CHEEKY MONKEY 1 - Macmillan · Web viewSB page 75 References to writer Mark Twain and his popular...

Global BeginnerSYLLABUS

Area: Foreign Languages (English)

Stage: Secondary Education

1st Cycle

1

UNIT 1Name and Address

OBJECTIVES

Throughout this unit, the student will be able to achieve the following aims:

Learn vocabulary about common English words through different activities.

Study the use of regular plural nouns Practise the use of What’s in different exercises. Learn and practise numbers 1-10. Listen and speak about introducing themselves. Learn and practise the alphabet. Read a text about postcodes. Learn how to spell words. Understand functional language for meeting people. Fill in a form. Play a board game testing their English knowledge. Order words in a conversation. Complete a number dictation. Revise the language in unit 1 by completing grammar, vocabulary and

speaking exercises in the Global review.

CONTENTS

Listening

- Look at some pictures, listen and underline the greeting expressions.- Listen and complete some sentences with the names of cities provided.- Listen and repeat some letters.- Listen and understand the correct words.- Look at some icons, listen and repeat the words.- Listen to some names and underline the incorrect letters.- Listen and tick the correct words in a table.- Listen and repeat some words.- Listen and put some sentences in the correct order so as to practise

expressions for meeting people.- Listen and match some conversations to the correct pictures.- Listen and repeat some numbers.- Listen to a recording and match some numbers to the appropriate

pictures.- Listen and write the correct numbers.- Listen and correct some postcodes.- Listen and put some words in the correct order, then write the correct

numbers.

2

Speaking- Work in pairs reading sentences with personal information to a partner.- Talk to four students and note down their names and cities.- Spell three words to a partner.- Further practise spelling words with a partner.- Say hello to other students in the class, practising expressions for

meeting people.- Practise saying How are you? to other students in the class.- Tell a partner what their postcode is.- Work in pairs practising saying postcodes.- Ask a partner questions to complete a form with personal information.- Play a Global game so as to revise the contents studied in the unit.

Reading- Read and listen to some words before spelling them.- Read a grammar note about the use of regular plural nouns.- Find explanations and more practice of nouns in the Grammar focus

section.- Read useful phrases for meeting people.- Look at some addresses and circle the appropriate postcodes.- Read a text about postcodes and answer to true/false type sentences.- Read a language note about the use of an.- Read a grammar note about the use of What’s to ask about things.- Read useful phrases for asking personal questions.

Writing- Complete some sentences about them with personal information.- Write the plural forms of the words given.- Write the missing numbers after listening to a recording.- Write the numbers said by a partner.- Complete some questions with What’s with the words given and check

their answers.- Complete a Global review with games and activities to revise the

grammar points and vocabulary learnt in the unit.

Language knowledge and useLinguistic knowledge: Grammar.- Regular plural nouns.- What’s

Vocabulary.- Common English words- Numbers 1 to 10

Pronunciation.- Word stress

3

Learning reflexion:

- Reading texts about common English words.- Learning to introduce themselves.- Learning the alphabet.- Reading and listening about postcodes- Spelling words- Learning functional language for meeting people.- Filling in a form.

Socio cultural aspects and intercultural awareness

Background note: References to the history of postcodes. (TB p7) Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

Literary Education

Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to:

Take their first steps in the literary genres. Read texts or pieces of works from English speaking countries. Make a guided use of the school library and of virtual ones. Develop reading autonomy and appreciate literature as a source of

pleasure and knowledge of English speaking countries. Make oral and written summaries of stories and express personal

opinions about them.Reading text in this unit: - Postcodes

4

BASIC COMPETENCES

Basic Competence

Page Activity Evaluation Criteria

C1 Linguistic communicative competence.

SB page 6

All the activities of the unit use the language as an instrument of communication.Ex. Introducing themselves to their partners.

Interest in learning English

C2 Mathematical competence.

SB pages 8-9

Students practise the numbers 1-10 in English

Be able to use mathematical concepts in English

C3 Knowledge of and interaction with the physical world.

SB page 6

SB page 9

References to cities such as Mumbai, Sydney or Cape Town.Students learn about postcodes in different countries such as Russia, Canada or England.

Curiosity in learning about geography and about social facts from other countries.

C4 Competence in information and communication technologies

e-Workbook activitiesGlobal website: http://www.macmillanenglish.com/global

Pleasure in using new technologies in order to revise and extend what the have learnt in the unit.

C5 Social and civil competence.

SB pages 6-10

SB page 8

Education for Peace: The importance of respecting everybody regardless of their nationality, sex or race.Moral and civic Education: the importance of being polite when meeting someone.

Be willing to respect and to be polite with everybody.

C6 Cultural and artistic competence.

SB page 7

References to different icons we can find in hotels, airports, etc.

Pleasure in learning cultural facts.

C7 The competence of learning to learn.

SB page 11

Students complete the Global review at the end of the unit.

Interest in learning how to learn in English.

C8 The competence of personal autonomy

SB page 10

Initiative to work in groups. E.g. playing a Global board game.

Enjoyment in group participation.Willingness to

5

http://www.macmillanenglish.com/global


and initiative. listen to and interact with others. Positive attitude towards own ability to participatein class activities.

C9 The emotional competence.(Castilla la Mancha)

SB pages 96, 100

Students learn to work in groups respecting each other and admitting both their own success and their classmates’.E.g. completing the Communication activities for Unit 1.

Enjoy group participation.Show respect for others in the group.

CROSS-CURRICULAR ITEMS Social Science: References to postcodes in different countries such

as China, Australia or the US.

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

MIXED-ABILITY ACTIVITIES

Consolidation activities: e-Workbook exercises. Unit 1.

Extension activities: SB: Grammar Focus + exercises for Unit 1. SB: Communication activities for Unit 1. TB: Go Global: ideas for further research. Unit 1 TB: Teach Global, Think Local extra activities and mixed ability activities Unit 1 T. Resource CD: Specific and generic communication activities and video Unit 1. Global website extra resources

EVALUATION

6

1. EVALUATION RESOURCES

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

Accumulative evaluation- SB: Global review Unit 1- T. Resource CD: Diagnostic Tests (Quick Test, Full Test).

Unit 1 TestGlobal Progress Test

Self-evaluation- T. Resource CD: Self Assessment checklist Unit 1

2. EVALUATION CRITERIA

Understand the general message of texts about personal information, and identify relevant details in oral messages related with them. (C1, C5, C8)

Express himself/herself with fluency and using the write pronunciation - intonation when using expressions for meeting people. (C1, C5, C8)

Recognise the general idea and be able to get specific information of written texts coming from different sources such as a text talking about different types of postcodes. (C1, C3, C6, C8)

Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing numbers. (C1, C2, C8)

Use consciously his/her linguistic knowledge in order to listen to names of cities. (C1, C3, C8)

Use information and communication technologies in a guided way in order to look for information by doing the Global website activities. (C1, C4, C7, C8)

Analyze social aspects of the Anglo-Saxon countries, by comparing postcodes in those countries with the ones in their own country. (C1, C3, C6)

Identify learning strategies used to progress in the learning process by completing the Global review for Unit 1. (C1, C7, C8)

7

UNIT 2Me and You

OBJECTIVES


Learn vocabulary about countries and nationalities. Study the use of subject pronouns and yes/no questions through

different activities. Read and listen about four students at the International school of

English in London. Study and practise functional language for introductions. Learn the use of possessive adjectives. Practise numbers from 11 to 20. Read and interview with a person and answer questions. Listen to people asking questions. Learn to write giving personal details. Listen to people from round the world giving personal information. Learn the difference of use between what and where. Practise a conversation with an immigration officer. Practise identifying additional words. Revise the language in unit 2 by completing grammar, vocabulary and


CONTENTS

Listening- Listen, check and repeat the names of different nationalities.- Listen to some conversations and underline the words they hear.- Listen to a recording about language students and answer some

questions.- Listen and repeat some questions so as to practise intonation.- Listen to some conversations and match them to the appropriate

pictures.- Listen and match some sentences to the correct conversations.- Listen and repeat numbers 11-20.- Listen and write the numbers they hear.- Listen to five people answering questions and match the names to the

correct places.- Listen and underline the correct places.

Speaking- Ask and answer questions with a partner practising the verb to be.- Practise a conversation about themselves with a partner.- Practise a conversation making questions o someone in a car.- Ask questions to their partners and complete a table with the suitable

information.

8

Reading- Read a grammar note about subject pronouns and the verb to be.- Read further explanations of subject pronouns and be in the Grammar

focus section.- Look at some pictures, read about four language students in London

and write the appropriate names.- Read a grammar note about the use of yes/no questions with the verb

to be.- Read an interview with a police officer and complete the text with the

answers given.- Read a grammar note about the use of possessive adjectives.- Read further explanations of possessive adjectives in the Grammar

focus section.- Read a language note about the use of What/Where.

Writing- Complete the key of a map with the words given.- Complete a table with the appropriate nationalities.- Complete some sentences with the correct nationalities.- Complete sentences about them using the names of countries and

nationalities.- Complete sentences with the suitable subject pronouns.- Complete sentences with the positive form of be using contractions.- Make some negative sentences with the verb be.- Complete a conversation using yes/no questions and the verb to be.- Read and put a conversation in the correct order.- Write a conversation about themselves following a model.- Change the subjects pronouns in some sentences to possessive

adjectives.- Complete some sentences with the appropriate possessive adjectives.- Complete some word numbers with the correct letters.- Look at a picture and put some words in the correct order so as to

make questions.- Invent answers to the questions given.- Write the countries next to the correct nationalities.- Complete a Global review of the grammar points and vocabulary learnt

in the unit.

