PROGRAMACIÓN PARA NEW ENGLISH ZONE 1pearsonespana.blob.core.windows.net/books/Whats up 2 … ·...

What´s up? 2Programme

_____________________________

Area of Foreign Languages

English

Teaching Programme - What´s up? 21

Unit 1Free time

I. OBJECTIVES

Use correctly the present simple and the adverbs of frequency in questions and answers. Use correct vocabulary related to extracurricular activities and free time. Invent an extracurricular activity and explain it orally to other classmates. Design and make a poster for an extracurricular activity club using guidelines. Answer a questionnaire about football and learn specific language for this sport.

II. CONTENTS

Block 1 Listen, talk and converse Talk about likes and interests. Complete a dialogue about extracurricular activities. Describe an extracurricular activity and tell the class about it with another classmate. Ask and answer questions about extracurricular activities.

Block 2 Read and write Design and make a poster publicising an extracurricular activity.

Block 3 Language knowledge3.1 Linguistic knowledge

3.1.1 Grammar Learn and practise the use of adverbs of frequency. Use correctly the verb like + -ing to express likes and interests. Ask frequency of an activity How often? Use correctly the present simple to talk about daily actions.

3.1.2 Vocabulary Words and expressions related to extracurricular activities and

free time. Use of play, do or go to talk about these activities. Specific vocabulary for football.

3.1.3 Pronunciation Pronunciation of the third person singular of the present simple –s.

3.2 Think about learning Interest and curiosity in increasing the knowledge related to the English language.


Interest in talking about oneself and others using a common language: English. Initiative to improve receptive and productive communicative competence. Rigor to produce correct sentences. Recognition of error and its use as an integral part of the learning process. Positive assessment of the learning strategies acquired for the production of written and oral language. Assessment of memorisation to increase the knowledge of vocabulary. Creativity in the production of one’s texts. Confidence in one’s personal capacity to progress. Positive attitude to increase linguistic knowledge. Autonomy when using the dictionary.

Block 4 Social and cultural aspects and intercultural conscience Compare other ways of using free time with one’s own. Students’ Book,

Reading, page 9. Compare daily routines of other education systems with one’s own.

Students’ Book, Grammar, page 10, exercise 2 and 3. Listening and Speaking, page 12, exercises 1, 2 and 3.

III. KEY COMPETENCES

Linguistic competenceVocabulary, page 8: leisure activities; play, go and do.Reading, page 9: use of play, go and do.Grammar, pages 10 and 11: present simple, like followed by a verb in –ing, questions and answers about the frequency of an action.Listening and Speaking, pages 12 and 13: oral practice.Writing, page 14: make a poster. Interpersonal, social and civic competencesReading, page 9: read about leisure and free time activities performed by several people.Listening and Speaking, page 13: pairwork.English for Physical Education, page 15: team sports. Cultural and artistic competenceListening and Speaking, page 12: learn and comment on school clubs and associations. Learning-to-learn Writing, page 14: make a poster that is simple, clear and easy to understand.Test, page 16. Autonomy and personal initiativeGrammar, pages 10 and 11: generate new sentences following set patterns.

IV. EVALUATION CRITERIA

Block 1 Listen, talk and converse Describe an invented extracurricular activity and present it to the class. Students’ Book, page 13, exercise 6.


Block 2 Read and write Design and make a poster publicising an extracurricular activity following guidelines. Students’ Book, Writing, page 14.


3.1.1 Grammar Complete sentences with the right word; write questions for a series of answers. Translate into Spanish a series of sentences with the frequency of the activity. Complete gaps in a dictation. Students’ Book, Test, Grammar, Translation and Dictation, page 16.

3.1.2 Vocabulary Learn specific vocabulary for football. Students’ Book, English for Physical Education, page 15, exercises 1b and 2. Identify several extracurricular activities and complete sentences with the correct verb form of do, go and play. Students’ Book, Test, Vocabulary, page 16.

3.1.3 Pronunciation Pronounce correctly the endings of third person singular of the present simple. Students’ Book, Pronunciation, page 10.

3.2 Think about learning Vocabulary, page 8: Assessment of strategies to increase the knowledge of vocabulary. Reading, page 9; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary. Grammar, pages 10 and 11; Test, page 16: Check correct and incorrect answers and their use to improve the learning process. Grammar, pages 10 and 11: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling. Listening and Speaking, pages 12 and 13: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher. Speaking, page 13: collaboration with other students to learn cooperatively. Writing, page 14: Presentation of written productions in a precise, clear, ordered, correct and clean manner. English for Physical Education, page 15: Interest in solving the problems that are set out in the different activities, either orally or in writing.


