NEXT MOVE 2 INGpearsonespana.blob.core.windows.net/books/Next Move … · Web viewPractice and use numbers in English. 3. Digital competence Starter Unit: Uses the digital components

Next Move 2

Programme of Contents

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Foreign Languages:English

1 Programme of Contents (English) – Next Move 2

STARTER UNIT

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

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

comprehension. Write a personal profile. Learn topic vocabulary: Places, possessions, cities and nationalities, people. Learn and understand the grammatical structures and linguistic content of the unit

and put them into practice: To be, have got, there is/are; personal and object pronouns; possessives; adjectives and possessive pronouns.

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

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

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

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

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

listening text (SB p. 9, ex.1). Identification of the text type: a school conversation (SB p. 9). Making hypotheses about the content and the context looking at images (SB p. 9,

ex. 1)Sociocultural and sociolinguistic aspects of the language: Identify how information is asked for and given between students at a personal

level and about the school (SB p. 9).Communicative functions: Listening to a conversation where personal and school information is asked for and

given and answering comprehension questions about specific information (SB p. 9).Syntactic-discursive structures To be, have got, there is/are; personal and object pronouns, Possessive’s, Possessive adjectives and pronouns. (SB pp. 4 and 5). High frequency oral lexis (reception): Places, Possessions, Countries and nationalities, People. (SB pp. 6 and 7).Sound patterns (pronunciation, rhythm and intonation): spelling..

Content block 2 - Production of oral texts: expression and interaction. Production strategies: Planning Preparation for speaking and completion of the practice exercises (SB p. 9).Execution Oral interaction acting out a conversation, asking for and giving personal and school

information (SB p. 9).Sociocultural and sociolinguistic aspects of the language: Understand how to ask for and give personal and school information appropriately

(SB p. 9).Communicative functions: Asking for and giving personal and school information (SB p. 9).Syntactic-discursive structures


To be, have got, there is/are; personal and object pronouns, Possessive’s, Possessive adjectives and pronouns. (SB pp. 4 and 5). High frequency oral lexis (reception): Places, Possessions, Countries and nationalities, People (SB pp. 6 and 7).Sound patterns (pronunciation, rhythm and intonation): spelling.

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

the reading topic (SB p. 8). Identification of the text type; a school web (The Friends’ Club, SB p. 8) Hypothesising about the content and context using the images (SB p. 8). Reading and answering questions about specific information (SB p. 8).Sociocultural and sociolinguistic aspects of the language: Identify a school web page and learn about young people and their tastes and

hobbies and how communication has changed recently because of social networks and information technology (SB p. 8).

Communicative functions: Reading a school web page to be able to describe the personal profile of the

students (SB p. 8). Syntactic-discursive structures To be, have got, there is/are; personal and object pronouns, Possessive’s, Possessive adjectives and pronouns. (SB pp. 4 and 5). High frequency oral lexis (reception): Places, Possessions, Countries and nationalities, People. (SB pp. 6 and 7).Spelling and punctuation patterns.

Content block 4 - Production of written textsProduction strategies: Planning Identification of the text type and reading of a model text: a personal profile in a

school web (SB p. 8).Execution Write a personal profile in a school web (SB p. 8).Sociocultural and sociolinguistic aspects: Learn how to write a personal profile and learn how information technology has

changed the way we communicate and interact (SB p. 8).Communicative functions: Giving personal information (SB p. 8).Syntactic-discursive structures To be, have got, there is/are; personal and object pronouns, Possessive’s, Possessive adjectives and pronouns. (SB pp. 4 and 5). High frequency oral lexis (reception): Places, Possessions, Countries and nationalities, People. (SB pp. 6 and 7).

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

COMPETENCES (DESCRIPTORS) ASSESSMENT CRITERIA 1. Linguistic Communication

Listening p. 9: Recognizes and understands a

conversation. Speaking p. 9: Acts out and participates in a conversation

using appropriate expressions.Reading p. 8: Recognizes and understands a web pageWriting

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

Interact orally.Communicate orally participating in

conversations about known topics.Understand the general idea and specific

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


p. 8: Plans, produces and revises a personal profile

Pp. 4-7: Revises, learns and practices grammar

rules and vocabulary. Start Unit: Revises and learns spelling rules.

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

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

Reproduce the corresponding pronunciation, rhythm and intonation. Check punctuation.

2. Mathematical competence and basic competences in science and technology p. 6: Understands and use spatial thinking to

observe and understand a city map. p. 9: Uses numbers to talk about classrooms

and school subjects.

Understand and describe position on a map.

Practice and use numbers in English.3. Digital competence

Starter Unit: Uses the digital components of the course: My English Lab, Active Teach.

Use the digital components of the course appropriately.

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

Discover and use the main computer applications.

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

becomes conscious of what is known and not known.

Pp. 6 and 7: Learns strategies for thinking about, organizing and memorizing vocabulary.

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

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

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

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

Be conscious of one’s own learning process.

Learn strategies for thinking about, organizing and memorizing information.

Learn to hypothesize and make deductions.

Use intellectual working resources and techniques.

Complete the WB activities autonomously.Learn to self-evaluate, being conscious of

what one knows and what one needs to learn.

5. Social and civic competence Pp. 6/9: Participates in oral interactions working

on communication skills and abilities Pp. 6/9: Learns to respect the differences and

similarities between people. p. 9: Learns polite expressions for use when

doing presentations in unfamiliar places. Pp. 6/9: Understands and respects socio-

economic aspects of other cultures, societies and identities.

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

Learn behaviours for participating efficiently and constructively in society.

Learn about, value and respect individual behaviour.

Show awareness of what other cultures can offer, recognizing and comparing cultural differences.

6. Sense of initiative and entrepreneurship Shows initiative in personal work and

perseverance completing the WB exercises. p. 7: Plans and produces a fact file with personal

information.

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

autonomously.

7. Cultural awareness and expression p. 7: Learns how to write a fact file with personal

information. p. 8: Learns about countries and nationalities. P. 9: Learns information about British culture

related to education, schools, uniforms, after-school clubs, etc.

Identify specific cultural information.Understand cultural elements specific to

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

Show interest and respect for other cultures.

COMPETENCE ASSESSMENT RUBRICS Starter Unit


DESCRIPTORS-COMPETENCES

ASSESSMENT TOOLS ATTAINMENT LEVELS

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




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




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

3. DIGITAL COMPETENCE

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

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

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




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

Chooses with personal criteria and a critical attitude.

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

Shows initiative, creativity and imagination.

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

4. DEALING WITH MIXED ABILITYRevision and extension activities

TB Extra activities to reinforce what has been learnt in the unit (Starter Unit Extra activities, pp. 14-19).

WB (Starter Unit 1, pp. 4-7).5. ASSESSMENT


Formative assessment Continuous assessment during the classes. WB completion of the unit exercises (Starter Unit, pp. 4-7).Sumative assessment TRF Diagnostic Test (pp. 4 and 5).Self-evaluation WB My assessment Profile (Starter Unit p. 126).


UNIT 1: PLAY THE GAME!

1. LINGUISTIC OBJECTIVES Listen to and understand a radio show about lucky charms, using appropriate

comprehension strategies. Asking for and giving opinions. Read and understand different type of texts: an informative text about the history of

the Olympic Games; an informative text about the superstitions and manias of top sport stars, using strategies for improving comprehension.

Write a description of a sport, using resources and strategies for cohesion and coherence and a correct punctuation: full stops, commas, exclamation marks, question marks, apostrophes.

Learn topic vocabulary:- Sports.- Compound nouns.

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

Recognize and reproduce aspects of pronunciation such as rhythm, stress and intonation: verb endings /s//z//Iz/





listening text (SB p. 14, ex.1). Identification of the text type: a conversation (SB p. 14) and a radio show (SB p. 16). Making hypotheses about the content and the context looking at images (SB p. 14

and 16 ex. 1)Sociocultural and sociolinguistic aspects of the language: Identify how presentations and introductions are made (SB p. 14). Identify information about lucky charms (SB p. 16)Communicative functions: Listening to a conversation talking about sports between young people from

different countries and answering comprehension questions about specific information (SB p. 14).

Listening to a radio show talking about lucky charms and completion of comprehension activities (SB p. 16).

Syntactic-discursive structures Present Simple. Time expressions (SB p. 12) Verb + -ing (SB p. 13) Adverbs of frequency (SB p. 15).High frequency oral lexis (reception): Sports (SB p. 10) Compound nouns (SB p. 13).Sound patterns (pronunciation, rhythm and intonation):


Completion of exercises to learn and interiorize rules and pronunciation and intonation patterns: verb endings /s//z//Iz/ (SB p. 12).

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

and giving opinions (Useful language, SB p. 15) and completion of the practice exercises.

Execution Oral interaction asking for and giving opinions related to given topics in controlled

and free activities (SB p. 15).Sociocultural and sociolinguistic aspects of the language: Learn how to ask for and give opinions (SB p. 15).Communicative functions: Asking for and giving opinions (SB p. 15).Syntactic-discursive structures Present Simple. Time expressions (SB p. 12) Verb + -ing (SB p. 13) Adverbs of frequency (SB p. 15).High frequency oral lexis (production): Sports (SB p. 10) Compound nouns (SB p. 13).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: verb endings /s//z//Iz/ (SB p. 12).


the reading topic (SB p. 11 and 16). Identification of the text type; articles (SB p. 11 and p. 16) Hypothesizing about the content and context using the images (SB p. 11 and 16). Reading and answering questions about specific information (SB p. 11 and 16).Sociocultural and sociolinguistic aspects of the language: Identify information about the Olympic Games and about superstitions of famous

sportspeople (SB pp. 11 and 16). Identify information en a cultural text about the USA (Culture–The USA, SB p. 19).Communicative functions: Reading an informative text about the history of the Olympic Games (The Olympic

Games, SB p. 11). Reading an informative text about the superstitions and manias of top sport stars

(Superstitious Sports Stars, SB p. 16)Syntactic-discursive structures Present Simple. Time expressions (SB p. 12) Verb + -ing (SB p. 13) Adverbs of frequency (SB p. 15).High frequency written lexis (production): Sports (SB p. 10) Compound nouns (SB p. 13).

Content block 4 - Production of written textsProduction strategies: Planning


Identification of the text type and reading of a model text: A description of a sport, My favourite sport (SB p. 17).

Reading and comprehension of the Writing Task box about the planning, execution and revision of the text-type required: a description of a sport (SB p. 17).

Execution Production of a text following the model: a description of a favourite sport. Use of the writing strategy studied in the unit (Language Work: punctuation (SB p.

17).Sociocultural and sociolinguistic aspects: Learn how to write a description appropriately and about winter sports in other

countries like snowboarding in Switzerland (SB p. 17).Communicative functions: Describing a sport (SB p. 17).Syntactic-discursive structures Present Simple. Time expressions (SB p. 12) Verb + -ing (SB p. 13) Adverbs of frequency (SB p. 15).High frequency lexis (production): Sports (SB p. 10) Compound nouns (SB p. 13).Spelling and punctuation patterns. punctuation (SB pp. 17).



Listening Pp. 14/16: Recognizes and understands a

conversation and a radio show. Speaking Pp. 10/11/13/15: Participates in oral

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

p. 15: Participates in a conversation using appropriate expressions (Useful language).

p. 14 Acts out a conversation.Reading Pp. 11/16: Recognizes and understands two

articles.Writing p. 17: Plans, produces and revises a text: a

description of a sport.

Pp. 10/12/13/15: Learns and practices grammar and vocabulary rules.

p. 13: Reproduces the pronunciation, rhythm and intonation of the foreign language: verb endings /s//z//Ιz/


Interact orally. Communicate orally participating in

conversations about known topics. Understand the general idea and

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



Reproduce the corresponding pronunciation, rhythm and intonation.

2. Mathematical competence and basic competences in science and technology p. 11: Learns how to use dates and follow

information chronologically. Pp. 10/12/13/15: Learns about and uses tables

to classify and organize information.

Understand and use numbers and dates. Interpret data and information.


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

English Lab, Active Teach. Pp. 11/19 Uses technology to learn to look for

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




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

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

and content from the context using photos. Pp. 10/12/13/15: Learns to use boxes and

charts as a study technique. p. 17: Learns to plan, organize and produce a

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

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


Learns to use the unit reference material: Writing Reference (SB p. 118) Grammar (WB p. 86) Vocabulary (BW p. 104) Listening and Speaking (WB p. 113).

Reflects on what has been learnt and what needs to be learnt: Refresh Your Memory (SB p. 18) My Assessment Profile (WB p. 127).


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

techniques. Plan, organize and check pieces of work. Use strategies to improve writing skills

(Punctuation). Use reference materials. Reflects on what has been learnt and what

needs to be learnt. Develop criteria for reflection. Develop strategies for problem-solving,

analysis, organization, execution of work, etc.

Complete the WB activities autonomously. Learn to self-evaluate, being conscious of


5. Social and civic competence p. 14: Cooperates in group activities learning

appropriate behaviour for participation and communication. (Act out).

Pp. 10/11/12/15: Participates in oral interactions working on communication skills and abilities (What about you, In pairs, Free practice).

Unit 1: Learns about and reflects on the importance of sport and a healthy lifestyle for our well-being.

p. 19: Understands and respects socio-economic aspects of other cultures, societies and identities (Culture – The USA).



Learn about and practice healthy habits. Show awareness of what other cultures can

offer, recognizing and comparing cultural differences.

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

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

perseverance completing the WB exercises. p. 14: Cooperates in group work (Act out) Pp. 10/11/12/15: (What about you, Ask and

answer in pairs, etc.) reflects on personal attitudes to be able to give opinions in a discussion.

p. 19: Develops initiatives for the organization of projects (planning, analysis, search for information and comparison with one’s own information): (Research it! - Your Culture).

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

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

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

creativity and imagination (Act out) p. 11: Learns about the history of the Olympic

Games.

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

English-speaking countries and in the rest


http://www.factmonster.com/

http://www.infoplease.com/

http://www.olympic.org/

p. 16: Learns about the superstitions and manias of top sports stars.

p. 19: Learns about North American states and compares this system with the local one (Culture-The USA)

of the world. Show interest and respect for other

cultures. Show understanding of what other cultures

offer, recognizing and comparing social and cultural differences.

COMPETENCE ASSESSMENT RUBRICS Unit 1



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




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




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Understands and applies simple punctuation and spelling rules appropriately in order to be understood.2. MATHEMATICAL COMPETENCE AND BASIC COMPETENCES IN SCIENCE AND TECHNOLOGY




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


5. SOCIAL AND CIVIC COMPETENCE

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







TB Extra activities to reinforce what has been learnt in the unit (Unit 1 Extra activities, pp. 20-39).

