Académique Documents
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SYLLABUS
BACHILLERATO
OBJECTIVES
1. Learn new vocabulary about clothes and use it to orally express likes
and dislikes in a spontaneous and comprehensible way.
2. Understand a written text about teenage models and be able to
interpret it with criticism by using the relevant comprehension strategies.
3. Read a text in an autonomous way and enjoy reading as a source of
pleasure, information and leisure.
4. Use frequency adverbs to talk about habitual behaviour.
5. Notice the differences of use between ‘used to’ and ‘would’.
6. Understand expressions with ‘Get’. Grasp its different meanings in
certain expressions, and think about the way the foreign language works
in different contexts.
7. Listen to a text about special occasions and its connexion with
clothes and appearance. Match each speaker with the right occasion.
8. Learn the differences between ‘be used to’, ‘get used to’ and ‘used to’
and be able to use these expressions when talking about personal
circumstances.
9. Talk about several photographs and the lifestyles they show. Use the
language knowledge learnt till the moment in order to talk coherently and
with correction.
10. Write informal letters by using appropriate expressions already learnt
throughout the unit.
11. Transform sentences by following a given pattern.
12. Evaluate the progress done till this point so as to participate in the
learning process.
CONTENTS
GRAMMAR
Habitual behaviour in the present:
Present simple for habitual actions
Frequency adverbs: always, often, rarely, usually, normally, frequently,
sometimes, occasionally, seldom, hardly ever, etc.
Present continuous + always
Adjectives alternative to frequency adverbs.
Tend to + infinitive
Will + infinitive
Keep on + gerund
Habitual behaviour in the past:
Past simple + frequency verbs
Used to + infinitive
Would + infinitive
Be used to / Get used to + noun or gerund
• Items of clothing: belt, blazer, blouse, boots, bow tie, (baseball) cap,
cardigan, dinner jacket, dress, dressing gown, dungarees, fancy dress,
hat, helmet, high-heeled shoes, (sports) jacket, jeans, jumper, pullover,
sweater, overcoat, raincoat, scarf, shirt, shoes, shorts, skirt, slippers,
socks, suit, sweatshirt, swimming costume, swimming trunks, top, T-shirt,
tie, tights, tracksuit, trainers, trousers, waistcoat.
• Jewellery: bracelet, necklace, brooch, pendant, earrings, ring.
• Adjectives-The pattern of clothes: checked, plain, flowery, spotted,
patterned, striped,
• Other adjectives for clothes: baggy, casual, colourful, designer, formal,
long-sleeved, loose-fitting, pleated, second-hand, shabby, short-sleeved,
smart, tasteful, tight-fitting, trendy, (un)fashionable, waterproof, worn out.
• Materials for clothes: cotton, denim, leather, woollen, nylon, silk, suede.
• Verbs for clothing: dress up as sbdy/sthg, fit, get (un)dressed, go with,
match, put on, suit, take off, wear.
USE OF ENGLISH
Instructions in class: Look at the following extracts…, read the
following instructions…, Write six sentences…, Discuss the following
questions…, etc.
Transformations: to get over / recovery, to get rid of / throw away,
tend to / usually, without + ing, used to + infinitive / would + infinitive, get
used to + ing, looking forward to / can’t wait to, had better + infinitive /
ought to + infinitive.
PRONUNCIATION
• Students learn the right pronunciation in English through the Listening
activities, and the use of the Class CDs.
• Students practice their pronunciation in English through the Speaking
activities.
COMMUNICATIVE SKILLS
LISTENING
1. Listen to five people talking about their appearance in certain occasions.
2. Matching exercise.
3. Answer questions about the text.
4. Talk about personal attitudes related to the situations heard.
5. Listen to the classmates when talking about descriptions and lifestyles.
READING
1. Read an article about teenage models quite quickly an answer a
question.
2. Read a text and fill in the gaps with the missing sentences.
3. Complete the gaps in a text about a person who moved from Spain to
England.
4. Read an informal letter and answer the relevant questions.
5. Read and follow some instructions in order to write an informal letter.
WRITING
LANGUAGE AWARENESS
Transformations of sentences with the same meanings.
Words that go together
Expressions for use in informal letters
Expressions with get
Related words
SOCIOCULTURAL ASPECTS
• Appearance: the importance of clothes to project a certain image.
• Protection of teenagers who are encouraged to step into adult roles.
• LINKS TO OTHER SUBJECTS: Education for citizenship, psychology, IT,
etc.
CROSS-CURRICULAR ITEMS
Education for citizenship: Respect for people’s appearance: clothes,
professions, way of living, etc.
Information Technology: Learn to write e-mails and informal letters.
EVALUATION TOOLS
Formative evaluation
1. Classroom observation to check both individual and global
progress
2. Writing: informal letters
3. Reading: gapped text
4. Listening: multiple matching
5. Speaking: talking about photos
6. Workbook exercises
Accumulative evaluation
8. Review 1
9. Progress test 1: units 1-3.
EVALUATION CRITERIA
At the end of this unit, students are able to:
MIXED-ABILITY ACTIVITIES
Consolidation activities
• Review Unit 1. (CB Unit 1)
• Progress test 1. (TB Units 1-3)
• Photocopiable exercises Unit 1. (TB Unit 1)
• Workbook activities.
Extension activities
• Grammar reference unit 1. (CB Unit 1)
• Wordlist Unit 1. (CB Unit 1)
• Listening scripts Unit 1. (CB Unit 1)
• Phrasal verb list. (WB Unit 1)
• Lexical phrase list (WB Unit 1)
• Irregular verb list (WB)
• Ready for Reading. (CB Units 1-3)
• Ready for Use of English. (CB Units 1-6)
• Ready for Writing. (CB Units 1-9)
• Ready for Listening. (CB Units 1-12)
• Ready for Speaking. (CB Units 1-15)
OBJECTIVES
CONTENTS
GRAMMAR
Indirect ways of asking questions:
Could you…?
Would you mind…?
We’d like to know…
Could you tell us if /whether…?
Gerunds and infinitives:
Gerund used as the subject/object/complement of a clause or sentence
Gerund used after prepositions
Gerund used after certain verbs
Infinitives with to
Gerunds and infinitives after verbs: verb + gerund; verb + infinitive with
to; : verb + gerund or infinitive:
Ex: remember/forget + gerund; go on + gerund; mean+ gerund; need +
gerund; regret + gerund; stop + gerund; try + gerund;
USE OF ENGLISH
Instructions in class: Look at the questions…, read the
magazine…, Write a letter…, Discuss the following questions…, etc.
Word Formation: Affixes: -er, -ist, -eer, -or, -ant, -ee, -ian / dis-,
un- in-, ir-, il-, im-.Ex. undercook, overgrown, overeat, misbehave, dislove,
manageress, etc.
COMMUNICATIVE SKILLS
LISTENING
1. Listen to a radio interview and complete the sentences
summarizing what the interviewee says.
2. Listen to the recording again and complete several sentences.
3. Listen to an interview about snowboarding and choose the right
answers to the questions.
4. Pay attention to a second recording listening so as to change the
answers where necessary.
SPEAKING
READING
1. Read some notes related to studying music in the summer.
2. Read some examples about formal and informal letters.
3. Read a magazine about extreme sports and match each
paragraph to a picture.
4. Read the article again and choose the right answers to certain
statements.
5. Read the instructions to do all the different activities in this lesson.
LANGUAGE AWARENESS
Word formation with affixes.
Indirect ways of asking questions
Gerunds and infinitives
Music and sport language
SOCIOCULTURAL ASPECTS
• The importance of music and sport in everybody’s social life.
• Understand the relationship between sport and health.
• Reference to Britney Spears by commenting a photograph.
• LINKS TO OTHER SUBJECTS: Music, physical education, etc.
WORKBOOK ACTIVITIES
• Read an article about a piano maker and choose the right
sentences related to the text.
• Complete some sentences with vocabulary of parts of the
body to form expressions.
• Identify some musical instruments.
• Write words for people who do several sports.
• Match certain sports with the places where they are
practised.
• Choose the best answers to complete some sentences.
• Complete some sentences by putting the words in the right
order so as to practice ways of asking questions.
• Complete the gaps of some sentences with the gerund or
the infinitive of certain verbs.
• Complete the gaps of a text with the suitable preposition.
• Transform some sentences with the same meaning
following the instructions given.
• Use prefixes to transform certain words.
CROSS-CURRICULAR ITEMS
Physical education: Understand the relationship between sport and
health. Learn vocabulary about sports, etc.
Music: Learn vocabulary about music, musical instruments, etc.
