communicate_bach_1_pp_ingles.doc

7/28/2019 COMMUNICATE_BACH_1_PP_ingles.doc

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COMMUNICATESYLLABUS

Optativa: Ampliacin de Lengua Extranjera:

Comprensin y expresin Oral I

Stage: BachilleratoUpper Secondary Education

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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 throughdifferent activities.

Meet vocabulary for describing people and put it into practise bycompleting different exercises.

Practise discussing relationships.

Study and practise the pronunciation of the sound /e/ 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 someones 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 /e/.- 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 someones 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 banksection.

- Find antonyms for some adjectives in the Phrase banksection.- 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 aboutrelationships.

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

the expressions 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 teachers 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 /e/- questions

Functional Language- giving opinions

Learning reflexion:

- Reading the Phrase Banksections.-

Paying attention to the Language notes- Discussing the Culture sections- Studying the Strategysections- Reviewing and reflecting on learning.- Appreciating working in groups as a means of personal enrichment.

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BASIC COMPETENCES

BasicCompetence

Page Activity EvaluationCriteria

C1 Linguisticcommunicativecompetence.

SB page5

All the activities of the unituse the language as aninstrument ofcommunication. E.g.Introducing a partner toanother friend

Show interest inlearning English

C2 Mathematicalcompetence.

SB page6

Students listen to a textwith statistics about the useof social networking sites.

Be able to usemathematicalconcepts inEnglish.

C3 Knowledge of

andinteractionwith thephysicalworld.

SB page

6

Students listen and talk

about social networkingsites.

Express curiosity

in learning aboutSocial Science inEnglish.

C4 Competenceininformationandcommunication

technologies

MacMillan Website:www.macmillanelt.esDVD activities.

Feel pleasure inusing newtechnologies inorder to revise andextend what theyhave learnt.

C5 Social andcivilcompetence.

SBpages6,8

SB page4

Consumer Education:The importance of havingmoderate consumptionhabits related to Internet.Moral and civic education:The importance ofrespecting everybodyregardless of theirappearance.

Be willing to followmoderateconsumptionhabits.

Be willing torespecteverybody.

C6 Cultural andartisticcompetence.

SBpages6, 7

References to netspeakamongst people who usesocial networking sites inthe Culture section.References to uniforms inBritish schools

Show pleasure inlearning culturalfacts from othercountries.

C7 Thecompetenceof learning tolearn.

SB page9

Students complete theReview section evaluatingtheir own work.They also read the Phrasebanksections as a way to

review the language of theunit.

Show interest inlearning how tolearn English.

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http://www.macmillanelt.es/http://www.macmillanelt.es/


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C8 Thecompetenceof personalautonomyand initiative.

SB page8

Initiative to work in pairs.E.g. interviewing a partnerabout their opinions.

Be willing to listento and interactwith others. Havea positive attitudetowards own

ability toparticipatein class activities.

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 targetlanguage

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 banksections of the Students 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.

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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

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

2. EVALUATION CRITERIA

Get both global and specific information from oral messages aboutdescriptions and about social networking. (C1, C4, C5, C6, C8)

Take part in fluent conversations or discussions prepared beforehandabout relationships and about sharing opinions. (C1, C5, C8)

Use information and communication technologies in a guided way inorder to look for information by doing the Speak your mind! DVDactivities for Unit 1. (C1, C4, C7, C8)

Know and appreciate social and cultural diversity transmitted throughthe foreign language, by comparing British school uniforms with theirown experience. (C1, C3, C5, C6)

Reflect on how language works and identify learning strategies used toprogress in the learning process by completing the Review for Unit 1.(C1, C7, C8)

Put into practice rigorous self-evaluation and self-correctionmechanisms such as completing the Unit 1 testso as to reinforce theirlearning 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 bycompleting 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.


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

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- Read a list of school subjects and discuss whether they are compulsoryor optional for them.

- Read and complete a dialogue with the appropriate words, thenpractise a conversation with a partner.

