Straightforward

Upper Intermediate
(2nd Edition)
SYLLABUS

Area: Foreign Languages (English)

1
 UNIT 1
Consuming passions / Unusual pastimes
Autograph hunters / Collectors

OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:
 To review the main verb forms in English
 To talk about leisure interests
 To learn and practice ways of saying no politely and appropriately
 To use stress for emphasis
 To write a CV
 To use properly the different grammar, lexical, functional and phonetic
elements presented along the unit.
 To evaluate the progress done till this point by reading the Language
Reference at the end of the unit and completing the Review section at the
end of the Student’s Book so as to participate in the learning process.

CONTENTS
Listening
- Understanding details in an informal conversation between workmates
- Extracting relevant information in a conversation of different speakers
about the same topic.
- Listening to and repeating words so as to practise the emphatic stress

Speaking
- Discussing hobbies
- Learning and practicing ways of saying no politely and appropriately
- Discussing signatures and autographs
- Describing a plan or action for obtaining an autograph
- Using stress for emphasis
- Discussing video games
- Talking about collectors and their collections.
- Discussing the Did you know section about car boot sales.
- Doing the exercises on the Communication Activities section for Unit 1.

Reading
- Finding specific information in an article about what not to put on a CV
- Understanding the content and significance of an article about autograph
hunters.
- Reading Grammar explanations with a review of verb forms.
- Reading Grammar explanations about the use of negatives and questions
- Reading the Did you know section about car boot sales.
- Reading Grammar explanations about What clauses.

2
 - Learning functional language for saying no.
- Reading the Language Reference section for Unit 1.

Writing
- Completing exercises with the appropriate vocabulary to do with leisure
interests.
- Completing activities related to the reading texts.
- Completing exercises related to the grammar points studied in the unit.
- Completing activities with the correct time adverbials.
- Completing exercises with the appropriate expressions with thing.
- Writing a CV
- Writing a job application using capital letters, useful phrases and correct
spelling
- Completing the Review exercises for Unit 1.

Language knowledge and use

Linguistic knowledge:

 Grammar
- Verbs form review
- Negatives and questions
- What clauses

 Vocabulary
- Leisure interests
- Time adverbials
- Expressions with thing

 Pronunciation
- Emphatic stress
- 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.

 Functional contents
- Saying no

Learning reflection:
- To develop communicative competence in the English language, through
the development of different (grammatical, discursive, sociolinguistic,
strategic and sociocultural) sub-competences.
- To improve learning strategies, providing students with the means to
learn autonomously, and to encourage them to reflect, analyse and
investigate by themselves.

3
- To develop each student as a whole person, taking into account
cognitive and linguistic development as well as the immersion into a new
culture which the learning of a new language requires.

4
 BASIC COMPETENCES
Basic Competence Page Activity Evaluation Criteria
C1 Linguistic WB All the activities of the unit Show interest in
communicative use the language as an learning English
competence. instrument of communication.
Ex. Completing the Workbook
exercises of the unit.
C2 Mathematical
competence.
C3 Knowledge of SB page Students read texts with Express curiosity in
and interaction 8 references to tornados and learning about
with the extreme weather conditions. Natural Science in
physical world. English.
C4 Competence in Straightforward Digital Feel pleasure in using
information and Straightforward Practice new technologies in
communication Online order to revise and
technologies Web research tasks extend what they
suggested in the TB for the have learnt.
Unit.
C5 Social and civil SB pages Education for tolerance: Be willing to show
competence. 6-13 Respect for other people’s respect to everybody.
preferences
Showing interest in and
respecting other people’s
plans or opinions.
Education for gender equality: Be willing to accept
Non-discrimination in leisure sexual equality in all
activities. fields
Health education Be willing to follow
Spending leisure time healthy habits
healthily.
Awareness on personal
dietary habits.
The importance of sporting
habits for a healthy lifestyle
C6 Cultural and SB page Students read the Did you Show pleasure in
artistic 13 know section about car boot learning cultural
competence. sales. facts.
SB page References to The Beatles or
11 Harrison Ford.
C7 The SB pages Students read the Language Show interest in
competence of 14-15 Reference, complete the learning how to learn
learning to SB page Review section and the English.
learn. 164 Portfolio for Unit 1, evaluating
Portfolio their own work.

C8 The SB pages Initiative to complete the Be willing to listen to

5
 competence of 126-127 extra "Writing" section at the and interact with
personal end of the book. others. Have a
autonomy and positive attitude
initiative. towards own ability
to participate in class
activities.
C9 The emotional SB pages Students learn to work in Enjoy group
competence. 138-149 groups respecting each other participation.
(Castilla la and admitting both their own Show respect for
Mancha) success and their classmates’. others in the group.
Ex. Doing the Communication
activities section of the unit

Socio cultural aspects and intercultural awareness

 Car boot sales
 Show interest in learning English and in the topic of the unit

LITERARY EDUCATION
 Assessment and active participation in literary activities in the classroom.
 Appreciation of literature as a source of pleasure showing criticism
towards it.
 Development of reading autonomy.
E.g.: Reading texts: The autograph Man
Macmillan Reader included in the Workbook.

CROSS-CURRICULAR ITEMS
 Social Science: References to collections.

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

6
MIXED-ABILITY ACTIVITIES
Consolidation activities:
 SB: Language reference sections at the end of each unit.
 SB: Communication activities at the end of the book.
 SB: Writing activities at the end of the book.
 SB: Review section at the end of the book.
 WB: Reading activity at the end of the book
 Workbook activities for the Unit.

Extension activities:
 Teacher’s Resource Disc:
 BBC/ITN video material
 Unit photocopiables

 TB: Extra practice for the Unit:

 Extra tasks.
 Extra tasks for stronger students.
 Alternative procedures for weaker classes
 Web research tasks

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

 Accumulative evaluation
- SB: Review section for the Unit at the end of the book.
- Teacher’s Resource Disc: Progress Test for the Unit

 Self evaluation
- CEF Portfolio for the Unit: My Grammar, Diary, Now I can...
- Teacher’s Resource CD: Self-assessment Checklist for the Unit.

2. EVALUATION CRITERIA
 Understand the general message of texts about collections, and identify
relevant details in oral messages related with them. C1, C5, C6, C8.
 Express himself/herself with fluency and using the right pronunciation -
intonation in conversations about unusual hobbies. C1, C5, C8.
 Write short texts in different supports, using the appropriate structures,
functions and vocabulary, such as writing a CV. C1, C5, C8
 Use consciously his/her linguistic knowledge in order to listen to
conversations about extreme weather. C1, C3, C8

7
 Use information and communication technologies in a guided way in
order to look for information by completing the Straightforward Practice
Online activities and the “Web research tasks” for Unit 1. C1, C4, C8
 Analyze social aspects of Anglo-Saxon countries by comparing car boot
sales in those countries with their own experience. C1, C3, C5, C6, C8
 Identify learning strategies used to progress in the learning process by
completing the Review section for Unit 1. C1, C7, C8

8
 UNIT 2
Wildlife / Animal rights
Companions / Working animals

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

 To talk about animals

 To use will/won’t + infinitive to talk about predictable behaviour
 To use keep + verb + -ing to talk about repeated behaviour
 To use verb idioms and functional language to express opinions
 To talk about present and past habits
 To write a covering letter for a job application
 To use properly the different grammar, lexical, functional and phonetic
elements presented along the unit
 To evaluate the progress done till this point by reading the Language
Reference at the end of the unit and completing the Review section at the
end of the Student’s Book so as to participate in the learning process.

CONTENTS
Listening
- Identifying different views for and against a subject in a debate
- Identifying specific information in a radio debate about culling foxes
- Infer the meaning of specific phrases in a conversation
- Listening to and repeating words so as to practise the pronunciation of
sentences sounding angry

Speaking
- Describing and discussing animals
- Discussing controversial topics such as animal rights
- Comparing and contrasting photographs about working animals
- Talking in detail about pets and their owners.
- Discussing the Did you know section about dog lovers in the UK.
- Doing the exercises on the Communication Activities section for Unit 2.

Reading
- Finding linked points in an article about dolphins
- Comparing and contrasting three different texts about animals.
- Reading Grammar explanations about present habits.
- Reading Grammar explanations about the use of Be/Get used to
- Reading the Did you know section about dog lovers in the UK.
- Reading Grammar explanations about past habits.
- Learning functional language for expressing opinions.
- Reading the Language Reference section for Unit 2.

9
Writing
- Completing exercises with the appropriate adjectives related to
character.
- Completing activities related to the reading texts.
- Completing exercises related to the grammar points studied in the unit.
- Completing activities with the suitable verb idioms.
- Completing exercises with collocations with get.
- Writing a covering letter for a job application.
- Completing the Review exercises for Unit 2.

Language knowledge and use

Linguistic knowledge:

 Grammar
- Present habits
- Past habits
- Be/Get used to

 Vocabulary
- Adjectives (character)
- Verb idioms
- Strong reactions
- Collocations with get

 Pronunciation
- Sounding angry
- 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.

 Functional contents
- Talking about present and past habits
- Expressing opinions

Learning reflection:
- To develop communicative competence in the English language, through
the development of different (grammatical, discursive, sociolinguistic,
strategic and sociocultural) sub-competences.
- To improve learning strategies, providing students with the means to
learn autonomously, and to encourage them to reflect, analyse and
investigate by themselves.
- To develop each student as a whole person, taking into account
cognitive and linguistic development as well as the immersion into a new
culture which the learning of a new language requires.

