Unidad 1 – Friends

Take Note 1

Teaching Programme

_____________________________

Modern Foreign Languages

English

Unit 1 – The Movies

I Aims

· To revise and use the present simple and continuous tenses appropriately and accurately.

· To get to know functional language used in English lessons: instructions.

· To know how to form and use adverbial phrases and adverbs of frecuency.

· To extend vocabulary related to state and active verbs.

· To use the verbs take & spend accurately

· To extend vocabulary related to the film world.

· To extend knowledge of adjectives.

· To extend knowledge of adverbs of degree.

· To be able to talk about someone’s life.

· To listen to people talking about their own lives.

· To improve the pronunciation of some diphthongs.

· To use the phrases Do you ever...? How often do you...? accurately and pronounce them correctly.

· To be able to write texts related to the film world.

· To be able to write a film review.

· To be able to follow classroom instructions from the English teacher.

· To correctly order a dialogue.

· To be aware of everyday functional language in English.

· To develop critical awareness.

· To improve listening comprehension skills.

· To improve reading comprehension skills.

· To improve writing skills.

· To improve pronunciation.

II Contents

Section 1. Listening, Speaking and Conversation Skills

· Introduction to strategies for self-assessment, self-correction and reflecting on learning.

· Formulating questions about other people.

· Use of phrases to talk about yourself.

· Knowledge of basic instructions to be followed.

· Speaking strategies for talking about experiences in different places.

· Writing a film review.

· Understanding an Aretha Franklin song.

· Understanding a conversation about the movies.

· Description of films watched.

Section 2. Reading and Writing

· Use of basic rules of spelling and punctuation and awareness of their importance.

· Use of strategies for writing a film review.

· Use of basic rules for writing a simple text about oneself using appropriate language and organisation.

· Understanding a text about the life of an actress.

· Understanding a film review.

· Writing a film review.

Section 3. Language Awareness

3.1. Linguistic knowledge

3.1.1. Grammar

· Use of adverbs of frequency and time expressions.

· Use of the present simple.

· Use of the present continuous.

3.1.2. Lexis

· Use of vocabulary related to the movie world.

· Use of adverbs.

· Use of vocabulary related to jobs.

3.1.3. Phonology

· Pronunciation of certain diphthongs.

3.2. Reflection on learning

· An interest in expanding knowledge of the English language.

· Awareness of the role of errors in the learning process.

Section 4. Socio-cultural aspects and intercultural awareness

· Interest in gaining in-depth knowledge of the movie world, Students’ Book, pages 8 and 9.

· Interest in watching a film attentively, Students’ Book, pages 8 and 9.

III Assessment Criteria

· Answer questions about a text, Student’s Book, Reading, pages 8 and 9.

· Complete a gapped text with the correct form of the verb, Student’s Book, Grammar, pages 10 and 11.

· Complete gapfill exercises with the correct word, Student’s Book, Vocabulary, page 12.

· Complete a conversation after a listening, Student’s Book, Communication, page 13.

· Talk about a film, Student’s Book, Communication, page 13.

· Write a film review following the steps outlined in the corresponding exercises, Student’s Book, Writing, pages 14 and 15.

· Do the exercises in the Test section at the end of the unit.

Unit 2 – The USA

I Aims

· To revise, extend and improve use of the past simple and continuous of regular and irregular verbs.

· To accurately use the time conjunctions while & when.

· To be aware of the major similarities and differences between American and British English.

· To extend knowledge of verbs formed with up.

· To know how to pronounce the weak forms of the verb To be in the past tense.

· To know how to pronounce weak forms in general.

· To acquire phrases and vocabulary for asking about and expressing opinions.

· To express agreement and disagreement.

· To acquire new ways of ordering vocabulary following certain patterns.

· To learn to guess the meaning of unknown items from context.

· To improve intonation.

· To learn to write well-structured texts expressing personal opinions.

· To gain more in-depth knowledge on contemporary history.

· To improve listening comprehension skills.

· To improve reading comprehension skills.

· To improve writing skills.

· To improve pronunciation.

II Contents

Section 1. Listening, Speaking and Conversation Skills

· Introduction to strategies for self-assessment, self-correction and reflecting on learning.

· Use of language and phrases for speaking about major recent historical events.

· Use of basic rules of social interaction for answering questions, giving advice and making suggestions.

· Use of basic functional language for asking for an opinion.

· Use of functional language for expressing an opinion.

· Use of functional language and phrases for expressing agreement and disagreement.

