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AWARD 2

SYLLABUS
Area: Foreign Languages (English)

Stage: Bachillerato Education

STARTER UNIT Inspirational people OBJECTIVES


Learn and practise adjectives to describe people. Read a text about a boy who built a windmill to create free energy for his village. Revise present, past and future tenses. Learn and practise using adjectives and verbs with prepositions.

CONTENTS Listening
- Listen to two people talking about people they admire and answer the questions.

Speaking
- Say which famous person they admire and why using the expressions from the Street Talk section. - Skim a text and say what it is about. - Scan a text and answer some questions. - Say what impresses them most about William Kamkwamba in the What about YOU? section.

Reading
- Match some photos of inspirational people with the correct descriptions. - Read and say which adjectives could be used to describe the people in the photos. - Match some paraphrases with phrases from a text. - Match words in a text with the definitions given. - Read an Exam Strategy note about Skimming and Scanning. - Study a table and say which verbs are in the present simple and which are in the present continuous. - Read the sentences and choose the correct alternatives either in present simple or in the present continuous. - Look at a table about the use of will, be going to and present continuous. - Read a Careful! note about adjectives and verbs in English followed by a particular preposition.

Writing
- Translate some phrases from a text into their own language. - Complete sentences with phrases from a reading text. - Answer to true/false type questions quoting words from a text to support their answers. 2

- Complete some mini-dialogues with the correct present simple or present continuous form of the verbs given. - Study a table and translate some sentences in their language. - Complete some sentences with the correct past simple or past continuous form of the verbs given. - Rewrite some sentences with used to - Complete sentences with the correct form of the verbs given using will, be going to or the present continuous. - Study a table and complete the examples with will have or will be. - Complete some sentences with the correct future continuous or future perfect form of the verbs given. - Complete a text about The Dynamic Teen Company with the correct form of the verbs given. - Classify the adjectives in a box with the correct prepositions. - Complete some sentences with the prepositions in a box. - Complete some sentences with the verbs given noting the prepositions in bold. - Choose the correct prepositions to complete some sentences. - Complete a text about Angelina Jolie with prepositions. - Write about a person they admire.

Language knowledge and use


Linguistic knowledge: Grammar - Review of present, past and future tenses Vocabulary - Adjectives - Adjectives and verbs with prepositions Pronunciation Students learn the right pronunciation in English through the Listening activities, and the use of the Audio CDs. Students also practice their pronunciation in English through the Speaking activities.

Learning reflection: - Matching photos with descriptions - Skimming and scanning a text - Answering true/false type questions. - Gap-Filling in texts.

BASIC COMPETENCES
Basic Competence C1 Linguistic communicati ve competence. C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communicati on technologies C5 Social and civil competence. Page SB page 10 Activity All the activities of the unit use the language as an instrument of communication. Ex. Writing about a person they admire. Students read a text about a boy from Malawi and they learn things about this country. Bachillerato Students Website: www.mac-english.com Recommended web links*. Evaluation Criteria Show interest in learning English

SB page 7

Express curiosity in learning about Geography and Social Science in English. Feel pleasure in using new technologies in order to revise and extend what they have learnt. Be willing to help everybody.

SB pages 7, 9, 10

Education for Peace: the importance of helping disfavoured people and collaborating with charity organisations. References to famous personalities such as Barack Obama, Oscar Pistorius, Aung San Suu Kyi, Rafa Nadal and Keira Knightley. References to Angelina Jolie. Students complete the Workbook activities for Unit 1 evaluating their own work. Initiative to work in pairs or groups. E.g. discussing their impressions about a boy from Malawi.

C6 Cultural and artistic competence.

SB page 5 SB page 10

Show pleasure in learning cultural facts.

C7 The competence of learning to learn. C8 The competence of personal autonomy and initiative.

WB pages 4-7 SB page 6

Show interest in learning how to learn English. Be willing to listen to and interact with others. Have a positive attitude towards own ability to 4

participate in class activities.

C9 The emotional competence. (Castilla la Mancha)

SB pages 5-10

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

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

Socio cultural aspects and intercultural awareness


Socio-cultural note about Barack Obama, Oscar Pistorius, Aung San Suu Kyi, Rafa Nadal and Keira Knightley. Socio-cultural note about Malawi, Technology Entertainment Design (TED), William Kamkwamba and Moving Windmills. Show interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

LITERARY EDUCATION
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Reading text: The Windmill Boy

CROSS-CURRICULAR ITEMS
Education for Citizenship: Charity organisations and the importance of helping disfavoured people.

ATTITUDES AND VALUES


Respect for others Respect for other cultures

MIXED-ABILITY ACTIVITIES
Mixed ability in the Teachers Book Fast finisher activities, pages T5, T8, T9, T10 Extra activities, pages T8, T9, T10 Optional extension activities, page T8

DIGITAL MATERIAL
Award 2 Digital course Students website with self-study activities Recommended web links* www.nationmaster.com/graph/ene_win_ene_ins-energy-windinstallation http://news.bbc.co.uk/2/hi/africa/country_profiles/1068913.stm www.ted.com/ http://williamkamkwamba.typepad.com/

EVALUATION 1. EVALUATION RESOURCES


Formative evaluation - Classroom observation to check both individual and global progress Self-study and self-examination in the Students Book Grammar reference, pages 96-100 Vocabulary reference, page 110 Progress check, page 83 Writing reference, page 116 Wordlist, page 128 For further grammar practice see Workbook, pages 4-7

2. EVALUATION CRITERIA
Understand the general idea of texts about young people with great ideas, and identify relevant details in oral messages related with them. C1, C3, C5, C8. Express himself/herself with fluency and using the right pronunciation - intonation in conversations about famous persons they admire. C1, C5, C6, C8. Understand the information of written texts related to their interests from different sources, such as texts talking about charity organisations. C1, C3, C5, C6, C8 Write detailed formal texts with different purposes, using the appropriate structures, functions and vocabulary, such as writing about a person they admire. C1, C5, C8 Use information and communication technologies, in order to assess and identify their linguistic skills by using the Bachillerato Students Website. C1, C4, C8 Analyze relevant geographical, historical, artistic, literary and social aspects related to the Anglo-Saxon countries by comparing the life of young people from places such as Malawi with their own experience. C1, C3, C5, C6, C8

UNIT 1 Leaving school OBJECTIVES


Understand, memorize and correctly use vocabulary related to further education; gerunds and infinitives Identify information from a text on deciding what to do when they leave school Understand and correctly use grammar structures related to present perfect simple and continuous and past perfect simple and continuous Read a short text on gap years and identify specific information relating to gap years through a listening passage Talk about what they would prefer to do when you leave school Read a text about different things people choose to do after leaving school Read a personal email Listen to two students talking about their career plans Listen to a radio programme about gap years Review the connectors (and, so, but, because) to link ideas Write a personal email in four steps: think, plan, write and check Talk about their plans for when they leave school Talk about the similarities and differences between Britain and your country Prepare to express their preferences in four steps: think, plan, practise and speak Evaluate the progress done till this point by completing the Progress Check and the Exam Practice for Unit 1, so as to participate in the learning process.

CONTENTS Listening
- Listen to two students talking about their future plans and answer the questions. - Listen to a radio programme and choose the best answers. - Listen and repeat some words paying attention to the /e/ sound.

Speaking
- Answer some questions about school experiences. - Talk about their plans for when they leave school using the Street Talk section. - Translate some words from a text into their language. - Say which activities they would you expect to do when theyre a student and which they would do when theyre working. - Answer some questions about a text in their own words.

- Answer to true/false type questions quoting words from a text to support their answers. - Talk about the similarities and differences between the world of education in Britain and their country in the What about you? section. - Look at some pictures and describe what the people have been doing. - Look at some photos and say where the students are and what they are doing. - Say whether they would like to take a gap year. - Say which two informal words in the email we use to change the topic. - Look at some photos and answer questions Expressing preferences. - Match some sentence halves and say which sentences they agree with. - Talk about which they would prefer to do when you leave school live at home or share a flat, using the language from the Useful language section.