10
 BASIC COMPETENCES
Basic Competence Page Activity Evaluation Criteria
C1 Linguistic WB All the activities of the unit Show interest in
communicative use the language as an learning English
competence. instrument of communication.
Ex. Completing the Workbook
exercises of the unit.
C2 Mathematical
competence.
C3 Knowledge of SB page Students read texts about Express curiosity in
and interaction 17 endangered birds. learning about
with the Natural Science in
physical world. English.
C4 Competence in Straightforward Digital Feel pleasure in using
information and Straightforward Practice new technologies in
communication Online. Web research tasks order to revise and
technologies suggested in the TB for the extend what they
Unit. have learnt.
C5 Social and civil SB pages Education for tolerance: Understand the
competence. 16-23 Respect for other people’s importance of being
preferences tolerant.
Interest in and respect for
other people’s personal
experiences Understand the
Moral and civic education importance of
The importance of being respecting
polite when making requests. everybody.
Environmental Education: Be willing to protect
the importance of looking animals as part of the
after endangered species. environment.
C6 Cultural and SB page Students read the Did you Show pleasure in
artistic 23 know section about dog learning cultural
competence. lovers in the UK. facts.

C7 The SB pages Students read the Language Show interest in

competence of 24-25 / Reference, complete the learning how to learn
learning to 165 Review section and the English.
learn. Portfolio Portfolio for Unit 2, evaluating
their own work.
C8 The SB pages Initiative to complete the Be willing to listen to
competence of 126-127 extra "Writing" section at the and interact with
personal end of the book. others. Have a
autonomy and positive attitude
initiative. towards own ability
to participate
in class activities.

11
C9 The emotional SB pages Students learn to work in Enjoy group
competence. 138-149 groups respecting each other participation.
(Castilla la and admitting both their own Show respect for
Mancha) success and their classmates’. others in the group.
Ex. Doing the Communication
activities section of the unit

Socio cultural aspects and intercultural awareness

 Dog lovers in the UK
 Show interest in learning English and in the topic of the unit

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: Endangered Birds / Animal Crackers
Macmillan Reader included in the Workbook.

CROSS-CURRICULAR ITEMS
 Natural Science: endangered birds.

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:
 SB: Language reference sections at the end of each unit.
 SB: Communication activities at the end of the book.
 SB: Writing activities at the end of the book.
 SB: Review section at the end of the book.
 WB: Reading activity at the end of the book
 Workbook activities for the Unit.

12
 Extension activities:
 Teacher’s Resource Disc:
 BBC/ITN video material
 Unit photocopiables

 TB: Extra practice for the Unit:

 Extra tasks.
 Extra tasks for stronger students.
 Alternative procedures for weaker classes
 Web research tasks

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

 Accumulative evaluation
- SB: Review section for the Unit at the end of the book.
- Teacher’s Resource Disc: Progress Test for the Unit

 Self evaluation
- CEF Portfolio for the Unit: My Grammar, Diary, Now I can...
- Teacher’s Resource CD: Self-assessment Checklist for the Unit.

2. EVALUATION CRITERIA
 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 right pronunciation -
intonation in conversations about animal rights movements. C1, C3, C5,
C8.
 Write short texts in different supports, using the appropriate structures,
functions and vocabulary, such as writing a covering letter. C1, C6, C8
 Use consciously his/her linguistic knowledge in order to listen to an
interview with a trainer of guide dogs. C1, C3, C5, C8
 Use information and communication technologies in a guided way in
order to look for information by completing the Straightforward Practice
Online activities and the “Web research tasks” for Unit 2. C1, C4, C8
 Analyze social aspects of Anglo-Saxon countries by comparing habits
related to pets 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 section for Unit 2. C1, C7, C8

13
 UNIT 3
Fashion statements / The right look
Mirror images / Model behaviour

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

 To talk about youth movements and fashion

 To use defining relative clauses to identify people and objects
 To use non-defining relative clauses to give additional information about
people and things
 To talk about fashion and trends
 To discuss the Imagined Ugly Syndrome
 To use participle clauses to express causes, results and reasons
 To identify slang expressions
 To write a composition
 To use properly the different grammar, lexical, functional and phonetic
elements presented along the unit
 To evaluate the progress done till this point by reading the Language
Reference at the end of the unit and completing the Review section at the
end of the Student’s Book so as to participate in the learning process.

CONTENTS
Listening
- Summarising two conversations about fashion
- Understanding key words in an interview.
- Listening to and repeating words so as to practise the pronunciation of
consonant clusters

Speaking
- Discussing youth movements and fashion
- Comparing, contrasting and ranking different physical characteristics
- Making a class survey and presenting the main conclusions
- Describing photos of a man before and after having a makeover.
- Discussing the Did you know section about Nike.
- Doing the exercises on the Communication Activities section for Unit 3.

Reading
- Finding specific information in a magazine article about youth cultures
- Identifying different opinions in an article.
- Reading Grammar explanations about defining and non-defining relative
clauses.
- Reading the Did you know section about Nike.
- Reading Grammar explanations about participle clauses.
- Learning functional language for addition.
- Reading the Language Reference section for Unit 3.

14
Writing
- Completing exercises with the appropriate compound adjectives.
- Completing activities related to the reading texts.
- Completing exercises related to the grammar points studied in the unit.
- Completing activities with expressions with look.
- Using linking expressions to add extra information
- Practising the use of slang in different activities.
- Writing a composition
- Completing the Review exercises for Unit 3.

Language knowledge and use

Linguistic knowledge:

 Grammar
- Defining and non-defining relative clauses
- Participle clauses

 Vocabulary
- Compound adjectives
- Expressions with look
- Slang

 Pronunciation
- Consonant clusters
- 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.

 Functional contents
- Addition

Learning reflection:
- To develop communicative competence in the English language, through
the development of different (grammatical, discursive, sociolinguistic,
strategic and sociocultural) sub-competences.
- To improve learning strategies, providing students with the means to
learn autonomously, and to encourage them to reflect, analyse and
investigate by themselves.
- To develop each student as a whole person, taking into account
cognitive and linguistic development as well as the immersion into a new
culture which the learning of a new language requires.

15
 BASIC COMPETENCES
Basic Competence Page Activity Evaluation Criteria
C1 Linguistic WB All the activities of the unit Show interest in
communicative use the language as an learning English
competence. instrument of communication.
Ex. Completing the Workbook
exercises of the unit.
C2 Mathematical
competence.
C3 Knowledge of SB page Students read texts with Express curiosity in
and interaction 27 references to urban tribes in learning about Social
with the London. Science in English.
physical world.
C4 Competence in Straightforward Digital Feel pleasure in using
information and Straightforward Practice new technologies to
communication Online / Web research tasks revise and extend
technologies suggested in the TB for the what they have
Unit. learnt.
C5 Social and civil SB pages Education for tolerance: Be willing to show
competence. 26-33 Showing interest in and respect to everybody.
respecting other people’s
plans or opinions.
Consumer education Be willing to follow
The role of possessions in moderate
today’s society. consumption habits.
The importance of thinking
before buying in a consumer
society.
C6 Cultural and SB page Students read the Did you Show pleasure in
artistic 29 know section about Nike. learning cultural
competence. SB page References to Uma Thurman, facts.
31 Winona Ryder or Elizabeth
Hurley.
C7 The SB pages Students read the Language Show interest in
competence of 34-35 / Reference, complete the learning how to learn
learning to 166 Review section and the English.
learn. Portfolio Portfolio for Unit 3, evaluating
their own work.
C8 The SB pages Initiative to complete the Be willing to listen to
competence of 128-129 extra "Writing" section at the and interact with
personal end of the book. others. Have a
autonomy and positive attitude
initiative. towards own ability
to participate
in class activities.
C9 The emotional SB pages Students learn to work in Enjoy group
competence. 138-149 groups respecting each other participation.

16
 (Castilla la and admitting both their own Show respect for
Mancha) success and their classmates’. others in the group.
Ex. Doing the Communication
activities section of the unit

Socio cultural aspects and intercultural awareness

 Imagined Ugly Syndrome
 Nike
 Show interest in learning English and in the topic of the unit

LITERARY EDUCATION
 Assessment and active participation in literary activities in the classroom.
 Appreciation of literature as a source of pleasure showing criticism
towards it.
 Development of reading autonomy.
E.g.: Reading texts: The Lost Tribes of London / Imagined Ugly
Syndrome.
Macmillan Reader included in the Workbook.

CROSS-CURRICULAR ITEMS
 Social Science: references to urban tribes in London

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:
 SB: Language reference sections at the end of each unit.
 SB: Communication activities at the end of the book.
 SB: Writing activities at the end of the book.
 SB: Review section at the end of the book.
 WB: Reading activity at the end of the book
 Workbook activities for the Unit.

Extension activities:

17
  Teacher’s Resource Disc:
 BBC/ITN video material
 Unit photocopiables

 TB: Extra practice for the Unit:

 Extra tasks.
 Extra tasks for stronger students.
 Alternative procedures for weaker classes
 Web research tasks

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

 Accumulative evaluation
- SB: Review section for the Unit at the end of the book.
- Teacher’s Resource Disc: Progress Test for the Unit

 Self evaluation
- CEF Portfolio for the Unit: My Grammar, Diary, Now I can...
- Teacher’s Resource CD: Self-assessment Checklist for the Unit.

