teaching programme - microsoftpearsonespana.blob.core.windows.net/books/cutting edg… · web...

GENERAL TEACHING PROGRAMME

CUTTING EDGEELEMENTARY__________________

AREA OF FOREIGN LANGUAGES

ENGLISH LANGUAGE

Teaching programme – CUTTING EDGE - ELEMENTARY 1

Cutting Edge Elementary Teaching Programme

UNIT 1: PEOPLE AND PLACES

I. AIMS- To know the positive forms and use of be- To know the positive and negative short forms and use of be- To know the form and use of be in personal questions- To know the use of articles with jobs- To speak about personal information from documents- To talk about oneself- To discuss about life in the Artic- To listen to a conversation- To listen to two students asking questions about a person- To read and complete a quiz about countries, languages and

nationalities- To read a personal information card - To read a quiz about Artic life- To check information online about life in the Artic- To watch a video about life in the Artic- To find out information about indigenous people online- To write a text about one indigenous people- To know vocabulary connected with countries and nationalities- To know vocabulary connected with jobs- To know word stress - To practise the pronunciation of short forms: am, are, is- To know stress in questions and short answers- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTSCommunication Skills

- Speaking about personal information from documents- Talking about oneself- Listening to a conversation- Listening to two students asking questions about a person- Reading and completing a quiz about countries, languages and

nationalities- Reading a personal information card - Reading a quiz about Artic life- Checking information online about life in the Artic- Watching a video about life in the Artic- Finding out information about indigenous people online- Writing a text about one indigenous people

Language ReflectionsA. Language and grammar functions


- Be: positive forms- Be: positive and negative short forms- Articles with jobs- Be: personal questions

B. Vocabulary- Countries and nationalities- Words connected with jobs

C. Pronunciation- Word stress- Short forms - am, are, is- Stress in questions and short answers

Sociocultural Aspects- To discuss about life in the Artic- To show interest in other ways of life

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about life in other countries with respect and interestEducation for equalityTo respect men and women

ASSESSMENTI. Communication skills

- Student's Book: Communication activities, pages 12, 132- Student's Book: Study, Practice & Remember, page 138- Workbook, Unit 1- Teacher's Resource Bank: Photocopiable activities, Unit 1- DVD, Unit 1

II. Language reflections- Student's Book: Study, Practice & Remember, page 138- Workbook, Unit 1- Teacher's Resource Bank: Photocopiable activities, Unit 1- DVD, Unit 1

III. Sociocultural aspects- Student's Book, Unit 1- Workbook, Unit 1- DVD, Unit 1


BASIC COMPETENCES

UNIT 1: People and placesCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)

SB, pp.6-15 All the activities in the unit use language as a means of oral and written communication.

Show interest and curiosity in the English language as such, and in cultural aspects associated with it.

Mathematical competence(C2)

SB, p.8; WB, p.5 Students have to understand and process information to complete a table.

Use mathematical forms of expression (tables, diagrams, surveys, etc.) in the process of learning English.

Data processing and digital competence(C4)

SB, p.13 (Share your task)SB, pp.14-15 (Video and research)

MyEnglishLab /Active Teach

Students film / record themselves giving a talk about them.

Students check their answers online about life in the Artic.Students watch a video about life in the Artic.They find information online about indigenous people.

Students use digital devices as part of their process of learning English.

Incorporate new technologies in the process of learning English.Take advantage of new technologies to revise and consolidate

what one has learnt in the unit.

Cultural awareness and expression(C6)

SB, pp.14-15 (World culture)SB, pp.8, 12, 14

WB, p.6

SB, p.15

Students learn about life in the Artic.

They deal about different cultural and artistic expressions through the following: - A quiz about countries, languages and

nationalities.- A personal information card.- A quiz about Artic life- A text about people from different places.

Students write a piece of original creative writing: - A text about one indigenous people.

Understand and critically appraise aspects of other countries' culture and customs.

Develop creativity and imagination.

RELATIONSHIPS AND INTERACTION


Knowledge and connection with the world and environment (C3)

SB, Unit 1 Students learn and think about: people, places, countries, nationalities, jobs, documents, indigenous people.

There are references to different places such as: USA, Hong Kong, Australia, Mexico, Ireland, Italy, the Artic, etc.

Develop a critical mind when observing reality.

Identify places and geographical features where other cultures are originated and located.

Social and civic competence(C5)

SB, Unit 1

SB, p.8

SB, p.13 (Task)

SB, pp.7, 9, 11

SB, Unit 1

Students work in pairs or groups: - Exchanging opinions in the different

discussions proposed in the unit about life in the Artic.- Practising saying sentences and

conversations.- Comparing their answers.- Asking and answering questions.- Talking about the texts they've read.

They complete a quiz in pairs.

They practise talking about them with a partner.

Students describe and answer questions about photographs.

Students learn and think about: people, places, countries, nationalities, jobs, documents, life in the Artic.

Use language as a vehicle of communication / cultural transmission.

Develop key communication skills, and take into account the interests of others as individuals and the interests of the group as a whole.

Express their own ideas and listen to others'.Know and accept tradition and cultural and social reality of the

English-speaking world.


PERSONAL DEVELOPMENTLearning to learn(C7)

SB & WB, Unit 1

SB, Unit 1

Students do the SB and WB activities in the unit, and use good learning practices in class and at home.

Students learn how to use reference material for each unit:

Students’ Book- Key language highlighted at the start of

the unit (p.6)- Grammar in context (pp.7, 9, 10, 11)- Pronunciation box (pp.8, 9, 10, 11)- Useful language box (p.13)- Study & practice 1 (p.138)- Study & practice 2 (p.138)- Study & practice 3 (p.138)- Study & practice 4 (p.138)- Study & practice 5 (p.139)- Remember these words (p.139)

MyEnglishLab- Interactive workbook- Common error report- Tips and feedback for reference materials- Extra video with interactive exercises

Students are encouraged to experiment with language and to work out rules for themselves (Grammar).

Students are encouraged to take a proactive role in their learning (Tasks).

Students recycle new language through the speaking tasks. They recycle all the main grammar and vocabulary areas in the

unit with extra practice exercises in the Study, Practice & Remember section.

Be aware of what is known and what needs to be learnt, how to learn it, and how to manage and control the learning processes effectively, optimizing and guiding them to meet personal goals.

Show interest in different learning strategies which boost confidence when faced with new challenges in one's studies.


Being autonomous (C8)

SB, p.6 (In this unit)

SB, p.15 (After unit 1 you can…)WB, pp.4-8SB & WB

SB, p.12 (Task)

SB, pp.6-15

Students develop planning initiatives such as the main objectives at the beginning of each unit.

Students think about what they have learnt after each unit.

Students are responsible for the proposed tasks and activities.Students do the assessment activities in the unit.

Students do activities which involve analyzing, planning and reviewing their work: - Find information from documents.

Students show initiative working in pairs or groups: discussing about the unit topic, analysing tasks, describing photographs and completing the speaking activities.

Show initiatives and own choices.

Develop personal qualities such as initiative, self-improvement, perseverance and self-criticism, performing the self-evaluation and reviewing the learning process.

