PLANEAMIENTO CURRICULAR COLEGIO LUIS FELIPE BORJA

CURSOS: DÉCIMOS 4to Y 5to SOCIALES

AÑO LECTIVO: 2010 - 2011

UNIDADES

CONTENIDO

TIEMPO

DATOS:

CURSOS: DÉCIMOS 4to Y 5to SOCIALES

AREA: INGLÉS

PERÍODO: 2010 ± 2011

PROF.: LIC. LUIS NUÑEZ ULLOA

Introduction to Teachers Foreword

The CRADLE project is one of the projects that the Ministry of Education and Culture has designed to improve the quality of education in Ecuador. The textbook series, Our World Through English (OWTE), is part of a process of curriculum change in the teaching of English. Teachers, curriculum experts, teacher trainers, authors, designers, inspectors, advisors and other expert s work together to make this process work effectively. The third edition of OWTE that you are going to use is part of this national English language curriculum development process.
Please enjoy the process and play your full part in it. y y y y

Take advantage of the opportunities for professional Use your Teachers' Resource Centre (TRC). Use these teaching and learning materials carefully. Follow the teaching notes as much as you can. Keep a record of what happens.

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Give the Foreign Languages Division (DIEX) of the Ministry of Education and Culture feedback through your Provincial Coordinator for

Development of the English Language Curriculum (PCDO).
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Attend feedback meetings that you are invited to.

Producing a high quality textbook is a complex process. The third edition has taken note of feedback from teachers and national and international experts. The aim has been to produce a new edition of Our World Through English that is lively, imaginative and enjoyable for teacher and students. We hope that you and your classes will find this new edition motivating.
The Third Edition Teacher's Book is different from the previous edition in that:

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There are monthly tests to be given after every three units. There are three term tests to be given after every four units.
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Clear objectives are given at the beginning of every lesson in the teacher's notes.

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There are grammar practice exercise answer keys.

The Audio Scripts are included within the teaching steps in the Teacher's Book.

Additionally, in this edition, we have in cluded a Checking My Progress section with the objective of encouraging students to reflect and evaluate the progress made at the end of each unit.

Support your project for your benefit and for the benefit of English language learning and teaching and edu cation in Ecuador.
1 The Course Components

Our World Through English is a six-year English course for Ecuadorian secondary school students. The materials for each year of the course are:

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Student's Book

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Teacher's Book and CD

The Teacher's Book is distributed free of charge to teachers attending orientation courses organized by DIEX and held in all provinces of the country.

The CD is available to you in your provincial TRC. Remember that Audio Scripts are to be found in the appropriate pages of the teacher's notes. If you have problems obtaining a CD player to use in class, you should still do the listening activities as an integral and important part of the course. Read the Audio Script aloud for a listening task using the Read, look up and say technique. Teach a song as a rhyme without music. DIEX strongly recommends that you listen to the CD before a class to minimize errors in pronunciation, stress and intonation.

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4. The amount of time that a class group takes will depend on many factors. DIEX recommends that all students study the core units. This section can be used as in -class reinforcement of certain grammatical structures. providing time for review and evaluation as appropriate. The core units consist of five lessons each. Teachers may also like to use these grammar pages as review before exams. Each task has a number of teaching steps in the teaching notes. Due to the fact that many teachers have expressed an interest in extra grammar exercises that they could use to supplement their lessons. including previous exposure to English at primary level. and are meant to motivate the 3 . a grammar exercise section has been added to this edition of the Our World Through English series. The grammar exercises presented are meant to be a means to an end. Each unit has two lessons of two pages and three lessons of one page. giving them a feeling of significant progress each term.2 Planning the use of the materials Each Student's Book in the OWTE series is designed for one school year of study. providing for some variation and flexibility in the course structure. or as exercises that can be sent as homework. class size and length of class periods. divided into a number of tasks. The grammar exercises are intended to help learners prepare for exams. ideally 4 (3 terms = 12 units) being covered per term. as well as give them self-study activities that they can do outside of class in order to practice the structures covered in each unit. The third edition of Book 3. They are all given in context. 5 is divided into 12 core units and a grammar practice section. We hope this will be motivating to both teachers and students. Each core unit is designed to be covered in one to o ne and a half weeks with five class periods per week. not an end in themselves. general educational level.

listening to this language is part of the cou rse. Notice that the teacher's language for a step is often given in bold type. They are meant to supplement the communicative exercises in the book. The information in the boxes before exercises presents the grammar with a short explanation and/or rule. and not replace them. The notes contain production models. in this case by listening to and following instructions. Use Spanish as little as possible in class. instead of providing visual support through gestures. and therefore the learners are not given a clear rule.learner through authentic and meaningful language use through controlled activities. destroys this possibility and also takes time away from exposure to English. or chunk. Please use these instructions and similar instructions when you are teaching. The units of the Teacher's Book have teaching steps for each task. it is easy to focus only on those s tructures which each learner needs additional practice in. Repetition of instru ctions in Spanish. giving the learners a sense of accomplishment through successful performance on the exercises. Some s tudents will rely more on these grammar explanations and exercises than others. In some cases the grammar is meant to be learned as a lexical unit. The Teacher's Book also includes tests to be given after the completion of each three core units and at the end of each school term. Remember that students learn best by using English. etc. but instead asked to simply notice the English structure. For the students. and then goes on to provide a couple of examples of the structure to be seen. Because each grammar point is marked beforehand. 4 . These are the teacher's guide for students' speaking and/or writing.

Additionally. For them. - Syllabus organization Information can be divided into three types: y y y descriptive narrative instructive The syllabus is based principally around the development of the necessary receptive and productive language skills to manage these type s of information as they are used in a wide variety of spoken and written contexts. It is written by Ecuadorians with a clear view of learners' and teachers' situations in the classroom. school and wider 5 . the abil ity to give and receive information in English will be extremely important. Many Ecuadorian students want to use English in their higher level education and in their work. wants and needs. In other words. There are different purposes in communication. The view of learners and teachers b OWTE has been written and produced in Ecuador for use in Ecuador's education system. most learners of a language want to manage the socializing function of language.3 The philosophy of Our World Through English (OWTE) a The view of language - Communication and purpose OWTE is based on the view that we use language for communication. but the purpose of asking for and giving information is the central one in this course. Expressing likes and dislikes. we use it to give and receive "messages" of different kinds. has been given greater importance in this new edition.

These learning skills are transferable to a wide variety of other learning situations. It has been written to help teachers and learners make the best use of the limited time available. informed decisions. The course aims to enable students to enter adult life with a firm basis of essential English and language learning skills.Socio-economic and cultural contexts of the country. Nevertheless. The writing team has tried very hard to find something to interest everyone and to represent the different peoples of Ecuador equal ly. OWTE tries to support the learning process in school by using content from other school subjects and by encouraging the learners to use their knowledge of the world or stimulate them to want to find out about the world around them. d Success and motivation 6 . students are encouraged to look afresh and critically at their own world in a spirit of learning to appreciate all that is good. They use English to think and learn about new things. There is much to celebrate in Ecuador and for young people it is important to point them towards the good things and not dwell too much on what is not so good. c Topics and motivation The topics and the way they have been treated have been chosen to interest. surprise and amuse the learner. In using OWTE. This approach is typical of books 1-3. the accent is always on the positive. In the second part of the course (books 4-6) students learn to organize knowledge in d ifferent ways. how to weigh alternatives and reach mature. The course also helps develop learning skills through the medium of English. starting with their own world in Ecuador in all its diversity and gradually reaching out to the world beyond. while not ignoring things that are less good.

to follow in doing the tasks. 7 . active role in learning. The teaching steps in this book guide you in: y encouraging students to prepare themselves for the topic areas to be introduced y organizing tasks for students so that they can do them without unnecessary difficulty y y y helping students while they are working encouraging students to review their work using appropriate ways to get feedback on completed work The materials are designed for teachers who: y y are interested in professional development. It includes coming to understand the texts. doing it and understanding the reason for doing it. y want to do the best possible job but often do not have enough time to do it.Nothing succeeds better in motivating students at school than success itself. as well as the procedures. complete the tasks and want to learn more. y want to help learners to be more independent in their learning. A positive attitude on your part is vital. want to understand the reasons for the design of the syllabus and materials. e Teachers and learners The teacher's aim is to help students to reach the goal of being confident and motivated in using English. Above all the teacher's job is to encourage and support the learners' efforts. Success here means being able to follow the material. It means knowing what you are trying to learn to do. y want to organize classroom activities effectively so that students take a central.

people listen. when you study. you may listen. read some thing more about the notes. Language skills are linked in these and many other ways in life. make notes. speak. Firstly. perhaps discuss the ideas in the notes. They speak or write to communicate something. Secondly. either speaking or 8 . c Links between skills The language skills are linked. you listen. The cycle often begins with a receptive experience -. y want their students to learn how to obtain and give information in English. b Purpose In life. organize your notes. a person normally uses language for a purpose. and consider that learning how to obtain information is more important than the "right answer". write an essay on the subject. For example. In the same way. The language skills cycle in the third edition of OWTE is based on the way we use them in life. and often write a note. read or ask questions to find out something. After the telephone conversation you may use the note (read it) to remind yourself or somebody else to do something.either listening or reading. y want to encourage students to think for themselves. followed by a productive experience. maybe ask questions. when you answer the telephone.y want to connect learning English with other learning experiences both inside and outside school. 4 The skills cycle a Language skills in life When we examine the way that we use different language skills in life we notice two things. there are links between one language skill and another.

firstly by having a purpose for using the language and secondly by experiencing the language in both written and spok en forms. of course. Before reading for more detailed information. Questions are introduced to enable students to ask their teacher and their classmates for information in English. They are given an idea of the information they have to find.writing. They make notes to be able to access information for a further purpose. then. is based on skills used in real life. are also an important way to obtain and ask for clarification of information in real life. 9 . Questions. To develop the speaking skill in this t hird edition there are interaction patterns to follow. Tables or charts are used for not ing down information in an organized way. In addition to making information easily accessible. Throughout the course students are given tasks while they are listening or reading to focus their attention on the main information and to give them a purpose for listening or reading. narrative and instructive information. asking for and receiving descriptive. This enables students to anticipate the context of the text before they read it in detail. 5 Grammar and vocabulary The six-year course is based on a core of grammar which the learner needs for giving. these tables help students to learn how to organize information from listening or reading. They do not have to understand every single word to achieve this. It is also based on the way that people learn. This complementary experience helps in remembering. In many cases they are asked to do tasks to activate their general knowledge of a topic. students are asked to read to form a general idea of the text. In each part of the cycle students have a purpose for using their language skills. The skills approach. Students experience this grammar in situational and linguistic contexts at the same time as they explore information about a wide variety of topics.

