Smart+Planet+1 TeachingProgramme LOMCE 2015 Eng

Smart Planet 1
Ben Goldstein & Ceri Jones
1st ESO
Teaching Programme
Smart Planet 1 / 1st Year ESO Teaching Programme - 1- © Cambridge University Press 2015
INDEX
1 Methodology
1.1 Theoretical Basis
1.2 What does Smart Planet offer?
1.3 Components
2 Objectives
3 Competences
3.1 Introduction
3.2 Smart Planet's contribution to acquiring competences
3.3 Competences in Smart Planet
3.4. Learning styles
4 Contents
4.1 Contents blocks
4.2 Core contents
5 Learning standards
6 Assessment
6.1 Presentation
6.2 Assessment criteria
6.3 Assessment in Smart Planet
6.4 Assessment tools in Smart Planet
6.5. Qualification criteria
7 Educational needs
7.1. Introduction to the concept of attention to diversity
7.2. Attention to diversity in Smart Planet
8 Development of teaching units
8.1 Contents
Block 1. Comprehension of oral texts
Block 2. Production of oral texts
Block 3. Comprehension of written texts
Block 4. Production of written texts
Ø Linguistic knowledge
- Communication functions
- Vocabulary
- Syntactic-discursive contents
- Graphic patterns and sounds
- Classroom language
Ø Learning strategies
Ø Sociocultural and sociolinguistic aspects
8.2 Competences: Descriptors – Activities

8.3 Social awareness
8.4 Cross-curricular links
8.6 Contents - Assessment criteria - Competences
Annex - KEY COMPETENCES ASSESSMENT RUBRIC
1 INTRODUCTION TO THE METHOD
1.1 Theoretical Basis
Smart Planet is a method for teaching English designed for Compulsory Secondary
Education (ESO – Educación Secundaria Obligatoria), achieving the objectives
established by the curriculum for and preparing students for the Cambridge Preliminary
English Test (PET). Bearing these objectives in mind, it is important to underline the
practical nature of this method, allowing students to complete 1 this academic stage
having learned enough to be able to take an internationally recognised exam previous
to the First Certificate. In this way, the method meets a double objective: for one thing,
giving students training about indispensable and practical strategies, skills and abilities
for learning a foreign language, and, for another, allowing them to study for an
internationally accepted exam, PET. Bearing in mind the Common European
Framework of Reference for Languages(CEFR), the method's objective is that students
finish ESO with almost B1 standard language competence and, specifically, Smart
Planet 1 has been drawn up to cover A1+ standard and begin A2.
Smart Planet is designed to cover both students' and teachers' needs in a complete,
dynamic, entertaining and rigorous fashion. The aim is not just to consolidate already
acquired knowledge but also to be aware of it practical use. In the same way, the
method has been written in such a way that students can understand and accept the
fact that learning a second language, in this case English, is a continual process to be
carried out over time, which is one of CEFR's basic principles. In addition, Smart
Planet helps students to prepare each exam strategy gradually and in depth, which
allows them to develop a full, rigorous view of the linguistic characteristics of English by
using the four skills.
The teaching approach guarantees learning, the revision and consolidation of different
aspects of oral and written language using carefully prepared material which, for
example, encourages an approach to grammar based on deduction. As mentioned
above, this method provides teachers with the material they need to help and direct
students to obtain a consolidated intermediate level in line with terms established by
CEFR. In order to do this in a dynamic, attractive way, the topics which the units are
based around have been carefully chosen to be interesting for the students, connected
with their surroundings and/or real life. Carefully prepared, attractive presentation,
combined with the use of strategies, activities and various different approaches,
contributes towards students' motivation.
Thanks to the method's methodological guidance, students will study the curricular
contents in a simple, effective and gradual way, following a clear structure and a variety
of activities which will consolidate practical as well as theoretical knowledge. The four
skill are developed in this method in such a way that students can understand (using
the deductive approach already mentioned) and assimilate contents not only to study
for PET but also to use English in a practical way in real situations.
The method's most important facets include:
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Throughout this programme, the terms “teachers” and “students” will be used as often as possible.
 Clearly presenting objectives.
 Linking contents and activities with key competences.
 Choosing topics carefully in order to motivate students and, at the same
time, make learning meaningful for them.
 Providing many opportunities for paying attention to diversity.
 A natural way to use what is learned about the four language skills.
 Encouraging students to be able to work by themselves.
 Emphasis on the deductive method as a mechanism for students'
learning and assimilating grammar contents.
 Making extensive, well programmed use of videos as a teaching
resource.
 Special attention to Spanish speakers' typical mistakes when learning
English.
There are nine units in Smart Planet, each of them centred around topics which, as
mentioned above, help to motivate students thanks to their current relevance, because
they are connected with students' interests or because they deal with daily life and, as
such, are relevant. Specially attention is paid to revision as a learning strategy. To start
with, students revise contents which they have learned in the previous Starter Units.
There is also a Review section at the end of each unit. Finally, there is a Unit Review…
every three units whose objective is to reinforce the objectives studied in those units.
There is also a Get it right! section every three units. These deal with the typical
mistakes which Spanish-speaking learners of English as a second language make and
which have been examined during these units.
Each unit includes specific sections for developing each of the language skills. There
are also two grammar sections: Grammar 1 and Grammar 2, whose contents are the
theoretical basis for the method and make it easier to revise the Grammar Reference at
the end of the book.
Smart Planet is designed to make it possible to incorporate new grammar concepts

gradually, increase vocabulary and consolidate better language abilities. The method
also makes sure that learning is meaningful, which means that students are motivated
by seeing how important English is and, consequently, how important learning it is,
bearing in mind both personal factors (full personal development, as described by the
legislation) and work-related factors (for example, the key competence "Sense of
initiative and entrepreneurship": see below).
As we have said, this method's objectives are to cover students' real, objective needs
in terms of CEFR parameters. The objective is to stimulate continual, practical learning
which also stimulated students (at the current time and for the continual learning
involved in acquiring a second language). This method also helps students to study for
PET, as we have said, an internationally recognised exam which is preliminary to
Cambridge First Certificate.
1.2 What Smart Planet

contributes
The materials in Smart Planet have been put together with the attitude that the
students are not mere language learners. The students are taken to be, at all times,
explorers who are investigating every facet of the process of learning.
It is for this reason that Smart Planet is a method for teaching English which is
eminently practical and is based on two basic approaches in terms of method:
1. An interactive approach, focusing on teaching the use (and development) of

language skills.
2. Deduction as one of the pillars of learning.
To do this, the sequence of concepts has been carefully prepared, as has the
presentation of contents, the logic of the work carried out in the activities and the
activities in themselves. Likewise, the young target audience for the method has been
taken into account when choosing images, texts, audios and videos, along with
material design and graphic presentation.
Smart Planet takes into account the need to create a positive learning atmosphere in
the classroom. Making this a reality will depend, to a large extent, on each teacher's
ability to open paths of communication with the students and so their good mutual
understanding; it will also depend on the creation of a motivating framework of mutual
interaction between teacher and student, student and student. And Smart Planet takes
this into account by presenting the tasks in a clear way, addressing each concept using
various different exercises and not just repetition, encouraging students to work in pairs
and in groups, encouraging students to show their homework in class and giving
students continual opportunities to check their own progress.
Smart Planet 4 a greater number of productive activities with which students can
develop their competences with written and oral expression (speaking and writing
competences), as the same time as they continue developing their oral and reading
comprehension (reading and listening competences).
Furthermore, the work carried out in English Profile has been taken into account when
choosing the vocabulary to be learned throughout the method. Investigation carried
out during this project has made it possible to identify what the students know and what
they are able to do in English on each CEFR level of language learning. The above,
along with the age of the students in each year of ESO, has fixed the framework for the
vocabulary to be taught.
The teacher becomes a guide and facilitator for learning during work in pairs,
groups and role plays. This type of communication activities give students the chance
to work independently, without the teacher. During this type of activities, the teacher
stays to one side and only supervises and intervenes as necessary.
Smart Planet offers simple, clear methodology in which the following may be
underlined:
- For teaching grammar: a method based on students' deductions, although a more

inductive approach is taken when revising grammar concepts which students
should have studied in previous years. However, when dealing with new points, the
method is designed to help students understand it by themselves, thanks to their
own effort, and not thanks to the teacher's explanations. This is designed to obtain
stronger, permanent acquisition of knowledge. New concepts are presented by
reading texts or listening to them; the material to be studied is emphasised just
above the tables on which students carry out their deductive work. In any case,
students are given references for checking grammar contents in the theoretical
section at the end of the book (which students can also use for revision purposes).
The exercises have been carefully sequenced, going from those with more
guidelines to those which students can do with greater freedom. And at the end of
each page students can make use of what they have learned (Your Turn activity).
- For teaching vocabulary: each vocabulary section includes a highly visual
presentation with will catch students' attention and help them to learn new
vocabulary, which is displayed in boxes. Many exercises are provided in order to
work on new vocabulary using different strategies in order to make it easier to
learn. And recordings are provided to help students improve their pronunciation.
Finally, we should underline once more the Your Turn activity at the end of each
page.
- For teaching language abilities: although the methods used are various, in other
words, work is carried out simultaneously on the four skills (as is natural when
dealing with communications), it is appropriate to mark out certain educational
facets with regards to each one:
 Speaking: this method offers numerous activities which promote oral
interaction between students either in pairs, small groups or as a class. The
objective is always to use the vocabulary and grammar points studied. The
most natural context possible is always used: students are asked to talk
about themselves and their surroundings, express their opinions, their
preferences, their thoughts… Specifically, each unit includes a section
designed for using language in a practical way in role plays which
reproduce every day situations. This section is complemented by a video
which allows students to talk about themselves: young Britons and
Americans answer a question about themselves and students too are
asked to answer it.
 Writing: the method deals with writing different types of written texts (eg. e-
mails and posts). As well as focusing on the unit's own contents, students
are helped to expand their knowledge (eg. new vocabulary) and learn to
use particular things in writing such as connecting words, expressions to
use at the start and finish of written texts, etc. Students always start with
the model of the type of text to be studied; they analyse it and look at its
parts and phrases to use in their own writing. At the end of each section,
each students has to write the same type of text.
 Listening: this method offers numerous opportunities to listen to native
English speakers. Both vocabulary to be learned and functional language is
offered in audio format (which, as we have said, makes it easier for
students to hear correct pronunciation), and texts and conversation models
are also available in recordings. Comprehension of oral messages is aided
by the contextualisation of what is going to be heard: working with the texts,
oral interaction situations with familiar and everyday possibilities, etc. In
addition, special care has been taken with the graphic material for listening
tasks. This helps students to focus and teachers to point out the points
which are going to be studied. Of course, all the skills are going to be
worked on in the Workbook activities, but we would like to emphasise this
as part of Listening because it enables students to carry out individual work
and also concentrate on their own rhythm of learning, using the exercises
available at their own discretion (eg. playing the audio as many times as
they need to).
 Reading: Smart Planet seeks out what is essential and motivates reading,
which is the key method for developing this skill: students have to read and
have to be motivated to do so. As we have said before, the texts have been
carefully selected for the students to find their contents attractive. Each unit
includes two texts, varied in terms of format and presentation. The first
usually has a contemporary look, a blog or a forum, and allows students to
study previously seen vocabulary and also present the vocabulary to be
studied on the following page. The second text is also attractive because of
its cultural dimension. There are also reading texts on the CLIL pages and
teachers can offer other reading material thanks to Cambridge Discovery
Education Interactive Readers.
- Fro teaching pronunciation: in each unit there is a specific section for working on
different aspects of pronunciation: accent (word stress), especially difficult sounds,
intonation and prosody. The first approach is always imitation, but students must
also understand the importance of pronouncing reasonably well: firstly, in order to
make oral communication easier and, later, with more specific arguments such as
words which have different meanings depending on subtle differences in
pronunciation and which may confuse listeners (leave vs live). The method also
emphasises correcting Spanish speakers' typical mistakes and encourages
students to concentrate on the material offered in Say it right!, which is part of Get
it right!
1.3 Components
Smart Planet includes a Student's Book (Student's Book with a DVD-ROM), an

Activities Book (Workbook) and the Teacher's Book (Teacher’s Book), which includes
the Class Audio CDs and the Smart Resources DVD-ROM. Both the Student's Book
and the Activities Book area available in digital format (Digital Student's Book and
Digital Workbook); other digital materials include Digital Planet (available on DVD-ROM
and on-line), the Smart Augmented Reality App, the Test Generator and web resources
(Web resources).
The Student's Book has 128 full-colour pages.
- There is a first unit (Starter Unit) for introducing the contents and revising the
contents of the previous educational stage.
- There are 9 main units, each of 10 pages, with grammar sections, vocabulary,
listening and reading. The four skills are worked on in all units and there are also
opportunities for students to practise oral communication (Your Turn section). In
each unit four videos are used in the section called Discovery Education. There is
also a revision page at the end of each unit.
- Every three units – at the end of units 3, 6 and 9 – there are two especially
relevant pages. Firstly, the Get it right! page, taken from the Cambridge English
Corpus, which allows students to revise Spanish speakers' most common
mistakes when learning and using English. The following page (Review) enables
students to revise the language contents studied in the previous three units.
- There is a total of 24 pages of extra material. This material consists of nine pages
of inter curricular contents (CLIL), three pages about work to be carried out in
groups (Project), nine sections (one per unit) to concentrate on certain areas of
pronunciation (Pronunciation), grammar reference which brings together those
contents unit by unit to make learning them easier or to revise them (Grammar
reference) and, finally, a page with an irregular verbs table and phonetic symbols.
There are 128 black and white pages in the Activities Book which include:
- A Starter Unit for revising Primary Education contents.
- Activities blocks for each unit, each one with six pages of activities for looking at
what has been learned once more without just repeating previous exercises
mechanically. At the end of each block there are two revision pages and every
three blocks there is a revision page which brings the contents of the three units
together.
- As in the Student’s Book, every three units there is a page for examining the
most common mistakes, Get it right!, with a specific subsection for looking at
spelling mistakes (Spell it right!), and another page of general revision (Review).
- Nine pages with specific activities to study vocabulary (Vocabulary extra).
- The audio transcriptions.
- 20 pages about grammar (Grammar reference) with explanations in Spanish on
the left-hand page and practical activities to assimilate properly on the right-hand
page.
- A vocabulary list (Wordlist) of words used with phonetic transcriptions.
- A final page with a list of irregular verbs.
The Teacher's Book includes:

 A presentation of the method and its sections: this gives teachers a quick view
which will enable new teachers to use it with greater ease.
 A table connection the CEFR descriptors with the book's contents.
 Various pages connecting the competences with the different sections and/or
activities and exercises in each unit.
 A section about the methods on which the materials used in Smart Planet are
based. In this way teachers' greatest possible understanding of the method is
obtained, which also means that students will get the most from it. More
specifically, Ben Goldstein talks about the importance of using videos in the
classroom. The method's flexibility and evaluation are also dealt with.
 Teaching notes for the Student's Book's 9 units including:
- each unit's objectives;
- a table connecting learning with competences.;
- step-by-step notes for each activity;
- suggestions for optional activities (Optional activities), including some
specific ones for the most able students (Fast finishers);
- teaching suggestions (Teaching tips);
- complementary information about cultural contents (Background
information);
- panels with the information needed to work with three of the four videos
Discovery Education;
- the solutions for all the activities;
- transcriptions of the recordings and exercises requiring oral
comprehension.
 Teaching notes for the CLIL pages; this includes the information panel for the
fourth Discovery Education video in each unit.
 Detailed explanations for dealing with the work in each Project.
 Transcriptions of the videos.
 Activities Book solutions.
 Various pages of games to make learning fun (Games bank)
 The Class Audio CDs include recordings of all the exercises, both from the
Student's Book and the Activity Book.
 The Smart Resources DVD-ROM includes 36 videos for the Discovery
Education section in the nine units and a considerable amount of printable
material, including:
- exams for initial assessment, for each unit, for the end of the term and final
assessment, with two degrees of difficulty, and with matching audio files for
the oral comprehension exercises;
- oral exam practice;
- extra exercises for practising grammar and vocabulary, with two degrees of
difficulty;
- exercises to increase vocabulary;
- activities for communication interaction in pairs;
- drama activities for encouraging dialogue;
- extra oral comprehension activities (with the audio files);
- widening cultural information;
- activities for working with videos;
- puzzles and quizzes.
The DVD-ROM with the Student's Book (Student’s DVD-ROM) includes all the
Discovery Education videos along with a range of interactive activities which will help
students to understand the videos better. For each video there is a self-correctable
exercise which students will do, having the possibility to watch each video as they wish
(with or without subtitles, pausing it when they wish, watching sequences again…)
The digital versions of the Student's Book and the Activities Book include around
800 interactive activities as well as all the audios and videos from Discovery Education.
The method includes a considerable amount of materials for use on the digital white
board, known as Digital Planet, and includes:
- digital versions of the Student's Book and the Activity Book along with the audio
files and videos and the answers;
- the exercises and activities for these two materials in interactive format, which
makes their presentation in class easier, including the videos for Discovery
Education;
- the digital version of the Teacher’s Book in English and Spanish;
- synchronised access from the activities in the Student’s Book to those
connected with the Workbook, along with notes for the teacher and the
answers;
- tools for teachers to be able to include notes or hyperlinks between the contents
of any of the books (Student, Activities and Teacher);
- a "digital flip chart" which teachers can use during the class and, of course,
keep at the end;
- a page with direct access to all the audios and videos in each unit.
Online access to Digital Planet is on the publisher's web page:
www.cambridgeteacher.es
The AR app (Smart Planet Augmented Reality App), as its name suggests, gives
easier access (Augmented Reality) to the videos, the main interactive activities and the
presentations about grammar. Students who need to may download it from this
website: www.smartplanetapps.es
With the Test Generator tool teachers can put together exams in terms of their
students' profile. In this way they can choose exercises to check that the students have
learned vocabulary, their knowledge of grammar and other language skills, and can do
so in connection with specific contents or as continual assessment; it also included
exams per unit and final exams.
Web resources: the audio files for the Activities Book are available for students in mp3
format on the method website: www.cambridge.org/elt/smartplanet
2 OBJECTIVES
Organic Law 8/2013, for the Improvement of Educational Quality, defines the syllabus
as a series of objectives in each subject and educational stage; competences, or the
ability to activate and apply the contents of each subject and educational stage in an
integrated way, competences, or all the, abilities, competences and attitudes which
help achieve the objective of each subject and educational stage and the acquisition of
competences; didactic methodology, which includes the description of teaching
practices and the organization of teachers' work; gradable standards and learning
results ; and criteria of evaluation of the degree of competence acquisition and the
objectives of each subject and educational stage.
The general objectives for this level are connected with the competences which
students will have to use in all areas2:
a) Accept duties with responsibility, be aware of and make use of rights in relation to
other people, be tolerant, cooperate and empathise with other people and groups,
dialogue and observe human rights and equality of treatment and opportunities
between men and women, the common values of a plural society and train to form part
of a democratic society.
b) Develop and consolidate disciplined habits, individual work and studying and
working in teams as necessities for effective learning and personal development.
c) Value and respect differences between the sexes and equal rights and opportunities.
Reject discrimination between people based on gender or any other personal or social
condition or circumstance. Reject stereotypes which lead to discrimination between
men and women and all types of violence against women.
m) Developing emotional competences in all personal areas and relationships with

others as well as opposing violence, all types of prejudice and sexist stereotypes.
e) Develop basic skills for using sources of information in order to acquire new
knowledge using critical awareness. Obtain basic knowledge about technology,
especially information and communication technology.
2
Royal Decree 1105/2014, which sets the basic curriculum for Compulsory Secondary Education and A Levels.
f) Understanding scientific knowledge as integrated knowledge, which forms part of
different disciplines, and find out about and apply methods for identifying problems in
different areas of knowledge and experience.
g) Develop a spirit of enterprise and self-confidence, critical awareness, personal

initiative and the ability to learn to learn, plan, take decisions and accept responsibility.
h) Understanding and correctly use Spanish and, if there is one, the Autonomous
Community's co-official language, orally and in writing – texts and complex messages –
and begin to find out about, read and study literature.
i) Understanding and make yourself understood in one or more foreign languages.
j) Find out about, value and respect other people's basic cultural and historical
characteristics along with artistic and cultural heritage.
k) Find out about and accept how your own and other people's bodies work,
consolidate habits of personal and hygiene care and use physical education and sports
to favour personal and social development. Find out about and value the human
dimension of sexuality in all its diversity. Critically appraise social habits connected with
health, consumer habits, looking after live beings and the environment, helping to
conserve and improve it.
l) Appreciate artistic creation and understand the language used in different types of
art, using various different means of expression and representation.
3 COMPETENCES
3.1 Introduction
In line with European Parliament Recommendation 2006/962/EC about key

competences for continual learning, the Royal Decree3 which sets the basic curriculum
for Secondary Education is based on promoting learning by competences integrated in
the curriculum areas.
These competences are taken to be "know-how" in the context of any academic, social
or professional context. Learning using competences encourages learning and
motivates learning as overall procedures for learning about each subject are acquired.
Students have to develop basic competences throughout their compulsory education,

in both primary and secondary levels. These competences help them to fulfil their
potential, to become active citizens, become successful in their adult lives and enable
them to enjoying continual learning.
Each and every part of the syllabus encourages the acquisition and development of
these competences. Because of this, working on certain areas makes it possible to
3
reach these objectives. They are not limited to particular subjects or levels. Some of
the indispensable factors for achieving success include: the way in which centres are
organised and managed; the style of teaching; the way in which key parts and players
in the educational community interact; the availability of extra-curricular and
complementary activities.
LOMCE uses the definitions of key competences established by the European Union4.
LC - Linguistic Communication.
MSCT - Mathematical competence and basic science and technology
competences.
DC - Digital competences
LL - Learning to Learn
SCS - Social and Civic Competences.
SIE - Sense of Initiative and Entrepreneurship
CCE - Cultural Conscience and Expressions
The relation between contents, competences and evaluation criteria are described in
Order ECD/65/2015.
Smart Planet complies with the laws and instructions given by the authorities with
regards to education. The general approach is based on the acquisition of practical
knowledge. The objective is to enable students to develop thanks to continual learning.
The great variety of activities included in Smart Planet help to integrate the learning of
a foreign language with other parts of the syllabus. The programme is also designed to
help with the overall development of the seven competences.
3.2 Smart Planet's contribution to acquiring Competences
Learning a foreign language leads to acquiring basic competences in the same way
that studying other subjects does. This acquisition process is equally intense
throughout the different levels which make up the education system which students
follow.
Smart Planet contributes efficiently and systematically to acquiring each of the

competences and does so within a communicative framework which guarantees
that students become competent in English. This communicative approach is
followed throughout the six levels in primary education.
Smart Planet's teaching objectives and the choice of contents have been selected in
order to guarantee the development and acquisition of these basic competences.
Linguistic communication is based on the use of English as the vehicular language

for oral and written communication.
Developing this competence by studying a foreign language leads to students

improving their competences to express themselves orally and in writing. They develop
this competence by using the appropriate linguistic register and discourse in each
situation that they find themselves in.
4
European Parliament and Council recommendations for key competences for continual learning, 18th December 2006
(2006/962/CE)
Students' linguistic competences improve as they recognise and gradually master the
rules in the foreign language. To ask for help, they can use their own language and
reflect on the process of learning the new language.
The activities in Smart Planet allow students to acquire and develop the four
competences (oral comprehension, written comprehension, oral expression and written
expression), continually reinforcing the language with the underlying grammatical rules
for learning English.
Mathematical competence is connected with the ability to reason. This involves

making judgements and reaching conclusions by solving problems and using logic in a
coherent manner. It is also important to use mathematical concepts in everyday life.
In order to acquire this competence, students must know and use the numerical system
and its symbols. They must be familiar with different ways of expressing and finding
solutions in numerical terms, while linguistic competences enable them to reason,
develop explanations, form hypotheses and make use of deductive and inductive
arguments, etc.
The activities in Smart Planet are often connected with mathematical processes.
Students are presented with tasks involving reasoning and logic, including
mathematical tasks, both orally and in writing. In this way the course helps them to
develop and improve this competence.
Basic competences in science and technology involve being able to understand

events and phenomena. This involves making predictions based on what has been
heard or read about in connection with dietary habits, health and the environment, and
being responsible consumers in daily life.
Smart Planet offers a wide range of oral and written texts with clear, detailed contents
about these subjects, in this way encouraging students to understand events and
phenomena and predict their consequences. Students improve their competences in
English at the same time as they acquire this knowledge.
To be able to deal with this information and acquire digital competences students
must know how to read, analyse and transmit the information they extract from all types
of texts in English. They must be able to choose and organise the information which
they hear and read. At the same time, this competence is directly connected with the
integration of multimedia resources in the learning process.
Thanks to on-line interactive material and digital material (Digital Student's Book &
Digital Workbook), Smart Planet helps students to make better use of digital
technology. The use of a digital white board in the classroom with Digital Planet puts
teaching and learning in a technological framework so that students (as well as the
teacher) will see new technology as a natural, necessary part of learning. Digital
competence will also be necessary for looking for, analysing and, as said above,
choosing information in order to widen knowledge, complete activities, etc.
Learning to learn concentrates students' attention on what is expected of them in

order to learn English. Memory and self-evaluation competences are also dealt with.
Both of these competences are needed in all learning processes in which students
form hypotheses about language, using the wide variety of examples from real life
which are introduced in the text.
Smart Planet challenges students to get involved in an active way in the learning
process when dealing with linguistic contents. Linguistic roles are taught in a subtle
way so that students make their own deductions and hypotheses in a natural way,
basing themselves on the principles of "universal grammar" which are intrinsic to
acquiring a language.
Including revision as a mechanism for learning to learn is essential. This is why

