Índice a. programaciÓn general b. el libro digital c

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GUÍA DEL PROFESOR. 4º ESO

ÍNDICE

a. PROGRAMACIÓN GENERAL b. EL LIBRO DIGITAL c. GUÍAS DEL PROFESOR POR QUINCENAS

a. I ROBOT b. THE FOUR OLD FRIENDS c. THE TOMB OF THE PHARAOH d. EUROPEAN UNION e. MRS ABBOT’S COMPUTER f. BERTIE. A LIFE FULL OF STORIES g. WEATHER FORECASTS h. GWINETH AND THE WIZARD i. AN INTERVIEW WITH ALEXANDER COOKLAND j. TAKEAWAY FOOD k. SOCIETY l. SEASIDE HOLIDAYS

d. SOLUCIONARIOS POR QUINCENAS e. AUDIOSCRIPTS POR QUINCENAS f. ACTIVIDADES DE CONSOLIDACIÓN g. SOLUCIONARIOS ACTIVIDADES DE CONSOLIDACIÓN h. TUTORIALES

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PROGRAMACIÓN GENERAL

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PROGRAMACIÓN GENERAL

JUSTIFICACIÓN

El proyecto y el correspondiente material didáctico digital se enmarca en las directrices legislativas del Área de Lenguas extranjeras ‐ Decreto de enseñanzas mínimas para Secundaria (R.D. 1631/2006 de 29 de Diciembre) ‐ cuyo objetivo curricular no es enseñar una lengua en sí misma, sino enseñar a comunicarse con ella mediante su uso, así como en lo establecido en el Consejo de Europa en el Marco de referencia común europeo para el aprendizaje de lenguas extranjeras, según el cual los alumnos y alumnas deberán ser capaces de efectuar progresivas tareas de comunicación para desarrollar gradualmente la competencia comunicativa en dichas lenguas. OBJETIVOS DEL ÁREA DE LENGUA EXTRANJERA

El objeto de la materia en la etapa de ESO es el aprendizaje de las destrezas discursivas que pueden tener lugar en ámbitos diversos. Al finalizar la Educación Primaria, los alumnos y las alumnas han de ser capaces de utilizar la lengua extranjera para expresarse e interactuar oralmente y por escrito en situaciones sencillas y habituales. En Educación secundaria obligatoria se continúa el proceso de aprendizaje de la Lengua Extranjera, con el objetivo de que al finalizar esta etapa hayan consolidado las destrezas productivas y sean capaces de mantener una interacción y hacerse entender en un conjunto de situaciones, como ofrecer y pedir explicaciones personales, expresar de forma comprensible la idea que se quiere dar a entender, utilizar un lenguaje amplio y sencillo para explicar lo que se quiere, comprender las ideas principales de textos en lengua estándar, aun con pausas evidentes para realizar cierta planificación gramatical y léxica. Asimismo, al finalizar la etapa, deberán saber enfrentarse de forma flexible a problemas cotidianos de comunicación oral y escrita, como participar en conversaciones habituales, plantear quejas, relatar experiencias o planes, explicar algo o pedir aclaraciones.

Por otra parte, el aprendizaje de una lengua extranjera va más allá de aprender a utilizarla en contextos comunicativos. Su conocimiento contribuye a la formación del alumnado desde una perspectiva integral en tanto que favorece el respeto, el interés y la comunicación con hablantes de otras lenguas, desarrolla la conciencia intercultural, es un vehículo para comprender temas y problemas globales y para la adquisición de diversas estrategias de aprendizaje. El proceso de enseñanza y aprendizaje de una lengua extranjera en esta etapa educativa conlleva un claro componente actitudinal, en la medida en que contribuye a desarrollar actitudes positivas y receptivas hacia otras lenguas y culturas y, al mismo tiempo, a comprender y valorar la lengua o lenguas propias.

El proyecto tiene como objetivo desarrollar la competencia comunicativa de los alumnos, garantizando que estos asimilen las reglas gramaticales de la lengua inglesa y adquieran el vocabulario básico necesario para comunicarse. El desarrollo de la competencia comunicativa de los alumnos se logra fomentando la adquisición de las siguientes capacidades: 1. Escuchar y comprender información general y específica de textos orales en situaciones

comunicativas variadas, adoptando una actitud respetuosa y de cooperación. 2. Expresarse e interactuar oralmente en situaciones habituales de comunicación de forma

comprensible, adecuada y con cierto nivel de autonomía.

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3. Leer y comprender textos diversos de un nivel adecuado a las capacidades e intereses del alumnado con el fin de extraer información general y específica, y utilizar la lectura como fuente de placer y de enriquecimiento personal.

4. Escribir textos sencillos con finalidades diversas sobre distintos temas utilizando recursos adecuados de cohesión y coherencia.

5. Utilizar con corrección los componentes fonéticos, léxicos, estructurales y funcionales básicos de la lengua extranjera en contextos auténticos de comunicación.

6. Desarrollar la autonomía en el aprendizaje, reflexionar sobre los propios procesos de aprendizaje, y transferir a la lengua extranjera conocimientos y estrategias de comunicación adquiridas en otras lenguas.

7. Utilizar estrategias de aprendizaje y las tecnologías de la información y la comunicación, para obtener, seleccionar y presentar información de forma oral y escrita.

8. Apreciar la lengua extranjera como instrumento de acceso a la información y como herramienta de aprendizaje de diversos contenidos.

9. Valorar la lengua extranjera y las lenguas en general, como medio de comunicación y entendimiento entre personas de procedencias, lenguas y culturas diferentes evitando cualquier tipo de discriminación y de estereotipos lingüísticos y culturales.

10. Manifestar una actitud receptiva y de auto‐confianza en la capacidad de aprendizaje y uso de la lengua extranjera.

CONTENIDOS

Los contenidos se presentan agrupados en cuatro bloques que se corresponden a las características y necesidades específicas del proceso de enseñanza y aprendizaje: las habilidades lingüísticas; los elementos constitutivos del sistema lingüístico, su funcionamiento y relaciones; y la dimensión social y cultural de la lengua extranjera.

Bloque 1. Escuchar, hablar y conversar

Bloque 2. Leer y escribir

Bloque 3. Conocimiento de la lengua

Bloque 4. Aspectos socioculturales y consciencia intercultural

Los dos primeros bloques incluyen los procedimientos, entendidos como operaciones que permiten relacionar los conceptos adquiridos con su realización en actividades de comunicación, que desarrollan el saber hacer.

Las habilidades orales y escritas se presentan por separado ya que cada una de ellas exige diferentes habilidades y conocimientos.

Bloque 1. En esta etapa se da mucha importancia a la comunicación oral, por lo que el primer bloque se centra en desarrollar la capacidad para interactuar en determinadas situaciones, y se incide en la importancia de que el modelo lingüístico de referencia oral provenga de un amplio número de hablantes con el fin de recoger las variaciones y los matices.

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Bloque 2. El segundo bloque incorpora los procedimientos necesarios para desarrollar la competencia discursiva en el uso escrito. En lengua extranjera los textos escritos son también modelo de composición textual y de práctica y adquisición de elementos lingüísticos.

Bloque 3. La observación y el uso de las manifestaciones orales y escritas de la lengua que se está aprendiendo permiten elaborar un sistema conceptual acerca de su funcionamiento. Dicho de otro modo, el punto de partida serán las situaciones de uso que fomenten la inferencia de reglas de funcionamiento de la lengua para que los alumnos/as adquieran confianza en sus propias capacidades.

Este bloque está dividido en conocimientos lingüísticos y reflexión sobre el aprendizaje.

Bloque 4. Los contenidos de este bloque contribuyen a que el alumnado conozca costumbres, formas de relación social, rasgos y particularidades de los países en los que se habla la lengua extranjera. Este conocimiento promoverá la tolerancia y aceptación, acrecentará el interés por el conocimiento de las diferentes realidades sociales y culturales y facilitará la comunicación intercultural.

CONTRIBUCIÓN DEL PROYECTO AL ÁREA DE LENGUA EXTRANJERA PARA EL DESARROLLO DE LAS COMPETENCIAS BÁSICAS

Las competencias básicas son aquellas que debe desarrollar un alumno o una alumna a lo largo de toda la enseñanza obligatoria para poder lograr su realización personal, ejercer la ciudadanía activa, y ser capaz de desarrollar un aprendizaje permanente a lo largo de la vida.

Las competencias básicas son:

Competencia en comunicación lingüística.

Competencia matemática.

Competencia en el conocimiento y la interacción con el mundo físico.

Competencia digital.

Competencia social y ciudadana.

Competencia cultural y artística.

Competencia para aprender a aprender.

Autonomía e iniciativa personal.

El proyecto contribuye a la adquisición de dichas competencias y en especial, a la competencia en comunicación lingüística.

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La competencia en comunicación lingüística se refiere a la utilización del lenguaje como instrumento de comunicación oral y escrita, de representación, interpretación y comprensión de la realidad, de construcción y comunicación del conocimiento y de organización y autorregulación del pensamiento, las emociones y la conducta.

Los conocimientos, destrezas y actitudes propios de esta competencia permiten expresar pensamientos, emociones, vivencias y opiniones, así como dialogar, formarse un juicio crítico y ético, generar ideas, estructurar el conocimiento, dar coherencia y cohesión al discurso y a las propias acciones y tareas, adoptar decisiones, y disfrutar escuchando, leyendo o expresándose de forma oral y escrita, todo lo cual contribuye además al desarrollo de la autoestima y de la confianza en uno mismo.

El aprendizaje de una lengua extranjera contribuye directamente a la adquisición de esta competencia en la medida en que el alumnado adquiere y desarrolla las habilidades de escuchar, hablar y conversar. Además, mejora la competencia en comunicación lingüística al desarrollar la habilidad para expresarse, oralmente y por escrito, utilizando y comprendiendo las convenciones y el lenguaje apropiado a cada situación. Por otra parte, el reconocimiento y el aprendizaje progresivo de reglas de funcionamiento del sistema de la lengua extranjera, mejora la adquisición de esta competencia.

La competencia matemática se refiere a la habilidad para utilizar números y sus operaciones básicas, los símbolos y las formas de expresión y razonamiento matemático para producir e interpretar informaciones, para conocer más sobre aspectos cuantitativos y espaciales de la realidad y para resolver problemas relacionados con la vida diaria.

La lengua extranjera no está implicada en el desarrollo de la competencia matemática. Sin embargo, la competencia en comunicación lingüística permite razonar, argumentar, formular hipótesis, deducir, inducir, etc., De manera indirecta, estamos favoreciendo que el alumnado aprenda a interpretar correctamente los enunciados de los problemas matemáticos. En cualquier unidad encontramos actividades que hacen referencia a la comprensión, tanto global como específica, de enunciados o textos, orales o escritos. Y por supuesto, se presenta, trabaja y recicla constantemente la numeración en inglés (las fechas, sistemas métricos, los números ordinales y cardinales, etc.)

La competencia en el conocimiento y la interacción con el mundo físico es la habilidad para interactuar con el mundo físico, tanto en sus aspectos naturales como en los generados por la acción humana, de modo que facilite la comprensión de sucesos, la predicción de consecuencias y la actividad dirigida a la mejora y preservación de las condiciones de vida propia, de los demás hombres y mujeres y del resto de los seres vivos. En este caso, la lengua extranjera interviene en la adquisición de la competencia en el conocimiento y la interacción con el mundo físico en la misma medida que en la competencia matemática. Es decir, si el alumno tiene la capacidad de entender un mensaje, escuchar, leer, escribir, etc. será capaz de comprender esos sucesos, de expresar las consecuencias, de entender las opiniones de los demás sobre una acción… De manera más directa, existen artículos, canciones, cuentos,

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textos, audiciones relacionados con buenos hábitos alimenticios y de salud, con el medio ambiente y con el consumo responsable.

La competencia digital consiste en disponer de habilidades para buscar, obtener, procesar y comunicar información, y para transformarla en conocimiento. Tener acceso a la información ni significa aprendizaje ni conocimiento. Transformar la información en conocimiento significa comprenderla e integrarla en los esquemas previos de conocimiento y saber comunicar la información y los conocimientos adquiridos. Es obvio que la lengua extranjera contribuye al desarrollo de la competencia digital en la medida en que el alumnado está aprendiendo en un entorno digital, aprende a comprender un texto (oral o escrito y en cualquier formato), a discriminar el contenido más relevante, a organizar en párrafos, a producir textos siguiendo un modelo pero con distinta información, a resumir, rebatir, discutir, compartir esa información, etc.

Además de ser vehículos de transmisión de conocimiento, las lenguas forman parte de una cultura y sirven para comunicarse en el entorno social. El aprendizaje de la lengua inglesa permite conocer nuevas culturas, favorece el respeto, el interés y la comunicación con otros aprendices de lengua extranjera o con hablantes de lenguas extranjeras. Y todo ello conlleva el reconocimiento y la aceptación de diferencias culturales y de comportamiento. En consecuencia, el aprendizaje de la lengua inglesa contribuye al desarrollo y adquisición de la competencia social y ciudadana. Existen en el proyecto secciones de cultura, textos relacionados con países en los que se habla la lengua inglesa, referencias culturales, etc.

La competencia cultural y artística supone conocer, comprender, apreciar y valorar críticamente diferentes manifestaciones culturales y artísticas, utilizarlas como fuente de enriquecimiento y disfrute y considerarlas como parte del patrimonio de los pueblos.

El proyecto incluye secciones o apartados que hacen referencia a la cultura de países de habla inglesa (ciudades, escritores, canciones, ocio, festividades, etc., todas ellas manifestaciones culturales propias de los países cuya lengua estamos aprendiendo) y, por tanto, contribuyen a adquirir la competencia cultural y artística al facilitar la expresión de opiniones, gustos y emociones que producen esas manifestaciones culturales.

La competencia para aprender a aprender supone disponer de habilidades para iniciarse en el aprendizaje y ser capaz de continuar aprendiendo de manera cada vez más eficaz y autónoma y comporta tener conciencia de las capacidades que entran en juego en el aprendizaje, como la atención, la concentración, la memoria, la comprensión y la expresión lingüística. Como el lenguaje es el medio de transmisión del pensamiento y la herramienta de aprendizaje por excelencia, la lengua extranjera contribuye de manera fundamental al desarrollo de la competencia para aprender a aprender porque ofrece más posibilidades y recursos diferentes para comprender, interpretar, expresar opiniones o sentimientos y emociones y formular hipótesis de funcionamiento de la lengua.

La autonomía e iniciativa personal se refiere, por una parte, a la adquisición de la conciencia y aplicación de un conjunto de valores y actitudes personales y por otra parte, a la

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capacidad de elegir con criterio propio, de imaginar proyectos, y de llevar adelante las acciones necesarias para desarrollar las opciones y planes personales ‐en el marco de proyectos individuales o colectivos‐ responsabilizándose de ellos. El conocimiento de una lengua extranjera contribuye a la adquisición de autonomía e iniciativa personal porque fomenta el trabajo cooperativo y las habilidades sociales y porque permite el desarrollo de iniciativas sobre la planificación, organización y gestión del trabajo, propiciando de esta manera la autonomía e iniciativa personal.

ATENCIÓN A LA DIVERSIDAD

El proyecto proporciona actividades de refuerzo y ampliación para el alumnado que permiten dar una atención individualizada a los alumnos, según sus necesidades y su ritmo de aprendizaje.

CONTENIDOS

BLOQUE 1. Escuchar, hablar y conversar

• Comprensión del significado general y específico de charlas sencillas sobre temas conocidos presentados de forma clara y organizada.

• Comprensión de la comunicación interpersonal. • Comprensión general y de los datos más relevantes de programas emitidos en medios

audiovisuales en lenguaje claro y sencillo. • Uso de estrategias de comprensión de los mensajes orales: uso del contexto verbal y

no verbal y de los conocimientos previos sobre la situación, identificación de palabras clave, identificación de la actitud e intención del hablante.

• Producción oral de descripciones, narraciones y explicaciones sobre experiencias, acontecimientos y contenidos diversos.

• Participación activa en conversaciones y simulaciones sobre temas cotidianos y de interés personal con diversos fines comunicativos.

• Empleo de respuestas espontáneas y precisas a situaciones de comunicación. • Uso de convenciones propias de la conversación en actividades de comunicación

simuladas. • Uso autónomo de estrategias de comunicación para iniciar, mantener y terminar la

interacción.

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BLOQUE 2. Leer y escribir

• Identificación del tema de un texto escrito con el apoyo contextual que éste contenga. • Identificación de la intención del emisor del mensaje. • Comprensión general y específica de diversos textos, en soporte digital, de interés

general, o referidos a contenidos de otras materias del currículo. • Lectura autónoma de textos más extensos relacionados con sus intereses. • Uso de distintas fuentes, en soporte digital o multimedia, para obtener información

con el fin de realizar tareas específicas. • Consolidación de estrategias de lectura. • Composición de textos diversos, con léxico adecuado al tema y al contexto, con los

elementos necesarios de cohesión para marcar con claridad la relación entre ideas y utilizando con autonomía estrategias básicas en el proceso de composición escrita (planificación, textualización y revisión).

• Uso con cierta autonomía del registro apropiado al lector al que va dirigido el texto (formal e informal)

• Uso correcto de la ortografía y de los diferentes signos de puntuación. • Interés por la presentación cuidada de los textos escritos.

BLOQUE 3. Conocimiento de la lengua

Conocimientos lingüísticos

• Uso de expresiones comunes, frases hechas y léxico sobre temas de interés personal y general, temas cotidianos y temas relacionados con contenidos de otras materias del currículo.

• Reconocimiento de antónimos, sinónimos, «falsos amigos» y formación de palabras a partir de prefijos y sufijos.

• Consolidación y uso de estructuras y funciones asociadas a diferentes situaciones de comunicación.

• Reconocimiento y producción autónoma de diferentes patrones de ritmo, entonación y acentuación de palabras y frases.

Reflexión sobre el aprendizaje

• Aplicación de estrategias para organizar, adquirir, recordar y utilizar léxico. • Organización y uso, cada vez más autónomo, de recursos para el aprendizaje, como

diccionarios, libros de consulta, bibliotecas o recursos digitales e informáticos. • Análisis y reflexión sobre el uso y el significado de diferentes formas gramaticales

mediante comparación y contraste con las lenguas que conoce. • Participación en la evaluación del propio aprendizaje y uso de estrategias de auto‐

corrección. • Organización del trabajo personal como estrategia para progresar en el aprendizaje. • Interés por aprovechar las oportunidades de aprendizaje creadas en el contexto del

aula y fuera de ella. • Participación activa en actividades y trabajos grupales. • Confianza e iniciativa para expresarse en público y por escrito.

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BLOQUE 4. Aspectos socioculturales y conciencia intercultural

• Valoración de la importancia de la lengua extranjera en las relaciones internacionales. • Identificación de las características más significativas de las costumbres, normas,

actitudes y valores de la sociedad cuya lengua se estudia, y respeto a patrones culturales distintos a los propios.

• Conocimiento de los elementos culturales más relevantes de los países donde se habla la lengua extranjera, obteniendo la información por diferentes medios, entre ellos Internet y otras tecnologías de la información y comunicación.

• Interés e iniciativa en establecer comunicación con hablantes de la lengua extranjera, utilizando medios digitales.

• Uso apropiado de fórmulas lingüísticas asociadas a situaciones concretas de comunicación: cortesía, acuerdo, discrepancia…

• Valoración del enriquecimiento personal que supone la relación con personas pertenecientes a otras culturas.

CRITERIOS DE EVALUACIÓN

• Comprender la información general y específica, la idea principal y los detalles más relevantes de textos orales emitidos en situaciones de comunicación interpersonal o por los medios audiovisuales, sobre temas que no exijan conocimientos especializados.

• Participar en conversaciones y simulaciones utilizando estrategias adecuadas para iniciar, mantener y terminar la comunicación, produciendo un discurso comprensible y adaptado a las características de la situación y a la intención comunicativa.

• Comprender la información general y específica de diversos textos escritos auténticos y adaptados, y de extensión variada, identificando datos, opiniones, argumentos, informaciones implícitas e intención comunicativa del autor.

• Redactar con cierta autonomía textos diversos con una estructura lógica, utilizando las convenciones básicas propias de cada género, el léxico apropiado al contexto y los elementos necesarios de cohesión y coherencia, de manera que sean fácilmente comprensibles para el lector.

• Utilizar conscientemente los conocimientos adquiridos sobre el sistema lingüístico de la lengua extranjera en diferentes contextos de comunicación, como instrumento de auto‐corrección y de autoevaluación de las producciones propias orales y escritas y para comprender las producciones ajenas.

• Identificar, utilizar y explicar estrategias de aprendizaje utilizadas, poner ejemplos de otras posibles y decidir sobre las más adecuadas al objetivo de aprendizaje.

• Usar las tecnologías de la información y la comunicación con cierta autonomía para buscar información, producir textos a partir de modelos, enviar y recibir mensajes de correo electrónico y para establecer relaciones personales orales y escritas, mostrando interés por su uso.

• Identificar y describir los aspectos culturales más relevantes de los países donde se habla la lengua extranjera y establecer algunas relaciones entre las características más significativas de las costumbres, usos, actitudes y valores de la sociedad cuya lengua se estudia y la propia y mostrar respeto hacia los mismos.

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UNIT 1 I ROBOT

OBJETIVOS • Hacer y responder a preguntas sobre información personal • Describir hábitos, rutinas y estilos de vida • Describir acciones que tienen lugar en el momento en que se habla • Expresar las horas • Expresar preferencias • Comprender descripciones personales • Respetar las reglas de puntuación y del orden de las palabras en la producción escrita • Reconocer y practicar la ortografía de verbos en tercera persona del singular del

presente. CONTENIDOS 1. Escuchar, hablar y conversar Listening

• Discriminación de información relevante en un extracto sobre la vida de un personaje • Comprender un diálogo con preguntas y respuestas de carácter personal • Comprender descripciones de personas y discriminar la información relevante • Comprender oraciones sencillas sobre estilos de vida • Aplicación de estrategias auditivas para la realización de tareas como la identificación

de información verdadera o falsa

Speaking

• Interacción oral sobre los temas principales de la unidad poniendo en práctica el lenguaje aprendido

• Interactuar en un diálogo haciendo preguntas de carácter personal • Reproducir oraciones sencillas sobre estilos de vida

2. Leer y escribir

Reading • Puesta en práctica de estrategias de comprensión lectora para la identificación de

palabras y expresiones clave en oraciones y textos sencillos referentes a información personal, hábitos, estilos de vida y preferencias

• Lectura global e intensiva de textos cortos para completar las tareas

Writing

• Reflexión sobre la ortografía del presente simple en la lengua inglesa • Familiarización con diversos tipos textuales, como el correo electrónico • Producción de oraciones sencillas afirmativas, negativas e interrogativas, en presente. • Producción de expresiones referentes a gustos y preferencias.

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• Producción de preguntas sencillas para obtener información personal • Producción de oraciones en presente que expresen frecuencia, en el orden correcto • Producción de una redacción sencilla y guiada acerca de rutinas y hábitos a partir de

las pistas dadas y utilizando el modelo y las estrategias presentadas

3. Conocimiento de la lengua


Funciones del lenguaje y gramática

• Describir y comparar hábitos y estilos de vida: Present simple; Preguntas sujeto y objeto • Expresar gustos y preferencias: Love, like, hate, want, hope, would like • Expresiones de tiempo: adverbios de frecuencia • Preposiciones at, in, on. • Describir situaciones o acciones que tienen lugar en el momento en que se habla. Present

Continuos. Contraste entre el uso del present continuous y el present simple. • Spelling de los verbos con –ing y de los verbos +”s” de 3ª persona del singular. Léxico Fonética • Estilos de vida • Gustos y preferencias • Agencia matrimonial

• Pronunciación de las terminaciones –s/‐es en el presente simple.


• Aplicación de estrategias para organizar, adquirir, recordar y utilizar léxico. • Uso, cada vez más autónomo, de recursos para el aprendizaje, como diccionarios,

libros de consulta, bibliotecas o tecnologías de la información y la comunicación. • Análisis y reflexión sobre el uso y significado de diferentes formas gramaticales

mediante comparación y contraste con las lenguas que conoce.

4. Aspectos socioculturales y consciencia intercultural

• Interés y respecto hacia modos de vida distintos a los propios

EVALUACIÓN

Auto‐evaluación

• Ver sección de autoevaluación en la quincena • Continua en diversas actividades de la unidad

Evaluación formativa

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• Ejercicios a enviar al tutor/a


• Comprender la información general y específica, la idea principal y los detalles más relevantes de textos orales.

• Participar en conversaciones y simulaciones utilizando estrategias para iniciar, mantener y terminar la comunicación.


• Redactar textos diversos con una estructura lógica, utilizando las convenciones básicas propias de cada género, el léxico apropiado al contexto y los elementos necesarios de cohesión y coherencia.


• Usar las tecnologías de la información y la comunicación para buscar información, producir textos a partir de modelos, …


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UNIT 2 THE FOUR OLD FRIENDS

OBJETIVOS • Manejar distintos tipos de relatos • Describir hechos del pasado • Contrastar hechos del pasado y del presente • Pedir y dar información sobre situaciones, personajes, y acontecimientos del pasado • Hablar sobre hábitos en el pasado • Manejar el tema de la amistad • Identificar el uso de las expresiones temporales • Practicar la pronunciación del pasado simple de los verbos regulares • Discriminar y practicar la pronunciación de used to

CONTENIDOS

1. Escuchar, hablar y conversar Listening

• Identificación y uso de estrategias previas a la escucha que faciliten la comprensión del texto que se va a oír, como la lectura simultánea del texto, el uso de ayudas visuales o las preguntas que se harán sobre el mismo.

• Aplicación de estrategias auditivas para la realización de tareas como la identificación de información verdadera o falsa, discriminar palabras y/o expresiones para realizar ejercicios de comprensión con huecos a rellenar.

• Discriminación de información general y específica en un diálogo sobre hábitos pasados

• Comprender descripciones de la historia de personajes históricos

Speaking

• Interacción oral sobre los temas principales de la unidad poniendo en práctica el lenguaje aprendido

• Personalización de un diálogo siguiendo las pautas dadas

2. Leer y escribir

Reading • Activación de conocimientos previos para una mejor comprensión de un texto sobre

acontecimientos del pasado y/o históricos, sobre costumbres y hábitos pasados. • Identificación de la estructura principal en un relato, prestando atención a las

expresiones temporales. • Identificación de información específica en un texto sobre el pasado para contestar

preguntas, rellenar huecos, seleccionar definiciones.

15


Writing • Construir oraciones referentes a los temas principales de la unidad en el orden

correcto. • Producir oraciones correctas sobre hechos y acciones pasadas con referencia la

presente. • Producción de una historia a partir de las pistas dadas y utilizando el modelo y las

estrategias presentadas




• Información sobre el pasado: Past simple; Past continuous; Present perfect; Used to

Léxico Fonética • Mitos y leyendas • False friends • Expresiones temporales con ago, when y while.

• Used to • Pronunciación de –ed en pasados regulares






• La historia en la sociedad actual • Valoración positiva de la historia como vehículo de acercamiento entre culturas

EVALUACIÓN

Auto‐evaluación


16



• Ejercicios a enviar al tutor/a CRITERIOS DE EVALUACIÓN

• Comprender la información general y específica, la idea principal y los detalles más relevantes de textos orales y escritos.

• Participar en conversaciones y simulaciones utilizando estrategias para iniciar, mantener y terminar la comunicación, produciendo un discurso comprensible y adaptado a las características de la situación y a la intención comunicativa.

• Comprender la información general y específica de diversos textos identificando datos, opiniones, argumentos, informaciones implícitas e intención comunicativa del autor.

• Redactar textos diversos utilizando las convenciones básicas propias de cada género, el léxico apropiado al contexto y los elementos necesarios de cohesión y coherencia, de manera que sean fácilmente comprensibles para el lector.

• Utilizar conscientemente los conocimientos adquiridos sobre el sistema lingüístico de la lengua extranjera como instrumento de auto‐corrección y de autoevaluación de las producciones propias y las producciones ajenas.


• Usar las tecnologías de la información y la comunicación con cierta autonomía para buscar información, producir textos a partir de modelos, enviar y recibir mensajes de correo electrónico …


17


UNIT 3 THE TOMB OF THE PHARAOH

OBJETIVOS • Hablar e intercambiar información sobre aventuras • Describir y comparar objetos y personas • Narrar eventos • Expresar ideas de forma conectada • Identificar y practicar la vocal schwa

CONTENIDOS 1. Escuchar, hablar y conversar Listening

• Activación de conocimientos previos ante la escucha de un texto • Aplicación de estrategias auditivas para la discriminación de la información relevante

para realizar las tareas de comprensión • Comprender textos sobre arqueología y el antiguo Egipto • Discriminar información concreta y relevante en los textos objeto de la audición.

Speaking

• Intercambios comunicativos poniendo en práctica el lenguaje y estructuras aprendidas en la unidad

• Identificación y puesta en práctica de estrategias que ayuden a mejorar la producción oral

• Producción de oraciones que se hable sobre temas de la unidad

2. Leer y escribir

Reading • Activación de conocimientos previos ante la lectura de un texto sobre arqueología y el

antiguo Egipto. • Comprensión de un artículo de prensa • Lectura global e intensiva de textos para completar las tareas

Writing

• Identificación de las fórmulas comunes para la expresión de comparaciones y producción de breves textos escritos incorporando éstas.

• Uso apropiado de conectores 3. Conocimiento de la lengua


18



• Describir y comparar objetos y personas: El adjetivo en posición atributiva y predicativa. Forma comparativa y superlativa de los adjetivos; estructuras comparativas y superlativas.

• Narrar eventos • Usar conectores

Léxico Fonética • Arqueología • Antiguo Egipto

• La vocal schwa






• Hechos históricos • Relaciones humanas

EVALUACIÓN

Auto‐evaluación







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20


UNIT 4 EUROPEAN UNION

OBJETIVOS • Describir experiencias en el pasado • Reconocer los países y nacionalidades de la UE • Realizar una encuesta • Utilizar correctamente conectores del tipo later, after that … • Identificar y practicar la pronunciación de have

CONTENIDOS


• Discriminación de información global y específica en una entrevista • Aplicación de estrategias auditivas para completar tareas como la identificación de

información verdadera o falsa, preguntas de opción múltiple Speaking

• Intercambios comunicativos poniendo en práctica el lenguaje y estructuras aprendidos en la unidad

• Uso de estrategias que favorezcan la comunicación en una lengua extranjera • Producción de un diálogo en el que se reproduzca una entrevista • Repetición de oraciones para practicar la correcta pronunciación de have

2. Leer y escribir

Reading • Aplicación de estrategias para inferir el significado de las palabras según su contexto • Comprensión de información global en un texto para identificar la formación de la UE,

prestando atención a las expresiones de conexión • Extracción de información específica para ordenar un texto

Writing • Identificación de la estructura principal en las descripciones de experiencias en el

pasado para su posterior producción. Uso de biografías abiertas sobre personajes vivos 3. Conocimiento de la lengua



• Expresar experiencias pasadas y eventos recientes: Present perfect; just, yet, already,how long, ever • Expresiones temporales con since y for.

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• Realizar una encuesta

Léxico Fonética • Aspectos geográficos • La Unión Europea • Países y nacionalidades

• Pronunciación de have

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• La Unión Europea • Valoración de la UE como vehículo de acercamiento entre culturas • Aspectos generales sobre la UE: historia, países miembros

EVALUACIÓN

Auto‐evaluación





• Comprender la información general y específica, la idea principal y los detalles más relevantes de textos orales.

• Participar en simulaciones utilizando estrategias para iniciar, mantener y terminar la comunicación, produciendo un discurso comprensible y adaptado a las características de la situación y a la intención comunicativa.

• Comprender la información general y específica de diversos textos escritos identificando datos, opiniones, argumentos, informaciones implícitas …

• Redactar textos con una estructura lógica, utilizando las convenciones básicas propias de cada género, el léxico apropiado y los elementos de cohesión y coherencia, de manera que sean fácilmente comprensibles para el lector.

• Utilizar los conocimientos adquiridos sobre el sistema lingüístico de la lengua extranjera como instrumento de auto‐corrección y de autoevaluación de las producciones propias orales y escritas y para comprender las ajenas.



23



24


UNIT 5 MRS ABBOT’S COMPUTER

OBJETIVOS • Intercambiar información sobre ordenadores e informática • Describir situaciones en establecimientos comerciales • Hablar y preguntar sobre Internet • Expresar oraciones de relativo • Reconocer y practicar la pronunciación de los fonemas en she, church y joke.

CONTENIDOS


• Familiarización con estrategias que faciliten la comprensión general de diálogos y puesta en práctica de las mismas

• Escucha de conversaciones referente a temas de ordenadores en un entorno comercial y en uno familiar

• Identificación de información referente a léxico TIC en los diálogos • Comprender un extracto de un programa de televisión y extraer la información

relevante sobre los invitados al mismo

Speaking • Interacción oral poniendo en práctica el lenguaje y estructuras aprendidos en la unidad • Personalización de un diálogo en el que se hable de la compra de un ordenador • Repetir trabalenguas que fomenten la práctica de los fonemas presentados en la

unidad • Producir definiciones

2. Leer y escribir

Reading • Activación de conocimientos ante la lectura de un texto para identificar oraciones de

relativo • Lectura general, global e intensiva de un texto para contestar preguntas

Writing

• Identificación de aspectos básicos para la elaboración de oraciones de relativo • Adquisición de vocabulario mediante un crucigrama • Producción guiada de un resumen utilizando las estrategias anteriores

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Preguntar y responder en situaciones comerciales y TIC: oraciones de relativo, pronombres relativos y adverbios Léxico Fonética • Ordenadores: partes, léxico relacionado con los

mismos • Internet

Pronunciación de los fonemas en she, church y joke

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• Las TIC en el mundo actual

EVALUACIÓN

Auto‐evaluación






• Participar en conversaciones y simulaciones utilizando produciendo un discurso comprensible y adaptado a las características de la situación y a la intención comunicativa.


• Redactar textos diversos con una estructura lógica, utilizando las convenciones básicas de cada género, el léxico apropiado y los elementos necesarios de cohesión y coherencia.




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UNIT 6 BERTIE. A LIFE FULL OF STORIES

OBJETIVOS • Comprender instrucciones técnicas • Describir procesos • Expresar probabilidad • Identificar cambios en la vida de las personas, en lugares y edificios • Utilizar correctamente estructuras y conectores en textos referentes a recetas de

cocina • Identificar la pronunciación de los participios en verbos regulares e irregulares • Identificar formas débiles

CONTENIDOS 1. Escuchar, hablar y conversar Listening

• Activación de conocimientos previos ante la escucha de un texto dividido en partes sobre el protagonista de la unidad

• Comprender titulares de noticias • Identificación de información general y específica en los textos para completar las

tareas de comprensión oral

Speaking • Identificación del valor de la entonación y el ritmo en la expresión oral • Uso de estrategias que faciliten la comunicación en una conversación espontánea

2. Leer y escribir

Reading • Identificación de información general y específica en un texto sobre una biografía para

realizar las tareas de comprensión lectora • Utilización de estrategias de memoria para la comprensión lectora del léxico

Writing

• Producir un resumen teniendo como base una audición • Inferencia del uso de los conectores para expresar acciones consecutivas • Elaboración de una receta de cocina tras el análisis de un modelo dado e incorporando

las estrategias aprendidas 3. Conocimiento de la lengua


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• Describir procesos en el presente y el pasado: Tiempos presente y pasado de la voz pasiva (todas sus formas)

• Usar get en la voz pasiva • Usar by + agente Léxico Fonética • Inventos • Máquinas • Cocina y recetas

• Entonación y ritmo • Formas fuertes y débiles • Repaso de la pronunciación de las

terminaciones de los pasados y participios






• Evolución de las personas, objetos y lugares • Reconocimiento de la gastronomía como vehículo de acercamiento entre culturas • Recetas típicas de un país

EVALUACIÓN

Auto‐evaluación






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• Participar en simulaciones utilizando estrategias adecuadas para iniciar, mantener y terminar la comunicación, produciendo un discurso comprensible y adaptado a las características de la situación y a la intención comunicativa.




• Usar las tecnologías de la información y la comunicación con cierta autonomía para buscar información, producir textos a partir de modelos, …


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UNIT 7 WEATHER FORECASTS

OBJETIVOS • Hablar sobre el tiempo meteorológico • Hablar y preguntar sobre planes futuros, intenciones y situaciones • Expresar predicciones • Discriminar el uso del lenguaje meteorológico en la expresión escrita • Identificar y practicar la pronunciación de diptongos en late, eye, low

CONTENIDOS


• Aplicación de estrategias auditivas que faciliten la comprensión de un texto oral, como la activación de conocimientos previos

• Obtención de información general y específica en una charla sobre las vacaciones y el tiempo

• Comprender un parte meteorológico • Comprender opiniones e hipótesis en una conversación

Speaking

• Interacción oral en torno al tema de la unidad donde se ponga en práctica el lenguaje y estructuras aprendidos

• Reproducir una conversación en la que se hable de predicciones e hipótesis

2. Leer y escribir

Reading • Activación de conocimientos previos ante la lectura de los textos de la unidad • Aplicación de estrategias lectoras que faciliten la comprensión • Identificación de información específica en un texto para completar tareas • Asociar la ortografía de las palabras con su pronunciación

Writing

• Discriminación del uso del lenguaje formal e informal en los textos escritos • Inferencia de las convenciones propias en la producción de un parte meteorológico de

producción propia


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• Expresar planes e intenciones: Going to; Present continuos for the future, Simple Future • Hacer predicciones: will/may Léxico Fonética • Adjetivos relacionados con el tiempo

• Pronunciación de diptongos en late, eye, low






• Curiosidades acerca del tiempo meteorológico en los países cuya lengua es objeto de aprendizaje

• La importancia del tiempo en la forma de vida y la cultura de los países

EVALUACIÓN

Auto‐evaluación





• Comprender la información general y específica, la idea principal y los detalles más relevantes de textos orales sobre temas que no exijan conocimientos especializados.


• Comprender la información general y específica de diversos textos identificando datos, opiniones, argumentos, informaciones implícitas e intención comunicativa del autor.

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• Utilizar los conocimientos adquiridos sobre el sistema lingüístico de la lengua extranjera como instrumento de auto‐corrección y de autoevaluación de las producciones propias orales y escritas y para comprender las ajenas.



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UNIT 8 GWINETH AND THE WIZARD

OBJETIVOS • Hablar sobre condiciones • Hablar sobre situaciones irreales o imaginarias • Expresar hipótesis • Dar y pedir consejos • Narrar eventos • Aprender estrategias para planificar y organizar la producción escrita • Identificar y practicar la pronunciación de las semivocales w y j

CONTENIDOS


• Identificación y uso de estrategias para la identificación de información específica en textos orales

• Escucha atenta y discriminación de información relevante en un cuento para realizar las tareas de comprensión oral

Speaking

• Intercambios orales en torno al tema principal de la unidad en los que se practique el lenguaje y estructuras aprendidas

• Identificación de las convenciones propias de la expresión de consejos • Personalización de un diálogo entre los personajes de la unidad, con ayuda de un

modelo y las estrategias aprendidas • Repetición de palabras que fomenten la correcta pronunciación de los fonemas objeto

de estudio en la unidad • Repetición y grabación de trabalenguas para fomentar un ritmo y entonación

correctos.

2. Leer y escribir

Reading • Familiarización con diversos tipos de texto como los cuentos • Lectura de textos para completar las tareas, discriminando la información del mismo

como verdadera o falsa, adquiriendo léxico relevante para relacionarlo con sus sinónimos.

Writing • Estrategias para la planificación previa a la escritura y la organización del contenido • Producción de oraciones condicionales a partir de pautas dadas y de ayudas visuales • Producción de un epílogo guiado de un cuento

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• Formular hipótesis: Oraciones condicionales de tipo I y II • Dar consejos: If I were you, I’d • Time clauses: contraste when ‐ if Léxico Fonética • La magia • Objetos de un laboratorio • Criaturas imaginarias • Partes de un edificio

• Pronunciación de las semivocales w y j






• La Edad Media • Criaturas fantásticas • Relación de historias y cuentos tradicionales con la cultura

EVALUACIÓN

Auto‐evaluación





• Comprender la información general y específica, la idea principal y los detalles más relevantes de textos orales, sobre temas que no exijan conocimientos especializados.

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UNIT 9 AN INTERVIEW WITH ALEXANDER COOKLAND

OBJETIVOS • Hablar sobre personajes y hechos de las noticias • Comprender textos breves sobre la prensa • Intercambiar opiniones sobre el mundo de la fama y los famosos • Relatar lo que otra persona dice • Realizar una correcta presentación del trabajo escrito • Practicar y repasar la pronunciación de las terminaciones de los pasados. • Identificar la pronunciación de formas débiles en pronombres objeto y formas verbales, letras

mudas CONTENIDOS


• Aplicación de estrategias auditivas en la escucha de una entrevista, como la activación de conocimientos previos

• Escucha atenta a una entrevista para completar diversas tareas, como el reconocimiento de información verdadera o falsa, rellenar huecos con léxico procedente de la misma.

• Identificar distintos tipos de hablantes y su intención comunicativa

Speaking • Intercambios comunicativos en torno al tema principal de la unidad en las que se ponga en práctica

el lenguaje aprendido • Identificación de estrategias que favorezcan la comunicación, como las convenciones para pedir

una aclaración si algo no se ha entendido • Producción de un diálogo a partir de un modelo dado y utilizando las estrategias presentadas • Relatar una situación vivida a otra persona • Practicar la pronunciación de palabras con letras mudas

2. Leer y escribir

Reading • Familiarización con diversos tipos textuales como prensa, entrevistas en los medios • Lectura global de una entrevista para consolidar su vocabulario en las tareas de comprensión

lectora • Búsqueda de información específica en un texto para completar las tareas • Ordenar adecuadamente textos teniendo en cuenta sus convenciones lingüísticas

Writing

• Familiarización con diversos tipos textuales, como un texto escrito en estilo indirecto • Producción de una conversación en estilo directo partiendo de un texto en estilo indirecto • Uso de estrategias para la mejora de la presentación de trabajos escritos

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• Transmitir las ideas y opiniones de otros: Estilo indirecto

Léxico Fonética • Los medios • La prensa

• Letras mudas • Práctica de la entonación y el ritmo.


• Aplicación de estrategias para organizar, adquirir, recordar y utilizar léxico. • Uso, cada vez más autónomo, de recursos para el aprendizaje, como diccionarios, libros de

consulta, bibliotecas o tecnologías de la información y la comunicación. • Análisis y reflexión sobre el uso y significado de diferentes formas gramaticales mediante

comparación y contraste con las lenguas que conoce.


• Prensa amarilla • Los famosos y los medios

EVALUACIÓN

Auto‐evaluación







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UNIDAD 10. TAKEAWAY FOOD

OBJETIVOS • Tomar decisiones • Hacer sugerencias • Intercambiar información sobre comida rápida • Conocer gastronomía internacional • Realizar una correcta presentación del trabajo escrito • Identificar y practicar la pronunciación de las vocales cortas y largas

CONTENIDOS


• Aplicación de estrategias auditivas previas a la escucha de textos, como identificación de vocabulario a discriminar posteriormente

• Escucha atenta a una conversación en un restaurante de comida rápida para completar diversas tareas, como el reconocimiento de información verdadera o falsa, o la respuesta a tareas de comprensión oral.



el lenguaje aprendido • Identificación de estrategias que favorezcan la comunicación, como las convenciones para pedir

una aclaración si algo no se ha entendido • Producción de un diálogo a partir de un modelo dado y utilizando las estrategias presentadas

2. Leer y escribir

Reading • Familiarización con diversos tipos textuales como cartas de restaurantes • Lectura global de textos para consolidar su vocabulario en las tareas de comprensión lectora • Búsqueda de información específica en un texto para completar las tareas • Ordenar adecuadamente textos teniendo en cuenta sus convenciones lingüísticas

Writing

• Familiarización con diversos tipos textuales • Uso de estrategias para la mejora de la presentación de trabajos escritos

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• Expresar sugerencias • Tomar decisiones • Will

Léxico Fonética • Restaurantes • Gastronomía internacional • Takeaway

• Pronunciación de las vocales cortas y largas.






