Award 2 Pp Ingles

7/30/2019 Award 2 Pp Ingles

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AWARD 2SYLLABUS

Area: Foreign Languages (English)

Stage: Bachillerato Education

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STARTER UNITInspirational people

OBJECTIVES

Learn and practise adjectives to describe people.

Read a text about a boy who built a windmill to create freeenergy for his village.

Revise present, past and future tenses.

Learn and practise using adjectives and verbs with prepositions.

CONTENTS

Listening

- Listen to two people talking about people they admire andanswer the questions.

Speaking

- Say which famous person they admire and why using theexpressions from the Street Talksection.

- Skim a text and say what it is about.- Scan a text and answer some questions.- Say what impresses them most about William Kamkwamba in

the What about YOU? section.

Reading

- Match some photos of inspirational people with the correctdescriptions.

- Read and say which adjectives could be used to describe thepeople in the photos.

- Match some paraphrases with phrases from a text.- Match words in a text with the definitions given.- Read an Exam Strategynote about Skimming and Scanning.- Study a table and say which verbs are in the present simple and

which are in the present continuous.- Read the sentences and choose the correct alternatives either

in present simple or in the present continuous.- Look at a table about the use of will, be going to and present

continuous.- Read a Careful! note about adjectives and verbs in English

followed by a particular preposition.

Writing

-Translate some phrases from a text into their own language.- Complete sentences with phrases from a reading text.- Answer to true/false type questions quoting words from a text

to support their answers.

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- Complete some mini-dialogues with the correct present simpleor present continuous form of the verbs given.

- Study a table and translate some sentences in their language.- Complete some sentences with the correct past simple or past

continuous form of the verbs given.

- Rewrite some sentences with used to- Complete sentences with the correct form of the verbs given

using will, be going to or the present continuous.- Study a table and complete the examples with will have or will

be.- Complete some sentences with the correct future continuous or

future perfect form of the verbs given.- Complete a text about The Dynamic Teen Company with the

correct form of the verbs given.- Classify the adjectives in a box with the correct prepositions.- Complete some sentences with the prepositions in a box.- Complete some sentences with the verbs given noting the

prepositions in bold.- Choose the correct prepositions to complete some sentences.- Complete a text about Angelina Jolie with prepositions.- Write about a person they admire.

Language knowledge and use

Linguistic knowledge:

Grammar

- Review of present, past and future tenses

Vocabulary- Adjectives- Adjectives and verbs with prepositions

Pronunciation- Students learn the right pronunciation in English through the

Listening activities, and the use of the Audio CDs.- Students also practice their pronunciation in English through the

Speaking activities.

Learning reflection:- Matching photos with descriptions- Skimming and scanning a text- Answering true/false type questions.- Gap-Filling in texts.

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BASIC COMPETENCES

BasicCompetence

Page Activity EvaluationCriteria

C1 Linguisticcommunicativecompetence.

SB page10

All the activities of theunit use the language asan instrument ofcommunication. Ex.Writing about a personthey admire.

Show interest inlearning English

C2 Mathematicalcompetence.

C3 Knowledge ofandinteraction

with thephysicalworld.

SB page7

Students read a textabout a boy from Malawiand they learn things

about this country.

Express curiosityin learning aboutGeography and

Social Science inEnglish.

C4 Competenceininformationandcommunicationtechnologies

Bachillerato StudentsWebsite:www.mac-english.comRecommended web links*.

Feel pleasure inusing newtechnologies inorder to revise andextend what theyhave learnt.

C5 Social and

civilcompetence.

SB

pages7, 9, 10

Education for Peace: the

importance of helpingdisfavoured people andcollaborating with charityorganisations.

Be willing to help

everybody.

C6 Cultural andartisticcompetence.

SB page5

SB page

10

References to famouspersonalities such asBarack Obama, OscarPistorius, Aung San SuuKyi, Rafa Nadal and Keira

Knightley.References to AngelinaJolie.

Show pleasure inlearning culturalfacts.

C7 Thecompetenceof learning tolearn.

WBpages4-7

Students complete theWorkbook activitiesforUnit 1 evaluating theirown work.

Show interest inlearning how tolearn English.

C8 Thecompetenceof personalautonomy

and initiative.

SB page6

Initiative to work in pairsor groups. E.g. discussingtheir impressions about aboy from Malawi.

Be willing to listento and interactwith others. Havea positive attitude

towards ownability to

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http://www.mac-english.com/http://www.mac-english.com/


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participate in classactivities.

C9 Theemotionalcompetence.(Castilla laMancha)

SBpages5-10

Students learn to work ingroups respecting eachother and admitting boththeir own success andtheir classmates.

Enjoy groupparticipation.Show respect forothers in thegroup.

Socio cultural aspects and intercultural awareness

Socio-cultural note about Barack Obama, Oscar Pistorius, AungSan Suu Kyi, Rafa Nadal and Keira Knightley.

Socio-cultural note about Malawi, Technology EntertainmentDesign (TED), William Kamkwamba and Moving Windmills.

Show interest in learning English and in the topic of the unit

Positive attitude towards own ability to participate in classactivities

Willingness to review and reflect on own learning

Enjoyment in completing activities

LITERARY EDUCATION Assessment and active participation in literary activities in the

classroom. Appreciation of literature as a source of pleasure showing

criticism towards it.

Development of reading autonomy.E.g.: Reading text: The Windmill Boy

CROSS-CURRICULAR ITEMS

Education for Citizenship: Charity organisations and theimportance of helping disfavoured people.

ATTITUDES AND VALUES

Respect for others

Respect for other cultures

MIXED-ABILITY ACTIVITIES

Mixed ability in the Teachers Book

Fast finisher activities, pages T5, T8, T9, T10

Extra activities, pages T8, T9, T10

Optional extension activities, page T8

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DIGITAL MATERIAL

Award 2 Digital course

Students website with self-study activities

Recommended web links*

www.nationmaster.com/graph/ene_win_ene_ins-energy-wind-installationhttp://news.bbc.co.uk/2/hi/africa/country_profiles/1068913.stmwww.ted.com/http://williamkamkwamba.typepad.com/

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http://www.nationmaster.com/graph/ene_win_ene_ins-energy-wind-installationhttp://www.nationmaster.com/graph/ene_win_ene_ins-energy-wind-installationhttp://news.bbc.co.uk/2/hi/africa/country_profiles/1068913.stmhttp://www.ted.com/http://williamkamkwamba.typepad.com/http://www.nationmaster.com/graph/ene_win_ene_ins-energy-wind-installationhttp://www.nationmaster.com/graph/ene_win_ene_ins-energy-wind-installationhttp://news.bbc.co.uk/2/hi/africa/country_profiles/1068913.stmhttp://www.ted.com/http://williamkamkwamba.typepad.com/


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EVALUATION

1. EVALUATION RESOURCES

Formative evaluation- Classroom observation to check both individual and global

progress

Self-study and self-examination in the Students Book- Grammarreference, pages 96-100- Vocabularyreference, page 110- Progress check, page 83- Writing reference, page 116- Wordlist, page 128- For further grammar practice see Workbook, pages 4-7

2. EVALUATION CRITERIA Understand the general idea of texts about young people with

great ideas, and identify relevant details in oral messagesrelated with them. C1, C3, C5, C8.