- Work in pairs discussing the pros and cons of several pieces of careers

advice.- Work in pairs playing the roles of a careers advisor and a student,

using the expressions learnt.- Read an advert about a Language summer camp and tell a partner

what they remember.- 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


Language awareness


Vocabulary- School subjects- Pot-school options

Pronunciation

- the initial s- word linking

Functional language- giving advice

Learning reflexion:



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BASIC COMPETENCES

BasicCompetence



SB page11

All the activities of theunit use the language asan instrument ofcommunication. E.g.having a dialogue aboutchoices with a partner.



C3 Knowledge ofandinteraction

with thephysicalworld.

SB page10

Students read notesrelated to the Educationsystem in Britain.

Express curiosityin learning aboutSocial Science in

English.

C4 Competenceininformationandcommunicationtechnologies



C5 Social and

civilcompetence.

SB

pages10-15

SB page14

SBpages

10-15

Moral and civic education:

The importance ofworking hard in order tosucceed at school and atwork.Appreciate the effort doneby teenagers whocombine studying anddoing summer jobs.Education for SexualEquality: Accept that both

boys and girls can studyany type of career and doany type of work.

Understand the

importance of hardwork.

Understand sexualequality in allfields.


SB page12

References to careersadvisors in the UK.



SB page15

Students complete theReview section evaluatingtheir own work.They also read the Phrase

banksections as a way toreview the language of


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the unit.

C8 Thecompetenceof personal

autonomyand initiative.

SB page14

Initiative to work in pairs.E.g. role-playing aninterview for a job.

Be willing to listento and interactwith others. Have

a positive attitudetowards ownability toparticipatein class activities.


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




Social Science: the Education System.


Politeness in the other language.

Effort with new vocabulary and structures.







Review Unit 2





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

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EVALUATION




task exercises



Get both global and specific information from oral messages aboutleaving school and about careers advice. (C1, C3, C5, C8)

Take part in fluent conversations or discussions prepared beforehandabout school choices and role-playing interviews. (C1, C5, C8)


Know and appreciate social and cultural diversity transmitted throughthe foreign language, by comparing British education system with theirown experience. (C1, C3, C5, C6)



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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 bycompleting different exercises.

Practise discussing preferences.

Study and practise the pronunciation of the sounds /s/ // and //.

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.


CONTENTS

Oral comprehension

- Listen to a student describing a study trip and answer some questions.

- Complete an online registration form using words from the PhraseBank.

- 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 // in some words.- Listen to a phone call to a language school and answer some

questions.- Listen to some words and notice the sound //.- Listen to a pair of students talking about the facilities of a school

language and decide which speaker listens more effectively.

Oral expression

- Work in pairs using the phrases learnt to talk about where they wouldprefer to stay studying abroad.

- Look at the Phrase Bank section about different types of courses and

discuss the ones 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-playa phone conversation.

- Look at the facilities and services offered by a language school anddiscuss 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


Language awareness


Vocabulary- Accommodation- Study options

Pronunciation- the sounds /s/ // and //.

Functional language- Making phone calls

Learning reflexion:

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

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SB page20

Initiative to work in pairs.E.g. doing a presentationabout priorities.




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





Geography: references to Brighton.



Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue,accent, origin, etc.






Review Unit 3







EVALUATION

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

- DVD activities Unit 3.- Skills: vocabulary, speaking, listening, functional language and final

task exercises


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)


Know and appreciate social and cultural diversity transmitted throughthe foreign language, by comparing British conventions when doingphone calls with their own language. (C1, C5, C6)



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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 differentactivities.

Meet vocabulary about consumer rights and put it into practise bycompleting different exercises.

Practise asking for information.

Study and practise the pronunciation of the sound // and expressingmood.

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.


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 rightsand 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 shoppinggiven.

- Talk about where they can buy the items in a shopping list.- Find words in a Phrase bankto 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 theexercises 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

BasicCompetence



SB page23

All the activities of theunit use the language asan instrument ofcommunication. E.g.practising a dialogue in ashop





SB page24

Students read textsrelated to consumerrights.

Express curiosityin learning aboutSocial Science in

English.




