1
To review vocabulary and be, have got, can and there is/are in the affirmative, negative and question forms, in the context of cultural facts about the UK. To review present tenses and adverbs of frequency. To review subject and object pronouns, possessive adjectives, and What … like? questions.
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Listen to the classmates when asking and answering some questions in as much detail as possible.
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In pairs, ask each other some questions and answer in as much detail as possible. In pairs, take turns asking and answering some questions.
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Read some texts with cultural facts about the UK, look at a map and tell as much as possible about the UK. See which words they can find in the text Find ten examples in total of be, have got, can and there is / there are in the text as quickly as possible. Look at a table and elicit which form of the verb is different in each row. Look at a picture of a boy and read his profile. Then write sentences about him. Read the conversation, choose the correct words and decide if they are subject pronouns, object pronouns or possessive adjectives.
Check the meaning of the words in a box, using dictionaries if necessary, and put the words in the correct category: verb, noun or adjective Write some sentences correctly. Complete some questions with the words given. Write questions for the answers given. Write complete sentences putting the appropriate adverb in the correct place.
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Copy a table in their notebooks and complete it with the correct forms of the verbs in the box. Complete an email using the present continuous form of the verbs in the box. Copy and complete a table with the correct pronouns and possessive adjectives. adjectives. Put some words in the correct order to make questions. Translate some questions into their own language and elicit what What … like? Means.
Grammar be, have got, can and there is / there are Question words Present simple and adverbs of frequency Present continuous
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Vocabulary Verbs, nouns and adjectives adjectives
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Pronunciation Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs. Students also practice their pronunciation in English through the Speaking activities.
Describing people and places. Reviewing and reflecting on learning. Appreciating working working in groups groups as a means of personal enrichment. enrichment.
C1
C2 C3
Linguistic communicative competence. Mathematical competence. Knowledge of and interaction with the physical world.
SB pages All the activities activities of the unit 4-6 use the language as an instrument of communicatio communication. n.
Show interest in learning English
SB page 4
Express curiosity in learning about the UK Geography.
Students look t a map with geographical information about the UK.
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C4
Competence in information and communication technologies
C5
Social and civil competence.
C6
Cultural and artistic competence.
C7
The competence of learning to learn. The competence of personal autonomy and initiative.
SB pages 4-6
The emotional competence. (Castilla la Mancha)
SB pages 4-6
C8
C9
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Multi- Rom activities Voices website: website: http://www.voices.macenglish.com SB pages In this unit students also read 5, 6 e-mails and an Internet chat. SB page Moral and civic ci vic Educa E ducation tion : 6 The importance of being polite when we ask for personal information. SB page Students talk about cultural 4 facts related to the UK.
Students complete the exercises of the Student’s Book and do the Diagnostic
Feel pleasure in using new technologies in order to revise and extend what the have learnt. Be willing to follow polite habits
Show pleasure in comparing cultural differences with other countries. Show interest in learning how to learn English.
Test.
SB page 6
Initiative to work in pairs. E.g. Be willing to listen to asking and answering about and interact with personal information. others. Have a positive attitude towards own ability to participate in class activities. Students learn to work in Enjoy group groups respecting each other participation. and admitting both their own Show respect for success and their classmates’. others in the group.
References to cultural facts about the UK. Interest in learning English and in the topic of the unit Positive attitude attitude towards own ability ability to participate in class activities activities Willingness to review and reflect on own learning Enjoyment in completing activities
Assessment and active participation participation in literary literary activities in the classroom. Appreciation Appreciation of literature as a source of pleasure pleasure showing criticism criticism towards it. it. Development of reading autonomy. Ex:
Reading a student’s profile Reading a conversation
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students learn cultural and geographical facts about the UK.
Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class
Consolidation activities: Multi-ROM. Starter Unit.
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Extension activities: Extra sections of the TB for the Starter Unit. Extra sections of the WB: Wordlist Irregular verb list
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Classroom observation to check both individual and global progress Workbook exercises.
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Tests and Exams: Diagnostic Test. Test Generator Multi-ROM Exams Multi-ROM Voices Revision 1, (Units 1-3)
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Express himself/herself with fluency and using the write pronunciation intonation when describing people and places. Recognise and review vocabulary about verbs, nouns and adjectives and be able to put them into practice in written activities . Understand the general message of conversations about personal information, and identify relevant details in oral messages related with them. Use information and communication technologies in a guided way in order to look for information by doing the website activities. Identify learning strategies used to progress in the learning process. Analyze social aspects of the Anglo-Saxon countries, by reading texts with cultural facts about the UK.
6
To introduce the language and topic area for the unit (achievements). To introduce and practise words and phrases for jobs and achievements. To read and answer questions about the Duke of Edinburgh’s Award. To review and contrast the concepts of the present simple and the present continuous. To review the position of adverbs of frequency and how questions are formed in the present tenses. To listen to a presentation about the Duke of Edinburgh’s Award. To introduce and practise antonyms describing personal qualities. To read and listen to a text about women who have won Nobel Prizes. To talk about whether boys and girls are good at different things. To review and practise was / were and there was / there were. To review the grammar in unit 1, working with texts about Nelson Mandela and the Brontë sisters. To write a personal profile, after reading a model and practising the use of like, including and such as. To listen to a recording of a boy being met at the airport, then practise a similar dialogue with a partner. To review the language in unit 1 and earlier by completing simple language exercises.
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Play the recording about achievements to listen and repeat Listen to a presentations and complete some forms with the missing words. Listen and choose the correct answers to some questions about presentations. Listen and repeat some opposites. Listen to a text and match some definitions with the correct words from a text. Listen to a text about Wuthering Heights Listen to a dialogue about meeting at the airport and answer some questions. Listen to a dialogue at the airport and choose the correct answers.
Look at some pictures and brainstorm everything they know about the people shown: (Shakira, Edison Arantes do Nascimento, Eva Green, Michael Phelps). - Do a pronunciation exercise about sentence stress. - Talk about activities to do at The Duke of Edinburgh’s Award. - Ask and answer questions about activities in pairs. - In pairs, ask and answer questions about habits. -
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Look at some presentations and answer some questions. - Talk about presentations using adjectives of character. - Discuss about whether boys and girls are good at different things. - Talk about their favourite subjects. - Ask and answer questions with a partner about a famous person from the past. - Prepare and practice a dialogue using “Useful Expressions” -
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Do a quiz and answer some questions about famous people. Choose the best summary of a reading text. Read a text about The Duke of Edinburgh’s Award and answer some comprehension questions. Read some grammar explanations about the Present simple and Continuous. Choose the correct forms of the verbs to complete a text. Match some adjectives with their opposites. Read a text about Nobel Prize winning women and match each paragraph to the relevant category. Read a text and answer some comprehension questions. Read some grammar explanations about the past simple and There was/there were.
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Match some questions in the past simple with the correct answers. Read a profile about Scarlet Johansson and answer some questions. Read a “Language Focus” about introducing examples. Match some words with the relevant airport signs. Revise the vocabulary and grammar structures learnt in the unit by reading the Language Guide section.
Write sentences about achievements using the present continuous. Write sentences about jobs and achievements Complete some questions with the words given. Words in context: Match some words and phrases and translate the expressions. Complete a table with time expressions. Complete sentences with the student’s own ideas. Write negative and affirmative sentences in the present continuous. Complete sentences using the Present simple and Continuous Put some words in order so as to make questions. Complete sentences with the appropriate opposite adjectives. Use some opposite adjectives to describe some pictures. Complete a text about Nelson Mandela with was/ were, There was/there were. Choose the correct answers to complete a text about the Brontë sisters. Plan and write a profile about Gael García Bernal. Evaluate the progress done till the moment by completing the writing exercises of the Progress check section.
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Grammar Present simple and present continuous Adverbs of frequency be: past simple and there was / there were
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Vocabulary Achievements Personal qualities: opposite adjectives
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Pronunciation Sentence stress Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs. Students also practice their pronunciation in English through the Speaking activities.
Reading about The Duke of Edinburgh’s Award Listening to a presentation Guessing a famous person from the past. Writing a profile, and introducing examples Talking about meeting people Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.
C1
Linguistic communicative competence.
C2
Mathematical competence.
SB pages All the activities of the unit 7-18 use the language as an instrument of communication. Furthermore this unit is devoted to talking about languages and communication. SB page Students need to analyse a 10 diagram with percentages about adverbs of frequency
Show interest in learning English
Be able to use mathematical concepts in English.
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C3
Knowledge of and interaction with the physical world.
C4
Competence in information and communication technologies
C5
Social and civil competence.
SB pages 12, 13
SB pages 7-18
SB page 15
C6
Cultural and artistic competence.
SB pages 7, 14
C7
The competence of learning to learn.
SB pages 16-17
The competence of personal autonomy and initiative.
SB page 15
C8
SB page 18
Students read texts related to the Nobel Prize, and with historical references to women such as Marie Curie, Doris Lessing, Gertrude Elion or Wangari Maathai. They also read texts with political references to Nelson Mandela Multi- Rom activities Voices website: http://www.voices.macenglish.com Education for Sexual equality : The importance of understanding that both men and women can do the same things and be equally recognised. Moral and civic education: The importance of understanding and respecting the signs at an airport. References to famous singers, actors, sportspeople, etc. such as Shakira, Michael Phelps, Edison Arantes, Scarlet Johansson, Gael García Bernal, Mika, and Eva Green. Students read the Language Guide
Students complete the Progress Check section evaluating their own work. Initiative to work in pairs. E.g. talking about things they think boys are better at and things they think girls are better at..
Express curiosity in learning historical and political facts about important people.
Feel pleasure in using new technologies in order to revise and extend what the have learnt. Be willing to accept sexual equality in all fields.
Be willing to respect the rules.
Show pleasure in learning cultural facts from famous people.
Show interest in learning how to learn English.
Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities.
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C9
The emotional competence. (Castilla la Mancha)
Students learn to work in groups respecting each other and admitting both their own success and their classmates’.
Enjoy group participation. Show respect for others in the group.
