LIBRO 3,4,5 COMPLETO

PLANEAMIENTO CURRICULAR

COLEGIO LUIS FELIPE BORJA

CURSOS:

DÉCIMOS 4to Y 5to SOCIALES

AÑO LECTIVO:

2010 - 2011

UNIDADES CONTENIDO TIEMPO

DATOS:

CURSOS: DÉCIMOS 4to Y 5to SOCIALES

AREA: INGLÉS

PERÍODO: 2010 – 2011

PROF.: LIC. LUIS NUÑEZ ULLOA

Introduction to Teachers

Foreword

The CRADLE project is one of the projects that the Ministry of Education and

Culture has designed to improve the quality of education in Ecuador. The

textbook series, Our World Through English (OWTE), is part of a process of

curriculum change in the teaching of English. Teachers, curriculum experts,

teacher trainers, authors, designers, inspectors, advisors and other experts

work together to make this process work effectively. The third edition of OWTE

that you are going to use is part of this national English language curriculum

development process.

Please enjoy the process and play your full part in it.

Take advantage of the opportunities for professional

Use your Teachers' Resource Centre (TRC).

Use these teaching and learning materials carefully.

Follow the teaching notes as much as you can. Keep a record of what

happens.

Give the Foreign Languages Division (DIEX) of the Ministry of Education

and Culture feedback through your Provincial Coordinator for

Development of the English Language Curriculum (PCDO).

Attend feedback meetings that you are invited to.

Producing a high quality textbook is a complex process. The third edition has

taken note of feedback from teachers and national and international experts.

The aim has been to produce a new edition of Our World Through English that

is lively, imaginative and enjoyable for teacher and students. We hope that you

and your classes will find this new edition motivating.

The Third Edition Teacher's Book is different from the previous edition in

that:

There are monthly tests to be given after every three units.

There are three term tests to be given after every four units.

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Clear objectives are given at the beginning of every lesson in the

teacher's notes.

There are grammar practice exercise answer keys.

The Audio Scripts are included within the teaching steps in the Teacher's Book.

Additionally, in this edition, we have included a Checking My Progress section

with the objective of encouraging students to reflect and evaluate the progress

made at the end of each unit.

Support your project for your benefit and for the benefit of English language

learning and teaching and education in Ecuador.

1 The Course Components

Our World Through English is a six-year English course for Ecuadorian

secondary school students. The materials for each year of the course are:

Student's Book

Teacher's Book and CD

The Teacher's Book is distributed free of charge to teachers attending

orientation courses organized by DIEX and held in all provinces of the country.

The CD is available to you in your provincial TRC. Remember that Audio Scripts

are to be found in the appropriate pages of the teacher's notes. If you have

problems obtaining a CD player to use in class, you should still do the listening

activities as an integral and important part of the course. Read the Audio Script

aloud for a listening task using the Read, look up and say technique. Teach a

song as a rhyme without music. DIEX strongly recommends that you listen to

the CD before a class to minimize errors in pronunciation, stress and intonation.

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2 Planning the use of the materials

Each Student's Book in the OWTE series is designed for one school year of

study. The third edition of Book 3, 4, 5 is divided into 12 core units and a

grammar practice section.

The core units consist of five lessons each, divided into a number of tasks.

Each task has a number of teaching steps in the teaching notes. Each unit has

two lessons of two pages and three lessons of one page, providing for some

variation and flexibility in the course structure.

Each core unit is designed to be covered in one to one and a half weeks with

five class periods per week, providing time for review and evaluation as

appropriate, ideally 4 (3 terms = 12 units) being covered per term. We hope this

will be motivating to both teachers and students, giving them a feeling of

significant progress each term. The amount of time that a class group takes will

depend on many factors, including previous exposure to English at primary

level, general educational level, class size and length of class periods. DIEX

recommends that all students study the core units.

Due to the fact that many teachers have expressed an interest in extra grammar

exercises that they could use to supplement their lessons, a grammar exercise

section has been added to this edition of the Our World Through English series.

This section can be used as in-class reinforcement of certain grammatical

structures, or as exercises that can be sent as homework. The grammar

exercises are intended to help learners prepare for exams, as well as give them

self-study activities that they can do outside of class in order to practice the

structures covered in each unit. Teachers may also like to use these grammar

pages as review before exams.

The grammar exercises presented are meant to be a means to an end, not an

end in themselves. They are all given in context, and are meant to motivate the

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learner through authentic and meaningful language use through controlled

activities, giving the learners a sense of accomplishment through successful

performance on the exercises.

The information in the boxes before exercises presents the grammar with a

short explanation and/or rule, and then goes on to provide a couple of examples

of the structure to be seen. Because each grammar point is marked

beforehand, it is easy to focus only on those structures which each learner

needs additional practice in. In some cases the grammar is meant to be learned

as a lexical unit, or chunk, and therefore the learners are not given a clear rule,

but instead asked to simply notice the English structure. Some students will rely

more on these grammar explanations and exercises than others. They are

meant to supplement the communicative exercises in the book, and not replace

them.

The Teacher's Book also includes tests to be given after the completion of each

three core units and at the end of each school term.

The units of the Teacher's Book have teaching steps for each task. Notice that

the teacher's language for a step is often given in bold type. For the students,

listening to this language is part of the course. Please use these instructions

and similar instructions when you are teaching. Use Spanish as little as possible

in class. Remember that students learn best by using English, in this case by

listening to and following instructions. Repetition of instructions in Spanish,

instead of providing visual support through gestures, etc, destroys this

possibility and also takes time away from exposure to English.

The notes contain production models. These are the teacher's guide for

students' speaking and/or writing.

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3 The philosophy of Our World Through English (OWTE)

a The view of language

- Communication and purpose

OWTE is based on the view that we use language for communication. In other

words, we use it to give and receive "messages" of different kinds. There are

different purposes in communication, but the purpose of asking for and giving

information is the central one in this course. Many Ecuadorian students want to

use English in their higher level education and in their work. For them, the ability

to give and receive information in English will be extremely important.

Additionally, most learners of a language want to manage the socializing

function of language. Expressing likes and dislikes, wants and needs, has been

given greater importance in this new edition.

- Syllabus organization

Information can be divided into three types:

descriptive

narrative

instructive

The syllabus is based principally around the development of the necessary

receptive and productive language skills to manage these types of information

as they are used in a wide variety of spoken and written contexts.

b The view of learners and teachers

OWTE has been written and produced in Ecuador for use in Ecuador's

education system. It is written by Ecuadorians with a clear view of learners' and

teachers' situations in the classroom, school and wider

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Socio-economic and cultural contexts of the country. It has been written to help

teachers and learners make the best use of the limited time available. The

course aims to enable students to enter adult life with a firm basis of essential

English and language learning skills.

OWTE tries to support the learning process in school by using content from

other school subjects and by encouraging the learners to use their knowledge of

the world or stimulate them to want to find out about the world around them.

The course also helps develop learning skills through the medium of English.

These learning skills are transferable to a wide variety of other learning

situations.

In using OWTE, students are encouraged to look afresh and critically at their

own world in a spirit of learning to appreciate all that is good, while not ignoring

things that are less good. Nevertheless, the accent is always on the positive.

There is much to celebrate in Ecuador and for young people it is important to

point them towards the good things and not dwell too much on what is not so

good. This approach is typical of books 1-3. In the second part of the course

(books 4-6) students learn to organize knowledge in different ways. They use

English to think and learn about new things, how to weigh alternatives and

reach mature, informed decisions.

c Topics and motivation

The topics and the way they have been treated have been chosen to interest,

surprise and amuse the learner, starting with their own world in Ecuador in all its

diversity and gradually reaching out to the world beyond. The writing team has

tried very hard to find something to interest everyone and to represent the

different peoples of Ecuador equally.

d Success and motivation

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Nothing succeeds better in motivating students at school than success itself.

Success here means being able to follow the material, complete the tasks and

want to learn more. It includes coming to understand the texts, as well as the

procedures, to follow in doing the tasks. It means knowing what you are trying

to learn to do, doing it and understanding the reason for doing it.

Above all the teacher's job is to encourage and support the learners' efforts. A

positive attitude on your part is vital.

e Teachers and learners

The teacher's aim is to help students to reach the goal of being confident and

motivated in using English. The teaching steps in this book guide you in:

encouraging students to prepare themselves for the topic areas to be

introduced

organizing tasks for students so that they can do them without

unnecessary difficulty

helping students while they are working

encouraging students to review their work

using appropriate ways to get feedback on completed work

The materials are designed for teachers who:

are interested in professional development.

want to understand the reasons for the design of the syllabus and

materials.

want to do the best possible job but often do not have enough time to do

it.

want to organize classroom activities effectively so that students take a

central, active role in learning.

want to help learners to be more independent in their learning.

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want to connect learning English with other learning experiences both

inside and outside school.

want their students to learn how to obtain and give information in English,

and consider that learning how to obtain information is more important

than the "right answer".

want to encourage students to think for themselves.

4 The skills cycle

a Language skills in life

When we examine the way that we use different language skills in life we notice

two things. Firstly, a person normally uses language for a purpose. Secondly,

there are links between one language skill and another.

b Purpose

In life, people listen, read or ask questions to find out something. They speak or

write to communicate something.

c Links between skills

The language skills are linked. For example, when you answer the telephone,

you listen, speak, and often write a note. After the telephone conversation you

may use the note (read it) to remind yourself or somebody else to do

something. In the same way, when you study, you may listen, make notes,

maybe ask questions, perhaps discuss the ideas in the notes, read something

more about the notes, organize your notes, write an essay on the subject.

Language skills are linked in these and many other ways in life.

The language skills cycle in the third edition of OWTE is based on the way we

use them in life. The cycle often begins with a receptive experience -- either

listening or reading, followed by a productive experience, either speaking or

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writing. In each part of the cycle students have a purpose for using their

language skills. To develop the speaking skill in this third edition there are

interaction patterns to follow. Questions are introduced to enable students to

ask their teacher and their classmates for information in English. Questions, of

course, are also an important way to obtain and ask for clarification of

information in real life.

The skills approach, then, is based on skills used in real life. It is also based on

the way that people learn, firstly by having a purpose for using the language

and secondly by experiencing the language in both written and spoken forms.

