article for a school

newspaper. Reading the reference sections shown in the activities. Reading and understanding extra information marked as Fact. Reading and understanding information about hieroglyphics. Reading and understanding sentences about written communication to decide

whether they are true or false. Interpreting messages based on drawings. Reading and understanding de information about hieroglyphic writing.


Writing in pairs answers to questions about forms of communication. Writing at least five sentences in response to questions about how to communicate

with friends. Writing your opinion about the question: Anyone can edit the information on

Wikipedia, which means that it can’t be trusted. Complete sentences using future continuous. Complete phrase using the first conditional. Writing sentences with the first conditional to describe possible future situations. Describing a chain of events using the first conditional. Writing at least five sentences about your life using will, won’t, may and might. Writing sentences in pairs to encourage somebody to act. Writing a conversation to encourage and give somebody confidence. Writing at least three advantages to the Internet Writing an essay about whether social network sites such as Facebook are the best

way of communicating for adolescents. Writing about social networks sites. Writing about the problems associated with adolescents taking their mobile phones

to class. Writing answers to questions about hieroglyphics. Working together in pairs to write a short message only using drawings. Preparing a presentation about favourite websites.




Using expressions to encourage and make somebody feel secure: Don´t worry / You don’t need to worry / You’ll be fine (I’m sure) / Listen, I think I can help you / I’ll turn out all right / Of course you can (do it)!

Describing possible future situations (first conditional) Predictions about their lives using the future continuous, may and might. Expressing opinions about the best way to communicate with friends, about

websites, about Wikipedia and about mobile phones in class. Comparing your way of life with regards to communication with that of other people. Writing an essay about whether social networks are the best way to communicate

for adolescents. Understanding definitions and associations with the things is defined.

Vocabulary:

Means of communication: tweet / text message / Facebook update / chatting / phone call / Skype call / blog post.

Communication verbs: whisper / complain / boast / gossip / argue / joke / shout / criticise.


Will, may and might. Future continuous. The first conditional.


Recognising, contrasting and spoken emphasis in the first conditional. Pronunciation and recognising vocabulary connected with ways of communicating. Pronunciation and recognising verbs for communication.

Classroom language:

Match the words in the box with the photos (1–5). Which two words are not in the photos.

Listen, check and repeat. Match the comments with a form of communication from … Work with a partner. Answer the questions. / Look at the photo and compare the

situation with your family life. / Answer the questions. / Look at the photos of four different conversations and answer the questions. Tell him/her about one of the following situations / Look at the photos and answer the questions. /Watch the teenagers answering the question…. / Plan your own conversation like the one in… Base it on the information below and add your own ideas.

Read and listen to the introduction to an online survey. What is it about? Read and listen to the survey. Then answer the questions for you and calculate the

results. Match the words and phrases from the survey with the definitions below.


Look at the table. Choose the best option for each sentence. In one case both are possible.

Look at the table. Complete the sentences using the correct form of the future continuous.

Listen and check. Listen to four short conversations. Match the photos in … with the conversations. Listen and answer the questions. Listen and repeat the communication verbs. Look at the sentences in the table. Choose the correct options to complete the

rules about the first conditional. Correct the text with the correct form of the verbs in brackets. Use the present

simple and will/won’t. Listen and check. Finish the sentences below so that they are true for you. Then compare with a

partner Add the words in brackets to the sentences below. Read and listen to the article about English. According to the article, is English still

the world’s number one language? Listen and repeat the phrases in the Functions box. Translate them into your

language. Look at the photos and read Gabi’s essay. What is the title of the essay? Find other words or phrases to introduce arguments in the essay in … Complete the sentences with the words in the box. Read Gabi’s essay again. Answer the questions. Plan an essay with the title ‘Social networking sites like Facebook are the best way

for teenagers to communicate’. Use the list in the Look at Content box and make notes.

Writing your essay. Use your notes from … and the language below to help you. Writing about 120 words.



Reading de phrases and contents to write an essay about social networks. Revise and correct Spanish speakers' typical mistakes: a) Using the verb make

(neither do nor get) to form the collocation ‘Make friends’; b) Do not use will in sentences starting with if/unless.

Do a crossword to learn vocabulary. Carry out a questionnaire about making and having friends.


The importance of helping and understanding others to carry out tasks which make them nervous or insecure.

Recognising the importance of social networks for communication. Recognising the advantages of the Internet. Respecting other people's opinions. Recognising the importance of non-verbal communication: pupils create a message

only using drawings. Recognising the importance of English as a means of communication.

2 Competences





Listening to the introduction of an online survey and decide which three sentences best reflect its contents.Listening to a survey about making and having friends.


Listening to four conversations about relationship problems.Listening to a conversation in which one sister encourages another to feel more secure in an oral presentation in class.Listening to a conversation in which two friends, girls, talk about something which one of them has done.


Listening to an article about English, a text in which a linguist talks about reading and writing and fourvideos: 7.1. Presentation about social networks and websites; 7.2. Documentary about the languages spoken in China and introduction to Mandarin; 7.3. An adolescent girl talking about an oral presentation in class; 7.4. A feature about a team of archaeologists studying hieroglyphics.


Identifying and correctly accenting first conditional sentences.

TALK / CONVERSE


Presentation about hieroglyphics. Presentation about favourite websites.


Oral interaction in pairs looking at a photo of two young people talking on Skype and comparing the situation with their family life.Oral interaction in pairs about whether they use social networks for making and having friends.Conversation in pairs in which they discuss whether they can trust information de Wikipedia. Predictions about your lives in ten years' time.Presentations in pairs about three experiences.



