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PROGRAMACIÓN GENERAL 2014-2015 DEPARTAMENTO DE INGLÉS

PROGRAMACIÓN DEL DEPARTAMENTO DE INGLÉS

CURSO 2017/2018 ESCUELA OFICIAL DE IDIOMAS DE SANTA CRUZ DE TENERIFE 1

PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

1. CONSIDERACIONES GENERALES La Ley Orgánica 2/2006, de 3 de mayo de Educación regula el ordenamiento de las enseñanzas de idiomas de régimen especial. La Escuela Oficial de Idiomas de Santa Cruz de Tenerife ha implantado el Plan Nuevo de estudios. El artículo 59.1 de la Ley organiza estas enseñanzas en tres niveles: básico, intermedio y avanzado, que se adecuan a los establecidos por el Consejo de Europa en el documento Marco Común de Referencia para las Lenguas: aprendizaje, enseñanza, evaluación. El Real Decreto 1629/2006, de 29 de diciembre, fija los aspectos básicos del currículo de las enseñanzas de idiomas de régimen especial de los idiomas inglés, alemán, francés, italiano, español como lengua extranjera, chino, japonés, ruso y árabe en la Comunidad Autónoma de Canarias; y el Real Decreto 362/2007, de 2 de octubre, establece la ordenación de las enseñanzas de idiomas de régimen especial en la Comunidad Autónoma de Canarias. La Orden ECD/1211/2014, de 8 de julio regula las características y establece la estructura, el currículo y las pruebas correspondientes al nivel avanzado de las enseñanzas de régimen especial de inglés, adaptadas a la modalidad de educación a distancia en el ámbito territorial de gestión del Ministerio de Educación Cultura y Deporte. La orden EDU/3377/2009, de 7 de diciembre establece los currículos y las pruebas correspondientes a los cursos especializados para el perfeccionamiento de competencias en idiomas de niveles C1 y C2 del Consejo de Europa impartidos en las Escuelas Oficiales de Idiomas de Ceuta y de Melilla. Al no haberse publicado la respectiva orden por parte del Gobierno de Canarias, este departamento se ajustará a la normativa publicada para dichos niveles desde el Ministerio de Educación y Ciencia del Gobierno de España. Los cursos que se impartirán durante este curso escolar 2017-2018 en el idioma inglés serán:  Nivel Básico: Curso 1 y Curso 2.  Nivel Intermedio: Curso 1 y Curso 2.  Nivel Avanzado: Curso 1 y curso 2.  Nivel C 1: Curso 1 y 2.  Nivel C 2. Principios generales: Las enseñanzas de idiomas de régimen especial tienen por objeto capacitar al alumnado para el uso adecuado de los diferentes idiomas, fuera de las etapas ordinarias del sistema educativo, atendiendo a su necesidad, ya sea con fines generales o específicos, y obtener el correspondiente certificado de su nivel de competencia en el uso de la lengua. De acuerdo con lo establecido en la Disposición Adicional Segunda del Real Decreto 1629/2006, de 29 de diciembre, la Consejería competente en materia de educación regulará los términos en que la Escuelas Oficiales de Idiomas podrán organizar e impartir cursos especializados para el perfeccionamiento de competencias en idiomas. Estos cursos estarán dirigidos a desarrollar una o varias destrezas o bien a adquirir el lenguaje específico y las necesidades comunicativas de un perfil profesional determinado. Asimismo se podrán organizar cursos de actualización de competencias en el uso de la lengua como parte de la formación continua del profesorado. Durante el presente curso escolar se impartirán los siguientes cursos especializados: 1.- Inglés Conversacional – B1. (Ver programación adjunta). 2.- Inglés Conversacional – B2. (Ver programación adjunta). 3.- Inglés Comunicativo para docentes y otros colectivos - B1 (Ver programación adjunta). 4.- Inglés Comunicativo para docentes y otros colectivos – B2 (Ver programación adjunta). 5.- Inglés: preparación para las pruebas de Certificación Nivel Intermedio (B1) semipresencial. (Ver programación adjunta).

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PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

6.- Inglés: preparación para las pruebas de Certificación Nivel Avanzado (B2) semipresencial. (Ver programación adjunta). 2. ORIENTACIONES METODOLÓGICAS El objeto prioritario de la enseñanza de lenguas es desarrollar la competencia comunicativa, es decir, la capacidad de reconocer y producir lenguaje que no sólo sea correcta, sino también apropiada a la situación en que se usa. Deben ser las necesidades del alumno, en cada momento, y las condiciones en cada momento también, las que aconsejen la utilización de diferentes recursos, diferentes estrategias, aunque ello suponga conjunción de diversos enfoques metodológicos. Según esta orientación, los alumnos deben ser los protagonistas de su aprendizaje. Se tenderá a organizar las clases de forma que se facilite la sociabilidad, la interacción entre los alumnos, la motivación hacia el aprendizaje y la intervención del alumno y de comunicación real. Se fomentará el trabajo en grupo o cooperativo, ya que desarrolla la autonomía del alumno, mejora su autoestima, y supone la aceptación de diferentes ritmos y estilos de aprendizaje, así como la valoración de las aportaciones individuales. Dentro de las competencias comunicativas se desarrollarán la competencia lingüística, la competencia pragmática, la competencia sociolingüística y la competencia sociocultural e intercultural. El establecimiento de estrategias de aprendizaje está orientado hacia el desarrollo de habilidades y actitudes que permitan optimizar los conocimientos de la lengua de estudio ante las limitaciones y obstáculos que surgen en el proceso de comunicación. Los alumnos deberán ser entrenados en estrategias para cada una de las destrezas, tanto receptivas como productivas, lo que les permitirá comunicarse de forma más eficaz. Teniendo en cuenta la dimensión de la lengua como vehículo de interrelación social, se hace indispensable el desarrollo de ciertas habilidades socioculturales e interculturales. Las tecnologías de la información y comunicación (TICs) tienen un papel muy importante en el proceso de aprendizaje de las lenguas, tanto dentro como fuera del aula. Las TICs no son sólo una herramienta para obtener información sino que es un valioso medio para entrar en contacto con la cultura, con hablantes y con textos auténticos y actualizados de la lengua objeto de estudio. El profesor pasa a ser presentador, informador, animador y evaluador de la actividad; no se limitará a la corrección de errores sino observará las dificultades colectivas e individuales. De acuerdo con esto planificará las fases de presentación, comprensión, práctica y creación. La enseñanza será cíclica y acumulativa. Partiendo de la prioridad de la lengua hablada en la vida real se atenderá de forma equilibrada a todos los aspectos de comprensión y producción en discursos orales y textos escritos. 3. OBJETIVOS GENERALES DEL DEPARTAMENTO Y SU EVALUACIÓN OBJETIVOS: ➢ Reducir el absentismo ➢ Aumentar el rendimiento del alumnado. ➢ Garantizar la coordinación entre cursos y niveles, a través de las reuniones de departamento. ➢ Fomentar el uso de la lengua inglesa en el aula y fuera de ella. ➢ Animar al alumnado a que lea y se comunique en el idioma objeto de estudio utilizando todos los medios a su alcance y facilitándole direcciones de páginas web, entre otros recursos. ➢ Insistir en la mejora de la pronunciación del alumnado. ➢ Fomentar el uso de la Biblioteca del centro para que el alumno tome prestados libros, audiolibros, DVD, revistas,… ➢ Facilitar intercambios con anglófonos (alumnos de español para extranjeros de la EOI).

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PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

➢ Despertar en el alumnado el entusiasmo por la lengua y la civilización de habla inglesa organizando actividades en la Jornada cultural de la escuela y/o durante el curso. ➢ Incentivar la curiosidad por el mundo anglófono dando publicidad de cualquier evento relacionado con él.

CRITERIOS DE EVALUACIÓN: El Departamento podrá comprobar si se han cumplido los objetivos establecidos de la siguiente manera:        

Comparando con las tasas de absentismo de cursos anteriores. Comparando con las tasas de rendimiento de cursos anteriores. En las reuniones del departamento se hará un seguimiento periódico del desarrollo de la programación para asegurar la coordinación de cursos y niveles Evaluando el grado de participación en clase y tomando nota de ello en la ficha individual del alumno. Evaluando el progreso de la pronunciación cuando se realicen actividades de expresión e interacción oral. Evaluando la mejora en la comprensión lectora del alumnado y comprobando el uso de material de la Biblioteca del centro. Velando por que el alumnado participe en los intercambios que se organicen junto con el Departamento de Español. Comprobando el grado de participación del alumnado en las diferentes actividades organizadas por el departamento.

4. EVALUACIÓN Y PROMOCIÓN En la Orden de la Consejería de Educación de 17 de abril de 2009 se regula la evaluación del alumnado que cursa enseñanza de idiomas de régimen especial en la Comunidad Autónoma de Canarias (BOC nº 83, de 4 de mayo). Durante el curso 2011-2012 fueron dictadas instrucciones complementarias a la orden de evaluación, y en la Orden del 11 abril de 2013 se regula la evaluación de las enseñanzas de idiomas de régimen especial en la Comunidad Autónoma de Canarias. Durante el curso escolar se impartirán 140 horas lectivas. Para todos los cursos y niveles se establecen dos periodos de evaluación, durante los cuales el alumnado deberá estar informado sobre su proceso de aprendizaje. La primera evaluación incluirá todas las actividades realizadas desde el 15 de septiembre al 22 de enero, y la segunda evaluación desde el 28 de enero al 26 de mayo. La evaluación constará de dos componentes: A) La evaluación de progreso y B) La prueba de aprovechamiento. A) La evaluación de progreso proporciona datos, a lo largo del curso, sobre los avances en el aprendizaje y grado de consecución de los objetivos y contenidos programados. El alumnado recibirá información de la misma al final de cada uno de los cuatrimestres: la calificación de cada destreza vendrá determinada por las calificaciones obtenidas en, al menos, dos pruebas por destreza y por cuatrimestre, así como a través de las observaciones en el aula del profesor. Dicha calificación de progreso se expresará del uno al diez, con un decimal si fuera necesario y tendrá un valor del 40% de la nota final de la evaluación final de aprovechamiento.

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PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

La evaluación de progreso será superada cuando se obtenga una media de cinco o más puntos, resultantes de haber conseguido un 5 como mínimo en cada destreza. Excepcionalmente, también se podrá superar esta evaluación cuando se obtenga una media de 5 o más puntos, a pesar de que una y sólo una destreza esté suspendida, siempre y cuando la nota obtenida no sea menor de un 4. B) La prueba de aprovechamiento mide la dimensión lingüística (nivel de comprensión y expresión oral y escrita) de la competencia comunicativa del alumnado. Al final del curso escolar (finales de mayo) el departamento didáctico elaborará una prueba obligatoria y común para el alumnado del mismo curso y nivel en la que se evaluarán las cuatro destrezas y serán calificadas del uno al diez, con un decimal si fuera necesario. Esta nota supondrá el 60% de la nota final de la evaluación de aprovechamiento. La calificación final de aprovechamiento se obtendrá calculando la media de la calificación de las cuatro destrezas que serán expresadas del uno al diez con un decimal. C) La evaluación de aprovechamiento: La ponderación de cada uno de estos dos componentes en la evaluación final de aprovechamiento será, con carácter general la siguiente: -Evaluación de progreso: 40%. -Prueba final de aprovechamiento: 60%. No obstante, cuando por razones excepcionales alguna de las destrezas no haya podido ser evaluada por evaluación de progreso, se tomará como calificación final de esa destreza la obtenida en la prueba final de aprovechamiento. La evaluación final de aprovechamiento se considerará superada cuando se obtenga una calificación igual o superior a cinco puntos, siempre que se tengan superadas, al menos, tres destrezas con una calificación igual o superior a cinco y cuatro puntos, como mínimo, en la destreza no superada. La calificación final de la evaluación superada se expresará con el término “Apto” y la correspondiente a la no superada se expresará con el término “No Apto”. Asimismo, el profesor podrá redondear al alza la nota de la evaluación final de aprovechamiento cuando tanto la evaluación de progreso como la prueba de aprovechamiento hayan sido superadas con cinco o más de un cinco en cada una de sus destrezas. Promoción de curso y nivel. La evaluación positiva de aprovechamiento permitirá la promoción al curso siguiente del mismo Nivel o del Nivel superior, a excepción del nivel C1 para el que será condición indispensable haber superado la prueba de Certificación del Nivel Avanzado. La superación de la correspondiente prueba de certificación de Nivel también permitirá la promoción al primer curso del nivel siguiente. Pruebas de certificación La prueba para la obtención de la Certificación oficial constará, en todos los niveles, de cuatro partes independientes, correspondientes a las cuatro destrezas. La calificación de cada una de las cuatro partes se expresará del uno al diez, con un decimal. Se considerará superada una parte cuando se haya obtenido 5 o más puntos. En cada parte, se expresará con el término “Apto” la calificación igual o superior a 5 puntos, con “No Apto” la calificación inferior a cinco y con “No presentado” en el caso de no haberse realizado la misma. La calificación global se obtendrá calculando la media de las cuatro partes, y se expresará del 1 al 10, con un decimal. La prueba de certificación se considerará superada cuando se dé alguna de las siguientes condiciones:

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PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

A) se haya obtenido, al menos, cinco puntos en cada una de las cuatro partes. B) se consiga una calificación global de cinco o más puntos; siempre que no se tengan menos de cuatro puntos en una de las partes, y se haya cursado el idioma durante el año académico y obtenido una calificación de apto en la evaluación final de aprovechamiento del nivel. Para todos los niveles, la calificación global de la prueba será de “Apto” (A), en el caso de haber superado la misma, de “No Apto” (NA), en el caso de no haberlo hecho; o no procede calificación (NC), cuando no se ha realizado alguna parte. TAREAS:  Comprensión de lectura. Constará de un mínimo de dos tareas, a partir de textos auténticos o de similares características, de tipología y fuentes diversas, las tareas podrán ser de ejercicios de ejercicios de opción múltiple, de respuesta breve, de emparejar textos y epígrafes, de rellenar huecos de un banco de ítems, etc.  Comprensión auditiva. Constará de un mínimo de dos tareas, a partir de textos orales auténticos o de similares características, en soporte de audio o video, de tipología y fuentes diversas, las tareas podrán ser de ejercicios de opción múltiple, de respuesta breve, de completar una tabla o un esquema de notas, de emparejar textos y epígrafes, etc.  Expresión escrita. Constará de un mínimo de dos tareas. El alumno deberá redactar uno o más textos de diversa tipología. La producción escrita se evaluará con arreglo a las siguientes competencias: - Pragmática: cumplimiento del objetivo, adaptación del contenido a las convenciones organizativas, y la organización de la información. - Lingüística: uso del vocabulario, estructuras y formas gramaticales, así como la corrección ortográfica y uso de los signos de puntuación. - Sociolingüística: adecuación del registro, propósito y situación, uso de formas y expresiones lingüísticas condicionadas por lo social.  Expresión oral. Constará de un mínimo de dos tareas. El alumno deberá producir un discurso fonológico y también participar en discursos interactivos. La producción oral se evaluará con arreglo a las siguientes competencias: - Pragmática: cumplimiento del objetivo, adaptación del contenido a las convenciones organizativas, y la organización de la información. -en la tarea expositiva: la organización y estructuración del discurso. -en la tarea de interacción: la naturalidad, el uso de conectores y marcadores de la conversación. - Lingüística: uso del vocabulario, estructuras y formas gramaticales, así como el ritmo, la entonación y la claridad de la expresión. - Sociolingüística: adecuación del registro, propósito y situación, uso de formas y expresiones lingüísticas condicionadas por lo social. 5. PRUEBA DE CLASIFICACIÓN La incorporación de nuevo alumnado a un curso de un determinado nivel, requiere, en determinados casos, la realización de una prueba de clasificación. La prueba de clasificación constará de dos partes, una oral y otra escrita. Esta prueba será elaborada por una comisión formada por profesorado de Escuelas Oficiales de Idiomas de la Comunidad Autónoma de Canarias, administrada por el departamento de coordinación didáctica y estará basada en los niveles del MCERL del Consejo de Europa y en los currículos respectivos.

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PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

La prueba de clasificación estará estructurada en tantos tramos como número de cursos conforman los distintos niveles (Básico, Intermedio, Avanzado y C1) del idioma. Lo recogido en esta programación didáctica en relación a la evaluación del alumnado corresponde a lo regulado en la ORDEN de 11 de abril de 2013, por la que se regula la evaluación de las enseñanzas de idiomas de régimen especial en la Comunidad Autónoma de Canarias.

6. PRUEBAS DE DEPARTAMENTO El Departamento Didáctico elaborará pruebas para la evaluación de progreso y las pruebas finales de aprovechamiento, que constarán de las mismas partes y tendrá las mismas características que las pruebas de certificación elaboradas por la Dirección General de Formación Profesional y Educación de Adultos para el Nivel Básico, Nivel Intermedio, Nivel Avanzado, C1 y C2. 7. ALUMNADO NO PRESENCIAL La Dirección General de Formación Profesional y Educación de Adultos realizará una convocatoria anual en el mes de junio para el alumnado no presencial que desee obtener una certificación. Los niveles que estos alumnos podrán certificar en este curso escolar serán:  Nivel Básico  Nivel Intermedio  Nivel Avanzado  Nivel C1  Nivel C2 8. ALUMNADO SEMI PRESENCIAL La Ley Orgánica 2/2006, de 3 de mayo, de Educación, establece en el artículo 59.4 que las Administraciones educativas podrán integrar en la oferta de las Escuelas Oficiales de Idiomas las enseñanzas en modalidad a distancia. El currículo de esta modalidad de enseñanza es el mismo que regula el de la modalidad presencial. Esta EOI oferta los cursos Básico 1 y 2, Intermedio 1 y 2, y Avanzado 1 y 2 en esta modalidad. El alumnado cuenta con orientación y apoyo sistemático de tutorías presenciales y telemáticas. Las tutorías presenciales se destinarán a la práctica de las destrezas de comprensión y de expresión e interacción oral. Se ofertarán sesiones semanales de dos horas y quince minutos de duración. Las tutorías telemáticas tienen por objeto desarrollar los contenidos que el alumnado ha de cursar de forma autónoma y con el apoyo de Internet. Se destinarán a ejercitar las destrezas de comprensión y de expresión e interacción escrita. 9.

MEDIDAS PARA LA MEJORA DE LAS CIFRAS DE ABANDONO ESCOLAR Y RENDIMIENTO:

Desde el Departamento de Inglés consideramos necesario tomar medidas para mejorar las cifras de abandono escolar, así como del rendimiento escolar de los cursos impartidos por este departamento, que en el caso de las enseñanzas de régimen especial y debido a las particularidades de nuestro alumnado son considerables.

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PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

Se propone: 1. Crear material adaptado para el alumnado con dificultades físicas o sensoriales. En este sentido se promoverá la impresión en un tipo de letra mayor de las pruebas para alumnado con dificultades visuales, el asesoramiento al profesorado y la adaptación de material para el alumnado ciego, a través de la ONCE y el apoyo de la imagen en las pruebas de comprensión auditiva para el alumnado con discapacidad auditiva. 2. Debemos promover también que el alumnado perciba su proceso de aprendizaje como adecuado y satisfactorio. Para ello intentaremos aumentar su motivación e interés por el aprendizaje del idioma fomentando la autoestima, fomentando el concepto positivo del “yo” y el nosotros (a través del trabajo individual y grupal) y la actitud positiva dentro del aula (ya sea virtual o presencial). Por otro lado, también debemos fomentar la participación activa del alumnado en su proceso de aprendizaje, haciéndoles sentir responsables de su propio aprendizaje ya que son ellos los protagonistas y beneficiados de dicho proceso. Para ello promoveremos la participación del alumnado en las actividades que se desarrollen tanto dentro del aula (clases) como fuera (celebración de actividades culturales dentro y fuera del centro – para lo cual se ha creado un grupo de trabajo dentro del propio departamento). 3. Otro modo de prevenir el abandono escolar y mejorar las cifras de rendimiento es la adecuación de los contenidos a las necesidades del alumnado. En este sentido, este curso escolar 2017-2018 se están ofreciendo cursos específicos de Inglés para profesorado tanto para maestros de educación primaria como para profesorado de educación secundaria y Competencias Comunicativas en Inglés (Nivel Intermedio y Avanzado). Asimismo, se realizan aportaciones de temas novedosos y noticias de actualidad con material complementario en todos los demás cursos que ofrece el departamento. De este modo, el alumnado puede sentir que su aprendizaje no sirve únicamente para conseguir un certificado, sino que también será de utilidad en su vida no académica (viajes, relaciones personales, ámbito laboral, etc…) 4. Por último, consideramos vital que el alumnado sea bien nivelado a través de la Prueba de Clasificación, ya que un alumno que sabe demasiado o demasiado poco en un aula puede sentirse o hacer que sus compañeros de clase se sientan incómodos con respecto a su nivel de conocimiento, lo cual podría provocar desidia o bien ansiedad y, como consecuencia, el abandono del aprendizaje del idioma. 1. Utilizar Nuevas Tecnologías tanto en los cursos semipresenciales como en los presenciales. En este sentido, se promoverá el uso de Aulas Virtuales accesibles para el mayor número posible de alumnado, lo que permitirá no sólo un contacto atemporal con el aula, ya sea presencial o semipresencial, sino también un punto de encuentro para el alumnado y una extensión del aula que puede servir para que el alumnado tenga acceso a material de apoyo de forma autosuficiente. Para ello se puede utilizar el material creado por la Comisión creada a tal efecto desde el curso 2014-2015, ampliado en los cursos 2015-2016 y 2016-2017 y que continuará trabajando durante este curso escolar 2017-2018. Asimismo, también se promoverá el uso del correo electrónico para el contacto del profesorado con el alumnado y viceversa. - CRITERIOS Y PROCEDIMIENTOS PARA LA ATENCIÓN A LA DIVERSIDAD Entenderemos como alumnado con necesidades educativas especiales aquél que requiera, por un período de escolarización, o a lo largo de toda ella, determinados apoyos y atenciones educativas específicas derivadas de discapacidad o trastornos graves de conducta. Dentro de esta clasificación, habría que añadir, además, aquel alumnado con altas capacidades intelectuales. En nuestro Centro, debido al altísimo número de alumnado, la diversidad se presenta de múltiples formas y viene expresada por una serie de circunstancias: - Nivel de conocimiento del idioma objeto de estudio. - Experiencias personales. - Motivaciones y expectativas ante el aprendizaje. - Capacidades. - Ritmos de trabajo. - Estilos de aprendizaje.

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PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

- Situaciones personales y familiares. - Edad. - Bagaje cultural. - Diferentes lenguas maternas y nacionalidades. - Discapacidad física o psíquica. Por tanto, no debemos entender la atención a la diversidad como una serie de estrategias dirigidas a un grupo de alumnos y alumnas determinado, sino que debe impregnar el desarrollo del currículo ofrecido a todo el alumnado. OBJETIVOS: Los objetivos que se persiguen con el Plan de Atención a la diversidad son los siguientes: - Detectar lo antes posible las dificultades de aprendizaje del alumnado, en colaboración con los tutores/as. - Establecer las estrategias a seguir por los profesores para el alumno/a de referencia según la problemática que presente. - Informar y asesorar técnicamente a los órganos colegiados y unipersonales del Centro en todas aquellas estrategias tanto de carácter general como específico que posibiliten una respuesta para atender a la diversidad de los alumnos y alumnas. - Promover la puesta en marcha de las medidas de atención a la diversidad que respondan a las necesidades reales de los alumnado/as. - Colaborar en el procedimiento, seguimiento y valoración de todas aquellas medidas que a distintos niveles se pongan en marcha. - Establecer colaboraciones con instituciones como la ONCE para la coordinación y cooperación mutua respecto a nuestro plan de atención a la diversidad y a aquellos planes que desde su iniciativa se lleven a cabo en la zona. - Proporcionar al alumnado medidas concretas dirigidas a dar una respuesta eficaz a sus necesidades. - Incrementar el grado de satisfacción del alumnado en su proceso de aprendizaje. - Diseñar las actividades complementarias en función de su variedad, versatilidad, grado de interés y calidad, posibilitando así el aprendizaje y disfrute del idioma objeto de estudio. - Normalizar las diferencias dentro del contexto del aula. METODOLOGÍA : Para atender a la diversidad del alumnado, el profesorado intentará fomentar actitudes positivas para el aprendizaje de la L2. Para ello: - Intentará crear un ambiente confortable, relajado y seguro. - Proporcionará un aprendizaje que sea comprensible y que se adapte a los diferentes estilos de aprendizaje. - Proporcionará al alumnado oportunidades de participación activa en la clase, tanto de forma individualizada como por parejas o grupos. - Explicará con claridad cuáles son los objetivos de aprendizaje. - Asumirá el papel de facilitador del aprendizaje y actuará como guía, fomentando la participación del alumnado en su propio proceso de aprendizaje. - Creará situaciones en las que el alumnado sea capaz de utilizar la L2 como forma natural de comunicación. - Intentará crear una conexión entre la vida escolar y la extraescolar. - Procurará que las actividades en clase sean comunicativas, significativas dentro y fuera del aula y sean interesantes para el alumnado, promoviendo así la participación del mismo. ACTUACIONES ESPECÍFICAS: A. DE APOYO Y REFUERZO: Horario de atención a las familias: El profesor o profesora que atienda a cada unidad o grupo de alumnos y alumnas ejercerá la tutoría del mismo y estará a cargo de la dirección y la orientación del aprendizaje del alumnado y el apoyo en su proceso educativo y madurativo, en colaboración con las

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familias en el caso del alumnado menor de edad. Para ello dispondrán de al menos una hora semanal para atención del alumnado. Cada profesor atenderá todos los problemas y dudas que se le planteen, y en los casos en que éstos sobrepasen su ámbito de actuación, se dirigirá en primer lugar al jefe de departamento correspondiente Actividades Complementarias y Extraescolares: El Centro ofrece a lo largo del curso una serie de actividades complementarias, extraescolares y culturales cuya finalidad es despertar y mantener el interés del alumnado por la lengua que están aprendiendo, presentándola de forma lúdica y amena, dándoles al mismo tiempo la oportunidad de poner en práctica sus conocimientos del idioma en situaciones diferentes de las creadas en el aula, más parecidas a las situaciones reales. Estas actividades tienen como finalidad facilitar al alumnado el acercamiento a realidades diversas, con manifestaciones sociales y culturales basadas en concepciones distintas y ayudar a que los alumnos y alumnas desarrollen una actitud positiva hacia la lengua estudiada, estableciendo una relación más lúdica, festiva y artística en las manifestaciones socio-culturales relacionadas con la misma. Las actividades complementarias y extraescolares propuestas incluyen charlas sobre temas culturales y tradiciones, celebraciones festivas, concursos culturales y de creación artística y cultural, exposiciones informativas, diferentes actuaciones, viajes culturales al extranjero, degustaciones gastronómicas, etc. Tecnologías de la Información y la Comunicación: La escuela dispone de página web propia desde la cual facilita todo tipo de información, así como de un perfil en Facebook. A través de ellos se pueden realizar tareas administrativas y de contacto con la EOI, evitando desplazamientos y tratando de llegar al mayor número de personas posible. Además, siguiendo las directrices del modelo educativo que persigue el Centro, se potenciará la creación de aulas virtuales, blogs, wikis, etc. del profesorado para ofrecer así una serie de recursos de aprendizaje a sus alumnos y alumnas. En estos espacios los alumnos y alumnas pueden encontrar enlaces seleccionados a todo tipo de páginas interesantes para aprender idiomas: noticias, ejercicios de refuerzo sobre gramática, vocabulario, pronunciación, diccionarios on-line, podcasts, videocasts, audiciones adaptadas para su nivel, juegos de aprendizaje, etc. También se intenta que la página sea un elemento activo entre profesor-alumno, donde pueden aparecer tareas específicas designadas por el profesor, avisos para la clase, forma de recogida y entrega de trabajos, etc. El objeto de este recurso es estimular a los alumnos y alumnas para que utilicen todos estos medios de aprendizaje según sus necesidades y a su propio ritmo, desarrollando así su propia competencia digital. Blog de recursos: durante el pasado curso escolar se comenzó a realizar un blog de recursos para que el alumnado pueda ponerse al día con las tareas o bien repasar en caso de que algún profesor deba faltar a sus clases. Se pretende seguir nutriendo dicho blog de recursos durante el presente curso escolar 2017-2018. B. DIRIGIDAS A ALUMNOS Y ALUMNAS CON NECESIDADES EDUCATIVAS ESPECIALES: Alumnos y alumnas con discapacidades físicas: Para aquellos estudiantes cuya discapacidad, temporal o permanente, impida su acceso a determinadas zonas de las instalaciones, o un seguimiento adecuado de la clase, se plantea proporcionarles la medida adecuada para facilitar su acceso al aprendizaje de idiomas del modo más normalizado posible. Respecto a los alumnos y alumnas de movilidad reducida, el acceso al Centro se da por la rampa situada en la entrada. Aunque el módulo donde se imparten las clases cuenta con un ascensor para acceder a los pisos superiores, las clases donde haya algún alumno a que tenga una discapacidad, se impartirán preferentemente en la planta baja. Esta planta cuenta también con aseos adaptados. En cuanto a los alumnos y alumnas con carencias visuales o auditivas, se les garantizará el acceso a los pupitres más cercanos al profesor, la utilización de auriculares, etc., para poder seguir la evolución de la clase sin interferir en su normal desarrollo. De igual modo, se procura obtener información cualificada para facilitar el acceso de estos estudiantes al proceso de enseñanza aprendizaje de modo natural, así como su acceso a las pruebas de certificación. La distribución de aulas se plantea a principios de curso también en función de la existencia de alumnos y alumnas

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discapacitados. Aún así, los profesores informarán de cualquier cambio relevante en la situación durante el curso por si hubiera que reconsiderar la medida. Adaptaciones curriculares específicas para alumnos y alumnas con NEE (discapacidad física o psíquica): La finalidad de esta medida es posibilitar el acceso a nuestras enseñanzas a todo aquel alumno con necesidades educativas especiales, convenientemente documentadas y certificadas según el protocolo de actuación con alumnos y alumnas con NEE reseñado más abajo. No existe una serie de medidas sistematizadas para todos los casos, sino que se estudiará cada circunstancia individualmente para diseñar las actuaciones más pertinentes. Se requerirá la ayuda de todos los organismos que nos puedan ayudar a detectar el problema y la toma de decisiones sobre las medidas a llevar a cabo. La dirección del Centro comunicará la situación a los órganos/instancias educativas que se estime pertinente: el Servicio de Inspección, la comisión de Pruebas de Certificación y otros, según el caso. Además quedarán reflejadas las medidas tomadas en los documentos oficiales del Centro. El profesor responsable informará periódicamente al Departamento didáctico correspondiente sobre el estado de la cuestión. PROTOCOLO ACTUACIÓN CON ALUMNOS Y ALUMNAS CON NEE A. ALUMNOS Y ALUMNAS OFICIALES MODALIDAD PRESENCIAL. 1. El profesor deberá poner en conocimiento de la situación a la jefatura de estudios durante el primer mes del curso. 2. Se adoptarán, dentro de las posibles opciones que permite la Escuela, las medidas adecuadas a la demanda producida. 3. El alumno/a deberá comprometerse a realizar las acciones establecidas por el profesor. 4. Las medidas tomadas quedarán reflejadas en la memoria del departamento, en el expediente académico del alumno, y en las actas del grupo en el que se encuentra matriculado el alumno.

B. ALUMNOS Y ALUMNAS MODALIDAD LIBRE. 1. Se solicitará del alumno el documento oficial certificando su situación médica ante la manifestación del alumno de su circunstancia. El certificado que se presente demostrará médicamente su discapacidad y su impedimento real al acceso de las Pruebas de Certificación. 2. Se pondrá en conocimiento de la situación a la jefatura del departamento correspondiente. 3. Se comunicará la situación a los órganos/instancias educativas que se estime pertinente: el Servicio de Inspección, la comisión de Pruebas de Certificación, y otros. 4. Se adoptarán, dentro de las posibles opciones que permite la Escuela, las medidas adecuadas a la demanda producida. 5. Las medidas tomadas quedarán reflejadas en la memoria del departamento, en el expediente académico del alumno, y en las actas del grupo en el que se encuentra matriculado el alumno. 10. DEFINICIÓN DE LOS NIVELES Los niveles impartidos por el Departamento de Inglés de la EOI Santa Cruz de Tenerife, se tienen como referencia el Currículo del Nivel Básico publicado por la Consejería de Educación del Gobierno de Canarias, así como el borrador del Currículo de Nivel Intermedio de la misma fuente, aún sin publicar, y los Currículos de Nivel Avanzado y Nivel C1 del Ministerio de Educación y Ciencias, nombrados anteriormente. En cuanto al Marco Común de Referencia para las Lenguas, nuestros niveles se corresponden con los siguientes niveles del Marco: - Básico: A2 - Intermedio: B1 - Avanzado: B2 - C1: C1

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PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

- C2: C2 10.1 NIVEL BÁSICO El Nivel Básico tiene como finalidad capacitar al alumnado para usar el idioma de manera suficiente, receptiva y productivamente, tanto en la forma hablada como escrita, así como mediar entre hablantes, en situaciones cotidianas y de inmediata necesidad que requieran comprender y producir textos breves, en diversos registros y en lengua estándar, que versen sobre aspectos básicos concretos de temas generales y que contengan expresiones, estructuras y léxico de uso frecuente. El Nivel Básico tiene como referencia el decreto publicado en el BOC NÚM. 205, LUNES 15 DE OCTUBRE DE 2007, DECRETO 363/2007 por el que se establece el currículo del nivel básico de las enseñanzas de régimen especial, un nivel de competencia A2, tal y como éste se describe en el Marco Común Europeo de Referencia para las Lenguas del Consejo de Europa. 10.1. A OBJETIVOS GENERALES Comprensión auditiva Comprender el sentido general, la información esencial, los puntos principales de textos orales breves sobre asuntos de la vida cotidiana, correctamente estructurados, trasmitidos de viva voz o por medios técnicos (teléfono, televisión, megafonía, etc.) Y articulados de forma lenta, en un registro formal o neutro y siempre que las condiciones acústicas sean adecuadas y el mensaje no esté distorsionado. Expresión oral Producir textos orales breves de forma comprensible en un registro neutro aunque se hagan pausas, se titubee, resulte evidente el acento extranjero y sea necesaria la repetición y la paráfrasis. Comprensión de lectura Comprender el sentido general, la información esencial y los detalles relevantes en textos escritos breves correctamente estructurados en un registro formal o neutro, referidos a asuntos de la vida cotidiana y siempre que se pueda volver a leer. Expresión escrita Escribir textos breves y de estructura sencilla en un registro neutro referidos a asuntos de la vida cotidiana, utilizando adecuadamente los recursos de cohesión tales como conectores y convenciones ortográficas y de puntuación elementales. Interacción y mediación Participar, reaccionando y cooperando, en situaciones de comunicación oral y escrita que requieran un intercambio sencillo y directo de información sobre asuntos corrientes y cotidianos, utilizando y reconociendo los gestos más usuales, las fórmulas cotidianas de saludo, tratamiento y cortesía, y siempre que se cuente con la ayuda del interlocutor. 10.1. B CRITERIOS DE EVALUACIÓN Comprensión auditiva Se considerará que un alumno ha adquirido las competencias propias de este nivel cuando sea capaz de:  

Identificar el tema de una conversación sencilla entre dos o más interlocutores. Comprender el sentido general e información específica de conversaciones en las que no se participa e identificar un cambio de tema.

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  

Comprender frases, expresiones y palabras clave sobre temas de relevancia inmediata, siempre que se hable despacio y con claridad. Comprender y extraer información esencial de pasajes cortos grabados que traten sobre asuntos cotidianos y predecibles y que estén pronunciados con lentitud y claridad. Comprender los puntos principales y los detalles relevantes en mensajes grabados o en directo, que contengan instrucciones, indicaciones u otra información si las palabras son claras y las condiciones acústicas no dificultan la audición.

Expresión oral Se considerará, aunque resulten evidentes en algunos casos las pausas, las dudas iniciales y la reformulación, que un alumno ha adquirido las competencias propias de este nivel cuando sea capaz de:  

      

Pronunciar de forma clara y comprensible aunque resulte evidente su acento y entonación extranjeros y los errores no interfieran en la comunicación. Utilizar un repertorio de elementos lingüísticos básicos que le permita abordar situaciones cotidianas de contenido predecible, aunque generalmente tiene que adaptar el mensaje y buscar palabras. Utilizar las estructuras descritas para el nivel, aunque siga cometiendo errores básicos siempre que estos no interfieran en la comunicación. Utilizar los conectores señalados para el nivel. Realizar breves descripciones y comparaciones de objetos, personas, lugares, condiciones de vida o trabajo y actividades diarias. Hablar sobre experiencias, costumbres y planes. Narrar historias o describir algo mediante una relación sencilla de elementos. Ofrecer brevemente motivos y explicaciones para expresar ciertas opiniones, planes y acciones. Realizar presentaciones breves y ensayadas sobre temas habituales ante una audiencia.

Comprensión de lectura Se considerará que un alumno ha adquirido las competencias propias de este nivel cuando sea capaz de:       

  

Inferir el tema de un texto a partir de la estructura y las imágenes del mismo. Identificar cada uno de los elementos de una situación comunicativa (receptor, emisor, canal…) Como medio de ayuda a la comprensión del texto. Deducir el significado de palabras desconocidas por las imágenes, contexto, similitud con la lengua extranjera… Identificar las frases y palabras clave de cualquier texto breve y sencillo que permitan captar las ideas principales y los cambios de tema. Comprender frases y vocabulario habitual sobre temas de interés personal relacionado con la propia persona, familia, lugar de residencia, hábitos y entorno, en general Comprender los mensajes sencillos en notas personales sobre situaciones de la vida cotidiana, familiar y social. Comprender la información relevante de instrucciones e indicaciones en letreros, señales y carteles en calles, tiendas, restaurantes, medios de transporte y otros servicios y lugares públicos, siempre que el texto se presente con una estructura clara y ordenada. Comprender indicaciones muy básicas para completar fichas, impresos y otro tipo de documentos de la vida cotidiana. Comprender la información general contenida en correspondencia personal sencilla sobre temas de la vida cotidiana. Comprender la idea general del contenido de un texto que relate experiencias muy concretas, siempre que pueda solicitar aclaración o tener un segundo contacto con el texto.

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   

 

Comprender la información esencial en artículos de prensa o en televisión que narren hechos o acontecimientos, siempre que tengan un apoyo visual. Comprender la información específica en folletos ilustrados y otro material informativo como prospectos, listados, horarios, etc., sobre actividades y ocio tales como actividades culturales y deportivas, horarios de apertura y cierre de establecimientos, menús, etc. Comprender la información específica en anuncios breves de periódicos, revistas… Comprender la información específica en correspondencia formal breve sobre cuestiones prácticas de la vida cotidiana tales como la reserva de la habitación de un hotel o la información sobre un curso de idiomas en el extranjero. Delimitar lo verdadero o falso de un texto. Reconocer convenciones culturales propias del idioma que se estudia.

Expresión escrita Se considerará que un alumno ha adquirido las competencias propias de este nivel cuando sea capaz de: Escribir con la corrección ortográfica exigida para este nivel (correspondencia sonido-letra, letras mayúsculas / minúsculas, separaciones de palabras…).  Utilizar las convenciones ortográficas que rigen en cada texto de los señalados para el nivel: carta, correo electrónico…  Producir textos adecuados a las funciones comunicativas señaladas para el nivel.  Utilizar un repertorio de elementos lingüísticos básicos que le permitan abordar situaciones cotidianas de contenido predecible, aunque generalmente tiene que adaptar el mensaje y buscar palabras.  Utilizar los conectores especificados para este nivel con el fin de contar una historia o describir algo.  Rellenar un cuestionario o ficha aportando datos personales e información sobre educación, trabajo, intereses y conocimientos o habilidades.  Utilizar un lenguaje sencillo y descriptivo para realizar breves declaraciones sobre personas, objetos y posesiones y para hacer comparaciones.  Escribir notas o mensajes con información, instrucciones e indicaciones relativas a actividades cotidianas o de inmediata necesidad.  Realizar con el lenguaje especificado para el nivel descripciones o presentaciones de personas, lugares, condiciones de vida o trabajo y actividades diarias.  Describir planes y citas, costumbres, actividades habituales o pertenecientes al pasado y experiencias personales.  Ofrecer brevemente motivos y explicaciones para expresar ciertas opiniones, planes y acciones.  Narrar historias presentes o pasadas, reales o hipotéticas mediante una relación sencilla de elementos.  Distinguir, en líneas generales, las situaciones formales e informales según sea la situación y el contexto.  Utilizar las frases estereotipadas que rigen algunos textos, por ejemplo, para el saludo, la despedida, la felicitación… Interacción y mediación 

Se considerará que un alumno ha adquirido las competencias propias de este nivel cuando sea capaz de: 

Interactuar en las diferentes situaciones descritas para el nivel utilizando las fórmulas cotidianas de saludo y tratamiento y actuando según las normas de cortesía.

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PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

 

    

Participar en conversaciones que impliquen dar información personal, respondiendo a preguntas sobre cuestiones habituales, reaccionando ante comentarios y/o expresando opiniones, siempre que el interlocutor se muestre cooperativo. Participar en conversaciones en que se establece contacto social de forma breve en el ámbito público: restaurantes, tiendas, bancos… Utilizar fórmulas sencillas para iniciar, mantener o terminar una conversación breve. Pedir que se repitan o aclaren palabras clave o enunciados que no se han comprendido. Mantener correspondencia personal en la que se hable de uno mismo o de su entorno (familia, amigos, condiciones de vida, trabajo, tiempo libre, etc.). Mantener correspondencia formal sencilla en la que se recaba información sobre algo, se piden disculpas, se solicita un servicio… Realizar, ante una audiencia, presentaciones breves y ensayadas sobre temas habituales y responder a preguntas breves y sencillas de los oyentes.

10.1.C BIBLIOGRAFÍA Y LIBROS DE CONSULTA RECOMENDADOS

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GRAMÁTICA O VISUAL GRAMMAR, ELEMENTARY. WITH ANSWERS. SCRIVENER, J. EDITORIAL RICHMOND O PRACTICAL GRAMMAR, LEVEL 1. RILEY, D. & HUGUES, J. EDITORIAL HEINLE. O ENGLISH GRAMMAR…WITH EXERCISES. EOI. NUEVA EDICIÓN. FERNÁNDEZ CARMONA, R. EDITORIAL ALHAMBRA LONGMAN. O ESSENTIAL GRAMMAR IN USE. 4TH EDITION. MURPHY, R. & NAYLOR, H. EDITORIAL CAMBRIDGE UNIVERSITY PRESS). EDICIÓN EN ESPAÑOL O EN INGLÉS. O ELEMENTARY LANGUAGE PRACTICE, WITH KEY. VINCE, M. EDITORIAL MACMILLAN. O OXFORD ENGLISH GRAMMAR COURSE. BASIC. SWAN, M & WALTER, C. EDITORIAL OXFORD UNIVERSITY PRESS. O COLLINS COBUILD ELEMENTARY ENGLISH GRAMMAR. WILLIS, D. EDITORIAL HARPER COLLINS. O GRAMÁTICA INGLESA PARA ESTUDIANTES ESPAÑOLES. MAÑAS RODRÍGUEZ, M.: AUTOR Y EDITOR. O GRAMÁTICA INGLESA (NOVENA EDICIÓN), SÁNCHEZ BENEDITO, M. EDITORIAL PEARSON LONGMAN. O Gramática inglesa ejercicios: Ejercicios complementarios. (novena edición), Sánchez Benedito, M. Editorial Pearson Longman. - VOCABULARIO O ENGLISH VOCABULARY IN USE. ELEMENTARY. MCCARTHY, M. & O’DELL, F. EDITORIAL CAMBRIDGE UNIVERSITY PRESS. O DICCIONARIOS O RICHMOND COMPACT DICTIONARY. EDITORIAL RICHMOND. O DICCIONARIO MACMILLAN POCKET. BILINGÜE. EDITORIAL MACMILLAN. O OXFORD POCKET DICTIONARY. BILINGÜE. CUARTA EDICIÓN. EDITORIAL OXFORD UNIVERSITY PRESS. O COLLINS POCKET PLUS DICTIONARY. BILINGÜE. EDITORIAL GRIJALBO. O THE HEINLE PICTURE DICTIONARY. ENGLISH-SPANISH. FOLEY, B.H. EDITORIAL HEINLE. 14

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BLOG DE RECURSOS DEL DEPARTAMENTO DE INGLÉS EN LA SIGUIENTE DIRECCIÓN WEB: http://www3.gobiernodecanarias.org/medusa/edublog/eoisantacruzdetenerife/al umnado/blog-de-recursos-para-el-alumnado/buscador-de-recursos/ 10.1.1 A NIVEL BÁSICO 1 

OBLIGATORIO: 9780194598910 , ENGLISH FILE ELEMENTARY SB+WB W/K PK 3ED. Lathan-Koenig, C., Oxenden, C. & Seligson, P. Editorial Oxford.



OPCIONAL: MYGRAMMARLAB, ELEMENTARY. EDITORIAL PEARSON. ISBN: 9781408299135

1º cuatrimestre: 13 septiembre – 22 enero unidad 1: 13 septiembre – 9 octubre unidad 2: 11 – 30 octubre unidad 3: 31 octubre – 21 noviembre unidad 4: 22 – 13 noviembre unidad 5: 14 diciembre – 15 enero  Información de la evaluación de progreso del 1er cuatrimestre: 18 y 22 de enero.  2º cuatrimestre: 23 enero – 24 mayo unidad 6: 23 enero – 6 febrero unidad 7: 8 febrero – 7 marzo unidad 8: 8 marzo – 3 abril unidad 9: 5 – 19 abril 

Información de la evaluación de progreso del 2do cuatrimestre: 23 y 24 de abril.

REPASO: del 25 de abril al 2 de mayo.  días para las pruebas de la evaluación final de aprovechamiento: del 7 al 22 de mayo.  información a los alumnos: 23 y 24 de mayo.

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10.1.1. B UNIDADES DIDÁCTICAS DEL NIVEL BÁSICO 1:  English File Elementary CONTENIDOS UNI T

1

2

3

4

5

6

7

8

9

GRAMMMAR

VOCABULARY

PRONUNCIATIÓN

1A VERB BE + SUBJECT PRONOUNS: I, YOU, ETC. 1B VERB BE ? AND 1C POSSESSIVE ADJECTIVES: MY, YOUR, ETC.

1A DAYS OF THE WEEK, NUMBERS 0-20, GREETINGS 1B THE WORLD, NUMBERS 21-100 1C CLASSROOM LANGUAGE

2A A/AN, PLURALS; THIS/ THAT/ THESE/ THOSE 2B ADJECTIVES 2C IMPERATIVES, LET´S

2A THINGS 2B COLOURS, ADJECTIVES, MODIFIERS: QUITE/ VERY/ REALLY 2C FEELINGS

3A PRESENT SIMPLE + AND 3B PRESENT SIMPLE? 3C WORD ORDER IN QUESTIONS

3A VERB PHRASES 3B JOBS 3C QUESTION WORDS

1A VOWEL SOUNDS, WORD STRESS 1B /Ə/, /TƩ/, /Ʃ/, /DƷ/; SENTENCE STRESS 1C /ƏƱ/, /U:/, /ɑ:/; THE ALPHABET 2A FINAL –S AND –ES; TH 2B LONG AND SHORT VOWEL SOUNDS 2C UNDERSTANDING CONNECTED SPEECH 3A THIRD PERSON -S 3B / ɜ:/ 3C SENTENCE STRESS

4A WHOSE...?, POSSESSIVE´S 4B PREPOSITIONS OF TIME (AT, IN, ON) AND PLACE (AT, IN, TO) 4C POSITION OF ADVERBS AND EXPRESSIONS OF FREQUENCY 5A CAN/ CAN´T 5B PRESENT CONTINUOUS 5C PRESENT SIMPLE OR PRESENT CONTINUOUS? 6A OBJECT PRONOUNS: ME, YOU, HIM, ETC. 6B LIKE + (VERB + -ING) 6C REVISION: BE OR DO

4A FAMILY 4B EVERYDAY ACTIVITIES 4C ADVERBS AND EXPRESSIONS OF FREQUENCY

4A /ʌ/, THE LETTER O 4B LINKING AND SENTENCE STRESS 4C THE LETTER H

5A VERB PHRASES: BUY A NEWSPAPER, ETC. 5B VERB PHRASES 5C THE WEATHER AND SEASONS

5A SENTENCES STRESS 5B /Ŋ/ 5C PLACES IN LONDON

6A PHONE LANGUAGE 6B THE DATE; ORDINAL NUMBERS 6C MUSIC

7A PAST SIMPLE OF BE: WAS/ WERE 7B PAST SIMPLE: REGULAR VERBS 7C PAST SIMPLE: IRREGULAR VERBS

7A WORD FORMATION: PAINTPAINTER 7B PAST TIME EXPRESSIONS 7C GO, HAVE, GET

6A /Aɪ/, /ɪ/, AND /I:/ 6B CONSONANT CLUSTERS; SAYING THE DATE 6C /J/ 7A SENTENCE STRESS 7B –ED ENDINGS 7C SENTENCE STRESS

8A PAST SIMPLE: REGULAR AND IRREGULAR 8B THERE IS/ THERE ARE, SOME / ANY + PLURAL NOUNS 8C THERE WAS/ THERE WERE 9A COUNTABLE/ UNCOUNTABLE NOUNS; A/ AN, SOME/ ANY 9B THERE IS/ THERE ARE, SOME/ANY +

8A IRREGULAR VERBS 8B THE HOUSE 8C PREPOSITIONS: PLACE AND MOVEMENT

8A PAST SIMPLE VERBS 8B /EƏ/ AND /ɪƏ/ , SENTENCE STRESS 8C SILENT LETTERS

9A FOOD 9B FOOD CONTAINERS 9C HIGH NUMBERS

9A THE LETTERS EA 9B /Ʃ/ AND /S/

FILE 1 OBJETIVOS DIDÁCTICOS

16

PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

• • • • • • • •

SABER RECONOCER Y UTILIZAR VOCABULARIO RELATIVO A LOS DÍAS DE LA SEMANA, LOS NÚMEROS 0-100, LOS SALUDOS, EL MUNDO, EL VOCABULARIO DE CLASE. ENTENDER Y APLICAR ASPECTOS GRAMATICALES COMO EL VERBO BE EN AFIRMATIVA, INTERROGATIVA Y NEGATIVA, LOS PRONOMBRES SUJETO Y LOS ADJETIVOS POSESIVOS. PRACTICAR LA PRONUNCIACIÓN DE LAS VOCALES, CIERTAS CONSONANTES, EL ACENTO Y EL ALFABETO. PODER UTILIZAR EL LENGUAJE Y LAS ESTRUCTURAS APRENDIDAS EN LA UNIDAD EN EL CONTEXTO DE UNA CONVERSACIÓN DIARIA Y NORMAL COMO SALUDAR Y DESPEDIRSE. COMPRENDER TEXTOS ORALES; UN TEXTO SOBRE NÚMEROS REALIZAR INTERCAMBIOS COMUNICATIVOS: SALUDAR Y DESPEDIRSE, PREGUNTAR Y SOBRE EL NOMBRE Y RESPONDER. PRODUCCIÓN DE UN TEXTO ESCRITO; RELLENAR UN IMPRESO. EVALUAR EL PROGRESO Y LA PARTICIPACIÓN EN EL PROCESO DE APRENDIZAJE.

FILE 2 OBJETIVOS DIDÁCTICOS • • • • • • •

SABER RECONOCER Y UTILIZAR VOCABULARIO RELATIVO A OBJETOS, COLORES, ADJETIVOS, LOS MODIFICADORES QUITE, VERY, REALLY Y LOS SENTIMIENTOS. ENTENDER Y APLICAR ASPECTOS GRAMATICALES COMO EL ARTÍCULO INDETERMINADO, LOS PLURALES, EL DEMOSTRATIVO, EL ADJETIVO, EL IMPERATIVO Y LET’S... PRACTICAR LA PRONUNCIACIÓN DE LA –S FINAL, -ES, TH. LAS VOCALES LARGAS Y CORTAS. LOS SONIDOS ENCADENADOS. PODER UTILIZAR EL LENGUAJE Y LAS ESTRUCTURAS APRENDIDAS EN LA UNIDAD EN EL CONTEXTO DE UNA CONVERSACIÓN DIARIA Y NORMAL EXPLICANDO LO QUE SUCEDE: WHAT’S THE MATTER? COMPRENDER TEXTOS ORALES; DESCRIPCIÓN DE LOS OBJETOS SOBRE LA MESA Y UNA CANCIÓN. SER CAPAZ DE IDENTIFICAR E INTERPRETAR INFORMACIÓN GENERAL Y MÁS ESPECÍFICA EN UN TEXTO LA IDENTIDAD DE DOS FAMOSOS. PRODUCCIÓN DE UN TEXTO ESCRITO; LA DESCRIPCIÓN DE UNA PERSONA FAMOSA.

FILE 3 OBJETIVOS DIDÁCTICOS • •

SABER RECONOCER Y UTILIZAR VOCABULARIO RELATIVO A LAS LOCUCIONES VERBALES, LAS OCUPACIONES Y LAS PARTÍCULAS INTERROGATIVAS. ENTENDER Y APLICAR ASPECTOS GRAMATICALES COMO EL PRESENTE SIMPLE EN AFIRMATIVA, NEGATIVA E INTERROGATIVA Y EL ORDEN DE LAS PALABRAS EN LAS PREGUNTAS. 17

PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

• • • • • • •

PRACTICAR LA PRONUNCIACIÓN DE LA –S DE LA TERCERA PERSONA, EL FONEMA /ɜ:/, Y EL RITMO EN LA FRASE. PODER UTILIZAR EL LENGUAJE Y LAS ESTRUCTURAS APRENDIDAS EN LA UNIDAD EN EL CONTEXTO DE UNA CONVERSACIÓN DIARIA NORMAL: ACTIVIDADES EN DÍAS LABORABLES Y FINES DE SEMANA. COMPRENDER TEXTOS ORALES; LA PRIMERA CITA DE UNA PAREJA EN UN RESTAURANTE Y UNA CANCIÓN. SER CAPAZ DE IDENTIFICAR E INTERPRETAR INFORMACIÓN GENERAL Y MÁS ESPECÍFICA EN UN ARTÍCULO SOBRE EL USO DEL UNIFORME. REALIZAR INTERCAMBIOS COMUNICATIVOS: CHARLA INFORMAL EN UN CAFÉ CON UN AMIGO. PRODUCCIÓN DE UN TEXTO ESCRITO; ESCRIBIR UN PERFIL PERSONAL. EVALUAR EL PROGRESO Y LA PARTICIPACIÓN EN EL PROCESO DE APRENDIZAJE.

FILE 4 OBJETIVOS DIDÁCTICOS • • • • • • • • •

SABER RECONOCER Y UTILIZAR VOCABULARIO RELATIVO A LA FAMILIA, LAS ACTIVIDADES DIARIAS Y LOS ADVERBIOS Y EXPRESIONES DE FRECUENCIA. ENTENDER Y APLICAR ASPECTOS GRAMATICALES COMO EL POSESIVO ‘S, LAS PREPOSICIONES, DE TIEMPO Y LUGAR, LA POSICIÓN DE LOS ADVERBIOS Y LAS EXPRESIONES DE FRECUENCIA. PRACTICAR LA PRONUNCIACIÓN DE LAS LETRAS “O” Y “H”, EL RITMO EN LA FRASE, EL ENCADENAMIENTO DE SONIDOS Y EL FONEMA /ʌ/. PODER UTILIZAR EL LENGUAJE Y LAS ESTRUCTURAS APRENDIDAS EN LA UNIDAD EN EL CONTEXTO DE UNA CONVERSACIÓN DIARIA Y NORMAL; UNA CONVERSACIÓN ENSEÑANDO FOTOS EN EL TELÉFONO MÓVIL. COMPRENDER TEXTOS ORALES; UNA MUCHACHA HABLANDO SOBRE SUS ACTIVIDADES DIARIAS. SER CAPAZ DE IDENTIFICAR E INTERPRETAR INFORMACIÓN GENERAL Y MÁS ESPECÍFICA EN UN ARTÍCULO SOBRE LUGARES DONDE LA GENTE ES MUY LONGEVA. REALIZAR INTERCAMBIOS COMUNICATIVOS: CONVERSACIÓN SOBRE UN ARTÍCULO DE REVISTA. PRODUCCIÓN DE UN TEXTO ESCRITO; UN ARTÍCULO DE REVISTA SOBRE EL DÍA FAVORITO DEL ALUMNO. EVALUAR EL PROGRESO Y LA PARTICIPACIÓN EN EL PROCESO DE APRENDIZAJE.

FILE 5 OBJETIVOS DIDÁCTICOS • •

SABER RECONOCER Y UTILIZAR VOCABULARIO RELATIVO A LOCUCIONES VERBALES, EL TIEMPO Y LAS ESTACIONES. ENTENDER Y APLICAR ASPECTOS GRAMATICALES COMO CAN / CAN’T, EL PRESENTE CONTINUO Y EL PRESENTE SIMPLE. 18

PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

• • • • • • •

PRACTICAR LA PRONUNCIACIÓN DE LUGARES DE LONDRES, EL RITMO EN LA FRASE Y EL FONEMA /Ŋ/ PODER UTILIZAR EL LENGUAJE Y LAS ESTRUCTURAS APRENDIDAS EN LA UNIDAD EN EL CONTEXTO DE UNA CONVERSACIÓN DIARIA Y NORMAL; COMPARAR DOS IMÁGENES Y ENCONTRAR OCHO DIFERENCIAS. COMPRENDER TEXTOS ORALES; UN TEXTO SOBRE UNA CASA CON NORMAS DE SILENCIO Y UNA CANCIÓN.. SER CAPAZ DE IDENTIFICAR E INTERPRETAR INFORMACIÓN GENERAL Y MÁS ESPECÍFICA EN UN EXTRACTO DE UNA GUÍA TURÍSTICA DE LONDRES. REALIZAR INTERCAMBIOS COMUNICATIVOS: DESCRIBIR DOS IMÁGENES Y ENCONTRAR OCHO DIFERENCIAS ENTRE ELLAS. PRODUCCIÓN DE UN TEXTO ESCRITO; UN POST DE FACEBOOK SOBRE LAS VACACIONES. EVALUAR EL PROGRESO Y LA PARTICIPACIÓN EN EL PROCESO DE APRENDIZAJE.

FILE 6 OBJETIVOS DIDÁCTICOS • • • • • • • • •

SABER RECONOCER Y UTILIZAR VOCABULARIO RELATIVO A LAS CONVERSACIONES TELEFÓNICAS, LAS FECHAS, LOS NÚMEROS ORDINALES Y LA MÚSICA. ENTENDER Y APLICAR ASPECTOS GRAMATICALES COMO LOS PRONOMBRES OBJETO, LA ESTRUCTURA LIKE + VERB + -ING. PRACTICAR LA PRONUNCIACIÓN DE LOS GRUPOS CONSONÁNTICOS Y DE LOS FONEMAS /Aɪ/, /ɪ/, /I:/, /J/. PODER UTILIZAR EL LENGUAJE Y LAS ESTRUCTURAS APRENDIDAS EN LA UNIDAD EN EL CONTEXTO DE UNA CONVERSACIÓN DIARIA Y NORMAL; UNA CHARLA SOBRE PREFERENCIAS EN ACTIVIDADES. COMPRENDER TEXTOS ORALES; UNA CONVERSACIÓN TELEFÓNICA Y UNA CANCIÓN.. SER CAPAZ DE IDENTIFICAR E INTERPRETAR INFORMACIÓN GENERAL Y MÁS ESPECÍFICA EN UN TEXTO SOBRE DÍAS ALEGRES Y DÍAS DEPRIMENTES Y OTRO SOBRE INSTRUMENTOS MUSICALES. REALIZAR INTERCAMBIOS COMUNICATIVOS: UNA ENTREVISTA A UN COMPAÑERO HACIENDO UN CUESTIONARIO MUSICAL. PRODUCCIÓN DE UN TEXTO ESCRITO; UN ARTÍCULO TITULADO MY FAVOURITE TIMES. EVALUAR EL PROGRESO Y LA PARTICIPACIÓN EN EL PROCESO DE APRENDIZAJE.

FILE 7 OBJETIVOS DIDÁCTICOS •

SABER RECONOCER Y UTILIZAR VOCABULARIO RELATIVO A LA FORMACIÓN DE PALABRAS DERIVADAS, LAS EXPRESIONES DE PASADO Y LOS VERBOS GO, HAVE, GET. 19

PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

• • • • • • • •

ENTENDER Y APLICAR ASPECTOS GRAMATICALES COMO EL PASADO SIMPLE DEL VERBO BE Y EL PASADO SIMPLE DE LOS VERBOS REGULARES E IRREGULARES. PRACTICAR LA PRONUNCIACIÓN DEL RITMO EN LA FRASE Y LAS TERMINACIONES PASADO –ED. PODER UTILIZAR EL LENGUAJE Y LAS ESTRUCTURAS APRENDIDAS EN LA UNIDAD EN EL CONTEXTO DE UNA CONVERSACIÓN DIARIA Y NORMAL; LA ÚLTIMA VEZ QUE EL ALUMNO TUVO UNA EXPERIENCIA. COMPRENDER TEXTOS ORALES; CINCO EXTRACTOS CORTOS SOBRE GENTE CONOCIDA, LA HISTORIA DE UN VIAJE Y UNA CANCIÓN. SER CAPAZ DE IDENTIFICAR E INTERPRETAR INFORMACIÓN GENERAL Y MÁS ESPECÍFICA EN UN TEXTO SOBRE LA NATIONAL PORRTRAIT GALLERY. REALIZAR INTERCAMBIOS COMUNICATIVOS: WHERE WERE YOU WHEN...?. PRODUCCIÓN DE UN TEXTO ESCRITO; UNA REDACCIÓN SOBRE UNA VELADA MEMORABLE. EVALUAR EL PROGRESO Y LA PARTICIPACIÓN EN EL PROCESO DE APRENDIZAJE.

FILE 8 OBJETIVOS DIDÁCTICOS • • • • • • • • •

SABER RECONOCER Y UTILIZAR VOCABULARIO RELATIVO A LOS VERBOS IRREGULARES, LA CASA Y LAS PREPOSICIONES DE LUGAR Y MOVIMIENTO. ENTENDER Y APLICAR ASPECTOS GRAMATICALES COMO EL PASADO SIMPLE, THERE IS /ARE SOME /ANY + PLURAL NOUNS, THERE WAS / WERE. PRACTICAR LA PRONUNCIACIÓN DE LOS VERBOS EN PASADO, DEL RITMO EN LA FRASE Y DE LOS FONEMAS /EƏ/, /ɪƏ/. PODER UTILIZAR EL LENGUAJE Y LAS ESTRUCTURAS APRENDIDAS EN LA UNIDAD EN EL CONTEXTO DE UNA CONVERSACIÓN DIARIA Y NORMAL; ENTREVISTAR A UN COMPAÑERO SOBRE SU CASA. COMPRENDER TEXTOS ORALES; UN RELATO DE ASESINATOS, EL DE UN PERIODISTA DESDE UN HOTEL EMBRUJADO Y UNA CANCIÓN. SER CAPAZ DE IDENTIFICAR E INTERPRETAR INFORMACIÓN GENERAL Y MÁS ESPECÍFICA EN UN TEXTO SOBRE UN HOTEL EMBRUJADO. REALIZAR INTERCAMBIOS COMUNICATIVOS: ENTREVISTAR A LOS SOSPECHOSOS DE UN ROBO. PRODUCCIÓN DE UN TEXTO ESCRITO; DESCRIPCIÓN DE LA CASA DEL ALUMNO. EVALUAR EL PROGRESO Y LA PARTICIPACIÓN EN EL PROCESO DE APRENDIZAJE.

FILE 9 OBJETIVOS DIDÁCTICOS

20

PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

• • • • • • • •

SABER RECONOCER Y UTILIZAR VOCABULARIO RELATIVO A LOS ALIMENTOS, LOS ENVASES Y LOS NÚMEROS ALTOS.. ENTENDER Y APLICAR ASPECTOS GRAMATICALES COMO LOS NOMBRES CONTABLES E INCONTABLES, LOS CUANTIFICADORES Y LOS ADJETIVOS COMPARATIVOS. PRACTICAR LA PRONUNCIACIÓN DE LAS LETRAS “EA”, EL RITMO EN LA FRASE Y LOS FONEMAS /Ʃ/, /S/, /Ə/. PODER UTILIZAR EL LENGUAJE Y LAS ESTRUCTURAS APRENDIDAS EN LA UNIDAD EN EL CONTEXTO DE UNA CONVERSACIÓN DIARIA Y NORMAL; COMENTAR LO QUE SE COMIÓ EL DÍA ANTERIOR. COMPRENDER TEXTOS ORALES; UN PROGRAMA DE TELEVISIÓN DE COCINA Y UNA CANCIÓN. SER CAPAZ DE IDENTIFICAR E INTERPRETAR INFORMACIÓN GENERAL Y MÁS ESPECÍFICA EN UN ARTÍCULO DE REVISTA SOBRE LA SAL Y EL AZÚCAR. REALIZAR INTERCAMBIOS COMUNICATIVOS: UN CUESTIONARIO SOBRE ALIMENTACIÓN. EVALUAR EL PROGRESO Y LA PARTICIPACIÓN EN EL PROCESO DE APRENDIZAJE.

10.1.2 NIVEL BÁSICO 2



OBLIGATORIO: 9780194598934, ENGLISH FILE PRE-INTERMEDIATE SB+WB W/K PK 3ED. Lathan-Koenig, C., Oxenden, C. & Seligson, P. Editorial Oxford.



OPCIONAL: MYGRAMMARLAB, ELEMENTARY. EDITORIAL PEARSON. ISBN: 9781408299135

10.1.2. A TEMPORALIZACIÓN ORIENTATIVA  1er cuatrimestre: 13 septiembre – 22 enero unidad 1: 13 septiembre – 3 octubre unidad 2: 4 octubre – 2 noviembre unidad 3 + 6A y 6B: 6 noviembre – 12 diciembre unidad 4A/B y 9B: 13 diciembre – 23 enero  Información de la evaluación de progreso del 1er cuatrimestre: 18 y 22 de enero.  2º cuatrimestre: 27 enero – 24 mayo unidad 5: 24 enero – 8 febrero unidad 7: 19 febrero – 13 marzo unidad 8: 14 marzo – 12 abril unidad 10: 16 – 19 abril Repaso para Certificación: del 25 de abril al 2 de mayo. 

Información de la evaluación de progreso del 2do cuatrimestre: 23 y 24 de abroñ.

21

PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

 días para las pruebas de la evaluación final de aprovechamiento: del 7 al 22 de mayo.  información a los alumnos: 23 y 24 de mayo. 10.1.2.B UNIDADES DIDÁCTICAS DEL NIVEL BÁSICO 2:  Speakout Elementary Teaching Programme

FILE 1 I. OBJETIVOS DIDÁCTICOS BLOQUE 1- COMUNICACIÓN

ORAL: ESCUCHAR, HABLAR Y CONVERSAR  REALIZAR INTERCAMBIOS COMUNICATIVOS: DESCRIBIR UNA IMAGEN PARA QUE LA DIBUJE UN COMPAÑERO.  ESCUCHAR Y COMPRENDER INFORMACIÓN ESPECÍFICA EN CONTEXTOS VARIADOS: UN TEXTO SOBRE LAS PRIMERAS IMPRESIONES DE UNA PAREJA AL CONOCERSE.  PODER UTILIZAR EL LENGUAJE Y LAS ESTRUCTURAS APRENDIDAS EN LA UNIDAD EN EL CONTEXTO DE UNA CONVERSACIÓN: UNA CHARLA INFORMAL SOBRE INFORMACIÓN PERSONAL. BLOQUE 2- COMUNICACIÓN ESCRITA: LEER Y ESCRIBIR  LEER Y COMPRENDER INFORMACIÓN GENERAL Y ESPECÍFICA EN TEXTOS VARIADOS: UN TEXTO SOBRE UNA ENCUESTA SOCIOLÓGICA.  PRODUCCIÓN DE TEXTOS ESCRITOS: LA DESCRIPCIÓN DE UNA PERSONA CONOCIDA. BLOQUE 3 – CONOCIMIENTO DE LA LENGUA  SABER RECONOCER Y UTILIZAR VOCABULARIO RELATIVO A LOCUCIONES VERBALES COMUNES, ORTOGRAFÍA Y LOS NÚMEROS.  ENTENDER Y APLICAR ASPECTOS GRAMATICALES COMO EL ORDEN DE LAS PALABRAS EN LAS PREGUNTAS, EL PRESENTE SIMPLE Y EL PRESENTE CONTINUO.  PRACTICAR LA PRONUNCIACIÓN DE LOS SONIDOS VOCÁLICOS, EL ALFABETO, LAS –S Y –ES FINALES Y LOS FONEMAS /Ə/ Y /Ɔ:/ BLOQUE 4 – ASPECTOS SOCIO-CULTURALES Y CONCIENCIA INTERCULTURAL  RECONOCER Y APRENDER FORMAS BÁSICAS DE RELACIÓN SOCIAL EN LENGUA EXTRANJERA: DESCRIBIR UNA IMAGEN.  MOSTRAR UNA ACTITUD RECEPTIVA HACIA LAS PERSONAS QUE HABLAN OTRA LENGUA Y TIENEN UNA CULTURA DIFERENTE A LA PROPIA. II. CONTENIDOS LINGÜÍSTICOS GRAMÁTICA EL ORDEN DE LAS PALABRAS EN LAS PREGUNTAS, EL PRESENTE SIMPLE Y EL PRESENTE CONTINUO. LÉXICO LAS LOCUCIONES VERBALES COMUNES, LA ORTOGRAFÍA Y LOS NÚMEROS. REFLEXIÓN SOBRE EL APRENDIZAJE 22

PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

    

INTERÉS Y CURIOSIDAD POR AMPLIAR LOS CONOCIMIENTOS RELACIONADOS CON LA LENGUA INGLESA. ORGANIZACIÓN DEL TRABAJO PERSONAL COMO ESTRATEGIA PARA PROGRESAR EN EL APRENDIZAJE. INTERÉS POR APROVECHAR LAS OPORTUNIDADES DE APRENDIZAJE CREADAS EN EL CONTEXTO DEL AULA Y FUERA DE ELLA. PARTICIPACIÓN ACTIVA EN ACTIVIDADES Y TRABAJOS GRUPALES.

FILE 2 I. OBJETIVOS DIDACTICOS BLOQUE 1- COMUNICACIÓN ORAL: ESCUCHAR, HABLAR Y CONVERSAR  REALIZAR INTERCAMBIOS COMUNICATIVOS: EJERCICIO DE COMUNICACIÓN SOBRE EL FIN DE UNA HISTORIA.  ESCUCHAR Y COMPRENDER INFORMACIÓN ESPECÍFICA EN CONTEXTOS VARIADOS: UN TEXTO SOBRE LAS VACACIONES Y OTRO TEXTO SOBRE UNA FOTO FAMOSA; UNA CANCIÓN.  PODER UTILIZAR EL LENGUAJE Y LAS ESTRUCTURAS APRENDIDAS EN LA UNIDAD EN EL CONTEXTO DE UNA CONVERSACIÓN: HABLAR SOBRE UNAS VACACIONES FALLIDAS. BLOQUE 2- COMUNICACIÓN ESCRITA: LEER Y ESCRIBIR  LEER Y COMPRENDER INFORMACIÓN GENERAL Y ESPECÍFICA EN TEXTOS VARIADOS: UN TEXTO PERIODÍSTICO SOBRE HISTORIA.  PRODUCCIÓN DE TEXTOS ESCRITOS: DESCRIPCIÓN DE LA FOTO FAVORITA DEL ALUMNO. BLOQUE 3 – CONOCIMIENTO DE LA LENGUA  SABER RECONOCER Y UTILIZAR VOCABULARIO RELATIVO A LAS VACACIONES, LAS PREPOSICIONES DE TIEMPO Y LUGAR Y LAS LOCUCIONES VERBALES.  ENTENDER Y APLICAR ASPECTOS GRAMATICALES COMO EL PASADO SIMPLE DE LOS VERBOS REGULARES E IRREGULARES.  PRACTICAR LA PRONUNCIACIÓN DE LAS TERMINACIONES DE PASADO –ED DE LOS VERBOS REGULARES, EL RITMO EN LA FRASE Y EL ACENTO EN LA PALABRA. BLOQUE 4 – ASPECTOS SOCIO-CULTURALES Y CONCIENCIA INTERCULTURAL  RECONOCER Y APRENDER FORMAS BÁSICAS DE RELACIÓN SOCIAL EN LENGUA EXTRANJERA: CONVERSAR CON UN COMPAÑERO SOBRE EL TEMA DE LAS VACACIONES.  MOSTRAR UNA ACTITUD RECEPTIVA HACIA LAS PERSONAS QUE HABLAN OTRA LENGUA Y TIENEN UNA CULTURA DIFERENTE A LA PROPIA. II. CONTENIDOS LINGÜÍSTICOS GRAMÁTICA EL PASADO SIMPLE DE LOS VERBOS REGULARES E IRREGULARES. LÉXICO LAS VACACIONES, LAS PREPOSICIONES DE TIEMPO Y LUGAR Y LAS LOCUCIONES VERBALES. 23

PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

REFLEXIÓN SOBRE EL APRENDIZAJE  INTERÉS Y CURIOSIDAD POR AMPLIAR LOS CONOCIMIENTOS RELACIONADOS CON LA LENGUA INGLESA.  ORGANIZACIÓN DEL TRABAJO PERSONAL COMO ESTRATEGIA PARA PROGRESAR EN EL  APRENDIZAJE.  INTERÉS POR APROVECHAR LAS OPORTUNIDADES DE APRENDIZAJE CREADAS EN EL CONTEXTO DEL AULA Y FUERA DE ELLA.  PARTICIPACIÓN ACTIVA EN ACTIVIDADES Y TRABAJOS GRUPALES. FILE 3 I. OBJETIVOS DIDACTICOS BLOQUE 1- COMUNICACIÓN ORAL: ESCUCHAR, HABLAR Y CONVERSAR  REALIZAR INTERCAMBIOS COMUNICATIVOS: CHARLAR PARA HACER PLANES COMPATIBLES.  ESCUCHAR Y COMPRENDER INFORMACIÓN ESPECÍFICA EN CONTEXTOS VARIADOS: TRES PASAJEROS EN UN AEROPUERTO, LA INTRODUCCIÓN A UN CONCURSO TELEVISIVO Y UNA CANCIÓN.  PODER UTILIZAR EL LENGUAJE Y LAS ESTRUCTURAS APRENDIDAS EN LA UNIDAD EN EL CONTEXTO DE UNA CONVERSACIÓN: HABLAR SOBRE PLANES DE FUTURO. BLOQUE 2- COMUNICACIÓN ESCRITA: LEER Y ESCRIBIR  LEER Y COMPRENDER INFORMACIÓN GENERAL Y ESPECÍFICA EN TEXTOS VARIADOS: UN ARTÍCULO SOBRE NUEVOS VOCABLOS.  PRODUCCIÓN DE TEXTOS ESCRITOS: BLOQUE 3 – CONOCIMIENTO DE LA LENGUA  SABER RECONOCER Y UTILIZAR VOCABULARIO RELATIVO A AEROPUERTOS, VERBOS SEGUIDOS DE PREPOSICIÓN Y EXPRESIONES DE PARÁFRASIS.  ENTENDER Y APLICAR ASPECTOS GRAMATICALES COMO BE GOING TO (PLANES Y PREDICCIONES), EL PRESENTE CONTINUO PARA PLANES DE FUTURO Y LAS ORACIONES DE RELATIVO ESPECIFICATIVAS.  PRACTICAR LA PRONUNCIACIÓN DEL ACENTO EN LA FRASE Y EL DISCURSO RÁPIDO, CÓMO HABLAR AGRADABLEMENTE Y LA PRONUNCIACIÓN EN EL DICCIONARIO. BLOQUE 4 – ASPECTOS SOCIO-CULTURALES Y CONCIENCIA INTERCULTURAL  RECONOCER Y APRENDER FORMAS BÁSICAS DE RELACIÓN SOCIAL EN LENGUA EXTRANJERA: CHARLA SOBRE AEROPUERTOS DEL MUNDO.  MOSTRAR UNA ACTITUD RECEPTIVA HACIA LAS PERSONAS QUE HABLAN OTRA LENGUA Y TIENEN UNA CULTURA DIFERENTE A LA PROPIA. II. CONTENIDOS LINGÜÍSTICOS GRAMÁTICA BE GOING TO (PLANES Y PREDICCIONES), EL PRESENTE CONTINUO PARA PLANES DE FUTURO Y LAS ORACIONES DE RELATIVO ESPECIFICATIVAS. LÉXICO 24

PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

LOS AEROPUERTOS, VERBOS SEGUIDOS DE PREPOSICIÓN Y EXPRESIONES DE PARÁFRASIS. REFLEXIÓN SOBRE EL APRENDIZAJE  INTERÉS Y CURIOSIDAD POR AMPLIAR LOS CONOCIMIENTOS RELACIONADOS CON LA LENGUA INGLESA.  ORGANIZACIÓN DEL TRABAJO PERSONAL COMO ESTRATEGIA PARA PROGRESAR EN EL  APRENDIZAJE.  INTERÉS POR APROVECHAR LAS OPORTUNIDADES DE APRENDIZAJE CREADAS EN EL CONTEXTO DEL AULA Y FUERA DE ELLA. 

Participación activa en actividades y trabajos grupales.

FILE 4 I. OBJETIVOS DIDACTICOS BLOQUE 1- COMUNICACIÓN ORAL: ESCUCHAR, HABLAR Y CONVERSAR  REALIZAR INTERCAMBIOS COMUNICATIVOS: CHARLA INFORMAL SOBRE EL FIN DE SEMANA ANTERIOR.  ESCUCHAR Y COMPRENDER INFORMACIÓN ESPECÍFICA EN CONTEXTOS VARIADOS: UN TEXTO ORAL SOBRE UN PROGRAMA DE RADIO Y UNA HISTORIA SOBRE UN FIN DE SEMANA; UNA CANCIÓN  PODER UTILIZAR EL LENGUAJE Y LAS ESTRUCTURAS APRENDIDAS EN LA UNIDAD EN EL CONTEXTO DE UNA CONVERSACIÓN: BLOQUE 2- COMUNICACIÓN ESCRITA: LEER Y ESCRIBIR  LEER Y COMPRENDER INFORMACIÓN GENERAL Y ESPECÍFICA EN TEXTOS VARIADOS: UN TEXTO SOBRE UNA DISEÑADORA DE MODA Y OTRO SOBRE LOS FINES DE SEMANA. BLOQUE 3 – CONOCIMIENTO DE LA LENGUA  SABER RECONOCER Y UTILIZAR VOCABULARIO RELATIVO A LAS TAREAS DE CASA, LA UTILIZACIÓN DE LOS VERBOS MAKE Y DO, LAS COMPRAS Y LOS ADJETIVOS TERMINADOS EN –ED Y -ING  ENTENDER Y APLICAR ASPECTOS GRAMATICALES COMO EL PRETÉRITO PERFECTO CON YET, JUST Y ALREADY.  PRACTICAR LA PRONUNCIACIÓN DE LAS LETRAS “C” Y “CH” Y LOS SONIDOS /J/, /DƷ/, /E/, /ƏƱ/, /ʌ/. BLOQUE 4 – ASPECTOS SOCIO-CULTURALES Y CONCIENCIA INTERCULTURAL  RECONOCER Y APRENDER FORMAS BÁSICAS DE RELACIÓN SOCIAL EN LENGUA EXTRANJERA: PREGUNTAR A LOS COMPAÑEROS ACERCA DE EXPERIENCIAS VIVIDAS.  MOSTRAR UNA ACTITUD RECEPTIVA HACIA LAS PERSONAS QUE HABLAN OTRA LENGUA Y TIENEN UNA CULTURA DIFERENTE A LA PROPIA. II. CONTENIDOS LINGÜÍSTICOS GRAMÁTICA EL PRETÉRITO PERFECTO CON YET, JUST Y ALREADY. LÉXICO LAS TAREAS DE CASA, LA UTILIZACIÓN DE LOS VERBOS MAKE Y DO, LAS COMPRAS Y LOS ADJETIVOS TERMINADOS EN –ED Y -ING 25

PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

REFLEXIÓN SOBRE EL APRENDIZAJE  INTERÉS Y CURIOSIDAD POR AMPLIAR LOS CONOCIMIENTOS RELACIONADOS CON LA LENGUA INGLESA.  ORGANIZACIÓN DEL TRABAJO PERSONAL COMO ESTRATEGIA PARA PROGRESAR EN EL  APRENDIZAJE.  INTERÉS POR APROVECHAR LAS OPORTUNIDADES DE APRENDIZAJE CREADAS EN EL CONTEXTO DEL AULA Y FUERA DE ELLA.  PARTICIPACIÓN ACTIVA EN ACTIVIDADES Y TRABAJOS GRUPALES. FILE 5 I. OBJETIVOS DIDACTICOS BLOQUE 1- COMUNICACIÓN ORAL: ESCUCHAR, HABLAR Y CONVERSAR  REALIZAR INTERCAMBIOS COMUNICATIVOS: HABLAR SOBRE LA DIETA Y EL RITMO DE VIDA.  ESCUCHAR Y COMPRENDER INFORMACIÓN ESPECÍFICA EN CONTEXTOS VARIADOS: UN TEXTO UN TEXTO SOBRE LA DESACELERACIÓN DEL RITMO DE VIDA, OTRO SOBRE LONDRES Y UNA CANCIÓN.  PODER UTILIZAR EL LENGUAJE Y LAS ESTRUCTURAS APRENDIDAS EN LA UNIDAD EN EL CONTEXTO DE UNA CONVERSACIÓN: UN CUESTIONARIO SOBRE CAMBIOS EN LA VIDA. BLOQUE 2- COMUNICACIÓN ESCRITA: LEER Y ESCRIBIR  LEER Y COMPRENDER INFORMACIÓN GENERAL Y ESPECÍFICA EN TEXTOS VARIADOS: UN TEXTO SOBRE EL RITMO DE VIDA; OTRO SOBRE LA SALUD.  PRODUCCIÓN DE TEXTOS ESCRITOS: DESCRIPCIÓN DEL LUGAR DE RESIDENCIA DEL ALUMNO. BLOQUE 3 – CONOCIMIENTO DE LA LENGUA  SABER RECONOCER Y UTILIZAR VOCABULARIO RELATIVO A LAS EXPRESIONES DE TIEMPO, LA DESCRIPCIÓN DE UNA CIUDAD Y LA SALUD Y EL CUERPO.  ENTENDER Y APLICAR ASPECTOS GRAMATICALES COMO LOS ADJETIVOS Y ADVERBIOS COMPARATIVOS, LOS SUPERLATIVOS Y LOS CUANTIFICADORES.  PRACTICAR LA PRONUNCIACIÓN DEL ACENTO EN LA PALABRA Y EN LA FRASE Y LOS SONIDOS /ʌ/, /U:/, /Aɪ/, /E/. BLOQUE 4 – ASPECTOS SOCIO-CULTURALES Y CONCIENCIA INTERCULTURAL  RECONOCER Y APRENDER FORMAS BÁSICAS DE RELACIÓN SOCIAL EN LENGUA EXTRANJERA: REFLEXIONAR SOBRE CAMBIOS EN LA PROPIA VIDA E INTERCAMBIAR INFORMACIÓN CON UN COMPAÑERO; CONVERSACIÓN SOBRE SALUD Y ESTILO DE VIDA.  MOSTRAR UNA ACTITUD RECEPTIVA HACIA LAS PERSONAS QUE HABLAN OTRA LENGUA Y TIENEN UNA CULTURA DIFERENTE A LA PROPIA. II. CONTENIDOS LINGÜÍSTICOS GRAMÁTICA LOS ADJETIVOS Y ADVERBIOS COMPARATIVOS, LOS SUPERLATIVOS Y LOS CUANTIFICADORES. 26

PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

LÉXICO LAS EXPRESIONES DE TIEMPO, LA DESCRIPCIÓN DE UNA CIUDAD Y LA SALUD Y EL CUERPO. REFLEXIÓN SOBRE EL APRENDIZAJE  INTERÉS Y CURIOSIDAD POR AMPLIAR LOS CONOCIMIENTOS RELACIONADOS CON LA LENGUA INGLESA.  ORGANIZACIÓN DEL TRABAJO PERSONAL COMO ESTRATEGIA PARA PROGRESAR EN EL  APRENDIZAJE.  INTERÉS POR APROVECHAR LAS OPORTUNIDADES DE APRENDIZAJE CREADAS EN EL CONTEXTO DEL AULA Y FUERA DE ELLA. 

Participación activa en actividades y trabajos grupales.

