ANA MARÍA GERMÁN SOLANO DEGREE: ENGLISH STUDIES

YEAR: 3º DATE: 19 JANUARY 2012

JUSTIFICATION

This didactic unit is formulated to students of the 4th year of the High School ( 4º ESO). According to the common European framework of reference we have to say that the learner of the student in a foreign language is based on actions and to make different ways to create the communicative competence in a language, according to the learner´s capacity to make several works that needs a specific way in the communicative action.

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The goal is that the students of the high school have the notions that could have in various aspects such as, personal relationship, which includes the family and the social communication, in the educative aspect that have relation with the common situations of the school, the academic context, subjects and other subjects of the curriculum; with public, in that case we are focused on the daily interaction and in the work relationship, in the ways of communicate..etc.

When they finish the primary school, they have to use the language to express and interact orally and in writing in easy and common situations. In the secondary school we continue with the learning of the foreign language increasing the communicative competence. When students finish the high school they can interact between them and use the language in situations like: ask and give personal explications in an informal debate, express what you want to say, understand the main ideas of a standard text. Also they must be faced to daily problems in the oral and writing way, and participate in conversations.

The objective of the curriculum is that students could have a commutative approach based on writing and speaking.

We are going to work as we say at the beginning in the 4º year of the High School, in the high school “Las Lagunas” which is situated in Avda. Cortes Valencianas s/n Torrevieja (Alicante), the group is form by 25 students that have 16 years old. We have 2 hour of English at week, so we create a didactic unit that covers the first month, in that case the October of 2011.

FINAL TASK OF THE UNIT

The objective of that didactic unit is that the students could learn different words that have relationship with the topic of travelling abroad, in that case focused specially in the United

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Kingdom, geographically in the city of London. Also that point will allow us to introduce new concepts of grammar as for instance the use of the second conditional , the future ( using the present simple, present continuous and other form to refer to the future), and diversity of vocabulary that we will exposed in the following pages of the didactic unit .

COMMUNICATIVE OBJECTIVES

To understand the global and specific information in oral and written messages in the foreign language, relate to the situation in which we are working.

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To express and interact with others orally in habitual situations of communication, and use that outside the class.

To learn a variety of vocabulary that can be use in a common situation of travelling abroad. To write simple texts efficiently with different aims, about several topics, by means of

adequate resources of cohesion and coherence. To use the new concept related to basic structures of grammar. To read about some places to visit in London. Then answer questions. To learn the construction to make a prediction in the future , In that case to start using the

will / going to To learn how to form the 1st conditional and the use. To create a letter telling what you like most of a place, in that case focusses on London. To listen to a documental and then to practice a real conversation with a partner telling your

own experience abroad.

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TABLE OF CONTENT

ORAL COMMUNICATIVE

SKILLS LISTENING&SPEAKING

WRITTEN COMMUNICATIVE SKILLS(READING&WRITING)

LANGUAGE AWARENESS SOCIOCULTURAL ASPECTS

Understanding the general and specific of

oral text that have relationship with knower

with a clear form and organization

Identification the topic of the written text with the relation

with the contextFUNCTIONS GRAMMAR VOCABULARY PHONOLOGY

Recognizing and valuating the foreign language as an instrument of communication in the classroom and with people of other cultures

Creating communicative strategies for a better fluent in interpersonal

communication

Identification the intention of the emission of the message

Identification the elements

of the oral codices and

written codices

Describing and

comparing habits and life

style with actions in the

course

Identification antonyms, false

friends and words with

prefix and suffix

Recognizing phonetic symbols

Identification and interpretation of the customs and the daily life in other cultures where you speak English

Understanding general and dates of relevant

dates of the audiovisual methods with a

Differencing the meaning and do not know information, with the interpretation of linguistic elements and non-linguistic

Expressing the events of the past that have linked

with the

Using the common

expressions, create

sentence, lexis

Pronouncing difficult

phonemes

Using the correct forms of a formal language or courtesy in the

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language clear and easy

Using the strategies of understanding the oral

messages

elementsUnderstanding general and specific texts in paper and digital support, of general

interest and making reference with other subjects of the

curriculum

present

of terms of personal

interest and general,

common life and with ideas

that have relationship

with the curriculum

social interchanges

Producing oral descriptions, narrations,

explanations of experience, events and

diverse elements, having into consideration the

elements of coherence and cohesion

Reading autonomous the longer texts that have

relationship with their interest.