C5 Social and

civilcompetence.

SB

pages24-26

Consumer Education:

Understanding consumerrights when buying afaulty product andlearning to makecomplaints whennecessary.

Understand

consumer rights.


SB page22

References to poundshops in Britain.

Show pleasure inlearning culturalfacts from other

countries.C7 Thecompetenceof learning tolearn.

SB page27

Students complete theReview section evaluatingtheir own work.They also read the Phrasebanksections as a way toreview the language ofthe unit.


C8 Thecompetenceof personal

autonomyand initiative.

SB page26

Initiative to work in pairs.E.g. practising makingcomplaints.

Be willing to listento and interactwith others. Have

a positive attitudetowards own

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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





Social Science: references to consumer rights.

IT: references to electronic devices such as mobile phones or

computers.










Review Unit 4



Phrase banksections of the Students Book Unit 4. Exam Tips at the end of the SB.



EVALUATION


Formative evaluation-

Classroom observation to check both individual and global progress- DVD activities Unit 4.

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- Skills: vocabulary, speaking, listening, functional language and finaltask exercises



shops and consumer rights. (C1, C3, C5, C8)

Take part in fluent conversations or discussions prepared beforehandasking for information or making complaints. (C1, C5, C8)


Know and appreciate social and cultural diversity transmitted throughthe foreign language, by comparing consumer rights policies in Britainwith their own experience. (C1, C3, C5, C6)



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UNIT 5PREPARE TO

OBJECTIVES


Describe a photo of a place and speculate about what might behappening.

Learn useful language for describing photos, speculating and givingopinions.

Give an opinion by preparing a speech about their town or city.

Do a project planning a weekend in their city for students of anothercountry.

Practise useful language for making suggestions, agreeing anddisagreeing, 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 givingreasons 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 peoples 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 formalequivalents.

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- 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 totheir city.

- Do a Project planning and presenting a weekend plan to the class.

Language awareness


Useful language- describing a photo-

speculating- opinion- making suggestions- agreeing and disagreeing- confirming what youve decided- explaining your ideas- describing when youre going to do things

Learning reflexion:

- Learning techniques for describing a photo- Learning techniques for giving an opinion- Learning techniques for doing a project- Appreciating working in groups as a means of personal enrichment.

BASIC COMPETENCES

BasicCompetence


C1 Linguistic

communicativecompetence.

SB page

29

All the activities of the

unit use the language asan instrument ofcommunication. E.g.describing photos ofplaces.

Show interest in

learning English


C3 Knowledge ofandinteractionwith thephysicalworld.

SBpages30-31

Students analyse theadvantages anddisadvantages of living ina city or in a village.

Express curiosityin learning aboutSocial Science inEnglish.

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C4 Competenceininformationandcommunicati

ontechnologies


Feel pleasure inusing newtechnologies inorder to revise andextend what they

have learnt.

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SBpages28-33

SB page28

Education for Leisure:The importance ofenjoying free timeactivities such as going on

holiday or doing weekendactivities.Environmental Education:the importance ofrespecting theenvironment when we goon holiday.

Understand theimportance ofleisure in our lives

Be willing to followenvironmentallyfriendly attitudes


SB page33

References to the City ofArts and Science inValencia.



SB page33

Students complete aProjectreviewing thecontents learnt.



SB page31

Initiative to work in pairs.E.g. giving a speech abouttheir town.

Be willing to listento and interactwith others. Havea positive attitudetowards ownability to

participatein class activities.







Social Science: discussing the advantages and disadvantages ofliving in a city or in a village.






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EVALUATION



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 beforehandabout living in a town or a village. (C1, C3, C5, C8)

Know and appreciate social and cultural diversity transmitted throughthe foreign language, by comparing weekend activities of people inBritain with their own experience. (C1, C3, C5, C6)

Reflect on how language works and identify learning strategies used toprogress in the learning process by completing the activities of thisend-of-term Unit. (C1, C7, C8)

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UNIT 6FREE TIME

OBJECTIVES



Learn and practise the use of verbs for hobbies through differentactivities.

