3rd YEAR ESO SYLLABUS
Disguised as a comment to this entry you can find an extract of present year's syllabus. I've cut here and there to avoid repetition but, yes, it is really bo-o-oring. But I think some parts are worth your attention, specially the ones about ""Objetivos" y "Criterios de evaluación".
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PROGRAMACION DIDÁCTICA
ASIGNATURA: LENGUA EXTRANJERA: INGLÉS 3º ESO
CURSO 2008-2009
Procedimientos
A) Generales para toda la etapa
1. Comprensión oral y escrita mediante actividades con un objetivo específico (extraer la información global y/o específica, localizar e interpretar datos, etc.).
2. Inferir informaciones, que no son siempre explicitadas en los textos orales y escritos, que reflejan las opiniones y la actitud del autor.
3. Producción de mensajes orales y escritos con la finalidad de satisfacer necesidades personales de comunicación (invitaciones, felicitaciones, peticiones, avisos, encargos, encuestas...).
4. Participación activa en intercambios orales lingüísticos para expresar gustos, necesidades, buscar información, dar opiniones, relatar experiencias, etc., haciendo uso de las estrategias que aseguran una comunicación fluida y eficaz.
5. Producción de textos escritos de diferentes tipologías, sencillos y comprensibles, con una adecuada estructura lógica (introducción, desarrollo y conclusión), atendiendo a las diferentes necesidades (descripción, narración, comparación...) y distintas intenciones comunicativas.
B) Específicos del tercer curso
1. Comprensión de las ideas principales y secundarias de los textos orales y escritos.
2. Inferencia de los significados de las informaciones desconocidas mediante la interpretación de diferentes elementos contextuales.
3. Identificación de los rasgos que diferencian el código oral y el escrito.
4. Transmisión de información esencial a otras personas sobre lo que se ha escuchado o leído.
5. Planificación en la emisión de mensajes, de acuerdo con la intención comunicativa, la situación de comunicación y los interlocutores.
6. Negociación de los significados en la comunicación, con el desarrollo de estrategias que facilitan la comunicación con éxito, manteniendo el equilibrio entre la corrección formal y la fluidez.
7. Realización de tareas de comprensión lectora de acuerdo con el tipo de texto y la finalidad de la lectura, bien sea intensiva o extensiva.
8. Producción de textos orales y escritos que contengan elementos de coordinación y subordinación.
Conceptos y principios generales para toda la etapa
1. Situaciones de comunicación oral y escrita en la lengua extranjera.
2. Intenciones comunicativas más usuales: establecer relaciones, dar y pedir información, resolver las dificultades de la interacción, describir, exponer, narrar, influir en la conducta de los demás, argumentar.
3. Elementos que configuran la situación de comunicación: número y tipo de interlocutores, momento y lugar de la comunicación, tema.
4. Vocabulario, tanto activo como pasivo, relativo a los temas más habituales: la educación, el trabajo, relaciones de parentesco y amistad, vida cotidiana, viajes, tiempo de ocio, ecología, los medios de comunicación, nuevas tecnologías, ciencia-ficción, es decir todo aquello que tiene relación con los temas transversales y los intereses del alumnado.
5. Reglas que rigen la comprensión y la producción de un discurso coherente y cohesionado.
6. Adaptación del discurso a los cambios que se producen como consecuencia de la interacción (gestos, maneras de pedir, interrupciones, etc.).
7. Estructura y elementos formales de los textos escritos (tipo de texto, presentación, ortografía y signos de puntuación).
8. Elementos que dan cohesión al discurso: referencia al anterior y al posterior, concordancia, reacción adecuada a los mensajes.
9. Tener en cuenta los conocimientos del receptor y prever las reacciones de éste.
10. Considerar el significado del discurso como resultado de la interacción entre el emisor y el receptor.
11. Rutinas (expresiones de uso frecuente, expresiones idiomáticas) y fórmulas básicas de interacción social (mostrar acuerdo o desacuerdo, pedir aclaraciones, comprobar que algo se ha entendido).
Actitudes generales para toda la etapa
1. Reconocimiento de la importancia de ser capaz de comunicarse en la lengua extranjera, tanto oralmente como por escrito, para satisfacer necesidades de comunicación, como medio de comprensión entre las personas.
2. Interés por realizar intercambios comunicativos orales y escritos en lengua extranjera con diferentes personas (profesores/as, compañeros/as, nativos/as).
3. Participación reflexiva, creativa y crítica en las diferentes situaciones de comunicación en que interviene.
4. Reconocimiento del error como parte integrante del proceso de aprendizaje y tendencia a superar las dificultades que surgen en la comunicación, por falta de recursos lingüísticos, explotando al máximo los conocimientos y las estrategias de comunicación disponibles.