2. EVALUATION CRITERIA
 Understand the general message of texts about clothes and appearance,
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 a person's image. C1, C5, C8.
 Write short texts in different supports, using the appropriate structures,
functions and vocabulary, such as writing a composition. C1, C6, C8
 Use consciously his/her linguistic knowledge in order to listen to an
interview with a model. C1, C5, C8
 Use information and communication technologies in a guided way in
order to look for information by completing the Straightforward Practice
Online activities and the “Web research tasks” for Unit 3. C1, C4, C8
 Analyze social aspects of Anglo-Saxon countries by comparing the
clothes people wear in those countries with the ones in their own
country. C1, C3, C5, C6, C8
 Identify learning strategies used to progress in the learning process by
completing the Review section for Unit 3. C1, C7, C8

18
 UNIT 4
Living in fear / Bullying
The land of the brave / Southern snakes

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

 To talk about fears and phobias

 To describe past events
 To talk about past experiences
 Talking about actions which started in the past and are still in progress
now
 To learn and talk about the Civil Rights Movement
 To use linkers correctly to give a reason for doing something
 To write a composition
 To use properly the different grammar, lexical, functional and phonetic
elements presented along the unit
 To evaluate the progress done till this point by reading the Language
Reference at the end of the unit and completing the Review section at the
end of the Student’s Book so as to participate in the learning process.

CONTENTS
Listening
- Identifying different opinions in a conversation
- Extracting specific information from a radio report
- Listening to and repeating words so as to practise word stress

Speaking
- Discussing phobias
- Responding sympathetically to someone’s problems
- Comparing cultural differences between countries
- Describing a picture
- Telling a story.
- Discussing the Did you know section about the stiff upper lip.
- Doing the exercises on the Communication Activities section for Unit 4

Reading
- Identifying the progression of a text about fears and phobias
- Understanding details in a text about the segregation laws in the USA.
- Reading Grammar explanations about the use of the present perfect and
past simple.
- Reading the Did you know section about the stiff upper lip.
- Reading Grammar explanations about the use of the present perfect
simple and continuous.
- Learning functional language for explaining reasons.
- Reading the Language Reference section for Unit 4.

19
Writing
- Completing exercises with the appropriate vocabulary to do with word
building.
- Completing activities related to the reading texts.
- Completing exercises related to the grammar points studied in the unit.
- Completing activities with homophones.
- Writing a composition
- Completing the Review exercises for Unit 4.

Language knowledge and use

Linguistic knowledge:

 Grammar
- Present perfect and past simple
- Present perfect simple and continuous

 Vocabulary
- Word building
- Word class
- Homophones

 Pronunciation
- Word stress
- 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.

 Functional contents
- Talking about actions which started in the past and are still in progress
now
- Describing situations in the past
- Explaining reasons (so that, in order to, in case, otherwise)

Learning reflection:
- To develop communicative competence in the English language, through
the development of different (grammatical, discursive, sociolinguistic,
strategic and sociocultural) sub-competences.
- To improve learning strategies, providing students with the means to
learn autonomously, and to encourage them to reflect, analyse and
investigate by themselves.
- To develop each student as a whole person, taking into account
cognitive and linguistic development as well as the immersion into a new
culture which the learning of a new language requires.

20
 BASIC COMPETENCES

Basic Competence Page Activity Evaluation Criteria

C1 Linguistic WB All the activities of the unit Show interest in
communicative use the language as an learning English
competence. instrument of communication.
Ex. Completing the Workbook
exercises of the unit.
C2 Mathematical
competence.
C3 Knowledge of SB page Students read about fears Express curiosity in
and interaction 36 and phobias. learning about Social
with the References to historical Science and History
physical world. events such as the Civil Rights in English.
Movement, and people such
as Rosa Parks, Martin Luther
King, etc.
C4 Competence in Straightforward Digital Feel pleasure in using
information and Straightforward Practice new technologies in
communication Online order to revise and
technologies Web research tasks extend what they
suggested in the TB for the have learnt.
Unit.
C5 Social and civil SB pages Education for tolerance: Be willing to show
competence. 36-43 Interest in and respect for respect in all
other people’s personal situations.
experiences. Rejection of
violence. Rejection of racism.
Education for gender equality: Accept sexual
Rejecting stereotypes equality in all fields.
C6 Cultural and SB page Students read the Did you Show pleasure in
artistic 39 know section about the stiff learning cultural
competence. upper lip. facts.
C7 The SB pages Students read the Language Show interest in
competence of 44-45/ Reference, complete the learning how to learn
learning to 167 Review section and the English.
learn. Portfolio Portfolio for Unit 4, evaluating
their own work.

C8 The SB pages Initiative to complete the Be willing to listen to

competence of 128-129 extra "Writing" section at the and interact with
personal end of the book. others. Have a
autonomy and positive attitude
initiative. towards own ability
to participate
in class activities.
C9 The emotional SB pages Students learn to work in Enjoy group

21
 competence. 138-149 groups respecting each other participation.
(Castilla la and admitting both their own Show respect for
Mancha) success and their classmates’. others in the group.
Ex. Doing the Communication
activities section of the unit

Socio cultural aspects and intercultural awareness

 The Civil Rights Movement
 Rattlesnakes shows in America
 The British ‘stiff upper lip’
 Show interest in learning English and in the topic of the unit

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: Fears and Phobias FAQs / It happened on...
December 1
Macmillan Reader included in the Workbook.

CROSS-CURRICULAR ITEMS
 History: References to the Civil Rights Movement.

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:
 SB: Language reference sections at the end of each unit.
 SB: Communication activities at the end of the book.
 SB: Writing activities at the end of the book.
 SB: Review section at the end of the book.
 WB: Reading activity at the end of the book
 Workbook activities for the Unit.

22
 Extension activities:
 Teacher’s Resource Disc:
 BBC/ITN video material
 Unit photocopiables

 TB: Extra practice for the Unit:

 Extra tasks.
 Extra tasks for stronger students.
 Alternative procedures for weaker classes
 Web research tasks

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

 Accumulative evaluation
- SB: Review section for the Unit at the end of the book.
- Teacher’s Resource Disc: Progress Test for the Unit

 Self evaluation
- CEF Portfolio for the Unit: My Grammar, Diary, Now I can...
- Teacher’s Resource CD: Self-assessment Checklist for the Unit.

2. EVALUATION CRITERIA
 Understand the general message of texts about fears and phobias, 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 bullying. C1, C5, C8.
 Write short texts in different supports, using the appropriate structures,
functions and vocabulary, such as writing a composition. C1, C6, C8
 Use consciously his/her linguistic knowledge in order to listen to a
recording about snakes. C1, C5, C8
 Use information and communication technologies in a guided way in
order to look for information by completing the Straightforward Practice
Online activities and the “Web research tasks” for Unit 4. C1, C4, C8
 Analyze social aspects of Anglo-Saxon countries by comparing the Civil
Rights Movement in those countries with their own experience. C1, C3,
C5, C6, C8
 Identify learning strategies used to progress in the learning process by
completing the Review section for Unit 4. C1, C7, C8

23
 UNIT 5
Modern art / Priceless!
A good read / Bookworm

OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:
 To talk about art and artists
 To use narrative tenses correctly
 To express opinions
 To describe past situations
 To use phrasal verbs to sound more natural
 To write a review
 To use properly the different grammar, lexical, functional and phonetic
elements presented along the unit
 To evaluate the progress done till this point by reading the Language
Reference at the end of the unit and completing the Review section at the
end of the Student’s Book so as to participate in the learning process.

CONTENTS
Listening
- Understanding general and specific information in an interview
- Identifying the sequence of events in a profile of a famous person
- Listening to and repeating words so as to practise the pronunciation of
long vowels.

Speaking
- Discussing the life of a famous artist
- Comparing and contrasting different pieces of art
- Talking about a painting
- Discussing about literary prizes and contemporary writers
- Giving a small presentation about a book
- Discussing the Did you know section about the Man Booker Prize.
- Doing the exercises on the Communication Activities section for Unit 5.

Reading
- Understanding the sequence of events in a text about a performance
artist
- Identifying the progression in a text
- Finding evidence in a text to back different opinions
- Reading Grammar explanations about narrative tenses.
- Reading the Did you know section about the Man Booker Prize.
- Reading Grammar explanations about the use of the past perfect
continuous.
- Learning functional language for expressing negative and positive
evaluations.
- Reading the Language Reference section for Unit 5.

24
Writing
- Completing exercises with the appropriate vocabulary to do with art.
- Completing activities related to the reading texts.
- Completing exercises related to the grammar points studied in the unit.
- Completing activities with ever words and phrasal verbs
- Writing a review.
- Completing the Review exercises for Unit 5.

Language knowledge and use

Linguistic knowledge:

 Grammar
- Narrative tenses
- Past perfect continuous

 Vocabulary
- Art
- ever words
- Phrasal verbs

 Pronunciation
- Long vowels
- 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.

 Functional contents
- Describing situations in the past
- Expressing negative and positive evaluations

Learning reflection:
- To develop communicative competence in the English language, through
the development of different (grammatical, discursive, sociolinguistic,
strategic and sociocultural) sub-competences.
- To improve learning strategies, providing students with the means to
learn autonomously, and to encourage them to reflect, analyse and
investigate by themselves.
- To develop each student as a whole person, taking into account
cognitive and linguistic development as well as the immersion into a new
culture which the learning of a new language requires.