Language knowledge and useLinguistic knowledge: Grammar.- Subject pronouns.- Be- Yes / no questions- Possessive adjectives

Vocabulary.- Countries and nationalities.

9

- Numbers 11 to 20.

Pronunciation.- Intonation of yes / no questions.

Learning reflexion:- Reading and listening about countries and nationalities.- Listening to an interview with Luis Ruiz.- Reading about women from around the world.- Asking questions.- Introducing themselves.- Writing and giving personal details.


References to stamps from different parts of the world. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

Literary Education




opinions about them.

Reading texts in this unit : - Four students at the International school of English in London.- Interview with Luis Ruiz

Learning reflexion:- Learn to write the names of countries and nationalities.- Accept mistake as a part of the learning process- Use dictionaries, libraries or information and communication

technologies- Review and reflect on learning.- Appreciate working in groups as a means of personal enrichment.- Transfer mother tongue language strategies into the English language.

10

BASIC COMPETENCES

Basic Competence



SB page 13

All the activities of the unit use the language as an instrument of communication.Ex. Practising the intonation in questions.



SB page 15

Students practise using numbers 11-20

Be able to use mathematical concepts in English.


SB page 12-17

SB page 12

The whole unit is devoted to talk about countries and nationalities.They also analyse a map with information about the major spoken languages in the world.

Curiosity in learning about Geography in English.





SB pages 12-13

SB page 14-15

Education for Peace: The importance of respecting everybody regardless of their nationality.Moral and civic education: The importance of respecting traffic rules when we drive.

Be wiling to show respect towards everybody

Be willing to respect the rules


SB page 15

References to the way of writing addresses in English.

Pleasure in learning cultural facts about other countries.


SB page 17



C8 The competence of personal

SB page 16

Initiative to work in pairs. E.g. asking questions with what and where.

Enjoyment in group participation.

11



autonomy and initiative.

Willingness to listen to and interact with others. Positive attitude towards own ability to participatein class activities.


SB pages 96, 100



CROSS-CURRICULAR ITEMS Geography: References to countries and nationalities. Language: References to the most spoken languages in the world.


MIXED-ABILITY ACTIVITIESConsolidation activities: e-Workbook exercises. Unit 2.Extension activities: SB: Grammar Focus + exercises for Unit 2. SB: Communication activities for Unit 2. TB: Go Global: ideas for further research. Unit 2. TB: Teach Global, Think Local extra activities and mixed ability activities Unit 2 T. Resource CD: Specific and generic communication activities and video Unit 2. Global website extra resources

EVALUATION

12

1. EVALUATION RESOURCES Formative evaluation- Classroom observation to check both individual and global progress- e-Workbook exercises.- Skills: reading, writing, listening exercises

Accumulative evaluation- SB: Global review Unit 2- T. Resource CD: Unit 2 Test

Global Progress Test Self-evaluation- T. Resource CD: Self Assessment checklist Unit 2


Understand the general message of texts about countries and nationalities, and identify relevant details in oral messages related with them. (C1, C3, C8)

Express himself/herself with fluency and using the write pronunciation - intonation in conversations about traffic rules. (C1, C5, C8)

Recognise the general idea and be able to get specific information of written texts coming from different sources such as an interview with a police officer (C1, C5, C8)

Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a conversation about themselves. (C1, C6, C7, C8)

Use consciously his/her linguistic knowledge in order to listen to people answering questions. (C1, C8)


Analyze social aspects of the Anglo-Saxon countries, by comparing the way addresses are written in those countries with their own experience. (C1, C3, C6)


13

UNIT 3Them and Us

OBJECTIVES


Study the use of possessive adjectives and linking words through different activities.

Learn vocabulary about the family. Read a text about 1000 families and answer comprehension questions. Make the description of a family and talk about it. Write a description of a family. Study the use of the possession and questions with be by completing

several exercises. Listen and speak about family numbers. Read and listen to a text about a family photograph. Have a conversation about their families. Learn and practise functional language for introducing people. Read a website with information about families and friends. Write about themselves. Learn to describe family members. Write about their family using reference words. Revise the language in unit 3 by completing grammar, vocabulary and


CONTENTS

Listening

- Listen and repeat some family words.- Listen to five people talking about the numbers of people in their

family and write the correct numbers.- Listen and circle the family words they hear.- Listen and repeat the words in a family tree.

Speaking

- Describe their family to a partner.- Practise making further family descriptions by completing the

Communication activities section.- Ask other students about the number of people in their family.- Ask and answer questions about their partner’s family names.- Practise some conversations about a family presentation following a

model.- Introduce a partner to other students in the class.

14

Reading

- Look at some pictures and read about three families from around the world, then answer to true/false type questions.- Read and classify some words into male or female.- Read a note about irregular plural nouns.- Read some grammar explanations about the use of possessive

adjectives.- Read the description of a family and underline the correct words.- Read further explanations of possessive adjectives in the Grammar

focus section.- Look at a picture of a family from Thailand and match the names to the

correct family words.- Read a piece of information about families around the world - Read a note about the use of How many.- Read a note about the use of ‘s to talk about possession.- Match some descriptions to the appropriate family members.- Read and listen to a conversation about an English family, write the

correct names and answer to true/false type sentences.- Read some grammar explanations about the use of questions with be.- Read a conversation about a photograph and underline the correct

words.- Read further explanations of questions with be in the Grammar focus

section.- Read the information about an Italian girl and answer some questions.

Writing

- Change some subject pronouns to possessive adjectives.- Complete some sentences with the appropriate possessive adjectives.- Write sentences about a family following a model.- Write a definition for some family words.- Put some words in the correct order to make questions.- Write short answers to the questions given.- Complete some conversations with the words given.- Write a true paragraph about themselves.- Complete a Global review of the grammar points and vocabulary learnt

in the unit.

Language knowledge and use

Linguistic knowledge:

Grammar.- Possessive adjectives.- Questions with be

Vocabulary.

15

- Families.

Pronunciation.- Linking words.

Learning reflexion:- Reading and listening about families.- Describing a family.- Talking about family numbers.- Talking about their own family.- Learning functional language for introducing people.- Writing a description of a family.

Socio cultural aspects and intercultural awareness Background note: References to German photographer Uwe Ommer and his work on 1000 Families project. (TB page 19). Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

Literary Education





Reading texts in this unit : - 1000 Families- A family photograph

16

BASIC COMPETENCES

Basic Competence



SB page 18

All the activities of the unit use the language as an instrument of communication.Ex. Describing a family.




SB pages 18-23

Students read texts with references to families around the world: Thailand, France, Malaysia, England, etc.

Curiosity in learning about Geography in English





SB pages 18-23

Education for Peace: Understand the importance of family and show respect towards all types of families.The importance of respecting everybody in spite of their race, sex or nationality.

Be willing to respect everybody.


SB page 18

References to the book 1000 families by Uwe Ommer.



SB page 23



C8 The competence of personal autonomy and initiative.

SB page 20

Initiative to work in pairs. E.g. asking questions about their partner’s family.

Enjoyment in group participation.Positive attitude towards own ability to participatein class activities.

17




SB pages 96, 100



CROSS-CURRICULAR ITEMS

Social Science: the whole unit is devoted to talk about different types of families all over the world and the number of members in each one.

ATTITUDES AND VALUES

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



Extension activities: SB: Grammar Focus + exercises for Unit 3. SB: Communication activities for Unit 3. TB: Go Global: ideas for further research. Unit 3. TB: Teach Global, Think Local extra activities and mixed ability activities Unit 3 T. Resource CD: Specific and generic communication activities and video Unit 3. Global website extra resources

EVALUATION


Formative evaluation- Classroom observation to check both individual and global progress- e-Workbook exercises.

18

- Skills: reading, writing, listening exercises


Global Progress Test.



Understand the general message of texts about families, and identify relevant details in oral messages related with them. (C1, C5, C8)

Express himself/herself with fluency and using the write pronunciation - intonation when describing their own family. (C1, C5, C8)

Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about families around the world. (C1, C3, C5, C6, C8)

Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a true paragraph about themselves. (C1, C6, C7, C8)

Use consciously his/her linguistic knowledge in order to listen to people talking about the numbers of people in their family. (C1, C6, C8)


Analyze social aspects of the Anglo-Saxon countries, by comparing the numbers of people in families from those countries with the ones in their own country. (C1, C3, C5, C6)


19

UNIT 4Big and Small

OBJECTIVES


Study the use of There is/there are through several exercises. Learn vocabulary about prices and put it into practice through different

activities. Read a text about shopping and answer questions. Learn numbers from 20 to 100. Write the description of a hotel. Read about and practise the use of adjectives. Talk about prices and learn useful language for using in a shop. Read a text about a small shop and answer questions. Write about a small shop near their house. Describe what they can see in a mall. Answer questions about a mall. Learn about places in a town and adjectives to describe shops. Revise the language in unit 4 by completing grammar, vocabulary and


CONTENTS

Listening

- Listen and repeat numbers 20-100.- Listen and read the numbers they hear.- Look at some pictures of places in a town, listen and repeat.- Listen to some sounds and repeat the sentences.- Listen and repeat some prices.- Listen to some conversations and circle the prices they hear.- Listen and answer some questions about a picture of a shopping mall.

