communicate bach 1 syllabus

7/30/2019 COMMUNICATE BACH 1 SYLLABUS

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1

COMMUNICATESYLLABUS

Optativa: Ampliación de Lengua Extranjera: Comprensión y expresión Oral I

Stage: Bachillerato Upper Secondary Education



2

UNIT 1MEETING UP

OBJECTIVES

Throughout this unit, the student will be able to achieve the following points:

Discuss several issues related to the area of personal life. Learn and practise the use of adjectives for description through different

activities. Meet vocabulary for describing people and put it into practise by completing

different exercises. Practise discussing relationships.

Study and practise the pronunciation of the sound /eɪ / and questions.

Listen to conversations about social networking. Learn and be able to use functional language for giving opinions. Complete a final task about asking someone‟s opinion. Revise the language learnt in unit 1 by completing the Review section.

CONTENTS

Oral comprehension

- Listen to one person, identify the speaker and complete a description.- Listen and use adjectives to complete a description.- Listen to six speakers describing people and choose a word for each person.- Listen to four dialogues about relationships and match them to the correct

photos.- Listen and put a dialogue in the correct order.

- Listen to some words and note the sound /eɪ /.- Listen to an expert talking about social networking accounts, predict alternatives,

answer some questions and complete some statistics.- Listen and match some questions asking for someone‟s opinion with the correct

answers.- Listen to some questions and pay attention to the correct intonation.

Oral expression

- Label the people in some pictures using words from the Phrase bank section.- Find antonyms for some adjectives in the Phrase bank section.- Look at some words and say whether they are positive or negative.- Describe someone in their family or friends using the expressions learnt.- Use words from the Phrase bank to complete sentences about relationships.- Tell a partner about three people they know.- Write and practise a dialogue in pairs introducing a partner to another friend.- Discuss their use of social networking sites.



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- Complete sentences from an interview about social networking using theexpressions learnt.

- Read and match answers and questions.- Practise reading a dialogue with a partner.- Ask and answer questions expressing their own opinions paying attention to the

Strategy box .- Look at a cartoon and try to predict how the teacher‟s questions might end. - Work in pairs interviewing a partner about their opinions.- Evaluate the progress done till the moment by completing the exercises of the

Review section.

Language awareness

Linguistic knowledge:

Vocabulary- Adjectives for description- Relationships- Social networking

Pronunciation

- the sound /eɪ /- questions

Functional Language - giving opinions

Learning reflexion:

- Reading the Phrase Bank sections.- Paying attention to the Language notes - Discussing the Culture sections - Studying the Strategy sections- Review ing and reflecting on learning.

- Appreciating working in groups as a means of personal enrichment.



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BASIC COMPETENCES

Basic Competence Page Activity Evaluation Criteria

C1 Linguistic

communicativecompetence.

SB page

5

All the activities of the unit use

the language as an instrumentof communication. E.g.Introducing a partner to anotherfriend

Show interest in

learning English

C2 Mathematicalcompetence.

SB page6

Students listen to a text withstatistics about the use of socialnetworking sites.

Be able to usemathematicalconcepts in English.

C3 Knowledge of and interactionwith thephysical world.

SB page6

Students listen and talk aboutsocial networking sites.

Express curiosity inlearning about SocialScience in English.

C4 Competence ininformation andcommunicationtechnologies

MacMillan Website:www.macmillanelt.es DVD activities.

Feel pleasure in usingnew technologies inorder to revise andextend what theyhave learnt.

C5 Social and civilcompetence.

SB pages6,8

SB page

4

Consumer Education:The importance of havingmoderate consumption habitsrelated to Internet.Moral and civic education: The

importance of respectingeverybody regardless of theirappearance.

Be willing to followmoderateconsumption habits.

Be willing to respect

everybody.

C6 Cultural andartisticcompetence.

SB pages6, 7

References to “netspeak” amongst people who use socialnetworking sites in the Culture section.References to uniforms inBritish schools

Show pleasure inlearning cultural factsfrom other countries.

C7 The

competence of learning tolearn.

SB page

9

Students complete the Review

section evaluating their ownwork.They also read the Phrase bank sections as a way to review thelanguage of the unit.

Show interest in

learning how to learnEnglish.

C8 Thecompetence of personalautonomy andinitiative.

SB page8

Initiative to work in pairs. E.g.interviewing a partner abouttheir opinions.

Be willing to listen toand interact withothers. Have apositive attitudetowards own ability

to participatein class activities.

http://www.macmillanelt.es/





5

Socio cultural aspects and intercultural awareness

Culture sections of the SB:- References to the word “mate”.

- References to “netspeak” in social networking sites. - References to uniforms in British schools. 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

CROSS-CURRICULAR ITEMS

IT: students talk about social networking.

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: Review Unit 1

Extension activities: DVD activities and DVD worksheets Unit 1. Phrase bank sections of the Student‟s Book Unit 1. Exam Tips at the end of the SB.

Communication activities at the end of the SB. Wordlist at the end of the SB.

