2 Teaching Programm

Energy
2
Programme
_____________________________
Area of Foreign Languages
English
Starter Unit – First day in London
1
Teaching Programme - Energy 2
I Objectives
- Use the verb to be in singular and plural correctly.

- Use correctly the forms there is /there are.
- Use correctly the modal verb can to express ability and ask for permission.
- Know the form and use of the verb have got.
- Use correctly want.
- Improve pronunciation in English.
- Know the colours in English.
- Know the countries and their respective nationalities.
- Extend vocabulary related to the field of clothes.
- Know the parts of the body and the face.
- Extend vocabulary related to interests and abilities.
- Know how to make introductions.
- Hold simple conversations.
- Write a descriptive text about a person.
II Contents
Block 1. Listening, speaking and conversation

- Initiation in strategies of self assessment, self correction and reflection on
learning.
- Listening comprehension.
- Knowledge of the strategies and formulas necessary for speaking about
things that are found in any place.
- Oral production about abilities.
- Structures for asking permission.
- Oral production about wants and desires.
- Oral production about belongings.
- Description of a character.
Block 2. Reading and writing

- Use of the basic rules of spelling and punctuation and recognition of their
importance.
- Comprehension of simple oral and written texts.
- Production of simple oral and written texts.
- Written production of a description.
Block 3. Knowledge of language
3.1. Linguistic knowledge

3.1.1. Grammar
- Use of the verb to be.
- Use of there is/there are.
- Use of can.
- Use of have got.
- Use of want.
3.1.2. Lexis
2
- Parts of the body and face.
- Colours.
- Clothes.
- Objects of daily use.
- Simple formulas for making introductions.
3.1.3. Phonetics
- Improvement of pronunciation of the concepts proposed in this unit.
3.2. Reflection on language learning

- Interest and curiosity towards extending knowledge of English.
- Organisation of personal work as a strategy for progress in learning.
- Interest in taking advantage of learning opportunities created in the context of
the classroom and outside it.
- Active participation in group activities and work.
Block 4. Socio-cultural aspects and intercultural awareness

- In depth knowledge of the city of London.
III Basic competences

-Competence in linguistic communication
Vocabulary, page 8: colours, clothes, parts of the body and face.
Grammar, pages 7, 8 and 9: to be, can, have got, want, there is, there are.
Listening page 6: oral practice in dialogues.
Speaking, pages 6 and 8: oral practice in dialogues.
Writing, page 9: writing about a character.
- Interpersonal, social and civic competence
Getting to know some aspects of the city of London.
- Learning-to-learn competence
Minimising contents in order to improve the learning of a foreign language.
Ordering the most important concepts.
- Autonomy and personal initiative
All the exercises are aimed at developing and strengthening the pupil’s
autonomy and personal initiative.
IV Assessment
- Listen to a listening and complete the sentences proposed, page 6.
- Make an introduction and hold a short conversation. Roleplay, page 6.
- Ask questions and answer them using the verbs learnt. Grammar, page 8.
- Read a text and choose the correct option. Reading, page 7.
- Write about one of the characters. Grammar, page 9.
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3.1.1. Grammar
- Write sentences with the verbs studied in this unit. Grammar, page 7.
- Say which sentences are true and false with there is/there are.
- Match the descriptions to the photographs. Grammar, page 9.
3.1.2. Lexis
- From the photographs shown, name the colours, the clothes the parts of the
body and the face. Vocabulary, page 8.
- Find in the photograph the list of objects presented. Vocabulary, page 8.
3.1.3. Phonetics
- Improve English pronunciation.

- Vocabulary, page 8: Valuation of strategies for increasing knowledge of
vocabulary.
- Reading, page 7: Valuation of strategies to improve competence in
understanding written texts, including autonomous use of the dictionary.
- Grammar, pages 8 and 9: Interest in work and its application, valuing the
appreciation of the pupil for carrying out exercises and activities correctly and
accurately, as well as interest in presenting the work in a clear, ordered and clean
manner, with correct spelling.
- Listening, page 6: Interest in improving competence in both receptive and
productive communication, shown by carrying out and repeating more correctly
(if necessary) the activities proposed by the teacher
- Speaking, pages 6, 8, 9: Interest in knowing other social, political, geographical
and cultural realities which are different from one’s own. Know how to respect
the differences.

- Know some aspects of the city of London.
4
Unit 1 – School life
I Objectives
- Use correctly the present simple of verbs in the affirmative, negative and
interrogative.
- Use correctly the present continuous of verbs in the affirmative, negative and
interrogative.
- Make simple questions with the interrogative pronouns beginning with Wh-.
- Get to know the form and use of the adverbs of frequency.
- Know the prepositions of time.
- Know the subjects at school.
- Know the days of the week.
- Apologise.
- Get to know the phonetic accentuation of words in English.
- Intone correctly sentences in English.
- Speak on the telephone.
-Get to know the informal language used for writing e-mails and SMS.
- Write an e-mail.
- Get to know a web page.
- Complete tables with information from a listening.
- Get to know some information about school in England.
- Get to know the correct use of punctuation in English.
II Contents

- Use of correct formulas for holding a simple telephone conversation.
- Use of simple, correct, polite questions and answers.
- Knowledge of strategies and formulas necessary for talking about school.
- Use of structures for apologising.
- Questions and answers about personal matters.