Block 4 Social and cultural aspects and intercultural conscience Compare other ways of using up free time with one’s own. Students’ Book, Reading, page 9. Compare daily routines of other education systems with one’s own. Students’ Book, Grammar, page 10, exercises 2 and 3, and page 12, exercises 1, 2 and 3.


Unit 2At work

I. OBJECTIVES

Use correctly the present simple and the present continuous comparing them. Express wishes with would like + infinitive. Use correctly vocabulary related to professions, jobs and work. Learn and use correctly adjectives to describe jobs and professions. Interview a classmate about a job of his/her choice answer questions on it using information cards describing them. Write, with the help of guidelines and a written example, a text about future ambitions, using conjunctions and, but and because. Learn and use correctly language of fractions and percentages.

II. CONTENTS

Block 1 Listen, talk and converse Interview a classmate about his/her imaginary job.

Block 2 Read and write Write a text, using guidelines, about personal ambitions.


3.1.1 Grammar Express personal ambitions for the future (with would like +

infinitive). Compare and contrast the use of the present simple and the

present continuous.

3.1.2 Vocabulary Words and expressions related to jobs and professions. Vocabulary for fractions and percentages. Conjunctions/linking words and, but and because.

3.1.3 Pronunciation Pronunciation of the suffix -er / -or.

3.2 Think about learning Interest and curiosity in increasing the knowledge related to the English language. Interest in talking about oneself and others using a common language: English. Initiative to improve receptive and productive communicative competence. Rigor to produce correct sentences. Recognition of error and its use as an integral part of the learning process.


Positive assessment of the learning strategies acquired for the production of written and oral language. Assessment of memorisation to increase the knowledge of vocabulary. Creativity in the production of one’s texts. Confidence in one’s personal capacity to progress. Positive attitude to increase linguistic knowledge. Autonomy when using the dictionary and other sources of information.

Block 4 Social and cultural aspects and intercultural conscience Unusual jobs. Students’ Book, Reading, page 19.


Linguistic competenceVocabulary, page 18: jobs.Grammar, pages 20 and 21; present continuous; would like followed by a verb.Listening and Speaking, pages 22 and 23; oral practice.Writing, page 24; use of and, but and because. Interpersonal, social and civic competencesGrammar, page 21: pairwork.Listening and Speaking, page 23: pairwork. Cultural and artistic competenceReading, page 19; read about urban statues. Mathematical competenceEnglish for Maths, page 25: fractions and percentages. Learning-to-learnGrammar, page 20: apply the grammar learnt autonomously.Test, page 26. Autonomy and personal initiativeVocabulary, page 18: think and generate new sentences.Writing, page 24: write a text about oneself.


Block 1 Listen, talk and converse Interview a classmate about an imaginary job. Students’ Book, Listening and Speaking, page 23, exercise 4.

Block 2 Read and write Write a paragraph following guidelines using vocabulary learnt in the unit. Students’ Book, Writing, page 24, exercise 3. Correct use of conjunctions studied. Students’ Book, Writing, page 26, exercise 6.


3.1.1 Grammar


Complete sentences with the right verb form of the present continuous and choose the correct form (present simple or present continuous) to complete sentences. Translate sentences into own language. Match sentences with conjunctions and, but or because. Students’ Book, Test, Grammar, Translation, Writing, page 26, exercises 3, 4, 5 and 6.

3.1.2 Vocabulary Complete sentences with the right word. Choose the best alternative to complete the sentence. Students’ Book, est, Vocabulary, page 26, exercises 1 and 2.

3.1.3 Pronunciation Pronounce correctly the endings in –er/-or. Students’ Book, Pronunciation, page 18.

3.2 Think about learning Vocabulary, page 18: Assessment of strategies to increase the knowledge of vocabulary. Reading, page 19; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary. Grammar, pages 20 and 21; Test, page 26: Check correct and incorrect answers and their use to improve the learning process. Grammar, pages 20 and 21: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling. Listening and Speaking, pages 22 and 23: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher. Speaking, page 23: collaboration with other students to learn cooperatively. Writing, page 24: Presentation of written productions in a precise, clear, ordered, correct and clean manner. English for Maths, page 25: Interest in solving the problems that are set out in the different activities, either orally or in writing.

Block 4 Social and cultural aspects and intercultural conscience Talk about unusual jobs. Students’ Book, Reading, page 19, exercise 1.


Unit 3Music

I. OBJECTIVES

Use correctly comparatives and superlatives of adjectives (regular and irregular). Use correctly vocabulary related to music and instruments. Use correctly verbs to express likes and preferences. Write a dialogue inviting a classmate to a concert and accepting or refusing the invitation of the other student, and acting it out with a partner. Write a text about musical tastes, following guidelines. Recognise the different sounds in chorus and soft and pronounce them

correctly.

