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Smart Planet 1

Ben Goldstein & Ceri


Jones

1st ESO

Teaching Programme

INDE
X

1 Methodology
1.1 Theoretical Basis
1.2 What does Smart Planet offer?
1.3 Components

2 Objectives

3 Competences
3.1 Introduction
3.2 Smart Planet's contribution to acquiring competences
3.3 Competences in Smart Planet
3.4. Learning styles

4 Contents
4.1 Contents blocks
4.2 Core contents

5 Learning standards

6 Assessment
6.1 Presentation
6.2 Assessment criteria
6.3 Assessment in Smart Planet
6.4 Assessment tools in Smart Planet
6.5. Qualification criteria

7 Educational needs

7.1. Introduction to the concept of attention to diversity


7.2. Attention to diversity in Smart Planet
8 Development of teaching units

8.1 Contents
Block 1. Comprehension of oral texts
Block 2. Production of oral texts
Block 3. Comprehension of written texts
Block 4. Production of written texts

➢Linguisticknowledge
- Communication functions
- Vocabulary
- Syntactic-discursive contents
- Graphic patterns and sounds
- Classroom language

➢Learning strategies
➢Sociocultural and sociolinguistic aspects

8.2 Competences: Descriptors – Activities


8.3 Social awareness
8.4 Cross-curricular links
8.5 Assessment criteria
8.6 Contents - Assessment criteria - Competences

Annex - KEY COMPETENCES ASSESSMENT RUBRIC


1 INTRODUCTION TO THE
METHOD

1.1 Theoretical Basis


Smart Planet is a method for teaching English designed for Compulsory
Secondary Education (ESO – Educación Secundaria Obligatoria),
achieving the objectives established by the curriculum for and
preparing students for the Cambridge Preliminary English Test (PET).
Bearing these objectives in mind, it is important to underline the practical
nature of this method, allowing students to complete this academic stage
having learned enough to be able to take an internationally recognised
exam previous to the First Certificate. In this way, the method meets a
double objective: for one thing, giving students training about
indispensable and practical strategies, skills and abilities for learning a
foreign language, and, for another, allowing them to study for an
internationally accepted exam, PET. Bearing in mind the Common
European Framework of Reference for Languages(CEFR), the method's
objective is that students finish ESO with almost B1 standard language
competence and, specifically, Smart Planet 1 has been drawn up to
cover A1+ standard and begin A2.
Smart Planet is designed to cover both students' and teachers' needs in
a complete, dynamic, entertaining and rigorous fashion. The aim is not
just to consolidate already acquired knowledge but also to be aware of it
practical use. In the same way, the method has been written in such a
way that students can understand and accept the fact that learning a
second language, in this case English, is a continual process to be
carried out over time, which is one of CEFR's basic principles. In
addition, Smart Planet helps students to prepare each exam strategy
gradually and in depth, which allows them to develop a full, rigorous view
of the linguistic characteristics of English by using the four skills.
The teaching approach guarantees learning, the revision and
consolidation of different aspects of oral and written language using
carefully prepared material which, for example, encourages an approach
to grammar based on deduction. As mentioned above, this method
provides teachers with the material they need to help and direct students
to obtain a consolidated intermediate level in line with terms established
by CEFR. In order to do this in a dynamic, attractive way, the topics which
the units are based around have been carefully chosen to be interesting
for the students, connected with their surroundings and/or real life.
Carefully prepared, attractive presentation, combined with the use of
strategies, activities and various different approaches, contributes
towards students' motivation.
Thanks to the method's methodological guidance, students will study the
curricular contents in a simple, effective and gradual way, following a
clear structure and a variety of activities which will consolidate practical
as well as theoretical knowledge. The four skill are developed in this
method in such a way that students can understand (using the deductive
approach already mentioned) and assimilate contents not only to study
for PET but also to use English in a practical way in real situations.
The method's most important facets include:
Clearly presenting objectives.
Linking contents and activities with key competences.
Choosing topics carefully in order to motivate students and, at the same
time, make learning meaningful for them.
Providing many opportunities for paying attention to diversity.
A natural way to use what is learned about the four language skills.
Encouraging students to be able to work by themselves.
Emphasis on the deductive method as a mechanism for students' learning
and assimilating grammar contents.
Making extensive, well programmed use of videos as a teaching resource.
Special attention to Spanish speakers' typical mistakes when learning
English.
There are nine units in Smart Planet, each of them centred
around topics which, as mentioned above, help to motivate students
thanks to their current relevance, because they are connected
with students' interests or because they deal with daily life and, as such,
are relevant. Specially attention is paid to revision as a learning strategy.
To start with, students revise contents which they have learned in the
previous Starter Units. There is also a Review section at the end of each
unit. Finally, there is a Unit Review… every three units whose objective is
to reinforce the objectives studied in those units. There is also a Get it
right! section every three units. These deal with the typical mistakes
which Spanish-speaking learners of English as a second language make
and which have been examined during these units.
Each unit includes specific sections for developing each of the language
skills. There are also two grammar sections: Grammar 1 and Grammar 2,
whose contents are the theoretical basis for the method and make it
easier to revise the Grammar Reference at the end of the book.
Smart Planet is designed to make it possible to incorporate new
grammar concepts gradually, increase vocabulary and consolidate better
language abilities. The method also makes sure that learning is
meaningful, which means that students are motivated by seeing how
important English is and, consequently, how important learning it is,
bearing in mind both personal factors (full personal development, as
described by the legislation) and work-related factors (for example, the
key competence "Sense of initiative and entrepreneurship": see below).
As we have said, this method's objectives are to cover students' real,
objective needs in terms of CEFR parameters. The objective is to
stimulate continual, practical learning which also stimulated students (at
the current time and for the continual learning involved in acquiring a
second language). This method also helps students to study for PET, as
we have said, an internationally recognised exam which is preliminary to
Cambridge First Certificate.

1.2 What Smart Planet


contributes
The materials in Smart Planet have been put together with the attitude
that the students are not mere language learners. The students are taken
to be, at all times, explorers who are investigating every facet of the
process of learning.
It is for this reason that Smart Planet is a method for teaching English
which is eminently practical and is based on two basic approaches in
terms of method:
1. An interactive approach, focusing on teaching the use (and development)
of language skills.
2. Deduction as one of the pillars of learning.

To do this, the sequence of concepts has been carefully prepared, as has


the presentation of contents, the logic of the work carried out in the
activities and the activities in themselves. Likewise, the young target
audience for the method has been taken into account when choosing
images, texts, audios and videos, along with material design and graphic
presentation.
Smart Planet takes into account the need to create a positive learning
atmosphere in the classroom. Making this a reality will depend, to a large
extent, on each teacher's ability to open paths of communication with
the students and so their good mutual understanding; it will also depend
on the creation of a motivating framework of mutual interaction between
teacher and student, student and student. And Smart Planet takes this
into account by presenting the tasks in a clear way, addressing each
concept using various different exercises and not just repetition,
encouraging students to work in pairs and in groups,
encouraging students to show their homework in class and
giving students continual opportunities to check their own progress.
Smart Planet 4 a greater number of productive activities with
which students can develop their competences with written and oral
expression (speaking and writing competences), as the same time as
they continue developing their oral and reading comprehension (reading
and listening competences).
Furthermore, the work carried out in English Profile has been taken into
account when choosing the vocabulary to be learned throughout the
method. Investigation carried out during this project has made it possible
to identify what the students know and what they are able to do in English
on each CEFR level of language learning. The above, along with the age
of the students in each year of ESO, has fixed the framework for the
vocabulary to be taught.
The teacher becomes a guide and facilitator for learning during work
in pairs, groups and role plays. This type of communication activities
give students the chance to work independently, without the teacher.
During this type of activities, the teacher stays to one side and only
supervises and intervenes as necessary.
Smart Planet offers simple, clear methodology in which the following may
be underlined:
- For teaching grammar: a method based on students' deductions, although
a more inductive approach is taken when revising grammar concepts
which students should have studied in previous years. However, when
dealing with new points, the method is designed to help students
understand it by themselves, thanks to their own effort, and not thanks to
the teacher's explanations. This is designed to obtain stronger, permanent
acquisition of knowledge. New concepts are presented by reading texts
or listening to them; the material to be studied is emphasised just above
the tables on which students carry out their deductive work. In any
case, students are given references for checking grammar contents in the
theoretical section at the end of the book (which students can also use for
revision purposes). The exercises have been carefully sequenced, going
from those with more guidelines to those which students can do with
greater freedom. And at the end of each page students can make use of
what they have learned (Your Turn activity).
- For teaching vocabulary: each vocabulary section includes a highly visual
presentation with will catch students' attention and help them to learn new
vocabulary, which is displayed in boxes. Many exercises are provided in
order to work on new vocabulary using different strategies in order to
make it easier to learn. And recordings are provided to help students
improve their pronunciation. Finally, we should underline once more
the Your Turn activity at the end of each page.
- For teaching language abilities: although the methods used are various, in
other words, work is carried out simultaneously on the four skills (as is
natural when dealing with communications), it is appropriate to mark out
certain educational facets with regards to each one:
▪Speaking: this method offers numerous activities which promote oral
interaction between students either in pairs, small groups or as a class.
The objective is always to use the vocabulary and grammar points
studied. The most natural context possible is always used: students are
asked to talk about themselves and their surroundings, express their
opinions, their preferences, their thoughts… Specifically, each unit
includes a section designed for using language in a practical way in role
plays which reproduce every day situations. This section is
complemented by a video which allows students to talk about themselves:
young Britons and Americans answer a question about themselves
and students too are asked to answer it.
▪Writing: the method deals with writing different types of written texts (eg.
e-mails and posts). As well as focusing on the unit's own
contents, students are helped to expand their knowledge (eg. new
vocabulary) and learn to use particular things in writing such as
connecting words, expressions to use at the start and finish of written
texts, etc. Students always start with the model of the type of text to be
studied; they analyse it and look at its parts and phrases to use in their
own writing. At the end of each section, each students has to write the
same type of text.
▪Listening: this method offers numerous opportunities to listen to native
English speakers. Both vocabulary to be learned and functional language
is offered in audio format (which, as we have said, makes it easier
for students to hear correct pronunciation), and texts and conversation
models are also available in recordings. Comprehension of oral
messages is aided by the contextualisation of what is going to be heard:
working with the texts, oral interaction situations with familiar and
everyday possibilities, etc. In addition, special care has been taken with
the graphic material for listeningtasks. This helps students to focus and
teachers to point out the points which are going to be studied. Of course,
all the skills are going to be worked on in the Workbook activities, but we
would like to emphasise this as part of Listeningbecause it
enables students to carry out individual work and also concentrate on
their own rhythm of learning, using the exercises available at their own
discretion (eg. playing the audio as many times as they need to).
▪Reading: Smart Planet seeks out what is essential and motivates
reading, which is the key method for developing this skill: students have
to read and have to be motivated to do so. As we have said before, the
texts have been carefully selected for the students to find their contents
attractive. Each unit includes two texts, varied in terms of format and
presentation. The first usually has a contemporary look, a blog or a forum,
and allows students to study previously seen vocabulary and also present
the vocabulary to be studied on the following page. The second text is
also attractive because of its cultural dimension. There are also reading
texts on the CLIL pages and teachers can offer other reading material
thanks to Cambridge Discovery Education Interactive Readers.
- Fro teaching pronunciation: in each unit there is a specific section for
working on different aspects of pronunciation: accent (word stress),
especially difficult sounds, intonation and prosody. The first approach is
always imitation, but students must also understand the importance of
pronouncing reasonably well: firstly, in order to make oral communication
easier and, later, with more specific arguments such as words which have
different meanings depending on subtle differences in pronunciation and
which may confuse listeners (leave vs live). The method also
emphasises correcting Spanish speakers' typical mistakes and
encourages students to concentrate on the material offered in Say it
right!, which is part of Get it right!

1.3 Components

Smart Planet includes a Student's Book (Student's Book with a DVD-


ROM), an Activities Book (Workbook) and the Teacher's Book (Teacher’s
Book), which includes the Class Audio CDs and the Smart Resources
DVD-ROM. Both the Student's Book and the Activities Book area
available in digital format (Digital Student's Book and Digital Workbook);
other digital materials include Digital Planet (available on DVD-ROM
and on-line), the Smart Augmented Reality App, the Test Generator and
web resources (Web resources).

The Student's Book has 128 full-colour pages.

- There is a first unit (Starter Unit) for introducing the contents and revising
the contents of the previous educational stage.
- There are 9 main units, each of 10 pages, with grammar sections,
vocabulary, listening and reading. The four skills are worked on in all units
and there are also opportunities for students to practise oral
communication (Your Turn section). In each unit four videos are used in
the section called Discovery Education. There is also a revision page at
the end of each unit.
- Every three units – at the end of units 3, 6 and 9 – there are two especially
relevant pages. Firstly, the Get it right! page, taken from the Cambridge
English Corpus, which allows students to revise Spanish speakers' most
common mistakes when learning and using English. The following page
(Review) enables students to revise the language contents studied in the
previous three units.
- There is a total of 24 pages of extra material. This material consists of nine
pages of inter curricular contents (CLIL), three pages about work to be
carried out in groups (Project), nine sections (one per unit) to concentrate
on certain areas of pronunciation (Pronunciation), grammar reference
which brings together those contents unit by unit to make learning them
easier or to revise them (Grammar reference) and, finally, a page with an
irregular verbs table and phonetic symbols.

There are 128 black and white pages in the Activities Book which
include:
- A Starter Unit for revising Primary Education contents.
- Activities blocks for each unit, each one with six pages of activities for
looking at what has been learned once more without just repeating
previous exercises mechanically. At the end of each block there are two
revision pages and every three blocks there is a revision page which
brings the contents of the three units together.
- As in the Student’s Book, every three units there is a page for examining
the most common mistakes, Get it right!, with a specific subsection for
looking at spelling mistakes (Spell it right!), and another page of general
revision (Review).
- Nine pages with specific activities to study vocabulary (Vocabulary extra).
- The audio transcriptions.
- 20 pages about grammar (Grammar reference) with explanations in
Spanish on the left-hand page and practical activities to assimilate
properly on the right-hand page.
- A vocabulary list (Wordlist) of words used with phonetic transcriptions.
- A final page with a list of irregular verbs.

The Teacher's Book includes:


A presentation of the method and its sections: this gives teachers a quick
view which will enable new teachers to use it with greater ease.
A table connection the CEFR descriptors with the book's contents.
Various pages connecting the competences with the different sections
and/or activities and exercises in each unit.
A section about the methods on which the materials used in Smart
Planet are based. In this way teachers' greatest possible understanding
of the method is obtained, which also means that students will get the
most from it. More specifically, Ben Goldstein talks about the importance
of using videos in the classroom. The method's flexibility and evaluation
are also dealt with.
Teaching notes for the Student's Book's 9 units including:
- each unit's objectives;
- a table connecting learning with competences.;
- step-by-step notes for each activity;
- suggestions for optional activities (Optional activities), including some
specific ones for the most able students (Fast finishers);
- teaching suggestions (Teaching tips);
- complementary information about cultural contents (Background
information);
- panels with the information needed to work with three of the four
videos Discovery Education;
- the solutions for all the activities;
- transcriptions of the recordings and exercises requiring oral
comprehension.
Teaching notes for the CLIL pages; this includes the information panel for
the fourth Discovery Education video in each unit.
Detailed explanations for dealing with the work in each Project.
Transcriptions of the videos.
Activities Book solutions.
Various pages of games to make learning fun(Games bank)
The Class Audio CDs include recordings of all the exercises, both from
the Student's Book and the Activity Book.
The Smart Resources DVD-ROM includes 36 videos for the Discovery
Education section in the nine units and a considerable amount of
printable material, including:
- exams for initial assessment, for each unit, for the end of the term and final
assessment, with two degrees of difficulty, and with matching audio files
for the oral comprehension exercises;
- oral exam practice;
- extra exercises for practising grammar and vocabulary, with two degrees of
difficulty;
- exercises to increase vocabulary;
- activities for communication interaction in pairs;
- drama activities for encouraging dialogue;
- extra oral comprehension activities (with the audio files);
- widening cultural information;
- activities for working with videos;
- puzzles and quizzes.

The DVD-ROM with the Student's Book (Student’s DVD-ROM) includes


all the Discovery Education videos along with a range of interactive
activities which will help students to understand the videos better. For
each video there is a self-correctable exercise which students will do,
having the possibility to watch each video as they wish (with or without
subtitles, pausing it when they wish, watching sequences again…)

The digital versions of the Student's Book and the Activities


Book include around 800 interactive activities as well as all the audios
and videos from Discovery Education.

The method includes a considerable amount of materials for use on the


digital white board, known as Digital Planet, and includes:
- digital versions of the Student's Book and the Activity Book along with the
audio files and videos and the answers;
- the exercises and activities for these two materials in interactive format,
which makes their presentation in class easier, including the videos
for Discovery Education;
- the digital version of the Teacher’s Book in English and Spanish;
- synchronised access from the activities in the Student’s Book to those
connected with the Workbook, along with notes for the teacher and the
answers;
- tools for teachers to be able to include notes or hyperlinks between the
contents of any of the books (Student, Activities and Teacher);
- a "digital flip chart" which teachers can use during the class and, of course,
keep at the end;
- a page with direct access to all the audios and videos in each unit.
Online access to Digital Planet is on the
publisher's web page: www.cambridgeteacher.es

The AR app (Smart Planet Augmented Reality App), as its name


suggests, gives easier access (Augmented Reality) to the videos, the
main interactive activities and the presentations about grammar. Students
who need to may download it from this website: www.smartplanetapps.es

With the Test Generator tool teachers can put together exams in terms of
their students' profile. In this way they can choose exercises to check that
the students have learned vocabulary, their knowledge of grammar and
other language skills, and can do so in connection with specific contents
or as continual assessment; it also included exams per unit and final
exams.

Web resources: the audio files for the Activities Book are available
for students in mp3 format on the
method website: www.cambridge.org/elt/smartplanet

2
OBJECTIVES

Organic Law 8/2013, for the Improvement of Educational Quality, defines


the syllabus as a series of objectives in each subject and educational
stage; competences, or the ability to activate and apply the contents of
each subject and educational stage in an integrated way, competences,
or all the, abilities, competences and attitudes which help achieve the
objective of each subject and educational stage and the acquisition of
competences; didactic methodology, which includes the description of
teaching practices and the organization of teachers' work;
gradable standards and learning results ; and criteria of evaluation of
the degree of competence acquisition and the objectives of each subject
and educational stage.
The general objectives for this level are connected with the competences
which students will have to use in all areas:
a) Accept duties with responsibility, be aware of and make use of rights in
relation to other people, be tolerant, cooperate and empathise with other
people and groups, dialogue and observe human rights and equality of
treatment and opportunities between men and women, the common
values of a plural society and train to form part of a democratic society.
b) Develop and consolidate disciplined habits, individual work and
studying and working in teams as necessities for effective learning and
personal development.
c) Value and respect differences between the sexes and equal rights and
opportunities. Reject discrimination between people based on gender or
any other personal or social condition or circumstance. Reject
stereotypes which lead to discrimination between men and women and all
types of violence against women.
m) Developing emotional competences in all personal areas and
relationships with others as well as opposing violence, all types of
prejudice and sexist stereotypes.
e) Develop basic skills for using sources of information in order to acquire
new knowledge using critical awareness. Obtain basic knowledge about
technology, especially information and communication technology.
f) Understanding scientific knowledge as integrated knowledge, which
forms part of different disciplines, and find out about and apply methods
for identifying problems in different areas of knowledge and experience.
g) Develop a spirit of enterprise and self-confidence, critical awareness,
personal initiative and the ability to learn to learn, plan, take decisions and
accept responsibility.
h) Understanding and correctly use Spanish and, if there is one, the
Autonomous Community's co-official language, orally and in writing –
texts and complex messages – and begin to find out about, read and
study literature.
i) Understanding and make yourself understood in one or more foreign
languages.
j) Find out about, value and respect other people's basic cultural and
historical characteristics along with artistic and cultural heritage.
k) Find out about and accept how your own and other people's bodies
work, consolidate habits of personal and hygiene care and use physical
education and sports to favour personal and social development. Find out
about and value the human dimension of sexuality in all its diversity.
Critically appraise social habits connected with health, consumer habits,
looking after live beings and the environment, helping to conserve and
improve it.
l) Appreciate artistic creation and understand the language used in
different types of art, using various different means of expression and
representation.

3
COMPETENCES

3.1 Introduction

In line with European Parliament Recommendation 2006/962/EC about


key competences for continual learning, the Royal Decree which sets the
basic curriculum for Secondary Education is based on promoting learning
by competences integrated in the curriculum areas.

These competences are taken to be "know-how" in the context of any


academic, social or professional context. Learning using competences
encourages learning and motivates learning as overall procedures for
learning about each subject are acquired.

Students have to develop basic competences throughout their


compulsory education, in both primary and secondary levels. These
competences help them to fulfil their potential, to become active citizens,
become successful in their adult lives and enable them to enjoying
continual learning.

Each and every part of the syllabus encourages the acquisition and
development of these competences. Because of this, working on certain
areas makes it possible to reach these objectives. They are not limited to
particular subjects or levels. Some of the indispensable factors for
achieving success include: the way in which centres are organised and
managed; the style of teaching; the way in which key parts and players in
the educational community interact; the availability of extra-curricular and
complementary activities.

LOMCE uses the definitions of key competences established by the


European Union.

LC - Linguistic Communication.
MSCT - Mathematical competence and basic science and technology
competences.
DC - Digital competences
LL - Learning to Learn
SCS - Social and Civic Competences.
SIE - Sense of Initiative and Entrepreneurship
CCE - Cultural Conscience and Expressions

The relation between contents, competences and evaluation criteria are


described in Order ECD/65/2015.

Smart Planet complies with the laws and instructions given by the
authorities with regards to education. The general approach is based on
the acquisition of practical knowledge. The objective is to enable students
to develop thanks to continual learning.

The great variety of activities included in Smart Planethelp to integrate


the learning of a foreign language with other parts of the syllabus. The
programme is also designed to help with the overall development of the
seven competences.

3.2 Smart Planet's contribution to acquiring Competences

Learning a foreign language leads to acquiring basic competences in the


same way that studying other subjects does. This acquisition process is
equally intense throughout the different levels which make up the
education system which students follow.

Smart Planet contributes efficiently and systematically to acquiring


each of the competences and does so within a communicative
framework which guarantees that students become competent in
English. This communicative approach is followed throughout the
six levels in primary education.

Smart Planet's teaching objectives and the choice of contents have been
selected in order to guarantee the development and acquisition of these
basic competences.

Linguistic communication is based on the use of English as the


vehicular language for oral and written communication.

Developing this competence by studying a foreign language leads


to students improving their competences to express themselves orally
and in writing. They develop this competence by using the appropriate
linguistic register and discourse in each situation that they find
themselves in.

Students' linguistic competences improve as they recognise and


gradually master the rules in the foreign language. To ask for help, they
can use their own language and reflect on the process of learning the
new language.

The activities in Smart Planet allow students to acquire and develop the
four competences (oral comprehension, written comprehension, oral
expression and written expression), continually reinforcing the language
with the underlying grammatical rules for learning English.

Mathematical competence is connected with the ability to reason. This


involves making judgements and reaching conclusions by solving
problems and using logic in a coherent manner. It is also important to use
mathematical concepts in everyday life.

In order to acquire this competence, students must know and use the
numerical system and its symbols. They must be familiar with different
ways of expressing and finding solutions in numerical terms, while
linguistic competences enable them to reason, develop explanations,
form hypotheses and make use of deductive and inductive arguments,
etc.

The activities in Smart Planet are often connected with mathematical


processes. Students are presented with tasks involving reasoning and
logic, including mathematical tasks, both orally and in writing. In this way
the course helps them to develop and improve this competence.

Basic competences in science and technology involve being able to


understand events and phenomena. This involves making predictions
based on what has been heard or read about in connection with dietary
habits, health and the environment, and being responsible consumers in
daily life.

Smart Planet offers a wide range of oral and written texts with clear,
detailed contents about these subjects, in this way encouraging students
to understand events and phenomena and predict their consequences.
Students improve their competences in English at the same time as they
acquire this knowledge.
To be able to deal with this information and acquire digital
competences students must know how to read, analyse and transmit the
information they extract from all types of texts in English. They must be
able to choose and organise the information which they hear and read. At
the same time, this competence is directly connected with the integration
of multimedia resources in the learning process.

Thanks to on-line interactive material and digital material (Digital


Student's Book & Digital Workbook), Smart Planet helps students to
make better use of digital technology. The use of a digital white board in
the classroom with Digital Planet puts teaching and learning in a
technological framework so that students (as well as the teacher) will see
new technology as a natural, necessary part of learning. Digital
competence will also be necessary for looking for, analysing and, as said
above, choosing information in order to widen knowledge, complete
activities, etc.

Learning to learn concentrates students' attention on what is expected


of them in order to learn English. Memory and self-evaluation
competences are also dealt with. Both of these competences are needed
in all learning processes in which students form hypotheses about
language, using the wide variety of examples from real life which are
introduced in the text.

Smart Planet challenges students to get involved in an active way in the


learning process when dealing with linguistic contents. Linguistic roles are
taught in a subtle way so that students make their own deductions and
hypotheses in a natural way, basing themselves on the principles of
"universal grammar" which are intrinsic to acquiring a language.

Including revision as a mechanism for learning to learnis essential. This


is why Smart Planet provides numerous revision pages (Review) in both
the Student's Book and the Activities Book. Students will understand that
learning a second language outside its linguistic context necessarily
involves looking at the same contents again and again (vocabulary,
grammar…): as we have said, there are "universal grammar points", but
they have to be activated and reactivated in order to be established as
communication tools.

In the same way, in Smart Planet to identification and correction of


mistakes is emphasised in order to firmly establish linguistic knowledge.
This includes Get it right!, which is based on the Cambridge English
Corpus, both in the Student's Book and in the Activities Book (in the latter,
there is also a spelling subsection Spell it right!).

Throughout the learning process, Smart Planetcontinually


encourages students to take part in learning dynamics with classmates,
both in activities in pairs and in group activities (eg., the Project). Group
learning, which involves interaction; mutual correcting, which involves
cooperation: this is another of the bases for Learning to Learn.

Lastly, there are opportunities for students to carry out processes of self-
correction and/or self-evaluation. This is dealt with on the Review pages
and the exercises on the Student’s Book DVD-ROM, for instance.

Social and civic competences consists of discovering and becoming


familiar with the different social and cultural bases which underlie English.
Likewise, respect and other values are reinforced by pair and group work.

Smart Planet teaches about cultural values - always teaching in English -


not only from British society and customs but also from other English-
speaking countries such as Australia and the States. Respect and values
are encouraged in a society which is continually evolving, in which
cultural diversity stands out as one of the principles for the 21st Century.
The contents of Smart Planet complement work carried out in the
education system to reinforce these values and, in this way,
helps students to acquire social and civic competences.

Sense of initiative and entrepreneurial spirit means being able to


approach the learning process in an autonomous way or, otherwise, in
cooperation with others in order to carry out whichever task is put
forward.

Smart Planet encourages students to study independently, praising their


sense of responsibility and also stimulating creativity and imagination.
Furthermore, as evaluation is closely connected with being critical and
value judgements which can be made individually or in groups, respect,
tolerance and understanding (towards themselves and towards
classmates) are also encouraged.

Students take part in activities which allow them to reinforce their


enterprising spirit and business sense using creativity, autonomy,
initiative, team work, self-confidence and critical awareness.
Self discovery and development are to be found behind Cultural
consciousness and expression. This competence develops the ability
to understand and evaluate cultural and artistic manifestations in a critical
way. As with social and civic competences, these competences reinforce
human values.

Smart Planet' methodological approach is interactive and it is not only


communication in English which is crucial: English is also the vehicular
language used to give information about other cultures and societies and
their values. This also helps teachers to make wider educational values
become effective at their centres. Throughout the course, a wide variety
of cultural and artistic themes are dealt with using different activities.

In order to encourage cultural and social competences,Smart


Planet offers activities connected with the English-speaking world in
which culture and art play an important part.

The main objective of Smart Planet is the acquisition of English and its
culture. The language is used as a tool for making coherent value
judgements about anything expressed in English either orally or in writing.
Thanks to the wide range of activities offered in Smart Planet, the
acquisition of competences is guaranteed.

3.3 Competences in Smart Planet

Competences are comprehensively developed throughout the fourteen units


and in revision. They are to be found in the Teaching units
development section. (See Section 5.5).

This document specifies a series of descriptors for acquiring and evaluating


each of the competences, bearing in mind students of the age group's
cognitive development and competences and in connection with the
characteristics of the material in this course.

The programme for each unit specifies the ACTIVITIESto be carried out and
the enable the measurement of the level of achievement of these
DESCRIPTORS.

The competence descriptors we have set for this subject and cycle are:
Linguistic communication
Listen

Understanding the main points and some details of oral messages, either live or in recordings.

Understanding the most important things in daily transactions and tasks and in formal and informal conversations.

Identifying the main ideas and information in presentations, talks, explanations and the news.
Distinguishing sounds, accent, rhythm and intonation in various contexts and identify what they aim to communicate.
Talk / Converse

Give oral presentations, short, rehearsed presentations, and reply to simple questions about them.

Take part correctly in daily transactions and tasks.

Take part correctly in daily transactions and tasks.

Take part correctly in conversations using simple structures and clear pronunciation.
Read

Identifying relevant information in instructions, warnings or rules.

Understanding the general meaning and specific details in texts in different formats.

Understanding the main points of messages and correspondence, formal and informal, in different formats.

Find specific, essential information in reference and study material.

Understanding the main ideas in newspaper, literary and fictional texts in different formats.