25
 BASIC COMPETENCES
Basic Competence Page Activity Evaluation Criteria
C1 Linguistic WB All the activities of the unit Show interest in
communicative use the language as an learning English
competence. instrument of communication.
Ex. Completing the Workbook
exercises of the unit.
C2 Mathematical
competence.
C3 Knowledge of
and interaction
with the
physical world.
C4 Competence in Straightforward Digital Feel pleasure in using
information and Straightforward Practice new technologies in
communication Online / Web research tasks order to revise and
technologies suggested in the TB for the extend what they
Unit. have learnt.
C5 Social and civil SB pages Moral and civic education: Be willing to respect
competence. 46-53 Respect for other people’s everybody.
preferences
Interest in music and other
art forms as a way of bringing
different cultures together. Be willing to accept
Education for gender equality: sexual equality in all
Rejecting stereotypes. fields, including Art.
C6 Cultural and SB page Students read the Did you Show pleasure in
artistic 53 know section about the Man learning cultural
competence. Booker Prize. facts.
SB pages References to artists such as
46-47, 49 Damien Hirst, Frida Kahlo,
SB pages Van Gogh or Elton John.
50-51 References to the painting
SB page Girl with a Pearl Earring.
52 References to Oprah Winfrey.
C7 The SB pages Students read the Language Show interest in
competence of 54-55 / Reference, complete the learning how to learn
learning to 168 Review section and the English.
learn. Portfolio Portfolio for Unit 5, evaluating
their own work.
C8 The SB pages Initiative to complete the Be willing to listen to
competence of 130-131 extra "Writing" section at the and interact with
personal end of the book. others. Have a
autonomy and positive attitude
initiative. towards own ability
to participate in class
activities.

26
C9 The emotional SB pages Students learn to work in Enjoy group
competence. 138-149 groups respecting each other participation.
(Castilla la and admitting both their own Show respect for
Mancha) success and their classmates’. others in the group.
Ex. Doing the Communication
activities section of the unit

Socio cultural aspects and intercultural awareness

 The Man Booker Prize
 Show interest in learning English and in the topic of the unit

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: Damien Hirst: is he getting away with it? / Girl with
a Pearl Earring.
Macmillan Reader included in the Workbook.

CROSS-CURRICULAR ITEMS


 Art: References to modern art and to artists such as Damien Hirst, Frida
Kahlo, Van Gogh.
 Literature: references to the Man Booker Prize

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:
 SB: Language reference sections at the end of each unit.
 SB: Communication activities at the end of the book.
 SB: Writing activities at the end of the book.
 SB: Review section at the end of the book.
 WB: Reading activity at the end of the book
 Workbook activities for the Unit.

27
 Extension activities:
 Teacher’s Resource Disc:
 BBC/ITN video material
 Unit photocopiables
 TB: Extra practice for the Unit:
 Extra tasks.
 Extra tasks for stronger students.
 Alternative procedures for weaker classes
 Web research tasks
EVALUATION
1. EVALUATION RESOURCES
 Formative evaluation
- Classroom observation to check both individual and global progress
- Workbook exercises for the Unit.
- Skills: reading, writing, speaking and listening exercises.
 Accumulative evaluation
- SB: Review section for the Unit at the end of the book.
- Teacher’s Resource Disc: Progress Test for the Unit
 Self evaluation
- CEF Portfolio for the Unit: My Grammar, Diary, Now I can...
- Teacher’s Resource CD: Self-assessment Checklist for the Unit.

2. EVALUATION CRITERIA
 Understand the general message of texts about art, 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 a painter. C1, C6, C8.
 Write short texts in different supports, using the appropriate structures,
functions and vocabulary, such as writing a review. C1, C6, C8
 Use consciously his/her linguistic knowledge in order to listen to an
interview with an art consultant. C1, C5, C6, C8
 Use information and communication technologies in a guided way in
order to look for information by completing the Straightforward Practice
Online activities and the “Web research tasks” for Unit 5. C1, C4, C8
 Analyze social aspects of Anglo-Saxon countries by comparing literary
prizes in those countries with the ones in their own country. C1, C3, C5,
C6, C8
 Identify learning strategies used to progress in the learning process by
completing the Review section for Unit 5. C1, C7, C8

28
 UNIT 6
The vote / Women in politics
Politically incorrect / Politically correct

OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:
 To talk about politics
 To use conditional sentences to describe a real or imaginary situation and
its probable consequences or results
 To use wish (+ that) or if only to express regrets
 To talk about embarrassing situations
 To use should / shouldn’t have + past participle to make criticisms of past
situations
 To write a review of a TV series
 To use properly the different grammar, lexical, functional and phonetic
elements presented along the unit
 To evaluate the progress done till this point by reading the Language
Reference at the end of the unit and completing the Review section at the
end of the Student’s Book so as to participate in the learning process.

CONTENTS
Listening
- Identifying different opinions in a radio programme about women in
politics
- Understanding an informal conversation between two people talking
about a problem
- Listening to and repeating words so as to practise word stress in word
families

Speaking
- Paraphrasing three stories about celebrities involved in politics
- Talking about prejudices
- Discussing general elections
- Asking for an giving clarification in a discussion
- Discussing embarrassing situations
- Role playing a meeting between a boss and an employee who has been
sacked
- Discussing the Did you know section about the vote for women.
- Doing the exercise on the Communication Activities section for Unit 6.
Reading
- Identifying the sequence of events in a biographic text
- Comparing the significance of the situations presented in two texts.
- Reading Grammar explanations about real and unreal conditionals.
- Reading Grammar explanations about Wh- questions and Possessive ’s
- Reading the use of I wish and If only.
- Reading Grammar explanations about the use of should have.

29
 - Reading about functional language for expressing regret.
- Reading the Language Reference section for Unit 6.

Writing
- Completing exercises with the appropriate vocabulary to do with
elections.
- Completing activities related to the reading texts.
- Completing exercises related to the grammar points studied in the unit.
- Completing activities with word related to embarrassment.
- Completing exercises with the appropriate words with –isms.
- Writing a review of a TV series
- Completing the Review exercises for Unit 6.

Language knowledge and use

Linguistic knowledge:

 Grammar
- Real and unreal conditionals
- I wish and If only
- Should have.

 Vocabulary
- Elections
- Embarrassment
- -isms

 Pronunciation
- Word stress in word families
- 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.

 Functional contents
- Asking for and giving clarification
- Expressing real and unreal conditions
- Expressing regret

Learning reflection:
- To develop communicative competence in the English language, through
the development of different (grammatical, discursive, sociolinguistic,
strategic and sociocultural) sub-competences.
- To improve learning strategies, providing students with the means to
learn autonomously, and to encourage them to reflect, analyse and
investigate by themselves.
- To develop each student as a whole person, taking into account
cognitive and linguistic development as well as the immersion into a new
culture which the learning of a new language requires.

30
 BASIC COMPETENCES
Basic Competence Page Activity Evaluation Criteria
C1 Linguistic WB All the activities of the unit Show interest in
communicative use the language as an learning English
competence. instrument of communication.
Ex. Completing the Workbook
exercises of the unit.
C2 Mathematical SB page Students analyse some Be able to use
competence. 56 percentages to do with mathematical concepts
political elections. in English.
C3 Knowledge of SB pages Students read texts with Express curiosity in
and interaction 56-61 references to politics. learning about Social
with the Science in English.
physical world.
C4 Competence in Straightforward Digital Feel pleasure in using
information and Straightforward Practice new technologies in
communication Online order to revise and
technologies Web research tasks extend what they have
suggested in the TB for the learnt.
Unit.
C5 Social and civil SB pages Education for tolerance: Be willing to respect
competence. 56-63 Interests in other people everybody.
independent of their physical
condition or sex.
Showing interest in and
respecting other people’s
plans or opinions
Moral and civic education: Be willing to be polite.
The importance of being
polite when making requests
Education for gender equality: Accept sexual equality
Rejecting stereotypes in the in all fields.
work place and in politics.
C6 Cultural and SB page Students read the Did you Show pleasure in
artistic 59 know section about the vote learning cultural facts.
competence. for women.
C7 The SB pages Students read the Language Show interest in
competence of 64-65/ Reference, complete the learning how to learn
learning to 169 Review section and the English.
learn. Portfolio Portfolio for Unit 6, evaluating
their own work.
C8 The SB pages Initiative to complete the Be willing to listen to
competence of 130-131 extra "Writing" section at the and interact with
personal end of the book. others. Have a positive
autonomy and attitude towards own
initiative. ability to participate
in class activities.

31
C9 The emotional SB pages Students learn to work in Enjoy group
competence. 138-149 groups respecting each other participation.
(Castilla la and admitting both their own Show respect for others
Mancha) success and their classmates’. in the group.
Ex. Doing the Communication
activities section of the unit

Socio cultural aspects and intercultural awareness

 The vote for women
 Campaigns for fighting prejudice in the UK
 Show interest in learning English and in the topic of the unit

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: Gloystein & Prescott
Macmillan Reader included in the Workbook.

CROSS-CURRICULAR ITEMS
 Social Science: Politics

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:
 SB: Language reference sections at the end of each unit.
 SB: Communication activities at the end of the book.
 SB: Writing activities at the end of the book.
 SB: Review section at the end of the book.
 WB: Reading activity at the end of the book
 Workbook activities for the Unit.

Extension activities:
 Teacher’s Resource Disc:
 BBC/ITN video material
 Unit photocopiables

32
  TB: Extra practice for the Unit:
 Extra tasks.
 Extra tasks for stronger students.
 Alternative procedures for weaker classes
 Web research tasks

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

 Accumulative evaluation
- SB: Review section for the Unit at the end of the book.
- Teacher’s Resource Disc: Progress Test for the Unit

 Self evaluation
- CEF Portfolio for the Unit: My Grammar, Diary, Now I can...
- Teacher’s Resource CD: Self-assessment Checklist for the Unit.