FILE 6 I. OBJETIVOS DIDACTICOS BLOQUE 1- COMUNICACIÓN ORAL: ESCUCHAR, HABLAR Y CONVERSAR  REALIZAR INTERCAMBIOS COMUNICATIVOS: EJERCICIO DE COMUNICACIÓN INTERPRETANDO LOS SUEÑOS DE UN COMPAÑERO.  ESCUCHAR Y COMPRENDER INFORMACIÓN ESPECÍFICA EN CONTEXTOS VARIADOS: UN PROGRAMA DE RADIO Y UN PSICOANALISTA INTERPRETANDO SUEÑOS; UNA CANCIÓN.  PODER UTILIZAR EL LENGUAJE Y LAS ESTRUCTURAS APRENDIDAS EN LA UNIDAD EN EL CONTEXTO DE UNA CONVERSACIÓN: HACER Y RESPONDER A PREDICCIONES. BLOQUE 2- COMUNICACIÓN ESCRITA: LEER Y ESCRIBIR  LEER Y COMPRENDER INFORMACIÓN GENERAL Y ESPECÍFICA EN TEXTOS VARIADOS: UN TEXTO SOBRE UNA SERIE DE TV. BLOQUE 3 – CONOCIMIENTO DE LA LENGUA  SABER RECONOCER Y UTILIZAR VOCABULARIO RELATIVO A LOS VERBOS OPUESTOS, VERBOS SEGUIDOS DE BACK, LOS ADJETIVOS Y LAS PREPOSICIONES.  ENTENDER Y APLICAR ASPECTOS GRAMATICALES COMO LAS PREDICCIONES, LAS PROMESAS, OFERTAS Y DECISIONES (WILL / WON’T). REPASO DE VERBOS EN PRESENTE, PASADO Y FUTURO.  PRACTICAR LA PRONUNCIACIÓN DE “’LL”, “WON’T”, LA ACENTUACIÓN DE LAS PALABRAS BISÍLABAS Y LAS LETRAS “OW”. BLOQUE 4 – ASPECTOS SOCIO-CULTURALES Y CONCIENCIA INTERCULTURAL  RECONOCER Y APRENDER FORMAS BÁSICAS DE RELACIÓN SOCIAL EN LENGUA EXTRANJERA: UN ROLEPLAY JUGANDO A INTERPRETAR LOS SUEÑOS DEL COMPAÑERO.  MOSTRAR UNA ACTITUD RECEPTIVA HACIA LAS PERSONAS QUE HABLAN OTRA LENGUA Y TIENEN UNA CULTURA DIFERENTE A LA PROPIA. II. CONTENIDOS LINGÜÍSTICOS GRAMÁTICA 27

PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

LAS PREDICCIONES, LAS PROMESAS, OFERTAS Y DECISIONES (WILL / WON’T). REPASO DE VERBOS EN PRESENTE, PASADO Y FUTURO. LÉXICO LOS VERBOS OPUESTOS, VERBOS SEGUIDOS DE BACK, LOS ADJETIVOS Y LAS PREPOSICIONES. REFLEXIÓN SOBRE EL APRENDIZAJE  INTERÉS Y CURIOSIDAD POR AMPLIAR LOS CONOCIMIENTOS RELACIONADOS CON LA LENGUA INGLESA.  ORGANIZACIÓN DEL TRABAJO PERSONAL COMO ESTRATEGIA PARA PROGRESAR EN EL  APRENDIZAJE.  INTERÉS POR APROVECHAR LAS OPORTUNIDADES DE APRENDIZAJE CREADAS EN EL CONTEXTO DEL AULA Y FUERA DE ELLA. 

Participación activa en actividades y trabajos grupales.

FILE 7 I. OBJETIVOS DIDACTICOS BLOQUE 1- COMUNICACIÓN ORAL: ESCUCHAR, HABLAR Y CONVERSAR  REALIZAR INTERCAMBIOS COMUNICATIVOS: HABLAR SOBRE LA CAPACIDAD PROPIA DE EXPRESARSE EN INGLÉS.  ESCUCHAR Y COMPRENDER INFORMACIÓN ESPECÍFICA EN CONTEXTOS VARIADOS: UN EXTRACTO DE UNA PELÍCULA, UNA ENTREVISTA CON EL DIRECTOR DE UNA ESCUELA DE CANTO Y UNA CANCIÓN.  PODER UTILIZAR EL LENGUAJE Y LAS ESTRUCTURAS APRENDIDAS EN LA UNIDAD EN EL CONTEXTO DE UNA CONVERSACIÓN: HÁBITOS MUSICALES. BLOQUE 2- COMUNICACIÓN ESCRITA: LEER Y ESCRIBIR  LEER Y COMPRENDER INFORMACIÓN GENERAL Y ESPECÍFICA EN TEXTOS VARIADOS: UN TEXTO SOBRE EL APRENDIZAJE DE IDIOMAS.  PRODUCCIÓN DE TEXTOS ESCRITOS: UN CORREO ELECTRÓNICO FORMAL. BLOQUE 3 – CONOCIMIENTO DE LA LENGUA  SABER RECONOCER Y UTILIZAR VOCABULARIO RELATIVO A LOS VERBOS SEGUIDOS DE INFINITIVO Y GERUNDIO Y LOS MODIFICADORES A BIT, REALLY.  ENTENDER Y APLICAR ASPECTOS GRAMATICALES COMO EL USO DEL INFINITIVO CON TO, LOS USOS DEL GERUNDIO, Y HAVE TO, DON’T HAVE TO, MUST Y MUSTN’T.  PRACTICAR LA PRONUNCIACIÓN DE LOS SONIDOS ENCADENADOS, LA FORMA DÉBIL DE TO, LA LETRA “I”, MUST Y MUSTN’T. BLOQUE 4 – ASPECTOS SOCIO-CULTURALES Y CONCIENCIA INTERCULTURAL  RECONOCER Y APRENDER FORMAS BÁSICAS DE RELACIÓN SOCIAL EN LENGUA EXTRANJERA: CHARLA INFORMAL SOBRE EXPERIENCIAS VIVIDAS EN INGLÉS.  MOSTRAR UNA ACTITUD RECEPTIVA HACIA LAS PERSONAS QUE HABLAN OTRA LENGUA Y TIENEN UNA CULTURA DIFERENTE A LA PROPIA. II. CONTENIDOS LINGÜÍSTICOS GRAMÁTICA 28

PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

EL USO DEL INFINITIVO CON TO, LOS USOS DEL GERUNDIO, Y HAVE TO, DON’T HAVE TO, MUST Y MUSTN’T. LÉXICO LOS VERBOS SEGUIDOS DE INFINITIVO Y GERUNDIO Y LOS MODIFICADORES A BIT, REALLY. REFLEXIÓN SOBRE EL APRENDIZAJE  INTERÉS Y CURIOSIDAD POR AMPLIAR LOS CONOCIMIENTOS RELACIONADOS CON LA LENGUA INGLESA.  ORGANIZACIÓN DEL TRABAJO PERSONAL COMO ESTRATEGIA PARA PROGRESAR EN EL  APRENDIZAJE.  INTERÉS POR APROVECHAR LAS OPORTUNIDADES DE APRENDIZAJE CREADAS EN EL CONTEXTO DEL AULA Y FUERA DE ELLA. 

Participación activa en actividades y trabajos grupales.

FILE 8 I. OBJETIVOS DIDACTICOS BLOQUE 1- COMUNICACIÓN ORAL: ESCUCHAR, HABLAR Y CONVERSAR  REALIZAR INTERCAMBIOS COMUNICATIVOS: COMENTAR UN CONSEJO DE UNA COLUMNA SENTIMENTAL DE UN PERIÓDICO.  ESCUCHAR Y COMPRENDER INFORMACIÓN ESPECÍFICA EN CONTEXTOS VARIADOS: UNA LLAMADA A UN PROGRAMA DE RADIO, UNA HISTORIA Y UNA CANCIÓN.  PODER UTILIZAR EL LENGUAJE Y LAS ESTRUCTURAS APRENDIDAS EN LA UNIDAD EN EL CONTEXTO DE UNA CONVERSACIÓN: CONVERSACIÓN CON VERBOS QUE INDUCEN A CONFUSIÓN. BLOQUE 2- COMUNICACIÓN ESCRITA: LEER Y ESCRIBIR  LEER Y COMPRENDER INFORMACIÓN GENERAL Y ESPECÍFICA EN TEXTOS VARIADOS: UNA COLUMNA SENTIMENTAL DE UN PERIÓDICO.  PRODUCCIÓN DE TEXTOS ESCRITOS: RESPUESTA A UNA PETICIÓN DE CONSEJO. BLOQUE 3 – CONOCIMIENTO DE LA LENGUA  SABER RECONOCER Y UTILIZAR VOCABULARIO RELATIVO AL VERBO GET, A VERBOS QUE INDUCEN A CONFUSIÓN Y A LOS ADVERBIOS DE MODO.  ENTENDER Y APLICAR ASPECTOS GRAMATICALES COMO EL USO DE SHOULD, LAS ORACIONES CONDICIONALES DEL TIPO 1 Y LOS PRONOMBRES POSESIVOS.  PRACTICAR LA PRONUNCIACIÓN DE LA ACENTUACIÓN Y RITMO EN LA FRASE, EL ENCADENAMIENTO DE SONIDOS Y EL FONEMA /Ʊ/. BLOQUE 4 – ASPECTOS SOCIO-CULTURALES Y CONCIENCIA INTERCULTURAL  RECONOCER Y APRENDER FORMAS BÁSICAS DE RELACIÓN SOCIAL EN LENGUA EXTRANJERA: CONVERSAR CON UN COMPAÑERO PROPONIENDO SOLUCIONES A DOS PROBLEMAS.  MOSTRAR UNA ACTITUD RECEPTIVA HACIA LAS PERSONAS QUE HABLAN OTRA LENGUA Y TIENEN UNA CULTURA DIFERENTE A LA PROPIA. II. CONTENIDOS LINGÜÍSTICOS 29

PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

GRAMÁTICA EL USO DE SHOULD, LAS ORACIONES CONDICIONALES DEL TIPO 1 Y LOS PRONOMBRES POSESIVOS. LÉXICO EL VERBO GET, VERBOS QUE INDUCEN A CONFUSIÓN Y A LOS ADVERBIOS DE MODO. REFLEXIÓN SOBRE EL APRENDIZAJE  INTERÉS Y CURIOSIDAD POR AMPLIAR LOS CONOCIMIENTOS RELACIONADOS CON LA LENGUA INGLESA.  ORGANIZACIÓN DEL TRABAJO PERSONAL COMO ESTRATEGIA PARA PROGRESAR EN EL  APRENDIZAJE.  INTERÉS POR APROVECHAR LAS OPORTUNIDADES DE APRENDIZAJE CREADAS EN EL CONTEXTO DEL AULA Y FUERA DE ELLA. 

Participación activa en actividades y trabajos grupales.

FILE 10 I. OBJETIVOS DIDACTICOS BLOQUE 1- COMUNICACIÓN ORAL: ESCUCHAR, HABLAR Y CONVERSAR  REALIZAR INTERCAMBIOS COMUNICATIVOS: HABLAR SOBRE EL EXCESO DE OFERTA EN EL MERCADO.  ESCUCHAR Y COMPRENDER INFORMACIÓN ESPECÍFICA EN CONTEXTOS VARIADOS: UN PROGRAMA DE RADIO SOBRE INVENTOS, SEIS PERSONAS HABLANDO SOBRE MEMORIAS DEL COLEGIO Y UNA CANCIÓN.  PODER UTILIZAR EL LENGUAJE Y LAS ESTRUCTURAS APRENDIDAS EN LA UNIDAD EN EL CONTEXTO DE UNA CONVERSACIÓN: JUGAR A VERDADERO / FALSO CON FRASES PASIVAS. BLOQUE 2- COMUNICACIÓN ESCRITA: LEER Y ESCRIBIR  LEER Y COMPRENDER INFORMACIÓN GENERAL Y ESPECÍFICA EN TEXTOS VARIADOS: UN TEXTO SOBRE INVENTOS Y DESCUBRIMIENTOS Y OTRO SOBRE EL EXCESO DE OFERTA EN EL MERCADO. BLOQUE 3 – CONOCIMIENTO DE LA LENGUA  SABER RECONOCER Y UTILIZAR VOCABULARIO RELATIVO A LOS VERBOS INVENT, DISCOVER... , LAS ASIGNATURAS Y LA FORMACIÓN DE SUSTANTIVOS.  ENTENDER Y APLICAR ASPECTOS GRAMATICALES COMO LA VOZ PASIVA, USED TO Y LA EXPRESIÓN DE POSIBILIDAD CON MIGHT.  PRACTICAR LA PRONUNCIACIÓN DEL ACENTO EN LA FRASE, LA TERMINACIÓN –ED, USED TO / DIDN’T USE TO Y LOS DIPTONGOS. BLOQUE 4 – ASPECTOS SOCIO-CULTURALES Y CONCIENCIA INTERCULTURAL  RECONOCER Y APRENDER FORMAS BÁSICAS DE RELACIÓN SOCIAL EN LENGUA EXTRANJERA: CONTRASTAR CON LOS COMPAÑEROS LA CORRECCIÓN DE UNAS FRASES EN PASIVA.  MOSTRAR UNA ACTITUD RECEPTIVA HACIA LAS PERSONAS QUE HABLAN OTRA LENGUA Y TIENEN UNA CULTURA DIFERENTE A LA PROPIA. II. CONTENIDOS LINGÜÍSTICOS 30

PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

GRAMÁTICA LA VOZ PASIVA, USED TO Y LA EXPRESIÓN DE POSIBILIDAD CON MIGHT. LÉXICO LOS VERBOS INVENT, DISCOVER... , LAS ASIGNATURAS Y LA FORMACIÓN DE SUSTANTIVOS. REFLEXIÓN SOBRE EL APRENDIZAJE  INTERÉS Y CURIOSIDAD POR AMPLIAR LOS CONOCIMIENTOS RELACIONADOS CON LA LENGUA INGLESA.  ORGANIZACIÓN DEL TRABAJO PERSONAL COMO ESTRATEGIA PARA PROGRESAR EN EL  APRENDIZAJE.  INTERÉS POR APROVECHAR LAS OPORTUNIDADES DE APRENDIZAJE CREADAS EN EL CONTEXTO DEL AULA Y FUERA DE ELLA. 

Participación activa en actividades y trabajos grupales.

10.2 NIVEL INTERMEDIO El Nivel Intermedio tiene como finalidad utilizar el idioma con cierta seguridad y flexibilidad, receptiva y productivamente, tanto en forma hablada como escrita, así como para mediar entre hablantes, en situaciones cotidianas y menos corrientes que en nivel precedente que requieran comprender y producir textos en una variedad de lengua estándar, con estructuras habituales y un repertorio léxico común no muy idiomático, y que versen sobre temas generales, cotidianos o en los que se tiene un interés personal. El Nivel Intermedio tiene como referencia un nivel de competencia B1, tal y como éste se describe en el Marco Común de Referencia para las Lenguas del Consejo de Europa. Teniendo en cuenta que el Currículo de Nivel Intermedio está pendiente de ser publicado en la Comunidad Autónoma de Canarias, también se tomará como referencia el publicado por el Ministerio de Educación, Cultura y Deportes para las ciudades autónomas de Ceuta y Melilla, ORDEN ECI/1456/2007. Durante el presente curso escolar 2017-2018 el Departamento de Inglés de la EOI Santa Cruz ofrecerá el nivel Intermedio (1 y 2) en modo intensivo, además de los cursos de duración habitual. Por ello también se adjunta temporalización orientativa para esta modalidad. 10.2. A OBJETIVOS GENERALES Comprensión oral Comprender el sentido general, la información esencial, los puntos principales y los detalles más relevantes en textos orales claramente estructurados y en lengua estándar, articulados a velocidad media y transmitidos de viva voz o por medios técnicos, siempre que las condiciones acústicas sean buenas y se pueda volver a escuchar lo dicho, sobre los temas señalados para el nivel, generales, de actualidad y de interés personal. Comprensión de lectura Comprender el sentido general, la información esencial, los puntos principales y los detalles más relevantes expresados de forma explícita, aunque pueda aparecer de forma implícita si es fácil deducir el sentido, en textos escritos claros, bien organizados y en un formato accesible en lengua estándar, y sobre los temas señalados para el nivel, generales, de actualidad y de interés personal. Expresión e interacción oral

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Producir textos orales bien organizados y adecuados al interlocutor y propósito comunicativo; y desenvolverse en un registro neutro, con cierta flexibilidad para adaptarse a diferentes situaciones y con una corrección, fluidez y espontaneidad que permitan mantener la interacción, aunque resulten evidentes el acento extranjero y las pausas para planear el discurso o para corregir errores y sea necesaria cierta cooperación por parte de los interlocutores en situaciones imprevistas. Expresión e interacción escrita Escribir textos sencillos, cohesionados y respetando las convenciones que les son propias, sobre los temas señalados para el nivel, temas cotidianos o en los que se tiene un interés personal, y en los que se pide o transmite información; se narran historias; se describen experiencias, acontecimientos, ya sean reales o imaginados, sentimientos, reacciones, deseos y aspiraciones; se justifican o argumentan brevemente opiniones y se explican planes. Comprensión-expresión y mediación interculturales Tomar conciencia de la diversidad cultural, con sus similitudes y diferencias; acercarse y aceptar las diferentes culturas desde una perspectiva más amplia y menos condicionada por la identidad cultural propia y aprovechar la diversidad como fuente de enriquecimiento de la propia competencia intercultural; y desarrollar estrategias que vayan encaminadas a potenciar la aproximación intercultural, a eliminar los estereotipos y otros prejuicios que imposibilitan el acercamiento, la interpretación adecuada y crítica de otras culturas y la participación en diferentes situaciones sociales, según las convenciones socioculturales del país, de los países del idioma objeto de estudio o de la comunidad en la que se integre; e incorporar estrategias que desarrollen el papel de mediador intercultural. Autonomía del aprendizaje Tomar conciencia del grado de control que puede ejercer el estudiante sobre su propio proceso de aprendizaje y de los factores que lo condicionan; formular metas dentro del proceso y adaptación de éstas a los objetivos del currículo; utilizar estrategias que fomenten la autonomía, evaluarlas y diversificarlas, según las necesidades del propio proceso y los resultados de la evaluación y de la auto-evaluación; y desarrollar estrategias afectivas para mantener una alta motivación y una actitud de cooperación con el grupo. 10.2. B CRITERIOS DE EVALUACIÓN Se considerará que un alumno ha adquirido las competencias propias de este nivel, para cada destreza, cuando sea capaz de lo siguiente: Comprensión oral  Comprender el mensaje general, las ideas principales y los detalles específicos y más relevantes, siempre que el discurso esté bien articulado, sea claro y normal, en lengua estándar, con un acento generalmente conocido y se trate de asuntos cotidianos, relacionados con el trabajo, la escuela, el tiempo de ocio…  Deducir por el contexto el significado de frases y de algunas palabras, desconocidas si el tema es conocido.  Seguir conversaciones claras, aunque tenga que pedir de vez en cuando que se repitan algunas palabras y frases concretas.  Comprender las ideas generales de una discusión informal que tenga lugar en su presencia siempre que la articulación sea clara y se hable en lengua estándar.  Comprender la mayor parte de la información de una conversación formal (de trabajo o sobre temas de interés personal...) Que tenga lugar en su presencia siempre que la pronunciación sea clara y eviten un uso muy idiomático.

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 Comprender una conferencia o charla, siempre que el tema sea relativamente conocido y la estructura del discurso sea sencilla y clara.

 Puede seguir generalmente las ideas principales de un debate largo que ocurre a su alrededor, siempre que el discurso esté articulado con claridad en un nivel de lengua estándar.  Comprender información técnica sencilla como, por ejemplo, las instrucciones de uso de un aparato cotidiano, y seguir instrucciones detalladas que se dan en la vida cotidiana.  Captar lo esencial de los informativos y de programas de radio o televisión, de mensajes telefónicos, de megafonía y material audio grabado, sobre temas conocidos, siempre que se hable relativamente lento, claro, de forma sencilla y en un lenguaje estándar.  Comprender las ideas principales y la línea argumental de películas con una historia sencilla, en las que los elementos visuales y la propia acción conducen gran parte del argumento, y el lenguaje utilizado es claro y sencillo. Comprensión de lectura  Comprender el repertorio de vocabulario, estructuras y funciones lingüísticas aprendidas y adecuadas, en las situaciones comunicativas señaladas para el nivel.  Identificar referentes culturales, normas y convenciones de carácter sociocultural de los textos.  Comprender de forma satisfactoria textos sencillos sobre hechos concretos que tratan sobre temas relacionados con su especialidad y campos de interés.  Comprender suficientemente la descripción de acontecimientos, sentimientos y deseos en cartas personales para mantener correspondencia regular con amigos.  Localizar y comprender información relevante en textos relacionados con la vida cotidiana, como cartas, catálogos, folletos y documentos oficiales cortos.  Localizar información relevante en textos largos y obtener información de distintas partes del texto o de varios textos para resolver un problema específico.  Reconocer las ideas principales de artículos de prensa sencillos sobre temas conocidos.  Identificar las conclusiones en textos de argumentación claros.  Reconocer la línea de la argumentación, aunque no en detalle, de un tema tratado.  Comprender las instrucciones sencillas y claras, relativas al funcionamiento de aparatos técnicos de uso corriente.  Leer textos sencillos con muchos datos sobre temas relacionados con su campo de especialización e interés con un nivel satisfactorio de comprensión. Expresión oral

 Utilizar, en cualquier situación comunicativa, el repertorio de vocabulario, estructuras y       

funciones lingüísticas aprendidas y adecuadas. Relatar con razonable fluidez una historia o dar una descripción sencilla sobre algún tema de su campo de interés y de asuntos habituales, presentándolo como una secuencia lineal de puntos. Contar experiencias con detalles y sucesos imprevistos describiendo sentimientos y reacciones. relatar la trama de un libro o una película; narrar una historia de asuntos reales o imaginarios. Describir, de forma detallada, sucesos, tanto reales como imaginarios, y sentimientos, sueños, deseos, ambiciones, experiencias y reacciones. Dar explicaciones y razonamientos breves de opiniones, planes y acciones. Desarrollar un argumento lo suficiente para ser seguido sin problemas. Hacer declaraciones y exposiciones breves y ensayadas sobre un tema relacionado con la vida cotidiana o sobre un tema conocido dentro de su campo que, a pesar de un acento y entonación extranjera, son, sin embargo inteligibles, para ser seguidas durante la mayor parte del tiempo y en las que los puntos significativos se explican con razonable precisión;

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y contestar a preguntas que surgen, aunque pueda tener que pedir que se repitan si el interlocutor habla rápido. Interacción oral

 Expresarse con razonable corrección, aunque en ocasiones haya dudas, se utilicen circunloquios y haya limitaciones léxicas que produzcan repeticiones.

 Poner en juego los referentes culturales, normas y convenciones de carácter sociocultural necesarias.

 Participar espontáneamente en una conversación que trate temas cotidianos de interés

                

personal o que sean pertinentes para la vida diaria (familia, aficiones, trabajo, viajes y acontecimientos actuales), en la que interviene aunque tenga que pedir ayuda o repetición. Participar en una discusión informal siempre que se hable de forma clara, en lengua estándar, aunque tenga cierta dificultad para participar en el debate. Mantener una conversación o una discusión de manera satisfactoria, aunque en ocasiones resulte difícil entenderle cuando intenta expresar lo que quiere decir. Desenvolverse en casi todas las situaciones que puedan surgir antes, durante y después de un viaje, hasta poder llegar a cursar una reclamación por un mal servicio. Desenvolverse en situaciones menos rutinarias en tiendas, oficinas de correo o bancos, como por ejemplo: devolver una compra, formular una queja… Comunicarse con cierta seguridad tanto en asuntos que son habituales como en los poco habituales, relacionados con sus intereses personales y su especialidad. Pedir y seguir unas indicaciones detalladas. Intercambiar, contrastar y confirmar una información, solucionar situaciones menos habituales y explicar el motivo de un problema. Expresar opiniones sobre temas culturales y abstractos (como libros, películas, música...) Y expresar acuerdo y desacuerdo ante las opiniones de otras personas. Expresar y responder a sentimientos y sensaciones tales como sorpresa, tristeza, enfado, interés, desinterés, aburrimiento… Expresar con amabilidad creencias, opiniones, acuerdos y desacuerdos. Comparar alternativas, evaluando qué hacer, a dónde ir o qué elegir y cómo organizar un acontecimiento. Participar en una discusión formal rutinaria sobre temas conocidos que requiere el intercambio de datos, para recibir instrucciones y solucionar problemas prácticos, siempre que se hable en lengua estándar y de manera clara. Dar opiniones personales al discutir sobre temas de interés, realizar breves comentarios sobre los puntos de vista de otras personas e invitar a otros a expresar sus puntos de vista sobre la forma de proceder. Resumir y dar opinión sobre una historia corta, un artículo, una charla, un debate, una entrevista o un documental y responder preguntas para dar más detalles. Tomar iniciativa en una entrevista en la que se depende mucho del entrevistador. Utilizar un cuestionario para hacer una entrevista estructurada, con algunas preguntas no preparadas para recabar más información. Realizar entrevistas preparadas, comprobando y confirmando la información, aunque puede que esporádicamente tenga que pedir que le repitan lo dicho o que ello le sea reformulado si la respuesta de la otra persona es rápida o extensa.

Expresión escrita

 Producir textos sencillos y cohesionados sobre una serie de temas cotidianos dentro de su campo de interés enlazando una serie de distintos elementos breves en una secuencia lineal.

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 Escribir textos detallados sobre temas relacionados con su campo de interés y los          



señalados para el nivel, resumiendo y evaluando la información y los argumentos procedentes de distintas fuentes. Narrar y describir un acontecimiento, un viaje (tanto real como imaginado)…; y experiencias, sentimientos y opiniones en un texto coherente, sencillo y estructurado. Narrar una historia. Describir detalles básicos de sucesos imprevisibles como, por ejemplo, un accidente. Describir sentimientos, sueños, esperanzas y ambiciones. Describir el argumento de un libro o de una película y expresar su opinión. Resumir, comunicar y ofrecer su opinión con cierta seguridad sobre hechos concretos relativos a asuntos cotidianos, habituales o no, propios de su especialidad o interés. Producir informes muy breves, redactados en formato convencional, de forma sencilla y muy estructurada, sobre hechos habituales y los motivos de ciertas acciones. Exponer brevemente las razones y dar explicaciones sobre las opiniones, planes y acciones. Utilizar, en cualquier situación comunicativa, el repertorio de vocabulario, estructuras, funciones lingüísticas aprendidas y adecuadas. Producir textos sencillos con coherencia y cohesión, sobre temas habituales de su interés y de los temas señalados para el nivel, utilizando los marcadores y otros recursos lingüísticos y no lingüísticos adecuados y las convenciones propias de los textos escritos señalados para el nivel. Poner en juego los referentes culturales, normas y convenciones de carácter sociocultural necesarias.

Interacción escrita

 Utilizar, en cualquier caso, el repertorio de vocabulario, estructuras, funciones lingüísticas aprendidas y adecuadas para cada situación comunicativa.

 Producir textos sencillos con coherencia y cohesión, sobre temas habituales de su interés

  

 

y de los temas señalados para el nivel, utilizando los marcadores y otros recursos lingüísticos y no lingüísticos adecuados y las convenciones propias de los textos escritos señalados para el nivel. Poner en juego los referentes culturales, normas y convenciones de carácter sociocultural necesarias. Tomar notas acerca de problemas, peticiones de información, etc. Escribir cartas personales, correos electrónicos, notas… pidiendo o dando información sencilla de relevancia inmediata, centrándose en el aspecto que considera relevante a sus amigos, personas relacionadas con servicios, profesores y otros que forman parte de su vida diaria. Escribir cartas personales describiendo con cierto detalle sus experiencias, sentimientos y acontecimientos o dando noticias y expresando sus pensamientos sobre temas abstractos o culturales como música, películas... Transmitir información e ideas sobre temas concretos y abstractos, controlar la información y hacer preguntas o explicar problemas con precisión.

10.2.C BIBLIOGRAFÍA Y LIBROS DE CONSULTA RECOMENDADOS

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GRAMÁTICA O VISUAL GRAMMAR, PRE-INTERMEDIATE WITH ANSWERS. SCRIVENER, J. EDITORIAL RICHMOND. O PRACTICAL GRAMMAR, LEVEL 2. RILEY, D. & HUGUES, J. EDITORIAL HEINLE. 35

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O ENGLISH GRAMMAR IN STEPS WITH ANSWERS. BOLTON, D. & GOODEY, N. EDITORIAL RICHMOND. O ENGLISH GRAMMAR IN USE. INTERMEDIATE. 4 TH EDITION. MURPHY, R. & NAYLOR, H. EDITORIAL CAMBRIDGE UNIVERSITY PRESS. O ENGLISH GRAMMAR…WITH EXERCISES. EOI. NUEVA EDICIÓN. FERNÁNDEZ CARMONA, R. EDITORIAL ALHAMBRA LONGMAN. O GRAMMAR EXPRESS WITH ANSWERS. INTERMEDIATE-UPPERINTERMEDIATE. FUCHS, M. & BONNER, M. EDITORIAL PEARSON LONGMAN. O INTERMEDIATE LANGUAGE PRACTICE, WITH KEY. VINCE, M. EDITORIAL MACMILLAN. O OXFORD ENGLISH GRAMMAR COURSE. INTERMEDIATE. SWAN, M. & WALTER, C. EDITORIAL OXFORD UNIVERSITY PRESS. O GRAMÁTICA INGLESA (NOVENA EDICIÓN), SÁNCHEZ BENEDITO, M. EDITORIAL PEARSON LONGMAN. O Gramática inglesa ejercicios: Ejercicios complementarios (novena edición), Sánchez Benedito, M. Editorial Pearson Longman. O Grammar Practice for Intermediate Students, with key. Dignen, S & Viney, B. Editorial Pearson Longman. O Destination B1. Grammar and Vocabulary with answer key. Mann, M. & Taylore-Knowles, S. Editorial MacMillan. VOCABULARIO O ENGLISH VOCABULARY IN USE. PRE-INTERMEDIATE-INTERMEDIATE. REDMAN. (CUP). O GRAMMAR AND VOCABULARY FOR FIRST CERTIFICATE WITH KEY. L. PRODROMOU. (LONGMAN). O VOCABULARY BUILDER B1. WALTER, E. & WOODFORD, K. EDITORIAL RICHMOND. DICCIONARIOS O DICCIONARIO OXFORD STUDY. BILINGÜE + CD-ROM. EDITORIAL OXFORD UNIVERSITY PRESS. O LONGMAN CONCISE SPANISH BILINGUAL DICTIONARY + CD-ROM. EDITORIAL PEARSON. O THE HEINLE PICTURE DICTIONARY. ENGLISH-SPANISH. FOLEY, B.H. EDITORIAL HEINLE. O ACTIVE STUDY DICTIONARY OF ENGLISH. 5TH EDITION. EDITORIAL PEARSON LONGMAN. O DICCIONARIO MACMILLAN POCKET. BILINGÜE. EDITORIAL MACMILLAN. EXPRESIÓN ESCRITA O SUCCESSFUL WRITING INTERMEDIATE. EVANS, V. EDITORIAL EXPRESS PUBLISHING. BLOG DE RECURSOS DEL DEPARTAMENTO DE INGLÉS EN LA SIGUIENTE DIRECCIÓN WEB: HTTP://WWW3.GOBIERNODECANARIAS.ORG/MEDUSA/EDUBLOG/EOISANTACR 36

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UZDETENERIFE/ALUMNADO/BLOG-DE-RECURSOS-PARA-ELALUMNADO/BUSCADOR-DE-RECURSOS/ 10.2.1 NIVEL INTERMEDIO 1 10.2.1.A TEMPORALIZACIÓN ORIENTATIVA

  

El libro de texto con en que se va a trabajar como soporte principal es Speak Out PreIntermediate. Second Edition. F. Eales / S. Oakes. (Pearson). Student’s book. Opcional: Speakout Pre-intermediate. Work book with key. Opcional: MYGRAMMARLAB, Elementary. (Pearson): 9781408299135

 1er cuatrimestre: 13 septiembre – 22 enero unidad 1: 13 – 28 septiembre unidad 2: 2 – 12 octubre unidad 3: 16 – 31 octubre unidad 4: 6 – 16 noviembre unidad 5: 20 – 30 noviembre unidad 6: 4 – 20 diciembre  Información de la evaluación de progreso del 1er cuatrimestre: 18 y 22 de enero.  2º cuatrimestre: 23 enero – 24 mayo unidad 7: 8 – 18 enero unidad 8: 22 enero – 6 febrero unidad 9: 19 febrero – 1 marzo unidad 10: 5 – 22 marzo unidad 11: 2 – 12 abril unidad 12: 16 – 26 abril  Información de la evaluación de progreso del 2do cuatrimestre: 23 y 24 de abril. Repaso: del 30 de abril al 2 de mayo.  días para las pruebas de la evaluación final de aprovechamiento: del 7 al 22 de mayo.  información a los alumnos: 23 y 24 de mayo. TEMPORALIZACIÓN ORIENTATIVA CURSO INTENSIVO  1er cuatrimestre: 13 septiembre – 3 noviembre unidad 1: 13 – 20 septiembre unidad 2: 21 septiembre – 27 septiembre unidad 3: 28 septiembre – 5 octubre unidad 4: 9 – 12 octubre unidad 5: 16 – 19 octubre unidad 6: 23 – 30 octubre  Información de la evaluación de progreso del 1er cuatrimestre: 2 de noviembre.  2º cuatrimestre: 6 noviembre – 24 enero unidad 7: 6 – 9 noviembre unidad 8: 13 – 20 noviembre

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unidad 9: 21 – 27 noviembre unidad 10: 28 noviembre – 4 diciembre unidad 11: 5 – 13 diciembre unidad 12: 14 – 21 diciembre 

Información de la evaluación de progreso del 2do cuatrimestre: 11 de enero.

Repaso: del 8 al 11 enero  días para las pruebas de la evaluación final de aprovechamiento: del 15 al 23 de enero.  información a los alumnos: 24 de enero.

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10.2.1.B UNIDADES DIDÁCTICAS DEL NIVEL INTERMEDIO 1:  Speakout Pre-Intermediate Teaching Programme UNIT 1: LIFE 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING  READ AND UNDERSTAND AN ARTICLE ABOUT THE SECRETS OF HAPPINESS (1.1.FEELING GOOD?).

LISTENING/DVD  LISTEN TO STORIES ABOUT OFFERS OF MARRIAGE (1.2. TRUE LOVE).  UNDERSTAND ROUTINE EXCHANGES (1.3. NICE DAY, ISN’T IT?).  WATCH AN EXTRACT FROM A SITCOM ABOUT A WOMAN CALLED MIRANDA (1.4 SOMEONE SPECIAL)  BBC INTERVIEWS: WHAT DO YOU LOOK FOR IN A FRIEND?.

SPEAKING    

ASK AND ANSWER QUESTIONS ABOUT HOLIDAYS AND WEEKENDS (1.1.FEELING GOOD?). ASK AND ANSWER PERSONAL QUESTIONS (1.2. TRUE LOVE). MAKING CONVERSATION (1.3. NICE DAY, ISN’T IT?). TALK ABOUT IMPORTANT PEOPLE IN YOUR LIFE (1.4 SOMEONE SPECIAL).

WRITING  WRITE ABOUT AN IMPORTANT YEAR IN YOUR LIFE; IMPROVE YOU USE OF LINKING WORDS (1.2. TRUE LOVE).  COMPLETE A REGISTRATION FORM AT A HOTEL (1.4 SOMEONE SPECIAL).

KNOWLEDGE OF THE LANGUAGE A. LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURES AND LINGUISTIC CONTENT OF THE UNIT  QUESTIONS FORMS (1.1.FEELING GOOD?).  PAST SIMPLE (1.2. TRUE LOVE).  MAKING CONVERSATION (1.3. NICE DAY, ISN’T IT?).

B. VOCABULARY

TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:

 FREE TIME (1.1.FEELING GOOD?).  RELATIONSHIPS (1.2. TRUE LOVE).  CONVERSATION TOPICS (1.3. NICE

DAY, ISN’T IT?).

C. PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATIONS SUCH AS RHYTHM, STRESS AND INTONATION:  STRESSED WORDS (1.1.FEELING GOOD?).  PAST SIMPLE VERBS: -ED ENDINGS (1.2. TRUE LOVE).  LINKING (11.3. NICE DAY, ISN’T IT?).

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2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

KEY COMPETENCES

COMPREHENSION STRATEGIES:  1.2 ACTIVATION OF PREVIOUS KNOWLEDGE TO PREDICT WHAT IS GOING TO HEAR; LEADING AND CREATING INTEREST IN THE TOPIC OF THE LESSON; RELATIONSHIPS.

1.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES.  1.3 REVISION OF LANGUAGE AND VOCABULARY.  1.4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME IDEAS TO ACTIVATE LANGUAGE AND KNOWLEDGE (DVD PREVIEW). SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

CLC, LL, SCC, SIE



 1.1 IDENTIFY INFORMATION ABOUT HAPPINESS AND LEARN FROM LOOK AT THE HABITS OF HAPPY PEOPLE.

1.2 IDENTIFY INFORMATION ABOUT RELATIONSHIPS AND LOVE.  1.3 LEARN ABOUT THE CONVERSATION KILLERS AN HOW TO MAKE CONVERSATION.  1.4 IDENTIFY INFORMATION ABOUT A SITCOM ABOUT A SPECIAL WOMAN. COMMUNICATIVE FUNCTIONS

CLC, CMST, LL, SCC,



 1.1 LISTEN TO STORIES ABOUT OFFERS OF MARRIAGE; THREE PEOPLE PROPODED TO THEIR PARTNER, P. 10, EJS. 3.  1.3 FUNCTION: LISTEN TO TWO CONVERSATIONS AND COMPLETE SOME ACTIVITIES, P.13, EJS. 3A.  1.3 LEARN TO: LISTEN TO SOME PHRASES PRACTISING SOUND NATURAL IN A CONVERSATION, P. 13, EJS. 5.  1.4 WATCH AN EXTRACT FROM A SITCOM ABOUT A WOMAN CALLED MIRANDA, AND UUNDERSTAND THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW), P.14.  1.4 LISTEN TO SOMEONE DESCRIBING A FRIEND AND ANSWER SOME QUESTIONS, PL 15, P. 6A.  BBC INTERVIEWS (WHAT DO YOU LOOK FOR IN A FRIEND?). WATCH A VIDEO THAT EXTENDS DISCUSSION OF THE UNIT TOPIC TO FRIENDSHIP, RELATIONSHIPS AND KEEPING IN TOUCH.

HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:  1.1. FREE TIME, P.8, EJS. 1.  1.2 RELATIONSHIPS P.10, EJS. 2.  1.3 CONVERSATION TOPICS, P. 12, EJS 1 AND 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  1.1 QUESTIONS FORMS, P.9. EJS. 3 TO 5.  1.2 PAST SIMPLE; P. 11, EJS. 4 TO 6.  1.3 MAKING CONVERSATION, P. 13, EJS. 3 AND 4.

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SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:

CLC, LL, SIE

 1.1 STRESSED WORDS, P. 9, EJ. 5B.  1.2 PAST SIMPLE VERBS: -ED ENDINGS P. 11, EJ. 5A.  1.3 LINKING, P. 13, EJS. 5A. CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES; LOOKING AT THE PROMPTS AND MAKING QUESTIONS ABOUT EACH TOPIC.  Anticipate and rehearse how to communicate the important points.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE: OBSERVING THE PICTURES IN THE LESSON.  1.3 LEARN TO: SOUND NATURAL IN A CONVERSATION.  1.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS TO TALK ABOUT A SPECIAL PERSON (KEY PHRASES) P. 15. CLC, CMST, LL, SCC, SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES.  Demonstrate understanding of other social and cultural situations.  1.1 IDENTIFY INFORMATION ABOUT HAPPINESS AND LEARN FROM LOOK AT THE HABITS OF HAPPY PEOPLE.

1.2 IDENTIFY INFORMATION ABOUT RELATIONSHIPS AND LOVE.  1.3 LEARN ABOUT THE CONVERSATION KILLERS AN HOW TO MAKE CONVERSATION.  1.4 IDENTIFY INFORMATION ABOUT A SITCOM ABOUT A SPECIAL WOMAN. COMMUNICATIVE FUNCTIONS 

 1.1 TALK AND GIVE OPINIONS ABOUT THINGS THAT MAKE YOU HAPPY, P. 8,J EJS. 2B.  1.1 ORAL INTERACTION ASKING AND ANSWERING QUESTIONS ABOUT HOLIDAYS AND WEEKENDS, P. 9, EJS. 6.  1.2 ORAL INTERACTION ASKING AND ANSWERING PERSONAL QUESTIONS ABOUT LOVE AND RELATIONSHIPS, P. 10, EJS. 1  1.3 ORAL INTERACTION DISCUSSING ABOUT CONVERSATION PROBLEMS, P.12, EJS. 2  1.3 FUNCTION: MAKING CONVERSATION, P. 13. EJS. 3 AND 4.  1.3 ORAL INTERACTION PRACTISING TO MAKE CONVERSATION, P. 13 AND 160/162 (COMMUNICATION BANK).  1.3 LEARN TO: ORAL INTERACTION TRYING TO SOUND NATURAL IN A CONVERSATION, P. 13, EJS. 5.  1.3 ORAL INTERACTION MAKING CONVERSATION WITH DIFFERENT PEOPLE IN THE CLASS AND TRYING TO SOUND NATURAL, P. 13, EJS. 6.  1.4 DISCUSS SOME QUESTIONS ABOUT TV PROGRAMMES, P. 14, EJ. 1A.  1.4 SPEAKOUT: LEARN AND PRACTICE HOW TO SPEAK ABOUT A SPECIAL PERSON IN YOUR LIFE P. 15, EJS. 4 TO 6.

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) 41

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PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  1.1. FREE TIME, P.8, EJS. 1.  1.2 RELATIONSHIPS P.10, EJS. 2.  1.3 CONVERSATION TOPICS, P. 12, EJS 1 AND 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  1.1 QUESTIONS FORMS, P.9. EJS. 3 TO 5.  1.2 PAST SIMPLE; P. 11, EJS. 4 TO 6.  1.3 MAKING CONVERSATION, P. 13, EJS. 3 AND 4.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  1.1 STRESSED WORDS, P. 9, EJ. 5B.  1.2 PAST SIMPLE VERBS: -ED ENDINGS P. 11, EJ. 5A.  1.3 LINKING, P. 13, EJS. 5A. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  1.2 ACTIVATION OF PREVIOUS KNOWLEDGE, INTRODUCING THE TEXT AND CHECKING THE RUBRIC AND ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; HAPPINESS AND FREE TIME.  1.2 SKIN THE TEXT QUICKLY AND CHECK THE MAIN IDEAS.  1.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 8  1.2 IDENTIFICATION OF THE TEXT TYPE, P.8.  1.2 READING AND COMPLETE READING COMPREHENSIVE EXERCISES, P. 8.  1.4 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; A BBC TV COMEDY; MIRANDA , P.14 (DVD PREVIEW).

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  1.1 IDENTIFY INFORMATION ABOUT HAPPINESS AND LEARN FROM LOOK AT THE HABITS OF HAPPY PEOPLE.

1.2 IDENTIFY INFORMATION ABOUT RELATIONSHIPS AND LOVE.  1.3 LEARN ABOUT THE CONVERSATION KILLERS AN HOW TO MAKE CONVERSATION.  1.4 IDENTIFY INFORMATION ABOUT A SITCOM ABOUT A SPECIAL WOMAN. COMMUNICATIVE FUNCTIONS

SCC,

CLC, LL, SIE

CLC, LL, SIE

CLC, LL, SIE

CLC, CMST, LL, SCC, SCC, CAE



 1.1 READ AND UNDERSTAND AN ARTICLE ABOUT THE SECRETS OF HAPPINESS (THE SEVEN SECRETS OF HAPPINESS), P. 8, EJS. 2.  1.3 READ AN ARTICLE ABOUT A CONVERSATION TOPICS AND PROBLEMS (TOP CONVERSATION KILLERS), P. 12, EJS. 2A.  1.4 READ A PROGRAMME INFORMATION FROM A SITCOM ABOUT A WOMAN CALLED MIRANDA, P, 14, EJS .1  1.4 READ A COMPETITION ENTRY (IS YOUR FRIEND THE BEST FRIEND IN THE WORLD? TELL US WHY?), P. 15, EL 7A.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  1.1. FREE TIME, P.8, EJS. 1.

42

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PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

 1.2 RELATIONSHIPS P.10, EJS. 2.  1.3 CONVERSATION TOPICS, P. 12, EJS 1 AND 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  1.1 QUESTIONS FORMS, P.9. EJS. 3 TO 5.  1.2 PAST SIMPLE; P. 11, EJS. 4 TO 6.  1.3 MAKING CONVERSATION, P. 13, EJS. 3 AND 4. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

PRODUCTION STRATEGIES

CLC, LL, SIE

CLC, LL, SIE

CLC, LL, SIE

 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT.  CHECK AND CORRECT MISTAKES.  1.2 LEARNING OF WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS: LINKING WORDS, AND COMPLETION OF EXERCISES P.11, EJS. 8.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  1.2 IDENTIFY INFORMATION ABOUT RELATIONSHIPS, LOVE AND IMPORTANT DATES.  1.4 LEARN HOW TO WRITE A

COMMUNICATIVE FUNCTIONS  1.2 WRITE ABOUT IMPORTANT DATES IN YOUR LIFE, P. 11, EJ. 7A.  1.2 WRITE A TEXT ABOUT AN IMPORTANT YEAR IN YOUR LIFE, P. 11, EJS. 8C.  1.4 WRITEBACK: WRITE AN ENTRY FOR THE COMPETITION ABOUT YOUR BEST FRIEND OR SOMEONE SPECIAL, P. 15, EJS. 7B.

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  1.1. FREE TIME, P.8, EJS. 1.  1.2 RELATIONSHIPS P.10, EJS. 2.  1.3 CONVERSATION TOPICS, P. 12, EJS 1 AND 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  1.1 QUESTIONS FORMS, P.9. EJS. 3 TO 5.  1.2 PAST SIMPLE; P. 11, EJS. 4 TO 6.  1.3 MAKING CONVERSATION, P. 13, EJS. 3 AND 4. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS  ALTERNATIVE APPROACH

CLC, CMST, LL, SCC,

CLC, CMST, LL, SCC, CAE

CLC, CMST, LL, SCC,

CLC, LL, SIE,CAE

CLC, LL, SIE

CLC, LL, SIE

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PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

WORKBOOK  ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (WHAT DO YOU DO?)

CLC, LL, SIE

STUDENT’S BOOK  LANGUAGE BANK; LB1; GRAMMAR AND PRACTICE. PP.128129  COMMUNICATION BANK; PP. 160 A 167. TEACHER’S BOOK  PROJECT UNIT 1  OPTIONAL EXTRA ACTIVITIES UNIT 1  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK ; PP. 145-146.

1.1 1.2 1.3 1.4

LOVE STORY HEADS AND TAILS. TALK ABOUT I! PARTY TIME!

MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.

 GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.

 FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 1, P. 16  WB, COMPLETION OF THE EXERCISES , UNIT 1  WB, REVIEW 1 SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS

CLC, LL, SIE

 MID-AND END OF COURSE TESTS UNIT 2: WORK 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING  READ A NEWSPAPER ARTICLE ABOUT DANGEROUS JOBS (2.2 A RISKY BUSINESS).  READ THE RESULTS OF A SURVEY ABOUT WORK/LIFE BALANCE (2.4 DREAM COMMUTERS).

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PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

LISTENING/DVD  LISTEN TO INTERVIEWS ABOUT JOBS (2.1 THE COMPANY 4U?)  LISTEN TO A MAN TALKING ABOUT HIS JOB (2.3 I LIKE WORKING OUTSIDE).  WATCH AN EXTRACT FROM A BBC DOCUMENTARY ABOUT COMMUTING (12.4 DREAM COMMUTERS)  BBC INTERVIEWS: WHAT DO YOU DO?.

SPEAKING    

TALK ABOUT WHAT MOTIVATES YOU AT WORK (2.1 THE COMPANY 4U?) TALK ABOUT DANGEROUS JOBS (2.2 A RISKY BUSINESS). TALK ABOUT YOUR PERFECT JOB (2.3 I LIKE WORKING OUTSIDE). DESCRIBE YOUR WORK/LIFE BALANCE (2.4 DREAM COMMUTERS)

WRITING  WRITE AN EMAIL ABOUT WORK EXPERIENCE (2.1 THE COMPANY 4U?)  WRITE AN EMAIL ASKING A FRIEND FOR A PLACE TO STAY (2.4 DREAM COMMUTERS).

KNOWLEDGE OF THE LANGUAGE A. LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURES AND LINGUISTIC CONTENT OF THE UNIT  PRESENT SIMPLE AND CONTINUOUS (2.1 THE COMPANY 4U?).  ADVERBS OF FREQUENCY (2.2 A RISKY BUSINESS).  EXPRESSING LIKES/DISLIKES (2.3 I LIKE WORKING OUTSIDE).

B. VOCABULARY

TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  WORK (2.1 THE COMPANY 4U?).  JOBS (2.2 A RISKY BUSINESS).  TYPES OF WORK (2.3 I LIKE WORKING

OUTSIDE).

C. PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATIONS SUCH AS RHYTHM, STRESS AND INTONATION:  WORD STRESS (2.1 THE COMPANY 4U?).  STRESSED SYLLABLES (2.2 A RISKY BUSINESS).  INTONATION: SOUND INTERESTED (22.3 I LIKE WORKING OUTSIDE). 2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

KEY COMPETENCES

COMPREHENSION STRATEGIES:  2.1 ACTIVATION OF PREVIOUS KNOWLEDGE TO PREDICT WHAT IS GOING TO HEAR; LEADING AND CREATING INTEREST IN THE TOPIC OF THE LESSON; CHECK THE DEFINITION OF MOTIVATE.  2.1 REVISION OF LANGUAGE AND VOCABULARY; WORK.

2.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES.  2.4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME IDEAS TO 

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PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

ACTIVATE LANGUAGE AND KNOWLEDGE (DVD PREVIEW). SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  2.1 Learn about work.  2.2. IDENTIFY INFORMATION ABOUT JOBS; DANGEROUS AND RISKY JOBS.  2.3 IDENTIFY INFORMATION ABOUT DIFFERENT TYPES OF WORKS; WORKS OUTSIDE.  2.4 IDENTIFY INFORMATION ABOUT COMMUTERS PERSONS WHO LIVE IN ANOTHER COUNTRY.

COMMUNICATIVE FUNCTIONS

CLC, LL, SCC, CAE

CLC, LL, SCC, ,

 2.1 LISTEN TO SOMEONE TALKING ABOUT HOW COMPANIES MOTIVATE THEIR STAFF, P. 18, EJS. 4A.  2.1. LISTEN TO THREE EMPLOYEES DESCRIBING WHAT THEY ARE DOING, P. 18, EJS. 5A.  2.3 FUNCTION: LISTEN TO AN INTERVIEW WITH SOMEONE ABOUT HIS JOB, P. 22, EJS. 2A.  2.3 LEARN TO: LISTEN TO THE EXTRACTS FROM AN AUDIO SCRIPT AND COMPLETE SOME EXERCISES, P. 22, EJS. 4A.  2.4 A DREAM COMMUTERS. WATCH A EXTRACT FROM A BBC DOCUMENTARY ABOUT COMMUTING, UNDERSTANDING THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW). P, 24 EJS. 3.  2.4 LISTEN TO AN INTERVIEW WITH A STUDENT ABOUT HIS WORK/LIFE BALANCE, AND COMPLETE SOME EXERCISES, P. 25, EJS. 7A  BBC INTERVIEWS (WHAT DO YOU DO?). WATCH A VIDEO WHERE PEOPLE DESCRIBE THEIR JOBS AND THE BEST AND WORST THINGS ABOUT THEM.

HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:  2.1 WORK, P. 18, EJS. 1 AND 2.  2.2 JOBS P. 20. EJS. 1 TO 3.  2.3 TYPES OF WORK, P. 22, EJS 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  2.1 PRESENT SIMPLE AND CONTINUOUS, SB P.19, EJS 6 TO 8.  2.2 ADVERBS OF FREQUENCY P. 21 EJS. 5 AND 6.  2.3 EXPRESSING LIKES/DISLIKES, P. 22. EJS. 2 AND 3.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:

CLC, CMST, LL, SCC, SIE, CAE

CLC, CMST, LL, SCC, SIE

CLC, LL, SIE

CLC, LL, SIE

 2.1 WORD STRESS P. 18, EJ. 1B.  2.2 STRESSED SYLLABLES, P.20, EJ. 1C.  2.3 INTONATION: SOUND INTERESTED P.22. EJ. 4B. CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION  2.1 PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES; CHECK NEW WORDS IN THE EXERCISE PROMPTS.  2.1 Anticipate and rehearse how to communicate the important points.  2.1 WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE; TALKING ABOUT WORK.  2.3 LEARN TO; LEARN TO RESPOND AND ASK MORE QUESTIONS, P. 22,

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PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

EJS. 4. 2.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS TO TALK ABOUT WORK/LIFE BALANCE (KEY PHRASES) P.25

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES.  Demonstrate understanding of other social and cultural situations.  2.1 Learn about work.  2.2. IDENTIFY INFORMATION ABOUT JOBS; DANGEROUS AND RISKY JOBS.  2.3 IDENTIFY INFORMATION ABOUT DIFFERENT TYPES OF WORKS; WORKS OUTSIDE.  2.4 IDENTIFY INFORMATION ABOUT COMMUTERS PERSONS WHO LIVE IN ANOTHER COUNTRY.

COMMUNICATIVE FUNCTIONS  2.1 TALK ABOUT WHAT MOTIVATES YOU AT WORK, P.18, EJS. 3.  2.2 ORAL INTERACTION TALKING ABOUT DANGEROUS JOBS, DISCUSSING SOME QUESTIONS AND CHOOSING THREE JOBS FOR A PROGRAMME, P. 21, EJS. 7.  2.3 FUNCTION; EXPRESSING LIKES/DISLIKES, P. 22. EJS 2 AND 3.  2.3 LEARN TO; RESPOND AND ASK MORE QUESTIONS, P. 22, EJS 4.  2.3 ORAL INTERACTION TALKING ABOUT YOUR PERFECT JOB, P. 23, EJS. 6.  2.4 SPEAKOUT: LEARN AND PRACTICE HOW TO TALK ABOUT YOUR WORK/LIFE BALANCE, P. 25, EJS. 8.

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  2.1 WORK, P. 18, EJS. 1 AND 2.  2.2 JOBS P. 20. EJS. 1 TO 3.  2.3 TYPES OF WORK, P. 22, EJS 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  2.1 PRESENT SIMPLE AND CONTINUOUS, SB P.19, EJS 6 TO 8.  2.2 ADVERBS OF FREQUENCY P. 21 EJS. 5 AND 6.  2.3 EXPRESSING LIKES/DISLIKES, P. 22. EJS. 2 AND 3.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  2.1 WORD STRESS P. 18, EJ. 1B.  2.2 STRESSED SYLLABLES, P.20, EJ. 1C.  2.3 INTONATION: SOUND INTERESTED P.22. EJ. 4B. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  2.2 ACTIVATION OF PREVIOUS KNOWLEDGE, DISCUSSING ABOUT DANGEROUS JOBS TO PREPARE THE READING TOPIC, P. 21. EJS. 4A.  2.2 MAKE NOTES OF THE GIVEN TOPICS, P. 21, EJS. 4B,  2.1 IDENTIFICATION OF THE TEXT TYPE (A NEWSPAPER ARTICLE), P.21.  2.1 READING AND ANSWERING QUESTIONS ABOUT GENERAL AND SPECIFIC INFORMATION P. 21.  2.3 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; COMMUTING , P.24 (DVD PREVIEW).

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS 47

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CLC, CMST, LL, SCC, SIE

CLC, CMST, LL, SCC, SIE

CLC, LL, SIE

CLC, LL, SIE

CLC, DC, LL, SIE

CLC, LL, CMST,

PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

 2.1 Learn about work.  2.2. IDENTIFY INFORMATION ABOUT JOBS; DANGEROUS AND RISKY JOBS.  2.3 IDENTIFY INFORMATION ABOUT DIFFERENT TYPES OF WORKS; WORKS OUTSIDE.  2.4 IDENTIFY INFORMATION ABOUT COMMUTERS PERSONS WHO LIVE IN ANOTHER COUNTRY.

COMMUNICATIVE FUNCTIONS

SCC, CAE

CLC, DC, LL, SCC,

 2.1 READ AN ADVERT AND A PLICATION EMAIL AND COMPLETE SOME EXERCISES, P. 19, EJS. 9.  2.2 READ A TEXT A NEWSPAPER ARTICLE ABOUT DANGEROUS JOBS (DANGER RATING 6/10) AND COMPLETE SOME EXERCISES, P. 21, EJS. 4.  2.4 READ THE PROGRAMME INFORMATION ABOUT A DOCUMENTARY (THE MONEY PROGRAMME; DREAM COMMUTERS) THAT TELLS THE STORY OF A MAN WHO WAS FED UP WITH HIS JOURNEY TO WORK AND HIS LIFESTYLE, P. 24, EJS.2.  2.4 READ THE RESULTS OF A SURVEY ABOUT WORK/LIFE BALANCE IN THE UK, AND ALSO A WEB ENTRY, P. 25, EJS. 6A AND 9A.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  2.1 WORK, P. 18, EJS. 1 AND 2.  2.2 JOBS P. 20. EJS. 1 TO 3.  2.3 TYPES OF WORK, P. 22, EJS 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  2.1 PRESENT SIMPLE AND CONTINUOUS, SB P.19, EJS 6 TO 8.  2.2 ADVERBS OF FREQUENCY P. 21 EJS. 5 AND 6.  2.3 EXPRESSING LIKES/DISLIKES, P. 22. EJS. 2 AND 3. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

PRODUCTION STRATEGIES

CLC, CMST, LL, SCC, SIE

CLC, LL, SIE

CLC, LL, SIE

CLC, LL, SIE

 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT.  CHECK AND CORRECT MISTAKES.  2.1 LEARNING OF WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS: STARTING AND ENDING EMAILS, P. 19, EJS. 7.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

CLC, DC, LL, SIE,

 2.1 Learn about jobs and work.  2.1 LEARN HOW TO WRITE A FORMAL EMAIL OF APPLICATION.  2.4 LEARN TO WRITE A WEB COMMENT.

COMMUNICATIVE FUNCTIONS  2.1 READ AND ADVERT AND WRITE A FORMAL APPLICATION EMAIL, P. 19, EJS. 9.  2.4 WRITE SOME QUESTIOS ABOUT YOUR WORK/LIFE BALANCE, P. 25, EJS. 8A.  2.4 WRITEBACK: LEARN TO WRITE A WEB COMMENT ABOUT YOUR LIFE/WORK BALANCE, P.25, EJS.9A AND 9B.

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) 48

CLC, DC, LL, SIE, CAE

CLC, CMST, LL,

PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  2.1 WORK, P. 18, EJS. 1 AND 2.  2.2 JOBS P. 20. EJS. 1 TO 3.  2.3 TYPES OF WORK, P. 22, EJS 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  2.1 PRESENT SIMPLE AND CONTINUOUS, SB P.19, EJS 6 TO 8.  2.2 ADVERBS OF FREQUENCY P. 21 EJS. 5 AND 6.  2.3 EXPRESSING LIKES/DISLIKES, P. 22. EJS. 2 AND 3. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS  ALTERNATIVE APPROACH

SCC, SIE

CLC, LL, SIE

CLC, LL, SIE

CLC, LL, SIE

WORKBOOK  ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (WHAT DO YOU DO?)

CLC, LL, SIE

STUDENT’S BOOK  LANGUAGE BANK; LB2; GRAMMAR AND PRACTICE. PP.130131  PHOTO BANK; PB2, P.152.  COMMUNICATION BANK; PP. 160 A 167. TEACHER’S BOOK  PROJECT UNIT 2  OPTIONAL EXTRA ACTIVITIES UNIT 2  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK; PP. 145-146.

2.1 2.2 2.3 2.4

WHAT DO I DO? GRAMMAR MAZE HOW OFTEN DO YOU…? I CAN’T STAND CHEESE!

MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

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PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 2, P. 26  WB, COMPLETION OF THE EXERCISES , UNIT 2  WB, REVIEW 2

CLC, LL, SIE

SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS  MID-AND END OF COURSE TESTS UNIT 3: TIME OUT 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING  READ ABOUT HOW PEOPLE SPEND THEIR FREE TIME AROUND THE WORLD (3.2 RELAX!).

LISTENING/DVD  LISTEN TO A RADIO PROGRAMME ABOUT GOING OUT IN NEW YORK (3.1 FREE IN NYC).  UNDERSTAND SOME PROBLEM PHONE CALLS (3.3. CAN I TAKE A MESSAGE?).  WATCH AN EXTRACT FROM BBC TRAVEL PROGRAMME ABOUT VISITING RIO DE JANEIRO (3.4 RIO DE JANEIRO)  BBC INTERVIEWS: WHAT DO YOU LIKE DOING IN YOUR FREE TIME?

SPEAKING    

TALK ABOUT YOUR FUTURE PLANS (3.1 FREE IN NYC). DISCUSS HOW YOU SPEND YOUR FREE TIME (3.2 RELAX!). MAKE AND RECEIVE PHONE CALLS (3.3. CAN I TAKE A MESSAGE). PLAN A PERFECT DAY OUT (3.4 RIO DE JANEIRO)

WRITING  WRITE AN EMAIL INVITATION (3.1 FREE IN NYC).  WRITE AN INVITATION FOR A DAY OUT (3.4. DIWALI CELEBRATIONS).

KNOWLEDGE OF THE LANGUAGE A. LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURES AND LINGUISTIC CONTENT OF THE UNIT  PRESENT CONTINUOUS/BE GOING TO FOR FUTURE (3.1 FREE IN NYC).  QUESTIONS WITHOUT AUXILIARIES (3.2 RELAX!).  MAKING A PHONE CALL (3.3. CAN I TAKE A MESSAGE).

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PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  TIME OUT (3.1 FREE IN NYC).  PLACES TO VISIT (3.2 RELAX!).  COLLOCATIONS (3.3. CAN I TAKE

A MESSAGE)

C. PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATIONS SUCH AS RHYTHM, STRESS AND INTONATION:  FAST SPEECH; GOING TO (3.1 FREE IN NYC).  STRESS IN COMPOUND NOUNS (3.2 RELAX!).  LINKING: CAN (33.3. CAN I TAKE A MESSAGE?). 2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

KEY COMPETENCES

COMPREHENSION STRATEGIES:  3.1 ACTIVATION OF PREVIOUS KNOWLEDGE TO PREDICT WHAT IS GOING TO HEAR; LEADING AND CREATING INTEREST IN THE TOPIC OF THE LESSON; TALK ABOUT NEW YORK; THE EMPIRE STATE BUILDING, TIMES SQUARE, THE STATUE OF LIBERTY, AND OTHER ICONIC SITES.

3.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, PP. 28 AND 29.  DISCUSSING SOME IDEAS ABOUT TIME OUT BEFORE THE LISTENING ACTIVITY, P. 28, EJS. 2.  3. 4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME IDEAS TO ACTIVATE LANGUAGE AND KNOWLEDGE (DVD PREVIEW). SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

CLC, LL, SIE



 3.1 IDENTIFY CUSTOMS AND FEATURES OF EVERYDAY LIFE TYPICAL OF OTHER COUNTRIES AND CULTURES WHERE THE TARGET LANGUAGE IS SPOKEN; NEW YORK.  3.2 IDENTIFY INFORMATION ABOUT HOW PEOPLE IN THE WORLD SPENDS ITS FREE TIME  3.3 IDENTIFY AND LEARN INFORMATION ABOUT PHONE CALLS AND HOW TO MANAGE PHONE PROBLEMS.  3.4 IDENTIFY INFORMATION ABOUT RIO DE JANEIRO IN BRAZIL.

CLC, LL, SCC, CAE

COMMUNICATIVE FUNCTIONS

CLC, LL, SCC, SIE, CAE

 3.2 LISTEN TO A RADIO PROGRAMME ABOUT GOING OUT IN NEW YORK AND COMPLETE SOME EXERCISES, P. 28, EJS 2.  3.3 FUNCTION: LISTEN TO FOUR PEOPLE MAKING PHONE CALLS AND COMPLETE SOME ACTIVITIES, P.32 EJS. 3 TO 5.  3.4 LEARN TO: LISTEN TO PHRASES MANAGING PHONE PROBLEMS, P. 33, EJS. 6 AND 7.  3.4 RIO DE JANEIRO (GOING LOCAL: RIO): WATCH AN EXTRACT FROM A BBC TRAVEL PROGRAMME ABOUT VISITING RIO DE JANEIRO, UNDERSTANDING THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW). P, 34.  3.4 LISTEN TO ALESSANDRO TALKING ABOUT HIS PLANS FOR A DAY OUT IN PISA AND NUMBER THE ACTIVITIES IN THE ORDER HE TALKS ABOUT THEM, P. 35, EJS. 6A.

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 BBC INTERVIEWS (WHAT DO YOU LIKE DOING IN YOUR FREE TIME?). WATCH A VIDEO THAT CONSOLIDATES AND EXTEND THE VOCABULARY OF FREE TIME ACTIVITIES AND EXEMPLIFIES REAL USAGE OF THE PRESENT CONTINUOUS FOR FUTURE).

HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:  3.1 TIME OUT, P. 28, EJS. 1.  3.2 PLACES TO VISIT, P. 30 EJS. 1.  3.3 COLLOCATIONS, P. 32, EJS 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  3.1 PRESENT CONTINUOUS/BE GOING TO FOR FUTURE, SB P. 29, EJS. 4 AND 5.  3.2 QUESTIONS WITHOUT AUXILIARIES, P.31, EJS. 4 AND 5.  3.3 MAKING A PHONE CALL, P. 32, EJS. 3 TO 5.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:

CLC, LL, SCC, CAE

CLC, LL, SIE

CLC, LL, SIE

 3.1 FAST SPEECH; GOING TO, P. 29, EJ. 4B.  3.2 STRESS IN COMPOUND NOUNS P. 30, EJ. 2A.  3.3 LINKING: CAN, P.33, EJ. 6B. CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  3.1 WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE; TALKING ABOUT PLANS AND FREE TIME ACTIVITIES.  3.3 CHECK COMMON COLLOCATIONS FOR USING THE PHONE (WARM UP).  3.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS TO TALK ABOUT A DAY IN YOUR CITY (KEY PHRASES) P. 35 CLC, CMST, LL, SCC, SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS CAE  LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES.  Demonstrate understanding of other social and cultural situations.  3.1 IDENTIFY CUSTOMS AND FEATURES OF EVERYDAY LIFE TYPICAL OF OTHER COUNTRIES AND CULTURES WHERE THE TARGET LANGUAGE IS SPOKEN; NEW YORK.  3.2 IDENTIFY INFORMATION ABOUT HOW PEOPLE IN THE WORLD SPENDS ITS FREE TIME  3.3 IDENTIFY AND LEARN INFORMATION ABOUT PHONE CALLS AND HOW TO MANAGE PHONE PROBLEMS.  3.4 IDENTIFY INFORMATION ABOUT RIO DE JANEIRO IN BRAZIL.

COMMUNICATIVE FUNCTIONS

CLC, LL, SCC, CAE,

 3.1 TALK ABOUT YOUR FUTURE PLANS, ASKING AND ANSWERING QUESTIONS, P. 29, EJS. 6.  3.2 DISCUSS HOW DO YOU SPEND YOUR FREE TIME, P. 31, EJS. 6.

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 3.3 ORAL INTERACTION DISCUSSING ABOUT PHONE CALLS AND COMMUNICATION, P. 32, EJS. 1.  3.3 LEARN TO: MAKING A PHONE CALL, P. 32, EJS 3 AND 4.  3.3 FUNCTION. MANAGE PHONE PROBLEMS, P.33. EJS.6 AND 7.  3.3 ORAL INTERACTION MAKING AND RECEIVING PHONE CALLS, TO PRACTICE THE UNIT LANGUAGE, P.33, EJS. 8 AND PAGES 160/162 (COMMUNICATION BANK).  3.4 ORAL INTERACTION DISCUSSING ABOUT RIO DE JANEIRO AND THE ACTIVITIES THEIR LOCALS DO, P. 34, EJ. 5.  3.4 SPEAKOUT: LEARN AND PRACTICE HOW TO TALK ABOUT HOW TO SPEND 24 HOURS IN A CITY OF YOUR CHOICE, P. 35, EJS. 7.

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:

CLC, LL, SCC, CAE

 3.1 TIME OUT, P. 28, EJS. 1.  3.2 PLACES TO VISIT, P. 30 EJS. 1.  3.3 COLLOCATIONS, P. 32, EJS

2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:

CLC, LL, SIE

 3.1 FAST SPEECH; GOING TO, P. 29, EJ. 4B.  3.2 STRESS IN COMPOUND NOUNS P. 30, EJ. 2A.  3.3 LINKING: CAN, P.33, EJ. 6B.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  3.1 FAST SPEECH; GOING TO, P. 29, EJ. 4B.  3.2 STRESS IN COMPOUND NOUNS P. 30, EJ. 2A.  3.3 LINKING: CAN, P.33, EJ. 6B. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  3.1 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; FREE TIME ACTIVITIES.  3.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, PP. 30 AND 31.  3.1 IDENTIFICATION OF THE TEXT TYPE (AN ARTICLE), P. 28.  3.1 READING AND ANSWERING QUESTIONS ABOUT GENERAL AND SPECIFIC INFORMATION P. 30, EJS. 3.  3.4 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; RIO DE JANEIRO IN BRAZIL, P. 34 (DVD PREVIEW).

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

CLC, LL, SIE

CLC, LL, SIE

CLC, LL, SCC, CAE

 3.1 IDENTIFY CUSTOMS AND FEATURES OF EVERYDAY LIFE TYPICAL OF OTHER COUNTRIES AND CULTURES WHERE THE TARGET LANGUAGE IS SPOKEN; NEW YORK.  3.2 IDENTIFY INFORMATION ABOUT HOW PEOPLE IN THE WORLD SPEND ITS FREE TIME  3.3 IDENTIFY AND LEARN INFORMATION ABOUT PHONE CALLS AND HOW TO MANAGE PHONE PROBLEMS.  3.4 IDENTIFY INFORMATION ABOUT RIO DE JANEIRO IN BRAZIL.

COMMUNICATIVE FUNCTIONS  3.1 READ SOME EMAIL OF INVITATION, AND COMPLETE SOME EXERCISES, P. 29, EJS. 7.

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 3.2 READ AN ARTICLE ABOUT HOW DIFFERENT NATIONALITIES SPEND THEIR FREE TIME (HOW THE WORLD SPENDS ITS FREE TIME) AND COMPLETE SOME EXERCISES, PP. 30 AND 31, EJS. 3.  3.4 READ A PROGRAMME INFORMATION ABOUT RIO DE JANEIRO THE CITY OF SAND AND SAMBA (BBC), TO FIND OUT HOW THE CARIOCAS (LOCALS) SPEND THEIR TIME, P. 34, EJS. 2.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:

CLC, LL, SCC, CAE

 3.1 TIME OUT, P. 28, EJS. 1.  3.2 PLACES TO VISIT, P. 30 EJS. 1.  3.3 COLLOCATIONS, P. 32, EJS 2.

GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:

CLC, LL, SIE

 3.1 FAST SPEECH; GOING TO, P. 29, EJ. 4B.  3.2 STRESS IN COMPOUND NOUNS P. 30, EJ. 2A.  3.3 LINKING: CAN, P.33, EJ. 6B.

GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:

CLC, LL, SIE

 3.3 LINKING: CAN, P.33, EJ. 6B. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

PRODUCTION STRATEGIES

CLC, LL, SIE

 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT.  CHECK AND CORRECT MISTAKES.  3.1 LEARNING OF WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS: WRITE INVITATION AND COMPLETE SOME EXERCISES P.29, EJS. 7.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  3.1 LEARN HOW TO WRITE AN EMAIL INVITING PEOPLE.  3.4 IDENTIFY INFORMATION ABOUT RIO DE JANEIRO IN BRAZIL.

COMMUNICATIVE FUNCTIONS  3.1 WRITE AN EMAIL INVITING ANOTHER PEOPLE TO AN EVENT, P. 29, EJS. 7.  3.4 WRITEBACK: LEARN TO WRITE AN INVITATION DESCRIBING A DAY IN YOUR CITY, P. 35, EJS. 8.

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:

CLC, DC, LL, SCC, SIE, CAE CLC, DC, LL, SCC, SIE, CAE

CLC, LL, SCC, CAE

 3.1 TIME OUT, P. 28, EJS. 1.  3.2 PLACES TO VISIT, P. 30 EJS. 1.  3.3 COLLOCATIONS, P. 32, EJS

2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  3.1 FAST SPEECH; GOING TO, P. 29, EJ. 4B.  3.2 STRESS IN COMPOUND NOUNS P. 30, EJ. 2A.  3.3 LINKING: CAN, P.33, EJ. 6B. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF

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SPELLING AND PUNCTUATION.  3.3 LINKING: CAN, P.33, EJ. 6B. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS  ALTERNATIVE APPROACH

CLC, LL, SIE

WORKBOOK  ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (WHAT DO YOU LIKE DOING IN YOUR FREE TIME?)

CLC, LL, SIE

STUDENT’S BOOK  LANGUAGE BANK; LB3; GRAMMAR AND PRACTICE. PP.132133  PHOTO BANK; PB3, P.153  COMMUNICATION BANK; PP. 160 A 167. TEACHER’S BOOK  PROJECT UNIT 3  OPTIONAL EXTRA ACTIVITIES UNIT 3  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK; PP. 145-146.

3.1 3.2 3.3 3.4

TIME OUT TARGET BANK HOLIDAY IS IT ART? WHO’S CALLING?

MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT

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   

CONTINUOUS ASSESSMENT DURING THE CLASSES. SB, LOOKBACK, UNIT 3, P. 36 WB, COMPLETION OF THE EXERCISES, UNIT 3 WB, REVIEW 3

SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS  MID-AND END OF COURSE TESTS UNIT 4: GREAT MINDS 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING  READ AN ARTICLE ABOUT DIFFERENT SCHOOLS (4.2. SCHOOLS OF THOUGHT)  READ REPLIES TO A WEBSITE MESSAGE (4.3. WHAT SHOULD I DO?).

LISTENING/DVD  LISTEN TO SOMEONE DESCRIBING HOW HE USED HIS HIDDEN TALENT (4.1 HIDDEN TALENT).  WATCH AN EXTRACT FROM A BBC DOCUMENTARY ABOUT DEVELOPMENTS THAT HAVE CHANGED THE WORLD (4.4 INVENTIONS)  BBC INTERVIEWS: ARE YOU LEARNING ANYTHING AT THE MOMENT?

SPEAKING  TALK ABOUT HIDDEN TALENTS (4.1 HIDDEN TALENT).  TALK ABOUT RULES IN SCHOOLS (4.2. SCHOOLS OF THOUGHT)  GIVE ADVICE AND MAKE SUGGESTIONS FOR LANGUAGE LEARNERS (4.3. WHAT SHOULD I DO?).  TALK ABOUT INVENTIONS (4.4 INVENTIONS).

WRITING  CHECK YOUR WORK AND CORRECT MISTAKES (4.1 HIDDEN TALENT).  WRITE A FORUM POST ABOUT INVENTIONS (4.4 INVENTIONS).

KNOWLEDGE OF THE LANGUAGE A. LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURES AND LINGUISTIC CONTENT OF THE UNIT  PRESENT PERFECT + EVER/NEVER (4.1 HIDDEN TALENT).  CAN, HAVE TO, MUST (4.2. SCHOOLS OF THOUGHT).  GIVING ADVICE (4.3. WHAT SHOULD I DO?).

B. VOCABULARY

TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:

 MAKE AND DO (4.1 HIDDEN TALENT).  EDUCATION (4.2. SCHOOLS OF THOUGHT).  LANGUAGE LEARNING (4.3. WHAT SHOULD

I DO?).

C. PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATIONS SUCH AS RHYTHM, STRESS AND INTONATION: 56

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 WEAK FORMS; WAS/WERE (4.1 HIDDEN TALENT).  WEAK FORMS; HAVE TO (4.2. SCHOOLS OF THOUGHT).  SILENT LETTERS (4.3. WHAT SHOULD I DO?). 2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

KEY COMPETENCES

COMPREHENSION STRATEGIES:  4.1 ACTIVATION OF PREVIOUS KNOWLEDGE TO PREDICT WHAT IS GOING TO HEAR; LEADING AND CREATING INTEREST IN THE TOPIC OF THE LESSON; TALENTS. (WARM UP).

4.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 39.  4.4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME QUESTIONS (DVD PREVIEW). SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

CLC, LL, SIE



 4.1 IDENTIFY INFORMATION ABOUT TALENTS AND HOW TO USE THEM.  4.2 IDENTIFY INFORMATION AND REFLECT ABOUT EDUCATION AND SCHOOLS IN DIFFERENT COUNTRIES; ALTERNATIVE WAYS OF LEARNING.  4.2 LEARN THAT IN ENGLAND, EDUCATION IS COMPULSORY UNTIL THE AGE OF 16, THEN SOME WANT TO STUDY FOR ADVANCED SCHOOLLEVEL QUALIFICATIONS (A LEVELS) EITHER AT A SECONDARY SCHOOL, TRANSFER TO A LOCAL SIXTH FORM COLLAGE OR GO TO A FURTHER EDUCATION COLLEGE.  4.3 LEARN HOW TO GIVE ADVICE AND RESPOND TO THEM.  4.4. IDENTIFY INFORMATION ABOUT IMPORTANT INVENTIONS IN HISTORY.

CLC, CMST, LL, SCC, CAE, SIE

COMMUNICATIVE FUNCTIONS

CLC, CMST, LL, SCC, CAE, SIE

 4.1 LISTEN TO AN INTERVIEW WITH A PERSON, DESCRIBING HOW HE USED HIS HIDDEN TALENT AND COMPLETE SOME ACTIVITIES, P. 39, EJS. 5.  4.3 FUNCTION: LISTEN TO TWO TEACHERS DISCUSSING LANGUAGE LEARNING AND TALKING ABOUT PROBLEMS AND GIVING ADVICE, P. 43, EJS. 3 TO 6.  4.4 INVENTIONS (SUPERSIZED EARTH: THE WAY WE MOVE) WATCH A EXTRACT FROM A BBC DOCUMENTARY ABOUT DEVELOPMENTS THAT HAVE CHANGED THE WORLD, UNDERSTANDING THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW), P. 44.  4.4 LISTEN TO TWO PEOPLE TALKING ABOUT IMPORTANT INVENTIONS AND NSWER SOME QUESTIONS, P. 45. EJS. 6B.  BBC INTERVIEWS (ARE YOU LEARNING ANYTHING AT THE MOMENT?). WATCH A VIDEO WHERE PEOPLE DESCRIBE WHAT THEY ARE LEARNING AT THE MOMENT AND THE MOST DIFFICULT THINGS THEY’VE EVER LEARNT, EXTENDING VOCABULARY OF EDUCATION AND EXEMPLIFIES REAL USAGE OF THE PRESENT PERFECT WITH EVER.

HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:  4.1 MAKE AND DO P. 38, EJS.1.  4.2 EDUCATION, P. 40 EJS. 1 AND 2.

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 4.3 LANGUAGE LEARNING, P. 42, EJS 2.

GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  4.1 PRESENT PERFECT + EVER/NEVER, PP. 38 AND 39, EJS. 2 TO 4.  4.2 CAN, HAVE TO, MUST, P.41, EJS. 4 TO 6.  4.3 GIVING ADVICE, P. 42, EJS. 3 TO 6.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:

CLC, LL, SIE

CLC, LL, SIE

 4.1 WEAK FORMS; WAS/WERE P. 38, EJS. 2C.  4.2 WEAK FORMS; HAVE TO, P. 41, EJS. 5B.  4.3 SILENT LETTERS, P.43, EJ. 5C CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE; TALK ABOUT HIDDEN TALENTS OR THINGS THEY LOVE DOING.  4.2/4.3 ACTIVATION OF PREVIOUS KNOWLEDGE COMPARING IDEAS AND OPINIONS ABOUT SCHOOL RULES IN THEIR OWN COUNTRY, OR TALKING ABOUT QUOTES OF EDUCATION.  4.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS TO TALK ABOUT INVENTIONS (KEY PHRASES) P. 45. CLC, CMST, LL, SCC, SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS CAE, SIE  LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET   



 

LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES. Demonstrate understanding of other social and cultural situations. 4.1 IDENTIFY INFORMATION ABOUT TALENTS AND HOW TO USE THEM. 4.2 IDENTIFY INFORMATION AND REFLECT ABOUT EDUCATION AND SCHOOLS IN DIFFERENT COUNTRIES; ALTERNATIVE WAYS OF LEARNING. 4.2 LEARN THAT IN ENGLAND, EDUCATION IS COMPULSORY UNTIL THE AGE OF 16, THEN SOME WANT TO STUDY FOR ADVANCED SCHOOLLEVEL QUALIFICATIONS (A LEVELS) EITHER AT A SECONDARY SCHOOL, TRANSFER TO A LOCAL SIXTH FORM COLLAGE OR GO TO A FURTHER EDUCATION COLLEGE. 4.3 LEARN HOW TO GIVE ADVICE AND RESPOND TO THEM. 4.4. IDENTIFY INFORMATION ABOUT IMPORTANT INVENTIONS IN HISTORY.

COMMUNICATIVE FUNCTIONS  4.1 TALK ABOUT HIDDEN TALENTS OR SOMETHING YOU LOVE DOING, P.39. EJS.6.  4.2 DISCUSS ABOUT SIMILARITIES AND DIFFERENCES BETWEEN HOME-SCHOOLING AND GOING TO A NORMAL SCHOOL, P. 41, EJS. 6.  4.2 ORAL INTERACTION TALKING ABOUT RULES IN SCHOOLS IN DIFFERENT COUNTRIES, P. 41, EJS. 7.

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 4.3 ORAL INTERACTION SHOWING AGREEMENT OR DISAGREEMENT ABOUT SOME QUOTES ABOUT LEARNING, P. 42, EJS. 1.  4.3 FUNCTION: GIVING ADVICE, P.42. EJS. 3 TO 6.  4.3 LEARN TO: ORAL INTERACTION ASKING AND RESPONDING TO ADVICE, P. 43, EJS. 7 AND 8 AND PP. 160/162/164 (COMMUNICATION BANK).  4.4 ORAL INTERACTION TALKING ABOUT AEROPLANES AND AEROPLANES TRAVEL, P. 44, EJS.1.  4.4 SPEAKOUT: LEARN AND PRACTICE HOW TO TALK ABOUT INVENTORS AND THEIR INVENTIONS, GIVING OPINIONS ABOUT THEM, P. 45, EJS. 6 AND 7.

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  4.1 MAKE AND DO P. 38, EJS.1.  4.2 EDUCATION, P. 40 EJS. 1 AND 2.  4.3 LANGUAGE LEARNING, P. 42, EJS 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  4.1 PRESENT PERFECT + EVER/NEVER, PP. 38 AND 39, EJS. 2 TO 4.  4.2 CAN, HAVE TO, MUST, P.41, EJS. 4 TO 6.  4.3 GIVING ADVICE, P. 42, EJS. 3 TO 6.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  4.1 WEAK FORMS; WAS/WERE P. 38, EJS. 2C.  4.2 WEAK FORMS; HAVE TO, P. 41, EJS. 5B.  4.3 SILENT LETTERS, P.43, EJ. 5C CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  4.2 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC, EDUCATION.  4.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES AND DISCUSSING SOME QUESTIONS, P. 40, EJS.3.  4.2 IDENTIFICATION OF THE TEXT TYPE, P. 40.  4.2 READING AND ANSWERING QUESTIONS ABOUT GENERAL AND SPECIFIC INFORMATION P. 40.  4.4 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC AND LOOKING AT PHOTOS; THE START OF AEROPLANE TRAVEL IN USA, (DVD PREVIEW).

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  4.1 IDENTIFY INFORMATION ABOUT TALENTS AND HOW TO USE THEM.  4.2 IDENTIFY INFORMATION AND REFLECT ABOUT EDUCATION AND SCHOOLS IN DIFFERENT COUNTRIES; ALTERNATIVE WAYS OF LEARNING: THE ALTERNATIVE SCHOOL (TAS) IN LANCASHIRE (ENGLAND), THE FLIPPED CLASSROOM; AN INSTRUCTIONAL METHODOLOGY; THE SUZUKI METHOD; EDUCATIONAL PHILOSOPHY, ETC.  4.2 LEARN THAT IN ENGLAND, EDUCATION IS COMPULSORY UNTIL THE AGE OF 16, THEN SOME WANT TO STUDY FOR ADVANCED SCHOOLLEVEL QUALIFICATIONS (A LEVELS) EITHER AT A SECONDARY SCHOOL, TRANSFER TO A LOCAL SIXTH FORM COLLAGE OR GO TO A FURTHER

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CLC, LL, SIE

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EDUCATION COLLEGE.  4.3 LEARN HOW TO GIVE ADVICE AND RESPOND TO THEM.  4.4. IDENTIFY INFORMATION ABOUT IMPORTANT INVENTIONS IN HISTORY.

