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Voices 4

SYLLABUS
Area: Foreign Languages (English)

Stage: Secondary Education


2nd Cycle

STARTER UNIT OBJECTIVES


To review questions with be, have got, there is/there are, can and do, and vocabulary (verbs, nouns, adjectives, adverbs and prepositions), using a text about the English language (C1, C7, C8) To review the present simple and expressions of frequency, as well as quantity words and comparatives and superlatives. (C1, C7, C8) To review the imperative form and to introduce, review and practise ways of talking about likes, dislikes and preferences. (C1, C5, C8)

CONTENTS Listening
- Listen to a dialogue about likes and dislikes and answer some questions.

Speaking
- In pairs, ask and answer questions using comparative and superlative adjectives. - Talk about likes, dislikes and preferences. - In pairs, ask and answer questions to their classmates about likes and dislikes.

Reading
- Read information about the English language and answer some comprehension questions. - Find some words in a text and translate them into their own language. - Read and translate some sentences containing expressions of quantity. - Read some notes about the use of the imperatives. - Read and choose the correct expressions which go with an ing form.

Writing
- Complete some questions with be, have got, there is/there are, can and do. - Copy and complete a table about verbs, nouns, adjectives, adverbs and prepositions. - Look at a table and practise the use of the present simple by changing they to she. - Complete a text about an English school using the present simple form of the verbs given. - Write some sentences using the adverbs and expressions of frequency in the correct place. - Correct the errors in some phrases containing expressions of quantity.

- Copy and complete a table with the correct comparative and superlative adjectives. - Complete some questions with the correct comparative and superlative form of the adjectives given. - Put some words in order so as to make imperative sentences. - Complete some sentences about classroom language.

Language knowledge and use


Linguistic knowledge: Grammar Questions with be, have got, there is/there are, can, and do. Present simple and expressions of frequency. Quantity Comparatives and superlatives. Vocabulary Verbs, nouns, adjectives, adverbs and prepositions Pronunciation Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs. Students also practice their pronunciation in English through the Speaking activities.

Learning reflexion: Talking about likes, dislikes and preferences Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

BASIC COMPETENCES
Basic Competence C1 Linguistic communicative competence. C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. Page SB pages 4-6 Activity All the activities of the unit use the language as an instrument of communication. Evaluation Criteria Show interest in learning English

SB page 4

Students read texts related to the history of the English language.

Express curiosity in learning about the history of languages.

C4

Competence in information and communication technologies Social and civil competence. Cultural and artistic competence. The competence of learning to learn. The competence of personal autonomy and initiative. The emotional competence. (Castilla la Mancha) SB page 6 SB page 5 WB

Multi- Rom activities Voices website: http://www.voices.macenglish.com Moral and civic education: The importance of respecting everybodys likes and preferences. References to football teams such as Real Madrid or Barcelona Students complete the Workbook activities by themselves evaluating their own work. Initiative to work in pairs. E.g. discussing about their own likes and dislikes.

C5

Feel pleasure in using new technologies in order to revise and extend what the have learnt. Be willing to respect everybody. Show pleasure in learning cultural facts. Show interest in learning how to learn English. Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities. Enjoy group participation. Show respect for others in the group.

C6 C7

C8

SB page 6

C9

SB pages 4-6

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

Socio cultural aspects and intercultural awareness


The history of English language Likes and dislikes Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

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

CROSS-CURRICULAR ITEMS
Language: students read texts related to the English language.

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES
Consolidation activities: Multi-ROM. Starter Unit. Extension activities: Irregular verbs list and wordlist. Extra sections of the TB

EVALUATION 2. EVALUATION RESOURCES


Formative evaluation Classroom observation to check both individual and global progress Workbook exercises. Skills: reading, writing, listening exercises Accumulative evaluation Diagnostic Test

2. EVALUATION CRITERIA
Express himself/herself with fluency and using the write pronunciation intonation in conversations about likes and dislikes. (C1, C3, C5, C8) Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about the history of the English language. (C1, C3, C8) Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a text about an English school. (C1, C6, C8) Use consciously his/her linguistic knowledge in order to listen to people talking about their preferences. (C1, C5, C8) Use information and communication technologies in a guided way in order to look for information by doing the website activities. (C1, C4, C7, C8) Analyze social aspects of the Anglo-Saxon countries, by comparing likes and dislikes of British teenagers with the own ones. (C1, C3, C5, C6)

UNIT 1 FASHION VICTIMS? OBJECTIVES


To review and contrast the concepts and formation of the present simple and the present continuous. (C7, C8) To review and practice the relative pronouns who, which and where (C7) To meet and practise vocabulary related to materials and patterns (C1, C3) To review the order of adjectives (C7, C8) To meet and practise compound nouns related to fashion accessories. (C1, C3) To describe a persons clothes (C1) To make complaints about clothes (C1, C5) To read about a group of teenagers search for Fair-trade school uniforms.(C3, C5) To read about fashion and music. (C6) To listen to a report about a fashion show (C6) To listen to a recording of Ruth making a complaint in a clothes shop (C5) To describe what people are wearing (C1, C7) To practise asking and answering questions in the present tenses (C1, C7) To make complaints about clothes (C1, C5, C7) To practise word stress on compound nouns (C7) To talk about their clothes (C1) To talk about the working life of people in the clothing industry (C1, C5) To discuss whether following fashion is a waste of money or not (C1, C5) To write an opinion of an advert (C1, C5) To practise expressions of opinion (C1. C7) To review the language in unit 1 and earlier by completing simple language exercises. (C1, C7, C8)

CONTENTS Listening
- Listen to a text about school uniforms and find words for describing clothes. - Listen to a radio report about models and answer some comprehension questions. - Listen and repeat some words so as to practise word stress. - Listen to a text about fashion and music and match some paragraphs with the relevant pictures. - Listen to a text about Vanity Fair. - Listen to a conversation complaining about problems with clothes and accessories and do some related activities. - Listen to a conversation making complaints and choose the correct answers.

Speaking
- Describe what some people are wearing using the correct order of adjectives. - Discuss with a partner about fair trade and the clothes industry. - In pairs ask and answer questions using the present simple or the present continuous. - Look at some pictures of models and answer some questions. - Talk about urban tribes in their own countries. - Discuss about following fashion and wasting money by buying clothes. - Practise a dialogue complaining about problems with clothes and accessories.

Reading
Read and answer to a quiz about clothes and fashion. Observe some pictures and find some items of clothes. Read a note about the order of adjectives. Read a text about school uniforms and answer to comprehension questions. Practise words in context by matching some pairs of sentences. Read some grammar explanations about the present simple and the present continuous. Read some notes about compound nouns. Read a text about fashion and music and answer some comprehension questions. Read some grammar explanations about relative pronouns. Match the beginning of some sentences with their endings using relative pronouns. Read and answer to a quiz about music. Read and complete a text about Vanity Fair using the correct relative pronouns. Read the description of an advert and answer some related questions. Read the Language Focus section about giving your opinion. Read and match some phrases about problems with clothes and accessories. Read some Useful expressions to make complaints. Revise the vocabulary and grammar structures learnt in the unit by reading the Language Guide section.

Writing
- Copy and complete a table with vocabulary about materials and patterns. - Look at some pictures and complete the sentences with vocabulary about materials. - Find some numbers in a text and write sentences for them. - Look at a table and complete some sentences with the present simple or the present continuous. - Make negative sentences with the present simple and the present continuous. - Complete a text about size zero models using either the present simple or the present continuous.

- Complete phrases with the present simple or the present continuous of the verbs given. - Write questions using the present simple or the present continuous. - Complete some compound nouns with the words given. - Complete some sentences using the correct compound nouns. - Write sentences about their classmates using compound nouns. - Complete sentences with information about a reading text on urban tribes. - Complete some questions using who, which or where. - Complete sentences with their own ideas using relative pronouns. - Complete some phrases with expression to give opinions. - Make a writing plan to write a composition about an advert following some guidelines. - Evaluate the progress done till the moment by completing the writing exercises of the Progress check section.

Language knowledge and use


Linguistic knowledge: Grammar The present simple and the present continuous The relative pronouns who, which and where The order of adjectives Vocabulary Materials and patterns Compound nouns related to fashion accessories Pronunciation Word stress on compound nouns Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs. Students also practice their pronunciation in English through the Speaking activities. Learning reflexion: Reading about fashion and music Listening to a report about fashion Writing an opinion of an advert Talking about the clothing industry Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

BASIC COMPETENCES
Basic Competence C1 Linguistic communicative competence. C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communication technologies C5 Social and civil competence. Page SB pages 7-18 Activity All the activities of the unit use the language as an instrument of communication. Evaluation Criteria Show interest in learning English

SB page 9

Students read texts related to Express curiosity in the clothing industry and Fair- learning about the trade products. clothing industry. Multi- Rom activities Voices website: http://www.voices.macenglish.com Feel pleasure in using new technologies in order to revise and extend what the have learnt. Be willing to follow moderate consumption habits.

SB pages 7-18

C6

Cultural and artistic competence. The competence of learning to learn. The competence of personal autonomy and initiative. The emotional competence. (Castilla la Mancha)

SB page 12 SB page 16-17-18

C7

C8

SB page 9

Consumer Education: The importance of having moderate consumption habits related to clothes and accessories. Moral and civic education: The importance of respecting everybody regardless of their appearance or the way they are dressed. References to fashion and music. Literary reference to Vanity Fair . Students read the Language Guide Students complete the Progress Check section evaluating their own work. Initiative to work in pairs. E.g. discussing whether following fashion is a waste of money or not.

Be willing to respect everybody. Show pleasure in learning cultural facts from other countries. Show interest in learning how to learn English. Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities. Enjoy group participation. Show respect for others in the group.

C9

SB pages 7-18

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

Socio cultural aspects and intercultural awareness


The clothing industry and Fair-trade products Fashion and music Vanity Fair Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

LITERARY EDUCATION
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Book corner: Vanity Fair

CROSS-CURRICULAR ITEMS
Design: students read texts related to the clothing industry, fashion, etc. Literature: references to Vanity Fair.