EVALUATION TOOLS
Formative evaluation
1. Classroom observation to check both individual and global
progress
2. Writing: letters asking for information and articles.
3. Reading: multiple matching
4. Listening: sentence completion and multiple choice.
5. Speaking: talking about music and sports
6. Workbook exercises
7. Photocopiable exercises Unit 2.
Accumulative evaluation
8. Review 2
9. Progress test 1: units 1-3.
EVALUATION CRITERIA
At the end of this unit, students are able to:
• Transform words by using prefixes and suffixes.
• Understand the difference of use between the gerund or the infinitive of
certain verbs.
• Ask questions in an indirect way.
• Use vocabulary of music and sport.
• Understand the general message of a reading text about extreme sports.
MIXED-ABILITY ACTIVITIES
Consolidation activities
• Review Unit 2. (CB Unit 2)
• Progress test 1. (TB Units 1-3)
• Photocopiable exercises Unit 2. (TB Unit 2)
• Workbook activities Unit 2.
Extension activities
• Grammar reference unit 2. (CB Unit 2)
• Wordlist Unit 2. (CB Unit 2)
• Listening scripts Unit 2. (CB Unit 2)
• Phrasal verb list. (WB Unit 2)
• Lexical phrase list (WB Unit 2)
• Irregular verb list (WB)
• Ready for Reading. (CB Units 1-3)
• Ready for Use of English. (CB Units 1-6)
• Ready for Writing. (CB Units 1-9)
• Ready for Listening. (CB Units 1-12)
• Ready for Speaking. (CB Units 1-15)
OBJECTIVES
CONTENTS
GRAMMAR
Articles
Use of the definite article (the)
Use of the indefinite article (a/an)
Use of no article
USE OF ENGLISH
Instructions in class: Discuss the following questions…, Look at
the following adjectives…, read the following text…, Write your essay…,
etc.
Word formation: suffixes –ful and –less. Ex.: useful, sleepless,
grateful, un successful, etc.
PRONUNCIATION
• Students learn the right pronunciation in English through the Listening
activities, and the use of the Class CDs.
• Students practice their pronunciation in English through the Speaking
activities.
COMMUNICATIVE SKILLS
LISTENING
1. Listen to five people talking about solar-powered gadgets.
2. Discuss the advantages and disadvantages of solar-powered
gadgets.
3. Suggest alternative words that mean the same as some
expressions from the listening.
4. Complete sentences with the vocabulary provided.
5. Listen to an interview with a robot scientist and answer the
questions related to the text.
6. Talk about robots becoming as common as computers one day.
1. Talk about some of the changes that have taken place over the
last 100 years in several fields.
2. Discuss about the quality of life nowadays compared to that a 100
years ago.
3. Discuss whether computers will ever replace teachers or not.
4. Speak about the amount of cars in the world.
5. Talk about the own personal changes in the last few years.
6. Predict the future changes in the next 100 years.
7. Show agreement or disagreement with a text about useless
gadgets.
8. Talk about appliances that should be invented in the future.
9. Discuss about the future of robots.
READING
1. Read a text written by Bill Bryson about useless gadgets and
appliances quickly and answer the relevant questions about it.
2. Read the text again more slowly and answer a multiple choice
test.
3. Read a cloze test about home computers.
4. Read an essay about mobile phones, and use it as a model to do
a written task.
5. Read a text about a technophobe person and correct the missing/
redundant articles.
6. Read a text about the benefits of e-mail
WRITING
LANGUAGE AWARENESS
Expressions to make comparisons.
Use of the articles
Use of vocabulary related to machines
How to write essays
Word formation with suffixes: -ful and –less.
SOCIOCULTURAL ASPECTS
• The importance of New technologies in our society.
• Awareness of the benefits and drawbacks of the changes and
developments done over the last century.
• Understanding of the advances done regarding robots.
• Conscience of the benefits of e-mails.
• LINKS TO OTHER SUBJECTS: Information technology.
WORKBOOK ACTIVITIES
• Read a magazine article with an interview about technology.
• Choose the right answers related to the text.
• Match several phrasal verbs with the equivalent word or explanation.
• Complete gapped sentences with the right phrasal verbs.
• Do a crossword with vocabulary about technology terms.
• Complete gapped sentences with the right articles.
• Complete gapped sentences with the right comparative or superlative
forms of certain adjectives.
• Match comparative expressions with the appropriate responses.
• Match inventions with the relevant paragraphs.
• Transform comparative sentences so that they have the same meaning
as the ones given.
• Complete a cloze text about technology with the right words.
• Use suffixes to transform words and complete a gapped text.
• Write an essay about modern domestic appliances.
• Read a notice in an international magazine about technology at home and
write a related article.
• Rearrange paragraphs in answer to the article.
• Analyse the article and indicate which features such as phrasal verbs,
formal linkers, etc, appear in it.
• Follow instructions to write an article.
CROSS-CURRICULAR ITEMS
Information Technology: Learn about the use of computers, e-mails,
Internet, mobile phones, etc.
EVALUATION TOOLS
Formative evaluation
1. Classroom observation to check both individual and global
progress
2. Writing: essays
3. Reading: multiple choice
4. Listening: multiple matching/ multiple choice
5. Speaking: collaborative task
6. Workbook exercises
7. Photocopiable exercises Unit 3.
Accumulative evaluation
8. Review 3
9. Progress test 1: units 1-3.
10. Ready for Reading exercises.
EVALUATION CRITERIA
At the end of this unit, students are able to:
Consolidation activities
• Review Unit 3. (CB Unit 3)
• Progress test 1. (TB Units 1-3)
• Photocopiable exercises Unit 3. (TB Unit 3)
• Workbook activities.
Extension activities
• Grammar reference unit 3. (CB Unit 3)
• Wordlist Unit 3. (CB Unit 3)
• Listening scripts Unit 3. (CB Unit 3)
• Phrasal verb list. (WB Unit 3)
• Lexical phrase list (WB Unit 3)
• Irregular verb list (WB)
• Ready for Reading. (CB Units 1-3)
• Ready for Use of English. (CB Units 1-6)
• Ready for Writing. (CB Units 1-9)
• Ready for Listening. (CB Units 1-12)
• Ready for Speaking. (CB Units 1-15)
OBJECTIVES
1. Learn new vocabulary about films and use it to orally express likes
and dislikes in a comprehensible way.
2. Read a text about the film Matrix in an autonomous way and enjoy
reading as a source of leisure.
3. Use the intensifiers so and such in order to give emphasis to the
sentences.
4. Understand the word formation of adjectives ending in –ing and
-ed.
5. Write a review for a magazine giving opinions about a film in a
coherent way.
6. Talk about different ways of entertainment based on several
photographs.
7. Notice the presence of distractors in the listening activities, and
also note the use of contrast linkers.
8. Listen to a text about different situations related to films and
performances.
9. Learn expressions and phrasal verbs with take.
10. Read a text about cheating in examinations and express the
personal view.
11. Learn how to use the past tenses of the verbs in an appropriate
way.
12. Read several short stories, understand the main messages and
be able to write one in an autonomous way.
13. Evaluate the progress done till this point so as to participate in the
learning process.
CONTENTS
GRAMMAR
Past tenses:
Past simple.
Past continuous.
Past perfect
Time linkers: until, before, when, afterwards, at last, in the end, at the
end, as/when/while, during/in, for/during, etc.
Intensifiers:
So
So much
Such a
Such
So/such…that
Topic: Films.
USE OF ENGLISH
Instructions in class: Look at these posters…, Complete the
gaps…, Compare your ideas…, Look at the following sentences…,
Write a review…, etc.
Word formation: adjectives ending in –ing and –ed..
PRONUNCIATION
• Students learn the right pronunciation in English through the Listening
activities, and the use of the Class CDs.
• Students practice their pronunciation in English through the Speaking
activities.
COMMUNICATIVE SKILLS
LISTENING
1. Listen to people talking in eight different situations related to
actors, films, performances, etc.
2. Beware of the possible distractors while doing the listening
activity.
3. Pay attention and listen when the rest of the students talk about
films and about different types of entertainment.
SPEAKING
1. Talk about different kind of films: a film they didn’t enjoy, their
favourite film, a frightening film, en exciting film.
2. Compare two photographs about types of entertainment and say
why people like activities like this.
3. Express the personal preferences regarding entertainment.
4. Observe two photographs and talk about the advantages and
disadvantages of different kind of cinemas.
5. Show the students’ point of view about cinemas.
6. Speak about the duties of an invigilator in an examination centre.
7. Talk about the problems of cheating in the exams.
WRITING
LANGUAGE AWARENESS
Use of so and such
Use of the Past tenses
Learning vocabulary about films
Analysing expressions with take
Learning to write reviews and short stories.
Word formation with adjectives ending in: -ing and –ed.
Paying attention to distractors when doing a listening activity
SOCIOCULTURAL ASPECTS
• The importance of cinema as a cultural element in our society.
