voices 3 eso syllabus

Voices 3SYLLABUS

Area: Foreign Languages (English)

Stage: Secondary Education

2nd Cycle

1

STARTER UNIT

OBJECTIVES

To review vocabulary and be, have got, can and there is/are in the affirmative, negative and question forms, in the context of cultural facts about the UK.

To review present tenses and adverbs of frequency. To review subject and object pronouns, possessive adjectives, and

What … like? questions.

CONTENTS

Listening

- Listen to the classmates when asking and answering some questions in as much detail as possible.

Speaking

- In pairs, ask each other some questions and answer in as much detail as possible.

- In pairs, take turns asking and answering some questions.

Reading

- Read some texts with cultural facts about the UK, look at a map and tell as much as possible about the UK.

- See which words they can find in the text- Find ten examples in total of be, have got, can and there is / there are

in the text as quickly as possible.- Look at a table and elicit which form of the verb is different in each

row.- Look at a picture of a boy and read his profile. Then write sentences

about him.- Read the conversation, choose the correct words and decide if they are

subject pronouns, object pronouns or possessive adjectives.

Writing

- Check the meaning of the words in a box, using dictionaries if necessary, and put the words in the correct category: verb, noun or adjective

- Write some sentences correctly.- Complete some questions with the words given.

2

- Write questions for the answers given.- Write complete sentences putting the appropriate adverb in the correct

place.- Copy a table in their notebooks and complete it with the correct forms

of the verbs in the box.- Complete an email using the present continuous form of the verbs in

the box.- Copy and complete a table with the correct pronouns and possessive

adjectives.- Put some words in the correct order to make questions.- Translate some questions into their own language and elicit what What

… like? Means.

Language knowledge and use

Linguistic knowledge:

Grammar- be, have got, can and there is / there are- Question words- Present simple and adverbs of frequency- Present continuous

Vocabulary- Verbs, nouns and adjectives

Pronunciation- Students learn the right pronunciation in English through the Listening

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

Speaking activities.

Learning reflexion:- Describing people and places.- Reviewing and reflecting on learning.- Appreciating working in groups as a means of personal enrichment.

BASIC COMPETENCES

Basic Competence

Page Activity Evaluation Criteria

C1 Linguistic communicative competence.

SB pages 4-6

All the activities of the unit use the language as an instrument of communication.

Show interest in learning English

C2 Mathematical competence.

C3 Knowledge of SB page Students look t a map Express curiosity

3

and interaction with the physical world.

4 with geographical information about the UK.

in learning about the UK Geography.

C4 Competence in information and communication technologies

SB pages 5, 6

Multi- Rom activitiesVoices website: http://www.voices.mac-english.comIn this unit students also read e-mails and an Internet chat.

Feel pleasure in using new technologies in order to revise and extend what the have learnt.

C5 Social and civil competence.

SB page6

Moral and civic Education: The importance of being polite when we ask for personal information.

Be willing to follow polite habits

C6 Cultural and artistic competence.

SB page 4

Students talk about cultural facts related to the UK.

Show pleasure in comparing cultural differences with other countries.

C7 The competence of learning to learn.

SB pages 4-6

Students complete the exercises of the Student’s Book and do the Diagnostic Test.

Show interest in learning how to learn English.

C8 The competence of personal autonomy and initiative.

SB page 6

Initiative to work in pairs. E.g. asking and answering about personal information.

Be willing to listen to and interact with others. Have a positive attitude towards own ability to participatein class activities.

C9 The emotional competence.(Castilla la Mancha)

SB pages 4-6

Students learn to work in groups respecting each other and admitting both their own success and their classmates’.

Enjoy group participation.Show respect for others in the group.

Socio cultural aspects and intercultural awareness

References to cultural facts about the UK. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

LITERARY EDUCATION

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


Assessment and active participation in literary activities in the classroom.

Appreciation of literature as a source of pleasure showing criticism towards it.

Development of reading autonomy. Ex: - Reading a student’s profile- Reading a conversation

CROSS-CURRICULAR ITEMS

Geography: students learn cultural and geographical facts about the UK.

ATTITUDES AND VALUES

Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES

Consolidation activities: Multi-ROM. Starter Unit.

Extension activities: Extra sections of the TB for the Starter Unit. Extra sections of the WB: - Wordlist- Irregular verb list

EVALUATION

1. EVALUATION RESOURCES

Formative evaluation- Classroom observation to check both individual and global progress- Workbook exercises.

Accumulative evaluation- Tests and Exams: Diagnostic Test.- Test Generator Multi-ROM

5

- Exams Multi-ROM- Voices Revision 1, (Units 1-3)

6

2. EVALUATION CRITERIA

Express himself/herself with fluency and using the write pronunciation - intonation when describing people and places.

Recognise and review vocabulary about verbs, nouns and adjectives and be able to put them into practice in written activities .

Understand the general message of conversations about personal information, and identify relevant details in oral messages related with them.

Use information and communication technologies in a guided way in order to look for information by doing the website activities.

Identify learning strategies used to progress in the learning process. Analyze social aspects of the Anglo-Saxon countries, by reading texts

with cultural facts about the UK.

7

UNIT 1Interesting lives

OBJECTIVES

To introduce the language and topic area for the unit (achievements). To introduce and practise words and phrases for jobs and

achievements. To read and answer questions about the Duke of Edinburgh’s Award. To review and contrast the concepts of the present simple and the

present continuous. To review the position of adverbs of frequency and how questions are

formed in the present tenses. To listen to a presentation about the Duke of Edinburgh’s Award. To introduce and practise antonyms describing personal qualities. To read and listen to a text about women who have won Nobel Prizes. To talk about whether boys and girls are good at different things. To review and practise was / were and there was / there were. To review the grammar in unit 1, working with texts about Nelson

Mandela and the Brontë sisters. To write a personal profile, after reading a model and practising the use

of like, including and such as. To listen to a recording of a boy being met at the airport, then practise

a similar dialogue with a partner. To review the language in unit 1 and earlier by completing simple

language exercises.

CONTENTS

Listening

- Play the recording about achievements to listen and repeat- Listen to a presentations and complete some forms with the missing

words.- Listen and choose the correct answers to some questions about

presentations.- Listen and repeat some opposites.- Listen to a text and match some definitions with the correct words

from a text.- Listen to a text about Wuthering Heights - Listen to a dialogue about meeting at the airport and answer some

questions.- Listen to a dialogue at the airport and choose the correct answers.

Speaking

- Look at some pictures and brainstorm everything they know about the people shown: (Shakira, Edison Arantes do Nascimento, Eva Green, Michael Phelps).

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- Do a pronunciation exercise about sentence stress.- Talk about activities to do at The Duke of Edinburgh’s Award.- Ask and answer questions about activities in pairs.- In pairs, ask and answer questions about habits.- Look at some presentations and answer some questions.- Talk about presentations using adjectives of character.- Discuss about whether boys and girls are good at different things.- Talk about their favourite subjects.- Ask and answer questions with a partner about a famous person from

the past.- Prepare and practice a dialogue using “Useful Expressions”

Reading

- Do a quiz and answer some questions about famous people.- Choose the best summary of a reading text.- Read a text about The Duke of Edinburgh’s Award and answer some

comprehension questions.- Read some grammar explanations about the Present simple and

Continuous.- Choose the correct forms of the verbs to complete a text.- Match some adjectives with their opposites.- Read a text about Nobel Prize winning women and match each

paragraph to the relevant category.- Read a text and answer some comprehension questions.- Read some grammar explanations about the past simple and There

was/there were.- Match some questions in the past simple with the correct answers.- Read a profile about Scarlet Johansson and answer some questions.- Read a “Language Focus” about introducing examples.- Match some words with the relevant airport signs.- Revise the vocabulary and grammar structures learnt in the unit by

reading the Language Guide section.

Writing

- Write sentences about achievements using the present continuous.- Write sentences about jobs and achievements- Complete some questions with the words given.- Words in context: Match some words and phrases and translate the

expressions.- Complete a table with time expressions.- Complete sentences with the student’s own ideas.- Write negative and affirmative sentences in the present continuous.- Complete sentences using the Present simple and Continuous- Put some words in order so as to make questions.- Complete sentences with the appropriate opposite adjectives.- Use some opposite adjectives to describe some pictures.

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- Complete a text about Nelson Mandela with was/ were, There was/there were.

- Choose the correct answers to complete a text about the Brontë sisters.

- Plan and write a profile about Gael García Bernal.- Evaluate the progress done till the moment by completing the writing

exercises of the Progress check section.