COMMUNICATIVE FUNCTIONS  4.1 READ AN ARTICLE ABOUT DIFFERENT SCHOOLS AND EDUCATION (ARE TRADITIONAL WAYS OF LEARNING THE BEST?), AND COMPLETE SOME ACTIVITIES, PP. 40 AND 41, EJS.3  4.2 READ AND COMPLETE A TEXT ABOUT HOME SCHOOLING OR NORMAL SCHOOLS (DO I HAVE TO GO TO SCHOOL TODAY?),J P. 41, EJS. 5A.  4.2 READ A TEXT ABOUT RULES IN SCHOOLS AND TALK ABOUT IT, P. 41, EJ. 7.  4.3 READ A WEBSITE MESSAGE ASKING FOR ADVICE ABOUT LANGUAGE LEARNING IMPROVEMENT, AND SOME REPLIES AND COMPLETE SOME ACTIVITIES, P. 42, EJS. 3 AND 4.  4.4 READ A PROGRAMME INFORMATION (BBC) ABOUT AMAZING DEVELOPMENTS THAT HAVE CHANGED THE MODERN WORLD LIKE THE START OF AEROPLANE TRAVEL, (SUPERSIZED EARTH: THE WAY WE MOVE), P. 44, EJS 2  4.4 READ AN ONLINE SURVEY AND A POST BY A COMMENTER ABOUT THE WORLD CHANGERS, P. 45, EJS. 8.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  4.1 MAKE AND DO P. 38, EJS.1.  4.2 EDUCATION, P. 40 EJS. 1 AND 2.  4.3 LANGUAGE LEARNING, P. 42, EJS 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  4.1 PRESENT PERFECT + EVER/NEVER, PP. 38 AND 39, EJS. 2 TO 4.  4.2 CAN, HAVE TO, MUST, P.41, EJS. 4 TO 6.  4.3 GIVING ADVICE, P. 42, EJS. 3 TO 6. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

PRODUCTION STRATEGIES

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CLC, CMST, LL, SCC, CAE, SIE

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 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT.  CHECK AND CORRECT MISTAKES.  4.1 LEARNING OF WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS: CORRECTING MISTAKES, P. 39, EJS. 7.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  4.4. IDENTIFY INFORMATION ABOUT IMPORTANT INVENTIONS IN HISTORY; LIKE THE WRIGHT BROTHERS, INVENTORS AND AVIATION PIONEERS OR JOHANNES GUTENBERG, ALEXANDER GRAHAN BELL, TOMAS ALVA EDISON, SIR TIMOTHY JOHN BERNERS-LEE, ETC.  4.4. LEARN HOW TO WRITE A FORUM POST ABOUT INVENTIONS.

COMMUNICATIVE FUNCTIONS  4.1 WRITE NOTES BEFORE TO SPEAK ABOUT YOUR HIDDEN TALENTS, P.

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39, EJ. 6A.  4.1 WRITE A PARAGRAPH ABOUT YOUR HIDDEN TALENT OR ABOUT SOMEONE THEY THINK IS VERY TALENTED, P. 39, EJS. 7.  4.4 WRITEBACK: LEARN TO WRITE A FORUM POST SAYING WHAT YOU THINK ABOUT TOP TEN INVENTIONS, P. 45, EJS. 8.

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  4.1 MAKE AND DO P. 38, EJS.1.  4.2 EDUCATION, P. 40 EJS. 1 AND 2.  4.3 LANGUAGE LEARNING, P. 42, EJS 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  4.1 PRESENT PERFECT + EVER/NEVER, PP. 38 AND 39, EJS. 2 TO 4.  4.2 CAN, HAVE TO, MUST, P.41, EJS. 4 TO 6.  4.3 GIVING ADVICE, P. 42, EJS. 3 TO 6. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS  ALTERNATIVE APPROACH

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WORKBOOK  ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (ARE YOU LEARNING ANYTHING AT THE MOMENT??) STUDENT’S BOOK  LANGUAGE BANK; LB4; GRAMMAR AND PRACTICE. PP.134135  PHOTO BANK; PB4, P.154.  COMMUNICATION BANK; PP. 160 A 167. TEACHER’S BOOK  PROJECT UNIT 4  OPTIONAL EXTRA ACTIVITIES UNIT 4  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK; PP. 145 AND 146.

4.1 COLLOCATION FOOTBALL 4.2 HAVE YOU EVER…? 4.3 CLASS RULES

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4.4 SAVE OUR SCHOOL! MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 4, P. 46.  WB, COMPLETION OF THE EXERCISES, UNIT 4.  WB, REVIEW 4.

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SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS  MID-AND END OF COURSE TESTS UNIT 5: TRAVEL 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING  READ ABOUT AMAZING JOURNEYS IN FILM (5.1. FANTASTIC FILM TRIPS).  READ A TEXT ABOUT A MAN WHO WORKS IN THREE COUNTRIES EVERY DAY (5.3 YOU CAN’T MISS IT)

LISTENING/DVD  UNDERSTAND TRAVEL ADVICE (5.2. TRAVEL TIPS).  WATCH AN EXTRACT FROM A BBC TRAVEL PROGRAMME (5.4 FULL CIRCLE)  BBC INTERVIEWS: DO YOU ENJOY TRAVELLING TO DIFFERENT COUNTRIES?

SPEAKING    

TELL AN ANECDOTE (5.1. FANTASTIC FILM TRIPS). DISCUSS TRAVEL (5.2. TRAVEL TIPS). ASK FOR AND GIVE DIRECTIONS (5.3 YOU CAN’T MISS IT). PRESENT IDEAS FOR AN AWARD (5.4 FULL CIRCLE).

WRITING  WRITE AN EMAIL DESCRIBING A TRIP OR WEEKEND AWAY (5.2. TRAVEL TIPS).  WRITE AN APPLICATON FOR AN AWARD (5.4 FULL CIRCLE).

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 PAST SIMPLE AND PAST CONTINUOUS (5.1. FANTASTIC FILM TRIPS).  VERB PATTERNS (5.2. TRAVEL TIPS).  ASKING FOR/GIVING DIRECTIONS (5.3 YOU CAN’T MISS IT).

B. VOCABULARY

TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  TRANSPORT (5.1. FANTASTIC FILM TRIPS).  TRAVEL ITEMS (5.2. TRAVEL TIPS)  TOURISM (5.3 YOU CAN’T MISS IT).

C. PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATIONS SUCH AS RHYTHM, STRESS AND INTONATION:  WEAK FORMS: WAS/WERE (5.1. FANTASTIC FILM TRIPS).  STRESSED SYLLABLES (5.2. TRAVEL TIPS)  INTONATION; QUESTIONS (5.3 YOU CAN’T MISS 2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

IT). KEY COMPETENCES

COMPREHENSION STRATEGIES:  5.2 ACTIVATION OF PREVIOUS KNOWLEDGE TO PREDICT WHAT IS GOING TO HEAR; LEADING AND CREATING INTEREST IN THE TOPIC OF THE LESSON; TRAVELS, ITEMS, PLACES, ETC (WARM UP). 

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5.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 50.

 5.3 LEARN TO: SHOW AND CHECK UNDERSTANDING, P. 53, EJS. 6 AND 7.  5. 4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME IDEAS TO ACTIVATE LANGUAGE AND KNOWLEDGE (DVD PREVIEW).

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  5.1 IDENTIFY INFORMATION ABOUT FANTASTIC JOURNEYS AND TRANSPORTS IN FILMS LIKE; KON-TIKI, INTO THE WILD OR RABBITPROOF FENCE.  5.2 Lear information and reflect about travel and trips.  5.3 Identify information about tourism and nice places to visit.  5.4. IDENTIFY INFORMATION ABOUT A TRIP FOR SOUTH AMERICA; SEVENTEEN COUNTRIES ALONG THE PACIFIC COAST (FULL CIRCLE)

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COMMUNICATIVE FUNCTIONS

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 5.1 LISTEN TO PEOPLE DESCRIBING WHAT THEY TAKE ON HOLIDAY, UNDERSTANDING TRAVEL ADVICE, P. 50, EJS. 3.  5.3 FUNCTION: LISTEN AND FOLLOW THE ROUTES ON A MAP. LISTEN TO THREE CONVERSATIONS ASKING AND GIVING DIRECTIONS, P.52 EJS 3 TO 5.  5.3 LEARN TO: LISTEN TO SOME EXTRACTS AND FIVE QUESTIONS PRACTISING TO SHOW AND CHECK UNDERSTANDING, P. 53, EJS. 6.  5.4 FULL CIRCLE. WATCH AN EXTRACT FROM A BBC TRAVEL PROGRAMME, UNDERSTANDING THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW), P.54.  5.4 LISTEN TO SOMEONE DESCRIBING HER JOURNEY AND COMPLETE

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SOME ACTIVITIES, P. 55, EJ.5B  BBC INTERVIEWS (DO YOU ENJOY TRAVELLING TO DIFFERENT COUNTRIES?). WATCH A VIDEO WHERE PEOPLE DESCRIBE WHAT THEY LIKE AND DON’T LIKE ABOUT TRAVELLING AND WHETHER THEY’D LIKE TO LIVE IN ANOTHER COUNTRY, AND EXTENDS VOCABULARY OF TRAVEL AND HOLIDAYS.

HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:  5.1 TRANSPORT, P. 48, EJS. 1  5.2 TRAVEL ITEMS P. 50 EJS. 1 AND 2.  5.3 TOURISM, P. 52, EJS 1 AND 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  5.1 PAST SIMPLE AND PAST CONTINUOUS, P. 49, EJS. 6 TO 9.  5.2 VERB PATTERNS, PP, 50 Y 51. EJS. 4 TO 6.  5.3 ASKING FOR/GIVING DIRECTIONS, PP. 52 AND 53, EJS. 3 TO 5.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:

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 5.1 WEAK FORMS: WAS/WERE P. 49, EJ. 8B.  5.2 STRESSED SYLLABLES P. 50, EJ. 2B.  5.3 INTONATION; QUESTIONS, P.52, EJ. 5B. CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE; TRIP JOURNEYS.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  5.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS FOR TALKING ABOUT AN AWARD (KEY PHRASES) P. 55 CLC, LL, SCC, CAE SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES.  Demonstrate understanding of other social and cultural situations.  5.1 IDENTIFY INFORMATION ABOUT FANTASTIC JOURNEYS AND TRANSPORTS IN FILMS LIKE; KON-TIKI, INTO THE WILD OR RABBITPROOF FENCE.  5.2 Lear information and reflect about travel and trips.  5.3 Identify information about tourism and nice places to visit.  5.4. Identify information about a trip for South America; seventeen countries along the Pacific coast (Full Circle).

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COMMUNICATIVE FUNCTIONS  5.1 DESCRIBE SOMETHING THAT HAPPENED TO YOU ON A TRIP OR JOURNEYS, TELLING SOME ANECDOTES, P. 49. EJS. 10.  5.2 ORAL INTERACTION DISCUSSING ABOUT HOLIDAYS AND JOURNEYS, P. 51, EJS. 7  5.3 FUNCTION. ASKING FOR AND GIVING DIRECTIONS, P.52. EJS.3 TO 5.  5.4 LEARN TO. PRACTISE CONVERSATIONS SHOWING AND CHECKING UNDERSTANDING, P. 53, EJS. 6 AND 7.  5.3 ORAL INTERACTION ASKING FOR AND GIVING DIRECTIONS FROM A MAP, P. 53, EJS. 8 AND 161/163 (COMMUNICATION BANK).  5.4 SPEAKOUT: LEARN AND PRACTICE HOW TO DESCRIBE A JOURNEY TO APPLY FOR AN AWARD AND PRESENT YOUR IDEAS TO THE CLASS, P. 55, EJS. 5 AND 6.

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  5.1 TRANSPORT, P. 48, EJS. 1  5.2 TRAVEL ITEMS P. 50 EJS. 1 AND 2.  5.3 TOURISM, P. 52, EJS 1 AND 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  5.1 PAST SIMPLE AND PAST CONTINUOUS, P. 49, EJS. 6 TO 9.  5.2 VERB PATTERNS, PP, 50 Y 51. EJS. 4 TO 6.  5.3 ASKING FOR/GIVING DIRECTIONS, PP. 52 AND 53, EJS. 3 TO 5.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  5.1 WEAK FORMS: WAS/WERE P. 49, EJ. 8B.  5.2 STRESSED SYLLABLES P. 50, EJ. 2B.  5.3 INTONATION; QUESTIONS, P.52, EJ. 5B. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  5.1 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; TRANSPORTS AND JOURNEYS.  5.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 48.  5.1 IDENTIFICATION OF THE TEXT TYPE, P.48.  5.1 READING AND ANSWERING QUESTIONS ABOUT GENERAL AND SPECIFIC INFORMATION P. 48.  5.4 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; DIFFICULT JOURNEYS, P.54 (DVD PREVIEW).

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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 5.1 IDENTIFY INFORMATION ABOUT FANTASTIC JOURNEYS AND TRANSPORTS IN FILMS LIKE; KON-TIKI, INTO THE WILD OR RABBITPROOF FENCE.  5.2 Lear information and reflect about travel and trips.  5.3 Identify information about tourism and nice places to visit.  5.4. IDENTIFY INFORMATION ABOUT A TRIP FOR SOUTH AMERICA; SEVENTEEN COUNTRIES ALONG THE PACIFIC COAST (FULL CIRCLE)

COMMUNICATIVE FUNCTIONS

CLC, LL, SCC, CAE

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 5.1 READ A TEXT ABOUT AMAZING JOURNEYS IN FILMS AND ANSWER SOME COMPREHENSIVE QUESTIONS (KON-TIKI), P. 48, EJS. 2 AND 3.  5.2 READ AN EMAIL DESCRIBING A TRIP AND DISCUSS SOME QUESTIONS, P. 51, EJ. 8A.  5.3 READ A TEXT ABOUT A MAN WHO WORKS IN THREE COUNTRIES EVERY DAY AND COMPLETE SOME ACTIVITIES, P, 52, EJ. 2.  5.4 READ A PROGRAMME INFORMATION ABOUT A JOURNEY THROUGH THE SEVENTEEN COUNTRIES ALONG THE PACIFIC COAST (FULL CIRCLE). (BBC), P. 54.  5.4 READ AN EMAIL WITH A RECIPE, P. 55, EJS. 5.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  5.1 TRANSPORT, P. 48, EJS. 1  5.2 TRAVEL ITEMS P. 50 EJS. 1 AND 2.  5.3 TOURISM, P. 52, EJS 1 AND 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  5.1 PAST SIMPLE AND PAST CONTINUOUS, P. 49, EJS. 6 TO 9.  5.2 VERB PATTERNS, PP, 50 Y 51. EJS. 4 TO 6.  5.3 ASKING FOR/GIVING DIRECTIONS, PP. 52 AND 53, EJS. 3 TO 5. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

PRODUCTION STRATEGIES

CLC, LL, SCC, CAE

CLC, LL, SIE

CLC, CMST, LL, SIE

CLC, LL, SIE

 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT.  CHECK AND CORRECT MISTAKES.  5.3 LEARNING OF WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS: USING SEQUENCERS AND COMPLETION OF EXERCISES, P.51, EJS. 8.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  5.2 LEARN HOW TO WRITE AN EMAIL DESCRIBING A TRIP.  5.4. IDENTIFY INFORMATION ABOUT A TRIP FOR SOUTH AMERICA; SEVENTEEN COUNTRIES ALONG THE PACIFIC COAST (FULL CIRCLE)  5.4 LEARN HOW TO WRITE AN APPLICATION FORM.

COMMUNICATIVE FUNCTIONS  5.2 WRITE AN EMAIL TO A FRIEND DESCRIBING A TRIP OR A WEEKEND AWAY, P. 51. EJ. 8C.  5.4 WRITEBACK: LEARN TO WRITE AN APPLICATION FORM FOR AN AWARD, P. 55, EJS. 7B.

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  5.1 TRANSPORT, P. 48, EJS. 1  5.2 TRAVEL ITEMS P. 50 EJS. 1 AND 2.  5.3 TOURISM, P. 52, EJS 1 AND 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  5.1 PAST SIMPLE AND PAST CONTINUOUS, P. 49, EJS. 6 TO 9.  5.2 VERB PATTERNS, PP, 50 Y 51. EJS. 4 TO 6.

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 5.3 ASKING FOR/GIVING DIRECTIONS, PP. 52 AND 53, EJS. 3 TO 5. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS  ALTERNATIVE APPROACH

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WORKBOOK  ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (: DO YOU ENJOY TRAVELLING TO DIFFERENT COUNTRIES?) STUDENT’S BOOK  LANGUAGE BANK; LB5; GRAMMAR AND PRACTICE. PP.136137.  PHOTO BANK; PB5, P.155.  COMMUNICATION BANK; PP. 160 A 167. TEACHER’S BOOK  PROJECT UNIT 5.  OPTIONAL EXTRA ACTIVITIES UNIT 5.  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK; PP. 145 AND 146.

5.1 5.2 5.3 5.4

GETTING AROUND MISSING MONEY 20 THINGS ABOUT YOU TIPTON TOUR

MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES.

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4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 5, P.56.  WB, COMPLETION OF THE EXERCISES , UNIT 5.  WB, REVIEW 5 SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS

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 MID-AND END OF COURSE TESTS UNIT 6: FITNESS 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING  IDENTIFY SPECIFIC INFORMATION IN AN ARTICLE ABOUT TYPES OF EXERCISE (6.1. KEEPING FIT).

LISTENING/DVD  LISTEN TO A RADIO INTERVIEW WITH A FOOD EXPERT (6.2. THE FUTURE OF FOOD).  LISTEN TO CONVERSATIONS BETWEEN A DOCTOR AND HER PATIENTS (6.3. HOW ARE YOU FEELING?).  WATCH AN EXTRACT FROM A BBC DOCUMENTARY ABOUT HEALTH (6.4. MONITOR ME)  BBC INTERVIEWS: WHAT DO YOU DO TO KEEP FIT?.

SPEAKING    

DESCRIBE YOUR FAVOURITE CHILDHOOD THINGS. (6.1. KEEPING FIT). TALK ABOUT PAST EVENTS IN YOUR LIFE (6.2. THE FUTURE OF FOOD). TALK ABOUT HOW YOUR WEEKEND WAS. (6.3. HOW ARE YOU FEELING?). INTERVIEW A SPECIAL PERSON. (6.4. MONITOR ME).

WRITING  WRITE ABOUT FOOD (6.2. THE FUTURE OF FOOD).  WRITE A BLOG POST ABOUT HEALTH ADVICE (6.4. MONITOR ME).

KNOWLEDGE OF THE LANGUAGE A. LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURES AND LINGUISTIC CONTENT OF THE UNIT  PRESENT PERFECT + FOR/SINCE (6.1. KEEPING FIT).  MAY, MIGHT, WILL (6.2. THE FUTURE OF FOOD).  SEEING THE DOCTOR (6.3. HOW ARE YOU FEELING?).

B. VOCABULARY

TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  HEALTH (6.1. KEEPING FIT).  FOOD (6.2. THE FUTURE  ILLNESS (6.3. HOW ARE

OF FOOD). YOU FEELING?).

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RHYTHM, STRESS AND INTONATION:  SENTENCE STRESS (6.1. KEEPING FIT).  INTONATION: CERTAINTY/UNCERTAINTY (6.2. THE FUTURE OF  DIFFICULT WORDS; SPELLING V. PRONUNCIATION (6.3.

FOOD). HOW ARE YOU

FEELING?). 2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

KEY COMPETENCES

COMPREHENSION STRATEGIES:  6.2 ACTIVATION OF PREVIOUS KNOWLEDGE TO PREDICT WHAT IS GOING TO HEAR; LEADING AND CREATING INTEREST IN THE TOPIC OF THE LESSON; ABOUT FOOD.

6.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 60.  6. 4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME IDEAS TO ACTIVATE LANGUAGE AND KNOWLEDGE (DVD PREVIEW). SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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 6.1 IDENTIFY INFORMATION AND REFLECT ABOUT EXERCISE, FITNESS AND HEALTH. 

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6.2 IDENTIFY INFORMATION ABOUT FOOD; CATEGORIES, HEALTHY FOOD, FOOD AND CULTURE.

 6.3 IDENTIFY INFORMATION ILLNESS AND HEALTH.  6.4 IDENTIFY INFORMATION ABOUT HEALTHCARE AND HOW TECHNOLOGY CAN MEASURE AND CONTROL OUR HEALTH.

COMMUNICATIVE FUNCTIONS  6.1 LISTEN TO A RADIO INTERVIEW WITH A FOOD EXPERT AND COMPLETE SOME EXERCISES, P. 60, EJS. 2.  6.3 FUNCTION. LISTEN TO TWO CONVERSATIONS BETWEEN A DOCTOR AND HER PATIENTS AND ANSWER SOME QUESTIONS, P. 62, EJS. 3.  6.3 LEARN TO, PRACTICE PREDICTING INFORMATION GUESSING THE MISSING WORDS. LISTEN AND CHECK THE ANSWERS, P. 63, EJ. 5  6.4 MONITOR ME (HORIZON: MONITOR ME). WATCH A EXTRACT FROM A BBC DOCUMENTARY ABOUT HEALTH, UNDERSTANDING THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW), P. 64.  6.4 LISTEN TO A HEALTH EXPERT SAYING HOW PEOPLE CAN IMPROVE THEIR HEALTH AND ANSWER SOME QUESTIONS, P. 65, EJ. 4B.  BBC INTERVIEWS (WHAT DO YOU DO TO KEEP FIT?). WATCH A VIDEO THAT EXTENDS DISCUSSION OF KEEPING FIT AND EXTENDS VOCABULARY OF HEALTH AND FITNESS.

HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:  6.1 HEALTH P. 58, EJS. 1.  6.2 FOOD, P. 60 EJS.1.  6.3 ILLNESS, P. 62, EJS 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  6.1 PRESENT PERFECT + FOR/SINCE SB P. 59, EJS. 3 TO 6.  6.2 MAY, MIGHT, WILL, P.61, EJS. 3 AND 4.

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 6.3 SEEING THE DOCTOR, PP. 62 Y 63. EJS. 3 AND 4.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:

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 6.1 SENTENCE STRESS P. 59, EJ.6.  6.2 INTONATION: CERTAINTY/UNCERTAINTY 61, EJ. 3B.  6.3 DIFFICULT WORDS; SPELLING V. PRONUNCIATION, P. 62 EJS. 2B. CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  6.1 WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE; WRITE QUESTIONS BEFORE TALKING TO PREPARE COMMUNICATION; TALK ABOUT YOUR LIFESTYLE.  6.3 ACTIVATION OF LANGUAGE CONNECTED TO HEALTH/ILLNESS (WARM UP).  6.3 LEARN TO: PREDICT INFORMATION.  6.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS TO CREATE A HEALTH REGIME (KEY PHRASES) P.65. CLC, CMST, LL, SCC, SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS CAE  LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES.  Demonstrate understanding of other social and cultural situations.  6.1 IDENTIFY INFORMATION AND REFLECT ABOUT EXERCISE, FITNESS AND HEALTH. 

6.2 IDENTIFY INFORMATION ABOUT FOOD; CATEGORIES, HEALTHY FOOD, FOOD AND CULTURE.

 6.3 IDENTIFY INFORMATION ILLNESS AND HEALTH.  6.4 IDENTIFY INFORMATION ABOUT HEALTHCARE AND HOW TECHNOLOGY CAN MEASURE AND CONTROL OUR HEALTH.

COMMUNICATIVE FUNCTIONS  6.1 ORAL COMMUNICATION ASKING AND ANSWERING QUESTIONS TO TALK ABOUT YOUR LIFESTYLE, P. 59, EJS. 7.  6.2 DISCUSS FOOD PREFERENCES, SHOWING AGREEMENT OR DISAGREEMENT, P. 61, EJS. 5.  6.3 ORAL INTERACTION ASKING AND ANSWERING QUESTIONS TO TALK ABOUT ILLNESS AND HEALTH AND DISCUSSING ABOUT EXCUSES TO AVOID SEEING THE DOCTOR, P. 62, EJS. 1  6.3 FUNCTION. SEEING THE DOCTOR, PP. 62 AND 63, EJS 3 AND 4.  6.3 LEARN TO, PRACTICE PREDICTING INFORMATION GUESSING THE MISSING WORDS. LISTEN AND CHECK THE ANSWERS, P. 63, EJ. 5  6.3 LEARN TO; ROLE PLAY A CONVERSATION TO PRACTICE PREDICTING INFORMATION, P. 63, EJS. 6 AND 161&163 (COMMUNICATION BANK).  6.4 DISCUSS ABOUT REVOLUTION IN HEALTHCARE AND TECHNOLOGY, P. 64, EJS.3.  6.4 SPEAKOUT: PLAN A HEALTH REGIME FOR TWO PEOPLE AND TALK ABOUT IT, P. 65, EJS. 4 AND 5.

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HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  6.1 HEALTH P. 58, EJS. 1.  6.2 FOOD, P. 60 EJS.1.  6.3 ILLNESS, P. 62, EJS 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  6.1 PRESENT PERFECT + FOR/SINCE SB P. 59, EJS. 3 TO 6.  6.2 MAY, MIGHT, WILL, P.61, EJS. 3 AND 4.  6.3 SEEING THE DOCTOR, PP. 62 Y 63. EJS. 3 AND 4.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  6.1 SENTENCE STRESS P. 59, EJ.6.  6.2 INTONATION: CERTAINTY/UNCERTAINTY 61, EJ. 3B.  6.3 DIFFICULT WORDS; SPELLING V. PRONUNCIATION, P. 62 EJS. 2B. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  6.1 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; EXERCISE AND HEALTH.  6.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 58.  6.2 IDENTIFICATION OF THE TEXT TYPE (AN ARTICLE); P. 58.  6.2 READING AND ANSWERING QUESTIONS ABOUT GENERAL AND SPECIFIC INFORMATION PP. 58 AND 59.  6.4 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; HEALTHCARE AND MONITORING, P. 64 (DVD PREVIEW).

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  6.1 IDENTIFY INFORMATION AND REFLECT ABOUT EXERCISE, FITNESS AND HEALTH. 

CLC, CMST, LL, SCC, CAE

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6.2 IDENTIFY INFORMATION ABOUT FOOD; CATEGORIES, HEALTHY FOOD, FOOD AND CULTURE.

 6.3 IDENTIFY INFORMATION ILLNESS AND HEALTH.  6.4 IDENTIFY INFORMATION ABOUT HEALTHCARE AND HOW TECHNOLOGY CAN MEASURE AND CONTROL OUR HEALTH.

COMMUNICATIVE FUNCTIONS  6.1 READ A TEXT (GET MOVING!) AND IDENTIFY INFORMATION IN AN ARTICLE ABOUT TYPES OF EXERCISES; TO 58, EJS. 2.  6.2 READ AN EXTRACT FROM A BLOG (HOW IMPORTANT IS FOOD IN YOUR LIFE?) ABOUT FOOD AND CULTURE AND COMPLETE SOME ACTIVITIES, P. 61, EJS. 6.  6.4 READ A PROGRAMME INFORMATION (HORIZON; MONITOR ME) ABOUT APPS AND TECHNOLOGIES THAT CAN MEASURE OUR EXERCISE, SLEEP, FOOD, ETC AND HOW THIS INFORMATION CAN IMPROVE OUR HEALTH, P. 64,EJS 1A.  6.4 READ SOME NOTES ABOUT THE HEALTH OF THREE PEOPLE, P. 65, EJ. 4A.  6.4 READ AND COMPLETE A BLOG POST ASKING FOR HEALTH ADVICE, P. 65, EJS. 6

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TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  6.1 HEALTH P. 58, EJS. 1.  6.2 FOOD, P. 60 EJS.1.  6.3 ILLNESS, P. 62, EJS 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  6.1 PRESENT PERFECT + FOR/SINCE SB P. 59, EJS. 3 TO 6.  6.2 MAY, MIGHT, WILL, P.61, EJS. 3 AND 4.  6.3 SEEING THE DOCTOR, PP. 62 Y 63. EJS. 3 AND 4.

GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:

SCC, CAE

CLC, LL, SIE

CLC, LL, SIE

 6.3 DIFFICULT WORDS; SPELLING V. PRONUNCIATION, P. 62 EJS. 2B. 2B CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

PRODUCTION STRATEGIES

CLC, LL, SIE

 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT.  CHECK AND CORRECT MISTAKES.  6.2 LEARNING OF WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS: SENTENCE STRUCTURE AND COMPLETION OF EXERCISES P.61, EJS. 6.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  6.1 IDENTIFY INFORMATION AND REFLECT ABOUT EXERCISE AND HEALTH. 

CLC, CMST, LL, SCC, CAE

6.2 IDENTIFY INFORMATION ABOUT FOOD; CATEGORIES, HEALTHY FOOD, FOOD AND CULTURE.

 6.3 IDENTIFY INFORMATION ILLNESS AND HEALTH.  6.4 IDENTIFY INFORMATION ABOUT HEALTHCARE AND HOW TECHNOLOGY CAN MEASURE AND CONTROL OUR HEALTH.

COMMUNICATIVE FUNCTIONS  6.1 WRITE QUESTIONS FOR SOME TOPICS BEFORE TO SPEAK, P.59, EJS.7.  6.2 WRITE A PARAGRAPH ABOUT FOOD, P. 61, EJS. 6DJS. 5C  6.4 WRITEBACK: 6.2 COMPLETE A BLOG POST REPLY GIVING HEALTH ADVICE, P. 65, EJ. 6.

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  6.1 HEALTH P. 58, EJS. 1.  6.2 FOOD, P. 60 EJS.1.  6.3 ILLNESS, P. 62, EJS 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  6.1 PRESENT PERFECT + FOR/SINCE SB P. 59, EJS. 3 TO 6.  6.2 MAY, MIGHT, WILL, P.61, EJS. 3 AND 4.  6.3 SEEING THE DOCTOR, PP. 62 Y 63. EJS. 3 AND 4.

GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION.  6.3 DIFFICULT WORDS; SPELLING V. PRONUNCIATION, P. 62 EJS. 2B.

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3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS  ALTERNATIVE APPROACH

CLC, LL, SIE

WORKBOOK  ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY

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 BBC INTERVIEWS (WHAT DO YOU DO TO KEEP FIT?)

STUDENT’S BOOK  LANGUAGE BANK; LB6; GRAMMAR AND PRACTICE. PP.138139  PHOTO BANK; PB6, PP. 156 AND 146  COMMUNICATION BANK; PP. 160 A 167. TEACHER’S BOOK  PROJECT UNIT 6  OPTIONAL EXTRA ACTIVITIES UNIT 6  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK; PP. 145 AND 146.

6.1 6.2 6.3 6.4

A HEALTHY CITY HOW LONG…? PREDICTIONS WHERE DOES IT HURT?

MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES.  4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 6, P. 66 73

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 

WB, COMPLETION OF THE EXERCISES , UNIT 6 WB, REVIEW 6

SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS  MID-AND END OF COURSE TESTS UNIT 7: CHANGES 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING  READ ABOUT LIVING THE DREAM (7.1. LIVING THE DREAM).  READ AND PREDICT INFORMATION IN A STORY (7.2. THE GREAT IMPOSTOR)  READ ABOUT STUDYING ABROAD (7.3 CAN YOU TELL ME?).

LISTENING/DVD  LISTEN TO A RADIO PROGRAMME ABOUT A WOMAN WHO CHANGED HER LIFE (7.1. LIVING THE DREAM).  UNDERSTAND SHORT, PREDICTABLE CONVERSATIONS (7.3 CAN YOU TELL ME?)  WATCH AN EXTRACT FROM THE BEGINNING OF A BBC FILM ABOUT A FAMILY THAT MOVES TO GREECE (7.4 A GREEK ADVENTURE).  BBC INTERVIEWS: HOW HAS YOUR LIFE CHANGED IN THE LAST TEN YEARS?

SPEAKING    

TALK ABOUT HOW YOUR LIFE HAS CHANGED (7.1. LIVING THE DREAM). TALK ABOUT WHY PEOPLE TELL LIES (7.2. THE GREAT IMPOSTOR). LEARN TO CHECK AND CONFIRM INFORMATION (7.3 CAN YOU TELL ME?). TALK ABOUT NEW EXPERIENCES (7.4 A GREEK ADVENTURE).

WRITING  USE PARAGRAPHS TO WRITE ABOUT A DECISION THAT CHANGED YOUR LIFE (7.1. LIVING THE DREAM).  WRITE A BLOG/DIARY (7.4 A GREEK ADVENTURE)

KNOWLEDGE OF THE LANGUAGE A. LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURES AND LINGUISTIC CONTENT OF THE UNIT  USED TO (7.1. LIVING THE DREAM).  PURPOSE, CAUSE AND RESULT (7.2. THE GREAT  FINDING OUT INFORMATION (7.3 CAN YOU TELL ME?).

IMPOSTOR).

B. VOCABULARY

TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  VERBS+ PREPOSITIONS (7.1. LIVING THE DREAM).  COLLOCATIONS (7.2. THE GREAT IMPOSTOR).  FACILITIES (7.3 CAN YOU TELL ME?).

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RHYTHM, STRESS AND INTONATION:  WEAK FORMS; USED TO (7.1. LIVING THE DREAM).  RHYTHM IN COMPLEX SENTENCES (7.2. THE GREAT IMPOSTOR)  INTONATION; CHECKING INFORMATION (7.3 CAN YOU TELL ME?). 2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

KEY COMPETENCES

COMPREHENSION STRATEGIES:  7.1 ACTIVATION OF PREVIOUS KNOWLEDGE TO PREDICT WHAT IS GOING TO HEAR; LEADING AND CREATING INTEREST IN THE TOPIC OF THE LESSON; PEOPLE AND DREAMS (WARM UP).

7.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES AND SPECULATING INFORMATION, P. 68.  7.3 LEARN TO: CHECK AND CONFIRM INFORMATION, P. 73.  7.4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME QUESTIONS (DVD PREVIEW). SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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 7.1 IDENTIFY INFORMATION ABOUT PEOPLE AND DREAMS; DECISIONS THAT CHANGE THE LIFE.  7.2 IDENTIFY INFORMATION ABOUT A BIG AND FAMOUS IMPOSTOR FERDINAND WALDO DEMARA, JR.  7.3 IDENTIFY INFORMATION EDUCATION, UNIVERSITIES AND INFORMATION.  7.4. IDENTIFY INFORMATION ABOUT A BOOK BY GERALD DURRELL; THE STORY OF A RATHER UNUSUAL FAMILY (MY FAMILY AND OTHER ANIMALS) (DVD).

CLC, LL, SCC, CAE

COMMUNICATIVE FUNCTIONS

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 7.1 LISTEN TO A RADIO PROGRAMME ABOUT A WOMAN WHO CHANGED HER LIFE AND ANSWER SOME QUESTIONS, PP. 68 AND 69, EJS. 3 AND 4.  7.3 FUNCTION: LISTEN TO AND FINDING OUT INFORMATION, UNDERSTANDING SHORT, PREDICTABLE CONVERSATIONS, PP. 72 AND 73, EJS. 4 TO 8.  7.3 LEARN TO; LISTEN AND LEARN TO THE DIFFERENT WAYS OF CHECKING INFORMATION, P. 73, EJS. 9  7.4 A GREEK ADVENTURE (MY FAMILY AND OTHER ANIMALS); WATCH AN EXTRACT FROM THE BEGINNING OF A BBC FILM ABOUT A FAMILY THAT MOVES TO GREECE, UNDERSTANDING THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW). P, 74.  7.4 LISTEN TO A PERSON TALKING ABOUT WHEN SHE MOVED TO THE USA AND ANSWER SOME QUESTIONS, P. 75, EJ. 6  BBC INTERVIEWS (HOW HAS YOUR LIFE CHANGED IN THE LAST TEN YEARS?) WATCH A VIDEO WHERE PEOPLE DESCRIBE THE BEST THINGS ABOUT THEIR LIVES, WHETHER THERE IS ANYTHING THEY’D LIKE TO CHANGE AND HOW THEIR LIVES HAVE CHANGED IN THE LAST TEN YEARS.

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 7.1 VERBS+ PREPOSITIONS, P. 68, EJS. 1  7.2 COLLOCATIONS, P. 71 EJS. 3  7.3 FACILITIES, P. 72 EJS 3. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  7.1 USED TO, SB P.69, EJS 5 AND 6.  7.2 PURPOSE, CAUSE AND RESULT P.71, EJS. 4 TO 6.  7.3 FINDING OUT INFORMATION, PP. 72 AND 73, EJS. 4 TO 8.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:

CLC, LL, SIE

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 7.1 WEAK FORMS; USED TO P. 69, EJ. 6C.  7.2 RHYTHM IN COMPLEX SENTENCES, P. 71, EJ. 5B.  7.3 INTONATION; CHECKING INFORMATION, P.73, EJ. 9C. CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  7.3 LEARN TO; LEARN TO CHECK AND CONFIRM INFORMATION.  3.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS TO TALK ABOUT NEW EXPERIENCES (KEY PHRASES) P. 75 CLC, LL, SCC, CAE SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES.  Demonstrate understanding of other social and cultural situations.  7.1 IDENTIFY INFORMATION ABOUT PEOPLE AND DREAMS; DECISIONS THAT CHANGE THE LIFE.  7.2 IDENTIFY INFORMATION ABOUT A BIG AND FAMOUS IMPOSTOR FERDINAND WALDO DEMARA, JR.  7.3 IDENTIFY INFORMATION EDUCATION, UNIVERSITIES AND INFORMATION.  7.4. IDENTIFY INFORMATION ABOUT A BOOK BY GERALD DURRELL; THE STORY OF A RATHER UNUSUAL FAMILY (MY FAMILY AND OTHER ANIMALS) (DVD).

COMMUNICATIVE FUNCTIONS  7.1 ORAL INTERACTION TALKING ABOUT HOW YOUR LIFE HAS CHANGED, P. 69, EJS.7  7.2 DISCUSS ABOUT WHY PEOPLE TELL LIES, EXPRESSING PURPOSE, CAUSE AND RESULTS, P. 71, EJS. 7.  7.3 ORAL INTERACTION TALKING ABOUT EDUCATION, UNIVERSITY AND STUDYING ABROAD, P. 72, EJS. 1.  7.3 FUNCTION. FINDING OUR INFORMATION, P. 72, EJS. 4.  7.3 ORAL INTERACTION PRACTISING TO FIND OUT INFORMATION, P. 72, EJS.8 AND 165/166 (COMMUNICATION BANK).  7.3 LEARN TO; LEARN TO CHECK AND CONFIRM INFORMATION, P. 73, EJS. 9  7.3 ROLE PLAY A SITUATION EXPLAINING, CHECKING AND CONFIRMING A SITUATION, P. 73, EJ.10.

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 7.4 SPEAKOUT: LEARN AND PRACTICE HOW TO TALK ABOUT A NEW EXPERIENCE, P.75.EJS.7.

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  7.1 VERBS+ PREPOSITIONS, P. 68, EJS. 1  7.2 COLLOCATIONS, P. 71 EJS. 3  7.3 FACILITIES, P. 72 EJS 3. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  7.1 USED TO, SB P.69, EJS 5 AND 6.  7.2 PURPOSE, CAUSE AND RESULT P.71, EJS. 4 TO 6.  7.3 FINDING OUT INFORMATION, PP. 72 AND 73, EJS. 4 TO 8..

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  7.1 WEAK FORMS; USED TO P. 69, EJ. 6C.  7.2 RHYTHM IN COMPLEX SENTENCES, P. 71, EJ. 5B.  7.3 INTONATION; CHECKING INFORMATION, P.73, EJ. 9C. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  7.2 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; BIG IMPOSTORS LIKE FERDINAND WALDO DEMARA.  7.2 CHECK DEFINITION AND CONCEPTS IN THE DICTIONARY.  7.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 68 AND 72  IDENTIFICATION OF THE TEXT TYPE, P. 70.  7.4 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; PROBLEMS TRYING TO COMMUNICATE WITH PEOPLE, P. 74, EJ. 1 (DVD PREVIEW).

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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 7.1 IDENTIFY INFORMATION ABOUT PEOPLE AND DREAMS; DECISIONS THAT CHANGE THE LIFE.  7.2 IDENTIFY INFORMATION ABOUT A BIG AND FAMOUS IMPOSTOR FERDINAND WALDO DEMARA, JR.  7.3 IDENTIFY INFORMATION EDUCATION, UNIVERSITIES AND INFORMATION.  7.4. IDENTIFY INFORMATION ABOUT A BOOK BY GERALD DURRELL; THE STORY OF A RATHER UNUSUAL FAMILY (MY FAMILY AND OTHER ANIMALS) (DVD).

COMMUNICATIVE FUNCTIONS  7.1 READ A SMALL TEXT ABOUT PEOPLE AND DREAMS (LIVING THE DREAM) AND ANSWER SOME QUESTIONS, P. 68, EJS. 1.  7.2 READ A STORY ABOUT A FAMOUS IMPOSTOR (FERDINAND WALDO DEMARA) AND COMPLETE SOME EXERCISES, P. 70 EJS. 1 AND 2.  7.3 READ A TEXT ABOUT EDUCATION, UNIVERSITY AND STUDYING

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ABROAD (READ 1000 BOOKS AND WALK 1000 MILES) AND COMPLETE SOME ACTIVITIES, P. 72, EJS. 2.  7.4 READ THE PROGRAMME INFORMATION ABOUT A BOOK BY GERALD DURRELL; THE STORY OF A RATHER UNUSUAL FAMILY THAT MOVES TO GREECE (MY FAMILY AND OTHER ANIMALS) (DVD), P. 74, EJS. 2.  7.4 READ A WEB BLOG/DIARY ABOUT THE FIRST YEAR AT UNIVERSITY OF A PERSON (SO FAR… SO GOOD) AND ANSWER SOME QUESTIONS, P. 75, EJ. 8.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  7.1 VERBS+ PREPOSITIONS, P. 68, EJS. 1  7.2 COLLOCATIONS, P. 71 EJS. 3  7.3 FACILITIES, P. 72 EJS 3. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  7.1 USED TO, SB P.69, EJS 5 AND 6.  7.2 PURPOSE, CAUSE AND RESULT P.71, EJS. 4 TO 6.  7.3 FINDING OUT INFORMATION, PP. 72 AND 73, EJS. 4 TO 8. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

PRODUCTION STRATEGIES

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CLC, LL, SIE

CLC, LL, SIE

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 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT.  CHECK AND CORRECT MISTAKES.  7.2 LEARNING OF WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS: WRITE PARAGRAPHS (INTRODUCTION, MAIN IDEA, SUPPORT THE IDEA, CONCLUSION), P. 69, EJS. 8

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  7.1 LEARN HOW TO WRITE A PERSONAL STORY TALKING ABOUT DECISIONS AND DREAMS.  7.4 LEARN HOW TO WRITE A BLOG/DIARY.  7.4. IDENTIFY INFORMATION ABOUT A BOOK BY GERALD DURRELL; THE STORY OF A RATHER UNUSUAL FAMILY (MY FAMILY AND OTHER ANIMALS) (DVD).

COMMUNICATIVE FUNCTIONS  7.1 MAKE A NOTE OF THREE THINGS THAT USED TO BE TRUE ABOUT YOU TEN YEARS AGO, P. 69, EJS. 7A.  7.1 WRITE A STORY IN PARAGRAPHS ABOUT A DECISION WHICH CHANGED YOUR LIFE, P. 69, EJS. 8C.  7.4 WRITEBACK: LEARN TO WRITE A BLOG/DIARY ABOUT A NEW EXPERIENCE, P. 75, EJ. 8B.

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  7.1 VERBS+ PREPOSITIONS, P. 68, EJS. 1  7.2 COLLOCATIONS, P. 71 EJS. 3  7.3 FACILITIES, P. 72 EJS 3. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:

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 7.1 USED TO, SB P.69, EJS 5 AND 6.  7.2 PURPOSE, CAUSE AND RESULT P.71, EJS. 4 TO 6.  7.3 FINDING OUT INFORMATION, PP. 72 AND 73, EJS. 4 TO 8. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS  ALTERNATIVE APPROACH

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WORKBOOK  ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY

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 BBC INTERVIEWS (HOW HAS YOUR LIFE CHANGED IN THE LAST TEN YEARS?)

STUDENT’S BOOK  LANGUAGE BANK; LB7; GRAMMAR AND PRACTICE. PP.140141  COMMUNICATION BANK; PP. 160 A 167. TEACHER’S BOOK  PROJECT UNIT 7  OPTIONAL EXTRA ACTIVITIES UNIT 7  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK; PP. 145 AND 146.

7.1 7.2 7.3 7.4

ANOTHER LIFE DID YOU KNOW…? I WENT HOME TO… CAREER CHANGE

MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES.

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4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 7, P. 76  WB, COMPLETION OF THE EXERCISES , UNIT 7  WB, REVIEW 7

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SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS  MID-AND END OF COURSE TESTS UNIT 8: MONEY 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING  READ THE STORY OF A TREASURE HUNT (8.1 TREASURE HUNT)  READ A QUESTIONNAIRE ABOUT SHOPPING (8.3. I’M JUST LOOKING).

LISTENING/DVD    

LISTEN TO A DISCUSSION ABOUT SALARIES (8.2. PAY ME MORE!). LISTEN TO CONVERSATIONS IN SHOPS (8.3. I’M JUST LOOKING?). WATCH AN EXTRACT FROM THE BBC NEWS ABOUT AN ETHIOPIAN BUSINESS (8.4 SOLEREBELS) BBC INTERVIEWS: HOW DO YOU FEEL ABOUT SHOPPING?.

SPEAKING    

TALK ABOUT A PROJECT THAT PEOPLE SHOULD INVEST IN (8.1 TREASURE HUNT). TALK ABOUT WHY YOU SHOULD EARN MORE (8.2. PAY ME MORE!). DESCRIBE ITEMS; GO SHOPPING (8.3. I’M JUST LOOKING). PRESENT A MONEY-MAKING IDEA (8.4 SOLEREBELS).

WRITING  WRITE AN OPINION PIECE (8.2. PAY ME MORE!).  WRITE A COMPETITION ENTRY FOR A BUSINESS INVESTMENT (8.4 SOLEREBELS).

KNOWLEDGE OF THE LANGUAGE A. LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURES AND LINGUISTIC CONTENT OF THE UNIT  RELATIVE CLAUSES (8.1TREASURE HUNT).  TOO MUCH/MANY, ENOUGH, VERY (8.2. PAY  BUYING THINGS (8.3. I’M JUST LOOKING).

B. VOCABULARY

ME MORE!).

TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  MONEY (8.1TREASURE HUNT).  MULTI-WORD VERBS (8.2. PAY ME MORE!).  SHOPPING (8.3. I’M JUST LOOKING).

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TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATIONS SUCH AS RHYTHM, STRESS AND INTONATION:  PRONOUNCING THE LETTER “S” (8.1TREASURE HUNT).  MULTI-WORD VERBS STRESS (8.2. PAY ME MORE!).  WEAK FORMS: DO YOU/CAN I (8.3. I’M JUST LOOKING). 2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

KEY COMPETENCES

COMPREHENSION STRATEGIES:  8.1 ACTIVATION OF PREVIOUS KNOWLEDGE TO PREDICT WHAT IS GOING TO HEAR; LEADING AND CREATING INTEREST IN THE TOPIC OF THE LESSON; JOBS AND SALARY.  8.1 CREATE INTEREST AND LEAD IN TO THE TOPIC BY ASKING SOME QUESTIONS.  8.1 LEARN TO USE AN INFOGRAPHIC TO CHECK MEANING AND LEARN NEW VOCABULARY BEFORE TO LISTEN, P. 80, EJS. 1.

8.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 80.  8.4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME QUESTIONS (DVD PREVIEW). SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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 8.1 IDENTIFY INFORMATION ABOUT OUR RELATION WITH MONEY AND WHAT WE DO WITH IT. LEARN ABOUT THE STORY OF A TREASURE HUNT AND THE MILLIONAIRE FORREST FENN.  8.2 IDENTIFY INFORMATION ABOUT JOBS AND SALARIES. 

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8.3 LEARN AND REFLECT ABOUT SHOPPING; KNOWING HOW PEOPLE IN THE UK ARE CHANGING THE WAY THEY SHOP FOR FOOD, CLOTHES AND CONSUMER GOODS.

 8.4 IDENTIFY INFORMATION ABOUT AN ENTREPRENEUR ETHIOPIAN WOMAN, BETHLEHEM TILAHUN ALEMU THAT CREATED A FOOTWEAR COMPANY (SOLEREBELS) (BBC)

COMMUNICATIVE FUNCTIONS

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 8.2 LISTEN TO THREE PEOPLE SAYING WHY THEY SHOULD BE PAID MORE, DISCUSSING ABOUT SALARIES, P. 80. EJS. 1.  8.3 FUNCTION: LISTEN TO FIVE CONVERSATIONS IN SHOPS BUYING THINGS, P. 82, EJS. 2A.  8.4 SOLEREBELS. WATCH AN EXTRACT FROM THE BBC NEWS ABOUT AN ETHIOPIAN BUSINESS AND THE COMPANY SOLEREBELS FOUNDED BY A WOMAN, UNDERSTANDING THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW), P. 84.  8.4 LISTEN TO SOMEONE TALKING ABOUT A SMALL BUSINESS IDEA AND COMPLETE SOME ACTIVITIES, P. 85, EJ. 6A.  BBC INTERVIEWS (HOW DO YOU FEEL ABOUT SHOPPING?.). WATCH A VIDEO WHERE PEOPLE DESCRIBE WHAT THEY LIKE AND DON’T LIKE ABOUT SHOPPING, THE BEST PLACES TO GO SHOPOING AND WHAT THEY’VE BOUGHT AND EXTENDS VOCABULARY OF SHOPS AND SHOPPING.

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HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:  8.1 MONEY, P. 78, EJS. 1.  8.2 MULTI-WORD VERBS, P. 81, EJS. 5 AND 6.  8.3 BUYING THINGS, P. 82, EJS 1 GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  8.1 RELATIVE CLAUSES, SB PP. 78 Y 79, EJS. 3 AND 4.  8.2 TOO MUCH/MANY, ENOUGH, VERY, P.80, EJS. 2 TO 4.  8.3 BUYING THINGS PP. 82 AND 83, EJS. 2 TO 6.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:

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 8.1 PRONOUNCING THE LETTER “S” P. 78, EJ. 1C.  8.2 MULTI-WORD VERBS STRESS, P. 81, EJ. 5C.  8.3 WEAK FORMS: DO YOU/CAN I P.83, EJ. 3C. CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  8.1 WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE; CHECKING NEW VOCABULARY, P. 79.  8.2 ACTIVATION OF LANGUAGE AND VOCABULARY ABOUT PROFESSIONS.  8.3 ACTIVATION OF LANGUAGE PRACTISING BUYING AND DESCRIBING THINGS IN THE CONTEXT OF SHOPPING, P. 82.  8.3 LEARN TO; LEARN TO DESCRIBE THINGS.  8.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS TO TALK ABOUT A MONEY-MAKING IDEAS (KEY PHRASES) P. 85. CLC, LL, SCC, CAE SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES.  Demonstrate understanding of other social and cultural situations.  8.1 IDENTIFY INFORMATION ABOUT OUR RELATION WITH MONEY AND WHAT WE DO WITH IT. LEARN ABOUT THE STORY OF A TREASURE HUNT AND THE MILLIONAIRE FORREST FENN.  8.2 IDENTIFY INFORMATION ABOUT JOBS AND SALARIES. 

8.3 LEARN AND REFLECT ABOUT SHOPPING; KNOWING HOW PEOPLE IN THE UK ARE CHANGING THE WAY THEY SHOP FOR FOOD, CLOTHES AND CONSUMER GOODS.

 8.4 IDENTIFY INFORMATION ABOUT AN ENTREPRENEUR ETHIOPIAN WOMAN, BETHLEHEM TILAHUN ALEMU THAT CREATED A FOOTWEAR COMPANY (SOLEREBELS) (BBC)

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COMMUNICATIVE FUNCTIONS  8.1 ORAL INTERACTION DISCUSSING ABOUT WHAT SOME SUPER RICH PEOPLE DO WITH THEIR MONEY, P. 79, EJ. 5A.  8.1 TALK ABOUT A PROJECT THAT PEOPLE SHOULD INVEST IN AND WHY, P. 79, EJS. 5B.  8.2 TALK ABOUT WHY YOU SHOULD EARN MORE, P. 81, EJS. 7.  8.3 FUNCTION: BUYING THINGS, PP. 82 AND 83. EJS. 2 TO 6.  8.3 ROLE PLAY A SITUATION DESCRIBING ITEMS AND GO SHOPPING, P. 83, EJS. 6, AND 163/166

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 8.3 LEARN TO: LEARN TO DESCRIBE THINGS, P. 83, EJS. 7.  8.3 ORAL INTERACTION DESCRIBING THINGS AND GO SHOPPING, P. 83.  8.4 SPEAKOUT: PREPARE AND PRESENT YOUR IDEAS TO THE CLASS TALKING ABOUT A HOBBY/INTEREST YOU HAVE AND THINK ABOUT HOW YOU COULD MAKE MONEY FROM IT, P. 85, EJS. 6 AND 7.

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  8.1 MONEY, P. 78, EJS. 1.  8.2 MULTI-WORD VERBS, P. 81, EJS. 5 AND 6.  8.3 BUYING THINGS, P. 82, EJS 1 GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  8.1 RELATIVE CLAUSES, SB PP. 78 Y 79, EJS. 3 AND 4.  8.2 TOO MUCH/MANY, ENOUGH, VERY, P.80, EJS. 2 TO 4.  8.3 BUYING THINGS PP. 82 AND 83, EJS. 2 TO 6.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  8.1 PRONOUNCING THE LETTER “S” P. 78, EJ. 1C.  8.2 MULTI-WORD VERBS STRESS, P. 81, EJ. 5C.  8.3 WEAK FORMS: DO YOU/CAN I P.83, EJ. 3C. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  8.1 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC, CREATING INTEREST AND LEAD IN TO THE TOPIC BY ASKING SOME QUESTIONS ABOUT MONEY, BRITISH/US MONEY, P. 78  8.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 78.  8.1 GUESSING AND CHECKING VOCABULARY MEANING, P. 78, EJS. 1.  8.1 IDENTIFICATION OF THE TEXT TYPE; A QUESTIONNAIRE AND A TEXT P. 78, EJS. 1 AND 2.  8.1/8.3 READING AND ANSWERING QUESTIONS ABOUT GENERAL AND SPECIFIC INFORMATION P, 78.  8.4 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; AN ETHIOPIAN BUSINESS RUNNING BY A ENTREPRENEUR WOMAN, P.84 (DVD PREVIEW).

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  8.1 IDENTIFY INFORMATION ABOUT OUR RELATION WITH MONEY AND WHAT WE DO WITH IT. LEARN ABOUT THE STORY OF A TREASURE HUNT AND THE MILLIONAIRE FORREST FENN.

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8.2 IDENTIFY INFORMATION ABOUT JOBS AND SALARIES.  8.3 LEARN AND REFLECT ABOUT SHOPPING; KNOWING HOW PEOPLE IN THE UK ARE CHANGING THE WAY THEY SHOP FOR FOOD, CLOTHES AND CONSUMER GOODS. 

 8.4 IDENTIFY INFORMATION ABOUT AN ENTREPRENEUR ETHIOPIAN WOMAN, BETHLEHEM TILAHUN ALEMU THAT CREATED A FOOTWEAR COMPANY (SOLEREBELS) (BBC).

COMMUNICATIVE FUNCTIONS  8.1 READ AND DO A QUESTIONNAIRE ABOUT MONEY (HOW DO YOU EARN, SAVE AND SPEND YOUR MONEY?), P. 78, EJS. 1.  8.1 READ THE STORY OF A TREASURE HUNT AND A MILLIONAIRE (HIDDEN TREASURE) AND COMPLETE SOME EXERCISES, P, 78, EJS.2.  8.1 READ A TEXT ABOUT WHAT SOME SUPER-RICH PEOPLE DO WITH THEIR MONEY AND DISCUSS SOME QUESTIONS, P. 79, EJS. 5.  8.4 READ A PROGRAMME INFORMATION ABOUT THE ETHIOPIAN BETHLEHEM TILAHUN ALEMU THAT STARTED A BUSINESS (SOLEREBELS); A FOOTWEAR BRAND AND THE FIRST FAIR TRADE SHOE COMPANY IN THE WORLD, (BBC), P. 84, EJ. 2.  8. 4. READ AN ADVERTISEMENT FOR A COMPETITION AND ONE OF THE WEB ENTRIES AND COMPLETE SOME EXERCISES, P. 85, EJS. 8A.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  8.1 MONEY, P. 78, EJS. 1.  8.2 MULTI-WORD VERBS, P. 81, EJS. 5 AND 6.  8.3 BUYING THINGS, P. 82, EJS 1 GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  8.1 RELATIVE CLAUSES, SB PP. 78 Y 79, EJS. 3 AND 4.  8.2 TOO MUCH/MANY, ENOUGH, VERY, P.80, EJS. 2 TO 4.  8.3 BUYING THINGS PP. 82 AND 83, EJS. 2 TO 6. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

PRODUCTION STRATEGIES

CLC, DC, LL, SCC, CAE

CLC, LL, SIE, CAE

CLC, LL, SIE

CLC, LL, SIE

CLC, LL, SIE

 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT.  CHECK AND CORRECT MISTAKES.  8.1 LEARNING OF WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS: ADDING EMPHASIS WHEN WRITING, P. 81. EJS.8.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

CLC, LL, SCC, CAE

 8.2 LEARN TO WRITE AN OPINION PIECE ABOUT WHY A JOB DESERVES A SALARY.  8.4 REFLECT ABOUT WOMAN ENTREPRENEURS.  8.4 LEARN TO WRITE A WEBSITE ENTRY.

COMMUNICATIVE FUNCTIONS

CLC, SCC, LL, SIE,

 8.2 WRITE A PARAGRAPH OF AN OPINION PIECE SAYING WHY A CHOSEN JOB DESERVES A HIGHER SALARY, P. 81, EJS. 8C.  8.4 WRITEBACK: LEARN TO WRITE AN ENTRY FOR A COMPETITION EXPLAINING YOUR IDEAS ABOUT A GOOD BUSINESS, P.85. EJS. 8.

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HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  8.1 MONEY, P. 78, EJS. 1.  8.2 MULTI-WORD VERBS, P. 81, EJS. 5 AND 6.  8.3 BUYING THINGS, P. 82, EJS 1 GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  8.1 RELATIVE CLAUSES, SB PP. 78 Y 79, EJS. 3 AND 4.  8.2 TOO MUCH/MANY, ENOUGH, VERY, P.80, EJS. 2 TO 4.  8.3 BUYING THINGS PP. 82 AND 83, EJS. 2 TO 6. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS  ALTERNATIVE APPROACH

CLC, LL, SIE, CAE

CLC, LL, SIE

CLC, LL, SIE

CLC, LL, SIE

WORKBOOK  ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (HOW DO YOU FEEL ABOUT SHOPPING?) STUDENT’S BOOK  LANGUAGE BANK; LB8; GRAMMAR AND PRACTICE. PP.142143  PHOTO BANK; PB8, P.158  COMMUNICATION BANK; PP. 160 A 167. TEACHER’S BOOK  PROJECT UNIT 8  OPTIONAL EXTRA ACTIVITIES UNIT 8  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK; PP. 145 AND 146.

8.1 8.2 8.3 8.4

AMAZING MONEY FOUR GUESSES LET’S CELEBRATE CAN I HELP YOU?

MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.

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 BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 8, P. 86  WB, COMPLETION OF THE EXERCISES , UNIT 8  WB, REVIEW 8

CLC, LL, SIE

SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS  MID-AND END OF COURSE TESTS UNIT 9: NATURE 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING  READ ABOUT GREAT GREEN IDEAS (9.1 GREEN LIVING).  UNDERSTAND AN ARTICLE ABOUT AN EXPERIENCE IN THE WILD (9.2. INTO THE WILD).

LISTENING/DVD  LISTEN TO A RADIO PROGRAMME ABOUT GREEN IDEAS (9.1 GREEN LIVING).  LISTEN TO PEOPLE DISCUSSING QUIZ QUESTIONS (9.3. IT COULD BE BECAUSE…)  WATCH AN EXTRACT FROM A BBC DOCUMENTARY ABOUT THE NORTHERN LIGHTS (9.4 THE NORTHERN LIGHTS)  BBC INTERVIEWS: HOW DO YOU FEEL BEING IN THE COUNTRYSIDE?

SPEAKING    

TALK GIVE TALK TALK

ABOUT GREEN ISSUES (9.1 GREEN LIVING). YOUR VIEWS ON LIFE IN THE CITY OR THE COUNTRYSIDE (9.2. INTO THE WILD). ABOUT DIFFERENT ANIMALS (9.3. IT COULD BE BECAUSE…). ABOUT AMAZING PLACES (9.4 THE NORTHERN LIGHTS).

WRITING  WRITE ABOUT YOUR VIEWS ON THE ENVIRONMENT (9.1 GREEN LIVING).  WRITE A TRAVEL BLOG (9.4 THE NORTHERN LIGHTS).

KNOWLEDGE OF THE LANGUAGE A. LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURES AND LINGUISTIC CONTENT OF THE UNIT  COMPARATIVES/SUPERLATIVES (9.1 GREEN LIVING).  ARTICLES (9.2. INTO THE WILD).  MAKING GUESSES (9.3. IT COULD BE BECAUSE…).

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B. VOCABULARY

TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  NATURE (9.1 GREEN LIVING).  THE OUTDOORS (9.2. INTO THE WILD).  SILENT LETTERS (9.3. IT COULD BE BECAUSE…).

C. PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATIONS SUCH AS RHYTHM, STRESS AND INTONATION:  STRESSED SYLLABLES (9.1 GREEN LIVING).  WORD STRESS, WEAK FORMS; A AND THE (9.2.  ANIMALS (9.3. IT COULD BE BECAUSE…). 2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

INTO THE WILD).

KEY COMPETENCES

COMPREHENSION STRATEGIES:  9.1 ACTIVATION OF PREVIOUS KNOWLEDGE TO PREDICT WHAT IS GOING TO HEAR; LEADING AND CREATING INTEREST IN THE TOPIC OF THE LESSON; GREEN LIVING.

9.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES AND DISCUSSING SOME QUESTIONS, P. 88 AND 92.  9.4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME QUESTIONS (DVD PREVIEW). SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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 9.1 IDENTIFY INFORMATION AND REFLECT ABOUT GREEN LIVING, ECO PROJECTS, RECYCLING, ETC.  9.2 IDENTIFY INFORMATION ABOUT WILD AND NATURE.  9.3 IDENTIFY INFORMATION ABOUT ANIMALS.  9.4. IDENTIFY INFORMATION ABOUT NORTHERN LIGHTS (BBC).

COMMUNICATIVE FUNCTIONS   

 

9.1 LISTEN TO A PROGRAMME THAT TALKS ABOUT GREEN IDEAS ANDSIE ANSWER SOME QUESTIONS, P. 88, EJ. 2A. 9.3 LISTEN TO TWO PEOPLE DISCUSSING THE QUESTIONS IN A QUIZ (QUIZ MAN & ANIMALS), P. 92, EJS. 4 9.4 THE NORTHERN LIGHTS (JOANNA LUMNEY IN THE LAND OF THE NORTHERN LIGHTS). WATCH AN EXTRACT FROM A BBC DOCUMENTARY ABOUT THE NORTHERN LIGHTS, UNDERSTANDING THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW), P. 94. 9.4 LISTEN TO A WOMAN TALKING ABOUT A NATURAL PLACE SHE VISITED AND ANSWER SOME QUESTIONS, P. 95, EJS. 5A. BBC INTERVIEWS (HOW DO YOU FEEL BEING IN THE COUNTRYSIDE?). WATCH A VIDEO WHERE PEOPLE DESCRIBE HOW THEY FEEL ABOUT THE COUNTRYSIDE, NATURE AND WILDLIFE, AND EXTENDS VOCABULARY ON NATURE, THE OUTDOORS AND ANIMALS.

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HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:

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 9.1 NATURE, P. 88, EJS. 1  9.2 THE OUTDOORS, P. 90 EJS. 1 AND 2  9.3 ANIMALS, P. 92, EJS 1

GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  9.1 COMPARATIVES/SUPERLATIVES, P. 89, EJS. 4 TO 6.  9.2 ARTICLES, P. 91 EJS. 6 TO 8.  9.3 MAKING GUESSES, PP. 92 AND 93 EJS. 5 AND

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6.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:

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 9.1 STRESSED SYLLABLES P. 89, EJ. 5C.  9.2 WORD STRESS, WEAK FORMS; A AND THE, P. 90, EJS. 2C  9.3 SILENT LETTERS P.92, EJ. 5C. CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  Anticipate and rehearse how to communicate the important points.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE.  9.3 DO A QUIZ, ASKING AND ANSWERING QUESTIONS ABOUT ANIMALS, P.92, EJ. 3  9.3 LEARN TO: GIVE YOURSELF TIME TO THINK  9.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS TO TALK ABOUT AN AMAZING PLACE (KEY PHRASES) P. 95 CLC, CMST, LL, SCC, SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS CAE  LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET     

LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES. Demonstrate understanding of other social and cultural situations. 9.1 IDENTIFY INFORMATION AND REFLECT ABOUT GREEN LIVING, ECO PROJECTS, RECYCLING, ETC. 9.2 IDENTIFY INFORMATION ABOUT WILD AND NATURE. 9.3 IDENTIFY INFORMATION ABOUT ANIMALS. 9.4. IDENTIFY INFORMATION ABOUT NORTHERN LIGHTS (BBC).

COMMUNICATIVE FUNCTIONS  9.1 ORAL INTERACTIONS DISCUSSING ABOUT GREEN ISSUES AND IDEAS,J P. 88, EJS 2 AND 3.  9.1 ORAL INTERACTIONS ASKING AND ANSWERING QUESTIONS ABOUT AN ECO-SURVEY; WHAT CAN YOU DO TO PROTECT THE ENVIRONMENT, P. 89 EJS. 7.  9.2 ORAL INTERACTION GIVING YOUR VIEWS AND OPINIONS ON LIFE IN THE CITY OR THE COUNTRY, EXPLAINING THE PREFERENCES, ADVANTAGES AND DISADVANTAGES, P. 91, EJ. 9.  9.3 FUNCTION. MAKING GUESSES, P. 92 EJS. 5.  9.3 ORAL INTERACTION ASKING AND ANSWERING QUESTIONS ABOUT ANIMALS TO MAKE GUESSES, P. 93, EJS. 6 AND 164.  9.3 LEARN TO: PRACTISING A CONVERSATIONS GIVING YOURSELF

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TIME TO THINK, P. 93, EJS. 7 AND 8.  9.3 TALK ABOUT DIFFERENT ANIMALS. CHECK THE ANSWERS ON PAGE 164, P. 93.  9.4 SPEAKOUT: LEARN AND PRACTICE HOW TO TALK ABOUT YOUR EXPERIENCES IN INTERESTING AND EXCITING PLACES, P. 95, EJS. 7.

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:

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 9.1 NATURE, P. 88, EJS. 1  9.2 THE OUTDOORS, P. 90 EJS. 1 AND 2.  9.3 ANIMALS, P. 92, EJS 1.

GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  9.1 COMPARATIVES/SUPERLATIVES, P. 89, EJS. 4 TO 6.  9.2 ARTICLES, P. 91 EJS. 6 TO 8.  9.3 MAKING GUESSES, PP. 92 AND 93 EJS. 5 AND

6.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  9.1 STRESSED SYLLABLES P. 89, EJ. 5C.  9.2 WORD STRESS, WEAK FORMS; A AND THE, P. 90, EJS. 2C  9.3 SILENT LETTERS P.92, EJ. 5C. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  9.2 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; WILD AND NATURE.  9.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 90.  9.2 IDENTIFICATION OF THE TEXT TYPE (A STORY), P. 90, EJ. 3 TO 5.  9.2 READING AND ANSWERING QUESTIONS ABOUT GENERAL AND SPECIFIC INFORMATION P. 90.  9.4 ACTIVATION OF PREVIOUS KNOWLEDGE AND CREATE INTEREST IN THE UNIT, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; AMAZING PLACES LIKE NORTHER LIGHTS, P. 94 (DVD PREVIEW).

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  9.1 IDENTIFY INFORMATION AND REFLECT ABOUT GREEN LIVING, ECO PROJECTS, RECYCLING, ETC.  9.2 IDENTIFY INFORMATION ABOUT WILD AND NATURE; LEARN ABOUT THE AMAZON RAINFOREST.  9.3 IDENTIFY INFORMATION ABOUT ANIMALS.  9.4. IDENTIFY INFORMATION ABOUT NORTHERN LIGHTS (BBC).

COMMUNICATIVE FUNCTIONS  9.1 READ A SUMMARY BELOW ABOUT GREEN IDEAS (GREAT GREEN IDEAS) AND COMPLETE SOME EXERCISES, P.88, EJS. 3.  9.2 READ A STORY/ARTICLE ABOUT AN EXPERIENCE IN THE WILD (ANACONDA!), AND COMPLETE SOME EXERCISES, P. 90, EJS. 3 TO 5.  9.3 READ AND DO A QUIZ ABOUT ANIMALS (QUIZ: MAN & ANIMALS), P. 92, EJS. 3. LISTEN AND CHECK THE ANSWERS.  9.4 READ A PROGRAMME INFORMATION ABOUT A JOURNEY TO SEE THE NORTHERN LIGHTS OF NORWAY (JOANNA LUMLEY IN THE LAND OF THE NORTHERN LIGHTS), (BBC), P.94

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 9.4 READ A TRAVEL BLOG ABOUT A JOURNEY TO VISIT THE GREAT WALL OF CHINA, P. 95, EJS. 8.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:

CLC, CMST, LL, SCC SIE

 9.1 NATURE, P. 88, EJS. 1  9.2 THE OUTDOORS, P. 90 EJS. 1 AND 2.  9.3 ANIMALS, P. 92, EJS 1.

GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  9.1 COMPARATIVES/SUPERLATIVES, P. 89, EJS. 4 TO 6.  9.2 ARTICLES, P. 91 EJS. 6 TO 8.  9.3 MAKING GUESSES, PP. 92 AND 93 EJS. 5 AND

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6.

GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS.

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 9.3 SILENT LETTERS P.92, EJ. 5C. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

PRODUCTION STRATEGIES

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 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT.  CHECK AND CORRECT MISTAKES.  9.1 LEARNING OF WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS: SIMILAR SOUNDING WORDS.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  9.1 IDENTIFY INFORMATION AND REFLECT ABOUT GREEN LIVING, ECO PROJECTS, RECYCLING, ETC.  9.1. LEARN HOW TO WRITE A COMMENT.  9.4. IDENTIFY INFORMATION ABOUT NORTHERN LIGHTS (BBC).  9.4 LEARN HOW TO WRITE A TRAVEL BLOG.

COMMUNICATIVE FUNCTIONS  9.1 WRITE A COMMENT ABOUT A TOPIC, P. 89, EJ. 8.  9.4 WRITEBACK: LEARN TO WRITE TRAVEL BLOG ABOUT A PLACE YOU HAVE VISITED, P. 95, EJ. 8B.

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:

CLC, DC, CMST, LL, SCC, CAE

CLC, DC, CMST, LL, SCC, SIE, CAE

CLC, CMST, LL, SCC SIE

 9.1 NATURE, P. 88, EJS. 1  9.2 THE OUTDOORS, P. 90 EJS. 1 AND 2.  9.3 ANIMALS, P. 92, EJS 1.

GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  9.1 COMPARATIVES/SUPERLATIVES, P. 89, EJS. 4 TO 6.  9.2 ARTICLES, P. 91 EJS. 6 TO 8.  9.3 MAKING GUESSES, PP. 92 AND 93 EJS. 5 AND

6.

GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION.  9.3 SILENT LETTERS P.92, EJ. 5C. 3. DEALING WITH MIXED ABILITY

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REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS  ALTERNATIVE APPROACH

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WORKBOOK  ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (HOW DO YOU FEEL BEING IN THE COUNTRYSIDE?)

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STUDENT’S BOOK  LANGUAGE BANK; LB9; GRAMMAR AND PRACTICE. PP.144145  PHOTO BANK 9, PP. 158 AND 159  COMMUNICATION BANK; PP. 160 A 167. TEACHER’S BOOK  PROJECT UNIT 9  OPTIONAL EXTRA ACTIVITIES UNIT 9  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK, PP. 145-146

9.1 9.2 9.3 9.4

IT’S A CHEETAH! COMPARE IT! RACE TO THE SOUTH POLE IT MIGHT BE…

MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 9, P. 96  WB, COMPLETION OF THE EXERCISES , UNIT 9 91

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WB, REVIEW 9

SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS  MID-AND END OF COURSE TESTS UNIT 10: SOCIETY 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING  READ ABOUT THE BEST CITIES FOR YOUNG PEOPLE (10. 1 TOP CITIES).  READ AN ARTICLE ABOUT CRIME AND PUNISHMENT (10.2 CRIME AND PUNISHMENT).

LISTENING/DVD  LISTEN TO CONVERSATIONS ABOUT DIFFERENT CITIES (10. 1 TOP CITIES).  LISTEN TO PEOPLE COMPLAINING (10.3 THERE’S A PROBLEM).  WATCH AN EXTRACT FROM A BBC DOCUMENTARY ABOUT AN INTERNET SENSATION (10.4 MARY’S MEALS)  BBC INTERVIEWS: HOW DO YOU FEEL ABOUT CITY LIFE?.

SPEAKING    

DISCUSS QUALITIES OF DIFFERENT PLACES (10. 1 TOP CITIES). DISCUSS ALTERNATIVE PUNISHMENTS TO FIT THE CRIMES (10.2 CRIME AND PUNISHMENT). TALK ABOUT PROBLEMS IN A SCHOOL (10.3 THERE’S A PROBLEM). TALK ABOUT AN IMPORTANT ISSUE (10.4 MARY’S MEALS).

WRITING  USE FORMAL EXPRESSIONS TO WRITE AN EMAIL (10. 1 TOP CITIES).  WRITE ABOUT AN ISSUE (10.4 MARY’S MEALS).

KNOWLEDGE OF THE LANGUAGE A. LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURES AND LINGUISTIC CONTENT OF THE UNIT  USES OF LIKE (10. 1 TOP CITIES).  PRESENT/PAST PASSIVE (10.2 CRIME AND PUNISHMENT)  COMPLAINING (10.3 THERE’S A PROBLEM).

B. VOCABULARY

TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  DESCRIBING A CITY (10. 1 TOP CITIES).  CRIME AND PUNISHMENT (10.2 CRIME AND  PROBLEMS (10.3 THERE’S A PROBLEM)

PUNISHMENT)

C. PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATIONS SUCH AS RHYTHM, STRESS AND INTONATION:  SENTENCE STRESS (10. 1 TOP CITIES).  WEAK FORMS: WAS/WERE (10.2 CRIME  SENTENCE STRESS (10.3 THERE’S A PROBLEM) 2. CONTENTS

AND PUNISHMENT) 92

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CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

KEY COMPETENCES

COMPREHENSION STRATEGIES:  10.1 ACTIVATION OF PREVIOUS KNOWLEDGE TO PREDICT WHAT IS GOING TO HEAR; LEADING AND CREATING INTEREST IN THE TOPIC OF THE LESSON; DISCUSSING ABOUT THE BEST CITIES TO LIVE IN, ASKING FOR THEIR LOCATIONS ON A WORLD MAP (WARM UP).

10.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 98.  10.4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME QUESTIONS (DVD PREVIEW). SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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 10.1 IDENTIFY INFORMATION ABOUT THE BEST CITIES FOR YOUNG PEOPLE; DUBAI, PRAGUE, MELBOURNE, ETC.  10.2 IDENTIFY INFORMATION AND REFLECT ABOUT CRIME AND PUNISHMENT.  10.3 IDENTIFY INFORMATION ABOUT PROBLEMS AND HOW TO SOLVE THEM IN A NICE AND POLITE WAY.  10.4. IDENTIFY INFORMATION ABOUT A CHILD THAT STAR A BLOG ABOUT HER SCHOOL MEALS AND LATER SHE DECIDED TO USE THE BLOG TO RAISE MONEY FOR HUNGRY CHILDREN (BBC)

COMMUNICATIVE FUNCTIONS

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 10.1 LISTEN TO THE CONVERSATIONS ABOUT DIFFERENT CITIES IN THE WORLD AND ANSWER SOME QUESTIONS, P. 98, EJS. 3 AND 4.  10.3 FUNCTION: LISTEN TO THREE PEOPLE COMPLAINING AND ANSWER SOME QUESTIONS, P. 102, EJS. 2.  10.4 MARY’S MEALS; WATCH AN EXTRACT FROM A BBC DOCUMENTARY ABOUT AN INTERNET SENSATION, UNDERSTANDING THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW), P. 104.  10.4 LISTEN TO TWO PEOPLE TALKING ABOUT ISSUES THAT CONCERN THEM AND COMPLETE A SUMMARY WITH THE PROBLEMS, P. 105, EJ. 5.  BBC INTERVIEWS (HOW DO YOU FEEL ABOUT CITY LIFE?). WATCH A VIDEO WHAT EXTENDS AND CONSOLIDATES VOCABULARY OF DESCRIBING A CITY AND EXTENDS DISCUSSION ON THE ADVANTAGES AND DISADVANTAGES OF CITY LIFE.

HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:  10.1 DESCRIBING A CITY P. 98, EJS. 2.  10.2 CRIME AND PUNISHMENT, P.101, EJS. 3.  10.3 PROBLEMS, P. 102, EJS 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  10.1 USES OF LIKE P. 99, EJS, 5 AND 6.  10.2 PRESENT/PAST PASSIVE, P. 101, EJS 4 TO 6.  10.3 COMPLAINING, P. 102, EJS. 2 TO 5.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE 93

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RULES AND PRONUNCIATION AND INTONATION PATTERNS:  10.1 SENTENCE STRESS P. 98, EJ. 2B.  10.2 WEAK FORMS: WAS/WERE P. 101, EJ. 5A  10.3 SENTENCE STRESS P.103 EJ. 5B. CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  Anticipate and rehearse how to communicate the important points.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE; USE PHOTOS OF WELL-KNOWN CITIES AS PROMPTS FOR DISCUSS ABOUT INTERESTING PLACES.  11.3 LEARN TO: SOUND FIRM BUT POLITE WHEN COMPLAINING.  10.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS FOR TALK ABOUT AN ISSUE OR PROBLEM (KEY PHRASES) P. 105. CLC, LL, SCC SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES.  Demonstrate understanding of other social and cultural situations.  10.1 IDENTIFY INFORMATION ABOUT THE BEST CITIES FOR YOUNG PEOPLE; DUBAI, PRAGUE, MELBOURNE, ETC.  10.2 IDENTIFY INFORMATION AND REFLECT ABOUT CRIME AND PUNISHMENT.  10.3 IDENTIFY INFORMATION ABOUT PROBLEMS AND HOW TO SOLVE THEM IN A NICE AND POLITE WAY.  10.4. IDENTIFY INFORMATION ABOUT A CHILD THAT STAR A BLOG ABOUT HER SCHOOL MEALS AND LATER SHE DECIDED TO USE THE BLOG TO RAISE MONEY FOR HUNGRY CHILDREN (BBC)

COMMUNICATIVE FUNCTIONS

CLC, LL, SCC, SIE

 LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES.  Anticipate and rehearse how to communicate the important points.  Discover value and respect individual traits.  Demonstrate understanding of other social and cultural situations.  10.1 IDENTIFY INFORMATION ABOUT THE BEST CITIES FOR YOUNG PEOPLE; DUBAI, PRAGUE, MELBOURNE, ETC.  10.2 IDENTIFY INFORMATION AND REFLECT ABOUT CRIME AND PUNISHMENT.  10.3 IDENTIFY INFORMATION ABOUT PROBLEMS AND HOW TO SOLVE THEM IN A NICE AND POLITE WAY.  10.4. IDENTIFY INFORMATION ABOUT A CHILD THAT STAR A BLOG ABOUT HER SCHOOL MEALS AND LATER SHE DECIDED TO USE THE BLOG TO RAISE MONEY FOR HUNGRY CHILDREN (BBC)  10.4 SPEAKOUT: LEARN AND PRACTICE HOW TO TALK ABOUT PROBLEMS OR ISSUES THAT YOU FEEL STRONGLY ABOUT, P. 105, EJS. 5 AND 6.

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  10.1 DESCRIBING A CITY P. 98, EJS. 2.  10.2 CRIME AND PUNISHMENT, P.101, EJS. 3.  10.3 PROBLEMS, P. 102, EJS 1.

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GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  10.1 USES OF LIKE P. 99, EJS, 5 AND 6.  10.2 PRESENT/PAST PASSIVE, P. 101, EJS 4 TO 6.  10.3 COMPLAINING, P. 102, EJS. 2 TO 5.

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SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:

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 10.1 WEAK FORMS: GOING TO, WOULD P. 98, EJ. 2A.  10.2 CONTRACTIONS P. 101, EJ. 3B  10.3 INTONATION: SOUNDING POSITIVE P.103 EJ. 3A. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  10.2 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC, CRIME AND PUNISHMENT.  10.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 110.  10.2 IDENTIFICATION OF THE TEXT TYPE (AN ARTICLE), P. 110.  10.2 READING AND ANSWERING QUESTIONS ABOUT GENERAL AND SPECIFIC INFORMATION P. 110.  10.4 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; SCHOOL MEALS AND AN INTERNET SENSATION (DVD PREVIEW).

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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 10.1 IDENTIFY INFORMATION ABOUT THE BEST CITIES FOR YOUNG PEOPLE; DUBAI, PRAGUE, MELBOURNE, ETC.  10.2 IDENTIFY INFORMATION AND REFLECT ABOUT CRIME AND PUNISHMENT.  10.3 IDENTIFY INFORMATION ABOUT PROBLEMS AND HOW TO SOLVE THEM IN A NICE AND POLITE WAY.  10.4. IDENTIFY INFORMATION ABOUT A CHILD THAT STAR A BLOG ABOUT HER SCHOOL MEALS AND LATER SHE DECIDED TO USE THE BLOG TO RAISE MONEY FOR HUNGRY CHILDREN (BBC)

COMMUNICATIVE FUNCTIONS  11.1 READ A FORMAL EMAIL ASKING FOR INFORMATION, P. 99, EJS. 8A  11.2 READ AN ARTICLE ABOUT CRIME AND PUNISHMENT (MAKE THE PUNISHMENT FIT THE CRIME), AND COMPLETE SOME ACTIVITIES, P. 100, EJS. 2  10.4 READ A PROGRAMME INFORMATION ABOUT THE CONSEQUENCES OF A CHILD’S BLOG ABOUT HER SCHOOL MEALS (MARY’S MEALS) (BBC), P.104, EJ.2.  10.4 READ A COMMENT ABOUT THROWING ON THE STREETS AND ON THE BEACHES, P. 105, EJS. 7.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  10.1 DESCRIBING A CITY P. 98, EJS. 2.  10.2 CRIME AND PUNISHMENT, P.101, EJS. 3.  10.3 PROBLEMS, P. 102, EJS 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  10.1 USES OF LIKE P. 99, EJS, 5 AND 6.

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 10.2 PRESENT/PAST PASSIVE, P. 101, EJS 4 TO 6.  10.3 COMPLAINING, P. 102, EJS. 2 TO 5. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

PRODUCTION STRATEGIES

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 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT.  CHECK AND CORRECT MISTAKES.  10.1 LEARNING OF WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS: USING FORMAL EXPRESSIONS TO WRITE AN EMAIL P.99, EJS. 8.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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 10.1 LEARN HOW TO WRITE A FORMAL EMAIL ASKING FOR INFORMATION.  10.4 LEARN HOW TO WRITE A COMMENT ABOUT AN ISSUE.  10.4. IDENTIFY INFORMATION ABOUT A CHILD THAT STAR A BLOG ABOUT HER SCHOOL MEALS AND LATER SHE DECIDED TO USE THE BLOG TO RAISE MONEY FOR HUNGRY CHILDREN (BBC)

COMMUNICATIVE FUNCTIONS

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 10.1 WRITE DOWN THREE POSITIVE THINGS AND ONE NEGATIVE THING FOR TWO CITIES, P. 99, EJS. 7A.  10.1 WRITE A FORMAL EMAIL TO A SCHOOL ASKING FOR SOME INFORMATION, USING FORMAL EXPRESSIONS, P. 99, EJS. 8  10.4 WRITEBACK: LEARN TO WRITE A COMMENT ABOUT AN ISSUE YOU FEEL STRONGLY ABOUT, P. 105, EJS. 7B.

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  10.1 DESCRIBING A CITY P. 98, EJS. 2.  10.2 CRIME AND PUNISHMENT, P.101, EJS. 3.  10.3 PROBLEMS, P. 102, EJS 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  10.1 USES OF LIKE P. 99, EJS, 5 AND 6.  10.2 PRESENT/PAST PASSIVE, P. 101, EJS 4 TO 6.  10.3 COMPLAINING, P. 102, EJS. 2 TO 5.. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS  ALTERNATIVE APPROACH

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WORKBOOK  ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION

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EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (HOW DO YOU FEEL ABOUT CITY LIFE?)

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STUDENT’S BOOK  LANGUAGE BANK; LB10, GRAMMAR AND PRACTICE. PP.146147  PHOTO BANK, P. 159.  COMMUNICATION BANK; P. 160 A 167. TEACHER’S BOOK  PROJECT UNIT 10  OPTIONAL EXTRA ACTIVITIES UNIT 10  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK, PP. 145-146

10.1 10.2 10.3 10.4

CRIME CROSSWORD WHAT’S IT LIKE? I DON’T BELIEVE IT! EXCUSE ME…

MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 10, P. 106  WB, COMPLETION OF THE EXERCISES , UNIT 10.  WB, REVIEW 10. SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS  MID-AND END OF COURSE TESTS UNIT 11: TECHNOLOGY 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS 97

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READING  READ AN ARTICLE ABOUT SOCIAL MEDIA (11.2 MAKE A DIFFERENCE).  READ ABOUT WASTING TIME (11.3.I TOTALLY DISAGREE).

LISTENING/DVD  LISTEN TO PEOPLE TALKING ABOUT HOW THEY KEEP IN TOUCH (11.1. KEEPING IN TOUCH).  LISTEN TO A DISCUSSION ABOUT THE INTERNET (11.3.I TOTALLY DISAGREE!).  WATCH AN EXTRACT FROM A SITCOM ABOUT A WOMAN CALLED MIRANDA (11.4.IS TV BAD FOR KIDS?).)  BBC INTERVIEWS: HOW DO YOU FEEL ABOUT TECHNOLOGY?

SPEAKING    

TALK TALK GIVE TALK

ABOUT THINGS YOU’VE DONE/WOULD LIKE TO DO (11.1. KEEPING IN TOUCH). ABOUT FUTURE CONSEQUENCES (11.2 MAKE A DIFFERENCE) YOUR OPINION (11.3.I TOTALLY DISAGREE). ABOUT TECHNOLOGY YOU COULDN’T LIVE WITHOUT (11.4.IS TV BAD FOR KIDS?).