- Use of the basic rules of spelling and punctuation and recognition of their
importance.
- Comprehension of simple oral and written texts.
- Production of simple oral and written texts.
- Production of e-mails.
- Reading of a text about school.

3.1.1. Grammar
- Use of the present simple.
- Use of the present continuous.
- Use of Wh- to ask questions.
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3.1.2. Lexis
- Subjects.
- School.
- Formal expressions used in e-mails and web pages.
- Simple formulas for giving personal details.
3.1.3. Phonetics
- Intonation of words.


- Use of courtesy formulas to give and ask for personal information.
- Use of courtesy formulas to hold a telephone conversation. Communication,
page 15.
- Knowledge of another social and cultural reality. Culture Bite, page 19.

Vocabulary, page 13: school subjects.
Grammar, pages 12, 14: present simple and present continuous.
Listening, pages 10, 11, 13, 15 and 17: improving pronunciation and
comprehension and doing the exercises proposed.
Speaking, pages 11 and 17: oral practice in dialogues, finding out and giving
personal details.
Writing, page 16 and 17: writing emails and web pages.
Reading, pages 11, 14, 15, 16 and 17: thinking about different types of texts,
improving reading comprehension and doing exercises proposed.
Competence in knowledge and interaction with the physical world
Roleplay, page 11, knowing how to apologise.
Reading, Listening and speaking, pages 16 and 17, about school,
- Data processing and digital competence
Grammar, page 14: writing emails; getting to know the informal language used
in writing personal emails.
Writing gym, page 17, writing a web page.
Culture Bite, page 19: getting to know about school in England.
Memory gym, page 1: memorising the days of the week and telling the time.
6
Memory tip, page 13, using a small note book specifically for noting down and
revising vocabulary.
Roleplay, page 11: in pairs, inventing a dialogue.
Communication, page 15: making a telephone call.
IV Assessment
- Relevant exercises in Energy Check, page 18.
- Check the words and answer corresponding questions. Listening, page 10.
- Hold a telephone conversation. Communication, page 15.
- Complete a table based on a Listening, page 17.
- Give personal details. Speaking, page 17.
- Get to know different types of text. Reading, page 16.

3.1.1. Grammar
- Revise concepts learnt. Energy Check, page 18.
- Fill in the spaces with the correct form and correct sentences. Grammar, page
12.
- Fill in the spaces with the correct form; find the verbal forms in an e-mail.
Grammar, page 14.
3.1.2. Lexis
- Revise concepts learnt. Energy Check, page 18.
- Name the objects which appear in the photograph. Vocabulary, page 13.
3.1.3. Phonetics
- Pronounce correctly the accent of the words proposed in English.
Pronunciation, page 13.

vocabulary.
- Reading, pages 11, 16 and 17: Valuation of strategies to improve competence in
- Listening: pages 10 and 17: Interest in knowing other social, political,
geographical and cultural realities which are different from one’s own. Know
how to respect the differences.
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- Speaking, pages 11, 15 and 17: Interest in knowing other social, political,
- Culture Bite, page 19: Interest in knowing other social, political, geographical
and cultural realities which are different from one’s own. Know how to respect
the differences.

- Culture Bite, page 19: Interest in knowing other social, political, geographical
and cultural realities which are different from one’s own.
8
Unit 2 – My country
I Objectives
- Use correctly the present continuous with a future meaning.

- Use correctly the comparative and superlative adjectives.
- Extend vocabulary related to Geography.
- Know the numbers over a thousand.
- Know the names of animals.
- Improve the pronunciation of the consonantal phonemes corresponding to tiger
and orange.
- Describe own city correctly.
- Talk about the weekend.
- Make plans for the weekend.
- Make suggestions.
- Make predictions.
- Get to know information about other countries and places different from own.
- Know the correct use of a or the in the construction of sentences and texts.
II Contents

- Use of numbers in a correct and rapid manner.
- Use of the appropriate vocabulary and forms of the adjectives for describing
any city.
- Making of plans for the coming days.
- Use of structures for making suggestions correctly.

- Read texts and do corresponding exercises.
- Correct use of comparative and superlative adjectives in written texts.
- Correct use of superlative adjectives in written texts.
- Description of foreign cities and own using appropriate vocabulary and
adjectives.

3.1.1. Grammar
- Use of present continuous for talking about future situations.
- Use of comparative adjectives.
- Use of superlative adjectives.
3.1.2. Lexis
- Geography.
- The cardinal points.
- Animals.
- Numbers over a thousand and over a million.
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- Countries and cities.
3.1.3. Phonetics
- Distinguish and pronounce correctly the consonantal phonemes corresponding
to tiger and orange.


- Knowledge of another social and geographical reality. Reading, Vocabulary,
communication, pages 20 and 21.
- Knowledge of another social and geographical reality. Skills, Reading,
listening, speaking and writing, pages 26 and 27.