This complementary experience helps in remembering. Throughout the course

students are given tasks while they are listening or reading to focus their

attention on the main information and to give them a purpose for listening or

reading. In many cases they are asked to do tasks to activate their general

knowledge of a topic. Before reading for more detailed information, students are

asked to read to form a general idea of the text. This enables students to

anticipate the context of the text before they read it in detail. They are given an

idea of the information they have to find. They do not have to understand every

single word to achieve this. They make notes to be able to access information

for a further purpose. Tables or charts are used for noting down information in

an organized way. In addition to making information easily accessible, these

tables help students to learn how to organize information from listening or

reading.

5 Grammar and vocabulary

The six-year course is based on a core of grammar which the learner needs for

giving, asking for and receiving descriptive, narrative and instructive

information. Students experience this grammar in situational and linguistic

contexts at the same time as they explore information about a wide variety of

topics.

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Learning the grammar of the appropriate verb forms for the above purposes is a

central element of the grammatical syllabus. Through the six-year course,

students have repeated experience of giving, asking for and receiving

messages using core verb forms and core sentence structures.

The grammar of the noun phrase progresses from simple to complex as

students become familiar with different kinds of sentence pattern. Great

emphasis is given to positive statements in texts.

In the books 1 and 2 grammar is introduced implicitly without presenting

grammatical rules. Students learn phrases and questions as lexical 'chunks', or

formulas. In later books grammar is made more explicit, and students'

awareness of grammatical structure is developed to enable them to expand

their linguistic repertoire in English.

Students also experience new vocabulary in a situational and linguistic context.

We recommend that you do not explain new vocabulary before it is met.

Instead, you should encourage students to work out meaning independently

using all available resources (including other people). This, of course, includes

the possibility for students to ask you or each other in English for help. Training

students to solve their own vocabulary problems is an essential part of helping

them become active, independent learners.

The design of the course introduces and recycles core vocabulary throughout

the book. Students should, then, get enough experience of these items to

assimilate them. It also includes vocabulary which is not core or frequent but is

important in a topic. Many of these items are illustrated. It is not necessary for

students to learn this vocabulary for productive use. Core vocabulary is listed in

the unit objectives and in alphabetical order. Students should be able to use the

core vocabulary in speaking and writing. They are not expected to remember or

'learn completely' all the words introduced in each unit.

The classroom language included in many units in earlier books should be

learnt as vocabulary or lexical 'chunks' for communicative purposes in the

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classroom and should not be analyzed grammatically in these levels. Students

should be encouraged to use this classroom language as much as possible as

a genuine means of communication in a variety of common classroom

situations and as an essential part of the core syllabus.

6 Examinations

Prepared sample tests are provided for your use at mid-term and end of term

points.

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General Teaching Tips

1 English in the classroom

While a student receiving five hours of English per week cannot hope to absorb

the amount of language a native speaking child learns, the amount of English

that a student will learn depends directly on the amount of exposure to the

language. Students need a lot of listening experiences to become familiar with

English before they can produce significant amounts of language. As their

teacher, you are their main experience of the foreign language. Do not waste

time exposing them to Spanish unless it is absolutely necessary. Use simple

English and avoid translation as much as possible by using mime, gestures,

demonstration and other visual support to get meaning across.

Start giving simple instructions in English from the first class. Soon you can

conduct the whole lesson in English.

Using English in the classroom shows students that English is used for real

communication and makes them use English for this purpose. It also challenges

students to understand the meaning for themselves. For example, when you go

into the classroom and say "Good morning, everybody," students can

understand that you are greeting them.

It is important in the tasks to check that students understand class instructions.

There are different ways of doing this:

Demonstrate the task with an example.

Ask students to demonstrate the task with examples.

Watch students carefully when they begin working on a task (i.e. monitor their

work) and help them individually or as a group, if you see a problem.

Invite a student to explain the task to the class.

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2 Pronunciation and intonation

Unstressed vowels are often pronounced using the schwa sound /a/. For

example, in 'a banana', the letters in italics are all pronounced with a schwa,

so /banana/.

Spanish speakers tend to pronounce the sound /s/ with an additional /e/ before

the /s/, for example, 'stop' for 'stop', and in other words starting with an /s/

sound followed by a consonant sound. It is common to hear students say 'an

student' instead of 'a student' as a result of this problem. You should be

particularly careful in your own speech to avoid this and to correct students

when they make this mistake.

In a series of connected descriptive statements, for example a description of a

person, there is a sustained level of intonation at the end of each statement and

a falling intonation at the end of the last statement of the description. The

sustained intonation shows that the speaker has more to say. The falling

intonation shows that the speaker has finished.

A rising intonation is used in yes/no questions or to obtain confirmation of a

statement. It is common to hear students using a rising intonation to get

confirmation from the teacher of a correct answer. This can distort appropriate

intonation, and even cause confusion.

3 A word on 'English'

The idea of 'correct' English still exists but like many things it is a more relative

term than in the past. There is an obvious need to use a standardized form of

English in a textbook series. OWTE uses standard British English, appropriate

to its global use at the beginning of the 21st century. The grammatical analysis

follows The Oxford English Grammar (Greenbrae, 1996). British English

vocabulary is used in the main, so 'shop', 'railway', 'trousers', etc are to be

found, but words of American origin that are becoming part of British and

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international English, for example 'cool', 'cookie' etc, are used in preference to

the more traditional British words.

British English spelling is used partly because these are the forms used

throughout the English-speaking world (except the United States) and in

Europe, Africa and Asia where English is very widely used. For example, 'color',

'travelled', 'centre' etc. Spelling conforms to that in the Collins Co build

Dictionary] There are cases where British English spelling is changing, so that

these forms have been used, for example, 'organize' instead of 'organize'.

4 Grouping

Students can be grouped in different ways according to the size of the class and

the physical conditions in each classroom. For example, students can work in

threes in a row, or they can turn round and form groups with students in the

next row, etc. Practice the selected grouping procedure as much as necessary

in order to set up routines for future lessons, so that students will get used to

forming groups quickly and quietly.

5 Songs, rhymes and chants

Follow these steps for songs, rhymes and chants:

Invite students to predict the song by looking at the picture.

Say: "Listen to the song (rhyme or chant) and follow the song in

your books."

Play the CD (or sing the song) at least twice.

Guide the student to sing each line of the song with you.

Ask them to sing the song alone in groups and as a whole.

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Book 3

REVISION UNIT 1: ALL ABOUT YOU

Grammar

• Review of present simple: affirmative and negative statements and

questions with be, like, live, have, play, sell

• Review of past simple: affirmative and negative statements with start,

eat, drink, turn up, be, dance, finish

• Review of can/can't: affirmative and negative statements and questions

• Review of question words: how old, when, where, how many

Functions

• Exchanging personal information and socializing

• Describing a person (with regard to age, residence, family, ambitions)

• Inviting someone to a party

• Telling a story

• Talking about free time activities

• Describing an Ecuadorian community

• Describing past events

• Expressing ability

Vocabulary

• Instructions: write, listen, choose, read, imagine, match, design

• Free time activities: basketball, swimming, tennis, volleyball, canoeing,

fishing, cooking, dancing, playing the guitar, cycling

• Celebrations: birthday, wedding, graduation, anniversary, party

invitation, card

Skills Development

• Reading: reading for general information and for specific information,

predicting from layout, scanning a text, reading and following

instructions.

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• Listening: listening for general idea and for detailed information,

listening and making notes

• Speaking: exchanging personal information, asking and answering

questions about free time activities

• Writing: describing a person, describing an ethnic group, writing a short

summary

Further Objectives

Curriculum Links

• Social Studies: learning about an ethnic group

General Learning Skills

• Developing knowledge of different ethnic groups in Ecuador

• Developing skills to describe people

UNIT 2 ALL ABOUT LEARNING

Grammar


questions

• Review of question words: who, what kind, what, how, where, how

many, which

• Review of verbs for instructions: select, draw, color, put

• Prepositions of place: in, on, at, next to, opposite, between

Functions

• Identifying school places and describing location

• Identifying learning styles

• Describing personality

• Exchanging information about likes and dislikes

• Talking about school celebrations in another country

• Giving instructions (for making a scale drawing)

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Vocabulary

• Learning styles: verbal-linguistic, visual-spatial, logical-mathematical,

physical-kinesthetic,/ musical, interpersonal, intrapersonal

• School places: classrooms, toilets, swimming pool, basketball court,

snack bar, football pitch, office, library, garden

• Celebrations in Britain: Easter, May Day, Shrove Tuesday,

Remembrance Day

• Classroom materials: pencil, ruler, colored pencils, plain paper

Skills Development

• Reading: reading for general idea, reading for detail

• Listening: listening for specific information

• Speaking: exchanging information about learning styles and study

habits, speaking about location

• Writing: writing a description of a school, writing a letter

Further Objectives

Curriculum Links

• Social Studies: learning about celebrations in another country


• Participating in a Project Work

UNIT 3 PERSONALITY AND APPEARANCE

Grammar


questions with be, wear

• Review of question words: what, who

• Have/has to: positive and negative statements to express obligation and

necessity

• Passive: affirmative sentences for description

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• Adjectives: after linking verb be, to describe personality

Functions

• Asking for and giving information about personality

• Exchanging personal information

• Describing hairstyles and appearance

• Giving instructions (for body exercises,)

• Expressing necessity and obligation

Vocabulary

• Signs of the Zodiac: Leo, Cancer, Gemini, Taurus, Aries, Pisces,

Aquarius, Capricorn, Sagittarius, Scorpio, Libra, Virgo

• Personality characteristics: secretive, energetic, stubborn, cheerful,

protective, good leader, practical, elegant, adventurous,] hardworking,

cooperative, good sense of humors, friendly, careful, introverted,

extroverted, serious

• Jobs: architect, taxi driver, footballer, newsreader, chef, housewife,

hairdresser, engineer, weaver, waitress, lawyer

• Clothes: light clothes, warm clothes, colorful garments, baggy jeans, t-

shirt, pullover, miniskirt, blouse, belly top, button]

• Materials: silk, cotton, tagua, wool

• Parts of the body: foot, ankle, head, knee, leg, hand, stomach, waist,

elbow, arm, shoulder

• Movement: bend, touch, stand, twist

Skills Development

Reading: reading for specific information, reading for general idea

Listening: listening for specific information, listening and matching

Speaking: exchanging information about hairstyle preferences, speaking to

give Instructions

Writing: writing about materials for clothes, writing a description of personality