Oral interaction in pairs about moments in which there are communication problems with other people.Oral interaction in pairs in which pupils talk about possible future situations (with the first conditional).Exchanging opinions in pairs about their use of English.Oral interaction in pairs asking and giving answers about whether they have ever given an oral presentation.


Conversation in which one sister encourages another to feel more secure in a presentation. Oral interaction in pairs to encourage each other in moments of nervousness or timidity.Oral interaction in pairs about whether they would like to study archaeology.

READING


Interpret the wording of the activities or exercises.Taking in phrases and contents for writing a text: an essay about communication and social networks. Understanding sentences about written communication to decide whether they are true or false.


Understanding the introduction of an online survey and the sentences which summarise its contents.Understanding a survey about digital addiction and its results.Understanding an essay about mobile phones. Understanding extra information marked as Fact.


Understanding a text in which a young person explains how the Internet has changed his/her life. Understanding information about hieroglyphic writing.





Interpreting messages based on drawings.Understanding an essay about communication and social networks.


Understanding an article about English. Understanding information about hieroglyphics

WRITING


Complete sentences using future continuous and the first conditional.Writing sentences with the first conditional to describe possible future situations and answers to questions about forms of communication


Writing at least five sentences in response to questions about how to communicate with friends. Describing a chain of events using the first conditional.Writing at least five sentences about your life using will, won’t, may and might.Writing sentences in pairs to encourage somebody to act and from a conversation to encourage and give somebody confidence.Writing at least three advantages to the Internet.Writing answers to questions about hieroglyphics.


Writing opinion about the question: Anyone can edit the information on Wikipedia, which means that it can’t be trusted. Writing an essay about whether social network sites such as Facebook are the best way of communicating for adolescents. Writing about social networks sites. Writing about the problems associated with adolescents taking their mobile phones into class.Working together in pairs to write a short message only using drawingsPrepare a presentation about favourite websites.

Mathematical competences and basic science and technology competences.Putting in order and classifying data following a criterion.

Putting parts of a sentence in order following syntactic criteria.


Doing crosswords.

Digital competences



Looking for information about hieroglyphics.


Prepare material (poster, presentation…) for giving the class information about hieroglyphics.


Using social networks for making and having friends.




Understanding and value the use of English for communicating with other people and to find out about other cultures.


Make proper use of English in order to communicate with its speakers.


Prepare a poster or a presentation.


Compare English and Spanish in terms of numbers of speakers and the importance of each in the current world.


Recognising English as the most spoken language in the world.


Individually do the exercises from the Workbook.Do the homework individually (looking for and compiling information, making a poster…).Take in and use phrases learned to write an essay about social networks and adolescents' way of communicating.






Look further into the Grammar Reference and make progress in the general use of what has been learned.

Sense of initiative and entrepreneurial spirit.Using the strategies needed for studying Work individually on the tasks given.


individually.




Using phrases given for writing an essay about adolescents and social networks.

3 Social awareness.



Accepting other people's opinions and preferences: use of English, using de social networks for communication, the advantages and disadvantages of the Internet, the problems associated with taking mobile phones to class, Wikipedia…





Technology: the development of written communication. The evolution of written communication throughout history.


Name recognise and present vocabulary connected with ways of communicating and verbs for communication.

Making appropriate use of will, may and might. Making appropriate use of the future continuous. Making appropriate use of the first conditional. Using correct pronunciation and accent in la first conditional sentences. Finding out about and using basic Sociocultural and sociolinguistic aspects, such

as the importance of helping and understanding others to carry out tasks which make them nervous or insecure, the importance of social networks for communication, recognising the advantages of the Internet, respect for other people's opinions, the importance of non-verbal communication and the importance of English as a vehicle for communication.

Producing short, comprehensible oral texts which give, request and exchange information: information about forms of communicating, about the use of social networks for making and having friends, about whether information in Wikipedia is reliable predictions about their lives in ten years' time, explaining three experiences, information about moments in which there are communication problems with other people, possible future situations, about their own use of English and about whether they have ever given a presentation in English.


Understanding the main idea and specific information from oral messages: an online survey to decide which three sentences best reflect its contents, survey about digital addiction, four conversations about relationship problems, a conversation in which one sister encourages another to feel more secure in an oral presentation in class, a conversation in which two friends, girls, talk about something which one of them has done, an article about English, a text in which a linguist talks about reading and writing and four videos.

Understanding general information and getting the main ideas in written texts of different types: the introduction of an online survey and the sentences which summarise its contents, a survey about making and having friends and its results, an essay about mobile phones, a text in which a young person explains how the Internet has changed his/her life, information about hieroglyphic writing, an essay about communication and social networks, and an article about English.

Write brief, simple texts and with clear structures: a text giving opinions about the question: Anyone can edit the information on Wikipedia, which means that it can’t be trusted, an essay about whether social network sites such as Facebook are the best way of communicating for adolescents, about social networks in general, the problems associated with adolescents taking their mobile phones to class, a short message only using drawings and a presentation about favourite websites.


CLIL: using ideas in English in the Technology area.




Recognising and presenting vocabulary connected with ways of communicating (and related questions) and verbs for communication.

Recognise and use a limited repertoire of common vocabulary about ways of communicating (and related matters) and verbs for communication.

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MSCT

Practice using and forming expressions with will, may and might, with the future continuous and the first conditional



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

Distinguishing and using habitual communication functions: giving opinions and show agreement about the best way to communicate with friends, websites, the reliability of Wikipedia and about mobile phones in class.Writing an essay about whether social networks are the best way to communicate for adolescents.