2. EVALUATION CRITERIA
 Understand the general message of texts about politics, 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 elections. C1, C3, C5, C8.
 Write short texts in different supports, using the appropriate structures,
functions and vocabulary, such as writing a review of a TV series. C1,
C6, C8
 Use consciously his/her linguistic knowledge in order to listen to a radio
programme about women in politics. C1, C3, C5, C8
 Use information and communication technologies in a guided way in
order to look for information by completing the Straightforward Practice
Online activities and the “Web research tasks” for Unit 6. C1, C4, C8
 Analyze social aspects of Anglo-Saxon countries by comparing political
issues from those countries with their own country. C1, C3, C5, C6, C8
 Identify learning strategies used to progress in the learning process by
completing the Review section for Unit 6. C1, C7, C8

33
 UNIT 7
Green issues / Green houses
Lifestyle changes / Trends

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

 To discuss environmental issues

 To talk about the future
 To talk about lifestyle changes
 To make predictions about the future
 To talk about future trends
 To write an e-mail to a friend
 To use properly the different grammar, lexical, functional and phonetic
elements presented along the unit
 To evaluate the progress done till this point by reading the Language
Reference at the end of the unit and completing the Review section at the
end

CONTENTS
Listening
- Understanding general points in a conversation about houses
environmentally friendly
- Understanding details in a radio programme.
- Listening to and repeating words so as to practise the pronunciation of
the sound o

Speaking
- Discussing environmental issues
- Trying to persuade others to adopt a greener lifestyle
- Evaluating different products
- Role playing a coaching session giving verbal support and guidance.
- Discussing the Did you know section about Martha Stewart.
- Doing the exercise on the Communication Activities section for Unit 7.

Reading
- Finding specific information in a webpage on environmental issues
- Understanding the organization of contents in a text
- Identifying the main ideas in a text about life coaching.
- Reading Grammar explanations to revise future tenses.
- Reading the Did you know section about Martha Stewart.
- Reading Grammar explanations about the use of the future perfect and
future continuous.
- Learning functional language for making predictions and giving examples
- Reading the Language Reference section for Unit 7.

34
Writing
- Completing exercises with the appropriate vocabulary to do with the
environment.
- Completing activities related to the reading texts.
- Completing exercises related to the grammar points studied in the unit.
- Completing activities with the correct expressions with make.
- Completing exercises with the suitable nouns and prepositions.
- Writing an e-mail to a friend
- Completing the Review exercises for Unit 7.

Language knowledge and use

Linguistic knowledge:

 Grammar
- Futures review
- Future perfect and future continuous

 Vocabulary
- The environment
- Expressions with make
- Nouns and prepositions

 Pronunciation
- Pronouncing o
- 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.

 Functional contents
- Talking about the future
- Making predictions
- Giving examples

Learning reflection:
- To develop communicative competence in the English language, through
the development of different (grammatical, discursive, sociolinguistic,
strategic and sociocultural) sub-competences.
- To improve learning strategies, providing students with the means to
learn autonomously, and to encourage them to reflect, analyse and
investigate by themselves.
- To develop each student as a whole person, taking into account
cognitive and linguistic development as well as the immersion into a new
culture which the learning of a new language requires.

35
 BASIC COMPETENCES
Basic Competence Page Activity Evaluation Criteria
C1 Linguistic WB All the activities of the unit Show interest in
communicative use the language as an learning English
competence. instrument of communication.
Ex. Completing the Workbook
exercises of the unit.
C2 Mathematical
competence.
C3 Knowledge of and SB pages Students read texts related to Express curiosity in
interaction with the 66-68 green issues learning about
physical world. Natural Science in
English.
C4 Competence in Straightforward Digital Feel pleasure in using
information and Straightforward Practice new technologies in
communication Online order to revise and
technologies Web research tasks extend what they
suggested in the TB for the have learnt.
Unit.
C5 Social and civil SB pages Education for tolerance: Be willing to respect
competence. 66-73 Showing interest in and everybody
respecting other people’s
plans or opinions.
Environmental education: Be willing to protect
The importance of having the environment.
ecological attitudes.
Education for gender equality: Accept sexual
Rejecting stereotypes in the equality in all fields.
work place
C6 Cultural and artistic SB page Students read the Did you Show pleasure in
competence. 73 know section about Martha learning cultural
Stewart facts.
C7 The competence of SB pages Students read the Language Show interest in
learning to learn. 74-75/ Reference, complete the learning how to learn
170 Review section and the English.
Portfolio Portfolio for Unit 7, evaluating
their own work.
C8 The competence of SB pages Initiative to complete the Be willing to listen to
personal autonomy 132-133 extra "Writing" section at the and interact with
and initiative. end of the book. others.
C9 The emotional SB pages Students learn to work in Enjoy group
competence. 138-149 groups respecting each other participation.
(Castilla la Mancha) and admitting both their own Show respect for
success and their classmates’. others in the group.
Ex. Doing the Communication
activities section of the unit

36
Socio cultural aspects and intercultural awareness
 Life coaching
 Martha Stewart
 Show interest in learning English and in the topic of the unit

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: ecochat / Close up: life coaching
Macmillan Reader included in the Workbook.

CROSS-CURRICULAR ITEMS
 Natural Science: References to green issues and green houses.

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:

 SB: Language reference sections at the end of each unit.

 SB: Communication activities at the end of the book.
 SB: Writing activities at the end of the book.
 SB: Review section at the end of the book.
 WB: Reading activity at the end of the book
 Workbook activities for the Unit.

Extension activities:

 Teacher’s Resource Disc:

 BBC/ITN video material
 Unit photocopiables

37
  TB: Extra practice for the Unit:
 Extra tasks.
 Extra tasks for stronger students.
 Alternative procedures for weaker classes
 Web research tasks

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

 Accumulative evaluation
- SB: Review section for the Unit at the end of the book.
- Teacher’s Resource Disc: Progress Test for the Unit

 Self evaluation
- CEF Portfolio for the Unit: My Grammar, Diary, Now I can...
- Teacher’s Resource CD: Self-assessment Checklist for the Unit.

2. EVALUATION CRITERIA
 Understand the general message of texts about green issues, 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 ecological lifestyles. C1, C3, C5, 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,
C6, C8
 Use consciously his/her linguistic knowledge in order to listen to lifestyle
experts. C1, C5, C8
 Use information and communication technologies in a guided way in
order to look for information by completing the Straightforward Practice
Online activities and the “Web research tasks” for Unit 7. C1, C4, C8
 Analyze social aspects of Anglo-Saxon countries by comparing famous
businesswomen from those countries with the ones in their own country.
C1, C5, C6, C8
 Identify learning strategies used to progress in the learning process by
completing the Review section for Unit 7. C1, C7, C8

38
 UNIT 8
Cold comfort / Bill of health
Alternative therapies / Let's dance
OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:

 To talk about health

 To use different forms of speculation to make guesses about events in
the present, past or future
 To discuss alternative therapies
 To express permission, obligation and prohibition
 To write a short note or message to a friend
 To use properly the different grammar, lexical, functional and phonetic
elements presented along the unit
 To evaluate the progress done till this point by reading the Language
Reference at the end of the unit and completing the Review section at the
end of the Student’s Book so as to participate in the learning process.

CONTENTS
Listening
- Understanding details in a radio news report
- Understanding advice and suggestions in five conversations about health
problems
- Summarising the main information in a radio news report
- Listening to and repeating words so as to practise the pronunciation of
weak forms and contractions.

Speaking
- Reporting health symptoms
- Discussing medical care in different countries
- Discussing how to change another person’s lifestyle
- Defending different positions in a conversation
- Changing the topic of a conversation politely.
- Discussing the Did you know section about Australia's flying doctors.
- Doing the exercise on the Communication Activities section for Unit 8.
Reading
- Finding specific information in a text
- Understanding the progression of an article about alternative therapies
- Identifying the intrinsic structure of a magazine article.
- Reading Grammar explanations about the use of modals of speculation.
- Reading the Did you know section about Australia's flying doctors.
- Reading Grammar explanations about the use of modals of permission,
obligation and prohibition.
- Learning functional language for changing the subject.
- Reading the Language Reference section for Unit 8.

39
Writing
- Completing exercises with the appropriate vocabulary to do with
symptoms.
- Completing activities related to the reading texts.
- Completing exercises related to the grammar points studied in the unit.
- Completing activities with the suitable health idioms.
- Completing exercises with phrasal verbs with objects.
- Writing short notes and messages
- Completing the Review exercises for Unit 8.

Language knowledge and use

Linguistic knowledge:

 Grammar
- Modals of speculation
- Modals (Permission, obligation and prohibition)

 Vocabulary
- Symptoms
- Health idioms
- Phrasal verbs with objects

 Pronunciation
- Weak forms and contractions
- 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.

 Functional contents
- Expressing speculation about the present, past and future
- Changing the subject
- Expressing permission, obligation and prohibition

Learning reflection:

- To develop communicative competence in the English language, through

the development of different (grammatical, discursive, sociolinguistic,
strategic and sociocultural) sub-competences.
- To improve learning strategies, providing students with the means to
learn autonomously, and to encourage them to reflect, analyse and
investigate by themselves.
- To develop each student as a whole person, taking into account
cognitive and linguistic development as well as the immersion into a new
culture which the learning of a new language requires.