Smart Planet provides numerous revision pages (Review) in both the Student's Book
and the Activities Book. Students will understand that learning a second language
outside its linguistic context necessarily involves looking at the same contents again
and again (vocabulary, grammar…): as we have said, there are "universal grammar
points", but they have to be activated and reactivated in order to be established as
communication tools.
In the same way, in Smart Planet to identification and correction of mistakes is

emphasised in order to firmly establish linguistic knowledge. This includes Get it right!,
which is based on the Cambridge English Corpus, both in the Student's Book and in
the Activities Book (in the latter, there is also a spelling subsection Spell it right!).
Throughout the learning process, Smart Planet continually encourages students to

take part in learning dynamics with classmates, both in activities in pairs and in group
activities (eg., the Project). Group learning, which involves interaction; mutual
correcting, which involves cooperation: this is another of the bases for Learning to
Learn.
Lastly, there are opportunities for students to carry out processes of self-correction
and/or self-evaluation. This is dealt with on the Review pages and the exercises on the
Student’s Book DVD-ROM, for instance.
Social and civic competences consists of discovering and becoming familiar with the
different social and cultural bases which underlie English. Likewise, respect and other
values are reinforced by pair and group work.
Smart Planet teaches about cultural values - always teaching in English - not only from
British society and customs but also from other English-speaking countries such as
Australia and the States. Respect and values are encouraged in a society which is
continually evolving, in which cultural diversity stands out as one of the principles for
the 21st Century. The contents of Smart Planet complement work carried out in the
education system to reinforce these values and, in this way, helps students to acquire
social and civic competences.
Sense of initiative and entrepreneurial spirit means being able to approach the
learning process in an autonomous way or, otherwise, in cooperation with others in
order to carry out whichever task is put forward.
Smart Planet encourages students to study independently, praising their sense of

responsibility and also stimulating creativity and imagination. Furthermore, as
evaluation is closely connected with being critical and value judgements which can be
made individually or in groups, respect, tolerance and understanding (towards
themselves and towards classmates) are also encouraged.
Students take part in activities which allow them to reinforce their enterprising spirit and
business sense using creativity, autonomy, initiative, team work, self-confidence and
critical awareness.
Self discovery and development are to be found behind Cultural consciousness and
expression. This competence develops the ability to understand and evaluate cultural
and artistic manifestations in a critical way. As with social and civic competences, these
competences reinforce human values.
Smart Planet' methodological approach is interactive and it is not only communication

in English which is crucial: English is also the vehicular language used to give
information about other cultures and societies and their values. This also helps
teachers to make wider educational values become effective at their centres.
Throughout the course, a wide variety of cultural and artistic themes are dealt with
using different activities.
In order to encourage cultural and social competences, Smart Planet offers activities
connected with the English-speaking world in which culture and art play an important
part.
The main objective of Smart Planet is the acquisition of English and its culture. The
language is used as a tool for making coherent value judgements about anything
expressed in English either orally or in writing. Thanks to the wide range of activities
offered in Smart Planet, the acquisition of competences is guaranteed.
3.3 Competences in Smart Planet
Competences are comprehensively developed throughout the fourteen units and in

revision. They are to be found in the Teaching units development section. (See
Section 5.5).
This document specifies a series of descriptors for acquiring and evaluating each of
the competences, bearing in mind students of the age group's cognitive development
and competences and in connection with the characteristics of the material in this
course.
The programme for each unit specifies the ACTIVITIES to be carried out and the
enable the measurement of the level of achievement of these DESCRIPTORS.
The competence descriptors we have set for this subject and cycle are:
Linguistic communication
Listen
Understanding the main points and some details of oral messages, either live or in
recordings.
Understanding the most important things in daily transactions and tasks and in formal and
informal conversations.
Identifying the main ideas and information in presentations, talks, explanations and the
news.
Distinguishing sounds, accent, rhythm and intonation in various contexts and identify what
they aim to communicate.
Talk / Converse
Give oral presentations, short, rehearsed presentations, and reply to simple questions
about them.
Take part correctly in daily transactions and tasks.
Take part correctly in conversations using simple structures and clear pronunciation.
Read
Identifying relevant information in instructions, warnings or rules.
Understanding the general meaning and specific details in texts in different formats.
Understanding the main points of messages and correspondence, formal and informal, in
different formats.
Find specific, essential information in reference and study material.
Understanding the main ideas in newspaper, literary and fictional texts in different formats.
Valuing reading as a source of pleasure and knowledge.

Writing
Using production strategies for writing simple texts.
Filling in forms, questionnaires or printed pages with personal information.
Writing notes, messages, adverts, posts and short, formal and informal correspondence
with simple, relevant information.
Writing texts using appropriate vocabulary, spelling, punctuation and correct formats and
correct structures.
Mathematical competences and basic science and technology competences.
Putting in order and classifying data following criteria.
Interpret and show simple statistical data on graphs and tables.
Solving puzzles, crosswords and guessing games.
Respect nature and animals in the environment.
Valuing and following healthy habits.
Identifying the most relevant environmental problems and connecting them with causes
and possible effects.
Apply strategies using methods from scientific research.
Digital competences
Obtaining information from the Internet for carrying out tasks in English.
Give short presentations and projects in English using different formats and digital tools.
Studying and practising English on digital devices.
Using ITC for establishing social relationships.
Social and Civic Competences.
Take part in activities pairs and groups with respect and interest.
Interacting politely and attention valuing and respecting classmates' opinions, tastes and
preferences.
Understanding and valuing the use of English for communicating with other people and to
find out about other cultures.
Taking an interest in and respecting the customs, rules and values of countries in which
foreign languages are spoken.
Cultural awareness and expressions.
Using artistic techniques and items to prepare and give presentations and projects.
Identifying cultural features of English-speaking countries and compare them with their
own, showing respect and interest.
Identifying different forms of cultural expression and showing an interest in widening

knowledge.
Learning to Learn
Identify, plan and apply objectives for carrying out tasks, activities and projects.
Using tools and resources for clearing up doubts, widening knowledge and correcting
mistakes.
Showing an interest in carrying out evaluations of your own progress and identify points
for improvement.
Identifying and using different strategies for learning individually.
Sense of initiative and entrepreneurial spirit.
Using the strategies needed for studying individually.
Have a positive, proactive attitude to reading texts by yourself.
Plan, organise and check your work to be able to present it properly.
Becoming aware of the consequences of your decisions.
Each unit's programme also includes connections between the unit's CONTENTS,
EVALUATION CRITERIA AND COMPETENCES .
In the annex at the end of each document there is an EVALUATION FORM ABOUT
COMPETENCES which includes the different descriptors set for acquiring the
competences in each subject and school year.
The teacher can use this form to evaluate the competences and descriptors for each
unit or whenever appropriate throughout the school year.
3.4 Learning styles
In 1983 US psychologist Howard Gardner developed the Theory of Multiple

Intelligences 5 in which he stated that all humans have eight different types of
intelligence which we use throughout life. Each individual develops them to greater or
lesser degrees depending on their genetics and external stimuli. During the learning
process the teacher must take all of them into account in order to make sure that the
students can acquire knowledge using their own, personal competences.
The resources used in Smart Planet allow students to develop their communication
competences in a natural way; in all units the seven competences are worked on in
order for their minds to work in a complete manner. Based on these seven
competences, different types of intelligence are developed. The activities in Smart
Planet have been prepared with the objective of stimulating different types of
intelligence, so there is always something of interest for every student.
Linguistic intelligence, sensitivity towards written and spoken words and the ability to
learn languages, is a key part of Smart Planet and it is combined with other
intelligences.
Interpersonal intelligence- efficient communication with others - is a crucial factor in

learning languages. Communication activities contribute to developing interpersonal
competences and encourage students to work together and carry on developing
communication strategies.
5
Gardner, H. (1994): Estructuras de the mente: the teoría de the inteligencias múltiples, (Colombia, Fondo de Cultura
Económica) and Gardner, H. (2001): La inteligencia reformulada: the teoría de the inteligencias múltiples in the siglo
XXI, (Barcelona, Paidós).
Interpersonal intelligence, understanding oneself, intimate thoughts and feelings, is
an integral part of the learning process and is developed in each unit in Smart Planet,
in this way enabling students to be more aware of themselves and the world around
them.
Smart Planet deals with Musical intelligence in every unit, appreciation for rhythm
and music through songs, chants and raps. As Howard Gardner points out, this
intelligence works almost in parallel with linguistic intelligence.
When working with secondary education students it is also very important to develop
the body and mind together, which means that movement (body kinaesthetic)
intelligence, coordination and connection with the whole body, is also taken into
account.
There is a series of activities for developing logical-mathematical intelligence. These

activities help to develop logical thought and problem solving.
Spatial intelligence, expression and understanding through the visual world, is also
one of the keys to learning. Students are highly aware of the world around them and
often think in terms of drawings and pictures. The attractive presentation of pictures in
Smart Planet helps students to be more creative and stimulates their imagination.
Lastly, Naturalist intelligence, the ability to interact with the natural world around us,
is fundamental for students' integral learning. In Smart Planet there are many
observation activities about natural surroundings and reflections about our place in the
world.
The eight multiple intelligences can be identified or associated with the competences
to a certain extent. With regards to technological information and competences, Smart
Planet comes with interactive online activities in which students have access to various
resources for practising what they have learned in each unit, which also helps them to
develop autonomous learning.
As well the competences, in each unit in Smart Planet different social and cultural
factors are examined, attitudes and cross-curricular subjects being looked at using
various types of activities. As part of values education, various areas are examined
throughout the book: Moral and civic education, Health education, Peace education,
Equality education, Consumer education, Classroom collaborative work. In this way
students are taught to just to learn the language but also to value and respect other
cultures, which contributes to their development as human beings.
English is also connected with other syllabus areas such as mathematics, natural
sciences, social sciences, artistic education, music and technology. This is because all
the activities are designed not just to teach language but also to achieve other
objectives.
When “cooperative learning or work” is mentioned in this programme, it must be

understood in two ways: working in teams or small groups and cooperative work in
itself. In both cases, the teacher will organise the classroom into small groups, but
different types of methods are used. With group work, normally each group will be
assigned a task and the result or final production will be evaluated; depending on each
tasks, roles will be defined which must be distributed amongst the group members
(spokesperson, coordinator…) so that each one has something to contribute. On the
other hand, cooperative work has another nuance : the participation of each member of
the groups is needed for learning to take place: the contents to be studied are given out
amongst the team members and each member is responsible for preparing what
he/she has been given and passing the knowledge on to the others; so the better an
individual works, the more others learn too and, consequently, the team will be better
prepared to do the tasks or activities it will be faced with.
4 CONTENTS
4.1 Contents blocks
The basis syllabus in Secondary Education for First Foreign Language learning is
based around four blocks of activities as set out by the Common European Framework
of Reference for Languages:
1. Comprehension of oral texts

2. Production of oral texts (expression and interaction)
3. Comprehension of written texts
4. Production of written texts (expression and interaction)
These four main blocks are the basis for the evaluation criteria and gradable learning
standards as well as the syllabus contents, in other words all the knowledge, abilities,
competences and attitudes which contribute to reaching the objectives and acquiring
competences.
This didactic programme's contents for the FIRST YEAR OF ESO are as follows:
1. Comprehension strategies
 Previous presentation of information about the task and subject.
 Text identification and its comprehension.
 Distinguishing types of comprehension (gist, essential information).
 Making hypotheses about contents and context.
 Inference and making hypotheses about meaning using comprehension of the
main points, both linguistic and paralinguistic.
 Revising hypothesis using newly understood points.
2. Socio-cultural and socio-linguistic aspects: social conventions, rules and types

of social norms, habits, values, beliefs and attitudes; non-verbal language.
 Identifying customs, celebrations, cultural and sports activities in other countries
and comparison with the customs, celebrations cultural and sports activities in
your country.
 Social conventions about the family: identification of different types of family.
 Valuing the real importance of speaking other languages, in particular English.
 Identifying the advantages and disadvantages of living in a large city.
 Valuing the communication purpose of images in the current world.
 Valuing effort and self-improvement in the sports world.
 Identifying adolescents' interests.
 Recognise and accept the importance of obeying rules.
 Identifying multicultural contexts.
 Identifying polite forms
 Identifying formal and informal ways of speaking.
 Identifying linguistic mistakes caused by cultural factors.
 Identifying adolescents' leisure activities.
 Identifying social rules.
 Identifying polite expressions.
 Identifying formal and informal language.
3. Communication functions
 Describing activities.
 Describing personal information.
 Describing relationships of possession.
 Interpersonal communication: telephone, e-mail, blog post…
 Requesting information.
 Requesting clarification and repetition.
 Describing information about animals and their activities.
 Describing places.
 Making suggestions.
 Describing information about sports activities.
 Expressing interest.
 Expressing opinion.
 Comparing different points of view.
 Asking questions.
4. Syntactic-discursive contents
 Possessive adjectives.
 Apostrophe 's'.
 Question words.
 have got: affirmative and negative.
 have got: short questions and answers
 How many… have you got?
 Simple present in affirmative and negative.
 Adverbs of frequency
 Simple present: direct questions and questions with question words.
 can to express skill and permission.
 love, (don’t) like, hate+-ing.
 Object pronouns.
 like, love, hate+ object pronouns.
 Countable and uncountable nouns.
 a/an, some and any.
 there is/there are.
 much/many/a lot of.
 Present continuous: affirmative, negative and interrogative. Short answers.
 Simple present vs present continuous.
 was/were
 there was/there were
 Simple past of regular and irregular verbs
 ago
 Simple past in negative and interrogative. Short answers.
 must
 Present continuous as future.
 be going to in affirmative, negative and interrogative.
5. Common oral vocabulary (reception)

 Vocabulary about favourite objects.
 Vocabulary connected with countries, nationalities and languages.
 Vocabulary connected with family and friends: cousin, grandma, granddad, aunt
uncle, classmate.
 Adjectives for describing people.
 Vocabulary connected with traditional festivities and customs.
 Daily routine activities.
 Have/do/get/brush/start collocations.
 Adverbs of frequency: always, usually, sometimes, never.
 Vocabulary connected with free time activities.
 Vocabulary connected with school: places (gym, library, assembly hall, ICT,
canteen…) and school subjects (Maths, ICT, Science…)
 Collocations with sports and school activities: do music, go swimming, play
tennis, have art classes, etc.
 Vocabulary connected with food: Food, meal, Food Technology, fizzy, Bento
Box, packed lunch, snacks, takeaway…
 Vocabulary connected with the animal world: pets, wild, farm animals.
 Action verbs: jumping, hunting, hiding, flying, escaping, fighting.
 Revise vocabulary about places in the city.
 Vocabulary connected with means of transport: travel, journey, trip and way.
 Vocabulary connected with sports.
 Vocabulary connected with clothes.
 Prepositions of time and place: on, at, in.
 The weather and the seasons of the year.
 Vocabulary connected with countryside and holidays: beach, desert, forest, hill,
sea.
6. Sound, accent, rhythm and intonation patterns

 Count the syllables in the words.
 Recognising, contrasting and the correct pronunciation of accent in words with
two or more syllables and their exceptions.
 Pronunciation and recognising the phoneme /h/.
 Pronunciation and recognising the third person singular -s in the simple present:
/s/ /z/ /ɪ/.
 Pronunciation and recognising the weak form of can /kƏn/ and the long sound in
can’t /kα:nt/.
 Pronunciation and recognising intonation in questions.
 Pronunciation and recognising –ing.
 Recognising and correctly pronouncing the ending –ed in the regular past: /t/ /
d/ /ɪd/.
 Pronunciation and recognising the accent on important words in sentences.
 Pronunciation and recognising going to/ gonna.
 Pronunciation and recognising intonation to ask for information.
 Improving fluidity.
Block 2. Production of oral texts: expression and interaction
1. Production strategies
Planning
- Preparing messages systematically, distinguishing between the main idea or
ideas and its basic structure.
- Writing for the target reader, context and medium, using the appropriate
registers and structures in each case.
Realization
- Transmit the message clearly, coherently, giving it the appropriate structure and
adjusting it, when necessary, to each type of text's models and forms.
- Adjust the task or message after assessing its difficulties and the available
resources.
- Take advantage of previous knowledge the maximum.
- Compensate for language deficits using linguistic, paralinguistic or paratextual
procedures:
Linguistics
o Modify words with similar meanings.
o Define or paraphrase terms and expressions.
Paralinguistics and paratexts
o Ask for help.
o Point out objects, use deictics or carry out actions which clarify the
meaning.
o Use culturally appropriate body language (gestures, facial expressions,
postures, eye contact or body contact, proxemics).
o Use extralinguistic sounds and conventional prosodic qualities.

your country.
3. Communicative functions
4. Syntactic-discursive contents.
 Possessive adjectives
 Apostrophe 's'.
 Question words
 have got: affirmative and negative
 can to express skill and permission
 love,(don’t) like, hate+-ing
 like, love, hate+ object pronouns
 Countable and uncountable nouns
 a/an, some and any
 there is/there are
 much/many/a lot of
 was/were
 Simple past of regular and irregular verbs in affirmative.
 ago
 Simple past of regular verbs in negative and interrogative. Short answers.
 must
5. Common oral vocabulary (reception)

uncle, classmate.
sea.
6. Sound, accent, rhythm and intonation patterns

/s/ /z/ /ɪ/.
can’t /kα:nt/.
d/ /ɪd/.
1. Comprehension strategies
- Previous presentation of information about the task and subject
- Text identification and its comprehension.
Distinguishing types of comprehension (gist, essential information).
Making hypotheses about contents and context.
Inference and making hypotheses about meaning using comprehension of the main
points, both linguistic and paralinguistic.
- Revising hypothesis using newly understood points.

your country.
 Apostrophe 's'.
 Question words
 have got: affirmative and negative
 love,(don’t) like, hate +-ing
 Object pronouns
 Countable and uncountable nouns
 was/were
 Simple past affirmative of regular and irregular verbs.
 ago
 must
 be going to in affirmative, negative interrogative.
5. Common written vocabulary (reception)
uncle, classmate.
 Vocabulary connected with food: food, meal, Food Technology, fizzy, Bento
sea.
6. Graphic patterns and orthographic conventions.

/s/ /z/ /ɪ/.
can’t /kα:nt/.
d/ /ɪd/.
Block 4. Production of written texts: expression and interaction
1. Production strategies
Planning
- Activate and coordinate general and communication competences in order to
carry the task out efficiently.
- Identify and use the appropriate linguistic or subject resources.
Realization
- Communicate the message clearly using the models and patterns for each type
of text.
- Adjust the task or message after assessing its difficulties and the available
resources.
- Take advantage of previous knowledge the maximum.

your country.
 Apostrophe 's'.
 Question words.
 have got: affirmative and negative.
 love, (don’t) like, hate+-ing.
 Countable and uncountable nouns.
 was/were
 Simple past affirmative of regular and irregular verbs.
 ago
 must
5. Common written vocabulary (production)

uncle, classmate.
sea.
6. Graphic patterns and orthographic conventions.

 Recognising and learning the spelling of contracted verb forms.
 Recognising and learning changes in spelling in the third person singular of the
simple present.
 Recognising and learning changes in spelling verbs when adding the ending
-ing.
 Recognising and learning changes in spelling in the past of regular verbs.
4.2 Core contents
When evaluating, it is essential to establish Core contents. These contents will be a
point of reference for the teacher and students when evaluating their progress in the
process of learning and be the basis for different types of evaluation. Mastering these
contents, which are backed up by different evaluation tools, confirms students'
progress and explains their positive results (at the end of the academic year or at the
end of the evaluation).
(See Section 4.1, Content blocks, in this teaching programme)
5 LEARNING STANDARDS AND RESULTS
In order to grade the performance or achievement of each student during Secondary

Education the syllabus sets criteria for evaluation. These specifications are called
learning standards and enable definition of the results of learning and are based on
what students should know and know what to do in each subject.
Learning standards must be observable, measurable and possible to evaluate and,

along with evaluation criteria, must be used to evaluate competences and objectives in
continual evaluations and at the end of each subject. Because of this, syllabus learning
standards are set for this cycle of Secondary Education.
As can be seen in the way learning standards are phrased, The students are closely
connected with the development of linguistic competence, in such a way that to check
the specific standard of achievement or degree of realisation of objectives during each
school year, the following list of the descriptors of competences can be used.
The connection between evaluation standards and competences is this subject and
cycle is set as follows for this programme:
LEARNING STANDARDS DESCRIPTORS

1st Cycle ESO 1st Cycle ESO
Block 1. Comprehension of oral texts LISTEN
Grasp the main points and relevant details of 1. Understanding the main points and some
warnings, adverts, messages and short details of oral messages, either live or in
communiqués given slowly and clearly. recordings.
Understanding the main points of what is said in 2. Understanding the most important things
daily, structured transactions and tasks. in daily transactions and tasks and in
formal and informal conversations.
Identifying the general meaning and the main
points of a conversation. 3. Identifying the main ideas and information
in presentations, talks, explanations and
the news.
Understanding, in a conversation, narratives, points
of view and opinions about practical matters in
daily life and matters of interest. 4. Distinguishing sounds, accent, rhythm and
intonation in various contexts and identify
what they aim to communicate.
Understanding, in a conversation or interview, what
is asked about personal, educational, work matters
or subjects of interest and simple, predictable
comments.
Distinguishing the main ideas and relevant

information in presentations and talks.
Identifying essential information in television

programmes about daily matters or subjects of
interest.
Block 2. Production of oral texts TALK / CONVERSE
 Give short, rehearsed presentations and reply 1. Give oral presentations, short, rehearsed
to simple questions about their contents. presentations, and reply to simple
questions about them.
 Students deal appropriately with daily 2. Take part correctly in daily transactions
transactions and tasks following basic rules of and tasks.
politeness.
3. Take part correctly in daily transactions
 Take part in face-to-face informal and tasks.
conversations, or on the phone or by other
means, exchanging information, expressing 4. Take part correctly in conversations using
opinions and points of view, invitations, offers, simple structures and clear pronunciation.
help or warnings.
 Taking part in a formal conversation, academic

or work meeting or interview.
Block 3. Comprehension of written texts READING
 Identifying relevant information in operating 1. Identifying relevant information in instructions,

instructions for devices or machines for warnings or rules.
carrying out activities, and safety rules.
2. Understanding the general meaning and
 Understanding the main points of adverts and specific details in texts in different formats.
publicity material.
3. Understanding the main points of messages
and correspondence, formal and informal, in
 Understanding personal correspondence in
different formats.
any format.
4. Find specific, essential information in reference
 Understanding the main points of formal
and study material.
correspondence in which there is information
about matters or personal, educational or work
interest. 5. Understanding the main ideas in newspaper,
literary and fictional texts in different formats.
 Grasp the main ideas in press texts in any
6. Valuing reading as a source of pleasure and
format.
knowledge.
 Understanding specific, essential information
on websites and other reference materials.
 Understanding the main points of short

fictional stories which are well structured.
Block 4. Production of written texts WRITING
 Filling in a simple questionnaire with personal 1. Using production strategies for writing simple
information, and connected with training, work, texts.
interests or hobbies. 2. Filling in forms, questionnaires or printed
pages with personal information.
 Taking notes, messages and notes with
simple, relevant information. 3. Writing notes, messages, adverts, posts and
short, formal and informal correspondence with
 Writing notes and messages with comments or simple, relevant information.
instructions and warnings about activities and
daily situations of personal interest. 4. Writing texts using appropriate vocabulary,
spelling, punctuation and correct formats and
 Writing notes, adverts and short messages correct structures.
respecting conventions and rules of politeness
and netiquette.
 Writing very short reports with simple, relevant

information about usual events.
 Writing personal correspondence in which

making and keeping social contact.
 Writing short, basic formal correspondence to

send to public or private institutions or
commercial organisations.
6 EVALUATION
6.1 Presentation
The process of teaching and learning is incomplete if the process in itself is not valued
and the results are not measured. Assessment is necessary in order to check to what
extent the foreseen objectives have been achieved and, consequently, adapt the
educational process to students' needs and characteristics. Assessment must provide
information about what students have learned and how they have learned it. Thanks to
evaluation, we can determine what help each student needs in order to guarantee
progress.
Although all components of educational systems must be evaluated and can be

improved, at present we will assume that the main objective of evaluation is students'
academic progress.
As well as considering the progress of the group as a whole, it is indispensable to

