NEXT MOVE 3 ING - Microsoftpearsonespana.blob.core.windows.net/books/Next Move 3... · Web view2. CONTENTS Content block 1 – Comprehension of oral texts Comprehension strategies:

Next Move 3

Programme of Contents

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Foreign Languages:English

1 Programme of Contents (English) – Next Move 3

STARTER UNIT

1. LINGUISTIC OBJECTIVES Listen to and understand a conversation where personal information is asked for and

given. Ask for and give personal information. Read and understand a school web page and learn strategies for improving

comprehension. Write a personal profile. Learn vocabulary related to the topic: Common verbs; Prepositions; Everyday

objects; The weather; School subjects; Numbers and dates; Opinion adjectives. Learn and understand the grammatical structures and linguistic content of the unit

and put them into practice: To be/Have got, is/has/’s; Pronouns and possessive ‘s; Indefinite pronouns; Present Simple; Adverbs of frequency; was/were.

Recognize and reproduce aspects of pronunciations such as rhythm, stress and intonation.

Appreciate the foreign language as a means to access information and a tool for learning different types of subject matter.

Value the foreign language, and languages in general, as a means of communication with people from different places, language backgrounds and cultures, avoiding any type of discrimination and linguistic or cultural stereotypes.

Show a receptive attitude and confidence in the ability to learn and use the foreign language.

2. CONTENTSContent block 1 – Comprehension of oral texts Comprehension strategies: Activation of previous knowledge, asking and responding to questions about the

listening text. (SB p. 8, ex. 1). Identification of the text type: a conversation (SB p. 8). Making hypotheses about the content and the context looking at images (SB p. 8,

ex. 1)Sociocultural and sociolinguistic aspects of the language: Identify expressions for asking for and giving personal information (SB p. 8).Communicative functions: Listening to a conversation where personal information is asked for and given and

answering comprehension questions about specific information (SB p. 8).Syntactic-discursive structures To be/Have got, is/has/’s; Pronouns and possessive ‘s; Indefinite pronouns; Present Simple; Adverbs of frequency; was/were (SB pp. 6 and 7). High frequency oral lexis (reception): Common verbs; Prepositions; Everyday objects; The weather; School subjects; Numbers and dates; Opinion adjectives (SB pp. 4 a 5).

Content block 2 - Production of oral texts: expression and interaction.Production strategies: Planning Preparation for speaking following a model (SB p. 8).Execution Oral interaction acing out a conversation, asking for and giving personal information

(SB p. 8).

Sociocultural and sociolinguistic aspects of the language: Learn how to ask for and give personal information in a school context (SB p. 8).


Communicative functions: Ask for and give personal information (SB p. 8).Syntactic-discursive structures To be/Have got, is/has/’s; Pronouns and possessive ‘s; Indefinite pronouns; Present Simple; Adverbs of frequency; was/were (SB pp. 6 and 7). High frequency oral lexis (production): Common verbs; Prepositions; Everyday objects; The weather; School subjects; Numbers and dates; Opinion adjectives (SB pp. 4 a 5).

Language block 3 - Comprehension of written textsComprehension strategies: Activation of previous knowledge, asking and answering questions to prepare the

topic of a reading text (SB p .9). Identification of the text type; a school web page (SB p. 9) Making hypotheses about the content and the context looking at images (SB p. 9). Reading and answering questions about specific information (SB p. 9).Sociocultural and sociolinguistic aspects of the language: Identify and learn information about how a school web page is created and

functions (SB p. 9).Communicative functions: Reading a school web page to be able to write some students’ personal profiles. (SB

p. 9).Syntactic-discursive structures To be/Have got, is/has/’s; Pronouns and possessive ‘s; Indefinite pronouns; Present Simple; Adverbs of frequency; was/were (SB pp. 6 and 7). High frequency oral lexis (reception): Common verbs; Prepositions; Everyday objects; The weather; School subjects; Numbers and dates; Opinion adjectives (SB pp. 4 and 5).Spelling and punctuation patterns.

Language block 4 - Production of written texts: expression and interactionProduction strategies: Planning Identification of the text type and reading of a model text: A personal profile on a

school web page (SB p. 9).Execution Completion of a personal profile (SB p. 9).Sociocultural and sociolinguistic aspects of the language: Understand how to write a personal profile for a web page (SB p. 9).Communicative functions: Give personal information (SB p. 9).Syntactic-discursive structures To be/Have got, is/has/’s; Pronouns and possessive ‘s; Indefinite pronouns; Present Simple; Adverbs of frequency; was/were (SB pp. 6 and 7). High frequency oral lexis (reception): Common verbs; Prepositions; Everyday objects; The weather; School subjects; Numbers and dates; Opinion adjectives (SB pp. 4 and 5).

3. KEY COMPETENCES (See Appendix 1 at the end of this document)

COMPETENCES (DESCRIPTORS) ASSESSMENT CRITERIA1. Linguistic Communication

Listening p. 8: Recognizes and understands a

Understand the general idea and specific information in oral texts, recognizing high


conversation. Speaking p. 8: Acts out and participates in a

conversation using appropriate expressions.Reading p. 9: Recognizes and understands a web page.Writing p. 9: Plans, produces and revises a personal

profile

pp. 4-7: Learns and practices grammar and

vocabulary rules. Start Unit Revises and learns spelling rules.

frequency vocabulary and structures. Interact orally. Communicate orally participating in conversations

about known topics. Understand the general idea and specific

information in written texts, recognizing high frequency vocabulary and structures.

Write short texts using appropriate structure, functions and lexis and respecting spelling and punctuation rules.

Recognize and use the corresponding high-frequency structures and lexis.

Reproduce the corresponding pronunciation, rhythm and intonation. Revise spelling.

2. Mathematical competence and basic competences in science and technology p. 4: Revises and learns numbers and dates. p. 6: Revises how to measure and express

temperatures in ºC.

Learn ordinal numbers and how to express dates. Learn to express temperatures.

3. Digital competence Starter Unit: Uses the digital components of the

course: My English Lab, Active Teach. Use the digital components of the course

appropriately. Discover and use the main computer applications.

4. Competence in learning to learn Starter Unit: Revises previous knowledge and

becomes conscious of what is known and not known.

Pp. 4/5: Learns strategies for thinking, organizing and memorizing vocabulary.

Pp. 8/9: Learns to deduce information and content from the context using the images.

Pp. 4 a 7: Learns to use boxes and charts as a study technique.

Pp. 4-7 (WB): Learns to manage capacities and efforts.

Reflects on what has been learnt and what needs to be learnt: My Assessment Profile (WB p. 126).

Be conscious of one’s own learning process. Learn strategies for thinking, organizing and

memorizing information. Learn to hypothesise and make deductions. Use intellectual working resources and techniques. Complete the WB activities autonomously. Learn to self-evaluate, being conscious of what one

knows and what one needs to learn.

5. Social and civic competence p. 5: Reflects on the importance of physical

exercise, diet and leisure as fundamental for good health.

pp. 6/9: Participates in oral interactions developing communication skills.

pp. 6/9: Learns to respect the differences and similarities between people.

pp. 6/9: Understands and respects socio-economic aspects of other cultures, societies and identities

Reflect on and learn about how to look after ones health.

Use the language as a communicative vehicle for participating in and constructing dialogues and expressing ideas.

Learn behaviours for participating efficiently and constructively in society

Discover, value and respect individual traits.Demonstrate understanding of other social and

cultural situations and the interaction between them.6. Sense of initiative and entrepreneurship

Shows initiative in personal work and perseverance completing the WB exercises.

p. 7: Plan and produces a personal information file.

Plan, organize and check pieces of work.Complete the WB activities autonomously.

7. Cultural awareness and expression p. 7: Learns how to create a personal

information file.

pp. 8 and 9: Understands information about British culture related to schools, uniforms, free time clubs, etc.

Identify specific cultural information.Understand cultural elements specific to English-

speaking countries and in the rest of the world.Show interest and respect for other cultures.

COMPETENCE ASSESSMENT RUBRICS


Starter Unit

DESCRIPTORS-COMPETENCES

ASSESSMENT TOOLS ATTAINMENT LEVELS

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1. LINGUISTIC COMMUNICATIONLISTENINGUnderstand the key information, the main pints and the most relevant details in oral texts.Understands and is able to apply the most appropriate strategies for oral comprehension. Understands sociocultural and sociolinguistic aspects of the language and uses them to improve comprehension. Distinguishes the most relevant communicative function or functions of the text.Recognises common lexis and infers meaning from the context, and, with visual support, the meaning of less frequent or more specific words. Discriminates common stress, rhythm and intonation patterns. SPEAKING/CONVERSINGProduces brief comprehensible texts using simple language.Asks for and exchanges information.Understands and applies the most appropriate strategies for producing oral texts. Incorporates sociocultural and sociolinguistic knowledge into oral production.Demonstrates control of a limited range of common structures.Understands and uses a sufficient range of lexis for communication.Pronounces and uses intonation clearly.READINGIdentifies the essential information, the most relevant points and the important details in written texts.




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Understands and is able to apply the most appropriate strategies for written comprehension.Understands sociocultural and sociolinguistic aspects of the language and uses them to improve comprehension.Distinguishes the most relevant communicative function or functions of the text.Recognises syntactic structures typical of written communication and their meaning to understand the text. Recognises common lexis and infers meaning from the context, and, with visual support, the meaning of less frequent or more specific words.Recognises typical spelling and punctuation conventions, and common symbols and abbreviations and their meanings. WRITINGWrites brief texts with a clear structure (on paper or electronic media) about everyday topics.Understands and is able to apply the most appropriate strategies for producing simple structured texts.Understands sociocultural and sociolinguistic aspects of the language and uses them in writing. Uses the functions necessary for the communicative purpose. Demonstrates control of a limited range of common structures. Understands and uses a sufficient range of lexis for communication of information and brief opinions.Understands and applies simple punctuation and spelling rules appropriately in order to be understood.2. MATHEMATICAL COMPETENCE AND BASIC COMPETENCES IN SCIENCE AND TECHNOLOGY




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Understands uses and sees the relation between numbers in the foreign language.Orders data according to classification criteria.Interprets and expresses information, data and arguments in tables and graphics etc.Relates particular lifestyles with health.Recognizes the scientific method and technological products and processes and the importance of science and technology in our lives and in society.

3. DIGITAL COMPETENCE

Searches for, compiles and organizes information from the Internet.Use information and communication technologies as tools for language learning.4. COMPETENCE IN LEARNING TO LEARN

Uses learning to learn strategies like the use of bilingual or monolingual dictionaries or other reference material. Uses receptive or interactive strategies to resolve communication problems.Reflects on and identifies what is understood and what it is necessary to learn, through self-evaluation activities. Learns to plan, organize, produce and revise written and oral productions.Organises the capacity for making an effort, and completes the proposed homework activities (Workbook)5. SOCIAL AND CIVIC COMPETENCE

Accepts and practices the established rules of coexistence.Works in pairs and groups accepting the given role in this kind of work.Values the foreign language as a tool for communication with others and shows curiosity and interest in those that speak the foreign language.




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Understands and respects the characteristics of other cultures and societies and what each one can offer.6. SENSE OF INITIATIVE AND ENTREPRENEURSHIP

Chooses with personal criteria and a critical attitude.

Investigates, compiles and organizes information from different media.Enjoys Reading age-appropriate texts autonomously and shows a positive attitude towards reading.Develops simple planning and checking strategies with the work completed.Cooperates appropriately in group-work.7. CULTURAL AWARENESS AND EXPRESSION

Shows initiative, creativity and imagination.

Knows, understands and values, different artistic and cultural statements.Shows curiosity and interest in information about cultural elements of the countries and cultures where the foreign language is spoken.Uses artistic techniques for the presentation of projects o written documents.

4. DEALING WITH MIXED ABILITYRevision and extension activities TB Extra activities to reinforce what has been learnt in the unit (Star Unit Extra

activities, pp. 14-19). WB (Start Unit 1, pp. 4-7).

5. ASSESSMENTFormative assessment Continuous assessment during the classes. WB Completion of the WB exercises (Starter Unit, pp. 4-7).Sumative assessment TRF Diagnostic Test (pp. 4 and 5).


Self-evaluation WB My assessment Profile (Starter Unit p.126).


UNIT 1: HOME SWEET HOME

1. LINGUISTIC OBJECTIVES Listen to and understand conversations where rooms are talked about and

described, using appropriate comprehension strategies. DIs able to write a room, house or home. Reading and understand descriptions of houses and rooms using strategies to

improve comprehension. Writing the description of a room, using appropriate cohesion and coherence

resources and strategies (Connectors for describing similar or contrasting ideas). Learn vocabulary related to the topic:

- Rooms and parts of a house.- Furniture and household objects.

Learn and understand the grammatical structures and linguistic content of the unit and put them into practice: - Present Simple and Continuous.- Verb + -ing.

Recognize and reproduce aspects of pronunciations such as rhythm, stress and intonation: /v/, /w/ /b/.






ej 1)Sociocultural and sociolinguistic aspects of the language: Identify how to dIs able to write a room (SB p. 14). Identify information about the relationship between our room and our personality

(SB p. 16)Communicative functions: Listening to a conversation where a house is described and answer comprehension

questions about specific information (SB p. 14). Listening to a conversation where a person describes their favourite room and

complete the comprehension exercises (SB p. 16).Syntactic-discursive structures Present Simple and Continuous (SB p. 12) Verb + -ing (SB p. 15).High frequency oral lexis (reception): Rooms and parts of a house (SB p. 10) Furniture and household objects (SB p. 13).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: /v/, /w/ /b/ (SB p. 13).

Content block 2 - Production of oral texts: expression and interaction.Production strategies: Planning


Study of a table with useful language and appropriate expressions for describing a place (Useful language, SB p. 15) and completion of the practice exercises.

Execution Oral interaction describing places in guided and free activities (SB p. 15).Sociocultural and sociolinguistic aspects of the language: Learn how to dIs able to write a place appropriately (SB p. 15).Communicative functions: Describing a place, house or room (SB p. 15).Syntactic-discursive structures Present Simple and Continuous (SB p. 12) Verb + -ing (SB p. 15).High frequency oral lexis (production): Rooms and parts of a house (SB p. 10) Furniture and household objects (SB p. 13).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: sounds /v/, /w/ /b/ (SB p. 13).

Language block 3 - Comprehension of written textsComprehension strategies: Activation of previous knowledge, asking and responding to questions to prepare

the reading topic (SB p. 11 and 16). Identification of the text type; a descriptive/informative text (SB p. 11). An

informative text (SB p. 16) Making hypotheses about the content and the context looking at images (SB p. 11). Reading and answering questions about specific information (SB p. 11 and 16).Sociocultural and sociolinguistic aspects of the language: Identify information about types of houses and places where people live (SB p. 11). Identify information about what our rooms tell us about our personality (SB p. 16). Identify information in a cultural text about homes in the United Kingdom (Culture–

Homes in the UK, SB p. 19).Communicative functions: Reading a text which describes the characteristics of a house (Live Small, SB p. 11). Reading an informative text about what our rooms say about us (I hate my room!,

SB p. 16)Syntactic-discursive structures Present Simple and Continuous (SB p. 12) Verb + -ing (SB p. 15).High frequency written lexis (reception) Rooms and parts of a house (SB p. 10) Furniture and household objects (SB p. 13).Spelling and punctuation patterns.

Language block 4 - Production of written texts: expression and interactionProduction strategies: Planning Identification of the text type and reading of a model text: The description of a

room, My favourite room (SB p. 17). Reading and understanding of the Writing Task box to plan, execute and revise the

required text-type: The description of a room (SB p. 17).Execution Production of a text following the model: a description of a favourite room. Use of the writing strategy studied in the unit (Language Work: Connectors for

describing similar or contrasting ideas, SB p. 17).Communicative functions: Descriptions of rooms, houses and homes (SB p. 17).Syntactic-discursive structures Present Simple and Continuous (SB p. 12)


Verb + -ing (SB p. 15).High frequency written lexis (production): Rooms and parts of a house (SB p. 10) Furniture and household objects (SB p. 13).Spelling and punctuation patterns. Connectors for describing similar or contrasting ideas (SB pp. 17).3. KEY COMPETENCES (See Appendix 1 at the end of this document)


Listening pp. 14/16: Recognizes and understands

conversations. Speaking pp. 10/11/12/15: Participates in oral

interactions expressing personal information: (What about you or Ask and answer in pairs)

Pp. 15: Participates in a conversation using appropriate expressions.

p. 14 Acts out a conversation (Act out).Reading pp. 11/16: Recognizes and understands a

descriptive text and an informative text. Writing p. 17: Plans, produces and revises an essay

describing a room. pp. 10/12/13/15: Learns and practices

grammar and vocabulary rules. p. 13: Reproduces the pronunciation, rhythm

and intonation of the foreign language.

Understand the general idea and specific information in oral texts, recognizing high frequency vocabulary and structures.

Interact orally.Communicate orally participating in

conversations about known topics.Understand the general idea and specific




Reproduce the appropriate pronunciation, rhythm and intonation.

2. Mathematical competence and basic competences in science and technology pp. 15: Understands and uses spatial thinking

to be able to write the plan of a house. pp. 19: Uses percentages to express the types

of homes in the UK.

Understand and use position.

Interpret data and information using numbers and quantities.

3. Digital competence Uses the digital components of the course: My

English Lab, Active Teach. Pp. 19 Uses technology to learn to look for

information about the unit topic:www.infoplease.comwww.factmonster.com

Use the digital components of the course appropriately.

Use IST as an intellectual tool for receiving information, learning and communication.

Discover and use the main computer applications.

4. Competence in learning to learn Pp. 10/13: Learns strategies for thinking,

organizing and memorizing vocabulary. Pp. 11/14/16: Learns to deduce information

and content from the context using the images.

Pp. 12/15: Learns to use boxes and charts as a study technique.

p. 17: Learns to plan, organize and produce a piece of written work and to check it (Writing Task).

p. 17: Learns strategies to improve writing skills (Language Work).


Learns to use the unit reference material: Writing Reference (SB p. 123) Grammar (WB p. 86) Vocabulary (BW p. 104) Listening and Speaking (WB p. 113). Listening Bank (SB pp. 120)

Reflects on what has been learnt and what

Learn strategies for thinking, organizing and memorizing information.

Learn to hypothesise and make deductions.

Use intellectual working resources and techniques.

Plan, organize and check pieces of work.Use the strategies studied to improve

written expression (punctuation). Use reference material.Be conscious of what one knows and what

one needs to learn.Develop critical reflexion.Develop problem-solving, analysis,

organization and execution strategies.Complete the WB activities

autonomously.Learn to self-evaluate, being conscious of

what one knows and what one needs to learn.


http://www.factmonster.com/

http://www.infoplease.com/

needs to be learnt: Refresh Your Memory (SB p. 18) My Assessment Profile (WB p. 127).

5. Social and civic competence pp. 14: Cooperates in group-work learning

appropriate behaviour for participation and communication (Act out).

pp. 10/11/12/15: Participates in oral interactions practising language and communication skills (What about you, Free practice).

Unit 1: Learns to understand and respect the differences and similarities between people; their houses and rooms, likes and dislikes etc.

pp. 19: Understands and respects socioeconomic aspects of other cultures societies and identities (Culture - British culture).