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES
Consolidation activities: Language Guide Unit 1 Progress Check. Unit 1. Multi-ROM. Unit 1 Extension activities: Extra sections of the TB for Unit 1. Extra sections of the WB: Grammar bank and exercises, Vocabulary bank and Vocabulary plus, Culture today..., Across the curriculum, Wordlist, Irregular verb list

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EVALUATION 2. EVALUATION RESOURCES


Formative evaluation Classroom observation to check both individual and global progress Workbook exercises. Skills: reading, writing, listening exercises Accumulative evaluation Progress Check. Unit 1 Voices Revision 1. (Units 1-3) Workbook Revision and Extension. Unit 1 Unit 1 Test Generator Multi-ROM Exams Multi-ROM - Tests and Exams: Progress Test Standard 1; Progress Test Extra 1; End-of-Term Exam Standard; End-of-Term Exam Extra

2. EVALUATION CRITERIA
Understand the general message of texts about fashion, and identify relevant details in oral messages related with them. (C1, C3, C5, C6, C8) Express himself/herself with fluency and using the write pronunciation intonation in conversations about clothes and accessories. (C1, C3, C5, C8) Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about fashion and music. (C1, C6, C8) Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing opinions on adverts. (C1, C6, C7, C8) Use consciously his/her linguistic knowledge in order to listen to people talking about fashion. (C1, C3, C8) Use information and communication technologies in a guided way in order to look for information by doing the website activities. (C1, C4, C7, C8) Analyze social aspects of the Anglo-Saxon countries, by comparing the attitudes to clothes and fashion in Britain with the own ones. (C1, C3, C5, C6) Identify learning strategies used to progress in the learning process by completing the Progress check 1. (C1, C7, C8)

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UNIT 2 GREAT ESCAPES OBJECTIVES


To review, practise and contrast the past simple and past continuous (C7) To review and practice the present perfect (C7) To meet and practise verb collocations with say, tell, make and take (C1, C7) To meet and practise vocabulary related to fact and fiction (C1, C6) To agree and disagree (C1, C5, C7) To read about an incredible plane crash (C6) To read about a historical re-enactment of the English Civil War (C6) To listen to a narrative about a fire (C3, C5) To listen to a recording of Ruth and Rosa choosing a book at the library (C1, C5, C6) To ask about experiences using present perfect and ever (C1, C5, C7) To practise agreeing and disagreeing (C1, C5, C7) To review the pronunciation of ed endings (C7) To talk about the people involved in avoiding a disaster (C1, C5) To talk about tastes in fact and fiction (C1, C5, C6) To discuss ways of escaping reality (C1) To write a book review (C1, C6) To review the language in unit 2 and earlier by completing simple language exercises. (C1, C7, C8)

CONTENTS Listening
- Listen and repeat some verb collocations. - Listen to a text about a plane accident and answer some questions. - Listen and repeat some verbs so as to practise the pronunciation of the ed endings. - Listen to a narrative about a fire and choose the best headline. - Listen and order some pictures according to a narrative. - Listen and correct some false sentences related to a narrative. - Listen and repeat some vocabulary related to fact and fiction. - Listen to a text about The Treasure of Monte Cristo. - Listen and repeat a dialogue at a library including expressions for agreeing and disagreeing. - Listen to other conversations agreeing or disagreeing and answer some questions.

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Speaking
Answer some questions about risks using verb collocations. Discuss about people involved in avoiding a plane disaster. In pairs ask and answer questions about fact and fiction. Discuss about ways to escape reality. Ask and answer questions using the present perfect and short answers. Answer some questions about books and films. Practise a dialogue about books including expressions for agreeing and disagreeing.

Reading
- Read and answer to a quiz about famous escapes. - Look at some expressions with verb collocations and match them to the relevant pictures. - Match some paragraphs of a reading text with the correct headings. - Match some words from a text with the correct definitions. - Practise words in context by finding the past form of some irregular verbs from a text. - Read a text about a splash landing and answer some comprehension questions. - Read some grammar explanations about the past simple and the past continuous. - Match some definitions with the correct words related to fact and fiction. - Read a text about historical re-enactments and answer to comprehension questions. - Find the past participle of some verbs in the reading text. - Answer to true-false sentences related to the reading text. - Read some grammar explanations about the present perfect. - Read and complete a text about The Treasure of Monte Cristo using the correct forms of the verbs given. - Read a book review and answer some related questions. - Read the Language Focus section about word order. - Read some Useful expressions to agree or disagree. - Revise the vocabulary and grammar structures learnt in the unit by reading the Language Guide section.

Writing
- Complete some sentences with the correct verb collocations. - Complete phrases with the past simple or the past continuous. - Complete a text about a hero using either the past simple or the past continuous form of the verbs given. - Write questions for some answers using the past simple or the past continuous. - Write true answers for some questions using the past simple or the past continuous. - Copy and complete a diagram with vocabulary related to fact and fiction.

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Complete a text about using the present perfect form of the verbs given. Write questions using the present perfect and ever. Order some words so as to make sentences. Make a writing plan to write a book review following some guidelines. Evaluate the progress done till the moment by completing the writing exercises of the Progress check section.

Language knowledge and use


Linguistic knowledge: Grammar The past simple and past continuous The present perfect Vocabulary Verb collocations with say, tell, make and take Vocabulary related to fact and fiction Pronunciation The pronunciation of ed endings - Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs. - Students also practice their pronunciation in English through the Speaking activities. Learning reflexion: Reading about the English Civil War Listening to a narrative about a fire Writing a book review Talking about tastes in fact and fiction Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

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BASIC COMPETENCES
Basic Competence C1 Linguistic communicative competence. C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communication technologies C5 Social and civil competence. Page SB pages 19-30 Activity All the activities of the unit use the language as an instrument of communication. Evaluation Criteria Show interest in learning English

SB page 24

Students read texts related to the English Civil War. Multi- Rom activities Voices website: http://www.voices.macenglish.com

Express curiosity in learning about history. Feel pleasure in using new technologies in order to revise and extend what the have learnt. Be willing to follow peaceful behaviours. Be willing to help everybody. Show pleasure in learning cultural facts from other countries. Show interest in learning how to learn English. Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities. Enjoy group participation. Show respect for others in the group.

SB page 24 SB page 21

C6

Cultural and artistic competence. The competence of learning to learn. The competence of personal autonomy and initiative. The emotional competence. (Castilla la Mancha)

C7

SB page 24 SB page 25 SB pages 28-29-30

C8

SB page 24

Education for Peace: The importance of understanding that wars are never the right way to solve problems. Moral and civic education: The important role of people involved in avoiding disasters. References to historical enactments. Literary reference to The Count of Monte Cristo. Students read the Language Guide Students complete the Progress Check section evaluating their own work. Initiative to work in pairs. E.g. discussing ways of escaping reality.

C9

SB pages 19-30

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

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Socio cultural aspects and intercultural awareness


Historical enactments The Count of Monte Cristo Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

LITERARY EDUCATION
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Book corner: The Count of Monte Cristo

CROSS-CURRICULAR ITEMS
History: students read texts related to historical enactments. Literature: references to The Count of Monte Cristo.

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES
Consolidation activities: Language Guide Unit 2 Progress Check. Unit 2. Multi-ROM. Unit 2 Extension activities: Extra sections of the TB for Unit 2. Extra sections of the WB: Grammar bank and exercises, Vocabulary bank and Vocabulary plus, Culture today..., Across the curriculum, Wordlist, Irregular verb list

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EVALUATION 2. EVALUATION RESOURCES


Formative evaluation Classroom observation to check both individual and global progress Workbook exercises. Skills: reading, writing, listening exercises Accumulative evaluation Progress Check. Unit 2 Voices Revision 1. (Units 1-3) Workbook Revision and Extension. Unit 2 Unit 2 Test Generator Multi-ROM Exams Multi-ROM - Tests and Exams: Progress Test Standard 2; Progress Test Extra 2; End-of-Term Exam Standard; End-of-Term Exam Extra

2. EVALUATION CRITERIA
Understand the general message of texts about disasters, and identify relevant details in oral messages related with them. (C1, C3, C5, C8) Express himself/herself with fluency and using the write pronunciation intonation in conversations about tastes in fact and fiction. (C1, C3, C5, C8) Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about a historical reenactment of the English Civil War. (C1, C3, C5, C8) Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a book review. (C1, C6, C7, C8) Use consciously his/her linguistic knowledge in order to listen to a narrative about a fire. (C1, C3, C8) Use information and communication technologies in a guided way in order to look for information by doing the website activities. (C1, C4, C7, C8) Analyze social aspects of the Anglo-Saxon countries, by comparing the English Civil War with the own ones. (C1, C3, C5, C8) Identify learning strategies used to progress in the learning process by completing the Progress check 2. (C1, C7, C8)

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UNIT 3 CROSSING CULTURES OBJECTIVES


To review and practise the present perfect with for, since, just, yet and already (C7) To contrast the present perfect with the past simple (C7) To meet and practice the past perfect (C7) To meet and practise verbs related to body language (C1, C5, C6, C7) To meet and practise items in British and American English (C1, C6, C7) To take an English speaking test (C1, C8) To read about an international summer school (C1, C8) To read a British culture test (C1, C6) To listen to a phone conversation in British and American English (C1, C5, C6) To listen to a recording of Rosa taking an English speaking test (C1, C6, C8) To practise asking about activities at specific times in the past (C1, C7) To practise asking and answering questions with How long and for / since (C1, C5, C7) To practise asking about experiences using present perfect and past simple tenses (C1, C5, C7) To practise taking an English speaking test (C1, C7, C8) To review the pronunciation of the initial /h/ (C7) To talk about gestures in their country (C1, C5, C6) To talk about an imaginary day at a summer school (C1, C8) To discuss Citizenship tests. (C1, C5) To write about students language learning experience (C1, C8) To practise time expressions with different tenses (C7) To review the language in unit 3 and earlier by completing simple language exercises. (C1, C7, C8)

CONTENTS Listening
Listen and repeat some words related to body language. Listen to a text and make a list of activities that you ca do at a summer school. Listen and repeat some words paying attention to the American accent. Listen to a phone conversation about New York and answer some questions. Listen and repeat some words so as to practise the pronunciation of the the initial /h/. - Listen to a text about Daisy Miller from Henry James. - Listen to a dialogue about an English speaking test. - Listen to a girl taking an English speaking test and answer some questions. -

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Speaking
Answer some questions about body language. Look at a photo of a reading text and describe the people. Look at the timetable of a summer school and answer some questions. Answer questions with for or since. Ask and answer questions about experiences using the present perfect or the past simple. - Discuss about Citizenship tests in the students own country. - Practise a dialogue about an English speaking test. - Prepare answers for the questions of a speaking test. -

Reading
Read and answer to a quiz about tourism. Match some expressions related to body language with the correct pictures. Look at some words and decide which ones are not parts of the face. Read a text about a summer school and answer some comprehension questions. Read some grammar explanations about the present perfect with for and since. Match some British and American words. Read an e-mail and answer some questions. Read a text about British citizenship and about immigration and emigration and answer some comprehension questions. Find words in the text to match some definitions. Read some grammar explanations about the past perfect. Read and complete a text about Daisy Miller using the correct words given. Read the Language Focus section about tenses and time expressions. Read the instructions for an English speaking test and answer some questions. Read some Useful expressions for an English speaking test. Revise the vocabulary and grammar structures learnt in the unit by reading the Language Guide section.