Students learn phrases and questions as lexical 'chunks'. then. Great emphasis is given to positive statements in texts. They are not expected to remember or 'learn completely' all the words introduced in each unit. The design of the course introduces and recycles core vocabulary throughout the book. In later books grammar is made more explicit. students have repeated experience of giving. In the books 1 and 2 grammar is introduced implicitly without presenting grammatical rules. Many of these items are illustrated. We recommend that you do not explain new vocabulary before it is met. Core vocabulary is listed in the unit objectives and in alphabetical order. Instead. It is not necessary for students to learn this vocabulary for productive use. Through the six -year course. get enough experience of these items to assimilate them. or formulas. This. Students should. a sking for and receiving messages using core verb forms and core sentence structures. The grammar of the noun phrase progresses from simple to complex as students become familiar with different kinds of sentence pattern. Students also experience new vocabulary in a situational and linguistic context. independent learners. you should encourage students to work out meaning independently using all available resources (including other people).Learning the grammar of the appropriate verb forms for the above purposes is a central element of the grammatical syllabus. and students' awareness of grammatical structure is developed to enable them to expand their linguistic repertoire in English. Training students to solve their own vocabulary problems is an essential part of helping them become active. It also includes vocabulary which is not core or frequent but is important in a topic. Students should be able to use the core vocabulary in speaking and writing. includes the possibility for students to ask you or each other in English for help. The classroom language included in many units in earlier books should be learnt as vocabulary or lexical 'chunks' for communicative purposes in the 10 . of course.

Students should be encouraged to use this classroom language as much as possible as a genuine means of communication in a variety of common classroom situations and as an essential part of the core syllabus.classroom and should not be analyzed grammatically in these levels. 6 Examinations Prepared sample tests are provided for your use at mid-term and end of term points. 11 .

Do not waste time exposing them to Spanish unless it is absolutely necessary. Invite a student to explain the task to the class. monitor their work) and help them individually or as a group.General Teaching Tips 1 English in the classroom While a student receiving five hours of English per week cannot hope to absorb the amount of language a native speaking child learns. everybody. you are their main experience of the foreign language. demonstration and other visual support to get meaning across. Start giving simple instructions in English from the first class." students can understand that you are greeting them. There are different ways of doing this: Demonstrate the task with an example. e. if you see a problem. As the ir teacher. Ask students to demonstrate the task with examples. when you go into the classroom and say "Good morning. Watch students carefully when they begin working on a task (i. 12 . Use simple English and avoid translation as much as possible by using mime. For example. Using English in the classroom shows students that English is used for real communication and makes them use English for this purpose. It is important in the tasks to check that students understand class instructions. Students need a lot of listening experiences to become familiar with English before they can produce significant amounts of language. gestures. It also challenges students to understand the meaning for themselves. the amount of English that a student will learn depends directly on the amount of exposure to the language. Soon you can conduct the whole lesson in English.

3 A word on 'English' The idea of 'correct' English still exists but like many things it is a more relative term than in the past. and even cause confusion. It is common to hear students say 'an student' instead of 'a student' as a result of this problem. appropriate to its global use at the beginning of the 21st century. 'railway'. A rising intonation is used in yes/no questions or to obtain confirmation of a statement. 'trousers'. for example a description of a person. There is an obvious need to use a standardized form of English in a textbook series. It is common to hear students using a rising intonation to get confirmation from the teacher of a correct answer. but words of American origin that are becoming part of British and 13 . The grammatical analysis follows The Oxford English Grammar (Greenbrae. so /banana/. and in other words starting with an /s/ sound followed by a consonant sound. In a series of connected descriptive statements. This can distort appropriate intonation. The sustained intonation shows tha t the speaker has more to say. 'stop' for 'stop'. there is a sustained level of intonation at the end of each statement and a falling intonation at the end of the last statement of the description. The falling intonation shows that the speaker has finished. etc are to be found. Spanish speakers tend to pronounce the sound /s/ with an additional /e/ before the /s/. the letters in italics are all pronounced with a schwa. for example. so 'shop'. 1996).2 Pronunciation and intonation Unstressed vowels are often pronounced using the schwa sound /a/. For example. You should be particularly careful in your own speech to avoid this and to correct students when they make this mistake. OWTE uses standard British English. British English vocabulary is used in the main. in 'a banana'.

For example. students can work in threes in a row. ' color'. 'centre' etc. Africa and Asia where English is very widely used.international English. rhymes and chants: y y Invite students to predict the song by looking at the picture. 14 . British English spelling is used partly because these are the forms used throughout the English -speaking world (except the United States) and in Europe. for example. rhymes and chants Follow these steps for songs. 'cookie' etc. or they can turn round and form groups with students in the next row." y y y Play the CD (or sing the song) at least twice. 4 Grouping Students can be grouped in different ways according to the size of the class and the physical conditions in each classroom. Spelling conforms to that in the Collins Co build Dictionary] There are cases where British English spelling is changing. 5 Songs. Ask them to sing the song alone in groups and as a whole. 'travelled'. Guide the student to sing each line of the song with you. are used in preference to the more traditional British words. so that these forms have been used. so that students will get used to forming groups quickly and quietly. For example. for example 'cool'. Say: "Listen to the song (rhyme or chant) and follow the song in your books. Practice the selected grouping procedure as much as necessary in order to set up routines for future lessons. etc. 'organize' instead of ' organize'.

listen. reading and following instructions. anniversary. where. turn up. dance. finish Review of can/can't : affirmative and negative statements and questions Review of question words : how old. predicting from layout. scanning a text. 15 . imagine. like. cooking. match. when. cycling ‡ Celebrations : birthday. family. party invitation. design Free time activities : basketball. choose. dancing. volleyball.Book 3 REVISION UNIT 1: ALL ABOUT YOU Grammar ‡ ‡ ‡ ‡ Review of present simple : affirmative and negative statements and questions with be. play. swimming. playing the guitar. tennis. ambitions) Inviting someone to a party Telling a story Talking about free time activities Describing an Ecuadorian community Describing past events Expressing ability Vocabulary ‡ ‡ Instructions : write. graduation. fishing. have. eat. sell Review of past simple : affirmative and negative statements with start. live. how many Functions ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ Exchanging personal information and socializing Describing a person (with regard to age. read. residence. be. canoeing. wedding. card Skills Development ‡ Reading: reading for general information and for specific information. drink.

which Review of verbs for instructions : select. between Functions ‡ ‡ ‡ ‡ ‡ ‡ Identifying school places and describing location Identifying learning styles Describing personality Exchanging information about likes and dislikes Talking about school celebrations in another country Giving instructions (for making a scale drawing) 16 . writing a short summary Further Objectives Curriculum Links ‡ Social Studies : learning about an ethnic group General Learning Skills ‡ ‡ Developing knowledge of different ethnic groups in Ecuador Developing skills to describe people UNIT 2 ALL ABOUT LEARNING Grammar ‡ ‡ ‡ ‡ Review of present simple : affirmative and negative statements and questions Review of question words: who. asking and answering questions about free time activities Writing: describing a person. on. draw. how. color. what kind. describing an ethnic group. how many. opposite.‡ ‡ ‡ Listening : listening for general idea and for detailed information. next to. at. what. listening and making notes Speaking : exchanging personal information. put Prepositions of place : in. where.

visual-spatial. who Have/has to : positive and negative statements to express obligation and necessity Passive : affirmative sentences for description 17 . colored pencils.Vocabulary ‡ ‡ ‡ ‡ Learning styles : verbal-linguistic. football pitch. wear Review of question words : what. garden Celebrations in Britain : Easter. plain paper Skills Development ‡ ‡ ‡ ‡ Reading: reading for general idea. logical-mathematical. office. intrapersonal School places : classrooms. Shrove Tuesday. Remembrance Day Classroom materials : pencil. snack bar. May Day. writing a letter Further Objectives Curriculum Links ‡ Social Studies : learning about celebrations in another country General Learning Skills ‡ Participating in a Project Work UNIT 3 PERSONALITY AND APPEARANCE Grammar ‡ ‡ ‡ ‡ Review of present simple : affirmative and negative statements and questions with be. toilets. basketball court. reading for detail Listening : listening for specific information Speaking : exchanging information about learning st yles and study habits. speaking about location Writing: writing a description of a school. library./ musical. interpersonal. swimming pool. ruler. physical-kinesthetic.

speaking to give Instructions Writing: writing about materials for clothes. waist. elegant. head. friendly. miniskirt. cooperative. colorful garments. blouse. belly top. hairdresser. touch. footballer. newsreader. Scorpio. twist Skills Development Reading: reading for specific information. careful. engineer. warm clothes. taxi driver. Sagittarius. listening and matching Speaking : exchanging information about hairstyle preferences. extroverted. protective. leg. to describe personality Functions ‡ ‡ ‡ ‡ ‡ Asking for and giving information about personality Exchanging personal information Describing hairstyles and appearance Giving instructions (for body exercises. tagua. good leader. t - shirt. Gemini. waitress. ankle. energetic. button] Materials: silk. chef. Pisces. housewife. baggy jeans. elbow.) Expressing necessity and obligation Vocabulary ‡ ‡ Signs of the Zodiac : Leo. Capricorn. shoulder Movement: bend. cotton.‡ Adjectives : after linking verb be. pullover. hand. weaver. writing a description of personality 18 . serious ‡ ‡ ‡ ‡ ‡ Jobs: architect. good sense of humors. cheerful. adventurous. Cancer. stand. introverted. reading for general idea Listening : listening for specific information .] hardworking. Aquarius. Libra. stubborn. Aries. arm. Taurus. wool Parts of the body : foot. lawyer Clothes: light clothes. stomach. Virgo Personality characteristics : secretive. knee. practical.

attach Future : going to describe future plans Functions ‡ ‡ ‡ ‡ ‡ ‡ Describing personality and appearance and giving compliments Exchanging information about future plans Exchanging personal information Discussing future possibilities Describing a family Giving instructions for making a medal 19 . slim. stick. write. cheerful. tall. happy. chubby. ill. lonely Review of question words : how. what. decorate. how many Review of imperative : giving instructions to make a medal with: trace. sad.Further objectives Curriculum Links ‡ ‡ Sciences : knowing the parts of the human body and the importance of exercising Social Studies : identifying different kind of personality characteristics General Learning Skills ‡ ‡ How to maintain a conversation Learning how to give instructions UNIT 4 RELATIONSHIPS Grammar ‡ ‡ ‡ ‡ ‡ ‡ Review of possessives : Sara's mother in-law First Conditional: positive statements to talk about future possibilities Review of adjectives : to describe personality and physical characteristics: short.