· Understanding a Bruce Springsteen song.

· Understanding a conversation between four British students about the USA.

· Discussion on topics of social interest that arise.

Section 2. Reading and Writing

· Use of basic rules of spelling and punctuation and awareness of their importance.

· Use of rules and structure for writing texts expressing an opinion.

· Understanding a text on the experience of one person during 9/11 in the US.

· Understanding an essay expressing an opinion on the USA.

· Writing a composition on one’s own country.

Section 3. Language Awareness

3.1. Linguistic Knowledge

3.1.1. Grammar

· Use of the past simple.

· Use of the past continuous.

· Use of when and while in time sentences.

· Use of phrasal verbs formed with up.

3.1.2. Lexis

· Use of vocabulary related to recent historical events.

· Use of specifically British vocabulary and their American equivalents.

· Use of phrasal verbs with up.

3.1.3. Phonology

· Pronunciation of weak forms.

3.2. Reflection on Learning

· An interest in expanding knowledge of the English language.

· Awareness of the role of errors in the learning process.

Section 4. Socio-cultural aspects and intercultural awareness

· Get to know oneself and one’s classmates better.

· An interest in learning about recent historical events, Students’ Book, pages 8 and 9.

· An interest in learning more about the USA.

III Assessment Criteria

· Answer questions about a text, Student’s Book, Reading, pages18 and 19.

· Complete a gapped text with the correct form of the verb, Student’s Book, Grammar, pages 20 and 21.

· Complete gapfill exercises with the correct word, Student’s Book, Vocabulary, page 22.

· Complete a conversation after listening to it, Student’s Book, Communication, page 23.

· Speak about the USA, Student’s Book, Communication, page 23.

· Write a composition following the steps outlined in the corresponding exercises, Student’s Book, Writing, pages 24 and 25.

· Do the exercises in the Test section at the end of the unit.

Unit 3 – Families

I Aims

· To be able to form and use the present perfect simple accurately.

· To be able to use the present perfect simple as a way of expressing duration.

· To be able to form and use the present perfect continuous accurately.

· To learn to use still, yet & already accurately.

· To extend vocabulary related to the family.

· To extend knowledge of phrasal verbs.

· To be able to write an informal email.

· To be able to look for specific information in a text quickly and efficiently.

· To know the differences in the pronunciation of can and can’t .

· To use appropriate intonation for asking questions.

· To be able to ask questions about the family.

· To improve intonation.

· To learn to write well-structured compositions expressing a personal opinion.

· To improve listening comprehension skills.

· To improve reading comprehension skills.

· To improve writing skills.

· To improve pronunciation.

II Contents

Section 1. Listening, Speaking and Conversation Skills

· Introduction to strategies for self-assessment, self-correction and reflecting on learning.

· Use of language for speaking about the family.

· Use of functional language for asking for an opinion.

· Participation in social interaction geared towards getting to know each other better.

· Understanding a song by The Corrs.

· Understanding a description of a girl by a friend.

· Interviewing a member of the family.

Section 2. Reading and Writing

· Use of basic rules of spelling and punctuation and awareness of their importance.

· Use of connectors and basic rules for writing informal emails.

· Understanding a text about The Corrs.

· Understanding an informal e-mail.

· Writing an informal e-mail.

Section 3. Language Awareness

3.1. Linguistic Knowledge

3.1.1. Grammar

· Use of the present perfect simple.

· Use of the present perfect continuous.

· Use of the present perfect simple.

· Use of yet, still & already.

· Use of phrasal verbs.

3.1.2. Lexis

· Use of vocabulary related to family.

3.1.3. Phonology

· Distinguishing between can and can’t.

3.2. Reflection on learning

· An interest in expanding knowledge of the English language.

· Awareness of the role of errors in the learning process.

Section 4. Socio-cultural aspects and intercultural awareness

· Getting to know oneself and one’s classmates better.

· Interest in types of family different to one’s own.

· Interest in getting to know contemporary Irish music.

III Assessment Criteria

· Answer questions about a text, Student’s Book, Reading, pages 28 and 29.

· Complete a gapped text with the correct form of the verb, Student’s Book, Grammar, pages 30 and 31.

· Complete gapfill exercises with the correct word, Student’s Book, Vocabulary, page 32.

· Complete a conversation after listening to it, Student’s Book, Communication, page 33.

· Speak about a film, Student’s Book, Communication, page 33.

· Write an informal email following the steps outlined in the exercises, Student’s Book, Writing, pages 34 and 35.