Grammar- Present simple and present continuous- Adverbs of frequency- be: past simple and there was / there were

Vocabulary- Achievements- Personal qualities: opposite adjectives

Pronunciation- Sentence stress- Students learn the right pronunciation in English through the Listening



Learning reflexion:

- Reading about The Duke of Edinburgh’s Award- Listening to a presentation- Guessing a famous person from the past.- Writing a profile, and introducing examples- Talking about meeting people- Reviewing and reflecting on learning.- Appreciating working in groups as a means of personal enrichment.

BASIC COMPETENCES

Basic Competence



SB pages 7-18



10

Furthermore this unit is devoted to talking about languages and communication.


SB page 10

Students need to analyse a diagram with percentages about adverbs of frequency

Be able to use mathematical concepts in English.

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C3 Knowledge of and interaction with the physical world.

SB pages 12, 13

Students read texts related to the Nobel Prize, and with historical references to women such as Marie Curie, Doris Lessing, Gertrude Elion or Wangari Maathai.They also read texts with political references to Nelson Mandela

Express curiosity in learning historical and political facts about important people.


Multi- Rom activitiesVoices website: http://www.voices.mac-english.com



SB pages 7-18

SB page 15

Education for Sexual equality: The importance of understanding that both men and women can do the same things and be equally recognised.Moral and civic education: The importance of understanding and respecting the signs at an airport.

Be willing to accept sexual equality in all fields.

Be willing to respect the rules.


SB pages 7, 14

References to famous singers, actors, sportspeople, etc. such as Shakira, Michael Phelps, Edison Arantes, Scarlet Johansson, Gael García Bernal, Mika, and Eva Green.

Show pleasure in learning cultural facts from famous people.


SB pages 16-17

SB page 18

Students read the Language Guide

Students complete the Progress Check section evaluating their own work.


C8 The competence of personal autonomy

SB page 15

Initiative to work in pairs. E.g. talking about things they think boys are better at and

Be willing to listen to and interact with others. Have a positive attitude

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and initiative. things they think girls are better at..

towards own ability to participatein class activities.


SB pages 7-18




References to The Duke of Edinburgh’s Award. Historical references to the Nobel Prize and winning women Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

LITERARY EDUCATION Assessment and active participation in literary activities in the

classroom. Appreciation of literature as a source of pleasure showing criticism

towards it. Development of reading autonomy.

E.g.: Book corner: Wuthering Heights and the Brontë sisters


History: students read texts related to the Nobel prize and famous women who have won this award.

Literature: references to Wuthering Heights and the Brontë sisters .




Consolidation activities:

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Language Guide Unit 1 Progress Check. Unit 1. Multi-ROM. Unit 1

Extension activities: Extra sections of the TB for Unit 1. Extra sections of the WB: - Grammar bank and exercises, - Vocabulary bank and Vocabulary plus, - Culture today..., - Across the curriculum, - Wordlist, - Irregular verb list

EVALUATION

2. EVALUATION RESOURCES Formative evaluation

- Classroom observation to check both individual and global progress- Workbook exercises.- Skills: reading, writing, listening exercises

Accumulative evaluation- Progress Check. Unit 2- Voices Revision 1. (Units 1-3)- Workbook Revision and Extension. Unit 1- Unit 2 Test Generator Multi-ROM- Exams Multi-ROM- Tests and Exams: Progress Test Standard 1; Progress Test Extra 1;

End-of-Term Exam Standard; End-of-Term Exam Extra

2. EVALUATION CRITERIA Understand the general message of texts about achievements, and

identify relevant details in oral messages related with them. Express himself/herself with fluency and using the write pronunciation -

intonation in conversations about whether boys and girls are good at different things.

Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about the Duke of Edinburgh’s Award.

Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as personal profiles.

Use consciously his/her linguistic knowledge in order to listen to people talking about Nobel Prizes.


14

Analyze social aspects of the Anglo-Saxon countries, by comparing famous actors, singers, sportspeople, etc. in Britain with the own ones.

Identify learning strategies used to progress in the learning process by completing the Progress check 1.

15

UNIT 2Crime

OBJECTIVES

To introduce the language and topic area for the unit (crime and criminals).

To introduce and practise verbs and nouns relating to crime and criminals, and review some adverbs of manner.

To read and answer questions about the true story of a curious hijacking.

To review and contrast the structure of the past simple and the past continuous.

To practise the pronunciation of -ed endings. To listen to a radio phone-in programme. To introduce and practise phrasal verbs. To read about crime prevention, particularly crime committed by young

people. To talk about crime prevention in students’ own town/country. To review and practise combining the past simple and the past

continuous in the same sentence. To review the grammar in unit 2, working with a text about Sherlock

Holmes. To write a witness statement, after reading a model and practising

adverbs of degree. To listen to a recording of Chris asking for directions in London after

getting lost, then practise a similar dialogue with a partner. To review the language in unit 2 and earlier by completing simple

language exercises.

CONTENTS

Listening

- Listen a repeat a recording about crime.- Listen to a text about a mystery and choose the correct answers.- Listen and repeat the pronunciation of the past forms.- Listen and repeat some phrasal verbs.- Listen to a radio phone-in programme and answer some

comprehension questions about crimes.- Listen to some sounds and match the to the relevant paragraph about

crime-busting measures.- Listen and check a text about Sherlock Holmes.- Listen to a conversation giving directions and choose the correct

answers.

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Speaking

- Answer to a quiz questionnaire about crime.- In pairs, ask and answer questions about crime and security.- In pairs, ask and answer questions about the holidays using the past

simple.- In pairs, ask and answer questions about their experiences with crime.- In pairs, ask and answer questions about crime-busting measures in

their area.- In pairs, ask and answer questions using either the past simple or the

past continuous- Talk about The Hound of the Baskervilles, by Sir Arthur Conan Doyle in

the Book Corner.- Prepare and practice a dialogue giving directions.- Look at a map and answer some questions using directions.

Reading

- Match some pictures with the relevant crimes.- Match some vocabulary about criminals with the appropriate crimes.- Match some headlines with the suitable crimes.- Read a text about a mystery and answer to some comprehension

questions.- Read some grammar explanations about the past simple.- Read some grammar explanations about the past continuous.- Read a newspaper article and answer some questions using the past

continuous.- Read and check the meaning of some phrasal verbs.- Match some sentences containing phrasal verbs with the relevant

pictures.- Read some texts about crime-busting measures and answer to

true/false type questions.- Read some grammar explanations about the use of the past simple vs

the past continuous.- Read a report of an event and match some headings to the relevant

paragraphs.- Read the Language Focus section about adverbs of degree.- Read some useful expressions for giving directions.- Revise the vocabulary and grammar structures learnt in the unit by


Writing

- Complete some sentences with their opinions about crimes and criminals.

- Words in context: Find some adverbs in a text.

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- Complete a text using the past simple.- Write questions about the last holidays using the past simple.- Write questions using the past continuous.- Write the opposites to some phrasal verbs.- Find some words in a text and match them to the correct definitions.- Choose the correct form of the verbs to complete some sentences.- Complete some phrases using either the past simple or the past

continuous.- Choose the correct form of the verbs to complete a text about Sherlock

Holmes.- Complete some sentences with the appropriate adverbs of degree.- Plan and write a report about a crime.- Evaluate the progress done till the moment by completing the writing




Grammar- Past simple- Past continuous- Past simple and past continuous

Vocabulary- Crime and criminals- Phrasal verbs

Pronunciation- Practice the sounds /d/ /t/ /ɪd/- Students learn the right pronunciation in English through the Listening



Learning reflexion:

- Reading about The mystery of Dan Cooper- Listening to a radio phone-in programme- Talking about their last holiday- Writing a report of an event, and learning adverbs of degree- Learning to give directions.- Reviewing and reflecting on learning.- Appreciating working in groups as a means of personal enrichment.

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BASIC COMPETENCES

Basic Competence



SB pages 19-30





SB pages 19, 27

The whole unit is devoted to talk about crime related to Social Science. They also talk about DNA techniques, X-rays, etc.Students also need to analyse a map in order to give directions.

Express curiosity in learning techniques related to crime busting.





SB pages 19-30

SB page 27

Education for Peace: The importance of fighting against crime and behaving in a correct way.Moral and civic education: The importance of being polite when asking for directions.

Be willing to respect the rules and follow correct and polite behaviours.


SB page25

References to Sherlock Holmes, and to The Hound of the Baskervilles, by Sir Arthur Conan Doyle

Show pleasure in learning cultural and literary facts.


SB pages 28-29

SB page 30





SB page 24

Initiative to work in pairs. E.g. talking about crime-busting measures in their area.


20



and initiative. towards own ability to participatein class activities.


SB pages 19-30




References to Sherlock Holmes, and to The Hound of the Baskervilles, by Sir Arthur Conan Doyle. Talking about crime-busting measures. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities



towards it. Development of reading autonomy. E.g.: Book corner: The Hound of the Baskervilles, by Sir Arthur Conan

Doyle.