Writing
Complete some sentences with words related to body language Complete sentences with names from a reading text. Practise words in context by completing sentences with the correct definitions. Complete a text with for and since. Write questions with How long and the present perfect form of the verbs given. Complete sentences with just, yet and already. Write sentences using the present perfect and the words given. Complete some sentences using either the present perfect or the past simple of the verbs given. - Complete a text about New York with the American words given. - Choose the correct words to complete some sentences using the past perfect. - Complete phrases with the past simple or the past perfect. -

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- Complete a text about learning Spanish with the words given. - Complete some sentences with the correct forms of the verbs given paying attention to the tenses. - Make a writing plan to write about their experiences learning English following some guidelines. - Evaluate the progress done till the moment by completing the writing exercises of the Progress check section.

Language knowledge and use


Linguistic knowledge: Grammar The present perfect with for, since, just, yet and already The present perfect vs the past simple The past perfect Vocabulary Verbs related to body language Items in British and American English Pronunciation - The pronunciation of the initial /h/ - Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs. - Students also practice their pronunciation in English through the Speaking activities.

Learning reflexion: Reading about an international summer school Listening to a phone conversation in British and American English Writing about students language learning experience Talking about gestures in their country Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

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BASIC COMPETENCES
Basic Competence C1 Linguistic communicative competence. C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communication technologies C5 Social and civil competence. Page SB pages 31-42 Activity All the activities of the unit use the language as an instrument of communication. Evaluation Criteria Show interest in learning English

SB page 36

References to British culture, and to emigration and immigration. Multi- Rom activities Voices website: http://www.voices.macenglish.com

Express curiosity in learning about other countrys cultures. Feel pleasure in using new technologies in order to revise and extend what the have learnt. Be willing to follow correct social behaviours. Be willing to respect everybody. Show pleasure in learning cultural facts from other countries. Show interest in learning how to learn English. Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities. Enjoy group participation. Show respect for others in the group.

SB page 36

C6

Cultural and artistic competence. The competence of learning to learn. The competence of personal autonomy and initiative. The emotional competence. (Castilla la Mancha)

C7

SB page 35 SB page 37 SB pages 40-41-42

C8

SB page 36

Education for Peace: The importance of citizenship education. Moral and civic education: The importance of respecting everybody regardless of their nationality, language, accent, race, etc. Students read texts related to British and American English. Literary reference to Daisy Miller by Henry James. Students read the Language Guide Students complete the Progress Check section evaluating their own work. Initiative to work in pairs. E.g. discussing Citizenship tests.

C9

SB pages 31-42

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

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Socio cultural aspects and intercultural awareness


The UK: emigration and immigration, a citizenship test Daisy Miller and Henry James Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

LITERARY EDUCATION
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Book corner: Daisy Miller by Henry James

CROSS-CURRICULAR ITEMS
Foreign languages: students read texts related to passing language tests, etc. Literature: references to Daisy Miller by Henry James.

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES
Consolidation activities: Language Guide Unit 3 Progress Check. Unit 3. Multi-ROM. Unit 3 Extension activities: Extra sections of the TB for Unit 3. Extra sections of the WB: Grammar bank and exercises, Vocabulary bank and Vocabulary plus, Culture today..., Across the curriculum, Wordlist, Irregular verb list

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EVALUATION 2. EVALUATION RESOURCES


Formative evaluation Classroom observation to check both individual and global progress Workbook exercises. Skills: reading, writing, listening exercises Accumulative evaluation Progress Check. Unit 3 Voices Revision 1. (Units 1-3) Workbook Revision and Extension. Unit 3 Unit 3 Test Generator Multi-ROM Exams Multi-ROM - Tests and Exams: Progress Test Standard 3; Progress Test Extra 3; End-of-Term Exam Standard; End-of-Term Exam Extra

2. EVALUATION CRITERIA
Understand the general message of texts about languages, and identify relevant details in oral messages related with them. (C1, C3, C5, C8) Express himself/herself with fluency and using the write pronunciation intonation in conversations about an imaginary day at a summer school. (C1, C5, C8) Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about British culture. (C1, C3, C5, C6 C8) Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing about students language learning experience. (C1, C6, C7, C8) Use consciously his/her linguistic knowledge in order to listen to a phone conversation in British and American English. (C1, C3, C6, C8) Use information and communication technologies in a guided way in order to look for information by doing the website activities. (C1, C4, C7, C8) Analyze social aspects of the Anglo-Saxon countries, by comparing British gestures with the own ones. (C1, C3, C5, C8) Identify learning strategies used to progress in the learning process by completing the Progress check 3. (C1, C7, C8)

23

REVISION 1 OBJECTIVES
To play a vocabulary game to review and practise vocabulary from the first four units (Starter-3). To review language introduced in units 1-3. To read about James Joyce. To listen to a tour guide talking about Bram Stoker. To talk about literature and Ireland. To do a project about Ireland. To review and practise the present simple and continuous, the past simple and continuous, the present perfect, the past perfect and relative pronouns by completing information about Ireland. To read and complete a fact file about a band, then answer questions. To read and listen to a song, using it to practise language from the term.

CONTENTS Listening
Listen to a tour guide talking about a famous Irish writer and choose the correct answers. Listen to the song Thats not my name and answer some questions.

Speaking
Play a vocabulary game with the items seen in the last three units. Work in pairs asking and answering questions about literature. Sing the song Thats not my name.

Reading
Read a text about James Joyce and answer some comprehension questions. Read a fact file of the band Ting Tings and answer some questions. Find some phrases in a song and decide whether they are present simple or continuous. Answer to true-false questions about the song Thats not my name.

Writing
Do a Project about Ireland following the teachers instructions. Complete a text about St Patricks Day using either the present simple or the present continuous. Complete some phrases using either the past simple or the past continuous. Complete some phrases using either the past simple or the present perfect. Complete sentences with the past perfect form of the verbs given.

24

verbs

Complete sentences with who, which or where. Find and correct the errors in some sentences. Complete a fact file with the past simple or present perfect form of the given.

Language knowledge and use


Linguistic knowledge: Grammar (revision) Questions with be, have got, there is/there are, can, and do. Present simple and expressions of frequency. Quantity Comparatives and superlatives. The present simple and the present continuous The relative pronouns who, which and where The order of adjectives The past simple and past continuous The present perfect The present perfect with for, since, just, yet and already The present perfect vs the past simple The past perfect Vocabulary (revision) Verbs, nouns, adjectives, adverbs and prepositions Materials and patterns Compound nouns related to fashion accessories Verb collocations with say, tell, make and take Vocabulary related to fact and fiction Verbs related to body language Items in British and American English Pronunciation Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs. Students also practice their pronunciation in English through the Speaking activities.

Learning reflexion: Sing the song Thats not my name. Doing a Project about Ireland. Review the students progress Appreciate working in groups as a means of personal enrichment.

25

BASIC COMPETENCES
Basic Competence C1 Linguistic communicative competence. C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. Page SB pages 43-46 Activity All the activities of the unit use the language as an instrument of communication. Evaluation Criteria Show interest in learning English

SB page 44

SB page 45 C4 Competence in information and communication technologies Social and civil competence. Cultural and artistic competence. The competence of learning to learn. The competence of personal autonomy and initiative. The emotional competence. (Castilla la Mancha) SB page 43-46 SB page 46 SB page 44 SB pages 43-46 SB page 44

Students must do a Project about Ireland where they need to find out about geographical places, famous historical people, etc. They also read a text about St. Patricks Day. Multi- Rom activities Voices website: http://www.voices.macenglish.com Leisure education: The importance of travelling so as to broaden ones mind. The students listen to the song Thats not my name. References to James Joyce. Students do the activities of this revision section in order to revise what they have learnt in the last three units. Initiative to work in pairs. E.g. discussing about Ireland.

Express curiosity in learning geographical, historical and social facts about Ireland Feel pleasure in using new technologies in order to revise and extend what the have learnt in the unit. Be happy to travel and meeting other cultures as a source of pleasure. Show pleasure in learning famous songs. Show interest in learning how to learn English. Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities. Enjoy group participation. Show respect for others in the group.

C5

C6

C7

C8

C9

SB pages 43-46

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

Socio cultural aspects and intercultural awareness


26

References to Ireland: culture, literature, history, etc. Reference to St. Patricks Day. Reference to James Joyce. Interest in revising English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

LITERARY EDUCATION
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Reading texts: James Joyce / St. Patricks Day. Song: Thats not my name.

CROSS-CURRICULAR ITEMS
Literature: Students read about James Joyce. Art: Students make a Project abut Ireland, following some instructions. Music: Students sing the song: Thats not my name.

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

27

MIXED-ABILITY ACTIVITIES
Consolidation activities: Multi-ROM. Revision 1 Extension activities: Irregular verbs list. Project. Extra sections of the TB

EVALUATION 1. EVALUATION RESOURCES


Accumulative evaluation Voices Revision 1 (Units Starter-3)

2. EVALUATION CRITERIA
Understand the general message of texts about James Joyce and Ireland, and identify relevant details in oral messages related with them. Express himself/herself with fluency and using the write pronunciation intonation in conversations about literature. Recognise the general idea and be able to get specific information of written texts coming from different sources such as songs. Use consciously his/her linguistic knowledge in order to listen to people talking about Ireland. Use information and communication technologies in a guided way in order to look for information by doing the website activities. Analyze social aspects of the Anglo-Saxon countries, by comparing Irish culture and history with our own one. Identify learning strategies used to progress in the learning process by completing this grammar and vocabulary revision.

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UNIT 4 WHAT NEXT? OBJECTIVES


To review, contrast and practise the future tenses (will, be going to and present continuous) (C7) To meet, review and practise using gerunds and infinitives (C7) To meet and practise vocabulary related to different job sectors (C5, C7) To meet and practise words and expression related to personal qualities (C5, C7) To talk about plans (C1, C5, C7) To arrange an interview (C1, C5, C7) To read a text on options for people of 16+ (C5) To read and do a quiz on personality types and attitudes to work (C5) To listen to a job interview (C5) To listen to a recording of someone calling Liam to ask him for interview (C1, C5) To practise talking about plans in the present continuous (C1, C5, C7) To practise arranging an interview (C1, C5, C7) To talk about the job sectors they prefer (C1, C5) To talk about the options available to over 16s in their country (C1, C5) To discuss work experience. (C1, C5) To write a formal job application (C1, C5, C7) To practise the lay out of formal letters and some useful expressions (C1, C5, C7) To review the language in unit 4 and earlier by completing simple language exercises. (C1, C7, C8)

CONTENTS Listening
- Listen and repeat some words related to job sectors. - Listen to a text about choices for teenagers over 16, and answer some questions. - Listen and repeat some sentences so as to practise the pronunciation of the fast speech. - Listen and repeat some expressions related to personal qualities. - Listen to a job interview and answer some questions. - Listen and complete the missing information of an application form. - Listen to a quiz about possible work experiences and answer some questions giving personal opinions. - Listen to a text about Pride and Prejudice by Jane Austen. - Listen and repeat a phone conversation making arrangements for an interview, and answer some questions. - Listen to another phone conversation and answer some questions.