Listen and interact with others with positive attitude when participating in class activities.

Emotional competence(Castile La Mancha) (C9)

SB, pp.6-15 Students learn to work in pairs or groups and to respect turns, as well as opinions, work and progress.

Show emotional balance and respect for others in the activities done in class.


UNIT 2: PEOPLE AND THINGS

I. AIMS- To know the use of this/that, these/those- To know the use of possessive 's- To know the form and use of have got- To talk about their favourite people- To speak about people and things- To discuss about a photo of two students completing a form- To listen to a conversation- To listen to someone talking about her favourite people- To read an article about a British actor- To watch a video about people in a medical centre- To complete a Student Record Form with personal information- To know vocabulary connected with everyday objects- To know vocabulary connected with family- To know word stress- To practise the pronunciation of this, that, these, those- To practise the pronunciation of short forms - has/have got- To practise the pronunciation of the vocabulary connected with

family- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Talking about their favourite people- Speaking about people and things- Listening to a conversation- Listening to someone talking about her favourite people- Reading an article about a British actor- Watching a video about people in a medical centre- Completing a Student Record Form with personal information

Language ReflectionsA. Language and grammar functions- This/that, these/those- Possessive 's- Have got

B. Vocabulary- Words connected with everyday objects- Words connected with family

C. Pronunciation- Word stress- This, that, these, those- Short forms - has/have got


- Vocabulary - family

Sociocultural Aspects- To discuss about a photo of two students completing a form- To think about the importance of family and friends

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestEducation for equalityTo respect men and women


- Student's Book: Communication activities, pages 21, 23- Student's Book: Study, Practice & Remember, page 140- Workbook, Unit 2- Teacher's Resource Bank: Photocopiable activities, Unit 2- Teacher's Resource Disc: Progress Tests, Units 1-2- Teacher's Resource Disc: Test Audio- DVD, Unit 2

II. Language reflections- Student's Book: Study, Practice & Remember, page 140- Workbook, Unit 2- Teacher's Resource Bank: Photocopiable activities, Unit 2- Teacher's Resource Disc: Progress Tests, Units 1-2- Teacher's Resource Disc: Test Audio- DVD, Unit 2



BASIC COMPETENCES

UNIT 2: People and thingsCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, pp.19, 20

WB, p.11

Students have to understand and process information to complete a table.

Students have to process the information from a table to complete an exercise.



SB, p.19

SB, p.21 (Share your task)SB, p.23 (Language live)MyEnglishLab /Active Teach

Students read an article about a British actor.

Students film / record themselves talking about their five favourite people.

Students watch a video about people in a medical centre.


Be aware of the importance of the media and its influence on society.




SB, p. 19WB, p.12

SB, p.22WB, p.13WB, p.13

They deal about different cultural and artistic expressions through the following: - An article about a British actor.- A text about the Iglesias family.

Students write a piece of original creative writing: - A Student Record Form with personal

information.- An application form for a sports club.- A conversation about asking personal

information.




RELATIONSHIPS AND INTERACTIONKnowledge and connection with the world and environment (C3)

SB, Unit 2 Students learn and think about: people, everyday objects, family.

There are references to different places such as: England, London, Oxford, Belfast.




SB, Unit 2

SB, p.21 (Task)

SB, pp.16, 18, 20, 22SB, Unit 2


discussions proposed in the unit about a photo of two students completing a form.

- Practising saying sentences and conversations.

- Comparing their answers.- Asking and answering questions.- Talking about the texts they've read.

In pairs and groups, they talk about their five favourite people.


Students learn and think about: people, everyday objects, family, application forms.







SB & WB, Unit 2

Teacher's Resource Disc

SB, Unit 2


Students complete the progress test 1. Students complete the test audio.



the unit (p.16)- Grammar in context (pp.17, 18)- Pronunciation box (pp.16, 17, 18, 19, 23)- Useful language box (p.21)- Study & practice 1 (p.140)- Study & practice 2 (p.140)- Remember these words (p.141)










SB, p.16 (In this unit)SB, p.23 (After unit 2 you can…)WB, pp.9-13SB & WB

SB, p.20 (Task) SB, p.22 (Writing)

SB, pp.16-23




Students do activities which involve analyzing, planning and reviewing their work: - Talk about your five favourite people.- Completing a form.









UNIT 3: YOUR LIFE

I. AIMS- To know the positive and negative forms and use of present

simple (I, you, we, they)- To know the question and short answer forms and use of

present simple (I, you, we, they)- To speak about life in their favourite place- To discuss about places in a town- To discuss about India- To listen to two students talking about their lives- To listen to a person talking about life on a Scottish island- To listen to an interview- To read a text about an Indian girl's life- To read an article about British people living in Britain and

abroad- To read some facts about Melbourne- To read a questionnaire about life in Melbourne- To read a quiz about India- To read a text about UNESCO World Heritage Sites- To check information online about India- To watch a video about a family in India- To find out more information online about three of the World

Heritage Sites- To write a text about three World Heritage Sites- To know common verbs- To know how to tell the time- To know vocabulary connected with places in a town- To know stress and weak forms of questions- To practise stress and weak forms telling the time- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Speaking about life in their favourite place- Listening to two students talking about their lives- Listening to a person talking about life on a Scottish island- Listening to an interview- Reading a text about an Indian girl's life- Reading an article about British people living in Britain and

abroad- Reading some facts about Melbourne- Reading a questionnaire about life in Melbourne- Reading a quiz about India- Reading a text about UNESCO World Heritage Sites- Checking information online about India- Watching a video about a family in India


- Finding out more information online about three of the World Heritage Sites

- Writing a text about three World Heritage Sites


- Present simple: positive and negative (I, you, we, they)- Present simple: questions and short answers (I, you, we,

they)

B. Vocabulary- Common verbs- Words connected with telling the time- Words connected with places in a town

C. Pronunciation- Stress and weak forms - questions- Stress and weak forms - telling the time

Sociocultural Aspects- To discuss about places in a town- To discuss about India- To think about life in different countries- To speak about places of special importance around the world

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about life in other countries with respect and interestEducation for equalityTo respect men and women


- Student's Book: Communication activities, page 31- Student's Book: Study, Practice & Remember, page 142- Workbook, Unit 3- Teacher's Resource Bank: Photocopiable activities, Unit 3- DVD, Unit 3




BASIC COMPETENCES

UNIT 3: Your lifeCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




WB, p.15 Students have to process the information from the tables to complete an exercise.



SB, p.28



Students read an article about British people living in Britain and abroad.

Students film / record themselves describing their favourite place.

Students check their answers online about India.Students watch a video about a family in India.They find information online about three of the World Heritage Sites.







SB, pp.32-33 (World culture)SB, pp.24, 28, 30, 32, 33

WB, p.18

SB, p.33

Students learn about the Indian railway.

They deal about different cultural and artistic expressions through the following: - A text about an Indian girl's life.- An article about British people living in

Britain and abroad.- Some facts about Melbourne.- A questionnaire about life in Melbourne.- A quiz about India.- A text about UNESCO World Heritage

Sites.- A text about studying in South Korea.

Students write a piece of original creative writing: - A text about three World Heritage Sites.