follow individual student's progress taking into account different forms and rhythms of
learning in order to know exactly what teaching intervention each student needs.
Clearly, evaluation is usually carried out by the teacher. However, bearing in mind the
fact that our approach aims to involve students in their own learning, it is reasonable
that they, too, should be involved in the evaluation process. What the students say
about how they see their own learning must be taken into account: the difficulties they
find in the process and, especially, their tastes and preferences with regards to how to
learn English.
Assessment is needed throughout the stages of learning:
 At the beginning of the process, the starting point must be evaluated (what
students already know, what they do not and what they know imperfectly). This
evaluation allows us to anticipate problems and adapt the teaching programme.
This can be done at the start of the academic year, the term or even at the start
of each unit.
 During the process, evaluation helps the teacher to take decisions about areas
where more work is needed, about extending, removing or reinforcing contents
about whether the programme should be altered in any way.
 At the end of each educational stage, evaluation allows the teacher to see if
the results of the teaching-learning process match the objectives.
Assessment must consist of a diverse combination of tools which provide objective,

quantitative data in order to give information about the process and make it possible to
assess each student. Tools or assessment strategies include observation in class,
correctly monitoring parameters (tasks being carried out or not, greater or lesser
participation, greater or lesser interest in learning…), written tests (with questions in
different formats: singular answers, short answers, multiple choice, association of ideas
or concepts…), oral interaction, with the teacher or between students, and taking part
in team work and/or cooperative work and their results. Once more, the objective is to
have carefully collected data which gives a precise record of progress made with
learning and possible difficulties.
In all cases, the most important thing is to always choose the tool which gives the most
information about the teaching-learning process we want to find out about and deal
with.
Assessment criteria can be defined as reference norms which establish the type of
learning and also the extent to which each student can be expected to acquire
knowledge and competence.
These criteria allow us to establish and evaluate students' progress appropriately, both
individually and a group. The materials in Smart Planet are in line with the following
evaluation criteria and legislation about primary education: 6
‒ Identifying essential information, the main points and most relevant details in
short oral texts and good structures, spoken live or via technical media, slowly
or at medium speed, in formal, informal or neutral registers, and about daily or
usual situations or about general subjects or matters of interest in the personal
sphere, public, educational and occupational, acoustic conditions not distorting
the messages and it being possible to listen to it again.
‒ Knowing and knowing how to use the most appropriate strategies for
understanding general meaning, essential information, the main points and
ideas or the most relevant details in a text.
6
‒ Finding out about and using Sociocultural and sociolinguistic aspects of daily
life for understanding the text (work and study habits, leisure activities), living
conditions (surroundings, social structure), interpersonal relationships (between
men and women, at work, at school, at public institutions), behaviour (gestures,
facial expressions, use of the voice, eye contact), and social conventions
(customs, traditions).
‒ Distinguishing the text's most relevant communication function or functions

and a range of the most common features such as frequently used discourse
models for text organisation (introducing the subject, developing and changing
the subject, concluding the text).
‒ Making use of knowledge about frequent oral communication discourse

and syntactic models in order to understand texts and meanings
associated with them (eg. interrogative structures for making
suggestions).
‒ Recognising Common oral vocabulary about daily matters and general

subjects or connected with matters of interest, studies and work, and deduce
the meaning of less frequent words and expressions for the text and context
and given visual support.
‒ Distinguishing between frequently used sound patterns, accents, rhythms and

intonation and recognising general communicative meanings and intentions
connected with them.
‒ Producing short, comprehensible texts, both in face-to-face conversation and

on the phone and using other technical means, using a neutral or informal
register, and simple language, to ask for and exchange information about which
subjects which are important in daily life, well-known subjects or of personal
interest, connected with studies or work, and briefly explain the reasons behind
certain actions and plans, although there may be interruptions or hesitation,
there are pauses and there is rephrasing in order to structure the discourse and
choose expressions and structures, and sometimes the conversation partner
has to ask the speaker to repeat.
‒ Find out about and know to use the most appropriate strategies for producing
oral texts, short monologues or dialogues with simple, clear structures, using,
amongst other things, procedures such as adapting the message to models
from the students' first languages or others, using approximate vocabulary if
more precise words are not available.
‒ Including socio-cultural and socio-linguistic knowledge connected with social

structures, interpersonal relationships, behaviour models and social
conventions in the production of an oral monologue or dialogue, behaving
correctly and respecting the main rules of politeness in their respective
contexts.
‒ Put into practice the functions required for communication using their most
frequent examples and frequently used discourse models to organize texts in a
simple way with sufficient internal coherence with regards to the communication
context.
‒ Show good knowledge of a limited repertoire of frequently used syntactic

structures and use it with simple communication mechanisms closely connected
with the context and communication purpose (vocabulary repetition, ellipsis,
personal, spatial and time deixis, juxtaposition, frequent conversational
connectors and markers).
‒ Finding out about and using a sufficient repertoire of oral vocabulary in order
to communicate simple and direct information, opinions and brief points of view
in usual, daily situations, even though the message may have to be adapted in
less usual situations.
‒ Pronounce and intone correctly and intelligibly, even though on occasions with
an obvious foreign accent, or with occasional pronunciation mistakes but which
do not interrupt communication, and even though conversation partners have to
ask you to repeat sometimes.
‒ Use short sentences, groups of words and formulas for interacting appropriately
in short exchanges in daily, usual situations, sometimes interrupting the
discourse to look for expressions, use less frequent words and communicate in
less frequent situations.
‒ Interact in a simple way in clearly structured exchanges, using simple formulas

and gestures to give other people turns, although this depends, to a large
extent, on conversation partners' attitudes.
‒ Identifying essential information, the most relevant points and important details
in texts, both printed and on digital devices, short and well structured, written in
formal, informal or neutral registers, dealing with daily matters, relevant matters
of interest for studying or work, which include simple structures and commonly
used vocabulary.
‒ Knowing and knowing how to use the most appropriate strategies for
understanding general meaning, essential information, the main points and
ideas or the most relevant details in a text.
‒ Being familiar with Sociocultural and sociolinguistic aspects connected with

daily life (study and work habits, leisure activities, including arts such as music
and cinema), living conditions (surrounding, social structure), interpersonal
relationships (between men and women, at work, at schools, at institutions) and
social conventions (customs, traditions) and using them for understanding the
text.
‒ Distinguishing the most relevant communication function or functions in the
text and a repertoire of its most common features, as well as frequently used
discourse models connected with text organisation (theme introduction,
development, change of subject and text conclusion).
‒ Recognising, and using with text comprehension, parts and the organisation of
frequently used syntactic structures in written communication, as well as
associated meanings (eg. interrogative structures for making suggestions).
‒ Recognising commonly used written vocabulary about daily matters and

general subjects connected with interests, studying and work, and deduce the
meanings of less frequently used or more specific words using the context and
text.
‒ Recognising the main spelling, writing and punctuation conventions as well as

commonly used abbreviations and symbols and their associated meanings.
‒ Write, either on paper or electronically, simple, short texts with clear structures
about daily subjects or matters of personal interest, in a formal, neutral or
informal register, making proper use of basic cohesion resources, basic spelling
and the most common punctuation marks, with reasonable control of simple
expressions and structures and frequently used vocabulary.
‒ Find out about and use appropriate strategies for preparing simple written
texts and with simple structures, eg. copying formats, formulas and
conventional models for each type of text.
‒ Including in the preparation of the written text socio-cultural and socio-linguistic

knowledge about social structures, interpersonal relationships, models of
behaviour, respecting the most important rules of politeness in their respective
contexts.
‒ Making use of the communication functions required, using their most common
features and the most frequently used discourse models to organize the written
text in a simple way with sufficient internal cohesion and coherence with regard
to the communication context.
‒ Demonstrate knowledge of a limited repertoire of commonly used syntactic

structures which are simple enough to be adapted to contexts and the purpose
of communication (vocabulary repetition, ellipsis, personal, spatial and time
deixis, juxtaposition, frequently used discourse connectors and markers).
‒ Finding out about and using a repertoire of written vocabulary sufficient for
communicating information, opinions and short, simple points of view in usual,
everyday situations, even if the message has to be adapted in less usual, less
well-known situations.
‒ Find out about and use, appropriately and almost always comprehensibly,
basic punctuation marks (eg. full stop, comma) and basic spelling rules (eg.
lower and upper case, breaking words at line ends), and the most usual spelling
in texts on electronic formats (eg. SMS, WhatsApp).
As we stated in the previous section, both evaluation criteria and their application -
learning standards - must be items in terms of objective achievement and each stage's
competences.
Furthermore, for specific evaluation of the degree of achievement in terms of these

criteria in the FIRST CYCLE OF SECONDARY EDUCATION, the teacher may use the
descriptors listed in section 3 (Competences) and 5 (Learning Standards) and in this
programme's Didactic Units Development.
6.3 Assessment in Smart Planet
It is best to use continual evaluation with students of this age, following their progress
in the classroom and using the information obtained while teaching. Continual
evaluation is based on the teacher following the students' progress and using the
knowledge acquired in that way to direct them, which makes the students' role even
more active: they learn the guidelines which the teacher gives them and also their own
following of them.
Students neither develop at the same rate nor learn in the same way, so each student
must be evaluated individually and not compared with classmates. The objective must
be based on each student's progress and development.
As well as their progress in English, students' social and emotional development must
be evaluated and observed. The teacher must praise students' progress and work in
pairs and as a group as well as giving them instructions about how to make progress
with their English.
The following evaluation criteria are in line with legal requirements and the teaching
materials offering in Smart Planet and are taken to be important, necessary areas for
evaluation.
1. Oral comprehension. The aim is to check students' ability to understand the gist of
short oral messages, given in ideal communication conditions, in other words,
direct communication situations with helpful contexts.
2. Understanding specific messages. The aim is to check the ability to understand

not only the gist but also specific details, which have been previously pointed out,
from simple oral and written texts which are familiar to the students, although they
may not fully understand some other parts of the message.
3. Producing messages. The teacher evaluates students' ability to express

themselves orally in everyday situations. The comprehensibility of the message is
particularly evaluated, excusing possible pronunciation mistakes which do not affect
understanding.
4. Pronunciation. The aim is to check have assimilated the English phonetic system:
its phonemes' rhythm and intonations, whether they can use it in comprehension
and for producing simple messages in already familiar contexts.
5. Assimilation of new vocabulary. With this criteria the aim is to evaluate the ability
to understand and use vocabulary appropriately and expressions which have been
learned. Vocabulary assimilation is always checked in situations with a context and
close the students' own experience.
6. Class participation. Observe how students behave to assess whether they

participate in a constructive form in class communication situations, respecting the
rules for the exchange of information.
7. Collaborative work. This, too, is evaluated by observing students' behaviour,

seeing whether they take part in a constructive way in group activities, collaborating
in a harmonious learning process in the classroom.
8. Individual work. By observing students' behaviour, their individual work is

evaluated with regards to correct contents, care taken with presentations and timely
completion of tasks.
9. Interest in learning. The aim is to check that students are interested in advancing
in their learning and curious to learn new things, if they pay attention in class, ask
questions and ask about their doubts.
10. Respect for others. There is an evaluation of whether students respect their
classmates and teachers, listen to them without interrupting them, respecting turns
to speak and appreciating others' ideas and opinions.
11. Interest in finding out about other cultures. There is an evaluation of whether
students are interested in finding out about culture in English-speaking countries, if
they pay attention when such subjects are talked about and if they ask questions in
order to widen their knowledge.
12. Using polite forms. The aim is to observe in order to check that students use the
polite forms in English that they learn and include them in normal class routine.
In order to have an overall appreciation of the whole of the class, the teacher may draw
up a double-entry table with a vertical list of the students and, horizontally, the numbers
for evaluation criteria. By marking the boxes using a colour code which shows to what
extent objectives have been achieved (for example, green for good, blue for
acceptable, red for insufficient), the group's progress can be seen at a simple glance.
Discipline also forms part of any good evaluation. By channelling students' innate
energy in the right direction, the teacher can avoid rebelliousness and discipline
problems. Many problems of this type arise when students get bored, when the level is
beneath them or when activities are too repetitive. Smart Planet has been designed to
take into account the very diverse needs and desires of different students and, thanks
to this, it includes a wide variety of activities for them to enjoy.
However, it is important for the teacher to mark the rules with regards to discipline in
the classroom, making sure that students know what is and what is not acceptable, and
treating all students alike. If clear, fair discipline parameters are established, a 'safe'
atmosphere will be created in the classroom and students will study freely and with
confidence.
In order to keep the interest of the smallest students, the teacher must find a balance
between their limitless energy and short span of concentration in order to avoid
boredom, restlessness and lack of motivation, things which lead to discipline problems.
6.4 Assessment tools in Smart Planet
As we said while discussing the parts of the method (see point 1.3), the Smart
Resources DVD-ROM includes exams for the initial assessment, for each unit, for the
end of the term and the final assessment, with two degrees of difficulty. However, the
method's most powerful tool is undoubtedly Test Generator, which help create written
tests and which, consequently, helps create tests fitting the students' characteristics
and diversity; it also offers exam models ready for use (for each unit and in summary).
In both the Student’s Book and the Workbook each unit concludes with two pages for
revising the contents dealt with, paying special attention to vocabulary, the use of verb
tenses and grammar. There is also a more general revision page every three units in
both books to find out how firmly language knowledge has been acquired; they always
include three activities: one about vocabulary (Vocabulary), another about grammar
(Grammar) and a final one about language use (Functions).
It should also be remembered that the Get it right! pages allow you to work on the
typical mistakes made by Spanish speakers when learning English. Systematic self-
correction will allow students to carry on learning in a consolidated way.
In the annex at the end of this document there is a KEY COMPETENCES

ASSESSMENT RUBRIC, broken into different descriptors, which the teacher may use
at the end of each unit, each quarter or whenever appropriate throughout the school
year.
6.5. Qualification criteria
As mentioned in point 6.1, one of the objectives of assessment is to specify how much
each student has learned. This information will be used to take important decisions, so
the parameters used to fix them and communicate them will be used for taking
important decisions. In other words, the teacher and the students will know where their
weak points are and, consequently, which area or areas of knowledge they should
focus on.
In order to proceed as explained in the previous paragraph, the best thing is to assess
unit by unit, making use of the contents specifications in point 8. To do this, we include
reference values table using percentage values to make them easily understood. The
idea is not to fill in a table like this for each student but, when giving marks, teachers
should take into account the importance of different things studied, how much they
count towards final marks and, as appropriate, shortcomings and reinforcement tasks.
TEACHING UNIT % % total

1. Oral Comprehension 15
2. Oral production 15
Block 60
3. Written comprehension 15
4. Writing expression 15
Communication functions 4
Vocabulary 4
Syntactic-discursive contents 4
Transversal features
Graphic patterns and sounds 4 28
in the blocks
Classroom language 4
Learning strategies 4
Sociocultural and sociolinguistic aspects 4
3 Social awareness 12
100
This approximation makes it easier, to a large extent, to make the adjustments required
for students with special needs (see point 7). Let us take a student with hearing
problems: obviously, the percentages for blocks 1 and 2 can be reduced, as can those
for pronunciation, and they can be assigned to the other blocks.
Marks can also be altered depending on what we call correction factors, affecting final
marks by ± 5-10%. These factors are:
- Intention to communicate in English.
- Motivation for learning English.
- Personal work: effort, persistence…
It is also the case that any dishonest attitude (eg. copying in written tests or stealing
other people's work) will lead to losing all points from that teaching unit or all the units
taught until then during the term.
7 EDUCATIONAL NEEDS
7.1. Introduction to the concept of attention to diversity.
Educating means doing everything possible for all the students to obtain maximum
personal, intellectual, social and emotional development and, of course, for them to
achieve the objectives set by the curriculum. This means taking great care with
attention to diversity with regards to students. Obviously, each person is different, but
we know that the students who need greatest attention in terms of educational
adjustment are those who need specific educational help, and they fall into the
following categories:
a) students with special educational needs dues to an inability or serious behaviour

disorders;
b) students with high intellectual capacity;
c) students who have joined our educational system late;
d) students with specific learning difficulties;
e) students with special educational needs due to personal conditions or school history.
Except for the group who have joined late, and because learning English is a principle
independent from the educational system, the rest of the students will, as we say, need
adjustments to deal with their individual characteristics. We will deal briefly with each
profile (taking into account the fact that the educational approach for students with
more than one problem will be more complex).
 Students with educational needs due to disabilities or serious behaviour

disorders.
Their disability may be physical (sensory or movement), intellectual or

connected with language disability. In the first case, the most usual problems
are significant sight, hearing or movement problems. This disability will lead to
students having greater or lesser difficulties with certain linguistic abilities (eg.,
listening for hypo acoustic children). So, in the first place, the teacher must
modify the objectives and, secondly, use methodical means to access the
curriculum, which will vary depending on each disability. In other words, modify
the learning process for each student's particular characteristics (to continue
with the same example, emphasising visual access, taking into account the
student's hearing problems), giving more emphasis to activities, materials,
resources, etc, which support the learning process.
For students with intellectual disability and language disorder (in terms of
expression and/or comprehension), the teacher faces a completely different
problem as, in general, students will need a highly adapted version of the
curriculum in terms of objectives and contents, and assessment in similar terms.
Specifically for students with language disorder, bearing in mind that they
already have problems with their mother tongue, it is easy to imagine that
learning a second (or third) language will not be easy for them. For all of these
students, decisions about their academic course must be slowly taken, in
coordination with the Orientation Department, as some of them may well not
achieve the objectives set in terms of competences in each stage.
Behaviour disorder is usually, though not always, related to attention deficit

hyperactivity disorder. In all cases, the teacher must use standard measures to
deal with these students' difficulties. Briefly, we should mention: balancing the
right class routine with new, motivating teaching approaches, positioning
students carefully, reinforcing success, valuing effort more than results (taking
care of self-esteem and motivation), modifying assessment tools, etc. If there is
no discrepancy, the objectives should not be modified. If there is a discrepancy,
the possibility of adapting the syllabus may be taken into account, always
bearing in mind the competences which have to be acquired in order to go
forward or obtain qualifications.
 Students with high intellectual capacity.
These students' main problem is usually lack of motivation, the result of having
to perform learning activities which they are already beyond. It is the teacher's
job to use appropriate teaching strategies (eg. get them to lead team work or
ask them to take part in some explanations as student-helpers…) and offer
activities which are a challenge for them (activities to widen their knowledge or
increase it, voluntary or otherwise).
 Students with specific learning difficulties.
When learning a language, learning disorders due to reading difficulties should
be taken into account (eg. dyslexia) or problems writing. In either case, the
teacher must find out exactly what the difficulties are and, as above, adapt the
syllabus and methods for improving the teaching-learning process.
 Students with special education needs due to personal conditions or

school history.
This group has only recently been specified in legal terms and can be
interpreted in different ways. The Department of Orientation must determine
which students are to be included in the group (eg. students with epilepsy which
obstructs their learning) and decide how to deal with this educationally.
7.2. Attention to diversity in Smart Planet.
Bearing in mind this range of possibilities, it should be said that Smart Planet pays
attention to diversity in its programme, structure and contents. As we have mentioned
earlier, the Smart Planet programme is flexible. It offers specific points and general
suggestions to help teachers to adapt the programme to their own context: the centre,
their classroom and each student.
The contents of Smart Planet, which have been carefully chosen, are attractively
presented in a stimulating way in order to deal with diversity. The course has a cyclical
structure which allows students to widen their knowledge starting from what they
already know and acquire more knowledge about cultural issues and new, more
complex linguistic subjects. At the same time, the complex evaluation process includes
general criteria which must be prepared and adapted for each group, setting specific
objectives depending on the context of each centre, teacher and class. Teachers have
different tools of evaluation and competences as well as specific tasks. It is also
necessary to set Core contents according to the needs, abilities and rhythm at which
the students learn.
In fact, in order to take care of specific needs successfully, the activities, materials
and resources available in Smart Planet must be taken into account. The vast
majority of these activities can be used in personalised ways and are open so that each
student can respond in a different way depending on his/her ability.
The Activities Book concentrates of each unit's key contents. These activities can be
used both with students who need extra help and with more able students who finish
the initial task early. Each student will need a different amount of time which will
depend, to a greater or lesser extent, on his/her motivation. Most of the activities are
designed for use in the classroom, but they can also be given as homework. As can be
seen on the table further on, the same material and/or resources can be used to
reinforce the class or widen knowledge; in other words, the objective can be changes
as fits. For example, a simple question about a text can be reinforcement for less
advanced students and can also serve as inspiration in an extension activity in which
students are asked to say other words in the same semantic area.
The teacher should take advantage of students' abilities in every way that arises. One
student may hate speaking but enjoying writing vocabulary on the board, while another
may be good at drawing or making posters.
Another crucial factor is the methodology used by the teacher with his/her own group
and, more specifically, with students with learning difficulties. The most important thing
with all types of task is to make sure that they have been correctly prepared
beforehand, students knowing all the words they are going to need and understanding
the activity's objectives. If students are given the right linguistic tools in order to carry
out the activity successfully, it is almost certain that they will find it sufficiently
demanding and interesting. Without the necessary preparation, students may have an
experience of negative learning, which will lead to them losing confidence and feeling
frustrated with an activity which demands a degree of competence which they do not
have.
As said above, assessment and stimulation are essential for students, and even more
so for those with special needs. When doing an activity, you must guide them towards
finding the right answers rather than giving them to them. This will lead to students
feeling satisfied when they find the right answer. Whenever a student makes a mistake,
you must emphasise that making mistakes is part of the learning process and that they
should not be ashamed of making mistakes.
The extra activities in each lesson (extension ideas and alternative treatment) can be
used whenever the teacher feels that the students need to practise particular
vocabulary. The same activities can be used to extend more advanced students'
knowledge, although, in some cases, it may be necessary to change the instructions a
little. Additionally, there are extension or reinforcement pages in the Teacher's
Resources CD about the main vocabulary and structures in each unit. There are also
pages with lists of words with their definitions for revising and increasing students'
vocabulary.
It should not be forgotten that continual revision is another important part of the
learning process and that it is particularly helpful for students with special needs, as
well as for the rest of the group. Smart Planet is based on a system of continual
revision, with different games and techniques for revising the vocabulary learned in
each unit and each block of two units.
The Teacher's Resources CD with the interactive online activities and the CD-ROM for
the digital board offer further material to help teachers deal with the different specific
needs in the classroom.
8 TEACHING UNITS DEVELOPMENT
As can be seen in the development of the teaching units, the contents have been
grouped in four main blocks:
Block 1. Comprehension of oral texts.

Block 2. Production of oral texts .
Block 3. Comprehension of written texts.
Block 4. Production of written texts.
In order to facilitate reading the programme, inter-disciplinary contents are specified

after each block's specific contents. The students are the following:
Communication functions
Vocabulary
Structures
Graphic patterns and sounds
Classroom language
Learning strategies
Sociocultural and sociolinguistic aspects
The contents of each unit are explained on the following pages.
UNIT 1 OUR WORLD
1 Contents
 Listening to and understanding a conversation between some young people who

have just met each other.
 Listening to and understanding of the information about a young woman sailor and
an Australian heroine.
 Listening to and understanding some information about the multicultural character
of a British school.
 Listening to and revising (stress) when comparing the names of countries and their
nationalities and languages.
 Listening to and understanding a text with geographical information about the
Earth.
 Listening to and understanding videos: 1.1. Presentation about a young Italian
woman racing driver who drives a Ferrari; 1.2. Presentation about four young
American students who love science; 1.3. Six students briefly introduce
themselves; 1.4. A conversation about Pangea.
 Listening to and understanding short interviews with four young people at an
airport.
 Listen to and copy a dictation of various Wh- questions.
 Exchanging information in pairs in which each student talks about his/her favourite
things.
 Oral interaction in groups to ask questions and give answers about favourite things.
 Oral interaction in pairs in which there are questions and answers about countries
of origin, nationalities and the languages spoken there.
 Exchange of questions and answers in pairs about names.
 Oral interaction in pairs to talk about facets of the school's multicultural
characteristics.
 Exchange of personal information in pairs: name, place of birth and parents'
nationality.
 Interaction in pairs to practise linguistic formulas for when you meet somebody.
 Presentation to the class of the information about a young hero or heroine.
 Presentation to the class of the information about a famous scientist and comparing
information about NASA.
 Present the information gathered about a continent.
 Reading and understanding a text about a young woman sailor and an Australian
heroine.
 Reading and correcting sentences about a young woman sailor and an Australian
heroine.
 Reading and understanding an article about the multicultural and international
nature of a British school.
 Reading and understanding some personal information.
 Reading and taking in phrases and contents for writing a text: some personal
information.
 Reading the reference sections given in the activities.
 Reading and understanding extra information marked as Fact.
 Reading and understanding different traditions for celebrating birthdays.
 Complete sentences about favourite objects, colours and places.

 Choose possessives to complete sentences and a text.
 Appropriate use of the names of countries and their nationalities and languages.
 Writing sentences using possessive ‘s.
 Choosing the appropriate Wh- word to ask questions (Wh- questions).
 Writing Wh- questions putting the words given in order or adapting them to the
answers given.
 Writing Wh- questions and answers to them for giving personal information and a
model interview with a famous sports player.
 Describing María, a young Italian racing driver.
 Making a poster or a presentation about a young hero or heroine.
 Writing answers to questions about a British school and about your own school.
 Writing a piece of news about a famous scientist and three interesting facts about
NASA.
 Gathering information about a continent.
 Correcting sentences making proper use of the initials in upper case.
 Writing pieces of news about oneself and about a made-up person, including the
information requested and making proper use of the initials in upper case.
 Complete crosswords with the names of known or usual objects.
 Writing various sentences about celebrating birthdays in our country.
The following points are studied indirectly in the four previous blocks:
Communication functions:
 Presentation about oneself and somebody else.