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Further objectives

Curriculum Links

• Sciences: knowing the parts of the human body and the importance of

exercising

• Social Studies: identifying different kind of personality characteristics


• How to maintain a conversation

• Learning how to give instructions

UNIT 4 RELATIONSHIPS

Grammar

• Review of possessives: Sara's mother in-law

• First Conditional: positive statements to talk about future possibilities

• Review of adjectives: to describe personality and physical

characteristics: short, tall, slim, chubby, cheerful, sad, happy, ill, lonely

• Review of question words: how, what, how many

• Review of imperative: giving instructions to make a medal with: trace,

write, decorate, stick, attach

• Future: going to describe future plans

Functions

• Describing personality and appearance and giving compliments

• Exchanging information about future plans


• Discussing future possibilities

• Describing a family

• Giving instructions for making a medal

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Vocabulary

• Personality: cheerful, sad, happy, ill, lonely, intelligent, lively, successful,

sensitive, timid, independence, rebellious, careless, nervous,

preoccupied, playful, sociable, popular, lovable

• Family members : father, mother, grandfather, grandmother, great-

grandfather, mother in-law, father in-law, uncle, aunt, niece, nephew,

cousin

• Appearance: short, tall, chubby, slim, attractive

Skills Development

• Reading: reading for general idea, reading for detail


• Speaking: exchanging personal information, giving instructions for

making a medal, describing future plans

• Writing: writing a short telephone conversation

Further Objectives

Curriculum Links

• Social Studies: finding out about personality characteristics

• Sciences: learning about where materials come from


• Maintaining good relationships

• Acknowledging the value of friendship

UNIT 5 THE ENVIRONMENT

• Review of present simple: positive and negative statements and

questions with eat, live, can, be, have, measure, buy, use, turn off,

recycle

• Review of question words: what, who, where, how many, why, how

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• Passive voice: developing awareness of active and passive meaning,

affirmative and negative statements with present simple passive, e.g. are

threatened, are captured, are found

• Adverbs of frequency: never, sometimes, always

• Review and use of auxiliaries: negative statements and questions

• Relative pronouns: which, who

Functions

• Asking and answering questions about animals, their habitat and

lifestyles

• Describing a natural phenomenon

• Exchanging information about endangered species

• Completing a graph and questionnaire

• Talking about deforestation

• Giving an oral presentation

Vocabulary

• Animals: macaw, yumbo, condor, monkey, tiger, parrot, parakeet, wolf,

armadillo, amphibian

• Nature: trees, environment, rainforest, timber, environment, flooding,

vivarium, soil, forests, hurricane

• Animal trafficking: illegal traffic operation, animals confiscated, rescue

centre, endangered species

• Environment protection: aerosols, atmosphere, household chemicals,

unleaded petrol, packaging,, waste, glass bottles, energy, lights

• Processes: melt, rise, flood

Skills Development

• Reading: reading and making notes, reading and ordering pictures

• Listening: listening for general idea, listening for specific information

• Speaking: describing frequency of activities, giving a presentation, giving

and asking for information about protecting the environment

• Writing: writing a summary

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Further Objectives

Curriculum Links

• Mathematics: plotting a bar graph

• Environmental Science: learning about environmental problems and

advice for protecting the environment

• Biology: finding out about endangered species


• Giving a presentation

• Plotting a bar graph

• Carrying out a questionnaire

UNIT 6 ECUADOR AND OTHER AMERICAN COUNTRIES

Grammar


questions

• Comparative and superlative forms: comparing and contrasting with

smaller, higher, bigger, older, lower, warmer, colder and smallest, lowest,

oldest, highest

• Review of past simple: affirmative and negative statements

• Review of question words: where, when, what, where

• Review of going to: future plans

• Review of imperative: giving instructions with serve, mix, take, cut,

chop, add, peel

• Passive voice: affirmative and negative statements with past simple

passive, e.g. was founded, was designed

Functions

• Describing a place

• Comparing and contrasting characteristics of places

• Describing cities and countries

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• Describing traditional dresses

• Exchanging information about adventure activities

• Giving instructions for a recipe

Vocabulary

• Sports: hiking, diving, bungee jumping, sea kayaking, hot-air ballooning,

windsurfing, rafting

• Traditional dresses: skirt, belt, trousers, colorful jacket, sandals, short

sleeves, scarf, hat, dress, tie, boots, suit, shirt, lace

• Ingredients for a Mexican dish: avocado, tomato, chopped onion,

vinegar, oil, chilli sauce, salt

Skills Development

• Reading: reading for specific information, reading and matching

descriptions and following instructions

• • Listening: listening for general idea, listening for specific information

and to check answers

• Speaking: speaking to complete information, describing places

• Writing: writing a description of a traditional dress, writing a postcard

Further Objectives

Curriculum Links

• Geography: building on existing knowledge of South American countries

(with regard to location, economics, population, race and tourism)

• Tourism: becoming aware of tourist activities in Costa Rica


• Interpreting a graph

• Writing a postcard

• Learning how to make a Mexican dish

• Developing awareness of tourism in other Latin American countries

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UNIT 7 HEALTH AND SAFETY

Grammar

• Review of present simple: questions and affirmative and negative short

answers Modal verbs: expressing strong recommendations with should

and shouldn't and possibilities with can, could

• Review of imperative: giving instructions with lie down, press, take, tie,

cover, raise

• Because: giving reasons

Functions

• Giving health and safety advice


• Giving instructions for treating bleeding

• Describing results of a survey

Vocabulary

• House and home: cooker, fireplace, saucepan, plug, rug, stairs, frying

pan, knife, poison, fireguard

• Medicine: bandage, injured, blood, cut, cloth

• Review of classroom materials: colored pens, card, magazines, glue,

paper, scissors

Skills Development

• Reading: reading to confirm ideas, bringing knowledge to the text,

reading for detail


• Speaking: giving health and safety advice, exchanging personal

information

• Writing: writing a set of health and safety rules, writing a summary of

results

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Further Objectives

Curriculum Links

• Biology: learning how to treat bleeding and discovering the harmful

effects of smoking

• Mathematics: presenting information in a bar graph


• Making a poster

• Presenting results of a survey in a bar graph

• Writing a summary of results

UNIT 8 LEISURE ACTIVITIES

Grammar

• Review of present simple: questions and affirmative and negative

statements with do, play, go, collect, watch

• Review of past simple: affirmative statements with throw, hit, lose,

dribble, drive, crash

• Adverbs of frequency: always, usually, often, sometimes, never

Functions

• Exchanging information about free time activities

• Asking for and giving information about likes and dislikes in relation to

sports

Vocabulary

• Leisure activities: aerobics, play the guitar, cycling, collect CDs, watch

cartoons

• Sports: football, marathon, fishing, go-karting, swimming, gymnastics,

volleyball, cycling, Formula One, diving, walking, basketball, baseball,

motorcycling, jumping, surfing

25

• Food: pizza, hamburgers, French fries, fried chicken, oregano, beef,

wheat, onion, pepper, peach, pomegranate, yogurt, carrots, apples,

barley, cheese, pork, garlic, milk, oats, cinnamon, tomato

Skills Development


• Speaking: speaking about the frequency of activities, speaking about

favorite foods and free time activities

• Writing: writing a recipe, writing about plans for the weekend, writing a

summary

Further Objectives

Curriculum Links

• Social Studies: learning about fast food from different countries


• Developing awareness of different kinds of free time activities

• Learning about international dishes

• Developing interpersonal relationships

• Grouping words in categories

• Completing a table and mind-map

• Ranking activities

UNIT 9 NATURAL DISASTERS

Grammar

• Review of past simple: affirmative and negative statements with want,

shout, run out, come, be, feel, look, realize, notice

• Review of imperative: identify, keep away, find, be calm, teach, help,

stay, get, soak, add, mould, squeeze, mash, paint, practice, drink, bury,

avoid.

26

• Past progressive: affirmative and negative statements with was/were

sleeping, coming, erupting, driving, happening, paying attention, shining,

singing, getting, listening, talking.

• Review of articles: a, an, some

Functions

• Exchanging information about location and past events

• Giving safety advice

• Describing past actions

• Giving and asking for information about natural phenomena

• Narrating

Vocabulary

• Natural wonders: volcanoes, eruption, erupt, lava, explosion, cloud

• Materials: newspaper, glue, water, colored paints

• Model making: squeeze, mould, mash, soak

• Emergency equipment: torch, radio, matches, blanket, batteries,

candle, first aid box

Skills Development

• Reading: reading for general idea, reading for detail, scanning a text for

information


• Speaking: exchanging information about what to do before, during and

after an earthquake and a flood, speaking about past events

• Writing: writing safety instructions

Further Objectives

Curriculum Links

• Science: learning about natural phenomena

27

• Geography: discovering the location of volcanoes in other parts of the

world


• Making a model from paper Mache

• Learning what to do in the event of an earthquake and a flood

UNIT 10 CRIME

Grammar


questions

• Review of past simple: affirmative and negative statements and

questions

• Adverbs: raising awareness about the difference in use and meaning of

adjectives and adverbs, describing actions with happily, carefully, easily,

nervously, fast, aggressively

• Review of because: giving reasons

• Review of modal verbs: showing possibilities with can and might

Functions

• Predicting a story from pictures

• Narrating past events

• Ranking information

• Expressing ideas and opinions

• Agreeing and disagreeing: I agree with you, I don't agree, I think you're

right

• Making a pie chart

Vocabulary

• Crime: burglary, robbery, shoplifting, kidnapping, murder, drunk-driving,

forgery, vandalism

28

• Adjectives: angry, happy, fast, desperate, careful, easy, nervous,

aggressive

• Television: news, cartoon, soap opera, game show, documentary, film

• Skills Development

• Reading: reading for general idea, reading for detail, reading and

inferring meaning

• Listening: listening for general idea, listening for specific information

• Speaking: agreeing and disagreeing, expressing opinions, giving

reasons/advice

• Writing: writing a summary

Further Objectives

Curriculum Links

Mathematics: calculating percentages and presenting information in a pie chart

(please check)