5. Rigor en la interpretación y producción de textos orales y escritos.
6. Toma de conciencia de la capacidad para comprender globalmente un mensaje oral y un texto escrito, sin necesidad de entender todos los elementos que lo componen.
7. Interés por leer textos escritos en lengua extranjera de forma autónoma,
con la finalidad de obtener información, ampliar conocimientos, y favorecer el propio crecimiento intelectual.
8. Superación de las limitaciones propias, y sacar el máximo partido posible de los recursos lingüísticos disponibles.
9. Adquisición de hábitos y desarrollo de actitudes, relacionados con los temas transversales propios del currículo, adecuados a la realidad del alumnado y a sus intereses y motivaciones.
Reflexiones sobre la lengua y su aprendizaje
Alcanzar el dominio de la competencia comunicativa en una lengua supone el conocimiento de las reglas que organizan el funcionamiento del sistema lingüístico; ahora bien, el conocimiento de éstas ha de partir de la reflexión consciente, asimilable a un proceso de resolución de problemas.
El alumnado también ha de reflexionar sobre cómo desarrolla su propio proceso de aprendizaje para poder conseguir un mejor control.
Conceptos específicos del tercer curso
A. Elementos funcionales y gramaticales de la lengua
1. Saludar, presentarse uno mismo y presentar a los demás. Expresar hábitos, habilidades, descripciones físicas y de personalidad, lo que gusta y lo que no.
2. Fórmulas,
3. El presente de indicativo y el verbo can.
4. Love / Like / Dislike/ Hate.
5. Los adjetivos: posiciones atributivas y predicativas. Los grados de la comparación.
6. Expresión de cantidad.
7. Much / Many / A lot of / Too… / Not … enough.
8. Narrar acontecimientos del pasado y biografías.
9. El pretérito simple y continuo.
10. Could.
11. Expresiones temporales: ago / since / for / later / when / after / before / then, etc.
12. Los marcadores del discurso: conectores y otros recursos de cohesión.
13. La ortografía y la puntuación.
14. Pedir y responder preguntas sobre acontecimientos acabados y en ejecución, recientes y sobre experiencias.
15. El presente perfecto y el pretérito simple.
16. Ever / Never / Just.
17. When.
18. Hacer sugerencias y responder a éstas.
19. How / What about + - ing form.
20. Dar consejos.
21. Should / Shouldn’t.
22. Expresar los planes y las intenciones, hacer predicciones, expresar la probabilidad y la posibilidad y hacer promesas.
23. Presente continuo.
24. Will / Will not / Going to + infinitivo.
25. Frases condicionales de tipo I.
26. Expresar la obligación y la ausencia de ésta.
27. Have to / Don’t have to / Must / Mustn’t / Should.
28. Los adverbios.
29. Describir lugares, dar y pedir información sobre los productos que exigen un proceso de elaboración: música, coches, libros, etc.
30. La voz pasiva.
31. Frases adverbiales.
B. Léxico
1. El léxico relacionado con los temas tratados: las relaciones personales y sociales, el ocio, los alimentos, los lugares, etc.
2. Fórmulas y expresiones.
C. Fonética
1. La pronunciación de los fonemas con especial dificultad.
2. La pronunciación de las contracciones.
3. La pronunciación de las terminaciones de las diferentes formas verbales.
4. Las formas débiles.
5. La acentuación de palabras y frases.
6. La entonación de frases.
7. El ritmo.
Aspectos socioculturales
Todo sistema lingüístico es fruto de su historia y de la sociedad que lo ha creado. Así, pues, la lengua contiene toda una serie de referentes culturales, sociales e históricos que han de permitir adecuar el propio discurso al contexto
y al interlocutor.
Procedimientos específicos del tercer curso
1. Uso apropiado de fórmulas lingüísticas (cortesía, acuerdo, discrepancia, etc.) asociadas a situaciones concretas de comunicación.
2. Identificación de las normas y los comportamientos propios de los pueblos y culturas donde se habla la lengua extranjera.
3. Conocimiento y valoración de los elementos culturales propios de los países donde se habla la lengua extranjera.
4. Reconocimiento de la presencia de la lengua extranjera en los nuevos sistemas de comunicación tecnológica y su utilidad para comunicarse con personas de procedencias diversas.
Contenidos transversales
Todo proceso educativo transmite unos determinados valores culturales y/o sociales, los cuales se ponen de manifiesto en las finalidades formativas que se persiguen. La formación integral de la personalidad del alumnado supone tener en cuenta el desarrollo, no tan sólo de los aspectos intelectuales, sino también de los corporales, los sociales, los afectivos y los éticos y morales.
