Gateway A2 PP Ingles

GATEWAY (A2)
SYLLABUS
Area: Foreign Languages (English)
Upper Secondary Education
1
STARTER UNIT
OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:
 Review vocabulary from previous years about classroom objects, colours,

countries and nationalities, numbers and time, the family and descriptions
through different activities.
 Review grammar points already studied such as the use of to be, subject
pronouns, possessive adjectives, have got, demonstrative pronouns and
possessive ‘s
 Practise classroom expressions and saying hello.
 Learn to tell the time and practise it in several exercises.
 Practise saying the alphabet and spelling words.
 Evaluate the progress done till this point by completing the Language
Reference and Revision sections at the end of the unit.
CONTENTS
Listening
- Listen and repeat words to do with classroom objects.

- Listen and practise saying different lists of letters.
- Listen and write the correct letters.
- Listen and repeat words to do with countries and nationalities.
- Listen and complete a dialogue learning to say hello.
- Listen to a dialogue about greetings and choose the correct alternative.
- Listen and repeat days, months and ordinal numbers.
- Listen to a description and answer some questions.
- Look at a table, listen and read a dialogue, and guess who they’re talking
about.
Speaking
- Work with a partner drawing classroom objects and naming them.
- Look at a picture and say the names of the classroom objects with
different colours.
- Use classroom expressions and spell numbers with a partner.
- Practise a dialogue about greetings with a partner making it true for
them and act it out for the rest of the class.
- Practise saying some ordinal numbers.
- Ask and answer questions about times with a partner.
- Draw their family tree and describe it to their partner.
- Ask and answer questions with have got.
2
Reading
- Match the objects in a picture with the correct words about classroom
objects.
- Look at some classroom expressions and translate them into their
language.
- Match some greeting questions with the appropriate answers.
- Math some long forms of to be with their contractions.
- Look at some sentences and match the subject pronouns with the
appropriate possessive adjectives.
- Practise asking a partner the time.
- Ask and answer questions about times.
- Look at some words and match them to the correct descriptions.
- Look at some sentences and decide whether some statements are true
or false.
- Revise the vocabulary and grammar structures learnt in the unit by
reading the Language reference section.
Writing
- Write some words in numerals.

- Complete a table with the correct countries and nationalities.
- Write a list of English-speaking countries.
- Look at some sentences and compete a verb table for to be.
- Complete sentences with the correct form of the verb to be.
- Choose the correct subject pronouns and possessive adjectives to
complete a text about a classroom.
- Complete times looking at some pictures.
- Complete a table with the correct days, months and ordinal numbers.
- Look at a family tree and complete some sentences.
- Look at some sentences and complete a verb table for have got.
- Complete some sentences with the correct form of have got.
- Put the apostrophe in the correct place in sentences about the Jonas
Brothers.
- Look at some pictures and complete sentences with this, that, these,
those.
- Evaluate the progress done till the moment by completing the Grammar
revision and Vocabulary revision exercises at the end of the unit.
3
Language knowledge and use
Linguistic knowledge:
 Grammar
- To be
- Subject pronouns
- Possessive adjectives
- Have got
- Demonstrative pronouns
- Possessive ‘s
 Vocabulary
- Classroom objects
- Colours
- Countries and nationalities
- Numbers and time
- The family
- Descriptions
 Pronunciation
- The alphabet and spelling
- Students learn the right pronunciation in English through the Listening
activities, and the use of the Audio CDs.
- Students also practice their pronunciation in English through the
Speaking activities.
Learning reflection:
- Reviewing previous knowledge about classroom expressions,
introductions, telling the time and describing people.
- Reviewing and reflecting on learning.
- Appreciating working in groups as a means of personal enrichment.
4
BASIC COMPETENCES
Basic Competence Page Activity Evaluation Criteria

C1 Linguistic SB page All the activities of the unit Show interest in
communicative 6 use the language as an learning English
competence. instrument of communication.
Ex. Spelling numbers with a
partner.
C2 Mathematical SB page Students learn the times in Be able to use
competence. 9 English and the use of ordinal mathematical
numbers. concepts in English.
C3 Knowledge of SB page Students discuss countries Express curiosity in
and interaction 7 and nationalities and make a learning about
with the list of all the English-speaking Geography in English.
physical world. countries they can think of.
C4 Competence in Extra practise provided by the Feel pleasure in using
information and Gateway Online website: new technologies in
communication (www.gateway-online.net) order to revise and
technologies extend what they
have learnt.
C5 Social and civil SB page Education for Peace: The Be willing to show
competence. 7 importance of respecting respect towards
people from other everybody.
nationalities.
SB page Moral and Civic Education: Accept everybody
10 the importance of being polite regardless of their
when meeting someone and physical appearance.
when making physical
descriptions.
Understanding the importance Accept all types of
of family. families.
C6 Cultural and SB page References to music band Show pleasure in
artistic 11 The Jonas Brothers. learning cultural
competence. facts.
C7 The SB pages Students complete the Show interest in
competence of 12-13 Language reference and learning how to learn
learning to revision section for the English.
learn. Starter Unit evaluating their
own work.
C8 The SB page Initiative to work in pairs or Be willing to listen to

competence of 7 groups. E.g. acting out a and interact with
personal dialogue in front of the class. others. Have a
autonomy and positive attitude
initiative. towards own ability
to participate
in class activities.
5
C9 The emotional SB page Students learn to work in Enjoy group
competence. 10 groups respecting each other participation.
(Castilla la and admitting both their own Show respect for
Mancha) success and their classmates’. others in the group.
E.g. describing their family
tree.
Socio cultural aspects and intercultural awareness

 References to The Jonas Brothers
 Show interest in learning English and in the topic of the unit
 Positive attitude towards own ability to participate in class activities
 Willingness to review and reflect on own learning
 Enjoyment in completing activities
CROSS-CURRICULAR ITEMS
 Geography: References to countries and nationalities.
ATTITUDES AND VALUES

 Politeness in the other language.
 Effort with new vocabulary and structures.
 Interest and respect in the classmates’ opinions, mother tongue, accent,
origin, etc.
 Overcome mental blocking when meeting new people in the target
language
 Attentive-assertive listening
 Use of target language in class
MIXED-ABILITY ACTIVITIES
Consolidation activities:
 SB: Reference Sections: Wordlists, Study skills, Exam success, Spelling
and pronunciation guide, Speaking bank, Writing bank, Irregular verbs,
Communication activities.
 WB: activities Starter Unit
Extension activities:
 TB: Extra activities and Fast Finishers sections Starter Unit.
 WB: Grammar extension Starter Unit.
 Gateway Online exercises Starter Unit.
6
EVALUATION
1. EVALUATION RESOURCES
 Formative evaluation
- Classroom observation to check both individual and global progress
- Workbook exercises Starter Unit.
- Skills: reading, writing, speaking and listening exercises.
 Accumulative evaluation
- SB: Language Reference and Revision. Starter Unit
2. EVALUATION CRITERIA
 Understand the general message of texts revising contents they already
know, and identify relevant details in oral messages related with them.
C1, C7, C8.
 Express himself/herself with fluency and using the right pronunciation -
intonation in conversations about saying hello. C1, C5, C8.
 Write short texts in different supports, using the appropriate structures,
functions and vocabulary, such as writing times. C1, C2, C8
 Use consciously his/her linguistic knowledge in order to listen to people’s
descriptions. C1, C5, C8
 Use information and communication technologies in a guided way in
order to look for information by using the Gateway Online website:
(www.gateway-online.net). C1, C4, C8
 Analyze social aspects of Anglo-Saxon countries by comparing the list of
English-speaking countries with countries where their own language is
spoken. C1, C3, C5, C6, C8
 Identify learning strategies used to progress in the learning process by
completing the Language reference and revision section for the Starter
Unit. C1, C7, C8
7
UNIT 1
Back to school
OBJECTIVES
 Discuss the topic of the unit: School

 Skim and scan a text about school life in Japan for global and specific
information.
 Study the use of the present simple affirmative and negative.
 Practise the use of prepositions of time and object pronouns through
different activities.
 Read a text with international cultural knowledge about secondary
schools in England and about a famous English secondary school.
 Listen to descriptions of different schools for gist and try to identify key
words.
 Practise the pronunciation of third person present simple endings.
 Practise talking about themselves.
 Learn to write an informal email following some guidelines
CONTENTS
Listening
- Listen and repeat words to do with classroom objects.

