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Stand Out 1

Teaching Programme

_____________________________

Modern Foreign Languages

English

1Teaching Programme English – Stand Out 1

Unit 1 – Join the Club

I Objectives

- To use the Present Simple and adverbs of frequency correctly to describe a daily routine.

- To use the Present Continuous and adverbs of frequency correctly to describe situations occurring at a particular moment in the present.

- To use the Present Continuous with stative verbs (like, believe, know, etcetera)- To know the forms and uses of adverbs of frequency.- To learn about different clubs, societies and organisations and their main

characteristics. - To widen vocabulary related to clothes and accessories. - To describe clothes in the appropriate manner.- To know adjectives used to describe clothes.- To know the forms and uses of phrasal verbs.- To describe types of uniforms and their possible relevance within the worlds of

society and work.- To describe a famous trend, employing the correct forms and vocabulary.- To write a description in the correct manner.- To know how to divide a text into corresponding paragraphs.- To employ the connectors also, but, regarding, as, for, in the correct manner. - To recognise the principal errors made in a text and to see them as a part of the

learning process. - To know how to give and to justify an opinion in an ordinary conversation.- To improve oral comprehension.- To improve reading comprehension.- To improve written comprehension.- To improve pronunciation.

II Contents

Block 1. Listening, speaking and conversation- Introduction to the strategies of self-evaluation, self-correction and reflecting on

what has been learnt.- Use of the vocabulary and appropriate strategies for describing uniforms.- Listening to an interview.- Describing the clothes that appear in some photographs. - Debating about the importance of uniforms. - Listening to a radio debate.- Justifying and defending an opinion.

Block 2. Reading and writing- The use of basic spelling and punctuation rules and recognising their

importance.- Correctly dividing a descriptive text into corresponding paragraphs.- Correct use of basic connectors to structure a text.


- Understanding a descriptive text about the trends of some urban tribes in the East of England.

- Writing a descriptive text about fashion, following the guidelines given.

Block 3. Knowledge of the language.

3.1. Linguistic knowledge3.1.1. Grammar

- Use of adverbs of frequency.- Use of the Present Simple.- Use of the Present Continuous.

3.1.2. Vocabulary- Use of vocabulary related to clubs, societies and organisations.- Use of vocabulary related to clothes and accessories.- Knowledge of adjectives used to describe clothes.- Use of phrasal verbs.

3.1.3. Phonetics- Stress in expressions.

3.2. Reflection on learning.- Interest and curiosity in widening knowledge related to the English language. - Recognising errors as a means of learning.

Block 4. Socio-cultural aspects and intercultural awareness- Recognition of some cultural trends on the streets in England. Students’ Book,

pages 8 and 9.- Recognition of some fashion trends in England. Students’ Book, pages 6 and 7.

III Evaluation Criteria

- To complete texts with the appropriate verb forms, Students’ Book, Language in use, page 5.

- To classify the words given in the corresponding semantic group, Students’ Book, Language in use, page 6.

- To describe the clothes worn by the characters in the photos, Students’ Book, Interaction, page 7.

- To debate the importance of uniforms, Students’ Book, Interaction, page 7.- To respond to questions related to an article about urban tribes in England,

Reading, pages 8 and 9.- To write a description following the steps presented in the accompanying

exercises, Students’ Book, Writing, pages 10 and 11. - To complete a conversation after listening to it, Students’ Book, Communication,

page 12.- To complete the comprehension exercises regarding a radio debate, Students’

book, Communication, page 12.


- To give one’s own opinion and debate the proposed subject, Students’ Book, Communication, page 12.

- To complete the revision exercises in the Think Back Revision section at the end of the unit.


-Unit 2 – Keeping up-to-date

I Objectives

- To use the Present Perfect Simple correctly.- To use the Present Perfect Continuous correctly.- To use for and since correctly with the corresponding verb form. - To widen vocabulary related to computers and mobile phones. - To debate which electronic device you would take to a desert island.- To write a personal letter in the correct manner.- To talk about mobile phones. - To discuss and understand a conversation about the dangers of the Internet.- To give instructions in a correct and polite manner.- To talk about mobiles and the mass media. - To know about the existence, form and use of websites on the Internet.- To improve word stress.- To improve oral comprehension.- To improve reading comprehension.- To improve written comprehension.- To improve pronunciation.