Learn about, value and respect individual lifestyles.

Demonstrate understanding of other social and cultural situations and the interaction between them.

6. Sense of initiative and entrepreneurship p. 17: Plans, organizes and revises a piece orf

written work (Writing Task). Shows initiative in personal work and

perseverance completing the WB exercises.. p. 14: Cooperates and works in team (Act

out…) pp. 10/11/12/15: (What about you, Ask and

answer in pairs, etc.) Undertakes a self-evaluation and self-reflection to be able to talk about personal matters.

Unit 1: Understands and respects multi-cultural and socio-economic aspects of other cultures, societies and individuals.

p. 19: Develops initiative to organize projects (planning, organizing, analysing, searching for and comparing information –Research it! - Your Culture).

Plan, organize and check pieces of work.Complete the WB activities

autonomously.Cooperate in group work, being assertive,

negotiating and using dialogue.Develop a critical and reflexive attitude.Organize and complete projects.

7. Cultural awareness and expression p. 14: Acts out a conversation expressing

creativity and imagination (Act out…). Unit 1: Learns information about different

types of home and their characteristics. p. 19: Learns about The United Kingdom

(different types of home -Culture)

Express oneself creatively. Identify specific cultural information. Understand cultural elements specific to

English-speaking countries and in the rest of the world.

Show interest and respect for other cultures.

Show understanding about the contribution of other cultures, recognizing and comparing cultural and social differences.


COMPETENCE ASSESSMENT RUBRICS Unit 1



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1. LINGUISTIC COMMUNICATIONLISTENINGUnderstand the key information, the main pints and the most relevant details in oral texts.Understands and is able to apply the most appropriate strategies for oral comprehension. Understands sociocultural and sociolinguistic aspects of the language and uses them to improve comprehension. Distinguishes the most relevant communicative function or functions of the text.Recognises common lexis and infers meaning from the context, and, with visual support, the meaning of less frequent or more specific words. Discriminates common stress, rhythm and intonation patterns. SPEAKING/CONVERSINGProduces brief comprehensible texts using simple language.Asks for and exchanges information.Understands and applies the most appropriate strategies for producing oral texts. Incorporates sociocultural and sociolinguistic knowledge into oral production.Demonstrates control of a limited range of common structures.Understands and uses a sufficient range of lexis for communication.Pronounces and uses intonation clearly.READINGIdentifies the essential information, the most relevant points and the important details in written texts.




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Understands and is able to apply the most appropriate strategies for written comprehension.Understands sociocultural and sociolinguistic aspects of the language and uses them to improve comprehension.Distinguishes the most relevant communicative function or functions of the text.Recognises syntactic structures typical of written communication and their meaning to understand the text. Recognises common lexis and infers meaning from the context, and, with visual support, the meaning of less frequent or more specific words.Recognises typical spelling and punctuation conventions, and common symbols and abbreviations and their meanings. WRITINGWrites brief texts with a clear structure (on paper or electronic media) about everyday topics.Understands and is able to apply the most appropriate strategies for producing simple structured texts.Understands sociocultural and sociolinguistic aspects of the language and uses them in writing. Uses the functions necessary for the communicative purpose. Demonstrates control of a limited range of common structures. Understands and uses a sufficient range of lexis for communication of information and brief opinions.Understands and applies simple punctuation and spelling rules appropriately in order to be understood.2. MATHEMATICAL COMPETENCE AND BASIC COMPETENCES IN SCIENCE AND TECHNOLOGY




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Understands uses and sees the relation between numbers in the foreign language.Orders data according to classification criteria.Interprets and expresses information, data and arguments in tables and graphics etc.Relates particular lifestyles with health.Recognizes the scientific method and technological products and processes and the importance of science and technology in our lives and in society.




Accepts and practices the established rules of coexistence.Works in pairs and groups accepting the given role in this kind of work.Values the foreign language as a tool for communication with others and shows curiosity and interest in those that speak the foreign language.




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Understands and respects the characteristics of other cultures and societies and what each one can offer.6. SENSE OF INITIATIVE AND ENTREPRENEURSHIP





4. DEALING WITH MIXED ABILITYRevision and extension activities TB Extra activities to reinforce what has been learnt in the unit (Unit 1 Extra

activities, pp. 20-39). SB Writing reference 1( p. 123) SB Listening Bank (Unit 1, p. 120).

WB (Unit 1, pp. 8-15). WB Grammar (Unit 1 pp. 86-87). WB Vocabulary (Unit 1 p. 104). WB Listening and Speaking (Unit 1 pp. 113). WB Pronunciation practice (pp. 122-124)

TRF Grammar (Unit 1, pp. 68/69 and 70/71). TRF Vocabulary (Unit 1, pp. 92 and 93). TRF Reading and Listening Skills (Unit 1, pp. 114-115)


TRF Speaking Skills (Unit 1, p. 132). TRF Writing Skills (Unit 1, p. 141). TRF Writing template unit 1 (p. 153).

5. ASSESSMENT

Formative assessment Continuous assessment during the classes. SB Refresh Your Memory! (Unit 1, p. 18). SB Review 1 (Units 1-3, pp. 40-43). SB Exam Practice 1 (Units 1-3, pp. 112 and 113). WB Completion of the WB exercises (Unit 1, pp. 8 a 15). WB Review 1 (Units 1-3, pp. 32 and 33).Sumative assessment TRF Language Test 1 (pp. 6/7 and pp. 8/9). TRF Skills Test 1 (Units 1-3, pp. 18 a 20 and 21 a 23). TRF Skills Reading and Listening 1 (pp. 114/115). TRF Skills Speaking 1 (p. 132). TRF Skills Writing 1 (p. 141). TRF Writing template unit 1 (pp. 153) Self-evaluation WB My assessment Profile (Unit 1, p. 127).Assessment criteriaLanguage block 1 - Oral comprehension Be capable of listening to and understanding general and specific information in oral

texts in a variety of communicative situations, applying appropriate basic comprehension strategies - TRF Language Test 1, pp. 6/7 and 8/9, - TRF Skills Reading and Listening 1 (pp. 114/115).

Identify basic sociocultural and sociolinguistic aspects of the language and apply this knowledge to the comprehension of a text.

Distinguish the principal function or functions of a text. Recognize syntactic structures:

- Present Simple and Continuous.- Verb + -ing.

Recognize a limited range of high frequency oral lexis:- Rooms and parts of a house.- Furniture and household objects.

Discriminate basic sound patterns (pronunciation, rhythm and intonation) and recognize the related meaning and communicative intention.

Learning standards: Understands a conversation where a house is described (SB p. 14) Understands a conversation where a person describes their favourite room (SB p.

16). Understands an interview:

- TRF Skills Reading and Listening 1 (pp. 114/115).

Language block 2 - Oral production: Expression and interaction Be capable of communicating orally, participating in conversations and simulations

about known or previously studied topics, understanding and applying appropriate strategies for continuing the communication and producing a legible discourse appropriate to the communicative intention: - TRF Language Test 1, pp. 6/7 and 8/9, - TRF Speaking Skills (Unit 1, p. 132).

Learn about basic sociocultural and sociolinguistic aspects of the language and apply this knowledge to an oral production appropriate to the context.

Comply with the communicative function of the discourse: express position. Learn and use syntactic structures:


- Present Simple and Continuous.- Verb + -ing.

Learn and use a limited range of high-frequency vocabulary:- Rooms and parts of a house.- Furniture and household objects.

Articulate a range of basic sound, accent, rhythm and intonation patterns, adapting them to the required communicative function

Learning standards: Participates in conversations describing a room (SB p. 15). Interacts, taking part in role-plays giving personal information (SB Unit 1) Participates and acts out roleplays:

- TRF Speaking Skills (Unit 1, p. 132).

Language block 3 - Comprehension of written texts Be capable of recognizing the general idea, and extracting specific information from

age-specific texts with the support of textual and non-textual elements, on a variety of topics including other subject areas, learning and using the most appropriate comprehension strategies:- TRF Language Test 1, pp. 6/7 and 8/9. - TRF Skills Reading and Listening 1 (pp. 114/115).


Distinguish the principal function or functions of a text. Recognize the most common uses of basic syntactic structures in written

communication: - Present Simple and Continuous.- Verb + -ing.

Recognize a limited range of high-frequency written lexis:- Rooms and parts of a house.- Furniture and household objects.

Recognize basic spelling rules.

Learning standards: Understands the essential information and locates specific information en a text

which describes the characteristics of a house (SB p. 11). Understands the essential information and specific points in an informative text

about what each person’s room says about them (SB p. 16) Understands a text about Feng Shui:


Language block 4 - Written production: Expression and interaction Be able to write brief texts in different media, following models, using appropriate

structures, functions and lexis, and basic cohesive elements, and respecting basic rules of spelling and punctuation:- TRF Language Test 1, pp. 6/7 and 8/9. - TRF Skills Writing 1 (p. 141).

Learn about basic sociocultural and sociolinguistics aspects of the language and apply this knowledge to a piece of writing.

Use basic spelling rules and the proposed writing strategy: Connectors for describing similar or contrasting ideas.

Learning standards: Is able to write the description of a room (SB p. 17). Completes and is able to write sentences and the description of a house or flat:


- TRF Skills Writing 1 (p. 141).- TRF Writing template unit 1 (p. 153): A description of a room.


UNIT 2: WHAT’S THE STORY?

1. LINGUISTIC OBJECTIVES Listen to and understand a conversation and the description of a photograph, using

appropriate comprehension strategies. Ask for and give/refuse permission. Reading and understand an article, using strategies to improve comprehension. Writing the description of a photograph, using appropriate cohesion and coherence

resources and strategies to describe an image. Learn vocabulary related to the topic:

- Adjectives for describing images.- Adjective + preposition.

Learn and understand the grammatical structures and linguistic content of the unit and put them into practice: - Past simple.- Past Continuous.- Past simple vs Past Continuous.

Recognize and reproduce aspects of pronunciations such as rhythm, stress and intonation: sentence stress.






ej 1)Sociocultural and sociolinguistic aspects of the language: Identify expressions for asking for and giving/refusing permission (SB p. 24). Identify information about famous historical photographs (SB p. 26).Communicative functions: Listening to a conversation where permission is asked for and given or refused, and

answer comprehension questions about specific information (SB p. 24). Listening to a conversation where two people describe photographs and complete

the comprehension exercises (SB p. 26).Syntactic-discursive structures Past simple (SB p. 22) Past Continuous (SB p. 22) Past simple vs Past Continuous (SB p. 25).High frequency oral lexis (reception): Adjectives for describing images (SB p. 20). Adjective + preposition (SB p. 23).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: Sentence stress (SB pp. 23).


Content block 2 - Production of oral texts: expression and interaction.Production strategies: Planning Study of a table with useful language and appropriate expressions for: asking for

and giving permission (Useful language, SB p. 25) and completion of the practice exercises.

Execution Oral interaction asking for and giving/refusing permission, in guided and free

activities (SB p. 25).Sociocultural and sociolinguistic aspects of the language: Learn how to ask for and give/refuse permission (SB p. 25).Communicative functions: Asking for and giving/refusing permission (SB p. 25).Syntactic-discursive structures Past simple (SB p. 22) Past Continuous (SB p. 22) Past simple vs Past Continuous (SB p. 25).High frequency oral lexis (production): Adjectives for describing images (SB p. 20). Adjective + preposition (SB p. 23).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: Sentence stress (Sentence stress, SB pp. 23).


the reading topic (SB p. 21 and 26). Identification of the text type; a newspaper article (SB p. 21) An informative artícle

(SB pp. 26). Making hypotheses about the content and the context looking at images (SB p. 21

and 26). Reading and answering questions about specific information (SB p. 21 and 26).Sociocultural and sociolinguistic aspects of the language: Identify information about a photographic competition and comments about

photographs (SB p. 21). Identify information about important historical moments seen in photographs (SB p.

26) Identify information about the lives of young people in other countries (United

Kingdom - Real World Profiles, SB p. 29).Communicative functions: Reading an article about a photographic competition (Click! Magazine, SB p. 21). Reading an article about important moments in history (Great moments in history,

SB p. 26)Syntactic-discursive structures Past simple (SB p. 22) Past Continuous (SB p. 22) Past simple vs Past Continuous (SB p. 25).High frequency written lexis (reception): Adjectives for describing images (SB p. 20). Adjective + preposition (SB p. 23).

Language block 4 - Production of written texts: expression and interactionProduction strategies: Planning


Identification of the text type and reading of a model text: The description of a photograph (My favourite photo SB p. 27).

Reading and understanding of the Writing Task box to plan, execute and revise the required text-type: The description of a photograph (SB p. 27).

Execution Production of a text following the model: The description of a photograph. Use of the writing strategy studied in the unit (Language Work: describe a

photograph correctly SB p. 27).Communicative functions: Photograph description (SB p. 27).Syntactic-discursive structures Past simple (SB p. 22) Past Continuous (SB p. 22) Past simple vs Past Continuous (SB p. 25).High frequency written lexis (production): Adjectives for describing images (SB p. 20). Adjective + preposition (SB p. 23).Spelling and punctuation patterns. Describe a photograph (SB pp. 27).



Listening pp. 24/26: Recognizes and understands a

conversation and a description of a photograph.

Speaking pp. 21/22/23: Participates in oral interactions

expressing personal information: (What about you)

pp. 25: Participates in a conversation using appropriate expressions (Useful language).

p. 24 Acts out a conversation (Act out).Reading pp. 21/26: Recognizes and understands an

article and in an article about important moments in history.

Writing pp. 27: Plans, produces and revises a

description of a photograph. pp. 20/22/23/25: Learns and practices

grammar and vocabulary rules. p. 23: Reproduces the pronunciation, rhythm



Interact orally.Communicate orally participating in conversations

about known topics.Understand the general idea and specific information

in written texts, recognizing high frequency vocabulary and structures.




2. Mathematical competence and basic competences in science and technology p. 26: Uses numbers to express dates. p. 25: Learns to use tables to classify and

organize information.

Interpret data and information using dates.Use tables and boxes.


English Lab, Active Teach. Pp. 26 Uses technology to learn to look for

information about the unit topic:www.kieronvilliamson.com.


Use ICT as an intellectual tool for receiving information, learning and communication.

Discover and use the main computer applications.4. Competence in learning to learn

pp. 20/23: Learns strategies for thinking, organizing and memorizing vocabulary.

pp. 21/24/26: Learns to deduce information and content from the context using the images.

pp. 22/25: Learns to use boxes and charts as a


Learn to hypothesise and make deductions.Use intellectual working resources and techniques.Plan, organize and check pieces of work.Use the strategies studied to improve written


http://www.kieronvilliamson.com/

study technique. p. 27: Learns to plan, organize and produce a

piece of written work and to check it (Writing Task).



Learns to use the unit reference material: Writing Reference (SB p. 124) Grammar (WB p. 88) Vocabulary (BW p. 105) Listening and Speaking (WB p. 114). Listening Bank (Unit 2, p. 120).

Reflects on what has been learnt and what needs to be learnt: Refresh Your Memory (SB p. 28) My Assessment Profile (WB p. 128).

production (Connectors).Use reference material.Develop critical reflexion.Develop problem-solving, analysis, organization

and execution strategies.Complete the WB activities autonomously.Learn to self-evaluate, being conscious of what one


5. Social and civic competence p. 24: Cooperates in group-work. p. 21: Learns how a city and its equipment are

organized p. 24: Learns about and reflects on norms of

behaviour and attitudes appropriate in particular places (Exhibitions and museums) and expressions for asking for and giving permission.

p. 29: Participates constructively and critically in discussions and debates (Class discussion)

p. 29: Understands and respects the multicultural and socioeconomic aspects of other cultures, societies and identities.



Discover, value and respect individual traits. Understand how a city functions logistically. Show comprehension of other cultures

contributions, recognizing and comparing cultural differences.

6. Sense of initiative and entrepreneurship p. 27: Plans, organises and revises a piece of

writing (Writing Task). Shows initiative in personal work and

perseverance completing the WB exercises. p. 24: Cooperates and works in team (Act out). p. 29: Participates in discussions expressing

personal ideas and criteria, using dialogue and showing assertiveness (Class discussion).

pp. 21/22/23: (What about you) Undertakes a self-examination and self-reflection to talk about oneself.

Plan, organize and check pieces of work. Complete the WB activities autonomously. Cooperate in group work, being assertive,

negotiating and using dialogue. Develop a critical and reflexive attitude.

7. Cultural awareness and expression p. 21: Learns information about The Serengeti

National Park in Tanzania (Africa). p. 24: Acts out a conversation expressing

creativity and imagination (Act out…). p. 26: Learns about important and decisive

moments in history. p. 29: Learns about the life of young people in

other countries (The United Kingdom), learning about the paintings of Kieron Williamson.

Express oneself creatively. Identify specific cultural information. Understand cultural elements specific to English-

speaking countries and in the rest of the world. Show interest and respect for other cultures.





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1. LINGUISTIC COMMUNICATIONLISTENINGUnderstand the key information, the main pints and the most relevant details in oral texts.Understands and is able to apply the most appropriate strategies for oral comprehension. Understands sociocultural and sociolinguistic aspects of the language and uses them to improve comprehension. Distinguishes the most relevant communicative function or functions of the text.Recognises common lexis and infers meaning from the context, and, with visual support, the meaning of less frequent or more specific words. Discriminates common stress, rhythm and intonation patterns. SPEAKING/CONVERSINGProduces brief comprehensible texts using simple language.Asks for and exchanges information.Understands and applies the most appropriate strategies for producing oral texts. Incorporates sociocultural and sociolinguistic knowledge into oral production.Demonstrates control of a limited range of common structures.Understands and uses a sufficient range of lexis for communication.Pronounces and uses intonation clearly.READINGIdentifies the essential information, the most relevant points and the important details in written texts. Understands and is able to apply the most appropriate strategies for written comprehension.Understands sociocultural and sociolinguistic aspects of the language and uses them to improve comprehension.




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Distinguishes the most relevant communicative function or functions of the text.Recognises syntactic structures typical of written communication and their meaning to understand the text. Recognises common lexis and infers meaning from the context, and, with visual support, the meaning of less frequent or more specific words.Recognises typical spelling and punctuation conventions, and common symbols and abbreviations and their meanings. WRITINGWrites brief texts with a clear structure (on paper or electronic media) about everyday topics.Understands and is able to apply the most appropriate strategies for producing simple structured texts.Understands sociocultural and sociolinguistic aspects of the language and uses them in writing. Uses the functions necessary for the communicative purpose. Demonstrates control of a limited range of common structures. Understands and uses a sufficient range of lexis for communication of information and brief opinions.Understands and applies simple punctuation and spelling rules appropriately in order to be understood.2. MATHEMATICAL COMPETENCE AND BASIC COMPETENCES IN SCIENCE AND TECHNOLOGY

Understands, uses and sees the relation between numbers in the foreign language.Orders data according to classification criteria.Interprets and expresses information, data and arguments in tables and graphics etc.Relates particular lifestyles with health.




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Recognizes the scientific method and technological products and processes and the importance of science and technology in our lives and in society.