 Using expressions to encourage oral interaction: Cool! / Ok / Right / Great!
 Expressing personal information: favourite things.
 Asking for personal information from another person (nationality, age, etc.) using
Wh- Questions.
 Describing personal information (nationality, age, etc.) answering Wh- Questions.
 Describing possessive relations.
 Describing personal information as biographical data.
Vocabulary:
 Leisure objects: football / trainers / games console / books / rollerblades / guitar /

headphones / MP3 player / skateboard / mobile phone / computer / comics.
 Possessive adjectives: my / your / his / her / our / your / their.
 Countries, nationalities and languages.
 Wh- Words: When / What / Who / Where / How.
Syntactic-discursive contents:
 Expressing possession: possessive adjectives and possessive (‘s).
 Wh- Questions and Wh- Words.
Graphic patterns and sounds:
 Recognising, contrasting and the correct stress in the names of countries and their
Classroom language:
 Look at the photos and match them with the things in the box.
 List, check and repeat.
 Work with a partner.
 Read and listen…
 Read the text [again]. Correct the sentences. / Choose the correct words. / Answer
the questions.
 Complete the sentences… Compare them with a partner.
 Look at the table. Find all of the possessive adjectives in the text. / Writing
sentences with possessive ‘s. / Match the questions with the answers.
 Ask… Writing their answers.
 Look at the picture.
 Listen to...
 Listen again. Choose the correct answers.
 Match the words in the box with the numbers in the table.
 Listen, check and repeat.
 Work with a partner. Answer the questions. / Ask and answer the questions… /
Practise the conversation…
 Complete the questionnaire with…
 Writing the words in the correct order to make the questions.
 Look at the ‘Hello’ poster. What languages can you see?
 Listen and complete the conversation with the words in the box.
 Listen and repeat… Translate them into your language.
 Change the words in bold in the conversation in… Use the information below.
Practise the conversation with a partner.
 Find examples of…
 Plan your personal profile. Use the list in the Look at Content box and make notes.
 Writing your personal profile. Use your notes from… and the language below to
help you.
 Can you say YES to these questions?
 Writing the word(s) for each picture.
 Complete the sentences… with a nationality or language. / with the correct
possessive adjectives. / with the noun + ’s.
 Match the two parts of the questions.
 Choose the correct words to complete the text.
Learning strategies:
 Forming patronymics and languages starting with the name of the country.
 Difference between Yes/No Questions (closed answer) and Wh- Questions (open
answer).
 Reading phrases and contents to write an autobiographical piece of news.
 Revise and correct Spanish speakers' typical mistakes: a) Use of capital letters at
the start of names of countries, nationalities and languages; b) Use of on (instead
of in) for the days of the week.
Sociocultural and sociolinguistic aspects:
 Finding out about different customs for celebrating birthdays.

 Identifying indicators of internationality at our school in general and our class in
particular, and valuing the consequent socio-cultural wealth.
 Valuing the real importance of speaking other languages, in particular English.
2 Competences
Descriptors Activities
LISTEN
Understanding the main points and some Listening to information about a young
details of oral messages, either live or in woman sailor and an Australian heroine.
recordings.
Understanding the most important things in Listening to a conversation between some
daily transactions and tasks and in formal and young people who have just met each other,
informal conversations. short interviews with four young people at an
airport.
Identifying the main ideas and information in Listening to information about the
presentations, talks, explanations and the multicultural character of a British school, a
news. text with geographical information about the
Earth.
Watch four videos: 1.1. Presentation about a
young Italian woman racing driver who drives
a Ferrari; 1.2. Presentation about four young
American students who love science; 1.3.
Six students briefly introduce themselves;
1.4. A conversation about Pangea.
Distinguishing sound characteristics, accent, Identifying and correctly pronouncing the

rhythm and intonation in various contexts and names of countries and their nationalities
identify what they want to communicate. and languages.
TALK / CONVERSE
Give short, rehearsed oral presentations, and Presentation to the class of the information
reply to simple questions which can be asked about a young hero or heroine.
about your presentations. Presentation to the class of the information
about a famous scientist and comparing
Present the information gathered about a
continent.
Take part correctly in daily transactions and Oral interaction in pairs to talk about facets
tasks. of the school's multicultural characteristics.
Take part correctly in daily transactions and Exchange of questions and answers in pairs
tasks. about names.
Interaction in pairs to practise linguistic
formulas for when you meet somebody.
Take part correctly in conversations using Exchanging information in pairs and in

simple structures and clear pronunciation. groups about each person's favourite things.
Oral interaction in pairs in which there are
questions and answers about countries of
origin, nationalities and the languages
spoken there.
Exchange of personal information in pairs:
name, place of birth and parents' nationality.
READING
Identifying relevant information in instructions, Interpret information about activities or

warnings or rules. exercises correctly.
Taking in phrases and contents for writing a
text: some personal information.
Understanding the general meaning and Understanding a text about a young woman
specific details of texts in different formats sailor and an Australian heroine.
Understanding extra information marked as
Fact.
Understanding an autobiographical piece of
news.
Find specific, essential information in Reading the reference sections given in the
reference and study material. activities.
Understanding the main ideas in newspaper, Understanding an article about the
literary and fictional texts in different formats. multicultural and international nature of a
British school.
Valuing reading as a source of pleasure and Understanding texts about different traditions
knowledge. for celebrating birthdays.
WRITING
Using production strategies for writing simple Writing autobiographical pieces of news
texts. making proper use of the initials in upper
case.
Choose possessives to complete sentences
and a text.
Writing sentences using possessive ‘s.
Writing Wh- questions putting the words
given in order or adapting them to the
answers given.
Filling in forms, questionnaires or printed Complete sentences about favourite objects,
pages with personal information. colours and places.
Writing Wh- questions and answers to them
for giving personal information and a model
interview with a famous sports player.
Writing notes, messages, adverts, posts and Writing a short text in which students talk
short, formal and informal correspondence about their duties at home and at school.
with simple, relevant information. Writing answers to questions about a British
school and about your own school.
Writing various sentences about celebrating
birthdays in our country.
Writing texts using appropriate vocabulary, Writing autobiographical pieces of news

spelling, punctuation and correct formats and about oneself and about a made-up person.
correct structures. Describing María, a young Italian racing
driver.
Making a poster or a presentation about a
young hero or heroine.
Writing a piece of news about a famous
scientist and three interesting facts about
NASA.
Preparing information about a continent.
Mathematical competences and basic science and technology
competences.
Solving puzzles, crosswords and guessing Doing crosswords with the names of known
games. or usual objects.
Digital competences
Obtaining information from the Internet for Looking for information about a continent,
carrying out tasks in English. about a young hero or heroine and about a
famous scientist.
Give short presentations and projects in Making a poster or a presentation with la
English using different formats and digital information about a continent.
tools.
Studying and practising English on digital Using the AR app (Smart Planet Augmented
devices. Reality App) to access the videos, interactive
activities and presentations about grammar.
Social and Civic competences.
Take part in activities pairs and groups with Take part properly in the activities in pairs or
respect and interest. as a group.
Interacting politely and attention valuing and Expressing individual preferences and
respecting classmates' opinions, tastes and respecting other people's preferences.
preferences. Using communication reinforcers.
Taking an interest in and respecting the Finding out about customs for celebrating
customs, rules and values of countries in birthdays in Ireland.
which foreign languages are spoken.

Using artistic techniques and items to prepare Making a poster or a presentation and
and give presentations and projects. autobiographical pieces of news.
Identifying cultural features of English- Comparing traditions in celebrating
speaking countries and compare them with birthdays.
their own, showing respect and interest.
Learning to Learn
Identify, plan and apply objectives for carrying Individually do the exercises from the
out tasks, activities and projects. Workbook.
Do the homework individually (looking for
and compiling information, making a
poster…).
Taking in and using phrases learned for
writing an autobiographical piece of news.
Using tools and resources for clearing up Revise the Get it right! sections critically.
doubts, widening knowledge and correcting
mistakes.
Showing an interest in carrying out evaluations Do the Review sections with interest.
of your own progress and identify points for
improvement.
Identifying and using different strategies for Look in depth at the Grammar Reference
learning individually. and make progress in the general use of
what has been learned.

Using the strategies needed for studying Work individually on the tasks given.
individually.
Have a positive, proactive attitude to reading Do the reading activities in the Workbook
texts by yourself. individually.
Plan, organise and check your work to be able Using phrases given for writing
to present it properly. (auto)biographical pieces of news.
3 Social awareness.
Moral and civic education
 Show interest taking an active part in class and following the teacher's instructions
correctly.
 Accepting other people's tastes and preferences (favourite things).
 Showing an interest and give constructive criticism about work (posters,
presentations…) done by classmates.
Education for gender equality
 Respecting and value boys' and girls' tastes and preferences (favourite things)
equally.
 Recognising that both boys and girls can be adventurers, heroes/heroines,
scientists, etc.
Education against discrimination
 Respecting all people and specifically classmates with regardless of their nationality
or cultural origin; recognising, furthermore, that a multicultural society can be richer
in social terms.
Working together in class
 Be able to work in pairs or groups effectively, respecting other people and being
cooperative.
4 Cross-curricular links
 Geography and History: finding countries on a world map, recognising nationalities,

movement on crust of the Earth (from Pangea to present), continents and oceans.
5 Assessment criteria
 Name recognise and present vocabulary connected with leisure objects;

possessive adjectives; names of countries and their nationalities and languages.
 Ask and answer questions (Wh- Questions) in connection with: name, countries of
origin, nationalities and the languages spoken there, place of birth, parents'
nationality and favourite things.
 Talk about facets of the school's multicultural characteristics.
 Correctly stress the names of countries and their nationalities and languages.
 Making appropriate use of possessive adjectives and the possessive ‘s.
 Using correct pronunciation and intonation: in oral exchanges and in the

presentation of information and/or personal productions to the class.
 Understanding general information and getting the main ideas in written texts of
different types: a text about a young woman sailor and an Australian heroine, an
article about the multicultural and international nature of a British school, some
personal information and information about different traditions for celebrating
birthdays.
 Finding out about and using basic Sociocultural and sociolinguistic aspects such as
the birthday parties in different countries, including our country, and international
and multicultural things at our school.
 Producing short, comprehensible oral texts which give, request and exchange
information: a conversation/role-play about personal information and introducing
yourself.
 Write brief, simple texts and with clear structures about oneself and about other
people ((auto)biographical pieces of news), about NASA and about customs for
celebrating birthdays in our country.
 Recognising and correcting Spanish speakers' typical mistakes when learning

English.
 CLIL: use in English concepts in Geography and History.
6 Contents - Assessment criteria - Competences
Contents Assessment criteria Competences

Recognising and presenting Recognise and use a repertoire LC
vocabulary connected with leisure of common vocabulary about
objects; possessive adjectives; countries and their nationalities
names of countries and their orally and in writing.
Practice using and forming Understanding and using
possessive ‘s and de possessive functions and meanings
adjectives. associated with basic syntactic
structures.
Differentiate questions Yes/No
Questions (closed answer) and Distinguishing and using
questions Wh- Questions (open habitual communication
LC
answer). functions: communicate LL
relationships of possession or
Using expressions which encourage preference and help
oral interaction. communication.
Recognising Spanish-speakers' Correct mistakes found.

typical mistakes when learning
English.
Practise stressing the names of Recognising and producing
countries and their nationalities and orally and in writing the names
languages. of countries and their
LC
Use correct pronunciation and

intonation.
Listen to a conversation between Use the subject, general
young people, the information about meaning and main information
a young woman adventurer, an and ideas from the text in short,
article about multiculturalism at a simple texts with visual and
school, a text with geographical audio support.
information, four interviews with
young people and four videos. LC
SCS
Reading of the information about a
young woman adventurer, an article
about multiculturalism at a school,
an autobiographical piece of news
and various texts about celebrating
birthdays.
Debate with classmates about ways Finding out about and using
of celebrating birthdays in different basic Sociocultural and
countries and international and sociolinguistic aspects such as
LC
multicultural things at our school. ways of celebrating birthdays in SCS
different countries and
international and multicultural
things at our school.
Ask and answer questions Producing short, LC
connected with things such as your comprehensible oral texts which SCS
name, country of origin, nationality give, request and exchange
and the languages spoken, place of information.
birth and parents' nationality, and
each person's favourite things.
Talk about facets of the school's

multicultural characteristics
Work on (auto)biographical pieces Write brief, simple texts and LC
of news, and texts about NASA and with clear structures about CD
about customs for celebrating everyday matters or subjects of LL
birthdays in our country. interest. SCS
SIE
UNIT 2 FAMILY AND FRIENDS
1 Contents
 Listening to and understanding of the information about a vary large Australian

family.
 Listening to and understanding a conversation between two young people about a
3D game.
 Listening to and understanding some information about the multicultural character
of a British school.
 Listening to and revising (stress) when comparing the names of countries and their
 Listening to and understanding a text with geographical information about the
Earth.
 Listening to and understanding videos: 1.1. Presentation about a Japanese family
which takes part in robot fighting competitions; 1.2. Presentation about four young
American students who love science; 1.3. Six students briefly introduce
themselves; 1.4. A conversation about Pangea.
 Listening to and understanding a conversation between three young people about
their families.
 Listen to and copy a dictation of various Wh- questions.
 Exchanging information in pairs about members of the family and family

relationships.
 Oral interaction in pairs saying what type of family (in terms of size) you prefer.
 Reading the description of your own avatar.
 Oral interaction in pairs talking about family structure and whether your or a
member of the family has the objects which appear in some pictures, using have
got (affirmative, negative and contractions).
 Exchange of personal information in pairs: name, place of birth and parents'
nationality.
 Interaction in pairs to practise linguistic formulas for when you meet somebody.
 Presentation to the class of the information about a young hero or heroine.
 Presentation to the class of the information about a famous scientist and comparing
 Present the information gathered about a continent.
 Reading and understanding a text about a vary large Australian family.

 Reading and correcting sentences about a young woman sailor and an Australian
heroine.
 Reading and understanding an article about the multicultural and international
nature of a British school.
 Reading and understanding some personal information.
 Reading and taking in phrases and contents for writing a text: some personal
information.
 Reading and understanding different traditions for celebrating birthdays.
 Complete sentences about family structure and what you have and do not, using
family relationships and have got (affirmative, negative and contractions).
 Appropriate use of the names of countries and their nationalities and languages.
 Describing your own avatar.
 Choosing the appropriate Wh- word to ask questions (Wh- questions).
 Writing Wh- questions putting the words given in order or adapting them to the
answers given.
 Writing Wh- questions and answers to them for giving personal information and a
model interview with a famous sports player.
 Describing a robot you have made yourself.
 Making a poster or a presentation about a robot in a film or a book.
 Writing answers to questions about a British school and about your own school.
 Writing a piece of news about a famous scientist and three interesting facts about
NASA.
 Gathering information about a continent.
 Correcting sentences making proper use of the initials in upper case.
 Writing pieces of news about oneself and about a made-up person, including the
information requested and making proper use of the initials in upper case.
 Complete sentences using nouns about family relationships.
 Choosing descriptive adjectives for completing sentences about different people.
 Writing various sentences about celebrating birthdays in our country.
 Presentation about members of the family and their family relationships.

 Giving information about what you have and do not.
 Expressing preferences about types of family (by size).
 Asking for personal information from another person (nationality, age, etc.) using
Wh- Questions.
 Describing personal information: family structure and the objects in a drawing which
you or a member of the family have or do not, using have got (affirmative, negative
and contractions).
 Describing possessive relations.
 Describing personal information as biographical data.
Vocabulary:
 Family, friendship or work relationships: granddad / grandma / dad / mum / aunt /

uncle / sister / brother / cousin / best friend / team mates / classmates.
 Adjectives for describing people: (hair ) short / spiky / curly / long / red / fair /
dark / brown / (eyes ) green / brown / blue / (body ) tall / short / thin / heavy.
 Countries, nationalities and languages.
 Wh- Words: When / What / Who / Where / How.
 Have got (affirmative, negative and contractions).
 Wh- Questions and Wh- Words.
 Recognising and pronouncing the sound /h/.
Classroom language:
the questions.
 Look at the table. Find all of the possessive adjectives in the text. / Writing
sentences with possessive ‘s. / Match the questions with the answers.
 Listen to...
 Look at the ‘Hello’ poster. What languages can you see?
 Plan your personal profile. Use the list in the Look at Content box and make notes.
 Writing your personal profile. Use your notes from… and the language below to
help you.
 Complete the sentences… with a nationality or language. / with the correct
possessive adjectives. / with the noun + ’s.
 Forming patronymics and languages starting with the name of the country.
 Difference between Yes/No Questions (closed answer) and Wh- Questions (open
answer).
 Draw your own family tree de your own family to revise family vocabulary.
 Revise and correct Spanish speakers' typical mistakes: a) The word brothers in
English is specifically for male siblings; b) Use of haven’t got, and no haven’t, to
express, eg., not having siblings (I haven’t got brothers) Use of on (instead of in) for
the days of the week.
 Recognising the existence of different family models (eg. in terms of size or number
of members), all equally valid.
 Recognising the social relevance of technology in Japanese society.
 Finding out about the Hindu festival called Diwali.
2 Competences
LISTEN
Understanding the main points and some Listening to la information about a vary large
details of oral messages, either live or in Australian family.
recordings.
Understanding the most important things in Listening to a conversation between two
daily transactions and tasks and in formal and young people about a 3D game, a
informal conversations. conversation between three young people
about their families, short interviews with four
young people at an airport.
Identifying the main ideas and information in Listening to information about the
presentations, talks, explanations and the multicultural character of a British school, a
news. text with geographical information about the
Earth.
Watch four videos: 1.1. Presentation about a
Japanese family which takes part in robot
fighting competitions; 1.2. Presentation about
four young American students who love
science; 1.3. Six students briefly introduce
themselves; 1.4. A conversation about
Pangea.
rhythm and intonation in various contexts and names of countries and their nationalities
identify what they want to communicate. and languages.
TALK / CONVERSE
Give short, rehearsed oral presentations, and Presentation to the class of the descriptions
reply to simple questions which can be asked of robots.
about your presentations. Reading the description of your own avatar.
Present the information gathered about a
continent.
Take part correctly in daily transactions and Oral interaction in pairs to talk about facets
tasks. of the school's multicultural characteristics.
tasks. about names.
Interaction in pairs for giving information
about members of the family and la family
relationships.
Take part correctly in conversations using Exchanging information in pairs about what
simple structures and clear pronunciation. type of family (in terms of size) you prefer.
Oral interaction in pairs to talk about family
structure and whether oneself or a member
of the family has the objects which appear in
some drawings, using have got (affirmative,
negative and contractions).
Exchange of personal information in pairs:
name, place of birth and parents' nationality.
READING

text: some personal information.
Understanding the general meaning and Understanding a text about a very large
specific details of texts in different formats Australian family.
Fact.
Understanding an autobiographical piece of
news.
Understanding the main ideas in newspaper, Understanding an article about the
literary and fictional texts in different formats. multicultural and international nature of a
British school.
Valuing reading as a source of pleasure and Understanding texts about different traditions
knowledge. for celebrating birthdays.
WRITING
Writing sentences about your own family
Using production strategies for writing simple stating family relationships.
texts. Complete sentences using nouns about
family relationships.
Choosing descriptive adjectives for
completing sentences about different people.
Describing your own avatar.
Writing sentences using possessive ‘s.
Writing Wh- questions putting the words
given in order or adapting them to the
answers given.
Filling in forms, questionnaires or printed Complete sentences giving information about
pages with personal information. what you have or do not.
Writing Wh- questions and answers to them
for giving personal information and a model
interview with a famous sports player.
Writing notes, messages, adverts, posts and Writing a short text in which students talk
with simple, relevant information. Writing answers to questions about a British
school and about your own school.
Writing various sentences about celebrating
Writing texts using appropriate vocabulary, Writing autobiographical pieces of news
spelling, punctuation and correct formats and about oneself and about a made-up person.
correct structures. Describing self-designed robot.
robot made famous by appearing in a book
or a film.
Writing a piece of news about a famous
scientist and three interesting facts about
NASA.
Preparing information about a continent.
competences.
Putting in order and classifying data following Putting family, friendship or work
criteria. relationships in order in terms of gender.
Solving puzzles, crosswords and guessing Doing a letter soup and family trees.
games.
Digital competences
Obtaining information from the Internet for Looking for information about a robot which
carrying out tasks in English. appears in a film or in a book, about a young
hero or heroine and about a famous
scientist.
Give short presentations and projects in Making a poster or a presentation with
English using different formats and digital information about a famous robot.
tools.
Understanding and valuing the use of English Giving information about family relationships
for communicating with other people and to with different members of our families and
find out about other cultures. about relationships with workmates or
friends.
Taking an interest in and respecting the Finding out about customs for celebrating
customs, rules and values of countries in birthdays in Ireland.

Using artistic techniques and items to prepare Making a poster or a presentation and
and give presentations and projects. autobiographical pieces of news.
Identifying cultural features of English- Finding out about the Hindu celebration
speaking countries and compare them with called Diwali.
Identifying different forms of cultural Recognising passion for technology in
expression and showing an interest in Japan.
widening knowledge.
Learning to Learn
poster…).
writing an autobiographical piece of news.
mistakes.
improvement.
Draw your own family tree de your own
family to revise family vocabulary.

individually.
Plan, organise and check your work to be able Using phrases given for writing
to present it properly. (auto)biographical pieces of news.
3 Social awareness
correctly.
 Respecting and value boys' and girls' tastes and preferences (favourite things)
equally.
 Recognising that both boys and girls can be adventurers, heroes/heroines,
scientists, etc.
 Respecting classmates regardless of the type of family they belong to,

understanding that no model of family is superior to any other.
cooperative.
 Geography and History: finding countries on a world map, recognising nationalities,

movement on crust of the Earth (from Pangea to present), continents and oceans.
 Name recognise and present vocabulary connected with family relationships and
links of friendship or work; adjectives for describing people; possessive adjectives;
names of countries and their nationalities and languages.
 Expressing family structure and if you or a member of the family has the objects
which appear in some drawings, using have got (affirmative, negative and
contractions).
 Talk about facets of the school's multicultural characteristics.
 Correctly stress the names of countries and their nationalities and languages.
 Making appropriate use of have got (negative form, affirmative form and
contractions).
 Use correct pronunciation and intonation: the sound /h/
the enthusiasm in Japan for everything technological, the Hindu festival called
Diwali, including international and multicultural things at our school.
information: information about your own family, preferences about family size,
descriptions of your own avatar and of robots, information about what you have and
do not have and introducing yourself.
different types: a text about a very large Australian family, a conversation between
two young people about a 3D game, a conversation between three young people
about their families.
 Write brief, simple texts and with clear structures about robots (descriptions),
sentences about your own family specifying family relationships, the description of
your own avatar and about other people's ((auto)biographical pieces of news),
about NASA and about customs for celebrating birthdays in our country.

English.
 CLIL: using ideas in English in Geography and History.

Recognising and presenting Recognising and using a limited
vocabulary connected with family repertoire of commonly used
relationships and links of friendship oral vocabulary orally and in
or work; adjectives for describing writing about family relationships LC
people possessive adjectives; and links of friendship or work; SCS
names of countries and their adjectives for describing people;
nationalities and languages possessive adjectives; names of
countries and their nationalities
and languages.
Practice using and forming have got Understanding and using
(affirmative, negative and functions and meanings
contractions) and adjectives for associated with basic syntactic
describing people and possessive structures.
adjectives.
Distinguishing and using
Differentiate questions Yes/No habitual communication
Questions (closed answer) and functions: giving information LC
questions Wh- Questions (open about family structure, SCS
answer). describing people, saying what LL
you have and do not.
Using expressions which encourage
oral interaction.