Using the structures and

functions associating

with the different

situations of communication

Making predictions

and express intentions

Pronouncing contract forms

Knowing the historical and geographical aspects of the cities where people speak English

Valuating the formal correction in the

production of oral messages

Obtaining new information of different sources to create

specific elements.

Expressing affinities and

opinions, make an

invitation and answer that

Pronouncing ending of

verbs

Interesting the communicative relationship with native people or learning it , with a paper support or digital media

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Participating in conversations and simulating topic of

common life and topics of interest with other

elements of communicative elements

Establishing the reading strategies used before.

Expressing hypothesis and give advice

Pronouncing weak forms

Valorizing the personal knowledge in the relationship with people that live in other cultures

Using spontaneous answer and precise with

situation of communication in the

class

Creating new diverse texts with an adequate lexis and

context with the necessaries elements of the cohesion to create ideas and use new

autonomous elements basic in the process of formation of the

written composition

Transmitting opinions and

ideas of others

Recognizing and creating basic patrons

of rhyme, intonations

and stress of words and sentences

Comparising between the cultures and founding the way of criticizing the personal culture and accepting the other cultures

Using conventions owner of conversations in

activities of real communication and

creative communication

Using a correct or appropriate word for the reader who is

designate the text.

Expressing process and

changes (passive voice)

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Using autonomous strategies of

communication for start ,continue and finish

the interaction

Communicating with speakers of foreign language with a

post correspondence or using electronic elements

Describing an identificating of places , things and persons

Using a correct orthography and differentiates the sign of

punctuation

Interesting for good presentation of the text which could be written, or in digital

support.

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METHODOLOGY

The methodology that we are going to use in class ,during the period in which we are creating that didactic unit, is formulated specially in the task-based learning (TBL). We choose that because our goal is to learn a whole range of vocabulary which would be very useful during our lessons. That method is useful because we want to focus on the task, rather than on the language. Also, inside that model of methodology that we want to use is important to distinguish the presence of the PPP (Presentation, Practice and Production), because in that case we present or teach an item in a clear context to get across the meaning and the complete it with a practice that could be elaborate by the students like we did in the class.

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RESOURCES

During the period of time that we are doing these activities that have relationship with the title of the didactic unit , in that case travelling around London, the material that we need for our classes would be , computer with a projector because we are going to show a video and are completing several questions, a recorder for a listening practice, elaboration of a PowerPoint by the students, pamphlet that we are going to complete in the class and later put them in the wall , teacher book to guide students of the grammar activities that we will covert and photos of monuments of London that we are going to add to the pamphlet.

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ASSUMED KNOWLEDGE OF THE STUDENTS

The students according to the topic that we are presenting will know more or less the most important monuments of London like , The Big Ben , The Parliament or The London Eye, because the learn it the subject of Geography. Moreover, according to the vocabulary they also know the name of the different kinds of transports that we can find in London, or the activities that we can make like sightseeing. Also, they know how to describe a place or a person, and how to ask for a direction, something that will be useful for our activities.

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ANTICIPATED PROBLEMS

The problems that we can find during our lesson could be specially focuses in the grammar part. because sometimes students find difficult to differentiate the construction of the future tense , in that case which are the uses of the going to structure and will structure. For that we will create a table which gives the students different examples and the uses of the structure something which will be useful, because they later will have exercises prepare with the book and have to complete them in their houses. Another problem that we can find especially in the age that we are working is motivation, because students sometimes do not like the second language that is studying, they only do to have a better opportunity in the future. So what we want at that point is to expose the English with a dynamic way, not like the traditional one. We wanted to make more practice exercise that could benefit our students in the future and also that they have a great time.