Vocabulary, pages 21, 23: Geography, numbers, animals.
Grammar, page 25: comparative and superlative adjectives.
Listening, pages 22, 25 and 26: doing the listening and completing sentences,
tables, etc.
Speaking, pages 21, 22 and 26: talking about plans for the weekend, making
suggestions, talking about other countries.
Writing, pages 26: describing a city.
Mathematical competence
Vocabulary, page 21: getting to know the numbers
Vocabulary, pages 20, 21 and 26: getting to know the realities of other countries.
Memory tip, page 23: testing the vocabulary learnt from time to time so as not to
forget it.
Find out, page 25: finding answers to the questions proposed, looking for them
in different media other than the text book.
IV Assessment
- Check words. Reading, pages 20 and 21.
- Answer related questions. Reading, pages 20 and 21.
- Make suggestions for a near future. Roleplay, page 22.
- Talk about a foreign city. Speaking, page 26.
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- Read a text about Colorado and do the exercises proposed. Reading, pages
20, 21 and 25.
- Read a text about South America and do the exercises proposed. Skills, page
26.
- Write a description of a city. Writing, page 26.
- Do the corresponding exercises from Energy Check, page 28.

3.1.1. Grammar
- Revise the concepts learnt. Energy Check, page 28.
- Do the exercises proposed about comparative and superlative adjectives.
Grammar, page 25.
3.1.2. Lexis
- Revise the concepts learnt. Energy Check, page 28.
- Do the exercises proposed about geography. Vocabulary, page 21.
- Do the exercises proposed about numbers. Vocabulary, page 21.
- Do the exercises proposed about animals. Vocabulary, page 23.
3.1.3. Phonetics
- Distinguish and pronounce correctly the consonantal phonemes corresponding
to tiger and orange. Pronunciation, page 23.

- Vocabulary, pages 21, 23: Valuation of strategies for increasing knowledge of
vocabulary.
- Reading, pages 20, 21, 24, 25, and 26: Valuation of strategies to improve
competence in understanding written texts, including autonomous use of the
dictionary.
- Grammar, page 25: Interest in work and its application, valuing the
- Listening: pages 25 and 26: Interest in knowing other social, political,
- Speaking, page 26: Interest in knowing other social, political, geographical and
cultural realities which are different from one’s own. Know how to respect the
differences.
- Song, page 29: interest in extending communicative competence thanks to the
use of songs as a means of learning.

- Reading, Listening and Speaking, pages 20, 21, 24, 25, 26: Interest in knowing
other social, political, geographical and cultural realities which are different
from one’s own. Know how to respect the differences.
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Unit 3 – Food
I Objectives
-Conjugate and use correctly the past simple of regular and irregular verbs in
affirmative, negative and interrogative.
- Conjugate and use correctly the past simple of the verb to be in affirmative, negative
and interrogative.
- Use adverbs of manner correctly.
- Know the form of irregular adverbs.
- Make adverbs from adjectives.
- Pronounce correctly the ending of regular verbs in the past.
- Get to know vocabulary related to families.
- Order food in a restaurant.
- Know how to form irregular plurals.
II Contents

- Use of correct formulas for ordering the menu in any restaurant.
- Understanding conversations about food and fast food.

- Reading of a transcribed conversation and doing the corresponding
exercises.
- Comprehension of simple texts.
- Reading of texts about fast food.
- Written production of a text about any topic, paying special attention to
proven facts.

3.1.1. Grammar
- Use of the past of the verb to be.
- Use of the past simple of regular verbs in affirmative, negative and
interrogative.
- Use of past simple of irregular verbs in affirmative, negative and interrogative.
3.1.2. Lexis
- Food.
- Regular and irregular verbs.
- Colloquial expressions and their more formal equivalents.
- Adverbs of manner.
- Irregular adverbs.
- Adverbs made from adjectives.
3.1.3. Phonetics
- Pronunciation of the ending in the past tense of regular verbs.
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- Recognition of the interests of young people from England, as well as the jobs
they do at the same time as studying. Culture Bite, page 39.

Vocabulary, pages 31 and 34: adverbs and food
Grammar, pages 31, 32, 33, verb to be in the past, regular and irregular verbs in
the past, adverbs of manner.
Listening, pages 30, 32, 35, and 37: practising and improving oral competence
Speaking, pages 35, and 37: practising and improving oral competence.
Writing, page 37: writing of objective texts.
Reading, pages 31, 36: improving reading competence and comprehension.
Interpersonal, social and civic competence
Vocabulary, page 34: about food.
Skills, pages 36 and 37: getting to know the reality and risks of consuming fast
food.
Memory tip, page 33: encouraging methods of memorising and their use, in this
case using colours.
Roleplay, page 35: encouraging autonomy in the use of English.
Find out!, page 33: encouraging autonomy in searching for information.
IV Assessment
- Answer questions. Listening, pages 30 and 31.
- Order food. Roleplay, page 35.
- Talk about fast food. Speaking, page 37.

- Write a text about objective facts, supplying the information necessary.
Writing, pages 37.

3.1.1. Grammar
- Complete sentences with the correct form of the past. Grammar, page 32 and
33.
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- Match the past form of a verb to its corresponding infinitive. Grammar, page
33.
3.1.2. Lexis
- Read a menu and answer. Vocabulary, page 34.
- Name the drawings that appear. Vocabulary, page 34
3.1.3. Phonetics
- Pronounce correctly the past of regular verbs. Pronunciation, page 32.