EVALUATION

2. EVALUATION RESOURCES

Formative evaluation- Classroom observation to check both individual and global progress- DVD activities Unit 1.- Skills: vocabulary, speaking, listening, functional language and final task

exercises



6

Accumulative evaluation- Review Unit 1.- Prepare to… Unit 5 (1st term).- Unit 1 test and 1st Term test in the Teacher‟s Notes CD-Rom.

2. EVALUATION CRITERIA Get both global and specific information from oral messages about descriptions

and about social networking. (C1, C4, C5, C6, C8) Take part in fluent conversations or discussions prepared beforehand about

relationships and about sharing opinions. (C1, C5, C8) Use information and communication technologies in a guided way in order to

look for information by doing the Speak your mind! DVD activities for Unit 1. (C1,C4, C7, C8)

Know and appreciate social and cultural diversity transmitted through the foreignlanguage, by comparing British school uniforms with their own experience. (C1,

C3, C5, C6) Reflect on how language works and identify learning strategies used to progress

in the learning process by completing the Review for Unit 1. (C1, C7, C8) Put into practice rigorous self-evaluation and self-correction mechanisms such as

completing the Unit 1 test so as to reinforce their learning autonomy. (C1, C7,C8)



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UNIT 2LIFE CHOICES

OBJECTIVES


Discuss several issues related to the area of working life. Learn and practise the use of vocabulary about school subjects. Meet vocabulary for leaving school and put it into practise by completing different

exercises. Practise talking about choices. Study and practise the pronunciation of the initial „s‟ and word linking. Listen to conversations about careers advice.

Learn and be able to use functional language for giving advice. Complete a final task about an interview. Watch a DVD episode about leaving school. Revise the language learnt in unit 2 by completing the Review section.

CONTENTS

Oral comprehension

- Listen to three 17-year-olds and use their names to complete their descriptions.

- Listen to a conversation and complete a table with similarities and differences.- Complete some speech bubbles about a listening with the correct words.- Match some words to the appropriate synonyms.- Listen to two friends comparing school experiences and complete a table.- Listen and answer to true/false type statements.- Listen and match the two parts of some expressions.- Listen and check the pronunciation of the initial „s‟. - Listen to an interview between a careers advisor and a sixth form student and

answer some questions.- Look at the Phrase bank and complete a table with expressions for giving advice.

- Complete some expressions so they are true for them.- Listen to some sentences and practice word linking.- Listen to an interview with a candidate for a job at a summer camp and answer

some questions.

Oral expression

- Read a list of school subjects and discuss whether they are compulsory oroptional for them.

- Read and complete a dialogue with the appropriate words, then practise a

conversation with a partner.- Work in pairs discussing the pros and cons of several pieces of careers advice.



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- Work in pairs playing the roles of a careers advisor and a student, using theexpressions learnt.

- Read an advert about a Language summer camp and tell a partner what theyremember.

- Work in pairs carrying out an interview for a job at a summer camp paying

attention to the Strategy box .- Evaluate the progress done till the moment by completing the exercises of the

Review section.

Language awareness


Vocabulary- School subjects- Pot-school options

Pronunciation - the initial „s‟ - word linking

Functional language- giving advice

Learning reflexion:

- Reading the Phrase Bank sections.- Paying attention to the Language notes - Discussing the Culture sections - Studying the Strategy sections- Review ing and reflecting on learning.- Appreciating working in groups as a means of personal enrichment.



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BASIC COMPETENCES


C1 Linguistic


SB page

11

All the activities of the unit

use the language as aninstrument of communication.E.g. having a dialogue aboutchoices with a partner.

Show interest in

learning English



SB page10

Students read notes relatedto the Education system inBritain.






SB pages10-15

SB page14

SB pages10-15

Moral and civic education:The importance of workinghard in order to succeed atschool and at work.

Appreciate the effort done byteenagers who combine

studying and doing summer jobs.Education for Sexual Equality:

Accept that both boys andgirls can study any type of career and do any type of work.

Understand theimportance of hardwork.

Understand sexualequality in all fields.


SB page12

References to careersadvisors in the UK.


C7 Thecompetence of learning tolearn.

SB page15

Students complete theReview section evaluatingtheir own work.They also read the Phrase bank sections as a way toreview the language of theunit.

Show interest inlearning how to learnEnglish.






10


SB page14

Initiative to work in pairs. E.g.role-playing an interview for a

job.




Culture sections of the SB:- References to the Education System in Britain - References to careers advisors. 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


Social Science: the Education System.





Consolidation activities:

Review Unit 2

Extension activities: DVD activities and DVD worksheets Unit 2. Phrase bank sections of the Student‟s Book Unit 2. Exam Tips at the end of the SB. Communication activities at the end of the SB. Wordlist at the end of the SB.