father in-law. aunt. uncle. lovable Family members : father. popular. preoccupied. reading for detail Listening : listening for specific information Speaking : exchanging personal information. attractive Skills Development ‡ ‡ ‡ ‡ Reading: reading for general idea. how many. why. giving instructions for making a medal. buy. niece. ‡ timid. rebellious. intelligent. great - grandfather.Vocabulary ‡ Personality : cheerful. be. live. who. independence. turn off. happy. tall. nephew. slim. chubby. sad. how 20 . careless. ill. can. lonely. grandmother. successful. cousin ‡ Appearance : short. where. measure. describing future plan s Writing: writing a short telephone conversation Further Objectives Curriculum Links ‡ ‡ Social Studies : finding out about personality characteristics Sciences : learning about where materials come from General Learning Skills ‡ ‡ Maintaining good relationships Acknowledging the value of friendship UNIT 5 THE ENVIRONMENT ‡ Review of present simple : positive and negative statements and questions with eat. nervous. mother in -law. grandfather. have. use. mother. lively. playful. recycle ‡ Review of question words : what. sociable. sensitive.

rainforest. environment. listening for specific information Speaking : describing frequency of activities.‡ Passive voice : developing awareness of active and passive meaning. forests. tiger. glass bottles. affirmative and negative statements with present simple passive. waste.g. unleaded petrol. environment. who Functions ‡ ‡ ‡ ‡ ‡ ‡ Asking and answering questions about animals.. soil. atmosphere. are threatened. yumbo. parrot. rescue centre. animals confiscated. monkey. household chemicals. e. hurricane Animal trafficking : illegal traffic operation. en ergy. lights Processes : melt. amphibian Nature : trees. timber. armadillo. giving and asking for information about protecting the environment Writing: writing a summary 21 . condor. sometimes. vivarium. endangered species Environment protection : aerosols. flooding. are captured. rise. are found ‡ ‡ ‡ Adverbs of frequency : never. parakeet. always Review and use of auxiliaries : negative statements and questions Relative pronouns : which. reading and ordering pictures Listening : listening for general idea. giving a presentation. flood Skills Development ‡ ‡ ‡ ‡ Reading: reading and making notes. wolf. packaging. their habitat and lifestyles Describing a natural phenomenon Exchanging information about endangered species Completing a graph and questionnaire Talking about deforestation Giving an oral presentation Vocabulary ‡ ‡ ‡ ‡ ‡ Animals : macaw.

take. peel Passive voice : affirmative and negative statements with past simple passive. mix. higher. oldest. cut. bigger. e. add. older. was designed Functions ‡ ‡ ‡ Describing a place Comparing and contrasting characteristics of places Describing cities and countries 22 .Further Objectives Curriculum Links ‡ ‡ ‡ Mathematics : plotting a bar graph Environmental Science : learning about environmental problems and advice for protecting the environment Biology: finding out about endangered species General Learning Skills ‡ ‡ ‡ Giving a presentation Plotting a bar graph Carrying out a questionnaire UNIT 6 ECUADOR AND OTHER AMERICAN COUNTRIES Grammar ‡ ‡ Review of present simple : affirmative and negative statements and questions Comparative and superlative forms : comparing and contrasting with smaller. when. lower. where Review of going to : future plans Review of imperative : giving instructions with serve. was founded. highest ‡ ‡ ‡ ‡ ‡ Review of past simple : affirmative and negative statements Review of question words : where. what. chop. lowest.g. colder and smallest. warmer.

population. belt.‡ ‡ ‡ Describing traditional dresses Exchanging information about adventure activities Giving instructions for a recipe Vocabulary ‡ ‡ ‡ Sports: hiking. reading and matching descriptions and following instructions ‡ Listening : listening for general idea. vinegar. trousers. chopped onion. sea kayaking. hat. windsurfing. colorful jacket. shirt. chilli sauce. oil. boots. short sleeves. scarf. suit. writing a postcard Further Objectives Curriculum Links ‡ ‡ Geography: building on existing knowledge of South American countries (with regard to location. diving. tie. sandals. race and tourism) Tourism: becoming aware of tourist activities in Costa Rica General Learning Skills ‡ ‡ ‡ ‡ Interpreting a graph Writing a postcard Learning how to make a Mexican dish Developing awareness of tourism in other Latin American countries 23 . tomato. describing places Writing: writing a description of a traditional dress. hot -air ballooning. rafting Traditional dresses : skirt. bungee jumping. economics. salt Skills Development ‡ ‡ ‡ ‡ Reading: reading for specific information. l istening for specific information and to check answers Speaking : speaking to complete information. dress. lace Ingredients for a Mexican dish : avocado.

tie. scissors Skills Development ‡ ‡ ‡ ‡ Reading: reading to confirm ideas. card. cloth Review of classroom materials : colored pens. poison. saucepan. paper. injured. rug. exchanging personal information Writing: writing a set of health and safety rules. cover. take. plug. could ‡ ‡ Review of imperative : giving instructions with lie down. reading for detail Listening : listening for specific information Speaking : giving health and safety advice. bringing knowledge to the text. magazines. writing a summary of results 24 . raise Because : giving reasons Functions ‡ ‡ ‡ ‡ Giving health and safety advice Exchanging personal information Giving instructions for treating bleeding Describing results of a survey Vocabulary ‡ ‡ ‡ House and home : cooker. blood. fireplace. glue. knife. cut. press.UNIT 7 HEALTH AND SAFETY Grammar ‡ Review of present simple : questions and affirmative and negative short answers Modal verbs: expressing strong recommendations with should and shouldn't and possibilities with can. frying pan. fireguard Medicine : bandage. stairs.

walking. basketball. jumping. Formula One .Further Objectives Curriculum Links ‡ ‡ Biology: learning how to treat bleeding and discovering the harmful effects of smoking Mathematics : presenting information in a bar graph General Learning Skills ‡ ‡ ‡ Making a poster Presenting results of a survey in a bar graph Writing a summary of results UNIT 8 LEISURE ACTIVITIES Grammar ‡ ‡ ‡ Review of present simple : questions and affirmative and negative statements with do. fishing. play the guitar. watch cartoons Sports: football. sometimes. drive. usually. surfing 25 . never Functions ‡ ‡ Exchanging information about free time activities Asking for and giving information about likes and dislikes in relation to sports Vocabulary ‡ ‡ Leisure activities : aerobics. dribble. crash Adverbs of frequency : always. cycling. go. watch Review of past simple : affirmative statements with throw. diving. swimming. collect. cycling. play. baseball. gymnastics. often. marathon. hit. go -karting. motorcycling. lose. volleyball. collect CDs.

speaking about favorite foods and free time activities Writing: writing a recipe. milk. feel. writing about plans for the weekend. onion. pork. paint. stay. wheat. mash. writin g a summary Further Objectives Curriculum Links ‡ Social Studies : learning about fast food from different countries General Learning Skills ‡ ‡ ‡ ‡ ‡ ‡ Developing awareness of different kinds of free time activities Learning about international dishes Developing interpersonal relationships Grouping words in categories Completing a table and mind -map Ranking activities UNIT 9 NATURAL DISASTERS Grammar ‡ ‡ Review of past simple : affirmative and negative statements with want. barley. be. look. cheese. mould. realiz e. be calm.‡ Food: pizza. get. find. garlic. pomegranate. tomato Skills Development ‡ ‡ ‡ Listening : listening for specific information Speaking : speaking about the frequency of activities. run out. yogurt. squeeze. soak. apples. practice. peach. carrots. pepper. fried chicken. notice Review of imperative : identify. teach. cinnamon. hamburgers. oats. French fries. add. avoid. oregano. drink. bury. come. help. beef. shout. keep away. 26 .

shining. talking . water. matches. scanning a text for information Listening : listening for specific information Speaking : exchanging information about what to do before. some Functions ‡ ‡ ‡ ‡ ‡ Exchanging information about location and past events Giving safety advice Describing past actions Giving and asking for information about natural phenomena Narrating Vocabulary ‡ ‡ ‡ ‡ Natural wonders : volcanoes. listening. soak Emergency equipment : torch. glue. explosion. an. happening. blanket. mash. driving. singing. reading for detail. candle.‡ Past progressive : affirmative and negative statements with was/were sleeping. speaking about past events Writing: writing safety instructions Further Objectives Curriculum Links ‡ Science : learning about natural phenomena 27 . radio. batteries. mould. erupt. getting. first aid box Skills Development ‡ ‡ ‡ ‡ Reading: reading for general idea. colored paints Model making : squeeze. paying attention. dur ing and after an earthquake and a flood. eruption. coming. erupting . lava. ‡ Review of articles : a. cloud Materials: newspaper.

shoplifting. kidnapping. robbery. carefully. forgery. drunk -driving. I don't agree.‡ Geography: discovering the location of volcanoes in other parts of the world General Learning Skills ‡ ‡ Making a model from paper Mache Learning what to do in the event of an earthquake and a flood UNIT 10 CRIME Grammar ‡ ‡ ‡ Review of present simple : affirmative and negative statements and questions Review of past simple : affirmative and negative statements and questions Adverbs: raising awareness about the difference in use and meaning of adjectives and adverbs. vandalism 28 . aggressively ‡ ‡ Review of because : giving reasons Review of modal verbs : showing possibilities with can and might Functions ‡ ‡ ‡ ‡ ‡ ‡ Predicting a story from pictures Narrating past events Ranking information Expressing ideas and opinions Agreeing and disagreeing: I agree with you. I think you're right Making a pie chart Vocabulary ‡ Crime : burglary. fast. describing actions with happily. easily. nervously. murder.

soap opera. fast. reading and inferring meaning Listening : listening for general idea. questions with have you. docu mentary. visited. watched. game show. presenting information in the form of a pie chart and summarizing results Making a word search UNIT 11 THE SUPERNATURAL Grammar ‡ Present perfect : developing awareness of meaning and use. careful. nervous. desperate.‡ ‡ ‡ ‡ ‡ ‡ ‡ Adjectives : angry. film Skills Development Reading: reading for general idea. read. seen. expressing opinions. met. easy. listening for specific information Speaking : agreeing and disagreeing.had. happy. cartoon... reading for detail. aggressive Television : news. been and affirmative statements ‡ Review of past simple : affirmative and negative statements and questions 29 . giving reasons/advice Writing: writing a summary Further Objectives Curriculum Links Mathematics : calculating percentages and presenting information in a pie chart (please check) General Learning Skills ‡ ‡ Carrying out a survey.