Valuing reading as a source of pleasure and knowledge.


Writing

Using production strategies for writing simple texts.

Filling in forms, questionnaires or printed pages with personal information.

Writing notes, messages, adverts, posts and short, formal and informal correspondence with simple, relevant information.

Writing texts using appropriate vocabulary, spelling, punctuation and correct formats and correct structures.

Mathematical competences and basic science and technology competences.

Putting in order and classifying data following criteria.

Interpret and show simple statistical data on graphs and tables.

Solving puzzles, crosswords and guessing games.

Respect nature and animals in the environment.

Valuing and following healthy habits.

Identifying the most relevant environmental problems and connecting them with causes and possible effects.

Apply strategies using methods from scientific research.

Digital competences

Obtaining information from the Internet for carrying out tasks in English.

Give short presentations and projects in English using different formats and digital tools.

Studying and practising English on digital devices.

Using ITC for establishing social relationships.

Social and Civic Competences.

Take part in activities pairs and groups with respect and interest.

Interacting politely and attention valuing and respecting classmates' opinions, tastes and preferences.
Understanding and valuing the use of English for communicating with other people and to find out about other cultures.

Taking an interest in and respecting the customs, rules and values of countries in which foreign languages are spoken.

Cultural awareness and expressions.

Using artistic techniques and items to prepare and give presentations and projects.

Identifying cultural features of English-speaking countries and compare them with their own, showing respect and
interest.

Identifying different forms of cultural expression and showing an interest in widening knowledge.

Learning to Learn

Identify, plan and apply objectives for carrying out tasks, activities and projects.

Using tools and resources for clearing up doubts, widening knowledge and correcting mistakes.

Showing an interest in carrying out evaluations of your own progress and identify points for improvement.

Identifying and using different strategies for learning individually.

Sense of initiative and entrepreneurial spirit.

Using the strategies needed for studying individually.

Have a positive, proactive attitude to reading texts by yourself.

Plan, organise and check your work to be able to present it properly.

Becoming aware of the consequences of your decisions.

Each unit's programme also includes connections between the


unit's CONTENTS, EVALUATION CRITERIA AND COMPETENCES .

In the annex at the end of each document there is an EVALUATION FORM


ABOUT COMPETENCES which includes the different descriptors set for
acquiring the competences in each subject and school year.

The teacher can use this form to evaluate the competences and descriptors
for each unit or whenever appropriate throughout the school year.

3.4 Learning styles

In 1983 US psychologist Howard Gardner developed the Theory of


Multiple Intelligences in which he stated that all humans have eight
different types of intelligence which we use throughout life. Each
individual develops them to greater or lesser degrees depending on their
genetics and external stimuli. During the learning process the teacher
must take all of them into account in order to make sure that the students
can acquire knowledge using their own, personal competences.
The resources used in Smart Planet allow students to develop their
communication competences in a natural way; in all units the seven
competences are worked on in order for their minds to work in a complete
manner. Based on these seven competences, different types of
intelligence are developed. The activities in Smart Planet have been
prepared with the objective of stimulating different types of intelligence, so
there is always something of interest for every student.

Linguistic intelligence, sensitivity towards written and spoken words


and the ability to learn languages, is a key part of Smart Planet and it is
combined with other intelligences.

Interpersonal intelligence- efficient communication with others - is a


crucial factor in learning languages. Communication activities contribute
to developing interpersonal competences and encourage students to
work together and carry on developing communication strategies.

Interpersonal intelligence, understanding oneself, intimate thoughts and


feelings, is an integral part of the learning process and is developed in
each unit in Smart Planet, in this way enabling students to be more
aware of themselves and the world around them.

Smart Planet deals with Musical intelligence in every unit, appreciation


for rhythm and music through songs, chants and raps. As Howard
Gardner points out, this intelligence works almost in parallel with linguistic
intelligence.

When working with secondary education students it is also very important


to develop the body and mind together, which means that movement
(body kinaesthetic) intelligence, coordination and connection with the
whole body, is also taken into account.

There is a series of activities for developing logical-mathematical


intelligence. These activities help to develop logical thought and problem
solving.

Spatial intelligence, expression and understanding through the visual


world, is also one of the keys to learning. Students are highly aware of the
world around them and often think in terms of drawings and pictures. The
attractive presentation of pictures in Smart Planethelps students to be
more creative and stimulates their imagination.
Lastly, Naturalist intelligence, the ability to interact with the natural world
around us, is fundamental for students' integral learning. In Smart
Planet there are many observation activities about natural surroundings
and reflections about our place in the world.

The eight multiple intelligences can be identified or associated with the


competences to a certain extent. With regards to technological
information and competences, Smart Planet comes with interactive
online activities in which students have access to various resources for
practising what they have learned in each unit, which also helps them to
develop autonomous learning.

As well the competences, in each unit in Smart Planet different social


and cultural factors are examined, attitudes and cross-curricular subjects
being looked at using various types of activities. As part of values
education, various areas are examined throughout the book: Moral and
civic education, Health education, Peace education, Equality education,
Consumer education, Classroom collaborative work. In this way students
are taught to just to learn the language but also to value and respect
other cultures, which contributes to their development as human beings.

English is also connected with other syllabus areas such as mathematics,


natural sciences, social sciences, artistic education, music and
technology. This is because all the activities are designed not just to
teach language but also to achieve other objectives.

When “cooperative learning or work” is mentioned in this programme, it


must be understood in two ways: working in teams or small groups and
cooperative work in itself. In both cases, the teacher will organise the
classroom into small groups, but different types of methods are used.
With group work, normally each group will be assigned a task and the
result or final production will be evaluated; depending on each tasks,
roles will be defined which must be distributed amongst the group
members (spokesperson, coordinator…) so that each one has something
to contribute. On the other hand, cooperative work has another nuance :
the participation of each member of the groups is needed for learning to
take place: the contents to be studied are given out amongst the team
members and each member is responsible for preparing what he/she has
been given and passing the knowledge on to the others; so the better an
individual works, the more others learn too and, consequently, the team
will be better prepared to do the tasks or activities it will be faced with.
4
CONTENTS

4.1 Contents blocks

The basis syllabus in Secondary Education for First Foreign Language


learning is based around four blocks of activities as set out
by the Common European Framework of Reference for Languages:

1. Comprehension of oral texts


2. Production of oral texts (expression and interaction)
3. Comprehension of written texts
4. Production of written texts (expression and interaction)

These four main blocks are the basis for the evaluation criteria and
gradable learning standards as well as the syllabus contents, in other
words all the knowledge, abilities, competences and attitudes which
contribute to reaching the objectives and acquiring competences.

This didactic programme's contents for the FIRST YEAR OF ESO are
as follows:

Block 1. Comprehension of oral texts

1. Comprehension strategies
Previous presentation of information about the task and subject.
Text identification and its comprehension.
Distinguishing types of comprehension (gist, essential information).
Making hypotheses about contents and context.
Inference and making hypotheses about meaning using comprehension of
the main points, both linguistic and paralinguistic.
Revising hypothesis using newly understood points.

2. Socio-cultural and socio-linguistic aspects: social conventions,


rules and types of social norms, habits, values, beliefs and attitudes; non-
verbal language.
Identifying customs, celebrations, cultural and sports activities in other
countries and comparison with the customs, celebrations cultural and
sports activities in your country.
Social conventions about the family: identification of different types of
family.
Valuing the real importance of speaking other languages, in particular
English.
Identifying the advantages and disadvantages of living in a large city.
Valuing the communication purpose of images in the current world.
Valuing effort and self-improvement in the sports world.
Identifying adolescents' interests.
Recognise and accept the importance of obeying rules.

Identifying multicultural contexts.


Identifying polite forms
Identifying formal and informal ways of speaking.
Identifying linguistic mistakes caused by cultural factors.
Identifying adolescents' leisure activities.
Identifying social rules.
Identifying adolescents' interests.
Identifying multicultural contexts.
Identifying polite expressions.
Identifying formal and informal language.
Identifying linguistic mistakes caused by cultural factors.
Identifying adolescents' leisure activities.
Identifying social rules.

3. Communication functions
Describing activities.
Describing personal information.
Describing relationships of possession.
Interpersonal communication: telephone, e-mail, blog post…
Requesting information.
Requesting clarification and repetition.
Describing information about animals and their activities.
Describing places.
Making suggestions.
Describing information about sports activities.
Expressing interest.
Expressing opinion.
Comparing different points of view.
Asking questions.

4. Syntactic-discursive contents
Possessive adjectives.
Apostrophe 's'.
Question words.
have got: affirmative and negative.
have got: short questions and answers
How many… have you got?
Simple present in affirmative and negative.
Adverbs of frequency
Simple present: direct questions and questions with question words.
can to express skill and permission.
love, (don’t) like, hate+-ing.
Object pronouns.
like, love, hate+ object pronouns.
Countable and uncountable nouns.
a/an, some and any.
there is/there are.
much/many/a lot of.
Present continuous: affirmative, negative and interrogative. Short
answers.
Simple present vs present continuous.
was/were
there was/there were
Simple past of regular and irregular verbs
ago
Simple past in negative and interrogative. Short answers.
must
Present continuous as future.
be going to in affirmative, negative and interrogative.

5. Common oral vocabulary (reception)


Vocabulary about favourite objects.
Vocabulary connected with countries, nationalities and languages.
Vocabulary connected with family and friends: cousin, grandma,
granddad, aunt uncle, classmate.
Adjectives for describing people.
Vocabulary connected with traditional festivities and customs.
Daily routine activities.
Have/do/get/brush/start collocations.
Adverbs of frequency: always, usually, sometimes, never.
Vocabulary connected with free time activities.
Vocabulary connected with school: places (gym, library, assembly hall,
ICT, canteen…) and school subjects (Maths, ICT, Science…)
Collocations with sports and school activities: do music, go swimming,
play tennis, have art classes, etc.
Vocabulary connected with food: Food, meal, Food Technology, fizzy,
Bento Box, packed lunch, snacks, takeaway…
Vocabulary connected with the animal world: pets, wild, farm animals.
Action verbs: jumping, hunting, hiding, flying, escaping, fighting.
Revise vocabulary about places in the city.
Vocabulary connected with means of transport: travel, journey,
trip and way.
Vocabulary connected with sports.
Vocabulary connected with clothes.
Prepositions of time and place: on, at, in.
The weather and the seasons of the year.
Vocabulary connected with countryside and holidays: beach, desert,
forest, hill, sea.

6. Sound, accent, rhythm and intonation patterns


Count the syllables in the words.
Recognising, contrasting and the correct pronunciation of accent in words
with two or more syllables and their exceptions.
Pronunciation and recognising the phoneme /h/.
Pronunciation and recognising the third person singular -s in the simple
present: /s/ /z/ /ɪ/.
Pronunciation and recognising the weak form of can/kƏn/ and the long
sound in can’t /kα:nt/.
Pronunciation and recognising intonation in questions.
Pronunciation and recognising –ing.
Recognising and correctly pronouncing the ending –ed in the regular
past: /t/ / d/ /ɪd/.
Pronunciation and recognising the accent on important words in
sentences.
Pronunciation and recognising going to/ gonna.
Pronunciation and recognising intonation to ask for information.
Improving fluidity.

Block 2. Production of oral texts: expression and interaction

1. Production strategies
Planning
- Preparing messages systematically, distinguishing between the main idea
or ideas and its basic structure.
- Writing for the target reader, context and medium, using the appropriate
registers and structures in each case.
Realization
- Transmit the message clearly, coherently, giving it the appropriate structure
and adjusting it, when necessary, to each type of text's models and forms.
- Adjust the task or message after assessing its difficulties and the available
resources.
- Take advantage of previous knowledge the maximum.
- Compensate for language deficits using linguistic, paralinguistic or
paratextual procedures:
Linguistics
o Modify words with similar meanings.
o Define or paraphrase terms and expressions.
Paralinguistics and paratexts
o Ask for help.
o Point out objects, use deictics or carry out actions which clarify the
meaning.
o Use culturally appropriate body language (gestures, facial expressions,
postures, eye contact or body contact, proxemics).
o Use extralinguistic sounds and conventional prosodic qualities.

2. Socio-cultural and socio-linguistic aspects: social conventions,


rules and types of social norms, habits, values, beliefs and attitudes; non-
verbal language.
Identifying customs, celebrations, cultural and sports activities in other
countries and comparison with the customs, celebrations cultural and
sports activities in your country.
Social conventions about the family: identification of different types of
family.
Valuing the real importance of speaking other languages, in particular
English.
Identifying the advantages and disadvantages of living in a large city.
Valuing the communication purpose of images in the current world.
Valuing effort and self-improvement in the sports world.
Identifying adolescents' interests.
Recognise and accept the importance of obeying rules.
Identifying multicultural contexts.
Identifying polite forms
Identifying formal and informal ways of speaking.
Identifying linguistic mistakes caused by cultural factors.
Identifying adolescents' leisure activities.
Identifying social rules.
Identifying adolescents' interests.
Identifying multicultural contexts.
Identifying polite expressions.
Identifying formal and informal language.
Identifying linguistic mistakes caused by cultural factors.
Identifying adolescents' leisure activities.
Identifying social rules.

3. Communicative functions
Describing activities.
Describing personal information.
Describing relationships of possession.
Interpersonal communication: telephone, e-mail, blog post…
Requesting information.
Requesting clarification and repetition.
Describing information about animals and their activities.
Describing places.
Making suggestions.
Describinginformation about sports activities.
Expressing interest.
Expressing opinion.
Comparing different points of view.
Asking questions.

4. Syntactic-discursive contents.
Possessive adjectives
Apostrophe 's'.
Question words
have got: affirmative and negative
have got: short questions and answers
How many… have you got?
Simple present in affirmative and negative.
Adverbs of frequency
Simple present: direct questions and questions with question words.
can to express skill and permission
love,(don’t) like, hate+-ing
Object pronouns.
like, love, hate+ object pronouns
Countable and uncountable nouns
a/an, some and any
there is/there are
much/many/a lot of
Present continuous: affirmative, negative and interrogative. Short
answers.
Simple present vs present continuous.
was/were
there was/there were
Simple past of regular and irregular verbs in affirmative.
ago
Simple past of regular verbs in negative and interrogative. Short answers.
must
Present continuous as future.
be going to in affirmative, negative and interrogative.

5. Common oral vocabulary (reception)


Vocabulary about favourite objects.
Vocabulary connected with countries, nationalities and languages.
Vocabulary connected with family and friends: cousin, grandma,
granddad, aunt uncle, classmate.
Adjectives for describing people.
Vocabulary connected with traditional festivities and customs.
Daily routine activities.
Have/do/get/brush/start collocations.
Adverbs of frequency: always, usually, sometimes, never.
Vocabulary connected with free time activities.
Vocabulary connected with school: places (gym, library, assembly hall,
ICT, canteen…) and school subjects (Maths, ICT, Science…)
Collocations with sports and school activities: do music, go swimming,
play tennis, have art classes, etc.
Vocabulary connected with food: Food, meal, Food Technology, fizzy,
Bento Box, packed lunch, snacks, takeaway…
Vocabulary connected with the animal world: pets, wild, farm animals.
Action verbs: jumping, hunting, hiding, flying, escaping, fighting.
Revise vocabulary about places in the city.
Vocabulary connected with means of transport: travel, journey,
trip and way.
Vocabulary connected with sports.
Vocabulary connected with clothes.
Prepositions of time and place: on, at, in.
The weather and the seasons of the year.
Vocabulary connected with countryside and holidays: beach, desert,
forest, hill, sea.

6. Sound, accent, rhythm and intonation patterns


Count the syllables in the words.
Recognising, contrasting and the correct pronunciation of accent in words
with two or more syllables and their exceptions.
Pronunciation and recognising the phoneme /h/.
Pronunciation and recognising the third person singular -s in the simple
present: /s/ /z/ /ɪ/.
Pronunciation and recognising the weak form of can/kƏn/ and the long
sound in can’t /kα:nt/.
Pronunciation and recognising intonation in questions.
Pronunciation and recognising –ing.
Recognising and correctly pronouncing the ending –ed in the regular
past: /t/ / d/ /ɪd/.
Pronunciation and recognising the accent on important words in
sentences.
Pronunciation and recognising going to/ gonna.
Pronunciation and recognising intonation to ask for information.
Improving fluidity.

Block 3. Comprehension of written texts

1. Comprehension strategies
- Previous presentation of information about the task and subject
- Text identification and its comprehension.
Distinguishing types of comprehension (gist, essential information).
Making hypotheses about contents and context.
Inference and making hypotheses about meaning using comprehension
of the main points, both linguistic and paralinguistic.
- Revising hypothesis using newly understood points.

2. Socio-cultural and socio-linguistic aspects: social conventions,


rules and types of social norms, habits, values, beliefs and attitudes; non-
verbal language.
Identifying customs, celebrations, cultural and sports activities in other
countries and comparison with the customs, celebrations cultural and
sports activities in your country.
Social conventions about the family: identification of different types of
family.
Valuing the real importance of speaking other languages, in particular
English.
Identifying the advantages and disadvantages of living in a large city.
Valuing the communication purpose of images in the current world.
Valuing effort and self-improvement in the sports world.
Identifying adolescents' interests.
Recognise and accept the importance of obeying rules.
Identifying multicultural contexts.
Identifying polite forms
Identifying formal and informal ways of speaking.
Identifying linguistic mistakes caused by cultural factors.
Identifying adolescents' leisure activities.
Identifying social rules.
Identifying adolescents' interests.
Identifying multicultural contexts.
Identifying polite expressions.
Identifying formal and informal language.
Identifying linguistic mistakes caused by cultural factors.
Identifying adolescents' leisure activities.
Identifying social rules.

3. Communicative functions
Describing activities.
Describing personal information.
Describing relationships of possession.
Interpersonal communication: telephone, e-mail, blog post…
Requesting information.
Requesting clarification and repetition.
Describing information about animals and their activities.
Describing places.
Making suggestions.
Describing information about sports activities.
Expressing interest.
Expressing opinion.
Comparing different points of view.
Asking questions.

4. Syntactic-discursive contents.
Possessive adjectives
Apostrophe 's'.
Question words
have got: affirmative and negative
have got: short questions and answers
How many… have you got?
Simple present in affirmative and negative.
Adverbs of frequency
Simple present: direct questions and questions with question words.
can to express skill and permission.
love,(don’t) like, hate +-ing
Object pronouns
like, love, hate+ object pronouns.
Countable and uncountable nouns
a/an, some and any
there is/there are
much/many/a lot of
Present continuous: affirmative, negative and interrogative. Short
answers.
Simple present vs present continuous.
was/were
there was/there were
Simple past affirmative of regular and irregular verbs.
ago
Simple past in negative and interrogative. Short answers.
must
Present continuous as future.
be going to in affirmative, negative interrogative.

5. Common written vocabulary (reception)


Vocabulary about favourite objects.
Vocabulary connected with countries, nationalities and languages.
Vocabulary connected with family and friends: cousin, grandma,
granddad, aunt uncle, classmate.
Adjectives for describing people.
Vocabulary connected with traditional festivities and customs.
Daily routine activities.
Have/do/get/brush/start collocations.
Adverbs of frequency: always, usually, sometimes, never.
Vocabulary connected with free time activities.
Vocabulary connected with school: places (gym, library, assembly hall,
ICT, canteen…) and school subjects (Maths, ICT, Science…)
Collocations with sports and school activities: do music, go swimming,
play tennis, have art classes, etc.
Vocabulary connected with food: food, meal, Food Technology, fizzy,
Bento Box, packed lunch, snacks, takeaway…
Vocabulary connected with the animal world: pets, wild, farm animals.
Action verbs: jumping, hunting, hiding, flying, escaping, fighting.
Revise vocabulary about places in the city.
Vocabulary connected with means of transport: travel, journey,
trip and way.
Vocabulary connected with sports.
Vocabulary connected with clothes.
Prepositions of time and place: on, at, in.
The weather and the seasons of the year.
Vocabulary connected with countryside and holidays: beach, desert,
forest, hill, sea.

6. Graphic patterns and orthographic conventions.


Count the syllables in the words.
Recognising, contrasting and the correct pronunciation of accent in words
with two or more syllables and their exceptions.
Pronunciation and recognising the phoneme /h/.
Pronunciation and recognising the third person singular -s in the simple
present: /s/ /z/ /ɪ/.
Pronunciation and recognising the weak form of can/kƏn/ and the long
sound in can’t /kα:nt/.
Pronunciation and recognising intonation in questions.
Pronunciation and recognising –ing.
Recognising and correctly pronouncing the ending –ed in the regular
past: /t/ / d/ /ɪd/.
Pronunciation and recognising the accent on important words in
sentences.
Pronunciation and recognising going to/ gonna.
Pronunciation and recognising intonation to ask for information.
Improving fluidity.

Block 4. Production of written texts: expression and interaction

1. Production strategies
Planning
- Activate and coordinate general and communication competences in order
to carry the task out efficiently.
- Identify and use the appropriate linguistic or subject resources.
Realization
- Communicate the message clearly using the models and patterns for each
type of text.
- Adjust the task or message after assessing its difficulties and the available
resources.
- Take advantage of previous knowledge the maximum.

2. Socio-cultural and socio-linguistic aspects: social conventions,


rules and types of social norms, habits, values, beliefs and attitudes; non-
verbal language.
Identifying customs, celebrations, cultural and sports activities in other
countries and comparison with the customs, celebrations cultural and
sports activities in your country.
Social conventions about the family: identification of different types of
family.
Valuing the real importance of speaking other languages, in particular
English.
Identifying the advantages and disadvantages of living in a large city.
Valuing the communication purpose of images in the current world.
Valuing effort and self-improvement in the sports world.
Identifying adolescents' interests.
Recognise and accept the importance of obeying rules.
Identifying multicultural contexts.
Identifying polite forms
Identifying formal and informal ways of speaking.
Identifying linguistic mistakes caused by cultural factors.
Identifying adolescents' leisure activities.
Identifying social rules.
Identifying adolescents' interests.
Identifying multicultural contexts.
Identifying polite expressions.
Identifying formal and informal language.
Identifying linguistic mistakes caused by cultural factors.
Identifying adolescents' leisure activities.
Identifying social rules.

3. Communicative functions
Describing activities.
Describing personal information.
Describing relationships of possession.
Interpersonal communication: telephone, e-mail, blog post…
Requesting information.
Requesting clarification and repetition.
Describing information about animals and their activities.
Describing places.
Making suggestions.
Describing information about sports activities.
Expressing interest.
Expressing opinion.
Comparing different points of view.
Asking questions.

4. Syntactic-discursive contents.
Possessive adjectives
Apostrophe 's'.
Question words.
have got: affirmative and negative.
have got: short questions and answers
How many… have you got?
Simple present in affirmative and negative.
Adverbs of frequency
Simple present: direct questions and questions with question words.
can to express skill and permission.
love, (don’t) like, hate+-ing.
Object pronouns.
like, love, hate+ object pronouns.
Countable and uncountable nouns.
a/an, some and any
there is/there are
much/many/a lot of
Present continuous: affirmative, negative and interrogative. Short
answers.
Simple present vs present continuous.
was/were
there was/there were
Simple past affirmative of regular and irregular verbs.
ago
Simple past in negative and interrogative. Short answers.
must
Present continuous as future.
be going to in affirmative, negative and interrogative.

5. Common written vocabulary (production)


Vocabulary about favourite objects.
Vocabulary connected with countries, nationalities and languages.
Vocabulary connected with family and friends: cousin, grandma,
granddad, aunt uncle, classmate.
Adjectives for describing people.
Vocabulary connected with traditional festivities and customs.
Daily routine activities.
Have/do/get/brush/start collocations.
Adverbs of frequency: always, usually, sometimes, never.
Vocabulary connected with free time activities.
Vocabulary connected with school: places (gym, library, assembly hall,
ICT, canteen…) and school subjects (Maths, ICT, Science…)
Collocations with sports and school activities: do music, go swimming,
play tennis, have art classes, etc.
Vocabulary connected with food: Food, meal, Food Technology, fizzy,
Bento Box, packed lunch, snacks, takeaway…
Vocabulary connected with the animal world: pets, wild, farm animals.
Action verbs: jumping, hunting, hiding, flying, escaping, fighting.
Revise vocabulary about places in the city.
Vocabulary connected with means of transport: travel, journey,
trip and way.
Vocabulary connected with sports.
Vocabulary connected with clothes.
Prepositions of time and place: on, at, in.
The weather and the seasons of the year.
Vocabulary connected with countryside and holidays: beach, desert,
forest, hill, sea.

6. Graphic patterns and orthographic conventions.


Recognising and learning the spelling of contracted verb forms.
Recognising and learning changes in spelling in the third person singular
of the simple present.
Recognising and learning changes in spelling verbs when adding the
ending -ing.
Recognising and learning changes in spelling in the past of regular verbs.

4.2 Core contents

When evaluating, it is essential to establish Core contents. These


contents will be a point of reference for the teacher and students when
evaluating their progress in the process of learning and be the basis for
different types of evaluation. Mastering these contents, which are backed
up by different evaluation tools, confirms students' progress and explains
their positive results (at the end of the academic year or at the end of the
evaluation).

(See Section 4.1, Content blocks, in this teaching programme)


5 LEARNING STANDARDS AND RESULTS

In order to grade the performance or achievement of each student during


Secondary Education the syllabus sets criteria for evaluation. These
specifications are called learning standards and enable definition of the
results of learning and are based on what students should know and
know what to do in each subject.

Learning standards must be observable, measurable and possible to


evaluate and, along with evaluation criteria, must be used to evaluate
competences and objectives in continual evaluations and at the end of
each subject. Because of this, syllabus learning standards are set for this
cycle of Secondary Education.

As can be seen in the way learning standards are phrased, The students
are closely connected with the development of linguistic competence, in
such a way that to check the specific standard of achievement or degree
of realisation of objectives during each school year, the following list of
the descriptors of competences can be used.

The connection between evaluation standards and competences is this


subject and cycle is set as follows for this programme:

LEARNING STANDARDS DESCRIPTORS


1st Cycle ESO 1st Cycle ESO

Block 1. Comprehension of oral texts LISTEN


1. Understanding the main points and some details of oral
messages, either live or in recordings.
Grasp the main points and relevant details of warnings, adverts, messages
2. Understanding the most important things in daily
and short communiqués given slowly and clearly.
transactions and tasks and in formal and informal
conversations.
Understanding the main points of what is said in daily, structured 3. Identifying the main ideas and information in presentations,
transactions and tasks. talks, explanations and the news.
4. Distinguishing sounds, accent, rhythm and intonation in
Identifying the general meaning and the main points of a conversation. various contexts and identify what they aim to
communicate.
Understanding, in a conversation, narratives, points of view and opinions
about practical matters in daily life and matters of interest.

Understanding, in a conversation or interview, what is asked about


personal, educational, work matters or subjects of interest and simple,
predictable comments.

Distinguishing the main ideas and relevant information in presentations and


talks.

Identifying essential information in television programmes about daily


matters or subjects of interest.
Block 2. Production of oral texts TALK / CONVERSE
1. Give oral presentations, short, rehearsed presentations,
Give short, rehearsed presentations and reply to simple questions about
and reply to simple questions about them.
their contents.
2. Take part correctly in daily transactions and tasks.
Students deal appropriately with daily transactions and tasks following basic
rules of politeness.
3. Take part correctly in daily transactions and tasks.
4. Take part correctly in conversations using simple structures
Take part in face-to-face informal conversations, or on the phone or by other
and clear pronunciation.
means, exchanging information, expressing opinions and points of view,
invitations, offers, help or warnings.
Taking part in a formal conversation, academic or work meeting or interview.

Block 3. Comprehension of written texts READING


1.
Identifying relevant information in instructions, warnings or
Identifying relevant information in operating instructions for devices or rules.
machines for carrying out activities, and safety rules.
2. Understanding the general meaning and specific details in
Understanding the main points of adverts and publicity material. texts in different formats.
Understanding personal correspondence in any format. 3. Understanding the main points of messages and
Understanding the main points of formal correspondence in which there is correspondence, formal and informal, in different formats.
information about matters or personal, educational or work interest. 4. Find specific, essential information in reference and study
Grasp the main ideas in press texts in any format. material.
Understanding specific, essential information on websites and other 5. Understanding the main ideas in newspaper, literary and
reference materials. fictional texts in different formats.
6. Valuing reading as a source of pleasure and knowledge.
Understanding the main points of short fictional stories which are well
structured.

Block 4. Production of written texts WRITING


1. Using production strategies for writing simple texts.
Filling in a simple questionnaire with personal information, and connected
with training, work, interests or hobbies. 2. Filling in forms, questionnaires or printed pages with
personal information.
Taking notes, messages and notes with simple, relevant information.
3. Writing notes, messages, adverts, posts and short, formal
Writing notes and messages with comments or instructions and warnings and informal correspondence with simple, relevant
about activities and daily situations of personal interest. information.
Writing notes, adverts and short messages respecting conventions and rules
4. Writing texts using appropriate vocabulary, spelling,
of politeness and netiquette. punctuation and correct formats and correct structures.
Writing very short reports with simple, relevant information about usual
events.
Writing personal correspondence in which making and keeping social
contact.
Writing short, basic formal correspondence to send to public or private
institutions or commercial organisations.

6 EVALUATION

6.1 Presentation

The process of teaching and learning is incomplete if the process in itself


is not valued and the results are not measured. Assessment is necessary
in order to check to what extent the foreseen objectives have been
achieved and, consequently, adapt the educational process to students'
needs and characteristics. Assessment must provide information about
what students have learned and how they have learned it. Thanks to
evaluation, we can determine what help each student needs in order to
guarantee progress.