Reading
- Read the options for things to do when they leave school and say them in their language. - Skim a text and say what it is about. - Find synonyms of some words in a paragraph. - Read an Exam Strategy note about answering open questions. - Read the examples of the present perfect simple and the present perfect continuous in a table and translate them into their language. - Read some sentences and choose the correct alternatives. - Read the Grammar bonus about the use of the past perfect continuous and complete some exercises. - Read the uses of gerunds and infinitives and match the uses to the correct sentences. - Read the sentences and choose the correct alternatives to complete them with the gerunds or the infinitive. - Read and discuss the Across cultures section about gap years. - Read sentences with stop and remember and match them to the correct situations. - Read a Careful! note about using verbs such as stop and remember. - Read the Exam strategy section and say what they think the radio programme will be about. - Read a personal e-mail and match the parts of the email with the descriptions given. - Find examples of some tenses in an email. - Read an Exam Strategy note about using informal words - Find informal words in the email that mean the same as the words given.

- Read an Exam Strategy note about giving reasons.

Writing
- Complete some sentences with the correct form of the verbs given using the past simple or present perfect simple. - Look at some sentences and choose the correct alternatives using either the past simple or the present perfect simple. - Complete some sentences with the correct form of the verbs given using the past simple or past perfect simple. - Rewrite some sentences beginning as shown. - Complete a text about a child genius with the correct form of the verbs given. - Complete sentences with the gerund or infinitive form of the verbs given. - Complete some rules with and, so, but and because. - Complete some sentences with and, so, but or because - Join some sentences with the words given. - Write an email to a friend telling him/her about what they are planning to do when they leave school. - Complete the Writing checklist.

Language knowledge and use


Linguistic knowledge: Grammar - Perfect tenses: Present perfect continuous and past perfect simple - Past perfect continuous simple, present perfect

Vocabulary - Further education: vocational training, a gap year, an apprenticeship, etc - Street Talk: to be skint, to be in two minds - False friends: career - Gerunds and infinitives - Verbs that can be followed by gerund or infinitive: stop, remember Pronunciation The sound /e/ Students learn the right pronunciation in English through the Listening activities, and the use of the Audio CDs. Students also practice their pronunciation in English through the Speaking activities.

Learning reflection: - Answering open questions - Looking at photos and questions to predict the content 10

- Using informal language to make emails more personal - Giving reasons for your preferences

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BASIC COMPETENCES
Basic Competence C1 Linguistic communicati ve competence. Page SB page 11 Activity All the activities of the unit use the language as an instrument of communication. Ex. Talking about their plans for when you leave school. Students read a text about the Education system in Britain. References to Cambridge University. Bachillerato Students Website: www.mac-english.com Recommended web links*. Evaluation Criteria Show interest in learning English

C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communicati on technologies C5 Social and civil competence.

SB page 13 SB page 15

Express curiosity in learning facts about Social Science. Feel pleasure in using new technologies in order to revise and extend what they have learnt. Understand the importance of hard work. Be willing to respect sexual equality in all fields. Show pleasure in learning cultural facts. Show interest in learning how to learn English.

SB pages 13-15

C6 Cultural and artistic competence. C7 The competence of learning to learn.

SB page 16 SB pages 84, 90

C8 The competence of personal

Exam Trainer

Moral and Civic Education: The importance of working hard in order to succeed at school. Education for Sexual Equality: the importance of understanding that both girls and boys can succeed at any type of career. Students read the Across cultures section about Gap years. Students complete the Progress Check and the Exam practice for Unit 1 evaluating their own work. They also learn to use the Reference sections at the end of the book. Initiative to work in pairs or groups. E.g. Using the Exam

Be willing to listen to and interact with others. Have 12

autonomy and initiative. SB pages 31-32 C9 The emotional competence. (Castilla la Mancha) SB page 12

Trainer practising selfstudy in an autonomous way. They also complete the Grammar Doctor section assessing their knowledge of units 1-2. Students learn to work in groups respecting each other and admitting both their own success and their classmates. Ex. Discussing the similarities and differences between the world of education in Britain and their country in the What about you? section.

a positive attitude towards own ability to participate in class activities. Enjoy group participation. Show respect for others in the group.

Socio cultural aspects and intercultural awareness


Further education in the UK and gap years Show interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

LITERARY EDUCATION
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Reading text: Decision time

CROSS-CURRICULAR ITEMS
Maths: statistics and numbers Language and literature: conventions for writing a personal email

ATTITUDES AND VALUES


Respect for others

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Respect for other cultures

MIXED-ABILITY ACTIVITIES
Mixed ability in the Teachers Book Fast finisher activities, pages T11, T12, T14, T15, T16, T19, T20 Extra activities, pages T13, T14, T16, T19 Optional extension activities, pages T16, T18, T19, T20

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Teachers Resource Book Reinforcement Grammar standard worksheet, page 6 Vocabulary standard worksheet, page 28 Reading worksheet, page 47 Writing worksheets, pages 5354 Listening worksheet, page 65 Speaking worksheet, page 71 Grammar drills worksheet, page 78 Improve Your Writing: analysing sample answers, pages 8596 Extension Grammar extra worksheet, page 18 Vocabulary extra worksheet, page 38 Exam trainer The Exam trainer provides tips and strategies to help students answer exam tasks.

DIGITAL MATERIAL
Award 2 Digital course Students website with self-study activities Recommended web links* http://studentfinance-yourfuture.direct.gov.uk/repay www.bbc.co.uk/news/education-11438140 www.gapyearprograms.net/gap-year-travel-destinations/

EVALUATION 1. EVALUATION RESOURCES


Formative evaluation - Classroom observation to check both individual and global progress Accumulative Resource Book evaluation: Tests in the Teachers

Unit test 1 standard, pages 9798 Unit test 1 extra, pages 119121 Listening test, page 153 Speaking test, page 160 Self-study and self-examination in the Students Book Grammar reference, pages 100103 Vocabulary reference, pages 110111 Writing reference, page 117 Speaking reference, page 122 Wordlist, pages 128129 Progress check, page 84 Exam practice, page 90 15

- For further grammar practice see Workbook pages, 6467

2. EVALUATION CRITERIA
Understand the general idea of texts about the world of education in Britain, and identify relevant details in oral messages related with them. C1, C3, C6, C8. Express himself/herself with fluency and using the right pronunciation - intonation in conversations about expressing preferences. C1, C5, C8. Understand the information of written texts related to their interests from different sources, such as texts talking about gap years in Anglo-Saxon countries. C1, C3, C5, C6, C8 Write detailed formal texts with different purposes, using the appropriate structures, functions and vocabulary, such as writing a personal e-mail. C1, C4, C6, C8 Use information and communication technologies, in order to assess and identify their linguistic skills by using the Bachillerato Students Website. C1, C4, C8 Analyze relevant geographical, historical, artistic, literary and social aspects related to the Anglo-Saxon countries by comparing the education system in those countries with their own country. C1, C3, C5, C6, C8 Show awareness and thoroughly apply the self-evaluation and self-correction mechanisms that enhance the learning autonomy by completing the Progress Check and the Exam practice for Unit 1. C1, C7, C8

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UNIT 2 Science OBJECTIVES


Understand, memorize and correctly use vocabulary related to science; phrasal verbs and compound adjectives Identify specific information from a text about how young peoples brains work Understand and correctly use grammar structures related to relative clauses Identify specific information in a listening passage about a science TV programme Learn and use language for agreeing and disagreeing Read a short text about Scottish inventors and inventions Read a text about science TV programmes Listen to two students talking about whether they like science or not Listen to a radio programme discussion about science programmes on TV. Learn how to use connectors of addition and contrast Write a for and against essay in four steps: think, plan, write and check Talk about whether they like science or not and which scientific discovery they think is most important Talk about how you use your brain Prepare to agree and disagree about a statement in four steps: think, plan, practise and speak Foster their learner autonomy by completing the activities of the Grammar Doctor section for Units 1-2. Evaluate the progress done till this point by completing the Progress Check and the Exam Practice for Unit 2, so as to participate in the learning process.

CONTENTS Listening
- Listen to two students talking about science and answer the questions. - Listen to a radio programme and choose the correct answers. - Listen and correct the false sentences. - Listen and repeat some words so as to practise the pronunciation of the /g/ sound and the /d/ sound.

Speaking
- Say what we call people who study different sciences.