• Awareness of the problems of cheating in an examination.
• Consciousness of the benefits of the different types of entertainment:
cinema, theatre, reading, etc.
• LINKS TO OTHER SUBJECTS: Education for citizenship, Literature.
CROSS-CURRICULAR ITEMS
Education for citizenship: Learn about the importance of having different
ways of entertainment such as cinema, theatre, reading, etc. Read a text
about Antonio Banderas.
Literature: Read a text about the writer G.P. Taylor.
EVALUATION TOOLS
Formative evaluation
1. Classroom observation to check both individual and global
progress
2. Writing: reviews and short stories
3. Reading: gapped text
4. Listening: Focus on distractors/ multiple choice
5. Speaking: talking about photos
6. Workbook exercises
7. Photocopiable exercises Unit 4.
EVALUATION CRITERIA
At the end of this unit, students are able to:
• Understand the general message of several texts about films and identify
relevant details in oral messages related with them.
• Express himself/herself with fluency and using the write pronunciation -
intonation in conversations about the favourite films and ways of
entertainment.
• Understand in an autonomous way the information of written texts coming
from different sources such as the experience of an exam invigilator or the
danger for actors in action films.
• Use consciously his/her linguistic knowledge in order to understand
listenings of people talking about films.
• Analyze social aspects of the Anglo-Saxon countries, by talking about the
films and literature produced in those countries, etc.
• Self-study to work on complementary resources and activities offered by
Ready for FCE: CB, WK, Class CD, in order to consolidate the acquired
items.
MIXED-ABILITY ACTIVITIES
Consolidation activities
• Review Unit 4. (CB Unit 4)
• Progress test 2. (TB Units 4-6)
• Photocopiable exercises Unit 4. (TB Unit 4)
• Workbook activities.
Extension activities
• Grammar reference unit 4. (CB Unit 4)
• Wordlist Unit 4. (CB Unit 4)
• Listening scripts Unit 4. (CB Unit 4)
• Phrasal verb list. (WB Unit 4)
• Lexical phrase list (WB Unit 4)
• Irregular verb list (WB)
• Ready for Reading. (CB Units 1-3)
• Ready for Use of English. (CB Units 1-6)
• Ready for Writing. (CB Units 1-9)
• Ready for Listening. (CB Units 1-12)
• Ready for Speaking. (CB Units 1-15)
OBJECTIVES
CONTENTS
GRAMMAR
Obligation and necessity:
Must/mustn’t
Have to/Don’t have to
Need to/Don’t need to/Needn’t.
Should/shouldn’t + infinitive with to
Be supposed to/Had better
Permission:
Can, may, be allowed to.
Let and Make.
• Career: apply for a job, get a job, go for an interview, look for a job,
change career, devote yourself to a career, give up your career, be
dismissed/sacked, be made redundant, be out o work/a job, resign from a
job.
• Earn: earn a good living, earn a high/low salary, earn a lot of money, earn
a weekly wage.
• Work: work as a nurse, work flexitime, work or yourself, work hard, work
long hours, work one’s way up to the top, work overtime, work part/full
time, work shifts.
USE OF ENGLISH
Instructions in class: Read through the article…, Complete the
second sentence…, Talk to each other…, Complete the sentences…,
Write a letter…, etc.
Recording prepositions.
Word formation: Form nouns and adjectives from verbs.
PRONUNCIATION
• Students learn the right pronunciation in English through the Listening
activities, and the use of the Class CDs.
• Students practice their pronunciation in English through the Speaking
activities.
LISTENING
1. Listen to a text about jobs and duties and talk about the own
experience.
2. Decide whether certain sentences related to the listening are true
or false.
3. Talk about the worst duties.
4. Listen to a radio interview about a Fire station.
5. Complete the missing information related to the listening.
SPEAKING
1. Compare some photographs and talk about learning
environments.
2. Express the personal opinion about home schooling.
3. Talk about obligations and duties at home, at the school and
during the weekend.
4. Decide and discuss about which are the worst duties mentioned in
a text.
5. Speak about the most important qualities for a parent using the
vocabulary provided.
6. Discuss which three qualities are the most important for a parent.
READING
1. Read an article about home education and compare it with the
student’s own ideas about this kind of education.
2. Link some definitions to the relevant paragraphs from the reading
text.
3. Talk about the text expressing the student’s own opinions.
4. Read some advice about recording prepositions.
5. Read the explanation about word formation of nouns and
adjectives.
6. Read a text about a musician’s life and complete the gaps with the
provided vocabulary.
7. Read a job advertisement in an international newspaper.
8. Read a model letter of application to a job.
9. Read another job advertisement about campsites.
10. Complete a text about children’s intelligence by using the
appropriate prepositions.
WRITING
1. Complete a text about home-schooling by using the appropriate
form of the verb.
2. Complete a text about a musician’s life by using the provided
vocabulary.
3. Transform some sentences by using the relevant obligation or
necessity expression.
4. Transform some verbs into nouns and adjectives.
5. Complete a text with the relevant transformed words.
6. Complete sentences with the appropriate vocabulary about work.
LANGUAGE AWARENESS
Expression of obligation, necessity and permission
Recording of prepositions
Learning vocabulary about the world of work
Learning to write letters of application to a job.
Word formation of nouns and adjectives.
Sentence completion
Talking about photos.
SOCIOCULTURAL ASPECTS
• The importance of being responsible to do one’s own duties, being
autonomous and self-sufficient.
• Awareness of the importance of education in our society.
• New types of education: home-schooling.
• Consciousness of the qualities to be a good parent.
• The importance of doing holiday jobs during the student life.
• Awareness of the fact that both men and women can do the
same kinds of jobs.
• LINKS TO OTHER SUBJECTS: Education for citizenship.
WORKBOOK ACTIVITIES
• Read a newspaper article about the job of traffic controller.
• Match some expressions with their relevant meanings, using the context
as a help.
• Transform words from verbs to nouns by using the appropriate suffixes.
• Do a crossword with vocabulary about jobs.
• Match some questions with the appropriate answers.
• Complete sentences with the right expressions with work.
• Fill in the gaps of some sentences with the appropriate form of the verbs
showing obligation, necessity and permission.
• Complete sentences with the appropriate verbs.
• Transform sentences so that they have the same meaning as the model.
• Transform some verbs to form the relevant noun, adjective or adverb and
fill in the gaps.
• Complete a cloze text with the appropriate words.
• Write a short story by following a pattern.
• Rewrite the paragraphs of a text by following some instructions.
• Write a story by using all the language elements learnt in this unit.
EVALUATION TOOLS
Formative evaluation
1. Classroom observation to check both individual and global
progress
2. Writing: application letters.
3. Reading: multiple matching
4. Listening: True/false exercise. Sentence completion
5. Speaking: talking about photos. Collaborative task.
6. Workbook exercises
7. Photocopiable exercises Unit 5.
Accumulative evaluation
8. Review 5
9. Progress test 2: units 4-6
EVALUATION CRITERIA
At the end of this unit, students are able to:
MIXED-ABILITY ACTIVITIES
Consolidation activities
• Review Unit 5. (CB Unit 5)
• Progress test 2. (TB Units 4-6)
• Photocopiable exercises Unit 5. (TB Unit 5)
• Workbook activities.
Extension activities
• Grammar reference unit 5. (CB Unit 5)
• Wordlist Unit 5. (CB Unit 5)
• Listening scripts Unit 5. (CB Unit 5)
• Phrasal verb list. (WB Unit 5)
• Lexical phrase list (WB Unit 5)
• Irregular verb list (WB)
• Ready for Reading. (CB Units 1-3)
• Ready for Use of English. (CB Units 1-6)
• Ready for Writing. (CB Units 1-9)
• Ready for Listening. (CB Units 1-12)
• Ready for Speaking. (CB Units 1-15)
OBJECTIVES
CONTENTS
GRAMMAR
VOCABULARY
Topic: Relationships.
• Adjectives for build: fat, overweight, plump, skinny, slim, thin, stocky, well-
built.
USE OF ENGLISH
Instructions in class: Work out the meaning…, Try to use this
language…, Look at these photographs…, Read the following text…,
Compare your dialogue…, etc.
Relative clauses.
Expressions with have
Transformations.
PRONUNCIATION
• Students learn the right pronunciation in English through the Listening
activities, and the use of the Class CDs.
• Students practice their pronunciation in English through the Speaking
activities.
COMMUNICATIVE SKILLS
LISTENING
1. Listen to a text about sisters and talk about relationships.
2. Look at some photographs about sisters and talk about them.
3. Match the speakers on the listening with the relevant photographs.
4. Listen to the classmates when talking about families and
relationships.
5. Listen to a discussion between three teenagers.
SPEAKING
1. Talk about family meals and the way they help families be
together and share moments.
