Smart+Planet+3 TeachingProgramme LOMCE 2015 Eng

Smart Planet 3
Ben Goldstein & Ceri Jones
3rd ESO
Teaching Programme
Smart Planet 3 / 3rd Year ESO Teaching Programme - 1- © Cambridge University Press 2015
INDEX
1 Teaching Methodology
1.1 Theoretical Basis
1.2 What does Smart Planet offer?
1.3 Components
2 Objectives
3 Competences
3.1 Introduction
3.2 Smart Planet's contribution to acquiring competences
3.3 Competences in Smart Planet
3.4. Learning styles
4 Contents
4.1 Contents blocks
4.2 Core contents
5 Learning standards
6 Assessment
6.1 Presentation
6.2 Assessment criteria
6.3 Assessment in Smart Planet
6.4 Assessment tools in Smart Planet
6.5. Qualification criteria
7. Educational needs
7.1. Introduction to the concept of attention to diversity{ut1
7.2. Attention to diversity in Smart Planet
8 Development of teaching units
8.1 Contents
Block 1. Comprehension of oral texts
Block 2. Production of oral texts
Block 3. Comprehension of written texts
Block 4. Production of written texts
Ø Linguistic knowledge
- Communication functions
- Vocabulary
- Syntactic-discursive contents
- Graphic patterns and sounds
- Classroom language
Ø Learning strategies
Ø Sociocultural and sociolinguistic aspects
8.2 Competences: Descriptors – Activities

8.3 Social awareness
8.4 Cross-curricular links
8.6 Contents - Assessment criteria - Competences
Annex - KEY COMPETENCES ASSESSMENT RUBRIC
1 INTRODUCTION TO THE METHOD
1.1 Theoretical Basis
Smart Planet is a method for teaching English designed for Compulsory Secondary
Education (ESO – Educación Secundaria Obligatoria), achieving the objectives
established by the curriculum for and preparing pupils for the Cambridge Preliminary
English Test (PET). Bearing these objectives in mind, it is important to underline the
practical nature of this method, allowing pupils to complete 1 this academic stage
having learned enough to be able to take an internationally recognised exam previous
to the First Certificate. In this way, the method meets a double objective: for one thing,
giving pupils training about indispensable and practical strategies, skills and abilities for
learning a foreign language, and, for another, allowing them to study for an
internationally accepted exam, PET. Bearing in mind the Common European
Framework of Reference for Languages(CEFR), the method's objective is that pupils
finish ESO with almost B1 standard language competence and, specifically, Smart
Planet 3 has been drawn up to cover A2 and A2+ standards.
Smart Planet is designed to cover both pupils' and teachers' needs in a complete,
dynamic, entertaining and rigorous fashion. The aim is not just to consolidate already
acquired knowledge but also to be aware of it practical use. In the same way, the
method has been written in such a way that pupils can understand and accept the fact
that learning a second language, in this case English, is a continual process to be
carried out over time, which is one of CEFR's basic principles. In addition, Smart
Planet helps pupils to prepare each exam strategy gradually and in depth, which
allows them to develop a full, rigorous view of the linguistic characteristics of English by
using the four skills.
The teaching approach guarantees learning, the revision and consolidation of different
aspects of oral and written language using carefully prepared material which, for
example, encourages an approach to grammar based on deduction. As mentioned
above, this method provides teachers with the material they need to help and direct
pupils to obtain a consolidated intermediate level in line with terms established by
CEFR. In order to do this in a dynamic, attractive way, the topics which the units are
based around have been carefully chosen to be interesting for the pupils, connected
with their surroundings and/or real life. Carefully prepared, attractive presentation,
combined with the use of strategies, activities and various different approaches,
contributes towards pupils' motivation.
Thanks to the method's methodological guidance, pupils will study the curricular
contents in a simple, effective and gradual way, following a clear structure and a variety
of activities which will consolidate practical as well as theoretical knowledge. The four
skill are developed in this method in such a way that pupils can understand (using the
deductive approach already mentioned) and assimilate contents not only to study for
PET but also to use English in a practical way in real situations.
The method's most important facets include:
1
Throughout this programme, the terms “teachers” and “pupils” will be used as often as possible.
 Clearly presenting objectives.
 Linking contents and activities with key competences.
 Choosing topics carefully in order to motivate pupils and, at the same
time, make learning meaningful for them.
 Providing many opportunities for paying attention to diversity.
 A natural way to use what is learned about the four language skills.
 Encouraging pupils to be able to work by themselves.
 Emphasis on the deductive method as a mechanism for pupils' learning
and assimilating grammar contents.
 Making extensive, well programmed use of videos as a teaching
resource.
 Special attention to Spanish speakers' typical mistakes when learning
English.
There are nine units in Smart Planet, each of them centred around topics which, as
mentioned above, help to motivate pupils thanks to their current relevance, because
they are connected with pupils' interests or because they deal with daily life and, as
such, are relevant. Specially attention is paid to revision as a learning strategy. To start
with, pupils revise contents which they have learned in the previous Starter Units.
There is also a Review section at the end of each unit. Finally, there is a Unit Review…
every three units whose objective is to reinforce the objectives studied in those units.
There is also a Get it right! section every three units. These deal with the typical
mistakes which Spanish-speaking learners of English as a second language make and
which have been examined during these units.
Each unit includes specific sections for developing each of the language skills. There
are also two grammar sections: Grammar 1 and Grammar 2, whose contents are the
theoretical basis for the method and make it easier to revise the Grammar Reference at
the end of the book.
Smart Planet is designed to make it possible to incorporate new grammar concepts

gradually, increase vocabulary and consolidate better language abilities. The method
also makes sure that learning is meaningful, which means that pupils are motivated by
seeing how important English is and, consequently, how important learning it is,
bearing in mind both personal factors (full personal development, as described by the
legislation) and work-related factors (for example, the key competence "Sense of
initiative and entrepreneurship": see below).
As we have said, this method's objectives are to cover pupils' real, objective needs in
terms of CEFR parameters. The objective is to stimulate continual, practical learning
which also stimulated pupils (at the current time and for the continual learning involved
in acquiring a second language). This method also helps pupils to study for PET, as we
have said, an internationally recognised exam which is preliminary to Cambridge First
Certificate.
1.2 What Smart Planet

contributes
The materials in Smart Planet have been put together with the attitude that the pupils
are not mere language learners. The pupils are taken to be, at all times, explorers who
are investigating every facet of the process of learning.
It is for this reason that Smart Planet is a method for teaching English which is
eminently practical and is based on two basic approaches in terms of method:
1. An interactive approach, focusing on teaching the use (and development) of
language skills.
2. Deduction as one of the pillars of learning.
To do this, the sequence of concepts has been carefully prepared, as has the
presentation of contents, the logic of the work carried out in the activities and the
activities in themselves. Likewise, the young target audience for the method has been
taken into account when choosing images, texts, audios and videos, along with
material design and graphic presentation.
Smart Planet takes into account the need to create a positive learning atmosphere in
the classroom. Making this a reality will depend, to a large extent, on each teacher's
ability to open paths of communication with the pupils and so their good mutual
understanding; it will also depend on the creation of a motivating framework of mutual
interaction between teacher and pupil, pupil and pupil. And Smart Planet takes this
into account by presenting the tasks in a clear way, addressing each concept using
various different exercises and not just repetition, encouraging pupils to work in pairs
and in groups, encouraging pupils to show their homework in class and giving pupils
continual opportunities to check their own progress.
Smart Planet 4 a greater number of productive activities with which pupils can develop
their competences with written and oral expression (speaking and writing
competences), as the same time as they continue developing their oral and reading
comprehension (reading and listening competences).
Furthermore, the work carried out in English Profile has been taken into account when
choosing the vocabulary to be learned throughout the method. Investigation carried
out during this project has made it possible to identify what the pupils know and what
they are able to do in English on each CEFR level of language learning. The above,
along with the age of the pupils in each year of ESO, has fixed the framework for the
vocabulary to be taught.
The teacher becomes a guide and facilitator for learning during work in pairs,
groups and role plays. This type of communication activities give pupils the chance to
work independently, without the teacher. During this type of activities, the teacher
stays to one side and only supervises and intervenes as necessary.
Smart Planet offers simple, clear methodology in which the following may be
underlined:
- For teaching grammar: a method based on pupils' deductions, although a more

inductive approach is taken when revising grammar concepts which pupils should
have studied in previous years. However, when dealing with new points, the
method is designed to help pupils understand it by themselves, thanks to their own
effort, and not thanks to the teacher's explanations. This is designed to obtain
stronger, permanent acquisition of knowledge. New concepts are presented by
reading texts or listening to them; the material to be studied is emphasised just
above the tables on which pupils carry out their deductive work. In any case, pupils
are given references for checking grammar contents in the theoretical section at
the end of the book (which pupils can also use for revision purposes). The
exercises have been carefully sequenced, going from those with more guidelines
to those which pupils can do with greater freedom. And at the end of each page
pupils can make use of what they have learned (Your Turn activity).
- For teaching vocabulary: each vocabulary section includes a highly visual
presentation with will catch pupils' attention and help them to learn new
vocabulary, which is displayed in boxes. Many exercises are provided in order to
work on new vocabulary using different strategies in order to make it easier to
learn. And recordings are provided to help pupils improve their pronunciation.
Finally, we should underline once more the Your Turn activity at the end of each
page.
- For teaching language abilities: although the methods used are various, in other
words, work is carried out simultaneously on the four skills (as is natural when
dealing with communications), it is appropriate to mark out certain educational
facets with regards to each one:
 Speaking: this method offers numerous activities which promote oral
interaction between pupils either in pairs, small groups or as a class. The
objective is always to use the vocabulary and grammar points studied. The
most natural context possible is always used: pupils are asked to talk about
themselves and their surroundings, express their opinions, their
preferences, their thoughts… Specifically, each unit includes a section
designed for using language in a practical way in role plays which
reproduce every day situations. This section is complemented by a video
which allows pupils to talk about themselves: young Britons and Americans
answer a question about themselves and pupils too are asked to answer it.
 Writing: the method deals with writing different types of written texts (eg. e-
mails and posts). As well as focusing on the unit's own contents, pupils are
helped to expand their knowledge (eg. new vocabulary) and learn to use
particular things in writing such as connecting words, expressions to use at
the start and finish of written texts, etc. Pupils always start with the model of
the type of text to be studied; they analyse it and look at its parts and
phrases to use in their own writing. At the end of each section, each pupils
has to write the same type of text.
 Listening: this method offers numerous opportunities to listen to native
English speakers. Both vocabulary to be learned and functional language is
offered in audio format (which, as we have said, makes it easier for pupils
to hear correct pronunciation), and texts and conversation models are also
available in recordings. Comprehension of oral messages is aided by the
contextualisation of what is going to be heard: working with the texts, oral
interaction situations with familiar and everyday possibilities, etc. In
addition, special care has been taken with the graphic material for listening
tasks. This helps pupils to focus and teachers to point out the points which
are going to be studied. Of course, all the skills are going to be worked on
in the Workbook activities, but we would like to emphasise this as part of
Listening because it enables pupils to carry out individual work and also
concentrate on their own rhythm of learning, using the exercises available
at their own discretion (eg. playing the audio as many times as they need
to).
 Reading: Smart Planet seeks out what is essential and motivates reading,
which is the key method for developing this skill: pupils have to read and
have to be motivated to do so. As we have said before, the texts have been
carefully selected for the pupils to find their contents attractive. Each unit
includes two texts, varied in terms of format and presentation. The first
usually has a contemporary look, a blog or a forum, and allows pupils to
study previously seen vocabulary and also present the vocabulary to be
studied on the following page. The second text is also attractive because of
its cultural dimension. There are also reading texts on the CLIL pages and
teachers can offer other reading material thanks to Cambridge Discovery
Education Interactive Readers.
- Fro teaching pronunciation: in each unit there is a specific section for working on
different aspects of pronunciation: accent (word stress), especially difficult sounds,
intonation and prosody. The first approach is always imitation, but pupils must also
understand the importance of pronouncing reasonably well: firstly, in order to make
oral communication easier and, later, with more specific arguments such as words
which have different meanings depending on subtle differences in pronunciation
and which may confuse listeners (leave vs live). The method also emphasises
correcting Spanish speakers' typical mistakes and encourages pupils to
concentrate on the material offered in Say it right!, which is part of Get it right!
1.3 Components
Smart Planet includes a Pupil's Book (Student's Book with a DVD-ROM), an Activities
Book (Workbook) and the Teacher's Book (Teacher’s Book), which includes the Class
Audio CDs and the Smart Resources DVD-ROM. Both the Pupil's Book and the
Activities Book area available in digital format (Digital Student's Book and Digital
Workbook); other digital materials include Digital Planet (available on DVD-ROM and
on-line), the Smart Augmented Reality App, the Test Generator and web resources
(Web resources).
The Pupil's Book has 128 full-colour pages.
- There is a first unit (Starter Unit) for introducing the contents and revising the
contents of the previous educational stage.
- There are 9 main units, each of 10 pages, with grammar sections, vocabulary,
listening and reading. The four skills are worked on in all units and there are also
opportunities for pupils to practise oral communication (Your Turn section). In
each unit four videos are used in the section called Discovery Education. There is
also a revision page at the end of each unit.
- Every three units – at the end of units 3, 6 and 9 – there are two especially
relevant pages. Firstly, the Get it right! page, taken from the Cambridge English
Corpus, which allows pupils to revise Spanish speakers' most common mistakes
when learning and using English. The following page (Review) enables pupils to
revise the language contents studied in the previous three units.
- There is a total of 24 pages of extra material. This material consists of nine pages
of inter curricular contents (CLIL), three pages about work to be carried out in
groups (Project), nine sections (one per unit) to concentrate on certain areas of
pronunciation (Pronunciation), grammar reference which brings together those
contents unit by unit to make learning them easier or to revise them (Grammar
reference) and, finally, a page with an irregular verbs table and phonetic symbols.
There are 128 black and white pages in the Activities Book which include:
- A Starter Unit for revising Primary Education contents.
- Activities blocks for each unit, each one with six pages of activities for looking at
what has been learned once more without just repeating previous exercises
mechanically. At the end of each block there are two revision pages and every
three blocks there is a revision page which brings the contents of the three units
together.
- As in the Student’s Book, every three units there is a page for examining the
most common mistakes, Get it right!, with a specific subsection for looking at
spelling mistakes (Spell it right!), and another page of general revision (Review).
- Nine pages with specific activities to study vocabulary (Vocabulary extra).
- The audio transcriptions.
- 20 pages about grammar (Grammar reference) with explanations in Spanish on
the left-hand page and practical activities to assimilate properly on the right-hand
page.
- A vocabulary list (Wordlist) of words used with phonetic transcriptions.
- A final page with a list of irregular verbs.
The Teacher's Book includes:

 A presentation of the method and its sections: this gives teachers a quick view
which will enable new teachers to use it with greater ease.
 A table connection the CEFR descriptors with the book's contents.
 Various pages connecting the competences with the different sections and/or
activities and exercises in each unit.
 A section about the methods on which the materials used in Smart Planet are
based. In this way teachers' greatest possible understanding of the method is
obtained, which also means that pupils will get the most from it. More
specifically, Ben Goldstein talks about the importance of using videos in the
classroom. The method's flexibility and evaluation are also dealt with.
 Teaching notes for the Pupil's Book's 9 units including:
- each unit's objectives;
- a table connecting learning with competences.;
- step-by-step notes for each activity;
- suggestions for optional activities (Optional activities), including some
specific ones for the most able pupils (Fast finishers);
- teaching suggestions (Teaching tips);
- complementary information about cultural contents (Background
information);
- panels with the information needed to work with three of the four videos
Discovery Education;
- the solutions for all the activities;
- transcriptions of the recordings and exercises requiring oral comprehension.
 Teaching notes for the CLIL pages; this includes the information panel for the
fourth Discovery Education video in each unit.
 Detailed explanations for dealing with the work in each Project.
 Transcriptions of the videos.
 Activities Book solutions.
 Various pages of games to make learning fun (Games bank)
 The Class Audio CDs include recordings of all the exercises, both from the
Pupil's Book and the Activity Book.
 The Smart Resources DVD-ROM includes 36 videos for the Discovery
Education section in the nine units and a considerable amount of printable
material, including:
- exams for initial assessment, for each unit, for the end of the term and final
assessment, with two degrees of difficulty, and with matching audio files for
the oral comprehension exercises;
- oral exam practice;
- extra exercises for practising grammar and vocabulary, with two degrees of
difficulty;
- exercises to increase vocabulary;
- activities for communication interaction in pairs;
- drama activities for encouraging dialogue;
- extra oral comprehension activities (with the audio files);
- widening cultural information;
- activities for working with videos;
- puzzles and quizzes.
The DVD-ROM with the Pupil's Book (Student’s DVD-ROM) includes all the Discovery
Education videos along with a range of interactive activities which will help pupils to
understand the videos better. For each video there is a self-correctable exercise which
pupils will do, having the possibility to watch each video as they wish (with or without
subtitles, pausing it when they wish, watching sequences again…)
The digital versions of the Pupil's Book and the Activities Book include hundreds
of interactive activities as well as all the audios and videos from Discovery Education.
The method includes a considerable amount of materials for use on the digital white
board, known as Digital Planet, and includes:
- digital versions of the Pupil's Book and the Activity Book along with the audio
files and videos and the answers;
- the exercises and activities for these two materials in interactive format, which
makes their presentation in class easier, including the videos for Discovery
Education;
- the digital version of the Teacher’s Book in English and Spanish;
- synchronised access from the activities in the Student’s Book to those
connected with the Workbook, along with notes for the teacher and the
answers;
- tools for teachers to be able to include notes or hyperlinks between the contents
of any of the books (Pupil, Activities and Teacher);
- a "digital flip chart" which teachers can use during the class and, of course,
keep at the end;
- a page with direct access to all the audios and videos in each unit.
Online access to Digital Planet is on the publisher's web page:
www.cambridgeteacher.es
The AR app (Smart Planet Augmented Reality App), as its name suggests, gives
easier access (Augmented Reality) to the videos, the main interactive activities and the
presentations about grammar. Pupils who need to may download it from this website:
www.smartplanetapps.es
With the Test Generator tool teachers can put together exams in terms of their pupils'
profile. In this way they can choose exercises to check that the pupils have learned
vocabulary, their knowledge of grammar and other language skills, and can do so in
connection with specific contents or as continual assessment; it also included exams
per unit and final exams.
Web resources: the audio files for the Activities Book are available for pupils in mp3
format on the method website: www.cambridge.org/elt/smartplanet
2 OBJECTIVES
Organic Law 8/2013, for the Improvement of Educational Quality, defines the syllabus
as a series of objectives in each subject and educational stage; competences, or the
ability to activate and apply the contents of each subject and educational stage in an
integrated way, competences, or all the, abilities, competences and attitudes which
help achieve the objective of each subject and educational stage and the acquisition of
competences; didactic methodology, which includes the description of teaching
practices and the organization of teachers' work; gradable standards and learning
results ; and criteria of evaluation of the degree of competence acquisition and the
objectives of each subject and educational stage.
The general objectives for this level are connected with the competences which pupils
will have to use in all areas2:
a) Accept duties with responsibility, be aware of and make use of rights in relation to
other people, be tolerant, cooperate and empathise with other people and groups,
dialogue and observe human rights and equality of treatment and opportunities
between men and women, the common values of a plural society and train to form part
of a democratic society.
b) Develop and consolidate disciplined habits, individual work and studying and
working in teams as necessities for effective learning and personal development.
c) Value and respect differences between the sexes and equal rights and opportunities.
Reject discrimination between people based on gender or any other personal or social
condition or circumstance. Reject stereotypes which lead to discrimination between
men and women and all types of violence against women.
d) Strengthen emotional competences in all personal areas and relationships with

others and reject violence, all types of prejudice and sexist behaviour, learning to solve
conflicts peacefully.
e) Develop basic skills for using sources of information in order to acquire new
knowledge using critical awareness. Obtain basic knowledge about technology,
especially information and communication technology.
f) Understanding scientific knowledge as integrated knowledge, which forms part of

different disciplines, and find out about and apply methods for identifying problems in
different areas of knowledge and experience.
g) Develop a spirit of enterprise and self-confidence, critical awareness, personal

initiative and the ability to learn to learn, plan, take decisions and accept responsibility.
2
Royal Decree 1105/2014, which sets the basic curriculum for Compulsory Secondary Education and A Levels.
h) Understanding and correctly use Spanish and, if there is one, the Autonomous
Community's co-official language, orally and in writing – texts and complex messages –
and begin to find out about, read and study literature.
i) Understanding and make yourself understood in one or more foreign languages.
j) Find out about, value and respect other people's basic cultural and historical
characteristics along with artistic and cultural heritage.
k) Find out about and accept how your own and other people's bodies work,
consolidate habits of personal and hygiene care and use physical education and sports
to favour personal and social development. Find out about and value the human
dimension of sexuality in all its diversity. Critically appraise social habits connected with
health, consumer habits, looking after live beings and the environment, helping to
conserve and improve it.
l) Appreciate artistic creation and understand the language used in different types of
art, using various different means of expression and representation.
3 COMPETENCES
3.1 Introduction
In line with European Parliament Recommendation 2006/962/EC about key

competences for continual learning, the Royal Decree3 which sets the basic curriculum
for Secondary Education is based on promoting learning by competences integrated in
the curriculum areas.
These competences are taken to be "know-how" in the context of any academic, social
or professional context. Learning using competences encourages learning and
motivates learning as overall procedures for learning about each subject are acquired.
Pupils have to develop basic competences throughout their compulsory education, in

both primary and secondary levels. These competences help them to fulfil their
potential, to become active citizens, become successful in their adult lives and enable
them to enjoying continual learning.
Each and every part of the syllabus encourages the acquisition and development of
these competences. Because of this, working on certain areas makes it possible to
reach these objectives. They are not limited to particular subjects or levels. Some of
the indispensable factors for achieving success include: the way in which centres are
organised and managed; the style of teaching; the way in which key parts and players
in the educational community interact; the availability of extra-curricular and
complementary activities.
3
Royal Decree 1105/2014 sets the basic curriculum for Compulsory Secondary Education.
LOMCE uses the definitions of key competences established by the European Union4.
LC - Linguistic Communication
MSCT - Mathematical competence and basic science and technology
competences.
DC - Digital competences
LL - Learning to Learn
SCS - Social and Civic Competences.
SIE - Sense of Initiative and Entrepreneurship
CCE - Cultural Conscience and Expressions
The relation between contents, competences and evaluation criteria are described in
Order ECD/65/2015.
Smart Planet complies with the laws and instructions given by the authorities with
regards to education. The general approach is based on the acquisition of practical
knowledge. The objective is to enable pupils to develop thanks to continual learning.
The great variety of activities included in Smart Planet help to integrate the learning of
a foreign language with other parts of the syllabus. The programme is also designed to
help with the overall development of the seven competences.
3.2 Smart Planet's contribution to acquiring competences
Learning a foreign language leads to acquiring basic competences in the same way
that studying other subjects does. This acquisition process is equally intense
throughout the different levels which make up the education system which pupils follow.
Smart Planet contributes efficiently and systematically to acquiring each of the

competences and does so within a communicative framework which guarantees that
pupils become competent in English. This communicative approach is followed
throughout the six levels in primary education.
Smart Planet's teaching objectives and the choice of contents have been selected in
order to guarantee the development and acquisition of these basic competences.
Linguistic communication is based on the use of English as the vehicular language

for oral and written communication.
Developing this competence by studying a foreign language leads to pupils improving

their competences to express themselves orally and in writing. They develop this
competence by using the appropriate linguistic register and discourse in each situation
that they find themselves in.
Pupils' linguistic competences improve as they recognise and gradually master the
rules in the foreign language. To ask for help, they can use their own language and
reflect on the process of learning the new language.
The activities in Smart Planet allow pupils to acquire and develop the four
competences (oral comprehension, written comprehension, oral expression and written
expression), continually reinforcing the language with the underlying grammatical rules
for learning English.
4
European Parliament and Council recommendations for key competences for continual learning, 18th December 2006
(2006/962/CE)
Mathematical competence is connected with the ability to reason. This involves
making judgements and reaching conclusions by solving problems and using logic in a
coherent manner. It is also important to use mathematical concepts in everyday life.
In order to acquire this competence, pupils must know and use the numerical system
and its symbols. They must be familiar with different ways of expressing and finding
solutions in numerical terms, while linguistic competences enable them to reason,
develop explanations, form hypotheses and make use of deductive and inductive
arguments, etc.
The activities in Smart Planet are often connected with mathematical processes.
Pupils are presented with tasks involving reasoning and logic, including mathematical
tasks, both orally and in writing. In this way the course helps them to develop and
improve this competence.
Basic competences in science and technology involve being able to understand

events and phenomena. This involves making predictions based on what has been
heard or read about in connection with dietary habits, health and the environment, and
being responsible consumers in daily life.
Smart Planet offers a wide range of oral and written texts with clear, detailed contents
about these subjects, in this way encouraging pupils to understand events and
phenomena and predict their consequences. Pupils improve their competences in
English at the same time as they acquire this knowledge.
To be able to deal with this information and acquire digital competences pupils
must know how to read, analyse and transmit the information they extract from all types
of texts in English. They must be able to choose and organise the information which
they hear and read. At the same time, this competence is directly connected with the
integration of multimedia resources in the learning process.
Thanks to on-line interactive material and digital material (Digital Student's Book &
Digital Workbook), Smart Planet helps pupils to make better use of digital technology.
The use of a digital white board in the classroom with Digital Planet puts teaching and
learning in a technological framework so that pupils (as well as the teacher) will see
new technology as a natural, necessary part of learning. Digital competence will also
be necessary for looking for, analysing and, as said above, choosing information in
order to widen knowledge, complete activities, etc.
Learning to learn concentrates pupils' attention on what is expected of them in order

to learn English. Memory and self-evaluation competences are also dealt with. Both of
these competences are needed in all learning processes in which pupils form
hypotheses about language, using the wide variety of examples from real life which are
introduced in the text.
Smart Planet challenges pupils to get involved in an active way in the learning process
when dealing with linguistic contents. Linguistic roles are taught in a subtle way so that
pupils make their own deductions and hypotheses in a natural way, basing themselves
on the principles of "universal grammar" which are intrinsic to acquiring a language.
Including revision as a mechanism for learning to learn is essential. This is why

Smart Planet provides numerous revision pages (Review) in both the Pupil's Book and
the Activities Book. Pupils will understand that learning a second language outside its
linguistic context necessarily involves looking at the same contents again and again
(vocabulary, grammar…): as we have said, there are "universal grammar points", but
they have to be activated and reactivated in order to be established as communication
tools.
In the same way, in Smart Planet to identification and correction of mistakes is

emphasised in order to firmly establish linguistic knowledge. This includes Get it right!,
which is based on the Cambridge English Corpus, both in the Pupil's Book and in the
Activities Book (in the latter, there is also a spelling subsection Spell it right!).
Throughout the learning process, Smart Planet continually encourages pupils to take
part in learning dynamics with classmates, both in activities in pairs and in group
activities (eg., the Project). Group learning, which involves interaction; mutual
correcting, which involves cooperation: this is another of the bases for Learning to
Learn.
Lastly, there are opportunities for pupils to carry out processes of self-correction and/or
self-evaluation. This is dealt with on the Review pages and the exercises on the
Student’s Book DVD-ROM, for instance.
Social and civic competences consists of discovering and becoming familiar with the
different social and cultural bases which underlie English. Likewise, respect and other
values are reinforced by pair and group work.
Smart Planet teaches about cultural values - always teaching in English - not only from
British society and customs but also from other English-speaking countries. Respect
and values are encouraged in a society which is continually evolving, in which cultural
diversity stands out as one of the principles for the 21st Century. The contents of
Smart Planet complement work carried out in the education system to reinforce these
values and, in this way, helps pupils to acquire social and civic competences.
Sense of initiative and entrepreneurial spirit means being able to approach the
learning process in an autonomous way or, otherwise, in cooperation with others in
order to carry out any task is put forward.
Smart Planet encourages pupils to study independently, praising their sense of

responsibility and also stimulating creativity and imagination. Furthermore, as
evaluation is closely connected with being critical and value judgements which can be
made individually or in groups, respect, tolerance and understanding (towards
themselves and towards classmates) are also encouraged.
Pupils take part in activities which allow them to reinforce their enterprising spirit and
business sense using creativity, autonomy, initiative, team work, self-confidence and
critical awareness.
Self discovery and development are to be found behind Cultural consciousness and
expression. This competence develops the ability to understand and evaluate cultural
and artistic manifestations in a critical way. As with social and civic competences, these
competences reinforce human values.
Smart Planet' methodological approach is interactive and it is not only communication

in English which is crucial: English is also the vehicular language used to give
information about other cultures and societies and their values. This also helps
teachers to make wider educational values become effective at their centres.
Throughout the course, a wide variety of cultural and artistic themes are dealt with
using different activities.
In order to encourage cultural and social competences, Smart Planet offers activities
connected with the English-speaking world in which culture and art play an important
part.
The main objective of Smart Planet is the acquisition of English and its culture. The
language is used as a tool for making coherent value judgements about anything
expressed in English either orally or in writing. Thanks to the wide range of activities
offered in Smart Planet, the acquisition of competences is guaranteed.
3.3 Competences in Smart Planet
Competences are comprehensively developed throughout the fourteen units and in

revision. They are to be found in the Teaching units development section. (See
Section 5.5).
This document specifies a series of descriptors for acquiring and evaluating each of
the competences, bearing in mind pupils of the age group's cognitive development and
competences and in connection with the characteristics of the material in this course.
The programme for each unit specifies the ACTIVITIES to be carried out and the
enable the measurement of the level of achievement of these DESCRIPTORS.
The competence descriptors we have set for this subject and cycle are:
Linguistic communication
Listening
Understanding the main points and some details of oral messages, either live or in
recordings.
Understanding the mains points of daily transactions and tasks and formal and informal
conversations.
Identifying the main ideas and information in presentations, talks, explanations and the
news.
Distinguishing sounds, accent, rhythm and intonation in various contexts and identify what
they aim to communicate.
Talk / Converse
Give oral presentations, short, rehearsed presentations, and reply to simple questions
about them.
Take part correctly in daily transactions and tasks.
Take part in exchanges of information in usual contexts.
Take part correctly in conversations using simple structures and clear pronunciation.
Reading
Identifying relevant information in instructions, warnings and rules.
Understanding the general meaning and specific details in texts on different formats.
Understanding the main points of messages and correspondence, formal and informal, in
different formats.
Find specific, essential information in reference and study material.
Understanding the main ideas in newspaper, literary and fictional texts in different formats.
Valuing reading as a source of pleasure and knowledge.

