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New Inside Out Advanced

SYLLABUS

Area: Foreign Languages (English)

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UNIT 1CONVERSATION

OBJECTIVES Discussing relationships between people in photos. Categorising adjectives used in conversations. Discussing recent conversations and what makes a good and

bad conversation. Listening to conversations completing extracts. Talking about their last conversation in English. Discussing men’s and women’s conversation styles. Predicting the content of a book from the book cover and

discussing extracts from the book. Matching vocabulary of personal values to definitions. Completing a table with noun, verb, adjective and adverb forms. Talking about typical complaints girlfriends and boyfriends make

about each other. Identifying angry tones from a conversation and practising

conveying feelings by intonation. Identifying different types of adverbials. and studying the

implications of the position of adverbials. Discussing eavesdropping and accidentally overhearing people’s

conversations. Listening to conversations and identifying the dynamics

displayed in them. Completing extracts from conversations about aspect Learning useful phrases for opening conversations. Practising starting a conversation. Discussing proverbs. Completing sentences and discussing idioms with talk. Writing a self-help tip sheet. Evaluating the progress done till this point by completing the

Review A for Units 1-3, and doing the CD-Rom activities, so as to participate in the learning process.

CONTENTS

Listening- Listen to people talking about conversations and answer a

question.- Listen to a telephone conversation between a girlfriend and a

boyfriend and discuss some questions.- Listen and distinguish the differences between a normal

conversation and an angry one.- Listen to some conversations and answer some questions.- Listen to recordings containing useful phrases for opening

conversations and match them to different situations.

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Speaking- Look at some photos and discuss questions about them.- Answer some questions about conversations with a partner.- Discuss some questions about conversations they’ve recently

had in English.- Show agreement or disagreement towards several statements

to do with differences between men and women regarding conversation.

- Look at the cover of a book that explores the differences between men and women and answer some questions.

- Brainstorm a list of common complaints girlfriends and boyfriends make about each other.

- Act out a telephone conversation between a girlfriend and a boyfriend.

- Read aloud a conversation in an angry tone of voice.- Discuss questions about overhearing other people’s

conversations.- Discuss questions about excuses with a partner.- Prepare a conversation with other students from the class

including useful phrases for opening conversations.

Reading- Match some definitions to the appropriate words and

collocations.- Read two extracts from the book Men are from Mars, women

are from Venus and discuss some questions.- Read sentences containing adverbials and answer some

questions.- Look at some pairs of sentences and notice the change of their

meanings according to the position of adverbials.- Read the Grammar Extra explanations about the position of

adverbials on page 134 of the SB.- Underline the correct alternative to complete some definitions.- Underline the correct form of the verbs to complete some

sentences.- Read the Grammar Extra explanations about perfect and

continuous forms.- Read some tips to start a conversation and answer some

questions.- Match some responses to the appropriate conversation openers.- Review the multiple meanings and uses of talk by completing

the exercises of the Vocabulary Extra section.

Writing- Categorise some adjectives commonly used to describe

conversations under the appropriate headings in a table. - Complete some extracts using the words and collocations given.- Complete a glossary about two texts with the words given.

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- Complete a table with noun, verb, adjective and adverb forms.- Complete some sentences with the appropriate words from the

table.- Transform a positive sentence into a negative one and notice

how this affects the position of adverbials.- Write answers to some questions using at least five adverbials.- Complete the extracts from a conversation using the past

participle or ing form of the verbs given.- Look at a comic strip and complete the thought bubbles with an

appropriate form of the verbs given.- Revise all the grammar and vocabulary contents of the unit by

completing the Review A exercises for Units 1-3.

Language knowledge and useLinguistic knowledge: Grammar

- Position of adverbials. - Aspect: perfect and continuous forms.

Vocabulary- Describing conversation styles.- Conversation collocations. - Word building- Extra Multiple meanings and uses of talk

Pronunciation- Intonation to show attitude.- Students learn the right pronunciation in English through the

Listening activities, and the use of the Audio CDs.- Students also practice their pronunciation in English through the

Speaking activities.

Learning reflection:- Having conversations.- Making complaints about boyfriends and girlfriends- Writing a self-help tip sheet- Reading about Life on Mars/Life on Venus.- Listening to people talking about conversations and to phone

conversations- Learning useful phrases for opening conversations.- Reviewing and reflecting on learning.- Appreciating working in groups as a means of personal

enrichment.

Socio cultural aspects and intercultural awareness

References to John Gray, the author of the novel Men are from Mars, Women Are from Venus. (TB page 4)

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Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

LITERARY EDUCATION Assessment and active participation in literary activities in the

classroom. Appreciation of literature as a source of pleasure showing

criticism towards it. Development of reading autonomy.

E.g.: Reading text: Life on Mars / Life on Venus;

References to the book: Men are from Mars, Women Are from Venus from John Gray.

CROSS-CURRICULAR ITEMS Education for Citizenship: Students learn the importance of

accepting that although men and women are different they must all have the same opportunities.

Literature: References to best seller Men are from Mars, Women Are from Venus

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 ACTIVITIESConsolidation activities: Review A. (SB Units 1-3) CD-ROM: Activities Unit 1 Workbook activities Unit 1.Extension activities: SB: Grammar Extra Unit 1 SB: Additional material Unit 1 SB: Phonetic symbols & Irregular verbs lists. TB: Photocopiable resource materials Unit 1. DVD: Unit 1 TB: Extra activities. Unit 1 TB: Cultural Notes. Unit 1

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TB: The top ten activities for advanced students. (SB pages xv-xx) Website downloadable resources: www.insideout.net /

www.macmillanpracticeonline.com

EVALUATION1. EVALUATION RESOURCES

Formative evaluation- Classroom observation to check both individual and global

progress- Workbook exercises Unit 1.- Skills: reading, writing, listening and speaking exercises- Photocopiable exercises. TB. Unit 1.

Accumulative evaluation- Review A. (SB Units 1-3)- Test CD. Unit 1

Self evaluation- TB: Students are encouraged to check their work by completing

the Checklist for Unit 1, where they must give a score to each one of the competences seen in the unit.

2. EVALUATION CRITERIA Understand the general message of texts about conversations,

and identify relevant details in oral messages related with them. C1, C5, C8.

Express himself/herself with fluency and using the right pronunciation - intonation by acting out a telephone conversation. C1, C6, C8.

Write texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a self-help tip sheet. C1, C5, C6, C8

Use consciously his/her linguistic knowledge in order to listen to conversations between boyfriends and girlfriends. C1, C5, C8

Use information and communication technologies in a guided way in order to look for information by using the CD-Rom and the websites www.insideout.net / www.macmillanpracticeonline.com. C1, C4, C6, C8

Analyze social aspects of the Anglo-Saxon countries, by comparing eavesdropping in those countries with their own experience. C1, C3, C6, C8

Identify learning strategies used to progress in the learning process by completing the Review A for Units 1-3. C1, C7, C8

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http://www.macmillanpracticeonline.com/

http://www.insideout.net/

UNIT 2TASTE

OBJECTIVES Talking about themselves as if they were a food item and

associating situations with particular foods. Listening and completing descriptions of foods. Studying the structure and use of noun phrases. Identifying fact and opinion adjectives and studying the order of

adjectives. Answering questions on the introduction to a restaurant review. Doing a jigsaw reading and discussing shared information. Teaching each other new words describing places to eat and

writing sentences using them. Studying the effect of putting certain parts of a sentence at the

beginning. Talking about the last time they ate out. Writing a restaurant review. Talking about typical national dishes and local specialities. Listening to people talking about their experiences eating

abroad. Listing the food each speaker mentions, then discussing the diet. Identifying stress in sentences showing enthusiasm or

reservations. Studying words derived from taste, completing sentences and

examining idiomatic sayings with taste. Writing a definition of good taste. Discussing whether certain behaviour is socially acceptable. Learning useful conversational phrases for agreeing and

disagreeing. Writing a letter to a newspaper. Writing a letter of complaint. Evaluating the progress done till this point by completing the


CONTENTSListening

- Listen to people talking about food associated to different situations and answer some questions.

- Listen to people talking about their eating experiences abroad and answer some questions.

- Listen to some extracts about food descriptions paying attention to the intonation.

- Listen to three short conversations containing useful phrases for agreeing and disagreeing and answer some questions.

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- Listen to four people saying yes and no and decide on the speaker’s attitude.