Accepts and practices the established rules of coexistence.Works in pairs and groups accepting the given role in this kind of work.Values the foreign language as a tool for communication with others and shows curiosity and interest in those that speak the foreign language.Understands and respects the characteristics of other cultures and societies and what each one can offer.6. SENSE OF INITIATIVE AND ENTREPRENEURSHIP





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4. DEALING WITH MIXED ABILITYRevision and extension activities

TB Extra activities to reinforce what has been learnt in the unit (Unit 2 Extra activities, pp. 40-59).

SB Writing reference 2( p. 124) SB Listening Bank Unit 2 (p. 120)

WB (Unit 2, pp. 16-23). WB Grammar (Unit 2 pp. 88-89). WB Vocabulary (Unit 2 pp. 105). WB Listening and Speaking (Unit 2 p. 114). WB Pronunciation practice (pp. 122 a 124)

TRF Grammar (Unit 2, pp. 72 and 73). TRF Vocabulary (Unit 2, pp. 94 and 95). TRF Reading and Listening Skills (Unit 2, pp. 116 and 117) TRF Speaking Skills (Unit 2, p. 133). TRF Writing Skills (Unit 2, p. 142).

5. ASSESSMENTFormative assessment Continuous assessment during the classes. SB Refresh Your Memory! (Unit 2, p. 28). SB Exam Practice 1 (Units 1-3, pp. 112 and 113). SB Review 1 (Units 1-3, pp. 40 a 43).


WB Completion of the WB exercises (Unit 2, pp. 16 a 23). WB Review 1 (Units 1-3, pp. 32 and 33).Sumative assessment TRF Language Test 2 (pp. 10/11 and pp. 12/13). TRF Skills Test 1 (Units 1-3, pp. 18 a 20 and 21 a 23). TRF Skills Reading and Listening 2 (pp. 116/117). TRF Skills Speaking 2 (p. 133). TRF Skills Writing 2 (p. 142). TRF Writing template unit 2 (p. 154) Self-evaluation WB My assessment Profile (Unit 2, p. 128).

Assessment criteriaLanguage block 1 - Oral comprehension Listen and understand general and specific information in oral texts in a variety of

communicative situations, applying basic comprehension strategies appropriately. - TRF Language Test 2, pp. 10/11 and 12/13.- TRF Skills Reading and Listening 2 (pp. 116/117).



- Past simple- Past Continuous- Past simple vs Past Continuous.

Recognize a limited range of high frequency oral lexis:- Adjectives for describing images.- Adjective + preposition.

Discriminate basic sound patterns (pronunciation, rhythm and intonation) and recognize the related meaning and communicative intention.

Learning standards: Understands a conversation where permission is asked for and given or refused (SB

p. 24). Understands a conversation where two people describe photographs (SB p. 26). Understands a conversation where a photograph is described.



about known or previously studied topics, understanding and applying appropriate strategies for continuing the communication and producing a legible discourse appropriate to the communicative intention: - TRF Language Test 2, pp. 10/11 and 12/13.- TRF Skills, Speaking 2 pp. 133.


Comply with the communicative function of the discourse: ask for and give/refuse permission.

Learn and use syntactic structures:- Past simple- Past Continuous- Past simple vs Past Continuous.

Learn and use a limited range of high-frequency vocabulary:- Adjectives for describing images.- Adjective + preposition.

Articulate a limited range of basic sound patterns (pronunciation, rhythm and intonation) adapting them to the communicative function required.


Learning standards: Participates in conversations asking for and giving/refusing permission (SB p. 25). Interacts, taking part in role-plays giving personal information (SB Unit 2). Participates in conversations asking for and giving/refusing permission in given

situations.- TRF Skills Speaking 2 (pp. 133).

Language block 3 - Comprehension of written texts Be capable of recognising the general idea and extracting specific information from

age-appropriate texts, with textual and non-textual support, about a variety of topics related with different areas of the curriculum, understanding and applying the most appropriate comprehension strategies:- TRF Language Test 2, pp. 10/11 and 12/13.- TRF Skills Reading and Listening 2 (pp. 116/117).



communication: - Past simple- Past Continuous- Past simple vs Past Continuous.

Recognize a limited range of high-frequency written lexis: - Adjectives for describing images.- Adjective + preposition.


Learning standards: Understands the essential information and locates specific information in an article

about a photographic competition. (SB p. 21) Understands the essential information and specific points in an article about

important moments in history (SB p. 26) Understands an advertisement about important moments in history (A great

moment in history).- TRF Skills Reading and Listening 2 (pp. 117/118).

Language block 4 - Written production: Expression and interaction Be able to write brief texts in different media, based on models, using appropriate

structures, functions and lexis, and basic cohesive elements, respecting spelling and punctuation rules:- TRF Language Test 2, pp. 10/11 and 12/13.- TRF Skills, Writing 2 p. 142.


Use basic spelling rules and expressions to be able to write a photograph.

Learning standards: Is able to write the description of a photograph (SB p. 27). Reads a blog and completes the comprehension exercises and then writes a

description of a photograph.- TRF Skills Writing 2 (p. 142).- TRF Writing template unit 2 (p. 154): A description of a picture.


UNIT 3: IT’S A BARGAIN!

1. LINGUISTIC OBJECTIVES Listen to and understand a conversation in a shop and a person talking about the

problems of online shopping, using appropriate comprehension strategies. Ask for help in given situations. Reading and understand an informative text about a small market in Britain and a

text about the internet and online shopping, using strategies to improve comprehension.

Writing the opinion of a client about a product, using appropriate cohesion and coherence resources and strategies (expressions giving opinions).

Learn vocabulary related to the topic:- shopping nouns.- money verbs.

Learn and understand the grammatical structures and linguistic content of the unit and put them into practice: - Comparatives and superlatives.- Too, enough,- Much, many, a lot of.

Recognize and reproduce aspects of pronunciations such as rhythm, stress and intonation: /ɒ/ and /əʊ/.






ex. 1)Sociocultural and sociolinguistic aspects of the language: Identify expressions for asking for help in a shop (SB p. 34). Identify information about the problems of online shopping (SB p. 36).Communicative functions: Listen to a conversation in a shop asking for help and answer comprehension

questions about specific information (SB p. 34). Listen to a recording of a young person talking about the problems of online

shopping and complete the comprehension exercises (SB p. 36).Syntactic-discursive structures Comparatives and superlatives. Too, enough (SB pp. 32). Much, many, a lot of. (SB pp. 35) High frequency oral lexis (reception): shopping nouns (SB p. 30). money verbs (SB p. 33).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: /ɒ/ and /əʊ/ (SB p. 33).



Study of a table with useful language and appropriate expressions for: asking for help in given situations (Useful language, SB p. 35) and completion of the practice exercises.

Execution Oral interaction asking for help in a shop, in guided and free activities (SB p. 35).Sociocultural and sociolinguistic aspects of the language: Learn appropriate expressions for asking for help and be able to buy things in a

shop (SB p. 35).Communicative functions: Asking for help (SB p. 35).Syntactic-discursive structures Comparatives and superlatives. Too, enough (SB pp. 32). Much, many, a lot of. (SB pp. 35) High frequency oral lexis (production): shopping nouns (SB p. 30). money verbs (SB p. 33). Expressions for opinions (SB p. 35).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: /ɒ/ and /əʊ/ (SB pp. 33).


the reading topic (SB p. 31 and 36). Identification of the text type; an article (SB p. 31 and 36). Making hypotheses about the content and the context looking at images (SB p. 31

and 36). Reading and answering questions about specific information (SB p. 31 and 36).Sociocultural and sociolinguistic aspects of the language: Identify information about a famous prize-winning market in London; Spitalfields (SB

p. 31) Identify information about how the Internet has become the biggest market in

history (SB p. 36) Identify information about Ireland (SB p. 39).Communicative functions: Reading an article about a London market; Spitalfields, (London Market Wins Award

SB p. 31). Reading an article about online shopping (The Internet-the world’s biggest market,

SB p. 36)Syntactic-discursive structures Comparatives and superlatives. Too, enough (SB pp. 32). Much, many, a lot of. (SB pp. 35) High frequency written lexis (reception): shopping nouns (SB p. 30). money verbs (SB p. 33).


Content block 4 - Production of written texts Production strategies: Planning Identification of the text type and reading of a model text: an opinion/review of a

product by a consumer (SB p. 37). Reading and comprehension of the Writing Task box about the planning, execution

and revision of the text-type required: an opinion/review of a product by a consumer (SB p. 37).

Execution Production of a text following the model: an opinion/review of a product by a

consumer (SB p. 37). Use of the writing strategy studied in the unit (Language Work: expressing opinion,

SB p. 37).Sociocultural and sociolinguistic aspects of the language: Understand how to write an opinion form the point of view of a consumer (SB p. 37).Communicative functions: Description/opinion/revision of a product from the point of view of a consumer (SB

p. 37).Syntactic-discursive structures Comparatives and superlatives. Too, enough (SB pp. 32). Much, many, a lot of. (SB pp. 35) High frequency written lexis (production): shopping nouns (SB p. 30). money verbs (SB p. 33).Spelling and punctuation patterns. Expressing opinions (SB p. 37).




conversation and an oral text.Speaking pp. 30/31/36: Participates in oral interactions

expressing personal information: (What about you or Ask and answer in pairs)

p. 35: Participates in a conversation using appropriate expressions (Useful language).

p. 34: Acts out a conversation (Act out).Reading pp. 31/36: Recognizes and understands an

articleabout a London market and one about online shopping.

Writing p. 37: Plans, produces and revises an

opinion/review of a product from the point of view of a consumer

pp. 30/32/33/35: Learns and practices grammar

and vocabulary rules. pp. 32: Reproduces the pronunciation, rhythm



Interact orally. Communicate orally participating in conversations






2. Mathematical competence and basic competences in science and technology Unit 3: Uses numbers to express prices and

quantities. p. 37: Learns about the characteristics of a

product and the technical processes involved.


Understand how science and technology, its advances and limitations, affect our lives

3. Digital competence Uses the digital components of the course: My Use the digital components of the course


English Lab, Active Teach. p. 36: Learns about the current tendency

towards online shopping. Pp. 31/39: Uses technology to learn to look for

information about the unit topic:www.spitalfields.co.ukwww.discoverireland.iewww.worldtravelguide.netwww.spain.info/en/

appropriately. Use ICT as an intellectual tool for receiving

information, learning and communication. Discover and use the main computer applications.

4. Competence in learning to learn pp. 30/33: Learns strategies for thinking,

organizing and memorizing vocabulary. pp. 31/34/36: Learns to deduce information and

content from the context using the images. pp. 32/35: Learns to use boxes and charts as a

study technique. p. 37: Learns to plan, organize and produce a

piece of written work and to check it (Writing Task).


pp. 24-31 (WB): Learns to manage capacities and efforts.

Learns to use the unit reference material: Writing Reference (SB p. 125) Grammar (WB p. 90) Vocabulary (BW p. 106) Listening and Speaking (WB p. 115). Listening Bank (SB pp. 120).



Learn to hypothesise and make deductions. Use intellectual working resources and

techniques. Plan, organize and check pieces of work. Use the strategies studied to improve written

production (Connectors). Use reference material. Develop critical reflexion. Develop problem-solving, analysis, organization

and execution strategies. Complete the WB activities autonomously. Learns self-evaluation reflecting on what is known

and what needs to be learnt.

5. Social and civic competence p. 34: Cooperates in group-work learning


p. 34: Learns to ask for help using appropriate expressions and behaviour

pp. 31/32/33/35: Participates in oral interactions and communication skills (What about you, Free practice).

Unit 3: Reflects on consumerism and purchases we make on a daily basis and the different payment and shopping methods available.

P. 36: Learns about and reflects on online shopping and its problems.

p. 39: Understands and respects the multicultural and socioeconomic aspects of other cultures, societies and identities (The Republic of Ireland).



Discover, value and respect individual traits. Discover and appreciate other lifestyles and ways

of organization in other parts of the world. Show comprehension of other cultures

contributions, recognizing and comparing cultural differences.



perseverance completing the WB exercises. p. 34: Cooperates and works in team (Act out… pp. 30/31/32: Undertakes a self-refection to be

able to talk about oneself and one’s local environment (What about you).

p. 39: Develops the initiative to organize projects (planning, organizing, analysing, and searching for information): Research it! - Your Culture


negotiating and using dialogue. Develop a critical and reflexive attitude. Organize and complete projects.

7. Cultural awareness and expression p. 31: Learns about the history and organization

of one of the most popular prize-winning Express oneself creatively. Identify specific cultural information.


http://www.spain.info/en/

http://www.worldtravelguide.net/

http://www.discoverireland.ie/

http://www.spitalfields.co.uk/

markets in London, Spitalfields. p. 34: Acts out a conversation expressing

creativity and imagination (Act out…). p. 39: Learns about and compares the Republic

of Ireland, its history, language and traditions (Culture: The Republic of Ireland).

Understand cultural elements specific to English-speaking countries and in the rest of the world.





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1. LINGUISTIC COMMUNICATIONLISTENINGUnderstand the key information, the main pints and the most relevant details in oral texts.Understands and is able to apply the most appropriate strategies for oral comprehension. Understands sociocultural and sociolinguistic aspects of the language and uses them to improve comprehension. Distinguishes the most relevant communicative function or functions of the text.Recognises common lexis and infers meaning from the context, and, with visual support, the meaning of less frequent or more specific words. Discriminates common stress, rhythm and intonation patterns. SPEAKING/CONVERSINGProduces brief comprehensible texts using simple language.Asks for and exchanges information.Understands and applies the most appropriate strategies for producing oral texts. Incorporates sociocultural and sociolinguistic knowledge into oral production.Demonstrates control of a limited range of common structures.Understands and uses a sufficient range of lexis for communication.Pronounces and uses intonation clearly.




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READINGIdentifies the essential information, the most relevant points and the important details in written texts. Understands and is able to apply the most appropriate strategies for written comprehension.Understands sociocultural and sociolinguistic aspects of the language and uses them to improve comprehension.Distinguishes the most relevant communicative function or functions of the text.Recognises syntactic structures typical of written communication and their meaning to understand the text. Recognises common lexis and infers meaning from the context, and, with visual support, the meaning of less frequent or more specific words.Recognises typical spelling and punctuation conventions, and common symbols and abbreviations and their meanings. WRITINGWrites brief texts with a clear structure (on paper or electronic media) about everyday topics.Understands and is able to apply the most appropriate strategies for producing simple structured texts.Understands sociocultural and sociolinguistic aspects of the language and uses them in writing. Uses the functions necessary for the communicative purpose. Demonstrates control of a limited range of common structures. Understands and uses a sufficient range of lexis for communication of information and brief opinions.Understands and applies simple punctuation and spelling rules appropriately in order to be understood.




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2. MATHEMATICAL COMPETENCE AND BASIC COMPETENCES IN SCIENCE AND TECHNOLOGY

Understands, uses and sees the relation between numbers in the foreign language.Orders data according to classification criteria.Interprets and expresses information, data and arguments in tables and graphics etc.Relates particular lifestyles with health.Recognizes the scientific method and technological products and processes and the importance of science and technology in our lives and in society.




Accepts and practices the established rules of coexistence.Works in pairs and groups accepting the given role in this kind of work.




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Values the foreign language as a tool for communication with others and shows curiosity and interest in those that speak the foreign language.Understands and respects the characteristics of other cultures and societies and what each one can offer.6. SENSE OF INITIATIVE AND ENTREPRENEURSHIP







SB Writing reference 3( pp. 125) SB Listening Bank 3 (pp 120).

WB (Unit 3, pp. 24-31). WB Grammar (Unit 3 pp. 90-91). WB Vocabulary (Unit 3 pp. 106). WB Listening and Speaking (Unit 3 pp. 115).


WB Pronunciation practice (pp. 122 a 124)

TRF Grammar (Unit 3, pp. 74 and 75). TRF Vocabulary (Unit 3, pp. 96 and 97). TRF Reading and Listening Skills (Unit 3, pp. 118 and 119) TRF Speaking Skills (Unit 3, pp. 134). TRF Writing Skills (Unit 3, pp. 143).

5. ASSESSMENT

Formative assessment Continuous assessment during the classes. SB Refresh Your Memory! (Unit 3, pp. 38). SB Exam Practice 1 (Units 1-3, pp. 112 and 113). SB Review 1 (Units 1-3, pp. 40-43). WB Completion of the WB exercises (Unit 3, pp. 24 a 31). WB Review 1 (Units 1-3, pp. 32 and 33).Sumative assessment TRF Language Test 3 (pp. 14/15 and pp. 16/17). TRF Skills Test 1 (Units 1-3, pp. 18 a 20 and 21 a 23). TRF Skills Reading and Listening 3 (pp. 118/119). TRF Skills Speaking 3 (p. 134). TRF Skills Writing 3 (p. 143). TRF Writing template unit 3 (p. 155) Self-evaluation WB My assessment Profile (Unit 3, pp. 129).





- shopping nouns.- money verbs

Recognize a limited range of high frequency oral lexis:- Comparatives and superlatives.- Too, enough,- Much, many, a lot of.

Discriminate basic sound, accent, rhythm and intonation patterns and recognize the general related meanings and communicative intentions.

Learning standards: Understands conversation in a shop asking for help (SB 34). Understands a recording of a young person talking about the problems ofonline

shopping (SB p. 36) Understands a conversation about buying a console online- TRF Skills Reading and Listening 3 (pp. 118/119).


about known or previously studied topics, understanding and applying appropriate


strategies for continuing the communication and producing a legible discourse appropriate to the communicative intention - TRF Language Test 3, pp. 14/15 and 16/17.- TRF Skills, Speaking 3 pp. 134.


Comply with the communicative function of the discourse: asking for help in a shop. Learn and use syntactic structures:

- shopping nouns.- money verbs.

Learn and use a limited range of high-frequency vocabulary:- Comparatives and superlatives.- Too, enough,- Much, many, a lot of.


Learning standards: Participates in conversations asking for help in given situations (SB p. 36). Understands and Participates in conversations asking for help in given situations

- TRF Skills Speaking 3 (pp. 122).


age-specific texts with the support of textual and non-textual elements, on a variety of topics including other subject areas, learning and using the most appropriate comprehension strategies:- TRF Language Test 3, pp. 14/15 and 16/17.- TRF Skills Reading and Listening 3 (pp. 118/119).


Distinguish the principal communicative function or functions in a text; an article. Recognize the most common uses of basic syntactic structures in written

communication: - shopping nouns.- money verbs.

Recognize a limited range of high-frequency written lexis:- Comparatives and superlatives.- Too, enough,- Much, many, a lot of.


Learning standards: Understands the essential information and locates specific information en an article

about a London market (SB p. 31) Understands the essential and specific information in an article about online

shopping (SB p. 36). Understands a text about how people went shopping in the past (Shopping…

thousands of years ago).- TRF Skills Reading and Listening 3 (pp. 118/119).


structures, functions and lexis, and basic cohesive elements, and respecting basic rules of spelling and punctuation:- TRF Language Test 3, pp. 14/15 and 16/17.- TRF Skills, Writing 3 p. 131.



Use basic spelling rules; Expressions for opinions (Expressing opinion)

Learning standards: Is able to write a consumer opinion about a product (SB p. 37). Completes notes and is able to write an opinion about a known product:- TRF Writing 3 (p. 143)- TRF Writing template unit 3 (p. 155) A customer review.