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Speaking
Ask and answer questions about job sectors. Discuss with a partner about choices for teenagers over 16. In pairs, ask and answer questions using the present continuous for future. Ask and answer some questions related to jobs for their future. Talk about possible work experiences for the future giving personal opinions, and comparing them with their classmates. - Discuss about the advantages and disadvantages of work experience. - Answer some questions about the organisation of formal letters. - Practise a phone conversation making arrangements for an interview. -

Reading
Read and answer to a quiz about work experience amongst British young people. Read and check the meaning of some words related to work. Read a note about compound adjectives. Read a text about choices for teenagers over 16,and answer some comprehension questions. Read some grammar explanations about the use of will, be going to and the present continuous for future. Read a girls New Years resolutions and write related sentences with be going to. Read and check the meaning of some expressions related to personal qualities. Read three job vacancies and discuss about it. Read and answer to a quiz about possible work experiences. Read some grammar explanations about gerunds and infinitives. Read a job advert and an application letter and answer some questions. Read the Language Focus section about the organisation of formal letters. Match the parts of some formal letter phrases and translate them into their own language. Read some Useful expressions for making arrangements. Revise the vocabulary and grammar structures learnt in the unit by reading the Language Guide section.

Writing
- Complete some sentences with words related to job sectors. - Complete some sentences with words from a text about choices for teenagers over 16. - Practise words in context by finding compound adjectives in the reading text. - Complete a text with will or wont and the verbs given. - Write predictions about their own future. - Write New Years resolutions using be going to. - Write questions using the present continuous for future.

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- Complete some sentences using either the gerund or the infinitive form of the verbs given. - Complete a text about Pride and Prejudice using either the gerund or the infinitive form of the verbs given. - Make a writing plan to write an application letter for a job following some guidelines. - Evaluate the progress done till the moment by completing the writing exercises of the Progress check section.

Language knowledge and use


Linguistic knowledge: Grammar - the future tenses (will, be going to and present continuous) - gerunds and infinitives Vocabulary - vocabulary related to different job sectors - words and expression related to personal qualities Pronunciation - The pronunciation of the fast speech. - Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs. - Students also practice their pronunciation in English through the Speaking activities.

Learning reflexion: Reading about options for people of 16+ Listening to a to a job interview Writing a formal job application Talking about job sectors Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

31

BASIC COMPETENCES
Basic Competence C1 Linguistic communicative competence. C2 Mathematical competence. C3 Page SB pages 47-58 SB page 47 Activity All the activities of the unit use the language as an instrument of communication. Students need to analyse some percentages related to British cultural items. References to different job sectors and work experience. Multi- Rom activities Voices website: http://www.voices.macenglish.com Education for Sexual Equality: The importance of accepting that both men and women can do any type of job. Moral and civic education: The importance of respecting everybody regardless of their personal qualities. Students read texts related to options for people of 16+. Literary reference to Pride and Prejudice by Jane Austen. Students read the Language Guide Students complete the Progress Check section evaluating their own work. Initiative to work in pairs. E.g. discussing about work experiences. Evaluation Criteria Show interest in learning English Be able to use mathematical concepts in English. Express curiosity in learning about jobs. Feel pleasure in using new technologies in order to revise and extend what the have learnt. Be willing to fight for sexual equality in all fields. Be willing to respect everybody. Show pleasure in learning cultural facts from other countries. Show interest in learning how to learn English. Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities. Enjoy group participation. Show respect for others in the group.

C4

Knowledge of SB pages and interaction 48, 49 with the physical world. Competence in information and communication technologies Social and civil competence. SB pages 47-58 SB page 51

C5

C6

Cultural and artistic competence. The competence of learning to learn. The competence of personal autonomy and initiative. The emotional competence. (Castilla la Mancha)

SB page 49 SB page 53 SB pages 56-57-58

C7

C8

SB page 52

C9

SB pages 47-58

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

32

33

Socio cultural aspects and intercultural awareness


The UK: options for people of 16+ Work experience Pride and Prejudice and Jane Austen Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

LITERARY EDUCATION
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Book corner: Pride and Prejudice by Jane Austen

CROSS-CURRICULAR ITEMS
Social Science: the world of work. Literature: references to Pride and Prejudice by Jane Austen.

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES
Consolidation activities: Language Guide Unit 4 Progress Check. Unit 4. Multi-ROM. Unit 4 Extension activities: Extra sections of the TB for Unit 4. Extra sections of the WB: Grammar bank and exercises, Vocabulary bank and Vocabulary plus, Culture today..., Across the curriculum, Wordlist

34

Irregular verb list

EVALUATION 2. EVALUATION RESOURCES


Formative evaluation Classroom observation to check both individual and global progress Workbook exercises. Skills: reading, writing, listening exercises Accumulative evaluation Progress Check. Unit 4 Voices Revision 2. (Units 4-6) Workbook Revision and Extension. Unit 4 Unit 4 Test Generator Multi-ROM Exams Multi-ROM - Tests and Exams: Progress Test Standard 4; Progress Test Extra 4; End-of-Term Exam Standard; End-of-Term Exam Extra

2. EVALUATION CRITERIA
Understand the general message of texts about work and job sectors, and identify relevant details in oral messages related with them. (C1, C3, C5, C8) Express himself/herself with fluency and using the write pronunciation intonation in conversations about the job sectors they prefer . (C1, C3, C5, C8) Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about options for people of 16+ . (C1, C3, C6, C8) Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing formal job applications. (C1, C3, C6, C7, C8) Use consciously his/her linguistic knowledge in order to listen to a job interview . (C1, C3, C5, C8) Use information and communication technologies in a guided way in order to look for information by doing the website activities. (C1, C4, C7, C8) Analyze social aspects of the Anglo-Saxon countries, by comparing the options available to over 16s in Britain with the own ones. (C1, C3, C5, C8) Identify learning strategies used to progress in the learning process by completing the Progress check 4. (C1, C7, C8)

35

UNIT 5 OUR CHANGING WORLD OBJECTIVES


To review, contrast and practise the first and second conditionals (C7) To meet and practise the third conditional (C7) To meet and practise vocabulary related to 21st century issues (C1, C3, C5, C7) to meet and practise verbs and nouns related to the environment. (C1, C3, C5, C7) To read a text on the fact and fiction of floods in London (C3) To read about vegetarianism and food issues (C3, C5) To listen to a presentation about oil (C3) To listen to a recording of Ruth apologizing to Liam (C5) To practise asking and answering questions in the conditional forms (C1, C5, C7) To practise apologising (C1, C5, C7) To practise intonation in conditional sentences (C7) To talk about some issues, particularly the effects of global warming (C1, C3, C5) To talk about improving the local environment (C1, C3, C5) To discuss food-related issues (C1, C5) To write a for and against essay (C1, C5) To practise linkers of contrast and addition. (C7) To review the language in unit 5 and earlier by completing simple language exercises. (C1, C7, C8)

CONTENTS Listening
Listen and repeat some words related to 21st century issues. Listen to a text about floods and complete a summary with the words given. Listen and repeat some sentences so as to practise intonation. Listen to a presentation about oil and answer some questions. Listen to a text about I, Robot by Isaac Asimov. Listen to a dialogue about a day trip, paying attention to the use of expressions for apologizing. - Listen to another dialogue and answer to true/false questions about it. -

Speaking
- Answer questions about environmental issues. - Look at some pictures related to natural disasters and discuss about them being fact or fiction. - Discuss about environmental effects in the future answering some questions. - Ask and answer questions using conditional sentences. - Answer some questions about recycling and about improving our environment. - Ask and answer questions about vegetarianism in their country.

36

- Practise a dialogue using expressions for apologizing.

Reading
Read and answer to a quiz about environmental issues. Match some pictures with vocabulary related to 21st century issues. Match some vocabulary related to 21st century issues with the correct definitions. Look at some words related to world problems and pay attention to noun suffixes. Read a text about floods, and answer some true/false questions. Read some grammar explanations about the first and second conditionals. Find some verbs related to the environment in several reading texts and translate them into their own language. Read a note about noun suffixes and practise them through an exercise. Read a text about vegetarianism in Britain and match each paragraph with the appropriate heading. Find words in the reading text to match some definitions. Answer to true/false sentences related to the reading text. Read some grammar explanations about the third conditional. Read an essay about cloning and find arguments for and against this practise. Read the Language Focus section about linkers of contrast and addition. Look at a calendar and make questions using some question words: when, where, who, what. Read some Useful expressions for apologising. Revise the vocabulary and grammar structures learnt in the unit by reading the Language Guide section.

Writing
- Copy and complete a table with vocabulary related to types of energy. - Practise words in context by matching some expressions from the reading text. - Complete some first conditional sentences with the correct form of the verbs given. - Complete second conditional sentences with the correct form of the verbs given. - Choose the correct words to complete some conditional phrases. - Complete some conditional questions with the appropriate words. - Copy and complete a table with nouns and verbs related to the environment. - Find third conditional sentences in a reading text and complete them with the missing verbs. - Complete some third conditional sentences with the correct form of the verbs given. - Complete some third conditional sentences with their own ideas. - Complete a text about I, Robot with the correct conditional form of the verbs given. - Choose the correct linkers of contrast and addition to complete some phrases. - Make a writing plan to write an essay about Genetically modified food following some guidelines.

37

- Evaluate the progress done till the moment by completing the writing exercises of the Progress check section.

Language knowledge and use


Linguistic knowledge: Grammar - The first and second conditionals - The third conditional Vocabulary - Vocabulary related to 21st century issues - Verbs and nouns related to the environment Pronunciation - Intonation in conditional sentences - Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs. - Students also practice their pronunciation in English through the Speaking activities.