40
 BASIC COMPETENCES
Basic Competence Page Activity Evaluation Criteria
C1 Linguistic WB All the activities of the unit Show interest in
communicative use the language as an learning English
competence. instrument of communication.
Ex. Completing the Workbook
exercises of the unit.
C2 Mathematical
competence.
C3 Knowledge of SB page Students read texts with Express curiosity in
and interaction 80 references to alternative learning about Social
with the SB page therapies. Science in English.
physical world. 79 References to Australia
C4 Competence in Straightforward Digital Feel pleasure in using
information and Straightforward Practice new technologies in
communication Online/ Web research tasks order to revise and
technologies suggested in the TB for the extend what they have
Unit. learnt.
C5 Social and civil SB pages Education for tolerance: Be willing to show
competence. 76-83 Interest in broadening one’s politeness and to
knowledge of young English- behave correctly
speaking people’s habits and
customs
Showing interest in and
respecting other people’s
plans or opinions.
Moral and civic education:
The importance of being
polite when making requests
Health education: Taking care Be willing to follow
of our health. healthy habits.
C6 Cultural and SB page Students read the Did you Show pleasure in
artistic 79 know section about Australia's learning cultural facts.
competence. flying doctors

C7 The SB pages Students read the Language Show interest in

competence of 84-85 / Reference, complete the learning how to learn
learning to 171 Review section and the English.
learn. Portfolio Portfolio for Unit 8, evaluating
their own work.
C8 The SB pages Initiative to complete the Be willing to listen to
competence of 132-133 extra "Writing" section at the and interact with
personal end of the book. others. Have a positive
autonomy and attitude towards own
initiative. ability to participate
in class activities.
C9 The emotional SB pages Students learn to work in Enjoy group

41
 competence. 138-149 groups respecting each other participation.
(Castilla la and admitting both their own Show respect for
Mancha) success and their classmates’. others in the group.
Ex. Doing the Communication
activities section of the unit

Socio cultural aspects and intercultural awareness

 Alternative therapies
 The Royal Flying Doctors Service in Australia.
 Show interest in learning English and in the topic of the unit

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: How to... have a heavy cold / The Office Doctors: an
alternative approach to fighting stress.
Macmillan Reader included in the Workbook.

CROSS-CURRICULAR ITEMS

 Social Science: alternative therapies.

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:

 SB: Language reference sections at the end of each unit.

 SB: Communication activities at the end of the book.
 SB: Writing activities at the end of the book.
 SB: Review section at the end of the book.
 WB: Reading activity at the end of the book
 Workbook activities for the Unit.

Extension activities:

42
  Teacher’s Resource Disc:
 BBC/ITN video material
 Unit photocopiables
 TB: Extra practice for the Unit:
 Extra tasks.
 Extra tasks for stronger students.
 Alternative procedures for weaker classes
 Web research tasks

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

 Accumulative evaluation
- SB: Review section for the Unit at the end of the book.
- Teacher’s Resource Disc: Progress Test for the Unit

 Self evaluation
- CEF Portfolio for the Unit: My Grammar, Diary, Now I can...
- Teacher’s Resource CD: Self-assessment Checklist for the Unit.

2. EVALUATION CRITERIA
 Understand the general message of texts about health, 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 dancing. C1, C5, C8.
 Write short texts in different supports, using the appropriate structures,
functions and vocabulary, such as writing short notes and messages. C1,
C6, C8
 Use consciously his/her linguistic knowledge in order to listen to a
conversation with a doctor. C1, C5, C8
 Use information and communication technologies in a guided way in
order to look for information by completing the Straightforward Practice
Online activities and the “Web research tasks” for Unit 8. C1, C4, C8
 Analyze social aspects of Anglo-Saxon countries by comparing the health
matters in those countries with the ones in their own country. C1, C3,
C5, C6, C8
 Identify learning strategies used to progress in the learning process by
completing the Review section for Unit 8. C1, C7, C8

43
 UNIT 9
Celebrity heroes / Local hero
Villains / Hate list
OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:
 To talk about heroes and villains
 To make descriptions using adjectives with the correct modifying adverbs
 To talk about crime
 To use the appropriate linkers to contrast information
 To use the correct intonation to show completion and non-completion
 To write a story
 To use properly the different grammar, lexical, functional and phonetic
elements presented along the unit
 To evaluate the progress done till this point by reading the Language
Reference at the end of the unit and completing the Review section at the
end of the Student’s Book so as to participate in the learning process.

CONTENTS
Listening
- Understanding specific information in a news report
- Understanding the main ideas in a news programme
- Listening to and repeating words so as to practise the intonation
(completion and non-completions)

Speaking
- Talking about superheroes and heroines
- Talking about crimes
- Discussing jobs
- Discussing what to say in a hypothetical difficult situation
- Describing films, music and sports stars
- Using intonation to show completion and non-completion.
- Discussing the Did you know section about the Wonder Woman.
- Doing the exercise on the Communication Activities section for Unit 9.

Reading
- Categorizing information from a reading
- Using reading strategies to guess the meaning of unfamiliar words in a
text.
- Reading Grammar explanations about adjective order.
- Reading the Did you know section about the Wonder Woman.
- Reading Grammar explanations about adjectives and modifying adverbs.
- Learning functional language for making descriptions and expressing
contrast.
- Reading the Language Reference section for Unit 9.

44
Writing
- Completing exercises with the correct adjectives with prepositions.
- Completing activities related to the reading texts.
- Completing exercises related to the grammar points studied in the unit.
- Completing activities with vocabulary to do with crimes.
- Completing exercises with the correct compound nouns related to jobs.
- Writing a story
- Completing the Review exercises for Unit 9.

Language knowledge and use

Linguistic knowledge:

 Grammar
- Adjective order
- Adjectives and modifying adverbs

 Vocabulary
- Adjectives with prepositions
- Crimes
- Compound nouns (jobs)

 Pronunciation
- Intonation (completion and non-completions)
- 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.

 Functional contents
- Making descriptions
- Expressing contrast

Learning reflection:

- To develop communicative competence in the English language, through

the development of different (grammatical, discursive, sociolinguistic,
strategic and sociocultural) sub-competences.
- To improve learning strategies, providing students with the means to
learn autonomously, and to encourage them to reflect, analyse and
investigate by themselves.
- To develop each student as a whole person, taking into account
cognitive and linguistic development as well as the immersion into a new
culture which the learning of a new language requires.

45
 BASIC COMPETENCES
Basic Competence Page Activity Evaluation Criteria
C1 Linguistic WB All the activities of the unit Show interest in
communicative use the language as an learning English
competence. instrument of communication.
Ex. Completing the Workbook
exercises of the unit.

C2 Mathematical
competence.
C3 Knowledge of and SB page Students read texts with Express curiosity in
interaction with the 97 references to the social reality learning about Social
physical world. of celebrities. Science in English.
C4 Competence in Straightforward Digital Feel pleasure in using
information and Straightforward Practice new technologies in
communication Online / Web research tasks order to revise and
technologies suggested in the TB for the extend what they
Unit. have learnt.
C5 Social and civil SB pages Education for tolerance: Understand the
competence. 86-93 Showing curiosity about other importance of being
people’s situations and tolerant and
interest in other ways of life, respectful.
ways of thinking and ways of
organizing life.
Showing interest in and
respecting other people’s
plans or opinions.
Moral and civic education:
The importance of being
polite when making requests.
Education for gender equality: Accept sexual
Rejecting stereotypes also equality in all fields.
related to heroes.
C6 Cultural and artistic SB page Students read the Did you Show pleasure in
competence. 89 know section about the learning cultural
SB page Wonder Woman. facts.
91 References to films such as
Harry Potter, The Lord of the
Rings or A Clockwork orange.
C7 The competence of SB pages Students read the Language Show interest in
learning to learn. 94-95/ Reference, complete the learning how to learn
172 Review section and the English.
Portfolio Portfolio for Unit 9, evaluating
their own work.

C8 The competence of SB pages Initiative to complete the Have a positive

personal autonomy 134-135 extra "Writing" section at the attitude towards own

46
 and initiative. end of the book. ability to participate
in class activities.
C9 The emotional SB pages Students learn to work in Enjoy group
competence. 138-149 groups respecting each other participation.
(Castilla la Mancha) and admitting both their own Show respect for
success and their classmates’. others in the group.
Ex. Doing the Communication
activities section of the unit

Socio cultural aspects and intercultural awareness

 Star Wars
 Comics
 Show interest in learning English and in the topic of the unit

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: Win 100 DVDs
Macmillan Reader included in the Workbook.

CROSS-CURRICULAR ITEMS
 Social Science: References to celebrities.
 Art/Literature: references to films, comics and heroes
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:

 SB: Language reference sections at the end of each unit.

 SB: Communication activities at the end of the book.
 SB: Review section at the end of the book.
 SB: Writing activities at the end of the book.
 WB: Reading activity at the end of the book
 Workbook activities for the Unit.

47
 Extension activities:

 Teacher’s Resource Disc:

 BBC/ITN video material
 Unit photocopiables
 TB: Extra practice for the Unit:
 Extra tasks.
 Extra tasks for stronger students.
 Alternative procedures for weaker classes
 Web research tasks

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

 Accumulative evaluation
- SB: Review section for the Unit at the end of the book.
- Teacher’s Resource Disc: Progress Test for the Unit

 Self evaluation
- CEF Portfolio for the Unit: My Grammar, Diary, Now I can...
- Teacher’s Resource CD: Self-assessment Checklist for the Unit.