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EVALUATION


Formative evaluation

- Classroom observation to check both individual and global progress- DVD activities Unit 2.- Skills: vocabulary, speaking, listening, functional language and final task

exercises


2. EVALUATION CRITERIA Get both global and specific information from oral messages about leaving school

and about careers advice. (C1, C3, C5, C8) Take part in fluent conversations or discussions prepared beforehand about

school choices and role-playing interviews. (C1, C5, C8) Use information and communication technologies in a guided way in order to


Know and appreciate social and cultural diversity transmitted through the foreignlanguage, by comparing British education system with their own experience. (C1,C3, C5, C6)

Reflect on how language works and identify learning strategies used to progressin the learning process by completing the Review for Unit 2. (C1, C7, C8)

Put into practice rigorous self-evaluation and self-correction mechanisms such ascompleting the Unit 2 test so as to reinforce their learning autonomy. (C1, C7,C8)



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UNIT 3STUDY ABROAD

OBJECTIVES


Discuss several issues related to the area of school life. Learn and practise words for study options through different activities. Meet vocabulary for accommodation and put it into practise by completing

different exercises. Practise discussing preferences.

Study and practise the pronunciation of the sounds /s / / ʃ / and /ɔ ː/. Listen and understand phone calls.

Learn and be able to use functional language for making phone calls. Complete a final task talking about priorities. Watch a DVD episode about leaving home. Revise the language learnt in unit 3 by completing the Review section.

CONTENTS

Oral comprehension

- Listen to a student describing a study trip and answer some questions.- Complete an online registration form using words from the Phrase Bank .- Use some words to complete definitions for ways of paying a course.- Listen, identify four speakers discussing preferences and label them.- Listen to some speakers and decide whether some statements are true or false.- Listen to a speaker discussing preferences about studying abroad and complete

some sentences with the correct words.

- Listen and identify the sounds /s / and / ʃ / in some words.- Listen to a phone call to a language school and answer some questions.

- Listen to some words and notice the sound /ɔ ː/.

- Listen to a pair of students talking about the facilities of a school language anddecide which speaker listens more effectively.

Oral expression

- Work in pairs using the phrases learnt to talk about where they would prefer tostay studying abroad.

- Look at the Phrase Bank section about different types of courses and discuss theones that could be useful for them.

- Copy a table and complete it with expressions from phone calls.



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- Complete a dialogue between a caller and a receptionist and role-play a phoneconversation.

- Look at the facilities and services offered by a language school and discuss them.- Discuss the importance of several facilities trying to prioritize them, paying

attention to the strategy box .

- Form a group of four to keep prioritising facilities.- Present their ideas to the class about their priorities related to language schools,

using the expressions learnt.- Evaluate the progress done till the moment by completing the exercises of the

Review section.

Language awareness


Vocabulary- Accommodation- Study options

Pronunciation

- the sounds /s / / ʃ / and /ɔ ː/.

Functional language- Making phone calls

Learning reflexion:




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BASIC COMPETENCES


C1 Linguistic


SB page

17


use the language as aninstrument of communication.E.g. discussing where theywould prefer stay to studyabroad.

Show interest in

learning English



SB pages16, 18

References to Brighton. Express curiosity inlearning aboutGeography inEnglish.





SB pages16-21

Education for Peace:The importance of travellingin order to broaden one‟smind and understanding other

cultures.Moral and civic education:The importance of respectingother cultures.

Be willing to respecteverybody.


SB page19

References to the differentway of identifying oneself onthe phone in English.



SB page21




SB page20

Initiative to work in pairs. E.g.doing a presentation aboutpriorities.

Be willing to listen toand interact withothers. Have apositive attitudetowards own abilityto participate

in class activities.






15


Culture sections of the SB:- References to Brighton, also called “London-by-the-sea”.

- Identifying yourself on the phone. 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


Geography: references to Brighton.

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,




Extension activities: DVD activities and DVD worksheets Unit 3. Phrase bank sections of the Student‟s Book Unit 3. Exam Tips at the end of the SB. Communication activities at the end of the SB.

Wordlist at the end of the SB.

EVALUATION



exercises

Accumulative evaluation



16

- Review Unit 3.- Prepare to… Unit 5 (1st term).- Unit 3 test and 1st Term test in the Teacher‟s Notes CD-Rom.

2. EVALUATION CRITERIA Get both global and specific information from oral messages about booking a

course and understanding phone calls. (C1, C6, C8) Take part in fluent conversations or discussions prepared beforehand about

preferences and priorities when studying abroad. (C1, C3, C5, C8) Use information and communication technologies in a guided way in order to


Know and appreciate social and cultural diversity transmitted through the foreignlanguage, by comparing British conventions when doing phone calls with theirown language. (C1, C5, C6)


Put into practice rigorous self-evaluation and self-correction mechanisms such ascompleting the Unit 3 test so as to reinforce their learning autonomy. (C1, C7,C8)



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UNIT 4SHOPPING

OBJECTIVES


Discuss several issues related to the area of social life. Learn and practise vocabulary related to shops through different activities. Meet vocabulary about consumer rights and put it into practise by completing

different exercises. Practise asking for information.

Study and practise the pronunciation of the sound /℧ / and expressing mood. Listen to conversations about consumer rights. Learn and be able to use functional language for making complaints. Complete a final task about making a complaint. Watch a DVD episode about appearances. Revise the language learnt in unit 4 by completing the Review section.