- Listen to five school lessons and match them to each number.
- Listen to some verbs and notice the difference in their endings.
- Listen and repeat words to do with everyday activities.
- Listen and match the speakers with the appropriate everyday activities.
- Listen to people talking about education and answer some questions.
- Listen to a student introducing himself to the class and complete some
notes.
Speaking
- Work with a partner giving their opinion on different school subjects.
- Present their timetable to the rest of the class.
- Work with a partner looking at a photo of a school and answering some
questions.
- Discuss the differences between Japanese schools and their own school.
- Practise saying sentences using prepositions of time.
- Take it in turns to talk about a typical day.
- Look at a table of the English Education System and compare it with
their own system.
8
- Discuss their opinions of Secondary schools in England.
- Look at the photos of a famous secondary school in England and
compare it with their own school.
- Talk about famous schools in their country.
- Discuss their views on all-girls, all-boys schools.
- Practise a dialogue between a teacher and a student.
- Role-play conversations between a teacher and a student.
- Practise asking personal questions about their likes and routines.
Reading
- Match some pictures with the appropriate words to do with classroom

objects.
- Match some pictures with the appropriate words to do with school
activities.
- Read a text about school life in Japan and answer some questions.
- Match some words with the correct pictures and definitions.
- Read the Exam success notes.
- Read and complete a Grammar Guide box about the present simple
affirmative.
- Read and complete a Grammar Guide box about preposition of time.
- Read the Study skills notes.
- Match some pictures with the appropriate phrases about everyday
activities.
- Read a text about Secondary schools in England and answer some
questions.
- Listen to a quiz about Eton school and choose the correct answers.
- Read and complete a Grammar Guide box about the present simple
negative.
- Tell the class about their partner’s routines.
- Read and complete a Grammar Guide box about object pronouns.
- Read and complete the Speaking Bank box about linking ideas.
- Read an e-mail from a friend and answer some questions.
Writing
- Complete sentences about school with information about them.

- Write their school timetable.
- Complete some sentences with the present simple form of the verbs
given.
- Complete a text about a school with the present simple form of the verbs
given.
- Use a table to write true sentences with the appropriate prepositions o
time.
- Complete some sentences with don’t/doesn’t.
9
- Make some present simple sentences negative.
- Look at some pictures and write sentences with the affirmative or
negative form of the present simple.
- Write true sentences about them and their routines both affirmative or
negative.
- Write sentences using object pronouns.
- Complete a dialogue between a teacher and a student with the correct
sentences.
- Complete some sentences with and, but, because or so.
- Rewrite some sentences using capital letters where necessary.
- Look at an e-mail and complete the information in the Writing Bank.
- Write an e-mail following a model.
 Grammar
- Present simple
- Prepositions of time
- Object pronouns
 Vocabulary
- School subjects
- School activities
- Everyday activities
 Pronunciation
- Present simple verb endings
- Grammar: Using the grammar reference
- Listening: Understanding basic information
- Reading: True/false/not mentioned
- Speaking: Giving personal information
- Writing: an informal e-mail.
10
BASIC COMPETENCES

C1 Linguistic SB pages All the activities of the unit Show interest in
communicative 15, 17, use the language as an learning English
competence. 20, 22 instrument of communication.
Ex. Reading all the Exam
success and Study skills
sections of the unit.
C2 Mathematical
competence.
C3 Knowledge of SB page Students read about school Express curiosity in
and interaction 18 life in the UK and about the learning about Social
with the English education system. Science in English.
physical world. SB page They also learn about a
15 typical school in Japan.
have learnt.
C5 Social and civil SB pages Education for Peace: the Be willing to respect
competence. 15, 18 importance of respecting the other cultures
education system from
different countries.
SB page Education for Sexual Equality: Understand sexual
19 Have a critical attitude equality in all fields.
towards all-girls, all-boys
schools, and accept that both
boys and girls must have the
same education and the same
opportunities at school.
C6 Cultural and SB page Students read about a Show pleasure in
artistic 19 particular British school called learning cultural
competence. Eton College. facts.
learning to revision section for Unit 1 English.
learn. evaluating their own work.
SB pages They also do a revision of
38-39 Units 1-2 in the Gateway to
exams section, assessing
their own learning.
11
competence of 22 groups. E.g. role-playing and interact with
personal conversations between others. Have a
autonomy and students and teachers. positive attitude
to participate
Ex. Presenting timetables to
the rest of the class.

 Click onto... section: Secondary schools in England
LITERARY EDUCATION
 Assessment and active participation in literary activities in the classroom.
 Appreciation of literature as a source of pleasure showing criticism
towards it.
 Development of reading autonomy.
E.g.: Reading texts: School life in Japan / School routines / Secondary
schools in England / An informal e-mail
 History: References to a famous English secondary school in the Click

onto... section.

origin, etc.
language
12
 WB: activities Unit 1.
 TB: Photocopiable Resource materials Unit 1: Grammar Worksheets,
Communication Worksheets, CLIL Worksheets
 TB: Extra activities and Fast Finishers sections Unit 1.
 WB: Grammar extension and Vocabulary extension Unit 1.
 Gateway Online exercises Unit 1.
EVALUATION
- Workbook exercises Unit 1.
- SB: Language Reference and Revision. Unit 1
- SB: Gateway to exams. Units 1-2
- WB: Revision Units 1-2, Progress Test Units 1-2
- Test CD: Test 1 A and B; Review 1 Test A and B (Units 1-3)
 Self evaluation
- SB: Gateway to exams: 'Can Do' Progress Check Units 1-2
 Understand the general message of texts about school, and identify
relevant details in oral messages related with them. C1, C5, C8.
intonation in conversations about their typical day. C1, C5, C6, C8.
functions and vocabulary, such as writing an e-mail. C1, C4, C8
 Use consciously his/her linguistic knowledge in order to listen to people
talking about education. C1, C5, C8
 Analyze social aspects of Anglo-Saxon countries by comparing schools in
England and in Japan with their own school. C1, C3, C5, C8
completing the Language reference and revision section for Unit 1. C1,
C7, C8
13
UNIT 2
Time Out
OBJECTIVES
 Discuss the topic of the unit: free time activities.

 Read a magazine article about collecting books practising predicting,
skimming and scanning for global and specific information.
 Study the use of the present simple practising yes/no questions, short
answers and question words.
 Practise the use of adverbs of frequency and article through different
activities.
 Read a text about New Zealand facts and learn about free time in New
Zealand.
 Listen to a recording about Saturday morning routines for git and specific
information.
 Listen and practise pronouncing word stress.
 Learn to ask for information on the phone.
 Practise writing an announcement following some guidelines.
CONTENTS
Listening
- Listen and repeat words to do with free-time activities.

- Listen to four dialogues and match them to the correct free-time
activities.
- Listen and repeat words to do with places to go in a town.
- Listen to some words and put them in the correct column in a table.
- Listen to a radio programme about New Zealand and change the
incorrect information from a text.
- Listen to two people talking about Saturday mornings and complete
some exercises.
- Listen to a girl making a telephone call to a cinema and complete a
dialogue.
Speaking
- Tell a partner when they do free-time activities.
- Compare the free-time activities they do with their partner’s.
- Say whether they collect anything.
- Practise asking and answering questions with Do/Does and using short
answers.
14
- Look at some activities and ask questions to different people in the class.
- Interview their partners about what they do at the weekend and in their
free time.
- Tell the class about their partner’s activities at the weekends.
- Practise saying words with the correct stress.
- Tell a partner three places in a town that they like and three places that
they don’t like.
- Do a Project in groups about a different country and present it to the
rest of the class.
- Look at the people in some photos and say what they know about them.
- Talk about people in their country who are famous for cinema, sport and
music.
- Talk with a partner about what they do on a typical Saturday morning.
- Ask and answer questions with a partner using adverbs of frequency.
- Tell the class about them and about their partners using adverbs of
frequency.
- Look at some film posters and say the ones they prefer.
- Practise reading a dialogue about a cinema out loud.
- Practise a dialogue asking for information about a film.
- Talk about the school clubs they prefer.
Reading
- Match some photos with words to do with free-time activities.