References to The Duke of Edinburgh’s Award. Historical references to the Nobel Prize and winning women Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Book corner: Wuthering Heights and the Brontë sisters
SB pages 7-18
students read texts related to the Nobel prize and famous women who have won this award. references to Wuthering Heights and the Brontë sisters .
Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class
Consolidation activities: Language Guide Unit 1 Progress Check. Unit 1. Multi-ROM. Unit 1
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Extension activities: Extra sections of the TB for Unit 1. Extra sections of the WB: Grammar bank and exercises, Vocabulary bank and Vocabulary plus, Culture today..., Across the curriculum, Wordlist, Irregular verb list
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Classroom observation to check both individual and global progress Workbook exercises. Skills: reading, writing, listening exercises
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Progress Check. Unit 2 Voices Revision 1. (Units 1-3) Workbook Revision and Extension. Unit 1 Unit 2 Test Generator Multi-ROM Exams Multi-ROM - Tests and Exams: Progress Test Standard 1; Progress Test Extra 1; End-of-Term Exam Standard; End-of-Term Exam Extra
Understand the general message of texts about achievements, and identify relevant details in oral messages related with them. Express himself/herself with fluency and using the write pronunciation intonation in conversations about whether boys and girls are good at different things. Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about the Duke of Edinburgh’s Award. Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as personal profiles. Use consciously his/her linguistic knowledge in order to listen to people talking about Nobel Prizes. Use information and communication technologies in a guided way in order to look for information by doing the website activities. Analyze social aspects of the Anglo-Saxon countries, by comparing famous actors, singers, sportspeople, etc. in Britain with the own ones. Identify learning strategies used to progress in the learning process by completing the Progress check 1. 12
13
To introduce the language and topic area for the unit (crime and criminals). To introduce and practise verbs and nouns relating to crime and criminals, and review some adverbs of manner. To read and answer questions about the true story of a curious hijacking. To review and contrast the structure of the past simple and the past continuous. To practise the pronunciation of -ed endings. To listen to a radio phone-in programme. To introduce and practise phrasal verbs. To read about crime prevention, particularly crime committed by young people. To talk about crime prevention in students’ own town/country. To review and practise combining the past simple and the past continuous in the same sentence. To review the grammar in unit 2, working with a text about Sherlock Holmes. To write a witness statement, after reading a model and practising adverbs of degree. To listen to a recording of Chris asking for directions in London after getting lost, then practise a similar dialogue with a partner. To review the language in unit 2 and earlier by completing simple language exercises.
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Listen a repeat a recording about crime. Listen to a text about a mystery and choose the correct answers. Listen and repeat the pronunciation of the past forms. Listen and repeat some phrasal verbs. Listen to a radio phone-in programme and answer some comprehension questions about crimes. Listen to some sounds and match the to the relevant paragraph about crimebusting measures. Listen and check a text about Sherlock Holmes. Listen to a conversation giving directions and choose the correct answers.
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to a quiz questionnaire about crime. In pairs, ask and answer questions about crime and security. In pairs, ask and answer questions about the holidays using the past simple. In pairs, ask and answer questions about their experiences with crime. In pairs, ask and answer questions about crime-busting measures in their area. In pairs, ask and answer questions using either the past simple or the past continuous Talk about The Hound of the Baskervilles , by Sir Arthur Conan Doyle in the Book Corner. Prepare and practice a dialogue giving directions. Look at a map and answer some questions using directions.
Match some pictures with the relevant crimes. Match some vocabulary about criminals with the appropriate crimes. Match some headlines with the suitable crimes. Read a text about a mystery and answer to some comprehension questions. Read some grammar explanations about the past simple. Read some grammar explanations about the past continuous. Read a newspaper article and answer some questions using the past continuous. Read and check the meaning of some phrasal verbs. Match some sentences containing phrasal verbs with the relevant pictures. Read some texts about crime-busting measures and answer to true/false type questions. Read some grammar explanations about the use of the past simple vs the past continuous. Read a report of an event and match some headings to the relevant paragraphs. Read the Language Focus section about adverbs of degree. Read some useful expressions for giving directions. Revise the vocabulary and grammar structures learnt in the unit by reading the Language Guide section.
Complete some sentences with their opinions about crimes and criminals. Words in context: Find some adverbs in a text. Complete a text using the past simple. Write questions about the last holidays using the past simple. Write questions using the past continuous. Write the opposites to some phrasal verbs. Find some words in a text and match them to the correct definitions. Choose the correct form of the verbs to complete some sentences.
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Complete some phrases using either the past simple or the past continuous. Choose the correct form of the verbs to complete a text about Sherlock Holmes. Complete some sentences with the appropriate adverbs of degree. Plan and write a report about a crime. Evaluate the progress done till the moment by completing the writing exercises of the Progress check section.
Grammar Past simple Past continuous Past simple and past continuous
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Vocabulary Crime and criminals Phrasal verbs
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Pronunciation Practice the sounds /d/ /t/ /ɪd/ Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs. Students also practice their pronunciation in English through the Speaking activities.
Reading about The mystery of Dan Cooper Listening to a radio phone-in programme Talking about their last holiday Writing a report of an event, and learning adverbs of degree Learning to give directions. Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.
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C1
Linguistic communicative competence.
SB pages All the activities of the unit 19-30 use the language as an instrument of communication.
Show interest in learning English
C2
Mathematical competence. Knowledge of and interaction with the physical world.
SB pages 19, 27
Express curiosity in learning techniques related to crime busting.
C3
C4
Competence in information and communication technologies
C5
Social and civil competence.
SB pages 19-30 SB page 27
C6
Cultural and artistic competence.
SB page 25
The whole unit is devoted to talk about crime related to Social Science. They also talk about DNA techniques, Xrays, etc. Students also need to analyse a map in order to give directions. Multi- Rom activities Voices website: http://www.voices.macenglish.com
Feel pleasure in using new technologies in order to revise and extend what the have learnt. Be willing to respect the rules and follow correct and polite behaviours.
Education for Peace : The importance of fighting against crime and behaving in a correct way. Moral and civic education: The importance of being polite when asking for directions. References to Sherlock Show pleasure in Holmes, and to The Hound of learning cultural and the Baskervilles , by Sir Arthur literary facts. Conan Doyle
C7
C8
The competence of learning to learn.
SB pages 28-29
Students read the Language
SB page 30
The competence of personal autonomy and initiative.
SB page 24
Students complete the Progress Check section evaluating their own work. Initiative to work in pairs. E.g. Be willing to listen to talking about crime-busting and interact with measures in their area. others. Have a positive attitude towards own ability to participate in class activities.
Guide
Show interest in learning how to learn English.
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C9
The emotional competence. (Castilla la Mancha)
SB pages 19-30
Students learn to work in groups respecting each other and admitting both their own success and their classmates’.
Enjoy group participation. Show respect for others in the group.
References to Sherlock Holmes, and to The Hound of the Baskervilles , by Sir Arthur Conan Doyle.
Talking about crime-busting measures. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Book corner: The Hound of the Baskervilles , by Sir Arthur Conan Doyle.
students read texts related to crime and punishment. references to The Hound of the Baskervilles and Sherlock Holmes .
Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class
Consolidation activities: Language Guide Unit 2 Progress Check. Unit 2. Multi-ROM. Unit 2.
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Extension activities: Extra sections of the TB for Unit 2. Extra sections of the WB: Grammar bank and exercises, Vocabulary bank and Vocabulary plus, Culture today..., Across the curriculum, Wordlist, Irregular verb list
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Classroom observation to check both individual and global progress Workbook exercises. Skills: reading, writing, listening exercises
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Progress Check. Unit 2 Voices Revision 1. (Units 1-3) Workbook Revision and Extension. Unit 2 Unit 2 Test Generator Multi-ROM Exams Multi-ROM - Tests and Exams: Progress Test Standard 2; Progress Test Extra 2; End-of-Term Exam Standard; End-of-Term Exam Extra
Understand the general message of texts about crime and criminals, and identify relevant details in oral messages related with them. Express himself/herself with fluency and using the write pronunciation intonation in conversations about crime prevention in students’ own area. Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about a hijacking. Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a witness statement. Use consciously his/her linguistic knowledge in order to listen to a radio phone-in programme. Use information and communication technologies in a guided way in order to look for information by doing the website activities. Analyze social aspects of the Anglo-Saxon countries, by comparing their techniques to prevent and fight against crime with the own ones.. Identify learning strategies used to progress in the learning process by completing the Progress check 2 .
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To introduce the language and topic area for the unit (money). To introduce and practise verbs related to money, including three pairs of frequently confused verbs. To read and answer questions about a man who managed to swap a paperclip and end up with a house. To present or review and practise comparative and superlative adjectives, then too and not enough. To practise the pronunciation of the final ‘r’. To listen to six adverts for various products. To introduce and practise certain false friends To read about pocket money in Britain then do a quiz to find out if students are savers or spenders. To talk about pocket money and doing jobs in the house for money. To review and practise expressions of quantity: some, any, much, many, a lot of. To review the grammar in unit 3, working with a text about Oliver Twist and Charles Dickens. To write a thank-you letter, after reading a model and practising phrases for beginning and ending thank-you letters. To listen to a recording of Amy shopping for shoes, then practise a similar dialogue with a partner. To review the language in unit 3 and earlier by completing simple language exercises.
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Listen and repeat some verbs related to money. Listen to a text about swapping things and answer some questions. Listen and repeat some words, so as to practice the pronunciation of the final ‘r’. Listen to six adverts and talk about them. Listen and choose the correct answers about adverts. Listen and repeat some false friends. Listen to a text and answer to a quiz, checking their score. Listen to a recording about Oliver Twist by Charles Dickens. Listen to a dialogue about shopping and answer the relevant questions. Listen to a recording about shopping and choose the correct words.
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to a quiz questionnaire about money, prices, currencies, etc. In pairs, ask and answer questions about swapping possessions. Look at some pictures and talk about adverts. In pairs, discuss about being a saver or a spender. In pairs, ask and answer questions about money using adverbs of quantity. Prepare and practice a dialogue about shopping.