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PLANNING A PEDAGOGICAL TASKS OF EACH LESSONLESSON 1

STEPS AIMS ACTIVITIES& TASKS

TIMING INTERACTION PATTERNS

SKILLS COMMENTS

PRESENTATION To presentvocabulary about London

Teacher show some pictures of monuments of London Teacher ask student what they know about London

5 minutes Teacher-students Speaking That is a good way to begin with the topic that we are going to focus

CONTROLLED ORAL PRACTICE

To identify different activities that we can do in London

T ask SS to identify in a paper the places that they have seen before and to put the correct name of that monuments

5 minutes Teacher-students Writing and Speaking

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CONTROLLED WRITTEN PRACTICE

To complete the definition with the correct name of the place

T give them an exercise with different definitions of the places that we have seen before , students must to complete the definitions

10 minutes Students Writing

CONTROLLED ORAL PRACTICE

To understand a listening text about London , then complete some questions about the video

SS follow the video and answer the questions. Later they revise their questions in pairs and we repeat the video.

25 minutes StudentsPair work

Listening ,Writing, Speaking and Reading

FREE PRACTICE

To produce their own perception of a place in London

Each student decides the place that they like most and explain why they chose it.

20 minutes Students Speaking

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LESSON 2

STEPS AIMS ACTIVITIES & TASKS

TIMING INTERACTION PATTERNS

SKILLS COMMENTS

PRESENTATION To present vocabulary about transports

T exposes new vocabulary about transports and shows how to pronounce different words.SS create a list of new expression that would be useful and practice pronunciation.

15 Teacher-student Speaking

CONTROLLED ORAL PRACTICE

To use the vocabulary about asking something

SS practice with the vocabulary we studied before and create a conversation similar to the example that the teacher give them

20 minutes Students-StudentsPair work

Speaking

CONTROLLED ORAL

To read a text about Piccadilly

SS read and listen the text, then

10 minutes Students Reading &listening

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PRACTICE circus answer a true , false questions

CONTROLLED WRITTEN PRACTICE

To give further practice on the use of will as a prediction

T gives them a handout about the formation of the structure of willT writes the model of sentences

15 minutes Students- teacher Reading& writing

ROUND-UP PRACTICE

To let them integrate what they have just learnt to their previously-learnt knowledge

SS must to complete different sentences of the will structure

Homework Writing

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LESSON 3

STEPS AIMS ACTIVITIES & TASKS

TIMING INTERACTIONAL

PATTERNS

SKILLS COMMENTS

CONTROLLED

ORAL PRACTICE

To practice the use of going to for making a plan

SS learn the use of (going to.)SS make several sentences and exercise , then distinguish that verbal tense to the will structure

25 Students Reading and writing

CONTROLLED

WRITTEN

PRACTICE

To give further practice on the use of going to and will as a planning a trip in London

T gives them an example of a letter where they explain a trip that are going to do , using the tenses that we studied in the classSS create a model

30 Teacher & students Reading &writing

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LESSON 4STEPS AIMS ACTIVITIES&

TASKSTIMING INTERACTIONAL

PATTERNSSKILLS COMMENTS

presentation To listen to a video of some students

Ss must to take notes of the different places that are shown in the video , then we will practice some words that were difficult to understand

10 Students Listening & writing

CONTROLLED WRITTEN PRACTICE

To give further practice in the use of the first conditional

T explains SS the different uses of the first conditional, and practice that with an activity

20 Students Writing

FREE To produce a SS will explain a 25 minutes Students Speaking

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ACTIVITY prediction of a travel

prediction of a travel that they will do around London if they win the lottery using the 1st

conditional

LESSON 5

CONTROLLED WRITTEN PRACTICE

To complete an exam with the different tenses that saw in the previous lessons

SS must to complete exercise of will , going to and 1st conditional

30 minutes Students Reading & writing

CONTROLLED ORAL

Understand a sing of the Beatle and

T explains SS who were the Beatle

15 Students Listening &writing

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PRACTICE fill in the gaps and why they are important in London.SS listen to the two song of the Beatles and complete the blank gaps

CONTROLLED WRITTEN PRACTICE

To learn new vocabulary about travelers

SS complete a crossword with several definitions of travelers

Homework Students Reading &writing

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ASSESSMENT/EVALUATION CRITERIA