2. Look at some pictures and talk about different types of
relationships, showing the positive and negative aspects of each one,
and expressing the student’s own opinion.
3. Speak about families making questions and answering according
to the student’s own experience.
4. Ask and answer questions with a partner about different subjects.
5. Talk about clubs for all the members of a family and about ways of
reducing the gap between parents and children
READING
1. Read an article about family mealtimes and answer the relevant
questions about it.
2. Read explanations about new phrasal verbs and the use of too
and enough.
3. Read explanations about defining and non-defining relative
clauses.
4. Read a text about a type of club and give personal opinions about
the generation gap between parents and children.
5. Read a text about meeting someone in unusual circumstances.
6. Read a text about bookcrossing and complete it with the relevant
vocabulary.
7. Read a text about famous doors and fill in the gaps.
8. Read a text about the circus, and complete it with the appropriate
words.
WRITING
1. Understand the use of too and enough, and be able to use them in
written expressions.
2. Learn expressions with have and be able to use them in written
sentences in an appropriate and coherent way.
3. Use non-defining relative clauses to complete some sentences.
4. Learn new vocabulary to describe people and use it to improve
the written and oral skills.
5. Write a story about meeting someone in unusual circumstances.
6. Practice the relative clauses, the phrasal verbs and vocabulary to
describe people in several written exercises as a way to revise the
contents learnt throughout the unit.
LANGUAGE AWARENESS
Use of too and enough
Learning the use of defining and non-defining relative clauses
Working out the meaning of phrasal verbs.
Use of expressions with have.
Learning vocabulary to describe people
Talking about families.
SOCIOCULTURAL ASPECTS
CROSS-CURRICULAR ITEMS
Education for citizenship: Learn about the importance of the family and
about the different types of families.
Social sciences: Learn about the profession of circus performers.
EVALUATION TOOLS
Formative evaluation
1. Classroom observation to check both individual and global
progress
Accumulative evaluation
8. Review 6
9. Progress test 2: units 4-6
EVALUATION CRITERIA
At the end of this unit, students are able to:
MIXED-ABILITY ACTIVITIES
Consolidation activities
• Review Unit 6. (CB Unit 6)
• Progress test 2. (TB Units 4-6)
• Photocopiable exercises Unit 6. (TB Unit 6)
• Workbook activities.
Extension activities
• Grammar reference unit 6. (CB Unit 6)
• Wordlist Unit 6. (CB Unit 6)
• Listening scripts Unit 6. (CB Unit 6)
• Phrasal verb list. (WB Unit 6)
• Lexical phrase list (WB Unit 6)
• Irregular verb list (WB)
• Ready for Reading. (CB Units 1-3)
OBJECTIVES
CONTENTS
GRAMMAR
VOCABULARY
Topic: Shopping.
USE OF ENGLISH
Instructions in class: Read the text and the paragraphs…, Give
some examples…, Discuss with your partner…, Choose the best
answer…, Match the words…, etc.
Cloze text about microflats.
Transformations: The present perfect. Language of contrast.
PRONUNCIATION
• Students learn the right pronunciation in English through the Listening
activities, and the use of the Class CDs.
• Students practice their pronunciation in English through the Speaking
activities.
COMMUNICATIVE SKILLS
LISTENING
1. Listen to the classmates when talking about supermarket’s
psychology or about places to live.
2. Listen to a radio programme about supermarkets’ planning.
3. Listen to a text about the advantages and disadvantages of living
in the country and in a city.
4. Answer the multiple-choice questions related to the listening.
SPEAKING
1. Talk about the supermarkets design with fluency and accuracy
and compare the student’s ideas with the speaker’s.
2. Speak about supermarket psychology according to the student’s
own experience.
3. React to a reading text by talking about shopaholics.
READING
1. Read a newspaper article about shopaholics and complete the
gaps with the right sentences.
2. Read explanations about the present perfect and about
expressions with come.
3. Read explanations about contrasting ideas and expressing
preferences.
4. Read several advertisements about different kinds of properties to
rent.
5. Read an e-mail about renting a property in York.
6. Read some information about trips.
7. Read a text about microflats.
WRITING
LANGUAGE AWARENESS
Use of the present perfect.
Learning to contrast ideas.
Expressing preferences.
Learning vocabulary about shopping
Use of expressions and phrasal verbs with come.
Talking about the differences between towns and villages.
Learning to write e-mails.
WORKBOOK ACTIVITIES
• Read a magazine article about living above a shop and answer the
relevant questions.
• Match certain phrasal verbs with the right meanings.
• Complete sentences with the suitable phrasal verb.
• Find expressions with the same meanings as the ones provided.
• Do a wordsearch exercise with vocabulary related to shops.
• Do a multiple-choice exercise by choosing the appropriate words.
• Complete an exercise about phrasal verbs with come.
• Replace some expressions with the relevant phrasal verb with come.
• Revise the word formation of nouns from verbs by completing some
sentences.
• Choose the most appropriate sentence endings to practice contrasting
ideas.
• Fill in the gaps of several sentences by using either the present perfect or
the past simple.
• Find mistakes in certain sentences and rewrite them so that they are
correct.
• Transform sentences without changing the meaning.
• Learn more about word formation by completing the gaps in some
sentences.
• Complete the gaps of an open cloze text about online shopping.
• Write a review for a magazine by following the instructions provided.
• Complete the gaps of some sentences.
• Do a planning for the review.
CROSS-CURRICULAR ITEMS
Education for citizenship: Learn about the importance of shopping with
moderation.
Social sciences: different places to live.
EVALUATION TOOLS
Formative evaluation
1. Classroom observation to check both individual and global
progress
2. Writing: e-mails.
3. Reading: gapped text.
4. Listening: Sentence completion, Multiple choice.
5. Speaking: Interview. Talking about photos.
6. Workbook exercises
7. Photocopiable exercises Unit 7.
Accumulative evaluation
8. Review 7
9. Progress test 3: units 7-9
EVALUATION CRITERIA
At the end of this unit, students are able to:
MIXED-ABILITY ACTIVITIES
Consolidation activities
• Review Unit 7. (CB Unit 7)
• Progress test 3. (TB Units 7-9)
• Photocopiable exercises Unit 7. (TB Unit 7)
• Workbook activities.
Extension activities
• Grammar reference unit 7. (CB Unit 7)
• Wordlist Unit 7. (CB Unit 7)
• Listening scripts Unit 7. (CB Unit 7)
• Phrasal verb list. (WB Unit 7)
• Lexical phrase list (WB Unit 7)
• Irregular verb list (WB)
• Ready for Reading. (CB Units 1-3)
• Ready for Use of English. (CB Units 1-6)
• Ready for Writing. (CB Units 1-9)
• Ready for Listening. (CB Units 1-12)
• Ready for Speaking. (CB Units 1-15)
OBJECTIVES
CONTENTS
GRAMMAR
The future
Predictions and expectations: will + infinitive with to /
Alternatives to will: may, could, might, well be.
Other future forms: will, going to + infinitive, present continuous, present
simple, future continuous, future perfect simple, future perfect
continuous, be about to +infinitive, be on the point of + gerund.
VOCABULARY
Topic: Travelling.
• Travel: to go on a /an…, cruise, excursion, flight, journey, package
holiday, (business) trip, tour, voyage, be good/great fun, enjoy oneself, go
PRONUNCIATION
• Students learn the right pronunciation in English through the Listening
activities, and the use of the Class CDs.
• Students practice their pronunciation in English through the Speaking
activities.
COMMUNICATIVE SKILLS
LISTENING
1. Listen to the classmates when talking about space hotels, about
travelling or about holidays.
2. Understand global and specific information by listening to people
talking in eight different situations and be able to choose the best
answers to some questions.
3. Beware of the distractors while doing the listening activity.
SPEAKING
1. Talk about space hotels and about unusual types of holidays
according to the student’s own experience.
2. Discuss questions with a partner about plans or things that may
happen in the future.
3. Learn new vocabulary about travelling and be able to use it in oral
expressions to talk about tourism and sightseeing.
4. Interview a partner about holidays by making and answering
questions in a coherent and cohesive way.
5. Talk about people enjoying their holidays by taking some
photographs as a reference.
6. Talk about the positive and negative effects of tourism in a clear
and structured way.
7. Speak about the effects of tourism on the student’s own country.
READING
1. Read a text about space hotels in an autonomous way and
choose sentences to fill in the relevant gaps.
2. Read explanations about the use of certain phrasal verbs.
3. Read explanations about the use of the future and time linkers.
4. Read a text a bout a disastrous holiday.
5. Read useful language to express opinions about holidays.
6. Read a text about the nonsense of travelling and about how
travelling narrows the mind and answer questions about it.