SB, Writing reference 1( p. 118)

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

TRF Grammar (Unit 1, pp. 62 and 63). TRF Vocabulary (Unit 1, pp. 82 and 83). TRF Skills Reading and Listening 1 (pp. 102/103). TRF Skills Speaking 1 (p. 120). TRF Skills Writing 1 (p. 129). TRF Writing template unit 1 (p. 140)

5. ASSESSMENTFormative assessment Continuous assessment during the classes. SB, Refresh Your Memory! (Unit 1, p. 18). SB, Review 1 (Units 1-3, pp. 40-43). SB, Exam Practice 1 (Units 1-3, pp. 112 and 113). WB completion of the unit exercises (Unit 1, pp. 8 a 15). WB Review1 (Units 1-3, pp. 32 and 33).Sumative assessment TRF Language Test 1 (pp. 6/7 and pp. 8/9). TRF Skills Test 1 (Units 1-3, pp. 18-19 and 20-21). TRF Skills Reading and Listening 1 (pp. 102/103). TRF Skills Speaking 1 (p. 120). TRF Skills Writing 1 (p. 129). TRF Writing template unit 1 (p. 140) Self-evaluation WB My assessment Profile (Unit 1, p. 127).

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

communicative situations, applying basic comprehension strategies appropriately.- TRF Language Test 1, pp. 6/7 and 8/9, - TRF Skills Reading and Listening 1 (pp. 102/103).

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

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

- Present Simple.- Time expressions.- Verb + -ing. - Adverbs of frequency.

Recognize a limited range of high frequency vocabulary- Sports.- Compound nouns.

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

Learning standards:18

Programme of Contents (English) – Next Move 2

Understands a conversation where presentations are made and people talk about sport (SB p. 14)

Understands a radio show about lucky charms (SB p. 16). Understands conversations about the superstitions of top sportspeople:

- TRF Skills Reading and Listening 1 (pp. 102/103).

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

about known or previously studied topics, understanding and applying appropriate strategies for continuing the communication and producing a legible discourse appropriate to the communicative intention.- TRF Language Test 1, pp. 6/7 and 8/9, - TRF Speaking Skills (Unit 1, pp. 120).

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

Express the principal communicative function of the exchange: asking for and giving opinions.

Learn and use syntactic structures:- Present Simple.- Time expressions.- Verb + -ing. - Adverbs of frequency.

Learn and use a limited range of high-frequency vocabulary:- Sports.- Compound nouns.

Articulate a range of basic sound patterns (pronunciation, rhythm and intonation) adapting them to the required communicative function: verb endings /s/, /z/,/Iz/

Learning standards: Participates in conversations asking for and giving opinion (SB p. 15). Interacts, taking part in role-plays giving personal information (SB Unit 1) Participates in a conversation giving opinions about given ideas:

- TRF Speaking Skills (Unit 1, p. 120).

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

age-appropriate texts, with textual and non-textual support, about a variety of topics related with different areas of the curriculum, understanding and applying the most appropriate comprehension strategies- TRF Language Test 1, pp. 6/7 and 8/9. - TRF Skills Reading and Listening 1 (pp. 102/103).


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

communication: - Present Simple.- Time expressions.- Verb + -ing. - Adverbs of frequency.

Recognize a limited range of high-frequency written lexis:- Sports.- Compound nouns.

Recognize basic punctuation rules.

Learning standards:


Understands the essential information and locate specific information in an informative text about the history of the Olympic Games (SB p. 11).

Understand the essential information and the main points in an informative text about the superstitions and manias of top sport stars (SB p. 16)

Understands a text; a Fact File about a person’s typical day - TRF Skills Reading and Listening 1 (pp. 102/103).

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

structures, functions and lexis, and basic cohesive elements, respecting spelling and punctuation rules: punctuation.- TRF Language Test 1, pp. 6/7 and 8/9. - TRF Skills Writing 1 (p. 129).

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

Use basic spelling rules and correct punctuation.

Learning standards: Is able to write a description of a sport (SB p. 17). Is able to complete a blog and produce a description of a favourite sport from the

student’s country.- TRF Skills Writing 1 (p. 129).- TRF Writing template unit 1 (p. 140): A description of a sport.


UNIT 2: THE BIG PICTURE

1. LINGUISTIC OBJECTIVES Listen and understand a conversation and a street interview about film extras, using

appropriate comprehension strategies. Making and responding to suggestions. Read and understand a blog about a film museum and an interview with a film

extra, using strategies for improving comprehension. Writing a film review, using appropriate cohesion and coherence resources and

strategies (linking words; and, but, because). Learn topic vocabulary:

- Types of films- Adjectives

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

Recognize and reproduce aspects of pronunciation such as rhythm, stress and intonation: Word stress in adjectives.





listening text (SB pp. 24 and 26, ex.1). Identification of the text type: an interview (SB p. 26). Making hypotheses about the content and the context looking at images (SB pp. 24

and 26, ex. 1)Sociocultural and sociolinguistic aspects: Identify expressions for making and responding to suggestions (SB p. 24). Identify how to do a street interview (SB p. 26).Communicative functions: Listening to a conversation where suggestions are made about a trip to the cinema,

and answering comprehension questions about specific information (SB p. 24). Listening to a street interview with film extras and completion of comprehension

activities (SB p. 26).Syntactic-discursive structures Present Continuous (SB p. 22) Present simple and Present continuous (SB p. 25).High frequency oral lexis (reception): Types of films (SB p. 20). Adjectives (SB p. 23).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: Word stress in adjectives, SB p. 23.

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


Production strategies: Planning Study of a table with useful language and appropriate expressions for: Making and

responding to suggestions (Useful language, SB p. 25) and completion of the practice exercises.

Execution Oral interactions making and responding to suggestions, in controlled and free

activities (SB p. 25).Sociocultural and sociolinguistic aspects of the language: Learn how to make and respond to suggestions, (SB p. 25).Communicative functions: Making and responding to suggestions (SB p. 25).Syntactic-discursive structures Present Continuous (SB p. 22) Present simple and Present continuous (SB p. 25).High frequency oral lexis (production): Types of films (SB p. 20). Adjectives (SB p. 23).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: Word stress in adjectives, SB pp. 23.


the reading topic (SB p. 21 and 26). Identification of the text type; a blog (SB p. 21) and an interview (SB pp. 26). Hypothesising about the content and context using the images (SB p. 21 and 26). Reading and answering questions about specific information (SB p. 21 and 26).Sociocultural and sociolinguistic aspects of the language: Identify information about a film museum (SB p. 21). Identify information about how film extras work (SB p. 26) Identify information about the life of young people in other countries (India-Real

World Profiles, SB p. 29).Communicative functions: Talking about a film museum (SB p. 21). Interviewing a film extra (My Movies: Extra special, SB p. 26)Syntactic-discursive structures Present Continuous (SB p. 22) Present simple and Present continuous (SB p. 25).High frequency written lexis (production): Types of films (SB p. 20). Adjectives (SB p. 23).

Content block 4 - Production of written textsProduction strategies: Planning Identification of the text type and reading of a model text: A film review (My

favourite film SB p. 27). Reading and comprehension of the Writing Task box about the planning, execution

and revision of the text-type required: linking words; and, but, because (SB p. 27).Execution Production of a text following the model: a film review Use of the writing strategy studied in the unit (Language Work: linking words; and,

but, because SB p. 27).Sociocultural and sociolinguistic aspects:


Learn how to write a film review appropriately and learn about the cinema and about the film/musical Fame (SB p. 27).

Communicative functions: Describe a film (SB p. 27).Syntactic-discursive structures Present Continuous (SB p. 22) Present simple and Present continuous (SB p. 25).High frequency lexis (production): Types of films (SB p. 20). Adjectives (SB p. 23).Spelling and punctuation patterns. Linking words; and, but, because SB p. 27



Listening Pp. 24/26: Recognizes and understands a

conversation and an interview.Speaking Pp. 21/22/23: Participates in oral interactions

expressing personal information: (What about you)


p. 24 Acts out a conversation.Reading Pp. 21/26: Recognizes and understands a blog

and an interview. Writing p. 27: Plans, produces and revises a film

review.


p. 23: Reproduces the pronunciation, rhythm and intonation of the foreign language: Word stress in adjectives.








2. Mathematical competence and basic competences in science and technology Pp. 22/23/25: Learns about and uses tables to

classify and organize information. Use tables and boxes.


English Lab, Active Teach. Pp. 21/ 29 Uses technology to learn to look for

information about the unit topic:www.nationalmediamuseum.org.ukwww.youtube.com/watch?v-8sCa46BTdZM






and content from the context using photos. Pp. 22/23/25: Learns to use boxes and charts

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



Learn to hypothesize and make deductions.


Plan, organize and check pieces of work. Use strategies to improve writing skills

(Linking words).


http://www.youtube.com/watch?v-8sCa46BTdZM

http://www.nationalmediamuseum.org.uk/

Pp. 27: Learns strategies to improve writing skills (Language Work).


Learns to use the unit reference material: Writing Reference (SB p. 119) Grammar (WB p. 88) Vocabulary (BW p. 105) Listening and Speaking (WB p. 114)


Use reference materials. Develop criteria for reflection. Develop strategies for problem-solving,


Complete the WB activities autonomously.

Learn to self-evaluate, being conscious of what one knows and what one needs to learn.

5. Social and civic competence p. 24: Cooperates in group activities. p. 24: Learns about and reflects on norms of

behaviour in specific places (Cinema s, museums, etc.) and appropriate expressions for making and responding to suggestions.

p. 29: Participates in discussions and debates in a constructive and critical way (Class discussion-Real World Profiles).

p. 29: Understands and respects the multicultural and socio-economic characteristics of other cultures, societies and identities (Real World Profiles).




Learn about how a city and its surrounding area function.

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

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

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

perseverance completing the WB exercises p. 24: Cooperates and works in a team (Act

out) Pp. 20/21/22: (What about you, In pairs…)

reflect on personal attitudes to be able to give opinions in a discussion.

p. 29: Participates in discussions expressing personal ideas and criteria, using dialogue and showing assertiveness (Class discussion - Real World Profiles).

Plan, organize and check pieces of work.


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

Develop a critical and reflexive attitude.

7. Cultural awareness and expression Unit 2: Learn about the world of cinema. p. 24: Acts out a conversation expressing

creativity and imagination (Act out) p. 26: Learns about the actor Robert Pattinson. p. 26: Learns about the musical, Fame. p. 29: Learns about other children’s’ lives

(India): a 14 year-old film director, Hishan Shrikanth (Real World Profiles).








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4. DEALING WITH MIXED ABILITYRevision and extension activities TB Extra activities to reinforce what has been learnt in the unit (Unit 2 Extra

activities, pp. 40-59). SB Writing reference 2 (p. 119).



5. ASSESSMENTFormative assessment Continuous assessment during the classes. SB, Refresh Your Memory! (Unit 2, pp. 28). SB, Exam Practice 1 (Units 1-3, pp. 112 and 113). SB, Review 1 (Units 1-3, pp. 40 a 43). WB completion of the unit exercises (Unit 2, pp. 16 a 23). WB Review1 (Units 1-3, pp. 32 and 33).Sumative assessment TRF Language Test 2 (pp. 10/11 and pp. 12/13). TRF Skills Test 1 (Units 1-3, pp. 18/19 and 20/21). TRF Skills Reading and Listening 2 (pp. 104/105). TRF Skills Speaking 2 (p. 121). TRF Skills Writing 2 (p. 130). TRF Writing template unit 2 (p.141) Self-evaluation WB My assessment Profile (Unit 2, p.128).


communicative situations, applying basic comprehension strategies appropriately. - TRF Language Test 2, pp. 10/11 and 12/13.- TRF Skills Reading and Listening 2 (pp. 104/105).



- Present continuous- Present simple and present continuous.

Recognize a limited range of high frequency vocabulary- Film genres.- Adjectives.

Discriminate basic sound patterns (pronunciation, rhythm and intonation) and recognise their related meanings and communicative intentions.



Understands a conversation where permission is asked for and given or refused (SB p. 24).

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



about known or previously studied topics, understanding and applying appropriate strategies for continuing the communication and producing a legible discourse appropriate to the communicative intention. - TRF Language Test 2, pp. 10/11 and 12/13.- TRF Skills, Speaking 2 p. 121.


Express the principal communicative function of the exchange: making and responding to suggestions.

Learn and use syntactic structures:- Present continuous- Present simple and Present continuous.

Learn and use a limited range of high-frequency vocabulary:- Film genres.- Adjectives.

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

Learning standards: Participates in conversations making and responding to suggestions (SB p. 25). Interacts to give personal information (SB Unit 2). Participates in a role-play, making suggestions in given situations.- TRF Skills Speaking 2 (pp. 121).


age-appropriate texts, with textual and non-textual support, about a variety of topics related with different areas of the curriculum, understanding and applying the most appropriate comprehension strategies- TRF Language Test 2, pp. 10-11 and 12-13.- TRF Skills Reading and Listening 2 (pp. 104-105).



communication: - Present continuous- Present simple and Present continuous.

Recognise a limited range of high frequency written lexis:- Film genres.- Adjectives.

Recognize basic punctuation rules;

Learning standards: Understands the essential information and locate specific information in a blog

about a film museum. (SB p. 21) Understand the essential information and the main points in an interview a film

extra (SB p. 26)


Understands a text about a region where a famous film was made (The land of fantasy). TRF Skills Reading and Listening 2 (pp. 104/105).


structures, functions and lexis, and basic cohesive elements, respecting spelling and punctuation rules: punctuation :- TRF Language Test 2, pp. 10/11 and 12/13.- TRF Skills, Writing 2 p. 130.


Use basic spelling rules; and expressions for describing a photograph.

Learning standards: Is able to writes a film review (SB p. 27). Reads a review and completes comprehension exercises and then write, following a

model, a review of a favourite film.- TRF Skills Writing 2 (p. 130).- TRF Writing template unit 2 (p. 141): A film review.


UNIT 3: PAST LIVES

1. LINGUISTIC OBJECTIVES Listen to and understand a conversation in a shop and a history quiz, using

appropriate comprehension strategies. Ask for and give reasons. Read and understand a cultural/publicity text about a famous place in London and a

cultural text about William Shakespeare, using strategies for improving comprehension.

Writing a biography, using appropriate cohesion strategies; ordering information correctly.

Learn topic vocabulary:- History- Life events

Learn and understand the grammatical structures and linguistic content of the unit and put them into practice: - Past simple to be - Past simple regular and irregular verbs- Time expressions

Recognize and reproduce aspects of pronunciation such as rhythm, stress and intonation: /t//d//Id/.





listening text (SB p. 34, ex.1). Identification of the text type: a conversation (SB p. 34) and a quiz (SB p. 36). Making hypotheses about the content and the context looking at images (SB p. 34,

ex. 1)Sociocultural and sociolinguistic aspects: Identify expressions for giving reasons and explanations (SB p. 34). Identify historical information in a quiz (SB p. 36).Communicative functions: Listening to a conversation where reasons are asked for and given related to a

famous monument and answering comprehension questions about specific information (SB p. 34).

Listening to a history quiz and completing comprehension activities (SB p. 36).Syntactic-discursive structures Past simple To be. Past simple regular and irregular verbs. Time expressions (SB p.

32). Past simple; questions and short answers (SB p. 35) High frequency oral lexis (reception): History (SB p. 30). Life events (SB p. 33).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: /t/ /d/ /Id/ (SB p. 32).