Speaking

- Talk about shopping malls in their town.- Do a speaking activity talking about two other shopping malls.- Practise saying prices to a partner and writing them down.- Look at some pictures and ask and answer questions about prices.- Compare some prices with the ones in their own country.- Practise some conversations about prices.- Describe a shop to other students.- Look at a picture of a shopping mall and say sentences with There is.

20

Reading- Match some numbers with the appropriate words.- Read about a shopping mall and complete the text with the

appropriate numbers.- Read a grammar note about the use of There is / there are.- Underline the correct words in questions with There is / there are.- Read useful phrases for talking about prices.- Read and listen to four people talking about a shop near their house.- Read and underline the adjectives you can use to describe some

nouns.

Writing- Write numbers 20-100 in words.- Correct the mistakes in some sentences about a shopping mall.- Complete some sentences about a shopping mall.- Look at some information about a hotel and write about it.- Complete a conversation with the words given.- Look at some pairs of opposite adjectives and complete the words with

the appropriate letters.- Think about a small shop near their house and make some notes.- Write a short description about a shop following a model.- Complete a Global review of the grammar points and vocabulary learnt

in the unit.



Grammar.- There is / There are

Vocabulary.- Numbers 20 to 100- Shopping in numbers- Prices- Adjectives.

Pronunciation.- Schwa /ә/

Learning reflexion:- Reading and listening to texts about shopping and about small shops.- Talk about prices.- Learn functional language for shopping.- Talk about a small shop near their house.- Describe a hotel.- Write about a small shop near their house.


21

Background note: References to different currencies all over the world such as the dollar, the pound sterling or the euro. (TB page 29). Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

Literary EducationThrough the reading texts included in this unit and the suggestions for reading English literature, students will be able to:



opinions about them.Reading texts in this unit : - Shopping in numbers- A small shop near my house.

BASIC COMPETENCES

Basic Competence



SB page 25

All the activities of the unit use the language as an instrument of communication.Ex. talking about shopping malls.



SB page 24, 26

Students practise using numbers 20-100 and prices.



SB page 26

References to currencies of the world such as the dollar, the pound sterling or the euro.

Curiosity in learning about Social Science in English.

C4 Competence in information and


Pleasure in using new technologies in order to revise and extend what

22



communication technologies

the have learnt in the unit.


SB pages 26-28

Consumer Education: the importance of having a critical attitude towards shopping and money and appreciate the charm of small shops compared with big shopping malls.

Be willing to follow moderate consumption habits.


SB page 26

References to Barack Obama and Hillary Clinton.



SB page 29




SB page 28

Initiative to work in pairs. E.g. describing a picture of a shopping centre.

Enjoyment in group participation.Willingness to listen to and interact with others. Positive attitude towards own ability to participatein class activities.


SB pages 96, 100



CROSS-CURRICULAR ITEMS Social Science: References to different currencies around the world.

ATTITUDES AND VALUES Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.

23

Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

24


EVALUATION1. EVALUATION RESOURCES



Global Progress Test. Self-evaluation- T. Resource CD: Self Assessment checklist Unit 4


Understand the general message of texts about shopping and identify relevant details in oral messages related with them. (C1, C5, C8)

Express himself/herself with fluency and using the write pronunciation - intonation in conversations about shopping malls in their town. (C1, C3, C5, C8)

Recognise the general idea and be able to get specific information of written texts coming from different sources such as a text about a small shop. (C1, C5, C8)

Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a short description about a shop. (C1, C5, C6, C7, C8)

Use consciously his/her linguistic knowledge in order to listen to some conversations about prices. (C1, C5, C8)


25

Analyze social aspects of the Anglo-Saxon countries, by comparing prices of different items in those countries with the own ones. (C1, C3, C5, C6)


26

UNIT 5Work and Play

OBJECTIVES


Learn vocabulary about jobs and sports. Practise the use of There isn’t/there aren’t through different activities. Read about VSO and answer comprehension questions. Listen to a text describing jobs. Study and practise the use of like and learn to express likes and

dislikes. Talk about sports. Read and speak about the human race. Listen to people talking about sports they like. Ask about a partner’s likes and favourite things. Write about their work, national sports and likes and dislikes. Practise linking words together. Revise the language in unit 5 by completing grammar, vocabulary and


CONTENTS

Listening

- Listen to a text about voluntary work and answer to true/false type questions.- Listen to six people talking about their jobs and answer some

questions.- Listen and match names to sentences.- Listen and underline the correct words.- Listen and repeat some sports.- Listen to two people talking about some sports and tick the correct

options in a table.- Listen and put a conversation in the correct order.- Listen to some sentences with like and notice how the words connect.- Listen and repeat the names of the sports in some pictures.- Listen to five people talking about their favourite sport and answer

some questions.

Speaking

- Discuss whether they think it is interesting to work for humanitarian organisations.

- Speak about jobs with five people in the class and make notes of their answers.

27

- Talk with their classmates and answer to true/false type questions related to jobs.

- Look at a bar chart of countries and their national sports and discuss it.- Ask and answer questions about popular sports in their country.- Practise asking and answering questions with like remembering to

connect the words.- Work ion pairs asking a partner about running.- Practise asking and answering questions with a partner.

Reading

- Read a text about voluntary work and complete some sentences with the appropriate words.- Read a grammar note about the use of There isn’t/ there aren’t.- Underline the correct options in sentences with There isn’t/ there

aren’t.- Match some jobs to the appropriate pictures.- Read and tick the sentences that are true for them- Choose a job from a table and tick the sentences that are true for

them.- Read a grammar note about the use of like.- Underline the correct words in some sentences so as to practise the

use of like.- Look at the picture of a race, read the information and answer some

questions.- Tell a partner about important races in their country.- Read and classify some sports into groups.- Read a language note about questions.- Underline the correct answers for some questions.

Writing

- Complete some sentences with There isn’t/ there aren’t.- Write the missing vowels in some words to complete the names of

sports.- Complete a table with information of their own favourite sports.- Write words to complete some questions with like and write the

answers.- Complete a Global review of the grammar points and vocabulary learnt

in the unit.

Language knowledge and useLinguistic knowledge: Grammar.- There isn’t / There aren’t- Like

Vocabulary.

28

- Jobs- Sports

Pronunciation.- like

Learning reflexion:

- Reading and listening to texts about jobs- Talking about sports.- Reading about the Human Race.- Writing about their work

Socio cultural aspects and intercultural awareness Background note: References to VSO a volunteer organisation (TB page 33). Background note: References to the “Nike Human race” held in 2008. (TB page 36). Background note: References to Capoeira, an Afro-Brazilian sport. (TB page 37). Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

Literary Education





Reading texts in this unit : - VSO- The Human Race

29

BASIC COMPETENCES

Basic Competence



SB pages 31

All the activities of the unit use the language as an instrument of communication.Ex. talking about jobs.



SB page 32

Students need to analyse a chart about the most popular sports in different countries.



SB page 31

Students read texts with references to countries such as China, Malawi, Guyana or Kenya.






SB pages 31, 33

SB pages 30-31-35

SB pages 32, 34

Education for Peace: Understand the important work done by charity and humanitarian organisations.Education for Sexual Equality: Accepting that both men and women can do any type of job.Education for Health: the importance of practising sport in order to stay healthy.

Be willing to help everybody.

Understand sexual equality in all fields.

Be willing to follow healthy habits.


SB page 33

References to the human races in different cities.



SB page 35



C8 The competence

SB page 33

Initiative to work in pairs. E.g. Talking about

Enjoyment in group participation.

30



of personal autonomy and initiative.

important races in their country.

Willingness to listen to and interact with others. Positive attitude towards own ability to participatein class activities.


SB pages 97, 101



CROSS-CURRICULAR ITEMS Social Science: the whole unit is devoted to talk about jobs, sports

practised in different countries and humanitarian actions all over the world.


MIXED-ABILITY ACTIVITIESConsolidation activities: e-Workbook exercises. Unit 5.Extension activities: SB: Grammar Focus + exercises for Unit 5. SB: Communication activities for Unit 5. TB: Go Global: ideas for further research. Unit 5: TB: Teach Global, Think Local extra activities and mixed ability activities Unit 5 T. Resource CD: Specific and generic communication activities and video Unit 5. Global website extra resources


31



Global Progress Test. Self-evaluation- T. Resource CD: Self Assessment checklist Unit 5


Understand the general message of texts about work and sport, and identify relevant details in oral messages related with them. (C1, C3, C5, C8)

Express himself/herself with fluency and using the write pronunciation - intonation in conversations about the sports practised in different countries. (C1, C3, C5, C8)

Recognise the general idea and be able to get specific information of written texts coming from different sources such as a text talking about a humanitarian organisation. (C1, C3, C5, C8)

Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing about their own favourite sports. (C1, C5, C8)

Use consciously his/her linguistic knowledge in order to listen to people talking about their jobs. (C1, C5, C8)


Analyze social aspects of the Anglo-Saxon countries, by comparing the national sports in those countries with the ones of their own country. (C1, C3, C6)


32

UNIT 6Day and Night

OBJECTIVESThroughout this unit, the student will be able to achieve the following aims:

Learn functional language for telling the time. Listen to people talking about daily routines. Learn the use of have and go. Read a text about a day in a person’s life. Study and practise the present simple, both positive and negative

forms, through different activities. Read about 24 hour services and answer comprehension questions. Write about a day in someone’s life. Talk about their favourite time of day. Learn and practise functional language for giving an opinion. Rate answers to a question posted on a website. Discuss ratings with a partner. Match answers on a websites to comments. Choose short answers to questions. Order phrases to make complete sentences.. Revise the language in unit 6 by completing grammar, vocabulary and


CONTENTS

Listening

- Listen and write the times they hear.- Listen and put some lines in the correct order.- Look at some pictures, listen and tick the correct times.- Listen and correct the incorrect times.- Listen and complete some expressions with have or go.- Listen and repeat a conversation about times.- Listen and repeat the correct times paying attention to the stress.- Listen to people talking about 24/7 services and number some pictures

accordingly.- Listen and write the missing words.