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Practise pronunciation and intonation of the first conditional

Pronunciation and recognising de vocabulary de ways of communicating and verbs for communication.

Recognising and giving correct intonation with the first conditional.


LC

Listening to an online survey to decide which three sentences best reflect its contents, a survey about digital addiction, four conversations about relationship problems, a conversation in which one sister


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SCSMSCT


encourages another to feel more secure in an oral presentation in class, a conversation in which two friends, girls, talking about something which one of them has done, an article about English, a text in which a linguist talks about reading and writing and four videos.

Reading the introduction to an online survey and the sentences which summarise its contents, a survey about digital addiction and its results, an essay about mobile phones, a text in which a young person explains how the Internet has changed his/her life, information about hieroglyphic writing, reading an essay about communication and social networks, and an article about English.

Debate with classmates the influence of adolescents' ways of communication, using social networks, favourite websites, their use of English.

Finding out about and using basic Sociocultural and sociolinguistic aspects such as the importance of helping and understanding others to carry out tasks which make them nervous or insecure, the importance of social networks for communication, respecting other people's opinions, the importance of non-verbal communication and the importance of English as a vehicle of communication.

LCSCS

Giving information about forms of communicating, the use of social networks for making and having friends, about whether information on Wikipedia is reliable, about what their lives will be like in ten years' time, explaining three experiences, information about moments in which there are communication problems with other people, about possible future situations, about their own use of English and about whether they have ever given a


LCSCS


presentation in English.

Work on the description a text about the reliability of Wikipedia, the social networks and adolescents' ways of communicating, about social networks in general, the problems associated with adolescents taking mobile phones to class, a short message only using drawings and a presentation about favourite websites.


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UNIT 8 SCHOOL LIFE

1 Contents


Listening to and understanding a text about a school without obligations or restrictions in New York.

Listening to and understanding of a conversation between two young people filling in a questionnaire about difficult situations.

Listening to and understanding an article about Singapore. Listening to and understanding a conversation between two young people in which

a girl explains a problem and asks for advice. Listening to and understanding videos: 8.1. Describing a business in Mexico; 8.2.

Describing how pupils learn Maths in Singapore using games and art; 8.3. Short presentation from a young girl asking other adolescents a question; 8.4. Describing a manual with security measures for the Internet.

Listening to and understanding a conversation between an adolescent girl and her father talking about her education.

Listening to and understanding a text about young people and social networks.


Exchanging information in pairs about rewards and punishments at school. Debate about good and bad behaviour at school. Oral interaction in pairs with questions and answers about what you would like your

school to be like. Description and deduction about what two adolescents are doing in a photo. Oral interaction in pairs about what you would do in difficult situations. Oral interaction in pairs discussing whether a statement is valid for each persona

and, if not, correcting it. Oral interaction in pairs with questions and answers about hypothetical situations. Oral interaction in pairs comparing their favourite ways of learning Maths: writing,

listening, debating or with practical tasks. Debate about how Maths are taught in Singapore. Oral interaction in pairs in which a young woman explains a problem and asks for

advice from a friend. Pupils give advice about a series of problems posed. Oral interaction in pairs with questions and answers about young people and social

networks. Oral interaction in pairs about ideas to be safe on the Internet. Oral interaction in pairs about the advantages and disadvantages of social

networks. Presentation to the class of the information obtained about a successful

cooperative business. Presentation to the class about a business which pupils could set up with their

classmates.



Reading and understanding an article about a school in New York. Reading and understanding an article about Singapore. Reading and understanding a text about a school without obligations or restrictions. Reading and understanding and information leaflet about how to be safe on red. Reading and understanding a text about an educational experiment in which only

good behaviour is rewarded. Reading and understanding a leaflet about how to make friends at school. Reading the reference sections shown in the activities. Reading and understanding extra information marked as Fact. Reading a text about young people and social networks.

Block 4. Production of written texts Describing the ideal school. Writing at least five sentences about the things you would change if you were head

teacher at your school. Answering questions about education at home. Writing ideas about an experiment at a school not punishing, only rewarding good

behaviour. Writing sentences about ways of learning Maths at school. Writing answers to questions about hypothetical situations. Writing sentences with the second conditional to fill in a questionnaire. Describing a conversation to ask for advice. Writing sentences to give advice for security on the web. Writing strategies for keeping security on the Internet. Writing information leaflets. Writing a leaflet to give advice how to avoid stress at school.



Expressing opinions about your own school and schools without restrictions, about different ways of learning Maths.

Using expressions for giving and asking for advice: I need your advice / What’s the problem?/ What do you think I should do / If I were you I wouldn’t … / It’s a good idea to … /Have you tried …? / They said I shouldn’t worry. / May be we could …

Writing leaflets giving advice for different situations: safety on the web, how to avoid stress at school…

Comparing different points of view about different types of schools, learning Maths, about rewards and punishments at school, answers to a questionnaire.

Vocabulary:

School life: bullying / getting a prize / wearing a uniform /getting detention / cheating / being punctual / following the dress code / writing lines / being rude / getting good marks.

Expressions with Make y Do connected with school: make a mistake / do homework / make a decision / make a phone call / make friends / make a mess / make fun / do the right thing.



The second conditional in affirmative and negative to give advice and talk about hypothetical situations.

The interrogative form in the second conditional for asking about hypothetical situations.


Recognising and pronouncing the letter u. Pronouncing collocations with make and do.

