Programación English Alive 3 - 4 ESO English

ENGLISH ALIVE 3-4
AREA OF FOREIGN LANGUAGES
ENGLISH
SECOND CYCLE
COMPULSORY SECONDARY EDUCATION

TABLE OF CONTENTS
DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT...........................3

THEORETICAL JUSTIFICATION FOR THE PROJECT...........................................................................9
OBJECTIVES..............................................................................................................................................11
CONTENTS................................................................................................................................................14
ASSESSMENT CRITERIA........................................................................................................................15
KEY COMPETENCES...............................................................................................................................18
ATTENTION TO DIVERSITY...................................................................................................................32
PROGRAMME OF UNITS: 3RD YEAR - COMPULSORY SECONDARY EDUCATION...................34
PROGRAMME OF UNITS: 4TH YEAR - COMPULSORY SECONDARY EDUCATION.................125
CLASSROOM PROGRAMME –ENGLISH ALIVE 3: YEAR 2010/2011*...........................................208
CLASSROOM PROGRAMME –OXFORD ENGLISH ALIVE 4: YEAR 2010/2011*....................241
Oxford University Press – English Alive! 3-4 2

DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT
2nd cycle ESO

School
Address
Town Province Post Code
I. TEACHERS IN THE FOREIGN LANGUAGE DEPARTMENT
1
2
3
4
5
II. DISTRIBUTION OF PUPILS
Level Number of pupils Number of groups
III. STUDENT CHARACTERISTICS

(The department should describe the profile of the students using the following areas as a guide :)
– General characteristics
– Characteristics of different groups
– Characteristics of one particular group
(Give details of basic objectives for dealing with these groups, prioritising the groups’ needs and
outlining strategies to be used and their timing.)
IV. PROFILE OF SCHOOL
(Omit those which are not relevant)

Social level High Medium Low Mixed

Geographical City Centre Suburb Small town Rural
area
Nº of students with
Special needs:
Observations:
V. Learning characteristics of the different groups

(Omit those which are not relevant)
General
Group A
 Pupils like learning through play.
 Pupils show a lot of/little creativity and imagination.
 The curiosity of pupils is easily/not easily engaged.
 Pupils like/don’t like expressing their emotions.
 Pupils are capable/incapable of organising and analysing their own learning.
 Pupils are/are not conscious of the advantages of group work in class.
 Pupils express themselves coherently/incoherently and correctly/incorrectly in their
own language.
 Pupils need/don’t need to understand all the words in a text to understand it.
 Pupils like/don’t like reading at home.
 Others.
Group B
own language.
 Others.

Group C
own language.
 Others.
Group D
own language.
 Others.
VI. PRIORITISATION OF NEEDS

(To be completed by teachers)
General needs
Specific needs of different groups
Group A
Group B

Group C
Group D
Specific individual needs
Group A Pupil
Group B Pupil
Group C Pupil
Group D Pupil
VII. STRATEGIES
(To be completed by teachers)
a) With pupils
b) With teachers
c) With parents and tutors
VIII. CRITERIA FOR GROUPING PUPILS

(omit those which are not relevant)
Human resources
Support teachers
Psychologist
Criteria
Alphabetical order
Flexible grouping (specify what type and give reasons)
Small support groups within/outside the mainstream class
Pupils with special sensory needs in different groups/classes
IX. ORGANISATION OF SPACE AND TIME
Material resources available in the school


 Video - DVD
 TV
 Radio cassette/ CD player
 Video camera
 Computers
 Pizarra Digital Interactiva
 Internet connection (WiFi, others…)
(Note here any observations about how, when and why these resources are used for
English classes.)
Spaces available in the school

 Multi-use areas
 Language laboratory
 Computer room
 playground
 Gymnasium
 Theatre
 Library
Criteria for use of common spaces

(Note here any observations about when, how and why these spaces are used for English
classes.)
Distribution of classroom space

 Pupils’ desks arranged in rows

 Pupils’ desks arranged in “U”
 Specific corners: Class library, transversal topics, games, crafts, etc.
 Others
X. OUTINGS AND OTHER ACTIVITIES COMMON TO THE WHOLE SCHOOL AND TO

OTHER GROUPS

(Note here any educational or other outings planned.)
Group/s Teachers Term/ Outing and Observations

Dates activity
descriptions
XI. CLASS TIMETABLES
Teacher’s name and position:
TIME Monday Tuesday Wed. Thursday Friday

THEORETICAL JUSTIFICATION FOR THE PROJECT
The demands and needs of 21st-century society have brought changes to the school
environment, preparing pupils to live in an ever more international, multicultural,
multilingual and technologically more advanced world. As a member of the European
Union, our country is committed to the promotion of the knowledge of other community
languages as is reflected in one of the objectives of the Lisbon Strategy. Meanwhile, the
Council of Europe in the European Common Reference Framework for the learning of
foreign languages establishes directives for both the learning of languages as well as for
the assessment of competence in different languages. These guidelines have been a key
reference in the elaboration of the curriculum.
The Royal Decree of Minimum Education states that Secondary Education will help
develop in students the skills that will enable them to:
a) Assume responsibility for their duties, know and exercise their rights with respect to
others, evidence tolerance, cooperation and solidarity towards other individuals and
groups, engage in dialogue cementing human rights as common values within a plural
society and prepare themselves for the exercise of democratic citizenship.
b) Develop and consolidate habits of discipline, study and individual and team work as
prerequisites for the efficient completion of learning tasks and as means of personal
development.
c) Value and respect the differences between the sexes and equal rights and
opportunities for both. Reject stereotypes which encourage discrimination between men
and women.
d) Reinforce their emotional capacity in every aspect of their personality and in their
relationships with others, and reject violence, any kind of prejudice or sexist behaviour,
and resolve conflicts peacefully.
e) Develop basic skills in the use of sources of information in order to employ their
discrimination and acquire new knowledge. Acquire a basic preparation in the field of
technology, particularly in information and communication.

f) Consider scientific knowledge as an integrated skill, organised into different disciplines,
and know and apply methods to identify problems in diverse fields of knowledge and
experience.
g) Develop an entrepreneurial spirit and self-confidence, participation, critical sense,

personal initiative and the capacity to learn to learn, plan, take decisions and assume
responsibility
.
h) Understand and correctly express, orally and in writing, in Spanish and, when it exists,
the co-official language of their Autonomous Community, complex texts and messages,
and initiate the process of learning, reading and studying literature.
i) Understand and express themselves in one or two foreign languages in an appropriate

manner.
j) Know, value and respect the basic features of their own culture and history and those of
others, as well as cultural and artistic heritage.
k) Know and accept the functioning of their own bodies and those of others, respect
differences, consolidate habits of health and hygiene and engage in physical exercise
and sport to assist personal and social development. Know and value the human
dimension of sexuality in all its diversity. Critically assess social habits related to health,
consumption, the care of animals and the environment, contributing to their conservation
and improvement.
l) Appreciate artistic creation and understand the language of different art forms,
employing diverse methods of expression and representation.
OBJECTIVES
Objectives of the area of foreign language and their integration within our project
The objective of the subject in the phase of Compulsory Secondary Education is the
learning of discursive skills which may be necessary in different fields. On completing
Primary Education, students should be able to use the target language to express
themselves and interact orally and in writing in simple and everyday situations. In
Compulsory Secondary Education the process of learning the target language continues,

the objective at the end of this phase being the consolidation of productive skills and the
capacity to communicate and be understood in a variety of situations, such as offering
and requesting personal opinions in an informal debate, expressing one’s ideas in an
understandable form, employing a wide and simple vocabulary to explain what one
wants, understanding the main points in texts in standard language, albeit with obvious
pauses for a degree of grammatical and lexical planning. In short, on completing this
stage, they should be able to tackle in a flexible manner everyday oral and written
communication problems, such as participating in normal conversations, making
complaints, describing experiences or plans, explaining something or requesting
clarification. In conclusion, this phase should constitute a solid foundation in order to
continue, with gradually greater autonomy, the learning process of a complete lifetime.
On the other hand, the learning of a foreign language transcends the limits of linguistic
learning, and goes beyond learning the language to using it in communication contexts.
Its knowledge contributes to the preparation of pupils in an integral sense in that it
encourages respect for, interest in and communication with speakers of other languages
develops intercultural awareness and is a vehicle for understanding global issues and
problems and for the acquirement of different learning strategies. The process of teaching
and learning a foreign language in this phase of education involves an evident reference
to attitude, in that it contributes to the development of positive and receptive attitudes
towards other languages and cultures and, at the same time, to better understanding and
appreciation of one’s own language or languages.
The aim, as far as is possible, is to globalise experiences without forgetting the specific
stage of learning in which pupils find themselves.
The editorial project is intended for the first cycle of Compulsory Secondary Education in
the area of foreign languages (English). Its goal is the development of pupils’
communicative skills, ensuring that they assimilate the grammatical rules of English and
acquire the basic vocabulary necessary in order to communicate. This general principle is
broken down into the following specific objectives:
 Provide Secondary students with a useful and necessary vocabulary in order to

be able to communicate in English.. To achieve this, each unit presents, practises
and recycles vocabulary related to a particular topic.
 Explain typically English expressions via dialogues between pupils of the same
age as the students

 Help pupils to understand English grammar and use the language correctly, by
means of clear explanations and gradual practice progressing from simple to other
more complex concepts
 Exhibit to students aspects of British culture and encourage comparison with

their own culture via specific culture sections
 Enable students to focus on the everyday life and customs of British teenagers,
observing how they behave in different contexts illustrated both in the Student’s Book
and in the DVDs included in the course.
 Give expression to the real world beyond the classroom with the help of texts and
informative sections, within the units
 Provide students with tools to express themselves, both orally and in writing,
with regard to topics which they find interesting and motivating. They are offered
not only the necessary practice, but also help in preparing both oral and written texts.
 Give students the opportunity to recycle and revise the vocabulary and
structures they are learning in the revision sections
 Enable students to assess their own progress using the different self-assessment
exercises in all the units.
 Make it possible for students to become better and more independent language
students. They are encouraged to use the reference sections (grammar section,
vocabulary lists), and the multimedia components to practise at home.
 Help Secondary students to enjoy English classes thanks to highly motivating

material: real songs, exercises including games, word searches, crosswords etc. And
multimedia material incorporating various games.
Thanks to the balance struck between the demands of the course and the assistance
provided, all pupils will have the opportunity to develop their capacities to the full
The objective of teaching the foreign language during this phase will be the development
of the following abilities:
1. Read and understand general and specific information in oral texts in various
communicative situations, adopting a respectful and cooperative attitude.
2. Express oneself and interacting orally in typical communication situations in an
understandable and appropriate manner, with a certain degree of autonomy.

3. Read and understand diverse texts of a level appropriate to pupils’ abilities and
interests in order to extract specific and general information, and use reading as a
source of pleasure and personal enhancement.
4. Write simple texts with diverse purposes about different topics using appropriate
resources of cohesion and coherence.
5. Use correctly the basic phonetic, lexical, structural and functional components of the
target language in real communication contexts.
6. Develop autonomy in learning, reflect upon learning processes, and transfer to the
target language knowledge and communication strategies acquired in other
languages.
7. Use learning strategies and all the means at their disposal, including information and
communication technology, to obtain, select and present information orally and in
writing.
8. Value the target language as a means of accessing information and as a tool for
learning diverse contents.
9. Value the target language and languages in general as a means of communication
and understanding between people of diverse origins, languages and cultures,
avoiding any kind of discrimination or linguistic and cultural stereotypes.
10. Show a receptive and self confident attitude in one’s ability to learn and use the target
language
CONTENTS
The contents have been grouped in blocks to sort the elements of analysis of a complex
reality, in relation to four key competences with specific characteristics and needs in
terms of the teaching and learning process: oral language; written language; the
constituents of the linguistic system, their functioning and relationships, and the social
and cultural dimension of the foreign language.
Although oral and written language are two different manifestations of the same capacity,
each requires different skills and knowledge and is therefore dealt with separately.
Block 1- Listening, speaking and conversing

The language model provided by the school is the first source of knowledge and learning
of the language. Discourse employed in the classroom is at the same time both vehicle
for and object of learning, so the curriculum focuses on both the knowledge of linguistic
elements and the ability to use them to perform communicative tasks..

.In addition, the linguistic model provided should come from a certain number of
speakers, to reflect the variety of speech, habitual expressions, phonetic and prosodic
nuances typical of different real communicative situations, Hence the presence in the
Curriculum in our project of the use of conventional audiovisual material and information
and communication technology.
Block 2- Reading and writing

The aim of this section is discursive competence in writing. In the target language written
texts are also a model for textual composition and practice and acquirement of linguistic
elements. The progressive use of written language will depend on the level of knowledge
of the code, which is directly related to the degree of security which the said text offers in
the graphic representation of the sounds of the language. To overcome this lack of
security, the Curriculum and our Project include strategies and resources such as the use
of dictionaries and other conventional or digital means of consultation for the
comprehension and composition of all kinds of texts.
Block 3– Knowledge of the language

Contact with the target language and its use enable those learning it to elaborate an
elementary conceptual regarding its functioning. The starting point will be practical
situations which encourage the acquisition of rules regarding the workings of the
language, in order that students may establish which elements of the foreign language
function in a similar way to their own tongue, gaining confidence in their ability to use the
second language.
This block is divided into linguistic knowledge and reflection upon learning...
Block 4- Socio-cultural features and intercultural awareness

The contents of this block help the students learn customs, forms of social relationships,
and specific features of countries that speak the target language; in other words, lifestyles
different from their own. This knowledge will promote respect and interest in the
knowledge of different social and cultural realities and facilitate intercultural
communication.
ASSESSMENT CRITERIA
The Royal Decree of Minimum Education establishes the following assessment criteria for
the second cycle of Secondary Education in the area of foreign language:

3rd year
1. Understand general and specific information, the main idea and some relevant
details of oral texts about specific and familiar topics and of simple messages
clearly delivered via audiovisual means
This criterion aims to measure the ability to follow instructions, understand warnings,
dialogues or brief explanations face-to-face related to familiar themes like leisure and free
time, preferences, personal experiences, classroom organisation and those involving
identifying the speaker’s intentions. It also seeks to measure the ability to understand the
general and specific meaning of oral texts delivered via the media with standard
pronunciation.
2. Participate in brief conversations and simulations, related to normal situations

or personal interest and with different communicative purposes, using conventions
of conversation and strategies necessary to resolve difficulties during interaction.
This criterion evaluates the ability to engage in conversation using strategies required to
understand and be understood in order to express likes, needs, feelings, give and receive
information, give opinions and relate experiences. The conversations will be conducted
with classmates or native speakers accustomed to speaking with foreign students.
The communicative exchanges may include certain errors which do not impede
communication.
3. Understand the overall meaning and relevant details of original and adapted
written texts, of varying length differentiating between facts and opinions and
identifying when appropriate the author’s intentions.
This criterion assesses the ability to understand different kinds of written texts (stories,
descriptions, opinions) of general interest, or related to other subjects on the curriculum,
applying familiar reading strategies and other new ones such as the identification of
theme via textual or para-textual elements.
This criterion also assesses the ability to read in an autonomous fashion books, news,
instructions, explanations, etc., of a certain length, in different formats and with differing
purposes: obtain or communicate information to complete a specific task, learn contents
of other subjects and read for pleasure or entertainment.
4. Write diverse supervised texts in different formats, using appropriate structures,
simple connectors and vocabulary, paying attention to form and obeying basic
rules of spelling and punctuation so the reader understands them and they are
reasonably correct.
This criterion assesses the ability to communicate in writing, to prepare and revise drafts
and to choose the correct register. The texts will reflect a simple syntax at least and be
readily understandable, with a limited but appropriate vocabulary, and correct spelling and
punctuation. These will reflect the most usual communication needs and different
communicative intentions. In the writing, clean and tidy presentation will also be
assessed, and skill in the use of IT to prepare and prepare texts.
5. Use the knowledge acquired regarding the linguistic system of the target
language, in different communication contexts, as a tool for learning and
correcting one’s own oral and written output and to understand that of others.
This criterion assesses their ability to apply their knowledge of the linguistic system and
reflect upon the need for formal correction which makes it possible to understand their
work and that of others.
6. Identify, use and explain orally certain basic strategies used to progress in
learning.

This criterion aims to assess whether strategies are being employed which assist the
learning process: such as the ability to evaluate their progress, reflection upon their own
learning, the use of different methods of storing, memorising and revising vocabulary; the
correct use of dictionaries to identify correct meaning in context; the use of
bibliographical, IT and digital resources to obtain information, extend or revise aspects
covered in the classroom, participation in the evaluation of their own learning, and the use
of certain methods of self-correction.
7. Use IT and communication technology with increasing autonomy to find

information, produce texts using models, send and receive e-mails, and to
establish oral and written relationship, showing interest in their use.
This criterion assesses the ability to use information and communication technology as a
tool for information and learning, in typical classroom activities and to establish personal
relationships. The communications established will relate to previously studied and
familiar topics and will be based upon models. There will also be evaluation of the attitude
towards the target language, attempts to use it and the appreciation of linguistic diversity
as an enriching element
.
8. Identify the most relevant cultural features of the countries where the target
language is spoken, highlight the most significant characteristics of those
customs, rules, attitudes and values of the society whose language is being
studied, and value positively cultural patterns different to their own .
This criterion assesses whether pupils are able to identify in oral or written texts certain
significant features and characteristics of the general culture of the countries where the
target language is spoken, whether they can describe them clearly and simply and show
respect towards the values and behaviour of other societies , thus avoiding certain
stereotypes
4th year
1. Understand general and specific information, the main idea and most relevant
details of oral texts emitted in interpersonal communication situations or via
audiovisual media, about topics which do not require specialist knowledge.
This criterion assesses the ability to understand messages emitted face-to-face related to
material needs and social relationships, physical sensations and feelings or opinions.
This criterion also seeks to measure the ability to understand chats, news and
presentations broadcast by the media in a clear, brief and organised manner.
2. Participate in conversations and simulations using appropriate strategies to

initiate, maintain and conclude communication, producing understandable
discourse and adapting to the characteristics of the situation and communicative
intention.
This criterion assesses the ability to participate in conversations with diverse
communicative purposes (establishing relationships, explaining, narrating and arguing,
describing and giving instructions), using strategies and resources which ensure
communication with classmates or native speakers. The communicative exchanges will
contain elements of coordination and basic subordination which may include errors that
do not impede communication
3. Understand general and specific information from diverse original and adapted
texts, of varying length, identifying data, opinions, arguments, implicit information
and the author’s communicative intention.

This criterion assesses the ability to understand the commonest and most useful texts in
written communication, or literary and other texts reflecting the culture and society of the
countries where the target language is spoken and studied, applying the strategies
acquired and advancing in new ones such as direct inference. This criterion assesses the
ability to
Read with autonomy longer texts in order to consult or find information about diverse
contents, to learn, for pleasure or curiosity making correct use of dictionaries and other
sources of information on paper or in digital format
4. Write with a degree of autonomy diverse texts with a logical structure, using
basic conventions appropriate to each genre, vocabulary appropriate to the
context and the necessary elements of cohesion and coherence, in a manner which
the reader can easily understand.
This assesses the ability to communicate in writing and in an ordered fashion, initiating
the production of free texts (warnings, correspondence, instructions, descriptions,
accounts of experience, news), with an appropriate logical structure and paying special
attention to planning the writing process. All writing, on paper or in digital format, will
involve the assessment of progressive use of basic conventions appropriate to each
genre and also clear and tidy presentation.
5. Use the knowledge acquired regarding the linguistic system of the target
language, in different communication contexts, as a tool for learning and
correcting one’s own oral and written output and to understand that of others.
This criterion assesses their ability to apply their knowledge of the linguistic system and
reflect upon the need for formal correction which makes it possible to understand their
work and that of others
6. Identify, use and explain learning strategies employed, give examples of other
posible ones and decide on the most suitable for the learning goal in question.
This criterion aims to assess whether strategies are being employed which assist the
learning process: Such as the ability to evaluate their progress, reflection upon their own
learning, the use of different methods of storing, memorising and revising vocabulary; the
correct use of dictionaries to identify correct meaning in context; the use of
bibliographical, IT and digital resources to obtain information, extend or revise aspects
covered in the classroom, participation in the evaluation of their own learning, and the use
of certain methods of self-correction.
7. Use IT and communication technology con certain autonomy to find information,

produce texts using models, send and receive e-mails and to establish oral and
written relationships, showing interest in their use.
This criterion assesses the ability to use information and communication technology as a
tool for information and learning, in typical classroom activities and to establish personal
relationships. The communications established will relate to previously studied and
familiar topics and will be based upon models. There will also be evaluation of the attitude
towards the target language, attempts to use it and the appreciation of linguistic diversity
as an enriching element
.
8. Identify and describe the most relevant cultural features of the countries where
the target language is spoken and establish relationships between the most
significant characteristics of the customs, uses, attitudes and values of the society
whose language is being studied and those of their own, and respect for them.

This criterion seeks to ascertain whether students know certain significant aspects and
characteristics of the general culture of the countries where the target language is spoke ,
and can establish similarities and difference between some of these and their own and
appreciate and respect cultural patterns different to their own.
KEY COMPETENCES
In the Ley Orgánica de Education (LOE) definition of the curriculum, we find both the
traditional components (objectives, contents, teaching methods and assessment criteria)
as well as key competences. This is one of the guiding elements of the curriculum as a
whole and, consequently, a guide in the processes of teaching and learning. In second
grade of secondary school pupils have to participate in the so-called diagnostic
assessment, in which they have to demonstrate the acquirement of certain skills. This
assessment does not have academic consequences for students, but the fact that the
results help guide centres to take decisions regarding students’ learning gives us some
idea as to how educational processes are conditioned by this element in the sense of
being much more functional. In forth grade of secondary school the decision as to
whether pupils are promoted to the subsequent stage is partly based on whether or not
they have acquired the key competences, as a result of which they become a reference
for student assessment.
As opposed to an educational model focused upon the acquirement of more or less

theoretical knowledge, often unrelated, an educational process based upon the
acquirement of skills emphasises, above all, the acquirement of some vital know-how,
practical and integrated, know-how which students will have to demonstrate (this is rather
more than functional training). In brief, a skill is the putting into practice and
demonstration of the capacity to integrate knowledge, abilities and attitudes to resolve
problems and situations in different contexts. In a very graphic and succinct manner,
there is a definition of the putting into practice of acquired knowledge, knowledge in
action, in other words, mobilising knowledge and skills in a specific situation (real and
different from the one in which these were learned), activating existing resources or
knowledge (although one thinks they are absent because they have been forgotten).
There is one aspect which should be highlighted, regarding what might be called the
combined character of the skill: the pupil, via what he knows, must demonstrate what he
can apply, but also what he can be. In this way we see how a skill integrates the different

contents which are worked on in the classroom (concepts, procedures and attitudes), an
example of integral training of the pupil. To summarise, we are acknowledging that the
academic institution will not only prepare students in the knowledge of technical and
scientific know-how, but also as citizens, so they should evince a series of civic and
intellectual attitudes which imply respect towards others, being responsible, team-work...
Another aspect is also important: acquiring competences allows one to tackle the
constant renewal of knowledge which occurs in any area of learning. The student’s
academic training takes place in school over a limited number of years, but the need for
personal and/or professional preparation never ends, so that a competence in the use,
for example, of information and communication technology, will enable access to this tool
to obtain the information necessary at any given moment (obviously, after analysing its
quality). If we also bear in mind that it is often impossible to consider in depth all the
contents of the curriculum, it is clear that the student must acquire this competence, that
of learning to learn.
In our educational system, the key competences regarded as those which students
should possess when they finish their obligatory education in order to deal with the
demands of their personal and working lives are as follows:
 Competence in linguistic communication

 Mathematical competence.
 Competence in knowledge of and interaction with the physical world.
 Data processing and digital competence.
 Social and civic competence.
 Cultural and artistic competence.
 Learning-to-learn.
 Autonomy and personal initiative.
But, what do we understand by each of these competences? In essence, and

concentrating on the most important aspect of the school curriculum, each of them
contributes the following to the student’s personal and intellectual preparation:
 COMPETENCE IN LINGUISTIC COMMUNICATION

This competence involves using the language as a spoken and written
communication tool, and as a means of learning and self regulation of thought,
emotions and behaviour. It contributes to the creation of a positive self-image and

encourages constructive relationships with others and with the environment. Learning
to communicate meaning establishing links with other people and cultures. It is
fundamental in resolving conflict and for peaceful coexistence. Acquiring this
competence involves a command of oral and written language in a variety of contexts
and the functional use of at least one foreign language.
 MATHEMATICAL COMPETENCE
This competence consists, above all, of the ability to use numbers and basic
mathematical operations, symbols and mathematical reasoning to produce and
express information. Students learn about quantitative and spatial features and
resolve everyday problems. The acquisition of this competence means applying skills
and attitudes which allow for mathematical reasoning, understanding of mathematical
arguments, and the ability to express oneself and communicate in mathematical
language integrating mathematical concepts with other types of knowledge.
 COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE

PHYSICAL WORLD
This involves the ability to interact with the physical world in its natural state and see
how it has been affected by human intervention. It helps to understand events and the
consequences of different activities designed to improve and preserve conditions for
life, of other people, and other living things. This competence implies the acquisition
of scientific rational thought which enables the student to interpret information and
make decisions with autonomy and personal initiative, and to use ethical values in
personal and social decisions.
 DATA PROCESSING AND DIGITAL COMPETENCE

Searching, finding, and processing skills are developed in this competence, as are the
communication of information and its transformation into knowledge. Aspects such as
the access to, and selection of information are included, and the transmission of this
information in different formats. Students learn to use ITC as an essential media for
information and communication. The acquisition of this competence involves use of
technology to solve problems efficiently and having a critical attitude towards the
information available.
 SOCIAL AND CIVIC COMPETENCE

This competence involves understanding the social reality of the world in which we
live and being a democratic citizen in the today’s plural society. It incorporates
individual behaviour patterns that allow us to function and coexist in society, have
contact with others, cooperate, assume commitments and deal with conflict.
Acquiring this competence means knowing how put oneself in the place of others,
accept differences, be tolerant and respect their values, beliefs, cultures and the
culture and personal history. To summarise, it implies an understanding of the social
reality we live in, the ability to deal with conflict applying ethical values and
understanding of the rights and obligations we have as citizens, showing solidarity
and responsibility.
 CULTURAL AND ARTISTIC COMPETENCE

This competence involves learning about, appreciating, understanding and evaluating
a variety of cultural and artistic statements, and treating them as a source of pleasure
and personal enrichment and as part of the cultural patrimony of different societies.
Appreciation and enjoyment of art and other cultural statements and an open and
receptive attitude to the variety of art forms lead to the conservation of a common
cultural legacy and encourages the student’s own creative capacity.
 LEARNING-TO-LEARN
This competence involves on the one hand starting the learning process, and on the
other hand being capable of continuing the process in an autonomous fashion. It
implies the acceptance of a variety of possible answers to the same problem, and
motivation to search for these answers using different means. To sum up, it implies an
organisation of the student’s own capacity to efficiently manage resources and
intellectual processes.
 AUTONOMY AND PERSONAL INITIATIVE

This competence refers to the ability to decide using one’s own criteria and to
successfully take the necessary initiatives to develop and take responsibility for the
chosen option, both at a personal and social level and in the workplace or school.
The acquisition of this competence implies creativity, innovation, responsibility and a
critical approach to the development of individual or group projects.
How is each key competence attained by using this material?

We are going to explain in brief the most relevant aspects of our project, subject to the
demands of daily teaching practice at any given time.:
In essence and reflecting the most significant elements of the school currículum, each
competence contributes the following to the student’s personal and intellectual
preparation:
A. KEY COMPETENCES DIRECTLY RELATED TO THE LEARNING OF THE

FOREIGN LANGUAGE
 COMPETENCE IN LINGUISTIC COMMUNICATION

This competence involves using the language as a spoken and written communication
tool, and as a means of learning and self regulation of thought, emotions and behaviour. It
contributes to the creation of a positive self-image and encourages constructive
relationships with others and with the environment. Learning to communicate meaning
establishing links with other people and cultures. It is fundamental in resolving conflict
and for peaceful coexistence. Acquiring this competence involves a command of oral and
written language in a variety of contexts and the functional use of at least one foreign
language.
Foreign language learning contributes directly to the development of this competence,

completing, enriching and adding new aspects of comprehension and expression to the
general communicative competence of the student. All textbooks published by Oxford
University Press offer a wide range of activities which encourage authentic
communication in the classroom, with a systematic development of written and oral skills
and opportunities for personalisation
The Grammar Consolidation sections provide controlled oral dialogues. The Practical
English sections offer oral as well as written functional language. With many of the
activities in Activate your English, the students can communicate orally in pairs in a
personalized way. The writing sections make guided tasks easier so that the students
can convert a written text into e-mails format, letters, descriptions, etc. For example:
English Alive! SB 3 p.22, 23, 27, 75.
 DATA PROCESSING AND DIGITAL COMPETENCE

Searching, finding, and processing skills are developed in this competence, as are the
communication of information and it’s transformation into knowledge. Aspects such as the
access to, and selection of information are included, and the transmission of this
information in different formats. Students learn to use ITC as an essential medium for
information and communication. The acquisition of this competence involves use of
technology to solve problems efficiently and having a critical attitude towards the
information available.
Information and communication technology offers the possibility to comunícate in

real time with any part of the world, as well as simple and immediate access to a
constant flow of information which increases every day. Knowledge of a foreign
language offers the possibility to communicate using new technology real,
functional contexts for communication.. This competence consists of having the
ability to obtain, process and communícate information and turn it into knowledge.
The English Alive series has its own web page (www.oup.com/elt/englishalive) where the
interactive games give the opportunity to process informations and consolidate
knowledges. With the links to other web pages they can carry out activities in a real time.
Each student is provided with a Multi-ROM where the language can be practiced in an
interactive way with games, dialogues, interactive video clips.
 SOCIAL AND CIVIC COMPETENCE

This competence involves understanding the social reality of the world in which we live
and being a democratic citizen in today’s plural society. It incorporates individual
behaviour patterns that allow us to function and coexist in society, have contact with
others, cooperate, assume commitments and deal with conflict. Acquiring this
competence means knowing how put oneself in the place of others, accept differences,
be tolerant and respect their values, beliefs, culture and personal history. To summarise, it
implies an understanding of the social reality we live in, the ability to deal with conflict
applying ethical values and understanding of the rights and obligations we have as
citizens, showing solidarity and responsibility.
Languages are used for social communication, but also as a vehicle for cultural
communication and transmission. Learning a foreign language involves an understanding
of cultural features and information related to the communities which speak the language.
This favours an understanding of the society we live in through respect and acceptance of

different cultures. Tolerance and integration are developed and an appreciation of
features of, and differences in, cultural identity.
Throughout the term the texts provide different subjects of cultural interest. Every two units in the
sections Culture, the students can learn different aspects of English spoken countries and
compare them whit their own (section Comparing Cultures). The English Alive! DVD contains
documentals and dialogues about the life of British young people.
For example: English Alive! SB 3 p.46, and DVD level 3 with notes (Video Teaching Notes) in the
Teacher’s Resource Book.
 CULTURAL AND ARTISTIC COMPETENCE

This competence involves learning about, appreciating, understanding and evaluating a
variety of cultural and artistic statements, and treating them as a source of pleasure and
personal enrichment and as part of the cultural patrimony of different societies.
Appreciation and enjoyment of art and other cultural statements and an open and
receptive attitude to the variety of art forms lead to the conservation of a common cultural
legacy and encourages the student’s own creative capacity.
Learning a foreign language helps to develop this competence if the linguistic models
contain, even in the limited way possible at this level, cultural information. This
competence, then, encourages expression and communication in order to perceive and
understand different realities and products of the artistic and cultural world.
Artistic competence involves a basic understanding of techniques, resources and

conventions related to the different artistic idioms, music, literature, visual and stage arts
or different aspects of so-called popular culture.
During the term there is a variety of subjects including oral or written texts about music,
cinema, works of art, etc. All this contributes to the cultural and artistic enrichment of the
student. There is a lesson (song) every two units that deals with music together with
biographies, lyrics of songs, etc. For example, English Alive SB 3 p. 17,37, etc. At the
end of the SB the additional lessons, Curriculum Extra, provide texts about literature,
publicity, etc. (SB3 p.100)
 LEARNING-TO-LEARN
This competence involves on the one hand starting the learning process, and on the other
hand being capable of continuing the process in an autonomous fashion. It implies the

acceptance of a variety of possible answers to the same problem, and motivation to
search for these answers using different means. To sum up, it implies an organisation of
the student’s own capacity to efficiently manage resources and intellectual processes.
Learning a foreign language is far more effective if it includes contents directly

related to reflection upon one’s own learning, so that each child identifies how to
learn better and which strategies to use to improve.
This involves the awareness of those capacities which form a part of learning,
such as attention, concentration, memory, comprehension, linguistic expression
and motivation, for example.
Each unit of English Alive focuses on a strategy for the learning of skills in the section
Skill Focus. For example English Alive! SB 3 p.14. In each level of the Teacher’s Guide
there is Portfolio photocopiable material (self-testing), European Portfolio style of
languages, connected with every SB unit, where the student can think about his own
learning strategies. (TG p.xvi-xxii)
B. KEY COMPETENCES NOT DIRECTLY RELATED TO FOREIGN LANGUAGE

LEARNING
 MATHEMATICAL COMPETENCE
This competence consists, above all, of the ability to use numbers and basic
mathematical operations, symbols and mathematical reasoning to produce and express
information. Students learn about quantitative and spatial features and resolve everyday
problems. The acquisition of this competence means applying skills and attitudes which
allow for mathematical reasoning, understanding of mathematical arguments, and the
ability to express oneself and communicate in mathematical language integrating
mathematical concepts with other types of knowledge.
Using numbers and basic operations,symbols and forms of expression and mathematical
reasoning to produce and interpret information, to know more about quantitative and
spatial aspects of reality and to resolve problems related to daily life. Part of mathematical
competence is the ability to interpret and express with clarity and precision information,
data and arguments.

Many of the units contain information for the students to analyse and reach their own
conclusions and use this information in a suitable way for the required task. For example,
analyse information in the Reading sections and give details/opinions in the Writing tasks.
For example Practical English SB3 p.27.
 COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE

PHYSICAL WORLD
This involves the ability to interact with the physical world in it’s natural state and see how
it has been affected by human intervention. It helps to understand events and the
consequences of different activities designed to improve and preserve conditions for life,
of other people, and other living things. This competence implies the acquisition of
scientific rational thought which enables the student to interpret information and make
decisions with autonomy and personal initiative, and to use ethical values in personal and
social decisions.
Interacting with the physical world, both in its natural aspects and those generated by
human action, in such a way that facilitates the understanding of events, the prediction of
consequences and activity directed towards the improvement and preservation of the
conditions of one’s own life, that of other people and of all other living creatures.
Taking as a starting point knowledge of the human body, nature, and the interaction of
mankind with nature, this competence allows students to discuss rationally the
consequences of different lifestyles and take decisions about a healthy physical and
mental way of life in a healthy and safe environment. The responsible use of natural
resources, environmental conservation, and preservation of individual and collective
health are recognised as key to quality of life.
During the term diverse subjects connected with the knowledge and interaction with the
physical world are dealed with, such as a balanced diet, the weather or the preservation
of the environment. For example: English Alive SB 3 p.18-19,63.
 AUTONOMY AND PERSONAL INITIATIVE

This competence refers to the ability to decide using ones own criteria and to successfully
take the necessary initiatives to develop and take responsibility for the chosen option,
both at a personal and social level and in the workplace or school.

The acquisition of this competence implies creativity, innovation, responsibility and a
critical approach to the development of individual or group projects.
Decisions which result from reflection on the learning process favour autonomy. As
autonomy and personal initiative often involve others, this competence necessitates
social skills such as cooperation, flexibility, negotiation, teamwork, seeing others’ points of
view, dialogue, and the assertiveness to explain one’s own decisions. Autonomy and
personal initiative involve being able to imagine, begin, develop and evaluate one’s
actions or individual or group projects with creativity, confidence, responsibility and a
critical attitude. In this sense it requires the ability to revise previous ideas or create new
ones, finding solutions and putting them into practice.
The students have the possibility to develop in groups different works (projects) about
subjects suggested in the Teacher’s book which are useful to think over the things learnt
previously. For example: English Alive Teacher’s Resource Book 3 p. 75,79,83.
Continuous learning
In a competence there iis no knowledge which is only acquired in and valid for a
particular subject (especially in and for this one). Everything students learn in different
subjects (and not only at school) forms a background of culture and information which
should serve them throughout their lives, which they should be able to use at specific
moments and in differerent situations (language is, in this sense, paradigmatic) . For this
reason, any of these competences may be achieved if not in all, certainly in most
curriculum subjects and for that reason too these competences can be used and applied
in all these subjects, regardless of in which one they have been acquired (transversality).
Being competent should guarantee the completion of determined learnings, but also
permit the attainment of others, both at school itself and beyond, a guarantee of
continuous learning (or, in this case, the capacity to communicate in very diverse
situations, some of which pupils themselves may not yet even perceive as likely in the
future).
Nevertheless, clearly there is an obvious interrelation between the different elements of

the curriculum, one which we must highlight in order to make suitable use of all the
curriculum subjects employed in the teaching-learning process. When in a didactic
programme like this one the objectives of a unit are indicated formulated ( like the
assessment criteria, in terms of abilities), we know that these determine the choice of

contents, in the same way that we should employ assessment criteria which demonstrate
whether or not pupils attain them. Thus, assessment criteria allow for a double
interpretation: on the one hand, those related to the pupils’ learning as a whole, in other
words, there will be some assessment criteria specifically linked to concepts, others to
procedures and others to attitudes, as all of these contents need to be assessed
because they were worked on in class and are those which are assesssed at different
stages during application of continuous assessment; and on the other, there will be
assessment criteria which have been formulated more with regard to their relationship
with key competences.
The assessment of key competences is an assessment model which differs from that of
assessment criteria, both because it is applied at different stages of other assessments,
and because its purpose, though complementary, is different. If we assume that key
competences involve a real and practical application of knowledge, abilities and
attitudes, the way of checking or assessing whether the pupil has acquired them is to
reproduce application situations which are as real as possible, and in these situations it is
customary for the pupil to use this accumulated background (all kinds of contents) but to
respond, above all, to practical situations. In this way, when we assess competences we
are essentially, though not exclusively, assessing procedures and attitudes, which is why
we relate them to assessment criteria that are more procedural and attitudinal.
SUBCOMPETENCES
The competences by their very nature are generic. To use them as a reference for
pedagogical actions and to really demonstrate the competences acquired by the
students, they need to be broken down into more specific objectives related to other
elements of the curriculum. We have called these objective subcompetences, and without
covering all the possibilities, they do include those most closely related to the subject
curriculum and most prominent in all subjects on account of their interdisciplinary nature.
In foreign language learning, these subcompetences are as follows (there are other
competences/subcompetences which are also acquired in the area of Foreign Language–
English, though not in this grade):
Competence in linguistic communication

 Express thoughts, emotions, experiences and opinions orally and simply.
 Adapt spoken style to a variety of communicative contexts, taking into account non-
verbal features and respecting norms of communicative exchanges.

 Understand social and cultural conventions when producing texts
 Understand a variety of texts types typical of the academic setting and understanding
the communicative intention and formal features.
 Take pleasure in reading and use reading to discover other places, languages and
cultures.
 Be conscious of the need to respect spelling rules in the production of written texts
 Understand principles of word formation as a means of extending vocabulary
 Use a sufficient range of vocabulary to be able to express oneself orally and in writing
in specific situations.
 Compose texts typical of the academic environment, appropriate to the
communicative objective.
 Write texts to express ideas, feelings and experiences
Data processing and digital competence

 Search for, obtain, process and communicate information in the foreign language,
transforming it into knowledge, using the computer or the internet.
 Analyse critically the information obtained
Social and civic competence

 Use dialogue as a basic tool for interpersonal communication and in the resolution of
conflict.
 Understand the values which characterise a democratic society: freedom, solidarity,
participation, citizenship, tolerance.
 Value linguistic diversity as a cultural advantage.
Cultural and artistic competence

 Appreciate cultural diversity as seen though artistic statements.
Learning-to-learn
 Understand and habitually use the main techniques and strategies which favour the
intellectual process (summary, note taking, concept maps...).
 Use a variety of sources for finding and processing information
Autonomy and personal initiative

 Show initiative and personal creativity
 Develop social skills.

Mathematical competence
 Apply logical reasoning to chains of argument, identifying the fundamental ideas.
Competence in knowledge of and interaction with the physical world
 Recognise geographical spaces and conditions where other cultures are located or
come from and which may determine and influence the development of these
cultures.
 Identify questions or problems and obtain conclusions based on evidence.
All these competentes and subcompetences bring into play different strategies and
different linguistic and discursive skills are employed in a contextualised manner.
Therefore, the activities in which the foreign language is used are set within fields which
may be public (everything related to daily social interaction), personal family relationships
and individual social habits), professional or educational. Students will use
communication strategies in a natural and systematic manner in order to make effective
the communication activities performed by means of communicative skills. The skills
developed will be: productive (speaking and writing), receptive (listening and reading) and
based on interraction or mediation.
Learning tasks or activities will constitute the core of didactic planning, and will integrate
objectives, contents and assessment, making up units of programming. Amongst other
criteria, the design of activities and tasks has taken into account the stages to be followed
in their development, prior knowledge, integrated treatment of linguistic components,
skills and strategies, proposed final objectives and the classroom’s potential for
adaptation and diversity.
Learning English will not only provide students with competences in order to
communicate, but also with cultural and social knowledge of the culture whose language
they are studying, which will help them develop a personality which is open and tolerant
towards what is different.. In this way one achieves the integral prepararation of the
individual
As we have noted, one of the characteristics of the key competences is that they allow
for and encourage transversality in the learning with which they are associated, in other
words, that which can and should be achieved, though from a different but
complementary perspective, via the development of the curriculum of the various areas of

the same educational stage. In this grade, these areas are Conocimiento del Medio, Art,
P:E., Spanish Language, Foreign Language, Mathematics, Music and, optionally,
Religion.
For the overall work required of teachers in this grade, we indicate in the table below the key competences
which, as a minimum, should also be attained in other areas, in some with more interrelation and in others
with less:
KEY COMPETENCES**
1 2 3 4 5 6 7 8
Natural Sciences X X X X X X X
Social Sciences X X X X X X X X
P.E. X X X X X X
Spanish Language X X X X X X
Foreign Language X X X X X X
Mathematics X X X X X X X X
Technology X X X X X X X
*n.b.:
1. Linguistic communication.
2. Mathematics.
3. Knowledge of and interaction with the physical world.
4. Data processing and digital competence.
5. Social and civic..
6. Cultural and artistic.
7. Learning-to-learn.
8. Autonomy and personal initiative.
As can be seen, the transversality of the key competences is evident, so within the
framework of the centre’s educational standard criteria should be formulated for their
collective treatment.
ATTENTION TO DIVERSITY
One of the elements upon which the LOE places most emphasis is attention to diversity.
It is clear that the same educational method employed with a single group of students
has differing results depending on each pupil’s knowledge and previous experience, their
intellectual capacity and their interests and motivation with regard to teaching.

This si why, on many occasions, we have to modify. or adapt contents or methodology in
order that all pupils may attain the objectives established. Similarly, we should offer
extension activities for more able or receptive students. attention to diversity should
always be practised in both directions. Therefore, these differences should always be
catered for, by presenting the same activities in different ways by means of the activities
included in the students’ book and the workbook.. Teachers need to evaluate towards
whom they should direct one type of activity or the other, and need to be constantly aware
of these differences, not only when assessing, but also when teaching and planning the
process of teaching-learning.
English Alive! includes reinforcement and extension activities which allow for
individualised attention to pupils, depending on their needs and learning rhythm. Every
lesson in our project includes ideas to help teachers respond to the different situations
which arise in the classroom
The Teacher’s Book suggests reinforcement and consolidation activities for students as
well as notes for the teacher, teaching advice, better to deal with different types of
student.
In one of the components of the Teacher’s Resource Pack, , the Photocopy Masters
Book, the teacher will find photocopiable consolidation and extension pages for each
unit.
Criteria and procedures adopted for the development of special curricular

adaptation for students with special educational needs
(The department can describe and detail these criteria and procedures here if necessary. If this is
not the case then this section can be omitted)
Adaptations will focus on:

1- The time and rhythm of learning
2- A more personalised methodology
3- A reinforcement of study skills
4- The improvement of procedures, habits and attitudes
5- Ways of increasing amount of counselling
a) For the more gifted students, extension materials will be provided

b) For pupils with serious learning problems, as sufficient progress in the conceptual
contents of the course is more difficult to attain, procedures and attitudes will be the

priority, with social integration being the overall aim. Core instrumental skills need to be
the key content of the adapted curriculum. Modifications to the curriculum may be quite
significant (they will probably entail the elimination of contents, objectives and
consequently of the assessment criteria which might otherwise be considered essential).
When such adaptations are not enough, the alternative is to have the pupil study part of
the core curriculum in special groups, with different contents and educational activities.
This learning can take place in the mainstream classroom with special support, or in a
separate physical space. This pupil will have the general objectives of this stage of
secondary education as a reference, but will work towards those aims through different
contents and activities.
PROGRAMME OF UNITS: 3rd YEAR - COMPULSORY SECONDARY EDUCATION
STARTER UNIT
1.- TEACHING OBJECTIVES

 Identify and use the basic verbs to describe daily actions, activities and routines.
 Revise grammar structures such as personal pronouns and possessive
adjectives; present simple of verbs and question forms.
 Identify and correct common grammar mistakes (Error correction).
 Understand texts and oral information in a global and specific way.
 Revise expressions of common and frequent conversation in spoken
communication.
 Learn expressions to compare answers and practice in small dialogues
(Comparing answers).
 Practice the pronounciation of diphthongs (Diphthongs).
 Evaluate the progress and participation during the learning process.
2.- CONTENTS
BLOCK 1- Listening, speaking and conversing
PROCEDURES
Listening
 Listen to a dialogue comparing answers. Indicate which sentences are listened to
(Comparing answers - Practical English, SB p. 7 ex. 4).