Express himself/herself with fluency and using the rightpronunciation - intonation in conversations about famouspersons they admire. C1, C5, C6, C8.

Understand the information of written texts related to theirinterests from different sources, such as texts talking aboutcharity organisations. C1, C3, C5, C6, C8

Write detailed formal texts with different purposes, using the

appropriate structures, functions and vocabulary, such aswriting about a person they admire. C1, C5, C8

Use information and communication technologies, in order toassess and identify their linguistic skills by using theBachillerato Students Website. C1, C4, C8

Analyze relevant geographical, historical, artistic, literary andsocial aspects related to the Anglo-Saxon countries bycomparing the life of young people from places such as Malawiwith their own experience. C1, C3, C5, C6, C8

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UNIT 1Leaving school

OBJECTIVES

Understand, memorize and correctly use vocabulary related to

further education; gerunds and infinitives Identify information from a text on deciding what to do when

they leave school

Understand and correctly use grammar structures related topresent perfect simple and continuous and past perfect simpleand continuous

Read a short text on gap years and identify specific informationrelating to gap years through a listening passage

Talk about what they would prefer to do when you leave school

Read a text about different things people choose to do after

leaving school Read a personal email

Listen to two students talking about their career plans

Listen to a radio programme about gap years

Review the connectors (and, so, but, because) to link ideas

Write a personal email in four steps: think, plan, write and check

Talk about their plans for when they leave school

Talk about the similarities and differences between Britain andyour country

Prepare to express their preferences in four steps: think, plan,

practise and speak Evaluate the progress done till this point by completing the

Progress Check and the Exam Practice for Unit 1, so as toparticipate in the learning process.

CONTENTS

Listening- Listen to two students talking about their future plans and

answer the questions.

- Listen to a radio programme and choose the best answers.- Listen and repeat some words paying attention to the /e/

sound.

Speaking- Answer some questions about school experiences.- Talk about their plans for when they leave school using the

Street Talk section.- Translate some words from a text into their language.- Say which activities they would you expect to do when theyre a

student and which they would do when theyre working.- Answer some questions about a text in their own words.

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- Answer to true/false type questions quoting words from a textto support their answers.

- Talk about the similarities and differences between the world ofeducation in Britain and their country in the What about you?section.

- Look at some pictures and describe what the people have beendoing.

- Look at some photos and say where the students are and whatthey are doing.

- Say whether they would like to take a gap year.- Say which two informal words in the email we use to change the

topic.- Look at some photos and answer questions Expressing

preferences.- Match some sentence halves and say which sentences they

agree with.- Talk about which they would prefer to do when you leave school

live at home or share a flat, using the language from theUseful language section.

Reading- Read the options for things to do when they leave school and

say them in their language.- Skim a text and say what it is about.- Find synonyms of some words in a paragraph.- Read an Exam Strategynote about answering open questions.

- Read the examples of the present perfect simple and thepresent perfect continuous in a table and translate them intotheir language.

- Read some sentences and choose the correct alternatives.- Read the Grammar bonus about the use of the past perfect

continuous and complete some exercises.- Read the uses of gerunds and infinitives and match the uses to

the correct sentences.- Read the sentences and choose the correct alternatives to

complete them with the gerunds or the infinitive.- Read and discuss theAcross cultures section about gap years.- Read sentences with stop and remember and match them to

the correct situations.- Read a Careful! note about using verbs such as stop and

remember.- Read the Exam strategy section and say what they think the

radio programme will be about.- Read a personal e-mail and match the parts of the email with

the descriptions given.- Find examples of some tenses in an email.- Read an Exam Strategynote aboutusing informal words

- Find informal words in the email that mean the same as thewords given.

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- Read an Exam Strategynote about giving reasons.

Writing- Complete some sentences with the correct form of the verbs

given using the past simple or present perfect simple.

- Look at some sentences and choose the correct alternativesusing either the past simple or the present perfect simple.

- Complete some sentences with the correct form of the verbsgiven using the past simple or past perfect simple.

- Rewrite some sentences beginning as shown.- Complete a text about a child genius with the correct form of

the verbs given.- Complete sentences with the gerund or infinitive form of the

verbs given.- Complete some rules with and, so, butand because.-

Complete some sentences with and, so, butor because-Join some sentences with the words given.- Write an email to a friend telling him/her about what they are

planning to do when they leave school.- Complete the Writing checklist.



Grammar

- Perfect tenses: Present perfect simple, present perfectcontinuous and past perfect simple

- Past perfect continuous

Vocabulary- Further education: vocational training, a gap year, an

apprenticeship, etc- Street Talk: to be skint, to be in two minds- False friends: career- Gerunds and infinitives-

Verbs that can be followed by gerund or infinitive: stop,remember

Pronunciation- The sound /e/- Students learn the right pronunciation in English through the



Learning reflection:

- Answering open questions- Looking at photos and questions to predict the content

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- Using informal language to make emails more personal- Giving reasons for your preferences

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BASIC COMPETENCES

BasicCompetence


C1 Linguistic

communicativecompetence.

SB page

11

All the activities of the

unit use the language asan instrument ofcommunication. Ex.Talking about their plansfor when you leaveschool.

Show interest in

learning English




SB page13

SB page15

Students read a textabout the Educationsystem in Britain.

References to CambridgeUniversity.

Express curiosityin learning factsabout Social

Science.




C5 Social andcivilcompetence.

SBpages13-15

Moral and Civic Education:The importance ofworking hard in order tosucceed at school.Education for SexualEquality: the importanceof understanding thatboth girls and boys cansucceed at any type ofcareer.

Understand theimportance of hardwork.

Be willing torespect sexualequality in allfields.

C6 Cultural and

artisticcompetence.

SB page

16

Students read theAcross

cultures section aboutGap years.

Show pleasure in

learning culturalfacts.


SBpages84, 90

Students complete theProgress Checkand theExampractice for Unit 1evaluating their ownwork.They also learn to use theReference sections at theend of the book.


C8 Thecompetenceof personal

ExamTrainer

Initiative to work in pairsor groups.E.g. Using the Exam

Be willing to listento and interactwith others. Have

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autonomyand initiative.

SBpages

31-32

Trainerpractising self-study in an autonomousway.They also complete theGrammar Doctorsection

assessing their knowledgeof units 1-2.

a positive attitudetowards ownability toparticipatein class activities.


SB page12

Students learn to work ingroups respecting eachother and admitting boththeir own success andtheir classmates. Ex.Discussing the similaritiesand differences betweentheworld of education inBritainand their country in theWhat about you? section.



Further education in the UK and gap years





LITERARY EDUCATION

Assessment and active participation in literary activities in theclassroom.

Appreciation of literature as a source of pleasure showingcriticism towards it.