Classroom language:

Listen, check and repeat. Work with a partner. Look at the phrases in … Look at the photo and answer the questions. Read and listen to the article… Read the article again. Are the sentences true or false? Correct the false

sentences. Match the Word and phrases from the article with the definitions below. Look at the table. Choose the correct form of the verbs in the sentences below. Complete the questionnaire with the correct form of the verbs in brackets. Listen and check. Choose the options in the questionnaire in … that are true or false for you. Then

compare the answers with your partner. Work with a partner. Look at the photo and say what you think the teenagers are

doing. Listen to a conversation between two teenagers. Listen again. Choose the correct answers. Work with a partner. Discuss what you would do in the situations in … Complete the expressions with make and do. Look at the table. Choose the correct options to complete the questions. Complete the conversation with the correct form of the verbs in brackets. Read the article again. Answer the questions. Work with a partner. Answer the questions. Work with a partner. Watch the teenagers answering the question… Listen and complete the conversation with the words in the box. Listen and repeat the phrases in the Function Box. Translate them into your

language. Work with a partner. Practise the conversation in … Work with a partner. Take turns to respond with an appropriate phrase. Work with a partner. Plan your own conversation like the one in … Base it on the

information below and add your ideas. Look at the photo and read the leaflet. What is it about. Find three other ways to introduce a tip in the text in … Complete the sentences with the word in the box. Read the leaflet again. Does it include all the things from the Look at Content box.

How many tips are there? Plan a leaflet to help new pupils at your school to understand the rules. Use the list

in the Look at Content box and make notes. Writing a leaflet. Use your notes from … and the language below to help you. Can you say Yes to these questions?



Reading phrases and contents to write a leaflet giving advice about safety on the web.

Reply to a questionnaire practising the second conditional. Do a vocabulary crossword. Put words in order to form sentences and reinforce syntax. Revise and correct Spanish speakers' typical mistakes: using to after verbs which

follow would love/like. Repeat conversations heard in class, in pairs or as a group. Taking notes for planning writing. Cooperative work, in pairs or as a group.


Finding out about other ways of learning (education at home, education in schools without rules, education by playing in Singapore).

Understanding other people's problems and difficulties, the need to talk about them and ask for advice.

Valuing different realities: an Asian city with different characteristics from our city. Respecting school rules, regulations and how the school works. Respecting other people's opinions and preferences (one type of school or another,

one way of learning or another…) Valuing cooperative work. Valuing effort in carrying out activities as a group. Appreciating the importance of social networks in the current world. Finding out about the dangers involved in the use of social networks without means

of security.

2 Competences




Listening to a conversation between two young people in which a girl explains a problem and asking for advice.


Listening to an interview about academic education at home, en New York, a conversation between two young people filling in a questionnaire about difficult situations and a conversation between an adolescent girl and her father, talking about education.


Listening to an article about Singapore.Listening to a text about a school without obligations or restrictions. Listening to a text about young people and the social networks


Watch four videos: 8.1. Describing cooperative work directed by women in Mexico; 8.2. Describing how pupils learn Maths in Singapore using games and art; 8.3. Short presentation from a young girl asking other adolescents a question; 8.4. Presentation about a manual with security measures for the Internet.


- Read and pronounce the letter u correctly.

TALK / CONVERSE


Presentation to the class of the information obtained about a successful cooperative business. Presentation to the class about a business which pupils could set up with their classmates. Reading to the class de ideas for keeping security on the Internet.


Oral interaction in pairs in which a young woman explains a problem and asks for advice from a friend. Oral interaction in pairs with questions and answers about hypothetical situations. Pupils give advice about resolver a series of problems posed


Debate about how Maths are taught in Singapore.Debate about good and bad behaviour at school.


Exchanging information in pairs about rewards and punishments at school. Oral interaction in pairs with questions and answers about what you would like your school to be like, about what you would do in difficult situations, comparing their favourite ways of learning Maths: listening, discussing or with practical tasks. Oral interaction in pairs discussing whether a statement is valid for each persona and, if not, correcting it. Oral interaction in pairs with questions and answers about young people and social networks, about ideas to be safe on the Internet and about the advantages and disadvantages of social networks.

READING


Interpret the wording of the activities or exercises.Taking in phrases and contents for writing a text: information leaflets with advice de security on the Internet.


Interpret leaflets with suggestions for making friends at school.


Understanding a text about a school without obligations or restrictions.Understanding extra information marked as Fact.


Understanding a text about an educational experiment at a school




Reading an article about a school without restrictions or obligations in New York.


Reading an article about Singapore.

WRITING


Describing a conversation to ask for advice.Writing strategies for keeping security on the Internet.


Writing sentences about what the perfect school would be.Writing at least five sentences about the things you would change if you were head teacher at your school.Writing an answer to questions about the development of the education system at home.Writing sentences about ways of learning Maths at school.Writing answers to questions about hypothetical situations.Writing sentences with the second conditional to fill in a questionnaire.


Writing a leaflet with suggestions to keep security on the web.Writing a leaflet with suggestions for making friends at school. Writing ideas about an experiment at a school not punishing, only rewarding good behaviour


Describing the ideal school.Writing information leaflets.Writing a leaflet with advice for avoiding stress at school.

Mathematical competences and basic science and technology


competences.Putting in order and classifying data following a criterion.

Put the words in the sentence in order following syntactic criteria.


Do a vocabulary crossword.

Valuing and following healthy habits. Value the importance of de having healthy habits around school.