 Listen and read some sentences connected with comparing answers and indicate
which sentence is heard. Listen again and repeat the conversation. (Practical
English, SB p. 7, ex. 4 y 5).
Speaking
 Practice some suggested dialogues. Change the words in blue of the previous
dialogues and try to make up new dialogues (Activate Your English, SB p. 7,
ex. 2 y 3).
 Ask and answer the questions of a questionnaire using the expressions of Phrase
Bank (Practical English SB p. 7, ex. 6).
BLOCK 2- Reading and writing

PROCEDURES
Reading
 Complete some dialogues with the suitable phrase chosen from some options
(Revision-Practical English, SB p.7 ex. 1).
 Read a dialogue where answers are compared and indicate the sentences listened
to, choosing from two proposed options (Comparing answers-Practical English, SB
p.7 ex. 4).
Writing
 Write a message correctly after finding the five grammar mistakes in it (SB p.6, ex. 7).
 Write a dictation (Dictation, Practical English WB p.6, ex. 4).
BLOCK 3- Reflection and knowledge of the language by its usage

CONCEPTS
LANGUAGE FUNCTIONS
 Express activities of daily life.
 Ask and answer questions about activities and routines.
 Compare answers.
STRUCTURES-GRAMMAR
Pronouns and possessive adjectives
Present simple and adverbs of frequency
Questions forms

Common errors
VOCABULARY
Subject: Revision
GLOSSARY:
 Basic verbs: do your homework, download music, get up, go shopping, go to bed, go
to school, have lunch, meet friends, phone friends, play computer games, read, send
text messages, walk, watch TV.
Functional language: Compare answers (comparing answers).
PHONETICS
Practice pronunciation: diphthongs /ei/,/əu/, /au/, /ai/
PROCEDURES
Grammar
 Copy and complete a chart with personal pronouns, direct object pronouns and
possessive adjectives (SB p. 5, ex. 1).
 Complete an interview with the pronouns in a chart (SB p.5, ex. 2).
 Substitute the specified words with their corresponding pronoun or adjective (SB p 5,
ex. 3).
 Write some affirmative, negative and interrogative sentences using verbs in the
present simple (SB p.6, ex. 4).
 Complete some grammar rules about how to make affirmative, negative and
interrogative sentences. (SB p.6, ex. 5).
 Study a chart and complete sentences using the present simple of the verbs, and the
adverbs of frequency in it (SB p.6, ex. 6).
 Make questions from suggested sentences. Use short answers to respond. Express
the questions and answers in a loud voice (SB p.5, ex. 7).
 Complete some questions using the words in a box. Translate the specified words into
the mother tongue (SB p.6, ex. 1).
 Match the questions in the previous exercise with the correct answers (SB p.6, ex. 2).
 Complete some questions using two out of the three suggested words for each of
them (SB p.6, ex. 3).
 Write suitable questions for some answers (SB p.6, ex. 4).
 Find very common grammar mistakes and give the correct options (SB p.6, ex. 5).
 Connect some grammar rules with the corresponding sentence (SB p.6, ex. 6).

 Read a message in English, find the five gammar mistakes in it and rewrite it
correctly (SB p.6, ex.7).
Vocabulary
 Match the activities in a box with the corresponding picture. Listen to a CD and check
the answers (SB p.4, ex.1).
 Write ten questions using the verbs in exercise 1 and the suggested question forms
in a box (SB p.4, ex. 2).
 Carry out a communicative exchange, asking and answering the questions of the
previous exercise with a classmate. Write the answers of the classmate. (SB p.4, ex.3).
Pronunciation
 Practice the pronunciation of diphthongs (Pronunciation Bank Starter Unit,WB p.133,
ex.1,2,3)
 Practice the rythm and entonation of some sentences (Phrase Bank) (Practical
English, SB p.7, ex. 5)
BLOCK 4- Socio-cultural features and intercultural awareness
CONCEPTS
Explain how the most common grammar mistakes in English are due to the differences in
construction of the mother tongue and the tendency to translate the same mental patterns
into this language.
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE TO THE DEVELOPMENT OF

THE BASIC COMPETENCES
See in the introduction the general aspects of the contribution of learning the foreign
language to the basic competences and particularly how they affect this:
ii. learning to learn;

 The students think about and strengthen their personal initiative giving their opinion
about the different aspects (Find out questionnaire SB p. 7).
 The students will learn to make small cards and doschematic exercises about the
things learnt in this unit (Word Bank, WB p. 110)

iii. data processing and digital competence
See in the introduction general aspects of contribution to this competence.
iv. social and civic competence as learning a new language involves the knowledge of
social features and cultural facts linked to the native speakers which can be worked
along with the unit.
Education for peace: the importance of knowing and tolerate the tastes and preferences
of others.
Moral and civic education: the importance of knowing and respect ways of life and
culture different from ours.
v. cultural and artistic competence

The liguistic productions have artistic and cultural elements.
4. CONNECTION WITH OTHER CURRICULUM PARTS

Throughout the unit there will be a reinforcement on several interdisciplinary subjects,
taking the vocabulary and structures to a real life context helping in the development of
their knowledge of the world out of the English classroom.
5.- WORKING DIVERSITY

Reinforcement activities
Additional and alternative, Teacher’s Guide, pages T-4 to p.7.
Workbook, pages 3 to 6.
Section Grammar Bank Starter Unit, WB, pages 90 and 91
Section Word Bank Starter Unit, WB pages 110 and 111.
Section Pronunciation Bank Starter Unit (WB, page 133)
Section Wordlist, WB, pages 136 to 142.
Photocopiable activities, Starter unit, (Revision) Teacher’s Resource Book, p. 70.
Additional activities
Additional and alternative activities, Teacher’s Guide, pages T-4 to page 7.
Photocopiable activities, Starter unit, (Extension) Teacher’s Resource Book, p. 71.
6.- ASSESSMENT
Formative assessment
Grammar revision (Starter Unit, SB pages 5 and 6)
Grammar revision (Starter Unit, WB pages 5, 6 and 7)

Cumulative assessment
Diagnostic test (to be used before starting with the book and find out the English level of
students); Teacher’s Resource Book, pages 4, 5 and 6.
End-of-unit test (Starter Unit) Teacher’s Resource Book, pages 7,8 and 9.
Assessment criteria
Starter Unit Test (Teacher’s resource Book 3 pages 7- 9)
Vocabulary
 Complete a crossword to revise vocabulary.
 Complete some sentences with the correct form of the verbs in a box.
 Complete some questions with the question forms in a box.
Grammar
 Differentiate in some sentences the correct pronoun from several options
 Write sentences using the present simple and the adverbs given
 Complete a text with the verb forms in a box.
 Order the words in some sentences leaving out one of them.
 Complete some questions and write suitable answers.
 Correct some sentences.
 Complete a text with the words in a box.
Reding
 Read a text and show understanding by answering some questions. Use short
answers.
 Read the text again and answer some specific comprehension questions.
Oral comprehension
 Listen to a converstion and choose the correct answers for some questions from
three options.
Writing
 Write a composition about the perfect day for the student. Use the questions as a
guide.
UNIT 1- THE REAL ME
1 TEACHING OBJECTIVES
 Be able to recognise and use descriptive adjectives to describe a personality.

 Be able to learn how to use adjectives ending in –ed o -ing to describe feelings or
the cause of them.
 Be able to use the language and the structures learnt in the unit in a daily normal
conversation context (Identifying people – Practical English).
 Being able to identify and interpret general and more specific information in
written texts.
 Understand and apply grammar aspects such as relative pronouns, which
indicate the person, object, idea or place that is being talked about (who, where and
which), the adverbs which express possibility and probability and the present
continuous of verbs (compare it with the present simple).
 Understand oral texts with expressions to describe feelings (It’s really annoying),
identify people (Identifying people) and identify general and more specific information
in them.
 Carry out communicative exchanges, talking about feelings (Talking about your
feelings) and describing each one’s personality (Describing your personality).
 Produce a self portrait by describing oneself (Describing a “life picture”) using
structures and expressions worked in the unit (Adverbs of degree).
 Learn a song and get information about the music and its composer (Hilary Duff).
 Practice the stress in some special words in a sentence (sentence stress).
 Assess the progress and participation in the process of learning.
2.- CONTENTS
PROCEDURES
Listening
 Listen to five sentences and write them down (Dictation) (SB p.11, ex.10).
 Listen to a radio programme where some people call to speak about some annoying
situations (It drives me crazy!). Identify which of these situations are listed in exercise
1. Listen and answer comprehension questions (SB p 12, ex.1 and 2).
 Listen to a dialogue where common expressions are used to ask and answer about
people. Answer with a comprehension question (Identity–Practical English, SB p.16
ex. 2).
Speaking

 Read sentences in which some annoying situations are described. Express feelings
connected with them. Ask and answer questions to express how the students feel
about these situations.Use the expressions given in the Phrase Bank (SB p.12, ex.1).
 Complete some sentences with ideas of their own personality and compare the
answers with a colleague, practicing a communicative exchange (SB p14, ex3-4).
 Prepare a dialogue (Activate Your English) to identify other people at a party. Use the
suggested dialogue as a pattern (Identifying people, Practical English). Practice this
dialogue with a partner (SB p.16, ex. 4 and 5).

PROCEDURES
Reading
 Interpret some photographs to point out the first impressions that these two people
cause in the context. Give three adjectives which describe each one of them (SB p.
8, ex.4).
 Read and listen to a text (First impressions) about the first impressions people have
on us; in particular these two characters: Jason and Holly. Indicate the adjectives
used to describe and compare them with the answers in exercise 1 above (SB p.8 ex
5).
 Read the text again and answer some comprehension questions (SB p. 8, ex.6).
 Find some words in the text above and connect them with the correct one (Word
Search, SB p. 8, ex. 7).
 Complete some sentences using information about the text above. Write
sentences describing a well known person (Recycle, SB p. 9, ex. 8).
 Ask and answer questions giving opinions and talking about the first impressions
people have on us (Talking Point, SB p.9, ex.9).
 Read an article in a magazine (Self-Portrait) with two self-portraits to obtain a global
idea of the text . Indicate the most suitable word in the three suggested sentences
(SB p.14, ex.1).
 Read and listen again the text in exercise 1 and complete some sentences (SB p.14,
ex. 2).
 Read a text (Teenage emotional roller coaster) and answer true or false to some
sentences connected with it. Answer some specific comprehension questions (WB p.
12, ex. 1 and 2)
 Notice some detailed personal documents and answer some comprehension
questions. (Identity–Practical English, SB p.16 ex.1).

 Read and listen to a dialogue with common expressions to ask/answer about
people’s identity. Answer a comprehension question (Identity–Practical English, SB p.
16 ex.2).
Writing
 Read the description of a self-portrait (Life picture) and complete a text deducting
the words left out. Listen to a CD and check the answers (SB p.15, ex.5).
 Translate some sentences into the mother tongue where adverbs of degree are used
and complete a chart with the adverbs in blue (Language Point, Adverbs of degree,
SB p.15,ex.6)
 Give opinions about some ideas using adverbs of degree (SB p.15, ex.7).
 Take notes to make a description of a personal “life picture” (Preparation) and
answer some questions with them (SB p.15, ex. 8).
 Write a description or a personal “life picture” (TASK), using the suggested plan
(Writing plan), the book pattern and the ideas in the last exercise (SB p.15, ex.9).
 Prepare a dialogue (Activate Your English) to identify other people at a party. Use
the suggested dialogue as a pattern (Identifying people, Practical English). Practice
the dialogue with a classmate (SB p.16, ex. 4 and 5).
 Complete a dialogue with the words in a box and write one similar to the one above
to identify people (Identifying people – Practical English, WB p.13, ex.7 and 8).
SECTION 3- Reflection and knowledge of the language by its usage

CONCEPTS
LANGUAGE FUNCTIONS
 Describe people’s and one’s own personality.
 Speak about impressions.
 Describe feelings.
 Express probability and possibility.
 Ask and answer questions to know people’s identity.
GRAMMAR -STRUCTURES
Relative pronouns
Adverbs: possibility
Present continuous
Comparing present tenses

VOCABULARY
Subject: Personality and feelings.
VOCABUALRY:
 Personality adjectives: chatty, cheerful, cold, dishonest, extroverted, friendly, honest,
impolite, insensitive, moody, polite, quiet, relaxed, sensitive, shy, tense, unfriendly,
warm.
 Adjectives to describe feelings and impressions: annoyed- annoying, bored- boring,
embarrassed- embarrassing, excited- exciting, frightened- frightening, relaxed-
relaxing, surprised- surprising, worried- worrying.
 Adverbs of degree: not very, a bit, quite, very, really.
Functional language: Identifying people (Identifying people).
PHONETICS
Pronunciation: sentence stress
PROCEDURES
Grammar
 Read and complete a chart about relative pronouns (SB p.10, ex.1).
 Complete some sentences using the most suitable relative pronoun (SB p.10, ex. 2).
 Complete some sentences using two of the words given in a box. Write new senteces
changing the words given in blue (SB p.10, ex. 3 and 4).
 Read some grammar rules about the usage of adverbs of possibility and connect
each with an example representative sentence (SB p.10, ex. 5).
 Put the words of some sentences in order (SB p.10, ex. 6).
 Watch a photograph and describe it, writing sentences to define the person in it. Use
the most suitable adverbs of possibility and probability (SB p.10, ex.7).
 Read a grammar chart with the explanation about the usage of the present
continuous. Complete some sentences using the present continuous of the verbs in a
box (SB p.12, ex. 4 and 5).
 Write questions for some given answers, using the present continuous (SB p12, ex 6)
 Read a chart with the grammar rules about the present simple or the present
continuous. Deduct and specify in which cases they are used (SB p.13, ex.7).
 Connect the two parts of the questions and answer them (SB p.13, ex. 8).

 Complete a dialogue using the present simple or continuous in an appropriate way
(SB p.13, ex. 9).
 Read the text (What annoys you?) and complete it with the corresponding words in
the three different columns to practice the grammar learnt in the unit. In pairs, make
the questionnaire and answer one question (Grammar Consolidation, SB p.13, ex. 10
and 11.).
 Listen and write down a dictation (Grammar Consolidation, WB p.11, ex. 8).
Vocabulary
 Connect adjectives and their opposites. Listen to a CD and check the answers (SB
p.8, ex.1).
 Describe people in photographs, interpreting contextual elements and using the
adjectives in exercise 1 above (SB p.8, ex.2).
 Describe some suggested people, using suitable adjectives (SB p.8, ex.3).
 Match the photographs of some people with the adjective that describes their feeling.
Listen to a CD and check the answers (SB p.11, ex. 8).
 Read some sentences and complete a chart where adjectives are classified
depending on their ending, –ed or –ing, and according to the feelings or the cause
of them, respectively (SB p.11, ex. 9).
 Rewrite the sentences in exercise 9 above changing the given words in blue. Write
new sentences expressing the feelings about the suggested ideas in a box and using
adjectives ending in –ed or –ing according to the meaning (Activate Your English, SB
p.11, ex 11 and 12).
Pronunciation
 Practice the stress in sentences (Pronunciation Bank WB p.133, ex. 1, 2 and 3).
 Listen to five sentences and write them down (Dictation) (SB p.11, ex.10).
 Practice the rythm and entonation of some sentences (Phrase Bank,Practical
English, SB p.16, ex.3).

CONCEPTS
Recognise and speak about personality features and feelings of people. Compare the
suggested patterns in the unit with own patterns or those of the people around. Learn

and sing a song, approaching the pop culture and learning details of a famous person,
the American singer and film star Hilary Duff.
PROCEDURES
 Read the profile of Hilary Duff and answer some questions (SB p.17, ex.1).
 Read and complete the lyrics of a song (Wake up) with the words in a box. Listen to
the words in the song and check the answers (SB pág. 17 ej. 2).
 Find out the words in the text which are connected with some definitions (SB p17, ex
3).
 Give opinions about six suggested ideas in the exercise, using the adjectives in a box
and adverbs of degree (SB p.17, ex. 4).
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE TO THE DEVELOPMENT OF THE

BASIC COMPETENCES
language to the basic competences and particularly how they affect this unit:
ii. learning to learn

 The students think about and strengthen their personal initiative giving their opinion
about different aspects (Activate your English, SB p.11) or about their first
impressions (Talking point, SB p. 9).
 The students will learn to make small cards and do schematic exercises about the
things learnt in this unit (Word Bank 1, WB p. 112 and 113)
iii. data processing and digital competence,

See in the introduction the general aspects of the contribution to this competence
iv. social and civic competence as knowing a language implies the knowledge of social
features and cultural facts linked to their native speakers which can be worked along
with the unit.
Moral and civic education: the importance of being oneself in all occasions and respect
the others assuming and accepting their own personal characteristics and feelings. The
importance of being respectful to others avoiding noisy or annoying activities.

Linguistic productions contain both artistic and cultural components;

Complete the suggested song in the unit and learn about its composer Hilary Duff (SB p.
17).
4. CONNECTION WITH OTHER CURRICULUM PARTS

Throughout the unit there will be a reinforcement on different interdisciplinary subjects,
Language and Literature
Learning about Shakespeare and drama as a litreary style.
Curriculum Extra 1, SB p. 98 and 99, WB p. 130, Teacher’s Guide, pages 98, T98, T99 y
99
5.- WORKING DIVERSITY

Additional and alternative activities, Teacher’s Guide, pages T-8 to T-17
Workbook, pages 7to 14
Section Grammar Bank 1, WB, pages 9 and 113.
Section Pronunciation Bank, Unit 1 (WB, page 133)
Photocopiable activities, Unit 1, (Revision) Teacher’s Resource Book, page 72
Alternative practice for students with difficulties to follow up the group pace:
English Alive! Basics Progress Book A, Unit 1
Photocopiable activities, Unit 1, (Extension) Teacher’s Resource Book, page 73.
6.- ASSESSMENT
Grammar consolidaton (Unit 1, SB page 13)
Grammar consolidation (Unit1, WB page 11)
Progress Check (Unit 1, WB page 14).
Revision sections (Units 1-2, WB pages 23 and 24).
End-of-unit test (Unit 1) Teacher’s Resource Book, pages 10, 11 y 12.

Self-assessment
Student Self-assessment Checklist, Unit 1, Teacher’s Guide, page xviii
Assessment criteria
Unit 1 Test (Teacher’s resource Book 3 pages 10-12)

Vocabulary
 Complete some personality adjectives and write down their opposites.
 Choose the correct adjective from three options.
 Complete some questions with the adjectives from a box.
Grammar
 Complete some sentences with the correct relative pronoun.
 Complete some sentences using the information in a chart and a relative pronoun.
 Rewrite some sentences using adverbs of possibility.
 Write sentences with the suggested words and the present continuous.
 Complete a dialogue choosing the present simple or continuous.
 Complete a text with the words from a box.
Reading
 Read a text and show comprehension indicating if the sentences are true or false.
Oral comprehension
 Listen to a conversation about two brothers and choose the correct option out of
three for some sentences.
Writing
 Write a composition about the student’s favourite place, person or thing. Use some
questions as a guide.
UNIT 2. SUPER NATURE

 Be able to recognise and use vocabulary connected with natural phenomena.
 Be able to learn the usage of verbs in the past tense (Past simple) to speak
about the effects of bad weather.
 Be able to use the language and structures learnt in this unit in the context of a
daily normal conversation (Asking for information – Practical English).

 Be able to identify and interpret general and more specific information in written
texts.
 Understand and apply grammar aspects such as making up sentences with the
past tense of verbs; (was/were, there was/there were) in affirmative, negative and
interrogative forms; learn the past simple of regular and irregular verbs and be able
to use and form the past simple and/or the past continuous in a suitable way.
 Be able to use time expressions such as: ago, for, during.
 Understand oral texts in which terrible and dangerous natural phenomena happen
(A frightening experience) and take notes about them, as well as identify general and
more specific information.
 Make communicative exchanges, talking about events in the past (Talking about
past events) or asking for information to get somewhere (Asking for information).
 Tell and write about a survival story (A survivor’s story) using words and
expressions used in the unit, for example time connectors (time connectors).
 Learn other cultural and social patterns and compare them with their own culture
(A traditional community).
 Assess the improvement and practice the pronunciacion of the ending of regular
verbs in the past (Past simple ending: /ɪd/)
 Participate in the learning process.
2.- CONTENTS

PROCEDURES
Listening
 Listen to five sentences and write them down (Dictation) (SB p. 23, ex. 8).
 Listen to a person (Storm chasers) who follows and takes photographs of terrible
storms. Indicate and order some photographs connected with these storms as they
are listened to. Listen again and answer some comprehension questions (SB p. 22,
ex. 1 and 2).
 Listen to an interview connected with the effects of a tsunami and complete some
notes about it. Make some suitable questions for these notes (Skill Focus, Taking
notes, SB p. 24, ex. 3).

 Listen to a dialogue asking and giving information about how to get to a specific
place. Answer a comprehension question (Asking for information-Practical English,
SB p.27 ex. 5)
Speaking
 Ask and answer questions giving opinions and reasons about natural phenomena,
the human being and his survival on earth (Talking Point, SB p.19, ex.8).
 In pairs, practice asking and answering about how, where, when and why a big
hypothetical storm took place (Activate Your English, SB p. 20, ex. 4).
 In pairs, ask/answer questios about last weekend (Activate Your English, SB p.21,
ex. 9)
 Practice asking questions from a box and answering them (Activate Your English, SB
p. 22, ex. 5).
 Practice a dialogue (Activate Your English) about places and activities in the
student’s environment. Use the suggested dialogue as a pattern (Asking for
information, Practical English, SB p. 27 ex. 8)

PROCEDURES
Reading
 Look up the meaning of some words connected with volcanoes and give answers to
some questions. Listen and read the text and check the answers (SB p.18, ex.3 - 4)
 Read and listen to the text again (Super Volcano) and answer some comprehension
questions (SB p.18, ex.5).
 Find in the text above the opposite words to the ones suggested (Word Search, SB
p.18, ex.6)
 Describe the weather in special situations using the sentences given as a pattern
(Recycle, SB p.19, ex. 7).
 Read an article about a tsunami (Monster waves) and connect some sentences with
each paragraph of the text. Listen and check the answers (SB p.24, ex.1).
 Read the text in exercise 1 again and answer some comprehension questions (SB p.
24, ex. 2).
 Look at the map of the island of Tiree in Scotland and answer some comprehension
questions (Finding places, Practical English, SB p. 27 ex. 4)

 Read a dialogue asking and giving information about how to get to a specific place.
Answer a comprehension question (Asking for information–Practical English SB p.27
ex. 5)
Writing
 Read a text and put the paragraphs in order. Listen to a CD and check the answers
(SB p. 25, ex. 4).
 Translate some sentences into the mother tongue using time connectors (Language
Point, Time connectors, SB p. 25,ex. 5).
 Choose the appropriate connector in some sentences (SB p. 25, ex. 6).
 Make some notes to make up a survival experience in a natural disaster
(PREPARATION) and use them to answer some questions (SB p. 25, ex.7).
 Write a composition about this imaginary survival experience (TASK), using the
suggested plan (Writing plan), the book pattern and the previous ideas (SB p 25, ex.
8).
 Prepare a dialogue (Activate Your English) about places and activities in the
student’s environment. Use the suggested dialogue as a pattern (Asking for
information,Practical English,SB p. 27 ex.7)
 Complete a dialogue with the sentences from a box and write one similar to the last
one asking for information about how to get to a specific place using the suggested
information (Practical English, WB p. 21, ex. 7 and 8).

CONCEPTS
LANGUAGE FUNCTIONS
 Speak about natural phenomena and their effects.
 Speak about events in the past.
 Ask for information and answer how to get to a specific place.
GRAMMAR STRUCTURES
There was/there were
Past simple
Past continuous
VOCABULARY

Subject: Natural phenomena.
GLOSSARY:
 Natural phenomena: avalanche, blizzard, earthquake, flood, hailstones, hurricane,
landslide, lightning, storm, tornado, tsunami, volcanic eruption.
 Effects of bad weather (Past simple forms of verbs) : bury, carry, crash into, damage,
destroy, fall, find, flood, hit, lift, lose, rise.
Functional Language: Asking and giving information (Asking for information).
PHONETICS
Pronunciation: Past simple ending: /ɪd/
PROCEDURES
Grammar
 Change some present sentences into the past. Also write them in the negative form
(SB p. 20, ex.1).
 Complete a piece of news using the affirmative and negative form of the past
was/were, there was/there were (SB p. 20, ex. 2).
 Complete the questions of an interview using was/were, there was/there were
(SB p. 20, ex. 3).
 In pairs, practice making questions and answers similar to the ones in exercise 3
above, thinking about a hypothetical situation in a big storm (Activate Your English,
SB p. 20, ex. 4).
 Read some example sentences where the past simple is used and answer some
questions deducting the grammar rules for its usage (SB p. 20, ex. 5).
 Translate some sentences into the mother tongue (Check This!) (SB p.20, ex. 6).
 Complete a text using the past forms of the verbs given (SB p. 20, ex.7).
 Read and complete a weblog correcting the verb mistakes in it (SB p. 21, ex. 8).
 In pairs, ask and answer qustions about last weekend (Activate Your English, SB p.
21, ex. 9)
 Read and complete a grammar chart about the past continuous (SB p. 22, ex. 3).
 Look at a picture and write questions and answers using the past continuous
(SB p. 22, ex.4).
 Complete some questions using the sentences in a box and practice asking and
answering them (Activate Your English, SB p. 22, ex. 5).
 Read and complete a chart with the grammar rules about the past simple and past
continuous. Specify in which cases they must be used (SB p. 23, ex. 6).

 Complete some sentences using the past simple and past continous
(SB, p. 23, ex. 7).
 Read a text (Lightning strikes…) and complete it with the corresponding words from
three different columns to practice the grammar learnt in the unit. Listen to the CD
and check the answers (Grammar Consolidation, SB p. 23, ex. 9.)
 Read a dialogue and complete it with suitable words from one of the three columns.
(Grammar Consolidation, WB p. 19, ex. 7).
 Listen and write down a dictation (Grammar Consolidation, WB p. 19, ex. 8).
Vocabulary
 Connect the natural phenomena in a box with the corresponding photograph. Listen
to a CD and check the answers (SB p. 18, ex. 1).
 Ask and answer questions connected with natural phenomena (SB p. 18, ex.2).
 Read a text connected with the effect of bad weather (Weird Weather) and complete
a chart sorting out the verbs in it in three parts: present, past and their translation.
Listen and check the answers. Find a mistake in each paragraph (SB p. 21, ex. 10
and 11).
 Read the list of irregular verbs in the WB page 144 and in pairs ask and answer
about the past form of irregular verbs (SB p. 21, ex. 12).
Pronunciation
 Practice the pronunciation of the ending of verbs in the past simple (Pronunciation
Bank, Unit 2 WB page 134, ex. 1,2 and 3).
 Listen to five sentences and write them down (DICTATION) (SB p. 23, ex. 8).
 Practice the rythm and entonation of some sentences (Phrase Bank, Practical
English, SB p. 27, ex. 6)
CONCEPTS
Speak about different and important super volcanoes such as: Mount St. Helens in
Washington, Toba in Indonesia, or Yellowstone National Park in USA.
Explain and comment the specific vocabulary of the unit such as: tornado, hurricane,
storm chasers, etc.

Learn the meaning of the word tsunami: a huge wave causd by an earthquake or a
volcanic eruption which usually occurs in the Pacific Ocean.
Learn some data about a remote island, Tiree in The Hebrides Islands of Scotland.
PROCEDURES
 Read and listen to a text about life in a remote island of Scotland (Life on the rocks)
and answer an opinion question, giving reasons for the pros and cons (SB p. 26,
ex. 1).
 Read the text again and say if some sentences are right or wrong. Give reasons for
the answers (SB p. 26 ex. 2).
 Answer some opinion questions connected with the text read comparing and
contrasting cultures (Comparing Cultures, SB pág. 26, ej. 3).
3.- CONTRIBUTION OF THE MOTHER TONGUE TO THE DEVELOPMENT OF BASIC

COMPETENCES
language.
learning to learn;
 The students think over and strengthen their own initiative giving their opinions and
reasons about natural phenomena, mankind and survival on Earth.
(Talking point, SB p. 19).
things learnt in the unit (Word Bank 2, WB pages 114 and 115)

See in the introduction the general aspects of the contribution to this competence.
iv. Social and civic competence

The knowledge of a language involves the knowledge of social features and cutural facts
connected with their native speakers which can be studied along with this unit .
Health education: The importance of being sensible and avoid risks in extreme
situations of bad weather or important natural phenomena.
Environmental education: importance of being aware of the connection between
natural disasters and the change of climate with the performance of man on the earth.

v. Artistic and cultural competence
Liguistic studies contain both artistic and cultural components
 Get information about life in some remote Scotish islands: The Hebrides (SB p.26).
4. CONNECTION WITH OTHER PARTS OF THE CURRICULUM

Throughout the unit there will be a reinforcement on a diversity of interdisciplinary
subjects, taking the vocabulary and structures to a real life context helping in the
development of its knowledge of the world out of the English classroom.
Social science (Geography)
Learn aspects connected with nature phenomena, storms, volcanoes, tornadoes, etc.
Learn where the Hebrides Islands are situated (Scotland)
Learn about Shakesperare and drama as a literary style.
Curriculum Extra 1, SB pages 98 and 99, WB p. 130, Teacher’s Guide, pages 98, T98,
T99 and 99
5.- WORKING WITH DIVERSITY

Additional and alternative activities, Teacher’s Book, pages T-18 to T-27
Section Word Bank 2, WB pages 114 and 115.
Section Pronunciation Bank, Unit 2(WB, page 134)
Photocopiable activities, Unit 2, (Revision) Teacher’s Resource Book, page 74.
Alternative practice for students with difficulties to follow up the group’s pace:
Improvement activities
Photocopiable activities, Unit 2, (Extension) Teacher’s Resource Book, pages 75.
6.- EVALUATION
Formative Evaluatión
Grammar consolidation (Unit 2 WB page 19)
Progress Check (Unit 2 WB page 22).

End-of-unit test (Unit 2) Teacher’s Resource Book, pages 13, 14 and 15.
Self Assessment
Student Self-assessment Checklist, Unit 2, Teacher’s Book, page xviii
Assessment criteria
Vocabulary
 Put the letters of some words in order.
 Complete some sentences with the past simple of the verbs in a box.
Grammar
 Complete some sentences with the correct verb form was/were, there was/there
were.
 Write sentences using the past simple.
 Indicate whether some sentences are grammatically correct or not.
 Write questions using the past continuous. Write the answers.
 Complete some sentences using the past simple or continuous of the verbs in a box.
Reading
 Read a text and show comprehension indicating if the sentences are true or false.
 Read the text again and answer some specific comprehension questions
Oral comprehension
 Listen to a conversation about exciting experiences. Indicate if the sentences are
true or false.
Writing
 Write a composition about a dangerous experience of the student. Use some
UNIT 3 – LIFESTYLE

 Understand and use vocabulary about health and lifestyles connected with it.

 Be able to learn vocabulary to describe people’s appearance.
 Be able to use the language and structures learnt in the unit in the context of a
daily normal conversation. (Choosing from a menu – Practical English).
texts.
 Understand and apply grammar aspects such as: countable and uncountable
nouns (some, any, much, many, a lot of); quantity expressions (too / enough), and
comparative and superlative adjectives.
 Understand oral texts about people with unusual appearances (Different) and
identify general and more specific information.
 Carry out communicative exchanges, expressing agreement and disagreement
(Agreeing and disagreeing) and choosing a meal from a menu (Choosing from a
menu).
 Produce a publicity brochure for a sports and health club (A brochure for a sports
and health club) using structures and expressions worked in the unit (so and
because)
 Learn a song and get information about the music and group. (Weezer).
 Practice the stress (stressing) in specific parts of a word (Word stress).
2.- CONTENTS
PROCEDURES
Listening
 Listen to five sentences and write them down (DICTATION, SB p. 31, ex. 9).
 Read an information about a radio programme speaking about people with an
unusual appearance and connect some sentences with their corresponding
photograph. Listen to the whole radio programme and check the answers (SB p 32,
ex. 1 and 2).
 Listen to the radio programme again and choose the correct word in some sentences
(SB p. 32, ex.3).

 Listen to a CD with recipes (Recipes–Practical English, SB p. 36 ex. 2).
 Listen to a dialogue with common expressions to choose a menu. Answer a
comprehension question. (Choosing from a menu -Practical English, SB p. 36 ex.
3).
Speaking
 Practice communicative exchanges giving opinions with the words and expressions in
circles (Activate Your English, SB g. 31, ex. 10).
 Carry out communicative exchanges comparing opinions. Use adjectives in the
superlative form from the suggested patterns (Activate Your English, SB p. 33 ex. 6).
 Express agreement or disagreement with opinions about plastic surgery and compare
these opinions with the others using the expressions of the Phrase Bank (SB p. 34
ex. 1).
 Practice a dialogue (Activate your English) to explain the content of a menu to a
foreign friend in a restaurant. Use some of the suggested options in the menu
(Choosing from a menu- Practical English (SB p. 36, ex. 6).
PROCEDURES
Reading
 Look up the meaning of some words and sort them out to say whether they are
healthy or not (SB p. 28, ex. 3).
 Read and listen to a text (Supersize me) about a dietetic experiment and say whether
the words in exrcise 3 above are mentioned or not (SB p. 28 ex. 4).
 Read the text again and say if the sentences are true or false. Give reasons for the
answer if it is false (SB p. 28, ex. 5).
 Complete some examples previously found in the text above and sort them out
according to the use of the verb do o make. Add some words to the chart above
(Word Search, SB p.28,ex. 6/7)
 Complete a chart with food and drinks showing likes and dislikes. Also, say which are
countable or uncountable (Recycle, SB p. 29, ex. 8).

 Ask and answer questions expressing likes and reasons regarding nutrition (Talking
Point, SB p.29, ex.9).
 Read some opinions about plastic surgery. Express agreement or disagreement and
compare opinions with the others using the expressions of the Phrase Bank (SB p.
34 ex. 1).
 Read and listen to an article (Perfect people) about plastic surgery and indicate which
of the opinions in the exercise above are included in it. Answer some comprehension
questions (SB p. 34, ex. 2 and 3).
 In a text, identify some pronouns and indicate who they refer to (Skill Focus,SB p.34,
ex. 2).
 Look up the meaning of some words connected with recipes and complete a chart
with them. Read and listen to some recipes and complete them with the vocabulary in
exercise 1 above (Recipes–Practical English, SB p. 36 ex. 1 and 2).
 Read a dialogue with common expressions to choose a menu. Answer a
comprehension question (Choosing from a menu -Practical English, SB p. 36 ex.3).
 Read a dialogue in which a menu is chosen and pick up the correct words and
expressions (Choosing from a menu -Practical English, WB pág. 31 ej. 8).
Writing
 Look up some words and complete a text with them (The new you club). Listen to a
CD and check the answers (SB p. 35, ex. 5)
 Translate some sentences into the mother tongue using conjunctions (Language
Point, so, and because , SB p. 35, ex. 6).
 Complete some sentences in two different ways using so and because (SB p 35, ex
7).
 Write some notes to make a publicity brochure for a club (Preparation) and use them
to answer some questions. Choose some of the suggested ideas (SB p 35, ex.8 and
9).
 Write a brochure (A Brochure for a sports and health club) for a fitness club (TASK),
using the suggested plan (Writing plan), the pattern in the book and the ideas from
the last exercise (SB p. 35, ex.10).
 Prepare a dialogue (Activate your English) to explain the contents of a menu in a
restaurant to a foreign friend. Use some of the suggested options in the menu
(Choosing from a menu- Practical English). (SB p. 36, ex. 5).

 Write a dialogue to choose a menu with the help of a suggested menu and the ideas
of the WB ex. 8 (Choosing from a menu – Practical English, WB p. 31, ex.9).

CONCEPTS
FUNCTIONS OF THE LANGUAGE

 Speak about health and different life styles connected with it.
 Show agreement and disagreement.
 Describe the external aspect of people.
 Express comparison.
 Order some food in a restaurant or bar.
 Explain a recipe and its ingredients.
STRUCTURES - GRAMMAR
Quantity: some, any, much, many, a lot of
Too and (not) enough
Comparatives and superlatives
VOCABULARY
Subject: Life styles.
GLOSSARY:
 Health and lifestyle: attractive, dangerous, energetic, fit, healthy, irresponsible,
overweight, responsible, safe, strong, tired, unattractive, underweight, unfit,
unhealthy, weak.
 People’s appearances: beard, chain, dreadlocks, earring, make-up, moustache,
necklace, pierced belly, ring, stud, tattoo, wig..
 Quantity: some, any, much, many, a lot of.
Functional language: Identify people (Identifying people).
PHONETICS
Pronunciation: Word stress.
PROCEDURES
Grammar
 Read and complete a chart about countable and uncountable nouns (SB p.30, ex.1).

 Choose the correct noun in some questions and answer them (SB pág.30, ej. 2).
 Write some sentences using the appropriate quantifiers to express what the student
eats, drinks or needs (SB p. 30, ex. 3).
 Translate into the mother tongue some sentences and complete some grammar rules
about the use of too and (not) enough (SB p.30, ex. 4).
 Put the words of some sentences in order (SB p. 30, ex. 5).
 Write again some sentences expressing opinion and using the quantifiers in a box.
(Activate Your English, SB p. 30 ex. 6).
 Complete a chart with the comparative and superlative forms of regular and irregular
adjectives (SB p. 32, ex. 4).
 Complete three texts with suitable adjectives in their comparative form. Listen and
check the answers (SB p. 32, ex. 5).
 Carry out communicative exchanges comparing opinions. Use adjectives in the
superlative form from the suggested patterns (Activate Your English, SB p. 33 ex. 6).
 Read a questionnaire and complete it with the corresponding words of three different
columns to practice the grammar learnt in this unit. In pairs, complete the
questionnaire comparing the answers and answering a question (Grammar
Consolidation, SB p. 33, ex. 7 and 8).
 Listen to and write a dictation (Grammar Consolidation, WB p. 29, exj. 8).
Vocabulary
 Connect some adjectives and their opposites. Listen to a CD and check the answers
(SB p. 28, ex. 1).
 Complete some sentences describing two people in some photographs, interpreting
contextual elements and using the adjectives in exercise 1 above (SB p. 28, ex.2).
 Observe the photographs of some people with different appearances and complete a
chart sorting out different words connected with their ornaments (SB p. 31, ex. 7).
 Complete some sentences using the vocabulary in exercise 7 above (SB p 31, ex 8).
 Listen to five sentences and write them down (Dictation, SB p. 31, ex. 9).
 Write six opinions using the words in a circle and compare the answers with the rest
of the class (Activate Your English, SB p. 31, ex. 10).
Pronunciation

 Practice and learn how and where to stress words in pronunciation (Pronunciation
Bank, Unit 3 WB page 134, ex. 1, 2 and 3).
 Practice the rythm and entonation of some senteces (Phrase Bank)(Practical English,
SB p. 36, ex. 4).

CONCEPTS
Learn some data about American diet and nutrition.
Speak about Taekwondo as a Corean martial art, similar to Karate.
Learn and sing a song, approaching the pop-rock culture and learning details about one
of its groups, the Californian Weezer.
PROCEDURES
 Read the profile of Weezer and answer some sentences saying if they are true or
false (SB p. 37, ex. 1).
 Read and complete the lyrics of a song (Hold me) with the words from a box. Listen
to the text in the song and check the answers (SB p. 37 ex. 2).
 Give your opinion about the contents of the song choosing one of the three options
suggested for each sentence (SB p. 37, ex. 3).
 Write a new line for the song using the first line as a pattern (SB p. 37, ex. 4).
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT

OF BASIC COMPETENCES
language to the basic competences and especially how they are presented in this unit:

 The students think over and strengthen their personal initiative giving opinions and
reasons about their nutrition habits and lifestyle (Talking point, SB p. 29) as well as
other topics studied in the unit (Activate your English, SB p. 31).
things learnt in the unit (Word Bank 3, WB pages. 116 and 117)


iv. social and civic competence as knowing a foreign language involves the knowledge
of social features and cultural facts connected with the native speakers of the language
which can be worked along with the unit.
Health education: the importance of healthy habits in our nutrition and our lifestyle in
general
Moral and civic education: the importance of knowing and respect other forms of life
different from ours.

Linguistic studies content both artistic and cultural competences;
 Complete the suggested song in the unit and learn about the group Weezer (SB p 37)
4. CONNECTION WITH OTHER CURRICULUM AREAS

taking the vocabulary to a real life context helping in the development of its knowledge
of the world out of the English classroom.
Social sience (Geography)
Learn some information about nutrition and balanced diets.
Learn some information about places like New Zealand, Ethiopia, Ireland, etc.
Curriculum Extra 1, SB pages 98 and 99, WB p. 130, Teacher’s Guide, pages 98, T98,
T99 and 99
5.- TREATMENT OF DIVERSITY

Reinforcemnt activities
Additional and alternative activities, Teacher’s Book, pages T-28to T-37.
Workbook, pages 25 to 32
Section Pronunciation Bank, Unit 3 (WB, page 134).
Photocopiable activities, Unit 3 (Revision) Teacher’s Resource Book, page 76.
Alternative practice for students with difficulty to follow up the group’s pace:

Additional and alternative activities, Teacher’s Book, pages T-28 to T-37.
Photocopiable activities, Unit 3 (Extension) Teacher’s Resource Book, page 77.
6.- ASSESSMENT
Revision sections (Units 1-4, WB pag 41and 42).
Final assessment
End-of-term test (Test 1), Teacher’s Resource Book, pages 19, 20 and 21.
Self -assessment
Student Self-assessment Checklist, Unit 3 Teacher’s Book, page xix

Vocabulary
 Complete some adjectives and write down their antonyms.
 Put the letters of some words in order and sort them out as indicated.
Grammar
 Choose in a text the appropriate adverbs of quantity.
 Complete some sentences using too, too much, many, enough as suitable.
 Make complete sentences using the expressions shown.
 Write down the comparative and superlative of the adjectives given.
 Complete some sentences with the comparative or superlative of the adjectives
given.
Reading
 Read a text and show comprehension by saying if some sentences are true or false.
 Read the text again and answer some questions of more specific information
Oral comprehension
 Listen to a conversation about health and nutrition. Show comprehension and
choose the correct option in some sentences.

Writing
 Write a composition about personal health and diet. Use the suggested questions as
a guide.
End-of-term Test 1 (Teacher’s resource Book 3 pages 19-21)

Vocabulary
 Complete a crossword.
 Write down the antonyms of some adjectives.
 Complete a chart with the past simple of some verbs.
Grammar
 Complete some sentences with two words from a box.
 Complete some sentences using the past simple or past continuous.
 Complete some sentences with the present simple and continuous of the verbs in a
box.
 Put the words in some sentences in order.
 Complete a text with the comparatives or superlatives of the adjectives given
 In a text, indicate the correct expressions choosing from two options.
Reading
 Read a text and show comprehension by saying if some sentences are true or false.
 Read the text again and answer some questions with more specific information.
Oral comprehension
 Listen to a conversation of a teacher and complete some sentences with the words
from a box.
Writing
 Write a composition about the student’s school life. Use some questions as a guide.
UNIT 4 – ON THE MOVE

 Be able to understand and use vocabulary connected with travelling.
 Be able to learn how to use compound nouns connected with travelling
 Be able to use the language and the structures learnt in the unit in the context of
a daily normal conversation (Describing an event – Practical English).
texts.

 Understand and apply grammar aspects such as: the present perfect of verbs, in
the affirmative , negative and question forms. Learn the use and position in the
sentences of the adverb just.
 Understand oral texts with comments about unusual cars (Fast forward) and
identify general and more specific information in them.
 Carry out communicative exchanges, speaking about travel experiences (Talking
about travel experiences) and describing an event (Describing an event).
 Write an email (An email) using structures and expressions worked in the
unit,such as expressions of time or verb tenses (time expressions and tenses).
 Learn about other cultural and social patterns and compare them with the
student’s own culture (Britain- An island nation)
 Practice the rythm and entonation of spoken English (linking).
 Assess the progress and participation in the learning process.
2.- CONTENTS
PROCEDURES
Listening
 Listen to five questions and write down the answers (DICTATION) (SB p. 42, ex. 4).
 Listen to an interview about unusual cars and answer a question of general
comprehension and others more specific (SB p. 42, ex. 1 and 2).
 Listen to an email text to check the words left out (SB p. 45, ex. 3).
 Listen to a programme of events of a festival “The Birdman” and check the answers
of some comprehension questions (A programme of events–Practical English, SB p.
47 ex. 5).
 Listen to a programme of events with common expressions to describe a festival-
competition. Answer a comprehension question (A programme of events –Practical
English, SB p. 47 ex. 6).
Speaking
 Ask and answer questions giving opinions and reasons about vacational preferences
and likes (Talking Point, SB p. 39, ex. 7).
 Make up explanations for hypothetical situations, using the adverb just and the
present perfect (Activate Your English, SB p. 40, ex. 7).

 Practice asking and answering questions using the present perfect of the verbs
given and ever (Activate Your English, SB p. 42, ex. 5)
 Debate the answers of a contest in groups (Round the World). Discuss the answers
using the suggested expressions in the Phrase Bank (SB p. 44, ex 1 and 2)
 Prepare and practice a dialogue (Activate Your English) describing the events that
may take place in the students environment. Use the suggested dialogue as a guide
(Describing an event, Practical English). Practice the dialogue with a partner (SB p.
47, ex. 8).