Development of reading autonomy.E.g.: Reading text: Decision time


Maths: statistics and numbers

Language and literature: conventions for writing a personalemail


Respect for others

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Fast finisher activities, pages T11, T12, T14, T15, T16, T19, T20

Extra activities, pages T13, T14, T16, T19

Optional extension activities, pages T16, T18, T19, T20

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Teachers Resource Book

Reinforcement

Grammar standard worksheet, page 6

Vocabulary standard worksheet, page 28

Reading worksheet, page 47 Writing worksheets, pages 5354

Listening worksheet, page 65

Speaking worksheet, page 71

Grammar drills worksheet, page 78

Improve Your Writing: analysing sample answers, pages 8596Extension

Grammar extra worksheet, page 18

Vocabulary extra worksheet, page 38

Exam trainer

The Exam trainer provides tips and strategies to help studentsanswer exam tasks.

DIGITAL MATERIAL



Recommended web links*- http://studentfinance-yourfuture.direct.gov.uk/repay- www.bbc.co.uk/news/education-11438140

- www.gapyearprograms.net/gap-year-travel-destinations/

EVALUATION



progress

Accumulative evaluation: Tests in the TeachersResource Book

- Unit test 1 standard, pages 9798- Unit test 1 extra, pages 119121- Listening test, page 153- Speaking test, page 160

Self-study and self-examination in the Students Book- Grammar reference, pages 100103- Vocabulary reference, pages 110111- Writing reference, page 117- Speaking reference, page 122- Wordlist, pages 128129

- Progress check, page 84- Exam practice, page 90

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- For further grammar practice see Workbook pages, 6467

2. EVALUATION CRITERIA Understand the general idea of texts about the world of

education in Britain, and identify relevant details in oral

messages related with them. C1, C3, C6, C8. Express himself/herself with fluency and using the right

pronunciation - intonation in conversations about expressingpreferences. C1, C5, C8.

Understand the information of written texts related to theirinterests from different sources, such as texts talking about gapyears in Anglo-Saxon countries. C1, C3, C5, C6, C8

Write detailed formal texts with different purposes, using theappropriate structures, functions and vocabulary, such aswriting a personal e-mail. C1, C4, C6, C8


Analyze relevant geographical, historical, artistic, literary andsocial aspects related to the Anglo-Saxon countries bycomparing the education system in those countries with theirown country. C1, C3, C5, C6, C8

Show awareness and thoroughly apply the self-evaluation andself-correction mechanisms that enhance the learning autonomyby completing the Progress Check and the Exampractice forUnit 1. C1, C7, C8

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UNIT 2Science

OBJECTIVES

Understand, memorize and correctly use vocabulary related toscience; phrasal verbs and compound adjectives

Identify specific information from a text about how youngpeoples brains work

Understand and correctly use grammar structures related torelative clauses

Identify specific information in a listening passage about ascience TV programme

Learn and use language for agreeing and disagreeing

Read a short text about Scottish inventors and inventions

Read a text about science TV programmes Listen to two students talking about whether they like science or

not

Listen to a radio programme discussion about scienceprogrammes on TV.

Learn how to use connectors of addition and contrast

Write a for and againstessay in four steps: think, plan, write andcheck

Talk about whether they like science or not and which scientificdiscovery they think is most important

Talk about how you use your brain Prepare to agree and disagree about a statement in four steps:

think, plan, practise and speak

Foster their learner autonomy by completing the activities of theGrammar Doctorsection for Units 1-2.

Evaluate the progress done till this point by completing theProgress Check and the Exam Practice for Unit 2, so as toparticipate in the learning process.

CONTENTS

Listening

- Listen to two students talking about science and answer thequestions.

- Listen to a radio programme and choose the correct answers.- Listen and correct the false sentences.- Listen and repeat some words so as to practise the

pronunciation of the /g/ sound and the /d/ sound.

Speaking

- Say what we call people who study different sciences.

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- Say which scientific discovery they think is the most importantusing the Street Talksection.


- Answer questions about their own brain abilities.

- Say whether some sentences contain defining or non-definingrelative clauses.

- Look at some photos and the captions and say what they thinkthe answers are.

- Say which words in a dialogue mean howeverand in addition.- Say which words and phrases we use for agreeing or

disagreeing.- Give their opinion to whether athletes who use drugs to win

competitions should be banned, using the language from theUseful language section.

Reading

- Read the words in a box and say which areas of science theyhave studied at school.

- Read and do a science quiz.- Match some verbs from a text with the correct definitions.- Read a Exam Strategy note about answering true or false

questions.- Read some sentences from a text about the brain and choose

the best answers.

- Find words in a text to match some meanings.- Find antonyms for some adjectives in a text.- Study a table and say whether they use relative clauses in the

same way in their language.- Read a Careful note aboutthe use ofwho, which or that.- Study a rule and decide in which sentences they can omit the

relative pronoun.- Read the Grammar bonus about the use of relative clauses with

prepositions and complete some exercises.- Read the phrasal verbs in a box and say them in their language.- Read some sentences and choose the correct phrasal verbs.- Read some sentences and choose the correct compound

adjectives.- Read and discuss the Across cultures section about inventors

and inventions.- Read an Exam Strategynote about underlining the key words.- Look at a list of arguments and say whether the arguments are

foror againstpopular science TV programmes.- Read an essay about popular science TV programmes and

answer some questions.- Match some paragraphs from an essay with the correct

descriptions.

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- Find two examples of relative clauses in an essay and saywhether they are defining or non-defining relative clauses.

- Read some sentences and choose the correct connectors ofaddition and contrast.

- Read a Exam Strategynote about the use of adjectives to give

more strength to their opinions.- Read the Grammar review and the Check revision of the

Grammar Doctorsection for the last two units.

Writing- Complete some definitions with relative pronouns.- Correct some sentences using defining or non-defining relative

clauses.- Exam focus: Join the pairs of sentences using relative pronouns.- Complete a text about Isaac Newton with who, which, whose,

where, when or that, omitting the pronouns if possible.- Replace some words with the correct form of the phrasal verbs

given.- Match a word from two boxes to make compound adjectives.- Complete some sentences with the correct compound

adjectives.- Read and classify the words in a box according to their being

connectors of addition or contrast.- Write an essay on whether science should be an optional

subject in their last two years of school, and not obligatory.- Complete the Writing checklist.- Read and listen to the dialogue and complete some sentences

showing agreement or disagreement.- Complete the Testand check the results of the Grammar Doctor

section for the last two units.



Grammar- Defining and non-defining relative clauses- Relative clauses with prepositions

Vocabulary- Science words: astronomy, biology, chemistry, etc- Science professions: astronomer, biologist, mathematician, etc- Street Talk: Its not really for me, Wed be nowhere without it- False friends: familiar, realize- Phrasal verbs: look into, go over, find out, etc- Compound adjectives: ground-breaking, trouble-free, mass-

produced, etc

Pronunciation- The sounds /g/ and /d/

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- Students learn the right pronunciation in English through theListening activities, and the use of the Audio CDs.

- Students also practice their pronunciation in English through theSpeaking activities.

Learning reflection:

- Answering true or false questions- Underlining key words in questions to help you predict what to

listen for- Using adjectives to give more strength to your opinions

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BASIC COMPETENCES

BasicCompetence



SB page21

All the activities of theunit use the language asan instrument ofcommunication. Ex.Saying whether they likescience and talk aboutscientific discoveries.



C3 Knowledge ofand

interactionwith thephysicalworld.

SBpages

21-30

The whole unit is devotedto talk about science,

discoveries, the greymatter, Isaac Newton,science TV programmes,etc.