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- Say which scientific discovery they think is the most important using the Street Talk section. - Answer to true/false type questions quoting words from a text to support their answers. - Answer questions about their own brain abilities. - Say whether some sentences contain defining or non-defining relative clauses. - Look at some photos and the captions and say what they think the answers are. - Say which words in a dialogue mean however and in addition. - Say which words and phrases we use for agreeing or disagreeing. - Give their opinion to whether athletes who use drugs to win competitions should be banned, using the language from the Useful language section.

Reading
- Read the words in a box and say which areas of science they have studied at school. - Read and do a science quiz. - Match some verbs from a text with the correct definitions. - Read a Exam Strategy note about answering true or false questions. - Read some sentences from a text about the brain and choose the best answers. - Find words in a text to match some meanings. - Find antonyms for some adjectives in a text. - Study a table and say whether they use relative clauses in the same way in their language. - Read a Careful note about the use of who, which or that. - Study a rule and decide in which sentences they can omit the relative pronoun. - Read the Grammar bonus about the use of relative clauses with prepositions and complete some exercises. - Read the phrasal verbs in a box and say them in their language. - Read some sentences and choose the correct phrasal verbs. - Read some sentences and choose the correct compound adjectives. - Read and discuss the Across cultures section about inventors and inventions. - Read an Exam Strategy note about underlining the key words. - Look at a list of arguments and say whether the arguments are for or against popular science TV programmes. - Read an essay about popular science TV programmes and answer some questions. - Match some paragraphs from an essay with the correct descriptions.

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- Find two examples of relative clauses in an essay and say whether they are defining or non-defining relative clauses. - Read some sentences and choose the correct connectors of addition and contrast. - Read a Exam Strategy note about the use of adjectives to give more strength to their opinions. - Read the Grammar review and the Check revision of the Grammar Doctor section for the last two units.

Writing

- Complete some definitions with relative pronouns. - Correct some sentences using defining or non-defining relative clauses. - Exam focus: Join the pairs of sentences using relative pronouns. - Complete a text about Isaac Newton with who, which, whose, where, when or that, omitting the pronouns if possible. - Replace some words with the correct form of the phrasal verbs given. - Match a word from two boxes to make compound adjectives. - Complete some sentences with the correct compound adjectives. - Read and classify the words in a box according to their being connectors of addition or contrast. - Write an essay on whether science should be an optional subject in their last two years of school, and not obligatory. - Complete the Writing checklist. - Read and listen to the dialogue and complete some sentences showing agreement or disagreement. - Complete the Test and check the results of the Grammar Doctor section for the last two units.

Language knowledge and use


Linguistic knowledge: Grammar - Defining and non-defining relative clauses - Relative clauses with prepositions Vocabulary Science words: astronomy, biology, chemistry, etc Science professions: astronomer, biologist, mathematician, etc Street Talk: Its not really for me, Wed be nowhere without it False friends: familiar, realize Phrasal verbs: look into, go over, find out, etc Compound adjectives: ground-breaking, trouble-free, massproduced, etc Pronunciation The sounds /g/ and /d/ 19

Students learn the right pronunciation in English through the Listening activities, and the use of the Audio CDs. Students also practice their pronunciation in English through the Speaking activities.

Learning reflection: - Answering true or false questions - Underlining key words in questions to help you predict what to listen for - Using adjectives to give more strength to your opinions

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BASIC COMPETENCES
Basic Competence C1 Linguistic communicati ve competence. Page SB page 21 Activity All the activities of the unit use the language as an instrument of communication. Ex. Saying whether they like science and talk about scientific discoveries. The whole unit is devoted to talk about science, discoveries, the grey matter, Isaac Newton, science TV programmes, etc. Bachillerato Students Website: www.mac-english.com Recommended web links*. Evaluation Criteria Show interest in learning English

C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communicati on technologies C5 Social and civil competence.

SB pages 21-30

Express curiosity in learning facts about Science.

Feel pleasure in using new technologies in order to revise and extend what they have learnt. Accept sexual equality in all fields

SB pages 21-30

SB page 28

C6 Cultural and artistic competence. C7 The competence of learning to learn.

SB page 26 SB pages 85, 91

Education for Sexual Equality: understand that both men and women can be successful at any type of activity, such as science. Consumer Education: The importance of having a critical attitude towards the TV programmes they watch on TV. Students read the Across cultures section about Scottish inventions and discoveries. Students complete the Progress Check and the Exam practice for Unit 2 evaluating their own work. They also learn to use the Reference sections at the end of the book.

Be willing to be critical.

Show pleasure in learning cultural facts. Show interest in learning how to learn English.

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C8 The competence of personal autonomy and initiative.

Exam Trainer

SB pages 31-32 C9 The emotional competence. (Castilla la Mancha) SB page 22

Initiative to work in pairs or groups. E.g. Using the Exam Trainer practising selfstudy in an autonomous way. They also complete the Grammar Doctor section assessing their knowledge of units 1-2. Students learn to work in groups respecting each other and admitting both their own success and their classmates. Ex. Discussing questions related to brains abilities in the What about you? section.

Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities. Enjoy group participation. Show respect for others in the group.

Socio cultural aspects and intercultural awareness


A science programme on British TV Scottish inventors and inventions Show interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

LITERARY EDUCATION
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Reading text: Too Much Grey Matter

CROSS-CURRICULAR ITEMS
Biology: understanding the human brain History: Scottish inventors and inventions Language and literature: conventions for writing a for and against essay

ATTITUDES AND VALUES


Respect for others

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Respect for other cultures

MIXED-ABILITY ACTIVITIES
Mixed ability in the Teachers Book Fast finisher activities, pages T21, T22, T25, T26, T28, T29, T30 Extra activities, pages T23, T24, T26, T28, T30 Optional extension activities, pages T21, T24, T29 Teachers Resource Book Reinforcement Grammar standard worksheet, page 7 Vocabulary standard worksheet, page 29 Reading worksheet, page 48 Writing worksheets, pages 5556 Listening worksheet, page 66 Speaking worksheet, page 72 Grammar drills worksheet, page 79 Improve Your Writing: analysing sample answers, pages 8596 Extension Grammar extra worksheet, page 19 Vocabulary extra worksheet, page 39 Exam trainer The Exam trainer provides tips and strategies to help students answer exam tasks.

DIGITAL MATERIAL
Award 2 Digital course Students website with self-study activities Recommended web links* www.brainhealthandpuzzles.com/brain_parts_function.html www.tech-faq.com/who-invented-the-cell-phone.html http://inventors.about.com/od/pstartinventions/a/Penicillin.htm www.bbc.co.uk/history/historic_figures/baird_logie.shtml www.scotland.org/features/item/the-scots-didnt-inventthewheel/ - www.ulsterhistory.co.uk/johndunlop.htm

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EVALUATION 1. EVALUATION RESOURCES


Formative evaluation - Classroom observation to check both individual and global progress Accumulative Resource Book evaluation: Tests in the Teachers

Unit test 2 standard, pages 99100 Unit test 2 extra, pages 122124 Term Test 1 standard, pages 109110 Term Test 1 extra, pages 137139 Listening, page 154 Speaking, page 161 Self-study and self-examination in the Students Book Grammar Doctor, pages 3132 Grammar reference, pages 103104 Vocabulary reference, page 111 Writing reference, page 118 Speaking reference, page 122 Wordlist, pages 129130 Progress check, page 85 Exam practice, page 91 For further grammar practice, see Workbook pages, 6869

2. EVALUATION CRITERIA
Understand the general idea of texts about science, and identify relevant details in oral messages related with them. C1, C3, C6, C8. Express himself/herself with fluency and using the right pronunciation - intonation in conversations about scientific discoveries. C1, C3, C6, C8. Understand the information of written texts related to their interests from different sources, such as texts talking about the grey matter. C1, C3, C8 Write detailed formal texts with different purposes, using the appropriate structures, functions and vocabulary, such as writing a for and against essay. C1, C3, C5, C8 Use information and communication technologies, in order to assess and identify their linguistic skills by using the Bachillerato Students Website. C1, C4, C8 Analyze relevant geographical, historical, artistic, literary and social aspects related to the Anglo-Saxon countries by comparing scientific issues from those countries with the ones in their own country. C1, C3, C6, C8

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Show awareness and thoroughly apply the self-evaluation and self-correction mechanisms that enhance the learning autonomy by completing the Progress Check and the Exam practice for Unit 2. C1, C7, C8

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UNIT 3 Crime OBJECTIVES


Understand, memorize and correctly use vocabulary related to crime and punishment, adjective suffixes, and too and enough Identify specific information from a text about being guilty until proven innocent Understand and correctly use modal verbs Identify specific information in a listening passage about the effects of TV crime series Describe a photo. Read a text about the Innocence Project Read a short text about law and order Read an opinion essay about the right to have guns Listen to two people talking about crime Listen to a news programme about TV crime series Learn how to give opinions with reasons and examples Write an opinion essay in four steps: think, plan, write and check Talk about crime where they live Talk about being a victim of crime Prepare to describe a photo in four steps: think, plan, practise and speak Evaluate the progress done till this point by completing the Progress Check and the Exam Practice for Unit 3, so as to participate in the learning process.