WRITING  IMPROVE YOUR USE OF PRONOUNS (11.1. KEEPING IN TOUCH).  WRITE A WEB COMMENT ABOUT TECHNOLOGY (11.4.IS TV BAD FOR KIDS?).

KNOWLEDGE OF THE LANGUAGE A. LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURES AND LINGUISTIC CONTENT OF THE UNIT  PRESENT PERFECT (11.1. KEEPING IN TOUCH).  REAL CONDITIONALS + WHEN (11.2 MAKE A DIFFERENCE)  GIVING OPINIONS (11.3.I TOTALLY DISAGREE).

B. VOCABULARY

TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  COMMUNICATION (11.1. KEEPING IN TOUCH).  FEELINGS (11.2 MAKE A DIFFERENCE)  INTERNET TERMS (11.3.I TOTALLY DISAGREE).

C. PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATIONS SUCH AS RHYTHM, STRESS AND INTONATION:  SENTENCE STRESS (11.1. KEEPING IN TOUCH).  WEAK FORMS: WILL (11.2 MAKE A DIFFERENCE)  POLITE INTONATION (11.3.I TOTALLY DISAGREE). 2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

KEY COMPETENCES

COMPREHENSION STRATEGIES:  11.1 ACTIVATION OF PREVIOUS KNOWLEDGE TO PREDICT WHAT IS GOING TO HEAR; LEADING AND CREATING INTEREST IN THE TOPIC OF THE LESSON; TALKING ABOUT COMMUNICATION AND TECHNOLOGY (WARM UP). 

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QUESTIONS (DVD PREVIEW).

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  11.1 IDENTIFY INFORMATION ABOUT COMMUNICATION AND TECHNOLOGY.  11.2 IDENTIFY INFORMATION AND REFLECT SOCIAL MEDIA TO KEEP IN TOUCH AND CHANGE THE WORLD; FACEBOOK.  11.3 IDENTIFY INFORMATION ABOUT THE USE OF INTERNET AND REFLECT ABOUT THE WASTE OF TIME IN IT.  11.4. IDENTIFY INFORMATION AND REFLECT ABOUT TV AND CHILDREN.

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COMMUNICATIVE FUNCTIONS

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 11.1 LISTEN TO FOUR PEOPLE TALKING ABOUT HOW THEY KEEP IN TOUCH AND COMPLETE SOME ACTIVITIES, P. 108, EJS 2.  11.3 FUNCTION: LISTEN TO THREE PEOPLE DISCUSSING THE INTERNET AND GIVING OPINIONS, P. 112, EJS. 4.  11.4 IS TV BAD FOR KIDS? (PANORAMA). WATCH AN EXTRACT FROM A BBC DOCUMENTARY ABOUT GIVING UP TELEVISION, UNDERSTANDING THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW), P. 114.  11.4 LISTEN TO A PEOPLE TALKING ABOUT ESSENTIAL GADGETS, AND COMPLETE SOME ACTIVITIES, P. 115, EJS. 7.  BBC INTERVIEWS (HOW DO YOU FEEL ABOUT TECHNOLOGY??). WATCH A VIDEO THAT EXTENDS DISCUSSION ON TECHNOLOGY AND CONSOLIDATES VOCABULARY OF COMMUNICATION AND THE KEY PHRASES FROM THE LESSON.

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HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:

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 11.1 COMMUNICATION P. 108, EJS 1  11.2 FEELINGS, P. 110, EJS. 1.  11.3 INTERNET TERMS, P. 112, EJS 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  11.1 PRESENT PERFECT, PP. 108 AND 109, EJS. 3 TO 6.  11.2 REAL CONDITIONALS + WHEN, P.111, EJS. 3 TO 5.  11.3 GIVING OPINIONS, PP.112 AND 113, EJS. 4 TO 7.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:

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 11.1 SENTENCE STRESS P. 109, EJ. 6B.  11.2 WEAK FORMS: WILL , P. 111, EJ. 4B.  11.3 POLITE INTONATION, P.113, EJ. 8B. CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.

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 Anticipate and rehearse how to communicate the important points.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE; TALK ABOUT COMMUNICATION AND TECHONOLOGY.  11.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS TO TALK ABOUT TECHNOLOGY (KEY PHRASES) P. 115.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES.  Demonstrate understanding of other social and cultural situations.  11.1 IDENTIFY INFORMATION ABOUT COMMUNICATION AND TECHNOLOGY.  11.2 IDENTIFY INFORMATION AND REFLECT SOCIAL MEDIA TO KEEP IN TOUCH AND CHANGE THE WORLD; FACEBOOK.  11.3 IDENTIFY INFORMATION ABOUT THE USE OF INTERNET AND REFLECT ABOUT THE WASTE OF TIME IN IT.  11.4. IDENTIFY INFORMATION AND REFLECT ABOUT TV AND CHILDREN.

COMMUNICATIVE FUNCTIONS  11.1 ASK AND ANSWER THE QUESTIONS IN A QUIZ ABOUT COMMUNICATION AND TECHNOLOGY (HOW OFTEN DO YOU AND YOUR PARTNER DO THESE THINGS?), P. 108, EJS. 1  11.1 ORAL INTERACTION TALKING ABOUT THINGS YOU’VE DONE/WOULD LIKE TO DO, P. 109, EJS. 7.  11.2 ORAL INTERACTION ABOUT A SITUATION YOU ARE NOT VERY HAPPY ABOUT (LIFESTYLE/POLITICS/ENVIRONMENT/BUSINESS) AND DISCUSS ABOUT FUTURE CONSEQUENCES OF THAT PROBLEM, P. 111, EJS. 6.  11.3 FUNCTION. GIVING OPINIONS, P. 112, EJS. 4 TO 7.  11.3 LEARN TO: PRACTICE TO DISCUSS AND DISAGREE POLITELY WITH THE RIGHT INTONATION, P. 113, EJS. 8.  11.3 ORAL INTERACTION SHOWING AGREEMENT OR DISAGREEMENT ABOUT SOME STATEMENTS AND BEING POLITE, P. 113, EJS. 9.  11.4 SPEAKOUT: DISCUSS ABOUT ESSENTIAL/NOT ESSENTIAL GADGETS AND EXPLAINING WHY YOU THINK YOU NEED THEM, P. 115, EJS. 7.

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  11.1 COMMUNICATION P. 108, EJS 1  11.2 FEELINGS, P. 110, EJS. 1.  11.3 INTERNET TERMS, P. 112, EJS 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  11.1 PRESENT PERFECT, PP. 108 AND 109, EJS. 3 TO 6.  11.2 REAL CONDITIONALS + WHEN, P.111, EJS. 3 TO 5.  11.3 GIVING OPINIONS, PP.112 AND 113, EJS. 4 TO 7.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  11.1 SENTENCE STRESS P. 109, EJ. 6B.  11.2 WEAK FORMS: WILL , P. 111, EJ. 4B.  11.3 POLITE INTONATION, P.113, EJ. 8B. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS

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COMPREHENSION STRATEGIES  11.2 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; SOCIAL MEDIA AND SOCIAL NETWORKING; FACEBOOK.  11.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, PP. 110 AND 111.  11.2 IDENTIFICATION OF THE TEXT TYPE (AN ARTICLE), PP. 110 AND 111.  11.2 READING AND ANSWERING QUESTIONS ABOUT GENERAL AND SPECIFIC INFORMATION P. 110.  11.4 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; THE USE OF TV (PANORAMA: IS TV BAD FOR MY KIDS?), P. 114 (DVD PREVIEW).

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  11.1 IDENTIFY INFORMATION ABOUT COMMUNICATION AND TECHNOLOGY.  11.2 IDENTIFY INFORMATION AND REFLECT SOCIAL MEDIA TO KEEP IN TOUCH AND CHANGE THE WORLD; FACEBOOK.  11.3 IDENTIFY INFORMATION ABOUT THE USE OF INTERNET AND REFLECT ABOUT THE WASTE OF TIME IN IT.  11.4. IDENTIFY INFORMATION AND REFLECT ABOUT TV AND CHILDREN (BBC).

COMMUNICATIVE FUNCTIONS  11.1 READ A BLOG (NEIL’S BLOG) AND COMPLETE SOME ACTIVITIES, P.109, EJS 8  11.2 READ AN ARTICLE ABOUT SOCIAL MEDIA (SOCIAL MEDIA AS A FORCE FOR CHANGE), AND COMPLETE SOME ACTIVITIES, P. 100, EJS. 2  11.3 READ AN ARTICLE ABOUT WASTING TIME AND THE USE OF INTERNET (STOP WASTING TIME!) AND COMPLETE SOME ACTIVITIES, P. 112, EJS. 2 AND 3.  11.4 READ A FORUM POSTING ON A WEB ABOUT TECHNOLOGY GOOD OR BAD AND COMPLETE SOME ACTIVITIES, P. 115, EJS. 8

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  11.1 COMMUNICATION P. 108, EJS 1  11.2 FEELINGS, P. 110, EJS. 1.  11.3 INTERNET TERMS, P. 112, EJS 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  11.1 PRESENT PERFECT, PP. 108 AND 109, EJS. 3 TO 6.  11.2 REAL CONDITIONALS + WHEN, P.111, EJS. 3 TO 5.  11.3 GIVING OPINIONS, PP.112 AND 113, EJS. 4 TO 7. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

PRODUCTION STRATEGIES

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 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT.  CHECK AND CORRECT MISTAKES.  11.2 LEARNING OF WRITTEN STRATEGIES TO IMPROVE THE WRITTEN

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SKILLS: USE PRONOUNS, P. 109, EJS. 8,

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  11.1 LEARN HOW TO WRITE A BLOG.  11.4 LEARN HOW TO WRITE A WEB COMMENT.  11.4. IDENTIFY INFORMATION AND REFLECT ABOUT TV AND CHILDREN.

COMMUNICATIVE FUNCTIONS  11.1WRITE A LIST OF FIVE THINGS YOU WANT/NEED TO DO THIS WEEK, P. 109.  11.1 REWRITE A TRAVEL BLOG, P. 109, EJS. 8C.  1.4 WRITEBACK: LEARN TO WRITE A WEB COMMENT ABOUT TECHNOLOGY, P. 115, EJ. 8B.

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  11.1 COMMUNICATION P. 108, EJS 1  11.2 FEELINGS, P. 110, EJS. 1.  11.3 INTERNET TERMS, P. 112, EJS 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  11.1 PRESENT PERFECT, PP. 108 AND 109, EJS. 3 TO 6.  11.2 REAL CONDITIONALS + WHEN, P.111, EJS. 3 TO 5.  11.3 GIVING OPINIONS, PP.112 AND 113, EJS. 4 TO 7. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS  ALTERNATIVE APPROACH

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WORKBOOK  ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  B B C I N T E R V I E W S (H O W D O Y O U F E E L A B O U T TECHNOLOGY?) STUDENT’S BOOK  LANGUAGE BANK; LB11 GRAMMAR AND PRACTICE. PP.148149  COMMUNICATION BANK; PP. 160 A 167. TEACHER’S BOOK  PROJECT UNIT 11  OPTIONAL EXTRA ACTIVITIES UNIT 11  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL

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LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK, PP. 145-146

11.1 11.2 11.3 11.4

DOMINOES WHO AM I? CONDITIONALS WHEELS GADGETS

MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 11, P.116.  WB, COMPLETION OF THE EXERCISES , UNIT 11  WB, REVIEW 11 SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS

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 MID-AND END OF COURSE TESTS UNIT 12: FAME 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING  READ A MAGAZINE ARTICLE ABOUT WRITING A BLOCKBUSTER (12.1. CAUGHT ON FILM).  READ A MAGAZINE ARTICLE ABOUT INTERNET FAME (12.2 A LUCKY BREAK).  READ A TEXT ABOUT CONCIERGES (12.3 WHAT CAN I DO FOR YOU?)

LISTENING/DVD  LISTEN TO PEOPLE TALKING ABOUT FAME (12.2 A LUCKY BREAK)  LISTEN TO PEOPLE MAKING REQUEST (12.3 WHAT CAN I DO FOR YOU?).  WATCH AN EXTRACT FROM A BBC DOCUMENTARY ABOUT LEWIS HAMILTON (12.4 BILLION DOLAR MAN)  BBC INTERVIEWS: WOULD YOU LIKE TO BE FAMOUS?.

SPEAKING    

TALK ABOUT YOUR FAVOURITE FILM (12.1. CAUGHT ON FILM). TALK ABOUT BEING FAMOUS (12.2 A LUCKY BREAK). MAKE REQUESTS AND OFFERS (12.3 WHAT CAN I DO FOR YOU). TALK ABOUT YOUR AMBITIONS (12.4 BILLION DOLAR MAN).

WRITING  WRITE ABOUT A FAMOUS PERSON (12.2 A LUCKY BREAK).

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 WRITE ABOUT YOUR CHILDHOOD AMBITIONS (12.4 BILLION DOLAR MAN).

KNOWLEDGE OF THE LANGUAGE A. LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURES AND LINGUISTIC CONTENT OF THE UNIT  REPORTED SPEECH (12.1. CAUGHT ON FILM).  HYPOTHETICAL CONDITIONALS PRESENT/FUTURE (12.2 A LUCKY BREAK)  REQUEST AND OFFERS (12.3 WHAT CAN I DO FOR YOU)

B. VOCABULARY

TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  FILM (12.1. CAUGHT ON FILM).  SUFFIXES (12.2 A LUCKY BREAK).  COLLOCATIONS (12.3 WHAT CAN I

DO FOR YOU).

C. PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATIONS SUCH AS RHYTHM, STRESS AND INTONATION:  CONTRASTIVE STRESS (12.1. CAUGHT ON FILM).  WORD STRESS (12.2 A LUCKY BREAK).  POLITE INTONATION: REQUESTS (12.3 WHAT CAN I DO FOR YOU). 2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

KEY COMPETENCES

COMPREHENSION STRATEGIES:  12.1 ACTIVATION OF PREVIOUS KNOWLEDGE TO PREDICT WHAT IS GOING TO HEAR; LEADING AND CREATING INTEREST IN THE TOPIC OF THE LESSON; CINEMA AND FILMS (WARM UP).

12.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 120.  12.4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME QUESTIONS (DVD PREVIEW). SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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 12.1 IDENTIFY AND LEARN INFORMATION ABOUT FILMS; MANDELA: LONG WALK TO FREEDOM, IRON MAN 3, THE ZERO THEOREM, THE LEGO MOVIE, ETC. LEARN ABOUT FAMOUS FILM QUOTES.  12.2 IDENTIFY INFORMATION AND REFLECT ABOUT FAME IN OUR DAYS; INTERNET FAME.  12.3 LEARN HOW TO MAKE REQUEST AND OFFERS POLITELY.  12.4. IDENTIFY INFORMATION ABOUT A FAMOUS AND RICH SPORT MAN (F1); LEWIS HAMILTON (DVD).

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COMMUNICATIVE FUNCTIONS

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 12.1 LISTEN TO A EIGHT PEOPLE ANSWERING SOME QUESTIONS ABOUT FAME, AND DO SOME COMPREHENSIVE EXERCISES P. 120. EJS. 4 AND 5.  12.3 FUNCTION: LISTEN TO FOUR CONVERSATIONS MAKING REQUEST AND OFFERS WITH A POLITE INTONATION, WITH A HOTEL CONCIERGE, P. 122, EJS. 3.

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 12.4 BILLION DOLLAR MAN (LEWIS HAMILTON: BILLION DOLLAR MAN). WATCH

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AN EXTRACT FROM A BBC DOCUMENTARY ABOUT LEWIS HAMILTON, UNDERSTANDING THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW), P.124.  BBC INTERVIEWS (WOULD YOU LIKE TO BE FAMOUS?). WATCH A VIDEO THAT EXTENDS DISCUSSION ON THE ADVANTAGES AND DISADVANTAGES OF BEING FAMOUS. PEOPLE ALSO DESCRIBE WHICH FAMOUS PEOPLE THEY’D LIKE TO MEET.

HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:  12.1 FILM, P. 118, EJS. 1.  12.2 SUFFIXES, P. 120 EJS.1 TO 3.  12.3 COLLOCATIONS, P. 122, EJS 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  12.1 REPORTED SPEECH, P.119, EJS. 5 TO 7.  12.2 HYPOTHETICAL CONDITIONALS PRESENT/FUTURE, P.121, EJS. 2, 3 AND 4.  12.3 REQUEST AND OFFERS, PP.122 AND 123, EJS. 3 TO 5.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:

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 12.1 CONTRASTIVE STRESS, P. 119, EJ. 6B.  12.2 WORD STRESS P. 121, EJS 6 TO 8.  12.3 POLITE INTONATION: REQUESTS, P.123, EJ. 5C. CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  Anticipate and rehearse how to communicate the important points.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE, READING PHRASES ABOUT FAVOURITE FILMS, P. 119. EJ. 1  12.3 LEARN TO; ASK FOR MORE TIME, P. 123, EJS. 6 AND 7.  12.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS TO TALK ABOUT DREAMS AND AMBITIONS (KEY PHRASES) P.125. CLC, LL, SCC, CAE SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES.  Demonstrate understanding of other social and cultural situations.  12.1 IDENTIFY INFORMATION ABOUT FILMS; MANDELA: LONG WALK TO FREEDOM, IRON MAN 3, THE ZERO THEOREM, THE LEGO MOVIE, ETC. LEARN ABOUT FAMOUS FILM QUOTES.  12.2 IDENTIFY INFORMATION AND REFLECT ABOUT FAME IN OUR DAYS; INTERNET FAME.  12.3 LEARN HOW TO MAKE REQUEST AND OFFERS POLITELY.  12.4. IDENTIFY INFORMATION ABOUT A FAMOUS AND RICH SPORT MAN

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(F1); LEWIS HAMILTON (DVD).

COMMUNICATIVE FUNCTIONS  12.1 ORAL INTERACTION TALKING AND DESCRIBING YOUR FAVOURITE FILM, AND TELLING OTHERS ABOUT IT (REPORTED SPEECH), P. 119, EJS. 8.  12.2 ORAL INTERACTION DISCUSSING ABOUT BEING FAMOUS, P. 120, EJ. 4.  12.3 FUNCTION: REQUESTS AND OFFERS, P.122, EJS. 3 TO 5.  12.3 LEARN TO; ASK FOR MORE TIME, P. 123, EJS. 6 AND 7.  12.3 ORAL INTERACTION MAKING REQUEST AND OFFERS IN A CONVERSATION, P. 123 AND 165/167. EJS. 8 AND 9 (COMMUNICATION BANK).  12.4 ORAL INTERACTION DISCUSSING ABOUT LEWIS HAMILTON, P. 124. EJ.5  12.4 SPEAKOUT: LEARN AND PRACTICE HOW TO TALK ABOUT DREAMS AND AMBITIONS, YOU HAD WHEN YOU WERE YOUNGER, P. 125, EJS. 6

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  12.1 FILM, P. 118, EJS. 1.  12.2 SUFFIXES, P. 120 EJS.1 TO 3.  12.3 COLLOCATIONS, P. 122, EJS 1.. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  12.1 REPORTED SPEECH, P.119, EJS. 5 TO 7.  12.2 HYPOTHETICAL CONDITIONALS PRESENT/FUTURE, P.121, EJS. 2, 3 AND 4.  12.3 REQUEST AND OFFERS, PP.122 AND 123, EJS. 3 TO 5.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  12.1 CONTRASTIVE STRESS, P. 119, EJ. 6B.  12.2 WORD STRESS P. 121, EJS 6 TO 8.  12.3 POLITE INTONATION: REQUESTS, P.123, EJ. 5C. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  12.2 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; FILMS AND CINEMA, P. 118.  12.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 118.  12.2 IDENTIFICATION OF THE TEXT TYPE (AN ARTICLE), P.118.  12.2 READING AND ANSWERING QUESTIONS ABOUT GENERAL AND SPECIFIC INFORMATION P. 119, EJS. 3 AND 4.  12.2 USE THE SPEAKOUT TIP TO IMPROVE THE WRITING SKILLS, P. 121.  12.4 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; FORMULA 1. P. 124 (DVD PREVIEW).

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  12.1 IDENTIFY AND LEARN INFORMATION ABOUT FILMS; MANDELA: LONG WALK TO FREEDOM, IRON MAN 3, THE ZERO THEOREM, THE LEGO MOVIE, ETC. LEARN ABOUT FAMOUS FILM QUOTES.  12.2 IDENTIFY INFORMATION AND REFLECT ABOUT FAME IN OUR DAYS;

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INTERNET FAME.  12.3 LEARN HOW TO MAKE REQUEST AND OFFERS POLITELY.  12.4. IDENTIFY INFORMATION ABOUT A FAMOUS AND RICH SPORT MAN (F1); LEWIS HAMILTON (DVD).

COMMUNICATIVE FUNCTIONS  12. 1 READ A MAGAZINE ARTICLE ABOUT WRITING A BLOCKBUSTER (HOW TO WRITE A HOLLYWOOD BLOCKBUSTER)AND COMPLETE SOME QUESTIONS, PP. 118 AND 119. EJS.3 AND 4.  12.1 READ AND DO A QUIZ ABOUT FILM QUOTES (FAVOURITE FILM QUOTES) AND DO SOME EXERCISES, P. 119, EJS. 1.  12.2 READ A MAGAZINE ARTICLE ABOUT FAME IN OUR DAYS (INTERNET FAME), P. 120.  12.2 READ AND COMPLETE A PROFILE (A GIRL CALLED JACK), P. 121, EJS. 9.  12.3 READ A DICTIONARY DEFINITION AND A TEXT ABOUT CONCIERGES AND COMPLETE SOME ACTIVITIES, P. 122, EJS. 2.  12.4 READ A PROGRAMME INFORMATION ABOUT LEWIS HAMILTON, FORMULA 1 DRIVER AND CELEBRITY (LEWIS HAMILTON: BILLION DOLLAR MAN), P. 124, EJS. 2  12.4 READ A WEBSITE ABOUT CHILDHOOD (REFLECTIONS/CHILDBOOD AMBITIONS), P. 125, EJS. 7.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  12.1 FILM, P. 118, EJS. 1.  12.2 SUFFIXES, P. 120 EJS.1 TO 3.  12.3 COLLOCATIONS, P. 122, EJS 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  12.1 REPORTED SPEECH, P.119, EJS. 5 TO 7.  12.2 HYPOTHETICAL CONDITIONALS PRESENT/FUTURE, P.121, EJS. 2, 3 AND 4.  12.3 REQUEST AND OFFERS, PP.122 AND 123, EJS. 3 TO 5. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

PRODUCTION STRATEGIES

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CLC, LL, SIE, CAE

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 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT.  CHECK AND CORRECT MISTAKES.  12.1 LEARNING OF WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS: PARAGRAPHS AND COMPLETE SOME EXERCISES P.121, EJS. 9.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  12.1 IDENTIFY AND LEARN INFORMATION ABOUT FILMS; MANDELA: LONG WALK TO FREEDOM, IRON MAN 3, THE ZERO THEOREM, THE LEGO MOVIE, ETC.  12.2 IDENTIFY INFORMATION AND REFLECT ABOUT FAME IN OUR DAYS; INTERNET FAME.  12.3 LEARN HOW TO MAKE REQUEST AND OFFERS POLITELY.  12.4. IDENTIFY INFORMATION ABOUT A FAMOUS AND RICH SPORT MAN (F1); LEWIS HAMILTON (DVD).

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 12.4 LEARN HOW TO WRITE A PROFILE.

COMMUNICATIVE FUNCTIONS

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 12.1 WRITE SOME PHRASES DESCRIBING ONE OF YOUR FAVOURITE FILMS, P. 119, EJS. 8A.  12.2 RESEARCH THE LIFE OF A FAMOUS PERSON AND WRITE A PROFILE OF THIS PERSON USING PARAGRAPHS, P. 121, EJS. 9.  12.3 WRITE OUT ONE CONVERSATION MAKING REQUEST AND OFFERS AND ASKING FOR TIME, P. 123, EJS. 9A.  12.4 WRITEBACK: LEARN TO WRITE A COMMENT FOR A WEBSITE ABOUT YOUR CHILDHOOD AMBITIONS, USING A MODEL, P. 125, EJS. 8A.

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  12.1 FILM, P. 118, EJS. 1.  12.2 SUFFIXES, P. 120 EJS.1 TO 3.  12.3 COLLOCATIONS, P. 122, EJS 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  12.1 REPORTED SPEECH, P.119, EJS. 5 TO 7.  12.2 HYPOTHETICAL CONDITIONALS PRESENT/FUTURE, P.121, EJS. 2, 3 AND 4.  12.3 REQUEST AND OFFERS, PP.122 AND 123, EJS. 3 TO 5. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS  ALTERNATIVE APPROACH

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WORKBOOK  ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (WOULD YOU LIKE TO BE FAMOUS?) STUDENT’S BOOK  LANGUAGE BANK; LB12; GRAMMAR AND PRACTICE. PP.150151  COMMUNICATION BANK; PP. 160 A 167. TEACHER’S BOOK  PROJECT UNIT 12  OPTIONAL EXTRA ACTIVITIES UNIT 12  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.

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 BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK; PP. 145-146

12.1 12.2 12.3 12.4

NOUGHTS AND CROSSES STAR INTERVIEW THREE IN A ROW ALL IN A DAY’S WORK

MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.

 FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 12, P. 126  WB, COMPLETION OF THE EXERCISES , UNIT 12  WB, REVIEW 12

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SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS  MID-AND END OF COURSE TESTS

10.2.2 NIVEL INTERMEDIO 2 10.2.2.A TEMPORALIZACIÓN ORIENTATIVA   

El libro de texto con en que se va a trabajar como soporte principal es Speakout Intermediate, Second Edition: F. Eales / S. Oakes. (Pearson). Student’s book. Opcional: Speakout Intermediate. Work book with key. Opcional: MYGRAMMARLAB, Intermediate.

 1er cuatrimestre: 13 septiembre – 22 enero unidad 1: 13 septiembre – 3 octubre unidad 2: 4 – 19 octubre unidad 3: 23 octubre – 7 noviembre unidad 4: 8 - 23 noviembre unidad 5: 27 noviembre – 14 diciembre unidad 6: 18 diciembre – 16 enero  Información de la evaluación de progreso del 1er cuatrimestre: 18 y 22 de enero.  2º cuatrimestre: 23 enero – 24 mayo unidad 7: 17 enero – 6 febrero unidad 8: 7 febrero – 1marzo unidad 9: 5 – 20 marzo

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unidad 10: 21 marzo – 12 abril Información de la evaluación de progreso del 2do cuatrimestre: 23 y 24 de abril.



 Preparación para la Certificación: del 16 de abril al 2 de mayo.  Días para las pruebas de la evaluación final de aprovechamiento: del 7 al 22 de mayo.  Información a los alumnos: 23 y 24 de mayo. TEMPORALIZACIÓN ORIENTATIVA CURSO INTENSIVO  1er cuatrimestre: 25 enero – 2 abril unidad 1: 25 enero – 1 febrero unidad 2: 5 – 19 febrero unidad 3: 20 – 27 febrero unidad 4: 28 febrero - 7 marzo unidad 5: 8 – 15 marzo unidad 6: 19 marzo – 2 abril  Información de la evaluación de progreso del 1er cuatrimestre: 3 de abril.  2º cuatrimestre: 4 abril – 24 mayo unidad 7: 4 – 11 abril unidad 8: 12 – 19 abril unidad 9: 23 – 30 abril unidad 10: 2 – 10 mayo Información de la evaluación de progreso del 2do cuatrimestre: 14 de mayo.



PREPARACIÓN PARA LA CERTIFICACIÓN: 15 -16 mayo.  Días para las pruebas de la evaluación final de aprovechamiento: del 17 al 23 de mayo.  Información a los alumnos: 24 de mayo. 10.2.2.B UNIDADES DIDÁCTICAS DEL NIVEL INTERMEDIO 2:  Speakout Intermediate Teaching Programme UNIT 1: HELLO 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING  READ ABOUT BILINGUALISM (1.1. ME AND MY LANGUAGES)  READ TIPS ON DOING SUCCESSFUL INTERVIEWS (1.3 TELL ME ABOUT YOURSELF).

LISTENING/DVD    

LISTEN TO A SET OF INSTRUCTIONS AND DO A TEST (1.2 SAME OR DIFFERENT?) LISTEN TO THREE INTERVIEWS (1.3 TELL ME ABOUT YOURSELF). WATCH A BBC DOCUMENTARY ABOUT A BLIND ARTIST (1.4 THE BLINDER PAINTER) BBC INTERVIEWS: WHAT DOES FAMILY MEAN TO YOU?

SPEAKING  TALK ABOUT IMPORTANT DATES IN YOUR LIFE (1.1. ME AND MY LANGUAGES)

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 TALK ABOUT THE DIFFERENCES BETWEEN MEN AND WOMEN (1.2 SAME OR DIFFERENT?)  ROLE-PLAY AN INTERVIEW (1.3 TELL ME ABOUT YOURSELF).  SPEAK ABOUT YOURSELF FOR 60 SECONDS. (1.4. AROUND THE WORLD).

WRITING  WRITE AN EMAIL OF INTRODUCTION (1.1. ME AND MY LANGUAGES)  WRITE A PERSONAL DESCRIPTION (1.4 THE BLINDER PAINTER).

KNOWLEDGE OF THE LANGUAGE A. LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURES AND LINGUISTIC CONTENT OF THE UNIT:  QUESTION FORMS (1.1. ME AND MY LANGUAGES).  REVIEW OF VERB TENSES (1.2 SAME OR DIFFERENT).  TALKING ABOUT YOURSELF (1.3 TELL ME ABOUT YOURSELF).

B. VOCABULARY

TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  LANGUAGE (1.1. ME AND MY LANGUAGES)  RELATIONSHIP; COLLOCATIONS (1.2 SAME OR  INTERVIEW ADVICE (1.3 TELL ME ABOUT YOURSELF).

DIFFERENT).

C. PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATIONS SUCH AS RHYTHM, STRESS AND INTONATION:  INTONATION: -WH QUESTIONS (1.1. ME AND MY LANGUAGES)  WORD STRESS (1.2 SAME OR DIFFERENT).  INTONATION: SOUNDING POLITE (1.3 TELL ME ABOUT YOURSELF). 2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

KEY COMPETENCES

COMPREHENSION STRATEGIES:  1.1 ACTIVATION OF PREVIOUS KNOWLEDGE DISCUSS ABOUT STEREOTYPES OF MEN AND WOMEN.

1.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 11.  1.4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME IDEAS TO ACTIVATE LANGUAGE AND KNOWLEDGE (DVD PREVIEW). SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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 1.1 IDENTIFY INFORMATION ABOUT BILINGUISM. O 1.1 LEARN ABOUT PEOPLE’S LIFE AND THEIR SPECIAL DATES. O 1.2 LEARN ABOUT MEN’S AND WOMEN’S BRAINS AND ABOUT STEREOTYPES. O 1.2 LEARN ABOUT UK WOMEN’S OPINIONS AND CONCERNS IN A RESEARCH ABOUT EVERYTHING. O 1.3 IDENTIFY USEFUL INFORMATION AND ADVICE ABOUT INTERVIEWS. O 1.4 IDENTIFY INFORMATION ABOUT SARGY MANN A BLIND ARTIST.

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COMMUNICATIVE FUNCTIONS

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O 1.2 LISTEN TO A SET OF INSTRUCTIONS TO DO A TEST AND DO SOME COMPREHENSIVE EXERCISES, P. 11, EJS. 1. O 1.3 FUNCTION: LISTEN TO THREE EXTRACTS FROM INTERVIEWS, TALKING ABOUT YOURSELF AND ANSWER SOME QUESTION, P.15. EJS 4.  1.3 LEARN TO, LISTEN SOME EXPRESSIONS TO LEARN TO USE TWOWORD RESPONSES,P. 15, EJS. 7. O 1.4 THE BLIND PAINTER. WATCH A BBC DOCUMENTARY ABOUT A BLIND ARTIST,AND UNDERSTAND THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW), P. 16 EJS. 2 AND 3. O BBC INTERVIEWS (WHAT DOES “FAMILY” MEAN TO YOU?). WATCH A VIDEO THAT EXTENDS DISCUSSION OF THE UNIT TOPIC TO FAMILY.

HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:  1.1 LANGUAGE, P. 8, EJS 1 AND 2.  1.2 RELATIONSHIP; COLLOCATIONS, P. 11 EJS. 1 AND 2, P. 13, EJS. 7 AND 8  1.3 INTERVIEW ADVICE, P. 14, EJ. 2 AND 4. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  1.1 QUESTION FORMS, SB P. 9, EJS. 4 AND 5.  1.2 REVIEW OF VERB TENSES, P.12, EJS. 5 AND 6.  1.3 TALKING ABOUT YOURSELF SB P. 15; EJS. 4, 5 AND 6.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  1.1 INTONATION: -WH QUESTIONS, P. 9, EJS 4A.

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 1.2 WORD STRESS, P.11, EJ. 1D.  1.3 INTONATION: SOUNDING POLITE, P, 15, EJ. 7C. CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  1.3 LEARN TO, LEARN TO USE TWO-WORD RESPONSES, P.15, EJS. 7.  1.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS FOR TALK ABOUT YOURSELF (KEYPHRASES), P. 17. CLC, LL, CMST, SCC, SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS CAE  LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES.  Demonstrate understanding of other social and cultural situations.  1.1 IDENTIFY INFORMATION ABOUT BILINGUISM. O 1.1 LEARN ABOUT PEOPLE’S LIFE AND THEIR SPECIAL DATES. O 1.2 LEARN ABOUT MEN’S AND WOMEN’S BRAINS AND ABOUT STEREOTYPES. O 1.2 LEARN ABOUT UK WOMEN’S OPINIONS AND CONCERNS IN A

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RESEARCH ABOUT EVERYTHING. O 1.3 IDENTIFY USEFUL INFORMATION AND ADVICE ABOUT INTERVIEWS.  1.4 Identify information about Sargy Mann a blind artist.

COMMUNICATIVE FUNCTIONS  1.1 TALK ABOUT IMPORTANT DATES IN YOUR LIFE, P. 9, EJS. 6.  1.2 ORAL INTERACTION TALKING ABOUT THE DIFFERENCES BETWEEN MEN’S AND WOMEN´S BRAINS, P. 11, EJS. 3D.  1.2 TALK ABOUT DIFFERENCES BETWEEN MEN AND WOMAN AND STEREOTYPES, P. 12, EJS. 4.  1.2 ORAL INTERACTION TALKING ABOUT YOUR CLASSMATES, P. 13, EJS. 9.  1.3 TALK ABOUT YOUR INTERVIEW EXPERIENCES, P. 14, EJS. 1.  1.3 FUNCTION. TALKING ABOUT YOURSELF, P.15, EJS. 4, 5 AND 6.

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 1.3 ROLE PLAY AN INTERVIEW, P. 15, EJS. 8.  1.4 SPEAKOUT: LEARN AND PRACTICE HOW TO SPEAK ABOUT YOU, P. 17, EJ. 5.

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  1.1 LANGUAGE, P. 8, EJS 1 AND 2.  1.2 RELATIONSHIP; COLLOCATIONS, P. 11 EJS. 1 AND 2, P. 13, EJS. 7 AND 8  1.3 INTERVIEW ADVICE, P. 14, EJ. 2 AND 4. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  1.1 QUESTION FORMS, SB P. 9, EJS. 4 AND 5.  1.2 REVIEW OF VERB TENSES, P.12, EJS. 5 AND 6.  1.3 TALKING ABOUT YOURSELF SB P. 15; EJS. 4, 5 AND 6.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  1.1 INTONATION: -WH QUESTIONS, P. 9, EJS 4A.  1.2 WORD STRESS, P.11, EJ. 1D.  1.3 INTONATION: SOUNDING POLITE, P, 15, EJ. 7C. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  1.2 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC AND CHECK UNDERSTANDING, PP. 8 AND 9, EJ. 3A.  1.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, PP. 8 AND 9.  1.2 IDENTIFICATION OF THE TEXT TYPE. PP. 8 AND 9.  1.2 READING AND ANSWERING QUESTIONS ABOUT GENERAL AND SPECIFIC INFORMATION PP. 8 AND 9.  1.4 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; ART AND ARTISTS, P. 16, EJS. 1 (DVD PREVIEW).

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  1.1 IDENTIFY INFORMATION ABOUT BILINGUISM. O 1.1 LEARN ABOUT PEOPLE’S LIFE AND THEIR SPECIAL DATES. O 1.2 LEARN ABOUT MEN’S AND WOMEN’S BRAINS AND ABOUT

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STEREOTYPES. O 1.2 LEARN ABOUT UK WOMEN’S OPINIONS AND CONCERNS IN A RESEARCH ABOUT EVERYTHING. O 1.3 IDENTIFY USEFUL INFORMATION AND ADVICE ABOUT INTERVIEWS.  1.4 IDENTIFY INFORMATION ABOUT SARGY MANN A BLIND

ARTIST. COMMUNICATIVE FUNCTIONS

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 1.1 READ AND UNDERSTAND A FORMAL AND AN INFORMAL EMAIL, P. 10, EJS. 7  1.2 READ AN ARTICLE ABOUT A BILINGUAL FAMILY (BILINGUALS: EXOTIC BIRDS OR EVERYDAY PEOPLE?) AND DO SOME COMPREHENSIVE EXERCISES, PP. 8 AND 9 EJS. 3.  1.2 READ A TEXT ABOUT MEN’S AND WOMAN’S BRAINS AND ABOUT STEREOTYPES, AND DO SOME COMPREHENSIVE EXERCISES, P. 11, EJS. 1  1.2 READ AND DO A QUIZ ABOUT WOMEN’S OPINIONS ABOUT EVERYTHING (WHAT WOMEN REALLY THINK…. ?) P. 13,  1.3 READ SOME TIPS TO HELP WITH INTERVIEWS, P. 14, EJ. 3.  READ A PROGRAMME INFORMATION ABOUT SARGY MANN A BLIND ARTIST (BBC; THE BLIND PAINTER), P. 16.  1.4 READ A PERSONAL DESCRIPTION, P. 17, EJ. 6A.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  1.1 LANGUAGE, P. 8, EJS 1 AND 2.  1.2 RELATIONSHIP; COLLOCATIONS, P. 11 EJS. 1 AND 2, P. 13, EJS. 7 AND 8  1.3 INTERVIEW ADVICE, P. 14, EJ. 2 AND 4. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  1.1 QUESTION FORMS, SB P. 9, EJS. 4 AND 5.  1.2 REVIEW OF VERB TENSES, P.12, EJS. 5 AND 6.  1.3 TALKING ABOUT YOURSELF SB P. 15; EJS. 4, 5 AND 6. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

PRODUCTION STRATEGIES

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 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  LEAR WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT: LEARN TO WRITE EMAILS OF INTRODUCTION, FORMAL AND INFORMAL.  CHECK AND CORRECT MISTAKES.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  LEARN HOW TO WRITE A FORMAL AND AN INFORMAL EMAIL, P. 10.  LEARN HOW TO WRITE A PERSONAL DESCRIPTION, P. 17. COMMUNICATIVE FUNCTIONS  1.1 WRITE DATES, NAMES AND PLACES WHICH IMPORTANT TO THEM AND EXPLAIN WHY THEY ARE IMPORTANT, P. 9. EJS. 6A.  1.2 WRITE ABOUT YOUR PARTNER’S PERSONAL PROFILE, P. 12, EJS. 6B.  1.3 WRITE A FORMAL AND AN INFORMAL EMAIL, P. 10, EJS. 7 A 10.

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 1.4 WRITE A PERSONAL DESCRIPTION, P. 17, EJ. 6B.

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  1.1 LANGUAGE, P. 8, EJS 1 AND 2.  1.2 RELATIONSHIP; COLLOCATIONS, P. 11 EJS. 1 AND 2, P. 13, EJS. 7 AND 8  1.3 INTERVIEW ADVICE, P. 14, EJ. 2 AND 4. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  1.1 QUESTION FORMS, SB P. 9, EJS. 4 AND 5.  1.2 REVIEW OF VERB TENSES, P.12, EJS. 5 AND 6.  1.3 TALKING ABOUT YOURSELF SB P. 15; EJS. 4, 5 AND 6. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS

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WORKBOOK  ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (HOW ARE YOU FEELING TODAY?) STUDENT’S BOOK  LANGUAGE BANK; LB1; GRAMMAR AND PRACTICE. PP.128129  VOCABULARY BANK; VB1, P. 148.  COMMUNICATION BANK; CB1 PP,158, 162 TEACHER’S BOOK  PROJECT UNIT 1  OPTIONAL EXTRA ACTIVITIES UNIT 1  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.

 RESOURCE BANK, UNIT 1: WHO YOU KNOW UNIT 1: COLOCATION DOMINOES UNIT 1: SIMILARITIES UNIT 1: MAKING A DIFFERENCE. UNIT 1: JOBS FAIR MYENGLISHLAB 115

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 EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 1, P. 18.  WB, COMPLETION OF THE EXERCISES , UNIT 1  WB, REVIEW 1 SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS

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 MID-AND END OF COURSE TESTS UNIT 2: TALES 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING  READ AN ARTICLE ABOUT CONSPIRACY THEORIES (2.2. WHAT REALLY HAPPENED?).  READ A TEXT ABOUT LYING (2.3 I DON’T BELIEVE IT!)

LISTENING/DVD    

LISTEN LISTEN LISTEN WATCH

TO A RADIO PROGRAMME ABOUT FILMS (2.1. FACT OR FICTION?) TO NEWS REPORTS (2.2. WHAT REALLY HAPPENED?). TO A WOMAN TELLING A STORY (2.3 I DON’T BELIEVE IT!) A BBC DRAMA ABOUT AN ART THIEF (1.4 HUSTLE)

SPEAKING     

TALK ABOUT LIFE STORIES (2.1. FACT OR FICTION?)). TALK ABOUT AN IMPORTANT NEWS EVENT (2.2. WHAT REALLY HAPPENED?). TELL STORY OF A LIE (2.3 I DON’T BELIEVE IT!) TELL A NARRATIVE (2.4. ROYAL WEEDING). BBC INTERVIEWS: WHEN IS IT OK TO TELL A LIE?

WRITING  WRITE A NEWS REPORT (2.1. FAMILY PHOTOS).  WRITE A NEWSPAPER ARTICLE (2.4. ROYAL WEEDING).

KNOWLEDGE OF THE LANGUAGE A. LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURES AND LINGUISTIC CONTENT OF THE UNIT  PRESENT PERFECT AND PAST SIMPLE (2.1. FACT OR FICTION?).  NARRATIVE TENSES (2.2. WHAT REALLY HAPPENED?).  TELLING A STORY (2.3 I DON’T BELIEVE IT!)

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B. VOCABULARY

TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  TYPES OF STORIES; PREPOSITIONS (2.1. FACT OR FICTION?)  THE NEWS (2.2. WHAT REALLY HAPPENED?).  SAY/TELL (2.3 I DON’T BELIEVE IT!)

C. PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATIONS SUCH AS RHYTHM, STRESS AND INTONATION:  WEAK FORMS; HAVE (2.1. FACT OR FICTION?)  WEAK FORMS; HAD, WAS, WERE (2.2. WHAT REALLY HAPPENED?).  INTONATION; SOUNDING INTERESTED (2.3 I DON’T BELIEVE 2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

IT!) KEY COMPETENCES

COMPREHENSION STRATEGIES:  2.1 ACTIVATION OF PREVIOUS KNOWLEDGE TALKING ABOUT FILMS, ACTORS AND STORY TO LEARN ABOUT HISTORY IN A FUNNY WAY.

2.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES.  2.4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME IDEAS TO ACTIVATE LANGUAGE AND KNOWLEDGE (DVD PREVIEW). P. 24. SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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O 2.1 IDENTIFY INFORMATION ABOUT HISTORY AND ABOUT FILMS AND ACTORS. O 2.2. IDENTIFY NEWS STORIES AND FAMOUS CONSPIRACIES THEORIES IN THE WORLD; MAN ON THE MOON, ELVIS PRESLY DEATH, THE ASSASSINATE OF PRESIDENT F. KENNEDY, ETC. O 2.3 LEARN TO TELL STORIES AND IDENTIFY INFORMATION ABOUT HOW TO RECOGNIZE A LIE. O 2.4 IDENTIFY INFORMATION ABOUT FAMOUS PAINTINGS STOLEN FROM MUSEUMS. O 2.4 IDENTIFY INFORMATION ABOUT FAMOUS FICTIONAL THIEVES, INVESTIGATORS, DETECTIVES, ETC.

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COMMUNICATIVE FUNCTIONS

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O 2.1 LISTEN TO A RADIO PROGRAMME ABOUT FILMS AND DO SOME COMPREHENSION EXERCISES, P. 20, EJS. 3 AND 4. O 2.2 LISTEN TO SOME NEWS REPORTS, P. 23, EJS. 5B.  2.3 FUNCTION. LISTEN TO A WOMAN TELLING HER STORY, P.26, EJS. 3,4 AND 5.  2.3 LEARN TO. LISTEN TO PHRASES SHOWING INTEREST, P. 27, EJS. 6B AND 6 C  2.4 LISTEN TO SOMEONE TELLING A STORY, P. 29, EJS. 5B. O 2.4 HUSTLE. WATCH A BBC DRAMA ABOUT AN ART THIEF AND UNDERSTAND THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW), P. 28 EJS 3 AND 4.

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O BBC INTERVIEWS (WHEN IS IT OK TO TELL A LIE?). WATCH A VIDEO THAT EXTENDS DISCUSSION OF THE UNIT TOPIC TO TELLING LIES.

HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:  2.1 TYPES OF STORIES; PREPOSITIONS, P. 20, EJ.2A; P. 22 EJS. 10, 11 AND 12.  2.2 THE NEWS, P. 24, EJS. 6.  2.3 SAY/TELL, P. 26, EJS 1 AND 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  2.1 PRESENT PERFECT AND PAST SIMPLE, P. 21, EJS. 5, 6, 7, AND 8.  2.2 NARRATIVE TENSES, P.24, EJS. 4 AND 5.  2.3 TELLING A STORY, P. 26, EJS. 3, 4 AND 5.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  2.1 WEAK FORMS; HAVE 21. EJ. 7A.  2.2 WEAK FORMS; HAD, WAS, WERE, P. 24, EJ. 4D.  2.3 INTONATION; SOUNDING INTERESTED, P.27, EJ. 6B.

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CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  2.1 PRACTISE THE PRESENT PERFECT SIMPLE AND PAST SIMPLE AND VOCABULARY TO DESCRIBE TYPES OF STORY IN THE CONTEXT OF LIFE STORIES.  2.2 DISCUSS RECENT MAJOR NEWS STORIES.  2.3 LEARN AND PRACTISE WAYS OF TELLING A STORY IN THE CONTEXT OF TELLING LIES.  2.3 SHOW INTEREST USING INTONATION.  2.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS FOR RETELL A STORY (A NARRATIVE), P. 29. CLC, LL, SCC, CAE SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES.  Demonstrate understanding of other social and cultural situations. O 2.1 IDENTIFY INFORMATION ABOUT HISTORY AND ABOUT FILMS AND ACTORS. O 2.2. IDENTIFY NEWS STORIES AND FAMOUS CONSPIRACIES THEORIES IN THE WORLD; MAN ON THE MOON, ELVIS PRESLY DEATH, THE ASSASSINATE OF PRESIDENT F. KENNEDY, ETC. O 2.3 LEARN TO TELL STORIES AND IDENTIFY INFORMATION ABOUT HOW TO RECOGNIZE A LIE. O 2.4 IDENTIFY INFORMATION ABOUT FAMOUS PAINTINGS STOLEN FROM MUSEUMS.

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 2.4 Identify information about famous fictional thieves, investigators, detectives, etc.

COMMUNICATIVE FUNCTIONS  2.1 TALK ABOUT HOLLYWOOD VERSUS HISTORY, P.20, EJS.1.  2.2 ORAL INTERACTION TALKING ABOUT THE FILM OF THEIR LIFE AND TALKING ABOUT LIFE STORIES, P. 22 EJS. 9.  2.2 ORAL INTERACTION TALKING ABOUT ONE NEWS STORIES USING NARRATIVE TENSES, P. 25, EJS. 7.  2.3 FUNCTION. TELLING A STORY, P.26, EJS. 3, 4 AND 5.

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 2.3 LEARN TO: PRACTISE SHOWING INTEREST WHEN YOU SPEAK, P. 27.  2.3 ORAL INTERACTION PREPARING AND TELLING A TRUE STORY OR A LIE, P.27, EJS.7  2.4 DISCUSS SOME QUESTIONS ABOUT FAMOUS FICTIONAL THIEVES, INVESTIGATORS ETC, P.28, EJS. 1 AND 2.  1.4 SPEAKOUT: PRACTICE HOW RETELL A STORY (A NARRATIVE), P. 29.EJS 5 AND 6.

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  2.1 TYPES OF STORIES; PREPOSITIONS, P. 20, EJ.2A; P. 22 EJS. 10, 11 AND 12.  2.2 THE NEWS, P. 24, EJS. 6.  2.3 SAY/TELL, P. 26, EJS 1 AND 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  2.1 PRESENT PERFECT AND PAST SIMPLE, P. 21, EJS. 5, 6, 7, AND 8.  2.2 NARRATIVE TENSES, P.24, EJS. 4 AND 5.  2.3 TELLING A STORY, P. 26, EJS. 3, 4 AND 5.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  2.1 WEAK FORMS; HAVE 21. EJ. 7A.  2.2 WEAK FORMS; HAD, WAS, WERE, P. 24, EJ. 4D.  2.3 INTONATION; SOUNDING INTERESTED, P.27, EJ. 6B. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  2.1 CHECKING UNDERSTANDING ABOUT DEFINITIONS.  2.2 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC, FAMOUS CONSPIRACIES AND NEWS, P. 23.  2.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 23.  2.2 IDENTIFICATION OF THE TEXT TYPE. P. 23.  2.2 READING AND ANSWERING QUESTIONS ABOUT GENERAL AND SPECIFIC INFORMATION P. 23, EJS. 2 AND 3.  2.3 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; BURGLARS WHO STEAL FAMOUS PAINTS, (DVD PREVIEW).

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O 2.1 IDENTIFY INFORMATION ABOUT HISTORY AND ABOUT FILMS AND ACTORS. O 2.2. IDENTIFY NEWS STORIES AND FAMOUS CONSPIRACIES THEORIES IN THE WORLD; MAN ON THE MOON, ELVIS PRESLY DEATH, THE ASSASSINATE OF PRESIDENT F. KENNEDY, ETC. O 2.2. IDENTIFY INFORMATION ABOUT NELSON MANDELA. O 2.3 LEARN TO TELL STORIES AND IDENTIFY INFORMATION ABOUT HOW TO RECOGNIZE A LIE. O 2.4 IDENTIFY INFORMATION ABOUT FAMOUS PAINTINGS STOLEN FROM MUSEUMS. O 2.4 IDENTIFY INFORMATION ABOUT FAMOUS FICTIONAL THIEVES, INVESTIGATORS, DETECTIVES, ETC.

COMMUNICATIVE FUNCTIONS

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 2.2 READ AN ARTICLE ABOUT FAMOUS CONSPIRACIES (THE WORLD’S BEST-KNOWN CONSPIRACY THEORIES), P. 23, EJS 3.  2.2 READ AND COMPLETE A TEXT ABOUT MANDELA, P. 24, EJS. 5.  2.2 READ A NEWS REPORT (FRAUD FUGITIVE IN FACEBOOK TRAP), P. 25, EJS. 8  2.4 READ A PROGRAMME INFORMATION ABOUT A SERIES (HUSTLE), ABOUT A TEAM OF CRIMINALS WHO TRY TO OBTAIN AND SELL THINGS IN AN ILLEGAL WAY. (BBC), P. 28, EJS. 2.  2.4 READ AN ARTICLE ABOUT A FAMOUS ART THEFT (FAMOUS PAINTING STOLEN), P. 29, EJS. 7.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  2.1 TYPES OF STORIES; PREPOSITIONS, P. 20, EJ.2A; P. 22 EJS. 10, 11 AND 12.  2.2 THE NEWS, P. 24, EJS. 6.  2.3 SAY/TELL, P. 26, EJS 1 AND 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  2.1 PRESENT PERFECT AND PAST SIMPLE, P. 21, EJS. 5, 6, 7, AND 8.  2.2 NARRATIVE TENSES, P.24, EJS. 4 AND 5.  2.3 TELLING A STORY, P. 26, EJS. 3, 4 AND 5. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

PRODUCTION STRATEGIES

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 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  LEAR WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT: LEARN TO USE TIME LIKERS IN A NEWS REPORT.  CHECK AND CORRECT MISTAKES.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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 2.4 LEARN TO WRITE A NEWS REPORT.  2.4 IDENTIFY INFORMATION ABOUT A FAMOUS PAINTING STOLEN.

COMMUNICATIVE FUNCTIONS  2.2 WRITE A SHORT NEWS REPORT, USING LIKERS P.35, EJS. 10.  2.3 WRITE NAMES AND AGES OF FOUR FRIENDS OR PEOPLE IN THE FAMILY, P. 20, EJ. 3A.  2.4 WRITEBACK: LEARN AND PRACTICE HOW TO WRITE A NEWSPAPER

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ARTICLE, TELLING A STORY ABOUT AN ART HEFTS, P. 29, EJS. 7.

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  2.1 TYPES OF STORIES; PREPOSITIONS, P. 20, EJ.2A; P. 22 EJS. 10, 11 AND 12.  2.2 THE NEWS, P. 24, EJS. 6.  2.3 SAY/TELL, P. 26, EJS 1 AND 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  2.1 PRESENT PERFECT AND PAST SIMPLE, P. 21, EJS. 5, 6, 7, AND 8.  2.2 NARRATIVE TENSES, P.24, EJS. 4 AND 5.  2.3 TELLING A STORY, P. 26, EJS. 3, 4 AND 5. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS WORKBOOK

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 ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (WHEN IS IT OK TO TELL A LIE?) STUDENT’S BOOK  LANGUAGE BANK; LB2; GRAMMAR AND PRACTICE. PP.130131  VOCABULARY BANK; VB2, P. 149.  COMMUNICATION BANK; CB P. 159. TEACHER’S BOOK  PROJECT UNIT 2  OPTIONAL EXTRA ACTIVITIES UNIT 2  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.

 RESOURCE BANK, UNIT 2: YOU’RE THE DIRECTOR UNIT 2: SHAPES OF YOU UNIT 2: CELEBRITY FACTS UNIT 2: IN YOUR DREAMS UNIT 2: WHAT HAPPENED NEXT? MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.

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 BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 2, P. 30  WB, COMPLETION OF THE EXERCISES , UNIT 2  WB, REVIEW 2

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SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS  MID-AND END OF COURSE TESTS UNIT 3: FUTURE 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING  READ AN ARTICLE ABOUT THE FUTURE (3.2. TOMORROW’S WORLD)

LISTENING/DVD    

LISTEN TO PEOPLE MAKING PLANS (3.1. MAKING PLANS). LISTEN TO A SERIES OF MISUNDERSTANDINGS (3.3. IN OTHER WORDS…) WATCH A BBC DOCUMENTARY ABOUT THE RISE OF YOU TUBE (3.4 YOUTUBE) BBC INTERVIEWS: WHAT ARE YOUR FAVOURITE THINGS?.

SPEAKING    

DISCUSS YOUR PLANS AND ARRANGEMENTS (3.1. MAKING PLANS). TALK ABOUT PREDICTIONS (3.2. TOMORROW’S WORLD). EXPLAIN MISUNDERSTANDINGS (3.3. IN OTHER WORDS…) DISCUSS HOW TO CREATE A VIDEO CHANNEL (3.4. THE MARKET).

WRITING  WRITE A SERIES OF MESSAGES (3.1. MAKING PLANS).  WRITE A PROPOSAL (3.4 YOUTUBE).

KNOWLEDGE OF THE LANGUAGE A. LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURES AND LINGUISTIC CONTENT OF THE UNIT  THE FUTURE (PLANS) (3.1. MAKING PLANS).  THE FUTURE (PREDICTIONS) (3.2. TOMORROW’S WORLD).  DEALING WITH MISUNDERSTANDINGS (3.3. IN OTHER WORDS…)

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TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  ORGANIZATION (3.1. MAKING PLANS).  FUTURE TIME MARKERS; IDIOMS (3.2. TOMORROW’S  MISUNDERSTANDING (3.3. IN OTHER WORDS…)

WORLD).

C. PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATIONS SUCH AS RHYTHM, STRESS AND INTONATION:  SOUNDS: FAST SPEECH: GOING TO (3.1. MAKING PLANS).  STRESS IN TIME MARKERS (3.2. TOMORROW’S WORLD).  INTONATION: LINKING IN CONNECTED SPEECH (3.3. IN OTHER WORDS…) 2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES KEY COMPETENCES

COMPREHENSION STRATEGIES:  3.1 ACTIVATION OF PREVIOUS KNOWLEDGE, PLANS AND ORGANIZATION.

3.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 32.  3.1 LEARN TO LISTEN FOR THE TOPIC NOT MENTIONED, LISTENING TWICE.  3.4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME IDEAS TO ACTIVATE LANGUAGE AND KNOWLEDGE (DVD PREVIEW). SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS O IDENTIFY FEATURES OF EVERYDAY LIFE TYPICAL OF OTHER COUNTRIES

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AND CULTURES WHERE THE TARGET LANGUAGE IS SPOKEN. O 3.1 IDENTIFY AND REFLECT ABOUT ORGANIZATION AND TYPES OF PEOPLE . O 3.2 IDENTIFY INFORMATION ABOUT FUTURE AND PREDICTIONS. O 3.3 LEARN HOW MANAGE WITH MISUNDERSTANDINGS IN LIFE. O 3.4. IDENTIFY INFORMATION ABOUT THE TV’S FUTURE AND THE RISE OF YOUTUBE.

COMMUNICATIVE FUNCTIONS O 3.1 LISTEN TO THREE PEOPLE DISCUSSING A QUESTIONNAIRE (ARE

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YOU A PLANNER OR A PROCRASTINATOR?), P. 32, EJS. 2 AND 3.

O 3.3 FUNCTION: LISTEN TO FOUR TELEPHONE CONVERSATIONS INVOLVING MISUNDERSTANDINGS, P. 38, EJS. 3A.

O 3.4 YOUTUBE: THE FUTURE OF TV?. WATCH A BBC DOCUMENTARY

O

ABOUT THE RISE OF YOUTUBE AND UNDERSTAND THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW), P. 40, EJS. 3, 4 AND 5. BBC INTERVIEWS (CAN NEW TECHNOLOGY HELP COMMUNICATION?) WATCH A VIDEO THAT EXTENDS OF THE UNIT TOPIC TO COMMUNICATION.

HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:  3.1 ORGANIZATION P. 32, EJS. 1  3.2 FUTURE TIME MARKERS; IDIOMS, P. 36, EJS. 3; P. 37. EJS. 7.  3.3 MISUNDERSTANDING P. 38, EJS 1 AND 2.

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GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  3.1 THE FUTURE (PLANS), SB P. 33, EJS. 4, 5, 6 AND 7.  3.2 THE FUTURE (PREDICTIONS), P.36, EJS. 4 AND 5.  3.3 DEALING WITH MISUNDERSTANDINGS, P.38, EJS. 3.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  3.1 SOUNDS: FAST SPEECH: GOING TO P. 33, EJ.5B.  3.2 STRESS IN TIME MARKERS, P. 36, EJ. 3C.  3.3 INTONATION: LINKING IN CONNECTED SPEECH, P.39, EJ. 5B.

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CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  PREDICTION OF THE SITUATIONS REFLECTED ON THE PHOTOS OF THE UNIT.  3.3 LEARN TO: REFORMULATE THEIR IDEAS.  3.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS FOR TALK ABOUT TO CREATE A VIDEO CHANNEL (KEYPHRASES), P. 41. CLC, DC,CMST, LL, SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS CSC, CAE O IDENTIFY FEATURES OF EVERYDAY LIFE TYPICAL OF OTHER COUNTRIES AND CULTURES WHERE THE TARGET LANGUAGE IS SPOKEN. O 3.1 IDENTIFY AND REFLECT ABOUT ORGANIZATION AND TYPES OF PEOPLE. O 3.2 IDENTIFY INFORMATION ABOUT FUTURE AND PREDICTIONS. O 3.3 LEARN HOW MANAGE WITH MISUNDERSTANDINGS IN LIFE. O 3.4 IDENTIFY INFORMATION ABOUT THE TV’S FUTURE AND THE RISE OF YOUTUBE.

COMMUNICATIVE FUNCTIONS  3.1 DISCUSS YOUR PLANS AND ARRANGEMENTS, P. 34, EJS. 8.  3.2 DISCUSS ABOUT FUTURE PREDICTIONS FOR THE WORLD, P. 36, EJS. 5B.  3.2 ORAL INTERACTION TALKING ABOUT PREDICTIONS IN DIFFERENT AREAS; ENERGY, HEALTH, POPULATION, EDUCATION, WEATHER, TRANSPORT AND TRAVEL, POLITICS, P. 37, EJS 6.  3.3 FUNCTION. DEALING WITH MISUNDERSTANDINGS, P. 38, EJS. 3 AND 4.  3.3 LEARN TO: REFORMULATE THEIR IDEAS, P. 39, EJS. 5.  3.3 ROLE PLAY A SITUATION EXPLAINING MISUNDERSTANDINGS, BETWEEN A RECEPTIONIST APOLOGIZING AND OFFERING A SOLUTION AND A CUSTOMER MAKING A COMPLAINT, P. 39, EJS 6.  3.4 ORAL INTERACTION TALKING ABOUT THE RISE OF YOUTUBE AND THE FUTURE OF TV, P. 40, EJS. 5.  3.4 SPEAKOUT: LEARN AND PRACTICE WHAT TO SAY TO CREATE A VIDEO CHANNEL PRESENTING IDEAS, P. 41, EJS. 6 AND 7.

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TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  3.1 ORGANIZATION P. 32, EJS. 1  3.2 FUTURE TIME MARKERS; IDIOMS, P. 36, EJS. 3; P. 37. EJS. 7.  3.3 MISUNDERSTANDING P. 38, EJS 1 AND 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  3.1 THE FUTURE (PLANS), SB P. 33, EJS. 4, 5, 6 AND 7.  3.2 THE FUTURE (PREDICTIONS), P.36, EJS. 4 AND 5.  3.3 DEALING WITH MISUNDERSTANDINGS, P.38, EJS. 3.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  3.1 SOUNDS: FAST SPEECH: GOING TO P. 33, EJ.5B.  3.2 STRESS IN TIME MARKERS, P. 36, EJ. 3C.  3.3 INTONATION: LINKING IN CONNECTED SPEECH, P.39, EJ. 5B. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  3.2 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; THE FUTURE P. 35.  3.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 35, EJ.1.  3.2 IDENTIFICATION OF THE TEXT TYPE (AN ARTICLE), P. 35.  3.2 READING AND ANSWERING QUESTIONS ABOUT GENERAL AND SPECIFIC INFORMATION P. 35, EJS 2.  3.3 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; THE RISE OF YOU TUBE AND THE TV’S FUTURE , P. 40 (DVD PREVIEW).

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SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS O IDENTIFY FEATURES OF EVERYDAY LIFE TYPICAL OF OTHER COUNTRIES

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COMMUNICATIVE FUNCTIONS

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AND CULTURES WHERE THE TARGET LANGUAGE IS SPOKEN. O 3.1 IDENTIFY AND REFLECT ABOUT ORGANIZATION AND TYPES OF PEOPLE . O 3.2 IDENTIFY INFORMATION ABOUT FUTURE AND PREDICTIONS. O 3.3 LEARN HOW MANAGE WITH MISUNDERSTANDINGS IN LIFE. O 3.4. IDENTIFY INFORMATION ABOUT THE TV’S FUTURE AND THE RISE OF YOUTUBE.

 3.2 READ AND COMPLETE A QUIZ ABOUT ORGANIZATION AND TYPES OF PEOPLE (ARE YOU A PLANNER OR A PROCRASTINATOR?), P. 32. EJS.3.  3.2 READ SOME SHORT NOTES (MESSAGES), P. 34, EJS. 9 AND 10.  3.2 READ AN ARTICLE ABOUT THE FUTURE (A BETTER WORLD?) AND SO SOME EXERCISES, P. 35, EJS. 1, AND 2.  3.2 READ AN ARTICLE ABOUT THE PHYSICIST DR MICHIO KAKU AND THE NEW FUTURE WORLD, P. 36, EJ. 5A.  3.4 READ A PROGRAMME INFORMATION ABOUT THE RISE OF YOU TUBE (THE CULTURE SHOW YOUTUBE: THE FUTURE OF TV). (BBC), P. 40.  3.4 READ A PROPOSAL FOR FUNDING TO MAKE VIDEOS, P. 41, EJS. 8.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  3.1 ORGANIZATION P. 32, EJS. 1  3.2 FUTURE TIME MARKERS; IDIOMS, P. 36, EJS. 3; P. 37. EJS. 7.  3.3 MISUNDERSTANDING P. 38, EJS 1 AND 2.

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GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  3.1 THE FUTURE (PLANS), SB P. 33, EJS. 4, 5, 6 AND 7.  3.2 THE FUTURE (PREDICTIONS), P.36, EJS. 4 AND 5.  3.3 DEALING WITH MISUNDERSTANDINGS, P.38, EJS. 3. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

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PRODUCTION STRATEGIES

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 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  LEAR WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT: LEARN TO USE NOTE FORM AND WRITE MESSAGES.  CHECK AND CORRECT MISTAKES.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  3.1 LEARN HOW TO WRITE A MESSAGE IN A NOTE FORM.  3.4 LEARN TO WRITE A PROPOSAL.

COMMUNICATIVE FUNCTIONS  3.2 WRITE SHORT MESSAGES, P. 34, EJS.11.  3.4 WRITEBACK: LEARN TO WRITE A PROPOSAL FOR AN IDEA, P. 41. EJS. 8.

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  3.1 ORGANIZATION P. 32, EJS. 1  3.2 FUTURE TIME MARKERS; IDIOMS, P. 36, EJS. 3; P. 37. EJS. 7.  3.3 MISUNDERSTANDING P. 38, EJS 1 AND 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  3.1 THE FUTURE (PLANS), SB P. 33, EJS. 4, 5, 6 AND 7.  3.2 THE FUTURE (PREDICTIONS), P.36, EJS. 4 AND 5.  3.3 DEALING WITH MISUNDERSTANDINGS, P.38, EJS. 3. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS  ALTERNATIVE APPROACH WORKBOOK

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 ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  B B C I N T E R V I E W S (C A N N E W T E C H N O L O G Y H E L P 126

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COMMUNICATION?). STUDENT’S BOOK  LANGUAGE BANK; LB3; GRAMMAR AND PRACTICE. PP.132133  VOCABULARY BANK; VB3, P. 150.  COMMUNICATION BANK; CB PP. 159, TEACHER’S BOOK  PROJECT UNIT 3  OPTIONAL EXTRA ACTIVITIES UNIT 3  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK,

UNIT UNIT UNIT UNIT UNIT

3: 3: 3: 3: 3:

MATCHING PAIRS IDIOM WARS THE CONTRACT OF LIFE INVENTIONS SORRY, I DIDN’T CATCH THAT

MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 3, P. 42.  WB, COMPLETION OF THE EXERCISES , UNIT 3  WB, REVIEW 3 SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS  MID-AND END OF COURSE TESTS UNIT 4: JOBS 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING  READ AN ARTICLE ABOUT MILLIONAIRES (4.1. MILLIONAIRES).  READ A COVERING LETTER (4.2 DREAM JOB).

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LISTENING/DVD    

LISTEN TO PEOPLE DESCRIBING DREAM JOBS GONE WRONG (4.2 DREAM JOB). LISTEN TO PEOPLE MAKING DECISIONS IN A MEETING (4.3 THAT’S A GOOD IDEA) WATCH A BBC COMEDY ABOUT A MAN’S FIRST DAY IN A NEW JOB (4.4 GAVIN AND STACEY) BBC INTERVIEWS: (IS YOUR JOB A “DREAM JOB”?)

SPEAKING    

DISCUSS HOW IMPORTANT BECOMING A MILLIONAIRE IS FOR YOU (4.1. MILLIONAIRES). TALK ABOUT PAST HABITS (4.2 DREAM JOB). PARTICIPATE IN A MEETING (4.3 THAT’S A GOOD IDEA) DESCRIBE A DAY IN YOUR LIFE (4.4 GAVIN AND STACEY).

WRITING  WRITE A COVERING LETTER (4.2 DREAM JOB).  WRITE ABOUT YOUR DAILY ROUTINE (4.4 GAVIN AND STACEY).

KNOWLEDGE OF THE LANGUAGE A. LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURES AND LINGUISTIC CONTENT OF THE UNIT  MUST/HAVE TO/SHOULD (OBLIGATION) (4.1. MILLIONAIRES).  USE TO, WOULD (4.2 DREAM JOB).  REACHING AGREEMENT (4.3 THAT’S A GOOD IDEA)

B. VOCABULARY

TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  PERSONAL QUALITIES; CONFUSING WORDS (4.1. MILLIONAIRES).  EXTREME ADJECTIVES (4.2 DREAM JOB).  BUSINESS (4.3 THAT’S A GOOD IDEA).

C. PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATIONS SUCH AS RHYTHM, STRESS AND INTONATION:  FAST SPEECH: HAVE TO (4.1. MILLIONAIRES).  INTONATION; EMPHASIS; LINKING: USED TO (4.2  SENTENCE STRESS (4.3 THAT’S A GOOD IDEA).

DREAM JOB)

2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

KEY COMPETENCES

COMPREHENSION STRATEGIES:  4.2 ACTIVATION OF PREVIOUS KNOWLEDGE, TALKING ABOUT DREAM JOBS. 

4.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 47.

 4.4

MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME IDEAS TO ACTIVATE LANGUAGE AND KNOWLEDGE (DVD PREVIEW). 128

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SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS O 4.1 IDENTIFY INFORMATION ABOUT PERSONAL QUALITIES AND HOW TO BECOME A MILLIONAIRE. O 4.2 IDENTIFY INFORMATION ABOUT JOBS AND DREAMS. O 4.3 IDENTIFY INFORMATION ABOUT BUSINESS AND IDEAS TO PROMOTE.  4.4 SHOW INTEREST AND RESPECT FOR OTHER CULTURES

AND PEOPLE; COUPLES, JOBS AND THEIR LIFESTYLES. COMMUNICATIVE FUNCTIONS O 4.1 LISTEN TO PEOPLE DESCRIBING DREAM JOBS GONE WRONG, P. 47, EJS. 2.  4.3 FUNCTION: REACHING AGREEMENT. LISTEN TO A TEAM

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HAVING A MEETING TO DECIDE HOW TO SET UP A NEW CAFÉ BUSINESS; GIVING OPINIONS, COMMENTING ON OTHER OPINIONS, AND MAKING SUGGESTIONS, P. 50, EJS. 2 O 4.4 GAVIN AND STACEY. WATCH A BBC COMEDY ABOUT A MAN’S FIRST DAY IN A NEW JOB AND THE ROUTINES OF A YOUNG COUPLE, AND UNDERSTAND THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW), P. 52, EJS. 3 AND 4. O BBC INTERVIEWS (IS YOUR JOB A “DREAM JOB”?). WATCH A VIDEO THAT EXTENDS DISCUSSION OF THE UNIT TOPIC TO DREAM JOBS.

HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:  4.1 PERSONAL QUALITIES; CONFUSING WORDS, P. 44, EJS1.  4.2 EXTREME ADJECTIVES, P. 47, EJS. 3 AND 4  4.3 BUSINESS, P.50, EJ. 1 GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  4.1 MUST/HAVE TO/SHOULD (OBLIGATION), P. 45, EJS. 4 AND 5.  4.2 USE TO, WOULD, P.50, EJS. 2, 3 AND 4.  4.3 REACHING AGREEMENT, P. 44.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  4.1 FAST SPEECH: HAVE TO, P. 45.EJ. 4B.  4.2 INTONATION; EMPHASIS; LINKING: USED TO, P.47, EJ. 4B; P. 48,

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EJS. 6B.  4.3 SENTENCE STRESS, P.51, EJ. 4B. CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, CMST, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  PREDICTION OF THE SITUATIONS REFLECTED ON THE PHOTOS OF THE

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UNIT.  4.3 FUNCTION: LEARN TO REACH AGREEMENTS IN A CONVERSATION: GIVING OPINIONS, COMMENTING ON OTHER OPINIONS, MAKING SUGGESTIONS.  4.3 LEARN TO: LEARN HOW TO MANAGE A DISCUSSION.  4.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS FOR TALKING ABOUT DAILY ROUTINES (KEYPHRASES), P.53.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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 LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES. O 4.1 IDENTIFY INFORMATION ABOUT PERSONAL QUALITIES AND HOW TO BECOME A MILLIONAIRE. O 4.2 IDENTIFY INFORMATION ABOUT JOBS AND DREAMS. O 4.3 IDENTIFY INFORMATION ABOUT BUSINESS AND IDEAS TO PROMOTE. O 4.3 LEARN HOW TO REACH AN AGREEMENT IN A CONVERSATION AND HOW TO MANAGE A DISCUSSION.  4.4 Show interest and respect for other cultures and people; couples, jobs and their lifestyles.

COMMUNICATIVE FUNCTIONS  4.1 ORAL INTERACTION TALKING AND DESCRIBING IMPORTANT QUALITIES FOR DIFFERENT JOBS, P. 45, EJ. 5.  4.1 DO A QUIZ, ASKING AND ANSWERING THE QUESTIONS IN IT AND DISCUSS HOW IMPORTANT IS FOR YOU TO BECOME A MILLIONAIRE, P. 46, EJS. 6.  4.2 ORAL INTERACTION TALKING ABOUT CHILDHOOD DREAMS, AND PAST HABITS; IDEAS, OPINIONS, HOBBIES, ETC, P. 48, EJS. 7.  4.3 ORAL INTERACTION DISCUSSING ABOUT THE POSSIBILITY TO START YOUR OWN BUSINESS, P. 50, EJS.1.

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 4.3 FUNCTION: REACHING AN AGREEMENT, PP. 50 AND 51, EJS. 3 AND 4.  4.3 LEARN TO: PRACTISE TO MANAGE A DISCUSSION, P. 51, EJS. 5.  4.3 PARTICIPATE IN A MEETING TALKING ABOUT BUSINESS PLANS AND HOW TO PROMOTE A COMPANY, P. 51, EJS. 6.  4.4 ORAL INTERACTION ASKING AND ANSWERING QUESTIONS ABOUT COMEDY PROGRAMMES, P. 52, EJ. 1.  4.4 SPEAKOUT: LEARN AND PRACTICE HOW DESCRIBE A TYPICAL DAY (DAILY ROUTINES), P. 53, EJS. 5.

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  4.1 PERSONAL QUALITIES; CONFUSING WORDS, P. 44, EJS1.  4.2 EXTREME ADJECTIVES, P. 47, EJS. 3 AND 4  4.3 BUSINESS, P.50, EJ. 1 GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  4.1 MUST/HAVE TO/SHOULD (OBLIGATION), P. 45, EJS. 4 AND 5.  4.2 USE TO, WOULD, P.50, EJS. 2, 3 AND 4.  4.3 REACHING AGREEMENT, P. 44.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) 130

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COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  4.1 FAST SPEECH: HAVE TO, P. 45.EJ. 4B.  4.2 INTONATION; EMPHASIS; LINKING: USED TO, P.47, EJ. 4B; P. 48, EJS. 6B.

 4.3 SENTENCE STRESS, P.51, EJ. 4B. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS

COMPREHENSION STRATEGIES

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 4.1 ACTIVATION OF PREVIOUS KNOWLEDGE, TALKING ABOUT BIG MILLIONAIRES THEY KNOW. DISCUSS ABOUT THE CONCEPT OF A MILLIONAIRE.

4.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, PP. 44 AND 45.  4.2 IDENTIFICATION OF THE TEXT TYPE; AN ARTICLE, PP. 44 AND 45.  4.2 READING AND ANSWERING QUESTIONS ABOUT GENERAL AND SPECIFIC INFORMATION PP. 44 AND 45.  4.4 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; A COMEDY ABOUT A YOUNG COUPLE AND THEIR DAILY ROUTINES, P. 52 (DVD PREVIEW). SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS 

O 4.1 IDENTIFY INFORMATION ABOUT PERSONAL QUALITIES AND HOW TO BECOME A MILLIONAIRE. LEARN ABOUT SIR RICHARD BRANSON, MARK ZUCKEBERG OR BILL GATES. O 4.2 IDENTIFY INFORMATION ABOUT JOBS AND DREAMS. O 4.3 IDENTIFY INFORMATION ABOUT BUSINESS AND IDEAS TO PROMOTE.  4.4 SHOW INTEREST AND RESPECT FOR OTHER CULTURES

AND PEOPLE; COUPLES, JOBS AND THEIR LIFESTYLES. COMMUNICATIVE FUNCTIONS

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 4.1. READ AN ARTICLE ABOUT HOW TO BECOME A MILLIONAIRE (YOU DON’T HAVE TO BE BORN RICH TO BE A MILLIONAIRE”), PP. 44 AND 45. EJS. 2 AND 3.  4.2 READ AND DO A QUIZ ABOUT BECOME MILLIONAIRE (HAVE YOU GOT WHAT IT TAKES TO BE A MILLIONAIRE?), P. 46, EJS. 6.  4.2 READ SMALL TEXTS ABOUT CHILDREN DREAMS, P. 48, EJS. 5.  4.3 READ A COVERING LETTER, P. 49, EJS. 9.  4.4 READ A PROGRAMME INFORMATION ABOUT A BBC COMEDY (GAVIN AND STACEY), P. 52.  4.4 WRITEBACK: READ ABOUT A DAY IN THE LIFE OF A GYM INSTRUCTOR, P. 53, EJS. 6.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  4.1 PERSONAL QUALITIES; CONFUSING WORDS, P. 44, EJS1.  4.2 EXTREME ADJECTIVES, P. 47, EJS. 3 AND 4  4.3 BUSINESS, P.50, EJ. 1 GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:

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 4.1 MUST/HAVE TO/SHOULD (OBLIGATION), P. 45, EJS. 4 AND 5.  4.2 USE TO, WOULD, P.50, EJS. 2, 3 AND 4.  4.3 REACHING AGREEMENT, P. 44. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

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PRODUCTION STRATEGIES

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 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  LEAR WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT: LEARN TO WRITE A COVERING LETTER TO ATTACH TO A JOB APPLICATION, ORGANIZING IDEAS PROPERLY.  CHECK AND CORRECT MISTAKES.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  4.2 LEARN HOW TO WRITE A COVERING LETTER ORGANIZING IDEAS (PREPARING A COVERING LETTER).  4.2 LEARN HOW TO APPLY FOR A JOB IN THE UK, SENDING A CONCISE CV (CURRICULUM VITAE) LISTING YOUR QUALIFICATIONS AND EXPERIENCE AND ALSO ATTACH A COVERING LETTER TO DRAW THE EMPLOYER’S ATTENTION TO RELEVANT PARTS OF IT.  4.4 LEARN HOW TO WRITE ABOUT DAILY ROUTINES.

COMMUNICATIVE FUNCTIONS  4.1 WRITE A COVERING LETTER IN ORDER TO ANSWER A JOB ADVERTISEMENT, P. 49, EJS. 11.  4.3 WRITE SOME NOTES ABOUT A DECISION, P. 50. EJ.2  4.4 WRITEBACK: LEARN AND PRACTICE HOW TO WRITE ABOUT A TYPICAL DAY IN YOUR LIFE, P. 53, EJS. 6

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  4.1 PERSONAL QUALITIES; CONFUSING WORDS, P. 44, EJS1.  4.2 EXTREME ADJECTIVES, P. 47, EJS. 3 AND 4  4.3 BUSINESS, P.50, EJ. 1 GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  4.1 MUST/HAVE TO/SHOULD (OBLIGATION), P. 45, EJS. 4 AND 5.  4.2 USE TO, WOULD, P.50, EJS. 2, 3 AND 4.  4.3 REACHING AGREEMENT, P. 44. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS

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WORKBOOK  ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.

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 ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (IT’S YOUR JOB A “DREAM JOB”?)

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STUDENT’S BOOK  LANGUAGE BANK; LB4; GRAMMAR AND PRACTICE. PP.134135  VOCABULARY BANK; VB4, P. 151.  COMMUNICATION BANK; CB PP, 160 TEACHER’S BOOK  PROJECT UNIT 4  OPTIONAL EXTRA ACTIVITIES UNIT 4  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.

 RESOURCE BANK, UNIT 4: THREE JOBS UNIT 4: FINDING THE RIGHT WORDS UNIT 4: TOP TIPS UNIT 4: THOSE WERE THE DAYS UNIT 4: COALITION GOVERNMENT MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 4, P. 54.  WB, COMPLETION OF THE EXERCISES , UNIT 4.  WB, REVIEW 4 SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS  MID-AND END OF COURSE TESTS UNIT 5: SOLUTIONS 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS 133

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READING  READ ABOUT SOME LOW TECHNOLOGY SOLUTIONS (5.1 LOW TECH SOLUTIONS).  READ A BOOK REVIEW (5.2 ASK THE EXPERTS).

LISTENING/DVD  LISTEN TO PEOPLE ANSWERING DIFFICULT QUESTIONS (5.2 ASK THE EXPERTS).  LISTEN TO CONVERSATIONS ABOUT TECHNICAL PROBLEMS (5.3 IT’S OUT OF ORDER).  WATCH A BBC PROGRAMME ABOUT A RACE BETWEEN A CAR AND TWO PEOPLE (5.4 MAN VERSUS MACHINE).

SPEAKING     

TALK ABOUT INVENTIONS OVER THE LAST 100 YEARS (5.1 LOW TECH SOLUTIONS). PRESENT AND ANSWER QUESTIONS ON YOUR AREA OF EXPERTISE (5.2 ASK THE EXPERTS). EXPLAIN/SOLVE PROBLEMS (5.3 IT’S OUT OF ORDER). PRESENT A NEW MACHINE (5.4 MAN VERSUS MACHINE). BBC INTERVIEWS: (ARE YOU GOOD AT SOLVING PROBLEMS)?

WRITING  WRITE AN ADVANTAGES/DISADVANTAGES ESSAY (5.1 LOW TECH SOLUTIONS).  WRITE AN ADVERTISEMENT (5.4 MAN VERSUS MACHINE)

KNOWLEDGE OF THE LANGUAGE A. LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURES AND LINGUISTIC CONTENT OF THE UNIT  COMPARATIVES AND SUPERLATIVES (5.1 LOW TECH SOLUTIONS).  QUESTION TAGS (5.2 ASK THE EXPERTS).  POLITE REQUEST (5.3 IT’S OUT OF ORDER).

B. VOCABULARY

TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  TECHNOLOGY (5.1 LOW TECH SOLUTIONS).  INFORMATION; WORD BUILDING: ADJECTIVES (5.2 ASK  PROBLEMS AND SOLUTIONS (5.3 IT’S OUT OF ORDER).

THE EXPERTS).

C. PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATIONS SUCH AS RHYTHM, STRESS AND INTONATION  SYLLABLE STRESS (5.1 LOW TECH SOLUTIONS).  INTONATION: QUESTION TAGS (5.2 ASK THE EXPERTS).  INTONATION: POLITE REQUEST (5.3 IT’S OUT OF ORDER). 2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES COMPREHENSION STRATEGIES:  5.2 ACTIVATION OF PREVIOUS KNOWLEDGE, DISCUSSING ABOUT INFORMATION, AND NEW TECHNOLOGY, P. 60, EJ. 3A.  5.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P.60.  5.4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING

134

KEY COMPETENCES

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SOME PHOTOS AND DISCUSSING SOME IDEAS TO ACTIVATE LANGUAGE AND KNOWLEDGE (DVD PREVIEW).  5.4 TALK ABOUT PARKOUR OR FREE RUNNING ACTIVITIES, A NONCOMPETITIVE SPORT WHICH INVOLVES CONTINUOUS MOVEMENT IN A STRAIGHT LINE, PASSING SMOOTHLY OVER OBSTACLES IN YOUR WAY (DVD PREVIEW)

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS O O O

O O O

5.1 IDENTIFY INFORMATION ABOUT TECHNOLOGY AND INVENTIONS. 5.2 IDENTIFY INFORMATION ABOUT QUESTIONS AND INFORMATION WE NEED. 5.2 IDENTIFY INFORMATION ABOUT DETROIT IN USA. 5.3 IDENTIFY INFORMATION ABOUT PROBLEMS AND SOLUTIONS WITH TECHNOLOGY 5.4 IDENTIFY INFORMATION ABOUT RACES, CARS AND MACHINES; PARKOUR AND FREERUNNING. 5.4 IDENTIFY INFORMATION ABOUT LIVERPOOL. 5.5 IDENTIFY INFORMATION ABOUT THE BBC PROGRAMME TOP GEAR.

COMMUNICATIVE FUNCTIONS O 5.2 LISTEN TO PEOPLE ANSWERING DIFFICULT QUESTIONS, P. 60, EJS.

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4.

O 5.3 FUNCTION: LISTEN TO FOUR CONVERSATIONS MAKING POLITE REQUESTS, P. 62, EJS. 2. 

5.3 LEARN TO: LISTEN TO SOME CONVERSATIONS RESPONDING TO REQUESTS, P. 63, EJS. 3 AND 4.

O 5.4 MAN VERSUS MACHINE. WATCH A BBC PROGRAMME ABOUT A RACE

O O

BETWEEN A CAR AND TWO PEOPLE AND UNDERSTAND THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW), P.64, EJS. 3 AND 4. 5.4 SPEAKOUT: LISTEN TO SOMEONE TALKING ABOUT A NEW MACHINE, P. 65, EJS. 5B. BBC INTERVIEWS (ARE YOU GOOD AT SOLVING PROBLEMS?). WATCH A VIDEO THAT EXTENDS DISCUSSION OF THE UNIT TOPIC TO MODERN TECHNOLOGY.

HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:  5.1 TECHNOLOGY, P. 57, EJS. 6.  5.2 INFORMATION; WORD BUILDING: ADJECTIVES, P. 59.EJS. 2; P. 61, EJS. 9, 10 AND 11.  5.3 PROBLEMS AND SOLUTIONS, P. 62, EJ. 1 GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  5.1 COMPARATIVES AND SUPERLATIVES, P. 57, EJS 4 AND 5.  5.2 QUESTION TAGS, PP. 60 AND 61, EJS. 5, 6 AND 7.  5.3 POLITE REQUEST, P. 62, EJS. 2.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS: 135

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 5.1 SYLLABLE STRESS, P.57, EJ 6C.  5.2 INTONATION: QUESTION TAGS, P.561, EJ. 7A.  5.3 INTONATION: POLITE REQUEST, P, 63, EJ. 4B. CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  5.1 PRACTISING TALKING ABOUT INVENTIONS FROM THE LAST 100 YEARS.  5.2 TELL JOKES INVOLVING CHILDREN.  5.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS TO PRESENT A NEW MACHINE (KEYPHRASES), P.65. CLC, LL, CMST, SCC, SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS CAE  LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES. O 5.1 IDENTIFY INFORMATION ABOUT TECHNOLOGY AND INVENTIONS. O 5.2 IDENTIFY INFORMATION ABOUT QUESTIONS AND INFORMATION WE NEED. O 5.2 IDENTIFY INFORMATION ABOUT DETROIT IN USA. O 5.3 IDENTIFY INFORMATION ABOUT PROBLEMS AND SOLUTIONS WITH TECHNOLOGY O 5.4 IDENTIFY INFORMATION ABOUT RACES, CARS AND MACHINES.

COMMUNICATIVE FUNCTIONS  5.1 ASK AND ANSWER QUESTIONS DISCUSSING ABOUT NEW LOWTEACH SOLUTIONS TO THE WORLD’S PROBLEMS, P. 56, EJS. 3B.  5.1 ORAL INTERACTION DISCUSSING AND TALKING ABOUT THE BEST INVENTIONS OVER THE LAS 100 YEARS, P. 57, EJS. 7.  5.2 ORAL INTERACTION ASKING AND ANSWERING QUESTIONS OF GENERAL KNOWLEDGE AND INFORMATION, P. 59, EJS. 1 AND P. 161.  5.2 ORAL INTERACTION PRESENTING/ANSWERING QUESTIONS ON THEIR AREA OF EXPERTISE, P. 61, EJ.8  5.3 FUNCTION. POLITE REQUESTS, P.62, EJS.2.  5.3 LEARN TO: ORAL INTERACTION RESPONDING TO REQUESTS, P.63, EJS 3 AND 4  5.3 ROLE PLAY A SITUATION FOLLOWING A MODEL, EXPLAINING AND SOLVING PROBLEMS, P. 63, EJS. 5.  5.4 SPEAKOUT: PREPARE AND PRACTISE A SHORT PRESENTATION ABOUT A NEW MACHINE, P. 65, EJS 5.

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  5.1 TECHNOLOGY, P. 57, EJS. 6.  5.2 INFORMATION; WORD BUILDING: ADJECTIVES, P. 59.EJS. 2; P. 61, EJS. 9, 10 AND 11.  5.3 PROBLEMS AND SOLUTIONS, P. 62, EJ. 1 GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  5.1 COMPARATIVES AND SUPERLATIVES, P. 57, EJS 4 AND 5.  5.2 QUESTION TAGS, PP. 60 AND 61, EJS. 5, 6 AND 7.

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 5.3 POLITE REQUEST, P. 62, EJS. 2.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  5.1 SYLLABLE STRESS, P.57, EJ 6C.  5.2 INTONATION: QUESTION TAGS, P.561, EJ. 7A.  5.3 INTONATION: POLITE REQUEST, P, 63, EJ. 4B. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  5.1 ACTIVATION OF PREVIOUS KNOWLEDGE, DISCUSSING ABOUT NEW TECHNOLOGY, P. 56.  5.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 56.  5.1 IDENTIFICATION OF THE TEXT TYPE. P. 56.  5.1 READING AND ANSWERING QUESTIONS ABOUT GENERAL AND SPECIFIC INFORMATION P. 56.  5.3 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; RACES AND CARS, P. 64 (DVD PREVIEW).

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS O 5.1 IDENTIFY INFORMATION ABOUT TECHNOLOGY AND INVENTIONS; PROBLEMS WITH THEM. O 5.2 IDENTIFY INFORMATION ABOUT QUESTIONS AND INFORMATION WE NEED. O 5.2 IDENTIFY INFORMATION ABOUT DETROIT IN USA. O 5.3 IDENTIFY INFORMATION ABOUT PROBLEMS AND SOLUTIONS WITH TECHNOLOGY 5.4 IDENTIFY INFORMATION ABOUT RACES, CARS AND MACHINES; PARKOUR AND FREERUNNING. O 5.4 IDENTIFY INFORMATION ABOUT LIVERPOOL.

5.5 IDENTIFY INFORMATION ABOUT THE BBC PROGRAMME TOP GEAR. COMMUNICATIVE FUNCTIONS

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 5.1 READ AN ARTICLE ABOUT THE NEW TECHNOLOGY AND HOW TO GIVE SOLUTIONS TO THE WORLD’S PROBLEMS WITH LOW-TECH IDEAS, P. 56 EJS. 1, 2 AND 3.  5.1 READ AN ESSAY ABOUT THE ADVANTAGES AND DISADVANTAGES OF MODERN TECHNOLOGY, P, 58, EJS. 8B. O 5.2 READ A REVIEW OF A BOOK ABOUT QUESTIONS CHILDREN ASK THEIR PARENTS (QUESTIONS DADDY CAN’T ANSWER) AND DO SOME COMPREHENSION EXERCISES, P. 60, EJS. 3 AND 4. O 5.2 READ AND COMPLETE A TEXT ABOUT DETROIT IN USA, P. 61, EJ. 10.  5.4 READ A PROGRAMME INFORMATION ABOUT TOP GEAR, A BBC PROGRAMME ABOUT MOTOR VEHICLES, P. 64, EJS.2, 3 AND 4.  5.4 READ AN ADVERTISEMENT (THE MUSICAL SHOWER), P. 65, EJS. 6A.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  5.1 TECHNOLOGY, P. 57, EJS. 6.  5.2 INFORMATION; WORD BUILDING: ADJECTIVES, P. 59.EJS. 2; P. 61, EJS. 9, 10 AND 11.  5.3 PROBLEMS AND SOLUTIONS, P. 62, EJ. 1 GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:

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 5.1 COMPARATIVES AND SUPERLATIVES, P. 57, EJS 4 AND 5.  5.2 QUESTION TAGS, PP. 60 AND 61, EJS. 5, 6 AND 7.  5.3 POLITE REQUEST, P. 62, EJS. 2. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

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PRODUCTION STRATEGIES

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 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  LEAR WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT: LEARN TO WRITE AN ESSAY USING DISCOURSE MARKERS (INTRODUCE ADVANTAGES, INTRODUCE DISADVANTAGES, CONTRASTING IDEAS, ADDITIONAL REASONS, PERSONAL OPINION/CONCLUSION.  CHECK AND CORRECT MISTAKES.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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O 5.1 IDENTIFY INFORMATION ABOUT TECHNOLOGY AND INVENTIONS. O 5.1 LEARN HOW TO WRITE AN ADVANTAGES AND DISADVANTAGES ESSAY.

COMMUNICATIVE FUNCTIONS  5.1 WRITE A LIST OF THE MAIN ADVANTAGES AND DISADVANTAGES OF TECHNOLOGY IN EVERYDAY LIFE, P. 58, EJS. 8A.  5.1 WRITE AN ESSAY ABOUT THE ADVANTAGES AND DISADVANTAGES OF ONE TOPIC, P. 58, EJS. 10.  5.3 WRITE A CONVERSATION TALKING ABOUT HOW TO EXPLAIN AND SOLVE PROBLEMS, P. 63, EJ. 5C.  5.4 WRITEBACK: WRITE AND ADVERTISEMENT FOR AN INVENTION, P.65, EJS. 6.

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  5.1 TECHNOLOGY, P. 57, EJS. 6.  5.2 INFORMATION; WORD BUILDING: ADJECTIVES, P. 59.EJS. 2; P. 61, EJS. 9, 10 AND 11.  5.3 PROBLEMS AND SOLUTIONS, P. 62, EJ. 1 GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  5.1 COMPARATIVES AND SUPERLATIVES, P. 57, EJS 4 AND 5.  5.2 QUESTION TAGS, PP. 60 AND 61, EJS. 5, 6 AND 7.  5.3 POLITE REQUEST, P. 62, EJS. 2.. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS WORKBOOK

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 ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.

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 ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (A R E Y O U G O O D A T S O L V I N G PROBLEMS?)

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STUDENT’S BOOK  LANGUAGE BANK; LB5; GRAMMAR AND PRACTICE. PP.136137.  VOCABULARY BANK; VB5, P. 152.  COMMUNICATION BANK; CB P.161. TEACHER’S BOOK  PROJECT UNIT 5.  OPTIONAL EXTRA ACTIVITIES UNIT 5.  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK,

UNIT UNIT UNIT UNIT UNIT

5: 5: 5: 5: 5:

GIVE US A CLUE WORD-BUILDING RACE WHICH PHONE? YOU’RE NOT FRENCH, ARE YOU? WHAT’S THE PROBLEM?

MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 5, P. 66  WB, COMPLETION OF THE EXERCISES , UNIT 5  WB, REVIEW 5 SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS  MID-AND END OF COURSE TESTS UNIT 6: EMOTION 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING 139

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 READ ABOUT BASIC EMOTIONS (6.1 FEELING STRESSED?)  READ ABOUT A BBC PROGRAMME THE PEOPLE WATCHERS (6.2 THE PEOPLE WATCHERS)

LISTENING/DVD    

LISTEN TO A RADIO SHOW ABOUT THERAPIES (6.1 FEELING STRESSED?). LISTEN TO CONVERSATIONS WHERE PEOPLE HEAR NEWS (6.3. THAT’S GREAT NEWS!). WATCH A BBC PROGRAMME ABOUT A MAN’S TERRIBLE DAY (6.4 MY WORST WEEK). BBC INTERVIEWS: HOW ARE YOU FEELING TODAY?

SPEAKING    

TALK ABOUT EMOTIONS (6.1 FEELING STRESSED?). DISCUSS WHAT YOU WOULD DO IN DIFFERENT SITUATIONS (6.2 THE PEOPLE WATCHERS). GIVE/RESPOND TO NEWS (6.3. THAT’S GREAT NEWS!). TALK ABOUT MEMORABLE MOMENTS (6.4 MY WORST WEEK).

WRITING  WRITE AN EMAIL OF ADVICE (6.2 THE PEOPLE WATCHERS).  WRITE A WEBSITE ENTRY (6.4 MY WORST WEEK).

KNOWLEDGE OF THE LANGUAGE A. LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURES AND LINGUISTIC CONTENT OF THE UNIT:  REAL CONDITIONALS (6.1 FEELING STRESSED?).  HYPOTHETICAL CONDITIONAL: PRESENT/FUTURE

(6.2 THE PEOPLE

WATCHERS).  GIVING NEWS (6.3. THAT’S GREAT NEWS!).

B. VOCABULARY

TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  -ING/-ED ADJECTIVES; MULTI-WORDS VERBS (6.1 FEELING STRESSED?).  VERB-NOUN COLLOCATIONS (6.2 THE PEOPLE WATCHERS).  LIFE EVENTS (6.3. THAT’S GREAT NEWS!).

C. PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATIONS SUCH AS RHYTHM, STRESS AND INTONATION:  WEAK FORMS: PRONOUNS +’LL (6.1 FEELING STRESSED?).  CONNECTED SPEECH: WOULD (6.2 THE PEOPLE WATCHERS).  INTONATION: GIVING BAD NEWS (6.3. THAT’S GREAT NEWS!). 2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

KEY COMPETENCES

COMPREHENSION STRATEGIES:  6.1 ACTIVATION OF PREVIOUS KNOWLEDGE TALKING ABOUT EMOTIONS AND THERAPIES (WARM UP).

6.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES.  6.4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME IDEAS TO 

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ACTIVATE LANGUAGE AND KNOWLEDGE (DVD PREVIEW). SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS O 6.1 IDENTIFY INFORMATION ABOUT EMOTIONS; JOY, ANGER, SADNESS, FEAR, SURPRISE, DISGUST, LOVE, ETC. O 6.2 LEARN ABOUT HUMAN REACTIONS AND BEHAVIOUR IN DIFFERENT SITUATIONS. O 6.3 IDENTIFY IMPORTANT LIFE EVENTS. O 6.4 IDENTIFY INFORMATION ABOUT SPECIAL AND MEMORABLE MOMENTS.

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COMMUNICATIVE FUNCTIONS

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O 6.1 LISTEN TO A RADIO PROGRAMME ABOUT EMOTIONS AND THERAPIES, P. 69, EJS. 3 AND 4.  6.3 FUNCTION: LISTEN TO SEVEN CONVERSATIONS GIVING NEWS, P. 74, EJS. 3.  6.3 LEARN TO; LISTEN TO SPEAKERS RESPONDING TO NEWS, P. 75, EJS. 6 AND 7. O 6.4 MY WORST WEEK. WATCH A BBC PROGRAMME ABOUT A MAN’S TERRIBLE DAY AND UNDERSTAND THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW), P. 76, EJS 2 TO 4. O 6.4. LISTEN TO A MAN TALKING ABOUT A SPECIAL WEEKEND AND DO SOME COMPREHENSIVE EXERCISES, P, 77, EJS. 5. O BBC INTERVIEWS (HOW ARE YOU FEELING TODAY?). WATCH A VIDEO WHERE PEOPLE TALK ABOUT THEIR JOURNEYS TO WORK.

HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:  6.1 -ING/-ED ADJECTIVES; MULTI-WORDS VERBS, P. 68, EJ. 2; P. 70 EJ.9  6.2 VERB-NOUN COLLOCATIONS, P. 71 EJS. 3.  6.3 LIFE EVENTS, P. 74, EJS 1 Y 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  6.1 REAL CONDITIONALS P. 69, EJS. 5 AND 6.  6.2 HYPOTHETICAL CONDITIONAL: PRESENT/FUTURE P.72, EJS. 4.  6.3 GIVING NEWS, P. 74, EJS. 3, 4 AND 5.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  6.1 WEAK FORMS: PRONOUNS +’LL, P. 69, EJ. 6B.  6.2 CONNECTED SPEECH: WOULD, P. 72, EJ. 5A.  6.3 INTONATION: GIVING BAD NEWS, P. 74, EJ. 4C.

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CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  6.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON

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CONTENT AND CONTEXT BY LOOKING AT IMAGES, PP. 68 AND 69.  6.1 PRACTICE LOOKING AT THE DICTIONARY FOR DEFINITIONS, P. 70 EJS. 10A.  6.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS FOR TALKING ABOUT MEMORABLE MOMENTS, P. 77, EJS. 5.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES. O 6.1 IDENTIFY INFORMATION ABOUT EMOTIONS; JOY, ANGER, SADNESS, FEAR, SURPRISE, DISGUST, LOVE, ETC. O 6.2 LEARN ABOUT HUMAN REACTIONS AND BEHAVIOUR IN DIFFERENT SITUATIONS. O 6.3 IDENTIFY IMPORTANT LIFE EVENTS. O 6.4 IDENTIFY INFORMATION ABOUT SPECIAL AND MEMORABLE MOMENTS.

COMMUNICATIVE FUNCTIONS  6.1 ORAL INTERACTION DESCRIBING PHOTOS AND TALKING ABOUT EMOTIONS, P. 68, EJS. 1.  6.1 ORAL INTERACTION GIVING ADVICE IN DIFFERENT SITUATIONS, P. 70, EJS. 8.  6.2 ORAL INTERACTION ASKING AND ANSWERING QUESTIONS IN TURNS DISCUSSING WHAT YOU WOULD DO IN DIFFERENT SITUATIONS, P. 73, EJS. 8.  6.2 ORAL INTERACTION DISCUSSING WHAT DO YOU DO WHEN YOU NEED ADVICE, P. 73, EJ. 9.  6.3 FUNCTION. GIVING NEWS, P.74, EJS. 3 TO 5.

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 6.3 LEARN TO; RESPONDING TO NEWS, P. 75, EJS. 6.  6.3 ROLE PLAY A SITUATION GIVING/RESPONDING TO NEWS, P. 75, EJS. 8.  6.4 ORAL INTERACTION DISCUSSING HOW DO THINK PEOPLE USUALLY FEEL THE WEEK BEFORE THEIR WEDDING, P. 76, EJS 1A  6.4 SPEAKOUT: LEARN AND PRACTICE HOW TO TALK ABOUT MEMORABLE MOMENTS AND SITUATIONS IN LIFE, P. 77, EJS. 5.

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  6.1 -ING/-ED ADJECTIVES; MULTI-WORDS VERBS, P. 68, EJ. 2; P. 70 EJ.9  6.2 VERB-NOUN COLLOCATIONS, P. 71 EJS. 3.  6.3 LIFE EVENTS, P. 74, EJS 1 Y 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  6.1 REAL CONDITIONALS P. 69, EJS. 5 AND 6.  6.2 HYPOTHETICAL CONDITIONAL: PRESENT/FUTURE P.72, EJS. 4.  6.3 GIVING NEWS, P. 74, EJS. 3, 4 AND 5.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) 142

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COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  6.1 WEAK FORMS: PRONOUNS +’LL, P. 69, EJ. 6B.  6.2 CONNECTED SPEECH: WOULD , P. 72, EJ. 5A.  6.3 INTONATION: GIVING BAD NEWS, P. 74, EJ. 4C. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  6.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, SPECULATING ABOUT THE PEOPLE IN THEM, P. 71.  6.2 IDENTIFICATION OF THE TEXT TYPE (ARTICLE), P. 71.  6.2 READING THE FIRST PARAGRAPH AND GUESS INFORMATION.  6.4 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; HOW PEOPLE FEEL THE WEEK BEFORE THEIR WEEDING, P. 76, EJS. 1 (DVD PREVIEW).

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS O 6.1 IDENTIFY INFORMATION ABOUT EMOTIONS; JOY, ANGER, SADNESS, FEAR, SURPRISE, DISGUST, LOVE, ETC. O 6.2 LEARN ABOUT HUMAN REACTIONS AND BEHAVIOUR IN DIFFERENT SITUATIONS. O 6.3 IDENTIFY IMPORTANT LIFE EVENTS.  6.4 IDENTIFY INFORMATION ABOUT SPECIAL AND

MEMORABLE MOMENTS. COMMUNICATIVE FUNCTIONS

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 6.1 READ A TEXT ABOUT THE SIX BASIC EMOTIONS AND DO SOME COMPREHENSIVE EXERCISES, P. 68, EJS. 1.  6.1 READ AN ARTICLE ABOUT A BBC PROGRAMME (THE PEOPLE WATCHERS), AND DO SOME COMPREHENSIVE EXERCISES, P. 71, EJS. 1 AND 2.  6.2 READ A REVIEW OF THE PEOPLE WATCHERS (PICK OF THE MONTH), P. 72, EJS. 4A.  6.3 READ ONLINE PROBLEMS/DILEMMAS AND ADVICES, P. 73, EJS. 10A AND 12.  6.4 READ A PROGRAMME INFORMATION ABOUT A MAN’S TERRIBLE WEEK BEFORE THE WEEDING, P. 76, EJS. 1.  6.4 READ A WEBSITE ENTRY, P.77, EJS. 6A.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  6.1 -ING/-ED ADJECTIVES; MULTI-WORDS VERBS, P. 68, EJ. 2; P. 70 EJ.9  6.2 VERB-NOUN COLLOCATIONS, P. 71 EJS. 3.  6.3 LIFE EVENTS, P. 74, EJS 1 Y 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  6.1 REAL CONDITIONALS P. 69, EJS. 5 AND 6.  6.2 HYPOTHETICAL CONDITIONAL: PRESENT/FUTURE P.72, EJS. 4.  6.3 GIVING NEWS, P. 74, EJS. 3, 4 AND 5. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

PRODUCTION STRATEGIES PLANNING

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 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  6.1 LEARNING OF WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS: LEARN TO QUALIFY WHAT YOU SAY, P, 73, EJS.9 TO 12.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  6.1 IDENTIFY INFORMATION ABOUT EMOTIONS; JOY, ANGER, SADNESS, FEAR, SURPRISE, DISGUST, LOVE, ETC.  6.2 LEARN ABOUT HUMAN REACTIONS AND BEHAVIOUR IN DIFFERENT SITUATIONS.  6.3 IDENTIFY IMPORTANT LIFE EVENTS.  6.4 IDENTIFY INFORMATION ABOUT SPECIAL AND MEMORABLE MOMENTS.

COMMUNICATIVE FUNCTIONS  6.2 WRITE AND EMAIL OF ADVICE TO A PROBLEM, P. 73, EJS. 12.  6.4 WRITEBACK: WRITE A STORY IN A WEBSITE ENTRY, P. 77, EJS. 6B.

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  6.1 -ING/-ED ADJECTIVES; MULTI-WORDS VERBS, P. 68, EJ. 2; P. 70 EJ.9  6.2 VERB-NOUN COLLOCATIONS, P. 71 EJS. 3.  6.3 LIFE EVENTS, P. 74, EJS 1 Y 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  6.1 REAL CONDITIONALS P. 69, EJS. 5 AND 6.  6.2 HYPOTHETICAL CONDITIONAL: PRESENT/FUTURE P.72, EJS. 4.  6.3 GIVING NEWS, P. 74, EJS. 3, 4 AND 5. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS WORKBOOK

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 ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (HOW ARE YOU FEELING TODAY?) STUDENT’S BOOK  LANGUAGE BANK; LB6; GRAMMAR AND PRACTICE. PP.138139  VOCABULARY BANK; VB6, P. 153. TEACHER’S BOOK  PROJECT UNIT 6 144

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 OPTIONAL EXTRA ACTIVITIES UNIT 6  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK,

UNIT UNIT UNIT UNIT

6: 6: 6: 6:

HOW EMOTIONAL ARE YOU? GUESS THE VERB. CONDITIONALS RACE WHY WOULD YOU DO THAT?.

MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 6, P. 78  WB, COMPLETION OF THE EXERCISES , UNIT 6  WB, REVIEW 6

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SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS  MID-AND END OF COURSE TESTS UNIT 7: SUCCESS 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING  READ A BIOGRAPHICAL TEXT (7.2. THE MEMORY MEN).  READ ABOUT THREE JOB CANDIDATES (7.3 ARE YOU QUALIFIED?).

LISTENING/DVD     

LISTEN TO A RADIO PROGRAMME ABOUT SUCCESS (7.1. THE SECRET OF SUCCESS) LISTEN TO A CONVERSATION ABOUT MEMORY (7.2. THE MEMORY MEN). LISTEN TO A DISCUSSION ABOUT INTELLIGENCE (7.3 ARE YOU QUALIFIED?). WATCH A BBC DOCUMENTARY ABOUT ANDY MURRAY (7.4 ANDY MURRAY). BBC INTERVIEWS: (WHAT HAS BEEN YOUR GREATEST ACHIEVEMENT TO DATE?)

SPEAKING    

TALK ABOUT SUCCESS (7.1. THE SECRET OF SUCCESS) TALK ABOUT YOUR ABILITIES (7.2. THE MEMORY MEN). GIVE/CLARIFY OPINIONS (7.3 ARE YOU QUALIFIED?). DESCRIBE AN ACHIEVEMENT (7.4 ANDY MURRAY).

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WRITING  WRITE A SUMMARY (7.2. THE MEMORY MEN).  WRITE AN INTERNET POST (7.4 ANDY MURRAY).

KNOWLEDGE OF THE LANGUAGE A. LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURES AND LINGUISTIC CONTENT OF THE UNIT:  PRESENT PERFECT SIMPLE VERSUS CONTINUOUS (7.1. THE SECRET OF SUCCESS).  PRESENT AND PAST ABILITY (7.2. THE MEMORY MEN).  CLARIFYING OPINIONS (7.3 ARE YOU QUALIFIED?).

B. VOCABULARY

TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  SUCCESS; VERB PHRASES (7.1. THE SECRET OF SUCCESS)

 ABILITY (7.2. THE MEMORY MEN).  QUALIFICATIONS (7.3 ARE YOU QUALIFIED?). C. PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATIONS SUCH AS RHYTHM, STRESS AND INTONATION:  WEAK FORMS: HAVE (7.1. THE SECRET OF SUCCESS).  WORD STRESS (7.2. THE MEMORY MEN).  STRESS PATTERNS: SHORT PHRASES (7.3 ARE 2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

YOU QUALIFIED?). KEY COMPETENCES

COMPREHENSION STRATEGIES:  7.1 ACTIVATION OF PREVIOUS KNOWLEDGE TALKING ABOUT SUCCESS.

7.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES (WARM UP).  7.3 LEARN TO; LEARN HOW TO REFER TO WHAT PEOPLE SAID EARLIER, P. 87, EJS. 5 AND 6.  7.4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME IDEAS TO ACTIVATE LANGUAGE AND KNOWLEDGE (DVD PREVIEW). SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS 

 7.1 IDENTIFY INFORMATION ABOUT SUCCESSFUL PEOPLE LIKE MALCOM GLADEWELL, BENJAMIN DISRAELI, BILL GATES, MARVA COLLINS, THE BEATLES, MARTINA HINGIS, THOMAS EDISON, LUDWING VAN BEETHOVEN, ETC. O 7.2 IDENTIFY INFORMATION ABOUT DANIEL TAMMET, AN AUTISTIC PERSON AND ABOUT ABILITIES. O 7.3 IDENTIFY INFORMATION ABOUT QUALIFICATIONS AND INTELLIGENCE. O 7.4 IDENTIFY INFORMATION ABOUT ANDY MURRAY, THE TENNIS STAR.

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COMMUNICATIVE FUNCTIONS O 7.1 LISTEN TO THE RADIO PROGRAMME ABOUT SUCCESS AND COMPLETE A SUMMARY, P. 81, EJS. 2 AND 3. O 7.3 FUNCTION: LISTEN TO TWO PEOPLE DISCUSSING INTELLIGENCE AND CLARIFYING OPINIONS, P. 86 EJS 2 TO 4. O 7.4 ANDY MURRAY. WATCH A BBC DOCUMENTARY ABOUT ANDY MURRAY AND UNDERSTAND THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW) P.89. O BBC INTERVIEWS (WHAT HAS BEEN YOUR GREATEST ACHIEVEMENT TO DATE?) WATCH A VIDEO THAT EXTENDS DISCUSSION OF THE UNIT TOPIC TO ACHIEVEMENTS.

HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:  7.1 SUCCESS; VERB PHRASES P.81, EJS 4; P. 82, EJS 8.  7.2 ABILITY, P. 83, EJS. 1 TO 3.  7.3 QUALIFICATIONS, P. 86, EJS. 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  7.1 PRESENT PERFECT SIMPLE VERSUS CONTINUOUS, P. 82, EJS 6 TO 8.  7.2 PRESENT AND PAST ABILITY, P, 84, EJS. 5 AND 6.  7.3 CLARIFYING OPINIONS P.86, EJS. 2 AND 3.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  7.1 WEAK FORMS: HAVE, P. 82, EJ. 7B.  7.2 WORD STRESS, P.83, EJ. 2B.  7.3 STRESS PATTERNS: SHORT PHRASES, P. 86, EJ 3B.

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CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  7.1 REVIEW AND PRACTISE THE PRESENT PERFECT SIMPLE AND CONTINUOUS.  7.3 LEARN TO; LEARN HOW TO REFER TO WHAT PEOPLE

SAID EARLIER, P. 87, EJS. 5 AND 6.  7.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS TO TALK ABOUT AN ACHIEVEMENT (KEYPHRASES), P. 89.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES.  7.1 IDENTIFY INFORMATION ABOUT SUCCESSFUL PEOPLE LIKE MALCOM GLADEWELL, BENJAMIN DISRAELI, BILL GATES, MARVA COLLINS, THE BEATLES, MARTINA HINGIS, THOMAS EDISON, LUDWING VAN BEETHOVEN, ETC.

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O 7.2 IDENTIFY INFORMATION ABOUT DANIEL TAMMET, AN AUTISTIC PERSON AND ABOUT ABILITIES. O 7.3 IDENTIFY INFORMATION ABOUT QUALIFICATIONS AND INTELLIGENCE.LEARN THAT IN ENGLAND AND WALES, PEOPLE USUALLY TAKE A GENERAL CERTIFICATE OF SECONDARY EDUCATION (GSCE). IF THEY WANT TO GO TO UNIVERSITY THEY STUDY 3-4 A LEVES FROM 1618. THEN THEY STUDY UNDERGRADUATE DEGREES AND AFTER THAT THEY CAN STUDY FOR POSTGRADUATE DEGREES.  7.4 Identify information about Andy Murray, the tennis star.

COMMUNICATIVE FUNCTIONS  7.1 ORAL INTERACTION TALKING ABOUT SUCCESSFUL PEOPLE, P. 80, EJS. 1.  7.1 ORAL INTERACTION DISCUSSING ABOUT YOUR SKILLS AND INTERESTS, P. 81, EJS. 5.  7.2 ORAL INTERACTION COMPARING ABILITIES; TALKING ABOUT FREQUENCY AND LIKES, P. 84, EJS 7.  7.2 PREPARE AND TALK ABOUT AN IMPORTANT MEMORY, P. 85, EJS. 11  7.3 FUNCTION. CLARIFYING OPINIONS, P.86, EJS 2 TO 4.  7.3 LEARN TO: REFER TO WHAT YOU SAID EARLIER, P. 87, EJ. 5 AND 6.  7.3 ORAL INTERACTION TALKING ABOUT THE PERFECT CANDIDATE FOR A JOB ADVERTISEMENT, P. 87, EJS. 7.  7.4 ORAL INTERACTION DISCUSSING ABOUT SPORTS, P. 88, EJ.1  7.4 SPEAKOUT: LEARN AND PRACTICE HOW TO TALK ABOUT A RECENT CHALLENGE/ACHIEVEMENT, P. 89. EJS. 5.

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  7.1 SUCCESS; VERB PHRASES P.81, EJS 4; P. 82, EJS 8.  7.2 ABILITY, P. 83, EJS. 1 TO 3.  7.3 QUALIFICATIONS, P. 86, EJS. 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  7.1 PRESENT PERFECT SIMPLE VERSUS CONTINUOUS, P. 82, EJS 6 TO 8.  7.2 PRESENT AND PAST ABILITY, P, 84, EJS. 5 AND 6.  7.3 CLARIFYING OPINIONS P.86, EJS. 2 AND 3.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  7.1 WEAK FORMS: HAVE, P. 82, EJ. 7B.  7.2 WORD STRESS, P.83, EJ. 2B.  7.3 STRESS PATTERNS: SHORT PHRASES, P. 86, EJ 3B. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  7.2 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; AN AUTISTIC PERSON P, 83.  7.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 83.  7.2 IDENTIFICATION OF THE TEXT TYPE (A BIOGRAPHICAL TEXT), P. 83.  7.4 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; ANDY MURRAY, P. 88, EJ. 1 (DVD PREVIEW).

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 7.1 IDENTIFY INFORMATION ABOUT SUCCESSFUL PEOPLE LIKE MALCOM GLADEWELL, BENJAMIN DISRAELI, BILL GATES, MARVA COLLINS, THE BEATLES, MARTINA HINGIS, THOMAS EDISON, LUDWING VAN BEETHOVEN, ETC. O 7.2 IDENTIFY INFORMATION ABOUT DANIEL TAMMET, AN AUTISTIC PERSON AND ABOUT ABILITIES. O 7.3 IDENTIFY INFORMATION ABOUT QUALIFICATIONS AND INTELLIGENCE.  7.4 IDENTIFY INFORMATION ABOUT ANDY MURRAY, THE TENNIS STAR.

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 7.1 READ FAMOUS QUOTES ABOUT SUCCESS, P. 80, EJS. 1B.  7.1 READ THE INTRODUCTION TO AN ARTICLE ABOUT SUCCESS (WHAT IS THE SECRET OF SUCCESS), P. 81, EJS 2A.

7.2 READ A BIOGRAPHICAL TEXT ABOUT AN AUTISTIC PERSON AND HIS ABILITY WITH NUMBERS (THE HUMAN COMPUTER), P, 88, EJS. 4.  7.2 READ A SUMMARY, P, 85, EJ. 8B. 

 7.3 READ A JOB ADVERTISEMENT AND THREE CANDIDATE’S PROFILE WITH INFORMATION ABOUT THEM, P. 87, EJS. 7.  7.4 READ A PROGRAMME INFORMATION ABOUT THE TENNIS STAR ANDY MURRAY (BBC), P. 88, EJS. 2.  7.4 READ AN INTERNET POST ABOUT A BIG CHALLENGE (A BEAUTIFUL LANGUAGE), AND ANSWER SOME QUESTIONS, P. 89, EJS.6.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  7.1 SUCCESS; VERB PHRASES P.81, EJS 4; P. 82, EJS 8.  7.2 ABILITY, P. 83, EJS. 1 TO 3.  7.3 QUALIFICATIONS, P. 86, EJS. 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  7.1 PRESENT PERFECT SIMPLE VERSUS CONTINUOUS, P. 82, EJS 6 TO 8.  7.2 PRESENT AND PAST ABILITY, P, 84, EJS. 5 AND 6.  7.3 CLARIFYING OPINIONS P.86, EJS. 2 AND 3. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

PRODUCTION STRATEGIES PLANNING

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 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  7.1 LEARNING OF WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS: LEARN TO MAKE NOTES FOR A SUMMARY, P. 85, EJS. 8.

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 7.1 LEARN TO WRITE A SUMMARY.  7.4 LEARN TO WRITE A STORY; AN INTERNET POST IN A WEBSITE.

COMMUNICATIVE FUNCTIONS  7.2 WRITE A SUMMARY AND THE PREVIOUS NOTES FOR IT ABOUT AN IMPORTANT MEMORY, P. 85,EJS. 11.  7.4 WRITEBACK: LEARN AND PRACTICE HOW TO WRITE WRITE A STORY; AN INTERNET POST IN A WEBSITE, P. 89 EJS. 6

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TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  7.1 SUCCESS; VERB PHRASES P.81, EJS 4; P. 82, EJS 8.  7.2 ABILITY, P. 83, EJS. 1 TO 3.  7.3 QUALIFICATIONS, P. 86, EJS. 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  7.1 PRESENT PERFECT SIMPLE VERSUS CONTINUOUS, P. 82, EJS 6 TO 8.  7.2 PRESENT AND PAST ABILITY, P, 84, EJS. 5 AND 6.  7.3 CLARIFYING OPINIONS P.86, EJS. 2 AND 3. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS

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WORKBOOK  ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (WHAT HAS BEEN YOUR GREATEST ACHIEVEMENT TO DATE?) STUDENT’S BOOK  LANGUAGE BANK; LB7; GRAMMAR AND PRACTICE. PP.140141.  VOCABULARY BANK; VB7, P.154.  COMMUNICATION BANK; CB P.161. TEACHER’S BOOK  PROJECT UNIT 7  OPTIONAL EXTRA ACTIVITIES UNIT 7  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.

 RESOURCE BANK, UNIT 7: GIFTED! UNIT 7: ALL ABOUT YOU UNIT 7: GUESS THE FILM STAR UNIT 7: MIXED ABILITIES UNIT 7: SOUND INVESTMENTS MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

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 GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 7, P. 90  WB, COMPLETION OF THE EXERCISES , UNIT 7  WB, REVIEW 7 SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS

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 MID-AND END OF COURSE TESTS UNIT 8: COMMUNITIES 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING  READ AN ARTICLE ABOUT NEIGHBOURS (8.1. NEIGHBOURS).  READ ABOUT THE RISE OF YOUTUBE (8.2. MY PLACE IN CYBERSPACE).

LISTENING/DVD  LISTEN TO DESCRIPTIONS OF ONLINE COMMUNITIES (8.2. MY PLACE IN CYBERSPACE).  LISTEN TO PEOPLE DESCRIBING GUEST/HOST EXPERIENCES (8.3. MAKE YOURSELF AT HOME).  WATCH A BBC DOCUMENTARY ABOUT A REMOTE COMMUNITY (8.4. TRIBE).

SPEAKING     

DESCRIBE YOUR NEIGHBOURHOOD (8.1. NEIGHBOURS). COMPARE REAL-WORLD AND ONLINE ACTIVITIES (8.2. MY PLACE IN CYBERSPACE). DISCUSS SOCIAL SITUATIONS (8.3. MAKE YOURSELF AT HOME). DESIGN A COMMUNITY (8.4. TRIBE). BBC INTERVIEWS: WHAT MAKES A GOOD NEIGHBOUR?

WRITING  WRITE A WEBSITE REVIEW (8.2. MY PLACE IN CYBERSPACE).  WRITE A WEB ADVERT (8.4. GUIDED TOUR).

KNOWLEDGE OF THE LANGUAGE A. LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURES AND LINGUISTIC CONTENT OF THE UNIT  ARTICLES AND QUANTIFIERS (8.1. NEIGHBOURS)  RELATIVE CLAUSES (8.2. MY PLACE IN CYBERSPACE).  BEING A GOOD GUEST (8.3. MAKE YOURSELF AT HOME).

B. VOCABULARY

TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:

 GETTING ON; COMPOUND NOUNS (8.1. NEIGHBOURS)  THE INTERNET (8.2. MY PLACE IN CYBERSPACE).

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 WELCOMING (8.3. MAKE YOURSELF AT HOME).

C. PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATIONS SUCH AS RHYTHM, STRESS AND INTONATION:  STRESS PATTERNS; COMPOUND NOUNS (8.1. NEIGHBOURS)  PAUSING FOR EFFECT (8.2. MY PLACE IN CYBERSPACE).  LINKING WORDS (8.3. MAKE YOURSELF AT HOME). 2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

KEY COMPETENCES

COMPREHENSION STRATEGIES:  8.2 ACTIVATION OF PREVIOUS KNOWLEDGE, TALKING ABOUT INTERNET (WARM UP).

8.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 95.  8.4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME IDEAS TO ACTIVATE LANGUAGE AND KNOWLEDGE (DVD PREVIEW). SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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O 8.1 LEARN ABOUT NEIGHBOURHOOD AND COMMUNITIES. O 8.2 IDENTIFY INFORMATION ABOUT INTERNET AND THE CYBERSPACE; THE ONLINE COMMUNITIES; YOUTUBE; TWITTER. O 8.3 LEARN AND REFLECT ABOUT BE A NICE PERSON, SPECIALLY A GOOD GUEST. O 8.4 TRIBES AND REMOTE COMMUNITIES IN THE WORLD.

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COMMUNICATIVE FUNCTIONS

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O 8.2 LISTEN TO THREE PEOPLE TALKING ABOUT THEIR ONLINE COMMUNITIES AND ANSWER SOME QUESTIONS, P. 95, EJS. 2 AND 3. O 8.3 LISTEN TO SOME CONVERSATIONS PRACTISING WELCOMING SITUATIONS, P. 98, EJS. 1. O 8.3 FUNCTION: LISTEN TO SIX SITUATIONS OF BEING A GOOD GUEST AND COMPLETE SOME ACTIVITIES, P.98. EJS 2 AND 3.  8.3 LEARN TO: LISTEN TO THE EXTRACTS FROM THE SIX PREVIOUS SITUATIONS, ACCEPTING APOLOGIES, P. 99,J EJS. 4A.  8.4 LISTEN TO A PRESENTER TALKING ABOUT THE ANUTA COMMUNITY IN THE PACIFIC, P. 100, AND DO SOME COMPREHENSIVE EXERCISES, EJS. 3 TO 5.  8.4 LISTEN TO TWO PEOPLE DISCUSSING SOME QUESTIONS ABOUT WHAT TO DO IF YOU HAD TO START A NEW COMMUNITY, P. 101 EJS. 7A. O 8.4 TRIBE. WATCH A BBC DOCUMENTARY ABOUT A REMOTE COMMUNITY AND UNDERSTAND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW), P, 100, EJS. 3 TO 5. O BBC INTERVIEWS (WHAT MAKES A GOOD NEIGHBOUR?). WATCH A VIDEO THAT EXTENDS DISCUSSION OF THE UNIT TOPIC TO RELATIONSHIPS.

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 8.1 GETTING ON; COMPOUND NOUNS, P.92, EJS.1 AND 2,P.94, EJS.10 AND 11.  8.2 THE INTERNET, P. 95, EJS. 1.  8.3 WELCOMING, P. 98, EJS.1 GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  8.1 ARTICLES AND QUANTIFIERS, P. 92, EJS. 3 AND 4; P. 93, EJS. 7 AND 8.  8.2 RELATIVE CLAUSES, P.96, EJS. 4 TO 7.  8.3 BEING A GOOD GUEST, P.98, EJS. 2 AND 3.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  8.1 STRESS PATTERNS; COMPOUND NOUNS, P. 94, EJ. 11B.  8.2 PAUSING FOR EFFECT P.96, EJ. 7A.  8.3 LINKING WORDS, P.98 EJ. 1C.

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CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, CMST, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  8.1 WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE; NEIGHBOURHOOD. 

8.2 USE ALL THE PREVIOUS KNOWLEDGE; SHARING IDEAS IN SMALL GROUPS ABOUT ONLINE OR REAL ACTIVITIES.

 8.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS TO DESIGN A COMMUNITY (KEYPHRASES), P.101.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES.  Demonstrate understanding of other social and cultural situations. O 8.1 LEARN ABOUT NEIGHBOURHOOD AND COMMUNITIES. O 8.2 IDENTIFY INFORMATION ABOUT INTERNET AND THE CYBERSPACE; THE ONLINE COMMUNITIES; YOUTUBE; TWITTER. O 8.3 LEARN AND REFLECT ABOUT BE A NICE PERSON, SPECIALLY A GOOD GUEST. O 8.4 TRIBES AND REMOTE COMMUNITIES IN THE WORLD.

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COMMUNICATIVE FUNCTIONS  8.1 DISCUSS ABOUT YOUR NEIGHBOURS AND TALK ABOUT THE RELATIONSHIP WITH THEM, P. 92, EJS. 1.  8.1 ORAL INTERACTION SHOWING AGREEMENT OR DISAGREEMENT ABOUT SOME ADVICES REGARDING NEIGHBOURS, P. 93, EJ. 8B,  8.1 DESCRIBE YOUR NEIGHBOURHOOD AND COMPARE YOUR IDEAS, P. 94, EJS. 9.  8.2 ORAL INTERACTION DISCUSSING AND GIVING OPINIONS ABOUT ONLINE COMMUNITIES, P. 95, EJ. 3.  8.2 ORAL INTERACTION TALKING ABOUT THE SOCIAL NETWORKING SITE; TWITTER, P. 96, EJS. 6B.  8.2 TALK AND COMPARE REAL-WORLD AND ONLINE ACTIVITIES; ADVANTAGES AND DISADVANTAGES, P. 97, EJS. 8.  8.3 ORAL INTERACTION TALKING AND GIVING IMPRESSIONS ABOUT BEING A GOOD GUEST, P. 98, EJS. 2A.  8.3 FUNCTION; BEING A GOOD GUEST, P. 89, EJS. 2 AND 3.

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 8.3 LEARN TO: PRACTISING ACCEPTING APOLOGIES, P.99, EJS 4.  8.3 ORAL INTERACTION DISCUSSING ABOUT SOCIAL SITUATIONS AND WHAT YOU WOULD DO/SAY, P. 99, EJS. 5A.  8.3 ROLE-PLAY SOME SOCIAL SITUATIONS, P. 99, EJS. 5B.  8.4 SPEAKOUT: LEARN AND PRACTICE HOW TO DESIGN A COMMUNITY, P. 101, EJS. 6 TO 8.

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  8.1 GETTING ON; COMPOUND NOUNS, P.92, EJS.1 AND 2,P.94, EJS.10 AND 11.  8.2 THE INTERNET, P. 95, EJS. 1.  8.3 WELCOMING, P. 98, EJS.1 GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  8.1 ARTICLES AND QUANTIFIERS, P. 92, EJS. 3 AND 4; P. 93, EJS. 7 AND 8.  8.2 RELATIVE CLAUSES, P.96, EJS. 4 TO 7.  8.3 BEING A GOOD GUEST, P.98, EJS. 2 AND 3.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  8.1 STRESS PATTERNS; COMPOUND NOUNS, P. 94, EJ. 11B.  8.2 PAUSING FOR EFFECT P.96, EJ. 7A.  8.3 LINKING WORDS, P.98 EJ. 1C. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  8.1 ACTIVATION OF PREVIOUS KNOWLEDGE, DISCUSSING ABOUT NEIGHBOURS AND THEIR BEHAVIOUR, P. 93, EJS 5A.  8.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 93.  8.1 IDENTIFICATION OF THE TEXT TYPE. P.93.

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 8.1 EXPLANATION OF EXPRESSIONS, P. 93, EJ.6.  8.3 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS AND OBSERVING PHOTOS TO PREPARE THE READING TOPIC; TRIBES AND REMOTES COMMUNITIES, P. 100, EJS 1A.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS O 8.1 LEARN ABOUT NEIGHBOURHOOD AND COMMUNITIES. O 8.2 IDENTIFY INFORMATION ABOUT INTERNET AND THE CYBERSPACE; THE ONLINE COMMUNITIES; YOUTUBE; TWITTER. O 8.3 LEARN AND REFLECT ABOUT BE A NICE PERSON, SPECIALLY A GOOD GUEST.  8.4 TRIBES AND REMOTE COMMUNITIES IN THE WORLD.

COMMUNICATIVE FUNCTIONS O 8.1 READ A PARAGRAPH ABOUT NEIGHBOURS, P. 92, EJS. 3A. O 8.1 READ AN ARTICLE ABOUT NEIGHBOURS (NEIGHBOURS: THE GOOD, THE BAD AND THE BIZARRE) AND DO SOME COMPREHENSIVE EXERCISES, P.93, EJS. 5 AND 6. O READ A TEXT ABOUT NEIGHBOUR (HOW TO BE A GOOD NEIGHBOUR), P. 93, EJ. 8. O READ A TEXT ABOUT THE USE AND RISE OF YOUTUBE (THE RISE AND RISE OF YOUTUBE) P.96, EJS 4. O READ A TEXT ABOUT TWITTER, A SOCIAL NETWORKING SITE, P. 96, EJS. 6A. O READ A WEBSITE TO PRACTICE COMPLEX SENTENCES, P. 97, EJS. 9A.  8.4 READ A PROGRAMME INFORMATION (BBC), ABOUT A TRIBE IN THE PACIFIC ISLAND; ANUTA, AND COMPLETE SOME EXERCISES, P. 100. EJ. 1B.  8.4 READ A NEWS REPORT ABOUT FINDING A PLACE FOR A COMMUNITY/ POPULATION TO LIVE, P.101, EJ. 6A.  8.4 READ ABOUT A PROJECT FOR A COMMUNITY, P. 101, EJ. 9A.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  8.1 GETTING ON; COMPOUND NOUNS, P.92, EJS.1 AND 2,P.94, EJS.10 AND 11.  8.2 THE INTERNET, P. 95, EJS. 1.  8.3 WELCOMING, P. 98, EJS.1 GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  8.1 ARTICLES AND QUANTIFIERS, P. 92, EJS. 3 AND 4; P. 93, EJS. 7 AND 8.  8.2 RELATIVE CLAUSES, P.96, EJS. 4 TO 7.  8.3 BEING A GOOD GUEST, P.98, EJS. 2 AND 3. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

PRODUCTION STRATEGIES

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 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  LEARN WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT: LEARN TO WRITE A WEBSITE REVIEW USING COMPLEX SENTENCES.  CHECK AND CORRECT MISTAKES.

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SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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 8.2 LEARN ABOUT WEBSITES.  8.2 LEARN HOW TO WRITE A WEBSITE.  8.4 LEARN TO WRITE A TRAVEL REVIEW.

COMMUNICATIVE FUNCTIONS  8.2 WRITE A WEBSITE REVIEW, P. 97, EJS. 11B.  8.4 WRITEBACK: LEARN AND PRACTICE HOW TO WRITE A WEB ADVERT TO RECRUIT PEOPLE FOR A COMMUNITY TOURISM PROJECT, P. 101, EJS. 9.

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  8.1 GETTING ON; COMPOUND NOUNS, P.92, EJS.1 AND 2,P.94, EJS.10 AND 11.  8.2 THE INTERNET, P. 95, EJS. 1.  8.3 WELCOMING, P. 98, EJS.1 GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  8.1 ARTICLES AND QUANTIFIERS, P. 92, EJS. 3 AND 4; P. 93, EJS. 7 AND 8.  8.2 RELATIVE CLAUSES, P.96, EJS. 4 TO 7.  8.3 BEING A GOOD GUEST, P.98, EJS. 2 AND 3. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS

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WORKBOOK  ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (WHAT MAKES A GOOD NEIGHBOUR?) STUDENT’S BOOK  LANGUAGE BANK; LB8; GRAMMAR AND PRACTICE. PP.142143.  VOCABULARY BANK; VB8, P. 155.  COMMUNICATION BANK; CB1 P. 158. TEACHER’S BOOK  PROJECT UNIT 8  OPTIONAL EXTRA ACTIVITIES UNIT 8  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL

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LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK,

UNIT UNIT UNIT UNIT UNIT

8: 8: 8: 8: 8:

DO YOU GET ON? PELMANISM. WHERE I LIVE INTERNET RELATIVITY MAKING YOURSELF AT HOME

MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.

 FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 8, P. 102.  WB, COMPLETION OF THE EXERCISES , UNIT 8  WB, REVIEW 8

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SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS  MID-AND END OF COURSE TESTS UNIT 9: HISTORY 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING  READ ABOUT IMPORTANT MOMENTS IN HISTORY (9.1. GIANT LEAPS).  READ ABOUT TIME TRAVEL (9.2. IN OUR TIME).  READ A QUIZ ABOUT FAMOUS PEOPLE IN HISTORY (9.3. I HAVE NO IDEA!).

LISTENING/DVD  LISTEN TO DESCRIPTIONS OF PAST DECADES (9.2. IN OUR TIME).  LISTEN TO PEOPLE DOING A QUIZ ABOUT FAMOUS PEOPLE IN HISTORY (9.3. I HAVE NO IDEA!)  WATCH A BBC DOCUMENTARY ABOUT THE LIFE AND WORK OF MICHELANGELO BUONARROTI (9.4) MICHELANGELO).  BBC INTERVIEWS: DO YOU THINK LIFE IS BETTER NOW THAT IN THE PAST?

SPEAKING    

TALK ABOUT HOW YOU SPEND MONEY (9.1. GIANT LEAPS). FIND THE RIGHT GIFT. (9.2. IN OUR TIME). ASK PEOPLE TO DO THINGS. (9.3. I HAVE NO IDEA!). DESCRIBE A FAVOURITE POSSESSION. (9.4. MICHELANGELO).

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WRITING  WRITE A STORY USING LINKERS (9.2. IN OUR TIME).  WRITE ABOUT A USEFUL POSSESSION (9.4. MICHELANGELO).

KNOWLEDGE OF THE LANGUAGE A. LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURES AND LINGUISTIC CONTENT OF THE UNIT:  HYPOTHETICAL CONDITIONAL; PAST (9.1. GIANT LEAPS).  ACTIVE VERSUS PASSIVE (9.2. IN OUR TIME).  EXPRESSING UNCERTAINTY (9.3. I HAVE NO IDEA!).

B. VOCABULARY

TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  HISTORY (9.1. GIANT LEAPS).  PERIODS OF TIME; COLLOCATIONS (9.2.  DESCRIBING PEOPLE (9.3. I HAVE NO IDEA!).

IN OUR TIME).

C. PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATIONS SUCH AS RHYTHM, STRESS AND INTONATION:  WORD STRESS: CONTRACTIONS (9.1. GIANT LEAPS).  WEAK FORMS: ARE, HAS BEEN, WAS AND WERE (9.2.  INTONATION: SHOWING INTEREST (9.3. I HAVE NO IDEA!).

IN OUR TIME).

2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

KEY COMPETENCES

COMPREHENSION STRATEGIES:  9.2 ACTIVATION OF PREVIOUS KNOWLEDGE TALKING ABOUT THE CONCEPTS OF DECADE AND GENERATION.

9.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 108.  9.4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME IDEAS TO ACTIVATE LANGUAGE AND KNOWLEDGE (DVD PREVIEW). SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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O IDENTIFY CUSTOMS AND FEATURES OF EVERYDAY LIFE TYPICAL OF OTHER COUNTRIES AND CULTURES WHERE THE TARGET LANGUAGE IS SPOKEN. O 9.1 IDENTIFY INFORMATION ABOUT HISTORY; IMPORTANT MOMENTS AND IMPORTANT PEOPLE. O 9.2 IDENTIFY INFORMATION ABOUT OUR PAST DECADES AND DIFFERENT PERIODS OF TIME AND GENERATIONS; LEARN ABOUT ABOUT THE BABY BOOM AFTER THE WORLD WAR II AND THE FOLLOWING GENERATIONS: GENERATION X, GENERATION Y OR MILLENNIALS. O 9.3 IDENTIFY INFORMATION ABOUT FAMOUS PEOPLE IN HISTORY; ROSA PARKS, DESMOND TUTU, GABRIEL GARCÍA MARQUEZ, JANE GOODALL, INDIRA GHANDI OR ALBERT EINSTEIN. O 9.4 IDENTIFY AND LEARN INFORMATION ABOUT THE LIFE AND WORK

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OF MICHELANGELO BUONARROTI.

COMMUNICATIVE FUNCTIONS 9.1 LISTEN TO THREE PEOPLE SPEAKING ABOUT DIFFERENT DECADES AND GENERATIONS AND ANSWER SOME QUESTIONS, P. 108 EJS. 4. O 9.3 FUNCTION: LISTEN TO SOMEONE DOING A QUIZ AND ANSWER SOME QUESTIONS AND COMPLETE SOME ACTIVITIES. P. 111, EJS 4 AND 5. O 9.4 MICHELANGELO. WATCH A BBC DOCUMENTARY ABOUT THE LIFE AND WORK OF MICHELANGELO BUONARROTI (THE DIVINE MICHELANGELO), AND UNDERSTAND THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW), P. 112. EJ.1. O 9.4 LISTEN TO SOMEONE TALKING ABOUT SOMEONE WHOSE WORK INFLUENCED HER, P. 113, EJ. 6A. O BBC INTERVIEWS (DO YOU THINK LIFE IS BETTER NOW THAN IN THE PAST?). WATCH A VIDEO THAT EXTENDS DISCUSSION OF THE UNIT TOPIC TO HISTORICAL EVENTS. O

HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:  9.1 HISTORY, P. 104, EJS.1.  9.2 PERIODS OF TIME; COLLOCATIONS P. 108, EJS. 6; P. 109, EJS. 8.  9.3 DESCRIBING PEOPLE, P. 110, EJS 2 AND 3. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  9.1 HYPOTHETICAL CONDITIONAL; PAST, P. 105. EJS. 4 TO 6.  9.2 ACTIVE VERSUS PASSIVE, P. 107, EJS. 1 TO 3.  9.3 EXPRESSING UNCERTAINTY, P. 111, EJS 4 AND 5.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  9.1 WORD STRESS: CONTRACTIONS, P. 104, EJ. 1D; P. 105, EJ. 5C.  9.2 WEAK FORMS: ARE, HAS BEEN, WAS AND WERE, P, 107, EJ. 3B  9.3 INTONATION: SHOWING INTEREST, P. 111, EJ. 6A.

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CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  9.1. ELICIT SOME IDEAS FOR BIG MOMENTS IN HISTORY AND WRITE THEM ON THE BOARD.  9.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON

CONTENT AND CONTEXT BY LOOKING AT ONE PHOTO, P. 107, EJS. 1.  9.3 USE A DICTIONARY TO HELP WITH WORDS, P. 110. 159

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9.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS TO TALK ABOUT INFLUENTIAL WORK (KEYPHRASES), P. 113, EJ. 6A. SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS



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 LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES.  Demonstrate understanding of other social and cultural situations. O 9.1 IDENTIFY INFORMATION ABOUT HISTORY; IMPORTANT MOMENTS AND IMPORTANT PEOPLE. O 9.2 IDENTIFY INFORMATION ABOUT OUR PAST DECADES AND DIFFERENT PERIODS OF TIME AND GENERATIONS; LEARN ABOUT ABOUT THE BABY BOOM AFTER THE WORLD WAR II AND THE FOLLOWING GENERATIONS: GENERATION X, GENERATION Y OR MILLENNIALS. O 9.3 IDENTIFY INFORMATION ABOUT FAMOUS PEOPLE IN HISTORY; ROSA PARKS, DESMOND TUTU, GABRIEL GARCIA MARQUEZ, JANE GOODALL, INDIRA GHANDI OR ALBERT EINSTEIN. O 9.4 IDENTIFY AND LEARN INFORMATION ABOUT THE LIFE AND WORK OF MICHELANGELO BUONARROTI.

COMMUNICATIVE FUNCTIONS  9.1 DESCRIBE A BIG MOMENT OR EVENT IN HISTORY, P. 105 AND 162/163, EJS. 7A (COMMUNICATION BANK).  9.2 ORAL INTERACTION TALKING ABOUT ONE PHOTO AND COMPARING DECADES AND GENERATIONS, P. 107, EJ. 1.  9.2 ORAL INTERACTION TALKING ABOUT A PERIOD OF YOUR OWN TIME, P.108, EJ. 7  9.3. DISCUSS AND TALK ABOUT QUIZ SHOWS, P. 110, EJ. 1.  9.3 DESCRIBE PEOPLE, P. 110. EJ. 3.  9.3 FUNCTION. EXPRESSING UNCERTAINTY, P. 111, EJS 4 AND 5 AND 159.

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 9.3 LEARN TO; ORAL INTERACTION REACTING TO INFORMATION, SHOWING INTEREST, P. 111 AND 149/153. EJS. 5 (COMMUNICATION BANK).  9.3 ORAL INTERACTION COMPILING AND DOING A QUIZ, P. 111. EJ. 7A AND 159/162 (COMMUNICATION BANK).  9.3 ORAL INTERACTION DISCUSSING ABOUT THE IMPORTANCE OF KNOWING ABOUT THE PAST AND WHAT WE CAN LEARN FROM HISTORY, P. 111, EJ. 7B.  9.4 ORAL INTERACTION TALKING ABOUT MICHELANGELO, AN ITALIAN RENAISSANCE PAINTER, SCULPTOR, ARCHITECT, POET, AND HIS FAMOUS WORK.  9.4 SPEAKOUT: LEARN AND PRACTICE TO DESCRIBE SOMEONE WHOSE WORK INFLUENCED YOU, P. 112, EJ.6D.

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  9.1 HISTORY, P. 104, EJS.1.  9.2 PERIODS OF TIME; COLLOCATIONS P. 108, EJS. 6; P. 109, EJS. 8.  9.3 DESCRIBING PEOPLE, P. 110, EJS 2 AND 3.

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GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  9.1 HYPOTHETICAL CONDITIONAL; PAST, P. 105. EJS. 4 TO 6.  9.2 ACTIVE VERSUS PASSIVE, P. 107, EJS. 1 TO 3.  9.3 EXPRESSING UNCERTAINTY, P. 111, EJS 4 AND 5.

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SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  9.1 WORD STRESS: CONTRACTIONS, P. 104, EJ. 1D; P. 105, EJ. 5C.  9.2 WEAK FORMS: ARE, HAS BEEN, WAS AND WERE, P, 107, EJ. 3B  9.3 INTONATION: SHOWING INTEREST, P. 111, EJ. 6A.

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CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  9.1 ACTIVATION OF PREVIOUS KNOWLEDGE TO PREPARE THE READING TOPIC; HISTORY.  9.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 104.  9.1 IDENTIFICATION OF THE TEXT TYPE. P. 104  9.2 USE A WORD WEB TO LEARN VOCABULARY, P. 109.  9.4 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; THE ARTIST MICHELANGELO, P. 112, (DVD PREVIEW).

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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O 9.1 IDENTIFY INFORMATION ABOUT HISTORY; IMPORTANT MOMENTS AND IMPORTANT PEOPLE. O 9.2 IDENTIFY INFORMATION ABOUT OUR PAST DECADES AND DIFFERENT PERIODS OF TIME AND GENERATIONS; LEARN ABOUT ABOUT THE BABY BOOM AFTER THE WORLD WAR II AND THE FOLLOWING GENERATIONS: GENERATION X, GENERATION Y OR MILLENNIALS. O 9.3 IDENTIFY INFORMATION ABOUT FAMOUS PEOPLE IN HISTORY; ROSA PARKS, DESMOND TUTU, GABRIEL GARCIA MARQUEZ, JANE GOODALL, INDIRA GHANDI OR ALBERT EINSTEIN.  9.4 IDENTIFY AND LEARN INFORMATION ABOUT THE LIFE AND WORK OF MICHELANGELO BUONARROTI.

COMMUNICATIVE FUNCTIONS  9.1 READ THE INTRODUCTION TO AN ARTICLE FROM BBC HISTORY MAGAZINE AND TWO SHORT TEXTS ABOUT IMPORTANT MOMENTS IN HISTORY (GALILEO EXPLORES THE HEAVENS) (THE STEAM ENGINE), PP. 104 AND 105, EJS. 2 AND 3.  9.1 READ A SHORT ESSAY AN ANSWER SOME QUESTIONS, P. 106, EJ. 8.  9.2 READ A PARAGRAPH ABOUT THE BABY BOOM AFTER THE WORLD WAR II, P. 107, EJS. 2A.  9.2 READ A TEXT ABOUT TRAVEL IN TIME (TIME TRAVEL), P. 109, EJ. 8B.  9.4 READ A BBC PROGRAMME INFORMATION ABOUT MICHELANGELO (THE DIVINE MICHELANGELO), P. 112, EJS. 3.  9.4 READ A PROPOSAL AND A WIKI ENTRY P. 113, EJS. 7.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  9.1 HISTORY, P. 104, EJS.1.

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 9.2 PERIODS OF TIME; COLLOCATIONS P. 108, EJS. 6; P. 109, EJS. 8.  9.3 DESCRIBING PEOPLE, P. 110, EJS 2 AND 3. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  9.1 HYPOTHETICAL CONDITIONAL; PAST, P. 105. EJS. 4 TO 6.  9.2 ACTIVE VERSUS PASSIVE, P. 107, EJS. 1 TO 3.  9.3 EXPRESSING UNCERTAINTY, P. 111, EJS 4 AND 5. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

PRODUCTION STRATEGIES

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 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  LEAR WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT: LEARN TO WRITE A SHORT ESSAY AND HOW TO STRUCTURE PARAGRAPHS.  CHECK AND CORRECT MISTAKES.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS O 9.1 IDENTIFY INFORMATION ABOUT HISTORY; IMPORTANT MOMENTS AND IMPORTANT PEOPLE. O 9.1 LEARN HOW TO WRITE A SHORT ESSAY. O 9.4 LEARN HOW TO WRITE A WIKI ENTRY.

COMMUNICATIVE FUNCTIONS

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 9.1 READ A TEXT AND WRITE NOTES OF IT USING SOME PROMPTS, P. 104, EJS.  9.2 WRITE A NOTE OF THREE THINGS THAT HAVE HAPPENED TO YOU IN THE LAST YEAR AND WRITE SENTENCES ABOUT HOW YOUR PARTNER’S LIFE WOULD HAVE BEEN DIFFERENT IF THESE THINGS HADN’T HAPPENED, P. 105, EJ. 6.  9.4 WRITEBACK: LEARN AND PRACTICE HOW TO WRITE WIKI ENTRY ABOUT A PERSON WHOSE WORK INFLUENCED YOU, P. 113, EJ. 7C.

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  9.1 HISTORY, P. 104, EJS.1.  9.2 PERIODS OF TIME; COLLOCATIONS P. 108, EJS. 6; P. 109, EJS. 8.  9.3 DESCRIBING PEOPLE, P. 110, EJS 2 AND 3. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  9.1 HYPOTHETICAL CONDITIONAL; PAST, P. 105. EJS. 4 TO 6.  9.2 ACTIVE VERSUS PASSIVE, P. 107, EJS. 1 TO 3.  9.3 EXPRESSING UNCERTAINTY, P. 111, EJS 4 AND 5. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS

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WORKBOOK  ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (DO YOU THINK LIFE IS BETTER NOW THAN IN THE PAST?) STUDENT’S BOOK  LANGUAGE BANK; LB9; GRAMMAR AND PRACTICE. PP.142143.  VOCABULARY BANK; VB9, P. 156.  COMMUNICATION BANK; CB P.159, 162, 163.

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TEACHER’S BOOK  PROJECT UNIT 9.  OPTIONAL EXTRA ACTIVITIES UNIT 9.  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK,

UNIT UNIT UNIT UNIT UNIT

9: 9: 9: 9: 9:

THE HISTORY OF MY COUNTRY GUESS MY COLLOCATION BAD DECISIONS. AMAZING FACTS SCHOOL QUIZ

MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 9, P. 114.  WB, COMPLETION OF THE EXERCISES , UNIT 9  WB, REVIEW 9 SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS  MID-AND END OF COURSE TESTS

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UNIT 10: WORLD 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING  READ ABOUT A MAN WHO TRIED TO LIVE ETHICALLY FOR A YEAR (10.1. ETHICAL MAN).  READ ADVICE ABOUT WHAT NOT TO DO IN AN AIRPORT (10.3 WEN YOU TRAVEL…)

LISTENING/DVD  LISTEN TO DESCRIPTIONS OF THE WORLD’S BEST FOOD CITIES (10.2. WORLD FOOD).  LISTEN TO PEOPLE GIVING ADVICE/WARNINGS (10.3 WEN YOU TRAVEL…).  WATCH A BBC DOCUMENTARY ABOUT THE ARCTIC’S MELTING ICE CAPS (10.4 THE GREAT MELT).  BBC INTERVIEWS: WHAT ARE THE BIGGEST PROBLEMS FACING THE WORLD TODAY?

SPEAKING    

DISCUSS IDEAS FOR REDUCING PLASTIC WASTE (10.1. ETHICAL MAN). RECOMMEND A CITY FOR FOOD (10.2. WORLD FOOD). ASK FOR/GIVE TRAVEL ADVICE (10.3 WEN YOU TRAVEL…). TALK ABOUT AN ENDANGERED PLACE (10.4 THE GREAT MELT).

WRITING  WRITE A RESTAURANT REVIEW (10.2. WORLD FOOD).  WRITE AN EMAIL CAMPAIGNING FOR ACTION (10.4 THE GREAT MELT).

KNOWLEDGE OF THE LANGUAGE A. LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURES AND LINGUISTIC CONTENT OF THE UNIT:  REPORTED SPEECH (10.1. ETHICAL MAN).  VERB PATTERNS (10.2. WORLD FOOD).  GIVING ADVICE/WARNINGS (10.3 WEN

YOU TRAVEL…).

B. VOCABULARY

TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  THE ENVIRONMENT; WORD BUILDING: PREFIXES. (10.1. ETHICAL MAN).  REPORTING VERBS (10.2. WORLD FOOD).  AIRPORTS (10.3 WEN YOU TRAVEL…).

C. PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATIONS SUCH AS RHYTHM, STRESS AND INTONATION:  WEAK FORMS: AUXILIARY VERBS (10.1. ETHICAL MAN).  WEAK FORMS: TO, FOR, THAT (10.2. WORLD FOOD).  INDIVIDUAL SOUNDS: VOWELS (10.3 WEN YOU TRAVEL…). 2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

COMPREHENSION STRATEGIES: 164

KEY COMPETENCES

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 10.2 ACTIVATION OF PREVIOUS KNOWLEDGE DESCRIBING THEIR FAVOURITE DISH FROM THEIR COUNTRY.

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10.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES.  10.4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME IDEAS TO ACTIVATE LANGUAGE AND KNOWLEDGE (DVD PREVIEW). 

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  10.1 IDENTIFY INFORMATION ABOUT THE ENVIRONMENT, ETHICAL PEOPLE AND GREEN LIFESTYLE.  10.1 REFLECTIONS ABOUT THE PLASTIC PROBLEM.  10.2 IDENTIFY INFORMATION ABOUT WORLD FOOD; CITY FOOD.  10.3 IDENTIFY INFORMATION ABOUT AIRPORTS AND TRAVEL.  10.4 REFLECTIONS ABOUT THE GREAT MELT IN THE ARCTIC AND OTHER ENDANGERED PLACES.

COMMUNICATIVE FUNCTIONS O 10.2 LISTEN TO DESCRIPTIONS OF THE WORLD’S BEST FOOD CITIES, P. 119, EJS. 1.  10.3 FUNCTION: LISTEN TO FOUR CONVERSATIONS GIVING ADVICE AND WARNINGS AND COMPLETE SOME ACTIVITIES. CHECK THE ANSWERS, P. 123, EJ. 3A.  10.3 LEARN TO; LISTEN TO PEOPLE MAKING GENERALISATIONS, P. 123, EJS. 6. O 10.4 THE GREAT MELT. WATCH A BBC DOCUMENTARY ABOUT THE ARCTIC’S MELTING ICE CAPS AND UNDERSTAND THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW), P.124, EJ. 1. O BBC INTERVIEWS (WHAT ARE THE BIGGEST PROBLEMS FACING THE WORLD TODAY?) WATCH A VIDEO THAT EXTENDS DISCUSSION OF THE UNIT TOPIC TO GLOBAL PROBLEMS.

HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:  10.1 THE ENVIRONMENT; WORD BUILDING: PREFIXES, P. 116, EJS 1; P. 118, EJS. 7 AND 8.  10.2 REPORTING VERBS. P. 120, EJS. 4.  10.3 AIRPORTS, P. 122, EJS 1 AND 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  10.1 REPORTED SPEECH, P. 116, EJS. 4 AND 5.  10.2 VERB PATTERNS P.120 EJS. 5 Y 6.  10.3 GIVING ADVICE/WARNINGS P. 123, EJS. 3 TO 5.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  10.1 WEAK FORMS: AUXILIARY VERBS, P. 116, EJ. 5B.  10.2 WEAK FORMS: TO, FOR, THAT, P.120, EJ. 5B.  10.3 INDIVIDUAL SOUNDS: VOWELS, P.122, EJ. 1C.

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CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES

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 USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE; WORLD FOOD AND TALKING ABOUT PROBLEMS WHILE TRAVELLING.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  10.2 CHECK UNDERSTANDING OF PHRASES AND VOCABULARY.  10.4 PLAN AND DO SOME RESEARCH ABOUT A PRESENTATION.  10.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS TO DO A PRESENTATION ABOUT ENDANGERED PLACES (KEYPHRASES), P. 125.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES.  Demonstrate understanding of other social and cultural situations.  10.1 IDENTIFY INFORMATION ABOUT THE ENVIRONMENT,

ETHICAL PEOPLE AND GREEN LIFESTYLE.  10.1 REFLECTIONS ABOUT THE PLASTIC PROBLEM.  10.2 IDENTIFY INFORMATION ABOUT WORLD FOOD; CITY FOOD.  10.3 IDENTIFY INFORMATION ABOUT AIRPORTS AND TRAVEL.  10.4 REFLECTIONS ABOUT THE GREAT MELT IN THE ARCTIC AND OTHER ENDANGERED PLACES. COMMUNICATIVE FUNCTIONS  10.1 DISCUSS HOW IMPORTANT IS GREEN LIVING TO YOU, P. 116. EJS 1A.  10.1 ORAL INTERACTION DISCUSSING IDEAS FOR REDUCING PLASTIC WASTE, P. 118, EJS. 6.  10.2 DISCUSS ABOUT STREET FOOD, P. 119, EJS. 1A.  10.2 ORAL INTERACTION RECOMMENDING A CITY FOR FOOD AND TALKING ABOUT THE FOOD CITY, P. 119, EJS. 3.  10.2 ORAL INTERACTION TALKING ABOUT FOOD AND COOKING, P. 120, EJS. 7.  10.3 DISCUSS SOME QUESTIONS ABOUT TRAVEL AND AIRPORTS, P. 122, EJS. 1A.

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 10.3 FUNCTION: GIVING ADVICE/WARNINGS, P. 123, EJS. 3 TO 5.  10.3 LEARN TO; MAKE GENERALIZATIONS, P. 123, EJS. 6 AND 7.  10.3 ROLE-PLAY A SITUATION ASKING FOR AND GIVING ADVICE, P. 123, AND 163 (COMMUNICATION BANK).  10.4 DISCUSS ABOUT WHAT MAN CAN DO TO IMPROVE THE ARCTIC’S MELT, P. 124, EJS. 4.  10.4 SPEAKOUT: LEARN AND PRACTICE HOW TO GIVE A SHORT PRESENTATION ABOUT “PLACES TO SEE BEFORE THEY DISAPPEAR”, P. 125, EJS. 5 AND 6.

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TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  10.1 THE ENVIRONMENT; WORD BUILDING: PREFIXES, P. 116, EJS 1; P. 118, EJS. 7 AND 8.  10.2 REPORTING VERBS. P. 120, EJS. 4.  10.3 AIRPORTS, P. 122, EJS 1 AND 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  10.1 REPORTED SPEECH, P. 116, EJS. 4 AND 5.  10.2 VERB PATTERNS P.120 EJS. 5 Y 6.  10.3 GIVING ADVICE/WARNINGS P. 123, EJS. 3 TO 5.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  10.1 WEAK FORMS: AUXILIARY VERBS, P. 116, EJ. 5B.  10.2 WEAK FORMS: TO, FOR, THAT, P.120, EJ. 5B.  10.3 INDIVIDUAL SOUNDS: VOWELS, P.122, EJ. 1C. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  10.1 ACTIVATION OF PREVIOUS KNOWLEDGE TO PREPARE THE READING TOPIC; ENVIRONMENTAL PROBLEMS AND WHAT TO DO TO IMPROVE THINGS.  10.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES.  10.1 IDENTIFICATION OF THE TEXT TYPE; AN ARTICLE, PP. 116 AND 117.  10.1 READING AND ANSWERING QUESTIONS ABOUT GENERAL AND SPECIFIC INFORMATION PP. 116 AND 117.  10.4 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; THE ARCTIC’S MELTING ICE CAPS, P. 124 (DVD PREVIEW). SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  10.1 IDENTIFY INFORMATION ABOUT THE ENVIRONMENT, ETHICAL PEOPLE AND GREEN LIFESTYLE.  10.1 REFLECTIONS ABOUT THE PLASTIC PROBLEM.  10.2 IDENTIFY INFORMATION ABOUT WORLD FOOD; CITY FOOD.  10.3 IDENTIFY INFORMATION ABOUT AIRPORTS AND TRAVEL.  10.4 REFLECTIONS ABOUT THE GREAT MELT IN THE ARCTIC AND OTHER ENDANGERED PLACES.

COMMUNICATIVE FUNCTIONS  10.1 READ AN ARTICLE ABOUT A BBC JOURNALIST WHO DECIDED TO LIVE A GREENER LIFESTYLE FOR A YEAR (ETHICAL MAN IN THE USA) AND COMPLETE SOME EXERCISES, PP. 116 AND 117.  10.1 READ A TEXT ABOUT THE PROBLEMS OF USING SO MUCH PLASTIC IN OUR LIFE (THE PLASTIC PROBLEM), P. 118, EJS. 6A.  10.2 READ THREE RESTAURANT REVIEWS AND COMPLETE SOME EXERCISES, P. 121, EJ. 8.  10.3 READ AN ARTICLE GIVING ADVICE ABOUT SEVEN THINGS YOU SHOULD NEVER DO IN AN AIRPORT, P.122, EJS. 2.  10.4 READ A PROGRAMME INFORMATION ABOUT THE ARCTIC ICE MELTS (NATURE’S GREAT EVENTS; THE GREAT MELT), (BBC), P.124, EJS. 1.  10.4 READ AN EMAIL CALLING FOR ACTION ABOUT LITTLE GREEN

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STREET, P. 125, EJ. 7A.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:

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 10.1 THE ENVIRONMENT; WORD BUILDING: PREFIXES, P. 116, EJS 1; P. 118, EJS. 7 AND 8.  10.2 REPORTING VERBS. P. 120, EJS. 4.  10.3 AIRPORTS, P. 122, EJS 1 AND 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  10.1 REPORTED SPEECH, P. 116, EJS. 4 AND 5.  10.2 VERB PATTERNS P.120 EJS. 5 Y 6.  10.3 GIVING ADVICE/WARNINGS P. 123, EJS. 3 TO 5. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

PRODUCTION STRATEGIES

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 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  LEAR WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT: LEARN TO WRITE A RESTAURANT REVIEW, USING LINK IDEAS.  CHECK AND CORRECT MISTAKES.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  10.2 LEARN AND PRACTICE HOW TO WRITE A RESTAURANT REVIEW.  10.2 IDENTIFY INFORMATION ABOUT WORLD FOOD; CITY FOOD.

COMMUNICATIVE FUNCTIONS  10.2 WRITE A SHORT RESTAURANT REVIEW, P. 121, EJS. 10.  10.2 IDENTIFY INFORMATION ABOUT WORLD FOOD;

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CITY

FOOD.  10.4 WRITEBACK: LEARN AND PRACTICE HOW TO WRITE AN EMAIL CALLING FOR ACTION TO PROTECT ONE ENDANGERED PLACE, P. 125, EJS. 7.

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  10.1 THE ENVIRONMENT; WORD BUILDING: PREFIXES, P. 116, EJS 1; P. 118, EJS. 7 AND 8.  10.2 REPORTING VERBS. P. 120, EJS. 4.  10.3 AIRPORTS, P. 122, EJS 1 AND 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  10.1 REPORTED SPEECH, P. 116, EJS. 4 AND 5.  10.2 VERB PATTERNS P.120 EJS. 5 Y 6.  10.3 GIVING ADVICE/WARNINGS P. 123, EJS. 3 TO 5. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK

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  

WARM UP ACTIVITIES TEACHING TIPS HOMEWORK IDEAS

WORKBOOK   

ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES. ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES. ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (WHAT ARE THE BIGGEST PROBLEMS FACING THE WORLD TODAY?)

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STUDENT’S BOOK  LANGUAGE BANK; LB10, GRAMMAR AND PRACTICE. PP.146147.  VOCABULARY BANK; VB10, P. 157.  COMMUNICATION BANK; CB P.163. TEACHER’S BOOK  PROJECT UNIT 10  OPTIONAL EXTRA ACTIVITIES UNIT 10  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK,

UNIT UNIT UNIT UNIT UNIT

10: 10: 10: 10: 10:

“GREEN TEST” YOUR SCHOOL DO YOU AGREE? AT THE RACES REPORT THAT! WHEN IN ROME…

MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 10, P. 126  WB, COMPLETION OF THE EXERCISES , UNIT 10  WB, REVIEW 10 SUMATIVE ASSESSMENT 169

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 TRF UNIT AND ACHIEVEMENT  MID-AND END OF COURSE TESTS

TESTS

10.3 NIVEL AVANZADO El nivel avanzado tiene como finalidad utilizar el idioma con soltura y eficacia en situaciones habituales y más específicas que en nivel anterior que requieran comprender, producir y tratar textos orales y escritos conceptual y lingüísticamente complejos, en una variedad de lengua estándar, con un repertorio léxico amplio aunque no muy idiomático, y que versen sobre temas generales, actuales, o propios del campo de especialización del hablante. Nos planteamos que los alumnos de Nivel Avanzado alcancen un conocimiento avanzado suficientemente sólido de la lengua inglesa. Para ello deberán profundizar en la gramática y vocabulario de la lengua, sobre todo matizando aspectos que no hayan sido tratados anteriormente en toda su amplitud. Habrán de desarrollar esta labor en equipo, fomentándose el trabajo en grupo, la colaboración profesor-alumno y la autonomía en el aprendizaje. La lengua de comunicación en clase será, en todos los casos, en inglés. No deben limitarse a ser un simple eco del profesor, sino que deben ser capaces de debatir, argumentar y exponer sus opiniones con toda la iniciativa de la que pueda hacer uso un hablante nativo. El Nivel Avanzado tiene como referencia un nivel de competencia B2 , tal y como éste se describe en el Marco Común de Referencia para las Lenguas del Consejo de Europa. Teniendo en cuenta que el Currículo de Nivel Avanzado está pendiente de ser publicado en la Comunidad Autónoma de Canarias, también se tomará como referencia el publicado por el Ministerio de Educación, Cultura y Deportes para las ciudades autónomas de Ceuta y Melilla, ORDEN ECI/1456/2007.

10.3. A OBJETIVOS GENERALES En un nivel en el que muchos de los alumnos necesitan un estímulo, ya que los progresos no son ahora tan evidentes como los que se producen en los cursos anteriores, nos proponemos: Comprensión oral  Comprender discursos y conferencias extensos, e incluso seguir líneas argumentales complejas siempre que el tema sea relativamente conocido. Comprender casi todas las noticias de medios audiovisuales y los programas sobre temas actuales en los que se habla en un nivel de lengua estándar.  Iniciar a los alumnos en los diferentes acentos y registros de la lengua inglesa, principalmente lograr que distingan perfectamente entre el inglés británico y americano. Comprensión de lectura  Leer artículos e informes relativos a problemas contemporáneos en los que los autores adoptan posturas o puntos de vista concretos.  Comprender la prosa literaria contemporánea.  Mejorar la competencia en la lectura de textos literarios originales y artículos de prensa de carácter general. Expresión e interacción oral  Presentar descripciones claras y detalladas de una amplia serie de temas relacionados con la especialidad del hablante.

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  

Explicar un punto de vista sobre un tema exponiendo las ventajas e inconvenientes de varias opciones. Participar en una conversación con fluidez y espontaneidad, lo que posibilita la comunicación normal con hablantes nativos. Tomar parte activa en debates desarrollados en situaciones cotidianas, explicando y defendiendo puntos de vista.

Expresión e interacción escrita  Escribir textos claros y detallados sobre una amplia serie de temas relacionados con los intereses del usuario.  Escribir redacciones o informes transmitiendo información o proponiendo motivos que apoyen o refuten un punto de vista concreto.  Manifestar por escrito la importancia de determinados hechos y experiencias. 10.3. B CRITERIOS DE EVALUACIÓN Se considerará que un alumno ha adquirido las competencias propias de este nivel cuando sea capaz de lo siguiente: Comprensión oral Comprender a hablantes con distintos acentos y registros, incluso si existe distorsión por ruido ambiental.  Comprender intervenciones públicas, programas informativos o de debate y diálogos de obras cinematográficas o de teatro. 

Comprensión de lectura  Comprender la información contenida en anuncios públicos, avisos, formularios, hojas de instrucciones, etc.  Comprender obras literarias actuales.  Comprender artículos de prensa no especializados. Expresión e interacción oral  Utilizar la lengua en sus relaciones sociales con naturalidad.  Realizar descripciones claras y detalladas sobre una amplia gama de temas relacionados con la especialidad del hablante.  Interpretar las actitudes de sus interlocutores y reaccionar con adecuación.  Participar con plena efectividad en cualquier conversación de carácter general y exponer sus puntos de vista y opiniones. Expresión e interacción escrita  Utilizar formas de transmisión escrita de la información tales como cartas, telegramas, resúmenes, informes, etc.  Narrar experiencias y describir ideas, procesos y acontecimientos.  Desarrollar un tema de debate por escrito organizando el material de forma adecuada.  Escribir textos claros y detallados sobre una variedad de temas relacionados con la especialidad del usuario, sintetizando y evaluando información y argumentos procedentes de varias fuentes. 10.3.C BIBLIOGRAFÍA Y LIBROS DE CONSULTA RECOMENDADOS

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GRAMÁTICA

O PRACTICAL GRAMMAR, LEVEL 3. HUGHES, J. & JONES, C. EDITORIAL HEINLE. O English Grammar in Steps with answers. Bolton, D. & Goodey, N. Editorial Richmond. O OXFORD ENGLISH GRAMMAR COURSE. INTERMEDIATE. SWAN, M. & WALTER, C. EDITORIAL OXFORD UNIVERSITY PRESS. O INTERMEDIATE LANGUAGE PRACTICE WITH KEY. VINCE, M. EDITORIAL HEINEMANN. O ENGLISH GRAMMAR IN USE WITH ANSWERS. HEWINGS, M. EDITORIAL CAMBRIDGE UNIVERSITY PRESS. O GRAMÁTICA INGLESA (NOVENA EDICIÓN), SÁNCHEZ BENEDITO, M. EDITORIAL PEARSON LONGMAN. O Gramática inglesa ejercicios: Ejercicios complementarios (novena edición), Sánchez Benedito, M. Editorial Pearson Longman. O Destination B2. Grammar and Vocabulary with answer key. Mann, M. & Taylore-Knowles, S. Editorial MacMillan. VOCABULARIO

O ENGLISH VOCABULARY IN USE. UPPER-INTERMEDIATE. MCCARTHY & O’DELL. EDITORIAL CAMBRIDGE UNIVERSITY PRESS. DICCIONARIOS

O DICCIONARIO OXFORD STUDY. BILINGÜE + CD-ROM. EDITORIAL OXFORD UNIVERSITY PRESS. O LONGMAN CONCISE SPANISH BILINGUAL DICTIONARY + CD-ROM. EDITORIAL PEARSON. O ACTIVE STUDY DICTIONARY OF ENGLISH. 5TH EDITION. EDITORIAL PEARSON LONGMAN. O DICCIONARIO MACMILLAN POCKET. BILINGÜE. EDITORIAL MACMILLAN. O COLLINS COBUILD PHRASAL VERBS DICTIONARY. EDITORIAL HARPER COLLINS. EXPRESIÓN ESCRITA O SUCCESSFUL WRITING UPPER-INTERMEDIATE. EVANS, V. EDITORIAL EXPRESS PUBLISHING. 10.3.1 NIVEL AVANZADO 1  Obligatorio: Speakout Upper Intermediate – Flexi Course Book 1 Second Edition. F. Eales / S. Oakes. (Pearson). Student’s book with Workbook.  Opcional: MYGRAMMARLAB, Intermediate. 10.3.1.A TEMPORALIZACIÓN ORIENTATIVA  1er cuatrimestre: 13 septiembre – 22 enero Unidad 1: 13 septiembre - 17 octubre Unidad 2: 18 octubre – 23 noviembre Unidad 3: 27 noviembre – 16 enero  Información de la evaluación de progreso del 1er cuatrimestre: 18 y 22 de enero.