Social Science: students read texts related to crime and punishment. Literature: references to The Hound of the Baskervilles and Sherlock

Holmes.




21

Consolidation activities: Language Guide Unit 2 Progress Check. Unit 2. Multi-ROM. Unit 2.


EVALUATION





2. EVALUATION CRITERIA Understand the general message of texts about crime and criminals,

and identify relevant details in oral messages related with them. Express himself/herself with fluency and using the write pronunciation -

intonation in conversations about crime prevention in students’ own area.

Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about a hijacking.

Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a witness statement.

22

Use consciously his/her linguistic knowledge in order to listen to a radio phone-in programme.


Analyze social aspects of the Anglo-Saxon countries, by comparing their techniques to prevent and fight against crime with the own ones..


23

UNIT 3Money, money, money!

OBJECTIVES

To introduce the language and topic area for the unit (money). To introduce and practise verbs related to money, including three pairs

of frequently confused verbs. To read and answer questions about a man who managed to swap a

paperclip and end up with a house. To present or review and practise comparative and superlative

adjectives, then too and not enough. To practise the pronunciation of the final ‘r’. To listen to six adverts for various products. To introduce and practise certain false friends To read about pocket money in Britain then do a quiz to find out if

students are savers or spenders. To talk about pocket money and doing jobs in the house for money. To review and practise expressions of quantity: some, any, much,

many, a lot of. To review the grammar in unit 3, working with a text about Oliver Twist

and Charles Dickens. To write a thank-you letter, after reading a model and practising

phrases for beginning and ending thank-you letters. To listen to a recording of Amy shopping for shoes, then practise a

similar dialogue with a partner. To review the language in unit 3 and earlier by completing simple

language exercises.

CONTENTS

Listening

- Listen and repeat some verbs related to money.- Listen to a text about swapping things and answer some questions.- Listen and repeat some words, so as to practice the pronunciation of

the final ‘r’.- Listen to six adverts and talk about them.- Listen and choose the correct answers about adverts.- Listen and repeat some false friends.- Listen to a text and answer to a quiz, checking their score.- Listen to a recording about Oliver Twist by Charles Dickens.- Listen to a dialogue about shopping and answer the relevant questions.- Listen to a recording about shopping and choose the correct words.

24

Speaking

- Answer to a quiz questionnaire about money, prices, currencies, etc.- In pairs, ask and answer questions about swapping possessions.- Look at some pictures and talk about adverts.- In pairs, discuss about being a saver or a spender.- In pairs, ask and answer questions about money using adverbs of

quantity.- Prepare and practice a dialogue about shopping.

Reading

- Check the meaning of some verbs related to money in a dictionary.- Look at some adjectives to describe things.- Read the past forms of some verbs and decide whether they are

regular or irregular.- Match some words with the suitable pictures.- Read a text about swapping things and answer some comprehension

questions.- Read some grammar explanations about comparatives and

superlatives.- Read some grammar explanations about the use of too and not

enough.- Guess the meaning of some false friends and check them in a

dictionary.- Match some sentences containing false friends with the correct

pictures.- Read a text about being a saver or a spender and answer to some

comprehension questions.- Read a text about Oliver Twist in the Book Corner.- Read a thank you letter model and answer some questions.- Read some information about sizes in the Uk and compare it with the

own one.- Read Useful Expressions for shopping.- Revise the vocabulary and grammar structures learnt in the unit by


Writing

- Translate some examples and complete sentences with the appropriate verbs related to money.

- Complete a text with the past form of some verbs.- Words in context: find synonyms to some words from a text.- Complete some rules about comparatives and superlatives with the

suitable words.- Write comparative sentences.- Complete a quiz with superlative adjectives.

25

- Write sentences using too and not enough.- Translate some phrases so as to understand the use of some, any,

much, many and a lot of.- Choose the correct adverb of quantity to complete some sentences.- Learn phrases for thank you letters in the Language Focus section and

complete a table.- Plan and write a thank you letter following a model.- Evaluate the progress done till the moment by completing the writing




Grammar- Comparatives and superlatives- too and not enough- Quantity: some, any, much, many and a lot of

Vocabulary- Verbs related to money- False friends

Pronunciation- Practice the sound /ə/- Students learn the right pronunciation in English through the Listening



Learning reflexion:

- Reading about “One red paperclip”- Listening to Adverts- Talking about money- Writing a thank-you letter, and learning phrases for thank-you letters- Learning to talk about shopping.- Reviewing and reflecting on learning.- Appreciating working in groups as a means of personal enrichment.

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BASIC COMPETENCES

Basic Competence



SB pages 31-42




SB page 31, 32, 35

In this unit students read texts with references to money, prices, etc.



SB pages 31-42

The whole unit is devoted to talk about shopping and consumerism as a social effect of our society.

Express curiosity in learning the social effects of shopping.





SB pages 31-42

SB page 39

Consumer Education:The importance of having moderate consumption habits.Moral and civic education: The importance of respecting everybody regardless of their physical appearance or their size.

Be willing to have a moderate behaviour related to consumerism.Be willing to have a respectful attitude towards everyone.


SB page37

References to Oliver Twist by Charles Dickens



SB pages 40-41

SB page 42




C8 The competence of personal

SB page 36

Initiative to work in pairs. E.g. talking about pocket money and doing jobs in

Be willing to listen to and interact with others. Have

27



autonomy and initiative.

the house for money in the “Big Debate”.

a positive attitude towards own ability to participatein class activities.


SB pages 31-42




References to Oliver Twist by Charles Dickens. Talking about shopping habits, and the differences in sizes between the UK and our country. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities



towards it. Development of reading autonomy. E.g.: Book corner: Oliver Twist by Charles Dickens.


Maths: students read texts with references to money, prices, etc.. Literature: references to Oliver Twist by Charles Dickens.




28



EVALUATION





2. EVALUATION CRITERIA Understand the general message of texts about money and shopping,

and identify relevant details in oral messages related with them. Express himself/herself with fluency and using the write pronunciation -

intonation in conversations about pocket money. Recognise the general idea and be able to get specific information of

written texts coming from different sources such as texts talking about swapping possessions.

Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a thank-you letter.

Use consciously his/her linguistic knowledge in order to listen to some adverts.

29


Analyze social aspects of the Anglo-Saxon countries, by comparing the differences in sizes between the UK and our country.


30

REVISION 1

OBJECTIVES

To play a vocabulary game to review and practise vocabulary from units 1–3.

To review language introduced in units 1–3. To read about Alcatraz then answer questions, and also listen to a

biography of Al Capone. To talk about gangster films, the USA and plans. To do a project about the USA. To read and complete a fact file about a singer then answer questions. To read and listen to a song, using it to practise language from the

term.

CONTENTS

Listening

- Listen to the biography of Al Capone and answer some comprehension questions.

- Listen to the song “With Every Heartbeat”.

Speaking

- Play a vocabulary game with the items seen in the last three units.- Work in pairs asking and answering questions about American

gangster films.- Sing the song “With Every Heartbeat”.

Reading

- Read a text about Alcatraz and answer some comprehension questions.

- Choose the correct adverbs of quantity to complete a text.- Read a fact file of a singer and answer some questions.- Read a song and choose the best summary.

Writing

- Do a project about the USA following some instructions.- Write negative and affirmative sentences using the present simple and

present continuous.- Complete a text using either the past simple or the past continuous of

the verbs given.- Complete some questions using comparative and superlative

adjectives.- Find and correct errors in some sentences.

31

- Complete a fact file of a singer using the past simple forms of the verbs given.

- Translate a song using a dictionary.



Grammar (revision)- Present simple and present continuous- Adverbs of frequency- be: past simple and there was / there were- Past simple- Past continuous- Past simple and past continuous- Comparatives and superlatives- too and not enough- Quantity: some, any, much, many and a lot of

Vocabulary (revision)- Achievements- Personal qualities: opposite adjectives- Crime and criminals- Phrasal verbs- Verbs related to money- False friends




Learning reflexion:- Sing the song “With Every Heartbeat”.- Doing a Project: poster about the USA.- Review the student’s progress- Appreciate working in groups as a means of personal enrichment.

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BASIC COMPETENCES

Basic Competence



SB pages 43-46





SB page44, 45

Students do a Project about the USA where they need to find out about two geographical places, two historical figures and two present-day Americans.They read a text about Alcatraz and a biography of Al Capone.They also read a diagram about the History of the USA.

Express curiosity in learning geographical, historical and social facts about the USA.



Feel pleasure in using new technologies in order to revise and extend what the have learnt in the unit.


SB page 44

Education for Peace: The importance of behaving in a correct way so as not to finish in prison.