CONTENTS

Oral comprehension

- Listen to four dialogues and say where they take place.- Listen and complete sentences about shops with the words given.- Listen and put some sentences about a shopping trip in a logical order.- Listen to a dialogue between a customer and a shop assistant using the clues

given.

- Listen to some words and notice the sound /℧ /.- Look at some definitions about consumer rights and match them to the correct

words from the Phrase bank.- Listen to the first part of a radio programme about consumer rights and decide if

some statements are true or false.- Listen to the second part of a radio programme and answer some questions.- Listen to a person saying the same word in five different ways and choose the

correct adjectives to describe them.- Listen and put some sentences from a customer and a shop assistant in the

logical order.- Listen to some sentences and practise using different intonations for different

moods.



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Oral expression

- Label the people in some pictures using the words related to shopping given.- Talk about where they can buy the items in a shopping list.- Find words in a Phrase bank to label some photos.- Work in pairs practising a dialogue in a shop and build a new one.- Explain a case related to consumer rights.- Match some expressions with the correct categories related to complaints.- Work in pairs saying some sentences in different moods.- Invent a dialogue between a customer and a shop assistant about a faulty

product.- Write and practise a dialogue about a complaint following some guidelines and

paying attention to the Strategy box .- Evaluate the progress done till the moment by completing the exercises of the

Review section.

Language awareness


Vocabulary- Shops- Shop workers

- Consumer rights

Pronunciation

- the sound /℧ /- expressing mood

Functional language- Making complaints

Learning reflexion:




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BASIC COMPETENCES


C1 Linguistic


SB page

23


use the language as aninstrument of communication.E.g. practising a dialogue in ashop

Show interest in

learning English



SB page24

Students read texts related toconsumer rights.






SB pages24-26

Consumer Education:Understanding consumerrights when buying a faultyproduct and learning to makecomplaints when necessary.

Understandconsumer rights.


SB page22

References to “pound shops” in Britain.



SB page27




SB page26

Initiative to work in pairs. E.g.practising making complaints.

Be willing to listen toand interact withothers. Have apositive attitudetowards own abilityto participatein class activities.






20


Culture sections of the SB:- References to “pound shops”

- References to the absence of complaint forms in British shops. 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


Social Science: references to consumer rights. IT: references to electronic devices such as mobile phones or computers.








EVALUATION



exercises



21


2. EVALUATION CRITERIA Get both global and specific information from oral messages about shops and

consumer rights. (C1, C3, C5, C8) Take part in fluent conversations or discussions prepared beforehand asking for

information or making complaints. (C1, C5, C8) Use information and communication technologies in a guided way in order to


Know and appreciate social and cultural diversity transmitted through the foreignlanguage, by comparing consumer rights‟ policies in Britain with their own

experience. (C1, C3, C5, C6) Reflect on how language works and identify learning strategies used to progress





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UNIT 5PREPARE TO…

OBJECTIVES


Describe a photo of a place and speculate about what might be happening. Learn useful language for describing photos, speculating and giving opinions. Give an opinion by preparing a speech about their town or city. Do a project planning a weekend in their city for students of another country. Practise useful language for making suggestions, agreeing and disagreeing, etc.

CONTENTS

Oral comprehension- Listen to someone describing a photo of a holiday place, guess which one it is

and tick the things the speaker does.- Listen to some students describing holiday photos and find differences between

their descriptions.- Listen and decide whether some statements are true or false giving reasons to

support their answers.- Listen to someone talking about why he likes living in a city and tick the reasons

he gives.

- Listen and number things someone likes about his city.- Listen to three people talking about a weekend break and number some photos.- Listen and note some people‟s answers about their weekends.- Listen to some activities that can be done on holiday and write them under the

correct headings in a table.

Oral expression- Look at some photos and associate them with the correct words.- Look at some words for describing places and classify them under the

appropriate headings.

- Practise describing some photos of places using the useful language given.- Discuss their reasons for living in a city or in a village talking about advantages

and disadvantages.- Complete a table with useful language for giving an opinion.- Discuss the positive, negative and irrelevant aspects of city life.- Match some expressions for linking ideas to their more formal equivalents.- Say which linking expressions we use in spoken language.- Prepare a speech about what makes a city great following some guidelines.- Discuss which type of trip they would prefer and why.- Talk about the most interesting holiday activities in their town or city.

- Discuss the activities they would include in an itinerary for visitors to their city.- Do a Project planning and presenting a weekend plan to the class.



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SB pages28-33

SB page28

Education for Leisure:The importance of enjoyingfree time activities such asgoing on holiday or doing

weekend activities.Environmental Education: theimportance of respecting theenvironment when we go onholiday.

Understand theimportance of leisurein our lives

Be willing to followenvironmentallyfriendly attitudes


SB page33

References to the City of Artsand Science in Valencia.


C7 Thecompetence of

learning tolearn.

SB page33

Students complete a Project reviewing the contents learnt.

Show interest inlearning how to learn

English.


SB page31

Initiative to work in pairs. E.g.giving a speech about theirtown.



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


Social Science: discussing the advantages and disadvantages of living in a city orin a village.






25


Extension activities: Exam Tips at the end of the SB.