Learning reflexion: Reading about vegetarianism and food issues Listening to a presentation about oil Writing a for and against essay Talking about improving the local environment Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

38

BASIC COMPETENCES
Basic Competence C1 Linguistic communicative competence. C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communication technologies Social and civil competence. SB pages 60-61 SB page 64 C6 Cultural and artistic competence. The competence of learning to learn. The competence of personal autonomy and initiative. The emotional competence. (Castilla la Mancha) SB page 60 SB page 65 SB page 68-69-70 Page SB pages 59-70 Activity All the activities of the unit use the language as an instrument of communication. Evaluation Criteria Show interest in learning English

SB pages 60-61

References to environmental problems, global warming, floods, etc Students also talk about foodrelated issues. Multi- Rom activities Voices website: http://www.voices.macenglish.com Environmental Education: The importance of taking care and protecting the environment. Health education: The importance of having a balanced diet in order to be healthy. Students read texts related to 21st Century issues. Literary reference to I, Robot by Isaac Asimov. Students read the Language Guide Students complete the Progress Check section evaluating their own work. Initiative to work in pairs. E.g. discussing about food-related issues.

Express curiosity in learning about the environment and about food. Feel pleasure in using new technologies in order to revise and extend what the have learnt. Be willing to protect the environment. Be willing to follow healthy habits. Show pleasure in learning cultural facts from other countries. Show interest in learning how to learn English. Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities. Enjoy group participation. Show respect for others in the group.

C5

C7

C8

SB page 64

C9

SB pages 59-70

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

39

Socio cultural aspects and intercultural awareness


21st Century issues (renewable energy, recycling etc) The UK: vegetarians I, Robot by Isaac Asimov Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

LITERARY EDUCATION
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Book corner: I, Robot by Isaac Asimov

CROSS-CURRICULAR ITEMS
Natural Science: 21st Century issues; environmental issues. Healthy food. Literature: references to I, Robot by Isaac Asimov.

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES
Consolidation activities: Language Guide Unit 5 Progress Check. Unit 5. Multi-ROM. Unit 5 Extension activities: Extra sections of the TB for Unit 5. Extra sections of the WB: Grammar bank and exercises, Vocabulary bank and Vocabulary plus, Culture today..., Across the curriculum, Wordlist,

40

Irregular verb list

EVALUATION 2. EVALUATION RESOURCES


Formative evaluation Classroom observation to check both individual and global progress Workbook exercises. Skills: reading, writing, listening exercises Accumulative evaluation Progress Check. Unit 5 Voices Revision 2. (Units 4-6) Workbook Revision and Extension. Unit 5 Unit 5 Test Generator Multi-ROM Exams Multi-ROM - Tests and Exams: Progress Test Standard 5; Progress Test Extra 5; End-of-Term Exam Standard; End-of-Term Exam Extra

2. EVALUATION CRITERIA
Understand the general message of texts about vegetarianism and food issues, and identify relevant details in oral messages related with them. (C1, C3, C5, C8) Express himself/herself with fluency and using the write pronunciation intonation in conversations about the effects of global warming. (C1, C3, C5, C8) Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about floods in London. (C1, C3, C5, C8) Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a for and against essay . (C1, C5, C6, C7, C8) Use consciously his/her linguistic knowledge in order to listen to a presentation about oil. (C1, C3, C8) Use information and communication technologies in a guided way in order to look for information by doing the website activities. (C1, C4, C7, C8) Analyze social aspects of the Anglo-Saxon countries, by comparing vegetarianism and food issues in Britain with the own experience. (C1, C3, C5, C8) Identify learning strategies used to progress in the learning process by completing the Progress check 5. (C1, C7, C8)

41

UNIT 6 EXPRESS YOURSELF OBJECTIVES


To meet, review and practise the affirmative, negative and question forms of the passive. (C7) To meet and practise vocabulary related to the visual arts (C1, C6, C7) To meet and practise nouns as adjective describing materials (C1, C3) To ask for and give an opinion (on artworks) (C1, C5, C7) To read a text on an unusual graffiti project (C5, C6) To read about the Turner Prize and three of the winners (C6) To listen to a radio announcement about a festival (C6) To listen to a recording of Ruth and Rosa discussing an artwork (C5, C6) To practise asking for and giving opinions on art (C1, C5, C6) To practise weak forms was and were (C7) To talk about graffiti (C1, C5, C6) To discuss artworks (C1, C6) To write a description of an artwork (C1, C6) To practise using synonyms for style. (C1, C7) To review the language in unit 6 and earlier by completing simple language exercises. (C1, C7, C8)

CONTENTS Listening
- Listen and repeat some words related to visual arts. - Listen to a text about graffiti and answer some questions. - Listen to a radio announcement about a festival of sand and sculpture and complete the missing information. - Listen and answer some comprehension questions about a festival of sand and sculpture. - Listen to some adjectives used to describe materials - Listen and repeat some sentences so as to practise the pronunciation of the weak forms was and were - Listen to a text about The Picture of Dorian Gray by Oscar Wilde. - Listen and repeat a dialogue of two girls in an art gallery. - Listen to another conversation in a gallery shop and correct the answers.

Speaking
Look at some pictures and discuss about the type of art they like. Express their own opinions about graffiti. Look at a picture and discuss about a festival of sand and sculpture. Discuss about a controversial art competition. Prepare and practise a dialogue in an Art gallery including useful expressions to ask for and give opinions. 42

Reading
- Read and answer to a quiz about Art. - Read and decide whether some adjectives are positive or negative, using them to describe artworks. - Read a text about graffiti and match the paragraphs with the appropriate headings. - Practise words in context by finding idioms in a reading text and matching them with the correct definitions. - Answer to true/false questions related to a text about graffiti and find evidence in the text. - Read some grammar explanations about the passive: affirmative and negative. - Read a note about nouns and adjectives used to describe materials. - Read a text about the Turner Prize and answer some comprehension questions. - Read some grammar explanations about passive questions. - Read a text about an artist and answer some related questions. - Read a text with the description of a work of art and replace some words by their synonyms. - Read the Language Focus section about word choice. - Look at the information of a Modern Art gallery and answer some questions. - Read about Useful Expressions to ask for and give opinions. - Revise the vocabulary and grammar structures learnt in the unit by reading the Language Guide section.

Writing
- Complete some sentences with vocabulary related to visual arts. - Write some questions for the answers given, related to a reading text about graffiti. - Choose the correct active or passive form of the verbs given to complete some sentences. - Complete a text about 21st century gargoyles using the past simple passive form of the verbs given. - Complete some sentences about a photography competition with the future passive form of the verbs given. - Change some sentences from active to passive. - Complete some descriptions with the correct adjectives used to describe materials. - Find nouns used to describe materials to match some definitions. - Write words in the correct order so as to make passive questions. - Choose the correct active or passive alternatives to complete a text about The Picture of Dorian Gray. - Rewrite some sentences using the words given. - Make a writing plan to write a description of a work of art following some guidelines.

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- Evaluate the progress done till the moment by completing the writing exercises of the Progress check section.

Language knowledge and use


Linguistic knowledge: Grammar - the affirmative, negative and question forms of the passive Vocabulary - vocabulary related to the visual arts - nouns as adjective describing materials Pronunciation - Weak forms was and were - Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs. - Students also practice their pronunciation in English through the Speaking activities.

Learning reflexion: Reading about graffiti Listening to a radio announcement about a festival Writing a description of an artwork Talking about artworks Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

44

BASIC COMPETENCES
Basic Competence C1 Linguistic communicative competence. C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communication technologies C5 Social and civil competence. Page SB pages 71-82 Activity All the activities of the unit use the language as an instrument of communication. Evaluation Criteria Show interest in learning English

SB page 73

References to Kelburn castle in Scotland. Multi- Rom activities Voices website: http://www.voices.macenglish.com

Be willing to learn about geography in English. Feel pleasure in using new technologies in order to revise and extend what the have learnt. Be willing to behave in a correct way. Be willing to respect everybody. Show pleasure in learning cultural facts from other countries.

SB page 73 SB page 79

C6

Cultural and artistic competence.

SB pages 71-82 SB page 77

C7

The competence of learning to learn. The competence of personal autonomy and initiative. The emotional competence. (Castilla la Mancha)

SB pages 80-81-82

C8

SB page 76

Moral and Civic Education: The importance of respecting public places and not doing graffiti anywhere. Education for Peace: The importance of respecting other peoples likes related to Art. The whole unit is devoted to talk about artworks, graffiti, visual arts, etc. Literary reference to The Picture of Dorian Gray by Oscar Wilde. Students read the Language Guide Students complete the Progress Check section evaluating their own work. Initiative to work in pairs. E.g. discussing about artworks.

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

C9

SB pages 71-82

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

45

Socio cultural aspects and intercultural awareness


Graffiti; The Turner Prize; The Picture of Dorian Gray by Oscar Wilde Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

LITERARY EDUCATION
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Book corner: The Picture of Dorian Gray by Oscar Wilde

CROSS-CURRICULAR ITEMS
Art: The whole unit is devoted to talk about artworks, graffiti, visual arts, etc. Literature: references to The Picture of Dorian Gray by Oscar Wilde.

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES
Consolidation activities: Language Guide Unit 6 Progress Check. Unit 6. Multi-ROM. Unit 6 Extension activities: Extra sections of the TB for Unit 6. Extra sections of the WB: Grammar bank and exercises, Vocabulary bank and Vocabulary plus, Culture today..., Across the curriculum, Wordlist,

46

Irregular verb list

EVALUATION 2. EVALUATION RESOURCES


Formative evaluation Classroom observation to check both individual and global progress Workbook exercises. Skills: reading, writing, listening exercises Accumulative evaluation Progress Check. Unit 6 Voices Revision 2. (Units 4-6) Workbook Revision and Extension. Unit 6 Unit 6 Test Generator Multi-ROM Exams Multi-ROM - Tests and Exams: Progress Test Standard 6; Progress Test Extra 6; End-of-Term Exam Standard; End-of-Term Exam Extra

2. EVALUATION CRITERIA
Understand the general message of texts about visual arts, and identify relevant details in oral messages related with them. (C1, C3, C6, C8) Express himself/herself with fluency and using the write pronunciation intonation in conversations about graffiti. (C1, C5, C6, C8) Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about an unusual graffiti project . (C1, C5, C6, C8) Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a description of an artwork. (C1, C5, C6, C7, C8) Use consciously his/her linguistic knowledge in order to listen to a radio announcement about a festival. (C1, C6, C8) Use information and communication technologies in a guided way in order to look for information by doing the website activities. (C1, C4, C7, C8) Analyze social aspects of the Anglo-Saxon countries, by comparing artworks in Britain with the own ones. (C1, C3, C5, C6, C8) Identify learning strategies used to progress in the learning process by completing the Progress check 6. (C1, C7, C8)

47

REVISION 2 OBJECTIVES
To play a vocabulary game to review and practise vocabulary from units 4-6. To review language introduces in units 4-6. To read about an indigenous Australian artist, Biggibilla, and answer questions. To listen to two people talking about their travel plans. To talk about Art. To do a project about Australia. To review and practise the future senses, gerunds and infinitives, the conditionals and the passive form by completing exercises about Australia. To read and complete a fact file about a band. To read and listen to a song, using it to practise language from the term.