Production strategies: Planning Study of a table with useful language and appropriate expressions for: Ask for and

give reasons (Useful language, SB p. 35) and completion of the practice exercises.Execution Oral interaction asking for and giving reasons in specific situations, in controlled and

free activities (SB p. 35).Sociocultural and sociolinguistic aspects of the language: Learn appropriate expressions for asking for and giving reasons (SB p. 35).Communicative functions: Asking for and giving reasons (SB p. 35).Syntactic-discursive structures Past simple To be. Past simple regular and irregular verbs. Time expressions (SB p.

32). Past simple; questions and short answers (SB p. 35) High frequency oral lexis (production): History (SB p. 30). Life events (SB p. 33).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: /t/ /d/ /Id/ (SB pp. 32).


the reading topic (SB p. 31 and 36). Identification of the text type; a cultural/publicity text (SB p. 31): A cultural text (SB

p. 36). Hypothesizing about the content and context using the images (SB p. 31 and 36). Reading and answering questions about specific information (SB p. 31 and 36).Sociocultural and sociolinguistic aspects of the language: Identify information about The London Dungeon and the history de England (SB p.

31) Identify information about William Shakespeare (SB p. 36), Sofonisba Anguissola (SB

p. 37) Identify information about Australia and its geography (SB p. 39).Communicative functions: Reading a cultural/publicity text about a monument and the history of England (The

London Dungeon SB p. 31). Understanding a cultural text about the life and works of William Shakespeare (SB

p. 36)Syntactic-discursive structures Past simple To be. Past simple regular and irregular verbs. Time expressions (SB pp.

32). Past simple; questions and short answers (SB pp. 35) High frequency written lexis (production): History (SB p. 30). Life events (SB p. 33).

Content block 4 - Production of written textsProduction strategies: Planning Identification of the text type and reading of a model text: the biography of the

Italian painter Sofonisba Anguissola (SB p. 37). Reading and comprehension of the Writing Task box about the planning, execution

and revision of the text-type required: A biography de a famous person from the student’s country (SB p. 37).


Execution Production of a text following the model: a biography (SB p. 37). Use of the writing strategy studied in the unit (Language Work: Order the

information in a biography appropriately (Ordering information, SB p. 37).Sociocultural and sociolinguistic aspects: Learn how to write a biography appropriately and learns about the Italian painter

Sofonisba Anguissola (SB p. 37).Communicative functions: Writing a biography (SB p. 37).Syntactic-discursive structures Past simple To be. Past simple regular and irregular verbs. Time expressions (SB pp.

32). Past simple; questions and short answers (SB pp. 35) High frequency lexis (production): History (SB p. 30). Life events (SB p. 33).Spelling and punctuation patterns. Order the information in a biography correctly (Ordering information, SB p. 37).



Listening pp. 34/36: Recognises and understands a

conversation and a history quiz.Speaking pp. 30/31/33/: Participates in oral interactions

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


p. 34: Acts out a conversation.Reading pp. 31/36: Recognises and understands a

cultural/publicity text and a cultural biography. Writing p. 37: Plans, produces and revises a biography.

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

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

intonation of the foreign language: /t//d//Id/.








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

moments in history. Understands the process of the passage of time.

pp. 32/35: Learns about and uses tables to classify and organize information.

Interpret data and information using numbers and quantities.

Use tables and boxes.


English Lab, Active Teach. pp. 31/39: Uses technology to learn to look for

information about the unit topic:www.thedungens.comwww.shakespeare.org.ukwww.spain.info/es.www.iberianature.com





http://www.iberianature.com/

http://www.spain.info/es

http://www.shakespeare.org.uk/

http://www.thedungens.com/

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

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

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

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



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




Learn to hypothesise and make deductions.


Plan, organize and check pieces of work. Use strategies to improve writing skills

(Connectors). Use reference materials. Develop criteria for reflection. Develop strategies for problem-solving,



Learn to self-evaluate reflecting on what is known and what needs to be learnt.



p. 35: Learns to ask for and give reasons using appropriate expressions

Pp. 30/31/33/35: Participates in oral interactions working on communication skills and abilities (What about you, Free practice).

p. 39: Understands and respects the multicultural and socio-economic characteristics of other cultures, societies and identities and comparing them with the student’s own (Culture-Australia).




Learn about and appreciate ways of life and organization in other parts of the world.

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



perseverance completing the WB exercises p. 34: Cooperates and works in a team (Act out). pp. 30/31/33: Undertakes a self-evaluation and

self-reflection to talk about personal matters (What about you).

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

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

autonomously. Cooperate in group work, being assertive,


7. Cultural awareness and expression Unit 3: Learns about history; famous places and

monuments in the United Kingdom. pp. 34/37: Learns the biography of famous in

culture such as William Shakespeare or the Italian painter Sofonisba Anguissola.

Acts out a conversation expressing creativity and imagination (Act out)

p. 39: Learns about Australia (Culture: Australia).





COMPETENCE ASSESSMENT RUBRICSUnit 3



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activities, pp. 60-79). SB, Writing reference 3( p. 120)

WB (Unit 3, pp. 24-31). WB Grammar (Unit 3 pp. 90-91).


WB Vocabulary (Unit 3 pp. 106). WB Listening and Speaking (Unit 3 pp. 115). WB Pronunciation practice (pp. 122 a 124)


5. ASSESSMENTFormative assessment Continuous assessment during the classes. SB, Refresh Your Memory! (Unit 3, pp. 38). SB, Exam Practice 1 (Units 1-3, pp. 112 and 113). SB, Review 1 (Units 1-3, pp. 40-43). WB completion of the unit exercises (Unit 3, pp. 24 a 31). WB Review1 (Units 1-3, pp. 32 and 33).Sumative assessment TRF Language Test 3 (pp. 14/15 and pp. 16/17). TRF Skills Test 1 (Units 1-3, pp. 18/19 and 20/21). TRF Skills Reading and Listening 3 (pp. 106/107). TRF Skills Speaking 3 (p. 122). TRF Skills Writing 3 (p. 131). TRF Writing template unit 3 (p. 142) Self-evaluation WB My assessment Profile (Unit 3, p. 129).





- History.- Life events.

Recognize a limited range of high frequency vocabulary- Past simple To be. Past simple regular and irregular verbs. Time expressions.- Past simple; questions and short answers.

Discriminate basic sound patterns (pronunciation, rhythm and intonation) and recognize the related meanings and communicative intentions: spelling.

Learning standards: Understands a conversation where reasons are asked for and given (SB 34). Understands a history quiz (SB p. 36) Understands a biography:- TRF Skills Reading and Listening 3 (pp. 106/107).


about known or previously studied topics, understanding and applying appropriate 40


strategies for continuing the communication and producing a legible discourse appropriate to the communicative intention. - TRF Language Test 3, pp. 14/15 and 16/17.- TRF Skills, Speaking 3 p. 122.


Express the principal communicative function of the exchange: asking for and giving reasons.

Learn and use syntactic structures:- History.- Life events.

Learn and use a limited range of high-frequency vocabulary:- Past simple To be. Past simple regular and irregular verbs. Time expressions.- Past simple; questions and short answers.


Learning standards: Participates in a conversation asking for and giving reasons in a specific situation

(SB p. 35). Understands and participates in a conversation, asking and answering questions

about a famous person using pre-prepared expressions.- TRF Skills Speaking 3 (p. 122).


age-appropriate texts, with textual and non-textual support, about a variety of topics related with different areas of the curriculum, understanding and applying the most appropriate comprehension strategies- TRF Language Test 3, pp. 14/15 and 16/17.- TRF Skills Reading and Listening 3 (pp. 106/107).



communication: - History.- Life events.

Recognize a limited range of high-frequency written lexis:- Past simple To be. Past simple regular and irregular verbs. Time expressions.- Past simple; questions and short answers.


Learning standards: Understands the essential information and locate specific information in a

cultural/publicity text about history and famous monuments in England (SB p. 31) Understands the essential and specific information in a biography of William

Shakespeare (SB p. 36). Understands a text about a famous prehistoric monument (Stonehenge).


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

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



Use basic spelling rules and the appropriate elements to give coherence to a text: Order the historic events correctly in a biography (Ordering information)

Learning standards: Is able to write a biography of a famous person from the student’s country (SB p.

37). Completes a biography of Queen Elizabeth I:- TRF Writing 3 (p. 131)- TRF Writing template unit 3 (p. 142) A biography.


UNIT 4: IS IT A CRIME?

1. LINGUISTIC OBJECTIVES Listen to and understand a conversation and some police interviews using

appropriate comprehension strategies. Show interest in a conversation. Read and understand a letter asking for advice and an article. Writing a short story, using appropriate cohesion strategies; sequencers

(First/then/next/Finally). Learn topic vocabulary:

- Breaking the rules- Prepositions of movement

Learn and understand the grammatical structures and linguistic content of the unit and put them into practice: - Past continuous- Past simple and past continuous- Time expressions

Recognize and reproduce aspects of pronunciation such as rhythm, stress and intonation: Was/Were, weak and strong forms.





listening text (SB p. 48, 50 ex.1). Identification of the text type: a conversation (SB p. 48) and some police interviews

(SB p. 50). Making hypotheses about the content and the context looking at images (SB p. 48,

ex.1)Sociocultural and sociolinguistic aspects: Identify phrases and expressions for showing interest in a conversation (SB p. 48). Identify a police interview (SB p. 50).Communicative functions: Listening to a conversation where interest is shown in what the speaker says and

answering comprehension questions about specific information (SB p. 48). Listening to some police interviews and completion of comprehension activities (SB

p. 50).Syntactic-discursive structures Past continuous. Time expressions (SB p. 46) Past simple and Past continuous (SB p. 49).High frequency oral lexis (reception): Breaking the rules (SB p. 44). Prepositions of movement (SB p. 47).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: Was/Were, weak and strong forms. (SB p. 46).



Production strategies: Planning Study of a table with useful language and appropriate expressions for showing

interest in a conversation (Useful language, SB p. 49) and completion of the practice exercises.

Execution Oral interaction expressing interest in given conversations, in controlled and free

activities (SB p. 49).Sociocultural and sociolinguistic aspects of the language: Learns appropriate expressions for expressing interest a conversation (SB p. 49).Communicative functions: Showing interest in a conversation (SB p. 49).Syntactic-discursive structures Past continuous. Time expressions (SB p. 46) Past simple and Past continuous (SB p. 49).High frequency oral lexis (production): Breaking the rules (SB p. 44) Prepositions of movement (SB p. 47).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: Was/Were, weak and strong forms. (SB pp. 46).


the reading topic (SB p. 45 and 50). Identification of the text type; A letter asking for advice (SB p. 45) and an article (SB

p. 50) Hypothesising about the content and context using the images (SB p. 45 and 50). Reading and answering questions about specific information (SB p. 45 and 50).Sociocultural and sociolinguistic aspects of the language: Identify how to ask for advice in a letter (SB p. 45) Identify information in an article related to a crime (SB pp. 50 and 51) Identify information about a mural artist in Philadelphia, America (SB p. 53).Communicative functions: Understanding a letter asking for advice (Letter of the Week, SB p. 45) Understanding an article about a crime and how a grandmother prevented it

(Supergran Catches Thieves!, SB p. 50).Syntactic-discursive structures Past continuous. Time expressions (SB p. 46) Past simple and Past continuous (SB p. 49).High frequency written lexis (production): Breaking the rules (SB p. 44) Prepositions of movement (SB p. 47).Spelling and punctuation patterns.

Content block 4 - Production of written textsProduction strategies: Planning Identification of the text type and reading of a model text: A short story about a

crime ( SB p. 51). Reading and comprehension of the Writing Task box about the planning, execution

and revision of the text-type required: A short story (SB p. 51).Execution Production of a text following the model: a short story about an invented event. Use of the writing strategy studied in the unit (Language Work: revise and correct

mistakes; use of sequencers, First/then/next/Finally (SB p. 51).


Sociocultural and sociolinguistic aspects: Learn how to write a short story about an event and about police stories (SB p. 51).Communicative functions: Telling a short story (SB p. 51).Syntactic-discursive structures Past continuous. Time expressions (SB p. 46) Past simple and Past continuous (SB p. 49).High frequency lexis (production): Breaking the rules (SB p. 44) Prepositions of movement (SB p. 47).Spelling and punctuation patterns. Learn to use sequencers when describing an event or telling a story;

First/then/next/Finally (SB p. 51).




conversation and an police interview. Speaking pp. 44/45/46/49: Participates in oral

interactions expressing personal information: (What about you, In pairs, ask…)

p. 49: Participates in a conversation using appropriate expressions for expressing interest (Useful language)

p. 48 Acts out a conversation..Reading pp. 45/50: Recognises and understands a

letter asking for advice and an article about a crime.

Writing p. 51: Plans, produces and revises a short

story.

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

p. 49: Reproduces the pronunciation, rhythm and intonation of the foreign language; Was/Were, weak and strong forms.








2. Mathematical competence and basic competences in science and technology p. 47: Uses numbers to express the time,

learning to differentiate between different systems.

p. 50: Uses numbers to express ages. p. 46/49: Learns about and uses tables to

classify and organize information.

Interpret data and information using numbers and quantities.



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

information about the unit topic:www.muralarts.org





http://www.muralarts.org/





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








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

written expression. Use reference materials. Develop criteria for reflection. Develop strategies for problem-solving,






pp. 44/45/46/49: Participates in oral interactions working on communication skills and abilities (What about you, Free practice).

Unit 4: Learns about and reflects on changes in communication and new technologies.

Unit 4: Reflects on crime and violence and how at times normal citizens can become heroes.

p. 53: Participates in discussions and debates in a constructive and critical way (Class discussion-Real World Profiles).





Learns about norms of behaviour and attitude associated with particular places.

Reflect on our responsibility in the care of and respect for the animal kingdom.

Show understanding of what other cultures offer, recognizing and comparing social and cultural differences.



perseverance completing the WB exercises p. 48: Cooperates and works in a team (Act out). pp. 44/45/46/49: (What about you, In pairs…)

reflect on personal attitudes to be able to talk about themselves.

p. 53: Participates in discussions expressing personal ideas and criteria, and showing appropriate assertiveness (Class discussion-Real World Profiles).


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


creativity and imagination (Act out). p. 53: Learns about other children’s lives; artistic

mural projects (Real World Profile: Angelica Da Silva and The Philadelphia Mural Arts Program.