English.
Practise pronouncing the sound /h/. Recognise and pronounce and
write the sound /h/. LC
intonation.
Listening to information about a Use the subject, general LC
very large Australian family, a meaning and main information SCS
conversation between two young and ideas from the text in short,
people about a 3D game, a simple texts with visual and
conversation between three young audio support.
people about their families, an
article about multiculturalism at a
school, a text with geographical
information, four interviews with four
young people and four videos.
Reading of the information about a

very large Australian family, an
article about multiculturalism at a
school, an autobiographical piece of
news and various texts about
celebrating birthdays.
Debate with classmates about ways Finding out about and using
of celebrating birthdays in different basic Sociocultural and
countries and international and sociolinguistic aspects such as
LC
multicultural things at our school. ways of celebrating birthdays in SCS
different countries and
international and multicultural
things at our school.
Giving information about members Producing short,
of the family and family comprehensible oral texts which
relationships (family structure),, give, request and exchange
about whether we or any members information.
of our family has certain objects,
about our preferences for family
size. Ask and answer questions in
LC
connection with matters such as SCS
name, country of origin, nationality
and the languages spoke place of
birth and la parents' nationality, and
each person's favourite things.
Talk about facets of the school's

multicultural characteristics
Work on (auto)biographical pieces Write brief, simple texts and
of news, and texts which describe with clear structures about LC
robots, sentences about your own everyday matters or subjects of CD
family and family relationships, the interest. LL
description of your own avatar and SCS
about customs for celebrating SIE
UNIT 3 CITY LIFE
1 Contents
 Listening to and understanding the description which a young woman gives of her
daily routine.
 Listening to and understanding what three young people from different parts of the
world say they do at that time of day.
 Listening to and understanding the post about his/her family which a young person
writes in his/her blog.
 Listening to and revising of a conversation between a teacher and two students
about activities and sports they do after school and at the weekend.
 Listening to and understanding a text about the Jewish celebration in which
children become adults.
 Listening to and understanding a conversation between a young woman asking for
information and a receptionist at a gym.
 Listening to and understanding of factual information about the Earth.
 Listening to and understanding videos: 1.1. Describing a young Egyptian baker and
bread deliverer's routine; 1.2. Describing Mexican girls' special celebration on their
fifteenth birthday; 1.3. Seven young people talking about what they do after school;
1.4. A short documentary about Mars.
 Listening to and understanding an interview with a young actor and dancer.
 Exchanging information in pairs about daily routines and about moments of the day
in which different people do certain activities.
 Oral interaction in pairs about types of work which children can do in our country.
 Conversation in pairs about activities students do after school or at the weekend.
 Oral interaction in pairs asking and answering about using both closed questions
(Yes/No Questions) and open questions (Wh- Questions).
 Oral interaction in pairs talking about when a child becomes an adult in his/her
country of origin and whether there is a tradition which symbolises becoming an
adult.
 Interaction in pairs to practise a conversation asking for information in a sports
centre.
 Present the information gathered about a planet and about NASA.
 Reading and understanding descriptions of different young people about their daily
routine.
 Reading and understanding what three young people from different parts of the
world say they do at that time of day.
 Reading and understanding a post about his/her family which a young person
writes in his/her blog.
 Reading and understanding a text about the Jewish celebration for becoming an
adult.
 Reading and understanding an information panel about things offered at an
activities centre.
 Reading the description a swimmer gives of daily routine
 Reading and taking in phrases and contents for writing a text: a post on a blog for
talking about daily routines.
 Reading and understanding a text about a British boarding school.
 Reading and understanding a text and a graph about the planet Earth and a
questionnaire.
 Complete sentences about activities and/or timetables for daily routines.

 Writing sentences for comparing your daily routine with that of another young
person.
 Writing sentences about your own family using the verbs live, study and speak.
 Complete sentences saying how often certain activities both in daily routines and
leisure and free time are carried out.
 Writing sentences saying which leisure and free time activities students do, when
and how often.
 Writing questions using Present simple both in closed questions (Yes/No
Questions) and in open questions (Wh- Questions).
 Describing what usually happens at birthday parties.
 Making a poster or a presentation about a planet.
 Write plans for a special birthday party for a friend.
 Writing a post for a blog talking about daily routines.
 Write information gathered information about NASA.
 Writing sentences about why a girl likes her boarding school.
 Writing daily routines with students imagining that there are astronauts on Mars.
 Using expressions to encourage oral interaction: …, please. / Great! / OK, thanks. /

You’re welcome.
 Asking for information using closed questions (Yes/No Questions) and open
questions (Wh- Questions).
 Describing personal information: daily routines and preferences for leisure and free
time activities for after class and the weekend.
 Ask and give information about activities to do and timetables at a gym or similar
place.
 Writing a post for a blog talking about somebody's daily routines.
Vocabulary:
 Daily routines: have breakfast / do my homework / brush my teeth / get dressed /

get up / go to bed / have a shower / do some exercise / have lunch / start school.
 Leisure and free time activities: do music / do drama / do karate / play football /
play tennis / play chess / have art classes / have dance classes / go swimming.
 Adverbs of frequency: always / usually / often / sometimes / never.
 Present simple (affirmative and negative; Yes/No Questions y Wh- Questions).
 Adverbs of frequency.
 Recognising and pronouncing the sounds /s/, /z/ and /Iz/.
Classroom language:
 Look at the photos and match them with the phrases in the box.
 Complete the text about… Use the phrases in…
 Listen and check.
 Work with a partner. Work with a partner. Match the daily routines… with the times
of day you usually do them. / How many of your sentences are the same? / What
after school and weekend activities do you do? Which days do you do them? / Ask
and answer the questions for you. Use short answers. / Ask and answer the
questions in… / Watch the teenagers answering the question ‘What do you do after
school?’. Answer the question for you. / Practise the conversation in…
 Look at the time zone map. Which cities (a–c) are ‘in front of’ London. Which cities
are ‘behind’?
 Read and listen to what different young people do at the same time around the
world. Match each person to a city (a–c).
 Read the text again. Complete the sentences with… / Answer the questions.
 Complete the sentences for you. Compare your answers with a partner.
 Look at the table. Choose the correct options. / Answer the questions in… /
Complete the questions with do or does. Then match them with the correct
answers.
 Look at the spelling rules on page… Complete Jack’s blog with the present simple
form of the verbs in brackets.
 Writing three sentences about your family. Use the verbs…
 Look back at the text on page… Correct five of the sentences below. One is
correct.
 Look at the sentences in the table. Choose the correct options below.
 Add adverbs of frequency to the sentences below to make them true for you.
 Listen to… What is the conversation about?
 Look at the picture(s) … Match the phrases in the box with the activities (1–9).
 Writing questions about…
 Make questions in the present simple.
 Look at the photos. What is the celebration? What is the building?
 Read and listen to the text about a special celebration. Check your answers in…
 Are these sentences true or false? Correct the false sentences.
 Listen and repeat the words and phrases in the Functions box. Translate them into
your language.
 Look at the photo of Madison Finsey, 13, a champion swimmer, and read her blog.
Do you think her daily routine is easy or difficult?
 Find examples of ‘and’ and ‘but’ in the text in…
 Complete the sentences with ‘and’ or ‘but’.
 Plan a blog post about your daily routine. Use the ideas in Madison’s blog and
make notes.
 Writing your blog post. Use your notes from… and the language below to help you.
Write at least 70 words.
 Write the phrase for each picture.
 Complete the after-school activities.
 Complete the text about Luis’s cousin. Use the correct form of the verbs in brackets
 Writing the words in the correct order.
 Complete the questions about the text in Exercise 3 with do or does.
 Look at the text in Exercise 3 and answer the questions.
 Choose the correct options.
 Reading phrases and contents to write daily routines in a post on a blog.

 Revise and correct Spanish speakers' typical mistakes: a) Use of do, and not make,
with homework; b) Use of at, and not in, when talking about people's ability to do
things (he is good at tennis vs he is good in tennis).
 Using a diagram of percentages to recognise the meaning of adverbs of frequency.
 Recognising the work carried out by many young people in our country and in other
parts of the world.
 Finding out about and respecting the Jewish tradition which symbolises the
transition from childhood to adulthood.
 Finding out about how Mexican girls celebrate their fifteenth birthdays.
 Respecting other people's tastes when choosing which activities to do in free time.
2 Competences
LISTEN
Understanding the main points and some Listening to the description which a young
details of oral messages, either live or in woman gives about her daily routine.
recordings.
Understanding the most important things in Listening to what three young people from
daily transactions and tasks and in formal and different parts of the world say they do at that
informal conversations. time of day, a young person's post about
his/her family on a blog, a conversation
between a teacher and two students about
activities and sports which they do after
school and at the weekend, a conversation
between a young woman asking for
information and a receptionist at a gym, an
interview between a young actor and dancer,
and a text with factual information about the
Earth.
Identifying the main ideas and information in Listening to a text about the Jewish
presentations, talks, explanations and the celebration in which children become adults
news. Watch four videos: 1.1. Describing a young
Egyptian baker and bread deliverer's routine;
1.2. Describing Mexican girls' special
celebration on their fifteenth birthday; 1.3.
Seven young people talking about what they
do after school; 1.4. A short documentary
about Mars.
Distinguishing sound characteristics, accent, Identifying and pronouncing sounds

rhythm and intonation in various contexts and correctly: /s/, /z/ and /Iz/.
identify what they want to communicate.
TALK / CONVERSE
reply to simple questions which can be asked gathered about a planet and about NASA.
about your presentations.
Take part correctly in daily transactions and Conversation asking for information in a
tasks. sports centre
Take part correctly in daily transactions and Exchanging information in pairs about daily
tasks. routines and about moments of the day in
which different people do certain activities.
Oral interaction in pairs about types of work
which children can do in our country.
Take part correctly in conversations using Conversation in pairs about activities

simple structures and clear pronunciation. students do after school or at the weekend.
Oral interaction in pairs asking and
answering about using both closed questions
(Yes/No Questions) and open questions
(Wh- Questions).
READING

text: a post on a blog talking about daily
routines.
Interpret information from an information
panel about things available at an activities
centre.
Understanding the general meaning and Understanding descriptions of different

specific details of texts in different formats young people and a young woman swimmer
talking about her daily routine.
Reading a text about the Jewish celebration
for coming of age.
Fact.
Understanding what three young people in
different parts of the world say they do at that
time of day.
Understanding a text about a British
boarding school and a text and a graph
about the planet Earth and a questionnaire.
Understanding the main points of messages A post about a young person writes on
and correspondence, formal and informal, in his/her blog about his/her family.
different formats.
Valuing reading as a source of pleasure and Understanding a text about the Jewish
knowledge. celebration for coming of age.
WRITING
Complete sentences saying how often
Using production strategies for writing simple certain activities both in daily routines and
texts. leisure and free time are carried out.
Writing questions using simple present both
in closed questions (Yes/No Questions) and
in open questions (Wh- Questions).
Write plans for a special birthday party for a
friend.
Writing sentences about why a girl likes her
boarding school.
Filling in forms, questionnaires or printed Writing sentences for comparing your daily
pages with personal information. routine with that of another young person
and for saying which leisure and free time
activities students do, when and how often.
Complete sentences about activities and/or
timetables for daily routines.
Writing sentences about your own family
using the verbs to live, study and speak.
Writing notes, messages, adverts, posts and Writing a post for a blog talking about daily
short, formal and informal correspondence routines.
with simple, relevant information. Describing what usually happens at birthday
parties.
Writing texts using appropriate vocabulary, Making a poster or a presentation about a
spelling, punctuation and correct formats and planet.
correct structures. Making a poster or a presentation about a
planet.
Preparing information about NASA.
Writing daily routines with students imagining
that there are astronauts on Mars.
competences.
Putting in order and classifying data following Use knowledge about the rotation of the
criteria. Earth to interpret different things that can be
done in different parts of the world at a
particular moment.
Interpret and show simple statistical data on Interpreting a world map with meridians and
graphs and tables. different time zones.
Interpreting a graph about planet Earth.
Digital competences
Obtaining information from the Internet for Looking for information about a planet and
carrying out tasks in English. about NASA.
Give short presentations and projects in Preparing a material (poster, presentation…)

English using different formats and digital for giving the class information about a
tools. planet and about NASA.
Using ITC for starting social relationships with Read and practise posts for a blog.
students in other countries.

preferences. Respecting other people's religions.
Using communication reinforcers.
Understanding and valuing the use of English Giving information about daily routines.
for communicating with other people and to
Taking an interest in and respecting the Finding out about and respecting the Jewish
customs, rules and values of countries in festivity for coming of age as held by young
which foreign languages are spoken. Jews in New York.

Using artistic techniques and items to prepare Making a poster or a presentation.
and give presentations and projects.
Identifying cultural features of English- Finding out about celebrations held for New
speaking countries and compare them with York Jewish children for their coming of age.
Identifying different forms of cultural Finding out about the special celebration
expression and showing an interest in which Mexican girls hold on their fifteenth
widening knowledge. birthday.
Learning to Learn
poster…).
writing a post for a blog explaining daily
routines.
mistakes.
improvement.

individually.
Plan, organise and check your work to be able Using phrases given for la making a post for
to present it properly. a blog explaining daily routines.
3 Social awareness.
correctly.
 Accepting other people's free time activities choices.
 Respecting classmates regardless of their creed or religion.
Education about health
 Recognising the importance for health in general and emotional balance in

particular of leisure and free time activities, especially physical exercise.
cooperative.
 Geography and History: factual information about the Earth and Mars, and
recognising different time zones in line with the meridians.
 Name recognise and present vocabulary connected with daily routines and leisure
and free time activities.
 Make appropriate use of Present simple (affirmative and negative; Yes/No
Questions and Wh- Questions) and adverbs of frequency.
 Use correct pronunciation and intonation: sounds /s/, /z/ and /Iz/.
the Jewish tradition which symbolises coming of age and the Mexican celebration
for girls turning fifteen.
information: information about daily routines and about moments of the day in
which different people do certain activities, information about types of work children
can carry out in our country, preferences about activities for after school or at the
weekend, description and information about celebrations for coming of age,
information about activities and timetables in a gym or similar place, information
about a planet and about NASA.
 Understanding the main idea and specific information from oral messages: the
description which a young woman gives about her daily routine, what three young
people from different parts of the world say they do at that time of day, a post about
his/her family young person writes in his/her blog, a conversation between a
teacher and two students about activities and sports they do after school and at the
weekend, a text about the Jewish celebration in which children become adults, la
conversation between a young woman asking for information and a receptionist at
a gym, factual information about the Earth and four videos.
different types: descriptions of different young people and a girl swimmer about her
daily routine, what three young people from different parts of the world say they do
at that time of day, a post about his/her family written by a young person in his/her
blog, a text about the Jewish celebration for coming of age, an information panel
about things available at an activities centre, a text about a British boarding school,
a text and a graph about the planet Earth, and a questionnaire.
 Write brief, simple texts and with clear structures: planning a birthday party,
comparison between your own routine with those of other young people, a post for
a blog talking about daily routines, description of what usually happens at birthday
parties, writing information about NASA and writing daily routines imagining yourself
to be member of a group of astronauts on Mars.

English.
 CLIL: using in English ideas from Geography and History.

Recognising and presenting Recognise and use a limited LC
vocabulary connected with daily repertoire of common SCS
routines and with leisure and free vocabulary about daily routines
time activities. and leisure and free time
activities orally and in writing.
Practice using and forming Understanding and using

expressions with Present simple functions and meanings
(affirmative and negative; Yes/No associated with basic syntactic
Questions and Wh- Questions) and structures.
adverbs of frequency.
habitual communication
Using expressions which encourage functions: giving information
LC
oral interaction. about daily routines and about
CD
the leisure and free time SCS
activities you do, asking for LL
information about activities and
timetables at a gym, and write
posts for a blog.
Correct mistakes found.

Recognising Spanish-speakers'
English.
Practise pronouncing the sounds Recognise and pronounce and
/s/, /z/ and /Iz/. write the sounds /s/, /z/ and /Iz/.
LC
intonation.
Listening to the description which a Use the subject, general LC
young woman gives about her daily meaning and main information CD
routine, what three young people and ideas from the text in short, SCS
from different parts of the world say simple texts with visual and
they do at that time of day, a young audio support.
person's post about his/her family in
his/her blog, a conversation
between a teacher and two students
about activities and sports they do
after school and at the weekend, a
text about the Jewish celebration of
coming of age, a conversation
between a young woman asking for
information and a receptionist at a
gym, and four videos.
Reading descriptions of different

young people and a girl swimmer
about her daily routines, what three
young people from different parts of
the world say they do at that time of
day, a young person's post about
his/her family in his/her blog, a text
about the Jewish celebration for
coming of age, an information panel
about things available at an
activities centre, a text about a
British boarding school and a text
and a graph about the planet Earth,
and a questionnaire.
Debate with classmates about Finding out about and using

celebrations which take place in basic Sociocultural and
other countries to symbolise coming sociolinguistic aspects such as LC
of age. celebrations which take place in SCS
other countries to symbolise
coming of age.
Giving information about daily Producing short,
routines and moments of the day in comprehensible oral texts which
which certain activities are done, give, request and exchange
about types of work which children information.
can do in our country, about which
LC
activities they prefer to do after
SCS
school or at the weekend, about MSCT
celebrations for coming of age,
about activities and timetables in a
gym or similar place, about a planet
and about NASA.
Work on texts planning a birthday Write brief, simple texts and

party, comparing your own routine with clear structures about
with that of other young people, everyday matters or subjects of
writing a post for a blog talking interest. LC
CD
about daily routines, describing
LL
what usually happens at birthday SCS
parties, giving information about SIE
NASA and talking about daily
routines imagining you are member
of a group of astronauts on Mars.
UNIT 4 SCHOOLDAYS
1 Contents
 Listening to and understanding an article about kung fu.

 Listening to and understanding a text about a school without obligations or
restrictions.
 Listening to and understanding a student's comments about his/her performing arts
school.
 Listening to and understanding an interview about academic education at home.
 Listening to and revising comments in a forum about the subject Food Technology.
 Listening to and understanding a conversation between a young foreigner and the
receptionist at a school.
 Listening to and understanding videos: 1.1. Short documentary about daily routines
in a Chinese kung fu school; 1.2. Describing a South African student's school day;
1.3. Eight young people spelling their name; 1.4. Constructing a cart based on a
model by Da Vinci.
 Listening to and understanding of a conversation about drawing tools.
 Exchanging information in pairs about martial arts.

 Reading to the class the routine of a school you go to learn an extra curricular
activity (eg., yoga, music…).
 Presentation to the class of the information found about a martial art and about
South Africa.
 Oral interaction in pairs with questions and answers about what each person is able
to do or has permission to do.
 Oral interaction in pairs with questions and answers about areas or school subjects.
 Oral interaction in pairs discussing whether a statement is valid for each person
and, if not, correcting it.
 Oral interaction in pairs with questions and answers about degrees of preference or
taste for certain things.
 Oral interaction in pairs in which clarifications are requested and given about the
spelling of names and surnames, and address and about date of birth.
 Reading and understanding an article about kung fu.

 Reading and understanding a text about a school without obligations or restrictions.
 Reading and understanding comments in a forum about the subject Food
Technology.
 Reading and understanding a text about Eton College, an English private school.
 Reading and understanding e-mails in which information is requested and given
about school for a class project.
 Reading and understanding the e-mail to a friend about his/her new school.
 Reading and taking in phrases and contents for writing a text: an e-mail about our
school.
 Describing the school basing yourself on a plan of it.

 Describing daily routines in a school to learn an extra curricular activity.
 Making a poster or a presentation about a martial art.
 Writing sentences about favourite places at school and when you go to them.
 Writing sentences about what the perfect school would be.
 Writing information about a South African student's school day.
 Write information gathered information about South Africa.
 Writing opinions about a private British school.
 Writing an e-mail giving information about our school using informal language.
 Using expressions to clarify information: So, your name is …, is that right? / Yes,
that’s right. / How do you spell that? / Sorry? / Can you repeat that, please? / Of
course.
 Expressing degrees of taste or liking for activities or things (using love, like and
hate).
 Explaining personal information: spelling name and surnames, and address, and
clarification about date of birth.
 Writing an e-mail about school in informal language.
Vocabulary:
 Places at a school: canteen / IT room / playground / school shop / gym / reception /

science lab / library / assembly hall / art room.
 School subjects: Science / Geography / Maths / ICT / PE / History / French /
English / Music.
 Tools and ideas connected with drawing: drawing tools / coloured pencils /
compass / ruler / drawing board / felt-tip pens / paper / pencils / set square / T-
square / angles / circles / colour / straight / parallel.
 The verb can to express ability and permission.

 Verbs to express taste or preference: love, like, don´t like, hate + -ing / like, love,
hate + object pronoun.
 Subject pronouns (I / you / he / she / it / we / you / they) and object pronouns (me /
you / him / her / it / us / you / them).
 Recognising, contrasting and the correct pronunciation of the verb can in affirmative
(/kƏn/) and in negative (/ka:nt/).
Classroom language:
 Look at the plan of a secondary school. Which places have you got in your school?
 Match the sentences with the places on the plan.
 Work with a partner. Draw a simple plan of your school. Describe your school using
the plan. / Answer the questions. / Ask and answer questions about the things
in… / Are the sentences in… true for you? / Ask and answer questions with the
things in the box. / Watch the teenagers answering the question ‘How do you spell
your name?’ Answer the question for you. / Practise the conversation in…
 Read and listen to the text about the kung fu school. Where do the students do
their exercises?
 Read the text again. Are these sentences true or false? Correct the false
sentences.
 Look at the table. Choose the correct options.
 Listen and check.
 Complete the sentences with can or can’t.
 Put the examples into the correct column in the table.
 Look at the New Bank School website. How is New Bank different from your
school?
 Listen to Tom talking about the school. What’s his favourite class?
 Listen again. Complete the sentences.
 Match the school subjects in the box with the pictures.
 Look at the table. Complete the sentences with…
 Look at the table. Read the text. Which pronouns in bold are …
 Choose the correct pronouns.
 Look at the table. Replace the words in bold with the correct object pronouns.
 Read and listen to the question and answers on the forum. Complete the
sentences with
 Read the forum again. Answer the questions.
 Listen and repeat the words and phrases in the Functions box. Translate them into
your language.
 Change the words in bold in the conversation in Exercise 1. Use the information
below. Practise the conversation with a partner.
 Read Günter’s e-mail and Anna’s reply. Is Anna’s school similar to your school?
How is it different?
 Find examples of the informal language in Anna’s e-mail in…
 Read Anna’s e-mail again. Make notes on the things in the Look at Content box.
 Plan your e-mail about your school. Use the list in the Look at Content box and
make notes.
 Writing your e-mail. Use your notes from … and the language below to help you.
Writing at least 80 words.
 Reading phrases and contents to write an e-mail with informal language about
school.
 Revise and correct Spanish speakers' typical mistakes: a) can is not followed by to;
b) Maths is singular, not plural.
 Using a diagram of symbols to recognise the degree of preference or taste implied
in the use of different verbs (love, like, don’t like and hate).
 Finding out about martial arts in general and kung fu in particular.
 Finding out about other types of schools (a performing arts school and an English
private school) and different school subjects from those in our educational system
(Food Technology).
 Finding out about young South African student's typical school day.
 Respecting other people's tastes and preferences (activities, school subjects…).
2 Competences
LISTEN
Understanding the main points and some Listening to a student's comments about
details of oral messages, either live or in his/her performing arts school.
recordings.
Understanding the most important things in Listening to an interview about academic
daily transactions and tasks and in formal and education at home, comments in a forum
informal conversations. about the subject Food Technology, a
conversation between a young foreigner and
the receptionist at a school and a
conversation about drawing tools.
Identifying the main ideas and information in Listening to an article about kung fu.
presentations, talks, explanations and the Listening to a text about a school without
news. obligations or restrictions.
Watch four videos: 1.1. Short documentary
about daily routines in a Chinese kung fu
school; 1.2. Describing a South African
student's school day; 1.3. Eight young
people spelling their name; 1.4. Constructing
a cart based on a model by Da Vinci.

rhythm and intonation in various contexts and verb can in affirmative (/kƏn/) and in negative
identify what they want to communicate. (/ka:nt/).
TALK / CONVERSE
reply to simple questions which can be asked gathered about a martial art and about South
about your presentations. Africa.
Reading to the class the routine of a school
you go to learn an extra curricular activity
(eg., yoga, music…).
Take part correctly in daily transactions and Oral interaction in pairs in which clarifications
tasks. are requested and given about the spelling of
names and surnames, and address and
about date of birth.
Take part correctly in daily transactions and Exchanging information in pairs about martial
tasks. arts.
Take part correctly in conversations using Oral interaction in pairs with questions and
simple structures and clear pronunciation. answers about what each person is able to
do or has permission to do.
Oral interaction in pairs with questions and
answers about areas or school subjects.
Oral interaction in pairs discussing whether a
statement is valid for each person and, if not,
correcting it.
Oral interaction in pairs with questions and
answers about degrees of preference or
taste for certain things.
READING

text: e-mail for giving information about
school.
Understanding the general meaning and Understanding a text about a school without
specific details of texts in different formats obligations or restrictions.
Fact.
Understanding what three young people in
different parts of the world say they do at that
time of day.
Understanding the main points of messages Comments in a forum about the subject
and correspondence, formal and informal, in Food Technology.
different formats. E-mails in which information is requested
and given about the school for a class
project.
E-mail to a friend about his/her new school.
Understanding the main ideas in newspaper, Reading and understanding an article about
literary and fictional texts in different formats. kung fu.
Valuing reading as a source of pleasure and Reading a text about Eton College, an
knowledge. English private school.
WRITING
Using production strategies for writing simple Writing sentences about what the perfect
texts. school would be.
Writing information about a South African
student's school day
Filling in forms, questionnaires or printed Writing sentences about favourite places at

pages with personal information. school and when you go to them.
Writing opinions about a private British
school.
Writing sentences about tastes using the
verbs love, like and hate.
Writing notes, messages, adverts, posts and Writing an e-mail giving information about our
short, formal and informal correspondence school using informal language.
with simple, relevant information.
Writing texts using appropriate vocabulary, Describing the school basing yourself on a
spelling, punctuation and correct formats and plan of it.
correct structures. Describing daily routines in a school to learn
an extra curricular activity.
martial art.
Writing information about South Africa.
competences.
Putting in order and classifying data following Using some mathematical/geometrical
criteria. knowledge on the drawing.
Valuing and following healthy habits. The importance of having a balanced diet.
Digital competences
Obtaining information from the Internet for Looking for information about martial arts
carrying out tasks in English. and about South Africa.
Give short presentations and projects in Preparing a material (poster, presentation…)

English using different formats and digital for giving the class information about a
tools. martial art.
Using ITC for starting social relationships with Read and practise posts for a blog.
students in other countries. Read and practise writing e-mails.