• Carrying out a survey, presenting information in the form of a pie chart

and summarizing results

• Making a word search

UNIT 11 THE SUPERNATURAL

Grammar

• Present perfect: developing awareness of meaning and use, questions

with have you...had, seen, visited, read, watched, met, been and

affirmative statements


questions

29

• Review of passive voice: affirmative and negative statements with

present and past simple passive


questions

Functions

• Giving and asking for information about beliefs

• Describing experiences in the past

• Asking about past experiences

• Describing an object and a movie plot

• Filling out a form

Vocabulary

• Supernatural: witch, ghost, UFO, elves, fortune teller, cemetery, horror

film, alien, zombie, spaceship

• Descriptions: oval, saucer-shaped, bright, enormous, silver

Skills Development

• Reading: reading for general idea, reading and confirming ideas, reading

for detail

• Listening: listening for specific information, listening and making notes

• Speaking: discussing ideas and making predictions, exchanging

information about experiences from the past, taking part in a role play,

describing an object

• Writing: writing an account of a past event in a diary entry, filling out a

form

Further Objectives

Curriculum Links

• Developing of intelligence: encouraging imagination by means of

traditional beliefs

30


• Conducting a questionnaire

• Filling out a form

• Writing a diary entry

UNIT 12 TRAVELLING AROUND ECUADOR

Grammar

• Time expressions: first, then, after that, finally

• Review of prepositions of place: at, to


questions


questions

• Review of imperative: serve, stir, put, cover, add, pour

• Review of can: questions and affirmative and negative statements

Functions

• Describing a sequence of events

• Describing a journey and modes of transport

• Describing abilities

• Completing a questionnaire

• Expressing distances

• Expressing ideas and predicting

• Giving instructions for a recipe

Vocabulary

• Mountaineering: mountain, summit, climb, tent, camp

• Modes of transport: plane, bus, boat, balloon

• Free time activities: go walking, go climbing, have a picnic, go to the

zoo, buy food, go to the cinema, go windsurfing, buy clothes, swim, go to

a museum, go skiing, dance, fish, watch TV, send a letter

31

Skills Development

• Reading: reading and confirming ideas, reading for detail, reading and

making notes

• Listening: listening for specific information, listening and ordering

• Speaking: describing a sequence of events in the past, describing a

journey, discussing ideas and abilities, giving advice, giving instructions

for a recipe

• Writing: creative writing, writing a postcard and travel arrangements

Further Objectives

Curriculum Links

• Current events and values: Ivan Vallejo's experience

• Tourism: learning about ways to spend your free time

•


• Learning how to make a traditional dessert

• Developing creative writing

•

REVISION UNIT: ALL ABOUT YOU

Lesson Objectives

To give students an opportunity to get to know one another

To develop intensive and extensive listening skills

To review basic question forms

To provide speaking and communicate writing practice.

N.B. Ask students to find out some information about an ethnic group for

lesson 2.

32

Task 1 Speaking

1 Tell students about your best friend. Encourage them to ask you

questions about your friend's age, name, physical appearance etc.

2 Put students into small groups to do the task. Tell them they have 5

minutes to ask and answer questions about their best friends.

Task 2 Listening for general idea

N.B. Please check your pronunciation, stress and intonation with the CD

before teaching.

1 Tell students to read CD the task instructions. Check understanding.

2 Tell students to listen to all the information. Explain that the first task is

for them to get the general idea of the listening text. Say: "It doesn't

matter if you don't understand every word. Try to answer the two

questions."

3 Play or read Audio Script 1 once or twice.

4 Ask students to check their answers in pairs. Say: "Get into pairs to

check your answers, please."

5 Check the task on the board. Say: "Can you tell me the answer to

Question 1/2 please, (name)."

Audio Script 1 Mariana's Friends

Listen to Mariana talking about her friends.

I: Mariana, tell me about your best friend.

M: Well, I've got two best friends actually.

I: Two!

M: Yes. Gaby and Paula.

I: I see. And are they similar or are they quite different?

33

M: Well, they're both the same age. Their birthday is even on the same day!

I: No! M: Yes, really, it is. And they're the same age as me.

I: And how old are you? M: Fifteen.

I: O.K. And do they both go to the same school as you?

M: Yes, and they're both in the same class too.

I: Right.

M: Gaby is really lively. She likes loud music and she talks very loudly too!

Paula isn't as lively.

She's very friendly, but she's quiet.

I: Does she like going to often?

M: Actually she prefers to stay in with her family and a few friends.

She's got three brothers and two sisters.

I: And who do you like best, Gaby or Paula?

M: Oh I like them both equally! They're both my best, best friends!

Key

Task 3 Listening for specific information

N.B. Please check your pronunciation, stress and intonation with the CD

before teaching.

1 If you have a CD player, copy the first sentence onto the board. If you are

going to read the Audio Script, copy all the sentences.

2 Play the first part of Audio Script 1 and demonstrate the task with the given

example.

3 Play or read Audio Script 1 once or twice (or until most of the students have

completed the task.) If you have a CD player it is the time for you to copy the

other sentences (2-6) on the board while the students are listening.

4 Check the task on the board. Say: " Can you tell me the answer to question

2/3/4/5/6, please, (name).”

34

Key

1 G, P

2 G, P

3 G, P

4 G

5 G

6 P

Your Classmates

Task 4 Speaking

1 Copy the table on the board.

2 Bring a student to the front. Ask him/her the questions. Make notes in the

table.

3 Tell students to do the task. Say: "Stand up, please. Walk around the

class and interview three people."

4 Walk around the class listening to the students. Help them if necessary,

but don't interrupt them to correct them. If you hear a lot of mistakes, you

can correct them with the whole class after the activity has finished.

N.B. Do not erase the information on the board.

Task 5 Writing

1 1 Use the notes on the board to write an example paragraph about the

student. Elicit sentences from the students, e.g. point to the age in the

table and say: What shall I write?" and then write the sentence, e.g. He

is 14 years old etc. Do not write the person's name.

2 Tell students to select one student and write about him or her. Say:

"Don't write the person's name. Don't tell anyone who you are

describing."

3 Walk around the class checking students' work. Help if necessary.

35

A possible production model

He is 16 years old. His birthday is on September 5th. He lives in Patate. He has

two brothers and a sister. He would like to be an architect.

Task 6 Reading and Speaking

1 Bring a student to the front of the class.

2 Ask the student to read his or her description. Tell the students to listen

and find out who he or she is describing. Say: "Listen to the description.

Who do you think (name) is describing?"

3 When the student has finished reading his or her description, encourage

the students to guess the name of the person who was described. Ask

the student who read the description to confirm the correct answer.

4 Put students into pairs. Tell them to take it ' in turns to read their

descriptions and guess. Say: "Take it in turns to read your descriptions

and guess the name of the student." Walk around listening to students.

Help them with pronunciation and information!

Lesson 2

Greeting and Meeting People

Lesson Objectives

• To review vocabulary related to celebrations and parties

• To develop extensive and intensive reading skills

• To practice the language of inviting

Task 1 Labeling cards

1 Tell students to look at the pictures and predict what they are going to do.

2 Tell students to read the task instructions. Check understanding.

3 Introduce the words in the box orally. Point to the pictures as you speak.

36

4 Demonstrate the task. Point to the birthday card and say: "anniversary."

5 Tell students to do the task individually.

6 Check the answers on the board.

Key

1 anniversary 2 wedding 3 birthday 4 graduation

Task 2 Reading for general idea

1 Copy the questions on the board.

2 Tell students to read the diary quickly and find the information. Explain

that the first task is just for them to get the general idea of the reading

task. Say; "It doesn't matter if you don't understand every word. Just try

to answer the two questions."

3 Monitor students' work.

4 Check the answers on the board.

Key

(to a party at) Marta's house.

She met a boy. / She danced with Marco

Antonio.

Task 3 Reading for specific information

1 Copy the card on the board.

2 Ask the students: "What kind of party did Mayra go to?" and write

birthday in the first blank space.

3 Tell students to read the text again and do the task individually.

4 Walk around the class. Monitor students' work. Help them if necessary.

Key

birthday

Marta's house

Saturday 24th June

7.00 12:00

popcorn

37

Task 4 Designing a party invitation

1 Copy the party invitation from Task 3 on the board.

2 Demonstrate the task. Complete the invitation with your own information.

3 Tell students to do the task on their own.

4 Walk around the class. Monitor students' work. Help them if necessary.

N.B Remind students to bring some information about an ethnic group for

lesson 4.

38

CONTENTS

UNIT FUNCTIONS LANGUAGE SKILLS GRAMMAROneRevision Unit: All About You

3

Exchange personal information and socializeDescribe a person (age, residence, family, ambitions)Express ability Invite someone to a partyDescribe past eventsTell a storyTalk about free time activitiesDescribe an Ecuadorian community

specific informationreading for general idea and specific informationSpeaking about personalinformationWriting a short summaryWriting an invitation

Review of present simple: negative, affirmative and questions with be andother verbsReview of can/can'tReview of question words: what, where, how oldReview of past simple: regular andirregular verbs

TwoAll About Learning

4

Exchange information aboutpreferencesDescribe locationAsk about locationDescribe study habitsTalk about school celebrationsTalk about types of learners

Listening for specific information, matching and orderingReading for specific information and matchingSpeaking about location anddiscussing ideasWriting a description and letter

Review of prepositions of place: on, at, between, next to, opposite Review of present simple questions Like/love + infinitive and gerund verbs: to express preferences Review of past simple Imperative

ThreePersonality andAppearance

2

Express necessity and obligation Give instructionsDescribe what things are made of Describe personality and appearance

Listening for specific information and matchingReading for general information and detailSpeaking to give instructionsWriting a description of personality and clothing

Review of articles: a, an Have/has to: positive and negative statements to express obligations Review of present simple: questions and short answers Adjectives after linking verb be

Four Relationships

3

Describe and exchange information about familiesExchange information about future plansDescribe people and give complimentsDiscuss future possibilities

Listening for specific informationReading for general idea and specific informationSpeaking about future plansWriting a telephone conversation

First conditional sentences to talk about future possibilities Review of possessive 's Future: going to for plans

FiveTheEnvironment

2

Describe a process Describe endangered animals, their habitats and lifestyles Give an oral presentation Exchange information about environmental problems Complete a bar graph and questionnaire

Listening for general information and detailReading and making notes Reading and ordering pictures Speaking about the frequency of activities and giving a presentation Writing a description

Passive voice in present simple tense: e.g., are found, are captured Relative pronouns: which, who Frequency adverbs: always, sometimes, never Review of question forms: what, where, how many, why...? Review of present simple: questions and answers

SixEcuador and Other American Countries

2

Exchange information about adventure activities Describe a country Compare and contrast places Describe traditional dress Give instructions for a recipe Ask and answer questions about a country

Listening for detail and to check answersReading for detailReading and matching descriptions and following directions Speaking to complete information Speaking to describe places Writing a description and a postcard

Passive voice in past simple: was founded, was designed Comparative and superlative forms: older, the highest, etc. Review of past simple Review of going to for future plans Review of present simple questions Review of imperative

39

UNIT FUNCTIONS LANGUAGE SKILLS GRAMMARSeven Health and Safety

3

Give advice about health and safetyGive instructionsDescribe results of a surveyExchange personal information