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activities, pp. 84-103). SB, Writing reference 4 (p. 121)

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

TRF Grammar (Unit 4, pp. 68 and 69). TRF Vocabulary (Unit 4, pp. 88 and 89). TRF Reading and Listening Skills (Unit 4, pp. 108 and 109)


TRF Speaking Skills (Unit 4, p. 123). TRF Writing Skills (Unit 4, p. 132). TRF Writing template unit 4 (p. 143)

5. ASSESSMENTFormative assessment Continuous assessment during the classes. SB, Refresh Your Memory! (Unit 4, p. 52). SB, Exam Practice 2 (Units 4 a 6, pp. 114 and 115). SB, Review 2 (Units 4-6, pp. 74 a 77). WB completion of the unit exercises (Unit 4, pp. 34 a 41). WB Review 2 (Units 4-6, pp. 58 and 59).Sumative assessment TRF Language Test 4 (pp. 24/25 and pp. 26/27). TRF Skills Test 2 (Units 4-6, pp. 34/35 and 36/37). TRF Reading and Listening Skills (Unit 4, pp. 108 and 109) TRF Speaking Skills (Unit 4, p. 123). TRF Writing Skills (Unit 4, p. 132). TRF Writing template unit 4 (p. 143)Self-evaluation WB My assessment Profile (Unit 4, p. 129).





- Past continuous. Time expressions. - Past simple and Past continuous

Recognize a limited range of high frequency vocabulary- Breaking the rules.- Prepositions of movement.

Discriminate basic sound patterns (pronunciation, rhythm and intonation) and recognize the meanings and general communicative intentions associated with them.

Learning standards: Understands a conversation where interest in an event is shown (SB, p. 48). Understands an police interview (SB p. 50) Understands a conversation where a crime is talked about:



about known or previously studied topics, understanding and applying appropriate strategies for continuing the communication and producing a legible discourse appropriate to the communicative intention. - TRF Language Test 4, pp. 24/25 and 26/27.- TRF Skills, Speaking 4 p. 123.



Express the principal communicative function of the exchange: showing interest in a conversation.

Learn and use syntactic structures:- Past continuous. Time expressions. - Past simple and Past continuous

Learn and use a limited range of high-frequency vocabulary:- Breaking the rules.- Prepositions of movement.


Learning standards: Participates in conversations showing interest (SB p. 49). Interacts to give personal information (SB, Unit 4). Participates in a conversation saying and responding to the sentences provided,

showing interest. - TRF Skills Speaking 4 (p. 123).


age-appropriate texts, with textual and non-textual support, about a variety of topics related with different areas of the curriculum, understanding and applying the most appropriate comprehension strategies- TRF Language Test 4, pp. 24/25 and 26/27.- TRF Skills Reading and Listening 4 (pp. 108/109).



communication: - Past continuous. Time expressions. - Past simple and Past continuous.

Recognize a limited range of high frequency written lexis:- Breaking the rules.- Prepositions of movement.

Recognize basic spelling rules and the sequencers in story.

Learning standards: Understands the essential information and locate specific information in a letter

asking for advice about a problem (SB pp. 45) Understands an article about a crime and how a grandmother solved it (SB p. 50). Understands a text about a young person caught trying to con his school (Truant in

trouble).- TRF Skills Reading and Listening 4 (pp. 108/109).


structures, functions and lexis, and basic cohesive elements, respecting spelling and punctuation rules:- TRF Language Test 4, pp. 24/25 and 26/27.- TRF Skills, Writing 4 p. 132.


Use basic spelling rules; and sequencers in a story: First/then/next/Finally.



Is able to write a short story about an event (SB p. 51). Is able to write a short story about crime or similar event, following a model:- TRF Writing 4 (p. 132).- TRF Writing template unit 4 (p. 143): a short story.


UNIT 5: LOOK AT YOU

1. LINGUISTIC OBJECTIVES Listen to and understand a conversation and an interview about different types of

personality. Express agreement and disagreement. Read and understand an article about holidays and one about strange tourist

attractions. Writing a description of a friend, using appropriate cohesion strategies, like use of

the correct word order in a sentence. Learn topic vocabulary:

- Appearance adjectives- Personality adjectives

Learn and understand the grammatical structures and linguistic content of the unit and put them into practice: - Comparatives and superlatives.- Present continuous for future

Recognize and reproduce aspects of pronunciation such as rhythm, stress and intonation: intonation in questions and answers.





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

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

ex.1)Sociocultural and sociolinguistic aspects: Identify expressions for expressing agreement or disagreement (SB p. 58). Identify information about different types of personality in an interview (SB p. 60).Communicative functions: Listening to a conversation where agreement and disagreement are expressed

about different ideas and answering comprehension questions about specific information (SB p. 58).

Listening to an interview about personality types and completion of comprehension activities (SB p. 60).

Syntactic-discursive structures Comparatives and superlatives (SB p. 57) Present perfect for future (SB p. 59).High frequency oral lexis (reception): Appearance adjectives (SB p. 54). Personality adjectives (SB p. 57).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: intonation in questions and answers (SB p. 57).



Production strategies: Planning Study of a table with useful language and appropriate expressions for: agreeing and

disagreeing (Useful language, SB p. 59) and completion of the practice exercises.Execution Oral interaction expressing agreement and disagreement in a conversation, in

controlled and free activities (SB p. 59).Sociocultural and sociolinguistic aspects of the language: Learn appropriate expressions for expressing agreement or disagreement (SB p.

59).Communicative functions: Express agreement or disagreement (SB p. 59).Syntactic-discursive structures Comparatives and superlatives (SB p. 57) Present perfect for future (SB p. 59).High frequency oral lexis (production): Appearance adjectives (SB p. 54). Personality adjectives (SB p. 57).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: intonation in questions and answers (SB pp. 57).


the reading topic (SB p. 55 and 60). Identification of the text type; a magazine article (SB p. 55) and a descriptive text

(SB p. 60) Hypothesising about the content and context using the images (SB p. 55 and 60). Reading and answering questions about specific information (SB p. 55 and 60).Sociocultural and sociolinguistic aspects of the language: Identify information about famous show business personalities and their doubles

(SB p. 55) Identify information about the life of a disabled person (SB p. 60) Identify information about wildlife in South Africa (SB p. 63). Communicative functions: Reading and understanding a magazine article about doubles and celebrity look-

alikes (Celebrity look-alikes!, SB p. 55). Reading and understanding a text about the personalities of two young people, one

of whom is disabled (Different is Good, SB p. 60)Syntactic-discursive structures Comparatives and superlatives (SB p. 57) Present perfect for future (SB p. 59).High frequency written lexis (production): Appearance adjectives (SB p. 54). Personality adjectives (SB p. 57).

Content block 4 - Production of written textsProduction strategies: Planning Identification of the text type and reading of a model text: a description of a friend

(SB p. 61). Reading and comprehension of the Writing Task box about the planning, execution

and revision of the text-type required: A description of a friend (SB p. 61).Execution Production of a text following the model: A description of a friend (SB p. 61).


Use of the writing strategy studied in the unit (Language Work: word order SB p. 61).

Sociocultural and sociolinguistic aspects: Learn how to write a description of a person and about young people of today, their

hobbies, interests etc. (SB p. 61).Communicative functions: Describe a person (SB p. 61).Syntactic-discursive structures Comparatives and superlatives (SB p. 57) Present perfect for future (SB p. 59).High frequency lexis (production): Appearance adjectives (SB p. 54). Personality adjectives (SB p. 57).Spelling and punctuation patterns. Learn the word order in a sentence (SB p. 61).




conversation and an interview about personality types.

Speaking Pp. 55/56/57: Participates in oral interactions


p. 59: Participates in a conversation using appropriate expressions for expressing agreement and disagreement (Useful language).

P. 58: Acts out a conversation.. Reading pp. 55/60: Recognises and understands a

magazine article and a descriptive text. Writing p. 61: Plans, produces and revises a

description of a person.


p. 56: Reproduces the pronunciation, rhythm and intonation of the foreign language (intonation in questions and answers).








2. Mathematical competence and basic competences in science and technology p. 56: Uses comparatives and superlatives. Interpret data and information using

comparatives and superlatives.3. Digital competence

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

P. 63: Uses technology to learn to look for information about the unit topic:www.listofcountriesofheworld.com/sp- animals.htmlwww.iberianature.com






and content from the context using photos.




http://www.iberianature.com/

http://www.listofcountriesofheworld.com/sp-%20animals.html

http://www.listofcountriesofheworld.com/sp-%20animals.html

Pp. 56/59: Learns to use boxes and charts as a study technique.

Pp. 61: Learns to plan, organize and produce a piece of written work and to check it (Writing Task)













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

p. 58: Learns expressions for expressing agreement and disagreement appropriately.

p. 60: Reflects on the integration problem for disabled people.

Unit 5: Learns to respect individual differences; physical appearance, personality social and cultural differences, etc.







out). pp. 55/56/57: (What about you) Undertakes a

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

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

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

autonomously. Cooperate in group work, being

assertive, negotiating and using dialogue.

Develop a critical and reflexive attitude. Organize and complete projects.


creativity and imagination (Act out) Unit 5: Learns about different celebrities and

famous show business personalities and reflect on these people’s influence in society.

p. 56: Learns about the American cartoon The Wild Thornberrys

p. 63: Learns about natural spaces and the diversity of animals in South Africa (Culture) and compare this with the local situation.

Express oneself creatively. Identify specific cultural information. Learn about cultural aspects of English-

speaking countries and the rest of the world and value cultural diversity.






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

SB, Writing reference 5 ( p. 122)


TRF Grammar (Unit 5, pp. 70 and 71). TRF Vocabulary (Unit 5, pp. 90 and 91).


TRF Reading and Listening Skills (Unit 5, pp. 110 and 111) TRF Speaking Skills (Unit 5, p. 124). TRF Writing Skills (Unit 5, p. 133). TRF Writing template unit 5 (p. 144)

5. ASSESSMENTFormative assessment Continuous assessment during the classes. SB, Refresh Your Memory! (Unit 5, pp. 62). SB, Exam Practice 2 (Units 4-6, pp. 114 and 115). SB, Review 2 (Units 4-6, pp. 74 a 77). WB completion of the unit exercises (Unit 5, pp. 42 a 49). WB Review 2 (Units 4-6, pp. 58 and 59).Sumative assessment TRF Language Test 5 (pp. 28/29 and pp. 30/31). TRF Skills Test 2 (Units 4-6, pp. 34/35 and 36/37). TRF Reading and Listening Skills (Unit 5, pp. 110 and 111) TRF Speaking Skills (Unit 5,p. 124). TRF Writing Skills (Unit 5, p. 133). TRF Writing template unit 5 (p. 144)Self-evaluation WB My assessment Profile (Unit 5, p. 131).


communicative situations, applying basic comprehension strategies appropriately. - TRF Language Test 5 (pp. 26/27 and pp. 28/29).- TRF Skills Reading and Listening 5 (pp. 110/111).



- Comparatives and superlatives.- Present continuous for future.

Recognize a limited range of high frequency vocabulary- Appearance adjectives. - Personality adjectives.


Learning standards: Understands a conversation where agreement and disagreement is expressed in a

specific situation (SB p. 58). Understands interviews about personality (SB p. 60) Understands an interview about the personality of four people:



about known or previously studied topics, understanding and applying appropriate strategies for continuing the communication and producing a legible discourse appropriate to the communicative intention. - TRF Language Test 5 (pp. 26/27 and pp. 28/29).- TRF Skills, Speaking 5 pp. 124.



Express the principal communicative function of the exchange: agreeing and disagreeing.

Learn and use syntactic structures:- Comparatives and superlatives.- Present continuous for future.

Learn and use a limited range of high-frequency vocabulary:- Appearance adjectives. - Personality adjectives.


Learning standards: Participates in a conversation expressing agreement and disagreement in a given

situation (SB p. 58). Interacts, taking part in role-plays giving personal information (SB, Unit 5). Participates in a role-play simulating a conversation where suggestions are made

and agreement and disagreement:- TRF Skills Speaking 5 (p. 124).


age-appropriate texts, with textual and non-textual support, about a variety of topics related with different areas of the curriculum, understanding and applying the most appropriate comprehension strategies- TRF Language Test 5 (pp. 26/27 and pp. 28/29).- TRF Skills Reading and Listening 5 (pp. 110/111).



communication: - Comparatives and superlatives.- Present continuous for future.

Recognize a limited range of high-frequency written lexis:- Appearance adjectives. - Personality adjectives.


Learning standards: Understands the essential information and locate specific information in a magazine

article about celebrity doubles (SB pp. 55) Understands the essential information and locate specific information in a

descriptive text about different personalities of children (SB p. 60). Understands a text: a travel diary describing New York.



structures, functions and lexis, and basic cohesive elements, respecting spelling and punctuation rules: - TRF Language Test 5 (pp. 26/27 and pp. 28/29).- TRF Skills, Writing 5 p. 133.


Use basic spelling rules and learn how to write using the correct word order.



Is able to write a description of a friend (SB p. 61). Is able to write a description of a persona according to the given characteristics and

images; - TRF Writing Skills (Unit 5, p. 133).- TRF Writing template unit 5 (p.144): A description of a friend.


UNIT 6: IT’S YOUR WORLD

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

an exhibition of sculptures made from recycled material. Shopping. Read and understand a text/conversation about exchanging clothes (swap shop)

instead of throwing it away and an informative article about the environmental problem generated by plastic bags.

Writing a leaflet, using appropriate cohesion strategies and trying to make the writing interesting.

Learn topic vocabulary:- Environment verbs - Materials and containers

Learn and understand the grammatical structures and linguistic content of the unit and put them into practice: - Be going to- Should/Shouldn’t.- Must/Mustn’t.

Recognize and reproduce aspects of pronunciation such as rhythm, stress and intonation: Silent letter l.





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

ex.1)Sociocultural and sociolinguistic aspects: Identify expressions for shopping (SB p. 68). Identify information about sculptures made from recycled material (SB p. 70).Communicative functions: Listening to a conversation in a shop using typical language for shopping and

answering comprehension questions about specific information (SB p. 68). Listening to a conversation between adolescents about sculptures made from

recycled material (SB p. 70).Syntactic-discursive structures Be going to; (SB p. 66). Should/Shouldn’t (SB p. 67) Must/Mustn’t (SB p. 69).High frequency oral lexis (reception): Environment verbs (SB p. 64). Materials and containers (SB p. 67).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: Silent letter l (SB pp. 67).



Production strategies: Planning Study of a table with useful language and appropriate expressions for: shopping

(Useful language, SB p. 69) and completion of the practice exercises.Execution Oral interaction shopping in a shop (SB p. 69).Sociocultural and sociolinguistic aspects of the language: Learn how to communicate in a shopping context (SB p. 69).Communicative functions: Shopping (SB p. 69).Syntactic-discursive structures Be going to; (SB p. 66). Should/Shouldn’t (SB p. 67) Must/Mustn’t (SB p. 69).High frequency oral lexis (production): Environment verbs (SB p. 64). Materials and containers (SB p. 67).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: silent letter l (SB pp. 67).


the reading topic (SB p. 65 and 70). Identification of the text type; a conversation (SB p. 65). An article (SB p. 70) Hypothesizing about the content and context using the images (SB p. 65 and 70). Reading and answering questions about specific information (SB p. 65 and 70).Sociocultural and sociolinguistic aspects of the language: Identify information about reusing clothes which we don’t want instead of throwing

it away and contributing to environmental problems (SB p. 65) Identify information about the environmental problems and de contamination

generated by the use of plastic bags (SB p. 70) Identify information about the contribution of an adolescent from Fiji to raise

consciousness and about los problems of rubbish and recycling to help the planet (SB p. 73).