Criterios de evaluación
Específicos de tercer curso:
Se pretende evaluar la capacidad del alumnado para autoregular su proceso de aprendizaje de la lengua extranjera, partiendo de la experiencia en la lengua propia y en otras lenguas.
1. Extraer la información global y específica, la idea principal y los detalles más relevantes en los mensajes orales (emitidos en situaciones de comunicación cara a cara o por medios de comunicación mecánica) y en textos escritos auténticos, y ser capaces de realizar inferencias a partir del contexto.
2. Participar en conversaciones breves y utilizar las estrategias de comunicación más adecuadas para comprender y hacerse comprender y transmitir a los demás la información que se conoce.
3. Leer textos de forma extensiva con finalidades diversas y demostrar la comprensión mediante una tarea específica.
4. Redactar textos sencillos y utilizar la gramática y el léxico adecuados, así como los recursos de cohesión que los hagan comprensibles para el lector.
5. Mostrar habilidades para poner en práctica el conocimiento de los aspectos formales del código de la lengua extranjera (morfología, sintaxis y fonología) y valorar su importancia para alcanzar el éxito en la comunicación.
6. Observar las regularidades en el sistema de la lengua extranjera, analizarlas y llegar a conclusiones que permitan establecer reglas.
7. Reformular de manera progresiva aquellas normas o reglas que se identifiquen como erróneas.
8. Identificar y utilizar las diferentes formas lingüísticas asociadas a la misma función del lenguaje.
9. Interpretar correctamente el uso de fórmulas, normas y comportamientos que se transmiten por medio de los textos y tener interés en ampliar el conocimiento de los datos culturales.
10. Valorar la cultura propia a partir del conocimiento de otras culturas y contrastarlas con aquélla.
11. Adaptar los mensajes que se desean transmitir a las características particulares del interlocutor y respetar las diferencias de pronunciación, acento o grado de conocimiento de la lengua extranjera.
12. Valorar el uso de la lengua extranjera como medio para establecer relaciones con otras personas de diferentes procedencias, tomar la iniciativa para comunicarse y mostrar respeto para con la diversidad cultural y social.
ORIENTACIONES METODOLÓGICAS
Aprendizaje significativo
El enfoque que ha de inspirar las orientaciones didácticas para esta etapa es de carácter comunicativo. La meta ha de ser conseguir que los alumnos se comuniquen en la lengua extranjera.
Eso hace necesario facilitar al alumnado datos e informaciones que le resulten comprensibles. Hay que partir del bagaje que los alumnos llevan consigo en el aula en cuanto a su conocimiento del entorno, el mundo, la cultura, y también de la lengua, para aprovecharlo dentro del aula, de manera que el aprendizaje sea significativo para ellos.
Es importante ofrecer oportunidades de aprendizaje en las cuales los alumnos pongan en práctica su competencia comunicativa y que se den situaciones de aprendizaje que activen los conocimientos adquiridos y especificados en el currículo. Las situaciones de comunicación en el aula han de representar situaciones de la vida cotidiana que sean familiares para el alumnado, donde se recojan los aspectos socioculturales asociados, de manera que requieran un uso constante y real de la lengua extranjera.
El enfoque metodológico del área consiste en la consideración del aprendizaje de la lengua como un proceso de negociación de significados y de comunicación interpersonal.
Orientaciones para la evaluación
La evaluación ha de ser un proceso continuado, que ha de permitir al profesorado comprobar el grado de consecución de los objetivos del área para cada uno de los alumnos y no sólo el nivel relativo de la clase.
La evaluación es una parte integral del proceso de enseñanza/aprendizaje, lo que implica que no puede limitarse al final del proceso.
En un primer momento habrá que conocer cuál es el nivel de conocimiento lingüístico del alumnado, así como sus expectativas y actitudes para con el aprendizaje de la lengua extranjera. Este análisis de necesidades es lo que se llama evaluación inicial, que ha de facilitarnos la adecuación de la programación para atender a la diversidad de los alumnos y hacer un seguimiento individualizado.
Durante el proceso ha de comprobarse cuál es el estadio de aprendizaje de cada uno de los alumnos para valorar los efectos de la acción del profesorado y para introducir aquellos ajustes que haga falta en relación con las necesidades que los alumnos manifiesten. Es lo que se llama evaluación formativa.
Para cerrar el proceso, hay que conocer cuál ha sido el grado de consecución de las capacidades descritas en los objetivos establecidos. Se trata de la evaluación sumativa o final.
Es fundamental que los alumnos conozcan desde el comienzo cuáles son las capacidades que se pretenden desarrollar —los objetivos— y también de qué forma se llevará a cabo la evaluación.