WRITING
LANGUAGE AWARENESS
Use of the future and of time linkers.
Learning vocabulary about travelling.
Learning new phrasal verbs
Writing essays and articles.
Talking about holidays.
SOCIOCULTURAL ASPECTS
• The importance of travelling so as to broaden one’s mind and to
understand other cultures.
• Awareness of the positive and negative effects of tourism.
• Consciousness about the ecological damages of certain types of tourism.
• References to several places such as Marrakech, Costa del Sol, and
Australia, by reading texts with cultural information about these places.
• Reference to Picasso and Vicente Aleixandre.
• LINKS TO OTHER SUBJECTS: Geography, Natural Science.
WORKBOOK ACTIVITIES
• Read an article about a cruise to Australia and answer the relevant
questions.
• Match certain phrasal verbs from the text with the right meanings.
• Complete an exercise about confusing words.
• Rewrite some sentences with a suitable future form.
CROSS-CURRICULAR ITEMS
Geography: students learn more about certain places such as Marrakech,
Costa del Sol, and Australia by reading some texts about tourism.
Natural Science; students learn the importance of respecting and
protecting the environment when practising tourism.
EVALUATION TOOLS
Formative evaluation
1. Classroom observation to check both individual and global
progress
2. Writing: essays and articles.
3. Reading: gapped text and multiple choice.
4. Listening: Multiple choice.
5. Speaking: Interview. Talking about photos.
6. Workbook exercises
7. Photocopiable exercises Unit 8.
Accumulative evaluation
8. Review 8
9. Progress test 3: units 7-9
MIXED-ABILITY ACTIVITIES
Consolidation activities
• Review Unit 8. (CB Unit 8)
• Progress test 3. (TB Units 7-9)
• Photocopiable exercises Unit 8. (TB Unit 8)
• Workbook activities.
Extension activities
• Grammar reference unit 8. (CB Unit 8)
• Wordlist Unit 8. (CB Unit 8)
• Listening scripts Unit 8. (CB Unit 8)
• Phrasal verb list. (WB Unit 8)
• Lexical phrase list (WB Unit 8)
• Irregular verb list (WB)
• Ready for Reading. (CB Units 1-3)
• Ready for Use of English. (CB Units 1-6)
• Ready for Writing. (CB Units 1-9)
• Ready for Listening. (CB Units 1-12)
• Ready for Speaking. (CB Units 1-15)
OBJECTIVES
CONTENTS
GRAMMAR
Modal verbs of speculation
Certainty: must, can’t, couldn’t + infinitive without to.
Possibility: may (not), might (not), or could.
Question tags
Form.
Use and intonation.
USE OF ENGLISH
Instructions in class: Read through the text…, Use modal verbs to
speculate…, Practise saying the sentences…, Work out the meaning…,
Describe situations…, etc.
Word formations: Adjectives.
Transformations.
PRONUNCIATION
• Students practice the intonation of question tags by listening to some
sentences.
• Students learn the right pronunciation in English through the Listening
activities, and the use of the Class CDs.
• Students practice their pronunciation in English through the Speaking
activities.
COMMUNICATIVE SKILLS
LISTENING
1. Listen to a radio interview about ghosts and answer to the related
comprehension questions.
2. Learn how to use question tags and be able to recognise them in
a listening activity.
3. Listen to the classmates when talking about mysterious things and
celebrations.
SPEAKING
1. Speak about alien life forms and UFOs and the scientific
explanations given for these mysterious phenomena.
2. Talk about other stories of mysteries which have never been
solved.
3. Speculate about possible contexts for several sentences by using
the modal verbs learnt in this unit.
4. Talk about the existence of ghosts and their characteristics.
5. Talk about different situations by using expressions and phrasal
verbs with give.
6. Talk about the festival of Halloween, its meaning and
characteristics by taking several photographs as a reference.
READING
1. Read an article about UFOs and answer to comprehension
questions about it.
2. Read explanations about the use of modal verbs of speculation.
3. Read explanations about the use of question tags and complete
sentences with them.
4. Read explanations about the use of expressions and phrasal
verbs with give.
5. Read a text about how to tell a ghost story and complete a cloze
text with the appropriate vocabulary.
6. Read a text about Halloween and complete the gaps with the
appropriate vocabulary.
7. Read explanations about the word formation of adjectives from the
relevant nouns.
8. Read a model letter about a traditional festival, underline the key
words and answer the relevant questions.
WRITING
LANGUAGE AWARENESS
Use of modal verbs of speculation
Learning the use and intonation of question tags
Use of expressions and phrasal verbs with give.
Learning to write informal letters and short stories
Talking about celebrations.
SOCIOCULTURAL ASPECTS
• The importance of celebrations and traditions as a means to express
cultural interests, and comparison between Anglo-Saxon celebrations and
the own ones.
• Respect for other countries’ traditions.
• Reference to the Yeti and the Chinese equivalent: the “Yereri”.
• LINKS TO OTHER SUBJECTS: Education for citizenship, Science,
Literature.
WORKBOOK ACTIVITIES
• Read an article about a government report on UFOs and complete the
gaps with the appropriate sentences.
• Match some verbs with the right descriptions.
• Fill in the gaps of several sentences by using the appropriate forms of the
verbs.
• Match some sentences containing phrasal verbs with the right endings.
• Complete an exercise about expressions with give.
• Do an exercise about collocations.
• Revise the use of get by completing some sentences.
• Find out mistakes and rewrite some sentences by using the right form of
modal verbs of speculation.
• Complete phrases with the appropriate question tag.
• Do a multiple-choice cloze about a Chinese monster using the vocabulary
provided.
• Complete some sentences about the word formation of adjectives and
adverbs.
• Complete sentences with the suitable vocabulary.
• Learn how to organise an essay.
• Match some ideas to the appropriate statements.
• Write an essay about traditional celebrations by following a model.
CROSS-CURRICULAR ITEMS
EVALUATION TOOLS
Formative evaluation
1. Classroom observation to check both individual and global
progress
2. Writing: informal letters and short stories.
3. Reading: Multiple choice and gapped text.
4. Listening: Multiple choice.
5. Speaking: Collaborative task. Further discussion.
6. Workbook exercises
7. Photocopiable exercises Unit 9.
Accumulative evaluation
8. Review 9
9. Progress test 3: units 7-9
EVALUATION CRITERIA
At the end of this unit, students are able to:
MIXED-ABILITY ACTIVITIES
Consolidation activities
• Review Unit 9. (CB Unit 9)
• Progress test 3. (TB Units 7-9)
• Photocopiable exercises Unit 9. (TB Unit 9)
• Workbook activities.
Extension activities
• Grammar reference Unit 9. (CB Unit 9)
• Wordlist Unit 9. (CB Unit 9)
• Listening scripts Unit 9. (CB Unit 9)
• Phrasal verb list. (WB Unit 9)
• Lexical phrase list (WB Unit 9)
• Irregular verb list (WB)
• Ready for Reading. (CB Units 1-3)
• Ready for Use of English. (CB Units 1-6)
• Ready for Writing. (CB Units 1-9)
• Ready for Listening. (CB Units 1-12)
• Ready for Speaking. (CB Units 1-15)
OBJECTIVES
CONTENTS
GRAMMAR
The passive
Form.
Use
Passive constructions with the infinitive.
Past necessity.
COMMUNICATIVE SKILLS
LISTENING
1. Listen to a text about house protection from burglars and talk
about the students’ own experience with fluency and accuracy.
2. Listen to people talking about telling the truth and complete a
matching exercise related to the text.
3. Listen to the classmates when talking about fighting against crime
and telling the truth.
SPEAKING
1. Discuss about different types of punishment to different kinds of
crimes.
2. Talk about the best ways to protect a house from burglary.
3. Speak about the different methods of tackling crime, and about
the advantages and disadvantages of each one.
4. Discuss further about crime and punishment by expressing the
student’s own opinions.
5. Talk about private detectives and the qualities which are required
to do this kind of job.
6. Express the student’s personal opinion about parents hiring
detectives to follow their children.
7. Talk about telling the truth or not, and its consequences.
WRITING
LANGUAGE AWARENESS
Use of the passive and the past necessity forms
Learning vocabulary about punishment and crime
Use of phrasal verbs
Learning to write articles and short stories.
Talking about crime.
SOCIOCULTURAL ASPECTS
• The importance of telling the truth, especially regarding parents and sons
relationships.
• The importance of fighting against crime.
WORKBOOK ACTIVITIES
• Read a newspaper article about techniques used by thieves and answer
to comprehension questions.
• Match some words with the relevant meanings.
• Fill in the gaps of several sentences by using the appropriate vocabulary.
• Find expressions, collocations and phrasal verbs for certain verbs.
• Complete sentences with vocabulary from the text.