Communicative functions: Reading a text/conversation about exchanging used clothes (swap shop) rather than

throw them away (Green Talk SB p. 65). Reading an article about the environmental problem generated by plastic bags

(Plastic bag? No, Thank you SB p. 70)Syntactic-discursive structures Be going to; (SB p. 66). Should/Shouldn’t (SB p. 67) Must/Mustn’t (SB p. 69).High frequency written lexis (production): Environment verbs (SB p. 64). Materials and packaging (SB p. 67).

Content block 4 - Production of written textsProduction strategies: Planning Identification of the text type and reading of a model text: an information leaflet

(What do you know about paper? SB p. 71). Reading and comprehension of the Writing Task box about the planning, execution

and revision of the text-type required: an information leaflet (SB p. 71).


Execution Production of a text following the model: an information leaflet about throw-away

materials and packaging Use of the writing strategy studied in the unit (Language Work: making your writing

more interesting) (SB p. 71).Sociocultural and sociolinguistic aspects: Learn how to write an information leaflet and learns about the history of paper (SB

p. 71).Communicative functions: Inform about ideas or things. Syntactic-discursive structures Be going to; (SB p. 66). Should/Shouldn’t (SB p. 67) Must/Mustn’t (SB p. 69).High frequency lexis (production): Environment verbs (SB p. 64). Materials and packaging (SB p. 67).Spelling and punctuation patterns. Making your writing more interesting (SB p. 71).



Listening pp. 68/70: Recognises and understands some

conversations. Speaking pp. 65/66/67: Participates in oral interactions


p. 69: Participates in a conversation using appropriate expressions for shopping (Useful language).

p. 68 Acts out a conversation. Reading pp. 65/70: Recognises and understands a

text/conversation and an article. P. 64: Understand a slogan.Writing p. 71: Plans, produces and revises an information

leaflet. Pp. 64/66/67/69: Learns and practices grammar

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

intonation of the foreign language: Silent letter l.



conversations about known topics. Understand the general idea and specific





2. Mathematical competence and basic competences in science and technology p. 68: Uses numbers to talk about prices when

shopping. Unit 6: Uses numbers to talk about quantities;

tons, millions, trillions, percentages, etc. pp. 66/67/69: Learns about and uses tables to

classify and organize information. Unit 6: Reflects on a responsible interaction with

the physical world, from individual or collective action, aimed at conservation and improvement of the environment, which are decisive for the protection and maintenance of quality of life and sustainable progress

p. 70: Understands the process of degradation

Do mathematical operations and learn to use quantities.


Learn about the environmental changes caused by human activity and individual responsibility as a citizen.


and contamination produced by plastics.3. Digital competence

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

Pp. 65/73: Uses technology to learn to look for information about the unit topic:robfrenette.blogspot.com.eswww.greenpeace.co.ukwww.unep.org





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

content from the context using photos. Pp. 66/69: Learns to use boxes and charts as a








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

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







pp. 64/65/66/67/69: Participates in oral interactions working on communication skills and abilities (In pairs… What about you, Free practice).

pp. 69: Learns and interiorises vocabulary and expressions for shopping.

Unit 6: Reflects on individual and government responsibility for raising consciousness about caring for the planet though recycling and moderate and responsible consumption.

p. 73: Participates in discussions and debates in a constructive and critical way (Class discussion)





Reflect on topics related to ecology, responsible consumption, recycling and looking after the environment and the planet, and act in consequence.



perseverance completing the WB exercises p. 68: Cooperates and works in a team (Act out). pp. 65/66/67: (What about you) Undertakes a self-

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

Unit 6: Carries out the individual actions necessary to encourage looking after the environment and the planet.

p. 73: Participates in discussions expressing personal ideas and criteria, using dialogue and


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


http://www.unep.org/

http://www.greenpeace.co.uk/

being assertive (Class discussion-Real World Profile).


creativity and imagination (Act out). p. 70: Learns how artists create sculptures from

waste material. p. 73: Learns about the life of other young people

(Real World Profiles: Rob Litia Fruean, a girl from Fiji, who decides to take responsibility and campaigns to raise consciousness about waste disposal.







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




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




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




Uses learning to learn strategies like the use of bilingual or monolingual dictionaries or other reference material. Uses receptive or interactive strategies to resolve communication problems.Reflects on and identifies what ids understood and what is necessary to learn, through self-evaluation activities.




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Learns to plan, organize, produce and revise written and oral productions.Organises the capacity for making an effort, and completes the proposed homework activities (Workbook)5. SOCIAL AND CIVIC COMPETENCE

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




Knows, understands and values, different artistic and cultural statements.Shows curiosity and interest in information about cultural elements of the countries and cultures where the foreign language is spoken.




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Uses artistic techniques for the presentation of projects o written documents.


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

SB, Writing reference 6 (pp. 123).

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

TRF Grammar (Unit 6, pp. 72 and 73). TRF Vocabulary (Unit 6, pp. 92 and 93). TRF Reading and Listening Skills (Unit 6, pp. 112 and 113) TRF Speaking Skills (Unit 6, p. 125). TRF Writing Skills (Unit 6, p. 134). TRF Writing template unit 6 (p. 145)

5. ASSESSMENTFormative assessment Continuous assessment during the classes. SB, Refresh Your Memory! (Unit 6, pp. 72). SB, Exam Practice 2 (Units 4-6, pp. 114 and 115). SB, Review 2 (Units 4-6, pp. 74 a 77). WB completion of the unit exercises (Unit 6, pp. 50 a 57). WB Review2 (Units 4-6, pp. 58 and 59).Sumative assessment TRF Language Test 6 (pp. 30/31 and pp. 32/33). TRF Skills Test 2 (Units 4-6, pp. 34/35 and 36/37). TRF Reading and Listening Skills (Unit 6, pp. 112 and 113) TRF Speaking Skills (Unit 6, p. 125). TRF Writing Skills (Unit 6, p. 134). TRF Writing template unit 6 (p. 145) Self-evaluation WB My assessment Profile (Unit 6, p. 132).


communicative situations, applying basic comprehension strategies appropriately.


- TRF Language Test 6 (pp. 30/31 and pp. 32/33).- TRF Reading and Listening Skills (Unit 6, pp. 112 and 113)



- Be going to.- Should/Shouldn’t.- Must/Mustn’t.

Recognize a limited range of high frequency vocabulary- Environment verbs. - Materials and packaging.


Learning standards: Understands a conversation in a shop using typical language for shopping (SB, p.

68). Understands a conversation entre adolescents talking about sculptures made from

recycled material (SB p. 71) Understands a conversation between two young people who are visiting an

exhibition: - TRF Reading and Listening Skills (Unit 6, pp. 112 and 113)


about known or previously studied topics, understanding and applying appropriate strategies for continuing the communication and producing a legible discourse appropriate to the communicative intention.- TRF Language Test 6 (pp. 30/31 and pp. 32/33).- TRF Skills, Speaking 6 pp. 125.


Express the principal communicative function of the exchange: dar consejo. Learn and use syntactic structures:

- Be going to.- Should/Shouldn’t.- Must/Mustn’t.

Learn and use a limited range of high-frequency vocabulary: Environment verbs. Materials and packaging.


Learning standards: Participates in conversations whilst shopping (SB p. 68). Interacts, taking part in role-plays giving personal information (SB, Unit 6). Completes a conversation in a shop and participates in similar conversations

between the shop assistant and the client: - TRF Skills Speaking 6 (p. 125).

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

from age-appropriate texts, with textual and non-textual support, about a variety of topics related with different areas of the curriculum, understanding and applying the most appropriate comprehension strategies

- TRF Language Test 6 (pp. 30/31 and pp. 32/33).74


- TRF Reading and Listening Skills (Unit 6, pp. 112 and 113) Identify basic sociocultural and sociolinguistic aspects of the language and apply

this knowledge to the comprehension of an oral text. Distinguish the principle function or functions of a text- Recognize the most common uses of basic syntactic structures in written

communication: - Be going to.- Should/Shouldn’t.- Must/Mustn’t.

Recognize a limited range of high-frequency written lexis: Environment verbs. Materials and packaging.

Recognize basic spelling rules and appropriate connectors.

Learning standards: Understands the essential information and locate specific information in a

conversation about exchanging clothes (swap shop) rather than throwing them away (SB pp. 65)

Understands an article about the environmental problem generated by plastic bags (SB p. 70).

Understands an informative text about an expedition to raise consciousness about the environmental problems caused by plastics (‘Green’ plastic boat)- TRF Reading and Listening Skills (Unit 6, pp. 112 and 113)


structures, functions and lexis, and basic cohesive elements, respecting spelling and punctuation rules: punctuation :- TRF Language Test 6 (pp. 30/31 and pp. 32/33).- TRF Skills, Writing 6 p. 134.


Use basic spelling rules; and appropriate expressions to create a leaflet and make I more interesting and attractive.

Learning standards: Is able to write a leaflet about a material or packaging (SB p. 71). Understands an informative text about electricity and produces a leaflet about it.- TRF Writing 6 (p. 134)- TRF Writing template unit 6 (p. 145) An information leaflet.


UNIT 7: MAKE MUSIC

1. LINGUISTIC OBJECTIVES Listen to and understand a conversation where offers are made and an interview

about a rock musical. Make and respond to offers. Read and understand an article about the history of music and an informative text

about a British TV show. Writing the profile of a group using appropriate cohesion strategies like using

paragraphs appropriately. Learn topic vocabulary:

- Music- Musical instruments.- Types of music

Learn and understand the grammatical structures and linguistic content of the unit and put them into practice: - Will/Won’t.- First conditional.

Recognize and reproduce aspects of pronunciation such as rhythm, stress and intonation: Pronunciation of the double l.





listening text (SB p. 82 and 84, ex.1) Identification of the text type: a conversation (SB p. 82), an interview (SB p. 84) Making hypotheses about the content and the context looking at images (SB p. 82,

ex. 1)Sociocultural and sociolinguistic aspects: Identify people making offers and how to accept or refuse them (SB p. 82). Identify information about a rock musical (SB p. 84).Communicative functions: Listening to a conversation between adolescents who are making offers and

accepting or refusing them and answering comprehension questions about specific information (SB p. 82).

Listening to an interview with a young person about a rock musical and completion of comprehension activities (SB p. 84).

Syntactic-discursive structures Will/Won’t (SB p. 80). First conditional (SB p. 83).High frequency oral lexis (reception): Music; musical instruments (SB p.78). Types of music (SB p. 81).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: Pronunciation of the double l. (SB p. 80).



Production strategies: Planning Study of a table with useful language and appropriate expressions for: making

offers (Useful language, SB p. 83) and completion of the practice exercises.Execution Oral interaction making offers in controlled and free activities (SB p. 83).Sociocultural and sociolinguistic aspects of the language: Learn appropriate expressions for making offers, refusing or accepting them

appropriately (SB p. 83).Communicative functions: Making and responding to offers (SB p. 83).Syntactic-discursive structures Will/Won’t (SB p. 80). First conditional (SB p. 83).High frequency oral lexis (production): Music (SB p. 78). Musical instruments (SB p. 81). Types of music (SB p. 83).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: Pronunciation of the double l. (SB pp. 80).


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

84) Hypothesising about the content and context using the images (SB p. 79 and 84). Reading and answering questions about specific information (SB p. 79 and 84).Sociocultural and sociolinguistic aspects of the language: Identify information about the history of music and how we listen to it (SB p. 79). Identify information about a famous British TV show about a choir (SB p. 84). Identify information about la India and its idiosyncratic culture (SB p. 87). Communicative functions: Reading an article about the history of music and how we listen to it (The History of

Music, SB p. 79). Reading de an informative text about a famous British TV show about a choir (The

Choir SB p. 84)Syntactic-discursive structures Will/Won’t (SB p. 80). First conditional (SB p. 83).High frequency written lexis (production): Music; musical instruments (SB p. 78). Types of music (SB p. 81).

Content block 4 - Production of written textsProduction strategies: Planning Identification of the text type and reading of a model text: The profile of a group

(Band Profile, The black eyed peas, SB p. 85). Reading and comprehension of the Writing Task box about the planning, execution

and revision of the text-type required: the profile of a group (SB p. 85).Execution Production of a text following the model: the profile of a musical group. Use of the writing strategy studied in the unit (Language Work: Using paragraphs

for different topics in a piece of writing (SB p. 85).77


Sociocultural and sociolinguistic aspects: Learn how to write the profile of a musical group and learn about la band The Black

Eyed Peas (SB p. 85).Communicative functions: Write about band (SB p. 85).Syntactic-discursive structures Will/Won’t (SB p. 80). First conditional (SB p. 83).High frequency lexis (production): Music; musical instruments (SB p. 78). Types of music (SB p. 81).Spelling and punctuation patterns. Using paragraphs for different topics in a piece of writing



Listening pp. 82/84: Recognizes and understands a

conversation and an interview.Speaking pp. 79/80/81: Participates in oral interactions


p. 78: Participates in conversations giving opinions about the given topics (In pairs, ask and answer)

p. 83: Participates in a conversation using appropriate expressions making offers (Useful language).

p. 82 Acts out a conversation.Reading

pp. 79/84: Recognises and understands an article and an informative text.

Writing pp. 85: Plans, produces and revises the profile of

a group musical.


p. 81: Reproduces the pronunciation, rhythm and intonation of the foreign language. Pronunciation of the double l.








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

classify and organize information. Unit 7: Uses numbers to express time, quantites,

dates, percentages, etc. Unit 7: Learns that music combines sound and

time in an artistic way. Appreciates how music has changed over time

and how science has permitted the evolution of ways of interpreting and listening to music.with the use of new technologies

Use tables and boxes. Interpret data and information using

numbers and quantities.

Learn about fundamental scientific concepts, principles and methods, and technological processes, and learn about the effect science and technology has on our lives.


English Lab, Active Teach. pp. 84/87/: Uses technology to learn to look for


Use ICT as an intellectual tool for receiving 78


information about the unit topic:www.bbc.co.uk/sing/choirwww.infoplease.comwww.factormonster.com

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

applications.



















p. 78/81/83: Participates in oral interactions working on communication skills and abilities (In pairs, What about you, Free practice).

p. 83 Learns expressions for making offers and accepting or refusing them appropriately.