SB, Unit 3 Students learn and think about: life, time, places in a town, a Scottish island, the Indian railway, UNESCO World Heritage Sites.

There are references to different places such as: India, Ireland, Hong Kong, Berlin, Istanbul, Paris, Rio de Janeiro, San Francisco, Canberra, Dubai, France, Scotland, Melbourne.




SB, Unit 3

SB, p.31 (Task)

SB, pp.24, 27, 28, 30SB, Unit 3


discussions proposed in the unit about places in a town and about India.



In pairs and groups, they describe their favourite place.


Students learn and think about: life, telling the time, places in a town, life on a Scottish island, the Indian railway, UNESCO World Heritage Sites.







SB & WB, Unit 3

SB, Unit 3




the unit (p.24)- Grammar in context (pp.25, 26)- Pronunciation box (pp.26, 27)- Useful language box (p.31)- Study & practice 1 (p.142)- Study & practice 2 (p.142)- Study & practice 3 (p.143)- Remember these words (p.143)











SB, p.30 (Task)

SB, pp.24-33




Students do activities which involve analyzing, planning and reviewing their work: - Describe life in your favourite town.









UNIT 4: LIKES AND DISLIKES

I. AIMS- To know the positive and negative forms and use of the present

simple (he, she, it)- To know the question and short answer forms and use of the

present simple (he, she, it)- To speak about a holiday activity- To discuss about Adele, an untypical pop star- To discuss about winning habits- To discuss about meeting people for the first time- To listen to a podcast about Adele- To listen to four people talking about their likes and dislikes- To listen to two students talking about holiday courses- To read an article about life's winners- To read a text about the Olympic athlete Denise Lewis- To read an advert about holidays- To watch a video about meeting people- To write a conversation- To write a description of a person- To know vocabulary connected with activities- To know phrases for time and frequency- To practise the pronunciation of verb forms - he/she/it- To know the strong and weak forms of does- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Speaking about a holiday activity- Listening to a podcast about Adele- Listening to four people talking about their likes and dislikes- Listening to two students talking about holiday courses- Reading an article about life's winners- Reading a text about the Olympic athlete Denise Lewis- Reading an advert about holidays- Watching a video about meeting people- Writing a conversation- Writing a description of a person


- Present simple: positive and negative (he/she/it)- Present simple: questions and short answers (he/she/it)

B. Vocabulary- Words connected with activities


- Phrases for time and frequency

C. Pronunciation- Verb forms - he/she/it- Strong and weak forms - does

Sociocultural Aspects- To talk about Adele, an untypical pop star- To debate about winning habits- To discuss about meeting people for the first time- To show interest in meeting people

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To respect other people's likes and dislikesTo respect other people's opinionsHealth educationTo talk about sportsTo talk about healthy activitiesArtsTo talk about music


- Student's Book: Communication activities, pages 37, 39, 40, 133, 134

- Student's Book: Study, Practice & Remember, page 144- Workbook, Unit 4- Teacher's Resource Bank: Photocopiable activities, Unit 4- Teacher's Resource Disc: Progress Tests, Units 3-4- Teacher's Resource Disc: Test Audio- DVD, Unit 4




BASIC COMPETENCES

UNIT 4: Likes and dislikesCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




WB, pp.19, 20 Students have to process the information from a table to complete an exercise.



SB, p.36

SB, p.35SB, p.39 (Share your task)SB, pp.40-41 (Language live)WB, p.23


Students read an article about life's winners.

Students listen to a podcast about Adele.They film / record themselves talking about holiday courses.

Students watch a video about meeting people.They complete an email.They read and write an email.







SB, pp.36, 37, 38

WB, p.22

SB, p.40SB, p.41WB, p.23

They deal about different cultural and artistic expressions through the following: - An article about life's winners.- A text about the Olympic athlete Denise

Lewis.- An advert about holidays.- A text about English people's home

abroad.

Students write a piece of original creative writing: - A conversation.- A description of a person.- An email introducing a friend.




SB, Unit 4 Students learn and think about: activities, holiday courses, people.

There are references to different places such as: UK, USA, London, Edinburgh, Birmingham, Italy, Australia, Brazil, Japan.




SB, Unit 4

SB, p.39 (Task)

SB, pp.34, 36, 38, 41SB, p.41

SB, Unit 4


discussions proposed in the unit about: Adele, winning habits, meeting people for the first time.



In pairs and groups, they talk about holiday courses.


Students write a description of a person.

Students learn and think about: activities, a pop star, holiday courses, meeting people, introducing a friend.







SB & WB, Unit 4


SB, Unit 4





the unit (p.34)- Grammar in context (pp.35, 37)- Pronunciation box (pp.35, 37, 40)- Useful language box (p.39)- Study & practice 1 (p.144)- Study & practice 2 (p.144)- Study & practice 3 (p.145)- Remember these words (p.145)











SB, p.38 (Task)SB, p.41 (Writing)

SB, pp.34-41




Students do activities which involve analyzing, planning and reviewing their work: - Choose a holiday activity.- Introducing a friend.









UNIT 5: FROM A TO B

I. AIMS- To know the use of can/can't to express possibility and ability- To know the use of articles: a/an, the and no article- To speak about a partner's answers to a survey- To discuss about travelling- To discuss about different ways of travelling in Hong Kong- To discuss about cycle-sharing schemes- To discuss about famous places in London- To listen to someone talking about the things you can and can't

do in Hong Kong- To listen to a student answering the questions in the transport

survey - To read an article about world travel- To read a webpage about travelling- To read a text about an engineer from Mexico City- To read a quiz about Mexico- To read a text about London's cycle-sharing scheme- To read a text about London landmarks- To prepare a transport survey- To check information online about London- To find out more information online about famous races- To watch a video about a race across London- To write a text about a famous race- To know vocabulary connected with transport- To know vocabulary connected with travelling- To practise the pronunciation of weak forms - prepositions and

articles- To practise the pronunciation of strong and weak forms -

can/can't- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Speaking about a partner's answers to a survey- Listening to someone talking about the things you can and

can't do in Hong Kong- Listening to a student answering the questions in the transport

survey - Reading an article about world travel- Reading a webpage about travelling- Reading a text about an engineer from Mexico City- Reading a quiz about Mexico- Reading a text about London's cycle-sharing scheme- Reading a text about London landmarks- Preparing a transport survey


- Checking information online about London- Finding out more information online about famous races- Watching a video about a race across London- Writing a text about a famous race


- Can/can't: possibility and ability- Articles: a/an, the and no article

B. Vocabulary- Words connected with transport- Words connected with travelling

C. Pronunciation- Weak forms - prepositions and articles- Strong and weak forms - can/can't

Sociocultural Aspects- To speak about travelling- To discuss about different ways of travelling in Hong Kong- To debate about cycle-sharing schemes- To learn about famous places in London- To think about different ways of transport

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestHealth educationTo talk about healthy habitsEducation for equalityTo respect everybody's opinion




III. Sociocultural aspects


- Student's Book, Unit 5- Workbook, Unit 5- DVD, Unit 5


BASIC COMPETENCES

UNIT 5: From A to BCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, p.49SB, p.50; WB, p.28WB, p.25WB, p.27

Students have to understand and process information:- To complete a survey- To complete a table

Students read and listen to a text about transport statistics.Students have to process the information from a table to complete

an exercise.