• La gastronomía como vehículo de conocimiento de las culturas.

EVALUACIÓN

Auto‐evaluación







41







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UNIT 11. SOCIETY

OBJETIVOS • Hablar sobre el medio ambiente • Comprender textos breves sobre temas medioambientales • Reflexionar sobre ecología: el efecto invernadero, reciclaje, etc • Conocer y usar términos referidos al tráfico y a la contaminación • Identificar comportamientos sociales • Realizar una correcta presentación del trabajo escrito de diversos tipos • Practicar modales para expresar posibilidad, obligación, necesidad, consejo, necesidad • Expresar arrepentimiento. • Identificar la pronunciación de formas débiles en modales

CONTENIDOS


• Aplicación de estrategias auditivas en la escucha de una entrevista, como la activación de conocimientos previos

• Escucha atenta de un vídeo que contiene una entrevista en los medios para completar diversas tareas, como el reconocimiento de información verdadera o falsa, rellenar huecos con léxico procedente de la misma.



el lenguaje aprendido • Producción de un diálogo a partir de un modelo dado y utilizando las estrategias presentadas • Practicar, basándose en un modelo dado, la producción oral de oraciones que expresen opiniones

personales. • Practicar la pronunciación de palabras con letras mudas

2. Leer y escribir

Reading • Lectura global de textos sobre los temas principales de la unidad para identificar vocabulario y

poner en práctica estrategias necesarias en las tareas de comprensión lectora • Búsqueda de información específica en un texto para completar las tareas • Ordenar adecuadamente textos teniendo en cuenta sus convenciones lingüísticas

Writing

• Producción organizada de ideas sobre la actitud personal hacia temas medioambientales y de comportamientos sociales teniendo en cuenta convenciones lingüísticas propias de la tarea.

• Producción guiada de textos diversos usando verbos modales adecuados. • Uso de estrategias para la mejora de la presentación de trabajos escritos.

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• Expresar consejos, posibilidad, obligación y ausencia de obligación, necesidad. • Modales en presente y pasado: should / shouldn't / ought / oughtn't to. Can / could / be able to.

Must / mustn’t / have to / needn't. To be allowed / supposed to. Could / might / may / should have done

• Expresar arrepentimiento referido al pasado

Léxico Fonética • Medioambiente • Ecología • Tráfico • Contaminación • Comportamientos sociales

• Formas débiles de los verbos modales






• El medioambiente • Comportamientos sociales

EVALUACIÓN

Auto‐evaluación




44










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UNIT 12. SEASIDE HOLIDAYS

OBJETIVOS • Desarrollar y consolidar estrategias de comprensión oral y lectora • Desarrollar y consolidar estrategias de expresión oral y escrita • Comprender textos referentes a propuestas vacacionales • Relatar experiencias vacacionales • Manejar de forma autónoma material de referencia • Realizar comunicaciones con el ritmo, la entonación y el acento adecuados • Reconocer aspectos culturales propios de algunas costumbres británicas

CONTENIDOS


• Aplicación de estrategias auditivas en la escucha de una experiencia personal, como la identificación de palabras clave

• Escucha atenta para completar diversas tareas de comprensión oral • Identificación de distintos tipos de hablantes y su intención comunicativa

Speaking • Práctica controlado de la producción oral • Producción de un diálogo a partir de un modelo dado y utilizando las estrategias presentadas • Planificación y práctica de la conversación a través de medios tecnológicos y poniendo en práctica

el lenguaje aprendido

2. Leer y escribir

Reading • Lectura de textos sobre los temas principales de la unidad para identificar vocabulario y poner en

práctica las estrategias necesarias en las tareas de comprensión lectora • Búsqueda de información específica en un texto para completar las tareas

Writing

• Producción organizada y guiada de una carta informal teniendo en cuenta las convenciones lingüísticas propias de la tarea

• Aplicación de criterios de cohesión y coherencia • Cambio de registro en un texto escrito • Uso de estrategias para la mejora de la presentación de trabajos escritos



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• Realizar narraciones • Describir y persuadir • Utilizar estructuras activas y pasivas Léxico Fonética • Experiencias vacacionales • Lugares costeros de vacaciones en Gran Bretaña y Australia

• Reconocimiento de símbolos fonéticos • Acento, ritmo y entonación


• Aplicación de estrategias para organizar, adquirir, recordar y utilizar léxico. • Uso, cada vez más autónomo, de recursos para el aprendizaje, como diccionarios, fuentes de

consulta, o tecnologías de la información y la comunicación. • Análisis y reflexión sobre el uso y significado de diferentes formas gramaticales mediante



• Las costumbres vacacionales en países diferentes • Destinos vacacionales

EVALUACIÓN

Auto‐evaluación








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EL LIBRO DIGITAL

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EL LIBRO DIGITAL

PASEO POR EL LIBRO

Cuando entras por primera vez en los contenidos digitales de Inglés para 4º ESO, verás una página como

ésta:

Esta es la portada del libro digital del alumno. En la parte superior de la portada puedes ver a la izquierda

, el logotipo del Centro para la Innovación y Desarrollo de la Educación a

Distancia del Ministerio de Educación; y a la derecha de tu pantalla verás

, que indica la materia objeto de estudio.

El contenido central de esta portada contiene por una parte, a la izquierda, la relación de unidades

incluidas en el libro digital; se trata de un menú que te da acceso directo a cualquiera de ellas.

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Si pasas el ratón por encima de cualquiera de estas unidades, verás cómo cambian de color, y si pulsas

sobre una en concreto, podrás acceder a su página inicial.

Justo debajo del listado de unidades que vas a estudiar, puedes encontrar una breve descripción de los

requisitos que necesitas en tu equipo para poder visualizar estas unidades de una manera óptima.

Como puedes observar, la mejor resolución de la pantalla para visualizar las unidades correctamente es

1024x768 o Pantalla Completa. Si deseas verlas a Pantalla Completa y el navegador que usas es Internet

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Explorer, puedes ir a Herramientas en dicho navegador y seleccionar Pantalla completa, o simplemente

pulsar F11.

Si el navegador que usas es Mozilla Firefox puedes igualmente pulsar F11 o desplegar su menú Ver y

seleccionar Pantalla completa.

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La parte izquierda de la portada se completa con un enlace a Malted, representado por el

icono .

Si pulsas sobre esta imagen accederás a la web http://recursostic.educacion.es/malted/, que contiene

diversos recursos multimedia para el aprendizaje de idiomas.

http://recursostic.educacion.es/malted/

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Si pasamos ahora a la parte derecha de la portada, verás el equipo humano responsable de estos

materiales digitales:

Debajo, encontrarás un botón de acceso al DVD que contiene estos materiales, por si quieres descargarlos

e instalarlos en tu propio ordenador, así como accesos a la guía del alumno y del profesor.

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La portada se completa con un acceso al Instituto de Tecnologías Educativas del Ministerio de Educación,

cuya página web se abrirá si pulsas sobre el icono . En esta web

también podrás encontrar diversos recursos educativos de interés.

Contenidos del libro digital.

El libro digital consta de doce unidades. Al principio de cada unidad encontrarás un botón

“Imprimir” que da acceso a la versión .pdf (formato imprimible) de la guía del alumno de cada quincena.

Estructura de una unidad.

Cada unidad del libro digital consta de las siguientes partes:

: Introducción y objetivos de la unidad. Incluye ayudas de navegación por cada una de

ellas.

: son las partes en las que se dividen los contenidos centrales de cada unidad. Se

incluyen una serie de ejercicios de comprensión oral y lectora, expresión oral y escrita, además de

vocabulario, pronunciación y ayudas de gramática, que están relacionadas con el tema de la unidad.

: Los ejercicios de esta sección pretenden consolidar y repasar los contenidos que han

aprendido en Lessons. También contextualizan el vocabulario y la gramática de la sección anterior.

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: contiene ejercicios de autoevaluación para que el alumno vaya comprobando su

progreso en su aprendizaje.

: es la sección dedicada a la evaluación obligatoria y directa contigo como tutor/a.

Incluye todos los ejercicios que obligatoriamente deberán enviar al tutor para que evalúe su aprendizaje.

: diferentes recursos que fijan la atención sobre aspectos curiosos y contenidos de

ampliación relacionados con el tema de la unidad o sobre aspectos de la lengua.

A estas partes puedes acceder en cualquier momento desde el menú superior que verás siempre en todas

las unidades.

Si pasas el ratón por encima de cualquier botón de este menú, observarás que se ilumina:

.

Sabrás en todo momento en qué parte de la unidad te encuentras, ya que el botón que representa la parte

activa de la unidad cambiará de color para mostrarte que estás trabajando en una u otra sección de cada

unidad: .

A la izquierda de tu pantalla encontrarás un menú con las partes en las que están divididas las unidades,

similar a éste:

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Si deseas ocultarlo sólo tienes que pulsar sobre y desaparecerá. Para

volver a verlo pulsa sobre y aparecerá de nuevo a la izquierda de tu

pantalla.

Si en algún momento deseas volver a la portada inicial, sólo tienes que pulsar sobre el botón

situado sobre la botonera superior.

Navegación por las unidades

Para navegar dentro de una unidad puedes usar la botonera superior, como hemos mencionado antes, que

te llevará al principio de cada parte de la unidad en la que estés trabajando.

Además, para avanzar y retroceder entre las diversas partes de cada unidad dispones de las flechas

. Estas flechas NO se deben confundir con otras flechas de avance y retroceso que vas a ver en

los diversos contenidos multimedia incluidos en cada unidad. Cada contenido multimedia tiene su propio

sistema de navegación interna, y sus propios iconos, cuyas funcionalidades podrás encontrar explicadas en

la guía específica para cada unidad. Además, verás siempre una explicación de los iconos propios de los

contenidos multimedia presentados en pantalla.

Así, si tomamos 12. Seaside Holidays como ejemplo, puedes observar que en su Introducción tiene acceso

a la explicación de para qué sirve cada botón propio de esa unidad.

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En algunos exploradores, cuando abres algún apartado de una unidad, puede que te encuentres con un

aviso como el siguiente. Es una advertencia sobre la firma digital de la aplicación. Deberás activar Confiar

siempre en el contenido de este editor y después pulsar Ejecutar para que no se muestre este aviso de

forma constante.

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Otros botones e iconos de las unidades

En general, como botones comunes a todas las unidades te podrás encontrar los siguientes:

Botón que te indica que, si lo pulsas, accederás a ejercicios relacionados con la unidad en la que el

alumno esté trabajando.

Icono que representa actividades de consolidación relacionadas con la unidad de trabajo y

algunos ejercicios extra, a veces de carácter lúdico.

Esta imagen indica que van a realizar actividades de autoevaluación, cuyos resultados sabrán de

forma inmediata, y que les ayudarán en el progreso de su aprendizaje.

Las actividades pertenecientes a la parte de la unidad en la que verán esta ilustración son

actividades de evaluación, que tendrán que enviar obligatoriamente al tutor/a para que las evalúe.

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Este icono representa actividades adicionales, relacionadas con el tema central de la unidad, que

en muchos casos implicarán que naveguen por la red y realicen más ejercicios online, con lo cual

necesitarán estar conectado a Internet para realizarlas.

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GUÍAS DEL PROFESOR POR QUINCENAS

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I ROBOT

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I ROBOT

This guide must be used and understood in conjunction with the student’s guide and tutors are strongly recommended to go through and try to solve themselves all the exercises of the whole unit in order to assist students with their work.

1. AIMS AND CONTENTS

AIMS:

To develop students' knowledge in relation to some information and situations connected with lifestyles, everyday situations and habits in contrast with ongoing events. There is, inevitably, a direct link with frequency adverbs and other time‐measuring expressions. The vocabulary is connected to habits and everyday routines (verbs like “have a shower”, “work”, “collect”, “travel”, etc.) and it is presented in a grammatical context that enables the unit to proceed from the basic usage of the Present Simple to its confrontation with the Present Continuous. This lexis‐grammar axis is presented through an array of listening, reading, writing and speaking tasks on an interactive Java interface.

CONTENTS:

PART I: Lessons 1, 2 and 3.

• Concepts: • Vocabulary related to everyday life. • Structure of the course. • Routines and lifestyles. • Awareness of the importance of habits in life. • Grammar: Present Simple: affirmative, interrogative and negative.

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• Skills: • Reading: identifying key words, using context, etc. • Resorting to reference material (dictionaries, a glossary) • Extensive reading. • Activating known vocabulary by using visual and textual clues.

• Attitudes: • Readiness to learn English autonomously. • Readiness to take an active part in learning. • Keen interaction with the tutor.

PART II: Lessons 1, 2 and 3.

• Concepts: • Vocabulary related to everyday actions. • Language functions: talking about one’s habits, asking about personal data. • Reading and listening about likes and dislikes. • Grammar: Questions in the Present Simple.

• Skills: • Listening strategies: intensive listening. • Speaking strategies: recording one’s voice to reply to personal questions.

• Attitudes: • Readiness to follow instructions and use help for leaning purposes. • Readiness to use technologies to improve learning opportunities and produce better work. • Curiosity for other people’s interests. • Readiness to share one’s attitudes with others.

PART III: Lessons 1, 2 and 3.

• Concepts: • Vocabulary related to everyday actions as compared to current events. • Language functions: improving, asking about personal data. • Better pronunciation: discrimination of third person singular endings in the Present Simple. • Grammar: contrast between the Present Simple and the Present Continuous.

• Skills: • Listening strategies: intensive listening. • Writing strategies: Describing habits in contrast with actions in progress.

• Attitudes: • Readiness to improve one’s pronunciation • Readiness to use technologies as a feasible form of training. • Curiosity for other people’s friendship.

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2. STRUCTURE

As seen above there are nine lessons divided into three parts. Procedures within this framework evolve from basic reading‐listening tasks to recording‐speaking tasks that present the Present Simple in contrast with the Present Continuous at a later stage. These contents (=lessons) are embedded in a larger scheme divided into six sections:

Introduction: a brief presentation of the “Quincena”.

Lessons: The teaching unit divided into nine lessons plus a Review and Practice section.

Extra Activities: Three informal exercises to reinforce some aspects of the previous lessons.

Self‐Assessment: Three mock tests that will help the students measure their progress before entering the real testing sections.

Send to your teacher: The evaluation section with instructions on how to perform all the assessment tasks.

Did you know: A special section where the students can enlarge their scope on the themes covered by the unit. It contains links to Internet websites where students can improve their English and learn more about the theme of Robotics and Artificial Intelligence.

Among all the aspects of the unit, the tutor must remind the students of these most relevant features regarding the structure:

• The structure has been designed to give its best results if all contents are worked upon and thoroughly understood.

• The structure works best if followed in order. • Evaluation tasks must not be left till the last minute. • It is a good idea for the students to know what is required in the “send to your teacher” section as they

proceed through the lessons. • Students must be warned about the tasks they have to perform well in advance so that nothing is

neglected. Especially, they should be told about deadlines for sending their written Worksheets and tests.

• Students should realize that there is a Review and Practice section after the nine lessons which should be treated as yet another lesson itself.

• The “did you know…” section can be used by the tutors as a source for creating new tasks if need arises for highly motivated students.

3. SPECIFICATIONS

The whole array is clear and highly intuitive, and all efforts have been made to provide the students with plenty of visual hints to navigate and enjoy the learning experience. The main character tries to be a pet‐like persona that talks to the students from the perspective of someone who sees the world of human beings from a distance and tries to apprehend it as an open mind; the same optimism and goodwill that the unit tries to instill into the minds of the students.

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Although the student’s guide presents the structure and contents of all the sections in depth and almost no detail has been left aside; we will review here some of its most relevant pedagogical features and provide the tutor with some ideas for further exploitation:

PART 1. Lesson 1:

There is a sub‐task after the reading‐listening exercise: it is a gap‐filling exercise that they must not leave undone. The students must be reminded of going through it.

PART 1. Lesson 2:

Again, the students must be reminded of the fact that there is a subtask to perform after the first screen of the lesson. However, they should be encouraged to read everything carefully before attempting to go any further.

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PART 1. Lesson 3:

The students can visit a special screen where they can read about the navigation and interaction buttons of the unit; the tutor should encourage the students to go through this scene because it gives them a good opportunity to learn the most relevant contents of the unit in a meaningful context.

Once in the exercise, students transform affirmative into negative sentences, they should be told that they can use contractions but they cannot omit the subject.

PART 2. Lesson 1:

This lesson has nine screens and the students must be aware of the fact that there is also a sub‐task after the more mechanical task or Reading‐listening to the dialogue. This sub‐task is also a little different from other gap‐filling exercises; it is not an exact transcription of the dialogue but a summary of the main ideas provided by it.

PART 2. Lesson 2:

In case they do not realize it, the students should be warned of the fact that the groups of words in this matching exercise are arranged in order of appearance within a sentence; that is, the first group of words (Robbie, Irma, Robbie an Irma, I) are all possible subjects and are the words that we will be using in the first positions in the following sub‐task of the lesson. The rest of groups are: verbs (like, not like, love, hate);

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and two sets of direct objects (set 1: rainy days, sweets, sunny days,clocks, and set 2 :travelling, shopping, cleaning, getting up early).

Again, students must be made aware of the fact that there are two scenes here and that they have to complete the sentences of the second screen in order.

PART 2. Lesson 3:

The most important thing about this lesson is to warn the students not to look at the answers until they have completed the exercise; and that means reading their grammar notes in depth, understanding the task and trying to solve the whole exercise by trial and error if it doesn’t work out at first attempt.

PART 3. Lesson 1:

It is very important here to tell the students to open the grammar section of this lesson and click on the verbs because, in this way, they can also hear their pronunciation. The more frequently they repeat this process the more they can improve their pronunciation.

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If they find it hard to understand phonetic symbols, students can be told to refer to these aural hints in the unit or visit websites specialised in pronunciation.

PART 3. Lesson 2:

This lesson has two parts preceded by an introduction; it is very important to remind the students of the fact that they will be better off reading everything in detail even if they feel the urge to go directly to the tasks or the evaluation exercises. Students must be conscious of the fact that the aim in all this process is to learn the contents and that can only be achieved through continuous and constant effort.

PART 3. Lesson 3:

This lesson completes the previous one and forms an indivisible unit with it. The tricky part of this task is not to forget to position the adverbs in the sentences and not to forget to follow the models provided.

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Contractions are allowed and students must know that there are several screens to complete before the end of the lesson.

PART 4. Review and Practice:

After the nine lessons, students must undertake a series of tasks that take them deeper into the contents of the unit:

1 Prepositions of time: At, in, on: There is almost nothing special about this interaction but students must be made aware of the fact that these collocations are part of every language and that however strange they might look at first they have to get used to them and collect them as if they were new items in a vocabulary list.

2 Telling the time

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Probably many of the students do not need to revise this section but it provides some spelling practice that can always come in handy.

3 Writing a report on daily habits This practice forms part of the evaluation materials and students must be told so.

4 Answering questions about personal data This practice forms part of the evaluation materials and students must be told so. This interaction generates a series of sound files in the students’ hard disks; these are the files they must send:

r10_ans1 , r10_ans2 , r10_ans3 , r10_ans4

5 The whole nine lessons with an ending… This is an opportunity for revisiting the lessons and watching a new scene with a happy ending.

EXTRA ACTIVITIES

Crossword: Students must be warned about the fact that if they click on the check button, it will simply show the solution. So they should avoid doing so until they have made all possible efforts to complete the puzzle.

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Broken sentences: Students can drag or type their words back in position. Just remind them of reading the grammar notes even if they think they do not need them.

Time expressions: A short consolidation task that reinforces the topic of word order for time adverbials.

SELF‐ASSESSMENT

The most important aspect about this section is that it gives further learning opportunities for the students so they should be strongly recommended to go through these tasks and for this purpose it could be a good idea to interact with the students in some way so as to make sure they have actually evaluated themselves.

Self‐test 1: This exercise can be solved without even listening to the voice in the scene. So, perhaps, it would be convenient to ask the students to demonstrate that they have heard the whole speech in the exercise.

Self‐test 2: This is a self‐recording screen which generates six files; the students should send in these files: r16_1 , r16_2 , r16_3 , r16_4 , r16_5 , r16_6

Self‐test 3: This is a typical multiple choice test that revises some of the main topics of the unit form the point of view of the grammar and vocabulary and also from the perspective of the plot of the story that evolves through it.

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SEND TO YOUR TEACHER

The most relevant aspects of this section are obvious or have already been stated above; however, it is important to bear in mind the following:

• General: all tasks must be evaluated as standalone tests but tutors should also value as a positive asset those aspects of the student’s performance that show a deeper connection with the vocabulary and syntax referred to inside the unit. In other words, those students whose activities are visibly linked to the contents of the teaching modules of the unit should get better marks than those who have tackled the assessment tests without going through the lessons.

• Schedule: the students should be reminded to send all the documents in time, but also to consult with their tutor all doubts about completion and delivery dates. Tutors should make sure all students know when to send in each item of their expected outcome.

• Oral evaluation: some students can live in areas or countries in a different time zone. It is strongly advised to get in touch with all the students and ask them to make sure they know how to calculate their time difference with their tutor so as to synchronize their appointments. Using Skype is the recommended procedure.

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DID YOU KNOW…?

This miscellaneous section has nothing in particular to comment upon but it can also be a source of new oral and/or textual interactions between tutors and students during Skype sessions.

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THE FOUR OLD FRIENDS

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1. General aims

• Listening and understanding general and specific information about different types of tales directly related to situations from the past and the present.

• Reading and understanding the proposed text and being able to obtain general and specific information from them, using reading as a source of pleasure.

• Writing easy texts using the appropriate resources so as to link and provide them with coherence, especially regarding time expressions. Describing habits that used to take place in the past.

• Developing learning autonomy, allowing for reflection about one’s own learning process, using prior knowledge and skills learned in other languages.

• Using ICT so as to select and present information both in an oral and written way. • Valuing the second language as a tool that gives access to information and as a means of

communication and understanding among different people with different cultures.

2. Specific aims in this unit

• To tackle different types of tales. • To describe facts in the past. • To establish contrast between present and past. • To ask for and give information about situations, characters and past events. • To talk about past habits. • To deal with the topic of friendship. • To identify the use of time expressions and put them into practice. • To practise the pronunciation of the simple past of regular verbs. • To discriminate and practise the pronunciation of used to.

3. Contents

Listening

• Identifying and using prior strategies that enable the listening comprehension of the text and its simultaneous reading as well as the use of visual aids or questions about the text.

• Applying listening strategies so as to carry out tasks such as identifying true or false information, or gathering words and expressions to do comprehension and fill in the gaps activities.

• Understanding general and specific information about a dialogue involving past habits. • Understanding descriptions of historical characters.

Speaking

• Oral interaction about the main topics of the unit so as to practise the language learned in it. • Roleplaying a dialogue following provided guidelines.

Reading

• Activating prior knowledge to increase understanding a text about past or historical events, habits and customs.

• Identifying the main framework of a tale, paying attention to time expressions.

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• Identifying specific information about a text regarding the past so as to answer questions, fill in gaps and choose definitions.

Writing

• Building sentences regarding the main topic of the unit, in the correct order. • Producing correct sentences about facts and actions in the past with a present reference. • Producing a story from clues, using the provided sample and strategies.

A. Language knowledge

Linguistic knowledge

Grammar and language functions

• Information about the past: Past simple; Past continuous; Present perfect; Used to

Vocabulary Phonetics • Myths and legends. • False friends. • Time expressions: ago, when and while.

• Used to. • Pronunciation of –ed regular past endings.

Reflecting on learning

• Applying strategies to organise, acquire, remember and use vocabulary. • Using learning resources, such as dictionaries, manuals, libraries or ICT, with increasing autonomy. • Analysing and reflecting on the use and meaning of various grammar forms by comparing and

contrasting with the languages the student knows.

B. Socio‐cultural aspects and intercultural awareness

• Knowledge of relevant cultural elements in countries where the second language is spoken, gathering the information from various means, such as Internet or ICT among others.

• Appropriate use of linguistic formulae, associated with specific communicative situations: manners, social relationships… 4. Methodological principles

Learning based on:

Development of autonomous learning: it involves a step towards learning building, by means of establishing relationships between new and prior knowledge. The work design of the unit allows the student to decide on the order of the inter‐related activities, enabling development of their capacity to establish their own learning guidelines.

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The integration of mechanisms for students to be in control of the variables that occur while studying, encourages autonomous learning, setting up the basis for lifelong learning.

Interactivity: the exercises and scenarios mean that as the students work, they receive constant feedback, excepting final assessment.

The work system allows for finding out immediately the answer to any task and the likelihood of infinite repetition, depending on each student’s criteria.

Motivation: it increases when the student is aware of the sense of what he/she is doing. Each part of the unit clearly introduces the aims to be achieved and this principle is attained through the attractive presentation and the wide variety of activities, many of which are of a ludic nature.

Development of skills for revising the learning achieved: this learning is associated with the self‐assessment tasks or those with shared assessment, which allows for learning from mistakes and avoiding the risk of consolidating those mistakes.

5. Structure and specific use of the unit

The learning contents are organized around the meeting of some friends, which evolves into the narration of a myth or legend with various origins. From such basis, the myths or legends are presented within their context and, as regards vocabulary, structures and other items, they are displayed within the framework of various contents whose scope encompasses listening comprehension, speaking and writing, all dealt with in a balanced way.

Browsing the unit activities does not necessarily have to be linear, although it is recommended sometimes. Students can easily return to the various sections so as to revise or consolidate.

Students are also provided with Help, Glossary and Task buttons, with which they can find vocabulary help, explanations and examples of grammar and pronunciation contents. Regarding this, it is necessary to insist on students reading the instructions for exercises by using the Task button, since they frequently forget to do so.

The detailed description of all the unit contents and activities, as well as the answers to certain exercises of the unit, is also available from the Students’ Guide, which can be also scanned by the teachers at any time.

6. Assessment tools and criteria

Assessment is especially relevant in the teaching – learning process.

This kind of units offers self‐assessment materials and do not need the teacher’s role. However, the information obtained from such materials will also allow for the introduction of more items regarding students’ assessment.

In the answer key of this unit teachers are provided with some suggestions and criteria so as to carry out assessment.

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THE TOMB OF THE PHARAOH

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1. Aims: To develop students' communicative skills in relation to archaeology and the ability to describe past events. In order to do this, students will have to learn specific vocabulary, read a variety of texts and listen to some texts and dialogues. The aim is to train the four major skills of listening, reading, writing and speaking, paying special attention to comparative structures and their use in context.

The unit The Tomb of the Pharaoh is designed for 4º ESO students. The general aims of this lesson are the following ones:

• Talking about adventures and exchanging information about them.

• Describing and comparing objects and people.

• Describing past events.

• Using connectors in context.

• Identifying and practising the sound schwa. 2. Contents Concepts:

• Vocabulary related to archeology, ancient Egypt, discoveries and adventures. • Language functions: narrating. • Cultural background related to Egypt and the British archeologists from the beginning of the 20th

century, the discovery of the Tomb of Tutankhamum, etc. • Use of the sound schwa in separate words and in context. • Use of connectors, their meaning and use. • Describe people and things in general and comparing them.

Skills:

• Reading strategies, extensive reading, deducing meaning from context, pictures and sounds. • Using a glossary. • Listening to words and trying to practise their pronunciation. • Using a variety of sources of information which include the Internet, newspaper texts, etc. • Using the structures and words learnt: connectors, comparative and superlative structures, etc. • Revising and improving reading comprehension skills. • Revising and improving writing skills.

Attitudes:

• Readiness to learn about a story. • Interest in learning more about the topic (archeology in this case). • Readiness to use technology to improve their English and to get further information about real

historical events. 3. Methodological principles

The Tomb of the Pharaoh is based upon the methodological principles summarised below:

Interactivity: the exercises and scenarios mean that students can work in an autonomous way, except for the final assessment, since the exercises are mostly interactive and auto‐correcting.

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Motivation: through a visually attractive presentation and a wide variety of activities, among which there are quite a few of a ludic nature, the unit is designed as a motivating tool for the student to acquire the necessary skills in a pleasing way.

Tackling all communicative skills: it is the intention of the unit’s authors to alternate activities and contents in such a way so as all communicative skills are practised, generating situations which lend themselves to communication in English and contextualising grammar, vocabulary and pronunciation contents.

Special emphasis on reading skills: taking reading into account as the best way to promote the student’s communicative capacity, The Tomb of the Pharaoh focuses on an adventure story whose narration links the various contents and activities.


The learning contents are organised around an adventure story. With this story as a basis, vocabulary, structures and other elements are presented in their context in a balanced way, around various listening comprehension, speaking and writing activities. As the central story links the narration stages according to a specific logical sequence, it is advisable that the student tackles the activities and reading pieces from the Lessons section in the order they are displayed; otherwise it could become difficult for the student to follow the thread of the main ideas.

Browsing the unit scenes should therefore be linear, although they could easily return to the various sections in order to revise or consolidate.


The detailed description of all the unit contents and activities, as well as the answers to certain exercises of the unit, is also available from the Students’ Guide, which can be also scanned by teachers at any time. 5. Assessment tools and criteria

Assessment of communicative skills is a key issue as regards this unit and this type of materials, since the rest of the exercises are self‐assessment ones and do not require the teacher’s role. In the answer key of this unit teachers are provided with some suggestions and criteria so as to carry out assessment, using tools such as check lists which make the assessment of each section easier and more objective.

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EUROPEAN UNION

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EUROPEAN UNION

1. General aims

• Listening and understanding general and specific information about different types of tales directly related to situations from the past and the present.

• Reading and understanding the proposed text and being able to obtain general and specific information from them, using reading as a source of pleasure.

• Writing easy texts using the appropriate resources so as to link and provide them with coherence, especially regarding time expressions. Describing habits that used to take place in the past.

• Developing learning autonomy, allowing for reflection about one’s own learning process, using prior knowledge and skills learned in other languages.

• Using ICT so as to select and present information both in an oral and written way. • Valuing the second language as a tool that gives access to information and as a means of

communication and understanding among different people with different cultures.

2. Specific aims in this unit

• Describing past experiences. • Recognizing countries and nationalities from the EU. • Carrying out a survey. • Correctly using linking words such as later, after that … • Identifying and practising the correct pronunciation of have.

3. Contents

Listening

• Extracting general and specific information from an interview. • Applying listening strategies so as to tackle tasks such as identifying true and false information and

multiple choice questions.

Speaking

• Communicative exchanges so as to put into practice the language and structures learned throughout the unit.

• Using strategies that favour communication in a second language. • Producing a dialogue sampling an interview. • Repeating sentences so as to practise the correct pronunciation of have.

Reading

• Applying strategies so as to deduce the meaning of words from their context. • Understanding global information in a text so as to identify the founding of the UE, paying

attention to linking expressions. • Extracting specific information so as to order a text.

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Writing

• Identifying the main structure of descriptions about past experiences in order to be able to produce them later. Using open biographies of living characters.

A. Language knowledge

Linguistic knowledge

Grammar and language functions

• Expressing past experiences and recent events: Present perfect; just, yet, already, how long, ever • Time expressions: since and for. • Carrying out a survey

Vocabulary Phonetics • Geographical aspects • The European Union • Countries and nationalities

• Pronunciation of have

B. Socio cultural aspects and intercultural awareness

• Knowledge of relevant cultural elements in countries where the second language is spoken, gathering the information from various means, such as Internet or ICT among others.

• Appropriate use of linguistic formulae, associated to specific communicative situations: manners, social relationships…

4. Methodological principles

Learning based on:

Development of autonomous learning: it involves a step towards learning building, by means of establishing relationships between new and prior knowledge. The work design of the unit allows the student to decide on the order of the inter‐related activities, enabling development of their capacity to establish their own learning guidelines.

The integration of mechanisms for students to be in control of the variables that occur while studying, encourages autonomous learning, setting up the basis for lifelong learning.

Interactivity: the exercises and scenarios mean that as the students work, they receive constant feedback, excepting final assessment.

The work system allows for finding out immediately the answer to any task and the likelihood of infinite repetition, depending on each student’s criteria.

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Motivation: it increases when the student is aware of the sense of what he/she is doing. Each part of the unit clearly introduces the aims to be achieved and this principle is attained through the attractive presentation and the wide variety of activities, many of which are of a ludic nature.

Development of skills for revising the learning achieved: this learning is associated with the self‐assessment tasks or those with shared assessment, which allows for learning from mistakes and avoiding the risk of consolidating those mistakes.


The learning contents are organized around the European Union. From such basis, the activities are presented within their context and, as regards vocabulary, structures and other items, they are displayed within the framework of various contents whose scope reaches listening comprehension, speaking and writing, all dealt with in a balanced way.

Browsing the unit activities does not necessarily have to be linear, although it is recommended sometimes. Students can easily return to the various sections so as to revise or consolidate.


The detailed description of all the unit contents and activities, as well as the answers to certain exercises of the unit, is also available from the Students’ Guide, which can be also scanned by teachers at any time.

6. Assessment tools and criteria

Assessment is especially relevant in the teaching – learning process.

This kind of units offers self‐assessment materials and do not need the teacher’s role. However, the information obtained from such materials will also allow for the introduction of more items regarding students’ assessment.

In the answer key of this unit teachers are provided with some suggestions and criteria so as to carry out assessment.

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MRS ABBOT’S COMPUTER

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1. Aims

This unit is intended to develop students' communicative skills in relation to different topics such as shopping and discussing computers. In order to do this, students will learn specific vocabulary, read a variety of texts and listen to some texts and dialogues. The four major skills of listening, reading, writing and speaking are used in the different parts and activities, paying special attention to relative clauses.

The unit Mrs Abbot’s computer is designed for 4º ESO students. The general aims of this lesson are the following ones:

• to talk about computers and the Internet in general.

• to buy things in a shop.

• to give more information about people, things, places and times by means of relative clauses.

• new vocabulary about hardware, software and the Internet.

• to define people and things.

• to recognise and pronounce the sounds in cheap, sheep y jeep. 2. Contents Concepts:

• Vocabulary related to computers, shops, and shopping. • Language functions: describing people and objects. • Cultural background related to the world of computers and the Internet. • Use and distinction of the sounds in cheap, sheep y jeep. • Describe people, objects and situations using relative clauses mainly.

Skills:

• Reading strategies, extensive reading, deducing meaning from context, pictures and sounds. • Using a glossary. • Listening to sounds and trying to practise their pronunciation. • Using a variety of sources of information which include the Internet, newspaper texts, etc. • Using the structures and words learnt: relative clauses, specific vocabulary, etc. • Revising and improving reading and listening comprehension skills. • Revising and improving writing and listening skills in topics related to the unit.

Attitudes:

• Readiness to learn about a story. • Interest in learning more about the main topics; computers and their role in modern life. • Readiness to use technology to improve their English and to get further information about events. • Development of creativeness and imagination to describe fictional situations using English as an

instrument to express those ideas.

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Mrs Abbot's Computer is based upon the methodological principles summarised below:


Motivation: through a visually attractive presentation and a wide variety of activities, among which some are of a ludic nature, the unit is designed as a motivating tool for the student to acquire the necessary skills in a pleasing way.

Tackling all communicative skills: it is the intention of the unit’s authors to alternate activities and contents in such a way so as all communicative skills are practised, generating situations which lend themselves to communication in English and contextualising grammar, vocabulary and pronunciation contents.

Special emphasis on reading skills: the unit focuses on a story involving characters and their ordeals. While the story is being narrated, the student deals with communicative functions and skills linked with the story.


The learning contents are organised around several characters and their ordeals. With this story as a basis, vocabulary, structures and other elements are presented in their context in a balanced way, around various listening comprehension, speaking and writing activities. As the central story links the narration stages according to a specific logical sequence, it is advisable that the student tackles the activities and reading pieces from the Lessons section in the order they are displayed; otherwise it could become difficult for the student to follow the thread of the main ideas.





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BERTIE. A LIFE FULL OF STORIES

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BERTIE. A LIFE FULL OF STORIES 1. Aims and contents

Objectives

• Understand basic instructions. • Describe processes. • Express probability. • Identify changes in places, buildings and people's lives. • Use correctly structures and linking words in recipes. • Identify the pronunciation of regular and irregular past participle forms. • Identify weak forms.

Unit Contents

The contents in this unit are divided into 4 different blocks:

Listening and speaking

• Understand global and specific information from an oral text (Bertie’s invention). • Produce oral messages to express changes and life events (Speaking exercises: spot the difference; in

the news). • Appreciation of formal correction in the production of oral messages.

Reading and writing

• Understand global and specific information from a news article. • Obtain information from different sources for the carrying out of specific tasks. • Write compositions using elements of cohesion. (Recipe; free writing activity). Use of correct

orthography and punctuation.

• Interest in the layout of written texts.

Knowledge of the language

A. Grammar and language functions

Grammar

• Describe processes in Present and Past tenses. Present and Past Passive forms. (Most common forms).

• Passive with GET.

• Passive sentences with two objects.

• Use of By to express the agent of an action.

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Vocabulary

• Machines and inventions; food and recipes; basic vocabulary related to life events.

Pronunciation

• Regular and irregular past participles.

• Strong and weak forms

• Rhythm and intonation in sentences.

B. Reflection on the learning process

• Organisation and autonomous use of learning resources such as dictionaries, reference books or ICT resources.

• Analysis and reflection on the use and form of the Passive Voice by means of comparison and contrast with students’ own language.

• Participation in the evaluation of their own learning and use of self‐correction strategies.

Socio‐Cultural Aspects and Intercultural Awareness

• Learn about the origins of some inventions.

• Gain more knowledge about some English typical recipes.

2. Structure

Structure and sequence of contents

This unit is divided into five lessons. Within each lesson, the students will find some specific objectives and the activities that are necessary to achieve them.

LESSON 1

Specific objectives:

• Revise and learn new vocabulary related to machines and inventions.

• Identify machines and their uses.

• Understand specific information from an oral text.

This lesson is mainly focused on the revision and practice of vocabulary related to some machines and inventions. There are three activities within this lesson.

Exercises

• Matching exercise. In this activity, students have to match some invention names and their phonetic transcription.

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• Gap filling. In this activity, students put the vocabulary they have learned in context. Here, they have to complete a text with the names of some inventions. They can write the missing words in the editable spaces or they can drag and drop them to the correct place.

• Listening. Students listen to a text about Bertie's latest invention. While listening they will do a True / False exercise to check that they have understood the main ideas in the text. Passive sentences are shown in this text as a way of introduction to the next lesson.

LESSON 2


• Revise and learn Passive Voice sentences. • Identify and pronounce the sound of regular and irregular Past Participle forms. • Produce oral messages using the Passive Voice.

Lesson two works mainly on the use of the Passive Voice as a way to express processes and actions without saying who or what does the action.

Exercises

• Listening: students listen to and complete the sentences with passive forms of the verbs.

• Pronunciation: practise the pronunciation of regular and irregular Past Participle forms.

• Find pairs: students have to find the passive form for each verb.

• Speaking: in this activity, students have to watch two pictures for ten seconds and talk about the changes that have been made in Bertie's street. Students are given some prompts to make correct sentences in the Passive Voice.

LESSON 3


• Understand instructions for a recipe. • Use linking words to give texts a logical structure. • Write a recipe using passive forms and linking words.

The contents of lesson 3 are based on the topic of cooking and recipes as it is a topic that lends itself to the use of the Passive Voice. Within this lesson, students are required to follow some instructions to make a Spanish omelette and a delicious brownie.

Exercises

• Order recipe: students order the instructions to make a Spanish omelette.

• Writing: students write their own recipe for a Brownie. By clicking on the guide icon, they will find the steps that they must follow to write the recipe.

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LESSON 4 Specific objectives:

• Learn the use of GET to express changes and casual states.

• Talk about life events.

• Learn the form and use of passive sentences with two objects.

• Listen to news headlines.

• Learn some historical facts.

Exercises

• Sentence order: students have to order the elements to make correct sentences. • Radio News: this exercise combines listening and writing skills. Students listen to the headlines and

write sentences with GET. • Speaking exercise: students look at some photos related to different life events and talk about them.

LESSON 5 Specific objectives:

• Read a news article.

• Understand and identify specific information in a written text.

• Summarise a text.

This lesson fosters students’ reading skill. The exercises suggested in this lesson intend students to find specific information in a news article. These exercises are related to the vocabulary in the text (“Hangman”) and to the student’s ability to summarize what they have read (“To sum up”).

Apart from the contents in the five lessons, students can do some extra activities within the section Challenge Yourself! These activities consist of filling gaps with verb forms, a multiple choice exercise and answering some questions.

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Students can also access other activities that will help them check what they have learned. These activities can be found in the section Check what you have learned.

These self‐assessment activities aim at revising the vocabulary and grammar they have studied throughout the unit and they consist of a memory game, in which students have to match machine words with their

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pictures; an exercise in which students must identify the mistakes and correct them, an activity in which students must order elements to make sentences and, finally, an exercise in which a text must be completed with auxiliary verbs.

3. Assessment

The teacher will carry out the students’ evaluation by checking their work in the activities that are described in the section Send these activities to your teacher.

In this very section, students are told all the activities that they must send to their teacher. Here, they can also access a word document containing some worksheets dealing with vocabulary, grammar and reading comprehension activities. They have to do these activities and send them to their teacher.

Finally, at the end of the unit and within the section Did you know…?, students can access some interesting web sites. Encourage them to visit these sites so that they can gain more knowledge about the main topics of the unit.

After completing all the activities, students will be able to read Bertie’s message saying good bye and inviting them to revisit the unit at any time.

Criteria to assess oral production and interaction. Some suggested criteria are listed in the key answer section of this unit.

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WEATHER FORECASTS

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WEATHER FORECASTS

Objectives

• Talk and ask about the weather. • Talk and ask about future plans and intentions. • Express predictions. • Use correctly adjectives and adverbs when talking about the weather. • Identify and practise the pronunciation of the diphthongs in eye ,late, low.

Unit Contents

The contents in this unit are divided into 4 blocks:

Block 1: listening and speaking

• Understand global and specific information from a conversation about the weather. • Understand a weather forecast. • Reproduce oral messages to express predictions. • Produce a weather forecast.

Block 2: reading and writing

• Understand global and specific information from a conversation . • Obtain information from different sources for the carrying out of specific tasks. • Write a weather forecast. • Use of correct nouns, adjectives and adverbs.

Block 3: Knowledge of the language

Language Functions and Grammar

Grammar

• Express plans and intentions: going to, present continuous tense, simple future. • Make predictions: Will/may. • Word formation. Vocabulary

• Basic vocabulary related to weather and weather phenomena.

Pronunciation

• Pronunciation of the diphthongs in eye, late, low.

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Reflection on the learning process


• Analysis and reflection on the use and form of the future by means of comparison and contrast with students’ own language.


Block 4: Socio‐Cultural Aspects and Intercultural Conscience.

• Facts about the weather in some countries. • The importance of the weather in the way of life.

STRUCTURE AND SEQUENCE OF CONTENTS

This unit is divided into five lessons. Within each lesson, the students will find some specific objectives and the activities that are necessary to achieve them.

Lesson one. The weather


• Revise and learn new vocabulary related to the weather. • Recognise sounds and words related to the weather. • Form adjectives and adverbs from nouns.

This lesson is mainly focused on the revision and practice of vocabulary.

Exercises

• Click and learn. In this exercise, students must click on the sentences to learn some vocabulary about the weather; they'll be shown a picture too.

• Matching exercise. In this activity, students have to drag and drop the expressions to the correct place under each picture. The aim of this exercise is that students get familiarised with the use of adjectives to talk about the weather

• Gap filling. In this exercise students drag and drop the expressions under each photo The aim of this exercise is that students get familiarised with the use of certain adverbs used whwn talking about extreme weather.

• Classify. Students have to classify the words and put them in the correct table.

Lesson two. Holiday weather 1


• Listen to some conversational exchanges about the weather. • Learn to ask and talk about plans and intentions.

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• Practise the use of the present continuous tense or the form going to to express future plans.

Exercises

• Listening: students listen to a dialogue about the weather. They can click on help to see the script. • True False. This is a comprehension exercise from the previous dialogue. Students must listen to the

text again and decide if the sentences are true or false. • Reading. In this activity, students read the conversation, and look at the diary. They are advised to click

on resources to learn the use of the present continuous or the form going to when talking about plans. • Writing. This time students have to read Anna’s diary and complete the conversation filling the gaps

with the present continuous or the form going to.