Unit 7: Learns about and reflects on the importance of music in our lives and society.

pp. 87: Understands and respects the multicultural and socio-economic characteristics of other cultures, societies and identities (Culture- India).







perseverance completing the WB exercises. p. 82: Cooperates and works in a team (Act out) Pp. 79/80/81: (What about you) reflect on

personal attitudes to be able to give opinions in a discussion.

p. 87: Develops initiative to organize projects (Your culture-Research it!: planning, organizing, analysing, searching for information etc.).




creativity and imagination (Act out) Unit 7: Learns about the world of music: how it is

listened to, its history, instruments, bands and groups, music programmes and TV shows (choirs), etc.

p. 84: Learns about an important music venue in London; The Royal Albert Hall.

p. 87: Learns about other cultures and their characteristics; culture, religion, food, etc. (India-Culture).





http://www.factormonster.com/

http://www.infoplease.com/

http://www.bbc.co.uk/sing/choir




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




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




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2. MATHEMATICAL COMPETENCE AND BASIC COMPETENCES IN SCIENCE AND TECHNOLOGY





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




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






activities, pp. 148-167) SB, Writing reference 7( p. 125)




5. ASSESSMENTFormative assessment Continuous assessment during the classes. SB, Refresh Your Memory! (Unit 7, p. 86). SB, Review 3 (Units 7-9, pp. 108 a 111). SB, Exam Practice 3 (Units 7-9, pp. 116 and 117). WB completion of the unit exercises (Unit 7, pp. 60 a 67). WB Review 3 (Units 7-9, pp. 84 and 85).Sumative assessment TRF Language Test 7 (pp. 38/39 and pp. 40/41). TRF Skills Test 3 (Units 7-9, pp. 50/51 and 52/53). TRF Reading and Listening Skills (Unit 7, pp. 114 and 115) TRF Speaking Skills (Unit 7, p. 126). TRF Writing Skills (Unit 7, p. 135). TRF Writing template unit 7 (p. 146) Self-evaluation WB My assessment Profile (Unit 7, p. 133).


communicative situations, applying basic comprehension strategies appropriately. - TRF Language Test 7 (pp. 30/39 and pp. 40/41).- TRF Reading and Listening Skills (Unit 7, pp. 114 and 115)


Distinguish the principle function or functions of a text: conversations and interviews.

Recognize syntactic structures:- Will/Won’t (SB p. 80). - First conditional (SB p. 83).

Recognize a limited range of high frequency vocabulary- Music; musical instruments (SB p. 78). - Types of music (SB p. 81).


Learning standards: Understands a conversation between adolescents making offers and accepting or

refusing them (SB, p. 82). Understands an interview a young person about a rock musical (SB p. 84) Understands a conversation about participation in a music competition:

- TRF Reading and Listening Skills (Unit 7, pp. 114 and 115)



about known or previously studied topics, understanding and applying appropriate strategies for continuing the communication and producing a legible discourse appropriate to the communicative intention. - TRF Language Test 7 (pp. 38/39 and pp. 40/41).- TRF Speaking Skills (Unit 7, pp. 126).


Express the principal communicative function of the exchange: making offers. Learn and use syntactic structures:- Will/Won’t (SB p. 80). - First conditional (SB p. 83).

Learn and use a limited range of high-frequency vocabulary:- Music; musical instruments (SB p. 78). - Types of music (SB p. 81).


Learning standards: Participates in a conversation making offers (SB p. 83). Interacts, taking part in role-plays giving personal information (SB, Unit 7). Prepares and gives a brief presentation about the importance of music in the

student’s life:- TRF Skills Speaking 7 (p. 126).

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

from age-appropriate texts, with textual and non-textual support, about a variety of topics related with different areas of the curriculum, understanding and applying the most appropriate comprehension strategies

- TRF Language Test 7 (pp. 38/39 and pp. 40/41).- TRF Reading and Listening Skills (Unit 7, pp. 114 and 115)


Distinguish the principal function or functions of an oral text. Recognise the most common meanings associated with basic syntactic structures

related to written communication:- Will/Won’t (SB p. 80). - First conditional (SB p. 83).

Recognize a limited range of high-frequency written lexis:- Music; musical instruments (SB p. 78). - Types of music (SB p. 81).


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

about the history of music and how we listen to it (SB pp. 79) Understands a text about a British TV show about singing in a choir (SB p. 84). Understands an informative/cultural text about Jamaica and some of its popular

sporting and musical personalities (Jamaica: island of sun, music and sport)- TRF Skills Reading and Listening 7 (pp. 114/115).


structures, functions and lexis, and basic cohesive elements, respecting spelling and punctuation rules: punctuation :- TRF Language Test 7 (pp. 38/39 and pp. 40/41).


- TRF Writing Skills (Unit 7, p. 135). Learn about basic sociocultural and sociolinguistics aspects of the language and

apply this knowledge to a piece of writing. Use basic spelling rules, correct punctuation and the appropriate use of paragraphs

to divide a text by topics: the profile of a group.

Learning standards: Is able to write the profile of a music group (SB p. 85). Is able to write the profile of a favourite singer:- TRF Writing 7 (p. 135)- TRF Writing template unit 7 (p. 146): A band profile.


UNIT 8: ADVENTURE

1. LINGUISTIC OBJECTIVES Listen to and understand a conversation where somebody is apologising and one

between friends talking about adventures. Apologising. Read and understand texts which describe two adventurers and their achievements

and a similar one about a TV a presenter/adventurer. Write an informal email. Learn topic vocabulary:

- The natural world - Camping.

Learn and understand the grammatical structures and linguistic content of the unit and put them into practice: - Present perfect regular and irregular

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





listening text (SB p. 92, ex.1) (SB p. 94 ex.1). Identification of the text type: a conversation where apologies are made and

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

ex. 1)Sociocultural and sociolinguistic aspects: Identify how to make apologies and accept them (SB p. 92). Identify information about the life of two adventurers (SB p. 94).Communicative functions: Listening to a conversation where somebody apologises for something and the

apology is accepted and answering comprehension questions about specific information (SB p. 92).

Listening to a conversation talking about adventures and completion of comprehension activities (SB p. 94).

Syntactic-discursive structures Present perfect regular and irregular (SB p. 90)High frequency oral lexis (reception): The natural world (SB p. 88). Camping (SB p. 91).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: syllables (SB pp. 91).


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

(Useful language, SB p. 93) and completion of the practice exercises.Execution Oral interaction apologising, in controlled and free activities (SB p. 93).Sociocultural and sociolinguistic aspects of the language: Learn how to apologize (SB p. 93).Communicative functions: Apologising (SB p. 93).Syntactic-discursive structures Present perfect regular and irregular (SB p. 90)High frequency oral lexis (production): The natural world (SB p. 88). Camping (SB p. 91).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: syllables (SB pp. 91).


the reading topic (SB p. 89 and 94). Identification of the text type; descriptive texts about the life of some adventurers

(SB p. 89). An informative/descriptive about a British TV presenter/aventurer (SB p. 94)

Hypothesising about the content and context using the images (SB p. 89 and 94). Reading and answering questions about specific information (SB p. 89 and 94).Sociocultural and sociolinguistic aspects of the language: Identify information about the life of two adventurers and their achievements (SB p.

89). Identify information about a British TV presenter and his adventure programme (SB

p. 94). Identify information about aboriginals in Australia (SB p. 97). Communicative functions: Reading a text which describes the adventures and achievements of two people (SB

p. 89). Reading a text about a British TV programme and its adventurous presenter

(Helen’s Adventure SB p. 94)Syntactic-discursive structures Present perfect regular and irregular (SB p. 90)High frequency written lexis (production): The natural world (SB p. 88). Camping (SB p. 91).Spelling and punctuation patterns.

Content block 4 - Production of written textsProduction strategies: Planning Identification of the text type and reading of a model text: an informal email (SB p.

95). Reading and comprehension of the Writing Task box about the planning, execution

and revision of the text-type required: an informal email (SB p. 95).

Execution Production of a text following the model: an informal email about a beach camp.


Use of the writing strategy studied in the unit (Language Work) for beginning and ending an informal email (SB p. 95).

Sociocultural and sociolinguistic aspects: Learn how to write an informal email using information and communication

technology and learn about sports activities (SB p. 95).Communicative functions: Writing about an experience of an adventure (SB p. 95).Syntactic-discursive structures Present perfect regular e irregular (SB p. 90) High frequency lexis (production): The natural world (SB p. 88). Camping (SB p. 91).Spelling and punctuation patterns. Learn how to begin and finish an email (SB p. 95).



Listening pp. 92/94: Recognises and understands some

conversations.Speaking pp. 88 to 91/93: Participates in oral

interactions expressing personal information: (What about you, In pairs…)

p. 93: Participates in a conversation using appropriate expressions to apologize (Useful language).

p. 92 Acts out a conversation.Reading pp. 89/94: Recognises and understands

informative and descriptive texts about adventures and adventurers.

Writing p. 95: Plans, produces and revises an informal

email.


p. 93: Reproduces the pronunciation, rhythm and intonation of the foreign language (syllables).








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

classify and organize information. Unit 8: Uses numbers to express times, prices,

dates, heights, distances, temperatures, etc. related to adventures.

p. 88: Learns about the natural world which surrounds us.


numbers and quantities. Learn about and explain nature and its

characteristics.


English Lab, Active Teach. p. 95: Learns to write an informal email. 89/94/97: Uses technology to learn to look for

information about the unit topic:www.jessicawatson.com.auwww.jordanromero.comwww.worldrecordsacademy.orgwww.bbc.co.uk/programmes/b00byp6v





http://www.bbc.co.uk/programmes/b00byp6v

http://www.worldrecordsacademy.org/

http://www.jordanromero.com/

http://www.jessicawatson.com.au/



and content from the context using photos. Pp. 66/69: Learns to use boxes and charts as a





Learns to use the unit reference material: Writing Reference (SB p. 125) Grammar (WB p. 100) Vocabulary (BW p. 111) Listening and Speaking (WB p. 120). Reflects on what has been learnt and what needs to be learnt: Refresh Your Memory (SB p. 96) My Assessment Profile (WB p. 134).











pp. 88 to 91/93: Participates in oral interactions working on communication skills and abilities (In pairs… What about you, Free practice).

p. 93: Learns polite expressions for apologising and accepting apologies.

Unit 8: Reflects on the importance of doing adventure sports with the right level of training and knowledge.

Unit 8: Reflects on caring for nature and our individual responsibility to protect nature whilst on holiday.

p. 97: Participates in discussions and debates in a constructive and critical way (Class discussion)

p. 97: Understands and respects the multicultural and socio-economic characteristics of other cultures, societies and identities(Aborigines in Australia-Real World Profiles)


Learn about healthy lifestyles . Learn about, value and respect

individual behaviour. Learns about norms of behaviour and

attitude associated with particular places in particular communicative contexts.

Show understanding about the contribution of other cultures, recognising and reflecting on cultural and social differences.




out). Unit 8: learns about and reflects on activities

and adventures which imply personal effort, perseverance and courage.

p. 97: Participates in discussions expressing personal ideas and criteria, and showing appropriate assertiveness (Class discussion-Real World Profiles).

Plan, organize and check pieces of work.


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

Develop a critical and reflexive attitude.


creativity and imagination (Act out). Unit 8: Learns about adventurers and their

efforts and achievements.


English-speaking countries and in the


p. 94: Learns about a British TV programme about adventurers and its presenter Helen Skelton.

p. 97: Learns about other young peoples’ lives like the Australian aborigines (Real World Profiles-Aborigines).

rest of the world. Show interest and respect for other

cultures.

COMPETENCE ASSESSMENT RUBRICSUnit 8



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




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




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Understands and applies simple punctuation and spelling rules appropriately in order to be understood.2. MATHEMATICAL COMPETENCE AND BASIC COMPETENCES IN SCIENCE AND TECHNOLOGY





Accepts and practices the established rules of coexistence.




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






activities, pp. 168-187). SB, Writing reference 8 (p. 125)

WB (Unit 8, pp. 68-75). WB Grammar (Unit 8 pp. 100-101).


WB Vocabulary (Unit 8 pp. 111). WB Listening and Speaking (Unit 8 p. 120). WB Pronunciation practice (pp. 122 a 124)


5. ASSESSMENTFormative assessment Continuous assessment during the classes. SB, Refresh Your Memory! (Unit 8, pp. 96). SB, Review 3 (Units 7-9, pp. 108 a 111). SB, Exam Practice 3 (Units 7-9, pp. 116 and 117). WB completion of the unit exercises (Unit 8, pp. 68 a 75). WB Review 3 (Units 7-9, pp. 84 and 85).Sumative assessment TRF Language Test 8 (pp. 42/43 and pp. 44/45). TRF Skills Test 3 (Units 7-9, pp. 50/51 and 52/53). TRF Reading and Listening Skills (Unit 8, pp. 116 and 117) TRF Speaking Skills (Unit 8, p. 127). TRF Writing Skills (Unit 8, p. 136). TRF Writing template unit 8 (p. 147)Self-evaluation WB My assessment Profile (Unit 8, p. 134).


communicative situations, applying basic comprehension strategies appropriately. - TRF Language Test 8 (pp. 42/43 and pp. 44/45).- TRF Reading and Listening Skills (Unit 8, pp. 116 and 117)



- Present perfect regular and irregular Recognize a limited range of high frequency vocabulary

- The natural world. - Camping.


Learning standards: Understands a conversation where somebody apologises for something and the

apology is accepted (SB, pp. 92). Understands a conversation talking about adventures (SB p. 94). Understands a conversation about a dancer who has travelled the world:- TRF Skills Reading and Listening 8 (pp. 116/117).


about known or previously studied topics, understanding and applying appropriate 95


strategies for continuing the communication and producing a legible discourse appropriate to the communicative intention. - TRF Language Test 8 (pp. 42/43 and pp. 44/45).- TRF Speaking Skills (Unit 8, p. 127).


Express the principal communicative function of the exchange: apologizing. Learn and use syntactic structures:

Present perfect regular and irregular Learn and use a limited range of high-frequency vocabulary:

- The natural world. - Camping.


Learning standards: Participates in a conversation making and accepting apologies (SB p. 93). Interacts, taking part in role-plays giving personal information (SB, Unit 8). Prepares and gives a brief presentation about travel and holidays:



age-appropriate texts, with textual and non-textual support, about a variety of topics related with different areas of the curriculum, understanding and applying the most appropriate comprehension strategies- TRF Language Test 8 (pp. 42/43 and pp. 44/45).- TRF Reading and Listening Skills (Unit 8, pp. 116 and 117)



communication: - Present perfect regular and irregular

Recognise a limited range of high-frequency written lexis: The natural world. Camping.

Recognise basic spelling rules and use reading comprehension skills.

Learning standards: Understands the essential information and locate specific information in a text

which describes the adventures and achievements of two characters (SB pp. 89) Understands a text about a British TV programme and its presenter (SB pp. 94). Understands an article about the Great Barrier Reef in Australia (The Great Barrier

Reef).- TRF Skills Reading and Listening 8 (pp. 116/117).


structures, functions and lexis, and basic cohesive elements, respecting spelling and punctuation rules - TRF Language Test 8 (pp. 42/43 and pp. 44/45).- TRF Writing Skills (Unit 8, pp. 136).


Use basic spelling rules; beginning and ending an email.



Is able to write an informal email (SB p. 95). Is able to write an informal email to a friend describing a week’s holiday following

the information in a table.- TRF Writing Skills (Unit 8, p. 136).- TRF Writing template unit 8 (p. 147): An informal email.