PROCEDURES
Reading
 Read and listen to a text (Go, Go, Go!) about alternative holidays. Deduct the correct
heading choosing from four options (SB p. 38 ex. 3).
 Read the text again and say if some sentences are true or false. Find the exact place
where the information is located (SB p. 33, ex. 4).
 Find some words in the text above and connect them with their correct definition
(WORD SEARCH, SB p. 33, ex. 5).
 Complete a list of words connected with holidays and describe each one’s last
holidays, describing actions totally finished in the past (Recycle, SB p.39, ex. 6).
 Ask and answer questions giving opinions and reasons about vocational preferences
and likes (TALKING POINT, SB p. 39, ex. 7).
 Read the question of a contest (Round the World) Choose the right answers. In
groups, discuss and debate the questions using the expressions of the Phrase Bank
(SB p. 44, ex 1 and 2)
 Read the programme of events for a festival-competition “The Birdman” and answer
some comprehension questions. (A programme of events–Practical English, SB p. 47
ex. 4).
 Read and listen to a dialogue discribing the events to take place in a festival-
competition. Answer a comprehension question (Describing an event–Practical
English, SB p. 47 ex. 6).
 Read and order a dialogue describing the events to take place in the River Thames
(Describing an event–Practical English, WB p. 39 ex. 7).

Writing
 Read an email and deduct the words left out in the text. Listen to a CD and check the
answers (SB p. 45, ex. 3).
 Translate some expressions of time into the mother tongue and identify the tense of
verbs (Language Point, time expressions and tenses, SB p. 45,ex. 4)
 Connect some expressions of time with some sentences (SB p. 45, ex. 5).
 Make up some notes to send an email to a friend, telling him the experience of a trip
to a certain country (Preparation) and answer some questions with them (SB p. 45,
ex. 6).
 Write an email (Task) describing a trip to a country, using the suggested plan (Writing
plan), the pattern in the book and the ideas in the exercise above (SB p. 45, ex. 7).
 Prepare a dialogue (Activate Your English) to describe the events that happen in the
student’s environment using the suggested dialogue as a pattern (Describing an
event, Practical English). (SB p. 47, ex. 8).
 Write a dialogue giving information about the events that take palace in Notting Hill’s
carnival (Describing an event – Practical English, WB p. 39 ex. 8).

CONCEPTS
LANGUAGE FUNCTIONS
 Describe travelling experiences.
 Debate about likes and options regarding holidays.
 Discuss the chosen answers in a contest.
 Describe an event.
STRUCTURES-GRAMMAR
Present perfect
Present perfect: just
Present perfect questions
VOCABULARY
Subject: Travel
GLOSSARY:
 Travel: Prepositions (around, across, down, up, into, out of, over, through);.

verbs: (climb, cycle, drive, fly, hitch-hike, ride, sail, ski, swim, trek)
 Compound nouns: bicycle helmet, bus driver, bus station, bus timetable, ferry port,
ferry timetable, motorcycle engine, motorcycle helmet, plane journey, plane ticket,
train driver, train journey, train station, train ticket, taxi driver, underground station.
Functional language: Describe an event (Describing an event).
PHONETICS
Pronunciation: linking
PROCEDURES
Grammar
 Read a chart about the present perfect structure in its affirmative and negative forms.
Indicate which are irregular past participles (SB p. 40, ex.1).
 Complete a text (Modern explorers) with the correct form of the present perfect.
Check the past participles of irregular verbs on page 144 of the WB (SB p. 40, ex. 2).
 Complete some sentences using the affirmative and negative form of the present
perfect of the suggested verbs in a box (SB p. 40, ex. 3).
 Write about personal travel experiences using the patterns suggested and the
appropriate verb tense (Activate Your English, SB p. 40, ex. 4).
 Translate some sentences into the mother tongue (SB p.40, ex. 5).
 Complete some sentences with the adverb just and the correct form of thel present
perfect (SB p.40, ex. 6).
 Make up some explanations for hypothetical situations using the adverb just and the
present perfect (Activate Your English, SB p. 40, ex. 7).
 Read a chart about the present perfect in the question form and translate it into the
mother tongue. Also translate the word ever (SB p. 42, ex.3).
 Listen to five questions and write down the answers (Dictation) (SB p. 42, ex. 4).
 Make questions with the present perfect of the suggested verbs and ever, according
to the pattern. Practice asking and anwering the questions (Activate Your English, SB
p. 42, ex.5)
 Read and listen to a text (Strange vehicles) Ask and answer questions about it using
the present perfect and the question pattern suggested (SB p. 43, ex. 6).
 Make questions for some answers given (SB p.43, ex.7).
 Complete a dialogue with the present perfect of the suggested verbs. Listen to a CD
and check the answers (Grammar Consolidation, SB p. 43, ex. 8).
 Listen and take a dictation (Grammar Consolidation, WB p. 36, ex. 7).

Vocabulary
 Translate some prepositions into the mother tongue (SB p. 38, ex. 1).
 Look up the meaning of some words and choose the right preposition in some
sentences. Listen and check the answers (SB p. 38, ex.2).
 Observe some photographs and connect them with a compound noun (formed with
two nouns from different boxes) (SB p. 41, ex. 8).
 Write some sentences expressing experiences in personal trips, using the suggested
verbs in the appropriate tense and a compound name from a list (SB p. 41, ex. 9).
Pronunciation
 Practice and learn how to join the words in spoken English (Pronunciation Bank, Unit
4, WB page 134, ex. 1, 2 and 3).
 Practice the rythm and entonation of some sentences (Phrase Bank (Practical
English, SB p. 47, ex. 7).

CONCEPTS
Learn some data about Great Britain and the British people; compare the differences with
other countries of the Europan Union, such as driving (on the left), their measure system
(in miles, yards, pints, pounds, etc), their currency (sterling pound), and their love for
tradition and the preservation of old habits or competitions Refer to the show of Punch
and Judy, a traditional festival in Great Britain, where children carry out all kind of
activities: fly, dance, play musical instruments, sports, food, etc.
PROCEDURES
 Observe some photographs and the heading of a text about Great Britain and the
British (Britan-An island nation) and give answers to some questions (SB p. 46, ex.
1).
 Read and listen to the complete text and check the answers (SB p. 46 ex. 2).
 Answer some questions connected with the text previously read comparing and
contrasting cultures (Comparing Cultures, SB p. 46, ex. 3).


language to the basic competences and particularly how they are presented in this unit:
ii. learning to learn:

 The students think about and strengthen their personal initiative giving their own
opinion about holidays (Talking point, SB p. 39) or about experiences in trips
(Activate your English, SB p. 40).
 The students will learn to elaborate small cards and do schematic exercises about
the things learnt in the unit (Word Bank 4, WB pages. 118 and 119)

iv. social and civic competence, as knowing a language involves the knowledge of
social features and cultural facts connected with its native speakers which can be worked
along with the unit.
Leisure education: the importance of travelling and visit new places which enrich our
perception of the world and makes us more tolerant.
Moral and civic education: the importance of looking after and respect the places where
we go on holiday
Education for the equality of both sexes: the importance of observing and assuming
as normal that both men and women can carry out the same kind of activities.
v cultural and artistic competence
Linguitic studies contain both both artistic and cultural components
 Read and learn some information about Great Britain and its differences (SB p. 46).

taking the vocabulary to a real life context and helping in the development of their
knowledgeof the world out of the English classroom.
Social sciences (Geography)
Learn the name of several countries and capital cities travelling around the world.
Learn about places of the Spanish geography: Costa Brava (Calella), Menorca, Sevilla,
Torrevieja, Salamanca, Granada, Benidorm, etc.

Curriculum Extra 2, SB pages 100 and 101, WB p. 131,Teacher’s Guide, pages 100,
T100, T101 and 101

Section Wordlist, WB, páginas 136 to 142.
6.- ASSESSMENT
Final assessment
End-of-unit test (Unit 4) Teacher’s Resource Book, pages 22, 23, and 24.
Self-assessment
Student Self-assessment Checklist, Unit 4, Teacher’s Book, page xix
Assessment criteria

Vocabulary

 Complete some sentences with the verbs from a box.
 Choose the correct preposition in some sentences.
 Put the letters of some words in order.
 Complete some words and complete the compound words in the appropriate way
Grammar
 Write the past participle of some verbs.
 Complete some sentences with the present perfect of the verbs in a box.
 Write negative and affirmative sentences using the present perfect.
 Complete sentences using just and the present perfect.
 Write questions and short answers using the present perfect.
 Complete a dialogue with the present perfect of the verbs given.
Reading
 Read a text and show comprehension indicating if some sentences are true or false.
 Read the text again and answer some questions of more specific comprehension
Oral comprehension
 Listen to a conversation about travelling experiences. Show comprehension and
choose in some sentences the correct option from the three suggestions given.
Writing
 Write a composition imagining the travelling experiences in a gap year. Use the
information from a box as help.
UNIT 5 – CRAZY ABOUT IT

 The students must be able to understand and use the vocabulary connected with
cultural events.
 Be able to learn how to use the verbs and nouns connected with competitions.
a normal daily conversation (Buying by phone – Practical English).
texts.
 Understand and apply grammar aspects such as: the present perfect and past
simple of verbs, as well as expressions of time which are used with the present
perfect; for and since.
 Understand oral texts using a vocabulary about toys and gadgets which were very
popular (craze) in the past (Everybody’s doing it) and identify general and more
specific information in them.

 Carry out communicative exchanges, speaking about life experiences (Talking
about life experiences).
 Write a profile about a sport or fashion (A sport or craze profile) using formulas
and expressions worked in the unit, such as topic sentences (topic sentences).
 Learn a song and get information about its music and composer (Ms Dynamite).
 Practice the sound of weak vowels: (weak vowel: /ə/.)
2.- CONTENTS
PROCEDURES
Listening
 Listen to five sentences and write them down. Indicate the sound /ə/ (Dictation) (SB
p. 51, ex. 8).
 Listen to a couple of texts (Superfans) written by some fans of a rock group and TV
series and complete them with the figures in a box. Check the answers (SB p. 48
ex. 3)
 Read a text and make sure of the meaning of the new words (SB p. 52 ex. 1)
 Read some questions and deduct the answers. Listen to a radio programme
speaking about toys which have been very popular (The latest craze) and check the
answers (SB p.52, ex. 2)
 Listen to the dialogue again and complete each sentence with two words. (SB p. 52,
ex. 3).
 Listen to a dialogue about some people who phone to buy some tickets . Answer a
comprehension question (Buying by phone–Practical English, SB p. 56 ex. 2).
Speaking
 Ask and answer questions using the vocabulary in lesson 1 above, the present
perfect and the pattern sentence (Activate Your English, SB p. 48, ex. 2).
 Ask and answer questions giving opinions and reasons about fans and cutural likes
(Talking Point, SB p.49, ex. 8).
 Ask and answer some questions using either the past simple or present perfect
(Activate Your English) (SB p. 50, ex. 5).

 Ask and answer questions about everyone’s life according to a pattern (Activate Your
English, SB p. 53, ex.8).
 Practice a dialogue with a partner (Activate Your English) about buying tickets by
phone. Change the kind of show, the place and the ticket prices of the original
pattern (Buying by phone–Practical English, SB p. 56 ex. 2).

PROCEDURES
Reading
 Read a couple of texts (Superfans) written by some fans of a rock group and TV
series and complete them with some figures in a box. Listen to the texts and check
the answers. Read the texts again and answer some comprehension questions (SB
pages 48 ans 49, ex. 3 and 4).
 Find some prepositions in the text above and connect them with an adjective.
Complete some sentences with the adjectives (Word Search, SB p. 48, ex. 5 and 6).
 Describe an event using there was/there were and the suggested questions (Recycle,
SB p. 48, ex. 7).
 Ask and answer questions giving opinions and reasoning about fans and cultural likes
(Talking Point, SB p.49, ex. 8).
 Read and listen to a web page about skateboards (Brendon’s Skateboard page)
Write the appropriate questions for some answers (SB p. 54, ex. 1).
 Sort out and complete vocabulary from the text above connected with
Skateboarding (Skills Focus, Learning new words from a text (SB p. 54, ex. 2).
 Read an advertisement about shows and sports and say if the sentences in it are
true or false. (A ticket agency –Practical English, SB p. 56 ex. 1).
 Read and listen to a dialogue about buying some tickets by phone. Answer a
comprehension question (Buying by phone–Practical English, SB p. 56 ex. 2).
Writing
 Read the description of a sport (Arantxa’s Taekwondo page) and choose the correct
words from two suggested options. Listen to a CD and check the answers (SB page.
55, ex. 3).
 Read the definition of topic sentence and indicate the ones in exercise 3 above
(Language Point, topic sentence, SB page. 55,ex. 4).

 Read some topic sentences alternative to the ones in the exercise above and indicate
the three of them most suitable for the text in exercise 1 (SB page. 55, ex. 5).
 Write down notes to make a description of a sport, game or toy (Preparation) and
answer some questions with them. Choose one of the suggested subjects in a box
(SB page. 55, ex. 6).
 Write a profile (Profile) (Task), using the suggested plan (Writing plan), the pattern in
the book and the ideas of the exercise above (SB p. 55, ex. 7).
 Prepare a dialogue (Activate Your English) to buy tickets by phone, using the
suggested dialogue as a pattern and change the event , place and ticket prices
(Buying by phone, Practical English). (SB page. 56, ex. 4).
 Complete a dialogue with the sentences from a box. Write a similar dialogue to buy
tickets for the play Treasure Island with the sentences in a box and the information of
the play poster (Buying by phone – Practical English, WB page. 49 ex 8 and 9).

CONCEPTS
LANGUAGE FUNCTIONS
 Speak about events.
 Refer to non finished events.
 Speak about life experiences.
 Buy tickets by phone for shows.
STRUCTURES-GRAMMAR
Present perfect and past simple
For and since
VOCABULARY
Subject: Events.
GLOSSARY:
 Events: autograph, concert, costume, crowd, programme, match, seat, stadium,
stage, theatre, ticket, trophy.
 Competition; verbs and nouns: champion, championship, compete, competitor,
competition, final, finalist, hold a record, record holder, lose, loser, race, racer, score,
scorer, win, winner.
Functional language: Buy tickets by phone (Buying by telephone).

PROCEDURES
PHONETICS
Pronunciation: Weak vowel: / ə /
PROCEDURES
Grammar
 Read and complete a chart comparing the use of the present perfect and the past
simple (SB page.50, ex.1).
 Complete a chart with the time expressions in the suggested text (SB page.50, ex. 2).
 Complete the text in exercise 2 above with the appropriate verb form (SB page. 50,
ex. 3).
 Complete some sentences with the present perfect or past simple of the verbs in a
box (SB page.50, ex. 4).
 Complete some questions with the present perfect or past simple as suitable
 Ask and answer the questions (Activate Your English) (SB page 50, ex. 5).
 Read and complete a grammar chart with the use of expressions of time: for and
since (SB page. 52, ex. 4).
 Complete a chart with the expessions of time from a box (SB page. 53, ex.5).
 Read some information about the use of the yo-yo and complete some sentences,
using the present perfect, since or for and an expression of time en each sentence
(SB page. 53, ex. 6)
 Write some sentences about the students’ lives using the present perfect and since or
for and the suggested pattern. Ask and answer questions about the exercise above
(Activate Your English, SB page.53, ex.7/8).
 Read a text (We’re crazy about…) and choose the correct words between two options
to practice the gramar learnt in the unit (Grammar Consolidation, SB page. 53, ex. 9.)
 Listen and write down a dictation (Grammar Consolidation, WB page. 47, ex. 8).
Vocabulary
 Look up the meaning of some words and complete the text which appears with some
photographs and the words from a box (SB page 48, ex 1).

 Ask and answer questions using the vocabulary in exercise 1 above and the pattern
sentence (Activate Your English, SB page. 48, ex. 2).
 Look up the meaning of some words connected with sports competitions and answer
the questions (SB page.51, ex. 6).
 Complete a chart sorting out the words in exercise 6 above. Listen and check the
answers (SB page. 51, ex. 7).
 Listen to five sentences and write them down. Notice the sound /ə/ (Dictation) (SB
page. 51, ex. 8).
 Complete some texts with the correct word from the boxes. Listen and check the
answers (SB page. 51 ex. 9).
Pronunciation
 Practice and learn the sound of the weak vowel / ə / (Pronunciation Bank Unit 5, WB
page. 134, ex.1,2 and 3)
 Listen to five sentences and write them down. Notice the sound / ə / (Dictation) (SB
page. 51, ex. 8).
 Practice the rythm and entonation of some sentences (Phrase Bank)(Practical
English, SB page. 56, ex. 3)
BLOCK 4- Sociocultural aspects and intercultural consciousness
CONCEPTS
Get some information about the British musical group Oasis, born in Manchester in 1992,
and the famous film Star Wars written and directed by American George Lucas in 1977.
Refer some data about skateboarding; its history, equipment, colloquial language and
famous characters of the activity like the American Vannesa Torres, who won a medal in
The X games ( an annual event for extreme sports that has been taking place since 1996.
Give details about Taekwondo, a martial art of Corean origin, its competitions, famous
sportspeople, etc.
Learn and sing a song, approaching the pop culture and learning details of a character,
the English singer and presenter Ms Dynamite.
PROCEDURES
 Read the biographic report of Ms Dynamite and answer some questions (SB page.
57, ex. 1)

 Read and complete the lyrics of a song (A little deeper) choosing words from two
suggested options. Listen to the text of the song and check the answers (SB page. 57
ex. 2).
 Ask about the students’ favourite singer. Find out six relevant facts about this
character and write a card about him/her, using the pattern pop file (SB p.. 57, ex. 3).


 The students think over and strengthen their personal initiative giving their opinions
about the world of superfans (Talking point, SB p. 49).

See in the introduction the general aspects of the contribution to this competence. In this
unit there will be a reinforcement on reading and searching for information on different
web pages, apart from learning to reserve tickets for different cultural and sports events.
of social features and cultural facts connected with the native speakers of the foreign
language which can be worked along with the unit.
Health education: the importance of sports and exercise for our health.
Moral and civic education: the importance of playing and compete following the “game
rules” and “playing fair”.
Leisure education: The importance of having cultural interests as well as sportive and
belong to clubs or teams with “equals”

Linguistic studies contain both artistic and cultural components;
 Complete the suggested song in the unit and learn about the writer Ms Dynamite (SB
p. 57).

 Get some information about different sports champions (Champions, SB p. 51).

Physical education
Get some information about different sports and competitions.
Social sciences: Geography

Learn about places of the Spanish geography; Costa Brava (Calella), Menorca, Sevilla,
Curriculum Extra 2, SB pages. 100 and 101, WB p. 131,Teacher’s Guide, pages 100,
T100, T101 and 101

Alternative practice for students with difficulty to follow up the group’s pace:
6.- ASSESSMENT
Grammar consolidation (Unit 5 WB pag 47)

Final assessment
Self-assessment
Student Self-assessment Checklist, Unit 5, Teacher’s Book, page xx
Assessment criteria
Vocabulary
 Put the letters of some words in order and complete some sentences with them.
 Complete some sentences with suitable verbs and nouns.
Grammar
 Complete a chart with the past simple and present perfect of the suggested
infinitives.
 Choose in some sentences the correct verb from two options.
 Complete some sentences with the past simple or present perfect of the verbs in a
box.
 Complete some questions. Use the past simple or present perfect.
 Complete a chart with the time expressions in a box.
 Complete some sentences with the present perfect and the prepositions for or since.
 Write some questions using the expression How long and the present perfect.
Answer the questions.
 Complete a text with the words in a box.
Reading
 Read a text and show comprehension saying if the sentences are true or false Read
the text again and answer some questions of specific comprehension.
Oral comprehension
 Listen to some people and say what sports and hobbies are mentioned.
Writing
 Write a composition about a favorite sport or hobby. Use the questions as a guide.
UNIT 6 – YOUR FUTURE ?
1.- DIDACTIC OBJECTIVES

 Be able to understand and use verbs and nouns connected with human evolution.

 Be able to learn and use vocabulary connectd with science and technology.
 Be able to use the vocabulary and structures learnt in the unit in the context of a
daily normal conversation (Comparing products – Practical English).
texts.
 Understand and apply grammar aspects such as the future of verbs (will and
might) to express opinions about things that will take place in the future, the first
conditional to speak about the possible consequences of an action (first conditional)
and the verbs can, could, will be able to, to describe capacity and ability.
 Understand oral texts with expressions to speak about future engineering (Robot
revolution) and identify general and more specific information in them.
 Carry out communicative interchanges expressing possibility (Expressing
possibility) and talking about the future (Talking about future).
 Write a composition about the future (A composition) using structures and
expressions worked in the unit (Expressing opinions).
 Learn about other cultural and social patterns and compare them with the
student’s own culture (Hi-tech teens).
 Practice the pronunciation of the suffix –tion in nouns (Noun ending: -tion).
2.- CONTENTS
PROCEDURES
Listening
 Listen to and write five sentences (Dictation, SB p. 60 ex. 3).
 Read and complete a text about robots. Listen to the comments in the text and check
the answers. Answer some comprehension questions (SB p. 62, ex. 1 and 2).
 Listen to three teenagers talking about some science fiction books and answer some
questions (SB p. 64, ex. 3).
 Read some opinions and listen again to the teenagers in exercise 3 above. Answer
yes/no/perhaps, according to what the teenagers think about the future (SB p. 64, ex.
4).

 Listen to and complete a conversation online with the expressions from a box
(Instant messages- Practical English, SB p. 67 ex. 6).
 Listen to a dialogue comparing two mobiles. Answer a comprehension question
(Comparing products–Practical English, SB p. 67 ex. 7).
Speaking
 Ask and answer questions giving opinions and reasons about the kind of life at the
time of Homo Habilis (Talking Point, SB p.59, ex. 8).
 Compare sentences with a partner about one own’s life in the past, present and
future (Activate Your English, SB p. 63, ex. 5).
 Give opinions about some ideas connected with science and future, using the
suggested expressions in the Phrase Bank. In pairs, compare these opinions (SB p.
64, ex.5 and 6).
 Prepare and practice a dialogue (Comparing products) comparing a game machine.
Use the suggested dialogue as a guide (Activate Your English–Practical English, SB
p. 67 ex. 9).

PROCEDURES
Reading
 Read and listen to an interview (Face of the future) about the evolution of the human
being and connect some questions with each paragraph. Listen to and check the
answers. Complete a summary with the information in the text (SB p. 58 and 59 ex. 3
and 4).
 Complete a chart with words from the text above. Add a list of verbs to the chart and
write down the corresponding noun. Listen and check (Word Search, SB p. 58, ex.5
and 6).
 Compare life these days with the past and write sentences using the comparative
forms of the adjectives (Recycle, SB p. 59, ex. 7).
 Ask and answer questions giving opinions and reasoning about life at the time of the
Homo Habilis (Talking Point, SB p.59, ex. 8).
 Read the summaries of some science fiction books and predict the information left
out in them (SB p. 64, ex. 1).
 Deduct the necessary information to complete the texts in exercise 1 above,
preparing the necessary questionss (Skill Focus, Preparing questions (SB p. 64, ex.
2).

 Complete an abbreviation mini-dictionary for messages with the expressions in a
box. (Instant messages- Practical English, SB p. 67 ex. 5).
 Read and listen to a dialogue comparing some mobiles. Answer a comprehension
question (Comparing products–Practical English, SB p. 67 ex. 7).
Writing
 Read a composition about the future (The future) and correct grammar and
vocabulary in the text. Listen to a CD and check the answers (SB p. 65, ex. 7).
 Translate some expressions of opinion into the mother tongue and complete them
with other suggested expressions (Language Point, Expressing opinions, SB p.
65,ex. 8 and 9).
 Take some notes to write a composition giving opinions about the future (Preparation)
and answer some questions with them (SB p. 65, ex. 8).
 Write a composition about the future (Task), using the suggested plan (Writing plan),
the pattern in the book and the ideas in the exercise above (SB p. 65, ex. 9).
 Complete a dialogue choosing the correct expression from two options. Write a
dialogue similar to the last one comparing digital cameras (Comparing products –
Practical English, WB p. 57, ex. 8 and 9).

CONCEPTS
LANGUAGE FUNCTIONS
 Express opinions about things that will happen in the future.
 Make predictions. .
 Speak about the possible consequences of an action.
 Describe capacities or abilities.
 Compare products.
STRUCTURES-GRAMMAR
Will and might
First conditional: if + subect + verb in the present simple + will/won’t + infinitive of the
verb.
Can, could, will be able to
VOCABULARY
Subject: Evolution and future of mankind.

GLOSSARY:
 Development; verbs and nouns: become extinct, create, survive, colonise, grow,
evolve, develop, cure, produce, exist, existence, extinction, survival, evolution,
growth, creation, development, colony, production.
 Science and technology: chemicals, clones, crops disease, energy, genetic,
engineering, laboratories, pollution, scientists, weapons.
 Comparative forms of adjectives: taller, heavier, straighter, better, longer, thinner,
larger, more sophisticated, more similar.
Functional language: Compare products (Comparing products).
PHONETICS
Pronunciation: Noun ending: -tion
PROCEDURES
Grammar
 Read a grammar rule about the use of will and might and connect some examples
with the words definitely or possibly (SB p. 60, ex.1).
 Complete some sentences about the future with two of the suggested options (SB p.
60, ex. 2).
 Listen and write down five sentences (Dictation, SB p. 60 ex. 3).
 Write sentences about the future with the words included in three different lists. Write
six more sentences expressing personal or other people’s ideas in the future; use
will, won’t, might, might not (Activate Your English) (SB p. 60, ex. 4 and 5).
 Translate into the mother tongue some examples and complete the grammar rules to
form the first conditional (first conditional) (SB p.60, ex. 6).
 Complete some sentences with the correct verb form. Use the present simple or will
+ infinitive (SB p. 60, ex. 7).
 Write some sentences about the future with the suggested words and the first
conditional (SB p.60, ex.8).
 Complete a chart with the negative forms of the verbs can, could, will be able to
(SB p. 63 ex. 3).
 Complete a text with the affirmative and negative forms of the verbs can, could, be
able to (SB p. 63, ex. 4).

 Write some sentences about one’s own life in the past, present and future, with the
help of a diagram. Compare them with those of a partner (Activate Your English , SB
p. 63, ex. 5).
 Read a text about genetic engineering (The gene debate) and complete it with the
corresponding words from three different columns to practice the grammar learnt in
the unit. Listen and check the answers. Give your opinions about the pros and cons
of the ideas in the text (Grammar Consolidation, SB p. 63, ex. 6).
Vocabulary
 Complete a text about evolution with the infinitive of the suggested verbs and one of
the figures in a box (SB p. 58, ex. 1).
 Complete a chart with the verbs from exercise 1 above and the incomplete nouns
from a box. Listen and check the answers (SB p. 58, ex.2).
 Complete a questionnaire about science and technology with the words from a box.
Choose one of the two options given for each subject and check the result of the
survey (SB p.61, ex. 9).
 Complete a chart with personal ideas about the future. Use will, won’t, might, might
not and vocabulary from exercise 9 above (Activate Your English, SB p. 61, ex. 10).
Pronunciation
 Practice and learn the pronunciation of the noun suffix –tion (Pronunciation Bank,
Unit 6, WB p. 135, ex.1 and 2).

CONCEPTS
Understand the meaning of some of the scientific or technical words studied in the unit,
such as: Genetic engineering, handling genes of a living organism, clones, an exact
replica of a living being.
Speak about robots; their history, evolution, abilities and the way science continues
creating robots for the future with human features and characteristics, as well as
nanorobots (microscopic robots).
Refer to famous books and authors connected with science fiction, such as: H.G. Wells
(1866-1946) or Isaac Asimov (1920-1992).

Learn some data about how American teenagers use modern technology: Internet, email,
mobile phone, etc. and establish a sociocultural comparison with the students’
environments.
PROCEDURES
 Answer a question about the kind of electronic communication normally used by the
students, using the suggested expressions (SB p. 66, ex. 1).
 Read and listen to a text about American teenagers and the new technologies (Hi-
tech teens) and answer a question (SB p. 66, ex. 2).
 Read the text again and indicate if the sentences are true or false. Discuss the
answers with the information of the text above (SB p. 66 ex. 3).
 Answer some questions about opinions connected with the text read, comparing and
contrasting cultures (Comparing Cultures, SB px 66, ej. 4).

See in the introduction the general aspects of the contribution of learning a foreign
ii learning to learn;
 The students think over and strengthen their personal initiative giving opinions about
life in prehistoric times (Talking point, SB p. 59), and about the future (Activate your
English, SB p. 60).
things learnt in the unit (Word Bank 1, WB pages 122 and 123).

particular unit there is a reference to different forms of technology and communication.
of social features and cultural facts connectd with the native speakers which can be
worked along with the unit.

Moral and civic education: The importance of using science and technology in an
ethical way and for noble purposes.
Education for peace: the importance of reaching agreements regarding subjects which
may be treated with a wide discussion and controversy, as genetic energy, cloning living
beings, the use of nuclear energy.
Health education: the importance of using the new technologies in a reasonable and
controlled way without getting “addicts” to computers, play-stations, mobiles, etc.
v. artistic and cultural competence

Linguistic studies content both artistic and cultural components ;
 Learn some information about the new communication technologies (SB p. 66).
 Learn about some famous books and films (SB p. 64).

History
Learn about the evolution and chronology of the human being.
Sciences and technology
Learn some information about the new technologies: robotics, genetics, etc. and how they
affect the human beings’ life.
Curriculum Extra 2, SB pages 100 and 101, WB p. 131,Teacher’s Guide, pages 100,
T100, T101 and 101


6.- ASSESSMENT
Grammar consolidation (Unit 6,WB page 55)
Final assessment
End-of-term (Test 2) Teacher’s Resource Book, pages 31, 32 and 33.
Self-assessment
Student Self-assessment Checklist, Unit 6 Teacher’s Book, page xx
Assessment criteria
Unit 6 Test (Teacher’s resource Book 3 pages 28-30).

Vocabulary
 Complete a chart with verbs and nouns.
 Complete some sentences choosing a word from each pair.
 Write down the missing vowels in some words connected with science and
technology.
Grammar
 Choose the most suitable verb from two options in some sentences.
 Complete some conditional sentences with the correct verb form.
 Complete some conditional sentences with the correct verb form of the verbs in a
box.
 Complete a text with the verbs from a box.
 Transform some positive sentences into negatives changing the verb given.

 Choose the correct verbs from two options in a text.
Reading
 Read a text and show comprehension answering some questions with short answers.
 Read the text again and answer some questions of specific comprehension.
Oral comprehension
 Listen to a conversation about genetically manipulated food. Show comprehension
and choose the correct option from two.
Writing
 Write an opinion article about the future of the environment. Use some ideas as help.

Vocabulary
 Complete a chart with verbs and nouns.
 Write one more word of each class.
Grammar
 Write some sentences using the present perfect and the words given.
 Complete a dialogue with the past simple or the present perfect.
 Write some sentences using the first conditional.
 Complete some sentences with the correct verb tense.
 Transform some sentences from the positive form to the negative.
 Complete a text with the words from a box .
Reading
 Read the text again and answer some questions of more specific information.
Oral comprehension
 Listen to a person speaking about skateboarding and complete some sentences
with the numbers in a box.
Writing
 Write a composition about the tennis player Rafael Nadal. Use some information as
help.
UNIT 7 - AMBITION

Understand and use vocabulary connected with professions.
 Be able to learn and use adjectives to describe qualities.
daily normal conversation. (An informal interview – Practical English).
 Be able to identify and interpret general and more specific questions in written
texts.
 Understand and apply grammar aspects such as: would to express likings and
preferences, have to/don’t have to to express obligation, be going to to express
intentions and future plans, will for predictions or give opinions about the future.
 Understand oral texts; a programme in which the results of a singing competition
are presented (You’re a star) and identify general and more specific information.
 Carry out communicative exchanges, presenting ideas for a business (Presenting
ideas) or interviewing (An informal interview).
 Write a formal letter (A formal letter) using formats and expressions worked in the
unit (Format and phrases in a formal letter).
 Learn a song and get some information about the music and the composer (Kelly
Clarkson).
 Practice the pronunciation of the contracted forms in written and spoken English
(Contractions).
2.- CONTENTS
PROCEDURES
Listening
 Listen to five sentences and write them down (Dictation) (SB p.70, ex. 4).
 Listen to a text where four teens speak about their professional ambitions for the
future (I’d like to be…). Answer two questions of personal opinion. Answer some
comprehensive questions (SB p. 68, ex.3 and 4).
 Read some information and listen to a text speaking about and presenting the results
of a competition with some singers. Answer two questions, one of them of personal
opinion and the other of text comprehension. (SB p. 72, ex. 1).

 Listen to the text above again and connect the adjectives in a list with one or two
contestants in the competition. Complete some sentences as well (SB p. 72, ex. 2
and 3).
 Listen to a dialogue about a work interview. Answer an opinión question (An
informal interview–Practical English, SB p. 76 ex. 3).
Speaking
 Ask and answer questions giving opinions and reasons about personal and
professional ambitions (Talking Point, SB p. 69, ex. 8).
 Give opinions and reasons for the personal results connected with a profession,
obtained from the Careers crossroads of the book (Activate Your English, SB p. 71,
ex. 11).
 In pairs, choose a business to present ideas from some symbolic pictures. Prepare
the answers to respond the questionnaire about new businesses of the SB page 74
(In business questionnaire). Use the suggested expressions in the Phrase Bank .
Listen to the ideas of other groups and assess the viability and success of their
businesses. (SB p. 75, ex 3, 4 and 5).
SECTION 2- Reading and writing

PROCEDURES
Reading
 Read and listen to a text with four teenagers talking about their professional
ambitions for the future (I’d like to be…). Answer two questions of personal opinion.
Answer some comprehension questions (SB p. 68, ex.3 and 4).
 Translate into the mother tongue some sentences. Find two more examples in the
text of the verb “get” with the meaning of “obtener” (Word Search, SB g. 68, ex.
5).
 Complete some questions with the words from a box and answer them (SB p. 68, ex.
6).
 Complete some sentences, deducting consequences and using the first conditional
(Recycle, SB p. 68, ex. 7).
 Ask and answer questions giving opinions and reasons about personal professional
ambitions and hopes (Talking Point, SB p. 69, ex. 8).
 Read a text and a questionnaire (In business; Skill Focus: Transferring information)
and find specific information to transfer from the questionnaire to the text and
complete it. Listen to the answers and check. (SB pág. 74, ejs. 1 y 2).

 Read some work offers and connect them with a word. Answer a personal opinion
question. Connect the description of some jobs with the jobs of previous offers
(Job advertisements – Practical English, SB p. 76 ex. 1 and 2).
 Read the dialogue about a work interview. Answer an opinion question and give
reasons for the answer (An informal interview–Practical English, SB p. 76 ex. 3).
 Read and put a dialogue in the right order (An informal interview – Practical English,
WB p. 67 ex. 6).
Writing
 Read and complete a letter (A formal letter) choosing the correct words from two
options. Listen and check the answer (SB p. 75, ex. 6)
 Connect the description of the format parts of an informal letter with the right position
in the letter (Language Point, Format and phrases in a formal letter SB p.75,ex. 7)
 Copy and translate some sentences into the mother tongue (SB p. 75, ex. 8).
 Prepare some notes to write a formal letter (Preparation) and answer some questions
with them (SB p. 75, ex. 9).
 Write a formal letter (TASK), using the suggested plan (Writing plan), the pattern in
the book and the ideas in the exercise above (SB p. 75, ex. 10).
 Prepare a dialogue for a work interview. Answer an opinion question and give
reasons for the answer. Use the suggested dialogue as a pattern (Activate Your
English, An informal interview – Practical English, SB p. 76 ex. 5)
 Write a dialogue for a work interview connected with the suggested work in the
exercise (An informal interview – Practical English, WB p. 67 ex. 8).

CONCEPTS
LANGUAGE FUNCTIONS
 Speak about professions and works.
 Describe qualities.
 Express likes and preferences.
 Express obligation and rule.
 Express intention and future plans.
 Make predictions or give opinions about the future.
 Present ideas for a business.
STRUCTURES-GRAMMAR

Likes and preferences: would + verbo + to + verbo
Have to/don’t have to
Be going to
Will and be going to
VOCABULARY
Subject:Professions and personal ambitions.
GLOSSARY:
 Professions: business, caring, education, engineering, farming, journalism and the
media, law, medicine, social services, technology, computing, the arts and
entertainment, travel and tourism.
 Adjectives to describe qualities: ambitious, caring, creative, easy-going, impulsive,
inquisitive, logical, mathematical, practical, sociable, studious, visual.
Functional language: Interviewing (An informal interview).

PHONETICS
Pronunciation: Contractions.
PROCEDURES
Grammar
 Read a chart about the use of would +verb+ to+ verb, in affirmative and negative.
Find examples with the structure in the text of the SB page 69 (SB p. 70, ex.1).
 Complete a text with five words or sentences (SB p. 70, ex. 2).
 Choose one of the two options suggested in some sentences and give reasons for
the answer (SB p. 70, ex. 2).
 Complete a chart using have to in the affirmative and negative (SB p. 70 ex. 5).
 Write three sentences about some of the professions from a list and the verbs from
another, following the pattern. Listen to the classmate sentences and guess the
profession described (SB p. 70, ex. 6).
 Write some affirmative and negative sentences about the family and household tasks.
Compare the sentences with those of the classmates (Activate Your English SB p. 70,
ex.7).
 Read a grammar chart about the use of be going to. Add in the chart the
corresponding form for he and they (SB p. 72, ex. 4).
 Complete a text with the correct form of be going to and the verbs in a box (SB p.72,
ex.5)

 Write some sentences with be going to and the words from two boxes. Ask questions
with the ideas above (SB p. 72, ex. 6 and 7).
 Deduct some grammar rules about the use of the future will or be going to and
connect some examples with the corresponding rule (SB p. 73, ex. 8).
 Complete some sentences using the right forms of will or be going to in each
paragraph (SB p. 73, ex. 9).
 Complete some questions using will or be going to. Imagine that the student is part
of a band. Write the responses to answer (Activate Your English, SB p.73,ex.10
 Complete the lyrics of a song with the appropiate words from one of the three
columns given. Listen and check the answers (Grammar Consolidation, SB p.73, ex.
12).
 Write five sentences about personal plans for the next weekend (SB p. 64, ex. 4).
 Listen to and write down a dictation (Grammar Consolidation, WB p. 65, ex. 8).
Vocabulary
 Watch some photographs and deduct the professions of the people (SB p. 68, ex. 1).
 Choose four professions from a list, copy and complete a chart with personal
opinions about the professions chosen, according to the pattern (SB p. 68, ex.2).
 Read some descriptions about personal qualities, observe and interpret some
photographs and deduct the professions of some people (SB pág. 71, ej. 8).
 Read again the descriptions in exercise 8 above and follow the clues in a crossroads
to deduct the recommended profession to each person (SB p. 71, ex. 9).
 Think of several professions and express the qualities needed for each of them, using
the adjctives worked in exercise 8 above (SB p. 71, ex. 10).
 Follow the route of the Careers crossroads in the book and find which group of
professions agrees with the personality of the student. Give opinions and reasons for
the results (Activate Your English, SB p.71, ex. 11).
Pronunciation
 Practice the contracted forms of spoken and written English (Pronunciation Bank,
Unit 7, WB p. 135, ex. 1 and 2).

CONCEPTS
Speak about professions and compare if the teenagers of the students’ environment
usually work as the teenagers who appear in the unit and what kind of works would be
chosen. Mention the contests and competitions in which fame and success come from
one day to the other. Compare these contests with the ones known by the students.
Speak about famous people.
Learn the format of a formal letter (addressed to someone unknown) written in English.
Compare it with one of the same formal style the student would write in his/her country.
Learn and sing a song, approaching the pop culture and learning details about a person,
the American singer Kelly Clarkson.
PROCEDURES
 Read and arrange Kelly Clarkson’s profile (SB p. 77, ex. 1).
 Read and correct ten words in the lyrics of a song (Breakway). Listen to the text of
the song and check the answers. Connect the main ideas in the summary of each
paragraph of the song with the right paragraph (SB p. 77 ex. 2 and 3).
 Say which are the things they would like to change in their lives if they could. Make
predictions about their own future and write some lines for a song. Use a chorus as a
pattern (SB p. 77, exj. 4).


their ambitions (Talking point, SB p. 69) or about their familiar responsibilities
(Activate your English, SB p. 70)
 Learn how to make a questionnaire (In business, SB p. 74)

 Learn how to make an applying advertising for a job or have an interview (SB p. 76)

iv. social and civic competence, as knowing a foreign language involves the knowledge
of social features and cultural facts connected with their native speakers which can be
Education for peace: the importance of respect and value the others independently from
their personal qualities.
Education for the equality on both sexes: the importance of considering men and
women in equal conditions regarding professions.

Linguistic studies content both artistic and cultural components:
Complete the suggested song in the unit and learn about the composer Kelly Clarkson
(SB p.77).
 Learn how to write a “formal” letter (SB p. 75)

Technologies
Learn about renewable energies.
Curriculum Extra 3, SB pages 102 and 103, WB p. 132 Teacher’s Guide, pages 102,
T102, T103 and 103.


Additional and alternatives activities, Teacher’s Book, pages T-68 to T-77
6.- ASSESSMENT
Final assessment
Self-assessment
Student Self-assessment Checklist, Unit 7 Teacher’s Book, page xxi
Assessment criteria
Vocabulary
 Complete the letters in some sentences (professions).
 Find in an alphabet soup ten qualificative adjectives. Write them down.
Grammar
 Choose in a text the correct verbs from two options.
 Complete some sentences decoding some symbols.
 Complete some sentences with the correct form of have to/don’t have to.
 Write some sentences using going to in the affirmative, negative or interrogative
form.
 Complete some sentences using the future forms be going to and will.
 Choose in some sentences the correct verb from two options.

 Write suitable questions for some answers.
Reading
Oral comprehension
Listen to five people and say what professions they are talking about.
Writing
 Choose two professions from a list and write about them using a suggested plan.
UNIT 8 – DANGER!

 Understand and use verbs with propositions.
 Be able to learn how to use adverbs.
a daily normal converstion (Giving advice – Practical English).
texts.
 Understand and apply grammar aspects such as: the second conditional to
describe the possible consequences of an action (Second conditional), the structure
(not) as… as… to compare things and people, and the modal verbs should, must and
have to to give or ask for advice and recommendations.
 Understand oral texts, an interview about dangers in Australia (Dangerous
wildlife) and identify general and more specific information in them.
 Carry out communicative exchanges, speaking about rules (Talking about rules)
and offering advice (Giving advice).
 Write letters giving advice (Giving advice) using formats and expressions worked
in the unit (sentence adverbs).
 Have a knowledge of other cultural and social patterns and compare them with
the students culture (Crime in the USA)
 Practice the pronunciation of the verbs: could, should, would.

2.- CONTENTS
PROCEDURES
 Read some information (Danger down under) about dangerous animals in Australia
and deduct the number of accidents caused by them. Listen to the text and check the
answers. Answer a comprehension question (SB p. 82, ex. 1 and 2).
 Complete some sentences with the words from a box. Listen and check (SB p. 82,
ex. 3).
 Listen and complete a text about police advice to prevent murders and crime (Get
streetwise!). Listen again and check the answers (Police advice – Practical English,
SB p. 87 ex. 5).
 Listen to a text with expressions to ask for and give advice and ask the people why
they are worried (Giving advice - Practical English, SB p. 87, ex. 6).
Speaking
 Ask and answer questions giving opinions and reasons about risky and exciting
experiences (Talking Point, SB p. 79, ex. 10).
 Practice a dialogue about one of the suggested situations, using expressions to give
and ask for advice and expressing preocupation. Use the suggested pattern in
exercise 6 of the SB (Giving advice - Practical English, SB p. 87, e. 8).
 Answer some opinión questions connected with a text read before and compare and
contrast cultures (Comparing Cultures, SB p. 86, ex. 4).

PROCEDURES
Reading
 Say if some sentences regarding the roller coaster are true or false. Read and listen
to a text about it (Roller coaster) and compare the answers (SB p. 78, ex. 5).
 Read the text again and answer some multiple choice questions (SB p. 78 ex. 6).
 Translate into the mother tongue some similes and check if these expressions are
also used in the student’s language. Connect the two parts of a sentence (Word
Search, SB p.78, ex.7 and 8)
 Ask and answer questions about a partner’s experiences using the present perfect
and the past simple and the suggested patterns (Recycle, SB p. 79, ex.9).

 Ask and answer questions giving opinions and reasons about risky and exciting
experiences (Talking Point, SB p. 79, ex. 10).
 Read the definition of streetwise and answer if it matches your personslity. Read a
questionnaire to know if you are a “cautious” person (Are you… Streetwise?).
 Check the results of the questionnaire on page 87 of the SB (SB p. 84, ex. 1 and 2).
 Read some definitions and choose the most suitable word for them. Check the
answers with a dictionary (Skill Focus, Checking words SB p. 84, ex. 3).
 Read and complete a text about police advice to prevent murders and crime (Get
streetwise!). Use the vocabulary from a box. Listen and check the answers (Police
advice – Practical English, SB p. 87 ex. 5).
 Read a text with expressions to ask for and give advice and ask people why they are
worried (Giving advice - Practical English, SB p. 87, ex. 6).
Writing
 Read and complete some letters with the words from a box (Sandra says) giving
some advice. Listen and check the answers. Express agreement or disagreement
(SB p.85, ex. 4).
 Study the meaning of some adverbs in some sentences. Connect une of the
sentences with the adverb clearly (Language Point, Adverbs of degree, SB p. 75,ex.
5)
 Complete some sentences with personal ideas (SB p. 75, ex. 6).
 Read a letter asking for advice about the attitude of a friend. Write some notes to
answer this letter (Preparation) and answer some questions with them (SB p. 75, ex.
7).
 Write a letter answering the letter (Task), using the suggested plan (Writing plan), the
pattern in the book and the ideas of the exercise above (SB p. 75, ex. 8).
 Prepare a dialogue about one of the suggested situations using expressions to give
and ask for advice and expressing preoccupation. Use the pattern suggested in
exercise 6 of the SB (Giving advice - Practical English, SB p. 87, ex. 8).
 Read an extract about a young man asking for advice about a problem and write a
similar dialogue to that in the WB page 75 ex. 7 (Giving advice – Practical English,
WB p. 75, ex. 8).

CONCEPTS

LANGUAGE FUNCTIONS
 Give orders or instructions.
 Speak about som imaginary situations.
 Describe possible consequences of an action.
 Compare things or people.