Meet vocabulary about leisure activities and put it into practise bycompleting different exercises.

Practise talking about hobbies.

Study and practise the pronunciation of the sounds /s/, /z/ and /z/ andelision.

Listen to conversations about invitations.

Learn and be able to use functional language for makingarrangements/invitations.

Complete a final task about making a date.

Watch a DVD episode about free time.


CONTENTS

Oral comprehension

- Listen to five people talking about activities they do and answer somequestions.

- Listen and check their predictions about the top sports done by menand by women in Britain.

- Listen to someone describing a sport and complete the speakerscolumn 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 andanswer 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 thePhrase bank and classify them using the ideas given.

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- Complete a table writing five activities according to the verbs used.- Discuss the leisure activities that are popular in their country.- Look at some graphs related to sport and exercise activities young

people do in Britain and predict the top activities for men and forwomen.

- 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


Language awareness


Vocabulary- leisure activities- verbs for hobbies

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

Functional language- making arrangements/invitations

Learning reflexion:

-

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

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BASIC COMPETENCES

BasicCompetence

Page Activity Evaluation Criteria


SB page35

All the activities of theunit use the language asan instrument ofcommunication. E.g.talking about ports orhobbies



SB page35

Students analyse somegraphs about sports andexercise activities inBritain.

Be able to usemathematicalconcepts in English.

C3 Knowledge of


SB page

38

Students read texts

related to psychologicaladvice for making a date.

Express curiosity in

learning aboutPsychology inEnglish.


technologies


Feel pleasure inusing newtechnologies in orderto revise and extendwhat they havelearnt.


SBpages34-35

SB page

34

Education for Health:The importance ofpracticing sport in orderto stay healthy.Education for SexualEquality: Accept that bothboys and girls canpractise any type of sport.Education for Leisure: The

importance of enjoyingfree time activities inorder to feel happy.

Be willing to followhealthy habits.

Understand sexualequality in all fields.

Understand theimportance of

leisure in our lives


SB page34

References to popularsports in Britain such asSnooker.



SB page39

Students complete theReview section evaluatingtheir own work.They also read the Phrase

banksections as a way toreview the language of


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the unit.C8 The

competenceof personalautonomy

and initiative.

SB page38

Initiative to work in pairs.E.g. role-playing askingsomeone for a date.

Be willing to listen toand interact withothers. Have apositive attitude

towards own abilityto participatein class activities.

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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. Interest in learning English and in the topic of the unit





PE: students read texts related to sports done in Britain

ATTITUDES AND VALUES Politeness in the other language.








Review Unit 6






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EVALUATION




task exercises

Accumulative evaluation- Review Unit 6.- Prepare to Unit 10 (2nd term).- Unit 6 test and 2nd Term test in the Teachers Notes CD-Rom.


Get both global and specific information from oral messages aboutleisure activities and invitations. (C1, C5, C8)

Take part in fluent conversations or discussions prepared beforehandabout sports and dates. (C1, C2, C5, C8)


Know and appreciate social and cultural diversity transmitted throughthe foreign language, by comparing popular sports in Britain with theirown experience. (C1, C3, C5, C6)



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UNIT 7THE HARD SELL

OBJECTIVES



Meet vocabulary for advertising and put it into practise by completingdifferent exercises.

Practise discussing adverts.

Study and practise the pronunciation of the sounds // and //andsentence stress.

Listen to conversations about advertising and health.

Learn and be able to use functional language for arguing for andagainst.

Complete a final task about giving a speech.


CONTENTS

Oral comprehension

- Listen to five conversations about adverts and number the descriptions

in the order they hear them.- Listen and answer some questions.- Listen to some words noticing the sounds // and //.- 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 students 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.

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- Complete sentences and practise a dialogue about adverts.- Look at some quotations from a book about advertising and discuss

them.- 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 boxabout how to give a speech.- Practise giving a speech about whether governments should use the

power of advertising to change young peoples behaviour.- Evaluate the progress done till the moment by completing the


Language awareness


Vocabulary- advertising- discussing the effects of adverts

Pronunciation- the sounds // and //- sentence stress.