Fill in questionnaires.


Looking for information about women in cooperative work in Mexico.Looking for information about Singapore.


Looking for information from the Internet for work connected with the videos, looking for suggestions for security on the web, etc.


Visit forums.




Expressing preferences/tastes individuals, opinions and respect those of others.Using communication reinforcers.


Giving information about preferences, tastes and opinions.


Prepare posters giving information with suggestions.


Finding out about the characteristics of a school without restrictions in New York, and the existence of education at home, which is more common in English-speaking countries than in our country. Finding out about the custom of negotiating class rules with the pupils in English-speaking countries.


Individually do the exercises from the Workbook.Do the homework individually (looking for and compiling information, taking notes, planning activities…).Take in and use phrases learned to repeat conversations, write leaflets...







Look further into the Grammar Reference and make progress in the general use of what has been learned.Do a crossword to remember the vocabulary.Fill in a questionnaire about hypothetical situations.






Using phrases given for making leaflets with advice for safety on the web.

3 Social awareness.



Accepting preferences, tastes of others (schools, ways of learning…) and opinions. Showing an interest and give constructive criticism about work (reading,

presentations, role plays…) done by classmates.

Education for living together

Respecting classmates regardless of their opinions and achievements at school. Respecting established rules for creating a good atmosphere at school. Respecting classmates' attitudes when they are in difficult situations.

Education about health

Recognising the advantages of keeping rules at school to feel relaxed and at peace with yourself.





Technology: social networks. Information about social networks and security on the Internet.

Mathematics: learning maths using games and art. Citizen education and civil rights: Accepting rules at school. Understanding and

respecting classmates in difficult situations.


Name, recognise and present vocabulary connected with different parts of school life.

Differentiate Make and Do with activities carried out at school. Making appropriate use of the second conditional to talk about hypothetical

situations. Use correct pronunciation and intonation. Finding out about and using basic Sociocultural and sociolinguistic aspects, how

maths is taught in Singapore, the existence of schools without restrictions or obligations, education at home, which is more common in English-speaking countries.

Producing short, comprehensible oral texts which give, request and exchange information: situations, what you would like your school to be like, your favourite way of learning maths, about whether a statement is valid for each person and, if not, correcting it, about degrees of preference or taste for certain things, about young people and social networks, about ideas to be safe on the Internet and about the advantages and disadvantages of social networks.

Understanding the main idea and specific information in oral messages: information about cooperative work of women in Mexico, about a business which pupils could set up with their classmates, ideas for keeping security on the Internet.

Understanding general information and getting the main ideas in written texts of different types: phrases and contents for writing texts for leaflets with advice de security on the Internet, interpreting information leaflets with suggestions for making friends at school, an article about Singapore, a text about a school without obligations or restrictions.

Write brief, simple texts and with clear structures: writing a leaflet with suggestions to keep security on the web, a leaflet with suggestions for making friends at school, ideas about an experiment at a school not punishing, only rewarding good behaviour Describing the ideal school, of a conversation to ask for advice, information leaflets, a leaflet with advice for avoiding stress at school.


CLIL: using ideas in English in the Technology area, Mathematics and Citizen education and human rights.



Recognising and presenting vocabulary connected with school.

Recognise and use a limited repertoire of common vocabulary orally and in writing about different places at school and collocations with make and

LC


do.

Practice using and forming the second conditional en affirmative, negative and interrogative to express hypothetical situations.

Using expressions which encourage oral interaction.

Recognising Spanish-speakers' typical mistakes when learning de English.


Distinguish and comply with habitual communication functions: giving advice.


LCCD

SCSLL

Practise pronunciation de the written letter gh.Practise pronouncing the contraction I’d.

Using correct pronunciation and intonation for the letter u. Pronouncing the contraction I’d in the conditional.

LC

Listen to a conversation between two young people in which a girl explains a problem and asks for advice, an interview about education at home, of a conversation between two young people filling in a questionnaire about difficult situations, of a conversation between an adolescent girl and her father talking about her education, an article about Singapore, a text about a school without obligations or restrictions, a text about young people and social networks and four videos.

Reading de phrases and contents for writing the text for a leaflet with advice about security on the Internet, information leaflets with suggestions for making friends at school, an article about Singapore, and a text about a school without obligations or restrictions


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SCS

Debate with classmates about features in common with other, different educational systems: schools without restrictions or

Finding out about and using basic Sociocultural and sociolinguistic aspects s in common with another

LCSCSCCE


rules, education at home, learning maths using games and art.

educational system (schools with different characteristics, education at home, in the USA)

Conversation in which a young woman explains a problem and asks for advice from a friend, in which information is exchanged about hypothetical situations, in which advice is offered for solving a series of problems, talking about rewards and punishments at school, with questions and answers about the ideal school, what pupils would do in difficult situations, comparing their favourite ways of learning maths, discussing whether a statement is valid for each person and, if not, correcting it, exchanging information about young people and social networks, giving new ideas to be safe on the Internet and about the advantages and disadvantages of social networks.


LCSCS

MSCT

Writing a leaflet with suggestions to maintain security on the web, a leaflet with suggestions for making friends at school, ideas about an experiment at a school involving not punishing, only rewarding good behaviour, the ideal school, of a conversation to ask for advice, information leaflets, and a leaflet with advice for avoiding stress at school.


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UNIT 9 GREEN PLANET

1 Contents


Listening to and understanding an article about a man who builds houses with recycled materials.