Speaking

33

- Practise conversations about the time.- Ask and answer questions about the time with a partner.- Tell a partner about the lives of two people from a reading text .- Compare descriptions of a typical day in the life of someone they know

with a partner.- Practise saying times with a partner in different ways.- Look at some pictures and discuss different moments of the day in

different countries.- Work in groups talking about their favourite time of day.- Practise giving their opinion on working and shopping.- Compare their answer ratings to a partner.

Reading

- Match some times with the appropriate clocks.- Read a language note about the use of at to talk about time.- Read a text about a day in two people’s lives and complete a table with

the correct times.- Read a grammar note about the use of the present simple.- Read a language note about the use of and/after to connect ideas.- Look at a diagram showing another way of telling the time and tick the

correct answers.- Read a grammar note about the use of am /pm.- Read a vocabulary note about the use of good + time of the day.- Read a grammar note about the use of the present simple negative.- Match some words we use to give an opinion with the correct symbols.

Writing

- Write sentences about things they do at different times.- Write the correct present simple form of the verbs given to complete

some sentences.- Look at some notes and write sentences about a day in the life of a

partner.- Write about a typical day in the life of someone they know.- Complete some sentences about times with the words given.- Write the correct negative present simple form of the verbs given to

complete some sentences.- Write some sentences about them using positive and negative forms of

the verb.- Look at a page from a website and choose the best way to complete

each sentence.- Write some comments under the correct answers.- Complete a Global review of the grammar points and vocabulary learnt

in the unit.


34


Grammar.- Present simple- Present simple negative

Vocabulary.- Daily routine- Have and go- The time- Extension: good + time of day

Pronunciation.- The time, word stress.

Learning reflexion:- Reading and listening about a day in someone’s life.- Talking about their favourite time of the day.- Reading about 24 hour services.- Learning functional language for telling the time.- Writing about a day in the life of somebody.- Learning functional language for giving an opinion.

Socio cultural aspects and intercultural awareness References to the change of clocks in some countries so as to have more hours of light in the day. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

Literary Education





Reading texts in this unit : - A day in my life- 24/7 Services

35

BASIC COMPETENCES

Basic Competence



SB page 37

All the activities of the unit use the language as an instrument of communication.Ex. - Talk with a partner about a typical day in their lives.



SB page 36-38

Students learn the time in English.

Be able to use numbers in English.


SB page 40

Students read a text with references to the change of clocks in some countries of the world.

Curiosity in learning about Social Science in English.





SB page 37

Health education: The importance of having routines and following a timetable for eating and sleeping in order to stay health.



SB page 39

References to 24/7 services such as hospitals, shops, etc.



SB page 77




SB page 39

Initiative to work in pairs. E.g. discussing about working and shopping at different times.

Enjoyment in group participation.Willingness to listen to and interact with

36



others. Positive attitude towards own ability to participatein class activities.


SB pages 97, 101




Social Science: References to times, to the change of clocks and to a typical day in the life of people from different countries






EVALUATION

37




Global Progress Test



Understand the general message of texts about time, and identify relevant details in oral messages related with them. (C1, C2, C8)

Express himself/herself with fluency and using the write pronunciation - intonation in conversations about their favourite time of day. (C1, C5, C8)

Recognise the general idea and be able to get specific information of written texts coming from different sources such as a text talking about a day in two people’s lives. (C1, C5, C8)

Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing about a typical day in the life of someone they know. (C1, C6, C7, C8)

Use consciously his/her linguistic knowledge in order to listen to people talking about 24/7 services. (C1, C6, C8)


Analyze social aspects of the Anglo-Saxon countries, by comparing a typical day for someone from those countries with their own experience. (C1, C3, C5, C6)


38

UNIT 7Places and People

OBJECTIVESThroughout this unit, the student will be able to achieve the following aims:

Learn the use of question words through several exercises. Practise direction words and vocabulary to do with places in nature. Listen and read about the UNESCO and answer comprehension

questions. Learn and practise vocabulary to do with people you know. Read a text about a National park and answer questions. Study and understand the use of present simple questions. Read a text about a safari and discuss some questions. Write about a place they know. Talk about a person they know well. Carry out language-based tasks as part of a board game. Learn about verb + noun / preposition phrase collocations. Revise the language in unit 7 by completing grammar, vocabulary and


CONTENTSListening

- Listen and repeat words to do with geographical features.- Listen to a text about Unesco World Heritage sites and underline the

correct answers.- Listen to a text about a National park and discuss it.

Speaking- Talk about World Heritage or important sites in their own country.- Discuss interesting places to visit.- Talk about two more World Heritage sites.- Practise asking questions in present simple to a partner.- Ask questions to a partner about a person they know well.- Play a board game so as to revise the contents learnt in the course up

till now.

Reading- Look at a map and answer to true/false type questions.- Read a text about Unesco World Heritage sites and answer some

questions.- Read some information about a National park and match questions to

answers.- Read a grammar note about question words.- Read other student’s descriptions of important sites and discuss it.- Read a text about a safari and match some sentences to the suitable

pictures.- Read some questions and match them to the appropriate answers.

39

- Read a grammar note about present simple questions.- Read the information about a person working in safari parks and

answer some questions.

Writing

- Look at a world map and label some pictures with the correct geographical information.- Complete some questions with the appropriate questions words.- Think of a place they know and write answers to some questions.- Look at some pictures and complete a diagram with the correct words.- Put some words in the correct order to make questions.- Write four questions using the words from a table.- Complete a Global review of the grammar points and vocabulary learnt

in the unit.



Grammar.- Question words.- Present simple questions

Vocabulary.- Places in nature.- Direction words- People you know.

Pronunciation.- The past simple (p81)- /w/ and /h/ (p85)

Learning reflexion:- Reading and listening to texts about the UNESCO and about national

parks.- Talking about a person they know well.- Reading about a safari.- Using question words.- Writing about a place they know

Socio cultural aspects and intercultural awareness Background note: References to the UNESCO. (TB page 48). Background note: References to the origins of the word safari. (TB page 51). Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning

40

Enjoyment in completing activities




opinions about them.Reading texts in this unit : - UNESCO World Heritage sites- Great Smoky Mountains National Park.- On safari.

BASIC COMPETENCES

Basic Competence



SB page 43

All the activities of the unit use the language as an instrument of communication.Ex. talking about World Heritage sites.




SB pages 42-47

The whole unit is devoted to talk about World Heritage Sites, with references to countries such as Ukraine, Jordan, Italy, Tanzania, etc. References to Great Smoky Mountains National Park, etc.





C5 Social and SB Environmental Education: Be willing to protect

41



civil competence.

pages 42-47

The importance of protecting natural and cultural sites when we travel.Education for Peace: The importance of appreciating the important sites from other countries, respecting their culture and their habits.

nature.



SB page 43

References to UNESCO. Pleasure in learning cultural facts about other countries.


SB page 47




SB page 46

Initiative to work in groups. E.g. playing a Global board game.



SB pages 97, 101



CROSS-CURRICULAR ITEMS Geography: References to geographical features such as a forest in

Slovakia, a national park in Spain, a lake in Kenya, the Kilimanjaro in Tanzania, etc.


42


EVALUATION







Understand the general message of texts about geography, and identify relevant details in oral messages related with them. (C1, C3, C5, C8)

Express himself/herself with fluency and using the write pronunciation - intonation in conversations about World Heritage sites. (C1, C3, C6, C8)

Recognise the general idea and be able to get specific information of written texts coming from different sources such as text talking about a safari. (C1, C3, C5, C8)

Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing about a place they know. (C1, C6, C7, C8)

Use consciously his/her linguistic knowledge in order to listen to a recording about a National park. (C1, C3, C6, C8)

43


Analyze social aspects of the Anglo-Saxon countries, by comparing the World Heritage sites in those countries with the ones in their own country. (C1, C3, C6)


44

UNIT 8In and Out

OBJECTIVES


Study and practise the vocabulary about food. Learn to pronounce consonant clusters through different activities. Read a text about Cuban food and talk about it. Practise using vocabulary about the days of the week. Learn and complete activities with functional language for offering. Study and practise the use of adverbs of frequency. Listen to and read a text about going out in London. Write about eating out. Listen to people talking about what they eat and drink at home. Focus on the use of every through several exercises. Speak about what they eat and drink at home. Discuss food and places to go out. Describe eating habits and how often they do other things. Revise the language in unit 8 by completing grammar, vocabulary and


CONTENTS

Listening

- Listen and repeat some words to do with food.- Listen and repeat some words paying attention to the underlined

sounds.- Listen to a conversation between two friends and answer some

questions.- Listen and repeat some phrases from a conversation.- Listen and repeat the days of the week underlining the stress.- Look at some pictures and listen to four people talking about going out

in London and answer a question.- Listen to five people talking about what they eat and drink at home,

complete a table and answer some questions.