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 2º cuatrimestre: 23 enero – 24 mayo Unidad 4: 23 enero – 28 febrero Unidad 5: 1 marzo – 11 abril

   

Información de la evaluación de progreso del 2do cuatrimestre: 23 y 24 de abril. Repaso para la certificación: del 12 abril al 2 de mayo. Días para las pruebas de la evaluación final de aprovechamiento: del 7 al 22 de mayo. Información a los alumnos: 23 y 24 de mayo.

10.3.1.B UNIDADES DIDÁCTICAS DEL NIVEL AVANZADO 1:  Speakout Upper Intermediate Flexi Course Book 1 Teaching Programme UNIT 1: NEW THINGS 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING  READ ABOUT INFORMAL CONVERSATIONS (TIME FOR A CHAT 1.1).  READ A WEB ARTICLE ABOUT TRYING SOMETHING NEW (TRY SOMETHING NEW 1.2).  READ ADVERTS (I’D LIKE TO ENQUIRE 1.3).

LISTENING/DVD  UNDERSTAND INFORMAL CONVERSATIONS (TIME FOR A CHAT 1.1).  HANDLE PHONE ENQUIRIES (I’D LIKE TO ENQUIRE 1.3).  WATCH A BBC DOCUMENTARY ABOUT ADVENTURES (GREAT EXPERIENCES 1.4).

SPEAKING    

HAVE INTERESTING CONVERSATIONS (TIME FOR A CHAT 1.1). TALK ABOUT NEW EXPERIENCES (TRY SOMETHING NEW 1.2). MAKE PHONE ENQUIRIES (I’D LIKE TO ENQUIRE 1.3). RECOMMEND AN EXPERIENCE (GREAT EXPERIENCES 1.4).

WRITING  WRITE AN ADVICE FORUM MESSAGE, EDITING FOR ACCURACY (TIME FOR A CHAT 1.1).  WRITE A FORUM ENTRY (GREAT EXPERIENCES 1.4).

KNOWLEDGE OF THE LANGUAGE A LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURE AND LINGUISTIC CONTENT OF THE UNIT  DIRECT AND INDIRECT QUESTIONS (TIME FOR A CHAT 1.1).  PRESENT PERFECT (TRY SOMETHING NEW 1.2).  POLITE ENQUIRIES (I’D LIKE TO ENQUIRE 1.3).

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TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC    

PERSONALITY (TIME FOR A CHAT 1.1). FEELINGS (TRY SOMETHING NEW 1.2). WORD BUILDING: NOUNS (TRY SOMETHING NEW 1.2). ADVERTS (I’D LIKE TO ENQUIRE 1.3).

C PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATION, SUCH AS RHYTHM, STRESS AND INTONATION:    

SENTENCE STRESS (TIME FOR A CHAT 1.1). WORD STRESS (TRY SOMETHING NEW 1.2). CONNECTED SPEECH (TRY SOMETHING NEW 1.2). POLITE INTONATION (I’D LIKE TO ENQUIRE 1.3).

2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

KEY COMPETENCES

COMPREHENSION STRATEGIES:  1.1 ACTIVATION OF LANGUAGE DISCUSSING SOME QUESTIONS BEFORE TO LISTEN.

1.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 8.  1.4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME IDEAS TO ACTIVATE LANGUAGE AND KNOWLEDGE (DVD PREVIEW). SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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 1.1 IDENTIFY INFORMATION ABOUT PEOPLE PERSONALITY AND HOW TO HAVE A NICE CONVERSATION. O 1.2 LEARN ABOUT FEELINGS AND NEW THINGS TO TRY. O 1.3 LEARN ABOUT ADVERTS AND ENQUIRES. O 1.4 IDENTIFY INFORMATION ABOUT GREAT EXPERIENCES.

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O 1.2 LISTEN TO PEOPLE AT A CONVERSATION MEETING, TALKING ABOUT DIFFERENT TOPICS AND COMPLETE SOME EXERCISES, P. 8, EJS. 2. O 1.3 FUNCTION: LISTEN TO PHONE CONVERSATIONS AND COMPLETE SOME ACTIVITIES AND ANSWER SOME QUESTION, P.14. EJS 2 AND 3.  1.3 LEARN TO, LISTEN AND UNDERSTAND HOW TO MANAGE ENQUIRIES, P. 15, EJS. 4 AND 5. O 1.4 GREAT EXPERIENCES: WATCH A BBC DOCUMENTARY ABOUT ADVENTURES AND THINGS TO DO BEFORE YOU DIE, AND UNDERSTAND THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW), P. 16. O 1.4 LISTEN TO SOMEONE DESCRIBING AN ACTIVITY AND COMPLETE SOME ACTIVITIES, P. 17, EJS 4B. O BBC INTERVIEWS (WHAT MAKES A GOOD FALTMATE?). WATCH A VIDEO THAT LOOKS AT THE TOPIC OF HOUSE OR FLATSHARING AND EXAMINES THE QUESTION OF WHAT MAKES A GOOD FLATMATE.

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UNIT VOCABULARY:  1.1 PERSONALITY, P. 8, EJS 3.  1.2 FEELINGS, P. 11, EJS. 1 TO 3.  1.2 WORD BUILDING: NOUNS, P. 13 EJS. 10 AND 11.  1.3 ADVERTS P. 14, EJS 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  1.1 DIRECT AND INDIRECT QUESTIONS, P. 9, EJS. 4 TO 7.  1.2 PRESENT PERFECT, P.12, EJS. 6 TO 8.  1.3 POLITE ENQUIRIES, P.14; EJS. 2 AND 3.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:

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 1.1 SENTENCE STRESS, P. 9, EJS. 6A.  1.2 WORD STRESS, P. 11, EJS. 1E.  1.2 CONNECTED SPEECH, P.13, EJ. 7A.  1.3 POLITE INTONATION, P, 14, EJ. 2C. CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  1.3 LEARN TO; LEARN TO MANAGE ENQUIRIES, P. 15, EJS. 4 AND 5.  1.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS FOR MAKING RECOMMENDATIONS TO PEOPLE ABOUT EXPERIENCES AND ACTIVITIES (KEYPHRASES), P. 17. CLC, LL, CMST, SCC, SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES.  Demonstrate understanding of other social and cultural situations.  1.1 IDENTIFY INFORMATION ABOUT PEOPLE PERSONALITY AND HOW TO HAVE A NICE CONVERSATION. O 1.2 LEARN ABOUT FEELINGS AND NEW THINGS TO TRY. O 1.3 LEARN ABOUT ADVERTS AND ENQUIRES.  1.4 Identify information about great experiences.

COMMUNICATIVE FUNCTIONS

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 1.1 DISCUSS SOME QUESTIONS ABOUT HOW TO HAVE A NICE CONVERSATION, P. 8, EJS. 1.  1.1 ORAL INTERACTION DESCRIBING YOURSELF, P. 8, EJS. 3B.  1.1 ORAL INTERACTION HAVING AN INTERESTING CONVERSATION ABOUT A TOPIC THEY CHOOSE, P. 9, EJS. 8.  1.2 ORAL INTERACTION TELLING YOUR PARTNER ABOUT HOW YOU FEEL TRYING NEW THINGS AND HAVING NEW EXPERIENCES, P. 11, EJS. 3B  1.2 ORAL INTERACTION TALKING ABOUT NEW EXPERIENCES, P. 13, EJS. 9.  1.2 ORAL INTERACTION DOING A PERSONALITY QUIZ AND COMPARING THE ANSWERS, P. 13, EJS. 11.  1.3 FUNCTION: POLITE ENQUIRIES, P.14, EJS. 2 AND 3.

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 1.3 ROLE PLAY SOME SITUATIONS PRACTISING TO MAKE PHONE ENQUIRIES, P, 15, EJS 4 TO 7, AND PP. 158/160 (COMMUNICATIVE BANK).  1.4 ORAL INTERACTION DISCUSSING ABOUT THINGS THAT THEY ALWAYS WANTED TO TRY, P. 16, EJS. 1.  1.4 SPEAKOUT: LEARN AND PRACTICE HOW TO MAKE A RECOMMENDATION, P. 17, EJS. 4.

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  1.1 PERSONALITY, P. 8, EJS 3.  1.2 FEELINGS, P. 11, EJS. 1 TO 3.  1.2 WORD BUILDING: NOUNS, P. 13 EJS. 10 AND 11.  1.3 ADVERTS P. 14, EJS 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  1.1 DIRECT AND INDIRECT QUESTIONS, P. 9, EJS. 4 TO 7.  1.2 PRESENT PERFECT, P.12, EJS. 6 TO 8.  1.3 POLITE ENQUIRIES, P.14; EJS. 2 AND 3.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  1.1 SENTENCE STRESS, P. 9, EJS. 6A.  1.2 WORD STRESS, P. 11, EJS. 1E.  1.2 CONNECTED SPEECH, P.13, EJ. 7A.  1.3 POLITE INTONATION, P, 14, EJ. 2C. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  1.2 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; HOW DIFFERENT ACTIVITIES MAKE THEM FEEL.  1.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P.12.  1.2 IDENTIFICATION OF THE TEXT TYPE. P.12.  1.2 READING AND ANSWERING QUESTIONS ABOUT GENERAL AND SPECIFIC INFORMATION P.12.  1.4 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; THINGS TO TRY AND DO BEFORE DIE, P. 16, EJS. 2 (DVD PREVIEW).

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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 1.1 IDENTIFY INFORMATION ABOUT PEOPLE PERSONALITY AND HOW TO HAVE A NICE CONVERSATION.  1.2 LEARN ABOUT FEELINGS AND NEW THINGS TO TRY.  1.3 LEARN ABOUT ADVERTS AND ENQUIRES.  1.4 IDENTIFY INFORMATION ABOUT GREAT EXPERIENCES.

COMMUNICATIVE FUNCTIONS  1.1 READ A TEXT ABOUT A CONVERSATION EVENING (EAT, CHAT AND MAKE FRIENDS) AND DISCUSS SOME QUESTIONS, P.8, EJS. 1  1.1 READ THREE MESSAGES FROM A DISCUSSION FORUM AND DO

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 

   

SOME COMPREHENSIVE EXERCISES, P. 10, EJS. 9 TO 11. 1.2 READ SOME COMMENTS ABOUT HOW PEOPLE FEEL TRYING NEW THINGS AND EXPERIENCES, P. 11, EJS. 1A. 1.2 READ A WEB ARTICLE ABOUT BOUT TRYING SOMETHING NEW (30 DAYS TO A NEW LIFE), AND COMPLETE SOME ACTIVITIES, P. 12, EJS. 4 AND 5. 1.3 READ AND DO A PERSONALITY QUIZ, P. 13, EJS. 11A. 1.3 READ SOME ADVERTS AND COMPLETE SOME ACTIVITIES, P. 14, EJS. 1. 1.4 READ A PROGRAMME INFORMATION ABOUT ADVENTURES AND THINGS TO DO BEFORE YOU DIE (BBC), P. 16. 1.4 READ A FORUM ENTRY AND AN EXTRACT FROM ONE WRITER’S CONTRIBUTION TO A FORUM, AND ANSWER SOME QUESTIONS, P. 17, EJS. 5A.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  1.1 PERSONALITY, P. 8, EJS 3.  1.2 FEELINGS, P. 11, EJS. 1 TO 3.  1.2 WORD BUILDING: NOUNS, P. 13 EJS. 10 AND 11.  1.3 ADVERTS P. 14, EJS 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  1.1 QUESTION FORMS, SB P. 9, EJS. 4 AND 5.  1.2 REVIEW OF VERB TENSES, P.12, EJS. 5 AND 6.  1.3 TALKING ABOUT YOURSELF SB P. 15; EJS. 4, 5 AND 6. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

PRODUCTION STRATEGIES

CLC, CMST, LL, CSC

CLC, LL, SIE

CLC, LL, SIE

CLC, LL, SIE

 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT.  CHECK AND CORRECT MISTAKES.  LEARN WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS; LEARN TO EDIT FOR ACCURACY.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  1.1 LEARN HOW TO WRITE AN ADVICE FORUM MESSAGE.  1.1. LEARN ABOUT TEACHER’S CORRECTION CODES TO EDIT FOR ACCURACY.  1.4 IDENTIFY INFORMATION ABOUT GREAT EXPERIENCES.  1.4 LEARN HOW TO WRITE A FORUM ENTRY. COMMUNICATIVE FUNCTIONS  1.1 WRITE ABOUT THINGS THAT PEOPLE TALK WHEN THEY MEET FOR THE FIRST TIME, P. 8, EJS. 1A.  1.1 READ A FORUM QUESTION ASKING FOR ADVICE AND WRITE A REPLY, PRACTISING HOW TO EDIT FOR ACCURACY, P. 10, EJS. 9 TO 11.  1.2 WRITE NOTES OR COMMENTS ABOUT HOW YOU FEEL TRYING NEW THINGS AND HAVING NEW EXPERIENCES, P. 11, EJS. 3A.  1.4 WRITE A FORUM ENTRY MAKING SUGGESTIONS AND RECOMMENDATIONS ABOUT HOW TO MAKE A NEW EXPERIENCE OR TRY SOMETHING NEW, P.17, EJS 5

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HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  1.1 PERSONALITY, P. 8, EJS 3.  1.2 FEELINGS, P. 11, EJS. 1 TO 3.  1.2 WORD BUILDING: NOUNS, P. 13 EJS. 10 AND 11.  1.3 ADVERTS P. 14, EJS 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  1.1 DIRECT AND INDIRECT QUESTIONS, P. 9, EJS. 4 TO 7.  1.2 PRESENT PERFECT, P.12, EJS. 6 TO 8.  1.3 POLITE ENQUIRIES, P.14; EJS. 2 AND 3. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS

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WORKBOOK  ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (WHAT MAKES A GOOD FLATMATE?) STUDENT’S BOOK  LANGUAGE BANK; LB1; GRAMMAR AND PRACTICE. PP.128129  VOCABULARY BANK; VB1, P. 148.  COMMUNICATION BANK; CB1 PP,158 TO 163 TEACHER’S BOOK  PROJECT UNIT 1  OPTIONAL EXTRA ACTIVITIES UNIT 1  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK,

UNIT 1: HAPPY FLAT MATES UNIT 1: HOW DO I FEEL? UNIT 1: GOOD COP, BAD COP UNIT 1: TALK ABOUT… UNIT 1: HOW CAN I HELP YOU? MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

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ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 1, P. 18.  WB, COMPLETION OF THE EXERCISES , UNIT 1  WB, REVIEW 1.

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SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS  MID-AND END OF COURSE TESTS UNIT 2: ISSUES 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING  READ AN ARTICLE ABOUT SMALL ACTIONS WITH BIG RESULTS (MAKING A DIFFERENCE 2.1).  READ A LETTER OF COMPLAINT (YOU’RE BEING WATCHED 2.2).  READ NEWSPAPER EXTRACTS (GOOD POINT! 2.3).

LISTENING/DVD  LISTEN TO OPINIONS ABOUT SURVEILLANCE (YOU’RE BEING WATCHED 2.2).  LISTEN TO PEOPLE DISCUSS ISSUES (GOOD POINT! 2.3).  WATCH A BBC PROGRAMME ABOUT CHANGES IN WORKING PATTERNS (A QUIET REVOLUTION 2.4).

SPEAKING    

TALK ABOUT DIFFERENT ISSUES (MAKING A DIFFERENCE 2.1). DISCUSS SURVEILLANCE (YOU’RE BEING WATCHED 2.2). GIVE AND RESPOND TO OPINIONS, SUPPORTING YOUR VIEWPOINT (GOOD POINT! 2.3). GIVE A PRESENTATION ABOUT TRADITIONAL GENDER ROLES (A QUIET REVOLUTION 2.4).

WRITING  WRITE A LETTER OF COMPLAINT, USING FORMAL WRITTEN LANGUAGE (MAKING A DIFFERENCE 2.1).  WRITE NOTES FOR A PRESENTATION (A QUIET REVOLUTION 2.4).

KNOWLEDGE OF THE LANGUAGE A LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURE AND LINGUISTIC CONTENT OF THE UNIT 179

PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

 PRESENT PERFECT SIMPLE AND CONTINUOUS (MAKING A DIFFERENCE 2.1).  THE PASSIVE (YOU’RE BEING WATCHED 2.2).  OPINIONS (GOOD POINT! 2.3).

B VOCABULARY TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC  ISSUES/VERBS AND NOUNS WITH THE SAME FORM (MAKING A DIFFERENCE 2.1).  SURVEILLANCE (YOU’RE BEING WATCHED 2.2).  OPINION ADJECTIVES (GOOD POINT! 2.3).

C PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATION, SUCH AS RHYTHM, STRESS AND INTONATION:  WORD STRESS/WEAK FORMS (MAKING A DIFFERENCE 2.1).  SENTENCE STRESS PATTERNS (YOU’RE BEING WATCHED 2.2).  INTONATION FOR PARTIALLY AGREEING (GOOD 2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

POINT! 2.3). KEY COMPETENCES

COMPREHENSION STRATEGIES:  2.1 ACTIVATION OF PREVIOUS KNOWLEDGE TALKING ABOUT SOCIAL ISSUES.  2.1 ACTIVATION OF LANGUAGE ABOUT SURVEILLANCE.

2.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES.  2.4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME IDEAS TO ACTIVATE LANGUAGE AND KNOWLEDGE (DVD PREVIEW). P. 24. SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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O 2.1 IDENTIFY INFORMATION ABOUT SOCIAL ISSUES. O 2.2. IDENTIFY INFORMATION AND REFLECT ABOUT SURVEILLANCE AND CRIME PREVENTION. O 2.3 LEARN HOW TO GIVE AN OPINION. O 2.4 IDENTIFY INFORMATION AND REFLECT ABOUT GENDER ROLES AND CHANGES IN WORKING PATTERNS.

COMMUNICATIVE FUNCTIONS O 2.2 LISTEN TO TWO PEOPLE DISCUSSING TYPES OF SURVEILLANCE TECHNOLOGY AND COMPLETE A TABLE AND OTHER EXERCISES, P. 23, EJS. 2.  2.3 FUNCTION. LISTEN TO THREE CONVERSATIONS GIVING OPINIONS AND SHOWING AGREEMENT AND DISAGREEMENT, P. 26 EJS. 2 TO 4.  2.3 LEARN TO. LISTEN TO PEOPLE SUPPORTING THEIR VIEWPOINTS, P. 27. O 2.4 A QUIET REVOLUTION: WATCH A BBC PROGRAMME ABOUT CHANGES IN WORKING PATTERNS AND UNDERSTAND THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW), P. 28 EJS 3. O 2.4 LISTEN TO TWO PEOPLE GIVING A PRESENTATION ABOUT THE PROS

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O

AND CONS OF TRADITIONAL GENDER ROLES, P. 29, EJS. 4B. BBC INTERVIEWS (DOES MONEY MAKE YOU HAPPY?). WATCH A VIDEO THAT ENCOURAGES TO REFLECT ON AND DISCUSS HOW MUCH MONEY CONTRIBUTES TO OUR HAPPINESS.

HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:  2.1 ISSUES, P. 20, EJS 1 AND 2.  2.1 VERBS/NOUNS WITH THE SAME FORM, P. 22. EJS. 10 AND 11.  2.2 SURVEILLANCE, P. 24, EJS. 6.  2.3 OPINION ADJECTIVES, P. 27, EJS.7. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  2.1 PRESENT PERFECT SIMPLE AND CONTINUOUS, P. 21, EJS. 5 AND 6.  2.2 THE PASSIVE, P.24, EJ. 3.  2.3 OPINIONS, P. 26, EJS. 2 TO 4.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:

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 2.1 WORD STRESS, P. 20 EJ. 2B.  2.1 WEAK FORMS; P. 21, EJ. 6A.  2.2 SENTENCE STRESS PATTERNS, P. 24, EJ. 4.  2.3 INTONATION FOR PARTIALLY AGREEING, P.26, EJ. 3B. CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE: BRAINSTORM SOME OF THE BIGGEST PROBLEMS FACING THE WORLD.  PREDICTION OF THE SITUATIONS REFLECTED ON THE PHOTOS OF THE UNIT.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  ANTICIPATE AND REHEARSE HOW TO COMMUNICATE THE IMPORTANT POINTS  2.3 LEARN TO: LEARN TO GIVE SUPPORT TO YOUR VIEWPOINTS, P. 27.  2.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS FOR GIVING A JOINT PRESENTATION (A NARRATIVE), P. 29. CLC, LL, SCC, CAE SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES.  Demonstrate understanding of other social and cultural situations. O 2.1 IDENTIFY INFORMATION ABOUT SOCIAL ISSUES. O 2.2. IDENTIFY INFORMATION AND REFLECT ABOUT SURVEILLANCE AND CRIME PREVENTION. O 2.3 LEARN HOW TO GIVE AN OPINION.  2.4 Identify information and reflect about gender roles and changes in working patterns.

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COMMUNICATIVE FUNCTIONS

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 2.1 TALK ABOUT DIFFERENT ISSUES, PRESENTING THE IDEAS TO WON A PRIZE, P. 22, EJS. 8 AND 9.  2.1 ORAL INTERACTION DOING A QUIZ RELATED WITH THE UNIT TOPIC, P. 22, EJS. 11.  2.2 ORAL INTERACTION GIVING OPINION ABOUT SURVEILLANCE, P. 23, EJS. 2C.  2.2 ROLE-PLAY A MEETING DISCUSSING ABOUT POLICE SURVEILLANCE AND CRIME PREVENTION, P. 25, EJS. 6.  2.3 FUNCTION. GIVING OPINIONS, P.26, EJS. 2 TO 4.  2.3 LEARN TO: PRACTISE HOW TO SUPPORT YOUR VIEWPOINTS USING SPECIFIC ADJECTIVES TO GET YOUR EXACT POINT ACROSS, P. 27.  2.3 DISCUSS SOME STATEMENTS GIVING REASONS FOR YOUR OPINIONS, SHOWING AGREEMENT OR DISAGREEMENT, P. 27, EJS. 8  2.4 DISCUSS SOME QUESTIONS ABOUT TRADITIONAL GENDER ROLES IN THEIR COUNTRIES, P. 28, EJS. 1.  2.4 SPEAKOUT: PRACTICE HOW TO DO A JOINT PRESENTATION ON THE PROS AND CONS OF ONE TOPIC, P. 29.EJS 4 AND 5.

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  2.1 ISSUES, P. 20, EJS 1 AND 2.  2.1 VERBS/NOUNS WITH THE SAME FORM, P. 22. EJS. 10 AND 11.  2.2 SURVEILLANCE, P. 24, EJS. 6.  2.3 OPINION ADJECTIVES, P. 27, EJS.7. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  2.1 PRESENT PERFECT SIMPLE AND CONTINUOUS, P. 21, EJS. 5 AND 6.  2.2 THE PASSIVE, P.24, EJ. 3.  2.3 OPINIONS, P. 26, EJS. 2 TO 4.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  2.1 WORD STRESS, P. 20 EJ. 2B.  2.1 WEAK FORMS; P. 21, EJ. 6A.  2.2 SENTENCE STRESS PATTERNS, P. 24, EJ. 4.  2.3 INTONATION FOR PARTIALLY AGREEING, P.26, EJ. 3B. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  2.1 CHECKING UNDERSTANDING ABOUT VOCABULARY AND CONCEPTS.  2.1 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC, SOCIAL ISSUES.  2.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 20.  2.1 IDENTIFICATION OF THE TEXT TYPE (AN ARTICLE), P. 20.  2.1 READING AND ANSWERING QUESTIONS ABOUT GENERAL AND SPECIFIC INFORMATION PP. 20 AND 21 EJS. 3 AND 4.  2.3 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; CHANGES IN

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WORKING PATTERNS AND GENDER ROLES, (DVD PREVIEW).

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

CLC, LL, SCC, CAE

 2.1 IDENTIFY INFORMATION ABOUT SOCIAL ISSUES.  2.2. IDENTIFY INFORMATION AND REFLECT ABOUT SURVEILLANCE AND CRIME PREVENTION.  2.3 LEARN HOW TO GIVE AN OPINION.  2.4 IDENTIFY INFORMATION AND REFLECT ABOUT GENDER ROLES AND CHANGES IN WORKING PATTERNS.

COMMUNICATIVE FUNCTIONS  2.2 READ AN ARTICLE ABOUT SMALL ACTIONS WITH BIG RESULTS (LOCAL HEROES) AND COMPLETE SOME ACTIVITIES, PP. 20 AND 21, EJS. 3 AND 4.  2.2 READ A TEXT ABOUT MICROCHIPS (MICROCHIPS ARE EVERYWHERE…) AND COMPLETE SOME ACTIVITIES, P. 24, EJS. 5.  2.2 READ A SMALL ARTICLE ABOUT SURVEILLANCE AND CRIME PREVENTION (POLICE INSTALL TOWN-WIDE SURVEILLANCE) AND DISCUSS SOME QUESTIONS, P. 24, EJS. 6.  2.2 READ A LETTER OF COMPLAINT AND FINISH SOME EXERCISES, P. 25, EJS. 7.  2.3 READ SOME NEWSPAPER EXTRACT AND DISCUSS SOME QUESTIONS, P.26. EJ 1  2.4 READ A PROGRAMME INFORMATION ABOUT A QUIET REVOLUTION AND CHANGES IN WORKING PATTERNS BETWEEN MEN AND WOMEN. (BBC), P. 28, EJS. 2.  2.4 READ SOME NOTES FOR A PRESENTATION, P. 29, EJS. 6A.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  2.1 ISSUES, P. 20, EJS 1 AND 2.  2.1 VERBS/NOUNS WITH THE SAME FORM, P. 22. EJS. 10 AND 11.  2.2 SURVEILLANCE, P. 24, EJS. 6.  2.3 OPINION ADJECTIVES, P. 27, EJS.7. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  2.1 PRESENT PERFECT SIMPLE AND CONTINUOUS, P. 21, EJS. 5 AND 6.  2.2 THE PASSIVE, P.24, EJ. 3.  2.3 OPINIONS, P. 26, EJS. 2 TO 4. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

PRODUCTION STRATEGIES

CLC, CMST, LL, SCC, SIE

CLC, LL, SCC

CLC, LL, SIE

CLC, LL, SIE

CLC, LL, SIE

 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  LEARN WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS; LEARN TO USE FORMAL WRITTEN LANGUAGE.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT: A FORMAL LETTER OF COMPLAINT.  CHECK AND CORRECT MISTAKES; GRAMMAR, SPELLING AND PUNCTUATION.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  2.4 LEARN TO WRITE A LETTER OF COMPLAINT.  2.4 LEARN TO WRITE NOTES FOR A PRESENTATION.  2.4 IDENTIFY INFORMATION AND REFLECT ABOUT GENDER ROLES AND

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CHANGES IN WORKING PATTERNS.

COMMUNICATIVE FUNCTIONS

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 2.2 COMPLETE A TABLE WITH INFORMATION, P. 23. EJS. 2.  2.2 WRITE A LETTER OF COMPLAINT, P. 25  2.3 WRITE NOTES ABOUT REASONS PEOPLE GIVES FOR THEIR OPINIONS, P. 26, EJS. 2B.  2.4 WRITEBACK: LEARN AND PRACTICE HOW TO WRITE NOTES FOR A PRESENTATION; PROS AND CONS ABOUT A TOPIC, P. 29, EJS. 6.

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  2.1 ISSUES, P. 20, EJS 1 AND 2.  2.1 VERBS/NOUNS WITH THE SAME FORM, P. 22. EJS. 10 AND 11.  2.2 SURVEILLANCE, P. 24, EJS. 6.  2.3 OPINION ADJECTIVES, P. 27, EJS.7. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  2.1 PRESENT PERFECT SIMPLE AND CONTINUOUS, P. 21, EJS. 5 AND 6.  2.2 THE PASSIVE, P.24, EJ. 3.  2.3 OPINIONS, P. 26, EJS. 2 TO 4. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS WORKBOOK

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 ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (DOES MONEY MAKE YOU HAPPY?) STUDENT’S BOOK  LANGUAGE BANK; LB2; GRAMMAR AND PRACTICE. PP.130131  VOCABULARY BANK; VB2, P. 149.  COMMUNICATION BANK; CB PP.158 TO 163. TEACHER’S BOOK  PROJECT UNIT 2  OPTIONAL EXTRA ACTIVITIES UNIT 2  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK,

UNIT 2: SCRAMBLED ISSUES 184

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UNIT UNIT UNIT UNIT

2: 2: 2: 2:

YOU’RE ON CAMERA IT’S A PERFECT WORLD A BRIEF HISTORY OF ENERGY DRINKS BIG ISSUES

MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 2, P. 30  WB, COMPLETION OF THE EXERCISES , UNIT 2  WB, REVIEW 2

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SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS  MID-AND END OF COURSE TESTS UNIT 3: STORIES 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING    

READ READ READ READ

STORIES WITH A MORAL (AND THE MORAL IS… 3.1). A HUMOROUS STORY ABOUT A SAYING (AND THE MORAL IS… 3.1). ABOUT THE LIFE OF AN EXTRAORDINARY WOMAN (A LIFE IN SIX WORDS 3.2). THE SUMMARY OF A BOOK (IT’S A GREAT READ 3.3).

LISTENING/DVD  LISTEN TO A BBC DOCUMENTARY ABOUT VERY SHORT STORIES (A LIFE IN SIX WORDS 3.2).  LISTEN TO PEOPLE RECOMMENDING BOOKS (I’D LIKE TO ENQUIRE 1.3).  WATCH A BBC DRAMA (TESS 3.4).

SPEAKING    

TELL ANECDOTES (AND THE MORAL IS… 3.1). TALK ABOUT LIFE STORIES (A LIFE IN SIX WORDS 3.2). TALK ABOUT YOUR READING: SUMMARISE A PLOT (IT’S A GREAT READ 3.3). DESCRIBE A TV/FILM SCENE (TESS 3.4).

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 WRITE A NARRATIVE USING ADVERBS (AND THE MORAL IS… 3.1).  DESCRIBE A TV/FILM SCENE (TESS 3.4).

KNOWLEDGE OF THE LANGUAGE A. LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURE AND LINGUISTIC CONTENT OF THE UNIT  NARRATIVE TENSES (AND THE MORAL IS… 3.1).  I WISH, IF ONLY (A LIFE IN SIX WORDS 3.2).  EXPRESSING LIKES AND DISLIKES (IT’S A GREAT READ 3.3).

B VOCABULARY TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC    

SAYINGS (AND THE MORAL IS… 3.1). ADJECTIVES FOR STORIES (A LIFE IN SIX WORDS 3.2). MULTI-WORD VERBS (A LIFE IN SIX WORDS 3.2). READING GENRES (IT’S A GREAT READ 3.3).

C PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATION, SUCH AS RHYTHM, STRESS AND INTONATION:  WEAK FORMS, AUXILIARIES (AND THE MORAL IS… 3.1).  SENTENCE STRESS (A LIFE IN SIX WORDS 3.2).  SENTENCE STRESS (IT’S A GREAT READ 3.3). 2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES COMPREHENSION STRATEGIES:  3.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 35.  3.2 ACTIVATION OF LANGUAGE AND KNOWLEDGE DISCUSSING SOME QUESTIONS BEFORE TO LISTEN, P. 35. EJS. 2.  3.4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME IDEAS TO ACTIVATE LANGUAGE AND KNOWLEDGE (DVD PREVIEW).

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

KEY COMPETENCES

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O 3.1 LEARN AND REFLECT ABOUT MORAL IN STORIES, DRAMAS AND SAYINGS. O 3.2 IDENTIFY INFORMATION ABOUT THE AMERICAN AUTHOR ERNEST HEMINGWAY AND ABOUT MAYA ANGELOU; AN AFRICAN-AMERICAN WRITER AND ACTRESS. O 3.3 IDENTIFY INFORMATION ABOUT READING GENRES. O 3.4. IDENTIFY INFORMATION ABOUT A DRAMA: TESS OF THE D’URBERVILLES.

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COMMUNICATIVE FUNCTIONS

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O 3.2 LISTEN TO A BBC RADIO PROGRAMME ABOUT VERY SHORT STORIES, P. 35, EJS. 2.  3.3 FUNCTION. LISTEN TO A CONVERSATION EXPRESSING LIKES AND DISLIKES AND COMPLETE A TABLE, P. 38, EJS. 3.:

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O 3.4 TESS: WATCH A BBC DRAMA ABOUT A WOMAN; TESS OF THE

O

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D’URBERVILLES AND UNDERSTAND THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW), P. 40. BBC INTERVIEWS (WHAT WAS THE LAST BOOK YOU READ?). WATCH A VIDEO THAT LOOKS AT THE TOPIC OF WHAT PEOPLE LIKE READING.

HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:  3.1 SAYINGS P. 33, EJS. 6.  3.2 ADJECTIVES FOR STORIES, P. 35, EJS. 1.  3.2 MULTI-WORD VERBS, P. 37, EJS. 6 AND 7.  3.3 READING GENRES P. 38, EJS 1 AND 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  3.1 NARRATIVE TENSES P. 32 AND 33, EJS. 3 TO 5.  3.2 I WISH, IF ONLY, P.36, EJS. 3 AND 4.  3.3 EXPRESSING LIKES AND DISLIKES, PP. 38 AND 39, EJS. 3 TO 5.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:

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 3.1 WEAK FORMS, AUXILIARIES P. 32, EJ.4A.  3.2 SENTENCE STRESS, P. 36, EJ. 3D.  3.3 SENTENCE STRESS, P.39, EJ. 4C. CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE.  PREDICTION OF THE SITUATIONS REFLECTED ON THE PHOTOS OF THE UNIT.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  ANTICIPATE AND REHEARSE HOW TO COMMUNICATE THE IMPORTANT POINTS  3.3 LEARN TO: SUMMARISE A PLOT.  3.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS TO DESCRIBE A FAVOURITE SCENE IN A TV PROGRAMME (KEYPHRASES), P. 41. CLC, LL, SCC, CAE SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS O O

O

O

3.1 LEARN AND REFLECT ABOUT MORAL IN STORIES, DRAMAS AND SAYINGS. 3.2 IDENTIFY INFORMATION ABOUT THE AMERICAN AUTHOR ERNEST HEMINGWAY AND ABOUT MAYA ANGELOU; AN AFRICAN-AMERICAN WRITER AND ACTRESS. 3.3 IDENTIFY INFORMATION ABOUT READING GENRES. 3.4. IDENTIFY INFORMATION ABOUT A DRAMA: TESS OF THE D’URBERVILLES.

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COMMUNICATIVE FUNCTIONS  3.1 DISCUSS ABOUT THE MORAL OF TWO STORIES, P. 32, EJS. 2  3.1 TALK ABOUT EXPERIENCES AND TELL ANECDOTES IN YOUR LIFE THAT ILLUSTRATES ONE SAYING, P. 34, EJS. 7.  3.2 DISCUSS AND GIVE OPINION ABOUT SOME STORIES, P. 35, EJS. 2D.  3.2 TELL A SIX WORD STORY ABOUT AN ASPECT OF THEIR LIFE OR THE LIFE OF SOMEONE FAMOUS, P. 36, EJS. 5.  3.2 TALK ABOUT LIFE STORIES, P. 37, EJS. 8.  3.3 FUNCTION. EXPRESSING LIKES AND DISLIKES PP. 38 AND 39, EJS. 3 TO 5..  3.3 LEARN TO: SUMMARISE A PLOT, P. 39, EJS. 6.  3.3 TALK ABOUT A READING OR A FILM ADAPTED FROM A BOOK AND EXPRESS LIKES AND DISLIKES, P. 39, EJS. 7,  3.4 ORAL INTERACTION DISCUSSING SOME QUESTIONS ABOUT A DRAMA; TESS OF THE D’URBERVILLES, P. 40. EJS. 2C.  3.4 SPEAKOUT: LEARN AND PRACTICE ABOUT HOW TO TELL ABOUT A FAVOURITE TV/FILM SCENE, P. 41, EJS. 3.

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  3.1 SAYINGS P. 33, EJS. 6.  3.2 ADJECTIVES FOR STORIES, P. 35, EJS. 1.  3.2 MULTI-WORD VERBS, P. 37, EJS. 6 AND 7.  3.3 READING GENRES P. 38, EJS 1 AND 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  3.1 NARRATIVE TENSES P. 32 AND 33, EJS. 3 TO 5.  3.2 I WISH, IF ONLY, P.36, EJS. 3 AND 4.  3.3 EXPRESSING LIKES AND DISLIKES, PP. 38 AND 39, EJS. 3 TO 5.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  3.1 WEAK FORMS, AUXILIARIES P. 32, EJ.4A.  3.2 SENTENCE STRESS, P. 36, EJ. 3D.  3.3 SENTENCE STRESS, P.39, EJ. 4C. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  3.1 ACTIVATION OF LANGUAGE GUESSING THE MEANINGS OF SOME WORDS, P.32.  3.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, PP. 32 AND 33.  3.1 IDENTIFICATION OF THE TEXT TYPE (A STORY), PP. 32 AND 33.  3.1 READING AND ANSWERING QUESTIONS ABOUT GENERAL AND SPECIFIC INFORMATION P. 32. EJS. 1 AND 2.  3.4 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; TESS, A 19TH CENTURY NOVEL (DVD PREVIEW).

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  3.1 LEARN AND REFLECT ABOUT MORAL IN STORIES, DRAMAS AND SAYINGS.  3.2 IDENTIFY INFORMATION ABOUT THE AMERICAN AUTHOR ERNEST HEMINGWAY AND ABOUT MAYA ANGELOU AN AFRICAN-AMERICAN

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WRITER AND ACTRESS.  3.3 IDENTIFY INFORMATION ABOUT READING GENRES.  3.4. IDENTIFY INFORMATION ABOUT A DRAMA: TESS OF THE D’URBERVILLES.

COMMUNICATIVE FUNCTIONS

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 3.1 READ THE TITLE AND LOOK AT THE PICTURES OF TWO STORIES AND FINISH SOME EXERCISES, PP. 32 AND 33, EJS. 1.  3.1 READ THE TWO STORIES (PERFORMANCE OF A LIFETIME?, AND IT PAYS TO BE HONES) AND COMPLETE SOME ACTIVITIES, PP. 32 AND 33, EJS. 1 AND 2.  3.1 READ A STORY (NOTHING VENTURED…) AND COMPLETE SOME EXERCISES, P. 34, EJS. 8 TO 10.  3.2 READ A TEXT ABOUT THE AMERICAN AUTHOR ERNEST HEMINGWAY (A LIFE IN SIX WORDS), P. 35, EJS. 2A.  3.2 READ A TEXT ABOUT MAYA ANGELOU AN AFRICAN-AMERICAN WRITER AND ACTRESS AND COMPLETE SOME ACTIVITIES, P. 37, EJS. 7.  3.4 READ A PROGRAMME INFORMATION ABOUT A DRAMA; TESS OF THE D’URBERVILLES (BBC), P. 40. ES. 1.  3.4 READ A DESCRIPTION OF A SCENE (MY FAVOURITE FILM MOMENT) AND COMPLETE SOME ACTIVITIES, P. 41, EJS. 4.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  3.1 SAYINGS P. 33, EJS. 6.  3.2 ADJECTIVES FOR STORIES, P. 35, EJS. 1.  3.2 MULTI-WORD VERBS, P. 37, EJS. 6 AND 7.  3.3 READING GENRES P. 38, EJS 1 AND 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  3.1 NARRATIVE TENSES P. 32 AND 33, EJS. 3 TO 5.  3.2 I WISH, IF ONLY, P.36, EJS. 3 AND 4.  3.3 EXPRESSING LIKES AND DISLIKES, PP. 38 AND 39, EJS. 3 TO 5. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

PRODUCTION STRATEGIES

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 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  LEARN WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS; LEARN TO WRITE A STORY.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT.  CHECK AND CORRECT MISTAKES; ACCURACY OF VERB FORMS; USE OF ADVERBS OF MANNER, ATTITUDE AND TIME; SPELLING AND PUNCTUATION.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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O 3.1 LEARN AND REFLECT ABOUT MORAL IN STORIES, DRAMAS AND SAYINGS. O 3.3 IDENTIFY INFORMATION ABOUT READING GENRES.  3.4. IDENTIFY INFORMATION ABOUT A DRAMA: TESS OF THE D’URBERVILLES.  3.1 LEARN HOW TO WRITE A STORY.

COMMUNICATIVE FUNCTIONS

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3.1 COMPLETE A STORY, P. 33, EJS. 5A. 3.1 WRITE A STORY FOR A MAGAZINE, P. 34, EJS. 10. 3.2 WRITE NOTES ABOUT LIFE STORIES, P. 37, EJS. 8A. 3.3 LISTEN TO A CONVERSATION AND MAKE NOTES ABOUT IT, P. 38, EJS. 3.  3.4 WRITEBACK: LEARN HOW TO WRITE A DESCRIPTION OF A SCENE OF A FAVOURITE TV/FILM P. 41, EJS. 4    

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  3.1 SAYINGS P. 33, EJS. 6.  3.2 ADJECTIVES FOR STORIES, P. 35, EJS. 1.  3.2 MULTI-WORD VERBS, P. 37, EJS. 6 AND 7.  3.3 READING GENRES P. 38, EJS 1 AND 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  3.1 NARRATIVE TENSES P. 32 AND 33, EJS. 3 TO 5.  3.2 I WISH, IF ONLY, P.36, EJS. 3 AND 4.  3.3 EXPRESSING LIKES AND DISLIKES, PP. 38 AND 39, EJS. 3 TO 5. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS  ALTERNATIVE APPROACH

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WORKBOOK  ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (WHAT WAS THE LAST BOOK YOU READ?). STUDENT’S BOOK  LANGUAGE BANK; LB3; GRAMMAR AND PRACTICE. PP.132133  VOCABULARY BANK; VB3, P. 150.  COMMUNICATION BANK; CB PP.158 TO 163. TEACHER’S BOOK  PROJECT UNIT 3  OPTIONAL EXTRA ACTIVITIES UNIT 3  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK,

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UNIT UNIT UNIT UNIT UNIT

3: 3: 3: 3: 3:

WHAT’S MY SAYING? CHANGE IT! PAST CONSEQUENCES SPIRALLING REGRET LITERARY CRITICS

MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 3, P. 42.  WB, COMPLETION OF THE EXERCISES , UNIT 3  WB, REVIEW 3 SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS

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 MID-AND END OF COURSE TESTS UNIT 4: DOWNTIME 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING  READ ABOUT HOW OUR FREE TIME IS CHANGING (OUT OF TIME 4.1).  READ AN OPINION ESSAY (OUT OF TIME 4.1).  READ ABOUT UNUSUAL HOLIDAYS (GREAT GATEWAYS 4.2).

LISTENING/DVD  LISTEN TO PEOPLE TALK ABOUT HOLIDAYS (GREAT GATEWAYS 4.2).  LISTEN TO PEOPLE DESCRIBING TV GAME SHOWS (HOW DOES IT WORK? 4.3).  WATCH A BBC PROGRAMME ABOUT HAPPINESS (THE HAPPINESS FORMULA 4.4).

SPEAKING  DISCUSS HOW YOU USE YOUR TIME (OUT OF TIME 4.1).  PLAN AN ALTERNATIVE HOLIDAY (GREAT GATEWAYS 4.2).  DESCRIBE PROCEDURES USING MIRROR QUESTIONS (HOW DOES IT WORK? 4.3).

WRITING  WRITE AN OPINION ESSAY, USING LINKERS (OUT OF TIME 4.1).  WRITE YOUR TOP TIPS FOR HOW TO BE HAPPY (THE HAPPINESS FORMULA 4.4).

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KNOWLEDGE OF THE LANGUAGE A LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURE AND LINGUISTIC CONTENT OF THE UNIT  PRESENT AND PAST HABITS (OUT OF TIME 4.1).  FUTURE FORMS (GREAT GATEWAYS 4.2).  DESCRIBING PROCEDURES (HOW DOES IT WORK? 4.3).

B VOCABULARY TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC    

FREE TIME (OUT OF TIME 4.1). POSITIVE ADJECTIVES (GREAT GATEWAYS 4.2). UNCOUNTABLE AND PLURAL NOUNS (GREAT GATEWAYS 4.2). ABILITIES (HOW DOES IT WORK? 4.3).

C PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATION, SUCH AS RHYTHM, STRESS AND INTONATION:    

CONNECTED SPEECH CONTRACTIONS (OUT OF TIME 4.1). WORD STRESS (GREAT GATEWAYS 4.2). CONNECTED SPEECH (GREAT GATEWAYS 4.2). STRESS AND INTONATION: MIRROR QUESTIONS (HOW DOES IT WORK? 4.3).

2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

KEY COMPETENCES

COMPREHENSION STRATEGIES:  4.2 ACTIVATION OF PREVIOUS KNOWLEDGE, TALKING ABOUT HOLIDAYS.

4.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 47.  4.4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME IDEAS TO ACTIVATE LANGUAGE AND KNOWLEDGE (DVD PREVIEW). SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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O 4.1 IDENTIFY INFORMATION ABOUT FREE TIME AND CHANGING HABITS. O 4.2 IDENTIFY INFORMATION ABOUT HOLIDAYS AND PLACES TO GO. O 4.3 LEARN ABOUT PEOPLE ABILITIES.

4.4 IDENTIFY INFORMATION AND REFLECT ABOUT HAPPINESS. COMMUNICATIVE FUNCTIONS

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O 4.1 LISTEN TO THREE CONVERSATIONS TALKING ABOUT HOLIDAYS AND COMPLETE SOME ACTIVITIES, P. 47, EJS. 3.  4.3 FUNCTION: LISTEN TO THE DESCRIPTIONS OF SOME

SHOWS AND COMPLETE SOME ACTIVITIES, P, 50, EJS. 3B.

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O 4.4 THE HAPPINESS FORMULA: WATCH A BBC PROGRAMME ABOUT HAPPINESS, AND UNDERSTAND THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW), P. 52. O 4.4 LISTEN TO A MAN ANSWERING QUESTIONS ABOUT HAPPINESS AND COMPLETE SOME EXERCISES, P. 53, EJS. 4B AND 4C. O BBC INTERVIEWS (WHAT’S THE PERFECT WAY TO SWITCH OFF?). WATCH A VIDEO THAT LOOKS AT THE TOPIC OF HOW WE USE OUR LEISURE TIME AND EXPLORES THE DIFFERENT THINGS WE MIGHT DO IN ORDER TO RELAX.

HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:  4.1 FREE TIME, P. 44, EJS. 1 AND 2.  4.2 POSITIVE ADJECTIVES, P. 47, EJS. 1 AND 2.  4.2 UNCOUNTABLE AND PLURAL NOUNS, P. 49, EJS. 8 AND 9.  4.3 ABILITIES, P.50, EJS 1 AN 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  4.1 PRESENT AND PAST HABITS, P. 45, EJS. 5 AND 6.  4.2 FUTURE FORMS, P.48, EJS. 4 AND 5.  4.3 DESCRIBING PROCEDURES, PP. 50 AND 51, EJS. 3 TO 5.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:

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 4.1 CONNECTED SPEECH CONTRACTIONS, P. 45.EJ. 5A.  4.2 WORD STRESS, P. 47, EJS. 2C.  4.2 CONNECTED SPEECH, P.48, EJ. 5B.  4.3 STRESS AND INTONATION: MIRROR QUESTIONS, P.51, EJ. 6C. CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, CMST, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE.  PREDICTION OF THE SITUATIONS REFLECTED ON THE PHOTOS OF THE UNIT.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  ANTICIPATE AND REHEARSE HOW TO COMMUNICATE THE IMPORTANT POINTS  4.3 LEARN TO: USE MIRROR QUESTIONS.  4.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS TO PREPARE AND TALK ABOUT A HAPPINESS SURVEY (KEYPHRASES), P.53. CLC, LL, CSC, CAE SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES. O 4.1 IDENTIFY INFORMATION ABOUT FREE TIME AND CHANGING HABITS. O 4.2 IDENTIFY INFORMATION ABOUT HOLIDAYS AND PLACES TO GO. O 4.3 LEARN ABOUT PEOPLE ABILITIES.  4.4 Identify information and reflect about happiness.

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COMMUNICATIVE FUNCTIONS  4.1 DISCUSSION ABOUT FREE TIME AND WHAT DO YOU DO WITH IT, P. 44, EJS. 1.  4.1 DISCUSS HOW YOU USE YOUR TIME; DIFFERENT ACTIVITIES IN AN AVERAGE WEEKDAY, P. 45, EJS. 7.  4.2 ORAL INTERACTION TELLING EACH OTHER ABOUT YOUR LAST HOLIDAYS, P. 47, EJS. 1.  4.2 ORAL INTERACTION DISCUSSING ABOUT ALTERNATIVE HOLIDAY THEY HAVE DESIGNED FIRST, P. 49, EJS. 7.  4.3 ORAL INTERACTION TALKING ABOUT ABILITIES, P. 50, EJS. 1 AND 2.

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 4.3 FUNCTION: DESCRIBING PROCEDURES, PP. 50 AND 51, EJS. 3 TO 5.  4.3 LEARN TO: PRACTISE TO USE MIRROR QUESTIONS, P. 51, EJS. 6.  4.3 DESCRIBE A PROCEDURE, P. 51, EJS. 7.  4.4 SPEAKOUT: LEARN AND PRACTICE HOW TO PREPARE A SHORT HAPPINESS SURVEY AND GIVE A SHORT PRESENTATION SUMMARIZING THE FINDINGS, P. 53, EJS. 4 AND 5.

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:

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 4.1 FREE TIME, P. 44, EJS. 1 AND 2.  4.2 POSITIVE ADJECTIVES, P. 47, EJS. 1 AND 2.  4.2 UNCOUNTABLE AND PLURAL NOUNS, P. 49, EJS. 8 AND 9.  4.3 ABILITIES, P.50, EJS 1 AN 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  4.1 PRESENT AND PAST HABITS, P. 45, EJS. 5 AND 6.  4.2 FUTURE FORMS, P.48, EJS. 4 AND 5.  4.3 DESCRIBING PROCEDURES, PP. 50 AND 51, EJS. 3 TO 5.

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SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  4.1 CONNECTED SPEECH CONTRACTIONS, P. 45.EJ. 5A.  4.2 WORD STRESS, P. 47, EJS. 2C.  4.2 CONNECTED SPEECH, P.48, EJ. 5B.  4.3 STRESS AND INTONATION: MIRROR QUESTIONS,

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P.51,

EJ. 6C. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS

COMPREHENSION STRATEGIES

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 4.1 ACTIVATION OF PREVIOUS KNOWLEDGE, BRAINSTORMING THINGS THEY SPEND THEIR TIME DOING IN A WEEK.

 4.1 READ THE HEADLINE OF A TEXT AND PREDICT THE TOPICS THEY WILL BE COVERED IN IT.  4.2 IDENTIFICATION OF THE TEXT TYPE; AN ARTICLE, P. 44.  4.2 READING AND ANSWERING QUESTIONS ABOUT GENERAL AND SPECIFIC INFORMATION PP. 44 AND 45; EJS. 3 AND 4.  4.4 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING 194

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TOPIC; THE HAPPINESS FORMULA, P. 52 (DVD PREVIEW). SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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 4.1 IDENTIFY INFORMATION ABOUT FREE TIME AND CHANGING HABITS.  4.2 IDENTIFY INFORMATION ABOUT HOLIDAYS AND PLACES TO GO.  4.3 LEARN ABOUT PEOPLE ABILITIES.  4.4 IDENTIFY INFORMATION AND REFLECT ABOUT

HAPPINESS. COMMUNICATIVE FUNCTIONS  4.1. READ A TEXT ABOUT FREE TIME AND HOW OUR FREE TIME IS CHANGING (MORE FREE TIME THAN EVER?, I DON’T THINK SO), AND COMPLETE SOME ACTIVITIES, PP. 44 AND 45, EJS. 3 AND 4.  4.1 READ AND COMPLETE SOME READERS’ COMMENTS ABOUT THE PAST HABITS, P. 45, EJS. 6.  4.1 READ AN OPINION ESSAY ABOUT HOW PEOPLE FILL THEIR LEISURE TIME, AND COMPLETE SOME ACTIVITIES, P. 46, EJS. 8.  4.2 READ AN EMAIL ABOUT HOLIDAYS, P. 49, EJS. 8.  4.2 READ AND DO A QUIZ (TRAVELLERS’S QUIZ), P. 49, EJS. 9.  4.3 READ AND COMPLETE THE DESCRIPTION OF A GAME, P. 51, EJS. 5A.  4.4 READ A PROGRAMME INFORMATION ABOUT HAPPINESS (BBC) AND ANSWER SOME QUESTIONS, P. 52, EJS. 2.  4.4 WRITEBACK: READ A WEBSITE WITH READERS’ TIPS FOR BEING HAPPY, P. 53, EJS. 6.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  4.1 FREE TIME, P. 44, EJS. 1 AND 2.  4.2 POSITIVE ADJECTIVES, P. 47, EJS. 1 AND 2.  4.2 UNCOUNTABLE AND PLURAL NOUNS, P. 49, EJS. 8 AND 9.  4.3 ABILITIES, P.50, EJS 1 AN 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  4.1 PRESENT AND PAST HABITS, P. 45, EJS. 5 AND 6.  4.2 FUTURE FORMS, P.48, EJS. 4 AND 5.  4.3 DESCRIBING PROCEDURES, PP. 50 AND 51, EJS. 3 TO 5. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

PRODUCTION STRATEGIES

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CLC, LL, CSC, CAE,

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 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT.  LEARN WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS; LEARN TO USE LINKERS.  CHECK AND CORRECT MISTAKES; GRAMMAR, SPELLING AND PUNCTUATION.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS O 4.1 IDENTIFY INFORMATION ABOUT FREE TIME AND CHANGING HABITS. O 4.2 IDENTIFY INFORMATION ABOUT HOLIDAYS AND PLACES TO GO. O 4.3 LEARN ABOUT PEOPLE ABILITIES.

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 4.4 IDENTIFY INFORMATION AND REFLECT ABOUT HAPPINESS.  4.4 LEARN HOW TO WRITE AN OPINION ESSAY.

COMMUNICATIVE FUNCTIONS  4.1 WRITE AN ESSAY ABOUT ONE OF THE TITLES PROPOSED, P. 46, EJS. 10.  4.2 WRITE SOME NOTES TO DESIGN AN ALTERNATIVE HOLIDAY, P. 49, EJS. 7B.  4.3 WRITE SOME NOTES TO DESCRIBE A PROCEDURE, P. 51. EJ.5B.  4.4 WRITEBACK: LEARN AND PRACTICE HOW TO WRITE TIPS FOR BEING HAPPY FOR A WEBSITE, USING A PARAGRAPH FOR EACH TIP, P. 53, EJS. 6.

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  4.1 FREE TIME, P. 44, EJS. 1 AND 2.  4.2 POSITIVE ADJECTIVES, P. 47, EJS. 1 AND 2.  4.2 UNCOUNTABLE AND PLURAL NOUNS, P. 49, EJS. 8 AND 9.  4.3 ABILITIES, P.50, EJS 1 AN 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  4.1 PRESENT AND PAST HABITS, P. 45, EJS. 5 AND 6.  4.2 FUTURE FORMS, P.48, EJS. 4 AND 5.  4.3 DESCRIBING PROCEDURES, PP. 50 AND 51, EJS. 3 TO 5. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS

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WORKBOOK  ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (WHAT’S THE PERFECT WAY TO SWITCH OFF?) STUDENT’S BOOK  LANGUAGE BANK; LB4; GRAMMAR AND PRACTICE. PP.134135  VOCABULARY BANK; VB4, P. 151.  COMMUNICATION BANK; CB PP.158 TO 163. TEACHER’S BOOK  PROJECT UNIT 4  OPTIONAL EXTRA ACTIVITIES UNIT 4  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL

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LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK,

UNIT UNIT UNIT UNIT UNIT

4: 4: 4: 4: 4:

NOUN MAZE I’M GOOD AT SOMETING THEN AND NOW QUESTIONS OF THE FUTURE THE NEW FOOTFALL

MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 4, P. 54.  WB, COMPLETION OF THE EXERCISES , UNIT 4.  WB, REVIEW 4

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SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS  MID-AND END OF COURSE TESTS UNIT 5: IDEAS 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING  READ AN ARTICLE ABOUT THE WORST INVENTIONS EVER (BRIGHT IDEAS? 5.1).  FIND OUT YOUR ADVERTISING IQ (CONSUMER CRAZY 5.2).  READ ABOUT THE RULES OF BRAINSTORMING (WHAT DO YOU THINK? 5.3).

LISTENING/DVD  LISTEN TO A PROGRAMME ABOUT ADVERTISING (CONSUMER CRAZY 5.2).  LISTEN TO A BRAINSTORMING SESSION (WHAT DO YOU THINK? 5.3).  WATCH A BBC PROGRAMME ABOUT PRESENTING IDEAS (GENIUS 5.4).

SPEAKING    

TALK ABOUT INVENTIONS (BRIGHT IDEAS? 5.1). DESCRIBE ADVERTS (CONSUMER CRAZY 5.2). TAKE PART IN A BRAINSTORMING SESSION (WHAT DO YOU THINK? 5.3). PRESENT A NOVEL IDEA (GENIUS 5.4).

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WRITING  WRITE A REPORT, MAKING COMPARISONS (BRIGHT IDEAS? 5.1).  WRITE A PRODUCT REVIEW (GENIUS 5.4).

KNOWLEDGE OF THE LANGUAGE A LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURE AND LINGUISTIC CONTENT OF THE UNIT  ARTICLES (BRIGHT IDEAS? 5.1).  REAL AND HYPOTHETICAL CONDITIONALS (CONSUMER CRAZY 5.2).  SUGGESTING IDEAS (WHAT DO YOU THINK? 5.3).

B VOCABULARY TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC    

CHANGE (BRIGHT IDEAS? 5.1). COMPOUND NOUNS (BRIGHT IDEAS? 5.1). ADVERTISING COLLOCATIONS (CONSUMER CRAZY 5.2) COLLOCATIONS WITH IDEA (WHAT DO YOU THINK? 5.3).

C PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATION, SUCH AS RHYTHM, STRESS AND INTONATION:  WEAK FORMS AND LINKING THE (BRIGHT IDEAS? 5.1).  SENTENCE STRESS CONDITIONALS (CONSUMER CRAZY 5.2).  INTONATION SHOWING RESERVATIONS (WHAT 2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

DO YOU THINK? 5.3).

COMPREHENSION STRATEGIES:  5.2 ACTIVATION OF PREVIOUS KNOWLEDGE, DISCUSSING ABOUT ADVERTISING USING CONDITIONALS.  5.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P.59.  5.4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME IDEAS TO ACTIVATE LANGUAGE AND KNOWLEDGE (DVD PREVIEW).

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

KEY COMPETENCES

CLC, LL, SIE

O 5.1 IDENTIFY INFORMATION ABOUT INVENTIONS; THE WORST INVENTIONS EVER. O 5.2 IDENTIFY INFORMATION AND REFLECT ABOUT ADVERTISING. O 5.3 LEARN HOW TO SUGGEST IDEAS; BRAINSTORMING. O 5.4 IDENTIFY INFORMATION ABOUT GENIUS AND INVENTORS.

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COMMUNICATIVE FUNCTIONS O 5.2 LISTEN TO A RADIO PROGRAMME ABOUT ADVERTISING AND

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COMPLETE SOME ACTIVITIES, P. 60, EJS. 1.

O 5.3 FUNCTION: LISTEN TO A BRAINSTORM SUGGESTING IDEAS AND REJECTED OTHERS IDEAS AND COMPLETE SOME ACTIVITIES, P. 62, EJS. 2 AND 3.

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5.3 L E A R N T O : L I S T E N T O P H R A S E S S H O W I N G RESERVATION AND NEGATIVE COMMENTS, P. 63, EJS. 5B.

O 5.4 GENIUS. WATCH A BBC PROGRAMME ABOUT PRESENTING IDEAS

O O

AND ABOUT A TV PROGRAMME GENIUS, AND UNDERSTAND THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW), P.64. 5.4 SPEAKOUT: LISTEN TO TWO STUDENTS PRESENTING A IDEA AND GIVING REASONS, P. 65, EJS. 5B. BBC INTERVIEWS (IF YOU COULD START A BUSINESS, WHAT WOULD IT BE?). WATCH A VIDEO THAT LOOKS AT THE TOPIC OF SHOPPING AND INNOVATIVE PRODUCTS.

HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:  5.1 CHANGE, P. 56, EJS. 3.  5.1 COMPOUND NOUNS, P. 58, EJS. 8 AND 9.  5.2 ADVERTISING COLLOCATIONS, P. 59, EJS. 2.  5.3 COLLOCATIONS WITH IDEA P. 62, EJS. 1 GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  5.1 ARTICLES, P. 57, EJS 4 AND 5.  5.2 REAL AND HYPOTHETICAL CONDITIONALS, P. 60, EJS. 3 TO 5.  5.3 SUGGESTING IDEAS, PP. 62 AND 63, EJS. 2 TO 5.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:

CLC, CMST, LL, CSS, SIE

CLC, CMST, LL, CSS

CLC, LL, SIE

CLC, LL, SIE

 5.1 WEAK FORMS AND LINKING THE, P.57, EJ 5A.  5.2 SENTENCE STRESS CONDITIONALS, P.60, EJ. 4A.  5.3 INTONATION SHOWING RESERVATIONS, P, 63, EJ. 5D. CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE.  PREDICTION OF THE SITUATIONS REFLECTED ON THE PHOTOS OF THE UNIT.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  ANTICIPATE AND REHEARSE HOW TO COMMUNICATE THE IMPORTANT POINTS  5.3 LEARN TO: SHOW RESERVATIONS.  5.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS TO DO A PRESENTATION (KEYPHRASES), P.65. CLC, CMST, LL, CSS SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES. O 5.1 IDENTIFY INFORMATION ABOUT INVENTIONS; THE WORST INVENTIONS EVER.

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O 5.2 IDENTIFY INFORMATION AND REFLECT ABOUT ADVERTISING. O 5.3 LEARN HOW TO SUGGEST IDEAS; BRAINSTORMING. O 5.4 IDENTIFY INFORMATION ABOUT GENIUS AND INVENTORS.

COMMUNICATIVE FUNCTIONS  5.1 ORAL INTERACTION TALKING ABOUT THE WORST INVENTIONS OF ALL TIME, P. 56, EJS. 1.  5.1 TALK ABOUT INVENTIONS, P. 58, EJS. 7.  5.2 ORAL INTERACTION DISCUSSING ABOUT ADVERTISING, P. 59, EJS. 1  5.2 DESCRIBE ADVERTS, P. 60 AND 159/160, EJ. 6 (COMMUNICATION BANK).  5.3 FUNCTION: SUGGESTING IDEAS, PP.62 AND 63, EJS.2 AND 3.  5.3 ROLE PLAY A SITUATION TO SUGGEST IDEAS FOR GETTING PEOPLE TO STOP DROPPING LITTER, P. 63, EJS. 4.  5.3 LEARN TO: ORAL INTERACTION PRACTISING HOW TO SHOW RESERVATIONS OR NEGATIVE COMMENTS, P. 63 EJS. 5.  5.3 BRAINSTORM IDEAS FOR A TOPIC, GIVING REASONS FOR REJECTING THE OTHERS, P. 63, EJS. 6.  5.4 SPEAKOUT: PREPARE AND PRACTISE A SHORT PRESENTATION ABOUT AN IDEA, P. 65, EJS. 4 AND P. 159/161 (COMMUNICATION BANK).

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  5.1 CHANGE, P. 56, EJS. 3.  5.1 COMPOUND NOUNS, P. 58, EJS. 8 AND 9.  5.2 ADVERTISING COLLOCATIONS, P. 59, EJS. 2.  5.3 COLLOCATIONS WITH IDEA P. 62, EJS. 1 GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  5.1 ARTICLES, P. 57, EJS 4 AND 5.  5.2 REAL AND HYPOTHETICAL CONDITIONALS, P. 60, EJS. 3 TO 5.  5.3 SUGGESTING IDEAS, PP. 62 AND 63, EJS. 2 TO 5.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  5.1 WEAK FORMS AND LINKING THE, P.57, EJ 5A.  5.2 SENTENCE STRESS CONDITIONALS, P.60, EJ. 4A.  5.3 INTONATION SHOWING RESERVATIONS, P, 63, EJ. 5D. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  5.1 ACTIVATION OF PREVIOUS KNOWLEDGE, DISCUSSING ABOUT HOW THE WORLD HAS CHANGED IN THE LAST FIFTY YEARS/IN THEIR LIFETIMES.  5.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, PP. 56 AND 57.  5.1 IDENTIFICATION OF THE TEXT TYPE. PP. 56 AND 57.  5.1 READING AND ANSWERING QUESTIONS ABOUT GENERAL AND SPECIFIC INFORMATION PP. 56 AND 57.  5.3 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; GENIUS, IDEAS AND INVENTORS, P. 64 (DVD PREVIEW).

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS 200

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 5.1 IDENTIFY INFORMATION ABOUT INVENTIONS; THE WORST INVENTIONS EVER.  5.2 IDENTIFY INFORMATION AND REFLECT ABOUT ADVERTISING.  5.3 LEARN HOW TO SUGGEST IDEAS; BRAINSTORMING.  5.4 IDENTIFY INFORMATION ABOUT GENIUS AND

INVENTORS. COMMUNICATIVE FUNCTIONS  5.1 READ AN ARTICLE ABOUT THE WORST INVENTIONS EVER (THE WORLD’S WORST INVENTIONS) AND COMPLETE SOME ACTIVITIES, PP. 56 AND 57 EJS. 1 AND 2.  5.1 READ AND COMPLETE AN ARTICLE ABOUT THE BICYCLE (BICYCLE CHOSEN AS BEST INVENTION) P, 58, EJ. 6B. O 5.2 READ AND DO A QUESTIONNAIRE ABOUT ADVERTISING (WHAT’S YOUR ADVERTISING IQ?), P. 59, EJ. 1B. O 5.2 READ A TEXT ABOUT HOW LAUNCH A NEW PRODUCT, AND ANSWER SOME QUESTIONS, P. 60, EJS. 5. O 5.2 READ A REPORT ABOUT A SURVEY ON WHY PEOPLE CHOOSE A PARTICULAR PRODUCT AND COMPLETE SOME TASKS, P. 61, EJS. 7 TO 9. O 5.3 READ A TEXT ABOUT BRAINSTORMING (THE SIX RULES OF BRAINSTORMING), AND COMPLETE SOME ACTIVITIES, P. 62, EJS. 1.  5.4 READ A PROGRAMME INFORMATION ABOUT A TV PROGRAMME GENIUS TO PRESENT IDEAS, P. 64.  5.4 READ TWO PRODUCT REVIEWS AND COMPLETE SOME ACTIVITIES, P. 65, EJS. 5

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  5.1 CHANGE, P. 56, EJS. 3.  5.1 COMPOUND NOUNS, P. 58, EJS. 8 AND 9.  5.2 ADVERTISING COLLOCATIONS, P. 59, EJS. 2.  5.3 COLLOCATIONS WITH IDEA P. 62, EJS. 1 GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  5.1 ARTICLES, P. 57, EJS 4 AND 5.  5.2 REAL AND HYPOTHETICAL CONDITIONALS, P. 60, EJS. 3 TO 5.  5.3 SUGGESTING IDEAS, PP. 62 AND 63, EJS. 2 TO 5. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

PRODUCTION STRATEGIES

CLC, CMST, LL, CSS, SIE

CLC, CMST, LL, CSS

CLC, LL, SIE

CLC, LL, SIE

CLC, LL, SIE

 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  LEARN WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS; LEARN TO MAKE WRITTEN COMPARISONS.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT.  CHECK AND CORRECT MISTAKES; GRAMMAR, SPELLING AND PUNCTUATION.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

CLC, CMST, LL, CSS

O 5.2 LEARN HOW TO WRITE A REPORT. O 5.4 IDENTIFY INFORMATION ABOUT GENIUS AND INVENTORS. O 5.4 LEARN HOW TO WRITE A PRODUCT REVIEW.

COMMUNICATIVE FUNCTIONS

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 5.1 WRITE A REPORT ABOUT HOW PEOPLE CHOOSE A SUMMER HOLIDAY DESTINATION WITH THE HELP OF GRAPH, P. 61, EJS. 10.  5.4 WRITEBACK: WRITE AND REVIEW OF A PRODUCT, P.65, EJS. 5.

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  5.1 CHANGE, P. 56, EJS. 3.  5.1 COMPOUND NOUNS, P. 58, EJS. 8 AND 9.  5.2 ADVERTISING COLLOCATIONS, P. 59, EJS. 2.  5.3 COLLOCATIONS WITH IDEA P. 62, EJS. 1 GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  5.1 ARTICLES, P. 57, EJS 4 AND 5.  5.2 REAL AND HYPOTHETICAL CONDITIONALS, P. 60, EJS. 3 TO 5.  5.3 SUGGESTING IDEAS, PP. 62 AND 63, EJS. 2 TO 5. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS

SIE CLC, CMST, LL, CSS

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WORKBOOK  ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (IF YOU COULD START A BUSINESS, WHAT WOULD IT BE?). STUDENT’S BOOK  LANGUAGE BANK; LB5; GRAMMAR AND PRACTICE. PP.136137.  VOCABULARY BANK; VB5, P. 152.  COMMUNICATION BANK; CB PP.158 TO 163. TEACHER’S BOOK  PROJECT UNIT 5.  OPTIONAL EXTRA ACTIVITIES UNIT 5.  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK,

UNIT UNIT UNIT UNIT

5: 5: 5: 5:

COMPOUND SNAP PRODUCT, PRICE, MARKET AHEAD OF ITS TIME CONDITIONAL DOMINOES 202

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PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

UNIT 5: CAMPAIGN COMPETITION MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 5, P. 66  WB, COMPLETION OF THE EXERCISES , UNIT 5  WB, REVIEW 5 SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS

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 MID-AND END OF COURSE TESTS

10.3.2 NIVEL AVANZADO 2 10.3.2.A

 

TEMPORALIZACION ORIENTATIVA

Obligatorio: Speakout Upper-Intermediate Flexi Course Book 2 Second Edition. F. Eales / S. Oakes. (Pearson). Student’s book with Workbook. Opcional: MYGRAMMARLAB, Intermediate.

 1er cuatrimestre: 13 septiembre – 22 enero Unidad 6: 13 septiembre - 19 octubre Unidad 7: 23 octubre - 30 noviembre Unidad 8: 4 diciembre – 25 enero  Información de la evaluación de progreso del 1er cuatrimestre: 18 y 22 de enero.  2º cuatrimestre: 23 enero – 24 mayo Unidad 9: 29 enero – 8 marzo Unidad 10: 12 marzo – 24 abril  Información de la evaluación de progreso del 2do cuatrimestre: 23 y 24 de abril. Repaso para la Certificación: del 25 abril al 2 de mayo.  Días para las pruebas de la evaluación final de aprovechamiento: del 7 al 22 de mayo.  Información a los alumnos: 23 y 24 de mayo. 9.3.2.B UNIDADES DIDÁCTICAS DEL NIVEL AVANZADO 2:  Speakout Upper-Intermediate Flexi Course Book 2 Teaching Programme

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UNIT 6: AGE 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING  READ AN ARTICLE ABOUT EARLY AND LATE SUCCESSES (THE TIME OF MY LIFE 6.1).  READ EMAILS MAKING ARRANGEMENTS (FUTURE ME 6.2).

LISTENING/DVD  LISTEN TO A BBC PROGRAMME ABOUT LETTERS TO YOUR FUTURE SELF (FUTURE ME 6.2).  LISTEN TO A PHONE-IN ABOUT LIFE’S MILESTONES (SO WHAT YOU’RE SAYING IS… 6.3).  WATCH A BBC DOCUMENTARY ABOUT LIVING LONGER (HOW TO LIVE TO 101 6.4)

SPEAKING    

DISCUSS DIFFERENT AGES AND GENERATIONS (THE TIME OF MY LIFE 6.1). TALK ABOUT YOUR FUTURE (FUTURE ME 6.2). DISCUSS THE RIGHT AGES FOR DIFFERENT THINGS (SO WHAT YOU’RE SAYING IS… 6.3). HOLD A DEBATE (HOW TO LIVE TO 101 6.4)

WRITING  WRITE AN INFORMAL ESSAY FOCUSING ON INFORMAL STYLE (THE TIME OF MY LIFE 6.1).  WRITE A FORUM COMMENT (HOW TO LIVE TO 101 6.4)

KNOWLEDGE OF THE LANGUAGE A LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURE AND LINGUISTIC CONTENT OF THE UNIT  MODAL VERBS AND RELATED PHRASES (THE TIME OF MY LIFE 6.1).  FUTURE PERFECT AND CONTINUOUS (FUTURE ME 6.2).  PERSUADING (SO WHAT YOU’RE SAYING IS… 6.3).

B VOCABULARY TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC    

AGE (THE TIME OF MY LIFE 6.1). WORD BUILDING: PREFIXES (THE TIME OF MY LIFE 6.1). OPTIMISM/PESSIMISM (FUTURE ME 6.2). COLLOCATIONS (SO WHAT YOU’RE SAYING IS… 6.3).

C PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATION, SUCH AS RHYTHM, STRESS AND INTONATION:  CONNECTED SPEECH: ELISION (THE TIME OF MY LIFE 6.1).  WEAK FORMS, AUXILIARIES (FUTURE ME 6.2).  INTONATION: PERSUADING (SO WHAT YOU’RE SAYING IS… 6.3). 2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

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 6.1 ACTIVATION OF PREVIOUS KNOWLEDGE AND LANGUAGE TALKING ABOUT THE FUTURE; EXPLAINING SAYINGS RELATED WITH IT. (WARM UP) AND TALKING ABOUT PLANS, DREAMS AND HOPES.

MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME IDEAS TO ACTIVATE LANGUAGE AND KNOWLEDGE (DVD PREVIEW). SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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 6.4

O O O O

6.1 IDENTIFY INFORMATION ABOUT DIFFERENT AGES; ADVANTAGES AND DISADVANTAGES. 6.2 LEARN AND REFLECT ABOUT THE FUTURE. 6.3 LEARN HOW TO USE THE LANGUAGE TO PERSUADE. 6.4 IDENTIFY INFORMATION ABOUT LONGEVITY AND ABOUT A COMMUNITY WITH REMARKABLY HEALTHY INHABITANTS (OKINAWA).

COMMUNICATIVE FUNCTIONS O 6.1 LISTEN TO A BBC PROGRAMME ABOUT LETTERS TO YOUR FUTURE SELF, AND COMPLETE SOME ACTIVITIES, P. 71, EJS. 3.  6.3 FUNCTION: LISTEN TO A RADIO PHONE-IN AND SOME OF THE CALLERS’ PROBLEMS AND SOME OF THE DJ’S OPINIONS AND PERSUADING’S, AND COMPLETE SOME ACTIVITIES, P. 74, EJS. 2.  6.3 LEARN TO; LISTEN TO SPEAKERS ASKING FOR CLARIFICATION, P. 75, EJS. 5 AND 6. O 6.4 HOW TO LVIE TO 101: WATCH A BBC PROGRAMME ABOUT LIVING LONGER AND UNDERSTAND THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW), P. 76, O 6.4. LISTEN TO A DEBATE GIVING IDEAS IN FAVOUR AND AGAINST AN STATEMENT, P, 77, EJS. 5. O BBC INTERVIEWS (WHAT WAS THE BEST PERIOD OF YOUR LIFE?). WATCH A VIDEO THAT ENCOURAGES TO REFLECT ON AND DISCUSS WHAT THEY CONSIDER TO BE THE BEST PERIOD OR PERIODS OF THEIR LIVES.

HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:  6.1 AGE, P. 69, EJS. 2.  6.1 WORD BUILDING: PREFIXES, P. 70 EJS. 9 AND 10.  6.2 OPTIMISM/PESSIMISM, P. 72, EJ.7.  6.3 COLLOCATIONS, P. 74, EJS. 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  6.1 MODAL VERBS AND RELATED PHRASES P. 69, EJS. 5 AND 6.  6.2 FUTURE PERFECT AND CONTINUOUS P.71, EJS. 4.  6.3 PERSUADING, P. 74, EJS. 2 TO 4.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:

CLC, LL, CMST, SCC, CAE

CLC, MCST, DC, LL, CSC, CAE, SIE

CLC, MCST, DC, LL, CSC, CAE, SIE

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 6.1 CONNECTED SPEECH: ELISION, P. 69, EJ. 6B.  6.2 WEAK FORMS, AUXILIARIES, P. 71, EJ. 4D.  6.3 INTONATION: PERSUADING, P. 74, EJ. 3D. CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES

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 USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE.  PREDICTION OF THE SITUATIONS REFLECTED ON THE PHOTOS OF THE UNIT.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  ANTICIPATE AND REHEARSE HOW TO COMMUNICATE THE IMPORTANT POINTS  6.3 LEARN TO: CLARIFY IDEAS.  6.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS FOR A DEBATE, P. 77, EJS. 5.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES. O 6.1 IDENTIFY INFORMATION ABOUT DIFFERENT AGES; ADVANTAGES AND DISADVANTAGES. O 6.2 LEARN AND REFLECT ABOUT THE FUTURE. O 6.3 LEARN HOW TO USE THE LANGUAGE TO PERSUADE. O 6.4 IDENTIFY INFORMATION ABOUT LONGEVITY AND ABOUT A COMMUNITY WITH REMARKABLY HEALTHY INHABITANTS (OKINAWA).

COMMUNICATIVE FUNCTIONS  6.1 ORAL INTERACTION DISCUSSING ABOUT THE ADVANTAGES AND DISADVANTAGES OF BEING THE AGES IN A BOX, P. 68, EJS. 1.  6.1 ORAL INTERACTION DISCUSSING SOME QUESTIONS ABOUT AGES AND GENERATIONS, P. 70. EJS. 8.  6.2 TALK ABOUT YOUR PLANS FOR TEN YEARS’ TIME, EXPRESSING IF YOU ARE AN OPTIMISTIC PERSON OR A PESSIMISTIC ONE, P. 72, EJS. 6.  6.3 FUNCTION. PERSUADING, P.74, EJS. 2 TO 4.

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 6.3 LEARN TO; LEARN TO ASK FOR CLARIFICATION OF IDEAS, P. 75, EJS. 5 AND 6.  6.3 ROLE PLAY A SITUATION DISCUSSING THE RIGHT AGE FOR DIFFERENT THINGS, P. 75 AND 159/162, EJS. 7 (COMMUNICATION BANK).  6.4 ORAL INTERACTION TALKING ABOUT LONG LIFE, GIVING PERSONAL INFORMATION, P. 76, EJS 1.  6.4 SPEAKOUT: DEBATE SOME STATEMENT FOR AND AGAINST, SUPPORTING YOUR OPINIONS P. 77, EJS. 5 AND 6.

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  6.1 AGE, P. 69, EJS. 2.  6.1 WORD BUILDING: PREFIXES, P. 70 EJS. 9 AND 10.  6.2 OPTIMISM/PESSIMISM, P. 72, EJ.7.  6.3 COLLOCATIONS, P. 74, EJS. 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  6.1 MODAL VERBS AND RELATED PHRASES P. 69, EJS. 5 AND 6.  6.2 FUTURE PERFECT AND CONTINUOUS P.71, EJS. 4.  6.3 PERSUADING, P. 74, EJS. 2 TO 4.

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SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:

CLC, LL, SIE

 6.1 CONNECTED SPEECH: ELISION, P. 69, EJ. 6B.  6.2 WEAK FORMS, AUXILIARIES, P. 71, EJ. 4D.  6.3 INTONATION: PERSUADING, P. 74, EJ. 3D. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS

COMPREHENSION STRATEGIES

CLC, LL, SIE

 6.1 ACTIVATION OF PREVIOUS KNOWLEDGE TALKING ABOUT AGES AND GENERATIONS.  6.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, SPECULATING ABOUT THE PEOPLE IN THEM, PP. 68 AND 69.

 6.1 IDENTIFICATION OF THE TEXT TYPE (ARTICLE), PP. 68 AND 69.  6.1 EXPLANATION OF CONCEPTS RELATED WITH THE READING, P. 68.  6.1 DISCUSSION OF QUESTIONS BEFORE READING TO ACTIVATE LANGUAGE, P. 68.  6.4 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; LIVING LONGER (DVD PREVIEW). SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  6.1 IDENTIFY INFORMATION ABOUT DIFFERENT AGES; ADVANTAGES AND DISADVANTAGES.  6.2 LEARN AND REFLECT ABOUT THE FUTURE.  6.3 LEARN HOW TO USE THE LANGUAGE TO PERSUADE.  6.4 IDENTIFY INFORMATION ABOUT LONGEVITY AND

ABOUT A COMMUNITY WITH REMARKABLY HEALTHY INHABITANTS (OKINAWA). COMMUNICATIVE FUNCTIONS  6.1 READ A TEXT ABOUT THE ADVANTAGES AND DISADVANTAGES OF DIFFERENT AGES (EARLY PEAKERS AND LATE BLOOMERS; WHO HAST IT WORSE), PP.68 AND 69, EJS. 3 AND 4.  6.2 READ AN DO A QUIZ ABOUT OPTIMISM AND PESSIMISM (GLASS HALF FULL OR HALF EMPTY?), P. 72, EJS. 7.  6.2 READ AN INFORMAL EMAIL ABOUT SOMEONE’S SUGGESTIONS FOR NEXT SUMMER AND COMPLETE SOME EXERCISES, P. 73, EJS. 8.  6.4 READ A PROGRAMME INFORMATION ABOUT THE OKINAWA COMMUNITY AND THEIR HEALTHY INHABITANTS (HORIZON: HOW TO LIVE TO 101), P. 76, EJS. 3.  6.4 READ A FORUM COMMENT ABOUT CHILDREN TAKING CARE OF THEIR PARENTS WHEN THEY GET OLD, AND COMPLETE SOME ACTIVITIES, P. 77, EJS. 7A.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  6.1 AGE, P. 69, EJS. 2.  6.1 WORD BUILDING: PREFIXES, P. 70 EJS. 9 AND 10.  6.2 OPTIMISM/PESSIMISM, P. 72, EJ.7.  6.3 COLLOCATIONS, P. 74, EJS. 1. GRAMMAR

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PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  6.1 MODAL VERBS AND RELATED PHRASES P. 69, EJS. 5 AND 6.  6.2 FUTURE PERFECT AND CONTINUOUS P.71, EJS. 4.  6.3 PERSUADING, P. 74, EJS. 2 TO 4. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

PRODUCTION STRATEGIES

CLC, CMST, LL, SIE

CLC, LL, SIE

 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  LEARN WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS; LEARN TO FOCUS ON INFORMAL STYLE.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT.  CHECK AND CORRECT MISTAKES; GRAMMAR, SPELLING AND PUNCTUATION.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  6.2 LEARN HOW TO WRITE AN INFORMAL EMAIL.  6.4. LEARN HOW TO WRITE A FORUM COMMENT.  6.4 IDENTIFY INFORMATION ABOUT LONGEVITY AND ABOUT A COMMUNITY WITH REMARKABLY HEALTHY INHABITANTS (OKINAWA).

COMMUNICATIVE FUNCTIONS  6.2 WRITE AN INFORMAL EMAIL REPLY TO A FRIEND ACCEPTING AN INVITATION, P. 73, EJS. 10,  6.4 WRITEBACK: WRITE A FORUM COMMENT FROM ONE OF THE PROPOSED TOPICS; P. 77, EJS. 7.

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  6.1 AGE, P. 69, EJS. 2.  6.1 WORD BUILDING: PREFIXES, P. 70 EJS. 9 AND 10.  6.2 OPTIMISM/PESSIMISM, P. 72, EJ.7.  6.3 COLLOCATIONS, P. 74, EJS. 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  6.1 MODAL VERBS AND RELATED PHRASES P. 69, EJS. 5 AND 6.  6.2 FUTURE PERFECT AND CONTINUOUS P.71, EJS. 4.  6.3 PERSUADING, P. 74, EJS. 2 TO 4. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS

CLC, DC, CMST, LL, SIE, CAE

CLC, DC, LL, CSC, CAE, SIE

CLC, LL, CMST, SCC, CAE

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WORKBOOK  ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.

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 ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (WHAT WAS THE BEST PERIOD OF YOUR LIFE?)

CLC, LL, SIE

STUDENT’S BOOK  LANGUAGE BANK; LB6; GRAMMAR AND PRACTICE. PP.138139  VOCABULARY BANK; VB6, P. 153.  COMMUNICATION BANK; CB PP.158 TO 163. TEACHER’S BOOK  PROJECT UNIT 6  OPTIONAL EXTRA ACTIVITIES UNIT 6  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK,

UNIT UNIT UNIT UNIT UNIT

6: 6: 6: 6: 6:

TELL THE GROUP COFFEE MACHINE CHAT OFF THE BEATEN TRACK FUTUROLOGIST FORUM IT’S DEBATABLE

MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 6, P. 78  WB, COMPLETION OF THE EXERCISES , UNIT 6  WB, REVIEW 6 SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS  MID-AND END OF COURSE TESTS UNIT 7: MEDIA 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS 209

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READING  READ ABOUT TV WITH A GLOBAL APPEAL (TV GLOBETROTTERS 7.1).  READ AN ESSAY ON CELEBRITIES AND THE MEDIA (THE CAMERA NEVER LIES 7.2).  READ ABOUT TABLOID TOPICS (WHAT’S IN THE NEWS 7.3).