SB, p.43

SB, p.44SB, p.49 (Share your task)SB, pp.50-51 (Video and research)


Students read an article about world travel.

Students read a webpage about travelling.They film / record themselves talking about their partner's answers

to a survey.Students check information online about London.They watch a video about a race across London.They find information online about famous races.







SB, pp.44-45SB, pp.50-51 (World culture)SB, pp.43, 44, 46, 47, 48, 50

WB, p.25

SB, p.51

Students learn about Hong Kong.Students learn about a race across London.

They deal about different cultural and artistic expressions through the following: - An article about world travel.- A webpage about travelling.- A text about an engineer from Mexico

City.- A quiz about Mexico.- A text about London's cycle-sharing

scheme.- A text about London landmarks.- A text about transport statistics.

Students write a piece of original creative writing: - A text about a famous race.




SB, Unit 5 Students learn and think about: transport, travelling, London landmarks, famous races.

There are references to different places such as: USA, Japan, Germany, China, Great Britain, Hong Kong, Mexico City, London, etc.





SB, Unit 5

SB, p.49 (Task)

SB, pp.42, 50

SB, p.51

SB, Unit 5


discussions proposed in the unit about: travelling, different ways of travelling in Hong Kong, cycle-sharing schemes, famous places in London.



In pairs and groups, they talk about the answers to a survey.


Students write a text about a famous race.

Students learn and think about: transport, travelling, famous places in London, races.







SB & WB, Unit 5

SB, Unit 5




the unit (p.42)- Grammar in context (pp.45, 46)- Pronunciation box (pp.43, 45)- Useful language box (p.49)- Study & practice 1 (p.146)- Study & practice 2 (p.146)- Remember these words (p.147)











SB, p.48 (Task)

SB, pp.42-51




Students do activities which involve analyzing, planning and reviewing their work: - Do a transport survey.









UNIT 6: FOOD AND DRINK

I. AIMS- To know the use of there is and there are- To know the use of some and any- To know the use of how much and how many- To speak about their favourite place to eat- To practise ordering food and drink in a café or restaurant- To talk about picnic foods- To discuss about food- To discuss about food from other countries- To discuss about eating in a restaurant- To discuss about Italian restaurants- To listen to three people talking about their favourite place to

eat- To read an article about three healthy diets around the world- To read a quiz about the average British diet- To read a restaurant card, menu and review- To write a description of a café or restaurant- To watch a video about ordering food and drink- To know vocabulary connected with food: countable and

uncountable nouns- To know food pairs- To practise linking in sentences- To know stress on word pairs- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Speaking about their favourite place to eat- Practising ordering food and drink in a café or restaurant- Talking about picnic foods- Listening to three people talking about their favourite place to

eat- Reading an article about three healthy diets around the world- Reading a quiz about the average British diet- Reading a restaurant card, menu and review- Writing a description of a café or restaurant- Watching a video about ordering food and drink

Language ReflectionsA. Language and grammar functions- There is and there are- Some and any- How much and how many

B. Vocabulary


- Food: countable and uncountable nouns- Food pairs

C. Pronunciation- Linking in sentences- Stress on word pairs

Sociocultural Aspects- To debate about food- To talk about food from other countries- To discuss about eating in a restaurant- To discuss about Italian restaurants- To think about healthy food

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestTo respect different tastes and customsHealth educationTo talk about healthy foodTo speak about healthy diets around the world


- Student's Book: Communication activities, pages 53, 57, 59, 135

- Student's Book: Study, Practice & Remember, page 148- Workbook, Unit 6- Teacher's Resource Bank: Photocopiable activities, Unit 6- Teacher's Resource Disc: Progress Tests, Units 5-6- Teacher's Resource Disc: Test Audio- DVD, Unit 6




BASIC COMPETENCES

UNIT 6: Food and drinkCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, pp.52, 58SB, p.55WB, p.29

Students have to understand and process information:- To complete a table.- To complete a quiz about average figures- To complete a crossword.



SB, p.54WB, p.31

SB, p.57 (Share your task)SB, pp.58-59 (Language live)WB, p.33


Students read an article about three healthy diets around the world.They listen and read an article about Annaprashan.

Students film / record themselves talking about their favourite place to eat.

They read and complete the description of a restaurant in an email.Students watch a video about ordering food and drink.They read and write a review of a restaurant for a website.







SB, p.54

SB, pp.54, 55, 58

WB, p.31WB, p.33

SB, p.58WB, p.33

Students discuss about food from other countries.

They deal about different cultural and artistic expressions through the following: - An article about three healthy diets

around the world.- A quiz about the average British diet.- A restaurant card, a menu and a review

of the restaurant.- An article about Annaprashan.- A restaurant review on a website.

Students write a piece of original creative writing: - A description of a café or restaurant.- A review of a restaurant for a website.





SB, Unit 6 Students learn and think about: food, drink, places to eat.

There are references to different places such as: Japan, Greece, Italy, India.




SB, Unit 6

SB, p.57 (Task)

SB, pp.52, 53, 54, 56, 58SB, p.58

SB, Unit 6


discussions proposed in the unit about: food, food from other countries, eating in a restaurant, Italian restaurants.



In pairs and groups, they talk about their favourite place to eat.


Students write a description of a café or restaurant.

Students learn and think about: food, drink, favourite places to eat, ordering food and drink.







SB & WB, Unit 6


SB, Unit 6





the unit (p.52)- Grammar in context (pp.53, 55)- Pronunciation box (pp.53, 55, 59)- Useful language box (p.57)- Study & practice 1 (p.148)- Study & practice 2 (p.149)- Remember these words (p.149)












SB, pp.52-59




Students do activities which involve analyzing, planning and reviewing their work: - Describe a favourite place to eat.- Describe a place to eat.









UNIT 7: LIFE STORIES

I. AIMS- To know the use of past simple: was/were- To know the past simple: regular and irregular verbs- To speak about the life story of a person- To talk about life events- To talk about two famous successful people- To discuss about sharing personal information on social

networking sites and blogs- To discuss about websites, pictures and collecting things- To listen to the story of Jackie Kennedy Onassis- To listen to the life story of a person- To read a quiz about amazing children- To read an article about Ben Silbermann- To read a book extract about Jackie Kennedy Onassis- To read a quiz about the last time they did some things- To watch a video about Mark Zuckerberg- To check information online about social networking websites- To find out more information online about important people of

the Information Age- To write about a person with an amazing life- To write a text about an important person of the Information

Age- To know vocabulary connected with life events- To know past time phrases- To practise the pronunciation of strong and weak forms of

was/were- To practise the pronunciation of regular past simple forms - -ed

endings- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Speaking about the life story of a person- Talking about life events- Talking about two famous successful people- Listening to the story of Jackie Kennedy Onassis- Listening to the life story of a person- Reading a quiz about amazing children- Reading an article about Ben Silbermann- Reading a book extract about Jackie Kennedy Onassis- Reading a quiz about the last time they did some things- Watching a video about Mark Zuckerberg- Checking information online about social networking websites- Finding out more information online about important people of

the Information Age


- Writing about a person with an amazing life- Writing a text about an important person of the Information