UNIT 4: IN THE NEWS

1. LINGUISTIC OBJECTIVES Listen to and understand a conversation and a newspaper story using appropriate

comprehension strategies. Express doubt and disbelief. Reading and understand an investigation about adolescents and the media and an

article about a famous journalist. Writing a profile/description of a person, using appropriate cohesion and coherence

resources and strategies (revise and correct errors; spelling, punctuation and grammar).

Learn vocabulary related to the topic:- News and the media.- Adverbs of manner.

Learn and understand the grammatical structures and linguistic content of the unit and put them into practice: - Present Perfect- Present Perfect vs Past simple

Recognize and reproduce aspects of pronunciations such as rhythm, stress and intonation: /æ/y /ɑ:/).





listening text. (SB p. 48, ex. 1). Identification of the text type: a conversation (SB p. 48) and a story (SB p. 50). Making hypotheses about the content and the context looking at images (SB p. 48,

ex. 1)Sociocultural and sociolinguistic aspects of the language: Identify expressions for expressing doubt and disbelief (SB p. 48). Identify a newspaper story (SB p. 50).Communicative functions: Listening to a conversation where doubt and disbelief are expressed about

something, and completion of comprehension questions about specific information from the text (SB p. 48).

Listen to a newspaper story and complete the comprehension exercises (SB p. 50).Syntactic-discursive structures Present Perfect (SB p. 46) Present Perfect vs Past simple (SB p. 49).High frequency oral lexis (reception): News and the media (SB p. 44). Adverbs of manner (SB p. 47).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: /æ/y /ɑ:/) (SB p. 47).



Study of a table with useful language and appropriate expressions for: express doubt and disbelief about something (Useful language, SB p. 49) and completion of the practice exercises.

Execution Oral interaction expressing doubt and disbelief about different facts or events in

guided and free activities (SB p. 49).Sociocultural and sociolinguistic aspects of the language: Learn appropriate expressions for expressing doubt in a conversation (SB p. 49).Communicative functions: Express doubt and disbelief (SB p. 49).Syntactic-discursive structures Present Perfect (SB p. 46) Present Perfect vs Past simple (SB p. 49)High frequency oral lexis (production): News and the media (SB p. 44) Adverbs of manner (SB p. 47). Expressions of doubt and disbelief (SB p. 49).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: /æ/y /ɑ:/) (SB p. 47).


the reading topic (SB p. 45 and 50). Identification of the text type; An investigation (SB p. 45) and an article/profile of a

famous journalist (SB p. 50) Making hypotheses about the content and the context looking at images (SB p. 45

and 50). Reading and answering questions about specific information (SB p. 45 and 50).Sociocultural and sociolinguistic aspects of the language: Identify a study about adolescents and the media (SB p. 45) Identify information about an English journalist and her work (SB pp. 50) Identify information about a Canadian girl, designer of a well-known blog (SB p. 53).Communicative functions: Reading a survey about adolescents and the media (Survey: Teens and the media,

SB p. 45) Reading an article with the personal profile of a famous British journalist (Profile:

Christiane Amanpour, SB p. 45).Syntactic-discursive structures Present Perfect (SB p. 46) Present Perfect vs Past simple (SB p. 49)High frequency written lexis (reception): News and the media (SB p. 44) Adverbs of manner (SB p. 47).

Language block 4 - Production of written texts: expression and interactionProduction strategies: Planning Identification of the text type and reading of a model text: A profile of Orlando

Bloom, SB p. 51). Reading and understanding of the Writing Task box to plan, execute and revise the

required text-type: A profile/description of a person (SB p. 51).Execution Production of a text following the model: A profile/description of a famous

personality. Use of the writing strategy studied in the unit (Language Work: revise and correct

errors (spelling, punctuation and grammar) (SB p. 51).


Sociocultural and sociolinguistic aspects of the language: Understand how to write a profile/description of a person (SB p. 51).Communicative functions: Giving information about someone (SB p. 51).Syntactic-discursive structures Present Perfect (SB p. 46) Present Perfect vs Past simple (SB p. 49)High frequency written lexis (production): News and the media (SB p. 44) Adverbs of manner (SB p. 47).Spelling and punctuation patterns. Learn to revise and correct errors (spelling, punctuation and grammar) (SB pp. 51).




conversation and a newspaper story.Speaking pp. 45/46/47: Participates in oral interactions

expressing personal information: (What about you)

p. 49: Participates in a conversation using appropriate expressions to express doubt and disbelief (Useful language)

p. 48 Acts out a conversation (Act out).Reading pp. 45/50: Recognizes and understands a survey

about adolescents and an article about a famous journalist.

Writing p. 51: Plans, produces and revises a

profile/description of a person.

pp. 44/46/47/49: Learns and practices grammar and vocabulary rules.

pp. 49: Reproduces the pronunciation, rhythm and intonation of the foreign language (/æ/y /ɑ:/)


Interact orally. Communicate orally participating in

conversations about known topics. Understand the general idea and specific





2. Mathematical competence and basic competences in science and technology pp. 47/51/53: Uses numbers to express dates, the

time, age, temperature and quantity. p. 44: Learns to use tables to classify and

organize information. Unit 4: Learns about and reflects on the use of

new technologies in the world of information and journalism.


Use tables and boxes.


English Lab, Active Teach. pp. 50 Uses technology to learn to look for

information about the unit topic:www.makers.com/christiane-amanpour

p. 51: Recognizes and uses a blog. Unit 4: Learns about and reflects on the use of

new technologies in the world of information and journalism.







Learn to hypothesise and make deductions.44

Programme of Contents (English) – Next Move 3

http://www.makers.com/christiane-amanpour


study technique. p. 51: Learns to plan, organize and produce and

revise a piece of written work (Writing Task) p. 51: Learns strategies to improve writing skills

(Language Work). pp. 34-41 (WB): Learns to manage capacities and

efforts. Learns to use the unit reference material: Writing

Reference (SB p. 126) Grammar (WB p. 92) Vocabulary (BW p. 107) Listening and Speaking (WB p. 116). Listening Bank (p. 120)



Plan, organize and check pieces of work. Use the strategies studied to improve written

expression. Use reference material. Develop critical reflexion. Develop problem-solving, analysis,

organization and execution strategies. Complete the WB activities autonomously. Learn to self-evaluate, being conscious of what

one knows and what one needs to learn.

5. Social and civic competence pp. 48: Cooperates in group-work learning


pp. 45/46/47/49: Participates in oral interactions practising language and communication skills (What about you, Free practice).

Unit 4: Learns about and reflects on changes in the the world of communications and the tools used for this purpose like new technologies.

p. 51: Recognizes and on the work of NGOs (such as UNICEF) which offer humanitarian aid to children.

p. 53: Participates constructively and critically in discussions and debates (Class discussion)

p. 53: Understands and respects the multicultural and socioeconomic aspects of other cultures, societies and identities.



Discover, value and respect individual traits. Learn norms of behaviour specific to certain

places. Reflect on our responsibility to care for and

respect the animal world. Show understanding of the contribution of

other cultures, recognizing and comparing cultural and social differences.



perseverance completing the WB exercises. p. 48: Cooperates and works in team (Act

out…). p. 53: Participates in discussions expressing


pp. 45/46: (What about you) Undertakes a self-evaluation and self-reflection in order to be able to talk about personal matters.




creativity and imagination (Act out…).. Unit 4: Learns about the media, te news and

journalism. p. 53: Learns about the lives of young people in

other parts of the world like a girl from Canada and her interest in fashion and photography (Real World Profile: Amy Grey: Fashion blogger).

p. 51: Learn about a famous actor, Orlando Bloom, and his participation in humanitarian projects.








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1. LINGUISTIC COMMUNICATIONLISTENINGUnderstand the key information, the main pints and the most relevant details in oral texts.Understands and is able to apply the most appropriate strategies for oral comprehension. Understands sociocultural and sociolinguistic aspects of the language and uses them to improve comprehension. Distinguishes the most relevant communicative function or functions of the text.Recognises common lexis and infers meaning from the context, and, with visual support, the meaning of less frequent or more specific words. Discriminates common stress, rhythm and intonation patterns. SPEAKING/CONVERSINGProduces brief comprehensible texts using simple language.Asks for and exchanges information.Understands and applies the most appropriate strategies for producing oral texts. Incorporates sociocultural and sociolinguistic knowledge into oral production.Demonstrates control of a limited range of common structures.Understands and uses a sufficient range of lexis for communication.Pronounces and uses intonation clearly.READINGIdentifies the essential information, the most relevant points and the important details in written texts. Understands and is able to apply the most appropriate strategies for written comprehension.




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Understands sociocultural and sociolinguistic aspects of the language and uses them to improve comprehension.Distinguishes the most relevant communicative function or functions of the text.Recognises syntactic structures typical of written communication and their meaning to understand the text. Recognises common lexis and infers meaning from the context, and, with visual support, the meaning of less frequent or more specific words.Recognises typical spelling and punctuation conventions, and common symbols and abbreviations and their meanings. WRITINGWrites brief texts with a clear structure (on paper or electronic media) about everyday topics.Understands and is able to apply the most appropriate strategies for producing simple structured texts.Understands sociocultural and sociolinguistic aspects of the language and uses them in writing. Uses the functions necessary for the communicative purpose. Demonstrates control of a limited range of common structures. Understands and uses a sufficient range of lexis for communication of information and brief opinions.Understands and applies simple punctuation and spelling rules appropriately in order to be understood.2. MATHEMATICAL COMPETENCE AND BASIC COMPETENCES IN SCIENCE AND TECHNOLOGY

Understands, uses and sees the relation between numbers in the foreign language.Orders data according to classification criteria.




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Interprets and expresses information, data and arguments in tables and graphics etc.Relates particular lifestyles with health.Recognizes the scientific method and technological products and processes and the importance of science and technology in our lives and in society.








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SB Writing reference 4( pp. 126) SB Listening Bank 4 (pp. 120).

WB (Unit 4, pp. 34-41). WB Grammar (Unit 4 pp. 92-93). WB Vocabulary (Unit 4 pp. 107). WB Listening and Speaking (Unit 4 pp. 116). WB Pronunciation practice (pp. 122 a 124)

TRF Grammar (Unit 4, pp. 76 and 77). TRF Vocabulary (Unit 4, pp. 98 and 99). TRF Reading and Listening Skills (Unit 4, pp. 120 and 121) TRF Speaking Skills (Unit 4, pp. 135). TRF Writing Skills (Unit 4, pp. 144). TRF Writing template unit 4 (pp. 156)

5. ASSESSMENT


Formative assessment Continuous assessment during the classes. SB Refresh Your Memory! (Unit 4, p. 52). SB Exam Practice 2 (Units 4 a 6, pp. 114 and 115). SB Review 2 (Units 4-6, pp. 74 a 77). WB Completion of the WB exercises (Unit 4, pp. 34 a 41). WB Review 2 (Units 4-6, pp. 58 and 59).Sumative assessment TRF Language Test 4 (pp. 24/25 and pp. 26/27). TRF Skills Test 2 (Units 4-6, pp. 23 a 38 and 39 a 41). TRF Reading and Listening Skills (Unit 4, pp. 120 and 121) TRF Speaking Skills (Unit 4, p. 135). TRF Writing Skills (Unit 4, p. 144). TRF Writing template unit 4 (p. 156)Self-evaluation WB My assessment Profile (Unit 4, p. 129).





- Present Perfect- Present Perfect vs Past simple

Recognize a limited range of high frequency oral lexis:- News and the media.- Adverbs of manner.

Discriminate basic sound, accent, rhythm and intonation patterns and recognize the related meanings and general communicative intentions.

Learning standards: Understands a conversation where doubt and disbelief are expressed (SB p. 48). Understands a newspaper story (SB p. 50) Understands three short interviews about the news.

TRF Skills Reading and Listening 4 (pp. 120/121).


about known or previously studied topics, understanding and applying appropriate strategies for continuing the communication and producing a legible discourse appropriate to the communicative intention - TRF Language Test 4, pp. 24/25 and 26/27.- TRF Skills, Speaking 4 p. 135.


Comply with the communicative function of the discourse: express doubt and disbelief.

Learn and use syntactic structures:- Present Perfect- Present Perfect vs Past simple

Learn and use a limited range of high-frequency vocabulary:- News and the media.- Adverbs of manner.



Learning standards: Participates in conversations expressing doubt and disbelief (SB p. 49). Interacts, taking part in role-plays giving personal information (SB Unit 4). Participates in a conversation expressing surprise, doubt and disbelief about a given

situation:- TRF Skills Speaking 4 (p. 135).


age-specific texts with the support of textual and non-textual elements, on a variety of topics including other subject areas, learning and using the most appropriate comprehension strategies:- TRF Language Test 4, pp. 24/25 and 26/27.- TRF Skills Reading and Listening 4 (pp. 120/121).



communication: - Present Perfect- Present Perfect vs Past simple

Recognize a limited range of high-frequency written lexis:- News and the media.- Adverbs of manner.


Learning standards: Understands the essential information and locates specific information in a survey

about adolescents and the media (SB pp. 45) Understands an article with the personal profile af a famous British journalist (SB p.

51). Understands a text about young people and the Internet; blogs to explore and

express you own feelings (Having problems? Talk to the world!).- TRF Skills Reading and Listening 4 (pp. 120/121).


structures, functions and lexis, and basic cohesive elements, and respecting basic rules of spelling and punctuation:- TRF Language Test 4, pp. 24/25 and 26/27.- TRF Skills, Writing 4 p. 144.


Use basic spelling rules and revise and correct errors (spelling, punctuation and grammar).

Learning standards: Is able to write profile/personal description of a famous person (SB p. 51). Is able to write profile/personal description of a woman admired by the student:- TRF Writing 4 (p. 144).- TRF Writing template unit 4 (p. 156) A profile.


UNIT 5: HAPPY HOLIDAYS

1. LINGUISTIC OBJECTIVES Listen to and understand a conversation and a radio interview. Ask for and give information about places and directions. Read and understand an article about holidays and one about strange tourist

attractions. Writing a travel guide, using appropriate cohesion and coherence resources and

strategies (making your writing more interesting). Learn vocabulary related to the topic:

- Holidays.- Meanings of get.

Learn and understand the grammatical structures and linguistic content of the unit and put them into practice: - Present perfect + for/since; How long.- Present perfect with just.

Recognize and reproduce aspects of pronunciations such as rhythm, stress and intonation: /aɪ/vs/I/





listening text. (SB p. 58, ex. 1, p. 60 ex. 1) Identification of the text type: a conversation (SB p. 58) and a radio interview (SB p.

60) Making hypotheses about the content and the context looking at images (SB p. 58,

ej 1)Sociocultural and sociolinguistic aspects of the language: Identify expressions for asking for and giving information appropriately (SB p. 58). Identify information about a tourist attraction in a radio interview (SB p. 60).Communicative functions: Listening to a conversation where information about places and directions is asked

for and given, and answer comprehension questions about specific information (SB p. 58).

Listen to a radio interview about tourist attractions and complete the comprehension exercises (SB p. 60).

Syntactic-discursive structures Present perfect + for/since; How long. (SB p. 57) Present perfect with just (SB p. 59).High frequency oral lexis (reception): Holidays (SB p. 54). Meanings of get (SB p. 57).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: /aɪ/vs/I/ (SB pp. 56).



Study of a table with useful language and appropriate expressions for: Asking for and giving information about places (Useful language, SB p. 59) and completion of the practice exercises.

Execution Oral interaction asking for and giving information about places and directions, in

conversations in guided and free activities (SB p. 59).Sociocultural and sociolinguistic aspects of the language: Learn appropriate expressions for asking for information (SB p. 59).Communicative functions: Ask for and give directions (SB p. 59).Syntactic-discursive structures Present perfect + for/since; How long. (SB p. 57) Present perfect with just (SB p. 59).High frequency oral lexis (production): Holidays (SB p. 54). Meanings of get (SB p. 57). Expressions for asking for and giving directions (SB p. 58).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: /aɪ/vs/I/ (SB pp. 56).


the reading topic (SB p. 55 and 60). Identification of the text type; newspaper articles (SB pp. 55 and 60) Making hypotheses about the content and the context looking at images (SB p. 55

and 60). Reading and answering questions about specific information (SB p. 55 and 60).Sociocultural and sociolinguistic aspects of the language: Identify information about alternative adventure holidays with high-risk activities

(SB p. 55) Identify information about strange tourist attractions (SB p. 60) Identify information about Brighton (SB p. 61) Identify information about sport in the United Kingdom (SB p. 63). Communicative functions: Reading an article about holidays chosen by the daughter of a family (Behind the

Camera, SB p. 55). Reading an article about strange tourist attractions (Strange Tourist Attractions,

SB p. 60)Syntactic-discursive structures Present perfect + for/since; How long. (SB p. 57) Present perfect with just (SB p. 59).High frequency written lexis (reception): Holidays (SB p. 54). Meanings of get (SB p. 57).

Language block 4 - Production of written texts: expression and interactionProduction strategies: Planning Identification of the text type and reading of a model text: A travel guide; Brighton

(SB p. 61). Reading and understanding of the Writing Task box to plan, execute and revise the

required text-type: A travel guide (SB p. 61).Execution Production of a text following the model: a travel guide about sthe student’s city or

local area (SB p. 61).


Use of the writing strategy studied in the unit (Language Work: making your writing more interesting using adjectives, new vocabulary etc. SB p. 61).

Sociocultural and sociolinguistic aspects of the language: Understand how to write a travel guide and describe a place (SB p. 61).Communicative functions: Description of a place (SB p. 61).Syntactic-discursive structures Present perfect + for/since; How long. (SB p. 57) Present perfect with just (SB p. 59).High frequency written lexis (production): Holidays (SB p. 54). Meanings of get (SB p. 57).Spelling and punctuation patterns. Make writing more interesting using adjectives, new vocabulary etc. (SB pp. 61).




conversation and a radio interview.Speaking pp. 54/55/57: Participates in oral interactions

expressing personal information: (What about you) pp. 59: Participates in a conversation using

appropriate expressions for asking for and giving information (Useful language).

pp. 58: Acts out a conversation (Act out). Reading pp. 55/60: Recognizes and understands an article

about the choice of holidays and one about sobre strange tourist attractions.

Writing p. 61: Plans, produces and revises a travel guide.

pp. 54/56/57/59: Learns and practices grammar and

vocabulary rules. pp. 56: Reproduces the pronunciation, rhythm and

intonation of the foreign language (/aɪ/vs/I/).



about known topics. Understand the general idea and specific information

in written texts, recognizing high frequency vocabulary and structures..




2. Mathematical competence and basic competences in science and technology p. 60: Uses numbers to indicate years and dates. Unit 5: Identifies and learns about different

technological devices used for reading on holiday, whist travelling etc.

Interpret data and information using numbers. Understand how science and technology affect our

lives.