- Associate different words with the appropriate free-time activities.
- Read an interview with a teenager about hobbies and answer some
questions.
- Match the underlines words in a text with the correct definitions.
- Read a Grammar Guide box about the present simple: questions, short
answers, wh- questions and question words.
- Complete some questions with the appropriate question words.
- Match some photos with words to do with places to go in a town.
- Read some descriptions and write the correct places in a town.
- Read some information about New Zealand and answer some questions.
- Read a text about free time in New Zealand and complete a table with
the suitable information.
- Read a Grammar Guide box about adverbs of frequency.
- Read a Grammar Guide box about articles.
- Use a diagram to prepare a dialogue asking for information about a film.
- Read two announcements about school clubs and answer some
questions.
- Underline the imperatives they find in the announcements.
15
Writing
- Complete sentences with true information about them and their free-time
activities.
- Complete some questions with Do/Does.
- Write correct information about New Zealand for the topics given.
- Write sentences using the appropriate adverbs of frequency.
- Complete some sentences with the, a, an or no article.
- Look at some pictures and write sentences about what people usually do
on Saturdays.
- Look at some sentences and correct the mistakes with articles.
- Complete some useful expressions to ask for and give information.
- Put some sentences from announcements in the correct places in the
Writing Bank section.
- Write an announcement for a club following a model and discuss them
with the rest of the class.
 Grammar
- Present simple
- Adverbs of frequency
- Articles.
 Vocabulary
- Free-time activities
- Places to go in a town
 Pronunciation
- Word stress
- Reading: Prediction activities
- Speaking: Confidence in English
- Listening: Matching activities
- Writing: answering the question
16
BASIC COMPETENCES

C2 Mathematical
competence.
C3 Knowledge of SB pages Students read texts with Express curiosity in
and interaction 30, 31 references to New Zealand learning about
with the Geography in English.
physical world.
have learnt.
C5 Social and civil SB pages Education for Peace: the Show respect
competence. 30-31 importance of travelling in towards other
order to broaden one’s mind cultures when
and learn and respect other travelling
cultures.
SB page Education for Leisure: Understand the
26-29 awareness of the importance importance of leisure
of free-time activities in order in our lives.
to feel happy.
SB page Education for Health: the Be willing to follow
32 importance of practising sport healthy habits.
in order to stay healthy.
C6 Cultural and SB page References to films such as Show pleasure in
artistic 34 Titanic, Avatar or Did you learning cultural
competence. hear about the Morgans? facts.
They also do a revision of
Units 1-2 in the Gateway to
their own learning.
17
competence of 30 groups. E.g. doing a project and interact with
personal about a country. others. Have a
to participate
Ex. Talking about their
hobbies.

 Click onto... section: Free time in New Zealand
LITERARY EDUCATION
towards it.
E.g.: Reading texts: Hobbies: collecting books / New Zealand fact file /
Free time activities in New Zealand / Club announcements.
 Geography: New Zealand facts (Click onto... section)

origin, etc.
language
18
EVALUATION
- Test CD: Test 2 A and B; Review 1 Test A and B (Units 1-3)
 Self evaluation
 Understand the general message of texts about free time, and identify
intonation in phone conversations about cinema. C1, C6, C8.
functions and vocabulary, such as writing an announcement. C1, C6, C8
talking about Saturday morning activities. C1, C5, C8
 Analyze social aspects of Anglo-Saxon countries by comparing free time
activities in those countries with their own experience. C1, C3, C5, C6,
C8
C7, C8
19
UNIT 3
Coming home
OBJECTIVES
 Discuss the topic of the unit: houses.

 Read a text about a spectacular home skimming and scanning for global
and specific information.
 Study the use of There is/There are through different activities.
 Practise the use of the present continuous and the prepositions of place.
 Read a text about an Englishman’s home and talk about eco-homes.
 Listen to activities happening at the moment and try to predict content
from pictures.
 Study and practise the pronunciation of the –ing form.
 Learn and practise expressions on the phone.
 Practise writing a description of a place following some guidelines..
CONTENTS
Listening
- Listen and repeat vocabulary about rooms.

- Listen and repeat vocabulary about household objects and furniture.
- Listen to someone describing their flat and complete a diagram with the
furniture and objects that they have.
- Listen and repeat phrases to do with jobs around the house.
- Listen to people talking about where they live and put some photos in
the correct order. Then answer some questions.
- Listen to four dialogues and tick the correct pictures.
- Listen to the pronunciation of the –ing form of the words in a table.
- Listen and repeat some words with the correct stress.
- Listen to three phone conversations and complete some sentences.
- Listen and repeat telephone numbers.
Speaking
- Name different rooms according to some descriptions.
- Tell a partner about the rooms in their house.
- Work in small groups talking about what they’ve got in their bedroom.
- Look at some photos and answer some questions.
- Discuss their ideas about a celebrity’s house.
- Ask their partner about their living room.
20
- Use some questions to interview their partner about their living room.
- Look at some pictures of a room and discuss the differences.
- Work in small groups describing jobs around the house.
- Look at some photos of British homes and discuss them.
- Talk about different types of houses in their country.
- Discuss their views on eco-homes.
- Describe some pictures about parts of the house and furniture.
- Work in small groups asking and answering questions about a picture.
- Take it in turns to say some telephone numbers.
- Role-play phone conversations using the phone expressions from the
Speaking Bank.
- Imagine their ideal bedroom and discuss it with a partner.
- Tell a partner which bedroom they like or don’t like, explaining their
decisions.
Reading
- Match some vocabulary about rooms with the correct pictures.

- Match some vocabulary about household objects and furniture with the
correct pictures.
- Read the Study Skills notes.
- Read a text about a celebrity’s home and answer some questions.
- Look at the underlined words in a text and check them in their
dictionary.
- Read a Grammar guide box about the use of There is/ There are.
- Read a Grammar guide box about the use of prepositions of place.
- Match some phrases to do with jobs around the house with the correct
pictures.
- Match some vocabulary about eco-homes with the correct pictures.
- Read a text about eco-homes and answer some questions.
- Read a Grammar guide box about the use of the present continuous.
- Look at some useful expressions on the phone.
- Read some descriptions of ideal bedrooms and answer some questions.
Writing
- Complete sentences about a room using is, are, isn’t, aren’t.

- Complete a text about somebody’s house with the appropriate words.
- Look at a picture and complete some sentences with the correct
prepositions.
- Write the –ing form of the verbs given in the correct place in a table.
- Look at a picture and write about what some people are doing at home,
using the present continuous.
21
- Put some words in the correct order to make questions in present
continuous.
- Write down some telephone numbers.
- Look at the Writing Bank section and complete a list of adjectives that
appear in some descriptions.
- Write an article about their ideal bedrooms following a model.

 Grammar
- There is / There are
- Prepositions of place
- Present continuous
 Vocabulary
- Rooms
- Household objects and furniture
- Jobs around the house
 Pronunciation
- Stress on –ing words
- Use of English: Multiple choice cloze
- Writing: Checking your work
- Vocabulary: keeping a record
- Listening: Before you listen
BASIC COMPETENCES

C1 Linguistic SB pages All the activities of the unit use Show interest in learning
communicative 40, 42, the language as an instrument English
competence. 49 of communication. Ex. Reading
all the Exam success and Study
skills sections of the unit.
C2 Mathematical SB page Students say telephone Be able to use numbers
competence. 48 numbers. in English.
22
C3 Knowledge of SB pages References to different types of Express curiosity in
and interaction 44-45 house in the UK, and to learning about Social
with the ecological homes. Science in English.
physical world.
technologies extend what they have
learnt.
C5 Social and civil SB pages Education for Sexual Equality: Be willing to accept
competence. 43, 47 understanding that both men sexual equality in all
and women must share the fields.
household chores.
SB page Environmental Education: Be aware of the
45 Understand the importance of importance of taking
eco-homes. care of the environment.
C6 Cultural and SB page Students read texts with Show pleasure in

artistic 44 references to British homes. learning cultural facts.
competence.
C7 The competence SB pages Students complete the Show interest in learning
of learning to 50-51 Language reference and how to learn English.
learn. revision section for Unit 3
evaluating their own work.
SB pages They also do a revision of Units
64-65 3-4 in the Gateway to exams
section, assessing their own
learning.
C8 The competence SB page Initiative to work in pairs or Be willing to listen to
of personal 48 groups. E.g. role-playing phone and interact with others.
autonomy and conversations. Have a positive attitude
initiative. towards own ability to
participate
(Castilla la and admitting both their own Show respect for others
Mancha) success and their classmates’. in the group.
Ex. Talking about their
bedroom.