· Do the exercises in the Test section at the end of the unit.

Unit 4 – Friends

I Aims

· To be able to talk about the future.

· To be able to form and use the first conditional.

· To be able to form and use the future perfect.

· To be able to form and use the future continuous.

· To extend knowledge of verbs followed by a particle.

· To extend knowledge of adjectives of personality.

· To extend vocabulary related to items with negative prefixes and the formation of opposites.

· To improve the pronunciation of silent letters.

· To get to know everyday functional language.

· To be able to sustain a dialogue.

· To improve the pronunciation of adjectives.

· To improve English intonation.

· To learn to identify pronouns as anaphoric and cataphoric referents in texts.

· To write texts describing and discussing friends and friendships.

· To improve listening comprehension skills.

· To improve reading comprehension skills.

· To improve writing skills.

· To improve pronunciation

II Contents

Section 1. Listening, Speaking and Conversation Skills

· Introduction to strategies for self-assessment, self-correction and reflecting on learning.

· Use of strategies and phrases for speaking about friendship.

· Use of strategies and functional language for speaking about general topics.

· Understanding a song by The Rembrandts.

· Understanding dialogues between characters in the Friends series.

· Presentation about a friend.

Section 2. Reading and Writing

· Use of basic rules of spelling and punctuation and awareness of their importance.

· Use of connectors for writing.

· Understanding the script from the Friends series.

· Understanding a dialogue.

· Producing a simple dialogue based on some photographs.

Section 3. Language Awareness

3.1. Linguistic Knowledge

3.1.1. Grammar

· Use of the first conditional.

· Use of the future simple tense.

· Use of the future perfect.

· Use of the future continuous.

3.1.2. Lexis

· Use of adjectives of personality.

· Use of vocabulary related to friendship.

· Use of vocabulary related to television series.

· Use of vocabulary related to negative adjectives.

3.1.3. Phonology

· Pronunciation of silent vowels and consonants.

3.2. Reflection on Learning

· An interest in expanding knowledge of the English language.

· Awareness of the role of errors in the learning process.

Section 4. Socio-cultural aspects and intercultural awareness

· Interest in expanding knowledge of the world around us.

· Interest in the culture of other countries.

· Reflection on the importance of studying English within secondary education.

· Interest in getting to know other people at various levels.

· Interest in getting to know other people’s tastes and preferences.

· Interest in maintaining friendships.

III Assessment Criteria

· Answer questions about a text, Student’s Book, Reading, pages 38 and 39.

· Complete a gapped text with the correct form of the verb, Student’s Book, Grammar, pages 40 and 41.

· Complete gapfill exercises with the correct word, Student’s Book, Vocabulary, page 42.

· Complete a conversation after listening to it, Student’s Book, Communication, page 43.

· Speak about a film, Student’s Book, Communication, page 43.

· Write dialogues following the steps outlined in the exercises, Student’s Book, Writing, pages 44 and 45.

· Do the exercises in the Test section at the end of the unit.

Unit 5 – Women and Men

I Aims

· To be able to express and ask for permission in the present and past.

· To be able to express obligation in the present and past.

· To be able to talk about present and past habits using used to & usually.

· To use would & used to accurately.

· To extend knowledge of suffixes most commonly used to form nouns.

· To extend knowledge of adjectives of personality.

· To extend vocabulary related to adverbs of manner.

· To be able to use language which is not sexist. To reduce the use of sexist language.

· To be able to discuss sexism and sexual discrimination.

· To be able to express an opinion orally or in writing.

· To be able to use everyday functional language in English.

· To improve rhythm and stress in English.

· To guess the meaning of unknown vocabulary from the context.

· To improve listening comprehension skills.

· To improve reading comprehension skills.

· To improve writing skills.

· To improve pronunciation.

II Contents

Section 1. Listening, Speaking and Conversation Skills

· Introduction to strategies for self-assessment, self-correction and reflecting on learning.

· Use of strategies and phrases for discussing sexism and sexual discrimination.

· Use of strategies and phrases for speaking about personality.

· Use of strategies and functional phrases for starting a conversation.

· Use of non-sexist language.

· Understanding a song by the Eurythmics.

· Understanding a joke.

· Discussion on girls and boys and their equality within society.

Section 2. Reading and Writing

· Use of basic rules of spelling and punctuation and awareness of their importance.

· Use of frameworks and structures for writing a composition.

· Understanding two texts; one about a female British soldier and the other about a male Spanish au-pair.

· Understanding a text giving an opinion based on an article.