enormous. filling out a form Further Objectives Curriculum Links ‡ Developing of intelligence : encouraging imagination by means of traditional beliefs 30 . spaceship Descriptions : oval. bright. ghost. listening and making notes Speaking : discussing ideas and making predictions. elves. zombie.‡ ‡ Review of passive voice : affirmative and negative statements with present and past simple passive Review of present simple : affirmative and negative statements and questions Functions ‡ ‡ ‡ ‡ ‡ Giving and asking for information about beliefs Describing experiences in the past Asking about past experiences Describing an object and a movie plot Filling out a form Vocabulary ‡ ‡ Supernatural: witch. reading for detail Listening : listening for specific information. silver Skills Development ‡ ‡ ‡ Reading: reading for general idea. alien. describing an object ‡ Writing: writing an account of a past event in a diary entry. reading and confirming ideas. cemetery. horror film. taking part in a role play. UFO. exchanging information about experiences from the past. saucer-shaped. fortune teller.

go skiing. have a picnic. after that. go to the cinema. boat. bus. go climbing. cover. go to the zoo. buy clothes. add. to Review of present simple : affirmative and negative statements and questions Review of past simple : affirmative and negative statements and questions Review of imperative: serve. summit. climb. tent. camp Modes of transport : plane. fish. put. swim. dance. buy food. then. balloon Free time activities : go walking. go to a museum. stir.General Learning Skills ‡ ‡ ‡ Conducting a questionnaire Filling out a form Writing a diary entry UNIT 12 TRAVELLING AROUND ECUADOR Grammar ‡ ‡ ‡ ‡ ‡ ‡ Time expressions : first. finally Review of prepositions of place : at. pour Review of can : questions and affirmative and negative statements Functions ‡ ‡ ‡ ‡ ‡ ‡ ‡ Describing a sequence of events Describing a journey and modes of transport Describing abilities Completing a questionnaire Expressing distances Expressing ideas and predicting Giving instructions for a recipe Vocabulary ‡ ‡ ‡ Mountaineering : mountain. go windsurfing. send a letter 31 . watch TV.

discussing ideas and abilities. 32 . giving advice. listening and ordering Speaking : describing a sequence of events in the past. Ask students to find out some information about an ethnic group for lesson 2. describing a journey.Skills Development ‡ ‡ ‡ Reading: reading and confirming ideas. giving instructions for a recipe ‡ Writing: creative writing. N.B. reading for detail. writing a postcard an d travel arrangements Further Objectives Curriculum Links ‡ ‡ ‡ General Learning Skills ‡ ‡ ‡ REVISION UNIT: ALL ABOUT YOU Lesson Objectives Current events and values : Ivan Vallejo's experience Tourism: learning about ways to spend your free time Learning how to make a traditional dessert Developing creative writing To give students an opportunity to get to know one another To develop intensive and extensive listening skills To review basic question forms To provide speaking and communicate writing practice. reading and making notes Listening : listening for specific information.

Encourage them to ask you questions about your friend's age. Explain that the first task is for them to get the general idea of the listening text. 1 Tell students to read CD the task instructions.B. Check understanding. M: Well. name. questions. I: Mariana. I: Two! M: Yes. Tell them they have 5 minutes to ask and answer questions about their best friends. 4 Ask students to check their answers in pairs. please. Say: "Get into pairs to check your answers. tell me about your best friend. Gaby and Paula. And are they similar or are they quite different? 33 . I've got two best friends actually. 2 Put students into small groups to do the task." Try to answer the two 3 Play or read Audio Script 1 once or twice." Audio Script 1 Mariana's Friends Listen to Mariana talking about her friends. physical appearance etc. I: I see. 2 Tell students to listen to all the information. Task 2 Listening for general idea N. stress and intonation with the CD before teaching. Say: "Can you tell me the answer to Question 1/2 please. Say: "It doesn't matter if you don't understand every word." 5 Check the task on the board. (name). Please check your pronunciation.Task 1 Speaking 1 Tell students about your best friend.

B.´ 34 . She's got three brothers and two sisters. they're both the same age. 2 Play the first part of Audio Script 1 and demonstrate the task with the given example. I: Does she like going to often? M: Actually she prefers to stay in with her family and a few friends. stress and intonation with the CD before teaching.) If you have a CD player it is the time for you to copy the other sentences (2-6) on the board while the students are listening.M: Well. I: Right. And they're the same age as me. 1 If you have a CD player. And do they both go to the same school as you? M: Yes. but she's quiet. I: And how old are you? M: Fifteen. (name). best friends! Key Task 3 Listening for specific information N. 3 Play or read Audio Script 1 once or twice (or until most of the students have completed the task. it is. really. Their birthday is even on the same day! I: No! M: Yes. copy all the senten ces. I: And who do you like best. She's very friendly. and they're both in the same class too. If you are going to read the Audio Script. 4 Check the task on the board. copy the first sentence onto the board. I: O. Say: " Can you tell me the answer to question 2/3/4/5/6. please. She likes loud music and she talks very loudly too! Paula isn't as lively. Gaby or Paula? M: Oh I like them both equally! They're both my best. Please check your pronunciation.K. M: Gaby is really lively.

B. Ask him/her the questions. P 3 G. Make notes in the table. Do not write the person' s name. please. He is 14 years old etc. point to the age in the table and say: What shall I write?" and then write the sentence. Do not erase the information on the board.g. P 4 G 5 G 6 P Your Classmates Task 4 Speaking 1 Copy the table on the board.g. e. e. Say: "Stand up. 2 Tell students to select one student and write about him or her. P 2 G. Don't tell anyone who you are describing. Help if necessary. N. but don't interrupt them to correct them." 3 Walk around the class checking students' work. Say: "Don't write the person's name. you can correct them with the whole class after the activity has finished. 2 Bring a student to the front. 3 Tell students to do the task. Help them if necessary. If you hear a lot of mistakes. Elicit sentences from the students. Walk around the class and interview three people. 35 .Key 1 G." 4 Walk around the class listening to the students. Task 5 Writing 1 1 Use the notes on the board to write an example paragraph about the student.

Say: "Listen to the description. Tell them to take it ' in turns to read their descriptions and guess. He would like to be an architect. Task 6 Reading and Speaking 1 Bring a student to the front of the class. 2 Ask the student to read his or her description. Point to the pictures as you speak. His birthday is on September 5th. Say: "Take it in turns to read your descriptions and guess the name of the student. 2 Tell students to read the task instructions. Help them with pronunciation and information! Lesson 2 Greeting and Meeting People Lesson Objectives ‡ ‡ ‡ To review vocabulary related to celebrations and parties To develop extensive and intensive reading skills To practice the language of inviting Task 1 Labeling cards 1 Tell students to look at the pictures and predict what they are going to do.A possible production model He is 16 years old. 36 ." Walk around listening to students. He lives in Patate. Tell the students to listen and find out who he or she is describing. He has two brothers and a sister. 4 Put students into pairs. Ask the student who read the description to confirm the correct answer. 3 Introduce the words in the box orally. Who do you think (name) is describing?" 3 When the student has finished reading his or her description. Check understanding. encourage the students to guess the name of the person who was described.

Say. Key (to a party at) Marta's house. / She danced with Marco Antonio. 3 Tell students to read the text again and do the task individually. 2 Tell students to read the diary quickly and find the information. Task 3 Reading for specific information 1 Copy the card on the board." 3 Monitor students' work. Key birthday Marta's house Saturday 24th June 7. 4 Walk around the class. Just try to answer the two questions. Monitor students' work. 2 Ask the students: "What kind of party did Mayra go to?" and write birthday in the first blank space. "It doesn't matter if you don't understand every word. Explain that the first task is just for them to get the general idea of the reading task. H elp them if necessary." 5 Tell students to do the task individually. 6 Check the answers on the board. Point to the birthday card and say: "anniversary.4 Demonstrate the task. 4 Check the answers on the board. She met a boy. Key 1 anniversary 2 wedding 3 birthday 4 graduation Task 2 Reading for general idea 1 Copy the questions on the board.00 popcorn 37 12:00 .

Task 4 Designing a party invitation 1 Copy the party invitation from Task 3 on the board. 38 . Monitor students' work. Complete the invitation with your own information. Help them if necessary.B Remind students to bring some information about an ethnic group for lesson 4. 3 Tell students to do the task on their own. 2 Demonstrate the task. N. 4 Walk around the class.

the highest... are found. where. at. their habitats and lifestyles Give an oral presentation Exchange information about environmental problems Complete a bar graph and questionnaire 2 Passive voice in present simple tense: e. next to. are captured Relative pronouns: which. Review of past simple Review of going to for future plans Review of present simple questions Review of imperative Six Ecuador and Other American Countries 2 Exchange information about adventure activities Describe a country Compare and contrast places Describe traditional dress Give instructions for a recipe Ask and answer questions about a country Listening for detail and to check answers Reading for detail Reading and matching descriptions and following directions Speaking to complete information Speaking to describe places Writing a description and a postcard 39 . opposite Review of present simple questions Like/love + infinitive and gerund verbs: to express preferences Review of past simple Imperative Three Personality and Appearance 2 Four Relationships Express necessity and obligation Give instructions Describe what things are made of Describe personality and appearance Review of articles: a. was designed Comparative and superlative forms: older. how old Review of past simple: regular and irregular verbs 3 Two All About Learning 4 Listening for specific information. affirmative and questions with be and other verbs Review of can/can't Review of question words: what. never Review of question forms: what.. sometimes.? Review of present simple: questions and answers Passive voice in past simple: was founded. matching and ordering Reading for specific information and matching Speaking about location and discussing ideas Writing a description and letter Listening for specific information and matching Reading for general information and detail Speaking to give instructions Writing a description of personality and clothing Listening for specific information Reading for general idea and specific information Speaking about future plans Writing a telephone conversation Listening for general information and detail Reading and making notes Reading and ordering pictures Speaking about the frequency of activities and giving a presentation Writing a description Review of prepositions of place: on. why. etc. where. ambitions) Express ability Invite someone to a party Describe past events Tell a story Talk about free time activities Describe an Ecuadorian community Exchange information about preferences Describe location Ask about location Describe study habits Talk about school celebrations Talk about types of learners LANGUAGE SKILLS specific information reading for general idea and specific information Speaking about personal information Writing a short summary Writing an invitation GRAMMAR Review of present simple: negative. residence.g. between. family. how many. who Frequency adverbs: always.CONTENTS UNIT One Revision Unit: All About You FUNCTIONS Exchange personal information and socialize Describe a person (age. an Have/has to: positive and negative statements to express obligations Review of present simple: questions and short answers Adjectives after linking verb be First conditional sentences to talk about future possibilities Review of possessive 's Future: going to for plans 3 Five The Environment Describe and exchange information about families Exchange information about future plans Describe people and give compliments Discuss future possibilities Describe a process Describe endangered animals.