Functional language- arguing for and against

Learning reflexion:


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BASIC COMPETENCES

BasicCompetence



SB page41

All the activities of theunit use the language asan instrument ofcommunication. E.g.discussing adverts.



C3 Knowledge ofandinteractionwith the

physicalworld.

SBpages40-45

The whole unit is devotedto talk about the power ofadvertising, its effects,etc.





C5 Social andcivil

competence.

SBpages

40-45

SB page44

Consumer Education:The importance of having

a critical attitude towardsadvertising.Moral and civic education:The importance ofrespecting traffic rules.

Be willing to followmoderate

consumptionhabits.

Be willing torespect the rules.


SB page42

References to the bookFast Food Nation



SB page45 Students complete theReview section evaluatingtheir own work.They also read the Phrasebanksections as a way toreview the language ofthe unit.


C8 Thecompetenceof personalautonomy

and initiative.

SB page44

Initiative to work in pairs.E.g. giving a speech aboutpublicity used forgovernment purposes.

Be willing to listento and interactwith others. Havea positive attitude

towards ownability to

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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





Social Science: students read texts related to the history ofadvertising.

Literature: References to the book Fast Food Nation










Review Unit 7



Phrase banksections of the Students Book Unit 7. Exam Tips at the end of the SB.



EVALUATION


Formative evaluation-

Classroom observation to check both individual and global progress- DVD activities Unit 7.

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- Skills: vocabulary, speaking, listening, functional language and finaltask exercises



advertising and health. (C1, C5, C6, C8)

Take part in fluent conversations or discussions prepared beforehanddiscussing adverts and giving a speech. (C1, C5, C8)


Know and appreciate social and cultural diversity transmitted throughthe foreign language, by comparing British advertising with their ownexperience. (C1, C3, C5, C6)



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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 differentactivities.

Meet vocabulary for assessment and put it into practise by completingdifferent exercises.

Practise talking about progress.

Study and practise the pronunciation of homophones and the sound //.

Listen to conversations about study skills. Learn and be able to use functional language for public speaking and

presentations.

Complete a final task about giving a presentation.


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 //.- 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 todescribe the 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 whatthey are studying now.

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- Read about study skills and discuss the most important ones accordingto their own opinions.

- Match some expressions to the correct meanings and say what they allhave in common.

- Look at different study skills and label them.

- Discuss the study techniques they have tried and say which ones workbest for them.

- Look at some expressions used for public speaking.- Complete a speakers 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


Language awareness


Vocabulary- adjectives for emotion- educational practise- study techniques

Pronunciation- homophones- the sound //.

Functional language- public speaking and presentations

Learning reflexion:

- Reading the Phrase Banksections.- Paying attention to the Language notes- Discussing the Culture sections- Studying the Strategysections- Reviewing and reflecting on learning.-

Appreciating working in groups as a means of personal enrichment.

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BASIC COMPETENCES

BasicCompetence



SB page47

All the activities of theunit use the language asan instrument ofcommunication. E.g.Talking about whattheyre studying now incomparison withSecondary school.



C3 Knowledge of


SB page

46

Students read texts

related to qualifications inBritain.

Express curiosity

in learning aboutSocial Science inEnglish.


technologies




SBpages46-51

Moral and civic education:The importance ofworking hard in order toget good qualifications atschool.Education for SexualEquality: Accept that bothboys and girls cansucceed in their studies.

Understand theimportance of hardwork.

Understand sexualequality in allfields.


SB page47 References to thequalification system in theUSA.



SB page51

Students complete theReview section evaluatingtheir own work.They also read the Phrasebanksections as a way toreview the language ofthe unit.


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SB page48

Initiative to work in pairs.E.g. discussing the mostimportant study skills.




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



Willingness to review and reflect on own learning Enjoyment in completing activities


Social Science: students read texts related to the qualificationsystem in different countries and compare it with their own experience.



Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue,accent, origin, etc.