Interacting politely and attention valuing and Expressing individual preferences/tastes and
respecting classmates' opinions, tastes and respect those of others.
Understanding and valuing the use of English Giving information about preferences and
for communicating with other people and to tastes.
find out about other cultures. Asking for clarifications and/or repetition of
personal data.

Using artistic techniques and items to prepare Making a poster or a presentation.
and give presentations and projects.
Identifying cultural features of English- Knowledge of the characteristics of an
speaking countries and compare them with English private school and the tradition of
their own, showing respect and interest. these schools in the British educational
system.
Finding out about a young South African
woman's school day.
Finding out about performing arts schools
and school subjects which do not exist in our
educational system.
Learning to Learn
poster…).
writing an e-mail in which information is
given about the school using informal
language.
mistakes.
improvement.
Using a diagram of symbols to recognise the
degree of preference or taste involves the
use of different verbs (love, like, don’t like
and hate).

individually.
Plan, organise and check your work to be able Using phrases given for writing e-mail giving
to present it properly. information about our school.
3 Social awareness.
correctly.
 Accepting the preferences or tastes of others (activities, school subjects…).
Education for living together
 Respecting classmates regardless of their name and/or surnames, not using hurtful
or insulting nicknames.
Education about health
 Recognising the benefits of playing sports in general and martial arts in particular.
 Recognising the importance of a healthy diet.
cooperative.
 Geography and History: factual information about South Africa.

 Physical Education: knowledge of martial arts as a sport.
 Plastic, Visual and Audiovisual Education: drawing tools.
 Name recognise and present vocabulary connected with places at a school, school
subjects and tools or ideas connected with drawing.
 Make appropriate use of the verb can to express the ability to do something and to
express permission, verbs to express taste or preference (love, like, don´t like, hate
+ -ing / like, love, hate + object pronouns) and subject pronouns (I / you / he / she /
it / we / you / they) and object pronouns (me / you / him / her / it / us / you / them).
 Using correct pronunciation and intonation: the verb can in affirmative (/kƏn/) and
in negative (/ka:nt/).
the relevance of martial arts in China, the tradition of private schools in England
and the existence of school subjects different ours in other educational systems.
information: about martial arts and about South Africa, about routine in a school you
go to learn an extra curricular activity (eg., yoga, music…), about the spelling of
name and surnames, and address and about date of birth, about what each person
is able to do or has permission to do, about areas or school subjects, about
whether a statement is valid for each person and, if not, correcting it, and about
degrees of preference or taste for certain things.
 Understanding the main idea and specific information in oral messages: a student's
comments about his/her performing arts school, an interview about academic
education at home, comments in a forum about the subject Food Technology, la
conversation between a young foreigner and the receptionist at a school, a
conversation about drawing tools, an article about kung fu, a text about a school
without obligations or restrictions and four videos.
different types: an article about kung fu, a text about a school without obligations or
restrictions, comments in a forum about the subject Food Technology, a text about
an English private school, e-mails in which information is requested and given
about school for a class project and the e-mail to a friend about his/her new
school.
 Write brief, simple texts and with clear structures: description of school basing
yourself on a plan of it and de daily routines in a school to learn an extra curricular
activity, writing information about a South African student's school day and about
South Africa, making a presentation about a martial art, writing an e-mail in which
there is information about our school using informal language and writing
sentences about what the perfect school would be, about favourite places at school
and when you go to them and about tastes using the verbs love, like and hate.

English.
 CLIL: using ideas in English Plastic, Visual and Audiovisual Education.

Recognising and presenting Recognise and use a limited
vocabulary connected with places at repertoire of common
a school, school subjects and tools vocabulary orally and in writing LC
or ideas connected with drawing. about places at school, school
subjects and tools and ideas
connected with the drawing.
Practice using and forming the verb Understanding and using
can to express ability and functions and meanings
permission, expressions with the associated with basic syntactic
verbs for communicating taste or structures.
preference (love, like, don´t like,
hate + -ing / like, love, hate + object
pronoun) and subject pronouns (I /habitual communication
you / he / she / it / we / you / they)
functions: giving information LC
CD
and object pronouns (me / you / him
about tastes or preferences SCS
/ her / it / us / you / them).. (activities, school subjects…), LL
asking for clarifications about
Using expressions which encourage information and writing e-mails
oral interaction. in informal language.

English.
Practise pronouncing the verb can Recognising and producing LC
in affirmative (/kƏn/) and in negative orally and in writing correctly the
(/ka:nt/). verb can in affirmative (/kƏn/)
and in negative (/ka:nt/).

intonation.
Listening to a student's comments Use the subject, general
about his/her performing arts meaning and main information
school, an interview about and ideas from the text in short,
academic education at home, simple texts with visual and
comments in a forum about the audio support.
subject Food Technology, a
conversation between a young
foreigner and the receptionist at a
school, a conversation about
drawing tools, an article about kung
fu, a text about a school without
obligations or restrictions and four LC
videos. CD
SCS
Reading an article about kung fu, a
text about a school without
obligations or restrictions,
comments in a forum about the
subject Food Technology, a text
about an English private school, e-
mails in which information is
requested and given about the
school for a class project and the e-
mail to a friend about his/her new
school.
Debate with classmates about the Finding out about and using
differences between educational basic Sociocultural and
systems (schools, school sociolinguistic aspects such as
LC
subjects…). features in common with SCS
another educational system
(private schools in England,
different school subjects…).
Giving information about martial arts Producing short,
and about South Africa, about comprehensible oral texts which
routine in a school you go to learn give, request and exchange
an extra curricular activity (eg., information.
yoga, music…), about the spelling
of names and surnames, and
addresses and date of birth, about LC
what each person is able to do or SCS
has permission to do, about areas MSCT
or school subjects, about whether a
statement is valid for each person
and, if not, correcting it, and about
degrees of preference or taste for
certain things..
Work on a description of school Write brief, simple texts and
basing yourself on a plan of it and with clear structures about
de daily routines in a school to learn everyday matters or subjects of
an extra curricular activity, writing interest.
information about a South African
student's school day and about
LC
South Africa, a presentation about a
CD
martial art, an e-mail giving SCS
information about our school using SIE
informal language, and writing
sentences about what the perfect
school would be, about favourite
places at school and when you go
to them, and about tastes using the
verbs love, like and hate.
UNIT 5 FOOD, FOOD, FOOD!
1 Contents
 Listening to and understanding a text about Bento Boxes or Japanese take-away

food.
 Listening to and understanding videos 5.1. A Japanese fisherman catching tuna;
5.2. Presentation about a man taking packaged food (Dabbawallas); 5.3.
Presentation about an adolescent asking the question, What do you normally eat?
5.4. Presentation about chameleons in Spain and in Madagascar.
 Listening to and understanding of a conversation in which a young woman asks for
food in a café.
 Listening to and understanding an article about different options for having lunch at
school in Great Britain.
 Dictating sentences.
 Listening to and understanding of a conversation between three young people
about restaurants.
 Listen to information about different types of climate in Spain.
 Exchange of personal information in pairs about food timetables

 Interaction in pairs to talk about food they like and food they usually eat.
 Oral interaction in pairs talking about what they eat and whether they prefer a hot
dish or food brought from home.
 Oral interaction in pairs about your opinion about take-away snacks and food.
 Oral interaction in pairs in which describe food in a cupboard.
 Oral interaction in pairs in which students have to guess the food in the fridge.
 Oral interaction in pairs in which students ask each other if there is a dinning room
at school and if they think it is a good idea.
 Describe in pairs what they normally eat at lunchtime.
 Oral interaction in pairs repeating a conversation asking for food in a café.
 Exchanging information about food in other countries.
 Reading and understanding a text about Japanese Bento Boxes or food brought
from home.
 Reading and understanding sentences about food in Japanese Bento Boxes.
 Reading and understanding an article about a special event.
 Reading and taking in phrases and contents for writing a text: a special event.
 Reading a text about pizza.
 Reading a text about a traditional celebration in Greece.
 Reading questions for checking information needed for writing a text about a
special event.
 Reading and understanding a text about food in Spain by regions.
 Writing a diary with the fish eaten in a week.

 Students write about river or sea fishes where they live.
 Students describe their perfect food for taking from home.
 Writing about school meals in Great Britain.
 Students gather information to write about a special event.
 Guided writing about a special event.
 Choosing a/ an, some and any to write sentences.
 Writing about a traditional celebration in another country.
 Writing a magazine article about a traditional celebration.
 Writing a text about food made in other parts of the world.
 Play at guessing food in a fridge.

 Giving information about food you have or do not.
 Taking an interest in what other people eat.
 Asking for food in a café.
 Giving information about food from the country and in other countries.
 Ask questions.
 for expressing opinions
 Give information about British adolescents' eating habits.
Vocabulary:
 Food and drink: potatoes /oranges/olives / bread / tomatoes/ cheese/ crisps/ meat /
biscuits / eggs / carrots / milk / bananas / fizzy drinks / water.
 Take-away food and snacks; pizza/ ice-cream / chips/ burger / milkshake/ hot
chocolate / hot dog / sandwiches / fruit juice.
 Time connectives: Before / then /after that.
 Words for asking and expressing quantity: How much? / How many? / a lot / many /
much.
 Countable and uncountable nouns.
 There is / There are, some y any.
 Recognising, contrasting, correct pronunciation and intonation in closed questions

(Yes-No questions)
Classroom language:
 Look at the infographic and match the food and the drinks words in the box with the
pictures.
 Look at the four meals…
 Look at the photos.
the questions.
 Look at the table.
 Complete the text with …
 Listen to...
 Plan your article about. Use the list in the Look at Content box and make notes.
 Writing your article. Use your notes from… and the language below to help you.
 Do the puzzle quiz. Circle the correct answers.
 Circle the correct words…
 Plan your menu for tomorrow.
 Writing the foods in the box on the menu…
 Put the dishes into the categories.
 Translate the sentences into your language.
 Choose a traditional celebration from a different country to write about.
 Writing a magazine article.
 Reading Be Curious activity to stimulate interest.

 Drawing of a fridge and its contents to revise food vocabulary.
 Play at guessing the food there is in a fridge.
 Linking countable and uncountable nouns with is or are.
 Reading the Fact box to create cultural consciousness.
 Repeat dialogues and conversations.
 Revise and correct Spanish speakers' typical mistakes: leaving out the article to
talk in general
 Doing word games: letter soup, words snake.
 Recognising the existence of different options and cultural customs linked with
food, equally valid for all of them.
 Finding out about the Hindu figure called Dabawalla.
 Valuing the importance of special celebrations with family and friends.
2 Competences
LISTEN
Understanding the main points and some Listening to information about food for taking
details of oral messages, either live or in from home in Japan.
recordings.
Understanding the most important things in Listening to a conversation between three
daily transactions and tasks and in formal and young people about what they are going to
informal conversations. eat and where. Listening to a conversation in
a café in which a young woman asks for
food.
Listening to three young people talking about
a restaurant.
Identifying the main ideas and information in Listening to a text about different options for
presentations, talks, explanations and the having lunch at a British school.
news. Watch four videos: 5.1. Presentation about a
Japanese fisherman catching tuna; 5.2.
Presentation about a Dabbawalla's working
life; 5.3. Short presentation about adolescent
asking what he/she usually has for lunch;
5.4. Presentation about growing rice in Long
Shen, China.
Distinguishing sound characteristics, accent, Giving questions correct intonation.
rhythm and intonation in various contexts and
TALK / CONVERSE
reply to simple questions which can be asked obtained about river or sea fish close to
about your presentations. where you live.
Take part correctly in daily transactions and Oral interaction in pairs for talking about
tasks. meals students like and often eat.
tasks. about where they have lunch and whether
they prefer hot food or food brought from
home.
Interaction in pairs to ask for and get food.
Take part correctly in conversations using Oral interaction about food which
simple structures and clear pronunciation. students normally have for lunch.
Oral interaction in groups about restaurants.
READING

text: an article about a special occasion.
Understanding the general meaning and Understanding a text about Japanese food.
specific details of texts in different formats Understanding extra information marked as
Fact.
Understanding an article about pizza.
Understanding an article about a special
occasion.
Understanding the main ideas in newspaper, Understanding an article about Bento boxes
literary and fictional texts in different formats. in Japan.
Valuing reading as a source of pleasure and Understanding a text about a special

knowledge. celebration.
WRITING
Using production strategies for writing simple Writing sentences about food. Complete
texts. sentences using names of foods.
Replace the words in bold with others of your
own choice.
Organizing writing using time connectives.
Organizing writing using notes taken
previously.
Following a guided scheme for writing.
Checking what has been written.
Filling in forms, questionnaires or printed Complete sentences giving information about
pages with personal information. food you have or do not.
Do a questionnaire about food.
Writing notes, messages, adverts, posts and Rewriting correct sentences in an article
short, formal and informal correspondence about school food in Great Britain.
with simple, relevant information. Writing a menu.
Writing texts using appropriate vocabulary, Writing a text about the perfect container for
spelling, punctuation and correct formats and carrying food.
correct structures. Writing about a celebration in another
country.
Writing a magazine article about a traditional
celebration.
Writing an article about a special event or
celebration.

competences.
Putting in order and classifying data following Putting parts of a sentence in order paying
criteria. attention to syntax.
Putting the dishes into categories: meat,
greens and dessert.
Interpret and show simple statistical data on
graphs and tables.
Solving puzzles, crosswords and guessing Doing word games.
games. Doing a questionnaire about food.
Respect nature and animals in the
environment.
Identifying the most relevant environmental

problems and connecting them with causes
Apply strategies using methods from
scientific research.
Digital competences
Obtaining information from the Internet for Looking for information about Dabbawallas.
carrying out tasks in English. Looking for information about sea or river
fish close to where you live.
Give short presentations and projects in Presentation about food made in other parts
English using different formats and digital of the world and the influence of the climate.
tools.
Understanding and valuing the use of English Giving information about tastes about food,
for communicating with other people and to type of food and the school dinning room.
Taking an interest in and respecting the Finding out about customs for celebrating a
customs, rules and values of countries in special event, the Japanese fisherman's
which foreign languages are spoken. activities, Dabbawalla, the type of school
food in Great Britain.

Using artistic techniques and items to prepare Design the perfect food box.
and give presentations and projects. Draw a fridge with food.
Using visual material for writing about a
special event.
Identifying cultural features of English- Finding out about the life of the Dabbawallas
speaking countries and compare them with in India.
Identifying different forms of cultural Recognising cultural differences connected
expression and showing an interest in with food in Japan and Great Britain.
widening knowledge.
Learning to Learn
and compiling information).
Take in and use phrases learned for writing a
text about a special event.
mistakes.
improvement.
Draw perfect fridge and food box for revising
food vocabulary.

individually.
Plan, organise and check your work to be able Using phrases given for writing short texts.
to present it properly.
3 Social awareness
correctly.
 Accepting others' tastes and preferences in food
 Showing an interest and give constructive criticism about work (drawings,
 Respecting and valuing boys' and girls' tastes and preferences in food equally.
 Recognising that both boys and girls take an interest in food and that it is a social
act.
 Recognising that both boys and girls take an interest in the influence of the climate
on food.
 Respecting classmates regardless of the type of food they eat and their customs
with regards to food, understanding that no one model is better than another.
cooperative.
 Geography and Climate: Listening to and reading information about different types
of climate in Spain. Understanding the influence of the climate in agriculture and
compare Spanish products with those in other countries.
 Name recognise and present vocabulary connected with food and drinks;
adjectives for describing people.
 Expressing tastes about food, and whether students prefer home cooking or fast
food.
 Giving questions correct intonation.
 Making appropriate use of there is, there are (negative form, affirmative form and
contractions).
 Making appropriate use of a/an, some and any.
 Ask questions with How much/ many.
 Distinguishing and using much, many, a lot of.
a Japanese fisherman catching tuna, the life of a Hindu Dabbawalla, an American
family's special celebration, school food in different countries and in ours.
information: information about food, preferences about the type of school food,
information about what you have and do not have in the fridge. Place an order in a
café.
different types: Listening to information about food for taking from home in Japan.
Listening to a conversation between three young people about what they are going
to eat and where they are going to eat. Listening to a conversation in a café in
which a young woman asks for food.
 Write brief, simple texts and with clear structures about an event or
 special celebration. Students write a text about the perfect container for food.

English.
 CLIL: using ideas in English in Geography and Climate.

Recognising and presenting
Recognise and use a limited
vocabulary connected with food and repertoire of common
LC
drinks, countable and uncountable vocabulary about food and drink
SCS
nouns, many, much, many, a lot of, orally and in writing, food
some and any. options at school, preferences
about food.
Practise pronunciation and Recognise and pronounce and
LC
intonation for questions. write correctly
SCS
Use correct pronunciation and LL
intonation.
Listening to la information about food Use the subject, general
for taking from home in Japan. meaning and main information
Listening to a conversation between and ideas from the text in short,
three young people about what they simple texts with visual and
are going to eat and where they are
audio support.
going to eat. Listening to a
conversation in a café in which a LC
young woman asks for food. Listening
to a text about different options for
eating at a British school. And
watching four videos.
Reading a text about Japanese
food.
Understanding extra information
marked as Fact. LC
Understanding an article about a SCS
special occasion.
Debate with classmates about what Finding out about and using
they eat usually and what type of basic Sociocultural and
LC
food they have for lunch at school sociolinguistic aspects such as SCS
and where they eat. different school food options
and types of food
Talk about the food available and Producing short,
not available. Ask and answer comprehensible oral texts which
questions about food habits and give, request and exchange
favourite foods, about fast food and information.
favourite snacks. Students LC
exchange information about SCS
whether there is a dinning room at
school and whether it is a good idea
to have one.
Work on texts about the perfect food Write brief, simple texts and LC
container, about a Japanese person with clear structures about CD
fishing, about a special event. everyday matters or subjects of LL
interest. SCS
SIE
UNIT 6 ANIMAL WORLD
1 Contents
 Listening to and understanding a questionnaire about animals.

 Listening to and understanding a text about crocodiles.
 Listening to and understanding four conversations about zoo animals.
 Listening to and revising a text about renting pets in the USA.
 Listening to and understanding a text about the help huskies give the Inuit.
 Listening to and understanding videos: 6.1. Shows some scientists exploring the
ocean looking for sharks; 6.2. Talks about how animals and man live together in the
same places; 6.3. Some adolescents talk about whether they like going to
museums or not; 6.4. A description of chameleons.
 Listening to and understanding an interview with a man with an unusual job.
 Understanding the contents of a dictation.
 Listening to and understanding a text about vertebrates.
 Reading the description of an animal to all the class.

 Oral interaction in pairs in which students answer questions about pets and about
unusual habits.
 Oral interaction in pairs in which questions about the zoo are answered.
 Oral interaction in pairs in which questions are answered about what the people
and animals in the photos are doing.
 Reading de the description of an animal in your country's life.
 Oral presentation of your work about species in danger.
 Exchanging information about different areas in a science museum.
 Oral interaction in pairs in which talking about other animals which help people.
 Oral interaction in pairs in which one person describes an animal and the other
guesses it.
 Oral presentation of a data sheet about a reptile.
 Explaining the information gathered in the poster about three national animals.
 Reading and understanding a survey about animals.

 Reading and understanding a piece of news about crocodiles in a zoo.
 Reading and understanding a text about pets.
 Reading and understanding a description of a hippopotamus.
 Reading and taking in sentences and contents for writing a text: the description of
an animal.
 Reading and understanding a dialogue about animals of prey and parrots in a zoo.
 Reading and understanding a text about bears.
 Reading and understanding a text about a dog called Snoopy.
 Reading and understanding clues for a crossword.
 Reading and understanding a letter in which a girl talks about a hospital for wild
animals.
 Reading and understanding of information about different vertebrate animals.
 Reading and understanding the description of flamingos, tigers and ants.
 Complete sentences using present continuous and simple present.

 Describing an invertebrate animal.
 Describing investigations done by people pretending to be famous scientists.
 Writing a presentation about sharks.
 Writing contents of a presentation about a species in danger.
 Describing the habits of an animal in your country.
 Complete sentences using the animals and actions in the boxes.
 Writing the description of an animal following the steps given.
 Complete sentences using verbs of action.
 Writing a sentences about what is happening in class at the moment of speaking.
 Writing a description of your favourite pet.
 Writing the description of a type of chameleon.
 Writing what you have learned about bears.
 Writing a dictation.
 Writing a data sheet about the reptile of your choice.
 Writing texts for a poster about three native animals in your country.
 Describe the physical characteristics of an animal using have got (affirmative,

negative, contraction, interrogative and in short answers)
 Ask a classmate for information about animals using wh- questions.
 Ask a classmate for information about animals using Yes or No questions.
 Ask for reasons for something using why? and why not?
 Expressing the activities carried out frequently and those being carried out at the
moment of speaking both in affirmative and negative and interrogative, knowing
how to use contractions and give short answers.
 Expressing actions with verbs of movement.
 Asking for information: Could I have….?, can I help you?, Excuse me, where are
the toilets.
 Answer a request for information: It’s on the second floor, they are over there.
Vocabulary:
 Names of animals: bird, cat, cow, dog, elephant, fish, frog, giraffe, gorilla, horse,
kangaroo, lion, monkey, pig, seal, polar bear, shark, sheep, spider, tiger, zebra,
mouse, frog, flamingo, ant.
 Verbs which describe actions: jump, hunt, swim, hide, fly, escape, fight.
 Animals' internal and external parts: backbone, fur, lungs, smooth skin, scales,
feathers, wings, gills, fins, claw, whiskers, tail, paws.
 Adjectives and their opposites used to describe animals partially or completely.
 Present continuous (affirmative, negative, questions and short answers).

 Simple present vs present continuous.
 Recognising, comparing and pronouncing the sounds /b/ and /v/.
Classroom language:
 Look at the ….(animals in the box, at the photos)… Which animals are in the
picture.
 Put the words in the right column and in order.
 Invent…, describe…,
 What animals can you see,
 Find out about……
 Writing questions for the answers.
 Work with a partner. Answer the questions.
 Complete the rules with present simple or present continuous.
 Listen again.
 Look at the pictures of a zoo. How many different animals can you see?
 Choose the correct option.
 Are the sentences true for you. Compare with a partner. Cover the text in…..
 Read the text [again]. Are these sentences true or false? Correct the false
sentences.
 Can you think of any other examples of “working animals”? How do they help
people?
 Practise the conversation in exercise…..
 Change the words in bold in the conversation. Use the information below. Practice
the conversation with a partner.
 Match the information with the paragraphs.
 Put the words in the correct order to make sentences.
 Find and correct mistakes.
 Match the sentences.
 Read and listen to the text. Think of another example for each animal group.
 Use the Internet, books or magazines to find information about them.
 Find photos of the animals. Make a poster with the photos and the information of
each animal.
 Present your poster to the rest of the class.
 Find more animals in the wordsnake.
 Writing the animals in the box next to the correct definitions.
 Complete the sentences with your own ideas.
 Check the meaning of these words in a dictionary. Then label the cat.
 Listen again and circle the correct options.
 What new things do you learn about black bears in the text? Write them in your
notebook.
 Rewrite the sentences with the adjectives in the correct place.
 Match the adjectives in the box with their opposites.
 Use the clues to complete the crossword.
 Listen again. Correct the sentences.
 Complete the conversation with the missing words. Circle the correct options.
 Who says each phrase, the customer or the receptionist?
 Writing the plural forms of these nouns.
 Reading phrases and contents to write the description of an animal.