CONTENTS Listening
Listen to two people talking about travel plans and choose the correct answers. Listen to the song Young Folks and answer some questions. Listen and order the lines of the chorus of the song.

Speaking
their Play a vocabulary game with the items seen in the last three units. Work in pairs asking and answering questions about Art and artists in own countries. Sing the song Young Folks.

Reading
Read a text about Australian aboriginal art and answer some comprehension questions. Read a fact file of the band Peter, Bjorn and John and answer some questions. Match some definitions with phrases from a song. Look at some phrases from the song Young Folks and match them to the correct verb tense.

Writing
Do a Project about Australia following the teachers instructions. Transform some future sentences into negative ones. Complete a text with the gerund or infinitive form of the verbs given. Complete some conditional sentences with the appropriate verb forms. Complete a text about the Sydney Opera House with the correct verbs. Rewrite some present, past and future sentences into the passive. Find and correct the errors in some phrases. 48

Complete a fact file with the past simple active or passive form of the verbs given.

Language knowledge and use


Linguistic knowledge: Grammar (revision) The future tenses (will, be going to and present continuous) Gerunds and infinitives The first and second conditionals The third conditional The affirmative, negative and question forms of the passive Vocabulary (revision) Vocabulary related to different job sectors Words and expression related to personal qualities Vocabulary related to 21st century issues Verbs and nouns related to the environment Vocabulary related to the visual arts - Nouns as adjective describing materials Pronunciation Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs. Students also practice their pronunciation in English through the Speaking activities.

Learning reflexion: Sing the song Young Folks. Doing a Project about Australia. Review the students progress Appreciate working in groups as a means of personal enrichment.

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BASIC COMPETENCES
Basic Competence C1 Linguistic communicative competence. C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. Page SB pages 83-86 Activity All the activities of the unit use the language as an instrument of communication. Evaluation Criteria Show interest in learning English

SB page 84

SB page 85 C4 Competence in information and communication technologies Social and civil competence. Cultural and artistic competence. The competence of learning to learn. The competence of personal autonomy and initiative. The emotional competence. (Castilla la Mancha) SB page 83-86 SB page 86 SB page 84 SB pages 83-86 SB page 84

Students must do a Project about Australia where they need to find out about geographical places, animals, famous present-day Australians, etc. They also read about the Sydney Opera House Multi- Rom activities Voices website: http://www.voices.macenglish.com Leisure education: The importance of travelling so as to broaden ones mind. The students listen to the song Young Folks. They also read a text about Australian aboriginal art. Students do the activities of this revision section in order to revise what they have learnt in the last three units. Initiative to work in pairs. E.g. discussing about art.

Express curiosity in learning geographical, historical and social facts about Australia.

C5

C6

Feel pleasure in using new technologies in order to revise and extend what the have learnt in the unit. Be happy to travel and meeting other cultures as a source of pleasure. Show pleasure in learning famous songs. Show interest in learning how to learn English. Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities. Enjoy group participation. Show respect for others in the group.

C7

C8

C9

SB pages 83-86

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

Socio cultural aspects and intercultural awareness


50

References to Australia: culture, aboriginal art, buildings, etc. Interest in revising English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

LITERARY EDUCATION
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Reading text: Aboriginal Art: from the Ancient to the Modern. Song: Young Folks.

CROSS-CURRICULAR ITEMS
Art: Students make a Project abut Australia, following some instructions. Music: Students sing the song: Young Folks.

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES
Consolidation activities: Multi-ROM. Revision 2 Extension activities: Irregular verbs list. Project. Extra sections of the TB

51

EVALUATION 1. EVALUATION RESOURCES


Accumulative evaluation Voices Revision 2 (Units 4-6)

2. EVALUATION CRITERIA
Understand the general message of texts about Australian art, and identify relevant details in oral messages related with them. Express himself/herself with fluency and using the write pronunciation intonation in conversations about art and artists. Recognise the general idea and be able to get specific information of written texts coming from different sources such as songs. Use consciously his/her linguistic knowledge in order to listen to people talking about travel plans. Use information and communication technologies in a guided way in order to look for information by doing the website activities. Analyze social aspects of the Anglo-Saxon countries, by comparing Australian culture and art with our own one. Identify learning strategies used to progress in the learning process by completing this grammar and vocabulary revision.

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UNIT 7 AGAINST THE ODDS OBJECTIVES


To meet, review and practise modals of obligation, prohibition and ability (C5, C7) To meet and practise modals of deduction and possibility (C5, C7) To meet and practise vocabulary related to fears and phobias (C1, C3, C7) To meet and practise nouns and verbs related to the senses (C1, C3) To ask for permission (C1, C5, C7) To read a text on an urban climber (C6) To read about dyslexia (C5) To listen to a dialogue with a disabled teenage athlete (C5) To listen to a recording of Ruth asking her mother for permission to go out (C5) To practise asking for permission (C1, C5, C7) To practise the initial /s/ +consonant (C7) To talk about fears and phobias (C1, C3, C5) To discuss urban climbing and Alain Robert (C1, C5) To discuss the problems certain people might face at school (C1, C5) To write a biography (C1, C6) To practise using expressions of time and sequence (C7) To review the language in unit 7 and earlier by completing simple language exercises. (C1, C7, C8)

CONTENTS Listening
- Listen and repeat some words related to fears and phobias. - Listen and repeat some words and sentences so as to practise the pronunciation of the initial /s/ +consonant. - Listen to a text about a climber and answer some questions. - Listen to a dialogue with an athlete and answer some comprehension questions. - Put some sentences in the correct order after listening to a dialogue. - Listen to a text about The Secret Garden by Frances Hodgson Burnett. - Listen to a recorded message and complete a cinema information. - Listen and repeat a dialogue of a girl asking her mother for permission. - Listen to another conversation asking for permission and choose the correct answers.

Speaking
- Ask and answer questions about fears and phobias. - Discuss with a partner about fears, phobias and personal achievements. - Answer some questions about helping and improving the situation of people with disabilities. - In pairs, ask and answer questions about dyslexia.

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- Prepare and practise a dialogue including useful expressions to ask for permission.

Reading
- Read and answer to a quiz about fears and achievements. - Look at some adjectives + prepositions and find synonyms. - Read a summary of a text about a climber and choose the correct words to fill in the gaps. - Read a text and write questions for some answers. - Practise words in context by finding words in a reading text and matching them with the correct definitions. - Answer some comprehension questions about the reading text. - Read some grammar explanations about the modals of obligation, prohibition and ability. - Match some pictures with the correct five senses. - Match some questions and answers about the five senses. - Read a text about dyslexia and answer some comprehension questions. - Match some paragraphs of the reading text to the correct headings. - Read some grammar explanations about modals of deduction and possibility. - Read a biography of Keira Knightley and answer some questions. - Read the Language Focus section about expressions of time and sequence. - Read about Useful Expressions to ask for permission. - Revise the vocabulary and grammar structures learnt in the unit by reading the Language Guide section.

Writing
Write sentences with vocabulary related to fears and phobias. Complete some sentences with can, must, have to, dont have to. Choose the correct modal verbs to complete some. Complete sentences about themselves using modal verbs of obligation, prohibition and ability. Look at a table and translate some examples with modal verbs into their own language. Complete a text about a climber with the appropriate modal verbs of obligation, prohibition and ability. Complete some phrases with could, couldnt, had to or didnt have to. Complete a table with the correct verbs related to the five senses. Complete sentences about the five senses with their own ideas. Choose the correct modal verbs of deduction and possibility to complete some sentences. Complete some phrases with might, must or cant. Choose the correct modal verbs of deduction and possibility to complete a text about the book The Secret Garden. Choose the correct expressions of time and sequence to complete a text about Orlando Bloom.

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- Make a writing plan to write a biography of the singer Daniel Powter following some guidelines. - Evaluate the progress done till the moment by completing the writing exercises of the Progress check section.

Language knowledge and use


Linguistic knowledge: Grammar - modals of obligation, prohibition and ability - modals of deduction and possibility Vocabulary - vocabulary related to fears and phobias - nouns and verbs related to the senses Pronunciation - The initial /s/ +consonant - Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs. - Students also practice their pronunciation in English through the Speaking activities.

Learning reflexion: Reading about an urban climber Listening to a dialogue with a disabled teenage athlete Writing a biography Talking about fears and phobias Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

55

BASIC COMPETENCES
Basic Competence C1 Linguistic communicative competence. C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communication technologies C5 Social and civil competence. Page SB pages 87-98 Activity All the activities of the unit use the language as an instrument of communication. Evaluation Criteria Show interest in learning English

SB page 92 SB page 91

Students read texts related to dyslexia. They also talk about the senses. Multi- Rom activities Voices website: http://www.voices.macenglish.com Moral and Civic Education: The importance of showing respect and admiration towards disabled people who manage to have a normal life and even practice sports. Health Education: The importance of practicing sports such as climbing in order to be healthy. Literary reference to The Secret Garden by Frances Hodgson Burnett. References to actors such as Keira Knightley and Orlando Bloom. Students read the Language Guide Students complete the Progress Check section evaluating their own work. Initiative to work in pairs. E.g. discussing about the problems certain people might face at school. Students learn to work in groups respecting each other and admitting both their own success and their classmates.

Express curiosity in learning about the senses. Feel pleasure in using new technologies in order to revise and extend what the have learnt. Be willing to respect everybody.

SB page 87, 91, 92.

SB page 89 C6 Cultural and artistic competence. SB page 93 SB page 94 C7 The competence of learning to learn. The competence of personal autonomy and initiative. The emotional competence. (Castilla la Mancha) SB pages 96-97-98

Be willing to follow healthy habits. Show pleasure in learning cultural facts from other countries.

Show interest in learning how to learn English.

C8

SB page 92

C9

SB pages 87-98

Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities. Enjoy group participation. Show respect for others in the group. 56

Socio cultural aspects and intercultural awareness


Dyslexia; The Secret Garden by Frances Hodgson Burnett Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

LITERARY EDUCATION
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Book corner: The Secret Garden by Frances Hodgson Burnett

CROSS-CURRICULAR ITEMS
Social science: Students talk about the senses and read texts related to dyslexia. Literature: references to The Secret Garden by Frances Hodgson Burnett.