In that case the type of assessment that we are going to use during our lesson consist on a continuous assessment (summative evaluation), where we find different point to take into consideration to create the final mark. During the whole year we are going to do different exams with the grammar tense saw in class like the one we exposed in the activities before (lesson 5, activity 1), that has a percentage of 20 % in the final mark, also the last days of the term we are going to have a final exam with all the contents (grammar, vocabulary, expression, listening …), that make the total of 60 % of the mark. Finally as we exposes in the previous pages, we want to emphasize more in the conversation part (speaking part), because our goal is to feel more confident and start to be prepared to the exam of selectividad that we will have when we finish the high school .So that part is 10 % of the mark, (in that point we include the participation in class and if they come to class, for that part teacher will have a paper to evaluate student that we exposed later). The other 10% will be add during the 3º term because student must create a team work , formed by 3 o 5 person and must do a video or a PowerPoint where they explain the topic of the vocabulary that they most like during the year and also they must to investigate more about the topic.

Name Participation Speaking part

Assist to class

Good work Good behavior

Grade

1234

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ATTENTION TO STUDENTS WITH SPECIFIC EDUCATIONAL NEEDS

Also it is important to take into consideration students with specific needs, in that case with intellectual and motor interactions.

With the activities that we propose they could find difficult to work with the vocabulary because there are too many words, the solution that we want is to create new activities using different pictures to give them a facility in the study of the vocabulary. Also, another aspect that we want to highlight is the reinforcement of activities in that case with the construction the future and 1 st

conditional because those result sometime very difficult to be understood.

It is very important to make reference to students that are immigrant because we want to integrate them and make them participate more in the class. So, that would be a good point to take into consideration when the teacher creates the groups of the final works (videos or PowerPoint).

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BIBLIOGRAPHY

FRIENDS 2, Student´s book, Carol Skinner, Pearson Logman 2003. FRIENDS 2,Activity Book 2,Carol Skinner with Liz Kilbey, Pearson Logman, 2003 OPPORTUNITIES ELEMENTARY, Student´s book, Michael Harris,David Mower & Anna

Sikorzynska,Logman, 2001. OXFORD EXCHANGE 4, Workbook, Mick Gammidge& Ben Wetz, Oxford, 2002 OXFORD EXCHANGE 4, Student´s Book, Ben Wetz, Oxford, 2002 OXFORD SPOTLING 4, Workbook, Paul Davies , Tim Falla , Catherine Mcbeth & James

Styring , Oxford 2009. OXFORD SPOTLING 4, Student´s book, Paul Davies & Tim Falla , Oxford 2009.

WEB REFERENCESwww.lyrics.comwww.englishexercises.orgwww.youtube.comwww.mansioningles.comwww.googleimages.esvideo 1http://www.youtube.com/watch?v=nuRTQ1lOrgM&feature=player_embeddedvideo 2http://www.youtube.com/watch?v=ic-zyA762Wc

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ACTIVITIES

LONDON. LESSON 1 , ACTIVITY 1

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ACTIVITY 2 LESSON 1Write the correct name to the description 1-1. The less bridge behind the Thames .It open and close when the boats pass away.

2. It is the second highest church in the world. It is the place where Prince Charles get married with Diana.

3. It was built to be a jail, today is a museum where the jewels of the queen is maintained.

4. That square is a symbol in the centre of London.

5. It is the house of the real family. Here we can find the guards of the queen.

6. The parliament meets here.

7. The famous tower of London

8. It is the famous church of London where the most Queens and Kings became kings here.

9. It is one of the most important museums in the world. Nowadays that is considered a library.

ACTIVITY 3 1. Which is the name of attraction famous of :

a. The biggest in the world , the observation of the rude

b. One of the symbols of the new city

c. The most important clock in the world

d. The oldest place of London

2. Were we can go to

a. See the house of Parliament

b. Go to pubs , shops and restaurants

c. Go shopping and to the theatre

d. See the place where all the king and queen had become queen since 1066.

e. Visit the market

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LESSON 2Activity 1

Questions about trains / buses

Could you tell me the time of the next

train / bus to Cardiff, please?

Is it an express train / bus, or do I

have to change trains / buses?

Is there a buffet car?

What platform / stop does it leave

from?

What time does it depart?