Check the meaning of some verbs related to money in a dictionary. Look at some adjectives to describe things. Read the past forms of some verbs and decide whether they are regular or irregular. Match some words with the suitable pictures. Read a text about swapping things and answer some comprehension questions. Read some grammar explanations about comparatives and superlatives. Read some grammar explanations about the use of too and not enough. Guess the meaning of some false friends and check them in a dictionary. Match some sentences containing false friends with the correct pictures. Read a text about being a saver or a spender and answer to some comprehension questions. Read a text about Oliver Twist in the Book Corner. Read a thank you letter model and answer some questions. Read some information about sizes in the Uk and compare it with the own one. Read Useful Expressions for shopping. Revise the vocabulary and grammar structures learnt in the unit by reading the Language Guide section.
Translate some examples and complete sentences with the appropriate verbs related to money. Complete a text with the past form of some verbs. Words in context: find synonyms to some words from a text. Complete some rules about comparatives and superlatives with the suitable words. Write comparative sentences. Complete a quiz with superlative adjectives. Write sentences using too and not enough. Translate some phrases so as to understand the use of some, any, much, many and a lot of. Choose the correct adverb of quantity to complete some sentences. Learn phrases for thank you letters in the Language Focus section and complete a table.
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Plan and write a thank you letter following a model. Evaluate the progress done till the moment by completing the writing exercises of the Progress check section.
Grammar Comparatives and superlatives too and not enough Quantity: some, any, much, many and a lot of Vocabulary Verbs related to money False friends Pronunciation Practice the sound /ə/ Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs. Students also practice their pronunciation in English through the Speaking activities.
Reading about “One red paperclip” Listening to Adverts Talking about money Writing a thank-you letter, and learning phrases for thank-you letters Learning to talk about shopping. Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.
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C1
Linguistic communicative competence.
SB pages All the activities of the unit 31-42 use the language as an instrument of communication.
Show interest in learning English
C2
Mathematical competence.
C3
Knowledge of and interaction with the physical world. Competence in information and communication technologies
SB page 31, 32, 35 SB pages 31-42
Be able to use mathematical concepts in English. Express curiosity in learning the social effects of shopping.
C4
C5
Social and civil competence.
SB pages 31-42 SB page 39
C6
C7
C8
Cultural and artistic competence. The competence of learning to learn.
SB page 37
The competence of personal autonomy and initiative.
SB page 36
In this unit students read texts with references to money, prices, etc. The whole unit is devoted to talk about shopping and consumerism as a social effect of our society. Multi- Rom activities Voices website: http://www.voices.macenglish.com Consumer Education: The importance of having moderate consumption habits. Moral and civic education: The importance of respecting everybody regardless of their physical appearance or their size. References to Oliver Twist by Charles Dickens
SB pages 40-41
Students read the Language
SB page 42
Students complete the Progress Check section evaluating their own work. Initiative to work in pairs. E.g. talking about pocket money and doing jobs in the house for money in the “Big Debate”.
Guide
Feel pleasure in using new technologies in order to revise and extend what the have learnt. Be willing to have a moderate behaviour related to consumerism. Be willing to have a respectful attitude towards everyone.
Show pleasure in learning cultural and literary facts. Show interest in learning how to learn English.
Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities.
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C9
The emotional competence. (Castilla la Mancha)
SB pages 31-42
Students learn to work in groups respecting each other and admitting both their own success and their classmates’.
Enjoy group participation. Show respect for others in the group.
References to Oliver Twist by Charles Dickens. Talking about shopping habits, and the differences in sizes between the UK and our country. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Book corner: Oliver Twist by Charles Dickens.
students read texts with references to money, prices, etc.. references to Oliver Twist by Charles Dickens .
Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class
Consolidation activities: Language Guide Unit 3 Progress Check. Unit 3. Multi-ROM. Unit 3.
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Extension activities: Extra sections of the TB for Unit 3. Extra sections of the WB: Grammar bank and exercises, Vocabulary bank and Vocabulary plus, Culture today..., Across the curriculum, Wordlist, Irregular verb list
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Classroom observation to check both individual and global progress Workbook exercises. Skills: reading, writing, listening exercises
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Progress Check. Unit 3 Voices Revision 1. (Units 1-3) Workbook Revision and Extension. Unit 3 Unit 3 Test Generator Multi-ROM Exams Multi-ROM - Tests and Exams: Progress Test Standard 3; Progress Test Extra 3; End-of-Term Exam Standard; End-of-Term Exam Extra
Understand the general message of texts about money and shopping, and identify relevant details in oral messages related with them. Express himself/herself with fluency and using the write pronunciation intonation in conversations about pocket money. Recognise the general idea and be able to get specific information of written texts coming from different sources such as texts talking about swapping possessions. Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a thank-you letter. Use consciously his/her linguistic knowledge in order to listen to some adverts. Use information and communication technologies in a guided way in order to look for information by doing the website activities. Analyze social aspects of the Anglo-Saxon countries, by comparing the differences in sizes between the UK and our country. Identify learning strategies used to progress in the learning process by completing the Progress check 3 .
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To play a vocabulary game to review and practise vocabulary from units 1–3. To review language introduced in units 1–3. To read about Alcatraz then answer questions, and also listen to a biography of Al Capone. To talk about gangster films, the USA and plans. To do a project about the USA. To read and complete a fact file about a singer then answer questions. To read and listen to a song, using it to practise language from the term.
Listen to the biography of Al Capone and answer some comprehension questions. Listen to the song “ With Every Heartbeat ”. -
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Play a vocabulary game with the items seen in the last three units. Work in pairs asking and answering questions about American gangster
films. -
Sing the song “With Every Heartbeat ”.
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Read a text about Alcatraz and answer some comprehension questions. Choose the correct adverbs of quantity to complete a text. Read a fact file of a singer and answer some questions. Read a song and choose the best summary.
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Do a project about the USA following some instructions. Write negative and affirmative sentences using the present simple and present continuous. Complete a text using either the past simple or the past continuous of the verbs given. Complete some questions using comparative and superlative adjectives. Find and correct errors in some sentences. Complete a fact file of a singer using the past simple forms of the verbs given. Translate a song using a dictionary. -
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Grammar (revision) Present simple and present continuous Adverbs of frequency be: past simple and there was / there were Past simple Past continuous Past simple and past continuous Comparatives and superlatives too and not enough Quantity: some, any, much, many and a lot of
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Vocabulary (revision) Achievements Personal qualities: opposite adjectives Crime and criminals Phrasal verbs Verbs related to money False friends
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Pronunciation Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs. Students also practice their pronunciation in English through the Speaking activities.
Sing the song “With Every Heartbeat ”. Doing a Project: poster about the USA. Review the student’s progress Appreciate working in groups as a means of personal enrichment.
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C1
C2 C3
Linguistic communicative competence. Mathematical competence. Knowledge of and interaction with the physical world.
SB pages All the activities of the unit 43-46 use the language as an instrument of communication.
Show interest in learning English
SB page 44, 45
Express curiosity in learning geographical, historical and social facts about the USA.
Students do a Project about the USA where they need to find out about two geographical places, two historical figures and two present-day Americans. They read a text about Alcatraz and a biography of Al Capone. They also read a diagram about the History of the USA. Multi- Rom activities Voices website: http://www.voices.macenglish.com
C4
Competence in information and communication technologies
C5
Social and civil competence.
SB page 44
Education for Peace : The importance of behaving in a correct way so as not to finish in prison.
C6
Cultural and artistic competence.
SB page 46
The students listen to the song “With Every Heartbeat”.
Show pleasure in learning famous songs.
C7
The competence of learning to learn. The competence of personal autonomy and initiative.
SB pages 43-46
Students do the activities of this revision section in order to revise what they have learnt in the last three units. Initiative to work in pairs. E.g. asking and answering questions about American films.
Show interest in learning how to learn English.
C8
SB page 44
Feel pleasure in using new technologies in order to revise and extend what the have learnt in the unit. Be willing to follow social rules.
Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities.
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C9
The emotional competence. (Castilla la Mancha)
Students learn to work in groups respecting each other and admitting both their own success and their classmates’.
Enjoy group participation. Show respect for others in the group.
References to the American culture, history, geography, etc. Reference to Al Capone and American gangster films Interest in revising English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Reading text: Alcatraz: from prison to peace centre? Song: “With Every Heartbeat ”.
SB pages 43-46
Students make a Project: a poster about the USA, following some instructions. Students sing the song : “With Every Heartbeat ”. The history of the USA
Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class
30
Consolidation activities: Multi-ROM. Revision 1 Extension activities: Irregular verbs list. Project. Extra sections of the TB
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Voices Revision 1 (Units 1-3)
Understand the general message of texts about American culture, and identify relevant details in oral messages related with them. Express himself/herself with fluency and using the write pronunciation intonation in conversations about gangster films. Recognise the general idea and be able to get specific information of written texts coming from different sources such as songs. Use consciously his/her linguistic knowledge in order to listen to a biography. Use information and communication technologies in a guided way in order to look for information by doing the website activities. Analyze social aspects of the Anglo-Saxon countries, by comparing American culture and history with our own one. Identify learning strategies used to progress in the learning process by completing this grammar and vocabulary revision.
31
To introduce the language and topic area for the unit (extreme sports, exercise). To introduce and practise types of adventure sport and review how past participles are formed. To read and answer questions about an adventure-loving dog. To review and practise the present perfect simple. To listen to a radio news story about a journey around the world. To introduce and practise adjectives that end with -ed or -ing. To read and listen to an interview with a rescue services volunteer. To talk about the rescue services in students’ own country. To review and practise the present perfect question and short answer forms, with and without ever. To review the grammar in unit 4, working with a dialogue about The Perfect Storm. To write a blog entry, after reading a model and practising sentence adverbs. To listen to a recording of Chris speaking to a doctor after a skateboarding accident, then practise a similar dialogue with a partner. To review the language in unit 4 and earlier by completing simple language exercises.