EVALUATION


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

2. EVALUATION CRITERIA Get both global and specific information from oral messages describing photos.

(C1, C5, C8) Take part in fluent conversations or discussions prepared beforehand about living

in a town or a village. (C1, C3, C5, C8) Know and appreciate social and cultural diversity transmitted through the foreign

language, by comparing weekend activities of people in Britain with their ownexperience. (C1, C3, C5, C6)

Reflect on how language works and identify learning strategies used to progressin the learning process by completing the activities of this end-of-term Unit. (C1,

C7, C8)



26

UNIT 6FREE TIME

OBJECTIVES


Discuss several issues related to the area of personal life. Learn and practise the use of verbs for hobbies through different activities. Meet vocabulary about leisure activities and put it into practise by completing

different exercises. Practise talking about hobbies.

Study and practise the pronunciation of the sounds /s /, /z/ and /ɪz/ and elision. Listen to conversations about invitations. Learn and be able to use functional language for making

arrangements/invitations. Complete a final task about making a date. Watch a DVD episode about free time. Revise the language learnt in unit 6 by completing the Review section.

CONTENTS

Oral comprehension- Listen to five people talking about activities they do and answer some questions.- Listen and check their predictions about the top sports done by men and by

women in Britain.- Listen to someone describing a sport and complete the speaker‟s column of a

table.- Listen to some words and pay attention to the final sounds.- Listen to two dialogues of people making plans to go out together and answer

some questions.- Listen and decide whether some statements are true or false.- Listen to the beginning of two conversations and complete a table with

expressions used for making arrangements.- Listen to some questions and pay attention to elision in connected speech.- Listen to someone trying to make a date and answer some questions.

Oral expression

- Label some photos with the appropriate leisure activities from the Phrase bank and classify them using the ideas given.

- Complete a table writing five activities according to the verbs used.

- Discuss the leisure activities that are popular in their country.



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- Look at some graphs related to sport and exercise activities young people do inBritain and predict the top activities for men and for women.

- Write verb phrases for some definitions.- Work in pairs telling each other about a sport or activity they know.- Answer some questions about invitations.

- Write and practise a dialogue about making plans to go out.- Read a webpage about making a successful date and tell a partner what advice it

offers.- Role-play asking someone on a date paying attention to the Strategy box.- Evaluate the progress done till the moment by completing the exercises of the

Review section.

Language awareness


Vocabulary- leisure activities- verbs for hobbies

Pronunciation

- the sounds /s /, /z/ and /ɪz/- elision.

Functional language- making arrangements/invitations

Learning reflexion:

- Reading the Phrase Bank sections.- Paying attention to the Language notes - Discussing the Culture sections

- Studying the Strategy sections- Review ing and reflecting on learning.- Appreciating working in groups as a means of personal enrichment.



28

BASIC COMPETENCES


C1 Linguistic


SB page

35


use the language as aninstrument of communication.E.g. talking about ports orhobbies

Show interest in

learning English


SB page35

Students analyse somegraphs about sports andexercise activities in Britain.

Be able to usemathematical conceptsin English.


SB page38

Students read texts related topsychological advice formaking a date.

Express curiosity inlearning aboutPsychology in English.



Feel pleasure in usingnew technologies inorder to revise andextend what they havelearnt.


SB pages34-35

SB page34

Education for Health:The importance of practicingsport in order to stay healthy.Education for Sexual Equality:

Accept that both boys and

girls can practise any type of sport.Education for Leisure: Theimportance of enjoying freetime activities in order to feelhappy.

Be willing to followhealthy habits.


Understand theimportance of leisure inour lives


SB page34

References to popular sportsin Britain such as Snooker .


C7 The

competence of learning tolearn.

SB page

39

Students complete the

Review section evaluatingtheir own work.They also read the Phrase bank sections as a way toreview the language of theunit.

Show interest in

learning how to learnEnglish.

C8 Thecompetence of personalautonomy and

initiative.

SB page38

Initiative to work in pairs. E.g.role-playing asking someonefor a date.

Be willing to listen toand interact withothers. Have a positiveattitude towards own

ability to participatein class activities.






29


Culture sections of the SB:- References to popular sports in Britain such as Snooker - References to the way British people make invitations in an indirect way.



PE: students read texts related to sports done in Britain









31

UNIT 7THE HARD SELL

OBJECTIVES


Discuss several issues related to the area of working life. Meet vocabulary for advertising and put it into practise by completing different

exercises. Practise discussing adverts.

Study and practise the pronunciation of the sounds /ə℧ / and /ɒ /and sentencestress.

Listen to conversations about advertising and health.

Learn and be able to use functional language for arguing for and against. Complete a final task about giving a speech. Revise the language learnt in unit 7 by completing the Review section.

CONTENTS

Oral comprehension

- Listen to five conversations about adverts and number the descriptions in theorder they hear them.

- Listen and answer some questions.

- Listen to some words noticing the sounds /ə℧ / and /ɒ /.- Listen to a radio programme and decide whether some statements are true or

false.- Listen to a speech discussing the pros and cons of product placement advertising

and answer some questions.- Listen to someone talking about banning the advertising of violent toys for

children and answer some questions.- Listen to some sentences paying attention to the stress.- Listen to a student‟s speech about advertising used for government policies.

