What´s up? 3

Programme
______

Area of Foreign Languages
English

Unit 1

A world language

I. OBJECTIVES

  • Use the present simple and the present continuous correctly.
  • Use the verbs like / love / dislike / hate / don’t mind followed by a main verb (in the participle) ending in –ing correctly.
  • Use the modal verbs can and could correctly.
  • Use vocabulary related to approximate quantities correctly and new vocabulary related to new technology and electrical appliances.
  • Understand, invent and act out with a partner oral texts based on situations in an airport using the appropriate forms and the correct pronunciation, rhythm and stress.
  • Understand a form and correctly fill in the required information in each section.
  • Recognise the difference and pronounce correctly the vowel phonemes found in can and can’t and in teacher and heart.
  • Think about the use of the English language and its wide use all over the world. (English for Geography).

II. CONTENTS

Block 1 Listen, talk and converse

  • Invent and perform a role play that helps them with greetings and introductions and ask and give personal information.
  • Ask and answer questions about where someone’s from, nationality and other personal details.
  • Ask and answer questions about someone’s level of English.
  • Ask and answer questions about someone’s likes and preferences.
  • Exchange unknown information using questions and answers to find out information unknown to the other party.

Block 2 Read and write

  • Fill out an official form.

Block 3 Language knowledge

3.1 Linguistic knowledge

3.1.1 Grammar

  • Use the present simple and the present continuous correctly.
  • Use the verbs like / love / dislike / hate / don’t mind correctly followed by a main verb ending in –ing to express likes and preferences.
  • Use the modal verbs can and could correctly.

3.1.2 Vocabulary

  • Signs, announcements and common objects found in an international airport.
  • English speaking countries.
  • Numbers, figures, and expressions of approximate quantities.
  • Neologisms referring to electronic devices and new technology.

3.1.3 Pronunciation

● Recognise difference and pronounce correctly the vowel phonemes in can and can’t.

● Recognise difference and pronounce correctly the vowel phonemes teacher and heart.

3.2 Think about learning

  • Interest and curiosity in increasing the knowledge related to the English language.
  • Interest in talking about oneself and others using a common language: English.
  • Initiative to improve receptive and productive communicative competence.
  • Rigor to produce correct sentences.
  • Recognition of error and its use as an integral part of the learning process.
  • Positive assessment of the learning strategies acquired for the production of written and oral language.
  • Assessment of memorisation to increase the knowledge of vocabulary.
  • Creativity in the production of one’s texts.
  • Confidence in one’s personal capacity to progress.
  • Positive attitude to increase linguistic knowledge.
  • Autonomy when using the dictionary.
Block 4 Social and cultural aspects and intercultural conscience
  • Understand the procedures of arrival and departure in an airport. Students’ Book, Listening and Speaking, Airport Announcements, page 10, exercises 1 and 2 and page 11, exercises 3 and 4.
  • Find out what are the different countries where English is spoken. Understand the use of the English language and the widespread of its use throughout the world. Students’ Book, English for Geography, page 13, exercises 1, 2, 3, 4 and 5.

III. KEY COMPETENCES

  • Linguistic competence

Reading and Vocabulary,pages 6 and 7:statistics with large numbers, estimate figures, vocabulary related to the digital world.

Grammar,pages 8 and 9:present simple and present continuous, like / love / dislike / hate / don’t mind followed by the verb in –ing; use of can / can’t / could / couldn’t.

Listening and Speaking,pages 10 and 11: oral practice.

Writing,page 12:style and language used on official forms.

  • Interpersonal, social and civic competences

Listening and Speaking,page 11: greetings and introductions, pairwork.

  • Data processing and digital competence

Reading and Vocabulary,pages 6 and 7: read about English in the digital world.

  • Mathematical competence

Vocabulary,page 7: estimate figures.

  • Cultural and artistic competence

Grammar,pages 8 and 9: texts about the everyday life of students their age in India and South Africa.

  • Competence in knowledge and interaction with the physical world

English for Geography, page 13: countries in the world where English is spoken; use of an atlas.

  • Learning-to-learn

Test, page 14.

  • Autonomy and personal initiative

Writing,page 12:fill in forms with personal information.