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES
Consolidation activities: Language Guide Unit 7 Progress Check. Unit 7. Multi-ROM. Unit 7 Extension activities: Extra sections of the TB for Unit 7. Extra sections of the WB: Grammar bank and exercises, Vocabulary bank and Vocabulary plus, Culture today..., Across the curriculum, Wordlist,

57

Irregular verb list

EVALUATION 2. EVALUATION RESOURCES


Formative evaluation Classroom observation to check both individual and global progress Workbook exercises. Skills: reading, writing, listening exercises Accumulative evaluation Progress Check. Unit 7 Voices Revision 3. (Units 7-9) Workbook Revision and Extension. Unit 7 Unit 7 Test Generator Multi-ROM Exams Multi-ROM - Tests and Exams: Progress Test Standard 7; Progress Test Extra 7; End-of-Term Exam Standard; End-of-Term Exam Extra

2. EVALUATION CRITERIA
Understand the general message of texts about dangerous things, and identify relevant details in oral messages related with them. (C1, C3, C5, C8) Express himself/herself with fluency and using the write pronunciation intonation in conversations about urban climbing. (C1, C3, C5, C8) Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about dyslexia . (C1, C3, C5, C8) Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a biography. (C1, C6, C7, C8) Use consciously his/her linguistic knowledge in order to listen to a dialogue with a disabled teenage athlete. (C1, C5, C8) Use information and communication technologies in a guided way in order to look for information by doing the website activities. (C1, C4, C7, C8) Analyze social aspects of the Anglo-Saxon countries, by comparing the problems certain people face at school in Britain with the own ones. (C1, C3, C5, C8) Identify learning strategies used to progress in the learning process by completing the Progress check 7. (C1, C7, C8)

58

UNIT 8 LETS GET TOGETHER OBJECTIVES


To meet, review and practise reported speech (C7) To meet and practise reported questions with if (C7) To meet and practise verbs related to relationships (C1, C5) To meet and practise reporting verbs (C7) To ask someone out (C1, C5) To read an article on a couple who have split up (C5) To read about a party that went wrong (C4, C5) To listen to a radio programme giving advice (C5) To listen to a recording of Liam asking Rosa out (C5) To practise reporting a conversation (C1, C5, C7) To practise asking someone out (C1, C5, C7) To practise linking words in connected speech (C7) To talk about going out with someone (C1, C5) To talk about finishing with girl- or boyfriends (C1, C5) To discuss the problems social networking sites can cause (C1, C4, C5) To discuss a story about a party going out of control thanks to social networking (C1, C4, C5) To write an informal email (C1, C5) To practise using contractions (C7) To review the language in unit 8 and earlier by completing simple language exercises. (C1, C7, C8)

CONTENTS Listening
Listen and repeat some verbs to do with relationships. Listen to a text about a relationship and say who finished it. Listen to a radio programme and answer some multiple choice questions. Answer to true/false questions related to the radio programme. Listen and repeat some sentences so as to practise the pronunciation of linking words in connected speech. Listen and repeat some reporting verbs. Listen to a text about Romeo and Juliet by William Shakespeare. Listen and repeat a conversation of a boy asking a girl out. Listen to a another conversation and choose the correct words to complete some sentences.

59

Speaking
Ask and answer questions about relationships using the expressions learnt. Discuss with a partner about their own relationships. Ask and answer questions about their own experiences with social networking. Ask and answer questions to a partner and report the conversation to the rest of the class. - Look at the information of a rink disco and discuss whether its a good place to go on a date or not. - Prepare and practise a dialogue including useful expressions for asking someone out. -

Reading
Read and answer to a quiz about love. Match the beginning of some sentences with their relevant endings. Check the meaning of some adjectives for describing appearance and character. Read a text about a relationship and answer some comprehension questions. Read a note about the differences of use between say and tell. Answer to true/false sentences related to the reading text about a relationship. Read some grammar explanations about the reported speech. Read some sentences in direct speech and choose the correct words to write them into reported speech. Read about time expressions in reported speech. Read some sentences with reporting verbs and translate them into their own language. Read a text about a party and match each paragraph with the suitable names. Read some grammar explanations about reported questions with if. Read some questions and choose the correct answers in the reported questions. Read an e-mail of a girl asking for advice and use it as a model to write their own one. Read the Language Focus section about contractions. Read about Useful Expressions to ask someone out. Revise the vocabulary and grammar structures learnt in the unit by reading the Language Guide section.

Writing
Complete a text with the suitable expressions to do with relationships. Complete sentences related to a reading text with the appropriate names. Practise words in context by completing sentences with said or told. Choose the correct time expressions to complete some phrases in reported speech. Read an e-mail and complete the sentences in reported speech. Copy and complete a table with the appropriate reporting verbs. Choose the correct reporting verbs to complete some phrases. Complete some sentences with their own ideas using reporting verbs.

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Write the events related to a reading text about a party in the correct order. Complete some sentences with information from the reading text. Choose the correct words to complete a text about the book Romeo and Juliet. Rewrite some sentences using contractions. Make a writing plan to write an e-mail asking for advice following some guidelines. - Evaluate the progress done till the moment by completing the writing exercises of the Progress check section. -

Language knowledge and use


Linguistic knowledge: Grammar - reported speech - reported questions with if Vocabulary - verbs related to relationships - reporting verbs Pronunciation - Linking words in connected speech - Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs. - Students also practice their pronunciation in English through the Speaking activities.

Learning reflexion: Reading about a party Listening to a radio programme giving advice Writing an informal email Talking about going out with someone Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

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BASIC COMPETENCES
Basic Competence C1 Linguistic communicative competence. C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. C4 Competence in information and communication technologies C5 Social and civil competence. Page SB pages 99-110 Activity All the activities of the unit use the language as an instrument of communication. Evaluation Criteria Show interest in learning English

SB page 104

Students discuss the problems social networking sites can cause Multi- Rom activities Voices website: http://www.voices.macenglish.com Be aware of the problems caused by networking sites. Moral and Civic Education: The importance of friendship and social relationships, and not feeling disappointed when a relationship goes wrong. Consumer Education: The importance of doing a moderate and responsible use of networking sites. Students learn to write informal e-mails. Literary reference to Romeo and Juliet by William Shakespeare. Students read the Language Guide Students complete the Progress Check section evaluating their own work. Initiative to work in pairs. E.g. discussing about finishing with girl- or boyfriends.

Express curiosity in learning about social networking. Feel pleasure in using new technologies in order to revise and extend what the have learnt. Understand the importance of relationships. Be willing to follow moderate consumption habits. Show pleasure in learning cultural facts from other countries. Show interest in learning how to learn English. Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities. Enjoy group participation. Show respect for others in the group. 62

SB page 101

SB page 104 C6 Cultural and artistic competence. The competence of learning to learn. The competence of personal autonomy and initiative. The emotional competence. (Castilla la Mancha) SB page 106 SB page 105 SB pages 108-109110 SB page 101

C7

C8

C9

SB pages 99-110

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

Socio cultural aspects and intercultural awareness


Social networking Romeo and Juliet by William Shakespeare Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

LITERARY EDUCATION
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Book corner: Romeo and Juliet by William Shakespeare

CROSS-CURRICULAR ITEMS
Social Science /IT: Students discuss the problems social networking sites can cause. Literature: references to Romeo and Juliet by William Shakespeare.

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES
Consolidation activities: Language Guide Unit 8 Progress Check. Unit 8. Multi-ROM. Unit 8 Extension activities: Extra sections of the TB for Unit 8. Extra sections of the WB: Grammar bank and exercises, Vocabulary bank and Vocabulary plus, Culture today..., Across the curriculum, Wordlist,

63

Irregular verb list

EVALUATION 2. EVALUATION RESOURCES


Formative evaluation Classroom observation to check both individual and global progress Workbook exercises. Skills: reading, writing, listening exercises Accumulative evaluation Progress Check. Unit 8 Voices Revision 3. (Units 7-9) Workbook Revision and Extension. Unit 8 Unit 8 Test Generator Multi-ROM Exams Multi-ROM - Tests and Exams: Progress Test Standard 7; Progress Test Extra 7; End-of-Term Exam Standard; End-of-Term Exam Extra

2. EVALUATION CRITERIA
Understand the general message of texts about relationships, and identify relevant details in oral messages related with them. (C1, C5, C8) Express himself/herself with fluency and using the write pronunciation intonation in conversations about going out with someone. (C1, C5, C8) Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about a party that went wrong. (C1, C5, C8) Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing an informal email. (C1, C6, C7, C8) Use consciously his/her linguistic knowledge in order to listen to a radio programme giving advice. (C1, C3, C5, C8) Use information and communication technologies in a guided way in order to look for information by doing the website activities. (C1, C4, C7, C8) Analyze social aspects of the Anglo-Saxon countries, by comparing the problems social networking sites can cause in Britain with the own ones. (C1, C3, C5, C8) Identify learning strategies used to progress in the learning process by completing the Progress check 8. (C1, C7, C8)

64

UNIT 9 WONDERFUL WORLD OBJECTIVES


To meet, review and practise used to (C7) To meet, review and practise subject and object questions (C7) To review tenses and time expressions (C7) To meet and practise adjectives describing places, focusing on adjective suffixes (C1, C7) To meet and practise collocations related to holiday activities (C1, C7) To make requests at the bank (C1, C5) To read about the Seven Wonders of the World (C3, C6) To read about taking a gap year and do a quiz (C5, C8) To listen to a conversation between three friends about childhood holidays (C5, C6) To listen to a recording of Rosa changing currency at the bank (C5) To practise asking about situations that have changed with used to (C1, C4, C5) To practise making requests at the bank (C1, C4, C5) To practise word stress (C7) To talk about the Seven Wonders of the students country/ies (C1, C3, C6) To talk about new Wonders of the World (C1, C3, C6) To talk about what students do on holiday (C1) To discuss childhood holidays (C1, C3, C5) To discuss the benefits of travel (C1, C5, C6) To write a description of a holiday (C1, C3) To practise editing their own work (C7, C8) To review the language in unit 9 and earlier by completing simple language exercises. (C1, C7, C8)

CONTENTS Listening
- Listen and repeat some adjectives used to describe places. - Listen and repeat some words so as to practise word stress. - Listen to a text about the New Seven Wonders of the World and answer to true/false questions. - Listen and repeat some collocations for holiday activities. - Listen to three people talking about their childhood holidays and choose the correct answers. - Listen to a text about Around the World in 80 Days by Jules Verne. - Listen and repeat a conversation making requests at a bank. - Listen to another conversation about currencies and answer some questions.