 Using category tables to organise the vocabulary learned or the information worked
with.
 Using class mistakes for all students to learn from.
 Finding out about some animal species' lives and their importance in society.
 Recognising the importance of scientists in our society.
 Finding out about people and animals living together in India.
2 Competences
LISTEN
Understanding the main points and some Listening to a text about crocodiles. Listening
details of oral messages, either live or in to a text about renting pets in USA.
recordings. Understanding information about the help
which huskies give the Inuit.
Understanding a text about different types of
vertebrate animals.
daily transactions and tasks and in formal and young people about animals in a zoo, a
informal conversations. conversation between a young woman
asking for information in a museum.
Interviewing a man with an unusual job.
Identifying the main ideas and information in Listen to a survey about animals.
presentations, talks, explanations and the Watch four videos: 1.1. Story about some
news. scientists who investigate the ocean and find
a shark; 1.2. Talk about animals and people
living together in India; 1.3. Some
adolescents why they like or do not like
museums.
; 1.4. A look at the different types of
chameleons which live in Spain and in
Madagascar.
Distinguishing sound characteristics, accent, Identifying and pronouncing the sounds

rhythm and intonation in various contexts and correctly: /b/ and /v/.
TALK / CONVERSE
Give short, rehearsed oral presentations, and Reading the description of an animal.
reply to simple questions which can be asked Reading the description of a national animal.
about your presentations. Presentation of the work about species in
danger.
Presentation of the data sheet about a
reptile.
Presentation of the poster about three
national animals.
Take part correctly in daily transactions and Exchanging information about different areas
tasks. in a science museum.
Guess in pairs the animals which each
member describes.
Take part correctly in conversations using Oral interaction in pairs: answering questions
simple structures and clear pronunciation. about pets and unusual habits; answering
questions about the zoo; giving information
about what people are doing and the animals
in the photos; giving information about other
animals which help people.
READING

text: the description of an animal.
Understanding the general meaning and Understanding questions in a survey about

specific details of texts in different formats animals.
Understanding a piece of news about
crocodiles in a zoo.
Understanding information about pets.
Fact.
Understanding a description of a
hippopotamus.
Understanding a text about bears.
Understanding something said about a dog
called Snoopy.
Understanding a letter in which a girl talks
about a hospital for wild animals.
Understanding information about
vertebrates.
Understanding the description of flamingos,
tigers and ants.
Valuing reading as a source of pleasure and Understanding a text about the help huskies
knowledge. give the Inuit.
WRITING
Complete sentences using simple present
and present continuous.
Using production strategies for writing simple Writing sentences about what is happening
texts. in the classroom.
Answer open questions about zoos.
Describing an invertebrate animal.
Complete sentences using verbs of action.
List a national animal's habits.
Writing a data sheet about the reptile of your
choice.
Writing a short piece of information about
what has been learned about bears.
Describing your favourite pet.
Writing texts using appropriate vocabulary, Describing an invertebrate animal.

spelling, punctuation and correct formats and Describing investigations carried out after
correct structures. pretending to be famous scientists.
Writing a presentation about sharks.
Writing contents of a presentation about
species in danger.
Describing an animal.
Writing the description of a type of
chameleon.
Writing what you have learned about bears.
Writing the description of a type of
chameleon.
competences.
Putting in order and classifying data following Writing what had been leaned about bears
criteria. after reading the text.
Using the information from a map of a
museum in a conversation.
Connect characteristics with each type of
vertebrate.
Solving puzzles, crosswords and guessing Doing a crossword and a quiz
games.
.
Digital competences
Obtaining information from the Internet for Looking for information about species in
carrying out tasks in English. danger.
Looking for information about sharks.
Looking for more information about reptiles.
Looking information about three national
animals.
Give short presentations and projects in Preparing a power point/poster about
English using different formats and digital species in danger.
tools. Preparing a power point/poster about sharks.
Preparing a power point/poster about
reptiles.
Preparing a power point/ poster with
information about three national animals.
Understanding and valuing the use of English Giving information about your favourite pet.
for communicating with other people and to Talking about whether they like visiting
find out about other cultures. museums or not.

Using artistic techniques and items to prepare Make drawings, posters or power points for
and give presentations and projects. presentations.
Identifying cultural features of English- Recognising some US citizens' passion for
speaking countries and compare them with renting pets as they do not have time to look
their own, showing respect and interest. after them.
Identifying different forms of cultural Finding out about certain animals and people
expression and showing an interest in living side by side in India.
widening knowledge.
Learning to Learn
poster…).
writing the description of an animal.
mistakes.
improvement.
Categorize vertebrate animals by their
characteristics.

individually.
Plan, organise and check your work to be able Using phrases given for describing an
to present it properly. animal.
3 Social awareness.
correctly.
 Respecting classmates regardless of the type of family they belong to,

understanding that no model of family is superior to any other.
cooperative.
 Natural Sciences: Information about the characteristics and ways of life of animals
and knowledge of different parts of their anatomies.
 Name, recognise and present vocabulary connected with animals, their habits, way
of life and physical characteristics.
 Make appropriate use of simple present and present continuous (negative form,
affirmative form, interrogative form, in short answers and in contractions).
 Use correct pronunciation and intonation: sounds /b/ and /v/.
some US citizens' passion for renting pets as they do not have time to look after
them.
information: students answer questions about pets and about unusual habits.
Answering questions about what people are doing and the animals in the photos.
Exchanging information about different areas in a science museum. Giving
information about other animals which help people. Oral interaction in pairs in
which one person describes an animal and the other guesses it. Oral presentation
of a data sheet about a reptile.
 Understanding the main idea and specific information from oral messages: a
questionnaire about animals, a text about crocodiles, four conversations about zoo
animals, a text about renting pets in USA, information about the help which huskies
give the Inuit, a text about vertebrates
different types: a survey about animals, a piece of news about crocodiles in a zoo,
a text about pets, a description about a hippopotamus, a text about bears, a letter
in which a girl talks about a hospital for wild animals.
 Write brief, simple texts and with clear structures: Describing an invertebrate
animal. List a national animal's habits. Writing a data sheet about the reptile of your
choice. Writing a short piece of information about what has been learned about
bears.

English.
 CLIL: using ideas in English in Natural Sciences.

vocabulary connected with animals, repertoire of common LC
their habits, way of life and physical vocabulary about animals, their SCS
characteristics. habits, way of life and physical
characteristics.
Practice using and forming simple Understanding and using
present and continuous (in functions and meanings
affirmative form, negative, associated with basic syntactic
interrogative, contractions and short structures.
answers.
Using expressions which encourage functions: describing animals,
oral interaction. talking about what the animals LC
in an illustration are doing, SCS
describing their habits and LL
physical characteristics.
English.
Practise pronouncing the sounds /b/ Recognise and pronounce and
and /v/. write the sounds /b/ and /v/.
LC
intonation.
Listening to a questionnaire about Use the subject, general LC
animals, a text about crocodiles, meaning and main information SCS
four conversations about zoo and ideas from the text in short,
animals, a text about renting pets in simple texts with visual and
the USA, information about the help audio support.
huskies give the Inuit, a text about
vertebrates and four videos.
Reading a survey about animals, a

piece of news about crocodiles in a
zoo, a text about pets, a description
about a hippopotamus, a text about
bears, a letter in which a girl talks
about a hospital for wild animals.
LC
basic Sociocultural and SCS
sociolinguistic aspects such as
Answering questions about pets Producing short,
and about unusual habits. comprehensible oral texts which
Answering questions about what give, request and exchange
people are doing and the animals in information.
the photos. Exchanging information
about different areas in a science
LC
museum. Giving information about SCS
other animals which help people.
Oral interaction in pairs in which
one person describes an animal
and the other guesses it. Oral
presentation of a data sheet about a
reptile.
Write brief, simple texts and
Work on a survey about animals, a with clear structures about
piece of news about crocodiles in a everyday matters or subjects of
zoo, a text about pets, a LC
interest.
LL
description of a hippopotamus, da
SCS
text about bears, a letter in which a
girl talks about a hospital for wild
animals.
UNIT 7 TOWNS AND CITIES
1 Contents
 Listening to and understanding information about the city of Pompeii.

 Listen to a young person presenting a map of her city for an arts project at school.
 Listening to information about transport in the city and understanding in which
means of transport the young woman is travelling.
 Listening to and understanding spelling rules for the regular past.
 Listening to and understanding of a conversation between two friends about the
weekend.
 Listening to and understanding videos: 7.1. Presentation about the comparison
between ancient and modern Rome. 7.2. Presentation about means of transport in
Beijing, Mumbai and Tokyo; 7.3. Short self-presentation by two students in
response to the question about what they do at the weekend; 7.4. Presentation
about communication in pictures.
 Dictating sentences with was and were.
 Listening to and understanding a text about the images around us.
 Exchanging information in pairs about favourite places in a city and how, when and
who is to be seen in each place.
 Exchanging information about where two young people usually go with their friends.
 Oral interaction in pairs with suggestions for the weekend.
 Oral interaction in pairs talking about means of transport in a city and how to go to
your favourite places.
 Oral interaction in pairs talking about ruins or monuments near your city.
 Interaction in pairs to practise what there was in a drawing looked at quickly.
 Exchanging information about what you did the day before.
 Interaction in pairs talking about a journey in public transport this week and whether
it was good or bad.
 Presentation about a guidebook with a map of the city.
 Oral interaction about pictures of the school.
 Reading and understanding a text about Pompeii.

 Reading and understanding a text about a Hong Kong student's unusual trip to
school.
 Reading and understanding an e-mail with information about a city.
 Reading and taking in phrases and contents for writing a text: an e-mail about your
city.
 Reading and understanding about what the pictures aim to communicate.
 Reading and understanding a text about Covent Garden.
 Writing answers to questions about places which appear in an adolescent student's

art project.
 Writing how people travel in the cities in your own country.
 Writing information about ancient Pompeii.
 Choosing connectors to write a description.
 Writing a description of a place.
 Writing tourist guidebook with the places in the city.
 Comparing ancient Rome with modern Rome.

 Carry out suggestions.
 Accepting and rejecting suggestions.
 Using non-verbal language and interpreting pictures.
 Asking and answering questions.
 Describing places.
Vocabulary:
 Places in the city: shopping centre / museum / cinema / football stadium / bowling
alley / market / sports centre / skate park /park.
 Transport: bus stop / bike stand / bus station / car park / ferry port / train station /
tram stop.
 Was and were (affirmative, negative, interrogative and contractions).

 There was and there were (affirmative, negative, interrogative and contractions)
 Simple past of regular and irregular verbs.
 Ago.
 Recognising, contrasting and the correct pronunciation of sounds /d/ /t/ /ɪd/ in
regular simple past verbs.
 Recognising changes in spelling in regular verbs when adding –ed.
Classroom language:
the questions.
 Rewrite the sentences with the information in brackets.
 Complete the questions.
 Match the questions with the answers.
 Listen to...
 Match the words in the box …
 Look again at…
 Plan an e-mail... Use the list in the Look at Content box and make notes.
 Writing your e-mail… Use your notes from… and the language below to help you.
 Reading the Fact boxes to awaken interest in the subject.

 Look at the photos and illustrations to deduce the contents.
 Play Blankety-blank to practise grammar.
 Look at the texts in the reading text to set models for oral and written production.
 Revise and correct Spanish speakers' typical mistakes.
 Recognising the existence of different places in the city for different activities.
 Finding out about different means of transport for travelling in the city.
 Valuing the advantages and disadvantages of living in a large city.
2 Competences
LISTEN
Understanding the main points and some Listening to information about ancient
details of oral messages, either live or in Pompeii.
recordings. Listening to a young person presenting a
map of his/her city. Listening to information
about transport in the city.

daily transactions and tasks and in formal and friends
informal conversations. about the weekend.
Listening to a conversation between two
young people
taking photos.
Listening to a conversation about a weekend
journey.
I identify the main ideas and relevant Watch 4 videos: 7.1. Presentation
information in presentations, talks, about comparing ancient
explanations and pieces of news. and modern Rome. 7.2. Presentation
about means of transport in Beijing,
Mumbai and Tokyo; 7.3. Short
self-introduction by two students
in response to the question What do you do
at the weekend; 7.4.
Presentation about sculptures in
Mexico City.
Listening to information about the purpose
of pictures at school.
Distinguishing sounds, accent, rhythm and Recognising, contrasting and correctly

intonation in various contexts and identify what pronouncing the sounds /d/ /t/ /ɪd/ in the
they aim to communicate. simple past of regular verbs.
TALK / CONVERSE
Give short, rehearsed oral presentations, and Presentation about a guidebook with a
reply to simple questions which can be asked map of the city
about your presentations.
Take part correctly in daily transactions and Oral interaction in pairs talking about means
tasks. of transport in a city and how to go to your
favourite places.
Oral interaction in pairs talking about ruins or
monuments near your city.
Take part correctly in daily transactions and

Exchanging information in pairs about
tasks.
favourite places in a city and how, when and
with whom you go to them. Oral interaction
in pairs with suggestions for the weekend.
Interaction in pairs for a previously seen
drawing.
Take part correctly in conversations using Exchanging information about what you did
simple structures and clear pronunciation. the day before.
Interaction in pairs talking about a journey
on public transport this week.
READING

Identifying the communication purpose of
images at school
Taking in phrases and contents for writing an
e-mail.
Understanding the general meaning and Understanding information given by a young

specific details of texts in different formats person presenting a map.
Fact.
Understanding an e-mail.
Understanding the main ideas in newspaper, Understanding a text about Pompeii.
literary and fictional texts in different formats. Understanding a text about Covent Garden.
Understanding a text about communication
in pictures.
Valuing reading as a source of pleasure and Understanding an e-mail about a historical

knowledge. city.
WRITING
Using production strategies for writing simple Writing sentences about cities. Complete
texts. sentences using places in the city.
Replace the words in bold with others of your
own choice.
Organizing writing to introduce connectors of
addition.
Organizing writing using notes taken
previously.
Following a guided scheme for writing.
Checking what has been written.
Filling in forms, questionnaires or printed Do a cultural questionnaire using was/were.

pages with personal information. Carry out a questionnaire to find out the
means of transport which the students use.
Carry out class survey to find out about
favourite places in the city.
Writing notes, messages, adverts, posts and Writing answers to questions about places
short, formal and informal correspondence which appear in an adolescent student's art
with simple, relevant information. project.
Writing texts using appropriate vocabulary, Writing an e-mail about a historical city.
spelling, punctuation and correct formats and Writing an e-mail about a holiday city.
correct structures. Writing a work of street art.

competences.
Putting in order and classifying data following ―
criteria.
graphs and tables.
Solving puzzles, crosswords and guessing Do crosswords and letter soups.
games.
environment.

Digital competences
Obtaining information from the Internet for Looking for information for to write a
carrying out tasks in English. guidebook.
Give short presentations and projects in Preparing a guidebook.

English using different formats and digital Preparing a questionnaire about transport.
tools. Making and description of work of street art.
Understanding and valuing the use of English Giving information about the characteristics
for communicating with other people and to of the cities in the country and the different
find out about other cultures. means of transport.
Taking an interest in and respecting the Finding out about cities, places and means
customs, rules and values of countries in of transport in other countries.

Using artistic techniques and items to prepare Preparing a guidebook and presentation of
and give presentations and projects. texts about cities with photos, illustrations,
etc.
Identifying cultural features of English- Finding out about means of transport in large
speaking countries and compare them with cities in India and in a Japanese city.
their own, showing respect and interest. Finding out about places in other countries:
Covent Garden
Identifying different forms of cultural Valuing places and means of transport in
expression and showing an interest in other cities around the world.
widening knowledge.
Learning to Learn
and compiling information, making
presentations…).
Take in and use phrases learned for writing
emails.
mistakes.
improvement.
Identifying and using different strategies for Look further into the Grammar Reference
Interpret maps for finding your way in the
city.
Make vocabulary lists by subject.

individually.
Plan, organise and check your work to be able Using phrases given for writing e-mails.
3 Social awareness
correctly.
 Accepting other people's tastes and preferences (places and means of transport).
 Showing an interest and give constructive criticism about work (descriptions,
presentations, suggestions…) done by classmates.
 Respecting and valuing boys' and girls' tastes and preferences (places, means of
transport) equally.
 Recognising that both boys and girls can read maps, have preferences about
places in the city, appreciate ruins, etc.
 Respecting classmates regardless of where they live, the means of transport they
use, their interest in ancient or modern cities.
cooperative.
Arte: communication through pictures: Understanding the communication purpose of
images at a school.
 Name, recognise and present vocabulary connected with cities: favourite places
and means of transport.
 Repeat conversations giving and replying to suggestions, talking about favourite

places and means of transport.
 Making appropriate use of There was/ there were in affirmative, negative and
interrogative.
 Recognising and using the simple past of regular and irregular verbs.
 Using correct pronunciation and intonation: correctly pronouncing the ending –ed in
regular verbs with /t/ /d/ /ɪd/.
 Recognising spelling patterns for the regular past.
different places and transport in large cities.
information: information about three large cities in India, favourite places in the city,
ruins and historical places, means of transport, transport in Hong Kong, a weekend
trip, what you normally do at the weekend and the description of a city,
different types: a text about Pompeii, information about Covent Garden, a text
about the communication purpose of images and e-mail about a small city.
 Write brief, simple texts and with clear structures about places in the city,
transports, description of a city.

English.
 CLIL: Using ideas in English for Art and communication through pictures.

vocabulary connected with the city repertoire of common LC
and means of transport. vocabulary about places in a city SCS
and the means of transport
there orally and in writing.
Practice using and forming There Understanding and using
was / there were and the past of functions and meanings
regular verbs. Using ago with verbs associated with basic syntactic
in the past. structures.
Using expressions which encourage Distinguishing and using

LC
oral interaction. habitual communication
SCS
functions: making suggestions, LL
accepting and refusing
suggestions.

English.
Practise pronouncing the sound Recognise and pronounce and
/d/ /t/ /ɪd/ in regular verb pasts. write the sound /h/.
LC
intonation.
Listening to information about Use the subject, general LC
Pompeii, a young person making a meaning and main information SCS
map of his/her city, information and ideas from the text in short,
about means of transport, a simple texts with visual and
conversation between two friends audio support.
about the weekend, a conversation
between two young people taking
photos, a conversation about a
journey and four videos.
Reading of information about

Pompeii, a young person's transport
in Hong Kong, an e-mail with the
description of a holiday city, an e-
mail about a historical city, a text
about Covent Garden, information
about what the pictures aim to
communicate.
Debate with classmates about the Finding out about and using
ruins and monuments close to the basic Sociocultural and
city they live in, the means of sociolinguistic aspects such as LC
transport they use, their favourite how to travel in cities in other SCS
places in the city countries and differences
between places.
Giving information about places in Producing short,
the cities, ruins and monuments and comprehensible oral texts which
means of transport. Making, give, request and exchange
accepting and refusing suggestions. information. LC
Ask and answer questions about SCS
the city. Giving information about
events or activities in the past.
Work on texts for the description of Write brief, simple texts and LC
cities following a given structure and with clear structures about CD
a guidebook of the city with everyday matters or subjects of LL
favourite places and different types interest. SCS
of transport. SIE
UNIT 6 SPORTS CLUB
1 Contents
 Listening to and understanding information about two sumo wrestlers.

 Listening to and understanding of a conversation between three young people
about activities at a sports centre.
 Listening to and understanding a text about Highlands Games in Scotland.
 Listening to and revising stress in la sentence.
 Listening to and understanding videos: 8.1. Presentation about the Sienna horse
race, 8.2 Presentation about a young deaf cricket player; 8.3. A student's short self-
introduction; 8.4. Presentation about a young person who does dangerous fishing
in the USA.
 Listening to and understanding of a conversation between two young people about
a surfing trip.
 Dictating sentences about the Olympic Games.
 Listening to and understanding a text about sports and sports activities in the open
air.
 Exchanging information in pairs in which each student talks about what sports they
play.
 Oral interaction in groups to ask questions and give answers about what sports
they play.
 Oral interaction in pairs in which there are questions and answers about traditional
and popular sports in their country.
 Exchange of questions and answers in pairs about last weekend.
 Oral interaction in pairs for talk about the clothes they are wearing and what they
wear at the weekend.
 Interaction in pairs for giving instructions or rules in public places.
 Exchanging opinions about Scottish games and information about similar activities
in your own country.
 Presentation to the class of information about another famous equine competition.
 Presentation to the class of information about cricket.
 Oral interaction in pairs for making a poster about sports activities in the open air.
 Present the information gathered about an extreme sport.
 Reading and understanding information about two sumo wrestlers.

 Reading and understanding an article about the Scottish Highland Games.
 Reading and understanding a short text about a sport which you have to guess.
 Reading and understanding a sports player's biography.
 Reading and taking in phrases and contents for writing a text: an e-mail.
 Reading and understanding Spanish speakers' frequent mistakes.
 Reading and understanding a text about Spanish adolescent champions.
 Reading and understanding different traditions and celebrations.
 Reading and understanding a text about sports and activities in the open air.
 Rewriting false sentences about sumo to make them true.

 Writing questions in the past and answers to them to talk about the weekend
activity.
 Writing answers to questions about the conversation about the sports centre.
 Rewriting false sentences about Scottish games to make them true.
 Writing rules for school, the sports club and home.
 Writing a text for a poster about sports activities in the open air.
 Writing about a famous sports event in your own country.
 Writing a sports player's biography.
 Writing about a fishing trip.
 Writing your autobiography online.
 Writing one or two short conversations about sports.
 Writing a text about an extreme sport.
 Using expressions to show interest: Really, cool, Oh no! What a pity, It sounds…,
What happened, How was it?
 Giving and understanding orders, instructions or rules.
 Interpersonal communication in a conversation about the sports centre.
 Interpreting pictures for understanding information.
 Expressing personal information: a sports player's biography.
 Asking for personal information from another person by asking questions in the
past.
Vocabulary
 Collocations with play /go / do followed by sports activities: tennis, swimming, judo,
snowboarding, surfing...
 Sports and informal clothes: tracksuit / t-shirt / cap /shorts / skirt / jeans / trousers /
trainers /boots / jacket / hoodie / sweatshirt.
 Prepositions of time and place: on / in / at.
 Simple past in negative interrogative. The answers.

 Must.
 Recognising, contrasting and the correct pronunciation stress in sentences.
Classroom language:
 Look at the photos and match them with the sports in the box.
 Look again at the sports.
 Match the questions with the answers.
 Listen again to check your answers.
 Read the questions and answers again.
 Make the sentences negative.
 Writing the words in the correct order to make sentences.
 Writing questions for the answers
 Writing true sentences for you.
 Listen and check your ideas.
 Match the rules with the signs
 Look at the photos…
 Read and listen to the text
 Read the text again.
 Listen and repeat.
 Change the words in bold in the conversation in… Use the information below. Read
the text [again]. Correct the sentences. / Choose the correct words. / Answer the
questions.
 Look at the photo and read the biography.
 Find examples…
 Complete the sentences.
 Read the biography again.
 Plan a biography.
 Use the list in the Look at Content box and make notes.
 Writing your biography. Use your notes from… and the language below to help you.
 Writing the names of the sports
 Writing the names of the clothes…
 Complete the sentences with words.
 Complete the rules…
 Choose the correct options…
 Reading the Be curious box to awaken interest in the subject.

 Reading sentences and contents to write a biography.
 Revise and correct Spanish speakers' typical mistakes: a) trousers is not
proceeded by an indefinite article a; b) Omitting to after must.
 Looking for information for making a poster.
 Using pictures and photos to deduce contents.
 Contents reference about sports players known to and admired by the students.
 Complete a crossword for revising vocabulary.
 Do vocabulary diagrams.
 Link vocabulary with photos and illustrations.
 Finding out about and accepting different customs and games in other countries.
 Recognising the value of effort in sports achievements.
 Valuing a deaf cricketer's self-improvement.
 Valuing the importance of playing sports.
 Recognising and accepting the importance of obeying rules.
2 Competences
LISTEN
Understanding the main points and some Listen to and understand the information
details of oral messages, either live or in about two sumo wrestlers.
recordings.
Understanding the most important things in Listen to and understand a conversation

daily transactions and tasks and in formal and between three young people about the
informal conversations. activities
at a sports centre.
Listen to and understand a conversation
between two young people about a surfing
trip.
Identifying the main ideas and information in Listen to and understand a text about the
presentations, talks, explanations and the Highlands Games in Scotland.
news.
Identifying and pronounce correctly stress in
Distinguishing sound characteristics, accent, the sentence.
rhythm and intonation in various contexts and
TALK / CONVERSE
reply to simple questions which can be asked about a famous equine competition.
about your presentations. Presentation to the class of the information
about cricket.
Present the information gathered about an
extreme sport.
Take part correctly in daily transactions and Watching 4 videos: 8.1. About an equine
tasks. competition; 8.2. About dangerous fishing;
8.3. A girl student's short self-introduction;
8.4. About dangerous fishing.
Oral interaction in pairs for giving rules in

public places.
Exchanging opinions about Scottish games
and information about similar activities in
your own country.
Take part correctly in daily transactions and Oral interaction to ask questions and give
tasks. answers about sports the students play.
Oral interaction in pairs in which there are
questions and answers about traditional and
popular sports in their country.
Take part correctly in conversations using Exchange of questions and answers in pairs
simple structures and clear pronunciation. about last weekend.
Oral interaction in pairs to talk about the
clothes they are wearing and what they wear
at the weekend
READING
Identifying relevant information in instructions, Correctly interpreting sentences about

warnings or rules. activities or exercises.
text: a biography.
Understanding the general meaning and Understanding a text about two sumo
specific details of texts in different formats wrestlers.
Reading about and understanding Highland
Games
Fact.
Understanding a biography.
Understanding the main ideas in newspaper, Understanding a sports player's biography.
literary and fictional texts in different formats.
Valuing reading as a source of pleasure and Understanding texts about different sports
knowledge. traditions around the world.
Reading a text about two adolescent sports
champions.
WRITING
Using production strategies for writing simple Writing a biography making proper use of
texts. time and place prepositions.
Writing sentences using the regular past.
Writing questions putting the words given in
order or adapting them to the answers given.
Filling in forms, questionnaires or printed Complete sentences with the clothes
pages with personal information. students wear in different situations.
Answer to questions about homework and a
sports centre. Writing sentences about last
weekend.
Writing notes, messages, adverts, posts and Writing a short text in which the students talk
with simple, relevant information. Writing various sentences about favourite
sports.
Writing two short conversations about sports.
Writing texts using appropriate vocabulary, Writing a sports player's biography.

spelling, punctuation and correct formats and Writing your own online biography.
correct structures. Making a poster with information about
sports activities in the open air.
Writing about a famous sports event in your
own country.
Writing about a fishing trip.
Writing about an extreme sport.

competences.
Putting in order and classifying data following Placing things in a sentence following
criteria. syntactic criteria.
graphs and tables.
Solving puzzles, crosswords and guessing Doing crosswords with the names of sports.
games. Draw up a diagram with play/go/do
collocations with sports activities.
environment.