CONTENTS Listening
- Listen to two people talking about crime and answer the questions. - Listen to a news programme and choose the best answers. - Listen and repeat some words and classify them in a box according to their stress pattern. - Listen to a girl describing a photo and complete some sentences.

Speaking
- Say the crimes in a box in their own language. - Answer some questions about crime where they live using the Street Talk section. - Answer to true/false type questions quoting words from a text to support their answers.

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- Discuss whether they have been a victim of crime in the What about you? section. - Say some words from a listening in their own language. - Look at some photos and think of three reasons why guns should be banned. - Describe a photo including expressions from the Useful language section.

Reading
- Read a text about The Innocence Project and match paragraphs with the correct headings. - Read a text again and choose the best answers. - Find words in a text and match them to their meanings. - Read an Exam Strategy note about answering multiple-choice questions. - Study a table of modal verbs of obligation, no obligation, prohibition and advice. - Read some sentences and choose the correct modal verbs. - Look at a table with information about modal verbs of speculation and deduction. - Read some sentences and choose the correct modal verbs of speculation and deduction. - Read a text about Sherlock Holmes and choose the correct alternatives. - Read the Grammar bonus about the use of could, was able to and managed to and complete some exercises. - Read some adjectives and note the suffixes. - Read a Careful! note about adjectives that change meaning. - Read some sentences and choose the correct adjective with suffixes. - Read and discuss the Across cultures section about law and order. - Read an essay about whether people should have the right to own guns and answer questions. - Match some paragraphs with the correct descriptions. - Find some words and phrases for giving opinions with reasons and examples in an essay. - Read an Exam Strategy note about explaining something again.

Writing
- Classify some crime words in the correct column in a table. - Complete sentences using the correct words to do with crime. - Complete sentences with dont have to, have to, should or shouldnt. - Rewrite sentences with cant have, might have or must have. - Complete some dialogues with must or should. - Exam focus: Rewrite sentences using modal verbs. - Add suffixes to the words given to make adjectives and classify them under the correct heading in a table.

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- Read the sentences and complete the rules for too and enough. - Complete some sentences with too or enough. - Choose the correct options for giving opinions with reasons and examples to complete some sentences. - Write an essay giving their personal opinion about carrying weapons to defend themselves. - Complete the Writing checklist. - Complete the deductions about a photo with might, must have or must.

Language knowledge and use


Linguistic knowledge: Grammar - Modal verbs - could, was able to and managed to Vocabulary - Crime words: assault, burglary, etc - People and places related to crime: criminal, detective, court, prison, etc - Street Talk: be on your guard, make a big deal out of something - False friends: record - Adjective suffixes: -ive, -less, -al, -ful, etc - too and enough Pronunciation Stress patterns Students learn the right pronunciation in English through the Listening activities, and the use of the Audio CDs. Students also practice their pronunciation in English through the Speaking activities.

Learning reflection: - Answering multiple-choice questions - Answering listening questions in two steps - Trying to explain if someone doesnt understand when you speak

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BASIC COMPETENCES
Basic Competence C1 Linguistic communicati ve competence. C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communicati on technologies C5 Social and civil competence. Page SB page 33 Activity All the activities of the unit use the language as an instrument of communication. Ex. Talking about crime where they live. The whole unit is devoted to talk about crime and laws. References to The Innocence Project. References to the use of guns in the USA. Bachillerato Students Website: www.mac-english.com Recommended web links*. Evaluation Criteria Show interest in learning English

SB page 35 SB page 40

Express curiosity in learning facts about Social Science. Feel pleasure in using new technologies in order to revise and extend what they have learnt. Be willing to behave in the correct way. Be willing to follow non-violent attitudes. Show pleasure in learning cultural facts.

SB pages 33-42 SB page 40

C6 Cultural and artistic competence.

SB page 38 SB page 37 SB pages 86, 92

C7 The competence of learning to learn.

Moral and civic education: The importance of having a critical attitude towards crime and criminals. Education for Peace: the importance of understanding that violence is never the way to solve problems. Students read the Across cultures section about strange laws from different countries. References to Sherlock Holmes. Students complete the Progress Check and the Exam practice for Unit 3 evaluating their own work. They also learn to use the Reference sections at the end of the book.

Show interest in learning how to learn English.

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C8 The competence of personal autonomy and initiative.

Exam Trainer

Initiative to work in pairs or groups. E.g. Using the Exam Trainer practising selfstudy in an autonomous way. They also complete the Grammar Doctor section assessing their knowledge of units 3-4. Students learn to work in groups respecting each other and admitting both their own success and their classmates. Ex. Discussing their experiences about being a victim of crime in the What about you? section.

SB pages 53-54 C9 The emotional competence. (Castilla la Mancha) SB page 34

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

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

Socio cultural aspects and intercultural awareness


The Innocence Project in different countries Crime series on TV Laws and legal systems in Britain and America Show interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

LITERARY EDUCATION
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Reading text: Guilty until proven innocent

CROSS-CURRICULAR ITEMS
Science for the contemporary world: scientific evidence and DNA testing Language and literature: conventions for writing an opinion essay

ATTITUDES AND VALUES

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Respect for others Respect for other cultures

MIXED-ABILITY ACTIVITIES
Mixed ability in the Teachers Book Fast finisher activities, pages T33, T36, T37, T38, T41, T42 Extra activities, pages T35, T36, T40, T41, T42 Optional extension activities, pages T33, T34, T37 Teachers Resource Book Reinforcement Grammar standard worksheet, page 8 Vocabulary standard worksheet, page 30 Reading worksheet, page 49 Writing worksheets, pages 5758 Listening worksheet, page 67 Speaking worksheet, page 73 Grammar drills worksheet, page 80 Improve Your Writing: analysing sample answers, pages 8596 Extension Grammar extra worksheet, page 20 Vocabulary extra worksheet, page 40 Exam trainer The Exam trainer provides tips and strategies to help students answer exam tasks.

DIGITAL MATERIAL
Award 2 Digital course Students website with self-study activities Recommended web links* www.alcaponebio.com www.innocenceproject.org www.skrause.org/humor/stupidlaws.shtml

EVALUATION 1. EVALUATION RESOURCES


Formative evaluation - Classroom observation to check both individual and global progress Accumulative Resource Book evaluation: Tests in the Teachers

- Unit test 3 standard, pages 101102 - Unit test 3 extra, pages 125127 - Listening, page 155 31

- Speaking, page 162 Self-study and self-examination in the Students Book Grammar reference, pages 104105 Vocabulary reference, page 112 Writing reference, page 119 Speaking reference, page 122 Wordlist, pages 130131 Progress check, page 86 Exam practice, page 92 For further grammar practice, see Workbook, pages 7071

2. EVALUATION CRITERIA
Understand the general idea of texts about crime, and identify relevant details in oral messages related with them. C1, C3, C5, C8. Express himself/herself with fluency and using the right pronunciation - intonation in conversations describing photos. C1, C5, C8. Understand the information of written texts related to their interests from different sources, such as texts talking about the Innocence Project. C1, C3, C5, C8 Write detailed formal texts with different purposes, using the appropriate structures, functions and vocabulary, such as writing an opinion essay on the use of weapons. C1, C3, C5, C8 Use information and communication technologies, in order to assess and identify their linguistic skills by using the Bachillerato Students Website. C1, C4, C8 Analyze relevant geographical, historical, artistic, literary and social aspects related to the Anglo-Saxon countries by comparing laws from those countries with the ones in their own country. C1, C3, C5, C6,C8 Show awareness and thoroughly apply the self-evaluation and self-correction mechanisms that enhance the learning autonomy by completing the Progress Check and the Exam practice for Unit 3. C1, C7, C8