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Speaking
Use adjectives to describe some places or situations. Talk about places in their own town. In groups, discuss about the Seven Wonders of their own country. Try to agree on the eighth New Wonder of the World. In pairs, ask and answer with used to about when they were younger In pairs, ask and answer questions about holidays and tourism. Talk about their childhood holidays. Look at a famous quote about travelling and discuss about it. Discuss about taking a gap year after leaving school at 18. Prepare and practise a dialogue making requests at a bank so as to travel to New York.

Reading
- Read and answer to a quiz about tourism and travelling. - Read about adjective suffixes. - Look at a text about the New Seven Wonders of the World and match them to the appropriate countries. - Read a text about the New Seven Wonders of the World and answer to comprehension questions. - Read some grammar explanations about used to. - Read a text about Cleopatra and answer some questions. - Read some grammar explanations about subject and object questions. - Read and answer some questions deciding whether they are subject or object questions. - Match some collocations for holiday activities with the correct pictures. - Read a text about tourism around the world and answer to a cultural quiz. - Match some questions with the correct verb tenses so as to do a tense review. - Read a text about holidays and put each paragraph in the correct order. - Read the Language Focus section about editing your work. - Look at a currency converter and answer some questions. - Read about Useful Expressions to make requests at a bank. - Revise the vocabulary and grammar structures learnt in the unit by reading the Language Guide section.

Writing
- Copy and complete a table with adjectives used to describe places. - Complete sentences describing places with their own ideas. - Practise words in context by finding antonyms of some words from the reading text. - Match the beginnings of some sentences with their endings using used to. - Complete sentences with used to /didnt use to. - Make Write subject or object questions for some answers. - Complete a text with the past simple form of some verbs.

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- Complete some sentences with the correct form of some verbs. - Copy and complete a table with the appropriate time expressions, related to verb tenses. - Complete questions and answers using the right verb tenses. - Choose the correct verbs to complete a text about the book Around the World in 80 Days. - Correct errors in some sentences so as to practise editing their work. - Make a writing plan to write about their holidays following some guidelines. - Evaluate the progress done till the moment by completing the writing exercises of the Progress check section.

Language knowledge and use


Linguistic knowledge: Grammar - used to - subject and object questions - review tenses and time expressions Vocabulary - adjectives describing places - Adjective suffixes - collocations related to holiday activities Pronunciation - Practise word stress - Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs. - Students also practice their pronunciation in English through the Speaking activities.

Learning reflexion: Reading about the Seven Wonders of the World Listening to a conversation about childhood holidays Writing a description of a holiday Talking about new Wonders of the World Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

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BASIC COMPETENCES
Basic Competence C1 Linguistic communicative competence. C2 Mathematical competence. C3 Page SB pages 111-122 SB page 119 Activity All the activities of the unit use the language as an instrument of communication. Students use a currency converter to talk about money exchange. Students read about the Seven Wonders of the World Multi- Rom activities Voices website: http://www.voices.macenglish.com Education for Peace: The importance of travelling in order to open ones mind. Leisure Education: The importance of enjoying holidays and free time in order to feel happy. Students talk about New Wonders of the World. Literary reference to Around the World in Eighty Days by Jules Verne. Students read the Language Guide Students complete the Progress Check section evaluating their own work. Initiative to work in pairs. E.g. discussing about childhood holidays. Evaluation Criteria Show interest in learning English Be able to use mathematical concepts in English. Express curiosity in learning about geography and art. Feel pleasure in using new technologies in order to revise and extend what the have learnt. Understand the importance of travelling, knowing and respecting other cultures. Be willing to enjoy holiday activities. Show pleasure in learning cultural facts from other countries. Show interest in learning how to learn English. Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities. Enjoy group participation. Show respect for others in the group.

C4

Knowledge of SB page and interaction 113 with the physical world. Competence in information and communication technologies Social and civil competence. SB pages 111-122

C5

C6

Cultural and artistic competence. The competence of learning to learn. The competence of personal autonomy and initiative. The emotional competence. (Castilla la Mancha)

SB page 113 SB page 117 SB pages 120-121122 SB page 115

C7

C8

C9

SB pages 111-122

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

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Socio cultural aspects and intercultural awareness


Taking a gap year Around the World in Eighty Days by Jules Verne Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

LITERARY EDUCATION
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Book corner: Around the World in Eighty Days by Jules Verne

CROSS-CURRICULAR ITEMS
Geography / Art: References to the Seven Wonders of the World. Literature: references to Around the World in Eighty Days by Jules Verne.

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES
Consolidation activities: Language Guide Unit 9 Progress Check. Unit 9. Multi-ROM. Unit 9 Extension activities: Extra sections of the TB for Unit 9. Extra sections of the WB: Grammar bank and exercises, Vocabulary bank and Vocabulary plus, Culture today..., Across the curriculum, Wordlist, Irregular verb list

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EVALUATION 2. EVALUATION RESOURCES


Formative evaluation Classroom observation to check both individual and global progress Workbook exercises. Skills: reading, writing, listening exercises Accumulative evaluation Progress Check. Unit 9 Voices Revision 3. (Units 7-9) Workbook Revision and Extension. Unit 9 Unit 9 Test Generator Multi-ROM Exams Multi-ROM - Tests and Exams: Progress Test Standard 7; Progress Test Extra 7; End-of-Term Exam Standard; End-of-Term Exam Extra

2. EVALUATION CRITERIA
Understand the general message of texts about holidays, and identify relevant details in oral messages related with them. (C1, C3, C5, C8) Express himself/herself with fluency and using the write pronunciation intonation in conversations about new Wonders of the World. (C1, C3, C6, C8) Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about the Seven Wonders of the World. (C1, C3, C6, C8) Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a description of a holiday. (C1, C3, C7, C8) Use consciously his/her linguistic knowledge in order to listen to a conversation about childhood holidays. (C1, C3, C5, C8) Use information and communication technologies in a guided way in order to look for information by doing the website activities. (C1, C4, C7, C8) Analyze social aspects of the Anglo-Saxon countries, by comparing the Seven Wonders of Britain with the ones at the students country. (C1, C3, C6, C8) Identify learning strategies used to progress in the learning process by completing the Progress check 9. (C1, C7, C8)

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REVISION 3 OBJECTIVES
To play a vocabulary game to review and practise vocabulary from units 7-9. To review language introduces in units 7-9. To read about the White Horse near Uffington in Britain, and answer questions. To listen to a news item about an event at Stonehenge. To talk about tourism. To do a project about Britain. To review and practise modals, reported speech, subject and object questions, and the tenses by completing exercises about Britain. To read and complete a fact file about a band. To read and listen to a song, using it to practise language from the term.

CONTENTS Listening
Listen to a news item about an event at Stonehenge and choose the correct answers. Listen to the song The World is Outside and answer some questions.

Speaking
Play a vocabulary game with the items seen in the last three units. Work in pairs asking and answering questions about tourism in their own countries. Sing the song The World is Outside.

Reading
Read a text about the mysterious White Horse and answer some comprehension questions. Read a fact file of the band Ghosts and answer some questions. Match some definitions with words or expressions from a song. Choose the best summary for the song The World is Outside.

Writing
Do a Project about Britain following the teachers instructions. Choose the correct modal verbs to complete a text about a mountain adventure. Rewrite some sentences into reported speech. Write some subject and object questions about cultural matters and try to give the correct answers. Complete some phrases with used to or didnt use to. Choose the correct form of the verbs given to complete a text about tourism in Britain Find and correct the errors in some sentences.

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Choose the correct answers to complete a fact file about the band Ghosts. Write questions for some answers about the band Ghosts.

Language knowledge and use


Linguistic knowledge: Grammar (revision) modals of obligation, prohibition and ability modals of deduction and possibility reported speech reported questions with if used to subject and object questions review tenses and time expressions Vocabulary (revision) vocabulary related to fears and phobias nouns and verbs related to the senses verbs related to relationships reporting verbs adjectives describing places Adjective suffixes collocations related to holiday activities Pronunciation Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs. Students also practice their pronunciation in English through the Speaking activities.

Learning reflexion: Sing the song The World is Outside. Doing a Project about Britain. Review the students progress Appreciate working in groups as a means of personal enrichment.

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BASIC COMPETENCES
Basic Competence C1 Linguistic communicative competence. C2 Mathematical competence. C3 Knowledge of and interaction with the physical world. Page SB pages 123-126 Activity All the activities of the unit use the language as an instrument of communication. Evaluation Criteria Show interest in learning English

SB page 124

C4

Competence in information and communication technologies Social and civil competence. Cultural and artistic competence. The competence of learning to learn. The competence of personal autonomy and initiative. The emotional competence. (Castilla la Mancha) SB page 123-126 SB page 126 SB pages 123-126 SB page 124

Students must do a Project about Britain where they need to find out about geographical places, historical Britons and famous present-day Britons, etc. They also read about the White Horse near Uffington in Britain Multi- Rom activities Voices website: http://www.voices.macenglish.com Leisure education: The importance of travelling so as to broaden ones mind. The students listen to the song The World is Outside. Students do the activities of this revision section in order to revise what they have learnt in the last three units. Initiative to work in pairs. E.g. discussing about tourism in their region.

Express curiosity in learning geographical, historical and social facts about Britain.

C5

C6

Feel pleasure in using new technologies in order to revise and extend what the have learnt in the unit. Be happy to travel and meeting other cultures as a source of pleasure. Show pleasure in learning famous songs. Show interest in learning how to learn English. Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities. Enjoy group participation. Show respect for others in the group.

C7

C8

C9

SB pages 123-126

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

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Socio cultural aspects and intercultural awareness


References to the United Kingdom: culture, geographical places, tourism, etc. Interest in revising English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

LITERARY EDUCATION
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Reading texts: The mysterious White Horse /Our mountain adventure. Song: The World is Outside.

CROSS-CURRICULAR ITEMS
Art: Students make a Project abut Britain, following some instructions. Music: Students sing the song: The World is Outside

ATTITUDES AND VALUES


Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES
Consolidation activities: Multi-ROM. Revision 3 Extension activities: Irregular verbs list. Project. Extra sections of the TB

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EVALUATION 1. EVALUATION RESOURCES


Accumulative evaluation Voices Revision 3 (Units 7-9)

2. EVALUATION CRITERIA
Understand the general message of texts about Britain, and identify relevant details in oral messages related with them. Express himself/herself with fluency and using the write pronunciation intonation in conversations about tourism. Recognise the general idea and be able to get specific information of written texts coming from different sources such as songs. Use consciously his/her linguistic knowledge in order to listen to people talking about Stonehenge. Use information and communication technologies in a guided way in order to look for information by doing the website activities. Analyze social aspects of the Anglo-Saxon countries, by comparing British culture and tourism our own one. Identify learning strategies used to progress in the learning process by completing this grammar and vocabulary revision.

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