Express curiosityin learning facts

about Science.





SBpages21-30

SB page28

Education for SexualEquality: understand thatboth men and women canbe successful at any typeof activity, such asscience.Consumer Education: Theimportance of having acritical attitude towardsthe TV programmes they

watch on TV.

Accept sexualequality in allfields

Be willing to becritical.


SB page26

Students read theAcrosscultures section aboutScottish inventions anddiscoveries.



SBpages85, 91

Students complete theProgress Checkand theExampractice for Unit 2evaluating their ownwork.They also learn to use the

Reference sections at theend of the book.


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C8 Thecompetenceof personalautonomyand initiative.

ExamTrainer

SBpages31-32

Initiative to work in pairsor groups.E.g. Using the ExamTrainerpractising self-study in an autonomous

way.They also complete theGrammar Doctorsectionassessing their knowledgeof units 1-2.

Be willing to listento and interactwith others. Havea positive attitudetowards own

ability toparticipatein class activities.


SB page22

Students learn to work ingroups respecting eachother and admitting boththeir own success andtheir classmates. Ex.Discussing questionsrelated to brains abilitiesin the What about you?section.



A science programme on British TV

Scottish inventors and inventions


Positive attitude towards own ability to participate in classactivities Willingness to review and reflect on own learning



classroom.


Development of reading autonomy.E.g.: Reading text: Too Much Grey Matter


Biology: understanding the human brain

History: Scottish inventors and inventions

Language and literature: conventions for writing a for andagainstessay


Respect for others

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Fast finisher activities, pages T21, T22, T25, T26, T28, T29, T30 Extra activities, pages T23, T24, T26, T28, T30

Optional extension activities, pages T21, T24, T29


Reinforcement



Reading worksheet, page 48

Writing worksheets, pages 5556




Improve Your Writing: analysing sample answers, pages 8596

Extension



Exam trainerThe Exam trainer provides tips and strategies to help studentsanswer exam tasks.

DIGITAL MATERIAL



Recommended web links*- www.brainhealthandpuzzles.com/brain_parts_function.html- www.tech-faq.com/who-invented-the-cell-phone.html- http://inventors.about.com/od/pstartinventions/a/Penicillin.htm- www.bbc.co.uk/history/historic_figures/baird_logie.shtml- www.scotland.org/features/item/the-scots-didnt-inventthe-

wheel/- www.ulsterhistory.co.uk/johndunlop.htm

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EVALUATION


Formative evaluation

- Classroom observation to check both individual and globalprogress


- Unit test 2 standard, pages 99100- Unit test 2 extra, pages 122124- Term Test 1 standard, pages 109110- Term Test 1 extra, pages 137139- Listening, page 154

- Speaking, page 161 Self-study and self-examination in the Students Book

- Grammar Doctor, pages 3132- Grammar reference, pages 103104- Vocabulary reference, page 111- Writing reference, page 118- Speaking reference, page 122- Wordlist, pages 129130- Progress check, page 85- Exam practice, page 91-

For further grammar practice, see Workbook pages, 6869

2. EVALUATION CRITERIA Understand the general idea of texts about science, and identify

relevant details in oral messages related with them. C1, C3, C6,C8.

Express himself/herself with fluency and using the rightpronunciation - intonation in conversations about scientificdiscoveries. C1, C3, C6, C8.

Understand the information of written texts related to theirinterests from different sources, such as texts talking about thegrey matter. C1, C3, C8

Write detailed formal texts with different purposes, using theappropriate structures, functions and vocabulary, such aswriting a for and againstessay. C1, C3, C5, C8


Analyze relevant geographical, historical, artistic, literary andsocial aspects related to the Anglo-Saxon countries bycomparing scientific issues from those countries with the ones

in their own country. C1, C3, C6, C8

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UNIT 3Crime

OBJECTIVES Understand, memorize and correctly use vocabulary related to

crime and punishment, adjective suffixes, and too and enough

Identify specific information from a text about being guilty untilproven innocent

Understand and correctly use modal verbs

Identify specific information in a listening passage about theeffects of TV crime series

Describe a photo.

Read a text about the Innocence Project

Read a short text about law and order

Read an opinion essay about the right to have guns

Listen to two people talking about crime

Listen to a news programme about TV crime series

Learn how to give opinions with reasons and examples

Write an opinion essay in four steps: think, plan, write and check

Talk about crime where they live

Talk about being a victim of crime

Prepare to describe a photo in four steps: think, plan, practiseand speak


CONTENTS

Listening- Listen to two people talking about crime and answer the

questions.- Listen to a news programme and choose the best answers.- Listen and repeat some words and classify them in a box

according to their stress pattern.- Listen to a girl describing a photo and complete some

sentences.

Speaking- Say the crimes in a box in their own language.- Answer some questions about crime where they live using the

Street Talksection.- Answer to true/false type questions quoting words from a text


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- Discuss whether they have been a victim of crime in the Whatabout you? section.

- Say some words from a listening in their own language.- Look at some photos and think of three reasons why guns

should be banned.

- Describe a photo including expressions from the Usefullanguage section.

Reading- Read a text about The Innocence Projectand match paragraphs

with the correct headings.- Read a text again and choose the best answers.- Find words in a text and match them to their meanings.- Read an Exam Strategy note about answering multiple-choice

questions.-

Study a table of modal verbs of obligation, no obligation,prohibition and advice.- Read some sentences and choose the correct modal verbs.- Look at a table with information about modal verbs of

speculation and deduction.- Read some sentences and choose the correct modal verbs of

speculation and deduction.- Read a text about Sherlock Holmes and choose the correct

alternatives.- Read the Grammar bonus about the use ofcould, was able to

and managed to and complete some exercises.

- Read some adjectives and note the suffixes.- Read a Careful! note about adjectives that change meaning.- Read some sentences and choose the correct adjective with

suffixes.- Read and discuss the Across cultures section about law and

order.- Read an essay about whether people should have the right to

own guns and answer questions.- Match some paragraphs with the correct descriptions.- Find some words and phrases for giving opinions with reasons

and examples in an essay.- Read an Exam Strategynote about explaining something again.

Writing- Classify some crime words in the correct column in a table.- Complete sentences using the correct words to do with crime.- Complete sentences with dont have to, have to, should or

shouldnt.- Rewrite sentences with cant have, mighthave or must have.- Complete some dialogues with mustor should.- Exam focus: Rewrite sentences using modal verbs.

- Add suffixes to the words given to make adjectives and classifythem under the correct heading in a table.

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- Read the sentences and complete the rules for too and enough.- Complete some sentences with too or enough.- Choose the correct options for giving opinions with reasons and

examples to complete some sentences.- Write an essay giving their personal opinion about carrying

weapons to defend themselves.- Complete the Writing checklist.- Complete the deductions about a photo with might, musthave

or must.