II Contents


what has been learnt.- Use of vocabulary related to computers and technology.- Use of vocabulary related to mobile telephones.- Making decisions about what one would take to a desert island.- Understanding instructions.- Use of appropriate strategies for a conversation regarding the mass media in

general and its main social characteristics.- Listening to a conversation regarding the dangers of the use of Internet and

advice to this respect.- Justifying and defending an opinion.


importance.- The correct use of basic connectors to structure a text.- Understanding an article about the mass media.- Writing a personal letter.

Block 3. Knowledge of the language



- Use of for and since.- Use of the Present Perfect Simple.- Use of the Present Perfect Continuous.

3.1.2. Vocabulary- Use of vocabulary related to computers and mobile telephones. - Use of the typical vocabulary for mobile phone text messages.

3.1.3. Phonetics- Word stress.

3.2. Reflection on learning- Interest and curiosity in widening knowledge related to the English language.- Recognising errors as a means of learning.

Block 4. Socio-cultural aspects and intercultural awareness- Recognising the reality related t the use of mobile telephones in our current

society. Students’ Book, pages 14 and 15.- Recognising the importance of continuing hand-written communication, such as

letters, for keeping in contact with friends. Students’ Book, page 20.- Recognising the dangers of the Internet in our current society. Students’ Book,

page 22.

III Evaluation criteria

- To complete texts with the appropriate verb form, Students’ Book, Language in use, page 15.

- To complete given texts with vocabulary related to computers and mobile telephones, Students’ Book, Language in use, page 16.

- To debate the technological device one would take to a desert island if one could choose, Students’ Book, Interaction, page 17.

- To answer questions related to an article about the technological evolution of mobile telephones, Students’ Book, Reading, pages 18 y 19.

- To write a personal letter following the steps presented in the accompanying exercises, Students’ Book, Writing, pages 20 y 21.

- To complete a conversation about the Internet after listening to it, Students’ Book, Communication, page 12.

- To complete oral instructions, Students’ Book, Communication, page 22.- To complete revision exercises in the section Think Back Revision at the end of

the unit.


Unit 3 – An eye for an eye

I Objectives

- To use the Present Perfect Simple correctly.- To use the Past Simple correctly.- To use the Past Continuous correctly.- To use the used to/would/be used to forms correctly.- To widen vocabulary related to the world of law and justice. - To widen vocabulary related to the world of crime.- To debate different forms of punishment.- To know how to write a formal letter of complaint. - To understand the possible consequences of driving under the influence of

alcohol. - To use the connectors of cause and effect correctly in a text. - To discuss a crime.- To debate the antisocial behaviour that often develops in schools. - To debate the new ways in which some people extort insurance companies in the

USA. - To know how to express agreement and disagreement. - To pronounce correctly the weak forms was/were.- To improve word stress. - To improve oral comprehension.- To improve reading comprehension.- To improve written comprehension.- To improve pronunciation.

II Contents


what has been learnt.- Use of vocabulary related to crime. - Use of vocabulary related to court and laws. - Conversation about traffic accidents. - Description of a photograph related to a punishment.- Use of strategies and appropriate forms to express agreement and disagreement. - Listening to a conversation between two people about antisocial behaviour in

schools and the punishments given. - Use of the strategies and appropriate forms for debating antisocial behaviour in

schools and the punishments that could be given.- Use of vocabulary and forms learnt to debate the punishments that should be

given in three cases, and to express agreement or disagreement regarding the proposals.



importance.- The correct use of connectors to show the causes and effects of something.- The use of basic norms for a formal written complaint. - Understanding a text about the culture of suing for money.



- Use of used to/would/be used to.- Use of the Present Perfect Simple.- Use of the Past Simple.- Use of the Past Continuous.

3.1.2. Vocabulary- Use of vocabulary related to crime.- Use of vocabulary related to justice.- Use of vocabulary related to punishment.- Use of vocabulary related to law.