Age

Language ReflectionsA. Language and grammar functions- Past simple: was/were- Past simple: regular and irregular verbs

B. Vocabulary- Words connected with life events- Past time phrases

C. Pronunciation- Strong and weak forms - was/were- Regular past simple forms - -ed endings

Sociocultural Aspects- To debate about sharing personal information on social

networking sites and blogs- To discuss about websites, pictures and collecting things- To think about the importance of information

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestTechnologyTo talk about using internet



- Student's Book: Study, Practice & Remember, page 150- Workbook, Unit 7- Teacher's Resource Bank: Photocopiable activities, Unit 7- Teacher's Resource Disc: Mid-course Tests- Teacher's Resource Disc: Test Audio- DVD, Unit 7

II. Language reflections- Student's Book: Study, Practice & Remember, page 150- Workbook, Unit 7- Teacher's Resource Bank: Photocopiable activities, Unit 7- Teacher's Resource Disc: Mid-course Tests- Teacher's Resource Disc: Test Audio- DVD, Unit 7

III. Sociocultural aspects


- Student's Book, Unit 7- Workbook, Unit 7- DVD, Unit 7


BASIC COMPETENCES

UNIT 7: Life storiesCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, p.65 Students have to understand and process information to complete a table.



SB, p.62

SB, p.62



Students read an article about Ben Silbermann.

Students discuss about sharing personal information on social networking sites and blogs.

They discuss about websites and pictures.Students film / record themselves telling the life story of a person.

Students discuss about using social networking websites and check the information online.

They watch a video about Mark Zuckerberg, the person behind Facebook.

They find information online about important people of the Information Age.







SB, p.64SB, pp.68-69 (World culture)SB, pp.60, 62, 65

WB, p.36

SB, pp.64, 69

WB, p.35

Students read a book extract about Jackie Kennedy Onassis.They learn about the Information Age.

They deal about different cultural and artistic expressions through the following: - A quiz about amazing children.- An article about Ben Silbermann.- A quiz about the last time they did some

things.- A story about a strange soldier

Students write a piece of original creative writing: - A text about a person with an amazing

life.- A text about an important person of the

Information Age.- A conversation.

Consider literature as a source of enjoyment and personal enrichment, and as part of countries' cultural heritage.




SB, Unit 7 Students learn and think about: amazing children, life events, information, social networking sites, important people of the Information Age.

There are references to different places such as: Austria, Germany, Russia, Iowa, USA, California, Long Island, New York, etc.





SB, Unit 7

SB, p.66 (Task)

SB, pp.61, 62, 64, 66SB, pp.64, 69

SB, Unit 7


discussions proposed in the unit about sharing personal information on social networking sites and about collecting things.



In pairs they talk about a life story.


Students write about a person with an amazing life and a text about an important person of the Information Age.

Students learn and think about: amazing children, life events, famous people's life stories, telling a story, the Information Age, social networking websites.







SB & WB, Unit 7


SB, Unit 7


Students complete the mid-course test. Students complete the test audio.



the unit (p.60)- Grammar in context (pp.61, 63)- Pronunciation box (pp.61, 63)- Useful language box (p.67)- Study & practice 1 (p.150)- Study & practice 2 (p.150)- Study & practice 3 (p.151)- Remember these words (p.151)











SB, p.66 (Task)

SB, pp.60-69




Students do activities which involve analyzing, planning and reviewing their work: - Tell a life story.









UNIT 8: FACT OR FICTION?

I. AIMS- To know the negative form and use of the past simple- To know the question form and use of the past simple- To speak about a good or bad evening- To practise a conversation about arranging an evening out- To talk about their favourite activities- To discuss about films- To discuss about life 2000 years ago- To discuss about music and musicals- To discuss about entertainment- To discuss about going out- To listen to a radio programme about the musical We Will Rock

You- To listen to three people talking about an evening in and out- To read a text about Cleopatra- To read an article about Queen- To read some text messages- To watch a video about arranging an evening out with friends- To write an email inviting the classmates out to a restaurant- To know adjectives to describe stories- To know vocabulary connected with entertainment- To practise linking - did you- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Speaking about a good or bad evening- Practising a conversation about arranging an evening out- Talking about their favourite activities- Listening to a radio programme about the musical We Will Rock

You- Listening to three people talking about an evening in and out- Reading a text about Cleopatra- Reading an article about Queen- Reading some text messages- Watching a video about arranging an evening out with friends- Writing an email inviting the classmates out to a restaurant


- Past simple: negative form- Past simple: question form

B. Vocabulary- Adjectives to describe stories


- Words connected with entertainment

C. Pronunciation- Linking - did you

Sociocultural Aspects- To talk about films- To debate about life 2000 years ago- To discuss about music and musicals- To talk about entertainment- To discuss about going out

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestTo respect other people's tastesArtsTo talk about films, musicals, music, etc.






BASIC COMPETENCES

UNIT 8: Fact or fiction?COMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)







SB, p.72

SB, p.75 (Share your task)SB, pp.76-77 (Language live)


Students read an article about Queen.They listen to a radio programme about the musical We Will Rock

You.

Students film / record themselves talking about a good or bad evening.

Students watch a video about arranging an evening out with friends.They write an email inviting their classmates out to a restaurant.







SB, pp.71, 72, 77

WB, p.42

SB, p.77WB, p.43

They deal about different cultural and artistic expressions through the following: - A text about Cleopatra.- An article about Queen.- Some text messages.- A text about a hero and a heroine.

Students write a piece of original creative writing: - An email inviting their classmates out to

a restaurant.- A conversation.- A message to their friends arranging an

evening out.





SB, Unit 8 Students learn and think about: facts, fiction, films, entertainment.

There are references to different places such as: Egypt




SB, Unit 8

SB, p.74 (Task)

SB, pp.70, 71, 72, 74SB, p.77

SB, Unit 8


discussions proposed in the unit about: their favourite activities, films, life 2000 years ago, music and musicals, entertainment and going out.



In pairs, they talk about a good or bad evening.


Students write an email inviting the classmates out to a restaurant.

Students learn and think about: stories, facts, fiction, entertainment, arranging an evening out.







SB & WB, Unit 8


SB, Unit 8
















SB, p.74 (Task) SB, p.77 (Writing) SB, pp.70-77




Students do activities which involve analyzing, planning and reviewing their work: - Talk about an evening in or out.- Arranging an evening out.