often. easily. have you been? Review of past simple Review of passive voice Review of present simple questions 2 Listening for specific information Reading for specific information Reading and inferring information Speaking to express opinions and to give reasons/advice Writing a summary Eleven The Supernatural 2 Twelve Travelling Around Ecuador Give and ask for information about beliefs Describe past experience Ask about past experience Describe a movie Fill in a form Listening and making notes Reading for general and specific information Speaking to discuss ideas and talk about past events Writing a diary entry and to fill in a form Listening and ordering Listening for specific details Reading for general idea and detail Reading and making notes Speaking to discuss abilities. describe events in the past and give advice Writing a postcard and travel arrangements 2 Describe past activities Give safety advice Describe modes of transport Describe abilities Describe a journey Plan a trip Give instructions for a recipe Complete a questionnaire Review of past simple Review of can Review of questions in the present and past simple Prepositions to and at 40 . he has seen. was cooking Review of past simple Review of articles: a.g. an.g..g. usually. never Review of past simple 2 Nine Natural Disasters Discuss and ask about leisure time activities Rank activities Complete a mind-map Complete a table Group words in categories Listening for specific information Speaking about favorite foods and leisure time activities Speaking about the frequency of activities Writing a summary and recipe Writing about weekend plans Listening for specific information Reading for detail Speaking about past events Writing safety instructions 1 Ten Crime Discuss past events Give and ask for information about natural phenomena Give safety advice Predict a story from pictures Narrate past events Rank information Express ideas and opinions Agree and disagree Make a pie chart Past progressive. happily. / have visited.UNIT Seven Health and Safety 3 Eight Leisure Activities FUNCTIONS Give advice about health and safety Give instructions Describe results of a survey Exchange personal information LANGUAGE SKILLS Listening for specific information Reading to confirm ideas Speaking to give advice and exchange personal information Writing safety rules GRAMMAR Modal verbs should and shouldn't to express strong recommendations Review of imperative Because for giving reasons Modal verbs can and could for possibility Review of present simple: questions and short answers Review of present simple for routines and questions Review of frequency adverbs: always. Review of because Modal verbs might and can to show possibility Present perfect: e. e. sometimes. some Review of imperative Review of present simple Review of past simple Adverbs: to describe actions. were sleeping. e. etc.

choir. have. game show. cost. giving and asking Skills Development y y y for information about tourist activities y Writing: writing an interview. cover. concert. canoeing. hiking. can. windsurfing. news. biking. watch. eat y Review of present simple passive: affirmative statements y Review of comparative and superlative Adjectives: one-syllable adjectives Functions y y y y Describing likes and dislikes Giving and asking for information about tourist activities Describing places Comparing cities and towns Music: singer. hang gliding. documentary Reading: reading for general idea and for specific information Listening: listening for general idea and for specific information Speaking: giving and asking for personal information. climbing.Book 4 Revision Unit: Free Time Grammar y Review of present simple: affirmative and negative statements and questions with be. film. exhibit. instrument. sell. locate y Television: cartoon. radio Adventure sports : hot-air ballooning. rafting y Describing places: celebrate. describing a place 41 . spelling practice. soap opera. like. bungee jumping. diving. make. prefer. sea Vocabulary y y kayaking. know. call.

call. flap 42 . England. cut. Canada. discover. help. Scotland. Good Luck y Art and craft: draw. Northern Vocabulary y Ireland. Wales. Happy Valentine's Day. fold. emigrate. Happy New Year. The United States. influence y Greetings: Merry Christmas. reach. glue. stick. start. include. Get well soon. Happy Birthday. Happy Easter. Australia y Verbs: travel. dot.Further Objectives Curriculum Links y y Geography: learning about places to visit in Ecuador Social Studies: learning about places in Ecuador General Learning Skills y y Developing knowledge of tourism in Ecuador Developing knowledge of Ecuadorian culture Unit 2: The English Language Grammar y y y y Review of past simple: affirmative and negative statements Review of present simple: affirmative and negative statements Review of imperative Because: for giving reasons Functions y y y y y y Agreeing and disagreeing Re-telling a story Describing past events Giving opinions Giving instructions (to make a greetings card) Practicing pronunciation of ending -ed Countries: The United Kingdom.

giving reasons for ideas. will + base form) to describe a possible condition and a probable result in the future y y Review of present simple: to describe processes and scientific facts Review of passive voice 43 . predicting the content of a y text from the layout. sharing ideas y Writing: writing an informal letter Further Objectives Curriculum Links y y Geography: learning where in the world people speak English History: finding out about the history of the English and Spanish languages y Art: making a greetings card General Learning Skills y y y Completing a map and using a key Developing study skills.g. e. how to be a better reader Learning how to write an informal letter Unit 3: Electricity Grammar y First conditional (If + present simple. guessing the meaning of unknown words from context.g. reading for general idea and for specific information y y Listening: listening for specific information Speaking: pronunciation of regular past tense ending -ed. e. the title and the first line.Skills Development Reading: developing reading sub skills.

reading instructions to perform a task y y Listening: listening for specific information Speaking: giving and asking for opinions. nuclear. rub. strike. emit Storms: lightning. describing a possible condition and a probable result in the future Further Objectives Curriculum Links y Science: learning about how electricity is made and how to make an electric switch. thermal. finding out about static electricity and lightning General Learning Skills y y y Completing a diagram with information from a text Following instructions to perform an experiment Learning how to stay safe in a storm 44 . touch. volts y y y Materials: wire. explode Reading: reading for general idea and for specific information. thunder. crouch. spark. cables. reading to Skills Development y confirm ideas. battery Verbs: attract. hydroelectric.Functions y y y Describing a possible condition and a probable result in the future Giving and asking for information Expressing opinions Electricity: power station. thumbtack. plywood. separate. Vocabulary y pylons. shelter. adhesive tape. bulb. meter. support. paper clip. move. speaking to describe a scientific phenomenon y Writing: describing a process.

describing the results of an experiment y Writing: to complete a diagram 45 . could for giving advice When: to show cause and effect. shrub. bracken. celery Reading: reading for detailed information. describing illnesses and symptoms. grasshopper. swollen. chamomile. centipede. emergent layer. snail. giving advice. listening to confirm ideas y Speaking: exchanging information. hurt Plants: seed. cut. toothache. worm. avocado. spider. understory. reading to complete a Skills Development y diagram. fly. butterfly. reading to confirm ideas y Listening: listening for general idea and specific information. headache. Functions y y y y y Describing illnesses Giving advice Describing a place Describing cause and effect of environmental issues Doing an experiment The rainforest: canopy layer. ladybird y y Illness: stomach ache. beetle. bee. herb Vocabulary y layer y Insects: ant.Unit 4: The Natural World Grammar y Review of present simple: affirmative and negative statements. bitten. question forms and short answers y y Review of modal verbs : should. cacao.

how many. learning about characteristics of insects.Further Objectives Curriculum Links y Science: learning about rainforest layers. taking part in a experiment General Learning Skills y y Following instructions to perform an experiment Taking notes from a text Unit 5: Men and Women Grammar y y y y y y y Second conditional (If + past simple. none Review of has/have to Review of present and past simple: affirmative. a few. where. some. negative structures and questions y Review of question forms: what. would + base form) Review of modal verbs: could and should for expressing possibility Adjectives to describe physical appearance and personality Relative clauses with who Quantifiers: all. half. many. most. why? Functions y y y y y y y Describing people (with regard to physical appearance and personality) Describing unreal or imaginary situations Narrating past events Practicing correct pronunciation of adjectives Describing unreal or imaginary situations Conducting a survey Completing a graph 46 . finding out about the medicinal qualities of common plants.

handsome. generous. beautiful. weave. athletic. make. trustworthy. writing a summary of the results of a survey Further Objectives Curriculum Links y y Social Studies: raising awareness of gender equality Mathematics: plotting a graph with the results of a questionnaire General Learning Skills y y Conducting a survey and plotting a graph with the results Developing awareness of male and female stereotypes as presented by the media and of gender issues Unit 6: People and Cultures Grammar y Present progressive: affirmative statements with learn. friendly.Vocabulary y Describing people: tall. caring. ambitious. listening and writing dates y Speaking : describing a person. dynamic. elegant. popular. have. dark. drink y y y Review of present simple: affirmative and negative statements Review of past simple: affirmative statements Noun clauses: to give opinions and express beliefs 47 . describing imaginary situations. reading and taking notes y Listening: listening for general idea and detailed information. sexy Skills Development y Reading: reading for general idea and specific information. slim. study. professional. blow. independent. kind. conducting a survey y Writing: describing imaginary situations.

dates.. role play y Writing: a comparison.Functions y y y y Describing habit and customs Describing actions happening in the present and past Expressing beliefs Identifying races and prejudice Agriculture: cotton. giving opinions making suggestions.. pump Food: corn. to describe a place Further Objectives Curriculum Links y y Geography: learning about life in other countries History: learning about ancient civilizations General Learning Skills y y Learning about people of other cultures and their customs Giving a presentation Unit 7: English Speaking Countries: The United Kingdom Grammar y Review of present simple: affirmative and negative statements and question forms y y Both . a place. giving a presentation. plant.. nor .. tomatoes Reading: reading for general idea and specific information and to Vocabulary y y Skills Development y complete a map y Listening: listening for general idea and specific information. and . sweet potatoes. dry. and neither. and to share ideas y Speaking: describing a picture.. wheat. to describe similarities Both (of) and neither (of): to describe similarities 48 ..

reading and following instructions y Listening: listening for general idea and specific information. listening and classifying information. reading and Vocabulary y y Skills Development y taking notes. iron Traditions: grapes. new yea?. natural gas. festival Reading: reading for general idea and detailed information.Functions y y y y Describing similarities Describing Ecuadorian traditions Describing a British celebration Exchanging factual information Resources: coal. dummy. describing similarities Writing: descriptions of countries Further Objectives Curriculum Links y y Geography: learning about Great Britain and The United Kingdom History: learning about traditions General Learning Skills y y Singing a song Learning about people from another Culture ' -and their experiences in Ecuador Unit 8: Taking Care of Your Body Grammar y Review of present simple: affirmative and negative statements and question forms y Review of past simple: affirmative and negative statements 49 . listening and taking notes y y Speaking: exchanging factual information.