II. CONTENTS

Block 1 Listen, talk and converse Make, accept and reject invitations.

Block 2 Read and write Write and carry out a survey. Write about personal musical tastes.


3.1.1 Grammar● Learn and use correctly verbs for expressing likes and preferences: hate, can’t stand, don’t like, like, prefer, love, be crazy about + -ing. Comparatives and superlatives (regular and irregular).

3.1.2 Vocabulary Related to music; styles, instruments, adjectives. Popular dances. Connectors also, too and or.

3.1.3 Pronunciation Compare and contrast vowel sounds in chorus and soft.




Block 4 Social and cultural aspects and intercultural conscience● Recognise and compare different kinds of instruments and music. Students’ Book, Vocabulary, pages 27 and 28.● Records related to the World of music. Students’ Book, Reading, page 29.


Linguistic competenceVocabulary, page 28: musical terms.Grammar, pages 30 and 31, comparative and superlative forms of adjectives.Listening and Speaking, pages 32 and 33, oral practice.Writing, page 34: use of also, too and or. Cultural and artistic competenceReading, page 29: read about records and marks to be broken.English for Music, page 35: traditional music and dance.What’s up in the world? A, pages 37 and 38: New Year celebrations and music around the world. Competence in knowledge and interaction with the physical worldWhat’s up in the world A, page 40: crosswords. Interpersonal, social and civic competencesVocabulary, page 28: interview a partner.Grammar, page 31: create questions for a survey in class.Listening and Speaking, page 33: pairwork. Learning-to-learnListening and Speaking, pages. 32 and 33: make questions, complete a dialogue and perform oral practice using the grammar learnt.Test, page 36. Autonomy and personal initiativeReading, page 29: answer personal questions using the information read.Writing, page 34: think about and answer personal preferences.


Block 1 Listen, talk and converse Invent, following guidelines, a dialogue with a partner that includes an invitation, a rejection, an alternative suggestion and an acceptance. Students’ Book, Vocabulary, page 28, exercise 6. Listening and Speaking, page 33, exercise 6.


Block 2 Read and write Write correctly about own musical tastes using guidelines and an example including connectors also, too and or. Students’ Book, Writing, page 34, exercise 4.


3.1.1 Grammar Write sentences with comparatives and superlatives. Translate some sentences into own language. Complete gaps in a dictation. Students’ Book, Test, Grammar, Translation and Dictation, page 36.

3.1.2 Vocabulary Complete text with gaps with words and the right verb tenses. Match adjectives with their opposites. Students’ Book, Test, Vocabulary, page 36.

3.1.3 Pronunciation Recognition of the difference and correct pronunciation of vowel sounds in chorus and soft. Students’ Book, Pronunciation, page 28.

3.2 Think about learning Vocabulary, page 28: Assessment of strategies to increase the knowledge of vocabulary. Reading, page 29; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary. Grammar, page 30; Test, page 36: Check correct and incorrect answers and their use to improve the learning process. Grammar, pages 30 and 31: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling. Listening and Speaking, pages 32 and 33: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher. Speaking, page 33: collaboration with other students to learn cooperatively. Writing, page 34: Presentation of written productions in a precise, clear, ordered, correct and clean manner. English for Music, page 35: Interest in solving the problems that are set out in the different activities, either orally or in writing.


Block 4 Social and cultural aspects and intercultural conscience Reading comprehension of a text. Describe traditional dances that students and their families know. Students’ Book, English for Music, page 35, exercises 1, 2 and 4.


Unit 4Cinema

I. OBJECTIVES

Use correctly the past simple, prepositions of time and ago. Use correct vocabulary for the cinema, with light and sound. Write a review about a film following guidelines. Invent and act out a dialogue giving opinions about films. Pronounce correctly –ed endings of regular past. Classify a list of verbs into three groups according to the given pronunciation.

II. CONTENTS

Block 1 Listen, talk and converse Give opinions about different aspects of a film and listen to the opinion of

others.

Block 2 Read and write Write a film review.


3.1.1 Grammar● Know how to use the past simple of the verb to be and of regular and irregular verbs. Use the right prepositions of time Use correctly ago.

3.1.2 Vocabulary Words and expressions related to the cinema. Scientific words related to light and sound.

3.1.3 Pronunciation Make a distinction and pronounce correctly the sounds in words such as director, thriller and the. Correct pronunciation of the –ed ending in the past tense of regular verbs.




Block 4 Social and cultural aspects and intercultural conscience Cinema as an art and as entertainment; literature in cinema. Students’ Book,

Reading, page 43.