Hay que tener en cuenta que los instrumentos de evaluación no pueden limitarse a la calificación de unas pruebas, sino que hará falta utilizar otros de acuerdo con aquello que se pretenda evaluar, como por ejemplo: diarios de los alumnos, cuestionarios, grabaciones, observaciones de aula, discusiones. El alumnado ha de tomar parte activa en el proceso de evaluación. La reflexión que éste hace sobre su propia actuación y su progreso, mediante la autoevaluación, hará que se responsabilice de su proceso de aprendizaje y tome conciencia de que lo que importa es lo que él aprende, y no tanto lo que el profesor le enseña.
TEMPORALIZACIÓN DE LOS CONTENIDOS
1ª EVALUACIÓN: UNIDADES 1 - 3
UNIT 1
OBJECTIVES
1. To use the target language related to free time, opinions and making suggestions in everyday conversations and situations.
2. To make him/herself understood in an every day situation without excessive guidance.
3. To express oneself using verbal and non-verbal language.
4. To extract specific information from listening activities such as a simulated conversation and an advert.
5. To continue using previously acquired reading strategies and to make progress with new strategies.
6. To express an interest in reading and to view it as a form of enrichment and personal growth.
7. To identify the main ideas in a variety of written texts (email, advert, an account of a teenagers life and habits) with the help of non-verbal elements.
8. To produce a writing plan to organize the key information to write a biography about a famous person.
9. To recognize the difference between grammatically correct and incorrect texts and to value the importance of correcting mistakes as part of the learning process.
10. To identify, learn and use the correct grammar rules and structures correctly.
11. To pay attention to intonation and appropriate rhythm when asking questions and making suggestions.
12. To value the importance of using a foreign language to access information in that language from a variety of sources including Internet.
CONTENTS
- Speaking and comprehension
- Speaking and conversation
- Activity to practice talking about likes, dislikes and free time.
- Use of phrases to make suggestions, agree and disagree.
- Activity to encourage the correct use of descriptive adjectives.
- Listening
- Understanding of a conversation about activities.
- Simulated advertisement which includes target vocabulary about chores.
- Phonetic
- Activities to practice pronunciation and to use the correct intonation and appropriate rhythm when asking questions and making suggestions.
- Reading and writing
- Reading
- Reading and comprehension exercises about interests, hobbies and daily life and the life of teenagers from different countries.
- Development of reading for personal enrichment.
- Writing
- Familiarization with different types of writing which communicate similar information.
- Exercises to organize and develop a writing plan.
- Writing a biography and a short speech based on a model.
- Knowledge of the language and reflexion
- Vocabulary and Phonetics
- Free time and hobbies, chores, likes and dislikes, agreeing and disagreeing with others and making suggestions.
- Intonation and pronunciation.
- ICT investigation
- Using previously acquired learning strategies to obtain, select and present specific information about the Royal Opera House.
- Reflection on the learning process
- Model plans to organize work and improve learning.
- Study skills to help organize and remember key information and grammar points.
- Pair and group work activities.
- Socio-cultural aspects
- Culture
- Informative text about holidays in the US.
- Activities to increase awareness of some linguistic differences between British and American English.
- Activity to encourage students to talk out about their own country and holiday traditions.
UNIT 2
OBJECTIVES
1. To identify, use and understand the vocabulary from the unit in simulated situations.
2. To give information and form questions about a current affairs issue.
3. To talk about experiences which the student has had without making important mistakes.
4. To grasp the general idea in listening activities which are based on different types of texts (radio broadcast, story).
5. To progressively learn to overcome any interruptions or difficulties which may occur during oral activities.
6. To differentiate between facts and opinions in various texts and to recognize the intentions of the author.
7. To express him/herself through written English by altering and expanding on given prompts, phrases, and paragraphs.
8. To use different resources; paper, digital or multimedia and, in order to obtain information and to be able to successfully complete projects either individually or in groups.
9. To identify, learn and use the grammar rules and structures correctly.
10. To identify and pronounce correctly the phonetic sounds /t/, /d/ and /Id/.
11. To progressively improve the ability to find information using ICT about specific topics related to the students book and current events.
12. To encourage curiosity and respect for cultural differences between English speaking countries and the students own country.
CONTENTS
- Speaking and comprehension
- Speaking and conversation
- Dialogue reporting a crime.
- Using the past to report a crime.
- Listening
- Listening and comprehension activities about crime.
- Listening and pronunciation practice of vocabulary associated with crime and criminals.
- Listening to test listening comprehension based on fill in missing information.
- A radio programme about an exhibition.
- Phonetics and sounds
- Listening and pronunciation practice of the phonetic sounds /t/, /d/ and /Id/.
- Identifying the phonetic sounds /t/, /d/ and /Id/.
- Reading and writing
- Reading
- Reading and comprehension exercises related to a crime report.
- Report of a rescue using the target grammar from the unit.
- Writing
- Identifying different types of writing.