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UNIT 4 The environment OBJECTIVES


Understand, memorize and correctly use vocabulary related to environmental issues; compound nouns and phrasal verbs Identify information from a text on fast clothes and green clothes Understand and correctly use grammar structures related to conditional sentences, I wish and if only Identify specific information in a listening passage about the damage to the environment caused by packaging Give opinions and make suggestions Read a short text about an eco-friendly island Read a formal letter about recycling facilities Listen to two people answering questions about environmental issues Listen to a radio show interview of a campaigner against packaging Learn how to use connectors of purpose Write a formal letter in four steps: think, plan, write and check Talk about environmental issues and what you can do about them Talk about clothes and the environment Prepare to give opinions and make suggestions in four steps: think, plan, practise and speak Foster their learner autonomy by completing the activities of the Grammar Doctor section for Units 3-4. Evaluate the progress done till this point by completing the Progress Check and the Exam Practice for Unit 4, so as to participate in the learning process.

CONTENTS Listening
- Listen to two people talking about environmental issues and answer the questions. - Listen to a radio interview about packaging and choose the best answers. - Listen again and correct the false sentences. - Listen and repeat some words so as to practise the pronunciation of the // sound and the // sound.

33

- Listen to a dialogue and say which problem they are talking about.

Speaking
- Answer some environmental questions using the expressions form the Street Talk section. - Answer to true/false type questions quoting words from a text to support their answers. - Answer questions about their own habits regarding clothes. - Look at some photos and say what the objects are made of. - Discuss which of a list of things they can recycle in their area. - Show agreement or disagreement towards several suggestions a writer makes to improve recycling. - In pairs, talk about environmental problems using the language from the Useful language section.

Reading
- Match some photos to the correct words to do with environmental issues. - Read and answer to an environment quiz. - Translate some words from a text into their own language. - Skim a text and say what some numbers refer to. - Read a text about Fast Clothes versus Green Clothes and answer some questions in their own words. - Find words in a text to match some meanings. - Read an Exam Strategy note about synonyms and antonyms. - Study a grammar table about conditional sentences. - Read some conditional sentences and choose the correct alternatives - Read some sentences and complete the rules with the use of unless, even if, as long as and providing. - Read a Careful note about the zero conditional. - Read the Grammar bonus section about the use of I wish and If only and complete some exercises. - Match words from two columns to make compound nouns - Read and discuss the Across cultures section about Joysxee Island and eco-friendly projects. - Read an Exam Strategy note about statistics and numbers. - Read the letter about recycling facilities and answer some questions. - Match the parts of a letter with the appropriate descriptions. - Look at the connectors in an e-mail and choose the correct options to complete the rules. - Read some sentences and choose the correct connectors of purpose.

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- Match some environmental problems with the appropriate suggestions. - Note the expressions in a dialogue and say which ones are used to give opinions and which ones are used to make suggestions. - Find a conditional sentence in a dialogue. - Read the Grammar review and the Check revision of the Grammar Doctor section for the last two units.

Writing
- Complete some conditional sentences with the correct form of the verbs given. - Replace the words in some sentences with unless, even if, as long as or providing. - Complete some sentences with the correct form of the verbs given and say which one is not a zero conditional. - Exam focus: Write conditional sentences beginning with the words given. - Complete a text about Desert power with the correct form of the verbs given. - Complete some sentences with the correct compound nouns. - Complete the sentences with the phrasal verbs given. - Replace the verbs in some phrases with the correct phrasal verbs. - Join some sentences using the connectors of purpose given. - Write a formal letter to a local newspaper about an environmental problem in their area. - Complete the Writing checklist. - Complete the Test and check the results of the Grammar Doctor section for the last two units.

Language knowledge and use


Linguistic knowledge: Grammar First, second and third conditionals Unless, even if, as long as, providing Zero conditional I wish, If only

Vocabulary - Environmental issues: deforestation, global warming, landfills, etc - Street Talk: Its a bit daft, We can all do our bit - False friend: library - Compound nouns: carbon emissions, ozone layer, rainforest, etc - Phrasal verbs: throw away, cut down, use up, etc

35

Pronunciation The sounds // and // Students learn the right pronunciation in English through the Listening activities, and the use of the Audio CDs. Students also practice their pronunciation in English through the Speaking activities.

Learning reflection: - Finding synonyms and antonyms in the text - Learning different ways of expressing statistics to help you understand a listening passage

BASIC COMPETENCES
Basic Competence C1 Linguistic communicati ve competence. Page SB page 43 Activity All the activities of the unit use the language as an instrument of communication. Ex. Talk about the most important environmental problems at the moment. Students read and listen to texts including figures, statistics and percentages they need to analyse. The whole unit is devoted to talk about environmental issues, ecological attitudes, renewable energy sources, eco-friendly projects, packaging, recycling, etc. Bachillerato Students Website: www.mac-english.com Recommended web links*. Evaluation Criteria Show interest in learning English

C2 Mathematical competence.

SB pages 43, 45, 49 SB pages 43-52

Be able to use mathematical concepts in English. Express curiosity in learning about Natural and Social Science.

C3 Knowledge of and interaction with the physical world. C4 Competence in information and communicati on technologies

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

36

C5 Social and civil competence.

SB pages 43-52

SB page 45

C6 Cultural and artistic competence. C7 The competence of learning to learn.

SB page 48 SB pages 87, 93

C8 The competence of personal autonomy and initiative.

Exam Trainer

SB pages 53-54 C9 The emotional competence. (Castilla la Mancha) SB page 44

Environmental Education: the importance of protecting the environment using renewable energy sources, recycling, etc. Consumer education: The importance of having a critical attitude towards buying lots of clothes, and being aware of the ecological impact. Education for Peace: understand the important work done by charity organisations such as charity shops. Students read the Across cultures section about Joysxee Island. Students complete the Progress Check and the Exam practice for Unit 4 evaluating their own work. They also learn to use the Reference sections at the end of the book. Initiative to work in pairs or groups. E.g. Using the Exam Trainer practising selfstudy in an autonomous way. They also complete the Grammar Doctor section assessing their knowledge of units 3-4. Students learn to work in groups respecting each other and admitting both their own success and their classmates. Ex. Discussing questions related to renting clothes in the What about you? section.

Be willing to take care of the environment. Be critical towards the consumer society. Be willing to help others.

Show pleasure in learning cultural facts. Show interest in learning how to learn English.

Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities. Enjoy group participation. Show respect for others in the group.

Socio cultural aspects and intercultural awareness


37

Charity shops and second-hand shops in Britain Joysxee Island, an eco-friendly island off the coast of Mexico Show interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

LITERARY EDUCATION
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Reading text: Fast Clothes versus Green Clothes

CROSS-CURRICULAR ITEMS
Science for the contemporary world: the environment Geography: environmental problems Maths: numerical information Language and literature: conventions for writing a formal letter

ATTITUDES AND VALUES


Respect for others Respect for other cultures

MIXED-ABILITY ACTIVITIES
Mixed ability in the Teachers Book Fast finisher activities, pages T44, T46, T47, T48, T51, T52 Extra activities, pages T43, T45, T46, T47, T48, T50, T52 Optional extension activities, pages T43, T45, T47, T48, T51 Teachers Resource Book Reinforcement Grammar standard worksheet, page 9 Vocabulary standard worksheet, page 31 Reading worksheet, page 50 Writing worksheets, pages 5960 Listening worksheet, page 68 Speaking worksheet, page 74 Grammar drills worksheet, page 81 Improve Your Writing: analysing sample answers, pages 8596 Extension

38

Grammar extra worksheet, page 21 Vocabulary extra worksheet, page 41 Exam trainer The Exam trainer provides tips and strategies to help students answer exam tasks.