Linguistic competenceVocabulary, page 42: cinema: people and places.Grammar, pages 44 and 45: past simple, prepositions of time and ago.Listening and Speaking, pages 46 and 47: oral practice.Writing, page 48: homophones it’s and its. Competence in knowledge and interaction with the physical worldListening and Speaking, pages 46 and 47: special effects in films.English for Science, page 49: light and sound. Cultural and artistic competenceReading, page 43: read about Bram Stoker and Dracula. Interpersonal, social and civic competencesListening and Speaking, page 47: pairwork. Learning-to-learnGrammar, page 44: apply the past forms learnt autonomously.Test, page 50. Autonomy and personal initiativeWriting, page 48: write an essay about your favourite film.


Block 1 Listen, talk and converse In pairs, invent and perform a dialogue about a film, using the appropriate expressions, intonation, rhythm and pronunciation. Students’ Book, Listening and Speaking, page 47, exercise 4. Ask for unknown information (that the interlocutor knows) and answer with the required information (that the interlocutor does not know). Students’ Book, Listening and Speaking, page 47, Pairwork.

Block 2 Read and write Write a film review following guidelines and information from a table. Students’ Book, Writing, page 48, exercise 4. Complete a dialogue. Students’ Book, Test, Writing, page 50, exercise 6.



3.1.1 Grammar Write appropriate questions for a series of answers. Choose the correct alternative to complete sentences. Translate a series of sentences into own language. Students’ Book, Test, Grammar, Translation, page 50.

3.1.2 Vocabulary Select the right word to complete a definition; choose the right word to complete a sentence. Students’ Book, Test, Vocabulary, page 50.

3.1.3 Pronunciation Students’ Book, Pronunciation, pages 42 and 44.

3.2 Think about learning Vocabulary, page 42: Assessment of strategies to increase the knowledge of vocabulary. Reading, page 43; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary. Grammar, page 44; Test, page 50: Check correct and incorrect answers and their use to improve the learning process. Grammar, pages 44 and 45: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling. Listening and Speaking, pages 46 and 47: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher. Speaking, page 47: collaboration with other students to learn cooperatively. Writing, page 48: Presentation of written productions in a precise, clear, ordered, correct and clean manner. English for Science, page 49: Interest in solving the problems that are set out in the different activities, either orally or in writing.

Block 4 Social and cultural aspects and intercultural conscience Respectful or disrespectful behaviour of students in group work.


Unit 5Heroes

I. OBJECTIVES

Compare and contrast the past simple and the past continuous, and the modal verbs could / couldn’t to express ability. Derive words correctly from others: form adjectives and adverbs of manner. Invent a dialogue, following guidelines, in which a special experience is told. Write a biography of a famous sportsperson following guidelines. Pronounce, with the right intonation, a series of phrases expressing surprise Learn factual information about the Middle Ages and Charlemagne.

II. CONTENTS

Block 1 Listen, talk and converse Invent a dialogue about a special experience and act it out with the help of a classmate. Talk about heroes and their achievements.

Block 2 Read and write Write a biography.


3.1.1 Grammar Past continuous of the verbs; past simple of regular and irregular verbs.● Compare and contrast the past simple and the past continuous in a narrative. Could / couldn’t to express ability in the past.

3.1.2 Vocabulary Formation of adjectives and adverbs of manner.

3.1.3 Pronunciation Intonation of expressions to show surprise.

3.2 Think about learning Interest and curiosity in increasing the knowledge related to the English language. Interest in talking about oneself and others using a common language: English. Initiative to improve receptive and productive communicative competence. Rigor to produce correct sentences.


Recognition of error and its use as an integral part of the learning process. Positive assessment of the learning strategies acquired for the production of written and oral language. Assessment of memorisation to increase the knowledge of vocabulary. Creativity in the production of one’s texts. Confidence in one’s personal capacity to progress. Positive attitude to increase linguistic knowledge. Autonomy when using the dictionary and other sources of information.

Block 4 Social and cultural aspects and intercultural conscience Compare the life of heroes of the past and present with one’s own life. Students’ Book, pages 51, 53 and 59.


Linguistic competenceVocabulary, page 52: nouns and adjectives derived from nouns; modal adverbs.Grammar, pages 54 and 55: past simple and past continuous, could/ couldn’t.Listening and Speaking, pages 56 and 57: oral practice. Cultural and artistic competenceWriting, page 58: read about an actor and a football player. Competence in knowledge and interaction with the physical worldReading, page 53: read about tsunamis.English for History, page 59: the Middle Ages. Interpersonal, social and civic competencesListening and Speaking, page 57: pairwork. Learning-to-learnVocabulary, page 52: complete sentences using adverbs.Grammar, page 55: choose the correct form of the verb.Test, page 60. Autonomy and personal initiativeListening and Speaking, page 57: create a dialogue.