UNIT 9: BUY AND SELL

I. AIMS- To know the form and use of comparative adjectives- To know the form and use of superlative adjectives- To speak about buying souvenirs for a family- To talk about different objects and possessions- To talk about people and places- To talk about shops and services- To discuss about shopping in different department stores- To discuss about shops- To discuss about souvenirs - To listen to some people talking about buying souvenirs from

their country- To read an article about the biggest department store in the

world- To read a quiz about the biggest and the best things in the

world- To read an article about unusual shops- To read a quiz about shopping around the world- To check information online about different types of shops- To watch a video about famous London markets- To find out information online about famous markets- To write a paragraph about a famous market- To know vocabulary to describe objects- To know vocabulary connected with shops and services- To know stress in comparative adjectives- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Speaking about buying souvenirs for a family- Talking about different objects and possessions- Talking about people and places- Talking about shops and services- Listening to some people talking about buying souvenirs from

their country- Reading an article about the biggest department store in the

world- Reading a quiz about the biggest and the best things in the

world- Reading an article about unusual shops- Reading a quiz about shopping around the world- Checking information online about different types of shops- Watching a video about famous London markets- Finding out information online about famous markets- Writing a paragraph about a famous market



- Comparative adjectives- Superlative adjectives

B. Vocabulary- Words describing objects- Words connected with shops and services

C. Pronunciation- Stress - comparative adjectives

Sociocultural Aspects- To talk about shopping in different department stores- To discuss about shops- To speak about souvenirs

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestConsumer educationTo talk about buying thingsTo think about consumerism






BASIC COMPETENCES

UNIT 9: Buy and sellCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, p.84

WB, p.46


Students have to understand and process the information in a table with average figures of distance and temperature to complete an exercise.



SB, p.80

SB, p.83

SB, p.79, ex.1-2 & practiceSB, p.85 (Share your task)SB, pp.86-87 (Video and research)


Students read an article about the biggest department store in the world.

They read an article about unusual shops.

They talk about items from an online shopping site.

Students film / record themselves talking about souvenirs.

Students talk about buying and selling things on eBay.They check information online about different types of shops.They watch a video about famous London markets.Students find information online about famous markets.







SB, p.84SB, pp.86-87 (World culture)SB, pp.80, 81, 83, 86

WB, p.48

SB, p.87

Students discuss about souvenirs from different countries.Students learn about famous markets.

They deal about different cultural and artistic expressions through the following: - An article about the biggest department

store in the world.- A quiz about the biggest and the best

things in the world.- An article about unusual shops.- A quiz about shopping around the world.- A text about three machines you can buy

to make your life easier.

Students write a piece of original creative writing: - A paragraph about a famous market.




SB, Unit 9 Students learn and think about: objects, department stores, shops, services, souvenirs, famous markets.

There are references to different places such as: South Korea, New York, Bolivia, Ethiopia, Bhutan, Bangkok, Dubai, Hong Kong, Tokyo, London, Buenos Aires, Vietnam, Canada, Ukraine, UK, etc.





SB, Unit 9

SB, p.85 (Task)

SB, pp.78, 79, 80, 82, 84SB, p.87

SB, Unit 9


discussions proposed in the unit about: shopping in different department stores, shops and souvenirs.



In pairs and groups, they talk about souvenirs.


Students write about a famous market.

Students learn and think about: buying, selling, objects, shops, services, souvenirs, famous markets.







SB & WB, Unit 9

SB, Unit 9




the unit (p.78)- Grammar in context (pp.79, 80)- Pronunciation box (p.79)- Useful language box (p.85)- Study & practice 1 (p.154)- Study & practice 2 (p.154)- Remember these words (p.155)











SB, p.84 (Task)

SB, pp.78-87




Students do activities which involve analyzing, planning and reviewing their work: - Choose souvenirs from your country.









UNIT 10: LOOK GOOD

I. AIMS- To know the form and use of the present continuous- To know the form and use of the present simple and continuous- To speak about their partner's personality- To practise asking for goods and services at a hairdresser's or

in a clothes shop- To talk about clothes- To talk about appearance and personality- To talk about shops- To discuss about wearing uniform- To discuss about the clothes people wear at work- To discuss about costumes- To listen to some people talking about the clothes they wear at

work - To listen to two students talking about colours and personality- To read a text about costumes- To read an article about colours and personality - To read a description of a person- To watch a video about asking for goods and services in shops

and at the hairdresser's- To write a description of a person- To know vocabulary connected with clothes- To know vocabulary to describe personality- To practise the pronunciation of vocabulary - clothes- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Speaking about their partner's personality- Asking for goods and services at a hairdresser's or in a clothes

shop- Talking about clothes- Talking about appearance and personality- Talking about shops- Listening to some people talking about the clothes they wear at

work - Listening to two students talking about colours and personality- Reading a text about costumes- Reading an article about colours and personality - Reading a description of a person- Watching a video about asking for goods and services in shops

and at the hairdresser's- Writing a description of a person

Language Reflections


A. Language and grammar functions- Present continuous- Present simple and continuous?

B. Vocabulary- Words connected with clothes- Words describing personality

C. Pronunciation- Vocabulary - clothes

Sociocultural Aspects- To talk about wearing uniform- To debate about the clothes people wear at work- To discuss about costumes- To describe people's personality

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestEducation for equalityTo respect people, no matter their appearance Consumer educationTo talk about consumerism






BASIC COMPETENCES

UNIT 10: Look goodCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)







SB, p.92

SB, p.93 (Share your task)SB, p.94 (Language live)


Students read an article about colours and personality.

Students film / record themselves talking about their personality.

Students watch a video about asking for goods and services in shops and at the hairdresser's.






SB, pp.90, 92, 95

WB, p.51

SB, p.95; WB, p.53

They deal about different cultural and artistic expressions through the following: - A text about costumes.- An article about colours and personality.- A description of a person.- A text about street style.

Students write a piece of original creative writing: - A description of a person.





SB, Unit 10 Students learn and think about: clothes, personality, colours, goods, services, people.



SB, Unit 10

SB, pp.91, 93

SB, pp.88, 89, 90

SB, p.95

SB, Unit 10


discussions proposed in the unit about: wearing uniform, the clothes people wear at work, and costumes.



In pairs and groups, they talk about the clothes they wear at different occasions, and about their personality.


Students write a description of a person.

Students learn and think about: clothes, clothes at work, describing personality, colours and personality, asking for goods and services, describing people.







SB & WB, Unit 10


SB, Unit 10
















SB, p.92 (Task)SB, p.95 (Writing) SB, pp.88-95




Students do activities which involve analyzing, planning and reviewing their work: - Analyse your personality.- Describing people.