- Identifying the necessary information needed for a piece of writing.
- Exercises to organize and develop a writing plan.
- Writing an ending for a story.
- Knowledge of the language and reflexion
- Grammar
- Suffixes-nouns and verbs
- Past simple: regular/irregular
- Past continuous
- Vocabulary and Phonetics
- Crime, criminals, everyday activities, days, months, seasons, transport, appearance and professions.
- The /t/ /d/ and /Id/symbols. Intonation and pronunciation.
- ICT investigation
- Using the Internet to find out about security in the home.
- Reflection on the learning process
- Model plans to organize work and improve learning.
- Study skills to help organize and remember key information and grammar points.
- Pair and group work activities.
- Socio-cultural aspects
- Culture
- Text about the history of the UK police force.
- Activities aimed to encourage students to think about past and present traditions in England.
- Activities to make students think about the police force in their own country and to compare it with law enforcement in other countries.
UNIT 3
OBJECTIVES
1. To acquire the vocabulary necessary to be able to understand and express facts and opinions about environmental issues.
2. To make predictions about the future and learn to respond with certainty and uncertainty.
3. To participate actively in a short presentation for the rest of the class, which has been prepared by the members of a group.
4. To obtain specific information from listening activities based on different types of texts.
5. To speak and write about future events, intentions and predictions using the appropriate language and grammatical structures.
6. To produce a simple but effective and attractive advertisement about the prevention of global warming.
7. To read a dialogue paying special attention to a specific grammatical structure; the use of will and its different uses.
8. To recognize, understand and use the new grammar introduced in the unit.
9. To show a receptive attitude and increasing self-confidence towards learning and using the language.
10. To independently use the Internet to find information about a current issue covered in the unit.
11. To develop a positive attitude towards English and appreciate the importance of autonomous learning and self-evaluation.
12. To encourage the students to learn about cultural aspects of English speaking countries and to compare them with similar aspects of their own country.
CONTENTS
- Speaking and comprehension-
- Speaking and conversation
- Discussing the future and making predictions.
- Group activity to decide how to help endangered species.
- Class discussion about environmental issues.
- Listening
- Consolidation of vocabulary related to wildlife.
- Dialogue between two sisters about a class’ plan to adopt an animal and differences of opinion.
- An animal welfare gap fill activity.
- Phonetic and sounds
- Listening and pronunciation practice of phrases expressing certainty and uncertainty.
- Reading and writing
- Reading
- Reading and comprehension exercises aimed to make students think about ways to help prevent global warming.
- Text about teenagers predictions about their future which students can relate to.
- Writing
- Interest in independent reading of texts related to current events such as global warming.
- Exercises to organize and develop a group writing plan.
- Writing an advert and a text about a museum or gallery.
- Knowledge of the language and reflexion
- Grammar
- Time words
- Will-future simple
- Be going to.
- Conditionals 0/1
- Vocabulary and Phonetics
- Discussing environmental issues, thinking about recycling, global warming, making predictions about the future and responding.
- Intonation and pronunciation of target language.
- ICT investigation
- Using the Internet to find out about One planet living.
- Reflection on the learning process
- Model plans to organize work and improve learning.
- Study skills to help organize and remember key information and grammar points.
- Pair and group work activities.
- Socio-cultural aspects
- Culture
- Text about London’s Natural History museum.
- Activities aimed to encourage students to think about other subjects from the curriculum in English.
- Activity designed to make students investigate a museum or gallery in their own city or country.
2ª EVALUACIÓN: UNIDADES 4 - 6
UNIT 4
OBJECTIVES
1. To enrich the students’ vocabulary related to advice, rules and travel.
2. To talk about actions which are or are not considered to be acceptable behaviour using the appropriate language.
3. To use previously acquired skills such as the ability to ask for repetition or further explanation, in order to understand others or to make oneself understood.
4. To listen to and understand information about specific and familiar topics, including travel and rules, both in recordings and face to face conversations.
5. To achieve an acceptable level of understanding when reading texts which cover both general and specific information.
6. To produce a piece of writing based on a model using a variety of resources (Internet, dictionaries etc).
7. To use the appropriate vocabulary and grammatical structures in both the oral and written form.
8. To identify and pronounce correctly the phonetic sounds /I/ and /i:/.
9. To show an interest in developing ICT and autonomous learning skills to look for and organise information.
10. To show interest in learning about cultural differences in a country which is not part of Europe.
CONTENTS
- Speaking and comprehension
- Speaking and conversation
- Class discussions and pair work about the country code.
- Giving travel tips to tourists.
- Conversations about school activities involving justifying reasons for the choice.
- Listening
- Activities to consolidate the use of must and mustn’t.
- Dialogue between two students about an after school programme.