Writing
Using production strategies for writing simple texts.
Filling in forms, questionnaires and printed pages with personal information.
Writing notes, messages, adverts, posts and short, formal and informal correspondence
with simple, relevant information.
Writing texts using appropriate vocabulary, spelling, punctuation and correct formats and
good structures.
Mathematical competences and basic science and technology competences.
Putting in order and classifying data following a criterion.
Interpret and show simple statistical data on graphs and tables.
Solving puzzles, crosswords and guessing games.
Respect nature and animals in the environment.
Valuing and following healthy habits.
Identifying the most relevant environmental problems and connecting them with causes
and possible effects.
Apply strategies using methods from scientific research.
Digital competences
Obtaining information from the Internet for carrying out tasks in English.
Give short presentations and projects in English using different formats and digital tools.
Studying and practising English on digital devices.
Using TIC for forming social relationships.
Social and Civic Competences.
Take part in activities pairs and groups with respect and interest.
Interacting politely and paying attention, valuing and respecting classmates' opinions,
tastes and preferences.
Valuing and practising the use of English for communicating with other people and to find
out about other cultures.
Taking an interest in and respecting the customs, rules and values of countries in which
foreign languages are spoken.
Cultural awareness and expressions.
Using artistic techniques and items to prepare and give presentations and projects.
Identifying cultural features of English-speaking countries and compare them with their
own, showing respect and interest.
Identifying different forms of cultural expression and showing an interest in widening

knowledge.
Learning to Learn
Identify, plan and apply objectives for carrying out tasks, activities and projects.
Using tools and resources for clearing up doubts, widening knowledge and correcting
mistakes.
Showing an interest in carrying out evaluations into your own progress and identify points
for improvement.
Identifying and using different strategies for learning individually.
Sense of initiative and entrepreneurial spirit.
Using the strategies needed for studying individually.
Have a positive, proactive attitude to reading texts by yourself.
Plan, organise and check your work to be able to present it properly.
Becoming aware of the consequences of your decisions.
Each unit's programme also includes connections between the unit's CONTENTS,
EVALUATION CRITERIA AND COMPETENCES .
In the annex at the end of each document there is an EVALUATION FORM ABOUT
COMPETENCES which includes the different descriptors set for acquiring the
competences in each subject and school year.
The teacher can use this form to evaluate the competences and descriptors for each
unit or whenever appropriate throughout the school year.
3.4 Multiple Intelligences
In 1983 US psychologist Howard Gardner developed the Theory of Multiple
Intelligences 5 in which he stated that all humans have eight different types of
intelligence which we use throughout life. Each individual develops them to greater or
lesser degrees depending on their genetics and external stimuli. During the learning
process the teacher must take all of them into account in order to make sure that the
pupils can acquire knowledge using their own, personal competences.
The resources used in Smart Planet allow pupils to develop their communication
competences in a natural way; in all units the seven competences are worked on in
order for their minds to work in a complete manner. Based on these seven
competences, different types of intelligence are developed. The activities in Smart
Planet have been prepared with the objective of stimulating different types of
intelligence, so there is always something of interest for every pupil.
Linguistic intelligence, sensitivity towards written and spoken words and the ability to
learn languages, is a key part of Smart Planet and it is combined with other
intelligences.
Interpersonal intelligence- efficient communication with others - is a crucial factor in

learning languages. Communication activities contribute to developing interpersonal
competences and encourage pupils to work together and carry on developing
communication strategies.
Interpersonal intelligence, understanding oneself, intimate thoughts and feelings, is

an integral part of the learning process and is developed in each unit in Smart Planet,
in this way enabling pupils to be more aware of themselves and the world around them.
Smart Planet deals with Musical intelligence in every unit, appreciation for rhythm
and music through songs, chants and raps. As Howard Gardner points out, this
intelligence works almost in parallel with linguistic intelligence.
When working with secondary education pupils it is also very important to develop the
body and mind together, which means that movement (body kinaesthetic)
intelligence, coordination and connection with the whole body, is also taken into
account.
There is a series of activities for developing logical-mathematical intelligence. These

activities help to develop logical thought and problem solving.
Spatial intelligence, expression and understanding through the visual world, is also
one of the keys to learning. Pupils are highly aware of the world around them and often
think in terms of drawings and pictures. The attractive presentation of pictures in Smart
Planet helps pupils to be more creative and stimulates their imagination.
Lastly, Naturalist intelligence, the ability to interact with the natural world around us,
is fundamental for pupils' integral learning. In Smart Planet there are many
observation activities about natural surroundings and reflections about our place in the
world.
The eight multiple intelligences can be identified or associated with the competences
to a certain extent. With regards to technological information and competences, Smart
5
Gardner, H. (1994): Estructuras de the mente: the teoría de the inteligencias múltiples, (Colombia, Fondo de Cultura
Económica) and Gardner, H. (2001): La inteligencia reformulada: the teoría de the inteligencias múltiples in the siglo
XXI, (Barcelona, Paidós).
Planet comes with interactive online activities in which pupils have access to various
resources for practising what they have learned in each unit, which also helps them to
develop autonomous learning.
As well the competences, in each unit in Smart Planet different social and cultural
factors are examined, attitudes and cross-curricular subjects being looked at using
various types of activities. As part of values education, various areas are examined
throughout the book: Moral and civic education, Health education, Peace education,
Equality education, Consumer education, Classroom collaborative work. In this way
pupils are taught to just to learn the language but also to value and respect other
cultures, which contributes to their development as human beings.
English is also connected with other syllabus areas such as mathematics, natural
sciences, social sciences, artistic education, music and technology. This is because all
the activities are designed not just to teach language but also to achieve other
objectives.
When “cooperative learning or work” is mentioned in this programme, it must be

understood in two ways: working in teams or small groups and cooperative work in
itself. In both cases, the teacher will organise the classroom into small groups, but
different types of methods are used. With group work, normally each group will be
assigned a task and the result or final production will be evaluated; depending on each
tasks, roles will be defined which must be distributed amongst the group members
(spokesperson, coordinator…) so that each one has something to contribute. On the
other hand, cooperative work has another nuance : the participation of each member of
the groups is needed for learning to take place: the contents to be studied are given out
amongst the team members and each member is responsible for preparing what
he/she has been given and passing the knowledge on to the others; so the better an
individual works, the more others learn too and, consequently, the team will be better
prepared to do the tasks or activities it will be faced with.
4 CONTENTS
4.1 Contents blocks
The basis syllabus in Secondary Education for First Foreign Language learning is
based around four blocks of activities as set out by the Common European Framework
of Reference for Languages:
1. Comprehension of oral texts

2. Production of oral texts (expression and interaction)
3. Comprehension of written texts
4. Production of written texts (expression and interaction)
These four main blocks are the basis for the evaluation criteria and gradable learning
standards as well as the syllabus contents, in other words all the knowledge, abilities,
competences and attitudes which contribute to reaching the objectives and acquiring
competences.
This didactic programme's contents for the THIRD YEAR OF ESO are as follows:
1. Comprehension strategies
 Previous presentation of information about the task and subject.
 Text identification and its comprehension.
 Distinguishing types of comprehension (gist, essential information).
 Making hypotheses about contents and context.
 Inference and making hypotheses about meaning using comprehension of the
main points, both linguistic and paralinguistic.
 Revising hypothesis using newly understood points.
2. Socio-cultural and socio-linguistic aspects: social conventions, rules and types

of social norms, habits, values, beliefs and attitudes; non-verbal language.
 Identifying customs and ways of life in other countries and compare with
customs and ways of life in your own country: how the weather influences
people, the existence of different ways of covering basic needs, features of
some dangerous jobs and the difficulties of life/surviving in places such as the
desert, the Antarctic, etc.
 Identifying different forms of artistic expression: dance, music, painting, graffiti.
 Identifying environmental problems: climate change, sources of energy running
out and fulfilling personal commitments: reducing CO 2 emissions, using
alternative energy, recycling.
 Identifying activities which put natural areas in danger.
 Recognising the importance of social networks for communication.
 Identifying the dangers of using social networks without taking safety measures.
 Identifying adolescents' interests: different forms of communication, of travelling,
of learning.
 Respecting other people's preferences: living in the city or the countryside,
about travel, ways of communicating, entertainment.
 Identifying fears and phobias and respect for other people's fears and phobias.
 Identifying other ways of learning: learning at home, learning at schools without
rules, learning by playing and using art
 Identifying social rules: respecting rules, rules and how schools work, at home.
 Understanding other people's problems and difficulties, the need to talk about
them and ask for advice.
 Respecting other people's opinions and preferences: one type of school or
another, one way of learning or another, one journey or another, etc.
 Valuing cooperative work.
 Valuing voluntary work.
 Identifying linguistic mistakes due to cultural reasons.
 Identifying polite forms.
 Recognising the importance of non-verbal communication: creating messages
using only drawings.
 Identifying formal and informal language.
 Recognising the importance of English as a means of communication.
 Valuing the real importance of speaking other languages, in particular English.
3. Communication functions
 Describing activities.
 Describing personal information.
 Interpersonal communication: email, social networks, blog posts, information
leaflets, newspaper articles, non-verbal communication.
 Requesting information.
 Describing information about cultural topics.
 Describing information about places.
 Describing information about difficult situations.
 Expressing opinion.
 Expressing agreement and disagreement.
 Requesting and giving advice.
 Requesting and giving help.
 Giving Invitations.
 Expressing surprise and incredulity.
 Use expressions to support other people and make them feel safe.
 Excusing yourself and explaining the reasons.
 Comparing different points of view.
 Asking questions.
4. Syntactic-discursive contents
 Simple present
 Adverbs and expressions of frequency.
 Present continuous
 Present simple and present continuous
 Simple past: regular and irregular verbs
 Used to
 Past continuous
 Past perfect
 Past simple, past continuous and past perfect.
 Should / shouldn’t
 must / mustn’t
 have to / don’t have to
 be allowed to
 Present perfect to talk about undefined past times.
 Present perfect: irregular verbs
 Present perfect with just
 Present perfect: asking questions
 Present perfect with still, already and yet.
 For and since
 Present perfect and simple past
 be going to
 Present continuous and present simple to talk about the future.
 Expressing quantities: a few, a little, a lot of, lots of, How many, How much.
 Quantities: too much, too many, enough, not enough.
 Will, may and might
 Future continuous
 The first conditional
 The second conditional: affirmative and negative
 The second conditional: asking questions
 Present simple passive
 Past simple passive
 Indirect speech: statements.
 Indirect speech: requests, instructions, offers and suggestions.
5. Common oral vocabulary (reception)

 Vocabulary connected with extreme weather conditions: high winds, boiling,
hail, etc.
 Vocabulary connected with basic needs: food and drink, clothes, health care,
etc.
 Vocabulary connected with natural disasters: volcanic eruption, earthquake,
flood, etc.
 Vocabulary connected with things needed for survival: sun cream, water bottle,
compass, etc
 Vocabulary about priorities: clothes and fashion, social networks, competing in
sports events, etc.
 Adjectives for describing situations of risk: awful, terrified, essential, etc
 Vocabulary connected art: busker, living statue, concert hall, etc.
 Vocabulary connected with musical instruments: guitar, drums, banjo, etc.
 Vocabulary connected with travel and activities in the outdoors: climbing, a
cruise, a school exchange, etc.
 Six phrasal verbs: come back, pick up, set off, find out, look around and chill
out
 Vocabulary connected with fears and phobias: flying, heights, the dark, etc.
 Adjectives ending in -ed and in -ing
 Vocabulary connected with forms of communication: tweet, text message,
Facebook update, etc.
 Verbs about communication: whisper, complain, boast, etc.
 Vocabulary connected with features of school life: bullying, getting a prize,
wearing a uniform, etc
 Collocations with Make and Do: make a mistake, do homework, make a
decision, etc.
 Vocabulary about materials: rubber, glass, cotton, etc.
 Vocabulary connected with energy: switch off, leave on standby, reduce, etc.
 Basic list of irregular verbs.
6. Sound, accent, rhythm and intonation patterns
 Recognising and pronouncing the phonemes /ɪ/ and /ɪ:/
 Pronunciation and recognising the ending -ed in the past and regular
participles. /t/ /d/ /ɪd/.
 Accents on risk adjectives.
 Pronunciation and recognising the letter c /s/ when followed by and or in a
word.
 Pronunciation and recognising the endings -ous, -ful and -er (weak forms) to
form adjectives.
 Pronunciation and recognising the strong and weak forms of have.
 Increasing fluency by linking words: consonant-vowel liaison.
 Recognising and pronouncing the sounds /ai/ and /ei/
 Accent in first conditional sentences.
 Pronunciation and recognising six phrasal verbs: come back, pick up, set off,
find out, look around and chill out
 Pronunciation and recognising the letter u.
 Improving fluidity.
Block 2. Production of oral texts: expression and interaction
1. Production strategies
Planning
 Preparing messages systematically, distinguishing between the main idea or
ideas and its basic structure.
 Writing for the target reader, context and medium, using the appropriate
registers and structures in each case.
Realization
 Transmit the message clearly, coherently, giving it the appropriate structure and
adjusting it, when necessary, to each type of text's models and forms.
 Adjust the task or message after assessing its difficulties and the available
resources.
 Take advantage of previous knowledge the maximum.
 Compensate for language deficits using linguistic, paralinguistic or paratextual
procedures:
Linguistics
o Modify words with similar meanings.
o Define or paraphrase terms and expressions.
Paralinguistics and paratexts
o Ask for help.
o Point out objects, use deictics or carry out actions which clarify the
meaning.
o Use culturally appropriate body language (gestures, facial expressions,
postures, eye contact or body contact, proxemics).
o Use extralinguistic sounds and conventional prosodic qualities.
of learning.
3. Communicative functions
4. Syntactic-discursive contents.
 Simple present
 Used to
 Past continuous
 Past perfect
 be allowed to
 For and since
 be going to
5. Common oral vocabulary (production)

hail, etc.
etc.
flood, etc.
compass, etc
sports events, etc.
out
decision, etc.
6. Sound, accent, rhythm and intonation patterns

word.
form adjectives.
find out, look around and chill out.
1. Comprehension strategies
 Previous presentation of information about the task and subject.
 Text identification and its comprehension.
 Distinguishing types of comprehension (gist, essential information).
 Making hypotheses about contents and context.
 Inference and making hypotheses about meaning using comprehension of the
main points, both linguistic and paralinguistic.
 Revising hypothesis using newly understood points.

of learning.
 Asking questions
 Simple present
 Used to
 Past continuous
 Past perfect
 be allowed to
 For and since
 be going to
5. Common written vocabulary (reception)

hail, etc.
etc.
flood, etc.
compass, etc
sports events, etc.
out
decision, etc.
6. Graphic patterns and orthographic conventions.

word.
form adjectives.
find out, look around and chill out.
 Accent in compound words
Block 4. Production of written texts: expression and interaction
1. Production strategies
Planning
 Activate and coordinate general and communication competences in order to
carry the task out efficiently.
 Identify and use the appropriate linguistic or subject resources.
Realization
 Communicate the message clearly using the models and patterns for each type
of text.
 Adjust the task or message after assessing its difficulties and the available
resources.
 Take advantage of previous knowledge the maximum.

of learning.
 Simple present
 Used to
 Past continuous
 Past perfect
 be allowed to
 For and since
 be going to
5. Common written vocabulary (production)

hail, etc.
etc.
flood, etc.
compass, etc
sports events, etc.
out
decision, etc.
6. Graphic patterns and orthographic conventions.

 Changes in spelling by adding –s to the verb in third person singular.
 Using capital letters with the months of the year
 Changes in spelling by adding -ed to the past and the participle.
 Using apostrophes in contractions.
 Revising frequent spelling mistakes in common words: which, because,
beautiful, different, enough, every day, excited, weekend.
 Mistakes when using words with very similar spelling: quite/quiet, than/then,
fun/funny.
4.2 Core contents
When evaluating, it is essential to establish Core contents. These contents will be a

point of reference for the teacher and pupils when evaluating their progress in the
process of learning and be the basis for different types of evaluation. Mastering these
contents, which are backed up by different evaluation tools, confirms pupils' progress
and explains their positive results (at the end of the academic year or at the end of the
evaluation).
(See Section 4.1, Content blocks, in this teaching programme)
5 LEARNING STANDARDS AND RESULTS
In order to grade the performance or achievement of each pupil during Secondary

Education the syllabus sets criteria for evaluation. These specifications are called
learning standards and enable definition of the results of learning and are based on
what pupils should know and know what to do in each subject.
Learning standards must be observable, measurable and possible to evaluate and,

along with evaluation criteria, must be used to evaluate competences and objectives in
continual evaluations and at the end of each subject. Because of this, syllabus learning
standards are set for this cycle of Secondary Education.
As can be seen in the way learning standards are phrased, The pupils are closely
connected with the development of linguistic competence, in such a way that to check
the specific standard of achievement or degree of realisation of objectives during each
school year, the following list of the descriptors of competences can be used.
The connection between evaluation standards and competences is this subject and
cycle is set as follows for this programme:
LEARNING STANDARDS DESCRIPTORS

1st Cycle ESO 1st Cycle ESO
Block 1. Comprehension of oral texts LISTEN
Understanding the mains points and relevant 1. Understanding the main points and some
details of warnings, adverts, messages and short details of oral messages, either live or in
communiqués given slowly and clearly. recordings.
Understanding the main points of what is said in 2. Understanding the mains points of daily
structured daily transactions and tasks. transactions and tasks and formal and
informal conversations.
Identifying the general meaning and the main
points of a conversation. 3. Identifying the main ideas and information
in presentations, talks, explanations and
Understanding, stories, points of view and opinions the news.
about practical issues in daily life and matters of
interest in a conversation. 4. Distinguishing sounds, accent, rhythm and
intonation in various contexts and identify
Understanding questions about personal, what they aim to communicate.
educational, work matters or subjects of interest in
a conversation or interview as well as simple,
predictable comments.
Distinguishing the main ideas and relevant

information in presentations and talks.
Identifying essential information in television

programmes about daily issues and matters of
interest.
Block 2. Production of oral texts TALK / CONVERSE
 Giving short, rehearsed presentations and 1. Give oral presentations, short, rehearsed
replying to simple questions about their presentations, and reply to simple
contents. questions about them.
 Dealing with daily tasks and transactions 2. Take part correctly in daily transactions
following norms of basic politeness. and tasks.
3. Take part in exchanges of information in

 Taking part in informal conversations face to
usual contexts.
face or on the phone or using other technical
media to exchange information, express
opinions and points of view, give invitations, 4. Take part correctly in conversations using
make offers of help, give instructions. simple structures and clear pronunciation.
 Taking part in a formal conversation, meeting

or academic or work interview.
Block 3. Comprehension of written texts READING
 Identifying relevant information from 1. Identifying relevant information in instructions,

instructions for using devices or machines and warnings and rules.
safety rules.
2. Understanding the general meaning and
 Understanding the main points of adverts and specific details in texts on different formats.
advertising material.
3. Understanding the main points of messages
and correspondence, formal and informal, in
 Understanding personal correspondence in
different formats.
any format.
4. Find specific, essential information in reference
 Understanding the main points of formal
and study material.
correspondence with information about
matters of interest in personal, educational or
work contexts. 5. Understanding the main ideas in newspaper,
literary and fictional texts in different formats.
 Understanding the main ideas in press texts in
6. Valuing reading as a source of pleasure and
any format.
knowledge.
 Understanding specific, essential information
on websites and other reference materials.
 Understanding the main points of short, well-
structured fictional stories.
Block 4. Production of written texts WRITING
 Filling in a simple questionnaire with personal 1. Using production strategies for writing simple
information, and connected with training, work, texts.
interests or hobbies.
2. Filling in forms, questionnaires and printed
 Taking notes, messages and notes with pages with personal information.
simple, relevant information.
3. Writing notes, messages, adverts, posts and
short, formal and informal correspondence with
 Writing notes and messages with comments or
simple, relevant information.
instructions and warnings about everyday
activities and situations and matters or
interest. 4. Writing texts using appropriate vocabulary,
spelling, punctuation and correct formats and
good structures.
 Writing notes, short adverts and messages
about conventions, rules of politeness and
netiquette.
 Writing very short reports with simple, relevant

information about usual events.
 Writing personal correspondence starting and

keeping up social contact.
 Writing short, basic formal correspondence, for

public or private instructions or commercial
organisations.
6 EVALUATION
6.1 Packaging
The process of teaching and learning is incomplete if the process in itself is not valued
and the results are not measured. Assessment is necessary in order to check to what
extent the foreseen objectives have been achieved and, consequently, adapt the
educational process to pupils' needs and characteristics. Assessment must provide
information about what pupils have learned and how they have learned it. Thanks to
evaluation, we can determine what help each pupil needs in order to guarantee
progress.
Although all components of educational systems must be evaluated and can be

improved, at present we will assume that the main objective of evaluation is pupils'
academic progress.
As well as considering the progress of the group as a whole, it is indispensable to

follow individual pupil's progress taking into account different forms and rhythms of
learning in order to know exactly what teaching intervention each pupil needs.
Clearly, evaluation is usually carried out by the teacher. However, bearing in mind the
fact that our approach aims to involve pupils in their own learning, it is reasonable that
they, too, should be involved in the evaluation process. What the pupils say about how
they see their own learning must be taken into account: the difficulties they find in the
process and, especially, their tastes and preferences with regards to how to learn
English.
Assessment is needed throughout the stages of learning:
 At the beginning of the process, the starting point must be evaluated (what
pupils already know, what they do not and what they know imperfectly). This
evaluation allows us to anticipate problems and adapt the teaching programme.
This can be done at the start of the academic year, the term or even at the start
of each unit.
 During the process, evaluation helps the teacher to take decisions about areas
where more work is needed, about extending, removing or reinforcing contents
about whether the programme should be altered in any way.
 At the end of each educational stage, evaluation allows the teacher to see if
the results of the teaching-learning process match the objectives.
Assessment must consist of a diverse combination of tools which provide objective,

quantitative data which provide information about the process and marks for each
pupils. These tools or assessment strategies include observation in class, correct
observation of parameters (carrying out tasks or not, greater or lesser participation,
greater or lesser interest in learning…), written tests (with questions in different
formats: singular answers, short answers, multiple choice, idea association or
concepts…), oral interaction, with the teacher or between pupils, and participation in
team and/or cooperative work and its results (productions). Once more, precise data
about progress with learning about possible difficulties is collected.
It is important, at all times, to choose the tools which will provide us with the greatest
amount of information about the teaching and learning process which we require and,
so, will be able to make use of.
Assessment criteria can be defined as reference norms which establish the type of
learning and also the extent to which each pupil can be expected to acquire knowledge
and competence.
These criteria allow us to establish and evaluate pupils' progress appropriately, both
individually and a group. The materials in Smart Planet are in line with the following
evaluation criteria and legislation about primary education: 6
‒ Identifying essential information, the main points and most relevant details in
short oral texts and good structures, spoken live or via technical media, slowly
or at medium speed, in formal, informal or neutral registers, and about daily or
usual situations or about general subjects or matters of interest in the personal
sphere, public, educational and occupational, acoustic conditions not distorting
the messages and it being possible to listen to it again.
6
Royal Decree 1105/2014, which sets the basic curriculum for Compulsory Secondary Education and A Levels.
‒ Knowing and knowing how to use the most appropriate strategies for
understanding general meaning, essential information, the main points and
ideas or the most relevant details in a text.
‒ Finding out about and using Sociocultural and sociolinguistic aspects of daily
life for understanding the text (work and study habits, leisure activities), living
conditions (surroundings, social structure), interpersonal relationships (between
men and women, at work, at school, at public institutions), behaviour (gestures,
facial expressions, use of the voice, eye contact), and social conventions
(customs, traditions).
‒ Distinguishing the text's most relevant communication function or functions

and a range of the most common features such as frequently used discourse
models for text organisation (introducing the subject, developing and changing
the subject, concluding the text).
‒ Making use of knowledge about frequent oral communication discourse

and syntactic models in order to understand texts and meanings
associated with them (eg. interrogative structures for making
suggestions).
‒ Recognising Common oral vocabulary about daily matters and general

subjects or connected with matters of interest, studies and work, and deduce
the meaning of less frequent words and expressions for the text and context
and given visual support.
‒ Distinguishing between frequently used sound patterns, accents, rhythms and

intonation and recognising general communicative meanings and intentions
connected with them.
‒ Producing short, comprehensible texts, both in face-to-face conversation and

on the phone and using other technical means, using a neutral or informal
register, and simple language, to ask for and exchange information about which
subjects which are important in daily life, well-known subjects or of personal
interest, connected with studies or work, and briefly explain the reasons behind
certain actions and plans, although there may be interruptions or hesitation,
there are pauses and there is rephrasing in order to structure the discourse and
choose expressions and structures, and sometimes the conversation partner
has to ask the speaker to repeat.
‒ Find out about and know to use the most appropriate strategies for producing
oral texts, short monologues or dialogues with simple, clear structures, using,
amongst other things, procedures such as adapting the message to models
from the pupils' first languages or others, using approximate vocabulary if more
precise words are not available.
‒ Including socio-cultural and socio-linguistic knowledge connected with social

structures, interpersonal relationships, behaviour models and social
conventions in the production of an oral monologue or dialogue, behaving
correctly and respecting the main rules of politeness in their respective
contexts.
‒ Put into practice the functions required for communication using their most
frequent examples and frequently used discourse models to organize texts in a
simple way with sufficient internal coherence with regards to the communication
context.
‒ Show good knowledge of a limited repertoire of frequently used syntactic

structures and use it with simple communication mechanisms closely connected
with the context and communication purpose (vocabulary repetition, ellipsis,
personal, spatial and time deixis, juxtaposition, frequent conversational
connectors and markers).
‒ Finding out about and using a sufficient repertoire of oral vocabulary in order
to communicate simple and direct information, opinions and brief points of view
in usual, daily situations, even though the message may have to be adapted in
less usual situations.
‒ Pronounce and intone correctly and intelligibly, even though on occasions with
an obvious foreign accent, or with occasional pronunciation mistakes but which
do not interrupt communication, and even though conversation partners have to
ask you to repeat sometimes.
‒ Use short sentences, groups of words and formulas for interacting appropriately
in short exchanges in daily, usual situations, sometimes interrupting the
discourse to look for expressions, use less frequent words and communicate in
less frequent situations.
‒ Interact in a simple way in clearly structured exchanges, using simple formulas

and gestures to give other people turns, although this depends, to a large
extent, on conversation partners' attitudes.
‒ Identifying essential information, the most relevant points and important details
in texts, both printed and on digital devices, short and well structured, written in
formal, informal or neutral registers, dealing with daily matters, relevant matters
of interest for studying or work, which include simple structures and commonly
used vocabulary.
‒ Knowing and knowing how to use the most appropriate strategies for
understanding general meaning, essential information, the main points and
ideas or the most relevant details in a text.
‒ Being familiar with Sociocultural and sociolinguistic aspects connected with

daily life (study and work habits, leisure activities, including arts such as music
and cinema), living conditions (surrounding, social structure), interpersonal
relationships (between men and women, at work, at schools, at institutions) and
social conventions (customs, traditions) and using them for understanding the
text.
‒ Distinguishing the most relevant communication function or functions in the
text and a repertoire of its most common features, as well as frequently used
discourse models connected with text organisation (theme introduction,
development, change of subject and text conclusion).
‒ Recognising, and using with text comprehension, parts and the organisation of
frequently used syntactic structures in written communication, as well as
associated meanings (eg. interrogative structures for making suggestions).
‒ Recognising commonly used written vocabulary about daily matters and