Speaking

- Talk about the food they have for breakfast, lunch or dinner and compare answers with a partner.

- Ask and answer some questions about food with a partner.- Take it in turns to point to a word to do with food and ask a partner to

name it.- Ask and answer some questions about paladar restaurants in pairs.

45

- Tell a partner about eating at home in another country.- Practise a conversation at a restaurant with a partner.- Play role a conversation at a friend’s house.- Ask a partner questions adverbs of frequency.- Ask and answer questions bout what they eat and drink at home using

frequency adverbs and every.

Reading

- Read a text about paladar restaurants and answer to true/false type questions.- Read useful phrases for offering food.- Read and number the days of the week in the correct order.- Read and answer some questions with the days of the week.- Read some texts about what some people do during the week and

match the speakers to the correct pictures.- Read a grammar note about the use of adverbs of frequency.- Underline the best adverbs to make true sentences about the people

from a reading text.- Add the appropriate adverb of frequency in the correct place in some

sentences.- Read a text about eating out and correct five spelling mistakes.

Writing

- Complete some food labels with the words given.- Complete a conversation between two friends using the words given.- Think of different ways to complete some phrases.- Complete some information about the days of the weekend in different

countries.- Complete some sentences with the words given.- Write the missing letters to complete some adverbs of frequency.- Write a paragraph about themselves and either eating out or going out

during the week.- Look at some pictures of dishes and complete the sentences with the

missing words.- Put some words in the correct order to make sentences with time

expressions.- Complete a Global review of the grammar points and vocabulary learnt

in the unit.



Grammar.- Adverbs of frequency

46

Vocabulary.- Food- Days of the week- Extension: classes

Pronunciation.- Consonant clusters.- Days of the week

Learning reflexion:- Reading about Cuban eating style- Talking about food.- Listening about going out in London- Learning functional language for offering- Writing about eating out

Socio cultural aspects and intercultural awareness Background note: References to illegal private owned restaurants in Cuba (TB page 55). Background note: References to Time Out magazine (TB page 58). Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

Literary Education





Reading texts in this unit : - Eating in, Cuban style.- Going out in London

47

BASIC COMPETENCES

Basic Competence



SB page 49

All the activities of the unit use the language as an instrument of communication.Ex. Discussing eating at home in another country.




SB pages 47, 52

Students read texts about eating habits and typical food from other countries such as Japan, Italy or Saudi Arabia and about Cuban restaurants.

Curiosity in learning about geography in English.





SB page 48

SB page 49, 52

Education for Health: The importance of following a balanced diet in order to stay healthy.Education for Peace: The importance of respecting other cultures and their food traditions.


Show respect towards other cultures when travelling.


SB page 49

SB page 51

References to paladar restaurants in Cuba.References to writer Dr. Samuel Johnson and the Dictionary of the English Language.



SB page 53




SB page 52

Initiative to work in pairs. E.g. talking about what they like to eat and drink at home.

Enjoyment in group participation.Willingness to listen to and interact with

48



others. Positive attitude towards own ability to participatein class activities.


SB pages 97, 101




Social Science: references to typical food from countries all over the world.






EVALUATION

49







Understand the general message of texts about eating and food, and identify relevant details in oral messages related with them. (C1, C5, C6, C8)

Express himself/herself with fluency and using the write pronunciation - intonation in conversations about their favourite food. (C1, C5, C8)

Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about paladar restaurants. (C1, C3, C6, C8)

Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing about eating out. (C1, C6, C7, C8)

Use consciously his/her linguistic knowledge in order to listen to people talking about going out in London. (C1, C3, C6, C8)


Analyze social aspects of the Anglo-Saxon countries, by comparing the typical dishes in those countries with the own ones. (C1, C3, C5, C6)


50

UNIT 9Here and There

OBJECTIVES


Study the use of prepositions of place (in, next to, on, under), through different activities.

Learn vocabulary about rooms and furniture. Read and listen about living underground. Learn expressions for giving opinions. Learn and practise vocabulary about types of transport. Study the use of imperatives and practise sentence stress. Read a text about Vancouver and answer comprehension questions. Learn functional language for making recommendations. Write about 48 hours in a certain place. Read about forms of transport. Decide on suitable forms of transport for people. Write sentences to describe a room practising beginnings and endings

of sentences. Revise the language in unit 9 by completing grammar, vocabulary and


CONTENTS

Listening

- Listen and repeat the names of rooms of a house.- Listen and repeat some furniture words.- Listen to a text about living underground and tick the furniture they

hear.- Listen to someone talking about his bedroom and choose the correct

picture.- Listen and repeat some types of transport.- Listen to some phrases and underline the stressed words in each one.

Speaking

- Look at a picture of a doll’s house and name the different rooms.- Practise describing a living room in pairs.- Discuss living underground.- Look at some pictures and talk about the types of transports they use.- Choose three questions about transports to ask a partner.- Work in pairs saying imperative sentences to a partner.- Tell a partner about recommendations of things to do in their own

country.

51

- Ask a partner questions about a text with recommendations.- Discus the forms of transport they prefer.

Reading

- Read and answer true and false type questions about rooms.- Read some information about living underground and answer some

questions.- Read a grammar note about prepositions of place.- Read a text about Vancouver and answer some questions.- Read a grammar note about the use of imperatives.- Read a text and underline the imperatives.- Read and match some pairs of sentences to make recommendations.- Read a text about London Gatwick airport and complete a table with

information about different forms of transport.- Read some sentences and recommend the most suitable form of

transport in each case.

Writing

- Write some sentences about the furniture in their classroom.- Complete some sentences with the appropriate prepositions of place.- Complete some sentences with words from a text about Vancouver.- Replace the words in some sentences by others with the same

meanings.- Complete a text about another part of Vancouver with the suitable

words.- Write a text for tourists about their own town following a model and

using imperative adjectives.- Look at some pictures and write the correct names of forms of

transport.- Complete a Global review of the grammar points and vocabulary learnt

in the unit.



Grammar.- Prepositions of place- Imperatives.

Vocabulary.- Rooms and furniture.- Types of transport.

Pronunciation.- Sentence stress.

52

Learning reflexion:- Reading and listening about living underground.- Writing about 48 hours in Vancouver.- Talking and giving opinions.- Learning functional language for making recommendations.


Background note: References to Coober Pedy, a small town in South Australia. (TB page 64) Background note: References to Vancouver. (TB page 65) Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities




opinions about them.Reading texts in this unit : - Living underground- 48 hours in Vancouver

BASIC COMPETENCES

Basic Competence



SB page 55

All the activities of the unit use the language as an instrument of communication.Ex. Discuss living underground.



C3 Knowledge of and interaction with the

SB page 57

Students read a text about Vancouver

Curiosity in learning about Geography in English

53

physical world.





SB pages 56-58

SB page 57

SB page 57

Environmental Education: The importance of using environmentally friendly means of transportEducation for Peace: The importance of travelling in order to broaden one’s mind and understand other cultures. Education for Leisure: the importance of enjoying free time activities such as visiting museums or going for a bike ride.

Be willing to protect the environment.

Show respect towards other cultures.

Understand the importance of leisure in our lives.


SB page 58

References to London Gatwick airport.



SB page 59




SB page 56

Initiative to work in pairs. E.g. Talking about transports.



SB pages 98, 102

Students learn to work in groups respecting each other and admitting both their own success and their classmates’.E.g. completing the Communication activities


54



for Unit 9.

CROSS-CURRICULAR ITEMS Social Science: References to Vancouver and to underground houses

in Spain, Tunisia and Australia.

55





EVALUATION






56


Understand the general message of texts about houses and transports, and identify relevant details in oral messages related with them. (C1, C3, C5, C8)

Express himself/herself with fluency and using the write pronunciation - intonation in conversations about living underground. (C1, C5, C8)

Recognise the general idea and be able to get specific information of written texts coming from different sources such as a text about tourism in Vancouver. (C1, C3, C5, C6, C8)

Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a text for tourists about their own town. (C1, C3, C6, C8)

Use consciously his/her linguistic knowledge in order to listen to people talking about furniture. (C1, C8)


Analyze social aspects of the Anglo-Saxon countries, by comparing the tourist attractions you can find in those countries with their own experience (C1, C3, C5, C6)


57

UNIT 10Ancient and Modern

OBJECTIVES


Study the use of was/were affirmatives, negatives and questions. Read a text about ancient civilisations and discuss it. Pay attention to stress and intonation in sentences. Listen to and write about life in the past. Learn and practise the use of adjectives. Listen to a text about Cairo and answer comprehension questions. Ask questions about a trip. Practise Wh- questions. Write an e-mail about a real or imaginary trip. Practise making questions and using adjectives.. Revise the language in unit 10 by completing grammar, vocabulary and


CONTENTS

Listening

- Listen and check a text about the Khmer and Mayan civilizations.- Listen and guess about another ancient civilisation.- Listen to some information about an ancient civilisation and underline

the correct words in some notes.- Listen to a girl talking about a trip to Cairo and number some photos in

the correct order.- Listen and underline the stressed syllable in some adjectives.- Listen and repeat some phrases with the correct intonation.- Play a game, listening to recordings about trips and writing the correct

answers.