Although all components of educational systems must be evaluated and


can be improved, at present we will assume that the main objective of
evaluation is students' academic progress.
As well as considering the progress of the group as a whole, it is
indispensable to follow individual student's progress taking into account
different forms and rhythms of learning in order to know exactly what
teaching intervention each student needs.

Clearly, evaluation is usually carried out by the teacher. However, bearing


in mind the fact that our approach aims to involve students in their own
learning, it is reasonable that they, too, should be involved in the
evaluation process. What the students say about how they see their own
learning must be taken into account: the difficulties they find in the
process and, especially, their tastes and preferences with regards to how
to learn English.

Assessment is needed throughout the stages of learning:

At the beginning of the process, the starting point must be evaluated
(what students already know, what they do not and what they know
imperfectly). This evaluation allows us to anticipate problems and adapt
the teaching programme. This can be done at the start of the academic
year, the term or even at the start of each unit.

During the process, evaluation helps the teacher to take decisions about
areas where more work is needed, about extending, removing or
reinforcing contents about whether the programme should be altered in
any way.

Atthe end of each educational stage, evaluation allows the teacher to


see if the results of the teaching-learning process match the objectives.

Assessment must consist of a diverse combination of tools which provide


objective, quantitative data in order to give information about the process
and make it possible to assess each student. Tools or assessment
strategies include observation in class, correctly monitoring parameters
(tasks being carried out or not, greater or lesser participation, greater or
lesser interest in learning…), written tests (with questions in different
formats: singular answers, short answers, multiple choice, association of
ideas or concepts…), oral interaction, with the teacher or
between students, and taking part in team work and/or cooperative work
and their results. Once more, the objective is to have carefully collected
data which gives a precise record of progress made with learning and
possible difficulties.
In all cases, the most important thing is to always choose the tool which
gives the most information about the teaching-learning process we want
to find out about and deal with.

6.2 Assessment criteria

Assessment criteria can be defined as reference norms which establish


the type of learning and also the extent to which each student can be
expected to acquire knowledge and competence.

These criteria allow us to establish and evaluate students' progress


appropriately, both individually and a group. The materials in Smart
Planet are in line with the following evaluation criteria and legislation
about primary education:

Block 1. Comprehension of oral texts

‒ Identifying essential information, the main points and most relevant


details in short oral texts and good structures, spoken live or via technical
media, slowly or at medium speed, in formal, informal or neutral registers,
and about daily or usual situations or about general subjects or matters of
interest in the personal sphere, public, educational and occupational,
acoustic conditions not distorting the messages and it being possible to
listen to it again.

‒ Knowing and knowing how to use the most appropriate strategies for
understanding general meaning, essential information, the main points
and ideas or the most relevant details in a text.

‒ Finding out about and using Sociocultural and sociolinguistic aspects of


daily life for understanding the text (work and study habits, leisure
activities), living conditions (surroundings, social structure), interpersonal
relationships (between men and women, at work, at school, at public
institutions), behaviour (gestures, facial expressions, use of the voice, eye
contact), and social conventions (customs, traditions).

‒ Distinguishingthe text's most relevant communication function or


functions and a range of the most common features such as frequently
used discourse models for text organisation (introducing the subject,
developing and changing the subject, concluding the text).
‒ Makinguse of knowledge about frequent oral communication discourse
and syntactic models in order to understand texts and meanings
associated with them (eg. interrogative structures for making
suggestions).

‒ Recognising Common oral vocabulary about daily matters and general


subjects or connected with matters of interest, studies and work, and
deduce the meaning of less frequent words and expressions for the text
and context and given visual support.

‒ Distinguishing between frequently used sound patterns, accents, rhythms


and intonation and recognising general communicative meanings and
intentions connected with them.

Block 2. Production of oral texts

‒ Producing short, comprehensible texts, both in face-to-face conversation


and on the phone and using other technical means, using a neutral or
informal register, and simple language, to ask for and exchange
information about which subjects which are important in daily life, well-
known subjects or of personal interest, connected with studies or work,
and briefly explain the reasons behind certain actions and plans, although
there may be interruptions or hesitation, there are pauses and there is
rephrasing in order to structure the discourse and choose expressions
and structures, and sometimes the conversation partner has to ask the
speaker to repeat.

‒ Find out about and know to use the most appropriate strategies for
producing oral texts, short monologues or dialogues with simple, clear
structures, using, amongst other things, procedures such as adapting the
message to models from the students' first languages or others, using
approximate vocabulary if more precise words are not available.

‒ Including socio-cultural and socio-linguistic knowledge connected with


social structures, interpersonal relationships, behaviour models and social
conventions in the production of an oral monologue or dialogue, behaving
correctly and respecting the main rules of politeness in their respective
contexts.

‒ Putinto practice the functions required for communication using their


most frequent examples and frequently used discourse models to
organize texts in a simple way with sufficient internal coherence with
regards to the communication context.
‒ Show good knowledge of a limited repertoire of frequently used syntactic
structures and use it with simple communication mechanisms closely
connected with the context and communication purpose (vocabulary
repetition, ellipsis, personal, spatial and time deixis, juxtaposition,
frequent conversational connectors and markers).

‒ Finding out about and using a sufficient repertoire of oral vocabulary in


order to communicate simple and direct information, opinions and brief
points of view in usual, daily situations, even though the message may
have to be adapted in less usual situations.

‒ Pronounce and intone correctly and intelligibly, even though on


occasions with an obvious foreign accent, or with occasional
pronunciation mistakes but which do not interrupt communication, and
even though conversation partners have to ask you to repeat sometimes.

‒ Use short sentences, groups of words and formulas for interacting


appropriately in short exchanges in daily, usual situations, sometimes
interrupting the discourse to look for expressions, use less frequent words
and communicate in less frequent situations.

‒ Interact in a simple way in clearly structured exchanges, using simple


formulas and gestures to give other people turns, although this depends,
to a large extent, on conversation partners' attitudes.

Block 3. Comprehension of written texts

‒ Identifyingessential information, the most relevant points and important


details in texts, both printed and on digital devices, short and well
structured, written in formal, informal or neutral registers, dealing with
daily matters, relevant matters of interest for studying or work, which
include simple structures and commonly used vocabulary.

‒ Knowing and knowing how to use the most appropriate strategies for
understanding general meaning, essential information, the main points
and ideas or the most relevant details in a text.

‒ Being familiar with Sociocultural and sociolinguistic aspects connected


with daily life (study and work habits, leisure activities, including arts such
as music and cinema), living conditions (surrounding, social structure),
interpersonal relationships (between men and women, at work, at
schools, at institutions) and social conventions (customs, traditions) and
using them for understanding the text.
‒ Distinguishingthe most relevant communication function or functions in
the text and a repertoire of its most common features, as well as
frequently used discourse models connected with text organisation
(theme introduction, development, change of subject and text conclusion).

‒ Recognising, and using with text comprehension, parts and the


organisation of frequently used syntactic structures in written
communication, as well as associated meanings (eg. interrogative
structures for making suggestions).

‒ Recognising commonly used written vocabulary about daily matters and


general subjects connected with interests, studying and work, and deduce
the meanings of less frequently used or more specific words using the
context and text.

‒ Recognisingthe main spelling, writing and punctuation conventions as


well as commonly used abbreviations and symbols and their associated
meanings.

Block 4. Production of written texts

‒ Write,either on paper or electronically, simple, short texts with clear


structures about daily subjects or matters of personal interest, in a formal,
neutral or informal register, making proper use of basic cohesion
resources, basic spelling and the most common punctuation marks, with
reasonable control of simple expressions and structures and frequently
used vocabulary.

‒ Find out about and use appropriate strategies for preparing simple
written texts and with simple structures, eg. copying formats, formulas
and conventional models for each type of text.

‒ Including in the preparation of the written text socio-cultural and socio-


linguistic knowledge about social structures, interpersonal relationships,
models of behaviour, respecting the most important rules of politeness in
their respective contexts.

‒ Making use of the communication functions required, using their most


common features and the most frequently used discourse models to
organize the written text in a simple way with sufficient internal cohesion
and coherence with regard to the communication context.

‒ Demonstrate knowledge of a limited repertoire of commonly used


syntactic structures which are simple enough to be adapted to contexts
and the purpose of communication (vocabulary repetition, ellipsis,
personal, spatial and time deixis, juxtaposition, frequently used discourse
connectors and markers).

‒ Finding out about and using a repertoire of written vocabulary sufficient


for communicating information, opinions and short, simple points of view
in usual, everyday situations, even if the message has to be adapted in
less usual, less well-known situations.

‒ Findout about and use, appropriately and almost always


comprehensibly, basic punctuation marks (eg. full stop, comma) and
basic spelling rules (eg. lower and upper case, breaking words at line
ends), and the most usual spelling in texts on electronic formats (eg.
SMS, WhatsApp).

As we stated in the previous section, both evaluation criteria and their


application - learning standards - must be items in terms of objective
achievement and each stage's competences.

Furthermore, for specific evaluation of the degree of achievement in


terms of these criteria in the FIRST CYCLE OF SECONDARY
EDUCATION, the teacher may use the descriptors listed in section 3
(Competences) and 5 (Learning Standards) and in this programme's
Didactic Units Development.

6.3 Assessment in Smart Planet

It is best to use continual evaluation with students of this age, following


their progress in the classroom and using the information obtained while
teaching. Continual evaluation is based on the teacher following
the students' progress and using the knowledge acquired in that way to
direct them, which makes the students' role even more active: they learn
the guidelines which the teacher gives them and also their own following
of them.

Students neither develop at the same rate nor learn in the same way, so
each student must be evaluated individually and not compared with
classmates. The objective must be based on each student's progress and
development.

As well as their progress in English, students' social and emotional


development must be evaluated and observed. The teacher must
praise students' progress and work in pairs and as a group as well as
giving them instructions about how to make progress with their English.

The following evaluation criteria are in line with legal requirements and
the teaching materials offering in Smart Planet and are taken to be
important, necessary areas for evaluation.

1. Oral comprehension. The aim is to check students' ability to understand


the gist of short oral messages, given in ideal communication conditions,
in other words, direct communication situations with helpful contexts.

2. Understanding specific messages. The aim is to check the ability to


understand not only the gist but also specific details, which have been
previously pointed out, from simple oral and written texts which are
familiar to the students, although they may not fully understand some
other parts of the message.

3. Producing messages. The teacher evaluates students' ability to express


themselves orally in everyday situations. The comprehensibility of the
message is particularly evaluated, excusing possible pronunciation
mistakes which do not affect understanding.

4. Pronunciation. The aim is to check have assimilated the English


phonetic system: its phonemes' rhythm and intonations, whether they can
use it in comprehension and for producing simple messages in already
familiar contexts.

5. Assimilation of new vocabulary. With this criteria the aim is to evaluate


the ability to understand and use vocabulary appropriately and
expressions which have been learned. Vocabulary assimilation is always
checked in situations with a context and close the students' own
experience.

6. Class participation. Observe how students behave to assess whether


they participate in a constructive form in class communication situations,
respecting the rules for the exchange of information.

7. Collaborative work. This, too, is evaluated by observing students'


behaviour, seeing whether they take part in a constructive way in group
activities, collaborating in a harmonious learning process in the
classroom.

8. Individual work. By observing students' behaviour, their individual work


is evaluated with regards to correct contents, care taken with
presentations and timely completion of tasks.
9. Interest in learning. The aim is to check that students are interested in
advancing in their learning and curious to learn new things, if they pay
attention in class, ask questions and ask about their doubts.

10. Respect for others. There is an evaluation of whether students respect


their classmates and teachers, listen to them without interrupting them,
respecting turns to speak and appreciating others' ideas and opinions.

11. Interest in finding out about other cultures. There is an evaluation of


whether students are interested in finding out about culture in English-
speaking countries, if they pay attention when such subjects are talked
about and if they ask questions in order to widen their knowledge.

12. Using polite forms. The aim is to observe in order to check


that students use the polite forms in English that they learn and include
them in normal class routine.

In order to have an overall appreciation of the whole of the class, the


teacher may draw up a double-entry table with a vertical list of
the students and, horizontally, the numbers for evaluation criteria. By
marking the boxes using a colour code which shows to what extent
objectives have been achieved (for example, green for good, blue for
acceptable, red for insufficient), the group's progress can be seen at a
simple glance.

Discipline also forms part of any good evaluation. By


channelling students' innate energy in the right direction, the teacher can
avoid rebelliousness and discipline problems. Many problems of this type
arise when students get bored, when the level is beneath them or when
activities are too repetitive. Smart Planet has been designed to take into
account the very diverse needs and desires of different students and,
thanks to this, it includes a wide variety of activities for them to enjoy.

However, it is important for the teacher to mark the rules with regards to
discipline in the classroom, making sure that students know what is and
what is not acceptable, and treating all students alike. If clear, fair
discipline parameters are established, a 'safe' atmosphere will be created
in the classroom and students will study freely and with confidence.

In order to keep the interest of the smallest students, the teacher must
find a balance between their limitless energy and short span of
concentration in order to avoid boredom, restlessness and lack of
motivation, things which lead to discipline problems.
6.4 Assessment tools in Smart Planet

As we said while discussing the parts of the method (see point 1.3),
the Smart Resources DVD-ROM includes exams for the initial
assessment, for each unit, for the end of the term and the final
assessment, with two degrees of difficulty. However, the method's most
powerful tool is undoubtedly Test Generator, which help create written
tests and which, consequently, helps create tests fitting the students'
characteristics and diversity; it also offers exam models ready for use (for
each unit and in summary).
In both the Student’s Book and the Workbook each unit concludes with
two pages for revising the contents dealt with, paying special attention to
vocabulary, the use of verb tenses and grammar. There is also a more
general revision page every three units in both books to find out how
firmly language knowledge has been acquired; they always include three
activities: one about vocabulary (Vocabulary), another about grammar
(Grammar) and a final one about language use (Functions).
It should also be remembered that the Get it right!pages allow you to work
on the typical mistakes made by Spanish speakers when learning
English. Systematic self-correction will allow students to carry on learning
in a consolidated way.
In the annex at the end of this document there is a KEY
COMPETENCES ASSESSMENT RUBRIC, broken into different
descriptors, which the teacher may use at the end of each unit, each
quarter or whenever appropriate throughout the school year.
6.5. Qualification criteria
As mentioned in point 6.1, one of the objectives of assessment is to
specify how much each student has learned. This information will be used
to take important decisions, so the parameters used to fix them and
communicate them will be used for taking important decisions. In other
words, the teacher and the students will know where their weak points are
and, consequently, which area or areas of knowledge they should focus
on.
In order to proceed as explained in the previous paragraph, the best thing
is to assess unit by unit, making use of the contents specifications in point
8. To do this, we include reference values table using percentage values
to make them easily understood. The idea is not to fill in a table like this
for each student but, when giving marks, teachers should take into
account the importance of different things studied, how much they count
towards final marks and, as appropriate, shortcomings and reinforcement
tasks.

%
TEACHING UNIT %
total
1
Block 1. Oral Comprehension 60
5
1
2. Oral production
5
1
3. Written comprehension
5
1
4. Writing expression
5
Transversal features in the blocks Communication functions 4 28
Vocabulary 4
Syntactic-discursive contents 4
Graphic patterns and sounds 4
Classroom language 4
Learning strategies 4
Sociocultural and sociolinguistic
4
aspects
3 Social awareness 12
100

This approximation makes it easier, to a large extent, to make the


adjustments required for students with special needs (see point 7). Let us
take a student with hearing problems: obviously, the percentages for
blocks 1 and 2 can be reduced, as can those for pronunciation, and they
can be assigned to the other blocks.

Marks can also be altered depending on what we call correction factors,


affecting final marks by ± 5-10%. These factors are:
- Intention to communicate in English.

- Motivation for learning English.

- Personal work: effort, persistence…

It is also the case that any dishonest attitude (eg. copying in written tests
or stealing other people's work) will lead to losing all points from that
teaching unit or all the units taught until then during the term.

7 EDUCATIONAL NEEDS

7.1. Introduction to the concept of attention to diversity.

Educating means doing everything possible for all the students to obtain
maximum personal, intellectual, social and emotional development and,
of course, for them to achieve the objectives set by the curriculum. This
means taking great care with attention to diversitywith regards
to students. Obviously, each person is different, but we know that
the students who need greatest attention in terms of educational
adjustment are those who need specific educational help, and they fall
into the following categories:

a) students with special educational needs dues to an inability or serious


behaviour disorders;

b) students with high intellectual capacity;

c) students who have joined our educational system late;

d) students with specific learning difficulties;

e) students with special educational needs due to personal conditions or


school history.

Except for the group who have joined late, and because learning English
is a principle independent from the educational system, the rest of
the students will, as we say, need adjustments to deal with their individual
characteristics. We will deal briefly with each profile (taking into account
the fact that the educational approach for students with more than one
problem will be more complex).

Students with educational needs due to disabilities or serious



behaviour disorders.

Their disability may be physical (sensory or movement), intellectual


or connected with language disability. In the first case, the most
usual problems are significant sight, hearing or movement problems.
This disability will lead to students having greater or lesser difficulties
with certain linguistic abilities (eg., listening for hypo acoustic
children). So, in the first place, the teacher must modify the
objectives and, secondly, use methodical means to access the
curriculum, which will vary depending on each disability. In other
words, modify the learning process for each student's particular
characteristics (to continue with the same example, emphasising
visual access, taking into account the student's hearing problems),
giving more emphasis to activities, materials, resources, etc, which
support the learning process.
For students with intellectual disability and language disorder (in
terms of expression and/or comprehension), the teacher faces a
completely different problem as, in general, students will need a
highly adapted version of the curriculum in terms of objectives and
contents, and assessment in similar terms. Specifically for students
with language disorder, bearing in mind that they already have
problems with their mother tongue, it is easy to imagine that learning
a second (or third) language will not be easy for them. For all of
these students, decisions about their academic course must be
slowly taken, in coordination with the Orientation Department, as
some of them may well not achieve the objectives set in terms of
competences in each stage.

Behaviour disorder is usually, though not always, related to attention


deficit hyperactivity disorder. In all cases, the teacher must use
standard measures to deal with these students' difficulties. Briefly, we
should mention: balancing the right class routine with new, motivating
teaching approaches, positioning students carefully, reinforcing
success, valuing effort more than results (taking care of self-esteem
and motivation), modifying assessment tools, etc. If there is no
discrepancy, the objectives should not be modified. If there is a
discrepancy, the possibility of adapting the syllabus may be taken
into account, always bearing in mind the competences which have to
be acquired in order to go forward or obtain qualifications.

Students with high intellectual capacity.

These students' main problem is usually lack of motivation, the result


of having to perform learning activities which they are already
beyond. It is the teacher's job to use appropriate teaching strategies
(eg. get them to lead team work or ask them to take part in some
explanations as student-helpers…) and offer activities which are a
challenge for them (activities to widen their knowledge or increase it,
voluntary or otherwise).

Students with specific learning difficulties.

When learning a language, learning disorders due to reading


difficulties should be taken into account (eg. dyslexia) or problems
writing. In either case, the teacher must find out exactly what the
difficulties are and, as above, adapt the syllabus and methods for
improving the teaching-learning process.
Students with special education needs due to personal conditions


or school history.

This group has only recently been specified in legal terms and can
be interpreted in different ways. The Department of Orientation must
determine which students are to be included in the group
(eg. students with epilepsy which obstructs their learning) and decide
how to deal with this educationally.

7.2. Attention to diversity in Smart Planet.

Bearing in mind this range of possibilities, it should be said that Smart


Planet pays attention to diversity in its programme, structure and
contents. As we have mentioned earlier, the Smart Planet programme is
flexible. It offers specific points and general suggestions to help teachers
to adapt the programme to their own context: the centre, their classroom
and each student.

The contents of Smart Planet, which have been carefully chosen, are
attractively presented in a stimulating way in order to deal with diversity.
The course has a cyclical structure which allows students to widen their
knowledge starting from what they already know and acquire more
knowledge about cultural issues and new, more complex linguistic
subjects. At the same time, the complex evaluation process includes
general criteria which must be prepared and adapted for each group,
setting specific objectives depending on the context of each centre,
teacher and class. Teachers have different tools of evaluation and
competences as well as specific tasks. It is also necessary to set Core
contents according to the needs, abilities and rhythm at which
the students learn.

In fact, in order to take care of specific needssuccessfully,


the activities, materials and resources available in Smart Planet must
be taken into account. The vast majority of these activities can be used in
personalised ways and are open so that each studentcan respond in a
different way depending on his/her ability.

The Activities Book concentrates of each unit's key contents. These


activities can be used both with students who need extra help and with
more able students who finish the initial task early. Each studentwill need
a different amount of time which will depend, to a greater or lesser extent,
on his/her motivation. Most of the activities are designed for use in the
classroom, but they can also be given as homework. As can be seen on
the table further on, the same material and/or resources can be used to
reinforce the class or widen knowledge; in other words, the objective can
be changes as fits. For example, a simple question about a text can be
reinforcement for less advanced students and can also serve as
inspiration in an extension activity in which students are asked to say
other words in the same semantic area.

The teacher should take advantage of students' abilities in every way that
arises. One student may hate speaking but enjoying writing vocabulary on
the board, while another may be good at drawing or making posters.

Another crucial factor is the methodology used by the teacher with his/her
own group and, more specifically, with students with learning difficulties.
The most important thing with all types of task is to make sure that they
have been correctly prepared beforehand, students knowing all the words
they are going to need and understanding the activity's objectives.
If students are given the right linguistic tools in order to carry out the
activity successfully, it is almost certain that they will find it sufficiently
demanding and interesting. Without the necessary preparation, students
may have an experience of negative learning, which will lead to them
losing confidence and feeling frustrated with an activity which demands a
degree of competence which they do not have.

As said above, assessment and stimulation are essential for students,


and even more so for those with special needs. When doing an activity,
you must guide them towards finding the right answers rather than giving
them to them. This will lead to students feeling satisfied when they find
the right answer. Whenever a student makes a mistake, you must
emphasise that making mistakes is part of the learning process and that
they should not be ashamed of making mistakes.

The extra activities in each lesson (extension ideas and alternative


treatment) can be used whenever the teacher feels that the students
need to practise particular vocabulary. The same activities can be used to
extend more advanced students' knowledge, although, in some cases, it
may be necessary to change the instructions a little. Additionally, there
are extension or reinforcement pages in the Teacher's Resources CD
about the main vocabulary and structures in each unit. There are also
pages with lists of words with their definitions for revising and
increasing students' vocabulary.

It should not be forgotten that continual revision is another important part


of the learning process and that it is particularly helpful for students with
special needs, as well as for the rest of the group. Smart Planet is based
on a system of continual revision, with different games and techniques for
revising the vocabulary learned in each unit and each block of two units.

The Teacher's Resources CD with the interactive online activities and the
CD-ROM for the digital board offer further material to help teachers deal
with the different specific needs in the classroom.

8 TEACHING UNITS
DEVELOPMENT

As can be seen in the development of the teaching units, the contents


have been grouped in four main blocks:

Block 1. Comprehension of oral texts.


Block 2. Production of oral texts.
Block 3. Comprehension of written texts.
Block 4. Production of written texts.

In order to facilitate reading the programme, inter-disciplinary contents


are specified after each block's specific contents. The students are the
following:

Communication functions
Vocabulary
Structures
Graphic patterns and sounds
Classroom language
Learning strategies
Sociocultural and sociolinguistic aspects

The contents of each unit are explained on the following pages.


UNIT 1 OUR WORLD

1 Contents
Block 1. Comprehension of oral texts
▪ Listening to and understanding a conversation between some young

people who have just met each other.


▪ Listening to and understanding of the information about a young woman

sailor and an Australian heroine.


▪ Listening to and understanding some information about the multicultural
character of a British school.
▪ Listening to and revising (stress) when comparing the names of countries

and their nationalities and languages.


▪ Listening to and understanding a text with geographical information about

the Earth.
▪ Listening to and understanding videos: 1.1. Presentation about a young

Italian woman racing driver who drives a Ferrari; 1.2. Presentation about
four young American students who love science; 1.3. Six students briefly
introduce themselves; 1.4. A conversation about Pangea.
▪ Listening to and understanding short interviews with four young people at

an airport.
▪ Listen to and copy a dictation of various Wh- questions.

Block 2. Production of oral texts


▪ Exchanging information in pairs in which each studenttalks about his/her
favourite things.
▪ Oral interaction in groups to ask questions and give answers about

favourite things.
▪ Oral interaction in pairs in which there are questions and answers about

countries of origin, nationalities and the languages spoken there.


▪ Exchange of questions and answers in pairs about names.

▪ Oral interaction in pairs to talk about facets of the school's multicultural

characteristics.
▪ Exchange of personal information in pairs: name, place of birth and

parents' nationality.
▪ Interaction in pairs to practise linguistic formulas for when you meet

somebody.
▪ Presentation to the class of the information about a young hero or heroine.
▪ Presentation to the class of the information about a famous scientist and

comparing information about NASA.


▪ Present the information gathered about a continent.

Block 3. Comprehension of written texts


▪ Reading and understanding a text about a young woman sailor and an
Australian heroine.
▪ Reading and correcting sentences about a young woman sailor and an

Australian heroine.
▪ Reading and understanding an article about the multicultural and

international nature of a British school.


▪ Reading and understanding some personal information.

▪ Reading and taking in phrases and contents for writing a text: some

personal information.
▪ Reading the reference sections given in the activities.

▪ Reading and understanding extra information marked as Fact.

▪ Reading and understanding different traditions for celebrating birthdays.


Block 4. Production of written texts
▪ Complete sentences about favourite objects, colours and places.
▪ Choose possessives to complete sentences and a text.

▪ Appropriate use of the names of countries and their nationalities and

languages.
▪ Writing sentences using possessive ‘s.

▪ Choosing the appropriate Wh- word to ask questions (Wh- questions).

▪ Writing Wh- questions putting the words given in order or adapting them to

the answers given.


▪ Writing Wh- questions and answers to them for giving personal information

and a model interview with a famous sports player.


▪ Describing María, a young Italian racing driver.

▪ Making a poster or a presentation about a young hero or heroine.

▪ Writing answers to questions about a British school and about your own

school.
▪ Writing a piece of news about a famous scientist and three interesting

facts about NASA.


▪ Gathering information about a continent.

▪ Correcting sentences making proper use of the initials in upper case.

▪ Writing pieces of news about oneself and about a made-up person,

including the information requested and making proper use of the initials
in upper case.
▪ Complete crosswords with the names of known or usual objects.

▪ Writing various sentences about celebrating birthdays in our country.

The following points are studied indirectly in the four previous blocks:
Communication functions:
▪ Presentation about oneself and somebody else.

▪ Using expressions to encourage oral interaction: Cool! / Ok / Right / Great!

▪ Expressing personal information: favourite things.

▪ Asking for personal information from another person (nationality, age, etc.)

using Wh- Questions.


▪ Describing personal information (nationality, age, etc.) answering Wh-

Questions.
▪ Describing possessive relations.

▪ Describing personal information as biographical data.

Vocabulary:
▪ Leisure objects: football / trainers / games console / books / rollerblades /

guitar / headphones / MP3 player / skateboard / mobile phone / computer


/ comics.
▪ Possessive adjectives: my / your / his / her / our / your / their.

▪ Countries, nationalities and languages.

▪ Wh- Words: When / What / Who / Where / How.

Syntactic-discursive contents:
▪ Expressing possession: possessive adjectives and possessive (‘s).
▪ Wh- Questions and Wh- Words.

Graphic patterns and sounds:


▪ Recognising, contrasting and the correct stress in the names of countries

and their nationalities and languages.


Classroom language:
▪ Look at the photos and match them with the things in the box.

▪ List, check and repeat.

▪ Work with a partner.

▪ Read and listen…

▪ Read the text [again]. Correct the sentences. / Choose the correct words. /

Answer the questions.


▪ Complete the sentences… Compare them with a partner.

▪ Look at the table. Find all of the possessive adjectives in the text. / Writing

sentences with possessive ‘s. / Match the questions with the answers.
▪ Ask… Writing their answers.

▪ Look at the picture.

▪ Listen to...

▪ Listen again. Choose the correct answers.

▪ Match the words in the box with the numbers in the table.

▪ Listen, check and repeat.

▪ Work with a partner. Answer the questions. / Ask and answer the

questions… / Practise the conversation…


▪ Complete the questionnaire with…

▪ Writing the words in the correct order to make the questions.

▪ Look at the ‘Hello’ poster. What languages can you see?

▪ Listen and complete the conversation with the words in the box.

▪ Listen and repeat… Translate them into your language.

▪ Change the words in bold in the conversation in… Use the information

below. Practise the conversation with a partner.


▪ Find examples of…

▪ Plan your personal profile. Use the list in the Look at Content box and

make notes.
▪ Writing your personal profile. Use your notes from… and the language

below to help you.


▪ Can you say YES to these questions?

▪ Writing the word(s) for each picture.

▪ Complete the sentences… with a nationality or language. / with the correct

possessive adjectives. / with the noun + ’s.


▪ Match the two parts of the questions.

▪ Choose the correct words to complete the text.

Learning strategies:
▪ Forming patronymics and languages starting with the name of the country.
▪ Difference between Yes/No Questions (closed answer) and Wh-
Questions (open answer).
▪ Reading phrases and contents to write an autobiographical piece of news.

▪ Revise and correct Spanish speakers' typical mistakes: a) Use of capital

letters at the start of names of countries, nationalities and languages; b)


Use of on(instead of in) for the days of the week.

Sociocultural and sociolinguistic aspects:


▪ Finding out about different customs for celebrating birthdays.

▪ Identifying indicators of internationality at our school in general and our

class in particular, and valuing the consequent socio-cultural wealth.


▪ Valuing the real importance of speaking other languages, in particular

English.