English Lab, Active Teach. pp. 60/63: Uses technology to learn to look for

information about the unit topic:www.sports.yahoo.com www.infoplease.com




4. Competence in learning to learn Pp. 54/57: Learns strategies for thinking, organizing

and memorizing vocabulary. Pp. 55/58/60: Learns to deduce information and

content from the context using the images. Pp. 56/59: Learns to use boxes and charts as a

study technique. p. 61: Learns to plan, organize, produce and revise

a piece of written work (Writing Task)


Learn to hypothesise and make deductions. Use intellectual working resources and techniques. Plan, organize and check pieces of work. Use the strategies studied to improve written

expression. Use reference material.



http://www.sports.yahoo.com/


pp. 42-49 (WB): Learns to manage capacities and efforts.

Learns to use the unit reference material: Writing Reference (SB p. 127) Grammar (WB p. 94) Vocabulary (BW p. 108) Listening and Speaking (WB p. 117). Listening Bank (SB p. 121).


Develop critical reflexion. Develop problem-solving, analysis, organization and

execution strategies. Complete the WB activities autonomously. Learn to self-evaluate, being conscious of what one




pp. 54/55/56/57/59: Participates in oral interactions practising language and communication skills (What about you, Free practice).

p. 63: Understands and respects the multicultural and socioeconomic aspects of other cultures, societies and identities (British culture).



Discover, value and respect individual traits. Show understanding of the contribution of other

cultures, recognizing and comparing cultural and social differences.


writing (Writing Task). Shows initiative in personal work and perseverance

completing the WB exercises. p. 58: Cooperates and works in team (Act out… Pp. 54/55/56/57: (What about you) Undertakes a

self-evaluation and self-reflection to be able to talk about personal matters

p. 63: Develops the initiative to organize projects (Your culture-Research it: planning, organizing, analysing, searching for information etc.).


negotiating and using dialogue. Develop a critical and reflexive attitude. Organize and complete projects.

7. Cultural awareness and expression p. 58: Acts out a conversation expressing creativity

and imagination (Act out…). Unit 5: Learns about different destinations, places

and attractions; The Lake District, Brighton, San Luis Obispo (USA), Szymbark (Poland), etc.

p. 63: Learns about sport in the United Kingdom; Cricket, Rugby, Football and Golf and compares with those in the local area (Culture-Sports in the UK).

Express oneself creatively. Identify specific cultural information. Learns about cultural elements typical of Englisgh-

speaking countries and value cultural diversity. Show interest and respect for other cultures.





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Understands uses and sees the relation between numbers in the foreign language.Orders data according to classification criteria.Interprets and expresses information, data and arguments in tables and graphics etc.Relates particular lifestyles with health.




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TB Extra activities to reinforce what has been learnt in the unit (Unit 5 Extra activities, pp. 104- 123).

SB Writing reference 5 ( pp. 127) SB Listening Bank 5 (pp. 121).

WB (Unit 5, pp. 42-49). WB Grammar (Unit 5 pp. 94-95). WB Vocabulary (Unit 5 pp. 108). WB Listening and Speaking (Unit 5 p. 117). WB Pronunciation practice (pp. 122 a 124)

TRF Grammar (Unit 5, pp. 78 and 79). TRF Vocabulary (Unit 5, pp. 100 Y 101). TRF Reading and Listening Skills (Unit 5, pp. 122 and 123) TRF Speaking Skills (Unit 5, p. 136). TRF Writing Skills (Unit 5, p. 145). TRF Writing template unit 5 (p. 157)

5. ASSESSMENTFormative assessment Continuous assessment during the classes. SB Refresh Your Memory! (Unit 5, pp. 62). SB Exam Practice 2 (Units 4-6, pp. 114 and 115).


SB Review 2 (Units 4-6, pp. 74 a 77). WB Completion of the WB exercises (Unit 5, pp. 42 a 49). WB Review 2 (Units 4-6, pp. 58 and 59).Sumative assessment TRF Language Test 5 (pp. 28/29 and pp. 30/31). TRF Skills Test 2 (Units 4-6, pp. 36 a 38 and 39 a 41). TRF Reading and Listening Skills (Unit 5, pp. 122 and 123) TRF Speaking Skills (Unit 5, pp. 136). TRF Writing Skills (Unit 5, pp. 145). TRF Writing template unit 5 (p. 157)Self-evaluation WB My assessment Profile (Unit 5, p. 131).


communicative situations, applying basic comprehension strategies appropriately. - TRF Language Test 5 (pp. 28/29 and pp. 30/31).- TRF Skills Reading and Listening 5 (pp. 122/123).



- Present perfect + for/since; How long.- Present perfect with just.

Recognize a limited range of high frequency oral lexis:- Holidays.- Meanings of get.


Learning standards: Understands a conversation where information about places is asked for and given

(SB p. 58). Understands a radio interview about tourist attractions (SB p. 60) Understands an interview with a travel writer:



about known or previously studied topics, understanding and applying appropriate strategies for continuing the communication and producing a legible discourse appropriate to the communicative intention. - TRF Language Test 5 (pp. 28/29 and pp. 30/31).- TRF Skills, Speaking 5 p. 136.


Comply with the communicative function of the discourse: Learn and use syntactic structures:

- Present perfect + for/since; How long.- Present perfect with just.

Learn and use a limited range of high-frequency vocabulary:- Holidays.- Meanings of get.


Learning standards:


Participates in conversations asking for and giving information about places and directions (SB p. 58).

Interacts, taking part in role-plays giving personal information (SB Unit 5). Participates in a conversation asking for and giving information about places in the

student’s city.- TRF Skills Speaking 5 (p. 136).


age-specific texts with the support of textual and non-textual elements, on a variety of topics including other subject areas, learning and using the most appropriate comprehension strategies:- TRF Language Test 5 (pp. 28/29 and pp. 30/31).- TRF Skills Reading and Listening 5 (pp. 122/123).



communication: - Present perfect + for/since; How long.- Present perfect with just.

Recognize a limited range of high-frequency written lexis:- Holidays.- Meanings of get.



about holidays (SB pp. 55) Understands the essential information and locates specific information in an article

about some strange tourist attractions (SB p. 60). Understands a text encouraging British people to choose national holoiday

destinations (Britain is different!).- TRF Skills Reading and Listening 5 (pp. 122/123).


structures, functions and lexis, and basic cohesive elements, and respecting basic rules of spelling and punctuation:- TRF Language Test 5 (pp. 28/29 and pp. 30/31).- TRF Skills, Writing 5 pp. 145.


Use basic spelling rules and understand how to make writing more interesting by using adjectives and new vocabulary.

Learning standards: Is able to write a travel guide (SB p. 61). Is able to write a travel guide about a known place.

TRF Writing Skills (Unit 5, p. 145). TRF Writing template unit 5 (p. 157): A travel guide.


UNIT 6: THAT’S LIFE!

1. LINGUISTIC OBJECTIVES Listen to and understand a conversation where advice is asked for and given and

conversations between adolescents in a hypothetical future. Ask for and give advice. Reading and understand a web page about adolescents and household chores and

an informative text about adolescents of the future. Writing some advice for a problem page, using appropriate cohesion and coherence

resources and strategies (Connectors to express reasons and results; because, so). Learn vocabulary related to the topic:

- Household chores. - Feelings adjectives.

Learn and understand the grammatical structures and linguistic content of the unit and put them into practice: - Have to/Don’t have to. Must/Mustn’t- Predictions with will, won’t, might.

Recognize and reproduce aspects of pronunciations such as rhythm, stress and intonation: /Λ/ and /ju:/





listening text. (SB p. 68, ex. 1) (SB p. 70 ex. 1). Identification of the text type: conversations (SB p. 68 and 70). Making hypotheses about the content and the context looking at images (SB p. 68,

ex. 1)Sociocultural and sociolinguistic aspects of the language: Identify expressions for asking for and giving advice (SB p. 68). Identify information about how the future will be for adolescents (SB p. 70).Communicative functions: Listening to a conversation where advice is asked for and given and answer

comprehension questions about specific information (SB p. 68). Listen to a conversation between adolescents of the future and complete the

comprehension exercises (SB p. 70).Syntactic-discursive structures Have to/Don’t have to. Must/Mustn’t (SB p. 66) Predictions with will, won’t, might (SB p. 69).High frequency oral lexis (reception): Household chores (SB p. 64). Feelings adjectives (SB p. 67).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: /Λ/ and /ju:/ (SB pp. 67).


Content block 2 - Production of oral texts: expression and interaction.Production strategies: Planning Study of a table with useful language and appropriate expressions for asking for and

giving advice (Useful language, SB p. 69) and completion of the practice exercises.Execution Oral interaction asking for and giving advice in guided and free activities (SB p. 69).Sociocultural and sociolinguistic aspects of the language: Learn appropriate expressions for asking for and giving advice (SB p. 69).Communicative functions: Asking for and giving advice (SB p. 69).Syntactic-discursive structures Have to/Don’t have to. Must/Mustn’t (SB p. 66) Predictions with will, won’t, might (SB p. 69).High frequency oral lexis (production): Household chores (SB p. 64). Feelings adjectives (SB p. 67). Expressions for asking for and giving advice (SB p. 69).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: /Λ/ and /ju:/(SB pp. 67).


the reading topic (SB p. 65 and 70). Identification of the text type; a web page (SB p. 65). An informative text (SB p. 70) Making hypotheses about the content and the context looking at images (SB p. 65

and 70). Reading and answering questions about specific information (SB p. 65 and 70).Sociocultural and sociolinguistic aspects of the language: Identify information in a survey about British adolescents and household chores (SB

p. 65) Identify information about the future of adolescents; home, school, free time,

leisure, fashion, etc. (SB p. 70) Identify information about how a young Canadian person deals with the problem of

bullying (SB p. 73). Communicative functions: Reading a web page about adolescents and household chores (Teen

World.co.com/uk, SB p. 65). Reading an informative text about adolescents of the future (Future teens SB p. 70)Syntactic-discursive structures Have to/Don’t have to. Must/Mustn’t (SB p. 66) Predictions with will, won’t, might (SB p. 69).High frequency written lexis (reception): Household chores (SB p. 64). Feelings adjectives (SB p. 67).


Language block 4 - Production of written texts: expression and interactionProduction strategies: Planning Identification of the text type and reading of a model text: advice for a problem

page; Problem page, (SB p. 71). Reading and understanding of the Writing Task box to plan, execute and revise the

required text-type: A recipe (SB p. 71).Execution Production of a text following the model: advice for a problem page. Use of the writing strategy studied in the unit (Language Work: Connectors to

express reasons and results; because, so) (SB p. 71).Sociocultural and sociolinguistic aspects of the language: Understand how to write a problem page and give answers through an online

consultancy (SB p. 71).Communicative functions: Give solutions/advice to questions/problems.Syntactic-discursive structures Have to/Don’t have to. Must/Mustn’t (SB p. 66) Predictions with will, won’t, might (SB p. 69).High frequency written lexis (production): Household chores (SB p. 64). Feelings adjectives (SB p. 67).Spelling and punctuation patterns. Use connectors to express reasons and results; because, so. (SB p. 71).



Listening Pp. 68/70: Recognizes and understands

conversations. Speaking p. 65: Participates in oral interactions expressing

personal information: (What about you) p. 69: Participates in a conversation using

appropriate expressions for ordering in a restaurant (Useful language).

Pp. 68 Acts out a conversation (Act out). Reading Pp. 65/70: Recognizes and understands a web page

and an informative text Writing p. 71: Plans, produces and revises advice for a

problem page. pp. 64/66/67/69: Learns and practices grammar and

vocabulary rules. p. 69: Reproduces the pronunciation, rhythm and

intonation of the foreign language.








2. Mathematical competence and basic competences in science and technology p. 70: Identify and learn about new technologies and

their application and their use in household chores (robots, computers, virtual leisure, etc.).

Understand how science and technology affect our lives


English Lab, Active Teach. p. 73. Uses technology to learn to look for

information about the unit topic:www.robfrenette.blogspot.com.es





http://www.robfrenette.blogspot.com.es/

www.dinnerinthesky.com www.bullyingcanada.com

4. Competence in learning to learn pp. 64/67: Learns strategies for thinking, organizing

and memorizing vocabulary. pp. 65/68/70: Learns to deduce information and

content from the context using the images. pp. 66/69: Learns to use boxes and charts as a study

technique. p. 71: Learns to plan, organize, produce and revise a

piece of written work (Writing Task) p. 71: Learns strategies to improve writing skills



Reference (SB p. 128) Grammar (WB p. 96) Vocabulary (BW p. 109) Listening and Speaking (WB p. 118). Listening Bank (SB p. 121).




expression. Use reference material. Develop critical reflexion. Develop problem-solving, analysis, organization

and execution strategies. Complete the WB activities autonomously. Learn to self-evaluate, being conscious of what one


5. Social and civic competence p. 68: Cooperates in group-work learning appropriate

behaviour for participation and communication (Act out).

Pp. 65/69: Participates in oral interactions practising language and communication skills (What about you, Free practice).

p. 68: Learns to interiorize structures and expressions for helping and giving advice to ther with respect.

Unit 6: Learns about and reflects on the responsibility of adolescents and the whole family to help with the household chores.

p. 73: Participates constructively and critically in discussions and debates (Class discussion).

p. 73: Learns about and reflects on the problem of bullying.



Discover, value and respect individual traits. Reflect on la sex discrimination. Reflect on bullying and our responsibility to defend

and help those who suffer it.

6. Sense of initiative and entrepreneurship p. 71: Plans, organises and revises a piece of writing

(Writing Task). Shows initiative in personal work and perseverance

completing the WB exercises. p. 68: Cooperates and works in team (Act out…) p. 65: (What about you) Undertakes a self-evaluation

and self-refection to be able to talk about personal matters.

p. 73: Participates in discussions expressing personal ideas and criteria, using dialogue and showing assertiveness (Class discussion).



7. Cultural awareness and expression p. 68: Acts out a conversation expressing creativity

and imagination (Act out…). p. 73: Learns about the lives of young people around

the world (Real World Profile: Rob Frenettee, a boy who has suffered bullying in Canada).



COMPETENCE ASSESSMENT RUBRICSUnit 6


http://www.bullyingcanada.com/

http://www.dinnerinthesky.com/



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READINGIdentifies the essential information, the most relevant points and the important details in written texts. Understands and is able to apply the most appropriate strategies for written comprehension.Understands sociocultural and sociolinguistic aspects of the language and uses them to improve comprehension.Distinguishes the most relevant communicative function or functions of the text.Recognises syntactic structures typical of written communication and their meaning to understand the text. Recognises common lexis and infers meaning from the context, and, with visual support, the meaning of less frequent or more specific words.Recognises typical spelling and punctuation conventions, and common symbols and abbreviations and their meanings. WRITINGWrites brief texts with a clear structure (on paper or electronic media) about everyday topics.Understands and is able to apply the most appropriate strategies for producing simple structured texts.Understands sociocultural and sociolinguistic aspects of the language and uses them in writing. Uses the functions necessary for the communicative purpose. Demonstrates control of a limited range of common structures. Understands and uses a sufficient range of lexis for communication of information and brief opinions.Understands and applies simple punctuation and spelling rules appropriately in order to be understood.2. MATHEMATICAL COMPETENCE AND BASIC COMPETENCES IN SCIENCE AND TECHNOLOGY









Investigates, compiles and organizes information from different media.Enjoys Reading age-appropriate texts autonomously and shows a positive attitude towards reading.Develops simple planning and checking strategies with the work completed.


Cooperates appropriately in group-work.7. CULTURAL AWARENESS AND EXPRESSION




TB Extra activities to reinforce what has been learnt in the unit (Unit 6 Extra activities, pp. 124-143)

SB Writing reference 6 (p. 128). SB Listening Bank 6 (p. 121).

WB (Unit 6, pp. 50-57). WB Grammar (Unit 6 pp. 96-97). WB Vocabulary (Unit 6 p. 109). WB Listening and Speaking (Unit 6 p. 118). WB Pronunciation practice (pp. 122 a 124)

TRF Grammar (Unit 6, pp. 80-81). TRF Vocabulary (Unit 6, pp. 102-103). TRF Reading and Listening Skills (Unit 6, pp. 124-125) TRF Speaking Skills (Unit 6, p. 137). TRF Writing Skills (Unit 6, p. 145). TRF Writing template unit 6 (p. 158)

5. ASSESSMENTFormative assessment Continuous assessment during the classes. SB Refresh Your Memory! (Unit 6, p. 72). SB Exam Practice 2 (Units 4-6, pp. 114 and 115). SB Review 2 (Units 4-6, pp. 74-77). WB Completion of the WB exercises (Unit 6, pp. 50-57). WB Review2 (Units 4-6, pp. 58-59).

Sumative assessment TRF Language Test 6 (pp. 32/33 and pp. 34/35). TRF Skills Test 2 (Units 4-6, pp. 36-38 and 39-41). TRF Reading and Listening Skills (Unit 6, pp. 124-125) TRF Speaking Skills (Unit 6, p. 137). TRF Writing Skills (Unit 6, p. 146). TRF Writing template unit 6 (p. 158) Self-evaluation WB My assessment Profile (Unit 6, p. 132).


communicative situations, applying basic comprehension strategies appropriately. 69


- TRF Language Test 6 (pp. 32-33 and pp. 34-35).- TRF Reading and Listening Skills (Unit 6, pp. 124 and 125)



- Have to/Don’t have to. Must/Mustn’t- Predictions with will, won’t, might.

Recognize a limited range of high frequency oral lexis:- Household chores. - Feelings adjectives.


Learning standards: Understands a conversation where advice is asked for and given (SB p. 68). Understands a conversation between adolescents of the future (SB p. 71) Understands four short conversations about topic related with adolescents:

- TRF Reading and Listening Skills (Unit 6, pp. 124-125)


about known or previously studied topics, understanding and applying appropriate strategies for continuing the communication and producing a legible discourse appropriate to the communicative intention.- TRF Language Test 6 (pp. 32-33 and pp. 34-35).- TRF Skills, Speaking 6 pp. 137.


Comply with the communicative function of the discourse: giving advice. Learn and use syntactic structures:

- Have to/Don’t have to. Must/Mustn’t- Predictions with will, won’t, might.

Learn and use a limited range of high-frequency vocabulary:- Household chores. - Feelings adjectives.


Learning standards: Participates in conversations asking for and giving advice (SB p. 68). Interacts, taking part in role-plays giving personal information (SB Unit 6). Orders sentences and participates in a conversation where advice is asked for and

given in given situations. - TRF Skills Speaking 6 (p. 137).


age-specific texts with the support of textual and non-textual elements, on a variety of topics including other subject areas, learning and using the most appropriate comprehension strategies:- TRF Language Test 6 (pp. 32-33 and pp. 34-35).- TRF Reading and Listening Skills (Unit 6, pp. 124-125)


Distinguish the principle function or functions of a text. Recognize the most common uses of basic syntactic structures in written

communication: - Have to/Don’t have to. Must/Mustn’t


- Predictions with will, won’t, might. Recognize a limited range of high-frequency written lexis:

- Household chores. - Feelings adjectives.

Recognize basic spelling rules and the appropriate connectors.

Learning standards: Understands the essential information and locates specific information on a web

page about adolescents and household chores (SB pp. 65) Understands an informative text about adolescents of the future (SB p. 70). Understands an essay where a Japanese person writes about the everyday routines

in his country and answers the comprehension questions.- TRF Reading and Listening Skills (Unit 6, pp. 124 and 125)


structures, functions and lexis, and basic cohesive elements, and respecting basic rules of spelling and punctuation:- TRF Language Test 6 (pp. 32-33 and pp. 34-35).- TRF Skills, Writing 6 pp. 134.