 Ask for or give advice and rules.
 Give personal opinions in situations of danger.
STRUCTURES-GRAMMAR
Second conditional: if + subject + verb in the past simple + would/wouldn’t + infinitive of
the verb (not) as…as…
should, must, have to
VOCABULARY
Subject: Danger situations.
GLOSSARY:
 Verb + preposition: fall off, get into, get on, get out of, get off, look after, pick up,
put down, put on, sit down, stand up, turn on, turn off, take off.
 Adverbs: angrily, badly, calmly, carefully, dangerously, fast, happily, hard, intelligently,
luckily, nosily, quickly, quietly, safely, slowly, well.
 Sentence adverbs: clearly, fortunately, luckily, obviously, unfortunately.
Functional language: Give advice (Giving advice).
PROCEDURES
PHONETICS
Pronunciation: could, should, would
PROCEDURES
Grammar
 Translate some examples into the mother tongue and complete the grammar rules for
the use of the second conditional (SB p. 80, ex.1).
 Choose the suitable words in some sentences from two options (SB p. 80, ex. 2).
 Write some sentences using the second conditional with the help of some ideas (SB
p. 80 ex. 3).

 Complete some sentences with personal ideas using the second conditional
(Activate Your English, SB p. 80, e. 4).
 Translate some sentences into the mother tongue (SB p. 80, ex. 5).
 Compare two kinds of roller coaster using (not) as… as…(SB p. 81, ex. 6).
 Write some personal opinions using (not) as… as and the suggested ideas (SB p.81,
ex.7).
 Translate some examples into the mother tongue and complete a chart about
obligation degrees (should, must, have to) (SB p. 82, ex. 4).
 Choose the correct verb from two options to complete some sentences (SB p. 83
ex.6)
 Write some sentences using the words from a box and the expressions in another.
Use appropiately must and have to (SB p. 83, ex. 7).
 Write some sentences with rules and recommendations for tourists visiting the
country, using the verbs in a box (Activate Your English, SB p. 83, ex. 8).
 Read and complete a text (Survive) with the appropiate words from one of the three
columns. Listen and check (Grammar Consolidadtion, SB p.83, ex. 9).
Vocabulary
 Look up the meaning of some words. Observe some pictures and complete the
meaning of some sentences with the verbs + preposition from a box. Think of more
examples (SB p. 78, ex. 1 and 2).
 Listen to some stories and arrange and complete some sentences with this
information. Listen again and mime the actions. (SB p. 78, ex.3 and 4).
 Read some sentences and choose the correct adverbs from two options (SB p. 81,
ex. 8).
 Complete a chart with the adjectives from a box and the adverbs from exercise 8
above. Add a list of adverbs to the chart (SB p. 81, ex. 9 and 10).
 Complete some sentences with one or more adverbs (SB p. 81, ex. 11).
Pronunciation
 Learn and practice the pronunciation of the verbs could, should, would
(Pronunciation Bank, Unit 8 WB p. 135, ex. 1 and 2).
 Listen and write down some sentences (SB, Dictation, p. 82, ex. 5).

Get to know some details about roller coasters (Roller coaster); their story, security
measures and the feelings they produce. Make reference to a very famous one: the
Millennium Force roller coaster in Ohio (USA).
Speak about dangerous animals in Australia and their characteristics: sharks, spiders,
etc.
Refer some data about crime in the suburbs of Los Angeles, California (USA) and the
conexion between crime and rap music. Go further into the rap music subject, such as its
Jamaican origin, extensión, influences of the reggae music and the sociocultural
message it communicates
PROCEDURES
 Read and listen to a text about the suburbs and crime in some neighbourhoods in
Los Angeles (Mean Streets). Indicate if some sentences are true or false connected
with the text. Listen to and check the answers (SB p. 86, ex 1 and 2)
 Read the text again and complete a summary with seven of the words from a box.
(SB p. 86 ex. 3).
 Answer some opinion questions connected with the text read comparing and
3.- CONTRIBUTION OF THE MOTHER TONGUE TO THE DEVELOPMENT OF BASIC

COMPETENCES

 The students think over and strengthen their personal initiative giving their opinion
about theme and amusement parks (Talking point, SB p.79) or giving travelling
recommendations about their country. (Activate your English, SB p. 83).

 Learn how to make a questionnaire about being a “cautious” person (streetwise) (SB
p. 84).

iii. data processing and digital competence:
iv. Social and civic competence: as knowing a foreign language involves the
knowledge of social features and cultural facts connected with their native speakers
Health education: the importance of taking precautions and the necessary security
measures when carrying out risky and dangerous activities.
Moral and civic education: the importance of these in certain professions which involve
risk, and help and improve our quality/security in life: firemen, policemen, fishermen, lorry
drivers or security men.
The linguistic studies contain both artistic and cultural components:
 Learn some information about roller coasters (rollercoaster) (SB p.79).
 Learn some information about the suburbs in Los Angeles and crime in the USA (SB
p. 86)

Natural Science
Learn some information about some dangerous animals: spiders, sharks, etc.
Technologies
Curriculum Extra 3, SB pages 102 and 103, WB p. 132 Teacher’s Guide, pages 102,
T102, T103 and 103.


Alternative practice for students with difficulties to follow up the group pace:
6.-ASSESSMENT
Final assessment
Self-assessment
Student Self-assessment Checklist, Unit 8, Teacher’s Book, page xxi
Assessment criteria

Vocabulary
 Write down the opposites of some verbs. (phrasal verbs).
 Complete some sentences with a veb and a preposition.
 Complete a chart with adjectives and their corresponding adverbs.
 Choose in some sentences the correct adjective or adverb.
Grammar
 Connect the two parts of a sentence and complete them with the correct verb form of
the verbs given.

 Write some sentences using the expression not as…as + adjective.
 Complete some sentences with the expressions from a box.
 Check some sentences and write them again.
Reading
Read a text and show comprehension saying if some sentences are true or false.
Read the text again and answer some question of specific comprehension.
Oral comprehension.
 Listen to two conversations and identify the people they refer to in each sentence
Writing
 Write an email giving a friend some advice about travelling on a bycilce around the
country. Use some questions as a guide.
UNIT 9 – BRICK BY BRICK

 Understand and use vocabulary referred to buildings.
 Be able to use verbs connected with construction.
daily, normal conversation (Directions in a building – Practical English).
 Be able to identify and interpret general and more specific information on written
texts, in this case American English.
 Understand and apply grammar aspects, such as passive voice in the present
and past (present and past passive) to describe what happens to the subject of a
sentence, in the affirmative, negative and interrogative forms . Also be able to change
the active into the passive form
 Understand oral texts; an interview describing a design and ecological house (At
home), or a questionnaire about great and famous monuments (Super structures) and
identify general and more specific information about them.
 Carry out communicative exchanges, talking about a dream house (Talking about
your dream house) and giving directions in a building (Directions in a building).
 Be able to write about the description of a building (A description of a building)
using formats and expressions worked in the unit (Using synonyms).

 Learn about a song and get some information about the music and its composer
(Doves).
 Check the pronunciation of the weak vowel /ə/. (Revision: /ə/)
2.- CONTENTS
PROCEDURES
Listening
 Listen to five sentences and write them down. (Dictation) (SB p. 92, ex. 4).
 Read some information and observe a photograph. Deduct which materials have
been used in the construction of the house. Listen to an interview describing the
design and construction of an ecological house (Earthship) and check the answers.
Also, answer some comprehension questions (SB p. 92, ex. 1 and 2).
 Listen to a questionnaire about famous monuments (Super Structures) to check the
answers of these questions. Listen again and answer some questions of specific
information (Skill Focus, Listening for specific information) (SB p. 94, ex. 2 and 3).
 Listen to a guided visit to the Tate Modern art gallery in London. Complete some
comprehension questions (Information about a building–Practical English, SB p. 96
ex. 2).
 Listen to a dialogue asking for information to get to a place inside a big building.
Observe a plan and deduct the position of the person who is asking for help
(Directions in a building–Practical English, SB p. 96 ex. 3).
Speaking
 Ask and answer questions giving opinions on preferences regarding buildings and
town patterns (Talking Point, SB p. 89, ex. 7).
 Ask and answer the questions in exercise 7 of the SB connected with everyone’s
dream house (Activate Your English, SB p. 93, ex. 7 and 8).
 Practice a dialogue (Activate Your English), to give directions to a visitor who wants
some information and directions about the student’s school. Use the suggested
dialogue as a pattern (Directions in a building, Practical English). (SB p. 96, ex. 5).

PROCEDURES

Reading
 Read and listen to a text (Skyscraper) in American English. Complete a chart with
words from the text, different but with the same meaning of the ones suggested. Also,
answer some comprehension questions (Word Search, SB p.88 and 89, ex. 3 and 4).
 Add some more words to the American English list in exercise 3 above. Look up in
the dictionary the corresponding word in British English (SB pág. 88 ej. 5).
 Express in a loud voice some figures. Listen and check the answers (Recycle, SB
p.89, ex. 6).
 Ask and answer questions giving opinions about preferences regarding buildings and
town patterns (Talking Point, SB p. 89, ex. 7).
 Read and answer the questions of a questionnaire about famous monuments (Super
Sructures) (SB p. 94, ex. 1).
 Read a text (A cool place to stay!) and answer true or false to some sentences
connected with them. Read the text again and complete some sentences. Also
answer some comprehension questions (WB p. 84, ex. 1, 2 and 3).
 Observe a plan about the Tate Modern art gallery in London. Answer some questions
as quick as possible. (Information about a building–Practical English, SB p. 96 ex. 1).
 Read and listen to a dialogue asking for information to get to a place inside a big
building. Observe a plan and deduct the position of the person who is asking for help
(Directions in a building–Practical English, SB p. 96 ex. 3).
Writing
 Read the headings of some paragraphs and a text with the description of a cathedral
(St. Paul’s Cathedral). Decide where the limits of the paragraphs in the text above
should be (SB p. 95, ex. 4).
 Read some sentences from the text in exercise 4 above and change the words given
by their corresponding synonyms (Language Point, Using synonyms, SB p. 95,ex. 5).
 Connect a list of words with another list of synonyms (SB p. 95, ex. 6).
 Write down some notes to make a description of a building or monument
(Preparation) and answer some questions with them (SB p. 95, ex. 7).
 Write about a description of a building (Task), using the suggested plan (Writing plan),
the pattern in the book and the ideas in the exercise above (SB p. 95, ex. 8).

 Prepare a dialogue (Activate Your English), to give directions to a visitor who wants
some information and directions about the student’s school. Use the suggested
dialogue as a pattern (Directions in a building, Practical English). (SB p. 96, ex. 5).
 Complete a dialogue with the words from a box asking and giving information and
directions in some big department stores. Write a similar dialogue to the one above
asking and giving directions in a cultural centre (Directions in a building – Practical
English, WB p. 85, ex. 8 and 9).

CONCEPTS
LANGUAGE FUNCTIONS
 Speak about buildings; kinds, parts, materials, etc.
 Describe the production process in a construction.
 Describe what happens to the person in a sentence.
 Speak and describe everyone’s dream house.
 Express directions inside a building.
STRUCTURES-GRAMMAR
Present and past passive: affirmative, negative and questions.
Active to passive
VOCABULARIO
Subject: Construction and buildings.
GLOSSARY:
 Buildings: block of flats, bricks, build, concrete, dome, earth, first storey, glass,
ground floor, lift, office building, shopping centre, skyscraper, steel, steps, tower.
 Construction: add, build, bury, connect, damage, design, dig, heat, name, paint,
open, repair.
Functional language: Indicate directions inside a building (Directions in a building).
PHONETICS
Pronunciation: revision: /ə/.
PROCEDURES
Grammar

 Read and complete a chart with rules and examples about the information of the
passive voice in the present and the past (SB p. 90, ex.1).
 Complete some sentences with the passive of the vebs from a box (SB p. 90, ex. 2).
 Read some sentences explaining how to change from the active to the passive voice
and give answers to some questions about it. Complete some sentences (SB p. 90,
ex. 3 and 4).
 Read a text (King Kong) and choose the correct verb form (activa o passive) in each
case (SB p. 90, ex. 5).
 Complete some questions in the passive voice with the words from a box and
translate them into the mother tongue (SB p. 92, ex. 3).
 Write questions using the passive form of the suggested verbs. Answer the questions
(SB p. 92, ex. 5).
 Order the words of some questions about an English house in 1900. Leave out one of
the words and deduct the answers (SB p. 93, ex. 6).
 Complete some questions connected with the dream house. Use the verbs in the
passive from a box, both present and past. Ask and answer the questions of the
exercise (Activate Your English, SB p. 93, ex. 7 and 8).
 Read a text (Antonio Gaudi) and complete it with the passive form in the present or
the past of the verbs from a box. Listen and check the answers (Grammar
Consolidation, SB p. 93, ex. 9 and 10).
 Complete some questions using the correct verb forms of the verbs given (SB p.82,
ex. 3).
Vocabulary
 Copy some words and connect them with their corresponding picture (SB p. 88, ex.
1).
 Check the meaning of some words and add them to their corresponding section (SB
p. 88, ex.2).
 Check the meaning of some words and complete some sentences with the passive
form of the verbs from a box (SB p. 91, ex. 6).
 Answer a question about the knowledges of the students’ school building. Write some
sentences with the passive form of the verbs from a box (Activate Your English, SB p.
91, ex. 7).
Pronunciation
 Check and practice the pronunciation of the vowel sound /ə/ (Pronunciation Bank,
Unit 9,WB p.135, ex.1,2


CONCEPTS
Learn some data about skyscrapers (Skyscraper), their origins, possible thanks to the
invention of the lift in 1852 by Elisha Otis, the material used in them, the workers who
build them, the tallest buildings in the world, etc.
Speak about certain peculiarities about the famous American building The Empire State
building; built in 1931.
Refer to the Mohawk indians, America’s native people, who lived around lake Ontario in
Canada, and how at a certain moment they formed part of the construction workers in the
USA.
Learn the name of famous constructions in the world such as: The Channel Tunnel
between France and England, The Golden Gate Bridge in San Francisco, The London
Underground, The Petronas Twin Towers in Malasia, The Century Tower in Tokio, La
Sagrada Familia of Antonio Gaudí in Barcelona, The Sydney Opera House in Australia,
The Ice Hotel in Quebec, The Great Pyramid of Khufu in Egypt, The Coliseum in Rome,
The Taj Mahal in India, The Statue of Liberty in New York, The Statue of Christ the
Redeemer in Rio de Janeiro, The Guggenheim Museum in Bilbao, etc.
Learn and sing a song, approaching the pop culture and learning some data about a
group, the British band Doves.
PROCEDURES
 Read the biography of Doves and answer some questions (SB p. 97, ex. 1).
 Read and arrange the lyrics of a song (Black and White Town) Listen to the text of the
song and check the answers (SB p. 97 ex. 2).
 Read the lyrics of the song again and complete some sentences choosing from two
options (SB p. 97, ex. 3).
 Give opinions about some of the students’ favorite songs and explain why they like
them. Use the words from a box and the suggested pattern as help (SB p.97, ex. 4).


skyscrapers and big buildings (Talking point, SB p. 89).
 The students will learn how to make small cards and do schematic exercises about
the things learnt in the unit (Word Bank 9, WB pages. 128 and 129)

Moral and civic education: the importance of looking after and keep a civic behaviour
when visiting buildings, museums or famous and artistic constructions.
Environmental education: the importance of starting to be conscious of the need of a
more ecological and respectful construction, which uses recyclable materials and
renewable energies.

Linguistic studies contain both artistic and cultural components
 Complete the song suggested in the unit and learn about the band Doves (SB p. 97).
 Learn some information about the film King Kong SB, p. 91
 Learn some information about big and famous constructions and buildings: The
Empire State, The Channel Tunnel, The golden gate Bridge, La Sagrada Familia de
Gaudi, The Great Ryramid of Khufu, The Coliseum, The Statue of Liberty, Taj Mahal,
Statue of Christ, Guggenheim Museum, etc.

Social sciences: History and Art

Learn some information about the big artisitc constructions and monuments around the
world.
Technologies
Curriculum Extra 3, SB págs. 102 and 103, WB p. 132 Teacher’s Guide, pages 102,
T102, T103 and 103.


Section Grammar Bank 9 WB, pages 108 and 109.
Apartado Wordlist, WB, pages 136 to 142.
6.- ASSESSMENT
Final assessment
End-of-year (Test 1) Teacher’s Resouce Book, pages 46, 47 and 48.
End-of-year (Test 2)Teacher’s Resouce Book, pages 49, 50 and 51.

Self-assessment
Student Self-assessment Checklist, Unit 10 Teacher’s Book, page xxii
Assessment criteria
Vocabulary
 Complete some compound nouns with the words from a box.
 Complete some sentences with the words from a box.
 Complete some sentences using the past simple.
Grammar
 Complete a text with the passive in the present.

 Write some sentences using the passive in the past.
 Transform some active sentences into passive.
 Complete some questions with the passive and their short answers.
 Change some active sentences into passive
Reading
 Read the text again and answer some question of specific comprehension
Oral comprehension
 Listen to a teacher speaking about the football ground Santiago Bernabeu. Answer
some questions with short answers.
Writing
 Write a composition about the Guggenheim museum in Bilbao. Use the information
in a box as help.

Vocabulary
 Write the appropriate adverbs for some adjectives
 Complete a chart with professions.
Grammar
 Complete some second conditional sentences.
 Change some active sentences into the passive.

 Complete some sentences with will/be going to and the verbs in a box.
 Choose in some sentences the correct form of the verb from two options.
 Transform some sentences from positive to negative.
 Complete a text with the words from a box .
Reading
Oral comprehension
 Listen to two people talking about winning the lottery. Show comprehension
indicating if some sentences are true or false.
Writing
 Write a letter applying for a job in an advertisement.
End-of year Test 1 (Teacher’s resource Book 3 pages 46-48)

Vocabulary
 Complete some sentences using a verb and a preposition from a box.
Grammar
 Complete some sentences with the correct verb tenses of the verbs given.
 Complete a text using the comparatives and superlatives of the adjectives in a box.
 Transform some sentences from positive to negative.
 Complete some first and second conditional sentences. Use the correct forms of the
verbs in a box.
 Transform some sentences from active to passive.
 Write questions with the correct verb tenses and answer them.
Reading
 Read a composition and show comprehension answering some questions with short
answers.
 Read the text again and answer some questions of more specific information
Oral comprhension
 Listen to five conversations and identify the subjects they are talking about.
Writing

 Write a composition choosing one of the suggested subjects in a list. Follow the
paragraphs plan given.

Vocabulary
 Complete a chart with the nouns from some verbs.
 Connect some adjectives with their opposites.
Grammar
 Write some sentences using the correct verb tenses.
 Connect the two parts of some sentences and complete them with the correct form
of the verbs given.
 Complete some sentences with the comparative or superlative of some adjectives.
 Change some active sentences into pasive.
 Write some sentences again using the adverbs given.
 Complete some questions and respond with short answers.
Reading
 Read a text and show comprehension answering some questions with short answers
Oral comprehension
 Listen to five people and identify the subjects they are talking about.
Writing
 Write a postcard from Bath to a friend telling him about your holidays. Use some
EXTRA CURRICULUM 1 – Literature: Drama
1. TEACHING OBJECTIVES
 Learn vocabulary and structures to express literature in English.
 Be able to make communicative exchanges speaking about preferences about
literature and theatre.
 Be able to identify and interpret general and more specific information in oral and
written texts (Shakespeare).

 Revise grammar aspects such as verbs; (present simple and past simple; past
simple and past continuos, and present perfect) relative pronouns (who, where,
which), and expressions of time (for and since).
Identify and interpret sociocultural features connected with the subject studied in the unit:
literature and Shakespeare, knowing and comparing other parts of the world with our
own.
2.- CONTENTS
SECTIONS 1 and 2 – Listening,speaking and talking/Reading and writing
PROCEDURES
 Answer some questions about general knowledge about the playwright Shakespeare.
Read and listen to a text about Shakespeare and the theatre in the XVI century and
check the answers given (SB p. 98, ex. 1 and 2).
 Read the text again and answer some comprehension questions (SB p. 98, ex. 3).
 Find some grammar structures in the text above (SB p. 98, ex. 4).
 Complete some sentences with the correct form of the verbs in a box. Use the
present simple or the past simple, as appropriate (SB p. 99, ex. 5).
 Complete a text with the correct form of the verbs given. Use the past simple or the
past continuous, as appropriate (SB p. 99, ex. 6).
 Complete some sentences with the correct form of some verbs in a box. Use the
present perfect (SB p. 99, xj. 7).
 Complete some sentences with the appropriate relative pronoun: who, where, which
(SB p. 99, ex. 8)
 Write for or since in some sentences according to the most suitable expression of
time (SB p. 99, ex. 9)
 Connect some pictures with their definition. Translate into the mother tongue (WB p.
130, ex. 1).
 Write six sentences using the words in exercise 1 above (WB p. 130, ex. 2).

CONCEPTS
LANGUAGE FUNCTIONS
 Speak about literature: writers, style (tragedy, comedy, etc.)
STRUCTURES-GRAMMAR
Present simple and past simple

Past simple and past continuous
Present perfect
Relative pronouns (who, where, which)
Time expressions (for and since)
VOCABULARY
Subject: literature, drama
Glossary:
Connected with artistic performances and productions: play, stage, theatre, century,
actors, drama, dramatists, comedies, tragedies, operas, ,art exhibition, ballet , carnival,
circus, firework display, fun fair, musical, novel, poem, street theatre.

CONCEPTS
Learn some data about Shakespeare and the theatre in the XVI century, the year the
famous English playwright was born in Stratford-upon-Avon.

OF THE BASIC COMPETENCES

The students learn how to revise the things learnt.

By learning a foreign language, the students will create real and functional contexts of
communication using the new information and communication technologies.

Leisure education: the importance of reading and go to some shows and plays as a way
to enrich our knowledge and broaden our leisure options.

Linguistic studies contain both artistic and cultural components;
 Learn some information about Shakespeare (SB p. 98).
4.- CONNECTION WITH OTHER CURRICULUM AREAS

taking the vocabulary and structures into a real life context and helping in the
development of their knowledge of the world out of the English classroom.
Language and literature

SB p. 98 and 99
WB p. 131
Teacher’s Guide, pages 98, T98, T99 and 99.
EXTRA CURRICULUM 2 – Geography: Tourism
Learn vocabulary and structures to know how to express oneself in English both in
Geography and tourism.
Be able to make communicative exchanges speaking about tourism in Spain.
written texts (Sunny Spain).
 Revise grammar aspects such as verb tenses (present perfect and past simple;
will and be going to), the comparatives and superlatives and expressions of quantity
(any, much, a lot of, not much, many, too much, not many).
 Identify and interpret sociocultural features connected with the subject studied in
the unit: geography and tourism, learning and comparing real life in other parts of the
world with ours.

2.- CONTENTS
SECTIONS 1 and 2 – Listening, speaking and conversing/Reading and writing
PROCEDURES
 Read some sentences and look up the meaning of some words. Say if these
sentences are true or false Read and listen to a text (Sunny Spain) and check the
answers given (SB p. 100,ex. 1 and 2).
 Complete a text with the correct form of the suggested verbs. Use the present
perfect or the past simple, as required (SB p. 101, ex. 5).
 Complete some sentences with the correct form of the verbs in a box. Use will or
going to, as required (SB p. 101, e. 6).
 Complete a text with the correct adjectives: comparatives or superlatives (SB p.101,
ex. 7).
 Complete some sentences with the quantity expressions from a box (SB p. 01, ex. 8).
131, ex. 1).
 Classify the words in exercise 1 above in different sections: people and things (WB p.
131, ex. 2).

CONCEPTS
LANGUAGE FUNCTIONS
 Speak about tourism in general and about tourism in Spain in particular.
STRUCTURES-GRAMMAR
Present perfect and past simple
Will and be goint to
Quantity
VOCABULARY
Subject: Tourism

Glossary:
Connected with tourism: brochure, chambermaid, luggage, passenger, passport,
phrase book, porter, postcard, receptionist, souvenir, tour bus, travel agent, package
holiday, holidaymakers, tourist destination, coastline, islands, sun, sea, sand, weather,
average, income, inland.

CONCEPTS
Learn some data about tourism in Spain, its beginings, about 1954, its more attractive
destinations, where the tourists come from, the reason why tourists choose Spain, its
environmental impact and the way the kind of tourism is progressively changing and
choose other different kinds of holidays and alternative destinations, which means a
different way of understanding consumism in a sustainable and ecological way.
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE

DEVELOPMENT OF THE BASIC COMPETENCES

The students learn to revise the things studied

See in the introduction the general aspects of the contribution to this competence. The
students will create real and functional contexts of communication through the foreign
language using the new information and communication technologies.
iv. social and civic competence as knowing a language involves the knowledge of
social features and cultural facts connected with their native speakers which can also be
worked along the unit
Environmental education: the importance of looking after and respect nature and the
places where we go on holidays, preventing the damage of our environment .

Linguistic studies contain artistic and cultural elements.
 Learn some information about tourism in Spain (SB p. 100).

Throughout the unit there will be a reinforcemnt on different interdisciplinary subjects,
the knowledge of the world out of the English classroom.


SB pages 100 and 101
WB p. 132
EXTRA CURRICULUM 3 – Science and technology: Energy
 Understand vocabulary and structures to express in English the subject of
science and technology.
 Be able to carry out communicative exchanges speaking about the different kinds
of energy.
written texts (Wind Energy).
 Revise grammar aspects such as the verbs of obligation (must, mustn’t have,
have to, don’t have to, should, shouldn’t), first and second conditional and the
passive voice of verbs. Identify and interpret sociocultural features connected with
the subject studied in the unit: energy, knowing and comparing real things from other
parts of the world with ours.
2.- CONTENTS
PROCEDURES

Observe the photographs of different kinds of energy and connect them with their
corresponding definition. Read and listen to a text (Wind energy) and indicate which are
the adjectives describing wind energy and windmills (SB p. 102 ex. 1 and 2).
 Complete some sentences with the correct form of the obligation verbs from a box.
Use one verb in each sentence (SB p. 103, ex. 5).
 Complete some sentences with the correct form of the suggested verbs. Use the
present simple or will + infinitive as requested (SB p. 103, ex. 6).
 In some sentences, choose the correct verb form from two options (SB p 103 ex.7).
 Complete a text with the correct verb form. Use the passive voice in the present or
the past as required (SB p. 103, ex 8)
132, ex. 1).
 Write six sentences using the expressions of exercise 1 above (WB p. 132, ex. 2).

CONCEPTS
LANGUAGE FUNCTIONS
 Speak about the different kinds of energy.
STRUCTURES-GRAMMAR
Verbs of obligation
First conditional
Second conditional
Passive
VOCABULARY
Subject: Science and technology: energy
Glossary:
Connected with the different kinds of energy: coal, gas, nuclear reactor, nuclear power
station, oil, petrol, petrol station, power station, pylon, solar panel, solar power
station, tanker, tidal barrier, wind turbine, wind farm, solar power station, electricity,
fossil fuels, renewable sources, pollution .

CONCEPTS
Get aware of the different kinds of energy at present, their consumption, advantages and
inconvenients. Speak about renewable energies (wind energy or solar energy) in which
Spain may play a very important role and how this is changing the landscape of the
country.

language to the basic competences and especially how they are presented in this unit.

The students learn to revise the things learnt

By using the foreign language the students will create real and fucntional contexts of
communication using the new information and communication technologies
iv. social and civic competence, as knowing a foreign language involves the knowledge
Environmental education: the importance of being aware of the need to save energy
both at an institutional or governmental level and making an effort in our homes, being
conscious of the short life of traditional energies.

The linguistic studies contain both artistic and cultural competences.
 Learn some information about different systems of energy (SB p. 102).

Throughout the unit there will be a reinforcement in all interdisciplinary subjects, taking
the vocabulary and structures to a real life context helping in the development of their
knowledge of the world out of the English classroom.
Technologies

WB p. 132

PROGRAMME OF UNITS: 4th YEAR - COMPULSORY SECONDARY EDUCATION
STARTER UNIT
 Learn which are the verbs and nouns that usually go together and use them
(Verb collocations)
 Learn common expressions to be used in class (Practical English-In class).
 Revise common and frequent expressions of conversation in oral
communication.
 Understand oral texts and information in a global and more specific way.
 Revise grammar aspects such as: present simple/present continuous, quantifiers
(quantifiers) and comparatives/superlatives (comparatives/superlatives).
 Practice the pronunciation of the sound s + consonant (s + consonant).
2.- CONTENTS
PROCEDURES
Listening
 Complete and listen to some dialogues with common expressions of conversation
(Practical English, SB p. 7 ex. 1 and 2).
 Deduct the missing words in a dialogue with common expressions of class. Listen
and check the answers. Repeat in a loud voice (Practical English – In class, SB p. 7,
ex. 4 and 5).
Speaking
 In groups, compare the answers of an exercise using collocations (Activate Your
English, SB p. 4, ex 3).
 Practice some dialogues with common expressions of conversation (Practical
English, SB p. 7 ex.2).
 In groups, practice a dialogue with usual classroom expressions. Think of more
expressions of this kind (Practical English – In class, SB p. 7).

PROCEDURES
Reading
 Complete dialogues with the appropriate sentence chosen from some suggested
(Revision-Practical English, SB p. 7 ex. 1).
Writing
 Complete and write again an email. Write questions for some answers (SB p. 5, ex.2
and 3).
 Write down a dictation (Dictation, Practical English WB p. 6, ex. 4).

CONCEPTS
LANGUAGE FUNCTIONS
 Express past events.
 Express quantities and make comparisons.
 Comunicate in class.
STRUCTURES-GRAMMAR
Present simple and present continuos
Past simple
Quantifiers
VOCABULARY
Subject: Revision
GLOSSARY:
 Verb collocations: buy presents, do sports, eat Chinese food, go on holiday, meet
people, ride a bike, see places, speak English, spend money, take a photo, write a
text message.
Functional language: Express in class (In class).
PHONETICS
Practice the pronunciation: s + consonant

PROCEDURES
Grammar
 Complete some sentences using the present simple or continuous of the suggested
verbs in a box. Sort out and write some sentences in a chart (SB p. 5, ex. 1).
 Complete an email using the appropriate verb form. Read the email again and write
appropriate questions for the answers given (SB p. 5, ex. 2 and 3).
 Write the past simple of some verbs given and sort them out as regular or irregular.
See the list of irregular verbs in the WB p. 144 (SB p. 5, ex. 4).
 Read some sentences connected with last week and make affirmative and negative
sentences about them (SB p. 5, ex. 5).
 Order the words of some sentences and leave out a word in each (SB p.5, ex. 6).
 Write six sentences telling what the student did during the visit of an imaginary pen-
friend last summer (SB p. 5, ex. 7).
 Complete and arrange a chart deducting which of some nouns are countable or
uncountable from the words in a box. (SB p. 6, ex. 1).
 Observe a picture and complete some sentences with the nouns of the exercise
above (SB p.6,ex.2)
 Correct the mistakes of some sentences using the appropriate quantifiers (SB p. 6,
ex. 3).
 Write six sentences about a perfect place for holidays using the correct quantifiers
(SB p. 6, ex.4).
 Observe the comparative chart of some hotels, read some sentences and decide
which hotel is referred to in each (SB pág. 6, ej. 5).
 Write sentences about the hotels mentioned above using comparatives and
superlatives (SB p. 6, ex. 6).
 Complete some sentences with the comparative form of the adjectives given (SB p.
6, ex. 7).
 Complete some sentences with the superlative of the adjectives given (SB p. 6, ex.
8).
Vocabulary
 Complete some expressions with the verbs from a box. Listen to a CD and check the
answers. Connect six sentences with their corresponding photograph (SB p. 4, ex. 1).
 Write eight sentences using the expressios from the exercise above, the present
simple and the words from a box (SB p. 4, ex. 2).

Carry out a communicative exchange comparing some sentences (SB p. 4, ex. 3).
Pronunciation
 Practice the pronunciation of s + consonant (Pronunciation Bank Starter Unit,WB
p.133, ex.1,2,3)

CONCEPTS
Speak about British schools; uniforms, courtesy expressions to speak, etc. and compare
them with our own patterns.

language to basic competences and particularly how they are presented in this unit :

 The students think over and strengthen their initiative learning useful expressions to
manage in class (In class SB p 7).
 The students will learn to make small cards and do schematic exercises about verbs
collocations (Word Bank, WB page 110)
iv. social and civic ability, as knowing a foreign language involves the knowledge of
social features and cultural facts connected with their native spaekers which can be
Education for peace: the importance of using expressions of courtesy in class and other
spheres which improves communication with people.
Moral and civic education: the importance of knowing and respect other forms of life
different from ours.

Linguistic studies contain both artistic and cultural components

Throughout the unit there will be a reinforcement on different interdisciplinary subjets,

Additional and alternative activities, Teacher’s Guide, page T-4 to p. 7.
Workbook, pages 3 a 6.
Section Grammar Bank Starter Unit, WB, pages 90 and 91
Section Word Bank Starter Unit, WB pages 110 and 111.
Section Pronunciation Bank Starter Unit (WB, p. 133)
Photocopiable activities, Starter unit, (Revision) Teacher’s Resource Book, p. 70.
Additional and alternative activities, Teacher’s Guide, pages T-4 to p. 7.
Photocopiable activities, Starter unit, (Extension) Teacher’s Resource Book, p 71.
6.- ASSESSMENT
Grammar revision (Starter Unit, SB pages 5 and 6)
Grammar revision (Starter Unit, WB pages 5, 6 and 7)
Diagnostic test to be used before starting the book and know the English level of the
students (Teacher’s Resource Book, pages 4, 5 and 6)
End-of-unit test (Starter Unit) Teacher’s Resource Book, pages 7,8 and 9.
Assessment criteria
Starter Unit Test (Teacher’s resource Book 4 page 7- 9)
Vocabulary

 Complete a crossword to revise vocabulary
 Complete some sentences with the prepositions from a box
 Complete some sentences using five words/expressions from a box.
Grammar
 Complete some sentences using the presente simple or continuous as needed.
 Write questions and negative answers using the present simple.
 Write questions and negative answers using the present continuous.
 Complete a chart with the past simple of the infinitives given.
 Choose in some sentences the correct verb from two options
 Correct some sentences.
 Arrange the words in some sentences to make sense
Reading
 Read a text and show comprhension saying if some sentences are true or false.
 Read the text again and answer some questions of specific comprehension
Oral comprehension
 Listen to two conversations and show comprehension, choosing the correct answers
from three options
Writing
 Write a composition about a good or a bad birthday. Use some questions as a guide
UNIT 1- IMAGES
 Learn how to use and work with adjectives to describe photographs.
 Learn how to use verbs which express suffering
a normal daily conversation (Talking about photos – Practical English).
 Understand oral texts; a radio programme, and identify specific information (In
focus).
texts, reinforcing the use of adverbs (Adverbs) and learn how to arrange events
(Ordering events).
 Write a news story (A news story) using the pattern and expressions learnt in the
unit (time connectors).

 Understand and apply general aspects such as: comparing past simple/past
continuous, ask questions in the past tense (questions in the past) and direct and
indirect objects questions (subject and object questions).
 Learn a song and learn some information about the music and its composer
(Justin Timberlake).
 Practice the pronunciation of the weak vowel /ə/ (Weak vowel / ə /).
2.- CONTENTS
BLOCK 1-Listening, speaking and talking
PROCEDURES
Listening
 Listen to a text (Fantastic photos) and answer comprehension questions (SB p.8 and
9).
 Listen to a radio programme about a famous photograph (In focus) and answer some
specific questions. Choose the correct answers from three options connected with the
radio programme. Listen and check the answers (SB p. 12, ex.1 and 2).
 Listen to the article in a magazine and answer a comprehension question (SB p. 14,
ex 1).
 Listen to a dialogue talking about a photograph. Answer a comprehension question
(Talking about photos–Practical English, SB p. 16 ex. 3).
Speaking
 Ask and answer questions giving opinions about some photographs (Talking Point,
SB p. 9, ex. 8).
 Make up and tell a story connected with taking a photograph in a mobile and one of
the suggested subjects in the box (Activate your English, SB p. 10, ex. 6).
 Prepare a dialogue (Activate Your English) to speak about a photograph. Use the
suggested dialogue as a guide (Talking about photos-Practical English). Practice the
dialogue with a classmate (SB p. 16, ex. 5).

PROCEDURES
Reading

 Read and listen to a text (Fantastic photos) and answer two comprehension
questions. Say if some sentences are true or false regarding the text .Explain the
false sentences (SB p. 8, ex.4/5)
 Find words in the text above and connect them with their appropriate definition (SB p.
8, ex. 6).
 Read the adverbs in a box and find three of them in the text above. Complete some
sentences with these adverbs and some own ideas (Recycle, SB p. 9, ex. 7).
 Ask and answer questions giving opinions about some photographs (Talking Point,
SB p. 9, ex. 8).
 Read the article in a magazine (The power of a photograph) and answer a
comprehension question. Arrange in sequence some sentences corresponding to
events in the article above (SB p. 14, ex. 1 and 2).
 Complete a summary with the information obtained from the article above (SB p.14,
ex. 3).
 Read and complete some instructions to use an instant camera. Answer some
comprehension questions (Instructions–Practical English, SB p. 16 ex. 1 and 2).
 Read and listen to a dialogue with common expressions to describe and speak about
photographs. Answer a comprehension question (Talking about photos–Practical
English, SB p.16 ex. 3).
Writing
 Read and arrange the paragraphs in a piece of news (Terror Ride!). Listen and check
(SB p. 15, ex. 4).
 Find in the text above some time connectors and translate them (Language Point,
Time connectors, SB p.15,ex. 5)
 Choose in some sentences the correct time connector from two options (SB p.15, ex.
6).
 Observe a photograph and imagine you are the reporter in the scene. Prepare some
notes and answer some questions with them (Preparation, SB p.15, ex. 7).
 Write a news story (A news story) about the photograph above (Task), using the
suggested plan (Writing Plan), the pattern in the book and the ideas in the exercise
above (SB p.15,ex. 8).

CONCEPTS

LANGUAGE FUNCTIONS
 Descrbe photographs
 Express feelings
 Ask and answer questions in the past
 Give instructions
STRUCTURES-GRAMMAR
Past simple and past continuous
Questions in the past
Subject and object questions
VOCABULARY
Subject: Images and feelings.
GLOSSARY:
 Adjetives: colourful, spontaneous, peaceful, dramatic, amusing, unusual, striking,
romantic, disturbing, natural, moving, powerful.
 Adverbs: patienly, carefully, happily, hard, well, badly, slowly, quickly.
 Verbs: expressing feelings: hug, kiss, smile, stare, frown, laugh, pose, cry, scream,
make a face.
Functional language: Describe photographs (talking about photos).
PHONETICS
Practice the pronunciation of the weak vowels (Weak vowel / ə /)
PROCEDURES
Grammar
 Read some sentences and say if they use past simple or continuous (SB p.10, ex.1).
 Read and answer some questions about grammar (past simple/past continuous) (SB
p.10, ex. 2).
 Say the correct verb tense in some sentences from two suggested options (SB p.10,
ex.3).
 Complete a text with the suitable verb tense (SB p.10, ex. 4).
 Complete some questions in the past and translate them into the mother tongue (SB
p.12, ex. 3).

 Observe a photograph and write appropriate questions for some answers (SB p.12,
ex. 4).
 Complete some questions with the negative particles from a box and the right verb.
Give suitable answers for these questions (SB p.13, ex. 5 and 6).
 Read and translate some questions (SB p. 13, ex.7).
 Write some questions choosing one verb from the two suggested options (SB p.13,
ex. 8).
 Read a text and write suitable questions for the answers given (SB p.13, ex. 9).
 Complete some questions of a questionnaire and answer them using the verbs from
a chart. Listen and check the answers (Grammar Consolidation, SB p. 13, ex. 10).
Vocabulary
 Translate the adjectives from a box. Connect the adjectives with some of the
photographs given (SB p.8, ex. 1).
 Write sentences about the suggested subjects using the adjectives above (SB p. 8,
ex.2).
 Describe some photographs and compare them with other students (SB p.8, ex. 3).
 Connect some verbs with some photographs. Listen to a CD and check (SB p.11,
ex.7).
 Answer a questionnaire about feelings (SB p.11, ex. 8).
 Complete some sentences with the correct verb form ; past simple/past continuous
(SB p. 11, ex. 9).
 Write some sentences using the ideas from a box and the correct verb form (Activate
Your English, SB p. ex. 10).
Pronunciation
 Practice the pronunciation of the weak vowel / ə / (Pronunciation Bank WB p. 133, ex.
1, 2 and 3).
 Practice the rythm and entonation of some sentences (Phrase Bank,Practical
BLOCK 4 - Socio-cultural features and intercultural awareness

CONCEPTS
Recognise and speak about three famous photographers: Finbarr O’Relly (Canadian),
Steve Bloom (British), Lucy Nicholson (British).
Learn the story of a famous photograph (Kiss by the City Hall) taken in 1950 by the
French photographer Robert Doisneau.
Get some information about the photographer Steve McCurry and the story of one of his
photos which appeared on the cover of National Geographic about Afganistan’s war.
Learn and sing a song, approaching the pop culture and learning some details about a
person, the Singer Justin Timberlake.
PROCEDURES
 Read the profile of Justin Timberlake and answer some questions (SB p.17, ex. 1).
 Read and complete the lyrics of a song (Cry me a river) with the words from a box.
Listen to the text of the song and check the answers (SB p.17 ex. 2).
 Find words in the text of the song which correspond to some definitions (SB p. 17, ex.
3).
 Identify the feeling of the composer, choosing from three options. (SB p. 17, ex. 4).
 Write a short dialogue between the composer and his “girlfriend” (SB p. 17, ej. 5).

language to basic competences and particularly the way they are presented in this unit:

photographs (Talking Point, SB p. 9, ex. 8).
 Learn to answer and compare a questionnaire about feelings (SB p. 11, ex. 8).

iv. social and civic competence, as knowing a foreign language involves the
Health education: the importance of knowing how to express our feelings and emotions
in a suitable way for us and the people around us.
Moral and civic education: The importance of awareness and consciouness of the world
around us through culture and art.
Linguistic studies have both artisitic and cultural components:
Learn some information about photography and famous photographers (Fantastic photos,
SB. 9).
Learn about Justin Timberlake and his music (SB p. 17).

their knowledge out of the English classroom.
Social sciences (History)
Extra Curriculum 1, SB pages 98 and 99, WB p. 130, Teacher’s Guide, páginas T98 and
T99

Section Grammar Bank 1, WB, pages 92 and 93
Photocopiable activities, Unit 1(Revision) Teacher’s Resource Book, page 72

Additional and alternative activities, Teacher’s Guide, page T-8 to T-17

6.- ASSESSMENT
Grammar consolidation (Unit1, WB page 11)
Progress Check (Unit 1, WB page 14).
Self-assessment
Student Self-assessment Checklist, Unit 1, Teacher’s Guide, page xviii
Assessment criteria
Unit 1 Test (Teacher’s resource Book 4 page 10-12)
Vocabulary
 Add the appropiate endings to complete some adjectives.
 Complete some sentences with the adjectives from a box.
 Choose the correct verb from three options for these sentences
Grammar
 Complete some sentences using the past continuous of the verbs in a box
 Complete a dialogue using the past simple or continuous.
 Complete some questions with the suitable interrogative particles
 Complete the questions of a game with the words from a box.
Reading
 Read a text and show comprehension saying if some sentences are true or false.

Oral comprehension
 Listen to a person speaking about a photographic competition. Show
comprehension and choose the correct option to complete some sentences.
Writing
Write a press article about a dramatic event. Use some questions as a guide.
UNIT 2. LIVE AND LEARN
1.-TEACHING OBJECTIVES
 Recognise and use adjectives and their opposites (antonyms).
 Be able to revise and use the past participle (Past participles) of the most
common vebs.
normal daily conversation (Greetings and news – Practical English).
 Carry out communicative exchanges responding to ideas (responding to ideas)
and talking (making conversation).
 Understand oral texts in which two people speak about their teenage years
(Changes). Identify general and more specific information.
 Identify and interpret general and more specific information in written texts.
 Write about each one’s life (A life story) using different verb tenses (different
tenses).
 Understand and apply grammar aspects such as the present perfect of verbs,
together with the adverbs (yet, already, just;) comparing the past simple with the
present perfect and use the time expressions (for, since, ago).
 Learn other cultural and social patterns and compare them with each one’s own
culture (Faces of Britain).
 Practice the stressing (enfasize) in certain parts of a word (Word stress).
2.- CONTENTS
BLOQUE 1-Listening, speaking and conversing
PROCEDURES
Listening

 Observe some photographs and decide which person is referred to in some
sentences. Listen to a text (Changes) and check the answers. Complete some
sentences with the information (SB p. 22, ex. 1, 2 and 3).
 Listen to some sentences connected with the percentages in some graphics.
Observe the percentages and say if they are correct or not (Charts: Practical English,
SB p. 27 ex 1 and 2).
 Listen to a dialogue with greetings and information requests. Answer a

comprehension question (Greetings and news–Practical English SB p. 27 ex. 3).
Speaking
 Ask and answer questions giving opinions and reasons about teenagers (Talking
Point, SB p.19, ex.8).
 In pairs, compare some sentences made from two young people’s ideas. Use the
suggestions in the Phrase Bank: responding to ideas (SB p. 24, ex 1 and2).
 In pairs, ask/answer some suggested questions (Skill focus: making conversation
SB p. 24, ex 3 and 4)
 Practice a dialogue (Activate Your English) telling about what the holidays were like
back in the home country in summer and being back in a foreign country again.
(Greetings and news–Practical English SB p. 27 ex.4).

PROCEDURES
Reading
 Read an extract of a fugitive teenager’s diary (Runaway). Complete a chart with
words said in a different way in British or American English. Identify which people
feel each one of the emotions shown. Respond to some comprehension questions
(SB p. 18, es.4, 5 and 6).
 Write a list of verbs which describe routines. Write a paragraph telling the daily life of
a fugitive (Recycle-Routines, SB p. 19, ex. 7).
 Read an article and complete some sentences with each one’s own ideas (SB p. 24,
ex. 1).
 Read the questions in two columns. Listen to the conversation and find out which of
these questions appear in it (Skill focus: making conversation, SB p. 24, ex.3).