2 Competences

Descriptors Activities

Linguistic communication
LISTEN

Understanding the main points and some Listening to information about a young woman sailor and an Australian heroine.
details of oral messages, either live or in
recordings.
Understanding the most important things in Listening to a conversation between some young people who have just met
daily transactions and tasks and in formal each other, short interviews with four young people at an airport.
and informal conversations.
Identifying the main ideas and information in Listening to information about the multicultural character of a British school, a
presentations, talks, explanations and the text with geographical information about the Earth.
news. Watch four videos: 1.1. Presentation about a young Italian woman racing driver
who drives a Ferrari; 1.2. Presentation about four young American students who
love science; 1.3. Six students briefly introduce themselves; 1.4. A conversation
about Pangea.

Distinguishing sound characteristics, accent, Identifying and correctly pronouncing the names of countries and their
rhythm and intonation in various contexts nationalities and languages.
and identify what they want to communicate.
TALK / CONVERSE

Presentation to the class of the information about a young hero or heroine.


Give short, rehearsed oral presentations, Presentation to the class of the information about a famous scientist and
and reply to simple questions which can be comparing information about NASA.
asked about your presentations. Present the information gathered about a continent.
Take part correctly in daily transactions and Oral interaction in pairs to talk about facets of the school's multicultural
tasks. characteristics.

Take part correctly in daily transactions and Exchange of questions and answers in pairs about names.
tasks. Interaction in pairs to practise linguistic formulas for when you meet somebody.

Take part correctly in conversations using Exchanging information in pairs and in groups about each person's favourite
simple structures and clear pronunciation. things.
Oral interaction in pairs in which there are questions and answers about
countries of origin, nationalities and the languages spoken there.
Exchange of personal information in pairs: name, place of birth and parents'
nationality.

READING

Identifying relevant information in Interpret information about activities or exercises correctly.


instructions, warnings or rules. Taking in phrases and contents for writing a text: some personal information.

Understanding the general meaning and Understanding a text about a young woman sailor and an Australian heroine.
specific details of texts in different formats Understanding extra information marked as Fact.
Understanding an autobiographical piece of news.
Find specific, essential information in Reading the reference sections given in the activities.
reference and study material.
Understanding the main ideas in newspaper, Understanding an article about the multicultural and international nature of a
literary and fictional texts in different formats. British school.

Valuing reading as a source of pleasure and Understanding texts about different traditions for celebrating birthdays.
knowledge.
WRITING

Using production strategies for writing Writing autobiographical pieces of news making proper use of the initials in
simple texts. upper case.
Choose possessives to complete sentences and a text.
Writing sentences using possessive ‘s.
Writing Wh- questions putting the words given in order or adapting them to the
answers given.
Filling in forms, questionnaires or printed Complete sentences about favourite objects, colours and places.
pages with personal information. Writing Wh- questions and answers to them for giving personal information and
a model interview with a famous sports player.

Writing notes, messages, adverts, posts and Writing a short text in which students talk about their duties at home and at
short, formal and informal correspondence school.
with simple, relevant information. Writing answers to questions about a British school and about your own school.
Writing various sentences about celebrating birthdays in our country.
Writing texts using appropriate vocabulary, Writing autobiographical pieces of news about oneself and about a made-up
spelling, punctuation and correct formats person.
and correct structures. Describing María, a young Italian racing driver.
Making a poster or a presentation about a young hero or heroine.
Writing a piece of news about a famous scientist and three interesting facts
about NASA.
Preparing information about a continent.

Mathematical competences and basic science and technology competences.


Solving puzzles, crosswords and guessing Doing crosswords with the names of known or usual objects.
games.
Digital competences
Obtaining information from the Internet for Looking for information about a continent, about a young hero or heroine and
carrying out tasks in English. about a famous scientist.

Give short presentations and projects in Making a poster or a presentation with la information about a continent.
English using different formats and digital
tools.
Studying and practising English on digital Using the AR app (Smart Planet Augmented Reality App) to access the videos,
devices. interactive activities and presentations about grammar.
Social and Civic competences.
Take part in activities pairs and groups with Take part properly in the activities in pairs or as a group.
respect and interest.
Interacting politely and attention valuing and Expressing individual preferences and respecting other people's preferences.
respecting classmates' opinions, tastes and Using communication reinforcers.
preferences.
Taking an interest in and respecting the Finding out about customs for celebrating birthdays in Ireland.
customs, rules and values of countries in
which foreign languages are spoken.
Cultural awareness and expressions.
Using artistic techniques and items to Making a poster or a presentation and autobiographical pieces of news.
prepare and give presentations and projects.
Identifying cultural features of English- Comparing traditions in celebrating birthdays.
speaking countries and compare them with
their own, showing respect and interest.

Learning to Learn
Identify, plan and apply objectives for Individually do the exercises from the Workbook.
carrying out tasks, activities and projects. Do the homework individually (looking for and compiling information, making a
poster…).
Taking in and using phrases learned for writing an autobiographical piece of
news.
Using tools and resources for clearing up Revise the Get it right! sections critically.
doubts, widening knowledge and correcting
mistakes.
Showing an interest in carrying out Do the Review sections with interest.
evaluations of your own progress and
identify points for improvement.
Identifying and using different strategies for Look in depth at the Grammar Reference and make progress in the general use
learning individually. of what has been learned.

Sense of initiative and entrepreneurial spirit.


Using the strategies needed for studying Work individually on the tasks given.
individually.
Have a positive, proactive attitude to reading Do the reading activities in the Workbook individually.
texts by yourself.
Plan, organise and check your work to be Using phrases given for writing (auto)biographical pieces of news.
able to present it properly.

3 Social awareness.

Moral and civic education


▪ Show interest taking an active part in class and following the teacher's

instructions correctly.
▪ Accepting other people's tastes and preferences (favourite things).

▪ Showing an interest and give constructive criticism about work (posters,

presentations…) done by classmates.


Education for gender equality
▪Respecting and value boys' and girls' tastes and preferences (favourite
things) equally.
▪Recognising that both boys and girls can be adventurers, heroes/heroines,
scientists, etc.

Education against discrimination


▪Respecting all people and specifically classmates with regardless of their
nationality or cultural origin; recognising, furthermore, that a multicultural
society can be richer in social terms.
Working together in class
▪ Be able to work in pairs or groups effectively, respecting other people and
being cooperative.

4 Cross-curricular links
▪ Geography and History: finding countries on a world map, recognising

nationalities, movement on crust of the Earth (from Pangea to present),


continents and oceans.

5 Assessment criteria
▪Name recognise and present vocabulary connected with leisure objects;
possessive adjectives; names of countries and their nationalities and
languages.
▪Ask and answer questions (Wh- Questions) in connection with: name,
countries of origin, nationalities and the languages spoken there, place of
birth, parents' nationality and favourite things.
▪Talk about facets of the school's multicultural characteristics.
▪Correctly stress the names of countries and their nationalities and
languages.
▪Making appropriate use of possessive adjectives and the possessive ‘s.
▪Using correct pronunciation and intonation: in oral exchanges and in the
presentation of information and/or personal productions to the class.
▪Understanding general information and getting the main ideas in written
texts of different types: a text about a young woman sailor and an
Australian heroine, an article about the multicultural and international
nature of a British school, some personal information and information
about different traditions for celebrating birthdays.
▪Finding out about and using basic Sociocultural and sociolinguistic
aspects such as the birthday parties in different countries, including our
country, and international and multicultural things at our school.
▪Producing short, comprehensible oral texts which give, request and
exchange information: a conversation/role-play about personal
information and introducing yourself.
▪Write brief, simple texts and with clear structures about oneself and about
other people ((auto)biographical pieces of news), about NASA and about
customs for celebrating birthdays in our country.
▪Recognising and correcting Spanish speakers' typical mistakes when
learning English.
▪CLIL: use in English concepts in Geography and History.

6 Contents - Assessment criteria - Competences

Contents Assessment criteria Competences


Recognising and presenting vocabulary Recognise and use a repertoire of common LC
connected with leisure objects; possessive vocabulary about countries and their
adjectives; names of countries and their nationalities orally and in writing.
nationalities and languages.

Practice using and forming possessive ‘s and de Understanding and using functions and
possessive adjectives. meanings associated with basic syntactic
structures.
Differentiate questions Yes/No Questions (closed
answer) and questions Wh- Questions (open Distinguishing and using habitual
answer). communication functions:communicate LC
relationships of possession or preference and LL
Using expressions which encourage oral help communication.
interaction.
Correct mistakes found.
Recognising Spanish-speakers' typical mistakes
when learning English.
Practise stressing the names of countries and Recognising and producing orally and in writing
their nationalities and languages. the names of countries and their nationalities
LC
and languages.

Use correct pronunciation and intonation.


Listen to a conversation between young people, Use the subject, general meaning and main
the information about a young woman information and ideas from the text in short,
adventurer, an article about multiculturalism at a simple texts with visual and audio support.
school, a text with geographical information, four
interviews with young people and four videos. LC
SCS
Reading of the information about a young woman
adventurer, an article about multiculturalism at a
school, an autobiographical piece of news and
various texts about celebrating birthdays.
Debate with classmates about ways of Finding out about and using basic Sociocultural
celebrating birthdays in different countries and and sociolinguistic aspects such as ways of
LC
international and multicultural things at our celebrating birthdays in different countries and
SCS
school. international and multicultural things at our
school.
Ask and answer questions connected with things Producing short, comprehensible oral texts
such as your name, country of origin, nationality which give, request and exchange information.
and the languages spoken, place of birth and
parents' nationality, and each person's favourite LC
things. SCS

Talk about facets of the school's multicultural


characteristics
Work on (auto)biographical pieces of news, and Write brief, simple texts and with clear LC
texts about NASA and about customs for structures about everyday matters or subjects CD
celebrating birthdays in our country. of interest. LL
SCS
SIE

UNIT 2 FAMILY AND FRIENDS

1 Contents
Block 1. Comprehension of oral texts
▪ Listening to and understanding of the information about a vary large
Australian family.
▪ Listening to and understanding a conversation between two young people

about a 3D game.
▪ Listening to and understanding some information about the multicultural

character of a British school.


▪ Listening to and revising (stress) when comparing the names of countries
and their nationalities and languages.
▪ Listening to and understanding a text with geographical information about

the Earth.
▪ Listening to and understanding videos: 1.1. Presentation about a

Japanese family which takes part in robot fighting competitions; 1.2.


Presentation about four young American students who love science; 1.3.
Six students briefly introduce themselves; 1.4. A conversation about
Pangea.
▪ Listening to and understanding a conversation between three young

people about their families.


▪ Listen to and copy a dictation of various Wh- questions.

Block 2. Production of oral texts


▪ Exchanging information in pairs about members of the family and family

relationships.
▪ Oral interaction in pairs saying what type of family (in terms of size) you

prefer.
▪ Reading the description of your own avatar.

▪ Oral interaction in pairs talking about family structure and whether your or

a member of the family has the objects which appear in some pictures,
using have got (affirmative, negative and contractions).
▪ Exchange of personal information in pairs: name, place of birth and

parents' nationality.
▪ Interaction in pairs to practise linguistic formulas for when you meet

somebody.
▪ Presentation to the class of the information about a young hero or heroine.

▪ Presentation to the class of the information about a famous scientist and

comparing information about NASA.


▪ Present the information gathered about a continent.

Block 3. Comprehension of written texts


▪ Reading and understanding a text about a vary large Australian family.

▪ Reading and correcting sentences about a young woman sailor and an

Australian heroine.
▪ Reading and understanding an article about the multicultural and

international nature of a British school.


▪ Reading and understanding some personal information.

▪ Reading and taking in phrases and contents for writing a text: some

personal information.
▪ Reading the reference sections given in the activities.

▪ Reading and understanding extra information marked as Fact.

▪ Reading and understanding different traditions for celebrating birthdays.

Block 4. Production of written texts


▪ Complete sentences about family structure and what you have and do not,
using family relationships and have got (affirmative, negative and
contractions).
▪ Appropriate use of the names of countries and their nationalities and

languages.
▪ Describing your own avatar.

▪ Choosing the appropriate Wh- word to ask questions (Wh- questions).

▪ Writing Wh- questions putting the words given in order or adapting them to

the answers given.


▪ Writing Wh- questions and answers to them for giving personal information

and a model interview with a famous sports player.


▪ Describing a robot you have made yourself.

▪ Making a poster or a presentation about a robot in a film or a book.

▪ Writing answers to questions about a British school and about your own

school.
▪ Writing a piece of news about a famous scientist and three interesting

facts about NASA.


▪ Gathering information about a continent.

▪ Correcting sentences making proper use of the initials in upper case.

▪ Writing pieces of news about oneself and about a made-up person,

including the information requested and making proper use of the initials
in upper case.
▪ Complete sentences using nouns about family relationships.

▪ Choosing descriptive adjectives for completing sentences about different

people.
▪ Writing various sentences about celebrating birthdays in our country.

The following points are studied indirectly in the four previous blocks:
Communication functions:
▪ Presentation about members of the family and their family relationships.
▪ Giving information about what you have and do not.

▪ Expressing preferences about types of family (by size).

▪ Asking for personal information from another person (nationality, age, etc.)

using Wh- Questions.


▪ Describing personal information: family structure and the objects in a

drawing which you or a member of the family have or do not, using have
got (affirmative, negative and contractions).
▪ Describing possessive relations.

▪ Describing personal information as biographical data.

Vocabulary:
▪ Family, friendship or work relationships: granddad / grandma / dad / mum /

aunt / uncle / sister / brother / cousin / best friend / team mates /


classmates.
▪ Adjectives for describing people: (hair ) short / spiky / curly / long / red /
fair / dark / brown / (eyes ) green / brown / blue / (body ) tall / short /
thin / heavy.
▪ Countries, nationalities and languages.

▪ Wh- Words: When / What / Who / Where / How.

Syntactic-discursive contents:
▪ Have got (affirmative, negative and contractions).

▪ Wh- Questions and Wh- Words.

Graphic patterns and sounds:


▪ Recognising and pronouncing the sound /h/.

Classroom language:
▪ Look at the photos and match them with the things in the box.

▪ List, check and repeat.

▪ Work with a partner.

▪ Read and listen…

▪ Read the text [again]. Correct the sentences. / Choose the correct words. /

Answer the questions.


▪ Complete the sentences… Compare them with a partner.

▪ Look at the table. Find all of the possessive adjectives in the text. / Writing

sentences with possessive ‘s. / Match the questions with the answers.
▪ Ask… Writing their answers.

▪ Look at the picture.

▪ Listen to...

▪ Listen again. Choose the correct answers.

▪ Match the words in the box with the numbers in the table.

▪ Listen, check and repeat.

▪ Work with a partner. Answer the questions. / Ask and answer the

questions… / Practise the conversation…


▪ Complete the questionnaire with…

▪ Writing the words in the correct order to make the questions.

▪ Look at the ‘Hello’ poster. What languages can you see?

▪ Listen and complete the conversation with the words in the box.

▪ Listen and repeat… Translate them into your language.

▪ Change the words in bold in the conversation in… Use the information

below. Practise the conversation with a partner.


▪ Find examples of…

▪ Plan your personal profile. Use the list in the Look at Content box and

make notes.
▪ Writing your personal profile. Use your notes from… and the language

below to help you.


▪ Can you say YES to these questions?

▪ Writing the word(s) for each picture.

▪ Complete the sentences… with a nationality or language. / with the correct

possessive adjectives. / with the noun + ’s.


▪ Match the two parts of the questions.
▪ Choose the correct words to complete the text.

Learning strategies:
▪ Forming patronymics and languages starting with the name of the country.

▪ Difference between Yes/No Questions (closed answer) and Wh-


Questions (open answer).
▪ Draw your own family tree de your own family to revise family vocabulary.

▪ Revise and correct Spanish speakers' typical mistakes: a) The


word brothers in English is specifically for male siblings; b) Use of haven’t
got, and no haven’t, to express, eg., not having siblings (I haven’t got
brothers) Use of on (instead of in) for the days of the week.
Sociocultural and sociolinguistic aspects:
▪ Recognising the existence of different family models (eg. in terms of size
or number of members), all equally valid.
▪ Recognising the social relevance of technology in Japanese society.

▪ Finding out about the Hindu festival called Diwali.

▪ Valuing the real importance of speaking other languages, in particular

English.

2 Competences

Descriptors Activities

Linguistic communication
LISTEN

Understanding the main points and some Listening to la information about a vary large Australian family.
details of oral messages, either live or in
recordings.
Understanding the most important things in Listening to a conversation between two young people about a 3D game, a
daily transactions and tasks and in formal conversation between three young people about their families, short interviews
and informal conversations. with four young people at an airport.
Identifying the main ideas and information in Listening to information about the multicultural character of a British school, a
presentations, talks, explanations and the text with geographical information about the Earth.
news. Watch four videos: 1.1. Presentation about a Japanese family which takes part in
robot fighting competitions; 1.2. Presentation about four young
American students who love science; 1.3. Six students briefly introduce
themselves; 1.4. A conversation about Pangea.
Distinguishing sound characteristics, Identifying and correctly pronouncing the names of countries and their
accent, rhythm and intonation in various nationalities and languages.
contexts and identify what they want to
communicate.
TALK / CONVERSE

Presentation to the class of the descriptions of robots.


Give short, rehearsed oral presentations, Reading the description of your own avatar.
and reply to simple questions which can be Present the information gathered about a continent.
asked about your presentations.
Take part correctly in daily transactions and Oral interaction in pairs to talk about facets of the school's multicultural
tasks. characteristics.

Take part correctly in daily transactions and Exchange of questions and answers in pairs about names.
tasks. Interaction in pairs for giving information about members of the family and la
family relationships.

Take part correctly in conversations using Exchanging information in pairs about what type of family (in terms of size) you
simple structures and clear pronunciation. prefer.
Oral interaction in pairs to talk about family structure and whether oneself or a
member of the family has the objects which appear in some drawings, using
have got (affirmative, negative and contractions).
Exchange of personal information in pairs: name, place of birth and parents'
nationality.
READING

Identifying relevant information in Interpret information about activities or exercises correctly.


instructions, warnings or rules. Taking in phrases and contents for writing a text: some personal information.

Understanding the general meaning and Understanding a text about a very large Australian family.
specific details of texts in different formats Understanding extra information marked as Fact.
Understanding an autobiographical piece of news.
Find specific, essential information in Reading the reference sections given in the activities.
reference and study material.
Understanding the main ideas in Understanding an article about the multicultural and international nature of a
newspaper, literary and fictional texts in British school.
different formats.
Valuing reading as a source of pleasure and Understanding texts about different traditions for celebrating birthdays.
knowledge.
WRITING
Writing sentences about your own family stating family relationships.
Using production strategies for writing Complete sentences using nouns about family relationships.
simple texts. Choosing descriptive adjectives for completing sentences about different people.
Describing your own avatar.
Writing sentences using possessive ‘s.
Writing Wh- questions putting the words given in order or adapting them to the
answers given.
Filling in forms, questionnaires or printed Complete sentences giving information about what you have or do not.
pages with personal information. Writing Wh- questions and answers to them for giving personal information and a
model interview with a famous sports player.

Writing notes, messages, adverts, posts Writing a short text in which students talk about their duties at home and at
and short, formal and informal school.
correspondence with simple, relevant Writing answers to questions about a British school and about your own school.
information. Writing various sentences about celebrating birthdays in our country.

Writing texts using appropriate vocabulary, Writing autobiographical pieces of news about oneself and about a made-up
spelling, punctuation and correct formats person.
and correct structures. Describing self-designed robot.
Making a poster or a presentation about a robot made famous by appearing in a
book or a film.
Writing a piece of news about a famous scientist and three interesting facts
about NASA.
Preparing information about a continent.

Mathematical competences and basic science and technology competences.


Putting in order and classifying data Putting family, friendship or work relationships in order in terms of gender.
following criteria.
Solving puzzles, crosswords and guessing Doing a letter soup and family trees.
games.
Digital competences
Obtaining information from the Internet for Looking for information about a robot which appears in a film or in a book, about
carrying out tasks in English. a young hero or heroine and about a famous scientist.

Give short presentations and projects in Making a poster or a presentation with information about a famous robot.
English using different formats and digital
tools.

Studying and practising English on digital Using the AR app (Smart Planet Augmented Reality App) to access the videos,
devices. interactive activities and presentations about grammar.
Social and Civic competences.
Take part in activities pairs and groups with Take part properly in the activities in pairs or as a group.
respect and interest.
Interacting politely and attention valuing and Expressing individual preferences and respecting other people's preferences.
respecting classmates' opinions, tastes and Using communication reinforcers.
preferences.
Understanding and valuing the use of Giving information about family relationships with different members of our
English for communicating with other families and about relationships with workmates or friends.
people and to find out about other cultures.
Taking an interest in and respecting the Finding out about customs for celebrating birthdays in Ireland.
customs, rules and values of countries in
which foreign languages are spoken.

Cultural awareness and expressions.


Using artistic techniques and items to Making a poster or a presentation and autobiographical pieces of news.
prepare and give presentations and
projects.
Identifying cultural features of English- Finding out about the Hindu celebration called Diwali.
speaking countries and compare them with
their own, showing respect and interest.
Identifying different forms of cultural Recognising passion for technology in Japan.
expression and showing an interest in
widening knowledge.

Learning to Learn
Identify, plan and apply objectives for Individually do the exercises from the Workbook.
carrying out tasks, activities and projects. Do the homework individually (looking for and compiling information, making a
poster…).
Taking in and using phrases learned for writing an autobiographical piece of
news.
Using tools and resources for clearing up Revise the Get it right! sections critically.
doubts, widening knowledge and correcting
mistakes.
Showing an interest in carrying out Do the Review sections with interest.
evaluations of your own progress and
identify points for improvement.
Identifying and using different strategies for Look in depth at the Grammar Reference and make progress in the general use
learning individually. of what has been learned.
Draw your own family tree de your own family to revise family vocabulary.

Sense of initiative and entrepreneurial spirit.


Using the strategies needed for studying Work individually on the tasks given.
individually.
Have a positive, proactive attitude to Do the reading activities in the Workbook individually.
reading texts by yourself.
Plan, organise and check your work to be Using phrases given for writing (auto)biographical pieces of news.
able to present it properly.

3 Social awareness

Moral and civic education


▪ Show interest taking an active part in class and following the teacher's
instructions correctly.
▪ Accepting other people's tastes and preferences (favourite things).
▪ Showing an interest and give constructive criticism about work (posters,

presentations…) done by classmates.


Education for gender equality
▪Respecting and value boys' and girls' tastes and preferences (favourite
things) equally.
▪Recognising that both boys and girls can be adventurers, heroes/heroines,
scientists, etc.
Education against discrimination
▪Respecting classmates regardless of the type of family they belong to,
understanding that no model of family is superior to any other.
Working together in class
▪ Be able to work in pairs or groups effectively, respecting other people and

being cooperative.

4 Cross-curricular links
▪ Geography and History: finding countries on a world map, recognising

nationalities, movement on crust of the Earth (from Pangea to present),


continents and oceans.

5 Assessment criteria
▪Name recognise and present vocabulary connected with family
relationships and links of friendship or work; adjectives for describing
people; possessive adjectives; names of countries and their nationalities
and languages.
▪Expressing family structure and if you or a member of the family has the
objects which appear in some drawings, using have got (affirmative,
negative and contractions).
▪Talk about facets of the school's multicultural characteristics.
▪Correctly stress the names of countries and their nationalities and
languages.
▪Making appropriate use of have got (negative form, affirmative form and
contractions).
▪Use correct pronunciation and intonation: the sound /h/
▪Finding out about and using basic Sociocultural and sociolinguistic
aspects such as the enthusiasm in Japan for everything technological, the
Hindu festival called Diwali, including international and multicultural things
at our school.
▪Producing short, comprehensible oral texts which give, request and
exchange information: information about your own family, preferences
about family size, descriptions of your own avatar and of robots,
information about what you have and do not have and introducing
yourself.
▪Understanding general information and getting the main ideas in written
texts of different types: a text about a very large Australian family, a
conversation between two young people about a 3D game, a
conversation between three young people about their families.
▪Write brief, simple texts and with clear structures about robots
(descriptions), sentences about your own family specifying family
relationships, the description of your own avatar and about other people's
((auto)biographical pieces of news), about NASA and about customs for
celebrating birthdays in our country.
▪Recognising and correcting Spanish speakers' typical mistakes when
learning English.
▪CLIL: using ideas in English in Geography and History.

6 Contents - Assessment criteria - Competences

Contents Assessment criteria Competences


Recognising and presenting vocabulary connected Recognising and using a limited repertoire
with family relationships and links of friendship or of commonly used oral vocabulary orally
work; adjectives for describing people possessive and in writing about family relationships LC
adjectives; names of countries and their nationalities and links of friendship or work; adjectives SCS
and languages for describing people; possessive
adjectives; names of countries and their
nationalities and languages.
Practice using and forming have got(affirmative, Understanding and using functions and
negative and contractions) and adjectives for meanings associated with basic syntactic
describing people and possessive adjectives. structures.

Differentiate questions Yes/No Questions (closed Distinguishing and using habitual


answer) and questions Wh- Questions (open answer). communication functions: giving LC
information about family structure, SCS
Using expressions which encourage oral interaction. describing people, saying what you have LL
and do not.
Recognising Spanish-speakers' typical mistakes when
learning English.

Correct mistakes found.


Practise pronouncing the sound /h/. Recognise and pronounce and write the
LC
sound /h/.
Use correct pronunciation and intonation.
Listening to information about a very large Australian Use the subject, general meaning and
family, a conversation between two young people main information and ideas from the text in
about a 3D game, a conversation between three short, simple texts with visual and audio
young people about their families, an article about support.
multiculturalism at a school, a text with geographical
information, four interviews with four young people
LC
and four videos.
SCS

Reading of the information about a very large


Australian family, an article about multiculturalism at a
school, an autobiographical piece of news and various
texts about celebrating birthdays.

Debate with classmates about ways of celebrating Finding out about and using LC
birthdays in different countries and international and basic Sociocultural and sociolinguistic SCS
multicultural things at our school. aspects such as ways of celebrating
birthdays in different countries and
international and multicultural things at our
school.

Giving information about members of the family and Producing short, comprehensible oral texts
family relationships (family structure),, about whether which give, request and exchange
we or any members of our family has certain objects, information.
about our preferences for family size. Ask and answer
questions in connection with matters such as name,
LC
country of origin, nationality and the languages spoke
SCS
place of birth and la parents' nationality, and each
person's favourite things.

Talk about facets of the school's multicultural


characteristics
Work on (auto)biographical pieces of news, and texts Write brief, simple texts and with clear LC
which describe robots, sentences about your own structures about everyday matters or CD
family and family relationships, the description of your subjects of interest. LL
own avatar and about customs for celebrating SCS
birthdays in our country. SIE

UNIT 3 CITY LIFE

1 Contents
Block 1. Comprehension of oral texts
▪ Listening to and understanding the description which a young woman

gives of her daily routine.


▪ Listening to and understanding what three young people from different

parts of the world say they do at that time of day.


▪ Listening to and understanding the post about his/her family which a young

person writes in his/her blog.


▪ Listening to and revising of a conversation between a teacher and

two students about activities and sports they do after school and at the
weekend.
▪ Listening to and understanding a text about the Jewish celebration in

which children become adults.


▪ Listening to and understanding a conversation between a young woman

asking for information and a receptionist at a gym.


▪ Listening to and understanding of factual information about the Earth.

▪ Listening to and understanding videos: 1.1. Describing a young Egyptian

baker and bread deliverer's routine; 1.2. Describing Mexican girls' special
celebration on their fifteenth birthday; 1.3. Seven young people talking
about what they do after school; 1.4. A short documentary about Mars.
▪ Listening to and understanding an interview with a young actor and

dancer.
Block 2. Production of oral texts
▪ Exchanging information in pairs about daily routines and about moments of

the day in which different people do certain activities.


▪ Oral interaction in pairs about types of work which children can do in our

country.
▪ Conversation in pairs about activities students do after school or at the
weekend.
▪ Oral interaction in pairs asking and answering about using both closed

questions (Yes/No Questions) and open questions (Wh- Questions).


▪ Oral interaction in pairs talking about when a child becomes an adult in

his/her country of origin and whether there is a tradition which symbolises


becoming an adult.
▪ Interaction in pairs to practise a conversation asking for information in a

sports centre.
▪ Present the information gathered about a planet and about NASA.

Block 3. Comprehension of written texts


▪ Reading and understanding descriptions of different young people about

their daily routine.


▪ Reading and understanding what three young people from different parts

of the world say they do at that time of day.


▪ Reading and understanding a post about his/her family which a young

person writes in his/her blog.


▪ Reading and understanding a text about the Jewish celebration for

becoming an adult.
▪ Reading and understanding an information panel about things offered at

an activities centre.
▪ Reading the description a swimmer gives of daily routine

▪ Reading and taking in phrases and contents for writing a text: a post on

a blog for talking about daily routines.


▪ Reading the reference sections given in the activities.

▪ Reading and understanding extra information marked as Fact.

▪ Reading and understanding a text about a British boarding school.

▪ Reading and understanding a text and a graph about the planet Earth and
a questionnaire.
Block 4. Production of written texts
▪ Complete sentences about activities and/or timetables for daily routines.

▪ Writing sentences for comparing your daily routine with that of another

young person.
▪ Writing sentences about your own family using the
verbs live, study and speak.
▪ Complete sentences saying how often certain activities both in daily

routines and leisure and free time are carried out.


▪ Writing sentences saying which leisure and free time activities students do,

when and how often.


▪ Writing questions using Present simple both in closed questions (Yes/No

Questions) and in open questions (Wh- Questions).


▪ Describing what usually happens at birthday parties.

▪ Making a poster or a presentation about a planet.

▪ Write plans for a special birthday party for a friend.