Listening for specific information Reading to confirm ideas Speaking to give advice and exchange personal information Writing safety rules

Modal verbs should and shouldn't to express strong recommendations Review of imperative Because for giving reasons Modal verbs can and could for possibilityReview of present simple: questions and short answers

EightLeisure Activities

2

Discuss and ask about leisure time activitiesRank activitiesComplete a mind-mapComplete a tableGroup words in categories

Listening for specific informationSpeaking about favorite foods and leisure time activitiesSpeaking about the frequency of activitiesWriting a summary and recipe Writing about weekend plans

Review of present simple for routines and questions Review of frequency adverbs: always, usually, often, sometimes, never Review of past simple

Nine

Natural Disasters

1

Discuss past eventsGive and ask for information aboutnatural phenomenaGive safety advice

Listening for specific information Reading for detail Speaking about past events Writing safety instructions

Past progressive, e.g. were sleeping,was cookingReview of past simpleReview of articles: a, an, someReview of imperative

TenCrime

2

Predict a story from pictures Narrate past events Rank informationExpress ideas and opinions Agree and disagree Make a pie chart

Listening for specific information Reading for specific information Reading and inferring information Speaking to express opinions and to give reasons/advice Writing a summary

Review of present simpleReview of past simpleAdverbs: to describe actions, e.g.happily, easily, etc.Review of becauseModal verbs might and can to showpossibility

ElevenTheSupernatural

2

Give and ask for information about beliefsDescribe past experienceAsk about past experienceDescribe a movieFill in a form

Listening and making notesReading for general and specific informationSpeaking to discuss ideas and talk about past eventsWriting a diary entry and to fill in a form

Present perfect: e.g., / have visited, he has seen, have you been? Review of past simple Review of passive voice Review of present simple questions

TwelveTravelling Around Ecuador

2

Describe past activities Give safety advice Describe modes of transport Describe abilities Describe a journey Plan a tripGive instructions for a recipe Complete a questionnaire

Listening and ordering Listening for specific details Reading for general idea and detail Reading and making notes Speaking to discuss abilities, describe events in the past and give adviceWriting a postcard and travel arrangements

Review of past simpleReview of canReview of questions in the present and past simplePrepositions to and at

40

Book 4

Revision Unit: Free Time

Grammar

Review of present simple: affirmative and negative statements and

questions with be, like, have, can, cost, watch, prefer, eat

Review of present simple passive:

affirmative statements

Review of comparative and superlative Adjectives: one-syllable

adjectives

Functions

Describing likes and dislikes

Giving and asking for information about tourist activities

Describing places

Comparing cities and towns

Vocabulary

Music: singer, instrument, concert, choir, radio

Adventure sports: hot-air ballooning, hiking, canoeing, climbing, sea

kayaking, hang gliding, bungee jumping, diving, biking, windsurfing,

rafting

Describing places: celebrate, call, know, exhibit, cover, sell, make,

locate

Television: cartoon, news, film, game show, soap opera, documentary

Skills Development

Reading: reading for general idea and for specific information

Listening: listening for general idea and for specific information

Speaking: giving and asking for personal information, giving and asking

for information about tourist activities

Writing: writing an interview, spelling practice, describing a place

Further Objectives

41

Curriculum Links

Geography: learning about places to visit in Ecuador

Social Studies: learning about places in Ecuador


Developing knowledge of tourism in Ecuador

Developing knowledge of Ecuadorian culture

Unit 2: The English Language

Grammar

Review of past simple: affirmative and negative statements

Review of present simple: affirmative and negative statements

Review of imperative

Because: for giving reasons

Functions

Agreeing and disagreeing

Re-telling a story

Describing past events

Giving opinions

Giving instructions (to make a greetings card)

Practicing pronunciation of ending -ed

Vocabulary

Countries: The United Kingdom, England, Scotland, Wales, Northern

Ireland, The United States, Canada, Australia

Verbs: travel, include, reach, discover, help, start, emigrate, call,

influence

Greetings: Merry Christmas, Happy New Year, Get well soon, Happy

Valentine's Day, Happy Easter, Happy Birthday, Good Luck

Art and craft: draw, glue, stick, fold, cut, dot, flap

Skills Development

42

Reading: developing reading sub skills, e.g. predicting the content of a

text from the layout, the title and the first line, guessing the meaning of

unknown words from context, reading for general idea and for specific

information

Listening: listening for specific information

Speaking: pronunciation of regular past tense ending-ed, giving reasons

for ideas, sharing ideas

Writing: writing an informal letter

Further Objectives

Curriculum Links

Geography: learning where in the world people speak English

History: finding out about the history of the English and Spanish

languages

Art: making a greetings card


Completing a map and using a key

Developing study skills, e.g. how to be a better reader

Learning how to write an informal letter

Unit 3: Electricity

Grammar

First conditional (If + present simple, will + base form) to describe a

possible condition and a probable result in the future

Review of present simple: to describe processes and scientific facts

Review of passive voice

Functions

Describing a possible condition and a probable result in the future

Giving and asking for information

43

Expressing opinions

Vocabulary

Electricity: power station, hydroelectric, thermal, nuclear, cables,

pylons, meter, bulb, volts

Materials: wire, plywood, thumbtack, paper clip, adhesive tape, battery

Verbs: attract, rub, move, support, separate, crouch, strike, touch, emit

Storms: lightning, thunder, shelter, spark, explode

Skills Development

Reading: reading for general idea and for specific information, reading to

confirm ideas, reading instructions to perform a task

Listening: listening for specific information

Speaking: giving and asking for opinions, speaking to describe a

scientific phenomenon

Writing: describing a process, describing a possible condition and a

probable result in the future

Further Objectives

Curriculum Links

Science: learning about how electricity is made and how to make an

electric switch, finding out about static electricity and lightning


Completing a diagram with information from a text

Following instructions to perform an experiment

Learning how to stay safe in a storm

Unit 4: The Natural World

Grammar

44

Review of present simple: affirmative and negative statements,

question forms and short answers

Review of modal verbs: should, could for giving advice

When: to show cause and effect.

Functions

Describing illnesses

Giving advice

Describing a place

Describing cause and effect of environmental issues

Doing an experiment

Vocabulary

The rainforest: canopy layer, shrub, understory, emergent layer, herb

layer

Insects: ant, snail, centipede, beetle, spider, fly, butterfly, grasshopper,

bee, worm, ladybird

Illness: stomach ache, toothache, headache, cut, bitten, swollen, hurt

Plants: seed, cacao, avocado, bracken, chamomile, celery

Skills Development

Reading: reading for detailed information, reading to complete a

diagram, reading to confirm ideas

Listening: listening for general idea and specific information, listening to

confirm ideas

Speaking: exchanging information, describing illnesses and symptoms,

giving advice, describing the results of an experiment

Writing: to complete a diagram

Further Objectives

Curriculum Links

45

Science: learning about rainforest layers, learning about characteristics

of insects, finding out about the medicinal qualities of common plants,

taking part in a experiment


Following instructions to perform an experiment

Taking notes from a text

Unit 5: Men and Women

Grammar

Second conditional (If + past simple, would + base form)

Review of modal verbs: could and should for expressing possibility

Adjectives to describe physical appearance and personality

Relative clauses with who

Quantifiers: all, most, half, some, many, a few, none

Review of has/have to

Review of present and past simple: affirmative, negative structures

and questions

Review of question forms: what, where, how many, why?

Functions

Describing people (with regard to physical appearance and personality)

Describing unreal or imaginary situations

Narrating past events

Practicing correct pronunciation of adjectives

Describing unreal or imaginary situations

Conducting a survey

Completing a graph

Vocabulary

Describing people: tall, slim, beautiful, athletic, dark, handsome,

elegant, popular, ambitious, independent, trustworthy, kind, friendly,

professional, dynamic, caring, generous, sexy

46

Skills Development

Reading: reading for general idea and specific information, reading and

taking notes

Listening: listening for general idea and detailed information, listening

and writing dates

Speaking: describing a person, describing imaginary situations,

conducting a survey

Writing: describing imaginary situations, writing a summary of the results

of a survey

Further Objectives

Curriculum Links

Social Studies: raising awareness of gender equality

Mathematics: plotting a graph with the results of a questionnaire


Conducting a survey and plotting a graph with the results

Developing awareness of male and female stereotypes as presented by

the media and of gender issues

Unit 6: People and Cultures

Grammar

Present progressive: affirmative statements with learn, weave, have,

make, study, blow, drink

Review of present simple: affirmative and negative statements

Review of past simple: affirmative statements

Noun clauses: to give opinions and express beliefs

Functions

Describing habit and customs

Describing actions happening in the present and past

Expressing beliefs

Identifying races and prejudice

47

Vocabulary

Agriculture: cotton, plant, dry, pump

Food: corn, sweet potatoes, wheat, dates, tomatoes

Skills Development

Reading: reading for general idea and specific information and to

complete a map

Listening: listening for general idea and specific information, and to

share ideas

Speaking: describing a picture, a place, giving opinions making

suggestions, giving a presentation, role play

Writing: a comparison, to describe a place

Further Objectives

Curriculum Links

Geography: learning about life in other countries

History: learning about ancient civilizations


Learning about people of other cultures and their customs

Giving a presentation

Unit 7: English Speaking Countries: The United Kingdom

Grammar


question forms

Both .. and ... and neither.. nor... to describe similarities

Both (of) and neither (of): to describe similarities

Functions

Describing similarities

Describing Ecuadorian traditions

Describing a British celebration

Exchanging factual information

48

Vocabulary

Resources: coal, natural gas, iron

Traditions: grapes, dummy, new yea?, festival

Skills Development

Reading: reading for general idea and detailed information, reading and

taking notes, reading and following instructions

Listening: listening for general idea and specific information, listening

and classifying information, listening and taking notes

Speaking: exchanging factual information, describing similarities

Writing: descriptions of countries

Further Objectives

Curriculum Links

Geography: learning about Great Britain and The United Kingdom

History: learning about traditions


Singing a song

Learning about people from another Culture '-and their experiences in

Ecuador

Unit 8: Taking Care of Your Body

Grammar


question forms


Reported speech: present and past simple

Expressions of quantity: much, many, a few, a little

Review of relative clauses with who, which, that

Functions

Describing the functions of the body's systems

Identifying parts of the body

49

Describing quantity

Giving advice (with regard to drinking alcohol)