Speaking- Discuss what food they would be if they were a food.- Teach some words from a reading text to another student.- Tell a partner about the last time they went to a restaurant- Discuss about restaurant reviews written by their partners.- Talk about typical dishes from other countries.- Answer some questions in groups about the use of the word

taste.- Discuss about impolite actions they are actually guilty of.- Discuss some statements including useful phrases for agreeing

and disagreeing.Reading

- Match some pictures about food with the appropriate speakers.- Associate some situations with different types of food.- Match a photo of a coffee with the appropriate description, and

answer some questions.- Look at some breakfast descriptions and choose the one that

appeals most to them.- Look at some adjectives and answer some questions.- Read the Grammar Extra explanations about noun phrases on

page 134 of the SB.- Read the introduction to a restaurant review and answer some

questions.- Read a second restaurant review and discuss about the changes

between both texts.- Read the Grammar Extra explanations about fronting on page

134 of the SB.- Look at some extract from a conversation about food

experiences and underline the stress to express enthusiasm.- Compare some sayings with taste with similar ones in their own

language.- Look at a list of impolite actions and answer some questions.

Writing- Complete food descriptions with the appropriate words.- Put some words in the correct order so as to describe a

breakfast food.- Complete some menu descriptions with the words and phrases

given.- Expand a sentence as much as possible using noun phrases.- Write words in the correct order to make sentences from a

reading text and answer some questions.- Rewrite some sentences to change the emphasis.- Complete sentences about a place they remember from the

past which has changed a lot.

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- Write a review for a restaurant following some guidelines.- Complete sentences with words and expressions containing

taste.- Write a definition of good taste and compare with their

partner’s.- Complete some extracts from conversations with useful phrases

for agreeing and disagreeing.- Complete a table categorising useful phrases for agreeing and

disagreeing.- Review how to write a letter to a newspaper by completing the

exercises of the Writing Extra section.- Revise all the grammar and vocabulary contents of the unit by


Language knowledge and use

Linguistic knowledge:

Grammar- Noun phrases. - Describing nouns and order of adjectives. - Fronting

Vocabulary- Describing places to eat. - Word building. - Idioms with taste

Pronunciation- Intonation to show enthusiasm or reservation.- Students learn the right pronunciation in English through the



Learning reflection:- Talking about food.- Discussing about good taste- Writing a review, a letter to a newspaper and a letter of

complaint- Reading about Le Palmier.- Listening to people talking about food associated with certain

situations.- Listening to conversation about countries’ typical dishes- Learning useful phrases for agreeing and disagreeing.- Reviewing and reflecting on learning.- Appreciating working in groups as a means of personal

enrichment.

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Socio cultural aspects and intercultural awareness References to La Traviata, an opera by Italian composer Giuseppe Verdi, (TB page 14) References to Hoover and other companies which have become generic names. (TB page 20) Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities




E.g.: Reading text: Restaurant review

CROSS-CURRICULAR ITEMS Education for Citizenship: Students learn the importance of

following polite attitudes at restaurants, at school, etc. Social Science: references to typical food from all over the

world.


MIXED-ABILITY ACTIVITIESConsolidation activities: Review A. (SB Units 1-3) CD-ROM: Activities Unit 2 Workbook activities Unit 2.Extension activities: SB: Grammar Extra Unit 2 SB: Additional material Unit 2 SB: Phonetic symbols & Irregular verbs lists. TB: Photocopiable resource materials Unit 2. DVD: Unit 2 TB: Extra activities. Unit 2 TB: Cultural Notes. Unit 2

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2. EVALUATION CRITERIA Understand the general message of texts about food,

restaurants, etc, and identify relevant details in oral messages related with them. C1, C3, C5, C8.

Express himself/herself with fluency and using the right pronunciation - intonation in conversations about impolite actions. C1, C5, C8.

Write texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a letter to a newspaper. C1, C6, C8

Use consciously his/her linguistic knowledge in order to listen to people talking about their eating experiences abroad. C1, C3, C5, C6, C8


Analyze social aspects of the Anglo-Saxon countries, by comparing typical dishes from those countries with the own ones. C1, C3, C6, C8


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UNIT 3CITY

OBJECTIVES Doing a quiz and listening to a radio programme to find out the

answers. Studying hedging expressions and rewriting sentences using

them. Listening to a discussion about a news story. Then writing the

story. Discussing capital cities and the places where they live. Reading guide book extracts and identifying the places

described. Discussing elements of descriptions that they like. Matching adjectives to definitions. Studying inversion after negative and limiting adverbials. Writing a short description of a famous town or city in their

country. Identifying the places described by other students. Discussing tourism posters. Listing possible tourist attractions and discussing the top three. Discussing a city in their country. Reading an article about Leicester Square in London. Discussing nightspots and the dangers of city life. Listening to friends talking about the dangers of city life. Giving advice to people visiting their hometown or going abroad. Completing extracts from a conversation with just, really and

actually. Practising using just, really and actually with the correct

intonation. Reading a blog about a building and discussing opinions. Learning useful conversational phrases for adding emphasis. Studying lexical sets and collocations with city and urban. Writing a short article. Evaluating the progress done till this point by completing the


CONTENTS

Listening

- Listen to the answers of a quiz about cities of the world.- Listen to a radio programme about cities and fill in the gaps in

some sentences.- Listen to people discussing a newspaper story about a survey

and answer questions.- Listen to the classmate’s descriptions of cities and try to guess

which one they are describing.

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- Listen to people talking about the city they live in and answer questions about its dangers.

- Listen and notice the stress of sentences containing just, really or actually.- Listen and mark the main stresses in some sentences.

Speaking

- Discuss about their own capital city and about the capital they would most like to visit.

- Discuss some questions about four guidebook extracts.- Tell a partner about towns or cities that match certain

descriptions.- Look at some tourist posters and discuss some questions.- Discuss about the attractive things a city can offer a visitor.- Compare cities with a partner.- Teach a partner some words from an article.- Discuss in small groups about busy cities, going out in the

evening, etc.- Talk about the main dangers of the city.- Give advice to people going abroad.- Look at the photos of a London building and discuss some

questions.- Discuss some questions about modern buildings in their own

city.

Reading

- Read and answer to a quiz about cities of the world.- Read the results of a survey about happiness living either in

rural or urban areas and discuss about it.- Look at some sentences and underline the hedging expressions.- Read the Grammar Extra explanations about hedging on page

136 of the SB.- Read four guidebook extracts describing four cities and answer

some questions.- Match some adjectives to the appropriate definitions.- Read and match some verbs to an appropriate phrase.- Look at some adverbials and decide which of them have

negative meanings.- Look at some pairs of sentences containing adverbials and

answer some questions.- Read the Grammar Extra explanations about inversions on page

136 of the SB.- Read and answer questions about their city attractions.- Match some questions about Leicester square with the

appropriate answers.- Read an article about Leicester square and answer some

questions.- Match some sentences to the appropriate places in an article.

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- Read some exchanges containing just, really or actually practising intonation.

- Read comments on the design of a London building and show agreement or disagreement.

- Review lexical sets and collocations with city and urban by completing the exercises of the Vocabulary Extra section.

Writing

- Rewrite sentences using hedging expressions.- Write a newspaper story about a survey.- Complete some sentences with phrases from a reading text.- Rewrite some phrases so as to practise inversions.- Write a short description of a famous town or city in their

country following some guidelines.- Fill in the gaps in some extracts from a conversation using just,

really or actually.- Add emphasis to some sentences using the words given.- Write three sentences about modern buildings in London using

emphasis.- Revise all the grammar and vocabulary contents of the unit by




Grammar- Hedging. - Inversion after negative and limiting adverbials

Vocabulary- Describing cities. - Describing tourist spots- Lexical sets and collocations with city and urban

Pronunciation- Adding emphasis.- Students learn the right pronunciation in English through the



Learning reflection:- Discussing capital cities.- Comparing two posters- Discussing city dangers

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- Writing a short description of a famous town or city and a short article.

- Reading four guidebook extracts and about Leicester Square- Listening to a ‘Cities of the world’ quiz and to people discussing

survey results.- Listening to people talking about the city where they live- Learning useful phrases for adding emphasis.- Reviewing and reflecting on learning.- Appreciating working in groups as a means of personal

enrichment.Socio cultural aspects and intercultural awareness

References to The Charles Bridge in Prague, the Vltava river, poet, novelist, playwright and philosopher Johann Wolfgang von Goethe and to The kimono (TB page 26). References to Piccadilly, Covent Garden and Trafalgar Square in London (TB page 28). References to The GLA Building and to the Tower Bridge in London (TB page 30). References to buildings such as the MI6 Headquarters, The Millennium Dome or The Gherkin Building. (TB page 31). Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities

LITERARY EDUCATION

Assessment and active participation in literary activities in the classroom.

Appreciation of literature as a source of pleasure showing criticism towards it.

Development of reading autonomy.E.g.: Reading texts: Cities’ descriptions/ Leicester Square

CROSS-CURRICULAR ITEMS

Geography: References to capital cities of the world such as Prague, Madrid, Tokyo or New York.