Lesson three. Holiday weather 2


• Listen and understand a dialogue about weather predictions. • Learn the use of will / going to, to express predictions. • Practise a conversation about the weather.

Exercises

• Listening. In this exercise, students must listen to the conversation while they read it. They can go through all pages and listen to each audio or they can play all through if they click on run.

• Record. Reproduce a part of a dialogue. Students must record's Anna's part of the conversation clicking on the microphone button, then clicking again to stop. Then they must play Anna's father's part and finally listen to the whole recording of the dialogue. They can click on text to make the words disappear and listen to the whole dialogue at the end.

• Multiple choice. Students have different pages with photographs and two optional sentences. They have to click on the one which corresponds to the picture.

Lesson 4. It sounds good!


• Learn the pronunciation of some words which contain the diphthongs in eye, late, low. • Recognise similar sounds and classify them. • Identify the written word with the phonetic transcription.

Exercises

• Matching pairs: students have to associate the written word with the phonetic transcription. They click on resources first for some help on the transcription symbols.

• Classify sounds: They have to classify the words according to the sound of the diphthongs and put them into the corresponding place.

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Lesson five. My weather report


• Listen to the weather forecast news for Great Britain. • Identify places and weather in a map. • Produce a weather forecast.

Exercises

• Listening. Students listen to a weather forecast and fill the empty spaces to complete the map. They can see the solution if they click on help.

• Order. Put the words in order inside a sentence. The aim of this exercise is that students revise the expressions used to predict the weather in order to use them in the next exercise.

• Speaking and writing. They have a map of Spain with information and weather symbols on it. They have to write in the space provided and send it to the teacher. Then, they record their own writing.

Apart from the contents in the five lessons, students can revise some of them within the section Review and practice.

Activities

• Words. Match some sounds with pictures. A revision of the sounds of words related to the weather. • Situations. Choose the best sentence for each situation. A revision of the use of will, going to or the

present continuous tense to express the future. • Phonetics. Complete the gaps in some phonetic transcriptions. A revision of the sounds of the

diphthongs.

They can also do some extra activities within the section Challenge Yourself!

Activities

• Hangman. Play the classic game and enjoy revising some weather words and sounds. • Memory. Match pairs and revise some weather expressions. There are two scenes and you can repeat

as many times as you like. • Letters. Complete the missing letters and revise some weather words.

Students can also access some self‐assessment activities aim at revising the vocabulary and grammar they have studied throughout the unit and will help them check what they have learned. These activities can be found in the section Self‐assessment.

Activities

• Listening. Listen to one of the dialogues of the unit and order the sentences. • Grammar. Classify nouns, adjectives and adverbs. • Dictation. Three short dictations with key • Situations. Choose the best sentence for each situation.

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Assessment


In this section, students can read the instructions about the activities inside the lesson that they must send to their teacher. And a link to a word document containing the final test. They have to do these activities and send them to their teacher.

Finally, at the end of the unit and within the section Did you know…?, students can access a reading activity with some curiosities related to the weather and some interesting web sites. Encourage them to visit these sites and/or the ones that you consider interesting to gain more knowledge about the main topic of the unit.

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GWINETH AND THE WIZARD

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1. Aims:

This unit is designed to develop students' communicative skills in relation to narrating past events and talking about hypothetical situations. In order to do this, students will have to learn specific vocabulary, read a variety of texts and listen to some texts and dialogues. The four major skills of listening, reading, writing and speaking are used in the different parts and activities, paying special attention to conditional sentences in context.

The unit Gwineth and the Wizard is designed for 4º ESO students. The general aims of this lesson are the following ones:

• To talk about magic and imaginary creatures.

• To describe imaginary situations.

• To give and ask for advice.

• To recognize and identify the sounds / w / and / j /.

• To use conditional sentences in context. 2. Contents Concepts:

• Vocabulary related to magic, magicians and life in a medieval castle • Language functions: narrating, discussing theoretical situations. • Cultural background related to medieval lifestyle in general and magic in particular. • Use of the sounds /w/ and /j/ in separate words and in context • Describe people, objects and situations (real or fictional)

Skills:

• Reading strategies, extensive reading, deducing meaning from context, pictures and sounds • Using a glossary • Listening to words and trying to practise their pronunciation • Using a variety of sources of information which include the Internet, newspaper texts, etc • Using the structures and words learnt: conditional structures, specific vocabulary, etc • Revising and improving reading and listening comprehension skills • Revising and improving writing skills

Attitudes:

• Readiness to learn about a story • Interest in learning more about the topic (magic and medieval history in this case) • Readiness to use technology to improve their English and to get further information about real

historical events • Development of creativeness and imagination to describe fictional situations using English as an

instrument to express those ideas.

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Gwineth and the Wizard is based on the methodological principles summarised below:


Motivation: through a visually attractive presentation and a wide variety of activities, among which there are some of a ludic nature, the unit is designed as a motivating tool for the student to acquire the necessary skills in a pleasing way.

Tackling all communicative skills: it is the intentions of the unit’s authors to alternate activities and contents in such a way so as all communicative skills are practised, generating situations which lend themselves to communication in English and contextualising grammar, vocabulary and pronunciation contents.

Special emphasis on reading skills: taking reading into account as the best way to promote the student’s communicative ability, Gwineth and the Wizard focuses on story involving characters and their ordeals. While the story is being narrated, the student deals with communicative functions and skills linked with the story.


The learning contents are organised around several characters and their ordeals. With this story as a basis, vocabulary, structures and other elements are presented in their context in a balanced way, around various listening comprehension, speaking and writing activities. As the central story links the narration stages according to a specific logical sequence, it is advisable that the student tackles the activities and reading pieces from the Lessons section in the order they are displayed; otherwise it could become difficult for the student to follow the thread of the main ideas.





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AN INTERVIEW WITH ALEXANDER COOKLAND

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A few notes on the unit

Unit 9 has the same structure as the preceding ones. Here, students will find web sites for every lesson or section with the didactic objectives and the links to access interactive activities and grammar explanations. We suggest that students follow the linear sequence of contents as these have been established, although remember that the side menu or the navigation bar at the top of each page have been conceived to facilitate the navigation so that you can go to any lesson or section of the unit at any time.

Also, you can find a further detailed explanation of the contents and of the activities in the unit in the student’s guide.

As a guide in the students' learning process, encourage them to use the help, dictionary, resources and culture buttons to get some help in the different tasks in which they will get involved.

Apart from that, remind them that they can find information on the functions of the buttons in the Parts of the Units section.

Didactic aspects

This didactic material is based on the current pedagogical criteria that prevail in the field of foreign language teaching and learning nowadays. We must point out that the application of ITC resources in FLT is more and more frequent since they have proved to be an effective tool to make our students autonomous in their own learning process. Besides, this material entails all the aspects that are necessary to take into account when learning a foreign language:

• Grammar.

• Lexis.

• Pronunciation.

• Pragmatic and discursive aspects.

• Culture.

Moreover, the activities presented foster the students’ productive skills, that is, speaking and writing, and also, their receptive skills of listening and reading.

As for the characteristics of the activities, we point out the following ones:

• The activities are highly interactive and they present linguistic aspects in context (in this case, the world of music since the unit focuses on an interview with a singer, and the British press).

• As stated above, they cover all the linguistic skills. • There is a wide range of motivating activities with different degrees of difficulty. • Finally, the majority are self‐assessable by the students themselves.

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On the other hand, the teacher’s role must consist of guiding the students in the use of the resources presented here, of providing them, if necessary, with extra material and of assessing their learning progress.

Unit aims

• To report basic statements and questions. • To understand a real situation between a journalist and a famous person. • To be able to report that situation to a third person. • To understand reported statements and questions and to be able to put them back into direct speech. • To report simple commands. • To introduce students to the world of the media. • To understand small texts about the press. • To produce pieces of writing from prompts.

Unit contents

The contents in this unit are divided into 4 different blocks:


• Understand global and specific information from an interview between a journalist and a singer. • Listen to isolated sentences and order them. • Take part in a conversation using Reported Speech. (Role play, lesson four). • Report someone’s answers in a past conversation. (a speaking exercise, work sheets). • Appreciation of formal correction in the production of oral messages.


• Understand global and specific information from interviews. • Obtain information from different sources for the carrying out of specific tasks. • Write questions in direct speech from a reported speech text (Writing, lesson five). • Report a conversation in a written way using elements of cohesion (writing composition, send to your

teacher section).

Block 3: knowledge of the language

A. Grammar and language functions

Grammar:

• Use and form of statements, questions and commands in Direct Speech and Reported Speech. • Change of the most common tenses when using Reported Speech. • Change of time and place expressions and pronouns in Reported speech.

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Vocabulary:

• Related to the media and to the world of music. • Basic vocabulary related to daily life.

Pronunciation:

• Revision of the pronunciation of some irregular verbs. • Pronunciation of –ed endings in regular verbs. • Intonation in questions in direct speech. • Rhythm and intonation in sentences.

B. Reflection on the learning process.

• Organisation and autonomous use of learning resources such as dictionaries, reference books or ICT resources (Webquest).

• Analysis and reflection on the use and form of Reported speech by means of comparison and contrast with students’ own language.

• Participation in the evaluation of their own learning and use of self‐correction strategies by means of the extra activities and self‐assessment section.

Block 4: socio‐cultural aspects and intercultural awareness

• Learn about some aspects on the British press. • Recognise appropriate linguistic formulae related to specific communicative situations (politeness,

agreement, discrepancy….) when holding a conversation. • Knowledge and appreciation of elements related to the cultural background in the countries where the

foreign language is spoken: literature, art, music, films, etc. • Interest and initiative in the carrying out of communicative exchanges with speakers or learners of the

foreign language.


This unit is based on an interview with Alexander Cookland, a famous singer. From this interview, which students will be able to listen to in the first lesson, they can learn about and practise Reported Speech, a grammar aspect that is highly used in every day language.

The unit is divided into three parts containing a total of five lessons which are distributed as follows:

Part One

• Lesson 1 fosters student’s listening comprehension. • Lesson 2 makes students reflect on the changes in tenses when changing from Direct Speech into

Reported Speech.

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Part Two

• Lesson 3 focuses on vocabulary related to music and the media. • Lesson 4 presents a Role play in which students will play the role of a journalist.

Part Three

• Lesson 5 tests students’ writing skill. Here, students are required to change Reported Speech into Direct Speech.

Next, we present you in further detail with the didactic objectives in every lesson and the activities that students must do to achieve these objectives:

Lesson 1: Listening

Objectives

• Be able to understand global and specific information from an oral text. • Learn about expressions from the interview. • Revise the use and form of interrogative sentences. • Be able to identify different verb forms.

Activities

Interview: students listen to an interview between Tracy, a journalist, and the famous singer Alexander Cookland. They can click on the Help button in case they have comprehension problems.

Who said what?: students match the sentences from the interview with the person who said them.

Lesson 2: Report

Objectives

• Reflect on the changes that are made when changing from Direct Speech into Reported Speech. • Revise the most common tenses. • Identify specific information from an oral text.

Activity

Report: students listen again to the interview in lesson 1 and complete a text with the right tenses.

Lesson 3: Vocabulary

Objectives

• Learn about vocabulary related to music and the Media. • Guess the meaning of words from context.

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Role play: students play the role of Tracy, the journalist. They have to answer her boss’ questions about her interview with the singer Alexander Cookland and then they can check their pronunciation if they click on the Check button.

Activity

Hangman: in this lesson, students will play this classical game to learn some vocabulary related to this unit. They must read the definition and click the right letters that make the key words.

Lesson 4: Role play

Objectives

• Produce oral messages in English. • Report what other people say. • Identify specific information from an oral text. • Identify and pronounce weak forms in object pronouns and verb forms.

Activity

Lesson 5: Writing

Objectives

• Pay attention to grammar correction when writing. • Change Reported Speech into Direct Speech taking into account the changes in pronouns, time and

place expressions and verbs.

Activity

Writing: from the interview written in Reported Speech, students write the questions in Direct Speech. This writing task must be sent to the tutor via e‐mail. Students can copy their questions written in the editable space and paste them in the message to be sent to their tutor.

Apart from the contents in the five lessons, students can do some extra activities within the Challenge Yourself! section. This section presents students with some extra activities related to what they have studied in this unit. Here, is a short description of these activities:

• Gap filling: students listen to a shorter interview and complete the missing information. • Memory game (I): in this exercise, students must find pairs of infinitive verbs and their equivalent past

and past participle forms. • Paragraphs: the task here consists of reading the paragraphs and putting them in the right order.

The same as in the rest of units, there is a self‐assessment section called Check what you have learned, in which the activities presented will help students check what they assimilated. The activities that students can find in this section are the following ones:

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• Memory game (II): in this case, students have to find pairs of pictures and words related to the media. • Multiple Choice: it consists of choosing the right option for each sentence. • Listen and order: here students will have to order some sentences at the same time as they listen to

them. • Phonetics: this is a revision on how ‐ed endings in regular verbs are pronounced.

Assessment

The teacher will carry out the students’ evaluation by checking their work in the activities that are specified in the section Send these activities to your teacher.

The activities presented in this section will help teachers check in further detail students' competence in the different linguistic skills.

• Work sheets: this document contains grammar, reading comprehension and speaking production activities. After completing these activities, students are required to send them to their tutor via e‐mail.

• Writing composition: students report a conversation with their best friend about what they both did last weekend. If they click on the link in the same document, they will find some prompts for their writing.

• Speaking exercises: o Role Play: this task is the one referred to in lesson 4. Students play the role of Tracy, the journalist,

in a conversation with her boss. They must record their voice and save and send the file to their teacher.

o Another speaking activity consists of reporting the answers that they can read in the interview with Fiona Brown which they can read in the work sheets.

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• Mini‐Webquest: this activity fosters students' autonomous learning in the task of finding specific information on the Internet. The information is related to the topic of the British press. They must write the correct answers for the questions in the word document that they can open from this section.

The criteria for assessing students' oral expression in the two speaking exercises can be based on the different items in the following grid:

Oral evaluation criteria Never Sometimes Always

Pronunciation

You understand what the learner says in general.

He/she pronounces the endings of the words (plurals, ‐ed endings, etc) correctly.

He/she pronounces the words the unit has introduced properly.

Intonation

Statements, exclamations and questions sound as such.

The learner's intonation helps understanding.

Grammar

The learner's grammar is good in general.

The sentences are correctly ordered.

He/she uses auxiliaries and subjects.

He/she uses the structures in the unit well.

Vocabulary

The vocabulary is varied and appropriate.

He/she uses the words he/she's learned in the lesson.

He/she uses only English words (no words in Spanish or invented words).

Comprehension

The student understands your questions easily (or you don’t have to repeat them more than twice).

He/she answers your questions (or he/she doesn’t talk about something else)

Fluency

He/she sounds comfortable in English.

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He/she gives complete answers or even adds extra comments or humour (not just in one or two words if possible).

He/she uses linkers and complex sentences.

He/she can express his/her ideas in other words if he/she doesn't know a certain word or expression.

The sequence of information and ideas can be easily followed when he/she speaks.

Total score (max. 10 points)

Finally, at the end of the unit and within the Did you know…? section, students can access some interesting web sites. Encourage them to visit these sites so that they can gain more knowledge about the main topics of the unit.

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TAKEAWAY FOOD

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TAKEAWAY FOOD

OBJECTIVES • Taking decisions. • Making suggestions. • Offering help, accepting or refusing. • Exchange information about fast food. • Identify and practise the pronunciation of the sounds u u:.

Unit Contents

The contents in this unit are divided into 4 blocks:


• Understand global and specific information from a conversation about fast food. • Understand conversational exchanges including suggestions. • Reproduce oral messages to express decisions and offers. • Produce dialogues from a model using the strategies given.


• Understand global and specific information from a conversation. • Obtain information from different sources for the carrying out of specific tasks. • Familiarise with different types of texts to obtain cultural information.

Block 3: Knowledge of the language

1. Grammar and language functions

• Grammar

Make suggestions: Shall we ..? Why don’t we …?, We could … , How/what about …?

Accepting and refusing: Yes, why not? That’s a good idea!, No, it’s… .

Taking decisions: Let’s .., I’ll … .

Revision of have got to express possessions.

• Vocabulary

Basic vocabulary related to fast food and ingredients.

• Pronunciation Sounds u/u:

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2. Reflection on the learning process


• Analysis and reflection on the use of different ways to express suggestions by means of comparison and contrast with students’ own language.


Block 4: socio‐cultural aspects and intercultural awareness

• Facts about fast food. • The importance of a healthy diet.


This unit is divided into four lessons. Within each lesson, the students will find some specific objectives and the activities that are necessary to achieve them.

Lesson 1. At a pizza restaurant Specific objectives:

• Revise and learn some vocabulary related to fast food and ingredients. • Listen and recognise sounds of words related to food. • Learn how to express decisions. • Revise the use of have got for possessions.

This lesson is mainly focused on the revision and practice of vocabulary.

Exercises

• Pizza ingredients. Matching exercise. In this activity, students have to click on the words and listen to the pronunciation. Then, they drag and drop the words to the correct place under each picture. The aim of this exercise is that students get familiarised with the vocabulary used in the next activity.

• Dialogue. Listening and comprehension exercise. Students listen and read at the same time. Then, they have to decide if the sentences given are true or false.

• Pizza ingredients. A gap‐filling exercise. In this activity students have to complete the answers to the questions given. The aim of this exercise is that students write the words correctly.

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Lesson 2. Fast food


• Learn about fast food and its origin.

• Listen and recognise sounds of words related to food.

• Learn some phonetic sounds.

Exercises

• Click and learn. In this exercise, students must click on the words to listen and learn some names of international and take away food.

• Listen and match. Students click on the sound icons and have to drag them next to the corresponding picture.

• Phonetics. In this activity, students are advised to click on resources first, so that they can read an explanation of the transcription of the vowel sounds [u] and [u:] and listen to some examples. Then, they have to classify the words and drag them to the correct place according to the sound.

Lesson 3. Food delivery


• Learn to make suggestions, accept or refuse. • Listen to a conversational exchange about fast food. • Take part in a conversation.

Exercises

• Listening. In this exercise, students must listen to the conversation while they read it. They can go through all pages and listen to each audio or they can play all through if they click on run.

• Record. Reproduce a part of a dialogue. Students listen to the boy’s words and they must record Anna's part of the conversation. Then, they can finally listen to the whole recording of the dialogue.

• Writing. Students have to fill the gaps with the expressions given above so that they can complete the conversation.

Lesson 4. A fast food party


• Revise how to make suggestions and decisions. • Practise the use of some expressions to accept or refuse offers. • Produce a part of a conversation.

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Exercises

• Situations. Choose the best sentence for each situation. Students are given some situation sentences and they must double‐click and choose the sentence that corresponds to each situation.

• Scrambled sentences. Students have to drag the words to the correct place to make a correct sentence. The aim of this exercise is a general revision in order to complete the next and final task

• Play a role. Students must record their own words following the instructions given. They can listen to the whole dialogue after they have completed all the cards. They will have to send this audio to the teacher, so they are advised to repeat it until they feel confident.

Review and practice

Activities

• Association. Match the words with pictures. A revision of the sounds of words related to international and takeaway food.

• Complete. Fill the gaps to complete the sentences. A revision of the functions and vocabulary learnt in the lessons.

• The odd one. Vocabulary revision. Students are given feedback, so they get the correct answers.

They can also do some extra activities within the section Challenge Yourself!

Activities

• Hangman. Play the classic game and enjoy revising some food words and sounds. • Memory. Match pairs and revise some food ingredients. There are two scenes and you can repeat as

many times as you like. • Culture. Students listen and read the text with information about the history of pizza. After that they

have a second page where they have to decide if the sentences given are true or false.

Students can also access some self‐assessment activities aiming at revising the vocabulary and grammar they have studied throughout the unit and will help them check what they have learned. These activities can be found in the section Self‐assessment.

Activities

• Gap filling. Students have to fill the gaps with the help of the pictures. • Situations. They have to drag the sentences next to the corresponding language functions • Dictation. Students listen to some questions from the dialogue at the pizza restaurant and they have to

write them. They can click on resources to see the script, but they are advised not to do it unless they don’t get the answers correctly.

Assessment


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In this section, students can read the instructions about the activities inside the lesson that they must send to their teacher. And a link to a word document containing the final test.

Finally, at the end of the unit and within the section Did you know…?, students can access a reading activity with some curiosities related to the weather and some interesting web sites. Encourage them to visit these sites and/or the ones that you consider interesting to gain more knowledge about the main topic of the unit.

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SOCIETY

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SOCIETY

1. Aims and contents

Aims:

To develop students' knowledge in relation to some information and situations connected with environmental problems, social conduct and street behaviour. This menu of themes is connected to its inherent vocabulary related to traffic, pollution and human relationships. The grammar that derives from this thematic nucleus is mainly that of modal verbs to express permission, obligation, advice, possibility and prohibition. This lexis‐grammar axis is presented through a well balanced array of listening, reading, writing and speaking tasks on an interactive Java interface and with the support of two video clips.

Contents:

Part I: Lessons 1, 2 and 3

Concepts:

• Vocabulary related to the environment and to ecological issues. • Structure of the course. • Ecology and lifestyles. • Awareness of the importance of the preservation of the environment. • Grammar: Modal verbs: must/mustn’t.

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Skills:

• Reading: identifying key words, using context, etc. • Resorting to reference material (dictionaries, a glossary). • Extensive and intensive reading. • Activating known vocabulary by using visual and textual clues.

Attitudes:

• Readiness to accept ecological values. • Readiness to take an active role in the defence of the environment. • Keen interest in inviting other people to cooperate.

Part II: Lessons 1, 2 and 3

Concepts:

• Vocabulary related to traffic in towns. • Language functions: talking about obligation and giving advice. • Reading and listening about good and bad street behaviours. • Grammar: modal verbs for obligation, permission, advice and probability.

Skills:

• Listening strategies: intensive listening. • Reading strategies: recognising modal expressions and their meanings in context. • Speaking: recording one’s voice to express disapproval.

Attitudes:

• Readiness to be disapproval before other people’s inadequate behaviours. • Readiness to be assertive before unruly conducts. • Curiosity for other people’s attitudes to life. • Readiness to share one’s opinions with others.

Part III: Lessons 1, 2 and 3

Concepts:

• Vocabulary related to social life, good manners and values. • Language functions: improving one’s social relationships, asking for permission. • Video watching: discrimination of diverging opinions regarding voting. • Grammar: contrast between modal verbs for permission, possibility and advice.

Skills:

• Listening strategies: intensive listening. • Reading strategies: analysing social manners.

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Attitudes:

• Readiness to improve one’s aural comprehension. • Readiness to criticise and be criticised by others. • Curiosity for unknown habits and social rules in other countries or cultures.

2. Structure

As seen above, this unit comprises nine lessons divided into three parts. Procedures within this framework range from basic reading‐listening tasks to recording‐speaking tasks that present a selection or modal verbs in conjunction with vocabulary linked to the themes of the unit. These contents (=lessons) are embedded in a larger scheme divided into six sections:

Introduction: a brief presentation of Society.

Lessons: The teaching unit divided into nine lessons plus a Review and Practice section.

Extra Activities: Three informal exercises that challenge the students with some more playful tasks.

Self‐Assessment: Three mock tests that will help the students measure their progress before entering the real testing sections.

Send to your teacher: The evaluation section with instructions on how to perform all the assessment tasks.

Did you know: A special section where the students can enlarge their scope on the themes covered by the unit. It contains links to Internet websites where students can improve their English and learn more about the theme of ecology and life in common.

Among all the aspects of the unit, the tutor must remind the students of these most relevant features regarding the structure:

• The structure has been designed to give its best results if all contents are worked upon and thoroughly understood.

• The structure works best if followed in order. • Evaluation tasks must not be left till the last minute. • It is a good idea for the students to know what is required in the Send to your teacher section as they

proceed through the lessons. • Students must be warned about the tasks they have to perform well in advance so that nothing is

neglected. Especially, they should be told about deadlines for sending their written Worksheets and tests.

• Students should realise that there is a Review and Practice section after the nine lessons which should be treated as yet another lesson itself.

• The “Did you know…” section can be used by the tutors as a source for creating new tasks if need arises for highly motivated students.

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3. Specifications

The whole array is clear and highly intuitive, and all efforts have been made to provide the students with plenty of visual hints to navigate and enjoy the learning experience. This unit does not present a special character or role; it simply presents society as the sole protagonist of the whole process; the unit seeks to raise awareness of the fact that all effort must be made to overcome the serious problems that mankind is facing nowadays. It is Society which counts and we are no one without it.

Although the student’s guide presents the structure and contents of all the sections in depth and almost no detail has been left aside; we will review here some of its most relevant pedagogical features and provide the tutor with some ideas for further exploitation:

Part 1. Lesson 1: Ecology matters There is a sub‐task after the reading exercise: it is a matching exercise that must not be left undone. The students must be reminded to go through it by studying the options thoroughly and, only then, tackling the matchings.

Part 1. Lesson 2: The Greenhouse effect

This lesson presents what seems to be a very simple task, but they must take into account the fact that it is more complicated than it seems and that they must only do it by reading the text carefully. And, above all, once they have completed the chart the students should study it with attention.

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Part 1. Lesson 3: Help cleaning the air

This is a true‐false exercise, or rather a must‐mustn’t one. Students drag the tick( ) or the cross( ) symbols to verify which conducts are appropriate to make a more breathable atmosphere thereby learning the meaning of some new vocabulary and the use of modal verbs must and mustn’t.

Tutors should remind students at all times not to leave the grammar help button unattended.

Part 2. Lesson 1: Parking on the pavement

This lesson has two screens and the students must be aware of the fact that there is a sub‐task after the more mechanical task or watching‐listening to the dialogue in the video clip. This sub‐task is a simple gap‐filling exercise; but, if students find it hard to fulfill, they can always return to the first screen and read the transcription by clicking on the Text button.

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Part 2. Lesson 2: You shouldn’t do it

In case they do not realise it, the students should be warned of the fact that this exercise has two layers. It is a writing and speaking exercise in which the students write the sentences and record them. This is done in two phases; in the first phase the students write their sentences on the first screen, memorise them and in the second phase they use the second screen to record them. If they find it hard to memorise all their sentences they can always resort to the model by using the key icon; but the real function of this key icon is to compare the students’ performance and improve their pronunciation through consecutive trials; so students should be told to record themselves and try to make their pronunciation better by comparing it to the key model.

The files resulting from this exercise will be used as part of the assessment process and students must find and send in the following:

shouldnt1 shouldnt2 shouldnt3 shouldnt4 shouldnt5 shouldnt6 shouldnt7 shouldnt8

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Part 2. Lesson 3: Traffic

This is a basic matching exercise done by dragging the options back in position. The idea is to find synonyms for the expressions on the left. The most important thing about this lesson is to warn the students not to try to solve this exercise by just attempting to match and study the result; and that means they must read their grammar notes in depth, understand the task, understand the shades of meaning however subtle they might seem, study the options, and try to solve the whole exercise at first attempt only.

Part 3. Lesson 1: Good or bad manners?

This is another true‐false task with two options: correct and incorrect. Instead of dragging the options in place, students click on the right square. This time it is a good idea to tick both options and see what happens even if we know that we are clicking on the wrong answer. The true nature of this lesson involves reading everything in it and understanding what is going on. It is also very important here to tell the students to open the grammar section of this lesson and study the modal verbs in it.

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Part 3. Lesson 2: Asking permission

This lesson consists of a single multiple‐choice exercise; it is very important to remind the students of the fact that they will be better off by reading everything in detail and choose their answers without trying random guesses. Even if they feel the urge to go directly to find the answer faster, students must be conscious of the fact that the aim in all this process is to learn the contents and that can only be achieved through continuous and constant effort.

Part 3. Lesson 3: Social manners

This is a reading comprehension and, partly, a memorizing exercise. Its task consists of ordering the sentences in the same time sequence as the events they describe. The whole activity has two parts and in the first half the students read and memorize a story on which the second half is based.

This lesson completes the previous ones and forms a unit with them but it is followed by the Review and Practice section which is also included for testing and assessment purposes, such is the case of Worksheet 3, which must be completed only after the following section:

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Part 4. Review and Practice

After the nine lessons, students must undertake a series of tasks that take them deeper into the contents of the unit:

1 Writing a declaration: There is almost nothing special about this interaction but students must be aware of the fact that: 1. They must use all the terms provided for the task. 2. They have to send in their final version of this task to the tutor via email for assessment purposes.

2 Analysing social manners. This is a revision of the should‐shouldn’t couple.

3 Listening to diverging opinions. This is a listening and matching exercise that deals with the subject of democratic voting.

4 Revising manners with modal verbs. Nothing special to comment here; just another gap‐filling consolidation task.

5 The whole nine lessons again… This is an opportunity for revisiting the lessons and re‐discovering its contents.

Worksheets:

At this point, students should be reminded of sending all three worksheets, once they have gone through the lessons and should prepare for the assessment.

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Extra activities

• Jig‐saw puzzle: This exercise is solved by dragging the pieces in position. Students must be told that this exercise is a little heavy and can give memory problems.

• Memory game: Students turn the pieces of this puzzle by clicking on them and they must try to find couples of traffic sign + meaning (not like the classic game where players must find exact copies).

• Crossword: Another puzzle to remind students that they can learn also by playing games.

Self‐assessment

The most important aspect about this section is that it gives further learning opportunities for the students so they should be strongly recommended to go through these tasks and for this purpose it could be a good idea to interact with the students in some way so as to make sure they have actually evaluated themselves.

Self‐test 1: This is a self‐recording screen which generates six files; the students should send in these files:

[ record1b record1c record1d record1e ]

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Self‐test 2: A basic gap‐filling exercises that reviews some aspects of modal verbs already seen in the lessons.

Self‐test 3: Another matching exercise to revise the meaning of the most important modal expressions.

Self‐test 4: An ecology test that also measures the candidate’s greenness.

Send to your teacher

The most relevant aspects of this section are obvious or have already been stated above; however, it is important to bear in mind the following:

• General: All tasks must be evaluated as stand‐alone tests but tutors should also value as a positive asset those aspects of the student’s performance that show a deeper connection with the vocabulary and syntax referred to inside the unit. In other words, those students whose activities are visibly linked to the contents of the teaching modules of the unit should get better marks than those who have tackled the assessment tests without going through the lessons.

• Schedule: The students should be reminded to send all the documents in time, but also to consult with their tutor all doubts about completion and delivery dates. Tutors should make sure all students know when to send in each item of their expected outcome.

• Oral evaluation: Some students can live in areas or countries in a different time zone. It is strongly advised to get in touch with all the students and ask them to make sure they know how to calculate their time difference with their tutor so as to synchronize their appointments. Using Skype is the recommended procedure.

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Did you know…?

This miscellaneous section has nothing in particular to comment upon but it can also be a source of new interactions between tutors and students as they can have in these contents a source for oral or interaction during Skype sessions.

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SEASIDE HOLIDAYS

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SEASIDE HOLIDAYS 1. Aims and contents

Aims:

To develop students' knowledge in relation to some cultural information and situations connected with seaside experiences. This includes specific vocabulary, document types and conversational exchanges. It also includes training in the four major skills of listening, reading, writing and speaking. Both individual and collective types of work are practised, and computer based work practices are developed.

Contents

Part I: Tony's story

Concepts:

• Vocabulary related to seaside experiences. Passive and active vocabulary.

• Language functions: narrating.

• Recognition of phonemic transcription of new vocabulary.

• Prosodic aspects of English speech: stress, rhythm and intonation.

• Cultural background related to a popular British habit.

Skills:

• Listening strategies: identifying key words, using context, etc.

• Resorting to reference material (dictionaries, a glossary) to look up new words and using available learning resources.

• Practising controlled oral production.

• Recognizing phonemic symbols.

• Practising a dialogue: stress, rhythm and intonation.

• Applying theory to practice.

• Practising aural comprehension: using context.

• Extensive reading.

• Activating known vocabulary by using visual and textual clues.

• Planning and taking part in open oral conversation to talk about a personal experience.

• Using technological resources (voice recording, text and voice conference)

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Attitudes:

• Readiness to learn about people's experiences through the English language.

• Readiness to take an active part in learning.

• Keen effort in perfecting pronunciation.

• Readiness to take part in oral conversation.

• Autonomous use of learning resources.

Part II: A holiday at Lizard Island

Concepts:

• Vocabulary related to natural environments (coral reefs), leisure and seaside holidays.

• Language functions: describing and persuading.

• Cultural background related to recent holidaying habits.

• Authentic documents (a tourist brochure, a letter).

Skills:

• Reading strategies: intensive reading, guessing meaning from context (text, pictures), etc.

• Using sources of information (dictionaries, the Internet).

• Using technological resources (e‐mail, etc).

• Associating words and their definitions.

• Conveying messages in writing: using a letter format, organizing content, etc.

• Following instructions.

• Applying cohesion and coherence criteria to complete a text.

• Using definitions and various clues to guess words.

• Using 'brain map' techniques to organise information.

• Changing register.

• Discriminating between essential information and extra details in open information sources.

• Revising and improving on written drafts.

Attitudes:

• Readiness to learn about distant places and other people's culture.

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• Readiness to follow instructions and use help for leaning purposes.

• Readiness to use technologies to improve learning opportunities and produce better work.

2. Structure

Seaside Holidays has exactly the same structure as previous units. Therefore it includes a combination of web pages with introductory contents regarding each lesson or section and interactive scenes which include the learning contents and activities. Although the material has been designed in a linear sequence, the menu on the left hand side and the buttons from the section bar, together with the back and forward buttons, has been devised so as to make mobility within the unit quite easy.

The detailed description of all the contents and activities in the unit is included in the Students’ Guide, and we refer to it for details on the functional structure of the unit.

3. Didactic structure

The design of this material is based on a set of well defined pedagogical criteria regarding both the general didactics of language teaching and the application of ICT to this purpose. The most important criteria in this unit are summarised below:

• Emphasis on the global aspects of the language: semantic, rhetorical and discursive ones, as well as socio cultural contents, not just those regarding correctness of grammar and form.

• A high level of interactivity in the various scenes and exercises. • Each scene includes all the necessary information and resources for students to be able to work on

their own, which opens the door to the students’ autonomy as they approach the learning tasks. • The concept of the computer as a comprehensive tool which brings together many of the appropriate

means to represent the reality of a language and to help students to master it, and from which one can have access to all types of sources of information in a digital format in real time, as well as advanced resources for working and expressing themselves.

• A combination of language forms, where graphic and visual aspects are linked to oral and written texts. The purpose of this combination is to communicate messages through several channels, taking advantage of the potential that the multimedia environment offers.

In the same way, the purpose of the activities of this unit aims at:

• Providing a contextualized learning environment (text, images, video, etc.) within the general topic framework covered (seaside holidays).

• Ordering the work around solving tasks and the learning of specific knowledge and skills, covering the core of all the essential linguistic skills.

• Providing the necessary instructions and support resources so as to enable a fundamentally autonomous work, consolidated by the tutors’ specific guidelines where convenient.

• Responding to a certain variety of types of activity, within the limits set by the design tools used. • Promoting solid and motivating work processes. • Enabling different levels of consolidation or extension, so as to make dealing with diversity easier. • Being self‐assessing (at least a great deal of them) and allowing for self‐assessment by means of

several attempts, therefore integrating assessment in the learning process. So as to take formal assessment into account, this is supplemented with an individual test administered by the tutor.

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From the point of view of the global didactic structure, this material has been envisaged as an average traditional didactic unit, though notably enriched: (i) as regards its contents, with numerous references from which one can link using ICT; and (ii) as regards the working methods, the software devices and the computer, in general, allow for proposing learning tasks with autonomous features and wide‐ranging complexity, always aided by clues and guidelines that may be needed by the student. The tutor’s role, therefore, will mainly consist of guiding the student through the use of the existing learning resources, administering and supplementing them when necessary, and of being aware of and assessing the general progress of the learning process.

The learning contents are organized around a topic based nucleus: seaside holidays. From there several contents regarding the semantic aspects of the language and concerning the listening, speaking and writing skills are displayed, all tackled in a balanced way and according to a specific logical sequence.

Browsing along the scenes within the unit is simple: basically linear, following the aforesaid logical sequence, although allowing for easy return to the various sections in order to conveniently revise or extend one’s knowledge.

This approach is implemented with the aid of the documents associated to the Help, Dictionary, Study Skills, Resources and Culture buttons: glossaries, topic based web sites, videos, songs …, documents and varied sources; but also with that of instructions to use computer resources, important information about specific aspects of the language (vocabulary and pronunciation), clues about how to develop linguistic skills … It is recommended, then, that the tutor becomes fully familiar with the set of contents provided (not always visible at first sight), so as to determine which paths to explore at each moment, when to go into an extension activity, depending on each student’s strategic criteria. This also opens a good path to dealing with diversity by means of computer resources.

As it has been mentioned before, the contents are frequently presented through a combination of multimedia languages whereby text, sound and images are linked, so as to try and achieve better efficiency when communicating messages and when adjusting to the greatest possible range of ways of learning.

Finally, including various technological resources (email, word processor, voice recording, etc.), as work tools when tackling the tasks, together with brief tutorials with guidelines for their correct use, becomes a practical way to integrate ICT in the syllabus of second languages, at least at an elementary level.

4. Specific suggestions

The didactic work to be carried out with most of the main unit contents is fairly obvious and it is explained in the description of the corresponding tasks. A close study of the material will provide a good idea about its main features as a teaching tool. That is why here we are only mentioning those contents which might be considered as extension work and whose management will depend on the tutors’ decision regarding each of their students.

Lesson 1: From the Culture button in this lesson one can gain Access to a socio‐cultural note about the relationship that the British have with the sea. But, besides, in the Did you know…? section there is a reference to extension material on the Internet about the most popular seaside tourist resorts in the UK. It will be the tutors’ decision to ask their students to carry out a small piece of work with it, such as gathering certain specific information about some of those places, the main purpose of such an activity being that this type of authentic materials are looked into.

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Lesson 2: In this lesson, besides vocabulary aspects, pronunciation of the corresponding vocabulary is also worked on. That is why here there are two resources from the Internet. On the one hand, there is a BBC course on British English pronunciation, and on the other hand, some videos from You tube where different English accents are shown in a practical way.

The course about English phonology is a general reference to which one can guide the students, for instance, so as to work on specific sounds. The videos from You tube could well be an entertaining show of the fact that there is a great variety of English accents in the world.

Lesson 4: Once the main reading comprehension of the reference text in this lesson has been done, there are two more materials included with extension purposes for those moments when their use might be thought convenient. The first one is in the Did you Know…? section and consists of an informative text about the Australian Great Barrier Reef. The second one is in the Activities section and consists of a treasure hunt involving an Internet search for information about coral reefs in the world, their features and the threats they face due to human action. Both resources have been designed to be administered by tutors as extension activities for certain students, as cross curricular content. In the second case, an example of a solved task is also provided in the Students’ Guide.

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SOLUCIONARIOS POR QUINCENAS

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I ROBOT

This key gives the answers to the exercises within the lessons and other learning activities; sometimes more than one answer is correct: Part 1:

Lesson 1: I am 93 years old. I live in a floating building I collect old clocks I have an oil shower in the mornings I go to work by taxi I work from ten to five

Lesson 2: He is 93 years old. He lives in a floating building He collects old clocks He has an oil shower in the mornings He goes to work by taxi He works from ten to five Lesson 3:

1

Robbie is not 35 years old. Robbie isn’t 35 years old. Robbie is not thirty‐five years old. Robbie isn’t thirty five years old. He is not 35 years old. He isn’t 35 years old. He is not thirty‐five years old. He isn’t thirty‐five years old.

2

Robots do not go to work on foot. Robots don’t go to work on foot. They do not go to work on foot. They don’t go to work on foot.

3

Robbie does not live in a big house. Robbie doesn’t live in a big house. He does not live in a big house. He doesn’t live in a big house.

4

Robbie does not collect stamps. Robbie doesn’t collect stamps. He does not collect stamps. He doesn’t collect stamps.

Part 2:

Lesson 1: Name: [Irma] Surname: [Pixel] Profession/Job: [writer] Age: [42]

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Interests / Hobbies: She makes model [houses] and [spaceships] Looks for a [man] She wants a [man] with a [strong] sensibility who [likes] reading and appreciates [art]. Physically, she likes not very [tall] men with big, [dark] eyes. His job: preferably an [artist]; for example: a painter, a musician or a [writer] Lesson 2: Page 1:

Page 2:

1 Robbie likes sunny days. 2 Irma loves getting up early. 3 Robbie and Irma do not like travelling / Robbie and Irma don’t like travelling. 4 I hate cleaning. 5 Robbie loves clocks. 6 Irma likes sweets. 7 Robbie and Irma hate rainy days. 8 Irma does not like shopping / Irma doesn’t like shopping] Lesson 3: What is your surname? How do you spell your surname? How old are you? Do you live in Newtown? Where do you work?

Part 3:

Lesson 1: (Any other order is also correct) Lesson 2:

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Welcome to my [humble] blog. My [whole] name is T3.X4‐Z but everybody [calls] me Texaz. You are [guessing] right: I am a [machine]. Today my [owner], Doctor Da Vinci is not [at] home, she is [hunting]; she always [goes] hunting on Saturdays. We [live] in Hawaii in a big house, and we [often] travel to the continent on business . Doctor Da Vinci [works] for a big [pharmaceutical] company and she is the only representative for this [area] of the Pacific Ocean. I [am] not [working] today and I am [glad] that I am [writing] and [speaking] to you on my blog, Robbie. Lesson 3: 1 Robbie normally [works] all day but [now he is sleeping / now he's sleeping] 2 Robbie [often] [takes] a taxi but [now he is traveling / now he's traveling / now he's travelling / now he is travelling]by bus. 3 Robbie [sometimes] [repairs] clocks but [in this moment he is watching / in this moment he's watching]TV. 4 Gloria [frequently] [paints] pictures but [today she is visiting / today she's visiting] Robbie. 5 Robbie's friends [sometimes] [explore] space but [this time they are staying / this time they're staying] on Earth. Part 4: Review and Practice

Task 1: At, In, At, On, In, At, On, In, At, On. Task 2: it Is is accepted and contraction it is it’s admitted

1 a quarter to two / quarter to two. 2 ten past twelve. 3 nine o'clock. 4 a quarter past eleven / quarter past eleven. 5 half past eight. 6 a quarter past twelve / quarter past twelve. 7 five to eight. 8 twelve o'clock. 9 twenty‐five to three. 10 twenty past seven.

Task 3: Write the text and send it by email keying in the tutor’s address in the corresponding place. Task 4: Use the sound recorder to answer the questions and collect the files to send them attached to the tutor. Files: r10_ans1 r10_ans2 r10_ans3 r10_ans4 Task 5: Revise the nine lessons: pay careful attention to the contents, consolidate vocabulary and revise the grammar notes from the GRAMMAR MENU. It is essential to visit the final scene.

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Activities:

1 Crossword:

Across: 2.watches 4.takes 8.robots 11.force 12.are 13.air 14.the 17.speaks 18.explains

Down: 1.has 2.we 3.sees 5.go 6.for 7.tries 8.reads 9.bar 10.tea 11.future 15.says 16.asks

2 Order sentences: Robbie visits antique shops every day Irma always gets up early Oscar doesn't like shopping Where does Robbie live?

3 Time expressions: 1. usually 2. on Fridays 3. sometimes 4. never 5. in summer 6. seldom 7. once a year

Self‐assessment:

Self‐assessment test 1:

Self‐assessment test 2: Using the sound recorder to record one’s voice according to the model and collect the files to send them as attachments to the tutor. Files: r16_1 r16_2 r16_3 r16_4 r16_5 r16_6

Self‐assessment test 3: 1 c, 2 c, 3 b, 4 a, 5 b, 6 b, 7 b, 8 a, 9 c, 10 b, 11 a, 12 c, 13 a, 14 b, 15 a. Writings 1, 2 and 3: There is no solution here as each student will provide his or her own compositions. However, as stated before, in principle, those students whose texts show greater consonance with the contents of the unit should be awarded better marks.