- A listening and comprehension activity about travel.
- Phonetics and sounds
- Listening and pronunciation practice of the phonetic sounds /I/ and /i:/.
- Identifying the phonetic sounds /I/ and /i:/.
- Reading and writing
- Writing
- Completing sentences with the correct verb form.
- Identifying elements in a piece of writing.
- Exercises to organize and develop a writing plan.
- Writing a letter to a friend making plans and a leaflet of do’s and don’ts about behaviour.
- Knowledge of the language and reflexion
- Grammar
- Must/mustn’t
- Should/shouldn’t
- Have to/don’t have to
- Need to /don’t need to
- Can/can’t
- Vocabulary and Phonetics
- The country code, travelling and life abroad, summer school subjects and rules.
- The /I/ and /i:/ symbols. Intonation and pronunciation.
- ICT investigation
- Using the Internet to search for information about life in a country from another continent.
- Reflection on the learning process
- Model plans to organize work and improve learning.
- Study skills to help organize and remember key information and grammar points.
- Pair and group work activities.
- Socio-cultural aspects
- Culture
- Quiz about manners in the UK.
- Activities to make students aware of some the characteristics of manners the UK.
- Activities to promote respect for the cultures and traditions of other countries.
UNIT 5
OBJECTIVES
1. To learn and understand the target vocabulary of the unit.
2. To use and understand the appropriate language necessary to ask for and receive help in a store.
3. To participate in a previously prepared dialogue with a partner and act it out for the rest of the class.
4. To give spontaneous answers in oral communication activities using prompts.
5. To listen and understand oral instructions and recorded listenings about lost property and making complaints.
6. To read, understand and extract specific information from texts.
7. To plan and write an email of complaint based on a model, using the target vocabulary and language.
8. To identify, learn and use the grammar rules and structures correctly.
9. To be able to identify the word stress and pronounce words with the correct pronunciation and intonation.
10. To value the importance of autonomous learning and self-evaluation.
11. To continue developing the ability to use ICT resources to compile and transmit information and to produce written texts.
12. To show interest and respect for traditional and historical aspects of an English speaking country.
CONTENTS
- Speaking and comprehension
- Speaking and conversation
- Conversation model based on receiving assistance in a clothes store.
- Making complaints about faulty goods.
- Practice requesting action and responding to complaints.
- Pair work to practice prompted dialogues representing everyday situations.
- Listening
- Activity to practice correct pronunciation and intonation of sentences from a dialogue between a shop assistant and a client.
- Quiz to reinforce identifying the spoken word with its written form.
- Series of short dialogues covering a range of possible reasons for complaints in a department store.
- Phonetic and sounds
- Activities to improve intonation and pronunciation.
- Activities dedicated to identifying the word stress.
- Reading and writing
- Reading
- Reading and comprehension exercises based on shopping, sales notices, making complaints, a famous department store in the UK and The Royal Mint.
- Writing
- Exercises to practice using the grammar from the unit.
- Exercises to organize and develop a writing plan.
- Writing an email of complaint based on a model.
- Writing a report about famous shops in the student’s country.
- Knowledge of the language and reflexion
- Grammar
- Order of adjectives
- Descriptive adjectives
- Present simple passive
- Past simple passive
- Vocabulary and Phonetics
- Clothes related vocabulary, department stores, faulty products, descriptive adjectives, shapes and materials and making complaints.
- Activities to stimulate the recognition and production of adequate intonation, pronunciation and word stress.
- ICT investigation
- Developing new learning strategies to search for information about British coinage using the Internet.
- Reflection on the learning process
- Model plans to organize work and improve learning.
- Study skills to help organize and remember key information and grammar points.
- Pair and group work activities.
- Socio-cultural aspects
- Culture
- Texts about Harrods the super store and the Royal Mint.
- Activities to encourage comparison between English speaking and the students own country.
- Activities to arouse interest in the history of coins in the UK.
UNIT 6
OBJECTIVES
1. To learn and use target vocabulary and phrases from the unit.
2. To make the most of the opportunities to learn both inside and outside the classroom using efficient learning strategies.
3. To express oneself orally without excessive help or guidance.
4. To identify the speaker in recordings and to use the information given to check the answers in a previously completed gapped text.
5. To be able to read texts about plans, personal experiences and entertainment in a variety of forms.
6. To plan and write a review based on a model, about a fun place to visit, using the target vocabulary and language.
7. To identify, learn and use the grammar rules and structures correctly.
8. To identify and pronounce correctly the phonetic sounds /S/ and /tS/.
9. To express an interest in getting to know people from other cultures and to view it as a form of enrichment and personal growth.
10. To use ICT to find out about a traditional festival which celebrates London’s multicultural society.
11. To continue to value the importance of using a foreign language to discover the similarities and differences between ones own traditions and those of other countries.