· Writing a text expressing an opinion on information about several people.

Section 3. Language Awareness

3.1. Linguistic knowledge

3.1.1. Grammar

· Use of used to, usually & would

· Giving or asking for permission in the past and the present.

· Expressing obligation in the present and past.

3.1.2. Lexis

· Use of suffixes to form nouns.

· Use of adjectives of personality.

· Use of adverbs of manner.

· Use of non-sexist language.

3.1.3. Phonology

· Pronunciation of vowels.

3.2. Reflection on Learning

· An interest in expanding knowledge of the English language.

· Awareness of the role of errors in the learning process.

Section 4. Socio-cultural Aspects and Intercultural Awareness

· Interest in getting to know the tastes and preferences of others.

· Interest in knowing about the experiences of others.

· Interest in learning about women’s lives.

· Interest in learning about men’s lives.

· Reflection on the importance of learning English as part of secondary education.

III Assessment Criteria

· Answer questions about a text, Student’s Book, Reading, pages 48 and 49.

· Complete a gapped text with the correct form of the verb, Student’s Book, Grammar, pages 50 and 51.

· Complete gapfill exercises with the correct word, Student’s Book, Vocabulary, page 52.

· Complete a conversation after listening to it, Student’s Book, Communication, page 53.

· Tell a joke, Student’s Book, Communication, page 53.

· Write an opinion following the steps outlined in the corresponding exercises, Student’s Book, Writing, pages 54 and 55.

· Do the exercises in the Test section at the end of the unit.

Unit 6 – Advertising

I Aims

· To be able to form and use defining & non-defining relative clauses.

· To extend knowledge of compound words, particularly adjectives.

· To improve rhythm and intonation in English.

· To be able to describe any type of advertisement.

· To be able to write an advertisement.

· To be able to follow instructions in class from the English teacher.

· To be able to read the phonemic transcriptions provided in dictionaries.

· To know everyday functional language in English.

· To improve listening comprehension skills.

· To improve reading comprehension skills.

· To improve writing skills.

· To improve pronunciation.

II Contents

Section 1. Listening, Speaking and Conversation Skills

· Introduction to strategies for self-assessment, self-correction and reflecting on learning.

· Use of vocabulary and basic rules for talking about the qualities of something or someone.

· Use of appropriate functional language for talking about personal preferences.

· Use of strategies for maintaining a simple conversation.

· Understanding a song by Bryan Adams.

· Understanding a TV/radio advertisement.

· Describing an advertisement.

Section 2. Reading and Writing

· Use of basic rules of spelling and punctuation and awareness of their importance.

· Use of strategies for writing an advertisement.

· Understanding a text about advertising in general.

· Understanding advertisements.

· Producing any type of advertising.

Section 3. Language Awareness

3.1. Linguistic Knowledge

3.1.1. Grammar

· Use of defining relative clauses.

· Use of non-defining relative clauses.

3.1.2. Lexis

· Use of compound adjectives.

· Use of typical everyday functional expressions.

· Use of vocabulary related to the world of advertising.

3.1.3. Phonology

· Intonation and rhythm in English.

3.2. Reflection on Learning

· An interest in expanding knowledge of the English language.

· Awareness of the role of errors in the learning process.

· Interest in improving written texts.

Section 4. Socio-cultural Aspects and Intercultural Awareness

· Interest in exploring issues which arise.

· Reflection on the importance of studying English as part of secondary education.

· Interest in learning about the advertising world and related fields.

III Assessment Criteria

· Answer questions about a text, Student’s Book, Reading, pages 58 and 59.

· Complete a gapped text with the correct form of the verb, Student’s Book, Grammar, pages 60 and 61.

· Complete gapfill exercises with the correct word, Student’s Book, Vocabulary, page 62.

· Complete a conversation after listening to it, Student’s Book, Communication, pages 63.

· Speak about an advertisement, Student’s Book, Communication, page 63.

· Write an advertisement following the steps outlined in the exercises, Student’s Book, Writing, pages 64 and 65.

· Do the exercises in the Test section at the end of the unit.

Unit 7 – Love

I Aims

· To describe a person.

· To present hypothetical situations.

· To be able to form and use the first conditional.

· To be able to form and use the second conditional.

· To be able to use wish to express desires.

· To provide personal descriptions.

· To read a narrative text and understand its purpose and discourse structure.

· To speak about situations which occurred in the past.

· To improve listening comprehension skills.

· To improve reading comprehension skills.