 Observe some graphics and percentages, read some statements and decide if they
are true or false (Charts: Practical English, SB p. 27 ex 1 and 2).
 Read a dialogue expressing greetings and requesting information. Answer a
comprehension question (Greetings and news–Practical English SB p. 27 ex. 3).
Writing
 Complete and write some setences about oneself and friends using the adjectives
studied in the unit (Activate your English, SB p. 18, ex. 3).
 Read a text (My life) and deduct the missing words. Listen and check (SB p. 25, ex.
5)
 Connect some sentences with their temporary description. Complete some sentences
using the correct verb tense (Languaje Point: Using different tenses SB p. 25, ex. 6
and 7)
 Write three paragraphs about each one’s own life. Prepare some notes and answer
some questions with them (Preparation, SB p. 25, e. 8).
 Write about your life (Task), using the suggested plan (Writing Plan), the pattern in
the book and the ideas from the exercise above (SB p. 25,ex.9).
BLOQUE 3- Reflection and knowledge of the language by its usage

CONCEPTS
LANGUAGE FUNCTIONS
 Describe the character and emotions of people
 Express feelings.
 Describe situations and experiences which happened in the past.
 Answer some ideas.
 Interpret graphics, expressing percentages and figures.
STRUCTURES-GRAMMAR
Present perfect
Yet, already and just
Past simple and present perfect
For, since and ago
VOCABULARY
Subject: Life and experiences
GLOSSARY:

 Adjectives: antonyms; honest, fair, secure, emotional, mature, happy, sociable,
reliable, tolerant, responsible, immature, unreliable, insecure, unemotional, unfair,
irresponsible, intolerant.
 Past participles: been, bought, done, driven, eaten, had, left, seen, slept, taken, worn.
Functional language: Greet and give news (Greetings and news).
PHONETICS
Pronunciation: Word stress
PROCEDURES
Grammar
 Read and complete a chart with grammar rules about the present perfect (SB p. 20,
ex.1).
 Complete some sentences with the appropriate verb form (SB p. 20, ex. 2).
 Write sentences describing past experiences and using the present perfect (Activate
your English, SB p. 20, ex. 3).
 Translate some sentences into the mother tongue. Answer some grammar questions
using the sentences above (SB p. 20, ex.4).
 Observe the information in a chart and make sentences using (not) yet/already (SB p.
20 ex. 5)
 Write some sentences explaining some situations and using the present perfect and
the expression just (SB p. 20, ex. 6).
 Connect some sentences with the corresponding grammar rule (SB p. 22, ex. 4).
 Complete a text using past simple/present perfect as needed (SB p.22, ex. 5).
 Read some expressions and say if they are finished or not (SB p. 22, ex.6).
 Write some personal sentences using the past simple or present perfect and the time
expressions studied in the unit (SB p. 22, ex. 7).
 Translate some examples and complete some grammar rules with them about the
expressions of time for/since/ago (SB p. 23, ex. 8).
 Complete some sentences with the expressions of time above (SB p. 23, ex. 9).
 Write some questions and answer them using for/since/ago (Activate your English,
SB p. 23, ex.11).
 Complete a text (When they were young) with the correct verb form from three
different columns. Listen and check the answers (Grammar consolidation, SB p. 23,
ex. 12).
 Listen and write down a dictation (Grammar Consolidation, WB p. 19, e. 8).

Vocabulary
 Look up the meaning of the adjectives given in some sentences. Show agreement or
disagreement with some statements (SB p. 18, ex. 1).
 Read the words in a box and connect them with their opposites (SB p. 18, ex.2).
 Copy and complete a chart with the past participles of the verbs in a box (SB p. 21,
ex. 7). Read the list of irregular verbs of the WB, page 144 and check the answers.
 Read and complete a chart about three teenagers (Have you ever?) with the
participles of the exercise above (SB p. 21, ex. 8).
 Complete some sentences with own ideas and the participles of the exercise above
(SB p. 21, ex. 9)
 Write some sentences using the present perfect. Ask and answer questions (SB p.
21, ex.10)
Pronunciation
 Practice word stressing (Pronunciation Bank, Unit 2 WB page 134, ex. 1,2 and 3).
 Listen to five sentences and write them down (Dictation, SB p. 23, ex. 10).
 Practice the rythm and entonation of some sentences (Phrase Bank, Practical
BLOCK 4- Sociocultural aspects and intercultural consciouness

CONCEPTS
Speak and learn some information about young people from different places and
compare their life style and experiences with ours and our surroundings.
Have a knowledge of the multicultural real life in Britain at present (Faces of Britain).
Speak about the Commonwealth, organization formed by countries which used to belong
to the British empire and how they have been emigrating to the mother country since
1950.
PROCEDURES
 Observe a photograph and deduct a reasonable question. Read and listen to the
dialogue (Faces of Britain) which come along with the photos and check the answers
(SB p. 26, ex. 1 and 2).
 Read the text again and say if some sentences connected with it are true or false.
Give reasons for your answers (SB p. 26 ex. 3).

 Answer some opinion questions connected to the text read comparing and

language to basic competences and particularly how they are presented in this unit:

rasons about teenagers (Talking point, SB p. 19).
things learnt in the unit (Word Bank 2, WB pages. 114 and 115).
 The students will learn to read/interpret graphics and percentages (Practical
English:Charts SB p.27

iv. social and civic responsibility, as knowing a foreign language involves the
which can be studied along with the unit.
Moral and civic education: the importance of growing up and maturing assuming
responsibilities and living the experiences of life the moment one has to live them, fully
and consciously.
v. cultural and artistic competence,
Linguistic studies contain both artistic and cultural competence:
 Learn some information about life and experiences of young people around the world.
 Learn some information about the population and languages spoken in the United
States (Practical English: Charts SB p. 27)

their knowledge in the world out of the English classroom.

Curriculum Extra 1, SB pages. 98 y 99, WB p. 130, Teacher’s Guide, pages T98 and T99

Section Pronunciation Bank, Unit 2(WB, page 134)
Curriculum Extra 1, SB pages 98 and 99, WB p. 130, Teacher’s Guide, páginas 98, T98,
T99 and 99
Photocopiable activities, Unit 2, (Extension) Teacher’s Resource Book, p. 75.
6.- ASSESSMENT
Self-assessment
Student self-assessment Checklist, Unit 2, Teacher’s Book, page xviii
Assessment criteria

Vocabulary
 Complete the vowels of some adjectives and write their antonyms.
 Complete some sentences with the past participle of the verbs in a box.
Grammar
 Complete some sentences using the present perfect of the verbs in a box.
 Write negative questions and answers using the present perfect.
 Write some sentences in the present perfect and the words given.
 Arrange some expressions of time as “finished” or “non finished”.
 Indicate the correct sentence from two options given.
 Complete some sentences with the correct expression.

Reading
Oral comprehension
 Listen to two people talking. Show comprehension and give the correct options from
three alternatives.
Writing
 Write a composition about the best holidays of the student. Use some questions as a
guide.
UNIT 3 – TO THE LIMIT

1.-TEACHING OBJECTIVES
 Learn how to use vocabulary about health and strength.
 Be able to learn how to use reflexive pronouns (reflexive pronouns).
normal daily conversation (Suggestions – Practical English).
 Carry out communicative exchanges deducting what things are like and their
possibilities (guessing what things are like).
 Understand the content of a radio programme speaking about a person who
walks on fire (Firewalkers) and identify general and more specific informacion.

texts and reinforce deduction of certain meanings (Skill focus: guessing meaning).
 Write an article describing a disabled life (An article: living with a disability)
reinforcing the examples (Language point: giving examples)
 Understand and apply grammar aspects such as: express ability and obligation
(can, could, have to); and possibility (could/might, must, can’t).
 Learn a song and some information about the music and the group (Dido).
 Practice and differentiate the pronunciation of long and short vowels; long and
short vowels /ɑ:/, /ǽ/, /u:/, /v/.
2.- CONTENTS
PROCEDURES
Listening
 Listen to a radio programme about fakirs and choose the correct information from
two columns. Answer an opinion question (SB p 32, ex. 1).
 Listen to the radio programme again and choose the correct word from some
sentences (SB p. 32, ex. 2).
 Listen to five sentences and write them down (DICTATION, SB p. 33, ex. 6).
 Listen to a dialogue using expressions to make and respond to suggestions. Answer
a comprehension question (Suggestions -Practical English, SB p. 36 ex. 2).
Speaking
 Answer some questions and compare them with the class (Activate Your English, SB
p. 28, ex. 3).
 Carry out communicative exchanges speaking about the feat of a swimmer and the
strength involved (Talking point, SB p. 29 ex. 9).
 Practice a dialogue (Activate your English) making and responding to suggestions
about one of the four given (Suggestions- Practical English (SB p. 36, ex. 4)

PROCEDURES
Reading
 Read and listen to a text (Long distance) about the stamina of a swimmer woman.
Answer a general and some of more specific comprehension questions (SB p. 28 ex
1, 2 and 3).

 Find in the text above the opposites of the words given (Word search, SB p. 28, ex. 7)
 Write six sentences giving instructions and using the format verb + preposition
(Recycle, SB p. 29, ex. 8).
 Read and listen to a text (No stopping) and decide which idea, out of the three given,
summarizes best the attitude of the person. Find some words in the text and deduct
their meaning by the context. Use some questions as help.
 Also, answer some comprehension questions (Skill focus; guessing meaning, SB p.

34, ex. 1, 2 and 3).
 Read a web page about a charity organization (Leonard Cheshire) and answer some
comprehension questions (A charity website–Practical English, SB p. 36 ex.1).
 Read a dialogue with expressions to make and respond to suggestions. Answer a
comprehension question (Suggestions -Practical English, SB p. 36 ex. 2).
Writing
 Look up the meaning of some words and complete a text (Profile). Listen and check
the answers (SB p. 35, ex. 4).
 Translate into the mother tongue some examples and decide what kind of verbs must
be used after each expression (Language Point, giving examples, SB p. 35,ex. 5).
 Connect the two parts of some sentences (SB p. 35, ex. 6).
 Think about an article describing the life of a disabled person. Prepare some notes
and answer some questions with these. (Preparation, SB p. 35, ex. 7).
 Write an article (living with a disability) about one disabled person’s life (Task), using
the suggested plan (Writing Plan), the pattern in the book and the ideas from the
exercise above (SB pág.35,ej. 8).

CONCEPTS
LANGUAGE FUNCTIONS
 Speak about health.
 Express ability, obligation and possibility.
 Give instructions.
 Express examples.

 Ask and answer suggestions.
STRUCTURES-GRAMMAR
Ability and obligation; can, could, have to
Must and have to
Possibility: could/might, must and can’t.
VOCABULARY
Subject: Health and beauty.

GLOSSARY:
 Health and endurance: allergic, blind, deaf, diseabled, dizzy, exhausted, fatal, injured,
painful, poisonous.
 Reflexive pronouns: behave, burn, cover, cut, enjoy, injure, look after, protect, teach.
.
Functional language: Make suggestions (Suggestions).
PHONETICS
Pronunciation: Long and short vowels /ɑ:/, /ǽ/, /u:/, /v/.
PROCEDURES
Grammar
 Copy and complete a chart with grammar rules (can, could, have to) (SB p.30, ex.1).
 Complete a text with the verbs from a box (SB p. 30, ex. 2).
 Connect the two parts of some sentences (SB p. 30, ex. 3).
 Read some grammar rules (must/have to) and translate them into the mother tongue
(SB p.30, ex. 4).
 Choose the correct expressions from some sentences (SB p. 30, ex. 5).
 Write some sentences expressing the obligations (negative) to keep fit (SB p. 30, ex.
6).
 Complete some grammar rules (could/might, must, can’t) (SB p. 32 ex. 3).
 Observe a photograph and choose the correct modal verb in some sentences (SB p.
32, ex. 4).
 Complete some sentences with the most appropriate modal verb (SB p. 32, ex. 5).
 Write some sentences using the ideas from two columns. Compare (Activate your
English,SB p.33 ex.7

 Read and complete a text with the appropriate modal verb which expresses
possibility (Grammar Consolidation, SB p. 33, ex. 8).
 Listen and write down a dictation (Grammar Consolidation, WB p. 29, ex.9).
Vocabulary
 Translate into the mother tongue the words given in some sentences. Say if these
sentences are true or false. Listen and check the answers (SB p. 28, e. 1 and 2).
 Revise the meaning of some words and answer a questionnaire (SB p. 31, ex. 7).
 Complete a chart with the reflexive pronouns from the text above (SB p. 31, ex. 8).
 Choose the modal verb in some sentences and add a reflexive pronoun. (SB p. 31,
ex. 9).
 Complete some questions with the verb and a suitable reflexive pronoun to answer
them (SB p. 31, ex. 10).
Pronunciation
 Practice and learn to differentiate short and long vowels (Pronunciation Bank, Unit 3
WB page 134, ex. 1, 2 and 3).

CONCEPTS
Learn some data about some health problems such as allergies, heights sickness,
poisons, blindness, etc. .
Make reference to the swimmer Gertrude Ederle as the first woman who swam accross
the English channel. The first person to achieve this was an Englishman called Matthew
Webb in 1875.
Learn some data about fakirs (Firewalkers) and how the activity of walking barefoot on
fire can be carried out.
Learn and sing a song, approaching the pop culture and learning some information about
the composer Dido.
PROCEDURES

 Read the profile of Dido and answer some comprehension questions (SB p. 37, ex.
1).
 Read and complete the lyrics of a song (Hold me) with the words from a box. Listen
to the text of the song and check the answers (SB p. 37 ex. 2).
 Complete some sentences choosing from three options given (SB p. 37, ex. 3).
 Write a new line for the song using the first line as a pattern (SB p. 37, ex. 4).

language to basic competences. And particularly how they are presented in this unit:

reasons about the feat of a swimmer and the strength involved (Talking point, SB p.
29 ex. 9).

iv. Social and civic competence, as knowing a foreign language involves the knowledge
of social features and cultural facts connected to their native speakers, which can be
Health education: the importance of having healthy habits in our life, as well as
developing a strong will and the mental strength to achieve our purposes.

Linguistic studies contain both artistic and cultural elements
 Complete the song suggested in the unit and learn about its composer Dido (SB p.
37).

taking the vocabulary and structures to a real lilfe context helping in the development of
their knowledge out of the English classroom.
Gimnastics
Learn some data about physical and mental strength when practicing sports, as well as
the way to keep fit.
Curriculum Extra 1, SB pages 98 y 99, WB p. 130, Teacher’s Guide, pages T98 and T99

Additional and alternative activities, Teacher’s Book, pages T-28 to T-37.
Section Pronunciation Bank, Unit 3(WB, page 134).
Additional and alternative activities, Teacher’s Book, pages T-28 a T-37.
6.- ASSESSMENT

End-of-term test (Test 1), Teacher’s Resource Book, pages 19, 20 and 21.
Self-assessment
Student Self-assessment Checklist, Unit 3 Teacher’s Book, page xix
Assessment criteria
Vocabulary
 Order the words in some sentences to complete some definitions.

 Complete a chart sorting out personal and reflexive pronouns.
 Complete some sentences with the verbs and pronouns from a box.
Grammar
 Choose the correct verb in some sentences.
 Say whether some sentences involve obligation or not.
 Complete some sentences with the correct form of have to (+) or don’t have to (-).
 Complete some sentences with the correct form of must (+) or mustn’t (-).
 Choose the correct sentences from two suggested options.
Reading
Read the text again and answer some questions of more specific information.
Oral comprehension
 Listen to a conversation of two people. Show comprehension and choose the correct
option in some sentences.
Writing
 Write a composition about a proposal to obtain some money for some charity need.
Use the suggested questions as a guide.

Vocabulary
 Complete a verb chart.
Grammar

 Complete some sentences using the past simple or continuous.
 Write some questions in the past simple.
 Complete a dialogue using the past simple or the present perfect.
 Write some sentences using the past simple or the present perfect and the
suggested words.
 Complete some sentences with the words from a box.
 Complete a dialogue with the words from a box.
Reading
Oral comprehension
 Listen to an interview with the new prime minister. Show comprehension and choose
the correct option in some sentences.
Writing
 Write a composition about the best event in this three-month period. Use own or
suggested ideas.
UNIT 4 – MONEY
1.- DIDACTIC OBJECTIVES

 Be able to identify and use vocabulary connected with using Money (Using
money) and a luxury life (luxuries).
a normal daily conversation (Making appointments – Practical English).
 Carry out communicative exchanges, comparing ideas connected with lottery and
spending money (comparing ideas).
 Understand oral texts; one couple expressing their multimillionnaire life style (At
home with the Cashes) and one conversation about the national lottery (Lottery) and
identify general and more specific information in them.
texts.
 Write a formal letter (A formal letter) using formats and expressions worked in the
unit and reinforcing the appropriate use of paragraphs (Lenguage point: Paragraphs
in a letter).

 Understand and apply grammar aspects such as future formation, will/be goint to;
the present simple, present continuous; uses of the auxiliary will.
 Learn about other cultural and social patterns and compare them with our own
culture (School for the elite)
 Practice the pronounciation of the diphtongs (Diphthongs).
2.- CONTENITS
PROCEDURES
Listening
 Listen to a dialogue of a multimillionnaire couple. Arrange the places mentioned in the
text. Complete some sentences with the words from a box (SB p. 42, ex. 1 and 2).
 Indicate if some sentences connected with the national lottery are true or false.
Listen to a conversation about lottery in Great Britain (Lottery) and answer the same
questions above (SB p. 44, ex 1 and 2).
 Complete some sentences with the figures from a box . Listen again to the same text
and check the answers (SB p. 44 ex. 3).
 Listen to some publicity information and complete a text about how to open a bank
account. (A bank account–Practical English, SB p. 47 ex. 1 and 2).
 Listen to a dialogue with common expressions to make appointments. Answer a
comprehension question (Making an appointment –Practical English, SB p. 47 ex. 3).
Speaking
 Ask and answer questions giving opinions and reasons about charity gestures and
people’s generosity (Talking Point, SB p. 39, ex. 8).
 Read about some articles to be auctioned, give opinions about it and make
predictions about the prices people would pay for them (Activate Your English, SB p.
40, ex. 6).
 Choose one of the projects suggested and decide how to spend the lottery money on
one of them. In pairs, prepare the presentation of the project answering some
questions (SB p. 44, ex 4 and 5).
 Listen and compare other couples’ ideas using the expressions in the Phrase Bank
(Skill focus: comparing ideas SB p. 44, ex. 6).

 Prepare and practice a dialogue (Activate Your English) to make an appointment with
a dentist (Making and appointment-Practical English, SB p. 47, e. 5).

PROCEDURES
Reading
 Read and listen to a text (Giving it away) about charity. Answer some general and
more specific questions about some charity actions (SB p. 38 ex. 4 and 5).
 Read the text again and connect some definitions with some words in it (Word
search, SB p. 38, ex. 6).
 Complete some questions with the present perfect and find out who in the class has
performed these actions (Recycle, SB p.39, ex. 7).
 Read some information about how to open a bank account. Connect some sentences
with their appropiate definitions (A bank account–Practical English, SB p. 47 e. 1).
 (A bank account–Practical English, SB p. 47 ex. 1 and 2).
 Read and listen to a dialogue with common expressions to make appointments.
Answer a comprehension question (Making an appointment –Practical English, SB p.
47 ex. 3).
Writing
 Read a letter and answer some comprehension questions (SB p. 45, ex 7 and 8).
 Answer some questions about the letter above connected with its pargraphs
(Language Point: Paragraphs in a letter, SB p. 45,ex. 9).
 Rewrite a letter ordering the sentences and putting them in the right paragraphs
(SB p. 45, ex.10)
 Write down some notes and answer some questions connected with writing a letter
asking for information about how to ask for some lottery money for a project
(Preparation, SB p. 45, ex.11).
 Write a formal letter to The Community Fund (A formal letter) proposing a project and
asking for money from the lottery (Task). Use the suggested plan for that (Writing
Plan), the pattern in the book and the ideas of the exercise above (SB p. 45, ex. 12).
BLOCK 3- Reflections and knowledge of the language by its usage

CONCEPTS
LANGUAGE FUNCTIONS
 Speaking about future plans.

 Making predictions for the future.
 Comparing ideas.
 Making an appointment
STRUCTURES-GRAMMAR
Future: present simple, present continuous
Uses of will
VOCABULARY
Subject: Money and future

GLOSSARY:
 Using money: bid in an auction, borrow, donate, earn, gamble, give away, keep, lend,
make money, raise money, save, spend.
 Luxuries: art collection, bodyguard, chauffeur, designer clothes, luxury cruise,
mansion, nanny, personal trainer, plastic surgery, private jet, sports car, yacht.
Functional language: Make an appointment (Making an appointment).
PHONETICS
Pronunciation: diphthongs
PROCEDURES
Grammar
 Translate some examples into the mother tongue and complete some grammar rules
(SB p. 40, ejx1).
 Read some sentences and decide which of them are referred to “plans”. Complete
the sentences with the appropiate verb form will/be going to of the suggested verbs
(SB p. 40, ex. 2).
 Read some sentences and refer to future plans or predictions as required (SB p. 40,
ex. 3).
 Complete some sentences with personal plans and predictions (SB p. 40, ex. 4).
 Complete some sentences and connect them with their appropriate definitions (SB
p.42, ex. 3).
 Make promises/offers for some given situations using will (SB p. 42, ex. 4).
 Complete a dialogue choosing the appropriate verb tense (SB p. 43, ex. 5).

 Read some information about how to win a prize and answer some questions. Carry
out a communicative exchange with these questions and answers (Activate Your
English, SB p. 43, ex.6 and 7).
 Complete a dialogue with the future verb form from three columns. Listen to a CD
and check the answers (Grammar Consolidation, SB p. 43, ex. 8).
Vocabulary
 Read and listen to some questions and look up the meaning of the highlighted words.
Answer some questions in a communicative exchange (SB p. 38, ex. 1 and 2).
 Complete some sentences with the highlighted words in the exercise above (SB p.
38, ex. 3).
 Observe some photographs and connect them with the appropriate word in a box (SB
p. 41, ex.7).
 Imagine you have a lot of money. Make a list of how you would spend it (SB p. 41,
ex.8
 Write three short dialogues expressing three desirable luxury situations (Activate
your English, SB p. 41, ex. 9).
Pronunciation
 Practice and learn the pronunciation of diphtongs (Pronunciation Bank, Unit 4, WB
page 134, ex. 1, 2 and 3).
 Practice the rythm and entonation of some sentences (Phrase Bank -Practical

CONCEPTS
Learn some data regarding some different charity organizations such as Clothes off our
back, UNICEF, etc.
Refer how the national lottery in Grat Britain works.
Learn about the long tradition of private education in Great Britain and learn some data
about one of its oldest schools: Eton College, founded in 1440, which is one of the most
expensive and elitist schools in the world at present.
PROCEDURES
 Observe the photograph of a British school and deduct whether some statements are
true or not. Read and listen to a text (Eton College) and check the answers (SB p.
46, ex. 1 and 2).

 Read and listen to the text again. Answer some comprehension questions comparing
and contrasting cultures (Comparing Cultures, SB p. 46, ex. 3 and 4).

language to basic competences and particularly how they are presented in this unit:
 The students will think over and strengthen their personal initiative giving opinions
about solidarity and charity (Talking point, SB p. 39, ex. 8)
the things learnt in the unit (Word Bank 4, WB pages 118 and 119)

Environmental education: the importance of being conscious about spending and
consuming in a rational sustainable way for the whole planet and its inhabitants
Moral and civic education: the importance of being generous and supporting with the
people with few means of support and in general critic and spirited against poverty and
inequality

Linguistic studies have both artistic and cultural competence
 Read and learn some information about supporting organizations (SB p. 39).
 Read and learn some information about education in Great Britain (SB p. 46)

Throuhgout the unit there will be a reinforcement on interdisciplinary subjects, taking the
vocabulary and structures to a real life context helping in the development of their
knowledge out of the English classroom.
Language and litrature

Curriculum Extra 2, SB pages 100 and 101, WB p. 131,Teacher’s Guide, pages T100 and
T101


6.- ASSESSMENT
Grammar consolidaton (Unit 4, SB pagge 43)
End-of-unit test (Unit 4) Teacher’s Resource Book, pages 22, 23, and 24.
Self-assessment
Student self-assessment Checklist, Unit 4, Teacher’s Book, page xix
Assessment criteria
Vocabulary

 Complete some sentences with vocabulary connected with money.
 Complete some compound nouns with the words from a box.
 Complete some definitions with the words from a box.
Grammar
 Complete some sentences using will and the appropriate verb from a box.
 Complete some sentences using the correct form of be going to and the verbs from
a box.
 Choose the correct verb in some sentences.
 Complete some sentences with the present simple of the verbs given.
 Complete some sentences with the present continuous of the verbs given.
 Complete some sentences with the form will and the verbs from a box.
 Write some sentences using the present simple, continuous or with the form will.
Reading
 Read a letter in a newspaper and show comprehension saying if some sentences are
true or false.
Oral comprehension
 Listen to a conversation of a person and the mother. Show comprehension and
choose in some sentences the correct answer from three options given.
Writing
 Write a letter to a local newspaper giving a positive impression of teenagers. Use
the suggested questions as a guide.
UNIT 5 – MUSIC

 Be able to identify and use vocabulary connected with different kinds of music.
 Be able to identify and use vocabulary connected with the music industry.
 Use the language and the structures learnt in the unit in the context of a normal
daily conversation (Returning a product– Practical English ).
 Understand oral texts; a radio programme about calls from controversial
musicians (Banned!). Identify general and more specific information in them.
 Identify and interpret general and more specific information in written texts,
strengthening semantic families (Skill focus: word families)

 Write a profile about a music band (A profile of a a band) using formats and
expressions worked in the unit, such as the expressions some, both, most, all.
 Understand and apply grammar aspects such as the passive voice in the present,
past and future; present, past and future passive: affirmative and negative.
 Learn a song and learn some information about the music and the band
(DixieChicks).
 Practice the pronunciation of the sounds: /s/ and /dʒ/
2.- CONTENTS
PROCEDURES
Listening
 Listen to a radio programme (Banned!). Answer some questions about three songs.
Listen again and choose the correct answers for some questions. (SB p.52, ex.1 and
2).
 Listen and write down five sentences (Dictation SB p. 52 ex.4).
 Listen and read an applying form for a job and complete the missing information.
Answer a comprehension question (A job application form–Practical English, SB p.56
ex.2).
Speaking
 Give opinions about music preferences (Activate Your English, SB p. 48, ex. 3).
 Ask and answer questions giving opinions and reasons about music and hip-hop
(Talking Point, SB p. 49, ex. 8).
 Practice a dialogue (Activate Your English) in which one of two products suggested is
returned because it is faulty (Returning a product–Practical English, SB p. 56 ex. 2).

PROCEDURES
Reading
 Read and listen to a text about music and the hip hop culture (Hip Hop Nation).
Connect four headings with their corresponding paragraph. Indicate if some
sentences are true or false and correct the wrong ones (SB p. 48, e. 4 and 5).
 Read the text again and find the words corresponding to some definitions (Word
Search SB p. 48, ex.6)

 Copy some words. Listen to a CD and indicate the stressing on the syllables in each
word. Note if the same syllables are also stressed in the mother tongue (Word stress,
Recycle, SB p. 48, ex. 7).
 Ask and answer questions giving opinions and reasons about music and hip hop
(Talking Point, SB p. 49, ex. 8).
 Read and answer a questionnaire (Number 1) (SB p. 54, ex. 1).
 Read an application form for a job and answer some comprehension questions (A
job application form –Practical English, SB p. 56 ex. 1).
 Read and listen to a dialogue in which a faulty product is returned. Answer a
comprehension question (Returning a product–Practical English, SB p. 56 ex. 3).
Writing
 Read and complete a text (Green day). Listen and check (SB p. 55, e. 5).
 Translate some sentences. Read the grammar rules (Language Point,
some,both,most, all SB p.55, ex.6)
 Arrange the words in some sentences (SB p. 55, ex.7).
 Search for information about a music band. Prepare some notes and answer some
questions with them (Preparation, SB p. 55, ex. 8).
 Write a profile of a music band (A profile of a band), using the suggested plan
(Writing Plan), the pattern in the book and the ideas from the exercise above
(Task,SB p. 55,ex. 9).

CONCEPTS
LANGUAGE FUNCTIONS
 Speak about music preferences.
 Express oneself in the passive voice.
 Return a product.
STRUCTURES-GRAMMAR
Present, past and future passive: affirmative, negative, questions.
Passive: questions
VOCABULARY
Subject: Music
GLOSSARY:

 Types of music: classical, country, dance, folk, heavy metal, hip hop, indie, jazz, nu
metal, pop, punk R&B, reggae, rock.
 Commerce: advertise, award, ban, buy, download, invent, manage, pay, produce,
record, release, replace, sell, use.
Functional language: Return a product (Returning a product).
PROCEDURES
PHONETICS
Pronunciation: /s/ and /dʒ/
PROCEDURES
Grammar
 Read and complete a grammar chart about the passive voice (SB p. 50, ex.1).
 Complete a text (The charts) with the passive form of the verbs given (SB p. 50, ex.
2).
 Complete some sentences in the passive voice (SB p. 50, ex. 3).
 Think of a song and write some clues about it. Read the clues to a partner to guess.
(Activate Your English, SB p. 50, ex. 4).
 Complete some questions with the words from a box and translate them (SB p.52, ex.
3).
 Complete a pastime about music with the words from a box. Try to answer the
questions. Listen and check the answers (SB p. 53, ex. 5 and 6).
 Change some sentences from active to passive (SB p. 53, ex. 7).
 Put some questions in order and make up the answers for them (Activate Your
 Read and complete a text (The Beatles) with the passive form of the verbs given.
Listen and check the answers (Grammar Consolidation, SB p. 53, ex. 9.)
Vocabulary
 Look up the meaning of some words. Listen to and identify six different kinds of music
(SB p. 48, ex.1)
 Complete some sentences about music. Listen and check the answers (SB p. 48, ex.
2).

 Read a text and look up the meaning of the words in blue. Complete the text using
the passive voice of the verbs given. Listen and check (SB p. 51, ex. 5).
 Complete some sentences with own ideas about music (Activate your English, SB p.
51, ex. 6).
Pronunciation
 Practice and learn the sounds /s/ y /dʒ/ (Pronunciation Bank Unit 5, WB p. 134,
ex.1,2 and 3)
 Listen to five sentences and write them down (Dictation) (SB p. 52 ex. 4).

CONCEPTS
Learn some information about different kinds of music: nu metal, heavy metal, reggae,
R&B, dance, indie, punk, country, etc.
Learn the meaning of the expression “block party”; street parties organised by people
from the neighbourhood which originated the hip hop culture and consists mainly of four
elements: graffiti, breakdancers, DJs y MCs.
Refer to the music industry and its evolution along the time from the firsts gramophones
until present.
Learn some information about one of the most famous pop groups in the history of
music: The Beatles.
Learn and sing a song, approaching the country culture and learning some details about
an American women’s band Dixie Chicks.
PROCEDURES
 Read the profile of Dixie Chicks and answer true or false to some statements (SB p.
57, ex. 1).
 Read and complete the lyrics of a song (The long way around). Find vocabulary in
American English and British English with the same meaning (SB p. 57 ex. 2).
 Answer some questions and compare them with the partners (SB p. 57, ex. 3).


 The students think over and learn how to define their music preferences (Activate
Your English, SB p. 48, ex. 3).
the importance of music in their lives and particularly about hip hop (Talking point, SB
p. 49).
 The students learn how to use the dictionary (Skill focus: word families, SB p.54, ex.
2)
the things learnt in the unit (Word Bank 5, WB pages 120 and 121)

unit there will be a reinforcement on reading and searching for information on different
web pages, apart from learning to reserve tickets for different cultural and sportive
events.
iv. social and civic competence as learning a language involves the knowledge of
some social features and cultural facts connected to their native speakers which can also
be worked along in the unit.
Moral and civic education: the importance of being respectful with our music
preferences and not impose our music to the others, for example being careful with the
volume of our devices.
Leisure education: the importance of having musical likes, playing an instrument or
simply being a music fan.
Linguistic studies contain both artistic and cultural components:
 Learn about music and musicians all along the unit.
 Complete the suggested song in the unit and learn about the women’s band The
Dixie Chicks (SB p. 57).

Music
Learn about different kinds of music and musicians all along the unit.
Curriculum Extra 2, SB pages 100 y 101, WB p. 131,Teacher’s Guide, pages T100 and
T101

6.- ASSESSMENT

Self- assessment
Student Self-assessment Checklist, Unit 5, Teacher’s Book, page xx
Assessment criteria
Vocabulary
 Order and write the letters in some words (kinds of music)
 Complete vocabulary connected with music

 Choose the appropriate verbs in some predictions
Grammar
 Change some active sentences into the passive.
 Write some sentences in the passive voice in the past with the words given
 Complete some predictions in the future with the passive and the verbs in a box
 Complete a text using the appropriate tense in the passive
 Write some questions in the passive
 Complete a text with the correct verb tense in the passive of the verbs given,
including the expression by if necessary
Reading
Oral comprehension
Listen to a conversation about music and choose the correct option from three
alternatives in some sentences.
Writing
Write a composition about personal music collections. Use the questions as a guide.
UNIT 6 – INNOVATION

 Learn how to recognise and use vocabulary connected with inventions and
discoveries.
 Be able to learn and use adjectives to describe modern technology.
normal daily converstion (Describing an object – Practical English).

 Carry out communicative exchanges making predictions, giving opinions about
inventions (giving opinions about inventions) and talking about habits in the past
(Talking about habits in the past).
 Understand oral texts, such as a presenter speaking about strange inventions
(The Chindogu story) and identify general and more specific information in them.
texts, strengthening the preparation and deduction before the reading (skill focus:
preparing to read).
 Write an essay-discussion (A discussion essay) using formats and expressions

worked in the unit, such as connectors to present a debate (presenting a debate).
 Understand and apply grammar aspects as the use of used to/didn’t use to,
relative pronouns (who, where, which), or the use of gerunds and infinitives (gerund
and infinitives).
 Learn about other cultural and social patterns and compare them with ours (The
Smithsonian).
 Practice the pronunciation at joining words (Linking).
2.- CONTENTS
PROCEDURES
Listening
 Listen and write down five sentences (Dictation, SB p. 61 ex. 11).
 Connect some descriptions with their corresponding picture. Give opinions about
them (SB p. 62, ex.1)
 Listen to a radio programme (The Chindogu story). Answer one opinion question and
others of comprehension (SB p. 62, ex 2 and 3)
 Listen to a publicity about the Smithsonian museum and answer some
comprehension questions (A museum brochure-Practical English, SB p. 67 ex 1).
 Listen to a dialogue describing an object and deduct what object they are talking
about (Describing an object- Practical English, SB p. 67 ex. 3).
Speaking
 Ask and answer questions giving opinions and reasons about school subjects
(Talking Point, SB p. 59, ex 9).

 Give and opinion about some inventions given and think about new inventions (SB p.
61, ex12).
 Observe the heading of a text and the pictures with it and deduct its content (Skill
focus: preparing to read, SB p. 64, ex.1).
 Prepare and practice a dialogue describing a jacket and other objects. Use the
suggested dialogue as a pattern (Activate Your English–Practical English, SB p. 67
ex 5).
PROCEDURES
Reading
 Search for some information about Leonardo da Vinci’s life. Write some notes about
him and compare them with a partner. Read and listen to a text about this artist
(Leonardo da Vinci) and check the answers (SB p. 58 and 59, ex. 4 y 5).
 Read the text again and answer some comprehension questions (SB p. 58 ex.6).
 Find in the text about Leonardo the appropriate words to connect some definitions
given (Word Search, SB p. 58, ex 7).
 Complete a chart (subject/person - Recycle, SB p. 59, ex 8).
 Ask and answer questions giving opinions and reasons about school subjecs (Talking
Point, SB p. 59, ex 9).
 Observe the heading and the pictures in a text (Can’t live without it). Write a list of
things you could not live without. Answer some opinion questions (Skill focus:
preparing to read, p. 64, ex 1).
 Read and listen to the text above and say which inventions from the list above appear
in it. Say if some sentences are true or false (SB p. 64, e 2 and 3).
 Complete a brochure about an American museum with the words from a box
(Welcome to the Smithsonian- Practical English, SB p. 67 ex1).
 Read a dialogue in which a lost object is described (Describing an object- Practical
English, SB p. 67 ex 3).
Writing
 Deduct and complete the words of a text (Cars and bikes) Listen and check (SB
p.15,ex4
 Translate some sentences and connect them with the appropriate linker (Language
Point, presenting an argument: linkers, SB p. 65, e. 5).
 Complete two texts with the connectors from two boxes (SB p. 65, ex 6).

 Read the title for an essay-discussion and answer some questions (Preparation, SB
p. 65, ex 7).
 Write an essay of your own (discussion essay) (Task), using the suggested plan
(Writing plan), the pattern in the book and the ideas from the exercise above (SB p.
65,ex. 8).

CONCEPTS
LANGUAGE FUNCTIONS
 Express the usefulness of things.
 Speak about habits or actions in the past
 Give opinions about inventions.
 Predict information.
 Describe an object. .
STRUCTURES-GRAMMAR
Used to
Relative pronouns
Gerunds and infinitives
VOCABULARY
Subject: Innovations and technologies
GLOSSARY
 Inventions: anaesthetic, antibiotic, bomb, calculator, electricity, gun, helicopter, jet
engine, microchip, satellite, submarine, tank vaccine, wheel.
 Technology: adjectives: automatic, digital, disposable, eco-friendly, electric, GM
(genetically modified), mobile, nuclear, pocket-sized, portable, solar, waterproof.
Functional language: Describe an object (Describing an object).
PHONETICS
Pronunciation: Linking
PROCEDURES

Grammar
 Read a grammar rule and some examples and find two similar examples in
Leonardo’s text, page 59 (SB p. 60, ex 1).
 Connect the two parts of some sentences using used to/didn’t use to (SB p.60, ex 2).
 Write some sentences describing life before some inventions, according to the
pattern (SB p. 60 e. 3).
 Think about and express the changes in life in the last ten years using used to/didn’t
use to and the verbs from a box (Activate Your English, SB p 60, ex 4).
 Read some sentences with examples of relative pronouns and complete a grammar
rule. Complete also some definitions with a relative pronoun (SB p .60, ex. 5 and 6)
 Complete some sentences about each one’s childhood, adding relative pronouns and
prepositions if necessary (Activate Your English, SB p. 60, ex. 7).
 Connect some grammar rules (gerund) with their corresponding examples (SB p. 62,
ex. 4).
 Complete a text with the correct verb form; gerund or infinitive (SB p. 63, ex. 5).
 Write some explanations for some objects (SB p. 63, ex 6).
 Complete some sentences about hobbies with the ideas from a box (SB p. 63, ex 7).
 Read and complete a text (Photography timeline) with the words from three lists.
Listen and check the answers (Grammar Consolidation, SB p. 53, ex 9.)
Vocabulary
 Sort out and copy a list of words. Listen and check the answers (SB p. 58, ex 1).
 Identify the name of some unknown objects (incomplete) (SB p. 58, ex2).
 Indicate which objects are useful and which are not, using the suggested
expressions (Activate Your English, SB p. 58, ex 3).
 Indicate the correct adjective to describe some objects (SB p. 61, ex 8).
 Complete some nouns adding one or two of the adjectives used in the exercise
above (SB p. 61, ex9).
 Complete a pastime about inventions with the words form a box and the adjectives in
exercise 8 above (SB p. 61, ex 10).
Pronunciation
 Practice and learn the pronunciation at joining words; linking (Pronunciation Bank,
Unit 6, WB p. 135, ex1 and 2).

English, SB p. 67, ex 4)
SECTION 4 – Socio-cultural features and intercultural awareness

CONCEPTS
Learn about the great toscan artist (Italy) Leonardo di ser Piero da Vinci and his work
(1452).
Learn some data about the evolution of cameras (SB p. 63).
Learn some data about James Smithson, an English scientist who donated his fortune to
an American institution, creating which at present is the biggest museum complex in
America: Smithsonian.
PROCEDURES
 Observe some photographs and deduct what they are. Answer an opinion question
(SB p. 66, ex 1).
 Read and listen to a text about the Smithsonian museum (Amazing collection) and its
famous collections. Check the answer above (SB p. 66, ex. 2).
 Read the text again and say if some sentences connected with it are true or false.
Give reasons for the answers with the information in the text (SB p. 66 ex. 3).
 Answer some opinion questions connected with the text read, comparing and

language to the basic responsibilities and particularly how they are presented in this unit:

 The students think over and strengthen their personal iniciative giving opinions about
school subjects (Talking Point, SB p. 59, ex 9) or speaking about the changes
experienced in their lives in the last ten years (Activate Your English, SB p. 60, ex. 4).

particular unit there will be a reference to different forms of technology and
communication.
studied along in the unit.
Moral and civic education: the importante of using science and technology in an ethical
way and for noble purposes.
Health education: the importante of using new technologies in a reasonable and
controlled way avoiding being “addicts” to computers, play-stations, mobiles, etc.

Linguistic studies contain both artistic and cultural elements:
 Learning information about the life and works of Leonardo da Vinci (SB p. 59).
 Learning about the Smithsonian museum and its collections (SB pages 66 and
67).
Technology
Learn about electronic devices and useful and strange inventions throughout the unit.
Curriculum Extra 2, SB pages 100 and 101, WB p. 131,Teacher’s Guide, pages T100 and
T101

Additional and alternative activities, Teacher’s Book, pagesT-58 to-67
Workbook, pages 51to 57.
Section Grammar Bank 6, WB, pages102 and 103.
Section Wordlist, WB, pages 136 tp142.

Alternative practice for students with difficulties to follow up the group’s pace
Additional and alternative activities, Teacher’s Book, pages T-58 toT-67
6.- ASSESSMENT
Grammar consolidation (Unit 6,WB page 55)
End-of-unit test (Unit 6) Teacher’s Resource Book, pages 29, 30 and 31
End-of-term test (Test 2) Teacher’s Resource Book, pages 31, 32 and 33.
Self-assessment
Student Self-assessment Checklist, Unit 6 Teacher’s Book, page xx
Assessment criteria
Unit 6 Test (Teacher’s resource Book 4 pages 28-30).
Vocabulary
 Complete the definitions of some inventions with the missing vowels.
 Indicate which word doesn’t belong to a group of words.
Grammar
 Write some affirmative and negative sentences with used to (+) or didn’t use to (-).
 Complete a text using used to (+) o didn’t use to (-) and the verbs from a box.
 Complete some sentences with a relative pronoun and a preposition if needed.
 Complete some sentences using the gerund of the infinitives given.
 Complete some sentences with the gerund or the infinitive of the verbs in a box.
Reading

 Read a text and show comprehension saying whether some sentences are true or
false.
 Read the text again and answer some questions of specific comprehension,
Oral comprehension
 Listen to a conversation of three teenagers talking about their favorite inventions.
Show comprehension and choose the correct option from three alternatives.
Writing
 Write a composition about the favorite invention of the student. Use some questions
as help.

Vocabulary
 Write the appropriate adjectives for some definitions.
 Sort out some words in the three sections given. Add some more words to the lists.
Grammar
 Change some positive sentences into negative.
 Choose the correct alternative in some sentences.
 Transform some active sentences into the passive in the correct tense
 Write some questions for the answers given.
 Complete some sentences with the gerund or the infinitive of the verbs given
Reading
Oral comprehension
 Listen to a radio contest and show comprehension choosing the correct answers
from three options.
Writing
 Write some contest questions and their corresponding answers. Use the subjects
given as help.

UNIT 7 - RELATIONSHIPS

 Learn how to recognise and use vocabulary connected with different human
kinds.
 Be able to learn how to use verbs connected with relationships and friendship.
normal daily conversation (Invitations and excuses – Practical English).
 Carry out communicative exchanges giving opinions (Commenting on opinions).
 Understand oral texts, conversations with friends (Complications) and identify
general and more specific information in them.
texts as well as in teens letters to a magazine (How to get on with your parents).
 Write a letter explaining a problem (A letter: explaining a problem) using formats
and expressions worked in the unit (language point: revision of connectors).
 Understand and apply grammar aspects such as: like+ ing and woulk like to
express likes and preferences, the expressions too, so, such and the first and
second conditional.
 Learn a song and learn some information about the music and the band (The
black eyed peas).
 Practice how not to pronunce the silent letters (silent letters).
2.- CONTENTS
PROCEDURES
Listening
 Read a conversation of two friends and choose the appropriate word from two
options (Complications). Listen and check the answers (SB p. 72, ex 1).
 Listen to a conversation boy/girl and answer some comprehension questions (SB
p.72, ex. 2).
 Listen to a telephone conversation about a star sign. Answer some comprehension
questions (Horoscopes, Practical English, SB p. 76, ex. 2).

 Listen to a dialogue of an invitation. Answer an opinion question. (Invitations and
excuses-Practical English, SB p. 76 ex. 3).
Speaking
 Ask and answer questions to speak about a partner (Talking Point, SB p. 69, ex. 10).
 Complete some sentences with personal opinions. Compare opinions with a
classmate, using the expressions of the Phrase Bank (Skill focus:commenting on
opinions, SB p.74, ex3/4)
 Prepare a dialogue inviting a friend to an event and giving excuses. Use the
suggested expressions in the Phrase Bank (Activate your English, SB p. 76, ex. 5).

PROCEDURES
Reading
 Read and listen to a text with three people talking about their relationships (I’d like to
meet…).Connect some sentences with one of the people in the text. Choose in some
sentences the appropriate expression from two options (SB p. 68, ex. 4 and 5).
 Translate some sentences into the mother tongue. Write the infinitive of the verbs
given in blue (Word Search, SB p. 68, ex. 6).
 Copy and complete a chart (verb/noun) with the words from exercise 6 (SB p. 68,
ex. 7).
 Complete a list with adjectives from the text (Recycle, SB p. 69, ex. 8).
 Describe a person known by the student using the adjectives above (SB p. 69, ex 9)
 Ask and answer questions to speak about a partner (Talking Point, SB p. 69, ejx10).
 Read some teens letters to a magazine (How to get on with your parents) and
identify some sentences with each of the letters. Complete a chart with the advice
given in the text (SB p. 74, ex. 1 and 2).
 Complete some sentences with personal opinions (SB p. 74, ex. 3).
 Read and find the horoscope of every student. Answer some comprehension
questions (Horoscopes – Practical English, SB p. 76 ex 1).
 Read the dialogue of an invitation. Answer an opinion question (Invitations and
excuses-Practical English, SB p. 76 ex. 3).