DIGITAL MATERIAL
Award 2 Digital course Students website with self-study activities Recommended web links* www.charityshops.org.uk/faqs_shop.html http://ecoble.com/2007/11/18/250000-bottles-amazingrecycledmexican-island-paradise/ - http://spiralislanders.info/

EVALUATION 1. EVALUATION RESOURCES


Formative evaluation - Classroom observation to check both individual and global progress Accumulative Resource Book evaluation: Tests in the Teachers

Unit test 4 standard, pages 103104 Unit test 4 extra, pages 128130 Term test 2 standard, pages 111112 Term test 2 extra, pages 140142 Listening, page 156 Speaking, page 163 Self-study and self-examination in the Students Book Grammar Doctor, pages 5354 Grammar reference, pages 105106 Vocabulary reference, page 113 Writing reference, page 120 Speaking reference, page 123 Wordlist, page 131 Progress check, page 87 Exam practice, page 93 For further grammar practice, see Workbook pages, 7273

2. EVALUATION CRITERIA
Understand the general idea of texts about environmental issues, and identify relevant details in oral messages related with them. C1, C3, C5, C8.

39

Express himself/herself with fluency and using the right pronunciation - intonation in conversations about green clothes. C1, C3, C5, C8. Understand the information of written texts related to their interests from different sources, such as texts talking about an eco-friendly island. C1, C3, C5, C6, C8 Write detailed formal texts with different purposes, using the appropriate structures, functions and vocabulary, such as writing a formal letter. C1, C6, C8 Use information and communication technologies, in order to assess and identify their linguistic skills by using the Bachillerato Students Website. C1, C4, C8 Analyze relevant geographical, historical, artistic, literary and social aspects related to the Anglo-Saxon countries by comparing the way they recycle in those countries with their own experience. C1, C3, C5, C6, C8 Show awareness and thoroughly apply the self-evaluation and self-correction mechanisms that enhance the learning autonomy by completing the Progress Check and the Exam practice for Unit 4. C1, C7, C8

40

UNIT 5 Society OBJECTIVES


Understand, memorize and correctly use vocabulary related to social issues; noun suffixes and collocations with do, have and make Identify information from a text on girl gamers Understand and correctly use grammar structures related to reported speech and reporting verbs Identify specific information in a listening passage about a project which helps young unemployed people in London Describing photos Read a posting about girl gamers Read a short text about The Big Issue, a magazine to help the homeless Read an opinion essay about shanty towns Listen to three people talking about social issues Listen to an interview about an organization that helps unemployed young people in London Learn how to use linkers of cause and effect Write an opinion essay in four steps: think, plan, write and check Talk about what they think are the most serious social problems today Talk about video games Prepare to describe a photo in four steps: think, plan, practise and speak Evaluate the progress done till this point by completing the Progress Check and the Exam Practice for Unit 5, so as to participate in the learning process.

CONTENTS Listening
- Listen to three people talking about social issues and answer the questions. - Listen to an interview and choose the best answers. - Listen and complete some sentences with the correct numbers. - Listen and repeat some words paying attention to the // sound. - Listen to a student talking about a photo and complete the sentences.

Speaking
- Discuss the most serious social problems today using the Street Talk section. - Answer to true/false type questions quoting words from a text to support their answers. 41

- Talk about their own habits regarding video games in the What about you? section. - Look at some photos and say why they think people live in shanty towns. - Look at some photos and use the adjectives in a box to describe them. - Describe a photo using the language from the Useful language section.

Reading
- Match some photos to do with the society with the headings in a table. - Translate some words from a reading text into their language. - Skim a text and say what the main idea is. - Read a blog about video games and discrimination on gender and choose the best answers. - Find words in a text to match some synonyms and antonyms. - Read a Exam Strategy note about sentence completion. - Study a table about the reported speech and answer the questions. - Read some sentences in reported speech and choose the correct alternatives. - Read the Grammar bonus about the use of reporting verbs and complete some exercises. - Read some words and note the suffixes in bold. - Match some nouns with suffixes to the sentences given. - Read and discuss the Across cultures section about The Big Issue. - Look at some photos, read a summary and say what they think the listening will be about. - Read the words in a box and say which ones contain the // sound. - Read an essay about the problem of shanty towns and compare the opinions with their answers. - Match some paragraphs with the correct descriptions. - Find some words in a text and say whether they indicate the cause or the effect of something. - Read the sentences and choose the correct linkers of cause and effect. - Find one connector of cause and effect in a description.

Writing
- Classify some words and phrases about society under the correct headings. - Complete some sentences from a text in their own words. - Complete the sentences in reported speech with the correct verbs. - Replace some words from reported sentences with the correct words.

42

- Read a Tip and complete the sentences with the correct pronouns. - Exam focus: Rewrite some sentences in reported speech. - Rewrite a dialogue in reported speech. - Make nouns adding suffixes to the words in a box and complete a table. - Complete some sentences with nouns with suffixes. - Complete a table with collocations with do, have and make in a box. - Complete some sentences with the correct form of do, have or make. - Match some sentence halves with linkers of cause and effect. - Write an essay giving their opinion about the problem of homelessness in our cities. - Complete the Writing checklist.

Language knowledge and use


Linguistic knowledge: Grammar - Reported speech - Reporting verbs Vocabulary Social issues: equal pay, gender discrimination, life expectancy , etc Street Talk: to make ends meet, its a disgrace False friend: balance Noun suffixes: -ion, -ment, -ness, -ity, etc Collocations with do, have and make: do business with, have a good time, make a complaint, etc Pronunciation The sound // Students learn the right pronunciation in English through the Listening activities, and the use of the Audio CDs. Students also practice their pronunciation in English through the Speaking activities.

Learning reflection: - Learning to complete sentences in your own words - Thinking about words you know before you listen to help you understand - Saying youre not sure or giving an opinion rather than saying nothing

BASIC COMPETENCES

43

Basic Competence C1 Linguistic communicati ve competence.

Page SB page 55

Activity All the activities of the unit use the language as an instrument of communication. Ex. Talking about the most serious social problems today.

Evaluation Criteria Show interest in learning English

C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communicati on technologies C5 Social and civil competence.

SB page 57

Students read a text about the use of video games and the genre differences. Bachillerato Students Website: www.mac-english.com Recommended web links*.

Express curiosity in learning facts about Social Science. Feel pleasure in using new technologies in order to revise and extend what they have learnt. Be willing to accept sexual equality in all fields. Be willing to help others. Show pleasure in learning cultural facts.

SB pages 57 SB page 60

C6 Cultural and artistic competence.

SB page 60 SB page 59 SB pages 88, 94

C7 The competence of learning to learn.

Education for Sexual Equality: the importance of not discriminate on gender, even in the field of video games. Moral and Civic Education: understanding the importance of helping homeless people. Students read the Across cultures section about The Big Issue, a homeless people magazine. References to Eton College in the UK. Students complete the Progress Check and the Exam practice for Unit 5 evaluating their own work. They also learn to use the Reference sections at the end of the book.

Show interest in learning how to learn English.

44

C8 The competence of personal autonomy and initiative.

Exam Trainer

Initiative to work in pairs or groups. E.g. Using the Exam Trainer practising selfstudy in an autonomous way. Students learn to work in groups respecting each other and admitting both their own success and their classmates. Ex. Talking about how often they play video games in the What about you? section.

C9 The emotional competence. (Castilla la Mancha)

SB page 56

Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities. Enjoy group participation. Show respect for others in the group.

Socio cultural aspects and intercultural awareness


Social issues Gender and gaming The Big Issue, a magazine to raise money for the homeless Apps for Good, a project to help young unemployed people in London Show interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

LITERARY EDUCATION
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Reading text: Suzies Blog

CROSS-CURRICULAR ITEMS
ICT: video-game design Geography: social issues Language and literature: conventions for writing an opinion essay 45

ATTITUDES AND VALUES


Respect for others Respect for other cultures

MIXED-ABILITY ACTIVITIES
Mixed ability in the Teachers Book Fast finisher activities, pages T55, T56, T58, T59, T60, T62, T63, T64 Extra activities, pages T57, T58, T62 Optional extension activities, pages T55, T63, T64 Teachers Resource Book Reinforcement Grammar standard worksheet, page 10 Vocabulary standard worksheet, page 32 Reading worksheet, page 51 Writing worksheets, pages 6162 Listening worksheet, page 69 Speaking worksheet, page 75 Grammar drills worksheet, page 82 Improve Your Writing: analysing sample answers, pages 8596 Extension Grammar extra worksheet, page 22 Vocabulary extra worksheet, page 42 Exam trainer The Exam trainer provides tips and strategies to help students answer exam tasks.