UNIT 11: NATURE

I. AIMS- To know question words- To know quantifiers: a lot of, a little, a few, not any, not much,

not many- To speak about interesting things in a quiz- To talk about the work some animals do- To talk about a quiz - To discuss about animals and natural features- To discuss about intelligent animals- To discuss about South Africa- To listen to a radio programme about intelligent animals- To listen to a person from the South African Tourist Board

talking about places to visit- To listen to two people doing a quiz- To read an article about working animals- To read a text about the Kalahari Dessert- To read a quiz about general knowledge- To read a text about animals in danger- To check information online about animals- To watch a video about animals in danger- To find out information online about endangered animals- To write a general knowledge quiz- To write a paragraph about an endangered animal- To know vocabulary connected with animals and natural

features- To know big numbers- To practise the pronunciation of vocabulary - numbers- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Speaking about interesting things in a quiz- Talking about the work some animals do- Talking about a quiz - Listening to a radio programme about intelligent animals- Listening to a person from the South African Tourist Board

talking about places to visit- Listening to two people doing a quiz- Reading an article about working animals- Reading a text about the Kalahari Dessert- Reading a quiz about general knowledge- Reading a text about animals in danger- Checking information online about animals- Watching a video about animals in danger- Finding out information online about endangered animals


- Writing a general knowledge quiz- Writing a paragraph about an endangered animal


- Question words- Quantifiers: a lot of, a little, a few, not any, not much, not

many

B. Vocabulary- Words connected with animals and natural features- Big numbers

C. Pronunciation- Vocabulary - numbers

Sociocultural Aspects- To discuss about animals and natural features- To debate about intelligent animals- To talk about South Africa- To show interest in finding out about animals in danger

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestTo think about endangered animalsEnvironmental educationTo respect animalsTo respect nature



- Student's Book: Study, Practice & Remember, page 158- Workbook, Unit 11- Teacher's Resource Bank: Photocopiable activities, Unit 11- DVD, Unit 11




BASIC COMPETENCES

UNIT 11: NatureCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, p.100WB, p.54SB, pp.98, 99, 100; WB, pp.55, 56, 57

Students have to understand and process information:- To complete a table.- To complete a grid.

Students complete exercises with numbers and different measurement figures (time, distance, weight, speed, etc.).



SB, p.97SB, p.98



Students read an article about working animals.They listen to a radio programme about intelligent animals.

Students film / record themselves talking about a quiz.

Students check information online about animals.They watch a video about animals in danger.They find information online about endangered animals.







SB, p.100SB, pp.104-105 (World culture)SB, pp.97, 101, 102, 104

WB, p.55WB, p.57

SB, pp.102, 105

Students discuss and learn about South Africa.They learn about animals in danger.

They deal about different cultural and artistic expressions through the following: - An article about working animals.- A text about the Kalahari Dessert.- A quiz about general knowledge.- A text about animals in danger.- A text about the animal world.- A text about camels.

Students write a piece of original creative writing: - A general knowledge quiz.- A paragraph about an endangered

animal.




SB, Unit 11 Students learn and think about: working animals, natural features, intelligent animals, numbers, South Africa, animals in danger.

There are references to different places such as: South America, North Africa, Asia, Indonesia, California, New York, Syria, South Africa, the Kalahari Desert, River Ganges, etc.





SB, Unit 11

SB, p.103 (Task)

SB, pp.96, 97, 100, 102SB, p.105

SB, Unit 11


discussions proposed in the unit about: animals and natural features, intelligent animals and South Africa.



In groups, they prepare a general knowledge quiz and talk about the most interesting things they learnt.


Students write about an endangered animal.

Students learn and think about: animals, natural features, numbers, South Africa, general knowledge quizzes, animals in danger.







SB & WB, Unit 11

SB, Unit 11















SB, p.102 (Task)

SB, pp.96-105




Students do activities which involve analyzing, planning and reviewing their work: - Devise a general knowledge quiz.









UNIT 12: GOOD TIMES

I. AIMS- To know the use of going to for future intentions- To know the use of would like to and want to for future wishes- To speak about a festival they have planned celebrating in their

town- To talk about a celebration or party they went to- To talk about their plans and intentions- To talk about the weather- To discuss about celebrations- To discuss about the seasons- To discuss about festivals- To listen to three people talking about their plans for the

weekend- To listen to two people discussing about the Auldhay Festival - To read an article about how some countries celebrate the

seasons- To read the Auldhay Festival website- To read a text about the Boi Bumbá festival- To watch a video about making suggestions and offers- To write some information to promote a festival- To write a short conversation for a given situation- To know vocabulary connected with celebrations and parties- To know vocabulary connected with weather and seasons- To practise the pronunciation of weak forms - going to- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Speaking about a festival they have planned celebrating in

their town- Talking about a celebration or party they went to- Talking about their plans and intentions- Talking about the weather- Listening to three people talking about their plans for the

weekend- Listening to two people discussing about the Auldhay Festival - Reading an article about how some countries celebrate the

seasons- Reading the Auldhay Festival website- Reading a text about the Boi Bumbá festival- Watching a video about making suggestions and offers- Writing some information to promote a festival- Writing a short conversation for a given situation


Language ReflectionsA. Language and grammar functions- Going to for future intentions- Would like to and want to for future wishes

B. Vocabulary- Words connected with celebrations and parties- Words connected with weather and seasons

C. Pronunciation- Weak forms - going to

Sociocultural Aspects- To discuss about celebrations- To talk about the seasons- To discuss about festivals- To show interest in learning about festivals and celebrations in

different countries

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestTo respect different types of celebrations






BASIC COMPETENCES

UNIT 12: Good timesCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




WB, p.61 Students have to understand and process information to complete a table.



SB, p.108 (Reading)SB, p.110SB, p.111 (Share your task)SB, pp.113 (Language live)MyEnglishLab /Active Teach

Students read an article about celebrating the seasons.

Students read the Auldhay Festival website.Students film / record themselves talking about a festival.

Students watch a video about making suggestions and offers.






SB, pp.108, 110, 112

WB, p.61

SB, p.112; WB, p.62SB, p.113; WB, p.63

They deal about different cultural and artistic expressions through the following: - An article about how some countries

celebrate the seasons.- A website about the Auldhay Festival.- A text about the Boi Bumbá Festival.- A world weather report.

Students write a piece of original creative writing: - Some information to promote a festival.

- A short conversation for a given situation.





SB, Unit 12 Students learn and think about: celebrations, parties, weather, seasons, festivals.

There are references to different places such as: Japan, Azerbaijan, Iran, Turkey, Sweden, USA, the Scottish Highlands, Brazil.




SB, Unit 12

SB, p.110 (Task)

SB, pp.106, 108, 112SB, p.112

SB, Unit 12


discussions proposed in the unit about: celebrations, seasons and festivals.



In small groups, they talk about festivals.


Students write about a festival.

Students learn and think about: celebrations, parties, talking about future intentions and wishes, weather, seasons, planning and promoting a festival, making suggestions and offers.







SB & WB, Unit 12


SB, Unit 12

















SB, pp.106-113




Students do activities which involve analyzing, planning and reviewing their work: - Plan a festival.- Information to promote a festival.