Writing
 Read and complete the letter of a “worried” mother (A parent worries). Listen and
check. Answer an opinión question (SB p. 75, ex. 5).
 Complete some sentences with the connectors from a box (Language Point: revision
of connectors, SB p. 75,ex 6).
 Choose in some sentences the right connector from two options (SB p. 75, ex7).
 Think about writing a letter explaining a problem (choose from two options). Prepare
some notes and answer some questions with them (Preparation, SB p. 75, ex 8).
 Write the prepared letter (A letter: explaining a problem) (Task), using the suggested
plan (Writing Plan), the pattern in the book and the ideas from the exercise above (SB
p. 75,ex. 9).

CONCEPTS
LANGUAGE FUNCTIONS
 Speak and describe different types of people
 Express likes and preferences
 Express condition and probability.
STRUCTURES-GRAMMAR
Like + ing and would like
Too, so and such
First and second conditional
VOCABULARY
Subject: Pesonal relationships.
GLOSSARY:
 Types of people: bighead, bore, bully, eccentric, flirt, geek, genius, hypocrite, joker,
kiar, loner, romantic.
 Verbs: relationships: ask (someone) out, cheat (on someone), fall in love (with
someone), finish with (someone), get on (well/badly) (with someone), go out (with
someone), have an argument (with someone), introduce (someone) to (someone),
meet (someone) split up (with someone).

Functional language: offer an invitation and give excuses for not accepting it (Invitations
and excuses)
PHONETICS
Pronunciation: silent letters.
PROCEDURES
Grammar
 Complete a chart with the verbs from a box (SB p. 70, ex.1).
 Complete some questions with the correct form of the verbs in a box. Ask and answer
the questions of the exercise above,using the expressions from a box (B p.70, ex3
and 4).
 Read some example sentences and complete a grammar rule about the use of the
expressions too, so, such (SB p. 70, ex 5).
 Choose in some sentences the correct expression from two options (SB p. 70 e.6).
 Write the reactions to some sentences using too, so, such (SB p. 70, ex 7).
 Read some examples and complete a grammar rule about the first and second
conditional (SB p.72, ex. 3).
 Choose in some sentences the correct verb from two options given (SB p. 72, ex.4)
 Complete some sentences to form the first and second conditional. (SB p. 72 and
73, ex. 5 and 6).
 Complete an email from a girl to her boyfriend using conditionals (SB p. 73 ex. 7).
 Complete some sentences with own ideas using conditionals (Activate your English,
SB p. 73,ex 8)
 Complete a text with words from one of the three columns given. Listen and check
the answers (Grammar Consolidation, SB p.73, ex 9).
Vocabulary
 Look up the meaning of some words, copy them and complete a chart (SB p.68, ex
1).
 Write some sentences about five types of people, using these expressions: never,
sometimes, often, always. Compare the sentences in class (SB p. 68, ex2).

 Think about famous people and write opinions about them (Activate your English, SB
p. 68, ex. 3).
 Connect some sentences with the corresponding pictures (SB p. 71, ex.8).
 Complete a list of verb sentences from exercise 8 above (SB p. 71, ex. 9).
 Complete a text (The flirt’s phrase book) with the words from a box (SB p. 71, ex.
10).
 Write sentences using expressions from two columns (Activate Your English, SB
p.71, ex. 11).
Pronunciation
 Practice pronuncing the words with silent letters (Pronunciation Bank, Unit 7, WB p.
135, ex. 1, 2 and 3)
 Practice the rythm and entonation in some sentences (Phrase Bank) (Practical

CONCEPTS
Learn and sing a song, approaching the pop culture and learning some details of an
American band of hip-hop The black eyed peas
PROCEDURES
 Read and complete the profile of The black eyed peas (SB p. 77, ex. 1).
 Read and complete the lyrics of a song with the words from a box (Union). Listen and
check the answers. Connect the main ideas that summarize each paragraph of the
song with their paragraphs (SB p. 77 ex. 2 and 3).


couples (Talking point, SB p. 69) or about their favorite characters (Activate your
English, SB p. 68)


worked along in the unit.
Education for peace: the importance of having very close friends with whom you share
your life, but also have a positive, friendly attitude with the rest of people makes
coexistence easier

Linguistic studies contain both artistic and culltural components:
 Complete the suggested song in the unit and learn about the band The black eyed
peas (SB p.77).
 Learn how to write a letter explaining some problems (SB p. 75)

their knowledge of the world out of the English classroom
Biology and Geology
Curriculum Extra 3, SB pages. 102 and 103, WB p. 132, Teacher’s Guide, pages T102
and T103

Additional and altrnative activities, Teacher’s Book, pages T-68 to T-77

6.- ASSESSMENT
Grammar consolidation (Unit 7 WB page65)
End-of-unit test (Unit 7) Teacher’s Resource Book, pages 34, 35 y 36.
Self-assessment
Student Self-assessment Checklist, Unit 7 Teacher’s Book, página xxi
Assessment criteria
Vocabulary
 Complete some sentences with vocabulary words .
 Complete a dialogue with the verbs and prepositions from a chart.
Grammar
 Complete some sentences using the infinitive or the gerund of the verbs given.
 Write short answers for some questions.
 Indicate the correct sentences from two options given.
 Write some sentences using the first conditional.
 Complete some sentences using the second conditional and the verbs given.
 Complete some conditional sentences with the correct form from the verbs in a box.

Reading
Oral comprehension
 Listen to a conversation of two students and show comprehension choosing the
correct answers for some questions.
Writing
 Write a letter putting a problem forward. Use one of the situations suggested.
UNIT 8 – SURVIVORS

 Understand and use vocabulary connected with problems and survival.
 Be able to learn how to use verbs with preposition.
 Be able to use the language and the structures learnt in the context of a normal
daily converation (Asking about rules – Practical English).
 Carry out communicative exchanges, giving priority to some ideas (prioritising
ideas)
 Understand oral texts; an interview with a survival expert (Survive!) and identify
general and more specific information in them.
texts, strengthening the way to know how to make references to words and
expressions (Referencing).
 Write a diary entry (A diary entry) using formats and expressions worked in the
unit (contractions).
 Understand and apply grammar aspects such as the contrast between the Past
perfect and the Past simple, or the use of the third conditional (Third conditional).
 Learn about some other cultural and social patterns and compare them with ours
(On the road)
 Practice the pronunciation of /h/.
 2.- CONTENTS
PROCEDURES
Listening

 Listen to five sentences and write them down (Dictation) (SB p. 83, ex.8).
 Read some information (Survive!) about survival material and choose five objects
from the list. Explain why these objects (SB p. 82, ex. 1).
 Observe the lists of two teams and deduct which team was able to finish the
competition. Listen to the text and check the answers (SB p. 82, ex. 2).
 Complete some sentences. Listen to the text again and check the answers (SB p. 82,
ex. 3).
 Translate the sentences in a box (Check this! should/shouldn’t – SB p. 82, ex. 4).
 Listen to a text about a motorbike accident (Accident). Connect each paragraph with
its corresponding photograph. Complete the notes of a policeman about the accident
(SB p. 84, ex. 1 and 2)
 Listen to a dialogue asking about rules. Answer a comprehension question (Asking
about rules- Practical English, SB p. 87, ex. 3).
Speaking
 Ask and answer questions giving opinions and reasons about war (Talking Point, SB
p.79, ex.8)
 Imagine you are the president of a country and exchange ideas and priorities
(Activate your English, SB p. 81, ex. 8).
 Practice a dialogue with a policeman about a parking problem, using the expressions
from the Phrase Bank and the pattern from the book (Activate your English - Practical
 Answer some questions about driving vehicles and the regulations in your country
comparing and contrasting cultures. (Comparing Cultures, SB p. 86, ex. 4).

PROCEDURES
Reading
 Read and listen to the story about a soldier girl in Eritrea (Escape). Put some
sentences connected with the text in the right order. Complete some questions giving
an explanation (SB p. 78, e. 3 and 4).
 Find some words in the text above. Connect them with their appropriate definitions
(Word Search, SB p.78, ex. 5).
 Find five words in the text above connected with family. Answer a question about the
own family. (Recycle, SB p. 79, ex. 6 and 7).

 Ask and answer questions giving opinions and reasons about war (Talking Point, SB
p.79, ex.8)
 Read a text about a motorcycle accident (Accident). Connect each paragraph with its
appropriate photograph. Complete the notes of a policeman about the accident (SB
p. 84, ex. 1 and 2)
 Find some words in the text above and explain what they refer to. Ask and answer
some comprehension questions (Skill Focus, Referencing SB p. 84, ex. 3 and 4).
 Read and observe a text about road security in Great Britain. Answer an opinion
question and other comprehension questions (A safety campaign – Practical English,
SB p. 87 ex. 1).
 Read a dialogue asking for rules. Answer a comprehension question (Asking about
rules- Practical English, SB p. 87, ex. 3).
Writing
 Complete a text (A diary entry). Listen and check (SB p.85, ex. 5).
 Write the complete form of some contracted expressions. Find in the text on page 84
some more contractions and write their complete form (Language Point,
Contractions, SB p. 85,ex. 6 and 7)
 Observe a photograph and read a text about a robbery. Answer some questions
(Preparation, SB p. 85, ex. 8).
 Write the entry of a diary about the situation of the robbery before mentioned (Task),
using the suggested plan (Writing Plan), the pattern from the book and the ideas from
the exercise above (SB pág. 85,ej. 9).

CONCEPTS
LANGUAGE FUNCTIONS
 Describe some actions that happened before past events
 Show agreement or disagreement
 Speak about dangerous and emergency situations
 Give advice
 Prioritize ideas.
 Speak and ask about rules and regulations

STRUCTURES-GRAMMAR
Past perfect and past simple
Third conditional
VOCABULARIO
Subject: Problems and dangerous situations.
GLOSSARY:
 Problems: cold, disaster, disease, fear, heat, hunger, injury, pain, poverty, thirst,
violence, war.
 Verb + preposition: allow to, campaign for/against, care for, die of, inform of/about,
protect from, provide with, rescue from, suffer from, volunteer to.
Functional language: Ask about rules (Asking about rules).
PROCEDURES
PHONETICS
Pronunciation: /h/
PROCEDURES
Grammar
 Read some rules about the past perfect and decide whether to use the past perfect
or the past simple in some sentences (SB p. 80, ex.1).
 Translate into the mother tongue the sentences with time expressions in a box
(Check this!, SB p. 80, ex. 2).
 Complete some senteces with the correct form of the verbs in a box (SB p. 80 ex. 3).
 Choose the correct verb in some sentences from two suggested options (SB p. 80, ex
4).
 Complete a text about Madre Teresa from Calcuta with the appropriate verb (SB p.
80, ex. 5).
 Translate some sentences and join them with their correct grammar rule about the
use of the third conditional (SB pág. 82, ej. 5).
 Choose the correct verb for some sentences from two options (SB p. 83, ex 6).
 Read some situations and write sentences using the third conditional (SB p. 83, ex
7).
 Complete some sentences with own ideas and the third conditional (Activate Your
English, SB p. 83, ex 9).

 Read and complete a text (Friends to the rescue) with the appropriate words from
one of the three columns given. Listen and check (Grammar Consolidadtion, SB
p.83, ex 10).
Vocabulary
 Look up the meaning of some words. Connect some pictures with a group of these
words (SB p. 78, ex. 1).
 Copy and complete a chart with the words from the exercise above (Activate your
English (SB p. 78, ex. 2).
 Look up the meaning of some verbs and complete some texts (SB p. 81, ex 6).
 Imagine you are the president of a country and prioritize some sentences. Compare
the results with your classmates (Activate your English, SB p. 81, ex. 8).
Pronunciation
 Learn and practice the pronunciation of /h/ (Pronunciation Bank, Unit 8 WB p. 135,
ex. 1 and 2).
 Listen and write some sentences (SB, Dictation, p. 83, ex.8).

Mention some supportive and humanitarian people as Madre Teresa from Calcuta.
Learn some information about different kinds of humanitarian organizations such as: The
International Red Cross, The RSPCA (Royal Society for the Prevention of Cruelty to
Animals), UNICEF (United Nations International Children’s Emergency Fund) and
Medecins Sans Frontieres (Boundless doctors).
Learn some data about driving vehicles in Great Britain and America (Changes in the
law).
PROCEDURES
 Read and listen to a text about driving in two countries (Changes in the law). Answer
some comprehension questions. Listen and check the answers (SB p. 86, ex1).
 Complete a summary with the words from a box (SB p. 86 ex 2).
 Deduct and complete the missing words in some opinions. Listen and check the
answers. Show agreement or disagreement with the opinions (SB p. 86, ex. 3).

 Answer some opinion questions connected with driving vehicles in the native country.
Compare and contrast cultures (Comparing Cultures, SB p. 86, ex. 4).

language to the basic competences and particularly how they are presented in this unit.

reasons about war (Talking Point, SB p.79, ex8)

iv. social and civic responsibility, as learning a foreign language involves the
knowledge of social features and cultural facts connected to their native speakers, which
can be worked along in the unit.
Education for peace: the importance of condemning and rejecting wars and the
devastating consequences which they entail.
Moral and civic education: the importance of solidarity and helping others in any
occasion and especially in extreme situations of need.
Road education: the importance of keeping all road security rules for one own’s and
othes’ safety.

 Learning some information about different types of humanitarian organizations (SB
p.81).
 Learning some information about how people drive in other countries (SB p. 86).

Biology and Geology
Curriculum Extra 3, SB pages 102 and 103, WB p. 132, Teacher’s Guide, pages T102
and T103

Section Wordlist, WB, pages 136 to142.
6.- ASSESSMENT
Self-assessment
Student Self-assessment Checklist, Unit 8, Teacher’s Book, page xxi

Assessment criteria
Vocabulary
 Put the letters in some words in order and complete some sentences.
 Complete some sentences with the prepositions from a box.
Grammar
 Complete some sentences with the past perfect of the vebs given.
 Choose the correct verb in some sentences from two alternatives.
 Complete some sentences with the past simple or past perfect of the verbs in a box.
 Complete some sentences with the verbs given. Use the past perfect or would have
+ past participle.
 Write some sentences using the third conditional.
Reading
 Read a text and show comprehensión saying if some sentences are true or false.
Oral comprehension
 Listen to a conversation about first aid in an accident. Show comprehension and
choose the correct alternative from three options.
Writing
 Write about a difficult situation. Use some questions as a guide.
UNIT 9 – WORDS

 Be able to understand and use vocabulary connected with collocations about
communication ways .
 Be able to learn how to use verbs connected with indirect speech.
a normal daily conversation (Giving news – Practical English).
 Carry out communicative exchanges asking for explanations or clarifications
(Clarifying and asking for repetition).
 Understand oral texts, people speaking with an Irish accent and Irish expressions
(Different voices) or listen to people answering a questionnaire (The “real you”
questionnaire) and identify general and more specific information in them.
texts, in this case revising conditionals (Conditionals).

 Be able to describe the information of an interview (Reporting an interview) using
formats and expressions worked in the unit (Checking your work).
 Understand and apply grammar aspects such as indirect speech, reported
speech and reported questions to express what others have said or asked.
 Learn a song and get some information about the music and its composer
(Natasha Bedingfield)
 Practice the pronunciation of contractions (contractions)
2.- CONTENTS
PROCEDURES
Listening
 Connect some Irish expressions with their corresponding British ones. Listen to a
conversation in a café indicating which expressions in exercise 1 are heard (SB pág.
92, ex. 1 and 2).
 Arrange some sentences from the conversation above. Listen to the CD again and
check the answers (SB p. 92, ex. 3).
 Read and answer a questionnaire (The “real you” questionnaire). Listen to two people
and identify which questions from the exercise above are mentioned.
 Answer some comprehension questions and give reasons for your answers (SB p.
94, ex.1, 2 and 3).
 Listen to a dialogue about news. Answer a comprehension question (Giving news–
Practical English, SB p. 96 ex. 3).
Speaking
 Ask and answer questions expressing in reported speech things your parents told
you or situations that happened when you were a child (Talking Point, SB p. 89, ex.
8).
 Make up a questionnaire and answer the questions (The “real you” questionnaire),
using the expressions of the Phrase Bank and putting special emphasis on clarifying
the ideas and ask for repetition to understand better (Skill focus: clarifying and asking
for repetition, SB p. 94, ex. 4).

 Practice a dialogue (Activate Your English) in which you tell somebody that you have
won a trip to Dublin. Use the suggested pattern (Giving news, Practical English) (SB
p. 96, ex. 5).

PROCEDURES
Reading
 Read and listen to some stories (The things they used to say). Connect some
headings with their corresponding paragraphs. Complete some questions with the
names in the story and answer the questions (SB p. 88, ex. 4 and 5).
 Connect some pronouns with the ideas from the text above (Word Search, SB p.88
ex.6).
 Complete some sentences using conditionals (Recycle, SB p.89, ex. 7).
 Ask and answer questions expressing things that your parents told you or situations
that happened to you when you were a child. (Talking Point, SB p. 89, ex. 8).
 Read and answer a questionnaire (The “real you” questionnaire). (SB p. 94, ex.1).
 Read the headings of some news and find vocabulary connected with some
suggested meanings. Connect some explanations with the appropriate heading
(Newspaper headlines–Practical English, SB p. 96 e. 1 and 2).
 Read a dialogue about news. Answer a comprehension question. (Giving news–
Practical English, SB p. 96 ex. 3).
Writing
 Read and listen to a report containing an interview (Reporting and interview). Say
which of the questions in exercise 1 (SB p. 94) are answered (SB p.95, ex. 5).
 Read the report again and find some mistakes correcting where necessary
(Language point: checking your work, SB p. 95, ex. 6).
 Indicate what kind of mistakes have been found and connect them with the ones
suggested in a list (SB p. 95, ex. 7).
 Follow some instructions to write a report about an interview. (Preparation, SB p. 95,
ex. 8).
 Write a report about an interview (Task), using the suggested plan (Writing plan), the
pattern in the book and the ideas from the exercise above (SB p. 95, ex. 9).

CONCEPTS

LANGUAGE FUNCTIONS
 Express what other people have said or asked.
 Ask for explanations.
 Know how to answer a questionnaire.
 Give some news.
STRUCTURES-GRAMMAR
Reported speech
Reported questions
VOCABULARY
Subject: Words and communication.
GLOSSARY:
 Collocations: communication: have a chat, have a conversation, have a discussion,
make an excuse, say a prayer, say sorry, tell jokes, tell a lie, tell stories, tell the truth.
 Reporting verbs: agreed to, admit that, ask, complain that, explain that, invite, offer
to, promise that, refuse to , tell.
Functional language: Give news (Giving news).
PHONETICS
Pronunciation: contractions.
PROCEDURES
Grammar
 Read and complete a chart with rules about changing from direct to indirect speech
(SB p. 90, ex.1).
 Translate some sentences indicating which sentences include a direct object
pronoun (Check this! SB p. 90, ex. 2).
 Write some sentences in direct speech starting with the words given (SB p. 90, ex. 3).
 Write the quotations of some famous people in indirect speech (SB p. 90, ex. 4).
 Read some examples and some rules about the questions in reported speech and
indicate the correct explanations (SB p. 92, ex. 4).
 Write some sentences again putting the words given in the right order. Write the
appropriate questions to these sentences in reported speech (SB p. 92, ex. 6 and 7).

 Write some questions in reported speech, changing the pronouns (SB p. 93, ex. 8).
 Listen to some teenagers conversation in different places in Great Britain and answer
some questions (Activate your English, SB p. 93, ex. 9).
 Read and complete a text with the appropriate words from one of the three columns
given. Listen and check (Grammar Consolidation, SB p. 93, ex. 10).
Vocabulary
 Read and answer a questionnaire to find out if you are a communicator (SB p. 88,
ex. 1).
 Copy and complete a chart with the expressions given in exercise 1 (SB p. 88, ex.2).
 Make up six questions with expressions from the exercise above (collocations). Ask
and answer questions (Activate your English, SB p. 88 ex. 3).
 Revise the meaning of some verbs connected with reported speech (SB p. 91, ex. 5).
 Read and listen to a conversation and answer a comprehension question (SB p. 91,
ex. 6).
 In a text choose the correct verb from two suggested options (SB p. 91, ex. 7).
 Complete some sentences with the name of some famous people from a box and
your own ideas (Activate Your English, SB p. 91, ex. 8).
Pronunciation
 Revise and practice the pronunciation of contractions (Pronunciation Bank, Unit 9,
WB p.135, ex.1,2 and 3).

CONCEPTS
Approach the Irish English sounds and expressions and contrast with British English.
Know different places in Great Britain such as London, Glasgow, Swansea, Dublin, etc.
Learn and sing a song, approaching the pop culture and learning some details about an
English singer Natasha Bedingfield.

PROCEDURES
 Read the profile of Natasha Bedingfield and arrange the sentences (SB p. 97, ex. 1).
 Read the lyrics of a song and choose the correct word from two options. Listen and
check. (SB p. 97, ex. 2).
 Answer some comprehension questions choosing from three answers. Compare the
answers with the classmates (SB p. 97, ex. 3)

the things people must or must not say. (Talking point, SB p. 89).

iv. social and civic responsibility as knowing a foreign language involves the
can be worked along in the unit.
Moral and civic education: the importance of being careful with the things we tell other
people, avoiding to hurt their feelings or increase their fears.

 Complete the suggested song in the unit and learn about its composer Natasha
Bedingfield (SB p. 97).
 Get used to the language used on newspapers headlines. (SB p. 96).
 Learn how to answer and undestand a questionnaire (SB p. 94).

Biology and Geology
Curriculum Extra 3, SB pages 102 and 103, WB p. 132, Teacher’s Guide, pages T102
and T103

Section Grammar Bank 9 WB, pages 108 and 109.
Section Word Bank 9, WB pages 128 to 129.
Alternative practice for students with difficulties to follow up the group´s pace:
Additional and altenative activities, Teacher’s Book, pages T-88 to T-97
6.- ASSESSMENT
Revision sections (Units 1-9, WB páages 87 and 88).
End-of-year (Test 1) Teacher’s Resouce Book, pages 46, 47 and 48.

End-of-year (Test 2)Teacher’s Resouce Book, pages 49, 50 and 51.
Self-assessment
Student Self-assessment Checklist, Unit 9 Teacher’s Book, page xxii
Assessment criteria
Vocabulary
 Complete some sentences with the verbs given.
 Choose the correct options in some sentences.
Grammar
 Complete a chart about reported speech with the verb forms from a box.
 Change some sentences from direct speech to reported speech.
 Write some sentences in reported speech.
 Ask questions in reported speech.
Reading
 Read a report and show comprehension indicating if some sentences are true or
false.
Oral comprehension
 Listen to a person telling what he/she did the night before. Choose the correct option
from three alternatives.
Writing
 Write a report about an imaginary interview to one of the favorite heroes of the
student. Use the suggested questions as a guide.
Vocabulary
 Write the corresponding nouns to some verbs.
 Connect the problems in a box with their corresponding vocabulary.
Grammar
 Choose the correct verb from two options in some sentences.
 Complete some sentences using the expressions so, such, too.
 Complete some conditional sentences with the vebs given.
 Complete some sentences using the past simple or past perfect of the verbs in a box.

 Write questions and answers in reported speech.
 Complete a text with the words from a box. .
Reading
false.
Oral comprehension
 Listen to two young people talking about a girl. Show comprehension and choose the
correct option to some questions.
Writing
 Write a report about an imaginary interview to a new student at school. Use some
questions as help.

Vocabulary
 Complete some expressions with the verbs from a box.
Grammar
 Complete some sentences using the past simple or continuous, the present or the
past perfect of the verbs given
 Choose the correct modal verb in some sentences.
 Complete some sentences with the present simple or continuous, be going to or will
from the verbs in a box.
 Write questions and answers in the passive.
 Complete some sentences with one word.
 Complete some sentences with the gerund or the infinitive of the verbs given.
 Complete some conditional sentences with the correct form of the verbs given.
Reading
false.
Oral comprehension

 Listen to a conversation about the news. Show comprehension indicating the correct
option from three alternatives.
Writing
 Write a report about yesterday’s news. Use some subjects for the plot.
Vocabulary
 Complete some expressions.
Grammar
 Complete some sentences using the past simple or continuous, the present or past
perfect of the verbs given. Choose the correct modal verb in some sentences.
 Complete some sentences with the present simple or continuous, be going to or will
from the verbs in a box.
 Write questions and answers in the passive.
 Complete some sentences with just one word.
 Complete some sentences with the gerund or the infinitive of the verbs given.
 Complete some conditional senteneces with the correct form of the verbs given.
Reading
 Read an article and show comprehension indicating if some sentences are true or
false.
 Read the rext again and answer some questions of more specific information.
Oral comprehension
 Listen to two people talking. Show comprehension indicating the correct option from
three suggested altenatives.
Writing
 Write a composition describing the hypothetical situation of the student winning the
lottery. Use some questions as a plot plan.

CURRICULUM EXTRA 1 – History: Female emancipation
1. TEACHING OBJECTIVES
 Learn vocabulary and structures to talk in English about women’s liberation.
 Carry out communicative exchanges speaking about history and women.

written texts (Fighting for your rights).
 Revise grammar aspects such as verbs; past simple/past continuous; past
simple/present perfect; future: present simple/present continuous/will, will/be going to.
 Identify and interpret sociocultural features connected with the subject worked in
the unit, learning and comparing real situations in other parts of the world with one
own’s culture.
2.- CONTENTS
PROCEDURES
 Answer some questions of general knowledge about women voting in Great Britain.
Read and write a text. Read and listen to a text (Fighting for your rights) and check
the answer. Answer some questions of general knowledge and find some structures
in the text (SB p. 98, ex. 1, 2 and 3).
 Complete a text with the correct form of the verbs from a box: past simple or past
continuous (SB p. 99, ex. 4).
 Complete a text with the correct form of the verbs from a box: past simple or present
perfect (SB p. 99, ex. 5).
 Complete some sentences with the correct form of the verbs from a box: present
simple, present continuous or will (SB p. 99, ex. 6).
 Complete a dialogue with the correct form of the verbs: will/be going to (SB p. 99, ex.
7)

CONCEPTS
LANGUAGE FUNCTIONS
 Speak about women’s liberation
STRUCTURES-GRAMMAR
Past simple/past continuous
Past simple/present perfect
Future: present simple, present continuous, will

VOCABULARY
Subject: History: women’s liberation

Glossary:
Connected with the subject: century, rights, campaign, suffragettes, political meetings,
Parliament, vote workforce, discrimination, emancipation.

CONCEPTS
Learn some data about women’s liberation and women’s vote in Great Britain.


The students learn how to revise the things studied.

By learning the foreign language the students will create real and functional
communication contexts using the new information and communication technologies.
knowledge of social features and cultural facts connected to their native speakers which
can be worked in the unit.
Education for sex equality: the importance of certain historic events such as the
women’s vote towards their liberation and equality.

 Learn some information about women’s liberation (SB p. 98).

History
Learn about history and events simultaneous to women’s vote

SB pages 98 and 99
WB p. 130
Teacher’s Guide, pages T98, T99.
CURRICULUM EXTRA 2 – Language and literature: Advertising
 Learn some vocabulary and structures to express oneself about the language.
 Be able to carry out communicative exchanges speaking about the power of
publicity.
written texts (The power of adverts).
 Revise grammar aspects such as passive and active sentences: present, past
and future; gerunds and infinitives; and sentences in reported speech (reported
statements). Identify and interpret sociocultural features connected with the subject
worked in the unit: publicity and its power and comparing realities from other parts of
the world with our own.
2.- CONTENTS
PROCEDURES
 Read some sentences and respond with the most suitable answer. Read and listen to
a text about publicity (The power of adverts) and check the answers. Answer some
comprehension questions and find some structures in the text (SB p. 100, ex. 1, 2 , 3
and 4).
 Complete a text with the appropriate verb form: present, past or future passive (SB
p. 101, ex. 5).

 Write some sentences using the active or the passive form as appropriate: present,
past, future (SB p. 101, ex. 6).
 Complete a text with the suitable verb form from a box in the gerund or the infinitive
(SB p. 101, ex. 7).
 Write some sentences in reported speech: reported statements (SB p. 101, ex. 8).

CONCEPTS
LANGUAGE FUNCTIONS
Speak about the power of publicity. .
STRUCTURES-GRAMMAR
Present, past and future passive
Active and passive: present, past and future
Gerunds and infinitives
Reported statements
VOCABULARY
Subbject: Publicity
Glossary:
Connected with the subject: advertising, adverts, mass communication, influence, poster
campaign, shocking, slogan, information, emotive, banned.
BLOCK 4- Sociocultural aspects anf intercultural consciousness

CONCEPTS
Learn some data about how publicity affects and works in our minds.

See in the introduction the general aspects of the contributtion of learning the foreign
The students learn to revise the things learnt

Through the foreign language the students will create real and functional contexts of
communication using the new information and communication technologies.
iv. social and civic responsibility as knowing a foreign language involves knowing
social features and cultural facts connected to their native speakers which can be
worked along in the unit.
Moral and civic education: the importance of being critic with publicity and try to sieve
the real information from the consumer/materialistic part.
v. artistic and cultural responsibility
Linguistic procuctions contain both artistic and cultural components:
 Learning information about publicity (SB p. 100).

taking the vocabulary and structures to a real life context helpingin the development of
Learn how the language is used for different purposes.

WB p. 131
Teacher’s Guide, pages T100, T101.
CURRICULUM EXTRA 3 – Biology and geology: A marine ecosystem

Know the vocabulary and structures to express oneself in English on the Biology and
Geology subjects. Be able to carry out communicative exchanges, speaking about the
marine ecosystems.
written texts (The great barrier reef).

 Revise grammar aspects such as: verbs of ability, obligation and possibility (must,
mustn’t have, have to, don’t have to, should, shouldn’t); the first, second and third
conditional (first, second and thrid conditional).
 Identify and interpret sociocultural features connected with the subject worked in
the unit: the marine ecosystems and comparing realities from other parts of the world
with ours.
2.- CONTENTS
BLOCK 1 y 2 – Listening, speaking and conversing/Reading and writing
PROCEDURES
 Read some sentences and look up the meaning of some words. Indicate if some
sentences are true or false. Read and listen to a text (The great barrier reef) and
check the answers. Answer some comprehension questions and find some structures
in the text (SB p. 102 ex 1, 2, 3 and 4).
 Complete a text with the appropriate verbs from a box (SB p. 103, ex. 5).
 Complete some sentences with the correct form of some verbs and the first
conditional (SB p. 103, ex. 6).
 Complete some sentences with the correct form of some verbs and the second
conditional (SB p 103, ex.7).
 Complete some sentences with the corrrect form of some verbs and the third
conditional (SB p 103, 8).
SECTION 3- Reflection and knoledge of the language by its usage

CONCEPTS
LANGUAGE FUNCTIONS
 Speak about marine ecosystems
STRUCTURES-GRAMMAR
Verbs of ability, obligation and possibility
First conditional
Second conditional
Third conditional
VOCABULARIY
Subject: Biology and Geology
Glossary:

Connected with the subject: barrier reef, coral reefs, ecosystems, biodiverse, planet,
marine life, mollusc, fish, sea snake, humpback whales, ecologically, natural predators,
devastating consequences, global warming.
BLOCK 4- Socio-cultural features and intercultural awarenessl

CONCEPTS
Learn some data about the different marine ecosystems, their importance and fragility.

language to the basic competences and particularly how they are presented in this unit.
The students learn how to revise the things learnt.
See in the introduction the general aspects of the contribution to this competence. When
studying the foreign language the students will create real and functional communication
contexts using the new information and communication technologies.
iv. social and civic responsibility as knowing a foreign language involves the
can be worked along with the unit.
Environmental education: the importance of being aware of the need of preserving and
keeping our marine ecosystems or not, respecting nature and living in a sustainable way
with the environment.
v. Cultural and artistic competence
Linguistic studies contain both artistic and cultural competences:
Learn some information about marine ecosystems (SB p. 102).

Biology and Geology
Learn about marine ecosystems.

WB p. 132
Teacher’s Guide, pages T102, T103

CLASSROOM PROGRAMME –ENGLISH ALIVE 3: YEAR 2010/2011*
The classroom programme of English Alive! 3 that we present identifies the priorities and implications involved with the use of additional material which
suggests the use of complementary additional material that goes along with the project, in the teacher’s book, the student’s book, the workbook, the basics
progress book A, the Basics Progress Book B, the DVD, as well as in the Teacher’s Resource Book. It is advisable to follow the learning strategies and
didactic advice in the teacher’s book. It can be said that it is a guidance class programme and that the teachers will always decide which activities are the
best adapted to their objectives and how he/she wants to direct the class. The objective of this classroom programme is to achieve a positive answer to the
language learning and how it is learnt. We think the teachers will undoubtedly be able to adapt the activities in this classroom programme according to the
need of the students regarding the teaching/learning activities as well as the assessment activities.
The nomenclature used is as follows:
L Listening IW Individual Work SB Student’s Book

R Reading T – Ss Lockstep WB Workbook
S Speaking PW Pair Work TG Teacher’s Guide o Libro del Profesor
W Writing todas las destrezas L1 Lengua materna PBA Basics: Progress Book A
LC Linguistic Competence Mother tongue PBB Basics: Progress Book B
LT Learner Training DVD English Alive! 3

Starter unit
APROX.
SESION OBJECTIVES CLASSROOM ACTIVITIES SKILLS INTERACTION MATERIALS TIME
 Revise knowledges learnt in  Observe the state of the English knowledge at the LT IW TRB Diagnostic test , page. 4-6 60’
1 previous courses. beginning of term. Activate knowledges and CD/cassette
preparare to start the term.
 Learn the contents of the  Reading and communicative exchange about the L1 T – Ss SB p. 4 Unit summary 5’
unit. knowledges worked in this unit.
 Activate vocabulary  Study of verbs, vocabulary and colloquial TD PW SB p. 4 ex. 1-3 55’
connected with usual expressions worked in previous terms. Revision of WB p. 3, ex.1-3; p. 110, translate
2 activities. the pronunciation of diphtongs. Listening of the the words; p. 133, Diphthongs, ex.
CD/cassette, exercises and their correction. 1-3; CD/cassette
 Optional activity (all students): Complete the TG p. T4
sentences.
 Optional activity (weaker classes): Word
associations
 Revise the possessive  Copy and completion of a chart paying attention to G T – Ss SB p. 5 ex. 1-3 30’
adjectives and the subject the most remarkable peculiarities. Completion of IW WB p. 4, ex. 1, 2; Grammar bank
and object pronouns. the dialogue, substitution of words, grammar study p. 90
and error correction..
3  Remember the present  Production of affirmative, negative and interrogative G T – Ss SB p. 5 ex. 4-7 30’
simple and the position of sentences from the wordds given. Completion of IW, PW
adverbs of frequency. grammar rules, revisión of grammar rules, revisión
WB p. 4, ex. 3, 4; Grammar bank
of adverbs of frequency. Practice and correction.
p. 90
 Optional activity (weaker classes): rewrite
sentences.
TG p.T5
 Revise how to make  Translation of the forms Wh-, revision of meanings G T – Ss SB pages 6, ex. 1-7 60’
questions with the and how to make questions with the present simple IW, PW p. 90
interrogative pronouns and of the auxiliary verbs. Check the grammar section if
4
the verbs be, can, have got y necessary. Practice and correction in class. TG p.T6
do.  Optional activity (stronger classes): questions.

 Learn useful expressions to  Recognition, study and translation of useful TD T – Ss SB p. 7, ex. 1-6 60’
use in conversations. expressions in an oral and written level. Oral IW, PW WB p. 6, ex, 1-4; Word Bank pág.
practice from listenings and repetitive patterns, 110
5 paying the most attention to pronunciation. CD/cassette
Production of dialogues and taking dictations. TG p. T7
 Optional activity(all classes): prepare a dialogue.
 Optional activity (all classes): write questions
 Revise all the contents of the  General optional revision of contents from TD PW WB p. 91,Grammar Bank ex. 1-5 60’
unit in the computers class. additional material. General revision of vocabulary, WB p. 111, Word Bank extra! Ex. 1, 2
grammar, dialogues. TRB p. 70 Revision Worksheet
6
TRB p. 71 Extension Worksheet
MultiROM: Grammar, vocabulary
and dialogue
 Assess the students’  End of unit test. TD IW TRB p. 7-9 60’
7
performance. CD/ cassette
Estimated time: 7 lessons of 60 minutes.

Unit 1: The real me
APROX.
SESION OBJECTIVES CLASS ACTIVITIES SKILLS INTERACTION MATERIALS
TIME
 Become familiar with the  Reading of the summary of the unit contents and LT, L1 T – Ss SB p. 8, Unit summary 5’
contents of theunit. initial assessment of previous knowledges.
 Learn vocabulary to be able
to describe the personality of  Vocabulary association with the opposites, taking TD IW SB p.8, ex. 1-3; CD/cassette 30’
people. notes in the class notebook, check out from the CD LC PW WB p. 7, ex. 1; Word bank, p. 112
listening.. Personality adjectives.
1  Optional activity(stronger classes): negative TG p. T8
 Find specific information. adjectives.
R, LC IW, PW SB pages. 8-9, ex.4-7 25’
 Preparation of the text, recognition of the CD/cassette
expressions given. Reading from the CD listening.
Practice exercises of reading comprehension and
aquisition of an appropiate pronunciation.
 Describe people  Reading of text in a loud voice to remember specific TD T – Ss SB p. 9, ex. 8-9 25’
information and be able to answer questions. IW WB p. 7, ex. 2, 3; Word bank, p.
112 Personality adjectives.
 Study from the examples given. Systematic revisión
2  Learn the meaning and use from the grammar bank. Exercises and correction. G T – Ss SB p. 10, ex. 1-4 35’
of relative pronouns who,  Optional activity(stronger classes): agreement or IW, PW WB p. 8, ex. 1-3; Grammar Bank,
where and which. disagreement. p. 92
TG p.T10
 Memorize vocabulary to  Reading and study of the grammar section. Guided LC T – Ss SB p. 10, ex. 5-7 35’
express possibility. practice, observing the order of adverbs. Exercises G IW WB p. 8-9, ex. 4-6; Grammar
and correction. Bank p. 92
3  Study of vocabulary. Association of nouns with
 Learn how to use adjectives pictures. Practice from instructions in each LC, W T – Ss SB p. 11, ex. 8, 9; CD/cassette 25’
ending in -ed/-ing to describe case.Vocabulary study. Optional activity(all IW, PW WB p. 9, ex. 7, 8
feelings and impressions. classes): describe situations TG p. T11

 Practice the entonation and  Careful listening of the CD/cassette. Second L, S, W IW SB pages11, ex. 10-12 40’
rythm of sentences. listening to repeat the sentences and find the rythm T – Ss CD/cassette
and places of entonation. Third repetition if WB p.133, Sentence stress ex. 1-
necessary. Pronunciation practice. Dictation and 3
correction.
 Practice the speech, listening  Listening of the CD/cassette. Come into contact. S, L PW 20’
4
and comprehension of texts. Comprehension of the situation, recognising SB p. 12, ex. 1-3; CD/cassette
vocabulary and oral exercises.
WB p. 112, Word Bank: Talking
about feelings
 Use the present continuous.  Observation and study of the grammar charts. G, LT IW, PW SB p. 11, ex. 4-6 30’
Attentive reading of the tasks proposed, exercises T – Ss WB p.16, ex. 1-3;Grammar Bank,
and correction. p. 92
 Contrast analysis of sample chart. Study the use
5
 Compare the present simple and form of the verb tenses. Exhaustive practice TD T – Ss SB p. 13, ex. 7-9 30’
and the present continuous. and correction. PW WB p. 11, ex. 4-6
 Optional activity (weaker classes): dialogue.
TG p. T13
 Revise the grammar contents  Attentive Reading of the vocabulary in columns A, TD IW SB p. 13, ex. 10, 11 30’
of the unit . B, C in lines of numbers from 1 to 10. Reading of CD/cassette
the four situations and completion of the sentences WB p. 11, ex. 7, 8
from the text. Listening of the CD/ cassette,
checking out of answers and extensive practice.
Dictation and correction. TG p. T13
 Optional activity( stronger classes): more 30’
6  Understand specific questions. R, S T – Ss SB p. 14, ex. 1-4
information of a newspaper IW, PW CD/cassette
article.  Reading of the text with controlled time.
Explanation of the content understood. Second TG p. T14
Reading with listening of the text. Practice and
correction.
 Optional activity(all classes): which teenager are
you like?

 Study different ways of  Reading of pattern and deduction of the missing LT IW, PW SB p. 15, ex. 5-7 60’
making a description. words. Listening and completion of text. Study and W T – Ss CD/cassette
translation of adverbs of quantity and practice in the WB p. 12, ex. 1-3; p. 13, ex. 3-4
7
preparation of texts. TG p. T15
 Optional activity(weaker classes): rewrite
sentences.
 Make a personal description.  Follow up of the instructions of the writing plan and W IW SB p. 15,ex8-9 60’
8 the pattern. Composition of the paragraphs and WB p. 13, ex. 5, 6
writing of the text.
 Obtaining outstanding  Exploring documents to obtain the correct answer. TD T – Ss SB p. 16, ex. 1 15’
information asking suitable General revision to make questions. PW WB p. 13, ex. 7
questionss. CD/cassette
 Identifying people from  Reading, listening, comprehension and repetition of LT, S T – Ss SB p. 16, ex. 2-5 45’
9
descriptions. the dialogue. Memorization of the phrase bank. PW WB p. 13, ex. 8
Estensive practice changing nouns and adjectives. MultiROM: unit 1 – dialogue
 Optional activity(weaker classes): describe people. TG p. T16
 Optional activity(all classes): write a description
using some adjectives.
 Practice the English  Obtaining information about the Singer. Contrast TD T – Ss SB p. 17, ex. 1-4 20’
language by following up the with the one obtained with the pop file. Completion PW CD/cassette
song Wake up. of the lyrics of the song. Correction from the
listening. Exercises and comparison of the results
in pairs.
 Revise the contents of the TD T – Ss WB p. 14, ex. 1-6 40’
10 unit.  Carrying out of the Progress Check of the unit and IW
conscience of the acquired level. WB p. 91, Grammar Bank, ex.1-5
 Extra activities (weaker classes): more practice MultiROM: grammar and vocabulary
TRB p. 72, Revision Worksheet
WB p. 113, Word Bank extra, ex. 1, 2

 Extra activities (stronger classes): more practice TRB p. 73, Extension Worksheet
 Assess the progress of the  Carrying out of the unit 1 test TD IW TRB p. 10-12 60’
11
students. CD/cassette

Unit 2: Super nature
APROX.
TIME
 Get informed about the  Coming into contact with the contents that can be LT, L1 T – Ss SB p. 18, Unit summary 5’
contents of the unit. learnt in this unit.
 Observation of the photos. Comments about the
 Study vocabulary regarding phenomena that may be familiar to the students. LC T – Ss SB p. 18, ex. 1, 2 CD/cassette 55’
1
nature phenomena. Study, listening, repetition and memorising of the PW WB p. 15, ex. 1, 2; p. 114,Word
vocabulary. Exercises and correction. Bank: Natural phenomena
 Optional activity (stronger classes):write definitions
using relative pronouns. TG p. T18
 Finding specific information  Observation and comments of the photograph of TD T – Ss SB pages 18-19, ex. 3-8 60’
in a text. the text. Reading, listening, finding words and PW CD/cassette
comprehension of the meaning of the text.
2 Exercises of Reading comprehension, Exchange of
opinions and correction.
 Optional activity( all classes): complete the table TG p. T19
and write sentences
 Use the introductory particles  General revisión of the past simple of verbs. G, LC T – Ss SB p. 20 ex. 1-4 40’
there was/ there werewith Consult the grammar section. Study of the IW WB p.16, ex. 1-3; Grammar Bank,
correction. introductory particles and exhaustive practice. p. 94
 Optional activity(stronger classes): write a news TG p.T20
report.
3
 Remember the past simple of G, LT T – Ss SB p. 20, e. 5-7 20’
regular and irregular verbs.  General revision of the irregular verbs charts. PW WB p. 22-23, ex. 4
Recommendation of study the past simple. Study WB p. 144 Irregular verbs
the particles ago, for and during. Exercises and
correction.
 Memorize the past simple of  Listening, comprehension, repetition and study of TD PW SB p. 21, ex. 8-12, CD/cassette 50’
the most common irregular verbs and expressions. Finding wrong expressions. T – Ss WB p. 17, ex. 5-9; Word Bank, p.
verbs. Study and assessment of the knowledges acquired 114, past simple forms; p. 144,
consultation the chart of verbs. irregular verbs
 Listening and repetition of words according to the
4
 Improve the pronunciation of pattern given. Choosing the verbs according to S IW WB p. 134, ex. 1-3 10’
the past tense of regular their ending and checking out
verbs.  Optional activity(all classes): present newsflashes
to the class. TG p. T21

 Understand the meaning of  Observation of the pictures that come with the text. TD PW SB p. 22, ex. 1, 2; CD/cassette 15’
an oral text. Reading of the information given. Listening of the IW
information, general comprehension and second
 Learn how to use the past listening to complete some sentences.
continuous.  Reading, comprehension and completion of the
5
grammar chart. Consultation of the grammar G T – Ss SB p. 22, ex. 3-5 45’
section. Study of the formation of the verb tense, IW, PW WB p. 18, ex. 1-4; Grammar Bank
joint practice and correction. p. 94
 Optional actvity(weaker classes): write sentences TG p. T22
using the past continuous.
 Compare the past simple  Reading of examples. Comprehensive observation G IW, PW SB p. 23, ex. 6-8 ; CD/cassette 60’
and the past continuous. of the grammar chart and study of the peculiarities T – Ss WB p. 19, ex. 5-8; Grammar Bank
6 of each verb tense. Consult the grammar section. p. 94
Eshaustive practice, dictation and correction.
Optional activity (stronger classes): An interview TG p. T23
 Differenciate global, specific  Reading of pattern text. Giving suggestions of R, LT T – Ss SB p. 24, ex. 1, 2 45’
information. sentences that can complete it. Listening, checking IW, PW WB p. 20, ex. 1, 2
and completion of text. General comprehension.
Differenciation from essential, true or false
information. Answer to the questions and
correction. TG p. T24
7
 Get used to take notes  Optional actvity(all classes):complete the
paragraph LT IW SB p. 24, ex. 3; CD/cassette 15’
 Reading of the statement and key words. Listening

of the interview. Practice in taking notes of essential
information. Compilation from oral information.
 Learn how to use temporal  Reading, translation and completion of sentences TD, L1 T – Ss SB 25, ex. 4-6 , CD/cassette 30’
connectors: while, suddenly, using connectors to arrange the story. Practice to PW WB p. 21, ex. 3, 4
as, the next moment, when y solve doubts.
afterwards.  Optional activity(stronger classes): an interview. TG p. T25
8
 Optional activity(all classes): complete sentences.
 Write an imaginary  Preparation of the composition from the W IW SB p. 25, ex. 7, 8 30’
experience. instructions, using the appropiate vocabulary. WB p. 21, ex. 5, 6

 Compare cultural traditions.  Reading and comprehensive listening of the text. TD T – Ss SB p. 26, ex. 1-3 20’
Observation of the potos and the opinions. Second PW CD/cassette
Reading to answer the questions.
9  Learn expressions to get  Observation of the map, reading, study and S PW SB p. 27, ex. 4-8; CD/cassette 40’
information. answers to the questions made. Oral practice with WB p. 21, ex. 7, 8
the listening, preparation and staging of the MultiROM, unit 2 – dialogue
dialogues. TG p. T27
 Optional activity (stronger classes): questions
 Practice some contents of  General revisión of the dialogues. Vision of episode LC, LT IW, GW DVD Episode 1 60’
the unit. 1. General comprehension, completion of TRB
exercises. Second revisión, exercises.Preparation WB p. 22, ex. 1-6
for carrying out the test, solving doubts and
correction. Completion of the progress check with
solving doubts if required.
 Extra activities (weaker classes): more practice WB p. 95, Grammar bank ej.1-6
10
MultiROM: Grammar and
vocabulary
 Extra activities (stronger classes): more practice
WB p. 115, Word Bank Extra! ex.1,
2
TRB p. 75, Extension Worksheet
 General revisión of the units  Assessment of progress and deficiencies of the LT IW WB pages 23-24 , ex. 1-8 60’
1 and 2 students in the first two units. Individual completion T – Ss
11 of the exercises followed by a correction in class,
solutions of doubts and consciousness of the need
to study.
Evaluate the academic  Completion of the test of unit 2. TD IW TRB pages 13-15 60’
12
performance in this unit.. CD/ cassette
Unit 3: Lifestyle
APROX.
TIME

 Come into contact with the  General comments about previous knowledges and LT, L1 T – Ss SB p. 28, Unit summary 5’
contents of the unit. the things that can be learnt in this unit.
 Learn vocabulary connected  Comprehensive memorizing of the vocabulary TD T – Ss SB p 28, ex. 1, 2, CD/cassette 55’
with health and some given. Connectin opposites. Practice with PW WB p. 25, ex. 1-4; Word Bank, p.
1
lifestyles. exercises and correction. 116, Health and lifestyle.
 Optional activity (all classes): describe a famous TG p. T28
person.
 Optional activity (stronger classes): interview a
person about her/his lifestyle and diet.
 Understand the aspects of a  Observation of the pictures, deduction of the written TD T – Ss SB p. 29, ex. 3-9; CD/cassette 60’
healthy diet. content, use of dictionaries if necessary, Reading PW, GW
2
and listening, exercises and revising.
 Optional activity (all classes): make or do. TG p. T29
 Learn how to use the  Revision of vocabulary in previous terms. Reminder G T – Ss SB p. 30, ex. 1-6 60’
quantifyers some, any, much, of the order of words in sentences. Extension, PW WB p. 26-27, ex. 1-5 ; p. 96
3 may, a lot of, too y enough. practice and correction in class. Grammar Bank
 Optional activity (all classes): complete the TG p. T30
sentences.
 Memorizar vocabulario  Comments about fashion and present tendencies LT, LC IW SB p. 31, ex. 7-10; CD/ cassette 45’
específico para describir el on the physical appearance of people. Dictation, WB p. 27, ex. 6, 7; Word Bank, p.
aspecto físico de las exercises and correction. 116; Pronunciation Bank, p. 134,
personas. ex. 1-3
 Optional activity (stronger classes):describe TG p. T31
people’s appearance.
4
 Detailed observation of the photographs. Reading L PW SB p. 32, ex. 1-3 15’
 Captar información of the text with them. Hypothesis formulation, CD /cassette
específica sobre la completion of sentences. Listening of the text,
apariencia de personas. checking of the hypothesis and choice of the
correct expression.