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Worksheets: Some of these answers are simple guidelines; where the answer is fixed a blue colour typeface has been used; where there are more than one option a green colour typeface has been used. Part I

1. Describe habits, routines and lifestyles.

2. You get information about the structure of the lessons and the evaluation tasks

3. Robbie lives in Newtown; he works in the same town where he lives.

4. Robbie works for “Love Company”.

You can see that name on the fourth scene of lesson 1, part 1, for the first time.

5. Robbie is angry because he doesn’t like making mistakes.

6. You can find this image in the buttons scene. It is a joke because the planet looks like an icon but it isn’t.

7. Counsellor means consejero in Spanish. You can look up this word in the Glossary buttons.

8. It is important to read the TASK and HELP buttons because you learn a lot more. For example, if you don’t read the task in the first lesson, you can get lost.

9.

Food: He reloads his batteries with the light of the sun.

Sleep: He does not sleep. He switches himself off.

Work: He works for a marriage bureau (from ten to five)

Hygiene: He has an oil shower in the mornings.

House: He lives in a floating building.

Hobbies and after‐work activities: He collects old clocks and visits antique shops.

10.

Shower: He does not use soap.

Lunch: He does not eat proper food.

Travel to work: He does not walk to work

Hobby: He does not collect insects.

Part II

1. Irma Pixel is happy to hear that Robbie can find a suitable partner for her.

2. Robbie and Irma hate rainy days.

3. You get the solution for this lesson’s exercise by clicking on the show answer button.

4. You can find this piece of text in the Help button for lesson 3.

5. Robbie asks Irma Pixel to put her hand in the scanner.

6.

1 Irma loves cherries.

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2 Robbie and Irma like getting up early

3 Robbie doesn’t like sweets

4 I don’t like rainy days

7.

1 Where do you have a shower?

2 How do you travel to work?

3 What do you collect?

4 How do you celebrate your birthday?

5 Where do you live?

Part III

1. You can hear the sound by entering the grammar help in lesson 1. It is important to learn its pronunciation because it is the ending of the third person singular form of the Present Simple.

2. This link goes to the second screen in lesson 2.

3. Referring is spelt with two r’s because the verb refer ends in a single consonant and its last vowel is stressed. This image can be found in the grammar help for lesson 3, spelling rules.

4. Robbie takes a taxi every day, but today he is travelling by bus.

5. Students’ own answers

6. Texas has a male voice and a female voice. It is an android that works as a butler.

7. These people are Robbie and Robbie’s friends, they are flying above Newtown.

8. At, in, in, at, at, at, on, on, in, on.

9. The recorder works like this:

Final test:

Final Test. I Robot

1. have a shower, get up, clean, travel, paint, watch TV.

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2. Robbie recharges his solar batteries.

Texas often travels abroad.

Robbie works from ten to five.

Robbie gets one more piece of his body.

Robbie gets broken and says he doesn’t like it.

3. changes, comes, finishes, lives, watches.

4.

Name: Sheila Surname: Winecellar Age: 29

Job: actress Hobbies: cooking , outdoor activities

New film and role: Robbie the Robot, where she plays the role of Irma Pixel

Ideal Partner, mark one (see also Self‐test 1):

Yes, Sheila likes talking to the people she meets.

Sheila never cleans her house. (Her robot does all the cleaning for her)

Sheila is celebrating her birthday at home.

Leon is helping her with her guests today.

She wants someone with a lot of free time who likes travel.

5A.

1 Does Albert live in London or in Tokyo?

2 What are you watching on TV now?

3 We never travel to school by taxi.

4 Sheila is staying in a hotel at the moment because she’s on a trip.

5 Albert always goes shopping on Mondays.

6 What hobbies does Robbie like?

7 The mechanic is fixing my car; it is in the garage right now.

8 How often does Kevin play his music?

9 Stella seldom cleans her house on the weekend.

She prefers cleaning it on Tuesdays

10 Do you study every day or only on the day before the exam?

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5B – Students’ own answers.

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LESSONS

Lesson 1: Apollo and Daphne

Match the words

Keep in touch Be in touch

Change’s one mind Get a different opinion of something

Wreath of leaves A crown made of leaves

Fall in love Win the heart of somebody

Advances Someone makes a pass at somebody

Grief‐stricken disconsolate

Myth A story got from the mythology

Teenager Adolescent

Hunter A person who usually looks for wild animals

Woods Area of trees

Put in order

1. What did you use to do when you were living in Liverpool? 2. What did you use to do in class when you where in Elementary School? 3. What did you use to do for fun when you were a younger? 4. What did you use to do for exercise on weekends? 5. What did you use to do after school when you were a teenager?

Choose the right meaning

To rest on one’s laurels Have done enough and don't need to go any further

This plant had flowers nearly all year round The plant used to have flowers all year round.

Every year thousands of people come to grief on the roads

Every year thousands of people have a car accident.

He can’t stand the sight of blood He can’t be in front of blood, because he may faint.

At the end, Mary changed her mind and she didn’t work for them in the office

She got another different job and went to another office to work.

Lesson 2: Bloody Mary

Reading and Writing

Stephanie couldn’t stand children. False

Danielle scared some children two years ago. False

Mary was a woman who came to grief and her face was completely True

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scratched.

Mary bled for five days. False

Mary’s spirit could not rest for ever and roamed the world as an evil ghost.

True

Stephanie said that if you only stood in front of a mirror and said her name three times, she would appear and touch you.

False

An old man turned on the light and run away. False

Bloody Mary scratched her victims with her claws, and tore their faces off with her teeth.

True

Danielle stood the children in front of the mirror and they spinned around circles.

False

All the friends left the light on because they were frightened. True

Lesson 3: Faustus

Choose the right answer

A handy person is one who can do a lot of things with his hands

When someone tells you that “you can’t always judge by looks” means

you can’t make a judgments without a definitive proof

Faustus has studied astrology, alchemy and philosophy

He was a teacher in various universities in Germany

It was said that Faustus travelled about performing magic tricks

The story set is that Faustus made a pact with the Devil

Lesson 4: Pope Joan

5‐3‐1‐2‐4

Review and practice

Fill in the gaps

1. We [used to travel] long distances. (use / travel)

2. What [did you use to do] that you don’t do now? (use / do)

3. I [used to be] very shy. (use / be)

4. I [used to visit] my grandparents every weekend. (use / visit)

5. When I was living at home, I [used to go] to the beach every weekend with my friends. (use / go)

6. When we were living in Barcelona, we [never used to have] posters on the walls. (never / use / have)

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7. She [used to smile]. (use / smile)

Pronunciation /ed/

/t/ /d/ /id/

Worked Scared Waited

Kissed Tried Dedicated

Stopped Roamed Rested

Used Turned Painted

Scratched loved started

False Friends

I have got very good marks at school

Incidentally by the way

Costumes clothes

Actually in fact, really

Miserable very unhappy

Lecture a lesson

To bear a child to give birth to a child

Listen and write

1. Trial 2. Firefighters 3. in love with her 4. dare 5. impersonating 6. disguised 7. gave birth to 8. drag

Extra activities

Choose the right option

1. used to 2. wanted her to marry 3. dedicated herself

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4. used to hunt 5. used to boast 6. fell in love

Write the simple past

Laugh [laughed]

Know [knew]

Bleed [bled]

Run [ran]

Faint [fainted]

Hurt [hurt]

Go [went]

Meet [met]

Scare [scared]

Turn [turn]

Spin [spun]

Try [tried]

Spend[spent]

Marry[married]

Tear[tore]

Work[worked]

Appear[appeared]

Make[made]

Roam[roamed]

Stand [stood]

Pursue[pursued]

Leave [left]

Use [used]

Fall [fell]

Past Continuous

1. was gardening 2. were laughing 3. were screaming/shouting 4. wasn't running away/ was leaving 5. were working 6. were praying

Read the information and write the correct answers

1. No, she hasn’t 2. No, she hasn’t 3. Yes, she has 4. No, she hasn’t 5. No, she hasn’t 6. Yes, she has 7. Yes, she has

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Listen and write

1. Legendary 2. Throne 3. fell in love 4. monk 5. disguised 6. priesthood 7. cardinal 8. election 9. riding 10. gave birth 11. true gender 12. tied her feet 13. a faraway convent 14. the Bishop 15. Pope Joan

Self assessment

Fill in the gaps

1. I [used to do] sport at school.

2. I [never used to like] them but I do now.

3. Stephanie [didn't use to go] to the cinema but she tries and goes about once a week now.

4. We [used to smoke] cigarettes but now none of us do.

5. Barbara [used to be] very fat but she’s lost a lot of weight.

6. Danielle [used to study] more when she was younger

7. Apollo [used to pursue] nymphs

8. Romans [used to wear] wreaths of leaves or flowers

9. Diane [used to hunt] in the woods as Daphne did

10. Elizabeth [used to work] in a shop but now she works in an office as a secretary.

Words Dictation

Mary [was] a woman who [had] a terrible accident and her face [was scratched] so badly that she [bled] to death. As her spirit [could not rest], she [roamed] the world as an evil ghost.

Along time ago, a young boy called Sam Elliot [saw] Bloody Mary's face in the mirror. She [was staring] at him anxiously. Sam didn’t know what to do, and she started scratching him with her fingernails. While she [was tearing] his face off with her teeth, he shouted terrifying. But she [wasn’t] satisfied, and while he [was trying] to run away, she [forced] him to cut his own throat, [scaring] him so badly that he [died] of fear.

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Complete sentences using the verb in the correct tense.

1. have you lived 2. lived 3. lived 4. moved 5. flew 6. did you see 7. saw

Complete the sentences

1. It was said that Faustus called up the dead and practised black magic.

2. They have drunk a toast to all of them.

3. Pope Joan was born in England and fell in love with a Benedictine monk.

4. It turned out that Pope John VIII was really a woman.

5. "He" had to stop by the side of the road and, to the astonishment of everyone, gave birth to a child.

6. Bloody Mary has roamed the world as an evil ghost ever since she died.

7. The four old friends used to keep in touch. Ten years later, they still meet together to tell stories and have a meal.

8. How did she dare impersonate a man?

9. Did you paint the walls as you had planned? No, I changed my mind.

10. You can’t always judge by looks.

Check vocabulary

1. Dare 2. Advance 3. Childbirth 4. Hunter 5. Gorgeous 6. Mangled 7. Myth 8. Practitioner 9. Soul 10. throne

Final test

The Send to your teacher section includes access to a learner Test, which they have to complete and send to the teacher.

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1. Read the text about Faustus:

Christopher Marlowe was an Elizabethan playwright who did incredible justice to the Faust myth in his own Dr. Faustus.

Dr. Faustus is a poem about a learned, intellectual, German scholar who sold his soul to the devil in effort to gain ultimate wisdom and the ultimate power. So that he made a pact with Lucifer for twenty‐four years of his service.

He gained the knowledge and power through deep exposure to academic disciplines such as philosophy, law, medicine, physics, mathematics, and divinity (theology), although they were not enough for Faustus. He desired something greater. He wanted to be a god. So, Faustus tragically turned to the magic arts and necromancy.

The end of Mephistopheles’ twenty‐four years of service then came to an end and Faustus was carried away to his eternal hell. He vainly tried to repent, but in the end it was far too late

1. Read the text, record your voice and send your recording to your teacher.

SUGGESTION: assess according to assessment criterion number 2

2. Answer the questions about the text. Write the answers:

SUGGESTION: assess according to assessment criteria numbers 1, 3, 4 and 5

Suggested answers to each questions according to level of difficulty:

d. Who was Christopher Marlowe?

a. An Elizabethan playwright

b. He was an Elizabethan playwright who did incredible justice to the Faust myth in his own Dr. Faustus

c. He was a playwright who wrote about Faust

d. He was a famous playwright who wrote about Faust myth in his own Dr. Faustus

e. What kind of literature was Dr. Faustus?

a. Dr. Faustus is a poem

b. Dr. Faustus is a poem about a German scholar

c. Dr. Faustus is a poem about a German scholar who sold his soul to the devil.

d. Dr. Faustus is a poem about a German scholar who sold his soul to the devil to gain power.

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f. What did Faustus offer to Lucifer?

a. His soul

b. Dr. Faustus offered his soul to Lucifer.

c. Dr. Faustus made a pact with Lucifer and offered him his soul

d. Dr. Faustus offered his soul and made a pact with Lucifer for twenty‐four years of his service.

g. What did Faustus gain in exchange for his offer?

a. Knowledge.

b. Knowledge and Power

c. Dr. Faustus gained knowledge and power through exposure to academic disciplines

d. Dr. Faustus gained knowledge and power through the deep exposure to academic disciplines such as philosophy, law, medicine, physics, mathematics, and divinity (theology).

h. How long did Faustus offer his service?

a. Twenty‐four years

b. Faustus offered his service for twenty‐four years

c. Faustus’ services lasted for twenty‐four years

d. Dr. Faustus made a pact with Lucifer and offered his service for twenty‐four years

i. What happened when the twenty‐four years were over?

a. The Devil asked Faustus for his soul

b. Faustus was carried away to the eternal hell

c. Lucifer’s services finished and Faustus was asked to give his soul

d. Dr. Faustus was carried away to his eternal hell, but he vainly tried to repent. It was far too late.

3. Read the information about what Elizabeth has to do before going on holidays. Use the pattern to describe what she has or hasn't done. You can use different combinations.

SUGGESTION: assess according to assessment criteria numbers 4 and 5

NOTES

Book the hotel YES

Check the flight NO

Buy a new umbrella YES

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Take the sunglasses NO

Go to the bank NO

Choose my clothes YES

Pack NO

WRITE HERE:

E.g. Elizabeth has already____________and_________, but she hasn´t________nor _______yet.

Possible answers:

1. Elizabeth has already booked the hotel and bought a new umbrella, but she hasn’t packed nor gone to the bank yet.

2. Elizabeth has already bought and umbrella and chosen her clothes, but she hasn’t checked the flight nor taken the sunglasses yet.

3. Elizabeth has already chosen her clothes and booked the hotel, but she hasn’t taken her sunglasses nor gone to the bank yet.

4. Write the verb in the right tense: Simple Past or Past Continuous.

SUGGESTION: assess according to assessment criteria numbers 5 and 6

1. We are sitting around the table now and we were sitting here at this exact time last year.

2. Barbara got a package in the mail. When she opened it, she found a surprise.

3. It was beautiful yesterday when we went for a walk in the park. The sun was shining and the birds were singing.

4. It was their first day of class. Stephanie finally found the right room. The room was full of friends. On one side of the room, Barbara was talking busily, however Danielle was sitting quietly.

5. A: I’m sure you met Elizabeth at the party last night.

B: I don’t remember her. What was she wearing?

6. When I reached the street I realised that I didn’t know the number of Danielle’s house.

7. I was wondering what to do about it when I saw her.

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5. Write the Apollo and Daphne myth in no more than 50 words. Then, send this activity to your teacher.

SUGGESTION: assess according to assessment criteria numbers 4, 5, 6 and 7

LISTENING

Listen to the text and answer the questions:

1. What position did the legendary female occupy?

Pope Joan occupied the papal throne.

2. Who did she fall in love with?

She fell in love with a Benedictine monk.

3. Where did they flee to?

They fled to Athens.

4. What did she become?

She became a Cardinal.

5. Why did he have to stop?

She had to stop because she had to give birth to a child.

ORAL INTERACTION

Prepare to talk directly to your teacher about these topics using Skype.

Do the research into the questions in order to maintain a conversation with your teacher.

Key words and questions:

1. What Romans used to wear… 2. How Daphne used to hunt in the woods…

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3. What People used to tell about Bloody Mary… 4. Where Pope Joan was born… 5. Which is your favourite myth and why…

Assessment criteria

EVALUATION CRITERIA Never does

Seldom does

Done correctly

Done in a very good

way

1. He/she understands the general and specific information, the main idea and the most relevant details both in oral and written texts.

He/she understands the general information.

He/she understands the specific information and can detail the requested descriptions.

2. He/she takes part in conversations and simulations, being able to use strategies to start, maintain and end the communication, producing an understandable discourse and adjusting to the situation and the communicative intention.

He/she can play the role in the recorded simulations by means of understandable speech and with a communicative intention.

He/she can interact in the conversation with the tutor: guaranteeing communication by means of presenting, debating and describing.

His/her speech is fluent, with adequate pronunciation, which favours communication.

He/she uses connectors which do not make communication difficult, although he/she makes some mistakes.

3. He/she understands the general and specific information in various texts, identifying data, opinions, arguments, implicit information and the author’s communicative intention.

He/she understands the text proposed about the topic (myths and legends), applying the acquired strategies and understanding from context.

He/she reads texts in an autonomous way so as to search for information, using various sources of

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information.

4. He/she writes various texts using the basic appropriate conventions for each genre, adequate vocabulary according to the context and the necessary linking and coherence elements, so as they are easily understood by the reader.

He/she develops texts following the suggested guidelines and/or completing such texts with coherence.

He/she develops texts in an autonomous way, using linguistic elements with linking and coherence, trying to start producing free texts.

5. He/she consciously uses the acquired knowledge about the linguistic system of the foreign language as a self‐assessment tool for his/her own production and those by others.

He/she correctly applies the acquired knowledge about the linguistic system regarding the unit vocabulary.

He/she correctly applies the acquired knowledge about the linguistic system regarding the pronunciation aspects dealt with.

He/she correctly applies the acquired knowledge about the linguistic system regarding functional aspects.

He/she correctly applies the acquired knowledge about the linguistic system regarding grammar aspects.

He/she values the formal correctness that enables the understanding of his/her productions as well as those by others.

6. He/she identifies, uses and explains learning strategies used, can provide examples of other likely ones and decide on the most adequate ones for the learning objective.

He/she applies in an autonomous way various formats to save, memorise and revise vocabulary (didactic use of dictionaries, bibliographic resources, computer ones …)

He/she analyses and reflects on the use and meaning of various grammar forms by comparing

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and contrasting with known languages.

He/she takes part in the assessment of his/her own learning and uses self‐assessment tools.

7. He/she uses ICT with certain autonomy so as to search for information, produce texts from models, send and receive email messages…

He/she uses ICT as a communication and learning tool.

8. He/she identifies and describes the most relevant cultural aspects from the countries where the foreign language is spoken and establishes some relationships between the most significant features of the customs, uses and values of the society whose language is being studied and his/her own, as well as showing respect to them.

He/she knows and recognises significant and characteristic features of the general culture from the countries where the foreign language is spoken.

The following grid can be applied to each likely answer, so as to obtain numerical score:

Never does

Seldom does

Done correctly Done in a very good way

0 0.02 0.35 0.05

Once the unit has been completed and all the tasks done by the students have been revised, a score can be obtained according to the assessment criteria set up in the syllabus.

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Lesson 1 ‐ The Tomb of the Pharaoh (I)

Reading comprehension: 1. a 2. c 3. b 4. a 5. c

Fill in the gaps: throne / ancient / floods / clothes / heaviest / death / buried / pyramid / secret

Lesson 2 ‐ Comparing

Complete the chart:

Drag and drop:

1. The Great Pyramid of Giza is the largest pyramid in Egypt. A >> (the group)

2. The Etruscans were not as rich as the Egyptians. A < B

3. King Tutankhamum is more famous than Ramhotep. A > B

4. They say Cleopatra was as beautiful Nefertiti. A = B

5. Howard Carter was the most important archeologist of his time. A >> (the group)

6. Tutankhamum died younger than his father Akhenaten. A > B

Fill in the gaps:

1. Akheton's pyramid is not as high as Ramsetep's, but it is higher than Snefru's.

Ramsetep's pyramid is the highest of the three.

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2. Queen Nefer is the most beautiful of the Egyptian queens. Thefris is not as beautiful as Nefer, but she is more beautiful than Ahmosis.

3. Menhotep's crown is not as big as Seti's, but it is bigger than Thamset's. Seti's crown is the biggest of them.

Translate the hieroglyphs:

My sarcophagus is not as rich as Akheton's.

But your sarcophagus is more colourful than Akheton's.

My dancers are not as slim as Menhotep's.

But they are prettier than Menhotep's.

My throne is not as magnificent as Thamset's.

But it is more comfortable than Thamset's.

Lesson 3 ‐ The Tomb of the Pharaoh (II)

True or False: 1. false 2. false 3. true 4. false 5. true 6. false

Find the word:

1. beautiful 2. magnifying glass 3. experienced 4. Archaeologist 5. used to 6. expert 7. tomb 8. looking for

Lesson 4 ‐ Connectors

Complete sentences: 1. when 2. too 3. so 4. because 5. but

Complete the text: and / When / too / also / but / because / Then / so

Lesson 5 ‐ The Tomb of the Pharaoh (III)

Mummification: 1. desert 2. wealthy 3. professor 4. magnifying glass 5. shine

Tidy up the sentences:

1. Around the year 1400 BC, Egypt is ruled by pharaoh Ramhotep II.

2. When the pharaoh is killed by a lion, his body is buried in a secret tomb.

3. In 1919 professor Howard Jones meets Lord Carnaby and his daughter Eliza.

4. Jones accidentally breaks a statue and finds a map of Ramhotep's tomb.

5. They start off for Egypt in May 1919, in search for the lost tomb.

6. After two years, the archeological expedition is still unsuccessful.

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7. The guide, Ibrahim, accidentally finds the entrance to the tomb under a stone.

8. The tomb is a dangerous place, but they finally find the treasure.

Lesson 6 ‐ Sounds good!

Catch the sounds: the / doctor / better / to / was / older / than / sister

Extra activities

Newspaper article:

1. April, 1923 2. September, 1922 3. Ibrahim Ahmud 4. Lord Carnaby 5. a necklace with gems 6. a stone with an eagle

The warriors:

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Crosswords:

Self‐assessment

Test: 1. tomb 2. jewel 3. downhearted 4. large 5. a spoiled child 6. more difficult /easier 7. the most beautiful 8. in 9. Of 10. thinner 11. than 12. so 13. when 14. but 15. Eliza too travels to Egypt. 16. wiser 17. wheat 18. statue 19. dark 20. daughter

Final test

The Send to your teacher section includes access to a student’s test, which they must fill in and return to their tutor. The maximum test score is 50 points. These are its answers:

READING

A. (Score 10) Suggested answers:

1. She was different because she could speak Egyptian. 2. She was intelligent and cultivated, she could speak several languages and she was

also ambitious. 3. Julius Caesar helped her become the only queen of Egypt 4. They say that she was taken to his presence inside a rug 5. Because of her personal life and because she has inspired films, plays, etc.

B. (Score 5)

1. well‐known 2. king /pharaoh 3. wrapped 4. murdered 5. protagonist

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VOCABULARY

C. (Score 5) 1. mummy 2. sword 3. pyramid 4. hieroglyph 5. warrior

D. (Score 5)

1. long 2. statue 3. throne 4.daughter 5. enough

STRUCTURES

E. (Score 10) 1. more / than 2. better / luckier 3. most famous / most important 4. as / clever

F. (Score 5)

1. d) so 2. b) when 3. a) too 4. d) because 5. b) but

LISTENING

G. (Score 5) 1.better 2. death 3. gold 4. luck 5. stone

H. Dictation: (Score 5)

Ramses II was a great Egyptian pharaoh. He probably lived up to 99 years old, which was a very long life for a man of his time. Because of this, he ruled Egypt for more than 66 years. He built cities, temples and monuments and transformed Egypt completely. His mummy is now in the Cairo Museum.

Writing exercise

From the Send to your teacher section you can see the specific worksheet with the task the student must do in writing.

Instructions: it is recommended a first quick general skimming so as to gather the general impressions without correcting or making notes, and then a more detailed scanning where specific mistakes and positive items are seen to.

Other considerations: • The same mistake (for instance, spelling or grammar) will be taken into account only once if it is

repeated within the same text. • Correctness and mistakes regarding those structures which have just been studied in the corresponding

unit will be especially taken into account.

Correction criteria 0 0.25 0.5 0.75 1 1.25 1.5 1.75 2

1. Sentence structure and order

2. Structure and length

3. Spelling and Punctuation

4. Interesting / creative

5. Grammar

6. Vocabulary

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7. Coherence

Total points:

Tutors may use the table above keying in a cross in each space provided depending on how they assess each part. Criteria 1, 2, 3 and 4 have one point each (that is why they can be seen in grey), and criteria 5, 6 and 7 have up to two points, so the range of the total sum will be from 0 to 10.

Interpreting the table parameters:

1. Sentence structure and order: assess the order of the words within the sentences and that the sentence structure and its length are adequate, without resorting to excessively complex sentences or inadequate in English.

2. Structure and length: assess the order of the ideas and their clarity in the whole of the writing exercise, so that there is a structure laid out with an introduction, development and conclusion. Assess the total length of the text as well, considering that, for instance, too short a piece of writing will not allow for high score under any parameter.

3. Spelling and punctuation: assess correct spelling and punctuation which enables understanding of the text.

4. Interesting / creative: assess the content, the fact that the written ideas are interesting, creative or enjoyable, that the topic turns out pleasing to read.

5. Grammar: assess grammar correctness, especially emphasising the revised structures and those worked within the unit.

6. Vocabulary: assess the choice of vocabulary, the lack of confusion among words and that the piece of writing shows certain easiness at the student’s use of the dictionary, as well as its having enough variety of words and that false friends are not used.

7. Coherence: assess the fact that the whole text is understandable and that ideas are clearly stated, over and above mistakes made, giving the impression of having understood the whole, and that the student has shown certain ease in using English.

Recorded oral texts

At the end of the unit, the student will have to gather the recordings and send them to the tutor, who will have to assess them.

The recordings correspond to two activities in the unit:

A) Lesson 6 ‐ Record sentences: Repeating sentences alter a simple (files q3sentence1.wav, q3sentence2.wav, q3sentence3.wav and q3sentence4.wav). Only pronunciation aspects can be assessed in this activity; therefore, some criteria are suggested in the table below:

Evaluation criteria 0 1 2

Pronunciation of the vowel sound schwa

Endings of words (plurals, final consonants, etc.) Pronunciation of specific vocabulary from the unit (sarcophagus, pharaoh, etc.)

Intonation

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General impression Total points:

Value these criteria 0, 1 and 2 so as to obtain a maximum 10 point score.

B) Lesson 6 ‐ Compare the pharaohs: Producing a guided oral text (file q3compare_pharaohs.wav)

The following observation table is suggested for that purpose:

Evaluation criteria Never score 0

Sometimes score 0.5

Always score 1

Pronunciation and intonation

You understand what the student says in general.

He/she pronounces the endings of the words (plurals, ‐ed endings, etc).


Grammar

The student's grammar is good in general.



He/she uses the structures in the unit (comparatives and connectors) well.

Vocabulary

The vocabulary is varied, appropriate.


Fluency


Value these skills from 0 (never), 0.5 (sometimes) and 1 (always) so as to obtain a maximum 10 point score.

This follow‐up list is an abridged version of the one used in the interview (see below).

Assessment and guide for the oral interview with the student

As regards the oral interview with the student, our suggestion is that you follow the sequence described below, which shows the following images. Once the student is ready and knows the images well (there is an exercise that encourages this purpose in the Self‐assessment section), the conversation with the student may be made easier by using several guide questions proposed below each picture.

The sheet with the full size images that the student must download is available from the Send to your teacher section.

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Sheet 1

The student can use this vocabulary when preparing the speech:

Key words: pyramid, tourists, Egypt, stones, ruin, visit, reconstruct, buildings.

Suggested guide questions:

1. Which country do you think this is? 2. How many buildings can you see? 3. What are the people in the picture doing? 4. What is the weather like? 5. Which clothes are they wearing? 6. Which is the tallest building? What is it called? 7. Which is the oldest one? 8. Have you been to this place? 9. Would you like to visit Egypt, or would you prefer other countries? 10. Why?

Sheet 2


Key words: pyramids, pharaoh, slave, river Nile, throne, fan, desert, decorations, palace, sunset.


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1. Which country do you think this is? 2. Which historical period does this picture represent? 3. What kind of buildings can you see? 4. What are the people in the picture doing? Who are they? 5. Which clothes are the people in the picture wearing? 6. What is the weather like? What time of day is it? 8. What can you see at the bottom of the picture? 9. Do you like the picture? Would you like to be in that place and time? 10. Why?

It is advisable to make brief notes during the interview, though not essential, since sometimes it is difficult to do it at the same time as the interview is taking place. Once the conversation is finished (straight after it has finished as it is easy to forget about specific aspects), use of the follow‐up list is recommended:


Sometimes score 0.25

Always score 0.5

Pronunciation




Intonation


The student's intonation helps understanding.

Grammar





Vocabulary



He/she uses only English words (or he/she includes words in Spanish or invented words).

Comprehension

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The student understands your questions easily (or you have to repeat them more than twice).

The student requests information from you, when he/she needs it.

He/she answers your questions (or he/she talks about something else)

Fluency


He/she gives complete answers or even adds extra comments or humour (or he/she answers in one or two words if possible).


He/she can express his/her ideas in other words if he/she doesn't know a word or expression.



As in the recording section, value never (=0) sometimes (=0.25) always (=0.5) up to maximum 10 points. Suggested final assessment criteria

Below there are some suggested numerical criteria to use for the students’ final assessment, based on the data gathered from the various previous sections.

MATERIALS: %

‐ Final test 30

‐ Writing 15

‐ Recording 1 (sentence repetition) 10

‐ Recording 2 (oral production) 15

‐ Conversation with tutor 30

TOTAL 100

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EUROPEAN UNION

1. WHAT FLAG IS THIS?

Look for the flags with these colours:

1. White and blue:

Finland, Greece,

2. Blue and yellow:

Sweden

3. Red, blue and white: United Kingdom, Netherlands, Luxembourg, France, Czech Republic, Slovenia and Slovakia.

4. Red, white and green

Bulgaria, Hungary and Italy

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2. Which is the capital of:

Country capital

FINLAND HELSINKI

BULGARIA SOFIA

NETHERLANDS AMSTERDAM

POLAND WARSAW

UNITED KINGDOM LONDON

IRELAND DUBLIN

DENMARK COPENHAGEN

PORTUGAL LISBON

ROMANIA BUCHAREST

CYPRUS NICOSIA

3. READING: Read the text and answer the questions.

At the beginning, the European Union was set up with the aim of ending the frequent and bloody wars between neighbours, which culminated in the Second World War. The six founders were Belgium, France, Germany, Italy, Luxembourg and the Netherlands.

Later, in the Sixties, it could be seen the emergence of 'youth culture’, with groups such as The Beatles attracting huge crowds of teenage fans wherever they appear. It was a good period for the economy, helped by the fact that EU countries stop charging custom duties when they traded with each other.

After that, Denmark, Ireland and the United Kingdom joined the European Union on 1 January 1973, raising the number of member states to nine. Therefore, The European Parliament increased its influence in EU affairs and in 1979 all citizens could, for the first time, elect their members directly.

Later on, in 1981, Greece becomes the 10th member of the EU and Spain and Portugal follow five years later.

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In 1987 the Single European Act was signed. This was a treaty which provided the basis for a ‘Single Market’ and in 1993 the Single Market was completed with the 'four freedoms' of: movement of goods, services, people and money.

In 1995 the EU gained three more new members, Austria, Finland and Sweden.

Nowadays, the euro is the new currency for many Europeans.

After hijacked airliners were flown into buildings in New York and Washington, EU countries began to work much more closely together to fight crime. The political divisions between east and west Europe were finally declared healed when no fewer than 10 new countries join the EU in 2004: Cyprus, Czech Republic, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Slovakia and Slovenia.

Finally, in 2007 Bulgaria and Romania joined the Union, and in fact, there are three candidates members, waiting to join: Croatia, Former Yugoslav Republic of Macedonia and Turkey.

Many people think that it is time for Europe to have a constitution. Although it’s no easy to do it, all the countries will have to agree.

ANSWER THE QUESTIONS:

1. What was the first goal of setting up the European Union?

Ending the frequent and bloody wars between neighbours.

2. Can you name the Founding Members?

Belgium, France, Germany, Italy, Luxembourg and the Netherlands

3. Which was the first good period for the economy in Europe? And why?

The Sixties were a good period for the economy, helped by the fact that EU countries stopped charging custom duties when they traded with each other.

4. When was the first time that citizens could elect their own members for the European Parliament?

The European Parliament increased its influence in EU affairs and in 1979 all citizens could, for the first time, elect their members directly.

5. Which were the four freedoms of movement that completed the Single Market? And When?

In 1993 the Single Market was completed with the 'four freedoms': movement of goods, services, people and money.

4. WRITING:

Write a brief story using these words. Use the topic you wish. (Examples: The first time you live in a new country, or your first day in a new school…)

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At the beginning

Later After that Therefore Finally

5. ANSWER THE QUESTIONS:

Try to answer the questions following the survey and pay attention to the clues. Don’t forget to use “never”, ”yet” and “already”…

Interviewer: Excuse me, can I ask you some questions?

You: Yes, of course

Interviewer: Have you had your breakfast this morning?

(yes/just/thanks)

You: Yes, I’ve just had it, thanks.

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Interviewer: Well, people in this country want to know if you have received an invitation for a European party today?

(no/Yet)

You: No, I haven’t received it yet.

Interviewer: Have you ever received an invitation like this?

(No/never)

You: No, I have never received an invitation for a European party.

Interviewer: Have you ever been to the European Parliament?

(yes/already)

You: Yes, I’ve already been there.

Interviewer: When was the last time that you went to the European Parliament?

(not/2005)

You: Not since 2005.

Interviewer: Thanks a lot.

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MATCH THE SENTENCES WITH THE IDIOMS USING NATIONALITIES AND COUNTRIES:

To split the bill in a restaurant between everyone who ate together

Pardon my French

To excuse a momentary lapse of decency in one's choice of words, particularly when swear words have been uttered. It is often used in advance of the offending words when someone is aware that they are about to swear.

Dutch courage

If you don't understand something, it's all… To take French leave

To leave work without asking for permission first Greek to me

Drinking a little alcohol to give you courage (bravery/confidence) before you have to do something.

To go Dutch

ORAL INTERACTION

Prepare yourself to be interviewed by your teacher, using Skype.

This is the guideline about your personal information:

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Assessment criteria

EVALUATION CRITERIA Never does

Seldom does

Done correctly

Done in a very good

way

1. He/she understands the general and specific information, the main idea and the most relevant details in both oral and written texts.

He/she understands the general information.

He/she understands the specific information and can detail the requested descriptions.

2. He/she takes part in conversations and simulations, being able to use strategies to start, maintain and end the communication, producing an understandable discourse and adjusting to the situation and the communicative intention.

He/she can play the role in the recorded simulations by means of understandable speech and with a communicative intention.

He/she can interact in the conversation with the tutor: guaranteeing communication by means of presenting, debating and describing.

His/her speech is fluent, with adequate pronunciation, which favours communication.

He/she uses connectors which do not make communication difficult, although he/she makes

7. Talk about things you have already done related to this unit and things you haven’t done yet.

6. Talk about the biggest city in your country. Tell if you have ever been to that city.

5. Talk about the nearest big city. Tell if you have ever been to that city. 4. Talk about how long you have been living in other cities… 3. When you moved to the city where you’re living…

1. Where you live… 2. If you have ever moved to a new city…

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some mistakes.

3. He/she understands the general and specific information in various texts, identifying data, opinions, arguments, implicit information and the author’s communicative intention.

He/she understands the text proposed about the topic (myths and legends), applying the acquired strategies and understanding from context.

He/she reads texts in an autonomous way so as to search for information, using various sources of information.

4. He/she writes various texts using the basic appropriate conventions for each genre, adequate vocabulary according to the context and the necessary linking and coherence elements, so as they are easily understood by the reader.

He/she develops texts following the suggested guidelines and/or completing such texts with coherence.

He/she develops texts in an autonomous way, using linguistic elements with linking and coherence, trying to start producing free texts.

5. He/she consciously uses the acquired knowledge about the linguistic system of the foreign language as a self‐assessment tool for his/her own production and those by others.

He/she correctly applies the acquired knowledge about the linguistic system regarding the unit vocabulary.

He/she correctly applies the acquired knowledge about the linguistic system regarding the pronunciation aspects dealt with.

He/she correctly applies the acquired knowledge about the linguistic system regarding functional aspects.

He/she correctly applies the acquired knowledge about the linguistic system regarding grammar aspects.

He/she values the formal correctness that enables the understanding of his/her productions as well as those by others.

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6. He/she identifies, uses and explains learning strategies used, can provide examples of other likely ones and decide on the most adequate ones for the learning objective.

He/she applies in an autonomous way various formats to save, memorise and revise vocabulary (didactic use of dictionaries, bibliographic resources, computer ones …)

He/she analyses and reflects on the use and meaning of various grammar forms by comparing and contrasting with known languages.

He/she takes part in the assessment of his/her own learning and uses self‐assessment tools.

7. He/she uses ICT with certain autonomy so as to search for information, produce texts from models, send and receive email messages…

He/she uses ICT as a communication and learning tool.

8. He/she identifies and describes the most relevant cultural aspects from the countries where the foreign language is spoken and establishes some relationships between the most significant features of the customs, uses and values of the society whose language is being studied and his/her own, as well as showing respect to them.

He/she knows and recognises significant and characteristic features of the general culture from the countries where the foreign language is spoken.

The following grid can be applied to each likely answer, so as to obtain numerical score:

Never does

Seldom does

Done correctly Done in a very good way

0 0.02 0.35 0.05

Once the unit has been completed and all the tasks done by the students have been revised, a score can be obtained according to the assessment criteria set up in the syllabus.

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Lesson 1. Mrs Abbot goes shopping

Reading comprehension: 1. False 2. True 3. True 4. False 5. True 6.False

Lesson 2. Relative clauses

Recognition:

1. a lady who was old enough to be his grandmother

2. a computer which was one of the newest models in the shop

3. a second‐hand computer whose software would be old‐fashioned

4. the factory where they both worked

5. Mrs. Abbot, who still remembered Helmut,

6. That they when she found Helmut again

Uses:

1. It is used to talk about people

2. It is used to talk about things

3. It is used to show possession

4. It is used to talk about places

5. It is used to talk about time

Practice 1:

1. who 2. which 3. where 4. whose 5. when 6 where 7. whose 8 which 9 who 10. When

Practice 2:

1. You are going to a restaurant which is famous for its Chinese food.

2. She met a boy who lives in Paris during her holidays.

3. The school where my father studied is in England.

4. The tree which grows in my garden is an apple tree.

5. Tim had a row with a boy whose sister in my class.

6. I will always remember the day when my son was born.

7. Do you know the girl who is talking to David?

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4. where my parents studied

8. The ring which her boyfriend bought for her was very expensive.

Lesson 3. The new computer

Vocabulary 1: Types of Software.

1.shareware 2.malware 3.freeware 4.spyware 5.firmware 6.adware

Vocabulary 2: Applications.

1.spreadsheet 2.image editor 3.computer game 4.anti‐virus 5.database 6.word processor

Vocabulary 3: The Internet.

1.website 2.IRC (Internet Relay Chat) 3.email 4.web browser 5.newsgroups 6.world wide web

Lesson 4. More about relatives

Gap filling: 1. who 2. ‐ 3. ‐ 4. who 5. which 6. ‐ 7. ‐ 8. who 9. ‐ 10. which

Complete sentences:

1. you watched last week

2. when leaves fall from the trees

3. who help other people

5. whose front page was torn

6. which won the race

Lesson 5. Success

Correct the sentences:

A (mistakes): 1. strawberries 2. wireless mouse 3. books 4. restaurants 5. attended some courses

B (correct ones): 1. chocolate 2. webcam 3. website 4. companies 5. read some manuals

Recognise the sound:

1. wash 2. joke 3. catch 4. H 5. wish 6. Jane 7. ship 8. shoes 9. gin 10. cherry

EXTRA ACTIVITIES

Listening:Top Web:


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Crosswords:

SELF‐ASSESSMENT

Test: 1. absent‐minded 2. cash 3. to remove 4. hidden 5. laptop 6. Can I help you? 7. who 8. where 9. that 10. yes 11. when 12. who 13. no 14. yes 15. the house where I used to live is near here. 16. large 17. chain 18. chin 19. joke 20. shop

Listening: computers / world / information / first / services / free / websites / money / publicity / today

Final test

In the Send to your teacher section there is a student’s test, which students must do and return to their tutor. The maximum test score is 50 points. These are the answer keys:

READING


1. Experts collect the data using satellites and the information sent by volunteers.

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2. By processing it efficiently so that they can make it useful. 3. It is a giant computer which can process the information incredibly fast. 4. The weather of the Northern hemisphere and a more detailed description of the

weather of Europe 5. Such activities as car designing, health research or world statistics.

B. (Score 5) 1. forecast 2. complex 3. giant 4.unnoticed 5. advance

VOCABULARY

C. (Score 5) 1. CPU 2. credit card 3. CD / DVD 4. email 5. monitor

D. (Score 5) 1. child 2. hardware 3. girl 4.spreadsheet 5. mouse

STRUCTURES

E. (Score 10) 1. (which/that/no relative) (where) 2. (who/that) 3. (which/that/no relative) (which/that/no relative) 4. (when) 5. (which/that) 6. (whose) (who/that) 7.(where) F. (Score 5) Mrs Abbot is a very interesting lady [who/that is 82 years old]. She lives in a small town in England. Last summer she went to Majorca, one of the places [where she spends her holidays], and she met an old friend [who/that/no relative she had loved many years before]. She decided to keep in touch with him by means of the new technologies, so she bought a computer [which/that was one of the latest models]. She is a resolute woman and learned how to use it, and much more…

In a few weeks, she created a whole website on cooking [which/that has become one of the most visited websites on the topic]. Now she is a celebrity: she has even appeared on television.

LISTENING

G. (Score 5) 1. Jill 2. cheer 3. cash 4. age 5. cheap

H. Fill in the gaps: (Score 5) love future studies human emotions

Writing exercise



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3. Spelling and punctuation


5. Grammar

6. Vocabulary

7. Coherence

Total points:

Tutors may use the table above keying in a cross in each space provided depending on how they assess each part. Criteria 1, 2, 3 and 4 have one point each (that is why they can be seen in grey), and criteria 5, 6 and 7 have up to two points, so the range of the total sum will be 0 to 10.




3. Spelling and Punctuation: assess correct spelling and punctuation which enables understanding of the text.





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Recorded oral texts

At the end of the unit, the student will have to gather the recordings and send them to the tutor, who will have to assess them.

Recordings correspond to the following unit activities:

A) Lesson 5 ‐ Tongue‐twisters: repetition of the sentences including the sounds studied in the lesson (files tonguetwister1.wav, tonguetwister2.wav, tonguetwister3.wav and tonguetwister4.wav)

Only pronunciation aspects can be assessed in this activity; the following grid has been designed for this purpose:

Evaluation criteria 0 1,25 2,5

Pronunciation of the sounds , and .

Endings of words (plurals, final consonants, etc.)

Intonation

General impression

Total points:

Value these criteria from 0, 1.25 up to 2.5 so as to obtain a maximum 10 point score.

B) Lesson 5: Definitions: producing small guided texts defining the images on the screen. (files are called definition_1.wav, definition_2.wav, definition_3.wav, definition_4.wav, definition_5.wav and definition_6.wav)

Suggested grid below:


Sometimes score 1

Always score 2



Grammar


He/she uses the structures in the unit (relative clauses) well.

Vocabulary


Fluency



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Sheet 1


Key words: bedroom, bedside table, blinds, desk, make the bed, posters, rug, sheets, slippers, tidy up


1. Which place do you think this is? Which part of the house is it? 2. Can you see anyone in the picture? 3. What can you guess about the owner of the room (age, personality, etc)? 4. What are his/her hobbies, preferences, etc? 5. How can you describe the room in general? 6. How can you describe the objects in the room? 7. What are those objects, what are they used for? 8. In which ways does your room look similar / different? 9. Would you like your room to look like that? 10. Why?

Sheet 2


Key words: aeroplane, bookshop, memory stick, mp3 player, nurse, shop assistant

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Suggested guide questions

1. Which objects/places can you see in the picture? 2. What are they used for? 3. Which of those things are you familiar with/do you own? 4. Do your mp3 player, pen drive, memory stick etc, look like this? Explain the differences 5. Which of these objects do you consider the most important? 6. Why? 7. What are the jobs of the people in the picture? 8. Do you like their jobs? Why? 9. Which of those two jobs would you prefer? Explain your answer 10. Choose one of the pictures and talk about it in a more detailed way.