3.1.3. Phonetics- Pronunciation of the weak forms was/were.


Block 4. Socio-cultural aspects and intercultural awareness- Knowledge of unusual punishments imposed in cases of certain antisocial

behaviour, Students’ Book, pages 24 and 25.- Knowledge of particular insurance extortions that are occurring in the USA.

Students’ Book, pages 28 and 29.- Recognising one’s own rights. Students’ Book, pages 30 and 31.- Recognising the risks of consuming alcohol in relation to road safety. Students’

Book, page 32.


- To complete texts with the appropriate verb form, Students’ Book, Language in use, pages 25 and 26.

- To complete the given texts with vocabulary related to crime and justice, Students’ Book, Language in use, page 26.

- To debate the seriousness of certain antisocial behaviour, decide appropriate punishments and express agreement and disagreement accordingly, Students’ Book, Interaction, page 27.


- To answer questions related to a text about the culture of suing for money, Students’ Book, Reading, pages 28 and 29.

- To write a formal letter of complaint following the steps given in the accompanying exercises, Students’ Book, Writing, pages 30 and 31.

- To debate the punishments and sentences given in three criminal cases and express agreement and disagreement with imposing such punishments, Students’ Book, Communication, page 32.

- To complete the revision exercises given in the section Think Back Revision at the end of the unit.


-Unit 4 – (S)he

I Objectives

- To use the modal verbs for possibility and ability correctly.- To use the modal verbs for prohibition and obligation correctly.- To use the modal verbs to indicate duty and advice.- To widen vocabulary related to adjectives to describe personality.- To widen vocabulary related to the field of synonyms.- To know the most common negative prefixes- To form the antonyms for certain words by adding the prefixes: in-/im-/un-/dis-.- To widen vocabulary related to phrasal verbs.- To know the principal false friends.- To debate the work of “men and women”. - To debate the stereotypical situations attributed to girls and boys. - To debate and know about the reality between “men and women” in all areas of

society. - To debate the greater importance of certain jobs over others and to try and

convince one’s classmate employing the vocabulary and appropriate strategies.- To debate the reasons why girls and boys are treated differently. - To know how to write an essay giving reasons in favour and against a given

theory. - To understand a text about the conclusions drawn from research carried out on

the sex of the brain. - To use connectors correctly for introducing, concluding and giving examples as

well as opinions about a random subject. - To talk about rules and regulations. - To know how to ask for permission. - To know how to reject something correctly and politely. - Using intonation to make a sentence sound especially “polite”. - To improve word stress.- To improve oral comprehension.- To improve reading comprehension.- To improve written comprehension.- To improve pronunciation.

II Contents


what has been learnt.- Use of vocabulary related to personality. - Use of synonyms.- Use of antonyms.- Use of verb forms to express abilities and possibilities.- Use of verb forms to express obligation and prohibition.


- How to use phrasal verbs.- Listening to a conversation between two siblings and their mother. - Debating the greater importance of certain professions in society. - Listening to a conversation amongst various classmates. - Recognising in a listening polite, respectful expressions used in situations in

which one asks for something and where permission is then either given or denied.

- Repeating expressions after a listening.- Presenting invented dialogues based on given situations, using forms and

expressions that show politeness and respect when asking for, giving or denying permission.


importance.- The use of modal verbs and phrasal verbs to improve and enrich written texts. - The use of adjectives related to personality to improve and enrich written texts. - The use of connectors to improve the structure of a ‘for and against’ essay. - Understanding a comic about typical situations attributed to girls and boys. - Understanding an essay about the reasons given in favour and against single-sex

schools. - Understanding a text related to the conclusions derived from a study about the

sex of the brain.



- Use of modals for possibility and ability.- Use of modals for prohibition and obligation. - Use of modals for duty and advice.

3.1.2. Vocabulary- Use of vocabulary related to personality adjectives.- Use of vocabulary related to synonyms.- Use of vocabulary related to negative prefixes. - Knowledge of false friends.- Use of vocabulary related to phrasal verbs.- Use of vocabulary related to sexism. - Use of vocabulary related to equality.