 Practice the comparative and  Reminder of the necessary grammar structures. TD T – Ss SB pages. 32-33, ex. 4-8; 60’
superlative form of Consultation of thel grammar bank. Study, general PW CD/cassette
adjectives. practice and revision. WB p. 28-29, ex. 1-8; p. 96
5  Optional activity (all classes): comparative and Grammar Bank
superlative. TG p. T 32
 Optional activity (all classes): correct the mistakes.
TG p. T33
 Express opinions in a natural  Reading and listening of texts. Think over the S,R IW, PW SB p. 34, ex. 1-4; CD/cassette 60’
way. opinions given. Émphasize the meaning and utility WB p. 30, ex. 1-3
6 of pronouns. Completion of exercises and
comparison of the answers with the classmates.
 Optional activity (weaker classes):pronouns. TG pág. T34
 Revise the use and meaning  Revision of the meaning of some words to complete LT T – Ss SB p. 35, ex. 5-7 25’
of the connectors so and the text, using the dictionary if necessary. Attentive W IW WB p. 30-31, ex. 4, 5
because. reading of the text. Listening and completion with diccionario
the missing words. Explanation of the difference
between the connectors so and because from
7
some examples.
W IW SB p. 35, ex. 8-10 35’
 Make a brochure similar to  Preparation of the text from the ideas and pattern WB p. 31, ex. 6, 7
the pattern in the text. given. Spelling and contents revision. TG p. T35
 Optional activity (stronger classes): a poster
 Learn vocabulary connected  Checking of knowledge of the words given. TD T – Ss, SB p. 36 ex. 1, 2 20’
with recepies. Comments about the different kinds of typical PW CD/cassette, diccionario
meals. Reading of recopies, comprehension and
completion of ingredients.
8  Practice dialogues: choosing  Attentive listening and repetition of the dialogue, TD PW SB p. 36, ex. 3-6, CD/cassette 40’
a menu. trying to imitate the rythm, pauses and entonation. WB p. 31, ex. 8-9; Word Bank pág.
Memorizing the expressions of the Phrase Bank. 116
Oral and written practice. MultiROM: unit 3 – dialogue
TG p. T36
 Optional activity (stronger classes): a recipe

 Improve the pronunciation of  Motivation on learning the language. Verification of TD IW, PW SB p. 37, ex. 1-4 20’
the English language. the information given. Follow up of the song and
writing some more similar lines to those of the lyrics
of Hold me.
 Self-evaluate the progress LT IW WB p. 32, ex. 1-6 40’
achieved.  Assessment of knowledges before taking the unit
9 exam: Progress Check. Solving doubts if necessary
and correction in class. WB p. 97, grammar bank ex.1-6
 Extra activities (weaker classes): more practice MultiROM: Grammar and Vocabulary
WB p. 117, Word Bank Extra! ex. 1, 2

 Extra activities (stronger classes): more practice TRB p. 77, Extension Worksheet
 Assess the knowledges  Carrying out unit 3 test. TD IW TRB pages 16-18 60’
10
learnt in this unit. CD/ cassette
 Assess the progress of the  Carrying out the End-of-term test 1 TD IW TRB pages 19-21 60’
11
first quarter. CD/cassette

Unit 4: On the move
APROX.
SESION OBJECTIVES CLASS ACTIVITIES SKILLSS INTERACTION MATERIALS
TIME
 Think over the new contents  Discuss about the known contents. L1,LT T – Ss SB p. 38, Unit summary 5’
in thiis unit. Consciousness about the new contents and the
need of studying everyday to improve performance.
 Learn prepositions of  Translation of the vocabulary by observing the LC IW, PW CD/cassette 25’
movement and vocabulary pictures. Verification of the meaning of words in the S T – Ss SB p 38, ex. 1, 2,
connected with different dictionary. Listening, completion of exercises and WB p. 33, e. 1-3; p. 118 Word
ways of travelling. study of the new vocabulary. bank: travel; Diccionario
1
 Get general as well as  Discussion about the brochure headings. Listening R T – Ss SB pages 38-39, ex. 3-7 30’
specific information. of the cassette, reading of text and choosing of PW
heading. Second listening to do the exercises.
 Optional activity (all classes): correct the false TG p. T39
sentences.
 Optional activity (all classes): ask and answer.
 Optional activity (weaker classes): complete the
table.
 Study the affirmative and  Explanation on the board of the meaning of the G T – Ss IW SB p. 40,ex. 1-4 60’
negative forms of the present verb tense with examples. Observation of the PW WB p. 34, ex.1-5
perfect. structure of this verb, consultation in the grammar WB p. 98, Grammar Bank
2 section, practice how to make affirmative and
negative sentences. Exercises and correction.
 Optional activity (all classes): word tennis TG p. T40
 Optional activity (all classes): write four sentences.

 Learn how to use just with  Explanation about the meaning of sentences with G T – Ss SB p. 41, ex. 5-7 30’
the present perfect. just. Consulting in the grammar if necessary. IW WB p. 35, ex. 6-8; Grammar bank,
Translation of sentences. Practical exercising and p. 98
correction of exercises.
 Memorize compound nouns. LC T – Ss IW SB p. 41, ex. 8-9 ; CD/cassette 30’
3  Connecting pictures with words. Study the WB p. 35, ex. 9-10; p. 118, Word
vocabulary, formation of words and compound Bank: Compound nouns
expressions. Guided practice. TG p. T41
 Optional activity (all classes): noun combinations.
 Optional activity (weaker classes): combinations of
nouns
 Understand oral information.  Observation of pictures and reading of the legends. L IW, PW CD/cassette 20’
Comprehension of vocabulary and discussion about SB p. 42, ex. 1, 2
what kind of transport they would like. Listening of
the interview and answer the comprehension
questions.
4
 Make questions using the G T – Ss SB p. 42, ex. 3-5, CD/cassette 40’
present perfect.  Translations of the grammar chart. Study and IW WB p. 36, ex. 1-4; Grammar Bank,
analysis of the construction of questions, positions p. 98
of words and meaning of sentences. Working with
exercises, dictation and correction.
 Get conscious of the need of  Attentive listening of the sentences. Observation of LT IW WB p. 134, ex. 1-3, CD/cassette 15’
pronuncing in the most how and when connecting words. Repetition
correct way. exercises, trying to make the students pronunce in
a loud voice and in the most correct way.
 Make up questions using the  Reading of the task to carry out . Completion of G IW SB p. 43, ex. 6-8; CD/cassette 45’
5
present perfect. texts, making questions and answers if required. WB p. 37, ex. 5-7
General revision of the grammar aspects of the
unit. TG p. T43
 Optional activity(all classes): ask and answer.
 Optional activity(all classes): write questions
 Leer un texto y extraer  Reading of the text and assessment of the possible R, S PW, GW SB p. 44, ex. 1, 2 60’
conclusiones lógicas. answers using the most appropiate expressions in WB p. 38, ex. 1, 2
6 each case. Comparison of answers and dicussion
of the chosen options in each case
 Optional activity(stronger classes): do a class quiz TG p. T44

 Learn expressions of time  Translation of expressions of time given. Connexion LT T – Ss, SB p. 45, ex. 3-5 30’
connected with verb tenses. with the corresponding tenses. Conscience of the IW CD/cassette
possibilities in each case. Exercises and their WB p. 38-39, ex. 3, 4
correction.
 Optional activity (all classes): complete the
7  Write an e-mail sentences
W IW, PW SB p. 45, ex. 6, 7 30’
 Reading of pattern and the writing plan. Preparation WB p. 39, ex. 5, 6
of the text following directions. Individual
composition and comparing in pairs the task carried
out.
 Compare cultural facts.  Previous compilation of adjectives and expressions LT, L1 PW SB p. 46 ex. 1-3, CD/cassette 30’
to describe English people and giving reasosns
why. Reading the title, carrying out the execises
and checking out.
8  Practice the English TD IW, PW SB p. 47, ex. 4-8 30’
language.  Reading, listening and completion of texts. Practice WB p. 39, ex. 7, 8
of the oral language trying to improve the rythm and MultiROM: unit 4 – dialogue
entonation of sentences. Carrying out the
exercises and consultation of doubts if necessary.
 See chpter 2 of the DVD.  Reminder of the first oral episode. Watching the TD IW DVD Episode 2 30’
second episode. Comments and exercises. PW TRB
 Revise the contents of the  Knowledge assessment before taking the first unit LC T – Ss WB p. 40, ex. 1-5 30’
unit. text: Progress Check. Solving doubts if there are IW
9
any and correction in class.
WB p. 99, Grammar Bank ex.1-5
 MultiROM: Grammar and Vocabulary
 Extra activities (weaker classes): more practice TRB p. 78, Revision Worksheet
WB p.119, Word Bank Extra! ex.1, 2

TRB p.79, Extension Worksheet
 Extra activities (stronger classes): more practice

 Revise the essential contents  Optional general revisión of contents to make the LT IW, WB pages 41-42, ex. 1-8 60’
studied so far. student aware about the progress achieved or the T – Ss CD/cassette
10 need to keep studying and make a bigger effort. SB pages 98-99, ex. 1-9
Consolidation of contents from the carrying out of WB p. 130, ex. 1, 2
Curriculum extra 1.
 Assess the knowledges  Carrying out the test in unit 4 TD IW TRB pages 22-24 60’
11
learnt in this unit. CD/cassette

Unit 5: Crazy about it
APROX.
TIME
 Anticipation of the contents in  Comment about the known contents and L1, LT T – Ss SB p. 48, Unit summary 5’
the unit. anticipation of the new ones.
 Learn vocabulary connected  Verification of the meaning of words, observation of LC IW, PW SB p. 48, ex. 1, 2 25’
with events. pictures and doing exercises. Consultation of the S T – Ss WB p. 43, ex. 1, 2; p. 120 Word
Word Bank. bank: events; Diccionario
1
 Understand general and/or  Reading and completion of the texts with the listed R T – Ss SB pages 48-49, ex. 3-8 30’
more specific information. figures. Second reading and answers to the LC PW
questions. Exercises and correction. Oral practice.
TG p. T49
 Optional activity (all classes): jigsaw reading.
 Optional activity (stronger classes): an event.
 Contrast and differenciate  Observation of the picture and completion of the G T – Ss IW SB p. 50,ex. 1-5 60’
the use of the present grammar rules. Reading the text and classification PW WB p. 44, ex.1-4
2 perfect and the simple past. of expressions of time. Grammar consultation. WB p. 100, Grammar Bank
Practice and correction. TG p. T50
 Optional activity (all classes): Correcting mistakes.
 Memorize in a  Reading of the sentences and deduction, in pairs, LC T – Ss SB p. 51, ex. 6, 7, 9 40’
comprehensive way verbs of the words highlighted in blue. Completion of the IW WB p. 45, ex. 6-8
and nouns regarding chart, listening and verification of answers. Practice WB p. 120 Word bank: competitions
3 competitions. and correction. TG p. T51
 Optional activity (stronger classes): competitions.
 Identify and and repeat  Listening and identification of the words with the L, S T – Ss IW WB p. 134, ex. 1-3; CD/cassette 20’
carefully the sound / /. sound //. Practice and correction. LC SB p. 51, ex. 8

 Understand oral information.  Reading of the previous information and verification L IW, PW CD/ cassette 20’
of the meaning of new vocabulary. Reading of the SB p. 52, ex. 1-3
questions and formulation of hypothesis about the
answers. Listening and verification. Second
listening and completion of sentences.
 Use the present perfect with G T – Ss SB pages 52-53, ex. 4-8 40’
4
for and since.  Observation of examples and completion of IW WB p. 100, Grammar Bank
grammar rules Consulting grammar, practical
exercises and correction.
 Optional activity (all classes): for and since

 Optional activity (all classes): sentence writing
 Practice the use of the  Carrying out the exercises in the WB and the WB pages 46-47, ex. 1-8 60’
5 present perfect. grammar consolidation. SB pages 52-53, ex. 9;
CD/cassette
 Practice Reading techniques.  Anticipation of contents. Reading and listening of R T – Ss SB p. 54, ex. 1, 2 60’
the text. Observation of the sentences and LC IW, PW WB p. 48, ex. 1-3
formulation of appropiate questions. Thinking over
some ways to learn new words from the reading of
6
texts. Presentation and completion of the word
web. Practical exercises and correction. TG p. T54
 Optional activity(all classes): Questions about
skateboarding
 Identify what a topic  Reading of the pattern, choice of the correct option R, LT T – Ss, SB p. 55, ex. 3-5 30’
sentence is. and listening of the text to check the answers. IW CD/ cassette
Observation of the Language point, exercises and WB p. 38-39, ex. 3, 4
correction.
7
 Write a descriptive card  Reading of the pattern and the writing plan. W IW, PW SB p. 55, ex. 6, 7 30’
about a sport. Preparation of the text according instructions. WB p. 49, ex. 5-7
Individual composition, revision and comparison, in
pairs, of the task carried out.

 Practice the English  Reading of the information establishing the truth of LT, S T – Ss CD/cassette 35’
language. the statments given. Reading and listening of the IW, PW SB p. 56 ex. 1-4
dialogue. Memorization of the phrase bank, and WB p. 49, ex. 8, 9
oral practice paying attention to the rythm and MultiROM: unit 5 – dialogue
entonation. Practical exercises.
8
TD IW, PW SB p. 57, ex. 1-3 25’
 Understand the song A little  Reading of the pop file and answer the questions.
deeper of Ms Dynamite. Reading of the song and choice of the correct
option. Listening and verification. Personal
expression.
 Revise the contents in the  Revision of knowledges by the Progress Check. LC T – Ss WB p. 50, ex. 1-5 60’
unit. Solving doubts if necessary and correction in class. IW
9  Extra activities (weaker classes): more practice MultiROM: Grammar and Vocabulary
TRB p.80, Revision Worksheet
 Extra activities (stronger classes): more practice WB p.121, Word Bank Extra! ex.1, 2
 Assess the knowledges  Carrying the test of unit 5 TD IW TRB pages 25-27 60’
10
learnt in this unit CD/cassette

Unit 6: Your future?
APROX.
SESION OBJETIVES CLASS ACTIVITIES SKILLS INTERACTION MATERIALS
TIME
 Introduce the contents of the  Comments about the known contents and L1, LT T – Ss SB p. 58, Unit summary 5’
unit. anticipation of the new ones.
 Learn vocabulary regarding  Completion of the text with the figures listed. LC T – Ss CD/ cassette 25’
development. Verification of meanings and change of verbs to the S IW, PW SB p. 58, ex. 1, 2
infinitive. Classification of words by verbs or nouns. WB p. 51, ex. 1-3; Diccionario
Listening and verification. Consultation and WB p. 118 Word bank: development;
verification. Consultation of the word bank and
1 elaboration of exercises.
 Understand general and/or R, LC T – Ss SB pages 58-59, ex. 3-8 30’
specific information.  Observation and comment of pictures. Reading and S PW
completion of text. Listening and verification of
answers. Second reading and completion of
summary. Location and classification of words in TG p. T59
the text. Oral practice.
 Optional activity (all classes): definitions.
 Optional activity (stronger classes): our future.
 Identify and repeat carefully  Listening of words and identification of the stressed L, S T – Ss IW TG p. 106; CD/cassette 15’
the pronunciation of the suffix syllable. Listening and repetition of words. LC WB p. 135, Pronunciation bank ex. 1,
–tion. T – Ss IW 2
 Study of the rule and observation of examples. G PW 45’
2 SB p. 60,ex. 1-5
 Use adequately the Consultation of grammar if necessary, elaboration
auxiliaries will and might to of exercises and correction. Dictation. WB p. 102, Grammar Bank
express opinions and WB p. 52, ex. 1, 2
predictions about the future.
 Interiorize the formation and  Translation of the examples and completion of the G T – Ss SB p. 60, ex. 6-8 60’
use of the first conditional. grammar rules for the formation and use of the first LC IW WB p. 52, ex. 3, 4; Grammar
conditional. Consultation of the grammar section if bank, p. 102
3
necessary. Practical realization and correction of
exercises. TG p. T60
 Optional activity (weaker classes): first conditional

 Memorize vocabulary  Completion of the quiz with the listed words. LC IW, PW SB p. 61, ex. 9, 10 30’
regarding science and Completion of the chart, comment, exercises and WB p. 53, ex. 5, 6; p. 122, Word
technology. correction. Bank: science and technology
 Optional activity (stronger classes): more quiz TG p. T61
questions.
G T – Ss CD/cassette 30’
 Understand oral information..  Choice of the correct option to complete the text. IW SB p. 62, ex. 1, 2
4
Listening and verification. Reading of questions,
listening of the interview and answers to the TG p. T62
questions.
 Optional activity (all classes): discussing

predictions.
 Practice the use of can,  Completion of the grammar chart and consultation G T – Ss SB p. 63, ex. 3-6, CD/cassette 60’
could and will be able to. of grammar. Exercises and correction. IW, PW WB pages. 54-55, ex. 1-7;
5
 Grammar Bank, p. 102
 Optional activity (all classes): a debate. TG p. T63
 Understand written and oral  Reading of summaries and prediction of the R, L, S T – Ss SB p. 64, ex. 1-6; CD/cassette 60’
texts and express possibility. missing information. Thinking about the necessary LC IW, PW WB p. 56, ex. 1-3; p. 122 Word
information to complete texts and formulation of bank: expressing probability
questions. Listening of a conversation and answers
6 to the questions made before. Reading of the listed
opinions, listening of the conversation and
identification of opinions.Study of the phrase bank,
personal expression and exchange with a partner.
Exercises of reading comprehension.

 Understand the structure and  Anticipation of the subject. Reading of pattern and LT T – Ss, SB p. 65, ex. 7-9; CD/cassette 30’
language used in an opinión correction of errors. Listening and veification. LC IW SB p. 57, ex. 4, 5
text. Translation of expressions to introduce opinions.
Exercises and correction.
 TG p. T65
 Optional activity(all classes): agreeing and
7
disagreeing. W IW, PW SB p. 65, ex. 6, 7 30’
 Write an opinión text. WB p. 39, ex. 6, 7
 Reading of the patten and the writing plan.
Preparation of text following directions.
Composition about text, revision and comparison, in
pairs, of the task carried out.
 Compare cultural facts.  Comment about different forms of communication. TD T – SS SB p. 66 ex. 1-4; CD/cassette 30’
Observation of photographs, Reading of text, IW, PW
exercises and correction. Thinking about
differences and/or similarities between North
American culture and one own’s culture. TG p. T66
 Practice the functional  Optional activity (stronger classes): a survey. LT, LC IW, PW SB p. 67, ex. 5-9; CD/cassette 30’
8 language. S WB p. 57, ex. 8, 9
 Observation of the expressions used in the text MultiROM: unit 6 – dialogue
messages. Completion of the conversation,
listening and verification of answers. Practice of the
oral language being careful about the rythm and
entonation of sentences. Exercises and
consultation of doubts if needed. Preparation of a
personal dialogue and oral practice.

 See chapter 3 of the DVD.  Reminder of the episodes studied before. Vision of TD IW DVD Episode 3 30’
the third episode. Comment and exercises. PW TRB
 Taking the Progress Check and assessment of the
 Revise the contents of the personal progress. Solving doubts if necessary and LC T – Ss WB p. 58, ex. 1-5 30’
unit. correction. IW
9 WB p. 103, Grammar Bank ex.1-5
 Extra activities (weaker classes): more practice MultiROM: Grammar and
vocabulary
 Assess the knowledges  Taking the test of unit 6 TD IW TRB pages 28-30 60’
10
 Revise the essential contents  Optional general revision of the contents to make LT IW, WB pages 59-60, ex. 1-8 60’
studied so far. the student aware about the progress carried out or T –Ss SB pages 98-99, ex. 1-9;
11 the need to keep studying and make a bigger effort. CD/cassette
Consolidation of contents since taking the WB p. 131, ex. 1, 2
Curriculum extra 2.
 Assess the knowledges  Taking the End-of-term test 2 optional. TD IW TRB pages 31-33 60’
12
learnt thoughout the term. CD/cassette

Unidad 7: Ambition
APROX.
TIME
 Anticipate the contents of the  Observation and comment about the contents of L1, LT T – Ss SB p. 68, Unit summary 5’
unit. the unit.
 Memorize in a LC T – Ss SB p. 68, ex. 1, 2 25’

comprehensive way  Observation of the people on the photos and S IW, PW WB p. 61, ex. 1-3; p. 124 Word
vocabulary connected with formulation of hypothesis about their profession. bank: profesiones; Diccionario
professions Choice of four professions and completionof the
chart expressing opinions. Exercises and TG p. T68
correction. 30’
 Identify general and/or  R T – Ss CD/cassette
1
specific information  Optional activity (weaker classes): jobs and PW SB pages 68-69, ex. 3-8
profesiones.
 Reading and listening to respond the starting TG p. T69

questions. Second reading and reading
comprehension. Translation of sentences and
location of expressions in the text.Oral and written
exercises.
 Optional activity (all classes): British education
system.
 Express likes and  Study of chart and location of examples in the text G T – Ss IW SB p. 70, ej. 1-3 40’
preferences with the auxiliary (p. 69). Consultation of the grammar section, PW WB p. 62, ex.1-3
would. exercises and correction. WB p. 104, Grammar Bank
T – Ss
2  Listening and identification of the words listened to. L, S IW WB p. 135, Pronunciation bank ex. 1, 20’
 Identify and reproduce Listening and repetition of examples. Dictation. LC 2
carefully the pronunciation of SB p. 70, ex. 4; CD/cassette
some contractions: n’t, ‘d,
‘ve.

 Use have to / don’t have to  Completion of the chart and interference of the G T – Ss SB p. 70, ex. 5-7 60’
to express obligation or rules of use of to have to / don’t have to. Consult IW, PW WB pages 62-63, ex. 4-7; p. 104
absence of obligation. the grammar section if necessary. Practice and GW Grammar bank,
3
correction of exercises. TG p. T70
 Optional activity (stronger classes): rules for
parents.
 Interiorize adjectives to  Rain of ideas. Observation of the pictures and LC T – Ss SB p. 71, ex. 8-11 35’
express qualities. hypothesis about the profession of the people. IW, PW WB p. 63, ex. 8, 9; p. 124, Word
Reading of the descriptions and verification of the Bank: qualities
meaning of the words highlighted in blue.
Hypothesis from the descriptions. Practical
exercises and correction. TG p. T71
 Optional activity (stronger classes): describing
4
 Understand oral information. friends. L T – Ss CD/ cassette 25’
IW SB p. 72, ej. 1-3
 Anticipation of the subject. Listening of the extracts
and answer to the questions. Writing down in the
pad the corresponding qualities to each person.
Listening of the programme and completion of
sentences..
 Revise the use of be going to  Observation of the examples and practice about the G T – Ss SB pages 72-73, ex. 4-12; 60’
and contrast it with will. use of be going to. Study of the chart and IW, PW CD/cassette
association of the examples with the use of be WB pages 64-65, ex. 1-8;
5 going to and will. Consultation of the grammar if Grammar Bank, p. 104
necessary. Exercises and correction .
 Optional activity (weaker classes): ask and answer. TG p. T73
 Optional activity (all classes): plans and predictions
 Understand written texts to  Study of the skill focus. Reading of text and R, L T – Ss SB p. 74, ex. 1, 2; CD/cassette 25’
give information. completion with the questionnaire information. LC IW WB p. 66, ex. 1, 2
Listening and verification of answers. Extensive
practice.
 Present personal ideas. S PW, GW SB p. 74, ex. 3-5 35’
6
 In pairs, choice of a proposal and answer to the LC
questionnaire. Study of the phrase bank and
preparation to present the ideas in front of the TG p. T74
classmates.
 Optional activity (all classes): writing an article.

 Understand the structure,  Observation of the pattern and identification of the LT T – Ss, SB p. 75, ex. 6-8 25’
format and language of format and usual expressions in formal letters. LC IW CD/ cassette
formal letters. Translation of expressions.Exercises and WB p. 67, ex. 3, 4
correction.
 Optional activity (all classes): formal / informal
7 letters. W IW, PW SB p. 75, ex. 9, 10 35’
 Write a formal letter. WB p. 67, ex. 5, 6
 Study of the pattern and the writing plan.
Preparation of the text following directions.
Composition, revision and comparison, in pairs, of
the task carried out..
 Practice the English  Reading of the advertisements and reading TD IW, PW SB p. 76 ex. 1-5; CD/cassette 35’
language. comprehension. Reading and listening of the WB p. 67, ex. 7, 8
interview. Study of the phrase bank and oral MultiROM: unit 7 – dialogue
practice. Making personal dialogues and
presentation to the rest of the group. TG p. T76
 Optional activity (all calsses): a letter of application.
8 SB p. 77, ex. 1-4
L, R T – Ss 25’
 Understand the meaning of  Reading of the pop file and arranging sentences. S IW, PW
the song Breakaway of Kelly Reading of the song and substitution of the wrong
Clarkson. words .listening and verification. Association of
verses with the appropriate summary. Oral
expression.
 Revise the contents of the Carrying out of the Progress Check and TD T – Ss WB p. 68, ex. 1-6 60’
unit. assessment of one own’s progress before taking IW
the exam of the unit. Solution of doubts if necessary
and correction of exercises. WB p. 105, Grammar Bank ex.1-6
9 MultiROM: Grammar and
Extra activities (weaker classes): more practice vocabulary
 Extra activities (stronger classes):more practice
WB p.125, Word Bank Extra! ex1, 2
 Assess the knowledges  Carrying out unit 7 test. TD IW TRB pages 34-36 60’
10

Unit 8: Danger!
APROX.
TIME
 Anticipate the contents of the  Anticipation of the contents of the unit. L1, LT T – Ss SB p. 78, Unit summary 5’
unit.
 Consultation of meanings in the dictionary.
 Learn frequent combinations: Observation of the pictures and completion of the LC T – Ss SB p. 78, ex. 1-4; CD/cassette 25’
verb + preposition. examples. Consultation of the vocabulary section if S IW, PW WB p. 69, ex. 1-3; p. 126 Word
necessary. Extensive practice and correction. bank: verb+preposition+;
1
 Anticipation of contents. Reading and listening of Diccionario
 Understand general and/or the text to verify hypothesis. Second reading and R, S T – Ss 30’
specific information. reading comprehension. Translation of sentences LC IW, PW SB pages 78-79, ex. 5-10
and oral and written exercises.
 Optional activity (all classes): correct the false
sentences. TG p. T79
 Interiorize the use and  Translation of examples and completion of the rule. G T – Ss IW SB p. 80,ex. 1-4 60’
formation of the second Consultation of the grammar section, exercises and PW WB p. 70, ex.1-3
2
conditional. correction. WB p. 106, Grammar Bank
 Optional activity (all classes): second conditional TG p. T80
 Practice the use of the  Translation of examples and consultation of the G T – Ss SB p. 81, ex. 5-7 35’
equality comparative: (not) grammar section if needed. Practical training and IW WB pages 70-71, ex. 5, 6;
as ... as. exercise corrections. Grammar bank, p. 106
LC T – Ss IW SB p. 81, ex. 8-11

3  Memorize adverbs and  Reading of sentences and choice of an option. WB p. 71, ex. 7-9; p. 126, Word 25’
practice their use. Completion of the chart and interference of the rule Bank: adverbs
of formation of adverbs from adjectives. Practice TG p. T81
and correction.
 Optional activity (weaker classes): adjectives and
adverbs.

 Understand oral information.  Reading of information and hypothesis formulation. L IW, PW CD/ cassette 20’
Listening of the radio programme and verification of SB p. 82, ex. 1-3
hypothesis. Second listening and auditive
comprehension.
 Use should, must and have G T – Ss SB pages 82-83, ex. 4-9, 40’
4
to to express  Translation of examples and completion of the rule. IW CD/cassette
recommendation, obligation Consultation of grammar, exercises and correction. WB p. 98, Grammar Bank
or absence of obligation. TG p. T83
 Optional activity (stronger classes): danger in the
jungle
 Pronunce in the most  Attentive listening and identification of the things L, S T – Ss WB p. 135, Pronunciation bank, 10-15’
accurate possible way the listened to. Listening and precise repetition being LC IW ex. 1, 2; CD/cassette
auxiliaries could, should and aware of contractions. Dictation.
would.
45-50’
5  Consolidation exercises of the WB. Dictation. G T – Ss WB pages. 72-73, ex. 1-8
 Consolidate the expressions IW CD/cassette
of obligation,
recommendation and
absence of obligation.
 Practice the comprehensive  Reading of the definition and answer to the first R T – Ss SB p. 84, ex. 1-3 60’
reading techniques. question. Reading and answer to the LC IW, PW WB p. 74, ex 1, 2
questionnaire. Practical work to choose the correct
6
words in each definition. Extensive practice and
exercise correction. TG p. T84
 Optional activity (all classes): adding questions
 Learn how to use adverbs  Reading and completion of the patterns. Study the LT T – Ss, SB p. 85, ex. 4-6; CD/cassette 25’
when writing a text. language point, exercises and correction. IW SB p. 74-75, ex. 3, 4
 Write a letter giving advice to  Reading of the pattern and the writing plan. W IW, PW SB p. 85, ex. 6, 7 35’
solve a personal problem. Preparation of the text following the directions. WB p 75, ex. 5, 6
7
Composition and revision of the text and
comparison in pairs. TG p. T85
 Optional activity (stronger classes): a letter asking

for advice

 Compare cultural facts.  Reading of the introduction of the article and LC PW SB p. 86 ex. 1-4; CD/cassette 30’
formulation of hypothesis. Reading and listening of
the article, verification of hypothesis and completion
of the summary. Comparison with one own’s
culture.
 Practice the language used  Reading, listening and completion of the text. TD IW, PW SB p. 87, ex. 5-8 30’
8
to ask for and give advice. Reading and llistening of the pattern dialogue and WB p. 75, exj. 7, 8
identification of the problem. Comprehensive study MultiROM: unit 8 – dialogue
of the phrase bank. Repetition of the pattern being
aware of the rythm and entonation. Making up of
personal dialogues and presentation of them to the
class.
 See chapter 4 of the DVD.  Reminder of the previous episodes. Vision of fourth TD IW DVD Episode 4 30’
episode. Comment and exercises. PW TRB
 Revise the contents of the  Work the Progress Check and assess the personal LC T – Ss WB p. 76, ex. 1-5 30’
unit. progress. Solving doubts if necessary and IW
9 correction. WB p. 107, Grammar Bank ex.1-5
vocabulary
 Revise the contents studied  Optional general revisión of the contents to make LT T –Ss WB pages 77-78, ex. 1-9 60’
10 so far. the students aware about their progress or the LC IW
need to keep on studying and make a bigger effort.
 Assess the progress of the  Carrying outthe test in unit 8. TD IW TRB pages 37-39 60’
11

Unidad 9: Brick by brick
APROX.
TIME
 Introduce the contents of the  Anticipation and comment of the unit contents. L1, LT T – Ss SB p. 88, Unit summary 5’
unit.
 Learn vocabulary connected  Copy the word web in the notebook and associate LC IW, PW SB p. 88, ex. 1, 2; Diccionario 25’
with the construction world. with the elements in the picture. Verification of S T – Ss WB p. 79, ex. 1-3; p. 128 Word
meanings of the listed words and classification in bank: building
the word web. Practice, consultation of the
vocabulary section if necessary and correction.
1  Understand general and/or  Listening and reading of the text and completion of R, S T – Ss CD/cassette 30’
specific information. the chart with the American words that appear in LC IW, PW SB pages 88-89, ex. 3-7
the text. Second Reading and comprehension Diccionario
Reading. Extensive practice.
 Optional activity (stronger classes): American TG p. T89
English.
 Optional activity (stronger classes): Numbers.
 Optional activity (weaker classes): asking and
answering questions.
 Study the affirmative and  Study of the rule and completion of the grammar G T – Ss IW, SB p. 90, ex. 1, 2 60’
negative forms of the passive chart. Consultation of the grammar section if PW WB p. 80, ex.1-3
2 voice: present and past needed. Exercises and correction. WB p. 108, Grammar Bank
passive.  Optional activity (weaker classes): irregular verbs TG p. T90
 Practicar el paso de voz  Observation and comment of the changes when G T – Ss SB pages 90-91, ex. 3-5 35’
activa a voz pasiva. changing an active sentence into a passive. IW WB p. 81, ex. 4, 5
Consultation of the grammar section if needed. WB p. 108, Grammar bank
Exerciss and correction.
 Memorize verb connected LC T – Ss IW SB p. 91, ex. 6, 7 25’
3 with construction.  Verification of the meaning of verbs given and WB p. 81, ex. 6, 7; p. 128, Word
completion of the texts with the verbs in the Bank: construction verbs
passive. Consultation in the vocabulary section, TG p. T91
practice and correction.
 Optional activity(all classes): questions and
answers

 Understand oral information.  Reading of the information and observation of the L IW, PW CD/ cassette 20’
photographs. Formulation of hypothesis, listening SB p. 92, ex. 1, 2
of the interview and verification. Second listening
and comprehension of specific information.
4
 Completion and translations of the questions.
 Ask questions using the Study and analysis of the questions. Consultation of G T – Ss SB pages 92-93, ex. 3-9; 40’
passive voice: present and the grammar section if needed. Exercises and IW CD/cassette
past passive. correction. Dictation. WB p. 98 Grammar Bank
 Practice the formation of  Practice about the formation of questions in the LT IW WB pages 82-83, ex. 1-6; 45’
questions in the passive passive voice doing the exercises in the WB. CD/cassette
voice.
5  Listening and repetition of patterns trying to make G IW 15’
 Revise the pronunciation of the students pronounce correctly. WB p. 135, Pronunciation bank,
the weak vowel : was / ex. 1, 2; CD/cassette
were.
 Understand information of  Do the quiz Super structures. Comment about the R, L T – Ss SB p. 94, ex. 1-3; CD/cassette 60’
oral and written texts. unknown vocabulay. Listening and verification of IW, PW WB p. 84, ex. 1, 2
answers. Second listening and auditive
6 comprehension. Practice of reading
comprehension. TG p. T94
 Optional activity (stronger classes): more quiz
questions
 Learn how to use synonims.  Reading of the headings of the paragraphs and LT T – Ss, SB p. 95, ex. 4-6 25’
decision about where the pattern text should be LC IW WB pages 84-85, ex. 4, 5
divided. Study of the language point and
 Write the description of a substitution of words by the appropiate synonym.
building. Exercises and correction.
7 W IW, PW SB p. 95, ex. 7, 8 35’
 Reading of the pattern and the writing plan. WB p. 85, ex. 6, 7
Preparation of the text following directions.
Composition and revisión of the text. Compare in TG p. T95
pairs.
 Optional activity (all classes): an interview

 Practice the English  Observation of the plan and give answers to the TD IW, PW SB p. 96, ex. 1-5; CD/cassette 40’
language. questions. Listening and completion of sentences. WB p. 85, ex. 8, 9
Observation of the dialogue and the phrase bank. MultiROM: unit 9 – dialogue
Oral practice trying to improve the rythm and
entonation. Writing of own dialogues and present
8 them in class. TD T – Ss CD/cassette 20’
 Follow up the song Black SB p. 97, ex. 1-4
and white town of the group  Reading from the pop file and give answers to the
Doves. questions. Listening of the song and arrange the
mixed up lines. Comprehension of the song and
oral expression.

 See chapter 5 of the DVD.  Reminder of the previous episodes. Vision of the TD IW DVD Episode 5 30’
fifth episode. Comment and exercises. PW TRB
 Revise the contents of the  Work the Progress Check and assess personal LC T – Ss WB p. 86, ex. 1-5 30’
unit. progress. Solution of doubts if necessary and IW
9 correction. WB p. 109, Grammar Bank ex.1-5
vocabulary
 Assess the progress of the  Carrying out the test in unit 9. TD IW TRB pages 40-42 60’
10
 Revise the contents studied  Optional general revisión of the contents to make LT T –Ss WB pages 77-78, ex. 1-8 60’
during the term. the students aware of their progress or their need LC IW CD/cassette
11 to keep on studying and make a bigger effort. SB pages 102-103, ex. 1-8
Consolidation of contents from the completion of WB p. 132, ex. 1, 2
Curriculum extra 3.
 Assess the consolidation  Optional carrying out of the End-of-term test 3. TD IW TRB pages 43-45 60’
12 level of the objecctives of the CD/cassette
third term.
 Assess the consolidation  Optional carrying outof the End-of-year test 1.* TD IW TRB pages 46-48 60’
13 level of the objectives of the CD/cassette
course.
* The End-of-year test 2 (TRB págs. 49-51) is also available. It can be used as a recovery proof of the contents of the course for those students who have
not reached the objectives.

CLASSROOM PROGRAMME –OXFORD ENGLISH ALIVE 4: YEAR 2010/2011*
The classroom programme of English Alive! 4 that we present identifies the priorities and implications that involves the use of complementary material which
goes along with the project: the Teacher’s Book, the Student’s Book, the Workbook, the Basics Progress Book A, Basics Progress Book B, the DVD and the
Teacher’s Resource Book. We recommend to follow up the learning strategies and didactic advice contained in the Teacher’s Book. Apart from this, we must
say that it is an orientative classroom programme and that the teacher will always decide which activities get along better with his/her objectives and how to
focus his class. The objective of this classroom programme is to achieve a positive answer for the learning of the language and how it is learnt. We believe
that the teachers will, undoubtedly, adapt the activities in this classroom programme according to the needs of his/her students, regarding the teaching-
learning activities as well as the assesment activities.
The nomenclature used is as follows::
L Listening IW Individual Work SB Student’s Book

R Reading T – Ss Lockstep WB Workbook
S Speaking PW Pair Work TG Teacher’s Guide o Libro del Profesor
W Writing Todas las destrezas L1 Language 1 (mother tongue) PBA Basics: Progress Book A
LC Linguistic Competence PBB Basics: Progress Book B
LT Learner Training DVD English Alive! 3

Starter unit
APROX.
SESION OBJECTIVES CLASSROOM ACTIVITIES SKILLS INTERACTION MATERIALS
TIME
 Revise knowledges learnt in  Observation of the English level knowledge at the LT IW TRB Diagnostic test , pages 4-6 60’
1 previous terms. beginning of term. Activation of knowledges and CD/cassette
preparation of the term.
 Know the contents of the  Reading and communicative exchange about the L1 T – Ss SB p. 4 Unit summary 5’
unit. knowledges to work in this unit.
 Activate vocabulary  Study of verbs, vocabulary and colloquial TD PW SB p. 4 ex. 1-3 55’
2 connected with usual expressions previously worked in other terms. WB p. 3, ex.1-3; p. 110, translate
activities. Revision of the pronunciation of s ﹢ consonant. the words; p. 133, s﹢consonante,
Listening of the CD/cassette. Exercises and ex. 1-3; CD/cassette
correction.,
 Revision of the present  Copy and completion of the chart noting the most G T – Ss SB p. 5 ex. 1-3 30’
simple and the present outstanding peculiarities. Completion of the e:mail IW WB p. 4, ej. 1, 2; Grammar bank
continuous. and write questions about it, substitution of words, p. 90
grammar study and correction of errors. Write
 Remember the past simple affirmative, negative and interrogative sentences
3 and the position of adverbs from the words given. Arrange sentences. Revisión G T – Ss SB p. 5 ej. 4-7 30’
of frequency. of frequency adverbs. Wite sentences about actions IW, PW
already performed. Practice and correction.
WB p. 4, ex. 3, 4; Grammar bank
p. 90
 Revision of how to use  Make up sentences with quantifiers;sentences G T – Ss SB págs. 6, ex. 1-7 60’
countable and uncountable using the comparative and superlative. Practice and IW, PW WB p. 5, ex. 5-9; Grammar bank
quantifiers: much , many, correction in class. p. 90
4 some, any and a lot of. Use
comparatives and
superlatives.

 Learn useful expressions to  Knowledge, study and translation of useful TD T – Ss SB p. 7, ex. 1-6 60’
use in conversations. expressions in a written level as well as an oral IW, PW WB p. 6, ex, 1-4; Word Bank pág.
5 level. Oral practice from the listening and repetition 110
of patterns being most careful about the CD/cassette
pronunciation.Make up dialogues and dictation.
 Revision of all the contents in  Opcional general revision of the contents from the TD PW WB p. 91,Grammar Bank ex. 1-5 60’
the unit in the computers complementary material. General revision of WB p. 111, Word Bank extra! Ex. 1, 2
classroom. vocabulary, grammar, dialogues. TRB p. 70 Revision Worksheet
6
TRB p. 71 Extension Worksheet
MultiROM: Grammar, vocabulary
and dialogue
 Assess the students’  Carrying out of the unit test. TD IW TRB p. 7-9 60’
7
performance CD/ cassette

Unit 1: Images
APROX.
TIME
 Get used to the unit contents.  Reading of the summary of the contents in the unit LT, L1 T – Ss SB p. 8, Unit summary 5’
and initial assessment of previous knowledges.
 Learn vocabulary to be able  Listening and translation of the adjectives, adding
to describe a personality and one or more to the pictures shown. TD IW SB p.8, ex. 1-3; CD/cassette 30’
express people’s feelings.  Make up sentences and compare the ideas with LC PW WB p. 7, ex. 1; Word bank, p. 112
1 those of the classmates. Personality and feeling
 Preparation of text, recognition of expressions adjectives.
 Find specific information. given. Reading from the CD listening. Practice of
exercises for reading comprehension and R, LC IW, PW SB pages8-9, ex.4-7 25’
acquisition of the correct pronunciation CD/cassette
 Describe people, places and  Reading the text in a loud voice to remember TD T – Ss SB pág. 9, ex. 8 25’
animals. specific information and be able to respond to the IW WB p. 7, ex. 2, 3; Word bank,
questions. pág. 112 Personality and feeling
adjectives.
2  Learn the use of the past  Study from the examples given. Systematic revision G T – Ss 35’
simple and past continuous, from the grammar bank. Exercises and correction. IW, PW SB p. 10, ex. 1-4
using who, where… WB p. 8, ex. 1-3; Grammar Bank,
p. 92
 Memorize vocabulary to  Reading and study of the grammar section. Guided LC T – Ss SB p. 10, ej. 6 35’
indicate possibility. practice, observation of the use of the adjectives G IW WB p. 8-9, ex. 4-6; Grammar
which express feelings, as well as past tenses Bank p. 92
studied before. Exercises and correction.
3
 Learn how to use adjectives  Study of vocabulary.Asociation of the adjectives LC, W T – Ss SB p. 11, ex. 8, 9; CD/cassette 25’
ending in -ed/-ing to with the pictures. Practice from the instructions in IW, PW WB pg. 9, ex. 7
describe feelings and each case.
impressions.