Review Unit 8







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EVALUATION




task exercises



Get both global and specific information from oral messages aboutassessment and study skills. (C1, C3, C5, C8)

Take part in fluent conversations or discussions prepared beforehandabout progress at school and giving a presentation about study skills.(C1, C5, C8)


Know and appreciate social and cultural diversity transmitted throughthe foreign language, by comparing the qualification system in Britain

and in the USA 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 8.(C1, C7, C8)


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UNIT 9GETTING AROUND

OBJECTIVES


Discuss several issues related to the area of social life.

Meet vocabulary for transport and put it into practise by completingdifferent exercises.

Practise comparing rules.

Study and practise the pronunciation of ed endings and correctivestress.

Listen to conversations and understand directions.

Learn and be able to use functional language for giving andunderstanding directions.

Complete a final task about giving directions.

Watch a DVD episode about transport.


CONTENTS

Oral comprehension

- Listen to a reporter asking about government plans for changingdriving regulations and complete the answer.

- Listen to a radio programme about rules for driving and choose thebest answers.

- Look at a map, listen to a recording and label the photos of places inBath.

- Listen and answer some questions about Bath.- Listen to a tourist officer giving directions and answer some questions.- Listen and complete the tourist officer directions with the words given,

paying attention to corrective stress.- Listen to some sentences so as to understand corrective stress.- Look at the strategy box about natural conversation and listen to

speakers asking for directions.

Oral expression

- Label some photos of traffic signs with the appropriate words.- Match some definitions with words to do road signs.- Complete an advice for road users travelling to Britain with the correct

words.- Complete some transport collocations with the suitable words.

- Look at some sentences about driving and show agreement anddisagreement.

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- Discuss when young people should learn to drive.- Look at examples of type of expressions used for giving directions and

give two more examples.- 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 thePuerta del Sol or to the Retiro Park.

- Think of places that are within walking distance of their school andtake turns to give directions to a partner.

- Evaluate the progress done till the moment by completing theexercises of the Review section.

Language awareness


Vocabulary- road signs- transport- directions

Pronunciation- ed endings- corrective stress

Functional language- giving and understanding directions

Learning reflexion:

- Reading the Phrase Banksections.- Paying attention to the Language notes- Discussing the Culture sections- Studying the Strategysections- Reviewing and reflecting on learning.-

Appreciating working in groups as a means of personal enrichment.

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BASIC COMPETENCES

BasicCompetence



SB page53

All the activities of theunit use the language asan instrument ofcommunication. E.g.talking about drivingrules.





SB page54

Students read texts withinformation about the cityof Bath, in Britain, and

important places of thecity.

Express curiosityin learning aboutGeography in

English.




C5 Social and

civilcompetence.

SB

pages52-53

SBpages54-55

SB page56

Moral and civic education:

Understanding the needto respect the rules andthe importance of road-safety education.Education for Peace: theimportance of travellingso as to broaden onesmind.

Education for Leisure: the

importance of consideringcultural activities, such asvisiting museums, as partof their leisure time.

Be willing to follow

the rules.

The importance ofrespecting therules of thecountries wherewe travel to.

The importance of

leisure in our lives.


SB page56

References to museums inMadrid such as The PradoMuseum or the ThyssenMuseum.


C7 Thecompetenceof learning to

learn.

SB page57

Students complete theReview section evaluatingtheir own work.

They also read the Phrasebanksections as a way to


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review the language ofthe unit.

C8 Thecompetence

of personalautonomyand initiative.

SB page56

Initiative to work in pairs.E.g. giving directions to

get to a place in a map.

Be willing to listento and interact

with others. Havea positive attitudetowards ownability toparticipatein class activities.


Culture sections of the SB:-

References to the Congestion Charge to drive into the city centre inLondon- References to the L-plate.- References to Bath, a UNESCO World Heritage Site.