UNIT 9: WORLD OF WORK

1. LINGUISTIC OBJECTIVES Listen to and understand a conversation where people react to an event and a radio

show about holiday jobs. Learn how to react in a conversation. Read and understand an article about a theme park and an informative text about

the type of work an adolescent can do. Writing a work survey using appropriate cohesive resources and strategies, learning

to check the work. Learn topic vocabulary:

- Jobs- Adjectives describing jobs

Learn and understand the grammatical structures and linguistic content of the unit and put them into practice: - A/An, some and any- Quantity.- Indefinite pronouns

Recognize and reproduce aspects of pronunciation such as rhythm, stress and intonation: Schwa /ə/sound.





listening text (SB p. 102 ex.1) (SB p. 104 ex.1). Identification of the text type: a conversation (SB p. 102) and a radio show (SB p.

104). Making hypotheses about the content and the context looking at images (SB p. 102

ex. 1)Sociocultural and sociolinguistic aspects: Identify how to react to an event in a conversation (SB p. 92). Identify information about holiday jobs in a radio show (SB p. 94).Communicative functions: Listening to a conversation where somebody reacts to an event and answering

comprehension questions about specific information (SB p. 102). Listening to a radio show about holiday jobs for adolescents and completion of

comprehension activities (SB p. 104).Syntactic-discursive structures A/An, some and any/Quantity (SB p. 100). Indefinite pronouns (SB p. 103). High frequency oral lexis (reception): Jobs (SB p. 98) Adjectives to describe jobs (SB p. 101).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: Schwa /ə/ (SB p. 98).



Production strategies: Planning Study of a table with useful language and appropriate expressions for: reacting

(Useful language, SB p. 103) and completion of the practice exercises.Execution Oral interactions to express reaction in a conversation (SB p. 103).Sociocultural and sociolinguistic aspects of the language: Learn appropriate expressions for reacting in a conversation (SB p. 103).Communicative functions: Reacting in a conversation (SB p. 103).Syntactic-discursive structures A/An, some and any/Quantity (SB p. 100). Indefinite pronouns (SB p. 103). High frequency oral lexis (reception): Jobs (SB p. 98) Adjectives describing jobs (SB p. 101).Sound patterns (pronunciation, rhythm and intonation): Completion of exercises to learn and interiorize rules and pronunciation and

intonation patterns: Schwa /ə/ (SB p. 98).


the reading topic (SB p. 99 and 104). Identification of the text type; an article about a theme park (SB p. 99) and an

informative text about the type of work an adolescent can do. (SB p. 104) Hypothesising about the content and context using the images (SB pp. 99 and 104). Reading and answering questions about specific information (SB pp. 99 and 104).Sociocultural and sociolinguistic aspects of the language: Identify information about a theme park en Madrid which simulates a city with all its

activity and where those who visit become authentic citizens (SB p. 99). Identify information about jobs which an adolescent can do and their implication in

social and working life (SB p. 104). Identify information about the history of New Zealand (SB p. 107). Communicative functions: Reading an article about a theme park en Madrid (Microplix Theme Park SB p. 99). Reading an informative text about los different about jobs which an adolescent can

do (Forget babysitting! SB p. 104)Syntactic-discursive structures A/An, some and any/Quantity (SB p. 100). Indefinite pronouns (SB p. 103). High frequency written lexis (production): Jobs (SB p. 98) Adjectives describing jobs (SB p. 101).Spelling and punctuation patterns.

Content block 4 - Production of written textsProduction strategies: Planning Identification of the text type and reading of a model text: A questionnaire (Are you

ready for work, SB p. 105). Reading and comprehension of the Writing Task box about the planning, execution

and revision of the text-type required: a questionnaire (SB p. 105).Execution Production of a text following the model: a survey to identify the work each person

is qualified to do.


Use of writing strategies studied in the unit; learning to revise work completed; word order, punctuation, capital letters, connectors, correct verb tenses, questions forms, etc. (Language Work SB p. 105).

Sociocultural and sociolinguistic aspects: Learn how to write a questionnaire and learns about the work available to

adolescents according to each one’s abilities and attitudes (SB p. 105).Communicative functions: Writing a questionnaire (SB p. 105).Syntactic-discursive structures A/An, some and any/Quantity (SB p. 100). Indefinite pronouns (SB p. 103). High frequency lexis (production): Jobs (SB p. 98) Adjectives describing jobs (SB p. 101).Spelling and punctuation patterns. Learn to revise work done; word order, punctuation, capital letters, connectors,

correct verb tenses, questions forms, etc. (SB p. 105)




conversation and a radio show.Speaking pp. 98 a 101: Participates in interactions asking

and answering questions and responding to personal information and expressing opinion (In pairs, What about you…).

p. 103: Participates in a conversation reacting appropriately to events or particular situations (Useful language).

p. 102: Acts out a conversation.Reading pp. 99/105: Recognises and understands an

article and an informative text. Writing p. 105: Plans, produces and revises a

questionnaire.


p. 100: Reproduces the pronunciation, rhythm and intonation of the foreign language: Schwa /ə/








2. Mathematical competence and basic competences in science and technology pp. 98/100/101/103: Learns about and uses tables

to classify and organize information. Unit 9: Learn about the world of work and

different careers in new technologies. Unit 9: Learn about product (machines and

devices) vocabulary, technical specifications and technological processes, and the effect science and technology in our lives.

Unit 9: Learn about important inventions in history and their repercussion.


numbers and quantities.

Understand concepts, principles, the scientific method and technical advances, and the limitations and risks of technology in society.


English Lab, Active Teach. Pp. 99/107: Uses technology to learn to look for


Use ICT as an intellectual tool for receiving


information about the unit topic:www.micropolix.comwww.factmonster.comwww.spain.info/en

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

applications.


organizing and memorizing vocabulary. Pp. 99/102/104: Learns to deduce information and

content from the context using photos. Pp. 98/100/101/103: Learns to use boxes and

charts as a study technique. p. 105: Learns to plan, organize and produce a




Learns to use the unit reference material: Writing Reference (SB p. 126) Grammar (WB p. 102) Vocabulary (BW p. 112) Listening and Speaking (WB p. 121). Listening Bank 9 (SB p. 122).











Pp. 99/100/101/103: Participates in oral interactions working on communication skills and abilities (In pairs…, What about you?, Free practice).

p. 107: Understands and respects the multi-cultural and socio-economic aspects of other countries like New Zealand learning about its history and comparing with the local culture (Culture-New Zealand-History).







perseverance completing the WB exercises. p. 102: Cooperates and works in a team (Act out). p. 105: Learns to reflect on and give opinions with

personal criteria about given situations in an opinion essay.

p. 107: Develops the initiative to organize projects (planning, organizing, analysing, searching for information etc.) Your culture-Research it!).

Unit 9: Learns about the world of work and about young people who work and study at the same time.


negotiating and using dialogue. Show motivation and independence to

achieve personal and professional objectives.

7. Cultural awareness and expression p. 99: Learns about a theme park en Madrid

(Micropolix) p. 102: Acts out a conversation expressing

creativity and imagination (Act out). Unit 9: Learn about the history of New Zealand

and camper this with the local culture (Culture-New Zealand)





http://www.spain.info/en

http://www.factmonster.com/

http://www.micropolix.com/




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TB Extra activities to reinforce what has been learnt in the unit (Unit 9 Extra activities, pp. 188-207).

SB, Writing reference 9 (pp. 126)

WB (Unit 9, pp. 76-83). WB Grammar (Unit 9 pp. 102-103). WB Vocabulary (Unit 9 pp. 112). WB Listening and Speaking (Unit 9 pp. 121). WB Pronunciation practice (pp. 122 a 124).


5. ASSESSMENTFormative assessment Continuous assessment during the classes. SB, Refresh Your Memory! (Unit 9, pp. 106) SB, Exam Practice 3 (Units 7-9, pp. 116 and 117). SB, Review 3 (Units 7-9, pp. 108 a 111). WB completion of the unit exercises (Unit 9, pp. 76 a 83). WB Review 3 (Units 7-9, pp. 84 and 85).Sumative assessment TRF Language Test 9 (pp. 46/47 and pp. 48/49). TRF Skills Test 3 (Units 7-9, pp. 51/52 and 53/54). TRF End-of-year Test (pp. 54 a 56 and 57). TRF Reading and Listening Skills (Unit 9, pp. 118 and 119) TRF Speaking Skills (Unit 9, p. 128). TRF Writing Skills (Unit 9, p. 137). TRF Writing template unit 9 (p. 148) Self-evaluation WB My assessment Profile (Unit 9, p. 135).


communicative situations, applying basic comprehension strategies appropriately. - TRF Language Test 9 (pp. 46/47 and pp. 48/49).- TRF Skills Reading and Listening 9 (pp. 118/119).



- A/An, some, any- Quantity- Indefinite pronouns

Recognize a limited range of high frequency vocabulary- Jobs.- Adjectives describing jobs.



Learning standards: Understands a conversation where somebody reacts to an event (SB, p. 102). Understands a radio show about holiday jobs para adolescents (SB p. 104). Understands a conversation entre adolescents:

- TRF Reading and Listening Skills (Unit 9, pp. 118 and 119)


about known or previously studied topics, understanding and applying appropriate strategies for continuing the communication and producing a legible discourse appropriate to the communicative intention.. - TRF Language Test 9 (pp. 46/47 and pp. 48/49).- TRF Speaking Skills (Unit 9, p. 128).


Express the principal communicative function of the exchange: reacting to events. Learn and use syntactic structures:

A/An, some, any Quantity Indefinite pronouns

Learn and use a limited range of high-frequency vocabulary:- Jobs.- Adjectives describing jobs.


Learning standards: Participates in a conversation reacting to an event (SB p. 103) Interacts, taking part in role-plays giving personal information (SB, Unit 9). Acts out a role-play reacting to given events and situations:



age-appropriate texts, with textual and non-textual support, about a variety of topics related with different areas of the curriculum, understanding and applying the most appropriate comprehension strategies- TRF Language Test 9 (pp. 46/47 and pp. 48/49).- TRF Reading and Listening Skills (Unit 9, pp. 118 and 119)


Distinguish the principal function or functions of an oral text. Recognise the most common meanings associated with basic syntactic structures

related to written communication:- A/An, some, any- Quantity- Indefinite pronouns

Recognize a limited range of high-frequency written lexis:- Jobs.- Adjectives describing jobs.


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

about a theme park (SB p. 99) Understands an informative text about jobs which an adolescent can do (SB p. 104).


Understands an informative text about the Loch Ness monster in Scotland and its role in creating a tourist destination (Nessie, the Loch Ness monster).- TRF Reading and Listening Skills (Unit 9, pp. 118 and 119)


structures, functions and lexis, and basic cohesive elements, respecting spelling and punctuation rules: - TRF Language Test 9 (pp. 46/47 and pp. 48/49).- TRF Writing Skills (Unit 9, pp. 137).


Learn the characteristics of a questionnaire and to use typical lexis.

Learning standards: Is able to write a questionnaire (SB p. 105). Is able to write a survey about work following a model questionnaire (Looking for a

holiday job?).- TRF Writing Skills (Unit 9, p. 137).- TRF Writing template unit 9 (p. 148): A questionnaire


APPENDIX 1

The Key Competences for Lifelong Learning – A European Framework is an annex of a Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning that was published in the Official Journal of the European Union on 30 December 2006/L394. (http://eur-lex.europa.eu/LexUriServ/site/en/oj/2006/l_394/l39420061230en00100018.pdf)

The Recommendation is one of the outcomes of the joint work of the European Commission and the Member States within the Education and Training 2010 Work Programme. The Work Programme is the over-arching framework for policy cooperation in the area of education and training, and is based on commonly agreed objectives, indicators and benchmarks, overlearning and dissemination of best practice. For more information, please see: http://ec.europa.eu/education/index_en.html.

KEY COMPETENCES FOR LIFELONG LEARNINGLifelong learning has become a necessity for all citizens. We need to develop our skills and competences throughout our lives, not only for our personal fulfilment and our ability to actively engage with the society in which we live, but for our ability to be successful in a constantly changing world of work.

The knowledge, skills and aptitudes of the European workforce are a major factor in the EU’s innovation, productivity and competitiveness. Growing internationalisation, the rapid pace of change, and the continuous roll-out of new technologies mean that Europeans must not only keep their specific job-related skills up-to-date, but also possess the generic competences that will enable them to adapt to change. People’s competences also contribute to their motivation and job satisfaction in the workplace, thereby affecting the quality of their work.

The ways in which we access information and services continue to change. We need new competences to master a whole new digital world, not only by acquiring technical skills, but also by gaining a deeper understanding of the opportunities, challenges and even ethical questions posed by new technologies.

In this climate of rapid change, there is increasing concern about our social cohesion. There is a risk that many Europeans feel left behind and marginalized by globalisation and the digital revolution. The resulting threat of alienation implies a need to nurture democratic citizenship; it requires people to be informed and concerned about their society and active in it. The knowledge, skills and aptitudes that everyone needs must change as a result.

It is against this back-drop that the Council and the European Parliament adopted, at the end of 2006, a European Framework for Key Competences for Lifelong Learning1. The Framework identifies and defines, for the first time at the European level, the key competences that citizens require for their personal fulfilment, social inclusion, active citizenship and employability in our knowledge-based society. The Member States’ initial education and training systems should support the development of these competences for all young people, and their adult education and training provision should give real opportunities to all adults to learn and maintain these skills and competences.

I am sure that the European Framework for Key Competences will prove to be a useful tool for policymakers, and for education and training providers and learners, in order to make lifelong learning a reality for all. I encourage everyone involved to make the best use of this reference tool, and, alongside the European Commission, to support its dissemination and take-up.


http://ec.europa.eu/education/index_en.html

http://eur-lex.europa.eu/LexUriServ/site/en/oj/2006/l_394/l_

Ján Figel’ Member of the European Commission responsible for Education, Training,Culture and Youth society.

CONTENTS Background and aims Key competences Communication in the mother tongue Communication in foreign languages Mathematical competence and basic competences in science and technology Digital competence Learning to learn Social and civic competences Sense of initiative and entrepreneurship Cultural awareness and expression

Background and aimsAs globalisation continues to confront the European Union with new challenges, each citizen will need a wide range of key competences to adapt flexibly to a rapidly changing and highly interconnected world. Education in its dual role, both social and economic, has a key role to play in ensuring that Europe’s citizens acquire the key competences needed to enable them to adapt flexibly to such changes.

In particular, building on diverse individual competences, the differing needs of learners should be met by ensuring equality and access for those groups who, due to educational disadvantages caused by personal, social, cultural or economic circumstances, need particular support to fulfil their educational potential. Examples of such groups include people with low basic skills, in particular with low literacy, early school-leavers, the long-term unemployed and those returning to work after a period of extended leave, older people, migrants, and people with disabilities. In this context, the main aims of the Reference Framework are to:

1) identify and define the key competences necessary for personal fulfilment, active citizenship, social cohesion and employability in a knowledge society;2) support Member States’ work in ensuring that by the end of initial education and training young people have developed the key competences to a level that equips them for adult life and which forms a basis for further learning and working life, and that adults are able to develop and update their key competences throughout their lives; 3) provide a European-level reference tool for policy-makers, education providers, employers, and learners themselves to facilitate national- and European-level efforts towards commonly agreed objectives;4) provide a framework for further action at Community level both within the Education and Training 2010 work programme and within the Community Education and Training Programmes.

