TOPIC CONTENT

To be / to have
1. Citizens of the world Pronouns/ possessive adjectives
Prepositions
Present simple
2. Home life There is/are
A an some any
Present simple affirmative and negative
3. Routines
Frequency adverbs

Present simple interrogative

4. Free time
Question words

Sports and Like/Love ing

5.
technology Object pronouns

6. Animals Comparative / superlative

Present continuous
7.
Time

Interesting and fun

8. Present continuous negative and interrogative
activities

Weekdays vs.
9. Present simple vs. present continuous
weekend

Can /can’t
10. City and country life
Must / mustn’t

Past simple to be
Past and present
11. There was/were
lifestyles
Countable and uncountable nouns

Famous people in
12. Past simple
history

13. Future schools Will / be going to

SYLLABUS UNIT PLAN

DIDACTIC UNIT PLAN
Each unit contains a similar sequence of sections: Reading, Grammar,

Vocabulary, Listening, Pronunciation, Speaking, and Writing. The four basic

communication skills are combined with the three main elements of language

study (grammar, vocabulary and pronunciation). There is a Progress Check at

the end of each unit and optional reinforcement and extension activities.

1. Reading

The texts are aimed at 13-14 year old students, carefully chosen not only in the

text types but also in the up-to-date topics. Reading skills are developed firstly

with an easy introductory warm-up activity focused on the title of the topic,

looking for a general idea and predicting the content of it. Pre-reading stage is

focused on the description of the pics and pre-teaching vocabulary. While

reading the text, reading strategies, such as predicting the meaning of new

vocabulary or understanding the general information, are developed. Exercises

after reading are based on true/false activities or questions and answers

activities.

While reading: 2 parts, skimming or scanning first, and then moving to a deeply

understanding of the text (true/false…)

Post-reading: vocabulary inferring meaning, communicative activities (pair work,

questions…)

MEDIATION in reading

New competence in LOMLOE is interpreting info and being able to convert it

into a different way.

 2. Vocabulary

New words have already been presented in context from the text. Students are

encouraged to guess the meaning or to use monolingual dictionaries in order to

avoid direct translation of words into Spanish. Matching definitions, finding

synonyms and fill-in-the-gaps activities ensure effective assimilation of new

vocabulary.

3. Grammar

Grammatical content has already been presented in context from the text, so

now it is time to analyse the new structure. Students are involved to extract the

rules inductively, with my help. A variety of progressive practical exercises is

included to practice the new structures: jumble activities, complete the

sentences with the correct form, etc.

4. Listening

New grammar and vocabulary appear in context in the listening section.

Listening practice is trained by pre-listening activities, and comprehension

activities, such as fill in the gaps or true and false activities, while listening.

Useful listening skills such as listening for gist or for specific information are

essential parts of the oral skills, as you become a good speaker since you learn

how to effectively listen.

5. Pronunciation
Controlled practice on contrasting sounds, weak and strong forms, stress,

rhythm and intonation allow student to acquire good pronunciation habits.

Activities such as minimal pairs or tongue twister are aimed to ensure

reasonably accurate pronunciation.

6. Speaking

The preceding sections lead students to use the new concepts in a given

situation. Activities are carried out in pairs or individually, recording their

progress to help increase their confidence. Guided role plays and practising

through repetition activities can give them the chance to practice and

communicate in natural situations.

7. Writing

A model text is analysed in order to create a plan to produce their creative

writing. The text includes the main objectives of the unit as far as vocabulary

and grammar are concerned. Structure and organization are taken into account

to establish useful features such as connectors, ideas and paragraphs, etc.

Different text types and different formats are offered as examples to develop

writing skills before producing their own versions.

CLIL

EXTRA SECTIONS: REINFORCEMENT, EXTENSION, PROGRESS CHECK

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