Always score 0.5

Pronunciation




Intonation



Grammar




He/she uses the structures in the unit (relative clauses) well.

Vocabulary



188



Comprehension



He/she answers your questions (or he/she talks about something else).

Fluency







Value never (=0) sometimes (=0.25) always (=0.5) up to a maximum 10 point score. Suggested final assessment criteria


MATERIALS: %

‐ Final test 30

‐ Writing 15

‐ Recording A (tongue‐twisters) 10

‐ Recording B (definitions) 15

‐ Conversation with the tutor 30

TOTAL 100

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Lesson one

1 Matching

vacuum cleaner / vǽkjum klínər /

automobile /ɒ:́təməbìl /

fridge /frɪ́dʒ /

computer / kəmpju:tər/

light bulb / lajt bəlb /

air conditioning /ɛr kəndɪʃənɪŋ /

mobile phone / məubail fəun /

dishwasher / ‘dɪʃwɑʃər /

washing machine /’wɑ ́ʃɪŋ mə ́ʃín /

microwave / májkrəuweiv /

ebook /i:buk/

printer / prɪ ́ntər /

television /’teliviʒən/

2 Gap filling

People do not ask themselves about the origins of some [inventions]. They think about them as if they had always existed, but let me tell you about how some machines have changed our [lives].

At home, the [conveniences] were not the same as they are now. For example, clothes were washed by hand instead of using a [washing machine], which is much more comfortable. Also, the oven was used to cook food, but now people prefer to use the [microwave], which is much quicker. Also, cleaning the house is done very easily with the help of a [vacuum cleaner].

I've also seen changes in the way people communicate each other. E‐mails are sent through personal [computers] and they are read instantly by the receiver. Computers are also used mainly by teenagers to have chat sessions with their friends. By the way, the language that is used is full of emoticons, which are small faces used to express feelings, and also of grammar incorrections.

Also, millions of [text messages] are sent every day instead of using the traditional letter or the telephone [call]. By the way, do you know who invented the [mobile phone]? It was invented by Martin Cooper in 1973.

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All these inventions and many more make our daily lives easier and more comfortable, not only at home, but also in the field of work.

3. Listening: Bertie’s latest invention

True / False:

Screen one: True / False / True / False / False

Screen two: True / False / True / True / False

Lesson 2

1 Bertie's house :

1. was built / by 2. have been made 3. have been planted 4. has been repaired 5. have been put up 6. has been placed 7. has been done

2 Phonetics:

Screen one: / t / liked, watched, worked

/ d / injured, opened, repaired

/ id / needed, planted, visited

Screen two: built / put / done / stolen / flown / taken / had / broken / gone

3 Pair finding

Went – was gone

Will build – will be built

Has built – has been built

Bought – were bought

Are buying – are being bought

Are repairing – are being repaired

Can buy – can be bought

Removed – were removed

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4 Speaking (I)

Students should produce sentences similar to the following ones:

The clock was removed two years ago by the major.

The school hasn’t been demolished yet.

The park has been turned into a car park.

Films can not be seen because there isn’t a cinema.

The cinema was bought by Tesco’s in 1979.

The pub and the baker’s were closed two years ago.

Lesson 3

1 Spanish omelette

1) First, some potatoes are peeled and cut 2) Some oil is put in a frying pan. 3) When the oil is hot enough, the potatoes are put into the frying pan 4) After that, the fried potatoes are mixed carefully with the eggs. 5) When the oil is heated again the mixture is put into the frying pan. 6) Next, the omelette is turned over and fried again. 7) Everything is fried for a few minutes. 8) Finally, the omelette is put onto a plate. 9) Now, it is ready to be eaten. Enjoy your meal!

2 Writing. Students' own answers. They must stick to the points signalled in their writing guide.

Write your own recipe for a delicious brownie. You can use the following points for you writing. Don't forget to use connectors such as: FIRST, NEXT, THEN, AFTER THAT, etc.

EX: First, the microwave oven is preheated to 220ºC. Then,…

The microwave oven / preheat to 220ºC

A bar of chocolate / split into eight squares

Chocolate and butter / melt in a saucepan over low heat

Eggs, sugar and vanilla / mix for ten minutes

The egg mixture and the chocolate mixture / pour into a bowl

Flour, salt and nuts / add

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The whole mixture / pour into a prepared pan

The mixture / bake for 40 minutes. It / can eat when it is cold.

Lesson 4

1 Sentence order (Two object sentences)

1‐The Russian president gave his wife a present.

‐His wife was given a present.

‐A present was given to his wife.

2‐The president wished the people a happy new year.

‐The people were wished a happy new year.

‐A happy new year was wished to the people.

3‐Scientists have suggested the government a reduction of pollution.

‐The government has been suggested a reduction of pollution.

‐A reduction of pollution has been suggested to the government.

4‐Politicians will promise voters a peaceful country.

‐A peaceful country will be promised to voters.

‐Voters will be promised a peaceful country.

5‐Developed countries can promise poor countries their collaboration.

‐Poor countries can be promised their collaboration.

‐Their collaboration can be promised to poor countries.

6‐The robbers stole all the old woman’s money.

‐All the money was stolen from the old woman.

‐ All the old woman’s money was stolen by the robbers.

2 Radio news (Listening):

Screen one:

The Queen's birthday present has got lost at the post office.

The Mona Lisa is getting paid to smile.

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Screen two:

ADSL lines have got damaged.

More Oscar awards are getting stolen.

Screen three:

The moon is getting polluted by space rockets.

Buckingham Palace has got blown away.

3 Speaking (II)

1 A Spanish actress was awarded in 2009.

2 A bank was robbed last week.

3 Obama was elected President of the USA in 2008.

4 The Berlin wall was demolished in 1989.

5 A man has been killed today.

6 A treaty has been recently signed by the two countries.

7 The Olympic Games will be hold in Rio de Janeiro in 2012.

LESSON 5

Reading

1 Hangman. The words for the definitions that are in the text are:

Synonym of the verb “hit” = STRIKE

An English city = MANCHESTER

A person who flies a plane = PILOT

An European country where you can visit the Parthenon = GREECE

Person travelling on a plane = PASSENGER

Money you have to pay for a penalty = FINE

Let somebody free= RELEASE

Opposite of get better= GET WORSE

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2 Summary

Two women were arrested and were taken to the police station where they were asked to pay a fine for their unacceptable behaviour. Finally, they were released.

Extra activities

1 Gap filling

1. was invented 2. was elected 3. was sent 4. was awarded 5. was demolished 6. were killed 7. was invented 8. will be held 9. was discovered

2 Multiple choice

Historical events:

Imagine was sang by John Lennon.

The telephone was invented by Bell.

America was discovered by Christopher Columbus.

Hamlet was written by Shakespeare.

Guernica was painted by Picasso.

Nine European Cups have been won by Real Madrid so far

3 Answer the questions

1. Who won the American elections in 2008?

Obama [won the American elections in 2008]

The American elections [were won by Obama]

2. Who was D. Quixote written by?

D. Quixote [was written by Cervantes]

Cervantes [wrote D. Quixote]

3. Who invented the telephone?

Bell [invented the telephone]

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The telephone [was invented by Bell]

4. Who was the moon explored by?

The moon [was explored by the Americans]

The Americans [explored the moon]

5. Who was Gravitation discovered by?

Gravitation [was discovered by Newton]

Newton [discovered Gravitation]

6. Who built Big Ben?

Big Ben [was built by the British]

The British [built Big Ben]

Self‐assessment

1 Memory game

196


2 Correct mistakes

1 The car has been repaired.

2 The message was sent last night.

3 The house is being cleaned.

4 Electronic mail was invented in by Raymond Tomlinson.

5 The house isn't heated by solar powered panels

6 The flour is poured into the bowl and then sugar is added.

7 Chocolate is made with cocoa, milk and sugar.

8 Babies are fed by their mothers.

3 Order the sentences

1 The church was built by the villagers in the 12th century.

2 Thousands of trees are cut down every year.

3 Was the party hold at Anne's house?

4 This book was left on the table by someone.

5 That scarf is made of wool.

6 Were your parents told about that?

7 Rome wasn't built in a day.

8 My friends weren't invited to their wedding.

4 Weak forms

HAS / WAS / HAVE / HAVE / HAVE / WAS / HAS / HAS / WAS / WERE

"The street where I live [has] also changed a lot. The grey building along the street is the Town Hall. It [was] built in 1815 and nowadays it's considered as the most ancient building in our country. Lots of changes[ have] been made to the street since then, if you [have] seen the pictures.

Cars [have] been bought by the richest members of the community and the clock [was] removed from the front of the Town Hall five years ago by the mayor. He doesn't like bells tolling.

Fortunately the school [has] not been demolished yet but the park next to it [has] been turned into a car park, so children have nowhere to play now.

Films cannot be seen any more because there isn't a cinema; the local cinema [was] bought by Tesco's in 1979, so it's a supermarket now.

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The pub and the baker's used to be the largest in our county, but they [were] closed two years ago and the building is now being made into a restaurant.

I feel sad when I think of all these changes, but at least there is still a library where things from the past can always be looked up."


Vocabulary

1

PRINTER

MOBILE PHONE

AUTOMOBILE

DISHWASHER

EBOOK

WASHING MACHINE

COMPUTER

LIGHT BULB

AIR CONDITIONING

HIDDEN SENTENCE: MANY INVENTIONS WERE DISCOVERED BY MISTAKE.

Grammar

1 Chart

They discover new machines. New machines are discovered.

They are discovering new machines. New machines are being discovered.

They have discovered new machines. New machines have been discovered.

They discovered new machines. New machines were discovered.

They were discovering new machines. New machines were being discovered.

They had discovered new machines. New machines had been discovered.

They will discover new machines. New machines will be discovered.

They can discover new machines. New machines can be discovered.

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2

1) Made

2) translated

3) built

4) changed

5) attacked / killed

6) cooked

7) robbed

8) offered

3

1. Credit cards are not accepted in this restaurant.

2. Cars are repaired at that garage.

3. Fast food is served at that shop.

4. An aeroplane was flown by my grandfather twenty years ago.

5. An email has been sent by John.

6. I mustn't be invited to her party.

4

1 He broke his leg in a car accident.

2 They built the new school last year.

3 They celebrated a great party.

4 They speak Spanish in a lot of countries.

5 They have invited you to lunch next week.

6 The children have broken two of my crystal glasses.

7 They used the bank as a prison in 1900

5

1 My teacher was asked a question.

A question was put to my teacher.

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2 We were brought an enormous salad.

An enormous salad was brought to us.

3 I can be given a surprise

A surprise can be given to me.

4 The students were given some photocopies.

Some photocopies were given to the students.

5 I haven't been sent a text message.

A text message hasn't been sent to me.

Reading

A.

1 At Verrocchio's studio

2 Water wheels and Archimedes' screws

3 Yes, he was good at drawing because he was able to draw his ideas with exceptional clarity.

4 No, they weren't

5 Yes, he was, because he described a lot of ideas for inventions a lot of years ahead of their time.

B.

1 Boyhood

2 Apprentice

3 Sketch

4 Ancient

5 Wheel

6 Improve

7 Ahead

C.

Was shown

were being used

were put

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can be (easily) used

is (also) known

were built and (were) tested

were hidden or (were) lost

were forgotten

Suggested assessment criteria for oral production and interaction

Evaluation criteria Never Sometimes Always

Pronunciation




Intonation



Grammar





Vocabulary




Comprehension



201


Fluency


He/she gives complete answers or even add extra comments or humour (or he/she answers in one or two words if possible).





202


WEATHER FORECASTS

Lesson one

1. Click and learn. No solutions provided

2. Matching exercise. (from left to right)

It´s rainy – It´s foggy – It´s warm

It´s windy – It´s hot – It´s sunny

It´s snowy – It´s cloudy – It´s cold.

3. Gap filling.

1: It´s snowing heavily.

2: There´s some heavy lightning.

3: It´s raining very hard.

4: It´s terribly hot today.

5: It´s extremely cold today.

6: There´s some thick fog.

7: The sky is dark and stormy.

4. Classify

NOUNS: storm, lightning, hail, rain, sleet, snow.

ADJECTIVES: foggy, humid, cloudy, hot, cold, heavy.

ADVERBS: heavily, quickly, lightly, terribly, happily, strongly.

Lesson two

Exercise 2. True or false

True

False

True

False

False

False

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True

Exercise 4. Writing

Julie: And what are your plans for your weekend, Anna?

Anna: On Saturday morning, I’[m] [playing] tennis with Sandra. We’[re] [playing] indoors, because it’s raining at the moment, and it may rain tomorrow. Then, I’[m] [having] lunch with her at Snacks. I’[m] [going] [to] call to make a reservation. In the evening I’[m] [going] [to] Fred’s birthday party.

On Sunday, I’[m] [meeting] Laura at noon. We’[re] [visiting] the British Museum, and we’[re] [going] [to] the cinema to see a British film.

Listen, I must leave you now. I’[m] [going] [to] buy the tickets for the cinema and a present for Fred, before the shops close.

Bye

Julie: Bye

Lesson three

Exercise 3. Choose the correct sentence

1. She's going to enter the room.

2. Somebody will wear it.

3. She's going to have a baby.

4. They will get married.

5. They will graduate in two year's time.

6. Someone will open it.

7. He is going to turn the light on.

8. These vegetables will grow.

Lesson four

Exercise 1

204


Exercise 2

ei

ai

eu

rain

name

hail

lightning

high

right

snow

blow

go

adjective

adverb

wind

fog

sleet

cloudy

heavy

bright

quickly

strongly

terribly

Lesson 5

Exercise 1

Exercise2

1. These showers will go by tomorrow.

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2. There may be some sleet tomorrow.

3. There will be some strong winds.

4. There is a possibility of snow.

5. It may be windy this evening.

6. It will rain heavily this weekend

Exercise 3. (Suggested answers)

In the north‐east there will be some thunderstorms/The weather will be stormy.

In the north‐west it will be cold and rainy/it will rain

In the north, the weather will be cloudy and rather cold and there will be some showers.

In the centre it will be very cold/sleety and snowy.

In the south and east it will be sunny but in the south ‐ west there will be strong winds.

It will be windy and hot in Canary Islands.

In the east the weather will be warm and sunny/The sun will shine brightly in the east.

Review and practice

Exercise1. Words

1. Wind.

2. Snow.

3. Rain.

4. Hail.

5. Sleet.

6. Clouds.

7. Fog.

8. Showers.

Exercise2. Situations

1. You see that the windows are dirty. I´m going to clean them later.

2. Your friend has won some money. What are you going to do with it?

3. We´ve invited Mary for dinner. She´s coming home tonight.

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4. You want to know what are your friend´s plans. What are you doing tomorrow?

5. It´s evening and your sister looks very smart. Are you going out tonight?

6. You have the tickets for tomorrow. I´m visiting the museum tomorrow.

Exercise3. Phonetics

Extra activities

Exercise 1. Hangman

1. Clouds. 2. temperature. 3. showers. 4. hail. 5. Wind. 6. sleet. 7. thunderstorm. 8. rain. 9. snow. 10. lightning. 11. storm. 12. fog.

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Exercise 3. L etters

Self‐assessment

Exercise1.

1. Hello?

2. Hi, Anna. It’s Julie here. How are you?

3. Oh, hello Julie. I’m fine.

4. Are you having a nice holiday?

5. Oh, yes I’m having a wonderful time.

6. What’s the weather like there?

7. It’s beautiful. It isn’t raining

8. And the sun is shining brightly/bright.

9. It’s lovely. What is the weather like there?

10. Well, it isn’t raining heavily

11. And the wind is blowing strongly.

Exercise 2.

1. terribly 2. foggy 3. heavily 4. strongly 5. brightly 6. bright / sunny

Exercise 3.

1. will / sunshine / showers / tomorrow

2. there / bright / will / winds

3. Ireland / rain / lightly / heavy / be / strong

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4. some / sleet / snow / may / hail

Exercise4.

1. I may go there for a holiday. 2. He´s going to be late. 3. She´s going to get burnt. 4. He won´t pass his exams. 5. It may rain. 6. He´ll be thirty‐three. 7. It´s going to rain.

Final test

Exercise 1

1. a. forecast

2. b. quietly

3. c. showers

4. d. weather

5. e. sleet

Exercise 2

fog rain snow sleet cloud shower wind ice

foggy rainy snowy sleety cloudy shower windy icy

Exercise 3

(Suggested answers)

a. It is foggy

b. It is sunny/it is hot

c. It is rainy

d. It is snowy

e. It is windy

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Exercise 4

noun adjective

adverb

wind

fog

sleet

cloudy

heavy

bright

quickly

strongly

terribly

Exercise 5

a. It’s a very bright day. The sun is shining.

b. The wind will blow (strongly).

c. It’s raining very lightly. We don’t need the umbrella.

d. Drive carefully. There’s some sleet on the road.

e. Last night there was a strong storm with thunder and lightning.

f. I’ve got completely wet. It’s really showery.

g. Heavy snow covered the ground in a few minutes.

Exercise 6 (suggested answers)

a. There are some black clouds in the sky. It is going to rain soon.

b. You’ve had a lot of coffee today. You are not going to sleep tonight.

c. Peter doesn’t study hardly enough. He is not going to pass his exams.

d. Ann eats too much. She get is going to get fat.

e. There isn’t enough sun in this window. The plant will die .

f. She likes animals so much. She will become a good vet.

Exercise 7

hail

quickly

bright

Spain

210


light

Exercise 8

Intention I’m going to make a cake for tonight’s dinner

I’m going to study hard for the exam.

an arrangement I’m having dinner at my aunt’s this evening

I’m visiting the doctor tomorrow morning

strong prediction Take a raincoat. I’m sure it is going to rain.

My god! He’s going to crash

prediction It will snow in the early morning.

We’ll be in Manchester before six

possibility I may go shopping this afternoon.

The weather may be better in the evening.

Exercise 9 (suggested answers)

Judith: What are you doing at the weekend, Andy?

Andy: On Saturday morning, I’m meeting Laura at half past eleven. We are visiting the Prado Museum at twelve (o’clock)/ at noon. At six in the evening we are going to the theatre. After that we are having lunch with her at Pepe’s. I’m going to buy the tickets and call for a reservation.

On Sunday I’m playing tennis with Paul in the morning/at ten o’clock. In the evening I’m/am going to do my homework.

Exercise 10

a) Map A

b)

1. True.

2. False. It will be cold and sleety.

3. False. There will be low temperatures.

4. True

5. True

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Lesson 1 ‐ Gwineth (I)

Reading comprehension: 1. False 2. True 3. ? 4. False 5. True

Fill the gaps: 1. do / will get 2. will you wear / invite 3. go / will visit 4. won't grow / don't water 5. gets up / will have 6. will play / is

Write sentences:

1. If Gwineth works fast, she will finish before sunset.

2. If she gets into the Tower, she will lose her job.

3. If aunt Rose stays in bed, she will feel better soon.

4. If you do all the exercises, you will learn a lot of English.

Rewrite with “unless”:

1. Unless you are rich and powerful, you will never have a castle.

2. Aunt Rose won’t get well unless Gwineth gets money for medicines.

3. Unless Gwineth works in the castle, nobody will pay her.

4. Unless the steward likes her work, she will leave the castle.

Lesson 2 ‐ The Tower

Find words:

1. tweet 2. gently 3. huge 4. skeleton 5. mortar 6. wizard

7. stammered 8. run away 9. fainted 10. apprentice

Write the verbs:

1. Would you read 2. wouldn’t have 3. wouldn’t work 4. would you open

5. would find 6. Would you like / ‘d love 7. wouldn’t argue

Choose the right option:

1. was / would go 2. would help / wasn't 3. were /would go

4. would visit / knew 5. would you do / had

If I could... :

1. I would wear better clothes. 2. I would have a diamond ring.

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3. I would marry a prince. 4. I would live in a castle.

Lesson 3 ‐ Witchcraft

Comprehension:

1. b) Herluin 2. b) A dragon with a trunk 3. a) magic was considered dangerous

4. c) an ogre 5. c) to feed the dragophant 6. b) To find her mother

Match clauses:

Gwineth wouldn’t be sad if she lived with her mother.

If you sing that song again, I will go away.

The wizard would be angry if someone came into his room.

If I were you, I wouldn’t get near the Tower.

Gwineth will never grow up unless she eats more.

What does it mean?: 1. b 2. a 3. b 4. a 5. b 6. a 7. a

Lesson 4 ‐ The Book

Pronunciation I:

/w/ ‐ choir / one / quiet / why

/ j / ‐ beautiful / music / use / yam

Extra activities

Picture listening: tower / castle / stairs / skeleton / shelf / snake / dragon / jar / potion / alchemist

Self‐assessment

Test:

1. bald 2. run away 3. Sick 4. someone who is learning a job 5. to sweep 6. I would go 7. sleep well 8. She has to apologize before I phone her 9. I don’t have a lot of friends 10. Asked 11. won’t go 12. I will feel very happy if I were her 13. Will 14. I think you should go to the dentist 15. I can’t do it because I’m not free 16. Fifteen 17. Sighed 18. Would 19. Juice 20. jam

Listening: history / herbs / witches / dangerous / terrible / decide / river / floated / innocent / died

Final test

The Send to your teacher section includes access to a student’s test, which they must fill in and return to their tutor. The maximum test score is 50 points. These are its answers:

family

213


READING


1. Merlin was King Arthur's adviser and prophet. He also created the Round Table. 2. It is about nine centuries old (it was created in the 12th century). 3. The legend describes him as an old, wise man with special powers 4. They say that he could talk to the animals and foresee future events. 5. Perhaps "Merlin" is a general word used to describe druids.

B. (Score 5)

1. wizard 2. trace 3. bard 4. legend 5. character

VOCABULARY

C. (Score 5) 1. bucket 2. faint 3. mortar 4. castle 5. chamber pot

D. (Score 5)

1. broom 2. thin 3. wand 4.mortar 5. involved

STRUCTURES

E. (Score 10) 1. would choose 2. will go 3. were / would take 4. will he go / won't 5. stops 6. didn't eat 7. unless 8. would get

F. (Score 5)

1. c) will 2. b) would be / had 3. d) unless / won't 4. a) had / would spend 5. c) were / wouldn't

LISTENING

G. (Score 5) 1.least 2. asleep 3. joke 4. youth 5. wool

H. Fill in the gaps: (Score 5) movies castle walls dangerous everyone village noisy kings protected

Writing exercise






214





3. Spelling and Punctuation


5. Grammar

6. Vocabulary

7. Coherence

Total points:

Tutors may use the table above keying in a cross in each space provided depending on how they assess each part. Criteria 1, 2, 3 and 4 have one point each (that is why they can be seen in grey), and criteria 5, 6 and 7 have up to two points, so the range of the total sum will be from 0 to 10.




3. Spelling and Punctuation: assess correct spelling and punctuation which enables understanding of the text.





Recorded oral texts At the end of the unit, the student will have to gather the recordings and send them to the tutor, who will have to assess them.

The recordings correspond to several activities in the unit. They will be assessed in two blocks:

A) Lesson 2 ‐ Roleplay: Repeating questions after a provided model (files roleplay1.wav, roleplay2.wav, roleplay3.wav and roleplay4.wav).

215


Extra activities ‐ Tongue twisters: Repeating sentences that include the studied sounds (files tongue1.wav, tongue2.wav, tongue3.wav and tongue4.wav)

Only pronunciation aspects can be assessed in these activities; therefore, some criteria are suggested in the table below:

Evaluation criteria 0 1 2

Pronunciation of the semivowels / w / and / j /.

Endings of words (plurals, final consonants, etc.)

Pronunciation of specific vocabulary from the unit (castle, apprentice, wizard, wand, etc.)

Intonation

General impression

Total points:

Value these criteria 0, 1 and 2 so as to obtain a maximum 10 point score.

B) Lesson 4 ‐ If I could do magic...: Producing a guided oral text (file q8magic1.wav)

The following observation table is suggested for that purpose:


Sometimes score 1

Always score 2



Grammar


He/she uses the structures in the unit (conditional sentences) well.

Vocabulary


Fluency




216




Sheet 1


Key words: banquet, tapestry, joker, lord, ladies, servants, dishes, candles, wine, bone.

Suggested guide questions: 1. Which place do you think this is? Which part of the building is it? 2. How many people can you see? 3. What are the people in the picture doing? 4. What are their jobs/positions? 5. Which clothes are they wearing? 6. Describe the animals and the objects in the picture. 7. Can you imagine what they are celebrating? 8. Have you been to a similar place? 9. Would you like to live in that period of history? 10. Why?

Sheet 2


Key words: dragon, barrel, jar, fireplace, mortar, scrolls, shelf, herbs, magicians, peasants.

217


Suggested guide questions: 1. Which historical period does this picture represent? 2. What kind of place is this? 3. Who are the people in the picture? 3. What are the people in the picture doing? 4. Which clothes are the people in the picture wearing? 5. Which animals can you see in the picture? What are they doing? 6. What can you see through the window? 7. What are the people outside doing? 8. Do you like the picture? Why? 9. Would you like to be in that place and time? 10. Choose one of the characters and imagine things about him/her (name, age, job, etc)




Always score 0.5

Pronunciation




Intonation



Grammar


218




He/she uses the structures in the unit (conditional sentences) well.

Vocabulary




Comprehension




Fluency







As in the recording section, value never (=0) sometimes (=0.25) always (=0.5) up to maximum 10 points.

Suggested final assessment criteria


MATERIALS: %

‐ Final test 30

‐ Writing 15

‐ Recording A (roleplay / tongue twisters) 10

219


‐ Recording B (oral production) 15

‐ Conversation with tutor 30

TOTAL 100

220



Lesson one

Listening: There is no students’ production in this task. Students click on the sound button and listen to the interview. They can get some vocabulary help if they click on the dictionary icon.

Who said what?

Part 1

Don't worry ALEX

How did you start in this world? TRACY

You have been very kind TRACY

It is my favourite instrument ALEX

We all know the rest TRACY

Part 2

They are very well ALEX

Do you miss them? TRACY

What are your plans for the future? TRACY

It has been a pleasure ALEX

Come back! ALEX

Lesson two

Part 1

Tracy thanked Alex for the interview and told him that she knew he was very busy at the moment with his new work.

Alex told her that it was nice to have a break from rehearsals.

Then, Tracy asked him how he had started in that world and Alex answered that he had always liked singing and playing the guitar; he said that the guitar was his favourite instrument. He also told Tracy that when he was seven years old, he played the guitar at home everyday and he said that one day his mum had got fed up and had broken the guitar on his head.

Tracy asked him how he had felt and Alex answered that he had cried for weeks but said that his dad had bought him another guitar for his birthday.

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Afterwards, Tracy asked him how long it had taken him to release his first album and Alex told her that his family lived in York and it was difficult to meet people there; he said that he had decided to move to London when he was 16 and that he had met lots of singers and some stars there. He also said that they had helped him a lot until he had met his friend Michael, who had introduced him to his present company and he had started recording Basic, his first hit.

Part 2

Then Tracy tried to ask him something personal but Alex answered that he had always been very careful with his personal life and that he didn't like answering that kind of question.

Tracy told him that his fans were interested in his wife and daughter and asked him how they were.

Alex answered that they were in the States at the moment and that they had been staying there for a month. He said he was working hard, rehearsing, writing new songs and recording and that it was difficult to be together just then.

Then Tracy asked Alex if he missed them and him answered that he did and said that he had to go back to the studio then, but Tracy asked him when he was starting a new tour and what his plans for the future were.

Alex answered that he was starting a new tour in July and said that then he was going to spend a whole year with his family because he thought he would need it after the tour, and he said that the tour would last three months.

Then Alex said that he had to go and told Tracy that she could come whenever she liked. Tracy thanked Alex and told him that she would send him the magazine with his photo in it.

Finally they said goodbye to each other.

Lesson three

Hangman

1. a successful record –HIT 2. to send a cd into the market‐RELEASE 3. to send out a radio programme‐ BROADCAST 4. a list with the most popular songs ‐ CHART 5. a TV programme to win prizes ‐ CONTEST 6. a group of people that play together ‐ BAND 7. a popular newspaper ‐ TABLOID 8. What people do in concerts after a song is finished ‐ CLAP 9. a musical instrument ‐ DRUMS 10. a person who reports news for the media ‐ REPORTER 11. two people singing the same song together ‐ DUET 12. The place at a radio studio where producers see everything‐GALLERY 13. A famous tabloid in the UK – THE SUN 14. A device that transmits sound ‐ MICROPHONE 15. A comedy based on characters in a particular situation – SITCOM 16. A serial drama – SOAP OPERA

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17. The number of copies of a paper sold to people‐CIRCULATION 18. People who watch TV ‐ VIEWERS 19. A concert recorded at a performance ‐ LIVE 20. A song without electrical appliances ‐ UNPLUGGED

Lesson four

Students’ own answers

Lesson five

Students must write correct questions in direct speech taken from the interview with Alex Cookland.

Self‐assessment

1. Memory game (II)

2. Multiple choice

Alex to Tracy: "Don't worry!" ‐ Alex told Tracy not to worry

Tracy to Alex: How did you start in this world? ‐ Tracy asked Alex how he had started in that world

Alex to Tracy: It is my favourite instrument ‐ Alex told Tracy that it was his favourite instrument

Tracy to Alex: We all know the rest ‐ Tracy told Alex that they all knew the rest

Alex: They are very well ‐ Alex said that they were very well

Tracy to Alex: Do you miss them? ‐ Tracy asked Alex if he missed them

Alex: It has been a pleasure ‐ Alex said that it had been a pleasure

223


Alex to Tracy: Come back! ‐ Alex told Tracy to come back

Tracy to Alex: What are your plans for the future? ‐ Tracy asked Alex what his plans for the future were

Tracy to Alex: You have been very kind ‐ Tracy told Alex that he had been very kind

3. What did they say? Listen and order

1. She asked Alex to write to her. 2. She asked him if he could play the guitar. 3. He said he would come. 4. He told me to be quiet. 5. She asked how much it cost. 6. He said he had been reading for an hour. 7. She asked who I lived with. 8. He ordered his dog to sit down. 9. They said they weren’t attending the course.

Phonetics

‐ed pronunciation

‐d – ordered interviewed visited

answered reported worked

‐t– developed painted interviewed

released founded closed

‐id – broadcasted telephoned played

directed mixed composed

224


Review and practice

1. Crossword

2. Time and place expressions (matching exercise)

1 today – that day

2 here – there

3 tomorrow – the following day

4 this house ‐that house

5 next week – the following week

6 yesterday – the day before

7 these days – those days

8 now ‐ then

3. What a mess! (sentence order)

1. She told me that I was nice. 2. He asked where she lived. 3. She told us to go home. 4. He said they would meet soon. 5. They asked me to have lunch with them. 6. Alex asked them if they had been to Scotland. 7. Mum told me I was behaving badly. 8. She asked who we were. 9. He said he could play the guitar. 10. She asked how old it was.

225


4. Dictation

sang, became, read, risen, written, sat, run, hurt, drank, cut, done, drunk, sung, shut, swam, paid, begun, flown, rung, rang.

Extra activities

1. Gap filling

First, I asked Sue what she had been doing recently and she answered that she had been very busy filming a TV spot.

Then, I asked Ms Daffodil what she was planning to do next and she happily answered that she was going to get married, so I asked her who the lucky man was but she said that she couldn't tell me that because it was a secret.

I asked her if she could tell me when the romance had started but she told me not to ask more questions and left.

2. Memory game (I)

Simple Past and Past Participle forms of irregular verbs

Part 1

Meet‐met

Rise‐rose

Leave‐left

Speak‐spoke

Break‐broke

Eat‐ate

Be‐was/were

Throw‐threw

Part 2

Blow‐blown

Give‐given

Wake‐woken

Win‐won

Sing‐sung

Tell‐told

Think‐thought

Wear‐worn

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4º ESO. GUÍA DEL PROFESOR

3. Paragraphs (order)

1 Tracy asked Alex what kind of music he liked, and he told her that he had always liked pop music. Actually, he said he sometimes played with a band called The Fountains.

2 Then, Tracy asked him where the band played, and Alex answered that they played live in a very well‐known pub in the city centre every Saturday night.

3 Finally, Tracy asked him if he wanted to start playing with that band regularly, but Alex said that he had a very successful career at that moment and that he only played with them in his spare time.

4. Verb dictaction

sang, became, read, risen, written, sat, run, hurt, drank, cut, done, drunk, sung, shut, swam, paid, begun, flown, rung, rang.

Worksheets

1

John told Mary that he didn't like that music.

I have divorced from my husband.

They said that it would rain on Saturday.

I told Mike that I was going out the night before.

They went to the concert last Saturday.

Peter said that he went there yesterday afternoon.

2

He said he liked that song.

She asked me where her book was.

They told me not to sit on the desk.

He said that the concert had begun at nine o´clock.

She told the boys to sit down.

She asked him where he had been or his holiday.

He said that he never listened to classical music.

He wanted to know whether he knew the answer.

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3 True or false?

F‐ Fiona Brown is married to Pete White.

F – Fiona says that her husband is a brilliant father.

T

F‐ Fiona says that her husband and her children are the most important thing in her life.

T

F‐ Fiona plays the role of an old woman in her latest film.

T

Speaking exercise

Students’ own answers

Note: students can follow the prompts in the work sheet to produce their oral message.

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TAKEAWAY FOOD

Lesson one

Exercise 1. Matching words with pictures: (from left to right)

Page 1: anchovies / beef / cheese / chicken / eggs / ham

Page 2: peppers / tomatoes / pineapple / mushrooms / chillies / onions

Exercise 2. Dialogue

False / False / False / True / False / False

Exercise 3. Pizza ingredients

It’s got ham, pineapple and mushrooms

It’s got beef, onions, tomatoes and chillies

It’s got eggs, peppers and cheese

Lesson two

Exercise 2. Sounds

cheese

peppers

beef

ham

chillies

pineapple

eggs

chicken

onions

anchovies

Exercise 3. Phonetics

/u/ put, cook, full, pull, good

/u:/ shoe, blue, fool, two, two, food

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Lesson three

Exercise 3. Dialogue

Mike: Do you fancy getting a takeaway?

You: Yes, what about / how about a kebab?

Mike: I don't like it. It’s too heavy.

You: What about / How about some Thai food?

Mike: It’s too spicy. I fancy a pizza.

You; OK. I'll phone and order.

Lesson four

Exercise 1. Situations

You see your teacher carrying a lot of books

I'll help you with them.

It’s Saturday afternoon and your friend doen’t know what to do

Why don't you read a magazine?

Your friend suggests buying a pizza and you like the idea.

Yes, why not?

Your sister says it’s hot in the living room.

I'll open the window for you.

Your friend suggests going to the swimming pool but you don’t feel like it.

No, not today. It's too cold

Your teacher is getting married next week

We could buy a present for him.

Exercise 2. Scrambled sentences

1. Why don't you go on a diet?

2. I will answer the phone for you.

3. Do you fancy onion rings or peppers?

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4. What sort of vegetables shall we get?

5. We could go to the swimming pool.

6. Shall we invite Anna to the party?

Exercise 3 (Suggested answers)

‐ Look at the time! The party is at 7.0 and I haven't made any food yet.

Shall I go to a fast food restaurant and buy it?

That's a good idea! What sort of food would you like?

Why don’t we buy some beef sandwiches with tomatoes and chillies?

‐ What about some kebabs, too?

(No), I’m bored of kebab/They are too spicy.

‐ Shall we get some pizzas, then?

O.K. Why don’t we buy/get some cokes, orange juice and mineral water?

OK. We'll get some. The problem is that I'm very busy with the preparations.

I’ll go to the restaurant and get/buy it.

Review and Practice

Exercise 2. Complete the dialogue

Waiter: Are you ready to order?

Mike: Yes, can you tell me what a four [seasons] pizza is?

Waiter: It’s got mushroom, [ham], eggs, [peppers] and anchovies.

Anna: What [has] a Marguerita pizza [got]?

Waiter: It’s got tomatoes, mozarella [cheese] and basil

Anna: And the Mexicano?

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Waiter: It’s got [beef], onions, [tomatoes] and chillies.

Mike: Ok. I will have a Mexicano, then.

Anna: And I [will] have a Marguerita.

Waiter: Ok. Would you like anything to drink?

Anna: Yes, I [will] have a coke.

Mike: Can I have some mineral water?

Waiter: Ok.

Later …….

Anna: How much is it?

Mike: Fifteen pounds. [Shall] we leave a tip?

Anna: Yes. [How/What]about one pound fifty?

Mike: Ok. [Let]’s go.

Exercise 3. The odd one

lamb / salmon / eggs / beans / cheese

Extra activities

Exercise 1. Play hangman

hamburger / sandwiches / chicken‐nuggets / anchovies / pineapple / fish‐fingers

fish‐and‐chips / spring‐rolls / fried‐noodles / mushrooms / onion‐rings / tomatoes

Exercise 3. The History of pizza

True/false/false/false/true/true

Self‐assessment

Exercise 1. Dialogues

Shall I ask for a takeaway this evening?

Yes, what about a pizza Marguerita?

I’m tired of pizza. Shall we ask for a kebab?

OK. I’ll phone and order.

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We could make a pizza for lunch

OK. Let’s do it.

We need to buy onions and anchovies.

OK. I’ll go and buy it.

Exercise 2. Situations

Refusing: No, I don't think so.

Accepting: OK, That's a good idea

Suggesting: Why don't we go camping?

Deciding: I'll bring some sandwiches and a salad.

Exercise 3. Dictation

Can you tell me what a Hawaiian pizza is?

And the Mexicano?

What's a four seasons pizza?

Do you want anything to drink?

Final test

Exercise1

a. anchovies

b. ham

c. (green) peppers

d. pineapple

e. eggs

f. cheese

g. onion

h. chillies

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Exercise 2

a. chicken (It’s a kind of meat. The others are vegetables).

b. chips. (It’s a kind of food. The others are different kinds of drinks).

c. anchovies. (It’s a kind of fish. The others are different kinds of meat).

d. soda. It’s a kind of drink. (The others are made from milk).

Exercise 3

a. hot dogs.

b. sandwiches.

c. pizza.

Exercise 4. (Students can use other alternatives but this is the only one with all the expressions given).

Mike: get a takeaway?.

Julia: Yes, . we ask for some (fish and chips)?.

Mike: No, I it. some (onion rings)?.

Julia: I’m of them. We order some (Chinese/Thai).

Mike: O.K. and order.

could

What about

bored

Why don’t

I’ll phone

Don’t fancy

why not?

Shall we

Exercise 5

You see your mother carrying some shopping bags. Shall I help you with them?

Your friend suggests going to the cinema. You accept. O.K. What shall we see?

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It’s one of your brothers’s birthday. We could buy him a present.

Your sister says she looks fat. Why don’t you go on a diet?

A famous artist is coming to your school How about giving her some flowers?

You see a Chinese restaurant and feel hungry Let’s go and eat something.

Exercise 6

Suggestions

a Why don’t we order a pizza?.

d. Shall we ask for the bill?.

Refusing

g. No, I don’t think so.

e. I’m sorry, I can’t.

b. No, I don’t fancy a kebab.

Taking decisions

c. I’ll bring some sandwiches and soda.

Accepting

f. Yes, that’s a good idea.

h. O.K.Let’s do it.

Exercise 7. (Suggested answers)

a. Shall we go to a restaurant/Why don’t get a takeaway?

b. No, I don’t fancy it./I’m bored of video games.

c. I’ll have chicken.

d. O.K. That’s a great idea.

Exercise 8

u full good cook pull

u: shoe two blue food

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SOCIETY

Lesson one. Ecological behaviour

1.2. Matching pictures with text:

1. The Sun radiates heat

2. Most of the radiation is absorbed by the Earth

3. Some is reflected by the Earth and the atmosphere

4. Some of it escapes through the atmosphere

5. Some is absorbed by greenhouse gasses

6. The trapped radiation warms the air in the troposphere

7. This air increases the temperature of the atmosphere and the Earth

1.3. What must/mustn’t we do?:

We must: reduce the use of private vehicles.

switch the lights off when we are not using them.

save energy at home use long‐life light bulbs.

reuse plastic bags or newspapers.

recycle paper, cans and bottles.

turn off taps – if possible reduce the maximum flow.

We mustn’t: use aerosols and chemicals at home.

make smoky fires and barbecues.

take long baths or showers.

buy food in packages that can’t be recycled.

use pesticides in gardens or vegetable gardens.

use fossil fuels and other climate damaging technologies.

Lesson two. Street behaviour

2.1. Complete the dialogue:

supposed / can’t / have / shouldn’t / had / shouldn’t / has

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2.2. Writing sentences:

You shouldn't park on the pavement.

You shouldn't throw litter on the street.

You shouldn't step on the grass.

You shouldn't leave the lights on.

You shouldn't blow your horn.

You shouldn't use aerosols.

You shouldn't use your car frequently.

You shouldn't make a barbecue.

2.3. Matching sentences:

Car exhaust fumes may cause asthma

You needn’t leave the car here.

Politicians may do something about the law

You needn’t have wasted so much energy

The smoke might have killed the baby.

Lesson three. Social behaviour

3.1. Good or bad manners?:

Correct / Incorrect / Incorrect / Correct / Correct / Incorrect

3.2. Choosing the right sentence:

May I take my friend to dinner?

May I help you to wash up?

May I have a bit more?

May I answer the phone?

May I use my fingers?

May I have the sugar, please?

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3.3. Putting sentences in order:

1. You ought to have arrived on time

2. You shouldn't have asked for a drink right away

3. You could have waited for everybody to start

4. You needn't have helped yourself to more wine

5. You might have eaten less

6. You shouldn't have left the table without asking

7. You needn't have made the cocktails so strong

8. You ought to have said goodbye when you left.

Review and Practice

4.2. Writing social rules:

She should have taken a present to her hosts

She should have asked permission to smoke

She shouldn't have smoked between courses

She shouldn't have helped herself to food without asking

She should have thanked the person who had cooked

4.3. Filling gaps:

needn’t / have / needn’t / must / have to / have to / needn’t / shouldn’t / could /

shouldn’t have / had to.

Extra activities

E‐A.3: Crossword:

Across:

1. climate / 2. atmosphere / 3. oil / 4. recycle / 5. energy

Down:

1. bike / 2. traffic / 3. troposphere / 4. dioxide / 5. greenhouse

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Self‐assessment

Self‐test2: Completing a letter:

had / could / should / shouldn’t / should / shouldn’t / should / should / can.

Self‐test3: Matching meanings:

1. You are supposed to

2. You can’t

3. You needn’t

4. It could have happened

5. You may

6. It may

7. You should have done

8. You needn’t have done

9. Do I have permission to..?

What follows is the key to all evaluation exercises (those that for obvious reasons are not included in the student’s guide). Most of these answers are simple guidelines. Where the answer is fixed, a blue colour typeface has been used; where there are more than one option a green colour typeface has been used. Writings 1 and 2: There is no solution here as each student will provide his or her own compositions. However, as stated before, in principle, those students whose texts show greater consonance with the contents of the unit should be awarded better marks. Worksheet for Part I (lessons 1,2 & 3)

11. to use modal verbs for expressing certain shades of meaning; to express possibility, obligation, advice, permission, necessity and regret. 12. You get a PDF version of the student’s guide.

13. They produce acid rain.

14. Man made gases function as a greenhouse which heats he air by trapping sun radiation.

15. Using the private car, making fires, heating houses above a reasonable temperature.

16. It appears in the text in lesson 1.1, scene 1; and it is the correct option in scene 2.

17. It means “frecuencia de lluvias” and it appears everywhere in the Dictionary pop‐out.

18. This is the Grammar Help for lesson 1.3.

19. Student’s own answers.

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20. Student’s own answers.

Worksheet for Part II (lessons 1,2 & 3)

8. It means that the baby is ill because of too much pollution in the air; it is said by the mother in lesson 2.1 on the video clip because she is worried and angry.

9. This icon shows a pronunciation model for the recordings in lesson 2.2.

10. Absence of obligation is a meaning conveyed by means of the phrase needn’t. It can be translated as “no hace falta que..”