Block 1 Listen, talk and converse● Invent a dialogue about a special experience using expressions of surprise when a classmate tells his/hers and act it out with a partner, using the correct intonation, stress and pronunciation. Students’ Book, Listening and Speaking, page 57, exercises 3 and 4.● Exchange unknown information using questions and answers to find out information unknown to the other party. Students’ Book, Listening and Speaking, page 57, Pairwork.

Block 2 Read and write


● Write a biography of a sportsperson following guidelines and biographical data. Students’ Book, Writing, page 58, exercises 2 and 3.


3.1.1 Grammar Complete a text with the appropriate verb form in the past continuous or past simple. Translate into one’s own language a series of exclamations showing surprise. Complete gaps in a dictation correctly of a dialogue. Students’ Book Test, Grammar, Translation and Dictation, page 60.

3.1.2 Vocabulary Make correct adjectives from a series of nouns and adverbs from adjectives. Students’ Book, Test, Vocabulary, page 60.

3.1.3 Pronunciation Pronounce with correct intonation a series of phrases showing surprise. Students’ Book, Pronunciation, page 57.

3.2 Think about learning Vocabulary, page 52: Assessment of strategies to increase the knowledge of vocabulary. Reading, page 53; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary. Grammar, page 54; Test, page 60: Check correct and incorrect answers and their use to improve the learning process. Grammar, pages 54 and 55: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling. Listening and Speaking, pages 56 and 57: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher. Speaking, page 57: collaboration with other students to learn cooperatively. Writing, page 58: Presentation of written productions in a precise, clear, ordered, correct and clean manner. English for History, page 59: Interest in solving the problems that are set out in the different activities, either orally or in writing.

Block 4 Social and cultural aspects and intercultural conscience Learn a series of information about the Middle Ages; give a personal opinion about Charlemagne. Students’ Book, English for History, page 59, exercises 1, 2, 3 and 4.


Unit 6Delicious!

I. OBJECTIVES

Ask and answer questions about quantities with much / many and countable and uncountable nouns. Correct use of the modal verb will + infinitive without to to ask and offer, and form sentences in the first conditional correctly. Use the correct vocabulary to do with food and nutrition. Invent a dialogue planning an excursion that offers some that are accepted and others that are not, and act it out with a partner. Write a recipe for a favourite dish. Recognise and imitate differences in pronunciation in vowel sounds in the words such as cook and food. Learn to express a series of basic concepts of metals, non-metallic and electricity and carry out a small experiment about conduction of metals.

II. CONTENTS

Block 1 Listen, talk and converse● Understand a listening and complete a dialogue.● Make, accept and refuse offers politely.

Block 2 Read and write Understand a cooking recipe. Write a cooking recipe.


3.1.1 Grammar Quantities with countable and uncountable nouns. Make offers with will + verb. Use correctly the first conditional.

3.1.2 Vocabulary Related to different kinds of food and adjectives to describe

them. Verbs in the kitchen. Words and expressions related to technology (metals, non-

metallic and electricity).3.1.3 Pronunciation

Comparing pronunciation of vowel sounds in words such as cook and food.

3.2 Think about learning Interest and curiosity in increasing the knowledge related to the English language. Interest in talking about oneself and others using a common language: English.


Initiative to improve receptive and productive communicative competence. Rigor to produce correct sentences. Recognition of error and its use as an integral part of the learning process. Positive assessment of the learning strategies acquired for the production of written and oral language. Assessment of memorisation to increase the knowledge of vocabulary. Creativity in the production of one’s texts. Confidence in one’s personal capacity to progress. Positive attitude to increase linguistic knowledge. Autonomy when using the dictionary and other sources of information.

Block 4 Social and cultural aspects and intercultural conscience Compare food from other countries to that of one’s own. Students’ Book,

Reading, page 63, What’s up in the world? B, pages 72 and 73.


Linguistic competenceVocabulary, page 62: types of food and corresponding descriptive adjectives.Grammar, pages 64 and 65, countable and uncountable nouns, use of much, many, a lot of. Will as a modal verb. The first conditional.Listening and Speaking, pages 66 and 67, oral practice.Writing, page 68: use of imperatives and abbreviations in cooking recipes. Competence in knowledge and interaction with the physical worldGrammar, page 64: units of measure related to the human body.English for Technology, page 69: metal and non-metallic substances; electricity. Cultural and artistic competenceReading, page 63: read about food in different cultures.Writing, page 68: learn to cook a typical British dish.What’s up in the world B, pages 72 and 73: read about the tea tradition. Mathematical competenceWhat’s Up in the World? B, page 74: mathematical tricks and simple logical problems. Interpersonal, social and civic competencesListening and Speaking, page 67: pairwork. Learning-to-learnTest, page 70. Autonomy and personal initiativeVocabulary, page 62: write about what we like or don’t like to eat.