Speaking

- Work in pairs asking and answering questions about historical sites in their country.

- Tell a partner four interesting facts about an ancient civilisation.- Look at some pictures of a trip to Cairo and describe them.- Ask a partner about a trip he/she has been to.

Reading

- Read some facts about two ancient civilisations and discuss them.- Read a grammar note about the use of was/were.

58

- Match some adjectives with the nouns they describe in a listening text.- Read a grammar note about the use of was/were in the negative and

question forms.- Read a text about shopping in Cairo and underline the correct words.- Match some questions about a text on Cairo with the correct answers.

Writing

- Complete two texts about the Khmer and Mayan civilizations and fill in the gaps with was/were.- Write about the ancient Egyptians or about another civilisation using

was/were and some notes.- Complete a table of positive and negative adjectives using the words

given.- Write some questions to ask a partner about their last trip.- Complete a Global review of the grammar points and vocabulary learnt

in the unit.



Grammar.- Was / were.- Was / were negative and question forms.

Vocabulary.- Adjectives.

Pronunciation.- Stress and intonation

Learning reflexion:- Reading about ancient civilisations- Listening about life in the past- Asking about a trip.- Reading about Cairo.- Writing about life in the past.

Socio cultural aspects and intercultural awareness References to ancient civilisations. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

59




opinions about them.Reading texts in this unit : - Ancient civilisations.

BASIC COMPETENCES

Basic Competence



SB page 60

All the activities of the unit use the language as an instrument of communication.Ex. Talking about historical sites in their country.




SB pages 60-61

SB page 62-63

- The whole unit is devoted to talk about ancient civilisations such as the Khmer Empire, the Egyptians or the Mayan.- References to Cairo

Curiosity in learning about history and geography in English.





SB pages 60-64

Education for Peace The importance of respecting other cultures when we travelEducation for Leisure: the importance of enjoying free time activities, such as travelling.

Understand the importance of respecting everybody.Understand that it is important to enjoy leisure time.

60




SB page 65

References to Dubai Pleasure in learning cultural facts about other countries.

61


SB page 65




SB page 64

Initiative to work in pairs. E.g. Playing and completing a Travel Quiz.



SB pages 98, 102



CROSS-CURRICULAR ITEMS History: references to civilisations such as the Mayan or the

Egyptians. Geography: references to Cairo, the River Nile, Khan al-Khalili market,

etc.


MIXED-ABILITY ACTIVITIESConsolidation activities: e-Workbook exercises. Unit 10.Extension activities: SB: Grammar Focus + exercises for Unit 10. SB: Communication activities for Unit 10.

62

TB: Go Global: ideas for further research. Unit 10 TB: Teach Global, Think Local extra activities and mixed ability activities Unit 10 T. Resource CD: Specific and generic communication activities and video Unit 10. Global website extra resources

EVALUATION




Global Progress Test Global End-of-Year Test



Understand the general message of texts about ancient civilisations and about trips, and identify relevant details in oral messages related with them. (C1, C3, C6, C8)

Express himself/herself with fluency and using the write pronunciation - intonation in conversations about historical sites in their country. (C1, C3, C6, C8)

Recognise the general idea and be able to get specific information of written texts coming from different sources such as a text talking about text about shopping in Cairo. (C1, C3, C5, C6)

Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing about the ancient Egyptians. (C1, C3, C6, C7)

Use consciously his/her linguistic knowledge in order to listen to someone talking about a trip to Cairo. (C1, C3, C6, C8)


Analyze social aspects of the Anglo-Saxon countries, by comparing the historical sites in those countries with the ones in their own country. (C1, C3, C6)


63

UNIT 11Life and Times

OBJECTIVES


Learn vocabulary about years and life events. Study the use of the past simple both affirmative and negative forms. Read and listen to a text about the DNA and answer comprehension

questions. Learn to write a biography and an autobiography. Learn and practise vocabulary about dates. Read a text about being around the world. Talk about last year with a partner. Listen to people talk about important years for them and why. Practise the use of because. Talk about important years for each other. Discuss significant life events practising the use of at, in, on, to. Revise the language in unit 11 by completing grammar, vocabulary and


CONTENTS

Listening

- Listen and repeat some years.- Listen and number some years in the right order.- Listen to a text about the DNA and complete a biography.- Listen to some irregular verbs in the infinitive and the past simple and

notice the extra syllable /d/.- Listen to the past simple of some irregular verbs and tick the ones with

an extra syllable /d/.- Listen to the months of the year and number them in the correct order.- Listen and repeat the months of the year noticing the underlined

stress.- Listen and pay attention to the prepositions used before the dates.- Listen to five people talking about what is an important year for them

and answer some questions.- Listen and match the speakers to the correct pictures.

Speaking

- Work in pairs deciding how to pronounce some years.- Work in pairs saying years to a partner and writing them down.- Tell a partner about another important scientist.

65

- Practise saying the past simple of some irregular verbs.- Tell a partner about important dates for them.- Work with a partner asking and answering questions about dates.- Look at some pictures of events from around the world in 2004 and

discuss them.- Tell a partner about thinks they did or didn’t do last year.- Retell a partner about what he/she did or didn’t do last year.- Ask and answer questions to a partner about what is an important year

for them.

Reading

- Read a text about the DNA and answer to true/false type questions.- Read and number the events in a scientist’s life in the correct order.- Read some grammar explanations about the past simple.- Read and underline the verbs that are irregular.- Read the notes about another British scientist and write his biography

using the past simple form of the verbs given.- Match some days with the appropriate dates.- Read a text about events from around the world in 2004 and match the

events to the correct pictures.- Read some grammar explanations about the past simple negative.- Answer to true/false type questions about a reading text.- Read a language note about the use of because.

Writing

- Look at some pictures and complete expressions about life events with the appropriate words.- Write some life events in a typical order for their country.- Look at a scientist’s biography and write the infinitive forms of the

verbs.- Write the past simple form of the verbs given.- Write their own autobiography.- Write the correct words next to the ordinal numbers.- Write some ordinal numbers as words.- Write some important dates for them.- Fill in the gaps in a text about events from around the world in 2004

with the correct phrases.- Change the verbs in some sentences to make them true.- Make a list of thinks they did or didn’t do last year.- Complete some sentences about what is an important year for them.- Complete a Global review of the grammar points and vocabulary learnt

in the unit.

66

Language knowledge and useLinguistic knowledge: Grammar.- Past simple- Past simple negative

Vocabulary.- Years and life events.- Dates.

Pronunciation.- Regular past simple.

Learning reflexion:- Reading about a biography.- Listening about the DNA.- Writing an autobiography.- Talking about last year.

Socio cultural aspects and intercultural awareness Background note: References to celebrations such as Christmas Day,

New Year’s Day, Valentine’s Day, Australia Day and Europe Day.(TB page 81).

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

Literary Education





Reading texts in this unit : - DNA: Fact or fiction?- The DNA Man- Around the world in 2004

67

BASIC COMPETENCES

Basic Competence



SB page 69

All the activities of the unit use the language as an instrument of communication.Ex. Talking about their last year.



SB pages 66-68

Students learn dates and ordinal numbers.



SB page 67

- Students read a text about the discovery of the DNA by Watson, Crick and Wilkins. They also read about Tim Berners Lee, the inventor of the World Wide Web.

Curiosity in learning about Science in English.





SB page 67

SB pages 69

Education for health: The importance of scientific inventions such as the DNA discovery in order to fight against illness.Education for Sexual Equality: the importance of accepting the equality of opportunities for men and women, for example by receiving the Nobel Price such as Wangari Maathai.

Understand the importance of scientific research for health.

Accept sexual equality in all fields.


SB page 68SB page 69

- References to the Berlin Wall.- References to events around the world in 2004 such as the tsunami in Asia or the Olympic Games in Greece.



SB page 71



68




SB page 70

Initiative to work in pairs. E.g. Discussing what is an important year for them.



SB pages 98, 102




Science: references to scientists such as Crick, Watson, Wilkins, Tim Berners Lee, etc.

History: references to 2004 events such as the death of Yasser Arafat, or the re-election of George Bush as President of the US.





Extension activities: SB: Grammar Focus + exercises for Unit 11. SB: Communication activities for Unit 11. TB: Go Global: ideas for further research. Unit 11. TB: Teach Global, Think Local extra activities and mixed ability activities Unit 11

69

T. Resource CD: Specific and generic communication activities and video Unit 11. Global website extra resources

70

EVALUATION







Understand the general message of texts about historical events, and identify relevant details in oral messages related with them. (C1, C3, C6, C8)

Express himself/herself with fluency and using the write pronunciation - intonation in conversations about important scientists. (C1, C3, C8)

Recognise the general idea and be able to get specific information of written texts coming from different sources such as a text talking about 2004 events. (C1, C3, C5, C6, C8)

Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing their own autobiography. (C1, C6, C7, C8)

Use consciously his/her linguistic knowledge in order to listen to people talking about what is an important year for them. (C1, C5, C8)


Analyze social aspects of the Anglo-Saxon countries, by comparing the important dates in those countries with the ones in the student’s own country. (C1, C3, C6)


71

UNIT 12Questions and Answers

OBJECTIVES


Learn vocabulary about animals and put it in practise through different exercises.