Be willing to follow social rules.


SB page 46

The students listen to the song “With Every Heartbeat”.

Show pleasure in learning famous songs.


SB pages 43-46

Students do the activities of this revision section in order to revise what they have learnt in the last three units.



SB page 44

Initiative to work in pairs. E.g. asking and answering questions about American films.

Be willing to listen to and interact with others. Have a positive attitude towards own

33



ability to participatein class activities.


SB pages 43-46




References to the American culture, history, geography, etc. Reference to Al Capone and American gangster films Interest in revising English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities




E.g.: Reading text: Alcatraz: from prison to peace centre?Song: “With Every Heartbeat”.


Art: Students make a Project: a poster about the USA, following some instructions.

Music: Students sing the song: “With Every Heartbeat”. History: The history of the USA



34


Consolidation activities: Multi-ROM. Revision 1

Extension activities: Irregular verbs list. Project. Extra sections of the TB

EVALUATION


Accumulative evaluation- Voices Revision 1 (Units 1-3)

2. EVALUATION CRITERIA Understand the general message of texts about American culture, and


intonation in conversations about gangster films. Recognise the general idea and be able to get specific information of

written texts coming from different sources such as songs. Use consciously his/her linguistic knowledge in order to listen to a

biography. Use information and communication technologies in a guided way in

order to look for information by doing the website activities. Analyze social aspects of the Anglo-Saxon countries, by comparing

American culture and history with our own one. Identify learning strategies used to progress in the learning process by

completing this grammar and vocabulary revision.

35

UNIT 4Extreme!

OBJECTIVES

To introduce the language and topic area for the unit (extreme sports, exercise).

To introduce and practise types of adventure sport and review how past participles are formed.

To read and answer questions about an adventure-loving dog. To review and practise the present perfect simple. To listen to a radio news story about a journey around the world. To introduce and practise adjectives that end with -ed or -ing. To read and listen to an interview with a rescue services volunteer. To talk about the rescue services in students’ own country. To review and practise the present perfect question and short answer

forms, with and without ever. To review the grammar in unit 4, working with a dialogue about The

Perfect Storm. To write a blog entry, after reading a model and practising sentence

adverbs. To listen to a recording of Chris speaking to a doctor after a

skateboarding accident, then practise a similar dialogue with a partner. To review the language in unit 4 and earlier by completing simple

language exercises.

CONTENTS

Listening

- Listen and repeat some vocabulary related to extreme sports.- Listen to a text about dangerous sports and answer some questions.- Listen and repeat some adjectives finishing in –ed and -ing.- Listen to a radio news and answer some questions about transports.- Listen and put some sentences in the correct order.- Listen to a volunteers profile and answer some questions.- Listen and repeat the intonation of some questions.- Listen to a recording about The Perfect Storm, a non-fiction book

written by Sebastian Junger- Listen to a recording about an accident and complete a dialogue.- Listen and repeat a dialogue about an accident.- Listen to a dialogue and answer to true/false questions.

36

Speaking

- Answer to a quiz questionnaire about sports, etc.- In pairs, ask and answer questions about practicing dangerous sports.- In pairs, ask and answer questions about extreme sports and animals.- In pairs, discuss about emergency services.- In pairs, ask and answer questions so as to practice the present

perfect.- Tell the class about a partner’s experience using the present perfect.- Practice a dialogue giving advice.

Reading

- Match some words with the suitable sports.- Match some words in context with the correct definitions.- Read a text about a dog’s life and answer some comprehension

questions.- Read some grammar explanations about past participles.- Read the past participles of some verbs and decide whether they are

regular or irregular.- Read some grammar explanations about the present perfect:

affirmative and negative.- Match some adjectives finishing in –ed and -ing with the correct

pictures.- Read some grammar explanations about adjectives finishing in –ed and

-ing.- Read a text about volunteers and answer some questions.- Read some grammar explanations about the present perfect: questions

and short answers.- Learn sentence adverbs by reading the Language Focus section.- Read Useful Expressions for giving advice.- Match some emergency situations with the correct advices.- Revise the vocabulary and grammar structures learnt in the unit by


Writing

- Write sentences with the use of a dictionary, about the equipment needed for some extreme sports.

- Write a list of dangerous sports.- Complete sentences with the present perfect form of some verbs.- Complete a text about climbing with the present perfect form of some

verbs.- Write sentences using the present perfect in affirmative and negative.- Write sentences about the student’s experience with dangerous sports

using the present perfect.- Complete a table with some adjectives finishing in –ed and -ing.

37

- Complete sentences with adjectives finishing in –ed and -ing.- Correct the false sentences related to the listening recording.- Translate some examples about the present perfect: questions and

short answers.- Write present perfect questions and short answers.- Complete a dialogue with the present perfect form of some verbs.- Complete a blog with the correct words.- Invent and write endings for some sentences.- Plan and write a blog following a model.- Evaluate the progress done till the moment by completing the writing




Grammar- Present perfect: affirmative and negative- Present perfect: questions and short answers

Vocabulary- Adventure- sports- -ed and –ing adjectives

Pronunciation- Intonation- Students learn the right pronunciation in English through the Listening



Learning reflexion:

- Reading about “It’s a dog’s life!”- Listening to the radio news- Talking about the student’s experiences- Writing a blog, and using sentence adverbs- Learning to give advice.- Reviewing and reflecting on learning.- Appreciating working in groups as a means of personal enrichment.

38

BASIC COMPETENCES

Basic Competence



SB pages 47-58





SB pages 47, 51

Students need to answer to a questionnaire about the Olympic GamesStudents read text with geographical references to Australia, Miami, Asia, etc.

Express curiosity in learning more about social events such as the Olympic Games.


SB page 58

Multi- Rom activitiesVoices website: http://www.voices.mac-english.comWriting a blog



SB pages 47-58

SB page 49

SB page 52

Health Education:The importance of practicing sports in order to feel healthy.Education for Sexual Equality:The importance of understanding that both men and women can do all types of sport and be equally recognised.Environmental Education:The importance of respecting the environment when we practice sports and respect towards the animals too.Education for Peace: The importance of volunteer work for the whole society.

Be willing to follow healthy habits.

Be willing to accept sexual equality in all fields.

Be willing to have a respectful attitude towards the environment.

Recognize the important work volunteers do.

C6 Cultural and artistic

SB page53

References to The Perfect Storm, a non-fiction book

Show pleasure in learning cultural

39



competence. written by Sebastian Junger

and literary facts.


SB pages 56-57

SB page 58





SB page 52

Initiative to work in pairs. E.g. talking about rescue services and voluntary work in the “Big Debate”.



SB pages 47-58




References to The Perfect Storm, by Sebastian Junger. Talking about sport habits, and the differences between the sports practiced in Anglo-Saxon countries and in our own one. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities



towards it. Development of reading autonomy. E.g.: Book corner: The Perfect Storm, by Sebastian Junger.


Physical Education: students read texts with references to sports, the Olympic Games, etc.

Literature: references to Sebastian Junger.


40





EVALUATION





2. EVALUATION CRITERIA

41

Understand the general message of texts about extreme sports and exercise, and identify relevant details in oral messages related with them.

Express himself/herself with fluency and using the write pronunciation - intonation in conversations about the rescue services.

Recognise the general idea and be able to get specific information of written texts coming from different sources such as reading about an adventurous dog.

Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a blog.

Use consciously his/her linguistic knowledge in order to listen to the radio news.


Analyze social aspects of the Anglo-Saxon countries, by comparing the differences between the extreme sports practiced in Anglo-Saxon countries and the own ones.


42

UNIT 5New media

OBJECTIVES

To introduce the language and topic area for the unit (the digital age). To introduce and practise words related to the digital age and contrast

the pronunciation of /ɪ/ and /aɪ/. To read and answer questions about mobile phone ringtones. To review and practise the present perfect simple with for, since and

just. To listen to a questionnaire about new media. To introduce and practise vocabulary related to websites, newspapers

and magazines. To read and listen to an article about changes in trends in the teen

magazine sector in Britain. To talk about teen magazines in students’ own country. To contrast and practise the present perfect and the past simple forms. To review the grammar in unit 5, working with a text about Moby Dick. To write a website review, after reading a model and practising linkers

of addition and contrast. To listen to a recording of Tanya asking Luis out, then practise a similar

dialogue with a partner. To review the language in unit 5 and earlier by completing simple

language exercises.