Grammar- Modal verbs-

could, was able to and managed to

Vocabulary- Crime words: assault, burglary, etc- People and places related to crime: criminal, detective, court,

prison, etc- Street Talk: be on your guard, make a big deal out of something- False friends: record- Adjective suffixes: -ive, -less, -al, -ful, etc- too and enough

Pronunciation- Stress patterns- Students learn the right pronunciation in English through the



Learning reflection:- Answering multiple-choice questions- Answering listening questions in two steps-

Trying to explain if someone doesnt understand when youspeak

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BASIC COMPETENCES

BasicCompetence



SB page33

All the activities of theunit use the language asan instrument ofcommunication. Ex.Talking about crime wherethey live.





SB page35

SB page40

The whole unit is devotedto talk about crime andlaws. References to The

Innocence Project.References to the use ofguns in the USA.

Express curiosityin learning factsabout Social

Science.




C5 Social and

civilcompetence.

SB

pages33-42

SB page40

Moral and civic education:

The importance of havinga critical attitude towardscrime and criminals.Education for Peace: theimportance ofunderstanding thatviolence is never the wayto solve problems.

Be willing to

behave in thecorrect way.

Be willing to follownon-violentattitudes.

C6 Cultural andartistic

competence.

SB page38

SB page37

Students read theAcrosscultures section about

strange laws fromdifferent countries.References to SherlockHolmes.

Show pleasure inlearning cultural

facts.


SBpages86, 92

Students complete theProgress Checkand theExampractice for Unit 3evaluating their ownwork.They also learn to use theReference sections at the

end of the book.


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ExamTrainer

SBpages53-54


way.

They also complete theGrammar Doctorsectionassessing their knowledgeof units 3-4.




SB page34

Students learn to work ingroups respecting eachother and admitting boththeir own success andtheir classmates. Ex.Discussing theirexperiences about being avictim of crime in theWhat about you? section.



The Innocence Projectin different countries

Crime series on TV

Laws and legal systems in Britain and America

Show interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in classactivities




classroom.


Development of reading autonomy.E.g.: Reading text: Guilty until proven innocent

CROSS-CURRICULAR ITEMS Science for the contemporary world: scientific evidence

and DNA testing

Language and literature: conventions for writing an opinionessay


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Respect for others



Mixed ability in the Teachers Book Fast finisher activities, pages T33, T36, T37, T38, T41, T42

Extra activities, pages T35, T36, T40, T41, T42



Reinforcement









Extension



Exam trainer

The Exam trainer provides tips and strategies to help studentsanswer exam tasks.

DIGITAL MATERIAL

Award 2 Digital course Students website with self-study activities Recommended web links*- www.alcaponebio.com- www.innocenceproject.org- www.skrause.org/humor/stupidlaws.shtml

EVALUATION



progress


- Unit test 3 standard, pages 101102- Unit test 3 extra, pages 125127- Listening, page 155

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- Speaking, page 162

Self-study and self-examination in the Students Book- Grammar reference, pages 104105- Vocabulary reference, page 112- Writing reference, page 119- Speaking reference, page 122- Wordlist, pages 130131- Progress check, page 86- Exam practice, page 92- For further grammar practice, see Workbook, pages 7071

2. EVALUATION CRITERIA Understand the general idea of texts about crime, and identify

relevant details in oral messages related with them. C1, C3, C5,

C8. Express himself/herself with fluency and using the right

pronunciation - intonation in conversations describing photos.C1, C5, C8.

Understand the information of written texts related to theirinterests from different sources, such as texts talking about theInnocence Project. C1, C3, C5, C8

Write detailed formal texts with different purposes, using theappropriate structures, functions and vocabulary, such aswriting an opinion essay on the use of weapons. C1, C3, C5, C8


Analyze relevant geographical, historical, artistic, literary andsocial aspects related to the Anglo-Saxon countries bycomparing laws from those countries with the ones in their owncountry. C1, C3, C5, C6,C8


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UNIT 4The environment

OBJECTIVES Understand, memorize and correctly use vocabulary related to

environmental issues; compound nouns and phrasal verbs

Identify information from a text on fast clothes and greenclothes

Understand and correctly use grammar structures related toconditional sentences, I wish and if only

Identify specific information in a listening passage about thedamage to the environment caused by packaging

Give opinions and make suggestions

Read a short text about an eco-friendly island Read a formal letter about recycling facilities

Listen to two people answering questions about environmentalissues

Listen to a radio show interview of a campaigner againstpackaging

Learn how to use connectors of purpose

Write a formal letter in four steps: think, plan, write and check

Talk about environmental issues and what you can do aboutthem

Talk about clothes and the environment Prepare to give opinions and make suggestions in four steps:

think, plan, practise and speak



CONTENTS

Listening

- Listen to two people talking about environmental issues andanswer the questions.

- Listen to a radio interview about packaging and choose the bestanswers.

- Listen again and correct the false sentences.- Listen and repeat some words so as to practise the

pronunciation of the // sound and the // sound.

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- Listen to a dialogue and say which problem they are talkingabout.

Speaking- Answer some environmental questions using the expressions

form the Street Talksection.- Answer to true/false type questions quoting words from a text

to support their answers.- Answer questions about their own habits regarding clothes.- Look at some photos and say what the objects are made of.- Discuss which of a list of things they can recycle in their area.- Show agreement or disagreement towards several suggestions

a writer makes to improve recycling.- In pairs, talk about environmental problems using the languagefrom the Useful language section.

Reading- Match some photos to the correct words to do with

environmental issues.- Read and answer to an environment quiz.-Translate some words from a text into their own language.- Skim a text and say what some numbers refer to.- Read a text about Fast Clothes versus Green Clothes and

answer some questions in their own words.- Find words in a text to match some meanings.- Read an Exam Strategynote about synonyms and antonyms.- Study a grammar table about conditional sentences.- Read some conditional sentences and choose the correct

alternatives- Read some sentences and complete the rules with the use of

unless, even if, as long as andproviding.- Read a Careful note aboutthe zero conditional.- Read the Grammar bonus section about the use ofI wish and If

onlyand complete some exercises.- Match words from two columns to make compound nouns

- Read and discuss the Across cultures section about JoysxeeIsland and eco-friendly projects.

- Read an Exam Strategynote about statistics and numbers.- Read the letter about recycling facilities and answer some

questions.- Match the parts of a letter with the appropriate descriptions.- Look at the connectors in an e-mail and choose the correct

optionsto complete the rules.

- Read some sentences and choose the correct connectors ofpurpose.

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- Match some environmental problems with the appropriatesuggestions.

- Note the expressions in a dialogue and say which ones are usedto give opinions and which ones are used to make suggestions.

- Find a conditional sentence in a dialogue.

- Read the Grammar review and the Check revision of theGrammar Doctorsection for the last two units.

Writing- Complete some conditional sentences with the correct form of

the verbs given.- Replace the words in some sentences with unless, even if, as

long as orproviding.- Complete some sentences with the correct form of the verbs

given and say which one is not a zero conditional.- Exam focus: Write conditional sentences beginning with thewords given.

- Complete a text about Desert power with the correct form ofthe verbs given.

- Complete some sentences with the correct compound nouns.- Complete the sentences with the phrasal verbs given.- Replace the verbs in some phrases with the correct phrasal

verbs.-Join some sentences using the connectors of purpose given.- Write a formal letter to a local newspaper about an

environmental problem in their area.- Complete the Writing checklist.- Complete the Testand check the results of the Grammar Doctor

section for the last two units.