3.1.3. Phonetics- Intonation in sentences to show politeness.



Block 4. Socio-cultural aspects and intercultural awareness.- Knowing about the inequality between men and women. Students’ Book, pages

34, 37, 38 and 40.- Recognising situations and typical actions attributed indifferently to men and

women. Students’ Book, page 34.- Recognising the importance of certain jobs in society, Students’ Book,

Interaction, page 37.- Being aware of the importance of politeness and respect in all communicative

situations, especially when asking for, giving or denying permission. Students’ Book, Communication, page 42.

- Recognising one’s own rights, page 37.- Recognising the disadvantages of inequality. Students’ Book, page 40.

III Evaluation criteria.

- To complete texts with the appropriate form of the corresponding modal verb, Students’ Book, Language in use, page 35.

- To complete the given texts with the corresponding personality adjective, Students’ Book, Language in use, page 36.

- To match the principal false friends with their corresponding meanings, Students’ Book, Language in use, page 36.

- To look up and find the synonyms for proposed words in a dictionary. Students’ Book, Language in use, page 36.

- To form the negative of given adjectives, Students’ Book, Language in use, page 36.

- To write a short description of oneself, Students’ Book, Language in use, page 36.

- To debate the greater importance of certain jobs, Students’ Book, Interaction, page 37.

- To answer questions related to a text documenting research of actions associated with the possible sex of the brain and the conclusions drawn, Students’ Book, Reading, pages 38 and 39.

- To write an essay showing aspects in favour and against separating boys and girls in schools, Students’ Book, Writing, pages 40 and 41.

- To complete exercises corresponding to a listening about a conversation held between various students, Students’ Book, Communication, page 42.

- To present dialogues about asking for permission for something and showing agreement and disagreement accordingly, employing the appropriate expressions. Students’ Book, Communication, page 42.

- To complete the revision exercises given in the section Think Back Revision at the end of the unit.


Unit 5 – The world ahead

I Objectives

- To use the future forms with will correctly.- To use the future forms with going to correctly.- To use the future forms with the Present Continuous correctly.- To know how to place the probability adverbs correctly. - To make predictions with the appropriate verb from. - To make future plans, appointments, timetables and to express any decisions

made using the appropriate verb form. - To widen vocabulary related to natural disasters. - To know how to organise a party. - To debate different options for throwing a party. - To understand a text about the possible ways of destroying humanity and the

world. - To recognise parts of a film script. - To know how to write a film review. - To know how to give an oral presentation about how technology will change our

lives in the next twenty years. - To give presentations correctly and politely. - To understand where different stresses fall in a sentence. - To improve word stress. - To improve oral comprehension.- To improve reading comprehension.- To improve written comprehension.- To improve pronunciation.

II Contents


what has been learnt.- Use of vocabulary related to natural disasters. - Use of vocabulary related to diseases. - Use of strategies to talk about the future. - Organising a party using the appropriate linguistic tools. - Making decisions using the appropriate verb form. - Listening to a dialogue between two people about organising a party. - Expressing the decisions made about having a party. - Listening to a presentation by different students in a classroom about something

academic.- Giving a presentation about how everyday life would change with technological

advances.


Block 2. Reading and writing- Using basic spelling and punctuation rules and recognising their importance.- Understanding of different film scripts. - Understanding of a text about the possible ways that humanity could be

eradicated by disease or terrorist activity, as the end of the world. - Understanding of a film review. - Writing a film review.



- Use of the future with will.- Use of the future with going to.- Use of the future with the Present Continuous.- Use of adverbs of frequency.

3.1.2. Vocabulary- Use of the vocabulary related to natural disasters. - Use of the vocabulary related to diseases.- Use of the vocabulary related to a party.- Use of the vocabulary related to presentations.- Use of the vocabulary related to films.

3.1.3. Phonetics.- Intonation and stress patterns in sentences.

3.2. Reflection on learning- Interest and curiosity in broadening knowledge related to the English language.- Recognising errors as a means of learning.

Block 4. Socio-cultural aspects and intercultural consciousness.- Deeper knowledge of the process of filmmaking, specifically a film script.