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MIXED-ABILITY ACTIVITIESConsolidation activities: Review A. (SB Units 1-3) CD-ROM: Activities Unit 3 Workbook activities Unit 3.

Extension activities: SB: Grammar Extra Unit 3 SB: Additional material Unit 3 SB: Phonetic symbols & Irregular verbs lists. TB: Photocopiable resource materials Unit 3. DVD: Unit 3 TB: Extra activities. Unit 3 TB: Cultural Notes. Unit 3 TB: The top ten activities for advanced students. (SB pages xv-xx) Website downloadable resources: www.insideout.net /








2. EVALUATION CRITERIA Understand the general message of texts about cities, and

identify relevant details in oral messages related with them. C1, C3, C6, C8.

Express himself/herself with fluency and using the right pronunciation - intonation in conversations about living in rural or urban areas. C1, C3, C5, C8.

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Write texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a description of a town. C1, C3, C6, C8

Use consciously his/her linguistic knowledge in order to listen to people talking about the dangers of the city they live in. C1, C3, C5, C8


Analyze social aspects of the Anglo-Saxon countries, by comparing famous buildings from those countries with the ones of their own country. C1, C3, C6, C8


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UNIT 4STORY

OBJECTIVES Discussing six-word life stories, matching stories to famous

people and writing stories for them. Reading an extract from Michael Jackson’s obituary and

discussing whether or not statements are true. Studying ways to talk about the future as seen from the past. Choosing the correct verb structures in sentences. Identifying references to intentions and imminent events. Discussing types of story and matching sentences to the story

types. Reading and discussing an urban myth. Listening to someone talking about a favourite childhood story. Talking about a story they know. Discussing four cartons and the con trick they illustrate. Completing sentences with expressions using story and tale. Studying the pronunciation of auxiliary verbs. Studying words that express deception and belief. Reading a text and finding evidence in it to support statements. Studying the function and meaning of discourse markers. Listening to jokes and writing down the punch lines. Practising telling and responding to jokes and discussing jokes in

their country. Learning useful conversational phrases for responding to a story. Writing about a childhood memory. Writing a review. Evaluating the progress done till this point by completing the

Review B for Units 4-6, and doing the CD-Rom activities, so as to participate in the learning process.

CONTENTSListening

- Listen to someone talking about his favourite book when he was a child and complete some sentences.

- Listen to four stories to do with cons and answer some questions.

- Listen and check the pronunciation of weak and strong forms of auxiliary verbs.

- Listen to four jokes and write down the punch line. Then respond using the expressions given.

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

- Listen and number the useful phrases for responding to a story they hear.

- Listen and repeat useful phrases for responding to a story paying attention to the intonation.

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- Listen to extracts from five stories and respond with useful phrases.

Speaking

- Discuss the difference between the types of stories given.- Tell a partner about one of the types of story they have heard

recently.- Talk about books they likes as a child.- Tell a partner about a story they know following some

guidelines.- Look at some pictures and describe what they might illustrate

using the word con.- Practice reading some exchanges aloud so as to learn the

pronunciation of weak and strong forms of auxiliary verbs.- Decide how the auxiliary verbs are pronounced in some

exchanges.- Ask a partner questions with Do you ever…? Have you ever…?

paying attention to the pronunciation.- Look at some cartoons about jokes and talk about similar jokes

in their own language.- Discuss international and national humour with a partner.- Discuss the difference in some pairs of sentences containing

discourse markers.- Memorize a joke and tell it to a partner.- Tell a joke from their own country to a classmate.- Think of an anecdote beginning with the sentences given and

tell a partner their story including the useful phrases learnt.

Reading

- Read a text about six-word life stories and discuss about it.- Match some famous people to six-word life stories.- Read a text about Michael Jackson’s life and career and answer

some questions.- Choose the six-word story that best describes Michael Jackson’s

life.- Read some sentences about Michael Jackson and answer

questions about the use of future tenses.- Underline the correct verb tense in some phrases about events

that did not take place.- Read the Grammar Extra explanations about future forms as

seen from the past on page 136 of the SB.- Read a definition of an urban myth and discuss about it.- Read a definition of the word con.- Discus some expressions containing the word story.- Underline the correct alternatives in sentences showing

deception or belief.- Read an extract from a book on humour and answer some

questions.

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- Match some discourse markers with the appropriate words from a text.

- Read the Grammar Extra explanations about discourse markers in writing on page 136 of the SB.

- Match some useful phrases for responding to a story to the appropriate categories.

Writing- Write six-word life stories for three famous people.- Complete a glossary with words from a text about Michael

Jackson.- Complete some sentences with the appropriate form of the

verbs given , expressing the future as seen from the past.- Complete some sentences with future forms as seen from the

past.- Complete some phrases with expressions to do with stories.- Write a short conversation containing expressions to do with the

word story and read it aloud to the class.- Complete some sentences about situations showing deception

or belief with the appropriate words.- Complete a glossary with words from a text about humour.- Complete some sentences by putting a discourse marker in the

correct position.- Review how to write a descriptive narrative by completing the

exercises of the Writing Extra section.- Revise all the grammar and vocabulary contents of the unit by

completing the Review B exercises for Units 4-6.Language knowledge and use

Linguistic knowledge: Grammar

- The future as seen from the past.- Discourse markers in writing.

Vocabulary- Types of story. - Expressions with story and tale. - Deception and belief

Pronunciation- Weak and strong forms of auxiliary verbs. .

- Students learn the right pronunciation in English through the Listening activities, and the use of the Audio CDs.

- Students also practice their pronunciation in English through the Speaking activities.

Learning reflection:- Talking about life stories.- Discussing deception and belief and learning to tell jokes.

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- Writing a descriptive narrative and a review.- Reading about Michael Jackson and about Humour across

frontiers.- Listening to someone describing his favourite book.- Listening about discussing con tricks and about jokes - Learning useful phrases for responding to a story.- Reviewing and reflecting on learning.- Appreciating working in groups as a means of personal


References to Ernest Hemingway, Bill Gates, Gaius Julius Caesar, Dame Agatha Christie, Martin Luther King, Jr, Princess Diana, Elvis Presley, Frank Sinatra, The Beatles, Bob Dylan, The Rolling Stones, J.M. Barrie, Neverland Ranch, Graceland or Bel Air. (TB pages 35-36) References to Oscar Wilde. (TB page 42) References to Woody Allen. (TB page 43) References to Guinness beer. (TB page 44) Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities




E.g.: Reading texts: On life. Six words / Michael Jackson / extract from a book on humour.

Students talk about their favourite books, and find references to Agatha Christie, C.J. Sansom, etc.

CROSS-CURRICULAR ITEMS Social Science: References to stories, jokes and humour in

different parts of the world. Music: References to Michael Jackson, Elvis Presley, The

Beatles, etc.

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.

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

MIXED-ABILITY ACTIVITIESConsolidation activities: Review B. (SB Units 4-6) CD-ROM: Activities Unit 4 Workbook activities Unit 4.

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Accumulative evaluation- Review B. (SB Units 4-6)- Test CD. Unit 4



2. EVALUATION CRITERIA Understand the general message of texts about stories, and

identify relevant details in oral messages related with them. C1, C6, C8.

Express himself/herself with fluency and using the right pronunciation - intonation in conversations about jokes. C1, C5, C6, C8.

Write texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a descriptive narrative. C1, C6, C8

Use consciously his/her linguistic knowledge in order to listen to someone talking about his favourite book. C1, C6, C8


Analyze social aspects of the Anglo-Saxon countries, by comparing the type of humour from people in those countries with the own one. C1, C3, C6, C8

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Identify learning strategies used to progress in the learning process by completing the Review B for Units 4-6. C1, C7, C8

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UNIT 5BARGAIN

OBJECTIVES Doing a quiz about spending habits. Reading and discussing spending profiles and completing a

glossary. Writing sentences about spending habits. Studying formality and informality in sentences. Identifying defining and non-defining relative clauses. Reading about a woman who tried to live on £1 a day. Completing sentences and writing questions with phrasal verbs. Listening to a radio programme about money-saving tips. Reading tips on bargaining and identifying the false tip. Listening to people discussing bargaining and identifying the

situation. Identifying errors in summaries. Identifying and practising saying stressed and unstressed words. Categorising phrases as cheap or expensive. Discussing register and connotations. Talking about a purchase they’ve made recently. Reading about the Freecycle organisation and completing a

glossary. Discussing recycling their possessions. Studying the correct use of articles. Crossing out inappropriate words in sentences. Learning Useful conversational phrases for negotiating,

haggling, making a deal. Identifying texts and sentences in British and American English. Writing a news story. Evaluating the progress done till this point by completing the


CONTENTS

Listening

- Listen to six people being interviewed about their shopping habits for a survey and answer some questions.