11. It appears on the grammar help button for lesson 2.2; there is no difference between oughtn’t to and shouldn’t.

12. This is the newspaper the mother shows Louise Case on the video clip in lesson 2.1. The word CASE is used here as the author’s surname (Louise Case) and as the common noun case, as in court case.

13. Student’s own answers


15. Louise Case works for The Echo.

Worksheet for Part III (Lessons 1,2 & 3 + Review and Practice)

10. He shouldn’t have done seven things. (= He committed seven mistakes)

11. Obligation appears in lesson 2.1 and in Review 4.

12. May I...? is the preferred form for asking permission in English.

13. Tamsen and Mrs. Simpson totally coincide; whereas Vicky has a completely opposite idea. Steve doesn’t give his opinion.

14. We must reduce factory fumes at once.




Final Test


2. ‐Yes, you can ask for more only if you are told so.

‐No, it is actually very harmful for the environment it everything is thrown into the same container.

‐Ozone depletion means more UV rays damaging our skin and general health.

‐It stays there until you put another one in its place..

‐Nigel has never voted before.

‐Street comes from Latin strata; it means paved (road).

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‐This simple act saves a great deal of energy and reduces pollution.

‐They are necessary to avoid people’s deaths and injuries and to make sure everyone reaches his or her destination without excessive unnecessary delay.

3. Students’ own answers.

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SEASIDE HOLIDAYS

Lesson 1: Comprehension exercise:

1‐C: Going to the Beach / 2‐E: In the south‐west of England / 3‐H: It was terrible / 4‐B: There are lots of beaches there / 5‐F: Sunbathing and swimming / 6‐D: Staying in the caravan / 7‐J: They sunbathe for as long as they can

Lesson 2: Study skills exercise:

hundred – fun – journey – abroad – sunburnt – beach – complain –cloudy – caravan – freezing‐sunbathing

Lesson 3: Notes for a conversation (an example):

WHEN AND WHERE DID YOU GO?

Last week‐end we went from Bilbao to a small village called Barro on the Asturian coast. There's a lovely sandy beach there.

WHO DID YOU GO WITH? (family, friends,...)

Three of my close friends and I travelled there on our motor‐bikes.

WHERE DID YOU STAY AND FOR HOW LONG?

We carried two tents and we planted them in the local camping site until Sunday evening.

WHAT SORT OF THINGS DID YOU DO THERE?

The weather was quite good, so we sunbathed and went swimming a lot. In the evenings we visited the local discos at a bigger town called Llanes. We met a lot of young people, including some from Bilbao, too.

HOW DID YOU LIKE THE EXPERIENCE?

We really enjoy visiting new places travelling on our motor‐bikes at week‐ends, and this was a great experience.

CONCLUSIONS

There are many interesting seaside resorts to visit along the Cantabrian coast line, so we'll go on visiting them, particularly if the weather forecast/prediction is good.

Lesson 4: Vocabulary exercise:

Multiple choice:

The number of visitors is very restricted – There are lots of activities to do – Mountain biking – Crocodiles – Talk about business – Uncomfortable

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Match:

guest = visitor / clam = a type of shellfish / isolation = solitude / one of a kind = unique / environment = surroundings / catamaran = a type of boat / take a break = rest / diving = going underwater / potato cod = large tropical fish / head off = set out / barefoot = without shoes / delightful = enjoyable

Gap filling:

kind ‐ soft ‐ placed ‐ Reef ‐ island ‐ enjoy ‐ guests ‐ accommodation ‐ discovery ‐ lunch ‐ cool ‐ private ‐ variety

Lesson 5: Letter writing (an example):

May 10th 2010

20, Chandos Street

HEREFORD (HR1 2BD)

Dear Tom,

Summer is near, so I’m sending along some suggestions for a holiday that our two families might enjoy together.

As you know, I love visiting exotic places, so I’ve been surfing the Internet for info on that type of holiday. I’ve selected one of my findings: Lizard Island, right on Australia’s Great Barrier Reef.

I particularly like this place because it’s quite unique – a wonderful natural environment, surrounded by coral reefs full of tropical fish, few visitors, great accommodation, lots of activities to do, like sailing, scuba diving, fishing, water‐skiing… Besides, it’s very peaceful, ideal for relaxing. See for yourself: http://www.lizardisland.au.com/.

Let me know what you think, OK?

Best regards.

Ronald.

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Activities:

Hangman:

BEACH VOLLEYBALL / ENJOY THE LOVELY VIEWS / DIVE AND WATCH THE FISH

Crossword:

Self‐tests

Questions:

The coral gardens / Going to the seaside / Business meals

Vocabulary:

freezing = very cold / resort = holiday centre / shelter = protect / journey = trip / barefoot = shoeless / dive = swim underwater

Dictation:

See answer key in the exercise.

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Memory game:

As specific resources for the tutors, see below:

A. Students’ progress sheets with expected answers.

WORK SHEET: PART I

21. Where do you have to click to find out what you have to do in each scene/page? First of all I have to click on the TASK button.

22. What type of information can you get if you click on the flag? Information connected with cultural aspects.

LISTENING

23. How can you get to this page? Where do you have to click?

http://es.wrs.yahoo.com/_ylt=A0WTf2yTKk9KHgkBWKmV.Qt.;_ylu=X3oDMTBpcWpidGtpBHBvcwM4BHNlYwNzcgR2dGlkAw--/SIG=1geavgpk7/EXP=1246788627/**http:/es.images.search.yahoo.com/images/view?back=http%3A%2F%2Fes.images.search.yahoo.com%2Fsearch%2Fimages%3Fp%3Dbritish%2Bflag%26ei%3DUTF-8%26fr%3Dmcsaoffblock%26fr2%3Dtab-web&w=250&h=125&imgurl=www.1-800-crawfish.com%2Fbritish_flag.jpg&rurl=http%3A%2F%2Fwww.1-800-crawfish.com%2F&size=8k&name=british+flag+jpg&p=british+flag&oid=01cd7fd957f560cc&fr2=tab-web&no=8&tt=122246&sigr=10u1sfrhm&sigi=1178hmrks&sigb=133fruic7&type=JPG�

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I have to click on the British seaside resorts link in the Did you know…? section. 24. What’s UK’s most popular beach resort? – it attracts more than 10 million visitors a

year… Blackpool is the most popular British seaside resort.

25. This is a famous English building:

a. What is it called? It’s called the Royal Pavilion b. Where can you visit it? In Brighton c. Who did it belong to originally? It originally belonged to the Prince Regent George IV

26. You can read the script of Tony’s story at the same time you listen to it. True / False? Justify your answer. True. First I click on the sound icon and then I can click on Help to see the text

27. What did you like most about the virtual seaside tour? What is in your opinion the most attractive holiday resort in Britain? Justify your answer. I’d like to visit Blackpool, because it attracts lots of tourists and there’s great entertainment, like a big amusement fair

COMPREHENSION

1. What does ‘complain’ mean? How can you find out? It means ‘protest’, ‘express dissatisfaction about something’. It’s in the Help and the Glossary in Lesson 1.

2. What do you know / have you learnt about the English accents? Are there different native English accents? If your answer is yes, say which accents are the most common ones. Yes, there’re many English accents, like British English, American English, Cockney…

3. What is the phonetic transcription for these words?

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Caravan Hundred

Beach

SPEAKING

18. What is the final task of the Speaking lesson? I’ll have to have a conversation with my tutor through Skype and talk about a personal experience

19. There is a video at the end of Part I:

a. What is the song title? It’s called “Seaside”

b. What band wrote the lyrics? The Kooks wrote the lyrics

WORK SHEET: PART II

READING

1. Where is Lizard Island? Lizard Island is on the Great Barrier Reef in Australia

2. Why is Lizard Island worldwide famous? It’s an exotic holiday resort surrounded by Nature, with excellent accommodation and lots of things to do

3. Can you write a synonym for the following words?

delightful enjoyable

environment surroundings

diving swimming underwater

WRITING

a. What do the Study Skills in this lesson tell you about? They help me to write a personal letter properly

b. What do ‘draft‘and ‘layout’ mean?

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“Draft” means “provisional version of a piece of writing”, and “layout” means “structure”

c. What does the WWW button here connect with? It links with a brief tutorial on how to send e‐mail

B. Oral assessment criteria:

Oral evaluation criteria Never Sometimes Always

Pronunciation

You understand what the learner says in general.

He/she pronounces the endings of the words (plurals, ‐ed endings, etc) correctly.


Intonation


The learner's intonation helps understanding.

Grammar

The learner's grammar is good in general.



He/she uses the structures in the unit well.

Vocabulary

The vocabulary is varied and appropriate.


He/she uses only English words (no words in Spanish or invented words).

Comprehension

The student understands your questions easily (or you don’t have to repeat them more than twice).

He/she answers your questions (or he/she doesn’t talk about something else)

Fluency

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He/she gives complete answers or even adds extra comments or humour (not just in one or two words if possible).


He/she can express his/her ideas in other words if he/she doesn't know a certain word or expression.



C. Link to final test, with samples of expected answers (in red).

D. Suggested final assessment criteria

Below there are some suggested numerical criteria to use for the students’ final assessment.

REFERENCES: % ‐ Progress charts 20 ‐ Oral recordings 15 ‐ Notes and letter 10 ‐ Conversation with the tutor 15 ‐ Extension tasks 10 ‐ Final test 30

TOTAL 100

assessment_test_tutors_q12.doc

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AUDIOSCRIPTS POR QUINCENAS

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AUDIOSCRIPTS POR QUINCENAS

I ROBOT

PART 1, Lesson 1: Hello. My name's Bott, Robert Bott. Some people call me Rob Bott, but my friends call me Robbie. I'll tell you some things about me… I was born (er… built) in Newtown in 2060; it is now 2153, so I am 93 years old. I live in a flat in a floating building, not far away from my office. I work as a counsellor at a marriage bureau. I like my job a lot; making matches and combinations is fun for a robot (er … a humanoid). This is a normal day in my life… I usually get up at half past six. Then I have an oil bath and polish my metal body. This takes me almost an hour. After that I go to work by taxi. I work from nine in the morning until five in the afternoon, but I have an hour’s break for lunch (er… to reload my solar batteries). I have a very interesting hobby: I collect old clocks and watches, so after work I go for a walk and sometimes visit antique shops. I usually get home by quarter to seven. I spend around two hours every day repairing and cleaning my clocks and watches. Then I have a shake made of lubricants for dinner. Finally I go to bed (well… I switch myself off to prevent a short‐circuit). PART 2, Lesson 1: At the Marriage bureau Robbie: Good morning, madam, welcome to "Love Co". We are always working to make your life less lonely. I am Robert Bott, your personal computerised counsellor. Can I help you? Ms Pixel: I hope so. Robbie: Well, then I have to ask you some questions. First of all, what is your name and surname? Ms Pixel: I'm Pixel, Irma Pixel. Robbie: How do you spell your surname? Ms Pixel: P‐I‐X‐E‐L. Robbie: What do you do? Ms Pixel: I'm a writer. Robbie: And what kind of a person are you looking for, Ms Pixel? Ms Pixel: I'd like to find a man with a strong sensibility, someone who likes reading and appreciates art. Robbie: How old are you, Ms Pixel? Ms Pixel: I'm 42 Robbie: What are your hobbies? Ms Pixel: I like making model houses and space ships; that helps me concentrate on my novels. Robbie: What kind of men do you like, physically? Ms Pixel: I wouldn't like a very tall man, you see, I'm not very tall. And I like dark men with big, dark eyes.

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Robbie: What would be his job? Ms Pixel: I think I could be happy with another artist, a painter, a musician, or another writer, perhaps. Robbie: Well, Ms. Pixel, now we have a lot of information about you. Will you please put your hand on this scanner? Ms Pixel: What is it for? Robbie: It will help me process all your information. I can probably find a good match for you in a few days. Ms Pixel: I am happy to hear that. I am really looking forward to my first meeting. Robbie: See you. Ms Pixel: Goodbye.

PART 3, Lesson 2: Welcome to my humble blog. My whole name is T3‐X4.Z but everybody calls me Texaz. You are guessing right: I am a machine. Today, my owner, Doctor Da Vinci, is not at home, she is hunting; she always goes hunting on Saturdays. We live in Hawaii in a big house, and we often travel to the continent on business. Doctor Da Vinci works for a big pharmaceutical company and she is the only representative for this area of the Pacific Ocean. I am not working today and I am glad that I am writing and speaking to you on my blog, Robbie. Self‐test 1: Boy # 1: I like sweet women with blond hair and green or blue eyes. I prefer home‐loving girls, somebody who doesn't get bored easily and who likes to stay at home. I don't like adventure or big changes; I have quiet hobbies such as cooking or reading. I think I am very romantic. Boy # 2: I know exactly the woman of my dreams. She is tall and dark, with brown eyes, and she has to share my love for action and adventure and, above all, she cannot be afraid of space travel. I am a rocket pilot and I travel a lot, I go to places as far as Jupiter or old Earth a lot, so she must like that way of life. Boy # 3: I'm a musician. Physical appearance is not important for me, but I need someone who loves art, and a woman who likes my job, because I have to play the piano at home sometimes and that can be noisy. Oh! I have a cat, so I must find someone who likes animals.

Boy # 4:

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I like people who are different. I am different, so I must find someone like me. I prefer dark women, and I like them more if they are exotic. I am very interested in other cultures and ways of life.

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Lesson 1: Apollo and Daphne

Listening

Stephanie, Barbara, Danielle and Elizabeth are four friends. In fact, they were friends when they were teenagers. They used to study at the same Secondary School and go out together. They spent a lot of time having fun. Later on, they went to University and maintained their friendship.

Ten years later they still keep in touch. They meet once a year for a meal and to talk about everything that happens to them year after year.

DANIELLE: And what about you, Barbara? Have you done anything new at home? Did you paint the walls as you had planned?

BARBARA: No, I changed my mind. I did some gardening. Now I've got a beautiful garden.

ELIZABETH: What kind of plants have you got?

BARBARA: Daisies, lilies, dahlias, but I've got different bushes and trees too: acacias, azaleas... , but my favourite is laurel.

STEPHANIE: Do you know the myth about laurel?

ELIZABETH: What are you talking about?

STEPHANIE: Oh, yes. Do you know why Romans gave wreaths of leaves or flowers to brave soldiers and why emperors wore a gold version of the military victor's laurel wreath? It was because of the Apollo and Daphne myth.

ELIZABETH: Apollo and Daphne? Who are they?

STEPHANIE: Listen carefully: "Daphne was a nymph, daughter of the river god Peneus. She was a hunter who dedicated herself to, Diana, goddess of the hunt, and, like the goddess, refused to marry. The god Apollo fell in love with Daphne, and when she refused his advances, he pursued her through the woods. She prayed to her father for help, and as Apollo advanced upon her, she was changed into a laurel tree. Grief‐stricken at her transformation, Apollo made the laurel his sacred tree and from that moment he wore a laurel wreath forever."

DANIELLE: Oh, what a lovely story! But I wouldn't like to be changed into anything if my lover pursued me.

Lesson 2: Bloody Mary

Listening

DANIELLE: Last summer I was working in a summer camp.

ELIZABETH: Oh, really?

STEPHANIE: Can you stand children?

DANIELLE: I love children. How dare you say that?

STEPHANIE: Well, because of the joke you played on those children two years ago.

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BARBARA: Which ones?

ELIZABETH: Oh, as far as I remember you were scaring two little boys with "Bloody Mary" or something like that...

BARBARA: Do you know who Bloody Mary was?

STEPHANIE: A type of cocktail, maybe?

DANIELLE: Oh, by the way, another drink?

BARBARA: Now it's my turn. Listen carefully: "About 100 years ago or so there was a woman named Mary. One day she had a terrible accident and her face was scratched so badly that she bled to death. But her spirit could not rest. Bloody Mary roams the world as an evil ghost. If you stand in front of a mirror in the dark on a Friday and say her name three times, you will see her horribly mangled face appear.

The legends tells of an old man who turned on the light and didn't run away as fast as he could, so she scratched him with her fingernails or claws, I'm not sure, tearing his face off with her teeth."

ALL OF THEM: Oh, no... (screaming)

DANIELLE: So, what did you do with those little kids? Did you stand them in front of a mirror at night using lighting candles spinning around in circles?

BARBARA: Of course, I didn’t. It’s only a kind of new urban legend.

ELIZABETH: Anyway, leave the hall light on all the time, just in case…

STEPHANIE: Are you sure she will try to hurt us somehow?…

(ALL OF THEM start laughing at the same time)

Lesson 3: Faustus

Listening

ELIZABETH: I've met a guy in my office that can do everything. Actually he's a handy person.

BARBARA: What do you mean? Is he gorgeous?

ELIZABETH: No, no at all. What I mean is he can do whatever you can imagine: he can type, repair blinds or shutters, write a computer programme...

DANIELLE: Maybe he has sold his soul to the Devil...

STEPHANIE: Oh, yes, like Faustus, of course.

DANIELLE: This man is quite different form Faustus, I hope.

BARBARA: You can't always judge by looks.

DANIELLE: Incidentally, did you know that Doctor Johannes Faust lived at the beginning of the 16th century? He was a medical practitioner and had studied astrology and alchemy as well as philosophy. Rumours and legends about him began while he was still alive. He was reputedly a schoolteacher in various university cities in Germany and travelled about performing magic tricks and telling fortunes. It was said that he called up the dead and practised black magic. The exact date and the circumstances of his death are unknown, most likely he was murdered.

With his death the story set in that he had made a pact with the Devil.

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ELIZABETH: What did the pact consist of?

DANIELLE: The Devil served Dr. Faustus for as long as he lived with whatever information he requested. He also served him and never uttered an untruth, on the condition that Dr. Faustus promised at the expiration of twenty‐four years to surrender his body and soul to the Devil. He confirmed the pact with a signature written in is own blood and renounced his Christian faith.

STEPHANIE: Oh, I can't imagine writing my signature in my own blood. I only have to see blood and I faint.

ELIZABETH: Well, anyway, I prefer not to be so powerful and live my boring life.

BARBARA: So do I.

DANIELLE: So do I.

Lesson 4: Pope Joan

Listening

BARBARA: Oh, Elizabeth. I saw your sister on telly a couple of weeks ago. She was defending a woman's job in a trial. What was it?

ELIZABETH: I don't remember. Er… Please, more wine.

STEPHANIE: Oh, yes. It was that case about the woman that got a job as a fire‐fighter.

ELIZABETH: Oh, now I do!

DANIELLE: We always have to fight harder than men to get a job or obtain a good social position.

ELIZABETH: But that has always been the same throughout history. Do you know the Pope Joan myth?

BARBARA: Pope John? I've never heard of him.

ELIZABETH: Her, it was her. Pope Joan was a legendary female occupant of the papal throne. Her "pontificate" was placed, according to different accounts, variously in the 9th, 10th or 11th century. According to one version, she was born in England and fell in love with a Benedictine monk, with whom she fled to Athens disguised as a man. After her lover's death she entered the priesthood, became a cardinal, and, following her election to the papacy as John VIII, succeeded Pope Leo IV. However, while riding one day from St Peter's to the Lateran "he" had to stop by the side of the road and, to the astonishment of everyone, gave birth to a child. It turned out that Pope John VIII was really a woman. In other words, Pope John was really Pope Joan. One legend tells that she died in childbirth. According to another legend, upon discovering the Pope's true gender, the people of Rome tied her feet together and dragged her behind a horse while stoning her, until she died. Another legend has it that she was sent to a faraway convent to repent for her sins and that the child she bore grew up to become the Bishop of Ostia. It is not known whether the story of Pope Joan is true.

DANIELLE: How brilliant! That's a really nice story!

BARBARA: How did she dare impersonate a man? I'd like to propose a toast to her!

ELIZABETH: Let's drink a toast to Pope Joan.

DANIELLE: and to Faustus.

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BARBARA: and to Bloody Mary.

STEPHANIE: and Apollo and Daphne.

ALL TOGETHER: Let's drink a toast to all of them!

Review and practice

Listen and write

She stood trial for murder.

When we arrived, the barn was on fire and we could only see two firefighters.

He said that she could do anything for her, he was really in love with her.

We didn’t dare show her the photographs, she still felt too miserable.

He’s good at impersonating film stars and celebrities.

He was disguised as a policeman.

She gave birth to a beautiful baby boy.

She could stand the drag of the chains on her legs.

Challenge yourself!

Listen and write

"Pope Joan" was a legendary female occupant of the papal throne.

She was born in England and fell in love with a Benedictine monk, with whom she fled to Athens disguised as a man. She entered the priesthood, became a cardinal, and, following her election to the papacy as John VIII while riding one day from St. Peter's to the Lateran “he” had to stop and, gave birth to a child.”

Check what you have learned

Words dictation

Mary was a woman who had a terrible accident and her face was scratched so badly that she bled to death. As her spirit could not rest, she roamed the world as an evil ghost. Along time ago, a young boy called Sam Elliot saw Bloody Mary's face in the mirror. She was staring at him anxiously. Sam didn’t know what to do, and she started scratching him with her fingernails. While she was tearing his face off with her teeth, he shouted terrifying. But she wasn’t satisfied, and while he was trying to run away, she forced him to cut his own throat, scaring him so badly that he died of fear.

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Send these activities to your teacher

Listen

"Pope Joan" was a legendary female occupant of the papal throne. She was born in England and fell in love with a Benedictine monk, with whom she fled to Athens disguised as a man. She entered the priesthood, became a cardinal, and, following her election to the papacy as John VIII while riding one day from St. Peter's to the Lateran “he had to stop and gave birth to a child.”

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Lessons

The Tomb of the Pharaoh (Part 1)

Introduction

Click on the images to listen to the sounds: archaeologist, Egypt, excavation, sarcophagus, mummy, hieroglyph, pharaoh, pyramid, tomb.

Reading

Around the year 1400 BC, Egypt, the sacred land of Osiris and Anubis, was under the rule of Ramhotep II, the great pharaoh. He succeeded his father, Ramhotep I, when he was only ten years old. He was a spoiled child and he did what he wanted.

When his father, Ramhotep I, was the pharaoh, he prayed to the gods and the Nile flooded the lands and the harvests were good and the farmers were happy. But Ramhotep II was very ambitious. He wanted to be richer, wiser, and, above all, more famous than any other pharaoh, so he prayed to the gods three times in a year. That year the farmers harvested frogs instead of wheat, and they were not very happy.

When he was 28 years old he ordered his best architects to build his tomb and pyramid. The chief architect, Imoses, was always complaining.

Imoses: We need more time, the previous pharaoh started to build his pyramid when he was much younger, only fifteen years old. We can't work faster.

Builder: Don't worry! We, builders, never finish in time, and that will not change in the future.

Because of his ambition, Ramhotep II always chose the richest clothes and jewels. He wore gold everywhere, in his chariot, his clothes and even his sandals. That was why he died young: during a lion hunt, Ramhotep wore his best clothes, all covered in gold. But he was slower and heavier than the lion. That day the lion had the most elegant meal of his life.

As he died young, his was a truncated pyramid. There was not enough time to finish it.

Ramhotep II had the richest burial ceremony in the history of Egypt. Everybody knew his sarcophagus was the most sumptuous, his tomb the largest, and its location the most secret, because nobody knew where the real tomb was except the pharaoh's faithful builders.

That was how the tomb's entrance was covered with sand, first by the hands of the workers, then by the desert.

And there it stayed, in perfect peace, for more than 3000 years.

Until one day .....


Reading

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London, 1919

Young professor Howard Jones, an expert archaeologist, has got an appointment with Francis Fitzpatrick, Lord Carnaby, a famous patron and one of the wealthiest collectors of Ancient Egypt Art. He is waiting at the library, when he sees a beautiful terracotta statue of a cat. Jones is studying the cat when Lord Carnaby comes in.

Lord Carnaby: Magnificent, isn't it, Professor Jones?

Jones: Oh! Good evening, Lord Carnaby. Pleased to meet you. This statue is one of the most interesting pieces I have seen from this period. Ramhotep I's reign, perhaps?

Lord Carnaby: A bit later, Ramhotep II.

Jones: The legendary Ramhotep II! But how do you know?

Lord Carnaby: Look at the inscription.

Jones: An inscription? Let me see. ”The Eagle King...” That's Ramhotep II! er... Eliza: You cannot read it without a magnifying glass. It says: "The Eagle King's death will bring you gold. The Eagle King's gold will bring you death".

Lord Carnaby: This is Eliza, my daughter, and an experienced archaeologist herself. We used to travel to Egypt together in the old times, but now we need someone to help us, I am getting old.

Eliza: It’s YOU that says we need help. I can lead the expedition. I am stronger and more experienced than most men!

Lord Carnaby: I know, Eliza. But we need an expert on the 18th dynasty, and Professor Jones is the best in that field.

Eliza: But, look at him. He doesn't even know how to handle a statue. WATCH OUT!

(The statue falls and breaks)

Jones: I'm... I'm so sorry!

Lord Carnaby: What is that thing inside?

Eliza: It looks like a map..... It's the map of Ramhotep's tomb! This is what we needed.

Lord Carnaby: Professor Jones, we are looking for Ramhotep II's legendary tomb. Will you join us?

Jones: When and where?!

Eliza: But, father... he's so clumsy! He has just broken a 3000 year old statue!

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Lord Carnaby: Yes dear, but you know in archaeology luck is as important as science, and he has proved he is lucky.

That was how Lord Carnaby, his daughter, Eliza Fitzpatrick, Professor Howard Jones, and their team, started off for Egypt in May, 1919, in search of a long forgotten tomb.


Reading

Egypt, September 1921

Lord Carnaby's expedition has been in Egypt for two years, but they haven't found Ramhotep's tomb yet, because the map they found was incomplete. They are downhearted.

Lord Carnaby: I'm afraid we'll have to go back home in a month if we don't find the tomb. We've spent too much money.

In that moment, Ibrahim, their guide, ran into the tent.

Ibrahim: The eagle! I have found a stone with a carved eagle!

Eliza: And the map says that the entrance to the tomb is under the eagle!

Two days later the workers finished clearing the entrance to the tomb. Lord Carnaby, Eliza and Professor Jones could see a huge stone with the seal of the Eagle King, Ramhotep II.

They broke the seal and opened the tomb.

They went into the tomb along a dark corridor and they reached a big chamber. At first it was very dark, but then they got used and they could see well. There were eight very realistic wooden figures of warriors holding their bows. In the middle of the room, a gold statue of a jackal shone on a stone cube.

Professor Jones held out his hand to touch the statue.

Eliza: Don't do that! No! Hide behind the stone!

The warriors shot their arrows and Jones narrowly escaped death.

Jones: You have saved my life, Eliza!

On the back wall there was a door which led to another chamber. It was pitch‐black. Lord Carnaby lit a lamp and they stood there with their mouths open. Everything shone with gold: the chairs, the plates, the jewels. But the most incredible object was an enormous gold sarcophagus.

Jones: Can you believe that?

Eliza: We found it! It’s the tomb of the pharaoh!

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(They kiss)

Sounds good!

The vowel sound schwa

Teacher, counsellor, taller, bigger

A pair of trousers, the dress is for my girlfriend

Was she writing a letter? Yes, she was

Do you live here? Yes, I do

Catch the sounds

The doctor told me it is better to eat fish every day

Was Mark older than his sister? Yes, he was

Record the sentences

The pharaoh wants a richer sarcophagus

He’s taller than me, but I’m stronger

They found the tomb because Jones broke the statue

Did Howard and Eliza get married in the end?

Extra activities

The warriors

1. The warrior with short hair has got the red helmet

2. The black warrior has got an axe.

3. The shortest warrior has got the round shield.

4. The fattest warrior has got a blue and yellow helmet.

5. The warrior with the longest nose has got the shorter sword.

6. The warrior with long hair has got the longer sword.

7. The tallest warrior has got the checked shield.

8. The shortest warrior has got the striped yellow and orange helmet.

9. The black warrior has got the shield with a bird.

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Self‐assessment

Dictation

Howard Carter was born in England in 1874. He was an artist, and they sent him to Egypt to help archaeologists copying tomb decorations. Later, he worked for Lord Carnarvon and they discovered the tomb of Tutankhamun. This made him very famous because it is the most important archaeological discovery of all times.


Final test

Listening

(G) 1. Better 2. Death 3. Gold 4. Luck 5. Stone

(H) 1. Ramses II was a great Egyptian pharaoh. 2. He probably lived up to 99 years old, which was a very long life for a man of his time. 3. Because of this, he ruled Egypt for more than 66 years. 4. He built cities, temples and monuments and transformed Egypt completely. 5. His mummy is now in the Cairo Museum.

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EUROPEAN UNION

Lessons

Lesson 2: A Survey

Listen and choose the right answer:

Interviewer: Hello, everyone. We are here in Grafton Street, Dublin to find out if Irish people travel abroad. Excuse me sir, do you mind if I ask you some questions?

Paul: No, go ahead.

Interviewer: Have you ever been abroad?

Paul: Yes, I’ve been abroad several times.

Interviewer: And which countries have you visited?

Paul: Oh, well. Since Ireland became a member of the EU, I’ve tried to visit all the member countries. I’ve been to France and I’ve seen the Eiffel Tower. I’ve been to Portugal and I’ve walked to the furthest point west in Europe.

Interviewer: Oh, that sounds really interesting. Have you visited all the member countries yet?

Paul: I’ve already been to them all except Denmark. I’m planning to go next summer.

Interviewer: I suppose you spent a lot of time and money.

Paul: Well, I haven’t actually. I live in a caravan all year around so I just have to drive to all these countries. Petrol is expensive but it's still cheaper than flying!!!

Extra activities

Pronunciation

1. I’ve been to Austria once

2. He’s never visited Luxembourg

3. They haven’t seen the Prado Museum yet

4. My friend hasn’t written any postcard

5. We’ve already booked the ticket

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Lessons

1. Mrs Abbot goes shopping

Dialogue 1

Assistant: Can I help you, madam?

Mrs Abbot: Yes, young man, I'm looking for a personal computer.

Assistant: Have you got anything in mind? Do you want a desktop or a laptop?

Mrs Abbot: I don't want something expensive; but I prefer one of those which you can carry anywhere. How do you call them?

Assistant: You mean a laptop. I think we have what you need. Look, this is a Sushiba NV200, the latest Japanese technology at a special price this week, only 990€. The processor operates at 4 gigahertz, it has got 1024 MB of RAM and a hard disk of 140 GB

Mrs Abbot: It sounds impressive, but, could I connect to the Internet with this computer?

Assistant: Of course. It has an integrated PCI modem, you just need a telephone connection. It has also a wireless port so that you can connect to a WIFI.

Mrs Abbot: I see. I think I'll take it.

Assistant: Fine. Do you need any peripherals? A printer, a scanner, loudspeakers? I guess it is a present for one of your grandchildren, who will probably like a good sound system connected to the computer.

Mrs Abbot: It is not a present for anyone. It's for me. But I may need a printer, too.

Assistant: This one is a new model, and the price is excellent, too. You'll be able to print texts and high resolution photographs.

Mrs Abbot: How much is everything?

Assistant: Well, that'll be 1,200€.

Mrs Abbot: Can I pay by credit card?

Assistant: Yes, of course. Come over here.

Roleplay

Assistant: Good morning. Can I help you?

Assistant: What have you got in mind? Do you want to see a particular model?

Assistant: That's a very good choice, we have a special offer this month: a free printer and three years full guarantee.

Assistant: It's only 850€

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Assistant: Yes, of course.

3. The new computer

Dialogue 2

Mrs Abbot is at home. She has just received her brand new computer and she has asked her grandson, Mark, to help her.

Mark: Well, let's see what we've got here... Do you know if they have installed any software in your equipment, grandma?

Mrs Abbot: Yes, the operating system is already installed.

Mark: Ok then. Now, what kind of programs do you need?

Mrs Abbot: First I will need a word processor to write my recipes.

Mark: The best thing we can do is to install a package which also includes a spreadsheet and a database program.

Mrs Abbot: But that sounds very expensive, and I have run out of money this month.

Mark: Don't worry, granny, we can install freeware.

Mrs Abbot: Freeware? What's that?

Mark: Freeware is free software: programs you can use without having to pay for them.

Mrs Abbot: That's great. I will also need a connection to the Internet, you know, surf the Net, chat, send e‐mails...

Mark: OK, we'll do that next week.

Mrs Abbot: No way, I want it as soon as possible.

Mark: Where's the hurry?

Mrs Abbot: Oh, I forgot to tell you I've got a new boyfriend, Helmut. He lives in Germany. I met him two weeks ago during my holidays in Majorca.

5. Success

Dialogue 3

At Mrs Abbot's house, two months later.

Mark: Hi, grandma.

Mrs Abbot: Hello, Mark. What a pleasant surprise!

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Mark: I've come to see you and have some of your delicious chocolate cake. It's tea time, you know.

Mrs Abbot: Well, I haven't made chocolate cake lately. You see, I've been quite busy with my computer.

Mark: Oh, have you? Have you managed to write down your recipes?

Mrs Abbot: Oh, sure. And a few more things. In fact I've made a web site with them, and it's quite successful, I get more than ten thousand visitors every day. Imagine that even some big companies are interested in advertising their products in it.

Mark: But... but... How...?

Mrs Abbot: Oh, it has been easy, I just read a couple of tutorials about HTML and PHP. It's just a matter of practice.

Mark: I see you've been quite busy. I'm impressed.

Mrs Abbot: Besides I have been helping my friend Helmut, who doesn't know much about computers. We have both installed webcams, so now we can see each other when we talk. It's so exciting!

Mark: Oh granny, you will never stop surprising me.

Mrs Abbot: Thank you, dear. What about a nice cup of tea

Pronunciation

Shoe, cash, station, position, cheese, rich, nature, picture, John, orange juice, danger, gypsy, bridge, edge.

Recognise the sound

Wash, joke, catch, H, wish, Jane, ship, shoes, gin, cherry

Tongue‐twisters

She sells seashells by the seashore

Jenny damaged the jeep in January

The chops which went bad were cheap

Just wash the cherries and add the sherry

Definitions

A scanner

A cybercafé

A hacker

A mouse

A cd rom

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A webmaster

Extra activities

Memory

Laptop, microphone, keyboard, mouse, spreadsheet, computer game, speakers, printer, webcam, WIFI

Listening – Top Web

Host: Today, in Top Web, we are going to interview the creators of three new websites which have become very popular in the last few weeks. What's the secret of their success? Tonight we'll try to find out!

Host: We are going to start with Mr. Daniel Smith. Good evening Mr Smith!

Mr. Smith: Good evening!

Host: First I'd like to confess that I never expected a website about stamps to be so exciting and entertaining as yours is. How did you decide to create your own website?

Mr Smith: Well, I started collecting stamps when I was a child. I'm now 36 years old and I think I know enough about stamps to share my knowledge with people around the world.

Host: You have certainly succeeded. With 5,000 visitors a day, yours is the most visited site about stamps in the world. Thank you for coming, Mr Smith.

Host: And now our youngest guest, who is only 23 years old but one of the most popular football players at the moment. Ladies and gentlemen, David Owen.

Mr. Owen: Good evening.

Host: Everybody knows about your successful career as a football player, but few people know that you are also an expert on computers and that you have created your own website yourself.

Mr. Owen: Yes, I decided that it would be better to do it myself and have all the fun.

Host: Does your website deal only with football?

Mr. Owen: Well, yes, football is the main topic. It is not only my job, it's also my passion.

Host: Well, it seems your passion is shared by many others: 40,000 visitors a day is quite a record. Thank you for coming, David. We'll talk about it later.

Host: Our third guest tonight has surprised the world of Internet internationally, how old are you Mrs. Abbot?

Mrs. Abbot: I'm eighty‐two.

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Host: Mrs Abbot, it is rather unusual for an aged lady to break into the computer world, a field where experts are seldom older than twenty‐two. How did you start with computers?

Mrs Abbot: Well, it was three months ago. I wanted to do something new, and I had plenty of time, so I bought a computer. I just wanted to write down my recipes and e‐mail my friends.

Host: So you created a website on cooking. And a very successful one, too, 10,000 visitors a day is a lot of people!

Mrs Abbot: I have always been very fond of cooking. And I really wanted to share my recipes with others. I think people are getting tired of fast food, they miss grandma's traditional menus.

Host: Thank you, Mrs Abbot.

Host: So tonight, with us, three different people, with different interests, but theirs are all Top Webs!

Self‐assessment

Listening

The Internet is a group of computers which are connected to each other all over the world. Millions of people exchange information using it every day. Ever since the first World Wide Web was created in the 1990s, new uses have been added to it. Most of the services offered on the Internet are free of charge, but sometimes people advertise products on their websites as a way to make money: in fact, unwanted publicity has become one of the greatest disadvantages of using the Internet today.


Final test

Listening

G) Jill, cheer, cash, age, cheap

H) Will computers love, suffer or create in the future? Experts think it is possible thanks to Artificial Intelligence (AI). AI is a branch of computer science that studies human intelligence and the possibility of recreating it by means of machines. Those "intelligent" computers will not simply accumulate information or process it, the way our computers do today; the idea is to develop machines (basically computers and robots) that will simulate the human capacity to create and to make decisions, perhaps even transmit emotions.

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Introduction

1 Meet Bertie:

Hi, I am Bertie and I'm here to tell you everything I have seen throughout my life; I am very old now, so I can only remember things little by little; if you want to know more about me and my life you will have to do the activities.

Have fun! I hope you like them!

Lesson 1

2 Bertie’s latest invention:

Hi, it’s me again, Bertie. I’d like to show you my latest invention for my new house: water.

Water is collected from the pond, then it is pumped to the tank by a windmill.

On the roof solar panels are installed, the energy from the sun is captured with them and the water is heated by this energy.

Clever, isn’t it? But the water is dirty, you must be thinking, eh, am I right?

Well, no, you are wrong, because I have also invented a system of filters and the water is purified by them. Then the water is stored until I need it at home or in the garden and if there is some extra water, it is used for the vegetables.

Lesson 2

3 Listening: Bertie’s house:

This is the house where I live. It was built in 1890; it was built by my grandfather and all my family have always lived here. Since 1890 a lot of changes have been made in the house.

Click on my new house to learn about them!

Do you like my new house? Nice, isn't it? Well, flowers have been planted. The roof has been repaired. The curtains have been put up. The door has been placed. The fence has been done.

4 Bertie's street:

The street where I live has also changed a lot. The grey building along the street is the Town Hall. It was built in 1815 and nowadays it is considered as the most ancient building in our country. Lots of changes have been made to the street since then, if you have seen the pictures. Cars have been bought by the richest members of the community and the clock was removed from the front of the Town Hall five years ago by the mayor. He doesn't like bells dolling. Fortunately the school has not been demolished yet but the park next to it has been turned into a car park, so children have nowhere to play now. Films cannot be seen any more

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because there isn't a cinema; the local cinema was bought by Tesco's in 1979, so it is a supermarket now. The pub and the baker's used to be the largest in our county, but they were closed two years ago and the building is now being made into a restaurant. I feel sad when I think of all these changes, but at least there is still a library where things from the past can always be looked up!

Lesson 4

5 Radio news:

Post Office loses Queen’s birthday present.

Painter paying Mona Lisa to smile.

Graham Bell damages ADSL lines, says British Telecom.

Thieves stealing more Oscard Awards, say police.

Space rockets polluting moon.

Storm blows away Buckingham Palace

CHALLENGE YOURSELF!

Active or Passive?

1 A peaceful country will be promised.

2 Developed countries can promise their collaboration.

3 The government has suggested a reduction of pollution.

4 A reduction of pollution has been suggested by the government.

5 The president wished the people a happy New Year.

6 The Spanish president was given a present.

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WEATHER FORECASTS

Lessons

Part one

Lesson1: The weather

Let’s remember some weather nouns

Snow, rain, hail, wind, sleet, thunderstorm, clouds, temperature, lightning, storm, fog, showers

Lesson 2: Holiday weather 1

Listen to a dialogue

True or false

Anna: Hello?

Julie: Hi, Anna. It’s Julie here. How are you?

Anna: Oh, hello Julie. I’m fine. Are you having a nice holiday?

Julie: Oh, yes I’m having a wonderful time.

Anna: What’s the weather like there?

Julie: It’s beautiful. It isn’t raining and the sun is shining brightly. It’s lovely. What is the

weather like there?

Anna: Well, it isn’t raining heavily and the wind is blowing strongly. And ..... Julie ......ah!

..... I’ve got some bad news.

Julie: Oh no! what is it?

Anna: Julie ...... I ...... your umbrella is broken. Sorry, I’m very sorry.

Julie: Anna! It was a present, I love it. What happened?

Anna: The wind is blowing so strongly this week ...... but don’t worry. I’m going to the shop to buy you one right now ... bye!

Lesson 3: Holiday weather 2

Listen to a dialogue

Daughter: Do you think it will be a nice day today?

Father: I’m not sure

Daughter: The paper says that it will rain

Father: Well, look. There aren’t many clouds in the sky. I don’t think it’s going to rain

Daughter: The paper says it will. It also says it will be cold

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Father: Hmm. I don’t agree. It’s not going to rain and it’s not going to be cold. Well, perhaps the newspaper is right and it will rain this afternoon. Why don’t you take an umbrella and a raincoat just in case it rains?

Daughter: Sure. That’s what I’m going to do right now. You never know.

Part two

Lesson 2: My weather report

Listen and match

Well, across England today there’ll be some sunshine with a small chance of showers in the north. Those showers will go by tomorrow. Similarly, in Wales, there'll be a lot of bright sunshine, and there’ll be some strong winds on the coast. In Northern Ireland today there’ll be some rain. It will start lightly, but will become heavy. There will also be some strong blustery winds in the east. For Scotland, there’ll also be some rain, there's the possibility of sleet in the hills and snow on the mountain. There may even be some hail in the south.

Review and practice

Activity 1. Words

Hail, rain, sleet, showers, snow, clouds, wind, fog

Extra activities

Hangman

Clouds, temperature, showers, hail, wind, sleet, thunderstorm, rain, snow, lightning, storm, fog

Self‐assessment

Listening

Anna: Hello?

Julie: Hi, Anna. It’s Julie here. How are you?

Anna: Oh, hello Julie. I’m fine. Are you having a nice holiday?

Julie: Oh, Yes, I’m having a wonderful time.

Anna: What’s the weather like there?

Julie: It’s beautiful. It isn’t raining and the sun is shining brightly. It’s lovely. What is the weather like there?

Anna: Well, it isn’t raining heavily and the wind is blowing strongly.

Dictation

The weather is terribly hot today

I can’t see a thing, it’s a really foggy day

Take a raincoat. It’s raining heavily

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Be careful with your umbrella; the wind’s blowing strongly

In the north the sun is shining brightly

It was a very bright and sunny day

My weather report

1. Well, across England today there’ll be some sunshine with a small chance of showers in the north. Those showers will go by tomorrow.

2. Similarly, in Wales, there'll be a lot of bright sunshine, and there’ll be some strong winds on the coast.

3. In Northern Ireland today there’ll be some rain. It will start lightly, but will become heavy. There will also be some strong blustery winds in the east.

4. For Scotland, there’ll also be some rain, there's the possibility of sleet in the hills and snow on the mountain. There may even be some hail in the south.

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Lessons

1. Gwineth

Reading

Gwineth lived in Newham. She was fifteen years old. Her mother, Brianna, was somewhere in Wales. When Gwineth was eight, she was accused of witchcraft and had to escape. She left her daughter with her sister Rose, who took care of her as if she had her own child.

When aunt Rose fell ill, Gwineth decided to get a job. She went to the castle because they always needed people to work there.

The steward was a fat, bald man. He never smiled. He looked at Gwineth and thought she was too thin for hard work.

‐ How old are you, girl?

‐ I'm fifteen, sir‐ she said.

‐ If you want to say you are twelve, everybody will believe you, girl‐ he said. ‐ You will start right now. You will sweep and clean the floor. When you finish, you'll do something better.

‐ What is it, sir?

‐ You will clean the chamber pots… Happy?

‐ Yes, sir. Thank you, sir ‐ said Gwineth, but she did not look very happy.