• Complete sentences with vocabulary about crime.
• Do several exercises about phrasal verbs.
• Complete phrases with the appropriate active or passive form.
• Revise the use of the modal verbs by completing some sentences.
• Rewrite some sentences by keeping the same meaning as the model.
• Read a text about close circuit television cameras linked to security, and
fill in the gapes with the appropriate vocabulary.
• Do a cloze text about house-sitters.
• Read some models of informal letters in order to learn how to write the
own one and analyse them by answering to several questions.
• Correct mistakes related to verbs and prepositions in a text.
• Write an informal letter about a stolen item during a holiday abroad.
CROSS-CURRICULAR ITEMS
Education for citizenship: Learn about the importance of telling the truth
and fighting against crime.
Social science: Read a text about the life of private detectives. Learn
more about close circuit television cameras.
EVALUATION TOOLS
Formative evaluation
1. Classroom observation to check both individual and global
progress
2. Writing: Articles /A story.
Accumulative evaluation
8. Review 10
9. Progress test 4: units 10-12
EVALUATION CRITERIA
At the end of this unit, students are able to:
MIXED-ABILITY ACTIVITIES
Consolidation activities
• Review Unit 10. (CB Unit 10)
• Progress test 4. (TB Units 10-12)
• Photocopiable exercises Unit 10. (TB Unit 10)
• Workbook activities.
Extension activities
• Grammar reference Unit 10. (CB Unit 10)
• Wordlist Unit 10. (CB Unit 10)
• Listening scripts Unit 10. (CB Unit 10)
• Phrasal verb list. (WB Unit 10)
• Lexical phrase list (WB Unit 10)
• Irregular verb list (WB)
• Ready for Reading. (CB Units 1-3)
• Ready for Use of English. (CB Units 1-6)
• Ready for Writing. (CB Units 1-9)
OBJECTIVES
CONTENTS
GRAMMAR
Conditionals
Zero conditional.
First conditional.
Second conditional.
Third conditional.
Mixed conditional.
Alternative words for if.
Use.
Form.
VOCABULARY
Topic: Weather and environment.
USE OF ENGLISH
Instructions in class: Underline key words…, Identify the verb
forms…, Write a third conditional sentence…, Complete the spaces…,
Read the instructions…, etc.
Open cloze.
Transformations
PRONUNCIATION
• Students learn the right pronunciation in English through the Listening
activities, and the use of the Class CDs.
• Students practice their pronunciation in English through the Speaking
activities.
COMMUNICATIVE SKILLS
LISTENING
1. Listen to a radio interview with a member of a rescue team and
complete the sentences.
2. Listen to people talking about different environmental situations
and answer the relevant questions.
3. Listen to the classmates when talking about natural disasters or
about protecting the environment.
READING
WRITING
SOCIOCULTURAL ASPECTS
• The importance of respecting the environment, and being aware of the
damages our society is causing on it.
• Awareness of the possibility of natural disasters.
• Reference to global warming.
• LINKS TO OTHER SUBJECTS: Education for citizenship, Natural
science, Geography
WORKBOOK ACTIVITIES
• Read a newspaper article about a man who teaches survival techniques
and answer to comprehension questions.
• Complete sentences with vocabulary about the weather.
• Revise the transformations of verbs into nouns by adding suffixes.
• Do a crossword with vocabulary about the weather.
• Match some sentences about the environment with the appropriate
endings.
• Match two columns of words to form compound nouns.
• Fill in the gaps of several sentences by using the appropriate compound
nouns.
• Complete sentences with so, neither and nor.
• Do several exercises about conditionals.
• Complete a cloze text about global warming.
• Rewrite some sentences by keeping the same meaning as the model.
• Read several announcements in international magazines and write some
articles about them.
• Match some reading extracts to the appropriate questions.
CROSS-CURRICULAR ITEMS
Education for citizenship: Learn to protect the environment.
Natural science: Read a text about global warming.
Geography: Read a text about natural disasters in different parts of the
world.
EVALUATION TOOLS
Formative evaluation
1. Classroom observation to check both individual and global
progress
2. Writing: Essays /Formal letters.
3. Reading: Multiple matching /Text about Christina Tugwell.
4. Listening: Sentence completion / Multiple choice.
5. Speaking: Collaborative task.
6. Workbook exercises
7. Photocopiable exercises Unit 11.
Accumulative evaluation
8. Review 11
9. Progress test 4: units 10-12
EVALUATION CRITERIA
At the end of this unit, students are able to:
MIXED-ABILITY ACTIVITIES
Consolidation activities
• Review Unit 11. (CB Unit 11)
• Progress test 4. (TB Units 10-12)
• Photocopiable exercises Unit 11. (TB Unit 11)
Extension activities
• Grammar reference Unit 11. (CB Unit 11)
• Wordlist Unit 11. (CB Unit 11)
• Listening scripts Unit 11. (CB Unit 11)
• Phrasal verb list. (WB Unit 11)
• Lexical phrase list (WB Unit 11)
• Irregular verb list (WB)
• Ready for Reading. (CB Units 1-3)
• Ready for Use of English. (CB Units 1-6)
• Ready for Writing. (CB Units 1-9)
• Ready for Listening. (CB Units 1-12)
• Ready for Speaking. (CB Units 1-15)
OBJECTIVES
CONTENTS
GRAMMAR
Direct and reported speech
Reporting statements.
Reporting verbs for statements.
Reporting questions.
• Ways of cooking food: bake, boil, fry, grill, heat, poach, roast, sauté, stew,
toast.
• Adjectives for food: bitter, bland, creamy, crunchy, greasy, heavy, hot,
rich, salty, savoury, sickly, sour, spicy, stodgy, sweet, tasteless, tasty.
• Illnesses and injuries: black eye, bruise, chest pain, cold, cough, earache,
ear infection, flu, headache, heart attack, high/low blood pressure, nose
bleed, runny nose, sore throat, sprained ankle/wrist, stomach ache,
toothache.
• Treatment: cure sbdy of an illness, give sbdy a prescription, give sbdy an
injection, have one’s arm/leg in plaster, have an operation on part of
body, put a plaster on sthg, put sbdy on antibiotics, take some medicine/a
pill7 painkillers, take sbdy’s temperature, treat sbdy for an illness/injury,
wrap a bandage round part of body.
• Heath: Other vocabulary: (un)fit, (un)healthy, (un)well, to bleed, to catch a
cold, to feel sick, to heal, to hurt, to injure, to wound.
USE OF ENGLISH
Instructions in class: Write the following uncountable nouns…,
Complete the columns below…, Change roles…, Work with a partner…,
Read the model answer…, etc.
Multiple choice cloze.
Word formation
PRONUNCIATION
• Students learn the right pronunciation in English through the Listening
activities, and the use of the Class CDs.
• Students practice their pronunciation in English through the Speaking
activities.
COMMUNICATIVE SKILLS
LISTENING
1. Listen to a text about food and dieting and talk about the students’
own experience.
2. Match each speaker with the relevant sentence.
3. Listen to the classmates when talking about healthy eating or
about illnesses.
READY FOR LISTENING
1. Learn how to use predictions and to pay attention to distractors
when doing the listening activities.
2. Listen to people talking in seven situations and choose the best
answers.
3. decide whether certain statements are true or false according to
the listening.
4. Predict the type of information of a text about Welsh speakers in
Patagonia and then complete a cloze text.
SPEAKING
1. Speak about eating healthily by comparing two photographs
showing different diets and also talk about the advantages and
disadvantages of fast food.
2. Talk about being on a diet, and about diets effectiveness.
3. Discuss about the influence of the media and about the dangers of
dieting showing initiative, self-confidence
4. Talk about the benefits of water and the effects of not drinking
enough.
5. Describe the importance attached to drinking water in the
student’s own country.
6. Talk about different ways of eating by using some photographs as
a reference.
7. Ask advice to a partner about different health problems.
8. Speak about other ways of controlling weight apart from dieting.
READING
WRITING
LANGUAGE AWARENESS
Use of countable and uncountable nouns
Use of the reported speech, reported verbs, reported questions.
Learning vocabulary about health matters.
Learning to write reports and letters giving information.
Talking about food.
SOCIOCULTURAL ASPECTS
• The importance of having a balanced diet and drinking a lot of water in
order to be healthy.
• Awareness of the dangers of dieting and of the attack from advertising
and the media.
• Respect for other culture’s food traditions.
• Reference to the Patagonia through a listening activity..
• References to Graham Bell, Russell Crowe and Michael Schumacher.
• LINKS TO OTHER SUBJECTS: Education for citizenship, Natural
science, Mathematics.
WORKBOOK ACTIVITIES
• Read a magazine article about a chef and answer to comprehension
questions.