DIGITAL MATERIAL
Award 2 Digital course Students website with self-study activities Recommended web links* www.adventureclassicgaming.com/index.php/site/interviews/19 8/ www.cssu-bg.org/WomeninCS/roberta_williams.php http://web.mit.edu/invent/iow/williams.html www.bigissue.com http://appsforgood.org/

EVALUATION

46

1. EVALUATION RESOURCES
Formative evaluation - Classroom observation to check both individual and global progress Accumulative Resource Book evaluation: Tests in the Teachers

Unit test 5 standard, pages 105106 Unit test 5 extra, pages 131133 Listening, page 157 Speaking, page 164 Self-study and self-examination in the Students Book Grammar reference, pages 106108 Vocabulary reference, pages 113114 Writing reference, page 119 Speaking reference, page 122 Wordlist, pages 131132 Progress check, page 88 Exam practice, page 94 For further grammar practice, see Workbook pages, 7475

2. EVALUATION CRITERIA
Understand the general idea of texts about social issues, and identify relevant details in oral messages related with them. C1, C3, C5, C8. Express himself/herself with fluency and using the right pronunciation - intonation in conversations about the most serious social problems today. C1, C3, C5, C8. Understand the information of written texts related to their interests from different sources, such as texts talking about girl gamers. C1, C3, C4, C5, C8 Write detailed formal texts with different purposes, using the appropriate structures, functions and vocabulary, such as writing an opinion essay. C1, C5, C6, C8 Use information and communication technologies, in order to assess and identify their linguistic skills by using the Bachillerato Students Website. C1, C4, C8 Analyze relevant geographical, historical, artistic, literary and social aspects related to the Anglo-Saxon countries by comparing social issues in those countries with their own experience. C1, C3, C5, C6, C8 Show awareness and thoroughly apply the self-evaluation and self-correction mechanisms that enhance the learning autonomy by completing the Progress Check and the Exam practice for Unit 5. C1, C7, C8

47

UNIT 6 Music OBJECTIVES


Understand, memorize and correctly use vocabulary related to musical instruments and styles; adverbs and word building Identify information from a text on live concerts in peoples homes Understand and correctly use grammar structures related to the passive, sentences with two objects, have something done, impersonal passive Identify specific information in a listening passage about music therapy Express preferences and opinions Read a short text about El Sistema Read a description of an event Listen to three people talking about music Listen to a radio interview about music therapy and its uses Review linking words Write a description of an event in four steps: think, plan, write and check Talk about music Talk about famous bands or singers they would like to perform in their house and performances they have given Prepare to express preferences and opinions about bands and singers in four steps: think, plan, practise and speak. Foster their learner autonomy by completing the activities of the Grammar Doctor section for Units 5-6. Evaluate the progress done till this point by completing the Progress Check and the Exam Practice for Unit 6, so as to participate in the learning process.

CONTENTS Listening
- Listen to three people talking about music and answer the questions - Listen to a radio programme and choose the best answers. - Listen and repeat some words paying attention to the sounds // and /i/. - Listen and classify some words in a box according to their sound. - Listen and read to two students talking about singers and bands and complete some sentences.

Speaking
48

- Answer questions to do with music using expressions from the Street Talk section. - Answer to a Music quiz. - Look at some photos and say what they think a text will be about. - Answer to true/false type questions quoting words from a text to support their answers. - Talk about performances in the What about you? section. - Look at the photos and the Exam strategy and say what they know about music therapy. - Say what type of music they would recommend for certain activities. - Look at some photos and say who the people are and what they are doing. - Talk about bands and singers, say who they like and give their opinions using the language from the Useful language section.

Reading
- Find four of instruments in some photos and add three more instruments to a list. - Look at some collocations that appear in a text and say them in their language. - Skim a text and check their answer. - Read a text about special performances and answer some questions. - Read the Exam strategy note, find the key sentence in each paragraph and match it with the relevant paraphrases. - Find words in a text to match some meanings. - Study a table about the passive and match sentences with the correct tenses. - Read some passive sentences and say whether the underlined agents are necessary. - Look at the sentences and say when we use have something done. - Read the Grammar bonus section about the use of the impersonal passive and complete some exercises. - Study a table about adverts and say the sentences in their language. - Read the sentences and choose the correct adjective or advert to complete them. - Read and discuss the Across cultures section about the worldwide music education programme El Sistema. - Read an essay and find one good thing and one bad thing about a concert. - Match some paragraphs from a text with the correct descriptions. - Find three adverbs in a paragraph. - Read some sentences and choose the correct linking words.

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- Read the adjectives in a box and say whether they are positive, negative or neutral. - Match some statements with the correct replies.

Writing
- Classify some words to do with music in a box under the correct headings. - Translate some words from a music quiz into their language. - Complete some sentences with the correct passive form of the verbs given. - Transform some sentences into the passive. - Look at some examples and rewrite the sentences in the passive beginning as shown. - Rewrite some sentences using the correct form of have something done - Exam focus: Rewrite sentences in the passive. - Complete a text about Glastonbury with the correct passive form of the verbs given. - Rewrite some sentences using the verbs given and the underlined words as adverbs. - Look at a Careful! box and complete the sentences with hard or hardly. - Make nouns, adjectives and adverbs from the verbs given. - Complete sentences with the correct form of the words given. - Complete a text with the correct linking words and expressions from an essay. - Write about a concert they have been to. - Complete the Writing checklist.

Language knowledge and use


Linguistic knowledge: Grammar The passive Sentences with two objects have something done Impersonal passive Vocabulary Musical instruments: drums, keyboard, trombone, etc Musical styles: beat, catchy, tune, folk, etc Street Talk: to be a big fan of, Im not fussed False friend: success Adverbs: beautifully, nervously, well, etc Word building: attract, attraction, attractive, etc Pronunciation The sounds // and /i/ 50

Students learn the right pronunciation in English through the Listening activities, and the use of the Audio CDs. Students also practice their pronunciation in English through the Speaking activities.

Learning reflection: - Identifying key sentences in a text - Reading the sentences and using your general knowledge to predict probable answers before listening

BASIC COMPETENCES
Basic Competence C1 Linguistic communicati ve competence. C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communicati on technologies C5 Social and civil competence. Page SB page 65 Activity All the activities of the unit use the language as an instrument of communication. Ex. answering to a music quiz. Students read about an organization called Live in the Living that offers private music performances in the UK. Bachillerato Students Website: www.mac-english.com Recommended web links*. Evaluation Criteria Show interest in learning English

SB page 67

Express curiosity in learning facts about Social Science. Feel pleasure in using new technologies in order to revise and extend what they have learnt. Understand the importance of leisure in our lives. Awareness of the need to help others. Be willing to take care of everybodys health

SB pages 65-74 SB page 70 SB page 71

Education for Leisure: the importance of enjoying leisure activities such as listening to music or going to concerts. Moral and civic education: understand the importance of helping poor people with projects such as El Sistema. Education for Health: the importance of music therapy to help people.

51

C6 Cultural and artistic competence.

SB page 70 SB pages 65-74

C7 The competence of learning to learn.

SB pages 89, 95

C8 The competence of personal autonomy and initiative.

Exam Trainer

Students read the Across cultures section about El Sistema, a worldwide music education programme. The whole unit is devoted to talk about the world of music with references to musicians such as Lady Gaga, The Killers, Mist, Sam Isaac, the Glastonbury festival, The Beatles, David Guetta, Rihanna etc. Students complete the Progress Check and the Exam practice for Unit 6 evaluating their own work. They also learn to use the Reference sections at the end of the book. Initiative to work in pairs or groups. E.g. Using the Exam Trainer practising selfstudy in an autonomous way. Students learn to work in groups respecting each other and admitting both their own success and their classmates. Ex. Saying which famous band or singer they would like to do a gig in their house in the What about you? section.

Show pleasure in learning cultural facts.

Show interest in learning how to learn English.

C9 The emotional competence. (Castilla la Mancha)

SB page 66

Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities. Enjoy group participation. Show respect for others in the group.