 Click onto... section: An Englishman’s home
23
24
LITERARY EDUCATION
towards it.
E.g.: Reading texts: Ellen Long’s house / Tony Hawk’s house / Eco-
homes / Ideal bedrooms.
 Science: Eco-homes (Click onto... section).

origin, etc.
language
EVALUATION
25
- Test CD: Test 3 A and B;
Review 1 Test A and B (Units 1-3)
 Self evaluation
 Understand the general message of texts about houses, and identify
intonation in phone conversations. C1, C2, C8.
functions and vocabulary, such as writing a description of a place. C1,
C3, C6, C8
 Use consciously his/her linguistic knowledge in order to listen to
dialogues at home. C1, C8
 Analyze social aspects of Anglo-Saxon countries by comparing British
homes with the ones in their own country. C1, C3, C6, C8
C7, C8
26
UNIT 4
Body Building
OBJECTIVES
 Discuss the topic of the unit: parts of the body, sports and physical
activities.
 Read a text about surviving an avalanche skimming and scanning for
global and specific information.
 Study and practise the use of Can/Can’t, Have to, don’t have to, must,
mustn’t through different activities.
 Learn about adverbs of manner.
 Read a text about physical exercise and listen to a popular song.
 Listen to a recording about playing kin-ball in order to identify key words
and listening for gist.
 Practise the pronunciation of can/can’t.
 Practise giving directions.
 Learn to write a questionnaire following some guidelines.
CONTENTS
Listening
- Listen and repeat different parts of the body.

- Listen and write the physical activities they hear.
- Listen to the pronunciation of can/can’t.
- Listen and repeat some sentences with can/can’t.
- Listen to a song about music and exercise and answer some questions.
- Fill in the gaps in some notes about Kin-ball with the correct information
from a listening recording.
- Listen to someone giving directions and find the way in a map.
- Listen and complete a dialogue giving directions.
Speaking
- Work in groups guessing physical activities.
- Discuss whether they like snow and the mountains.
- Ask their partner questions to find out what they can/can’t do.
- Interview a student using adverbs of manner.
- Ask and answer questions about sports with a partner.
- Look at a picture of a physical education class and discuss it.
- Look at some very important concepts in PE and say what they mean.
- Talk about the music they like.
27
- Look at a photo of a kin-ball game and talk about what they can see.
- Discuss their views on Kin-ball.
- Look at some photos of sports and discuss their rules using have to,
don’t have to, must, mustn’t.
- Tell the class sentences about rules of a particular sport and try to guess
it.
- Discuss questions with a partner using have to, don’t have to, must,
mustn’t.
- Work with a partner giving directions to get to a place in a map.
- Role-play a dialogue giving directions in a town.
Reading
- Match some parts of the body in a picture with the correct words.
- Match some pictures with the appropriate words to do with physical
activities.
- Read a text about avalanches and answer some questions.
- Read the Study skills and Exam success notes.
- Match the underlined words in a text with the correct definitions.
- Read the Grammar guide note about the use of can/can’t.
- Read the Grammar guide note about the use of adverbs of manner.
- Match some photos with the appropriate words to do with sports.
- Read some definitions for PE concepts and answer to true/false type
statements.
- Match words to do with PE with the correct definitions.
- Read a short text about music and exercise and answer some questions.
- Read the Grammar guide note about the use of have to, don’t have to,
must, mustn’t.
- Look at some sentences about volleyball and choose must, mustn’t to
complete them.
- Complete some sentences with the correct alternative have to, don’t
have to, must, mustn’t.
- Match some pictures with the correct phrases for giving directions.
- Look at useful expressions to ask for and give directions.
- Look at a questionnaire and match the questions with the appropriate
answers.
- Read some useful advices for writing questionnaires.
Writing
- Complete some sentences with the appropriate parts of the body.

- Write the physical activities they associate with the words given.
- Complete sentences with can/can’t.
- Complete a table about activities they can/can’t do.
- Complete sentences with adverbs from the adjectives given.
28
- Write questions using adverbs of manner.
- Say which sports they usually play.
- Complete some sentences with have to, has to, don’t have to or doesn’t
have to.
- Write a questionnaire to find out what people in their class think about
sport and PE at school.
 Grammar
- Can/Can’t
- Adverbs of manner
- Have to, don’t have to, must, mustn’t
 Vocabulary
- Parts of the body
- Basic physical activities
- Sports
 Pronunciation
- Short and long a
- Speaking: Evaluating your performance
- Reading: Understanding gist; Multiple choice
- Speaking: negotiating
29
BASIC COMPETENCES

communicative 53, 60 use the language as an learning English
competence. instrument of communication.
C2 Mathematical
competence.
C3 Knowledge of SB page Students read a text about Express curiosity in
and interaction 53 avalanches in the mountains. learning about Natural
with the Science in English.
physical world.
learnt.
C5 Social and civil SB pages Education for Health: Be willing to follow
competence. 52-61 Awareness of the importance healthy habits.
of practising sport and doing
physical exercise in order to
stay healthy.
Education for Sexual Equality: Understand sexual
accepting that both boys and equality in all fields.
girls can practise any type of
sport.
C6 Cultural and SB page References to the song We Show pleasure in
artistic 57 got the beat by The Go-Go’s. learning cultural facts.
competence. SB page References to Kin-ball game.
58
their own learning.
competence of 60 groups. E.g. role-playing a and interact with
personal dialogue giving directions. others. Have a positive
autonomy and attitude towards own
initiative. ability to participate
30
Ex. Discussing their favourite
sports.

 Click onto... section: Popular culture: Song We got the beat by The Go-
Go’s
LITERARY EDUCATION
towards it.
E.g.: Reading texts: Advice: Avalanches / Exercise and the body /
Exercise and music / Questionnaire at a swimming pool.
 PE: Basic concepts (Click onto... section).

origin, etc.
language
31
EVALUATION
 Self evaluation
 Understand the general message of texts about sport and physical
exercise, and identify relevant details in oral messages related with
them. C1, C5, C8.
intonation in conversations giving directions in a town. C1, C3, C8.
functions and vocabulary, such as writing a questionnaire about sport.
C1, C5, C6, C8
talking about Kin-ball. C1, C5, C6, C8
 Analyze social aspects of Anglo-Saxon countries by comparing music
bands from those countries with the ones in their own country. C1, C3,
C6, C8
C7, C8
32
UNIT 5
Good food guide
OBJECTIVES
 Discuss the topic of the unit: food, drink and containers.
 Skim and scan a text about food for global and specific information.
 Study and practise the use of countable and uncountable nouns.
 Practise using some, any, a /an, a lot of, much, many through different
activities.
 Study and be able to use should/shouldn’t.
 Read a text about superfoods and talk about the book The Orange.
 Listen to a radio programme about the problem of chewing gum, listening
for specific and general information.
 Practise the pronunciation of word stress in two-syllable nouns.
 Practise ordering food.
 Learn to write an invitation following some guidelines.
CONTENTS
Listening
- Listen and repeat vocabulary about food.

- Listen and notice the pronunciation of two syllable words.
- Listen to four dialogues and complete it with the food and drink
mentioned.
- Listen and repeat vocabulary about containers.
- Listen to a poem about an orange and discuss it.
- Listen to a radio programme about chewing gum and answer some
questions.
- Listen and match some people with their ideas on chewing gum.
- Listen to and practise saying prices on a menu.
- Listen to two people ordering food in a café and make a note of their
order.
Speaking
- Discuss how often they eat certain food.
- Find out which drinks their partner likes or doesn’t like.
- Discuss the food they prefer.
- Talk about the ingredients in two dishes.
- Talk about how healthy the food they eat is.
- Look at two fridges and find the differences between them.
- Discuss their food habits with a partner.
33
- Look at a food pyramid and answer some questions.
- Say what they think superfoods are.
- Discuss whether they eat healthy food.
- Take it in turns to read a poem aloud.
- Ask and answer questions about chewing gum with a partner.
- Discuss their views on chewing gum.
- Ask and answer questions using a lot of, much, many, etc.
-Tell the class the top ideas of things they should/shouldn’t do to be
healthy.
- Look at a menu and answer some questions.
- Role-play a dialogue at a restaurant in groups of three.
Reading
- Match some photos with words to do with food.

