ENGLISH LANGUAGE

UNIT-BY-UNIT TEACHING SYLLABUS

BACHILLERATO

SECOND YEAR

TUNE IN 2

ENGLISH LANGUAGE

UNIT-BY-UNIT TEACHING SYLLABUS.

SECOND YEAR OF BACHILLERATO.

Timing: 1st Term. From: To: (Four weeks).

Unit 1: Travel the world.

  1. EDUCATIONAL OUTCOMES.

1.1. Teaching outcomes:

  • To understand the structure of Tune in 2 and make good use of the various elements that are included in each part of the materials.
  • To motivate the group at the beginning of a new educational stage, determining their level of acquisition of the basic skills (Reading, Listening, Speaking and Writing) and their competence in the different linguistic and cognitive skills, as well as their knowledge of Grammar and Vocabulary.
  • To recognise and apply the various communicative and functional outcomes (Aims) associated with the unit:
  • Reading:

- To practise scanning a text for specific information.

- To give students a strategy for answering comprehension questions.

- To extend vocabulary.

- To help students talk about the habits and customs of their country.

  • Listening:

- To practise listening for specific information.

- To give students a strategy for answering listening questions.

  • Speaking:

- To practise holding a quiz.

- To give students strategies for checking understanding.

- To practise describing a place.

- To extend students’ vocabulary for describing aspects of a place.

  • Writing:

- To help students to write an informal letter.

- To encourage students to use a range of adjectives in descriptions.

  • Grammar:

- To present and practise the differences in form and meaning of ‘used to’, ‘be used to’ and ‘get used to’.

- To review the differences in use between ‘used to’ and ‘would’.

- To review the uses of gerunds and infinitives.

- To present and practise how ‘stop’, ‘remember’, ‘forget’ and ‘regret’ change meaning, depending on whether they are followed by a gerund or an infinitive.

  • Vocabulary:

- To clarify the meaning of some false friends.

- To introduce the concept of collocation.

- To extend students’ vocabulary for describing food, people, places and the weather.

1.2. Learning outcomes.

  • To learn, understand use the grammatical structures and linguistic content (Grammar) of the unit:
  • Used to, be used to, get used to.
  • Used to or would.
  • Gerunds and infinitives stop, remember, forget, regret.
  • To recognise and produce the vocabulary (Vocabulary) related to the various semantic fields dealt with in the unit:
  • Easily confused words.
  • Travel collocations.
  • Describing food, people, places, the weather.
  • To recognise and apply the various skills included in the unit:
  • Reading:

- They do things differently here.

- Strategy (Tune in to Reading): Answering comprehension questions.

- Fine Tuning: UK and US English.

  • Listening:

- Living abroad.

- Strategy (Tune in to Listening): Answering listening questions.

- Fine Tuning: Verbs followed by gerunds or infinitives.

  • Speaking:

- Interaction:

. Holding a quiz.

. Strategy (Tune in to Speaking): Checking understanding.

- Production:

. Describing places.

. Fine Tuning: Intensifiers.

  • Writing:

- An informal letter.

- Strategy (Tune in to Writing): Using adjectives in descriptions.

- Fine Tuning: Writing checklist.

  • To understand information from the teacher, classmates or audiovisual and computer media used.
  • To employ basic interaction formulas.
  • To identify the general meaning and the most important elements in oral, written and audiovisual texts.
  • To participate actively in oral exchanges.
  • To make autonomous use of the phonetic alphabet in order to improve pronunciation.
  • To use information and communication technologies to produce texts and to transmit information.
  • To find about historical and geographical features of English-speaking countries using various media and information and communication technologies.
  • To express interest in the autonomous reading of texts as a source of information, learning and pleasure.
  • To employ strategies in order to understand and to infer meanings that are not explicit, and to check comprehension using contextual clues.
  • To produce the target grammatical structures and linguistic content of the unit.
  • To analyse the content of oral, written and visual texts.
  • To evaluate one’s own progress orally and in writing.
  • To recognise the importance of the English language as a means of international communication and understanding.
  • To recognise and make conscious use of the techniques involved in learning (listening, understanding, speaking, interaction, reading, singing, role-play, writing, interpreting the visual context, communicating in pairs or groups, etc.).
  • To have a positive attitude towards the English language as a means of communication
  • To have a positive attitude towards the English language as a means of knowing the outside world.
  • To accept error as part of the process of learning, self-correction and self-assessment.
  • To show curiosity about learning language functions.
  • To use the English language independently in order to continue progressing in its learning.