Use basic spelling rules and use connectors to express reasons and results; because, so, etc.

Learning standards: Is able to write advice for a problem page (SB p. 71). Is able to write a letter giving advice for a given problem using sequencers.- TRF Writing 6 (p. 146)- TRF Writing template unit 6 (p. 158) A problem page.


UNIT 7: MAKE A DIFFERENCE

1. LINGUISTIC OBJECTIVES Listen to and understand a conversation where a person needs to be persuaded and

an interview with as person from an aid agency. Persuade. Reading and understand an informative text about an artistic Project which aims to

publicize a problem to the general public and an article about ecology and public participation.

Writing a formal letter using appropriate cohesion and coherence resources and strategies for this type of writing.

Learn vocabulary related to the topic:- Protests and support.- Verb + preposition.

Learn and understand the grammatical structures and linguistic content of the unit and put them into practice: - Be going to and will- First conditional.

Recognize and reproduce aspects of pronunciations such as rhythm, stress and intonation: pronunciation of going to.





listening text. (SB p. 82, ex. 1) Identification of the text type: a conversation trying to persuade someone (SB p.

82), an interview (SB p. 84) Making hypotheses about the content and the context looking at images (SB p. 82,

ej 1)Sociocultural and sociolinguistic aspects of the language: Identify language and expressions for persuading (SB p. 82). Identify information in an interview with a person who participates in charitable

events (SB p. 84).Communicative functions: Listen to a conversation between adolescents who are protesting about something

and are trying to persuade another person to join them, and answer comprehension questions about specific information (SB p. 82).

Listen to an interview with a person who participates in aid and charitable events and complete the comprehension exercises (SB p. 84).

Syntactic-discursive structures Be going to and will (SB p. 80). First conditional (SB p. 83).High frequency oral lexis (reception): Protests and support (SB p. 78). Verb + preposition (SB p. 81).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: pronunciation of going to (SB pp. 80).

Content block 2 - Production of oral texts: expression and interaction.Production strategies:


Planning Study of a table with useful language and appropriate expressions for persuading

(Useful language, SB p. 83) and completion of the practice exercises.Execution Oral interaction simulating situations of persuasion in guided and free activities (SB

p. 83).Sociocultural and sociolinguistic aspects of the language: Learn appropriate expressions for persuading appropriately (SB p. 83).Communicative functions: Persuading (SB p. 83).Syntactic-discursive structures Be going to and will (SB p. 80). First conditional (SB p. 83).High frequency oral lexis (production): Protests and support (SB p. 78). Verb + preposition (SB p. 81). Expressions for persuading (SB p. 83).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: pronunciation of going to (SB pp. 80).


the reading topic (SB p. 79 and 84). Identification of the text type; an informative text about an artistic project

publicizing the problems of elephants (SB p. 79). An article about public participation in solving certain problems (SB p. 84)

Making hypotheses about the content and the context looking at images (SB p. 79 and 84).

Reading and answering questions about specific information (SB p. 79 and 84).Sociocultural and sociolinguistic aspects of the language: Identify information about an art exhibition with the objective of raising

consciousness about the imminent extinction of Asian elephants (SB p. 79). Identify information about how the general public respond to social, economic and

environmental problems (SB p. 84). Identify and Learns information about Robin Hood (SB p. 87). Communicative functions: Reading an informative text about an art exhibition top raise public consciousness

about an issue (London Elephant Parade SB p. 79). Reading an article about public response and participation (Eco World SB p. 84)Syntactic-discursive structures Be going to and will (SB p. 80). First conditional (SB p. 83).High frequency written lexis (reception) Protests and support (SB p. 78). Verb + preposition (SB p. 81).

Language block 4 - Production of written texts: expression and interactionProduction strategies: Planning Identification of the text type and reading of a model text: A formal letter to a

newspaper (Eco World, SB p. 85).


Reading and understanding of the Writing Task box to plan, execute and revise the required text-type: A formal letter (SB p. 85).

Execution Production of a text following the model: A formal letter to an ecological newspaper

to inform/raise public consciousness about a problem. Use of the writing strategy studied in the unit (Language Work: Learn the

characteristics, forms and typical language used in a formal letter (SB p. 85).Sociocultural and sociolinguistic aspects of the language: Understand how to write a formal letter to a newspaper discussing a problem (SB p.

85).Communicative functions: Writing a formal letter raising public consciousness /protesting about something (SB

p. 85).Syntactic-discursive structures Be going to and will (SB p. 80). First conditional (SB p. 83).High frequency written lexis (production): Protests and support (SB p. 78). Verb + preposition (SB p. 81).Spelling and punctuation patterns. Use structures, functions and lexis typical of a formal letter (SB p. 85).




conversation and an interview.Speaking p. 78: Participates in oral interactions expressing

personal information: (What about you). pp. 79/80/81/83: Participates in conversations

giving opinions on the proposed topics (In pairs, ask and answer).

p. 83: Participates in a conversation using appropriate expressions for persuading (Useful language).

pp. 82 Acts out a conversation (Act out).Reading pp. 79/84: Recognizes and understands an

informative text about an artistic project to raise consciousness about an issue and an article about citizen response and participation

Writing p. 85: Plans, produces and revises a formal letter.


and vocabulary rules. p. 81: Reproduces the pronunciation, rhythm and

intonation of the foreign language (going to).









2. Mathematical competence and basic competences in science and technology pp. 80/83: Learns to use tables to classify and

organize information. pp. 84: Uses numbers to express quantity and

dates. Unit 7: Shows an open, critical attitude towards

ethical questions and respect for safety and sustainability related to scientific and technological progress.

Use tables and boxes. Interpret data and information using numbers and

quantities. Show a critical attitude towards ethical problems

related to scientific and technological progress.


English Lab, Active Teach. p. 87. Uses technology to learn to look for

information about the unit topic:www.infoplease.com www.factmonster.com







study technique. p. 85: Learns to plan, organize, produce and




Reference (SB p. 129) Grammar (WB p. 98) Vocabulary (BW p. 110) Listening and Speaking (WB p. 119). Listening Bank (SS p. 121).





and execution strategies. Complete the WB activities autonomously. Learn to self-evaluate, being conscious of what one




pp. 78/83: Participates in oral interactions practising language and communication skills (What about you, Free practice).

Unit 7: Learns about and reflects on basic concepts related to the individual, the group, organization of work, sexual equality, society and culture.

Unit 7: Understands and reflects on environmental problems and individual and governmental responsibility.

Unit 7: Understands and reflects on basic concepts like human rights, freedom, democracy, justice, equality and citizen participation.

p. 87: Understands and respects the multicultural and socioeconomic aspects of other cultures, societies and identities (Culture- Robin Hood).



Discover, value and respect individual traits. Understand and reflect on problems which affect

the individual and society, like the environment. Understand concepts like democracy, justice,

equality, citizenship and civil rights. Show understanding of the contribution of other

cultures, recognizing and comparing cultural and social differences.



perseverance completing the WB exercises. p. 82: Cooperates and works in team (Act out). p. 78: (What about you) Undertakes a self-

evaluation and self-reflection in order to be able

Plan, organize and check pieces of work. Complete the WB activities autonomously.

Cooperate in group work, being assertive, negotiating and using dialogue.

Develop a critical and reflexive attitude.




to talk about personal matters. p. 87: Develops the initiative to organize projects

(Your culture-Research it: planning, organizing, analysing, searching for information etc.).

Organize and complete projects.


creativity and imagination (Act out…). Unit 7: Learns about the most significant and

decisive contemporary events in relation to protests about social and environmental problems: London Elephant Parade, eARTh, etc.

p. 87: Learns about British culture and real or fictional characters from history: Robin Hood (Culture).






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1. LINGUISTIC COMMUNICATIONLISTENINGUnderstand the key information, the main pints and the most relevant details in oral texts.Understands and is able to apply the most appropriate strategies for oral comprehension. Understands sociocultural and sociolinguistic aspects of the language and uses them to improve comprehension. Distinguishes the most relevant communicative function or functions of the text.Recognises common lexis and infers meaning from the context, and, with visual support, the meaning of less frequent or more specific words. Discriminates common stress, rhythm and intonation patterns. SPEAKING/CONVERSINGProduces brief comprehensible texts using simple language.Asks for and exchanges information.Understands and applies the most appropriate strategies for producing oral texts.




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Incorporates sociocultural and sociolinguistic knowledge into oral production.Demonstrates control of a limited range of common structures.Understands and uses a sufficient range of lexis for communication.Pronounces and uses intonation clearly.READINGIdentifies the essential information, the most relevant points and the important details in written texts. Understands and is able to apply the most appropriate strategies for written comprehension.Understands sociocultural and sociolinguistic aspects of the language and uses them to improve comprehension.Distinguishes the most relevant communicative function or functions of the text.Recognises syntactic structures typical of written communication and their meaning to understand the text. Recognises common lexis and infers meaning from the context, and, with visual support, the meaning of less frequent or more specific words.Recognises typical spelling and punctuation conventions, and common symbols and abbreviations and their meanings. WRITINGWrites brief texts with a clear structure (on paper or electronic media) about everyday topics.Understands and is able to apply the most appropriate strategies for producing simple structured texts.Understands sociocultural and sociolinguistic aspects of the language and uses them in writing. Uses the functions necessary for the communicative purpose.




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Demonstrates control of a limited range of common structures. Understands and uses a sufficient range of lexis for communication of information and brief opinions.Understands and applies simple punctuation and spelling rules appropriately in order to be understood.2. MATHEMATICAL COMPETENCE AND BASIC COMPETENCES IN SCIENCE AND TECHNOLOGY

Understands, uses and sees the relation between numbers in the foreign language.Orders data according to classification criteria.Interprets and expresses information, data and arguments in tables and graphics etc.Relates particular lifestyles with health.Recognizes the scientific method and technological products and processes and the importance of science and technology in our lives and in society.



Uses learning to learn strategies like the use of bilingual or monolingual dictionaries or other reference material. Uses receptive or interactive strategies to resolve communication problems.Reflects on and identifies what is understood and what it is necessary to learn, through self-evaluation activities. Learns to plan, organize, produce and revise written and oral productions.




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Organises the capacity for making an effort, and completes the proposed homework activities (Workbook)5. SOCIAL AND CIVIC COMPETENCE








TB Extra activities to reinforce what has been learnt in the unit (Unit 7 Extra activities, pp. 148-167)

SB Writing reference 7(p. 129) SB Listening Bank 7 (p. 121).

WB (Unit 7, pp. 60-67). WB Grammar (Unit 7 pp. 98-99). WB Vocabulary (Unit 7 p. 110). WB Listening and Speaking (Unit 7 p. 119). WB Pronunciation practice (pp. 122-124)


5. ASSESSMENTFormative assessment Continuous assessment during the classes. SB Refresh Your Memory! (Unit 7, p. 86). SB Review 3 (Units 7-9, pp. 108 a 111). SB Exam Practice 3 (Units 7-9, pp. 116-117). WB Completion of the WB exercises (Unit 7, pp. 60-67). WB Review 3 (Units 7-9, pp. 84-85).Sumative assessment TRF Language Test 7 (pp. 42-43 and pp. 44-45). TRF Skills Test 3 (Units 7-9, pp. 54-56 and 57-59). TRF Reading and Listening Skills (Unit 7, pp. 126-127) TRF Speaking Skills (Unit 7, p. 138). TRF Writing Skills (Unit 7, p. 147). TRF Writing template unit 7 (p. 159) Self-evaluation WB My assessment Profile (Unit 7, p. 133).


communicative situations, applying basic comprehension strategies appropriately. - TRF Language Test 7 (pp. 42/43 and pp. 44/45).- TRF Reading and Listening Skills (Unit 7, pp. 126 and 127)


Distinguish the principal communicative function or functions in a conversations and interviews .

Recognize syntactic structures:- Be going to and will (SB p. 80). - First conditional (SB p. 83).

Recognize a limited range of high frequency oral lexis:- Protests and support (SB p. 78). - Verb + preposition (SB p. 81).


Learning standards: Understands a conversation between adolescents who are protesting about

something and are trying to persuade another person to join them (SB p. 82).


Understands a conversation in a museum about personalities and epochs from the past (SB p. 84)

Understands an interview with an aid worker- TRF Reading and Listening Skills (Unit 7, pp. 126 and 127)


about known or previously studied topics, understanding and applying appropriate strategies for continuing the communication and producing a legible discourse appropriate to the communicative intention - TRF Language Test 7 (pp. 42/43 and pp. 44/45).- TRF Speaking Skills (Unit 7, pp. 138).


Comply with the communicative function of the discourse: persuadir. Learn and use syntactic structures:- Be going to and will (SB p. 80). - First conditional (SB p. 83).

Learn and use a limited range of high-frequency vocabulary:- Protests and support (SB p. 78). - Verb + preposition (SB p. 81).


Learning standards: Participates in a conversation persuading the other speakers (SB p. 83). Interacts, taking part in role-plays giving personal information (SB Unit 7). Participates in a conversation trying to persuade a partner to do the proposed

activity.- TRF Skills Speaking 7 (p. 138).


age-specific texts with the support of textual and non-textual elements, on a variety of topics including other subject areas, learning and using the most appropriate comprehension strategies:- TRF Language Test 7 (pp. 42-43 and pp. 44-45).- TRF Reading and Listening Skills (Unit 7, pp. 126-127)



communication:- Be going to and will (SB p. 80). - First conditional (SB p. 83).

Recognize a limited range of high-frequency written lexis:- Protests and support (SB p. 78). - Verb + preposition (SB p. 81).


Learning standards: Understands the essential information and locates specific information en an

informative text about an artistic project raising consciousness about elephants in India (SB pp. 79)

Understands an article about citizen response and participation regarding different problems (SB p. 84).


Understands a blog by a girl protesting about school dinners and answer questions about specific information (Making a difference).- TRF Skills Reading and Listening 7 (pp. 126/127).


structures, functions and lexis, and basic cohesive elements, and respecting basic rules of spelling and punctuation:- TRF Language Test 7 (pp. 42/43 and pp. 44/45).- TRF Writing Skills (Unit 7, p. 147).


Use basic spelling rules and correct punctuation.

Learning standards: Is able to write a formal letter of protest (SB p. 85). Is able to write a formal letter to a newspaper about a decision by a Town Hall.

- TRF Writing 7 (pp. 147)- TRF Writing template unit 7 (pp. 159): A formal letter.


UNIT 8: DANGER AND RISK

1. LINGUISTIC OBJECTIVES Listen to and understand a conversation about health problems and a conversation

about a TV show. Talk about health and illness. Reading and understand an interview and an article about adolescents and risk. Fill in a form appropriately. Learn vocabulary related to the topic:

- Extreme adjectives. - Illnesses and injuries.

Learn and understand the grammatical structures and linguistic content of the unit and put them into practice: - Second conditional- Relative pronouns

Recognize and reproduce aspects of pronunciations such as rhythm, stress and intonation: pronunciation of gh.





listening text. (SB p. 92, ex. 1) (SB p. 94 ex. 1). Identification of the text type: a conversation about health problems (SB p. 92) and

a conversation about a TV show (SB p. 94). Making hypotheses about the content and the context looking at images (SB p. 92,

ej 1)Sociocultural and sociolinguistic aspects of the language: Identify how to talk about illnesses and typical health problems (SB p. 92). Identify information about a TV show (SB p. 94).Communicative functions: Listen to a conversation about health problems, and answer comprehension

questions about specific information (SB p. 92). Listen to a conversation about a TV show and complete the comprehension

exercises (SB p. 94).Syntactic-discursive structures Second conditional (SB p. 90) Relative pronouns (SB p. 93).High frequency oral lexis (reception): Extreme adjectives (SB p. 88). Illnesses and injuries (SB p. 91).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to interiorize pronunciation and intonation patterns:

pronunciation of gh (SB p. 91)


Content block 2 - Production of oral texts: expression and interaction.Production strategies: Planning Study of a table with useful language and appropriate expressions for maintaining a

conversation about health and illness (Useful language, SB p. 93) and completion of the practice exercises.

Execution Oral interaction talking about health problems, in guided and free activities (SB p.

93).Sociocultural and sociolinguistic aspects of the language: Know how to talk at the doctor’s/explain health problems (SB p. 93)Communicative functions: Talking about health problems (SB p. 93).Syntactic-discursive structures Second conditional (SB p. 90). Relative pronouns (SB p. 93).High frequency oral lexis (production): Extreme adjectives (SB p. 88). Illnesses and injuries (SB p. 91). Expressions for talking about health and illness (SB p. 93).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: pronunciation of gh (SB pp. 93).


the reading topic (SB p. 89 and 94). Identification of the text type; an interview (SB p. 89). An article about adolescents

and risk (SB p. 94) Making hypotheses about the content and the context looking at images (SB p. 89

and 94). Reading and answering questions about specific information (SB p. 89 and 94).Sociocultural and sociolinguistic aspects of the language: Identify information about adventure films and the extras who work in them (SB p.

89). Identify information about why people like risky activities and learn about extreme

adventures for adolescents (SB p. 94). Identify information about a young person from Rumania who was the first woman

to climb the seven highest volcanoes in the world (SB p. 97). Communicative functions: Reading an interview with a stunt person/double who performs the dangerous

scenes in films (Interview: Naomi Daniels, SB p. 89). Reading an article about risk and adolescents (Why are people risk-takers? SB p.

94)Syntactic-discursive structures Second conditional (SB p. 90) Relative pronouns (SB p. 93)High frequency written lexis (reception): Extreme adjectives (SB p. 88). Illnesses and injuries (SB p. 91).

Language block 4 - Production of written texts: expression and interactionProduction strategies: Planning


Identification of the text type and reading of a model text: A form (Spider Island SB p. 95).

Reading and understanding of the Writing Task box to plan, execute and revise the required text-type: Fill in a form (SB p. 95).

Execution Production of a text following the model: a form with personal information. Use of the writing strategy studied in the unit (Language Work: how to fill in a form

SB p. 95).Sociocultural and sociolinguistic aspects of the language: Learn how to fill in a form (SB p. 95).Communicative functions: Fill in a form with personal information (SB p. 95).Syntactic-discursive structures Second conditional (SB p. 90) Relative pronouns (SB p. 93)High frequency written lexis (production): Extreme adjectives (SB p. 88). Illnesses and injuries (SB p. 91).Spelling and punctuation patterns. Typical of form-filling (SB p. 95).




conversations.Speaking pp. 89 and 90: Participates in oral interactions in

pairs. p. 93: Participates in a conversation using

appropriate expressions for talking about health problems (Useful language).

p. 92: Acts out a conversation (Act out).Reading pp. 89 and 94: Recognizes and understands an

interview and an article about adolescents and risk.

Writing p. 95: Plans, produces and revises a form.


and vocabulary rules. pp. 93: Reproduces the pronunciation, rhythm and

intonation of the foreign language (gh).








2. Mathematical competence and basic competences in science and technology pp. 88/90/93: Learns to use tables to classify and

organize information. pp. 89/9/97: Uses and understands numbers to

complete a form.

Use tables and boxes.Interpret data and information using numbers and

quantities.