Students’ Book, pages 44 and 45.- Recognising film as a form of entertainment and culture. Students’ Book, pages

50 and 51.- Recognising the importance of organising things well. Students’ Book, page 47.- Recognising one’s own responsibility and the importance of caring for our

world, Students’ Book, Reading, pages 48 and 49.


- To complete texts with the appropriate future verb form, Students’ Book, Language in use, pages 45 and 46.

- To debate how to organise a party and express the decisions reached. Students’ Book, Interaction, page 47.

- To answer questions related to a text about the end of humanity and the world, Students’ Book, Reading, pages 48 and 49.


- To write a film review, following the given guidelines, Students’ Book, Writing, pages 50 and 51.

- To complete the exercises corresponding to a listening about a presentation made in class by a group of students, Students’ Book, Communication, page 52.

- To give a presentation about the changes that technological evolution will bring about in the next twenty years, Students’ Book, Communication, page 52.

- To complete the revision exercises in the section Think Back Revision at the end of the unit.


- Unit 6 – Amazing animals

- I Objectives

- To use the Zero Conditional correctly.- To use the First Conditional correctly.- To use the Second Conditional correctly.- To know how to use if/when clauses to express one’s wishes.- To know how to use as soon as/provided that/as long as/unless correctly.- To widen vocabulary related to personality adjectives. - To widen vocabulary related to animals. - To know vocabulary related to wildlife. - To debate the reasons and means that should be employed to save animals under

threat of extinction. - To debate which animal one would choose to save and protect from a group that

are in danger of extinction. - To understand a text about the most intelligent animals that inhabit the earth. - To know how to write an essay expressing one’s own opinion about the role and

importance of zoos in the world today. - To use connectors for expressing contrast correctly.- To learn to take notes.- To pronounce vowels. - To improve word stress. - To improve oral comprehension.- To improve reading comprehension.- To improve written comprehension.- To improve pronunciation.

- II Contents

- Block 1. Listening, speaking and conversation- Introduction to the strategies of self-evaluation, self-correction and reflecting on

what has been learnt.- Use of vocabulary related to animals and wildlife. - Use of strategies to express desires. - Talk about domestic animals. - Decision-making and presentation regarding the reasons considered for saving

one animal amongst others in danger of extinction. - Listening to a lecture about elephants.

Block 2. Reading and writing- Using basic spelling and punctuation rules and recognising their importance.- Using strategies to write a text showing one’s own opinion about the function of

zoos in our current society. - Understanding a text about the most intelligent animals that inhabit the Earth.


- Understanding a text about the opinions and considerations of a dog and cat about their owners.

- Taking notes.



- Use of the Zero Conditional- Use of the First Conditional.- Use of the Second Conditional.- Use of if/when clauses to express wishes.- Use of as soon as/provided that/as long as/unless to express wishes.

3.1.2. Vocabulary- Use of vocabulary related to animals.- Use of vocabulary related to wildlife.- Use of vocabulary related to personality adjectives.

3.1.3. Phonetics- Pronunciation of the vowels in the English language.

3.2. Reflection on learning- Interest and curiosity in broadening knowledge related to the English language.- Recognising errors as a means of learning.- Interest in improving the writing of texts.

Block 4. Socio-cultural aspects and intercultural awareness.- Understanding what is happening to the Environment. Students’ Book, pages 57

and 62.- Recognising the importance of caring for the Environment. Students’ Book, page

60.- Knowledge of the function of zoos in the world today, Students’ Book, Writing,

pages 60 and 61.


- To complete texts with the appropriate verb form in conditional, Students’ Book, Language in use, page 55.

- To make a presentation about the domestic animals that students have at home, Students’ Book, Language in use, page 55.

- To complete the texts with the corresponding words about wildlife, Students’ Book, Language in use, page 56.

- To debate which animal one would choose to save and protect from a group that are in danger of extinction. Students’ Book, Interaction, page 57.

- To answer questions related to a text about the most intelligent animals that inhabit the Earth, Students’ Book, Reading, pages 58 and 59.


- To write an essay expressing one’s opinion about the importance of zoos in the world today, following the given guidelines, Students’ Book, Writing, pages 60 and 61.

- To complete the exercises corresponding to a listening about elephants, Students’ Book, Communication, page 62.