▪ Writing a post for a blog talking about daily routines.


▪ Write information gathered information about NASA.
▪ Writing sentences about why a girl likes her boarding school.

▪ Writing daily routines with students imagining that there are astronauts on

Mars.
The following points are studied indirectly in the four previous blocks:
Communication functions:
▪ Using expressions to encourage oral interaction: …, please. / Great! / OK,

thanks. / You’re welcome.


▪ Asking for information using closed questions (Yes/No Questions) and

open questions (Wh- Questions).


▪ Describing personal information: daily routines and preferences for leisure

and free time activities for after class and the weekend.
▪ Ask and give information about activities to do and timetables at a gym or

similar place.
▪ Writing a post for a blog talking about somebody's daily routines.

Vocabulary:
▪ Daily routines: have breakfast / do my homework / brush my teeth / get

dressed / get up / go to bed / have a shower / do some exercise / have


lunch / start school.
▪ Leisure and free time activities: do music / do drama / do karate / play

football / play tennis / play chess / have art classes / have dance
classes / go swimming.
▪ Adverbs of frequency: always / usually / often / sometimes / never.

Syntactic-discursive contents:
▪ Present simple (affirmative and negative; Yes/No Questions y Wh-
Questions).
▪ Adverbs of frequency.

Graphic patterns and sounds:


▪ Recognising and pronouncing the sounds /s/, /z/ and /Iz/.

Classroom language:
▪ Look at the photos and match them with the phrases in the box.
▪ Listen, check and repeat.

▪ Complete the text about… Use the phrases in…

▪ Listen and check.

▪ Work with a partner. Work with a partner. Match the daily routines… with

the times of day you usually do them. / How many of your sentences are
the same? / What after school and weekend activities do you do? Which
days do you do them? / Ask and answer the questions for you. Use short
answers. / Ask and answer the questions in… / Watch the teenagers
answering the question ‘What do you do after school?’. Answer the
question for you. / Practise the conversation in…
▪ Look at the time zone map. Which cities (a–c) are ‘in front of’ London.
Which cities are ‘behind’?
▪ Read and listen to what different young people do at the same time

around the world. Match each person to a city (a–c).


▪ Read the text again. Complete the sentences with… / Answer the

questions.
▪ Complete the sentences for you. Compare your answers with a partner.

▪ Look at the table. Choose the correct options. / Answer the questions

in… / Complete the questions with do or does. Then match them with the
correct answers.
▪ Look at the spelling rules on page… Complete Jack’s blog with the

present simple form of the verbs in brackets.


▪ Writing three sentences about your family. Use the verbs…

▪ Look back at the text on page… Correct five of the sentences below. One

is correct.
▪ Look at the sentences in the table. Choose the correct options below.

▪ Add adverbs of frequency to the sentences below to make them true for

you.
▪ Listen to… What is the conversation about?

▪ Listen again. Choose the correct answers.

▪ Look at the picture(s) … Match the phrases in the box with the activities

(1–9).
▪ Writing questions about…

▪ Make questions in the present simple.

▪ Look at the photos. What is the celebration? What is the building?

▪ Read and listen to the text about a special celebration. Check your

answers in…
▪ Are these sentences true or false? Correct the false sentences.

▪ Listen and complete the conversation with the words in the box.

▪ Listen and repeat the words and phrases in the Functions box. Translate

them into your language.


▪ Change the words in bold in the conversation in… Use the information

below. Practise the conversation with a partner.


▪ Look at the photo of Madison Finsey, 13, a champion swimmer, and read

her blog. Do you think her daily routine is easy or difficult?


▪ Find examples of ‘and’ and ‘but’ in the text in…

▪ Complete the sentences with ‘and’ or ‘but’.

▪ Plan a blog post about your daily routine. Use the ideas in Madison’s blog

and make notes.


▪ Writing your blog post. Use your notes from… and the language below to

help you. Write at least 70 words.


▪ Can you say YES to these questions?

▪ Write the phrase for each picture.

▪ Complete the after-school activities.

▪ Complete the text about Luis’s cousin. Use the correct form of the verbs in

brackets
▪ Writing the words in the correct order.
▪ Complete the questions about the text in Exercise 3 with do or does.

▪ Look at the text in Exercise 3 and answer the questions.

▪ Choose the correct options.

Learning strategies:
▪ Reading phrases and contents to write daily routines in a post on a blog.

▪ Revise and correct Spanish speakers' typical mistakes: a) Use of do, and

not make, with homework; b) Use of at, and not in, when talking about
people's ability to do things (he is good at tennis vs he is good intennis).
▪ Using a diagram of percentages to recognise the meaning of adverbs of

frequency.
Sociocultural and sociolinguistic aspects:
▪ Recognising the work carried out by many young people in our country
and in other parts of the world.
▪ Finding out about and respecting the Jewish tradition which symbolises the

transition from childhood to adulthood.


▪ Finding out about how Mexican girls celebrate their fifteenth birthdays.

▪ Respecting other people's tastes when choosing which activities to do in

free time.
▪ Valuing the real importance of speaking other languages, in particular

English.

2 Competences

Descriptors Activities

Linguistic communication
LISTEN

Understanding the main points Listening to the description which a young woman gives about her daily routine.
and some details of oral
messages, either live or in
recordings.
Understanding the most important Listening to what three young people from different parts of the world say they do at that
things in daily transactions and time of day, a young person's post about his/her family on a blog, a conversation between
tasks and in formal and informal a teacher and two students about activities and sports which they do after school and at
conversations. the weekend, a conversation between a young woman asking for information and a
receptionist at a gym, an interview between a young actor and dancer, and a text with
factual information about the Earth.
Identifying the main ideas and Listening to a text about the Jewish celebration in which children become adults
information in presentations, talks, Watch four videos: 1.1. Describing a young Egyptian baker and bread deliverer's routine;
explanations and the news. 1.2. Describing Mexican girls' special celebration on their fifteenth birthday; 1.3. Seven
young people talking about what they do after school; 1.4. A short documentary about
Mars.

Distinguishing sound Identifying and pronouncing sounds correctly: /s/, /z/ and /Iz/.
characteristics, accent, rhythm
and intonation in various contexts
and identify what they want to
communicate.
TALK / CONVERSE

Presentation to the class of the information gathered about a planet and about NASA.
Give short, rehearsed oral
presentations, and reply to simple
questions which can be asked
about your presentations.
Take part correctly in daily Conversation asking for information in a sports centre
transactions and tasks.

Take part correctly in daily Exchanging information in pairs about daily routines and about moments of the day in
transactions and tasks. which different people do certain activities.
Oral interaction in pairs about types of work which children can do in our country.

Take part correctly in Conversation in pairs about activities students do after school or at the weekend.
conversations using simple Oral interaction in pairs asking and answering about using both closed questions (Yes/No
structures and clear pronunciation. Questions) and open questions (Wh- Questions).
READING

Identifying relevant information in Interpret information about activities or exercises correctly.


instructions, warnings or rules. Taking in phrases and contents for writing a text: a post on a blog talking about daily
routines.
Interpret information from an information panel about things available at an activities
centre.

Understanding the general Understanding descriptions of different young people and a young woman swimmer
meaning and specific details of talking about her daily routine.
texts in different formats Reading a text about the Jewish celebration for coming of age.
Understanding extra information marked as Fact.
Understanding what three young people in different parts of the world say they do at that
time of day.
Understanding a text about a British boarding school and a text and a graph about the
planet Earth and a questionnaire.
Understanding the main points of A post about a young person writes on his/her blog about his/her family.
messages and correspondence,
formal and informal, in different
formats.
Find specific, essential information Reading the reference sections given in the activities.
in reference and study material.
Valuing reading as a source of Understanding a text about the Jewish celebration for coming of age.
pleasure and knowledge.
WRITING
Complete sentences saying how often certain activities both in daily routines and leisure
Using production strategies for and free time are carried out.
writing simple texts. Writing questions using simple present both in closed questions (Yes/No Questions) and in
open questions (Wh- Questions).
Write plans for a special birthday party for a friend.
Writing sentences about why a girl likes her boarding school.
Filling in forms, questionnaires or Writing sentences for comparing your daily routine with that of another young person and
printed pages with personal for saying which leisure and free time activities students do, when and how often.
information. Complete sentences about activities and/or timetables for daily routines.
Writing sentences about your own family using the verbs to live, study and speak.

Writing notes, messages, adverts, Writing a post for a blog talking about daily routines.
posts and short, formal and Describing what usually happens at birthday parties.
informal correspondence with
simple, relevant information.

Writing texts using appropriate Making a poster or a presentation about a planet.


vocabulary, spelling, punctuation Making a poster or a presentation about a planet.
and correct formats and correct Preparing information about NASA.
structures. Writing daily routines with students imagining that there are astronauts on Mars.
Mathematical competences and basic science and technology competences.
Putting in order and classifying Use knowledge about the rotation of the Earth to interpret different things that can be done
data following criteria. in different parts of the world at a particular moment.
Interpret and show simple Interpreting a world map with meridians and different time zones.
statistical data on graphs and Interpreting a graph about planet Earth.
tables.
Digital competences
Obtaining information from the Looking for information about a planet and about NASA.
Internet for carrying out tasks in
English.

Give short presentations and Preparing a material (poster, presentation…) for giving the class information about a
projects in English using different planet and about NASA.
formats and digital tools.
Studying and practising English on Using the AR app (Smart Planet Augmented Reality App) to access the videos, interactive
digital devices. activities and presentations about grammar.
Using ITC for starting social Read and practise posts for a blog.
relationships with students in other
countries.
Social and Civic competences.
Take part in activities pairs and Take part properly in the activities in pairs or as a group.
groups with respect and interest.
Interacting politely and attention Expressing individual preferences and respecting other people's preferences.
valuing and respecting Respecting other people's religions.
classmates' opinions, tastes and Using communication reinforcers.
preferences.
Understanding and valuing the Giving information about daily routines.
use of English for communicating
with other people and to find out
about other cultures.
Taking an interest in and Finding out about and respecting the Jewish festivity for coming of age as held by young
respecting the customs, rules and Jews in New York.
values of countries in which
foreign languages are spoken.

Cultural awareness and expressions.


Using artistic techniques and Making a poster or a presentation.
items to prepare and give
presentations and projects.
Identifying cultural features of Finding out about celebrations held for New York Jewish children for their coming of age.
English-speaking countries and
compare them with their own,
showing respect and interest.
Identifying different forms of Finding out about the special celebration which Mexican girls hold on their fifteenth
cultural expression and showing birthday.
an interest in widening knowledge.

Learning to Learn
Identify, plan and apply objectives Individually do the exercises from the Workbook.
for carrying out tasks, activities Do the homework individually (looking for and compiling information, making a poster…).
and projects. Taking in and using phrases learned for writing a post for a blog explaining daily routines.
Using tools and resources for Revise the Get it right! sections critically.
clearing up doubts, widening
knowledge and correcting
mistakes.
Showing an interest in carrying out Do the Review sections with interest.
evaluations of your own progress
and identify points for
improvement.
Identifying and using different Look in depth at the Grammar Reference and make progress in the general use of what
strategies for learning individually. has been learned.

Sense of initiative and entrepreneurial spirit.


Using the strategies needed for Work individually on the tasks given.
studying individually.
Have a positive, proactive attitude Do the reading activities in the Workbook individually.
to reading texts by yourself.
Plan, organise and check your Using phrases given for la making a post for a blog explaining daily routines.
work to be able to present it
properly.

3 Social awareness.

Moral and civic education


▪ Show interest taking an active part in class and following the teacher's

instructions correctly.
▪ Accepting other people's free time activities choices.

▪ Showing an interest and give constructive criticism about work (posters,

presentations…) done by classmates.

Education against discrimination


▪Respecting classmates regardless of their creed or religion.
Education about health
▪Recognising the importance for health in general and emotional balance in
particular of leisure and free time activities, especially physical exercise.
Working together in class
▪ Be able to work in pairs or groups effectively, respecting other people and
being cooperative.

4 Cross-curricular links
▪ Geography and History: factual information about the Earth and Mars, and

recognising different time zones in line with the meridians.

5 Assessment criteria
▪Name recognise and present vocabulary connected with daily routines and
leisure and free time activities.
▪Make appropriate use of Present simple (affirmative and negative; Yes/No
Questions and Wh- Questions) and adverbs of frequency.
▪Use correct pronunciation and intonation: sounds /s/, /z/ and /Iz/.
▪Finding out about and using basic Sociocultural and sociolinguistic
aspects such as the Jewish tradition which symbolises coming of age and
the Mexican celebration for girls turning fifteen.
▪Producing short, comprehensible oral texts which give, request and
exchange information: information about daily routines and about
moments of the day in which different people do certain activities,
information about types of work children can carry out in our country,
preferences about activities for after school or at the weekend, description
and information about celebrations for coming of age, information about
activities and timetables in a gym or similar place, information about a
planet and about NASA.
▪Understanding the main idea and specific information from oral messages:
the description which a young woman gives about her daily routine, what
three young people from different parts of the world say they do at that
time of day, a post about his/her family young person writes in his/her
blog, a conversation between a teacher and two students about activities
and sports they do after school and at the weekend, a text about the
Jewish celebration in which children become adults, la conversation
between a young woman asking for information and a receptionist at a
gym, factual information about the Earth and four videos.
▪Understanding general information and getting the main ideas in written
texts of different types: descriptions of different young people and a girl
swimmer about her daily routine, what three young people from different
parts of the world say they do at that time of day, a post about his/her
family written by a young person in his/her blog, a text about the Jewish
celebration for coming of age, an information panel about things available
at an activities centre, a text about a British boarding school, a text and a
graph about the planet Earth, and a questionnaire.
▪Write brief, simple texts and with clear structures: planning a birthday
party, comparison between your own routine with those of other young
people, a post for a blog talking about daily routines, description of what
usually happens at birthday parties, writing information about NASA and
writing daily routines imagining yourself to be member of a group of
astronauts on Mars.
▪Recognising and correcting Spanish speakers' typical mistakes when
learning English.
▪CLIL: using in English ideas from Geography and History.

6 Contents - Assessment criteria - Competences

Contents Assessment criteria Competences


Recognising and presenting vocabulary connected with Recognise and use a limited repertoire
LC
daily routines and with leisure and free time activities. of common vocabulary about daily
SCS
routines and leisure and free time
activities orally and in writing.
Practice using and forming expressions with Present Understanding and using functions and LC
simple (affirmative and negative; Yes/No meanings associated with basic CD
Questions and Wh- Questions) and adverbs of syntactic structures. SCS
frequency. LL
Distinguishing and using habitual
communication functions: giving
Using expressions which encourage oral interaction. information about daily routines and
about the leisure and free time activities
you do, asking for information about
activities and timetables at a gym, and
write posts for a blog.

Correct mistakes found.

Recognising Spanish-speakers' typical mistakes when


learning English.
Practise pronouncing the sounds /s/, /z/ and /Iz/. Recognise and pronounce and write the
sounds /s/, /z/ and /Iz/.
LC

Use correct pronunciation and


intonation.
Listening to the description which a young woman gives Use the subject, general meaning and
about her daily routine, what three young people from main information and ideas from the
different parts of the world say they do at that time of day, text in short, simple texts with visual
a young person's post about his/her family in his/her and audio support.
blog, a conversation between a teacher and two students
about activities and sports they do after school and at the
weekend, a text about the Jewish celebration of coming
of age, a conversation between a young woman asking
for information and a receptionist at a gym, and four
videos. LC
CD
Reading descriptions of different young people and a girl SCS
swimmer about her daily routines, what three young
people from different parts of the world say they do at
that time of day, a young person's post about his/her
family in his/her blog, a text about the Jewish celebration
for coming of age, an information panel about things
available at an activities centre, a text about a British
boarding school and a text and a graph about the planet
Earth, and a questionnaire.

Debate with classmates about celebrations which take Finding out about and using
place in other countries to symbolise coming of age. basic Sociocultural and sociolinguistic
LC
aspects such as celebrations which
SCS
take place in other countries to
symbolise coming of age.
Giving information about daily routines and moments of Producing short, comprehensible oral
the day in which certain activities are done, about types texts which give, request and exchange
of work which children can do in our country, about which information.
LC
activities they prefer to do after school or at the weekend,
SCS
about celebrations for coming of age, about activities and
MSCT
timetables in a gym or similar place, about a planet and
about NASA.

Work on texts planning a birthday party, comparing your Write brief, simple texts and with clear
own routine with that of other young people, writing a structures about everyday matters or LC
post for a blog talking about daily routines, describing subjects of interest. CD
what usually happens at birthday parties, giving LL
information about NASA and talking about daily routines SCS
imagining you are member of a group of astronauts on SIE
Mars.

UNIT 4 SCHOOLDAYS

1 Contents

Block 1. Comprehension of oral texts


▪ Listening to and understanding an article about kung fu.
▪ Listening to and understanding a text about a school without obligations or
restrictions.
▪ Listening to and understanding a student's comments about his/her

performing arts school.


▪ Listening to and understanding an interview about academic education at

home.
▪ Listening to and revising comments in a forum about the subject Food

Technology.
▪ Listening to and understanding a conversation between a young foreigner

and the receptionist at a school.


▪ Listening to and understanding videos: 1.1. Short documentary about daily

routines in a Chinese kung fu school; 1.2. Describing a South


African student's school day; 1.3. Eight young people spelling their name;
1.4. Constructing a cart based on a model by Da Vinci.
▪ Listening to and understanding of a conversation about drawing tools.

Block 2. Production of oral texts


▪ Exchanging information in pairs about martial arts.

▪ Reading to the class the routine of a school you go to learn an extra

curricular activity (eg., yoga, music…).


▪ Presentation to the class of the information found about a martial art and

about South Africa.


▪ Oral interaction in pairs with questions and answers about what each

person is able to do or has permission to do.


▪ Oral interaction in pairs with questions and answers about areas or school

subjects.
▪ Oral interaction in pairs discussing whether a statement is valid for each

person and, if not, correcting it.


▪ Oral interaction in pairs with questions and answers about degrees of
preference or taste for certain things.
▪ Oral interaction in pairs in which clarifications are requested and given

about the spelling of names and surnames, and address and about date
of birth.
Block 3. Comprehension of written texts
▪ Reading and understanding an article about kung fu.

▪ Reading and understanding a text about a school without obligations or

restrictions.
▪ Reading and understanding comments in a forum about the subject Food

Technology.
▪ Reading and understanding a text about Eton College, an English private

school.
▪ Reading and understanding e-mails in which information is requested and

given about school for a class project.


▪ Reading and understanding the e-mail to a friend about his/her new

school.
▪ Reading and taking in phrases and contents for writing a text: an e-mail
about our school.
▪ Reading the reference sections given in the activities.

▪ Reading and understanding extra information marked as Fact.

Block 4. Production of written texts


▪ Describing the school basing yourself on a plan of it.

▪ Describing daily routines in a school to learn an extra curricular activity.

▪ Making a poster or a presentation about a martial art.

▪ Writing sentences about favourite places at school and when you go to

them.
▪ Writing sentences about what the perfect school would be.

▪ Writing information about a South African student's school day.

▪ Write information gathered information about South Africa.

▪ Writing opinions about a private British school.

▪ Writing an e-mail giving information about our school using informal

language.
The following points are studied indirectly in the four previous blocks:
Communication functions:
▪ Using expressions to clarify information: So, your name is …, is that
right? / Yes, that’s right. / How do you spell that? / Sorry? / Can you
repeat that, please? / Of course.
▪ Expressing degrees of taste or liking for activities or things
(using love, like and hate).
▪ Explaining personal information: spelling name and surnames, and

address, and clarification about date of birth.


▪ Writing an e-mail about school in informal language.

Vocabulary:
▪ Places at a school: canteen / IT room / playground / school shop / gym /

reception / science lab / library / assembly hall / art room.


▪ School subjects: Science / Geography / Maths / ICT / PE / History / French

/ English / Music.
▪ Tools and ideas connected with drawing: drawing tools / coloured pencils /

compass / ruler / drawing board / felt-tip pens / paper / pencils / set


square / T-square / angles / circles / colour / straight / parallel.
Syntactic-discursive contents:
▪ The verb can to express ability and permission.
▪ Verbs to express taste or preference: love, like, don´t like, hate + -
ing / like, love, hate + object pronoun.
▪ Subject pronouns (I / you / he / she / it / we / you / they) and object

pronouns (me / you / him / her / it / us / you / them).


Graphic patterns and sounds:
▪ Recognising, contrasting and the correct pronunciation of the verb can in
affirmative (/kƏn/) and in negative (/ka:nt/).
Classroom language:
▪ Look at the plan of a secondary school. Which places have you got in your

school?
▪ Match the sentences with the places on the plan.

▪ Listen, check and repeat.

▪ Work with a partner. Draw a simple plan of your school. Describe your

school using the plan. / Answer the questions. / Ask and answer
questions about the things in… / Are the sentences in… true for you? /
Ask and answer questions with the things in the box. / Watch the
teenagers answering the question ‘How do you spell your name?’ Answer
the question for you. / Practise the conversation in…
▪ Read and listen to the text about the kung fu school. Where do

the students do their exercises?


▪ Read the text again. Are these sentences true or false? Correct the false

sentences.
▪ Look at the table. Choose the correct options.

▪ Listen and check.

▪ Complete the sentences with can or can’t.

▪ Put the examples into the correct column in the table.

▪ Look at the New Bank School website. How is New Bank different from

your school?
▪ Listen to Tom talking about the school. What’s his favourite class?

▪ Listen again. Complete the sentences.

▪ Match the school subjects in the box with the pictures.

▪ Look at the table. Complete the sentences with…

▪ Look at the table. Read the text. Which pronouns in bold are …
▪ Choose the correct pronouns.

▪ Look at the table. Replace the words in bold with the correct object

pronouns.
▪ Read and listen to the question and answers on the forum. Complete the

sentences with
▪ Read the forum again. Answer the questions.

▪ Listen and complete the conversation with the words in the box.

▪ Listen and repeat the words and phrases in the Functions box. Translate

them into your language.


▪ Change the words in bold in the conversation in Exercise 1. Use the

information below. Practise the conversation with a partner.


▪ Read Günter’s e-mail and Anna’s reply. Is Anna’s school similar to your

school? How is it different?


▪ Find examples of the informal language in Anna’s e-mail in…

▪ Read Anna’s e-mail again. Make notes on the things in the Look at

Content box.
▪ Plan your e-mail about your school. Use the list in the Look at Content box

and make notes.


▪ Writing your e-mail. Use your notes from … and the language below to
help you. Writing at least 80 words.
▪ Can you say YES to these questions?

Learning strategies:
▪ Reading phrases and contents to write an e-mail with informal language

about school.
▪ Revise and correct Spanish speakers' typical mistakes: a) can is not

followed by to; b) Maths is singular, not plural.


▪ Using a diagram of symbols to recognise the degree of preference or taste

implied in the use of different verbs (love, like, don’t like and hate).
Sociocultural and sociolinguistic aspects:
▪ Finding out about martial arts in general and kung fu in particular.

▪ Finding out about other types of schools (a performing arts school and an

English private school) and different school subjects from those in our
educational system (Food Technology).
▪ Finding out about young South African student's typical school day.

▪ Respecting other people's tastes and preferences (activities, school

subjects…).
▪ Valuing the real importance of speaking other languages, in particular

English.

2 Competences

Descriptors Activities

Linguistic communication
LISTEN

Understanding the main points and some Listening to a student's comments about his/her performing arts school.
details of oral messages, either live or in
recordings.
Understanding the most important things in Listening to an interview about academic education at home, comments in a
daily transactions and tasks and in formal forum about the subject Food Technology, a conversation between a young
and informal conversations. foreigner and the receptionist at a school and a conversation about drawing
tools.
Identifying the main ideas and information in Listening to an article about kung fu.
presentations, talks, explanations and the Listening to a text about a school without obligations or restrictions.
news. Watch four videos: 1.1. Short documentary about daily routines in a Chinese
kung fu school; 1.2. Describing a South African student's school day; 1.3. Eight
young people spelling their name; 1.4. Constructing a cart based on a model by
Da Vinci.

Distinguishing sound characteristics, accent, Identifying and correctly pronouncing the verb can in affirmative (/k Ən/) and in
rhythm and intonation in various contexts negative (/ka:nt/).
and identify what they want to communicate.
TALK / CONVERSE

Presentation to the class of the information gathered about a martial art and
Give short, rehearsed oral presentations, about South Africa.
and reply to simple questions which can be Reading to the class the routine of a school you go to learn an extra curricular
asked about your presentations. activity (eg., yoga, music…).
Take part correctly in daily transactions and Oral interaction in pairs in which clarifications are requested and given about the
tasks. spelling of names and surnames, and address and about date of birth.

Take part correctly in daily transactions and Exchanging information in pairs about martial arts.
tasks.
Take part correctly in conversations using Oral interaction in pairs with questions and answers about what each person is
simple structures and clear pronunciation. able to do or has permission to do.
Oral interaction in pairs with questions and answers about areas or school
subjects.
Oral interaction in pairs discussing whether a statement is valid for each person
and, if not, correcting it.
Oral interaction in pairs with questions and answers about degrees of
preference or taste for certain things.
READING

Identifying relevant information in Interpret information about activities or exercises correctly.


instructions, warnings or rules. Taking in phrases and contents for writing a text: e-mail for giving information
about school.

Understanding the general meaning and Understanding a text about a school without obligations or restrictions.
specific details of texts in different formats Understanding extra information marked as Fact.
Understanding what three young people in different parts of the world say they
do at that time of day.

Understanding the main points of messages Comments in a forum about the subject Food Technology.
and correspondence, formal and informal, in E-mails in which information is requested and given about the school for a class
different formats. project.
E-mail to a friend about his/her new school.

Find specific, essential information in Reading the reference sections given in the activities.
reference and study material.
Understanding the main ideas in newspaper, Reading and understanding an article about kung fu.
literary and fictional texts in different formats.
Valuing reading as a source of pleasure and Reading a text about Eton College, an English private school.
knowledge.
WRITING

Using production strategies for writing simple Writing sentences about what the perfect school would be.
texts. Writing information about a South African student's school day

Filling in forms, questionnaires or printed Writing sentences about favourite places at school and when you go to them.
pages with personal information. Writing opinions about a private British school.
Writing sentences about tastes using the verbs love, like and hate.

Writing notes, messages, adverts, posts and Writing an e-mail giving information about our school using informal language.
short, formal and informal correspondence
with simple, relevant information.

Writing texts using appropriate vocabulary, Describing the school basing yourself on a plan of it.
spelling, punctuation and correct formats and Describing daily routines in a school to learn an extra curricular activity.
correct structures. Making a poster or a presentation about a martial art.
Writing information about South Africa.

Mathematical competences and basic science and technology competences.


Putting in order and classifying data Using some mathematical/geometrical knowledge on the drawing.
following criteria.
Valuing and following healthy habits. The importance of having a balanced diet.

Digital competences
Obtaining information from the Internet for Looking for information about martial arts and about South Africa.
carrying out tasks in English.
Give short presentations and projects in Preparing a material (poster, presentation…) for giving the class information
English using different formats and digital about a martial art.
tools.
Studying and practising English on digital Using the AR app (Smart Planet Augmented Reality App) to access the videos,
devices. interactive activities and presentations about grammar.

Using ITC for starting social relationships Read and practise posts for a blog.
with students in other countries. Read and practise writing e-mails.

Social and Civic competences.


Take part in activities pairs and groups with Take part properly in the activities in pairs or as a group.
respect and interest.
Interacting politely and attention valuing and Expressing individual preferences/tastes and respect those of others.
respecting classmates' opinions, tastes and Using communication reinforcers.
preferences.
Understanding and valuing the use of Giving information about preferences and tastes.
English for communicating with other people Asking for clarifications and/or repetition of personal data.
and to find out about other cultures.

Cultural awareness and expressions.


Using artistic techniques and items to Making a poster or a presentation.
prepare and give presentations and projects.
Identifying cultural features of English- Knowledge of the characteristics of an English private school and the tradition of
speaking countries and compare them with these schools in the British educational system.
their own, showing respect and interest. Finding out about a young South African woman's school day.
Finding out about performing arts schools and school subjects which do not
exist in our educational system.

Learning to Learn
Identify, plan and apply objectives for Individually do the exercises from the Workbook.
carrying out tasks, activities and projects. Do the homework individually (looking for and compiling information, making a
poster…).
Taking in and using phrases learned for writing an e-mail in which information is
given about the school using informal language.
Using tools and resources for clearing up Revise the Get it right! sections critically.
doubts, widening knowledge and correcting
mistakes.
Showing an interest in carrying out Do the Review sections with interest.
evaluations of your own progress and
identify points for improvement.
Identifying and using different strategies for Look in depth at the Grammar Reference and make progress in the general use
learning individually. of what has been learned.
Using a diagram of symbols to recognise the degree of preference or taste
involves the use of different verbs (love, like, don’t likeand hate).

Sense of initiative and entrepreneurial spirit.


Using the strategies needed for studying Work individually on the tasks given.
individually.
Have a positive, proactive attitude to reading Do the reading activities in the Workbook individually.
texts by yourself.
Plan, organise and check your work to be Using phrases given for writing e-mail giving information about our school.
able to present it properly.

3 Social awareness.

Moral and civic education


▪ Show interest taking an active part in class and following the teacher's
instructions correctly.
▪ Accepting the preferences or tastes of others (activities, school
subjects…).
▪ Showing an interest and give constructive criticism about work (posters,

presentations…) done by classmates.


Education for living together
▪Respecting classmates regardless of their name and/or surnames, not
using hurtful or insulting nicknames.
Education about health
▪Recognising the benefits of playing sports in general and martial arts in
particular.
▪Recognising the importance of a healthy diet.