- Vocabulary, page 34: valuation of strategies for increasing knowledge of
vocabulary.
- Reading, pages 30, 31, 34, 36 and 37: valuation of strategies to improve
dictionary.
- Grammar, pages 32 and 33: interest in work and its application, valuing the
- Listening, pages 30, 32 and 37: interest in improving competence in both
receptive and productive communication, shown by carrying out and repeating
more correctly (if necessary) the activities proposed by the teacher.
- Speaking, page 37: collaboration with classmates in order to co-operate in
learning.
- Writing, page 37: presentation of written work with accuracy, clarity, precision,
order and cleanness.
- Culture Bite, page 39: interest in knowing the working reality of young people
in England.

- Compare the jobs that young people from other countries do whilst studying.
Culture Bite, page 39
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Unit 4 – Crime
I Objectives
-Use correctly the past continuous of verbs.

- Talk about events that happened continually in the past.
- Pronounce correctly the weak and strong forms in a sentence.
- Say the dates.
- Know public places in any city.
- Know public places in the city of London.
- Get to know the prepositions of place.
- Tell a story out loud.
- Write a story.
- Improve oral comprehension.
- Give directions.
- Improve the punctuation of texts.
- Get to know and use the indirect style.
II Contents

- Correct use of time expressions.
- Participate in conversations about situations and actions that occurred in the
past.
- Telling of a story.
- Use of appropriate structures for giving directions.
- Explanation of the position of an object.

- Use of time expressions in the writing of texts.
- Written production of stories.
- Use of the direct style in writing of stories.

3.1.1. Grammar
- Use of past continuous in affirmative, negative and interrogative.
3.1.2. Lexis
- Dates.
- Public places.
- Time expressions.
3.1.3. Phonetics
- Pronunciation of weak and strong forms.
15
- Interest and curiosity towards extending knowledge of the English language
and culture.

- Knowledge of historical music groups from the English culture.

Vocabulary, pages 41 and 44: dates and public places.
Grammar, pages 42: past continuous of verbs.
Listening, pages 43, 45 and 46: improvement of oral comprehension.
Speaking, pages 45 and 46: oral practice in dialogues
Writing, page 47: improvement of written expression
Reading, pages 41, 45 and 46: improvement of reading comprehension
- Mathematical competence
Vocabulary, page 41: saying dates.
-Interpersonal, social and civic competence
Communication, page 45: getting to know the city of London, giving directions
in a correct and polite manner.
- Cultural and artistic competence
Communication, page 40-41: getting to know something more about the life and
death of a musical myth.
- Competence in knowledge and interaction with the physical world
Communication, page 45: getting to know the city of London, giving directions
in a correct and polite manner
Memory tip, page 44: learning to make connections in order to memorise
different concepts.
Roleplay, page 45: giving directions.
Find out, page 43: comparing and contrasting information.
IV Assessment
- Tell a story. Speaking, page 47.
- Act out a dialogue. Roleplay and Speaking, pages 45 and 47.
- Give directions. Communication, Roleplay, page 45.
- Talk about London in pairs. Vocabulary, page 44.

- Read texts and do the corresponding exercises. Reading, pages 40 and 41.
- Read a text and answer the questions proposed. Reading, page 45.
- Read a text and match the sentences to the drawings. Reading, page 46.
16

3.1.1. Grammar
- Complete a text with the appropriate form of the verb. Grammar, page 42.
- Do the corresponding exercises in Energy Check, page 48.
3.1.2. Lexis
- Say the dates and talk about past situations. Vocabulary, pages 41.
- Find public places on a map. Vocabulary, page 44..
- Exercises about vocabulary studied in the lesson. Energy Check, page 48
3.1.3. Phonetics
- Pronounce correctly the weak and strong forms. Pronunciation, page 43.

- Vocabulary, page 41 and 44: Valuation of strategies for increasing knowledge
of vocabulary.
- Reading, pages 41, 45 and 46; Valuation of strategies to improve competence
in understanding written texts, including autonomous use of the dictionary.
- Grammar, page 42: Interest in work and its application, valuing the
- Listening, pages 43, 45 and 46: interest in improving communicative
competence.
- Speaking, pages 44, 45 and 47: Interest in improving competence in both

- Getting to know well known public places in the city of London. Vocabulary,
page 44.
17
Unit 5 – Rules and advice
I Objectives
- Give orders and instructions correctly and politely.

- Use the modal verb must correctly.
- Use the modal verb should correctly.
- Give advice.
- Extend vocabulary related to jobs.
- Know some strange jobs.
- Know the world of a circus.
- Pronounce correctly the vocalic phonemes corresponding to woman and two.
- Use a dictionary.
- Guess a word from its context.
- Write simple essays.
II Contents

- Participation in conversations about jobs and about the work situation.
- Participation in conversations about instructions to follow for public places.
- Use of appropriate structures for giving advice.
- Use of appropriate structures for giving orders.
- Correct and polite discussion, defending a theme, in this case, whether or not
animals should be in a circus.

- Use of strategies for completing sentences.
- Written production of rules that must be followed.
- Written production of a simple essay.

3.1.1. Grammar
- Use of must.
- Use of should/shouldn’t.
- Imperatives.
3.1.2. Lexis
- Jobs.
- Unusual jobs.
- Animals.
3.1.3. Phonetics
- Distinguish and pronounce correctly the vocalic phonemes corresponding to
woman and two.
18
- Interest and curiosity towards extending knowledge of the English language
and culture.

- Knowledge of the legal rights of young people in England aged 16, 17 and 18.
Culture Bite, page 59.