Oral expression

- Label some photos with qwords about advertising.- Match words to do with advertising with the correct definitions and find

synonyms.- Read an article about how advertising works and match words to definitions.- Complete a table of word families.- Find synonyms for several criteria for a good advert.- Complete sentences and practise a dialogue about adverts.- Look at some quotations from a book about advertising and discuss them.



32

- Work in pairs answering some questions about publicity campaigns for children.- Discuss their ideas about advertising in schools.- Look at some expressions used to talk about pros and cons and classify them.- Discuss whether advertising of violent toys should be banned in the media.- Look at a poster and answer some questions paying attention to the Strategy

box about how to give a speech.- Practise giving a speech about whether governments should use the power of

advertising to change young people‟s behaviour. - Evaluate the progress done till the moment by completing the exercises of the

Review section.

Language awareness


Vocabulary- advertising- discussing the effects of adverts

Pronunciation

- the sounds /ə℧ / and /ɒ /- sentence stress.

Functional language- arguing for and against

Learning reflexion:

- Reading the Phrase Bank sections.- Paying attention to the Language notes - Discussing the Culture sections - Studying the Strategy sections

- Review ing and reflecting on learning.- Appreciating working in groups as a means of personal enrichment.



33

BASIC COMPETENCES


C1 Linguistic


SB page

41


use the language as aninstrument of communication.E.g. discussing adverts.

Show interest in

learning English



SB pages40-45

The whole unit is devoted totalk about the power of advertising, its effects, etc.






SB pages40-45

SB page44

Consumer Education:The importance of having acritical attitude towardsadvertising.Moral and civic education:The importance of respectingtraffic rules.

Be willing to followmoderateconsumption habits.

Be willing to respectthe rules.


SB page42

References to the book Fast Food Nation



SB page45




SB page44

Initiative to work in pairs. E.g.giving a speech aboutpublicity used for governmentpurposes.







34


Culture sections of the SB:- References to the history of TV commercials in the USA. - References to the BBC.

- References to the book Fast Food Nation . 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


Social Science: students read texts related to the history of advertising. Literature: References to the book Fast Food Nation








EVALUATION



exercises



35

Accumulative evaluation- Review Unit 7.- Prepare to… Unit 10 (2nd term).- Unit 7 test and 2nd Term test in the Teacher‟s Notes CD-Rom.

2. EVALUATION CRITERIA Get both global and specific information from oral messages about advertising

and health. (C1, C5, C6, C8) Take part in fluent conversations or discussions prepared beforehand discussing

adverts and giving a speech. (C1, C5, C8) Use information and communication technologies in a guided way in order to


Know and appreciate social and cultural diversity transmitted through the foreignlanguage, by comparing British advertising with their own experience. (C1, C3,

C5, C6) Reflect on how language works and identify learning strategies used to progress





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UNIT 8STUDYING

OBJECTIVES


Discuss several issues related to the area of school life. Learn and practise the use of adjectives for emotion through different activities. Meet vocabulary for assessment and put it into practise by completing different

exercises. Practise talking about progress.

Study and practise the pronunciation of homophones and the sound /ə /. Listen to conversations about study skills.

Learn and be able to use functional language for public speaking andpresentations.

Complete a final task about giving a presentation. Revise the language learnt in unit 8 by completing the Review section.

CONTENTS

Oral comprehension

- Listen and complete a text about qualifications in Britain.- Listen to a student talking about how different sixth form is and check the things

he mentions.- Listen and complete part of a dialogue using the words given.- Listen to some words and write homophones.- Listen to someone giving a term lecture and notice the study skills mentioned.- Listen to a presentation and say which technique is not mentioned.

- Listen to some sentences and notice the sound /ə /.- Listen to two speakers giving a presentation and say which one uses the ideas in

the Strategy box .

Oral expression

- Look at some pictures of people studying and use the words given to describethe people.

- Match some nouns related to studying with the correct definitions.- Answer some questions about assessment and qualifications in their school.- Complete some definitions for talking about progress with the appropriate words.- In pairs, discuss the differences between secondary school and what they are

studying now.- Read about study skills and discuss the most important ones according to their

own opinions.



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- Match some expressions to the correct meanings and say what they all have incommon.

- Look at different study skills and label them.- Discuss the study techniques they have tried and say which ones work best for

them.

- Look at some expressions used for public speaking.- Complete a speaker‟s presentation about essay writing. - Look at some index cards and give a presentation about a study skill.- Evaluate the progress done till the moment by completing the exercises of the

Review section.

Language awareness


Vocabulary- adjectives for emotion- educational practise- study techniques

Pronunciation - homophones

- the sound /ə /.

Functional language

- public speaking and presentations

Learning reflexion:




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BASIC COMPETENCES


C1 Linguistic


SB page

47


use the language as aninstrument of communication.E.g. Talking about whatthey‟re studying now incomparison with Secondaryschool.