Asking for information to conduct a survey

Completing a bar graph

Completing a crossword puzzle

Vocabulary

Parts of the body: brain, sexual organs, vein, intestine, heart, lung,

stomach, diaphragm, liver, trachea, rib

Body systems: reproductive, digestive, circulatory, nervous, respiratory

Alcohol: alcohol, non-alcoholic, alcoholic blackouts, off license, drunk,

drink driving

Skills Development


completing a text

Listening: listening to improve pronunciation

Speaking: conducting a survey, giving and asking for information

Writing: writing a summary of the results of a survey and to describe

eating habits

Further Objectives

Curriculum Links

Biology: identifying parts of the body and learning about the effects of

alcohol on the body's systems

Social Studies: finding out about statistics with regard to young people

and alcohol consumption in Ecuador

Mathematics: plotting a graph with the results of a survey


Following written instructions to perform a task

Developing skills of prediction and deduction

Learning about the effects of alcohol and the dangers of drunk driving

Unit 9: Entertainment

50

Grammar

Review of articles: the and zero article


questions

Review of past simple: affirmative and negative statements and

questions

Review of direct an indirect objects

Functions

Describing likes and dislikes

Narrating a story

Giving instructions

Discussing past events and forms of entertainment

Performing a play

Predicting a story form pictures / Describing an Ecuadorian festival

Vocabulary

Films: action, romantic, comedy, science fiction, thriller, horror

Expressions to describe likes and dislikes: fond of, keen on, love,

hate, can't stand

Miscellaneous: fall in love, poison, dead, kill, costume party, drug,

sword

Skills Development


taking notes


and ordering

Speaking: describing likes and dislikes, re-telling a story, taking part in a

role play, reaching consensus

Writing: writing an informal letter, describing likes and dislikes

Further Objectives

51

Curriculum Links

History: learning about a traditional Ecuadorian dance

Social Studies: developing awareness of Ecuadorian culture


Practicing writing an informal letter

Taking part in a role play

Unit 10: Computing

Grammar

For + gerund: describing purpose

Future affirmative and negative statements

Review of imperative: affirmative and negative statements

Review of present and past simple: affirmative statements

Future: Will, affirmative and negative statements

Review of Passive voice

Grammar

Review of Passive voice Functions

Describing what things are used for

Completing a timeline

Identifying parts of a multimedia workstation

Making future predictions

Giving advice

Giving instructions

Vocabulary

Computers: keyboard, monitor, printer, pointer, scanner, modem,

mouse, disk drive, flash memory, video camera, screen, software, floppy

disk (diskette), hardware, World Wide Web, image

Verbs related to computing: click on, switch on, type, send, highlight,

file, copy, store

Skills Development

Reading: reading for general idea, reading for specific information,

reading to complete a timeline

52

Listening: listening for general idea and specific information and to

confirm ideas

Speaking: describing what things are used for, giving instructions,

making predictions, exchanging information

Writing: making predictions and writing an e-mail

Further Objectives

Curriculum Links

History: learning about the history of computing

Technology: identifying parts of a multimedia workstation, learning

about the World Wide Web, writing an e-mail


Learning how to write and send an e-mail

Following written instructions to perform a task

Unit 11: Business

Grammar


question forms


Review of prepositions of time: e.g. in the afternoon, on Monday, at

11.00, etc.

Functions

Applying for a job

Identifying parts of an application letter

Making suggestions

Making an appointment

Exchanging information

Writing a CV

Writing a memo

Vocabulary

53

Airports: check in desk, departure lounge, arrival hall, passport control,

baggage reclaim, runway, destination, gate

Jobs: sales manager, teacher, assistant, accountant, executive

Skills Development

Reading: reading for general information, reading for specific

information, reading and completing a text

Listening: listening for general and specific information, listening and

taking notes

Speaking: arranging an appointment, making suggestions, exchanging

for information, using polite expressions

Writing: writing an application letter, C.V. and memo

Further Objectives

Curriculum Links

Business: writing a formal letter of application, learning formal phrases,

arranging an appointment, writing a CV


Learning how to apply for a job Unit 12: Tourism

Unit 12: Tourism

Grammar

Review of present simple: questions

Review of first conditional: If + present simple, will + base form

Review of Imperative: affirmative and negative statements

Want and would like: to express desire

Functions

Exchanging information

Giving directions

Expressing consequences

Performing a role play

54

Making a poster

Preparing a guided tour

Playing a game

Vocabulary

Ecotourism: path, island, rules, fire, rubbish, throw, light

Places in a town: block, street, traffic lights, art gallery, museum,

cathedral, restaurant, university, swimming pool, supermarket, craft

shop, park

Life in Ecuador: painting, volcano, church, fried pork, market, condor

Skills Development

Reading: reading for general and specific information


and following directions

Speaking: asking for and giving information, taking part in a role play,

describing consequences, giving directions, giving a guided tour

Writing: a poster, describing consequences, planning a guided tour

Further Objectives

Curriculum Links

Environmental Science: learning about ecotourism and ways to protect

the environment


Learning polite and useful phrases for giving information to tourists

Preparing a guided tour

Learning about the importance of ecotourism in Ecuador

55

UNIT FUNCTIONS LANGUAGE SKILLS GRAMMAROneRevision Unit: Free Time

3

Describe likes and dislikes Exchange information about tourist activities Describe places Compare cities and towns

Listening for general idea andspecific informationReading for general idea and specific informationSpeaking about personalinformation and tourist activitiesWriting an interviewWriting to describe and compare places

Review of present simple: negative,affirmative statements and questions,short answersReview of present simple passive:affirmative statementsReview of comparative andsuperlative adjectives: one-syllableadjectivesReview of present simple passive

TwoThe English Language

2

Agree and disagreeDescribe past eventsGive opinionsPredicting meanings of words andtexts from contextIdentify the pronunciation of pasttense ending -edGive instructionsMake a greetings card

Listening for specific informationReading for general idea and specific informationReading to confirm ideas and for ordering pictures and matchingSpeaking to share ideas Writing an informal letter

Review of present simple: affirmative statements and question* Review of past simple: affirmative statements and questions Review of imperative Because: forgiving reasons

ThreeElectricity

2

Describe a possible condition and aprobable resultExpress opinionsDo a scientific experimentMake an electric switch

Listening for specific information Reading for general idea and specific information and to confirm ideas Speaking to share opinions and describe a scientific phenomenon Writing results

First conditional: lf+ present simple, will + base formReview of present simple: to describe processes and scientific facts Review of passive voice

FourThe Natural World

2

Describe the characteristics of a placeDescribe illnessesGive adviceDescribe cause and effect ofenvironmental issuesDo an experiment

Listening for general idea andspecific information and to confirm ideasReading for general idea and specific information and to confirm ideasSpeaking to describe a place,describe illnesses, give advice, and describe effects, describe results for an experimentWriting to complete a diagram

Review of present simple: questions, affirmative and negative statements When; to show cause and effect Review of modal verbs: should and could for advice

FiveMen and Women

3

Describe people in terms of physical appearance and personalityPractice correct pronunciation of adjectivesDescribe unreal or imaginarysituationsConduct a surveyComplete a graph

Listening to improve pronunciation and recognize syllable stress Reading for general idea and specific information and to make notes Speaking about gender roles Speaking to describe a person, an imaginary situation, and to conduct a surveyWriting a description and the results of a survey

Second conditional: if + past simple, would + base formRelative clauses with whoQuantifiers: all, most, half, some, many, a few, noneReview of has/have toReview of question forms: what, where, how many, why...?Review of present and past simple:affirmative, negative statements and questions

56

UNIT FUNCTIONS LANGUAGE SKILLS GRAMMARSixPeople and Cultures

2

Describe habits and customs Express beliefs identify races and prejudice Describe actions happening in the present and past

Listening for general idea and specific information and to share ideas Reading for general idea and specific information and to complete a map Speaking to describe a picture, give opinions and exchange information, role play, giving a presentation Writing a comparison to describe a place

and lifestylesNoun clauses: to give opinions andexpress beliefsReview of past simple: affirmativestatementsPresent progressive: affirmativestatements

SevenEnglish-speaking Countries

2

Describe similarities Describe Ecuadorian traditions Describe a British celebration Exchange factual information

Listening for general idea and specific information and to confirm ideasReading for general idea and specific information and to confirm ideasSpeaking to exchange factual information and to describe similaritiesWriting descriptions of countries

Review of present simple: questions and affirmative and negative answers and statementsinclusive: Both...and/neither...nor Both of/neither of

Eight Taking Care ofYour Body

2

Describe the functions of the body's systemIdentify parts of the bodyRecognize the negative effects of alcohol on one's healthDescribe quantityGive adviceAsk for information to conduct a survey Complete a bar graphComplete a crossword puzzle

Listening to improve pronunciationReading for general idea and specific informationSpeaking to conduct a survey andexchange informationWriting a summary of the results of a survey and to describe eating habits

Review of present simple: affirmative and negative statementsReview of past simple: affirmative and negative statementsExpressions of quantity: much, many, a lot of, a few, a littleReview of relative clauses with who, which, thatReported speech: present and past simple

NineEntertainment

3

Describe likes and dislikesDiscuss past events and forms ofentertainmentIdentify the parts of a letterDescribe an Ecuadorian festivalPerform a playPredict a story from pictures

Listening for general idea andspecific information, listening and orderingReading for general idea and specific informationSpeaking about preferences, to describe and exchange information, reach consensus and narrate a storyWriting a letter, likes and dislikes

Review of present and past simple: affirmative and negative statementsand questionsReview of direct and indirect objectsReview of articles: the and zero articles

TenComputing

4

Describe what things are used forIdentify parts of a multimediaworkstationComplete a timelineMake future predictionsGive adviceGive instructions

Listening for general idea andspecific information and to confirm ideasReading for general idea and specific information and to complete a time lineSpeaking to give advice and ask and answer questionsWriting a prediction and an e-mail

Used or only for + gerund to describe purposeReview of passive voiceReview of imperativeFuture: willReview of present and past simple:affirmative statements

57

UNIT FUNCTIONS LANGUAGE SKILLS GRAMMARElevenBusiness

1

Apply for a jobIdentify parts of an application letterMake suggestionsMake an appointmentExchange informationWrite a C.V.Write a memo

Listening for general idea andspecific informationReading for general idea and specific information and to complete a textSpeaking to arrange anappointment, make suggestions, exchange information, and use politeexpressionsWriting an application letter, C.V. and memo

Review of present simple: affirmative, negative statements, questions and short answers Review of past simple: affirmative, negative statements Review of prepositions of time: in the morning, on Monday, at 11.00. etc.