reading and completing a text y y y Listening: listening to improve pronunciation Speaking: conducting a survey. circulatory. nervous. Vocabulary y stomach. trachea. drunk. drink driving Skills Development y Reading: reading for general idea and specific information. lung. a little Review of relative clauses with who. heart. sexual organs. that Functions y y y y y y y Describing the functions of the body's systems Identifying parts of the body Describing quantity Giving advice (with regard to drinking alcohol) Asking for information to conduct a survey Completing a bar graph Completing a crossword puzzle Parts of the body: brain. vein. alcoholic blackouts. off license. which. many. a few. non-alcoholic. digestive. giving and asking for information Writing: writing a summary of the results of a survey and to describe eating habits Further Objectives Curriculum Links y Biology: identifying parts of the body and learning about the effects of alcohol on the body's systems y Social Studies: finding out about statistics with regard to young people and alcohol consumption in Ecuador 50 . liver. diaphragm. respiratory Alcohol: alcohol. rib y y Body systems: reproductive. intestine.y y y Reported speech: present and past simple Expressions of quantity: much.

sword Skills Development y Reading: reading for general idea and specific information.y Mathematics: plotting a graph with the results of a survey General Learning Skills y y y Following written instructions to perform a task Developing skills of prediction and deduction Learning about the effects of alcohol and the dangers of drunk driving Unit 9: Entertainment Grammar y y Review of articles: the and zero article Review of present simple: affirmative and negative statements and questions y Review of past simple: affirmative and negative statements and questions y Review of direct an indirect objects Functions y y y y y y Describing likes and dislikes Narrating a story Giving instructions Discussing past events and forms of entertainment Performing a play Predicting a story form pictures / Describing an Ecuadorian festival Films: action. comedy. costume party. keen on. drug. kill. science fiction. poison. love. Vocabulary y y hate. romantic. can't stand y Miscellaneous: fall in love. horror Expressions to describe likes and dislikes: fond of. dead. thriller. reading and taking notes 51 .

reaching consensus y Writing: writing an informal letter. taking part in a role play. affirmative and negative statements Review of Passive voice Grammar y y y y y y y Review of Passive voice Functions Describing what things are used for Completing a timeline Identifying parts of a multimedia workstation Making future predictions Giving advice Giving instructions 52 .y Listening: listening for general idea and specific information. listening and ordering y Speaking: describing likes and dislikes. re-telling a story. describing likes and dislikes Further Objectives Curriculum Links y y History: learning about a traditional Ecuadorian dan ce Social Studies: developing awareness of Ecuadorian culture General Learning Skills y y Practicing writing an informal letter Taking part in a role play Unit 10: Computing Grammar y y y y y y For + gerund: describing purpose Future affirmative and negative statements Review of imperative: affirmative and negative statements Review of present and past simple: affirmative statements Future: Will.

disk drive. pointer. writing an e -mail General Learning Skills y y Learning how to write and send an e -mail Following written instructions to perform a task Unit 11: Business Grammar y Review of present simple: affirmative and negative statements and question forms y Review of past simple: affirmative and negative statements 53 . reading to complete a timeline y Listening: listening for general idea and specific information and to confirm ideas y Speaking: describing what things are used fo r. modem. making predictions. software. image y Verbs related to computing: click on. switch on. store Skills Development y Reading: reading for general idea. video camera. reading for specific information. scanner. giving instructions. screen. type. file. flash memory. mouse.Vocabulary y Computers: keyboard. learning about the World Wide Web. monitor. World Wide Web. send. exchanging information y Writing: making predictions and writing an e -mail Further Objectives Curriculum Links y y History: learning about the history of computing Technology: identifying parts of a multimedia workstation. hardware. printer. highlight. floppy disk (diskette). copy.

Vocabulary y baggage reclaim. teacher. C. runway. exchanging for information. writing a CV General Learning Skills y Learning how to apply for a job Unit 12: Tourism 54 . accountant. reading for specific information. listening and taking notes y Speaking: arranging an appointment. destination. on Monday. using polite expressions y Writing: writing an application letter.00. passport control. reading and completing a text y Listening: listening for general and specific information. assistant. gate y Jobs: sales manager. departure lounge. making suggestions. in the afternoon. and memo Further Objectives Curriculum Links y Business: writing a formal letter of application. etc. arranging an appointment. learning formal phrases.g.V.y Review of prepositions of time: e. Functions y y y y y y y Applying for a job Identifying parts of an application letter Making suggestions Making an appointment Exchanging information Writing a CV Writing a memo Airports: check in desk. at 11. arrival hall. executive Reading: Skills Development y reading for general information.

will + base form Review of Imperative: affirmative and negative statements Want and would like: to express desire Functions y y y y y y y Exchanging information Giving directions Expressing consequences Performing a role play Making a poster Preparing a guided tour Playing a game Vocabulary y y Ecotourism: path. fire. taking part in a role play. university. describing consequences. traffic lights. park y Life in Ecuador: painting.Unit 12: Tourism Grammar y y y y Review of present simple: questions Review of first conditional: If + present simple. giving a guided tou r y Writing: a poster. listening Skills Development y y and following directions y Speaking: asking for and giving information. supermarket. planning a guided tour 55 . condor Reading: reading for general and specific information Listening: listening for general idea and specific information. restaurant. light Places in a town: block. giving directions. church. craft shop. art gallery. volcano. island. market. fried pork. throw. swimming pool. describing consequences. cathedral. rubbish. museum. street. rules.

Further Objectives Curriculum Links y Environmental Science: learning about ecotourism and ways to protect the environment General Learning Skills y y y Learning polite and useful phrases for giving information to tourists Preparing a guided tour Learning about the importance of ecotourism in Ecuador 56 .

short answers Review of present simple passive: affirmative statements Review of comparative and superlative adjectives: onesyllable adjectives Review of present simple passive Review of present simple: affirmative statements and question* Review of past simple: affirmative statements and questions Review of imperative Because: forgiving reasons Two The English Language 2 Agree and disagree Describe past events Give opinions Predicting meanings of words and texts from context Identify the pronunciation of past tense ending -ed Give instructions Make a greetings card Describe a possible condition and a probable result Express opinions Do a scientific experiment Make an electric switch Listening for specific information Reading for general idea and specific information Reading to confirm ideas and for ordering pictures and matching Speaking to share ideas Writing an informal letter Three Electricity 2 Four The Natural World Listening for specific information Reading for general idea and specific information and to confirm ideas Speaking to share opinions and describe a scientific phenomenon Writing results Listening for general idea and specific information and to confirm ideas Reading for general idea and specific information and to confirm ideas Speaking to describe a place. where. describe results for an experiment Writing to complete a diagram Listening to improve pronunciation and recognize syllable stress Reading for general idea and specific information and to make notes Speaking about gender roles Speaking to describe a person. none Review of has/have to Review of question forms: what... will + base form Review of present simple: to describe processes and scientific facts Review of passive voice 2 Describe the characteristics of a place Describe illnesses Give advice Describe cause and effect of environmental issues Do an experiment Review of present simple: questions. and to conduct a survey Writing a description and the results of a survey First conditional: lf+ present simple.? Review of present and past simple: affirmative. how many. would + base form Relative clauses with who Quantifiers: all. to show cause and effect Review of modal verbs: should and could for advice Five Men and Women 3 Describe people in terms of physical appearance and personality Practice correct pronunciation of adjectives Describe unreal or imaginary situations Conduct a survey Complete a graph Second conditional: if + past simple. an imaginary situation. affirmative statements and questions.UNIT One Revision Unit: Free Time FUNCTIONS Describe likes and dislikes Exchange information about tourist activities Describe places Compare cities and towns 3 LANGUAGE SKILLS Listening for general idea and specific information Reading for general idea and specific information Speaking about personal information and tourist activities Writing an interview Writing to describe and compare places GRAMMAR Review of present simple: negative. most. half. describe illnesses. give advice. why. negative statements and questions 57 . and describe effects. a few. affirmative and negative statements When. some. many.

a few... reach consensus and narrate a story Writing a letter.nor Both of/neither of 2 Eight Taking Care of Your Body Describe the functions of the body's system Identify parts of the body Recognize the negative effects of alcohol on one's health Describe quantity Give advice Ask for information to conduct a survey Complete a bar graph Complete a crossword puzzle 2 Review of present simple: affirmative and negative statements Review of past simple: affirmative and negative statements Expressions of quantity: much. listening and ordering Reading for general idea and specific information Speaking about preferences.. a little Review of relative clauses with who.UNIT Six People Cultures FUNCTIONS and Describe habits and customs Express beliefs identify races and prejudice Describe actions happening in the present and past LANGUAGE SKILLS Listening for general idea and specific information and to share ideas Reading for general idea and specific information and to complete a map Speaking to describe a picture. that Reported speech: present and past simple Review of present and past simple: affirmative and negative statements and questions Review of direct and indirect objects Review of articles: the and zero articles Nine Entertainment 3 Describe likes and dislikes Discuss past events and forms of entertainment Identify the parts of a letter Describe an Ecuadorian festival Perform a play Predict a story from pictures Ten Computing 4 Describe what things are used for Identify parts of a multimedia workstation Complete a timeline Make future predictions Give advice Give instructions Listening for general idea and specific information. which.and/neither. many. likes and dislikes Listening for general idea and specific information and to confirm ideas Reading for general idea and specific information and to complete a time line Speaking to give advice and ask and answer questions Writing a prediction and an email Used or only for + gerund to describe purpose Review of passive voice Review of imperative Future: will Review of present and past simple: affirmative statements 58 . role play. to describe and exchange information.. give opinions and exchange information. giving a presentation Writing a comparison to describe a place Listening for general idea and specific information and to confirm ideas Reading for general idea and specific information and to confirm ideas Speaking to exchange factual information and to describe similarities Writing descriptions of countries Listening to improve pronunciation Reading for general idea and specific information Speaking to conduct a survey and exchange information Writing a summary of the results of a survey and to describe eating habits 2 GRAMMAR and lifestyles Noun clauses: to give opinions and express beliefs Review of past simple: affirmative statements Present progressive: affirmative statements Seven Englishspeaking Countries Describe similarities Describe Ecuadorian traditions Describe a British celebration Exchange factual information Review of present simple: questions and affirmative and negative answers and statements inclusive: Both. a lot of.

at 11.UNIT Eleven Business 1 FUNCTIONS Apply for a job Identify parts of an application letter Make suggestions Make an appointment Exchange information Write a C. Twelve Tourism Exchange information Perform a role play Give directions Express consequences Make a poster Prepare a guided tour Play a game 1 Review of present simple: questions Review of first conditional: !f+ present simple. negative statements. take part in a role play. and use polite expressions Writing an application letter. will + base form Review of imperative: affirmative and negative statements Want and would like to express desire 59 . negative statements Review of prepositions of time: in the morning. give directions. questions and short answers Review of past simple: affirmative. describe consequences.V. C.00. etc. and memo Listening for general idea and specific information Reading for general idea and specific information and to categorize Speaking to use polite expressions. on Monday.V. and give a guided tour Writing a poster and a plan for a guided tour GRAMMAR Review of present simple: affirmative. Write a memo LANGUAGE SKILLS Listening for general idea and specific information Reading for general idea and specific information and to complete a text Speaking to arrange an appointment. exchange information. make suggestions.