general subjects connected with interests, studying and work, and deduce the
meanings of less frequently used or more specific words using the context and
text.
‒ Recognising the main spelling, writing and punctuation conventions as well as

commonly used abbreviations and symbols and their associated meanings.
‒ Write, either on paper or electronically, simple, short texts with clear structures
about daily subjects or matters of personal interest, in a formal, neutral or
informal register, making proper use of basic cohesion resources, basic spelling
and the most common punctuation marks, with reasonable control of simple
expressions and structures and frequently used vocabulary.
‒ Find out about and use appropriate strategies for preparing simple written
texts and with simple structures, eg. copying formats, formulas and
conventional models for each type of text.
‒ Including in the preparation of the written text socio-cultural and socio-linguistic

knowledge about social structures, interpersonal relationships, models of
behaviour, respecting the most important rules of politeness in their respective
contexts.
‒ Making use of the communication functions required, using their most common
features and the most frequently used discourse models to organize the written
text in a simple way with sufficient internal cohesion and coherence with regard
to the communication context.
‒ Demonstrate knowledge of a limited repertoire of commonly used syntactic

structures which are simple enough to be adapted to contexts and the purpose
of communication (vocabulary repetition, ellipsis, personal, spatial and time
deixis, juxtaposition, frequently used discourse connectors and markers).
‒ Finding out about and using a repertoire of written vocabulary sufficient for
communicating information, opinions and short, simple points of view in usual,
everyday situations, even if the message has to be adapted in less usual, less
well-known situations.
‒ Find out about and use, appropriately and almost always comprehensibly,
basic punctuation marks (eg. full stop, comma) and basic spelling rules (eg.
lower and upper case, breaking words at line ends), and the most usual spelling
in texts on electronic formats (eg. SMS, WhatsApp).
As we stated in the previous section, both evaluation criteria and their application -
learning standards - must be items in terms of objective achievement and each stage's
competences.
Furthermore, for specific evaluation of the degree of achievement in terms of these

criteria in the FIRST CYCLE OF SECONDARY EDUCATION, the teacher may use the
descriptors listed in section 3 (Competences) and 5 (Learning Standards) and in this
programme's Didactic Units Development.
6.3 Assessment in Smart Planet
It is best to use continual evaluation with pupils of this age, following their progress in
the classroom and using the information obtained while teaching. Continual evaluation
is based on the teacher following the pupils' progress and using the knowledge
acquired in that way to direct them, which makes the pupils' role even more active: they
learn the guidelines which the teacher gives them and also their own following of them.
Pupils neither develop at the same rate nor learn in the same way, so each pupil must
be evaluated individually and not compared with classmates. The objective must be
based on each pupil's progress and development.
As well as their progress in English, pupils' social and emotional development must be
evaluated and observed. The teacher must praise pupils' progress and work in pairs
and as a group as well as giving them instructions about how to make progress with
their English.
The following evaluation criteria are in line with legal requirements and the teaching
materials offering in Smart Planet and are taken to be important, necessary areas for
evaluation.
1. Oral comprehension. The aim is to check pupils' ability to understand the gist of
short oral messages, given in ideal communication conditions, in other words,
direct communication situations with helpful contexts.
2. Understanding specific messages. The aim is to check the ability to understand

not only the gist but also specific details, which have been previously pointed out,
from simple oral and written texts which are familiar to the pupils, although they
may not fully understand some other parts of the message.
3. Producing messages. The teacher evaluates pupils' ability to express themselves

orally in everyday situations. The comprehensibility of the message is particularly
evaluated, excusing possible pronunciation mistakes which do not affect
understanding.
4. Pronunciation. The aim is to check have assimilated the English phonetic system:
its phonemes' rhythm and intonations, whether they can use it in comprehension
and for producing simple messages in already familiar contexts.
5. Assimilation of new vocabulary. With this criteria the aim is to evaluate the ability
to understand and use vocabulary appropriately and expressions which have been
learned. Vocabulary assimilation is always checked in situations with a context and
close the pupils' own experience.
6. Class participation. Observe how pupils behave to assess whether they

participate in a constructive form in class communication situations, respecting the
rules for the exchange of information.
7. Collaborative work. This, too, is evaluated by observing pupils' behaviour, seeing

whether they take part in a constructive way in group activities, collaborating in a
harmonious learning process in the classroom.
8. Individual work. By observing pupils' behaviour, their individual work is evaluated

with regards to correct contents, care taken with presentations and timely
completion of tasks.
9. Interest in learning. The aim is to check that pupils are interested in advancing in
their learning and curious to learn new things, if they pay attention in class, ask
questions and ask about their doubts.
10. Respect for others. There is an evaluation of whether pupils respect their
classmates and teachers, listen to them without interrupting them, respecting turns
to speak and appreciating others' ideas and opinions.
11. Interest in finding out about other cultures. There is an evaluation of whether
pupils are interested in finding out about culture in English-speaking countries, if
they pay attention when such subjects are talked about and if they ask questions in
order to widen their knowledge.
12. Using polite forms. The aim is to observe in order to check that pupils use the
polite forms in English that they learn and include them in normal class routine.
In order to have an overall appreciation of the whole of the class, the teacher may draw
up a double-entry table with a vertical list of the pupils and, horizontally, the numbers
for evaluation criteria. By marking the boxes using a colour code which shows to what
extent objectives have been achieved (for example, green for good, blue for
acceptable, red for insufficient), the group's progress can be seen at a simple glance.
Discipline also forms part of any good evaluation. By channelling pupils' innate energy
in the right direction, the teacher can avoid rebelliousness and discipline problems.
Many problems of this type arise when pupils get bored, when the level is beneath
them or when activities are too repetitive. Smart Planet has been designed to take into
account the very diverse needs and desires of different pupils and, thanks to this, it
includes a wide variety of activities for them to enjoy.
However, it is important for the teacher to mark the rules with regards to discipline in
the classroom, making sure that pupils know what is and what is not acceptable, and
treating all pupils alike. If clear, fair discipline parameters are established, a 'safe'
atmosphere will be created in the classroom and pupils will study freely and with
confidence.
In order to keep the interest of the smallest pupils, the teacher must find a
balance between their limitless energy and short span of concentration in order
to avoid boredom, restlessness and lack of motivation, things which lead to
discipline problems.
6.4 Assessment tools in Smart Planet
As we said while discussing the parts of the method (see point 1.3), the Smart
Resources DVD-ROM includes exams for the initial assessment, for each unit, for the
end of the term and the final assessment, with two degrees of difficulty. However, the
method's most powerful tool is undoubtedly Test Generator, which help create written
tests and which, consequently, helps create tests fitting the pupils' characteristics and
diversity; it also offers exam models ready for use (for each unit and in summary).
In both the Student’s Book and the Workbook each unit concludes with two pages for
revising the contents dealt with, paying special attention to vocabulary, the use of verb
tenses and grammar. There is also a more general revision page every three units in
both books to find out how firmly language knowledge has been acquired; they always
include three activities: one about vocabulary (Vocabulary), another about grammar
(Grammar) and a final one about language use (Functions).
It should also be remembered that the Get it right! pages allow you to work on the
typical mistakes made by Spanish speakers when learning English. Systematic self-
correction will allow pupils to carry on learning in a consolidated way.
In the annex at the end of this document there is a KEY COMPETENCES

ASSESSMENT RUBRIC, broken into different descriptors, which the teacher may use
at the end of each unit, each quarter or whenever appropriate throughout the school
year.
6.5. Qualification criteria
As mentioned in point 6.1, one of the objectives of assessment is to specify how much
each pupil has learned. This information will be used to take important decisions, so
the parameters used to fix them and communicate them will be used for taking
important decisions. In other words, the teacher and the pupils will know where their
weak points are and, consequently, which area or areas of knowledge they should
focus on.
In order to proceed as explained in the previous paragraph, the best thing is to assess
unit by unit, making use of the contents specifications in point 8. To do this, we include
reference values table using percentage values to make them easily understood. The
idea is not to fill in a table like this for each pupil but, when giving marks, teachers
should take into account the importance of different things studied, how much they
count towards final marks and, as appropriate, shortcomings and reinforcement tasks.
TEACHING UNIT % % total

1. Oral Comprehension 15
2. Oral production 15
Block 60
3. Written comprehension 15
4. Writing expression 15
Transversal features Communication functions 4 28
in the blocks Vocabulary 4
Syntactic-discursive contents 4
Graphic patterns and sounds 4
Classroom language 4
Learning strategies 4
Sociocultural and sociolinguistic aspects 4
3 Social awareness 12
100
This approximation makes it easier, to a large extent, to make the adjustments required
for pupils with special needs (see point 7). Let us take a pupil with hearing problems:
obviously, the percentages for blocks 1 and 2 can be reduced, as can those for
pronunciation, and they can be assigned to the other blocks.
Marks can also be altered depending on what we call correction factors, affecting final
marks by ± 5-10%. These factors are:
- Intention to communicate in English.
- Motivation for learning English.
- Personal work: effort, persistence…
It is also the case that any dishonest attitude (eg. copying in written tests or stealing
other people's work) will lead to losing all points from that teaching unit or all the units
taught until then during the term.
7 EDUCATIONAL NEEDS
7.1. Introduction to the concept of attention to diversity.
Educating means doing everything possible for all the pupils to obtain maximum
personal, intellectual, social and emotional development and, of course, for them to
achieve the objectives set by the curriculum. This means taking great care with
attention to diversity with regards to pupils. Obviously, each person is different, but we
know that the pupils who need greatest attention in terms of educational adjustment
are those who need specific educational help, and they fall into the following
categories:
a) pupils with special educational needs dues to an inability or serious behaviour

disorders;
b) pupils with high intellectual capacity;
c) pupils who have joined our educational system late;
d) pupils with specific learning difficulties;
e) pupils with special educational needs due to personal conditions or school history.
Except for the group who have joined late, and because learning English is a principle
independent from the educational system, the rest of the pupils will, as we say, need
adjustments to deal with their individual characteristics. We will deal briefly with each
profile (taking into account the fact that the educational approach for pupils with more
than one problem will be more complex).
 Pupils with educational needs due to disabilities or serious behaviour

disorders.
Their disability may be physical (sensory or movement), intellectual or
connected with language disability. In the first case, the most usual problems
are significant sight, hearing or movement problems. This disability will lead to
pupils having greater or lesser difficulties with certain linguistic abilities (eg.,
listening for hypo acoustic children). So, in the first place, the teacher must
modify the objectives and, secondly, use methodical means to access the
curriculum, which will vary depending on each disability. In other words, modify
the learning process for each pupil's particular characteristics (to continue with
the same example, emphasising visual access, taking into account the pupil's
hearing problems), giving more emphasis to activities, materials, resources, etc,
which support the learning process.
For pupils with intellectual disability and language disorder (in terms of
expression and/or comprehension), the teacher faces a completely different
problem as, in general, pupils will need a highly adapted version of the
curriculum in terms of objectives and contents, and assessment in similar terms.
Specifically for pupils with language disorder, bearing in mind that they already
have problems with their mother tongue, it is easy to imagine that learning a
second (or third) language will not be easy for them. For all of these pupils,
decisions about their academic course must be slowly taken, in coordination
with the Orientation Department, as some of them may well not achieve the
objectives set in terms of competences in each stage.
Behaviour disorder is usually, though not always, related to attention deficit

hyperactivity disorder. In all cases, the teacher must use standard measures to
deal with these pupils' difficulties. Briefly, we should mention: balancing the right
class routine with new, motivating teaching approaches, positioning pupils
carefully, reinforcing success, valuing effort more than results (taking care of
self-esteem and motivation), modifying assessment tools, etc. If there is no
discrepancy, the objectives should not be modified. If there is a discrepancy, the
possibility of adapting the syllabus may be taken into account, always bearing in
mind the competences which have to be acquired in order to go forward or
obtain qualifications.
 Pupils with high intellectual capacity.
These pupils' main problem is usually lack of motivation, the result of having to
perform learning activities which they are already beyond. It is the teacher's job
to use appropriate teaching strategies (eg. get them to lead team work or ask
them to take part in some explanations as pupil-helpers…) and offer activities
which are a challenge for them (activities to widen their knowledge or increase
it, voluntary or otherwise).
 Pupils with specific learning difficulties.
When learning a language, learning disorders due to reading difficulties should

be taken into account (eg. dyslexia) or problems writing. In either case, the
teacher must find out exactly what the difficulties are and, as above, adapt the
syllabus and methods for improving the teaching-learning process.
 Pupils with special education needs due to personal conditions or school

history.
This group has only recently been specified in legal terms and can be
interpreted in different ways. The Department of Orientation must determine
which pupils are to be included in the group (eg. pupils with epilepsy which
obstructs their learning) and decide how to deal with this educationally.
7.2. Attention to diversity in Smart Planet.
Bearing in mind this range of possibilities, it should be said that Smart Planet pays
attention to diversity in its programme, structure and contents. As we have mentioned
earlier, the Smart Planet programme is flexible. It offers specific points and general
suggestions to help teachers to adapt the programme to their own context: the centre,
their classroom and each pupil.
The contents of Smart Planet, which have been carefully chosen, are attractively
presented in a stimulating way in order to deal with diversity. The course has a cyclical
structure which allows pupils to widen their knowledge starting from what they already
know and acquire more knowledge about cultural issues and new, more complex
linguistic subjects. At the same time, the complex evaluation process includes general
criteria which must be prepared and adapted for each group, setting specific objectives
depending on the context of each centre, teacher and class. Teachers have different
tools of evaluation and competences as well as specific tasks. It is also necessary to
set Core contents according to the needs, abilities and rhythm at which the pupils
learn.
In fact, in order to take care of educational needs successfully, the activities,

materials and resources available in Smart Planet must be taken into account. The
vast majority of these activities can be used in personalised ways and are open so that
each pupil can respond in a different way depending on his/her ability.
The Activities Book concentrates of each unit's key contents. These activities can be
used both with pupils who need extra help and with more able pupils who finish the
initial task early. Each pupil will need a different amount of time which will depend, to a
greater or lesser extent, on his/her motivation. Most of the activities are designed for
use in the classroom, but they can also be given as homework. As can be seen on the
table further on, the same material and/or resources can be used to reinforce the class
or widen knowledge; in other words, the objective can be changes as fits. For example,
a simple question about a text can be reinforcement for less advanced pupils and can
also serve as inspiration in an extension activity in which pupils are asked to say other
words in the same semantic area.
The teacher should take advantage of pupils' abilities in every way that arises. One
pupil may hate speaking but enjoying writing vocabulary on the board, while another
may be good at drawing or making posters.
Another crucial factor is the methodology used by the teacher with his/her own group
and, more specifically, with pupils with learning difficulties. The most important thing
with all types of task is to make sure that they have been correctly prepared
beforehand, pupils knowing all the words they are going to need and understanding the
activity's objectives. If pupils are given the right linguistic tools in order to carry out the
activity successfully, it is almost certain that they will find it sufficiently demanding and
interesting. Without the necessary preparation, pupils may have an experience of
negative learning, which will lead to them losing confidence and feeling frustrated with
an activity which demands a degree of competence which they do not have.
As said above, assessment and stimulation are essential for pupils, and even more so
for those with special needs. When doing an activity, you must guide them towards
finding the right answers rather than giving them to them. This will lead to pupils feeling
satisfied when they find the right answer. Whenever a pupil makes a mistake, you must
emphasise that making mistakes is part of the learning process and that they should
not be ashamed of making mistakes.
The extra activities in each lesson (extension ideas and alternative treatment) can be
used whenever the teacher feels that the pupils need to practise particular vocabulary.
The same activities can be used to extend more advanced pupils' knowledge,
although, in some cases, it may be necessary to change the instructions a little.
Additionally, there are extension or reinforcement pages in the Teacher's Resources
CD about the main vocabulary and structures in each unit. There are also pages with
lists of words with their definitions for revising and increasing pupils' vocabulary.
It should not be forgotten that continual revision is another important part of the
learning process and that it is particularly helpful for pupils with special needs, as well
as for the rest of the group. Smart Planet is based on a system of continual revision,
with different games and techniques for revising the vocabulary learned in each unit
and each block of two units.
The Teacher's Resources CD with the interactive online activities and the CD-ROM for
the digital board offer further material to help teachers deal with the different specific
needs in the classroom.
8 TEACHING UNITS DEVELOPMENT
As can be seen in the development of the teaching units, the contents have been
grouped in four main blocks:
Block 1. Comprehension of oral texts.

Block 2. Production of oral texts .
Block 3. Comprehension of written texts.
Block 4. Production of written texts.
In order to facilitate reading the programme, inter-disciplinary contents are specified

after each block's specific contents. The pupils are the following:
Communication functions
Vocabulary
Structures
Graphic patterns and sounds
Classroom language
Learning strategies
Sociocultural and sociolinguistic aspects
The contents of each unit are explained on the following pages.
UNIT 1 EXTREME LIVING
1 Contents
 Listening to and understanding the blog of a young British girl about a place in
Siberia.
 Listening to and understanding a conversation about Death Valley (California).
 Listening to and understanding a radio programme about a family who lives and
covers its basic needs without using money.
 Listening to and understanding an interview with a young girl who lives on a remote
Australian farm.
 Listening to and understanding a text about a week without technology in a family's
life.
 Listening to and revising an interview with a "storm hunter".
 Listening to and understanding a conversation between two people talking about
life in the city and life in the countryside.
 Listening to and understanding videos: 1.1. Describing the life of a family in Alaska;
1.2. A feature about scientists who study tornadoes; 1.3. Six young people talking
about their preferences for the city or the countryside; 1.4. A short documentary
about the Khomani San tribe.
 Listening to and understanding a text about life in the desert.
 Listening to and understanding an interview with an expert on survival.
 Oral interaction in pairs in which pupils ask and answer about the weather, what our
life is like in each season and their favourite season of the year and why it is.
 Oral interaction in pairs in which they ask and answer about activities they do and
how often they do them.
 Oral interaction in pairs in which they discuss whether it is possible to live without
money.
 Oral interaction in pairs in which they ask and answer about activities or actions
taking place at the moment.
 Oral interaction in pairs in which they ask and answer about emotions connected
with storms.
 Showing and comparing information collected about tornadoes.
 Conversation in pairs in which pupils state their preferences and reasons for living
in the city or in the countryside.
 Exchanging opinions in pairs about the six most useful objects for surviving in a
desert.
 Reading and understanding a blog entry by a young British girl about a place in
Siberia.
 Reading and understanding sentences about a family which lives without money.
 Reading and understanding a text about the Bedouin' way of life.
 Reading and understanding a text about a week without technology in a family's
life.
 Reading and understanding an interview with a "storm hunter".
 Reading and understanding of a conversation between two people talking about
living in the countryside or the city.
 Reading an e-mail about what the place somebody lives in is like and another
about what somebody is doing during the holidays.
 Reading and taking in the phrases and contents for writing a text: an e-mail to a
pen friend about what life it like where you live.
 Reading the reference sections shown in the activities.
 Reading and understanding extra information marked as Fact.
 Reading and understanding an interview with a park ranger in Malaysia.
 Reading and understanding a text about two dangerous jobs.
 Reading and understanding a text about life in a desert.
 Describing the life of a family in Alaska.

 Complete a conversation about Death Valley using Present simple.
 Making a poster or a presentation about Alaska.
 Collect written information about tornadoes.
 Complete sentences using Present continuous.
 Writing e-mails to a pen friend, one talking about life where he/she lives and the
other talking about how the holidays are going.
 Writing sentences about a dangerous job you imagine you are doing.
 Complete a table about the Kalahari Desert.
 Describing the Khomani San tribe.
The following points are studied indirectly in the four previous blocks:
Communication functions:
 Using expressions to give opinions and discuss (express agreement and

disagreement): Yes, I think it’s possible to …, but … / It’s difficult to … because … /
It’s impossible to … because … / I think the most difficult thing t olive without is …
because … / Maybe, but / I think… / I don’t think so. / Yes, that’s true. / I reckon … /
I agree … / Perhaps you’re right. / Yes, I suppose so.
 Describing personal information: our lives in each season, preferences for seasons,
activities done more or less frequently (Present simple) or which are being done at
the moment (Present continuous).
 Ask and give information about the weather.
 Writing an e-mail to a pen friend talking about what life is like where you live.
Vocabulary:
 The weather and related matters: high winds / boiling / snowstorm / hail / freezing /
heat wave / thunder and lighting / heavy rain / fall / outdoors / indoors / sub-zero
conditions / rise / melt.
 Basic needs: food and drink / clothes / entertainment / health care / transport /
communication / a home / education / money.
 Adverbs of frequency: always / usually / often / sometimes / hardly ever / never.
 Expressions of frequency: every … / once a … / twice a … / three times a … / four
times a …
Syntactic-discursive contents:
 Present simple (affirmative, negative and interrogative; short answers).
 Adverbs and expressions of frequency.
 Present continuous (affirmative, negative and interrogative; short answers).
 Present simple vs. present continuous.
Graphic patterns and sounds:
 Recognising and pronouncing the sounds /I/ and /i:/.
Classroom language:
 Match the words and phrases in the box with the photos of extreme weather (1–8).
 Listen, check and repeat.
 Which of the words and phrases in … do you associate with a) very hot weather, b)
very cold weather, c) hot or cold weather?
 Work with a partner. Answer the questions. / Look at the photos of the town of
Yakutsk and answer the questions. / Look at the photo and answer the questions. /
Watch the teenagers answering the question ‘Which do you prefer – towns and
cities or the countryside?’. Answer the question for yourself. / Practise the
conversation in… / Take turns to respond with an appropriate phrase. / Plan your
own conversation like the one in… Base it on the information below and add your
own ideas.
 Meg is a British student at the University of Yakutsk in Siberia, Russia. Read and
listen to her blog. Do you think she prefers summer or winter there?
 Read the blog again. Answer the questions.
 Match the words and phrases from the blog with the definitions (1–6).
 Look at the example sentences in the table. Complete the rules about the present
simple.
 Complete the conversation with the correct form of the present simple. Use the
verbs in brackets.
 Listen and check.
 Look at the table. Add the words in brackets to the sentences below.
 Writing the words in the correct order.
 Match the words and phrases in the box with the photos (1–9).
 Work with a partner. Look again at the words in … Writing them in order of
importance for you. / Look at the photo of Robert, Rachael and their daughter
Emma. Guess the order of importance of the things in … for the family.
 Listen to a radio programme about the family in the photo. In what ways is their life
different from yours?
 Listen again. Are these sentences true or false? Correct the false sentences.
 Look at the sentences in the table. Answer the questions about the present
continuous
 Complete the sentences with the correct form of the present continuous. Use the
verbs in the box
 Choose the correct options.
 Complete the text with the correct form of the present simple or the present
continuous. Use the verbs in brackets.
 Read and listen to the interview in a magazine. Choose the best title.
 Read the interview again. Complete the summary.
 Kate is talking to Mark, a new student at her school. Listen and complete the
conversation with the words in the box.
 Listen and repeat the phrases in the Functions box. Translate them into your
language.
 Look at the photos and read Emil’s email to a pen friend. Where does Emil live?
 Find more examples of special phrases to open and close an email in the text in…
 Writing the words in the correct order to make phrases. Are they opening (O) or
closing (C) phrases?
 Read Emil’s email again. Find examples of the things in the Look at Content box.
 Plan an email to Emil describing where you live. Use the list in the Look at Content
box and make notes.
 Writing your email. Use your notes from … and the language below to help you.
Writing about 120 words.
 Can you say YES to these questions?
Learning strategies:
 Reading phrases and contents in order to write an e-mail with the description of
where you live.
 Revise and correct Spanish speakers' typical mistakes: a) the names of the
seasons written with a lower case letter at the start; b) verbs ending with -y have
-ing added to them to form the Present continuous.
 Using a diagram of percentages to recognise the meaning of adverbs of frequency.
Sociocultural and sociolinguistic aspects:
 Finding out about places with very tough weather conditions and recognising that
these conditions determine lifestyles.
 Finding out about ways of life different from our own and how basic needs can be
met in other ways.
 Finding out about jobs which can be called extreme because of the danger
involved.
 Finding out about the toughness of living in the desert in general and the way of life
of a tribe in the Kalahari and, in particular, the Bedouin.
 Respecting other people's preferences about living in the city or the countryside.
 Valuing the real importance of speaking other languages, in particular English.
2 Competences
Descriptors Activities
LISTEN
Understanding the main points and some Listening to an interview with a young girl
details of oral messages, either live or in who lives on a remote Australian farm and an
recordings. interview with an expert on survival.
Understanding the mains points of daily Listening to a conversation about Death

transactions and tasks and formal and Valley (California), the blog entry of a young
informal conversations. British girl about a place in Siberia, a
conversation between two people talking
about living in the countryside or the city.
Identifying the main ideas and information in Listening to a radio programme about a
presentations, talks, explanations and the family which lives and covers its basic needs
news. without money, a text about a week without
technology in the life of a family, an interview
with a "storm hunter" and a text about life in
the desert.
Watch four videos: 1.1. Describing the life of
a family in Alaska; 1.2. A feature about
scientists who study tornadoes; 1.3. Six
young people talking about their preferences
for the city or the countryside; 1.4. A short
documentary about the Khomani San tribe.
Distinguishing sound characteristics, accent, Identifying and pronouncing the sounds

rhythm and intonation in various contexts and correctly: /I/ and /i:/.
identify the purpose of communication.
TALK / CONVERSE
Give short, rehearsed oral presentations, and Presentation to the class of the information
reply to simple questions which can be asked gathered about Alaska and tornadoes.
about the presentations.
Take part correctly in daily transactions and Oral interaction in which questions are asked
tasks. and answered about the weather.
Exchanging opinions in pairs about the six
most useful objects for surviving in the
desert.
Take part in exchanges of information in usual Exchanging information in pairs about
contexts. activities done and how often they are done,
and about activities or actions which are
taking place at the moment
Oral interaction in pairs about the weather,
about our lives depending on the season and
which your favourite season of the year is
and why.
Take part correctly in conversations using Conversation in which pupils state their
simple structures and clear pronunciation. preferences with regards to living in the city
or the countryside.
Oral interaction in pairs in which they discuss
whether it is possible to live without money.
Oral interaction in pairs in which they ask
and answer about emotions connected with
storms.
READING
Identifying relevant information in instructions, Interpret the wording of the activities or

warnings and rules. exercises.
Taking in phrases and contents for writing a
text: the e-mail about what life is like where
you live.
Understanding the general meaning and Reading sentences about a family which
specific details of texts in different formats lives without money.
Understanding extra information marked as
Fact.
Understanding a conversation between two
people talking about living in the countryside
or the city.
Understanding an interview a park ranger in
Malaysia.
Understanding the main points of messages The blog entry of a young British girl about a
and correspondence, formal and informal, in place in Siberia.
different formats. An e-mail about what life is like where you
live and another one about what you are
doing during the holidays.
Find specific, essential information in Reading the reference sections shown in the
reference and study material. activities.
Understanding the main ideas in newspaper, Reading a text about a week without
literary and fictional texts in different formats. technology in the life of a family and an
interview with a "storm hunter".
Valuing reading as a source of pleasure and Understanding texts about life in the desert,
knowledge. two dangerous jobs and the Bedouin' way of
life.
WRITING
Using production strategies for writing simple Complete a conversation about Death Valley
texts. using Present simple and sentences using
Present continuous.
Writing sentences about a dangerous job
you imagine you are doing.
Writing notes, messages, adverts, posts and Writing e-mails to a pen friend, one talking
short, formal and informal correspondence about life where he/she lives and the other
with simple, relevant information. talking about how the holidays are going.
Writing texts using appropriate vocabulary, Describing the life of a family in Alaska.
spelling, punctuation and correct formats and Making a poster or a presentation about
good structures. Alaska.
Preparing information about tornadoes.
Complete a table about the Kalahari Desert.
Describing the Khomani San tribe.
Mathematical competences and basic science and technology
competences.
Putting in order and classifying data following Comparing meteorological data from
a criterion. different places.
Classifying factual information about the
Kalahari desert.
Interpret and show simple statistical data on Finding out about meteorological symbols.
graphs and tables.
Solving puzzles, crosswords and guessing Doing crosswords.
games.
Valuing and following healthy habits. Recognising other ways of meeting basic
needs.
Digital competences
Obtaining information from the Internet for Looking for information about Alaska, about
carrying out tasks in English. tornadoes and about tribes that live in
deserts.
Give short presentations and projects in Prepare material (poster, presentation…) to
English using different formats and digital give the class information about Alaska.
tools.
Using ITC to get in touch with pupils in other Read e-mails between friends.
countries. Write e-mails to pen friends about what life is
like where you live and what is happening
during the holidays.
Social and Civic competences.
Take part in activities pairs and groups with Take part properly in the activities in pairs or
respect and interest. as a group.
Interacting politely and paying attention, Expressing individual preferences and
valuing and respecting classmates' opinions, respecting other people's preferences.
tastes and preferences. Respecting other people's opinions about
choosing whether to live in the countryside or
the city.
Using expressions help to hold discussions
and show agreement or disagreement.
Valuing and practising the use of English for Giving information about the weather.
communicating with other people and to find
Taking an interest in and respecting the Finding out about and respecting the lifestyle
customs, rules and values of countries in of people who decide to life without money
which foreign languages are spoken. and other societies (such as Bedouin tribes
and Khomani San).