TwelveTourism

1

Exchange information Perform a role play Give directions Express consequences Make a poster Prepare a guided tour Play a game

Listening for general idea andspecific informationReading for general idea and specific information and to categorizeSpeaking to use polite expressions, take part in a role play, describe consequences, give directions, and give a guided tourWriting a poster and a plan for a guided tour

Review of present simple: questionsReview of first conditional: !f+ present simple, will + base form Review of imperative: affirmative and negative statements Want and would like to express desire

58

Book 5Revision Unit 1:

The Natural World

Grammar

• Review of Present Simple: affirmative and negative statements and

questions

Review of Second Conditional: If + past simple, would + base form

• Review of both / neither:

Both of them are interested in .... Neither of them like ... etc

• Review of imperative: Put, Hold, Count etc

Functions

• Describing similarities and likes and dislikes

• Giving and asking for information about studies and work experience

• Expressing ideas and opinions

• Describing unreal or imaginary situations

• Describing the results of an experiment

Vocabulary

• Animals: spider, snake, ant

• Jobs: tour guide, sales assistant, marine biologist, manager

• Work and interviews: post, availability, qualifications, suitability, work

experience

• Adjectives to describe personality: brave, reliable, trustworthy, caring,

dynamic

• Adjectives to describe physical appearance: pretty, fit, smart

Skills Development

• Reading: reading for general idea and for detailed information,


listening and taking notes

59

• Speaking: describing similarities and differences, describing cause and

effect, practicing interview skills

• Writing: writing a formal letter of application for a job, describing the

results of an experiment

Further Objectives

Curriculum Links

• Biology: taking part in an experiment

• Social Studies: building awareness of gender roles in society


• Preparing for a job interview

• Becoming a good citizen: understanding the role of women in society

• Summarizing the results of an experiment

Unit 2: Family Life

Grammar

• Revision of Present Simple: affirmative and negative statements and

questions

• Revision of Past Simple: affirmative and negative statements and

questions

• Review of possessive 's' Used to: affirmative and negative Statements

• Comparisons: fewer than, more than

Functions

Describing past habits

Comparing traditions of different cultures

Describing a graph

60

Identifying family members

Giving and asking for information

Vocabulary

• Childhood activities: building sandcastles, hide and seek, hopscotch,

jigsaw puzzle, marbles, leapfrog, skipping, tag

• Graphs: rise, slightly, increase, considerably

• Family members: nephew, niece, great grandmother, great grandfather,

mother-in-law, father-in-law, son-in-law, sister-in-law, brother-in-law,

daughter-in-law

Skills Development

• Reading: reading for gist and specific information, reading to confirm

ideas, reading and completing a graph

• Listening: listening for general idea and for specific information

• Speaking: describing past habits, asking for and giving personal

information

• Writing: describing trends shown in a graph, describing a family,

including distant family members.

Further Objectives

Curriculum Links

• Geography: finding out about people- of other cultures in other parts of

the world

• Mathematics: plotting and deciphering graphs


• Learning to interpret statistics and suggest reasons for trends

• Developing turn-taking skills and cooperation within a group

61

Unit 3: Love And Sex Grammar

• Review of First Conditional: If + present simple, will / may / can + be

form

• Review of Past Simple: affirmative and negative statements, questions


questions

• Should and should have: to give advice By + gerund: to describe

purpose

Functions

• Giving and asking for information about birth control and sexually

transmitted diseases

• Expressing opinions

• Describing symptoms of illness

• Describing feelings

Vocabulary

• Contraception: condom, withdraw\val pill, IUD, barrier method,

pregnant, ejaculate

• Illness: itching, headache, fever, ulcer, rash, blister

• Disease: HIV, STD, fatal, cure, virus, infected, needle, syringe, stage,

spread

Skills Development

• Reading: reading for general idea and for detailed information

62


listening to check information and to complete a graph

• Speaking: giving advice, asking for any giving information, expressing

opinions, conducting a questionnaire

• Writing: writing about illness, making a poster Further Objectives

Curriculum Links

• Science: learning about birth control, sexually transmitted diseases,

how to prevent HIV end AIDS


• Learning about sexual behavior and safe sex

• Becoming a good citizen: understanding and respecting the feelings of

others

• Finding solutions to typical teenage problems Learning about sexual

behavior.

Unit 4: The Environment

Grammar


questions

• Review of Past Simple: affirmative and negative statements: The

number of cars continued to rise, the number of cars doubled, etc.

• Cause and effect: because, because of, as a result, etc.

• Review of passive voice: present and past

• Review of modal verbs: should and must Authorities should fine

factories that do not control pollution, The government must improve

drainage systems in cities, etc.

63

Functions

• Describing changes and comparing past and present

• Describing causes and effects of environmental problems and possible

solutions

• Making suggestions


Vocabulary

• Graphs: double, increase, decrease, rise, fall, show, figures

• Pollution: waste, gas, pollute, lead, give off, atmosphere, acid rain,

effluent

• Environmental problems: drought, flood, flooding, contamination

• Solutions to environmental problems: monitor, fine, improve, drains,

maintain, dam, reservoir, irrigation, reforestation, banks, dredge.

Skills Development

• Reading: reading for general idea and for detailed information, reading

and taking notes, reading and following instructions



• Speaking: making suggestions, expressing opinions, asking for and

giving information

• Writing: describing environmental problems, writing a summary of the

results of an experiment, making a poster

Further Objectives

Curriculum Links

64

• Science: learning about the causes of air and water pollution, learning

about possible solutions to environmental problems, finding out about an

endangered animal, taking part in a experiment related to pollution


• Making predictions about the causes and effects of environmental

problems

• Becoming a good citizen: learning how to protect the environment

Unit 5: English Speaking Countries: The USA

Grammar

• Question tags: ..don't they?, ..don't you?,., isn't it?, ..aren't they?,., is it?

etc

• Review of imperatives

• Review of modal verbs: must, must not

• Review of Present and Past Simple: affirmative and negative

statements and questions

• Review of Past Simple Passive: affirmative and negative statements,

differentiating between passive and active forms

Functions

• Giving and asking for information


• Encouraging agreement from a listener using question tags

• Comparing school systems from different cultures

Vocabulary

65

• Festivals: procession, harvest, festival, origin, tradition, Thanksgiving,

decorations

• Food: flour, sugar, salt, oil, milk, pumpkin, egg, evaporated milk, vanilla

essence, cinnamon

• Cookery: whip, pour, line, press, mix, bake

• Geography: geysers, petrified, canyon, sandy, crops, droughts,

beaches, forest

Skills Development


to confirm ideas


listening and taking notes, listening and identifying similar sounds in

English

• Speaking: giving and asking for information, narrating past events, using

question tags to encourage agreement from a listener

• Writing: writing a short biography.

Further Objectives

Curriculum Links

• History: learning about Benjamin Franklin

• Geography: learning about the land area, population, states, largest

cities, language, festivals of the United States of America


• Following instructions to complete a task

• Making predictions based on previous knowledge

Unit 6: Active Citizenship

Grammar

66

• Past simple vs. present perfect

• Nouns and adjectives

• Review of present simple: affirmative statements and questions

• Review of past simple: for narrating

Functions

• Describing events at a definite time in the past and narrating a.story

• Describing experiences at no definite time in the past

• Practicing correct stress

• Participating in a community project

Vocabulary

• Active citizenship: draw smiles, fondness, graffiti, public property, blind,

elderly, feel sorry, litter, campaign, change, insult, offer, puppet, sadness,

someone, something, help someone cross the road

• A true story: attempt, flat, fire, medal, smoke, stevedore, rescue, climb,

workmates, remind someone of something, teach someone to do

something

Skills Development

• Reading: reading and making predictions, reading and following

instructions


listening and taking notes, listening and identifying stressed and

unstressed syllables

• Speaking: describing past events, narrating a story in the past,

pronouncing words with correct stress, taking part in a project in the local

community

67

• Writing: writing a paragraph from notes, writing a report following project

work.

Further Objectives

Curriculum Links

• Social Studies: learning about special needs and care for the elderly in

Ecuador.


• Being a good citizen:

Respecting the differences between people, learning to respect and care

about people and property in the local community

Unit 7: Ancient Civilizations: The Incas

Grammar

• Review of Past Simple: affirmative and negative statements and

questions

• Would rather: I'd rather be young than old, etc

• Review 01 imperative

Functions

• Describing preferences

• Giving and asking for information about the past


• Making suggestions and expressing opinions

• Making a class booklet of interesting facts

Vocabulary

68

• Ancient Civilizations: suspension bridges, civilization, network,

masterpiece, staircases, metalworker, empire, emperor, line up,

priestess, weavers, feasting, potters

• Animals: sparrow, snail, swan, llama, guinea pigs

• Food and cookery: oats, aromatic herbs, raw, honey, passion fruit, heat,

add, stir, boil, pour, leave

•

Skills Development


to complete a timeline, reading to confirm information


listening and taking notes, listening to confirm information

• Speaking: narrating past events, giving and asking for information about

the past, expressing preferences

• Writing: writing a historical account, describing preferences, writing a

summary

Further Objectives

Curriculum Links

• History: learning about the lives of the Incas and the order of historical

events around the time of the Inca Empire


• Making predictions and expressing opinions based on previous

knowledge

Unit 8: Machines and Technology

Grammar

• Review of Passive Voice: past and present tense

69

• Review of imperative: Raise the car with the jack, tighten the wheel

nuts etc.

• Review of zero Conditional: If + present simple, present simple

Be used for + gerund: A wheel used to turn a vehicle left or right, It is used to

increase a car's speed etc.

Functions

• Describing what things are used for

• Giving instructions (regarding how to change a flat tyre)


Vocabulary

• Parts of a car: accelerator, bonnet, brake, clutch, engine, gears, gear

stick, ignition, rear view mirror, steering wheel, tyre, wheel, windscreen,

wing mirrors.

• Systems of a car: transmission, cooling, lubrication, fuel

• Tools: jack, wheel brace, wheel nuts, warning triangle, spare tyre

• Changing a type: tighten, raise, take off, lower

• Others: spark, to burst, to pump, shafts

Skills Development

• Reading: reading for general idea and for

• detailed information, reading to complete a diagram


listening and taking notes, listening and re-ordering events

• Speaking: describing the function of parts of a car, describing the

systems in a car, giving instructions for changing a flat type

• Writing: writing a description of the systems in operation in a car,

describing the results of an experiment.