LISTENING/DVD  LISTEN TO AN EXPERT TALKING ABOUT HOAXES (THE CAMERA NEVER LIES 7.2).  LISTEN TO PEOPLE TALKING ABOUT RECENT NEWS STORIES (WHAT’S IN THE NEWS 7.3).  WATCH A BBC PROGRAMME ABOUT LIVE NEWS (NEWS BLUNDERS 7.4)

SPEAKING    

TALK ABOUT TV PROGRAMMES (TV GLOBETROTTERS 7.1). TALK ABOUT CELEBRITY AND MEDIA (THE CAMERA NEVER LIES 7.2). EXPRESS STRONG REACTIONS (WHAT’S IN THE NEWS 7.3). RETELL A NEWS STORY (NEWS BLUNDERS 7.4)

WRITING  WRITE A DISCURSIVE ESSAY, USING LINKERS OF CONTRAST (TV GLOBETROTTERS 7.1).  WRITE A SHORT NEWS ARTICLE (NEWS BLUNDERS 7.4)

KNOWLEDGE OF THE LANGUAGE A LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURE AND LINGUISTIC CONTENT OF THE UNIT  QUANTIFIERS (TV GLOBETROTTERS 7.1).  REPORTED SPEECH (THE CAMERA NEVER LIES 7.2).  ADDING EMPHASIS (WHAT’S IN THE NEWS 7.3).

B VOCABULARY TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC  TELEVISION, MULTI-WORD VERBS (TV GLOBETROTTERS 7.1).  REPORTING VERBS (THE CAMERA NEVER LIES 7.2).  THE PRESS (WHAT’S IN THE NEWS 7.3).

C PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATION, SUCH AS RHYTHM, STRESS AND INTONATION:  CONNECTED SPEECH: LINKING (TV GLOBETROTTERS 7.1).  WORD STRESS (THE CAMERA NEVER LIES 7.2).  SENTENCE STRESS (WHAT’S IN THE NEWS 7.3). 2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

KEY COMPETENCES

COMPREHENSION STRATEGIES:  7.2 ACTIVATION OF PREVIOUS KNOWLEDGE TALKING ABOUT THE NEWS AND ABOUT THE LESSON TITLE; CAMERA NEVER LIES, BRAINSTORMING

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IDEAS ABOUT WHAT THE PHRASE MEANS.

7.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 83, EJS. 1  7.4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME IDEAS TO ACTIVATE LANGUAGE AND KNOWLEDGE (DVD PREVIEW). SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS 

 7.1 IDENTIFY INFORMATION ABOUT TV AND TYPES OF TV PROGRAMMES AND ABOUT TV WITH A GLOBAL APPEAL. O 7.2 LEARN AND REFLECT ABOUT HOAX PHOTOGRAPHS. O 7.3 IDENTIFY INFORMATION ABOUT NEWSPAPERS AND PRESS. O 7.4 IDENTIFY INFORMATION ABOUT NEWS BLUNDERS AND THE PROBLEMS OF LIVE NEWS.

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COMMUNICATIVE FUNCTIONS

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O 7.1 LISTEN TO AN INTERVIEW; AN EXPERT TALKING ABOUT HOAX PHOTOGRAPHS AND COMPLETE SOME ACTIVITIES, P. 83, EJS. 1. O 7.3 FUNCTION: LISTEN TO A CONVERSATION PRACTICING TO ADD EMPHASIS, P. 86, EJS. 2A.

O 7.4 NEWS BUNDERS. WATCH A BBC PROGRAMME ABOUT LIVE NEWS AND UNDERSTAND THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW) P.89. O 7.4 LISTEN TO SOMEONE RETELLING A NEWS STORY ABOUT A MAN WHO SWAPPED A PAPER CLIP FOR A HOUSE, P. 89, EJS. 3. O BBC INTERVIEWS (WHAT KIND OF NEWS STORIES INTEREST YOU?) WATCH A VIDEO THAT ENCOURAGES TO REFLECT ON THE KINDS OF NEWS STORIES THAT THEY FIND THE MOST INTERESTING.

HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:  7.1 TELEVISION, MULTI-WORD VERBS P.80, EJS 1.  7.1 MULTI-WORD VERBS P.82, EJS . 7 AND 8.  7.2 REPORTING VERBS P. 84, EJS. 4 AND 5.  7.3 THE PRESS, P. 86, EJS. 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  7.1 QUANTIFIERS, P. 81, EJS 3 TO 5.  7.2 REPORTED SPEECH, P, 83, EJS.2 AND 3.  7.3 ADDING EMPHASIS P.86, EJS. 2 TO 4.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:

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 7.1 CONNECTED SPEECH: LINKING P. 81, EJ. 4B.  7.2 WORD STRESS, P.84, EJ. 5B.  7.3 SENTENCE STRESS, P. 86, EJ 3C. CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE; TV

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PROGRAMMES  PREDICTION OF THE SITUATIONS REFLECTED ON THE PHOTOS OF THE UNIT.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  ANTICIPATE AND REHEARSE HOW TO COMMUNICATE THE IMPORTANT POINTS

 7.3 LEARN TO; MAKE GUESSES.  7.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND

APPROPRIATE EXPRESSIONS TO TELL A NEWS STORY (KEYPHRASES), P. 89.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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 LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES.  7.1 IDENTIFY INFORMATION ABOUT TV AND TYPES OF TV PROGRAMMES AND ABOUT TV WITH A GLOBAL APPEAL. O 7.2 LEARN AND REFLECT ABOUT HOAX PHOTOGRAPHS. O 7.3 IDENTIFY INFORMATION ABOUT NEWSPAPERS AND PRESS.  7.4 Identify information about news blunders and the problems of live news.

COMMUNICATIVE FUNCTIONS  7.1 ORAL INTERACTION TALKING ABOUT SIMILARITIES AND DIFFERENCES BETWEEN TV PROGRAMMES AND EXPRESSING LIKES AND DISLIKES, P. 80, EJS. 1.  7.1 DISCUSS AND TALK ABOUT TV PROGRAMMES, P. 82, EJS. 6.  7.2 ORAL INTERACTION REPORTING SOME CONVERSATIONS, P. 83, EJS. 3.  7.2 TALK ABOUT CELEBRITIES AND MEDIA AND GIVE YOUR OPINION, P. 85, EJS.7  7.3 ORAL INTERACTION TALKING ABOUT NEWSPAPERS IN YOUR COUNTRY, P. 86, EJS. 1C.  7.3 FUNCTION: ADDING EMPHASIS, PP. 86 AND 87, EJS. 2 TO 4.  7.3 LEARN TO: MAKING GUESSES, P. 87, EJ. 5 AND 6.  7.3 ORAL INTERACTION EXPRESSING STRONG REACTIONS, ADDING EMPHASIS AND MAKING GUESSES IN THE CONVERSATION, P. 87 AND 158/160/161/162, EJS. 7 (COMMUNICATION BANK).  7.4 ORAL INTERACTION DISCUSSING ABOUT NEWS AND ABOUT EMBARRASSING INCIDENTS FOR THE NEWSREADERS, 88, EJ.1A AND 2D.  7.4 SPEAKOUT: LEARN AND PRACTICE HOW TO TELL A RECENT NEWS STORY, P. 89. EJS. 3.

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:

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 7.1 TELEVISION, MULTI-WORD VERBS P.80, EJS 1.  7.1 MULTI-WORD VERBS P.82, EJS . 7 AND 8.  7.2 REPORTING VERBS P. 84, EJS. 4 AND 5.  7.3 THE PRESS, P. 86, EJS. 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  7.1 QUANTIFIERS, P. 81, EJS 3 TO 5.  7.2 REPORTED SPEECH, P, 83, EJS.2 AND 3.  7.3 ADDING EMPHASIS P.86, EJS. 2 TO 4.

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SOUND PATTERNS (PRONUNCIATION, RHYTHM AND

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INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  7.1 CONNECTED SPEECH: LINKING P. 81, EJ. 4B.  7.2 WORD STRESS, P.84, EJ. 5B.  7.3 SENTENCE STRESS, P. 86, EJ 3C. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  7.1 ACTIVATION OF PREVIOUS KNOWLEDGE TALKING ABOUT TELEVISION (WARM UP).  7.1 ACTIVATION OF LANGUAGE ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; TV AND TYPES OF TV PROGRAMMES P, 80, EJS. 1.  7.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, PP. 80 AND 81.  7.1 IDENTIFICATION OF THE TEXT TYPE (AN ARTICLE), PP. 80 AND 81.  7.4 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; ANDY MURRAY, P. 88, EJ. 1 (DVD PREVIEW).

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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 7.1 IDENTIFY INFORMATION ABOUT TV AND TYPES OF TV PROGRAMMES AND ABOUT TV WITH A GLOBAL APPEAL. O 7.2 LEARN AND REFLECT ABOUT HOAX PHOTOGRAPHS. O 7.3 IDENTIFY INFORMATION ABOUT NEWSPAPERS AND PRESS.  7.4 IDENTIFY INFORMATION ABOUT NEWS BLUNDERS AND THE PROBLEMS OF LIVE NEWS.

COMMUNICATIVE FUNCTIONS  7.1 READ AN ARTICLE ABOUT TV WITH A GLOBAL APPEAL (UNLIKELY GLOBAL SUCCESSES) AND COMPLETE SOME ACTIVITIES, PP. 80 AND 81, EJS. 2.

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7.2 READ A NEWS STORY (INSURANCE HOAX?) AND COMPLETE SOME ACTIVITIES, P. 84, EJS. 4 AND 5.  7.2 READ A DISCURSIVE ESSAY ABOUT MEDIA AND CELEBRITIES’ PRIVATE LIVES, P. 85, EJS. 8. 

 7.3 READ AN ARTICLE ABOUT TOPICS IN NEWSPAPERS (SIX TOPICS THAT KEEP THE TABLOIDS IN BUSINESS) AND COMPLETE SOME EXERCISES, P. 86, EJS. 1.  7.3 READ AND UNDERSTAND HEADLINES, PP. 86 AND 87.  7.4 READ A PROGRAMME INFORMATION ABOUT LIFE NEWS AND NEWS BLUNDERS (THE FUNNY SIDE OF THE NEWS) (BBC), P. 88, EJ. 1B.  7.4 READ A SHORT SUMMARY AND COMPLETE SOME ACTIVITIES, P. 89, EJS. 4.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  7.1 TELEVISION, MULTI-WORD VERBS P.80, EJS 1.  7.1 MULTI-WORD VERBS P.82, EJS . 7 AND 8.  7.2 REPORTING VERBS P. 84, EJS. 4 AND 5.  7.3 THE PRESS, P. 86, EJS. 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  7.1 QUANTIFIERS, P. 81, EJS 3 TO 5.  7.2 REPORTED SPEECH, P, 83, EJS.2 AND 3.  7.3 ADDING EMPHASIS P.86, EJS. 2 TO 4.

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GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

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PRODUCTION STRATEGIES

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 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  LEARN WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS; LEARN TO USE LINKERS OF CONTRAST.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT.  CHECK AND CORRECT MISTAKES; GRAMMAR, SPELLING AND PUNCTUATION.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS O 7.1 LEARN TO WRITE A DISCURSIVE ESSAY.

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 7.4 IDENTIFY INFORMATION ABOUT NEWS BLUNDERS AND THE PROBLEMS OF LIVE NEWS.  7.4 LEARN HOW TO WRITE A SUMMARY.

COMMUNICATIVE FUNCTIONS  7.2 WRITE A DISCURSIVE ESSAY ON ONE TOPIC, P. 85, EJS. 10.  7.4 WRITEBACK: LEARN AND PRACTICE HOW TO WRITE A SUMMARY, P. 89 EJS. 4

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  7.1 TELEVISION, MULTI-WORD VERBS P.80, EJS 1.  7.1 MULTI-WORD VERBS P.82, EJS . 7 AND 8.  7.2 REPORTING VERBS P. 84, EJS. 4 AND 5.  7.3 THE PRESS, P. 86, EJS. 1. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  7.1 QUANTIFIERS, P. 81, EJS 3 TO 5.  7.2 REPORTED SPEECH, P, 83, EJS.2 AND 3.  7.3 ADDING EMPHASIS P.86, EJS. 2 TO 4. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS

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WORKBOOK  ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (WHAT KIND OF NEWS STORIES INTEREST YOU?) 214

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STUDENT’S BOOK  LANGUAGE BANK; LB7; GRAMMAR AND PRACTICE. PP.140141.  VOCABULARY BANK; VB7, P.154.  COMMUNICATION BANK; CB PP.158 TO 163. TEACHER’S BOOK  PROJECT UNIT 7  OPTIONAL EXTRA ACTIVITIES UNIT 7  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK,

UNIT UNIT UNIT UNIT UNIT

7: 7: 7: 7: 7:

WHAT’S MY PROGRAMME? MULTI-WORD VERB REFORMULATION QUANTIFIER DICE AWOL HOLD THE FRONT PAGE

MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 7, P. 90  WB, COMPLETION OF THE EXERCISES , UNIT 7  WB, REVIEW 7

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SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS  MID-AND END OF COURSE TESTS UNIT 8: BEHAVIOUR 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING  READ THREE ARTICLES ABOUT LIFE CHANGING DECISIONS (IT’S A TOUGH CALL 8.1).  READ THE INSTRUCTIONS TO TWO GAMES (FAIR SHARE 8.2).  READ TIPS FOR HANDLING AWKWARD SITUATIONS (HAVE YOU GOT A MINUTE? 8.3).

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LISTENING/DVD  LISTEN TO AN EXPERIMENT ABOUT FAIRNESS (FAIR SHARE 8.2).  WATCH A BBC DOCUMENTARY ABOUT BODY LANGUAGE (THE HUMAN ANIMAL 8.4)

SPEAKING    

TALK ABOUT A DIFFICULT DECISION YOU’VE MADE (IT’S A TOUGH CALL 8.1). TALK ABOUT VALUES AND BEHAVIOUR (FAIR SHARE 8.2). DEAL WITH AWKWARD SITUATIONS (HAVE YOU GOT A MINUTE? 8.3). GIVE ADVICE ON HOW TO BEHAVE IN YOUR CULTURE (THE HUMAN ANIMAL 8.4)

WRITING  WRITE AN INFORMAL ARTICLE, USING LINKERS OF PURPOSE (IT’S A TOUGH CALL 8.1).  WRITE ABOUT BEHAVIOUR IN YOUR CULTURE (THE HUMAN ANIMAL 8.4)

KNOWLEDGE OF THE LANGUAGE A LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURE AND LINGUISTIC CONTENT OF THE UNIT  PAST AND MIXED CONDITIONALS (IT’S A TOUGH CALL 8.1).  -ING FORM AND INFINITIVE (FAIR SHARE 8.2).  HANDLING AN AWKWARD SITUATION (HAVE YOU GOT A MINUTE? 8.3).

B VOCABULARY TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC    

COLLOCATIONS DECISIONS (IT’S A TOUGH CALL 8.1). COMPOUND ADJECTIVES (IT’S A TOUGH CALL 8.1). VALUES (FAIR SHARE 8.2). BEHAVIOUR (HAVE YOU GOT A MINUTE? 8.3).

C PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATION, SUCH AS RHYTHM, STRESS AND INTONATION:  CONNECTED SPEECH: WEAK FORMS (IT’S A TOUGH CALL 8.1).  CONNECTED SPEECH: INTRUSIVE /W/ (FAIR SHARE 8.2).  SENTENCE STRESS AND INTONATION (HAVE YOU GOT A MINUTE? 8.3). 2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

KEY COMPETENCES

COMPREHENSION STRATEGIES:  8.2 ACTIVATION OF PREVIOUS KNOWLEDGE, TALKING ABOUT VALUES AND FAIRNESS (WARM UP).

8.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 95.  8.4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME IDEAS TO ACTIVATE LANGUAGE AND KNOWLEDGE (DVD PREVIEW). 

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SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS O O O O

8.1 LEARN AND REFLECT ABOUT IMPORTANT DECISIONS IN LIFE. 8.2 IDENTIFY INFORMATION ABOUT VALUES AND BEHAVIOR. 8.3 LEARN AND REFLECT ABOUT BEHAVIOR. 8.4 IDENTIFY INFORMATION ABOUT BODY LANGUAGE AND DESMOND MORRIS WHO OBSERVE AND CLASSIFY HUMAN BEHAVIOUR.

COMMUNICATIVE FUNCTIONS O 8.2 LISTEN TO TWO PEOPLE PLAYING THE ULTIMATUM GAME, AN EXPERIMENT ABOUT FAIRNESS, AND COMPLETE SOME ACTIVITIES, P. 95, EJS.3. O 8.3 LISTEN TO SOME CONVERSATIONS PRACTISING WELCOMING SITUATIONS, P. 98, EJS. 1. O 8.3 FUNCTION: LISTEN TO A CONVERSATION HANDLING AN AWKWARD SITUATION, P. 98, EJS. 3 AND 4.  8.3 LEARN TO: LISTEN TO PEOPLE SOFTEN A MESSAGE, P. 99, EJS. 6. O 8.4 THE HUMAN ANIMAL: WATCH A BBC DOCUMENTARY ABOUT BODY LANGUAGE AND THE ZOOLOGIST DESMOND MORRIS AND RRECOGNIZE HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW), P, 100. O 8.4 LISTEN TO SOME ADVICE FOR VISITORS TO THE USA AND ANSWER SOME QUESTIONS, P. 101 EJS. 4A. O BBC INTERVIEWS (WHAT KIND OF BEHAVIOUR GETS ON YOUR NERVES?). WATCH A VIDEO THAT LOOKS AT DIFFERENT KINDS OF IRRITATING BEHAVIOUR AND OUR REACTIONS TO THEM.

HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:  8.1 COLLOCATIONS DECISIONS, P.93, EJS.1 AND 2.  8.1 COMPOUND ADJECTIVES, P. 94, EJS. 8 AND 9.  8.2 VALUES, P. 95, EJS. 2.  8.3 BEHAVIOUR, P. 98, EJS.1 GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  8.1 PAST AND MIXED CONDITIONALS, P. 93, EJS. 4 AND 5.  8.2 -ING FORM AND INFINITIVE, P.96, EJS. 4 TO 6.  8.3 HANDLING AN AWKWARD SITUATION, P.98, EJS. 2 TO 5.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:

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CLC, CMST, LL, SCC, SIEE, CAE

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 8.1 CONNECTED SPEECH: WEAK FORMS, P. 93, EJ.5.  8.2 CONNECTED SPEECH: INTRUSIVE /W/ P.96, EJ. 5B.  8.3 SENTENCE STRESS AND INTONATION, P.98 EJ. 4B. CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE: VALUES AND FAIRNESS.  PREDICTION OF THE SITUATIONS REFLECTED ON THE PHOTOS OF THE UNIT.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  ANTICIPATE AND REHEARSE HOW TO COMMUNICATE THE IMPORTANT POINTS

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 8.3 LEARN TO: SOFTEN A MESSAGE.  8.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS TO ADVISE FOR A VISITOR (KEYPHRASES), P.101.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

CLC, CMST, LL, SCC

 LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES.  Demonstrate understanding of other social and cultural situations. O 8.1 LEARN AND REFLECT ABOUT IMPORTANT DECISIONS IN LIFE. O 8.2 IDENTIFY INFORMATION ABOUT VALUES AND BEHAVIOR. O 8.3 LEARN AND REFLECT ABOUT BEHAVIOR. O 8.4 IDENTIFY INFORMATION ABOUT BODY LANGUAGE AND DESMOND MORRIS WHO OBSERVE AND CLASSIFY HUMAN BEHAVIOUR.

COMMUNICATIVE FUNCTIONS  8.1 DISCUSS ABOUT PEOPLE’S DECISIONS FROM A WEB FORUM, P. 93, EJS.3  8.1 ORAL INTERACTION TALKING ABOUT DIFFICULT DECISIONS YOU’VE MADE: GOOD OR BAD, P. 94, EJS.7.  8.2 ORAL INTERACTION DISCUSSING ABOUT A GAME AND ABOUT WHAT THEY THINK THE GAME SHOWS ABOUT A PERSON’S VALUES AND BEHAVIOUR, P. 95, EJS. 1.  8.3 FUNCTION; HANDLING AN AWKWARD SITUATION, P. 98, EJS. 2 TO 4.

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 8.3 LEARN TO: PRACTISING HOW TO SOFTEN A MESSAGE, P. 99, EJS. 6.  8.3 ROLE PLAY A SITUATION DEALING WITH AWKWARD SITUATIONS, P. 99, EJS. 7 AND 8.  8.3 READ A SMALL TEXT ABOUT HOW TO HANDLE AN AWKWARD SITUATION (TIPS FOR TALKING THINGS THROUGH) AND DISCUSS IT, P. 98, EJS. 2B.  8.4 ORAL INTERACTION TALKING ABOUT GESTURES AND BODY LANGUAGE THEY KNOW, P. 100, EJS. 1A.  8.4 SPEAKOUT: LEARN AND PRACTICE HOW TO ADVISE FOR A VISITOR TO YOUR COUNTRY AND PRESENT THE INFORMATION, P.101, EJS. 4

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  8.1 COLLOCATIONS DECISIONS, P.93, EJS.1 AND 2.  8.1 COMPOUND ADJECTIVES, P. 94, EJS. 8 AND 9.  8.2 VALUES, P. 95, EJS. 2.  8.3 BEHAVIOUR, P. 98, EJS.1 GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  8.1 PAST AND MIXED CONDITIONALS, P. 93, EJS. 4 AND 5.  8.2 -ING FORM AND INFINITIVE, P.96, EJS. 4 TO 6.  8.3 HANDLING AN AWKWARD SITUATION, P.98, EJS. 2 TO 5.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  8.1 CONNECTED SPEECH: WEAK FORMS, P. 93, EJ.5.  8.2 CONNECTED SPEECH: INTRUSIVE /W/ P.96, EJ. 5B.

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 8.3 SENTENCE STRESS AND INTONATION, P.98 EJ. 4B. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  8.1 ACTIVATION OF PREVIOUS KNOWLEDGE, DISCUSSING ABOUT OUR DECISIONS IN LIFE; VALUES AND BEHAVIOUR.  8.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES AND ANSWERING SOME QUESTION TO PREPARE THE READING TOPIC; P. 92.  8.1 IDENTIFICATION OF THE TEXT TYPE (NEWS), P.92.  8.4 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS AND OBSERVING PHOTOS TO PREPARE THE READING TOPIC; BODY LANGUAGE, P. 100.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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 8.1 LEARN AND REFLECT ABOUT IMPORTANT DECISIONS IN LIFE.  8.2 IDENTIFY INFORMATION ABOUT VALUES AND BEHAVIOR.  8.3 LEARN AND REFLECT ABOUT BEHAVIOR.  8.4 IDENTIFY INFORMATION ABOUT BODY LANGUAGE AND

DESMOND MORRIS WHO OBSERVE AND CLASSIFY HUMAN BEHAVIOUR. COMMUNICATIVE FUNCTIONS O 8.1 READ THREE NEWS STORIES ABOUT LIFE-CHANGING DECISIONS AND COMPLETE SOME ACTIVITIES, P. 92, EJS. 1. O 8.2 READ SOME INSTRUCTIONS ABOUT A GAME THAT TEST PEOPLE’S BEHAVIOUR (THE SHARING EXPERIMENT) AND COMPLETE SOME EXERCISES, P.95, EJS. 1. O READ AN ARTICLE ABOUT A GAME/EXPERIMENT (THE ULTIMATUM GAME) AND COMPLETE SOME EXERCISES, P. 96, EJS. 4. O 8.2 READ AN INFORMAL ARTICLE ABOUT UNFAIRLY BEHAVIOUR AND HOW TO CHANGE THE THINGS YOU CAN, AND COMPLETE SOME ACTIVITIES, P. 97, EJS. 7. O 8.3 READ A SMALL TEXT ABOUT HOW TO HANDLE AN AWKWARD SITUATION (TIPS FOR TALKING THINGS THROUGH) AND DISCUSS IT, P. 98, EJS. 2B.  8.4 READ A PROGRAMME INFORMATION ABOUT DESMOND MORRIS, A ZOOLOGIST THAT OBSERVE AND CLASSIFY HUMAN BEHAVIOUR AND BODY LANGUAGE (THE HUMAN ANIMAL), P.101.  8.4 READ A SHORT CROSS-CULTURAL ARTICLE ABOUT BODY LANGUAGE IN BRITAIN (KEEP YOUR DISTANCE), AND COMPLETE SOME EXERCISES, P. 101. EJS. 5.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  8.1 COLLOCATIONS DECISIONS, P.93, EJS.1 AND 2.  8.1 COMPOUND ADJECTIVES, P. 94, EJS. 8 AND 9.  8.2 VALUES, P. 95, EJS. 2.  8.3 BEHAVIOUR, P. 98, EJS.1 GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  8.1 PAST AND MIXED CONDITIONALS, P. 93, EJS. 4 AND 5.  8.2 -ING FORM AND INFINITIVE, P.96, EJS. 4 TO 6.  8.3 HANDLING AN AWKWARD SITUATION, P.98, EJS. 2 TO 5. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

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PRODUCTION STRATEGIES

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 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  LEARN WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS; LEARN TO USE LINKERS OF PURPOSE.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT.  CHECK AND CORRECT MISTAKES; GRAMMAR, SPELLING AND PUNCTUATION.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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 8.2 LEARN HOW TO WRITE AN INFORMAL ARTICLE.  8.4 LEARN HOW TO WRITE A CROSS-CULTURAL ARTICLE.  8.4 IDENTIFY INFORMATION ABOUT BODY LANGUAGE AND DESMOND MORRIS WHO OBSERVE AND CLASSIFY HUMAN BEHAVIOUR.

COMMUNICATIVE FUNCTIONS  8.2 WRITE AN INFORMAL ARTICLE ABOUT A TOPIC THEY LIKE, P. 97, EJS. 7 TO 9.  8.4 WRITEBACK: LEARN AND PRACTICE HOW TO WRITE A SHORT ARTICLE GIVING ADVICE TO A FOREIGN STUDENT OR BUSINESS PERSON COMING TO YOUR COUNTRY, P. 101, EJS. 5.

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  8.1 COLLOCATIONS DECISIONS, P.93, EJS.1 AND 2.  8.1 COMPOUND ADJECTIVES, P. 94, EJS. 8 AND 9.  8.2 VALUES, P. 95, EJS. 2.  8.3 BEHAVIOUR, P. 98, EJS.1 GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  8.1 PAST AND MIXED CONDITIONALS, P. 93, EJS. 4 AND 5.  8.2 -ING FORM AND INFINITIVE, P.96, EJS. 4 TO 6.  8.3 HANDLING AN AWKWARD SITUATION, P.98, EJS. 2 TO 5. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS

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WORKBOOK  ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (WHAT KIND OF BEHAVIOUR GETS ON YOUR NERVES?) 220

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STUDENT’S BOOK  LANGUAGE BANK; LB8; GRAMMAR AND PRACTICE. PP.142143.  VOCABULARY BANK; VB8, P. 155.  COMMUNICATION BANK; CB PP.158 TO 163. TEACHER’S BOOK  PROJECT UNIT 8  OPTIONAL EXTRA ACTIVITIES UNIT 8  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK,

UNIT UNIT UNIT UNIT UNIT

8: 8: 8: 8: 8:

COLLOCATION DILEMMAS IT’S HOW YOU SAY IT CONDITIONAL FOX AND HOUNDS BAD BEHAVIOUR DON’T TAKE THIS THE WRONG WAY

MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 8, P. 102.  WB, COMPLETION OF THE EXERCISES , UNIT 8  WB, REVIEW 8

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SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS  MID-AND END OF COURSE TESTS UNIT 9: TROUBLE 1. TEACHING OBJECTIVES

COMMUNICATION SKILLS READING  READ AN ARTICLE ABOUT MEMORY (WITNESS 9.1).  READ AN INFOGRAPHIC ABOUT SCAMS (SCAM 9.2).  READ AN ADVICE LEAFLET ABOUT AVOIDING TROUBLE ON HOLIDAY (SCAM 9.2).

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LISTENING/DVD  LISTEN TO PEOPLE TALKING ABOUT GETTING TRICKED (SCAM 9.2).  LISTEN TO SOMEONE REPORTING AN INCIDENT (IT’S AN EMERGENCY 9.3).  WATCH A BBC PROGRAMME ABOUT A SEA RESCUE (SURVIVAL 9.4)

SPEAKING    

DISCUSS HOW GOOD A WITNESS YOU ARE (WITNESS 9.1). SPECULATE ABOUT SCAMS (SCAM 9.2). TALK ABOUT EMERGENCY SITUATIONS (IT’S AN EMERGENCY 9.3). AGREE PRIORITIES (SURVIVAL 9.4)

WRITING  WRITE A ‘HOW TO’ LEAFLET, LEARNING TO AVOID REPETITION (WITNESS 9.1).  WRITE A STORY ABOUT A LUCKY ESCAPE (SURVIVAL 9.4)

KNOWLEDGE OF THE LANGUAGE A LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURE AND LINGUISTIC CONTENT OF THE UNIT  -ING FORM AND INFINITIVE (WITNESS 9.1).  PAST MODALS OF DEDUCTION (SCAM 9.2).  REPORTING ON AN INCIDENT (IT’S AN EMERGENCY 9.3).

B VOCABULARY TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC    

CRIME (WITNESS 9.1). DEPENDENT PREPOSITIONS (WITNESS 9.1). SYNONYMS (SCAM 9.2). INCIDENTS (IT’S AN EMERGENCY 9.3).

C PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATION, SUCH AS RHYTHM, STRESS AND INTONATION:  CONNECTED SPEECH: ELISION (WITNESS 9.1).  CONNECTED SPEECH: PAST MODALS (SCAM 9.2).  SENTENCE STRESS (IT’S AN EMERGENCY 9.3).

2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

KEY COMPETENCES

COMPREHENSION STRATEGIES:  9.2 ACTIVATION OF PREVIOUS KNOWLEDGE AND LANGUAGE TALKING ABOUT STREET SCAMS.  9.2 LEARN TO USE A INFOGRAPHIC BEFORE LISTENING TO UNDERSTAND BETTER.  9.4

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ACTIVATE LANGUAGE AND KNOWLEDGE (DVD PREVIEW). SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS O 9.1 LEARN AND REFLECT ABOUT CRIME AND MEMORY; AND IDENTIFY INFORMATION ABOUT FAMOUS CRIME SCENES LIKE THE WASHINGTON SNIPER ATTACKS OR THE LONDON BOMBING. O 9.2 LEARN AND REFLECT ABUT TRICKS AND SCAMS. O 9.3 IDENTIFY INFORMATION ABOUT EMERGENCY SITUATIONS AND HOW TO REPORT AN INCIDENT. O 9.4 IDENTIFY AND LEARN INFORMATION ABOUT HOW TO SURVIVE A DISASTER SITUATION.

COMMUNICATIVE FUNCTIONS O 9.1 LISTEN TO A CONVERSATION IN WHICH PEOPLE TALK ABOUT GETTING TRICKED, AND COMPLETE SOME STATEMENTS, P. 107, EJS. 2. O 9.3 FUNCTION: LISTEN TO A PHONE CONVERSATION REPORTING AN INCIDENT AND COMPLETE THE INCIDENT REPORT, P. 110, EJS. 3. O 9.4 SURVIVAL: WATCH A BBC PROGRAMME ABOUT A SEA RESCUE, AND UNDERSTAND THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW), P. 112. EJ.1. O 9.4 LISTEN TO PEOPLE DECIDING ON THINGS TO TAKE ON A LIFE RAFT AND ANSWER SOME QUESTIONS, P. 113, EJS. 3. O BBC INTERVIEWS (DO YOU HAVE ANY PHOBIAS?). WATCH A VIDEO THAT EXTENDS THE UNIT TOPIC TO DEAL WITH THE ISSUE OF PHOBIAS AND THE IRRATIONAL FEAR PEOPLE HAVE OF CERTAIN SITUATIONS, ACTIVITIES, THINGS, ANIMALS OR PEOPLE.

HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:  9.1 CRIME, P. 104, EJS.1.  9.1 DEPENDENT PREPOSITIONS, P. 106, EJS. 7 AND 8.  9.2 SYNONYMS P. 107, EJS.1.  9.3 INCIDENTS, P. 110, EJS 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  9.1 -ING FORM AND INFINITIVE; PAST, P. 105. EJS. 3.  9.2 PAST MODALS OF DEDUCTION, P. 108, EJS. 4 TO 6.  9.3 REPORTING ON AN INCIDENT, PP. 110 AND 111 EJS. 3 TO 6.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:

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 9.1 CONNECTED SPEECH: ELISION, P. 105, EJ. 4.  9.2 CONNECTED SPEECH: PAST MODALS, P, 108, EJ.5.  9.3 SENTENCE STRESS, P. 111, EJ.4C. CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE.  PREDICTION OF THE SITUATIONS REFLECTED ON THE PHOTOS OF THE UNIT.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.

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 ANTICIPATE AND REHEARSE HOW TO COMMUNICATE THE IMPORTANT POINTS  9.3 LEARN TO: REPHRASE.

 9.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS TO AGREEING PRIORITIES (KEYPHRASES), P. 113. SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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 LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES.  Demonstrate understanding of other social and cultural situations. O 9.1 LEARN AND REFLECT ABOUT CRIME AND MEMORY; AND IDENTIFY INFORMATION ABOUT FAMOUS CRIME SCENES LIKE THE WASHINGTON SNIPER ATTACKS OR THE LONDON BOMBING. O 9.2 LEARN AND REFLECT ABUT TRICKS AND SCAMS. O 9.3 IDENTIFY INFORMATION ABOUT EMERGENCY SITUATIONS AND HOW TO REPORT AN INCIDENT. O 9.4 IDENTIFY AND LEARN INFORMATION ABOUT HOW TO SURVIVE A DISASTER SITUATION.

COMMUNICATIVE FUNCTIONS  9.1 TALK ABOUT THE MOST COMMON CRIMES IN YOUR CITY/COUNTRY, P. 104, EJS. 1  9.1 DISCUSS HOW GOOD A WITNESS THEY ARE, P. 106, EJS. 6.  9.2 ORAL INTERACTION DISCUSSING ABOUT SCAMS, P. 107 EJS. 3.  9.2 ORAL INTERACTION SPECULATING ABOUT SCAMS IN DIFFERENT SITUATIONS, P. 108 AND 162, EJS. 7 (COMMUNICATION BANK).  9.2 GIVE ADVICE TO A VISITOR TO A CITY ABOUT HOW TO AVOID GETTING INTO TROUBLE, P. 109, EJS. 8A.  9.3 ORAL INTERACTION TALKING ABOUT WHAT TO DO IF THEY WITNESSED THE SITUATION REFLECTED IN TWO PICTURES; EMERGENCY SITUATIONS, P. 110, EJS. 1.  9.3 FUNCTION: REPORTING AN INCIDENT, P. 110, EJS. 3 TO 5.  9.3 ROLE PLAY A CONVERSATION BETWEEN A POLICE OFFICER AND A CALLER WHOSE BAG HAS BEEN STOLEN FROM A SHOP CHANGING ROOM, P. 111, EJS. 5.

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 9.3 LEARN TO: REPHRASE TO HELP WITH THE COMMUNICATION, P. 111, EJS. 7.  9.3 TALK ABOUT A BURGLARY IN YOUR HOUSE, CHANGING ROLES, P. 111 AND 161/162, EJS. 8 (COMMUNICATION BANK).  9.4 ORAL INTERACTION TALKING ABOUT DIFFERENT WAYS THAT PEOPLE REACT IN A DISASTER SITUATION, P. 112, EJS. 1.  9.4 SPEAKOUT: LEARN AND PRACTICE HOW TO PERSUADE PEOPLE AND AGREE ON PRIORITIES, P. 113, EJS. 3.

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  9.1 CRIME, P. 104, EJS.1.  9.1 DEPENDENT PREPOSITIONS, P. 106, EJS. 7 AND 8.  9.2 SYNONYMS P. 107, EJS.1.  9.3 INCIDENTS, P. 110, EJS 2. GRAMMAR

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COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  9.1 -ING FORM AND INFINITIVE; PAST, P. 105. EJS. 3.  9.2 PAST MODALS OF DEDUCTION, P. 108, EJS. 4 TO 6.  9.3 REPORTING ON AN INCIDENT, PP. 110 AND 111 EJS. 3 TO 6.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  9.1 CONNECTED SPEECH: ELISION, P. 105, EJ. 4.  9.2 CONNECTED SPEECH: PAST MODALS, P, 108, EJ.5.  9.3 SENTENCE STRESS, P. 111, EJ.4C. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  9.1 ACTIVATION OF PREVIOUS KNOWLEDGE TO PREPARE THE READING TOPIC ASKING AND ANSWERING QUESTIONS; CRIME AND MEMORY; BEING A WITNESS.  9.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, PP. 104 AND 105.  9.1 IDENTIFICATION OF THE TEXT TYPE. PP. 104 AND 105.  9.4 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; HOW TO SURVIVE A DISASTER, P. 112, (DVD PREVIEW).

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

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 9.1 LEARN AND REFLECT ABOUT CRIME AND MEMORY; AND IDENTIFY INFORMATION ABOUT FAMOUS CRIME SCENES LIKE THE WASHINGTON SNIPER ATTACKS OR THE LONDON BOMBING.  9.2 LEARN AND REFLECT ABUT TRICKS AND SCAMS.  9.3 IDENTIFY INFORMATION ABOUT EMERGENCY SITUATIONS AND HOW TO REPORT AN INCIDENT.  9.4 IDENTIFY AND LEARN INFORMATION ABOUT HOW TO SURVIVE A DISASTER SITUATION.

COMMUNICATIVE FUNCTIONS  9.1 READ AN ARTICLE ABOUT MEMORY (MEMORIES ON TRIAL) AND COMPLETE SOME ACTIVITIES, PP. 104 AND 105, EJS. 2.  9.1 READ AND COMPLETE SOME HEADLINES, P. 106, EJS. 7.  9.2 READ AN INFOGRAPHIC ABOUT SCAMS AND TO FALL FOR A SCAM AGAIN (SCAM-PROOF YOURSELF) AND COMPLETE SOME ACTIVITIES, P. 107, EJS. 1B.  9.2 READ AN EXTRACT FROM A “HOW TO” LEAFLET FOR TOURISTS (HOW TO AVOID TROUBLE ON HOLIDAY) AND COMPLETE SOME ACTIVITIES, P. 109, EJS. 8.  9.4 READ A BBC PROGRAMME INFORMATION ABOUT A SEA RESCUE (HORIZON; HOW TO SURVIVE A DISASTER), P. 112.  9.4 READ A WEBSITE STORY ABOUT A LUCKY ESCAPE AND COMPLETE SOME EXERCISES, P. 113, EJS. 7.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  9.1 CRIME, P. 104, EJS.1.  9.1 DEPENDENT PREPOSITIONS, P. 106, EJS. 7 AND 8.  9.2 SYNONYMS P. 107, EJS.1.  9.3 INCIDENTS, P. 110, EJS 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:

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 9.1 -ING FORM AND INFINITIVE; PAST, P. 105. EJS. 3.  9.2 PAST MODALS OF DEDUCTION, P. 108, EJS. 4 TO 6.  9.3 REPORTING ON AN INCIDENT, PP. 110 AND 111 EJS. 3 TO 6. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

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PRODUCTION STRATEGIES

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 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  LEARN WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS; LEARN TO AVOID REPETITION.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT.  CHECK AND CORRECT MISTAKES; GRAMMAR, SPELLING AND PUNCTUATION.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS O 9.2 LEARN HOW TO WRITE A “HOW TO” LEAFLET GIVING. O 9.4 LEARN HOW TO WRITE AN ESCAPE STORY. O 9.4 IDENTIFY AND LEARN INFORMATION ABOUT HOW TO SURVIVE A DISASTER SITUATION.

COMMUNICATIVE FUNCTIONS  9.1 MAKE NOTES ABOUT HOW WOULD YOU HAVE ACTED IF YOU’ WITNESSED A CRIME, P. 106, EJS. 6.  9.1 WRITE NEWS ARTICLE IN THREE SENTENCES ABOUT ONE HEADLINE, P. 106, EJS. 8A.  9.2 LEARN HOW TO WRITE A “HOW TO” LEAFLET GIVING ADVICE FOR DIFFERENT SITATIONS AVOIDING REPETITION, P. 109, EJS 10.  9.4 COMPLETE AN INCIDENT REPORT, P. 110,J EJS., 3B.  9.4 WRITEBACK: LEARN AND PRACTICE HOW TO WRITE AN ESCAPE STORY, P. 113, EJS. 4.

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  9.1 CRIME, P. 104, EJS.1.  9.1 DEPENDENT PREPOSITIONS, P. 106, EJS. 7 AND 8.  9.2 SYNONYMES P. 107, EJS.1.  9.3 INCIDENTS, P. 110, EJS 2. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  9.1 -ING FORM AND INFINITIVE; PAST, P. 105. EJS. 3.  9.2 PAST MODALS OF DEDUCTION, P. 108, EJS. 4 TO 6.  9.3 REPORTING ON AN INCIDENT, PP. 110 AND 111 EJS. 3 TO 6. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS

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 ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES.  ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES.  ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (DO YOU HAVE ANY PHOBIAS?)

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STUDENT’S BOOK  LANGUAGE BANK; LB9; GRAMMAR AND PRACTICE. PP.142143.  VOCABULARY BANK; VB9, P. 156.  COMMUNICATION BANK; CB PP.158 TO 163. TEACHER’S BOOK  PROJECT UNIT 9.  OPTIONAL EXTRA ACTIVITIES UNIT 9.  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK,

UNIT UNIT UNIT UNIT UNIT

9: 9: 9: 9: 9:

WHAT’S MY PUNISHMENT? NOUGHTS AND CROSSES VERB FORM BINGO DEDUCTION BLOCKS TELL ME WHAT YOU SAW

MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 9, P. 114.  WB, COMPLETION OF THE EXERCISES , UNIT 9  WB, REVIEW 9 SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS  MID-AND END OF COURSE TESTS UNIT 10: CULTURE 1. TEACHING OBJECTIVES

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COMMUNICATION SKILLS READING  READ A FILM REVIEW (MOVING EXPERIENCES 10.1).  READ ANSWERS TO POPULAR CULTURE (POPULAR CULTURE 10.2).

LISTENING/DVD  LISTEN TO PEOPLE TALKING ABOUT FILMS (POPULAR CULTURE 10.2).  LISTEN TO TOURS OF TWO VERY DIFFERENT PLACES (ON YOUR LEFT… 10.3).  WATCH A BBC PROGRAMME ABOUT AN INNOVATIVE BUILDING (THE PEOPLE’S PALACE 10.4)

SPEAKING    

TALK ABOUT A FILM YOU NEVER GET BORED WITH (MOVING EXPERIENCES 10.1). TALK ABOUT POPULAR CULTURE AND ARTS EXPERIENCES (POPULAR CULTURE 10.2). SHOW A VISITOR AROUND PARTY OF YOUR TOWN (ON YOUR LEFT… 10.3). DISCUSS AN ARTISTIC PROJECT FOR YOUR TOWN (THE PEOPLE’S PALACE 10.4)

WRITING  WRITE A FILM REVIEW (MOVING EXPERIENCES 10.1).  WRITE A COMPLETION ENTRY (THE PEOPLE’S PALACE 10.4)

KNOWLEDGE OF THE LANGUAGE A LANGUAGE AND GRAMMAR FUNCTIONS TO UNDERSTAND AND CORRECTLY APPLY THE GRAMMATICAL STRUCTURE AND LINGUISTIC CONTENT OF THE UNIT  RELATIVE CLAUSES (MOVING EXPERIENCES 10.1).  PARTICIPLE CLAUSES (POPULAR CULTURE 10.2).  GIVING A TOUR (ON YOUR LEFT… 10.3).

B VOCABULARY TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC    

ADJECTIVES TO DESCRIBE FILMS (MOVING EXPERIENCES 10.1). THE ARTS (POPULAR CULTURE 10.2). TWO PART PHRASES (POPULAR CULTURE 10.2). DIMENSIONS (ON YOUR LEFT… 10.3).

C PRONUNCIATION TO RECOGNIZE AND REPRODUCE ASPECTS OF PRONUNCIATION, SUCH AS RHYTHM, STRESS AND INTONATION:  INTONATION: RELATIVE CLAUSES (MOVING EXPERIENCES 10.1).  WORD STRESS: CONNECTED SPEECH (POPULAR CULTURE 10.2).  INTONATION IN COMMENTS (ON YOUR LEFT… 10.3). 2. CONTENTS CONTENT BLOCK 1 – COMPREHENSION OF ORAL TEXTS ACTIVITIES

KEY COMPETENCES

COMPREHENSION STRATEGIES:  10.1 ACTIVATION OF PREVIOUS KNOWLEDGE TALKING SPEAKING

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ABOUT FILMS.

10.1 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES.  10.4 MAKING PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING SOME PHOTOS AND DISCUSSING SOME IDEAS TO ACTIVATE LANGUAGE AND KNOWLEDGE (DVD PREVIEW). 

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  10.1 IDENTIFY INFORMATION ABOUT FILMS. LEARN ABOUT THE FILM “MIDNIGHT IN PARIS”. KNOW WHAT A REVIEW IS.  10.2 IDENTIFY INFORMATION ABOUT POPULAR CULTURE.  10.3 IDENTIFY INFORMATION ABOUT GREENWICH VILLAGE, NEW YORK, USA AND OXFORD, ENGLAND.  10.4 IDENTIFY INFORMATION ABOUT THE BIGGEST PUBLIC LIBRARY IN EUROPE (BIRMINGHAM).

COMMUNICATIVE FUNCTIONS O 10.2 LISTEN TO SOMEONE TALKING ABOUT A FILM THE NEVER GETS BORED WITH WATCHING AND COMPLETE SOME ACTIVITIES, P. 116, EJS. 3.  10.3 FUNCTION: LISTEN TO TWO PEOPLE SHOWING VISITORS AROUND GREENWICH VILLAGE AND OXFORD AND COMPLETE SOME ACTIVITIES. CHECK THE ANSWERS, P. 122, EJS. 2.  10.3 LEARN TO; LISTEN TO PEOPLE EXPRESSING ESTIMATES (WHEN WE DON’T KNOW THE EXACT NUMBER), P. 123, EJS. 6. O 10.4 THE PEOPLE’S PALACE: WATCH A BBC PROGRAMME ABOUT AN INNOVATIVE BUILDING IN BIRMINGHAM AND UNDERSTAND THE GENERAL IDEA AND SPECIFIC INFORMATION IN IT, RECOGNIZING HIGH FREQUENCY VOCABULARY AND STRUCTURES (DVD VIEW), P.124 O 10.4 LISTEN TO THREE PEOPLE DISCUSSING A NEW PUBLIC SPACE OR ARTISTIC PROJECT FOR THEIR OWN, AND COMPLETE SOME ACTIVITIES, P. 125, EJS. 4A. O BBC INTERVIEWS (WHAT AREAS OF THE ARTS DO YOU ENJOY?) WATCH A VIDEO THAT ENCOURAGES TO REFLECT ON THE AREAS OF ART AND CULTURE THAT THEY ENJOY THE MOST.

HIGH FREQUENCY ORAL LEXIS (RECEPTION) COMPLETION OF EXERCISES TO LEARN AND PRACTICE THE UNIT VOCABULARY:  10.1 ADJECTIVES TO DESCRIBE FILMS, P. 116, EJS 1 AND 2.  10.2 THE ARTS. P. 120, EJS. 4.  10.2 TWO PART PHRASES, P. 121, EJS. 6 TO 8.  10.3 DIMENSIONS, P. 123, EJS. 5. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  10.1 RELATIVE CLAUSES, P. 117, EJS. 5 TO 7.  10.2 PARTICIPLE CLAUSES P.120 EJS. 2 AND 3.  10.3 GIVING A TOUR P. 122 AND 123, EJS. 2 TO 4.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  10.1 INTONATION: RELATIVE CLAUSES, P. 117, EJ. 6B.  10.2 WORD STRESS: CONNECTED SPEECH, P.121, EJS. 6 TO 8.

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 10.3 INTONATION IN COMMENTS, P.122, EJ. 3C.

CONTENT BLOCK 2 - PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION. CLC, LL, SIE PRODUCTION STRATEGIES  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  WARMING ACTIVITIES TO ACTIVATE LANGUAGE AND KNOWLEDGE.  PREDICTION OF THE SITUATIONS REFLECTED ON THE PHOTOS OF THE UNIT.  PREPARATION FOR SPEAKING AND COMPLETION OF THE PRACTICE EXERCISES.  ANTICIPATE AND REHEARSE HOW TO COMMUNICATE THE IMPORTANT POINTS  10.3 LEARN TO: EXPRESS ESTIMATES.  10.4 (PLANNING) STUDY OF A TABLE WITH USEFUL LANGUAGE AND APPROPRIATE EXPRESSIONS TO DO A TOWN PROJECT (KEYPHRASES), P. 125. CLC, CMST,LL, CAE SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  LEARN BASIC FORMS OF SOCIAL RELATIONSHIP IN THE TARGET LANGUAGE, PARTICIPATING IN DIFFERENT CLASSROOM ACTIVITIES.  Demonstrate understanding of other social and cultural situations.  10.1 IDENTIFY INFORMATION ABOUT FILMS. LEARN ABOUT

THE FILM “MIDNIGHT IN PARIS”. KNOW WHAT A REVIEW IS.  10.2 IDENTIFY INFORMATION ABOUT POPULAR CULTURE.  10.3 IDENTIFY INFORMATION ABOUT GREENWICH VILLAGE, NEW YORK, USA AND OXFORD, ENGLAND.  10.4 IDENTIFY INFORMATION ABOUT THE BIGGEST PUBLIC LIBRARY IN EUROPE (BIRMINGHAM). COMMUNICATIVE FUNCTIONS  10.1 ORAL INTERACTION EXPRESSING OPINIONS AND LIKES ABOUT DIFFERENT TYPES OF FILMS, P. 116, EJ. 1A.  10.1 DESCRIBE A FILM USING ADJECTIVES, P. 116, EJS. 2.  10.1 ORAL INTERACTION TALKING ABOUT A FILM YOU NEVER GET BORED WITH, P. 116, EJS. 4 AND P. 117, EJS. 8.  10.2 TALK ABOUT POPULAR CULTURE AND ARTS EXPERIENCES, P. 121, EJS. 5.  10.3 DISCUSS SOME QUESTIONS ABOUT PLACES OF INTERST IN YOUR TOWN OR CITY, P. 122, EJS. 1.  10.3 FUNCTION: GIVING A TOUR, P. 122, EJS. 2 TO 4.  10.3 LEARN TO; EXPRESS ESTIMATES, P. 123, EJS. 6.  10.3 DESIGN A ONE-HOUR WALKING OR CYCLING OF A TOWN/CITY YOU KNOW FOR A VISITOR, P. 123, EJS. 7.  10.4 DISCUSS SOME QUESTIONS ABOUT A NEW LIBRARY, P. 124, EJS. 1.  10.4 ORAL INTERACTION DISCUSSING ABOUT LOCAL GOVERNMENTS SPENDING MONEY ON ARCHITECTURE AND PUBLIC SPACES, P. 124,

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EJS. 3.  10.4 SPEAKOUT: LEARN AND PRACTICE HOW TO DISCUSS IDEAS AND DECIDE ON ONE ARTISTIC PROJECT FOR YOUR TOWN/CITY, P. 125, EJS. 4 AND 5.

HIGH FREQUENCY ORAL LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  10.1 ADJECTIVES TO DESCRIBE FILMS, P. 116, EJS 1 AND 2.  10.2 THE ARTS. P. 120, EJS. 4.  10.2 TWO PART PHRASES, P. 121, EJS. 6 TO 8.  10.3 DIMENSIONS, P. 123, EJS. 5. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  10.1 RELATIVE CLAUSES, P. 117, EJS. 5 TO 7.  10.2 PARTICIPLE CLAUSES P.120 EJS. 2 AND 3.  10.3 GIVING A TOUR P. 122 AND 123, EJS. 2 TO 4.

SOUND PATTERNS (PRONUNCIATION, RHYTHM AND INTONATION) COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE RULES AND PRONUNCIATION AND INTONATION PATTERNS:  10.1 INTONATION: RELATIVE CLAUSES, P. 117, EJ. 6B.  10.2 WORD STRESS: CONNECTED SPEECH, P.121, EJS. 6 TO 8.  10.3 INTONATION IN COMMENTS, P.122, EJ. 3C. CONTENT BLOCK 3 - COMPREHENSION OF WRITTEN TEXTS COMPREHENSION STRATEGIES  10.2 ACTIVATION OF PREVIOUS KNOWLEDGE AND LANGUAGE TO PREPARE THE READING TOPIC, ASKING AND ANSWERING QUESTIONS ABOUT POPULAR CULTURE.  10.2 FORMULATION OF HYPOTHESIS AND PREDICTIONS ON CONTENT AND CONTEXT BY LOOKING AT IMAGES, P. 119, EJS. 1.  10.2 IDENTIFICATION OF THE TEXT TYPE; A MAGAZINE ARTICLE, P. 119.  10.2 READING AND ANSWERING QUESTIONS ABOUT GENERAL AND SPECIFIC INFORMATION P. 119.  10.4 ACTIVATION OF PREVIOUS KNOWLEDGE, ASKING AND ANSWERING TO QUESTIONS TO PREPARE THE READING TOPIC; BIRMINGHAM AND THE BIGGEST PUBLIC LIBRARY IN EUROPE (DVD PREVIEW). SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  10.1 IDENTIFY INFORMATION ABOUT FILMS. LEARN ABOUT THE FILM “MIDNIGHT IN PARIS”. KNOW WHAT A REVIEW IS.  10.2 IDENTIFY INFORMATION ABOUT POPULAR CULTURE.  10.3 IDENTIFY INFORMATION ABOUT GREENWICH VILLAGE, NEW YORK, USA AND OXFORD, ENGLAND.  10.4 IDENTIFY INFORMATION ABOUT THE BIGGEST PUBLIC LIBRARY IN EUROPE (BIRMINGHAM).

COMMUNICATIVE FUNCTIONS

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 10.1 READ AND COMPLETE AN ONLINE FORUM MESSAGE ABOUT A FILM (WHAT FILM DO YOU NEVER GET BORED WITH), P. 117, EJS. 5.

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 10.1 READ A FILM REVIEW (MIDNIGHT IN PARIS) AND COMPLETE SOME ACTIVITIES, P. 118, EJS. 9.  10.2 READ MAGAZINE ARTICLE ABOUT POPULAR CULTURE (POPULAR CULTURE, Q&A), AND ANSWER SOME QUESTIONS, P. 119, EJS. 1.  10.4 READ A PROGRAMME INFORMATION AND LOOK AT SOME PICTURES ABOUT A LIBRARY (THE CULTURE SHOW; THE PEOPLE’S PALACE), (BBC), P.124.  10.4 READ A COMPETITION ENTRY ABOUT A WORK OF ART AND COMPLETE SOME EXERCISES, P. 125, EJS 6.

HIGH FREQUENCY WRITTEN LEXIS (RECEPTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  10.1 ADJECTIVES TO DESCRIBE FILMS, P. 116, EJS 1 AND 2.  10.2 THE ARTS. P. 120, EJS. 4.  10.2 TWO PART PHRASES, P. 121, EJS. 6 TO 8.  10.3 DIMENSIONS, P. 123, EJS. 5. GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  10.1 RELATIVE CLAUSES, P. 117, EJS. 5 TO 7.  10.2 PARTICIPLE CLAUSES P.120 EJS. 2 AND 3.  10.3 GIVING A TOUR P. 122 AND 123, EJS. 2 TO 4. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. CONTENT BLOCK 4 - PRODUCTION OF WRITTEN TEXTS

PRODUCTION STRATEGIES

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 BE AWARE OF THE ADEQUACY OF PRODUCTION TO THE SPECIFIC SITUATION.  USE THE SPEAKOUT TIP TO HELP IN THE COMMUNICATION.  LEARN WRITTEN STRATEGIES TO IMPROVE THE WRITTEN SKILLS; LEARN TO USE ADVERB + PAST PARTICIPLE COMBINATIONS.  FOLLOW THE STEPS FOR GOOD WRITING IN A SPECIFIC FORMAT AND CONTEXT.  CHECK AND CORRECT MISTAKES; GRAMMAR, SPELLING AND PUNCTUATION.

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS  10.1 LEARN AND PRACTICE HOW TO WRITE A FILM REVIEW.

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 10.4 LEARN HOW TO WRITE A DESCRIPTION ABOUT A WORK OF ART.  10.4 IDENTIFY INFORMATION ABOUT THE BIGGEST PUBLIC LIBRARY IN EUROPE (BIRMINGHAM).

COMMUNICATIVE FUNCTIONS

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 10.1 WRITE A REVIEW ABOUT A FILM THEY HAVE SEEN RECENTLY, P. 118, EJS.11.  10.2 WRITE ANSWER FOR SOME READING QUESTIONS, P. 119, EJS. 1D.  10.4 WRITEBACK: LEARN AND PRACTICE HOW TO WRITE A DESCRIPTION ABOUT A WORK OF ART, FOR A COMPETITION P. 125, EJS. 6

HIGH FREQUENCY WRITTEN LEXIS (PRODUCTION) TO LEARN VOCABULARY RELATED TO THE UNIT TOPIC:  10.1 ADJECTIVES TO DESCRIBE FILMS, P. 116, EJS 1 AND 2.  10.2 THE ARTS. P. 120, EJS. 4.  10.2 TWO PART PHRASES, P. 121, EJS. 6 TO 8.  10.3 DIMENSIONS, P. 123, EJS. 5.

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GRAMMAR COMPLETION OF EXERCISES TO LEARN AND CORRECTLY APPLY GRAMMATICAL ASPECTS:  10.1 RELATIVE CLAUSES, P. 117, EJS. 5 TO 7.  10.2 PARTICIPLE CLAUSES P.120 EJS. 2 AND 3.  10.3 GIVING A TOUR P. 122 AND 123, EJS. 2 TO 4. GRAPHIC PATTERNS AND SPELLING CONVENTIONS. COMPLETION OF EXERCISES TO LEARN AND INTERIORIZE BASIC RULES OF SPELLING AND PUNCTUATION. 3. DEALING WITH MIXED ABILITY

REINFORCEMENT ACTIVITIES TEACHER’S BOOK  WARM UP ACTIVITIES  TEACHING TIPS  HOMEWORK IDEAS

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WORKBOOK   

ADDITIONAL GRAMMAR, VOCABULARY AND PRONUNCIATION EXERCISES. ADDITIONAL FUNCTIONAL LANGUAGE PRACTICE EXERCISES. ADDITIONAL READING, LISTENING AND WRITING PRACTICE.

EXTENSION ACTIVITIES COMMUNICATIVE REVISION ACTIVITY  BBC INTERVIEWS (WHAT AREAS OF THE ARTS DO YOU ENJOY?) STUDENT’S BOOK  LANGUAGE BANK; LB10, GRAMMAR AND PRACTICE. PP.146147.  VOCABULARY BANK; VB10, P. 157.  COMMUNICATION BANK; CB PP.158 TO 163. TEACHER’S BOOK  PROJECT UNIT 10  OPTIONAL EXTRA ACTIVITIES UNIT 10  PHOTOCOPIABLE GRAMMAR, VOCABULARY AND FUNCTIONAL LANGUAGE WORKSHEETS FOR EVERY UNIT.  BBC INTERVIEWS, WORKSHEETS AND SCRIPTS.  RESOURCE BANK,

UNIT UNIT UNIT UNIT UNIT

10: 10: 10: 10: 10:

I WOULDN’T RECOMMEND IT! TWO-PART PHRASE GAME RELATIVE CLAUSE QUIZ CHANGE AND DISCUSS TOP TOURS

MYENGLISHLAB  EXTRA PRACTICE IN GRAMMAR, VOCABULARY AND SKILLS.  BBC INTERVIEWS AND INTERACTIVE EXERCISES.

ACTIVETEACH.  GRAMMAR AND VOCABULARY REVIEW GAMES  BBC INTERVIEWS AND WORKSHEETS.

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WEBSITE AND SPEAKOUT EXTRA.  FREE DOWNLOADABLE WORKSHEETS.  EXTRA VIDEO-EXPLOITATION ACTIVITIES. 4. ASSESSMENT

FORMATIVE ASSESSMENT  CONTINUOUS ASSESSMENT DURING THE CLASSES.  SB, LOOKBACK, UNIT 10, P. 126  WB, COMPLETION OF THE EXERCISES , UNIT 10  WB, REVIEW 10

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SUMATIVE ASSESSMENT  TRF UNIT AND ACHIEVEMENT TESTS  MID-AND END OF COURSE TESTS

10.4 NIVEL C 1 Utilizar el idioma con flexibilidad, eficacia y precisión para participar en todo tipo de situaciones, en los ámbitos personal, público, académico y profesional que requieran comprender, producir y procesar textos orales y escritos extensos y complejos, en diversas variedades estándar de la lengua, con un repertorio léxico amplio, y que versen sobre temas tanto abstractos como concretos, incluso aquellos con los que el hablante no esté familiarizado. El nivel C1 tendrá como referencia las competencias propias del mismo de acuerdo con el consejo de Europa definidas en el marco común europeo de referencia para las lenguas (MCER). Teniendo en cuenta que el Currículo de Nivel C1 está pendiente de ser publicado en la Comunidad Autónoma de Canarias, también se tomará como referencia el publicado por el Ministerio de Educación, Cultura y Deportes para las ciudades autónomas de Ceuta y Melilla, ORDEN EDU/3377/2009, DE 7 DE DICIEMBRE. 10.4. A CRITERIOS DE EVALUACIÓN Se considerará que un alumno ha adquirido las competencias propias de este nivel, para cada destreza, cuando sea capaz de lo siguiente: Comprensión oral 

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Comprender, incluso en malas condiciones acústicas, textos extensos, lingüística y conceptualmente complejos, que contengan expresiones idiomáticas y coloquiales y que traten temas tanto concretos como abstractos o desconocidos para el alumno, incluyendo aquellos de carácter técnico especializado, en diversas variedades estándar de la lengua y articulados a velocidad normal o rápida, aunque puede que el oyente necesite confirmar ciertos detalles, sobre todo si el acento no le resulta familiar. Comprender información específica en declaraciones y anuncios públicos que tienen poca calidad y sonido distorsionado; por ejemplo, en una estación o estadio. Comprender información técnica compleja, como, por ejemplo, instrucciones de funcionamiento, especificaciones de productos y servicios cotidianos. Comprender información compleja y consejos sobre todos los asuntos relacionados con la profesión o las actividades académicas del usuario. Comprender con relativa facilidad la mayoría de las conferencias, charlas, discusiones y debates sobre temas complejos de carácter profesional o académico. Comprender una amplia gama de material grabado y retransmitido, incluyendo algún uso fuera de lo habitual, e identificar los pormenores y sutilezas como actitudes y relaciones Implícitas entre los hablantes.

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  

      

Comprender los detalles de conversaciones y debates de cierta longitud entre terceras personas, incluso sobre temas abstractos, complejos o desconocidos, y captar la atención de lo que se dice. Comprender conversaciones de cierta longitud en las que participa el hablante aunque no estén claramente estructuradas y la relación entre las ideas sea solamente implícita. Comprender declaraciones y mensajes, avisos e instrucciones detalladas sobre temas concretos y abstractos, en lengua estándar y con un ritmo normal. Comprender discursos y conferencias extensas, e incluso seguir líneas argumentales complejas, aun cuando el tema no le sea completamente conocido y el desarrollo del discurso carezca de marcadores explícitos. Comprender los contenidos de exposiciones e informes, y otras formas de presentación académica y profesional lingüísticamente complejas. Comprender documentales, noticias de la televisión o radio, debates, programas sobre temas actuales, entrevistas en directo y otro material grabado o retransmitido en lengua estándar. Comprender obras de teatro y la mayoría de las películas en lengua estándar. Comprender con todo detalle lo que se dice directamente en conversaciones y transacciones en lengua estándar, incluso en un ambiente con ruido de fondo. Captar gran parte de lo que se dice alrededor. Comprender las discusiones sobre asuntos relacionados con su especialidad y entender con detalle las ideas que destaca el interlocutor. Alcanzar la comprensión antes expuesta con o sin apoyo visual (películas, fotos, dibujos).

Expresión e interacción oral













Producir textos claros y detallados sobre temas complejos, integrando otros temas, desarrollando ideas concretas y terminando con una conclusión adecuada, así como dominar un amplio repertorio léxico que permita al hablante suplir las deficiencias fácilmente con circunloquios cuando toma parte activa en intercambios extensos de diversos tipos, expresándose con fluidez, espontaneidad y casi sin esfuerzo. Realizar presentaciones claras y bien estructuradas sobre un tema complejo, ampliando con cierta extensión, integrando otros temas, desarrollando ideas concretas y defendiendo sus puntos de vista con ideas complementarias, motivos y ejemplos adecuados, y terminando con una conclusión apropiada, así como responder espontáneamente y sin apenas esfuerzo a las preguntas de la audiencia. Participar de manera plena en una entrevista, como entrevistador o entrevistado, ampliando y desarrollando las ideas discutidas con fluidez y sin apoyo y haciendo un buen uso de las interjecciones y otros mecanismos para expresar reacciones y mantener el buen desarrollo del discurso. En transacciones e intercambios para obtener bienes y servicios, negociar la solución de conflictos y desarrollar su argumentación en caso de daños y perjuicios, utilizando un lenguaje persuasivo para reclamar una indemnización, y establecer con claridad los límites de cualquier concesión que el hablante esté dispuesto a realizar. Participar activamente en conversaciones y discusiones formales animadas y en las que se traten temas abstractos, complejos y desconocidos, identificando con precisión los argumentos de los diferentes puntos de vista, argumentando su postura formalmente, con precisión y convicción, respondiendo a preguntas y comentarios y contestando de forma fluida, espontánea y adecuada a argumentaciones complejas contrarias. Participar activamente  En conversaciones informales animadas que traten temas abstractos, complejos y desconocidos, expresando sus ideas y opiniones con precisión, presentando líneas argumentales complejas de manera convincente y respondiendo a las mismas con eficacia, defendiendo sus ideas con aspectos complementarios y ejemplos relevantes, así como responder a una serie de preguntas complementarias de la audiencia con

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un grado de fluidez y espontaneidad que no suponga ninguna tensión ni para sí mismo ni para el público ni se deje de cumplir el acto de comunicación.  En una entrevista, tomar la iniciativa, ampliar y desarrollar sus ideas, bien con poca ayuda, bien obteniéndola del entrevistador, si la necesita.  En transacciones e intercambios para obtener bienes y servicios, explicar un problema que ha surgido y dejar claro que el proveedor del servicio o el cliente debe hacer concesiones. • Participar activamente en conversaciones y discusiones formales, debates y reuniones de trabajo, sean habituales o no, en las que esboza un asunto o un problema con claridad, especulando sobre las causas y consecuencias y comparando las ventajas y desventajas de diferentes enfoques, y en las que ofrece, explica y defiende sus opiniones y puntos de vista, evalúa las propuestas alternativas, formular hipótesis y responde a éstas, contribuyendo al progreso de la tarea e invitando a otros a participar. • Participar activamente en conversaciones informales que se dan en situaciones cotidianas, haciendo comentarios; expresando y defendiendo con claridad y detalle sus puntos de vista, evaluando propuestas alternativas, proporcionando explicaciones, argumentos, y comentarios adecuados, realizando hipótesis y respondiendo a éstas. Comprensión lectora

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Comprender con todo detalle textos extensos y complejos, tanto si se relacionan con su especialidad como si no, siempre que pueda volver a leer las secciones difíciles. Comprender con todo detalle instrucciones extensas y complejas sobre aparatos y procedimientos nuevos, tanto si las instrucciones se relacionan con la especialidad del lector como si no, siempre que pueda volver a leer secciones difíciles. Comprender cualquier correspondencia. Comprender con todo detalle artículos, informes y otros textos extensos y complejos en el ámbito social, profesional o académico, e identificar detalles sutiles que incluyen actitudes y opiniones tanto implícitas como explícitas. Comprender sin dificultad textos literarios contemporáneos extensos y captar el mensaje, las ideas o conclusiones implícitas. Comprender instrucciones extensas y complejas que pertenezcan o no al campo de su especialidad, incluyendo detalles sobre condiciones, advertencias, suposiciones, deseos, preferencias. Identificar con rapidez el contenido y la importancia de noticias, artículos e informes sobre una amplia serie de temas profesionales, aunque no sean propios de su especialidad. Leer correspondencia relativa a diferentes especialidades. Comprender artículos e informes sobre artículos de actualidad en los que los Autores adoptan posturas concretas, aun cuando no sean de su especialidad. Comprender prosa literaria contemporánea.

Expresión e interacción escritas 





Escribir textos claros y bien estructurados sobre temas complejos relatando las ideas principales, ampliando con cierta extensión y defendiendo sus puntos de vista con ideas complementarias, motivos y ejemplos adecuados, y terminando con Una conclusión adecuada. Escribir informes, artículos y ensayos claros y bien estructurados sobre temas complejos resaltando las ideas principales, ampliando con cierta extensión, defendiendo puntos de vista con ideas complementarias, motivos y ejemplos adecuados, y terminando con una conclusión adecuada. Escribir textos de ficción de manera clara, detallada y bien estructurada, con un Estilo convincente, personal y natural, apropiados para los lectores a los que van dirigidos.

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Escribir correspondencia personal, independientemente del soporte, en la que el usuario se expresa con claridad, detalle y precisión y se relaciona con el destinatario con flexibilidad y eficacia, incluyendo usos de carácter emocional, alusivo y humorístico. Escribir correspondencia formal con la corrección debida y ajustándose a las convenciones que requieren la situación, el destinatario y el formato. Parafrasear y resumir textos largos y minuciosos de diverso carácter y convertir en un nuevo texto escrito y coherente informaciones de diversas fuentes. Escribir cartas en las que se expresan y comentan noticias y puntos de vista con Eficacia, tanto de la persona que escribe como de otras personas, se transmite Cierta emoción y se resalta la importancia personal de hechos y experiencias. Escribir informes que desarrollan un argumento, razonando a favor o en contra de un punto de vista y explicando las ventajas y desventajas de las diversas posturas. Escribir reseñas de películas, de libros o de obras de teatro y otros eventos culturales. Escribir narraciones de hechos basados en la experiencia tanto personal como ajena. Tomar notas de forma estructurada y con claridad sobre aspectos importantes en una conferencia sobre un tema que puede tanto ser de su especialidad como ser ajeno a ella. Resumir textos tanto factuales como de ficción, comentando y analizando puntos de vista opuestos y los temas principales, así como resumir fragmentos de noticias, entrevistas o documentales que contienen opiniones, argumentos y análisis, y la trama y la secuencia de los acontecimientos de películas o de obras de teatro.

10.4.B MATERIAL PARA EL CURSO C-1  Libros de consulta recomendados para el Nivel C1-1 y 2: - Gramática y vocabulario Mygrammarlab Advanced C1/C2, m. Foley, D. Hall (Pearson, 2012) Oxford English Grammar Course. Advanced. M. Swan, C. Walter. Oxford. (OUP) Destination C1 & C2, Mann, Malcom & Taylore-Knowles, S. (Macmillan) Grammar & Vocabulary for Cambridge Advanced and Proficiency, Side, R. & Wellman. (Longman) - Diccionarios Longman Dictionary of Contemporary English (LDOCE) (5th edition, 2009) Gran Diccionario Oxford español-inglés (OUP, 2004) www.wordreference.com www.onelook.com Macmillan Dictionary on-line 10.4.1 CURSO C1-1 10.4.1A Material obligatorio: Global Advanced, Coursebook and E-workbook. L. Clandfield & A. Jeffries, with additional material by R. Robb Benne & M. Vince. (Macmillan), unidades 1, 2, 3, 4, 5. 10.4.1B

TEMPORALIZACION ORIENTATIVA

 1er cuatrimestre: 13 septiembre – 22 enero UNIDAD 1: 13 septiembre – 26 octubre UNIDAD 2: 30 octubre – 5 diciembre UNIDAD 3: 11 diciembre –1 febrero  Información de la evaluación de progreso del 1er cuatrimestre: 18 y 22 de enero.  2º cuatrimestre: 23 enero – 24 mayo

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UNIDAD 4: 5 febrero – 15 marzo UNIDAD 5: 19 marzo – 2 abril    

Información de la evaluación de progreso del 2do cuatrimestre: 23 y 24 de abril. Repaso: 30 de abril y 2 de mayo. Días para las pruebas de la evaluación final de aprovechamiento: del 7 al 22 de mayo. Información a los alumnos: 23 y 24 de mayo. UNIT 1 FACT & FICTION

OBJECTIVES Throughout this unit, the student will be able to achieve the following aims:  Extend their vocabulary and learn to use collocations for going online through different activities.  Read a text to do with wikipedia facts and be able to discuss it.  Practise discussing personal facts.  Write an online encyclopaedia entry.  Study the use of the present simple and continuous for facts and trends.  Read and listen to a text about museums.  Learn vocabulary to do with emotional reactions.  Listen to a recording about the Arabian nights  Discuss questions about fiction and stories.  Learn to write a story.  Practise using ellipsis and prefixes.  Read a text about science fiction.  Listen to and react to a question.  Practise functional language for making plans and arrangements.  Listen to people making arrangements to meet  Practise inviting and making firm arrangements  Study and practise the use of future forms.  Discuss the evolution of words connected to technology.  Learn to write a job application using formal letter conventions, using addition and giving personal information.  Learn how to set goals in the study skills section. CONTENTS LISTENING - Listen to and repeat some words and say which ones carry the main stress in each sentence. - Listen to a recording about museums and discuss whether some statements are true or false. - Listen to an interview with a professor and complete the gaps in a text. - Listen to the frame story of the Arabian nights and complete some related activities. - Listen to and check stress patterns. - Listen to five opinions about life on other planets and answer questions. - Listen to people making arrangements to meet and answer questions. - Listen to some questions paying attention to the intonation. SPEAKING - Tell a partner facts about themselves. - Discuss their ideas on collective intelligence. - Discuss questions about museums with a partner. - Talk about frame stories. - Discuss their favourite stories. - Discuss their opinions about science fiction.

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- Talk about life beyond earth. - Ask and answer questions so as to practise ellipsis. - Talk about meeting points in their area. - Ask and answer questions about their partner's plans for the coming week. - Look at some words and say which ones will become obsolete. READING - Read a text about wikipedia facts and complete some related activities. - Match some lines with paragraphs from a text. - Read a box about collocations for going online. - Read the instructions for writers from the wikipedia website. - Read texts related to adventurous museums and art galleries. - Match some grammar rules about the use of the present simple and continuous with the correct phrases. - Read the grammar focus sections of the unit. - Read some notes about a good story and answer some questions. - Read about gradable adjectives and complete some activities. - Read an interactive quiz by NASA and answer questions. - Read some notes about the use of ellipsis and complete some related exercises. - Read a text about science fiction and answer questions. - Read the language focus section about expressions to describe plans and arrangements. - Read the global English section about English: just the facts? And answer questions. - Read a letter applying to a job and complete some activities. - Read about linking ideas with addition. - Read the study skills section about setting goals. WRITING - Write the introduction of an entry for an online encyclopaedia website. - Complete some activities related to the use of the present simple and continuous. - Write true sentences describing facts or trends. - Make a list of fiction and non-fiction books. - Complete some rules about gradable adjectives. - Write sentences about a story. - Complete some stories with the openings given and read them to a partner. - Complete sentences with the correct form of the words given. - Complete exercises practising the use of linkers. - Write a letter to apply for a job following some guidelines. LANGUAGE KNOWLEDGE AND USE LINGUISTIC KNOWLEDGE: 

GRAMMAR. Present simple and continuous for facts and trends (p9) Ellipsis (p13) Future forms (p14)



VOCABULARY. Emotional reactions (p11)



PRONUNCIATION. - Personal facts (p6) - Emotional reactions (p11)

LEARNING REFLEXION: - Reading texts: Is wikipedia part of a new ‘global brain’? (p6) / The world’s most adventurous museums (p8) / Just science fiction? (p12)

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- Listening texts: Interview about museums (p8) / The Arabian nights (p10) / Reacting to a question (p12) - Speaking activities: Collocations for going online (p7)/ The world’s most adventurous/ Fiction and stories (p10) / Prefixes (p12) Learning functional language for making plans and arrangements (p14) Writing an online encyclopaedia entry (p7), a story (p11), a job application (p16) Study skills section: setting goals (p17) SOCIO CULTURAL ASPECTS AND INTERCULTURAL AWARENESS  Background note: references to the bounty. (tb p5)  Background note: references to the renaissance. (tb p5)  Background note: references to the Arabian nights. (tb p8)  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 LITERARY EDUCATION Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to:  Take their first steps in the literary genres.  Read texts or pieces of works from English speaking countries.  Make a guided use of the school library and of virtual ones.  Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries.  Make oral and written summaries of stories and express personal opinions about them. READING TEXTS IN THIS UNIT: - Is wikipedia part of a new ‘global brain’? (p6) - The world’s most adventurous museums (p8) - Just science fiction? (p12) UNIT 2 LIGHT & DARK OBJECTIVES Throughout this unit, the student will be able to achieve the following aims:                   

Listen to and speak about light in paintings. Read a text about cloths of heaven and complete related activities. Learn about real and metaphorical light. Learn the pronunciation of different words in order to practise chunking. Practise doing future predictions. Learn vocabulary to do with the solar solution. Practise conversations about the sun. Learn and practise vocabulary related to sounds. Read a text about an exhibition to discover the unseen. Practise talking about disabilities. Extend their vocabulary learning ways of describing fear. Study and practise the use of narrative tenses. Listen to a recording about going through the tunnel. Discuss difficult experiences Practise agreeing and disagreeing Listen to people explaining their opinions Practise stating opinion. Describe frightening experiences. Practise writing a story and an email to a friend using time expressions.

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 Practise exploring collocations in the study skills section. CONTENTS LISTENING - Listen to the description of a painting and answer questions. - Listen to and practise the pronunciation of a sentence paying attention to the correct stress. - Listen to different sounds and try to identify them. - Listen to a short story and complete some activities. - Listen to three conversations showing agreement or disagreement and answer questions. - Listen to someone reading some expressions paying attention to the intonation. - Listen to some young people talking about the fear of the dark and answer questions. SPEAKING - Look at a painting and answer some questions. - Discuss the importance of sunlight for them. - Discuss some photos using the correct collocations. - Talk about different matters to do with disability in their learning institution. - Speak about fearing situations. - Talk about a time when they did something difficult or scary. - Show agreement or disagreement towards several statements and compare with a partner. - Speak with their partners about phobias. READING - Read a text about cloths of heaven and complete some related exercises. - Match some phrases to the correct metaphors. - Read a text about the solar solution and complete some related activities. - Read some explanations about future tenses. - Read the grammar focus sections of the unit. - Read a text about dialogue in the dark and complete some related exercises. - Read a text about the unseen and answer some questions. - Read some extracts from a story and complete some exercises. - Read a note about ways of describing fear. - Read some grammar explanations about narrative tenses and complete some activities. - Read a text about Doris Lessing. - Match sentence halves and categorise some expressions. - Match some phobias to their correct meanings. - Read an e-mail and complete some related activities. - Read the study skills section about exploring collocations. WRITING - Complete some future predictions with the correct words. - Rewrite some predictions to reflect their own opinions. - Complete some sentences with words to do with sounds. - Write some lines to do with different sounds. - Complete an extract from a story with the appropriate narrative tenses. - Write some lines about a story using a range of verb forms. - Complete some sentences with their own opinions. - Complete some activities so as to practise the use of like. - Complete some activities so as to practise the use of time expressions.. - Write an e-mail to a friend following some guidelines. LANGUAGE KNOWLEDGE AND USE LINGUISTIC KNOWLEDGE: 

Grammar. - Future predictions (p21)

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- Narrative tenses (p25)  

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Vocabulary. Cloths of heaven (p19) Real and metaphorical light (p19) The solar solution (p20) Sounds (p22)

Pronunciation. - Chunking (p19)

LEARNING REFLEXION: - Reading texts: Cloths of Heaven (p19) / Real and Metaphorical light (p19) / The solar solution (p20) / Dialogue in the dark – An exhibition to discover the unseen (p22) - Listening texts: Light in paintings (p18) / Through the tunnel (p24) - Speaking activities: Light in paintings (p18) / The sun (p20) / Disabilities (p23) / Through the tunnel (p24) / Ways of describing fear (p24) / Difficult experiences (p25) - Learn functional language for agreeing and disagreeing (p26) - Learn about phobias (p27) Writing a story (p28) Study skills section: exploring collocations (p29) SOCIO CULTURAL ASPECTS AND INTERCULTURAL AWARENESS  Background note: references to installation art (tb page 19).  Background note: references to the British national corpus (tb page 23).  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 LITERARY EDUCATION Through the reading texts included in this unit and the suggestions for reading english literature, students will be able to: Take their first steps in the literary genres. Read texts or pieces of works from English speaking countries. Make a guided use of the school library and of virtual ones. Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries.  Make oral and written summaries of stories and express personal opinions about them.    

READING TEXTS IN THIS UNIT: - Cloths of heaven (p19) / - Real and metaphorical light (p19) / - The solar solution (p20) / - Dialogue in the dark – an exhibition to discover the unseen (p22) UNIT 3 GREAT & SMALL OBJECTIVES Throughout this unit, the student will be able to achieve the following aims:  Study the use of relative clauses.  Practise reading and listening about great expectations.  Talk about greatness, hopes and expectations.

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               

Learn and practise vocabulary to do with numbers. Listen to a text about geographical sites. Read a text about great travel experiences and complete some activities. Learn and practise the difference between small and little, quiet and silent. Study the use of compound nouns. Listen to a text about childhood toys. Write about a small toy. Practise talking about collecting. Read a text about the god of small things. Listen to and practise the pronunciation of weak and strong forms. Practise narrating and responding. Listen to anecdotes about childhood events Practise telling anecdotes. Learn about Indian English and discuss varieties of a language and dialects. Write an essay practising contrast, gathering ideas and giving a personal opinion. Learn about improving their reading efficiency in the study skills section.

CONTENTS LISTENING - Listen to people talking about places and pay attention to the pronunciation. - Read a text about great travel experiences and answer questions. - Listen and write the numbers they hear. - Listen and practise the pronunciation of different words. - Listen to people talking about toys and answer questions. - Listen to a paragraph from a reading text and pay attention to the pronunciation. - Listen to people telling an anecdote related to a small child and answer questions. - Listen and repeat expressions using the correct intonation. SPEAKING - Discuss a quotation about greatness. - Tell a partner about their hopes or expectations. - Talk about the places in the world they've been to. - Look at some photos of popular small toys and talk about them. - Discuss questions about collections. - Discuss their views about silence. - Talk about expressions used by a small child or by an adult. - Tell a short anecdote on a situation from their childhood to the rest of the class. - Talk about the varieties of their own language. READING - Read an excerpt from great expectations and complete some related activities. - Read some grammar explanations about the use of relative clauses. - Read the grammar focus sections of the unit. - Read a text about great travel experiences and complete some related exercises. - Read a note about the use of great. - Read a note about the use of small or little. - Look at some compound nouns and say which ones are correct. - Read some explanations about the use of compound nouns. - Read and listen to an extract from an Indian novel and complete some related activities. - Read the global English section about Indian English and complete some exercises. - Read a text about lasers and answer questions. - Read the study skills section about improving their reading efficiency. WRITING - Rewrite some sentences with the correct relative clauses. - Write a short paragraph about a small toy and work with a partner. - Complete sentences with the correct compound nouns. - Complete some story openings with the suitable words.

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- Put some responses into four categories. - Complete some activities using the correct linkers of contrast. - Write an essay following some guidelines.

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LANGUAGE KNOWLEDGE AND USE LINGUISTIC KNOWLEDGE:  GRAMMAR. Relative clauses (p30) Compound nouns (p35)  VOCABULARY. Numbers (p33) Quiet and silent (p37)  PRONUNCIATION. Numbers (p33) Weak and strong forms (p36) Quiet and silent (p37) LEARNING REFLEXION: - Reading texts: Great expectations (p30) / Great travel experiences (p32) / The god of small things (p36) - Listening texts: Great expectations (p30) / Geographical sites (p32) / Childhood toys (p34) / The god of small things (p36) - Speaking activities: greatness (p30) / hopes and expectations (p31) / great travel experiences (p32) / great (p33) / small or little (p34) / collecting (p35) Learning functional language for narrating and responding (p38) Learning about Indian English (p39) Writing an essay (p40) Study skills section: improving your reading efficiency (p41) SOCIO CULTURAL ASPECTS AND INTERCULTURAL AWARENESS  Background note: references to great expectations (tb page 35).  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 LITERARY EDUCATION Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to: Take their first steps in the literary genres. Read texts or pieces of works from English speaking countries. Make a guided use of the school library and of virtual ones. Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries.  Make oral and written summaries of stories and express personal opinions about them.    