Block 1 Listen, talk and converse Complete and imitate with the right pronunciation, intonation and stress a dialogue with expressions of offers. Students’ Book, Listening and Speaking, page 67, exercise 5. Invent and act out a dialogue planning an excursion, making, accepting and refusing offers politely using vocabulary learnt in the unit and with the correct intonation, stress and pronunciation. Students’ Book, Listening and Speaking, page 67, exercise 6 Complete a text about food as a dictation from a classmate and read another text for him/her to do the same. Students’ Book, Listening and Speaking, page 67, exercise 7.

Block 2 Read and write Write a cooking recipe using the right language and structures. Students’ Book, Writing, page 68, exercise 4.


3.1.1 Grammar Complete sentences with the correct option ( much, many, a lot). Complete sentences with the correct verb form. Translate correctly sentences into own language. Choose the right verb and put steps in the correct order for a recipe. Students’ Book, Test, Grammar, Translation and Writing, page 70.

3.1.2 Vocabulary Choose the correct word to complete sentences. Mark the word that does not belong to the group. Students’ Book, Test, Vocabulary, page 70.

3.1.3 Pronunciation Recognise the difference and pronounce correctly the vowel sounds found in words such as cook and food. Students’ Book, Pronunciation, page 62.

3.2 Think about learning Vocabulary, page 62: Assessment of strategies to increase the knowledge of vocabulary. Reading, page 63; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary. Grammar, page 64; Test, page 70: Check correct and incorrect answers and their use to improve the learning process. Grammar, pages 65 and 65: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling. Listening and Speaking, pages 66 and 67: Interest in improving receptive and productive communicative competence, through


the realisation and repetition with more correction (if necessary) of activities proposed by the teacher. Speaking, page 67: collaboration with other students to learn cooperatively. Writing, page 68: Presentation of written productions in a precise, clear, ordered, correct and clean manner. English for Technology, page 69: Interest in solving the problems that are set out in the different activities, either orally or in writing.

Block 4 Social and cultural aspects and intercultural conscience Match headings with paragraphs of a text. Look for information about different types of traditional drinks in several countries. Students’ Book, What’s up in the world? B, pages 72 and 73, exercises 2, 4 and 5.


Unit 7Say please

I. OBJECTIVES

Use correctly modal verbs of obligation, permission and advice. Use correct vocabulary for body language. Retell an anecdote following guidelines. Complete a dialogue of introduction with the correct forms and polite intonation. Write a tourist pamphlet using guidelines. Recognise good and bad manners in different cultures.

II. CONTENTS

Block 1 Listen, talk and converse● Retell an anecdote following guidelines● Give advice using should /shouldn’t + verb.● Act out a dialogue with offers which are accepted or refused politely.

Block 2 Read and write● Write a tourist pamphlet using guidelines.


3.1.1 Grammar● Make offers, accepting, refusing them politely.(Would you …? / Could I …? / Yes, please. / No, thank you.) Give advice (should / shouldn’t + verb). Express obligation (with must and have to + verb). Ask for, give and refuse permission can /can’t + verb.

3.1.2 Vocabulary Related to body language and good manners.

3.1.3 Pronunciation Stress and polite intonation in questions.

3.2 Think about learning Interest and curiosity in increasing the knowledge related to the English language. Interest in talking about oneself and others using a common language: English. Initiative to improve receptive and productive communicative competence. Rigor to produce correct sentences. Recognition of error and its use as an integral part of the learning process. Positive assessment of the learning strategies acquired for the production of written and oral language.


Assessment of memorisation to increase the knowledge of vocabulary. Creativity in the production of one’s texts. Confidence in one’s personal capacity to progress. Positive attitude to increase linguistic knowledge. Autonomy when using the dictionary and other sources of information.

Block 4 Social and cultural aspects and intercultural conscience Identify some uses of one’s own culture when considering bad manners in Great Britain. Students’ Book, Reading, page 77. Know what is considered good and bad manners in different cultures. Students’ Book, English for Citizenship, page 83.


Linguistic competenceVocabulary, page 76: vocabulary related to body language.Grammar, pages 78 and 79: use of modals have to, must/ mustn’t, can/ can’t, should/shouldn’t.Listening and Speaking, pages 80 and 81: oral practice. Cultural and artistic competenceReading, page 77: read about British customs and manners.Writing, page 82: read about Scotland.English for Citizenship, page 83: customs of different cultures in the world. Interpersonal, social and civic competencesVocabulary, page 76: compare good and bad behaviour with a partner.Listening and Speaking, page 81: pairwork. Learning-to-learnGrammar, pages 78 and 79, choose the correct form of the verb autonomously.Test, page 84. Autonomy and personal initiativeWriting, page 82: write advice for tourists.