What time does it arrive?

How long is the journey?

Buying a train ticket

I'd like a ticket to London, please.

o Single or return?

Return. How much is the fare?

o That's £150.00 peak time, or

if you travel off-peak between

10am and 3pm it's only

£65.00.

I'll travel off-peak then thanks. Can I

reserve a seat?

o Yes, but it's an extra £5.00.

Questions about flying

Is there a flight to London, please?

Is it a direct flight, or do I have to

change planes?

Do they serve food?

What terminal does it leave from?

Is there an airport bus?

Can I have a window/aisle seat?

What time do I have to check in?

What time does it take off?

What time does it land?

How long is the flight?

Buying a plane ticket

I'd like a ticket to London, please.

o Single or return?

Return. How much is it?

o That's £150.00 business

class, or £65.00 budget.

Budget then thanks. Can I have a

window / aisle seat, please?

o Yes, certainly.

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ACTIVITY 2DialogueMr Smith is checking in at the airport.

Checking in at the airport – Conversation

Clerk: Good Morning.

Mr S : Is this the right desk? My flight is BA123.

Clerk: Yes, that's right. I need your passport and your ticket, please.

Mr S: There you go.

Clerk: Thank you. Do you have any luggage to check in Mr Smith?

Mr S: Yes, these two suitcases.

Clerk: Could you put them on the conveyor belt, please.

Mr S: Sure. I don't think they are over.

Clerk: No. That's fine. Would you like a window or an aisle seat?

Mr S: A window seat, please.

Clerk: ... Here are your luggage tags and your boarding card. Your seat is 36B.

Mr S: Thank you. What is the boarding time?

Clerk: The plane is boarding in 30 minutes. You leave from Gate 15. Have a good flight.

Mr S: Thank you. Goodbye.

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Activity 3

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Exercise.Mark true or cross1. Mark know a lot about London

2. Mark´s great-grandfather was a photographer

3. In 1905 there were more than ten million people in London

4. There was a lot of traffic in Piccadilly Circus in 1905

5. The open top buses are for tourist now.

ACTIVITY 4

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1. Complete with the correct form of will and the verbs in the box.

a. I (not)………….. tonight

b. I …………….at London at six o ´clock

c. She (not)……………. Her computer to the Internet tonight

d. He …………all around the world.

e. ……………. I ………….. a famous person?

f. You………….never……. contact with real fiends

Go out, connect, lose , marry, arrive, travel

ACTIVITY 5 ( HOMEWORK)

1. write decision using I´ll .. and the phrases in the boxa. What would you like to follow?

b. Darren isn’t answering the phone at home

c. It´s freezing outside.

d. we´re lose .Where is the station?

e.You missed a fantastic episode of Charmed on Tv.

f. Your trainers are old and dirty

Expressions

ask this woman , buy some new ones, have the chicken salad, try this mobile, watch the next one , wear a coat.

2.Write offers or promise for these comments .Use the structure of will or won´t a. I am cold (lend/coat)

b. I don´t like this pizza ( order/ pasta)

c. I can´t do my homework ( help)

d. It´s my birthday party on Saturday (buy/ present)

e .I´ve lost my phone (lend)

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f. This Cd is boring (play/ different)

3.Complete the sentences with will and won´t a. Shopping malls ……… be like leisure centers.b. Small local shops …… disappear.c. People ……. Visit traditional shops to try on clothes d. We ……. Do most of our shopping on the Internete. We ……….. Need to order our food –our fridge……. Do it.f. There …….be relaxation areas in shopping malls

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LESSON 337

Activity 11. COMPLETE THE PREDICTIONS .USE THE GOING TO FORM, AFFIRMATIVE OR NEGATIVE, OF THE VERBS IN THE BOX.A. Liverpool are playing really well .They ………………… (Win) the match.B. The sun is shining and the sky is blue, It …………………. (Not rain) today.C. He´s terrible at skateboarding. He……………. (Fall over)D. Look out! That car……………….. (Not stop)E. I´ve bought some new clothes for the party .I……………. (Look) cool!