CONTENTS

Listening

- Listen and repeat some vocabulary related to digital media.- Listen and repeat the pronunciation of words containing the sounds /ɪ/

and /aɪ/.- Listen and classify some words into a table according to their

pronunciation of the sounds /ɪ/ and /aɪ/.- Listen to some ringtones and match the to the appropriate titles.- Listen to a text about ringtones and answer some questions.- Listen and complete a questionnaire about the media.- Listen to a questionnaire and answer to true/false questions.- Listen to a text about youth media and match some words with the

correct definitions.- Listen to a recording about Moby Dick, written in 1851 by Herman

Melville- Listen to a conversation of a boy and a girl making arrangements and

answer some questions.- Listen to a dialogue and correct some sentences.

43

Speaking

- Answer to a quiz questionnaire about the media, etc.- In pairs, ask and answer questions about the use of new media.- In pairs, ask and answer questions about ringtones.- Invent reasons for some situations using the present perfect with just.- In pairs, ask and answer questions about some situations using the

present perfect with just.- In pairs, ask and answer questions about a media questionnaire.- In pairs, ask and answer questions about teenager’s magazines- In pairs, ask and answer questions about the Internet- Practice a dialogue making arrangements including some slang words

Reading

- Match some words about digital media with the suitable pictures.- Match some verbs with the appropriate nouns.- Read and find some expressions in a text about ringtones.- Read a text about ringtones and answer some comprehension

questions.- Read some grammar explanations about the use of the present perfect

with for and since.- Read some grammar explanations about the use of the present perfect

with just.- Match some symbols related to the media with the correct words.- Read and find the names of nine magazines in a text about youth

media.- Read a text about teenager’s magazines and answer some

comprehension questions.- Read some grammar explanations about the use of the present perfect

and the past simple.- Choose the correct tense (present perfect or past simple) to complete

some sentences.- Read a review about social networking websites and answer some

questions.- Learn about linkers of addition and contrast by reading the Language

Focus section.- Choose the correct linkers to complete some phrases.- Read some slang words and decide whether they are positive or

negative.- Revise the vocabulary and grammar structures learnt in the unit by


Writing

- Write sentences with the appropriate vocabulary about digital media.

44

- Copy and complete a table with time expressions used with for and since.

- Complete a text about playing computer games using for or since.- Write questions using How long…? + the present perfect.- Write sentences using the present perfect with just.- Complete sentences using vocabulary about the media.- Copy and complete a diagram about the things found in the media.- Complete a table with expressions in the present perfect and the past

simple.- Complete sentences with the present perfect or past simple forms of

some verbs.- Complete a dialogue about Moby Dick with the present perfect or past

simple forms of some verbs.- Plan and write a website review.- Prepare a dialogue making arrangements including some slang words.- Evaluate the progress done till the moment by completing the writing




Grammar- Present perfect with for and since- Present perfect with just- Present perfect and past simple

Vocabulary- Digital media- Websites, newspapers and magazines

Pronunciation- Pronunciation of the sounds /ɪ/ /aɪ/- Students learn the right pronunciation in English through the Listening



Learning reflexion:

- Reading about “The ringtone revolution”- Listening to a questionnaire- Talking about giving reasons- Writing a website review, and using linkers of addition and contrast- Learning to make arrangements.- Reviewing and reflecting on learning.- Appreciating working in groups as a means of personal enrichment.

45

BASIC COMPETENCES

Basic Competence



SB pages 59-70




SB page 63

Students need to complete a diagram about the use of communication media.



SB pages 59-70

Students read texts about the media, new technologies, magazines, newspapers, etc.

Express curiosity in learning about the media and communication.


Multi- Rom activitiesVoices website: http://www.voices.mac-english.comThe whole unit is devoted to talk about new technologies.

Feel pleasure in using new technologies in order to revise and extend what the have learnt.Understand the risks of Internet.


SB pages 62, 64

SB page 67

Consumer Education:The importance of doing a moderate use of new technologies, computer games, mobile phones, Internet, etc.Moral and civic education:The importance of politeness even when we use slang words.

Be willing to follow moderate consumption habits.

Be willing to use a polite language.


SB page65

References to Moby Dick, written in 1851 by Herman Melville



SB pages 68-69

SB page 70




C8 The competence

SB page 64

Initiative to work in pairs. E.g. talking about

Be willing to listen to and interact

47



of personal autonomy and initiative.

teenager’s magazines in the “Big Debate”.

with others. Have a positive attitude towards own ability to participatein class activities.


SB pages 59-70




References to Moby Dick, by Herman Melville. Talking about new technologies’ consumption habits amongst young people, and the differences between the habits in Anglo-Saxon countries and in our own one. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities



towards it. Development of reading autonomy. E.g.: Book corner: Moby Dick, by Herman Melville.


ICT: students read texts with references to new technologies, Internet, ringtones, etc

Literature: references to Moby Dick.



48




EVALUATION





2. EVALUATION CRITERIA Understand the general message of texts about the digital age, and


intonation in conversations about teen magazines. Recognise the general idea and be able to get specific information of

written texts coming from different sources such as reading about mobile phone ringtones.

Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a website review.

Use consciously his/her linguistic knowledge in order to listen to a questionnaire.

49


Analyze social aspects of the Anglo-Saxon countries, by comparing the differences between the new technologies’ consumption habits in Anglo-Saxon countries and the own ones.


50

UNIT 6Final frontiers

OBJECTIVES

To introduce the language and topic area for the unit (travel and space).

To practise prepositions. To read and answer questions about a holiday in space. To introduce/review and practise will, might and be going to. To listen to Chris talking about a school trip. To introduce and practise extreme adjectives. To read and listen to information about an Antarctic cruise. To talk about the ethics of visiting the Antarctic. To introduce and practise the first conditional. To review the grammar in unit 6, working with a text about Touching

the Void. To write a composition about an amazing place, after reading a model

and practising linkers of reason and result (because, so). To listen to a recording of Luis asking for information and buying a

ticket on the Tube, then practise a similar dialogue with a partner. To review the language in unit 6 and earlier by completing simple

language exercises.

CONTENTS

Listening

- Listen and repeat some prepositions of movement.- Listen and repeat the pronunciation of the sounds /u:/ /aʊ/ /ɒ/ /əʊ/- Listen and classify some words into a table according to their

pronunciation of the sounds /u:/ /aʊ/ /ɒ/ /əʊ/.- Listen to a text about space hotels and answer some questions.- Listen to a dialogue about a trip and answer to true/false and

comprehension questions.- Listen and repeat some extreme adjectives.- Listen to a text about an Antarctic cruise and answer some questions.- Listen to a recording about “Touching the Void” the incredible, first-

hand story of Joe Simpson and Simon Yates’ nightmare attempt to climb Siula Grande in the Andes.

- Listen to a conversation about the public transports in London and answer some questions.

51

Speaking

- Answer to a quiz questionnaire about geography and about the space.- In pairs, ask and answer questions about space tourism.- In pairs, ask and answer questions about different types of holidays

using be going to..- In pairs, ask and answer questions about school trips.- Answer to a quiz about the Antarctica.- In pairs, ask and answer questions about protecting the Antarctica.- Prepare and practice a dialogue about public transport including some

useful expressions.

Reading

- Match some prepositions of movement with the suitable pictures.- Choose the correct prepositions of movement to complete some

phrases- Find some words in a text about space hotels and match them to the

correct definitions.- Read a text and put some events in the correct order.- Read a text about space hotels and answer some true/false

comprehension questions.- Read some grammar explanations about the use of will and might.- Read some grammar explanations about the use of be going to.- Match some extreme adjectives with the suitable normal ones using a

dictionary.- Find some adjectives in a text about the Antarctica and match them to

the correct synonyms.- Read a text about the Antarctica and answer some true/false

questions.- Read some grammar explanations about the use of the First

Conditional.- Choose the correct verbs to complete a text about surviving in the

mountains.- Complete a text about Death Valley in the USA with the appropriate

words.- Learn about linkers of reason and result by reading the Language

Focus section.- Revise the vocabulary and grammar structures learnt in the unit by


Writing

- Look at some types of transport and write sentences for each one of them.

- Complete affirmative and negative sentences using will and might.- Write sentences using the affirmative or negative forms of will and

might.- Complete a dialogue with the correct form of be going to.- Write answers to some questions using extreme adjectives.

52

- Rewrite a postcard using extreme adjectives.- Choose the correct words to complete some conditional sentences.- Write consequences to some situations using conditional sentences.- Link some pairs of sentences using because or so.- Plan and write a description of an amazing place in the student’s own

country.- Evaluate the progress done till the moment by completing the writing




Grammar- will and might- be going to- First conditional

Vocabulary- Prepositions of movement- Extreme adjectives

Pronunciation- Pronunciation of the sounds /u:/ /aʊ/ /ɒ/ /əʊ/- Students learn the right pronunciation in English through the Listening



Learning reflexion:

- Reading about “From Spain to outer space!”- Listening to plans for a trip- Talking about a future holiday- Writing a description of a place, and using linkers of reason and result- Learning to travel on public transport.- Reviewing and reflecting on learning.- Appreciating working in groups as a means of personal enrichment.