Grammar-

First, second and third conditionals- Unless, even if, as long as, providing- Zero conditional- I wish, If only

Vocabulary- Environmental issues: deforestation, global warming, landfills,

etc- Street Talk: Its a bit daft, We can all do our bit- False friend: library- Compound nouns: carbon emissions, ozone layer, rainforest, etc

- Phrasal verbs: throw away, cut down, use up, etc

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Pronunciation- The sounds // and //- Students learn the right pronunciation in English through the



Learning reflection:- Finding synonyms and antonyms in the text- Learning different ways of expressing statistics to help you

understand a listening passage

BASIC COMPETENCES

Basic

Competence

Page Activity Evaluation

CriteriaC1 Linguistic

communicativecompetence.

SB page43

All the activities of theunit use the language asan instrument ofcommunication. Ex. Talkabout the most importantenvironmental problemsat the moment.



SBpages43, 45,49

Students read and listento texts including figures,statistics and percentagesthey need to analyse.

Be able to usemathematicalconcepts inEnglish.

C3 Knowledge ofandinteractionwith thephysicalworld.

SBpages43-52

The whole unit is devotedto talk aboutenvironmental issues,ecological attitudes,renewable energysources, eco-friendlyprojects, packaging,recycling, etc.

Express curiosityin learning aboutNatural and SocialScience.




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SBpages43-52

SB page45

Environmental Education:the importance ofprotecting theenvironment usingrenewable energy

sources, recycling, etc.Consumer education: Theimportance of having acritical attitude towardsbuying lots of clothes, andbeing aware of theecological impact.Education for Peace:understand the importantwork done by charityorganisations such ascharity shops.

Be willing to takecare of theenvironment.

Be critical towardsthe consumersociety.

Be willing to helpothers.


SB page48

Students read theAcrosscultures section aboutJoysxee Island.



SBpages87, 93

Students complete theProgress Checkand theExampractice for Unit 4evaluating their ownwork.They also learn to use the

Reference sections at theend of the book.



ExamTrainer

SBpages53-54

Initiative to work in pairsor groups.E.g. Using the ExamTrainerpractising self-study in an autonomousway.They also complete theGrammar Doctorsectionassessing their knowledge

of units 3-4.

Be willing to listento and interactwith others. Havea positive attitudetowards ownability toparticipatein class activities.


SB page44

Students learn to work ingroups respecting eachother and admitting boththeir own success andtheir classmates. Ex.Discussing questionsrelated to renting clothesin the What about you?section.



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Charity shops and second-hand shops in Britain

Joysxee Island, an eco-friendly island off the coast of Mexico


Positive attitude towards own ability to participate in class

activities Willingness to review and reflect on own learning



classroom.


Development of reading autonomy.

E.g.: Reading text: Fast Clothes versus Green Clothes


Science for the contemporary world: the environment

Geography: environmental problems

Maths: numerical information

Language and literature: conventions for writing a formalletter


Respect for others




Fast finisher activities, pages T44, T46, T47, T48, T51, T52

Extra activities, pages T43, T45, T46, T47, T48, T50, T52

Optional extension activities, pages T43, T45, T47, T48, T51

Teachers Resource BookReinforcement









Extension

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DIGITAL MATERIAL Award 2 Digital course


Recommended web links*- www.charityshops.org.uk/faqs_shop.html- http://ecoble.com/2007/11/18/250000-bottles-amazingrecycled-

mexican-island-paradise/- http://spiralislanders.info/

EVALUATION



progress


- Unit test 4 standard, pages 103104- Unit test 4 extra, pages 128130- Term test 2 standard, pages 111112- Term test 2 extra, pages 140142- Listening, page 156- Speaking, page 163

Self-study and self-examination in the Students Book- Grammar Doctor, pages 5354- Grammar reference, pages 105106- Vocabulary reference, page 113

- Writing reference, page 120- Speaking reference, page 123- Wordlist, page 131- Progress check, page 87- Exam practice, page 93- For further grammar practice, see Workbook pages, 7273

2. EVALUATION CRITERIA Understand the general idea of texts about environmental

issues, and identify relevant details in oral messages relatedwith them. C1, C3, C5, C8.

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Express himself/herself with fluency and using the rightpronunciation - intonation in conversations about green clothes.C1, C3, C5, C8.

Understand the information of written texts related to theirinterests from different sources, such as texts talking about an

eco-friendly island. C1, C3, C5, C6, C8 Write detailed formal texts with different purposes, using the

appropriate structures, functions and vocabulary, such aswriting a formal letter. C1, C6, C8


Analyze relevant geographical, historical, artistic, literary andsocial aspects related to the Anglo-Saxon countries bycomparing the way they recycle in those countries with their

own experience. C1, C3, C5, C6, C8 Show awareness and thoroughly apply the self-evaluation and

self-correction mechanisms that enhance the learning autonomyby completing the Progress Check and the Exampractice forUnit 4. C1, C7, C8

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UNIT 5Society

OBJECTIVES

Understand, memorize and correctly use vocabulary related tosocial issues; noun suffixes and collocations with do, have andmake

Identify information from a text on girl gamers

Understand and correctly use grammar structures related toreported speech and reporting verbs

Identify specific information in a listening passage about aproject which helps young unemployed people in London

Describing photos

Read a posting about girl gamers

Read a short text about The Big Issue, a magazine to help thehomeless

Read an opinion essay about shanty towns

Listen to three people talking about social issues

Listen to an interview about an organization that helpsunemployed young people in London

Learn how to use linkers of cause and effect

Write an opinion essay in four steps: think, plan, write and check

Talk about what they think are the most serious social problemstoday

Talk about video games Prepare to describe a photo in four steps: think, plan, practise

and speak


CONTENTS

Listening-

Listen to three people talking about social issues and answerthe questions.- Listen to an interview and choose the best answers.- Listen and complete some sentences with the correct numbers.- Listen and repeat some words paying attention to the // sound.- Listen to a student talking about a photo and complete the

sentences.

Speaking- Discuss the most serious social problems today using the Street

Talksection.- Answer to true/false type questions quoting words from a text


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- Talk about their own habits regarding video games in the Whatabout you? section.

- Look at some photos and say why they think people live inshanty towns.

- Look at some photos and use the adjectives in a box to describe

them.- Describe a photo using the language from the Useful language

section.

Reading

- Match some photos to do with the society with the headings in atable.

-Translate some words from a reading text into their language.- Skim a text and say what the main idea is.- Read a blog about video games and discrimination on gender

and choose the best answers.- Find words in a text to match some synonyms and antonyms.- Read a Exam Strategynote about sentence completion.- Study a table about the reported speech and answer the

questions.- Read some sentences in reported speech and choose the

correct alternatives.- Read the Grammar bonus about the use of reporting verbs and

complete some exercises.- Read some words and note the suffixes in bold.- Match some nouns with suffixes to the sentences given.

- Read and discuss the Across cultures section about The BigIssue.

- Look at some photos, read a summary and say what they thinkthe listening will be about.

- Read the words in a box and say which ones contain the //sound.

- Read an essay about the problem of shanty towns and comparethe opinions with their answers.