Study the use of past simple questions. Read a text about the Southern Day Frog and answer comprehension

questions. Write about the Bali Tiger. Talk about animals that disappeared. Pay attention to stress and rhythm in different sentences. Read a text about Tribes and answer questions. Listen to a recording about the TV series Tribe. Discuss visiting another country. Ask questions about a trip. Read and discuss the biography of Mark Twain. Learn about redundant words. Revise the language in unit 12 by completing grammar, vocabulary and


CONTENTS

Listening

- Listen about animals and their habitat.- Listen to conversations about an animal and find four mistakes.- Listen to a conversation and match the beginning of some questions

about a TV series to the appropriate endings.- Listen to a conversation about a TV series and answer some questions.- Listen and repeat some questions so as to practise the pronunciation.- Listen and repeat a chant.

Speaking

- Work in pairs asking and answering questions about animals.- Work in pairs saying things they remember about the Southern Day

Frog.- Work in pairs talking about some more animals that disappeared.- Think of an animal from the past and ask and answer questions with a

partner.- Work in pairs talking about travelling.- Ask and answer questions about a TV programme on tribes.- Work in pairs interviewing someone about the TV programme Tribe.

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- Ask a partner questions about a place he/she has visited recently.- Look at some pictures and discuss Mark Twain’s life.

Reading

- Match some animals to their habitats.- Read a text about the Southern Day Frog and answer a question.- Read a grammar note about past simple questions.- Read a text about Tribes, discuss it with a partner and answer some

questions.- Read a vocabulary note about the different meanings of the word time.- Read a text about Mark Twain and answer some questions.- Match the beginnings of some questions about mark Twain to the

correct endings. Then answer the questions.

Writing

- Fill in the gaps in a text about the Southern Day Frog with the suitable words.- Answer some questions about the Southern Day Frog using the past

simple in positive and negative questions.- Complete a text about the Dodo with the correct form of the verbs

given.- Look at some notes about the Bali Tiger and write a paragraph about it.- Look at some sentences about travelling and replace some words so

that they are true for them.- Look at a picture and guess the end of some sentences.- Complete a Global review of the grammar points and vocabulary learnt

in the unit.



Grammar.- Past simple questions

Vocabulary.- Animals- Extension: time.

Pronunciation.- Stress and rhythm.

Learning reflexion:- Reading about the Southern Day Frog and about tribes.- Listening about the TV series Tribe.

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- Writing about the Bali Tiger.- Talking about animals that disappeared.- Discuss visiting another country.- Asking about a trip.

Socio cultural aspects and intercultural awareness Background note: References to the Dodo, an extinct bird, and to

Alice’s Adventures in Wonderland from Lewis Carroll. (TB page 87). Background note: References to TV presenter Bruce Parry and the

programme Tribe. (TB page 88) Background note: References to Mark Twain’s biography and some of

his books such as The Adventures of Tom Sawyer. (TB page 90) Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities




opinions about them.Reading texts in this unit : - The Southern Day Frog- Tribes- References to The Adventures of Tom Sawyer and The Adventures of

Huckleberry Finn.

BASIC COMPETENCESBasic

CompetencePage Activity Evaluation

CriteriaC1 Linguistic

communicative competence.

SB page 72

All the activities of the unit use the language as an instrument of communication.Ex. talking about extinct animals.



C3 Knowledge of and interaction

SB page 72

- Students read texts about extinct animals such as the Southern Day

Curiosity in learning about science and

74

with the physical world. SB page

74

Frog, the Dodo, the Bali tiger, etc. and talk about animals from the past.-They also read about tribes of the world with references to New Zealand, Kenya, Siberia, etc.

geography in English.





SB page 72

SB pages 74

Environmental Education: The importance of taking care of species in danger of extinction.Education for Peace: the importance of respecting cultures from all over the world such as the native tribes.

Understand the importance of protecting the environment.Learn to show respect to other cultures.


SB page 76

SB page 75

References to writer Mark Twain and his popular books The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn.References to TV presenter Bruce Parry.



SB page 77




SB page 75

Initiative to work in pairs. E.g. talking about a place they’ve visited recently.


C9 The emotional

SB pages

Students learn to work in groups respecting each

Enjoy group participation.

75



competence.(Castilla la Mancha)

98, 102 other and admitting both their own success and their classmates’.E.g. completing the Communication activities for Unit 12.

Show respect for others in the group.

CROSS-CURRICULAR ITEMS Natural Science: references to animals and extinct species. Geography: references to tribes of the world. Literature: references to Mark Twain.






EVALUATION



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77


Understand the general message of texts about animals, and identify relevant details in oral messages related with them. (C1, C3, C5, C8)

Express himself/herself with fluency and using the write pronunciation - intonation in conversations about animals that disappeared. (C1, C3, C5, C8)

Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about tribes. (C1, C3, C6, C8)

Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a report about an animal from the past. (C1, C3, C7, C8)

Use consciously his/her linguistic knowledge in order to listen to people talking about a TV series. (C1, C6, C8)


Analyze social aspects of the Anglo-Saxon countries, by comparing the animals from those countries with the own ones. (C1, C3, C6)


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UNIT 13Business and Pleasure

OBJECTIVES


Learn and practise numbers over 100. Study the use of the present continuous, affirmative, negative and

question forms, through different activities. Learn and practise functional language for buying a ticket. Read a text about Eurostar and answer comprehension questions. Talk about travelling for business. Learn vocabulary about tourism and put it into practise through several

activities. Pay attention to intonation in questions. Read a text about Moscow and talk about it. Listen to someone talking about a bus tour of Moscow. Write an e-mail to a friend following some guidelines. Practise forming affirmative, negative and interrogative sentences. Talk about business and leisure travel. Complete a conversation using the present continuous.. Revise the language in unit 13 by completing grammar, vocabulary and


CONTENTS

Listening- Listen to a text about a businesswoman and underline the correct

words.- Listen and repeat some numbers over 100.- Listen and check the numbers in a text about Eurostar.- Listen to three telephone conversations and number the pictures

accordingly.- Listen to a business conversation and answer some questions.- Listen to a conversation at a ticket office and underline the correct

words.- Listen to useful vocabulary for business trips.- Listen to conversations in a bus tour and underline the correct words.- Listen and repeat questions practising the intonation.

Speaking- Ask and answer questions with a partner about travelling for business.- Practise saying some numbers over 100.- Practise new conversations at a train station using the present

continuous.- Discuss places to visit on holidays.- Talk about Moscow after reading some information.

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- Practise asking and answering questions paying attention to the intonation.

- Play a game saying positive, negative and interrogative sentences both in past and present about different subjects.

Reading

- Read a text about Eurostar and choose the correct numbers.- Read a grammar note about the present continuous.- Read useful phrases for travelling.- Read a text about Moscow, write in the best phrase to complete the

title and answer some questions.- Read a grammar note about the negative and interrogative forms of

the present continuous.- Read an informal e-mail about a trip to Moscow and tick the things it

talks about.

Writing

- Complete a conversation with the present continuous form of the verbs given.- Write some words and expressions to do with travelling next to the

correct pictures.- Complete some sentences with the correct form of the verbs given in

the present continuous.- Put some words in order so as to make present continuous questions.- Write an e-mail to a friend about a holiday following a model.- Complete a Global review of the grammar points and vocabulary learnt

in the unit.



Grammar.- Present continuous- Present continuous negative and questions.

Vocabulary.- Travel- Business- Tourism

Pronunciation.- Intonation in questions

Learning reflexion:- Writing an e-mail to a friend.- Reading about Eurostar and about Moscow.- Listening to texts about business trips.

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- Discussing travelling for business- Learning functional language for buying a ticket.- Talking about Moscow.


Background note: References to the Eurostar train (TB page 93). Background note: References to the rouble, the currency of Russia (TB

page 96). Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

Literary Education





Reading texts in this unit : - Eurostar in numbers- Moscow

BASIC COMPETENCES

Basic Competence



SB page 78

All the activities of the unit use the language as an instrument of communication.Ex. discussing business trips.



SB page 78SB page 80

Students learn numbers over 100.They also need to analyse a graphic about the most popular city destinations.

Be able to use numbers and mathematical concepts in English.

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SB page 80-81

Students read some texts about Moscow.






SB page 79

SB pages 80-82

Environmental Education: The importance of the using ecological means of transport such as trains so as to avoid pollution.Education for Leisure: the importance of enjoying free time activities, such as travelling, in order to feel happy.

Understand the importance of protecting the environment.

Understand that it is important to enjoy leisure time.


SB page 79

-References to Eurostar. Pleasure in learning cultural facts about other countries.


SB page 83




SB page 82

Initiative to work in pairs. E.g. Playing a board game.



SB pages 99, 103

Students learn to work in groups respecting each other and admitting both their own success and their classmates’.E.g. completing the Communication activities


82



for Unit 13.


Geography: references to tourist destinations such as Moscow, London, Paris, Brussels, etc.






EVALUATION



Accumulative evaluation- SB: Global review Unit 13

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- T. Resource CD: Unit 13 TestGlobal Progress Test Global End-of-Year Test



Understand the general message of texts about travelling, and identify relevant details in oral messages related with them. (C1, C3, C6, C8)

Express himself/herself with fluency and using the write pronunciation - intonation in conversations about places to visit on holidays. (C1, C2, C3, C5, C8)

Recognise the general idea and be able to get specific information of written texts coming from different sources such as a text about Eurostar. (C1, C3, C6, C8)

Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing an e-mail to a friend. (C1, C4, C7, C8)

Use consciously his/her linguistic knowledge in order to listen to conversations in a bus tour. (C1, C5, C6, C8)


Analyze social aspects of the Anglo-Saxon countries, by comparing the tourist attractions in those countries with the own ones. (C1, C3, C6)


84

UNIT 14Arts and Technology

OBJECTIVES


Learn vocabulary about colours and technology through different activities.