- Match some photos of drinks with the correct words.
- Read a text about food ingredients and answer to true/false type
questions.
- Read a Grammar guide section about countable and uncountable nouns.
- Read a Grammar guide section about some, any, a/an.
- Match some pictures of containers with the correct words.
- Read a text about superfoods and answer some questions.
- Look at a table and match present and past verb forms.
- Read a Grammar guide section about a lot of, much, many.
- Read a Grammar guide section about should/shouldn’t.
- Read three invitations and answer some questions.
Writing
- Classify some words related to how often they eat certain food in the
correct place in a table.
- Classify some food and drink words in a table of countable and
uncountable nouns.
- Look at a picture and complete sentences with some, any, a or an.
- Complete a dialogue at a shop with some, any, a or an.
- Write the appropriate containers for some products.
- Write seven true sentences about themselves using vocabulary about
food and about containers.
- Make a list of things that make them happy.
- Complete some sentences with a lot of, much, many.
- Complete questions with How much, How many.
- Complete sentences with should/shouldn’t.
- Make a list of eight things they should/shouldn’t do to be healthy.
34
- Complete a dialogue at a restaurant with the correct statements.
- Complete some useful expressions to order food.
- Complete some useful expressions in informal invitations.
- Write an invitation inviting a friend to a celebration following some steps.
 Grammar
- Countable and uncountable nouns.
- Some, any, a /an
- A lot of, much, many
- Should, shouldn’t
 Vocabulary
- Food
- Drink
- Containers and partitives
 Pronunciation
- Syllable stress
- Reading: Using a dictionary; missing sentences
- Listening: first and second listening
- Writing: formal and informal style.
35
BASIC COMPETENCES

C2 Mathematical SB page Students read texts with Be able to use
competence. 74 references to prices. mathematical
concepts in English.
C3 Knowledge of SB pages The whole unit is devoted to Express curiosity in
and interaction 66-70 talk about food properties, learning about
with the healthy food, the food natural science in
physical world. pyramid, etc. English.
have learnt.
C5 Social and civil SB page Education for Health: Be willing to follow
competence. 70 Awareness of the importance healthy habits.
of having a balanced diet in
order to stay healthy.
SB page Moral and Civic Education: Understand the
72 the importance of throwing importance of
chewing gums in the bin and behaving in the
not on the streets. correct way.
C6 Cultural and SB page References to the poem The Show pleasure in
artistic 71 Orange by Wendy Cope learning cultural
competence. facts.
their own learning.
competence of 74 groups. E.g. role-playing and interact with
personal dialogues at a restaurant. others. Have a
to participate
36
Ex. Discussing what they eat.

 Click onto... section: literary references to The Orange by Wendy Cope
LITERARY EDUCATION
towards it.
E.g.: Reading text: What’s in your food? / Superfoods / The Orange:
poem / Café menu / Invitations
References to The Orange by Wendy Cope
 Science: superfoods (Click onto... section).

origin, etc.
language
37
EVALUATION
 Self evaluation
 Understand the general message of texts about healthy food, and
identify relevant details in oral messages related with them. C1, C3, C5,
C8.
intonation in conversations ordering food at a restaurant. C1, C5, C8.
functions and vocabulary, such as writing an invitation to a celebration.
C1, C6, C8
talking about chewing gum. C1, C5, C8
 Analyze social aspects of Anglo-Saxon countries by comparing the eating
habits in those countries with their own experience. C1, C3, C5, C8
C7, C8
38
UNIT 6
Tourist attractions
OBJECTIVES
 Discuss the topic of the unit: tourism, countries and nationalities.

 Read a text about Thomas Cook’s travel agency skimming and scanning
for global and specific information.
 Study and practise the use of the past simple of to be, can and regular
and irregular verbs.
 Read a text about starting a business.
 Listen to a recording about a travel podcast.
 Listen to a text about a visit to Paris looking for specific and general
information.
 Learn and practise the pronunciation of the –ed ending.
 Practise talking about a holiday.
 Learn to write a postcard following some guidelines.
Reference and Revision sections at the end of the unit..
CONTENTS
Listening
- Listen and repeat the names of different countries.

- Listen and repeat different nationalities.
- Listen to a recording about tourism and answer some questions.
- Listen to a podcast about Brighton and complete some notes.
- Listen to a girl talking about a trip to Paris and tick the things that she
says. Then answer some questions.
- Listen to the words in a table and notice the difference between the
pronunciation of the –ed endings.
- Listen to some past simple verbs and write them in the correct column in
a table.
- Listen and repeat some past simple forms.
- Listen to a girl talking about her holiday and make notes.
Speaking
- Take it in turns to say the names of famous persons from different
nationalities.
- Say which country from a text they would like most to visit.
- Ask and answer questions using the correct past form of be.
- Find out at what age their partner could do different things.
- Say how often they travel by different types of transport.
39
- Take it in turns to describe some photos.
- Work in a project inventing a product or service.
- Talk about a popular place for tourists in their country.
- Say what city they would like to visit.
- Tell a partner about things they did in the past.
- Take it in turns to talk about a girl’s holiday using some photos.
- Take it in turns to talk about a holiday they really liked.
- Tell the class about their partner’s holidays.
- Discuss a list of important things to have a great holiday.
Reading
- Match some flags with the appropriate countries.

- Match some countries with the appropriate nationalities.
- Match some definitions with the correct words connected with tourism.
- Read a text about Thomas Cook and answer some questions.
- Match the underlines words in a text with the correct definitions.
- Read a Grammar Guide box about the past simple of to be.
- Read a Grammar Guide box about the past simple of can.
- Match some photos with the appropriate vocabulary about transport.
- Read a text about Lonely Planet and answer some questions.
- Read a Grammar Guide box about the past simple of regular and
irregular verbs.
- Match some spelling rules for simple past forms with the examples given.
- Look at some holiday photos and match them to the topics given.
- Read a postcard and answer some questions.
Writing
- Write down the name of a famous person for as many nationalities as

possible.
- Complete a dialogue with was, wasn’t, were, weren’t.
- Complete some sentences about the top ten World tourist attractions.
- Write questions using the correct past form of be.
- Write questions about what people could or couldn’t do in 1872.
- Complete a table with vocabulary about transport.
- Work in a project making notes to help visitors to their town or city.
- Look at a photo and make a list of things you can do on holiday in Paris.
- Complete sentences with the past form of the verbs given.
- Write true sentences about them and their family using past tenses.
- Complete some useful expressions to talk about a holiday with the
correct words.
- Complete some useful advices for writing a postcard.
- Write a postcard to an English friend following a model.
40
 Grammar
- Past simple: to be, can
 Vocabulary
- Countries and nationalities
- Words connected with tourism
- Transport.
 Pronunciation
- -ed endings
- Writing: Planning.
- Listening: True/false/ not mentioned.
- Speaking: Reporting past events.
- Grammar: Learning spelling.
BASIC COMPETENCES
competence. 87 instrument of communication.
C2 Mathematical
competence.
and interaction 78-87 talk about countries, learning about
with the nationalities, flags, tourist Geography, Social
physical world. attractions, means of Science and History
transport, places of holidays, in English.
etc.
References to Thomas Cook.
41
have learnt.
C5 Social and civil SB pages Education for Peace: the Show respect
competence. 78-87 importance of travelling in towards other
order to broaden one’s mind cultures when
and learn and respect other travelling.
cultures.
SB page Environmental education: Be willing to protect
81 Awareness of the importance the environment.
of using ecological means of
transport.
C6 Cultural and SB page References to the top ten Show pleasure in
artistic 80 tourist attractions. learning cultural
competence. SB page References to Lonely Planet. facts.
82
C7 The SB page Students complete the Show interest in
90-91 Units 5-6in the Gateway to
their own learning.
competence of 86 groups. E.g. talking about a and interact with
personal holiday they liked. others. Have a
to participate
Ex. Saying which country they
would like to visit.