- Listen to an extract from a radio programme about money-saving tips and answer some questions.

- Listen to people discussing their experiences of bargaining and answer related questions.

- Listen and notice how to is pronounced in several sentences.- Listen to a conversation between a customer and a market stall

holder and answer some questions.

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- Listen people negotiating a solution to a problem and answer some questions.

Speaking- Talk with a partner about what they have bought in the last

twenty-four hours.- Do a quiz about spending habits and discuss their answers with

a partner.- Tell a partner how they would survive on 1 a day.- Talk with a partner about their experiences bargaining.- Practise saying sentences stressing the appropriate sounds.- Practise reading bargaining tips paying attention to the

pronunciation of to and weak forms.- Tell a partner about a purchase they have made recently

following some guidelines.- Discus the meaning of an English proverb and try to find a

similar one in their own language.- Discuss exchanging items on internet.- Improvise conversations including useful phrases for

negotiating.

Reading- Read some spending profiles and discuss about them- Look at some groups of words and circle the one which has a

different meaning.- Look at some pairs of sentences and decide which ones sound

more natural paying attention to prepositions in relative clauses.

- Look at some pairs of sentences and underline the relative clauses distinguishing between defining and non-defining clauses.

- Read the Grammar Extra explanations about prepositions in relative clauses on page 138 of the SB.

- Read an article about surviving on 1 a day and answer some questions.

- read tips on bargaining from a tourist guide and decide which one is false.

- Read a summary of a conversation about people’s experiences of bargaining and correct the mistakes.

- Classify some words into two groups: cheap and expensive.- Underline the correct words in sentences with shopping tips.- Read an article about a website for exchanging unwanted goods

and answer some questions.- Read a Freecycle e-mail exchange and add the missing articles.- Read and cross out the article alternatives which are not

possible in some sentences.- Read the Grammar Extra explanations about the use of articles

on page 138 of the SB.

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- Read some conversations of people negotiating a solution to a problem and answer some questions.

- Match some sentence halves from conversations useful phrases for negotiating.

- Review the differences between British and American English by completing the exercises of the Vocabulary Extra section.

Writing- Complete a glossary with words from a text about spending

habits.- Write five sentences describing their spending habits.- Rewrite some relative clauses to make them more informal.- Rewrite sentences to include a non-defining relative clause.- Write true sentences about shops or restaurants in their

neighbourhood.- Complete sentences from an article with the appropriate words.- Write money-saving tips following some guidelines.- Complete some shopping tips to make them true for a visitor of

their country.- Complete a glossary with words from an article about eBay.- Write a posting for an e-mail exchange.- Complete sentences with the appropriate articles.- Complete some useful phrases for negotiating, haggling and

making a deal.- Revise all the grammar and vocabulary contents of the unit by

completing the Review B exercises for Units 4-6.Language knowledge and use

Linguistic knowledge: Grammar

- Prepositions in relative clauses.- Articles

Vocabulary- Spending and saving. - Economising.- Discussing prices- British and American English

Pronunciation- Weak forms of common words.- Students learn the right pronunciation in English through the


Speaking activities.Learning reflection:

- Talking about shopping habits, money-saving tips and about economising.

- Writing a news story

27

- Reading about being a savvy spender, about rubbish and about how to live on £1 a day for a year

- Listening to people talking about their shopping habits, about money-saving tips and about experiences of bargaining

- Learning useful phrases for negotiating, haggling and making a deal.

- Reviewing and reflecting on learning.- Appreciating working in groups as a means of personal


References to Merlot, Doritos, Bangladesh or Starbucks. (TB page 51). References to eBay, to Tucson and to The Salvation Army. (TB page 55). References to Ludwig von Beethoven. (TB page 56) Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities




E.g.: Reading texts: Are you a savy spender, a penny-pincher or a credit card binger? /1 a day for a year / One man’s rubbish…

CROSS-CURRICULAR ITEMS Social Science: The whole unit is devoted to talk about

spending habits, economising, bargaining, etc.



28



EVALUATION

1. EVALUATION RESOURCES Formative evaluation

- Classroom observation to check both individual and global progress

- Workbook exercises Unit 5.- Skills: reading, writing, listening and speaking exercises- Photocopiable exercises. TB. Unit 5.




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

habits, and identify relevant details in oral messages related with them. C1, C5, C8.

Express himself/herself with fluency and using the right pronunciation - intonation in conversations about their experiences bargaining. C1, C5, C6, C8.

Write texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a news story. C1, C3, C6, C8

Use consciously his/her linguistic knowledge in order to listen a radio programme about money-saving tips. C1, C5, C6, C8


29



Analyze social aspects of the Anglo-Saxon countries, by comparing the differences between British and American English. C1, C3, C6, C8


30

UNIT 6MIND

OBJECTIVES Answering a quiz about the brain. Listening to people talking about games. Identifying words with negative connotations. Doing a brain training quiz. Writing paragraphs with observe, recognise and see. Discussing questions on the senses. Categorising verbs according to whether they’re stative or

dynamic. Completing extracts with sense verbs. Studying the use of modal auxiliaries with sense verbs. Matching mental problems with definitions. Reading a text about a problem dog and discussing the

language used. Studying the form and use of participle clauses. Studying collocations with mind. Pronouncing word linking. Learning useful conversational phrases for making appropriate

requests. Reading emails to identify the sender and the requests. Examining ways to refuse requests and soften the tone of the

refusal. Writing a reply to an email, refusing a request. Writing an informal email offering advice. Evaluating the progress done till this point by completing the


CONTENTS

Listening

- Listen and make notes on people’s answers about games.- Listen to people talking about the senses and answer some

questions.- Listen to a recording about verbs of the senses.- Listen to a conversation between three people and answer

some questions about their relationship.- Listen and pay attention to the pronunciation of collocations

with mind.- Listen and match some requests to the most appropriate

responses.

31

- Listen to some conversations containing useful phrases for making appropriate requests.

32

Speaking- Discus what they know about the human brain and answer to a

quiz.- Order the games in some photos from the oldest to the most

recent and talk about them.- Discuss an article about brain training.- Check their brain power by answering some questions and

compare their scores with a partner.- Look at a book review by Oliver Sacks and answer some

questions.- Discuss some questions about the senses with a partner.- Discuss questions about pets with a partner.- Discuss all the collocations they know with the word mind.- Discuss some questions taking care of the pronunciation of

collocations with mind.- Look at some pictures and act out one of the situations

including useful phrases for making appropriate requests.- Discuss with a partner some questions about making requests.

Reading

- Look at some words and decide which ones have negative connotation.

- Read some extracts from a book and answer some questions.- Look at some sentences and match the verbs to the appropriate

meanings.- Read and notice the differences in meaning of the words

observe, recognise and see.- Look at some verbs and decide which ones can only be used

with stative meanings.- Look at some pairs of sentences and discuss the difference in

meaning of the verbs of the senses.- Read the Grammar Extra explanations about the verbs of the

senses on page 138 of the SB.- Match some problems to the appropriate definitions.- Read a pet case history and discuss the meaning of certain

expressions.- Look at some participle clauses and answer some questions.- Look at a sentence containing participle clauses and add the

missing word in the correct place.- Look at some sentences and add not where necessary.- Read the Grammar Extra explanations about participle clauses

on page 138 of the SB.- Look at some sentences and notice the different collocations

with mind.- Match some collocations with mind with the appropriate

definitions.

33

- Look at some requests and order them from the most polite to the most informal.

Writing- Complete an article about brain training with the appropriate

words.- Complete a glossary from an extract of a book with the

appropriate words.- Complete some extracts from a listening text with the

appropriate verbs to do with the senses.- Write down everything the can feel using verbs of the senses.- Write a short factual account of a story about a dog.- Make sentences using the participle clauses given.- Rewrite sentences using participle clauses.- Rephrase their answers without using participle clauses.- Write phrases containing collocations with mind.- Complete sentences from a listening extract with the

appropriate collocations with mind.- Write down a request following some guidelines and discuss

with the rest of the class.- Review how to write e-mails making and declining requests by

completing the exercises of the Writing Extra section.- Revise all the grammar and vocabulary contents of the unit by

completing the Review B exercises for Units 4-6.