Digital competences
Obtaining information from the Internet for Looking for information about an extreme
carrying out tasks in English. sport.
Looking for information about a sports player
in another country.
Give short presentations and projects in Making a poster or a presentation with

English using different formats and digital information about an extreme sport.
tools.
Understanding and valuing the use of English
for communicating with other people and to
Taking an interest in and respecting the Showing an interest in finding out about
customs, rules and values of countries in sports activities and sports players in other
which foreign languages are spoken. countries and value their achievements.
Using artistic techniques and items to prepare Making a poster or a presentation and write
and give presentations and projects. biographical texts.
Identifying cultural features of English- Comparing sports activities.
speaking countries and compare them with
Learning to Learn
poster…).
writing biographies.
mistakes.
improvement.

individually.
Plan, organise and check your work to be able Using phrases given for writing biographies.
3 Social awareness.
correctly.
 Accepting others' tastes and preferences (sports activities).
 Respecting classmates regardless of the type of sports they play or clothes they
wear, understanding that nobody is better than anybody else.
cooperative.
 Physical education: Information about the characteristics of different sports

activities and sports in the open air.
 Name recognise and present vocabulary connected with sports and sports activities
in the open air.
 Make appropriate use of simple past (negative form, affirmative form, interrogative
form, in short answers and in contractions).
 Knowing how to give rules and instructions.
 Pronouncing and recognising stress in sentences.
recognising and the importance which some countries attribute their own sports
activities as a way of expressing their culture and traditions and the value of effort.
information: students answer questions about favourite sports or sports players,
clothes they usually wear and weekends or about a sports player's biography.
Answering questions about things which happened at weekend, homework and a
sports centre. Exchanging information about favourite sports and rules which have
to be followed at home and in other public places. Information about extreme
sports. Exchanging opinions about Scottish games and information about similar
activities in your own country.
 Understanding the main idea and specific information in oral messages: a

conversation between three young people about activities at a sports centre, a
conversation between two young people about a surfing trip.
different types: short written texts about two conversations about sports,
understanding a sports player's biography. Understanding texts about different
sports traditions in the world, understanding a text about adolescent sports
champions.
 Write brief, simple texts and with clear structures: description of clothes worn
normally and at the weekend. Describing an invented sport. Describing a fishing
trip. Writing a sports player's biography and your own online biography. Describing
a sports event in your country.
 Writing instructions or rules for home or the class.

English.
 CLIL: using ideas in English in Physical Education and Sports.

vocabulary connected with sports repertoire of common LC
activities and in the open air and vocabulary about animals, their SCS
sports clothes. habits, way of life and physical
characteristics.
Practice using and forming simple Understanding and using
past (in negative form and functions and meanings
interrogative, contractions and short associated with basic syntactic
answers Must for giving orders and structures.
instructions.
Distinguish and carry out
Using expressions which encourage functions. Expressing interest.
oral interaction. Describe your favourite sport. LC
Stressing sentences correctly. SCS
Make an effort to pronounce LL
correctly.
typical mistakes when learning Correct mistakes found.
English.
Practise the intonation and stress Recognising and stressing the
for words in the sentence. sentence properly.
LC
intonation.
Listening to and understanding Use the subject, general
information about two sumo wrestlers, a meaning and main information
conversation between three young and ideas from the text in short,
people about activities at a sports simple texts with visual and
centre, a conversation between two
audio support.
young people about a surfing trip, a text
about Highlands Games in Scotland LC
and four videos. SCS
Reading a text about two sumo

wrestlers, a text about Scottish Highland
Games, a text about adolescent
champions.
Finding out about and using LC

recognising effort in sports
achievements, respecting rules
at home and at school. La
importance physical activity as
a form of contact with others.
Giving information about sports. Producing short,
Dialogue stating and showing comprehensible oral texts which
interest in the information given. Ask give, request and exchange
and answer questions about information.
favourite sports and sports in other LC
places. Giving information about SCS
events or activities in the past.
Exchanging information about
clothes worn usually and at the
weekend
Work on a survey about sports, Write brief, simple texts and

various sentences about favourite with clear structures about
sports, a biography about a sports LC
everyday matters or subjects of
LL
player, an online biography about interest. SCS
oneself, two short conversations
about sports, a text by students
about their obligations at home
and at school.
UNIT 9 WE LOVE HOLIDAYS
1 Contents
 Listening to and understanding the seasons and months of the year.

 Listening to and understanding the description de various meteorological situations.
 Listening to and understanding four conversations between three young people
about their holiday plans.
 Listening to and understanding a dialogue between two young people about one of
their holidays.
 Listening to and understanding a text about Canada.
 Listening to and understanding videos: 9.1. Tour in Venice during carnival; 9.2.; A
man does extreme sports in Alaska during his holidays; 9.3. Some adolescents
answer the question about where they would like to go on holiday; 9.4. A man and
his daughter plan their holidays in Australia.
 Listening to and understanding of a conversation between Rose and Mia talking
about Rose's school trip.
 Understanding Fernando talking about his holidays.
 Understanding the contents of a dictation.
 Oral interaction in pairs about the weather and preferences about the seasons of
the year.
 Oral interaction in pairs talking about favourite holiday plans and the last holidays.
 Oral interaction in pairs in which questions are answered about after-school
activities and plans for the weekend.
 Exchanging information about preferences for cultural or active holidays.
 Presentation about information about the oldest festival in your country.
 Oral interaction in pairs to exchange information about each person's intentions.
 Oral presentation of your work about a winter sport.
 Make a dialogue in pairs about holiday plans following a model.
 Exchanging information about school trips.
 Oral interaction in pairs in which one student asks the other about his/her summer
holidays.
 Oral presentation of a comparison between two holiday places.
 Explaining the information gathered about the weather in your city during the last
two years.
 Presentation of information for a poster about the place you choose to go on
holiday.
 Reading conversations between three young people about their holiday plans.
 Reading and understanding information about Canada.
 Reading and understanding Simon's e-mail about his trip to Brazil.
 Reading and understanding Breston Park's rules.
 Reading and understanding the definitions of data total and frequency.
 Reading and understanding of the information about Budva.
 Reading and understanding a letter from Gino to Antonio.
 Reading and understanding clues for a crossword.
 Reading and understanding a text about adventure holidays in Turkey.
 Reading and understanding a head teacher's letter about a school trip.
 Reading dictionary entries for understanding vocabulary connected with active
holidays.
 Reading in pairs interesting facts of the country of origin.
 Block 4. Production of written texts
 Complete sentences using vocabulary about the weather.

 Writing a text about the oldest festival in your country.
 Complete sentences using present continuous for the future.
 Complete sentences using be going to.
 Writing sentences comparing summer and winter holidays and expressing your
preferences.
 Writing a presentation text about a winter sport.
 Writing an e-mail to a friend about holidays following the steps given.
 Complete sentences choosing the right option.
 Writing a text comparing two places to go on holiday.
 Carry out a diagram with comparative temperatures during two years.
 Writing information for a poster about summer holiday city.
 Complete texts with vocabulary connected with the weather.
 Writing a sentences explaining what students do in their cities in different seasons
of the year.
 Writing a dictation.
 Writing a sentences about holiday plans.
 Writing sentences about intentions for the future.
 Complete sentences using information from the dictionary.
 Writing an e-mail about school holidays in the snow, following the model given.
 Expressing preferences when choosing holidays.

 Explain plans using present continuous.
 Talk about plans for the future using be going to (affirmative, negative, contractions,
interrogative and in short answers)
 Ask for and give information about travel plans.
 Communicate by e-mail using formulas for starting and finishing them.
 Expressing frequency and different data using diagrams.
Vocabulary:
 Seasons and months of the year.

 Describing the weather: It’s sunny, it´s foggy, it’s icy, it’s windy, it’s snowy, it’s
stormy, it’s rainy, it’s cloudy.
 Adjectives which define the weather: cold, wet, warm.
 Geographical features: mountains, sea, lake, beach, river, jungle, desert, hill,
forest.
 Nouns connected with activities in the open air: bike stand, boots, desert, icy, judo,
mountains, museum, ferry, shorts, sports centre, stadium, volleyball.
 Present continuous to express the future (affirmative, negative, questions and short
answers).
 Be going to.
 Recognising, contrasting and correct pronunciation of s + consonant at the start of

the word.
Classroom language:
 Look at the … (calendar, adverts, Lara´s diary)… Which months are in each
season?.
 Look at the photos.
 Work with a partner. Ask and answer the questions.
 Work with a partner. Discuss the questions
 Compare your answers with a partner
 Cover the diary in exercise…. And ask and answer the questions.
 Which do you like best?
 Match the names with the photos.
 Listen again. Choose the correct answer.
 Writing questions with be going to.
 Read the text again. Writing the correct places or things for each statement.
 Think of some interesting facts about your country.
 Share your ideas with the class.
 Find out about……
 How many places is he going to visit in Brazil?
 Find examples of the phrases….
 Match the months with the seasons.
 Complete the conversation with the correct form of be going to.
 Find and correct mistakes.
 Put the words in order to make sentences.
 Read the information about Budva. Answer the questions
 Work in groups of three or four. Choose a town or a city. Use the Internet, books or
magazines to find information about it.
 Present your poster to the rest of the class in your group.
 Practice the conversation with a partner.
 Match the information with the paragraphs.
 Put the words in the correct order to make sentences.
 Match the sentences.
 Use the Internet, books or magazines to find information about them.
 Present your poster to the rest of the class.
 Complete the sentences with your own ideas.
 Listen again and circle the correct options.
 Find twelve more words for the weather and the seasons in the wordsquare.
 Complete the sentences with the weather words. Use the first letter to help you.
 Writing about the activities you do in the different seasons.
 Listen again. Correct the sentences.
 Complete the e-mail with the present continuous from the verbs in brackets.
 Circle the correct words with the grammar table.
 Reading sentences and contents to write the description a holiday.

 Using class mistakes for all students to learn from.
 Ability to talk with other people because of being able to talk about the weather.
 Finding out about different types of holidays and holiday destinations.
 Ability to understand data shown in diagrams and tables and to be able to produce
them.
2 Competences
LISTEN
Understanding the main points and some Listening to and understanding a text about
details of oral messages, either live or in Canada.
recordings. Listening to and understanding the seasons
and months of the year.
Understanding the contents of a dictation.
Listening to and understanding four

Understanding the most important things in conversations between three young people
daily transactions and tasks and in formal and about their holiday plans.
informal conversations. Listening to and understanding of a
conversation between Rose and Mia talking
about Rose's school trip.
Listening to and understanding the
description de various meteorological
situations
Listening to and understanding a dialogue
between two young people about one of their
holidays.
Identifying the main ideas and information in Listening to and understanding videos: 9.1.
presentations, talks, explanations and the Tour in Venice during carnival; 9.2.; A man
news. does extreme sports in Alaska during his
holidays; 9.3. Some adolescents answer the
question about where they would like to go
on holiday; 9.4. A man and his daughter plan
their holidays in Australia.
Understanding Fernando talking about his
holidays.
Distinguishing sound characteristics, accent, Identifying and correctly pronouncing s +

rhythm and intonation in various contexts and consonant at the start of the word.
TALK / CONVERSE
Give short, rehearsed oral presentations, and Oral presentation of a comparison between
reply to simple questions which can be asked two holiday places.
about your presentations. Explaining the information gathered about
the weather in your city during the last two
years.
Presentation of information for a poster
about the place you choose to go on holiday.
Oral presentation of your work about a winter
sport.
Presentation about information about the
oldest festival in your country.
Take part correctly in daily transactions and Oral interaction in pairs in which one student
tasks. asks the other about his/her summer
holidays.
Take part correctly in daily transactions and Make a dialogue in pairs about holiday plans
tasks. following a model.
Exchanging information about school trips.
Take part correctly in conversations using Exchanging information about preferences

simple structures and clear pronunciation. for cultural or active holidays.
Oral interaction in pairs to exchange
information about each person's intentions
READING

text: the description of an animal.
Understanding the general meaning and Reading conversations between three young
specific details of texts in different formats people about their holiday plans.
Reading and understanding information
about Canada.
Reading and understanding Simon's e-mail
about his trip to Brazil.
Reading and understanding Breston Park's
rules.
Reading and understanding of the
information about Budva.
Reading and understanding a letter from
Gino to Antonio.
Reading in pairs de interesting facts of the
country of origin
Reading conversations between three young
people about their holiday plans.
Reading and understanding information
about Canada.
Reading and understanding Simon's e-mail
about his trip to Brazil.
Understanding the main points of messages Reading dictionary entries for understanding
and correspondence, formal and informal, in vocabulary connected with active holidays.
different formats. Reading and understanding Breston Park's
rules
Valuing reading as a source of pleasure and Reading and understanding a text about
knowledge. adventure holidays in Turkey.
Reading and understanding a head teacher's
letter about a school trip.
WRITING
Complete sentences using vocabulary about

Using production strategies for writing simple the weather.
texts. Complete sentences using the present
continuous to express the future.
Complete sentences using be going to.
Writing sentences comparing summer and
winter holidays and expressing your
preferences.
Writing an e-mail to a friend about holidays
following the steps given.
Complete sentences choosing the right
option.
Writing a sentences explaining what students
do in their cities in different seasons of the
year.
Writing a sentences about holiday plans.
Writing sentences about intentions for the
future.
Complete sentences using information from
the dictionary.
Writing texts using appropriate vocabulary, Writing a text about the oldest festival in your
spelling, punctuation and correct formats and country.
correct structures. Writing a presentation text about a winter
sport.
Writing a text comparing two places to go on
holiday.
Carry out a diagram with comparative
temperatures during two years.
Writing information for a poster about a
holiday city.
Complete texts with vocabulary connected
with the weather.
Writing an e-mail about school holidays in
the snow, following the model given.

competences.
Putting in order and classifying data following Using diagrams for gathering and reading
criteria. data.
Solving puzzles, crosswords and guessing Doing a crossword.
games.
Digital competences
Obtaining information from the Internet for Looking for information comparison between
carrying out tasks in English. two holiday places.
Looking for information about a winter sport.
Looking for data for a comparative study
about temperature during two years.
Looking for information about a city which is
a holiday destination.
Give short presentations and projects in Preparing a power point/poster about a

English using different formats and digital winter sport.
tools. Preparing a /poster about a city which is a
holiday destination.
Understanding and valuing the use of English Giving information about plans for future
for communicating with other people and to holidays.
find out about other cultures. Talking about whether they like visiting
museums or not.

Using artistic techniques and items to prepare Make drawings, posters or power points for
and give presentations and projects. presentations.
Identifying different forms of cultural Watching a tour around Venice during

expression and showing an interest in carnival.
widening knowledge.
Learning to Learn
poster…).
writing the description of an animal.
mistakes.
improvement.
Categorize vertebrate animals by their
characteristics.

individually.
Plan, organise and check your work to be able Using phrases given for describing an
to present it properly. animal.
3 Social awareness.
correctly.
 Respecting classmates regardless of the type of holidays they choose or

experiences with them in class.
cooperative.
 Mathematics: Reading, comprehension and production of diagrams and tables.
 Name recognise and present vocabulary connected with the seasons and months
of the year; Describe the weather; geographical features and nouns connected with
activities in the open air.
 Make appropriate use of present continuous to express future plans (affirmative,

negative, questions and short answers).
 Making appropriate use of be going to.
information: Oral interaction in pairs talking about the weather and preferences for
seasons of the year; for talking about favourite holiday plans and the last holidays;
for answering questions about after-school activities and plans for the weekend.
 Understanding the main idea and specific information in oral messages: Oral
presentation of the comparison between two holiday places; exhibition information
gathered about the weather in your city during the last two years; presentation of
the information in the poster about the place you choose to go on holiday; oral
presentation of your work about a winter sport; presentation of information about
the oldest festival in your country.
different types: Reading the conversations between three young people about their
holiday plans; reading and comprehension of the information about Canada;
Simon's e-mail about his trip to Brazil; Breston Park's rules; the information about
Budva; a letter from Gino to Antonio; reading in pairs interesting facts about the
country of origin; reading conversations between three young people about their
holiday plans; reading and comprehension of the information about Canada and
Simon's e-mail about his trip to Brazil.
 Write brief, simple texts and with clear structures: Writing a text about the oldest
festival in your country. Writing a presentation text about a winter sport. Writing a
text comparing two places to go on holiday. Carry out a diagram with comparative
temperatures during two years. Writing information for a poster about a holiday city.
Complete texts with vocabulary connected with the weather. Writing an e-mail
about school holidays in the snow, following the model given.
 CLIL: using ideas in English in Mathematics.
Recognising and presenting Recognising and using a limited
vocabulary connected with the repertoire of common LC
weather, travel, preferences and vocabulary orally and in writing SCS
reading and making diagrams. about the weather, with travel MSCT
and language used to interpret
diagrams.
Practice using and forming present Understanding and using
continuous (in affirmative form, functions and meanings
negative, interrogative, contractions associated with basic syntactic
and short answers and be going to structures.

Using expressions which encourage habitual communication
oral interaction. functions. Expressing
preferences when choosing
holidays. Explaining plans using
present continuous. Talking
LC
about plans for the future using
SCS
be going to (affirmative, LL
negative, contractions,
interrogative and in short
Recognising Spanish-speakers' answers). Ask for and give
typical mistakes when learning information about travel plans.
English. Communicate by e-mail knowing
how to start and finish
messages. Expressing different
data and how frequent it is using
tables and diagrams.

Practise pronouncing s + consonant Recognise and correctly
at the start of the word. produce orally and in writing the
consonant s + at the start of LC
words.
intonation.
Listening to and understanding Use the subject, general LC
four conversations between three meaning and main information SCS
young people about their holiday and ideas from the text in short,
plans. simple texts with visual and
Listening to and understanding a audio support.
text about Canada.
Listening to and understanding
videos: 9.1. Tour in Venice during
carnival; 9.2.; A man does extreme
sports in Alaska during his
holidays; 9.3. Some adolescents
answer the question about where
they would like to go on holiday;
9.4. A man and his daughter plan
their holidays in Australia.
Reading information about
Canada; Simon's e-mail about his
trip to Brazil; Breston Park's rules;
information about Budva;
conversations between three
young people about their holiday
plans; the information about
Canada.

LC
Producing short,
Oral interaction in pairs talking about comprehensible oral texts which
the weather and preferences for give, request and exchange
seasons of the year; for talking information.
LC
about favourite holiday plans and
SCS
the last holidays; for answering
questions about after-school
activities and plans for the weekend.
Write brief, simple texts and

Work on a survey about animals, a with clear structures about
piece of news about crocodiles in a everyday matters or subjects of
zoo, a text about pets, a LC
interest.
LL
description of a hippopotamus, da
SCS
text about bears, a letter in which a
girl talks about a hospital for wild
animals.
ANNEX - KEY COMPETENCES ASSESSMENT RUBRIC
Excellent
Very good
Good
Not good
Average
LISTEN
Understanding the main points and some details of oral messages, either
live or in recordings.
Understanding the most important things in daily transactions and tasks and
in formal and informal conversations.
Identifying the main ideas and information in presentations, talks,

explanations and the news.
Distinguishing sounds, accent, rhythm and intonation in various contexts and

identify what they aim to communicate.
TALK / CONVERSE
Give oral presentations, short, rehearsed presentations, and reply to simple

questions about them.
Take part correctly in conversations using simple structures and clear

pronunciation.
READING
Identifying relevant information in instructions, warnings or rules.
Understanding the general meaning and specific details in texts in different

formats.
Understanding the main points of messages and correspondence, formal

and informal, in different formats.
Find specific, essential information in reference and study material.
Understanding the main ideas in newspaper, literary and fictional texts in

different formats.
Valuing reading as a source of pleasure and knowledge.
Excellent
Very good
Good
Not good
Average
WRITING
Using production strategies for writing simple texts.
Filling in forms, questionnaires or printed pages with personal information.
Writing notes, messages, adverts, posts and short, formal and informal
correspondence with simple, relevant information.
Writing texts using appropriate vocabulary, spelling, punctuation and correct

formats and correct structures.

competences.
Putting in order and classifying data following criteria.
Interpret and show simple statistical data on graphs and tables.
Solving puzzles, crosswords and guessing games.
Respect nature and animals in the environment.
Identifying the most relevant environmental problems and connecting them

with causes and possible effects.
Apply strategies using methods from scientific research.
Digital competences
Obtaining information from the Internet for carrying out tasks in English.
Give short presentations and projects in English using different formats and
digital tools.
Studying and practising English on digital devices.
Using ITC for starting social relationships.
Excellent
Very good
Good
Not good
Average
Take part in activities pairs and groups with respect and interest.
Interacting politely and attention valuing and respecting classmates'

opinions, tastes and preferences.
Understanding and valuing the use of English for communicating with other
people and to find out about other cultures.
Taking an interest in and respecting the customs, rules and values of

countries in which foreign languages are spoken.
Using artistic techniques and items to prepare and give presentations and
projects.
Identifying cultural features of English-speaking countries and compare them

with their own, showing respect and interest.
Identifying different forms of cultural expression and showing an interest in

widening knowledge.
Learning to Learn
Identify, plan and apply objectives for carrying out tasks, activities and
projects.
Using tools and resources for clearing up doubts, widening knowledge and
correcting mistakes.
Showing an interest in carrying out evaluations of your own progress and

identify points for improvement.
Identifying and using different strategies for learning individually.

Using the strategies needed for studying individually.
Have a positive, proactive attitude to reading texts by yourself.
Plan, organise and check your work to be able to present it properly.
Becoming aware of the consequences of your decisions.

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Smart Planet 1

Ben Goldstein & Ceri Jones

8.2 Competences: Descriptors – Activities

Annex - KEY COMPETENCES ASSESSMENT RUBRIC

1.1 Theoretical Basis

The method's most important facets include:

Smart Planet is designed to make it possible to incorporate new grammar concepts

1.2 What Smart Planet

1. An interactive approach, focusing on teaching the use (and development) of

2. Deduction as one of the pillars of learning.

- For teaching grammar: a method based on students' deductions, although a more

Smart Planet includes a Student's Book (Student's Book with a DVD-ROM), an

The Student's Book has 128 full-colour pages.

The Teacher's Book includes:

m) Developing emotional competences in all personal areas and relationships with

g) Develop a spirit of enterprise and self-confidence, critical awareness, personal

i) Understanding and make yourself understood in one or more foreign languages.

In line with European Parliament Recommendation 2006/962/EC about key

Students have to develop basic competences throughout their compulsory education,

3.2 Smart Planet's contribution to acquiring Competences

Smart Planet contributes efficiently and systematically to acquiring each of the

Linguistic communication is based on the use of English as the vehicular language

Developing this competence by studying a foreign language leads to students

Mathematical competence is connected with the ability to reason. This involves

Basic competences in science and technology involve being able to understand

Learning to learn concentrates students' attention on what is expected of them in

Including revision as a mechanism for learning to learn is essential. This is why

In the same way, in Smart Planet to identification and correction of mistakes is

Throughout the learning process, Smart Planet continually encourages students to

Smart Planet encourages students to study independently, praising their sense of

Smart Planet' methodological approach is interactive and it is not only communication

3.3 Competences in Smart Planet

Competences are comprehensively developed throughout the fourteen units and in

Take part correctly in daily transactions and tasks.

Take part correctly in daily transactions and tasks.

Identifying relevant information in instructions, warnings or rules.

Find specific, essential information in reference and study material.

Valuing reading as a source of pleasure and knowledge.

Using production strategies for writing simple texts.

Filling in forms, questionnaires or printed pages with personal information.

Mathematical competences and basic science and technology competences.

Putting in order and classifying data following criteria.

Interpret and show simple statistical data on graphs and tables.

Solving puzzles, crosswords and guessing games.

Valuing and following healthy habits.

Apply strategies using methods from scientific research.

Studying and practising English on digital devices.

Using ITC for establishing social relationships.

Social and Civic Competences.

Cultural awareness and expressions.

Identifying different forms of cultural expression and showing an interest in widening

Sense of initiative and entrepreneurial spirit.

Using the strategies needed for studying individually.

Have a positive, proactive attitude to reading texts by yourself.

Plan, organise and check your work to be able to present it properly.

Becoming aware of the consequences of your decisions.

3.4 Learning styles

In 1983 US psychologist Howard Gardner developed the Theory of Multiple

Interpersonal intelligence- efficient communication with others - is a crucial factor in