Using artistic techniques and items to prepare Making a poster or a presentation.
and give presentations and projects.
Identifying cultural features of English- Finding out about life in Alaska, Death Valley
speaking countries and compare them with and an Australian farm.
their own, showing respect and interest.
Identifying different forms of cultural Finding out about the life of a family which
expression and showing an interest in decides to live without money.
widening knowledge.
Learning to Learn
Identify, plan and apply objectives for carrying Do the exercises in the Workbook
out tasks, activities and projects. individually.
Do the homework individually (looking for
and compiling information, making a
poster…).
Taking in and using phrases learned to write
an e-mail saying what life is like where you
live and another about how the holidays are
going.
Using tools and resources for clearing up Revise the Get it right! sections with a critical
doubts, widening knowledge and correcting spirit.
mistakes.
Showing an interest in carrying out evaluations Do the Review sections with interest.
into your own progress and identify points for
improvement.
Identifying and using different strategies for Look in depth at the Grammar Reference
learning individually. and make progress in the general use of
what has been learned.
Using the strategies needed for studying Work individually on the tasks given.
individually.
Have a positive, proactive attitude to reading Do the reading activities in the Workbook
texts by yourself. individually.
Plan, organise and check your work to be able Using the phrases given for writing e-mails to
to present it properly. a pen friend.
3 Social awareness.
Moral and civic education
 Show interest taking an active part in class and following the teacher's instructions
correctly.
 Accepting other people's opinions and preferences: the possibility of living without
money and they place they would like to live.
 Showing an interest and giving constructive criticism about work done by
classmates (posters, presentations…)
Work in pairs, as a group or do cooperative work in the classroom
 Be able to work in pairs or groups effectively, respecting other people and being
cooperative.
4 Cross-curricular links
 Geography and History: information about life in a desert and data about the
Kalahari.
5 Assessment criteria
 Name recognise and present vocabulary connected with meteorology (and related
questions) and with basic needs.
 Make appropriate use of Present simple and Present continuous (affirmative,
negative and interrogative; short answers) and adverbs and expressions of
frequency.
 Use correct pronunciation and intonation: sounds /I/ and /i:/.
 Finding out about and using basic Sociocultural and sociolinguistic aspects, such
as the influence of meteorological conditions on people's live, the existence of
different ways of covering basic needs, the characteristics of some dangerous jobs
and the difficulty of life/survival in the desert.
 Producing short, comprehensible oral texts which give, request and exchange
information: information about the weather, about what our lives are like in each
season and about which season of the year you prefer and why, information about
activities done and how often they are done, information about activities or actions
which are taking place at that moment, opinions about whether it is possible to live
without money, whether it is better to live in the countryside or the city and about
the best objects for surviving in the city, emotions connected with storms and
information about tornadoes.
 Understanding the main idea and specific information in oral messages: the blog
entry of a young British girl about a place in Siberia, a conversation about Death
Valley (California), a radio programme about a family which lives and covers it basic
needs without money, an interview with a young girl who lives on a remote
Australian farm, a text about a week without technology in the life of a family, an
interview with a ‘storm hunter’, a conversation between two people talking about
living in the countryside or the city, a text about life in a desert, the interview with an
expert on survival and four videos.
 Understanding general information and getting the main ideas in written texts of
different types: a young British girl's blog entry about a place in Siberia, sentences
about a family which lives without money, a text about the Bedouin' lifestyle, a text
about a week without technology in the life of a family, an interview a ‘storm hunter’,
a conversation between two people talking about living in the countryside or the
city, an e-mail about life in the place you live and another about what is being done
during the holidays, an interview with park ranger Malaysia, a text about two
dangerous jobs and a text about life in the desert.
 Write brief, simple texts and with clear structures: description of the life of a family
en Alaska, making a poster or presentation about Alaska, writing information about
tornadoes, writing e-mails to a pen friend, one about life where he/she lives and
another about how the holidays are going, writing sentences about a dangerous job
you imagine you do and a description of the Khomani San tribe.
 Recognising and correcting Spanish speakers' typical mistakes when learning
English.
 CLIL: dealing with Geography and History subjects in English.
6 Contents - Assessment criteria - Competences
Contents Assessment criteria Competences

Recognising and presenting Recognise and use a limited
LC
vocabulary connected with repertoire of common
SCS
meteorology (and related vocabulary about meteorology MSCT
questions) and with basic needs. (and related matters) and basic
needs.
Practice using and forming Understanding and use
expressions with Present simple functions and meanings
and Present continuous associated with frequently used
(affirmative, negative and basic syntactic structures.
interrogative; short answers) and
with adverbs of frequency. Distinguishing and using
habitual communication
functions: giving opinions and LC
CD
Using expressions to give opinions showing agreement or
SCS
and debate (express agreement and disagreement about the LL
disagreement). possibility of living without CCE
money or the best place to live,
asking for and giving
information about the weather,
and writing e-mails.
Recognising and correcting Spanish
speakers' typical mistakes when Correcting the mistakes found.
learning English.
Practise pronouncing the sounds /I/ Recognise and pronounce and
and /i:/. write the sounds /I/ and /i:/.
LC
Use correct pronunciation and
intonation.
Listening to a young British girl's Use the subject, general
blog entry about a place in Siberia, meaning and main information
a conversation about Death Valley and ideas from the text in short,
(California), a radio programme simple texts with visual and
about a family which lives and audio support.
covers basic needs without money,
an interview a young girl who lives
on a remote Australian farm, a text
about a week without technology en
the life of a family, an interview with
a ‘storm hunter’, a conversation
between two people talking about
living in the countryside or the city,
a text about life in a desert, the
interview with the expert on survival
and four videos. LC
CD
Reading a young British girl's blog SCS
about a place in Siberia, sentences MSCT
about a family which lives without CCE
money, a text about the Bedouin'
lifestyle, a text about a week
without technology in the life of a
family, an interview with a ‘storm
hunter’, a conversation between
two people talking about living in
the countryside or the city, an e-mail
in which about what life is like
where you live and another about
what is happening during the
holidays, an interview with a forest
ranger in Malaysia, a text about two
dangerous jobs and a text about life
in the desert.
Debate with classmates about the Finding out about and using
influence of the weather on people's basic Sociocultural and
lives, the existence of different ways sociolinguistic aspects , such as
of covering basic needs, the the characteristics of places
characteristics of some dangerous with extreme weather (Siberia,
LC
jobs and the difficulty of life/survival Alaska, the Kalahari desert and SCS
in the desert. Death Valley), the differences
between life in the city and in
the countryside, and the
characteristics of some
dangerous jobs.
Giving information about the Producing short, LC
weather, about what our lives are comprehensible oral texts which
like in each season and about give, request and exchange
which season of the year you prefer information.
and why, about activities done and
how often they are done, about
activities or actions which are taking
place at that moment; give opinions
about whether you can live without SCS
money, whether it is better to live in
the countryside or the city and
about the best objects for surviving
in the desert; talk about emotions
connected with storms and give
information about tornadoes.
Work on the description de the life Write brief, simple texts and
of a family en Alaska, a poster or a with clear structures about
presentation about Alaska, an everyday matters or subjects of
essay about tornadoes, e-mails to a interest. LC
CD
pen friend (one about what life is
LL
like where you live and another SCS
about how the holidays are going), SIE
de sentences about a dangerous CCE
job you imagine you do and the
description of the Khomani San
tribe.
UNIT 2 DISASTERS
1 Contents
 Listening to and understanding an article about Krakatoa volcano.

 Listening to and understanding what a person says about tsunamis in films and in
reality.
 Listening to and understanding a conversation about how a young man survived
after getting lost in an Australian desert.
 Listening to and understanding the news about a rescue operation.
 Listening to and understanding an interview with a young woman who, along with
friends, managed to escape a forest fire.
 Listening to and revising an article about the British island Tristan da Cunha.
 Listening to and understanding of a conversation between two pupils about a lost
object.
 Listening to and understanding videos: 1.1. A documentary about Russian
volcanologists; 1.2. A documentary about life in the Indian mangroves; 1.3. Six
young people answering a question about whether they often lose things; 1.4. A
simple scientific experiment to explain the connection between the oceans and
climate change.
 Listening to and understanding texts about climate change and the greenhouse
effect.
 Oral interaction in pairs asking and answering questions about natural disasters.
 Oral interaction in pairs in which they ask and answer about volcanoes.
 Explaining the information gathered about volcanologists.
 Oral interaction in pairs talking about activities in the past using Past simple and
used to.
 Oral interaction in pairs giving opinions about the dangers in different scenarios and
del the equipment needed to survive there.
 Oral interaction in pairs in which they ask and answer about Tristan da Cunha and
the idea of living there.
 Conversation in pairs about losing a personal object (mobile phone, pendrive…).
 Exchanging information in pairs about volcanologists, about villages on water and
about aquatic ecosystems affected by ocean acidification.
 Exchanging opinions in pairs about the causes of climate change and about what
each person can do to reduce CO2 emissions.
 Debate about what can be done about climate change and ocean acidification.
 Reading and understanding de sentences about natural disasters taken from

feature reports.
 Reading and understanding an article about Krakatoa volcano.
 Reading and understanding the news about a rescue operation.
 Reading and understanding a text about an accident in the mountains.
 Reading and understanding a text about a fireman and his dog during an
earthquake in Guatemala.
 Reading and understanding de an article about the British island Tristan da Cunha.
 Reading and understanding two young people's stories in their blogs about their
experiences in natural disasters.
 Reading and taking in phrases and contents for writing a text: talking about the
personal experience of surviving an event.
 Reading and understanding an article about a young person who survived a
tornado.
 Reading and understanding texts and a graph about climate change and the
greenhouse effect.
 Complete sentences about natural disasters.

 Writing sentences explaining which natural disasters are considered most
dangerous.
 Complete sentences using Past simple, used to, Past continuous and Past perfect
(affirmative, negative and interrogative sentences).
 Complete a text about a rescue operation using the right verb tense (Past simple,
Past continuous or Past perfect).
 Write information gathered information about volcanologists, villages on water and
aquatic ecosystems affected by ocean acidification.
 Describing the Russian region of Kamchatka and an island near our country.
 Writing a text about a personal experience of surviving an event.
 Writing a blog entry about a personal adventure.
 Writing answers to questions about a recent natural disaster.
 Preparing questions for interviewing a tornado survivor and the answers which
could be given.
 Using expressions to give opinions: I think … is/are important in this situation

because … / Yes/No, I would/wouldn’t, because … / I think a good/bad thing could
be that …
 Using expressions to talk about a difficult situation: What’s the matter? / I’m not
sure. / Oh no! / Let me think … / I don’t know what to do. / OK, don’t panic! / For
one thing (no one rang me). / I hope so!
 Describing personal information: activities in the past (Past simple / Past
continuous / Past perfect).
 Using adverbs as connectors in writing and in speech.
 Writing a text about a difficult personal situation (surviving a natural disaster and an
adventure).
Vocabulary:
 Natural disasters: tsunami / volcanic eruption / earthquake / flood / forest fire /

drought / hurricane / landslide / avalanche.
 Adjectives for describing events: (positive) beautiful / fantastic; (negative) terrible;
(neutral) huge / enormous / loud.
 Survival kit: torch / first aid kit / sleeping bag / water bottle / map / sun cream /
camera / sunglasses / penknife / compass / contact lenses / glasses.
 Adverbs as connectors: Obviously / Luckily / Naturally / Immediately / Fortunately /
Suddenly.
 Past simple, Past continuous and Past perfect (affirmative, negative and
interrogative sentences; short answers).
 Using used to (affirmative, negative and interrogative; short answers).
 Past simple vs. Past continuous vs. Past perfect.
 Using adverbs as connectors and adjectives for describing events.
 Recognising and pronouncing the sounds /t/, /d/ and /Id/.
Classroom language:
 Match the words in the box with the signs about natural disasters (1–9).
 Match the comments with disasters from…
 Work with a partner. Answer the questions. / Ask and answer the questions. / Look
at the photo and answer the questions. / What’s the most important equipment if
you get lost in the following situations? Give reasons. / Look at the photo and
answer the questions. / Watch the teenagers answering the question ‘Do you often
lose things?’ Answer the question for yourself. / Practise the conversation in… /
Take turns to respond with an appropriate phrase. / Plan your own conversation
like the one in… Base it on the information below and add your own ideas. /
 Look at the table. Which natural disaster does it show?
 Read and listen to the article. Why is another big volcanic eruption possible in
Indonesia in the future?
 Read the article again. Match the numbers and dates in the box with the facts.
 Look at the adjectives from the text. Are they positive, negative or neutral?
 Look at the sentences in the table. Answer the questions about the past simple.
 Complete the text with the verbs in brackets. Use the past simple.
 Look at the table. Complete the sentences with the correct form of used to.
 Match the words and phrases in the box with the things in the picture (1–12).
 Listen to two friends discussing a news story about a hiker. Is it a happy or a sad
story?
 Listen again. Answer the questions.
 Look at the sentences in the table. Complete the rules about the past continuous.
 Complete the conversation with the past continuous form of the verbs in the box.
 Complete the sentences with the past perfect form of the verbs in brackets.
 Choose the correct options to complete the story.
 Finish the sentences below so that they are true for you. Then compare with a
partner.
 Read and listen to the article from a geography magazine. Check your ideas in…
 Read the article again. Complete the fact file.
language.
 Look at the photo and read Alicia’s story. What was her disaster?
 Find more examples of adverbs in the text in…
 Choose the correct adverbs.
 Read Alicia’s story again. Make notes on the things in the Look at Content box.
 Plan a story about a difficult personal experience. Use the list in the Look at
Content box and make notes.
 Writing your story. Use your notes from … and the language below to help you.
 Reading phrases and contents in order to write an e-mail with the description of
where you live.
 Revise and correct Spanish speakers' typical mistakes: a) Do not forget the
apostrophe in it’s, the contraction of it is; b) Adjectives ending in -ful have a single l;
c) We use Would you like … and not Do you like … to ask if somebody wants to do
something.
 Using graphs for understanding and learning concepts.
 Finding out about major volcanoes.

 Recognising the inherent danger in activities depending on the natural areas and
the need to always take the right equipment.
 Finding out about the British island de Tristan da Cunha.
 Finding out about the seriousness of the problem of climate change and making
personal commitments to reduce CO2 emissions.
2 Competences
LISTEN
Understanding the main points and some Listening to an interview a young woman
details of oral messages, either live or in who, along with friends, managed to escape
recordings. a forest fire.
Understanding the mains points of daily Listening to what a person says about
transactions and tasks and formal and tsunamis in films and in reality.
informal conversations.
Identifying the main ideas and information in Listening to an article about Krakatoa
presentations, talks, explanations and the volcano, a conversation about how a young
news. person survived after getting lost in an
Australian desert, news about a rescue
operation, an article about the British island
Tristan da Cunha and texts about climate
change and the greenhouse effect.
Watch four videos: 1.1. A documentary about
Russian volcanologists; 1.2. A documentary
about life in the Indian mangroves; 1.3. Six
young people answering a question about
whether they often lose things; 1.4. A simple
scientific experiment to explain the
connection between the oceans and climate
change.
Distinguishing sound characteristics, accent, Identifying and pronouncing the sounds

rhythm and intonation in various contexts and correctly: /t/, /d/ and /Id/.
TALK / CONVERSE
reply to simple questions which can be asked gathered about volcanologists' work.
Take part correctly in daily transactions and Oral interaction in which questions are asked
tasks. and answered about the weather.
Exchanging opinions in pairs about the
causes of climate change and about what
each person can do to reduce CO2
emissions.
Debate about what can be done about
climate change and ocean acidification.
Take part in exchanges of information in usual Exchanging information in pairs about
contexts. volcanologists, about villages on water and
about aquatic ecosystems affected by ocean
acidification.
Oral interaction in pairs talking about
activities in the past using Past simple and
used to.
Take part correctly in conversations using Conversation in pairs about losing a personal
simple structures and clear pronunciation. object (mobile phone, pendrive…).
Oral interaction in pairs giving opinions about
the dangers in different scenarios and del the
equipment needed to survive there.
Oral interaction in pairs asking and
answering questions about natural disasters.
and answer about Tristan da Cunha and the
idea of living there.
and answer about volcanoes.
READING

text: talking about the personal experience of
surviving an event.
Understanding the general meaning and Reading sentences about natural disasters
specific details of texts in different formats taken from feature reports.
Fact.
people talking about living in the countryside
or the city.
Understanding an interview a park ranger in
Malaysia.
Understanding the main points of messages Two young people's stories in their blogs
and correspondence, formal and informal, in about their experiences in natural disasters.
different formats.
Understanding the main ideas in newspaper, Reading an article about Krakatoa volcano,
literary and fictional texts in different formats. news about a rescue operation, a text about
an accident in the mountains, a text about a
fireman and his dog during an earthquake in
Guatemala and an article about a young
person who survived a tornado.
Valuing reading as a source of pleasure and Understanding an article about de the British
knowledge. island Tristan da Cunha and de texts and a
graph about climate change and the
greenhouse effect.
WRITING
Using production strategies for writing simple Complete sentences using Past simple,
texts. used to, Past continuous and Past perfect
(affirmative, negative and interrogative
sentences) and a text about a rescue
operation using the right verb tense (Past
simple, Past continuous or Past perfect).
Writing sentences to explain which natural
disasters are considered most dangerous.
Writing answers to questions about a recent
natural disaster.
Complete sentences about natural disasters.
Filling in forms, questionnaires and printed Writing a text about a personal experience of
pages with personal information. surviving an event.
Writing notes, messages, adverts, posts and Writing a blog entry about a personal
short, formal and informal correspondence adventure.
with simple, relevant information.
Writing texts using appropriate vocabulary, Preparing questions for interviewing a tornado
spelling, punctuation and correct formats and survivor and the answers which could be
good structures. given.
Describing the Russian region of Kamchatka
and an island near our country.
Preparing information about volcanologists,
about villages on water and about aquatic
ecosystems affected by ocean acidification.
competences.
Putting in order and classifying data following Identifying the peculiarities of natural
a criterion. disasters.
Interpret and show simple statistical data on Interpreting a graph to explain the
graphs and tables. greenhouse effect.
Solving puzzles, crosswords and guessing Doing a letter soup.
games.
Respect nature and animals in the Making personal commitments to reduce
environment. CO2 emissions.
Identifying the most relevant environmental Recognising the seriousness of global
problems and connecting them with causes warming.
and possible effects.
Apply strategies using methods from Carry out a simple experiment to find out
scientific research. about the connection between the oceans
and global warming.
Digital competences
Obtaining information from the Internet for Looking for information about volcanologists'
carrying out tasks in English. work, about villages on water and about
aquatic ecosystems affected by ocean
acidification.
Give short presentations and projects in Describing the Russian region of Kamchatka
English using different formats and digital and an island near our country.
tools.
Using ITC to get in touch with pupils in other Read two young people's stories in their
countries. blogs about their experiences in natural
disasters.
Write a blog entry about a personal
adventure.

Interacting politely and paying attention, Respecting other people stories about
valuing and respecting classmates' opinions, difficult experiences, assuming each person
tastes and preferences. considers events to be important depending
on their personal story and/or characteristics.
Respecting classmates' opinions about
environmental problems and about personal
commitments to be made.
Valuing and practising the use of English for Giving information about difficult personal
communicating with other people and to find experiences (adventures, detailing with
out about other cultures. disasters…).
Taking an interest in and respecting the Finding out about the way of life in the British
customs, rules and values of countries in island de Tristan da Cunha.
which foreign languages are spoken.

Identifying cultural features of English- Finding out about the British island Tristan da
speaking countries and compare them with Cunha.
Identifying different forms of cultural Finding out about life in the Indian
expression and showing an interest in mangroves.
widening knowledge.
Learning to Learn
poster…).
a blog entry about a personal adventure.
mistakes.
improvement.

individually.
Plan, organise and check your work to be able Using the phrases given for writing e-mails to
to present it properly. a pen friend.
Becoming aware of the consequences of your Taking responsibility for the possible
decisions. consequences of not making commitments
to avoid global warming.
3 Social awareness.
correctly.
 Accepting other people's opinions and preferences: about the importance which
everyone gives their own experiences.
 Showing an interest and give constructive criticism about which jobs (descriptions)
classmates do.
 Recognising our moral implication in saving the planet for future generations.
Environmental education
 Showing an interest in environmental problems and possible actions (particularly

individual ones) which can be taken to solve them.
cooperative.
 Biology and Geology: information about climate change (greenhouse effect, ocean
acidification…).
 Name recognise and present vocabulary connected with natural disasters and with
survival equipment.
 Make appropriate use of Past simple, Past continuous, Past perfect and used to
(affirmative, negative and interrogative sentences; short answers), adverbs as
connectors and adjectives for describing events.
 Use correct pronunciation and intonation: sounds /t/, /d/ and /Id/.
as the stories of some major volcanoes, recognising that certain activities are
dangerous and the importance of being properly equipped, information about the
island of Tristan da Cunha and the importance of some environmental problems
(climate change).
information: about natural disasters in general and about volcanoes in particular,
about volcanologists' work, about activities done in the past, opinions about the
dangers involved in some activities and about the equipment needed, information
about the island of Tristan da Cunha, what you feel when you lose something
important, information about villages on water and concepts, data, etc., about
climate change.
 Understanding the main idea and specific information in oral messages: an article
about Krakatoa volcano, what a person says about tsunamis in films and in reality,
a conversation about how a young person survived after getting lost in an
Australian desert, news about a rescue operation, an interview a young woman
who, along with friends, managed to escape a forest fire, an article about the British
island Tristan da Cunha, a conversation between two pupils about a lost object,
texts about climate change and the greenhouse effect and four videos.
different types: sentences about natural disasters taken from feature reports, an
article about Krakatoa volcano, news about a rescue operation, a text about an
accident in the mountains, a text about a fireman and his dog during an earthquake
in Guatemala, an article about the British island Tristan da Cunha, two young
people's stories in their blogs about their experiences in natural disasters, an article
about a young person who survived a tornado and texts and a graph about the
climate change and the greenhouse effect.
 Write brief, simple texts and with clear structures: sentences explaining which
natural disasters are considered most dangerous, written information about
volcanologists, about villages on water and about aquatic ecosystems affected by
ocean acidification, description of the Russian region of Kamchatka and an island
near our country, a text about a personal experience of surviving an event, a blog
entry about a personal adventure, answers to questions about a recent natural
disaster and questions for interviewing a tornado survivor and the answers which
could be given.
English.
 CLIL: using ideas in English in Biology and Geology.
vocabulary connected with natural repertoire of common LC
SCS
disasters and with survival vocabulary about natural MSCT
equipment. disasters and survival
equipment orally and in writing.
expressions with Past simple, Past functions and meanings
continuous, Past perfect and used associated with frequently used
to (affirmative, negative and basic syntactic structures.
interrogative sentences; short
answers), with adverbs as Distinguishing and using
connectors and with adjectives for habitual communication LC
describing events. functions: giving opinions, CD
talking and writing a blog about SCS
Using expressions to give opinions a difficult situation, and giving LL
and for talking about/writing about a information about activities done
difficult situation. in the past.
Recognising and correcting Spanish Correcting the mistakes found.

speakers' typical mistakes when
learning English.
Practise pronouncing the sounds /t/, Recognise and pronounce and
/d/ and /Id/. write the sounds /t/, /d/ y /Id/.
LC
intonation.
Listening to an article about Use the subject, general LC
Krakatoa volcano, what a person meaning and main information CD
says about tsunamis in films and in and ideas from the text in short, SCS
reality, a conversation about how a simple texts with visual and MSCT
young person survived after getting audio support.
lost in an Australian desert, news
about a rescue operation, an
interview a young woman who,
along with friends, managed to
escape a forest fire, an article about
the British island Tristan da Cunha,
a conversation between two pupils
about a lost object, texts about
climate change and the greenhouse
effect and four videos.
Reading sentences about natural

disasters taken from feature
reports, an article about Krakatoa
volcano, news about a rescue
operation, a text about an accident
in the mountains, a text about a
fireman and his dog during an
earthquake in Guatemala, an article
about the British island Tristan da
Cunha, two young people's stories
in their blogs about their
experiences in natural disasters, an
article about a young person who
survived a tornado and texts and a
graph about climate change and the
greenhouse effect.
Debate with classmates about Finding out about and using

relevant volcanoes, the danger basic Sociocultural and
involved in certain activities, the sociolinguistic aspects, such as
importance of being properly the stories of some major
equipped, the way of life on the volcanoes, recognising that LC
island of Tristan da Cunha and certain activities are dangerous SCS
about the seriousness of some and the importance of being MSCT
environmental problems (climate properly equipped, information SIE
change). about the island of Tristan da
Cunha and the importance of
some environmental problems
(climate change).
Giving information about natural Producing short,
disasters in general and about comprehensible oral texts which
volcanoes in particular, about give, request and exchange
volcanologists' work, about information.
activities carried out in the past,
about people's opinions about the LC
dangers involved in certain SCS
activities and the necessary MSCT
equipment, about the island of
Tristan da Cunha, about what you
feel when you lose something
important, about villages on water
and about climate change.
Work on written information about Write brief, simple texts and
volcanologists, about villages on with clear structures about
water and about aquatic everyday matters or subjects of
ecosystems affected by ocean interest.
acidification, the description of the
Russian region of Kamchatka and LC
an island near our country, a text CD
LL
about a personal experience of SCS
surviving an event, a blog entry SIE
about a personal adventure, MSCT
answers to various questions about
a recent natural disaster and
questions for interviewing a tornado
survivor and imagining possible
answers.
UNIT 3 PRIORITIES
1 Contents
 Listening to and understanding an article about the reasons why an adolescent has
to sleep more at weekends.
 Listening to and understanding an interview with a psychologist about adolescents'
stress.
 Listening to and understanding a radio programme in which various people talk
about how young people use their time.
 Listening to and understanding a conversation between two pupils about Maths.
 Listening to and understanding an article about sports animation (cheerleading).
 Listening to and understanding of a conversation between two pupils about how to
do a piece of work on the school intranet.
 Listening to and understanding videos: 1.1. An invention which would wake us up
and get us ready to face the day; 1.2. A feature about Irish dancing; 1.3. Six young
people giving opinions about how to be good friends; 1.4. A recording of a rescue
operation.
 Listening to and understanding something said about sports injuries.
 Listening to and understanding some advice to avoid injuries while playing sports.
 Oral interaction in pairs with questions and answers about priorities, disagreements
with parents and what they find most stressful and why.
 Oral interaction in pairs in which they ask and answer about adolescents' need to
sleep and their form of resting.
 Oral interaction in pairs in which advice is given about different situations, using
should/shouldn’t and must/mustn’t.
 Oral interaction in pairs in which they ask and answer about moments, activities,
etc., using absolute adjectives.
 Oral interaction in pairs in which they ask and answer about different questions
using have to/don’t have to and be allowed to.
 Oral interaction in pairs dealing with questions related with sports animation.
 Oral interaction in pairs or as a group talking about a television programme based
on a singing or dancing competition.
 Oral interaction in pairs asking for and giving help about how to do certain school
tasks on the computer.
 Explaining and comparing planning a bicycle route.
 Exchanging opinions in pairs about extreme mountain cycling.
 Reading and understanding an article about the reasons why an adolescent has to
sleep more at weekends.
 Reading and understanding of a conversation between two pupils about Maths.
 Reading and understanding an article about sports animation (cheerleading).
 Reading and understanding a text about finding your own style in clothes and hair.
 Reading and understanding texts about the problems and demands young athletes
are faced with.
 Reading and understanding the description of life at a summer camp.
 Reading and understanding the description of the activity at a computer games
design camp.
 Reading and taking in phrases and contents for writing a text: the description of a
summer camp for uploading to a website.
 Reading and understanding something said about sports injuries.
 Reading and understanding some advice to avoid injuries while playing sports.
 Describing routines after getting up.