Language knowledge and useLinguistic knowledge: Grammar- Verbs of the senses. - Participle clauses

Vocabulary- Verbs of seeing. - Collocations with mind

Pronunciation- Assimilation: final /d/ before you.- Students learn the right pronunciation in English through the



Learning reflection:- Talking about the Human Brain, brain training and the senses.- Discussing food waste.- Writing e-mails making and declining requests and offering

advice

34

- Reading texts related to the brain.- Listening to people discussing games and talking about their

senses- Learning useful phrases for making appropriate requests.- Reviewing and reflecting on learning.- Appreciating working in groups as a means of personal


References to Sudoku and Nintendo. (TB page 60). Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities




E.g.: Reading texts: The Human Brain / The Man who mistook his wife for a hat / The canine cruncher

They also read an extract of the book The Man who mistook his wife for a hat from Oliver Sacks.

CROSS-CURRICULAR ITEMS Science: Students learn about the human brain, the senses,

etc.



35









2. EVALUATION CRITERIA Understand the general message of texts about the brain, and

identify relevant details in oral messages related with them. C1, C3, C8.

Express himself/herself with fluency and using the right pronunciation - intonation in conversations about brain games. C1, C3, C6, C8.

Write texts in different supports, using the appropriate structures, functions and vocabulary, such as writing e-mails offering advice. C1, C5, C6, C8

Use consciously his/her linguistic knowledge in order to listen to people talking about the senses. C1, C3, C8


36



Analyze social aspects of the Anglo-Saxon countries, by comparing polite ways of making requests in English with their own language. C1, C5, C6, C8


37

UNIT 7DIGITAL

OBJECTIVES Discussing the functions of mobile phones using reporting verbs Reading and discussing an article on the future mobile phones. Studying the structure of compound nouns. Explaining technological words without using compound nouns. Identifying the features of a new mobile phone. Completing summaries with compound nouns. Studying the use of multiple clauses. Breaking complex sentences down into single clauses. Writing their own multi-clause sentences. Categorising words according to stress patterns. Predicting future technological developments and comparing it

with an article about a scientist’s predictions for the future. Discussing future developments, their likelihood and benefits. Examining sentences using modals to make predictions. Identifying the position of phrases conveying degrees of

possibility. Listening to people talking about a gadget. Discussing digital books. Discussing their top five scientific breakthroughs. Discussing the implications of certain actions. Matching conversations to cartoons. Studying useful phrases for talking about making decisions. Matching acronyms used to talk about technology to their

definitions. Reading an article and identifying words that collocate with

digital. Talking about the technology they use every day. Writing a discursive essay. Evaluating the progress done till this point by completing the

Review C for Units 7-9, and doing the CD-Rom activities, so as to participate in the learning process.

CONTENTSListening

- Listen and number some photos about new prototype mobile phones.

- Listen and repeat some sentences paying attention to the unstressed syllables.

- Listen to two people discussing a gadget on a radio show and answer some questions.

38

- Listen to conversations and decide what decisions people are talking about.

Speaking

- Look at some photos and discuss questions about mobile phones.

- Discuss whether they think the future will lie on mobile phones or in another device.

- Take turns to explain the meaning of some compound nouns.- Look at some photos about new prototype mobile phones and

discuss what they are showing.- Discuss the most popular innovations regarding mobile phones.- Say a list of words from a box and classify them according to

their pronunciation.- Talk with a partner about future scientific realities.- Make predictions about different topics using the expressions

learnt.- Discuss questions about a new gadget.- Discuss the top five scientific breakthroughs of the last century

and predict those of the present century.- Look at a list of decisions and discuss what the future

implications might be.- Give examples of decisions they’ve had to take recently.- Look at some extracts of conversations and match them to the

appropriate pictures.- Take it in turns to help a partner discuss a difficult decision

using the useful phrases learnt.

Reading

- Read an article about mobile phones in the future and complete some related activities.

- Look at some compound nouns and match them to the appropriate patterns.

- Match some definitions to the suitable compound nouns.- Read the Grammar Extra explanations about complex

sentences on page 140 of the SB.- Match some phenomena with the appropriate definitions.- Read an article about a physicist’s ideas and discuss some

questions.- Match the verbs in some predictions with the appropriate

categories.- Look at some phrases and use them to replace modals, adverbs

and phrases speculating about the future.- Read the Grammar Extra explanations about words used to

speculate about the future on page 140 of the SB.- Look at some extracts from a radio show and discuss some

expressions.

39

- Look at some useful phrases for discussing implications and discuss their meanings.

- Review acronyms and collocations by completing the exercises of the Vocabulary Extra section.

Writing

- Fill in the gaps in a text about mobile phone sin the future with the appropriate sentences.

- Complete the summaries of the main functions of some mobile phones with the correct words.

- Break a complex sentence down into simple one-clause sentences.

- Put some words in the correct order to form complex sentences.- Write a multi-clause sentence explaining what they would like

from their mobile phone.- Complete a glossary with words from an article about scientific

realities in the future.- Transform some sentences into negative ones and notice the

position of the adverb.- Rewrite sentences using words to speculate about the future.- Revise all the grammar and vocabulary contents of the unit by

completing the Review C exercises for Units 7-9.



Grammar- Complex sentences. - Speculating about the future.

Vocabulary- Compound nouns. - Informal expressions- Acronyms and collocations

Pronunciation- Word stress- Students learn the right pronunciation in English through the



Learning reflection:- Talking about mobile phones, future worlds and scientific

breakthroughs.- Writing a discursive essay.

40

- Reading about mobile phones, teleportation and force fields.- Listening to people describing a new prototype mobile phone

and people on a radio show talking about a gadget.- Learning useful phrases for discussing implications.- Reviewing and reflecting on learning.- Appreciating working in groups as a means of personal

enrichment.

Socio cultural aspects and intercultural awareness References to a qwerty keyboard. (TB page 74). Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities




E.g.: Reading texts: The future of mobile phones / Teleportation and force fields possible within decades.

CROSS-CURRICULAR ITEMS Technology: References to electronic devices such as mobile

phones, and their evolution through time. Science: Students learn about possible future scientific

realities such as teleportation, telepathy, etc.


MIXED-ABILITY ACTIVITIESConsolidation activities: Review C. (SB Units 7-9) CD-ROM: Activities Unit 7 Workbook activities Unit 7.Extension activities: SB: Grammar Extra Unit 7

41

SB: Additional material Unit 7 SB: Phonetic symbols & Irregular verbs lists. TB: Photocopiable resource materials Unit 7. DVD: Unit 7 TB: Extra activities. Unit 7 TB: Cultural Notes. Unit 7 TB: The top ten activities for advanced students. (SB pages xv-xx) Website downloadable resources: www.insideout.net /

www.macmillanpracticeonline.comEVALUATION




Accumulative evaluation- Review C. (SB Units 7-9)- Test CD. Unit 7



2. EVALUATION CRITERIA Understand the general message of texts about technology and

science, and identify relevant details in oral messages related with them. C1, C3, C6, C8.

Express himself/herself with fluency and using the right pronunciation - intonation in conversations about mobile phones and scientific breakthroughs. C1, C3, C5, C8.

Write texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a discursive essay. C1, C6, C8

Use consciously his/her linguistic knowledge in order to listen to a radio show about a new gadget. C1, C3, C8


Analyze social aspects of the Anglo-Saxon countries, by comparing the use of new technologies in those countries with their own experience. C1, C3, C6, C8

Identify learning strategies used to progress in the learning process by completing the Review C for Units 7-9. C1, C7, C8

42



UNIT 8LAW

OBJECTIVES Identifying lawyers’ blunders and deciding what they meant to

say. Listening and identifying what crimes people are talking about. Paraphrasing what people say. Rewriting sentences about a court case and writing an account

of it. Listening to people talking about crime and punishments. Talking about punishment and deterrents and discussing their

own experiences of crime. Listening to a woman talking about a crime and answering

questions. Identifying silent and pronounced consonants in elided speech. Studying the rules for elision and silent letters. Studying modal verbs to talk about the past. Matching collocations with law to their meanings. Talking about the use of metaphor. Discussing proposals for new laws. Discussing laws in their own country that they’d change or

introduce. Reading a legal anecdote and completing a glossary of words in

the story. Examining the position of the verb and subject after nor, neither,

so and such. Completing newspaper headlines. Learning useful conversational expressions for expressing

surprise or disbelief. Examining the different treatments of a story by the press. Rewriting a text in the style of a popular newspaper. Writing a short report.

CONTENTS

Listening

- Listen to three conversations about crimes and answer some questions.

- Listen to people talking about what punishments to give to guilty people and answer some questions.

- Listen to two people talking about having something stolen and answer some questions.

- Listen to some extracts from a conversation and notice whether the consonants are pronounced or are silent.