- Match some paragraphs with the correct descriptions.- Find some words in a text and say whether they indicate the

cause or the effect of something.- Read the sentences and choose the correct linkers of cause and

effect.- Find one connector of cause and effect in a description.

Writing- Classify some words and phrases about society under the

correct headings.- Complete some sentences from a text in their own words.- Complete the sentences in reported speech with the correct

verbs.

- Replace some words from reported sentences with the correctwords.

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- Read a Tip and complete the sentences with the correctpronouns.

- Exam focus: Rewrite some sentences in reported speech.- Rewrite a dialogue in reported speech.- Make nouns adding suffixes to the words in a box and complete

a table.- Complete some sentences with nouns with suffixes.- Complete a table with collocations with do, have and make in a

box.- Complete some sentences with the correct form of do, have or

make.- Match some sentence halves with linkers of cause and effect.- Write an essay giving their opinion about the problem of

homelessness in our cities.- Complete the Writing checklist.



Grammar- Reported speech- Reporting verbs

Vocabulary- Social issues: equal pay, gender discrimination, life expectancy,

etc- Street Talk: to make ends meet, its a disgrace- False friend: balance- Noun suffixes: -ion, -ment, -ness, -ity, etc- Collocations with do, have and make: do business with, have a

good time, make a complaint, etc

Pronunciation- The sound //- Students learn the right pronunciation in English through the



Learning reflection:- Learning to complete sentences in your own words- Thinking about words you know before you listen to help you

understand- Saying youre not sure or giving an opinion rather than saying

nothing

BASIC COMPETENCES

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BasicCompetence


C1 Linguisticcommunicative

competence.

SB page55

All the activities of theunit use the language asan instrument of

communication. Ex.Talking about the mostserious social problemstoday.



C3 Knowledge ofandinteractionwith thephysicalworld.

SB page57

Students read a textabout the use of videogames and the genredifferences.

Express curiosityin learning factsabout SocialScience.




C5 Social and

civilcompetence.

SB

pages57

SB page60

Education for Sexual

Equality: the importanceof not discriminate ongender, even in the fieldof video games.Moral and Civic Education:understanding theimportance of helpinghomeless people.

Be willing to

accept sexualequality in allfields.

Be willing to helpothers.


SB page60

SB page59

Students read theAcrosscultures section aboutThe Big Issue, a homelesspeople magazine.References to EtonCollege in the UK.



SBpages88, 94

Students complete theProgress Checkand theExampractice for Unit 5evaluating their ownwork.They also learn to use theReference sections at the

end of the book.


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ExamTrainer


way.




SB page56

Students learn to work ingroups respecting eachother and admitting boththeir own success andtheir classmates. Ex.Talking about how oftenthey play video games inthe What about you?section.



Social issues

Gender and gaming

The Big Issue, a magazine to raise money for the homeless

Apps for Good, a project to help young unemployed people inLondon





LITERARY EDUCATION

Assessment and active participation in literary activities in theclassroom.


Development of reading autonomy.E.g.: Reading text: Suzies Blog


ICT: video-game design

Geography: social issues

Language and literature: conventions for writing an opinionessay

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Respect for others




Fast finisher activities, pages T55, T56, T58, T59, T60, T62, T63, T64

Extra activities, pages T57, T58, T62



Reinforcement









Extension Grammar extra worksheet, page 22



DIGITAL MATERIAL



Recommended web links*- www.adventureclassicgaming.com/index.php/site/interviews/19

8/- www.cssu-bg.org/WomeninCS/roberta_williams.php- http://web.mit.edu/invent/iow/williams.html- www.bigissue.com- http://appsforgood.org/

EVALUATION

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progress


- Unit test 5 standard, pages 105106- Unit test 5 extra, pages 131133- Listening, page 157- Speaking, page 164

Self-study and self-examination in the Students Book- Grammar reference, pages 106108- Vocabulary reference, pages 113114- Writing reference, page 119- Speaking reference, page 122- Wordlist, pages 131132- Progress check, page 88- Exam practice, page 94- For further grammar practice, see Workbook pages, 7475

2. EVALUATION CRITERIA Understand the general idea of texts about social issues, and

identify relevant details in oral messages related with them. C1,C3, C5, C8.

Express himself/herself with fluency and using the rightpronunciation - intonation in conversations about the mostserious social problems today. C1, C3, C5, C8.

Understand the information of written texts related to theirinterests from different sources, such as texts talking about girlgamers. C1, C3, C4, C5, C8

Write detailed formal texts with different purposes, using theappropriate structures, functions and vocabulary, such aswriting an opinion essay. C1, C5, C6, C8

Use information and communication technologies, in order to

assess and identify their linguistic skills by using theBachillerato Students Website. C1, C4, C8

Analyze relevant geographical, historical, artistic, literary andsocial aspects related to the Anglo-Saxon countries bycomparing social issues in those countries with their ownexperience. C1, C3, C5, C6, C8


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UNIT 6Music

OBJECTIVES

Understand, memorize and correctly use vocabulary related tomusical instruments and styles; adverbs and word building

Identify information from a text on live concerts in peopleshomes

Understand and correctly use grammar structures related to thepassive, sentences with two objects, have something done,impersonal passive

Identify specific information in a listening passage about musictherapy

Express preferences and opinions

Read a short text about El Sistema Read a description of an event

Listen to three people talking about music

Listen to a radio interview about music therapy and its uses

Review linking words

Write a description of an event in four steps: think, plan, writeand check

Talk about music

Talk about famous bands or singers they would like to perform intheir house and performances they have given

Prepare to express preferences and opinions about bands andsingers in four steps: think, plan, practise and speak.



CONTENTS

Listening- Listen to three people talking about music and answer the

questions- Listen to a radio programme and choose the best answers.- Listen and repeat some words paying attention to the sounds //

and /i/.- Listen and classify some words in a box according to their

sound.- Listen and read to two students talking about singers and bands

and complete some sentences.

Speaking

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- Answer questions to do with music using expressions from theStreet Talksection.

- Answer to a Music quiz.- Look at some photos and say what they think a text will be

about.


- Talk about performances in the What about you? section.- Look at the photos and the Exam strategyand say what they

know about music therapy.- Say what type of music they would recommend for certain

activities.- Look at some photos and say who the people are and what they

are doing.- Talk about bands and singers, say who they like and give their

opinions using the language from the Useful language section.

Reading- Find four of instruments in some photos and add three more

instruments to a list.- Look at some collocations that appear in a text and say them in

their language.- Skim a text and check their answer.- Read a text about special performances and answer some

questions.- Read the Exam strategy note, find the key sentence in each

paragraph and match it with the relevant paraphrases.- Find words in a text to match some meanings.- Study a table about the passive and match sentences with the

correct tenses.- Read some passive sentences and say whether the underlined

agents are necessary.- Look at the sentences and say when we use have something

done.- Read the Grammar bonus section about the use of the

impersonal passive and complete some exercises.- Study a table about adverts and say the sentences in their

language.- Read the sentences and choose the correct adjective or advert

to complete them.- Read and discuss the Across cultures section about the

worldwide music education programme El Sistema.- Read an essay and find one good thing and one bad thing about

a concert.- Match some paragraphs from a text with the correct

descriptions.- Find three adverbs in a paragraph.