Block 1 Listen, talk and converse Narrate, with a partner, a story previously heard. Students’ Book, Listening and Speaking, page 80, exercise 3. Act out with the right pronunciation, intonation and stress a dialogue containing offers that are accepted or refused politely. Students’ Book, Listening and Speaking, page 81, exercise 5.

Block 2 Read and write Write a tourist pamphlet about one’s own city following guidelines, using the right language and structures. Students’ Book, Writing, page 82, exercise 3.



3.1.1 Grammar Complete sentences with the correct modal verb. Translate correctly sentences into own language. Complete dictation with several sentences. Students’ Book, Test, Grammar, Translation and Writing, page 84.

3.1.2 Vocabulary Choose the correct word to complete sentences. Complete sentences with the correct word. Students’ Book, Test, Vocabulary, page 84.

3.1.3 Pronunciation Repeat questions and answers with the correct intonation and stress. Students’ Book, Pronunciation, page 89.

3.2 Think about learning Vocabulary, page 76: Assessment of strategies to increase the knowledge of vocabulary. Reading, page 77; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary. Grammar, page 78; Test, page 84: Check correct and incorrect answers and their use to improve the learning process. Grammar, pages 78 and 79: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling. Listening and Speaking, pages 80 and 81: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher. Speaking, page 81: collaboration with other students to learn cooperatively. Writing, page 82: Presentation of written productions in a precise, clear, ordered, correct and clean manner. English for Citizenship, page 83: Interest in solving the problems that are set out in the different activities, either orally or in writing.

Block 4 Social and cultural aspects and intercultural conscience Read the text and answer questions alongside. Students’ Book, Reading, When in Britain, page 77. Answer correctly specific questions about different cultural habits considered good or bad in different cultures. Students’ Book, English for Citizenship, Culture Quiz, page 83.


Unit 8Art

I. OBJECTIVES

Use correctly the present continuous, the periphrasis going to + verb or the future simple to talk about future plans. Use correct vocabulary related to the different arts. Plan an end of year function. Describe a photograph with help from guidelines. Use the correct stress and intonation to correct wrong factual information stated by another person. Pronounce correctly related words with different stress. Think about optical illusions.

II. CONTENTS

Block 1 Listen, talk and converse● Make plans for a festival at the end of the course.

Block 2 Read and write● Write a description of a photo.


3.1.1 Grammar● Ask and answer about plans for the near future with the present continuous. Express plans and intentions with the form going to + verb. Make predictions with will+ verb.

3.1.2 Vocabulary Related to the Arts. Words and expressions related to optical illusions.

3.1.3 Pronunciation● Different stress in words that are related. Use the appropriate accentuation and intonation to correct incorrect factual information said by another person.




Block 4 Social and cultural aspects and intercultural conscience Prepare an end of year party.


Linguistic competenceVocabulary, page 86: vocabulary about talents and skills.Grammar, pages 88 and 89, present continuous with a future sense, future with going to and future with will.Listening and Speaking, pages 90 and 91: oral practice. Cultural and artistic competenceWriting, page 92: describe an image using the appropriate language. Competence in knowledge and interaction with the physical worldEnglish for Art, page 93: optical illusions. Interpersonal, social and civic competencesGrammar, pages 88: talk with a partner about your plans for the summer.Listening and Speaking, page 91: pairwork. Learning-to-learnVocabulary, page 86: complete sentences using the vocabulary acquired.Test, page 94. Autonomy and personal initiativeReading, page 87: apply one’s own criteria to order the stages of a magic trick.


Block 1 Listen, talk and converse Invent and act out with the right pronunciation, intonation and stress, a dialogue with several classmates to organize an end of year party, using the vocabulary learnt in the unit. Students’ Book, Listening and Speaking, page 91, exercise 4. Read out to a partner some information with mistakes. The partner corrects the wrong information using the appropriate stress. Repeat the exercise vice versa. Students’ Book, Students’ Book, Listening and Speaking, page 91, exercise 5.

Block 2 Read and write Write a description of a photo with guidelines and an example. Students’ Book, Writing, page 92, exercise 3. Complete a text with the appropriate words for the context. Students’ Book, Test, Writing, page 94, exercise 6.



3.1.1 Grammar Change sentences into negative and complete others with the correct verb tense. Translate correctly sentences into one’s own language. Students’ Book, Test, Grammar, Translation, page 94.