44

- Listen and match the two halves of some pronunciation rules.- Listen to two colleagues discussing some news and answer

some questions.- Listen to extracts from four conversations and discuss the news

in each one.Speaking

- Discuss some questions about punishments for crimes.- Compare the rulings of two cases with the ones that would have

taken place in their own country.- Discuss some questions about being stolen with a partner.- Discuss questions about the pronunciation of the final /t/ and /d/

in several words.- Look at some photos and discuss what may have happened

using modal verbs to talk about the past.- Tell a partner about something they should have done using

modal verbs.- Talk about similar metaphors with law in their own language.- Look at some proposals for laws and discuss them.- Discuss laws in their country that they would like to change or

introduce.- Discuss stories in the news that involve laws being passed or

broken.- Look at four idiomatic expressions and discuss their meanings.- Take it in turns to respond to some pieces of news including

useful phrases for expressing surprise or disbelief.Reading

- Read an article about some blunders mage in real-life courtrooms and answer some questions.

- Look at a picture and read about a court case in Wales.- Read the Grammar Extra explanations about paraphrasing on

page 140 of the SB.- Read some cases and discuss the appropriate punishments for

each one.- Underline the modal verbs in some phrases and match them to

the appropriate functions.- Read the Grammar Extra explanations about modal verbs to

talk about the past on page 140 of the SB.- Match some collocations with law to their appropriate meanings.- Read real-life legal anecdote and decide on the best title for it.- Look at some sentences and notice the use of inversions.- Match some sentence beginnings with the appropriate endings.

Writing- Categorise some words to do with the theme of law into a table.- Complete sentences with words and phrases to do with the law.- Write three sentences with words and phrases related to law.

45

- Paraphrase some sentences starting with the words given.- Rewrite some sentences about a court case in Wales twice

starting with the words given.- Write an account of a court case for a newspaper using the

expressions learnt.- Put some crimes in order of seriousness and discuss the most

appropriate punishments.- Correct some phrases in which the modal verb is being used

incorrectly.- Rewrite some sentences using an appropriate modal verb

phrase.- Complete some sentences with collocations with law.- Complete phrases using words from a text about a legal

anecdote.- Rewrite some sentences using the words given, so as to

practise inversions.- Rewrite some phrases using inversions.- Invent and write a context for several sentences.- Use some formal words and phrases from a glossary to

complete some newspaper headlines.- Complete a conversation with useful phrases for expressing

surprise or disbelief.- Review how to write news stories by completing the exercises of

the Writing Extra section.- Revise all the grammar and vocabulary contents of the unit by




Grammar- Paraphrasing. - Using modals to talk about the past. - Inversion after nor/neither, so/such

Vocabulary- Legal vocabulary. - Collocations with law. - Formal vocabulary

Pronunciation- Final /t/ and /d/.- Students learn the right pronunciation in English through the



Learning reflection:

46

- Talking about crimes and their punishments- Discussing proposals for laws- Writing and a short report.- Reading about courtroom blunders and about a real-life legal

anecdote.- Listening to people talking about crimes and about appropriate

punishments- Learning useful phrases for expressing surprise or disbelief.- Reviewing and reflecting on learning.- Appreciating working in groups as a means of personal


References to different types of lawyers in the UK. (TB page 83). Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities




E.g.: Reading texts: A real-life legal anecdote.

CROSS-CURRICULAR ITEMS

Social Science: The whole unit is devoted to talk about crimes and punishments and the legal system in the UK.


MIXED-ABILITY ACTIVITIESConsolidation activities: Review C. (SB Units 7-9) CD-ROM: Activities Unit 8 Workbook activities Unit 8.

47



EVALUATION







2. EVALUATION CRITERIA Understand the general message of texts about crimes and

punishments, and identify relevant details in oral messages related with them. C1, C5, C8.

Express himself/herself with fluency and using the right pronunciation - intonation in conversations about proposals for laws. C1, C3, C8.

Write texts in different supports, using the appropriate structures, functions and vocabulary, such as writing news stories. C1, C3, C6, C8

Use consciously his/her linguistic knowledge in order to listen to people talking about having something stolen. C1, C5, C8


48



Analyze social aspects of the Anglo-Saxon countries, by comparing the legal system and the laws in those countries with their own experience. C1, C3, C6, C8


49

UNIT 9NIGHT

OBJECTIVES Doing a quiz on energy patterns. Talking about their own energy patterns and those of family and

friends. Talking about different times of day and night. Listening to a radio show about the body clock and circadian

rhythms. Reading profiles from a sleep website and answering questions. Studying concessive clauses and adverbials. Completing a website posting. Listening to people talking about staying up all night and taking

notes. Completing extracts with adverbs and identifying the function of

the adverbs. Talking about a time they stayed up late or stayed up all night. Learning proverbs about night. Reading a text about the northern lights. Listening to an account of a trip and answering questions. Completing sentences about regrets. Writing past conditional sentences using prompts. Learning useful conversational phrases for making and

responding to invitations. Studying phrasal verbs and their meanings. Writing an essay. Evaluating the progress done till this point by completing the

Review C for Units 7-9, and doing the CD-Rom activities, so as to participate in the learning process.

CONTENTS

Listening

- Listen to a radio show and check the meaning of some words. Then answer to true/false type sentences.

- Listen to three friends describing their experiences of staying up all night and answer some questions.

- Listen to some extracts and complete sentences with the appropriate adverbs.

- Listen and repeat some adverbs paying attention to the syllables.

- Listen to someone talking about a trip to Machu Picchu and complete some sentences.

50

- Listen and practise some exchanges with useful phrases for making and responding to invitations.

Speaking

- Discuss the meaning of some words and phrases from a sleep quiz.

- Discuss their energy pattern compared with those of their friends or family members.

- Discuss expressions to talk about the times of a day.- Tell a partner about the different times of their day.- Tell a partner about the advice they would give to several

sleepers.- Discuss the advice they would give to a person who suffers from

noisy neighbours.- Tell a partner about a time they stayed up all night following

some guidelines.- Discuss some questions about proverbs to do with night.- Work with a partner talking about night celebrations.- Discuss the experiences they would like to have before they die.- Tell a partner about a holiday they have been on expressing

regrets or things they were glad about.- Practise a conversations with expressions for making and

responding to invitations.

Reading

- Do a quiz about being a lark or an owl.- Read some profiles from a sleep website and answer some

questions.- Read some phrases so as to understand the use of concessive

clauses and adverbials.- Underline concessive clauses and adverbials in a reading text.- Read a posting to a website and fill in the gaps with the

appropriate words.- Read the Grammar Extra explanations about concessive clauses

on page 142 of the SB.- Read and answer questions related to the use of adverbs.- Match the two halves of some proverbs about night.- Read a traveller’s account of a trip to Sweden to see the

Northern Lights and answer some questions.- Match some lines to the appropriate paragraphs in a trip’s

account.- Read some sentences about a trip to Machu Picchu and

underline the correct alternatives.- Read the Grammar Extra explanations about regrets and past

conditionals on page 142 of the SB.

51

- Review the use of phrasal verbs by completing the exercises of the Vocabulary Extra section.

52

Writing- Put some times of day in chronological order.- Complete a glossary with words and phrases from sleep profiles.- Rewrite some sentences using the verbs given.- Reorder some words to make concessive clauses.- Write a posting for some problems using different concessive

clauses.- Write true sentences about their experience of parties,

concerts, etc using the adverbs learnt.- Complete some sentences to create proverbs of their own.- Complete some phrases with expressions about night.- Complete a glossary with words and phrases from an account of

a trip to Sweden.- Rewrite some sentences using expressions for regrets.- Improve some exchanges adding useful phrases for making and

responding to invitations.- Complete a conversation with the useful phrases learnt.- Revise all the grammar and vocabulary contents of the unit by



- Concessive clauses and adverbials.- Regrets and past conditionals

Vocabulary- Times of day and night. - Expressions with night- Phrasal verbs

Pronunciation- Syllable patterns in adverbs.- Students learn the right pronunciation in English through the



- Talking about times of day and night and discuss proverbs about night.

- Writing an essay. - Reading texts related to sleeping and about Northern Lights.- Listening to radio programme about sleep patterns and to

people talking about staying up all night- Learning useful phrases for making and responding to

invitations.- Reviewing and reflecting on learning.

53

- Appreciating working in groups as a means of personal enrichment.

Socio cultural aspects and intercultural awareness References to Sweden and The Northern Lights. Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities




E.g.: Reading texts: Are you a lark or an owl?/ How well do you sleep? / Northern Lights

CROSS-CURRICULAR ITEMS Social Science: The whole unit is devoted to talk about

sleeping habits and its consequences in social life. Geography: references to the aurora borealis and places such

as Sweden, Canada, Iceland, Scandinavia, etc.