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Listen and repeat some vocabulary related to extreme sports. Listen to a text about dangerous sports and answer some questions. Listen and repeat some adjectives finishing in –ed and -ing. Listen to a radio news and answer some questions about transports. Listen and put some sentences in the correct order. Listen to a volunteers profile and answer some questions. Listen and repeat the intonation of some questions. Listen to a recording about The Perfect Storm, a non-fiction book written by Sebastian Junger Listen to a recording about an accident and complete a dialogue. Listen and repeat a dialogue about an accident. Listen to a dialogue and answer to true/false questions.
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to a quiz questionnaire about sports, etc. In pairs, ask and answer questions about practicing dangerous sports. In pairs, ask and answer questions about extreme sports and animals. In pairs, discuss about emergency services. In pairs, ask and answer questions so as to practice the present perfect. Tell the class about a partner’s experience using the present perfect. Practice a dialogue giving advice.
Match some words with the suitable sports. Match some words in context with the correct definitions. Read a text about a dog’s life and answer some comprehension questions. Read some grammar explanations about past participles. Read the past participles of some verbs and decide whether they are regular or irregular. Read some grammar explanations about the present perfect: affirmative and negative. Match some adjectives finishing in –ed and -ing with the correct pictures. Read some grammar explanations about adjectives finishing in –ed and -ing. Read a text about volunteers and answer some questions. Read some grammar explanations about the present perfect: questions and short answers. Learn sentence adverbs by reading the Language Focus section. Read Useful Expressions for giving advice. Match some emergency situations with the correct advices. Revise the vocabulary and grammar structures learnt in the unit by reading the Language Guide section.
Write sentences with the use of a dictionary, about the equipment needed for some extreme sports. Write a list of dangerous sports. Complete sentences with the present perfect form of some verbs. Complete a text about climbing with the present perfect form of some verbs. Write sentences using the present perfect in affirmative and negative. Write sentences about the student’s experience with dangerous sports using the present perfect. Complete a table with some adjectives finishing in –ed and -ing. Complete sentences with adjectives finishing in –ed and -ing. Correct the false sentences related to the listening recording. Translate some examples about the present perfect: questions and short answers.
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Write present perfect questions and short answers. Complete a dialogue with the present perfect form of some verbs. Complete a blog with the correct words. Invent and write endings for some sentences. Plan and write a blog following a model. Evaluate the progress done till the moment by completing the writing exercises of the Progress check section.
Grammar Present perfect: affirmative and negative Present perfect: questions and short answers Vocabulary Adventure sports -ed and –ing adjectives Pronunciation Intonation Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs. Students also practice their pronunciation in English through the Speaking activities.
Reading about “It’s a dog’s life!” Listening to the radio news Talking about the student’s experiences Writing a blog, and using sentence adverbs Learning to give advice. Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.
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C1
Linguistic communicative competence.
SB pages All the activities of the unit 47-58 use the language as an instrument of communication.
Show interest in learning English
C2
Mathematical competence. Knowledge of and interaction with the physical world.
SB pages 47, 51
Express curiosity in learning more about social events such as the Olympic Games.
C3
C4
C5
C6
C7
Students need to answer to a questionnaire about the Olympic Games Students read text with geographical references to Australia, Miami, Asia, etc. Competence in Multi- Rom activities information and Voices website: communication http://www.voices.mactechnologies SB page english.com 58 Writing a blog Social and civil SB pages Health Education: competence. 47-58 The importance of practicing sports in order to feel healthy. Education for Sexual Equality: The importance of understanding that both men and women can do all types of sport and be equally recognised. SB page Environmental Education: 49 The importance of respecting the environment when we practice sports and respect towards the animals too. SB page Education for Peace: The 52 importance of volunteer work for the whole society. Cultural and SB page References to The Perfect Storm, a non-fiction book artistic 53 competence. written by Sebastian Junger The SB pages Students read the Language Guide competence of 56-57 learning to learn. SB page Students complete the Progress Check section 58 evaluating their own work.
Feel pleasure in using new technologies in order to revise and extend what the have learnt. Be willing to follow healthy habits. Be willing to accept sexual equality in all fields.
Be willing to have a respectful attitude towards the environment. Recognize the important work volunteers do. Show pleasure in learning cultural and literary facts. Show interest in learning how to learn English.
35
C8
The competence of personal autonomy and initiative.
SB page 52
Initiative to work in pairs. E.g. talking about rescue services and voluntary work in the “Big Debate”.
C9
The emotional competence. (Castilla la Mancha)
SB pages 47-58
Students learn to work in groups respecting each other and admitting both their own success and their classmates’.
Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities. Enjoy group participation. Show respect for others in the group.
References to The Perfect Storm, by Sebastian Junger. Talking about sport habits, and the differences between the sports practiced in Anglo-Saxon countries and in our own one. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Book corner: The Perfect Storm, by Sebastian Junger.
students read texts with references to sports, the Olympic
Games, etc. references to Sebastian Junger .
Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class
36
Consolidation activities: Language Guide Unit 4 Progress Check. Unit 4. Multi-ROM. Unit 4.
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Extension activities: Extra sections of the TB for Unit 4. Extra sections of the WB: Grammar bank and exercises, Vocabulary bank and Vocabulary plus, Culture today..., Across the curriculum, Wordlist, Irregular verb list
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Classroom observation to check both individual and global progress Workbook exercises. Skills: reading, writing, listening exercises
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Progress Check. Unit 4 Voices Revision 2. (Units 4-6) Workbook Revision and Extension. Unit 4 Unit 4 Test Generator Multi-ROM Exams Multi-ROM - Tests and Exams: Progress Test Standard 4; Progress Test Extra 4; End-of-Term Exam Standard; End-of-Term Exam Extra
Understand the general message of texts about extreme sports and exercise, and identify relevant details in oral messages related with them. Express himself/herself with fluency and using the write pronunciation intonation in conversations about the rescue services. Recognise the general idea and be able to get specific information of written texts coming from different sources such as reading about an adventurous dog. Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a blog. Use consciously his/her linguistic knowledge in order to listen to the radio news. Use information and communication technologies in a guided way in order to look for information by doing the website activities.
37
Analyze social aspects of the Anglo-Saxon countries, by comparing the differences between the extreme sports practiced in Anglo-Saxon countries and the own ones. Identify learning strategies used to progress in the learning process by completing the Progress check 4 .
38
To introduce the language and topic area for the unit (the digital age). To introduce and practise words related to the digital age and contrast the pronunciation of /ɪ / and /aɪ /. To read and answer questions about mobile phone ringtones. To review and practise the present perfect simple with for, since and just. To listen to a questionnaire about new media. To introduce and practise vocabulary related to websites, newspapers and magazines. To read and listen to an article about changes in trends in the teen magazine sector in Britain. To talk about teen magazines in students’ own country. To contrast and practise the present perfect and the past simple forms. To review the grammar in unit 5, working with a text about Moby Dick. To write a website review, after reading a model and practising linkers of addition and contrast. To listen to a recording of Tanya asking Luis out, then practise a similar dialogue with a partner. To review the language in unit 5 and earlier by completing simple language exercises.
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Listen and repeat some vocabulary related to digital media. Listen and repeat the pronunciation of words containing the sounds / ɪ / and /aɪ /. Listen and classify some words into a table according to their pronunciation of the sounds / ɪ / and /aɪ /. Listen to some ringtones and match the to the appropriate titles. Listen to a text about ringtones and answer some questions. Listen and complete a questionnaire about the media. Listen to a questionnaire and answer to true/false questions. Listen to a text about youth media and match some words with the correct definitions. Listen to a recording about Moby Dick , written in 1851 by Herman Melville Listen to a conversation of a boy and a girl making arrangements and answer some questions. Listen to a dialogue and correct some sentences.
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- Answer -
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to a quiz questionnaire about the media, etc. In pairs, ask and answer questions about the use of new media. In pairs, ask and answer questions about ringtones. Invent reasons for some situations using the present perfect with just. In pairs, ask and answer questions about some situations using the present perfect with just. In pairs, ask and answer questions about a media questionnaire. In pairs, ask and answer questions about teenager’s magazines In pairs, ask and answer questions about the Internet Practice a dialogue making arrangements including some slang words
Match some words about digital media with the suitable pictures. Match some verbs with the appropriate nouns. Read and find some expressions in a text about ringtones. Read a text about ringtones and answer some comprehension questions. Read some grammar explanations about the use of the present perfect with for and since. Read some grammar explanations about the use of the present perfect with just. Match some symbols related to the media with the correct words. Read and find the names of nine magazines in a text about youth media. Read a text about teenager’s magazines and answer some comprehension questions. Read some grammar explanations about the use of the present perfect and the past simple. Choose the correct tense (present perfect or past simple) to complete some sentences. Read a review about social networking websites and answer some questions. Learn about linkers of addition and contrast by reading the Language Focus section. Choose the correct linkers to complete some phrases. Read some slang words and decide whether they are positive or negative. Revise the vocabulary and grammar structures learnt in the unit by reading the Language Guide section.
Write sentences with the appropriate vocabulary about digital media. Copy and complete a table with time expressions used with for and since. Complete a text about playing computer games using for or since . Write questions using How long…? + the present perfect. Write sentences using the present perfect with just . Complete sentences using vocabulary about the media.
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Copy and complete a diagram about the things found in the media . Complete a table with expressions in the present perfect and the past simple. Complete sentences with the present perfect or past simple forms of some verbs. Complete a dialogue about Moby Dick with the present perfect or past simple forms of some verbs. Plan and write a website review. Prepare a dialogue making arrangements including some slang words. Evaluate the progress done till the moment by completing the writing exercises of the Progress check section.
Grammar Present perfect with for and since Present perfect with just Present perfect and past simple Vocabulary Digital media Websites, newspapers and magazines Pronunciation Pronunciation of the sounds /ɪ/ /aɪ/ Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs. Students also practice their pronunciation in English through the Speaking activities.
Reading about “The ringtone revolution” Listening to a questionnaire Talking about giving reasons Writing a website review, and using linkers of addition and contrast Learning to make arrangements. Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.
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C1
Linguistic communicative competence.
SB pages All the activities of the unit 59-70 use the language as an instrument of communication.