Working together in class


▪ Be able to work in pairs or groups effectively, respecting other people and
being cooperative.

4 Cross-curricular links
▪ Geography and History: factual information about South Africa.

▪ Physical Education: knowledge of martial arts as a sport.

▪ Plastic, Visual and Audiovisual Education: drawing tools.

5 Assessment criteria
▪Name recognise and present vocabulary connected with places at a
school, school subjects and tools or ideas connected with drawing.
▪Make appropriate use of the verb can to express the ability to do
something and to express permission, verbs to express taste or
preference (love, like, don´t like, hate + -ing / like, love, hate + object
pronouns) and subject pronouns (I / you / he / she / it / we / you / they)
and object pronouns (me / you / him / her / it / us / you / them).
▪Using correct pronunciation and intonation: the verb can in affirmative
(/kƏn/) and in negative (/ka:nt/).
▪Finding out about and using basic Sociocultural and sociolinguistic
aspects such as the relevance of martial arts in China, the tradition of
private schools in England and the existence of school subjects different
ours in other educational systems.
▪Producing short, comprehensible oral texts which give, request and
exchange information: about martial arts and about South Africa, about
routine in a school you go to learn an extra curricular activity (eg., yoga,
music…), about the spelling of name and surnames, and address and
about date of birth, about what each person is able to do or has
permission to do, about areas or school subjects, about whether a
statement is valid for each person and, if not, correcting it, and about
degrees of preference or taste for certain things.
▪Understanding the main idea and specific information in oral messages:
a student's comments about his/her performing arts school, an interview
about academic education at home, comments in a forum about the
subject Food Technology, la conversation between a young foreigner and
the receptionist at a school, a conversation about drawing tools, an article
about kung fu, a text about a school without obligations or restrictions and
four videos.
▪Understanding general information and getting the main ideas in written
texts of different types: an article about kung fu, a text about a school
without obligations or restrictions, comments in a forum about the subject
Food Technology, a text about an English private school, e-mails in which
information is requested and given about school for a class project and
the e-mail to a friend about his/her new school.
▪Write brief, simple texts and with clear structures: description of school
basing yourself on a plan of it and de daily routines in a school to learn an
extra curricular activity, writing information about a South African student's
school day and about South Africa, making a presentation about a
martial art, writing an e-mail in which there is information about our school
using informal language and writing sentences about what the perfect
school would be, about favourite places at school and when you go to
them and about tastes using the verbs love, like and hate.
▪Recognising and correcting Spanish speakers' typical mistakes when
learning English.
▪CLIL: using ideas in English Plastic, Visual and Audiovisual Education.

6 Contents - Assessment criteria - Competences

Contents Assessment criteria Competences


Recognising and presenting vocabulary connected with Recognise and use a
places at a school, school subjects and tools or ideas limited repertoire of common
connected with drawing. vocabulary orally and in writing LC
about places at school, school
subjects and tools and ideas
connected with the drawing.
Practice using and forming the verb can to express ability Understanding and using functions
and permission, expressions with the verbs for and meanings associated with
communicating taste or preference (love, like, don´t basic syntactic structures.
like, hate+ -ing / like, love, hate + object pronoun) and
subject pronouns (I / you / he / she / it / we / you / they ) and Distinguishing and using habitual
LC
object pronouns (me / you / him / her / it / us / you / them).. communication functions: giving
CD
information about tastes or
SCS
Using expressions which encourage oral interaction. preferences (activities, school
LL
subjects…), asking for clarifications
Recognising Spanish-speakers' typical mistakes when about information and writing e-
learning English. mails in informal language.

Correct mistakes found.


Practise pronouncing the verb can in affirmative (/kƏn/) and in Recognising and producing orally LC
negative (/ka:nt/). and in writing correctly the
verb can in affirmative (/kƏn/) and in
negative (/ka:nt/).
Use correct pronunciation and
intonation.
Listening to a student's comments about his/her performing Use the subject, general meaning
arts school, an interview about academic education at home, and main information and ideas
comments in a forum about the subject Food Technology, a from the text in short, simple texts
conversation between a young foreigner and the receptionist with visual and audio support.
at a school, a conversation about drawing tools, an article
about kung fu, a text about a school without obligations or
LC
restrictions and four videos.
CD
SCS
Reading an article about kung fu, a text about a school
without obligations or restrictions, comments in a forum
about the subject Food Technology, a text about an English
private school, e-mails in which information is requested and
given about the school for a class project and the e-mail to a
friend about his/her new school.
Debate with classmates about the differences between Finding out about and using
educational systems (schools, school subjects…). basic Sociocultural and
sociolinguistic aspects such as
LC
features in common with another
SCS
educational system (private schools
in England, different school
subjects…).
Giving information about martial arts and about South Africa, Producing short, comprehensible
about routine in a school you go to learn an extra curricular oral texts which give, request and
activity (eg., yoga, music…), about the spelling of names and exchange information.
surnames, and addresses and date of birth, about what each LC
person is able to do or has permission to do, about areas or SCS
school subjects, about whether a statement is valid for each MSCT
person and, if not, correcting it, and about degrees of
preference or taste for certain things..

Work on a description of school basing yourself on a plan of Write brief, simple texts and with
it and de daily routines in a school to learn an extra curricular clear structures about everyday
activity, writing information about a South African student's matters or subjects of interest.
LC
school day and about South Africa, a presentation about a
CD
martial art, an e-mail giving information about our school
SCS
using informal language, and writing sentences about what
SIE
the perfect school would be, about favourite places at school
and when you go to them, and about tastes using the
verbs love, like and hate.

UNIT 5 FOOD, FOOD, FOOD!

1 Contents
Block 1. Comprehension of oral texts
▪ Listening to and understanding a text about Bento Boxes or Japanese

take-away food.
▪ Listening to and understanding videos 5.1. A Japanese fisherman catching

tuna; 5.2. Presentation about a man taking packaged food (Dabbawallas);


5.3. Presentation about an adolescent asking the question, What do you
normally eat? 5.4. Presentation about chameleons in Spain and in
Madagascar.
▪ Listening to and understanding of a conversation in which a young woman
asks for food in a café.
▪ Listening to and understanding an article about different options for having

lunch at school in Great Britain.


▪ Dictating sentences.

▪ Listening to and understanding of a conversation between three young

people about restaurants.


▪ Listen to information about different types of climate in Spain.

Block 2. Production of oral texts

▪ Exchange of personal information in pairs about food timetables


▪ Interaction in pairs to talk about food they like and food they usually eat.

▪ Oral interaction in pairs talking about what they eat and whether they

prefer a hot dish or food brought from home.


▪ Oral interaction in pairs about your opinion about take-away snacks and
food.
▪ Oral interaction in pairs in which describe food in a cupboard.

▪ Oral interaction in pairs in which students have to guess the food in the

fridge.
▪ Oral interaction in pairs in which students ask each other if there is a

dinning room at school and if they think it is a good idea.


▪ Describe in pairs what they normally eat at lunchtime.

▪ Oral interaction in pairs repeating a conversation asking for food in a café.

▪ Exchanging information about food in other countries.

Block 3. Comprehension of written texts


▪ Reading and understanding a text about Japanese Bento Boxes or food

brought from home.


▪ Reading and understanding sentences about food in Japanese Bento

Boxes.
▪ Reading and understanding extra information marked as Fact.

▪ Reading and understanding an article about a special event.

▪ Reading and taking in phrases and contents for writing a text: a special

event.
▪ Reading the reference sections given in the activities.

▪ Reading a text about pizza.

▪ Reading a text about a traditional celebration in Greece.

▪ Reading questions for checking information needed for writing a text about

a special event.
▪ Reading and understanding a text about food in Spain by regions.

Block 4. Production of written texts


▪ Writing a diary with the fish eaten in a week.

▪ Students write about river or sea fishes where they live.


▪ Students describe their perfect food for taking from home.
▪ Writing about school meals in Great Britain.

▪ Students gather information to write about a special event.

▪ Guided writing about a special event.

▪ Choosing a/ an, some and any to write sentences.

▪ Writing about a traditional celebration in another country.

▪ Writing a magazine article about a traditional celebration.

▪ Writing a text about food made in other parts of the world.

The following points are studied indirectly in the four previous blocks:
Communication functions:
▪ Play at guessing food in a fridge.

▪ Giving information about food you have or do not.

▪ Taking an interest in what other people eat.

▪ Asking for food in a café.

▪ Giving information about food from the country and in other countries.

▪ Ask questions.

▪ for expressing opinions

▪ Give information about British adolescents' eating habits.

Vocabulary:
▪ Food and drink: potatoes /oranges/olives / bread / tomatoes/ cheese/

crisps/ meat / biscuits / eggs / carrots / milk / bananas / fizzy drinks /


water.
▪ Take-away food and snacks; pizza/ ice-cream / chips/ burger / milkshake/

hot chocolate / hot dog / sandwiches / fruit juice.


▪ Time connectives: Before / then /after that.

▪ Words for asking and expressing quantity: How much? / How many? / a lot

/ many / much.
Syntactic-discursive contents:
▪ Countable and uncountable nouns.

▪ There is / There are, some y any.

Graphic patterns and sounds:


▪ Recognising, contrasting, correct pronunciation and intonation in closed
questions (Yes-No questions)
Classroom language:
▪ Look at the infographic and match the food and the drinks words in the

box with the pictures.


▪ Listen, check and repeat.

▪ Look at the four meals…

▪ Work with a partner.

▪ Look at the photos.


▪ Read and listen…
▪ Read the text [again]. Correct the sentences. / Choose the correct words. /

Answer the questions.


▪ Complete the sentences… Compare them with a partner.

▪ Look at the table.

▪ Complete the text with …

▪ Ask… Writing their answers.

▪ Look at the picture.

▪ Listen to...

▪ Listen again. Choose the correct answers.

▪ Match the words in the box with the numbers in the table.

▪ Listen, check and repeat.

▪ Work with a partner. Answer the questions. / Ask and answer the

questions… / Practise the conversation…


▪ Writing the words in the correct order to make the questions.

▪ Listen and complete the conversation with the words in the box.

▪ Listen and repeat… Translate them into your language.

▪ Change the words in bold in the conversation in… Use the information

below. Practise the conversation with a partner.


▪ Find examples of…

▪ Plan your article about. Use the list in the Look at Content box and make

notes.
▪ Writing your article. Use your notes from… and the language below to help

you.
▪ Can you say YES to these questions?

▪ Writing the word(s) for each picture.

▪ Match the two parts of the questions.

▪ Choose the correct words to complete the text.

▪ Do the puzzle quiz. Circle the correct answers.

▪ Circle the correct words…

▪ Plan your menu for tomorrow.

▪ Writing the foods in the box on the menu…

▪ Put the dishes into the categories.

▪ Translate the sentences into your language.

▪ Choose a traditional celebration from a different country to write about.

▪ Writing a magazine article.

Learning strategies:

▪ Reading Be Curious activity to stimulate interest.


▪ Drawing of a fridge and its contents to revise food vocabulary.
▪ Play at guessing the food there is in a fridge.

▪ Linking countable and uncountable nouns with is or are.

▪ Reading the Fact box to create cultural consciousness.

▪ Repeat dialogues and conversations.


▪ Revise and correct Spanish speakers' typical mistakes: leaving out the
article to talk in general
▪ Doing word games: letter soup, words snake.

Sociocultural and sociolinguistic aspects:


▪ Recognising the existence of different options and cultural customs linked

with food, equally valid for all of them.


▪ Finding out about the Hindu figure called Dabawalla.

▪ Valuing the importance of special celebrations with family and friends.

2 Competences

Descriptors Activities

Linguistic communication
LISTEN

Understanding the main points and some Listening to information about food for taking from home in Japan.
details of oral messages, either live or in
recordings.
Understanding the most important things in Listening to a conversation between three young people about what they are
daily transactions and tasks and in formal going to eat and where. Listening to a conversation in a café in which a young
and informal conversations. woman asks for food.
Listening to three young people talking about a restaurant.
Identifying the main ideas and information Listening to a text about different options for having lunch at a British school.
in presentations, talks, explanations and Watch four videos: 5.1. Presentation about a Japanese fisherman catching tuna;
the news. 5.2. Presentation about a Dabbawalla's working life; 5.3. Short presentation
about adolescent asking what he/she usually has for lunch; 5.4. Presentation
about growing rice in Long Shen, China.
Distinguishing sound characteristics, Giving questions correct intonation.
accent, rhythm and intonation in various
contexts and identify what they want to
communicate.
TALK / CONVERSE

Presentation to the class of the information obtained about river or sea fish close
Give short, rehearsed oral presentations, to where you live.
and reply to simple questions which can be
asked about your presentations.
Take part correctly in daily transactions and Oral interaction in pairs for talking about meals students like and often eat.
tasks.

Take part correctly in daily transactions and Exchange of questions and answers in pairs about where they have lunch and
tasks. whether they prefer hot food or food brought from home.
Interaction in pairs to ask for and get food.

Take part correctly in conversations using Oral interaction about food which
simple structures and clear pronunciation. students normally have for lunch.
Oral interaction in groups about restaurants.
READING

Identifying relevant information in Interpret information about activities or exercises correctly.


instructions, warnings or rules. Taking in phrases and contents for writing a text: an article about a special
occasion.

Understanding the general meaning and Understanding a text about Japanese food.
specific details of texts in different formats Understanding extra information marked as Fact.
Understanding an article about pizza.
Understanding an article about a special occasion.

Find specific, essential information in Reading the reference sections given in the activities.
reference and study material.
Understanding the main ideas in Understanding an article about Bento boxesin Japan.
newspaper, literary and fictional texts in
different formats.
Valuing reading as a source of pleasure Understanding a text about a special celebration.
and knowledge.
WRITING

Using production strategies for writing Writing sentences about food. Complete sentences using names of foods.
simple texts. Replace the words in bold with others of your own choice.
Organizing writing using time connectives.
Organizing writing using notes taken previously.
Following a guided scheme for writing.
Checking what has been written.
Filling in forms, questionnaires or printed Complete sentences giving information about food you have or do not.
pages with personal information. Do a questionnaire about food.

Writing notes, messages, adverts, posts Rewriting correct sentences in an article about school food in Great Britain.
and short, formal and informal Writing a menu.
correspondence with simple, relevant
information.

Writing texts using appropriate vocabulary, Writing a text about the perfect container for carrying food.
spelling, punctuation and correct formats Writing about a celebration in another country.
and correct structures. Writing a magazine article about a traditional celebration.
Writing an article about a special event or celebration.

Mathematical competences and basic science and technology competences.


Putting in order and classifying data Putting parts of a sentence in order paying attention to syntax.
following criteria. Putting the dishes into categories: meat, greens and dessert.
Interpret and show simple statistical data
on graphs and tables.
Solving puzzles, crosswords and Doing word games.
guessing games. Doing a questionnaire about food.
Respect nature and animals in the
environment.
Valuing and following healthy habits.

Identifying the most relevant


environmental problems and connecting
them with causes and possible effects.
Apply strategies using methods from
scientific research.
Digital competences
Obtaining information from the Internet for Looking for information about Dabbawallas. Looking for information about sea or
carrying out tasks in English. river fish close to where you live.

Give short presentations and projects in Presentation about food made in other parts of the world and the influence of the
English using different formats and digital climate.
tools.
Studying and practising English on digital Using the AR app (Smart Planet Augmented Reality App) to access the videos,
devices. interactive activities and presentations about grammar.
Social and Civic competences.
Take part in activities pairs and groups with Take part properly in the activities in pairs or as a group.
respect and interest.
Interacting politely and attention valuing Expressing individual preferences and respecting other people's preferences.
and respecting classmates' opinions, tastes Using communication reinforcers.
and preferences.

Understanding and valuing the use of Giving information about tastes about food, type of food and the school dinning
English for communicating with other room.
people and to find out about other cultures.
Taking an interest in and respecting the Finding out about customs for celebrating a special event, the Japanese
customs, rules and values of countries in fisherman's activities, Dabbawalla, the type of school food in Great Britain.
which foreign languages are spoken.

Cultural awareness and expressions.


Using artistic techniques and items to Design the perfect food box.
prepare and give presentations and Draw a fridge with food.
projects. Using visual material for writing about a special event.
Identifying cultural features of English- Finding out about the life of the Dabbawallas in India.
speaking countries and compare them with
their own, showing respect and interest.
Identifying different forms of cultural Recognising cultural differences connected with food in Japan and Great Britain.
expression and showing an interest in
widening knowledge.

Learning to Learn
Identify, plan and apply objectives for Individually do the exercises from the Workbook.
carrying out tasks, activities and projects. Do the homework individually (looking for and compiling information).
Take in and use phrases learned for writing a text about a special event.
Using tools and resources for clearing up Revise the Get it right! sections critically.
doubts, widening knowledge and correcting
mistakes.
Showing an interest in carrying out Do the Review sections with interest.
evaluations of your own progress and
identify points for improvement.
Identifying and using different strategies for Look in depth at the Grammar Reference and make progress in the general use
learning individually. of what has been learned.
Draw perfect fridge and food box for revising food vocabulary.

Sense of initiative and entrepreneurial spirit.


Using the strategies needed for studying Work individually on the tasks given.
individually.
Have a positive, proactive attitude to Do the reading activities in the Workbook individually.
reading texts by yourself.
Plan, organise and check your work to be Using phrases given for writing short texts.
able to present it properly.

3 Social awareness

Moral and civic education


▪ Show interest taking an active part in class and following the teacher's
instructions correctly.
▪ Accepting others' tastes and preferences in food

▪ Showing an interest and give constructive criticism about work (drawings,

presentations…) done by classmates.


Education for gender equality
▪Respecting and valuing boys' and girls' tastes and preferences in food
equally.
▪Recognising that both boys and girls take an interest in food and that it is a
social act.
▪Recognising that both boys and girls take an interest in the influence of the
climate on food.
Education against discrimination
▪Respecting classmates regardless of the type of food they eat and their
customs with regards to food, understanding that no one model is better
than another.
Working together in class
▪ Be able to work in pairs or groups effectively, respecting other people and

being cooperative.

4 Cross-curricular links
▪ Geography and Climate: Listening to and reading information about

different types of climate in Spain. Understanding the influence of the


climate in agriculture and compare Spanish products with those in other
countries.

5 Assessment criteria
▪Name recognise and present vocabulary connected with food and drinks;
adjectives for describing people.
▪Expressing tastes about food, and whether students prefer home cooking
or fast food.
▪Giving questions correct intonation.
▪Making appropriate use of there is, there are (negative form, affirmative
form and contractions).
▪Making appropriate use of a/an, some and any.
▪Ask questions with How much/ many.
▪Distinguishing and using much, many, a lot of.
▪Finding out about and using basic Sociocultural and sociolinguistic
aspects such as a Japanese fisherman catching tuna, the life of a Hindu
Dabbawalla, an American family's special celebration, school food in
different countries and in ours.
▪Producing short, comprehensible oral texts which give, request and
exchange information: information about food, preferences about the type
of school food, information about what you have and do not have in the
fridge. Place an order in a café.
▪Understanding general information and getting the main ideas in written
texts of different types: Listening to information about food for taking from
home in Japan. Listening to a conversation between three young people
about what they are going to eat and where they are going to eat.
Listening to a conversation in a café in which a young woman asks for
food.
▪Write brief, simple texts and with clear structures about an event or
▪special celebration. Students write a text about the perfect container for
food.
▪Recognising and correcting Spanish speakers' typical mistakes when
learning English.
▪CLIL: using ideas in English in Geography and Climate.

6 Contents - Assessment criteria - Competences

Contents Assessment criteria Competences


Recognising and presenting vocabulary connected withRecognise
food and use a limited repertoire of
and drinks, countable and uncountable nouns, many, much, common vocabulary about food and LC
many, a lot of, some and any. drink orally and in writing, food SCS
options at school, preferences about
food.
Practise pronunciation and intonation for questions. Recognise and pronounce and write
LC
correctly
SCS
Use correct pronunciation and
LL
intonation.
Listening to la information about food for taking from home in Use the subject, general meaning
Japan.Listening to a conversation between three young people and main information and ideas from
about what they are going to eat and where they are going to eat. the text in short, simple texts with
Listening to a conversation in a café in which a young woman asks visual and audio support. LC
for food. Listening to a text about different options for eating at a
British school. And watching four videos.

Reading a text about Japanese food.


Understanding extra information marked as Fact.
Understanding an article about a special
LC
occasion.
SCS

Debate with classmates about what they eat usually and Finding out about and using
what type of food they have for lunch at school and where basic Sociocultural and
LC
they eat. sociolinguistic aspects such as
SCS
different school food options and
types of food
Talk about the food available and not available. Ask and Producing short, comprehensible
answer questions about food habits and favourite foods, oral texts which give, request and
about fast food and favourite snacks. Students exchange exchange information. LC
information about whether there is a dinning room at school SCS
and whether it is a good idea to have one.

Work on texts about the perfect food container, about a Write brief, simple texts and with LC
Japanese person fishing, about a special event. clear structures about everyday CD
matters or subjects of interest. LL
SCS
SIE

UNIT 6 ANIMAL WORLD

1 Contents
Block 1. Comprehension of oral texts
▪Listening to and understanding a questionnaire about animals.
▪Listening to and understanding a text about crocodiles.
▪Listening to and understanding four conversations about zoo animals.
▪Listening to and revising a text about renting pets in the USA.
▪Listening to and understanding a text about the help huskies give the Inuit.
▪Listening to and understanding videos: 6.1. Shows some scientists
exploring the ocean looking for sharks; 6.2. Talks about how animals and
man live together in the same places; 6.3. Some adolescents talk about
whether they like going to museums or not; 6.4. A description of
chameleons.
▪Listening to and understanding an interview with a man with an unusual
job.
▪Understanding the contents of a dictation.
▪Listening to and understanding a text about vertebrates.

Block 2. Production of oral texts


▪Reading the description of an animal to all the class.
▪Oral interaction in pairs in which students answer questions about pets
and about unusual habits.
▪Oral interaction in pairs in which questions about the zoo are answered.
▪Oral interaction in pairs in which questions are answered about what the
people and animals in the photos are doing.
▪Reading de the description of an animal in your country's life.
▪Oral presentation of your work about species in danger.
▪Exchanging information about different areas in a science museum.
▪Oral interaction in pairs in which talking about other animals which help
people.
▪Oral interaction in pairs in which one person describes an animal and the
other guesses it.
▪Oral presentation of a data sheet about a reptile.
▪Explaining the information gathered in the poster about three national
animals.
Block 3. Comprehension of written texts
▪Reading and understanding a survey about animals.
▪Reading and understanding a piece of news about crocodiles in a zoo.
▪Reading and understanding a text about pets.
▪Reading and understanding a description of a hippopotamus.
▪Reading and taking in sentences and contents for writing a text: the
description of an animal.
▪Reading and understanding a dialogue about animals of prey and parrots
in a zoo.
▪Reading the reference sections given in the activities.
▪Reading and understanding extra information marked as Fact.
▪Reading and understanding a text about bears.
▪Reading and understanding a text about a dog called Snoopy.
▪Reading and understanding clues for a crossword.
▪Reading and understanding a letter in which a girl talks about a hospital
for wild animals.
▪Reading and understanding of information about different vertebrate
animals.
▪Reading and understanding the description of flamingos, tigers and ants.

Block 4. Production of written texts


▪Complete sentences using present continuous and simple present.
▪Describing an invertebrate animal.
▪Describing investigations done by people pretending to be famous
scientists.
▪Writing a presentation about sharks.
▪Writing contents of a presentation about a species in danger.
▪Describing the habits of an animal in your country.
▪Complete sentences using the animals and actions in the boxes.
▪Writing the description of an animal following the steps given.
▪Complete sentences using verbs of action.
▪Writing a sentences about what is happening in class at the moment of
speaking.
▪Writing a description of your favourite pet.
▪Writing the description of a type of chameleon.
▪Writing what you have learned about bears.
▪Writing a dictation.
▪Writing a data sheet about the reptile of your choice.
▪Writing texts for a poster about three native animals in your country.

The following points are studied indirectly in the four previous blocks:

Communication functions:

▪Describe the physical characteristics of an animal using have


got (affirmative, negative, contraction, interrogative and in short answers)
▪Ask a classmate for information about animals using wh- questions.
▪Ask a classmate for information about animals using Yes or No questions.
▪Ask for reasons for something using why? and why not?
▪Expressing the activities carried out frequently and those being carried out
at the moment of speaking both in affirmative and negative and
interrogative, knowing how to use contractions and give short answers.
▪Expressing actions with verbs of movement.
▪Asking for information: Could I have….?, can I help you?, Excuse me,
where are the toilets.
▪Answer a request for information: It’s on the second floor, they are over
there.
Vocabulary:
▪Names of animals: bird, cat, cow, dog, elephant, fish, frog, giraffe, gorilla,
horse, kangaroo, lion, monkey, pig, seal, polar bear, shark, sheep, spider,
tiger, zebra, mouse, frog, flamingo, ant.
▪Verbs which describe actions: jump, hunt, swim, hide, fly, escape, fight.
▪Animals' internal and external parts: backbone, fur, lungs, smooth skin,
scales, feathers, wings, gills, fins, claw, whiskers, tail, paws.
▪Adjectives and their opposites used to describe animals partially or
completely.
Syntactic-discursive contents:
▪Present continuous (affirmative, negative, questions and short answers).
▪Simple present vs present continuous.

Graphic patterns and sounds:


▪Recognising,
comparing and pronouncing the sounds /b/ and /v/.
Classroom language:
▪Look at the ….(animals in the box, at the photos)… Which animals are in
the picture.
▪Listen, check and repeat.
▪Put the words in the right column and in order.
▪Invent…, describe…,
▪What animals can you see,
▪Find out about……
▪Writing questions for the answers.
▪Work with a partner. Answer the questions.
▪Complete the rules with present simple or present continuous.
▪Listen again.
▪Look at the pictures of a zoo. How many different animals can you see?
▪Choose the correct option.
▪Are the sentences true for you. Compare with a partner. Cover the text
in…..
▪Read the text [again]. Are these sentences true or false? Correct the false
sentences.
▪Can you think of any other examples of “working animals”? How do they
help people?
▪Practise the conversation in exercise…..
▪Change the words in bold in the conversation. Use the information below.
Practice the conversation with a partner.
▪Match the information with the paragraphs.
▪Put the words in the correct order to make sentences.
▪Choose the correct words to complete the text.
▪Find and correct mistakes.
▪Match the sentences.
▪Read and listen to the text. Think of another example for each animal
group.
▪Use the Internet, books or magazines to find information about them.
▪Find photos of the animals. Make a poster with the photos and the
information of each animal.
▪Present your poster to the rest of the class.
▪Find more animals in the wordsnake.
▪Writing the animals in the box next to the correct definitions.
▪Complete the sentences with your own ideas.
▪Check the meaning of these words in a dictionary. Then label the cat.
▪Listen again and circle the correct options.
▪Translate the sentences into your language.
▪What new things do you learn about black bears in the text? Write them in
your notebook.
▪Rewrite the sentences with the adjectives in the correct place.
▪Match the adjectives in the box with their opposites.
▪Use the clues to complete the crossword.
▪Listen again. Correct the sentences.
▪Complete the conversation with the missing words. Circle the correct
options.
▪Who says each phrase, the customer or the receptionist?
▪Writing the plural forms of these nouns.

Learning strategies:
▪Reading phrases and contents to write the description of an animal.
▪Using category tables to organise the vocabulary learned or the
information worked with.
▪Using class mistakes for all students to learn from.

Sociocultural and sociolinguistic aspects:


▪Finding out about some animal species' lives and their importance in
society.
▪Recognising the importance of scientists in our society.
▪Finding out about people and animals living together in India.

2 Competences

Descriptors Activities

Linguistic communication
LISTEN

Understanding the main points and some Listening to a text about crocodiles. Listening to a text about renting pets in
details of oral messages, either live or in USA.
recordings. Understanding information about the help which huskies give the Inuit.
Understanding a text about different types of vertebrate animals.
Understanding the most important things in Listening to a conversation between two young people about animals in a zoo, a
daily transactions and tasks and in formal conversation between a young woman asking for information in a museum.
and informal conversations. Interviewing a man with an unusual job.
Identifying the main ideas and information in Listen to a survey about animals.
presentations, talks, explanations and the Watch four videos: 1.1. Story about some scientists who investigate the ocean
news. and find a shark; 1.2. Talk about animals and people living together in India; 1.3.
Some adolescents why they like or do not like museums.
; 1.4. A look at the different types of chameleons which live in Spain and in
Madagascar.

Distinguishing sound characteristics, Identifying and pronouncing the sounds correctly: /b/ and /v/.
accent, rhythm and intonation in various
contexts and identify what they want to
communicate.
TALK / CONVERSE

Reading the description of an animal.


Give short, rehearsed oral presentations, Reading the description of a national animal.
and reply to simple questions which can be Presentation of the work about species in danger.
asked about your presentations. Presentation of the data sheet about a reptile.
Presentation of the poster about three national animals.
Take part correctly in daily transactions and Exchanging information about different areas in a science museum.
tasks. Guess in pairs the animals which each member describes.

Take part correctly in conversations using Oral interaction in pairs: answering questions about pets and unusual habits;
simple structures and clear pronunciation. answering questions about the zoo; giving information about what people are
doing and the animals in the photos; giving information about other animals
which help people.

READING

Identifying relevant information in Interpret information about activities or exercises correctly.


instructions, warnings or rules. Taking in phrases and contents for writing a text: the description of an animal.