 Preparing a questionnaire to find out about classmates' routines after getting up
and a summary with the answers obtained.
 Complete sentences and/or a text using should/shouldn’t and must/mustn’t.
 Writing sentences about priorities in your family.
 Writing sentences about next weekend using should/shouldn’t and must/mustn’t.
 Complete sentences using absolute or extreme adjectives.
 Complete sentences and/or de a text using have to/don’t have to and be allowed to.
 Writing comments about the problems which young athletes face and what their
friends think.
 Describing a competition in which you have taken part or in which you would like to
take part.
 Writing opinions about a television programme based on a singing or dancing
competition.
 Writing descriptions of summer camps.
 Preparing a leaflet about a sport and how to avoid injury while playing it.
 Drawing up a plan for a bicycle route.
 Using expressions to give opinions and talk about them: Yes, I would/No, I
wouldn’t, because … / I think …, because …
 Describing personal information: your priorities, how much you need to sleep, what
makes you stress and how to avoid it.
 Give advice.
 Ask for and give help: Do you know how to (do it) / I’m not sure (how to organise
it) / Let me show you. / I’m not very good at (things like that). / It’s quite simple,
really. / I’ll give you a hand (if you like). / That’s really helpful. / All you have to do is
(format it correctly).
 Writing the description de a summer camp.
Vocabulary:
 Priorities: clothes and fashion / social networks / competing in sport events / video
games / doing something creative / helping around the house / having time for
yourself / getting enough sleep / staying out late at the weekend.
 Extreme adjectives (absolute or non-gradable): awful / terrified / essential / tiny /
exhausted / incredible / enormous.
 Should/shouldn’t and must/mustn’t.
 Have to/don’t have to and be allowed to (in affirmative, negative and interrogative
sentences).
 Recognising, contrasting and the correct pronunciation of extreme adjectives.
Classroom language:
 Match the phrases in the box with the photos (1–9).
 Which of the phrases in … do you associate with a) having a good time, b) having
responsibilities?
 Work with a partner. Answer the questions. / Look at the photo and answer the
questions. / What advice can you give for each of the situations? / Look at the girl
in the photo and answer the questions. / Look at the photos and answer the
questions. / Watch the teenagers answering the question ‘What’s the best way to
be a good friend?’. Answer the question for yourself. / Practise the conversation
in… / Take turns to respond with an appropriate phrase. / Plan your own
conversation like the one in … Base it on the information below and add your own
ideas. / Have the conversation you planned in…
 Read and listen to the article about teenagers and sleep. What’s the main aim of
the article?
 Read the article again. Answer the questions.
 Match the phrases from the article with the definitions below.
 Look at the sentences in the table. Choose the correct options to complete the
rules about should.
 Complete the sentences below with ‘should’ or ‘shouldn’t’ and the verbs in the box.
rules about 'must'.
 Complete the sentences with ‘must’ or ‘mustn’t’.
 Listen to a radio interview with a psychologist, Dr Hilary Jamieson, talking about
teenage stress. Do you think her advice is useful?
 Listen again. Which of the following things does Dr Jamieson suggest?
 Replace the phrases in italics with a word from the box.
 Listen and repeat the extreme adjectives.
 Look at the table. Complete the sentences with the correct form of ‘have to’.
 Look at the table. Complete the sentences using the correct form of ‘be allowed to’.
 Choose the correct options to complete the dialogue.
 Read and listen to the article about cheerleading. Does it mention any of the facts
you wrote in…
 Read the article again. Are these sentences true or false? Correct the false
sentences.
 Laura is talking to Olivia, a new student at her school. Listen and complete the
conversation with the words in the box.
language.
 Look at the photos and read John’s competition entry. What was his favourite thing
about summer camp?
 Find two other ways of referring to activities in the text in…
 Replace the words in bold with ‘They’, ‘favourites’, ‘ones’ and ‘lots’.
 Read John’s competition entry again. What information from the Look at Content
box is not in the text?
 Plan a competition entry about a summer camp for a teen website. Use the list in
the Look at Content box and make notes.
 Writing your competition entry. Use your notes from Exercise 5 and the language
below to help you. Writing about 120 words.
 Reading de phrases and contents in order to write the description of a summer

camp.
 Revise and correct Spanish speakers' typical mistakes: a) use of the infinitive
without to after should/shouldn’t and must/mustn’t; b) very is not used with
absolute or extreme adjectives.
 Finding out about Irish dancing.

 Finding out about facets and/or data about sports animation (cheerleading).
 Finding out about life at a summer camp.
 Respecting other people's preferences about their personal priorities.
2 Competences
LISTEN
Understanding the main points and some Listening to an interview with a psychologist
details of oral messages, either live or in about adolescents' stress, an opinion about
recordings. sports injuries and some advice to avoid
injuries while playing sports.
Understanding the mains points of daily Listening to a conversation between two

transactions and tasks and formal and pupils about Maths and a conversation
informal conversations. between two pupils about how to do a piece
of work on the school intranet.
Identifying the main ideas and information in Listening to an article about the reasons why
presentations, talks, explanations and the an adolescent has to sleep more at
news. weekends, a radio programme in which
various people talk about how young people
use their time and an article about sports
animation (cheerleading).
Watch four videos: 1.1. An invention which
would wake us up and get us ready to face
the day; 1.2. A feature about Irish dancing;
1.3. Six young people giving opinions about
how to be good friends; 1.4. A recording of a
rescue operation.
Distinguishing sound characteristics, accent, Identifying and pronounce extreme
rhythm and intonation in various contexts and adjectives correctly.
TALK / CONVERSE
Give short, rehearsed oral presentations, and Explaining and comparing planning a bicycle
reply to simple questions which can be asked route.
Take part correctly in daily transactions and Oral interaction asking for and giving help
tasks. about how to do certain school tasks on the
computer.
Exchanging opinions in pairs about extreme
mountain cycling.
Take part in exchanges of information in usual Oral interaction in pairs dealing with
contexts. questions related with sports animation.
Oral interaction in pairs or as a group talking
about a television programme based on a
singing or dancing competition.
Take part correctly in conversations using Oral interaction in pairs about priorities,
simple structures and clear pronunciation. disagreements with parents and what they
find most stressful and why.
Oral interaction in pairs in which advice is
given about different situations, using
and answer about different questions using
have to/don’t have to and be allowed to.
and answer about moments, activities, etc.,
using absolute adjectives.
and answer about adolescents' need to
sleep and their form of resting.
READING

text: the description of a summer camp to
upload on a website.
Understanding some advice to avoid injuries
while playing sports.
Understanding the general meaning and Reading short texts about the problems or
specific details of texts in different formats demands which young athletes have to deal
with.
Fact.
pupils about Maths.
Understanding a text about finding your own
style in clothes and hair.
Understanding something said about sports
injuries
Understanding the main points of messages The description of life at a summer camp.
and correspondence, formal and informal, in The description of activities at a computer
different formats. games design camp.
Understanding the main ideas in newspaper, Reading an article about the reasons why an
literary and fictional texts in different formats. adolescent has to sleep more at weekends.
Valuing reading as a source of pleasure and Understanding an article about sports

knowledge. animation (cheerleading).
WRITING
Using production strategies for writing simple Complete sentences and/or a text using
texts. should/shouldn’t and must/mustn’t, or have
to/don’t have to and be allowed to.
Writing sentences about next weekend using
Complete sentences using absolute or
extreme adjectives.
Writing sentences about priorities in your
family.
Filling in forms, questionnaires and printed Preparing a questionnaire to find out about
pages with personal information. classmates' routines after getting up and a
summary with the answers obtained.
Writing notes, messages, adverts, posts and Writing descriptions of summer camps.
short, formal and informal correspondence Writing opinions about a television programme
with simple, relevant information. based on a singing or dancing competition.
Writing texts using appropriate vocabulary, Writing comments about the problems which
spelling, punctuation and correct formats and young athletes face and what their friends
good structures. think.
Describing a competition in which you have
taken part or in which you would like to take
part.
Preparing a leaflet about a sport and how to
avoid injury while playing it.
Drawing up a plan for a bicycle route.
competences.
games.
Valuing and following healthy habits. Recognising danger in some extreme sports.
Committing to behave in a certain way to
minimise the risk of sports injuries.
Finding out about some advice to help
somebody who has had an accident.
Digital competences
Obtaining information from the Internet for Looking for information about extreme
carrying out tasks in English. mountain biking.
Using ITC to get in touch with pupils in other Read entrances in a competition about the
countries. best description of life at a summer camp.
Write descriptions of life at a summer camp
to upload onto a website for adolescents.
priorities, the need to sleep and managing
stress.
Using expressions to give opinions and talk
about them.
Valuing and practising the use of English for Give advice.
communicating with other people and to find Giving and asking for help with something.
Taking an interest in and respecting the Finding out about traditional Irish dancing.
customs, rules and values of countries in Finding out about the history of sports
which foreign languages are spoken. animation and how important it is the USA.

Using artistic techniques and items to prepare Preparing a leaflet about a sport, including
and give presentations and projects. advice for avoiding injuries.
Identifying cultural features of English- Finding out about traditional Irish dancing.
speaking countries and compare them with
Identifying different forms of cultural Finding out about interesting features of
expression and showing an interest in sports animation (cheerleading).
widening knowledge.
Learning to Learn
and compiling information).
the description de life at a summer camp.
mistakes.
improvement.
individually.
Plan, organise and check your work to be able Using phrases given for writing a description
to present it properly. of life at a summer camp.
Becoming aware of the consequences of your Using knowledge learned for taking the right
decisions. decisions if you have to help somebody who
has had an accident.
3 Social awareness.
correctly.
 Accepting other people's opinions and preferences: about priorities, the need to
sleep and causes of stress and how to manage it.
 Showing an interest and give constructive criticism about jobs (gathering
information, leaflets…) done by classmates.
Education about health
 Follow advice or suggestions to avoid sports injuries.

 Finding out about some strategies for helping people who have had accidents.
 Sleeping healthily and using appropriate strategies for reducing stress.
cooperative.
 Physical education: information about different sports activities and finding out
about some advice for avoiding injuries.
 Name recognise and present vocabulary connected with priorities.

 Finding out about and using extreme adjectives.
 Making appropriate use of should/shouldn’t and must/mustn’t, and also have
to/don’t have to and be allowed to (in affirmative, negative and interrogative
sentences).
 Using correct pronunciation and intonation: accents in extreme adjectives.
 Finding out about and using basic Sociocultural and sociolinguistic aspects such as
interpersonal differences in connection with each person's priorities, routines and/or
activities at summer camps, history and the socio-cultural relevance of Irish dancing
and sports animation.
information: personal information about priorities, disagreements with parents and
the reasons behind that and managing stress, information about adolescents' need
to sleep and their form of resting, advice about different situations, comments and
opinions about questions related with la sports animation, about a television
programme based on a singing or dancing competition and about extreme
mountain cycling, asking for and giving help about how to do certain school tasks
on the computer and planning a bicycle route.
 Understanding the main idea and la specific information de oral messages: an
article about the reasons why an adolescent has to sleep more at weekends, an
interview with a psychologist about adolescents' stress, a radio programme in
which various people talk about how young people use their time, a conversation
between two pupils about Maths and another between two pupils about how to do a
piece of work on the school intranet, an article about sports animation
(cheerleading), something said about sports injuries, some advice to avoid injuries
while playing sports and four videos.
different types: an article about the reasons why an adolescent has to sleep more
at weekends, a conversation between two pupils about Maths, an article about
sports animation (cheerleading), a text about finding your own style in clothes and
hair, texts about the problems and demands young athletes are faced with, two
descriptions about activities en summer camps, something said about sports
injuries and some advice to avoid injuries while playing sports.
 Write brief, simple texts and with clear structures: description of routines after
getting up, making a questionnaire to find out about classmates' routines after
getting up and de a summary with the answers obtained, writing sentences about
priorities in your family, writing sentences about next weekend, writing comments
about the problems which young athletes face and what their friends think,
description of a competition in which you have taken part or in which you would like
to take part, writing opinions about a television programme based on a singing or
dancing competition, descriptions of summer camps, making a leaflet about a sport
and how to avoid injury while playing it, and del plan de a bicycle route.
English.
 CLIL: using ideas in English in Physical education.

LC
vocabulary connected with priorities repertoire of common
SCS
and with extreme adjectives. vocabulary about extracurricular
activities orally and in writing.
Practice using and forming Understanding and use LC
expressions with should/shouldn’t functions and meanings CD
and must/mustn’t, and with have associated with frequently used SCS
to/don’t have to and be allowed to basic syntactic structures. LL
(en affirmative, negative and
interrogative sentences). Distinguishing and using
functions: giving opinions and
Using expressions to give opinions showing agreement or
and debate (express agreement and disagreement about each
disagreement). person's personal priorities, ask
for and give help, and write
descriptions (to up load onto a
website).
Recognising and correcting Spanish Correcting the mistakes found.

learning English.
Practise the pronunciation of Recognise and pronounce and
extreme adjectives. write the sounds /i:/ and /e/.
LC
intonation.
Listening to an article about the Use the subject, general
reasons why an adolescent has to meaning and main information
sleep more at weekends, an and ideas from the text in short,
interview with a psychologist about simple texts with visual and
adolescents' stress, a radio audio support.
programme in which various people
talk about how young people use
their time, a conversation between
two pupils about Maths and another
between two pupils about how to do
a piece of work on the school
intranet, an article about sports
animation (cheerleading),
something said about sports
injuries, some advice to avoid
injuries while playing sports and LC
four videos. SCS
MSCT
Reading an article about the CCE
reasons why an adolescent has to
sleep more at weekends, a
conversation between two pupils
about Maths, an article about sports
animation (cheerleading), a text
about finding your own style in
clothes and hair, texts about the
problems and demands young
athletes are faced with, two
descriptions about activities en
summer camps, something said
about sports injuries and some
advice to avoid injuries while
playing sports.
Debate with classmates about each Finding out about and using LC
person's priorities, about routines basic Sociocultural and SCS
and/or activities at summer camps, sociolinguistic aspects such as
about traditional Irish dancing and interpersonal differences in
about features or data about sports connection with each person's
animation. priorities, routines and/or
activities at summer camps, CCE
history and the sociocultural
relevance of Irish dancing and
sports animation
(cheerleading).
Giving personal information about Producing short,
priorities, disagreements with comprehensible oral texts which
parents and the reasons behind give, request and exchange
them and managing stress; giving information.
information about adolescents'
need to sleep and their form of
resting, and giving advice about
different situations; giving LC
comments or opinions about SCS
questions related with sports CCE
animation, about a television
programme based on a singing or
dancing competition and about
extreme mountain cycling; asking
for and giving help about how to do
certain school tasks on the
computer; planning a bicycle route.
Work on the description de routines Write brief, simple texts and
after getting up, a questionnaire to with clear structures about
find out about classmates' routines everyday matters or subjects of
after getting up and de a summary interest.
with the answers obtained, de
sentences about priorities in your
family and about next weekend, de
comments about the problems
which young athletes face and what LC
LL
their friends think, de the
SCS
description de a competition in SIE
which you have taken part or in CCE
which you would like to take part,
de opinions about a television
programme based on a singing or
dancing competition, descriptions of
summer camps, a leaflet about a
sport and how to avoid injury while
playing it, and del plan de a bicycle
route.
UNIT 4 STREET ART
1 Contents
 Listening to and understanding an article about graffiti.

 Listening to and understanding a text about the Berlin Wall.
 Listening to and understanding various interviews with street musicians (a
musician, a magician and a juggler).
 Listening to and understanding an article about Burning Man festival in the USA.
 Listening to and understanding of a conversation between two pupils about whether
they like to listen to music and go to concerts.
 Listening to and understanding of a conversation between two young people in
which they agree to go to a concert.
 Listening to and understanding videos: 1.1. A documentary about Australian
aborigines' pictorial tradition; 1.2. An approach to traditional music in Mexico, India
and Australia; 1.3. Six young people talking about whether they have ever gone to
a concert; 1.4. A documentary about the appearance of perspective in Renaissance
painting.
 Listening to and understanding a text about perspective in painting.
 Listening to and understanding de unto class about perspective in painting.
 Oral interaction in pairs with questions and answers about street art.
 Oral interaction in pairs in which discuss the idea of graffiti.
 Oral interaction in pairs in which ask each other and give their opinions about music
(tastes, whether they play instruments, street musicians, etc.).
 Oral interaction in pairs in which pupils ask and answer a questionnaire about
music, using Have you ever…?
 Oral interaction in pairs dealing with opinions about artistic preferences.
 Oral interaction in pairs in which they ask and answer about festivals (whether to go
or not, type of festival…).
 Presentation of the information gathered about traditional music in our country or
region.
 Oral interaction in pairs in which you invite a classmate to a concert and agree how
to meet up.
 Exchanging opinions in pairs about a famous painting.
 Describing a famous painting to a classmate.
 Reading and understanding an article about graffiti.

 Reading and understanding a text about the Berlin Wall.
 Reading and understanding a text about myths and legends.
 Reading and understanding an article about Burning Man festival.
 Reading and understanding a text about the work of a living statue.
 Reading and understanding a young woman's blog post about a concert.
 Reading and understanding a post in a blog about a street festival.
 Reading and taking in de phrases and contents for writing a text: a post in a blog
about a concert.
 Reading and understanding a text about perspective in painting.
 Writing opinions about artistic preferences.

 Complete sentences and/or de a text using Present perfect.
 Writing sentences about activities carried out by well-known people and about
personal experiences using Present perfect.
 Writing sentences using Present perfect con just.
 Answer questions in a questionnaire about music using Have you ever.
 Complete sentences using vocabulary about art.
 Writing opinions about working as a living statue.
 Make a poster with information about the use of symbols in painting, both modern
and ancient.
 Writing a text about traditional music in our country or region.
 Writing two posts in a blog, one about a concert you have gone to and the other
about an invented street festival.
 Writing a biographical text about a Renaissance painter.
 Using expressions to debate: I agree with the case for/against. / I think (graffiti) is
… / I’m not sure, I think it depends on …
 Using expressions to encourage oral interaction: What about you?
 Describing personal information: personal tastes about art (music, sculpture,
painting…).
 Invite a friend and arrange to meet: Do you fancy going (to a concert tomorrow)? /
Yeah, why not? / What about (coming to my house at half seven)? / Sounds good! /
What time shall we meet (then)? / Let’s go together. / Shall I (ask my dad to come
and get us)? / That’s a great idea!
 Writing posts for a blog about a street concert or festival.
Vocabulary:
 Arte: busker / living statue / concert hall / juggler / sculpture / mural / exhibition /
gallery / portrait painter.
 Musical instruments: recorder / clarinet / bongos / tambourine / saxophone / guitar /
drums / trumpet / cello / piano / mouth organ / flute / keyboards / violin.
 Present perfect (affirmative, negative and interrogative; short answers), for

expressions about an undetermined past.
 Present perfect con just (affirmative).
 Present perfect con ever (interrogative).
 Recognising, contrasting and the correct pronunciation of weak and strong forms of
have.
Classroom language:
 Match the words in the box with the people, places and things in the pictures (1–
10).
 Group the words in … into the following categories.
 Work with a partner. Answer the questions / Look at the photos and discuss these
questions. / Ask and answer the quiz questions in… / Look at the photos of a
festival in the USA. What do you think people do there? / Practise the conversation
in … / Take turns to respond with an appropriate phrase. / Plan your own
conversation like the one in … Base it on the information below and add your own
ideas. / Have the conversation you planned in …
 Read and listen to the article about graffiti.
 Look at the photos in … again. Which of them are mentioned in the text?
 Read the article again. Are these sentences true or false? Correct the false
sentences.
 Match the adjectives from the article with the definitions below. Are they positive or
negative?
rules about the present perfect.
 Complete the sentences with the verbs in brackets. Find the present perfect.
 Complete the sentences with the irregular verbs in the box. Find the present
perfect.
 Complete the text with the verbs in brackets. Find the present perfect.
 Writing two affirmative and two negative sentences about people you know using
the activities in the box and the present perfect. Compare your sentences with a
partner.
 Match the words in the box with the musical instruments in the pictures (1–14).
Which instrument is not there?
 Look at the picture of a musician called Leo. What instruments has he got? Where
do you think he performs?
 Listen to a journalist, Marcia, interviewing Leo. Check your ideas in…
 Use a verb and a phrase from each box to write sentences about what has just
happened in the pictures.
 Look at the table. How do you say ever in your language? Where does ever go in
the question?
 Writing the words in the correct order to form questions.
 Writing questions using the verbs in brackets.
 Read the frequently asked questions (FAQs) about the Burning Man festival. Match
the questions with the answers.
 Read and listen to the text. Check your answers …
 Read the FAQs again. Complete the profile about The Burning Man festival.
 Fran and Nicky are talking about a concert. Listen and complete the conversation
with the words in the box.
language.
 Look at the photos and read Alba’s blog post about a concert. Did she enjoy it?
 Find more examples of singular and plural forms of be in the blog post in …
 Complete the sentences with the correct form of the verb be.
 Read Alba’s blog post again. Make notes on the things in the Look at Content box.
 Plan a blog post about a concert you’ve been to. Use the list in the Look at Content
box and make notes.
 Writing your blog post. Use your notes from … and the language below to help you.
 Reading de phrases and contents in order to write posts in a blog about a street
concert or festival.
 Revise and correct Spanish speakers' typical mistakes: a) Do not us to when the
object of the verb go is there; b) The verb listen is always followed by to + object.
 Finding out about different artistic traditions such as painting amongst the
Australian aborigines and music in Mexico, India and Australia.
 Respecting personal tastes in art (music, painting, sculpture…).
 Finding out about different types of street art and some famous street artists (in
particular, Bansky, a famous graffiti artist).
 Finding out about the evolution in painting during the Renaissance and some
Renaissance painters and their work.
2 Competences
LISTEN
Understanding the main points and some Listening to various radio interviews with
details of oral messages, either live or in street artists (a musician, a magician and a
recordings. juggler).
Understanding the mains points of daily Listening to a conversation between two

transactions and tasks and formal and pupils about whether they like to listen to
informal conversations. music and go to concerts and another
between two young people in which they
agree to go to a concert.
Identifying the main ideas and information in Listening to an article about graffiti, a text
presentations, talks, explanations and the about the Berlin Wall, an article about
news. Burning Man festival in the USA, a text about
perspective in painting.
Watch four videos: 1.1. A documentary about
Australian aborigines' pictorial tradition; 1.2.
An approximation to traditional music in
Mexico, India and Australia; 1.3. Six young
people talking about whether they have ever
gone to a concert; 1.4. A documentary about
the appearance of perspective in
Renaissance painting.
Distinguishing sound characteristics, accent, Identifying and pronouncing correctly the weak
rhythm and intonation in various contexts and and strong forms of have.
TALK / CONVERSE
Give short, rehearsed oral presentations, and Present the information gathered about
reply to simple questions which can be asked traditional music in our country or region.
about the presentations. Describing a famous painting to a classmate.
Take part correctly in daily transactions and Oral interaction in which you invite a
tasks. classmate to a concert and agree to meet.
Take part in exchanges of information in usual Oral interaction in pairs in which pupils ask
contexts. and answer about street art.
and answer questions about music (tastes,
whether they play an instrument, street
musicians, etc.).
Take part correctly in conversations using Oral interaction in pairs in which discuss the
simple structures and clear pronunciation. concept of graffiti.
Exchanging opinions in pairs in which pupils
ask and answer a questionnaire about
music, using Have you ever…?
Oral interaction in pairs dealing with opinions
about artistic preferences.
and answer about festivals (whether to go or
not, type of festival…).
Exchanging opinions in pairs about a famous
painting.
READING
Interpret the wording of the activities or
Identifying relevant information in instructions, exercises.
warnings and rules. Taking in phrases and contents for writing a
text: a post in a blog about a concert.
Understanding the general meaning and Reading a text about the Berlin Wall, de a
specific details of texts in different formats text about Bansky and another about a living
statue's work.
Fact.
Understanding the main points of messages A young woman's post in her blog about a
and correspondence, formal and informal, in concert.
different formats. A post in a blog about a street festival.
Understanding the main ideas in newspaper, Reading an article about graffiti and an article
literary and fictional texts in different formats. about Burning Man festival.
Valuing reading as a source of pleasure and Understanding a text about perspective in
knowledge. painting.
WRITING
Using production strategies for writing simple Complete sentences and/or de a text using
texts. Present perfect.
Writing sentences about activities carried out
by well-known people and personal
experiences using Present perfect.
Writing sentences using Present perfect with
just.
Complete questions for a questionnaire
about music using Have you ever.
Complete sentences using vocabulary about
art.
Writing notes, messages, adverts, posts and Writing two posts for a blog, one about a
short, formal and informal correspondence concert you have gone to and another about
with simple, relevant information. an invented street festival.
Writing opinions about working as a living
statue.
Writing texts using appropriate vocabulary, Make a poster with information about the use
spelling, punctuation and correct formats and of symbols in painting, both modern and
good structures. ancient.
Writing a text about traditional music in our
country or region.
Writing a biographical text about a
Renaissance painter.
competences.
games.
Digital competences
Obtaining information from the Internet for Looking for information about the use of
carrying out tasks in English. symbols in painting, about traditional music
in our country or region, and about a
Renaissance painter.
Give short presentations and projects in Present the information gathered about
English using different formats and digital traditional music in our country or region.
tools.
Using ITC to get in touch with pupils in other Read posts in blog, one about a concert and
countries. another about a street festival.
Write two posts for a blog, one about a
concert you have gone to and another about
an invented street festival.
tastes and preferences. Respecting personal tastes in art (music,
painting, sculpture…).
Using expressions to give opinions and
discuss them.
Valuing and practising the use of English for Invite somebody to a concert and arrange
communicating with other people and to find where and when to meet.
Taking an interest in and respecting the Finding out about Australian aborigines'
customs, rules and values of countries in pictorial tradition.
which foreign languages are spoken. Finding out about musical tradition in India
and Australia.
Finding out about facets of Bansky, the
famous British graffiti artist.

Using artistic techniques and items to prepare Make a poster with information about the use
and give presentations and projects. of symbols in painting.
Identifying cultural features of English- Finding out about musical tradition in India
speaking countries and compare them with and Australia.
Identifying different forms of cultural Finding out about street art.
expression and showing an interest in Finding out about the evolution of painting
widening knowledge. during the Renaissance.
Learning to Learn
and compiling information).
a post in a blog about a concert.
mistakes.
improvement.

individually.
Plan, organise and check your work to be able Using phrases given for writing a post in a
to present it properly. blog about a concert.
3 Social awareness.
correctly.
 Accepting other people's tastes in art.
 Showing an interest and give constructive criticism about jobs (gathering
information, leaflets…) done by classmates.
cooperative.
 Plastic, Visual and Audiovisual education: information about painting in the

Renaissance.
 Name recognise and present vocabulary connected with art and musical
instruments.
 Finding out about and using extreme adjectives.
 Make appropriate use of Present perfect (affirmative, negative and interrogative
sentences; short answers; with just y with ever).
 Using correct pronunciation and intonation: weak and strong forms of have.
differences in tastes and personal preference in different artistic areas, the
importance of painting in Australian tradition, some characteristics of musical
tradition in Mexico, India and Australia, the relevance of street artists such as
Bansky and the evolution of painting during the Renaissance.
information: personal information answering a questionnaire about music and
stating preferences and artistic tastes, describing a famous painting and giving
opinions about that painting or another, opinions about graffiti and other types of
street art, comments about music and other festivals, presenting information about
our traditional music, and inviting somebody to a concert and arranging to meet.
 Understanding the main idea and la specific information de oral messages: an
article about the graffiti, a text about the Berlin Wall, various interviews with street
artists, an article about Burning Man festival, a conversation between two pupils
about whether they like listening to music and going to concerts and another in
which they agree to go to a concert, a text about perspective in painting, a class
about perspective in painting and four videos.
different types: an article about graffiti Burning Man festival, a text about the Berlin
Wall, another about Bansky, another about a living statue's work and a last one
about perspective in painting, a young woman's post in her blog about a concert
and another post in another blog about a street festival.
 Write brief, simple texts and with clear structures: writing opinions about artistic
preferences and sentences about activities carried out by well-known people and
about personal experiences, answering questions from a questionnaire about
music and sentences using vocabulary about art, writing opinions about working as
a living statue, making a poster with information about the use of symbols in
painting, writing a text about our traditional music, another about a Renaissance
painter and two posts for a blog, one about a concert you have gone to and another
about an invented street festival.
English.
 CLIL: using ideas in English in Plastic, Visual and Audiovisual education.