Hold. Neither of them like . manager Work and interviews : post.. trustworthy. describing cause and effect. caring..Book 5 Revision Unit 1: The Natural World Grammar Review of Present Simple : affirmative and negative statements and questions y Review of Second Conditional : If + past simple. reliable. work experience Adjectives to describe personality : brave. availability. marine biologist. sales assistant. ant Jobs: tour guide. smart Skills Development Reading: reading for general idea and for detailed information.. fit. suitability. would + base form Review of both / neither : y Both of them are interested in . etc Review of imperative : Put. dynamic Adjectives to describe physical appearance : pretty. Count etc Functions Describing similarities and likes and dislikes Giving and asking for information about studies and work experience Expressing ideas and opinions Describing unreal or imaginary situations Describing the results of an experiment Vocabulary Animals: spider. listening and taking notes Speaking: describing similarities and differences.. practicing interview skills 60 . snake.. Listening: listening for general idea and for detailed information. qualifications.

more than Functions Describing past habits Comparing traditions of different cultures Describing a graph Identifying family members Giving and asking for information 61 . describing the results of an experiment Further Objectives Curriculum Links Biology: taking part in an experiment Social Studies : building awareness of gender roles in society General Learning Skills Preparing for a job interview Becoming a good citizen: understanding the role of women in society Summarizing the results of an experiment Unit 2: Family Life Grammar Revision of Present Simple : affirmative and negative statements and questions Revision of Past Simple : affirmative and negative statements and questions Review of possessive 's' Used to: affirmative and negative Statements Comparisons : fewer than.Writing: writing a formal letter of application for a job.

sister-in-law. including distant family members. niece. mother-in-law. increase. reading to confirm ideas. asking for and giving personal information Writing: describing trends shown in a graph. son-in-law. great grandmother. leapfrog. Further Objectives Curriculum Links Geography: finding out about people . considerably Family members : nephew. marbles. father-in-law.of other cultures in other parts of the world Mathematics : plotting and deciphering graphs General Learning Skills Learning to interpret statistics and suggest reasons for trends Developing turn-taking skills and cooperation within a group 62 . hopscotch. skipping. reading and completing a graph Listening : listening for general idea and for specific information Speaking : describing past habits. jigsaw puzzle. great grandfather.Vocabulary Childhood activities : building sandcastles. brother-in-law. hide and seek. slightly. daughter-in-law Skills Development Reading: reading for gist and specific information. describing a family. tag Graphs: rise.

STD. spread Skills Development Reading: reading for general idea and for detailed information Listening : listening for general idea and for detailed information. will / may / can + be form Review of Past Simple : affirmative and negative statements. pregnant. barrier method. blister Disease : HIV. IUD. headache. questions Review of Present Simple : affirmative and negative statements and questions Should and should have : to give advice By + gerund: to describe purpose Functions Giving and asking for information about birth control and sexually transmitted diseases Expressing opinions Describing symptoms of illness Describing feelings Vocabulary Contraception : condom. stage. expressing opinions. infected. rash.Unit 3: Love And Sex Grammar Review of First Conditional: If + present simple. listening to check information and to complete a graph Speaking : giving advice. making a poster Further Objectives 63 . virus. withdraw\val pill. ulcer. syringe. cure. fever. conducting a questionnaire Writing: writing about illness. fatal. ejaculate Illness : itching. needle. asking for any giving information.

The government must improve drainage systems in cities. etc. the number of cars doubled. Cause and effect : because. Unit 4: The Environment Grammar Review of Present Simple : affirmative and negative statements and questions Review of Past Simple : affirmative and negative statements: The number of cars continued to rise. etc. etc. Functions Describing changes and comparing past and present Describing causes and effects of environmental problems and possible solutions Making suggestions Describing the results of an experiment 64 . as a result. how to prevent HIV end AIDS General Learning Skills Learning about sexual behavior and safe sex Becoming a good citizen: understanding and respecting the feelings of others Finding solutions to typical teenage problems Learning about sexual behavior. sexually transmitted diseases. Review of passive voice : present and past Review of modal verbs : should and must Authorities should fine factories that do not control pollution.Curriculum Links Science : learning about birth control. because of.

finding out about an endangered animal. rise. figures Pollution: waste. drains. expressing opinions. show. fall. asking for and giving information Writing: describing environmental problems. decrease. listening and taking notes Speaking : making suggestions. reforestation. reading and following instructions Listening : listening for general idea and for detailed information. effluent Environmental problems : drought. writing a summary of the results of an experiment. gas. dam. irrigation. lead. taking part in a experiment related to pollution General Learning Skills Making predictions about the causes and effects of environmenta l problems Becoming a good citizen: learning how to protect the environment 65 . atmosphere. acid rain. maintain. reading and taking notes. flooding. Skills Development Reading: reading for general idea and for detailed information. fine. increase. flood. pollute. improve.Vocabulary Graphs: double. contamination Solutions to environmental problems : monitor. give off . banks. reservoir. learning about possible solutions to environmental problems. dredge . making a poster Further Objectives Curriculum Links Science : learning about the causes of air and water pollution.

salt. sugar. bake Geography: geysers.. reading to confirm ideas 66 .aren't they?. decorations Food: flour. pour. origin. milk. vanilla essence.... crops. . Thanksgiving. tradition. must not Review of Present and Past Simple : affirmative and negative statements and questions Review of Past Simple Passive: affirmative and negative statements. harvest. canyon. egg. mix. press. line.Unit 5: English Speaking Countries: The USA Grammar Question tags : . cinnamon Cookery: whip..don't they?. pumpkin.. petrified. is it? etc Review of imperatives Review of modal verbs: must.. sandy. droughts. festival. evaporated milk. beaches. . oil. differentiating between passive and active forms Functions Giving and asking for information Narrating past events Encouraging agreement from a listener using question tags Comparing school systems from different cultures Vocabulary Festivals : procession.don't you?. forest Skills Development Reading: reading for general ide a and for detailed information. isn't it?.

listening and taking notes. present perfect Nouns and adjectives Review of present simple: affirmative statements and questions Review of past simple: for narrating Functions Describing events at a definite time in the past and narrating a. using question tags to encourage agreement from a listener Writing: writing a short biography. festivals of the United States of America General Learning Skills Following instructions to complete a task Making predictions based on previous knowledge Unit 6: Active Citizenship Grammar Past simple vs. narrat ing past events.story Describing experiences at no definite time in the past Practicing correct stress Participating in a community project 67 . Further Objectives Curriculum Links History: learning about Benjamin Franklin Geography: learning about the land area. population. largest cities. language. listening and identifying similar sounds in English Speaking : giving and asking for information. states.Listening : listening for general idea and for detailed information.

General Learning Skills Being a good citizen: Respecting the differences between people. help someone cross the road A true story: attempt. something. fondness. reading and following instructions Listening : listening for general idea and for detailed information. teach someone to do something Skills Development Reading: reading and making predictions. graffiti. litter. puppet.Vocabulary Active citizenship : draw smiles. listening and taking notes. flat. narrating a story in the past. blind. campaign. someone. change. smoke. writing a report following project work. insult. remind someone of something. elderly. Further Objectives Curriculum Links Social Studies : learning about special needs and care for the elderly i n Ecuador. public property. listening and identifying stressed and unstressed syllables Speaking : describing past events. stevedore. workmates. medal. learning to respect and care about people and property in the local community 68 . feel sorry. climb. offer. fire. rescue. sadness. taking part in a project in the local community Writing: writing a paragraph from notes. pronouncing words with correct stress.

priestess. etc Review 01 imperative Functions Describing preferences Giving and asking for information about the past Narrating past events Making suggestions and expressing opinions Making a class booklet of interesting facts Vocabulary Ancient Civilizations : suspension bridges. pour. emperor. swan. leave Skills Development Reading: reading for general idea and for detailed information. listening to confirm information Speaking : narrating past events. snail. writing a summary 69 . empire. network. heat.Unit 7: Ancient Civilizations: The Incas Grammar Review of Past Simple : affirmative and negative statements and questions Would rather : I'd rather be young than old. llama. weavers. metalworker. stir. masterpiece. passion fruit. staircases. line up. giving and asking for informati on about the past. reading to confirm information Listening : listening for general idea and for detailed information. feasting. listening and taking notes. aromatic herbs. raw. potters Animals : sparrow. civilization. honey. guinea pigs Food and cookery : oats. reading to complete a timeline. expressing preferences Writing: writing a historical account. add. describing preferences. boil.