Show interest in learning English
C2
Mathematical competence.
SB page 63
C3
Knowledge of SB pages and interaction 59-70 with the physical world. Competence in Multi- Rom activities information and Voices website: communication http://www.voices.mactechnologies english.com The whole unit is devoted to talk about new technologies.
Be able to use mathematical concepts in English. Express curiosity in learning about the media and communication. Feel pleasure in using new technologies in order to revise and extend what the have learnt. Understand the risks of Internet. Be willing to follow moderate consumption habits.
C4
C5
Social and civil competence.
SB pages 62, 64
SB page 67
C6
C7
C8
Cultural and artistic competence. The competence of learning to learn.
SB page 65
The competence of personal autonomy and initiative.
SB page 64
SB pages 68-69 SB page 70
Students need to complete a diagram about the use of communication media. Students read texts about the media, new technologies, magazines, newspapers, etc.
Consumer Education: The importance of doing a moderate use of new technologies, computer games, mobile phones, Internet, etc. Moral and civic education: The importance of politeness even when we use slang words. References to Moby Dick, written in 1851 by Herman Melville Students read the Language Guide
Students complete the Progress Check section evaluating their own work. Initiative to work in pairs. E.g. talking about teenager’s magazines in the “Big Debate”.
Be willing to use a polite language.
Show pleasure in learning cultural and literary facts. Show interest in learning how to learn English.
Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities.
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C9
The emotional competence. (Castilla la Mancha)
Students learn to work in groups respecting each other and admitting both their own success and their classmates’.
Enjoy group participation. Show respect for others in the group.
References to Moby Dick, by Herman Melville. Talking about new technologies’ consumption habits amongst young people, and the differences between the habits in Anglo-Saxon countries and in our own one. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Book corner: Moby Dick, by Herman Melville.
SB pages 59-70
students read texts with references to new technologies, Internet, ringtones, etc references to Moby Dick .
Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class
Consolidation activities: Language Guide Unit 5 Progress Check. Unit 5. Multi-ROM. Unit 5.
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Extension activities: Extra sections of the TB for Unit 5. Extra sections of the WB: Grammar bank and exercises, Vocabulary bank and Vocabulary plus, Culture today..., Across the curriculum, Wordlist, Irregular verb list
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Classroom observation to check both individual and global progress Workbook exercises. Skills: reading, writing, listening exercises
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Progress Check. Unit 5 Voices Revision 2. (Units 4-6) Workbook Revision and Extension. Unit 5 Unit 5 Test Generator Multi-ROM Exams Multi-ROM - Tests and Exams: Progress Test Standard 5; Progress Test Extra 5; End-of-Term Exam Standard; End-of-Term Exam Extra
Understand the general message of texts about the digital age, and identify relevant details in oral messages related with them. Express himself/herself with fluency and using the write pronunciation intonation in conversations about teen magazines. Recognise the general idea and be able to get specific information of written texts coming from different sources such as reading about mobile phone ringtones. Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a website review. Use consciously his/her linguistic knowledge in order to listen to a questionnaire. Use information and communication technologies in a guided way in order to look for information by doing the website activities. Analyze social aspects of the Anglo-Saxon countries, by comparing the differences between the new technologies’ consumption habits in Anglo-Saxon countries and the own ones. Identify learning strategies used to progress in the learning process by completing the Progress check 5 .
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To introduce the language and topic area for the unit (travel and space). To practise prepositions. To read and answer questions about a holiday in space. To introduce/review and practise will, might and be going to. To listen to Chris talking about a school trip. To introduce and practise extreme adjectives. To read and listen to information about an Antarctic cruise. To talk about the ethics of visiting the Antarctic. To introduce and practise the first conditional. To review the grammar in unit 6, working with a text about Touching the Void . To write a composition about an amazing place, after reading a model and practising linkers of reason and result ( because, so ). To listen to a recording of Luis asking for information and buying a ticket on the Tube, then practise a similar dialogue with a partner. To review the language in unit 6 and earlier by completing simple language exercises.
Listen and repeat some prepositions of movement. - Listen and repeat the pronunciation of the sounds /u:/ /aʊ/ /ɒ/ /əʊ/ - Listen and classify some words into a table according to their pronunciation of the sounds /u:/ /aʊ/ /ɒ/ /əʊ/. - Listen to a text about space hotels and answer some questions. - Listen to a dialogue about a trip and answer to true/false and comprehension questions. - Listen and repeat some extreme adjectives. - Listen to a text about an Antarctic cruise and answer some questions. - Listen to a recording about “Touching the Void” the incredible, first-hand story of Joe Simpson and Simon Yates’ nightmare attempt to climb Siula Grande in the Andes. - Listen to a conversation about the public transports in London and answer some questions. -
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- Answer
to a quiz questionnaire about geography and about the space. - In pairs, ask and answer questions about space tourism. - In pairs, ask and answer questions about different types of holidays using be going to. . - In pairs, ask and answer questions about school trips. - Answer to a quiz about the Antarctica. - In pairs, ask and answer questions about protecting the Antarctica. - Prepare and practice a dialogue about public transport including some useful expressions.
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Match some prepositions of movement with the suitable pictures. Choose the correct prepositions of movement to complete some phrases Find some words in a text about space hotels and match them to the correct definitions. Read a text and put some events in the correct order. Read a text about space hotels and answer some true/false comprehension questions. Read some grammar explanations about the use of will and might. Read some grammar explanations about the use of be going to. Match some extreme adjectives with the suitable normal ones using a dictionary. Find some adjectives in a text about the Antarctica and match them to the correct synonyms. Read a text about the Antarctica and answer some true/false questions. Read some grammar explanations about the use of the First Conditional . Choose the correct verbs to complete a text about surviving in the mountains. Complete a text about Death Valley in the USA with the appropriate words. Learn about linkers of reason and result by reading the Language Focus section. Revise the vocabulary and grammar structures learnt in the unit by reading the Language Guide section.
Look at some types of transport and write sentences for each one of them. Complete affirmative and negative sentences using will and might. Write sentences using the affirmative or negative forms of will and might. Complete a dialogue with the correct form of be going to. Write answers to some questions using extreme adjectives. Rewrite a postcard using extreme adjectives. Choose the correct words to complete some conditional sentences. Write consequences to some situations using conditional sentences. Link some pairs of sentences using because or so. Plan and write a description of an amazing place in the student’s own country. Evaluate the progress done till the moment by completing the writing exercises of the Progress check section.
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Grammar will and might be going to First conditional Vocabulary Prepositions of movement Extreme adjectives Pronunciation Pronunciation of the sounds /u:/ /aʊ/ /ɒ/ /əʊ/ Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs. Students also practice their pronunciation in English through the Speaking activities.
Reading about “From Spain to outer space!” Listening to plans for a trip Talking about a future holiday Writing a description of a place, and using linkers of reason and result Learning to travel on public transport. Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.
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C1
Linguistic communicative competence.
SB pages All the activities of the unit 71-82 use the language as an instrument of communication.
Show interest in learning English
C2
Mathematical competence.
SB page 79
Be able to use mathematical concepts in English. Express curiosity in learning about geography and about means of transport.
C3
C4
C5
C6
C7
Students need to make dialogues including prices and public transport fees. Knowledge of SB pages Students read texts with and interaction 75-78 geographical references to with the amazing places such as the physical world. Antarctica, Scotland, the Death Valley in the USA, the mountains of Peru, etc. SB page They also talk about public 79 transports Competence in Multi- Rom activities information and Voices website: communication http://www.voices.mactechnologies english.com Social and civil competence.
Cultural and artistic competence. The competence of learning to learn.
SB pages 71-82
SB page 77
Environmental Education: The importance of protecting the environment when we go on holidays, and understand the dangers of tourism. The importance of using public transport in order to protect our world. Leisure education: The importance of travelling so as to broaden one’s mind. References to Touching the Void by Joe Simpson
SB pages 80-81
Students read the Language
SB page 82
Students complete the Progress Check section evaluating their own work.
Guide
Feel pleasure in using new technologies in order to revise and extend what the have learnt. Be willing to show respect and protect the environment.
Be happy to travel and go on holidays as a source of pleasure. Show pleasure in learning cultural and literary facts. Show interest in learning how to learn English.
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C8
The competence of personal autonomy and initiative.
SB page 76
Initiative to work in pairs. E.g. talking about protecting the Antarctica in the “Big Debate”.
C9
The emotional competence. (Castilla la Mancha)
SB pages 71-82
Students learn to work in groups respecting each other and admitting both their own success and their classmates’.
References to Touching the Void. Talking about holiday habits and amazing touristic places, and the differences between the habits in Anglo-Saxon countries and in our own one. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Book corner: Touching the Void by Joe Simpson.
Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities. Enjoy group participation. Show respect for others in the group.
students read texts with references to the space technologies. Students read texts with geographical references to amazing places such as the Antarctica, Scotland, the Death Valley in the USA, the mountains of Peru, etc. references to Touching the Void by Joe Simpson
Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class
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Consolidation activities: Language Guide Unit 6 Progress Check. Unit 6. Multi-ROM. Unit 6.
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Extension activities: Extra sections of the TB for Unit 6. Extra sections of the WB: Grammar bank and exercises, Vocabulary bank and Vocabulary plus, Culture today..., Across the curriculum, Wordlist, Irregular verb list
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Classroom observation to check both individual and global progress Workbook exercises. Skills: reading, writing, listening exercises
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Progress Check. Unit 6 Voices Revision 2. (Units 4-6) Workbook Revision and Extension. Unit 6 Unit 6 Test Generator Multi-ROM Exams Multi-ROM - Tests and Exams: Progress Test Standard 6; Progress Test Extra 6; End-of-Term Exam Standard; End-of-Term Exam Extra
Understand the general message of texts about travel and space, and identify relevant details in oral messages related with them. Express himself/herself with fluency and using the write pronunciation intonation in conversations about visiting the Antarctic. Recognise the general idea and be able to get specific information of written texts coming from different sources such as reading about a holiday in space. Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a composition about an amazing place.