Show interest in

learning English



SB page46

Students read texts related toqualifications in Britain.






SB pages46-51

Moral and civic education:The importance of workinghard in order to get goodqualifications at school.

Education for Sexual Equality: Accept that both boys andgirls can succeed in theirstudies.

Understand theimportance of hardwork.



SB page47

References to thequalification system in theUSA.


C7 Thecompetence of learning to

learn.

SB page51

Students complete theReview section evaluatingtheir own work.

They also read the Phrase bank sections as a way toreview the language of theunit.



SB page48

Initiative to work in pairs. E.g.discussing the most importantstudy skills.








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Culture sections of the SB:- References to qualifications in Britain and in the USA. 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


Social Science: students read texts related to the qualification system in differentcountries and compare it with their own experience.









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- Practise giving information and correcting errors.- Order some words to make two simple requests for directions.- Work in pairs, looking at a map and asking for directions to get to the Puerta del

Sol or to the Retiro Park.- Think of places that are within walking distance of their school and take turns to

give directions to a partner.- Evaluate the progress done till the moment by completing the exercises of the

Review section.

Language awareness


Vocabulary

- road signs- transport- directions

Pronunciation - – ed endings- corrective stress

Functional language- giving and understanding directions

Learning reflexion:




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SB page56

Initiative to work in pairs. E.g.giving directions to get to aplace in a map.




Culture sections of the SB:- References to the “Congestion Charge” to drive into the city centre in London - References to the “L-plate” . - References to Bath, a UNESCO World Heritage Site. 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


Geography: students read texts related to Bath. Education for Citizenship: references to traffic rules.









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UNIT 10PREPARE TO…

OBJECTIVES


Describe a photo comparing and contrasting two people. Learn useful language for describing age. Talk about a proposal related to TV talent shows. Do a project designing a campaign to raise awareness of an issue. Practise useful language for explaining their ideas and talking about the different

aspects of a plan.

CONTENTS

Oral comprehension

- Listen to the description of the people in some photos and tick the correctanswers.

- Listen to a speaker describing people and answer some questions.- Listen to someone talking about the effects of celebrity on society and discuss it.- Listen to a speaker and number some points mentioned in the correct order.- Listen to people talking about a TV programme about campaigners and choose

the correct answers.

Oral expression

- Look at some photos of people of different ages and associate some words toeach photo.

- Look at some words for describing physical appearance and write them underthe appropriate headings in a table.

- Work in pairs describing someone in the class and guessing who they‟re talkingabout.

- Look at some phrases used to compare and contrast photos and match thebeginnings to the appropriate endings.

- Complete sentences to make comparisons of photos.- Take turns to describe two photos in pairs.- Look at some words for describing fame and success and write them under the

appropriate headings in a table.- Answer some questions about words to do with fame and success.- Give examples of fame and success from their own country.- Show agreement or disagreement with the speaker‟s arguments. - Look at some connectors and write the appropriate headings in a table.

- Prepare and give a speech discussing whether TV talent shows should bebanned.



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- Look at the photos of people in solidarity actions and talk about them.- Talk about what they can do to change things in their country.- Design a campaign to raise awareness of an issue following some guidelines.- Present their Project of a solidarity campaign to the rest of the class.- Complete the Remember section as a way to review the contents learnt from

Unit 5.

Language awareness


Useful language- describing age- explaining their ideas and talking about the different aspects of a plan.

Learning reflexion:

- Learning techniques for describing a photo- Learning techniques for talking about a proposal- Learning techniques for doing a project- Appreciating working in groups as a means of personal enrichment.

BASIC COMPETENCES


C1 Linguisticcommunicativecompetence.

SB page58

All the activities of the unituse the language as aninstrument of communication.E.g. describing photos of people.

Show interest inlearning English


C3 Knowledge of and interactionwith the

physical world.

SB pages62-63

Students do a project aboutcampaigns done for socialchange.










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SB pages58-59

SB page62

SB page61

Moral and Civic Education:The importance of showingrespect when describingpeople‟s appearance.

Education for Peace: theimportance of campaignsdone to change society.Consumer Education: havinga critical attitude towards TVprogrammes such as talentshows

Show respect whenmaking descriptions.

Be willing to helpothers.

Learn to be criticalwith what theyconsume.


SB page60

SB page61

References to celebrities suchas Rafa Nadal or AngelinaJolie.

References to TV talentshows.



SB page63

Students complete a Project reviewing the contents learnt.


C8 Thecompetence of personalautonomy and

initiative.

SB page61

Initiative to work in pairs. E.g.discussing their views on TVtalent shows.

Be willing to listen toand interact withothers. Have apositive attitude

towards own abilityto participatein class activities.


References to celebrities. 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


Social Science: references to social campaigns.



51

- Use the words given to complete some food collocations.- Label some photos about different food situations with the descriptions given.- Discuss which words they associate with fast food or with a standard restaurant.- Look at some expressions for food orders and write the appropriate headings in

a table.

- Find synonyms in a table for the phrases given.- Work in pairs role-playing ordering food at a restaurant.- Role-play ordering food by phone following some guidelines and paying attention

to the Strategy box .- Evaluate the progress done till the moment by completing the exercises of the

Review section.