LC
vocabulary connected with art and repertoire of common
CCE
musical instruments. vocabulary about musical
instruments orally and in writing.
expressions with Present perfect functions and meanings
(affirmative, negative and associated with frequently used
interrogative sentences; short basic syntactic structures.
answers; with just y with ever).
Distinguishing and using
Using expressions to give opinions functions: giving opinions and
and discuss. showing agreement or LC
disagreement about personal CD
Using expressions invite a friend to tastes in art and about street SCS
an event and specify how to meet art, inviting a friend to an event CCE
up. (eg., a concert) and arranging LL
where and when to meet up,
and writing posts for a blog
about a concert or festival.
Correcting the mistakes found.

learning English.
Practise pronouncing the weak and Recognise and pronounce and
strong forms of have. write weak and strong syllables
correctly.
LC
intonation.
Listening to an article about graffiti, Use the subject, general LC
a text about the Berlin Wall, various meaning and main information SCS
interviews with street artists, an and ideas from the text in short, CCE
article about Burning Man festival, a simple texts with visual and
conversation between two pupils audio support.
about whether they like listening to
music and going to concerts and
another in which they agree to go to
a concert, a text about perspective
in painting, a class about
perspective in painting and four
videos.
Reading an article about graffiti and

another about Burning Man
festival, a text about the Berlin Wall,
another about Bansky, another
about a living statue's work and a
last on about perspective in
painting, a young woman's post in
her blog about a concert and
another in another blog about a
street festival.

tastes in art, about street and basic Sociocultural and
"official" art, about cultural traditions sociolinguistic aspects such as
and about painting in the interpersonal differences in
Renaissance. connection with preferences LC
about art, Australian aborigines' SCS
pictorial tradition, musical CCE
tradition in Mexico, India and
Australia, and the evolution of
painting during the
Renaissance.
Giving personal information about Producing short,
music and artistic preferences; comprehensible oral texts which
describing a painting and giving give, request and exchange
opinions about this painting or information.
another one; giving opinions in a
LC
debate about graffiti and other
CCE
forms of street art; talking about SCS
music and other festivals; giving
information about our musical
tradition; inviting a friend to a
concert or similar event and specify
the time and place for meeting.
Work on writing opinions about Write brief, simple texts and LC
artistic preferences and sentences with clear structures about LL
about activities carried out by well- everyday matters or subjects of SCS
known people and personal interest. SIE
experiences, questions from a
questionnaire about music, writing
sentences using vocabulary about
art, opinions about working with a
live statue, a poster with information
about the use of symbols in
painting, a text about our musical
tradition, a biographical text about a
Renaissance painter and two blog
entries about a concert and a
festival.
UNIT 5 ADVENTURE
1 Contents

 Listening to and understanding the description of a sailing trip. Listening to and
understanding a conversation with a family from London talking about their
holidays.
 Listening to and understanding three short conversations between adolescents
talking about a trip to Paris.
 Listening to and understanding an article about five reasons to visit New Zealand.
 Listening to and understanding a conversation between adolescents talking the
most interesting things they have ever done.
 Listening to and understanding four videos: 5.1. About Fernando de Magallanes
and the first journey around the world; 5.2. Describing a guidebook about Australia;
5.3. Short presentation given by various adolescents answering the question
What’s the most exciting thing you’ve done; 5.4. Short documentary about the
imaginary longitude and latitude lines around the Earth.
 Listening to and understanding a conversation asking for information about a trip
down a canyon.

 Oral interaction in pairs about what types of travel you can do in the area you live
in.
 Oral interaction in pairs to answer questions about travel in the area you live in.
 A description to the class about a journey a classmate has gone on.
 Oral interaction in pairs about a text about journey at sea.
 Oral exchange in pairs about some adolescents' trip to Paris.
 Group debate about ways of learning new expressions in English.
 Conversation in pairs about their experiences.
 Oral interaction in pairs asking for information for going on a trip down a canyon.
 Oral interaction in pairs to ask for information about activities in the open air (rafting
or kite surfing).
 Oral exchange as a group with pupils giving their ideas about whether there are still
places to explore on the Earth.
 Presentation to the class of the information gathered about a discoverer from the
Age of Discovery.
 Oral interaction in pairs in which looking at a map and saying the time in different
countries in different time zones.
 Reading and understanding the description of a sailing trip.

 Reading and understanding the description two holidays.
 Reading and understanding an article giving five reasons to visit New Zealand.
 Reading a post from a holiday blog.
 Reading and taking in phrases and contents for writing a text: a post for a travel
blog.
 Reading information from a site in Australia chosen from five.
 Reading and understanding information about a discoverer from the Age of
Discovery.
 Reading and understanding information and parallels and meridians.
 Reading and understanding information about the climate and the seasons in a
place on the Equator.
 Reading and understanding information about the climate and the seasons in a
place in the Antarctic.
Block 1. Producing written scripts
 Writing five sentences about holidays.

 Writing three sentences about the current week using still, already and yet and
words and comparisons with a classmate.
 Writing an answer to questions using still, yet and already.
 Writing ideas about whether there are still places to explore in the world.
 Writing four sentences giving opinions about which holidays you prefer: Nepal of
the Inca Route.
 Writing questions to ask for information (questions to given answers) to carry out an
adventure activity
 Writing a conversation to ask for information about activities in the open air (rafting
or kite surfing) following the model given.
 Writing a conversation about a journey using present simple and present perfect.
 Writing at least five sentences about activities on favourite holidays.
 List of the five most interesting places in Australia for visiting and writing about one
of them.
 Writing a short paragraph comparing the climate and the seasons at a place on the
Equator and a place in your country.
 Writing a short paragraph comparing the climate and the seasons in a place in the
Antarctic and a place in your country.
 Writing a travel blog.
 Using expressions to ask for information about an activity: Can I ask you a few
things about (the trip)? / What do I need to bring? / Is it only for (people who’ve
already done it) / What about (food)? / How long is (the trip)? / Where can I sign
up?
 Using exclamation for showing feelings.
 Describing personal information: expressing preferences: one holiday or another,
places to visit in Australia or other countries… and expressing opinions.
 Comparing climate and the seasons with those in other countries, comparing lists
of favourite places in Australia. Comparing sentences about the current week…
 Writing a post for a travel blog.
Vocabulary:
 Travel and related matters: climbing / a cruise / a school change / a guided tour / a
safari / sailing / skiing / a summer camp / trekking.
 Phrasal verbs: set off / go up / walk down / come back / pick up / find out / chill out.
 Present Perfect with still, yet and already.

 Present Perfect con for and since
 Present Perfect and Past Simple: comparison and use.
 Recognising and pronouncing phrasal verbs.

 Recognising and pronouncing consonant-vowel liaisons (consonant to vowel
linking) for great fluidity.
Classroom language:
 Match the words and phrases in the box with the photos.
 Put the words and phrases from Exercise 1 in the correct column.
 Which of the trips in … involve a) doing sport b) sleeping away from home c) using
some kind of transport?
 Work with a partner. Answer the questions. / Answer the questions. Choose extra
questions from the box below to continue the conversations. / Look at the photos of
New Zealand and answer the questions. / Watch the teenagers answering the
question? What’s the most exciting thing you’ve done. Answer the question for
yourself. / Practise the conversation in… / Can you remember the questions for
these answers. / Plan your own conversation like the one in… Base it on the
information below and add your own ideas. / Have the conversation you planned in
…
 Look at the photos. What type of trip is it?
 Read and listen to the article about an unusual trip. Check your ideas in … Answer
the questions.
 Read the information again. What do each of the numbers in the box refer to?
 Look at the table. Complete the sentences with already, still or yet
 Complete the conversation between a mother and a son with the present perfect.
Use the verbs in brackets.
 Writing the sentences about this week with still, yet and already and the things in
the box. Compare with a partner. Are they the same?
 Work with a partner. Look at the photo of some teenagers on a school trip in Paris.
What kind of things you think they’ve done on their trip so far?
 Listen to three conversations with some of the teenagers in the photo. Which
sentence best summarises how they feel about the trip?
 Match the phrasal verbs in bold in the sentences from the conversation with their
synonyms and definitions.
 Listen and repeat sentences 1-6 from …
 Look at the table. Complete the sentences with for or since.
 Look at the conversation in the table. Choose the correct options to complete the
rules about the present perfect and past simple.
 Choose the correct options.
 Listen and check
 Read and listen to an article about New Zealand. Match the photos from … with the
reasons for visiting New Zealand.
 Read the article again. Find the numbers in the box in the article and explain what
they refer to.
 Find out about unusual sports in Australia.
 Dave is talking to Gema, an activity guide, about a canoeing trip. Listen and
complete the conversation with the word in the box.
language
 Look at the photos and read Mitch’s blog. Where is he on holiday?
 Find two other exclamations in the blog in …
 Make exclamations using the nouns below and a positive or negative adjective
from the box.
 Read Mitch’s blog again. Make notes on the things in the Look at Content box.
 Plan a travel blog post from a place where you are on holiday. Use the list in the
Look at Content box and make notes.
 Writing your travel blog post. Use your notes from … and the language below to
help you. Writing about 120 words.
 Reading phrases and contents to write a post for a travel blog.

 Revise and correct Spanish speakers' typical mistakes: a) Using go in front of
certain activities with -ing; b) Using already/since with present perfect, no with
simple past.
 Doing crosswords (vocabulary), games (chain game) and competitions (Be
curious).
 Interpreting maps (time zone map).
 Put the words in order to make sentences.
 Repeat dialogues and conversations in pairs.
 Valuing travel as a way of finding out about other cultures and ways of life.
 Valuing the importance for Humanity of the discoveries.
 Finding out about the importance of self-assessment.
 Finding out about using del formal and informal language.
 Respecting other people's preference and opinions about favourite places, climates
and seasons and travel.
2 Competences
LISTEN
Understanding the main points and some Listening to the description of a sailing trip.
details of oral messages, spoken aloud or
played as recordings.
Listening to a family from London's
Understanding the most important things in conversation about its holidays,
daily transactions and tasks and in formal and three short conversations between
informal conversations. adolescents talking about a trip to Paris, and
a conversation between adolescents talking
about the most interesting things they have
ever done.
.
Identifying the main ideas and information in Listening to an article with five reasons to
presentations, talks, explanations and the visit New Zealand and information about a
news. trip down a canyon.
Watch four videos: 5.1. About Fernando de
Magallanes and the first journey around the
world; 5.2. Describing a guidebook about
Australia; 5.3. Short presentation given by
various adolescents answering the question
What’s the most exciting thing you’ve done;
5.4. Short documentary about the imaginary
longitude and latitude lines around the Earth.
Distinguishing sound characteristics, accent, Identifying and using correct intonation with
rhythm and intonation in various contexts and first conditional sentences.
TALK / CONVERSE
Give short, rehearsed oral presentations, and Presentation to the class de the information
reply to simple questions which can be asked gathered about a discoverer from la the Age
about the presentations. of Discovery, a short guidebook and de
information gathered about a place in
Australia.
Take part correctly in daily transactions and Oral interaction in pairs about what types of
tasks. travel you can do in the area you live in.
Oral interaction in pairs to answer questions
about travel in the area you live in.
A description of the type of trip a classmate
has gone on.
Oral interaction in pairs about a text about
journey at sea.
Take part in exchanges of information in usual Exchanging information in pairs about some
contexts. adolescents' trip to Paris, about their
experiences, asking for information for going
on a trip down a canyon and to ask for
information about activities in the open air
(rafting or kite surfing).
Take part correctly in conversations using Debate as a group about ways of learning
simple structures and clear pronunciation. new expressions in English.
Exchanging information as a group about
whether there are still places to explore on
the Earth.
Oral interaction in pairs in which looking at a
map and saying the time in different
countries in different time zones.
READING
Identifying relevant information in instructions, Correctly interpreting descriptions of
warnings and rules. activities or exercises.
text: a post for a travel blog.
Understanding the general meaning and Understanding extra information marked as

specific details of texts in different formats Fact.
Understanding the description of a sailing
trip.
Understanding the main points of messages Understanding the description de two types
and correspondence, formal and informal, in of holidays: Nepal and the Inca route.
different formats. Understanding a text with five reasons to
visit New Zealand.
Understanding the main ideas in newspaper, Understanding information about parallels
literary and fictional texts in different formats. and meridians, about the climate and the
seasons in a place on the Equator, about the
climate and the seasons somewhere in the
Antarctic and a post on a travel blog.
Valuing reading as a source of pleasure and Understanding texts about New Zealand,
knowledge. about Fernando Magallanes' trip around the
world and a guidebook about Australia.
WRITING
Using production strategies for writing simple Writing five sentences about holidays, three
texts. sentences about the current week using still,
already and yet, and the words given,
answers to questions using still, yet and
already, and a conversation about a journey
using present simple and present perfect
Writing notes, messages, adverts, posts and Writing ideas about whether there are still
short, formal and informal correspondence places to explore in the world,
with simple, relevant information. four sentences giving opinions about which
holidays they prefer: Nepal or the Inca route,
questions to ask for information to carry out
an adventure activity, a conversation to ask
for information about activities in the open air
(rafting or kite surfing), five sentences about
activities on your favourite holidays. Writing a
post for a travel blog
Writing texts using appropriate vocabulary, Writing about a place chosen Australia from
spelling, punctuation and correct formats and five suggested. Writing a short paragraph
good structures. comparing the climate and the seasons at a
place on the Equator and a place in your
country.
Writing a short paragraph comparing the
climate and the seasons in a place in the
Antarctic and a place in your country.
competences.
Putting in order and classifying data following Comparing climatic data in different places.
a criterion.
games.
Valuing and following healthy habits. Recognising activities in the open air as a
healthy way of life.
Digital competences
Obtaining information from the Internet for Looking for information about a discoverer
carrying out tasks in English. from the Age of Discovery.
Looking for information about the climate and
the seasons in places on the Equator and in
the Antarctic.
Looking for information about a place chosen
in Australia.
Give short presentations and projects in Prepare material (poster, presentation…) for
English using different formats and digital giving the class information about La the Age
tools. of Discovery, the climate and the seasons
some place on the Equator and in the
Antarctic and about a place chosen in
Australia.
Using ITC to get in touch with pupils in other Read and write a post for a holiday blog.
countries.

what type of holidays pupils prefer, about the
climate and the seasons.
Valuing and practising the use of English for Giving information about the climate and the
communicating with other people and to find seasons.
out about other cultures. Giving information about the discovery
journeys.
customs, rules and values of countries in of people in other countries and latitudes:
which foreign languages are spoken. New Zealand, Australia, a place on the
Equator, a place in the Antarctic.

Using artistic techniques and items to prepare Making posters and presentations with
and give presentations and projects. material visual.
Identifying cultural features of English- Finding out about facets of life in New
speaking countries and compare them with Zealand and Australia.
Identifying different forms of cultural Interest in travelling and seeing other
expression and showing an interest in countries and cultures.
widening knowledge.
Learning to Learn
Identify, plan and apply objectives for carrying Individually do the exercises from the
out tasks, activities and projects. Workbook.
poster…).
Take in and use phrases learned to write a
post for a holiday blog.
mistakes.
improvement.
Identifying and using different strategies for Look further into the Grammar Reference

individually.
Plan, organise and check your work to be able Using phrases given for writing a post in a
to present it properly. travel blog.
3 Social awareness.
correctly.
 Accepting other people's opinions and preferences: about climates and seasons,
travel preferences for holidays, places to visit in Australia…
cooperative.
 Geography and History: information about time zones. Finding out about different
climates and seasons de places in the world in different time zones.
 Name recognise and present vocabulary connected with travel (and related
questions) and six phrasal verbs.
 Make appropriate use of Present Perfect with still, already y yet, Present Perfect
with for and since, and comparison and use of the Present Perfect and the Simple
Past.
 Using correct pronunciation and accent in first conditional sentences.
as valuing travel as a way of finding out about other cultures and ways of life, the
importance of discoveries for Humanity and respecting other people's preferences
and opinions about favourite places, climates and seasons and travel.
information: the types of travel you can do in the area you live in, about a journey a
classmate has gone on, about a sailing trip, about some adolescents' trip to Paris,
about their experiences, asking for information for going on a trip down a canyon
and asking for information about activities in the open air, about ways of learning
new expressions in English, about whether there are still places to explore on the
Earth and about times in different countries in different time zones.
 Understanding the main idea and specific information in oral messages: the
description of a sailing trip, a family from London's conversation about its holidays,
three short conversations between adolescents talking about a trip to Paris, a
conversation between adolescents talking the most interesting things they have
ever done, an article with five reasons to visit New Zealand and information about a
trip down a canyon and four videos.
different types: description of a sailing trip, two types of different holidays, five
reasons to visit New Zealand, about Fernando Magallanes' journey around the world and
a guidebook about Australia information about parallels and meridians, about the
climate and the seasons in a place on the Equator, about the climate and the
seasons in a place in the Antarctic and a post in travel blog.
 Write brief, simple texts and with clear structures: writing ideas about whether there
are still places to explore in the world, four sentences giving opinions about which
holidays pupils prefer: Nepal or the Inca route, de questions to ask for information
to carry out an adventure activity, of a conversation to ask for information about
activities in the open air (rafting or kite surfing), five sentences about activities on
favourite holidays, a post for a travel blog about a place chosen in Australia from
five suggested, two short paragraphs comparing the climate and the seasons in a
place on the Equator and another in the Antarctic with those in your country.
English.
 CLIL: dealing with Geography and History subjects in English.

Recognising and presenting Recognise and use a limited LC
vocabulary connected with travel repertoire of common SCS
(and related questions) and six vocabulary about travel (and
MSCT
phrasal verbs. related matters) and six phrasal
verbs.
expressions with Present Perfect functions and meanings
with still, yet and already and for associated with frequently used
and since. Differentiate between basic syntactic structures.
and use Present Perfect and
Simple Past.
Distinguishing and using

Using expressions to give opinions habitual communication
and debate (express agreement and functions: giving opinions and
disagreement). stating preferences and discuss
LC
different types of travel, places,
CD
about the climate and the SCS
seasons; ask for and give LL
information about activities in
the open air, using exclamations
for showing feelings and write a
post for a travel blog.
Correct mistakes found.

learning English.
Practise accent and intonation for Recognising and using correct
first conditional sentences and the accenting for first conditional.
LC
pronunciation of phrasal verbs.
intonation.
Listening to the description of a Use the subject, general LC
sailing trip, a family from London's meaning and main information CD
conversation about its holidays, and ideas from the text in short, SCS
three short conversations between simple texts with visual and MSCT
adolescents talking about a trip to audio support.
Paris, a conversation between
adolescents talking the most
interesting things they have ever
done, an article with five reasons to
visit New Zealand, information
about a trip down a canyon and four
videos.
Reading a description of a sailing

trip, two types of different holidays:
Nepal and the Inca route, five
reasons to visit New Zealand, about
Fernando Magallanes' journey
around the world and a guidebook
about Australia, information about
parallels and meridians, the climate
and the seasons in a place on the
Equator, the climate and the
seasons de a place in the Antarctic
and a post on a travel blog.
influence of climate and the basic Sociocultural and
seasons in people's lives, the sociolinguistic aspects, such as
existence of different ways of valuing travel as a way of
travelling and finding out about finding out about other cultures
others, the importance of and ways of life, the importance LC
discoveries for Humanity and of discoveries for Humanity and SCS
respect for other people's respecting other people's
preferences and opinions with preferences and opinions about
regards to places, climates, favourite places, climates and
seasons and travel. seasons and travel.
Giving information about types of Producing short,

travel in the area you live in, about comprehensible oral texts which
a trip a classmate has gone on, give, request and exchange
about a sailing trip, about some information.
adolescents' trip to Paris, about
their experiences, asking for
information for going on a trip down
a canyon and asking for information LC
about activities in the open air, SCS
about ways of learning new
expressions in English, about
whether there are still places to
explores on Earth and the time in
different countries in different time
zones.
Work on the description of ideas Write brief, simple texts and LC

about whether there are still places with clear structures about CD
to explore in the world, four everyday matters or subjects of LL
sentences giving opinions about interest. SCS
SIE
which holidays pupils prefer: Nepal
or the Inca route, questions to ask
for information to carry out an
adventure activity, of a conversation
to ask for information about
activities in the open air (rafting or
kite surfing), five sentences about
activities on favourite holidays, a
post for a travel blog about a place
chosen in Australia from five
suggested, two short paragraphs
comparing the climate and the
seasons in a place on the Equator
and another in the Antarctic with
those in your country.
UNIT 6 FEARS
1 Contents
 Listening to and revising de la pronunciation of diphthongs /aı/ and /eı/.

 Listening to and understanding of a conversation about a journey to Las Vegas to
go to a wedding.
 Listening to and understanding videos: 6.1. Presentation about capturing a king
cobra; 6.2. Describing Maya calendars; 6.3. Some adolescents talking about their
fears; 6.4. A look at life in large Russian cities.
 Listening to and understanding two conversations between a group of friends.
 Listening to and understanding an article about superstitions.
 Listening to and understanding Jordan's conversation about a course he is on.
 Listening to and understanding information about some cities.
 Exchanging information in pairs about fears.

 Oral interaction in pairs to ask questions and give answers about help which can be
given to deal with phobias.
 Oral interaction in pairs to talk about the superstitions in the photos.
 Exchange of questions and answers in pairs about your own superstitions.
 Oral interaction in pairs to talk about things connected with phobias
 Exchange of personal information in pairs: Advantages and disadvantages of living
in the two places shown in the photos.
 Presentation to the class of the information about king cobras.
 Presentation to the class of the information about Maya civilization.
 Pupils share information in pairs about some of the great cities in Russia.
 Present the information gathered about a celebrity.
 Reading and understanding a text about advice about phobias.

 Reading texts about king cobras.
 Reading texts about phobias.
 Reading a text about exam phobia.
 Reading and understanding an article about superstitious people.
 Reading and understanding information about Maya civilization.
 Reading an e-mail about plans and problems.
 Reading and understanding a personal e-mail.
 Reading and taking in phrases and contents for writing a text: a personal e-mail.
 Reading and understanding. A data card about Serena Williams.
 Reading information about some large Russian cities.
 Writing a list of advice for somebody who suffers from it.

 Answers to questions about certain fears.
 Answers to questions about exams.
 Complete sentences using be going to.
 Chose the right adjective from those ending in -ed or -ing.
 Writing sentences in answer to various questions about plans and intentions.
 Complete sentences giving personal information.
 Complete rules and sentences using a few, a Little, a lot of/lots of, How many, How
much.
 Describing opinions and reactions to horoscopes.
 Complete a conversation showing surprise and incredulity.
 Prepare a conversation about phobias.
 Writing a personal e-mail.
 Draw up a list about the advantages of living in New York and Berlin.
 Complete some notes about global cities.
 Writing comparing a Russian city of your choice with a city in your country.
 Preparing a data sheet about a celebrity.
 Presentation about your fears and other people's.

 Expressing opinions and beliefs.
 Expressing surprise and incredulity.
 Describing plans and intentions.
 Talk about subjects which are of interest, worry you, frighten or make you feel
positive using adjectives ending in -ed or en -.
 Expressing quantification.
Vocabulary:
 Vocabulary connected with fears and phobias: flying, heights, the dark, lifts,
insects, birds, clowns, snakes; serious, anxious, scared, uncontrollable
embarrassed
 Adjectives which end in -ed or en -ing.
 Using be going to, present continuous and simple present to express plans and
intentions.
 Using quantifiers: a few, a Little, a lot of/lots of, How many, How much.
 Recognising, contrasting and the correct pronunciation of diphthongs /aı/ and /eı/.
Classroom language:
 Match the words with the photos.

 Work with a partner. Answer the questions.
 Read and listen to…
 Look at the table. Complete the sentences/conversation with …
 Choose the correct option.
 Complete the sentences so they are true for you. Add details about each one.
 Read the text/ article again. Correct the sentences.
 Work with a partner. Take turns to respond with appropriate phrase/ Plan your own
conversations.
 Find examples of …
 Complete the sentences with the correct adjective form of the words in brackets.
 Complete the sentences with much or many.
 Make a list of...
 Work with a partner. Answer the questions. / Ask and answer the questions… /
Practise the conversation …
 Discuss with your partner.
 Compare your ideas with a partner.
 Put the letters in order to make eight fears.
 Complete the rule in the grammar box.
 Listen and write the sentences.
 Listen again. Are these sentences true or false.
 Check the meaning of these words from the text in a dictionary.
 Number the things in the list in the order they appear in the mail.
 Translate the sentences into your language.
 Practise the conversation with a partner.
 Find examples of…
 Plan your email. Use the list in the Look at Content box and make notes.
 Writing your email. Use your notes from … and the language below to help you.
 Choose the correct words to complete the text.
 Using present tenses to talk about the future.

 Differences in the meanings of uses of adjectives ending with -ed and those ending
with -ing.
 Reading phrases and contents to write a personal e-mail.
 Using quantifiers to express quantity.
 Finding out about different fears and phobias and advice for avoiding them.
 Expressing opinions and reasons for having them.
 Finding out about life in large cities.
 Finding out about Maya civilization.
2 Competences
LISTEN
Understanding the main points and some Listening to and understanding Jordan's
details of oral messages, either live or in conversation about a course he is on.
recordings. Listening to and understanding information
about some cities.
Understanding the mains points of daily Listening to and understanding of a

transactions and tasks and formal and conversation about a journey to Las Vegas to
informal conversations. go to a wedding and two conversations
between a group of friends.
Identifying the main ideas and information in Listening to and understanding an advice
presentations, talks, explanations and the column on-line and an article about
news. superstitions.
Watch four videos: 6.1. Presentation about

capturing a king cobra; 6.2. Describing Maya
calendars; 6.3. Some adolescents talking
about their fears; 6.4. A look at life in large
Russian cities.
TALK / CONVERSE
reply to simple questions which can be asked about king cobras.
about the presentations. Presentation about la information about
Maya civilization.
Present the information gathered about a
celebrity.
Take part correctly in daily transactions and Exchange of personal information in pairs:
tasks. Advantages and disadvantages of living in
the two places shown in the photos.
Pupils share information in pairs about some
of the great cities in Russia
Take part in exchanges of information in usual Exchanging information in pairs about fears.
contexts. Oral interaction in pairs to ask questions and
give answers about help which can be given
to deal with phobias.
Oral interaction in pairs to talk about the
superstitions shown in some photos.
Take part correctly in conversations using Exchange of questions and answers in pairs
simple structures and clear pronunciation. about your own superstitions and those of
your country.
Oral interaction in pairs to talk about things
connected with phobias
READING

text: a personal e-mail.
Understanding the general meaning and Reading an e-mail about plans and
specific details of texts in different formats problems.
Reading and understanding a personal e-
mail.
Fact.
Understanding the main ideas in newspaper, Reading texts about phobias, another about
literary and fictional texts in different formats. exam phobia and one about advice for
avoiding phobias.
Reading and understanding an article about
superstitious people.
Reading an e-mail about plans and problems
and another about personal information.
Reading and understanding a data sheet
about Serena Williams.
Valuing reading as a source of pleasure and Reading texts about king cobras.
knowledge. Reading information about Maya civilization.
Reading about life in large Russian cities.
WRITING
Writing a personal e-mail.
Using production strategies for writing simple Prepare a conversation about phobias.
texts.
Filling in forms, questionnaires and printed Writing sentences in answer to various

pages with personal information. questions about plans and intentions.
Preparing a data sheet about a celebrity.
Complete sentences giving personal
information.
Complete some notes about global cities.
Complete a conversation showing surprise
and incredulity.
Writing notes, messages, adverts, posts and Writing a list of advice for somebody who
short, formal and informal correspondence suffers from it.
with simple, relevant information. Answers to questions about certain fears.
Answers to questions about exams.
Writing texts using appropriate vocabulary, Describing opinions and reactions to
spelling, punctuation and correct formats and horoscopes.
good structures. Draw up a list with reasons about the
advantages of living in New York and Berlin.
Writing comparing a Russian city of your
choice with a city in your country.
competences.
Respect nature and animals in the Compare life in cities with different town
environment. planning criteria: Berlin and New York.
Digital competences
Obtaining information from the Internet for Looking for information about king
carrying out tasks in English. cobras/animal phobia/Maya civilization/large
Russian cities
Give short presentations and projects in Preparing a fact sheet about a celebrity.
English using different formats and digital
tools.
tastes and preferences. Using communication reinforcers.
Taking an interest in and respecting the Finding out about British people's
customs, rules and values of countries in superstitions.