Study the use describing nouns. Read a text about wall paintings and answer comprehension questions. Listen to a text about two paintings and talk about it. Learn functional language for agreeing and disagreeing. practise the use of can/can’t through several exercises. Listen to a recording about having one laptop per child. Talk about what we have. Write a text using linking words. Listen to people from around the world talk about their favourite

gadgets. Learn to order sentence elements. Revise the language in unit 14 by completing grammar, vocabulary and


CONTENTS

Listening

- Listen and repeat some colours.- Listen and read about different wall paintings around the world and

answer some questions.- Listen to two people talking about a painting and answer some

questions.- Listen to some conversations and tick the phrases they hear.- Listen and repeat some words to do with computer vocabulary.- Listen to a talk about an organisation and choose the correct answers.- Listen to some sentences and pay attention to the pronunciation of

can/can’t.- Listen and repeat some sentences with can/can’t.- Listen to four people talking about their favourite gadget and complete

a table.

Speaking

- Ask and answer questions about their favourite colours.- Ask and answer questions about wall paintings in their own country.- Practise describing a painting to their partner.

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- Choose a picture they like, describe it to a partner and show agreement or disagreement towards the painting chosen by their colleagues.

- Ask a partner questions with Can you…?- Talk about the gadgets they have.- Ask and answer questions about their favourite gadgets..

Reading

- Match some pictures of wall paintings to the appropriate paragraphs of a text.- Read a grammar note about how to describe nouns.- Read a text about a wall painting in London and say whether the

underlines words are nouns or adjectives.- Look at a picture and read a fact box about an organisation and answer

some questions.- Read a grammar note about the use of can/can’t.- Read a text about modern technology and fill in the gaps with the

correct form of can and the verbs given.- Read and listen to a text about an MP3 player and match the linking

words with their appropriate use.

Writing

- Look at a colour chart and complete sentences with the correct colours.- Fill in the gaps in some sentences with the suitable nouns or

adjectives.- Match the beginnings and endings of some sentences from a

conversation.- Complete some sentences so that they are true for them.- Change some sentences to make positive, negative or interrogative

sentences with can.- Write questions with Can you… and the words given.- Write a description of a new technology machine they have following a

model and using connectors.- Write the missing letters to complete the names of some gadgets.- Complete some sentences with the words given in the singular or

plural form.- Complete a Global review of the grammar points and vocabulary learnt

in the unit.



Grammar.- Describing nouns

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- Can/ can’t

Vocabulary.- Colours- Technology

Pronunciation.- can / can’t

Learning reflexion:- Reading and listening to texts about wall paintings and about laptops

at school.- Writing using linking words.- Learning functional language for agreeing and disagreeing.- Talking about what we have.

Socio cultural aspects and intercultural awareness Background note: References to Van Gogh’s paintings “Terrace at

night” and “Starry Night over the Rhône” (TB page 102). Background note: References to the OLPC, a non-profit organisation (TB

page 103). Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities




opinions about them.Reading texts in this unit : - Wall paintings

BASIC COMPETENCES

Basic Competence


C1 Linguistic communicative

SB pages 85

All the activities of the unit use the language as an instrument of


87

competence. communication.Ex. describing a painting to a partner.



SB page 84

Students read a text with references to wall paintings in different countries such as Cuba, India, Mexico or Zimbabwe.



SB pages 86-87

e-Workbook activitiesGlobal website: http://www.macmillanenglish.com/globalThis unit is devoted to talk about new technologies such as laptops, webcams, pull-cord generators, etc.



SB page 86

SB pages 86-88

Moral and Civic Education: The importance of the work done by charity organisations.Consumer Education: the importance of doing a moderate use of new technologies such as mobile phones or computers.

Understand the importance of helping each other.Be willing to follow moderate consumption habits.


SB pages 84-89

-References to paintings and artists such as Diego Rivera, Van Gogh, Gauguin, etc.



SB page 89




SB page 88

Initiative to work in pairs. E.g. Discussing about their favourite electronic gadgets.


88




SB pages 99, 103




Art: references to artists and paintings from all over the world. IT: references to modern technology.






EVALUATION


89





90


Understand the general message of texts about art and technology, new places and board games, and identify relevant details in oral messages related with them. (C1, C4, C6, C8)

Express himself/herself with fluency and using the write pronunciation - intonation in conversations about paintings. (C1, C3, C6, C8)

Recognise the general idea and be able to get specific information of written texts coming from different sources such as a text about modern technology. (C1, C4, C5, C8)

Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a description of a new technology machine. (C1, C4, C6, C7)

Use consciously his/her linguistic knowledge in order to listen to people talking about a painting. (C1, C6, C8)


Analyze social aspects of the Anglo-Saxon countries, by comparing the electronic gadgets used in those countries with the own ones. (C1, C3, C4, C6)


91

UNIT 15Language and Learning

OBJECTIVES


Learn different ways of saying numbers. Study the use of be going to for future through different activities. Listen to a text about Jersey and answer comprehension questions. Talk about disappearing languages. Write a composition about a Papua New Guinea language. Do a language review of all the grammar seen during the year. Read a text about language learning in the UK. Discuss language learning around the world. Give a presentation on a given topic. Read a dictionary extract and look at different ways to record

vocabulary. Practise saying numbers and choosing the correct verb forms. Revise the language in unit 15 by completing grammar, vocabulary and


CONTENTS

Listening

- Listen and repeat some numbers with fractions and percentages.- Listen to a girl from Jersey talking about the languages people speak

on her island and answer some questions.- Listen and match some pairs of sentences.- Listen and check their answers to questions about languages of the

world.- Listen to a text about the languages spoken in the United Kingdom and

complete a table.

Speaking

- Practise saying sums and say whether they are correct or not.- Look at a map of the Channel islands and talk about it.- Talk about disappearing languages in pairs.- Work in pairs guessing the answers to some questions.- Prepare and give a short presentation about a language they know

including the useful phrases learnt.- Do a short presentation about language learning in their country.

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Reading

- Match some words to the correct numbers.- Read a grammar note about the use of be going to.- Read a text about a language from Papua New Guinea and answer

questions.- Read a text about the languages spoken in the United Kingdom and

answer some questions.- Match some questions about the languages spoken in the United

Kingdom to the appropriate answers.- Read a text and find examples of the verb forms given.- Look at three ways of recording vocabulary and find examples of each.

Writing

- Complete some sentences with the correct words so as to practise the use of the word local.- Complete some sentences with the correct form of be going to.- Look at some facts about a Russian language and write a paragraph

about it.- Complete a text about Punjabi with the correct verb forms.- Complete some dictionary entries with the words given.- Write the type of words according to some dictionary entries.- Prepare a vocabulary record using the examples given.- Complete a Global review of the grammar points and vocabulary learnt

in the unit.



Grammar.- Be going to (future).- Language review

Vocabulary.- Ways of saying numbers- Extension: local

Learning reflexion:- Reading texts about language learning around the world and about the

United Kingdom.- Listening to a text about Jersey.- Writing about a Papua New Guinea language.- Discussing disappearing languages.- Talk about language learning.- Give a presentation.

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Background note: References to Jersey islands (TB page 109). Background note: References to the different countries of Great Britain

and Ireland. (TB page 112). Background note: References to Punjabis. (TB page 113). Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

Literary Education





Reading texts in this unit : - The United Kingdom of Language learners

BASIC COMPETENCES

Basic Competence



SB page 91

All the activities of the unit use the language as an instrument of communication.Ex. talking about disappearing languages.



SB page 90

Students learn new forms of numbers such as fractions or percentages.


C3 Knowledge of and interaction with the

SB pages 90-93

Students read texts about languages of the world with references to the Channel islands, Russia,

Curiosity in learning about geography and social science in

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physical world.

Papua New Guinea, the United Kingdom, etc.

English.





SB pages 90-95

Education for Peace: The importance of respecting people from other cultures and with different languages.



SB pages 90-93

References to minor languages such as Punjabi, Tok, Balkar, Jèrriais, Gaelic, Manx, Welsh, etc.



SB page 95




SB page 93

Initiative to work in pairs. E.g. Doing a presentation about a language they know.



SB pages 99, 103




Language: references to different languages of the world. Geography: students learn about the British islands.

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2. EVALUATION CRITERIA Understand the general message of texts about languages of the

world, and identify relevant details in oral messages related with them. (C1, C3, C5, C6, C8)

Express himself/herself with fluency and using the write pronunciation - intonation when giving a short presentation about a language. (C1, C6, C8)

Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about a language from Papua New Guinea. (C1, C3, C6, C8)

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Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing dictionary entries. (C1, C6, C7, C8)

Use consciously his/her linguistic knowledge in order to listen to people talking about the languages spoken in the United Kingdom. (C1, C3, C6, C8)


Analyze social aspects of the Anglo-Saxon countries, by comparing the languages spoken in those countries with the ones of their own country. (C1, C3, C6)


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CHEEKY MONKEY 1 - Macmillan · Web viewSB page 75 References to writer Mark Twain and his popular...

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