CONTENTS
- Speaking and comprehension
- Speaking and conversation
- Class discussion about festivals and celebrations in the student’s own country.
- Asking and answering questions about food at festivals.
- Formulating answering machine messages.
- Pair work to practice prompted questions and answers.
- Listening
- Activities to associate the spoken form with the written form.
- Completing a note with information left on an answering machine.
- Activity to check the missing answers in a story.
- Phonetics and sounds
- Listening and pronunciation practice of the phonetic sounds /S/ and /tS/.
- Identifying the difference between the phonetic sounds /S/ and /tS/.
- Reading and writing
- Reading
- Reading and comprehension exercises based on teenager’s plans and experiences.
- Writing
- Completing sentences and dialogues using expressions related to making arrangements.
- Identifying useful information to be included in a piece of writing.
- Exercises to organize and develop a writing plan.
- Writing a review about a fun place to visit and a text about a historical celebration based on models.
- Knowledge of the language and reflexion
- Grammar
- Countable / uncountable nouns
- Relative pronouns
- Present perfect
- Present perfect vs. past simple.
- Vocabulary and Phonetics
- Food and festivals, celebrations, making plans (inviting, refusing and accepting) and entertainers.
- The /S/ and /tS/ symbols. Intonation and pronunciation practice.
- ICT investigation
- Developing new learning strategies to search for information about the Notting Hill Carnival.
- Reflection on the learning process
- Model plans to organize work and improve learning.
- Study skills to help organize and remember key information and grammar points.
- Pair and group work activities.
- Socio-cultural aspects
- Culture
- Texts about St. Patrick’s Day and the Notting Hill Carnival.
- Activities to develop curiosity and interest in English and to recognise its value as a means of learning about the history and traditions of other countries.
3ª EVALUACIÓN: UNIDADES 7 - 9
UNIT 7
OBJECTIVES
1. To identify and use the key vocabulary related to the unit.
2. To act out dialogues in pairs making arrangements by telephone.
3. To exchange information or personal ideas with others about personal feelings or how others feel.
4. To participate in dialogues using appropriate vocabulary and grammar depending on the situation and the recipient of the information.
5. To extract information from recordings in order to be able to answer questions and complete gapped texts.
6. To show progress in his/her ability to tell the difference between fact and opinion when reading a text.
7. To read, understand and extract specific information from a text.
8. To use new technology such as email, forums and instant messenger to communicate with others.
9. To plan and write a text based on a model, using the target vocabulary and language.
10. To identify, learn and use the grammar rules and structures correctly.
11. To pay attention to intonation and appropriate rhythm when checking and clarifying information or expressing feelings.
12. To contrast information found on the Internet with that found by other students.
CONTENTS
- Speaking and comprehension
- Speaking and conversation
- Simulated telephone conversations.
- Pair work to practice talking about teenagers concerns using the target language to express feelings and to show sympathy and encouragement.
- Conversation model using instant messenger.
- Preparing an explanation of how divers communicate under water.
- Listening
- Completing a dialogue which takes place by telephone.
- Completing a note with information left on an answering machine.
- Activity to check understanding of an informal conversation between two friends using instant messenger.
- Phonetic and sounds
- Listening and pronunciation practice of intonation and stress when expressing feelings.
- Reading and writing
- Reading
- Reading and comprehension exercises based on dialogues using different means of communication.
- Development of deduction strategies to guess what a text is about before reading.
- Writing
- Reading direct speech and using the information to write reported speech sentences and questions.
- Learning to use SMS (Short Message Service) to send and receive text messages on mobile phones.
- Exercises to organize and develop a writing plan.
- Writing a text message and a text about television based on a model.
- Knowledge of the language and reflexion
- Grammar
- Say vs. tell
- Prepositions
- Reported speech
- Reported speech questions
- Vocabulary and Phonetics
- Greetings, leave taking, informal and formal introductions, colours, numbers, alphabet, personal information and details, family, likes and dislikes, hobbies.
- The /I/ and /I:/ symbols. Intonation and pronunciation practice.
- ICT investigation
- Improving autonomous learning strategies to search for information using Internet about Braille.
- Reflection on the learning process
- Model plans to organize work and improve learning.
- Study skills to help organize and remember key information and grammar points.
- Pair and group work activities.
- Socio-cultural aspects
- Culture
- Texts about the BBC and Braille.
- Activities to encourage learning about a national English institution and to see the English language as a valuable means of communicating with people from around the world.
- Activities to encourage interest and understanding in the means of communication for blind people.