Understanding the general meaning and Understanding questions in a survey about animals.
specific details of texts in different formats Understanding a piece of news about crocodiles in a zoo.
Understanding information about pets.
Understanding extra information marked as Fact.
Understanding a description of a hippopotamus.
Understanding a text about bears.
Understanding something said about a dog called Snoopy.
Understanding a letter in which a girl talks about a hospital for wild animals.
Understanding information about vertebrates.
Understanding the description of flamingos, tigers and ants .
Find specific, essential information in Reading the reference sections given in the activities.
reference and study material.
Valuing reading as a source of pleasure and Understanding a text about the help huskies give the Inuit.
knowledge.
WRITING
Complete sentences using simple present and present continuous.
Writing sentences about what is happening in the classroom.
Using production strategies for writing Answer open questions about zoos.
simple texts. Describing an invertebrate animal.
Complete sentences using verbs of action.
List a national animal's habits.
Writing a data sheet about the reptile of your choice.
Writing a short piece of information about what has been learned about bears.
Describing your favourite pet.

Writing texts using appropriate vocabulary, Describing an invertebrate animal.


spelling, punctuation and correct formats Describing investigations carried out after pretending to be famous scientists.
and correct structures. Writing a presentation about sharks.
Writing contents of a presentation about species in danger.
Describing an animal.
Writing the description of a type of chameleon.
Writing what you have learned about bears.
Writing the description of a type of chameleon.

Mathematical competences and basic science and technology competences.


Putting in order and classifying data Writing what had been leaned about bears after reading the text.
following criteria. Using the information from a map of a museum in a conversation.
Connect characteristics with each type of vertebrate.
Solving puzzles, crosswords and guessing Doing a crossword and a quiz
games.

.
Digital competences
Obtaining information from the Internet for Looking for information about species in danger.
carrying out tasks in English. Looking for information about sharks.
Looking for more information about reptiles.
Looking information about three national animals.
Give short presentations and projects in Preparing a power point/poster about species in danger.
English using different formats and digital Preparing a power point/poster about sharks.
tools. Preparing a power point/poster about reptiles.
Preparing a power point/ poster with information about three national animals.

Studying and practising English on digital Using the AR app (Smart Planet Augmented Reality App) to access the videos,
devices. interactive activities and presentations about grammar.
Social and Civic competences.
Take part in activities pairs and groups with Take part properly in the activities in pairs or as a group.
respect and interest.
Interacting politely and attention valuing and Expressing individual preferences and respecting other people's preferences.
respecting classmates' opinions, tastes and Using communication reinforcers.
preferences.
Understanding and valuing the use of Giving information about your favourite pet.
English for communicating with other Talking about whether they like visiting museums or not.
people and to find out about other cultures.

Cultural awareness and expressions.


Using artistic techniques and items to Make drawings, posters or power points for presentations.
prepare and give presentations and
projects.
Identifying cultural features of English- Recognising some US citizens' passion for renting pets as they do not have time
speaking countries and compare them with to look after them.
their own, showing respect and interest.
Identifying different forms of cultural Finding out about certain animals and people living side by side in India.
expression and showing an interest in
widening knowledge.

Learning to Learn
Identify, plan and apply objectives for Individually do the exercises from the Workbook.
carrying out tasks, activities and projects. Do the homework individually (looking for and compiling information, making a
poster…).
Taking in and using phrases learned for writing the description of an animal.
Using tools and resources for clearing up Revise the Get it right! sections critically.
doubts, widening knowledge and correcting
mistakes.
Showing an interest in carrying out Do the Review sections with interest.
evaluations of your own progress and
identify points for improvement.
Identifying and using different strategies for Look in depth at the Grammar Reference and make progress in the general use
learning individually. of what has been learned.
Categorize vertebrate animals by their characteristics.

Sense of initiative and entrepreneurial spirit.


Using the strategies needed for studying Work individually on the tasks given.
individually.
Have a positive, proactive attitude to Do the reading activities in the Workbook individually.
reading texts by yourself.
Plan, organise and check your work to be Using phrases given for describing an animal.
able to present it properly.

3 Social awareness.

Moral and civic education


▪Show interest taking an active part in class and following the teacher's
instructions correctly.
▪Accepting other people's tastes and preferences (favourite things).
▪Showing an interest and give constructive criticism about work (posters,
presentations…) done by classmates.
Education against discrimination
▪Respecting classmates regardless of the type of family they belong to,
understanding that no model of family is superior to any other.
Working together in class
▪Be able to work in pairs or groups effectively, respecting other people and
being cooperative.

4 Cross-curricular links
▪Natural Sciences: Information about the characteristics and ways of life of
animals and knowledge of different parts of their anatomies.
5 Assessment criteria
▪Name, recognise and present vocabulary connected with animals, their
habits, way of life and physical characteristics.
▪Make appropriate use of simple present and present continuous (negative
form, affirmative form, interrogative form, in short answers and in
contractions).
▪Use correct pronunciation and intonation: sounds /b/ and /v/.
▪Finding out about and using basic Sociocultural and sociolinguistic
aspects such as some US citizens' passion for renting pets as they do not
have time to look after them.
▪Producing short, comprehensible oral texts which give, request and
exchange information: students answer questions about pets and about
unusual habits. Answering questions about what people are doing and the
animals in the photos. Exchanging information about different areas in a
science museum. Giving information about other animals which help
people. Oral interaction in pairs in which one person describes an animal
and the other guesses it. Oral presentation of a data sheet about a
reptile.
▪Understanding the main idea and specific information from oral messages:
a questionnaire about animals, a text about crocodiles, four conversations
about zoo animals, a text about renting pets in USA, information about
the help which huskies give the Inuit, a text about vertebrates
▪Understanding general information and getting the main ideas in written
texts of different types: a survey about animals, a piece of news about
crocodiles in a zoo, a text about pets, a description about a
hippopotamus, a text about bears, a letter in which a girl talks about a
hospital for wild animals.
▪Write brief, simple texts and with clear structures: Describing an
invertebrate animal. List a national animal's habits. Writing a data sheet
about the reptile of your choice. Writing a short piece of information about
what has been learned about bears.
▪Recognising and correcting Spanish speakers' typical mistakes when
learning English.
▪CLIL: using ideas in English in Natural Sciences.

6 Contents - Assessment criteria - Competences

Contents Assessment criteria Competences


Recognising and presenting vocabulary connected with Recognise and use a
animals, their habits, way of life and physical limited repertoire of common LC
characteristics. vocabulary about animals, their SCS
habits, way of life and physical
characteristics.
Practice using and forming simple present and continuous Understanding and using functions
(in affirmative form, negative, interrogative, contractions and meanings associated with basic
and short answers. syntactic structures.

Distinguishing and using habitual


Using expressions which encourage oral interaction. communication functions:describing
LC
animals, talking about what the
SCS
animals in an illustration are doing,
LL
describing their habits and physical
characteristics.

Correct mistakes found.


Recognising Spanish-speakers' typical mistakes when
learning English.
Practise pronouncing the sounds /b/ and /v/. Recognise and pronounce and write
the sounds /b/ and /v/.
LC

Use correct pronunciation and


intonation.
Listening to a questionnaire about animals, a text about Use the subject, general meaning and
crocodiles, four conversations about zoo animals, a text main information and ideas from the
about renting pets in the USA, information about the help text in short, simple texts with visual
huskies give the Inuit, a text about vertebrates and four and audio support.
videos. LC
SCS
Reading a survey about animals, a piece of news about
crocodiles in a zoo, a text about pets, a description about a
hippopotamus, a text about bears, a letter in which a girl
talks about a hospital for wild animals.
Debate with classmates about Finding out about and using
LC
basic Sociocultural and sociolinguistic
SCS
aspects such as
Answering questions about pets and about unusual habits. Producing short, comprehensible oral LC
Answering questions about what people are doing and the texts which give, request and SCS
animals in the photos. Exchanging information about exchange information.
different areas in a science museum. Giving information
about other animals which help people. Oral interaction in
pairs in which one person describes an animal and the
other guesses it. Oral presentation of a data sheet about a
reptile.
Write brief, simple texts and with clear
Work on a survey about animals, a piece of news about structures about everyday matters or LC
crocodiles in a zoo, a text about pets, a description of a subjects of interest. LL
hippopotamus, da text about bears, a letter in which a girl SCS
talks about a hospital for wild animals.

UNIT 7 TOWNS AND CITIES

1 Contents

Block 1. Comprehension of oral texts


▪ Listening to and understanding information about the city of Pompeii.
▪ Listen to a young person presenting a map of her city for an arts project at

school.
▪ Listening to information about transport in the city and understanding in

which means of transport the young woman is travelling.


▪ Listening to and understanding spelling rules for the regular past.

▪ Listening to and understanding of a conversation between two friends

about the weekend.


▪ Listening to and understanding videos: 7.1. Presentation about the

comparison between ancient and modern Rome. 7.2. Presentation about


means of transport in Beijing, Mumbai and Tokyo; 7.3. Short self-
presentation by two students in response to the question about what they
do at the weekend; 7.4. Presentation about communication in pictures.
▪ Dictating sentences with was and were.

▪ Listening to and understanding a text about the images around us.

Block 2. Production of oral texts


▪ Exchanging information in pairs about favourite places in a city and how,

when and who is to be seen in each place.


▪ Exchanging information about where two young people usually go with

their friends.
▪ Oral interaction in pairs with suggestions for the weekend.

▪ Oral interaction in pairs talking about means of transport in a city and how

to go to your favourite places.


▪ Oral interaction in pairs talking about ruins or monuments near your city.

▪ Interaction in pairs to practise what there was in a drawing looked at

quickly.
▪ Exchanging information about what you did the day before.

▪ Interaction in pairs talking about a journey in public transport this week and

whether it was good or bad.


▪ Presentation about a guidebook with a map of the city.
▪ Oral interaction about pictures of the school.

Block 3. Comprehension of written texts


▪ Reading and understanding a text about Pompeii.

▪ Reading and understanding a text about a Hong Kong student's unusual

trip to school.
▪ Reading and understanding an e-mail with information about a city.

▪ Reading and taking in phrases and contents for writing a text: an e-mail

about your city.


▪ Reading the reference sections given in the activities.

▪ Reading and understanding extra information marked as Fact.

▪ Reading and understanding about what the pictures aim to communicate.

▪ Reading and understanding a text about Covent Garden.

Block 4. Production of written texts

▪ Writing answers to questions about places which appear in an


adolescent student's art project.
▪ Writing how people travel in the cities in your own country.

▪ Writing information about ancient Pompeii.

▪ Choosing connectors to write a description.

▪ Writing a description of a place.

▪ Writing tourist guidebook with the places in the city.

The following points are studied indirectly in the four previous blocks:
Communication functions:

▪ Comparing ancient Rome with modern Rome.


▪ Carry out suggestions.

▪ Accepting and rejecting suggestions.

▪ Using non-verbal language and interpreting pictures.

▪ Asking and answering questions.

▪ Describing places.

Vocabulary:

▪ Places in the city: shopping centre / museum / cinema / football stadium /


bowling alley / market / sports centre / skate park /park.
▪ Transport: bus stop / bike stand / bus station / car park / ferry port / train

station / tram stop.


Syntactic-discursive contents:
▪ Was and were (affirmative, negative, interrogative and contractions).
▪ There was and there were (affirmative, negative, interrogative and

contractions)
▪ Simple past of regular and irregular verbs.

▪ Ago.

Graphic patterns and sounds:


▪ Recognising, contrasting and the correct pronunciation of sounds /d/ /t/
/ɪd/ in regular simple past verbs.
▪ Recognising changes in spelling in regular verbs when adding –ed.

Classroom language:
▪ Look at the photos and match them with the things in the box.

▪ List, check and repeat.

▪ Work with a partner.

▪ Read and listen…

▪ Read the text [again]. Correct the sentences. / Choose the correct words. /

Answer the questions.


▪ Complete the sentences… Compare them with a partner.

▪ Look at the table.

▪ Rewrite the sentences with the information in brackets.

▪ Complete the questions.

▪ Match the questions with the answers.

▪ Ask… Writing their answers.

▪ Look at the picture.

▪ Listen to...

▪ Listen again. Choose the correct answers.

▪ Match the words in the box …

▪ Listen, check and repeat.

▪ Work with a partner. Answer the questions. / Ask and answer the

questions… / Practise the conversation…


▪ Complete the questionnaire with…

▪ Writing the words in the correct order to make the questions.

▪ Look again at…

▪ Listen and complete the conversation with the words in the box.

▪ Listen and repeat… Translate them into your language.

▪ Change the words in bold in the conversation in… Use the information

below. Practise the conversation with a partner.


▪ Find examples of…

▪ Plan an e-mail... Use the list in the Look at Content box and make notes.

▪ Writing your e-mail… Use your notes from… and the language below to

help you.
▪ Can you say YES to these questions?

▪ Writing the word(s) for each picture.

▪ Match the two parts of the questions.

▪ Choose the correct words to complete the text.


Learning strategies:

▪ Reading the Fact boxes to awaken interest in the subject.


▪ Look at the photos and illustrations to deduce the contents.
▪ Play Blankety-blank to practise grammar.

▪ Look at the texts in the reading text to set models for oral and written

production.
▪ Revise and correct Spanish speakers' typical mistakes.

Sociocultural and sociolinguistic aspects:


▪ Recognising the existence of different places in the city for different
activities.
▪ Finding out about different means of transport for travelling in the city.

▪ Valuing the advantages and disadvantages of living in a large city.

2 Competences

Descriptors Activities

Linguistic communication
LISTEN

Understanding the main points and some details of Listening to information about ancient Pompeii.
oral messages, either live or in recordings. Listening to a young person presenting a map of his/her city. Listening
to information about transport in the city.

Understanding the most important things in daily Listening to a conversation between two friends
transactions and tasks and in formal and informal about the weekend.
conversations. Listening to a conversation between two young people
taking photos.
Listening to a conversation about a weekend
journey.
I identify the main ideas and relevant information in Watch 4 videos: 7.1. Presentation
presentations, talks, explanations and pieces of about comparing ancient
news. and modern Rome. 7.2. Presentation
about means of transport in Beijing,
Mumbai and Tokyo; 7.3. Short
self-introduction by two students
in response to the question What do you do
at the weekend; 7.4.
Presentation about sculptures in
Mexico City.
Listening to information about the purpose
of pictures at school.

Distinguishing sounds, accent, rhythm and intonation Recognising, contrasting and correctly pronouncing the sounds /d/ /t/
in various contexts and identify what they aim to /ɪd/ in the simple past of regular verbs.
communicate.

TALK / CONVERSE

Presentation about a guidebook with a


Give short, rehearsed oral presentations, and reply map of the city
to simple questions which can be asked about your
presentations.

Take part correctly in daily transactions and tasks. Oral interaction in pairs talking about means of transport in a city and
how to go to your favourite places.
Oral interaction in pairs talking about ruins or monuments near your city.

Take part correctly in daily transactions and tasks.


Exchanging information in pairs about favourite places in a city and
how, when and with whom you go to them. Oral interaction in pairs with
suggestions for the weekend.
Interaction in pairs for a previously seen drawing.

Take part correctly in conversations using simple Exchanging information about what you did the day before.
structures and clear pronunciation. Interaction in pairs talking about a journey on public transport this week.

READING

Identifying relevant information in instructions, Interpret information about activities or exercises correctly.
warnings or rules. Identifying the communication purpose of images at school
Taking in phrases and contents for writing an e-mail.

Understanding the general meaning and specific Understanding information given by a young person presenting a map.
details of texts in different formats Understanding extra information marked as Fact.
Understanding an e-mail.
Find specific, essential information in reference and Reading the reference sections given in the activities.
study material.
Understanding the main ideas in newspaper, literary Understanding a text about Pompeii.
and fictional texts in different formats. Understanding a text about Covent Garden.
Understanding a text about communication in pictures.

Valuing reading as a source of pleasure and Understanding an e-mail about a historical city.
knowledge.
WRITING

Using production strategies for writing simple texts. Writing sentences about cities. Complete sentences using places in the
city.
Replace the words in bold with others of your own choice.
Organizing writing to introduce connectors of addition.
Organizing writing using notes taken previously.
Following a guided scheme for writing.
Checking what has been written.
Filling in forms, questionnaires or printed pages with Do a cultural questionnaire using was/were.
personal information. Carry out a questionnaire to find out the means of transport which
the students use.
Carry out class survey to find out about favourite places in the city.
Writing notes, messages, adverts, posts and short, Writing answers to questions about places which appear in an
formal and informal correspondence with simple, adolescent student's art project.
relevant information.

Writing texts using appropriate vocabulary, spelling, Writing an e-mail about a historical city.
punctuation and correct formats and correct Writing an e-mail about a holiday city.
structures. Writing a work of street art.

Mathematical competences and basic science and technology competences.


Putting in order and classifying data following ―
criteria.
Interpret and show simple statistical data on
graphs and tables.
Solving puzzles, crosswords and guessing games. Do crosswords and letter soups.

Respect nature and animals in the environment.

Valuing and following healthy habits.

Identifying the most relevant environmental


problems and connecting them with causes and
possible effects.
Apply strategies using methods from scientific
research.
Digital competences
Obtaining information from the Internet for carrying Looking for information for to write a guidebook.
out tasks in English.

Give short presentations and projects in English Preparing a guidebook.


using different formats and digital tools. Preparing a questionnaire about transport.
Making and description of work of street art.
Studying and practising English on digital devices. Using the AR app (Smart Planet Augmented Reality App) to access the
videos, interactive activities and presentations about grammar.
Social and Civic competences.
Take part in activities pairs and groups with respect Take part properly in the activities in pairs or as a group.
and interest.
Interacting politely and attention valuing and Expressing individual preferences and respecting other people's
respecting classmates' opinions, tastes and preferences.
preferences. Using communication reinforcers.
Understanding and valuing the use of English for Giving information about the characteristics of the cities in the country
communicating with other people and to find out and the different means of transport.
about other cultures.
Taking an interest in and respecting the customs, Finding out about cities, places and means of transport in other
rules and values of countries in which foreign countries.
languages are spoken.

Cultural awareness and expressions.


Using artistic techniques and items to prepare and Preparing a guidebook and presentation of texts about cities with
give presentations and projects. photos, illustrations, etc.
Identifying cultural features of English-speaking Finding out about means of transport in large cities in India and in a
countries and compare them with their own, showing Japanese city.
respect and interest. Finding out about places in other countries: Covent Garden
Identifying different forms of cultural expression and Valuing places and means of transport in other cities around the world.
showing an interest in widening knowledge.

Learning to Learn
Identify, plan and apply objectives for carrying out Individually do the exercises from the Workbook.
tasks, activities and projects. Do the homework individually (looking for and compiling information,
making presentations…).
Take in and use phrases learned for writing emails.
Using tools and resources for clearing up doubts, Revise the Get it right! sections critically.
widening knowledge and correcting mistakes.
Showing an interest in carrying out evaluations of Do the Review sections with interest.
your own progress and identify points for
improvement.
Identifying and using different strategies for learning Look further into the Grammar Reference and make progress in the
individually. general use of what has been learned.
Interpret maps for finding your way in the city.
Make vocabulary lists by subject.

Sense of initiative and entrepreneurial spirit.


Using the strategies needed for studying individually. Work individually on the tasks given.

Have a positive, proactive attitude to reading texts Do the reading activities in the Workbook individually.
by yourself.
Plan, organise and check your work to be able to Using phrases given for writing e-mails.
present it properly.

3 Social awareness

Moral and civic education


▪ Show interest taking an active part in class and following the teacher's

instructions correctly.
▪ Accepting other people's tastes and preferences (places and means of

transport).
▪ Showing an interest and give constructive criticism about work
(descriptions, presentations, suggestions…) done by classmates.
Education for gender equality
▪Respecting and valuing boys' and girls' tastes and preferences (places,
means of transport) equally.
▪Recognising that both boys and girls can read maps, have preferences
about places in the city, appreciate ruins, etc.
Education against discrimination
▪Respecting classmates regardless of where they live, the means of
transport they use, their interest in ancient or modern cities.

Working together in class


▪ Be able to work in pairs or groups effectively, respecting other people and
being cooperative.

4 Cross-curricular links
Arte: communication through pictures: Understanding the communication
purpose of images at a school.

5 Assessment criteria
▪Name, recognise and present vocabulary connected with cities: favourite
places and means of transport.
▪Repeat conversations giving and replying to suggestions, talking about
favourite places and means of transport.
▪Making appropriate use of There was/ there were in affirmative, negative
and interrogative.
▪Recognising and using the simple past of regular and irregular verbs.
▪Using correct pronunciation and intonation: correctly pronouncing the
ending –ed in regular verbs with /t/ /d/ /ɪd/.
▪Recognising spelling patterns for the regular past.
▪Finding out about and using basic Sociocultural and sociolinguistic
aspects such as different places and transport in large cities.
▪Producing short, comprehensible oral texts which give, request and
exchange information: information about three large cities in India,
favourite places in the city, ruins and historical places, means of transport,
transport in Hong Kong, a weekend trip, what you normally do at the
weekend and the description of a city,
▪Understanding general information and getting the main ideas in written
texts of different types: a text about Pompeii, information about Covent
Garden, a text about the communication purpose of images and e-mail
about a small city.
▪Write brief, simple texts and with clear structures about places in the city,
transports, description of a city.
▪Recognising and correcting Spanish speakers' typical mistakes when
learning English.
▪CLIL: Using ideas in English for Art and communication through pictures.

6 Contents - Assessment criteria - Competences

Contents Assessment criteria Competences


Recognising and presenting vocabulary connected Recognise and use a limited repertoire of
LC
with the city and means of transport. common vocabulary about places in a city
SCS
and the means of transport there orally
and in writing.
Practice using and forming There was / there were Understanding and using functions and
and the past of regular verbs. Using ago with verbs in meanings associated with basic syntactic
the past. structures.

Using expressions which encourage oral interaction. Distinguishing and using habitual LC
communication functions: making SCS
suggestions, accepting and refusing LL
suggestions.

Recognising Spanish-speakers' typical mistakes when Correct mistakes found.


learning English.
Practise pronouncing the sound /d/ /t/ /ɪd/ in regular Recognise and pronounce and write the
verb pasts. sound /h/. LC

Use correct pronunciation and intonation.


Listening to information about Pompeii, a young Use the subject, general meaning and
person making a map of his/her city, information main information and ideas from the text
about means of transport, a conversation between in short, simple texts with visual and audio
two friendsabout the weekend, a conversation support.
between two young people taking photos,
a conversation about a journey and four videos.
LC
SCS
Reading of information about Pompeii, a young
person's transport in Hong Kong, an e-mail with the
description of a holiday city, an e-mail about a
historical city, a text about Covent Garden, information
about what the pictures aim to communicate.

Debate with classmates about the ruins and Finding out about and using LC
monuments close to the city they live in, the means of basic Sociocultural and sociolinguistic SCS
transport they use, their favourite places in the city aspects such as how to travel in cities in
other countries and differences between
places.
Giving information about places in the cities, ruins and Producing short, comprehensible oral
monuments and means of transport. Making, texts which give, request and exchange
accepting and refusing suggestions. Ask and answer information. LC
questions about the city. Giving information about SCS
events or activities in the past.

Work on texts for the description of cities following a Write brief, simple texts and with clear LC
given structure and a guidebook of the city with structures about everyday matters or CD
favourite places and different types of transport. subjects of interest. LL
SCS
SIE

UNIT 6 SPORTS CLUB

1 Contents
Block 1. Comprehension of oral texts
▪ Listening to and understanding information about two sumo wrestlers.
▪ Listening to and understanding of a conversation between three young

people about activities at a sports centre.


▪ Listening to and understanding a text about Highlands Games in Scotland.

▪ Listening to and revising stress in la sentence.

▪ Listening to and understanding videos: 8.1. Presentation about the Sienna

horse race, 8.2 Presentation about a young deaf cricket player; 8.3. A
student's short self-introduction; 8.4. Presentation about a young person
who does dangerous fishing in the USA.
▪ Listening to and understanding of a conversation between two young

people about a surfing trip.


▪ Dictating sentences about the Olympic Games.

▪ Listening to and understanding a text about sports and sports activities in

the open air.


Block 2. Production of oral texts
▪ Exchanging information in pairs in which each studenttalks about what

sports they play.


▪ Oral interaction in groups to ask questions and give answers about what

sports they play.


▪ Oral interaction in pairs in which there are questions and answers about

traditional and popular sports in their country.


▪ Exchange of questions and answers in pairs about last weekend.

▪ Oral interaction in pairs for talk about the clothes they are wearing and

what they wear at the weekend.


▪ Interaction in pairs for giving instructions or rules in public places.

▪ Exchanging opinions about Scottish games and information about similar

activities in your own country.


▪ Presentation to the class of information about another famous equine

competition.
▪ Presentation to the class of information about cricket.
▪ Oral interaction in pairs for making a poster about sports activities in the
open air.
▪ Present the information gathered about an extreme sport.

Block 3. Comprehension of written texts


▪ Reading and understanding information about two sumo wrestlers.

▪ Reading and understanding an article about the Scottish Highland Games.

▪ Reading and understanding a short text about a sport which you have to

guess.
▪ Reading and understanding a sports player's biography.

▪ Reading and taking in phrases and contents for writing a text: an e-mail.

▪ Reading the reference sections given in the activities.

▪ Reading and understanding extra information marked as Fact.

▪ Reading and understanding Spanish speakers' frequent mistakes.

▪ Reading and understanding a text about Spanish adolescent champions.

▪ Reading and understanding different traditions and celebrations.


▪ Reading and understanding a text about sports and activities in the open

air.
Block 4. Production of written texts
▪ Rewriting false sentences about sumo to make them true.

▪ Writing questions in the past and answers to them to talk about the

weekend activity.
▪ Writing answers to questions about the conversation about the sports

centre.
▪ Rewriting false sentences about Scottish games to make them true.

▪ Writing rules for school, the sports club and home.

▪ Writing a text for a poster about sports activities in the open air.
▪ Writing about a famous sports event in your own country.

▪ Writing a sports player's biography.

▪ Writing about a fishing trip.

▪ Writing your autobiography online.

▪ Writing one or two short conversations about sports.

▪ Writing a text about an extreme sport.

The following points are studied indirectly in the four previous blocks:
Communication functions:
▪ Using expressions to show interest: Really, cool, Oh no! What a pity, It

sounds…, What happened, How was it?


▪ Giving and understanding orders, instructions or rules.

▪ Interpersonal communication in a conversation about the sports centre.

▪ Interpreting pictures for understanding information.


▪ Expressing personal information: a sports player's biography.
▪ Asking for personal information from another person by asking questions

in the past.

Vocabulary
▪ Collocations with play /go / do followed by sports activities: tennis,

swimming, judo, snowboarding, surfing...


▪ Sports and informal clothes: tracksuit / t-shirt / cap /shorts / skirt / jeans /

trousers / trainers /boots / jacket / hoodie / sweatshirt.


▪ Prepositions of time and place: on / in / at.

Syntactic-discursive contents:

▪ Simple past in negative interrogative. The answers.


▪ Must.
Graphic patterns and sounds:
▪ Recognising, contrasting and the correct pronunciation stress in
sentences.
Classroom language:
▪ Look at the photos and match them with the sports in the box.
▪ Listen, check and repeat.

▪ Look again at the sports.

▪ Work with a partner.

▪ Match the questions with the answers.

▪ Listen again to check your answers.

▪ Read the questions and answers again.

▪ Look at the table.

▪ Make the sentences negative.


▪ Writing the words in the correct order to make sentences.

▪ Writing questions for the answers

▪ Writing true sentences for you.

▪ Look at the picture.

▪ Listen and check your ideas.

▪ Listen, check and repeat.

▪ Match the rules with the signs

▪ Choose the correct options.

▪ Look at the photos…

▪ Read and listen to the text

▪ Read the text again.

▪ Listen and repeat.

▪ Change the words in bold in the conversation in… Use the information

below. Read the text [again]. Correct the sentences. / Choose the correct
words. / Answer the questions.
▪ Look at the photo and read the biography.

▪ Find examples…
▪ Complete the sentences.
▪ Read the biography again.

▪ Plan a biography.

▪ Use the list in the Look at Content box and make notes.

▪ Writing your biography. Use your notes from… and the language below to

help you.
▪ Can you say YES to these questions?

▪ Writing the names of the sports

▪ Writing the names of the clothes…

▪ Complete the sentences with words.

▪ Complete the rules…

▪ Choose the correct options…

Learning strategies:
▪ Reading the Be curious box to awaken interest in the subject.

▪ Reading sentences and contents to write a biography.

▪ Revise and correct Spanish speakers' typical mistakes: a) trousers is not

proceeded by an indefinite article a; b) Omitting to after must.


▪ Looking for information for making a poster.

▪ Using pictures and photos to deduce contents.

▪ Contents reference about sports players known to and admired by

the students.
▪ Complete a crossword for revising vocabulary.

▪ Do vocabulary diagrams.

▪ Link vocabulary with photos and illustrations.

Sociocultural and sociolinguistic aspects:


▪ Finding out about and accepting different customs and games in other

countries.
▪ Recognising the value of effort in sports achievements.

▪ Valuing a deaf cricketer's self-improvement.

▪ Valuing the importance of playing sports.

▪ Recognising and accepting the importance of obeying rules.

2 Competences

Descriptors Activities

Linguistic communication
LISTEN

Understanding the main points and some details of oral Listen to and understand the information
messages, either live or in recordings. about two sumo wrestlers.