 Practice of the entonation  Attentive listening of the CD/cassette. Second L, S, W IW SB pages10,11, ex. 6 - 10 40’
and the rythm of the listening for repetition of the sentences and location T – Ss CD/cassette
sentences. of the rythm in the entonation. Third repetition if WB p.133, weak vowel :/ə / ex. 1-
necessary. Pronunciatin practice. Dictation and 3
correction.
 Listening of the CD/cassette. Establish contact. S, L PW 20’
4
 Practice of the speech, Comprehension of the situation, recognise SB p. 12, ex. 1-3; CD/cassette
listening and comprehension vocabulary and oral tests.
of texts.
WB p. 10, ex.1 -3 ;112, Word
Bank: Talking about feelings

 Use of the past continuous.  Observation and study of the grammar charts. G, LT IW, PW SB p. 11, ex. 4-6 30’
Attentive reading of the tasks given, exercises and T – Ss WB p.16, ex. 1-3;Grammar Bank,
correction. p. 92
 Contrast analysis of the sample chart. Study of the
5
 Compare the past simple and use and form of verb tenses. Exhaustive practice TD T – Ss SB p. 13, ex. 7-9 30’
the past continuous. and correction. PW WB p. 11, ex. 4-7
 Revise the grammar contents  Attentive reading of the vocabulary in columns A, B, TD IW SB p. 13, ex. 10, 11 30’
in the unit. C in lines with numbersfrom 1 to 10. Reading of CD/cassette
the four situations and completion of the sentences WB p. 11, ex. 8, 9
of the text.
 Listening of the CD/ cassette, checking the answers
6 and extensive practice. Dictation and correction.
30’
 Understand specific  Reading of text with controlled time.Explanation of R, S T – Ss SB p. 14, ex. 1-3
information of a newspaper the content understood. Second reading with IW, PW CD/cassette
article. listening of the text. Practice and correction.
 Study different ways to make  Reading of pattern and deduction of the paragraphs LT IW, PW SB p. 15, ex. 4-7 60’
a description. arrangement. Listening and completion of the text. W T – Ss CD/cassette
7 Study and translation of time connectors and WB p. 12, ex. 1-3; p. 13, ex. 4-5
practice on the preparation of texts.

 Make a personal description.  Follow up the instructions of the writing plan and W IW SB p. 15, ex. 8 60’
8 the pattern. Composition of paragraphs and WB p. 13, ex. 6, 7
elaboration of the text.

 Get important information by  Exploring documents to get the correct answer. TD T – Ss SB p. 16, ex. 1 15’
asking appropiate questions. General revisión of the formulation of questions and PW WB p. 13, ex. 8
answers to instructions. CD/cassette
 Identify people or places by
their description.  Reading, listening, comprehension and repetition of LT, S T – Ss SB p. 16, ex. 2-5 45’
9
the dialogue. Memorizing the del phrase bank. PW WB p. 13, ex 9
Extensive practice changing the nouns and the MultiROM: unit 1 – dialogue
adjectives.
 Practice the English  Obtain information about the Singer. Contrast of TD T – Ss SB p. 17, ex. 1-5 20’
language following the song this information with the pop file. Completion of the PW CD/cassette
Cry me a river. lyrics of the song. Verification from the listening.
Carrying out exercises and comparison of results
in pairs.
 Revise the contents in the TD T – Ss WB p. 14, ex. 1-5 40’
10 unit.  Carrying out the Progress Check of the unit and IW
get aware of the acquired level. WB p. 91, Grammar Bank, ex.1-5
MultiROM: grammar and vocabulary
WB p. 113, Word Bank extra, ex. 1, 2

 Assess the students’  Carrying out the test in unit 1. TD IW TRB p. 10-12 60’
11
performance. CD/cassette

Unit 2: Live and learn
APROX.
SESION OBJECIVES CLASSROOM ACTIVITIES SKILLS INTERACTION MATERIALS
TIME
 Find out about the contents  Get in contact with the contents that can be learnt LT, L1 T – Ss SB p. 18, Unit summary 5’
of the unit. in this unit.
 Observation of the phtographs. Comment about the
 Study vocabulary concerning antonyms of the adjectives which can be familiar to LC T – Ss SB p. 18, ex. 1, 2 CD/cassette 55’
1
nature phenomena. the students. Study, lilstening,repetition and PW WB p. 15, ex. 1, 2; p. 114,Word
memorizing of vocabulary. Exercises and Bank: adjetives: antonyms
correction.
 Find specific information in a  Observation and comment of the photograph in the TD T – Ss SB pages 18-19, ex. 3-8 60’
text. text. Reading,listening, finding words and PW CD/cassette
comprehension of the meaning of the text.Reading
2
comprehension exercises, Exchange of opinions
and correction.
 Use the Present Perfect  General revision of the past simple of verbs. G, LC T – Ss SB p. 20 ex. 1-4 40’
Consultation in the grammar section.Study IW WB p.16, ex. 1-4; Grammar Bank,
introductory particles and exhaustive practice. p. 94
 Rememeber the past simple  General revisión of the charts of irregular verbs.
3
of regular and irregular Recommendation of a revisión of the past simple. SB p. 20, ex. 5-6
verbs. Study the particles ago, for and during, yet, already, G, LT T – Ss WB p. 22-23, ex. 4 20’
just..Exercises and correction. PW WB p. 144 Irregular verbs
 Memorize the past simple of  Study of verbs and expressions. Use of yet, just, TD PW SB p. 21, ex. 7 - 10, 50’
the most common irregular already. Study and assessment of acquired T – Ss WB p. 17, ex. 5-9; Word Bank,
verbs. knowledges consulting the chart of verbs. pág. 114, past simple and past
 Listening and repetition of words according to the participle forms; p. 144, irregular
 Improve the pronunciation of pattern given. Differentiation of verbs according to verbs
4
the past of regular verbs. their ending and verification. S IW 10’
WB p. 134, ex. 1-3

 Understand the meaning of  Observation of the pictures that come with the text. TD PW SB p. 22, ex. 1, 2; CD/cassette 15’
an oral text Reading of the information given. Listening of the IW
information, general comprehension and second
 Revise and use the past listening for the completion of sentences.
simple, continuous and  Reading, comprehension and completion of the
5
present perfect grammar chart. Consultation in the grammar G T – Ss SB p. 22, ex. 3-5 45’
section. Study of the formation of the verb tense, IW, PW WB p. 18, ex. 1-4; Grammar Bank
joint practice and correction. p. 94
 Use time expressions from  Reading of the examples. Comprehensive G IW, PW SB p. 22-23, ex. 6-12 ; 60’
the past simple and present observation of the grammar and study of the T – Ss CD/cassette
perfect. peculiarities of each verb tense. Consultation of the WB p. 19, ex. 5-8; Grammar Bank
6
grammar section. Exhaustive practice, dictation and p. 94
correction
 Inform about one own’s life  Reading of pattern text. Proposal of sentences R, LT T – Ss SB p. 24, ex. 1, 2 45’
and the other. which can complete it. Listening, verification and IW, PW WB p. 20, ex. 1, 2
completion of the text. General comprehension,
choice from essential, true and false. Answer the
questions and correction.
7
 Reading of the statement and key words. Listening
 Get used to taking notes. of the conversation. Practice in taking notes of SB p. 24, ex. 3-4; CD/cassette
essential information.Compilation from oral or LT IW 15’
written information.
 Learn how to use the  Reading, translation and completion of sentences TD, L1 T – Ss SB p. 25, ex. 4-6 , CD/cassette 30’
connectors while, suddenly, using connectors to arrange the story. Practice to PW WB p. 21, ex. 3, 4
as, the next moment, when y solve doubts.
afterwards.
8
 Preparation of the composition from the indications
and using the appropiate vocabulary. SB p. 25, ex. 7-9
 Write about a personal W IW WB p. 21, ex. 5, 6 30’
experience.

 Compare cultures.  Comprehensive reading and listening of text. TD T – Ss SB p. 26, ex. 1-4 20’
Observation of photos. Second reading to answer PW CD/cassette
the questions.
9
 Learn expressions to get and  Observation of the graphics, reading, study and S PW SB p. 27, ex. 1-3; CD/cassette 40’
give information. answers to the quetions made. Oral practice with WB p. 21, ex. 7, 8
the listening, preparation and staging dialogues.. MultiROM, unit 2 – dialogue
 Practice some contents of  General revisión of dialogues. Vision of episode 1. LC, LT IW, GW DVD Episode 1 60’
the unit. General comprehension, completion of exercises. TRB
Second vision and exercises. Preparation for the SB p.27, ex. 4-5
carrying out of the test, solving doubts and WB p. 22, ex. 1-6 ; 114
correction. Carrying out of the progress check with
solution of doubts if they come up.
10 WB p. 95, Grammar bank ex.1-6

vocabulary
WB p. 115, Word Bank Extra! ex.1,

2
 General revisión of units 1  Assesing of the progress and deficiency of the LT IW WB pages 23-24 , ex. 1-8 60’
and 2 students in the two first units. Doing exercises T – Ss
11 individually followed by the correction in class,
solution of doubts and the awareness of the need of
studying.
 Assess the academic  Carrying out of the test of unit 2. TD IW TRB pages 13-15 60’
12
performance in this unit.. CD/ cassette

Unit 3 : To the limit
APROX.
TIME
 Get in contact with the  General comment about previous knowledges and LT, L1 T – Ss SB p. 28, Unit summary 5’
contents of the unit. those that can be learnt in this unit.
 Comprehensive memorization of the vocabulary
1  Learn vocabulary concerning given. Look up the meaning of the words TD T – Ss SB p. 28, ex. 1-3, CD/cassette 55’
health and some life styles. highlighted. Practice doing the exercises and PW WB p. 25, ex. 1-3; Word Bank, p.
correction. 116, Health and endurance.
 Understand aspects of a  Observation of the pictures, deduction of the written TD T – Ss SB p.28- 29, ex. 4-9; CD/cassette 60’
healthy life style. content, using of dictionaries if necessary, reading PW, GW
2
and listening of the text. Exercises and revisión.
 Learn to express ability and  Revision of the vocabulary learnt in previous terms. G T – Ss SB p. 30, ex. 1-6 60’
obligation. Reminder about Word order in sentences. PW WB p. 26-27, ex. 1-5 ; p. 96
3
Expansion, practice and correction in class. Grammar Bank
 Learn the reflexive pronouns  Comment about what we can do or must do. LT, LC IW SB p. 31, ex. 7-10; 45’
and its use. Exercises and correction. WB p. 27, ex. 6, 7; Word Bank,
pág. 116; Pronunciation Bank,
 Detailed observation of the photographs and pág. 134, ex. 1-3
reading of the text with them. Formulation of
4 hypothesis, completion of sentences. Reading and SB p. 32, ex. 1-2
 Get some specific choice of the correct expression. CD /cassette
information about healthy life L PW 15’
styles.

 Practice ability and obligation  Reminder of the necessary grammar structures. TD T – Ss SB pages 32-33, ex. 3-8; 60’
in the past. Consultation of the grammar bank. Study, general PW CD/cassette
practice and revision. Dictation. WB p. 28-29, ex. 1-8; p. 96
5
Grammar Bank
 Express ability and obligation  Reading and listening of the texts. Thinking about S,R IW, PW SB p. 34, ex. 1-3; CD/cassette 60’
naturally the opinions given. Émphasis on the meaning and WB p. 30, ex. 1-2
6 utility of pronouns. Completion of exercises and
comparison of the answers with those of the
classmates. TG
 Revise the use and the  Revision of the meaning of the words to complete LT T – Ss SB p. 35, ex. 4-7 25’
meaning of can, could, must, the text using the dictionary if needed. Attentive W IW WB p. 30-31, ex. 3-4
might. reading of the text.Listening and completion with diccionario
the words missing. Explanation of the difference
7 between can and must from some examples.
 Preparation of the text from the ideas and pattern W IW SB p. 35, ex. 8 35’
 Write a text similar to a given. Spelling and content revision. WB p. 31, ex. 5-6
pattern given.
 Learn vocabulary connected  Verification of the knowledge of the meaning of the TD T – Ss, SB p. 36 ex. 1, 20’
with ways of life. words given. Comment about life styles. PW CD/cassette, diccionario
 Attentive listening and repetition of the dialogue,

trying to imitate the rythm,pauses and entonation.
8
 Practice dialogues Memorization of the expressions of the Phrase TD PW SB p. 36, ex. 2-4, CD/cassette 40’
Bank. Oral and written practice. WB p. 31, ex. 7-8; Word Bank pág.
116phrases to learn
MultiROM: unit 3 – dialogue

 Improve the pronunciation of  Motivation in the learning of the TD IW, PW SB p. 37, ex. 1-4 20’
the English language. language.Verification of the information given.
Follow up of the song and write some lines similar
to those in the lyrics of Here with me.
 Self-assessment of the LT IW WB p. 32, ex. 1-5 40’
progress made  Assessment of knowledges before taking the unit
9 exam: Progress Check. Resolution of doubts if
there are any and correction in class.Resolución de WB p. 97, grammar bank ej.1-5
dudas si se formulan y corrección en la clase. MultiROM: Grammar and Vocabulary
WB p 117, Word Bank Extra! ex. 1, 2

 Assess the knowledges  Carrying out of the test in unit 3 TD IW TRB pages 16-18 60’
10
learnt in this unit. CD/ cassette
 Assess the progress made in  Carrying out of the End-of-term test 1 TD IW TRB pages. 19-21 60’
11
the first term. CD/cassette

Unit 4: Money
APROX.
TIME
 Think about the new contents  Comment about the contents known. Awareness L1,LT T – Ss SB p. 38, Unit summary 5’
of this unit. about the new contents and the need of studying
everyday to have a better performance.
 Translation of the highlighted words. Verification of
 Learn the uses of will. the meaning of the Word in the dictionary. LC IW, PW CD/cassette 25’
Listening,completion of exercises and study of new S T – Ss SB p. 38, ex. 1, 2,
1  Get general and specific vocabulary. WB p. 33, ex. 1-2; p. 118 Word
information.  Comment about the future forms. Listening of the bank: using money; Diccionario
cassette, Reading of the text and choice of the title.
Second listening to do the exercises. R T – Ss SB pages. 38-39, ex. 3-8 30’
PW
 Study the future forms  Explanation on the board of the meaning of the G T – Ss IW SB p. 40,ex. 1-6 60’
verb tense with examples. Observation of the PW WB p. 34-35, ex.1-6
structure of this verb, consultation in the grammar WB p. 98, Grammar Bank
2 section, practice in the formation of affirmative and
negative forms of will and be going to. Exercises
and correction.
 Learn how to use just with  Practice and correction of exercises. Dictation. G T – Ss SB p. 41, ex. 7-8 30’
the present perfect. IW WB p. 35, ex. 7-8; Grammar bank,
 Asociation of the pictures with the words. Study of p. 98
the vocabulary, word formation and compound
3  Memorize compound nouns. expressions. Guided practice. LC T – Ss IW SB p. 40-41, ex. 5-9 ; CD/cassette 30’
WB p. 35, ex. 7-8; p. 118, Word
Bank: Luxuries

 Understand oral information.  Observation of the potos and Reading. L IW, PW CD/cassette 20’
Comprehension of vocabulary. Listening of the SB p. 42, ex. 1, 2
interview and answers to the comprehension
 Ask questions using the questions.
4
present simple, present
continuous and will.  Translation of the grammar chart. Study and G T – Ss SB p. 42, ex. 3-5, CD/cassette 40’
formation of sentences, word order and meaning of IW WB p. 36, ex. 1-5; Grammar Bank,
sentences. Exercises and correction. p. 98
 Get aware of the need of  Attentive listening of the sentences. Observation of LT IW WB p. 134, ex. 1-3, CD/cassette 15’
pronuncing in the most how and when to connect words. Repetition,
accurate way possible. making the students pronunce in a loud voice and
Diphtongs in the most correct way.
5
 Reading of the task to be done. Completion of G IW SB p. 43, ex. 5-8; CD/cassette 45’
 Make up questions using the texts, formulation of questions and answers as WB p. 37, ex. 4-8
present simple, present necessary. General revision of the grammar parts of
continuous and will.. the unit. Dictation and correction.
 Read a text and draw logocal  Reading of the text and assessment of the possible R, S PW, GW SB p. 44, ex. 1, 6 60’
conclusions. answers using the most appropiate expressions in WB p. 38, ex. 1, 2 ; 118 Word
each case. Comparison of answers and discussion Bank, comparing ideas
6
of the options chosen in each case.
 Learn expressions of time  Translation of the time expressions given. LT T – Ss, SB p. 45, ex. 7-8 30’
connected with verb tenses. Association with the corresponding verb tenses. IW CD/cassette
Awareness of the possibilities in each case. WB p. 38-39, ex. 3, 4
Exercises and correction.
7
 Reading of the pattern and the writing plan.
 Write a formal letter Preparation of the text following instructions. SB p. 45, ex. 9-12
Individual composition and comparison in pairs of W IW, PW WB p. 39, ex. 4-5 30’
the task carried out.

 Compare cultural facts.  Previous compilation of adjectives and expressions LT, L1 PW SB p. 46 ex. 1-4, CD/cassette 30’
to describe the English schools. Reading of the title,
exercises and revisión.
 Reading, listening and completion of texts. Practice
8
 Practice the English the oral language trying to improve the rythm and TD IW, PW SB p. 47, ex. 1-5 30’
language. entonation of sentencess. Exercises and WB p. 39, ex. 6-7;118, Word Bank:
consultation of doubts if necessary. making an appointment
MultiROM: unit 4 – dialogue
 See chapter 2 in the DVD.  Reminder of the first episode orally. Vision of the TD IW DVD Episode 2 30’
second episode. Comment and exercises. PW TRB
 Revise the contents of the  Assessment of knowledges before taking the exam LC T – Ss WB p. 40, ex. 1-5 30’
9 unit. of the unit: Progress Check. Resolution of doubts if IW
needed and correction in class.
MultiROM: Grammar and Vocabulary

 Revise the essential contents  Optional general revisión of the contents to make LT IW, WB pages 41-42, ej. 1-8 60’
studied so far. the student aware of the progress made or the T – Ss CD/cassette
10 need to keep on studying and make a bigger effort. SB paages 98-99, ex. 1-7
Consolidation of contents to start from doing the WB p. 130, ex. 1, 2
Curriculum extra 1.
 Assess the knowledges  Carrying out of the test in unit 4. TD IW TRB pages 22-24 60’
11

Unit 5: Music
APROX.
TIME
 Anticipation of the contents in  Comment about the contents known and L1, LT T – Ss SB p. 48, Unit summary 5’
the unit. anticipation of the new ones.
 Verification of the meaning of words, observation of
 Learn vocabulary connected the pictures and exercises. Consultation of the LC IW, PW SB p. 48, ex. 1-3 25’
with kinds of music. Word Bank. S T – Ss WB p. 43, ej. 1, 2; p. 120 Word
1 bank: types of music; Diccionario
 Reading and completion of the texts with the figures
 Understand general and/or listed. Second Reading and answer to the R T – Ss SB pages 48-49, ex. 4-8 30’
specific information. questions. Exercises and correction. Oral practice. LC PW
 Optional activity.
TG
 Contrast and differentiate the  Observation of the chart and completion of the G T – Ss IW SB p. 50,ex 1-3 60’
use of the present , past and grammar rules. Reading of text and sorting out of PW WB p. 44, ex.1-5
2 future passive the veb forms. Consultation of the grammar. WB p. 100, Grammar Bank
Practice and correction. TG
 Optional activity (all classes): Correcting mistakes.
 Memorize comprehensively  Reading of sentences and deduction, in pairs,of the LC T – Ss SB p. 51, ex. 4-6 40’
verbs and nouns regarding highlighted words in blue. Completion of the chart, IW WB p. 45, ex. 6
competitions. listening and verification of answers.Practice and WB p. 120 Word bank: commerce
3 correction. TG
 Optional activity
 Identify and reproduce  Listening and identificatin of the words with the L, S T – Ss IW WB p. 134, ex. 1-3; CD/cassette 20’
carefully the sound // sound //. Practice and correction. LC SB p. 51, ex. 8
 Understand oral information.  Reading of the previous information and L IW, PW CD/ cassette 20’
verification of the meaning of the new vocabulary. SB p. 52, ex. 1-2
Reading of the questions and formulation of
hypothesis about the answers. Listening and
verification. Second listening and choice of the
4  Use passive questions correct answer. G T – Ss SB pages 52-53, ex. 3-8 40’
IW WB p. 46, ex. 1-4 100, Grammar
 Observation of the examples and completion of the Bank
grammar rules. Consultation of grammar. Practical
exercises, dictation and correction.

 Practice the use of the  Realization of exercises of the WB and the WB pages 47, ex. 5-8 60’
5
passive voice. grammar consolidation. SB pages 53, ex. 9; CD/cassette
 Practice Reading techniques.  Anticipation of the contents. Reading and listening R T – Ss SB p. 54, ex. 1, 4 60’
of the text. Observation of the entences and LC IW, PW WB p. 48, ex. 1-3
formulation of appropiate questions. Think about
6 ways of learning new words to start from reading
texts.
 Presentation and completion of the word web.
Practical exercises and correction.
 Identify uses and order in  Reading of the pattern, choice of the correct option R, LT T – Ss, SB p. 55, ex. 5-7 30’
sentences with some, both, and listening of the text to check the answerss. IW CD/ cassette
most,all.  Observation of the Language point, exercises and WB p. 49, ex. 4-5
correction.
7
 Reading of the pattern and the writing plan. W IW, PW SB p. 55, ex. 8-9 30’
 Write a descriptive card Preparation of the text following instructions. WB p. 49, ex. 6-7
about a music band.  Individual composition and comparison, in pairs, of
 Practice the English  Reading of the information and establishment of LT, S T – Ss CD/cassette 35’
language. veracity of the statements made. Reading and IW, PW SB p. 56 ex. 1-5
listening of the dialogue. Memorization of the WB p. 49, ex. 8, 9
phrase bank, and oral practice, paying attention to MultiROM: unit 5 – dialogue
8 the rythm and entonation. Practical exercises.
 Reading of the pop file and answers to the TD IW, PW SB p. 57, ex. 1-3 25’
 Understand the song The questions. Reading of the song and choice of the WB p. 120, phrases to learn
long way around. correct option. Listening and veification. Personal
expression.
 Revision of the contents of  Revision of knowledges by the Progress Check. LC T – Ss WB p. 50, ex. 1-4 60’
the unit. Resolution of doubts if needed and correction in IW
class. WB p. 101, Grammar Bank ex.1-6
9 MultiROM: Grammar and Vocabulary
TRB p.80, Revision Worksheet
 Assess the knowledges  Carrying out of the test in unit 5. TD IW TRB pages 25-27 60’
10

Unit 6: Innovation
APROX.
TIME
 Introduce the contents of the  Comment about the contents known and L1, LT T – Ss SB p. 58, Unit summary 5’
unit. anticipation of the new ones.
 Learn vocabulary regarding  Completion of the text with the figures listed. LC T – Ss CD/ cassette 25’
inventions. Verification of meanings and identification of S IW, PW SB p. 58, ex. 1, 3
pictures. Listening and verification. Consultation of WB p. 51, ex. 1-3; Diccionario
1 the word bank and exercises. WB p. 118 Word bank: inventions.
 Observation and comment about the pictures.
Reading and completion of the text. Listening and
 Compile general and/or verification of answers. Second Reading and R, LC T – Ss SB pages 58-59, ex. 4-9 30’
specific information. completion of the summary. Finding words in the S PW
text and clasification. Oral practice.
 Identify the use of: used to  Listening of words and identification of the stressed L, S T – Ss IW TG p. 106; CD/cassette 15’
syllable. Listening and repetition of words. LC WB p. 135, Pronunciation bank ex. 1,
 Use the auxuiliaries will and  Study of the rule and observation of examples. T – Ss IW 3
2 might correctly to express Consultation of the grammar if needed. Exercises G PW 45’
opinions and predictions and correction. Dictation. SB p. 60,ex. 1-4
about the future. WB p. 102, Grammar Bank
WB p. 52, ex. 1, 3
 Consolidate the use of  Translation of the examples and completion of the G T – Ss SB p. 60, ex. 5-7 60’
relative pronouns. grammar rules for the formation and use of the first LC IW WB p. 52-53, ej. 4-6; Grammar
3 conditional. Consultation of the grammar section if bank, p. 102
needed. Practical training and exercises.

 Memorize vocabulary  Completion of the quiz with the words listed. LC IW, PW SB p. 61, ex. 12 30’
regarding technology. Completion of the chart, comment, exercises, WB p. 53, ex. 7-8; p. 122, Word
dictation and correction. Bank: Technology
4
 Choice of the correct option to complete the text. CD/cassette
 Understand oral information. Listening and verification. Reading of the questions, G T – Ss SB p. 62, ex. 1, 3 30’
listening of the interview and answer to the IW
questions.
 Practice the use of the  Completion of the grammar chart and consultation G T – Ss SB p.62- 63, ex. 4-8, CD/cassette 60’
gerund and infinitive. of gramm. Exercises and correction. . IW, PW WB pages54-55, ex. 1-8;
5
Grammar Bank, p 102
 Understand written and oral  Reading of the summaries and prediction of the R, L, S T – Ss SB p. 64, ex. 1-3; CD/cassette 60’
texts. missing information. Think about the necessary LC IW, PW WB p. 56, ex. 1-2
information to complete the texts and formulation of
questions. Listening of the conversation and
answer to the questions made before.
6
 Reading of the listed opinions, listening of the
conversation and identification of opinions. Study of
the phrase bank, personal expression and
exchange with a classmate. Exercises of reading
comprehension.
 Compile the structure and  Anticipation of the subject. Reading of the pattern LT T – Ss, SB p. 65, ex. 4-7; CD/cassette 30’
language used in an opinión and correction of errors. Listening and verification. LC IW WB p. 57, ex. 3-4
text. Translation of the expressions to introduce
opinions. Exercises and correction.
7
 Write an opinión text.  Reading of the pattern and the writing plan.
Preparation of the text following instructions. SB p. 65, ex. 8
Wording the text, revision and comparison, in pairs, W IW, PW WB p. 57, ex 5-6 30’
of the task carried out.

 Compare cultural facts.  Comment about different objects in a museum. TD T – SS SB p. 66 ex. 1-4; CD/cassette 30’
Observation of the photos, Reading of the text, IW, PW
exercises and correction. Think over the differences
and/or similitudes between North American culture
and one own’s TG p. T66
 Optional activity(stronger classes): a survey.
 Practice the functional LT, LC IW, PW SB p. 67, ex. 1-7; CD/cassette 30’
8
language.  Observation of the expressions used in text S WB p. 57, ex. 7-8
messages. Completion of the conversation, MultiROM: unit 6 – dialogue
listening and verification of answers. Practice of the
oral language according to the rythm and
entonation of the sentences. Exercises and
consultation of doubts if needed. Preparation of a
personal dialogue and oral practice.
 See chapter 3 in the DVD.  Reminder of previous episodes. Vision of the third TD IW DVD Episode 3 30’
 Revise the contents of the  Realization of the Progress Check and assessment LC T – Ss WB p. 58, ex. 1-5 30’
unit. of the personal progress. Resolution of doubts if IW
9 needed and correction. WB p. 103, Grammar Bank ej.1-5
vocabulary

 Assess the knowledges  Realization of the test in unit 6. TD IW TRB pages 28-30 60’
10
 Revision of the essential  Optional realization of a general revision of the LT IW, WB pages 59-60, ex. 1-8 60’
contents studied so far. contents to make the student aware of the progress T –Ss SB pages 98-99, ex. 1-7;
achieved or the need to keep on studying and CD/cassette
11
make a bigger effort. Consolidation of contents WB p. 131, ex. 1, 2
starting from the realization of the Curriculum extra
2.
 Assess the knowledges  Optional carrying out of the End-of-term test 2. TD IW TRB pages 31-33 60’
12
learnt during the term. CD/cassette

Unit 7: Relationships
APROX.
SESION OBJECTIVES CLASSROOM ACTIVITIES SKILLS INTERACTION MATERIAL S
TIME
 Anticipate the contents of the  Observation and comment about the contents of L1, LT T – Ss SB p. 68, Unit summary 5’
unit. the unit.
 Memorize comprehensively  Observation of the people in the photos and LC T – Ss SB p. 68, ex. 1, 2 25’
vocabulary connected with formulation of hypothesis about the way they are. S IW, PW WB p. 61, ex. 1-3; p. 124 Word
types of people. Exercises and correction. bank: types of people; Diccionario
1
 Identify general and/or  Reading and listening of the text to respond to the CD/cassette 30’
specific information. initial questions. Second reading and reading R T – Ss SB pages 68-69, ex. 4-10
comprehension.Translation of sentences and PW
finding expressions in the text. Oral and written
exercises.
 Express likes and  Study of the chart and finding examples in the text G T – Ss IW SB p. 70, ex. 1-4 CD/cassette 50’
preferences with the auxiliary (p. 69). Consultation in the grammar section. PW WB p. 62, ex.1-4
would and like+ -ing Eercises, dictation and correction. WB p. 104, Grammar Bank
 Listening and identifying the words listened. T – Ss
2 WB p. 135, Pronunciation bank ex. 1,
 Identify and repeat carefully Listening and repetition of the examples. L, S IW 10’
the pronuntiation of silent LC 3
letters.
 Use too, so and such  Completion of the chart and inference of the use of G T – Ss SB p. 70, ex 5-7 60’
too, so and such. Consultation in the grammar IW, PW WB pages 63, ex. 5-6; p. 104
3
section if necessary.. Practice and correction of GW Grammar bank,
exercises.

 Interiorize words to express  Rain of ideas. Observation of the pictures and LC T – Ss SB p. 71, ex. 8-11 CD/ cassette 40’
relationships. hypothesis about the relationship of two people. IW, PW WB p. 63, ex. 7- 9; p. 124, Word
Reading of the descriptions and verification of the Bank: verbs: relationships.
meaning of the words highlighted in blue.
Hypothesis from descriptions.Practical exercises
and correction.
4
 Understand oral information. CD/ cassette
 Anticipation of the subject. Listening of the extracts L T – Ss SB p. 72, ex. 1-2 20’
and answer to the questions. Writing down in the IW
notebook the qualities corresponding to each
person, listening of the programme and completion
of the sentences.
 Understand the use of First  Observation of the examples and practice about the G T – Ss SB págs. 72-73, ex. 3-9; 60’
and second conditionals. use of First and second conditionals. IW, PW CD/cassette
5  Consultation of grammar, if necessary. Exercises WB pages 64-65, ex. 1-8;
and correction. Grammar Bank, p. 104
 Understand written texts to  Study of the skill focus. Reading of the text and R, L T – Ss SB p. 74, ex. 1, 2; CD/cassette 30’
transfer information. completion with information of the questionnaire. LC IW WB p. 66, ex. 1, 3
Listening and verification of answers. Extensive
 Present personal ideas. practice.
6 S PW, GW SB p. 74, ex. 3-4 30’
 In pairs, choose a proposal and answer the LC
questionnaire.Study of the phrase bank and
preparation to present the ideas in front of the rest
of classmates.
 Compile the structure, format  Observation of the pattern and identification of the LT T – Ss, SB p. 75, ex. 5-8 25’
and language of the letters to format and usual expressions in letters. Translation LC IW CD/ cassette
present a probleme. of expressions. Exercises and correction. WB p. 67, ex. 4-5
7
 Study of the pattern and the writing plan. W SB p. 75, ex. 9
 Write a letter . Preparation of the text following the instructions. IW, PW WB p. 67, ex. 6-7 35’
Composition, revision and comparison, in pairs, of

 Practice the English  Reading horoscopes and reading comprehension. TD IW, PW SB p. 76 ex. 1-5; CD/cassette 35’
language. Reading and listening of the dialogue. Study of the WB p. 67, ex. 8-9
phrase bank and oral practice. Make up personal MultiROM: unit 7 – dialogue
dialogues and present them to the rest of the group.
8 SB p. 77, ex. 1-3
 Reading of the pop file and arranging sentences.
Reading of the song and substitution of the wrong L, R T – Ss 25’
 Capture the sense of the words. Listening and verification. Association of S IW, PW
song Union. verses with the appropiate summary. Oral
expression.
 Revise the contents of the  Realization of the Progress Check and assessment TD T – Ss WB p. 68, ex. 1-6 60’
unit. of own progress before taking the exam of the unit. IW
Resolution of doubts if necessary and correction of WB p. 105, Grammar Bank ex.1-5
exercises. MultiROM: Grammar and
9 vocabulary

 Assess the knowledges  Carrying out of the test of unit 7. TD IW TRB pages 34-36 60’
10

Unit 8: Survivors
APROX.
TIME
 Anticipate the contents of the  Anticipation of the contents in the unit. L1, LT T – Ss SB p. 78, Unit summary 5’
unit.
 Consultation of meanings in the dictionary. LC T – Ss SB p. 78, ex. 1-2; CD/cassette 25’

Observation of the pictures and completion of the S IW, PW WB p. 69, ex. 1-3; p. 126 Word
examples. Consultation in the vocabulary section if bank: problems Diccionario
1  Understand general and/or necessary. Extensive practice and correction.
specific information. R, S T – Ss SB pages 78-79, ex. 3-8 30’
 Anticipation of contents. Reading and listening of LC IW, PW
the text to verify hypothesis. Second reading and
reading comprehension. Translation of sentences
and oral and written exercises.
 Revise the Past perfect and  Translation of examples and completion of the rule. G T – Ss IW SB p. 80,ex. 1-5 60’
simple Consultation in the grammar section. Exercises and PW WB p. 70, ex.1-5
2
correction. WB p. 106, Grammar Bank
 Practice the most frequent  Translation of examples and consultation in the G T – Ss SB p. 81, ex. 6-8 30’
combinations of verb﹢ grammar section, if necessary. Practice training IW WB pages 71, ex. 6-7; Grammar
preposition. and correction of exercises. bank, p. 106
3
LC T – Ss IW SB p. 81, ex. 8-11
 Memorize adverbs and WB p. 71, ex. 7-9; p. 126, Word 30’
practice their use. Bank: verb ﹢ preposition
 Understand oral information.  Reading of the information and formulation of L IW, PW CD/ cassette 20’
hypothesis. Listening about different groups. SB p. 82, ex. 1-4
Second listening and hearing comprehension.
4  Use the 3rd conditional  Translation of examples and completion of the rule. G T – Ss SB pages 82-83, ex 4-10, 40’
Consultation of grammar. Exercises, dictation and IW CD/cassette
correction. WB p. 72, ex.1-4; 106, Grammar
Bank

 Pronunce as accurately as  Attentive listening and identification of the things L, S T – Ss WB p. 135, Pronunciation bank, 10-15’
posible the / h / listened. Accurate listening and repetition. Dictation. LC IW ex. 1, 2; CD/cassette
5  Consolidate the expression  Realization of the consolidation exercises in the

45-50’
of obligation, WB. Dictation. G T – Ss WB pages 73, ex. 1-8
recommendation and IW CD/cassette
absence of obligation.
 Practice the reading  Reading of the definition and answer to the initial R T – Ss SB p. 84, ex. 1-4 60’
comprehension techniques. question. Reading and answer to the LC IW, PW WB p. 74, ex. 1, 2
6 questionnaire. Preparation of questions and
answers. Extensive practice and correction of
exercises.
 Use contractions  Reading and completion of the patterns. Study of LT T – Ss, SB p. 85, ex. 5-7; CD/cassette 30’
the language point.Exercises and correction. IW WB p. 75, ex. 3, 6
 Write an article about a past  Reading of the pattern and the writing plan.
7
event. Preparation of the text following instructions. W IW, PW SB p. 85, ex. 8, 9 30’
Composition and revisión of the text and
comparison in pairs.
 Compare cultural facts.  Reading of the introduction of the article and LC PW SB p. 86 ex. 1-4; CD/cassette 30’
formulation of hypothesis. Reading and listening of
the article, verification of hypothesis and completion
of the summary.Comparison with own culture.
 Reading, listening and completion of text. Reading
8
 Practice the language used and listening of pattern dialogue and identification TD IW, PW SB p. 87, ex. 1-5 30’
for rules. of the problem. Comprehensive study of the WB p. 75, ex. 7- 8 ; 121 , asking
phrase bank. Repetition of the pattern paying about rules
attention to the rythm and entonation.Making up of MultiROM: unit 8 – dialogue
dialogues and presentation to the class.

 See chapter 4 of the DVD.  Reminder of previous episodes. Vision of the fourth TD IW DVD Episode 4 30’
9 necessary and correction. WB p. 107, Grammar Bank ex.1-6
vocabulary

 Revise the contents studied  Optional realization of a general revision of the LT T –Ss WB pages 77-78, ex. 1-8 60’
so far. contents to make the students aware about their LC IW
10
progress or the need of keep on studying and make
a bigger effort.
 Assess the progress of the  Carrying out of the unit test 8. TD IW TRB pages 37-39 60’
11

Unit 9: Words
APROX.
TIME
 Introduce the contents of the  Anticipation and comment of the contents of the L1, LT T – Ss SB p. 88, Unit summary 5’
unit. unit
 Learn vocabulary connected  Answer the questions and consult the words in LC IW, PW SB p. 88, ex. 1, 2; Diccionario 25’
with the world of blue. S T – Ss WB p. 79, ex. 1-3; p. 128 Word
communication.  Listening and reading of the text and completion of bank: collocations: communication
1 the chart with the words in American English in the
text. Second reading and realization of the
 Understand general and/or comprehension exercises. Extensive practice. R, S T – Ss CD/cassette 30’
specific information. LC IW, PW SB pages 88-89, ex. 4-8
Diccionario
 Study reported speech  Study of the rule and completion of the grammar G T – Ss IW, SB p. 90, ex. 1-4 60’
chart. Consultation of the grammar section if PW WB p. 80-81; ex.1-5
2
necessary. Exercises and correction. WB p. 108, Grammar Bank
TG
 Practice reported speech  Observation and comment of the changes in G T – Ss SB pages. 91, ex. 5-8 35’
reported speech. Consultation of the grammar IW CD/cassette
 Memorize reporting verbs section if necessary. Exercises and correction. WB p. 81, ex. 6-8
WB p. 108, Grammar bank
3
 Verification of meanings of the verbs given and LC T – Ss IW 25’
completion of the texts in reported speech. WB p. 128, Word Bank: reporting
Consultation of the vocabulary section, practice and verbs
correction.
 Understand English and Irish  Reading of the information and observation of the L IW, PW CD/ cassette 20’
expressions. photographs. Formulation of hypothesis, listening SB p. 92, ex. 1-3
and checking of the interview. Second listening and
comprehension of specific information.
4
 Completion and translation of the questions. Study G T – Ss SB pages. 92-93, ex. 4-9; 40’
and analysis of the questions. Consultation of the IW CD/cassette
grammar section; exercise and correction. WB p. 1088 Grammar Bank
Dictation.

 Practice the formation of the  Practice of the formation of questions and LT IW SB p. 93, ex. 10; CD/cassette 45’
reported speech sentences by doing the exercises of the WB. WB pages 82-83, ex. 1-8;
 Revise the pronunciation of CD/cassette
5 the contractions.  Listening and repetition of patterns trying to make G IW 15’
the students pronounce with the maximum
correction. WB p. 135, Pronunciation bank,
ex. 1, 3; CD/cassette
 Practice questions and  Realization of the activities. Comment of the R, L T – Ss SB p. 94, ex. 1-4; CD/cassette 60’
answers by means of an unknown vocabulary. Listening and verification of IW, PW WB p. 84, ex. 1, 3
interview. answers. Second listening and hearing
6
comprehension. Practice of reading
comprehension.
 Learn to write an interview in  Reading of the titles of paragraph and decide where LT T – Ss, SB p. 95, ex. 5-7 25’
reported speech. the pattern text should be divided. Study of the LC IW WB pages 85, ex. 4-6
language point and substitution of words by the
appropiate synonym. Exercises and correction.
 Write a text in reported
7
speech.  Reading of the pattern and the writing plan. W IW, PW SB p. 95, ex. 8-9 35’
Preparation of the text following the instructions. WB p. 85, ex. 7-8
Composition and revision of the text and comparing
in pairs.
 Practice the English  Observation of the headlines of a newspaper. TD IW, PW SB p. 96, ej. 1-5; CD/cassette 40’
language. Listening and completion of sentences. Observation WB p. 85, ej. 9-10
of the dialogue and the phrase bank. Oral practice MultiROM: unit 9 – dialogue
trying to improve the rythm and entonation. Making
up own dialogues and presentation in the class.
8
TD T – Ss CD/cassette 20’
 Follow up the song These  Reading of the pop file and answer to the SB p. 97, ej. 1-3
words questions. Listening of the song and arranging the
mixed up verbs. Comprehension of the song and
oral expression.

 See chapter 5 of the DVD.  Reminder of the previous episodes. Vision of the TD IW DVD Episode 5 30’
fifth episode. Comment and exercises. PW TRB
9 necessary and correction. WB p. 109, Grammar Bank ex.1-4
vocabulary

 Assess the progress of the  Realization of the test of unit 9. TD IW TRB pages 40-42 60’
10
 Revise the contents studied  Optional realization of a general revision of the LT T –Ss WB pages. 87-88, ex. 1-8 60’
during the term. contents to make the students aware of their LC IW CD/cassette
progress or the need of keeping on studying and SB pages 102-103, ex. 1-8
11
make a bigger effort. Consolidation of contents WB p. 132, ex. 1, 2
starting from the realization of the Curriculum extra
3.
 Assess the consolidation  Optional realization of the End-of-term test 3. TD IW TRB pages 43-45 60’
12 level of the of the third term CD/cassette
objectives.
 Assess the consolidation  Optional realizacion of the End-of-year test 1.* TD IW TRB pages 46-48 60’
13 level of the objectives during CD/cassette
the term.


Programación English Alive 3 - 4 ESO English

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Programación English Alive 3 - 4 ESO English

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ENGLISH ALIVE 3-4

AREA OF FOREIGN LANGUAGES

COMPULSORY SECONDARY EDUCATION

DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT...........................3

Oxford University Press – English Alive! 3-4 2

2nd cycle ESO

Town Province Post Code

I. TEACHERS IN THE FOREIGN LANGUAGE DEPARTMENT

II. DISTRIBUTION OF PUPILS

Level Number of pupils Number of groups

III. STUDENT CHARACTERISTICS

IV. PROFILE OF SCHOOL

(Omit those which are not relevant)

Oxford University Press – English Alive! 3-4 3

V. Learning characteristics of the different groups

Oxford University Press – English Alive! 3-4 4

VI. PRIORITISATION OF NEEDS

Specific needs of different groups

Oxford University Press – English Alive! 3-4 5

Specific individual needs

(To be completed by teachers)

VIII. CRITERIA FOR GROUPING PUPILS

IX. ORGANISATION OF SPACE AND TIME

Material resources available in the school

Oxford University Press – English Alive! 3-4 6

Spaces available in the school

Criteria for use of common spaces

Distribution of classroom space

 Pupils’ desks arranged in rows

X. OUTINGS AND OTHER ACTIVITIES COMMON TO THE WHOLE SCHOOL AND TO

Oxford University Press – English Alive! 3-4 7

Group/s Teachers Term/ Outing and Observations

XI. CLASS TIMETABLES

Teacher’s name and position:

TIME Monday Tuesday Wed. Thursday Friday

Teacher’s name and position:

TIME Monday Tuesday Wed. Thursday Friday

Teacher’s name and position:

TIME Monday Tuesday Wed. Thursday Friday

Oxford University Press – English Alive! 3-4 8

Oxford University Press – English Alive! 3-4 9

g) Develop an entrepreneurial spirit and self-confidence, participation, critical sense,

i) Understand and express themselves in one or two foreign languages in an appropriate

Oxford University Press – English Alive! 3-4 10

 Provide Secondary students with a useful and necessary vocabulary in order to

Oxford University Press – English Alive! 3-4 11

 Exhibit to students aspects of British culture and encourage comparison with

 Help Secondary students to enjoy English classes thanks to highly motivating

Oxford University Press – English Alive! 3-4 12

Block 1- Listening, speaking and conversing

Oxford University Press – English Alive! 3-4 13

Block 2- Reading and writing

Block 3– Knowledge of the language

Block 4- Socio-cultural features and intercultural awareness

Oxford University Press – English Alive! 3-4 14

2. Participate in brief conversations and simulations, related to normal situations

Oxford University Press – English Alive! 3-4 15

7. Use IT and communication technology with increasing autonomy to find

2. Participate in conversations and simulations using appropriate strategies to

Oxford University Press – English Alive! 3-4 16

7. Use IT and communication technology con certain autonomy to find information,

Oxford University Press – English Alive! 3-4 17

As opposed to an educational model focused upon the acquirement of more or less