The steward walked away without saying goodbye, but he turned back in the last minute and said:

‐ Oh! One more thing, girl, clean the floors in this area, but never, and I said never, go into the Tower. If you get near the Tower, you will lose your job. Or worse ...

‐ I will not, sir. Thank you, sir.

Gwineth took her bucket and a piece of cloth. The water was icy cold when she put her hands in it.

The stairs went down all the way into the cellar. Gwineth didn't know the castle was so big.

‐ I'd better start, she thought ‐ I will not finish until sunset unless I work fast.

She sighed and started working.

Fill the gaps

1. If you do your homework every day, you will get good marks

2. What would you wear if they invited you to the party?

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3. If I go to Wales, I will visit my cousins

4. Flowers won’t go well if you don’t water them often

5. If he gets up earlier, he will have more time to study

6. The children will play in the garden if the weather is fine

2. The Tower

Reading

Gwineth was very tired. She was so tired that she did not believe her eyes when she saw a strange green light coming from under the big door. It was the door of the Tower.

She felt curious. She wanted to open that door. If she lost her job she wouldn't mind. It was a horrible job in a horrible place. But aunt Rose was ill and she had to work and bring a little money home.

She went on cleaning, but then there came a strange sound from behind the door. It started like a human voice, but ended in a bird's tweet.

Nobody would know if she opened the door ‐she decided. She pushed it gently, although she thought it was closed. But it wasn't. It opened and she could see the room inside.

It was only one huge room, with a very high ceiling. There were a lot of strange objects hanging from the ceiling and walls, machines, stuffed animals, and even a human skeleton.

On the shelves and tables there were mortars, jars, and many books.

Books! ‐ Gwineth jumped with joy, the last time she saw a book she was still with her mother.

Gwineth walked to a shelf. A very old book was open. She caressed the book and read aloud:

To find lost people

Those who read this incantation

Will find the red stone that shines…

Incantations! Mortars! She understood. A wizard lived there. What would happen if he came? She had to escape, fast. Right then a voice said:

‐ Who are you? Why are you here? How did you get in?

She turned back. An old, thin man looked at her with eyes of fire:

‐ I, I… I'm just a servant, sir ‐ she stammered.

‐ How can you read if you are a servant.

‐ My mother taught me, sir.

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Gwineth was very frightened. She looked at the door. She thought: If I ran fast, I could escape.

But someone read her mind:

‐ If I were you, I would not run away ‐ a third voice said.

Gwineth could not believe her eyes and ears. The door was speaking!

She fainted.

‐ Too many new experiences ‐ the door said.

‐ Why did you open for her, door? ‐ said the wizard.

‐ You need an apprentice. If I were you, I would take her. She doesn't know, but she is one of us.

‐ I will think it over, door. After all, you haven't made a mistake in three hundred years.

Roleplay

When Gwineth recovered consciousness the wizard asked her some questions.

‐ Where’s your mother girl?

‐ She is in Wales. People said she was a witch and she escaped.

‐ What’s your job in the castle?

‐ I clean the floors. Aunt Rose is ill and we need the money.

‐ Would you like to work for me?

‐ Yes, I would like to, sir.

‐ What would you do if you were my apprentice?

‐ I don’t know sir. I’d try to learn as much as I could.

3. Gwineth

Reading

The wizard's name was Herluin. He was a good man after all. He explained that the Tower was the lord of the castle's secret. It was dangerous to be involved in magic those days, he said, but every important person had a wizard, an alchemist or, at least, an astrologer.

Herluin was all those things.

At first, Gwineth only did the cleaning and found the wizard's hat when he lost it. She worked hard, but she was very happy. She also made a new friend. It was Herluin's dragophant, a kind

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of small dragon with a trunk. The dragophant's friendship decided Herluin to teach Gwineth: if she weren't a real witch, a magical animal would not like her.

Gwineth learned quickly from her master.

‐ Be careful! If you put too much mandrake root in this potion, it becomes poisonous ‐ Herluin explained.

‐ What happens if I add these herbs? ‐ Gwineth asked.

‐ Don't do that! The last time I did it I became an ogre for three days.

Herluin took some strange ingredients from several jars and mixed them in a mortar. Then he moved his wand over the potion. A cloud of blue smoke filled the room.

‐ The dragophant's dinner is ready.

Herluin was surprised to see how clever she was. One day he said:

‐ If you work hard, you may become the most powerful witch in England.

Gwineth smiled, she felt really happy.

But her eyes went to the book of incantations, One day, when she became a real witch, she would find her mother.

4. The Book

Reading

Herluin was asleep. The wizard did not sleep much, so Gwineth decided not to wait any more. She stood up quietly and took the book of incantations.

She could now read really fast, and soon she found the page. She made a little sound of joy but Herluin did not move.

The dragophant did. It woke up and flew onto Gwineth's shoulder, Gwineth held the book firmly in her hands and read the incantation to find lost people.

“… and what is here will be there and what is there will be here. “

And then, suddenly, the dragophant disappeared and there was an old shoe in its place!

There was a green cloud of light and Herluin woke up. Gwineth had to explain what was happening and Herluin was really angry. He scolded her. He said the spell was too strong and difficult for a new witch.

‐ If someone sees the dragophant, they will kill it. Magical creatures are not very popular these days!

‐ What can we do, Herluin? ‐ Gwineth felt stupid and guilty.

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‐Find the dragophant, of course. We can do it if we undo the incantation.

‐ How do you undo an incantation, Herluin?

‐ Let's say the spell again, back to front. And I will help you now.

Herluin and Gwineth repeated the incantation.

“Here be will there is what and there be will here is what and …“

And then, suddenly, the dragophant reappeared …. on Gwineth's mother's foot!

Mother and child embraced. They could not speak for a short while, then Brianna explained she could not find her daughter because her sister had moved.

After a few days Herluin talked to the lord of the castle who agreed to keep Brianna and her daughter under his protection. They would live in the castle and help Herluin.

And that is how Gwineth found her mother, a job that she liked, and a new magical family.

The semi‐vowels/j/ and /w/

Wait, where, queen, queen, language, once

Wood, good

Yellow, York, uniform, duty, Europe

Yes, Jet

Yet, jet

Pronunciation I

Jam, juice, quiet, choir, here, yam, quay, music, whole, beautiful, one, use, who, why

Pronunciation II

would, quarter, question, wolf, window, water

yes, youth, future, new, you, year

Extra activities

Picture listening

The wizard lives in the tower of the castle. You have to go down the stairs to get to his laboratory. There is a human skeleton and strange animals hanging from the ceiling. He keeps magical ingredients on a shelf: snake teeth, dragon tail, a jar full of toads, etc. At the moment he is making a new potion that he learnt from an alchemist he met in Scotland.

Tongue Twisters

The new duke abused the confused fugitive

William wouldn’t walk in the woods of Wales without his weapons

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Ye, young men, whose youth yields to the years!

Gwineth wished to be a witch when she watched the wise wizard working with his wand

Self‐assessment

Listening

Witches have always existed in history. In the ancient Celtic world, they were important members of the community because they understood herbs and Nature. But with the rise of Christianity, people started thinking that witches were evil and dangerous because they were related to the Devil.

One of the most terrible methods used to decide if a woman was a witch was "The Floating Test": the woman was tied up and tossed into a river or lake; they said that if she was a witch, she floated and then she was killed; but if the woman was innocent, she sank and drowned. In any case, the woman died. This terrible method was used for centuries.


Final test

Listening

G)

H) Despite all that the luxury we see in movies and books, life in a medieval castle was not easy; even the rich suffered from cold when they were away from the fireplace. The lord, his family and guests had blankets, fur covers and tapestries hanging on the walls to keep the cold outside, but the castle remained cold even in the warmest months of the year.

A castle was also a dangerous place to stay; the first castles were built to keep out invaders, and they were used as shelter by everyone if an enemy army attacked the village. They were also used as garrisons during war, so castles probably were noisy and smelly places, with animals and unwashed people walking around all day. In times of war, kings and nobles had to go to battle, and this way they protected both the castle and the people inside it.

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Lessons

Part one

Listen

A: Alexander Cookland

T: Tracy, the journalist

T: Good evening, Mr Cookland, and thank you very much for the interview; I know that you're busy at the moment with your new work.

A: Oh, please, call me Alex, and don't worry, it's nice to have a break from rehearsals.

T: OK, Alex; now, first of all, how did you start in this world?

A: Well, I have always liked singing and playing the guitar; it's my favourite instrument. Actually, when I was seven years old, I played the guitar at home every day but, one day, my mum got fed up and broke it over my head.

T: Really? How did you feel?

A: Oh, I cried and cried for weeks. Then, it was my birthday on the 12th of November and my dad bought me another guitar.

T: Oh, that's sweet. But, how long did it take you to release your first album?

A: That's a long story, love. My family lived in York, so it was difficult to meet people there. I decided to move to London when I was 16 and then I met a lot of other singers and some stars there. They helped me a lot. Finally I met my friend Michael, who introduced me to my present company and I started recording Basic, my first hit.

T: I see, well, I think we all know the rest, so let me ask you something personal …

A: Oh, no, no, please, I have always been very careful with my personal life, I don't like answering that kind of question…

T: But, Alex, all your fans are interested in your wife and daughter … Please, just tell me, how are they?

A: All right, they're very well, they're in the States at the moment; they've been there for a month now. I’m working hard, rehearsing, writing new songs, recording, etc, so it's difficult to be together right now.

T: Do you miss them?

A: Of course I do; Well, I think that's it, I have to go back to the studio now.

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T: Just one last question, Alex, please. When are you starting a new tour? What are your plans for the future?

A: That's two questions, love. Anyway, I'm starting a new tour in July and then I'm going to spend a whole year with my family. I think I'll need it after the tour, which will last three months.

And now I have to go, it's been a pleasure, Tracy, come back whenever you like.

T: OK, Alex, I understand. Thank you very much again for the interview. You've been very kind. I'll send you the magazine with your photos in it.

Bye now, and thanks a lot again.

Part two

Lesson 4 Roleplay

Dialogue 1 B: Boss T: Tracy B: Right, Tracy, you're back. Please, tell me, how did the interview go? T: Oh, it went very well, Alex was very nice B: And what did he say about how he got started? T: Oh, he said that he'd moved to London when he was 16

Dialogue 2 B: And who introduced him to his present company? T: He told me that his friend Michael had introduced him to his present company B: I see …

Dialogue 3 B: Very good, Tracy, what about his family? T: Alex said that he didn't like answering personal questions B: Oh, what a pity! Did he tell you anything about his daughter? T: Well, he said that his wife and daughter were in the States at the moment

Dialogue 4 B: Right, Tracy, and what are his plans for the future? T: Alex told me that he was starting a new tour in July B: And what will he do when the tour finishes? T: He said he would spend a whole year with his family B: That’s great, Tracy, well done! Review and Practice Sang, became, read, risen, written, sat, run, hurt, drank, cut, done, drunk, sung, shut, swam,

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paid, begun, flown, rung, rang Extra activities Gap filling I: interviewer S: Sue Daffodil I: What have you been doing recently? S: Oh, I’ve been very busy filming a TV advert. I: That’s interesting. And what are you planning to do next? S: Oh, dear! I’m getting married! I: Really? And who’s the lucky man, Miss Daffodil? S: I’m sorry but I can’t tell you that. I’m afraid it’s a secret. I: I see, but can you tell me at least when the romance started? S: No, please, don’t ask any more questions, that’s enough, bye!

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TAKEAWAY FOOD

Lessons

Part One

Lesson 1: At a pizza restaurant

Dialogue


Anna: Yes, can you tell me what a Hawaiian pizza is?

Waiter: It’s got ham, pineapple and mushroom on it


Waiter: It’s got beef, onions, tomatoes and chillies

Anna: Ok. I’ll have a Mexicano then

Mike: What’s a four seasons pizza?

Waiter: It’s got mushroom, ham, eggs, peppers and anchovies

Mike: Right, I’ll have one of those then, but without the anchovies


Anna: Yes, I’ll have a coke

Mike: I’ll have a coke too.

Waiter: Ok

Later:

Anna: How was your pizza?

Mike: It was cool, thanks. Yours?

Anna: Very nice. Shall we get the bill?

Mike: Ok. Excuse me!

Waiter: Yes, everything ok?

Mike: Yes – fine thanks. Can we have the bill please?

Waiter: Sure. Here you are.

Anna: How much is it?

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Mike: Fifteen pounds. Shall we leave a tip?

Anna: Yes. How about one pound fifty?

Mike: Ok. Let’s go

Lesson 2: Fast food

Sounds

Ham, onions, peppers, chili, pineapple, anchovies, beef, cheese, chicken, eggs

Sounds

Put, blue, shoe, fool, full, cook, two, pull, food, good

Part Two

Lesson 3: Food delivery

Eating at home

Mike: Do you fancy getting a takeaway this evening?

Anna: Yeah, why not?

Mike: Well, what do you fancy? We could have Chinese, Pizza, or Thai.

Anna: No, I don’t fancy Chinese – I had a Chinese last week. I don’t fancy Indian or Thai – too spicy. What about a pizza?

Mike: I’m tired of pizza. Or, how about fish and chips ‐ or a kebab?

Anna: I don’t fancy a kebab – it’s too heavy! I fancy fish and chips.

Mike: Ok, I’ll phone and order.

Lesson 4: A fast food party

Play a role

Look at the time! The party is at 7.0 and I haven't made any food yet.

That's a good idea! What sort of food would you like?

What about some kebabs, too?

Shall we get some pizzas, then?

Ok. We'll get some. The problem is that I'm very busy with the preparations.

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Extra activities

Play hangman

Hamburger, sandwiches, chicken nuggets, anchovies, pineapple, fishfingers, fish and chips, spring rolls, fried noodles, mushrooms, onion ring, tomato

The history of pizza

Pizza is a traditional Italian dish consisting of a bread crust with tomato sauce, cheese and other toppings, quickly baked in an oven. It has been a basic part of the Italian diet since the Stone Age, and the recipe for pizza has remained more or less the same as it was described in the first well known cookery book De Re Coquinaria in Roman times.

Tomatoes were added much later, of course, in the 16th century, soon after they were brought from Peru after the discovery of America.

Later on, in the 18th and 19th century, pizza became popular with the kings and queens of Europe, and a famous Italian chef, Raffaelle Esposito, invented the popular Pizza Margherita and named it after Queen Margherita di Savoia (1851‐1926), who loved this popular Italian food.

Pizza then migrated to America at the end of the 19th century. From that moment on, pizza spread all over the world, becoming one of the most popular kinds of fast food with children and adults.

Self‐assessment

Dictations


Anna: Yes, can you tell me what a Hawaiian pizza is?

Waiter: It’s got ham, pineapple and mushroom on it


Waiter: It’s got beef, onions, tomatoes and chillies

Anna: Ok. I’ll have a Mexicano then

Mike: What’s a four seasons pizza?

Waiter: It’s got mushroom, ham, eggs, peppers and anchovies

Mike: Right, I’ll have one of those then, but without the anchovies


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Anna: Yes, I’ll have a coke

Mike: I’ll have a coke too.

Waiter: Ok

Dictation 1

Can you tell me what a Hawaiian pizza is?

Dictation 2

And the Mexicano?

Dictation 3

What’s a four seasons pizza?

Dictation 4

Do you want anything to drink?

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SOCIETY

Lessons

2 Street Behaviour

L1: Parking on the pavement

Louise: Yes! Yes! Yes! ... Oh, my God! ... I'm sorry.

Mother: You're not supposed to park on the pavement.

Louise: I know.

Mother: I can't push the baby through here. I have to go on the road.Your car shouldn't be parked here.

Louise: I'm sorry.

Mother: You don't care, do you?

Louise: Yes, I do.

Mother: No, you don't.

Louise: I'm sorry. I was in a hurry.

Mother: That's the problem. Everyone is in a hurry.

Louise: I had a very important meeting.

Mother: Oh, I'm sure it was very important. I had to push my baby on the road. We were nearly killed. Parking on the pavement shouldn't be allowed.

Louise: I'm really sorry.

Mother: And my baby has asthma. I think he has asthma because of car exhaust fumes.

Louise: I'm really, really, really sorry. I am. I am so sorry.

Mother: Something has to be done about the traffic in this town. I'm going to write a letter to The Echo.

Louise: Really?

Mother: That woman ... Louise Case ... she understands. Case against the car. She knows what she's talking about. She's the best writer on that paper.

Louise: Louise Case?

Mother: You should read what she says. She's an excellent journalist. If you read what she'd said about global warming, you wouldn't drive a car.

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L2: You shouldn’t do it

You shouldn’t park on the pavement

You shouldn’t throw litter on the street

You shouldn’t step on the grass

You shouldn’t leave the lights on

You shouldn’t blow your horn

You shouldn’t use aerosols

You shouldn’t use your car so frequently

You shouldn’t have a barbecue

Review and Practice

3. Listening to diverging opinions

Tamsem: I think voting is really important, because if you don’t vote, you can’t complain, that’s why I always vote, so I can complain if things go wrong

Sean: I think voting is important if you want to have a say, if you want to influence the decisions of governments I think you should vote.

Mrs Simpson: Yes, I do, I think it is very important. If you don’t vote, you can’t complain. You can’t vote the right person in to deal with the things you think are important.

Steve and Vicki: No, I don’t think voting is important.

Gareth: I think voting is very important. I think everybody should participate in politics.

Nigel: I haven’t voted in any election yet, but I think that people should be able to vote.

Julia: Yes, I think voting is important, and I vote in every election.

Louise: I don’t think voting should be made compulsory, but I do feel it is important. It decides the future of the country.

Lucy: I think voting is extremely important. Particularly as there are countries where people don’t have the right to vote. And I do think it should be compulsory, because people get lazy about voting.

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SEASIDE HOLIDAYS

Lessons

Part one

Lesson1: Listening

TONY:

The British love going to the beach. When I was a small kid, mum and dad used to take us to Devon, in the south west of England. It took hours to drive there. My sister and I spent the whole journey complaining – “Mum, I’m hungry” ‐ “Mum, I want to go to the toilet”, and “Mum, are we nearly there yet?”. The journey was terrible, but it was fun when we arrived. There are lots of beaches there. Sometimes it was really nice – the sun shone, it didn’t rain, it wasn’t cloudy and we had a great time sunbathing and swimming. But most of the times the sun didn’t shine and it rained. But we still had to go to the beach. Dad insisted. “I’ve driven five hundred miles to be here”, he used to say, “I’m not going to stay in the caravan”. We used to sit there in the freezing cold, with the wind blowing sand in our faces, and wait for the sun to come out … It never did! That’s why British people get sunburnt when they go abroad ‐ they think the sun won’t last for a very long time – so they sunbathe for as long as they can!

Lesson 2: Vocabulary

Beach – It was a lovely sandy beach

Journey – The journey takes a couple of hours

Complain – People often complain about the weather

Hungry – I had no breakfast and now I feel quite hungry

Fun – It was fun to meet old friends

Cloudy – Tomorrow will be cloudy but it won’t rain

Sunbathe – Use some skin lotion before sunbathing

Hundred – This building is two hundred years old

Caravan – We went camping in our caravan

Freeze – It’s getting freezing cold

Sunburnt – Without protection you’ll get sunburnt

Abroad – Many Britons spend their holidays abroad

Lesson 3: Speaking

Laura: you like the coast and the sea, don’t you, Tony?

Tony: well, yes, this comes from the time when I was a small kid.

Laura: hmm, what happened then?

Tony: er, my mum and dad used to take us to Devon quite often.

Laura: and did you enjoy your trips?

Tony: well, it took two hours to drive there and we complained a lot during the journey, but it was fun when we arrived.

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Laura: I see, and what did you do? I gather there are lots of beaches there.

Tony: yeah, you’re right. It was really nice in the sunshine – we sunbathed and went swimming …

Laura: but the weather is pretty unreliable in Britain, isn’t it?

Tony: oh yes, but Dad didn’t like to stay in the caravan …

Laura: so, what did you do? Did you stay out in the rain?

Tony: hmm, yes! – we still had to sit out there, in the freezing cold, waiting for the sun to come out!

Song from Family Seaside Weekend

"Seaside"

D’you want to go to the seaside?

I'm not tryin’ to say that everybody wants to go.

I fell in love at the seaside.

I handled my charm with time and slight of hand.



I fell in love at the seaside.

She handled her charm with time and slight of hand, and oh.

But I'm just trying to love you

In any kind of way.

But I find it hard to love you, girl,

When you're far away ‐

Away.



But I fell in love on the seaside.

On the seaside.

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Self‐assessment

Self‐tests

Dictations

The British love going to the beach. When I was a small kid, mum and dad used to take us to Devon, in the south west of England.

Lizard Island is one of a kind. An exclusive island of soft, white sandy beaches placed right on Australia's famed Great Barrier Reef.

Blackpool is Britain's biggest seaside resort with the biggest attraction, the Pleasure Beach, attracting 7.5 million visitors each year. Seven miles of sandy seafront, masses of things to do right round the clock.


Final assessment test

3 Phonetics

(b) Pronunciation

a. complain b. barefoot c. explore d. sunburnt d. watersports

5 Listening comprehension

Can you imagine a rainforest with all the different animals – reptiles, birds, insects, and plants? Could you believe that there is a place on earth which is just like a rainforest, with its different types of animals and plants, but under water? This is called a coral reef. A coral reef is a good example of an ecosystem where a whole community of different species live and interact together in the same environment.

6 Reading aloud

The Great Barrier Reef brings together a variety of organisms. All kinds of water animals and over 2000 different types of fish have their home in this amazing place. The Barrier is in fact an ecosystem that needs to be preserved, and the Australian government is making efforts to limit destruction of the coral, which is essential for the survival of this submarine world.

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ACTIVIDADES DE CONSOLIDACIÓN

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ACTIVIDADES DE CONSOLIDACIÓN (RESOURCE PACK)

I ROBOT Optional activity one Fill in the gaps in the following text with the verbs between brackets in the correct present simple form. My favourite robot … (be) Flat, Michael Flat. I’m here to tell you several things about him: He was born in 2080 and now it … (be) 2180, so he … (be) 103 years old. He … (live) in Planet 52, and … (work) as a cleaning assistant at the Observatory in town. He … (love) his job because from his office he … (see) all the planets and stars. He usually … (get) up at seven o’clock and … (have) a refreshing oil shower. Then he … (have) breakfast; he sometimes … (eat) a box of nails, but he … always … (not feel) hungry. He … (go) to work by train; he … (arrive) at his office at nine and … (leave) at seven thirty. He … (stop) for lunch at half past one and then he … (go) for a cup of coffee at five. One of his friends often … (drive) him home and … (stay) for dinner; they usually … (cook) something quick and then they … (watch) the stars. They rarely … (turn) on the television. When Flat … (say) goodbye to his friend, he … (go) to bed immediately, he … (be) very tired and … (not want) to do anything else but sleep. Optional activity two Put the following sentences into the negative and interrogative form: 1. My favourite robot is Flat Neg.: Int.: 2. He lives in Planet 52 Neg.: Int.: 3. He usually gets up at seven o’clock Neg.: Int.: 4. He sometimes eats a box of nails Neg.: Int.: 5. He stops for lunch at half past one Neg.: Int.:

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6. One of his friends often drives him home Neg.: Int.: 7. They watch the stars in the evening Neg.: Int.: 8. He is usually very tired at night Neg.: Int.: Optional activity three Make questions for the following underlined answers:

1. He usually goes to work by train Q.: 2. A friend drives him home Q.: 3. He sometimes eats a box of nails for breakfast Q.: 4. He arrives at his office at nine Q.: 5. He doesn’t watch TV because he doesn’t like it Q.:

Optional activity four Put the words in order to make questions 1. he does do What the in morning?

…………………………………………………..

2. dinner What they do after do? ………………………………………………

3. often you watch do TV How? ………………………………………….

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4. drives Flat Who home? …………………………………

5.What he does wear he goes when out? …………………………………………………………….. Optional activity five Choose the correct alternatives 1.I love dance/dancing at weekends 2.He hates get up/getting up early on Sundays 3.I think watch/watching cartoons is great 4.They don’t like run/running in the park 5.She doesn’t mind listen/listening to the radio Optional activity six Write a text about your best friend. Include at least this information: Name, age, city/country, family and pets, hobbies and interests. Remember to use full stops, capital letters, commas, apostrophes and question marks.

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THE FOUR OLD FRIENDS Optional activity one Vocabulary. Complete the words to make different types of stories 1. l __ g __ nd 2. h __ rr __ r 3. r __ m __ nc __ 4. f __ __ ry t __ l __ 5. cr __ m __ Optional activity two Choose the correct verb for each sentence and put it in the correct form of the past simple: teach, see, write, not understand, drink, not buy

1. She … two glasses of champagne last night 2. My sister … anything in the supermarket last week 3. What documentary … you … on TV on Tuesday? 4. The legend was in Greek so we … … anything at all 5. … he … a text? Optional activity three Choose the correct verb for each sentence and put it in the correct form of the past continuous: listen, not write, cry, sit 1. Which armchair … you … in the day before yesterday? 2. At half past eleven last night she … … to the news 3. Everybody knew they were unhappy because they … … 4. Daphne … … a poem, it was a legend Optional activity four Match the questions with their answers a. Did you buy anything last week? 1. I went to Dublin

b. Were you watching TV at 7pm last weekend? 2. No, she wasn’t

c. Where did you go for your summer holidays? 3. I was playing DS with my brother

d. What were you doing on Sunday afternoon? 4. I went to St Mary’s Primary School

e. Did your friend visit you last Thursday? 5. Yes, I did

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f. Was your mother waiting for you at home yesterday afternoon?

6. They were talking about myths and legends

g. Which school did you go to when you were a child?

7. No, he didn’t

h. What were your friends doing when you got into the bar?

8. No, I wasn’t

Optional activity five Read the story and put the verbs in the correct form of the past simple or past continuous A group of six friends from Australia … (do) a literature project when they … (find) a very interesting manuscript. They … (publish) a book which can help students study with their mobile phones. They … (work) on a literature championship when suddenly one of them … (have) this great idea. Optional activity six Put the following sentences into the opposite used to form: affirmative into negative or negative into affirmative. 1. I used to walk to work

…………………………………

2. When they were six, they used to play outside …………………………………………………………………………

3. He didn’t use to read poetry, but now he does ……………………………………………………………………….

4. I used to have hot chocolate and biscuits for breakfast ……………………………………………………………………………………

5. She didn’t use to be a famous singer ………………………………………………………..

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THE TOMB OF THE PAHAROH Optional activity one Complete the table

Adjective Comparative form Superlative form

Nice

Bad

Tastier

Hotter

The most

The funniest

Optional activity two Complete the text with the comparative or superlative form of the adjectives between brackets

Most people think that … (rich) Egyptian people are the pharaohs, but Tuthmosis III was … (rich) than the top pharaohs even before he became one.

Tuthmosis is possibly … (well) educated soldier in ancient Egypt, and enjoyed a victorious campaign in the Levant.

Perhaps other pharaohs are … (popular) than him because he took his throne in … (difficult) times, but he tried to out‐build Hatshepsut.

Anyway, he knew well that Hatshepsut’s reign would be … (quick) one to be forgotten in History.

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Optional activity three Fill in the gaps with one of these words: so, when, too, because, but 1. Not many people have heard of Tuthmosis … he wasn’t very famous 2. He liked architecture, … he built some pyramids 3. … he reigned, there were lots of conflicts 4. He finally became a pharaoh, … he was quickly forgotten 5. He was a soldier and won a battle … Optional activity four Underline the words whose ending contains vowel schwa 1. Lord Carnavon and his daughter went to Egypt with Howard 2. A water worker found the steps to the tomb of the king 3. University professors are very interested in Egyptian history 4. People think pharaohs are taller than they really were 5. The teacher told him Egyptians thought apples were nicer than any other fruit Optional activity five Write two sentences with your opinions. Write one sentence using a comparative adjective and one using a superlative adjective.

1. Small

Comparative: ……………………………………………………………………. Superlative: ………………………………………………………………………. 2. Big Comparative: ……………………………………………………………………. Superlative: ……………………………………………………………...........

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3. Dangerous Comparative: ………………………………………………………………… Superlative: …………………………………………………………………… 4. Heavy Comparative: ………………………………………………………………… Superlative: …………………………………………………………………… 5. Fast Comparative: …………………………………………………………………. Superlative: ……………………………………………………………………. Optional activity six Complete the sentences with these words: the, best, most, in, more, than, heavier 1. Bears are ………. than cats 2. Pharaohs are richer ………. soldiers 3. This is ………. worst trip of my life 4. I think the tomb is ………. popular than the pharaoh 5. Some people say that Egypt is the ………. mysterious country in the world 6. I love archaeology. I think it’s the ………. culture ever 7. The pyramids are the tallest buildings … Egypt

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EUROPEAN UNION Optional activity one Complete the irregular past participles with vowels. Then write the infinitive.

Past participle Infinitive

G __ n __

B __ __ ght

Sw __ m

Dr __ nk

M __ t

R __ dd __ n

B __ __ n

Fl __ wn

Kn __ wn

Wr __ tt __ n

S __ __ n

Optional activity two Complete these sentences with the correct form of the present perfect. 1. … you … (be) to Holland? 2. My sister … … (not meet) any French people yet 3. … your parents … (climb) the Pyrenees? 4. They … already … (do) lots of sightseeing in Italy 5. We … … (not write) an email to our Polish friends yet 6. She … just … (drink) a glass of Guinness in Ireland 7. I … … (ride) horses in Great Britain Optional activity three Write these sentences in the correct order 1. had have never I accident an

……………………………………………

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2. dolphin? a ever you seen have ……………………………………………….

3. real a princess he never met has

………………………………………………… 4. a driven car? sports ever Has Alonso

……………………………………………………….. Optional activity four Read the following text and write sentences saying what she has already done and what she hasn’t done yet.

The President of Germany is on a tour around Europe. She has already been to Madrid and Paris, but she hasn’t visited London or Rome yet.

Below is a list of things to do on her tour.

1. visit the Puerta del Sol

………………………………… 2. meet the Pope

…………………….. 3. see the Eiffel Tower

……………………………… 4. talk to the British Prime Minister

………………………………………………… 5. have lunch with Queen Elizabeth

……………………………………………………

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6. be on Spanish television ……………………………………

7. take photographs of Notre Dame Cathedral

…………………………………………………………………… 8. make a speech in the Italian Parliament

…………………………………………………………… Optional activity five Complete the dialogue with the correct form of the present perfect. Include ever or never in the correct position in the sentence.

Frank: … you … … (ever sleep) on an island? Kelly: No, I … … … (never sleep) on an island, but I … … (travel) to some Frank: … you … … (ever visit) Grand Canary? Kelly: Yes, I … Frank: Did you know that Robert … … … (never be) outside the UK? Kelly: … he … (ever get) on a ferry? Frank: No, he … . And he … … … (never fly) either. Optional activity six Put the answers in the correct place in the dialogue.

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It was last December

I went to Grand Canary

I went with my parents and my brother

Yes, I have

It was great. I really enjoyed it

Lucie: Have you ever been in a submarine? Charlie: ………. Lucie: When did you go in one? Charlie: …………………………………., on a winter holiday Lucie: What was it like? Charlie: ………………………………………………………………. Lucie: Where did you go? Charlie: ………………………………………………………………. Lucie: Who did you go with? Charlie: ……………………………………………………………….

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MRS ABBOT’S COMPUTER Optional activity one Match the first and second halves of the sentences a. My computer is the device b. Sietes is the place c. My ICT teacher is the person d. Summer is the time of the year e. Online race driving is the sport f. Bill Gates is the person 1. where Microsoft launched Windows 7 2. when I don’t play with my computer 3. who taught me how to send e‐mails 4. which I prefer playing 5. which I use to do my school homework 6. who started Windows Optional activity two Use the table to write six correct sentences

HP is a company

who

where

which

when

started Google

Sergey Brin is somebody there are lots of technology shops

Computers Unlimited is a place

owns Virgin

The end of the term is a time makes printers

Richard Branson is the man I use my computer everyday

Google is a search engine helps you surf the net

1. HP is ……………………………………………………………………………………. 2. Sergey ……………………………………………………………………………….. 3. C ………………………………………………………………………………………… 4. T ………………………………………………………………………………………… 5. R …………………………………………………………………………………………. 6. G

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Optional activity three Complete the text about Sergey Brin with who, which, when, where. Sergey Brin is a Soviet‐born American computer scientist … is now famous all over the world. Stanford is the city … Brin startd his company. He began in his bedroom with cheap computers in the 90s, but it was in 2003 … he and his partner received worldwide recognition. He has become a celebrity … even appears on television. Google is the search engine … has given him all his success. Something else … Brin does is to care about the world’s energy and climate problems. The Bahamas is the place … he got married to a biotech analyst in 2007. Optional activity four Complete the sentences with the correct relative pronoun and appropriate information 1. Penelope Cruz is the Spanish actress 2. Facebook is the online network 3. Apple is the 4. 2003 was the year 5. Stanford is the city Optional activity five Choose the correct words to fill in the gaps in this text: where, when, which, who

Richard Branson was born in 1950 and went to Stowe School, … he started his first business; It was at the age of 16 … he began a student magazine.

In 1970 he founded Virgin, … was a mail order record shop, and then Oxford St was the place … he opened a record shop. It was two years later, in 1972, … he built a studio in Oxfordshire; Mike Oldfield was the singer … first became a Virgin artist, … he recorded Tubular Bells.

Nowadays, Virgin is a company … has expanded into leisure, travel, tourism, mobile, broadband, TV, radio, and even F1.

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Optional activity six

Write your own paragraph about this character using the information below. Do not forget to use relative clauses.

John Pemberton

Born January 8, 1831, Georgia

Nationality: American

19th century: invented Coca Cola; medicine

Asa Griggs Candler: buys business from Pemberton

Coca Cola: major company

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BERTIE. A LIFE FULL OF STORIES Optional activity one Fill in the gaps in these passive sentences with the correct past participle of the verbs in brackets. 1. Our lives have been ……….. by certain machines (change) 2. In the past, clothes were ………. by hand (wash) 3. Nowadays, housework is easily ………. with the help of a vacuum cleaner (do) 4. E‐mails can be instantly ……… by the person who receives them (read) 5. In the future computers will be ………. for fun, homework and housework too. (use) Optional activity two Put the active sentences below into the passive form 1. Bertie’s grandfather built his house in 1890 ………………………………………………………………………… 2. Bertie and his wife have just planted flowers in the garden ……………………………………………………………………………………………….. 3. They are repairing the roof at the moment ……………………………………………………………………….. 4. Next week they are going to do the fence …………………………………………………………………….. 5. They will soon replace the door as well …………………………………………………………………

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Optional activity three Circle the correct option 1. a. The Freedom Tour was being done by Alicia Keys in March 2010 b. The Freedom Tour was been done by Alicia Keys in March 2010 1. a. The telephone was invent by Antonio Meucci b. The telephone was invented by Antonio Meucci 3. a. Blogs has been developed by several teachers from my school b. Blogs have been developed by several teachers from my school 4. a. CR9 will be sold back to Manchester United soon b. CR9 will being sold back to Manchester United soon 5. a. One European Cup has been win by the Spanish football team b. One European Cup has been won by the Spanish football team Optional activity four Answer the following questions using passive answers. 1. Who discovered America in 1492? America ……………………………………………. 2. Who wrote Hamlet? Hamlet ………………………… 3. Which team won all the football championships in the world in 2009? All……………………………………………………………………………………………………………. 4. Where are the Olympics 2012 held in? The ………………………………………………………… 5. What are scarves made of?

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S ……………………………………………. Optional activity five Put the following sentences in the correct order so as to complete a recipe for chocolate muffins. a. Your brownie mix is then poured into the baking tray, and placed in the oven for about 25

minutes. b. First, oven is preheated to 180°C c. Finally, brownies can be taken out of the oven when they look spongy d. In a large bowl, butter is melted and chocolate added; everything is mixed until smooth e. Next, four eggs are beaten and mixed in until it looks silky f. In a separate bowl, the cocoa and baking powder are mixed together with flour and sugar g. To go on with the mix, the nuts are added, if being used at all, and stirred in with the

butter and the chocolate h. This must be added to the chocolate, cherry and nut mixture 1. 2. 3. 4. 5. 6. 7. 8. Optional activity six Read the ingredients below and try to make a recipe for a carrot cake. If it’s good enough, you may even try to cook it! Use some of the prompts provided if you need help with the vocabulary

Ingredients

500 g raw carrots

2 thumb‐sized pieces of fresh ginger, finely chopped

3 large organic eggs, separated

150ml honey

170ml olive oil

Prompts

Useful vocabulary: preheat, grate, add, bowl, whisk, beat, rub, dust, pour, bake, poke, cool, taste

Useful connectors: First, then, next, after that, finally.

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Seeds from 2 vanilla pods

2 heaped teaspoons baking powder

100g polenta

Zest and juice of 1 orange

A good pinch of salt

A good pinch of allspice

A good pinch of cinnamon

150g plain flour

200g whipped cream

1 wineglass of Marsala or sherry

2 heaped tablespoons caster sugar

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WEATHER FORECASTS Optional activity one Use these words to match with their corresponding definitions: fog, rain, snow, storm, cloud 1. A mass of steam suspended in the atmosphere 2. Condensed water vapour lying close to the ground, which limits visibility 3. Frozen precipitation 4. Water which falls in drops 5. An atmospheric disturbance with strong winds and often rain, too Optional activity two Read the following text and then decide if the statements below are true or false. Across Ireland today there will be some clouds with a big chance of showers in County Cork. These showers will move on to Dublin tomorrow. However, in England there will be a lot of sunshine, but the coast will have strong winds in the evening. It will rain heavily in Scotland in the early morning, and in the afternoon there will appear scattered storms. For Wales there is a possibility of hail and some snow up in the mountains, something very unusual at this time of the year. That’s all for today, do not forget your umbrellas and raincoats! Stay tuned for more weather news in an hour. 1. Ireland will enjoy dry sunny weather today. T/F 2. Tomorrow it will be rainy in Dublin. T/F 3. The weather will be windy at the English seaside. T/F 4. Some thunder will be seen in Scotland after lunch. T/F 5. At this time of the year Welsh people usually see snow. T/F

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Optional activity three Look at the people’s plans for the weekend. Then write sentences using going to in the affirmative of the negative form.

◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙ ◙

Julie

- Go to New York

- Not walk around Central Park; windy weather

Anna

- Fly to Paris

- Not see the Eiffel Tower; closed (due to severe weather conditions)

Pete

- Have a birthday party

- Not celebrate it in the garden; rain

Julie 1. Julie …………………………………………………………………….. 2. Julie isn’t …………………………………………………………….. because the weather is ……………………… Anna 3. Anna is …………………………………………………………… 4. Anna ………………………………………………………………. because ………………………………….. Pete 5. Pete ……………………………………………………………. 6. Pete ……………………………………………………………. because ……………………………………….. Optional activity four Making predictions with will. Complete the dialogue with these words: probably, perhaps, hope, sure, so, will. Anna: Where ………. you be in twenty years’ time? Pete: I think I’ll ………. live abroad, in a warm country, because I’m tired of this rainy weather. Anna: Do you think you’ll get married? Pete: Oh, no, I don’t think ………. . Perhaps I’ll stay single forever, but I’m not ……………….. . Anna: Will you work abroad?

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Pete: I ………. I will. I’d like to work with weather reports, for TV. Anna: I see, so will you be famous for your weather forecasts? Pete: Who knows? ………. I’ll be famous for predicting the weather correctly every day. Optional activity five Put the words in order to make sentences in the present continuous which express future. 1. out Are tomorrow you going night? 2. Week isn’t raining It next 3. the listening They to radio the are weather on forecast tomorrow 4. surfing We summer are in the Australia in 5. doing are you What weekend next? Optional activity six Correct the mistakes in the following sentences 1. Where you going to go next Tuesday? …………………………………………………………………. 2. Julie and I going to plan our summer holidays …………………………………………………………………………….. 3. Next winter I’m going ski in the Alps with my family ……………………………………………………………………………………… 4. I think we’re going to have a wonderful time last week ………………………………………………………………………………………………

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GWINETH AND THE WIZARD Optional activity one Complete the text below using these words: If, buy, goes, ‘ll, buys, save, won’t, go My brother Benjamin would like to go to the USA next summer. If he has enough money he’ll ……… to New York. If he .......... to New York, he’ll climb up the Empire State. But he ………… skate in the Rockefeller Centre because that’s only open in winter. If he ………. souvenirs, he’ll ………. T‐shirts, I’m sure, because he loves having a T‐shirt from every city he visits. If I work during the winter, I’ll ………. all my money. ………. I have enough money, perhaps I’ll go with Benjamin. I know that if we go together, we ………. have a wonderful time! Optional activity two Write complete sentences in the first conditional using the words in brackets 1. (she) arrive late / (I) go without her

…………………………………………………..

2. (you) go to that museum / (you) enjoy yourself a lot …………………………………………………………………………………

3. (we) not leave in five minutes / (we) miss the plane ………………………………………………………………………………..

4. (he) be lazy / (he) not speak good English ……………………………………………………………….

5. (it) be boiling hot / (they) not go jogging …………………………………………………………………….. Optional activity three In the following pairs of sentences, underline the second conditional one 1. a. If it rains, he’ll wear his raincoat b. If it rained, he’d wear his raincoat

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2. a. If we had lots of money, we’d buy a sports car b. If we have lots of money, we’ll buy a sports car 3. a. If I know the answer for that, I’ll tell them b. If I knew the answer for that, I’d tell them 4. a. If Gwineth is in trouble, she’ll phone you b. If Gwineth were in trouble, she’d phone you Optional activity four Circle the correct option 1. If Gwineth found her true love, she will/would be very happy 2. If he has/had time, he’d go out for a drink 3. The story will/would be perfect if Gwineth was rescued 4. If I am/was younger, I’d write books for children 5. If you didn’t/wouldn’t pass your English test, it’d be a pity 6. They’d be astonished if that film won/would win an Oscar 7. If they stopped the war, nobody else did/would die Optional activity five Complete the text with the correct form of the verbs in brackets My mother has lots of things to do this weekend. If she didn’t have so many things to do, we ………. (go) to the cinema. If we ………. (go) to the cinema, we’d see the new Millenium film. If we saw that film, I ………. (be) very pleased, because I love that type of films, but my mum ………. (not be) as pleased as me; she ………. (be) bored. If my mum ………. (get) bored, we’d probably end up arguing. Optional activity six Give some advice to these people. Use should, shouldn’t, If I were you, Id … 1. ‘I always feel tired. I haven’t got much energy’

………………………………………………………………………..

2. ‘I’ve failed all my final exams. I feel very sad’ ………………………………………………………………………

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3. ‘I’ve got a terrible headache. I’ve had too much to drink’ …………………………………………………………………………………….

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AN INTERVIEW WITH ALEXANDER COOKLAND Optional activity one What were the exact words that these people said? Turn these reported sentences into direct ones. 1. Alexander said that Tracy wasn’t one of his girlfriends

‘ Tracy isn’t …………………………………………………………………’

2. Pete said that the film wasn’t very good ‘ The ………………………………………………………………………….’

3. Elizabeth said that she was extremely happy ‘ …………………………………………………………………..’

4. Kate said that there wasn’t any orange juice in the fridge ‘………………………………………………………………………………………’

5. Alexander said that his songs were wonderful ‘……………………………………………………………………….’

Optional activity two Complete the sentences to make correct reported ones 1. ‘I play basketball every Saturday’, said Alexander

Alexander said that ……………………………………………..

2. ‘We love Alicia Keys’, said Molly Molly said that ………………………..

3. ‘Ms Cookland walks to work’, said Benjamin Benjamin said that ………………………………………..

4. ‘I come from Limerick’, said Hannah

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Hannah said that ……………………………………..

5. ‘We don’t like football’, said those girls Those girls said that ……………………………

Optional activity three What did the newsreader say? 1. ‘The famous popstar doesn’t like answering personal questions’

The newsreader said that …………………………………………………………….

2. ‘The singer moved to San Francisco at the age of twenty’ The newsreader said that ……………………………………………..

3. ‘Mr Cookland’s wife and daughter are living in the USA’ The newsreader said that ……………………………………………

4. ‘Alex is starting a new live tour in August’ The newsreader said that ……………………….