Vocabulary, pages 52: jobs.
Grammar, pages 51 and 53: modal verbs and verbs in the imperative.
Listening, pages 50, 54 and 57: improvement of oral comprehension.
Speaking, pages 52, 53 and 57: oral practice in dialogues.
Writing, pages 57: improvement of written expression.
Reading, pages 51, 56 and 57: improvement of reading comprehension.
-Interpersonal, social and civic competence
Culture Bite, page 59: knowing other social realities.
Memory tip, page 53: remembering new words that appear in a sentence.
Find out!, page 54: making conclusions from information.
IV Assessment
- Answer questions. Listening, pages 50 and 57.
- Talk about jobs. Vocabulary, page 52.
- Make instructions for following in a public place. Speaking, page 53.
- Discuss a topic. Speaking, page 57.

- Read texts and do the corresponding exercises. Reading, pages 51, 56.
- Write an essay. Writing, pages 57.
- Do the corresponding exercises in Energy check, page 58.

3.1.1. Grammar
- Complete instructions and match them to the drawing that appear. Grammar,
page 51.
- Complete sentences and make rules. Grammar, pages 53 and 54.
- Do the corresponding exercises in Energy check, page 58.
3.1.2. Lexis
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- Complete the sentences with the appropriate word. Vocabulary, page 52.
3.1.3. Phonetics
- Distinguish and pronounce correctly the vocalic phonemes corresponding to
woman and two. Pronunciation, page 54.

- Vocabulary, pages 52: Valuation of strategies for increasing knowledge of
vocabulary.
- Reading, pages 51 and 56: Valuation of strategies to improve competence in
- Grammar, pages 51, 53 and 54: Interest in work and its application, valuing the
- Listening, pages 50, 54 and 57: Interest in improving competence in both
- Speaking, pages 53 and 57: collaboration with classmates in order to co-operate
in learning.
- Writing, pages 57: Presentation of written work with accuracy, clarity,
precision, order and cleanness
- Culture Bite, page 59: knowledge of certain realities of young English people.

- Know the obligations and rights of young English people of 16, 17 and 18.
Culture Bite, page 59.
20
Unit 6 – The future
I Objectives
- Express the future with will in affirmative, negative, and interrogative.

- Express the future with going to in affirmative, negative and interrogative.
- Know words with similar pronunciation and different meaning.
- Extend vocabulary related to the weather.
- Offer help in any situation using the appropriate linguistic formulas.
- Talk about future plans.
- Write a letter to the Editor of a magazine.
- Use the dictionary correctly.
- Know the abbreviations most used in a dictionary.
- Write formal letters.
- Write informal letters.
- Improve reading comprehension.
- Improve oral comprehension.
- Improve oral and written expression.
II Contents

- Participation in conversations about possible future situations.
- Participation in conversations about future desires.
- Participation in conversations about events or situations which are likely to
happen in the future.
- Carrying out future predictions.
- Use of structures for offering help.
- Participation in conversations about the weather.
- Listening to a radio programme.
- Matching conversations to signs.

- Use of strategies for completing sentences based on a text.
- Written production of a letter to a magazine.
- Written production of a formal letter.
- Written production of an informal letter.
- Use of strategies for giving detailed answers to questions based on the text.
- Reading of a scientific text.

3.1.1. Grammar
- Use of will to talk about the future.
- Use of going to to talk about the future.
21
3.1.2. Lexis
- The weather.
- Formulas for writing letters.
- Most common abbreviations in a dictionary.
- Science.
- Similar words.
3.1.3. Phonetics
- Words with similar pronunciation.


- Recognition of the weather and the climatic change that is taking place.
- Recognition of science as a discipline.
- Offering of help without any type of prejudice.

Vocabulary, page 63: the weather.
Grammar, pages 62 and 64: future with will and going to.
Listening, pages 60, 63, 67: improving oral comprehension and doing the
exercises proposed.
Speaking, pages 61, 63, 65 and 67: making suggestions, talking about abilities
and signs.
Reading, pages 61, 64, 65, 66 and 67: improving reading comprehension and
doing the corresponding exercise.
Writing, page 67: writing letters.
Roleplay, page 61: offering help.
Memory tip, page 63: remembering the grammatical category of the words
memorised.
In all the exercises autonomy as well as individual capacity to work in a team is
strengthened.
Find Out, page 63: looking for information on a map.
IV Assessment
- Check words from the listening and answer questions based on it. Listening,
page 60.
- Match sentences to signs, write instructions. Vocabulary, pages 63.
- Offer help. Roleplay, page 61.
22
- Talk about the future. Grammar, page 64.
- Talk about plans for the future. Communication, page 65.
- Make predictions about the future. Speaking, page 67.

- Read a text and choose the correct words as well as completing sentences
about it. Reading, page 61
- Read a text, associate each paragraph with a photograph, correct sentences.
Reading, page 64.
- Write a letter to a magazine. Writing, page 67.
- Do the corresponding exercises. Energy Check, page 68.

3.1.1. Grammar
- Complete sentences with the appropriate option. Grammar, page 62.
- Correct sentences. Grammar, page 64.
3.1.2. Lexis
- Match words to the corresponding symbols. Vocabulary, page 63.
- Do a listening about the words studied. Vocabulary, page 64.
3.1.3. Phonetics
- Words with similar pronunciation. Pronunciation, page 62.