READING TEXTS IN THIS UNIT: - Great expectations (p30) / - Great travel experiences (p32) / - The god of small things (p36). UNIT 4 THEORY & PRACTICE OBJECTIVES

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Throughout this unit, the student will be able to achieve the following aims:  Practise the use of vocabulary to do with theory and research through different activities.  Study the use of modals for language functions, modals of obligation and past modal forms.  Talk about the myth of Mars and Venus.  Listen to a recording about communication problems.  Read a text and talk about gender differences.  Practise using words to do with the cinema.  Read a text about dogme 95 and answer questions.  Learn to write a manifesto.  Study the use of determiners and similes through different activities.  Read a text about el sistema and complete activities.  Practise talking about skills.  Listen to a text about Pygmalion and answer questions.  Practise talking about small talk, paying attention to the pronunciation of question tags and accents.  Practise asking for clarification  Listen to explanations and clarifications  Learn to ask for and give clarifications.  Discuss ways to improve their English.  Write a review using extra information for describing a film.  Learn to work on pronunciation in the study skills section. CONTENTS LISTENING - Listen to an extract from a book about men and women and answer questions. - Listen to some sentences and pay attention to the intonation of questions tags. - Listen to four conversations and answer questions to do with communication. - Listen to and repeat sentences paying attention to the pronunciation of the /t/ sound. - Listen to people giving tips on how to improve their English and write short summaries. SPEAKING - Show agreement or disagreement with their partner's ideas. - Express some ideas in a more direct way using a modal verb. - Improvise conversations using modal verbs. - Discuss questions about the cinema and the films. - Tell a partner about their favourite film. - Discuss questions about different skills. - Look at some photos and say what they know about el sistema. - Discuss the topics of conversation with a person you meet for the first time. - Think of polite ways to respond to some conversation openers. - Talk about regional accents with a partner. - Discuss situations when communication breaks down. - Practise asking for clarification in different situations. - Role-play some situations to do with communication with a partner. - Talk about ways to improve their English using I mean. READING - Read the titles of some best-selling books and talk about them. - Read an extract from the myth of Mars and Venus and complete some related activities. - Read the summary of some texts and choose the correct alternatives. - Choose the correct function to describe some sentences with modal verbs. - Read some film descriptions and talk about them. - Read opinions about films and show agreement or disagreement. - Read a text about dogme 95 and complete some related exercises. - Read the grammar focus sections of the unit. - Read a text about el sistema and complete some related activities.

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- Read some notes about determiners. - Read a text about George Bernard show and complete some related exercises. - Read a note about the use of similes. - Read several sayings about practice and compare them with their own language. - Read some notes about the use of i mean. - Read a text about the king's speech and answer questions. - Read the study skills section about working on pronunciation. WRITING - Fill in the gaps in a text about films with the appropriate words. - Complete some activities using the correct modals of obligation and past modal forms. - Design a manifesto with rules and guidelines for English lessons using the correct modal verbs. - Complete sentences with the correct determiners. - Make questions and comments using question tags. - Improvise conversations with question tags. - Complete a plan for a review. - Complete some exercises to do with extra information. - Write a review following some guidelines.

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LANGUAGE KNOWLEDGE AND USE LINGUISTIC KNOWLEDGE:  GRAMMAR. Modals: language functions (p43) Modals of obligation (p45) Past modal forms (p45) Determiners (p47)  VOCABULARY. Theory and research (p42) Cinema (p44)  PRONUNCIATION. Question tags (p48) Accents (p49) LEARNING REFLEXION: Reading texts: gender differences (p42) / the myth of Mars and Venus (p42) / dogme 95 (p44) / el sistema (p46) Listening texts: communication problems (p42) / Pygmalion (p48) Speaking activities: gender differences (p42) / The myth of Mars and Venus (p42) / cinema (p44) / skills (p46) / small talk (p48) / similes (p49) Learning functional language for asking for clarification (p50) Learning about practice (p51) Writing about theory and research (p42) Writing a manifesto (p45) / a review (p52) Study skills section: working on pronunciation (p53) SOCIO CULTURAL ASPECTS AND INTERCULTURAL AWARENESS  Background note: references to RP (received pronunciation) (tb page 60)  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 LITERARY EDUCATION Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to:

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Take their first steps in the literary genres. Read texts or pieces of works from English speaking countries. Make a guided use of the school library and of virtual ones. Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries.  Make oral and written summaries of stories and express personal opinions about them.    

READING TEXTS IN THIS UNIT: - Gender differences (p42) / - The myth of mars and venus (p42) / - Dogme 95 (p44) / - El sistema (p46) UNIT 5 HEROES & VILLAINS OBJECTIVES Throughout this unit, the student will be able to achieve the following aims:                      

Talk about heroism and personal qualities. Learn and practise expressions with stand and give. Read and listen to a text about Gilgamesh and complete related activities. Learn and practise using vocabulary about world problems. Practise using abbreviations and acronyms for international organisations. Study the use of the present perfect simple and continuous. Listen to recording about unsung heroes and world vision volunteers. Learn to write a news report. Practise words to do with crimes and punishments. Read a text related to piracy and discuss it. Listen to a text about piracy in Somalia. Learn to pronounce word stress. Extend their vocabulary by learning ways of describing bad people. Study the use of participle clauses. Read a text about the nature of evil. Talk about a Stanford experiment. Practise managing conversations Listen to people exchanging stories and practice interrupting and changing the topic of conversation. Learn about linguistic heroes and villains Discuss the protection of minority languages. Write a report using paragraph structure, and describing facts and figures. Practise register awareness in the study skills section.

CONTENTS LISTENING - Listen to a text about Gilgamesh and complete some activities. - Listen to an interview with an international charity and complete some exercises. - Listen to a captain's experiences and answer to true/false type questions. - Listen to a Somali pirate's account of his life and discuss some questions. - Listen to some sentences and pay attention to the pronunciation. - Listen to five people chatting around a table and answer some questions. - Listen and practise the pronunciation of different expressions. SPEAKING - Talk about heroes or heroines in their culture. - Discuss questions about world problems. - Discuss issues to do with crimes and punishments.

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- Talk about famous historical or fictional pirates. - Take it in turns to talk about different topics practising managing conversations. - Look at some charts and discuss them. READING - Read about the characteristics of a hero and answer questions. - Read a text about an "epic" and complete some related exercises. - Read a note about Stephen Mitchell. - Read some opinions and match phrases with the appropriate synonyms. - Read some statements and show agreement and disagreement. - Read a newspaper headline and talk about it. - Read some grammar explanations about the use of the present perfect simple and continuous and complete some activities. - Read a text about good news and answer questions. - Read a text about crimes and punishments and answer questions. - Read a text about piracy and answer questions. - Read a text about a classic psychological experiment and answer questions. - Read a text about the nature of evil and complete some related exercises. - Read a note about the use of vocabulary about ways of describing bad people. - Match some groups of expressions to the correct functions. - Read the global English section about linguistic heroes and villains and complete some exercises. - Read a report about child poverty and answer questions. - Read the grammar focus sections of the unit. - Read the study skills section about register awareness. WRITING - Complete some expressions with the correct words. - Complete sentences with the correct words to do with world problems. - Write a short repost following a model. - Complete sentences about piracy with the correct form of the words given. - Complete some activities to do with participle clauses. - Write a report paying attention to paragraph structure and following some guidelines.

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LANGUAGE KNOWLEDGE AND USE LINGUISTIC KNOWLEDGE:  GRAMMAR. Present perfect simple and continuous (p57) Participle clauses (p61)  VOCABULARY. Heroism and personal qualities (p54) Expressions with stand and give (p55) World problems (p56) Crimes and punishments (p58) Pronunciation. Word stress (p59) LEARNING REFLEXION: - Reading texts: Gilgamesh (p54) / piracy (p58) / the nature of evil (p60) - Listening texts: Gilgamesh (p54) / Unsung heroes/world vision volunteers (p56) / Piracy in Somalia (p58) - Speaking activities: heroism and personal qualities (p54) / unsung heroes/world vision volunteers (p56) / abbreviations and acronyms for international organisations (p57) / crimes and punishments (p58) / piracy in Somalia (p58) / Stanford experiment (p60) / ways of describing bad people (p60) Learning functional language for managing conversations (p62) Learning about linguistic heroes and villains (p63) Writing news reports (p57) 

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Study skills section: register awareness (p65) SOCIO CULTURAL ASPECTS AND INTERCULTURAL AWARENESS  References to Steepen Mitchell and his book Gilgamesh.  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 LITERARY EDUCATION Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to:  Take their first steps in the literary genres.  Read texts or pieces of works from English speaking countries.  Make a guided use of the school library and of virtual ones.  Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries.  Make oral and written summaries of stories and express personal opinions about them. READING TEXTS IN THIS UNIT: - Gilgamesh (p54) / piracy (p58) / - The nature of evil (p60)

10.4.2 CURSO C1-2 10.4.2A Material obligatorio: Global Advanced, Coursebook with E-workbook. L. Clandfield & A. Jeffries, with additional material by R. Robb Benne & M. Vince. (Macmillan), unidades 6, 7, 8, 9, 10. 10.4.2B

TEMPORALIZACION ORIENTATIVA

 1er cuatrimestre: 13 septiembre – 22 enero UNIDAD 6: 13 septiembre – 26 octubre UNIDAD 7: 30 octubre - 5 diciembre UNIDAD 8: 11 diciembre – 1 febrero  Información de la evaluación de progreso del 1er cuatrimestre: 18 y 22 de enero.  2º cuatrimestre: 23 enero – 24 mayo UNIDAD 9: 5 febrero – 13 marzo UNIDAD 10: 14 marzo – 19 abril Repaso para la Certificación: 23 abril al 2 de mayo.

 Información de la evaluación de progreso del 2do cuatrimestre: 23 y 24 de abril.  Días para las pruebas de la evaluación final de aprovechamiento: del 7 al 22 de mayo.  Información a los alumnos: 23 y 24 de mayo.

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UNIT 6 TRADE & COMMERCE OBJECTIVES Throughout this unit, the student will be able to achieve the following aims:  Extend their vocabulary by learning the differences between change and exchange and gold and golden.  Study the use of the passive voice.  Listen to a recording about the silk road and pay attention to list intonation.  Learn vocabulary about ways of looking and about problems.  Read a text about the long song and answer some questions.  Practise talking about freedom and slavery.  Read about Bangalore and listen to ideas for India’s future.  Talk about tackling problems.  Learn the use of cleft sentences.  Read a text about the new golden age.  Practise talking about investments.  Learn vocabulary for negotiating  Listen to situations involving negotiations  Discussing customer service questionnaires  Learn to write e-mails using cohesion, clarification and emphasis.  Practise learning language in context in the study skills section. CONTENTS LISTENING - Listen to people talking about the Silk Road and answer questions. - Listen and practise the intonation in some sentences. - Listen to an Indian entrepreneur and answer questions. - Listen to four conversations negotiating and answer questions. - Listen and complete some sentences with the correct words. - Listen to four people talking about customer service in different countries and answer questions. SPEAKING - Discuss questions to do with trade routes. - Compile and compare lists of different matters to do with trade. - Work in groups talking about important contributions that their country has had in the world. - Look at some pictures and discuss their connection with trade. - Discuss some quotations to do with freedom and slavery. - Talk about different types of industry. - Talk about the growth of the Indian industry. - Look at some issues and decide which ones are the most problematic in their country. - Talk about safe investments. - Have conversations about different issues so as to practise negotiating. - Talk about customer service in their country. READING - Read a note about the use of change and exchange. - Read some sentences aloud so as to practise pronunciation. - Read some grammar explanations about the use of the passive. - Read some extracts from the long song and complete some related exercises. - Read some sentences and decide whether they are literal or metaphorical. - Read a text about Bangalore and answer questions. - Read a text about the new golden age and complete some related activities. - Read a note about the use of gold or golden. - Read the grammar focus sections of the unit.

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- Read some grammar explanations about the use of cleft sentences. - Read a note about Jasmine alibhai-brown. - Read and complete the language focus section about stance markers. - Read a series of e-mails and complete some related activities. - Read some e-mails paying attention to how they show clarification and emphasis. - Read the study skills section about learning language in context. WRITING - Complete a text with an appropriate active or passive form of the verbs given. - Write passive sentences about three commonly traded items. - Complete a text with the suitable quotations to do with freedom and slavery. - Write sentences describing a conflict between two people. - Complete some sentences with the correct words related to problems. - Complete some collocations to do with problems. - Complete a dialogue with the correct collocations. - Rewrite some sentences in order to emphasize some words. - Complete sentences with their own ideas using cleft sentences. - Complete sentences making offers or concessions with the appropriate words. - Choose the correct alternative to complete some sentences so as to practise cohesion. - Write an e-mail replying to an enquiry following some guidelines. LANGUAGE KNOWLEDGE AND USE LINGUISTIC KNOWLEDGE:  GRAMMAR. - The passive (p67) - Cleft sentences (p73)  VOCABULARY. - Ways of looking (p69) - Problems (p71)  PRONUNCIATION. - List intonation (p66) LEARNING REFLEXION: - Reading texts: the long song (p68) / Bangalore (p70) / the new golden age (p72) - Listening texts: the silk road (p66) / ideas for India’s future (p70) - Speaking texts: change and exchange (p66) / list intonation (p66) / freedom and slavery (p68) / Bangalore (p70) / tackling problems (p71) / investments (p72) / gold and golden (p72) - Learning functional language for negotiating (p74) - Writing e-mails (p76) - Study skills section: learning language in context (p77) SOCIO CULTURAL ASPECTS AND INTERCULTURAL AWARENESS  References to Andrea Levy and her book the long song.  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 LITERARY EDUCATION Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to:  Take their first steps in the literary genres.  Read texts or pieces of works from English speaking countries.  Make a guided use of the school library and of virtual ones.  Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries.

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 Make oral and written summaries of stories and express personal opinions about them. READING TEXTS IN THIS UNIT: - The long song (p68) / Bangalore (p70) / - The new golden age (p72) UNIT 7 HEARTS & MINDS OBJECTIVES Throughout this unit, the student will be able to achieve the following aims:  Study and practise the use of articles.  Read a text about the beating heart and answer questions.  Practise the pronunciation of the sounds /ð/ and /θ/.  Extend their vocabulary learning collocations with heart.  Study the use of unreal conditionals and practise them.  Read and listen to a text about Romeo and Juliet: the balcony scene.  Learn to write a piece of advice.  Learn vocabulary related to the mind.  Read a text about mindfulness and answer questions.  Talk about concentration and daydreaming.  Practise talking about nature vs nurture.  Study the use of gerunds and infinitives.  Listen to and practise the pronunciation of /ʧ/ and /ʃ/.  Talk about dealing with difficult situations  Listen to difficult requests and responses  Role-play a difficult situation.  Discuss experimenting with language  Write an argument practising structuring and linkers of cause and consequence.  Learn how to improve their speaking skills in the study skills section. CONTENTS LISTENING - Listen and repeat expressions using the correct pronunciation of the. - Listen to an extract from the balcony scene and answer questions. - Listen to an interview related to the brain and answer questions. - Listen to and repeat words so as to practise the pronunciation of the sounds /tʃ/ and /ʃ/. - Listen to four conversations of people dealing with difficulties and answer questions. - Listen and repeat expressions so as to practise the pronunciation. SPEAKING - Discuss some questions to do with the heart with a partner. - Look at some photos of animals and discuss them. - Work in pairs answering questions about Romeo and Juliet. - Talk about the importance of concentration in different situations. - Discuss questions to do with mindfulness. - Look at a picture of a human brain and discuss some questions with a partner. - Role-play different situations dealing with difficulties. READING - Read a text about animals' hearts and complete some related activities. - Read some grammar explanations about the use of articles. - Read the grammar focus sections of the unit. - Match two halves of different proverbs and practise reading them aloud. - Read an extract from Romeo and Juliet and answer questions. - Read a note about the use of collocations with heart.

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Read some sentences and answer questions using unreal conditionals. Read a text about mindfulness and complete some related exercises. Match some pairs of sentences to do with the mind. Read about the nature versus nurture debate and discuss some questions. Read a text about the attachment theory and complete some related activities. Read a letter from a teacher to a parent and delete the incorrect alternatives. Read the global English section about the best English teacher and complete some exercises. - Match the two halves of several quotations from Shakespeare. - Read an essay about the best ways to achieve good health and discuss questions. - Read the study skills section about improving their speaking skills. WRITING - Write generalisations about different alternatives. - Write some lines about a topic using unreal conditionals. - Complete some sentences to do with concentration so that they are true for them. - Complete some sentences with the correct gerund or infinitive forms. - Complete some conversation openers with the appropriate words. - Change some sentences so as to make more polite requests. - Make a list of ways to achieve good health. - Complete some expressions with the suitable prepositions. - Write an essay following some guidelines. -

LANGUAGE KNOWLEDGE AND USE LINGUISTIC KNOWLEDGE:  GRAMMAR. - Articles (p79) - Unreal conditionals 1 (p81) - Gerund and infinitive (p85)  VOCABULARY. - Mind (p83) - Nature vs nurture (p84)  PRONUNCIATION. - /Ð/ and /θ/ (p79) - /tʃ/ and /ʃ/ (p84) LEARNING REFLEXION: - Reading texts: the beating heart (p78) / Romeo and Juliet: the balcony scene (p80) / mindfulness (p82) / attachment theory (p85) - Listening texts: Romeo and Juliet: the balcony scene (p80) / the developing brain (p84) - Speaking activities: collocations with heart (p81) / concentration and daydreaming (p82) / nature vs nurture (p84) - Learning functional language for dealing with difficult situations (p86) - Writing advice (p81) - Writing an argument (p88) - Study skills section: improving your speaking skills (p89) SOCIO CULTURAL ASPECTS AND INTERCULTURAL AWARENESS  Background note: references to Romeo and Juliet by Shakespeare (tb page 101).  Background note: references to Buddhism. (tb page 103).  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 LITERARY EDUCATION

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Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to:  Take their first steps in the literary genres.  Read texts or pieces of works from English speaking countries.  Make a guided use of the school library and of virtual ones.  Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries.  Make oral and written summaries of stories and express personal opinions about them. READING TEXTS IN THIS UNIT: - The beating heart (p78) / - Romeo and Juliet: the balcony scene (p80) / - Mindfulness (p82) / - Attachment theory (p85) UNIT 8 CHANCE & DESIGN OBJECTIVES Throughout this unit, the student will be able to achieve the following aims:  Extend their vocabulary with words to do with chance  Study and practise the use of real and unreal conditionals.  Read a text about chances and complete exercises.  Practise speaking about probability.  Practise the use of verbs describing accidents.  Read a text about the idea of perfection and discuss awkward situations.  Practise vocabulary to describe reactions.  Read a text about controversial designs and answer questions.  Listen to and speak about buildings.  Write a short message or response about a building.  Read grammar explanations about passive reporting.  Talk and write about conspiracy theories.  Practise giving a presentation  Listen to a presentation about website design  Give an introduction to a presentation  Discuss the design of different areas or public buildings  Write an article adding interest to their writing and using linkers to do with attitude.  Learn about extensive reading in the study skills section. CONTENTS LISTENING - Listen to an extract from a novel and answer questions. - Listen and check the pronunciation of have. - Listen to two people talking about buildings and answer questions. - Talk about the buildings they prefer. - Listen to someone giving a presentation and answer questions. - Listen to two people reading a passage paying attention to the pronunciation. - Listen to people talking about places they have visited and answer questions. SPEAKING - Tell a partner about good and back luck. - Ask and answer questions using the real conditionals. - Look at some probability puzzles and discuss them. - Look at some photos and describe the appearance of people in them. - Role-play a conversation in different tones. - Speak with a partner about events or encounters in their own lives.

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- Look at some photos of buildings and describe them. - Talk about the places they would most like to see. - Discuss popular conspiracy theories in the American culture. - Talk about the features of a good presentation. - Choose a topic and make a presentation in groups. - Talk about places they have visited. READING - Read a text about chances and answer questions. - Read a note about the uses of the word chance. - Read some grammar explanations about the use of real conditionals and complete some related activities. - Read the grammar focus sections of the unit. - Read a synopsis of the idea of perfection and complete some related activities. - Read some grammar explanations about the use of unreal conditionals and complete exercises. - Read a text about controversial designs and complete some related activities. - Read about popular conspiracy theories in the American culture. - Read a text to do with conspiracy and complete some related exercises. - Match some expressions to the correct functions. - Match the beginnings and the endings of some sentences. - Read an article to do with a trip to Nepal and answer questions. - Read the study skills section about extensive reading. WRITING - Complete a text about the use of probability in weather forecasting. - Complete sentences with vocabulary about minor accidents. - Classify some descriptive adjectives. - Choose the correct alternative to complete some sentences. - Write messages describing the buildings they prefer. - Complete some rules with the appropriate passive reporting verbs. - Rewrite some sentences using passive reporting verbs. - Write a short paragraph outlining a conspiracy theory. - Complete the introduction of a presentation with the suitable words. - Complete sentences with the correct linkers of attitude. - Write an article about a decision following some guidelines. LANGUAGE KNOWLEDGE AND USE LINGUISTIC KNOWLEDGE:  GRAMMAR. - Real conditionals (p91) - Unreal conditionals 2 (p93) - Passive reporting (p97) VOCABULARY. - Verbs describing accidents (p92) - Awkward situations (p92) - Describing reactions (p95)  PRONUNCIATION. - Have (p93) 

LEARNING REFLEXION: - Reading texts: what are the chances? (p90) / the idea of perfection (p93) / four highly controversial designs (p94) / ruled by design (p96) - Listening texts: the idea of perfection (p92) / buildings (p94)

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- Speaking activities: chance (p90) / probability (p91) / the idea of perfection (p92) / verbs describing accidents (p92) / awkward situations (p92) / buildings (p94) / a short message or response about a building (p95) / conspiracy theories (p96) - Learning functional language for giving a presentation (p98) - Writing a short message or response about a building (p95) / conspiracy theories (p97) / an article (p100) - Study skills section: extensive reading (p101) SOCIO CULTURAL ASPECTS AND INTERCULTURAL AWARENESS  References to British physicist john d barrow and his book 100 essential things you didn't know you didn't know.  References to Kate Grenville and her novel the idea of perfection  References to famous buildings in the world such as the Pompidou cultural centre in Paris, the Ncpa in Beijing or the beehive in wellington, New Zealand.  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 LITERARY EDUCATION Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to:  Take their first steps in the literary genres.  Read texts or pieces of works from English speaking countries.  Make a guided use of the school library and of virtual ones.  Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries.  Make oral and written summaries of stories and express personal opinions about them. READING TEXTS IN THIS UNIT: - What are the chances? (p90) / - The idea of perfection (p93) / - Four highly controversial designs (p94) / - Ruled by design (p96) UNIT 9 TIME & MOTION OBJECTIVES Throughout this unit, the student will be able to achieve the following aims:  Extend their vocabulary with collocations with time.  Study and practise the use of the unreal past time.  Listen to and speak about concepts of time.  Learn expressions with get.  Study the use of quantifiers.  Read and speak about working time around the world.  Extend their vocabulary by learning differences between UK / US English.  Read a text about traffic and answer questions.  Speak about congestion problems.  Learn vocabulary to do with formal and informal language.  Read a text about the secret life of bees.  Listen to a recording about the dance of the honeybees.  Speak about animal behaviour.  Practise being interviewed.  Listen to a job interview.

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 Role-play an interview for a chosen job.  Discuss how language changes over time.  Write a proposal using linkers of result and using the impersonal style.  Learn how to improve listening in the study skills section. CONTENTS LISTENING - Listen to people talking about time and answer questions. - Listen to someone talking about how time is conceived in different societies and label a diagram. - Listen and complete sentences practising the unreal past time. - Listen to a recording about the "dance language" of honeybees and complete some activities. - Listen to a job interview and answer questions. - Listen to the answers to a job interview and discuss. - Listen and practise repeating the intonation in different sentences. SPEAKING - Discuss questions about time with a partner. - Talk about working time in their country. - In small groups compare different topics in their country and in other countries they know. - Compare ideas for dealing with congestion problems with a partner. - Look at some photos of bees and explain what is happening. - Discuss some sentences to do with animal movement. - Talk about the qualities and skills needed for different jobs. - Choose a job and describe it to a partner. - Discuss examples of how their own language is changing. READING - Read a note about collocations with time. - Match some sentences to the correct tenses in a timeline. - Read some grammar explanations about the use of the unreal past time. - Read the grammar focus sections of the unit. - Read a text about working time around the world and complete some related activities. - Read some grammar explanations about the use of quantifiers. - Read extracts from the book traffic and complete some related exercises. - Read a note about the use of UK/US English. - Read about ways of dealing with congestion problems. - Read a text about the secret life of bees and complete some related activities. - Match some formal or academic language to the correct everyday equivalents. - Look for equivalents for everyday phrasal verbs. - Read the global English section about changing English and complete some exercises. - Read a description of cycling in Beijing and answer questions. - Read some notes and practise the impersonal style. - Read the study skills section about improving listening. WRITING - Fill in the gaps in a text about the past of time. - Complete sentences so they are true for them using the unreal past time. - Correct the mistakes in some sentences with quantifiers. - Write sentences on the topic of traffic and compare with a partner. - Complete some grammar activities so as to practise the use of comparisons. - Match some pairs of words to form collocations. - Make a list of questions that are often asked in job interviews. - Complete questions from job interviews with the correct words. - Complete some sentences using either the present simple or the present continuous. - Complete sentences with the correct linkers of result. - Write a proposal about one of the topics given following some guidelines.

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LANGUAGE KNOWLEDGE AND USE LINGUISTIC KNOWLEDGE:  GRAMMAR. - Unreal past time (p103) - Quantifiers (p105) - Comparisons (p107)  VOCABULARY. - Get (p104) - Formal and informal - Language (p109) LEARNING REFLEXION: - Reading texts: working time around the world (p104) / traffic (p106) / the secret life of bees (p108) - Listening texts: concepts of time (p102) / the dance of the honeybees (p108) - Speaking activities: time (p102) / concepts of time (p102) /collocations with time (p102) / working time around the world (p104) / UK / US English (p106) / congestion problems (p107) / animal behaviour (p109) - Learning functional language for being interviewed (p110) - Writing a proposal (p112) - Study skills section: improving listening (p113) SOCIO CULTURAL ASPECTS AND INTERCULTURAL AWARENESS  References to beekeeping. (tb page 137)  References to the decline and fall of the Roman Empire. (tb page 120).  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 LITERARY EDUCATION Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to:  Take their first steps in the literary genres.  Read texts or pieces of works from English speaking countries.  Make a guided use of the school library and of virtual ones.  Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries.  Make oral and written summaries of stories and express personal opinions about them. READING TEXTS IN THIS UNIT: - Working time around the world (p104) / - Traffic (p106) / - The secret life of bees (p108)

UNIT 10 LOCAL & GLOBAL OBJECTIVES Throughout this unit, the student will be able to achieve the following aims:  Extend their vocabulary using collocations with road.  Read a text and speak about Isolarion.  Speak about their neighbourhood.

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                   

Write about their local journey. Practise expressions with have and plurals. Speak and read about eating locally. Listen about food choices. Practise doing a food debate. Listen to and practise the pronunciation of the sounds /s/ and /z/. Practise inversion, stress and rhythm. Listen to a text and talk about globalisation and football. Speak about the world cup. Learn and practise vocabulary about using technology. Read a text about a treatise on the astrolabe. Talk about technological inventions. Practise writing a technical manual. Learn to make proposals and suggestions Listen to a meeting to discuss proposed government cuts Role-play a meeting to discuss common interests. Practise discussing local areas and how they have changed. Write a website entry practising register, alternatives and examples Practise describing a place. Learn to celebrate their achievements in the study skills section.

CONTENTS LISTENING - Listen to five people talk about different choices, and match each speaker to the correct description. - Listen to a talk about globalisation and football and answer questions. - Listen to some sentences paying attention to stress and rhythm. - Listen to a meeting to discuss local government cuts and answer questions. - Listen and repeat some expressions making proposals and suggestions. - Listen to a talk about a typical task in an English class. - Listen to two people talking about towns they remember from their childhood and answer questions. SPEAKING - Talk about shops and places that can be found in their neighbourhood. - In pairs, ask and answer questions about food and meals. - Discuss questions to do with eating locally. - Answer questions related to global issues. - Talk about globalisation with a partner. - Discuss questions to do with football and globalisation. - Practise saying sentences using inversion paying attention to stress and rhythm. - Work in pairs presenting arguments for or against hosting a world cup. - Talk about the most important technological inventions that have changed society. - Look at the image of an astrolabe and answer some questions. - Discuss some questions to do with facilities in their town. - Work in small groups role-playing situations making proposal. - Talk about a local area they remember while they were growing up. READING - Read an author's description of his neighbourhood and complete some related activities. - Read a note about the use of collocations with road. - Read a text about eating locally and complete some related activities. - Read a note about the use of the word have. - Read the grammar focus sections of the unit. - Read some grammar explanations about the use of plurals. - Read some grammar explanations and complete activities using inversion. - Read an extract from the book a treatise on the astrolabe by Geoffrey Chaucer and complete some related exercises.

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- Find synonyms to words related to technology. - Read some ways of making suggestions and choose the better alternatives. - Read a website entry about a village and answer questions. - Read an informal e-mail and complete some activities. - Read the study skills section about celebrating their achievements. WRITING - Write a description of an interesting area near where they live. - Complete some activities practising the use of plurals. - Complete some sentences with the correct form of the verbs given. - Fill in the gaps in some definitions related to globalisation. - Rewrite some sentences practising inversion. - Make a list of technological inventions that have changed society and the way we live. - Choose the correct words to fill in the gaps in some sentences to do with technology. - Write a short introduction to a simple technical manual for an object. - Fill in the gaps in some sentences to do with local government cuts. - Complete some sentences using the expression the thing is... - Complete some sentences using alternatives and examples. - Write a visitor's introduction to a place that they know well following some guidelines. LANGUAGE KNOWLEDGE AND USE LINGUISTIC KNOWLEDGE: GRAMMAR. - Plurals and number (p117) - Inversion (p119)  VOCABULARY. - Globalisation (p118) - Using technology (p120)  PRONUNCIATION. - Plurals and number (p117) - /s/ and /z/ (p117) - Stress and rhythm (p119) 

LEARNING REFLEXION: - Reading texts: Isolarion (p114) / why eat locally? (p116) / a treatise on the astrolabe (p120) - Listening texts: food choices (p116) / globalisation and football (p118) - Speaking activities: your neighbourhood (p114) / Isolarion (p114) / collocations with road (p115) / why eat locally? (p116) / have (p116) / food debate (p117) / globalisation (p118) / the world cup (p119) / technological inventions (p120) - Learning functional language for making proposals and suggestions (p122) - Writing about your local journey (p115) / a technical manual (p121) / a website entry (p124) - Study skills section: celebrating your achievements (p125) SOCIO CULTURAL ASPECTS AND INTERCULTURAL AWARENESS  References to the book Isolarion by James Attlee.  References to the book a treatise on the astrolabe by Geoffrey Chaucer.  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 LITERARY EDUCATION

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Through the reading texts included in this unit and the suggestions for reading English literature, students will be able to:  Take their first steps in the literary genres.  Read texts or pieces of works from English speaking countries.  Make a guided use of the school library and of virtual ones.  Develop reading autonomy and appreciate literature as a source of pleasure and knowledge of English speaking countries.  Make oral and written summaries of stories and express personal opinions about them. READING TEXTS IN THIS UNIT: - Isolarion (p114) / - Why eat locally? (p116) / - A treatise on the astrolabe (p120)

10.5 NIVEL C2 10.5 A Aunque el nivel C2 se ha denominado Maestría, no implica una competencia de hablante nativo o próxima a la de un nativo. Lo que pretende es caracterizar el grado de precisión, propiedad y facilidad en el uso de la lengua que tipifica el habla de los alumnos brillantes. Los descriptores graduados aquí incluyen: es capaz de transmitir sutiles matices de sentido de forma precisa utilizando, con razonable corrección, una amplia serie de mecanismos de modificación; tiene un buen dominio de expresiones idiomáticas y coloquiales, siendo consciente del nivel connotativo del significado; sabe cómo sortear dificultades con tanta discreción que el interlocutor apenas se da cuenta. El alumnado debe ser capaz de comprender con facilidad prácticamente todo lo que oye o lee. Sabe reconstruir la información y los argumentos procedentes de diversas fuentes, ya sean en lengua hablada o escrita, y presentarlos de manera coherente y resumida. Puede expresarse espontáneamente, con gran fluidez y con un grado de precisión que le permite diferenciar pequeños matices de significado incluso en situaciones de mayor complejidad. El nivel C2 tendrá como referencia las competencias propias del mismo de acuerdo con el consejo de Europa definidas en el marco común europeo de referencia para las lenguas (MCER). Teniendo en cuenta que el Currículo de Nivel C2 está pendiente de ser publicado en la Comunidad Autónoma de Canarias, también se tomará como referencia el publicado por el Ministerio de Educación, Cultura y Deportes para las ciudades autónomas de Ceuta y Melilla, ORDEN EDU/3377/2009, DE 7 DE DICIEMBRE. 1. Definición del nivel: Utilizar el idioma con total naturalidad para participar en todo tipo de situaciones, en los ámbitos personal, público, académico y profesional, que requieran comprender, producir y procesar textos orales y escritos extensos y complejos, en cualquier variedad de la lengua, con un rico repertorio léxico y estructural, y que versen sobre temas tanto abstractos como concretos, incluso aquellos fuera de su campo de especialidad. 2. Objetivos generales por destrezas: Comprensión oral. –Comprender, incluso en ambientes con ruido, cualquier tipo de lengua hablada, en vivo o retransmitida, y a cualquier interlocutor, nativo o no nativo, a velocidad rápida, incluso tratándose de temas abstractos y complejos de carácter especializado y más allá de su propio campo de especialidad, y comprender textos que contengan un alto grado de argot, expresiones idiomáticas, regionales y coloquiales y en los que las relaciones estén solo implícitas, siempre que tenga oportunidad de familiarizarse con un acento o dialecto que no sea estándar. Expresión e interacción oral.

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–Producir textos claros, fluidos y a menudo destacables, cuya estructura lógica resulta eficaz y ayuda al oyente a fijarse en elementos significativos y a recordarlos, transmitiendo con precisión sutiles matices de significado mediante un buen dominio de una amplia serie de procedimientos de modificación, y sorteando las dificultades de una forma tan sutil que apenas se nota. Comprensión de lectura. –Comprender e interpretar de forma crítica prácticamente cualquier forma de lengua escrita, incluidos textos abstractos y de estructura compleja o textos literarios, contemporáneos o clásicos, incluso aquellos en los que abundan los juegos de palabras, el argot o las expresiones idiomáticas, coloquiales o regionales, apreciando distinciones sutiles de estilo y significado, tanto implícito como explícito. Expresión e interacción escrita. –Escribir textos complejos con claridad y fluidez, con un estilo apropiado y eficaz y una estructura lógica que ayudan al lector a encontrar las ideas significativas, exentos de errores y en los que transmite con precisión sutiles matices de significado, incluidos los usos alusivos del idioma. 3. Contenidos competenciales básicos: Los contenidos competenciales que se habrán de tener en cuenta para el nivel C2 y que requerirán una concreción en el desarrollo curricular y en las programaciones didácticas, son los siguientes: 3.1 Competencias generales: 3.1.1 Competencias socioculturales: En el nivel C2, el alumno debe poder apreciar las sutilezas e implicaciones de los aspectos socioculturales de la comunicación para desenvolverse de manera natural y poder mediar con eficacia entre hablantes de la lengua meta y de su lengua u otras, lo que supone incorporar dichos aspectos a cada actividad de enseñanza y aprendizaje. Se considerarán y desarrollarán los siguientes aspectos: – Vida cotidiana: festividades; horarios; prácticas de trabajo; actividades de ocio. – Condiciones de vida: niveles de vida; vivienda; trabajo; asistencia social. Relaciones personales: estructura social y relaciones entre sus miembros (entre sexos; familiares; generaciones; en situaciones de trabajo; con la autoridad y la Administración; de comunidad; entre grupos políticos y religiosos). – Valores, creencias y actitudes: clases sociales; grupos profesionales; culturas regionales; instituciones; historia y tradiciones; política; artes; religión; humor. – Kinésica, proxémica y aspectos paralingüísticos: gestos; posturas; expresiones faciales; contacto visual; contacto corporal; sonidos extralingüísticos y cualidades prosódicas (cualidad de voz, tono, acentuación, volumen). – Convenciones sociales: modales, usos, convenciones y tabúes relativos al comportamiento. – Comportamiento ritual: comportamientos públicos; celebraciones; ceremonias y prácticas sociales y religiosas. 3.1.2 Competencias nocionales: Las nociones que se listan a continuación, y que deberán desglosarse y desarrollarse en los currículos y las programaciones didácticas, son nociones o categorías cognitivas generales aplicables a cualquier lengua y cultura y que están presentes en toda situación de comunicación y en todo texto producto de la actividad lingüística. Se considerarán, para el nivel C2, los exponentes de las diversas subclases de nociones teniendo en cuenta que estos exponentes habrán de ser formal y conceptualmente complejos dado su ajuste preciso al contexto específico de comunicación del que se trate, y que dichos exponentes corresponden tanto a los repertorios léxicos como a las estructuras sintagmáticas, sintácticas y textuales que se determinen para el nivel. – Entidades: expresión de las entidades (personas, objetos y otros seres y entes concretos y abstractos) y referencia a las mismas – Propiedades: existencia; cantidad; cualidad y valoración – Relaciones: espacio (ubicación absoluta y relativa en el espacio); tiempo (situación absoluta y relativa en el tiempo); estados, procesos y actividades (aspecto, modalidad, participantes y sus relaciones); relaciones lógicas (entre estados, procesos y actividades): conjunción; disyunción;

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oposición; comparación; condición; causa; finalidad; resultado; relaciones temporales (anterioridad, simultaneidad, posterioridad). 3.2 Competencias comunicativas: 3.2.1 Competencia sociolingüística: Esta competencia comprende los conocimientos y destrezas necesarios para abordar la dimensión social del uso del idioma, e incluye marcadores lingüísticos de relaciones sociales, normas de cortesía, modismos y expresiones de sabiduría popular, registros, dialectos y acentos. En el nivel C2, se espera que el alumno desarrolle esta competencia de manera que se comunique con naturalidad, eficacia y precisión, incluyendo los usos emocional, alusivo y humorístico del idioma, lo que supone apreciar diferentes variedades del idioma y cambios de registro, así como reconocer una gran diversidad de expresiones idiomáticas, coloquiales, regionales y de argot. 3.2.2 Competencia pragmática: 3.2.2.1 Competencia discursiva: En el nivel C2, se espera que el alumno sea capaz de producir, comprender y procesar textos extensos y complejos de muy diversos tipos, formatos y temas, en diversas variedades de la lengua y en cualquier registro, utilizando para ello una rica gama de recursos de producción, comprensión y procesamiento del texto, ajustándolos con eficacia, naturalidad y precisión a un contexto específico, incluso especializado. En la determinación de las competencias concretas de construcción textual que el alumno debe adquirir, se desarrollarán los aspectos siguientes: 1. Coherencia textual: adecuación del texto oral o escrito al contexto comunicativo: 1.1 Tipo y formato de texto. 1.2 Variedad de lengua. 1.3 Registro. 1.4 Tema. Enfoque y contenido: selección de contenido relevante; selección léxica; selección de estructuras sintácticas. 1.5 Contexto espacio-temporal: referencia espacial. Referencia temporal. 2. Cohesión textual: organización interna del texto oral o escrito. Inicio, desarrollo y conclusión de la unidad textual: 2.1 Inicio del discurso: mecanismos iniciadores (toma de contacto, etc.); introducción del tema; tematización. 2.2 Desarrollo del discurso. 2.2.1 Desarrollo temático: 2.2.1.1 Mantenimiento del tema: correferencia; elipsis; repetición; reformulación; énfasis. 2.2.1.2 Expansión temática: ejemplificación; refuerzo; contraste; introducción de subtemas. 2.2.1.3 Cambio temático: digresión; recyuperación del tema. 2.3 Conclusión del discurso: resumen / recapitulación, indicación de cierre textual y cierre textual. 3.2.2.2 Competencia funcional: En el nivel C2, se espera del alumno una competencia que le permita llevar a cabo las siguientes funciones comunicativas o actos de habla, utilizando los exponentes de dichas funciones más adecuados para cada contexto comunicativo específico, incluso especializado, tanto a través de actos de habla directos como indirectos, en cualquier registro (íntimo, familiar, informal, neutro, formal, solemne): Funciones o actos de habla asertivos, relacionados con la expresión del conocimiento, la opinión, la creencia y la conjetura: afirmar; anunciar; apostillar; asentir; atribuir; clasificar; confirmar la veracidad de un hecho; conjeturar; corroborar; describir; desmentir; disentir; expresar acuerdo y desacuerdo; expresar desconocimiento, duda, escepticismo, una opinión; formular hipótesis; identificar e identificarse; informar; objetar; predecir; rebatir; rectificar; replicar; suponer. Funciones o actos de habla compromisivos, relacionados con la expresión de ofrecimiento, intención, voluntad y decisión: acceder; admitir; consentir; expresar la intención o voluntad de hacer algo; invitar; jurar; negarse a hacer algo; ofrecer algo; ofrecer ayuda; ofrecerse a hacer algo; prometer; retractarse.

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Funciones o actos de habla directivos, que tienen como finalidad que el destinatario haga o no haga algo, tanto si esto es a su vez un acto verbal como una acción de otra índole: aconsejar; advertir; alertar; amenazar; animar; autorizar; dar instrucciones; dar permiso; demandar; denegar; desanimar; desestimar; dispensar o eximir a alguien de hacer algo; disuadir; exigir; intimidar; ordenar; pedir algo, ayuda, confirmación, consejo, información, instrucciones, opinión, permiso, que alguien haga algo; negar permiso a alguien; persuadir; prevenir a alguien en contra de algo o de alguien; prohibir; proponer; reclamar; recomendar; recordar algo a alguien; restringir; rogar; solicitar; sugerir; suplicar. Funciones o actos de habla fáticos y solidarios, que se realizan para establecer o mantener el contacto social y expresar actitudes con respecto a los demás: aceptar y declinar una invitación; agradecer; atraer la atención; compadecerse; consolar; dar la bienvenida; despedirse; expresar condolencia; felicitar; hacer cumplidos; insultar; interesarse por alguien o algo; invitar; pedir disculpas; presentarse y presentar a alguien; rehusar; saludar; tranquilizar. Funciones o actos de habla expresivos, con los que se expresan actitudes y sentimientos ante determinadas situaciones: acusar; defender; exculpar; expresar admiración, afecto, alegría o felicidad, alivio, ansiedad y preocupación, aprecio o simpatía, aprobación y desaprobación, arrepentimiento, confianza y desconfianza, decepción, desinterés e interés, desprecio, disgusto, dolor, duda, escepticismo, esperanza y desesperanza, estima, insatisfacción, orgullo, preferencia, resentimiento, resignación, satisfacción, sorpresa y extrañeza, temor, tristeza, vergüenza; lamentar; reprochar. 3.2.3 Competencia gramatical: A nivel C2, el alumno mantendrá un consistente control gramatical sobre un repertorio lingüístico complejo, incluso cuando su atención se centre en otras actividades (por ejemplo, en la planificación de su discurso o en el seguimiento de las reacciones de los demás), y comprenderá sin problema las estructuras gramaticales de la lengua meta, incluso aquellas con efectos comunicativos más sutiles, gracias al dominio de una gran diversidad de mecanismos de expresión y cohesión y de procedimientos de énfasis, diferenciación y eliminación de la ambigüedad. Las competencias gramaticales que deben desarrollarse para este nivel son las siguientes: Oración compuesta: Expresión de relaciones lógicas: Conjunción; disyunción; oposición; concesión; comparación, condición; causa; finalidad, resultado; relaciones temporales (anterioridad, posterioridad, simultaneidad). Oración simple: Tipos de oración, elementos constituyentes y su posición. Fenómenos de concordancia. El sintagma nominal: Núcleo (clases, género, número, caso de sustantivos y pronombres) y su modificación mediante determinantes (artículos, demostrativos, posesivos, cuantificadores), aposición, sintagma (nominal, adjetival, verbal, adverbial, proposicional), frase de relativo, oración y otros mecanismos. Posición de los elementos constituyentes del sintagma y fenómenos de concordancia interna. Funciones sintácticas del sintagma nominal. El sintagma adjetival: Núcleo (clases, género, número, caso y grado del adjetivo) y su modificación mediante sintagma (nominal, adjetival, verbal, adverbial, preposicional), oración y otros mecanismos. Posición de los elementos constituyentes del sintagma y fenómenos de concordancia interna. Funciones sintácticas del sintagma adjetival. El sintagma verbal: Núcleo (clases, tiempo, aspecto, modalidad y voz del verbo) y su modificación mediante negación y otros mecanismos. Posición de los elementos constituyentes del sintagma y fenómenos de concordancia interna. Funciones sintácticas del sintagma verbal. El sintagma adverbial: Núcleo (clases y grado de adverbios y locuciones adverbiales) y su modificación mediante sintagma adverbial, preposicional y otros mecanismos. Posición de los elementos constituyentes del sintagma y fenómenos de concordancia interna. Funciones sintácticas del sintagma adverbial. El sintagma preposicional: Núcleo (clases de preposiciones y locuciones adverbiales) y su modificación mediante sintagma adverbial, preposicional y otros mecanismos. Posición de los elementos constituyentes del sintagma y fenómenos de concordancia interna. Funciones sintácticas del sintagma preposicional. 3.2.4 Competencia léxica: El alumno, a nivel C2, se mostrará capaz de apreciar los niveles connotativos del significado y tendrá un buen dominio de un repertorio léxico muy amplio que incluye expresiones idiomáticas y coloquiales, utilizándolo apropiada y correctamente de forma consistente. Las áreas para las que se considerarán subtemas y sus correspondientes

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repertorios léxicos, teniendo en cuenta las demandas de los objetivos de este nivel, son las siguientes: Identidad personal: dimensión física y anímica. Vivienda, hogar y entorno. Alimentación. Salud y cuidados físicos. Relaciones personales y sociales. Trabajo y actividades profesionales. Educación y actividades académicas. Ocio. Viajes, alojamiento y transporte. Compras y actividades comerciales. Bienes y servicios. Economía e industria. Gobierno, política y sociedad. Información y medios de comunicación. Cultura y actividades artísticas. Religión y filosofía. Geografía, naturaleza y medio ambiente. Ciencia y tecnología. En el tratamiento de esta competencia, se tendrá presente que no existe un léxico «pasivo» y un léxico «activo» sino repertorios de formas y significados que dependen de la actividad comunicativa de la que se trate (comprensión, expresión, interacción, mediación). Una persona que lee o escucha la radio está tan activa lingüísticamente como cuando se dirige a una audiencia o toma parte en una conversación. En este sentido, el grado de competencia léxica propio del nivel debe adquirirse en relación con su carácter específico en los textos producto de las actividades lingüísticas correspondientes en las diversas situaciones de comunicación. Se tendrá en cuenta, asimismo, la conveniencia de tratar el léxico considerando formas plurilexemáticas y unidades superiores a la palabra aislada de manera que se provea al alumno de un contexto más amplio de uso que facilite el desarrollo adecuado de la competencia léxica. 3.2.5 Competencia fonético-fonológica: Esta competencia supone, a nivel C2, una capacidad articulatoria próxima a alguna de las variedades estándar propias de la lengua meta y una capacidad de percepción, sin apenas esfuerzo, de dichas variantes. La entonación debe ajustarse a la situación comunicativa y variar para expresar matices sutiles de significado y adaptarse a los estados de ánimo y a las diversas intenciones pragmáticas (cortesía, humor, ironía, sarcasmo y otras). Las competencias fonético-fonológicas que deben desarrollarse para este nivel son las siguientes: – Variantes de sonidos y fonemas vocálicos y consonánticos y sus respectivas combinaciones. – Variantes de procesos fonológicos de ensordecimiento, sonorización, asimilación, elisión, palatalización, nasalización, epéntesis, alternancia vocálica y otros. – Cambios de acento y atonicidad en la oración con implicaciones sintácticas y comunicativas. 3.2.6 Competencia ortográfica: A nivel C2, el alumno será capaz de comprender en textos escritos las convenciones ortográficas propias de la lengua meta y de utilizarlas para producir textos escritos exentos de errores de ortografía, formato, estructura, distribución en párrafos y puntuación. Las competencias ortográficas que deben desarrollarse para este nivel son las siguientes: – Variantes del alfabeto / de los caracteres y su uso en las diversas formas. – Variantes en la representación gráfica de fonemas y sonidos. – Adaptación ortográfica de préstamos. – Valores discursivos de los signos ortográficos y de puntuación. 4. Criterios de evaluación: Se considerará que el alumno ha adquirido las competencias propias del nivel C2, para cada destreza, cuando sea capaz de lo siguiente: - Comprensión oral: Comprender, incluso en un ambiente con ruido, cualquier tipo de información específica en declaraciones y anuncios públicos que tienen poca calidad y un sonido distorsionado. Comprender información técnica compleja, como, por ejemplo, instrucciones de funcionamiento, especificaciones de productos y servicios que le son desconocidos. Comprender información compleja y consejos sobre todos los asuntos relacionados, directa o indirectamente, con su profesión o sus actividades académicas. Comprender conferencias, charlas, discusiones y debates especializados, aunque contengan una gran cantidad de coloquialismos, regionalismos o terminología poco habitual. Comprender películas, obras de teatro y programas de televisión o radio que contengan una gran cantidad de argot o lenguaje coloquial o regional y de expresiones idiomáticas, identificando pormenores y sutilezas como actitudes y relaciones implícitas entre los hablantes y apreciando alusiones de tipo sociocultural. Comprender los detalles de conversaciones y debates animados y extensos entre terceras personas, incluso sobre temas abstractos, complejos o desconocidos. Comprender conversaciones extensas y

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animadas en las que participa aunque no estén claramente estructuradas y la relación entre las ideas sea solamente implícita. - Expresión oral: Hacer declaraciones públicas con fluidez y flexibilidad usando cierta entonación para transmitir con precisión matices sutiles de significado. Realizar presentaciones sobre temas complejos con seguridad y de modo elocuente a un público que no conoce el tema, estructurando y adaptando su discurso con flexibilidad para satisfacer las necesidades de la audiencia, así como enfrentarse con éxito a preguntas difíciles, imprevisibles e incluso hostiles. - Interacción oral: En una entrevista, representar muy bien su parte del diálogo, estructurando lo que dice y desenvolviéndose con autoridad y con total fluidez como entrevistador o entrevistado, sin estar en desventaja respecto a un hablante nativo. Desenvolverse, con argumentos bien organizados y persuasivos, en transacciones, discusiones o debates formales sobre asuntos complejos de carácter general o especializado, profesional o académico, sin desventaja alguna respecto a los hablantes nativos e incluso si se llevan a cabo a una velocidad muy rápida. Conversar cómoda y adecuadamente, sin ninguna limitación, en todo tipo de situaciones de la vida social y personal. - Comprensión de lectura: Comprender manuales, disposiciones y contratos incluso cuando se refieren a asuntos profesionales con los que no esté familiarizado. Comprender con todo detalle artículos, informes y otros textos extensos y complejos en el ámbito social, profesional o académico, identificando actitudes y opiniones implícitas y apreciando las relaciones, alusiones e implicaciones de tipo sociocultural. Comprender e interpretar de manera crítica textos literarios tanto clásicos como contemporáneos en los diversos géneros (prosa, poesía, teatro y otros), incluso aquellos que contengan una gran cantidad de argot o lenguaje coloquial o regional y de expresiones idiomáticas, apreciando las relaciones, alusiones e implicaciones de tipo sociocultural. - Expresión escrita: Escribir reseñas, informes o artículos complejos que presentan una argumentación o una apreciación crítica de obras literarias o eventos culturales, proyectos de investigación o publicaciones y otras reseñas, informes o artículos escritos por otros. Escribir ensayos, trabajos de investigación y otros escritos de carácter académico o profesional en los que presenta el trasfondo teórico y describe los procedimientos de trabajo, hace un tratamiento exhaustivo del tema, incorpora y resume opiniones de otros, incluye y evalúa información y hechos detallados, y presenta sus conclusiones de manera adecuada y convincente y de acuerdo a las convenciones correspondientes a este tipo de textos. Escribir textos de ficción atractivos, con claridad y fluidez y con un estilo adecuado al género literario elegido. Tomar notas detalladas y fidedignas mientras continúa participando activamente en una reunión o seminario. - Interacción escrita: Escribir, independientemente del soporte, cartas o mensajes personales en los que se expresa de una manera deliberadamente humorística, irónica o ambigua. Escribir, independientemente del soporte, cartas o mensajes de carácter formal complejos, claros, exentos de errores y bien estructurados, ya sea para solicitar algo, demandar u ofrecer sus servicios a clientes, superiores o autoridades, adoptando las convenciones estilísticas y de formato que requieren las características del contexto. - Mediación: Parafrasear y resumir en forma oral información proveniente de diversas fuentes, reconstruyendo argumentos y hechos con precisión, de manera coherente y concisa sin incluir detalles innecesarios. Parafrasear y resumir en forma escrita información proveniente de diversas fuentes, reconstruyendo argumentos y hechos con precisión, de manera coherente y concisa sin incluir detalles innecesarios. Mediar con eficacia y total naturalidad entre hablantes de la lengua meta y de la propia u otras teniendo en cuenta las diferencias y las implicaciones sociolingüísticas y socioculturales de las mismas y reaccionando en consecuencia 10.5.B MATERIAL PARA EL CURSO C-2  Libros de consulta recomendados para el Nivel C2:

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GRAMÁTICA Y VOCABULARIO O DESTINATION C1 & C2, MANN, MALCOM & TAYLORE-KNOWLES, S. EDITORIAL MACMILLAN. O ADVANCED LANGUAGE PRACTICE WITH KEY. VINCE, M. EDITORIAL MACMILLAN. O ENGLISH VOCABULARY IN USE. ADVANCED. MCCARTHY & O’DELL. EDITORIAL CAMBRIDGE UNIVERSITY PRESS. O OXFORD ENGLISH GRAMMAR COURSE. ADVANCED. SWAN, M. & WALTER, C. EDITORIAL OXFORD UNIVERSITY PRESS. DICCIONARIOS O CAMBRIDGE ENGLISH PRONOUNCING DICTIONARY. 18 TH EDITION. JONES, D. EDITORIAL CAMBRIDGE UNIVERSITY PRESS. O MACMILLAN ENGLISH DICTIONARY FOR ADVANCED LEARNERS. EDITORIAL MACMILLAN. O OXFORD ADVANCED LEARNER’S DICTIONARY. EDITORIAL OXFORD UNIVERSITY PRESS. BLOG DE RECURSOS DEL DEPARTAMENTO DE INGLÉS EN LA SIGUIENTE DIRECCIÓN WEB: HTTP://WWW3.GOBIERNODECANARIAS.ORG/MEDUSA/EDUBLOG/EOISANTAC RUZDETENERIFE/ALUMNADO/BLOG-DE-RECURSOS-PARA-ELALUMNADO/BUSCADOR-DE-RECURSOS/ 10.5.1A Material obligatorio: Keynote Proficient, Student’s Book. Dummett, P., Stephenson, H. & Lansford, L. Editorial National Geographic Learning – Cengage Learning. ISBN: 978-1-305-39918-1 

OPCIONAL: MYGRAMMARLAB ADVANCED C1/C2, FOLEY, M. & HALL, D. EDITORIAL PEARSON.

10.5.1B

TEMPORALIZACION ORIENTATIVA

 1er cuatrimestre: 13 septiembre – 22 enero unidad 1: 13 – 28 septiembre unidad 2: 2 – 12 octubre unidad 3: 16 – 31 octubre unidad 4: 6 – 16 noviembre unidad 5: 20 – 30 noviembre unidad 6: 4 – 20 diciembre  Información de la evaluación de progreso del 1er cuatrimestre: 18 y 22 de enero. 2º cuatrimestre: 23 enero – 24 mayo unidad 7: 8 – 18 enero unidad 8: 22 enero – 6 febrero unidad 9: 19 febrero – 1 marzo unidad 10: 5 – 22 marzo unidad 11: 2 – 12 abril unidad 12: 16 – 26 abril  Información de la evaluación de progreso del 2do cuatrimestre: 23 y 24 de abril. Repaso: del 30 de abril al 2 de mayo.

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días para las pruebas de la evaluación final de aprovechamiento: del 7 al 22 de mayo. información a los alumnos: 23 y 24 de mayo. UNIT 1: CREATIVITY GRAMMAR: Definite and indefinite time. LANGUAGE FOCUS: Expressions with statistics VOCABULARY: Creativity collocations PRONUNCIATION: Emphasis and de-emphasis READING: What I talk about when I talk about running. Sing while you work. LISTENING: A company choir. SPEAKING: Creativity survey. Learning from experience, describing likes and talents. WRITING: A progress report. WRITING SKILLS: Nominalization.

UNIT 2: HOPES AND FEARS GRAMMAR: Future forms. LANGUAGE FOCUS: Expressions of certainty. VOCABULARY: Hopes and fears PRONUNCIATION: Consonant clusters. READING: Outside the comfort zone. Being prepared. LISTENING: Travel advice. SPEAKING: Attitudes towards the future. Comfort zone. Giving advice (giving and justifiying advice). WRITING: An account of an incident. WRITING SKILLS: Future in the past. UNIT 3: PERCEPTION GRAMMAR: Stative and dynamic verbs. LANGUAGE FOCUS: Emphatic structures. VOCABULARY: Feelings and emotions. PRONUNCIATION: Stress in contrasts. READING: Multi-sensory marketing. Not what they seem. LISTENING: The reality of a situation. SPEAKING: Impressions and judgements. Creating attractive spaces. Describing beliefs and facts. WRITING: A response to a proposal. WRITING SKILLS: Describing different perspectives. UNIT 4: HUMAN INTERACTION GRAMMAR: Past Forms. LANGUAGE FOCUS: Inversion with adverbial phrases. VOCABULARY: Body language. PRONUNCIATION: Appropriate intonation. READING: Business and life lessons, Getting things wrong. LISTENING: Saying the right thing. SPEAKING: Being hyperconnected, Can I have my money back?, Everyday conversations. WRITING: A formal letter or email. WRITING SKILLS: Checking for errors. UNIT 5: ECONOMIC RESOURCES GRAMMAR: Passive forms. LANGUAGE FOCUS: Nominalization in passive sentences. VOCABULARY: Economics. PRONUNCIATION: Silent letters.

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READING: Land – a fairer system, Fact or hearsay. LISTENING: Discussing facts and beliefs. SPEAKING: Economic prospects, Expressing belief and disbelief. WRITING: A newspaper report. WRITING SKILLS: Passive reporting verbs. UNIT 6: PRACTICAL DESIGN GRAMMAR: Causatives. LANGUAGE FOCUS: Expressions with go and get. VOCABULARY: Describing objects: collocations. PRONUNCIATION: Word stress. READING: Object of desire, Tricky questions. LISTENING: An interview. SPEAKING: Hired help, Classic objects, Interview questions. WRITING: Posting advice. WRITING SKILLS: Reported speech. UNIT 7: SAME BUT DIFFERENT GRAMMAR: Comparative forms. LANGUAGE FOCUS: Expressing preferences. VOCABULARY: Idioms related to choice. PRONUNCIATION: Linking in discourse markers. READING: The paradox of choice, Reading habits. LISTENING: Different viewpoints. SPEAKING: Different approaches, Criteria for choosing, Constructing arguments. WRITING: Describing and interpreting data. WRITING SKILLS: Describing graphs. UNIT 8: FOOD AND SUSTAINABILITY GRAMMAR: Modal verbs. LANGUAGE FOCUS: Expressions with modal verbs. VOCABULARY: Synonyms: -able and -ible. PRONUNCIATION: Assimilation and elision. READING: Can business be sustainable?, Today’s foodies. LISTENING: Talking about food. SPEAKING: Discussing the news, Encouraging good practice, Attitude to food. WRITING: An online guide. WRITING SKILLS: Participles. UNIT 9: INTERNET SENSATION GRAMMAR: Gradability. LANGUAGE FOCUS: Collocations with intensifying adverbs. VOCABULARY: New Internet words. PRONUNCIATION: Stress in opinion giving. READING: The medium is the message, Your online identity. LISTENING: Is it ethical? SPEAKING: Life without the Internet, Creating a sharing website, Giving and explaining opinions. WRITING: An online professional profile. WRITING SKILLS: Compound nouns: adjective + noun and noun + noun collocations. UNIT 10: THE MEANING OF SUCCESS

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GRAMMAR: Verb and adjective patters. LANGUAGE FOCUS: Patterns using adjective + that. VOCABULARY: Success and failure. PRONUNCIATION: Prepositions as weak forms, Elision. READING: Success across generations, Age no barrier. LISTENING: Looking for a job. SPEAKING: Self-help advice, Generation Z, Talking about success. WRITING: A formal report. WRITING SKILLS: Phrases in report writing. UNIT 11: LEARNING AND MEMORY GRAMMAR: Conditionals. LANGUAGE FOCUS: Conditional conjunctions. VOCABULARY: Learning and memory. PRONUNCIATION: Linking vowel sounds. READING: The memory place, Thrown in at the deep end. LISTENING: Starting a new job. SPEAKING: The great education debate, Memory tips, In at the deep end. WRITING: A formal letter. WRITING SKILLS: Preposition + participle. UNIT 12: INVENTION OR INNOVATION GRAMMAR: Adverbs and word order. LANGUAGE FOCUS: Adverbials. VOCABULARY: Phrasal verbs: innovation. PRONUNCIATION: Word endings. READING: The innovation that never was, Life hacks. LISTENING: Getting good results. SPEAKING: Granting patents, Pitching a new invention, Handy tips. WRITING: A review of a product. WRITING SKILLS: Reporting verbs.

10.6 CURSOS DE ESPECIALIZACIÓN 10.6.1 INGLÉS COMUNICATIVO PARA DOCENTES Y OTROS COLECTIVOS (B1) OBJETIVOS DEL CURSO El uso del inglés como herramienta de trabajo para disfrutar de toda la información que nos aportan los medios de comunicación (Internet, prensa, blogs, videos, noticias...) aplicándola en los diferentes ámbitos profesionales, y en especial en el ámbito docente, a nivel intermedio. Se le proporciona al alumnado capacidades y estrategias para seleccionar y procesar textos orales y escritos, relacionados con temas de actualidad así como profesionales, y utilizar dichos textos como referencia, ayudándole a explotarlos sacando el máximo partido de dichos recursos. CONTENIDOS DEL CURSO Se utilizará como base el libro Q: SKILLS FOR SUCCESS 3 – LISTENING AND SPEAKING, M. Craven y K.D. Sherman (OUP) – ISBN: 978-0-19-475602-0 (Student's Book), así

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como textos “reales”. En este nivel (B1) el alumno tiene que ser capaz de trabajar con textos que provienen de los medios de comunicación con pequeñas manipulaciones o simplificaciones. Se utilizan una serie de videos y artículos sobre temas de actualidad relacionados en mayor o menor medida con la docencia y otras actividades profesionales habituales. El alumno desarrolla habilidades específicas para la comprensión de estos textos, aprendizaje de vocabulario específico, repaso de gramática, pero sobre todo, se insiste en las habilidades de comunicación oral por encima de todo. El alumno ha de ser capaz de responder preguntas sobre los vídeos expuestos, textos orales y escritos, así como expresar su opinión en un contexto de respeto y cordialidad, en acuerdo o desacuerdo con sus compañeros. Los alumnos de los diferentes ámbitos profesionales aportarán información específica así como opiniones en los distintos temas a tratar cuando éstos tienen relación con su ámbito profesional habitual. EVALUACIÓN DEL CURSO Dicha evaluación se hará basada en la participación diaria en los debates de clase y temas expuestos así como el grado de mejora y perfeccionamiento en la práctica oral que los alumnos vayan demostrando con respecto a su punto de partida. TEMPORALIZACIÓN ORIENTATIVA El curso dará comienzo el 13 de septiembre de 2017 y acabará el 24 de mayo de 2018. El curso tendrá una frecuencia semanal de 4,30 horas a la semana hasta completar 140 horas en el módulo. CERTIFICACIÓN DEL CURSO De acuerdo con lo establecido en la normativa que rige los cursos de actualización y especialización, el alumnado que culmine el curso con aprovechamiento recibirá una certificación acreditativa emitida por la Escuela Oficial de Idiomas en que se haya realizado el curso. En todo caso, para obtener el certificado acreditativo del curso será necesario haber asistido al 85% de las horas lectivas. 10.5.2 INGLÉS COMUNICATIVO PARA DOCENTES Y OTROS COLECTIVOS - B2 OBJETIVOS DEL CURSO El uso del inglés como herramienta de trabajo para disfrutar de toda la información que nos aportan los medios de comunicación (Internet, prensa, blogs, videos, noticias...) aplicándola en los diferentes ámbitos profesionales, y en especial en el ámbito docente, a nivel avanzado. Se le proporciona al alumnado capacidades y estrategias para seleccionar y procesar textos orales y escritos, relacionados con temas de actualidad así como profesionales, y utilizar dichos textos como referencia, ayudándole a explotarlos sacando el máximo partido de dichos recursos. CONTENIDOS DEL CURSO Se utilizará como base el libro Q: SKILLS FOR SUCCESS 4 – LISTENING AND SPEAKING, M. Craven y K.D. Sherman (OUP) – ISBN: 978-0-19-475613-6 (Student's Book) En este nivel (B2) el alumno tiene que ser capaz de trabajar con textos que provienen de los medios de comunicación sin manipular ni simplificar. Se utilizan una serie de videos y artículos sobre temas de actualidad relacionados en mayor o menor medida con la docencia y otras actividades profesionales habituales.

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El alumno desarrolla habilidades específicas para la comprensión de estos textos, aprendizaje de vocabulario específico, repaso de gramática, pero sobre todo, se insiste en las habilidades de comunicación oral por encima de todo. El alumno ha de ser capaz de responder preguntas sobre los vídeos expuestos, textos orales y escritos, así como expresar su opinión en un contexto de respeto y cordialidad, en acuerdo o desacuerdo con sus compañeros. Los alumnos de los diferentes ámbitos profesionales aportarán información específica así como opiniones en los distintos temas a tratar cuando éstos tienen relación con su ámbito profesional habitual. A lo largo del cuatrimestre, todos los alumnos matriculados realizarán una práctica expositiva sobre un tema relacionado con su contexto laboral, de forma interactiva con sus compañeros, atendiendo preguntas y discutiendo opiniones. EVALUACIÓN DEL CURSO Dicha evaluación se hará basada en la mencionada exposición oral, así como la participación diaria en los debates de clase y temas expuestos así como el grado de mejora y perfeccionamiento en la práctica oral que los alumnos vayan demostrando con respecto a su punto de partida. TEMPORALIZACIÓN ORIENTATIVA El curso dará comienzo el 13 de septiembre de 2017 y acabará el 24 de mayo de 2018. El curso tendrá una frecuencia semanal de 4,30 horas a la semana hasta completar 140 horas en el módulo. CERTIFICACIÓN DEL CURSO De acuerdo con lo establecido en la normativa que rige los cursos de actualización y especialización, el alumnado que culmine el curso con aprovechamiento recibirá una certificación acreditativa emitida por la Escuela Oficial de Idiomas en que se haya realizado el curso. En todo caso, para obtener el certificado acreditativo del curso será necesario haber asistido al 85% de las horas lectivas.

10.5.3 INGLÉS: PREPARACIÓN PARA LAS PRUEBAS DE CERTIFICACIÓN DE NIVEL INTERMEDIO (B1) SEMIPRESENCIAL Este curso tiene el objetivo fundamental de mejorar las competencia necesarias para superar el nivel intermedio (B1) mediante actividades dinámicas y motivadoras. Será de carácter eminentemente práctico y participativo, con tareas enfocadas a la mejora de las cuatro destrezas evaluadas en la prueba de Certificación de Nivel Intermedio de EEOOII. OBJETIVOS Este curso tiene el objetivo fundamental de mejorar las competencias en inglés a nivel intermedio para superar las pruebas de certificación de Nivel Intermedio mediante actividades dinámicas y motivadoras. Será de carácter eminentemente práctico y participativo, con tareas de comprensión y expresión oral en las que el alumnado escuchará a hablantes en diferentes contextos y medios (audiovisual, presencial). Las actividades de producción oral se llevarán a cabo bien de manera individual, en parejas o grupos, y serán de diversa índole, p.ej. debates, juegos, presentaciones, role-plays, etc. Asimismo, se realizarán tareas de expresión y comprensión escrita, a través de material propio elaborado por el profesorado y con modelos de exámenes reales.

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CONTENIDOS  Actividades variadas para desarrollar las destrezas de la lengua (escuchar, hablar, escribir, leer e interactuar).  Actividades diversas encaminadas a desarrollar la competencia lingüística de los asistentes en los aspectos léxicos, fonéticos, semánticos y gramaticales. TEMPORALIZACIÓN ORIENTATIVA El curso dará comienzo el 23 de enero de 2018 y acabará el 24 de mayo de 2018. El curso tendrá una frecuencia semanal de 2,15 horas a la semana hasta completar 35 horas en el módulo. Durante las 35 horas de este curso se proponen actividades de comprensión de lectura, expresión escrita, comprensión auditiva y expresión oral en contextos de inmersión lingüística. Se trata de actividades dirigidas, debidamente contextualizadas dentro de los contenidos propios del nivel avanzado. Las fuentes de las que se parte para integrar las propuestas comunicativas son textos auténticos de distinta naturaleza (páginas web, blogs, cuestionarios web, flash informativos, podcasts, crónicas de radio, artículos de prensa, canciones, vídeos musicales, extractos de películas, anuncios publicitarios, foros de Internet, vídeos de YouTube) de fácil acceso a través de la web, con el objetivo de que los propios alumnos puedan profundizar en cada tema si lo desean al llegar a sus casas, o a través de aplicaciones fácilmente localizables. Los bloques temáticos son de interés general, y el léxico y expresiones trabajadas permitirán reactivar y enriquecer la expresión y la fluidez. De las 35 horas que dura el curso, la mitad serán presenciales, repartidas en clases de 2h15m cada dos semanas y la otra mitad se realizarán online a través de la plataforma de teleformación de la EOI Santa Cruz de Tenerife. EVALUACIÓN Dicha evaluación se hará basada en la participación diaria en los debates de clase y temas expuestos así como el grado de mejora y perfeccionamiento en la práctica oral que los alumnos vayan demostrando con respecto a su punto de partida. CERTIFICACIÓN DEL CURSO De acuerdo con lo establecido en la normativa que rige los cursos de actualización y especialización, el alumnado que culmine el curso con aprovechamiento recibirá una certificación acreditativa emitida por la Escuela Oficial de Idiomas en que se haya realizado el curso. En todo caso, para obtener el certificado acreditativo del curso será necesario haber asistido al 85% de las horas lectivas. La realización de este curso no conlleva en ningún caso la obtención de la acreditación del Nivel Intermedio. Para obtenerla, el alumnado deberá presentarse a las pruebas convocadas por la Escuela Oficial de Idiomas y superarlas como alumnado libre. 9.5.4 INGLÉS: PREPARACIÓN PARA LAS PRUEBAS DE CERTIFICACIÓN DE NIVEL AVANZADO (B2) SEMIPRESENCIAL Este curso tiene el objetivo fundamental de mejorar las competencia necesarias para superar el nivel avanzado (B2) mediante actividades dinámicas y motivadoras. Será de carácter eminentemente práctico y participativo, con tareas enfocadas a la mejora de las cuatro destrezas evaluadas en la prueba de Certificación de Nivel Avanzado de EEOOII. OBJETIVOS

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Este curso tiene el objetivo fundamental de mejorar las competencias en inglés a nivel Avanzado para superar las pruebas de certificación de Nivel Avanzado mediante actividades dinámicas y motivadoras. Será de carácter eminentemente práctico y participativo, con tareas de comprensión y expresión oral en las que el alumnado escuchará a hablantes en diferentes contextos y medios (audiovisual, presencial). Las actividades de producción oral se llevarán a cabo bien de manera individual, en parejas o grupos, y serán de diversa índole, p.ej. debates, juegos, presentaciones, role-plays, etc. Asimismo, se realizarán tareas de expresión y comprensión escrita, a través de material propio elaborado por el profesorado y con modelos de exámenes reales. CONTENIDOS  Actividades variadas para desarrollar las destrezas de la lengua (escuchar, hablar, escribir, leer e interactuar).  Actividades diversas encaminadas a desarrollar la competencia lingüística de los asistentes en los aspectos léxicos, fonéticos, semánticos y gramaticales. TEMPORALIZACIÓN ORIENTATIVA El curso dará comienzo el 13 de septiembre de 2017 y acabará el 18 de enero de 2018. El curso tendrá una frecuencia semanal de 2,15 horas a la semana hasta completar 35 horas en el módulo. Durante las 35 horas de este curso se proponen actividades de comprensión de lectura, expresión escrita, comprensión auditiva y expresión oral en contextos de inmersión lingüística. Se trata de actividades dirigidas, debidamente contextualizadas dentro de los contenidos propios del nivel avanzado. Las fuentes de las que se parte para integrar las propuestas comunicativas son textos auténticos de distinta naturaleza (páginas web, blogs, cuestionarios web, flash informativos, podcasts, crónicas de radio, artículos de prensa, canciones, vídeos musicales, extractos de películas, anuncios publicitarios, foros de Internet, vídeos de YouTube) de fácil acceso a través de la web, con el objetivo de que los propios alumnos puedan profundizar en cada tema si lo desean al llegar a sus casas, o a través de aplicaciones fácilmente localizables. Los bloques temáticos son de interés general, y el léxico y expresiones trabajadas permitirán reactivar y enriquecer la expresión y la fluidez. De las 35 horas que dura el curso, la mitad serán presenciales, repartidas en clases de 2h15m cada dos semanas y la otra mitad se realizarán online a través de la plataforma de teleformación de la EOI Santa Cruz de Tenerife. EVALUACIÓN Dicha evaluación se hará basada en la participación diaria en los debates de clase y temas expuestos así como el grado de mejora y perfeccionamiento en la práctica oral que los alumnos vayan demostrando con respecto a su punto de partida. CERTIFICACIÓN DEL CURSO De acuerdo con lo establecido en la normativa que rige los cursos de actualización y especialización, el alumnado que culmine el curso con aprovechamiento recibirá una certificación acreditativa emitida por la Escuela Oficial de Idiomas en que se haya realizado el curso. En todo caso, para obtener el certificado acreditativo del curso será necesario haber asistido al 85% de las horas lectivas. La realización de este curso no conlleva en ningún caso la obtención de la acreditación del Nivel Intermedio. Para obtenerla, el alumnado deberá presentarse a las pruebas convocadas por la Escuela Oficial de Idiomas y superarlas como alumnado libre.

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9.5.5 INGLÉS CONVERSACIONAL B1. Este curso tiene el objetivo fundamental de mejorar la competencia comunicativa en inglés a nivel intermedio mediante actividades dinámicas y motivadoras. Será de carácter eminentemente práctico y participativo, con tareas de comprensión oral en las que los alumnos escucharán a hablantes en diferentes contextos y medios (audiovisual, presencial). Las actividades de producción oral se llevarán a cabo bien de manera individual, en parejas o grupos, y serán de diversa índole, p.ej. debates, juegos, presentaciones, role-plays, etc. OBJETIVOS Objetivos generales El objetivo prioritario de este curso es el desarrollo de la capacidad de interacción oral del alumno. Se pretende que pueda tanto entender como participar con plena efectividad en cualquier situación de carácter general.

Objetivos específicos        

Utilizar las estrategias verbales y no verbales para comunicarse con coherencia, cohesión y adecuación a los distintos registros lingüísticos e intenciones comunicativas. Comunicarse con facilidad y utilizando el registro apropiado en un amplio abanico de temas generales, académicos, profesionales y de ocio . Perfeccionar la pronunciación, la entonación, el ritmo y el connected speech. Mejorar la fluidez oral. Ampliar el vocabulario. Consolidar el uso de conectores relacionados con la lengua oral. Adquirir marcadores del discurso empleados para interrumpir el discurso, cambiar de tema, introducir otro punto de vista, finalizar la conversación, etc. Desarrollar estrategias comunicativas del registro oral formal e informal.

CONTENIDOS    

Actividades variadas para desarrollar las destrezas de la lengua (escuchar, hablar, escribir, leer e interactuar). Actividades encaminadas a ampliar el conocimiento de la cultura, convenciones sociales, expresiones coloquiales, formas de vida, ... de los países anglófonos. Actividades diversas encaminadas a desarrollar la competencia lingüística de los asistentes en los aspectos léxicos, fonéticos, semánticos y gramaticales. Algunas actividades trabajarán un tema en concreto a través de situaciones reales de comunicación y de contenidos de otras áreas en lengua extranjera.

MATERIAL Las fuentes de las que se parte para integrar las propuestas comunicativas son de diversa índole. Por un lado, se recurrirá a material extraído de libros de texto enfocados a la mejora de la pronunciación, del acento, de la comprensión auditiva, la expresión oral, tales como:  English Pronunciation in Use, Mark Hancock (CUP, 2006)  Listening, Ian Badger (Collins, 2012)

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  

Speaking, Cheryl Pelteret (Collins, 2012) Telephoning in English (CUP, 2007) Work on Your Accent (Collins, 2012) Por otro lado, se estudiarán textos auténticos de distinta naturaleza (páginas web, blogs, cuestionarios web, flash informativos, podcasts, crónicas de radio, artículos de prensa, canciones, vídeos musicales, extractos de películas, anuncios publicitarios, foros de Internet, vídeos de YouTube) de fácil acceso a través de la web, con el objetivo de que los propios alumnos puedan profundizar en cada tema si lo desean al llegar a sus casas, o a través de aplicaciones fácilmente localizables. EVALUACIÓN Se llevará a cabo por medio de la observación directa de la participación activa y progreso del alumno en el aula, así como mediante presentaciones de temas que se hayan tratado durante el curso. Se valorará la participación y rendimiento en actividades de producción oral – individual, en parejas, pequeños grupos o grupo completo. Se valorará asimismo el rendimiento en actividades de comprensión oral, en las que los alumnos escucharán a hablantes con acentos diversos grabados en diferentes formatos, así como a hablantes presenciales. En todo caso, para obtener el certificado acreditativo del curso será necesario haber asistido al 85% de las horas lectivas. TEMPORALIZACIÓN ORIENTATIVA En el primer cuatrimestre, el curso dará comienzo el 13 de septiembre de 2017 y finalizará el 24 de mayo de 2018. El curso tendrá una frecuencia semanal de 2,15 horas a la semana hasta completar 70 horas en el curso, que será anual. CERTIFICACIÓN DEL CURSO De acuerdo con lo establecido en la normativa que rige los cursos de actualización y especialización, el alumnado que culmine el curso con aprovechamiento recibirá una certificación acreditativa emitida por la Escuela Oficial de Idiomas en que se haya realizado el curso. En todo caso, para obtener el certificado acreditativo del curso será necesario haber asistido al 85% de las horas lectivas.

9.5.6 INGLÉS CONVERSACIONAL B2. Este curso tiene el objetivo fundamental de mejorar la competencia comunicativa en inglés a nivel avanzado mediante actividades dinámicas y motivadoras. Será de carácter eminentemente práctico y participativo, con tareas de comprensión oral en las que los alumnos escucharán a hablantes en diferentes contextos y medios (audiovisual, presencial). Las actividades de producción oral se llevarán a cabo bien de manera individual, en parejas o grupos, y serán de diversa índole, p.ej. debates, juegos, presentaciones, role-plays, etc. OBJETIVOS Objetivos generales El objetivo prioritario de este curso es el desarrollo de la capacidad de interacción oral del alumno. Se pretende que pueda tanto entender como participar con plena efectividad en cualquier situación de carácter general.

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Objetivos específicos        

Utilizar las estrategias verbales y no verbales para comunicarse con coherencia, cohesión y adecuación a los distintos registros lingüísticos e intenciones comunicativas. Comunicarse con facilidad y utilizando el registro apropiado en un amplio abanico de temas generales, académicos, profesionales y de ocio . Perfeccionar la pronunciación, la entonación, el ritmo y el connected speech. Mejorar la fluidez oral. Ampliar el vocabulario. Consolidar el uso de conectores relacionados con la lengua oral. Adquirir marcadores del discurso empleados para interrumpir el discurso, cambiar de tema, introducir otro punto de vista, finalizar la conversación, etc. Desarrollar estrategias comunicativas del registro oral formal e informal.

CONTENIDOS    

Actividades variadas para desarrollar las destrezas de la lengua (escuchar, hablar, escribir, leer e interactuar). Actividades encaminadas a ampliar el conocimiento de la cultura, convenciones sociales, expresiones coloquiales, formas de vida, ... de los países anglófonos. Actividades diversas encaminadas a desarrollar la competencia lingüística de los asistentes en los aspectos léxicos, fonéticos, semánticos y gramaticales. Algunas actividades trabajarán un tema en concreto a través de situaciones reales de comunicación y de contenidos de otras áreas en lengua extranjera.

MATERIAL Las fuentes de las que se parte para integrar las propuestas comunicativas son de diversa índole. Por un lado, se recurrirá a material extraído de libros de texto enfocados a la mejora de la pronunciación, del acento, de la comprensión auditiva, la expresión oral, tales como:  English Pronunciation in Use, Mark Hancock (CUP, 2006)  Listening, Ian Badger (Collins, 2012)  Speaking, Cheryl Pelteret (Collins, 2012)  Telephoning in English (CUP, 2007)  Work on Your Accent (Collins, 2012) Por otro lado, se estudiarán textos auténticos de distinta naturaleza (páginas web, blogs, cuestionarios web, flash informativos, podcasts, crónicas de radio, artículos de prensa, canciones, vídeos musicales, extractos de películas, anuncios publicitarios, foros de internet, vídeos de youtube) de fácil acceso a través de la web, con el objetivo de que los propios alumnos puedan profundizar en cada tema si lo desean al llegar a sus casas, o a través de aplicaciones fácilmente localizables. EVALUACIÓN Se llevará a cabo por medio de la observación directa de la participación activa y progreso del alumno en el aula, así como mediante presentaciones de temas que se hayan tratado durante el curso. Se valorará la participación y rendimiento en actividades de producción oral – individual, en parejas, pequeños grupos o grupo completo.

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Se valorará asimismo el rendimiento en actividades de comprensión oral, en las que los alumnos escucharán a hablantes con acentos diversos grabados en diferentes formatos, así como a hablantes presenciales. En todo caso, para obtener el certificado acreditativo del curso será necesario haber asistido al 85% de las horas lectivas. TEMPORALIZACIÓN ORIENTATIVA En el primer cuatrimestre, el curso dará comienzo el 13 de septiembre de 2017 y finalizará el 24 de mayo de 2018. El curso tendrá una frecuencia semanal de 2,15 horas a la semana hasta completar 70 horas en el curso, que será anual. CERTIFICACIÓN DEL CURSO De acuerdo con lo establecido en la normativa que rige los cursos de actualización y especialización, el alumnado que culmine el curso con aprovechamiento recibirá una certificación acreditativa emitida por la Escuela Oficial de Idiomas en que se haya realizado el curso. En todo caso, para obtener el certificado acreditativo del curso será necesario haber asistido al 85% de las horas lectivas.

10. ACTIVIDADES  Conmemoraciones de las celebraciones:





o Halloween o Guy Fawkes o Remembrance Day o Thanksgiving Day o Saint Andrew's Day o Christmas o Boxing Day o National Australian Day o Waitangi Day (New Zealand) o Carnival o St. Patrick's Day o April Fool’s Day o Easter o Freedom Day Jornadas de formación del profesorado. XXXI Jornadas de EOI S/C de Tenerife.

11. ACTIVIDADES EXTRAESCOLARES  Colaboración en los exámenes para “Guías de Turismo”.  Organización de un viaje a un país de habla inglesa.  Visitas a empresas. 12. RELACIÓN DEL PROFESORADO DEL DEPARTAMENTO DE INGLÉS Los miembros del departamento de inglés durante el presente curso escolar 2017-2018 son los siguientes, de los cuales Dña. Elisabeth Hernández Espinosa impartirá dos grupos de clase, impartiendo un tercer grupo en la EOI Puerto de la Cruz, centro con el que comparte horario: DÑA. MARÍA LUISA BARNADA ZANGRONIZ

278

PROGRAMACIÓN GENERAL 2017-2018 DEPARTAMENTO DE INGLÉS

D. ENRIQUE FAJARDO MARTÍNEZ DÑA. MARÍA EUGENIA FIDALGO CASARES DÑA. RUTH GARCÍA GARCÍA DÑA. RUTH GORRÍN SANTANA DÑA. MARÍA ESPERANZA GUERRA FERNÁNDEZ DÑA. ÁNGELES HERNÁNDEZ CRUZ DÑA. MARÍA ISABEL HERNÁNDEZ DÍAZ DÑA. ELISABETH HERNÁNDEZ ESPINOSA D. FRANCISCO ERNESTO HERNÁNDEZ TOLEDO D. JUAN PEDRO DE LEÓN FARIÑA DÑA. RAQUEL LOZANO PLEGUEZUELOS D. JOSE ALBERTO LUIS ESTÉVEZ DÑA. AURORA PALMA PÉREZ DÑA. PATRICIA RODRÍGUEZ GUTIÉRREZ (JEFA DE DEPARTAMENTO) DÑA. SARA RODRÍGUEZ RODRÍGUEZ DÑA. PATRICIA ROSA NÚÑEZ DÑA. PIEDAD SAN MARTÍN CRUZ DÑA. JOSEFA MACARENA SÁNCHEZ CABRERA DÑA. CLARA EUGENIA SEVILLANO SARMIENTO DÑA. ISABEL YANES RODRÍGUEZ

En S/C de Tenerife, a 23 de octubre de 2017 Patricia Rodríguez Gutiérrez

279

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programación del departamento de inglés - Gobierno de Canarias

PROGRAMACIÓN GENERAL 2014-2015 DEPARTAMENTO DE INGLÉS PROGRAMACIÓN DEL DEPARTAMENTO DE INGLÉS CURSO 2017/2018 ESCUELA OFICIAL DE IDIOMAS DE SANTA CR...

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