- Read some sentences and choose the correct linking words.

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- Read the adjectives in a box and say whether they are positive,negative or neutral.

- Match some statements with the correct replies.

Writing- Classify some words to do with music in a box under the correct

headings.-Translate some words from a music quiz into their language.- Complete some sentences with the correct passive form of the

verbs given.-Transform some sentences into the passive.- Look at some examples and rewrite the sentences in the

passive beginning as shown.- Rewrite some sentences using the correct form of have

something done-

Exam focus: Rewrite sentences in the passive.- Complete a text about Glastonbury with the correct passiveform of the verbs given.

- Rewrite some sentences using the verbs given and theunderlined words as adverbs.

- Look at a Careful! box and complete the sentences with hard orhardly.

- Make nouns, adjectives and adverbs from the verbs given.- Complete sentences with the correct form of the words given.- Complete a text with the correct linking words and expressions

from an essay.

- Write about a concert they have been to.- Complete the Writing checklist.



Grammar- The passive- Sentences with two objects-

have something done- Impersonal passive

Vocabulary- Musical instruments: drums, keyboard, trombone, etc- Musical styles: beat, catchy, tune, folk, etc- Street Talk: to be a big fan of, Im not fussed- False friend: success- Adverbs: beautifully, nervously, well, etc- Word building: attract, attraction, attractive, etc

Pronunciation- The sounds // and /i/

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- Students learn the right pronunciation in English through theListening activities, and the use of the Audio CDs.

- Students also practice their pronunciation in English through theSpeaking activities.

Learning reflection:- Identifying key sentences in a text- Reading the sentences and using your general knowledge to

predict probable answers before listening

BASIC COMPETENCES

BasicCompetence



SB page65

All the activities of theunit use the language asan instrument ofcommunication. Ex.answering to a musicquiz.



C3 Knowledge ofand

interactionwith thephysicalworld.

SB page67

Students read about anorganization called Live

in the Living that offersprivate musicperformances in the UK.

Express curiosityin learning facts

about SocialScience.





SBpages65-74

SB page70

SB page71

Education for Leisure: theimportance of enjoyingleisure activities such aslistening to music or goingto concerts.Moral and civic education:understand theimportance of helpingpoor people with projectssuch as El Sistema.Education for Health: theimportance of musictherapy to help people.

Understand theimportance ofleisure in our lives.

Awareness of theneed to helpothers.

Be willing to takecare ofeverybodys health

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SB page70

SB

pages65-74

Students read theAcrosscultures section about ElSistema, a worldwidemusic educationprogramme.

The whole unit is devotedto talk about the world ofmusic with references tomusicians such as LadyGaga, The Killers, Mist,Sam Isaac, theGlastonbury festival, TheBeatles, David Guetta,Rihanna etc.



SBpages89, 95

Students complete theProgress Checkand theExampractice for Unit 6evaluating their ownwork.They also learn to use theReference sections at theend of the book.


C8 Thecompetenceof personalautonomy

and initiative.

ExamTrainer

Initiative to work in pairsor groups.E.g. Using the ExamTrainerpractising self-

study in an autonomousway.

Be willing to listento and interactwith others. Havea positive attitude

towards ownability toparticipatein class activities.


SB page66

Students learn to work ingroups respecting eachother and admitting boththeir own success andtheir classmates. Ex.Saying which famousband or singer they would

like to do a gig in theirhouse in the What aboutyou? section.



The trend of having gigs in private homes

Venezuelas music education programme, El Sistema


Positive attitude towards own ability to participate in class

activities Willingness to review and reflect on own learning

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classroom.


Development of reading autonomy.E.g.: Reading text: Gigs with a difference


Arts and drama: styles of music

Language and literature: conventions for writing adescription of an event


Respect for others




Fast finisher activities, pages T65, T66, T68, T69, T73, T74

Extra activities, pages T67, T68, T70, T72, T73, T74

Optional extension activities, pages T67, T69


Reinforcement






Speaking worksheet, page 76 Grammar drills worksheet, page 83


Extension



Exam trainerThe Exam trainer provides tips and strategies to help studentsanswer exam tasks

DIGITAL MATERIAL

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Recommended web links*- www.liveintheliving.nl- www.mist-music.com- www.fesnojiv.gob.ve/en.html- www.temple.edu/musictherapy/home/program/faq.htm

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EVALUATION



progress


- Unit test 6 standard, pages 107108- Unit test 6 extra, pages 134136- Term test 3 standard, pages 113114- Term test 3 extra, pages 143145- Listening, page 158- Speaking, page 165

Self-study and self-examination in the Students Book- Grammar reference, pages 108109- Vocabulary reference, page 114- Writing reference, page 121- Speaking reference, page 123- Wordlist, pages 132133- Progress check, page 89- Exam practice, page 95- For further grammar practice, see Workbook pages 7677

2. EVALUATION CRITERIA Understand the general idea of texts about music, and identifyrelevant details in oral messages related with them. C1, C6, C8.

Express himself/herself with fluency and using the rightpronunciation - intonation in conversations about bands andsingers they like. C1, C5, C6, C8.

Understand the information of written texts related to theirinterests from different sources, such as texts talking aboutbands that perform live in peoples houses. C1, C3, C6, C8

Write detailed formal texts with different purposes, using theappropriate structures, functions and vocabulary, such as

writing a description of an event. C1, C5, C6, C8 Use information and communication technologies, in order to

assess and identify their linguistic skills by using theBachillerato Students Website. C1, C4, C8

Analyze relevant geographical, historical, artistic, literary andsocial aspects related to the Anglo-Saxon countries bycomparing music events in those countries with their ownexperience. C1, C3, C5, C6, C8

Show awareness and thoroughly apply the self-evaluation andself-correction mechanisms that enhance the learning autonomy

by completing the Progress Check and the Exampractice forUnit 6. C1, C7, C8

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UNIT RJust the job!

OBJECTIVES Learn and practise words for talking about part-time jobs and

revise the main vocabulary features of the course.

Read a text about part-time jobs for gist and specificinformation.

Revise the main structures taught in the course.

Revise the main vocabulary sets taught in the course

CONTENTS

Listening

- Listen to three people talking about jobs and answer thequestions

Speaking

- Answer some questions about jobs.- Discuss how they earn money using the vocabulary learnt.- Say what type of person they need to be to do some jobs using

the adjectives given.- Answer to true/false type questions quoting words from a text

to support their answers.- Answer some questions about a text on part-time jobs in their

own words.- Discuss what a part-time jobs they would like to do in the What

about you? section.

Reading

- Look at the part-time jobs in a box and say which ones they can

see in some photos.- Read a text about part-time jobs, match paragraphs with the

correct headings and choose the best answers.- Find words in a text to match some meanings.- Find examples of some structures in a text.- Read a text and choose the correct verb tenses.- Read some famous quotations and choose the correct

alternatives.- Review the vocabulary seen in previous units by reading

sentences and choosing the correct alternatives.

- Read some sentences and choose the correct vocabulary.

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- Read a text about the Save the Turtles Camp and choose thecorrect alternatives.

Writing

- Complete a mind map with example sentences and tensesstudied in previous units.

- Complete some sentences with the correct form of the

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