English Lab, Active Teach. pp. 89/94. Uses technology to learn to search for

information about the unit topics.


Use IST as an intellectual tool for receiving information, learning and communication.





Learn to hypothesise and make deductions.85



study technique. p. 95: Learns to plan, organize, produce and




Reference (SB p. 130) Grammar (WB p. 100) Vocabulary (BW p. 111) Listening and Speaking (WB p. 120). Listening Bank (SB p. 122).



Plan, organize and check pieces of work. Use the strategies studied to improve written


and execution strategies. Complete the WB activities autonomously. Learn to self-evaluate, being conscious of what

one knows and what one needs to learn.



Unit 8: Reflects on the importance of achieving an optimum level of health and learns how an active healthy lifestyle can contribute to this.

Unit 8: Reflects on the risks of extreme sports and understands why adolescents love risk.

Pp. 89/90/93: Participates in oral interactions practising language and communication skills (In pairs, ask and answer, Free practice).

p. 97: Participates constructively and critically in discussions and debates (Class discussion).


Learn about healthy lifestyles. Discover, value and respect individual traits. Learn norms of behaviour and attitudes in

different communicative contexts. Show understanding of the contribution of other

cultures, recognizing and reflecting on cultural and social differences.



perseverance completing the WB exercises. p. 92: Cooperates and works in team (Act out) p. 97: Participates in discussions expressing


Plan, organize and check pieces of work.

Complete the WB activities autonomously. Cooperate in group work, being assertive,



creativity and imagination (Act out…). p. 94: Learns information about three adolescents

famous for their achievements in extreme sports: Laura Dekker, Parker Liautaud and Amelia Hempleman-Adams.

p. 94: Learns about the lives of young people in other parts of the world and their hobbies (Real World Profiles-Romania).








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READINGIdentifies the essential information, the most relevant points and the important details in written texts. Understands and is able to apply the most appropriate strategies for written comprehension.Understands sociocultural and sociolinguistic aspects of the language and uses them to improve comprehension.Distinguishes the most relevant communicative function or functions of the text.Recognises syntactic structures typical of written communication and their meaning to understand the text. Recognises common lexis and infers meaning from the context, and, with visual support, the meaning of less frequent or more specific words.Recognises typical spelling and punctuation conventions, and common symbols and abbreviations and their meanings. WRITINGWrites brief texts with a clear structure (on paper or electronic media) about everyday topics.Understands and is able to apply the most appropriate strategies for producing simple structured texts.Understands sociocultural and sociolinguistic aspects of the language and uses them in writing. Uses the functions necessary for the communicative purpose. Demonstrates control of a limited range of common structures. Understands and uses a sufficient range of lexis for communication of information and brief opinions.Understands and applies simple punctuation and spelling rules appropriately in order to be understood.2. MATHEMATICAL COMPETENCE AND BASIC COMPETENCES IN SCIENCE AND TECHNOLOGY






Uses learning to learn strategies like the use of bilingual or monolingual dictionaries or other reference material. Uses receptive or interactive strategies to resolve communication problems.Reflects on and identifies what is understood and what it is necessary to learn, through self-evaluation activities. Learns to plan, organize, produce and revise written and oral productions.Organises the capacity for making an effort, and completes the proposed homework activities (Workbook)


5. SOCIAL AND CIVIC COMPETENCE







activities, pp. 168-187). SB Writing reference 8 (pp. 130) SB Listening Bank 8 (pp. 122).

WB (Unit 8, pp. 68-75). WB Grammar (Unit 8 pp. 100-101). WB Vocabulary (Unit 8 pp. 111). WB Listening and Speaking (Unit 8 pp. 120). WB Pronunciation practice (pp. 122 a 124)

TRF Grammar (Unit 8, pp. 84 a 86). TRF Vocabulary (Unit 8, pp. 106 a 108).


TRF Reading and Listening Skills (Unit 8, pp. 128 and 129) TRF Speaking Skills (Unit 8, p. 139). TRF Writing Skills (Unit 8, p. 148). TRF Writing template unit 8 (p. 160)

5. ASSESSMENTFormative assessment Continuous assessment during the classes. SB Refresh Your Memory! (Unit 8, pp. 96). SB Review 3 (Units 7-9, pp. 108 a 111). SB Exam Practice 3 (Units 7-9, pp. 116 and 117). WB Completion of the WB exercises (Unit 8, pp. 68 a 75). WB Review 3 (Units 7-9, pp. 84 and 85).Sumative assessment TRF Language Test 8 (pp. 46/47 and pp. 48/49). TRF Skills Test 3 (Units 7-9, pp. 54 a 56 and 57 a 59). TRF Reading and Listening Skills (Unit 8, pp. 128 and 129) TRF Speaking Skills (Unit 8, p. 139). TRF Writing Skills (Unit 8, p. 148). TRF Writing template unit 8 (p. 160)Self-evaluation WB My assessment Profile (Unit 8, pp. 134).


communicative situations, applying basic comprehension strategies appropriately. - TRF Language Test 8 (pp. 46/47 and pp. 48/49).- TRF Reading and Listening Skills (Unit 8, pp. 128 and 129)



- Second conditional- Relative pronouns

Recognize a limited range of high frequency oral lexis:- Extreme adjectives. - Illnesses and injuries.


Learning standards: Understands a conversation talking about health (SB pp. 92). Understands a

conversation about a TV show (SB p. 94). Understands a conversation about a TV programme.- TRF Skills Reading and Listening 8 (pp. 128/129).


about known or previously studied topics, understanding and applying appropriate strategies for continuing the communication and producing a legible discourse appropriate to the communicative intention - TRF Language Test 8 (pp. 46/47 and pp. 48/49).- TRF Speaking Skills (Unit 8, p. 139).


Comply with the communicative function of the discourse. Learn and use syntactic structures:

- Second conditional91


- Relative pronouns Learn and use a limited range of high-frequency vocabulary:

- Extreme adjectives. - Illnesses and injuries.


Learning standards: Participates in a conversation talking about health problems (SB p. 93). Interacts, taking part in role-plays giving personal information (SB Unit 8). Acts out conversations related to given health situations

- TRF Speaking Skills (Unit 8, p. 139).


age-specific texts with the support of textual and non-textual elements, on a variety of topics including other subject areas, learning and using the most appropriate comprehension strategies:- TRF Language Test 8 (pp. 46/47 and pp. 48/49).- TRF Reading and Listening Skills (Unit 8, pp. 128 and 129)


communication: - Second conditional- Relative pronouns

Recognize a limited range of high-frequency written lexis:- Extreme adjectives. - Illnesses and injuries.


Learning standards: Understands the essential information and locates specific information in an

interview with a stuntman/cinematic double (SB p. 89) Understands an article about risk and adolescents (SB p. 94). Understands a text about a dangerous activity and answer questions about specific

information (The high life).- TRF Skills Reading and Listening 8 (pp. 128/129).


structures, functions and lexis, and basic cohesive elements, and respecting basic rules of spelling and punctuation:- TRF Language Test 8 (pp. 46/47 and pp. 48/49).- TRF Writing Skills (Unit 8, pp. 148).- Learn about basic sociocultural and sociolinguistics aspects of the language and

apply this knowledge to a piece of writing. Use basic spelling rules and learn how to fill in a form correctly.

Learning standards: Completes a form (SB p. 95). Completes a form with personal information.

- TRF Writing Skills (Unit 8, pp. 148).- TRF Writing template unit 8 (pp. 160): An application form.


UNIT 9: INVENTIONS

1. LINGUISTIC OBJECTIVES Listen to and understand a conversation talking about problems and a conversation

talking about the advantages/disadvantages of reading on a smartphone. Talk about problems related to machines and devices. Reading and understand an article about adolescent inventors and an informative

text about the evolution of writing and the related inventions. Writing an opinion essay using the appropriate resources and strategies for

coherence and the characteristics and lexis for the text-type. Learn vocabulary related to the topic:

- Machine nouns and verbs.- Word building.

Learn and understand the grammatical structures and linguistic content of the unit and put them into practice: - Present simple passive- Past simple passive.

Recognize and reproduce aspects of pronunciations such as rhythm, stress and intonation: /I/ and /i:/





listening text. (SB p. 102 ex. 1) (SB p. 104 ex. 1). Identification of the text type: conversations (SB p. 102 and 104). Making hypotheses about the content and the context looking at images (SB p. 102

ej 1)Sociocultural and sociolinguistic aspects of the language: Identify how to express and talk about problems (SB p. 92). Identify information about the advantages/disadvantages of reading on a

smartphone (SB p. 94).Communicative functions: Listen to a conversation talking about problems and answer comprehension

questions about specific information (SB p. 102). Listen to a conversation about the advantages/disadvantages of reading on a

smartphone and complete the comprehension exercises (SB p. 104).Syntactic-discursive structures Present simple passive (SB p. 100). Past simple passive (SB p. 103). High frequency oral lexis (reception): Machine nouns and verbs (SB p. 98) Word building (SB p. 101).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: /I/ and /i:/ (SB p. 101).



Study of a table with useful language and appropriate expressions for talking about problems with machines and devices (Useful language, SB p. 103) and completion of the practice exercises.

Execution Oral interaction talking about problems with certain machines (SB p. 103).Sociocultural and sociolinguistic aspects of the language: Learn appropriate expressions for talking about and expressing which problems one

is having with a machine (SB p. 103).Communicative functions: Talking about problems with machines and devices (SB p. 103).Syntactic-discursive structures: Present simple passive (SB p. 100). Past simple passive (SB p. 103). High frequency oral lexis (production) Machine nouns and verbs (SB p. 98) Word building (SB p. 101). Expressions to talk about problems with machines (SB p. 103).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: /I/ and /i:/ (SB pp. 101).


the reading topic (SB p. 99 and 104). Identification of the text type; an article (SB p. 99). An informative text (SB p. 105) Making hypotheses about the content and the context looking at images (SB pp. 99

and 105). Reading and answering questions about specific information (SB pp. 99 and 105).Sociocultural and sociolinguistic aspects of the language: Identify information about young inventors (SB p. 99). Identify information about the history of writing and the related inventions (SB p.

104) Identify information about multicultural Britain (SB p. 107).Communicative functions: Reading an article about young inventors (Teenage inventors SB p. 99). Reading an informative text about the evolution of writing and the related inventions

(A book for all time? SB p. 104)Syntactic-discursive structures Present simple passive (SB p. 100). Past simple passive (SB p. 103). High frequency written lexis (reception): Machine nouns and verbs (SB p. 98) Word building (SB p. 101).

Language block 4 - Production of written texts: expression and interactionProduction strategies: Planning Identification of the text type and reading of a model text: An opinion essay (the

most useful invention for teenagers, SB p. 105). Reading and comprehension of the Writing Task box for planning, executing and

revising the required text-type: An opinion essay (SB p. 105).Execution Production of a text following the model: an opinion essay about the most important

inventions of the last 200 years. Use of the writing strategies studied in the unit, and of the characteristics and lexis

of an opinion essay (Language Work SB p. 105).Sociocultural and sociolinguistic aspects of the language:


Understand how to write an opinion essay about history (SB p. 105).Communicative functions Writing an opinion essay (SB p. 105).Syntactic-discursive structures Present simple passive (SB p. 100). Past simple passive (SB p. 103). High frequency written lexis (production): Machine nouns and verbs (SB p. 98) Word building (SB p. 101).Spelling and punctuation patterns. Recognize and use the characteristics, language conventions and typical lexis of an

opinion essay (SB p. 105)




conversations. Speaking pp. 99/100/101: Participates in interactions

asking and answering questions (In pairs, ask and answer) and expressing opinions.

p. 103: Participates in a conversation using appropriate expressions for talking about problems with machines and devices (Useful language).

p. 102: Acts out a conversation (Act ut)Reading Pp. 99/105: Recognizes and understands an

article and an informative text. Writing p. 105: Plans, produces and revises an

opinion essay.

pp. 98/100/101/103: Learns and practices grammar and vocabulary rules

p. 100: Reproduces the pronunciation, rhythm and intonation of the foreign language: /I/y/i:/








pp. 98/100/101/103: Learns to use tables to classify and organize information.

pp. 105/107: Uses numbers to express dates (ordinal numbers).

Unit 9: Learns about product vocabulary (machines and devices), technical specifications and technological processes and about the effect of science and technology in our lives.

Unit 9: Learn about important inventions in history and their repercussions.

Use tables and boxes. Interpret data and information using

numbers and quantities. Understand concepts, principles, scientific

methods and technological advances and reflect on the limitations and risks associated with technology in society.

3. Digital competence Uses the digital components of the course:

My English Lab, Active Teach. p. 105: Learns about technology in our

society, especially those associated with communication: smartphones.

p. 107: Uses technology to learn to look for information about the unit topic:




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www.infoplease.comwww.factmonster.com


organizing and memorizing vocabulary. pp. 99/102/104: Learns to deduce

information and content from the context using the images.

p. 101: Takes part in a quiz and learns what is known and not known. Uses the dictionary.

pp. 98/100/101/103: Learns to use boxes and charts as a study technique.

p. 105: Learns to plan, organize, produce and revise a piece of written work (Writing Task)



Learns to use the unit reference material: Writing Reference (SB p. 132) Grammar (WB p. 102) Vocabulary (BW p. 112) Listening and Speaking (WB p. 121). Listening Bank 9 (SB p. 122).



Learn to hypothesise and make deductions.Use intellectual working resources and

techniques.Plan, organize and check pieces of work.Use the strategies studied to improve

written expression.Use reference material.Develop critical reflexion.Develop problem-solving, analysis,

organization and execution strategies.Complete the WB activities autonomously.Learn to self-evaluate, being conscious of

what one knows and what one needs to learn.



pp. 99/100/101/103: Participates in oral interactions practising language and communication skills (In pairs, Free practice).

p. 107: Understands and respects multi-cultural and socio-economic aspects of other parts of the world like British culture and its diversity (Culture-Multicultural Britain).



Discover, value and respect individual traits.

Learn norms of behaviour and attitudes in different communicative contexts.

Show understanding of the contribution of other cultures, recognizing and comparing cultural and social differences.

6. Sense of initiative and entrepreneurship p. 105: Plans, organises and revises a piece

of writing (Writing Task). Shows initiative in personal work and

perseverance completing the WB exercises. p. 101: Do a quiz and reflects on what is

known and not known. p. 102: Cooperates and works in team (Act

out). p. 105: Learns to reflect on and express

personal opinions about different topics when writing an opinion essay.

p. 107: Develops the initiative to organize projects (Your culture-Research it: planning, organizing, analysing, searching for information etc.).

Unit 9: Learns about young inventors and impresarios who show initiative, independence and innovation, proactivity, independence and innovation in their private and professional lives.


negotiating and using dialogue. Develop a reflexive and critical spirit in

relation to the use of ITC.

Show motivation and independence to achieve personal and professional objectives.

7. Cultural awareness and expression




p. 101: Learns general culture while completing a quiz.

p. 99: Learns about important inventors and inventions: Louis Braille, Alexander Kendrick, Hibiki Kono, etc.

p. 102: Acts out a conversation expressing creativity and imagination (Act out…).

p. 104: Learns about the evolution of writing and the inventions associated with it; printing etc.

Unit 9: Learns about the different cultures in multicultural Britain: South Asian, Polish, Afro-Caribbean, etc. (Culture-Multicultural Britain)

Express oneself creatively. Identify specific cultural information. Understand cultural elements specific

to English-speaking countries and in the rest of the world.






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Understands, uses and sees the relation between numbers in the foreign language.Orders data according to classification criteria.Interprets and expresses information, data and arguments in tables and graphics etc.Relates particular lifestyles with health.




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activities, pp. 188-207). SB Writing reference 9( pp. 131) SB Listening Bank 8 (pp. 122).

WB (Unit 9, pp. 76-83). WB Grammar (Unit 9 pp. 102-103). WB Vocabulary (Unit 9 p. 112). WB Listening and Speaking (Unit 9 p. 121). WB Pronunciation practice (pp. 122-124).


5. ASSESSMENTFormative assessment Continuous assessment during the classes. SB Refresh Your Memory! (Unit 9, p. 106) SB Exam Practice 3 (Units 7-9, pp. 116-117).


SB Review 3 (Units 7-9, pp. 108-111). WB Completion of the WB exercises (Unit 9, pp. 76-83). WB Review 3 (Units 7-9, pp. 84 and 85).Sumative assessment TRF Language Test 9 (pp. 50/51 and pp. 52-53). TRF Skills Test 3 (Units 7-9, pp. 54-56 and 57-59). TRF End-of-year Test (pp. 60 a 63). TRF Reading and Listening Skills (Unit 9, pp. 130-131) TRF Speaking Skills (Unit 9, p. 140). TRF Writing Skills (Unit 9, p. 149). TRF Writing template unit 9 (p. 161) Self-evaluation WB My assessment Profile (Unit 9, p. 135).


communicative situations, applying basic comprehension strategies appropriately. - TRF Language Test 9 (pp. 50/51 and pp. 52-53).- TRF Skills Reading and Listening 9 (pp. 130-131).



- Present simple passive- Past simple passive.

Recognize a limited range of high frequency oral lexis:- Machine nouns and verbs.- Word building.


Learning standards: Understands a conversation talking about problems (SB p. 102). Understands a conversation about the advantages/disadvantages of reading on a

smartphone (SB p. 104). Understands a conversation about reading on a smartphone and complete the

comprehension exercises.- TRF Reading and Listening Skills (Unit 9, pp. 130 and 131)


about known or previously studied topics, understanding and applying appropriate strategies for continuing the communication and producing a legible discourse appropriate to the communicative intention. - TRF Language Test 9 (pp. 50/51 and pp. 52/53).- TRF Speaking Skills (Unit 9, p. 140).


Comply with the communicative function of the discourse: Talk about problemas with machines and devices.

Learn and use syntactic structures:- Present simple passive- Past simple passive.

Learn and use a limited range of high-frequency vocabulary:- Machine nouns and verbs.- Word building.



Learning standards: Participates in a conversation talking about problems (SB p. 103) Interacts, taking part in role-plays giving personal information (SB Unit 9). Participates in a conversation where problems with given machines are talked about

and possible solutions are suggested.- TRF Speaking Skills (Unit 9, pp. 140).


age-specific texts with the support of textual and non-textual elements, on a variety of topics including other subject areas, learning and using the most appropriate comprehension strategies:- TRF Language Test 9 (pp. 50/51 and pp. 52/53).- TRF Reading and Listening Skills (Unit 9, pp. 130 and 131)



communication:- Present simple passive- Past simple passive.

Recognize a limited range of high-frequency written lexis:- Machine nouns and verbs.- Word building.



about adolescent inventors(SB p. 99) Understands an article about the evolution of writing and the inventions associated

with its history. (SB pp. 104). Understands an informative text about the history of certain inventions (Inventions)

- TRF Reading and Listening Skills (Unit 9, pp. 130 and 131)


structures, functions and lexis, and basic cohesive elements, and respecting basic rules of spelling and punctuation:- TRF Language Test 9 (pp. 50/51 and pp. 52/53).- TRF Writing Skills (Unit 9, p. 149).


Learns the characteristics and typical lexis of an opinion essay.