 Click onto... section: A travel podcast
42
LITERARY EDUCATION
towards it.
E.g.: Reading text: The Thomas Cook company / Lonely Planet / A
holiday postcard
 Social Science: Business: Starting a business.

origin, etc.
language
EVALUATION
43
 Self evaluation
 Understand the general message of texts about tourism and geography,
and identify relevant details in oral messages related with them. C1, C3,
C6, C8.
intonation in conversations about holidays. C1, C3, C5, C8.
functions and vocabulary, such as writing a postcard. C1, C6, C8
 Use consciously his/her linguistic knowledge in order to listen to
someone talking about a trip to Paris. C1, C3, C5, C8
 Analyze social aspects of Anglo-Saxon countries by comparing tourist
attractions in those countries with their own experience. C1, C3, C5, C6,
C8
C7, C8
44
UNIT 7
Famous works
OBJECTIVES
 Discuss the topic of the unit: jobs and work.

 Read a text about famous people skimming and scanning for global and
specific information.
 Study the use of the past simple in negative, questions and short
answers.
 Read a text about important periods in classical music.
 Listen to a pop song by Evanescence.
 Listen to a quiz about Marilyn Monroe, listening for specific and general
information.
 Learn and practise the pronunciation of word stress in three-syllable
nouns.
 Practise telling an anecdote about a special weekend.
 Learn to write a biography following some guidelines.
CONTENTS
Listening
- Listen and repeat words to do with places of work.

- Listen to people talking about their jobs and write them down.
- Listen to a text about famous people in history and answer questions.
- Listen and repeat words to do with culture and entertainment.
- Listen to three short pieces of classical music and complete some
activities.
- Listen to a pop song called Lacrymosa and answer some questions.
- Listen to a TV quiz and check their ideas.
- Listen and complete some notes about Marilyn Monroe.
- Listen and complete a timeline.
- Listen to people talking about a perfect weekend and answer some
questions.
- Listen to and practise saying some useful expressions to show interest in
what someone says with the correct intonation.
- Listen and put some expressions in the correct order.
45
Speaking
- Look at some vocabulary to do with workers and say where you can find
each person.
- Say where the people in some pictures usually work.
- Take it in turns to ask and answer questions to discover jobs.
- Talk about the early life of a famous person.
- Find out what cultural and entertaining things attract their partner.
- Talk about famous people in their country.
- Say whether they like classical music.
- Talk about a song and how it makes them feel.
- Choose a famous composer, singer or group from their country and
prepare a presentation about them in groups.
- Talk about their favourite film star.
- Practise asking questions with time expressions.
- Tell the class about their partner’s weekend.
- Look at some photos related to concerts and talk about what they can
see.
- Practise telling a friend about a perfect weekend.
- Discuss what they know about the actor Heath Ledger.
Reading
- Match some pictures with words to do with places of work.

- Match some words to do with jobs with the correct definitions.
- Read a magazine article about famous people and answer some
questions.
- Read the Exam success and the Study skills notes.
- Read the Grammar Guide box about the past simple negative.
- Match some pictures with words to do with culture and entertainment.
- Read a text about three important periods in classical music and answer
some questions.
- Read the Grammar Guide box about the past simple of questions and
short answers.
- Look at some useful expressions to show interest in what someone says.
- Read a text about an actor and put the paragraphs in the correct order.
- Look at a biography and answer some questions.
Writing
- Classify some three syllable words into a table according to their

pronunciation.
- Make a list of the jobs famous people do before they become famous.
46
- Make some sentences negative.
- Write about what some people did or didn’t do before they were famous.
- Change some sentences so they are true for them.
- Write complete affirmative or negative sentences about famous people in
history.
- Look at a photo of Marilyn Monroe and make notes of information about
her.
- Complete some questions with the correct form of the verbs given.
- Write complete questions and true short answers.
- Write questions to find out what their partner did last weekend using the
expressions given.
- Write questions for the underlined parts of some answers.
- Complete a text with the correct expressions of time.
- Write a short biography about a famous person following a model.
 Grammar
- Past simple
 Vocabulary
- Places of work
- Jobs and work
- Culture and entertainment
 Pronunciation
- Word stress
- Listening: listening outside the classroom
- Writing: Paragraphs
- Reading: Matching activities
- Listening: Completing notes
47
BASIC COMPETENCES

C2 Mathematical
competence.
C3 Knowledge of SB page The whole unit is devoted to Express curiosity in
and interaction 92 talk about jobs and work. learning about Social
with the SB page References to important Science and History
physical world. 95 people from History: Neil in English.
Armstrong, Van Gogh, Marie
Curie, Louis Pasteur, etc.
have learnt.
C5 Social and civil SB page Education for Sexual Equality: Understand sexual
competence. 92 accepting that both boys and equality in all fields.
girls can do any kind of job.
SB pages Moral and Civic Education: Be willing to make
93, 98 understand the importance of efforts.
hard work in order to have
success.
C6 Cultural and SB page References to important Show pleasure in
artistic 96 periods in classical music. learning cultural
competence. SB page References to pop band facts.
97 Evanescence.
SB pages References to famous people
93, 98, such as Brad Pitt, Marilyn
101 Monroe or Heath Ledger.
their own learning.
48
competence of 100 groups. E.g. discussing their and interact with
personal perfect weekend. others. Have a
to participate
Ex. Talking about famous
people from their country.

 Click onto... section: Song: Lacrymosa by Evanescence
LITERARY EDUCATION
towards it.
E.g.: Reading texts: Jennifer Hudson and Brad Pitt/ Noel Gallaher/
Periods in music history / A biography: Heath Ledger
 Music: Important periods in classical music. (Click onto... section)

origin, etc.
language
49
EVALUATION
 Self evaluation
 Understand the general message of texts about work, exams, etc, and
identify relevant details in oral messages related with them. C1, C3, C5,
C8.
intonation in conversations about anecdotes. C1, C8.
functions and vocabulary, such as writing a biography of a famous
person. C1, C6, C8
 Use consciously his/her linguistic knowledge in order to listen to a text
about Marilyn Monroe. C1, C6, C8
50
 Analyze social aspects of Anglo-Saxon countries by comparing music
bands from those countries with the ones in their own country. C1, C6,
C8
C7, C8
51
UNIT 8
Me and the world around me
OBJECTIVES
 Discuss the topic of the unit: feelings, personality and social problems.
 Read a text about teenagers of today and in the past skimming and
scanning for global and specific information.
 Learn to use comparative and superlative adjectives through different
activities.
 Listen to a radio programme about Peace and discuss about it.
 Read a text about The Freedom Writers.
 Listen to news stories and look for specific and general information.
 Practise the pronunciation of sentence stress.
 Practise describing a photo.
 Learn to write a formal letter of opinion following some guidelines.
CONTENTS
Listening
- Listen and repeat words to do with feelings.

- Listen to four conversations and write adjectives describing how each
people feel.
- Listen to some sentences and pay attention to the pronunciation.
- Listen and repeat some sentences paying attention to the correct stress.
- Listen and repeat words related with social problems.
- Listen to a radio programme about a Peace organisation and answer to
true /false type questions.
- Listen to three news stories and answer some questions.
- Listen to a student describing a photo and complete a description with
the missing words.
Speaking
- Draw faces about feelings and ask a partner to guess the correct words.
- Read some sentences about feelings aloud and ask a partner to say the
appropriate adjective.
- Discuss whether life is easier for teenagers today.
- Practise saying sentences with the correct stress.
52
- Choose three social problems and discuss their importance with a
partner.
- Work with a partner discussing questions about the international Peace
Day.
- Work in groups preparing something for an international Peace Day
exhibition.
- Discuss their views on books that can change the world.
- Talk about any news stories they’ve read or seen.
- Look at two photos and find similarities between them.
- Look at a description and answer some questions.
- Look at a photo and describe where different things are.
Reading
- Match some pictures with words to do with feelings.

- Read a text talking about whether life is easier for teenagers today and
answer some questions.
- Read the Study skills and the Exam success sections.
- Look at the underlined words in a text and guess the meanings of the
words.
- Read a Grammar Guide section about comparative adjectives.
- Match some photos with words to do with social problems.
- Read a text about The freedom writers and answer some questions.
- Match words and definitions from a reading text.
- Read a Grammar Guide section about superlative adjectives.
- Read a note about useful expressions to describe photos.
- Read a short article and editorial from a newspaper and answer some
questions.
- Read a letter to an editor and answer some questions.
Writing
- Think about different feelings and write sentences.