5. ‘He will take a year out after the tour’ The newsreader said that …………………

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Optional activity four Write sentences about this lady. This is what she said in a recent interview.

1. My name is Alicia Keys

2. I was born in Manhattan

3. Some of my songs are for teenagers

4. I live in New York

5. I sing soul songs

6. My most famous CD is Songs in a Minor

7. I’m recording a new song with a famous Spanish singer

8. I always begin planning my tours in February

1. She said that ….. 2. 3. 4. 5. 6. 7. 8. Optional activity five Circle the correct option to complete these sentences. 1. I told/said them that I was very annoyed 2. She told/said that she didn’t want to answer personal questions 3. Alice told/said that it was rather late 4. She told/said the journalist that she wasn’t good at English 5. You told/said me that you had no brothers or sisters 6. I told/said you that I liked bungee jumping

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Optional activity six Alexander Cookland spoke to our journalist. Write sentences in reported speech using said or told. 1. ‘I’m not writing a song at the moment’ (said)

Alexander ……………………………………………………

2. ‘I like singing live’ (told) Alexander ……………………

3. ‘My recording assistant is very good’ (said) Alexander …………………………………………………

4. ‘I’m not very good at playing the drums’ (told) Alexander …………………………………………………….

5. ‘I haven’t got a guitar’ (said) Alexander ……………………………

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TAKEAWAY FOOD Optional activity one Put the following sentence in order to make a correct dialogue. Anna: Yes, can you tell me what a Mexican pizza is? Waiter: OK Anna: I’ll have a coke Waiter: Are you ready to order? Anna: OK, I’ll have a small Mexican pizza then Waiter: It’s got cheese, onions, bacon and extra spicy tomato sauce Waiter: Fine, and would you like something to drink? Waiter: ……………………………………………………………………….. Anna: Waiter: Anna: Waiter: Anna: Waiter: Optional activity two Complete the following dialogue using these expressions: Do you fancy, How about, too fattening, I’ll phone, What about, don’t like, I fancy, too extravagant Julie: ………. getting a takeaway? Mike: Yes, ………. fish and chips? Julie: I ………. that; it’s ………. Mike: ………. some Japanese food? Julie: It’s ………. . ………. an Italian pizza Mike: OK, then, ………. and order Optional activity three Join the expressions on the left with what they express: a suggestion, accepting suggestions, etc.

Why don’t we go on a picnic? refusing

No, I don’t think so deciding

Let’s see what the weather is like accepting

OK, that’s a great idea suggesting

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Optional activity four What would you say in these situations? 1. It’s Sunday afternoon and your room mate doesn’t know what to do

……………………………………………………………………………………………………………..

2. Your friend suggests going to the theatre but you don’t really feel like going ……………………………………………………………………………………………………………………….

3. Your dad suggests ordering hamburgers for dinner and you think it’s an excellent idea …………………………………………………………………………………………………………………………………………

4. Your cousin is getting married next month ……………………………………………………………………

5. Your teacher says it’s very hot in the classroom ………………………………………………………………………….

Optional activity five Read the following text and then decide if the statements below are true or false. Thanksgiving: what food was served at the original celebration? How would pilgrims feel if they saw the food served at an average American table on Thanksgiving? Well, for sure, they would feel puzzled because it wouldn’t look at all like the food they had to celebrate the first Thanksgiving Day. Nobody knows for sure what they actually had, but we do think that they ate venison and corn, which the Indians gave them, and some dried berries for pudding. Of course, nowadays Thanksgiving food is a feast; it consists of a big turkey in the middle of the table, surrounded by green beans, mashed potatoes, cranberry sauce, corn on the cob, as well as delicious pumpkin or apple pie for dessert. What we don’t speculate with, however, is the reason why Thanksgiving is celebrated on the last Thursday of November, and this is because President Lincoln proclaimed a national holiday for all Americans to give thanks with one voice in October 1863, at a time when Americans were bitterly divided by Civil War. 1. Traditional Thanksgiving food has not changed over the years. T/F 2. Pilgrims would feel surprised if they could see current Thanksgiving celebrations. T/F

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3. Pilgrims had food provided by the Indians. T/F 4. The pudding Pilgrims had was baked. T/F 5. Thanksgiving became a national holiday in the 19th century. T/F Optional activity six Fill in these gaps with the correct vowels 1. h __ mb __ rg __r 2. s __ndw __ch __s 3. n __ gg __ts 4. __ nch __v__ __ s 5. p __ n __ __ ppl __

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5. go to school by bus or on foot whenever we can

SOCIETY Optional activity one Let’s get clean air. Write sentences using must or mustn’t and become more environmentally friendly. 1. turn the lights off if we are not using them We must/mustn’t …………………………………………… 2. ask for plastic shopping bags We ……………………………………………. 3. make smoky barbecues We …………………………………… 4. recycle paper, cans and bottles We ………………………………………………..

We ………………………………………………………………………….. Optional activity two What would you say in these situations? Write sentences using shouldn’t. 1. Someone is throwing a cigarette end on the pavement You ……………………………………………………………………………………. 2. Someone is walking his/her dog on the grass You ……………………………………………………………………. 3. Someone is blowing his horn in front of a nursery school You ………………………………………………………………………………………

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4. Someone is smoking in a playground You ……………………………………………………….. 5. Someone is carrying a plastic shopping bag You …………………………………………………………………. Optional activity three Circle the option whose meaning is closest to the original sentence 1. Car exhaust fumes probably cause lung diseases

a. Car exhaust fumes should cause lung diseases b. Car exhaust fumes might cause lung diseases c. Car exhaust fumes must cause lung diseases

2. You don’t have to park your car here, there’s a car park nearby

a. You needn’t park your car here, there’s a car park nearby b. You shouldn’t park your car here, there’s a car park nearby c. You may not park your car here, there’s a car park nearby

3. The couple were probably killed by the smoke

a. The smoke might have killed the couple b. The smoke can’t have killed the couple c. The smoke should have killed the couple

4. It wasn’t necessary that the food was so hot

a. You needn’t have made such hot food b. You can’t have made such hot food c. You must have made such hot food

5. Arriving late for a formal dinner is impolite

a. You must arrive late for a formal dinner b. You oughtn’t arrive late for a formal dinner c. You needn’t arrive late for a formal dinner

Optional activity four Write P for polite or I for impolite next to the following manners 1. Elbows should be kept off the table while eating 2. You can dip your biscuits into your hot chocolate while being a guest 3. You should say a compliment to the cook after having finished your food 4. While staying with a host family you may help yourself to the food in the fridge

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5. You should ask for permission to turn on the TV if you are somebody’s guest Optional activity five Complete the sentences with the correct modal verb: have to, needn’t, needn’t have, shouldn’t, shouldn’t have, must. You may need to make tense and form changes. 1. A: May I help myself to some more water?

B: Yes, of course. You ……….. ………. asked

2. Don’t leave the taps open all the time while you are having a shower. You ………. save energy

3. I can’t go out with you now, I ………. ………. mow the lawn

4. You ………. have a real Christmas tree every year, you can always do with an artificial one

5. She ………. ………. left all the lights on while she was on holiday, that’s a waste of energy

6. Why buying this kind of paper? You ………. buy recycled paper instead

7. He had awfully bad manners. He ………. ………. had so many sandwiches

8. My neighbour had parked his motorcycle on the pavement, so I ………. ………. go on the road with my pushchair

Optional activity six Read the following text:

Last night, Mary Stevens was invited to meet her boyfriends’ parents. She was asked to arrive for dinner at half past eight but she arrived at ten. When she arrived, she said that she was very thirsty and asked for an immediate drink. Then, at the table, she didn’t wait for everybody else to be served but started eating straight away. She asked for a second helping and some more wine, too. She left the table in the middle of dinner because her mobile phone started ringing. She answered her phone in the kitchen, while she was pouring herself more drinks. Finally, she left without saying goodbye.

The following day, Mary’s boyfriend was terribly angry with her and this is what he said to her. Put the sentences in the correct order. 1. You should have said goodbye when you left 2. You oughtn’t have left the table at all 3. You needn’t have poured yourself more drinks in the kitchen

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4. You should have arrived on time 5. You could have waited for everybody to be served 6. You might have had a bit less to eat

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SEASIDE HOLIDAYS Optional activity one Put the following words in order so as to make correct sentences 1. beach/sandy/lovely/was/a/It

2. a/of/couple/The/takes/hours/journey 3. get/protection,/you’ll/sunburnt/Without

4. hungry/feel/quite/I/no/had/breakfast/and/I/now

5. spend/Many/abroad/holidays/Britons/their

Optional activity two Read the following text and then decide if these statements are True or False.

BLACKPOOL: Britain’s Number 1 Tourist Resort Blackpool Sights Illuminations

Back in Victorian times, Blackpool was the first town in the country to 'go electric'. A century later, the resort's love affair with light endures. Every autumn, when other seaside resorts close down, Blackpool becomes a blaze of coloured lights with "the greatest free show on earth" ‐ Blackpool Illuminations.

Fibre optics and computer control have brought a new dimension to Britain's biggest tourist attraction. The display stretches along Blackpool's famous seafront for over five miles transforming the Promenade into a wonderland of colour.

Each year spectacular new sections are added to the display. It's Britain's favourite autumn break, so take a trip to Blackpool lights. It's nicer with the lights on!

Pleasure Beach

The most ride intensive park in the world! Over 125 rides and attractions including the Pepsi Max Big One, the tallest rollercoaster in Europe, Infusion, the world's first suspended looping coaster built entirely over water. Beaver Creek for the children. Sensational award winning shows: Hot Ice, spectacular dancing on ice and Forbidden, a breathtaking stage production.

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Piers

In England, the seaside resort is nothing without a pier. Blackpool has not one, not two, but three magnificent piers, imaginatively upgraded and amongst the resort's finest attractions.

North Pier is famous for its theatre and top‐class seasonal shows, its amusements, shops, restaurants and bars and is the resort's favourite sunbathing spot. The facade of the North Pier has been restored to its Victorian splendour.

Newly‐refurbished Central Pier boasts a showbar and a superb Big Wheel, which has proved to be a great favourite with holidaymakers. All the other attributes of a pier are also there; amusement arcades, shops and kiddies' amusements.

South Pier, with its famous circus marquee style frontage, also has its own theatre ‐ which is a popular attraction for the whole family.

From Virtual Blackpool

1. Nowadays Blackpool has no illuminations so as to save energy T/F 2. The best time of the year to visit Blackpool is autumn T/F 3. In Blackpool’s theme park there are several rides over the water T/F 4. Every seaside resort in England should have a pier T/F 5. Sunbathing is totally forbidden along piers in Blackpool T/F

Optional activity three

Match the words on the left with their corresponding definitions or synonyms on the right.

Resort A ride in a theme parkBlaze Renewcoaster Excitingbreathtaking A place where people go for recreationrefurbish A brilliant display

Optional activity four

Fill in the gaps with vowels so as to write correct words

1. W __ t __ r sp __ rts 2. F __ sh__ ng 3. __ nv __r __ nm __ nt 4. B __ r __ f __ __ t 5. Sh __ lt __ r

http://www.blackpool.com/

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Optional activity five

Read the advertisement below. Then, imagine that you have just come back from a holiday and that you stayed in this hotel; your stay was extremely disappointing. Write a letter of complaint to the hotel manager explaining the reasons why you did not enjoy your stay.

CAVALETTO HOTEL, VENICE

Come and stay at our luxurious hotel for a romantic getaway!

All rooms with a view of the canals

Well‐equipped, comfortable rooms, air‐conditioning

Polite and friendly staff

Delicious Italian home‐made cuisine

Sightseeing tour and entertainment included


Write a paragraph which answers the questions below. Do not forget to use connectors as well as introducing and concluding your writing properly

• Have you ever gone camping? If not would you like to? Why/Why not? • Why do you think people go camping even when there is good economy in the household? • Talk about your ideal holiday. • Pros and cons of hotels, tents, caravans, renting a house. • Is it nice to travel in August?

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SOLUCIONARIOS ACTIVIDADES DE CONSOLIDACIÓN

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I ROBOT ANSWER KEY Optional activity one My favourite robot is Flat, Michael Flat. I’m here to tell you several things about him: He was born in 2080 and now it is 2180, so he is 103 years old. He lives in Planet 52, and works as a cleaning assistant at the Observatory in town. He loves his job because from his office he sees all the planets and stars. He usually gets up at seven o’clock and has a refreshing oil shower. Then he has breakfast; he sometimes eats a box of nails, but he doesn’t always feel hungry. He goes to work by train; he arrives at his office at nine and leaves at seven thirty. He stops for lunch at half past one and then he goes for a cup of coffee at five. One of his friends often drives him home and stays for dinner; they usually cook something quick and then they watch the stars. They rarely turn on the television. When Flat says goodbye to his friend, he goes to bed immediately, he is very tired and doesn’t want to do anything else but sleep. Optional activity two 2. My favourite robot is Flat Neg.: My favourite robot isn’t Flat Int.: Is my favourite robot Flat? 3. He lives in Planet 52 Neg.: He doesn’t live in Planet 52 Int.: Does he live in Planet 52? 4. He usually gets up at seven o’clock Neg.: He doesn’t usually get up at seven o’clock Int.: Does he usually get up at seven o’clock? 5. He sometimes eats a box of nails Neg.: He doesn’t sometimes eat a box of nails Int.: Does he sometimes eat a box of nails? 6. He stops for lunch at half past one Neg.: He doesn’t stop for lunch at half past one Int.: Does he stop for lunch at half past one? 7. One of his friends often drives him home Neg.: One of his friends doesn’t often drive him home Int.: Does one of his friends often drive him home?

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8. They watch the stars in the evening Neg.: They don’t watch the stars in the evening Int.: Do they watch the stars in the evening? 9. He is usually very tired at night Neg.: He isn’t usually very tired at night Int.: Is he usually very tired at night? Optional activity three 1. He usually goes to work by train Q.: How does he usually go to work? 2. A friend drives him home Q.: Who drives him home? 3. He sometimes eats a box of nails for breakfast Q.: How often does he eat a box of nails for breakfast? 4. He arrives at his office at nine Q.: What time does he arrive at his office? 5. He doesn’t watch TV because he doesn’t like it Q.: Why doesn’t he watch TV? Optional activity four 1. What does he do in the morning? 2. What do they do after dinner? 3. How often do you watch TV? 4. Who drives Flat home? 5. What does he wear when he goes out? Optional activity five 1. I love dancing at weekends 2. He hates getting up early on Sundays 3. I think watching cartoons is great 4. They don’t like running in the park 5. She doesn’t mind listening to the radio Optional activity six Students’ own answers

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THE FOUR OLD FRIENDS ANSWER KEY Optional activity one 1. Legend 2. Horror 3. Romance 4. Fairy tale 5. crime Optional activity two 1. She drank two glasses of champagne last night 2. My sister didn’t buy anything in the supermarket last week 3. What documentary did you see on TV on Tuesday? 4. The legend was in Greek so we didn’t understand anything at all 5. Did he write a text? Optional activity three 1. Which armchair were you sitting in the day before yesterday? 2. At half past eleven last night she was listening to the news 3. Everybody knew they were unhappy because they were crying 4. Daphne didn’t write a poem, it was a legend Optional activity four a5, b8, c1, d3, e7, f2, g4, h6 Optional activity five A group of six friends from Australia were doing a literature project when they found a very interesting manuscript. They published a book which can help students study with their mobile phones. They were working on a literature championship when suddenly one of them had this great idea. Optional activity six 1. I used to walk to work

I didn’t use to walk to work

2. When they were six, they used to play outside

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When they were six, they didn’t use to play outside

3. He didn’t use to read poetry, but now he does He used to read poetry, but now he doesn’t

4. I used to have hot chocolate and biscuits for breakfast I didn’t use to have hot chocolate and biscuits for breakfast

5. She didn’t use to be a famous singer She used to be a famous singer

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THE TOMB OF THE PHARAOH ANSWER KEY Optional activity one

Adjective Comparative form Superlative form

Nice Nicer The nicest

Bad worse The worst

tasty Tastier The tastiest

hot Hotter The hottest

Much/many more The most

funny funnier The funniest

Optional activity two

Most people think that the richest Egyptian people are the pharaohs, but Tuthmosis III was richer than the top pharaohs even before he became one.

Tuthmosis is possibly the best educated soldier in ancient Egypt, and enjoyed a victorious campaign in the Levant.

Perhaps other pharaohs are more popular than him because he took his throne in the most difficult times, but he tried to out‐build Hatshepsut.

Anyway, he knew well that Hatshepsut’s reign would be the quickest one to be forgotten in History.

Optional activity three 1. Because 2. So 3. When 4. But 5. Too

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Optional activity four 6. Lord Carnavon and his daughter went to Egypt with Howard 7. A water worker found the steps to the tomb of the king 8. University professors are very interested in Egyptian history 9. People think pharaohs are taller than they really were 10. The teacher told him Egyptians thought apples were nicer than any other fruit Optional activity five Students’ own answers Optional activity six 2. Heavier 2. Tan 3. The 4. More 5. Most 6. Best 7. In

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EUROPEAN UNION ANSWER KEY Optional activity one

Past participle Infinitive

Go ne Go

Bought Buy

Swum Swim

Drunk Drink

Met Meet

Ridden ride

Been Be

Flown fly

Known know

Writt en Write

Seen see

Optional activity two 1. Have you been to Holland? 2. My sister hasn’t met any French people yet 3. Have your parents climbed the Pyrenees? 4. They have already done lots of sightseeing in Italy 5. We haven’t written an email to our Polish friends yet 6. She has just drunk a glass of Guinness in Ireland 7. I have ridden horses in Great Britain Optional activity three 1. I have never had an accident 2. Have you ever seen a dolphin? 3. He has never met a real princess 4. Has Alonso ever driven a sports car?

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Optional activity four 1. She has already visited the Puerta del Sol 2. She hasn’t met the Pope yet 3. She has already seen the Eiffel Tower 4. She hasn’t talked to the British Prime Minister yet 5. She hasn’t had lunch with Queen Elizabeth yet 6. She has already been on Spanish television 7. She has already taken photographs of Notre Dame Cathedral 8. She hasn’t made a speech in the Italian Parliament yet Optional activity five Frank: Have you ever slept on an island? Kelly: No, I have never slept on an island, but I have travelled to some Frank: Have you ever visited Grand Canary? Kelly: Yes, I have Frank: Did you know that Robert has never been outside the UK? Kelly: Has he ever got on a ferry? Frank: No, he hasn’t . And he has never flown either. Optional activity six Lucie: Have you ever been in a submarine? Charlie: Yes, I have Lucie: When did you go in one? Charlie: It was last December, on a winter holiday Lucie: What was it like? Charlie: It was great. I really enjoyed it Lucie: Where did you go? Charlie: I went to Grand Canary Lucie: Who did you go with? Charlie: I went with my parents and my brother

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ANSWER KEY

Optional activity one

a5, b1, c3, d2, e4, f6

Optional activity two

1. HP is a company which makes printers 2. Sergey Brin is somebody who started Google 3. Computers Unlimited is a place where there are lots of technology shops 4. The end of the term is a time when I use my computer everyday 5. Richard Branson is the man who owns Virgin 6. Google is a search engine which helps you surf the net Optional activity three Sergey Brin is a Soviet‐born American computer scientist who is now famous all over the world. Stanford is the city where Brin started his company. He began in his bedroom with cheap computers in the 90s, but it was in 2003 when he and his partner received worldwide recognition. He has become a celebrity who even appears on television. Google is the search engine which has given him all his success. Something else which Brin does is to care about the world’s energy and climate problems. The Bahamas is the place where he got married to a biotech analyst in 2007. Optional activity four Students’ own answers Optional activity five

Richard Branson was born in 1950 and went to Stowe School, where he started his first business; It was at the age of 16 when he began a student magazine.

In 1970 he founded Virgin, which was a mail order record shop, and then Oxford St was the place where he opened a record shop. It was two years later, in 1972, when he built a studio in Oxfordshire; Mike Oldfield was the singer who first became a Virgin artist, when he recorded Tubular Bells.

Nowadays, Virgin is a company which has expanded into leisure, travel, tourism, mobile, broadband, TV, radio, and even F1.


Students’ own paragraphs

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BERTIE. A LIFE FULL OF STORIES ANSWER KEY Optional activity one 1. Our lives have been changed by certain machines 2. In the past, clothes were washed by hand 3. Nowadays, housework is easily done with the help of a vacuum cleaner 4. E‐mails can be instantly read by the person who receives them 5. In the future computers will be used for fun, homework and housework too. Optional activity two 1. His house was built by Bertie’s grandfather in 1890 2. Flowers have just been planted by Bertie and his wife in the garden 3. The roof is being repaired at the moment 4. The fence is going to be done next week 5. The door will soon be replaced as well Optional activity three 1a, 2b, 3b, 4a, 5b Optional activity four 1. America was discovered by Christopher Columbus in 1492 2. Hamlet was written by Shakespeare 3. All the football championships in the world were won by Barcelona in 2009 4. The Olympics 2012 are held in London 5. Scarves are made of wool Optional activity five 1. First, oven is preheated to 180°C 2. In a large bowl, butter is melted and chocolate added; everything is mixed until smooth 3. To go on with the mix, the nuts are added, if being used at all, and stirred in with the butter and the chocolate. 4. In a separate bowl, the cocoa and baking powder are mixed together with flour and sugar 5. This must be added to the chocolate, cherry and nut mixture 6. Next, four eggs are beaten and mixed in until it looks silky 7. Your brownie mix is then poured into the baking tray, and placed in the oven for about 25 minutes 8. Finally, brownies can be taken out of the oven when they look spongy

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Optional activity six Students’ own recipes

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WEATHER FORECASTS ANSWER KEY Optional activity one 1. Cloud 2. Fog 3. Snow 4. Rain 5. Storm Optional activity two 1. F 2. T 3. T 4. T 5. F Optional activity three Julie 1. Julie is going to go to New York 2. Julie isn’t isn’t going to walk around Central Park because the weather is going to be

windy Anna 3. Anna is going to fly to Paris 4. Anna isn’t going to see the Eiffer Tower because it’s going to be closed due to severe

weather conditions Pete 5. Pete is going to have a birthday party 6. Pete isn’t going to celebrate it in the garden because it’s going to rain Optional activity four Will, probably, so, sure, hope, Perhaps Optional activity five 1. Are you going out tomorrow night? 2. It isn’t raining next week 3. They are listening to the tomorrow weather forecast on the radio 4. We are surfing in Australia in the summer 5. What are you doing next weekend? Optional activity six 1. Where are you going to go next Tuesday? 2. Julie and I are going to plan our summer holidays 3. Next winter I’m going to ski in the Alps with my family 4. I think we’re going to have a wonderful time next week

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GWINETH AND THE WIZARD ANSWER KEY Optional activity one My brother Benjamin would like to go to the USA next summer. If he has enough money he’ll go to New York. If he goes to New York, he’ll climb up the Empire State. But he won’t skate in the Rockefeller Centre because that’s only open in winter. If he buys souvenirs, he’ll buy T‐shirts, I’m sure, because he loves having a T‐shirt from every city he visits. If I work during the winter, I’ll save all my money. If I have enough money, perhaps I’ll go with Benjamin. I know that if we go together, we ‘ll have a wonderful time! Optional activity two 1. If she arrives late I’ll go without her 2. If you go to that museum you’ll enjoy yourself a lot 3. If we don’t leave in five minutes we’ll miss the plane 4. If he is lazy he won’t speak good English 5. If it’s boiling hot they won’t go jogging Optional activity three 1b, 2a, 3b, 4b Optional activity four 1 would 2 had 3 would 4 was 5 didn’t 6 won 7 would Optional activity five My mother has lots of things to do this weekend. If she didn’t have so many things to do, we would go to the cinema. If we went to the cinema, we’d see the new Millenium film. If we saw that film, I would be very pleased, because I love that type of films, but my mum wouldn’t be as pleased as me; she would be bored. If my mum got bored, we’d probably end up arguing. Optional activity six Students’ own pieces of advice

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AN INTERVIEW WITH ALEXANDER COOKLAND ANSWER KEY Optional activity one 1. ‘ Tracy isn’t one of my girlfriends’ 2. ‘ The film isn’t very good’ 3. ‘ I am extremely happy’ 4. ‘There isn’t any orange juice in the fridge’ 5. ‘My songs are wonderful’ Optional activity two 1. Alexander said that he played basketball every Saturday 2. Molly said that they loved Alicia Keys 3. Benjamin said that Ms Cookland walked to work 4. Hannah said that she came from Limerick 5. Those girls said that they didn’t like football Optional activity three 1. The newsreader said that the famous pop star didn’t like answering personal questions 2. The newsreader said that the singer had moved to San Francisco at the age of twenty 3. The newsreader said that Mr Cookland’s wife and daughter were living in the USA 4. The newsreader said that Alex was starting a new live tour in August 5. The newsreader said that he would take a year out after the tour Optional activity four 1. She said that her name was Alicia Keys 2. She said that she had been born in Manhattan 3. She said that some of her songs were for teenagers 4. She said that she lived in New York 5. She said that she sang soul songs 6. She said that her most famous CD is Songs in a Minor 7. She said that she was recording a new song with a famous Spanish singer 8. She said that she always began planning her tours in February Optional activity five 1 told 2 said 3 said 4 told 5 told 6 told Optional activity six 1. Alexander said that he wasn’t writing a song at the moment

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2. Alexander told the journalist that he liked singing live 3. Alexander said that his recording assistant was very good 4. Alexander told the journalist that he wasn’t very good at playing the drums 5. Alexander said that he didn’t have a guitar

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TAKEAWAY FOOD ANSWER KEY Optional activity one Waiter: Are you ready to order? Anna: Yes, can you tell me what a Mexican pizza is? Waiter: It’s got cheese, onions, bacon and extra spicy tomato sauce Anna: OK, I’ll have a small Mexican pizza then Waiter: Fine, and would you like something to drink? Anna: I’ll have a coke Waiter: OK Optional activity two Julie: How about /What about getting a takeaway? Mike: Yes, Do you fancy fish and chips? Julie: I don’t like that; it’s too fattening Mike: How about /What about some Japanese food? Julie: It’s too extravagant. I fancy an Italian pizza Mike: OK, then, I’ll phone and order Optional activity three Why don’t we go on a picnic? ‐ suggesting No, I don’t think so ‐ refusing Let’s see what the weather is like ‐ deciding OK, that’s a great idea – accepting Optional activity four Students’ own answers Optional activity five 1 F 2 T 3 T 4 F 5 T Optional activity six 1. hamburger 2. sandwiches 3. nuggets 4. anchovies 5. pineapple

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SOCIETY ANSWER KEY Optional activity one 1. We must turn the lights off if we are not using them 2. We mustn’t ask for plastic shopping bags 3. We mustn’t make smoky barbecues 4. We must recycle paper, cans and bottles 5. We must go to school by bus or on foot whenever we can Optional activity two Suggested answers 1. You shouldn’t throw cigarette ends on the pavement 2. You shouldn’t walk your dog on the grass 3. You shouldn’t blow your horn in front of a nursery school 4. You shouldn’t smoke in a playground 5. You shouldn’t carry a plastic shopping bag Optional activity three 1b 2 a 3a 4a 5b Optional activity four 1 P 2 I 3 P 4 I 5 P Optional activity five 9. A: May I help myself to some more water?

B: Yes, of course. You needn’t have asked

10. Don’t leave the taps open all the time while you are having a shower. You should/must save energy

11. I can’t go out with you now, I have to mow the lawn

12. You needn’t have a real Christmas tree every year, you can always do with an artificial one

13. She shouldn’t have left all the lights on while she was on holiday, that’s a waste of energy

14. Why buying this kind of paper? You should buy recycled paper instead

15. He had awfully bad manners. He shouldn’t have/needn’t have had so many sandwiches

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16. My neighbour had parked his motorcycle on the pavement, so I had to go on the road

with my pushchair Optional activity six 1. You should have arrived on time 2. You could have waited for everybody to be served 3. You might have had a bit less to eat 4. You oughtn’t have left the table at all 5. You needn’t have poured yourself more drinks in the kitchen 6. You should have said goodbye when you left

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SEASIDE HOLIDAYS ANSWER KEY Optional activity one 1. It was a lovely sandy beach

2. The journey takes a couple of hours 3. Without protection, you’ll get sunburnt

4. I had no breakfast and now I feel quite hungry

5. Many Britons spend their holidays abroad Optional activity two 1 F 2 T 3 F 4 T 5 F Optional activity three Resort: A place where people go for recreation Blaze: A brilliant display Coaster: a ride in a theme park Breathtaking: exciting Refurbish: renew Optional activity four 1. Watersports 2. Fishing 3. Environment 4. Barefoot shelter Optional activity five Students’ own writings Optional activity six Students’ own paragraphs

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TUTORIALES

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INSTALACIÓN Y USO DE SKYPE COMO SISTEMA DE COMUNICACIÓN DE VOZ CON EL TUTOR

Descarga e instala Skype en tu ordenador

Lo primero será visitar la página oficial de Skype: http://www.skype.com/es

En el momento en el que se redacta el presente tutorial, la versión más reciente de Skype para Windows, y en la cual se basan estos apuntes, es Skype 4.1.

En la portada de la página web de Skype encontramos un botón de acceso directo a la Descarga; sólo tenemos que pulsar sobre él para comenzar.

Una vez pulsado, probablemente verás una página que te indica que la descarga está a punto de comenzar, similar a ésta:

http://www.skype.com/es

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En breves segundos, comenzará la descarga a tu equipo y verás en pantalla el cuadro de diálogo que te pedirá si deseas guardar en tu equipo el instalador de Skype o ejecutarlo directamente.

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Para nuestros propósitos, nosotros pulsaremos en el botón Ejecutar . Seguramente, si tu navegador es Internet Explorer, puede que te aparezca una advertencia de seguridad como la que mostramos aquí abajo, preguntándote si realmente deseas ejecutar el software.

Sólo tienes que pulsar de nuevo Ejecutar para que comience la instalación.

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Aparecerá a continuación la primera pantalla del proceso de instalación; se trata de una pantalla de bienvenida en la que además puedes empezar por seleccionar tu idioma de instalación. En nuestro ejemplo, nosotros hemos escogido el idioma español.

En este ejemplo, vamos a dejar todas las opciones tal y como vienen por defecto, de forma

que ya sólo nos queda pulsar en el botón Acepto. Instalar .

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La segunda pantalla que veremos en el proceso de instalación nos ofrece la posibilidad de agregar diferentes cosas, desde la barra de Google a nuestro explorador junto con la instalación de Skype, hasta Google Chrome, el explorador de Google. Por defecto, viene seleccionada la casilla de agregar estas funcionalidades, pero nosotros vamos a desactivarla en nuestro proceso de instalación. Para ello, simplemente desactivamos la casilla

o

, como se puede ver en la imagen de abajo.

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A continuación pulsamos el botón para comenzar ya definitivamente la descarga, como podemos ver en la siguiente imagen:

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La barra de progreso irá adquiriendo color verde a medida que progresa la descarga y podremos ver en todo momento el % que llevamos descargado y el tiempo de descarga que falta

.

Una vez completado el 100% de la descarga, verás la última pantalla de la instalación y si

pulsas en el botón Inicia Skype podrás empezar a utilizar este software.

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Conviértete en usuario de Skype

A continuación verás la pantalla de bienvenida en la que puedes introducir tus datos como usuario de Skype.

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Si ya has usado alguna vez Skype, entonces seguramente ya tendrás un nombre de usuario y una contraseña propias, así que sólo tendrás que introducirlas en los campos de texto Nombre de usuario y Contraseña respectivamente, y después pulsar el botón Iniciar

sesión .

Por el contrario, si es la primera vez que instalas y utilizas Skype, seguramente no tendrás un nombre de usuario. Entonces deberás pulsar sobre la pregunta

para crear tu cuenta. Al pulsar sobre la pregunta verás una pantalla como ésta:

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Deberás teclear tu nombre completo; intenta escribir un nombre que te identifique como alumno para facilitar la comunicación de voz con tu tutor/a.

A continuación, en el campo Elige nombre usuario, puedes teclear el nombre que desees que aparezca en la lista de usuarios de Skype, y con el cual otros alumnos, tus amigos y tu tutor/a puedan localizarte fácilmente. Fíjate que es necesario que dicho nombre incluya entre 6 y 32 caracteres; de otro modo, no será válido.

Después, en el campo de texto Contraseña, deberás teclear una contraseña de entre 6 a 20 caracteres y repetirla.

El último paso será leer y aceptar el Acuerdo de Licencia Usuario Final de Skype, así como los Términos de Servicio Skype y la Política de Privacidad

Skype. .

Si te fijas delante de la mayoría de los campos puedes ver un asterisco rojo ; esto indica que es obligatorio rellenar esos campos.

A modo de ejemplo, hemos creado una cuenta imaginaria, con un nombre de un alumno imaginario, rellenando todos los campos requeridos y aceptando los términos y condiciones de Skype.

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Una vez que todos nuestros nuevos datos están listos, sólo tenemos que teclear en el

botón Siguiente y veremos esta pantalla:

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Es hora de introducir obligatoriamente nuestra dirección de correo electrónico en el campo obligatorio denominado E‐mail y de decidir si queremos o no recibir noticias de Skype. Por

defecto la casilla viene activada. Si estamos interesados en que nos envíen a nuestro buzón de correo las últimas novedades relacionadas con el software, la dejaremos activada; en caso contrario, sólo tenemos que pulsar sobre la casilla para desactivarla.

A continuación desplegamos País/Región y seleccionamos el país en el que nos encontremos, en el que vivamos, en el que vayamos a estar residiendo mientras usemos Skype

. Por defecto aparece seleccionado el país cuyo idioma de instalación hubiésemos escogido al comienzo de la instalación, pero el software nos permite seleccionar aquél que necesitemos de entre los listados en el desplegable.

El último campo de texto a rellenar es Ciudad, donde deberemos teclear el nombre de la ciudad en la que vivamos.

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Por último, si queremos que cada vez que se abra Skype en nuestro ordenador la sesión a iniciar sea la del usuario que acabamos de teclear, entonces, simplemente tendremos que dejar activada la casilla

.

A modo de ejemplo, hemos rellenado los datos de nuestro alumno imaginario para que veas un aspecto similar al que te encontrarás en tu propio proceso.

A continuación pulsamos y Skype comienza a crear nuestra cuenta:

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Pudiera ocurrir, que el nombre de usuario que hemos elegido ya exista; en ese caso, Skype nos dará a elegir nombres alternativos, como por ejemplo los siguientes, siempre aplicados a los datos de nuestro alumno imaginario. Podemos seleccionar uno de los nombres que nos ofrece Skype a modo de sugerencia, o intentar escribir otro nombre diferente. Para nuestro ejemplo, vamos a seleccionar la primera sugerencia de la lista, que además viene

activada por defecto. Una vez hecho, esto debemos pulsar de nuevo.

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Comprueba que tus altavoces y tu micrófono funcionan

Desde la propia pantalla de bienvenida puedes comprobar si el funcionamiento de tus

auriculares y de tu micrófono es el correcto para recibir y realizar llamadas de voz.

Pulsa sobre el botón que verifica si el sonido funciona.

Se abrirá la ventana de verificación de sonido, dividida en varios recuadros.

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Comencemos de izquierda a derecha; vamos al primer recuadro, Altavoces,

y pulsamos el botón Probar los

altavoces .

Necesitarás tener conectados a tu ordenador unos altavoces, unos auriculares, o unos auriculares con micrófono para poder realizar tu comunicación de voz con tu interlocutor, para poder escucharlo y que te escuchen también a ti cuando hables.

Al pulsar sobre el botón, se abrirá una ventana similar a la de la imagen de abajo, que te muestra qué altavoces/auriculares/auriculares con micrófono, tienes instalados y en uso en tu ordenador.

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En nuestro ejemplo, tenemos unos auriculares del tipo de los que ves en dicha imagen. Sólo

tienes que pulsar el botón y verificarás tus altavoces.

Si oyes un sonido al pulsar sobre el botón verde y ves la animación de dicho botón, entonces deberás pulsar sobre el botón Sí a la pregunta ¿Oíste algo?

Y, directamente Skype te llevará al siguiente paso, probar tu micrófono.

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Pulsa el botón directamente desde aquí o desde el recuadro azul

. Verás la pantalla de verificación del micrófono, similar a ésta de abajo, que te indica que micrófono tienes instalado y en uso en tu equipo. Para probarlo debes hablar por el micrófono, hacer algún ruido, decir alguna cosa.

Si, mientras hablabas, la barra va adquiriendo color verde, entonces todo va bien, y deberás pulsar el botón.

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Busca contactos Skype

Vamos ahora a buscar amigos en la Pantalla de bienvenida. Si pulsas el botón Buscar amigos automáticamente se abre una pantalla en la que podemos simplemente teclear el nombre de un usuario de Skype cuya dirección o nombre de usuario ya conozcamos, o bien, seleccionar nuestros contactos de acuerdo con el correo electrónico usado, ya sea Gmail, Hotmail, AOL o cualquier otro.

Si conoces el nombre de usuario de tu tutor/a, o de otros alumnos que estén realizando este curso, puedes teclear sus datos directamente en el campo de texto

y luego pulsar el botón . Se abre la ventana Buscar usuarios de Skype en la que verás todos los usuarios con nombres similares al que hayas tecleado. Por ejemplo, a modo de ejemplo, nosotros hemos tecleado carlos.gonzalez para comenzar nuestra búsqueda y Skype nos muestra la lista de usuarios con dicho nombre.

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Si entre estos usuarios, encuentras el que buscas, sólo tienes que seleccionarlo, se

sobrescribirá en azul, y luego pulsar el botón . Si quieres estar seguro de que el contacto que vas a añadir es el correcto, siempre puedes hacer clic sobre

Perfil y se abrirá una ventana con la información del perfil de ese usuario. Desde esa misma ventana, pulsando en Más, podrás ya directamente llamar al usuario, hacer una vídeo llamada, iniciar un chat, etc.; o simplemente, agregarlo a tus contactos si pulsas en el

botón Añadir contacto .

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Al pulsar sobre Añadir contacto, se abrirá una ventana que nos permitirá enviarle un mensaje al usuario que acabamos de agregar, como la que puedes ver abajo, y que nos permite pedirle a nuestro nuevo contacto más detalles. Sólo tenemos que escribir un

primer mensaje y pulsar el botón OK .

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Una vez hecho esto, tu nuevo contacto quedará agregado a tu lista y verás la siguiente pantalla, que te indica que se ha añadido con éxito y que deberás esperar a que ese usuario acepte tu solicitud para verlo conectado y comenzar vuestra comunicación.

Ahora puedes cerrar la ventana pulsando en el botón Cerrar , o

continuar añadiendo contactos .

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Usa Skype

Esta es la ventana de uso de Skype.

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Para llamar a tu tutor/a, a otros alumnos y alumnas de tu curso, o a tus amigos, sólo tienes que seleccionar el contacto en la pestaña Contactos y pulsar el botón

. Veremos en pantalla cómo Skype trata de conectar con ese usuario.

El usuario seleccionado tiene el icono junto a su nombre y en la parte derecha observamos el mensaje de Skype explicando que está llamando:

.

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Si nuestro contacto responde, podréis empezar a hablar. Si nuestro contacto no responde, Skype nos avisará en pantalla de que no es posible contactar y el contacto seleccionado

tendrá junto a su nombre el icono .

Si, en vez de hablar, deseas mandar mensajes, entonces sólo será necesario que

selecciones tu contacto en la pestaña Contactos de la izquierda de la ventana Skype y que

teclees tus mensajes en la parte inferior derecha de la misma ventana.

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LOCALIZACIÓN DE GRABACIONES PARA ENVIAR AL TUTOR

¿DÓNDE ESTÁN LAS GRABACIONES PERSONALES DEL ALUMNADO?

Independientemente del Sistema Operativo que se utilice, el Applet MALTED crea una carpeta llamada CIDEAD en la carpeta del usuario activo. En esta carpeta almacena temporalmente los archivos de sonido generados en la realización de los ejercicios correspondientes.

Los nuevos archivos de sonido que el alumno genera en las grabaciones correspondientes a cada unidad se alojan en la subcarpeta con el nombre de esa quincena determinada.

El nombre del archivo generado con la voz del usuario está predeterminado y no deberá modificarse mientras deba ser ejecutado desde la aplicación. La extensión, también predeterminada, es .wav y tampoco debe ser modificada.

Cuando el usuario entra en una unidad por segunda vez o sucesivas, y realiza de nuevo los ejercicios de grabación, los archivos resultantes sobrescriben a los que habían sido producidos anteriormente.

Atención: la carpeta CIDEAD/projects puede contener algunas grabaciones que por razones técnicas no se hayan guardado en la carpeta CIDEAD/quincena‐‐/audio correspondiente.

A continuación se muestra la localización de los archivos de algunas unidades desarrolladas con la aplicación en distintos Sistemas Operativos.

Windows Vista

Directamente desde la carpeta del usuario activo se creará la subcarpeta CIDEAD (paralela a otras carpetas como Escritorio, Documentos, Imágenes...), y dentro de ésta irán apareciendo carpetas con los nombres de las quincenas a medida que el alumno las vaya desarrollando.

Cada una de estas subcarpetas con el nombre de la quincena correspondiente contiene a su vez otra subcarpeta llamada audio.

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Como ha quedado dicho anteriormente, la carpeta audio contiene los nombres de los archivos que el alumno ha grabado durante la realización de la quincena.

Los nombres de estos archivos han sido dados por el diseñador de la unidad, y el formato de éstos es .wav. Modificar cualquiera de estos parámetros, nombre o extensión, resultaría en la imposibilidad de reutilizarlos dentro de la unidad correspondiente.

¿DÓNDE ESTÁ LA CARPETA DE USUARIO?

Windows Vista/7

Aunque pueda haber otras formas de acceso (como abrir el icono de Equipo existente en el escritorio), éstas dependerán de la configuración. De forma general, hacer click con el botón derecho del ratón sobre el icono de inicio de Windows (esquina inferior izquierda de la pantalla), seleccionar la opción Explorar, y buscar la parte más alta de árbol de carpetas

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(izquierda de la pantalla). Debajo de la carpeta Escritorio está la carpeta del usuario. Ésta ‐ cuyo nombre corresponderá con el que se haya utilizado para acceder a Vista ‐ contendrá la subcarpeta CIDEAD.

Windows XP

Para saber el nombre del usuario activo, abrir el menú Inicio (esquina inferior izquierda de la pantalla) y sobre la opción Apagar equipo aparece Cerrar sesión de... El nombre que aparece al final de esta línea es el usario activo.

De forma general, hacer click con el botón derecho del ratón sobre el icono Inicio de Windows (esquina inferior izquierda de la pantalla), y seleccionar la opción Explorar. En el árbol de carpetas a la izquierda aparecerá el nombre del usuario, y la carpeta CIDEAD un poco más abajo.

Linux (Ubuntu)

En el sistema operativo Linux la aplicación crea una carpeta en el espacio del usuario activo llamada CIDEAD (debajo de la carpeta Home; en las versiones en castellano, se accede desde Lugares/Carpeta personal). Dentro de esta subcarpeta se crean las carpetas con los nombres de las quincenas a medida que se van desarrollando.

Los archivos que contiene cada quincena se encuentran dentro de la carpeta audio. Cuando se realicen los ejercicios de speaking de la quincena correspondiente, dentro de esta carpeta se generarán los archivos con los nombres predeterminados y con la extensión.wav.

Para el resto de particularidades, en Linux se aplican las mismas que en Windows (nombre y formatos de archivos prefijados y sobreescritura de los mismos cuando se ejecuta una

quincena en veces sucesivas).

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¿DÓNDE ESTÁ LA CARPETA DE USUARIO?

En inglés llamada Home folder (en castellano traducida por Carpeta personal) se corresponde habitualmente con el nombre del usuario del equipo.

Existen unos menús en la parte superior izquierda de la pantalla (Aplicaciones, Lugares, Sistema). Cuando se accede al menú Lugares, aparecen en este orden Carpeta personal, Escritorio, Documentos, Música, etc. Si se abre la primera de ellas (Carpeta personal) se encontrará el directorio CIDEAD.

Índice a. programaciÓn general b. el libro digital c

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