Listening to and understanding a radio programme about daily problems. Listening to and understanding information about a model house at an exhibition. Listening to and understanding information about the effects of the sun in Australia. Listening to and understanding a conversation in which a young woman apologies

and gives explanations. Listening to and understanding four videos: 9.1. About waste materials thrown into

the sea; 9.2. About the reconstruction of a city destroyed by a tornado; 9.3. A presentation by various adolescents asking what type of voluntary work they can do in their school or city; 9.4. An introduction to efficient electric cars.

Listening to and understanding a radio presenter giving answers to a questionnaire about sources of energy.

Listening to and understanding a text about different types of energy.


Oral interaction in pairs mentioning two household objects made of different materials and the most common material in a house.

Oral interaction in pairs in which pupils ask and answer about what different objects are made of.

Oral interaction in pairs in which pupils ask and answer about what they recycle and whether it is easy to recycle in their area.

Debate as a group whether it is easy to recycle in your area. Oral interaction about three ways of reducing the quantity of waste materials thrown

into the sea. Debate as a group about how to avoid pollution from plastic materials. Oral interaction with questions and answers about domestic appliances which save

energy. Description to the group of the domestic appliances you have at home which save

energy. Oral interaction in pairs about solar energy in general. Explaining the reasons why you would like to go to Australia. Oral interaction in pairs about the advantages and disadvantages of solar energy. Oral interaction in pairs about three ways of making your home more ecological. Conversation in pairs to apologise and give explanations. Oral interaction in pairs in which you reply to questions for a questionnaire about

renewable energy thought of and written by the pupils. Oral interaction in pairs about whether efficient cars have a future or whether there

are other solutions to pollution and reducing sources of energy. Presentation about a project in which a leaflet about an unusual hobby has been

written and there are answer to questions about it.


Reading and understanding a conversation in which a young woman apologies and gives explanations.


Reading and understanding an article about a man who builds houses with recycled materials.

Reading and understanding an article about recycling aluminium cans. Reading and understanding de information about the effects of the sun in Australia. Reading and understanding a school newspaper article about voluntary work. Reading and taking in phrases and contents for writing a text: a newspaper article. Reading the reference sections shown in the activities. Reading and understanding extra information marked as Fact. Reading and understanding a text about sources of energy. Reading and understanding a questionnaire about sources of energy in pairs. Reading and understanding a text about pakour. Reading and understanding de information about electric cars. Reading and understanding about advantages and disadvantages of solar energy


Writing down names of objects and the materials they are made of. Description in pairs of what a man in a photo is doing. Answer to three questions about materials, recycling, inventions and discoveries. Writing down three ways of reducing the quantity waster material thrown into the

sea. Answer about recycling and aluminium cans thrown away. Writing questions and answers about general culture in pairs. Answer to questions about the house in an exhibition. Writing six sentences in indirect speech. Writing statements, instructions, requests and offers in indirect speech. Written information about five things which people have said to them today. Written information about five things which their friends, family or teachers have

said to them this week. Describing a conversation for apologising and giving explanations. Writing notes to write a newspaper article. Writing a newspaper article about an event in the area. Writing in pairs four questions for a questionnaire about alternative, renewable

energy. Gather information about electric cars.



Using expressions to apologise and give explanations: I’m sorry./ I completely forgot / I’m really sorry. / Oh well, never mind. / The thing is, (I had a lot of housework to do). / I really meant to come, honest! / The problem was / I’ll (come next week), I promise.

Information about what somebody said at some other time. Reply to a questionnaire about sources of energy. Expressing opinion about sources of energy. Provide information using relative pronouns. Information about different sources of energy. Ask questions about voluntary work at school or in the city. Writing a newspaper article about an event in the area you live in.


Vocabulary:

Materials: rubber / bricks / glass / cotton / leather / plastic / metal / cement / paper / wood.

Energy: switch off / leave on standby / reduce / turn down / consume / waste / save. Relative pronouns: who / which / that / where.


Present simple passive (affirmative, negative and interrogative). Past simple passive (affirmative, negative and interrogative). Reported Statements. Reported requests, instructions, offers and suggestions. Say, tell and ask in reported speech.


Recognising, contrasting and the correct pronunciation and intonation of compound words.

Pronunciation and repetition of vocabulary.

Classroom language:

Match the objects in the photo with the materials in the box. Listen, check and repeat. Match the materials from exercise 6 with the sentences. Tell a partner about two objects you’ve got at home for each of the materials in

exercise 1. Work with a partner. Look at the photos and answer the questions. Read and listen to the article… Read the article again. Answer the questions. Match the words from the article with the definitions below. Work with a partner. Answer the questions. Look at the table. Complete the sentences with the verbs in brackets… Complete the sentences using verbs from the box… Choose the correct options to complete the text. Listen and check. Work in pairs. Complete the questions using the verbs in brackets. Work with a partner. Look at the picture… Listen again. Answer the questions. Match the verbs in the box with the definitions. Complete the reported speech sentences using the correct form of the verbs in

bold. Writing the reported sentences. Read the conversation. Then choose the correct options below. Listen and repeat the sentences in the Function box. Work with a partner. Take turns to respond with an appropriate phrase. Work with a partner. Plan your own conversation like the one in … With your partner, have the conversation you planned. Look at the photo and read the article from a school newspaper. Find other examples of relative pronouns in the article in … Choose the correct options to complete the sentence. Read the article. What information from the Look at Content box is not in the text.


Plan a news article about an event in your area… Writing the article. Use your notes from … and the language below to help you. Can you say Yes to these questions? Find and correct five more mistakes. Add the correct form of be to the sentences when necessary. Correct the incorrect sentences. Listen and choose the options you hear. Work with a partner. Practise saying the sentences in … in the contracted form.