- To complete revision exercises in the section Think Back Revision at the end of the unit.


Unit 7 – Success

I Objectives

- To use the Third Conditional correctly.- To use I wish/If only to express desire.- To know the essential steps for constructing vocabulary. - To debate the principal elements for having a happy life. - To learn about the novel The Great Gatsby.- To know how to write an e-mail in a formal style as an introduction to applying

for a summer job. - To know how to give advice in a polite and correct way. - To know the life and works of Pablo Picasso.- To improve sentence stress. - To improve word stress. - To improve oral comprehension.- To improve reading comprehension.- To improve written comprehension.- To improve pronunciation.

II Contents


what has been learnt.- Use of vocabulary related to the construction of new words. - Use of strategies to express desires. - Use of strategies to give advice. - Listening to a conversation between two people about living a healthy life. - Offering advice about dealing with certain situations successfully.

Block 2. Reading and writing- Using basic spelling and punctuation rules and recognising their importance.- Using strategies for writing a formal e-mail. - Understanding a text about an English comedian and her path towards success. - Understanding a text about Pablo Picasso.- Understanding an extract from The Great Gatsby by F. Scott Fitzgerald.- Understanding a formal e-mail in which someone introduces himself in order to

apply for a job. - Writing an e-mail in a formal style about oneself, ones qualities and

achievements, to apply for a job.




- Use of the Third Conditional.- Use of I wish/if only to express desire.

3.1.2. Vocabulary- Use of vocabulary related to success. - Use of strategies to construct new words.

3.1.3. Phonetics- Sentence stress.

3.2. Reflection on learning- Interest and curiosity in widening knowledge related to the English language.- Recognising errors as a means of learning.- Interest in improving written texts.

Block 4. Socio-cultural aspects and intercultural awareness.- Knowledge of the life and works of Pablo Picasso. Students’ Book, page 65.- Recognising certain steps to be followed when applying for a summer job,

Students’ Book, Writing, pages 70 and 71. - Recognising specific steps to be followed in order to gain certain happiness.

Students’ Book, page 67.


- To complete texts with the appropriate verb form in Third Conditional, Students’ Book, Language in use, page 65.

- To complete verbs and adjectives with the corresponding words constructed from substantives, Students’ Book, Language in use, page 66.

- To rewrite sentences employing I wish/If only as appropriate, Students’ Book, Language in use, page 66.

- To debate what to do to be happy. Students’ Book, Interaction, page 67.- To answer questions related to an excerpt adapted from the novel The Great

Gatsby, Students’ Book, Reading, pages 68 and 69.- To write a formal e-mail seeking employment, following the given guidelines,

Students’ Book, Writing, pages 70 and 71.- To complete the exercises corresponding to the oral comprehension of a

dialogue, Students’ Book, Communication, page 72.- To give advice about the given situations, Students’ Book, Communication, page

72.- To complete the revision exercises in the section Think Back Revision at the end

of the unit.


Unit 8 – Taking a Break

I Objectives

- To know how to construct the passive voice of verbs. - To know the form and use of defining relative clauses.- To know the form and use of non-defining relative clauses.- To know useful vocabulary for travelling by plane. - To know the appropriate vocabulary for describing places. - To know how to organise a holiday. - To write a description of a place. - To know how to manage when travelling to the UK. - To talk about sport. - To know how to find information about travelling on holiday.- To pronounce diphthongs correctly. - To improve sentence stress. - To improve word stress.- To improve oral comprehension.- To improve reading comprehension.- To improve written comprehension.- To improve pronunciation.

II Contents


what has been learnt.- Use of vocabulary related to travelling. - Use of basic language to describe places. - Use of strategies to talk about sport. - Use of strategies to get by in the UK. - Presenting a dialogue about organising and paying for a holiday.- Presenting a dialogue about the situation experienced in an airport when taking a

flight. - Making decisions about which exotic location that one would choose for a

holiday.- Presenting a dialogue about a tourist in London.

Block 2. Reading and writing- Using basic spelling and punctuation rules and recognising their importance.- Using strategies to write about the description of a particular place. - Understanding a text about what three different hotels have to offer.- Understanding a text about doing three high-risk sports. - Understanding a text describing Edinburgh.