UNIT 8
OBJECTIVES
1. To apply advanced learning strategies to acquire, store, recall and use the target language in the unit.
2. To give opinions about life on other planets and superstitions.
3. To be able to make choices justifying them with logical reasons.
4. To listen and understand oral instructions from a range of recordings.
5. To be able to read and understand texts which have increasing levels of difficulty.
6. To use different learning strategies to understand a text.
7. To recount events which have happened in the past in chronological order.
8. To plan and write a narrative based on a model, about a strange personal experience using the target vocabulary and language.
9. To identify, learn and use the grammar rules and structures correctly.
10. To identify and pronounce correctly stressed and non stressed syllables.
11. To use ICT skills to find out about English literature.
12. To develop curiosity and interest in an English speaking country such as Scotland and its legends.
CONTENTS
- Speaking and comprehension
- Speaking and conversation
- Talking about life on other planets.
- Enquiring about knowledge of superstitions and showing interest in what others believe based on target vocabulary.
- Giving opinions on ones favourite characters and reasons for the choice.
- Listening
- Activities that reinforce identifying the written word with the spoken word.
- Stimulated radio broadcast about superstitions and beliefs.
- Interview about the supernatural.
- Superstitions, extraterrestrial life and film characters
- Listening and pronunciation practice of target vocabulary which enables students to talk about their beliefs.
- Phonetics and sounds
- Listening and pronunciation practice of stressed and non stressed syllables
- Identifying the difference between stressed and non stressed syllables.
- Reading and writing
- Reading
- Reading and comprehension exercises based on life on other planets.
- Development of reading appreciation of different styles of writing.
- Writing
- Identifying different types of writing.
- Identifying elements in a piece of writing.
- Exercises to organize and develop a writing plan.
- Writing a narrative based on a model.
- Knowledge of the language and reflexion
- Grammar
- The causative form
- Past perfect
- Vocabulary and Phonetics
- Superstitions,beliefs about life on other planets , describing film characters and UFO’s
- Intonation and pronunciation of stressed and non stressed syllables.
- ICT investigation
- Developing new learning strategies to search for information about an author of British literature using Internet.
- Reflection on the learning process
- Model plans to organize work and improve learning.
- Study skills to help organize and remember key information and grammar points.
- Pair and group work activities.
- Socio-cultural aspects
- Culture
- Text about the legend of the Loch Ness monster.
- Activities to develop curiosity and interest in Scotland and its legends.
- Activities to promote respect for the cultures and traditions of other countries.
UNIT 9
OBJECTIVES
1. To identify the key vocabulary related to the unit.
2. To ask others for advice and to give advice to those who have a problem.
3. To express oneself in a class debate using verbal and non-verbal language.
4. To recognise who the speaker is and to extract specific information from listening activities.
5. To be able to read, understand and extract information from a teenage website.
6. To develop an interest in reading in English.
7. To produce an interesting and grammatically correct survey about TV and the media.
8. To plan and write an essay based on a model, about television using the target vocabulary and language.
9. To identify learn and use the grammar rules and structures correctly.
10. To practice intonation and word stress when giving and receiving advice.
11. To efficiently use ICT skills to find out about specific topics related to the unit.
12. To value the importance of self-evaluation and autonomous learning and to consolidate the learning skills acquired throughout the course.
CONTENTS
- Speaking and comprehension
- Speaking and conversation
- Simulated conversations to practice using type 2 conditionals and gadget related vocabulary.
- Asking for and giving advice related to teenage problems.
- Class debate about the Internet to practice using supporting and opposing arguments.
- Listening
- Activity to check student’s ability to complete gaps in short texts about gadgets.
- Reading and listening giving advice to a teenager with a problem.
- Stimulated dialogue based on two peoples opinions about the Internet.
- Phonetics and sounds
- Listening and pronunciation practice of intonation and word stress when giving and receiving advice.
- Reading and writing
- Reading
- Reading and comprehension exercises about gadgets and their uses.
- Texts related to teenagers with problems asking for advice.
- A reading with supporting and opposing arguments about the advantages and disadvantages of the Internet.
- Writing
- Writing a survey about how teenagers find out what is happening in the world.
- Exercises to organize and develop a writing plan.
- Writing a supporting/opposing essay about television.
- Knowledge of the language and reflexion
- Grammar
- Conditional type 2
- Vocabulary and Phonetics
- Describing gadgets, asking for and giving advice to teenagers with problems, TV and the media, giving opinions, supporting and opposing arguments.
- Practice of intonation and word stress when giving and receiving advice.
- ICT investigation
- Developing new learning strategies to search for information about special effects using Internet.
- Reflection on the learning process
- Model plans to organize work and improve learning.
- Study skills to help organize and remember key information and grammar points.
- Pair and group work activities.
- Socio-cultural aspects
- Culture
- Text about The Guinness Book of Records.
- Activities to encourage students to read in English about topics, which they find interesting.
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