IV. EVALUATION CRITERIA

Block 1 Listen, talk and converse

  • Conversation practice in pairs with questions and answers based on the grammar exercises. Students’ Book, Grammar, page 8, exercise 2 and page 9, exercises 4 and 5.
  • Listening comprehension. Students’ Book, Listening and Speaking, page 11, exercise 4 and 5. Test, Listening, page 14, exercise 6.
  • Conversation practice in pairs about a dialogue filled in by the students from information in the exercise. Students’ Book, Listening and Speaking, page 11, exercises 6 and 7, and Pairwork, page 107 and 110.

Block 2 Read and write

  • Write a text (fill in an official form) following rules and guidelines found in a written example. Students’ Book, Writing, page 12, exercise 3.

Block 3 Language knowledge

3.1 Linguistic knowledge

3.1.1 Grammar

  • Check grammar learnt in the unit. Students’ Book, Grammar, page 8, exercises 1 and 2 and page 9, exercises 3, 4 and 5. Test, Grammar, page 14, exercises 3 and 4.

3.1.2 Vocabulary

  • Check vocabulary learnt in the unit Students’ Book, Vocabulary, page 7, exercises 5, 6 and 7. Test, Vocabulary, page 14, exercises 1 and 2.

3.1.3 Pronunciation

  • Activities to put into practice and check what has been learnt about phonetics in the unit. Students’ Book, Pronunciation, page 113, exercises 1, 2, 3 and 4.

3.2 Think about learning

  • Reading, page 6; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary.
  • Vocabulary, page 7: Assessment of strategies to increase the knowledge of vocabulary.
  • Grammar, pages 8 and 9: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling.
  • Grammar, pages 8 and 9; Test, page 14: Check correct and incorrect answers and their use to improve the learning process.
  • Listening and Speaking, pages 10 and 11: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher.
  • Speaking, page 11: collaboration with other students to learn cooperatively.
  • Writing, page 12: Presentation of written productions in a precise, clear, ordered, correct and clean manner.
  • English for Geography, page 13: Interest in solving the problems that are set out in the different activities, either orally or in writing.
Block 4 Social and cultural aspects and intercultural conscience
  • Students’ Book, Listening and Speaking, Airport Announcements, page 10, exercises 1 and 2 and page 11, exercises 3 and 4.
  • Students’ Book, English for Geography, page 13, exercises 1, 2, 3, 4 and 5.

Unit 2

Genius

I. OBJECTIVES

  • Use the past simple and the expression ago correctly.
  • Distinguish and use correctly the subject and object form of personal pronouns.
  • Use correctly adjectives to describe personality and the vocabulary referring to signs of the Zodiac.
  • Invent and act out with a partner a simple dialogue of a practical problem using the appropriate forms and the correct pronunciation, rhythm and stress.
  • Write an e-mail message filling in the required information in each section correctly.
  • Recognise the difference and pronounce correctly the vowel phonemes found in live and leave.
  • Talk about scientific problems using the appropriate concepts and language: English across the curriculum (English for Physics).

II. CONTENTS

Block 1 Listen, talk and converse

  • Act out a dialogue that helps them to ask and offer help to solve school homework or a small practical problem.
  • Ask and answer questions about likes, preferences, and one’s own personality.
  • Play a game of questions and answers.
  • Exchange unknown information using questions and answers to find out information unknown to the other party.

Block 2 Read and write

  • Write an e-mail message.

Block 3 Language knowledge

3.1 Linguistic knowledge

3.1.1 Grammar

  • Use the past simple correctly.
  • Use the expression ago correctly.
  • Use the object form of personal pronouns.

3.1.2 Vocabulary

  • Adjectives to describe personality.
  • Signs of the Zodiac.
  • Terms and expressions used in e-mails.
  • Terms and expressions referring to electromagnetic force and Albert Einstein’s Theory of Relativity.

3.1.3 Pronunciation

  • Recognise the difference and pronounce correctly the phonemes found in live and leave.