- Use of the passive voice of verbs.

3.1.2. Vocabulary- Use of vocabulary related to travelling. - Use of vocabulary related to sport. - Use of vocabulary for describing places. - Use of vocabulary related to travelling by plane.

3.1.3. Phonetics- Pronunciation of diphthongs.

3.2. Reflection on learning- Interest and curiosity in broadening knowledge related to the English language.- Recognising errors as a means of learning.- Interest in improving written texts.

Block 4. Socio-cultural aspects and intercultural awareness.- Knowing the existence of high-risk sports. Students’ Book, page 77.- Recognising other ways of having fun and spending free time. Students’ Book,

pages 74 and 77.- Knowledge of places to visit, Students’ Book, page 74.


- To complete texts with the appropriate verb form in the passive voice, Students’ Book, Language in use, page 75.

- To complete texts with the corresponding words related to travelling by plane, Students’ Book, Language in use, page 76.

- To debate which exotic location one would choose to spend one’s holiday. Students’ Book, Interaction, page 77.

- To answer questions related to a website about high-risk sports that can be done on holiday, Students’ Book, Reading, pages 78 and 79.

- To write a description about a place, following the guidelines given, Students’ Book, Writing, pages 80 and 81.

- To present a dialogue about a tourist in London. Students’ Book, Communication, page 82.

- To complete revision exercises in the section Think Back Revision at the end of the unit.


Unit 9 – Human Error

I Objectives

- To know how to use reported speech for declarations, questions and imperative sentences.

- To know reporting verbs.- To know reporting verbs related to work. - To know vocabulary related to education. - To debate embarrassing situations. - To debate human error. - To know how to relate an experience. - To use the narrative tenses correctly. - To use interesting language that is also interesting for writing a text. - To describe a photograph. - To discuss jobs and the employment situation. - To pronounce regular verbs correctly in the past. - To improve sentence stress. - To improve word stress.- To improve oral comprehension.- To improve reading comprehension.- To improve written comprehension.- To improve pronunciation.

II Contents


what has been learnt.- Use of vocabulary related to work. - Use of vocabulary related to education. - Use of strategies to talk about embarrassing situations. - Use of strategies to describe a photograph. - Describing photographs.- Discussing events that took place and what happened for them to turn out badly. - Discussing one’s own preparation in education and work for entering into the

world of work.

Block 2. Reading and writing- Using basic spelling and punctuation rules and recognising their importance.- Using strategies for writing a description of a photograph. - Using strategies for telling an embarrassing story. - Understanding two texts that relate mistakes. - Understanding a story about a young person’s first work experience after

finishing his studies. - Understanding a text about an embarrassing situation.




- Use of reported speech.

3.1.2. Vocabulary- Use of vocabulary related to reporting verbs.- Use of vocabulary related to work. - Use of vocabulary related to education.

3.1.3. Phonetics- Pronunciation of regular verbs in the past tense.

3.2. Reflection on learning- Interest and curiosity in broadening knowledge related to the English language.- Recognising errors as a means of learning.- Interest in improving written texts.

Block 4. Socio-cultural aspects and intercultural awareness.- Recognising error as part of human growth. Students’ Book, page 87.- Recognising the importance of enjoying experiences. Students’ Book, page 90.- Learning about other people’s experiences which can serve as reflections and

help one face and reflect on one’s own experiences, Students’ Book, Reading, pages 88 and 89.


- To complete texts with the appropriate verb form in reported speech, Students’ Book, Language in use, pages 85 and 86.

- To decide how to end a given story about an error, Students’ Book, Language in use, pages 85 and 86.

- To debate errors. Students’ Book, Interaction, page 87.- To answer questions related to a text about a young person’s first work

experience after having finished his studies, Students’ Book, Reading, pages 88 and 89.

- To write a narrative about an insignificant error, following the given guidelines, Students’ Book, Writing, pages 90 and 91.

- To describe photographs, Students’ Book, Communication, page 92.- To complete revision exercises in the section Think Back Revision at the end of

the unit.


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