MIXED-ABILITY ACTIVITIESConsolidation activities: Review C. (SB Units 7-9) CD-ROM: Activities Unit 9 Workbook activities Unit 9.Extension activities: SB: Grammar Extra Unit 9 SB: Additional material Unit 9 SB: Phonetic symbols & Irregular verbs lists. TB: Photocopiable resource materials Unit 9. DVD: Unit 9 TB: Extra activities. Unit 9 TB: Cultural Notes. Unit 9

54



EVALUATION







2. EVALUATION CRITERIA Understand the general message of texts about night and sleep,

and identify relevant details in oral messages related with them. C1, C3, C8.

Express himself/herself with fluency and using the right pronunciation - intonation in conversations about noisy neighbours. C1, C5, C8.

Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing an essay. C1, C6, C8

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


Analyze social aspects of the Anglo-Saxon countries, by comparing sleeping habits in those countries with the own ones. C1, C3, C6, C8


55



UNIT 10FOOTPRINTS

OBJECTIVES Discussing the issue of carbon and ecological footprints. Doing a lifestyle quiz. Making collocations describing eco-friendly lifestyles and

discussing eco-friendly activities. Discussing their thoughts about reducing their carbon footprint. Reading about the world’s oldest footprints and answering

questions. Comparing active and passive structures. Then rewriting a text. Listening to someone talking about barefoot hiking. Identifying pauses in a story and predicting where they’ll occur. Practising reading a passage aloud. Talking about a walk they’ve been on. Discussing the meaning of expressions with foot and feet. Reading two articles about men’s and women’s shoes. Writing a description of the owner of a pair of shoes. Studying ways of talking about differences. Writing sentences comparing a famous person with other

people. Learning useful conversational phrases for persuasion and

responding to persuasion Reading and discussing a report on students’ travel habits. Matching quantity expressions to percentages. Interviewing other students and writing a report on their

findings. Writing an email recommending places to visit. Evaluating the progress done till this point by completing the

Review D for Units 10-12, and doing the CD-Rom activities, so as to participate in the learning process.

CONTENTSListening

- Listen to a girl and her mother discussing eco-friendly lifestyle choices and answer some questions.

- Listen to an American hiker describing his experiences of barefoot hiking and answer some questions.

- Listen to a recording and underline the stressed words.- Listen to people talking about their shoes on a television style

programme and match the descriptions to the appropriate pictures.

- Listen to an interview with a psychologist and discuss which shoes are being described.

- Listen to people trying to persuade someone to do something and answer some questions.

56

- Listen to a conversation and guess what a woman is trying to persuade a friend to do.

- Listen and correct some sentences so as to form useful phrases for persuasion.

Speaking

- Look at some quotations about the Earth and discuss what they have in common.

- Discuss some questions about carbon footprints and ecology with a partner.

- Talk about their lifestyle and eco-friendly attitudes.- Discuss the meaning of some words from a text about footprints

using a dictionary if necessary.- Talk with a partner about important historical sites they’ve

visited.- Discuss questions about barefoot hiking with a partner.- Discuss some questions about reading aloud in English.- Practise reading aloud a passage paying attention to the

pronunciation.- Tell a partner about a walk they’ve been on following some

guidelines.- Discuss the meaning of some expressions with foot or feet and

answer some questions.- Talk about buying shoes with a partner.- Tell a partner about shoes and personality.- Talk with a partner trying to persuade him to go out tonight.

Reading

- Read the description of a carbon footprint and an ecological footprint and fill in the gaps with the correct words.

- Read and answer to a lifestyle quiz.- Cross out the words in a column which don’t collocate with the

words in another column.- Read an article about man’s earliest footprints and answer

some questions.- Underline the correct alternative to complete some sentences

related to a text.- Read an article about the prehistoric ruins of Shetland and

answer some questions.- Look at some sentences and underline the relative clause and

reduced passive clause.- Read the Grammar Extra explanations about passive structures

on page 142 of the SB.- Predict and mark where the pauses will occur in a passage.- Read two articles about men’s and women’s shoes and answer

to true/false type questions.- Try to guess the meaning of some adjectives from an article.- Match some photos of shoes to the appropriate words.

57

- Read sentences about shoes and replace some words with the ones given.

- Read the Grammar Extra explanations about comparative structures on page 142 of the SB.

Writing- Rewrite an article about ancient ruins into the passive form.- Combine sentences to include reduced passive clauses.- Write a brief report and tell a partner about a site using passive

structures.- Complete some sentences with foot or feet.- Write a description of the owner of some pairs of shoes.- Write three sentences about a famous person using

comparative structures and adjectives.- Complete some extracts with useful phrases for persuasion.- Write a conversation for a given situation including useful

phrases for persuasion.- Review how to write a report by completing the exercises of the

Writing Extra section.- Revise all the grammar and vocabulary contents of the unit by

completing the Review D exercises for Units 10-12.


- Passive structures. - Comparative structures

Vocabulary- Ecological expressions. - Expressions with foot or feet. - Different types of shoes

Pronunciation- Preparing to read aloud.- Students learn the right pronunciation in English through the



- Talking about carbon footprint, about barefoot hiking and about buying shoes.

- Discussing a lifestyle quiz- Writing a report and an email recommending places to visit.- Reading texts related to carbon footprint and to the man’s

earliest footprints.

58

- Listening to people talking about eco-friendly lifestyle choices and about their shoes

- Learning useful phrases for persuasion and responding to persuasion.

- Reviewing and reflecting on learning.- Appreciating working in groups as a means of personal


References to National Geographic and to the University of Colorado. Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities




E.g.: Reading texts: What is a carbon footprint? What is an ecological footprint? / How eco-friendly is your lifestyle? / Man’s earliest footprints may be lost forever / What your footwear says about you Shoe’s that girl?

CROSS-CURRICULAR ITEMS Biology: Students learn about environmental issues such as

the carbon footprint, ecological attitudes, eco-friendly lifestyles, etc.

Geography: references to ancient ruins such as Laetoli, Jarlshof, etc.


MIXED-ABILITY ACTIVITIESConsolidation activities: Review D. (SB Units 10-12) CD-ROM: Activities Unit 10 Workbook activities Unit 10.

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Extension activities: SB: Grammar Extra Unit 10 SB: Additional material Unit 10 SB: Phonetic symbols & Irregular verbs lists. TB: Photocopiable resource materials Unit 10. DVD: Unit 10 TB: Extra activities. Unit 10 TB: Cultural Notes. Unit 10 TB: The top ten activities for advanced students. (SB p. xv-xx) Website downloadable resources: www.insideout.net /

www.macmillanpracticeonline.comEVALUATION1. EVALUATION RESOURCES



Accumulative evaluation- Review D. (SB Units 10-12)- Test CD. Unit 10



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

issues and about shoes, and identify relevant details in oral messages related with them. C1, C3, C5, C6, C8.

Express himself/herself with fluency and using the right pronunciation - intonation in conversations about eco-friendly attitudes. C1, C3, C5, C8.

Write texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a report. C1, C6, C8

Use consciously his/her linguistic knowledge in order to listen to an interview with a psychologist. C1, C3, C6, C8


Analyze social aspects of the Anglo-Saxon countries, by comparing environmentally friendly attitudes from people in those countries with their own experience. C1, C3, C5, C8

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Identify learning strategies used to progress in the learning process by completing the Review D for Units 10-12. C1, C7, C8

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UNIT 11WORDS

OBJECTIVES Talking about English words. Listening to people discussing words in English. Discussing the use of English words in other languages. Talking about the relevance of new words to their lifestyle. Discussing the things they write and the frequency in which they

write them. Discussing a quotation about writing in the digital age. Deciding on useful tips to improve writing and comparing them

with the ones given. Using substitution and ellipsis to improve texts. Making a conversation as short as possible, using substitution

and ellipsis. Reading and discussing a text on how English spelling could be

improved. Identifying silent letters in sentences and in place names. Reading a limerick aloud and correcting misspellings. Listening to two people talking about socialising online. Writing a conversation. Learning useful conversational phrases for getting your point

across. Explaining the meaning of words and matching words to their

origins. Seeing how dictionaries show information about sources of new

words. Writing a cover letter. Evaluating the progress done till this point by completing the


CONTENTS

Listening- Listen to people talking about new words and make notes about

them.- Listen to shortened conversations about writing and show

agreement or disagreement with the speaker.- Listen and repeat some place names paying attention to the

pronunciation.- Listen and try reading a limerick aloud paying attention to the

pronunciation and correcting the misspelled words.

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- Listen to people talking about socialising online and discuss about it.

- Listen and fill in the gaps in a texts with useful phrases for getting your point across.

- Listen to useful phrases for getting your point across and mark the main stress.

Speaking- Discuss some questions about new words with a partner.- Discuss how English and Internet affect their own language.- Talk with a partner about equivalent words for some new words

given.- Talk with a partner about the types of written texts they write

on a regular basis.- Think of five tips to give a person who wants to improve their

writing.- Discuss some questions about socialising online including useful

phrases for getting your point across.