- Complete sentences with the appropriate adjectives for personality.
- Write three sentences about themselves using adjectives for personality.
- Write sentences to summarize what some people think about teenagers
today.
- Write the comparative form for the adjectives given.
- Complete sentences with the correct comparative form of the adjectives
given.
- Make some pairs of sentences into one using the comparative form of
the adjectives given.
- Write comparative sentences that are true for them.
- Write sentences comparing life now to one hundred years ago using the
adjectives they have learnt.
53
- Correct the mistakes in a text about The freedom writers.
- Complete sentences with the superlative form of the adjectives given.
- Complete sentences with information about films about teenagers with
the comparative or superlative form of the adjectives given.
- Write sentences giving their opinion about different things using the
superlative form of the adjectives given.
- Fill in the gaps in a text about an orchestra with the appropriate words.
- Look at a letter and complete some useful expressions in formal letters
of opinion.
- Write a letter to a newspaper editor following a model.
 Grammar
- Comparative adjectives
- Superlative adjectives
 Vocabulary
- Feelings
- Personality
- Social problems
 Pronunciation
- Sentence stress
- Reading: Guessing new words from context.
- Writing: knowing your audience.
- Use of English: Cloze activities.
- Speaking: Describing a photo.
54
BASIC COMPETENCES

C2 Mathematical
competence.
C3 Knowledge of SB page Students discuss the Express curiosity in
and interaction 107 differences between life learning about Social
with the nowadays and a hundred Science in English.
physical world. years ago.
They also talk about social
problems
have learnt.
C5 Social and civil SB page Moral and Civic Education: Be willing to respect
competence. 104 the importance of respecting everybody.
other people’s feelings and
personality.
SB page Education for Peace: The Be willing to help
108 importance of organisations other people.
that fight for Peace and to
help disfavoured people.
SB page Consumer Education: the Be willing to have
113 importance of doing a moderate
moderate use of computers consumption habits.
and game consoles.
C6 Cultural and SB page References to Jude Law and Show pleasure in
artistic 108 Jeremy Gilley. learning cultural
competence. SB page References to film The facts.
109 Freedom writers and actress
Hillary Swank.
SB page References to films such as
111 Dead Poets Society,
Dangerous Minds, High
School Musical 3.
References to an orchestra
from Venezuela.
55
their own learning.
competence of 108 groups. E.g. Making an and interact with
personal exhibition for the international others. Have a
autonomy and Peace Day. positive attitude
to participate
Ex. Talking about teenager’s
life.

 Click onto... section: Literature: The Freedom Writers
LITERARY EDUCATION
towards it.
E.g.: Reading text: Internet comments: teenage life / The Freedom
Writers / A Venezuelan youth orchestra / Newspaper article and editorial
/ Formal letter opinion.
References to The Freedom Writers
 Citizenship: Peace Day (Click onto... section).
56
origin, etc.
language
EVALUATION
 Self evaluation
57
 Understand the general message of texts about feelings, and identify
intonation when describing photos. C1, C8.
functions and vocabulary, such as writing formal letter to a newspaper.
C1, C6, C8
 Use consciously his/her linguistic knowledge in order to listen to news’
stories. C1, C3, C8
 Analyze social aspects of Anglo-Saxon countries by comparing the habits
of teenagers in those countries with their own experience. C1, C3, C5,
C8
C7, C8
58
UNIT 9
Wild world
OBJECTIVES
 Discuss the topic of the unit: wild world and the weather.
 Read a text about man vs. wild skimming and scanning for global and
specific information.
 Study and practise the use of be going to and will/won’t through different
activities.
 Read a text about Canada’s geography and climate.
 Read an extract from a novel by Jack London and discuss it.
 Listen to a radio advert for a wildlife centre looking for specific and
general information.
 Learn and practise the pronunciation of Going to.
 Practise making plans with a partner.
 Learn to write down phone messages following some guidelines.
CONTENTS
Listening
- Listen and repeat words to do with wild animals and insects.

- Listen and repeat words to do with natural features.
- Listen and write the correct words related to natural features.
- Listen to a dialogue and pay attention to the pronunciation of be going
to.
- Listen to a geography teacher talking about where people live in Canada
and answer some questions.
- Listen to a radio advert for a wildlife centre and answer to true/false type
sentences.
- Listen to two people talking about next week and answer some
questions.
- Listen and complete a dialogue about holiday activities.
- Listen to a telephone conversation and answer some questions.
- Listen to a message and find the incorrect information.
59
Speaking
- Talk about wild animals and insects that bite or sting.
- Take it in turns to ask and answer questions about natural features.
- Say what they know about Bear Grylls.
- Discuss whether they would like to do dangerous or unusual things.
- Practise a dialogue paying attention to the pronunciation of be going to.
- Practise asking and answering questions with be going to.
- Ask questions to find out about their partner’s plans for the weekend.
- Work with a partner discussing sentences about the weather where they
live.
- Look at a demographic map of Canada and try to explain of people
distribution.
- Talk about the demographic distribution in their own country.
- Ask and answer questions about zoos and safaris with a partner.
- Take it in turns to ask and answer questions about the future using short
answers to reply.
- Use some questions about the future to interview other students in their
group.
- Talk about places where they can go at the weekend or in the holidays.
- Role-play a dialogue about holiday activities.
Reading
- Match some photos with the appropriate words to do with wild animals
and insects.
- Match some natural features in a picture with the correct words.
- Read three texts about Bear Grylls and answer to true/false type
questions.
- Read a Grammar Guide section about be going to.
- Match some pictures with the appropriate words related to the weather.
- Match some adjectives to the correct nouns so as to make weather
expressions.
- Read a text about Canada and answer some questions.
- Read a text about White Fang and answer some questions.
- Match words from a text with the correct definitions.
- Read the Study Skills and Exam Success sections.
- Read a Grammar Guide section about will/won’t.
- Read a phone message and answer some questions.
- Read a note on leaving out words in informal messages.
- Look at a message and put a line through the words you can leave out.
- Read a phone dialogue and underline the most important information.
60
Writing
- Classify some words to do with wild animals and insects in the correct
column in a table.
- Write about the future plans of some adventurers using be going to.
- Match some people with their plans for the future, writing sentences with
be going to.
- Write questions with be going to.
- Think of two big plans they have for the future and write them down.
- Complete sentences with the correct forms of the weather words given.
- Look at a map of Canada and label as many of the cities as they can.
- Complete some sentences with will or won’t and the verbs given.
- Complete some predictions related to the weather with will or won’t and
the verbs given.
- Write a phone message including the information given.

 Grammar
- Be going to
- Will/Won’t
 Vocabulary
- Wild animals and insects
- The natural world
- The weather
 Pronunciation
- The pronunciation of going to
- Reading: Reading outside the classroom
- Speaking: Pair activities; improving your English
- Writing: Handwriting and presentation
61
BASIC COMPETENCES
C2 Mathematical
competence.
and interaction 118-121 talk about nature and wild learning about
with the animals, etc. Natural Science and
physical world. SB page Special references to about Geography in
122 Canada’s geography. English.
have learnt.
C5 Social and civil SB pages Education for Leisure: the Understand the
competence. 126-127 importance of enjoying free importance of leisure
time activities such as going in our lives.
to the cinema, to the zoo, etc.
SB page Environmental Education: Be willing to look
125 understand the importance of after the
protecting nature and taking environment.
care of wild animals.
C6 Cultural and SB page References to explorer Bear Show pleasure in
artistic 119 Grylls. learning cultural
competence. SB page References to White Fang by facts.
123 Jack London.
their own learning.
competence of 126 groups. E.g. Role-playing a and interact with
personal dialogue about a holiday. others. Have a
to participate
62
Ex. Discussing dangerous or
unusual adventures.

 Click onto... section: White Fang by Jack London
LITERARY EDUCATION
towards it.
E.g.: Reading texts: Bear Grylls: Text types / Canada fact file / White
fang by Jack London / Informal messages / Phone conversation.
References to White Fang by Jack London
 Geography: Canada’s geography and climate

origin, etc.
language
63
EVALUATION
 Self evaluation
 Understand the general message of texts about nature, wild animals and
the weather, and identify relevant details in oral messages related with
them. C1, C3, C5, C8.
intonation in conversations about holiday plans. C1, C5, C6, C8.
functions and vocabulary, such as writing phone messages. C1, C8
 Use consciously his/her linguistic knowledge in order to listen to a radio
advert about a wildlife centre. C1, C3, C5, C8
 Analyze social aspects of Anglo-Saxon countries by comparing Canada’s
demography with the one in their own country. C1, C3, C6, C8
C7, C8
64
UNIT 10
Good buy
OBJECTIVES
 Discuss the topic of the unit: clothes and shops.