3.1.2 Vocabulary Complete a table of word derivation and use them to complete sentences. Students’ Book, Test, Vocabulary, page 94.

3.1.3 Pronunciation Repeat correctly similar words that have different stress. Students’ Book, Pronunciation, page 86.

3.2 Think about learning Vocabulary, page 86: Assessment of strategies to increase the knowledge of vocabulary. Reading, page 87; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary. Grammar, page 88; Test, page 94: Check correct and incorrect answers and their use to improve the learning process. Grammar, pages 88 and 89: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling. Listening and Speaking, pages 90 and 91: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher. Speaking, page 91: collaboration with other students to learn cooperatively. Writing, page 92: Presentation of written productions in a precise, clear, ordered, correct and clean manner. English for Art, page 93: Interest in solving the problems that are set out in the different activities, either orally or in writing.

Block 4 Social and cultural aspects and intercultural conscience Organise an end of year party. Students’ Book, Listening and Speaking, page 91, exercise 4.


Unit 9Get it right

I. OBJECTIVES

● Revise through games, the grammar contents of previous units.● Revise through games, el vocabulary in previous units.● Use correctly the vocabulary related to games and pastimes.

Listen and read a series of questions and answer them. Compare answers with the correct ones.

● Play a board game using the appropriate vocabulary and expressions.● Learn vocabulary related to different course subjects.

II. CONTENTS

Block 1 Listen, talk and converse Play a game like Snakes and Ladders answering a series of questions correctly.

Block 2 Read and write Understand written instructions for a board game. Think about different exercises carried out over the whole course and find

faults to improve on them.


3.1.1 Grammar Expressions used in board games to play with them. Instructions for a board game. Revision of the main points learnt in previous units.

3.1.2 Vocabulary Related to board games and different subjects.

3.2 Think about learning Interest and curiosity in increasing the knowledge related to the English language. Interest in talking about oneself and others using a common language: English. Initiative to improve receptive and productive communicative competence. Rigor to produce correct sentences. Recognition of error and its use as an integral part of the learning process. Positive assessment of the learning strategies acquired for the production of written and oral language. Assessment of memorisation to increase the knowledge of vocabulary. Creativity in the production of one’s texts. Confidence in one’s personal capacity to progress. Positive attitude to increase linguistic knowledge.


Autonomy when using the dictionary and other sources of information.

Block 4 Social and cultural aspects and intercultural conscience Learn to play respecting turns and game rules


Linguistic competenceVocabulary, page 96: revise vocabulary seen in the previous units.Listening and Speaking, pages. 100 and 101: oral practice of concepts learnt during the year.English in the Curriculum, page 103: funny exam answers. Cultural and artistic competenceVocabulary, page 96: check the knowledge acquired in previous units.What’s up in the world? C, pages 106 and 107: the different experiences of a tourist in London. Competence in knowledge and interaction with the physical worldReading, page 97: a game with trick questions.English for Physical Education, page 103: funny exam answers. Mathematical competenceEnglish in the Curriculum, page 103: funny exam answers. Interpersonal, social and civic competencesPairwork, pages 109 a 114: learn how to behave during pairwork. Learning-to-learnGrammar, pages 98 and 99: revise knowledge learnt during the year.Test, page 104. Autonomy and personal initiativeWhat’s up in the world? C, page 107: make a travel brochure.


Block 1 Listen, talk and converse Play a board game following instructions and following correctly the appropriate expressions in each case. Students’ Book, Listening and Speaking, pages 100 and 101.

Block 2 Read and write Analyse different texts following guidelines to improve same text written previously. Students’ Book, Writing, page 102, exercises 2, 3, and 4.


3.1.1 Grammar Choose the correct option to complete sentences. Write questions for a series of answers. Translate sentences correctly. Students’ Book, Test, Grammar and Dictation, page 104.

3.1.2 Vocabulary


Choose the right word to complete a sentence. Complete sentences with the correct word. Students’ Book, Test, Vocabulary, page 104.

3.2 Think about learning Vocabulary, page 96: Assessment of strategies to increase the knowledge of vocabulary. Reading, page 97; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary Grammar, page 98; Test, page 104: Check correct and incorrect answers and their use to improve the learning process. Grammar, pages 98 and 99: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling. Listening and Speaking, pages 100 and 101: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher. Speaking, page 101: collaboration with other students to learn cooperatively. Writing, page 102: Presentation of written productions in a precise, clear, ordered, correct and clean manner. English in the Curriculum, page 103: Interest in solving the problems that are set out in the different activities, either orally or in writing.

Block 4 Social and cultural aspects and intercultural conscience Take part in the game respecting instructions and rules. Students’ Book, Listening and Speaking, page 100.


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