[Teachers may introduce such variations as they consider necessary or to complement the teaching outcomes specified in the unit.]

  1. CONTENTS.
  • Each unit of Tune in includes a varied typology of contents as well as the four content blocks established by the English Language syllabus of the LOE:
  • Block 1 [B1]: Listening, speaking and interaction.
  • Block 2 [B2]: Reading and writing.
  • Block 3 [B3]: Knowledge of language.
  • Block 4 [B4]: Socio-cultural aspects and intercultural awareness.
  • Recognition of the structure of Tune in 2 and the use of the elements that comprise the materials.
  • Outcomes [B1, B2, B4]: Recognition and appropriate use of the various communicative uses and functions included in the unit.
  • Grammar [B3]: Learning and productive use of the grammatical structures and linguistic contents of the unit:
  • Used to, be used to, get used to.
  • Used to or would.
  • Gerunds and infinitives.
  • Stop, remember, forget, regret.
  • Vocabulary [B3]: Recognition and production of the vocabulary of the unit:
  • Easily confused words.
  • Travel collocations.
  • Describing food, people, places, the weather.
  • Recognition and productive use of the various skills associated with the unit:
  • Reading [B2]:

- They do things differently here.

- Strategy (Tune in to Reading): Answering comprehension questions.

- Fine Tuning: UK and US English.

  • Listening [B1]:

- Living abroad.

- Strategy (Tune in to Listening): Answering listening questions.

- Fine Tuning: Verbs followed by gerunds or infinitives.

  • Speaking [B1]:

- Interaction:

. Holding a quiz.

. Strategy (Tune in to Speaking): Checking understanding.

- Production:

. Describing places.

. Fine Tuning: Intensifiers.

  • Writing [B2]:

- An informal letter.

- Strategy (Tune in to Writing): Using adjectives in descriptions.

- Fine Tuning: Writing checklist.

Block 1 [B1]: Listening, speaking and interaction.

  • Analysis of the content of oral and visual texts.
  • Comprehension of information from the teacher, classmates, and audiovisual and computer media used.
  • Basic elements of English and their function in discourse.
  • Identification of the general meaning and the most important elements in oral and audiovisual texts.
  • Active participation in oral exchanges.
  • Making relations between the pronunciation and written forms of words and commonly-used expressions.
  • Valuing the English language as an instrument for communication.

Block 2 [B2]: Reading and writing.

  • Analysis of the content of written texts.
  • Identification of the general meaning and the most important elements in written texts.
  • Interest in the independent reading of texts as a source of information, learning and pleasure.
  • Making relations between pronunciation and written forms of words and commonly-used expressions.
  • Making use of strategies to understand and infer meanings that are not explicit and to check comprehension using contextual clues.
  • Making use of information and communication technologies to produce texts and transmit information.

Block 3 [B3]: Knowledge of language.

  • Productive use of the target grammatical structures and linguistic content of the unit.
  • Knowing and making use of the target grammatical structures.
  • Curiosity about the functions of language.
  • Empleo de fórmulas básicas de interacción.
  • Recognition and production of basic vocabulary.
  • Basic formulas and routines and frequently-used expressions.

Block 4 [B4]: Socio-cultural aspects and intercultural awareness.

  • Knowledge about aspects of the culture and society of countries where English is spoken as the official language.
  • Knowledge of historical and geographic features of English-speaking countries by means of various media and information and communication technologies.
  • Recognition of the importance of the English language as an international means of communication and understanding.
  • Recognition and conscious use of the techniques involved in learning (listening, understanding, speaking, interaction, reading, singing, role-play, writing, interpreting the visual context, communicating in pairs or groups, etc.).
  • Valuing English as a means for broadening knowledge of the outside world.
  • Acceptance of error as part of the process of learning, self-correction and self-assessment.
  • Evaluation, both orally and in writing, of one’s own progress.
  • Mechanisms for learning in order to ensure a positive attitude and cooperation with other learners.
  • Using the English language independently in order to continue progressing in its learning.
  • [The teaching team may introduce such variations as they consider necessary or to complement the contents of the unit.]
  1. METHODOLOGY.