53

BASIC COMPETENCES

Basic Competence



SB pages 71-82




SB page 79

Students need to make dialogues including prices and public transport fees.



SB pages75-78

SB page 79

Students read texts with geographical references to amazing places such as the Antarctica, Scotland, the Death Valley in the USA, the mountains of Peru, etc.They also talk about public transports

Express curiosity in learning about geography and about means of transport.





SB pages 71-82

Environmental Education:The importance of protecting the environment when we go on holidays, and understand the dangers of tourism.The importance of using public transport in order to protect our world.Leisure education:The importance of travelling so as to broaden one’s mind.

Be willing to show respect and protect the environment.

Be happy to travel and go on holidays as a source of pleasure.


SB page77

References to Touching the Void by Joe Simpson


C7 The competence of learning to

SB pages 80-81



54



learn.SB page 82



SB page 76

Initiative to work in pairs. E.g. talking about protecting the Antarctica in the “Big Debate”.



SB pages 71-82




References to Touching the Void. Talking about holiday habits and amazing touristic places, and the differences between the habits in Anglo-Saxon countries and in our own one. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities



towards it. Development of reading autonomy. E.g.: Book corner: Touching the Void by Joe Simpson.


Science: students read texts with references to the space technologies.

Geography: Students read texts with geographical references to amazing places such as the Antarctica, Scotland, the Death Valley in the USA, the mountains of Peru, etc.

Literature: references to Touching the Void by Joe Simpson


55





EVALUATION





2. EVALUATION CRITERIA Understand the general message of texts about travel and space, and

identify relevant details in oral messages related with them.

56

Express himself/herself with fluency and using the write pronunciation - intonation in conversations about visiting the Antarctic.

Recognise the general idea and be able to get specific information of written texts coming from different sources such as reading about a holiday in space.

Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a composition about an amazing place.

Use consciously his/her linguistic knowledge in order to listen to someone talking about a school trip.


Analyze social aspects of the Anglo-Saxon countries, by comparing the differences between the typical holidays in Anglo-Saxon countries and the own ones.


57

REVISION 2

OBJECTIVES

To play a vocabulary game to review vocabulary from units 4–6. To review language introduced in units 4–6. To read about zorbing then answer questions, and also listen to a

phone conversation about New Zealand. To talk about New Zealand and holidays. To do a project about New Zealand. To review and practise the present perfect and past simple, for and

since, will, might, be going to, and the first conditional by completing exercises about New Zealand.

To read and complete a fact file about a band then answer questions. To read and listen to a song, using it to practise language from the

term.

CONTENTS

Listening

- Listen to a conversation about travelling to New Zealand and answer some comprehension questions.

- Listen to the song “What I’ve Done” and order the lines of the chorus.

Speaking

- Play a vocabulary game with the items seen in the last three units.- Work in pairs asking and answering questions about extreme sports

and about New Zealand.- Sing the song “What I’ve Done”.

Reading

- Read a text about zorving and answer some comprehension questions.- Find and correct errors in some sentences.- Read a fact file of a singer and answer some questions.- Match some words from a song with the correct definitions.- Read and check some verb tenses from the song.

Writing

- Do a project about New Zealand following some instructions.- Complete a text using either the past simple or the present perfect

forms of the verbs given.- Complete a text using for or since.- Write negative sentences using will, might and be going to.- Complete some questions using the first conditional.

58

- Complete a fact file of a singer using the present perfect form of the verbs given.



Grammar (revision)- Present perfect: affirmative and negative- Present perfect: questions and short answers- Present perfect with for and since- Present perfect with just- Present perfect and past simple- will and might- be going to- First conditional

Vocabulary (revision)- Adventure- sports- -ed and –ing adjectives- Digital media- Websites, newspapers and magazines- Prepositions of movement- Extreme adjectives




Learning reflexion:- Sing the song “What I’ve Done”.- Doing a Project: poster about New Zealand.- Review the student’s progress- Appreciate working in groups as a means of personal enrichment.

59

BASIC COMPETENCES

Basic Competence



SB pages 83-86





SB page84, 85

Students read several texts about New Zealand and they must do a Project about this country where they need to find out about geographical places, famous people, etc.They also read a text about the History of New Zealand.

Express curiosity in learning geographical, historical and social facts about New Zealand.





SB page 84

Education for Health: The importance of practicing sports, such as zorving in order to be fit.Leisure education:The importance of travelling so as to broaden one’s mind.

Be willing to follow healthy habits.



SB page 86

The students listen to the song “What I’ve Done”.



SB pages 83-86




SB page 84

Initiative to work in pairs. E.g. asking and answering questions about holidays.


60



and initiative. towards own ability to participatein class activities.


SB pages 83-86




References to New Zealand: sports, culture, history, geography, etc. Reference to extreme sports Interest in revising English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities




E.g.: Reading text: New Zealand’s latest extreme sport.Song: “What I’ve Done”.


Art: Students make a Project: a poster about New Zealand, following some instructions.

Music: Students sing the song: “What I’ve Done”. History: The history of New Zealand.



61




EVALUATION



2. EVALUATION CRITERIA Understand the general message of texts about New Zealand, and


intonation in conversations about the holidays. Recognise the general idea and be able to get specific information of

written texts coming from different sources such as songs. Use consciously his/her linguistic knowledge in order to listen to a

phone conversation. Use information and communication technologies in a guided way in


New Zealand’s culture and history with our own one. Identify learning strategies used to progress in the learning process by


62

UNIT 7Global citizens

OBJECTIVES

To introduce the language and topic area for the unit (global issues). To introduce and practise words related to global issues. To read and answer questions about a fictitious charity called the

Global Village Fund. To introduce and practise the second conditional form. To listen to six people talking about dilemmas. To introduce and practise the different meanings of get. To read and listen to information about an online shop selling ethical

gifts. To talk about shopping online for ethical products. To introduce and practise four adverbs of possibility and probability. To review the grammar in unit 7, working with a text about When Rain

Clouds Gather. To write a composition giving an opinion, after reading a model and

practising expressions for giving an opinion. To listen to a recording of Chris and Amy exchanging opinions, then

practise a similar dialogue with a partner. To review the language in unit 7 and earlier by completing simple

language exercises.

CONTENTS

Listening

- Listen and repeat some vocabulary related to global issues.- Listen and repeat some words so as to practice the pronunciation of –

tion.- Listen to some sentences with figures related to global issues.- Listen to a text about a global fund and find adjectives formed from

some nouns.- Listen to some conditional questions about dilemmas, put them in the

correct order, and choose the correct answers.- Listen to a text about a webpage for a global fund and answer some

questions.- Listen to a recording about Bessie Head, the writer of “When Rain

Clouds Gather”.- Listen to a dialogue about charity organisations and answer some

questions.- Listen to different situations and show agreement or disagreement.

63

Speaking

- Answer to a quiz questionnaire about globalization.- In pairs, ask and answer questions about global world problems.- In pairs, ask and answer questions about things they can do to help.- Talk about what they would do in certain situations using second

conditional sentences.- In pairs, ask and answer questions using get.- In pairs, discuss about buying in online webpages related to charity

organisations.- In pairs, ask and answer questions about the best gift for a friend or a

relative.- Look at some pictures and talk about charity organisations.

Reading

- Read and translate some words related to globalization and match them to the relevant pictures.

- Read some adjectives and decide whether they are positive or negative.

- Read a text about a global fund and answer some comprehension questions.

- Read some grammar explanations about the second conditional.- Read explanations about the use of was/were.- Read some prompts and decide which part is the consequence an

which one is the situation.- Read some grammar explanations about the use of get.- Match some sentences with get with the correct meanings.- Read some questions and decide the meaning of get in each one of

them.- Read some information about a webpage for a global fund and answer

some questions.- Find words in a text to match some definitions.- Read some grammar explanations about adverbs of possibility and

probability.- Read a composition about peace.- Learn expressions to give one’s opinion by reading the Language Focus

section.- Read some useful expressions to agree or disagree.- Read some opinions about charity organisations and show agreement

or disagreement.- Revise the vocabulary and grammar structures learnt in the unit by


Writing

- Complete sentences using vocabulary about global issues.