· To improve writing skills.

· To improve pronunciation.

II Contents

Section 1. Listening, Speaking and Conversation Skills

· Introduction to strategies for self-assessment, self-correction and reflecting on learning.

· Understanding a song by The Proclaimers.

· Understanding a questionnaire about how romantic one is.

· Planning and writing a questionnaire.

Section 2. Reading and Writing

· Use of basic rules of spelling and punctuation and awareness of their importance.

· Use of strategies for providing a personal description of someone.

· Understanding several love letters.

· Understanding a personal description.

· Producing a personal description.

Section 3. Language Awareness

3.1. Linguistic Knowledge

3.1.1. Grammar

· Use of the Past Perfect Simple

· Use of the Past Perfect Continuous

· Use of the first and second conditionals.

3.1.2. Lexis

· Use of adjectives for physical descriptions.

· Use of compound adjectives.

3.1.3. Phonology

· Sentence stress.

3.2. Reflection on Learning

· An interest in expanding knowledge of the English language.

· Awareness of the role of errors in the learning process.

· Interest in improving written texts.

Section 4. Socio-cultural Aspects and Intercultural Awareness

· Interest in literature written in English.

· Valuing human relationships.

III Assessment Criteria

· Answer questions about a text, Student’s Book, Reading, pages 68 and 69.

· Complete a gapped text with the correct form of the verb, Student’s Book, Grammar, pages 70 and 71.

· Complete gapfill exercises with the correct word, Student’s Book, Vocabulary, page 72.

· Complete a conversation after listening to it, Student’s Book, Communication, page 73.

· Speak about love and do a questionnaire, Student’s Book, Communication, page 73.

· Write a personal description following the steps outlined in the corresponding exercises, Student’s Book, Writing, pages 74 and 75.

· Do the exercises in the Test section at the end of the unit.

Unit 8 – Necessity and Invention

I Aims

· To be able to describe processes.

· To be able to give a talk using the necessary functional language.

· To identify the main idea in a text.

· To read several articles from a newspaper in the future.

· To orally describe a useful everyday invention.

· To describe an invention of the future in writing.

· To be able to form the passive voice.

· To improve listening comprehension skills.

· To improve reading comprehension skills.

· To improve writing skills.

· To improve pronunciation.

II Contents

Section 1. Listening, Speaking and Conversation Skills

· Introduction to strategies for self-assessment, self-correction and reflecting on learning.

· Use of functional language and strategies for giving descriptions.

· Use of functional language and strategies for maintaining conversations.

· Understanding a song by The Beatles.

· Understanding a presentation on inventions.

· Presenting a description of an invention.

Section 2. Reading and Writing

· Use of basic rules of spelling and punctuation and awareness of their importance.

· Use of linguistic strategies for describing an invention of the future.

· Understanding a newspaper article.

· Understanding several descriptions of inventions.

· Producing a description of an invention of the future.

Section 3. Language Awareness

3.1. Linguistic Knowledge

3.1.1. Grammar

· Use of the passive voice.

3.1.2. Lexis

· Use of adjectives in the correct order.

· Use of nouns and verbs derived from adjectives

· Use of suffixes to form nouns.

3.1.3. Phonology

· Pronunciation of vowels.

3.2. Reflection on Learning

· An interest in expanding knowledge of the English language.

· Awareness of the role of errors in the learning process.

· Interest in improving the writing of texts.

Section 4. Socio-cultural Aspects and Intercultural Awareness

· Interest in science and technology and their relevance to everyday life.

III Assessment Criteria

· Answer questions about a text, Student’s Book, Reading, pages 78 and 79.

· Complete a gapped text with the correct form of the verb, Student’s Book, Grammar, pages 80 and 81.

· Complete gapfill exercises with the correct word, Student’s Book, Vocabulary, page 82.

· Complete a conversation after listening to it, Student’s Book, Communication, page 83.

· Speak about what a person is like and describe them, Student’s Book, Communication, page 83.

· Describe an invention following the steps outlined in the corresponding exercises, Student’s Book, Writing, pages 84 and 85.

· Do the exercises in the Test section at the end of the unit.

Unit 9 – Lifestyles

I Aims

· To be able to describe different lifestyles.

· To be able to relay conversations to third parties.

· To be able to use the appropriate functional language for writing formal letters.

· To be able to formulate and use reported speech: statements, questions, commands.

· To be able to form question tags.

· To improve sentence intonation.

· To be able to write a formal letter.

· To improve listening comprehension skills.