3.1. The teaching-learning process:

  • Introduction of the course and the various materials that comprise Tune in 2 and the unit. Exploration of previous knowledge and the motivation, expectations and interests of the learners using introductory activities to help active and uninhibited participation, so that learners get involved with the English class from the beginning.
  • Progressive and structured realization of the activities contained in the Student’s Book, the Workbook, in Language Reference and in the Language Portfolio, keeping in mind the suggestions offered by the Teacher’s Book and the Resource Book, as well as the materials included in the Student’s CD, the CD-ROM, the Workbook CD and in the Class CDs and introducing the appropriate adaptations which allow, reinforce, or extend the achievement of the outcomes and the acquisition of contents.
  • The structure of the unit has an integrative focus, presenting the learner with situations relating to their own experience and their previous knowledge, suitable to every learning style and cognitive activity, alternating a variety of activity types (predisposition, observation, comprehension, expression, reflection, evaluation, creation, application, investigation) through the teacher’s actions (motivation, explanation, exemplification, question and answer, proposing tasks, etc.) and with the active participation of the learners.
  • The teaching-learning process favours individualised attention for the learners, complemented by the reinforcement activities (Workbook, Language Reference and Language Portfolio), with the aim of achieving those basic outcomes and contents that have not been consolidated, and with the extension activities (Resource Book and Teacher’s Book).
  • Systems for grouping learners will be flexible and suitable for the activity type and the skills to be practised, including large groups, individual work, small groups and pairs.
  • Although the usual teaching space is the classroom, other spaces in the school can also be used: the library, as well as the technology, multimedia, computer and art rooms.

Throughout the educational process, learners will be stimulated by the use of positive reinforcement, valuing and making explicit each learner’s achievements.

3.2. Resources and media:

Printed resources:

  • Student’s Book: Michael Downie, David Gray and Juan Manuel Jiménez: Tune in 2. Madrid: Santillana Educación, S.L. / Richmond Publishing.
  • Workbook: Michael Downie, David Gray and Juan Manuel Jiménez: Tune in 2. Madrid: Santillana Educación, S.L. / Richmond Publishing.
  • Language Reference: Ramón Palencia del Burgo: Tune in 2. Madrid: Santillana Educación, S.L. / Richmond Publishing.
  • Exam Guide: Miguel Ángel Martínez-Cabeza: Tune in 2. Madrid: Santillana Educación, S.L. / Richmond Publishing.
  • Teacher’s Book: Michael Downie, David Gray and Juan Manuel Jiménez: Tune in 2. Madrid: Santillana Educación, S.L. / Richmond Publishing.
  • Resource Book: Neil Collins, Peter Jeffery, Joe McKenna and Rosaleen Shortt: Tune in 2. Madrid: Santillana Educación, S.L. / Richmond Publishing.
  • Bibliography for the teacher:

- Nunan, D. (1991). Language Teaching Methodology. London: Prentice Hall.

- Rea-Dichins, P. and Germaine, K. (1992). Evaluation. Oxford: Oxford University Press.

- Seligson, P. (1998). Helping Students to Speak. Madrid: Richmond Publishing.

- Tice, J. (1998). The Mixed Ability Class. Madrid: Richmond Publishing.

Audiovisual and computer-based resources:

  • Student’s CD and CD-ROM (Student’s Book audio; Interactive Vocabulary and Grammar exercises; Interactive pronunciation): Tune in 2. Madrid: Santillana Educación, S.L. / Richmond Publishing.
  • Workbook Multi-ROM (Workbook audio; Richmond Electronic Dictionary; Richmond Student’s Dictionary): Tune in 2. Madrid: Santillana Educación, S.L. / Richmond Publishing.
  • Class CDs (Student’s Book audio material; Workbook, Term Tests and Mock Exams audio material; The Richmond Test Generator): Tune in 2. Madrid: Santillana Educación, S.L. / Richmond Publishing.
  1. ACTIVITIES.

4.1. Introductory and motivational activities:

  • The aim is to ascertain, through elicitation of previous knowledge, each individual learner’s level of acquisition of the basic skills (Reading, Listening, Speaking and Writing) and their competence in the different linguistic and cognitive skills, as well as their knowledge in the categories of Grammar and Vocabulary, by means of various activities.
  • Through assessment of the information obtained, the aim is to adapt the teaching to the characteristics and needs of the learners in the group.
  • Carrying out a range of suggested activities so that the learners may express what they know about and what they know how to do with the various communicative intentions, functions and contents of the unit:
  • Grammar: Learning and practice of the target grammatical structures and language of the unit:

- Used to, be used to, get used to.