64

- Complete sentences using some figures.- Choose the correct forms of some verbs to complete some conditional

sentences.- Complete a text with the correct form of the verbs given.- Complete conditional sentences using the student’s own ideas.- Write second conditional sentences for some pictures about dilemmas.- Write second conditional sentences for some examples.- Rewrite some sentences using some adverbs of possibility and

probability in the correct place.- Write a list of friends and family members.- Choose the correct words to complete a text about an African village.- Complete sentences using expressions to give one’s opinion.- Plan and write a composition about a problem in the student’s own

country following a model.- Write sentences giving opinions about several issues.- Evaluate the progress done till the moment by completing the writing




Grammar- Second conditional- Adverbs of possibility and probability

Vocabulary- Global issues- Get

Pronunciation- Pronunciation of -tion- Students learn the right pronunciation in English through the Listening



Learning reflexion:

- Reading about “Please help the Global Village Fund!”- Listening to dilemmas- Discussing gift ideas for friends and family- Writing a composition, and giving the student’s opinion- Learning to agree and disagree.- Reviewing and reflecting on learning.- Appreciating working in groups as a means of personal enrichment.

65

BASIC COMPETENCES

Basic Competence



SB pages 87-98




SB page 89

Students need to analyse a diagram with figures and percentages about global issues.



SB pages87-98

Students read texts with social references to World problem issues

Express curiosity in learning social facts about our world.


Multi- Rom activitiesVoices website: http://www.voices.mac-english.comIn this unit students find texts related to webpages for shopping online.



SB pages 87-98

Education for Peace:The importance of charity organisations to help solving global world problems.Environmental Education: the importance of buying things done using recycled materials.

Be willing to show solidarity towards the others.

Be willing to protect the environment.


SB page93

References to the book When Rain Clouds Gather by Bessie Head



SB pages 96-97

SB page 98





SB page 92

Initiative to work in pairs. E.g. talking about buying online products from charity organisations in the “Big Debate”.

Be willing to listen to and interact with others. Have a positive attitude towards own

66



ability to participatein class activities.


SB pages 87-98



Socio cultural aspects and intercultural awareness References to When Rain Clouds Gather by Bessie Head. Talking about charity organisations and global world problems, comparing them with the specific problems in the student’s own country. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities



towards it. Development of reading autonomy. E.g.: Book corner: When Rain Clouds Gather by Bessie Head.


Social Science: students read texts with references to global world problems and charity organisations.

Maths: Students analyse a diagram with figures and percentages about global issues.

Literature: references to When Rain Clouds Gather.




67



EVALUATION





2. EVALUATION CRITERIA Understand the general message of texts about global issues, and


intonation in conversations about shopping online. Recognise the general idea and be able to get specific information of

written texts coming from different sources such as reading about a fictitious charity organisation.

Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a composition giving opinions.

Use consciously his/her linguistic knowledge in order to listen to people talking about dilemmas.


68

Analyze social aspects of the Anglo-Saxon countries, by comparing the global world problems with the specific ones in the student’s own country.


69

UNIT 8Rights and responsibilities

OBJECTIVES

To introduce the language and topic area for the unit (rights and responsibilities).

To introduce and practise words related to household chores, focusing on collocations with make and do.

To read and answer questions about a typical discussion between a teenager and her parents.

To introduce and practise ways of expressing obligation, no obligation and prohibition (have to, don’t have to, must, mustn’t).

To listen to Chris finding out what the rules are in his new job. To introduce and practise words that are verbs and nouns. To read and listen to information about legal ages in the UK. To talk about legal ages in students’ own country. To introduce and practise ways of expressing permission. To practise the pronunciation of affirmative and negative auxiliary

verbs. To review the grammar in unit 8, working with a text about Huckleberry

Finn. To write some new school rules, after reading a model and practising

correcting errors in spelling, grammar, capital letters and punctuation. To listen to a recording of Chris giving Luis some advice about road

safety in London, then practise a similar dialogue with a partner. To review the language in unit 8 and earlier by completing simple

language exercises.

CONTENTS

Listening

- Listen and repeat some vocabulary related to household chores.- Listen to a text about negotiating with parents and choose the best

summary.- Listen to a conversation about chores working at a café and choose the

correct answers.- Listen and repeat words that are verbs and nouns.- Listen and repeat the pronunciation of can / can’t, could / couldn’t,

are / aren’t, were / weren’t.- Listen to a recording about The Adventures of Huckleberry Finn by

Mark Twain.- Listen to a conversation about the rules for cycling in London and

answer some questions.- Listen and choose the correct sentences related to useful expressions.

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Speaking

- Answer to a quiz questionnaire about laws.- In pairs, ask and answer questions about household chores.- Answer to some personal questions related to negotiating with parents.- In pairs, ask and answer questions about negotiating with parents.- In pairs, ask and answer questions about the distribution of household

chores.- In pairs, ask and answer questions about their obligations.- Discuss questions related to legal ages in groups.- Prepare and practice a dialogue about the rules for borrowing a moped.

Reading

- Match some household chores with the correct pictures.- Read a text about negotiating with parents and answer some true/false

type questions- Match some phrases from the text with the correct meanings.- Read some grammar explanations about modals of obligation: have

to/don’t have to.- Read some grammar explanations about modals of obligation and

prohibition: must/mustn’t, have to/don’t have to.- Read examples of words that are verbs and nouns and answer some

questions.- Translate some words that are verbs and nouns and match them with

some pictures.- Read some texts about legal ages and answer some comprehension

questions.- Read some grammar explanations about modals of permission: can,

could, be allowed to.- Read some home rules, and decide whether they are fair or not.- Learn expressions to correct errors by reading the Language Focus

section.- Match some sentences with the correct pictures related to advice and

obligation.- Revise the vocabulary and grammar structures learnt in the unit by


Writing

- Write vocabulary about furniture related to some parts of a house.- Complete a table with words linked to do or make.- Complete a text with the suitable verbs.- Complete sentences with the correct form of have to/don’t have to.- Complete some phrases using have to.- Choose the correct modal verbs to complete a text about being tidy.

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- Complete a table using modal verbs combines with the student’s own obligations.

- Complete sentences with words that can be verbs or nouns.- Choose the correct modals of permission to complete a text about

smoking laws.- Complete a text about Huckleberry Finn with the correct words.- Find and correct errors in some sentences.- Plan and write some school rules following a model.- Evaluate the progress done till the moment by completing the writing




Grammar- Obligation: have to / don’t have to- Obligation and prohibition: must / mustn’t and have to / don’t have to- Permission: can, could and be allowed to

Vocabulary- Household chores- Words that are verbs and nouns

Pronunciation- Pronunciation of can / can’t, could / couldn’t, are / aren’t, were /

weren’t - Students learn the right pronunciation in English through the Listening



Learning reflexion:

- Reading about “Negotiate with your parents!”- Listening about rules in a café- Talking about obligations at school and at home- Writing rules, and correcting errors- Learning to give advice and express obligation.- Reviewing and reflecting on learning.- Appreciating working in groups as a means of personal enrichment.

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BASIC COMPETENCES

Basic Competence



SB pages 99-110





SB pages99-110

Students read texts with social references to laws and social rules

Express curiosity in learning about laws all over the world.





SB page 100

SB pages 101, 103, 104

SB page 105

Education for Sexual Equality:The importance of sharing household chores equally between men and women.Moral and civic education:The importance of accepting rules and respecting the laws.Health Education: being aware of the problems of smoking.

Be willing to respect sexual equality in all fields.

Be willing to follow social rules.

Be willing to follow healthy habits


SB page105

References to the book The Adventures of Huckleberry Finn by Mark Twain



SB pages 108-109

SB page 110





SB page 104

Initiative to work in pairs. E.g. talking about legal ages in the UK in the “Big


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Debate”. a positive attitude towards own ability to participatein class activities.


SB pages 99-110



Socio cultural aspects and intercultural awareness References to The Adventures of Huckleberry Finn by Mark Twain. Talking about legal ages in the UK, comparing them with the own ones. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities



towards it. Development of reading autonomy. E.g.: Book corner: The Adventures of Huckleberry Finn.


Social Science: students read texts with references to different laws and social rules in the UK.

Literature: references to The Adventures of Huckleberry Finn.




Consolidation activities: Language Guide Unit 8 Progress Check. Unit 8.

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Multi-ROM. Unit 8.


EVALUATION





2. EVALUATION CRITERIA Understand the general message of texts about rights and

responsibilities, and identify relevant details in oral messages related with them.

Express himself/herself with fluency and using the write pronunciation - intonation in conversations about legal ages.

Recognise the general idea and be able to get specific information of written texts coming from different sources such as reading about discussions with parents.

Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing school rules.

Use consciously his/her linguistic knowledge in order to listen to people talking about the rules in a job.


Analyze social aspects of the Anglo-Saxon countries, by comparing the legal ages in the UK with the ones in the student’s own country.


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UNIT 9Body and soul

OBJECTIVES

To introduce and practise words related to body decoration (body painting, tattoos, etc.).

To read and answer questions about a Wig School in Papua New Guinea.

To introduce and practise the present passive form and look at how the active becomes the passive.