2. EVALUATION CRITERIA
 Understand the general message of texts about celebrities, 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 superheroes. C1, C5, C6, C8.
 Write short texts in different supports, using the appropriate structures,
functions and vocabulary, such as writing a story. C1, C6, C8
 Use consciously his/her linguistic knowledge in order to listen to a survey
about different jobs. C1, C3, C5, C8
 Use information and communication technologies in a guided way in
order to look for information by completing the Straightforward Practice
Online activities and the “Web research tasks” for Unit 9. C1, C4, C8
 Analyze social aspects of Anglo-Saxon countries by comparing heroes
from those countries with the ones in their own country. C1, C3, C5, C6,
C8
 Identify learning strategies used to progress in the learning process by
completing the Review section for Unit 9. C1, C7, C8

48
 UNIT 10
Good deeds / Giving
Aid worker / A good job

OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:
 To talk about altruism
 To report someone’s words or thoughts with the correct verb form
 To talk about jobs
 To give advice
 To learn useful language for job interviews
 To write a story
 To use properly the different grammar, lexical, functional and phonetic
elements presented along the unit
 To evaluate the progress done till this point by reading the Language
Reference at the end of the unit and completing the Review section at the
end of the Student’s Book so as to participate in the learning process.

CONTENTS
Listening
- Understanding details in a conversation
- Understanding questions in a job interview
- Listening to and repeating words so as to practise the intonation in
questions and statements.

Speaking
- Discussing the concept of generosity
- Talking about charity-giving in different countries
- Discussing different hypothetical situations
- Discussing responsibilities in a job
- Answering questions in a job interview.
- Discussing the Did you know section about charity –giving in the UK.
- Doing the exercise on the Communication Activities section for Unit 10.

Reading
- Understanding the transition of ideas in a text about altruism
- Checking information in an article.
- Reading Grammar explanations about reporting.
- Reading the Did you know section about charity –giving in the UK.
- Reading Grammar explanations about reporting verbs and patterns.
- Reading about functional language for giving advice and useful
expressions when attending a job interview.
- Reading the Language Reference section for Unit 10.

49
Writing
- Completing exercises with the appropriate reflexive verbs.
- Completing activities related to the reading texts.
- Completing exercises related to the grammar points studied in the unit.
- Completing activities with collocations with give.
- Completing exercises with the correct words related to job
responsibilities.
- Writing a story with a twist in the tale
- Completing the Review exercises for Unit 10.

Language knowledge and use

Linguistic knowledge:

 Grammar
- Reporting
- Reporting verbs and patterns

 Vocabulary
- Reflexive verbs
- Collocations with give
- Job responsibilities

 Pronunciation
- Intonation (questions and statements)
- 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.

 Functional contents
- Giving advice
- Useful expressions when attending a job interview

Learning reflection:
- To develop communicative competence in the English language, through
the development of different (grammatical, discursive, sociolinguistic,
strategic and sociocultural) sub-competences.
- To improve learning strategies, providing students with the means to
learn autonomously, and to encourage them to reflect, analyse and
investigate by themselves.
- To develop each student as a whole person, taking into account
cognitive and linguistic development as well as the immersion into a new
culture which the learning of a new language requires.

50
 BASIC COMPETENCES
Basic Competence Page Activity Evaluation Criteria
C1 Linguistic WB All the activities of the unit use the Show interest in
communicative language as an instrument of learning English
competence. communication. Ex. Completing the
Workbook exercises of the unit.
C2 Mathematical
competence.
C3 Knowledge of SB page Students read a text with references Express curiosity in
and interaction 97 to human beings, their evolution, learning about
with the Charles Darwin evolutionary theory, Natural Science
physical world. etc. English.
C4 Competence in Straightforward Digital Feel pleasure in
information and Straightforward Practice Online using new
communication Web research tasks suggested in the technologies in order
technologies TB for the Unit. to revise and extend
what they have
learnt.
C5 Social and civil SB pages Education for tolerance: Interest in Be willing to be
competence. 96-103 and respect for other people’s tolerant.
personal experiences
Showing interest in and respecting
other people’s plans or opinions.
Moral and civic education: Be willing to behave
Importance of international in the correct way.
organizations in today’s world.
Education for gender equality: Accept sexual
Rejecting stereotypes equality in all fields.

C6 Cultural and SB page Did you know? section about charity Show pleasure in
artistic 99 –giving in the UK. learning cultural
competence. facts.
C7 The competence SB pages Students read the Language Show interest in
of learning to 104-105/ Reference, complete the Review learning how to learn
learn. 173 section and the Portfolio for Unit 10, English.
Portfolio evaluating their own work.
C8 The competence SB pages Initiative to complete the extra Have a positive
of personal 134-135 "Writing" section at the end of the attitude towards own
autonomy and book. ability to participate
initiative. in class activities.

C9 The emotional SB pages Students learn to work in groups Enjoy group

competence. 138-149 respecting each other and admitting participation.
(Castilla la both their own success and their Show respect for
Mancha) classmates’. Ex. Doing the others in the group.
Communication activities section of
the unit

51
Socio cultural aspects and intercultural awareness
 Charity-giving in the UK
 Show interest in learning English and in the topic of the unit

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: Why are humans good? / A day in the life of...
Macmillan Reader included in the Workbook.

CROSS-CURRICULAR ITEMS
 Natural Science: References to Charles Darwin evolutionary theory.

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:
 SB: Language reference sections at the end of each unit.
 SB: Communication activities at the end of the book.
 SB: Writing activities at the end of the book.
 SB: Review section at the end of the book.
 WB: Reading activity at the end of the book
 Workbook activities for the Unit.

Extension activities:
 Teacher’s Resource Disc:
 BBC/ITN video material
 Unit photocopiables

 TB: Extra practice for the Unit:

 Extra tasks.
 Extra tasks for stronger students.
 Alternative procedures for weaker classes
 Web research tasks

52
EVALUATION
1. EVALUATION RESOURCES
 Formative evaluation
- Classroom observation to check both individual and global progress
- Workbook exercises for the Unit.
- Skills: reading, writing, speaking and listening exercises.

 Accumulative evaluation
- SB: Review section for the Unit at the end of the book.
- Teacher’s Resource Disc: Progress Test for the Unit

 Self evaluation
- CEF Portfolio for the Unit: My Grammar, Diary, Now I can...
- Teacher’s Resource CD: Self-assessment Checklist for the Unit.

2. EVALUATION CRITERIA
 Understand the general message of texts about human beings' evolution,
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 a job advertisement. C1, C3, C5, C8.
 Write short texts in different supports, using the appropriate structures,
functions and vocabulary, such as writing a story. C1, C6, C8
 Use consciously his/her linguistic knowledge in order to listen to an
interview for a job. C1, C5, C8
 Use information and communication technologies in a guided way in
order to look for information by completing the Straightforward Practice
Online activities and the “Web research tasks” for Unit 10. C1, C4, C8
 Analyze social aspects of Anglo-Saxon countries by comparing charity
donations in those countries with their own experience. C1, C3, C5, C6,
C8
 Identify learning strategies used to progress in the learning process by
completing the Review section for Unit 10. C1, C7, C8

53
 UNIT 11
Globe-trotting / South is up
Positive psychology / Prefect locations

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

 To describe locations and landscapes

 To discuss happiness
 To learn and use binomial expressions
 To identify and use vague language
 To write a report about a place
 To use properly the different grammar, lexical, functional and phonetic
elements presented along the unit
 To evaluate the progress done till this point by reading the Language
Reference at the end of the unit and completing the Review section at the
end of the Student’s Book so as to participate in the learning process.

CONTENTS
Listening
- Understanding details in a discussion about a website
- Identifying specific information in a radio interview with a location scout
- Listening to and repeating words so as to practise the pronunciation of
the word the

Speaking
- Talking about places
- Discussing different aspects affecting personal happiness
- Describing locations and landscapes
- Discussing well-known film and TV studios.
- Discussing the Did you know section about Universal Studios.

Reading
- Understanding detailed information in an article
- Understanding the main ideas in a text and summarizing them
- Understanding the meaning of new words from context.
- Reading Grammar explanations about the use of the and geographical
names
- Reading Grammar explanations about the use of articles.
- Reading the Did you know section about Universal Studios.
- Reading Grammar explanations about the use of So and such.
- Learning functional language for using vague language and describing
landscapes.
- Reading the Language Reference section for Unit 11.

54
Writing
- Completing exercises with the appropriate vocabulary to do with
geographical features.
- Completing activities related to the reading texts.
- Completing exercises related to the grammar points studied in the unit.
- Completing activities with binomials.
- Completing exercises with words related to describing landscapes.
- Writing a report about a place
- Completing the Review exercises for Unit 11.

Language knowledge and use

Linguistic knowledge:

 Grammar
- the and geographical names
- Articles
- So and such

 Vocabulary
- Geographical features
- Binomials
- Describing landscapes

 Pronunciation
- the
- 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.

 Functional contents
- Using vague language
- Describing landscapes

Learning reflection:
- To develop communicative competence in the English language, through
the development of different (grammatical, discursive, sociolinguistic,
strategic and sociocultural) sub-competences.
- To improve learning strategies, providing students with the means to
learn autonomously, and to encourage them to reflect, analyse and
investigate by themselves.
- To develop each student as a whole person, taking into account
cognitive and linguistic development as well as the immersion into a new
culture which the learning of a new language requires.