UNIT 13: LIVE AND LEARN

I. AIMS- To know the use of have to and don't have to- To know the use of might and will- To speak about the results of a careers questionnaire- To talk about Latin America- To talk about their favourite artist/dancer/politician, etc.- To discuss about school and university subjects- To discuss about careers- To discuss about learning foreign languages- To discuss about jobs- To listen to two people talking about their careers- To listen to two people discussing about a careers

questionnaire- To read an email- To read a college advert- To read an article about language learning- To read a careers questionnaire- To read a quiz about Latin America - To check information online about Latin America- To watch a video about Fernando Montaño, a Colombian dancer- To find out information online about famous people from Latin

America- To write about a famous person from Latin America- To know school and university subjects- To know vocabulary connected with education and training- To practise the pronunciation of weak forms and linking - have

to/don't have to- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Speaking about the results of a careers questionnaire- Talking about Latin America- Talking about their favourite artist/dancer/politician, etc.- Listening to two people talking about their careers- Listening to two people discussing about a careers

questionnaire- Reading an email- Reading a college advert- Reading an article about language learning- Reading a careers questionnaire- Reading a quiz about Latin America - Checking information online about Latin America- Watching a video about Fernando Montaño, a Colombian

dancer


- Finding out information online about famous people from Latin America

- Writing about a famous person from Latin America

Language ReflectionsA. Language and grammar functions- Have to and don't have to- Might and will

B. Vocabulary- School and university subjects- Words connected with education and training

C. Pronunciation- Weak forms and linking - have to/don't have to

Sociocultural Aspects- To talk about school and university subjects- To discuss about careers- To discuss about and show interest in learning foreign

languages- To think about suitable jobs

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestEducation for equalityTo respect men and womenTo talk about equality in regards with jobs


- Student's Book: Communication activities, pages 120, 133- Student's Book: Study, Practice & Remember, page 162- Workbook, Unit 13- Teacher's Resource Bank: Photocopiable activities, Unit 13- DVD, Unit 13




BASIC COMPETENCES

UNIT 13: Live and learnCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




WB, pp.65, 68

WB, p.65

Students have to understand and process the information in a table to complete an exercise.




SB, p.118

SB, p.115WB, p.66SB, p.121 (Share your task)SB, pp.122-123 (Video and research)


Students read an article about language learning.

Students read an email.They read and complete a website about careers.Students film / record themselves talking about the results of a

questionnaire.Students check information online about Latin America.They watch a video about Fernando Montaño, a Colombian dancer.They find information online about famous people from Latin

America.







SB, pp.122-123 (World culture)SB, pp.115, 116, 118, 120, 122

WB, p.67

SB, p.123

Students learn about Latin America.

They deal about different cultural and artistic expressions through the following: - An email.- A college advert.- An article about language learning.- A careers questionnaire.- A quiz about Latin America.- A text about the five ages of English.

Students write a piece of original creative writing: - A paragraph about a famous person from

Latin America.




SB, Unit 13 Students learn and think about: school and university subjects, education, training, language learning, Latin America.

There are references to different places such as: Latin America, Atlantic Ocean, Caribbean Sea, Pacific Ocean, London.





SB, Unit 13

SB, p.120 (Task)

SB, p.114

SB, p.123

SB, Unit 13


discussions proposed in the unit about: school and university subjects, careers, learning foreign language, jobs.



In pairs and groups, they complete a questionnaire, compare their answers and talk about their partner's results and reaction to the questionnaire.


Students write about a famous person from Latin America.

Students learn and think about: school and university subjects, education and training, choosing a career, language learning, completing a questionnaire, Latin America.







SB & WB, Unit 13

SB, Unit 13















SB, p.120 (Task)

SB, pp.114-123




Students do activities which involve analyzing, planning and reviewing their work: - Complete a careers questionnaire.









UNIT 14: KEEP IN TOUCH

I. AIMS- To know the form and use of the present perfect (unfinished

time)- To know the form and use of the present perfect (with ever)- To speak about one of the topics from a game- To talk about technology- To discuss about phones- To discuss about modern communication- To discuss about the different uses of a mobile phone- To discuss about the use of 'text speak'- To listen to two people playing a game- To read the comments from a social networking site- To read an article about modern communication facts- To read the rules of a game- To read some text messages- To watch a video about telephoning- To write a short phone conversation- To write a text message arranging a night out- To know vocabulary connected with ways of communicating- To know vocabulary connected with technology- To practise the pronunciation of strong and weak forms - have

(present perfect)- To improve the pronunciation of the English language- To improve the intonation of the English language

II. CONTENTS

Communication Skills- Speaking about one of the topics from a game- Talking about technology- Listening to two people playing a game- Reading the comments from a social networking site- Reading an article about modern communication facts- Reading the rules of a game- Reading some text messages- Watching a video about telephoning- Writing a short phone conversation- Writing a text message arranging a night out


- Present perfect (unfinished time)- Present perfect (with ever)

B. Vocabulary- Ways of communicating


- Words connected with technology

C. Pronunciation- Strong and weak forms - have (present perfect)

Sociocultural Aspects- To talk about phones and modern communication- To discuss about the different uses of a mobile phone- To debate about the use of 'text speak'- To take part in a game

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect people To talk about other countries with respect and interestTechnologyTo talk about using the internetTo talk about using mobile phonesConsumer educationTo discuss about consumerism regarding technological devices


- Student's Book: Communication activities, pages 129, 131, 137

- Student's Book: Study, Practice & Remember, page 164- Workbook, Unit 14- Teacher's Resource Bank: Photocopiable activities, Unit 14- Teacher's Resource Disc: Progress Tests, Units 13-14- Teacher's Resource Disc: End of course Tests- Teacher's Resource Disc: Test Audio- DVD, Unit 14

II. Language reflections- Student's Book: Study, Practice & Remember, page 164- Workbook, Unit 14- Teacher's Resource Bank: Photocopiable activities, Unit 14- Teacher's Resource Disc: Progress Tests, Units 13-14- Teacher's Resource Disc: End of course Tests- Teacher's Resource Disc: Test Audio- DVD, Unit 14



BASIC COMPETENCES

UNIT 14: Keep in touchCOMPETENCE REFERENCE DESCRIPTION ASSESSMENT CRITERIAEXPRESSION AND COMMUNICATIONCommunication in the mother tongue and in foreign languages(C1)




SB, p.126

WB, p.69

WB, p.69

Students read an article and complete exercises about facts and statistics.

Students have to understand and process information to complete a grid.

Students have to process the information in a table to complete an exercise.



SB, p.126

SB, p.125SB, p.129 (Share your task)SB, p.130 (Language live)MyEnglishLab /Active Teach

Students read an article about modern communication facts.

Students read the comments from a social networking site.Students film / record themselves talking about one of the topics

from a game.Students watch a video about telephoning.







SB, pp.125, 126, 129, 131

WB, p.70WB, p.71

SB, p.131SB, p.131; WB, p.73

They deal about different cultural and artistic expressions through the following: - The comments from a social networking

site.- An article about modern communication

facts.- The rules of a game.- Some text messages.- A text about some people's lives.- A text about keeping in touch with friends

and family.

Students write a piece of original creative writing: - A short phone conversation.- A text message arranging a night out.




SB, Unit 14 Students learn and think about: communication, technology.

There are references to different places such as: USA.




SB, Unit 14

SB, p.129 (Task)

SB, p.131

SB, Unit 14


discussions proposed in the unit about: phones, modern communication, different uses of a mobile phone, the use of 'text speak'.



In small groups, they take part in a game talking about a topic from the game for one minute.

Students write a short conversation and a text message arranging a night out.

Students learn and think about: ways of communicating, technology, taking part in a game, telephoning, writing text messages.







SB & WB, Unit 14


SB, Unit 14


Students complete the progress test 7. Students complete the end of course test. Students complete the test audio.















SB, pp.124-131




Students do activities which involve analyzing, planning and reviewing their work: - Take part in a game.- A text message.









teaching programme - microsoftpearsonespana.blob.core.windows.net/books/cutting edg… · web...

Documents