· To improve reading comprehension skills.

· To improve writing skills.

· To improve pronunciation.

II Contents

Section 1. Listening, Speaking and Conversation Skills

· Introduction to strategies for self-assessment, self-correction and reflecting on learning.

· Use of functional language and strategies for repeating what others have said.

· Understanding a song by The Dandy Warhols.

· Understanding a conversation between two people in a café.

· To produce a conversation between two classmates who have bumped into each other after ten years.

Section 2. Reading and Writing

· Use of basic rules of spelling and punctuation and awareness of their importance.

· Use of linguistic strategies and rules for writing formal letters.

· Understanding a text about different lifestyles.

· Understanding a formal letter.

· Producing a formal letter.

Section 3. Language Awareness

3.1. Linguistic Knowledge

3.1.1. Grammar

· Use of reported speech: statements, questions, commands.

3.1.2. Lexis

· Use of words for describing lifestyles.

· Use of reporting verbs.

3.1.3. Phonology

· Intonation in sentences.

3.2. Reflection on Learning

· An interest in expanding knowledge of the English language.

· Awareness of the role of errors in the learning process.

· Interest in improving written texts.

Section 4. Socio-cultural Aspects and Intercultural Awareness

· Interest in learning about difficult situations and the support and solidarity which has arisen as a result of them.

· Interest in getting to know someone’s history and background as a principle of solidarity.

III Assessment Criteria

· Answer questions about a text, Student’s Book, Reading, pages 88 and 89.

· Complete a gapped text with the correct form of the verb, Student’s Book, Grammar, pages 90 and 91.

· Complete gapfill exercises with the correct word, Student’s Book, Vocabulary, page 92.

· Complete a conversation after listening to it, Student’s Book, Communication, page 93.

· Act out a dialogue, Student’s Book, Communication, page 93.

· Write a formal letter following the steps outlined in the corresponding exercises, Student’s Book, Writing, pages 94 and 95.

· Do the exercises in the Test section at the end of the unit.

Unit 10 – Emotions

I Aims

· To use gerunds and infinitives accurately.

· To be able use modal verbs to make deductions.

· To extend knowledge of adjectives ending in -ed/-ing.

· To learn nouns derived from adjectives.

· To improve pronunciation of vowels.

· To be able to resolve a conflict through discussion.

· To be able to write a narrative text.

· To improve listening comprehension skills.

· To improve reading comprehension skills.

· To improve writing skills.

· To improve pronunciation.

II Contents

Section 1. Listening, Speaking and Conversation Skills

· Introduction to strategies for self-assessment, self-correction and reflecting on learning.

· Use of phrases and strategies for resolving conflicts.

· Use of the forms needed to relay what others have told us.

· Understanding a song by Smokey Robinson and The Miracles.

· Understanding a conversation between two students and the school counsellor.

· Produce a dialogue between a student and the school counsellor.

Section 2. Reading and Writing

· Use of basic rules of spelling and punctuation and awareness of their importance.

· Use of strategies and basic rules for writing narratives.

· Understanding a story taken from Emotional Intelligence by Daniel Goleman.

· Understanding a narrative text about winning a prize.

· Producing a text following suggested steps.

Section 3. Language Awareness

3.1. Linguistic Knowledge

3.1.1. Grammar

· Use of reported speech: statements, questions, commands.

3.1.2. Lexis

· Use of vocabulary related to emotions

· Use of adjectives ending in –ed and –ing

· Use of nouns formed from adjectives

· Use of reporting verbs.

3.1.3. Phonology

· Pronunciation of vowels.

3.2. Reflection on Learning

· An interest in expanding knowledge of the English language.

· Awareness of the role of errors in the learning process.

· Interest in improving written texts.

Section 4. Socio-cultural Aspects and Intercultural Awareness

· Adequate use of functional language according to the situation: expressing emotions and resolving conflict.

III Assessment Criteria

· Answer questions about a text, Student’s Book, Reading, pages 98 and 99.

· Complete gaps in a text with the correct form of the verb, Student’s Book, Grammar, pages 100 and 101.

· Complete gapfill exercises with the correct word, Student’s Book, Vocabulary, page 102.

· Complete a conversation after listening to it, Student’s Book, Communication, page 103.

· Speak about psychology, Student’s Book, Communication, page 103.

· Write a narrative following the steps outlined in the corresponding exercises, Student’s Book, Writing, pages 104 and 105.

· Do the exercises in the Test section at the end of the unit.

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Teaching Programme – Take Note 1