Reading- Read possible titles for an article and discuss what it may be

about.- Match some titles to the appropriate opening paragraphs.- Look at some new words and divide them into three groups

trying to guess their meaning from the context.- Read a quotation about writing in the digital age and discuss

about it.- Read a list of tips to give a person who wants to improve their

writing and match them to the appropriate paragraphs in a blog.

- Look at some words from an article and try to guess their meaning, then complete a glossary.

- Read some extracts from further writing tips paying attention to certain words.

- Look at some sentences and cut down the appropriate words without changing the meaning.

- Read the Grammar Extra explanations about avoiding repetition.

- Read an article written by Mark Twain about English spelling and answer some questions.

- Read some sentences and cross out the silent letters.- Read an extract from a conversation about socialising online

and show agreement or disagreement.- Review the origins of new words by completing the exercises of

the Vocabulary Extra section.

Writing- Complete sentences with vocabulary about new words.

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- Complete some phrases with words from a glossary and say whether they are true for them or not.

- Fill in the gaps in a writing tip with the appropriate words and write a heading for the tip.

- Make a conversation as short as possible using substitution and ellipsis.

- Write a short exchange discussing the topic of computer games using the ideas in a flow chart.

- Revise all the grammar and vocabulary contents of the unit by completing the Review D exercises for Units 10-12.

Language knowledge and useLinguistic knowledge: Grammar- Avoiding repetition: substitution and ellipsis

Vocabulary- New words- Origins of new words

Pronunciation- Differences in spelling and pronunciation.- Students learn the right pronunciation in English through the



Learning reflection:- Talking about the roots of new words- Discussing the importance of writing.- Writing a cover letter.- Reading The writer's block.- Listening to people talking about new words. - Learning useful phrases for getting your point across.- Reviewing and reflecting on learning.- Appreciating working in groups as a means of personal

enrichment.

Socio cultural aspects and intercultural awareness References to Mark Twain. References to socialising online Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities


classroom.

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Appreciation of literature as a source of pleasure showing criticism towards it.

Development of reading autonomy.E.g.: Reading texts: The writer’s block / A Plan for the Improvement of English Spelling by Mark Twain.

References to Mark Twain and The Adventures of Huckleberry Finn

CROSS-CURRICULAR ITEMS Social Science: Students read about new ways of

communication such as socialising online.


MIXED-ABILITY ACTIVITIESConsolidation activities: Review D. (SB Units 10-12) CD-ROM: Activities Unit 11 Workbook activities Unit 11.Extension activities: SB: Grammar Extra Unit 11 SB: Additional material Unit 11 SB: Phonetic symbols & Irregular verbs lists. TB: Photocopiable resource materials Unit 11. DVD: Unit 11 TB: Extra activities. Unit 11 TB: Cultural Notes. Unit 11 TB: The top ten activities for advanced students. (SB pages xv-xx) Website downloadable resources: www.insideout.net /


EVALUATION



- Workbook exercises Unit 11.

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- Skills: reading, writing, listening and speaking exercises- Photocopiable exercises. TB. Unit 11.




2. EVALUATION CRITERIA Understand the general message of texts about words and

communication, and identify relevant details in oral messages related with them. C1, C6, C8.

Express himself/herself with fluency and using the right pronunciation - intonation in conversations about how English and Internet affect their own language. C1, C3, C6, C8.

Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a cover letter. C1, C6, C8

Use consciously his/her linguistic knowledge in order to listen to people talking about socialising online. C1, C5, C6, C8


Analyze social aspects of the Anglo-Saxon countries, by studying the influence of English in other languages. C1, C3, C6, C8


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UNIT 12CONSCIENCE

OBJECTIVES Discussing giving money to people in the street. Listening to people talking about giving money to people in the

street. Categorising words according to register and formality. Identifying the meaning of past verb forms. Completing sentences with special uses of the past simple. Reading a text and identifying the connection between football

and homelessness. Doing a jigsaw reading on the Homeless World Cup. Writing a tag-line for an advertising campaign. Studying verb/noun collocations. Reading and answering a quiz about guilt. Listening to a conversation to establish the link between four

cartoons. Identifying words which are omitted in speech. Talking about a time they felt guilty and tried to make amends. Listening to conversations and identifying what people are

apologising for. Learning useful conversational phrases for apologising Listening to a conversation to identify the problem and the

advice given. Reading two responses to a letter of complaint and analysing

them. Identifying features of a letter. Reading a letter of complaint and identifying the nature of the

complaint. Using notes to write a reply. Writing a promotional flyer. Evaluating the progress done till this point by completing the


CONTENTS

Listening

- Listen to people talking about giving money to people in the street and match the speakers to the people they’re talking about.

- Listen to a short conversation and find the link between some pictures.

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- Listen to some expressions from a conversation and check the words they drop.

- Listen to six short conversations and decide what people are apologising for.

- Listen and complete some useful phrases for apologising.- Listen to people saying sorry and match each sorry to its use.

Speaking- Look at some photos and answer some questions about people

in the street.- Look at some words and phrases and discuss the differences

between them, paying attention to formal/informal style.- Discuss about people asking for money on the streets in their

own town.- Look at a blurb of a DVD and discuss the connection between

international football and homelessness.- Order some points according to their importance for living a

happy and fulfilled life and discuss about it.- Talk with a partner about having guilty feelings for charity

matters.- Talk about a time when they felt guilty about doing certain

things and how to amend them.- Look at some situations and decide what they would say in

each.- Act out a conversation between two people including useful

phrases for apologising. - Work in small groups discussing some questions about

apologising.

Reading- Look at some sentences paying attention to special uses of the

past simple.- Read the Grammar Extra explanations about special uses of the

past simple on page 144 of the SB.- Read an article about the Homeless World Cup and complete

some related activities.- Read some sentences and choose the correct sentence endings.- Match some verbs and nouns to make collocations.- Read and answer to a quiz about guilty feelings for charity

matters. - Look at a list of things and decide which ones give them a guilty

conscience.- Match some apologies to the appropriate responses.

Writing- Complete some sentences with special uses of the past simple.

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- Fill in the gaps in some phrases with a verb in the appropriate form so as to practise the special uses of the past simple.

- Complete the punch lines for some cartoons using It’s about time /I’d rather.

- Think of two ways to complete some sentences .- Write a tag line for a Homeless World Cup campaign, and

compare it with the rest of the class.- Complete some sentences with the appropriate verb + noun

collocations.- Rewrite sentences without changing the meaning using the

verbs given.- Complete some sentences with expressions with conscience.- Review how to write a response to a complaint by completing

the exercises of the Writing Extra section.- Revise all the grammar and vocabulary contents of the unit by

completing the Review D exercises for Units 10-12.

Language knowledge and useLinguistic knowledge: Grammar- Special uses of the past simple

Vocabulary- Describing street people. - Verb/ Noun collocations. - Expressions with conscience

Pronunciation- Students learn the right pronunciation in English through the



- Talking about giving money to charity and about guilty feelings.- Discussing about breakfasts- Writing a tag line and a promotional flyer- Responding to a complaint- Reading texts related to The Homeless World Cup and about

guilty feelings.- Listening to people talking about giving money to people on the

street.- Learning useful phrases for apologising.- Reviewing and reflecting on learning.- Appreciating working in groups as a means of personal

enrichment.

Socio cultural aspects and intercultural awareness References to The Homeless World Cup

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Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities




E.g.: Reading texts: The Homeless World Cup / Ever had that guilty feeling?

CROSS-CURRICULAR ITEMS Social Science: References to charity organisations and

actions such as The Homeless World Cup.


MIXED-ABILITY ACTIVITIESConsolidation activities: Review D. (SB Units 10-12) CD-ROM: Activities Unit 12 Workbook activities Unit 12.Extension activities: SB: Grammar Extra Unit 12 SB: Additional material Unit 12 SB: Phonetic symbols & Irregular verbs lists. TB: Photocopiable resource materials Unit 12. DVD: Unit 12 TB: Extra activities. Unit 12 TB: Cultural Notes. Unit 12 TB: The top ten activities for advanced students. (SB pages xv-xx) Website downloadable resources: www.insideout.net /



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

people and charity organisations, and identify relevant details in oral messages related with them. C1, C3, C5, C8.

Express himself/herself with fluency and using the right pronunciation - intonation in conversations about people asking for money on the streets. C1, C5, C8.

Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a promotional flyer. C1, C6, C8

Use consciously his/her linguistic knowledge in order to listen to people apologising. C1, C5, C8


Analyze social aspects of the Anglo-Saxon countries, by comparing the actions taken by charity organisations in those countries with the own ones. C1, C3, C5, C6, C8


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