• Fill in the gaps of some sentences with the appropriate words from the
reading text.
• Complete sentences with vocabulary about food.
• Use vocabulary about health to complete some exercises.
• Match some sentences with put, give and take with the appropriate
endings.
• Word formation: find the wrong words formed with suffixes.
• Complete an exercise about countable and uncountable nouns.
• Read an extract from a letter about an interview for a job, and complete
the relevant dialogue.
• Match some questions with the relevant paragraphs.
• Match a list of writing types with the suitable list of “ingredients”.
• Do an exercise about writing types including an essay, a short story and
an informal letter making a plan before starting writing..
• Write an answer about one out of three questions by following some
guidelines about timing.
MIXED-ABILITY ACTIVITIES
Consolidation activities
• Review Unit 12. (CB Unit 12)
• Progress test 4. (TB Units 10-12)
• Photocopiable exercises Unit 12. (TB Unit 12)
• Workbook activities.
Extension activities
• Grammar reference Unit 12. (CB Unit 12)
• Wordlist Unit 12. (CB Unit 12)
• Listening scripts Unit 12. (CB Unit 12)
• Phrasal verb list. (WB Unit 12)
• Lexical phrase list (WB Unit 12)
• Irregular verb list (WB)
• Ready for Reading. (CB Units 1-3)
• Ready for Use of English. (CB Units 1-6)
• Ready for Writing. (CB Units 1-9)
• Ready for Listening. (CB Units 1-12)
• Ready for Speaking. (CB Units 1-15)
CONTENTS
GRAMMAR
Expressing ability
Can and be able to.
Present ability.
Past ability
Verbs followed by preposition + gerund.
Apologize, arrest, blame, forgive, praise, punish, tell off, thank.
Discourage, prevent, stop.
Congratulate, insist.
VOCABULARY
Topic: Money.
USE OF ENGLISH
Instructions in class: Name the items…, Read the article…, Check
your ideas…, Use the context…, Choose from the sentences…, etc.
Word formation
Transformations
PRONUNCIATION
• Students learn the right pronunciation in English through the Listening
activities, and the use of the Class CDs.
• Students practice their pronunciation in English through the Speaking
activities.
COMMUNICATIVE SKILLS
LISTENING
1. Listen to a radio interview with a singer who suffers from an eye
disease and answer the relevant questions.
2. Listen to a text about people talking in eight different situations.
3. Answer the relevant questions to a listening activity.
4. Listen to the classmates when talking about business or about life-
threatening situations.
SPEAKING
1. Talk about some photographs in order to use vocabulary about
money.
2. Discuss about saving or spending money with a partner.
3. Speak about business success even for a teenage boy.
4. Talk about successful business and about the advantages and
disadvantages of being your own boss.
5. Tell a partner about several things expressing ability.
6. Talk about different jobs that can’t be done by a blind person.
7. Speak about people who have managed to overcome their
disability and achieve success.
READING
WRITING
LANGUAGE AWARENESS
Learning vocabulary to express ability.
Use of verbs followed by prepositions
Learning vocabulary about money and ways of looking.
Use of make and do.
Revising to write formal letters of application.
Talking about business.
SOCIOCULTURAL ASPECTS
• The importance of working hard to be successful in life.
• Being aware of the fact that money doesn’t bring happiness.
• Awareness of the importance of studying English.
WORKBOOK ACTIVITIES
• Read an article about the importance of money for several people and
answer to comprehension questions.
• Match some expressions in the text with the appropriate meanings.
• Complete sentences with vocabulary about money.
• Complete the gaps in some sentences with the right lexical phrases.
• Find mistakes in several sentences with expressions about ability.
• Fill in the gaps of a text with the relevant phrasal verbs with prepositions.
• Complete a cloze text about a success story with the suitable vocabulary.
• Complete a text with the relevant nouns formed from verbs.
• Transform some sentences by keeping the same meaning as the model.
• Read a report about a visit to Roxburgh and use it as a model to write the
own one.
• Read a text about foreign students on an exchange programme.
• Write a report providing touristic advice.
CROSS-CURRICULAR ITEMS
Education for citizenship: Importance of helping people and showing
respect for people with disabilities.
Mathematics: Writing an e-mail providing information about two banks,
and being able to analyse some information about rates of interest.
EVALUATION TOOLS
Formative evaluation
1. Classroom observation to check both individual and global
progress
2. Writing: Formal letters: An application.
3. Reading: Multiple choice/Gapped text.
4. Listening: Sentence completion/ Multiple choice.
5. Workbook exercises
EVALUATION CRITERIA
At the end of this unit, students are able to:
• Understand the general message of several texts about business success
and a river hero, and identify relevant details in oral messages related with
them.
• Express himself/herself with fluency and using the write pronunciation -
intonation in conversations about methods of payment and overcoming
disabilities.
• Understand in an autonomous way the information of written texts coming
from different sources such as formal letters and e-mails.
• Use consciously his/her linguistic knowledge in order to understand
listenings about a person with an eye disease.
• Analyze social aspects of the Anglo-Saxon countries, by talking about the
importance of money in the Anglo-Saxon countries, and comparing it with
the own experience.
• Self-study to work on complementary resources and activities offered by
Ready for FCE: CB, WK, Class CD, in order to consolidate the acquired
items.
MIXED-ABILITY ACTIVITIES
Consolidation activities
• Review Unit 13. (CB Unit 13)
• Progress test 5. (TB Units 13-15)
• Photocopiable exercises Unit 13. (TB Unit 13)
• Workbook activities.
Extension activities
• Grammar reference Unit 13. (CB Unit 13)
• Wordlist Unit 13. (CB Unit 13)
• Listening scripts Unit 13. (CB Unit 13)
• Phrasal verb list. (WB Unit 13)
• Lexical phrase list (WB Unit 13)
• Irregular verb list (WB)
• Ready for Reading. (CB Units 1-3)
• Ready for Use of English. (CB Units 1-6)
• Ready for Writing. (CB Units 1-9)
• Ready for Listening. (CB Units 1-12)
• Ready for Speaking. (CB Units 1-15)
OBJECTIVES
1. Learn new vocabulary about the arts and be able to use
accurately it in several written activities.
2. Read an article about Damien Hirst, as the most successful living
artist, and be able to give personal opinions about it, appreciating the
value of reading as a source of information.
3. Learn expressions to talk about hypothetical situations, and be
able to practice them through written activities in the appropriate style.
4. Understand the word formation of adjectives by adding the
suffixes –ible and -able, and complete some exercises in an autonomous
way.
5. Talk about suitable places to take some visitors to, by expressing
the advantages and disadvantages of each one showing initiative and
self-confidence.
6. Learn new vocabulary about animals, complete the relevant
written exercises and discuss about the different characteristics of each
animal with fluency and accuracy.
7. Listen to an interview with a pet shop owner, identifying the main
ideas and answering the relevant comprehension questions.
8. Read a text about an animal farm, find out what type of writing
exercise it is, and react to the text in a spontaneous and comprehensible
way.
9. Do a writing activity about a book, by choosing the type of text
between a review, an essay, an article, a letter, etc.
10. Be able to use new vocabulary about television to talk about
different types of programmes.
11. Read several e-mails sent to the website of a TV programme, and
reflect about how the foreign language works in communicative situations
by answering to several questions.
12. Use phrasal verbs in a comprehensible way to complete some
written exercises.
13. Write an essay about television and about the fact that most of the
programmes are not worth watching.
14. Evaluate the progress done till this point so as to participate in the
learning process.
CONTENTS
GRAMMAR
Hypothetical situations
Wish and if only: present states, present actions, present ability, wishes
for the future.
Would rather
It’s time
USE OF ENGLISH
Instructions in class: Look at the work of art…, Underline the
correct alternative…, Discuss with your partner…, Match each of these
groups…, Give examples…, etc.
Word formation: adjective suffixes: -ible and -able
Transformations: Hypothetical situations
PRONUNCIATION
• Students learn the right pronunciation in English through the Listening
activities, and the use of the Class CDs.
• Students practice their pronunciation in English through the Speaking
activities.
COMMUNICATIVE SKILLS
LISTENING
1. Listen to an interview with a pet shop owner, identifying the main ideas.
2. Answer the relevant questions to a listening activity.
3. Listen to the classmates when talking about animals or television.
SPEAKING
1. Talk about a photograph in order to use vocabulary about art.
2. Speak about people who pay vast sums of money for artworks.
3. Discuss about the most enjoyable ways to spend the weekend.
READING
1. Read an article about the most successful living artist, and answer
to comprehension questions.
2. Read explanations about the expressions to show hypothetical
situations.
3. Read explanations about the use of adjectives with suffixes.
4. Read a text about an animal farm and find out what type of writing
exercise it is.