- Vocabulary, pages 63: valuation of strategies for increasing knowledge of
vocabulary.
- Reading, pages 61, 64, 65, 66 and 67: valuation of strategies to improve
dictionary.
- Listening pages 60, 63 and 67: interest in improving competence in both
- Speaking, pages 61, 63 and 67: interest in improving competence in both
order and cleanness
- Energy Check page 68: interest in solving problems which arise in the different
activities, either orally or in writing.
23
- Know and show interest towards the climatic and scientific reality. Vocabulary,
Reading, Speaking and Listening, pages 63, 66 and 67.
Unit 7 – Science and luck

I Objectives
-Use the first conditional correctly.

- Know the use of the countable and uncountable nouns.
- Use correctly some and any.
- Use correctly how much/ how many.
- Improve the intonation in English.
- Know the adjectives for describing emotions.
- Know vocabulary related to science.
- Know the superstitions of own country and others.
- Show sympathy for something or someone.
- Write a series of instructions.
- Read and understand scientific texts.
- Predict answers based on given elements.
II Contents

- Talk about possible real situations and actions.
- Description of emotions.
- Intone correctly.
- Participation in conversations about superstitions.
- Participation in conversations about science.

- Improvement of reading comprehension.
- Description of emotions.
- Written production of an experiment.
- Written production of instructions to be followed.

3.1.1. Grammar
- Use of the first conditional.
- Use of countable nouns.
- Use of uncountable nouns.
- Use of how much/how many.
- Use of some/any.
3.1.2. Lexis
- Adjectives of emotion.
- Superstitions.
24
- Countable nouns.
- Uncountable nouns.
- Science.
3.1.3. Phonetics
- Correct English intonation.


- Knowledge of Internet in Great Britain.
- Knowledge of the use made of Internet by young people in Great Britain.
- Approach to science.

Vocabulary, pages 71 and 74: science, countable and uncountable nouns.
Grammar, pages 72 and 75: the first conditional, countable and uncountable
nouns.
Listening, pages 70, 74, 75, 76, 77: oral practice and comprehension.
Speaking, pages 71, 73, 77: oral practice
Writing, page 77.
Reading, pages 71, 76 and 77: reading texts and doing the corresponding
exercises.
- Competence in knowledge and interaction with the physical world
Communication, page 73: knowing about superstitions.
Vocabulary, page 74: scientific knowledge.
Skills, page 76: knowledge of the Archimedes Principle.
Culture Bite, page 79: knowing other realities and comparing them to own,
always developing a critical turn of mind.
Memory tip, page 75: remembering uncountable nouns.
All the exercises are aimed at developing and strengthening the initiative and
autonomy of the pupil.
IV Assessment
- Check words from the listening and answer questions based on it. Listening,
page 70.
- Show sympathy. Roleplay, page 71.
- Talk about superstitions from own country. Communication, page 73.
- Do a listening about science and the exercises proposed. Listening, page 77.
25
- Read a text and find expressions equivalent to those proposed. Reading, page
71
- Read a text and answer true or false to the proposed questions. Reading, page
74.
- Do the exercises proposed in Energy Check, page 78.

3.1.1. Grammar
- Write the correct form of the verbs. Grammar, page 72.
- Write How much/many as corresponds. Grammar, page 75.
- Complete the sentences as corresponds. Grammar, page 75.
3.1.2. Lexis
- Describe the faces proposed. Vocabulary, page 71.
- Match to the drawings proposed. Vocabulary, page 74.
- Complete with countable and uncountable nouns. Grammar, page 75.
3.1.3. Phonetics
- Listen to and mark the correct intonation. Pronunciation, page 72.

- Vocabulary, pages 71, 74 and 75: Valuation of strategies for increasing
knowledge of vocabulary.
- Reading, pages 71, 76, 77: Valuation of strategies to improve competence in
- Grammar, page 72, 75: Interest in work and its application, valuing the
- Listening pages 70, 74 and 77: Interest in improving competence in both
- Speaking, pages 71, 73 and 77: collaboration with classmates in order to co-
operate in learning.
- Culture Bite page 79: Interest in solving problems which arise in the different
activities, either orally or in writing.

- Know the use of Internet in Great Britain. Culture Bite page 79
26
Unit 8 – Have you ever …?
I Objectives
-Talk about situations which happened in the past but are relevant in the present.
- Use the present perfect with ever/never as corresponds.
- Differentiate between the use of the present perfect and the past simple.
- Use the possessive pronouns.
- Know the names of the methods of transport.
- Know the past participles of regular and irregular verbs.
- Improve the pronunciation of diphthongs.
- Make a phone call in order to get information.
- Talk about travel.
- Talk about the methods of transport used for getting to school.
- Improve reading comprehension.
- Describe a trip.
- Write a story and use the appropriate verb tenses in every moment.
II Contents

- Participation in conversations about situations and actions which occurred in
the past.
the past but which are relevant at the present moment.
- Participation in telephone conversations for getting information.
- Participation in conversations about methods of transport.
- Participation in conversations about travel.

- Description of a trip.
- Reading of texts about travel and doing proposed activities.