Using artistic techniques and items to prepare Preparing a celebrity's autobiographical card.
Identifying cultural features of English- Comparing superstitions.
speaking countries and compare them with
Learning to Learn
poster…).
an autobiographical card.
mistakes.
improvement.

individually.
Plan, organise and check your work to be able Using phrases given for writing personal e-
to present it properly. mails.
3 Social awareness.
correctly.
 Accepting other people's tastes and preferences (favourite things).
Education for gender equality
 Respecting and valuing boys' and girls' tastes and preferences (favourite things)
equally.
 Recognising that both boys and girls can be adventurers, heroes/heroines,
scientists, etc.
Education against discrimination
 Respecting all people and specifically classmates with regardless of their nationality
or cultural origin; recognising, furthermore, that a multicultural society can be richer
in social terms.
cooperative.
 Geography and History: life in a global city; comparing life in two cities; economic
characteristics; advantages and disadvantages of living in a large city.
 Name recognise and present vocabulary connected with fears and phobias.
 Adjectives which end in -ed or en -ing.
 Using be going to, present continuous and simple present to express plans and
intentions.
 Using quantifiers: a few, a little, a lot of/lots of, How many, How much.
 Using correct pronunciation and intonation: in oral exchanges and in presenting
information and/or personal productions to the class.
 Understanding the main idea and specific information in oral messages: Listening
to and understanding an online advice column and an article about superstitions.
Listening to and understanding an online advice column and an article about
superstitions.
different types: Reading texts about phobias; exam phobia; advice for avoiding
phobias; an article about superstitious people; an e-mail about plans and problems
and another about personal information.
superstitions in other countries, phobias and life in other large cities.
information: Draw up a list with reasons about the advantages of living in New York
and Berlin. Writing comparing a Russian city of your choice with a city in your
country.
 Write brief, simple texts and with clear structures about a conversation/role-play
about personal information and mutual introductions.
English.
 CLIL: using ideas in English in Geography and History.

vocabulary connected with fears repertoire of common
and phobias and adjectives ending vocabulary about fears and
LC
in -ed or -ing which express those phobias, adjectives ending in
fears. -ed or -ing which express these
fears.
Practice using and forming be Understanding and use

going to, present continuous and functions and meanings
simple present to express plans associated with frequently used
and intentions. basic syntactic structures.
Using quantifiers: a few, a little, a

Distinguish and carry out
LC
lot of/lots of, How many, How much. habitual communication LL
functions: expressing plans and
Recognising and correcting intentions.
Spanish speakers' typical mistakes Expressing quantities.
when learning English. Expressing surprise and
incredulity.
Practise pronouncing the Recognise and pronounce and
diphthongs /aı/ and /eı/. write /aɪ/ and /eɪ/. LC
LL
intonation.
Listening to de Jordan's Use the subject, general
conversation about a course he is meaning and main information
on; information about some cities; a and ideas from the text in short,
conversation about a journey to Las simple texts with visual and
Vegas to go to a wedding; two audio support.
conversations between a group of
friends; online advice; an article
LC
about superstitions and four videos.
SCS
CCE
Reading de an e-mail about plans
and problems; texts about
phobias; exam phobia and one
about advice to avoid phobias; an
article about superstitious people
and a data sheet about Serena
Williams.
superstitions en other countries, basic Sociocultural and
phobias and life in other large cities. sociolinguistic aspects such as LC
superstitions in other countries, CCE
phobias and life in other large
cities.
Exchanging information in pairs Producing short,

about fears; asking questions and comprehensible oral texts which
giving answers about help which give, request and exchange
can be given to deal with phobias; information.
LC
talking about the superstitions
SCS
shown in some photos; questions CCE
and answers about your own
superstitions and those of your
country of origin.
Work on autobiographical cards Write brief, simple texts and LC

about a celebrity. with clear structures about CD
everyday matters or subjects of LL
interest. SCS
SIE
UNIT 7 LET’S TALK
1 Contents
 Listening to and understanding the introduction of an online survey to decide which

three sentences best reflect its contents.
 Listening to and understanding a survey about making and having friends.
 Listening to and understanding de four conversations about relationship problems.
 Listening to and understanding an article about English.
 Listening to and understanding a conversation in which one sister encourages
another to feel more secure in an oral presentation in class.
 Listening to and understanding a conversation in which two friends, girls, talk about
something which one of them has done.
 Listening to and understanding videos: 7.1. Presentation about social networks and
websites; 7.2. Documentary about the languages spoken in China and introduction
to Mandarin; 7.3. An adolescent girl talking about an oral presentation in class; 7.4.
A feature about a team of archaeologists studying hieroglyphics.
 Listening to and understanding a text in which a linguist talks about reading and
writing.
 Oral interaction in pairs in which looking at a photo of two young people talking on
Skype and comparing the situation with their family life.
 Oral interaction in pairs about the use of social networks for making and having
friends.
 Conversation in pairs discussing whether information on Wikipedia can be trusted.
 Predictions about your lives in ten years' time.
 Presentations in pairs about three experiences.
 Oral interaction in pairs about moments in which there are communication
problems with other people.
 Oral interaction in pairs talking about possible future situations (using the first
conditional).
 Exchanging opinions in pairs about the proper use of English.
 Oral interaction in pairs asking and giving answers about whether they have ever
given an oral presentation.
 Conversation in which one sister encourages another to feel more secure in an oral
presentation.
 Oral interaction in pairs to encourage each other in moments of nervousness or
timidity.
 Oral interaction in pairs about whether they would like to study archaeology.
 Presentation about hieroglyphics,
 Presentation about favourite websites
 Reading and understanding the introduction of an online survey and the sentences
which summarises its contents.
 Reading and understanding a survey about making and having friends and the
results.
 Reading and understanding an article about English.
 Reading and understanding an essay about mobile phones.
 Reading and understanding a text in which a young person explains how the
Internet has changed his/her life.
 Reading and taking in phrases and contents for writing a text: an article for a school
newspaper.
 Reading and understanding information about hieroglyphics.
 Reading and understanding sentences about written communication to decide
whether they are true or false.
 Interpreting messages based on drawings.
 Reading and understanding de information about hieroglyphic writing.
 Writing in pairs answers to questions about forms of communication.

 Writing at least five sentences in response to questions about how to communicate
with friends.
 Writing your opinion about the question: Anyone can edit the information on
Wikipedia, which means that it can’t be trusted.
 Complete sentences using future continuous.
 Complete phrase using the first conditional.
 Writing sentences with the first conditional to describe possible future situations.
 Describing a chain of events using the first conditional.
 Writing at least five sentences about your life using will, won’t, may and might.
 Writing sentences in pairs to encourage somebody to act.
 Writing a conversation to encourage and give somebody confidence.
 Writing at least three advantages to the Internet
 Writing an essay about whether social network sites such as Facebook are the best
way of communicating for adolescents.
 Writing about social networks sites.
 Writing about the problems associated with adolescents taking their mobile phones
to class.
 Writing answers to questions about hieroglyphics.
 Working together in pairs to write a short message only using drawings.
 Preparing a presentation about favourite websites.
 Using expressions to encourage and make somebody feel secure: Don´t worry /
You don’t need to worry / You’ll be fine (I’m sure) / Listen, I think I can help you / I’ll
turn out all right / Of course you can (do it)!
 Describing possible future situations (first conditional)
 Predictions about their lives using the future continuous, may and might.
 Expressing opinions about the best way to communicate with friends, about
websites, about Wikipedia and about mobile phones in class.
 Comparing your way of life with regards to communication with that of other people.
 Writing an essay about whether social networks are the best way to communicate
for adolescents.
 Understanding definitions and associations with the things is defined.
Vocabulary:
 Means of communication: tweet / text message / Facebook update / chatting /

phone call / Skype call / blog post.
 Communication verbs: whisper / complain / boast / gossip / argue / joke / shout /
criticise.
 Will, may and might.

 Future continuous.
 The first conditional.
 Recognising, contrasting and spoken emphasis in the first conditional.

 Pronunciation and recognising vocabulary connected with ways of communicating.
 Pronunciation and recognising verbs for communication.
Classroom language:
 Match the words in the box with the photos (1–5). Which two words are not in the
photos.
 Match the comments with a form of communication from …
 Work with a partner. Answer the questions. / Look at the photo and compare the
situation with your family life. / Answer the questions. / Look at the photos of four
different conversations and answer the questions. Tell him/her about one of the
following situations / Look at the photos and answer the questions. /Watch the
teenagers answering the question…. / Plan your own conversation like the one in…
Base it on the information below and add your own ideas.
 Read and listen to the introduction to an online survey. What is it about?
 Read and listen to the survey. Then answer the questions for you and calculate the
results.
 Match the words and phrases from the survey with the definitions below.
 Look at the table. Choose the best option for each sentence. In one case both are
possible.
 Look at the table. Complete the sentences using the correct form of the future
continuous.
 Listen to four short conversations. Match the photos in … with the conversations.
 Listen and answer the questions.
 Listen and repeat the communication verbs.
rules about the first conditional.
 Correct the text with the correct form of the verbs in brackets. Use the present
simple and will/won’t.
 Finish the sentences below so that they are true for you. Then compare with a
partner
 Add the words in brackets to the sentences below.
 Read and listen to the article about English. According to the article, is English still
the world’s number one language?
language.
 Look at the photos and read Gabi’s essay. What is the title of the essay?
 Find other words or phrases to introduce arguments in the essay in …
 Complete the sentences with the words in the box.
 Read Gabi’s essay again. Answer the questions.
 Plan an essay with the title ‘Social networking sites like Facebook are the best way
for teenagers to communicate’. Use the list in the Look at Content box and make
notes.
 Writing your essay. Use your notes from … and the language below to help you.
 Reading de phrases and contents to write an essay about social networks.

 Revise and correct Spanish speakers' typical mistakes: a) Using the verb make
(neither do nor get) to form the collocation ‘Make friends’; b) Do not use will in
sentences starting with if/unless.
 Do a crossword to learn vocabulary.
 Carry out a questionnaire about making and having friends.
 The importance of helping and understanding others to carry out tasks which make
them nervous or insecure.
 Recognising the importance of social networks for communication.
 Recognising the advantages of the Internet.
 Respecting other people's opinions.
 Recognising the importance of non-verbal communication: pupils create a message
only using drawings.
 Recognising the importance of English as a means of communication.
2 Competences
LISTEN
Understanding the main points and some Listening to the introduction of an online
details of oral messages, either live or in survey and decide which three sentences
recordings. best reflect its contents.
Listening to a survey about making and
having friends.
Understanding the mains points of daily Listening to four conversations about

transactions and tasks and formal and relationship problems.
informal conversations. Listening to a conversation in which one
sister encourages another to feel more
secure in an oral presentation in class.
Listening to a conversation in which two
friends, girls, talk about something which one
of them has done.
Identifying the main ideas and information in Listening to an article about English, a text in
presentations, talks, explanations and the which a linguist talks about reading and
news. writing and four
videos: 7.1. Presentation about social
networks and websites; 7.2. Documentary
about the languages spoken in China and
introduction to Mandarin; 7.3. An adolescent
girl talking about an oral presentation in
class; 7.4. A feature about a team of
archaeologists studying hieroglyphics.
Distinguishing sound characteristics, accent, Identifying and correctly accenting first

rhythm and intonation in various contexts and conditional sentences.
TALK / CONVERSE
Give short, rehearsed oral presentations, and Presentation about hieroglyphics.

reply to simple questions which can be asked Presentation about favourite websites.
Take part correctly in daily transactions and Oral interaction in pairs looking at a photo of
tasks. two young people talking on Skype and
comparing the situation with their family life.
Oral interaction in pairs about whether they
use social networks for making and having
friends.
Conversation in pairs in which they discuss
whether they can trust information de
Wikipedia.
Predictions about your lives in ten years'
time.
Presentations in pairs about three
experiences.
Take part in exchanges of information in usual Oral interaction in pairs about moments in
contexts. which there are communication problems
with other people.
Oral interaction in pairs in which pupils talk
about possible future situations (with the first
conditional).
Exchanging opinions in pairs about their use
of English.
Oral interaction in pairs asking and giving
answers about whether they have ever given
an oral presentation.
Take part correctly in conversations using Conversation in which one sister encourages
simple structures and clear pronunciation. another to feel more secure in a
presentation.
Oral interaction in pairs to encourage each
other in moments of nervousness or timidity.
Oral interaction in pairs about whether they
would like to study archaeology.
READING

text: an essay about communication and
social networks.
Understanding sentences about written
communication to decide whether they are
true or false.
Understanding the general meaning and Understanding the introduction of an online

specific details of texts in different formats survey and the sentences which summarise
its contents.
Understanding a survey about digital
addiction and its results.
Understanding an essay about mobile
phones.
Fact.
Understanding the main points of messages Understanding a text in which a young

and correspondence, formal and informal, in person explains how the Internet has
different formats. changed his/her life.
Understanding information about
hieroglyphic writing.
Understanding the main ideas in newspaper, Interpreting messages based on drawings.
literary and fictional texts in different formats. Understanding an essay about
communication and social networks.
Valuing reading as a source of pleasure and Understanding an article about English.

knowledge. Understanding information about
hieroglyphics
WRITING
Using production strategies for writing simple Complete sentences using future continuous
texts. and the first conditional.
Writing sentences with the first conditional to
describe possible future situations and
answers to questions about forms of
communication
Writing notes, messages, adverts, posts and Writing at least five sentences in response to
short, formal and informal correspondence questions about how to communicate with
with simple, relevant information. friends.
Describing a chain of events using the first
conditional.
Writing at least five sentences about your life
using will, won’t, may and might.
Writing sentences in pairs to encourage
somebody to act and from a conversation to
encourage and give somebody confidence.
Writing at least three advantages to the
Internet.
Writing answers to questions about
hieroglyphics.
Writing texts using appropriate vocabulary, Writing opinion about the question: Anyone
spelling, punctuation and correct formats and can edit the information on Wikipedia, which
good structures. means that it can’t be trusted.
Writing an essay about whether social
network sites such as Facebook are the best
way of communicating for adolescents.
Writing about social networks sites.
Writing about the problems associated with
adolescents taking their mobile phones into
class.
Working together in pairs to write a short
message only using drawings
Prepare a presentation about favourite
websites.
Mathematical competences and basic science and technology competences.

Putting in order and classifying data following Putting parts of a sentence in order following
a criterion. syntactic criteria.
games.
Digital competences
Obtaining information from the Internet for Looking for information about hieroglyphics.
carrying out tasks in English.
English using different formats and digital giving the class information about
tools. hieroglyphics.
Using ITC to get in touch with pupils in other Using social networks for making and having
countries. friends.

Interacting politely and paying attention, Understanding and value the use of English
valuing and respecting classmates' opinions, for communicating with other people and to
tastes and preferences. find out about other cultures.
Taking an interest in and respecting the Make proper use of English in order to
customs, rules and values of countries in communicate with its speakers.

Using artistic techniques and items to prepare Prepare a poster or a presentation.
Identifying cultural features of English- Compare English and Spanish in terms of
speaking countries and compare them with numbers of speakers and the importance of
their own, showing respect and interest. each in the current world.
Identifying different forms of cultural Recognising English as the most spoken
expression and showing an interest in language in the world.
widening knowledge.
Learning to Learn
poster…).
Take in and use phrases learned to write an
essay about social networks and
adolescents' way of communicating.
mistakes.
improvement.

individually.
Plan, organise and check your work to be able Using phrases given for writing an essay
to present it properly. about adolescents and social networks.
3 Social awareness.
correctly.
 Accepting other people's opinions and preferences: use of English, using de social
networks for communication, the advantages and disadvantages of the Internet, the
problems associated with taking mobile phones to class, Wikipedia…
cooperative.
 Technology: the development of written communication. The evolution of written

communication throughout history.
 Name recognise and present vocabulary connected with ways of communicating

and verbs for communication.
 Making appropriate use of will, may and might.
 Making appropriate use of the future continuous.
 Making appropriate use of the first conditional.
 Using correct pronunciation and accent in la first conditional sentences.
as the importance of helping and understanding others to carry out tasks which
make them nervous or insecure, the importance of social networks for
communication, recognising the advantages of the Internet, respect for other
people's opinions, the importance of non-verbal communication and the importance
of English as a vehicle for communication.
information: information about forms of communicating, about the use of social
networks for making and having friends, about whether information in Wikipedia is
reliable predictions about their lives in ten years' time, explaining three experiences,
information about moments in which there are communication problems with other
people, possible future situations, about their own use of English and about
whether they have ever given a presentation in English.
 Understanding the main idea and specific information from oral messages: an
online survey to decide which three sentences best reflect its contents, survey
about digital addiction, four conversations about relationship problems, a
conversation in which one sister encourages another to feel more secure in an oral
presentation in class, a conversation in which two friends, girls, talk about
something which one of them has done, an article about English, a text in which a
linguist talks about reading and writing and four videos.
different types: the introduction of an online survey and the sentences which
summarise its contents, a survey about making and having friends and its results,
an essay about mobile phones, a text in which a young person explains how the
Internet has changed his/her life, information about hieroglyphic writing, an essay
about communication and social networks, and an article about English.
 Write brief, simple texts and with clear structures: a text giving opinions about the
question: Anyone can edit the information on Wikipedia, which means that it can’t
be trusted, an essay about whether social network sites such as Facebook are the
best way of communicating for adolescents, about social networks in general, the
problems associated with adolescents taking their mobile phones to class, a short
message only using drawings and a presentation about favourite websites.
English.
 CLIL: using ideas in English in the Technology area.

vocabulary connected with ways of repertoire of common LC
communicating (and related vocabulary about ways of SCS
questions) and verbs for communicating (and related MSCT
communication. matters) and verbs for
communication.
expressions with will, may and functions and meanings
might, with the future continuous associated with basic syntactic
and the first conditional structures.
Using expressions to give opinions Distinguishing and using

and debate (express agreement and habitual communication
disagreement). functions: giving opinions and
show agreement about the best
way to communicate with LC
CD
friends, websites, the reliability SCS
of Wikipedia and about mobile LL
phones in class.
Writing an essay about whether
social networks are the best
way to communicate for
adolescents.

learning English.
Practise pronunciation and Recognising and giving correct
intonation of the first conditional intonation with the first
conditional.
Pronunciation and recognising de
LC
vocabulary de ways of Use correct pronunciation and
communicating and verbs for intonation.
communication.
Listening to an online survey to Use the subject, general LC

decide which three sentences best meaning and main information CD
reflect its contents, a survey about and ideas from the text in short, SCS
digital addiction, four conversations simple texts with visual and MSCT
about relationship problems, a audio support.
conversation in which one sister
encourages another to feel more
secure in an oral presentation in
class, a conversation in which two
friends, girls, talking about
something which one of them has
done, an article about English, a
text in which a linguist talks about
reading and writing and four videos.
Reading the introduction to an

online survey and the sentences
which summarise its contents, a
survey about digital addiction and its
results, an essay about mobile
phones, a text in which a young
person explains how the Internet
has changed his/her life, information
about hieroglyphic writing, reading
an essay about communication and
social networks, and an article
about English.
Debate with classmates the Finding out about and using

influence of adolescents' ways of basic Sociocultural and
communication, using social sociolinguistic aspects such as
networks, favourite websites, their the importance of helping and
use of English. understanding others to carry
out tasks which make them
nervous or insecure, the
LC
importance of social networks SCS
for communication, respecting
other people's opinions, the
importance of non-verbal
communication and the
importance of English as a
vehicle of communication.
Giving information about forms of Producing short, LC

communicating, the use of social comprehensible oral texts which SCS
networks for making and having give, request and exchange
friends, about whether information information.
on Wikipedia is reliable, about what
their lives will be like in ten years'
time, explaining three experiences,
information about moments in which
there are communication problems
with other people, about possible
future situations, about their own
use of English and about whether
they have ever given a presentation
in English.
Work on the description a text about Write brief, simple texts and
the reliability of Wikipedia, the social with clear structures about
networks and adolescents' ways of everyday matters or subjects of
communicating, about social interest. LC
networks in general, the problems CD
associated with adolescents taking LL
mobile phones to class, a short SCS
message only using drawings and a SIE
presentation about favourite
websites.
UNIT 8 SCHOOL LIFE
1 Contents
 Listening to and understanding a text about a school without obligations or

restrictions in New York.
 Listening to and understanding of a conversation between two young people filling
in a questionnaire about difficult situations.
 Listening to and understanding an article about Singapore.
 Listening to and understanding a conversation between two young people in which
a girl explains a problem and asks for advice.
 Listening to and understanding videos: 8.1. Describing a business in Mexico; 8.2.
Describing how pupils learn Maths in Singapore using games and art; 8.3. Short
presentation from a young girl asking other adolescents a question; 8.4. Describing
a manual with security measures for the Internet.
 Listening to and understanding a conversation between an adolescent girl and her
father talking about her education.
 Listening to and understanding a text about young people and social networks.
 Exchanging information in pairs about rewards and punishments at school.

 Debate about good and bad behaviour at school.
 Oral interaction in pairs with questions and answers about what you would like your
school to be like.
 Description and deduction about what two adolescents are doing in a photo.
 Oral interaction in pairs about what you would do in difficult situations.
 Oral interaction in pairs discussing whether a statement is valid for each persona
and, if not, correcting it.
 Oral interaction in pairs with questions and answers about hypothetical situations.
 Oral interaction in pairs comparing their favourite ways of learning Maths: writing,
listening, debating or with practical tasks.
 Debate about how Maths are taught in Singapore.
 Oral interaction in pairs in which a young woman explains a problem and asks for
advice from a friend.
 Pupils give advice about a series of problems posed.
 Oral interaction in pairs with questions and answers about young people and social
networks.
 Oral interaction in pairs about ideas to be safe on the Internet.
 Oral interaction in pairs about the advantages and disadvantages of social
networks.
 Presentation to the class of the information obtained about a successful
cooperative business.
 Presentation to the class about a business which pupils could set up with their
classmates.
 Reading and understanding an article about a school in New York.
 Reading and understanding an article about Singapore.
 Reading and understanding a text about a school without obligations or restrictions.
 Reading and understanding and information leaflet about how to be safe on red.
 Reading and understanding a text about an educational experiment in which only
good behaviour is rewarded.
 Reading and understanding a leaflet about how to make friends at school.
 Reading a text about young people and social networks.
 Describing the ideal school.

 Writing at least five sentences about the things you would change if you were head
teacher at your school.
 Answering questions about education at home.
 Writing ideas about an experiment at a school not punishing, only rewarding good
behaviour.
 Writing sentences about ways of learning Maths at school.
 Writing answers to questions about hypothetical situations.
 Writing sentences with the second conditional to fill in a questionnaire.
 Describing a conversation to ask for advice.
 Writing sentences to give advice for security on the web.
 Writing strategies for keeping security on the Internet.
 Writing information leaflets.
 Writing a leaflet to give advice how to avoid stress at school.
 Expressing opinions about your own school and schools without restrictions, about
different ways of learning Maths.
 Using expressions for giving and asking for advice: I need your advice / What’s the
problem?/ What do you think I should do / If I were you I wouldn’t … / It’s a good
idea to … /Have you tried …? / They said I shouldn’t worry. / May be we could …
 Writing leaflets giving advice for different situations: safety on the web, how to avoid
stress at school…
 Comparing different points of view about different types of schools, learning Maths,
about rewards and punishments at school, answers to a questionnaire.
Vocabulary:
 School life: bullying / getting a prize / wearing a uniform /getting detention /

cheating / being punctual / following the dress code / writing lines / being rude /
getting good marks.
 Expressions with Make y Do connected with school: make a mistake / do
homework / make a decision / make a phone call / make friends / make a mess /
make fun / do the right thing.
 The second conditional in affirmative and negative to give advice and talk about
hypothetical situations.
 The interrogative form in the second conditional for asking about hypothetical
situations.
 Recognising and pronouncing the letter u.

 Pronouncing collocations with make and do.
Classroom language:

 Work with a partner. Look at the phrases in …
 Look at the photo and answer the questions.
 Read and listen to the article…
 Read the article again. Are the sentences true or false? Correct the false
sentences.
 Match the Word and phrases from the article with the definitions below.
 Look at the table. Choose the correct form of the verbs in the sentences below.
 Complete the questionnaire with the correct form of the verbs in brackets.
 Choose the options in the questionnaire in … that are true or false for you. Then
compare the answers with your partner.
 Work with a partner. Look at the photo and say what you think the teenagers are
doing.
 Listen to a conversation between two teenagers.
 Listen again. Choose the correct answers.
 Work with a partner. Discuss what you would do in the situations in …
 Complete the expressions with make and do.
 Look at the table. Choose the correct options to complete the questions.
 Complete the conversation with the correct form of the verbs in brackets.
 Work with a partner. Watch the teenagers answering the question…
 Listen and complete the conversation with the words in the box.
 Listen and repeat the phrases in the Function Box. Translate them into your
language.
 Work with a partner. Practise the conversation in …
 Work with a partner. Take turns to respond with an appropriate phrase.
 Work with a partner. Plan your own conversation like the one in … Base it on the
information below and add your ideas.
 Look at the photo and read the leaflet. What is it about.
 Find three other ways to introduce a tip in the text in …
 Complete the sentences with the word in the box.
 Read the leaflet again. Does it include all the things from the Look at Content box.
How many tips are there?
 Plan a leaflet to help new pupils at your school to understand the rules. Use the list
in the Look at Content box and make notes.
 Writing a leaflet. Use your notes from … and the language below to help you.
 Can you say Yes to these questions?
 Reading phrases and contents to write a leaflet giving advice about safety on the
web.
 Reply to a questionnaire practising the second conditional.
 Do a vocabulary crossword.
 Put words in order to form sentences and reinforce syntax.
 Revise and correct Spanish speakers' typical mistakes: using to after verbs which
follow would love/like.
 Repeat conversations heard in class, in pairs or as a group.
 Taking notes for planning writing.
 Cooperative work, in pairs or as a group.
 Finding out about other ways of learning (education at home, education in schools
without rules, education by playing in Singapore).
 Understanding other people's problems and difficulties, the need to talk about them
and ask for advice.
 Valuing different realities: an Asian city with different characteristics from our city.
 Respecting school rules, regulations and how the school works.
 Respecting other people's opinions and preferences (one type of school or another,
one way of learning or another…)
 Valuing cooperative work.
 Valuing effort in carrying out activities as a group.
 Appreciating the importance of social networks in the current world.
 Finding out about the dangers involved in the use of social networks without means
of security.
2 Competences
LISTEN
Understanding the main points and some Listening to a conversation between two
details of oral messages, either live or in young people in which a girl explains a
recordings. problem and asking for advice.
Understanding the mains points of daily Listening to an interview about academic

transactions and tasks and formal and education at home, en New York, a
informal conversations. conversation between two young people
filling in a questionnaire about difficult
situations and a conversation between an
adolescent girl and her father, talking about
education.
Identifying the main ideas and information in Listening to an article about Singapore.
presentations, talks, explanations and the Listening to a text about a school without
news. obligations or restrictions.
Listening to a text about young people and
the social networks
Watch four videos: 8.1. Describing
cooperative work directed by women in
Mexico; 8.2. Describing how pupils learn
Maths in Singapore using games and art;
8.3. Short presentation from a young girl
asking other adolescents a question; 8.4.
Presentation about a manual with security
measures for the Internet.
Distinguishing sound characteristics, accent, - Read and pronounce the letter u correctly.
rhythm and intonation in various contexts and
TALK / CONVERSE
reply to simple questions which can be asked obtained about a successful cooperative
about the presentations. business. Presentation to the class about a
business which pupils could set up with their
classmates. Reading to the class de ideas
for keeping security on the Internet.
Take part correctly in daily transactions and Oral interaction in pairs in which a young
tasks. woman explains a problem and asks for
advice from a friend. Oral interaction in pairs
with questions and answers about
hypothetical situations. Pupils give advice
about resolver a series of problems posed
Take part in exchanges of information in usual Debate about how Maths are taught in
contexts. Singapore.
Debate about good and bad behaviour at
school.
Take part correctly in conversations using Exchanging information in pairs about

simple structures and clear pronunciation. rewards and punishments at school. Oral
interaction in pairs with questions and
answers about what you would like your
school to be like, about what you would do
in difficult situations, comparing their
favourite ways of learning Maths: listening,
discussing or with practical tasks. Oral
interaction in pairs discussing whether a
statement is valid for each persona and, if
not, correcting it. Oral interaction in pairs
with questions and answers about young
people and social networks, about ideas to
be safe on the Internet and about the
advantages and disadvantages of social
networks.
READING

text: information leaflets with advice de
security on the Internet.
Interpret leaflets with suggestions for making
friends at school.
Understanding the general meaning and Understanding a text about a school without
specific details of texts in different formats obligations or restrictions.
Fact.
Understanding the main points of messages Understanding a text about an educational

and correspondence, formal and informal, in experiment at a school
different formats.
Understanding the main ideas in newspaper, Reading an article about a school without
literary and fictional texts in different formats. restrictions or obligations in New York.
Valuing reading as a source of pleasure and Reading an article about Singapore.

knowledge.
WRITING
Describing a conversation to ask for advice.
Using production strategies for writing simple Writing strategies for keeping security on the
texts. Internet.
Filling in forms, questionnaires and printed Writing sentences about what the perfect
pages with personal information. school would be.
Writing at least five sentences about the
things you would change if you were head
teacher at your school.
Writing an answer to questions about the
development of the education system at
home.
Writing sentences about ways of learning
Maths at school.
Writing answers to questions about
hypothetical situations.
Writing sentences with the second
conditional to fill in a questionnaire.
Writing notes, messages, adverts, posts and Writing a leaflet with suggestions to keep
short, formal and informal correspondence security on the web.
with simple, relevant information. Writing a leaflet with suggestions for making
friends at school.
Writing ideas about an experiment at a
school not punishing, only rewarding good
behaviour
Writing texts using appropriate vocabulary, Describing the ideal school.

spelling, punctuation and correct formats and Writing information leaflets.
good structures. Writing a leaflet with advice for avoiding
stress at school.
competences.
Putting in order and classifying data following Put the words in the sentence in order
a criterion. following syntactic criteria.
Solving puzzles, crosswords and guessing Do a vocabulary crossword.

games.
Valuing and following healthy habits. Value the importance of de having healthy
habits around school.
Apply strategies using methods from Fill in questionnaires.
scientific research.
Digital competences
Obtaining information from the Internet for Looking for information about women in
carrying out tasks in English. cooperative work in Mexico.
Looking for information about Singapore.
Give short presentations and projects in Looking for information from the Internet for
English using different formats and digital work connected with the videos, looking for
tools. suggestions for security on the web, etc.
Studying and practising English on digital Visit forums.
devices.
Interacting politely and paying attention, Expressing preferences/tastes individuals,
valuing and respecting classmates' opinions, opinions and respect those of others.
tastes and preferences. Using communication reinforcers.
Valuing and practising the use of English for Giving information about preferences, tastes
communicating with other people and to find and opinions.