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Use consciously his/her linguistic knowledge in order to listen to someone talking about a school trip. Use information and communication technologies in a guided way in order to look for information by doing the website activities. Analyze social aspects of the Anglo-Saxon countries, by comparing the differences between the typical holidays in Anglo-Saxon countries and the own ones. Identify learning strategies used to progress in the learning process by completing the Progress check 6 .
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To play a vocabulary game to review vocabulary from units 4–6. To review language introduced in units 4–6. To read about zorbing then answer questions, and also listen to a phone conversation about New Zealand. To talk about New Zealand and holidays. To do a project about New Zealand. To review and practise the present perfect and past simple, for and since, will, might, be going to, and the first conditional by completing exercises about New Zealand. To read and complete a fact file about a band then answer questions. To read and listen to a song, using it to practise language from the term.
Listen to a conversation about travelling to New Zealand and answer some comprehension questions. Listen to the song “ What I’ve Done ” and order the lines of the chorus. -
Play a vocabulary game with the items seen in the last three units. Work in pairs asking and answering questions about extreme sports and about New Zealand. Sing the song “What I’ve Done ”. -
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Read a text about zorving and answer some comprehension questions. Find and correct errors in some sentences. Read a fact file of a singer and answer some questions. Match some words from a song with the correct definitions. Read and check some verb tenses from the song.
Do a project about New Zealand following some instructions. Complete a text using either the past simple or the present perfect forms of the verbs given. Complete a text using for or since. Write negative sentences using will, might and be going to . Complete some questions using the first conditional. -
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Complete a fact file of a singer using the present perfect form of the verbs
given.
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Grammar (revision) Present perfect: affirmative and negative Present perfect: questions and short answers Present perfect with for and since Present perfect with just Present perfect and past simple will and might be going to First conditional Vocabulary (revision) Adventure sports -ed and –ing adjectives Digital media Websites, newspapers and magazines Prepositions of movement Extreme adjectives Pronunciation Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs. Students also practice their pronunciation in English through the Speaking activities.
Sing the song “What I’ve Done ”. Doing a Project: poster about New Zealand. Review the student’s progress Appreciate working in groups as a means of personal enrichment.
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C1
C2 C3
Linguistic communicative competence. Mathematical competence. Knowledge of and interaction with the physical world.
C4
Competence in information and communication technologies
C5
Social and civil competence.
SB pages All the activities of the unit 83-86 use the language as an instrument of communication.
Show interest in learning English
SB page 84, 85
Express curiosity in learning geographical, historical and social facts about New Zealand.
SB page 84
C6
Cultural and artistic competence.
SB page 86
C7
The competence of learning to learn. The competence of personal autonomy and initiative.
SB pages 83-86
The emotional competence. (Castilla la Mancha)
SB pages 83-86
C8
C9
SB page 84
Students read several texts about New Zealand and they must do a Project about this country where they need to find out about geographical places, famous people, etc. They also read a text about the History of New Zealand. Multi- Rom activities Voices website: http://www.voices.macenglish.com Education for Health : The importance of practicing sports, such as zorving in order to be fit. Leisure education: The importance of travelling so as to broaden one’s mind. The students listen to the song “What I’ve Done ”.
Students do the activities of this revision section in order to revise what they have learnt in the last three units. Initiative to work in pairs. E.g. asking and answering questions about holidays.
Students learn to work in groups respecting each other and admitting both their own success and their classmates’.
Feel pleasure in using new technologies in order to revise and extend what the have learnt in the unit. Be willing to follow healthy habits. Be happy to travel and go on holidays as a source of pleasure. Show pleasure in learning famous songs. Show interest in learning how to learn English. Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities. Enjoy group participation. Show respect for others in the group.
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Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Reading text: New Zealand’s latest extreme sport. Song: “What I’ve Done ”.
References to New Zealand: sports, culture, history, geography, etc. Reference to extreme sports Interest in revising English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities
Students make a Project: a poster about New Zealand, following some instructions. Students sing the song : “What I’ve Done ”. The history of New Zealand.
Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class
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Consolidation activities: Multi-ROM. Revision 2 Extension activities: Irregular verbs list. Project. Extra sections of the TB
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Voices Revision 2 (Units 4-6)
Understand the general message of texts about New Zealand, and identify relevant details in oral messages related with them. Express himself/herself with fluency and using the write pronunciation intonation in conversations about the holidays. Recognise the general idea and be able to get specific information of written texts coming from different sources such as songs. Use consciously his/her linguistic knowledge in order to listen to a phone conversation. Use information and communication technologies in a guided way in order to look for information by doing the website activities. Analyze social aspects of the Anglo-Saxon countries, by comparing New Zealand’s culture and history with our own one. Identify learning strategies used to progress in the learning process by completing this grammar and vocabulary revision.
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To introduce the language and topic area for the unit (global issues). To introduce and practise words related to global issues. To read and answer questions about a fictitious charity called the Global Village
Fund. To introduce and practise the second conditional form. To listen to six people talking about dilemmas. To introduce and practise the different meanings of get. To read and listen to information about an online shop selling ethical gifts. To talk about shopping online for ethical products. To introduce and practise four adverbs of possibility and probability. To review the grammar in unit 7, working with a text about When Rain Clouds Gather . To write a composition giving an opinion, after reading a model and practising expressions for giving an opinion. To listen to a recording of Chris and Amy exchanging opinions, then practise a similar dialogue with a partner. To review the language in unit 7 and earlier by completing simple language exercises.
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Listen and repeat some vocabulary related to global issues. Listen and repeat some words so as to practice the pronunciation of –tion. Listen to some sentences with figures related to global issues. Listen to a text about a global fund and find adjectives formed from some nouns. Listen to some conditional questions about dilemmas, put them in the correct order, and choose the correct answers. Listen to a text about a webpage for a global fund and answer some questions. Listen to a recording about Bessie Head, the writer of “ When Rain Clouds Gather ”. Listen to a dialogue about charity organisations and answer some questions. Listen to different situations and show agreement or disagreement.
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to a quiz questionnaire about globalization. In pairs, ask and answer questions about global world problems. In pairs, ask and answer questions about things they can do to help. Talk about what they would do in certain situations using second conditional sentences. In pairs, ask and answer questions using get . In pairs, discuss about buying in online webpages related to charity organisations. In pairs, ask and answer questions about the best gift for a friend or a relative. Look at some pictures and talk about charity organisations.
Read and translate some words related to globalization and match them to the relevant pictures. Read some adjectives and decide whether they are positive or negative. Read a text about a global fund and answer some comprehension questions. Read some grammar explanations about the second conditional. Read explanations about the use of was/were. Read some prompts and decide which part is the consequence an which one is the situation. Read some grammar explanations about the use of get. Match some sentences with get with the correct meanings. Read some questions and decide the meaning of get in each one of them. Read some information about a webpage for a global fund and answer some questions. Find words in a text to match some definitions. Read some grammar explanations about adverbs of possibility and probability . Read a composition about peace. Learn expressions to give one’s opinion by reading the Language Focus section. Read some useful expressions to agree or disagree. Read some opinions about charity organisations and show agreement or disagreement. Revise the vocabulary and grammar structures learnt in the unit by reading the Language Guide section.
Complete sentences using vocabulary about global issues . Complete sentences using some figures . Choose the correct forms of some verbs to complete some conditional sentences. Complete a text with the correct form of the verbs given. Complete conditional sentences using the student’s own ideas. Write second conditional sentences for some pictures about dilemmas. Write second conditional sentences for some examples.
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Rewrite some sentences using some adverbs of possibility and probability in the correct place. Write a list of friends and family members. Choose the correct words to complete a text about an African village. Complete sentences using expressions to give one’s opinion. Plan and write a composition about a problem in the student’s own country following a model. Write sentences giving opinions about several issues. Evaluate the progress done till the moment by completing the writing exercises of the Progress check section.
Grammar Second conditional Adverbs of possibility and probability Vocabulary Global issues Get Pronunciation Pronunciation of -tion Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs. Students also practice their pronunciation in English through the Speaking activities.
Reading about “Please help the Global Village Fund!” Listening to dilemmas Discussing gift ideas for friends and family Writing a composition, and giving the student’s opinion Learning to agree and disagree. Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.
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C1
C2
C3
C4
C5
C6
C7
C8
Linguistic communicative competence. Mathematical competence.
Knowledge of and interaction with the physical world. Competence in information and communication technologies
Social and civil competence.
Cultural and artistic competence. The competence of learning to learn.
The competence of personal autonomy and initiative.
SB pages All the activities of the unit 87-98 use the language as an instrument of communication. SB page Students need to analyse a 89 diagram with figures and percentages about global issues. SB pages Students read texts with 87-98 social references to World problem issues
Show interest in learning English
Multi- Rom activities Voices website: http://www.voices.macenglish.com In this unit students find texts related to webpages for shopping online. SB pages Education for Peace: 87-98 The importance of charity organisations to help solving global world problems. Environmental Education: the importance of buying things done using recycled materials. SB page References to the book When Rain Clouds Gather by Bessie 93 Head SB pages Students read the Language Guide 96-97
Feel pleasure in using new technologies in order to revise and extend what the have learnt.
SB page 98 SB page 92
Students complete the Progress Check section evaluating their own work. Initiative to work in pairs. E.g. talking about buying online products from charity organisations in the “Big Debate”.
Be able to use mathematical concepts in English. Express curiosity in learning social facts about our world.
Be willing to show solidarity towards the others. Be willing to protect the environment.
Show pleasure in learning cultural and literary facts. Show interest in learning how to learn English.
Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities.
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C9
The emotional competence. (Castilla la Mancha)
Students learn to work in groups respecting each other and admitting both their own success and their classmates’.
Enjoy group participation. Show respect for others in the group.
References to When Rain Clouds Gather by Bessie Head. Talking about charity organisations and global world problems, comparing them with the specific problems in the student’s own country. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities
Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Book corner: When Rain Clouds Gather by Bessie Head.
SB pages 87-98
students read texts with references to global world problems and charity organisations. Students analyse a diagram with figures and percentages about global issues. references to When Rain Clouds Gather.
Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class
Consolidation activities: Language Guide Unit 7 Progress Check. Unit 7. Multi-ROM. Unit 7.
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Extension activities: Extra sections of the TB for Unit 7. Extra sections of the WB: Grammar bank and exercises, Vocabulary bank and Vocabulary plus, Culture today..., Across the curriculum, Wordlist, Irregular verb list
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Classroom observation to check both individual and global progress Workbook exercises. Skills: reading, writing, listening exercises
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Progress Check. Unit 7 Voices Revision 3. (Units 7-9) Workbook Revision and Extension. Unit 7 Unit 7 Test Generator Multi-ROM Exams Multi-ROM - Tests and Exams: Progress Test Standard 7; Progress Test Extra 7; End-of-Term Exam Standard; End-of-Term Exam Extra
Understand the general message of texts about global issues, and identify relevant details in oral messages related with them. Express himself/herself with fluency and using the write pronunciation intonation in conversations about shopping online. Recognise the general idea and be able to get specific information of written texts coming from different sources such as reading about a fictitious charity organisation. Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing a composition giving opinions. Use consciously his/her linguistic knowledge in order to listen to people talking about dilemmas. Use information and communication technologies in a guided way in order to look for information by doing the website activities. Analyze social aspects of the Anglo-Saxon countries, by comparing the global world problems with the specific ones in the student’s own country. Identify learning strategies used to progress in the learning process by completing the Progress check 7 .
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To introduce the language and topic area for the unit (rights and responsibilities). To introduce and practise words related to household chores, focusing on collocations with make and do. To read and answer questions about a typical discussion between a teenager and her parents. To introduce and practise ways of expressing obligation, no obligation and prohibition (have to, don’t have to, must, mustn’t). To listen to Chris finding out what the rules are in his new job. To introduce and practise words that are verbs and nouns. To read and listen to information about legal ages in the UK. To talk about legal ages in students’ own country. To introduce and practise ways of expressing permission. To practise the pronunciation of affirmative and negative auxiliary verbs. To review the grammar in unit 8, working with a text about Huckleberry Finn. To write some new school rules, after reading a model and practising correcting errors in spelling, grammar, capital letters and punctuation. To listen to a recording of Chris giving Luis some advice about road safety in London, then practise a similar dialogue with a partner. To review the language in unit 8 and earlier by completing simple language exercises.
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Listen and repeat some vocabulary related to household chores. Listen to a text about negotiating with parents and choose the best summary. Listen to a conversation about chores working at a café and choose the correct answers. Listen and repeat words that are verbs and nouns. Listen and repeat the pronunciation of can / can’t, could / couldn’t, are / aren’t, were / weren’t. Listen to a recording about The Adventures of Huckleberry Finn by Mark Twain. Listen to a conversation about the rules for cycling in London and answer some questions. Listen and choose the correct sentences related to useful expressions.
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to a quiz questionnaire about laws. - In pairs, ask and answer questions about household chores. - Answer to some personal questions related to negotiating with parents. - In pairs, ask and answer questions about negotiating with parents. - In pairs, ask and answer questions about the distribution of household chores. - In pairs, ask and answer questions about their obligations. - Discuss questions related to legal ages in groups. - Prepare and practice a dialogue about the rules for borrowing a moped.
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Match some household chores with the correct pictures. Read a text about negotiating with parents and answer some true/false type questions Match some phrases from the text with the correct meanings. Read some grammar explanations about modals of obligation: have to/don’t have to.
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Read some grammar explanations about modals of obligation and prohibition: must/mustn’t , have to/don’t have to. Read examples of words that are verbs and nouns and answer some questions. Translate some words that are verbs and nouns and match them with some pictures. Read some texts about legal ages and answer some comprehension questions. Read some grammar explanations about modals of permission: can, could, be allowed to.
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Read some home rules, and decide whether they are fair or not. Learn expressions to correct errors by reading the Language Focus section. Match some sentences with the correct pictures related to advice and obligation. Revise the vocabulary and grammar structures learnt in the unit by reading the Language Guide section.
Write vocabulary about furniture related to some parts of a house. Complete a table with words linked to do or make. Complete a text with the suitable verbs. Complete sentences with the correct form of have to/don’t have to. Complete some phrases using have to. Choose the correct modal verbs to complete a text about being tidy. Complete a table using modal verbs combines with the student’s own obligations. Complete sentences with words that can be verbs or nouns. Choose the correct modals of permission to complete a text about smoking laws. Complete a text about Huckleberry Finn with the correct words. Find and correct errors in some sentences. Plan and write some school rules following a model.
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Evaluate the progress done till the moment by completing the writing exercises of the Progress check section.
Grammar Obligation: have to / don’t have to Obligation and prohibition: must / mustn’t and have to / don’t have to Permission: can, could and be allowed to Vocabulary Household chores Words that are verbs and nouns Pronunciation Pronunciation of can / can’t, could / couldn’t, are / aren’t, were / weren’t Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs. Students also practice their pronunciation in English through the Speaking activities.
Reading about “Negotiate with your parents!” Listening about rules in a café Talking about obligations at school and at home Writing rules, and correcting errors Learning to give advice and express obligation. Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.
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C1
C2 C3
C4
C5
C6
C7
Linguistic communicative competence. Mathematical competence. Knowledge of and interaction with the physical world. Competence in information and communication technologies
SB pages All the activities of the unit 99-110 use the language as an instrument of communication.
Show interest in learning English
SB pages 99-110
Express curiosity in learning about laws all over the world.
Social and civil competence.
SB page 100
Cultural and artistic competence. The competence of learning to learn.
Students read texts with social references to laws and social rules Multi- Rom activities Voices website: http://www.voices.macenglish.com
Education for Sexual Equality: The importance of sharing household chores equally between men and women. SB pages Moral and civic education: 101, 103, The importance of accepting 104 rules and respecting the laws. Health Education : being SB page aware of the problems of 105 smoking. SB page References to the book The Adventures of Huckleberry 105 Finn by Mark Twain SB pages Students read the Language 108-109 Guide SB page 110
C8
The competence of personal autonomy and initiative.
SB page 104
C9
The emotional competence. (Castilla la Mancha)
SB pages 99-110
Feel pleasure in using new technologies in order to revise and extend what the have learnt. Be willing to respect sexual equality in all fields. Be willing to follow social rules. Be willing to follow healthy habits Show pleasure in learning cultural and literary facts. Show interest in learning how to learn English.
Students complete the Progress Check section evaluating their own work. Initiative to work in pairs. E.g. Be willing to listen to talking about legal ages in the and interact with UK in the “Big Debate”. others. Have a positive attitude towards own ability to participate in class activities. Students learn to work in Enjoy group groups respecting each other participation. and admitting both their own Show respect for success and their classmates’. others in the group.
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Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Book corner: The Adventures of Huckleberry Finn .
students read texts with references to different laws and social
References to The Adventures of Huckleberry Finn by Mark Twain. Talking about legal ages in the UK, comparing them with the own ones. Interest in learning English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities
rules in the UK. references to The Adventures of Huckleberry Finn.
Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class
Consolidation activities: Language Guide Unit 8 Progress Check. Unit 8. Multi-ROM. Unit 8.
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Extension activities: Extra sections of the TB for Unit 8. Extra sections of the WB: Grammar bank and exercises, Vocabulary bank and Vocabulary plus, Culture today..., Across the curriculum, Wordlist,
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Irregular verb list
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Classroom observation to check both individual and global progress Workbook exercises. Skills: reading, writing, listening exercises
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Progress Check. Unit 8 Voices Revision 3. (Units 7-9) Workbook Revision and Extension. Unit 8 Unit 8 Test Generator Multi-ROM Exams Multi-ROM - Tests and Exams: Progress Test Standard 8; Progress Test Extra 8; End-of-Term Exam Standard; End-of-Term Exam Extra
Understand the general message of texts about rights and responsibilities, and identify relevant details in oral messages related with them. Express himself/herself with fluency and using the write pronunciation intonation in conversations about legal ages. Recognise the general idea and be able to get specific information of written texts coming from different sources such as reading about discussions with parents. Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing school rules. Use consciously his/her linguistic knowledge in order to listen to people talking about the rules in a job. Use information and communication technologies in a guided way in order to look for information by doing the website activities. Analyze social aspects of the Anglo-Saxon countries, by comparing the legal ages in the UK with the ones in the student’s own country. Identify learning strategies used to progress in the learning process by completing the Progress check 8 .
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To introduce and practise words related to body decoration (body painting, tattoos, etc.). To read and answer questions about a Wig School in Papua New Guinea. To introduce and practise the present passive form and look at how the active becomes the passive. To listen to a report about henna tattoos. To introduce and practise adjective prefixes and their pronunciation. To read and listen to a report on how to reduce stress in teenagers. To discuss a popular saying. To introduce and practise the past passive. To review the grammar in unit 9, working with a text about Tess of the d’Urbervilles. To write a personal description from a photo, after reading a model and practising planning compositions. To listen to a recording of Luis inviting Tanya to a party, then practise a similar dialogue with a partner. To review the language in unit 9 and earlier by completing simple language exercises.
Listen and repeat some vocabulary related to the appearance. - Listen to a text about a Wig School in Papua New Guinea and check some answers. - Listen to a text about henna tattoos and choose the correct answers. - Answer to true/false type questions related to the listening text. - Listen and check some opposite adjectives. - Listen and repeat some words so as to practice the pronunciation of the prefixes -
un-, im-, in- -
Listen and find the stressed syllable in some words. Listen to a recording about Tess of the d’Urbervilles by Thomas Hardy. Listen and repeat a dialogue accepting and declining invitations. Listen to a conversation including useful expressions and choose the correct answers.
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to a quiz questionnaire related to the body. In pairs, ask and answer questions about appearance Describe the classmates using the vocabulary about appearance learnt. In pairs, ask and answer questions about traditions and cultural facts from other countries. In pairs, ask and answer questions about things related to appearance allowed or nor allowed at their school. In pairs, talk about school timetables. Prepare and practice a dialogue including invitations.