3.1.1. Grammar
- Use of the regular and irregular verbs in the present perfect simple, in
affirmative, negative and interrogative.
- Use of the past simple and the present perfect simple.
3.1.2. Lexis
- Formulas for making a phone call.
- Past participle of irregular verbs.
- Methods of transport.
- Travel.
27
3.1.3. Phonetics
- Pronunciation of the diphthongs corresponding to ride and train.


- Knowledge of the methods of transport, their advantages and disadvantages.
- Interest in extending own culture by travelling to other countries.

Vocabulary, page 84: methods of transport.
Grammar, pages 82 and 83: present perfect.
Listening, pages 81, 85 and 87: oral practice and comprehension.
Speaking, pages 81, 85 and 87: oral practice
Writing, page 87: describing a diary.
Reading, pages 80, 86, 87: reading texts and doing the corresponding exercises.
Roleplay, pages 81: being autonomous when explaining oneself in every day
situations.
Vocabulary, Communication, pages 84 and 85: knowing the advantages and
disadvantages of the use of methods of transport.
Find out, page 85: in groups, doing research and then making a graph with the
information obtained.
Memory tip, page 83: reciting lists of verbs.
Find out, page 85: developing personal autonomy for learning and extending
knowledge.
IV Assessment
- Make a phone call to get information. Roleplay, page 81.
- Listen to a text about travel. Communication, page 85.
- Do a listening about travel. Listening, page 87.
- Listen to a song. Song, page 89.

- Read a text and answer the questions proposed. Reading, page 80.
- Read a text about travel, answer true or false. Reading, pages 86 and 87.
28

3.1.1. Grammar
- Complete the sentences with the correct option. Grammar, page 82.
- Answer questions and invent others. Grammar, page 82.
- Complete with the appropriate verb tense in each context. Grammar, page 83.
3.1.2. Lexis
- Name the transports which appear. Vocabulary, page 84.
- Match the drawings to the methods of transport given. Vocabulary, page 84.
- Choose the correct verb and complete the expressions. Vocabulary, page 84.
- Do the exercises proposed. Energy Check, page 88.
3.1.3. Phonetics
- Repeat the words pronounced, Pronunciation, page 84.
- Place in the appropriate column according to pronunciation, Pronunciation,
page 84.

vocabulary.
- Reading, pages 80, 86 and 87: valuation of strategies to improve competence in
- Listening pages 81, 84, 85 and 87: interest in improving competence in both
- Speaking, pages 81, 83, 85 and 87: collaboration with classmates in order to
co-operate in learning.

- Know other musical groups. Song, page 89.
29
Unit 9 – The audition
I Objectives
- Use have to to express obligation.

- Use the present perfect with yet/already as corresponds.
- Pronounce the consonantal phoneme /h/ correctly.
- Extend vocabulary from the field of tasks.
- Persuade someone through the use of words.
- Talk about household tasks.
- Talk about television programmes.
- Give positive or negative opinions, always correctly and politely.
- Write conversations with classmates on paper or the computer.
II Contents

the past and which are important at the present moment.
- Use strategies to persuade someone about something.
- Participation in conversations about daily tasks.
- Participation in conversations about television programmes.

- Reading of a text and answering corresponding questions.
- Written production of conversations with classmates on paper or computer.

3.1.1. Grammar
- Use have to to express obligation.
- Use of present perfect with yet/already.
3.1.2. Lexis
- Household tasks.
- Verbs.
3.1.3. Phonetics
- Distinguish and pronounce correctly the consonantal phoneme /h/.


- Knowledge and opinion about television.
30
Vocabulary, page 93: tasks
Grammar, pages 92 and 94: have to, present perfect with yet/already.
Listening, pages 90, 92, and 96: oral practice and comprehension.
Speaking, pages 91, 95 and 97: oral practice
Writing, page 97: writing a chat.
Reading, pages 91 and 96: reading texts and doing the corresponding exercises.
- Data processing and digital competence
Writing, page 97: writing a chat.
Vocabulary, page 93: household tasks.
Communication, page 95: talking about tasks.
Speaking, page 97: talking about television programmes.
Memory tip, page 93: making word families.
knowledge.
knowledge.
IV Assessment
- Do a listening and the corresponding exercises. Listening, page 90.
- Persuade someone. Roleplay, page 91.
- Practise the pronunciation of the consonantal phoneme /h/. Pronunciation -
Listening, page 92
- Talk about the tasks they do. Communication, page 95.
- Complete a table after hearing a listening. Listening, page 96.
- Talk about television programmes. Speaking, page 97.

- Read a text and choose the correct words as well as completing sentences
about it. Reading, page 91
- Read a text and answer the questions. Reading, page 93.
- Write a chat. Write, page 97.

3.1.1. Grammar
- Complete sentences. Grammar, page 92
- Put the sentences in the correct order. Grammar, page 94.
3.1.2. Lexis
31
- Name the tasks which are shown in the drawings. Vocabulary, page 93.
3.1.3. Phonetics
- Repeat the words proposed as well as the text shown. Pronunciation, page 92.

vocabulary.
- Reading, pages 91, 96: Valuation of strategies to improve competence in
- Listening pages 90, 96: Interest in improving competence in both receptive and
productive communication, shown by carrying out and repeating more correctly
(if necessary) the activities proposed by the teacher.
- Speaking, pages 91, 95 and 97: collaboration with classmates in order to co-
operate in learning.
- Writing, page 97: Presentation of written work with accuracy, clarity, precision,

- Know the reality of television in England. Culture Bite, page 99.
32
Unit 10 – Film and TV
I Objectives
- Talk about abilities using can/could.