2. COMPLETE THE TEXTS. USE WILL OR GOING TO There is less ice in the Artic and Antarctic because temperatures are higher. This is causing the sea level to rise. Nobody really know what ………(happen) , but government are worried that a lot of land…………..(disappear)under the sea completely. For example, in the USA today, about 13.000 km of land are only 60cm above sea level. Very low countries like Bangladesh……..(suffer) the most, however. Towns and cities near the sea ….. (have) enormous problems too , because protecting them …….(cost) billions of dollars.

After an emergency planning meeting, the United Nations has made a number of important decisions. Our intentions are:1.UN experts ………….(investigate) the cause of global warming.2. Countries which are safe from the rise in sea level ………(experience) an increase in immigration .3. Scientists ……(help) all governments to plan for the future.4. The Un …………….(give) more money to the developing world to pay for protection from the sea .

3. COMPLETE THE CONVERSATION.USE THE WILL OR GOING TO FORM OF THE VERBS IN BRACKETS.JOE. Hi, Beth. ……….. (You/help) with the anti-racism meeting tomorrow?BETH. Yes, of courseJOE. Why don’t we go together? It…………. (be) more fun.BETH. Good idea…………. (you/go)by bus?JOE. No .My brother……… (drive).We……(take) you in our car, if you want.BETH. Thanks JOE. If we leave her at nine o´clock we …….(arrive) in London before eleven.BETH. Ok. I ………..(be) ready to leave at nine, I promise JOE great! See you tomorrow!

4. COMPLETE THE ADVERT. USE WILL OR GOING TO AND THE VERB IN THE BOX.Everyone knows that global warning …. …. Serious change in the sea level. Some scientists predict that the sea level ….. …20-30cm by 2050. Bad news? No! it doesn´t have to be a problem! The higher sea level ……….. Beaches in a lot of holiday towns, but no her in Weston-on-Sea!.Weston-on-Sea is safe for the 21st century because we have got big plans for the future. We………. The town form any rise in the sea level. Engineers ………….a wall around the town and they ….. Work on the project next month.Stop worrying and relax! You can be sure that you and your family …….a fantastic holiday here at Weston-on-Sea. Phone for details –now!

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Protect, cause , build, rise , enjoy, destroy , start

ACTIVITY 2AN EXAMPLE OF A LETTER TO A FRIENDHI MARIA,I am not very sure about what I am going to do this summer. May be we will go to London because I really like to visit that city. People tell me that it is a big city where you can do a lot of activities; also I could do my favorite activity which is going to the different monuments and learn more about the culture of other cities. Are you going on holidays this summer? Where? If I cannot go to London because it is too expensive, I will like to go to Disneyland Paris. I know that I am a teenager and that parks are for children. But since I was 2 years old I like Mickey Mouse. So my dream would be to meet him and take a photo. Have you ever been here?I hope we will see soon, please don´t forget to tell me when you came to my house, because I have to prepare everything Best wishes.

LESSON 439

ACTIVITY 21. MATCH THE TWO HALVES OF THE FIRST CONDITIONAL SENTENCES.1. If we organize a protest……….2. If they don´t find their keys……….3. I won´t be disappointed…….4. If it doesn´t snow this month…….5. She ´ll go to university ……….6. You´ll help somebody…….___________________________a. they will have to wait outsideb. hundreds of people will come c .we won´t be able to go skiingd. if she does well in her examse. if you make a donation to charityf. if I don´t win the competition

2. COMPLETE THE FIRST CONDITIONAL SENTENCES 1. Global warming ……..(get) worse if we ………….(not reduce) pollution.2. If it ………. (not rain) next month, the famine ………….(get)worse.3. we ……….(not stop) wars if we …………(not control) the arms trade.4. If we …………(protect)natural habitats, we ……………(save) endangered species.5. If we …….. (Recycle) more paper and glass , we ……..(help) to protect the environment.6. If we ……….(teach) children about other cultures, we ……….(fight) racism

3 .CHOOSE THE CORRECT VERB FORM1. If I talk/ will talk to Paco. I ´ll tell him about José 2. If he doesn´t study now, he don´t have/won´t have time later3. If we go out, I wear/ will wear my new shirt.4. If they don´t hurry up/won´t hurry up they´ll miss the film5. If we visit/will visit London next year, we will see the London Eye 6. If you don´t leave now, you are/will be late.