3.2 Think about learning

  • Interest and curiosity in increasing the knowledge related to the English language.
  • Interest in talking about oneself and others using a common language: English.
  • Initiative to improve receptive and productive communicative competence.
  • Rigor to produce correct sentences.
  • Recognition of error and its use as an integral part of the learning process.
  • Positive assessment of the learning strategies acquired for the production of written and oral language.
  • Assessment of memorisation to increase the knowledge of vocabulary.
  • Creativity in the production of one’s texts.
  • Confidence in one’s personal capacity to progress.
  • Positive attitude to increase linguistic knowledge.
  • Autonomy when using the dictionary and other sources of information.
Block 4 Social and cultural aspects and intercultural conscience
  • Understand and handle scientific terms on electromagnetism and relativity in English. Students’ Book, Reading and Vocabulary, Albert Einstein, page 16, exercises 1, 2 and 3. English for Physics, page 23, exercises 1 and 2.
  • Use of English on line; understand and produce electronic messages (e-mail, websites, etc). Students’ Book, Writing, Write an e-mail, page 22, exercises 1, 2 and 3. Test,Writing, page 24. What’s up in the world? A, Culture spot, English on-line, pages 36 and 37, exercises 1, 2, 3 and 4.

III. KEY COMPETENCES

  • Linguistic competence

Vocabulary,page 17: descriptive adjectives referred to personality, pronunciation of words with similar phonetics.

Grammar, pages 18 and 19; past simple, ago; pronouns that work as complements.

Listening and Speaking, pages 20 and 21; oral practice.

Writing, page 22; the language used in emails.

  • Data processing and digital competence

Writing, page 22: write an email.

  • Interpersonal, social and civic competences

Listening and Speaking, page 21: pairwork.

  • Cultural and artistic competence

Grammar,page 18;text about Mozart.

  • Competence in knowledge and interaction with the physical world

Reading,page 16: read about Albert Einstein and the science world.

English for Physics, page 23: read and do exercises about magnetism.

  • Learning-to-learn

Test, page 24.

  • Autonomy and personal initiative

Writing, page 22: write an email.

IV. EVALUATION CRITERIA

Block 1 Listen, talk and converse

  • Listening comprehensions. Students’ Book, Listening and Speaking, pages 20 and 21, exercises 3, 4, 5 and 6.
  • Conversation practice in pairs about a dialogue filled in by the students from information in the exercise. Students’ Book, Listening and Speaking, page 21, exercises 4 and 6, and Pairwork, pages 107 and 110.

Block 2 Read and write

  • Write an e-mail following the rules and guidelines found in a model text. Students’ Book, Writing, page 22; exercise 3.
  • Put the correct punctuation in an e-mail text. Students’ Book, Test, Writing, page 24, exercise 6.

Block 3 Language knowledge

3.1 Linguistic knowledge

3.1.1 Grammar

  • Check grammar learnt in the unit. Students’ Book, Grammar, pages 18 and 19, exercises 1, 2, 3, 4, 5, 6, 7, 8 and 9. Test, Grammar, page 24, exercises 3 and 4.

3.1.2 Vocabulary

  • Check vocabulary learnt in the unit Students’ Book, Vocabulary, page 17, exercises 4, 5 and 6. Test, Vocabulary, page 24, exercises 1 and 2.

3.1.3 Pronunciation

  • Activities to put into practice and check what has been learnt about phonetics in the unit. Students’ Book, Pronunciation, page 17, exercise 7 and page 113, exercises 1, 2, and 3.

3.2 Think about learning

  • Reading, page 16; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary.
  • Vocabulary, page 17: Assessment of strategies to increase the knowledge of vocabulary.
  • Grammar, pages 18 and 19: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling.
  • Grammar, pages 18 and 19; Test, page 24: Check correct and incorrect answers and their use to improve the learning process.
  • Listening and Speaking, pages 20 and 21: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher.
  • Speaking, page 21: collaboration with other students to learn cooperatively.
  • Writing, page 22: Presentation of written productions in a precise, clear, ordered, correct and clean manner.
  • English for Physics, page 23: Interest in solving the problems that are set out in the different activities, either orally or in writing.
Block 4 Social and cultural aspects and intercultural conscience
  • Students’ Book, Reading and Vocabulary, Albert Einstein, page 16, exercises 1, 2 and 3.
  • Students’ Book, Writing, Write an e-mail, page 22, exercises 1, 2 and 3.
  • Students’ Book, English for Physics, page 23 exercises 1 and 2.
  • Students’ Book, Test,Writing, page 24.
  • Students’ Book, What’s up in the world? A Culture spot, English on-line, pages 36 and 37, exercises 1, 2, 3 and 4.