5. Read several e-mails sent to the website of a TV programme, and
answer to several questions.
6. Read a text about a record-breaking fish, a complete the gaps
with the appropriate vocabulary.
WRITING
LANGUAGE AWARENESS
Learning expressions to talk about hypothetical situations.
Learning vocabulary about the Arts, animal and television.
Use of phrasal verbs
WORKBOOK ACTIVITIES
• Read an article about a farm animal sanctuary and answer to
comprehension questions.
• Match some phrasal verbs in the text with the appropriate meanings.
• Form some nouns by taking some adjectives as a model.
• Complete a crossword with vocabulary about the Arts.
• Revise phrasal verbs with more than one meaning.
• Complete the gaps in some sentences with the appropriate phrasal verbs.
• Fill in the gaps of several phrases with the relevant form of the verbs.
• Complete sentences with the suitable expression about hypothetical
situations.
• Complete a cloze text about modern art with the suitable vocabulary.
• Complete a cloze text about animal mummies with the appropriate words.
• Transform some sentences by keeping the same meaning as the model.
• Read an e-mail from a pen friend about a visit and use it as a model to
answer to it.
• Read an advertisement in a magazine for pet lovers and write an article
for a writing competition.
• Do a writing activity by following some information about the different
writing types.
CROSS-CURRICULAR ITEMS
Education for citizenship: Importance of protecting animals and having a
moderate consume of television.
Natural Science: Students talk and read texts about animals and pets.
History: Students read a text about the Egyptians.
Art: Students read several texts about artists and talk about modern art.
EVALUATION TOOLS
Formative evaluation
1. Classroom observation to check both individual and global
progress
2. Writing: Set books / Essays.
3. Reading: Gapped text/ Multiple matching.
4. Listening: Multiple choice.
5. Workbook exercises
6. Photocopiable exercises Unit 14.
Accumulative evaluation
7. Review 14
8. Progress test 5: units 13-15
EVALUATION CRITERIA
At the end of this unit, students are able to:
• Understand the general message of several texts about artists and
animals, and identify relevant details in oral messages related with them.
• Express himself/herself with fluency and using the write pronunciation -
intonation in conversations about pets and television.
• Understand in an autonomous way the information of written texts coming
from different sources such as essays and e-mails.
• Use consciously his/her linguistic knowledge in order to understand a
listening about pets.
• Analyze social aspects of the Anglo-Saxon countries, by talking about the
favourite TV programmes, and comparing them with the own preferences.
• Self-study to work on complementary resources and activities offered by
Ready for FCE: CB, WK, Class CD, in order to consolidate the acquired
items.
MIXED-ABILITY ACTIVITIES
Consolidation activities
• Review Unit 14. (CB Unit 14)
• Progress test 5. (TB Units 13-15)
• Photocopiable exercises Unit 14. (TB Unit 14)
• Workbook activities.
Extension activities
• Grammar reference Unit 14. (CB Unit 14)
• Wordlist Unit 14. (CB Unit 14)
OBJECTIVES
1. Listen to five different people talking about how learning another
language was useful for them, identifying the main ideas and answering
the relevant comprehension questions.
2. Understand the use of phrasal verbs with turn and of compound
adjectives, and be able to practice them through written activities in the
appropriate style.
3. Read an article on multilingualism, and be able to give personal
opinions about it, appreciating the value of reading as a source of
information.
4. Learn new vocabulary about abbreviations and be able to use
accurately it in several written activities.
5. Learn new language to express purpose and be able to do a role
play with these expressions with fluency and accuracy.
6. Write an article for a college magazine giving advice to next year’s
students.
7. Read an article about an American high school and react to the
text in a spontaneous and comprehensible way.
8. Learn new vocabulary about American English and complete
some exercises in an autonomous way.
9. Evaluate the progress done till this point so as to participate in the
learning process.
CONTENTS
GRAMMAR
Expressing purpose:
Infinitive with to
In order (not) to + infinitive.
So as (not) to + infinitive
So that + clause.
In case + clause
In case and if.
VOCABULARY
Topic: Education.
USE OF ENGLISH
Instructions in class: Match each sentence…, Use compound
adjectives…, Think of three reasons…, Write your article…, Explain the
difference…, etc.
Multiple choice cloze
Transformations
PRONUNCIATION
• Students learn the right pronunciation in English through the Listening
activities, and the use of the Class CDs.
• Students practice their pronunciation in English through the Speaking
activities.
COMMUNICATIVE SKILLS
LISTENING
1. Listen to five different people talking about how learning another
language was useful for them and answer the relevant comprehension
questions.
2. Listen to the classmates when talking about high schools or about
learning languages.
SPEAKING
1. Talk about learning foreign languages and about the problems
that can occur if you don’t know the language of the country you are
visiting.
2. Learn new language to express purpose and be able to do a role
play with these expressions with fluency and accuracy.
3. Speak with a partner about several subjects by using compound
adjectives.
4. Discuss about the advantages and disadvantages of growing up
bilingual.
5. Be able to do a role play with expressions of purpose.
6. Talk about the impression that the students have of American high
schools.
7. Compare the high school mentioned in the reading activity with
the students’ own one.
READING
1. Read an article on multilingualism, and answer to comprehension
questions.
2. Read explanations about language to express purpose.
3. Read an article about an American high school and answer the
relevant comprehension questions.
4. Read explanations about the use of American English.
5. Read a text about “homestay” accommodation for students and fill
in the relevant gaps in the text.
WRITING
1. Use phrasal verbs with turn to complete some exercises.
2. Use phrasal verbs with turn to complete some exercises.
3. Complete some exercises by using compound adjectives.
4. Learn new vocabulary about abbreviations and be able to use
accurately it in several written activities.
5. Write an article for a college magazine giving advice to next year’s
students.
6. Learn new vocabulary about American English and complete
some related exercises.
7. Complete some exercises to practice the use of vocabulary of
abbreviations, compound adjectives and American English.
8. Transform several sentences so that they have the same meaning
as the model one.
LANGUAGE AWARENESS
Learning expressions of purpose.
Learning abbreviations.
Use of phrasal verbs with turn
Use of American English and vocabulary about Education.
Learning to write articles.
Talking about Education.
SOCIOCULTURAL ASPECTS
• The importance of Education and of learning languages in order to be
able to communicate in other countries.
• Respect for the differences from other cultures, such as the differences
between American and British English.
• Awareness of the importance of grandparents who take care of their
grandchildren.
WORKBOOK ACTIVITIES
• Read a newspaper article about body language and answer to
comprehension questions.
• Form some nouns by taking some adjectives as a model and using
suffixes.
• Do a crossword with vocabulary about Education.
• Fill in the gaps of several phrases with the relevant phrasal verbs with
turn.
• Match some sentences with expressions with turn.
• Find compound adjectives to match with certain descriptions.
• Match some sentences expressing purpose.
• Revise grammar by transforming some sentences and keeping the same
meaning as the model.
• Complete a cloze text about Greek societies.
• Complete a cloze text about saving languages with the suitable
vocabulary.
• Write a letter asking for information about a Language school in an
appropriate style.
CROSS-CURRICULAR ITEMS
Education for citizenship: Importance of Education.
Language: Students learn the importance of learning languages and
protecting the endangered ones through several texts.
EVALUATION TOOLS
Formative evaluation
1. Classroom observation to check both individual and global
progress
2. Writing: Articles.
EVALUATION CRITERIA
At the end of this unit, students are able to:
• Understand the general message of several texts about learning
languages and high schools, and identify relevant details in oral messages
related with them.
• Express himself/herself with fluency and using the write pronunciation -
intonation in conversations about bilingual people and American high
schools.
• Understand in an autonomous way the information of written texts coming
from different sources such as articles.
• Use consciously his/her linguistic knowledge in order to understand a
listening about learning languages.
• Analyze social aspects of the Anglo-Saxon countries, by talking about the
differences between British and American English.
• Self-study to work on complementary resources and activities offered by
Ready for FCE: CB, WK, Class CD, in order to consolidate the acquired
items.
MIXED-ABILITY ACTIVITIES
Consolidation activities
• Review Unit 15. (CB Unit 15)
• Progress test 5. (TB Units 13-15)
• Photocopiable exercises Unit 15. (TB Unit 15)
• Workbook activities.
Extension activities
• Grammar reference Unit 15. (CB Unit 15)
• Wordlist Unit 15. (CB Unit 15)
• Listening scripts Unit 15. (CB Unit 15)
• Phrasal verb list. (WB Unit 15)
• Lexical phrase list (WB Unit 15)
• Irregular verb list (WB)
• Ready for Reading. (CB Units 1-3)
• Ready for Use of English. (CB Units 1-6)
• Ready for Writing. (CB Units 1-9)
• Ready for Listening. (CB Units 1-12)