Look at some pictures and choose the correct sentences. Read a text about a Wig School in Papua New Guinea and complete some sentences. Find the past participle forms of some verbs in the reading text. Read a text for the second time and answer some comprehension questions. Read some grammar explanations about the passive: present simple . Read some grammar explanations about how active sentences become passive . Read and find some negative prefixes. Read a text about school timetables, complete the gaps with the missing words and choose the best summary. Read a text for the second time and answer some comprehension questions. Read some grammar explanations about the passive: past simple . Read the description of a girl and divide the text into paragraphs. Learn to plan the writing tasks by reading the Language Focus section. Read some invitations and answer the questions. Revise the vocabulary and grammar structures learnt in the unit by reading the Language Guide section.
Complete some descriptions with vocabulary about appearance. Complete a text with the present simple passive form of some verbs. Write affirmative and negative sentences using the present simple passive. Write questions using the passive. Rewrite some active sentences in the passive. Describe a process putting some stages in the correct order. Copy and complete a table with the opposites of some adjectives. Complete a text with the suitable adjectives. Complete personal sentences using adjectives with prefixes. Complete a text about yoga with the past simple passive form of some verbs. Write some sentences using the past simple passive. Complete a text about a book using either the present simple passive or the past simple passive
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Plan and write a description of a picture of themselves. Evaluate the progress done till the moment by completing the writing exercises of the Progress check section.
Grammar The passive: present simple Active to passive passive The passive: past simple Vocabulary Appearance Adjective prefixes prefixes Pronunciation Pronunciation of un-, im-, in- Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs. Students also practice their pronunciation in English through the Speaking activities.
Reading about “Off to Wig School!” Listening to the description of a process Talking about body art and appearance Writing a personal description, and planning their writing Learning to accept and decline invitations. Reviewing and reflecting on learning. Appreciating working working in groups groups as a means of personal enrichment. enrichment.
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C1
C2 C3
Linguistic communicative competence. Mathematical competence. Knowledge of and interaction with the physical world.
C4
Competence in information and communication technologies
C5
Social and civil competence.
SB pages All the activities activities of the unit 111-122 use the language as an instrument of communicatio communication. n.
Show interest in learning English
SB pages 112-113
Express curiosity in learning about other cultures.
SB pages 112-113
SB pages 115, 118
C6
C7
C8
Cultural and artistic competence. The competence of learning to learn.
The competence of personal autonomy and initiative.
SB page 117 SB pages 120-121 SB page 122 SB page 116
Students read texts with references to different cultures such as the Maoris, the Australian aborigines, people from India, Papua New Guinea, etc. Multi- Rom activities Voices website: website: http://www.voices.macenglish.com Education for Peace: the importance of respecting and showing curiosity towards all the cultures and traditions from different countries. Moral and civic education: The importance of respecting everybody regardless of their appearance. References to the book Tess of the d’Urbervilles by Thomas Hardy Students read the Language Guide
Students complete the Progress Check section evaluating their own work. Initiative to work in pairs. E.g. talking about school timetables in the UK in the “Big Debate”. Debate”.
Feel pleasure in using new technologies in order to revise and extend what the have learnt. Be willing to respect all the cultural traditions. Be willing to be polite regarding other people’s appearance.
Show pleasure in learning cultural and literary facts. Show interest in learning how to learn English.
Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities.
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C9
The emotional competence. (Castilla la Mancha)
SB pages 111-122
Students learn to work in groups respecting each other and admitting both their own success and their classmates’.
Enjoy group participation. Show respect for others in the group.
References to Tess of the d’Urbervilles by Thomas Hardy. Talking about traditions traditions in other countries, comparing them with the own ones. Interest in learning English and in the topic of the unit Positive attitude attitude towards own ability ability to participate in class activities activities Willingness to review and reflect on own learning Enjoyment in completing activities
Assessment and active participation participation in literary literary activities in the classroom. Appreciation Appreciation of literature as a source of pleasure pleasure showing criticism criticism towards it. it. Development of reading autonomy. E.g.: Book corner: Tess of the d’Urbervilles .
studen students ts read read texts texts with with refere reference ncess to bo body dy desig design n in Papua Papua New
Guinea.
students read texts with references to different traditions and cultures from other countries. Students Students also read a scientifi scientificc text about the need of sleep amongst young students. references to Tess of the d’Urbervilles.
Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Attentive-assertive class Use of target language in class
Consolidation activities: Language Guide Unit 9 Progress Check. Unit 9. Multi-ROM. Unit 9.
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Extension activities: Extra sections of the TB for Unit 9. Extra sections of the WB: Grammar bank and exercises, Vocabulary bank bank and Vocabulary Vocabulary plus, Culture today..., Across the curriculum, curriculum, Wordlist, Irregular verb list
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Classroom observation to check both individual and global progress Workbook exercises. Skills: reading, writing, listening exercises
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Progress Check. Unit 9 Voices Revision Revision 3. (Units 7-9) Workbook Revision and Extension. Unit 9 Unit 9 Test Generator Multi-ROM Exams Multi-ROM - Tests and Exams: Progress Test Standard 9; Progress Test Extra 9; End-of-Term Exam Standard; End-of-Term Exam Extra
Understand the general message of texts about decoration, and identify relevant details in oral messages related with them. Expr Expres esss hims himsel elf/ f/he hers rsel elff with with flue fluenc ncyy and and usin using g the the writ write e pron pronun unci ciat atio ion n intonation in conversations about school timetables. Recognise the general idea and be able to get specific information of written texts coming from different sources such as reading about stress in teenagers. Write short texts in different supports, using the appropriate structures, functions and vocabulary, such as writing personal descriptions. Use consciously his/her linguistic knowledge in order to listen to people talking about henna tattoos. Use information and communication technologies in a guided way in order to look for information by doing the website activities. Analyze social aspects aspects of the Anglo-Saxon countries, countries, by comparing traditions traditions from other cultures with the ones in the student’s own country. Iden Identi tify fy lear learni ning ng stra strate tegi gies es used used to prog progre ress ss in the the lear learni ning ng proc proces esss by completing the Progress check 9 .
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To play a word race game to review vocabulary from units 7–9. To review language introduced in units 7–9. To read about a park in Canada then answer questions, and also listen to people speaking about Canada. To talk about Canada and travel in general. To do a project about Canada. To review and practise the second conditional, adverbs of possibility and probability, must / mustn’t and have to / don’t have to, can, could and be allowed to, and the passive form of the present and past simple tenses by completing exercises about Canada. To read and complete a fact file about a singer then answer questions. To read and listen to a song, using it to practise language from the term.
Listen to people talking about travelling to Canada and answer some comprehension questions. Listen to the song “ Put your records on ”and choose the correct words. -
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Play a vocabulary game with the items seen in the last three units. Work in pairs asking and answering questions about Canada. Sing the song “Put your records on ”.
Read a text about a Canadian park and answer some comprehension questions. Read and choose the correct modal verbs to complete some sentences. Read a fact file of a singer and answer some questions. Match some phrases from the song with the correct word description. -
Complete some sentences using the correct form of the second conditional. Rewrite sentences using the appropriate adverbs of possibility and probability. Choose the correct modals of permission to complete some phrases. Complete a text about native Americans using either the present simple or the past simple. -
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Find and correct errors in some sentences related to Canada. Complete a fact file of a singer using the appropriate active or passive form of some verbs. Find expressions in the song to match some phrases. -
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Grammar (revision) Second conditional Adverbs of possibility and probability Obligation: have to / don’t have to Obligation and prohibition: must / mustn’t and have to / don’t have to Permission: can, could and be allowed to The passive: present simple Active to passive The passive: past simple Vocabulary (revision) Global issues Get Household chores Words that are verbs and nouns Appearance Adjective prefixes Pronunciation Students learn the right pronunciation in English through the Listening activities, and the use of the Class CDs. Students also practice their pronunciation in English through the Speaking activities.
Sing the song “Put Your Records On ”. Doing a Project: poster about Canada. Review the student’s progress Appreciate working in groups as a means of personal enrichment.
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C1
C2 C3
Linguistic communicative competence. Mathematical competence. Knowledge of and interaction with the physical world.
SB pages All the activities of the unit 123-126 use the language as an instrument of communication.
Show interest in learning English
SB page 124, 125
Express curiosity in learning geographical, historical and social facts about New Zealand.
C4
Competence in information and communication technologies
C5
Social and civil competence.
SB page 124, 125
C6
Cultural and artistic competence.
SB page 126
C7
The competence of learning to learn. The competence of personal autonomy and initiative.
SB pages 123-126
The emotional competence. (Castilla la Mancha)
SB pages 123-126
C8
C9
SB page 124
Students read several texts about Canada and they must do a Project about this country where they need to find out about geographical places, famous people, etc. They also read a text about the native American people. Multi- Rom activities Voices website: http://www.voices.macenglish.com Leisure education: The importance of travelling so as to broaden one’s mind. The students listen to the song “Put Your Records On ”.
Students do the activities of this revision section in order to revise what they have learnt in the last three units. Initiative to work in pairs. E.g. asking and answering questions about Canada.
Students learn to work in groups respecting each other and admitting both their own success and their classmates’.
Feel pleasure in using new technologies in order to revise and extend what the have learnt in the unit. Be happy to travel and go on holidays as a source of pleasure. Show pleasure in learning famous songs. Show interest in learning how to learn English. Be willing to listen to and interact with others. Have a positive attitude towards own ability to participate in class activities. Enjoy group participation. Show respect for others in the group.
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Assessment and active participation in literary activities in the classroom. Appreciation of literature as a source of pleasure showing criticism towards it. Development of reading autonomy. E.g.: Reading text: Thunderbird Park. Song: “Put Your Records On ”.
References to Canada: culture, history, geography, etc. Reference to Thunderbird Park. Interest in revising English and in the topic of the unit Positive attitude towards own ability to participate in class activities Willingness to review and reflect on own learning Enjoyment in completing activities
Students make a Project: a poster about Canada, following some instructions. They also read a text about totem poles. Students sing the song : “Put Your Records On ”.
Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class
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