LESSON 540

ACTIVITY 1 (EXAM)1. COMPLETE THE LETTER WITH THE CORRECT FORM OF THE VERBS IN BRACKETS (WILL /GOING TO /1ST CONDITIONAL).Dear Sir or Madam,I am writing to ask for your support for a good cause. Thousands of animals around Europe suffer in cruel make-up tests. ______ people do nothing to stop the test, the animals …………..(continue) to suffer.I ……………. (do) a marathon job to make money to stop tests on animals, and I need sponsors. I ………..(give) the money I make to a charity which is fighting for animal rights .They …………….(make) a TV advert about the problem so people ………..(understand) the facts. They are also organizing a boycott of all make-up that is tested on animals.Please helpYours faithfully,Sandy Hewings.

2. complete the sentences with will or going to .A. I ……….. (study) hard for the exams.B. In the future, people …………(do) all their shopping on the Internet.C. I think a lot of shops……….. (disappear) in the future.D. My sister …………..(start) dancing classes next month.E. Short trousers…………(be) in fashion next year.F. I ………..(tidy) my room tonight.G.There………… (be) a woman president of the USA in the next ten years.H. I ………… (do) a lot of homework this weekend.

3. COMPLETE THE SENTECES USE THE VERB FROM THE BOX IN THE CORRECT TENSE. Give out, not be, not change, organize, save

1. If you……. A march, we ´ll all come 2. If you ……..the leaflets, people will know about the march.3. If you sing the petition, it …….. The campaign4. If we recycle more, there …… so much rubbish5. If we all change our lifestyle, we …..The planet.6. If we ……… our lifestyle, it´ll be a disaster.

4. COMPLETE THE SENTENCES 1. Oh no , I ´ve left my wallet at home , Don´t worry I ……. Pay.2. He can´t come to the cinema tonight, He …….. Visit his aunt.3. I think we ….win the Cup next season.4. Yuck! What´s the awful smell? I think I …… be sick.5. They…… buy Mariajo a birthday present on Saturday6. Which shoes do you want? I …… take these one.

5. CHOOSE THE CORRECT VERB FORM41

THE WORLD´S CLIMATE

OUR PREDICTION

The climate of the world is changing because of air pollution. Scientists predict that temperature are going to increase /will increase in the next decade and this is going to cause /will cause very serious problems. One possibility is that more of the Earth is going to become / will become desert,

OUR PLANS TO HELP THE PLANETWe´re learnt about global warning at school and we´ve planned a project for next term. We are going to try / we will try to save energy because energy production causes a lot of air pollution. Recycling saves energy, so we are going to recycle/we will recycle pater and cans. We are going to make / we will make sticker and posters to publicize the problem.

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Activity 2Yellow submarineIn the town where I was ___Lived a man who sailed to sea,And he ___of his life,In the land of ____,

So we sailed on to the sun, Till we found the sea green,And we lived beneath the waves,________________________,

We all live in a yellow submarine,__________, yellow submarine,We all live in a yellow submarine,yellow submarine, yellow submarine.

And our friends are all aboard,Many more of them live next door,And the band begins ___.

We all live in a yellow submarine,________________________________,yellow submarine, yellow submarine.

As we live a life of________ of us has all we need, Sky of ___, and sea green, In our yellow submarine.

We all live in a yellow submarine,yellow submarine, yellow submarine,We all live in a yellow submarine,yellow submarine, yellow submarine.

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IMAGINEImagine there's no ___ It's easy if you try And no Hell below us Above us only ___

____ all the people Living for today Imagine there's no country It isn't hard to do

Nothing to ______ for And no religion too Imagine all the people ________________

You may say I'm a dreamer But I'm not the ____Maybe ____ you will join us And the ________ as one

Imagine no _______ I wonder ___________ No need for greed or hunger Or Brotherhood of Man

Imagine all the people _________________ You may say that I'm a dreamer But _______________

And maybe someday you will join us And the world will be as one

You may say that ______But I'm not the only one Maybe someday you will join us And the world will be as one...

ACTIVITY 3 (HOMEWORK)

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