Unit 3

Fashion

I. OBJECTIVES

  • Use the expressions of quantity too much / too many / (not) enough / a few / a little / a lot of correctly.
  • Form correct sentences with the adverb too followed by an adjective.
  • Use correctly vocabulary related to fashion, clothes, personal outfits and design.
  • Invent and perform a role play with a partner about clothes and a dialogue of an argument using the appropriate forms and correct pronunciation, rhythm and intonation.
  • Write an argumentative essay following guidelines found in the example of a previously read text.
  • Recognise the difference and pronounce correctly the diphthongs found in the following: striped and plain.
  • Think about strategies for reasonable buying and spending related to fashion and clothes and about criteria to solve practical problems through technical design. (English for technology).

II. CONTENTS

Block 1 Listen, talk and converse

  • Invent and act out a dialogue that helps the student defend his/her own opinion in an argument.
  • Express and discuss personal opinions, giving good arguments.
  • Exchange unknown information using questions and answers to find out information unknown to the other party.

Block 2 Read and write

  • Write an argumentative essay expressing personal opinions in writing, and including arguments.

Block 3 Language knowledge

3.1 Linguistic knowledge

3.1.1 Grammar

  • Use expressions of quantity too much / too many / (not) enough / a few / a little / a lot of correctly.
  • Use the adverb too followed by an adjective.

3.1.2 Vocabulary

  • Vocabulary related to fashion, clothes, personal outfits and design.

3.1.3 Pronunciation

  • Recognise the difference and pronounce correctly the diphthongs found in striped and plain.

3.2 Think about learning

  • Interest and curiosity in increasing the knowledge related to the English language.
  • Interest in talking about oneself and others using a common language: English.
  • Initiative to improve receptive and productive communicative competence.
  • Rigor to produce correct sentences.
  • Recognition of error and its use as an integral part of the learning process.
  • Positive assessment of the learning strategies acquired for the production of written and oral language.
  • Assessment of memorisation to increase the knowledge of vocabulary.
  • Creativity in the production of one’s texts.
  • Confidence in one’s personal capacity to progress.
  • Positive attitude to increase linguistic knowledge.
  • Autonomy when using the dictionary and other sources of information.
Block 4 Social and cultural aspects and intercultural conscience
  • Fashion and reasonable buying and spending. Students’ Book, Reading and Vocabulary, page 26, exercises 1, 2, 3 and 4.
  • Criteria to solve practical problems of design. Students’ Book, English for Technology, page 33, exercises 1, 2, 3, and 4.

III. KEY COMPETENCES

  • Linguistic competence

Reading and Vocabulary,page 26 and 27:clothing and adjectives that describe clothes.

Grammar,pages 28 and 29,Too much, too many, (not) enough, too + adjective, a few, a little, a lot of ; possessive pronouns.

Listening and Speaking,pages 30 and 31, oral practice.

Writing,page 32:language used to express personal opinions.

  • Cultural and artistic competence

Listening and Speaking,pages 30 and 31, debate the reasons why we wear one type of clothes or another.

  • Competence in knowledge and interaction with the physical world

English for Technology, page 33: design.

  • Data processing and digital competence

What’s up in the world? A, pages 36 and 37: read about the use of English on the Internet and different websites.

  • Mathematical competence

What’s up in the world? A, page 38: apply mathematical reasoning to the solution of logical problems.

  • Interpersonal, social and civic competences

Listening and Speaking,page 31: pairwork.

  • Learning-to-learn

Grammar,pages 28 and 29: activities with the grammar learnt in the unit.

Test, page 34.

  • Autonomy and personal initiative

Vocabulary, page 27: write a list of clothes classified by gender (male, female, unisex).

Writing,page 32: write a personal opinion about school uniforms.

IV. EVALUATION CRITERIA

Block 1 Listen, talk and converse

  • Conversation practice about a reading topic. Students’ Book, Reading and Vocabulary, page 26, exercise 1.
  • Listening comprehension. Students’ Book, Listening and Speaking, pages 30 and 31, exercises 1, 2, 3 and 4. Test, Listening, page 34, exercise 6.
  • Conversation practice in pairs about a dialogue filled in by the students from information in the exercise. Students’ Book, Listening and Speaking, page 31, exercise 5, and Pairwork, page 108 and 111.

Block 2 Read and write