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





Overcome mental blocking when meeting new people in the target

language Attentive-assertive listening




Review Unit 9




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EVALUATION




task exercises



Get both global and specific information from oral messages abouttraffic rules. (C1, C5, C6, C8)

Take part in fluent conversations or discussions prepared beforehandabout understanding and giving directions. (C1, C3, C6, C8)


Know and appreciate social and cultural diversity transmitted throughthe foreign language, by comparing British traffic rules with their ownexperience. (C1, C3, C5, C6)



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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 thedifferent aspects of a plan.

CONTENTS

Oral comprehension

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

- 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 somewords to each photo.

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

- Work in pairs describing someone in the class and guessing who

theyre talking about.- Look at some phrases used to compare and contrast photos and match

the beginnings 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 speakers arguments.-

Look at some connectors and write the appropriate headings in a table.

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- Prepare and give a speech discussing whether TV talent shows shouldbe banned.

- 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

BasicCompetence



SB page58

All the activities of theunit use the language asan instrument ofcommunication. E.g.describing photos ofpeople.


C2 Mathematical

competence.C3 Knowledge of


SBpages62-63

Students do a projectabout campaigns done forsocial change.





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technologies

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SBpages58-59

SB page62

SB page61

Moral and Civic Education:The importance ofshowing respect whendescribing peoples

appearance.Education for Peace: theimportance of campaignsdone to change society.Consumer Education:having a critical attitudetowards TV programmessuch as talent shows

Show respectwhen makingdescriptions.

Be willing to helpothers.

Learn to be criticalwith what theyconsume.


SB page60

SB page61

References to celebritiessuch as Rafa Nadal orAngelina Jolie.References to TV talentshows.



SB page63

Students complete aProjectreviewing thecontents learnt.



and initiative.

SB page61

Initiative to work in pairs.E.g. discussing their viewson TV talent shows.


towards ownability toparticipatein class activities.


References to celebrities.



Willingness to review and reflect on own learning Enjoyment in completing activities


Social Science: references to social campaigns.

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Interest and respect in the classmates opinions, mother tongue,

accent, origin, etc. Overcome mental blocking when meeting new people in the targetlanguage








EVALUATION



Accumulative evaluation- Remembersection Unit 5.


descriptions and about celebrities. (C1, C5, C6, C8)

Take part in fluent conversations or discussions prepared beforehandby presenting a campaign to raise awareness of an issue. (C1, C3, C5,C8)

Know and appreciate social and cultural diversity transmitted through

the foreign language, by comparing British TV shows with their ownexperience. (C1, C3, C5, C6)

Reflect on how language works and identify learning strategies used toprogress in the learning process by completing the activities of thisend-of-term Unit. (C1, C7, C8)

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UNIT 11EATING OUT

OBJECTIVES



Learn and practise the use of adjectives for description throughdifferent activities.

Meet vocabulary about food and put it into practise by completingdifferent exercises.

Practise talking about food.

Study and practise the pronunciation of the sounds // and /g/and

consonant clusters. Listen to conversations about fast food restaurants.

Learn and be able to use functional language about food orders.

Complete a final task about ordering food by phone.

Watch a DVD episode about eating out.


CONTENTS

Oral comprehension

- Listen and pay attention to the pronunciation of some foodcollocations.

- Listen to conversations related to food and discuss the problems ineach one.

- Listen to some words and pay attention to the sounds // and /g/.- Listen to some sentences about the history of convenience foods and

try to fill in the missing information.- Listen and tick the items of a menu ordered by a customer.- Listen to a customer at a restaurant and decide if some statements are

true or false.- Listen and repeat words with consonant clusters.- Listen to two customers calling a pizza delivery company and answer

some questions.

Oral expression

- Look at some photos of food and label them with the words given.- Discuss whether some adjectives are generally positive or negative.- Look for antonyms for some words.- Read some words to do with food and translate them into their

language.- Use the words given to complete a text about food in Britain.

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- Look at some questions and think of more questions about food.- In pairs, ask and answer questions about food.- 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 standardrestaurant.

- Look at some expressions for food orders and write the appropriateheadings 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


Language awareness


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

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

Functional language- food orders.

Learning reflexion:



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BASIC COMPETENCES

BasicCompetence



SB page65

All the activities of theunit use the language asan instrument ofcommunication. E.g.talking about food



C3 Knowledge ofandinteractionwith the

physicalworld.