Using artistic techniques and items to prepare Prepare posters giving information with
and give presentations and projects. suggestions.
Identifying cultural features of English- Finding out about the characteristics of a
speaking countries and compare them with school without restrictions in New York, and
their own, showing respect and interest. the existence of education at home, which is
more common in English-speaking countries
than in our country. Finding out about the
custom of negotiating class rules with the
pupils in English-speaking countries.
Learning to Learn
and compiling information, taking notes,
planning activities…).
Take in and use phrases learned to repeat
conversations, write leaflets...
mistakes.
improvement.
Do a crossword to remember the vocabulary.
Fill in a questionnaire about hypothetical
situations.

individually.
Plan, organise and check your work to be able Using phrases given for making leaflets with
to present it properly. advice for safety on the web.
3 Social awareness.
correctly.
 Accepting preferences, tastes of others (schools, ways of learning…) and opinions.
 Showing an interest and give constructive criticism about work (reading,
presentations, role plays…) done by classmates.
Education for living together
 Respecting classmates regardless of their opinions and achievements at school.

 Respecting established rules for creating a good atmosphere at school.
 Respecting classmates' attitudes when they are in difficult situations.
Education about health
 Recognising the advantages of keeping rules at school to feel relaxed and at peace
with yourself.
cooperative.
 Technology: social networks. Information about social networks and security on the
Internet.
 Mathematics: learning maths using games and art.
 Citizen education and civil rights: Accepting rules at school. Understanding and
respecting classmates in difficult situations.
 Name, recognise and present vocabulary connected with different parts of school
life.
 Differentiate Make and Do with activities carried out at school.
 Making appropriate use of the second conditional to talk about hypothetical
situations.
 Use correct pronunciation and intonation.
 Finding out about and using basic Sociocultural and sociolinguistic aspects, how
maths is taught in Singapore, the existence of schools without restrictions or
obligations, education at home, which is more common in English-speaking
countries.
information: situations, what you would like your school to be like, your favourite way of
learning maths, about whether a statement is valid for each person and, if not,
correcting it, about degrees of preference or taste for certain things, about young
people and social networks, about ideas to be safe on the Internet and about the
advantages and disadvantages of social networks.
 Understanding the main idea and specific information in oral messages: information
about cooperative work of women in Mexico, about a business which pupils could
set up with their classmates, ideas for keeping security on the Internet.
different types: phrases and contents for writing texts for leaflets with advice de
security on the Internet, interpreting information leaflets with suggestions for
making friends at school, an article about Singapore, a text about a school without
obligations or restrictions.
 Write brief, simple texts and with clear structures: writing a leaflet with suggestions
to keep security on the web, a leaflet with suggestions for making friends at school,
ideas about an experiment at a school not punishing, only rewarding good
behaviour Describing the ideal school, of a conversation to ask for advice,
information leaflets, a leaflet with advice for avoiding stress at school.
English.
 CLIL: using ideas in English in the Technology area, Mathematics and Citizen
education and human rights.

vocabulary connected with school. repertoire of common
vocabulary orally and in writing LC
about different places at school
and collocations with make and
do.
Practice using and forming the Understanding and use
second conditional en affirmative, functions and meanings
negative and interrogative to associated with frequently used
express hypothetical situations. basic syntactic structures.
LC
Using expressions which encourage Distinguish and comply with CD
oral interaction. habitual communication SCS
functions: giving advice. LL

Recognising Spanish-speakers'
typical mistakes when learning de
English.
Practise pronunciation de the Using correct pronunciation and
written letter gh. intonation for the letter u.
Practise pronouncing the Pronouncing the contraction I’d LC
contraction I’d. in the conditional.
Listen to a conversation between Use the subject, general

two young people in which a girl meaning and main information
explains a problem and asks for and ideas from the text in short,
advice, an interview about simple texts with visual and
education at home, of a audio support.
conversation between two young
people filling in a questionnaire
about difficult situations, of a
conversation between an
adolescent girl and her father
talking about her education, an
article about Singapore, a text
LC
about a school without obligations
CD
or restrictions, a text about young SCS
people and social networks and
four videos.
Reading de phrases and contents

for writing the text for a leaflet with
advice about security on the
Internet, information leaflets with
suggestions for making friends at
school, an article about Singapore,
and a text about a school without
obligations or restrictions
Debate with classmates about Finding out about and using LC

features in common with other, basic Sociocultural and SCS
different educational systems: sociolinguistic aspects s in CCE
schools without restrictions or rules, common with another
education at home, learning maths educational system (schools
using games and art. with different characteristics,
education at home, in the USA)
Conversation in which a young Producing short,

woman explains a problem and comprehensible oral texts which
asks for advice from a friend, in give, request and exchange
which information is exchanged information.
about hypothetical situations, in
which advice is offered for solving a
series of problems, talking about
rewards and punishments at
school, with questions and answers
about the ideal school, what pupils LC
would do in difficult situations, SCS
comparing their favourite ways of MSCT
learning maths, discussing whether
a statement is valid for each person
and, if not, correcting it, exchanging
information about young people and
social networks, giving new ideas to
be safe on the Internet and about
the advantages and disadvantages
of social networks.
Writing a leaflet with suggestions to Write brief, simple texts and

maintain security on the web, a with clear structures about
leaflet with suggestions for making everyday matters or subjects of
friends at school, ideas about an interest.
experiment at a school involving not LC
punishing, only rewarding good CD
behaviour, the ideal school, of a SCS
conversation to ask for advice, SIE
information leaflets,
and a leaflet with advice for
avoiding stress at school.
UNIT 9 GREEN PLANET
1 Contents
 Listening to and understanding an article about a man who builds houses with
recycled materials.
 Listening to and understanding a radio programme about daily problems.
 Listening to and understanding information about a model house at an exhibition.
 Listening to and understanding information about the effects of the sun in Australia.
 Listening to and understanding a conversation in which a young woman apologies
and gives explanations.
 Listening to and understanding four videos: 9.1. About waste materials thrown into
the sea; 9.2. About the reconstruction of a city destroyed by a tornado; 9.3. A
presentation by various adolescents asking what type of voluntary work they can do
in their school or city; 9.4. An introduction to efficient electric cars.
 Listening to and understanding a radio presenter giving answers to a questionnaire
about sources of energy.
 Listening to and understanding a text about different types of energy.
 Oral interaction in pairs mentioning two household objects made of different

materials and the most common material in a house.
 Oral interaction in pairs in which pupils ask and answer about what different
objects are made of.
 Oral interaction in pairs in which pupils ask and answer about what they recycle
and whether it is easy to recycle in their area.
 Debate as a group whether it is easy to recycle in your area.
 Oral interaction about three ways of reducing the quantity of waste materials thrown
into the sea.
 Debate as a group about how to avoid pollution from plastic materials.
 Oral interaction with questions and answers about domestic appliances which save
energy.
 Description to the group of the domestic appliances you have at home which save
energy.
 Oral interaction in pairs about solar energy in general.
 Explaining the reasons why you would like to go to Australia.
 Oral interaction in pairs about the advantages and disadvantages of solar energy.
 Oral interaction in pairs about three ways of making your home more ecological.
 Conversation in pairs to apologise and give explanations.
 Oral interaction in pairs in which you reply to questions for a questionnaire about
renewable energy thought of and written by the pupils.
 Oral interaction in pairs about whether efficient cars have a future or whether there
are other solutions to pollution and reducing sources of energy.
 Presentation about a project in which a leaflet about an unusual hobby has been
written and there are answer to questions about it.
 Reading and understanding a conversation in which a young woman apologies and

gives explanations.
 Reading and understanding an article about a man who builds houses with
recycled materials.
 Reading and understanding an article about recycling aluminium cans.
 Reading and understanding de information about the effects of the sun in Australia.
 Reading and understanding a school newspaper article about voluntary work.
 Reading and taking in phrases and contents for writing a text: a newspaper article.
 Reading and understanding a text about sources of energy.
 Reading and understanding a questionnaire about sources of energy in pairs.
 Reading and understanding a text about pakour.
 Reading and understanding de information about electric cars.
 Reading and understanding about advantages and disadvantages of solar energy
 Writing down names of objects and the materials they are made of.
 Description in pairs of what a man in a photo is doing.
 Answer to three questions about materials, recycling, inventions and discoveries.
 Writing down three ways of reducing the quantity waster material thrown into the
sea.
 Answer about recycling and aluminium cans thrown away.
 Writing questions and answers about general culture in pairs.
 Answer to questions about the house in an exhibition.
 Writing six sentences in indirect speech.
 Writing statements, instructions, requests and offers in indirect speech.
 Written information about five things which people have said to them today.
 Written information about five things which their friends, family or teachers have
said to them this week.
 Describing a conversation for apologising and giving explanations.
 Writing notes to write a newspaper article.
 Writing a newspaper article about an event in the area.
 Writing in pairs four questions for a questionnaire about alternative, renewable
energy.
 Gather information about electric cars.
 Using expressions to apologise and give explanations: I’m sorry./ I completely

forgot / I’m really sorry. / Oh well, never mind. / The thing is, (I had a lot of
housework to do). / I really meant to come, honest! / The problem was / I’ll (come
next week), I promise.
 Information about what somebody said at some other time.
 Reply to a questionnaire about sources of energy.
 Expressing opinion about sources of energy.
 Provide information using relative pronouns.
 Information about different sources of energy.
 Ask questions about voluntary work at school or in the city.
 Writing a newspaper article about an event in the area you live in.
Vocabulary:
 Materials: rubber / bricks / glass / cotton / leather / plastic / metal / cement / paper /
wood.
 Energy: switch off / leave on standby / reduce / turn down / consume / waste /
save.
 Relative pronouns: who / which / that / where.
 Present simple passive (affirmative, negative and interrogative).

 Past simple passive (affirmative, negative and interrogative).
 Reported Statements.
 Reported requests, instructions, offers and suggestions.
 Say, tell and ask in reported speech.
 Recognising, contrasting and the correct pronunciation and intonation of compound

words.
 Pronunciation and repetition of vocabulary.
Classroom language:
 Match the objects in the photo with the materials in the box.
 Match the materials from exercise 6 with the sentences.
 Tell a partner about two objects you’ve got at home for each of the materials in
exercise 1.
 Work with a partner. Look at the photos and answer the questions.
 Read and listen to the article…
 Match the words from the article with the definitions below.
 Look at the table. Complete the sentences with the verbs in brackets…
 Complete the sentences using verbs from the box…
 Choose the correct options to complete the text.
 Work in pairs. Complete the questions using the verbs in brackets.
 Work with a partner. Look at the picture…
 Match the verbs in the box with the definitions.
 Complete the reported speech sentences using the correct form of the verbs in
bold.
 Writing the reported sentences.
 Read the conversation. Then choose the correct options below.
 Listen and repeat the sentences in the Function box.
 Work with a partner. Take turns to respond with an appropriate phrase.
 Work with a partner. Plan your own conversation like the one in …
 With your partner, have the conversation you planned.
 Look at the photo and read the article from a school newspaper.
 Find other examples of relative pronouns in the article in …
 Choose the correct options to complete the sentence.
 Read the article. What information from the Look at Content box is not in the text.
 Plan a news article about an event in your area…
 Writing the article. Use your notes from … and the language below to help you.
 Can you say Yes to these questions?
 Find and correct five more mistakes.
 Add the correct form of be to the sentences when necessary.
 Correct the incorrect sentences.
 Listen and choose the options you hear.
 Work with a partner. Practise saying the sentences in … in the contracted form.
 Revise and correct Spanish speakers' typical mistakes: a) Do not use the definite
article when speaking in general; b) It is incorrect to say all the days; we say
everyday.
 Do a letter soup to learn vocabulary.
 Answer a questionnaire about sources of energy.
 Put words in order to form sentences and reinforce syntax.
 Repeat conversations heard in class, in pairs or as a group.
 Taking notes for planning writing.
 Reading phrases and contents in order to write an article for the school newspaper.
 Finding out about which natural resources may run out.

 Value the importance of recycling.
 Finding out about the importance of protecting the environment.
 Finding out about dangers of spending a lot of time in the sun.
 Valuing the importance of saving energy.
 Valuing voluntary work.
 Valuing effort in carrying out activities as a group.
2 Competences
LISTEN
Understanding the main points and some Listening to a conversation in which a young
details of oral messages, either live or in woman apologies and gives explanations
recordings. and a radio programme about daily
problems.
Understanding the mains points of daily Listening to an article about a man who
transactions and tasks and formal and builds houses with recycled materials, talk
informal conversations. about a model house en an exhibition,
information about the effects of the sun in
Australia.
Identifying the main ideas and information in Listening to a radio presenter giving
presentations, talks, explanations and the answers to a questionnaire about sources of
news. energy. Watch four videos: 9.1. About waste
materials thrown into the sea; 9.2. About the
reconstruction of a city destroyed by a
tornado; 9.3. A presentation by various
adolescents asking what type of voluntary
work they can do in their school or city; 9.4.
An introduction about efficient electric cars
and a text about different types of energy.
Distinguishing sound characteristics, accent, Identifying and correctly pronouncing and
rhythm and intonation in various contexts and intoning compound words.
TALK / CONVERSE
Give short, rehearsed oral presentations, and Presentation to the class about electric cars.
reply to simple questions which can be asked Presentation about the advantages and
about the presentations. disadvantages of solar energy and about
which domestic appliances which save
energy you have at home.
Take part correctly in daily transactions and Oral interaction in pairs mentioning two
tasks. household objects made of different
materials and the most common material in
a house, in which pupils ask and answer
about what different objects are made of and
pupils ask and answer about what they
recycle and whether it is easy to recycle in
their area. Explaining the reasons why the
pupils would like to travel to Australia
Exchanging information in pairs about the

Take part in exchanges of information in usual advantages and disadvantages of solar
contexts. energy, about three ways of making homes
more ecological. Oral interaction in pairs to
apologise and give explanations.
Oral interaction in pairs in which there are
replies to questions from a questionnaire
about renewable energy thought up and
written by the pupils, about whether efficient
cars have a future or there are other
solutions to pollution and the disappearance
of sources of energy.
Take part correctly in conversations using Debate as a group about whether it is easy
simple structures and clear pronunciation. to recycle in your area, about three ways of
reducing the quantity of waste materials
thrown into the sea.
Debate as a group about how to avoid
pollution from plastic materials.
Oral interaction in pairs in which pupils ask
and answer about domestic appliances
which save energy and about solar energy
in general.
READING

text: an article for a school newspaper.
Understanding the general meaning and Understanding a conversation in which a

specific details of texts in different formats young woman apologies and gives
explanations.
Fact.
Understanding the main points of messages Understanding an article about a man who
and correspondence, formal and informal, in builds houses with recycled materials and
different formats. an article about recycling aluminium cans.
Understanding information about the effects
of the sun in Australia. Comprehension in
pairs of a questionnaire about sources of
energy.
Reading and taking in phrases and contents
for writing a text: a newspaper article.
Understanding the main ideas in newspaper, Understanding a school newspaper article
literary and fictional texts in different formats. about voluntary work, Understanding
information about electric cars and about the
advantages and disadvantages of solar
energy.
Valuing reading as a source of pleasure and Reading a text about sources of energy.
knowledge. Read a text about pakour.
WRITING
Using production strategies for writing simple Writing questions and answers about
texts. general culture in pairs.
Writing answers to questions about the
house in an exhibition.
Writing six positive sentences in indirect
speech.
Writing statements, instructions, requests
and offers in indirect speech.
Writing notes to write a newspaper article.
Gathering information about electric cars.
Filling in forms, questionnaires and printed Complete a questionnaire about sources of
pages with personal information. energy
Writing notes, messages, adverts, posts and Writing a conversation for apologising and
short, formal and informal correspondence giving explanations. Writing down names of
with simple, relevant information. objects and the materials they are made of.
Description in pairs about what a man in a
photo is doing.
Writing texts using appropriate vocabulary, Writing a newspaper article about an event
spelling, punctuation and correct formats and in the area.
good structures. Writing in pairs four questions for a
questionnaire about alternative, renewable
energy.
Writing answers about materials, recycling
and inventions.
competences.
Putting in order and classifying data following Putting words in a sentence in order
a criterion. following syntactic criteria.
games.
Respect nature and animals in the Respecting and valuing the need to recycle
environment. and responsible use of sources of energy.
Valuing and following healthy habits. Recognising the need to keep the planet
clean and respect it.
Identifying the most relevant environmental Recognising traditional sources of energy
problems and connecting them with causes running out and using new ones.
and possible effects. Recognising the need to recycle materials.
Apply strategies using methods from Using strategies for recycling and saving
scientific research. energy.
Digital competences
Obtaining information from the Internet for Looking for information about electric cars
carrying out tasks in English. and the advantages and disadvantages of
solar energy
English using different formats and digital giving the class information about electric
tools. cars and about the advantages and
disadvantages of solar energy.
tastes and preferences. Respect other people's opinions.
customs, rules and values of countries in of the inhabitants of Australia and their
which foreign languages are spoken. customs in terms of being in the sun.
Respecting people who build their houses
with recycled materials.

Using artistic techniques and items to prepare Make a poster or a presentation.
Identifying cultural features of English- Finding out about how Australians relate to
speaking countries and compare them with the sun.
Identifying different forms of cultural Finding out about building a house with
expression and showing an interest in recycled materials.
widening knowledge. Finding out about the stages for writing a
newspaper articles.
Write and reply to questions about general
culture.
Learning to Learn
Do homework individually (looking for and
compiling information, making a poster…).
Take in and use phrases learned to write a
newspaper article about an event in the area
where you live.
mistakes.
improvement.
individually.
Plan, organise and check your work to be able Using phrases given for writing school
to present it properly. newspaper articles.
3 Social awareness.
correctly.
 Accepting other people's opinions and preferences: about recycling and different
sources of energy.
cooperative.
 Physics and Chemistry: find out about alternate sources of energy and the need
and importance of recycling.
 Citizen education and human rights: find out about voluntary work which
adolescents can do.
 Name, recognise and present vocabulary connected with materials and recycling
them and about alternative sources of energy. Make appropriate use of Present
simple and Past simple passive voice (affirmative, negative and interrogative),
reported speech for statements, requests, instructions, offers and suggestions.
Recognising relative pronouns for identifying information.
 Using correct pronunciation and intonation: accent in compound words.
the importance of recycling materials and using alternative sources of energy for
keeping the Planet clean and a place to live healthily. Value the voluntary work
which many young people do at school or in their city.
information: information about materials which two household objects are made of
and about which the most common material is houses is. Information about what
pupils recycle and whether it is easy to recycle in your area, about three ways of
reducing the quantity of waste materials thrown into the sea, about how to avoid
pollution from plastic materials. Information about domestic appliances which save
energy and which domestic appliances which save energy pupils have at home and
about solar energy in general, about the advantages and disadvantages of solar
energy and about three ways of making the home more ecological.
 Understanding the main idea and specific information from oral messages: a
conversation in which a young woman apologies and gives explanations in a radio
programme, information about daily problems, an article about a man who builds
houses with recycled materials, about the model house at an exhibition, about the
effects of the sun in Australia, answers from a radio presenter to a questionnaire
about sources of energy, information about waste materials thrown into the sea,
about a city destroyed by a tornado, about voluntary work at school or in the city
and about an ecological electric car.
different types: understanding an article about a man who builds houses with
recycled materials, an article about recycling aluminium cans, about effects of the
sun in Australia, a questionnaire about sources of energy, a school newspaper
articles about voluntary work, understanding information about electric cars, about
the advantages and disadvantages of solar energy and about alternative sources of
energy. Understanding information in a text about pakour.
 Write brief, simple texts and with clear structures: writing a conversation for
apologising and giving explanations. Description about what a man in a photo is
doing. Describing three ways to avoid throwing materials into the sea. Writing a
newspaper article about an event in the area. Writing about materials, recycling and
inventions and a description of the advantages and disadvantages of solar energy.
English.
 CLIL: using ideas in English in Physics and Chemistry.

vocabulary connected with repertoire of common LC
SCS
materials and alternative sources of vocabulary about travel (and MSCT
energy. related matters) and alternative
energy.
Practice using and forming Understanding and use LC
expressions with Present simple functions and meanings CD
and Past simple passive voice associated with frequently used SCS
(affirmative, negative and basic syntactic structures. LL
interrogative), using reported
speech in statements, requests,
instructions and suggestions and
relative pronouns who, which, that
and where for identifying
information.
Using expressions to give opinions, Distinguish and comply with
debate, apologising and giving habitual communication
explanations. functions: apologising and
giving explanations. Giving
opinions about sources of
energy.
Information about different
sources of energy. Ask about
voluntary work at school or in
the city. Writing a newspaper
article about an event in the
area you live in.
Recognising Spanish-speakers' Correct mistakes found: Do not

typical mistakes when learning de use definite articles when
English. talking in general and use
everyday instead of the
incorrect all the days.
Practice pronouncing and intoning Recognise and correctly intone
compound words compound words.
LC
intonation.
Listen to a conversation in which a Use the subject, general
young woman apologies and gives meaning and main information
explanations, a radio programme and ideas from the text in short,
about daily problems, an article simple texts with visual and
about a man who builds houses audio support.
with recycled materials, information
about a model house in an
exhibition, about the effects of the
sun in Australia. Listening to a radio
presenter giving answers to a
questionnaire about sources of
energy and watch four videos.
LC
Reading of a conversation in which CD
a young woman apologies and SCS
gives explanations, an article about MSCT
a man who builds houses with
recycled materials, an article about
recycling aluminium cans, about the
effects of the sun in Australia, a
school newspaper article about
voluntary work, a text about
sources of energy, a questionnaire
about sources of energy, a text
about pakour, information about
electric cars and the advantages
and disadvantages of solar energy.
importance of recycling materials basic Sociocultural and
and using alternative sources of sociolinguistic aspects such as
energy and about voluntary work the importance of recycling
at school or in the city you live in. materials and using alternative LC
sources of energy. Value the SCS
voluntary work which many
young people do at school or in
their city.
Giving information about materials Producing short,

which two household objects are comprehensible oral texts which
made of and about which the most give, request and exchange
common material is at home, about information.
what pupils recycle and whether it
is easy to recycle in your area,
about three ways of reducing the
quantity of waste materials thrown
into the sea, about how to avoid
LC
pollution from plastic materials. SCS
Giving information about domestic
appliances which save energy and
the ones which save energy you
have at home, about solar energy in
general, about the advantages and
disadvantages of solar energy and
about three ways of making the
home more ecological.
Work on the description of what a Write brief, simple texts and

man in a photo is doing, three ways with clear structures about
to avoid throwing materials into the everyday matters or subjects of LC
sea, a newspaper article about an interest. CD
event in the area, materials, LL
recycling and inventions and SCS
description of the advantages and SIE
disadvantages of solar energy.
ANNEX - KEY COMPETENCES ASSESSMENT RUBRIC
Very good
Good
Not good
Excellent
Average
LISTEN
Understanding the main points and some details of oral

messages, either live or in recordings.
Understanding the mains points of daily transactions and tasks

and formal and informal conversations.
Identifying the main ideas and information in presentations,

talks, explanations and the news.
Distinguishing sounds, accent, rhythm and intonation in various

contexts and identify what they aim to communicate.
TALK / CONVERSE
Give oral presentations, short, rehearsed presentations, and

reply to simple questions about them.
Take part correctly in daily transactions and tasks.
Take part in exchanges of information in usual contexts.
Take part correctly in conversations using simple structures and

clear pronunciation.
READING
Identifying relevant information in instructions, warnings and

rules.
Understanding the general meaning and specific details in texts

on different formats.
Understanding the main points of messages and

correspondence, formal and informal, in different formats.
Find specific, essential information in reference and study

material.
Understanding the main ideas in newspaper, literary and fictional

texts in different formats.
Valuing reading as a source of pleasure and knowledge.
Excellent
Very good
Good
Not good
Average
WRITING
Using production strategies for writing simple texts.
Filling in forms, questionnaires and printed pages with personal

information.
Writing notes, messages, adverts, posts and short, formal and

informal correspondence with simple, relevant information.
Writing texts using appropriate vocabulary, spelling, punctuation

and correct formats and good structures.
Mathematical competences and basic science and

technology competences.
Putting in order and classifying data following a criterion.
Interpret and show simple statistical data on graphs and tables.
Solving puzzles, crosswords and guessing games.
Respect nature and animals in the environment.
Valuing and following healthy habits.
Identifying the most relevant environmental problems and

connecting them with causes and possible effects.
Apply strategies using methods from scientific research.
Digital competences
Obtaining information from the Internet for carrying out tasks in

English.
Give short presentations and projects in English using different

formats and digital tools.
Studying and practising English on digital devices.
Using TIC for forming social relationships.
Excellent
Very good
Good
Not good
Average
Take part in activities pairs and groups with respect and interest.
Interacting politely and paying attention, valuing and respecting

classmates' opinions, tastes and preferences.
Valuing and practising the use of English for communicating with

other people and to find out about other cultures.
Taking an interest in and respecting the customs, rules and

values of countries in which foreign languages are spoken.
Using artistic techniques and items to prepare and give

presentations and projects.
Identifying cultural features of English-speaking countries and

compare them with their own, showing respect and interest.
Identifying different forms of cultural expression and showing an

interest in widening knowledge.
Learning to Learn
Identify, plan and apply objectives for carrying out tasks,
activities and projects.
Using tools and resources for clearing up doubts, widening

knowledge and correcting mistakes.
Showing an interest in carrying out evaluations into your own

progress and identify points for improvement.
Identifying and using different strategies for learning individually.

Using the strategies needed for studying individually.
Have a positive, proactive attitude to reading texts by yourself.
Plan, organise and check your work to be able to present it

properly.
Becoming aware of the consequences of your decisions.

Smart+Planet+3 TeachingProgramme LOMCE 2015 Eng

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Smart+Planet+3 TeachingProgramme LOMCE 2015 Eng

Transféré par

Droits d'auteur :

Formats disponibles

Smart Planet 3

Ben Goldstein & Ceri Jones

7.1. Introduction to the concept of attention to diversity{ut1

8.2 Competences: Descriptors – Activities

Annex - KEY COMPETENCES ASSESSMENT RUBRIC

1.1 Theoretical Basis

The method's most important facets include:

Smart Planet is designed to make it possible to incorporate new grammar concepts

1.2 What Smart Planet

2. Deduction as one of the pillars of learning.

- For teaching grammar: a method based on pupils' deductions, although a more

The Pupil's Book has 128 full-colour pages.

The Teacher's Book includes:

d) Strengthen emotional competences in all personal areas and relationships with

f) Understanding scientific knowledge as integrated knowledge, which forms part of

g) Develop a spirit of enterprise and self-confidence, critical awareness, personal

i) Understanding and make yourself understood in one or more foreign languages.

In line with European Parliament Recommendation 2006/962/EC about key

Pupils have to develop basic competences throughout their compulsory education, in

3.2 Smart Planet's contribution to acquiring competences

Smart Planet contributes efficiently and systematically to acquiring each of the

Linguistic communication is based on the use of English as the vehicular language

Developing this competence by studying a foreign language leads to pupils improving

Basic competences in science and technology involve being able to understand

Learning to learn concentrates pupils' attention on what is expected of them in order

Including revision as a mechanism for learning to learn is essential. This is why

In the same way, in Smart Planet to identification and correction of mistakes is

Smart Planet encourages pupils to study independently, praising their sense of

Smart Planet' methodological approach is interactive and it is not only communication

3.3 Competences in Smart Planet

Competences are comprehensively developed throughout the fourteen units and in

Take part correctly in daily transactions and tasks.

Take part in exchanges of information in usual contexts.

Identifying relevant information in instructions, warnings and rules.

Find specific, essential information in reference and study material.

Valuing reading as a source of pleasure and knowledge.

Using production strategies for writing simple texts.

Filling in forms, questionnaires and printed pages with personal information.

Mathematical competences and basic science and technology competences.

Putting in order and classifying data following a criterion.

Interpret and show simple statistical data on graphs and tables.

Solving puzzles, crosswords and guessing games.

Respect nature and animals in the environment.

Valuing and following healthy habits.

Apply strategies using methods from scientific research.

Studying and practising English on digital devices.

Using TIC for forming social relationships.

Social and Civic Competences.

Cultural awareness and expressions.

Identifying different forms of cultural expression and showing an interest in widening

Identifying and using different strategies for learning individually.

Sense of initiative and entrepreneurial spirit.

Using the strategies needed for studying individually.

Have a positive, proactive attitude to reading texts by yourself.

Plan, organise and check your work to be able to present it properly.

Becoming aware of the consequences of your decisions.

3.4 Multiple Intelligences

Interpersonal intelligence- efficient communication with others - is a crucial factor in

Interpersonal intelligence, understanding oneself, intimate thoughts and feelings, is

There is a series of activities for developing logical-mathematical intelligence. These

When “cooperative learning or work” is mentioned in this programme, it must be

4.1 Contents blocks

1. Comprehension of oral texts