Further Objectives Curriculum Links History: learning about the lives of the Incas and the order of historical

events around the time of the Inca Empire
General Learning Skills

Making predictions and expressing opinions based on previous knowledge
Unit 8: Machines and Technology Grammar Review of Passive Voice : past and present tense Review of imperative : Raise the car with the jack, tighten the wheel

nuts etc.
Review of zero Conditional : If + present simple, present simple Be used for + gerund : A wheel used to turn a vehicle left or right, It is used to

increase a car's speed etc.
Functions

Describing what things are used for Giving instructions (regarding how to change a flat tyre) Describing the results of an experiment
Vocabulary Parts of a car : accelerator, bonnet, brake, clutch, engine, gears, gear

stick, ignition, rear view mirror, steering wheel, tyre, wheel, windscreen, wing mirrors.
Systems of a car : transmission, cooling, lubrication, fuel Tools: jack, wheel brace, wheel nuts, warning triangle, spare tyre Changing a type : tighten, raise, take off, lower Others: spark, to burst, to pump, shafts 70

Skills Development Reading: reading for general idea and for

detailed information, reading to complete a diagram
Listening : listening for general idea and for detailed information,

listening and taking notes, listening and re -ordering events
Speaking : describing the function of parts of a car, describing the

systems in a car, giving instructions for changing a flat type
Writing: writing a description of the systems in operation in a car,

describing the results of an experiment .
Further Objectives Curriculum Links Technology: learning about the parts of a machine and how they

function, learning about the importance of the systems in operation in a vehicle
Science : learning about inertia General Learning Skills

Following instructions to take part in two science projects

Unit 9: Tourism Grammar

Review of There is/There are Review of past simple: affirmative and negative statements Review of would like: I'd like some information about the hotel, please. What would you like to drink? Gerunds and infinitives Review of Present Simple: affirmative and negative statements and questions
71

Functions

Describing hotel services Giving and asking for hotel information Booking a room in a hotel Ordering a meal in a restaurant Making a complaint.
Vocabulary Hotel Services : air conditioning, room service, parking facilities, gym

and sauna, conference room, private bathroom
Food: casserole, shrimp, potato cakes, fig, fried pork, steak, sparkling

water, still water, fruit salad, main course, starter, dessert
Clothes: stained, shrink, button, stretch Computers: web site, online, tourist information Skills Development ‡ Reading: reading for general idea and for detailed information, reading and

highlighting important information, reading and re -ordering
‡ Listening : listening for general idea and for detailed information, listening and

taking notes
‡ Speaking : booking a room in a hotel, giving and asking for information,

ordering a meal in a restaurant, describing likes and dislikes
‡ Writing: writing a formal letter of complaint, d esigning a web page Further Objectives Curriculum Links Tourism: learning how to give information about hotel services, take an

order and describe traditional Ecuadorian dishes in English
72

General Learning Skills

Using formal expressions in a letter Learning how to make a polite complaint .

Unit 10: Careers Grammar Review of Present Simple : affirmative and negative statements and

questions
Review of Second Conditional : If + past simple, would + base form Gerunds and infinitives : / enjoy talking to people, I am good at mending

things, I try to hide my feelings, Working in television looks interesting to me, etc
Functions

Describing objective and subjective factors in choosing a career Describing personality and skills and talents Describing positions and duties within a company Apologizing
Vocabulary Jobs: interior designer, chef, receptionist, waitress, engineer, translator,

economist, nutritionist, business woman, teacher, doctor, nurse, police officer, soldier, salesperson, manager, clerk, accountant, computer operator, translator, public relations officer, artist, photographer, scientist, geologist, chemist, biologist, electrical engineer, civil engineer, laboratory technician, manager, clerk, banker, reporter
Job responsibilities : decoration collaborate, recommend, translate Skills Development Reading: reading for general idea and for detailed information 73

apologizing Writing: writing a formal letter of apology Further Objectives Curriculum Links Business : learning how to make a career choice. learning how to write a formal letter of apology General Learning Skills Learning about appropriate action to be taken following various types of complaints from clients Unit 11: The Media Grammar Review of Passive Voice Reported Speech : reporting direct speech in the present simple and past simple Review of Present and Past Simple : affirmative and negative statements and questions Functions Describing a process Reporting direct speech Expressing opinions Narrating past events 74 . describing positions in a company. listening and taking notes Speaking : describing character and per sonality. and duties. learning about the positions within a company and duties and responsibilities of members of staff.Listening : listening for general idea and for detailed information.

television presenter. distribute. listening and taking notes. reporting direct speech Writing: writing a report. photographer. learning how to report direct speech in a report or article General Learning Skills Learning about aspects of careers in the media Unit 12: Contemporary Issues Grammar Review of Present Simple Passive : affirmative and negative statements. publish. soap opera star. collect. listening to confirm information Speaking : describing preferences and expressing opinions. questions Review of Past Simple : affirmative and negative statements 75 . reporting direct speech Further Objectives Curriculum Links Business and Media Studies : learning how a newspaper is produced and the roles of those involved.Vocabulary Newspapers : print. comic strip writer Skills Development Reading: reading for general idea and for detailed information Listening : listening for general idea and for detailed information. reporter. design. edit Jobs: journalist. describing a process. designer.

habits. listening to confirm information Speaking : describing preferences and expressing opinions. over-crowded. violence. discussions. chains. TV influence. codes. crime. cozy. boots. feelings Skills Development Reading: reading for general idea and for detailed information Listening : listening for general idea and for detailed information. Vocabulary Social Problems : migration. fate. lack of. reporting direct speech Further Objectives Curriculum Links Social Studies : learning/talking about contemporary problems and possible solutions General Learning Skills Learning about aspects of social problems in our society 76 . listening and taking notes. beggars.Functions Describing social problems and possible solutions Practice conflict resolution Give and ask for information about famous people Creating a class project. describing a process. solution. caps Gang characteristics : tattoos. Clothes: handkerchief. slang Conflict solutions : negotiation. gangs Places : small. bad luck. drugs. give up. reporting direct speech Writing: writing a report.

affirmative statements and questions Review of second conditional statements Review of inclusives: both of. questions Should and should have: to give advice By + gerund: to describe purpose Review of present simple: questions. Review of passive voice: present and past Review of modal verbs: should. more than more Used to: affirmative and negative statements First conditional: lf+ present simple. making a poster 77 . etc. affirmative and negative statements Review of past simple: questions.UNIT One Revision Our World Unit: 4 FUNCTIONS Describe similarities Describe likes and dislikes Give and ask for information about studies and work experience Express ideas and opinions Describe real and imaginary situations Describe the results of an experiment Two "Family Life'" Describe past habits Compare traditions of different cultures Describe a graph and give opinions . questions Review of present simple: affirmative and negative statements. because of. Identify family members Give and ask for information 3 Three Sexual Health Give and ask for information about birth control and sexually transmitted diseases Express opinions Describe symptoms of illness Describe feelings 2 LANGUAGE SKILLS Listening for general idea and specific information Listening and taking notes Reading for general idea and specific information Speaking about real or imaginary situations Speaking to describe likes/dislikes and similarities and to express opinions Writing the summary of an experiment Writing a formal letter of application for a job Listening for general idea and specific information Reading for general idea and specific information and to confirm ideas Reading and completing a graph Speaking to describe past habits and give and ask for information Writing to describe a family Listening for general and specific information Reading for general idea and specific information and to confirm ideas Speaking to express opinion and give and ask for information Speaking to describe illness and feelings Speaking to take part in a role play Writing about illness GRAMMAR Review of present simple: negative. neither of Review of imperative Review of present simple: affirmative and negative statements and questions Review of past simple: affirmative and negative statements and questions Review of possessive "s" Comparisons: fewer than. as a result. will/may/can+ base form Review of past simple: affirmative and negative statements. affirmative and negative statements Cause and effect: because. must Four The Environment Describe changes and compare past and present events Describe cause and effect of environmental problems Make suggestions Describe the results of an experiment 2 Listening for general idea and specific information and to take notes Reading for general idea and specific information and to take notes Reading and following instructions Speaking to make suggestions and express opinions Writing to describe the results of an experiment and to describe environmental problems and possible solutions.

questions Review of past simple. present perfect Noun and adjectives Review of present simple: affirmative statements and questions Review of past simple: for narrating Review of imperative Review of past simple: affirmative and negative statements. LANGUAGE SKILLS Listening for general idea and specific information Listening and taking notes Reading for general idea and specific information and to make notes and confirm ideas Speaking to give and ask for information Writing a short biography Listening for general idea and detailed information Listening and taking notes Listening and identifying stressed and unstressed syllables Reading and putting events in order Speaking to describe past events and to narrate a story in the past Speaking to pronounce words with correct stress Speaking to take part in a community project Writing notes and a report Listening for general idea and specific information and to confirm ideas Listening and taking notes Reading for general idea and specific information and to confirm ideas Speaking to exchange factual information Writing about interesting facts and to express preferences specific information Listening and matching information Reading for general idea and specific information and to confirm ideas Reading to complete a diagram Speaking to describe the functions of the parts of a car Writing a description of the systems of a car Listening for general idea and specific information and to take notes Listening to confirm ideas Reading for general idea and specific information Reading and re-ordering Speaking to book a room in a hotel. negative statements and questions Past simple vs. experiment 3 Nine Tourism 2 Describe hotel services Give and ask for hotel information Book a room in a hotel Order a meal in a restaurant a complaint . present simple/will Be used for/to Review of there is/there are Review of would like Review of present simple: affirmative statements. affirmative and negative statements 78 . and describe likes and dislikes Writing a letter of complaint and designing a web page GRAMMAR Question tags Review of imperatives Review of modal verbs: must. : Describe the results of an .UNIT Five English-Speaking Countries: The USA FUNCTIONS Give and ask for information Narrate past events Encourage agreement from a listener using question tags Compare school systems from different cultures 3 Six Active Citizenship Describe events at a definite time in the past and narrate a story Describe experiences at no definite time in the past Practice correct stress Participate in a community project 2 Seven Ancient Civilizations: the Incas 3 Eight {Machines and Technology Describe preferences Give and ask for information about the past Make suggestions and express opinions Make a class booklet of interesting facts Describe what things are used for : Give instructions . first conditional: If present simple. order a meal. questions would rather: to express preferences Review of passive voice Review of imperative Review of zero. must not Review of present and past simple: affirmative. ask for and give information.

questions Review of past simple: statements 79 .UNIT Ten Careers FUNCTIONS Describe a process Report direct speech Express opinions Narrate past events 2 Eleven The media Describe a process Report direct speech Express opinions Narrate past events 2 Twelve Contemporary issues Describe social problems and possible solutions Practice conflict resolution Give and ask for information about 'famous people Create a class project 3 LANGUAGE SKILLS Listening for general idea and specific information Listening to take notes Reading for general idea and specific information Speaking to describe character and personality. would + base form Gerunds and infinitives Negative and affirmative agreement Review of past simple: affirmative statements Review of passive voice Reported speech Review of present and past simple: statements and questions Review of present simple: statements. as well as positions and duties within a company Speaking to apologize Writing a letter of apology Listening for general idea and specific information and to confirm ideas Listening and taking notes Reading for general idea and specific information Speaking to describe preferences and express opinions Speaking to report direct speech and describe a process Writing a report of an event Writing a summary of an important past event Writing interview questions Listening for general idea and specific information Listening and taking notes Reading for general idea and specific information Reading to guess meaning through context Speaking about the causes of social problems Speaking to give opinions and solve conflicts Speaking to give and ask for information Writing to give advice Writing a long term plan GRAMMAR Review of present simple: affirmative and negative statements and questions Review of second conditional: lf+ simple past.

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