55
 BASIC COMPETENCES
Basic Competence Page Activity Evaluation Criteria
C1 Linguistic WB All the activities of the unit Show interest in
communicative use the language as an learning English
competence. instrument of communication.
Ex. Completing the Workbook
exercises of the unit.
C2 Mathematical
competence.
C3 Knowledge of and SB pages Students read texts with Express curiosity in
interaction with 107 references to the history of learning about History
the physical SB pages China discoveries in America. and Geography in
world. 108-109 References to a world map. English.
C4 Competence in Straightforward Digital Feel pleasure in using
information and Straightforward Practice new technologies in
communication Online order to revise and
technologies Web research tasks extend what they have
suggested in the TB for the learnt.
Unit.
C5 Social and civil SB pages Education for tolerance: Be willing to respect
competence. 106-113 Respecting cultural diversity. everybody.
Respecting other people’s
conventions in free time
activities and social occasions.
Moral and civic education:
The importance of being
polite.
C6 Cultural and SB page Students read a text in the Show pleasure in
artistic 113 Did you know section about learning cultural facts.
competence. Universal Studios.
SB pages References to the World
110-111 Database of Happiness.
C7 The competence SB pages Students read the Language Show interest in
of learning to 114-115/ Reference, complete the learning how to learn
learn. 174 Review section and the English.
Portfolio Portfolio for Unit 11,
evaluating their own work.

C8 The competence SB pages Initiative to complete the Be willing to listen to

of personal 136-137 extra "Writing" section at the and interact with
autonomy and end of the book. others. Have a positive
initiative. attitude towards own
ability to participate
in class activities.

56
C9 The emotional SB page Students learn to work in Enjoy group
competence. 106 groups respecting each other participation.
(Castilla la and admitting both their own Show respect for others
Mancha) success and their classmates’. in the group.
Ex. Drawing up an itinerary
for a cruise ship.

Socio cultural aspects and intercultural awareness

 The MacArthur universal corrective map
 Universal Studios in California
 The concept of happiness throughout the world
 Show interest in learning English and in the topic of the unit

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: 1421: The year China discovered America.
Macmillan Reader included in the Workbook.

CROSS-CURRICULAR ITEMS

 History: References to the year China discovered America.

 Geography: References to the world map and to locations in 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.
 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:
 SB: Language reference sections at the end of each unit.
 SB: Communication activities at the end of the book.
 SB: Writing activities at the end of the book.
 SB: Review section at the end of the book.
 WB: Reading activity at the end of the book

57
  Workbook activities for the Unit.

Extension activities:
 Teacher’s Resource Disc:
 BBC/ITN video material
 Unit photocopiables
 TB: Extra practice for the Unit:
 Extra tasks.
 Extra tasks for stronger students.
 Alternative procedures for weaker classes
 Web research tasks

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

 Accumulative evaluation
- SB: Review section for the Unit at the end of the book.
- Teacher’s Resource Disc: Progress Test for the Unit

 Self evaluation
- CEF Portfolio for the Unit: My Grammar, Diary, Now I can...
- Teacher’s Resource CD: Self-assessment Checklist for the Unit.

2. EVALUATION CRITERIA
 Understand the general message of texts about places in the world, 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 happiness. C1, C5, C8.
 Write short texts in different supports, using the appropriate structures,
functions and vocabulary, such as writing a report about a place. C1, C3,
C6, C8
 Use consciously his/her linguistic knowledge in order to listen to an
interview with a location scout. C1, C3, C5, C8
 Use information and communication technologies in a guided way in
order to look for information by completing the Straightforward Practice
Online activities and the “Web research tasks” for Unit 11. C1, C4, C8
 Analyze social aspects of Anglo-Saxon countries by comparing locations
from those countries with the ones in their own country. C1, C3, C5, C6,
C8
 Identify learning strategies used to progress in the learning process by
completing the Review section for Unit 11. C1, C7, C8

58
 UNIT 12
Loot / Bounty hunter
Scam / Dollar bill

OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:
 To talk about pirate films
 To describe processes
 To report a news story
 To learn how causatives are formed, and how to use them
 To discuss money
 To write a report about a meeting
 To use properly the different grammar, lexical, functional and phonetic
elements presented along the unit
 To evaluate the progress done till this point by reading the Language
Reference at the end of the unit and completing the Review section at the
end of the Student’s Book so as to participate in the learning process.

CONTENTS
Listening
- Identifying specific information in a radio programme
- Understanding the sequence of events in a radio programme
- Listening to and repeating words so as to practise sentence stress

Speaking
- Discussing films about pirates and treasures
- Discussing proverbs about money
- Talking about ways to make money
- Discussing meaning of phrasal verbs
- Discussing money.
- Discussing the Did you know section about credit cards.
- Doing the exercise on the Communication Activities section for Unit 12.

Reading
- Understanding the organization of a text about pirates
- Guessing the meaning of the idiomatic expressions in an article
- Understanding the main and secondary ideas in a newspaper article.
- Reading Grammar explanations to revise passive tenses.
- Reading Grammar explanations about the use of passive reporting
structures.
- Reading the Did you know section about credit cards.
- Reading Grammar explanations about the causative.
- Learning functional language for generalizing.
- Reading the Language Reference section for Unit 12.

59
Writing
- Completing exercises with the appropriate idioms to do with money.
- Completing activities related to the reading texts.
- Completing exercises related to the grammar points studied in the unit.
- Completing activities with the suitable phrasal verbs.
- Completing activities with either US & UK English words.
- Writing a news story about a celebrity
- Writing a report about a meeting
- Completing the Review exercises for Unit 12.

Language knowledge and use

Linguistic knowledge:

 Grammar
- Passives review
- Passive reporting structures
- Causative

 Vocabulary
- Idioms (money)
- Phrasal verbs 2
- US & UK English

 Pronunciation
- Sentence stress
- 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.

 Functional contents
- Generalizing
- Describing processes
- Using the causative to talk about actions that someone has done for us

Learning reflection:
- To develop communicative competence in the English language, through
the development of different (grammatical, discursive, sociolinguistic,
strategic and sociocultural) sub-competences.
- To improve learning strategies, providing students with the means to
learn autonomously, and to encourage them to reflect, analyse and
investigate by themselves.
- To develop each student as a whole person, taking into account
cognitive and linguistic development as well as the immersion into a new
culture which the learning of a new language requires.

60
 BASIC COMPETENCES
Basic Competence Page Activity Evaluation Criteria
C1 Linguistic WB All the activities of the unit Show interest in
communicative use the language as an learning English
competence. instrument of communication.
Ex. Completing the Workbook
exercises of the unit.
C2 Mathematical
competence.
C3 Knowledge of SB page Students read texts with Express curiosity in
and interaction 117 references to Cocos Island learning about
with the Geography in English.
physical world.
C4 Competence in Straightforward Digital Feel pleasure in using
information and Straightforward Practice new technologies in
communication Online/ Web research tasks order to revise and
technologies suggested in the TB for the extend what they
Unit. have learnt.
C5 Social and civil SB pages Education for tolerance: Be willing to respect
competence. 116-123 Interest in and respect for everybody.
other people’s personal
experiences.
Moral and civic education: Be willing to behave
The importance of being in the correct way.
polite when making requests.
The importance of
condemning crime.

C6 Cultural and SB page Students read the Did you Show pleasure in
artistic 123 know section about credit learning cultural
competence. cards. facts.
SB page References to films such as
116 Pirates of the Caribbean or
Treasure Island.
C7 The SB pages Students read the Language Show interest in
competence of 124-125/ Reference, complete the learning how to learn
learning to 175 Review section and the English.
learn. Portfolio Portfolio for Unit 12,
evaluating their own work.
C8 The SB pages Initiative to complete the Have a positive
competence of 136-137 extra "Writing" section at the attitude towards own
personal end of the book. ability to participate
autonomy and in class activities.
initiative.
C9 The emotional SB pages Students learn to work in Enjoy group

61
 competence. 138-149 groups respecting each other participation.
(Castilla la and admitting both their own Show respect for
Mancha) success and their classmates’. others in the group.
Ex. Doing the Communication
activities section of the unit

Socio cultural aspects and intercultural awareness

 The history of credit cards
 Show interest in learning English and in the topic of the unit

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: Cocos Island
Macmillan Reader included in the Workbook.

CROSS-CURRICULAR ITEMS

 Geography: References to Cocos Island.

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:

 SB: Language reference sections at the end of each unit.

 SB: Communication activities at the end of the book.
 SB: Writing activities at the end of the book.
 SB: Review section at the end of the book.
 WB: Reading activity at the end of the book
 Workbook activities for the Unit.

Extension activities:

62
  Teacher’s Resource Disc:
 BBC/ITN video material
 Unit photocopiables

 TB: Extra practice for the Unit:

 Extra tasks.
 Extra tasks for stronger students.
 Alternative procedures for weaker classes
 Web research tasks

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

 Accumulative evaluation
- SB: Review section for the Unit at the end of the book.
- Teacher’s Resource Disc: Progress Test for the Unit

 Self evaluation
- CEF Portfolio for the Unit: My Grammar, Diary, Now I can...
- Teacher’s Resource CD: Self-assessment Checklist for the Unit.

2. EVALUATION CRITERIA
 Understand the general message of texts about islands, 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 money. C1, C3, C5, C8.
 Write short texts in different supports, using the appropriate structures,
functions and vocabulary, such as writing a report about a meeting. C1,
C6, C8
 Use consciously his/her linguistic knowledge in order to listen to a story
about Domino Harvey. C1, C5, C6, C8
 Use information and communication technologies in a guided way in
order to look for information by completing the Straightforward Practice
Online activities and the “Web research tasks” for Unit 12. C1, C4, C8
 Analyze social aspects of Anglo-Saxon countries by comparing the use of
credit cards 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 section for Unit 12. C1, C7, C8

63