To listen to a report about henna tattoos. To introduce and practise adjective prefixes and their pronunciation. To read and listen to a report on how to reduce stress in teenagers. To discuss a popular saying. To introduce and practise the past passive. To review the grammar in unit 9, working with a text about Tess of the

d’Urbervilles. To write a personal description from a photo, after reading a model and

practising planning compositions. To listen to a recording of Luis inviting Tanya to a party, then practise a

similar dialogue with a partner. To review the language in unit 9 and earlier by completing simple

language exercises.

CONTENTS

Listening

- Listen and repeat some vocabulary related to the appearance.- Listen to a text about a Wig School in Papua New Guinea and check

some answers.- Listen to a text about henna tattoos and choose the correct answers.- Answer to true/false type questions related to the listening text.- Listen and check some opposite adjectives.- Listen and repeat some words so as to practice the pronunciation of

the prefixes un-, im-, in-- Listen and find the stressed syllable in some words.- Listen to a recording about Tess of the d’Urbervilles by Thomas Hardy.- Listen and repeat a dialogue accepting and declining invitations.- Listen to a conversation including useful expressions and choose the

correct answers.

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Speaking

- Answer to a quiz questionnaire related to the body.- In pairs, ask and answer questions about appearance- Describe the classmates using the vocabulary about appearance

learnt.- In pairs, ask and answer questions about traditions and cultural facts

from other countries.- In pairs, ask and answer questions about things related to appearance

allowed or nor allowed at their school.- In pairs, talk about school timetables.- Prepare and practice a dialogue including invitations.

Reading

- Look at some pictures and choose the correct sentences.- Read a text about a Wig School in Papua New Guinea and complete

some sentences.- Find the past participle forms of some verbs in the reading text.- Read a text for the second time and answer some comprehension

questions.- Read some grammar explanations about the passive: present simple.- Read some grammar explanations about how active sentences become

passive.- Read and find some negative prefixes.- Read a text about school timetables, complete the gaps with the

missing words and choose the best summary.- Read a text for the second time and answer some comprehension

questions.- Read some grammar explanations about the passive: past simple.- Read the description of a girl and divide the text into paragraphs.- Learn to plan the writing tasks by reading the Language Focus section.- Read some invitations and answer the questions.- Revise the vocabulary and grammar structures learnt in the unit by


Writing

- Complete some descriptions with vocabulary about appearance.- Complete a text with the present simple passive form of some verbs.- Write affirmative and negative sentences using the present simple

passive.- Write questions using the passive.- Rewrite some active sentences in the passive.- Describe a process putting some stages in the correct order.- Copy and complete a table with the opposites of some adjectives.- Complete a text with the suitable adjectives.- Complete personal sentences using adjectives with prefixes.- Complete a text about yoga with the past simple passive form of some

verbs.

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- Write some sentences using the past simple passive.- Complete a text about a book using either the present simple passive

or the past simple passive- Plan and write a description of a picture of themselves.- Evaluate the progress done till the moment by completing the writing




Grammar- The passive: present simple- Active to passive- The passive: past simple

Vocabulary- Appearance- Adjective prefixes

Pronunciation- Pronunciation of un-, im-, in-- Students learn the right pronunciation in English through the Listening



Learning reflexion:

- Reading about “Off to Wig School!”- Listening to the description of a process- Talking about body art and appearance- Writing a personal description, and planning their writing- Learning to accept and decline invitations.- Reviewing and reflecting on learning.- Appreciating working in groups as a means of personal enrichment.

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BASIC COMPETENCES

Basic Competence



SB pages 111-122





SB pages112-113

Students read texts with references to different cultures such as the Maoris, the Australian aborigines, people from India, Papua New Guinea, etc.

Express curiosity in learning about other cultures.





SB pages 112-113

SB pages 115, 118

Education for Peace: the importance of respecting and showing curiosity towards all the cultures and traditions from different countries.Moral and civic education:The importance of respecting everybody regardless of their appearance.

Be willing to respect all the cultural traditions.

Be willing to be polite regarding other people’s appearance.


SB page117

References to the book Tess of the d’Urbervilles by Thomas Hardy



SB pages 120-121

SB page 122





SB page 116

Initiative to work in pairs. E.g. talking about school timetables in the UK in


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the “Big Debate”. a positive attitude towards own ability to participatein class activities.


SB pages 111-122



Socio cultural aspects and intercultural awareness References to Tess of the d’Urbervilles by Thomas Hardy. Talking about traditions in other countries, comparing them with the own ones. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities



towards it. Development of reading autonomy. E.g.: Book corner: Tess of the d’Urbervilles.


Design: students read texts with references to body design in Papua New Guinea.

Social Science: students read texts with references to different traditions and cultures from other countries.

Students also read a scientific text about the need of sleep amongst young students. Literature: references to Tess of the d’Urbervilles.



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EVALUATION





2. EVALUATION CRITERIA Understand the general message of texts about decoration, and


intonation in conversations about school timetables. Recognise the general idea and be able to get specific information of

written texts coming from different sources such as reading about stress in teenagers.

Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing personal descriptions.

Use consciously his/her linguistic knowledge in order to listen to people talking about henna tattoos.

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Analyze social aspects of the Anglo-Saxon countries, by comparing traditions from other cultures with the ones in the student’s own country.


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REVISION 3

OBJECTIVES

To play a word race game to review vocabulary from units 7–9. To review language introduced in units 7–9. To read about a park in Canada then answer questions, and also listen

to people speaking about Canada. To talk about Canada and travel in general. To do a project about Canada. To review and practise the second conditional, adverbs of possibility

and probability, must / mustn’t and have to / don’t have to, can, could and be allowed to, and the passive form of the present and past simple tenses by completing exercises about Canada.

To read and complete a fact file about a singer then answer questions. To read and listen to a song, using it to practise language from the

term.

CONTENTS

Listening

- Listen to people talking about travelling to Canada and answer some comprehension questions.

- Listen to the song “Put your records on ”and choose the correct words.

Speaking

- Play a vocabulary game with the items seen in the last three units.- Work in pairs asking and answering questions about Canada.- Sing the song “Put your records on”.

Reading

- Read a text about a Canadian park and answer some comprehension questions.

- Read and choose the correct modal verbs to complete some sentences.- Read a fact file of a singer and answer some questions.- Match some phrases from the song with the correct word description.

Writing

- Complete some sentences using the correct form of the second conditional.

- Rewrite sentences using the appropriate adverbs of possibility and probability.

- Choose the correct modals of permission to complete some phrases.- Complete a text about native Americans using either the present

simple or the past simple.- Find and correct errors in some sentences related to Canada.

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- Complete a fact file of a singer using the appropriate active or passive form of some verbs.

- Find expressions in the song to match some phrases.



Grammar (revision)- Second conditional- Adverbs of possibility and probability- Obligation: have to / don’t have to- Obligation and prohibition: must / mustn’t and have to / don’t have to- Permission: can, could and be allowed to- The passive: present simple- Active to passive- The passive: past simple

Vocabulary (revision)- Global issues- Get- Household chores- Words that are verbs and nouns- Appearance- Adjective prefixes




Learning reflexion:- Sing the song “Put Your Records On”.- Doing a Project: poster about Canada.- Review the student’s progress- Appreciate working in groups as a means of personal enrichment.

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BASIC COMPETENCES

Basic Competence



SB pages 123-126





SB page124, 125

Students read several texts about Canada and they must do a Project about this country where they need to find out about geographical places, famous people, etc.They also read a text about the native American people.

Express curiosity in learning geographical, historical and social facts about New Zealand.





SB page 124, 125

Leisure education:The importance of travelling so as to broaden one’s mind.



SB page 126

The students listen to the song “Put Your Records On”.



SB pages 123-126




SB page 124

Initiative to work in pairs. E.g. asking and answering questions about Canada.


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SB pages 123-126




References to Canada: culture, history, geography, etc. Reference to Thunderbird Park. Interest in revising English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities




E.g.: Reading text: Thunderbird Park.Song: “Put Your Records On”.


Art: Students make a Project: a poster about Canada, following some instructions. They also read a text about totem poles.

Music: Students sing the song: “Put Your Records On”.



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EVALUATION



2. EVALUATION CRITERIA Understand the general message of texts about Canada, and identify

relevant details in oral messages related with them. Express himself/herself with fluency and using the write pronunciation -

intonation in conversations about travelling. Recognise the general idea and be able to get specific information of

written texts coming from different sources such as songs. Use consciously his/her linguistic knowledge in order to listen to people

talking about Canada. Use information and communication technologies in a guided way in


Canada’s culture and history with our own one. Identify learning strategies used to progress in the learning process by


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voices 3 eso syllabus

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