Language awareness


Vocabulary- Food: adjectives for description- types of diet- restaurant meals

Pronunciation - the sounds /ʤ / and /g/- consonant clusters

Functional language- food orders.

Learning reflexion:

- Reading the Phrase Bank sections.- Paying attention to the Language notes - Discussing the Culture sections - Studying the Strategy sections-

Review ing and reflecting on learning.- Appreciating working in groups as a means of personal enrichment.



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UNIT 13UNIVERSITY OF LIFE

OBJECTIVES


Discuss several issues related to the area of school life. Meet vocabulary for describing experiences and put it into practise by completing

different exercises. Practise talking about really useful experiences.

Study and practise the pronunciation of the sound /ə / and intonation. Listen to conversations about Erasmus. Learn and be able to use functional language for asking about someone else‟s

experience. Complete a final task about highlighting their own experience. Watch a DVD episode about gap years. Revise the language learnt in unit 13 by completing the Review section.

CONTENTS

Oral comprehension

- Listen and complete a text about gap years with the correct words.- Listen to people talking about their gap year experiences and answer some

questions.

- Listen and repeat some words so as to practise the sound /ə /.- Listen to a girl talking about her experiences as an Erasmus student and choose

the correct answers.- Listen and complete some interview questions.- Listen to an interview about a trip to Morocco and complete the interviewer

questions.- Listen to some questions noticing the intonation.- Listen to people in job interviews talking about their gap years and discuss it.-

Oral expression

- Label some photos with words about travelling.- Complete some sentences with words about travelling.- Find expressions to match some definitions about useful experiences.- Look at some photos and match them to the appropriate comments.- Complete collocations with different verbs.- Work in pairs discussing what they would like to do in a gap year.



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Culture sections of the SB:- References to the city of Galway in Ireland. - References to the currency in Ireland.



Geography: students read texts related to Ireland.







EVALUATION



exercises

Accumulative evaluation- Review Unit 13.- Prepare to… Unit 15 (3rd term).- Unit 13 test and 3rd Term test in the Teacher‟s Notes CD-Rom.



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2. EVALUATION CRITERIA Get both global and specific information from oral messages about taking a gap

year. (C1, C3, C6, C8) Take part in fluent conversations or discussions prepared beforehand about

relationships and about useful experiences. (C1, C5, C8) Use information and communication technologies in a guided way in order to

look for information by doing the Speak your mind! DVD activities for Unit 13.(C1, C4, C7, C8)

Know and appreciate social and cultural diversity transmitted through the foreignlanguage, by comparing British common activity amongst teenagers of taking agap year with their own experience. (C1, C3, C5, C6)


Put into practice rigorous self-evaluation and self-correction mechanisms such as




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BASIC COMPETENCES


C1 Linguistic


SB page

83


use the language as aninstrument of communication.E.g. role-playingconversations at an airport.

Show interest in

learning English



SB page84SB page86

Students read texts related tothe city of York.References to Edinburgh,Manchester, Bath andLondon.

Express curiosity inlearning aboutGeography inEnglish.





SB pages82-87

Education for Peace:The importance of travellingin order to broaden one‟smind and understanding othercultures.

Environmental education: Theimportance of using publictransport in big cities as away to reduce pollution.

Be willing to respecteverybody.

Be willing to followenvironmentallyfriendly attitudes.


SB pages83, 85

References to travel facilitiesin London city


C7 Thecompetence of learning to

learn.

SB page87

Students complete theReview section evaluatingtheir own work.

They also read the Phrase bank sections as a way toreview the language of theunit.



SB page86

Initiative to work in pairs. E.g.role-playing booking a trip.








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UNIT 15PREPARE TO…

OBJECTIVES


Talk about the similarities and differences between two photos. Learn to use a checklist when comparing photos. Have a formal debate about the dominance of football on TV. Do a project researching a visit to a cultural event in Britain. Learn to use a checklist for planning, organizing and practising a task.

CONTENTS

Oral comprehension

- Listen to a student comparing some photos and answer some questions.- Listen to a speaker and decide if some statements are true or false.- Listen to the description of a formal debate and decide if some statements are

true or false.- Listen to a recording and complete some statements.- Listen to the details of a judging process and complete some descriptions.- Listen to people talking about traditional events in Britain and answer some

questions.

Oral expression

- Look at some photos of crowds of people and describe them.- Complete the Remember section so as to revise contents from Unit 10.- Look at some words for talking about events and classify them into a table.- Think of a time when they attended an event and take notes to describe their

experience.- Describe two photos related to important events following some guidelines.- Look at some pictures related to debates and say what they can see.- Have a formal debate about the dominance of football on TV.- Look at some photos of traditional events in Britain and compare them.- In pairs answer questions about traditional events in their country.- Look at some words and associate them with photos of traditional events in

Britain.- Use the internet to prepare a visit to an event in Britain and complete a Project

about it.

- Complete the Remember sections so as to revise contents from Units 5 and 10.

communicate bach 1 syllabus

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