- As permission using can/could.
- Know the film genres.
- Use a dictionary.
- Know in depth the Lord of the Rings.
- Know polysemic words.
- Write a literary or film review.
- Place adjectives in a sentence correctly.
II Contents

- Use of strategies for asking permission.
- Participation in conversations about own and others’ abilities.
- Participation in conversations about their favourite films.
- Discussion about any film.
- Participation in conversations about invitations offered.

- Reading of texts.
- Written production of a literary or film review.
- Correct use of adjectives in an essay/description.

3.1.1. Grammar
- Use of can/could to talk about abilities.
- Use of can/could to ask permission.
3.1.2. Lexis
- Film genres.
3.1.3. Phonetics


- Knowledge and respect towards other literatures.
33
Vocabulary, page 103: films.
Grammar, page 102: can/could.
Listening, pages 100, 105, 106 and 107: oral practice and comprehension.
Speaking, pages 101, 102, 103, 105, 107: oral practice
Writing, pages 107: writing a review.
Reading, pages 101, 102, 104, 106, 107: reading texts and doing the
corresponding exercises.
Speaking, page 102: talking about abilities.
Roleplay, page 101: asking permission
- Cultural and artistic competence
Reading, listening, writing, pages 104, 105: valuing the creative effort of others
and literature as a source of pleasure and knowledge.
- Learning-to-learn competence .
Memory tip, page 103: using own experience to remember vocabulary.
- Autonomy and personal initiative.
All the exercises are aimed at developing autonomy in creativity and learning.
IV Assessment
- Do the listenings and the corresponding exercises, pages 100, 105, 107.
- Ask permission. Roleplay, page 101.
- Talk about abilities. Speaking, page 102.
- Discuss a film. Speaking, page 105.
- Song, page 109.
- Energy Check, page 108.

- Read the texts and do the proposed exercises. Reading, pages 101, 102, 104,
106, 107.
- Write a critical text. Writing, page 107.

3.1.1. Grammar
- Read a text and answer the questions. Grammar, page 102.
- Talk about abilities. Grammar, page 102.
3.1.2. Lexis
- Match the proposed genres to the corresponding films. Vocabulary, page 103.
- Make a list of films. Vocabulary, page 103.
34
3.1.3. Phonetics

vocabulary.
- Reading, pages 101, 104, 106, 107: valuation of strategies to improve
dictionary.
- Grammar, page 102: interest in work and its application, valuing the
- Listening pages 100,105, 106, 107: interest in improving competence in both
- Speaking, pages 101, 102, 103, 105, 107: collaboration with classmates in
order to co-operate in learning.
- Writing, page 107: presentation of written work with accuracy, clarity,
precision, order and cleanness.

- Know other realities. Song, page 109.
35

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Energy

Area of Foreign Languages

Starter Unit – First day in London

- Use the verb to be in singular and plural correctly.

Block 1. Listening, speaking and conversation

Block 2. Reading and writing

Block 3. Knowledge of language

3.1. Linguistic knowledge

3.2. Reflection on language learning

Block 4. Socio-cultural aspects and intercultural awareness

III Basic competences

3.1. Linguistic knowledge

3.2. Reflection on language learning

Block 4. Socio-cultural aspects and intercultural awareness

Block 1. Listening, speaking and conversation

Block 2. Reading and writing

Block 3. Knowledge of language

3.1. Linguistic knowledge

3.2. Reflection on language learning

Block 4. Socio-cultural aspects and intercultural awareness

III Basic competences

Block 3. Knowledge of language

3.1. Linguistic knowledge

3.2. Reflection on language learning

Block 4. Socio-cultural aspects and intercultural awareness

- Use correctly the present continuous with a future meaning.

Block 1. Listening, speaking and conversation

Block 2. Reading and writing

Block 3. Knowledge of language

3.1. Linguistic knowledge

3.2. Reflection on language learning

Block 4. Socio-cultural aspects and intercultural awareness

III Basic competences

Block 3. Knowledge of language

3.1. Linguistic knowledge

3.2. Reflection on language learning

Block 4. Socio-cultural aspects and intercultural awareness

Block 1. Listening, speaking and conversation

Block 2. Reading and writing

Block 3. Knowledge of language

3.1. Linguistic knowledge

Block 4. Socio-cultural aspects and intercultural awareness

III Basic competences

Block 2. Reading and writing

Block 3. Knowledge of language

3.1. Linguistic knowledge

3.2. Reflection on language learning

Block 4. Socio-cultural aspects and intercultural awareness

-Use correctly the past continuous of verbs.

Block 1. Listening, speaking and conversation

Block 2. Reading and writing

Block 3. Knowledge of language

3.1. Linguistic knowledge

Block 4. Socio-cultural aspects and intercultural awareness

III Basic competences

Block 2. Reading and writing

3.1. Linguistic knowledge

3.2. Reflection on language learning

Block 4. Socio-cultural aspects and intercultural awareness

- Give orders and instructions correctly and politely.

Block 1. Listening, speaking and conversation

Block 2. Reading and writing

Block 3. Knowledge of language

3.1. Linguistic knowledge