SB page64, 66

Students read textsrelated to food in Britainand the history ofconvenience foods.





C5 Social andcivil

competence.

SBpages

64-69

Education for Health:The importance of having

a balanced diet in order tostay healthy.Education for Peace: Theimportance of respectingother cultures and foodfrom different countries.

Be willing to followhealthy habits.

Be willing torespecteverybody.


SB page66

References to differentways of talking about foodin British and AmericanEnglish.



SB page69 Students complete theReview section evaluatingtheir own work.They also read the Phrasebanksections as a way toreview the language ofthe unit.



and initiative.

SB page68

Initiative to work in pairs.E.g. practise ordering foodby phone.


towards ownability to

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Culture sections of the SB:- References to British food

- References to the use of the word cheers. Interest in learning English and in the topic of the unit





Language: references to differences between British and American

English. Social Science: references to British food.










Review Unit 11


DVD activities and DVD worksheets Unit 11. Phrase banksections of the Students Book Unit 11.




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EVALUATION




task exercises

Accumulative evaluation- Review Unit 11.- Prepare to Unit 15 (3rd term).- Unit 11 test and 3rd Term test in the Teachers Notes CD-Rom.


Get both global and specific information from oral messages aboutfood. (C1, C3, C5, C8)

Take part in fluent conversations or discussions prepared beforehandabout fast food and about ordering food. (C1, C3, C5, C8)


Know and appreciate social and cultural diversity transmitted throughthe foreign language, by comparing British food with the own one. (C1,C3, C5, C6)


Put into practice rigorous self-evaluation and self-correctionmechanisms such as completing the Unit 11 test so as to reinforcetheir learning autonomy. (C1, C7, C8)

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UNIT 12YOUNG WORKERS

OBJECTIVES



Meet vocabulary about jobs and put it into practise by completingdifferent exercises.

Practise talking about pay and conditions.

Study and practise the pronunciation of the sounds // and // andword stress.

Listen to conversations about summer jobs.

Learn and be able to use functional language for asking about workingconditions.

Complete a final task about exchanging information about jobs.

Watch a DVD episode about getting a job.


CONTENTS

Oral comprehension

- Listen to information about young people working in Britain andanswer to true/false type questions.

- Listen to young workers, find their photos and say the jobs they do.- Listen and say what some workers like and dislike about their jobs.- Listen and repeat some words so as to practise the pronunciation of

the sounds // and //.- Listen to an interview about two typical summer jobs in the USA and

complete two information cards.- Listen and decide if some statements are true or false.- Listen and repeat some words so as to practise word stress.

Oral expression

- Look at some word pairs and say the difference between them.- Discuss some questions about jobs in pairs.- Look at some definitions about jobs and match them to the correct

expressions.- Look at some jobs and say which ones are common jobs for young

people in their country.- Work in pairs discussing the jobs given.- Look at some photos of teenagers in the USA doing different summer

jobs and label them.

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- Read some words to do with jobs and translate them into theirlanguage.

- Discuss the summer job they would prefer to be interviewed for.- Complete a table about formal and informal questions.- Look at some phrases related to work and label them appropriately.

- Work in pairs discussing a summer job.- Work in pairs preparing to ask someone formally about a job, using

some notes.- Think about their dream job and talk about it.- Discuss the pros and cons of different professions paying attention to

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


Language awarenessLinguistic knowledge:

Vocabulary- Jobs: full-time/ part time- pay and conditions- summer jobs

Pronunciation- the sounds // and //

- word stress.

Functional language- asking about working conditions.

Learning reflexion:

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

Studying the Strategysections- Reviewing and reflecting on learning.- Appreciating working in groups as a means of personal enrichment.

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BASIC COMPETENCES

BasicCompetence



SB page71

All the activities of theunit use the language asan instrument ofcommunication. E.g.talking about commonjobs for young people.





SBpages71, 72

Students read textsrelated to the jobs doneby t

communicate_bach_1_pp_ingles.doc

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