- Used to or would.

- Gerunds and infinitives.

- Stop, remember, forget, regret.

Vocabulary: Recognition and production of the target vocabulary of the unit:

- Easily confused words.

- Travel collocations.

- Describing food, people, places, the weather.

  • Recognition and productive use of the various skills included in the unit:

- Reading:

. They do things differently here.

. Strategy (Tune in to Reading): Answering comprehension questions.

. Fine Tuning: UK and US English.

- Listening:

. Living abroad.

. Strategy (Tune in to Listening): Answering listening questions.

. Fine Tuning: Verbs followed by gerunds or infinitives.

- Speaking:

. Interaction:

. Holding a quiz.

. Strategy (Tune in to Speaking): Checking understanding.

. Production:

. Describing places.

. Fine Tuning: Intensifiers.

- Writing:

. An informal letter.

. Strategy (Tune in to Writing): Using adjectives in descriptions.

. Fine Tuning: Writing checklist.

  • Presentation of the materials and teaching resources to be used in following the unit, both the Student’s Book, the Workbook, the Language Reference and the Language Portfolio, and the Teacher’s Book and the Resource Book, as well as the audiovisual and computer-based materials contained in the Student’s CD (Student’s Book audio), in the CD-ROM (Interactive Vocabulary and Grammar exercises and pronunciation activities), in the Workbook Multi-ROM (Workbook audio; Richmond Electronic Dictionary; Richmond Student’s Dictionary) and in the Class CDs (Student’s Book audio material; Workbook, Term Tests and Mock Exams audio material; The Richmond Test Generator).
  • Carrying out the various introductory activities of the unit. Learners will be motivated to participate actively and without inhibitions.

4.2. Teaching-learning activities:

  • Reading (Student’s Book):

- Lead-in (Teacher’s Book): Strategic warm up activities to provide motivation and as an introduction to the contents summary.

- Carrying out the activities related to the target contents: exercises 1-6 for developing reading comprehension, which include reading comprehension activities related to the set text (They do things differently here) and language activities related to the contents studied.

- Strategy. Activities (introducing students to strategies and sub-skills essential for successful skills work) for study and development of the target reading strategies (Tune in to Reading: Answering comprehension questions).

  • Vocabulary (Student’s Book):

- Lead-in (Teacher’s Book): Strategic activities to provide motivation and as an introduction to the contents summary.

- Carrying out the activities related to the target contents: exercises 1-5 for developing target vocabulary (Easily confused words).

  • Fine Tuning (Student’s Book):

- Activities (Students deduce rules from examples completing personalised practice tasks) for study and development of the target contents (UK and US English) with the help of Language Reference.

  • Listening (Student’s Book):

- Lead-in (Teacher’s Book): Strategic activities to provide motivation and as an introduction to the contents summary.

- Carrying out the activities related to the target contents (Living abroad) using exercises 1-5 for the development of listening comprehension (building students’ confidence in their ability to understand spoken English and to develop their listening skills) with the help of Student’s CD (Track 1.1).

- Strategy. Activities (introducing students to strategies and sub-skills essential for successful skills work) for the study and development of the contents related to the target listening comprehension strategies (Tune in to Listening: Answering listening questions).

  • Grammar (Student’s Book):

- Carrying out the activities for the study and development of the target grammatical and linguistic content of the unit (Used to, be used to, get used to; Used to or would; Gerunds and infinitives; Stop, remember, forget, regret). using various exercises.

  • Fine Tuning (Student’s Book):

- Activities (Students deduce rules from examples completing personalised practice tasks) for study and development of the target contents (Verbs followed by gerunds or infinitives) with the help of Language Reference.

  • Speaking: Interaction (Student’s Book):

- Lead-in (Teacher’s Book): Strategic activities to provide motivation and as an introduction to the contents summary.

- Carrying out the activities (Holding a quiz) related to the target contents using exercises 1-6 for the development of oral interaction (developing students’ ability to interact with other speakers in different situations) with the help of Student’s CD (Tracks 1.2).

- Strategy. Activities (introducing students to strategies and sub-skills essential for successful skills work) for the study and development of the contents relating to the target strategies of oral expression (Tune in to Speaking: Checking understanding).

- On Air. Activities (Can you hold a quiz?) for the application and putting into practice of the target contents for the development of oral expression, which include useful language, extensive tips and model answers.