Understanding the most important things in daily


transactions and tasks and in formal and informal Listen to and understand a conversation
conversations. between three young people about the activities
at a sports centre.
Listen to and understand a conversation
between two young people about a surfing
trip.
Identifying the main ideas and information in Listen to and understand a text about the Highlands Games in
presentations, talks, explanations and the news. Scotland.
Identifying and pronounce correctly stress in the sentence.
Distinguishing sound characteristics, accent, rhythm
and intonation in various contexts and identify what
they want to communicate.
TALK / CONVERSE

Presentation to the class of the information about a famous equine


Give short, rehearsed oral presentations, and reply to competition.
simple questions which can be asked about your Presentation to the class of the information about cricket .
presentations. Present the information gathered about an extreme sport.
Watching 4 videos: 8.1. About an equine competition; 8.2. About
dangerous fishing; 8.3. A girl student's short self-introduction; 8.4.
About dangerous fishing.
Take part correctly in daily transactions and tasks.
Oral interaction in pairs for giving rules in public places.
Exchanging opinions about Scottish games and information about
similar activities in your own country.
Take part correctly in daily transactions and tasks. Oral interaction to ask questions and give answers about sports
the students play.
Oral interaction in pairs in which there are questions and answers
about traditional and popular sports in their country.

Take part correctly in conversations using simple Exchange of questions and answers in pairs about last weekend.
structures and clear pronunciation. Oral interaction in pairs to talk about the clothes they are wearing
and what they wear at the weekend
READING

Identifying relevant information in instructions, warnings Correctly interpreting sentences about activities or exercises.
or rules. Taking in phrases and contents for writing a text: a biography.

Understanding the general meaning and specific details Understanding a text about two sumo wrestlers.
of texts in different formats Reading about and understanding Highland Games
Understanding extra information marked as Fact.
Understanding a biography.
Find specific, essential information in reference and Reading the reference sections given in the activities.
study material.
Understanding the main ideas in newspaper, literary Understanding a sports player's biography.
and fictional texts in different formats.
Valuing reading as a source of pleasure and Understanding texts about different sports traditions around the
knowledge. world.
Reading a text about two adolescent sports champions.
WRITING

Using production strategies for writing simple texts. Writing a biography making proper use of time and place
prepositions.
Writing sentences using the regular past.
Writing questions putting the words given in order or adapting them
to the answers given.
Filling in forms, questionnaires or printed pages with Complete sentences with the clothes students wear in different
personal information. situations.
Answer to questions about homework and a sports centre. Writing
sentences about last weekend.

Writing notes, messages, adverts, posts and short, Writing a short text in which the students talk about their duties at
formal and informal correspondence with simple, home and at school.
relevant information. Writing various sentences about favourite sports.
Writing two short conversations about sports.

Writing texts using appropriate vocabulary, spelling, Writing a sports player's biography.
punctuation and correct formats and correct structures. Writing your own online biography.
Making a poster with information about sports activities in the open
air.
Writing about a famous sports event in your own country.
Writing about a fishing trip.
Writing about an extreme sport.

Mathematical competences and basic science and technology competences.


Putting in order and classifying data following criteria. Placing things in a sentence following syntactic criteria.

Interpret and show simple statistical data on graphs


and tables.
Solving puzzles, crosswords and guessing games. Doing crosswords with the names of sports. Draw up a diagram
with play/go/do collocations with sports activities.
Respect nature and animals in the environment.

Valuing and following healthy habits.

Identifying the most relevant environmental problems


and connecting them with causes and possible
effects.
Apply strategies using methods from scientific
research.
Digital competences
Obtaining information from the Internet for carrying out Looking for information about an extreme sport.
tasks in English. Looking for information about a sports player in another country.

Give short presentations and projects in English using Making a poster or a presentation with information about an extreme
different formats and digital tools. sport.

Studying and practising English on digital devices. Using the AR app (Smart Planet Augmented Reality App) to access
the videos, interactive activities and presentations about grammar.
Social and Civic competences.
Take part in activities pairs and groups with respect and Take part properly in the activities in pairs or as a group.
interest.
Interacting politely and attention valuing and respecting Expressing individual preferences and respecting other people's
classmates' opinions, tastes and preferences. preferences.
Using communication reinforcers.
Understanding and valuing the use of English for
communicating with other people and to find out about
other cultures.
Taking an interest in and respecting the customs, rules Showing an interest in finding out about sports activities and sports
and values of countries in which foreign languages are players in other countries and value their achievements.
spoken.

Cultural awareness and expressions.


Using artistic techniques and items to prepare and give Making a poster or a presentation and write biographical texts.
presentations and projects.
Identifying cultural features of English-speaking Comparing sports activities.
countries and compare them with their own, showing
respect and interest.

Learning to Learn
Identify, plan and apply objectives for carrying out Individually do the exercises from the Workbook.
tasks, activities and projects. Do the homework individually (looking for and compiling information,
making a poster…).
Taking in and using phrases learned for writing biographies.
Using tools and resources for clearing up doubts, Revise the Get it right! sections critically.
widening knowledge and correcting mistakes.

Showing an interest in carrying out evaluations of your Do the Review sections with interest.
own progress and identify points for improvement.
Identifying and using different strategies for learning Look in depth at the Grammar Reference and make progress in the
individually. general use of what has been learned.

Sense of initiative and entrepreneurial spirit.


Using the strategies needed for studying individually. Work individually on the tasks given.

Have a positive, proactive attitude to reading texts by Do the reading activities in the Workbook individually.
yourself.
Plan, organise and check your work to be able to Using phrases given for writing biographies.
present it properly.

3 Social awareness.

Moral and civic education


▪Show interest taking an active part in class and following the teacher's
instructions correctly.
▪Accepting others' tastes and preferences (sports activities).
▪Showing an interest and give constructive criticism about work (posters,
presentations…) done by classmates.
Education against discrimination
▪Respecting classmates regardless of the type of sports they play or
clothes they wear, understanding that nobody is better than anybody else.
Working together in class
▪Beable to work in pairs or groups effectively, respecting other people and
being cooperative.

4 Cross-curricular links
▪Physical education: Information about the characteristics of different
sports activities and sports in the open air.
5 Assessment criteria
▪Name recognise and present vocabulary connected with sports and sports
activities in the open air.
▪Make appropriate use of simple past (negative form, affirmative form,
interrogative form, in short answers and in contractions).
▪Knowing how to give rules and instructions.
▪Pronouncing and recognising stress in sentences.
▪Finding out about and using basic Sociocultural and sociolinguistic
aspects such as recognising and the importance which some countries
attribute their own sports activities as a way of expressing their culture
and traditions and the value of effort.
▪Producing short, comprehensible oral texts which give, request and
exchange information: students answer questions about favourite sports
or sports players, clothes they usually wear and weekends or about a
sports player's biography. Answering questions about things which
happened at weekend, homework and a sports centre. Exchanging
information about favourite sports and rules which have to be followed at
home and in other public places. Information about extreme sports.
Exchanging opinions about Scottish games and information about similar
activities in your own country.
▪Understanding the main idea and specific information in oral messages: a
conversation between three young people about activities at a sports
centre, a conversation between two young people about a surfing trip.
▪Understanding general information and getting the main ideas in written
texts of different types: short written texts about two conversations about
sports, understanding a sports player's biography. Understanding texts
about different sports traditions in the world, understanding a text about
adolescent sports champions.
▪Write brief, simple texts and with clear structures: description of clothes
worn normally and at the weekend. Describing an invented sport.
Describing a fishing trip. Writing a sports player's biography and your own
online biography. Describing a sports event in your country.
▪Writing instructions or rules for home or the class.
▪Recognising and correcting Spanish speakers' typical mistakes when
learning English.
▪CLIL: using ideas in English in Physical Education and Sports.

6 Contents - Assessment criteria - Competences

Contents Assessment criteria Competences


Recognising and presenting vocabulary connected Recognise and use a limited repertoire of
LC
with sports activities and in the open air and sports common vocabulary about animals, their
SCS
clothes. habits, way of life and physical
characteristics.
Practice using and forming simple past (in negative Understanding and using functions and
form and interrogative, contractions and short meanings associated with basic syntactic
answers Must for giving orders and instructions. structures.

Distinguish and carry out habitual


Using expressions which encourage oral interaction. communication functions. Expressing
LC
interest. Describe your favourite sport.
SCS
Stressing sentences correctly. Make an effort
LL
to pronounce correctly.

Recognising Spanish-speakers' typical mistakes


when learning English. Correct mistakes found.
Practise the intonation and stress for words in the Recognising and stressing the sentence
sentence. properly. LC

Use correct pronunciation and intonation.


Listening to and understanding information about two sumo Use the subject, general meaning and main LC
wrestlers, a conversation between three young people information and ideas from the text in short, SCS
about activities at a sports centre, a conversation between simple texts with visual and audio support.
two young people about a surfing trip, a text
about Highlands Games in Scotland and four videos.
Reading a text about two sumo wrestlers, a text about
Scottish Highland Games, a text about adolescent
champions.

Finding out about and using


basic Sociocultural and sociolinguistic
aspects such as recognising effort in sports LC
achievements, respecting rules at home and SCS
at school. La importance physical activity as
a form of contact with others.
Giving information about sports. Dialogue stating Producing short, comprehensible oral texts
and showing interest in the information given. Ask which give, request and exchange
and answer questions about favourite sports and information.
LC
sports in other places. Giving information about
SCS
events or activities in the past. Exchanging
information about clothes worn usually and at the
weekend

Work on a survey about sports, various sentences Write brief, simple texts and with clear
LC
about favourite sports, a biography about a sports structures about everyday matters or
LL
player, an online biography about oneself, two subjects of interest.
SCS
short conversations about sports, a text
by students about their obligations at home and at
school.

UNIT 9 WE LOVE HOLIDAYS

1 Contents

Block 1. Comprehension of oral texts


▪Listening to and understanding the seasons and months of the year.
▪Listening to and understanding the description de various meteorological
situations.
▪Listening to and understanding four conversations between three young
people about their holiday plans.
▪Listening to and understanding a dialogue between two young people
about one of their holidays.
▪Listening to and understanding a text about Canada.
▪Listening to and understanding videos: 9.1. Tour in Venice during carnival;
9.2.; A man does extreme sports in Alaska during his holidays; 9.3. Some
adolescents answer the question about where they would like to go on
holiday; 9.4. A man and his daughter plan their holidays in Australia.
▪Listening to and understanding of a conversation between Rose and Mia
talking about Rose's school trip.
▪Understanding Fernando talking about his holidays.
▪Understanding the contents of a dictation.

Block 2. Production of oral texts


▪Oral interaction in pairs about the weather and preferences about the
seasons of the year.
▪Oral interaction in pairs talking about favourite holiday plans and the last
holidays.
▪Oral interaction in pairs in which questions are answered about after-
school activities and plans for the weekend.
▪Exchanging information about preferences for cultural or active holidays.
▪Presentation about information about the oldest festival in your country.
▪Oral interaction in pairs to exchange information about each person's
intentions.
▪Oral presentation of your work about a winter sport.
▪Make a dialogue in pairs about holiday plans following a model.
▪Exchanging information about school trips.
▪Oral interaction in pairs in which one student asks the other about his/her
summer holidays.
▪Oral presentation of a comparison between two holiday places.
▪Explaining the information gathered about the weather in your city during
the last two years.
▪Presentation of information for a poster about the place you choose to go
on holiday.
Block 3. Comprehension of written texts
▪Reading conversations between three young people about their holiday
plans.
▪Reading and understanding information about Canada.
▪Reading and understanding Simon's e-mail about his trip to Brazil.
▪Reading and understanding Breston Park's rules.
▪Reading and understanding the definitions of data totaland frequency.
▪Reading the reference sections given in the activities.
▪Reading and understanding extra information marked as Fact.
▪Reading and understanding of the information about Budva.
▪Reading and understanding a letter from Gino to Antonio.
▪Reading and understanding clues for a crossword.
▪Reading and understanding a text about adventure holidays in Turkey.
▪Reading and understanding a head teacher's letter about a school trip.
▪Reading dictionary entries for understanding vocabulary connected with
active holidays.
▪Reading in pairs interesting facts of the country of origin.

▪Block 4. Production of written texts


▪Complete sentences using vocabulary about the weather.
▪Writing a text about the oldest festival in your country.
▪Complete sentences using present continuous for the future.
▪Complete sentences using be going to.
▪Writing sentences comparing summer and winter holidays and expressing
your preferences.
▪Writing a presentation text about a winter sport.
▪Writing an e-mail to a friend about holidays following the steps given.
▪Complete sentences choosing the right option.
▪Writing a text comparing two places to go on holiday.
▪Carry out a diagram with comparative temperatures during two years.
▪Writing information for a poster about summer holiday city.
▪Complete texts with vocabulary connected with the weather.
▪Writing a sentences explaining what students do in their cities in different
seasons of the year.
▪Writing a dictation.
▪Writing a sentences about holiday plans.
▪Writing sentences about intentions for the future.
▪Complete sentences using information from the dictionary.
▪Writing an e-mail about school holidays in the snow, following the model
given.
The following points are studied indirectly in the four previous blocks:

Communication functions:

▪Expressing preferences when choosing holidays.


▪Explain plans using present continuous.
▪Talk about plans for the future using be going to(affirmative, negative,
contractions, interrogative and in short answers)
▪Ask for and give information about travel plans.
▪Communicate by e-mail using formulas for starting and finishing them.
▪Expressing frequency and different data using diagrams.

Vocabulary:
▪Seasons and months of the year.
▪Describing the weather: It’s sunny, it´s foggy, it’s icy, it’s windy, it’s snowy,
it’s stormy, it’s rainy, it’s cloudy.
▪Adjectives which define the weather: cold, wet, warm.
▪Geographical features: mountains, sea, lake, beach, river, jungle, desert,
hill, forest.
▪Nouns connected with activities in the open air: bike stand, boots, desert,
icy, judo, mountains, museum, ferry, shorts, sports centre, stadium,
volleyball.
Syntactic-discursive contents:
▪Present continuous to express the future (affirmative, negative, questions
and short answers).
▪Be going to.

Graphic patterns and sounds:


▪Recognising, contrasting and correct pronunciation of s + consonant at the
start of the word.
Classroom language:
▪Look at the … (calendar, adverts, Lara´s diary)… Which months are in
each season?.
▪Listen, check and repeat.
▪Look at the photos.
▪Work with a partner. Ask and answer the questions.
▪Work with a partner. Discuss the questions
▪Compare your answers with a partner
▪Cover the diary in exercise…. And ask and answer the questions.
▪Which do you like best?
▪Match the names with the photos.
▪Listen again. Choose the correct answer.
▪Writing questions with be going to.
▪Read the text again. Writing the correct places or things for each
statement.
▪Think of some interesting facts about your country.
▪Share your ideas with the class.
▪Listen and complete the conversation with the words in the box.
▪Find out about……
▪How many places is he going to visit in Brazil?
▪Find examples of the phrases….
▪Match the months with the seasons.
▪Complete the conversation with the correct form of be going to.
▪Choose the correct options.
▪Find and correct mistakes.
▪Put the words in order to make sentences.
▪Choose the correct words to complete the text.
▪Read the information about Budva. Answer the questions
▪Work in groups of three or four. Choose a town or a city. Use the Internet,
books or magazines to find information about it.
▪Present your poster to the rest of the class in your group.
▪Practice the conversation with a partner.
▪Match the information with the paragraphs.
▪Put the words in the correct order to make sentences.
▪Choose the correct words to complete the text.
▪Match the sentences.
▪Use the Internet, books or magazines to find information about them.
▪Present your poster to the rest of the class.
▪Complete the sentences with your own ideas.
▪Listen again and circle the correct options.
▪Translate the sentences into your language.
▪Find twelve more words for the weather and the seasons in the
wordsquare.
▪Complete the sentences with the weather words. Use the first letter to
help you.
▪Writing about the activities you do in the different seasons.
▪Listen again. Correct the sentences.
▪Complete the e-mail with the present continuous from the verbs in
brackets.
▪Circle the correct words with the grammar table.
Learning strategies:
▪Reading sentences and contents to write the description a holiday.
▪Using class mistakes for all students to learn from.

Sociocultural and sociolinguistic aspects:


▪Ability to talk with other people because of being able to talk about the
weather.
▪Finding out about different types of holidays and holiday destinations.
▪Ability to understand data shown in diagrams and tables and to be able to
produce them.

2 Competences

Descriptors Activities

Linguistic communication
LISTEN

Understanding the main points and some Listening to and understanding a text about Canada.
details of oral messages, either live or in Listening to and understanding the seasons and months of the year.
recordings. Understanding the contents of a dictation.

Listening to and understanding four conversations between three young people


Understanding the most important things about their holiday plans.
in daily transactions and tasks and in Listening to and understanding of a conversation between Rose and Mia talking
formal and informal conversations. about Rose's school trip.
Listening to and understanding the description de various meteorological situations
Listening to and understanding a dialogue between two young people about one of
their holidays.

Identifying the main ideas and information Listening to and understanding videos: 9.1. Tour in Venice during carnival; 9.2.; A
in presentations, talks, explanations and man does extreme sports in Alaska during his holidays; 9.3. Some adolescents
the news. answer the question about where they would like to go on holiday; 9.4. A man and
his daughter plan their holidays in Australia.
Understanding Fernando talking about his holidays.

Distinguishing sound characteristics, Identifying and correctly pronouncing s + consonant at the start of the word.
accent, rhythm and intonation in various
contexts and identify what they want to
communicate.

TALK / CONVERSE

Oral presentation of a comparison between two holiday places.


Give short, rehearsed oral presentations, Explaining the information gathered about the weather in your city during the last
and reply to simple questions which can two years.
be asked about your presentations. Presentation of information for a poster about the place you choose to go on
holiday.
Oral presentation of your work about a winter sport.
Presentation about information about the oldest festival in your country.
Take part correctly in daily transactions Oral interaction in pairs in which one studentasks the other about his/her summer
and tasks. holidays.

Take part correctly in daily transactions Make a dialogue in pairs about holiday plans following a model.
and tasks. Exchanging information about school trips.

Take part correctly in conversations using Exchanging information about preferences for cultural or active holidays.
simple structures and clear pronunciation. Oral interaction in pairs to exchange information about each person's intentions
READING

Identifying relevant information in Interpret information about activities or exercises correctly.


instructions, warnings or rules. Taking in phrases and contents for writing a text: the description of an animal.

Understanding the general meaning and Reading conversations between three young people about their holiday plans.
specific details of texts in different formats Reading and understanding information about Canada.
Reading and understanding Simon's e-mail about his trip to Brazil.
Reading and understanding Breston Park's rules.
Reading and understanding of the information about Budva.
Reading and understanding a letter from Gino to Antonio.
Reading in pairs de interesting facts of the country of origin
Reading conversations between three young people about their holiday plans.
Reading and understanding information about Canada.
Reading and understanding Simon's e-mail about his trip to Brazil.

Understanding the main points of Reading dictionary entries for understanding vocabulary connected with active
messages and correspondence, formal holidays.
and informal, in different formats. Reading and understanding Breston Park's rules

Find specific, essential information in Reading the reference sections given in the activities.
reference and study material.
Valuing reading as a source of pleasure Reading and understanding a text about adventure holidays in Turkey.
and knowledge. Reading and understanding a head teacher's letter about a school trip.

WRITING

Complete sentences using vocabulary about the weather.


Using production strategies for writing Complete sentences using the present continuous to express the future.
simple texts. Complete sentences using be going to.
Writing sentences comparing summer and winter holidays and expressing your
preferences.
Writing an e-mail to a friend about holidays following the steps given.
Complete sentences choosing the right option.
Writing a sentences explaining what students do in their cities in different seasons
of the year.
Writing a sentences about holiday plans.
Writing sentences about intentions for the future.
Complete sentences using information from the dictionary.

Writing texts using appropriate Writing a text about the oldest festival in your country.
vocabulary, spelling, punctuation and Writing a presentation text about a winter sport.
correct formats and correct structures. Writing a text comparing two places to go on holiday.
Carry out a diagram with comparative temperatures during two years.
Writing information for a poster about a holiday city.
Complete texts with vocabulary connected with the weather.
Writing an e-mail about school holidays in the snow, following the model given.

Mathematical competences and basic science and technology competences.


Putting in order and classifying data Using diagrams for gathering and reading data.
following criteria.
Solving puzzles, crosswords and Doing a crossword.
guessing games.
Digital competences
Obtaining information from the Internet for Looking for information comparison between two holiday places.
carrying out tasks in English. Looking for information about a winter sport.
Looking for data for a comparative study about temperature during two years.
Looking for information about a city which is a holiday destination.

Give short presentations and projects in Preparing a power point/poster about a winter sport.
English using different formats and digital Preparing a /poster about a city which is a holiday destination.
tools.
Studying and practising English on digital Using the AR app (Smart Planet Augmented Reality App) to access the videos,
devices. interactive activities and presentations about grammar.
Social and Civic competences.
Take part in activities pairs and groups Take part properly in the activities in pairs or as a group.
with respect and interest.
Interacting politely and attention valuing Expressing individual preferences and respecting other people's preferences.
and respecting classmates' opinions, Using communication reinforcers.
tastes and preferences.
Understanding and valuing the use of Giving information about plans for future holidays.
English for communicating with other Talking about whether they like visiting museums or not.
people and to find out about other
cultures.

Cultural awareness and expressions.


Using artistic techniques and items to Make drawings, posters or power points for presentations.
prepare and give presentations and
projects.
Identifying different forms of cultural Watching a tour around Venice during carnival.
expression and showing an interest in
widening knowledge.

Learning to Learn
Identify, plan and apply objectives for Individually do the exercises from the Workbook.
carrying out tasks, activities and projects. Do the homework individually (looking for and compiling information, making a
poster…).
Taking in and using phrases learned for writing the description of an animal.
Using tools and resources for clearing up Revise the Get it right! sections critically.
doubts, widening knowledge and
correcting mistakes.
Showing an interest in carrying out Do the Review sections with interest.
evaluations of your own progress and
identify points for improvement.
Identifying and using different strategies Look in depth at the Grammar Reference and make progress in the general use of
for learning individually. what has been learned.
Categorize vertebrate animals by their characteristics.

Sense of initiative and entrepreneurial spirit.


Using the strategies needed for studying Work individually on the tasks given.
individually.
Have a positive, proactive attitude to Do the reading activities in the Workbook individually.
reading texts by yourself.
Plan, organise and check your work to be Using phrases given for describing an animal.
able to present it properly.

3 Social awareness.
Moral and civic education
▪Show interest taking an active part in class and following the teacher's
instructions correctly.
▪Accepting other people's tastes and preferences (favourite things).
▪Showing an interest and give constructive criticism about work (posters,
presentations…) done by classmates.
Education against discrimination
▪Respectingclassmates regardless of the type of holidays they choose or
experiences with them in class.
Working together in class
▪Be able to work in pairs or groups effectively, respecting other people and
being cooperative.

4 Cross-curricular links
▪Mathematics: Reading, comprehension and production of diagrams and
tables.
5 Assessment criteria
▪Name recognise and present vocabulary connected with the seasons and
months of the year; Describe the weather; geographical features and
nouns connected with activities in the open air.
▪Make appropriate use of present continuous to express future plans
(affirmative, negative, questions and short answers).
▪Making appropriate use of be going to.
▪Producing short, comprehensible oral texts which give, request and
exchange information: Oral interaction in pairs talking about the weather
and preferences for seasons of the year; for talking about favourite
holiday plans and the last holidays; for answering questions about after-
school activities and plans for the weekend.
▪Understanding the main idea and specific information in oral messages:
Oral presentation of the comparison between two holiday places;
exhibition information gathered about the weather in your city during the
last two years; presentation of the information in the poster about the
place you choose to go on holiday; oral presentation of your work about a
winter sport; presentation of information about the oldest festival in your
country.
▪Understanding general information and getting the main ideas in written
texts of different types: Reading the conversations between three young
people about their holiday plans; reading and comprehension of the
information about Canada; Simon's e-mail about his trip to Brazil; Breston
Park's rules; the information about Budva; a letter from Gino to Antonio;
reading in pairs interesting facts about the country of origin; reading
conversations between three young people about their holiday plans;
reading and comprehension of the information about Canada and
Simon's e-mail about his trip to Brazil.
▪Write brief, simple texts and with clear structures: Writing a text about the
oldest festival in your country. Writing a presentation text about a winter
sport. Writing a text comparing two places to go on holiday. Carry out a
diagram with comparative temperatures during two years. Writing
information for a poster about a holiday city. Complete texts with
vocabulary connected with the weather. Writing an e-mail about school
holidays in the snow, following the model given.
▪CLIL: using ideas in English in Mathematics.

6 Contents - Assessment criteria - Competences

Contents Assessment criteria Competences


Recognising and presenting vocabulary Recognising and using a limited repertoire of common LC
connected with the weather, travel, vocabulary orally and in writing about the weather, with SCS
preferences and reading and making travel and language used to interpret diagrams. MSCT
diagrams.
Practice using and forming present Understanding and using functions and meanings
continuous (in affirmative form, negative, associated with basic syntactic structures.
interrogative, contractions and short
answers and be going to Distinguishing and using habitual communication
functions. Expressing preferences when choosing
holidays. Explaining plans using present continuous.
Using expressions which encourage oral Talking about plans for the future using be going
LC
interaction. to (affirmative, negative, contractions, interrogative and
SCS
in short answers). Ask for and give information about
LL
travel plans. Communicate by e-mail knowing how to
start and finish messages. Expressing different data and
how frequent it is using tables and diagrams.

Correct mistakes found.


Recognising Spanish-speakers' typical
mistakes when learning English.
Practise pronouncing s + consonant at Recognise and correctly produce orally and in writing
LC
the start of the word. the consonant s + at the start of words.
Use correct pronunciation and intonation.
Listening to and understanding four Use the subject, general meaning and main information
conversations between three young and ideas from the text in short, simple texts with visual
people about their holiday plans. and audio support.
Listening to and understanding a text
about Canada.
Listening to and understanding videos:
9.1. Tour in Venice during carnival; 9.2.;
A man does extreme sports in Alaska
during his holidays; 9.3. Some
adolescents answer the question about
LC
where they would like to go on holiday;
SCS
9.4. A man and his daughter plan their
holidays in Australia.
Reading information about Canada;
Simon's e-mail about his trip to Brazil;
Breston Park's rules; information about
Budva;
conversations between three young
people about their holiday plans; the
information about Canada.

Debate with classmates about Finding out about and using basic Sociocultural and LC
sociolinguistic aspects such as SCS
Producing short, comprehensible oral texts which give,
Oral interaction in pairs talking about the request and exchange information.
weather and preferences for seasons of
the year; for talking about favourite LC
holiday plans and the last holidays; for SCS
answering questions about after-school
activities and plans for the weekend.

Write brief, simple texts and with clear structures about


Work on a survey about animals, a everyday matters or subjects of interest.
piece of news about crocodiles in a zoo, LC
a text about pets, a description of a LL
hippopotamus, da text about bears, a SCS
letter in which a girl talks about a
hospital for wild animals.

ANNEX - KEY COMPETENCES ASSESSMENT RUBRIC

Excellen Very Goo Averag Not


t good d e good

Linguistic communication

LISTEN

Understanding the main points and some details of oral messages, either live or in
recordings.

Understanding the most important things in daily transactions and tasks and in formal and
informal conversations.

Identifying the main ideas and information in presentations, talks, explanations and the
news.

Distinguishing sounds, accent, rhythm and intonation in various contexts and identify what
they aim to communicate.

TALK / CONVERSE

Give oral presentations, short, rehearsed presentations, and reply to simple questions
about them.

Take part correctly in daily transactions and tasks.

Take part correctly in daily transactions and tasks.

Take part correctly in conversations using simple structures and clear pronunciation.

READING

Identifying relevant information in instructions, warnings or rules.

Understanding the general meaning and specific details in texts in different formats.
Understanding the main points of messages and correspondence, formal and informal, in
different formats.

Find specific, essential information in reference and study material.

Understanding the main ideas in newspaper, literary and fictional texts in different formats.

Valuing reading as a source of pleasure and knowledge.


Excellen Very Goo Averag Not
t good d e good

WRITING

Using production strategies for writing simple texts.

Filling in forms, questionnaires or printed pages with personal information.

Writing notes, messages, adverts, posts and short, formal and informal correspondence
with simple, relevant information.

Writing texts using appropriate vocabulary, spelling, punctuation and correct formats and
correct structures.

Mathematical competences and basic science and technology competences.

Putting in order and classifying data following criteria.

Interpret and show simple statistical data on graphs and tables.

Solving puzzles, crosswords and guessing games.

Respect nature and animals in the environment.

Valuing and following healthy habits.

Identifying the most relevant environmental problems and connecting them with causes
and possible effects.

Apply strategies using methods from scientific research.

Digital competences

Obtaining information from the Internet for carrying out tasks in English.

Give short presentations and projects in English using different formats and digital tools.

Studying and practising English on digital devices.

Using ITC for starting social relationships.

Excellen Very Goo Averag Not


t good d e good

Social and Civic competences.


Take part in activities pairs and groups with respect and interest.

Interacting politely and attention valuing and respecting classmates' opinions, tastes and
preferences.

Understanding and valuing the use of English for communicating with other people and to
find out about other cultures.

Taking an interest in and respecting the customs, rules and values of countries in which
foreign languages are spoken.

Cultural awareness and expressions.

Using artistic techniques and items to prepare and give presentations and projects.

Identifying cultural features of English-speaking countries and compare them with their
own, showing respect and interest.

Identifying different forms of cultural expression and showing an interest in widening


knowledge.

Learning to Learn
Identify, plan and apply objectives for carrying out tasks, activities and projects.

Using tools and resources for clearing up doubts, widening knowledge and correcting
mistakes.

Showing an interest in carrying out evaluations of your own progress and identify points for
improvement.

Identifying and using different strategies for learning individually.


Sense of initiative and entrepreneurial spirit.
Using the strategies needed for studying individually.

Have a positive, proactive attitude to reading texts by yourself.

Plan, organise and check your work to be able to present it properly.

Becoming aware of the consequences of your decisions.

Smart Planet 1 / 1st Year ESO Teaching Programme - 1- © Cambridge University


Press 2015