Further Objectives

Curriculum Links

70

• Technology: learning about the parts of a machine and how they

function, learning about the importance of the systems in operation in a

vehicle

• Science: learning about inertia


• Following instructions to take part in two science projects

Unit 9: Tourism

Grammar

• Review of There is/There are

• Review of past simple: affirmative and negative statements

• Review of would like: I'd like some information about the hotel, please.

What would you like to drink?

• Gerunds and infinitives


questions

Functions

• Describing hotel services

• Giving and asking for hotel information

• Booking a room in a hotel

• Ordering a meal in a restaurant

• Making a complaint.

Vocabulary

• Hotel Services: air conditioning, room service, parking facilities, gym

and sauna,

71

• conference room, private bathroom

• Food: casserole, shrimp, potato cakes, fig, fried pork, steak, sparkling

water, still water, fruit salad, main course, starter, dessert

• Clothes: stained, shrink, button, stretch

• Computers: web site, online, tourist information

Skills Development

• Reading: reading for general idea and for detailed information, reading and

highlighting important information, reading and re-ordering

• Listening: listening for general idea and for detailed information, listening and

taking notes

• Speaking: booking a room in a hotel, giving and asking for information,

ordering a meal in a restaurant, describing likes and dislikes

• Writing: writing a formal letter of complaint, designing a web page

Further Objectives

Curriculum Links

• Tourism: learning how to give information about hotel services, take an

order and describe traditional Ecuadorian dishes in English


• Using formal expressions in a letter

• Learning how to make a polite complaint.

Unit 10: Careers

Grammar


questions

• Review of Second Conditional: If + past simple, would + base form

72

• Gerunds and infinitives: / enjoy talking to people, I am good at mending

things, I try to hide my feelings, Working in television looks interesting to

me, etc

Functions

• Describing objective and subjective factors in choosing a career

• Describing personality and skills and talents

• Describing positions and duties within a company

• Apologizing

Vocabulary

• Jobs: interior designer, chef, receptionist, waitress, engineer, translator,

economist, nutritionist, business woman, teacher, doctor, nurse, police

officer, soldier, salesperson, manager, clerk, accountant, computer

operator, translator, public relations officer, artist, photographer, scientist,

geologist, chemist, biologist, electrical engineer, civil engineer, laboratory

technician, manager, clerk, banker, reporter

• Job responsibilities: decoration collaborate, recommend, translate

Skills Development




• Speaking: describing character and personality, describing positions in a

company, and duties, apologizing

• Writing: writing a formal letter of apology

Further Objectives

Curriculum Links

73

• Business: learning how to make a career choice, learning about the

positions within a company and duties and responsibilities of members of

staff, learning how to write a formal letter of apology


• Learning about appropriate action to be taken following various types of

complaints from clients

Unit 11: The Media

Grammar

• Review of Passive Voice

• Reported Speech: reporting direct speech in the present simple and

past simple

• Review of Present and Past Simple: affirmative and negative

statements and questions

Functions

• Describing a process

• Reporting direct speech

• Expressing opinions


Vocabulary

• Newspapers: print, publish, distribute, collect, design, edit

• Jobs: journalist, reporter, soap opera star, television presenter, designer,

photographer, comic strip writer

Skills Development

74




• Speaking: describing preferences and expressing opinions, describing a

process, reporting direct speech

• Writing: writing a report, reporting direct speech

Further Objectives

Curriculum Links

• Business and Media Studies: learning how a newspaper is produced

and the roles of those involved, learning how to report direct speech in a

report or article


• Learning about aspects of careers in the media

Unit 12: Contemporary Issues

Grammar

• Review of Present Simple Passive: affirmative and negative

statements, questions

• Review of Past Simple: affirmative and negative statements

Functions

• Describing social problems and possible solutions

• Practice conflict resolution

• Give and ask for information about famous people

• Creating a class project.

•

75

Vocabulary

• Social Problems: migration, drugs, TV influence, fate, bad luck, lack of,

habits, violence, crime, beggars, gangs

• Places: small, cozy, over-crowded,

• Clothes: handkerchief, boots, chains, caps

• Gang characteristics: tattoos, codes, slang

• Conflict solutions: negotiation, solution, discussions, give up, feelings

Skills Development




• Speaking: describing preferences and expressing opinions, describing a

process, reporting direct speech

• Writing: writing a report, reporting direct speech

Further Objectives

Curriculum Links

• Social Studies: learning/talking about contemporary problems and

possible solutions


• Learning about aspects of social problems in our society

76

UNIT FUNCTIONS LANGUAGE SKILLS GRAMMAROneRevision Unit: Our World

4

Describe similaritiesDescribe likes and dislikesGive and ask for information about studies and work experienceExpress ideas and opinionsDescribe real and imaginary situationsDescribe the results of an experiment

Listening for general idea andspecific informationListening and taking notesReading for general idea and specific informationSpeaking about real or imaginary situationsSpeaking to describe likes/dislikes and similarities and to express opinionsWriting the summary of anexperimentWriting a formal letter ofapplication for a job

Review of present simple: negative, affirmative statements and questionsReview of second conditionalstatementsReview of inclusives: both of, neither ofReview of imperative

Two"Family Life'"

3

Describe past habits Compare traditions of different cultures

Describe a graph and give opinions . Identify family members Give and ask for information

Listening for general idea and specific informationReading for general idea and specific information and to confirm ideasReading and completing a graph Speaking to describe past habits and give and ask for information Writing to describe a family

Review of present simple: affirmative and negative statements and questionsReview of past simple: affirmative and negative statements and questionsReview of possessive "s"Comparisons: fewer than, more than more Used to: affirmative and negative statements

ThreeSexual Health

2

Give and ask for information about birth control and sexually transmitted diseases Express opinions Describe symptoms of illness Describe feelings

Listening for general and specific informationReading for general idea and specific information and to confirm ideasSpeaking to express opinion and give and ask for informationSpeaking to describe illness and feelingsSpeaking to take part in a role play Writing about illness

First conditional: lf+ present simple, will/may/can+ base form Review of past simple: affirmative and negative statements, questions Review of present simple: affirmative and negative statements, questions Should and should have: to give advice By + gerund: to describe purpose

FourThe Environment

2

Describe changes and compare past and present eventsDescribe cause and effect ofenvironmental problemsMake suggestionsDescribe the results of anexperiment

Listening for general idea and specific information and to take notesReading for general idea and specific information and to take notesReading and following instructions Speaking to make suggestions and express opinionsWriting to describe the results of an experiment and to describe environmental problems and possible solutions, making a poster

Review of present simple: questions, affirmative and negative statementsReview of past simple: questions, affirmative and negative statementsCause and effect: because, because of, as a result, etc.Review of passive voice: present and pastReview of modal verbs: should, must

77

UNIT FUNCTIONS LANGUAGE SKILLS GRAMMARFiveEnglish-Speaking Countries: TheUSA

3

Give and ask for information Narrate past events Encourage agreement from a listener using question tags Compare school systems from different cultures

Listening for general idea and specific information Listening and taking notes Reading for general idea and specific information and to make notes and confirm ideas Speaking to give and ask for information Writing a short biography

Question tagsReview of imperativesReview of modal verbs: must, must notReview of present and past simple: affirmative, negative statements and questions

SixActive Citizenship

2

Describe events at a definite time in the past and narrate a story Describe experiences at no definite time in the pastPractice correct stressParticipate in a community project

Listening for general idea and detailed informationListening and taking notesListening and identifying stressed and unstressed syllablesReading and putting events in orderSpeaking to describe past events and to narrate a story in the pastSpeaking to pronounce words with correct stressSpeaking to take part in acommunity projectWriting notes and a report

Past simple vs. present perfectNoun and adjectivesReview of present simple: affirmativestatements and questionsReview of past simple: for narrating

SevenAncient Civilizations: the Incas

3

Describe preferences Give and ask for information about the pastMake suggestions and express opinionsMake a class booklet of interesting facts

Listening for general idea andspecific information and to confirm ideasListening and taking notesReading for general idea and specific information and to confirm ideasSpeaking to exchange factual informationWriting about interesting facts and to express preferences

Review of imperative Review of past simple: affirmative and negative statements, questions would rather: to express preferences

Eight{Machines and Technology

3

Describe what things are used for: Give instructions .: Describe the results of an; experiment

specific informationListening and matching informationReading for general idea and specific information and to confirm ideasReading to complete a diagramSpeaking to describe the functions of the parts of a carWriting a description of the systems of a car

Review of passive voiceReview of imperativeReview of zero, first conditional: If present simple, present simple/will Be used for/to

Nine Tourism

2

Describe hotel servicesGive and ask for hotel informationBook a room in a hotelOrder a meal in a restauranta complaint ;

Listening for general idea and specific information and to take notesListening to confirm ideasReading for general idea and specific informationReading and re-ordering Speaking to book a room in a hotel, order a meal, ask for and give information, and describe likes and dislikesWriting a letter of complaint and designing a web page

Review of there is/there areReview of would likeReview of present simple: affirmativestatements, questionsReview of past simple; affirmative and negative statements

78

UNIT FUNCTIONS LANGUAGE SKILLS GRAMMARTenCareers

2

Describe a process Report direct speech Express opinions Narrate past events

Listening for general idea andspecific informationListening to take notesReading for general idea and specific informationSpeaking to describe character and personality, as well as positions andduties within a companySpeaking to apologizeWriting a letter of apology

Review of present simple: affirmative and negative statements and questionsReview of second conditional: lf+ simple past, would + base formGerunds and infinitivesNegative and affirmative agreementReview of past simple: affirmative statements

Eleven The media

2

Describe a process Report direct speech Express opinions Narrate past events

Listening for general idea andspecific information and to confirm ideasListening and taking notesReading for general idea and specific informationSpeaking to describe preferences and express opinionsSpeaking to report direct speech and describe a processWriting a report of an eventWriting a summary of an important past eventWriting interview questions

Review of passive voice Reported speechReview of present and past simple: statements and questions

TwelveContemporaryissues

3

Describe social problems and possible solutions Practice conflict resolution Give and ask for information about 'famous people Create a class project

Listening for general idea andspecific informationListening and taking notes Reading for general idea and specific informationReading to guess meaning through contextSpeaking about the causes of social problemsSpeaking to give opinions and solve conflictsSpeaking to give and ask forinformationWriting to give adviceWriting a long term plan

Review of present simple: statements,questionsReview of past simple: statements

79

LIBRO 3,4,5 COMPLETO

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