Revise and correct Spanish speakers' typical mistakes: a) Do not use the definite article when speaking in general; b) It is incorrect to say all the days; we say everyday.

Do a letter soup to learn vocabulary. Answer a questionnaire about sources of energy. Put words in order to form sentences and reinforce syntax. Repeat conversations heard in class, in pairs or as a group. Taking notes for planning writing. Reading phrases and contents in order to write an article for the school newspaper.


Finding out about which natural resources may run out. Value the importance of recycling. Finding out about the importance of protecting the environment. Finding out about dangers of spending a lot of time in the sun. Valuing the importance of saving energy. Valuing voluntary work. Valuing effort in carrying out activities as a group. Valuing the real importance of speaking other languages, in particular English.


2 Competences





Listening to a conversation in which a young woman apologies and gives explanations and a radio programme about daily problems.

Listening to an article about a man who builds houses with recycled materials, talk about a model house en an exhibition, information about the effects of the sun in Australia.


Listening to a radio presenter giving answers to a questionnaire about sources of energy. Watch four videos: 9.1. About waste materials thrown into the sea; 9.2. About the reconstruction of a city destroyed by a tornado; 9.3. A presentation by various adolescents asking what type of voluntary work they can do in their school or city; 9.4. An introduction about efficient electric cars and a text about different types of energy.


Identifying and correctly pronouncing and intoning compound words.

TALK / CONVERSE


Presentation to the class about electric cars. Presentation about the advantages and disadvantages of solar energy and about which domestic appliances which save energy you have at home.


Oral interaction in pairs mentioning two household objects made of different materials and the most common material in a house, in which pupils ask and answer about what different objects are made of and pupils ask and answer about what they recycle and whether it is easy to recycle in their area. Explaining the reasons why the pupils would like to travel to Australia

Exchanging information in pairs about the



advantages and disadvantages of solar energy, about three ways of making homes more ecological. Oral interaction in pairs to apologise and give explanations.Oral interaction in pairs in which there are replies to questions from a questionnaire about renewable energy thought up and written by the pupils, about whether efficient cars have a future or there are other solutions to pollution and the disappearance of sources of energy.


Debate as a group about whether it is easy to recycle in your area, about three ways of reducing the quantity of waste materials thrown into the sea.Debate as a group about how to avoid pollution from plastic materials.Oral interaction in pairs in which pupils ask and answer about domestic appliances which save energy and about solar energy in general.

READING


Interpret the wording of the activities or exercises.Taking in phrases and contents for writing a text: an article for a school newspaper.


Understanding a conversation in which a young woman apologies and gives explanations.Understanding extra information marked as Fact.


Understanding an article about a man who builds houses with recycled materials and an article about recycling aluminium cans.Understanding information about the effects of the sun in Australia. Comprehension in pairs of a questionnaire about sources of energy.


Reading the reference sections shown in the activities. Reading and taking in phrases and contents for writing a text: a newspaper article.


Understanding a school newspaper article about voluntary work, Understanding information about electric cars and about the advantages and disadvantages of solar energy.

Valuing reading as a source of pleasure and Reading a text about sources of energy.


knowledge. Read a text about pakour.

WRITING


Writing questions and answers about general culture in pairs.Writing answers to questions about the house in an exhibition. Writing six positive sentences in indirect speech.Writing statements, instructions, requests and offers in indirect speech.Writing notes to write a newspaper article.Gathering information about electric cars.


Complete a questionnaire about sources of energy


Writing a conversation for apologising and giving explanations. Writing down names of objects and the materials they are made of.Description in pairs about what a man in a photo is doing.


Writing a newspaper article about an event in the area.Writing in pairs four questions for a questionnaire about alternative, renewable energy.Writing answers about materials, recycling and inventions.



Putting words in a sentence in order following syntactic criteria.


Doing crosswords.


Respecting and valuing the need to recycle and responsible use of sources of energy.

Valuing and following healthy habits. Recognising the need to keep the planet clean and respect it.


Recognising traditional sources of energy running out and using new ones.Recognising the need to recycle materials.


Using strategies for recycling and saving energy.


Looking for information about electric cars and the advantages and disadvantages of solar energy



Prepare material (poster, presentation…) for giving the class information about electric cars and about the advantages and disadvantages of solar energy.




Expressing individual preferences and respecting other people's preferences.Respect other people's opinions.Using expressions help to hold discussions and show agreement or disagreement.


Finding out about and respecting the lifestyle of the inhabitants of Australia and their customs in terms of being in the sun. Respecting people who build their houses with recycled materials.


Make a poster or a presentation.


Finding out about how Australians relate to the sun.


Finding out about building a house with recycled materials.Finding out about the stages for writing a newspaper articles. Write and reply to questions about general culture.


Individually do the exercises from the Workbook.Do homework individually (looking for and compiling information, making a poster…).Take in and use phrases learned to write a newspaper article about an event in the area where you live.







Sense of initiative and entrepreneurial spirit.Using the strategies needed for studying Work individually on the tasks given.


individually.




Using phrases given for writing school newspaper articles.

3 Social awareness.



Accepting other people's opinions and preferences: about recycling and different sources of energy.





Physics and Chemistry: find out about alternate sources of energy and the need and importance of recycling.

Citizen education and human rights: find out about voluntary work which adolescents can do.