 Read a text about British teenagers and fashion skimming and scanning
for global and specific information.
 Study the use of the Present perfect in affirmative, negative, questions
and short answers.
 Practise using the present perfect with just, already and yet through
different activities.
 Listen about a world-famous department store.
 Read a text about a department store lion.
 Listen to a phone conversation about shopping looking for specific and
general information.
 Learn and practise polite intonation.
 Practise a conversation about shopping.
 Write a job application form following some guidelines.
CONTENTS
Listening
- Listen and repeat words to do with clothes.

- Listen to someone talking about clothes and answer some questions.
- Listen and repeat words to do with accessories.
- Listen to people talking about a famous department store and answer
some questions.
- Listen to a phone conversation about shopping and answer some
questions.
- Listen to two dialogues and answer some questions.
- Listen to four expressions from conversations and say whether they
sound polite.
- Listen and repeat some expressions with the correct intonation.
Speaking
- Talk about how often they wear certain accessories.
- Ask and answer questions about items of clothing with a partner.
- Ask and answer questions about shopping for clothes with a partner.
- Discuss their views on fashion-mad teenagers.
- Describe the last time they went to a clothes shop.
- Talk about interesting experiences they’ve had.
65
- Think of reasons for a friend to be happy and discuss with a partner.
- Play a memory game with vocabulary about shops.
- Look at the products in a photo and talk about them and where to buy
them.
- Discuss the good and bad things of buying in a department store.
- Look at a photo and describe what they can see.
- Talk about the most unusual things they’ve ever bought in a shop.
- Ask a partner questions about what they have or haven’t done this week.
- Test their partner’s memory asking them questions about a list of jobs.
- Prepare and ask questions using the present perfect and yet.
- Work with a partner describing a picture of a girl at a library.
- Practise a dialogue at a shop with the correct intonation.
- Role-play a dialogue using expressions from the Speaking Bank.
- Work with a partner asking and answering questions about working in a
shop.
- Interview a partner for a supermarket job.
Reading
- Match some photos with words to do with clothes.

- Read an online magazine article and answer some questions.
- Guess the meaning of some words in a text by the context.
- Read a Grammar Guide note about the present perfect affirmative.
- Match some irregular verbs with the past participle forms.
- Read a Grammar Guide note about the present perfect with just.
- Match different shops with examples of things you can find in them.
- Read a true story about a lion and answer some questions.
- Match some words from a reading text with the correct definitions.
- Read a Grammar Guide note about the present perfect negative,
questions and short answers.
- Read a Grammar Guide note about the present perfect with already and
yet.
- Look at some useful expressions in a shop in the Speaking Bank section.
- Read an application form for a part-time job in a supermarket and
answer some questions.
- Read useful words or expressions in an application form.
Writing
- Classify some accessories in the correct place in a table.

- Write three sentences explaining their attitude towards clothes.
- Complete sentences about a model using the present perfect form of the
verbs given.
- Complete sentences with the correct form of the verbs given.
- Write sentences about interesting experiences they’ve had.
66
- Write replies to some questions using the present perfect with just.
- Write true sentences about their life experiences using the affirmative or
negative present perfect form of the verbs given.
- Write questions in the present perfect.
- Complete a dialogue about shopping using the present perfect form of
the verbs given.
- Look at a list of jobs and write sentences with already and yet.
- Put some expressions in the gaps of a dialogue at a shop.
- Complete five dialogues with the useful expressions in a shop learnt.
- Complete an application form with information about them.
 Grammar
- Present perfect
- Present perfect with just
- Present perfect with already and yet
 Vocabulary
- Clothes
- Accessories
- Shops
 Pronunciation
- Grammar: Evaluating your progress.
- Speaking: Intonation
- Listening: Multiple-choice activities
- Use of English: Conversation activities.
67
BASIC COMPETENCES

C2 Mathematical
competence.
C3 Knowledge of SB page References to fashion-mad Express curiosity in
and interaction 131 teenagers in Britain. learning about Social
with the Science in English.
physical world.
learnt.
C5 Social and civil SB pages Consumer education: Be willing to follow
competence. 131 Awareness of the importance moderate consumption
of shopping with moderation habits.
and having a critical attitude
towards fashion.
SB page Education for Peace: the Be willing to respect
130 importance of respecting everybody.
everybody regardless of their
physical appearance or the
clothes they wear.
C6 Cultural and SB page References to the story of a Show pleasure in
artistic 135 lion bought at Harrods. learning cultural facts.
competence.
their own learning.
competence of 139 groups. E.g. role-playing an and interact with
personal interview for a job. others. Have a positive
autonomy and attitude towards own
initiative. ability to participate
68
Ex. Discussing their shopping
habits.

 Click onto... section: A world-famous department store
LITERARY EDUCATION
towards it.
E.g.: Reading text: Teenagers and fashion: Online article / The
department store lion / Job application form
 Literature: The department store lion.

origin, etc.
language
69
EVALUATION
End of Year Test A and B (Units 1-10)
 Self evaluation
 Understand the general message of texts about shopping, and identify
relevant details in oral messages related with them. C1, C3, C5, C8.
intonation in conversations in a shop. C1, C5, C8.
functions and vocabulary, such as writing a job application form. C1, C8
 Use consciously his/her linguistic knowledge in order to listen to a phone
conversation about shopping. C1, C5, C8
 Analyze social aspects of Anglo-Saxon countries by comparing shopping
habits amongst teenagers in those countries with their own experience.
C1, C5, C8
C7, C8
70

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GATEWAY (A2)

Area: Foreign Languages (English)

Upper Secondary Education

 Review vocabulary from previous years about classroom objects, colours,

- Listen and repeat words to do with classroom objects.

- Write some words in numerals.

Basic Competence Page Activity Evaluation Criteria

C8 The SB page Initiative to work in pairs or Be willing to listen to

Socio cultural aspects and intercultural awareness

 Geography: References to countries and nationalities.

ATTITUDES AND VALUES

 Discuss the topic of the unit: School

- Listen and repeat words to do with classroom objects.

- Match some pictures with the appropriate words to do with classroom

- Complete sentences about school with information about them.

Language knowledge and use

Basic Competence Page Activity Evaluation Criteria

Socio cultural aspects and intercultural awareness

 History: References to a famous English secondary school in the Click

ATTITUDES AND VALUES

 Discuss the topic of the unit: free time activities.

- Listen and repeat words to do with free-time activities.

- Match some photos with words to do with free-time activities.

Language knowledge and use

Basic Competence Page Activity Evaluation Criteria

Socio cultural aspects and intercultural awareness

 Geography: New Zealand facts (Click onto... section)

ATTITUDES AND VALUES

 Discuss the topic of the unit: houses.

- Listen and repeat vocabulary about rooms.

- Match some vocabulary about rooms with the correct pictures.

- Complete sentences about a room using is, are, isn’t, aren’t.

Language knowledge and use

Basic Competence Page Activity Evaluation Criteria

C6 Cultural and SB page Students read texts with Show pleasure in

Socio cultural aspects and intercultural awareness

ATTITUDES AND VALUES

- Listen and repeat different parts of the body.

- Complete some sentences with the appropriate parts of the body.

Language knowledge and use

Basic Competence Page Activity Evaluation Criteria

Socio cultural aspects and intercultural awareness

 PE: Basic concepts (Click onto... section).

ATTITUDES AND VALUES

- Listen and repeat vocabulary about food.

- Match some photos with words to do with food.

Language knowledge and use

Basic Competence Page Activity Evaluation Criteria

Socio cultural aspects and intercultural awareness

 Science: superfoods (Click onto... section).

ATTITUDES AND VALUES

 Discuss the topic of the unit: tourism, countries and nationalities.

- Listen and repeat the names of different countries.

- Match some flags with the appropriate countries.

- Write down the name of a famous person for as many nationalities as

Socio cultural aspects and intercultural awareness

 Social Science: Business: Starting a business.

ATTITUDES AND VALUES

 Discuss the topic of the unit: jobs and work.

- Listen and repeat words to do with places of work.

- Match some pictures with words to do with places of work.

- Classify some three syllable words into a table according to their

Language knowledge and use