Learning standards: Is able to write an opinion essay about the most important inventions of the last 200

years (SB p. 105). Is able to write an opinion essay defending the idea that the Internet is the most

important invention of the last 50 years.- TRF Writing Skills (Unit 9, p. 149).- TRF Writing template unit 9 (p. 161): An opinion essay.


APPENDIX 1

The Key Competences for Lifelong Learning – A European Framework is an annex of a Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning that was published in the Official Journal of the European Union on 30 December 2006/L394. (http://eur-lex.europa.eu/LexUriServ/site/en/oj/2006/l_394/l39420061230en00100018.pdf)

The Recommendation is one of the outcomes of the joint work of the European Commission and the Member States within the Education and Training 2010 Work Programme. The Work Programme is the over-arching framework for policy cooperation in the area of education and training, and is based on commonly agreed objectives, indicators and benchmarks, overlearning and dissemination of best practice. For more information, please see: http://ec.europa.eu/education/index_en.html.

KEY COMPETENCES FOR LIFELONG LEARNINGLifelong learning has become a necessity for all citizens. We need to develop our skills and competences throughout our lives, not only for our personal fulfilment and our ability to actively engage with the society in which we live, but for our ability to be successful in a constantly changing world of work.

The knowledge, skills and aptitudes of the European workforce are a major factor in the EU’s innovation, productivity and competitiveness. Growing internationalisation, the rapid pace of change, and the continuous roll-out of new technologies mean that Europeans must not only keep their specific job-related skills up-to-date, but also possess the generic competences that will enable them to adapt to change. People’s competences also contribute to their motivation and job satisfaction in the workplace, thereby affecting the quality of their work.

The ways in which we access information and services continue to change. We need new competences to master a whole new digital world, not only by acquiring technical skills, but also by gaining a deeper understanding of the opportunities, challenges and even ethical questions posed by new technologies.

In this climate of rapid change, there is increasing concern about our social cohesion. There is a risk that many Europeans feel left behind and marginalized by globalisation and the digital revolution. The resulting threat of alienation implies a need to nurture democratic citizenship; it requires people to be informed and concerned about their society and active in it. The knowledge, skills and aptitudes that everyone needs must change as a result.

It is against this back-drop that the Council and the European Parliament adopted, at the end of 2006, a European Framework for Key Competences for Lifelong Learning1. The Framework identifies and defines, for the first time at the European level, the key competences that citizens require for their personal fulfilment, social inclusion, active citizenship and employability in our knowledge-based society. The Member States’ initial education and training systems should support the development of these competences for all young people, and their adult education and training provision should give real opportunities to all adults to learn and maintain these skills and competences.

I am sure that the European Framework for Key Competences will prove to be a useful tool for policymakers, and for education and training providers and learners, in order to make lifelong learning a reality for all. I encourage everyone involved to make the


http://ec.europa.eu/education/index_en.html

http://eur-lex.europa.eu/LexUriServ/site/en/oj/2006/l_394/l_

best use of this reference tool, and, alongside the European Commission, to support its dissemination and take-up.

Ján Figel’ Member of the European Commission responsible for Education, Training,Culture and Youth society.

CONTENTS Background and aims Key competences Communication in the mother tongue Communication in foreign languages Mathematical competence and basic competences in science and technology Digital competence Learning to learn Social and civic competences Sense of initiative and entrepreneurship Cultural awareness and expression

Background and aimsAs globalisation continues to confront the European Union with new challenges, each citizen will need a wide range of key competences to adapt flexibly to a rapidly changing and highly interconnected world. Education in its dual role, both social and economic, has a key role to play in ensuring that Europe’s citizens acquire the key competences needed to enable them to adapt flexibly to such changes.

In particular, building on diverse individual competences, the differing needs of learners should be met by ensuring equality and access for those groups who, due to educational disadvantages caused by personal, social, cultural or economic circumstances, need particular support to fulfil their educational potential. Examples of such groups include people with low basic skills, in particular with low literacy, early school-leavers, the long-term unemployed and those returning to work after a period of extended leave, older people, migrants, and people with disabilities. In this context, the main aims of the Reference Framework are to:

1) identify and define the key competences necessary for personal fulfilment, active citizenship, social cohesion and employability in a knowledge society;2) support Member States’ work in ensuring that by the end of initial education and training young people have developed the key competences to a level that equips them for adult life and which forms a basis for further learning and working life, and that adults are able to develop and update their key competences throughout their lives; 3) provide a European-level reference tool for policy-makers, education providers, employers, and learners themselves to facilitate national- and European-level efforts towards commonly agreed objectives;4) provide a framework for further action at Community level both within the Education and Training 2010 work programme and within the Community Education and Training Programmes.

Key competencesCompetences are defined here as a combination of knowledge, skills and attitudes appropriate to the context. Key competences are those which all individuals need for personal fulfilment and development, active citizenship, social inclusion and employment.The Reference Framework sets out eight key competences:1) Communication in the mother tongue;2) Communication in foreign languages;3) Mathematical competence and basic competences in science and technology;4) Digital competence;5) Learning to learn;


6) Social and civic competences;7) Sense of initiative and entrepreneurship;8) Cultural awareness and expression.

The key competences are all considered equally important, because each of them can contribute to a successful life in a knowledge society. Many of the competences overlap and interlock: aspects essential to one domain will support competence in another. Competence in the fundamental basic skills of language, literacy, numeracy and in information and communication technologies (ICT) is an essential foundation for learning, and learning to learn supports all learning activities. There are a number of themes that are applied throughout the Reference Framework: critical thinking, creativity, initiative, problem-solving, risk assessment, decision-taking, and constructive management of feelings play a role in all eight key competences.

1. Communication in the mother tongue (1)Communication in the mother tongue is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts; in education and training, work, home and leisure. Essential knowledge, skills and attitudes related to this competence:Communicative competence results from the acquisition of the mother tongue, which is intrinsically linked to the development of an individual’s cognitive ability to interpret the world and relate to others. Communication in the mother tongue requires an individual to have knowledge of vocabulary, functional grammar and the functions of language. It includes an awareness of the main types of verbal interaction, a range of literary and non-literary texts, the main features of different styles and registers of language, and the variability of language and communication in different contexts.

Individuals should have the skills to communicate both orally and in writing in a variety of communicative situations and to monitor and adapt their own communication to the requirements of the situation. This competence also includes the abilities to distinguish and use different types of texts, to search for, collect and process information, to use aids, and to formulate and express one’s oral and written arguments in a convincing way appropriate to the context.

A positive attitude towards communication in the mother tongue involves a disposition to critical and constructive dialogue, an appreciation of aesthetic qualities and a willingness to strive for them, and an interest in interaction with others. This implies an awareness of the impact of language on others and a need to understand and use language in a positive and socially responsible manner.

(1) In the context of Europe’s multicultural and multilingual societies, it is recognised that the mother tongue may not in all cases be an official language of the Member State, and that ability to communicate in an official language is a pre-condition for ensuring full participation of the individual in society. In some Member States the mother tongue may be one of several official languages. Measures to address such cases, and apply the definition accordingly, are a matter for individual Member States in accordance with their specific needs and circumstances.

2. Communication in foreign languages (2)Communication in foreign languages broadly shares the main skill dimensions ofcommunication in the mother tongue: it is based on the ability to understand, express and interpret concepts, thoughts, feelings, facts and opinions in both oral and writtenform (listening, speaking, reading and writing)in an appropriate range of societal and cultural contexts (in education and training, work, home and leisure) according to one’s wants or needs. Communication in foreign languages also calls for skills such as mediation and intercultural understanding. An individual’s level of


proficiency will vary between the four dimensions (listening, speaking, reading and writing) and between the different languages, and according to that individual’s social and cultural background, environment, needs and/or interests.

Essential knowledge, skills and attitudes related to this competence:Competence in foreign languages requires knowledge of vocabulary and functional grammar and an awareness of the main types of verbal interaction and registers of language. Knowledge of societal conventions, and the cultural aspect and variability of languages is important.

Essential skills for communication in foreign languages consist of the ability to understand spoken messages, to initiate, sustain and conclude conversations and to read, understand and produce texts appropriate to the individual’s needs. Individuals should also be able to use aids appropriately, and learn languages also informally as part of lifelong learning.

A positive attitude involves the appreciation of cultural diversity, and an interest and curiosity in languages and intercultural communication.

(2) It is important to recognize that many Europeans live in bilingual or multilingual families and communities, and that the official language of the country in which they live may not be their mother tongue. For these groups, this competence may refer to an official language, rather than to a foreign language. Their need, motivation, and social and/or economic reasons for developing this competence in support of their integration will differ, for instance, from those learning a foreign language for travel or work. Measures to address such cases, and apply the definition accordingly, are a matter for individual Member States in accordance with their specific needs and circumstances.

3. Mathematical competence and basic competences in science and technologyMathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations. Building on a sound mastery of numeracy, the emphasis is on process and activity, as well as knowledge. Mathematical competence involves, to different degrees, the ability and willingness to use mathematical modes of thought (logical and spatial thinking) and presentation (formulas, models, constructs, graphs, charts).

Essential knowledge, skills and attitudes related to this competence:Necessary knowledge in mathematics includes a sound knowledge of numbers, measures and structures, basic operations and basic mathematical presentations, an understanding of mathematical terms and concepts, and an awareness of the questions to which mathematics can offer answers.

An individual should have the skills to apply basic mathematical principles and processes in everyday contexts at home and work, and to follow and assess chains of arguments. An individual should be able to reason mathematically, understand mathematical proof and communicate in mathematical language, and to use appropriate aids.

A positive attitude in mathematics is based on the respect of truth and willingness to look for reasons and to assess their validity.

Essential knowledge, skills and attitudes related to this competence:Competence in science refers to the ability and willingness to use the body of knowledge and methodology employed to explain the natural world, in order to identify questions and to draw evidence-based conclusions. Competence in technology is viewed as the application of that knowledge and methodology in response to perceived human wants or needs. Competence in science and technology involves an


understanding of the changes caused by human activity and responsibility as an individual citizen.

Essential knowledge, skills and attitudes related to this competence:For science and technology, essential knowledge comprises the basic principles of the natural world, fundamental scientific concepts, principles and methods, technology and technological products and processes, as well as an understanding of the impact of science and technology on the natural world. These competences should enable individuals to better understand the advances, limitations and risks of scientific theories, applications and technology in societies at large (in relation to decisionmaking, values, moral questions, culture, etc.).

Skills include the ability to use and handle technological tools and machines as well as scientific data to achieve a goal or to reach an evidence-based decision or conclusion. Individuals should also be able to recognise the essential features of scientific inquiry and have the ability to communicate the conclusions and reasoning that led to them.

Competence includes an attitude of critical appreciation and curiosity, an interest in ethical issues and respect for both safety and sustainability, in particular as regards scientific and technological progress in relation to oneself, family, community and global issues.

4. Digital competenceDigital competence involves the confident and critical use of Information Society Technology (IST) for work, leisure and communication. It is underpinned by basic skills in ICT: the use of computers to retrieve, assess, store, produce, present and exchange information, and to communicate and participate in collaborative networks via the Internet.

Essential knowledge, skills and attitudes related to this competence:Digital competence requires a sound understanding and knowledge of the nature, role and opportunities of IST in everyday contexts: in personal and social life as well as at work. This includes main computer applications such as word processing, spreadsheets, databases, information storage and management, and an understanding of the opportunities and potential risks of the Internet and communication via electronic media (email, network tools) for work, leisure, information sharing and collaborative networking, learning and research. Individuals should also understand how IST can support creativity and innovation, and be aware of issues around the validity and reliability of information available and of the legal and ethical principles involved in the interactive use of IST.

Skills needed include the ability to search, collect and process information and use it in a critical and systematic way, assessing relevance and distinguishing the real from the virtual while recognizing the links. Individuals should have skills to use tools to produce, present and understand complex information and the ability to access, search and use Internet-based services. Individuals should also be able use IST to support critical thinking, creativity, and innovation.

Use of IST requires a critical and reflective attitude towards available information and a responsible use of the interactive media. An interest in engaging in communities and networks for cultural, social and/or professional purposes also supports this competence.

5. Learning to learnLearning to learn is the ability to pursue and persist in learning, to organize one’s own learning, including through effective management of time and information, both individually and in groups. This competence includes awareness of one’s learning process and needs, identifying available opportunities, and the ability to overcome


obstacles in order to learn successfully. This competence means gaining, processing and assimilating new knowledge and skills as well as seeking and making use of guidance. Learning to learn engages learners to build on prior learning and life experiences in order to use and apply knowledge and skills in a variety of contexts: at home, at work, in education and training. Motivation and confidence are crucial to an individual’s competence.

Essential knowledge, skills and attitudes related to this competence:Where learning is directed towards particular work or career goals, an individual should have knowledge of the competences, knowledge, skills and qualifications required. In all cases, learning to learn requires an individual to know and understand his/her preferred learning strategies, the strengths and weaknesses of his/her skills and qualifications, and to be able to search for the education and training opportunities and guidance and/or support available. Learning to learn skills require firstly the acquisition of the fundamental basic skills such as literacy, numeracy and ICT skills that are necessary for further learning.

Building on these skills, an individual should be able to access, gain, process and assimilate new knowledge and skills. This requires effective management of one’s learning, career and work patterns, and, in particular, the ability to persevere with learning, to concentrate for extended periods and to reflect critically on the purposes and aims of learning. Individuals should be able to dedicate time to learning autonomously and with self-discipline, but also to work collaboratively as part of the learning process, draw the benefits from a heterogeneous group, and to share what they have learnt. Individuals should be able to organize their own learning, evaluate their own work, and to seek advice, information and support when appropriate.

A positive attitude includes the motivation and confidence to pursue and succeed at learning throughout one’s life. A problem-solving attitude supports both the learning process itself and an individual’s ability to handle obstacles and change. The desire to apply prior learning and life experiences and the curiosity to look for opportunities to learn and apply learning in a variety of life contexts are essential elements of a positive attitude.

6. Social and civic competencesThese include personal, interpersonal and intercultural competence and cover all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life, and particularly in increasingly diverse societies, and to resolve conflict where necessary. Civic competence equips individuals to fully participate in civic life, based on knowledge of social and political concepts and structures and a commitment to active and democratic participation.

Essential knowledge, skills and attitudes related to this competence:Social competence is linked to personal and social well-being which requires an understanding of how individuals can ensure optimum physical and mental health, including as a resource for oneself and one’s family and one’s immediate social environment, and knowledge of how a healthy lifestyle can contribute to this. For successful interpersonal and social participation it is essential to understand the codes of conduct and manners generally accepted in different societies and environments (e.g. at work). It is equally important to be aware of basic concepts relating to individuals, groups, work organisations, gender equality and non-discrimination, society and culture. Understanding the multi-cultural and socioeconomic dimensions of European societies and how national cultural identity interacts with the European identity is essential.

The core skills of this competence include the ability to communicate constructively in different environments, to show tolerance, express and understand different viewpoints, to negotiate with the ability to create confidence, and to feel empathy. Individuals should be capable of coping with stress and frustration and expressing


them in a constructive way and should also distinguish between the personal and professional spheres.

The competence is based on an attitude of collaboration, assertiveness and integrity. Individuals should have an interest in socio-economic developments and intercultural communication and should value diversity and respect others, and be prepared both to overcome prejudices and to compromise.

Social and civic competences

Essential knowledge, skills and attitudes related to this competence:Civic competence is based on knowledge of the concepts of democracy, justice, equality, citizenship, and civil rights, including how they are expressed in the Charter of Fundamental Rights of the European Union and international declarations and how they are applied by various institutions at the local, regional, national, European and international levels. It includes knowledge of contemporary events, as well as the main events and trends in national, European and world history. In addition, an awareness of the aims, values and policies of social and political movements should be developed. Knowledge of European integration and of the EU’s structures, main objectives and values is also essential, as well as an awareness of diversity and cultural identities in Europe.

Skills for civic competence relate to the ability to engage effectively with others in the public domain, and to display solidarity and interest in solving problems affecting the local and wider community. This involves critical and creative reflection and constructive participation in community or neighborhood activities as well as decision-making at all levels, from local to national and European level, in particular through voting.

Full respect for human rights including equality as a basis for democracy, appreciation and understanding of differences between value systems of different religious or ethnic groups lay the foundations for a positive attitude. This means displaying both a sense of belonging to one’s locality, country, the EU and Europe in general and to the world, and a willingness to participate in democratic decision-making at all levels. It also includes demonstrating a sense of responsibility, as well as showing understanding of and respect for the shared values that are necessary to ensure community cohesion, such as respect for democratic principles. Constructive participation also involves civic activities, support for social diversity and cohesion and sustainable development, and a readiness to respect the values and privacy of others.

7. Sense of initiative and entrepreneurship

Sense of initiative and entrepreneurship refers to an individual’s ability to turn ideas into action. It includes creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. This supports individuals, not only in their everyday lives at home and in society, but also in the workplace in being aware of the context of their work and being able to seize opportunities, and is a foundation for more specific skills and knowledge needed by those establishing or contributing to social or commercial activity. This should include awareness of ethical values and promote good governance.

Essential knowledge, skills and attitudes related to this competence:Necessary knowledge includes the ability to identify available opportunities for personal, professional and/or business activities, including ‘bigger picture’ issues that provide the context in which people live and work, such as a broad understanding of the workings of the economy, and the opportunities and challenges facing an employer or organization. Individuals should also be aware of the ethical position of enterprises,


and how they can be a force for good, for example through fair trade or through social enterprise.

Skills relate to proactive project management (involving, for example the ability to plan, organize, manage, lead and delegate, analyze, communicate, debrief, evaluate and record), effective representation and negotiation, and the ability to work both as an individual and collaboratively in teams. The ability to judge and identify one’s strengths and weaknesses, and to assess and take risks as and when warranted, is essential.

An entrepreneurial attitude is characterized by initiative, pro-activity, independence and innovation in personal and social life, as much as at work. It also includes motivation and determination to meet objectives, whether personal goals, or aims held in common with others, including at work.

Essential knowledge, skills and attitudes related to this competence:

8. Cultural awareness and expressionAppreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media, including music, performing arts, literature, and the visual arts.

Essential knowledge, skills and attitudes related to this competence:Cultural knowledge includes an awareness of local, national and European cultural heritage and their place in the world. It covers a basic knowledge of major cultural works, including popular contemporary culture. It is essential to understand the cultural and linguistic diversity in Europe and other regions of the world, the need to preserve it and the importance of aesthetic factors in daily life.

Skills relate to both appreciation and expression: the appreciation and enjoyment of works of Art and performances as well as self-expression through a variety of media using one’s innate capacities. Skills include also the ability to relate one’s own creative and expressive points of view to the opinions of others and to identify and realise social and economic opportunities in cultural activity. Cultural expression is essential to the development of creative skills, which can be transferred to a variety of professional contexts.

A solid understanding of one’s own culture and a sense of identity can be the basis for an open attitude towards and respect for diversity of cultural expression. A positive attitude also covers creativity, and the willingness to cultivate aesthetic capacity through artistic selfexpression and participation in cultural life.


NEXT MOVE 3 ING - Microsoftpearsonespana.blob.core.windows.net/books/Next Move 3... · Web view2. CONTENTS Content block 1 – Comprehension of oral texts Comprehension strategies:

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