Name, recognise and present vocabulary connected with materials and recycling them and about alternative sources of energy. Make appropriate use of Present simple and Past simple passive voice (affirmative, negative and interrogative), reported speech for statements, requests, instructions, offers and suggestions. Recognising relative pronouns for identifying information.

Using correct pronunciation and intonation: accent in compound words. Finding out about and using basic Sociocultural and sociolinguistic aspects such as

the importance of recycling materials and using alternative sources of energy for keeping the Planet clean and a place to live healthily. Value the voluntary work which many young people do at school or in their city.

Producing short, comprehensible oral texts which give, request and exchange information: information about materials which two household objects are made of and about which the most common material is houses is. Information about what pupils recycle and whether it is easy to recycle in your area, about three ways of reducing the quantity of waste materials thrown into the sea, about how to avoid pollution from plastic materials. Information about domestic appliances which save energy and which domestic appliances which save energy pupils have at home and


about solar energy in general, about the advantages and disadvantages of solar energy and about three ways of making the home more ecological.

Understanding the main idea and specific information from oral messages: a conversation in which a young woman apologies and gives explanations in a radio programme, information about daily problems, an article about a man who builds houses with recycled materials, about the model house at an exhibition, about the effects of the sun in Australia, answers from a radio presenter to a questionnaire about sources of energy, information about waste materials thrown into the sea, about a city destroyed by a tornado, about voluntary work at school or in the city and about an ecological electric car.

Understanding general information and getting the main ideas in written texts of different types: understanding an article about a man who builds houses with recycled materials, an article about recycling aluminium cans, about effects of the sun in Australia, a questionnaire about sources of energy, a school newspaper articles about voluntary work, understanding information about electric cars, about the advantages and disadvantages of solar energy and about alternative sources of energy. Understanding information in a text about pakour.

Write brief, simple texts and with clear structures: writing a conversation for apologising and giving explanations. Description about what a man in a photo is doing. Describing three ways to avoid throwing materials into the sea. Writing a newspaper article about an event in the area. Writing about materials, recycling and inventions and a description of the advantages and disadvantages of solar energy.


CLIL: using ideas in English in Physics and Chemistry.



Recognising and presenting vocabulary connected with materials and alternative sources of energy.

Recognise and use a limited repertoire of common vocabulary about travel (and related matters) and alternative energy.

LCSCS

MSCT

Practice using and forming expressions with Present simple and Past simple passive voice (affirmative, negative and interrogative), using reported speech in statements, requests, instructions and suggestions and relative pronouns who, which, that and where for identifying information.


LCCD

SCSLL


Using expressions to give opinions, debate, apologising and giving explanations.

Recognising Spanish-speakers' typical mistakes when learning de English.

Distinguish and comply with habitual communication functions: apologising and giving explanations. Giving opinions about sources of energy.Information about different sources of energy. Ask about voluntary work at school or in the city. Writing a newspaper article about an event in the area you live in.

Correct mistakes found: Do not use definite articles when talking in general and use everyday instead of the incorrect all the days.

Practice pronouncing and intoning compound words

Recognise and correctly intone compound words.


LC

Listen to a conversation in which a young woman apologies and gives explanations, a radio programme about daily problems, an article about a man who builds houses with recycled materials, information about a model house in an exhibition, about the effects of the sun in Australia. Listening to a radio presenter giving answers to a questionnaire about sources of energy and watch four videos.

Reading of a conversation in which a young woman apologies and gives explanations, an article about a man who builds houses with recycled materials, an article about recycling aluminium cans, about the effects of the sun in Australia, a school newspaper article about voluntary work, a text about sources of energy, a questionnaire about sources of energy, a text about pakour, information about electric cars and the advantages and disadvantages


LCCD

SCSMSCT


of solar energy.

Debate with classmates about the importance of recycling materials and using alternative sources of energy and about voluntary work at school or in the city you live in.

Finding out about and using basic Sociocultural and sociolinguistic aspects such as the importance of recycling materials and using alternative sources of energy. Value the voluntary work which many young people do at school or in their city.

LCSCS

Giving information about materials which two household objects are made of and about which the most common material is at home, about what pupils recycle and whether it is easy to recycle in your area, about three ways of reducing the quantity of waste materials thrown into the sea, about how to avoid pollution from plastic materials. Giving information about domestic appliances which save energy and the ones which save energy you have at home, about solar energy in general, about the advantages and disadvantages of solar energy and about three ways of making the home more ecological.


LCSCS

Work on the description of what a man in a photo is doing, three ways to avoid throwing materials into the sea, a newspaper article about an event in the area, materials, recycling and inventions and description of the advantages and disadvantages of solar energy.

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

CDLLSCSSIE


ANNEX - KEY COMPETENCES ASSESSMENT RUBRIC

Exce

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Very

goo

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Goo

d

Ave

rage

Not

goo

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Linguistic communication

LISTEN




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.




READING


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






Exce

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Very

goo

d

Goo

d

Ave

rage

Not

goo

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WRITING










Valuing and following healthy habits.



Digital competences




Using TIC for forming social relationships.


Exce

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Very

goo

d

Goo

d

Ave

rage

Not

goo

d

Social and Civic competences.

Take part in activities pairs and groups with respect and interest.




Cultural awareness and expressions.

Using artistic techniques and items to prepare and give presentations and projects.






Identifying and using different strategies for learning individually.Sense of initiative and entrepreneurial spirit.Using the strategies needed for studying individually.





UNIDAD 0 FRIENDS - exocorriges.com · Web viewSmart Planet is designed to cover both pupils' and...

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