Socio cultural aspects and intercultural awareness


The trend of having gigs in private homes Venezuelas music education programme, El Sistema Show 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 52

Enjoyment in completing activities

LITERARY EDUCATION
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Reading text: Gigs with a difference

CROSS-CURRICULAR ITEMS
Arts and drama: styles of music Language and literature: conventions description of an event for writing a

ATTITUDES AND VALUES


Respect for others Respect for other cultures

MIXED-ABILITY ACTIVITIES
Mixed ability in the Teachers Book Fast finisher activities, pages T65, T66, T68, T69, T73, T74 Extra activities, pages T67, T68, T70, T72, T73, T74 Optional extension activities, pages T67, T69 Teachers Resource Book Reinforcement Grammar standard worksheet, page 11 Vocabulary standard worksheet, page 33 Reading worksheet, page 52 Writing worksheets, pages 6364 Listening worksheet, page 70 Speaking worksheet, page 76 Grammar drills worksheet, page 83 Improve Your Writing: analysing sample answers, pages 8596 Extension Grammar extra worksheet, page 23 Vocabulary extra worksheet, page 43 Exam trainer The Exam trainer provides tips and strategies to help students answer exam tasks

DIGITAL MATERIAL
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Award 2 Digital course Students website with self-study activities Recommended web links* www.liveintheliving.nl www.mist-music.com www.fesnojiv.gob.ve/en.html www.temple.edu/musictherapy/home/program/faq.htm

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EVALUATION 1. EVALUATION RESOURCES


Formative evaluation - Classroom observation to check both individual and global progress Accumulative Resource Book evaluation: Tests in the Teachers

Unit test 6 standard, pages 107108 Unit test 6 extra, pages 134136 Term test 3 standard, pages 113114 Term test 3 extra, pages 143145 Listening, page 158 Speaking, page 165 Self-study and self-examination in the Students Book Grammar reference, pages 108109 Vocabulary reference, page 114 Writing reference, page 121 Speaking reference, page 123 Wordlist, pages 132133 Progress check, page 89 Exam practice, page 95 For further grammar practice, see Workbook pages 7677

2. EVALUATION CRITERIA
Understand the general idea of texts about music, and identify relevant details in oral messages related with them. C1, C6, C8. Express himself/herself with fluency and using the right pronunciation - intonation in conversations about bands and singers they like. C1, C5, C6, C8. Understand the information of written texts related to their interests from different sources, such as texts talking about bands that perform live in peoples houses. C1, C3, C6, C8 Write detailed formal texts with different purposes, using the appropriate structures, functions and vocabulary, such as writing a description of an event. C1, C5, C6, C8 Use information and communication technologies, in order to assess and identify their linguistic skills by using the Bachillerato Students Website. C1, C4, C8 Analyze relevant geographical, historical, artistic, literary and social aspects related to the Anglo-Saxon countries by comparing music events in those countries with their own experience. C1, C3, C5, C6, C8 Show awareness and thoroughly apply the self-evaluation and self-correction mechanisms that enhance the learning autonomy by completing the Progress Check and the Exam practice for Unit 6. C1, C7, C8

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UNIT R Just the job! OBJECTIVES


Learn and practise words for talking about part-time jobs and revise the main vocabulary features of the course. Read a text about part-time jobs for gist and specific information. Revise the main structures taught in the course. Revise the main vocabulary sets taught in the course

CONTENTS Listening
- Listen to three people talking about jobs and answer the questions

Speaking
- Answer some questions about jobs. - Discuss how they earn money using the vocabulary learnt. - Say what type of person they need to be to do some jobs using the adjectives given. - Answer to true/false type questions quoting words from a text to support their answers. - Answer some questions about a text on part-time jobs in their own words. - Discuss what a part-time jobs they would like to do in the What about you? section.

Reading
- Look at the part-time jobs in a box and say which ones they can see in some photos. - Read a text about part-time jobs, match paragraphs with the correct headings and choose the best answers. - Find words in a text to match some meanings. - Find examples of some structures in a text. - Read a text and choose the correct verb tenses. - Read some famous quotations and choose the correct alternatives. - Review the vocabulary seen in previous units by reading sentences and choosing the correct alternatives. - Read some sentences and choose the correct vocabulary.

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- Read a text about the Save the Turtles Camp and choose the correct alternatives.

Writing
- Complete a mind map with example sentences and tenses studied in previous units. - Complete some sentences with the correct form of the verbs given. - Look at some dialogues and choose the correct verb tenses. - Join some pairs of sentences using relative pronouns, adding commas if necessary and omitting the pronouns where possible. - Rewrite some sentences using the words given. - Rewrite sentences beginning as shown. - Complete some sentences with the vocabulary given. - Complete sentences with the correct form of the words given.

Language knowledge and use


Linguistic knowledge: Grammar - Revision of main structures Vocabulary - Part-time jobs - Revision of main vocabulary features Pronunciation Students learn the right pronunciation in English through the Listening activities, and the use of the Audio CDs. Students also practice their pronunciation in English through the Speaking activities.

Learning reflection: - Finding words in a text - Completing a mind map to revise the grammar. - Rewriting sentences

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BASIC COMPETENCES
Basic Competence C1 Linguistic communicati ve competence. C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communicati on technologies C5 Social and civil competence. C6 Cultural and artistic competence. Page SB page 77 Activity All the activities of the unit use the language as an instrument of communication. Ex. Talking about part-time jobs. Students read a text about part-time jobs Evaluation Criteria Show interest in learning English

SB page 77

Express curiosity in learning facts about Social Science. Feel pleasure in using new technologies in order to revise and extend what they have learnt. Be willing to respect sexual equality in all fields. Show pleasure in learning cultural facts.

Bachillerato Students Website: www.mac-english.com Recommended web links*.

SB pages 75-80 SB page 79 SB page 80

C7 The competence of learning to learn. C8 The competence of personal autonomy and initiative.

Education for Sexual Equality: the importance of understanding that both girls and boys can do any type of job. References to famous quotations from people such as Confucius, Thomas Edison, Gandhi, etc. References to Save the Turtles Camp. Students learn to use the Reference sections at the end of the book. Initiative to work in pairs or groups. E.g. Using the Exam Trainer practising selfstudy in an autonomous way.

Show interest in learning how to learn English. Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities.

Exam Trainer

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C9 The emotional competence. (Castilla la Mancha)

SB page 75

Students learn to work in groups respecting each other and admitting both their own success and their classmates. Ex. Discussing questions related to ways to earn your money.

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

Socio cultural aspects and intercultural awareness


Famous quotations about jobs. Show interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

LITERARY EDUCATION
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Reading text: Just the job

CROSS-CURRICULAR ITEMS
Social Science: References to part-time jobs amongst young people.

ATTITUDES AND VALUES


Respect for others Respect for other cultures

MIXED-ABILITY ACTIVITIES
Mixed ability in the Teachers Book Fast finisher activities, pages T75, T78, T79, T80 Extra activities, pages T78, T80 Optional extension activities, pages T75, T77

DIGITAL MATERIAL
Award 2 Digital course Students website with self-study activities Recommended web links* www.iwise.com/uugFZ www.accesshollywood.com/madonna 60

- www.childtrendsdatabank.org/sites/default/files/120_Youth_Emp loyment.pdf - http://economy.ocregister.com/2011/03/page/3/

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EVALUATION 1. EVALUATION RESOURCES


Formative evaluation - Classroom observation to check both individual and global progress Self-study and self-examination in the Students Book - Grammar reference - Wordlist - For further grammar practice see Workbook, pages 56-59

2. EVALUATION CRITERIA
Understand the general idea of texts about part-time jobs, and identify relevant details in oral messages related with them. C1, C3, C5, C8. Express himself/herself with fluency and using the right pronunciation - intonation in conversations about jobs and money. C1, C3, C5, C8. Understand the information of written texts related to their interests from different sources, such as texts talking about summer jobs. C1, C3, C5, C8 Use information and communication technologies, in order to assess and identify their linguistic skills by using the Bachillerato Students Website. C1, C4, C8 Analyze relevant geographical, historical, artistic, literary and social aspects related to the Anglo-Saxon countries by comparing part-time jobs in those countries with their own experience. C1, C3, C5, C8

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