Key competencesCompetences are defined here as a combination of knowledge, skills and attitudes appropriate to the context. Key competences are those which all individuals need for personal fulfilment and development, active citizenship, social inclusion and employment.The Reference Framework sets out eight key competences:1) Communication in the mother tongue;2) Communication in foreign languages;3) Mathematical competence and basic competences in science and technology;4) Digital competence;5) Learning to learn;6) Social and civic competences;


7) Sense of initiative and entrepreneurship;8) Cultural awareness and expression.

The key competences are all considered equally important, because each of them can contribute to a successful life in a knowledge society. Many of the competences overlap and interlock: aspects essential to one domain will support competence in another. Competence in the fundamental basic skills of language, literacy, numeracy and in information and communication technologies (ICT) is an essential foundation for learning, and learning to learn supports all learning activities. There are a number of themes that are applied throughout the Reference Framework: critical thinking, creativity, initiative, problem-solving, risk assessment, decision-taking, and constructive management of feelings play a role in all eight key competences.

1. Communication in the mother tongue (1)Communication in the mother tongue is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts; in education and training, work, home and leisure. Essential knowledge, skills and attitudes related to this competence:Communicative competence results from the acquisition of the mother tongue, which is intrinsically linked to the development of an individual’s cognitive ability to interpret the world and relate to others. Communication in the mother tongue requires an individual to have knowledge of vocabulary, functional grammar and the functions of language. It includes an awareness of the main types of verbal interaction, a range of literary and non-literary texts, the main features of different styles and registers of language, and the variability of language and communication in different contexts.

Individuals should have the skills to communicate both orally and in writing in a variety of communicative situations and to monitor and adapt their own communication to the requirements of the situation. This competence also includes the abilities to distinguish and use different types of texts, to search for, collect and process information, to use aids, and to formulate and express one’s oral and written arguments in a convincing way appropriate to the context.

A positive attitude towards communication in the mother tongue involves a disposition to critical and constructive dialogue, an appreciation of aesthetic qualities and a willingness to strive for them, and an interest in interaction with others. This implies an awareness of the impact of language on others and a need to understand and use language in a positive and socially responsible manner.

(1) In the context of Europe’s multicultural and multilingual societies, it is recognised that the mother tongue may not in all cases be an official language of the Member State, and that ability to communicate in an official language is a pre-condition for ensuring full participation of the individual in society. In some Member States the mother tongue may be one of several official languages. Measures to address such cases, and apply the definition accordingly, are a matter for individual Member States in accordance with their specific needs and circumstances.

2. Communication in foreign languages (2)Communication in foreign languages broadly shares the main skill dimensions ofcommunication in the mother tongue: it is based on the ability to understand, express and interpret concepts, thoughts, feelings, facts and opinions in both oral and writtenform (listening, speaking, reading and writing)in an appropriate range of societal and cultural contexts (in education and training, work, home and leisure) according to one’s wants or needs. Communication in foreign languages also calls for skills such as mediation and intercultural understanding. An individual’s level of


proficiency will vary between the four dimensions (listening, speaking, reading and writing) and between the different languages, and according to that individual’s social and cultural background, environment, needs and/or interests.

Essential knowledge, skills and attitudes related to this competence:Competence in foreign languages requires knowledge of vocabulary and functional grammar and an awareness of the main types of verbal interaction and registers of language. Knowledge of societal conventions, and the cultural aspect and variability of languages is important.

Essential skills for communication in foreign languages consist of the ability to understand spoken messages, to initiate, sustain and conclude conversations and to read, understand and produce texts appropriate to the individual’s needs. Individuals should also be able to use aids appropriately, and learn languages also informally as part of lifelong learning.

A positive attitude involves the appreciation of cultural diversity, and an interest and curiosity in languages and intercultural communication.

(2) It is important to recognize that many Europeans live in bilingual or multilingual families and communities, and that the official language of the country in which they live may not be their mother tongue. For these groups, this competence may refer to an official language, rather than to a foreign language. Their need, motivation, and social and/or economic reasons for developing this competence in support of their integration will differ, for instance, from those learning a foreign language for travel or work. Measures to address such cases, and apply the definition accordingly, are a matter for individual Member States in accordance with their specific needs and circumstances.

3. Mathematical competence and basic competences in science and technologyMathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations. Building on a sound mastery of numeracy, the emphasis is on process and activity, as well as knowledge. Mathematical competence involves, to different degrees, the ability and willingness to use mathematical modes of thought (logical and spatial thinking) and presentation (formulas, models, constructs, graphs, charts).

Essential knowledge, skills and attitudes related to this competence:Necessary knowledge in mathematics includes a sound knowledge of numbers, measures and structures, basic operations and basic mathematical presentations, an understanding of mathematical terms and concepts, and an awareness of the questions to which mathematics can offer answers.

An individual should have the skills to apply basic mathematical principles and processes in everyday contexts at home and work, and to follow and assess chains of arguments. An individual should be able to reason mathematically, understand mathematical proof and communicate in mathematical language, and to use appropriate aids.

A positive attitude in mathematics is based on the respect of truth and willingness to look for reasons and to assess their validity.

Essential knowledge, skills and attitudes related to this competence:Competence in science refers to the ability and willingness to use the body of knowledge and methodology employed to explain the natural world, in order to identify questions and to draw evidence-based conclusions. Competence in technology is viewed as the application of that knowledge and methodology in response to


perceived human wants or needs. Competence in science and technology involves an understanding of the changes caused by human activity and responsibility as an individual citizen.

Essential knowledge, skills and attitudes related to this competence:For science and technology, essential knowledge comprises the basic principles of the natural world, fundamental scientific concepts, principles and methods, technology and technological products and processes, as well as an understanding of the impact of science and technology on the natural world. These competences should enable individuals to better understand the advances, limitations and risks of scientific theories, applications and technology in societies at large (in relation to decisionmaking, values, moral questions, culture, etc.).

Skills include the ability to use and handle technological tools and machines as well as scientific data to achieve a goal or to reach an evidence-based decision or conclusion. Individuals should also be able to recognise the essential features of scientific inquiry and have the ability to communicate the conclusions and reasoning that led to them.

Competence includes an attitude of critical appreciation and curiosity, an interest in ethical issues and respect for both safety and sustainability, in particular as regards scientific and technological progress in relation to oneself, family, community and global issues.

4. Digital competenceDigital competence involves the confident and critical use of Information Society Technology (IST) for work, leisure and communication. It is underpinned by basic skills in ICT: the use of computers to retrieve, assess, store, produce, present and exchange information, and to communicate and participate in collaborative networks via the Internet.

Essential knowledge, skills and attitudes related to this competence:Digital competence requires a sound understanding and knowledge of the nature, role and opportunities of IST in everyday contexts: in personal and social life as well as at work. This includes main computer applications such as word processing, spreadsheets, databases, information storage and management, and an understanding of the opportunities and potential risks of the Internet and communication via electronic media (email, network tools) for work, leisure, information sharing and collaborative networking, learning and research. Individuals should also understand how IST can support creativity and innovation, and be aware of issues around the validity and reliability of information available and of the legal and ethical principles involved in the interactive use of IST.

Skills needed include the ability to search, collect and process information and use it in a critical and systematic way, assessing relevance and distinguishing the real from the virtual while recognizing the links. Individuals should have skills to use tools to produce, present and understand complex information and the ability to access, search and use Internet-based services. Individuals should also be able use IST to support critical thinking, creativity, and innovation.

Use of IST requires a critical and reflective attitude towards available information and a responsible use of the interactive media. An interest in engaging in communities and networks for cultural, social and/or professional purposes also supports this competence.

5. Learning to learnLearning to learn is the ability to pursue and persist in learning, to organize one’s own learning, including through effective management of time and information, both


individually and in groups. This competence includes awareness of one’s learning process and needs, identifying available opportunities, and the ability to overcome obstacles in order to learn successfully. This competence means gaining, processing and assimilating new knowledge and skills as well as seeking and making use of guidance. Learning to learn engages learners to build on prior learning and life experiences in order to use and apply knowledge and skills in a variety of contexts: at home, at work, in education and training. Motivation and confidence are crucial to an individual’s competence.

Essential knowledge, skills and attitudes related to this competence:Where learning is directed towards particular work or career goals, an individual should have knowledge of the competences, knowledge, skills and qualifications required. In all cases, learning to learn requires an individual to know and understand his/her preferred learning strategies, the strengths and weaknesses of his/her skills and qualifications, and to be able to search for the education and training opportunities and guidance and/or support available. Learning to learn skills require firstly the acquisition of the fundamental basic skills such as literacy, numeracy and ICT skills that are necessary for further learning.

Building on these skills, an individual should be able to access, gain, process and assimilate new knowledge and skills. This requires effective management of one’s learning, career and work patterns, and, in particular, the ability to persevere with learning, to concentrate for extended periods and to reflect critically on the purposes and aims of learning. Individuals should be able to dedicate time to learning autonomously and with self-discipline, but also to work collaboratively as part of the learning process, draw the benefits from a heterogeneous group, and to share what they have learnt. Individuals should be able to organize their own learning, evaluate their own work, and to seek advice, information and support when appropriate.

A positive attitude includes the motivation and confidence to pursue and succeed at learning throughout one’s life. A problem-solving attitude supports both the learning process itself and an individual’s ability to handle obstacles and change. The desire to apply prior learning and life experiences and the curiosity to look for opportunities to learn and apply learning in a variety of life contexts are essential elements of a positive attitude.

6. Social and civic competencesThese include personal, interpersonal and intercultural competence and cover all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life, and particularly in increasingly diverse societies, and to resolve conflict where necessary. Civic competence equips individuals to fully participate in civic life, based on knowledge of social and political concepts and structures and a commitment to active and democratic participation.

Essential knowledge, skills and attitudes related to this competence:Social competence is linked to personal and social well-being which requires an understanding of how individuals can ensure optimum physical and mental health, including as a resource for oneself and one’s family and one’s immediate social environment, and knowledge of how a healthy lifestyle can contribute to this. For successful interpersonal and social participation it is essential to understand the codes of conduct and manners generally accepted in different societies and environments (e.g. at work). It is equally important to be aware of basic concepts relating to individuals, groups, work organisations, gender equality and non-discrimination, society and culture. Understanding the multi-cultural and socioeconomic dimensions of European societies and how national cultural identity interacts with the European identity is essential.


The core skills of this competence include the ability to communicate constructively in different environments, to show tolerance, express and understand different viewpoints, to negotiate with the ability to create confidence, and to feel empathy. Individuals should be capable of coping with stress and frustration and expressing them in a constructive way and should also distinguish between the personal and professional spheres.

The competence is based on an attitude of collaboration, assertiveness and integrity. Individuals should have an interest in socio-economic developments and intercultural communication and should value diversity and respect others, and be prepared both to overcome prejudices and to compromise.

Social and civic competences

Essential knowledge, skills and attitudes related to this competence:Civic competence is based on knowledge of the concepts of democracy, justice, equality, citizenship, and civil rights, including how they are expressed in the Charter of Fundamental Rights of the European Union and international declarations and how they are applied by various institutions at the local, regional, national, European and international levels. It includes knowledge of contemporary events, as well as the main events and trends in national, European and world history. In addition, an awareness of the aims, values and policies of social and political movements should be developed. Knowledge of European integration and of the EU’s structures, main objectives and values is also essential, as well as an awareness of diversity and cultural identities in Europe.

Skills for civic competence relate to the ability to engage effectively with others in the public domain, and to display solidarity and interest in solving problems affecting the local and wider community. This involves critical and creative reflection and constructive participation in community or neighborhood activities as well as decision-making at all levels, from local to national and European level, in particular through voting.

Full respect for human rights including equality as a basis for democracy, appreciation and understanding of differences between value systems of different religious or ethnic groups lay the foundations for a positive attitude. This means displaying both a sense of belonging to one’s locality, country, the EU and Europe in general and to the world, and a willingness to participate in democratic decision-making at all levels. It also includes demonstrating a sense of responsibility, as well as showing understanding of and respect for the shared values that are necessary to ensure community cohesion, such as respect for democratic principles. Constructive participation also involves civic activities, support for social diversity and cohesion and sustainable development, and a readiness to respect the values and privacy of others.

7. Sense of initiative and entrepreneurship

Sense of initiative and entrepreneurship refers to an individual’s ability to turn ideas into action. It includes creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. This supports individuals, not only in their everyday lives at home and in society, but also in the workplace in being aware of the context of their work and being able to seize opportunities, and is a foundation for more specific skills and knowledge needed by those establishing or contributing to social or commercial activity. This should include awareness of ethical values and promote good governance.

Essential knowledge, skills and attitudes related to this competence:


Necessary knowledge includes the ability to identify available opportunities for personal, professional and/or business activities, including ‘bigger picture’ issues that provide the context in which people live and work, such as a broad understanding of the workings of the economy, and the opportunities and challenges facing an employer or organization. Individuals should also be aware of the ethical position of enterprises, and how they can be a force for good, for example through fair trade or through social enterprise.

Skills relate to proactive project management (involving, for example the ability to plan, organize, manage, lead and delegate, analyze, communicate, debrief, evaluate and record), effective representation and negotiation, and the ability to work both as an individual and collaboratively in teams. The ability to judge and identify one’s strengths and weaknesses, and to assess and take risks as and when warranted, is essential.

An entrepreneurial attitude is characterized by initiative, pro-activity, independence and innovation in personal and social life, as much as at work. It also includes motivation and determination to meet objectives, whether personal goals, or aims held in common with others, including at work.

Essential knowledge, skills and attitudes related to this competence:

8. Cultural awareness and expressionAppreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media, including music, performing arts, literature, and the visual arts.

Essential knowledge, skills and attitudes related to this competence:Cultural knowledge includes an awareness of local, national and European cultural heritage and their place in the world. It covers a basic knowledge of major cultural works, including popular contemporary culture. It is essential to understand the cultural and linguistic diversity in Europe and other regions of the world, the need to preserve it and the importance of aesthetic factors in daily life.

Skills relate to both appreciation and expression: the appreciation and enjoyment of works of Art and performances as well as self-expression through a variety of media using one’s innate capacities. Skills include also the ability to relate one’s own creative and expressive points of view to the opinions of others and to identify and realise social and economic opportunities in cultural activity. Cultural expression is essential to the development of creative skills, which can be transferred to a variety of professional contexts.

A solid understanding of one’s own culture and a sense of identity can be the basis for an open attitude towards and respect for diversity of cultural expression. A positive attitude also covers creativity, and the willingness to cultivate aesthetic capacity through artistic self-expression and participation in cultural life.


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NEXT MOVE 2 INGpearsonespana.blob.core.windows.net/books/Next Move … · Web viewPractice and use numbers in English. 3. Digital competence Starter Unit: Uses the digital components